Pre-Advanced
2ND EDITION
PDF from sachtienganhhanoi.com
B2+
TEACHER’S RESOURCE BOOK
B2+
Pre-Advanced
TEACHER’S RESOURCE BOOK
PDF from sachtienganhhanoi.com
2ND EDITION
CONTENTS
2ND EDITION
B2+
Introduction4
Overview of the assessment package4
Test format5
Tests7
Unit Tests
17
Review Tests
107
End of Year Test
134
Tests answer key
152
Speaking and Writing: mark schemes
172
Tests audioscripts
174
Photocopiable activities
Photocopiable activities: Teacher’s Notes
7
PDF from sachtienganhhanoi.com
Diagnostic Test
182
209
3
INTRODUCTION
2ND EDITION
B2+
The Gold Experience Assessment Package provides a wide
range of tests which can be used at different points in the
course. Each level has:
Assessment for dyslexic
students
• 1 x A and B Diagnostic Test
One of the most effective ways of checking classroom work
and the teaching programme is through testing. Tests can
show which learning materials work best for individual
students, so teachers need to be able to select the most
appropriate tests for their students. The two most important
aspects of a test concern a) validity: whether or not the test
measures what it is supposed to measure and b) reliability:
whether it would produce similar results when used with a
similar group under the same conditions at a different time.
• 9 x A and B Unit Tests
• 3 x A and B Review Tests
• 1 x A and B End-of-Year Test
Assessment of learning or
Assessment for learning?
Any test can be used either as assessment for learning or
assessment of learning. Assessment of learning usually
takes place after the learning has happened and provides
information about what the student is achieving. The student
is usually given a mark or a grade. You can also use the tests as
assessment for learning by using them to provide information
on how well students have understood new language or
skills, and then providing them with specific feedback and
suggestions for improvement as part of the continual learning
process.
A combination of both types of assessment can provide
powerful tools for helping your students’ progress.
Teacher’s Resources site
In addition to the tests in this Teacher’s Resource Book, the
tests are also provided on the Teacher’s Resources site in both
PDF and Word format. We recommend using the PDF version,
as they are. However, if you do need to edit the tests, this
should be possible on the Word version.
The audio files accompanying the listening exercises in the
Skills and End of Year tests can also be found on the Teacher’s
Resources site.
The access code for the Teacher’s Resources site is in the front
of your Teacher’s Book.
Versions of tests
Most tests have two versions: A and B. Versions A and B are
designed to be at exactly the same level of difficulty and
feature the same task types, however, the test items in each
are different. For listening tests, the tasks are different but the
audio is the same in both A and B versions, making it easy to
administer.
You can use the A/B tests in two ways:
• give half of the class A versions and half of the class B
versions - this helps to deter cheating.
• give all students the A test and then use the B test either
for students who missed the test or as a re-test or remedial
work for students whose score shows they need a little more
work on the unit objectives.
On the Teacher’s Resources site, there is also a version of the
tests adapted for students with special educational needs. See
the next section for more information.
4
When we consider validity, it is evident that tests written to
measure reading comprehension, vocabulary, grammar or
communication will fail to obtain valid test results for dyslexic
students. The type of reading difficulties dyslexic students
experience in processing print affects all language skills and
consequently will not provide valid information about their
actual knowledge or skills. The same problem affects the
reliability of a test. Obviously, if the same written test is used
with dyslexic students and non-dyslexic students from the
same class, the results will be significantly different for the two
groups.
The Gold Experience Assessment Package offers alternative
versions of tests for dyslexic learners. While the language
content and linguistic level of the material tested is the same
as in the main tests, a number of changes make it easier for
dyslexic students to process. For example, these tests have
a larger point size with increased spacing between the lines,
and tasks which require multi-tasking have been reduced in
complexity. See the introduction to the adapted tests for more
detail.
Exam preparation
As your students are going to be working towards a final highstakes exam, the tests also provide regular opportunities for
them to try exam-style tasks in a low-stakes test environment,
which should help them feel more confident going into the
final exam.
We would recommend using past papers or practice papers in
addition as you get close to the date of the exam. There is one
full practice test in Unit 10 of the Workbook, and two further
complete practice exams are available in the Exam Practice
booklet.
Expected outcomes
We would expect all students who have completed the
instructional material to score at least 50%, and the best
students to score 90–100% on any given test. We have
deliberately included more challenging questions in each test
so as to help you identify students performing above the level.
PDF from sachtienganhhanoi.com
OVERVIEW OF THE ASSESSMENT PACKAGE
INTRODUCTION
2ND EDITION
B2+
TEST FORMAT
The Unit, Review and End of Year tests have several parts to them. This helps makes them flexible, and allows you to assign only
the parts you want to or have time to administer and mark.
Assessment type
Quantity
Total marks Timing
Diagnostic test (A/B)
1 (at start of course)
100
45 mins
Language: Grammar, Vocabulary and Use of
English (A/B)
9 (after each main unit)
50
25–30 mins
Skills: Listening and Reading (A/B)
9 (after each main unit)
50
20–30 mins
Grammar, Vocabulary and Use of English (A/B)
3 (after every three units)
50
30 mins
Writing
3 (after every three units)
25
30 mins
Speaking (A/B/Teacher)
3 (after every three units)
25
10–15 mins per pair
Listening, Reading and Use of English (A/B)
1 (at end of course)
50
45 mins
Writing
1 (at end of course)
25
45 mins
Speaking (A/B/Teacher)
1 (at end of course)
25
10–15 mins per pair
Unit tests
End of year test
For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets.
Diagnostic Test
Unit Tests
The main purpose of the Diagnostic Test is to help the you
identify any general areas of strength or weakness across
the class. This will help you tailor your lessons to your class
and maximise your time with your students. The Diagnostic
Test will also help to place students at the right level of the
Gold Experience series. The test contains 100 multiple-choice
questions and is designed to last for 45 minutes.
There are nine Unit Tests, which test the learning objectives
from each main unit (after Unit 10, students would take the
End of Year test). These should be administered after each
respective unit check.
To help score and analyse the Diagnostic Test, groups of
questions are labelled by language topic in the answer key.
Mark your students’ test papers, and use the following guide to
help you decide what to do next:
• If students get fewer than 10 of the answers right, they may
not have the basic language knowledge required for this
level. Consider starting with the level below.
• If students get 10–49 correct, assess their answers to check
where remediation or extra help is required. Focus extra help
on topics from questions 1–25.
• If students score 50–74, assess their scores and, if they score
at the upper end of this, consider an additional oral interview
to decide whether this is the most appropriate level for
them, or whether they would gain more from the next level
(perhaps with some additional help).
Each Unit Test has two parts: Language (Grammar, Vocabulary
and Use of English); and Skills (Listening and Reading). Both
parts have A and B versions. There is also a version of the A
tests for students with special educational needs.
You can assign both or neither of these, depending on the time
available. If you are including the Listening test, it is best to run
the Listening audio first, and then students can do the other
sections in their own time.
The tests will take approximately:
– Language: Grammar, Vocabulary and Use of English: 25–30
minutes
– Skills: Listening and Reading: 20–30 minutes
The Unit Test as a whole is out of 100 marks. The parts of the
test are split as follows:
– Language: Grammar, Vocabulary and Use of English: 50 marks
– Skills: Listening and Reading: 50 marks
• If they get more than 75 of the answers right, consider
starting them at the level above.
5
PDF from sachtienganhhanoi.com
Review tests
INTRODUCTION
2ND EDITION
Review tests
End of Year Test
There are three Review Tests (one every three units). These
are cumulative achievement tests, and so test the learning
objectives from all units so far in the course, but with a heavier
focus on the most recent units:
The End of Year Test provides a skills-based test covering
learning objectives from the whole course.
• Review Test 2: Units 4–6
• Review Test 3: Units 7–9
Depending on your school year, you may wish to do all of these
or just some of them.
Each test has three parts: Grammar, Vocabulary and Use of
English; Writing; Speaking. Grammar, Vocabulary and Use of
English papers have A and B versions, as well as a version of the
A tests for students with special educational needs. There is
only one version of the Writing task. Students do the Speaking
tasks in pairs, and there are separate materials for students A
and B, as well as a version for the teacher with questions.
As with the Unit Tests, you can assign all or none of the parts
of the test, depending on the time available.
The tests will take approximately:
– Grammar, Vocabulary and Use of English: 30 minutes
– Writing: 30 minutes
– Speaking: 10–15 minutes per pair of students
The Review Tests as a whole are out of 100 marks. The parts of
the test are split as follows:
– Grammar, Vocabulary and Use of English: 50 marks
– Writing: 25 marks
– Speaking: 25 marks
The test has three parts: Listening, Reading and Use of English;
Writing; Speaking. Grammar, Vocabulary and Use of English
papers have A and B versions, as well as a version of the A tests
for students with special educational needs. There is only one
version of the Writing task. Students do the Speaking tasks in
pairs, and there are separate materials for students A and B, as
well as a version for the teacher with questions.
You can assign all or none of the parts of the test, depending
on the time available.
The tests will take approximately:
– Listening, Reading and Use of English: 45 mins
– Writing: 45 minutes
– Speaking: 10–15 minutes per pair of students
The End of Year Test as a whole is out of 100 marks. The parts
of the test are split as follows:
– Listening, Reading and Use of English: 50 marks
– Writing: 25 marks
– Speaking: 25 marks
Marking the tests
The Language test answer keys include references to specific
Student’s Book pages for revision.
Writing and Speaking tests have detailed mark schemes out
of 25 (see pages 172–173), similar to the Cambridge mark
schemes, to help you mark consistently, and to help you give
students meaningful feedback. If you prefer to use the actual
mark scheme for the exam your students will ultimately take,
these are available online.
Whichever mark scheme you use, it can be very useful to go
through it with your students before they take the test so
they know what they are going to be marked against. You can
then refer back to these marking criteria and bands in your
feedback.
6
PDF from sachtienganhhanoi.com
• Review Test 1: Units 1–3
B2+
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST A
Choose the correct answer (A, B, C or D) to complete the sentences.
about moving.
1 My parents have lived in their house for many years, but now they
A think
B ’re thinking
2 My sister wasn’t
C ’ve thought
with her present as I thought she would be.
A more thrilled
B most thrilled
C as thrilled
3 Robert wanted to sell his old guitar, but he ended up giving it
A back
B out
4 We used
D ’d been thinking
D thrilled
for free.
C away
D off
every summer in at my grandparents’ house in the south of France.
A spend
B to spend
5 Most entrepreneurs say you have to
A make
C spending
some risks when starting a business.
B do
6 We really appreciate
D spent
C give
D take
A a
B any
C the
D some
7 By the time they get here, there won’t be any food left because we
A would eat
B would have eaten
8 Apparently, there has a been a
A great deal
9 My parents haven’t got a car, so I depend
B of
B on
12 I wish I
D will have eaten
C significant
D plenty
public transport to get me to school.
D for
the whole they are very well-behaved.
C by
11 If we knew how much the trip would cost, we
A will borrow
C are eating
C to
10 Occasionally the children are naughty, but
A in
it all.
of interest in the new Picasso exhibition.
B large number
A on
B can borrow
D at
the money from my sister.
C could borrow
D borrowed
stayed up so late. I feel exhausted this morning.
A have
B haven’t
13 She warned him
14 You shouldn’t
C had
B not swim
C against swimming
B think
C take
15 The children are getting tired. It’s time we
A started
B had started
D get
getting them ready for bed.
C start
D will start
into while they were on holiday, but the thieves didn’t take much.
A gets broken
B got broken
C has broken
D broke
17 Justin was going to stay at home, but he changed his mind at the last
A time
B hour
18 The prime minister is expected
A announce
19 She asked me whether
A I had
C minute
.
D day
his resignation in the next few days.
B to announce
C announcing
D announces
ever been to a foreign country.
B have I
C had I
20 Some of the guests complained about the hotel staff
A to be rude
D against
on Bob to arrive on time. He’s completely unreliable.
A count
16 Their house
D hadn’t
in the sea because the waves were too rough.
A not swimming
PDF from sachtienganhhanoi.com
hotel information you gave us. It was very useful.
B be rude
D I have
to them.
C being rude
D were rude
Photocopiable © Pearson Education Limited 2018
7
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST A
21 Whenever I don’t know a word in Spanish, I tend to
A look at it
B look it up
C look around it
22 We didn’t travel in the busy season so we
A had to
C hadn’t to
B so little
24 I’m not sure which jacket I prefer. I just can’t
A who
B borrows
C borrowed
B up a chance
B keep yourself
D ’d borrowed
like that.
C off a chance
28 Rita can be really annoying, but it’s important to
D a chance off
and not get angry with her.
C keep your cool
D keep your calm
C have I been
D am I
so disappointed as when I lost that race.
A I have been
B I am
they didn’t seem to understand was how hard we had worked on the project.
A That
B Which
C Why
31 There are a number of fitness classes on offer, several of
A them
B which
32 The Williams sisters are
A greatly
D What
are free for students.
C that
B generally
A live
C closely
B come
34 I’ll always support Daniel,
A however
B whichever
C whoever
A be heated
40 Huge
A groups
D incorrect
C declared
D was declared
thoroughly before you can eat it.
B to be heat
B to have been
B take
C to be heated
D to be heating
involved in the robbery and the police have released them.
39 You’ve made some good points and we’ll try to
A put
D whatever
an area of historical interest in 1987.
B has been declared
38 The two men are now thought
A not to have been
D accomplish
impression about teenagers’ attitudes to studying.
C false
36 This ancient Roman site in South Wales
37 This frozen meal needs
up to my expectations.
people may say about him.
B fake
A has declared
D highly
C fulfil
35 The problem with the article is that it gives you a
A wrong
D those
considered to be among the greatest tennis players.
33 While I enjoyed the latest film in the series, it didn’t really
8
D that
mine for the time being.
27 She’s got an amazing opportunity. She can’t pass
A keep your nerve
D know my own mind
C whose
26 Peter’s bicycle has been stolen so he
A a chance up
C change my mind
classes I find most enjoyable.
B who’s
A ’s borrowing
D so many
.
B make up my mind
25 Mr Harris is the teacher
C so much
C not having been
D having been
them on board when we make our decision.
C have
D carry
of people gathered in the streets to celebrate our team winning the cup final.
B crews
C crowds
D spaces
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
A speak my mind
30
D didn’t have to
money that we couldn’t even afford to buy lunch.
A so few
29 Never
D look through it
book anything in advance.
B mustn’t
23 We had
in an online dictionary.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST A
41 I saw a fascinating documentary
A explained
how the Egyptian pyramids were built.
B explains
C to explain
42 It’s essential that we consider the
A meanings
43
D explaining
of continuing to burn fossil fuels.
B implications
C connotations
D conclusions
himself alone at home, Keith decided to invite some friends round.
A Found
44
B Find
C Finding
D To find
on a true story, 12 Years a Slave is the story of a man who is kidnapped and sold as a slave.
A Based
B It is based
45 Equipped only
C Basing
D It was based
a map and a compass, Kirsty set out to climb the mountain.
B for
C with
D to
46 Some animals which had completely disappeared are now being
A revisited
47 She
B reintroduced
C rearranged
D reorganised
we were going to visit her because we hadn’t told anybody.
A should have known
48 We
B may have known
C must have known
D can’t have known
rushed to the station because it turned out the train was delayed.
A didn’t need to
B needn’t have
49 I’d always wanted to go skiing so I
A ran
C mustn’t have
A of
C jumped
C with
51 More people came to the party than expected, so there’s
B far more
D by
enough food.
C twice
52 The children were covered in mud because they
A had played
B had been playing
B messes it
C have played
B arrested
55 The roads get so
A deserted
D have been playing
again.
C messed it up
54 This folk song tells the tale of a man who
A arrests
D nowhere near
in the garden all morning.
53 I tidied up my bedroom, but five minutes later my little brother
A messed up
D flew
passing the exam. He’s a very intelligent young man.
B to
A by
D can’t have
at the chance to go on the school ski trip.
B hopped
50 I’m in no doubt that he’s capable
56 I
to the countryside.
PDF from sachtienganhhanoi.com
A by
D messed up it
for something he hasn’t done.
C gets arrested
D had got arrested
during the rush hour that it makes more sense to take the underground.
B run down
C accessible
D congested
in the park when I bumped into my old geography teacher.
A walked out
57 It was very
B was out walking
C have been out walking
of you to leave the door unlocked. Anyone could have come in.
A irresponsible
B invaluable
C inactive
58 You have far too much sugar in your diet. You really should try to
A cut out
B cut it out
59 The first police force in the world
A is
60 It is estimated that
A countless
D have walked
B are
C put it down
D insignificant
.
D put down
founded in London in 1829.
C was
D were
of 10,000 students took part in last Saturday’s demonstration.
B bags
C heaps
D upwards
Photocopiable © Pearson Education Limited 2018
9
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST A
61 Although Heather ran a great race, she failed to
A achieve
B complete
62 As soon as he got in the house, he peeled
A out
A a couple of
D win
his soaking wet clothes.
C on
D away
trouble if you don’t follow the safety advice.
B upwards of
64 Scientists are
C no end of
D none
making a breakthrough in the search for a cure.
A set to
65
C gain
B off
63 You could get yourself into
her personal best time.
B on the verge of
C to
D about
you found an envelope full of cash, what would you do with it?
A Provided
B As long as
66 Off the top of my
D On condition that
B tongue
67 In my opinion, it’s
C face
D mind
that so many people are starving when there’s more than enough food for everyone.
A imperfect
B immoral
C irregular
D irreplaceable
these exercises twice a day and you’ll feel much more relaxed.
A If you do
B If you did
C Had you done
69 I don’t mind you playing the trumpet. I just wish you could play it
A in focus
70 If we
B out loud
D Do
.
C in tune
D on the whole
to come home early, she’d still be waiting outside.
A didn’t decide
B decided
71 My sister’s so bossy. I resent
A to be told
D hadn’t decided
C be told
D telling
what to do by her!
B being told
72 Don’t forget
C decide
some wet weather gear. It looks like it might rain.
A bringing
B bring
C having brought
D to bring
73 Archaeologists thought they had found an ancient burial site, but it turned out to be an
A elaborate
74 My parents
B aggressive
B agreed
75 Despite apologising
76 My best friend
B about
B used to live
77 We were very annoyed
B to
80 My pet hamster is
C would live
C for
B memorise
79 Ferguson took the decision
A try out
C of
D with
D will live
the late cancellation of our flight.
78 I’ve got this great new app that helps you
A commit
D refused
in Germany until his family moved to the UK.
A used to living
A in
C regretted
our bad behaviour, the teacher made us stay behind after school.
A for
10
D enlarged
buying a second-hand car because it broke down after three days.
A admitted
A painfully
C extreme
hoax.
D about
and learn new vocabulary in other languages.
C realise
D remind
a new strategy in last Saturday’s match.
B trying out
C to try out
D tried out
shy. She won’t come out for anyone except me.
B perfectly
C widely
D wildly
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
, I’d say that cheetahs are the fastest animals in the world.
A head
68
C Supposing
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST A
of my time is spent just relaxing with friends. I generally have far too much school work.
A Few
B Little
82 You look
C Much
D All
C though
D as if
you didn’t get much sleep last night.
A if
B as
83 Children are likely to grow up not liking vegetables if they’re forced
A eat them
B eating them
84 We all have to
when they’re young.
C to eat them
D them eat
C make
D take
sacrifices every once and while.
A do
B give
85 Nick really gets on my nerves. He
A always borrowed
my things without asking first.
B ’s always borrowing
C borrows always
D ’s always going to borrow
86 You should tell your mum about the vase you broke. There’s no way you’ll get
A up with
B in to
C out for
87 In the year 2025, I’m pretty sure everyone
A is driving
C will be driving
B turnover
89 I’m thinking about splashing
A in
C breakthrough
C off
D out
you decide to take the job, please let us know by next Monday.
91
B Should
C Shall
D Will
how many times he’s told, Adam refuses to turn his music down.
A As long as
B Owing to
C No matter
92 What appeals most about her films is the
A delusion
93 We dared
C realism
D reality
the mountain because bad weather was predicted.
B not to climb
C climb
94 It doesn’t matter what we are discussing, Gina always has to
A have
95 She
D Nonetheless
. The characters and settings are so believable.
B illusion
A not climb
B make
D to climb
the last word.
C say
D speak
about her low marks so it was no surprise when she failed the course.
A ’d warned
B ’d been warned
96 I’ve always thought that Leon bears a
A close
B heavy
C ’ll be warned
A have
B keep
D ’s been warned
resemblance to his father.
C solid
97 She gets angry at the slightest thing. I wish she could just
D strict
a lid on it.
C put
D throw
we realise that the journey would take more than ten hours by car.
A Not only did
99
D workout
on a new phone. The one I’ve got is out-of-date.
B over
A Had
98
D drives
is expected to result in the loss of 5,000 jobs.
A takeover
90
D away with
electric cars.
B has driven
88 The company
it.
PDF from sachtienganhhanoi.com
81
B Little did
C Should
D No sooner did
concerned us most was their failure to provide alternative accommodation.
A The thing
100 Would you mind
A unwinding
B Which
C What
D It
the programme? I’d like to see it from the beginning.
B winding
C overwinding
D rewinding
Total:
100
Photocopiable © Pearson Education Limited 2018
11
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST B
Choose the correct answer (A, B, C or D) to complete the sentences.
to get a place at university.
1 I’ve just finished my final exams, and now I
A ’m hoping
2 I wasn’t
B will hope
C ‘ve hoped
by Michael’s comments as my mother was.
A more insulted
B most insulted
C as insulted
3 He’s going to the party because he doesn’t want to miss out
A of
4
D ’ve been hoping
B on
D insulted
the fun.
C for
D with
she got to the phone, it had already stopped ringing.
A As
B After
D As soon as
a living as an actor, which is why many of them have other jobs.
A do
B have
C take
D make
6 I always thought
computer was invented about twenty years ago, but apparently it was invented
a long time before that.
A the
B that
7 We
C a
D of
in our house for ten years by the time I’m nineteen.
A ’ll live
B ’ll lived
8 There has been a
C ’ll be living
of gossip about who the next manager will be.
A few
B much
9 I don’t know how she was able to cope
A of
C large amount
C from
10 I know Chris can exaggerate sometimes, but I believe him
A at
B by
11 If you’d been held up at the meeting, you
A should
D between
the most part.
C in
D for
have let me know.
B ought
C will
D can’t
fallen so early in the game, we might have won the match.
A had
B hadn’t
C have
13 I would have played, but the doctor advised me
A avoid
B avoiding
D haven’t
doing any strenuous exercise.
C to avoid
D avoided
14 Everyone expected Hughes to win the championship, but Giuliano
A beat
15 It’s time we
B counted
B left
16 I broke the screen on my laptop so it needs
A fix
B fixed
C knocked
C ’d left
A be found
C fixes
B on time
D fixing
C in no time
B have been found
A has been saving up
B has saved up
20 Our English teacher has been encouraging
B us to keep
D in time
off the coast.
C were found
19 When my sister gave me my present, she told me she
D will leave
before I can use it.
18 Three men, whose boat disappeared on Sunday, are said to
12
D showed
because she was supposed to be here half an hour ago.
A running late
A to keep us
him out in the first round.
because it’s getting dark and I haven’t got any lights on my bike.
A leave
17 Lauren must be
D plenty
losing her phone. She used it all the time.
B with
12 If only Johnson
D ’ll have lived
D had been found
for it for several months.
C had been saving up
D had saved up
a learning journal.
C that we keep
D keeping
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
5 It’s hard to
C By the time
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST B
21 Berta’s a bit upset because the other children keep
A leaving her out of
B falling for
22 I’d just had some lunch so you
A couldn’t have
C giving in
D figuring out
prepared anything for me.
B mustn’t have
C can’t have
D needn’t have
night that I slept until ten o’clock the next morning.
A so late
B such late
C such a late
24 With his bright orange hair, Kasim really knows how to
A stand up
B stand out
25 That’s the teacher
D late
in a crowd.
C stand around
D stand off
been telling us we don’t need to do any homework.
A who
B who’s
C whose
26 I’ve got a laptop for my school work, but right now I
A use
B will use
D that
my brother’s tablet.
C ’m using
D ’ve used
27 I was about to give up learning the guitar but Eric convinced me to
A see it through
B see through it
28 In my opinion, success in life goes
A hand in mouth
29 At no time
C see them through
D see through them
C hand to mouth
D hand in hand
that they were vegetarian, otherwise I’d have prepared something special.
B they didn’t mention
C did they mention
D they have mentioned
many times I play this game, I’m never able to get the hang of it.
A Whatever
B However
31 A number of flights were cancelled, as a result of
A that
B them
32 The city is preparing itself for
A greatly
C Whichever
D Whenever
many passengers were stuck at the airport.
C which
D those
dangerous storms. Citizens are being advised to stay indoors.
B potentially
33 The programmer who
C readily
D virtually
up with the idea for this computer game was a genius.
A came
34
.
with hard work.
B hand to hand
A they mentioned
30
PDF from sachtienganhhanoi.com
23 It was
their games.
B invented
C realised
D thought
I appreciate most about my house is the view across the city.
A That
35 There was
B It
C Which
D What
disbelief in the crowd when Messi scored a goal in the last ten seconds of the match.
A full
B lots
36 I’ve heard that the bank
A has robbed
37 Mr Smith loves
C plenty
D utter
yet again. That’s the second time this year.
B has been robbed
C robbed
D is robbed
in the garden by his little grandchildren.
A help
38 The dog is believed
A has not been
B be helped
C to be helped
D helping
trapped in the building, despite fears that it had been unable to escape.
B not to have been
C to have been
D has been
39 There has been some misunderstanding about what was said. I would now like to
A make
40 You need to show some
A aspect
B put
C place
the record straight.
D set
of ID before you can borrow books from the library.
B element
C form
D method
Photocopiable © Pearson Education Limited 2018
13
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST B
41 There should be an instruction booklet
A shows
you how to set up your phone.
B showed
C showing
42 Scientists have sent up a new space probe in the hope of
A conveying
43
B establishing
D will show
contact with life outside our solar system.
C gaining
D issuing
that the weather was about to change, we packed up and went inside.
A Seeing
44
B To see
C See
D Seen
by David Fincher, The Social Network tells the story of how the website became so successful.
A It directs
45 Built
B Directing
B with
C by
D to
price of the cinema tickets and we didn’t have enough money to get in.
B understated
C overestimated
D underestimated
eaten so much of that chocolate pudding. I’m not surprised you feel sick.
A mustn’t have
48 They
B couldn’t have
C shouldn’t have
D won’t have
got to the airport so early. They’ll end up waiting there for hours.
A can’t have
B didn’t need to
C mustn’t have
49 I know you’re joking, but it’s upsetting Brendan. I wish you’d just stop
A jumping at him
B settling for him
50 Ophelia has always been ashamed
A at
.
D winding him up
the fact that she never learnt to swim.
C to
D with
the most original science fiction film that I’ve seen this year. Everything else was so uninteresting.
A by far
52 My dad
D needn’t have
C standing up to him
B of
51 Arrival is
B far
C a great deal
D nothing like
for twelve hours by the time he came home, which is why he was so exhausted.
A has worked
B has been working
53 Beyoncé appeared on stage and
A blended in
A found out
B dreamt up
C kicked off
B finds out
C had found out
B industrialised
B had realised
D kicked out
D will find out
area of the city is considerably larger.
C metropolitan
56 I was riding my bike down by the river when I
A realised
D works
what has happened to his family and plots his revenge.
55 The City of London is quite small, but the
A civic
C had been working
the concert with her hit song Crazy in Love.
54 In the last book of the trilogy, the hero
D pedestrian
I’d got a puncture.
C was realising
D have realised
57 My mum had hoped to get a new hotel room. However, the receptionist wasn’t very
A accessible
58 It’s easy to
A binge out on
B controversial
C costly
and refused to help.
D co-operative
the latest series with streaming TV services so you need to be careful about how much you watch.
B cut out
C go easy on
D wind down
59 Despite official concerns about last Saturday’s demonstration, there were few problems and only very few people
A is
B are
60 Last night we stayed in and watched
A both
14
PDF from sachtienganhhanoi.com
A overstated
47 You
D Directed
the Great Exhibition of 1851, the Crystal Palace was a huge glass exhibition hall in South London.
A for
46 We
C It is directed
B the whole
C was
arrested.
D were
first series of Game of Thrones.
C countless
D a couple of
Photocopiable © Pearson Education Limited 2018
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST B
61 What I really like about swimming, apart from the exercise, is how it
A achieves
B builds
C develops
62 For a lot of people, the best way to wind
A down
C on
63 The fact that Steve didn’t tell us where he was going caused us
64 The new skate park is
A on the verge of
B all the
D up
stress and worry.
C an awful lot of
D countless
open at the beginning of next month if it all goes to plan.
B on the point of
C set to
D expected
you hadn’t tried to help her? You’d still be wondering if she was okay.
A If
B What if
C Provided
66 The new youth club seems to be going from
D As long as
. There are 50 percent more members this year.
A strength to strength B stronger and stronger C bad to worse
D worse and worse
67 I don’t know what I’d do if lost my phone. It’s got all my contacts and photos on it, so it’s
A imperfect
68
B immoral
C irregular
PDF from sachtienganhhanoi.com
65
D provides
after a hard day is by watching TV.
B off
A a couple of
relaxation.
.
D irreplaceable
a message on his voicemail and he’ll call you back when he’s free.
A If you leave
B If you left
C Had you left
69 She said she could speak five languages, whereas
A at random
B in reality
70 I wouldn’t have gone to the café if I
A knew
D Leave
she could only speak English.
C on demand
D out loud
none of my friends would be there.
B didn’t know
C had known
D hadn’t known
71 It was nice to spend the summer at my aunt’s house, but I missed
A spending
72 We must remember
A putting
B to spend
B to put
D have spent
C put
D having put
development of children and not force them to learn things before they’re ready.
B logical
C natural
74 Jordan wouldn’t accept any money at all. She
A advised
C spend
the rubbish out tonight.
73 It’s important to respect the
A instinctive
time with my friends.
B blamed us for
D reasonable
paying for the whole meal.
C insisted on
D regretted
75 Pippa said she hadn’t broken the window, but eventually she confessed
A to
76 Tricia
B about
C at
D for
for a charity for the homeless, but now she works for a children’s charity.
A would work
B did work
77 A good way to save energy is
A by
C used to working
B for
C to
B recall
D with
B finding
80 This amazing one-time offer is
A heavily
B strictly
the numbers of everyone he knows.
C realise
79 I bought some batteries for my torch only
A find
D used to work
making sure you turn the lights off when you leave a room.
78 My brother has got any amazing memory for phone numbers. He can
A remind
having done it.
D review
that they were the wrong type.
C to find
D found out
limited to the first 500 orders.
C thoroughly
D widely
Photocopiable © Pearson Education Limited 2018
15
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
DIAGNOSTIC TEST B
81 My dad works for an international company, so
A few
B little
82 I can’t believe how slow Rachel is. It’s
A if
of his customers are based overseas.
C much
D many
she had all the time in the world.
B as
C as though
D though
83 Nathan’s just got some new rabbits. He’s put a fence around his garden to keep
A them from escape
84 Eloise
B them from escaping
C it from escape
.
D it from escaping
me a good turn last year, so I’m going to help her in return.
A did
B gave
D made
at the back of the class. I’m surprised our teacher hasn’t said anything.
A always talked
B are always going to talk C do always talk
86 Why do you keep mentioning my mistakes? I wish you’d stop going
A away with
B in for
D are always talking
them!
C on at
D on about
87 Although everyone thinks things will be completely different in 2030, I don’t think very much will
A change
B be changing
C have changed
B downturns
89 You should think about
A cluttering up
90
by then.
D have been changing
88 As a result of poor economic growth this year, the company is expected to make serious
A cutbacks
PDF from sachtienganhhanoi.com
85 Neil and Simon
C got
C outlays
in the coming months.
D turnovers
your sticker collection. It might be worth some money in years to come.
B hanging on to
C going without
D splashing out
we known the shops would be closed, we wouldn’t have gone into town.
A Did
91
B Had
C If
D Should
severe weather warnings, all flights to and from the airport have been cancelled.
A As a result
B Because
C Due
D Owing to
92 You can’t have seen Davinia because she’s in Warsaw. It must have been a figment of your
A delusion
B image
C imagination
93 She only swam across the river because her friends dared her
A do
B doing
A get
95 She
B have
it.
D to do
it off your chest?
C put
D take
up for an award, but in the end, it was given to another up-and-coming writer.
A ’d
B ’d been
96 I’ve got a
A close
C ’s
A grin
D ’s been
aversion to the smell of garlic. I can’t stand being anywhere near it.
B large
C strong
97 It’s not the decision I would have made, but I guess we’ll just have to
98
D reality
C done
94 I can see something’s wrong. Why don’t you talk to me and
.
B groan
D strict
and bear it.
C smirk
D snigger
the doors opened than hundreds of eager customers poured into the shop.
A Little had
99 I
B Not only had
C No sooner
D Only when
look for your keys, but I couldn’t find them anywhere.
A do
B did
100 The receptionist must have
A misread
C didn’t
D will
my name. That’s why he called me Robinson instead of Robins.
B over-read
C re-read
D under-read
Total:
16
100
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 1: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Complete the text with the correct form of the verbs in
brackets.
Read the sentences and complete the gaps with one
word only.
track to win
16 With this victory, the team are
the league this season.
From time to time, everyone (1)
(dream)
about what they might do in the future, and that’s
(do) now. Recently,
certainly what I (2)
(think) a lot about what I might do
I (3)
(not /
when I finish university. So far, I (4)
decide) if I want to go straight into work or go travelling.
I have family who live in the countryside, and every so
(invite) me to come and
often, they (5)
(not go) to see them
stay with them. I (6)
recently, so I have to say, I’m tempted. But for the time
(try) to concentrate on my
being, I (7)
studies and pass the exams!
7
Task 2
Complete the sentences with the correct form of the
phrasal verbs in brackets. You may need to add a pronoun.
8 That’s not the sort of opportunity that I would
(pass up).
17 My cousin came up
a really strong opponent
in the first round of the competition, but in the end, my
cousin won.
18 I’m over the moon! I passed the exam with
colours!
19 I don’t get a lot of time to read, but every now and
, I like to sit down with a good book.
20 For me, tennis goes
in hand with summer.
21 I’d really like to see this project
completion.
to
22 We’re hoping this new funding will
opportunities for young people to play sport.
up more
23 I didn’t know how to design a website, so I had to teach
myself
scratch.
24 One day, I’d like to play competitively, but for the time
I’m just playing for fun.
25 I’m so pleased he won. He had a lot of injuries last season
and has come
a difficult time.
10
9 Her determination to succeed meant she would never
(give in).
10 She’s got natural rhythm, so when she tried Latin dancing
for the first time, she
(take to).
11 Sometimes losing can be tough, but you just have to
(get over).
Task 2
Complete the text with these words. There are three extra
words which you do not need to use.
automatically ​accepted ​cool ​fulfilled ​luckily ​occupied ​
pessimistic ​setbacks​
12 Getting your first job can be really hard when you’re
(start out).
The winners of the cup
13 He was injured during the race and was forced to
(pull out).
14 Don’t try and cheat during the exam. You’ll never
(get away with).
15 I’ll buy tickets for the concert now. I don’t want to
(miss out).
8
I think everyone (26)
assumed that
because the team didn’t have any famous star names
in it, they would never win any big matches. And with
all the injuries that have happened, and the sudden loss
of their star player, the team really had to overcome
to get to the
a number of difficult (27)
. Now, it’s
final. But they kept their (28)
that their victory has
generally (29)
been an incredible achievement. They have more than
their potential this year.
(30)
5
Photocopiable © Pearson Education Limited 2018
17
PDF from sachtienganhhanoi.com
Dreams and reality
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 1: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
Turning a hobby into a career
After leaving school, my dad had a few jobs in his hometown, but he’d always wanted to travel and so he (34)
up
getting a job as a travel photographer’s assistant. He had no experience in photography at the time and had to learn
. However, he discovered that he had quite a (36)
for photographing landscapes. As a result,
everything from (35)
he shared with my mum. Early on in his career, he set
my dad spent the next 10 years travelling the world, a (37)
himself the goal of going to every destination he’d ever received a postcard from as a kid, and it wasn’t until last year,
that goal.
when he visited his 37th country, Cuba, that he finally (38)
His life really has been full of the most (39)
adventures, and the stories he tells of visiting some (40)
dangerous countries are incredible. He has now collected a postcard from every place he’s visited.
31 A to
B with
C for
D of
32 A discover
B imagine
C take
D occupy
33 A unknown
B foreign
C distant
D strange
34 A began
B started
C ended
D finished
35 A study
B scratch
C school
D stretch
36 A talent
B job
C profession
D demonstration
37 A feeling
B passion
C track
D campaign
38 A accomplished
B attempted
C compromised
D started
39 A gifted
B endless
C extraordinary
D ordinary
40 A impossibly
B readily
C virtually
D potentially
very
10
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
41 We couldn’t play today because it was snowing.
DUE
We couldn’t play today,
.
42 I have no idea where my cousin lives because I last saw him six years ago.
FOR
I have no idea where my cousin lives because I
years.
43 The students’ final scores are based mostly on coursework.
LARGELY
The teachers
on coursework.
44 I had to stop running during the race because of a leg injury.
PULL
I needed to
because I’d injured my leg.
10
45 In my opinion, we can’t possibly predict the future.
VIRTUALLY
I’d say it’s
18
predict the future.
Total:
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Apart from playing sport and hanging out (31)
friends, when my dad was a kid he used to (32)
his time collecting
things – postcards and stamps from friends on holiday in faraway countries that hardly anyone had been to and which
.
were relatively (33)
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
UNIT 1: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Complete the text with the correct form of the verbs in
brackets.
Read the sentences and complete the gaps with one word
only.
16 It’s important to
and not get angry.
Planning my time
17 I’m so forgetful. I lose my keys, my phone or something else
several
a day.
Currently, I (1)
(find) it hard to be
organised when it comes to planning my university
work. In fact, for my whole life, I (2)
(be) a bit disorganised regarding meeting deadlines.
(constantly / miss)
Unfortunately, I (3)
(have) good
them, even though I (4)
intentions and start the year by making lots of study
plans. But it never lasts. For example, all this year, I
(say) that I’m going to get my final
(5)
project written and handed in early, and look what’s
(already spend)
happened. Today, I (6)
seven hours trying to get something finished for
tomorrow, and I’m not sure I’m going to make it. Right
(feel) exhausted!
now, I (7)
19 He wants to finish university, but he doesn’t want to take
any exams. Really, he wants the best of both
.
20 I’m really bad at finishing projects, but I’m determined to
see this one
to the end.
21 He managed to beat
win the match.
all the competition and
22 He started
as an amateur chef, but now he
has his own a chain of restaurants.
23 I wanted to do a good job, but I really messed
. I’m sorry.
Task 2
Complete the sentences with the correct form of the
phrasal verbs in brackets. You may need to add a pronoun.
24 I tried snowboarding last winter, but I really didn’t take
it.
25 She saw
some really tough competition to
win the title of Young Designer of the Year.
10
(knock out).
Task 2
9 We did really badly in the match and it took me ages to
(get over).
Complete the text with these words. There are three extra
words which you do not need to use.
10 What a great plan. How long did it take you to
(come up with)?
compromised ​flourish ​opened ​overcome ​pursue ​show ​
ultimately ​
unfortunately ​
11 I had a small injury before the match but I didn’t let it
(hold back).
12 I’m such an ambitious person, I never think about
(give in).
High flyers
13 I didn’t book the tickets early enough, so I
(miss out).
14 You know that interesting article you found? How did you
(come by)?
15 Don’t lie in a job interview, because you won’t
(get away with).
8
When you look around today at the number of
successful young people there are, you can see
how much life has changed. So many opportunities
up nowadays. People can
have (26)
their interests much more easily
(27)
. If you
than before, and can (28)
know how to engage with an audience, and you can
the setbacks that you’re bound
(29)
to encounter on the way, it feels like anyone can do
, a positive mental attitude
anything. (30)
really can be the key to achieving your goals.
5
Photocopiable © Pearson Education Limited 2018
19
PDF from sachtienganhhanoi.com
18 This evening, I’m just going to put my feet up, chill
and relax.
7
8 I hit him so hard that I almost
your cool when you drive,
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 1: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
My role model
But my grandmother saw things differently. At school, she fell in love with maths and physics, and she passed all her
colours.
exams with (34)
Her teachers recognised that she was a truly (35)
student. She went on to university to study engineering, and
up becoming a teacher. And then, she (37)
tirelessly to change the way women were educated. She wanted
(36)
for women in science, and thanks to people like her, women in my country are now able to
to open up more (38)
in the world of science, mathematics and engineering. I’m so proud to be (40)
to such an incredible woman.
(39)
31 A never
B sometimes
C generally
D always
32 A tended
B attended
C intended
D leaned
33 A school
B study
C stretch
D scratch
34 A many
B fantastic
C full
D flying
35 A sociable
B gifted
C potential
D respected
36 A began
B started
C completed
D ended
37 A engaged
B campaigned
C modelled
D influenced
38 A interests
B opportunities
C moments
D occasions
39 A flourish
B increase
C challenge
D control
40 A associated
B related
C familiar
D associated
10
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given.
Do not change the word given. Use between three and six words.
41 I started working this morning, and I’m still working now.
BEEN
I
this morning.
42 There have been regular attempts to start a new club in recent months.
ATTEMPTING
Over the last few months we
start a new club.
43 My brother works for a bank, but he studied history at university.
ENDED
My brother
a bank despite studying history at university.
44 It’s clear from the exam results that the class is showing good progress.
SHOW
The exam results
is making good progress.
10
45 I treat your professional opinion with full respect.
FULLY
I
20
professional opinion.
Total:
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
When my grandma was at school, it was (31)
accepted by society that most ordinary women should become
to leave school at 16 and get jobs in factories or offices while they waited
housewives, and a lot of young women (32)
to find a husband. As a result, school didn’t really prepare women well for the world of work and most skills that a woman
.
required when starting a job had to be learnt from (33)
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 1: SKILLS TEST A
DICTATION
Extract 2
You are going to listen to a recording about a female boxer.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
You hear two friends discussing taking up running.
3 What’s the man’s opinion of using a gym?
A It can help you meet people.
B It can be boring.
C It can get you in the right mood for work.
4 They both think that
A entering competitions is a good goal to have.
B starting out in a gym is a good thing.
C getting advice at the beginning is important.
You hear two friends discussing a demonstration.
5 The man and woman both feel
A confident that the sports centre will stay open.
B sorry that they hadn’t protested earlier.
C encouraged by the number of people who are going to
the demonstration.
6 What is the woman’s attitude to online petitions?
A Not enough people are aware of them.
B People aren’t interested in signing them.
C Opinions aren’t influenced by them.
18
Task 2
10
For questions 7–8, choose the correct meaning (A, B or C)
for the words in bold.
7 cope with the demands of competitive sport
LISTENING
You are going to listen to three short recordings about
sport.
Task 1
For questions 1–6, choose the answer (A, B or C) which fits
best according to what you hear.
A something that is very tiring
B a strong request
C a skill that you need to have
8 it’s a focal point
A the thing you pay most attention to
B something that people don’t find interesting
C something that causes problems
2
Extract 1
You hear two friends discussing women in sport.
1 What does the woman think about women in sport?
A They can compete equally with men.
B They can become over-emotional.
C They deal with the pressures of competing as well as
men do.
2 The man believes that female athletes
A are able to participate in the same events as men do.
B can beat men in sports that don’t depend on strength.
C need to train longer than men for competitions.
Photocopiable © Pearson Education Limited 2018
21
PDF from sachtienganhhanoi.com
Extract 3
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 1: SKILLS TEST A
READING
Task 1
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
9 According to the writer, what does an ‘armchair athlete’ do?
A They exercise whilst sitting down.
B They watch others do the hard work.
C They organise sporting events in their home.
D They pay for better seats in the sports stadium.
10 When did the writer’s interest in rugby begin?
A When he heard about it from a friend.
B When he was offered some cheap tickets.
PDF from sachtienganhhanoi.com
C When he went into the World Cup stadium.
D When he lost interest in football.
11 What does the writer say about the spectators in paragraph 2?
A They all sang continuously.
B They paused to listen to some songs.
C They knew all the national songs.
D They sang loudly but badly.
12 In the writer’s view, what was most important to the spectators?
A Their team being successful.
B The mistakes their team made.
C The physical performance of their team.
D The performance of the individual sportsmen.
13 What does the writer say about rugby matches in paragraph 3?
A They are similar to football matches.
B They create divisions between the spectators.
C They allow supporters onto the pitch to dance.
D They attract fans from all age groups.
14 By the end of the afternoon, the writer concluded that
A Rugby rules are easy to follow.
B Rugby is a game for people who like violent sport.
C Rugby players like fighting and hurting each other.
D Rugby players are people who should be respected.
12
Task 2
Read the article again and answer the questions in your own words.
15 What does the writer mean by using ‘sport is readily available’?
16 In your own words, explain why the writer nearly cried.
17 From the writer’s point of view, what produces a ‘feel-good factor’?
18 What does the writer mean by ‘reassess my own feelings on the game?
8
Total:
22
50
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 1: SKILLS TEST A
I’ve always been a very sporty person, but I guess I’m
what you might call an ‘armchair athlete’. I watch
lots of televised sport and pay my subscription to be
able to watch matches live from the stadium on the
sofa. Live or recorded, sport is readily available in
our modern world. In terms of my sport of choice,
I’d always been more interested in football than
anything else until a few years ago when I started
taking an interest in rugby. My interest in it really
took off with the Rugby World Cup back in 2015. I
was fortunate enough to be working in London at
that time, and I’d met a friend who worked in the
stadium where most of the games were being held.
Even though I’m not from London myself, she said
that through her, I could get discount tickets. And
well, from the moment I entered that stadium, I knew
this was a sport I could really take to.
The atmosphere in the stadium on that first day was
electrifying. The crowds were singing passionately.
It was the first time that I’d been in an event where
you could hear 80,000 people singing along – and
that was before the teams were even on the pitch! As
a regular viewer on the small screen, you get used to
hearing crowds singing in the stadium, but it’s not
until you get the chance to experience it for real that
you really sense the passion. It almost brought me to
tears! I think it’s widely accepted that big sporting
matches between two teams can involve angry, even
violent feelings, but not this game, and I think that
was demonstrated by the respectful way they listened
to each other’s national anthems. But aside from
that, I just loved how, all through the match, the
spectators were so engaged with what was happening
on the pitch. People were loving the show of strong,
skilled athletes, of course, and the drama playing out
in front of them. But ultimately, there could only
be one winner and they were all hoping it would be
their team.
The entertainment before during and after the game
was great, too. You could see how the game catered to
the interests of everyone. I’ve been to lots of football
matches, but this rugby match was different. I was
surprised that it was much more inclusive, interactive
and fun than the football matches I’d been to. There
were singers, there were dancers, there were minimatches with local school kids demonstrating their
skills. For me, this somehow added an extra level of
enjoyment to the event. And I think what struck me
most was how the whole atmosphere was so friendly.
I was sitting between a group of teenagers and a
group of middle aged men and women and we were
all chatting throughout the game. As opposed to
football where the team fans are segregated, we found
we were surrounded by supporters of both teams who
joked with one another, but were always respectful,
even shaking hands at the end of the game. To me,
this is what provides a real feel-good factor.
At the end of the afternoon, I asked myself what
I’d got from the experience. What was the effect of
spending the afternoon watching a sport I’d never
really taken an interest in before? I think the answer
is that I really had to reassess my own feelings on the
game. All through my life, I’d thought that rugby
was a game for people who enjoyed violent sport. It’s
hard to believe now that I ever thought like that. I’ve
challenged my own stereotype of rugby players being
big guys who just like playing rough and knocking
each other over all the time. Yes, the game may have
a few rules that some people will find a bit confusing
at first, but ultimately, rugby is an elegant and
technically fascinating game played by elite athletes
whose performance and skills should be admired and
respected.
Photocopiable © Pearson Education Limited 2018
23
PDF from sachtienganhhanoi.com
For the love of sport
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 1: SKILLS TEST B
DICTATION
2 What point is the man making about money?
A Female athletes should earn higher prize money.
You are going to listen to a recording about a female boxer.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
B Female athletes are respected less because of the money
they receive.
C Female athletes have problems getting the right training.
Extract 2
You hear two friends discussing taking up running.
3 Why was the woman’s first experience of running a
bad one?
A She went running with a health problem.
B She got the wrong advice.
4 The man is happy that he joined the running club because
A it started him on a career in sport.
B it helped him set achievable targets.
C it suits his lifestyle.
Extract 3
You hear two friends discussing a demonstration.
5 The woman and man agree that
A Online petitions get good outcomes.
B The sports centre should be saved.
C people only go to the sports centre to do sports.
6 At the end, the man mentions a personal experience to
A give an example of a similar building project.
B show how petitions can succeed.
C support the woman’s opinion of petitions.
18
10
LISTENING
You are going to listen to three short recordings
about sport.
Task 1
For questions 1–6, choose the answer (A, B or C) which fits
best according to what you hear.
Extract 1
You hear two friends discussing women in sport.
1 In the woman’s opinion, the media
Task 2
For questions 7–8, choose the correct meaning (A, B or C)
for the words in bold.
7 women in sport are portrayed in the media
A ignore someone
B make someone feel bad
C describe or represent something
8 helped me keep on track with my running goals
A the thing you pay most attention to
B be likely to achieve what you want
C achieve or finish something
2
A should give female athletes more publicity.
B shows female athletes in a positive way
C gives the impression that male athletes are stronger
than female.
24
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
C She didn’t think things through carefully enough.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 1: SKILLS TEST B
READING
Task 1
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
9 When did the writer start to become interested in the Paralympics?
A When he moved to London.
B When the games came to London.
C When he competed and got free tickets.
D When he moved to a new suburb of London.
10 Who got free tickets to the games?
A People who lived in London.
B Disabled people in London.
PDF from sachtienganhhanoi.com
C People who lived in one area of London.
D Disabled people who lived in one area of London.
11 In the writer’s view, what was most important to the spectators?
A The performance of the athletes.
B Supporting their own countries.
C The sound of people singing.
D Watching countries compete against each other.
12 What does the writer say in paragraph 3?
A Many athletes from the Olympics were seen as role models for disabled athletes.
B Guides and wheelchairs cannot be used during the events.
C The Paralympic Games are not similar to the Olympics.
D The Paralympic Games offer something for everyone.
13 What was the writer’s attitude to the Paralympic athletes before he went?
A He thought that they weren’t quite as good as able-bodied athletes.
B He thought they were just as good as able-bodied athletes.
C He had no opinion about disabled athletes.
D He thought the Paralympic athetes were better than the Olympic ones.
14 Why does the writer believe people shouldn’t focus on a Paralympic athlete’s disability?
A Because the most important thing is the medals that they win
B Because it is the sporting achievement that counts.
C Because it can be upsetting
D Because they aren’t as interesting as other Olympic athletes.
12
Task 2
Read the article again and answer the questions in your own words.
15 What does the writer mean by ‘different range of physical skills and abilities’?
16 What does the writer mean when he says it was ‘hardly an opportunity I was going to pass up’?
17 What does the writer mean when he says he had to ‘reassess’ his own feelings?
18 What does the writer mean by ‘different obstacles to those I have faced’?
8
Total:
50
Photocopiable © Pearson Education Limited 2018
25
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 1: SKILLS TEST B
As professional athlete, I’ve always been fascinated
to see how people do what I do with a different range
of physical skills and abilities, doing sports that are
maybe related to my own, but always require different
levels of performance to achieve a certain goal. I watch
lots of sport on TV and try to attend live sporting
events whenever possible. But one thing I’d never
really had much chance to see until a few years ago was
disability sport. My interest in disability sport really
took off with the London Paralympics in 2012. Being
from London myself, I was fortunate that the games
were happening on my doorstep, but of course, tickets
for large sporting events are always difficult to get hold
of, so there was no guarantee of me getting any. But
luckily, as a resident of the same London suburb where
the Paralympics were being held, I qualified for free
tickets This would be my first and probably once-in-alifetime opportunity to see the Paralympics live, firsthand, in the flesh. Well, it was hardly an opportunity
I was going to pass up, was it?
And so it happened, that one summer morning,
I ended up inside the Olympic Park with a whole
day of Paralympic sport ahead of me. The stadium
was full and the atmosphere incredible. Even as a
professional athlete, you never get used to the feeling
of a full stadium, with thousands and thousands of
people cheering, shouting and singing. I say singing
because of course, each winner has their national
anthem played when they collect their gold medals,
and it was wonderful to hear people singing along to
all these songs I’d never heard before. It was the first
time that I’d been in an event where you could hear
20 different national anthems being played in one
day. But aside from the anthems, I just loved how,
all day, the spectators were so engaged with what
was happening on track and field. And yes, people
were supporting individual countries, of course, but
ultimately, people were enjoying the show of strong,
skilled powerful athletes more than anything else.
26
The range of events on that first day was brilliant,
too. You could see how the games cater to everyone’s
interests. Every type of physical skill and ability was
represented. Perhaps what surprised me was how the
Paralympics is closely modelled on the Olympics,
but is different, allowing for guides, wheelchairs
and other forms of assistance to be used up to and
during each event. For me, this somehow added an
extra level of drama to each event. But then once the
events started, you were just watching another set
of elite athletes do what they’re best at, which like
any other sporting event where you see the best of
the best competing against the best, provides a real
feel-good factor. And with so many different sports
represented, the feel-good factor was happening
everywhere you looked.
At the end of the games, I asked myself what I had
got from the experience. What was the effect of
watching so many competitors do things I could
never do? I think the answer is that I really had to
reassess my own feelings about the athletes. All
through my life, I’d thought that an Olympic Games
for people with disabilities would be somehow less
impressive and that the competitors were somehow
‘incomplete’. I now can’t believe I ever thought like
that. Paralympians are not weaker. They are gifted
and talented athletes with expertise that cannot be
matched. They beat off incredible competitors to
win their medals and deserve everyone’s respect.
Yes, they have had to face very different obstacles
to those I have faced as a professional athlete, and
they have encountered different setbacks. But
ultimately, they’re elite sportsmen and women
whose performance and skills should be the focus of
attention, not their disability. What I learnt most of
all, is that a Paralympian’s achievement is a sporting
achievement.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Paralympic sport achievement
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the text.
Complete the collocations with the correct words. The first
letter of each word is given.
12 My first visit to a theatre when I was six made a
l
impression on me.
I grew up in a country that lots of people have heard
of, but not many people know very well – Finland. I
was born in a city on the coast, facing Sweden, as a
result of (1) whom / which my first language is Finnish
and my second language is Swedish. Like a lot of my
friends, most of (2) them / whom grew up in my
city speaking both Finnish and Swedish, I also speak
a third language, English, which we learnt at school.
(3) Whenever / Whatever I get the chance to practise
speaking my ‘bonus’ extra language with anyone, I grab
the opportunity! The best chance to really practise my
English comes once a year when my home city hosts
an international singing festival, during (4) whenever /
which, the city fills with thousands of tourists, very few
of (5) whom / whomever speak Swedish or Finnish.
So pretty much (6) wherever / where I go during the
festival, and (7) whoever / whichever I speak to, I get a
chance to practise my English! I love it!
13 The premier of the new super-hero film in London had wide
m
coverage.
15 When he heard that he’d won the prize he stared at me in
u
disbelief.
16 The m
attraction at the music festival was
an American rock group.
17 The l
community will benefit greatly from
the new health centre.
18 We don’t have exactly the same opinions, but
b
speaking, we agree on most things.
19 Trying to look at life through a child’s eyes gives us a very
d
perspective on a lot of important things.
20 She drives a very old and scratched car, which gives a
f
impression of how rich she really is!
7
Task 2
Complete the second sentence so that it has a similar
meaning to the first sentence using the word given. Do not
change the word given. Use between three and six words.
8 They had double booked the restaurant.
double book the restaurant.
POINT
22 Dogs and cats have a
different from ours.
frightened.
10 I couldn’t find the information I needed anywhere.
23 After the accident he lost all
hand.
ABLE
Nowhere
find the information I needed.
of the world that is
in his right
24 For many people in richer countries, the
not having clean water to drink is hard to imagine.
11 He has never said that he wants to become an actor.
TIME
At
Task 2
concept ​
disclosure ​
distraction ​
illustration ​
intrusion ​
perception ​
sensation ​
9 I wasn’t frightened at any point.
At
10
Complete the sentences with these words. There are two
extra words which you do not need to use.
DONE
What they
21 The festival organisers had a c
consultation
with local people before the plans went ahead.
that he wants to become an actor.
8
of
25 The book gives a good
is really like.
of what life as a chef
26 For me, loud music is a
to work.
when I’m trying
5
Photocopiable © Pearson Education Limited 2018
27
PDF from sachtienganhhanoi.com
14 Scientists hope that the results of the survey will give
v
insight into animal behaviour.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
When I was a kid and I was naughty, my mum used to express her (27)
with me
ANNOY
by using my full first name. Everyone calls me Steph. But whenever she used the name ‘Stephanie’,
I was in trouble! And If I begged her for things like chocolate, her (28)
would come with
the full, ‘Stephanie! NO!’ Of course, when I was really young, I had little (29)
that my
REFUSE
AWARE
(30)
continuing what I was doing and putting her under any more
POINT
(31)
. When I was a bit older, I realised that it was using my full first name that was the
PRESS
signal to stop. The name we like to be addressed by can change according to age or relationship.
Being given a nickname at school is often a sign of (32)
I thought it was (33)
me the (34)
(35)
that you are part of a group.
when my classmates used to call me by my nickname. It gave
that I was appreciated. However, later in life, the
BRILLIANCE
IMPRESS
of our old nickname is not always something we want! Now, if anyone called
me by my childhood nickname, or even found out what it was, the only (36)
APPROVE
I would
DISCLOSE
SENSE
have is one of embarrassment!
10
Task 2
Read the speech by a student and complete the gaps with one word only.
Thank you so much for giving me this award today for Highest Achieving Student of the Year. When I started my degree
what language science was or what was involved
course in linguistics, I really had very little concept (37)
today’s prize that I soon found out! I’d like to thank
in a course like this. But I guess it’s pretty evident (38)
support, I could never have made (40)
good progress.
my personal supervisor, without (39)
her, and at no time (42)
she tell me
I designed my main research study in consultation (41)
that it was important to do the recommended reading, do
I should do this or that. What she stressed (43)
I hadn’t realised was just how much fun there is to be had studying
the research and ask questions. (44)
studying languages is that it’s just studying grammar, you’re wrong!
languages. If your perception (45)
and do it!
There’s so much more! So, if you’re thinking of studying linguistics, then just go (46)
10
Total:
28
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
mum was using two names. All I knew was that there was a signal she gave that meant it was
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the text.
Complete the collocations with the correct words. You are
given the first letters.
7
Complete the second sentence so that it has a similar
meaning to the first sentence using the word given. Do not
change the word given. Use between three and six words.
8 She made a point of emphasising the wide and varied menu.
the wide and varied menu.
9 There were hundreds of people delayed at the airport and a
lot of them were children.
MAJORITY
There were hundreds of people delayed at the airport,
children.
15 Living near public transport is an important p
consideration when you’re deciding where to live.
16 I thought the m
in the park was excellent.
coverage of the music event
17 Everyone had expected Anton to win the award and there
was u
disbelief when he didn’t.
18 The experiment gave v
different people perceive colours.
insight into how
19 B
speaking, the organisers will need about
1,000 spectators to cover the costs of the concert.
20 The h
act at the music festival this year is
going to be a big band from the 1980s.
10
Task 2
concept ​
disclosure ​
distraction ​
illustration ​
insight ​
perception ​
sensation ​
22 The
of mixing different cooking traditions in
the same recipe is relatively recent.
10 I don’t understand the reason he booked this restaurant so
late.
WHY
23 This research will give scientists greater
why certain smells affect us negatively.
24 In my dream I had the strangest
over mountains.
he booked the restaurant so late.
11 He didn’t suggest sharing the bill on any occasion during
the holiday.
into
of flying
25 Two different people can have a completely different
of the same event.
ONCE
Not
14 Our f
impressions of people often change
when we get to know them better.
Complete the sentences with these words. There are two
extra words which you do not need to use.
EMPHASISED
What I
13 We were astonished by the robot display, which was the
m
attraction at the exhibition.
21 My uncle is an important member of his l
community.
Task 2
What
perspective on life since I moved
12 I’ve had a d
into my own flat and took on more responsibilities.
26 An argument between two people in the audience was a
for the performers on the stage.
share the bill during the holiday.
8
5
Photocopiable © Pearson Education Limited 2018
29
PDF from sachtienganhhanoi.com
When I was in primary school, all the students, most
of (1) whom / them spoke just one language, were
encouraged to also learn English. But from the age of
eight, we were also encouraged to learn sign language,
the language used by deaf people and their friends.
There were some deaf students in my school, so
(2) whenever / whatever we had the chance, we would
practise with them, and it’s amazing how quickly we
picked the language up. (3) Wherever / Whatever class
I was in, if there was a deaf classmate, we would always
try and work together. And (4) whatever / whenever we
went on school trips, there would be hearing and deaf
people sharing the journey, during (5) which / whom
we would have time to talk. Nowadays, being a trilingual
person, I feel like (6) whoever / whatever I meet, I’ve
always got a language to communicate with them in,
(7) whatever / wherever language they speak.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
The manager of my favourite football club finally left his job today. His (27)
announced on the club website. He was under increasing (28)
team lost seven successive matches. And his (29)
was
to leave, after the
to go was making the fans
DEPART
PRESS
REFUSE
angry. Many people thought he was more interested in fame and celebrity. His late-night
and many thought it was a (31)
from the football. He gave a very strong (32)
(33)
PUBLIC, DISTRACT
, but he was later filmed making a
from an expensive restaurant with a top model on his arm, climbing into a
limousine, which just made the fans angrier. Much to the (34)
responded by saying that he was not pleased with the (35)
of everyone, he
of the press into his
DENY
DEPART
ANNOY
INTRUDE
private life, and that he wanted to sign a new five-year contract. Today he was sacked, and
I’d say it’s (36)
that he will ever return.
DOUBT
10
Task 2
Read the speech by a student and complete the gaps with one word only.
It’s with great pleasure that I present this award to this year’s Journalist of the Year. The winner (37)
played
the problems faced by older people. Many younger
an important role in raising people’s awareness (38)
the loneliness that older people experience, especially when they lose a
people have no concept (39)
to help explain, through interviews published in her newspaper
partner. But what this writer has done (40)
support older people rely on. Her recent
and on her website, the importance of friends and family, (41)
story of mixed-generation shared housing, where young people move into older people’s homes and become ‘share
point.
buddies’ is a good case (42)
For older people, it’s possible her journalistic work could be (43)
of the most important examples of
that her work will leave a lasting
good journalism I’ve seen, and what we can all agree on (44)
future generations, and has given us great insight (46)
what older
impression (45)
people are going through.
10
Total:
30
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
activities were widely (30)
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: SKILLS TEST A
DICTATION
You are going to listen to a recording about relaxation.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
LISTENING
You are going to listen to five short extracts in which people
are talking about learning and using English.
Task 1
For questions 1–5, choose from the list (A–H) the reason
each speaker gives for starting to learn English.
A It was culturally expected.
B My best friend was from the USA.
C I watched TV in English.
D I watched videos online.
F My father’s job involved travelling a lot.
G I played online video games in English.
H To communicate with other children.
Speaker 1
1
Speaker 2
2
Speaker 3
3
Speaker 4
4
Speaker 5
5
10
Task 2
For questions 6–10, choose from the list (A–H) how each
speaker uses English nowadays.
A talking to people during their journeys
10
B working on TV programmes
C discussing programming language
D teaching English
E translating for holidaymakers
F working in the medical profession
G touring
H working as an airline pilot
Speaker 1
6
Speaker 2
7
Speaker 3
8
Speaker 4
9
Speaker 5 10
10
Photocopiable © Pearson Education Limited 2018
31
PDF from sachtienganhhanoi.com
E It was a normal part of the school timetable.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 2: SKILLS TEST A
READING
Task 1
You are going to read four extracts from reviews of a book about cheating in education tests and exams. For questions
11–14, choose from the reviewers A–D. The reviewers may be chosen more than once.
Which reviewer(s):
11 has a different view from the other reviewers about how good the book is?
12 has a similar opinion to Reviewer A regarding the style of the book?
13 shares Reviewer B’s opinion that the book lacks certain information?
14 has a different view to Reviewer D about giving away educational secrets?
Task 2
Read the article again and answer the questions in your own words.
15 Why does Reviewer A suggest its ‘about time a book like this was published’?
16 What point is Reviewer B making in comparing the professor with a magician?
17 What do you understand by Reviewer C’s remark that ‘students are willing to
risk everything to try to get a pass mark’?
18 In your own words, explain what Reviewer D means by ‘a declaration of war on honesty’.
8
Total:
32
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
12
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: SKILLS TEST A
Why cheating matters
A
C
In her latest book on education, Professor Carolyn
Wrexham explains clearly and directly how the
education system works, how it doesn’t and where its
faults are. Depending on which area of education you
are involved in, you might find this book insightful,
helpful, scary or depressing. Its style is very open and
it’s a surprisingly easy book for non-academics to
read, although at times it feels a little too simplistic
and a little more theory would have given the
book more balance. The author’s explanation of
how exams work and disclosure of the tricks for
passing them make her one of the first to discuss
the issue, but maybe it’s about time a book like this
was published. We all know that cheating happens
everywhere, and perhaps a book like this is just what
is needed to force change on education systems that
refuse to accept there are problems.
Carolyn Wrexham is an experienced teacher, exam
writer and professor of education with a rare talent
for taking highly complex and technical issues and
writing about them in a language that the ordinary
person can understand. In her new book, she explains
the history of examinations, translating complex
theories into a set of clear explanations for how
exams are constructed that are not too challenging
to understand. She goes on to explain how we got to
the point where tests are so important that people
are willing to cheat and risk being caught cheating.
She explains how some exams are so badly designed
that it’s easy for students to cheat, and expresses no
surprise that students are willing to risk everything
to try to get a pass mark. The contents may be a little
too honest at times, but overall, the book is a valuable
insight into the workings of modern education.
B
D
Should a highly respected university professor be
explaining to the general public how to cheat in
exams? Would it be acceptable for a magician to
explain how all of the magic tricks work? That’s a
major issue in Professor Carolyn Wrexham’s new
book Why cheating matters. Professor Wrexham is
saying out loud what we pretend not to know: life
is full of cheats and cheating is everywhere. Her
approach is to reveal everything there is to know
about cheating and pretty much how to do it.
Probably the biggest issue in her book is that there
is no discussion about what can be done to solve the
problem of cheating, or at least how to reduce it. But
the book itself makes an interesting read.
Why cheating matters by Carolyn Wrexham is a
rulebook for cheating. You could suggest that
what she aims to do is give an overview of modern
education, and the first half of the book does
indeed do that. At no point could you argue with
the brilliance of her intellectual skills in explaining
the complicated and complex theories of testing.
However, we need to see what this book is trying
to achieve here. The second half of the book is a
declaration of war on honesty in education. What
Wrexham gives is a simple, step-by-step guide on
how to cheat in exams without being caught. I read
this with utter disbelief at how someone in such a
responsible position can be so open with the truth.
It’s hard to think how she sleeps at night, having
disclosed so many educational secrets.
Photocopiable © Pearson Education Limited 2018
33
PDF from sachtienganhhanoi.com
Four reviewers comment on Professor Carolyn Wrexham’s book
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: SKILLS TEST B
DICTATION
You are going to listen to a recording about relaxation.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
LISTENING
You are going to listen to short extracts in which people are
talking about learning and using English.
Task 1
For questions 1–5, choose from the list (A–H) the reason
each speaker gives for starting to learn English.
A I had an interest in a hobby.
B The teachers gave me no choice.
C It was expected by society.
D I lived near an American family.
F It was what the other children spoke.
G I grew up close to another country.
H We were always on the road.
Speaker 1
1
Speaker 2
2
Speaker 3
3
Speaker 4
4
Speaker 5
5
10
Task 2
For questions 6–10, choose from the list (A–H) how each
speaker uses English nowadays.
A making arrangements while abroad
10
B working in the media industry
C helping people of my nationality whilst abroad
D training other teachers
E communicating with people entering or leaving a country
F working in a holiday travel shop
G working with ill people
H talking to colleagues in other countries
Speaker 1
6
Speaker 2
7
Speaker 3
8
Speaker 4
9
Speaker 5 10
10
34
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
E I wanted to be an internet star.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: SKILLS TEST B
READING
Task 1
You are going to read four extracts from reviews of a book about cheating in education tests and exams. For questions
11–14, choose from the reviewers A–D. The reviewers may be chosen more than once.
Which reviewer(s):
11 has a different view from the other reviewers about recommending the book?
12 has a different view to Reviewer B regarding the style of the book?
13 shares Reviewer C’s opinion that the book has too much of something?
12
Task 2
Read the article again and answer the questions in your own words.
15 What does Reviewer B mean by ‘the book basically does what it says’?
16 What does Reviewer A imply by asking ‘isn’t it about time a book like this was published’?
17 In your own words, explain what Reviewer C means by ‘her fame came about more by serendipity than hard work’.
18 What do you understand by Reviewer D’s point that some people are willing to ‘do anything just to chase the
celebrity dream’?
8
Total:
50
Photocopiable © Pearson Education Limited 2018
35
PDF from sachtienganhhanoi.com
14 has a similar view to Reviewer D that the book contains information
that can help people?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 2: SKILLS TEST B
How to win at social media
A
C
Do people want to know how to manage a social
media profile in order to become famous or rich?
That’s the major theme of Jordan Day’s new book,
How to win at social media. Jordan is discussing
something that has become part of everyday life. Her
approach in the book is to explain to people how she
thinks they can manage their interaction through
social media for their own benefit. And the book
basically does what it says, although there are more
photos of Jordan and examples of her glamorous life
than there are pages of text, so the contents may feel
a little too light for some. But undoubtedly, some
people will find it an interesting read.
How to win at social media by Jordan Day is a vain
instruction manual for people with no self-respect.
The back cover of the book suggests that Day is able
to explain the phenomenon of social media and the
role it has played in her rise to fame. And at no point
could you argue that she doesn’t have any experience
in that. However, we need to see what this book for
what it is: a picture-filled wish list for selfish people
who want to be famous. Day is nothing more than
a reality TV star whose fame came about more by
serendipity than hard work. And what Day gives,
between the endless pages of pictures of herself, has
no particular skills or knowledge. This is truly a waste
of time.
B
In her debut book, TV reality star Jordan Day explains
surprisingly clearly how social media works, where
the dangers are and how to make social media work
to your advantage. If you’ve ever had a casual interest
in using social media to publicise yourself or even
make money, you might find this book insightful,
helpful, scary or depressing. Its style is accessible to
a wide audience, although at times it feels a little too
simplistic with its focus on personal anecdotes, often
reading more like a magazine article. But Ms Day’s
explanations of how social media works and how to
learn the tricks to make it work for you are probably
something that many people have been waiting for.
And if it gives people better skills and stops them
being used or controlled, then great! Isn’t it about
time a book like this was published?
36
D
Jordan Day is a celebrated and successful figure in
popular culture with a real talent for taking what
seems like silly lightweight issues concerned with
celebrity culture and explaining the clever tricks
and complexities behind them. In her new book,
which is surprisingly well-written, she explains how
she became famous on a TV reality programme and
what she did next to control her public image and
turn herself into a brand. She goes on to explain
how anyone can follow in her footsteps if they are
willing to take risks, and why some people are willing
to do anything just to chase the celebrity dream.
She explains how certain characters in social media
should not be trusted, and how to avoid making
the mistakes she has made. Overall, the book is a
welcome insight into the workings of modern social
media and celebrity.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Four reviewers comment on Jordan Day’s book
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 3: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Complete the text with the correct form of the verbs in
brackets.
Task 1
Complete the sentences with the correct words. The first
letter of each word is given.
It (1)
(often / say) that celebrities act
as good role models for young people. However, in
recent years, with the rise of pictures that can easily
(alter) digitally, our obsession
(2)
(have)
with celebrities is thought (3)
a negative effect on how we view ourselves. Now,
(widely / believe) that children,
it (4)
especially, have a distorted view of what is ‘normal’ or
‘beautiful’.
-
16 I’m not really a fan of these super-famous, h
profile football players.
17 I really feel that sports stars should act as r
models, and be people for teenagers to look up to.
19 I should s
the record straight – I have never
been paid to promote designer clothes.
(you /
When you were younger, (5)
influence) by media images of slim, attractive models
and celebrities? Well, recently, it (6)
(claim) by a number of researchers that children today
(increasingly / affect) by what they
(7)
see in magazines, films or on TV.
20 I’ll take your criticism on b
change some of the details.
and perhaps
21 He says he’s only interested in helping people, but I suspect
he has a hidden a
.
22 The most popular magazine articles are usually ones with a
human-i
story.
These claims are based on a survey that
(conduct) last month involving
(8)
children aged three to ten.
23 The picture of my parents smiling when I accepted the
school prize will stick in my m
forever.
24 You fooled me before, but there’s no way I’m going to
f
for that trick again.
(think) to
Unrealistic media images (9)
have been putting pressure on young people for a long
(take) soon,
time and unless steps (10)
(affect).
they will continue (11)
25 The video went v
as soon as it was posted,
getting over a million hits in just 24 hours.
10
This issue (12)
(consider) by many
nowadays to be a widespread social problem.
Task 2
The survey results showed that in the years before the
research was conducted, an alarming number of young
(pressure) by images of
people (13)
perfect celebrities into crash dieting, resulting in both
physical and mental health problems.
Choose the correct words to complete the sentences.
26 News items with sensational / viral headlines attract more
readers because they lead us to believe the stories are really
dramatic.
(fear) that when slim, beautiful,
It (14)
people are portrayed as being ‘normal’, it becomes more
(will / push)
likely that young people (15)
into taking extreme measures to looking the same.
15
27 Stories that promise new propaganda / revelations about
celebrities’ private lives are very popular.
28 Some newspapers believe that it’s quite editorial /
legitimate to follow celebrities and wait outside their
houses for a good story.
29 The article about the actor’s new film role was supposed
to be subjective / exclusive, but in fact it was on every
website!
30 I prefer reading news that’s biased / objective, so that I can
make up my own mind about what’s happening.
5
Photocopiable © Pearson Education Limited 2018
37
PDF from sachtienganhhanoi.com
18 I think we’re both speaking with o
voice when
we say that the money raised by the fashion show should
go to charity.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 3: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
the reasons behind an opposing point of view. Instead, we look for evidence that
As a result, we often don’t even (37)
confirms what we had already thought, and which conforms to our own point of view. We’re more likely to give (38)
to information that matches the beliefs we already have. In other words, we are (39)
towards certain information. It
to be untrue.
can come as a shock when information we trusted (because of our deeply held beliefs) is actually (40)
31 A approved
B influenced
C appealed
D powered
32 A exclusive
B evident
C objective
D dominant
33 A sensational
B legitimate
C balanced
D significant
34 A For
B By
C Of
D On
35 A close
B shut
C turn
D move
36 A open
B accept
C profile
D glimpse
37 A consider
B think
C believe
D suppose
38 A attraction
B significance
C meaning
D feature
39 A approved
B regarded
C reassured
D biased
40 A portrayed
B analysed
C exposed
D impressed
10
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given.
Do not change the word given. Use between three and six words.
41 People say that Shakespeare wrote the best plays in Europe.
SAID
It
the best playwright in Europe.
42 The company didn’t make a profit last year, according to news sources.
REPORTED
The company
a profit last year.
43 Most people believe that the story is untrue.
BELIEVED
The story
a lie.
44 People think that people used to live on the island.
ONCE
People
on the island.
10
45 We know that no life exists on the moon.
KNOWN
Life
38
exist on the moon.
Total:
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Did you know that what you think you like and don’t like is often the result of false beliefs? As humans, we tend to be
when it comes to liking or disliking something, and we’re happy to have our existing beliefs confirmed. But
easily (31)
and we don’t like to have our ideas challenged.
once these beliefs became fixed, we often lose our ability to be (32)
view of things. (34)
instance, we unconsciously
Generally speaking, human beings are not good at taking a (33)
a blind eye to information that doesn’t,
start to listen for and select information that matches our beliefs and (35)
new information that doesn’t match up with what we already
rejecting it out of hand. We don’t always like to (36)
believe.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 3: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Complete the text with the correct form of the verbs in
brackets.
Task 1
Eating disorders, such as anorexia and bulimia,
(understand) to be on the increase,
(4)
(once / think) of as a
and what (5)
(see) in
problem for adults is now (6)
more and more teenagers and children.
16 One of the tasks of the media is to e
that we might have been told by politicians.
the lies
17 Some celebrities don’t like being in the public
e
. They prefer to keep their lives private.
18 Nowadays, appearing on reality TV can turn someone into a
well-known public f
.
19 Some companies c
in order to influence them.
money to political parties,
20 Do you think that the police should turn a b
eye to very minor offences?
21 Some say that young people lack role m
,
but I think there are plenty of great people to respect and
follow.
Whereas in the past the desire to be as perfect as
(think)
the people we see in adverts (7)
to simply be a trend, research suggests that this is
now becoming the norm. Nearly 40 percent of the
(interview) in a
young people who (8)
survey last December commented that their health
(affect) by a change in eating habits at
(9)
some point in the preceding two years.
In fact, children as young as five are thought
(affect). Claims that this
(10)
(may / cause) by health
problem (11)
campaigns designed to fight childhood obesity have
(support) by evidence. More
yet (12)
(carry
advanced research will need (13)
out) over the next year.
22 A lot of people don’t critically a
what
politicians tell them, and just accept what they say as true.
23 Newspapers often use big, sensational h
attract more readers.
to
24 I’m sure there’s a h
agenda behind his actions.
He’s definitely not being open with us.
25 I fell for Mark’s
. I’m so embarrassed.
I believed every word he told me.
10
Task 2
Choose the correct words to complete the sentences.
26 Programmes featuring high-profile / human interest
celebrities are very popular with viewers.
There are fears that unless this issue (14)
(address) by the end of the decade, the health of our
(could / significantly /
young people (15)
damage).
27 The element / revelation about his private life led to the
end of his career in Hollywood.
28 The journalist usually gives his subjective / objective
opinion. He’s not trying to be balanced at all.
15
29 I used a social media campaign to publicise / disclose my
website.
30 You shouldn’t believe everything they say on the website – a
lot of it is just propaganda / editorial designed to control
people’s minds.
5
Photocopiable © Pearson Education Limited 2018
39
PDF from sachtienganhhanoi.com
Research has revealed worrying data regarding
the extent to which children (1)
(influence) by images in advertising at the moment.
(report) in a number of recent
It (2)
academic articles that increasingly, children
(persuade) to try to change their
(3)
appearance by advertisements for clothes, make-up and
beauty products in which slim, attractive people feature.
Complete the sentences with the correct words. The first
letter of each word is given.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 3: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
Most of us think of ourselves as quite (31)
and balanced in our judgements and preferences. However,
towards our existing beliefs. It’s a recognised
the reality is that at some point, our decisions are (32)
for and select information that matches our existing beliefs, even
phenomenon which leads us to (33)
when there is evidence to the contrary.
board as being true. without really
Because these stories match our existing beliefs, we take them (37)
in our minds, not the ones that don’t match our existing
questioning them, and it is those stories that (38)
beliefs.
as they can shape public opinion. They are not (40)
These techniques are highly (39)
media, of course. Politicians also use these techniques to try to change people’s minds.
31 A exclusive
B subjective
C objective
D evident
32 A informed
B exposed
C biased
D confirmed
33 A find
B search
C seek
D dig
34 A rate
B form
C way
D meaning
35 A stereotypes
B clients
C characters
D crowds
36 A famous
B known
C familiar
D sensational
37 A to
B in
C on
D for
38 A regard
B set
C consider
D stick
39 A editorial
B strong
C influential
D useful
40 A approved
B subjective
C allowed
D exclusive
to the
10
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
41 The film didn’t feature any of the famous characters.
FEATURED
None of the famous characters
the film.
42 We know that the prince has been in the public eye all his life.
KNOWN
The prince
in the public eye all his life.
43 In the end, results showed that the theory was incorrect.
SHOWN
In the end, the theory
incorrect.
44 People used to believe that the Earth was flat.
ONCE
The Earth
flat.
10
45 It’s wrong, but TV often portrays teenagers as lazy.
WRONGLY
Teenagers
40
as lazy on TV.
Total:
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
‘Confirmation bias’, as the process has been named, also leaves us open to other people’s control. The media, for example,
of controlling us for years. They present (35)
which match our existing
has used it as a (34)
headline to attract our attention.
beliefs, then add a (36)
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 3: SKILLS TEST A
DICTATION
2 What does Barbara say about her experience of moving to
Scotland?
You are going to listen to a recording about learning
languages. Listen to the whole recording once. Then you will
hear the recording again with pauses for you to write down
what you hear. Make sure you spell the words correctly.
A When she arrived her English was poor.
D Her classmates didn’t want to talk to her.
B She relied on her family to teach her English.
C At first it was hard, but she learnt English quite quickly at
school.
3 How was Barbara’s experience with her first teacher?
A He misinterpreted Barbara’s behaviour.
B He was very patient with Barbara.
C He couldn’t understand what Barbara was saying.
D He gave Barbara extra lessons.
A He was only able to speak English to his students,
B He taught in several different countries.
C He used inadequate books for teaching.
D He worked with imaginative students.
5 Barbara believes if you are a language teacher,
A learning another language is easier you.
B teaching other subjects is less difficult.
C understanding another language is more confusing.
6 When asked about their podcast, James and Barbara say
D knowing another language can be an advantage in class.
A it’s like reading a book.
B it’s convenient for listening to on mobile devices.
C it could replace coursebooks.
D its content is quite serious and educational.
18
10
LISTENING
You are going to listen to an interview on the subject of
learning languages with two specialists, James Kelly and
Barbara Forza.
Task 2
Answer the question in your own words.
7 In your own words, how did ‘total immersion’ help Barbara
learn?
Task 1
2
For questions 1–6, choose the answer (A, B, C or D) which
fits best according to what you hear.
1 The guests are
A both language teachers.
B both language learners.
C both involved in writing about language.
D both working at a university.
Photocopiable © Pearson Education Limited 2018
41
PDF from sachtienganhhanoi.com
4 What made James so resourceful and creative?
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 3: SKILLS TEST A
READING
Task 1
Read the article. Choose from the paragraphs (A–G) the one which fits each gap (8–13). There is one extra paragraph
which you do not need to use.
A It’s undoubtedly the case that as a result of these first contacts, large numbers of countries that you visit around the
world, especially those that were taken over, will be thinking of ‘England’ when they are really referring to the United
Kingdom.
C Another stereotype is that British food is bad, or unhealthy. While it is arguably true that British cuisine doesn’t rate as
highly as French or Italian cooking, there are plenty of places where you can find very high-quality food in the UK. Not
only that, but in most British cities, you can experience a range of foods from all around the world.
D Pictures of these things decorate the walls of many English-language classrooms across the world and have a powerful
appeal. Perhaps some schools hope that students will be inspired by them to learn English and travel to the UK to see
them for real.
E To answer this, we need to look back at how the UK developed. Originally there were the nations of England, Wales,
Scotland and Northern Ireland. England incorporated Wales into The Kingdom of England in the 16th century, followed
by England and Scotland uniting in the 17th century, and in the 18th century Great Britain uniting with Northern
Ireland. But at the same time, Great Britain was building its empire abroad, and everything was controlled from London,
the capital of England.
F The results indicate that the British (and not only the English) are actually quite friendly people with a lot of creativity
and a dry sense of humour. Today, they are seen to be better cooks than had been previously assumed, and live on an
island that gets a fair share of sunshine.
G Despite that, many feel that these stereotypes are unfair. How would you feel if the world was unfairly stereotyping
you with characteristics that you don’t think you actually have? This attitude seems to be becoming more common,
especially as people interact more with those from other cultures.
12
Task 2
Read the article again and answer the questions in your own words.
14 Why does the writer say the images had a ‘powerful appeal’? (paragraph D)
15 In your own words, explain what the writer means by ‘I would now argue that they give an impression which is
possibly misleading’.
16 Summarise the points that the writer makes in answering this question: ‘So why is it that these stereotypes exist?’
17 In your own words, explain the writer’s point in the last paragraph.
8
Total:
42
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
B It is now accepted for example, that the Scots do not all wear skirts or learn how to play the bagpipes at school. In fact
the different nationalities tend to have developed more positive stereotypes of each other, such as the idea that the
Welsh have wonderful singing voices and the Scots cook amazing fish dishes.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 3: SKILLS TEST A
British stereotypes
8
However, what we need to ask ourselves is how
representative these images really are of the UK.
Although they are certainly what I grew up with
when learning English, I would now argue that they
give an impression which is possibly misleading. For
a start, these are mostly images of London, not the
whole country. So why is it that these stereotypes of
the UK exist?
9
For this reason, those who were in contact with
these early Empire builders learned the name
of this powerful city, and rather than using the
geographically or politically accurate name, of the
United Kingdom, it was the name of England that
stuck.
10
Not only is it unfair to apply English stereotypes
to Wales, Scotland and Northern Ireland, it is also
wrong to imply that the English themselves are all
polite people who drink tea all the time, and who all
constantly apologise and stand in queues in rainy,
cold weather. It is good to learn that according to
recent surveys this perception is slowly changing.
12
Another reason for this change in perception is that
foreign visitors to London and other major cities will
find themselves encountering people from many
different cultures. Because of its links with other
countries and the exchange of workforce encouraged
by the European Union, the UK has become multicultural.
You can also be sure that if you travel to Scotland,
Wales or Northern Ireland you will find distinct
differences in culture, climate and behaviour, and a
definite pride in this difference. The nationals would
feel insulted to be stereotyped in the same way as
the ‘English’. There are indeed stereotypes that the
nations of the United Kingdom have of each other,
which are usually unflattering. However, because
of the reasons stated above, these attitudes are also
gradually changing.
13
In conclusion, we should remember that when we
see advertisements or posters promoting a particular
stereotype of the United Kingdom, whether it’s in an
English-language classroom or on a travel website,
we need to think: Are these true and characteristic of
the whole UK as opposed to one city or country? The
only real way to find out about a country is to visit it
and make up your own mind.
11
This new attitude has probably come about through
increased travelling to the UK and of course, the
internet has brought about better communications,
encouraging international friendships and exchange
of information. Popular culture has also played its
part and UK films and TV have brought real British
places and people to foreign screens.
Photocopiable © Pearson Education Limited 2018
43
PDF from sachtienganhhanoi.com
When you think of the UK, what images come to
mind? Are they of Big Ben, the Houses of Parliament,
black taxis and Buckingham Palace? Or perhaps
they’re of people drinking cups of tea. You may even
think of cute little villages and red phone boxes.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 3: SKILLS TEST B
DICTATION
3 What does Barbara think her first experience of
language-learning shows?
You are going to listen to a recording about learning
languages. Listen to the whole recording once. Then you will
hear the recording again with pauses for you to write down
what you hear. Make sure you spell the words correctly.
A You need to have structured lessons.
B You learn best when you really need to.
C You need to have a good teacher.
D You learn better in an organised group.
4 When did James become interested in languages?
A when he was at school
B when he was university
C when he decided to be a teacher
D when he moved to Spain
A It can help to understand a student’s problems.
B It is essential for teaching a language.
C It is sometimes confusing for the students.
D It helps to get a better job.
6 Barbara and James say teachers can listen to the podcast
A to get new ideas about their profession.
B during a class.
C as part of a training course.
D instead of going to work.
18
Task 2
Answer the question in your own words.
10
7 In your own words, how did ‘total immersion’ help James
learn?
LISTENING
You are going to listen to an interview on the subject of
learning languages with two specialists, James Kelly and
Barbara Forza.
2
Task 1
For questions 1–6, choose the answer (A, B, C or D) which
fits best according to what you hear.
1 What does James say about himself and Professor Forza?
A They work with the same subject.
B They write books together.
C They trained together.
D They are both learning a new language.
2 Who did Barbara first speak English to?
A the teachers at her school
B the students in her class
C the neighbours in her street
D members of her family
44
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
5 What does Barbara believe about language teachers who
speak other languages?
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 3: SKILLS TEST B
READING
Task 1
Read the article. Choose from the paragraphs (A–G) the one which fits each gap (8–13). There is one extra paragraph
which you do not need to use.
A The findings indicate that some of the more traditional stereotypical stereotypes are starting to soften. The image of
the burger-loving crowds, singing the US National Anthem with their hands on their hearts at the baseball match is no
longer so strong. In its place, we have an image of a more open-minded, friendlier nation, with a lot of creativity and a
fun, friendly sense of humour.
C What they represented was an image that most people have of the country, one that I think we foreigners have always
associated with the USA: the glowing neon colours, the famous green space in an urban setting, the monumental
statue often draped in the stars and stripes. But it’s an image that I would argue is possibly a false representation of the
country as a whole.
D Back in the 18th century, there were far fewer than the fifty states we know today. The USA was a collection of some
thirteen states located on the ‘eastern’ side of the country. At this time, New York was in fact, the capital, for a short
while.
E But are we using this information to over-generalise? There is an additional challenge to the world’s international image
of the USA, and that is whether your stereotypes are American or perhaps more regional. In fact, if you’ve been to New
York and Louisiana, Texas or Los Angeles, you’ll see how very different the lifestyle, the landscape and the people can be.
F Therefore, how would you feel if the world was unfairly stereotyping you with characteristics that you don’t think you
really have? Would you want to show other people what people from your country were really like?
G So maybe if, as this seems to indicate, Americans can’t see themselves clearly, can we foreigners be forgiven for putting
them all in the same pot? The USA is, after all, a diverse country, with a huge population. Of course, it’s easier for us to
have one stereotype and apply it to all Americans.
12
Task 2
Read the article again and answer the questions in your own words.
14 Why does the writer say the images had a ‘powerful appeal’?
15 In your own words, explain what the writer means by ‘we foreigners have tended to confuse one for the other.’
16 Why does the writer argue that the stereotypical image is possibly a false representation of the
country as a whole? (paragraph C)
17 In your own words, explain the writer’s point in paragraph G.
8
Total:
50
Photocopiable © Pearson Education Limited 2018
45
PDF from sachtienganhhanoi.com
B For this reason, those who were in contact with the USA thought of New York as the principal city, and indeed, as it
remains the biggest city in the country, some might argue it still is today.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 3: SKILLS TEST B
Stereotypes of the United States of America
8
Of course, the Statue of Liberty and the rest are all
really iconic. They’re internationally recognised
symbols of the United States. But, I would argue that
these photos are more stereotypical pictures of the
city of New York than representations of the entire
USA, and we foreigners have tended to confuse one
for the other. The reason for this confusion comes
from the short but complex history of the country.
9
But battles, wars, financial and political interests and
logistical issues meant that a capital city built more
centrally to those states made sense. That city was
Washington DC. However, despite the creation of a
new capital, New York remained the largest city in the
country, as it does to this day.
11
This change may be a result of increased
opportunities to travel, to meet real people from the
USA, and a result of the ability to make friends and
stay in touch with people through social media.
12
Each state and even city has its own stereotypes of
other American cities and states, from the southern
view of New Yorkers as being rude and distant, to the
coastal residents believing those in the middle of the
country to be simpler or less educated. Of course,
none of these sterotypes that Americans have of each
other holds up to reality.
13
To sum up, next time you’re looking at a poster
promoting the English language or the United
States, have a think. Are those images of New York
or the whole country? Are they just old-fashioned
stereotypes, or are they characteristics that you find
charming and want to see more of? There’s only one
way to truly know a country, and that’s to see for
yourself!
10
So what are the stereotypes we associate with the
Americans today and are they fair? Certainly, the
world has a stereotype of a nation of loud,
fast-food-loving patriots. Homer Simpson is pretty
close to the stereotype, you might argue. But
stereotypes evolve, and there is research to suggest
that the world is now starting to see these cartoon
characters a little differently with every generation.
46
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
When I was at school, all the English lessons
happened in the same classroom. On the wall by my
desk, we always used to have posters of the United
States, which I was fascinated by. There were photos
of the Statue of Liberty, Central Park, Times Square
at night, the US flag and other typically American
things. They had a simple but powerful appeal.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Rewrite the first part of each sentence, using a participle
clause.
Complete the sentences with these words.
, the hotels look out onto a major road.
2 The pictures in the brochure which showed a beautiful pool
and gardens, were obviously faked.
, the pictures in the brochure were obviously
faked.
3 Because it charges travellers the lowest fares, this airline is
the most popular in the UK.
, this airline is the most popular in the UK.
4 The tour guides, who are employed by the local community,
showed a record number of tourists around the castle this
year.
, the tour guides showed a record number of
tourists around the castle this year.
5 Because it has a reputation for clean sand and water,
Bournemouth beach is always crowded in the summer.
, Bournemouth beach is always crowded in
the summer.
5
Task 2
back road ​bustling ​deserted ​landmark ​package ​remote ​
sandy ​
unspoiled ​
valley ​
wander ​
16 I love to visit
and lots going on.
cities with crowds of people
17 Salisbury’s cathedral tower is a famous English
that people can see from miles away.
18 Some people prefer a
holiday because they
can book their flights and accommodation together.
19 We live in a
, and our village often gets
flooded when it rains heavily.
20 The beaches near my home are packed in the summer, but
in the winter.
21 My friends rented a
away from the nearest village.
cottage which was miles
22 The village has kept its old buildings and traditions, so its
historic atmosphere remains
.
23 In my opinion, it’s better to
around a town
on holiday rather than go on organised trips.
24 The hotel was great, but the beach wasn’t
it was made up of small stones!
25 We went on a small
instead of the
motorway, and we saw some lovely villages.
10
Complete the sentences with with, by or to.
6 We were stunned
the fantastic view.
7 The stray cats have been adopted
staff.
the hotel
8 Fabulous scenery, combined
made it an unforgettable holiday.
great weather,
9 Armed
the original price quote, we
complained to the tour operator.
10 The statue is dedicated
town.
11 If you’re dissatisfied
complain.
12 Our concerns are related
measures at the hotel.
13 No one was convinced
cancellation.
14 My cousins were thrilled
ride in a hot-air balloon.
15 My query is connected
published yesterday.
–
the founder of the
the service, you should
the safety
the guide’s reason for
Task 2
Choose the correct words to complete the sentences.
26 After doing some online research, I recently came into /
established contact with an international group of people
learning English.
27 Plans for a new motorway in this area pose / issue a threat
to many wild animals.
28 By staying in the village, we provided / gained an insight
into local traditional crafts.
29 Governments need to carefully consider / regard the
implications of any new laws they pass.
30 His facial expression examined / conveyed the impression
that he wasn’t concerned about our problems.
5
the prospect of a
the article you
10
Photocopiable © Pearson Education Limited 2018
47
PDF from sachtienganhhanoi.com
1 The hotels, which were designed to have sea views, look out
onto a major road.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
Camping holidays when I was a kid used to be fantastic fun, but I recently camped with
some friends from college and the experience will (31)
me from ever going again!
COURAGE
We’d decided to stay in a beautiful area of countryside. The local council are going to
build on it soon, so we wanted to see it for the last time, although we all hope the council
their decision. To start with, we were given (33)
information
VIEW, LEAD
about the cost of the campsite and we ended up paying far more than expected. Then, when
we arrived at our (34)
(35)
camping spot, we realised that there had also been a
about that too. The ‘wonderful’ view we’d been promised ended up being of
the toilets. The information about facilities was also (36)
. There were no showers
or washing machines. I found the whole experience really (37)
because of the wet,
badly drained ground. So, I would advise anyone booked into this campsite to (38)
ARRANGE
UNDERSTAND
CORRECT
COMFORT
ARRANGE
your plans and get a cheap hotel instead!
10
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 The beautiful scenery completely amazed us.
STUNNED
We
the beautiful scenery.
40 I find it surprising that so many tourists visit this part of the UK.
ME
What
so many tourists visit this part of the UK.
41 The brochure pictures persuaded my parents to spend two weeks at the resort.
CONVINCED
My parents were
that they spent two weeks at the resort.
42 He hadn’t experienced such terrible weather on holiday before.
HAD
Never
such terrible weather on holiday.
43 The tourist industry, which brings in billions of pounds each year, is a significant contributor to the economy.
BRINGING
The tourist industry contributes
billions of pounds every year.
10
Total:
48
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
will (32)
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Rewrite the first part of each sentence, using a participle
clause.
Complete the sentences with these words.
backpackers ​
backroads ​
coastline ​
deserted ​
dunes ​
extend ​
landmark ​
package ​
touristy ​
trek ​
, the website has helped a lot of people find
a holiday.
2 Because it employs a large number of local people, the hotel
brings a lot of money into the town.
, the hotel brings a lot of money into the
town.
3 The meal, which was based on a traditional recipe, was
absolutely delicious.
, the meal was absolutely delicious.
16 The road we took ran next to the
could see the sea for the whole journey.
17 My mother hates
towns where all the shops
sell T-shirts and other souvenirs.
18 The clock tower is a
you can climb up inside it.
in the city centre and
19 The train was full of
across Europe.
who were travelling
20 We stayed in a small town and the centre was
after 9 p.m., meaning there was nothing
to do.
4 Because I was very lazy, I ordered breakfast in bed!
, I ordered breakfast in bed!
21 It can be cheaper to book your own holiday independently,
instead of buying a
holiday from a website.
5 I went to Paris because I had been inspired by a TV
programme.
22 The weather was so good that my friends decided to
their trip by three days.
, I went to Paris.
5
23 In the snowy conditions, it was impossible to travel along
the
because they were all blocked.
Task 2
24 Our
Complete the sentences with with, by or to.
25 One of the only things that grows on sand
a type of grass.
the service in the
6 We were dissatisfied
restaurant.
, so we
across North America took five weeks.
10
7 The book was dedicated
the writer’s sister.
8 My brother and his wife were stunned
scenery they travelled through.
the
Task 2
Choose the correct words to complete the sentences.
9 My young sister was thrilled
the invitation to
go on holiday with her best friend’s family.
26 Polluted air in the city centre continues to issue / pose a
health threat to shoppers.
10 I wasn’t convinced
for the delay.
27 The article provided / gained me with some valuable
insight into the reasons for the collapse of the airline.
the waiter’s explanation
11 We ventured into the rainy night armed
very big umbrella.
12 The technology will be adopted
over the country.
13 The white van might be connected
disappearance of the tourist.
a
teachers all
the
28 The refurbished reception area at the hotel conveys /
creates a positive impression for new guests.
29 Anyone who established / came into contact with the
disease on holiday should contact their doctor.
30 The government will examine / create the implications of
the political situation for tourists and advise accordingly.
14 Car fumes, combined
warm weather, have
made the pollution in this area much worse.
15 My enquiry is related
you last month.
is
5
a holiday I booked with
10
Photocopiable © Pearson Education Limited 2018
49
PDF from sachtienganhhanoi.com
1 The website, which was designed by a friend of mine, has
helped a lot of people find a holiday.
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
UNIT 4: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
I don’t think we could have had a worse start to a holiday than when we flew to Italy last year.
My dad always tends to (31)
the time it takes to get anywhere, so, of course
ESTIMATE
we arrived later than we’d intended – at 8.30 instead of 7.30. Also the car’s navigation system
and we got lost a couple of times. The result was a tired and stressed
family. After we had checked in, we looked at the waiting areas in (33)
, where
people were sleeping on the floor, under seats and on their cases. The (34)
RELY
BELIEVE
DEPART
board showed our flight was delayed by three hours! We spent the rest of the morning in a lot
of (35)
, with no food or drinks, as the airport had run out. Later, my dad admitted
that he had had the (36)
to simply forget about the holiday and go back home.
I hope that in the future, the airport will (37)
places to sit down. It’s impossible to (38)
its layout so that there are more
the negative impression that experiences
COMFORT
TEMPT
ARRANGE
STATE
like this create for potential users of the airport.
10
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 It was very exciting for my sister when she flew for the first time.
THRILLED
My sister
flight.
40 It is hard to imagine how uncomfortable those old buses were for people.
IS
What is
that people suffered on those old buses.
41 The salesman was so persuasive that my mother bought an expensive new car.
CONVINCED
My mother
buy a new expensive car.
42 If you take information that is relevant with you, you’ll get results.
ARMED
If you go
, you’ll get results.
43 Breakfast, which was coffee and toast, was served until 10.30.
CONSISTING
They
coffee and toast, until 10.30.
10
Total:
50
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
was (32)
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: SKILLS TEST A
DICTATION
LISTENING
Task 1
You are going to listen to a recording about holidays.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
You are going to listen to a woman, Hannah, talking to
a group of students about her experience of a working
holiday.
Complete each gap with a word or short phrase.
2 Hannah prioritised Australia for her working holiday
because of
.
3 Hannah was surprised that obtaining a
proved easier than expected.
4 Hannah changed her job-seeking plans and found
work in Southern Australia.
5 The money Hannah earned from her first job enabled her to
go to
while she did some travelling.
6 Hannah’s income in Melbourne was increased through
.
7 Hannah uses the word
on the farm.
8 It is Hannah’s belief that the most important benefit of a
working holiday is having considerable
.
to describe her work
16
10
Task 2
Answer the questions in your own words.
9 Why did Hannah extend her trip in Australia?
10 Why did Hannah choose the two jobs that she had in
Australia?
4
Photocopiable © Pearson Education Limited 2018
51
PDF from sachtienganhhanoi.com
1 Hannah found working in Australia for
a stimulating opportunity.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 4: SKILLS TEST A
READING
You are going to read four extracts from holidaymakers in a magazine article about the effect of weather on holiday
experiences. For questions 11–20, choose from the holidaymakers A–D. The holidaymakers may be chosen more
than once.
Which holidaymaker(s):
11 hadn’t considered the practical implications of the weather for travelling?
12 wanted to impress other people after the holiday?
13 had made good preparations for the weather conditions?
14 continued to be affected by the experience after the end of the holiday?
15 used the wrong product for the weather conditions?
17 appreciated returning home?
18 was pleased the weather lived up to expectations?
19 had never holidayed at this time of year before?
20 experienced unusual weather conditions for the place visited?
20
Total:
52
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
16 learned to appreciate other people’s determination?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: SKILLS TEST A
A Paul and Anna
C Kevin Lang
When asked what can make a holiday, there’s a chance
Weather can ruin a holiday in many ways, and sometimes
people will mention the weather. And that is certainly
it’s our own fault for ignoring the dangers of conditions we
what tempted sun lovers Paul and Anna from the UK to
are unfamiliar with. Kevin Lang went on a package holiday
book a long weekend in Malta. Admittedly they weren’t
to Spain looking for the sun – his previous June holiday
looking for blazing sunshine – it was only the middle of
having been marred by wind and rain. He had his wish and
February – but they were expecting warm, dry conditions
was ecstatic to find temperatures high and no clouds to
in which to explore the small, historic capital – as opposed
mask the sunshine. Determined to waste no time in getting
to the snow of their usual winter holiday. The weather in
the tan he had bragged about going home with, he staked
the UK had been cold with a forecast of heavy snow and the
out his sun bed on the beach, and after liberally applying
couple smugly predicted to their friends that while the Brits
sun cream, lay down with a good book and relaxed. Kevin,
were wrapping up in thick coats, they would be wandering
however, was so keen to get the best tan possible that he
around Valletta in light jackets. How wrong they were.
had gone for a low-factor cream and failed to reapply it
What greeted them on their first morning in Malta was
as the morning progressed. The inevitable happened and
driving rain, very cold temperatures, and high winds. And
Kevin suffered severe sunburn on his back and shoulders,
it didn’t stop. Apparently, it was the heaviest rainfall for
the result of which was that he was forced to spend the
ten years. Within an hour, water covered the hotel grounds
majority of his holiday in the comparative darkness of
and was running in the narrow city streets like small rivers.
his room in severe discomfort. Sadly, he did not return
Undeterred, Paul and Anna battled through the rain to try
with a tan but a red face when he had to explain what had
to see some of the landmarks, but got completely soaked.
happened!
On return to the UK, instead of feeling refreshed by their
break, they both came down with colds.
B Olly and Helen Barker
D Francesca and Julietta
The reputation of the UK’s weather is mainly one of
unreliability. Francesca and Julietta were well aware of
You can have too much of a good thing on holiday
that before making plans to come to the UK last summer
sometimes, and this was definitely the case for the Barker
with the intention of attending some of the biggest and
family a few Decembers ago. They decided for the first
best music festivals in the world. They had watched the
time, to go away for winter and opted for a remote log
highlights of previous festivals online and been amazed at
cabin in the middle of Sweden. Their intention was to
how fans persevered through the mud at Glastonbury to
escape the usual boring winter at home, and they imagined
stay and enjoy the acts. However, this knowledge had still
themselves having lots of peace and quiet, afforded by a
not prepared them for how badly continuous rain and fields
white landscape of snow as far as the eye could see. The
of mud can affect you. They had equipped themselves well
dream, however, didn’t include the downside of getting
with wet weather gear but in last year’s deluge they could
around in snowy conditions. Arriving in Sweden, they
only remain positive for so long. After one day trudging
found themselves driving in a blizzard at night along a
through the mud and one night of sleeping in a tent that
deserted motorway, in a car badly prepared for icy roads. It
was nearly washed away, they gave up and sadly cut short
was a scary journey and Olly Barker later confessed to nearly
their holiday, with new respect for those hardened fans
losing control of the car several times. When they got to
who remained and saw out the whole weekend.
their dream cabin, excessive snow, and a fear of using their
car, meant that they had to rely on one small local shop for
food. It was almost a relief to get back to the UK, following
another nightmare journey back to the airport.
Photocopiable © Pearson Education Limited 2018
53
PDF from sachtienganhhanoi.com
How the weather can affect our holidays.
We look at four experiences.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: SKILLS TEST B
DICTATION
LISTENING
Task 1
You are going to listen to a recording about holidays.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
You are going to listen to a woman, Hannah, talking to
a group of students about her experience of a working
holiday.
Complete each gap with a word or short phrase.
2 Hannah chose to go to Australia rather than another
country in case she ever needed
.
3 Hannah was concerned about having the correct
when she travelled to Australia.
4 Hannah’s original intention was to find
in the city.
5 Hannah regrets not having the opportunity to look at
while she was in Australia.
work
6 Hannah’s workmate earned considerably less than Hannah,
in her job as
.
7 Hannah uses the word
she had in Australia.
8 Hannah is unsure how valuable the skills she learned would
be for a
.
to describe both jobs
16
Task 2
10
Answer the questions in your own words.
9 What did Hannah consider when choosing a country to
work in for a certain period?
10 How did Hannah benefit from her time in Australia?
4
54
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
working in
1 Hannah spent an additional
Australia because she appreciated the experience.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 4: SKILLS TEST B
READING
You are going to read four extracts from holidaymakers in a magazine article about the effect of weather on holiday
experiences. For questions 11–20, choose from the holidaymakers A–D. The holidaymakers may be chosen more
than once.
Which holidaymaker(s):
11 prepared well for the anticipated weather conditions?
12 came into contact with disappointed local people?
13 planned a holiday specifically to attend cultural events?
14 didn’t accept responsibility for a health problem?
15 found strength through being with others?
17 couldn’t finish a programme of activities?
18 arranged a holiday following misleading weather information?
19 had a limited choice in what meals they could eat?
20 had a specific personal reason for going on holiday?
20
Total:
50
Photocopiable © Pearson Education Limited 2018
55
PDF from sachtienganhhanoi.com
16 narrowly avoided the need to use of an unusual form of transport?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 4: SKILLS TEST B
A Jacky and Mark
C Jake
The weather is generally accepted as being one of the main
We often blame the weather for ruining our holidays,
considerations when people make holiday plans, and
but in some situations we should be blaming ourselves.
Jacky and Mark were no exception. They’d opted to visit
Jake Saunders is a case in point. He was at fault, in spite
the historic city of Valletta in Malta to celebrate Mark’s
of his claims on social media that the temperatures in
birthday. Mark happened to have been born in February,
Spain were vastly higher than forecast and therefore his
not the best time of year for high temperatures, but they’d
sunburn was not down to his own stupidity. The truth is
chosen Malta because they were sure that it would at least
that while remaining under a sun parasol on the beach
be warmer and drier than the UK. Coincidentally, it was
during the hottest part of the day, he did not check that he
also the weekend of the island’s annual carnival and the
was completely shaded, and fell asleep with his left foot in
couple were looking forward to soaking up the atmosphere
direct sunshine. His foot became sunburnt and swelled to
during the parade. It would be a birthday celebration
twice its size, leaving Jake hobbling around the hotel for the
to remember. So, it was with disbelief that they looked
rest of the holiday unable to continue a course of water-
through the bedroom window that Saturday morning
skiing lessons. His online comments blaming the weather
to see dark skies and pouring rain. With determination
forecasters for underestimating the sun’s heat received
and armed with a large umbrella, the couple walked
little sympathy. As one person posted, ‘Spain? Sun too hot?
into the city centre only to find the carnival cancelled,
Get real!’
rescheduled for a future date, and lots of children in tears –
their preparations and excitement on stand-by due to the
inclement weather. A celebratory meal that evening went
some way towards lifting Mark and Jacky’s spirits and they
vowed to return, but not in winter.
B Lucy and Dave
D Nick and Alexa
Everyone’s seen the images in the media, showing the
muddy conditions that fans at UK summer music festivals
such as Glastonbury or the Isle of Wight have had to endure
in recent years. However, Greek teenagers Nick and Alexa
were not deterred by the prospect of battling through
A quiet location, away from the crowds, with guaranteed
the infamous mud when they planned a holiday in the
snow for the kids was what prompted Lucy and Dave
UK to take in all the major festivals, as the long-range
to book a week in December in a log cabin in central
forecast indicated a long, hot summer. Sadly, they should
Sweden. Kitted out with the right clothing for the cold
have remembered how unreliable the British weather can
and with the car (snow tyres on), they set out on their
be and on arrival at Glastonbury, the skies opened, and
snowy adventure. What they hadn’t bargained on was the
the festival lived up to every regular fan’s expectations:
heaviest snowfall Sweden had seen in years! They made
the fields quickly turned into a mud bath. Convinced to
it to the cabin without incident but once there, blizzards
stay by fellow festival-goers, who lent them high-quality
brought more and more snow and what they had imagined
clothes and footwear, Nick and Alexa stuck it out. As well as
as an attractively remote spot quickly became an isolated
enjoying the music, they also found that the community
prison. They were completely cut off for four days and had
spirit lifted their moods and they left with a certain insight
to survive on a diet of canned food and pasta. The children
into the determination of festival-goers to make the best of
were thrilled by the snow, but it presented a hazard too.
a bad situation.
Lucy slipped on the ice and injured her arm. Luckily it
wasn’t broken, otherwise she would have had to be air
lifted to hospital. When the time came to leave the cabin,
conditions had improved, but they still had to clear the
snow drifts to use the car!
56
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
How the weather can affect our holidays.
We look at four experiences.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the sentences.
Complete the text with the correct form of these verbs.
2 Jenny was helping her mum at home, so you couldn’t /
might not have seen her at the park.
3 A: I wonder why they didn’t answer the door?
B: I guess they must have been sleeping / must have slept.
4 They shouldn’t / can’t have done much revision for the
exam. Their marks were terrible!
5 I didn’t need to spend / needn’t have spent the afternoon
cooking dinner because nobody came in the end.
6 You ought to / must have helped the lady with her
shopping. She couldn’t carry it all herself.
7 I must / can’t have forgotten to lock the door when I left.
It’s still open.
8 Olga might / should have won the writing competition. Her
story was much better than the winning one.
8
Task 2
Complete the sentences with these words.
by far ​
great deal ​
half ​
just ​
nothing like ​
twice ​
way ​
9 The fireworks display was
be. It was more impressive last year.
10 Rita’s dog is
the cleverest dog I’ve ever seen.
8
Task 2
Complete the sentences with the correct preposition.
nicer than her brother. He’s just mean
approval from the headmaster, the
24 Subject
exam will take place on 17 March.
25 Kevin is intent
playing rugby tomorrow,
despite having a terrible cold.
13 I wouldn’t buy those jeans even if they were
as expensive. I don’t like them.
14 Harris’s latest novel is a
previous one.
When I was younger, I was playing with some friends
near a river on a hot summer’s day and we were
around with our water pistols, filling
(16)
them up in the river. One of our friends, Jonathan,
him
couldn’t swim so we started to (17)
up about it. Unfortunately, things (18)
out of hand and Jonathan ended up falling into the
river. We didn’t realise how dangerous the river was
and when he started calling for help, we thought
us on. We all just
he was just (19)
by and did nothing. Then we
(20)
realised that he really was in trouble because the
fast-flowing river was pulling him away. At that point,
and we knew
alarm bells started to (21)
he needed help immediately. Fortunately, Jonathan
back against the strong
managed to (22)
current of the water, which gave us enough time to
reach out to him. Pulling him onto the river bank, we
realised how foolish we’d been. Jonathan was clearly
up and he was close to tears. It
(23)
taught us all a valuable lesson about safety.
we expected it to
11 There must have been
as many people on
the bus as normal. There was hardly room to stand.
12 She’s
to everyone.
fight ​
fool ​
get ​
have ​
ring ​
shake ​
stand ​
wind ​
26 We were impressed
Tristan’s project on
citizenship. It was very well written.
shorter than his
15 Return of the Jedi is
as good as The Empire
Strikes Back. They’re both classics in my opinion.
7
27 Jane’s eager
start the meeting soon.
get home early so we should
28 For this job, they need someone who’s capable
translating languages.
29 You needn’t be ashamed
test. I know you tried your best.
your score in the
30 I was appalled
the way that shopkeeper
spoke to you. She was so rude!
7
Photocopiable © Pearson Education Limited 2018
57
PDF from sachtienganhhanoi.com
1 I didn’t need to take / needn’t have taken my jacket, which
was lucky because it was being washed.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
Criminals turned heroes
The judge let them off with a caution, but suggested that the boys do something about the problem. Realising how lucky
at the chance to find a solution. They were (34)
on creating a skate park and playground
they were, the boys (33)
up the residents and business owners.
where young people could hang out without (35)
They found a site which seemed suitable, but the local council wouldn’t give them permission. However, they wouldn’t
the council’s response, so they organised a petition, which got thousands of signatures. Most significantly,
settle (36)
with the boys’ plan. Eventually, the council agreed to
they got the support of the local police chief, who was (37)
turn the disused land into the skate park. One year later, it has become a real focus for young people in the town and the
as many problems as there were before.
council admits there are (38)
31 A by
B over
C around
D down
32 A nowhere near
B way
C far
D just
33 A settled
B ran
C jumped
D fought
34 A eager
B intent
C subject
D appalled
35 A standing
B cheering
C wrapping
D winding
36 A for
B on
C at
D with
37 A ashamed
B contrary
C impressed
D shaken
38 A just
B half
C twice
D a great deal
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 It would have been better if they’d asked for permission before they took your book.
OUGHT
They
you for permission before they took your book.
40 There was too little food for all the people who came to the party.
NEAR
There was
for all the people who came to the party.
41 The children were becoming difficult to control, so we sent them to bed.
HAND
The children were
, so we sent them to bed.
42 I’m sure June knew that the last bus was at ten o’clock.
HAD
June
that the last bus was at ten o’clock.
43 At three hours and twenty minutes, I didn’t expect the film to be that long.
DEAL
At three hours and twenty minutes, the film
I expected.
12
44 I have felt guilty about not writing more often for some time.
CONSCIENCE
It
58
Total:
50
for some time that I didn’t write more often.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Just over twelve months ago, Jack Hay and Stuart Preston had been caught fooling (31)
on their skateboards in
a private car park and the owner called the police. The boys were arrested and charged with trespassing on private
enough
property. In court, the boys accepted that they shouldn’t have been there, but argued that there were (32)
activities for young people to do in their town.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the sentences.
Complete the text with the correct form of these verbs.
1 I can’t believe Theo’s managed to hand his project in. He
could / must have been up all night working on it.
2 My friends moved to a new apartment last week. We
needn’t have helped / didn’t need to help them because
they used a company to move all their furniture.
3 I don’t understand why Kate and Jess didn’t come and
speak to us. They can’t / had to have seen us – we were only
standing about twenty metres away.
4 Leon shouldn’t / couldn’t have been very pleased when he
found out his phone had been stolen.
5 You shouldn’t / can’t have made that joke about Karl’s hair.
He’s very sensitive about his new haircut.
6 The children should have been getting / should have got
ready for school but they were playing their new computer
game instead.
7 Freda must / might have spoken to your mum, but you
don’t know that for certain.
8 I don’t know why Paul didn’t answer the phone. He could
have been watching / could have watched TV.
8
Task 2
Complete the sentences with these words.
Not so long ago, I was coming home from school and,
while I was waiting at some traffic lights, there was an
enormous bang. The next thing I knew, a motorbike
slid past me on the road and alarm bells started to
! The motorbike was badly damaged
(16)
and the rider was lying completely still in middle of the
road. I knew I had to help, but I was so shocked that
myself. At that point,
I couldn’t (17)
to the
some other pedestrians (18)
motorcyclist’s aid. There was soon a crowd of people
back and watched
around him so I (19)
from the pavement. One person tried to take the rider’s
helmet off, while another was trying to move him off
the road. Although I knew they were doing it all wrong, I
myself to get involved.
was unable to (20)
by and did nothing. Eventually,
I just (21)
the motorcyclist got up and I was pleased to see that
he wasn’t badly hurt. Nevertheless, I (22)
myself for not doing anything – that rider could have
still on my
been seriously injured. It (23)
conscience even now.
8
by far ​far ​great deal ​half ​just ​nowhere near ​twice ​
Task 2
9 It is thought that the effects of global warming will be
greater than previously predicted.
10 The third series of Mr Robot is
as good as the
first and second series. They were far better.
11 Calvin Harris is
seen.
the most exciting DJ I’ve ever
12 There are a lot more bicycles in my town nowadays. I’d say
there are
as many as there were five years
ago.
13 I’m afraid we have a
we thought.
more work to do than
14 Uma is amazing at chess. I’m not even
good her.
Complete the sentences with the correct preposition.
24 What I like about Nancy is that she’s always eager
make friends with new people.
25 We are absolutely appalled
government’s decision to cut spending.
26 The school will give your son a place, subject
him passing the exam.
27 I don’t think I’m capable
completing the 10
kilometre run – I haven’t done any training!
28 I feel ashamed
Bill to my birthday party.
as
29 If you’re really intent
need to study a lot harder.
15 I get
as excited about my birthday as I did
when I was a child. I still can’t sleep the night before!
7
the
myself for forgetting to invite
going to university, you
30 I have to say, I’ve been really impressed
behaviour in class.
their
7
Photocopiable © Pearson Education Limited 2018
59
PDF from sachtienganhhanoi.com
be ​
bring ​
come ​
compose ​
hang ​
kick ​
ring ​
stand ​
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 5: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
It’s hard to imagine anyone (31)
at the chance to pick up litter from their town centre in their free time. However,
on tidying up her town once and for all. The amount of rubbish in the square
14-year-old Samantha Johns was (32)
her for some time. She had written letters to the council but nothing ever came of it. (34)
had been getting (33)
to what Samantha thought, the council didn’t think the litter was a big problem. (35)
at their lack of interest, she
decided to sort the problem out herself. Realising that she couldn’t clean up the town alone, she spoke to friends and
, but
neighbours, but the response was hardly positive. They all agreed that the problem was getting out of (36)
to her guns and she
they argued that the council was responsible for cleaning up the mess. Nevertheless, she (37)
eventually managed to convince two friends to help her. That was three months ago and, since then, they’ve gone out
tidier than it was, making
every Saturday morning with their rubbish bags. Nowadays, the town centre is a good (38)
it more pleasant for the people living and working there.
31 A running
B flying
C jumping
D hopping
32 A ashamed
B contrary
C eager
D intent
33 A to
B for
C out
D at
34 A Against
B Despite
C Opposite
D Contrary
35 A Ashamed
B Appalled
C Wound
D Impressed
36 A mind
B hand
C sight
D luck
37 A stuck
B glued
C fired
D held
38 A more
B far
C deal
D lot
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 H.P. Granger’s original novel is far more inspiring than the film adaptation.
NOTHING
The film adaptation
H.P. Granger’s original novel.
40 I’m sure they knew that they wouldn’t arrive on time.
AWARE
They
that they wouldn’t arrive on time.
41 None of the other musicians in the orchestra are as talented as David.
FAR
David is
musician in the orchestra.
42 It would have been a good idea to take a map with us on the walk.
OUGHT
We
a map with us on the walk.
43 Marta couldn’t accept what Gina had done for a long time.
TERMS
It took Marta a long time
what Gina had done.
12
44 Women are far less likely than men to receive senior positions in some companies.
TWICE
Men are
60
women to receive senior positions in some companies.
Total:
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
A local hero
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: SKILLS TEST A
DICTATION
LISTENING
Task 1
You are going to listen to a recording about citizenship.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
You are going to listen to five short recordings in
which people talk about problems they’ve had in their
neighbourhoods.
For questions 1–5, choose from the list (A–H) how each
speaker feels about their neighbourhood.
A let down by the community
B relieved to be leaving
C uncertain of whether to stay
E proud of its appearance
F resigned to staying there
G originally attracted by its atmosphere
H determined not to leave
Speaker 1
1
Speaker 2
2
Speaker 3
3
Speaker 4
4
Speaker 5
5
10
Task 2
For questions 6–10, choose from the list (A–H) how each
speaker attempted to deal with the problem.
10
A by complaining to a house owner
B by reporting their neighbour
C by ignoring their neighbours
D by offering to help a neighbour
E by trying to ignore the problem
F by organising a neighbourhood meeting
G by being rude to their neighbours
H by trying to convince a neighbour
Speaker 1
6
Speaker 2
7
Speaker 3
8
Speaker 4
9
Speaker 5 10
10
Photocopiable © Pearson Education Limited 2018
61
PDF from sachtienganhhanoi.com
D eager to move away
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 5: SKILLS TEST A
READING
Task 1
You are going to read four extracts from reviews of a book discussing the role of politics in our lives. For questions
11–14, choose from the reviewers A–D. The reviewers may be chosen more than once.
Which reviewer(s):
11 agrees with Reviewer B on why Crayman is a successful writer?
12 shares Reviewer C’s description of what Crayman is presenting?
13 expresses a different opinion to Reviewer A on Crayman’s reasons for writing the book?
14 has a similar opinion to Reviewer A on the possible impact of reading the book?
Task 2
Read the article again and answer the questions in your own words.
15 In your own words explain what Reviewer A means by ‘my initial reaction was that there must
be some hidden agenda’.
16 Why does Reviewer B think that Crayman will fail to attract people to get involved in politics?
17 What does Reviewer C believe may be a problem for people reading about politics?
18 According to Reviewer D, why does Crayman think ‘our reluctance to face up to the problems of
the world’ is a problem?
8
Total:
62
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
12
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: SKILLS TEST A
Politics Now
A
C
Having been raised in a family which was far from
engaged in politics, I have never been particularly
interested in it myself. For that reason, I was less than
enthusiastic when asked to read Crayman’s Politics
Now. My initial reaction was that there must be some
hidden agenda – an attempt to recruit readers to
some shadowy cause. However, Crayman is careful to
point out that he is not connected with any political
parties and that his interest lies in motivating people
to become more involved in politics, whatever their
views. He argues that we no longer feel capable of
participating in politics and that we are content for
others to take decisions on our behalf, something
few of us would disagree with. Whilst it is difficult
to imagine anyone taking up political activism as a
result of this book, it is certainly food for thought.
The idea that citizens are gradually losing control
of their lives is nothing new. This view has been
the subject of numerous books and documentaries
presented by prominent economists and political
theorists. In his book, Crayman sets out to show how
this problem affects all of us by presenting the point
of view of people he has met on his travels around the
country. Rather than confusing readers with statistics
and theories, he relates the anecdotes of ordinary
folk to show how we have become disconnected
from civic life. As is the case with much of his work,
Crayman certainly displays his usual skill of making a
complex subject more understandable for the general
public.
B
A lifelong fan of Crayman, I was delighted to receive
an advance copy of his latest book, Politics Now. A
veteran activist, dedicated to improving the lives of
ordinary people, he has written on everything from
the environment to poverty. His talent for writing in
a clear way has helped bring many important issues
into the spotlight, as well as make him something of
a celebrity. On this occasion, Crayman has turned
his attention to the lack of engagement between
ordinary people and their governments. He shows
how we are rapidly losing control of our own lives
and through a series of convincing arguments,
persuades us to take back control. My only doubt is
whether Crayman will actually succeed in energising
people. By his own admission, we have already
become disengaged from the political process.
D
There is no doubt that Crayman has been influential
when it comes to highlighting some of the problems
the world is facing. Having worked tirelessly for years
to raise awareness of injustice in modern society, his
latest book looks at what he thinks is the main cause
of injustice nowadays; our reluctance to face up to
the problems of the world. Although it is suggested
that this is an attempt to encourage people to take up
political activism, I am not convinced. The collection
of stories contained in the book is really a series of
personal stories from average citizens, who think that
politics fails to represent them. The reader is left to
decide how to interpret those stories.
Photocopiable © Pearson Education Limited 2018
63
PDF from sachtienganhhanoi.com
Four reviewers comment on Richard Crayman’s book
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: SKILLS TEST B
DICTATION
You are going to listen to a recording about citizenship.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
LISTENING
You are going to listen to five short recordings in
which people talk about problems they’ve had in their
neighbourhoods.
Task 1
For questions 1–5, choose from the list (A–H) what problem
each speaker mentions.
A the poor condition of a house
B the speaker’s dog
C a neighbour’s excessive noise
E very high house prices
F a neighbour’s pets
G the lack of a bus stop
H the neighbours’ unfriendliness
Speaker 1
1
Speaker 2
2
Speaker 3
3
Speaker 4
4
Speaker 5
5
10
Task 2
For questions 6–10, choose from the list (A–H) how the
problem made each speaker feel.
10
A determined to make a neighbour leave
B concern for their children’s safety
C keen to live in wealthier neighbourhood
D disappointed with their decision to live there
E appalled by the amount of dangerous crime
F frustrated that their neighbours won’t participate
G worried about the value of their property
H unwanted in their own neighbourhood
Speaker 1
6
Speaker 2
7
Speaker 3
8
Speaker 4
9
Speaker 5 10
10
64
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
D damage to public property
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: SKILLS TEST B
READING
Task 1
You are going to read four extracts from reviews of a book suggesting ways to build a sustainable community.
For questions 11–14, choose from the reviewers A–D. The reviewers may be chosen more than once.
Which reviewer(s):
11 shares Reviewer B’s description of how Frampton presents his ideas.
12 shares Reviewer A’s views on the range of projects described in the book.
13 expresses a different opinion to Reviewer C on the practicality of the
projects described in the book.
12
Task 2
Read the article again and answer the questions in your own words.
15 According to Reviewer A, what are the main advantages of the projects in the book?
16 Explain in your own words what ‘Harry Frampton is now a household name’ means.
17 What does Reviewer C compare Frampton’s book to?
18 Why was Reviewer D initially put off by the book?
8
Total:
50
Photocopiable © Pearson Education Limited 2018
65
PDF from sachtienganhhanoi.com
14 agrees with Reviewer D on the possible impact of the book.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 5: SKILLS TEST B
Building a Sustainable Community
A
C
Environmentalist Harry Frampton has been involved
in promoting sustainable projects for some time
now. Although familiar with his work, I had no idea
of the range of projects he had been involved in
until I read his new book, and I could not help being
impressed. Frampton sets out to show how other
environmentalists can learn from his work and adapt
his projects to suit their own communities. Most of
these require little technical knowledge, and need
not be costly. In fact, any determined community
group with knowledge of the techniques in this book
should be able to make their community a more
sustainable one.
The environment is clearly one of our greatest
concerns these days, but the focus is often on the
role of government. Contrary to this view, Harry
Frampton believes that it is individual communities
that can have the greatest impact. In Building a
Sustainable Community, Frampton aims to provide
a manual for how to do that. It is almost like the
instructions for some flat-packed furniture, with
little diagrams to accompany his step-by-step notes.
However, not unlike flat-packed furniture, the
methods described here are not always so easy to put
into practice. Many of them would require significant
funding and serious organisation. That said, it makes
for interesting reading, especially for those who are
interested in the environment.
B
Harry Frampton is now a household name, having
appeared in numerous TV shows dedicated to
improving the environment. In his latest book,
he describes some of the projects he has been
involved in and attempts to convince readers to
start their own projects. Alongside his descriptions,
Frampton uses simple drawings to present his
ideas in an effective way. My only criticism would
be that the range of projects that he describes is
rather limited. For example, there is no mention
of community vegetable patches. Nevertheless,
Frampton’s accessible style is likely to inspire many
environmentally conscious people to become more
involved in improving their communities.
66
D
Not being particularly interested in the environment,
I was not very excited about having to read Building
a Sustainable Community. To be honest, it was hard
to imagine a more boring title for a book. However,
I was pleasantly surprised once I opened it. Instead
of a doom and gloom account of how bad things
have become, Frampton has written a positive
guide to building a better community. He describes
an incredible number of ways to construct a more
environmentally friendly town or village, although
these projects do not always seem very practical.
Nevertheless, with more people than ever before
determined to fight back against climate change and
air pollution, this book is likely to be a hit. I have no
doubt that many eco-warriors will be persuaded to
act.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Four reviewers comment on Harry Frampton’s book
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the text.
Choose the correct words to complete the sentences.
16 This area has become quite industrialised / upmarket in
recent years, full of expensive apartments and restaurants.
My favourite city in the world has to be Barcelona.
I first (1) went / was going there with my family when
I was fourteen. We (2) were visiting / had visited
cities before going to Barcelona, but no other city feels
the same. We always rent the same apartment, right
in the middle of the Gothic Quarter. I can see it so
vividly: my sister and I (3) are sitting / had sat on the
balcony, sipping mineral water and nibbling olives. We
(4) weren’t having / don’t have any worries at all, we’re
just happy to watch the world go by.
17 It used to be a pleasant high street, but now it’s just
bustling / congested with traffic.
18 The city centre is compact, but the smog / metropolitan
area is huge.
20 After many years living in the centre, my parents moved to
a quieter bustling / suburban area.
21 The redeveloped / industrial waterfront office blocks are
due to be finished next year.
It (5) brought / brings back memories of one summer
evening several years ago. We (6) spend / had spent
the day on the beach just outside of the city and we
(7) had walked / were walking back to the apartment
through the twisty, narrow streets. It must have been
ten o’clock in the evening and it still (8) feels / felt
warm. Instead of going straight back to the apartment,
my parents decided to stop at a restaurant in a bustling
little square. There was so much life there. Everyone
(9) was going out / went out for the evening and it
made me realise how different life was at home.
22 I live in a very wealthy neighbourhood, while the one
bustling / neighbouring it is very poor indeed.
23 Our house has got three bedrooms and one civic /
communal bathroom.
8
Task 2
9
Complete the sentences with compound words. Use one
word from A and one word from B. You may need to add
a hyphen.
A
Task 2
convenience ​
housing ​
market ​
noise ​
pedestrian ​
roof ​world
Complete the sentences with the correct form of these
phrasal verbs. You may need to add an object.
B
blend in ​dress up ​face up to ​mess up ​put through ​
warm up
10 I
a lot of pain when I ran the marathon, but I
finished it in under three hours.
11 I like the way the new skyscrapers
more historic ones in the centre of London.
12 I was doing really well and then I
part of the game. I just lost my nerve.
with the
24 It’s really handy having a
especially if you run out of milk.
on the corner,
25 More than 8,000 people live on this
.
26 One of the worst things about living in the city centre is the
.
the last
13 My brother is excited about the party. My mother is going
to
as a super hero.
14 My food is cold. I’m going to
microwave.
crossing ​estate ​famous ​place ​pollution ​store ​top
in the
27 My neighbours have got a lovely
a view.
terrace with
28 This part of the road is really dangerous. They should put a
here really.
29 There is a
palace in Granada. People come
from everywhere to see it.
15 I think we have to
the facts – we’re never
going to finish before the deadline.
6
30 Archaeologists think this was once the site of a medieval
because they have found remains of food
and textiles.
7
Photocopiable © Pearson Education Limited 2018
67
PDF from sachtienganhhanoi.com
19 The company is expected to move the factory to the new
deserted / industrial zone in the city.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: LANGUAGE TEST A
USE OF ENGLISH
Task 1
A couple of years ago, I went to stay with my brother in the south of France. At that time, he (31)
spending
decided to take
the year in Marseille as part of his university studies. As I didn’t have much money, I (32)
a coach – all the way from London to Marseille. The journey was nearly twenty-two hours long and it seemed to go
forever. I’d taken nowhere (34)
enough food and water with me, so I was hungry and
(33)
passed
thirsty. I tried to sleep on the coach, but it was impossible in such a tight space. Hours must (35)
far the deepest sleep I’d ever had. When I eventually
before I finally managed to fall asleep. It was (36)
-ending motorway. The problem (38)
that there was
woke up, we were still on the (37)
no one else on the coach except the driver. I couldn’t speak much French, but I could tell he wasn’t pleased to see me.
He’d already dropped his passengers off in Marseille and now he was on his way to Paris. I pleaded with him to turn
and go back to Marseille, but he refused. He simply drove to the nearest town and kicked
the coach (39)
off the coach!
(40)
10
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
Petropavlovsk-Kamchatsky is one of the most isolated cities in the world. Situated on the Sea of
Okhotsk in eastern Siberia, it is only (41)
a place of (42)
by boat or by aeroplane. It has long been
ACCESS
importance as many sailors and submarines have been based here.
Although the city’s architecture is simple and (43)
STRATEGY
, the surrounding scenery is
spectacular. A chain of snow-capped mountains with two (44)
EXCEPT
volcanoes dominates
ACT
the skyline. One of these volcanoes last erupted in 2008 and is likely to erupt again in the near
future, making it of special scientific interest. The city also faces out onto the sea, so if you are
(45)
about wildlife, this is a good place for whale watching. Although temperatures
can drop to minus twenty degrees in winter, in general it is not as (46)
during the rest
ENTHUSE
CHILL
of the year. In fact, temperatures can reach up to twenty-five degrees in summer. Although there are
no major roads into the city, you can get around by public transport. The buses are by no means
(47)
and you can get one from the airport to the city centre very cheaply indeed.
The accommodation tends to be fairly basic and in most hotels a bathroom is (48)
There are several hotels in the city, but it is (49)
.
to book ahead in high season as
they can get very busy. With few other places nearby, you will be (50)
COST
you did.
OPTION
PREFER
THANK
10
Total:
68
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Read the text and complete the gaps with one word only.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the text.
Choose the correct words to complete the sentences.
While we (4) were / are travelling to the city centre, the
roads get more and more congested. Soon, we have to
stop. The taxi can’t move. I (5) sat / have been sitting
there for about thirty minutes when I decide to get out
and walk. I end up in a dark, narrow passage way.
17 The council has banned cars from three blocks, creating a
pleasant industrial / pedestrian zone.
18 This part of the city only became redeveloped /
industrialised in the late 19th century. Before that, it was
fields and woods.
19 We hope to encourage locals to participate in civic /
suburban life by taking part in community activities.
20 The streets were deserted / congested because a lot of
people were indoors watching the cup final.
21 The Ritz is an upmarket / industrial hotel where the guests
include the rich and famous.
It (6) hadn’t been / wasn’t my first time in Marrakech so
I was confident of where I had to go. What I (7) hadn’t
thought / wasn’t thinking about was just how confusing
the streets of the old town can be. Once you (8) were
passing / have passed through the gates, and into that
maze of passages and alleyways, it can be very difficult to
navigate. Soon I was hopelessly lost and I was sure I
(9) had been going / am going around in circles.
9
22 The new apartments feature residential / communal
gardens, which can be enjoyed by all the people who live
there.
23 The top twenty floors of the building will be civic /
residential, with two- and three-bedroom apartments.
8
Task 2
Complete the sentences with compound words. Use one
word from A and one word from B. You may need to add a
hyphen.
A
Task 2
high ​inner ​never ​run ​sky ​traffic ​water
Complete the sentences with the correct form of these
phrasal verbs. You may need to add an object.
B
come through ​dream up ​look up to ​show off ​
turn around ​warm up ​
10 I’m sure your brother will
get us tickets for the concert.
city ​down ​ending ​front ​jam ​line ​rise
some crazy plan to
24 The journey seemed to be
been driving for hours.
. We must have
11 Mrs Hart was such an inspirational teacher. That’s why we
all
so much.
25 I love looking across the city from the top of the hill. There’s
a wonderful
.
12 Hector has been
He’s so proud of it.
26 Most people don’t live in the
there every day for work or shopping.
his new watch to everyone.
, but commute
13 The team didn’t play very well, but won the match in the
end, and
with their reputation intact.
27 We used to have a lovely view, but we can’t see anything
since they built that
block of flats.
14 I can’t see the TV very well. Could you
28 They’re currently building some lovely
next to the river.
15 I’m putting my hands near the fire to
a bit?
.
6
offices
29 The old cinema is really
nowadays. They
haven’t got any money to look after it.
30 They must have got stuck in a
usually this late.
. They’re not
7
Photocopiable © Pearson Education Limited 2018
69
PDF from sachtienganhhanoi.com
The heat hits me immediately. It must be at least thirty
degrees and it’s only ten o’clock in the morning. I (1) just
stepped / have just stepped off the plane in Marrakech,
one of the most beautiful cities in Morocco. As I’m going
out of the airport, a group of taxi drivers (2) come /
came up to me and want to talk to me. I (3) hadn’t
spoken / don’t speak any Arabic or French, so I go with
the driver who speaks English.
16 During the day, this street is bustling / residential with
people who are working and shopping.
B2+
2ND EDITION
Pre-Advanced
Name:
Class:
UNIT 6: LANGUAGE TEST B
USE OF ENGLISH
Task 1
A few years ago, I went to live in Granada in the south of Spain. I (31)
taken a job as an English-language
assistant for a year before I started university. However, before leaving, I was having serious second thoughts. I was sure
with other people in this city. I’d only ever lived in my small town in South Wales and
that I wouldn’t fit (32)
I’d never had to speak another language before. I had learnt Spanish at school, but that was nothing (33)
having to use it for survival. I was also worried that the city wouldn’t live up (34)
my expectations.
nice
People had convinced me it would be like a romantic adventure, but what if Granada wasn’t (35)
been worried! The city was far (37)
beautiful
as I’d been told? In the end, I needn’t (36)
than I had expected, and it was impossible not to fall in love with the place. I stayed in a small apartment opposite
-famous Alhambra palace and that was the first thing I saw when I opened my curtains in the
the (38)
morning. Apart from the culture, there was also an amazing social life, with young people and students from all over the
and made lots
world staying there. I have to say that it wasn’t easy to use the language. I messed (39)
of mistakes at the beginning, but by the end of my stay, I was speaking Spanish quite confidently. Now I love showing
my language skills whenever I get the chance! I’d certainly recommend this type of experience to any
(40)
young people wanting to do something exciting before university.
10
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
The Garden Bridge is one of London’s more high-profile projects to have failed in recent years.
It’s now (41)
whether the project will ever see the light of day. The project enjoyed
the support of several (42)
(43)
celebrities. They argued that it would make a
improvement to the surroundings. (44)
from Temple Station
DOUBT
ENTHUSE
NOTICE, ACCESS
on the north bank of the River Thames and Queen’s Walk on the south bank, the bridge would
have been more than 350 metres long. The landscaped gardens along its length would have
provided some unique (45)
project, it was also (46)
extremely (47)
(48)
opportunities. However, despite all the support for the
. One of the main concerns was that it would turn out to be
– around £200 million. Critics also argued that it would be
for the bridge to be a public space. In 2017, the Mayor of London announced
PHOTOGRAPH
CONTROVERSY
COST
PREFER
that there would be no more public money for the project. Although many people had thought
the plan was (49)
been a (50)
, it was eventually cancelled. The £46 million spent already had
waste of money.
REVERSE
POINT
10
Total:
70
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Read the text and complete the gaps with one word only.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: SKILLS TEST A
DICTATION
2 What does Keith say about urban planning?
A It helps to have a background in psychology.
You are going to listen to a recording about green spaces.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
B It mostly deals with environmental concerns.
C There are many considerations when making planning
decisions.
D Design and engineering are not significant factors.
3 What does Keith believe about the origins of urban
planning?
A It has probably always been a feature of places where
humans settled.
B It first appeared in Egyptian and Indian civilizations.
C It was first used to reduce noise in ancient civilizations.
4 How does Belinda feel about urban planning in Roman
times?
A disappointed that cities have changed so much
B surprised that planners don’t use the same ideas
C amused by the way the Romans made their plans
D interested in the similarities with modern planning
5 What does Belinda say about urban planning in some
European cities?
A Accessibility is not considered important nowadays.
B Order has become more important in the last 200 years.
C The planning is completely chaotic in some cities.
D There is limited planning nowadays compared to the
19th and 20th centuries.
6 How do Belinda and Keith both feel about older parts
of cities?
10
A It’s sometime best to knock the older parts down.
B They can cause a lot of problems for urban planners.
LISTENING
C It can be desirable to keep some of the older parts.
D This is not always popular with the inhabitants.
18
You are going to listen to two people discussing the topic of
urban planning.
Task 1
Task 2
For questions 1–6, choose the answer (A, B, C or D) which
fits best according to what you hear.
For questions 7–8, choose the correct meaning (A, B or C)
for the words in bold.
1 Belinda suggests that
7 how we can make a new building blend in
A urban planners have a far from difficult job.
A to make something different from other things
B the job of an urban planner is more complex than people
might think.
B when things match and you do not notice them
C to mix two things together
C urban planners are only concerned with what buildings
look like.
D to understand how two things are different
D we expect too much from urban planners.
8 takes a number of different factors into account
A to consider something and make a decision about it
B to count how many items there are
C to understand something fully
D to make a list
2
Photocopiable © Pearson Education Limited 2018
71
PDF from sachtienganhhanoi.com
D There is little evidence for it in American culture.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 6: SKILLS TEST A
READING
Task 1
Read the article. Choose from the paragraphs (A–G) the one which fits each gap (9–14). There is one extra paragraph
which you do not need to use.
A Nevertheless, the tour I had read about on the internet promised an English-speaking guide and the reviews were generally
excellent. Apparently, the guide would meet us in a location that was easy to find before taking us down into the sewers.
Despite my friends’ negative experience, I decided to trust the comments I had read online and book myself onto a tour.
C In contrast, our tour was to take place on foot, starting out above ground, on the edge of the River Seine. We met at the Pont
de l’Alma from where we had some fantastic views along the river, with the Eiffel Tower in the background. The guide gave
us a fascinating explanation of how the river has shaped the lives of the inhabitants, before leading us to the entrance to the
sewers.
D Since the tour cost far less than I expected, I decided to go, even though the reviews were terrible. However, I only wish I had
paid more attention to those negative reviews as it would have saved me both time and money. It really was the dullest tour I
have ever experienced.
E However, for me they are a fundamental part of the fascinating story of Paris, not least its literary history. As a life-long fan of
Les Misérables, I have been fascinated by the scenes set in the dark, damp tunnels beneath the city. For it is down there, that
the story’s hero manages to escape to freedom.
F In addition to that, I appreciated hearing stories of how the tunnels had been used by smugglers and other criminals over the
years. Of course, I was particularly pleased when the tour guide brought up Jean Valjean and his escape through this very same
sewage system.
G Thus, it was a pleasant surprise when I found out that you could actually go on a guided tour of the sewers. Having been to
Paris several times, I had already visited the main tourist attractions, and I was looking for something a little different to pass
the time. I wanted to see the more authentic Paris, but I also wanted to learn something as well.
18
Task 2
Read the article again and answer questions in your own words.
15 Why, according to the writer, might some people not want to go on the sewer tour?
16 What reasons does the writer give for the tour being of a limited section of the sewers?
2
Total:
72
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
B Despite that, it is not necessary to wear any special equipment, such as hard hats, as the tunnels are wide and tall inside. In fact,
the sense of space is quite surprising. It is, however, advisable not to wear your best shoes. The tunnels can be rather muddy
and slippery in places.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: SKILLS TEST A
Disposing of a city’s liquid waste
Paris is famous for its iconic buildings and
monuments. The Eiffel Tower, Nôtre Dame and
the Champs Élysées are most likely to be on the
list of things to see for visitors to the city. However,
somewhat lower down the list for most people is a
trip to the sewer system, the underground network
of tunnels which are responsible for disposing of the
city’s liquid waste. After all, most visitors are looking
for charm and romance, not smelly subterranean
tunnels.
12
9
You might wonder what you can find out on a tour
like this, apart from the fact that the tunnels are
indeed used to transport human waste. As you might
expect, it was explained how the system had been
built and expanded over the centuries and there were
displays showing models of the equipment that had
been used, including a giant metal ball used to push
waste down the water channels.
10
Some friends of mine had been on a Parisian sewer
tour some years ago, but they’d had mixed feelings.
Their main complaint was that as it was unguided
they felt they hadn’t learnt very much. In fact, they
had struggled to find the entrance to the place and
then managed to get hopelessly lost inside, which I
am sure is no one’s idea of fun.
13
14
Although this was a short tour, taking only an hour
or so, it was absolutely fascinating and I can not
recommend it highly enough. The only suggestion
I would make is that you go in one of the cooler
seasons. The smell can be pretty overpowering in the
summer!
11
Upon meeting our tour guide, we were given a
brief explanation of the history of the tour itself.
Surprisingly, the first sewer tours had taken place in
the late 19th century and in those days, visitors were
taken around the tunnels in a kind of small, steampowered train. Later, they were carried out in boats
that sailed down the subterranean rivers of waste.
Photocopiable © Pearson Education Limited 2018
73
PDF from sachtienganhhanoi.com
Carrying his unfortunate, injured friend through the
subterranean maze, Valjean finally emerges onto the
banks of the River Seine, free from his past life. The
sewers described in Les Misérables are far more than
just a waste outlet – they are a metaphor for equality
and freedom.
Although the Paris sewage system has more than
2,000 kilometres of tunnels, the tour only takes in
around 500 metres of tunnel. Unlike other museums
and historic sites, the sewers are very much a
working system, with gates and pumps which could
presumably be potentially dangerous. Therefore, the
tour organisers have to take health and safety issues
very seriously.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: SKILLS TEST B
DICTATION
2 What does Keith suggest about early attempts at urban
planning?
You are going to listen to a recording about green spaces.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
A Ancient cities rarely showed evidence of urban planning.
B It’s unlikely that American civilisations developed running
water systems.
C Egyptian and Indian cultures used it to improve the lives
of inhabitants.
D There is evidence of urban planning in early human
settlements.
3 What does Belinda say about Roman approaches to urban
planning?
A They are many similarities with modern designs.
C Their ideas were forgotten for a long time.
D All cities were built with a different design.
4 How does Belinda feel about European cities?
A She feels that some cities are too inaccessible.
B She appreciates the contrast of old and new in cities.
C She dislikes the grid systems in more modern cities.
D She prefers the older parts of the cities.
5 What does Belinda say about rebuilding older parts of
cities?
A It makes more sense to build skyscrapers.
B They are usually rebuilt in order to please tourists.
C The buildings are too small for modern purposes.
6 According to Belinda, what problem has been solved in
Medellin?
D Older buildings should be preserved.
10
A a lack of nightlife
B inadequate buses
LISTENING
C difficulties for commuters
D the quality of housing
18
You are going to listen to two people discussing the topic of
urban planning.
Task 1
Task 2
For questions 1–6, choose the answer (A, B, C or D) which
fits best according to what you hear.
For questions 7–8, choose the correct meaning (A, B or C)
for the words in bold.
1 What do Belinda and Keith both suggest about urban
planning?
7 there must have been some element of planning
A a decision about something
A Urban planning is not as straightforward as people
might imagine.
B the most important part
B It’s a better to be a psychologist than an urban planner.
D a feature or part of a whole system
C Urban planners are mostly concerned with the design of
buildings.
D Urban planning is not a particularly complex job.
C a lack of something
8 a principle that urban planners still try to adhere to
A to consider something and make a decision about it
B to remember something
C to continue to behave according to a set of rules
D to try and improve something
2
74
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
B They preferred to build new cities than inhabit old ones.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: SKILLS TEST B
READING
Task 1
Read the article. Choose from the paragraphs (A–G) the one which fits each gap (9–14). There is one extra paragraph
which you do not need to use.
A What really caught my eye, though, was an advertisement for a night-time ghost tour around the old city. Clicking on the link,
I was taken to a professional-looking website with a whole range of spooky tours and other events, such as performances and
talks.
B Thanks to this creepy introduction, I think everyone on the tour was already afraid of what they might see or hear. For the next
ninety minutes, our guide and his team of actors managed to keep up the suspense with their blend of story-telling skill and
theatrical effects.
D For me, however, the most interesting thing about York is its status as perhaps the most haunted city in Europe. Apparently,
there are more ghosts here per square kilometre than in any other similar city and for someone like me, that was the perfect
reason to pay a visit.
E I have to say that I really enjoyed it, even if my main reason for going to York was to experience something completely different.
There were some wonderful interactive exhibits showing various aspects of Viking life. Nevertheless, I could hardly contain my
excitement when it was time for the ghost tour.
F Not only that, but spooky sound effects and light projections also contributed to the already tense atmosphere. For example,
on one occasion, we heard screams coming from behind a wall where an old woman was said to have met a horrible end. No
one on the tour could say they weren’t terrified!
G Despite my determination, however, I never actually saw a ghost and I became less convinced of their existence as I got older.
Instead, my interest in the supernatural was replaced with somewhat more realistic pursuits like playing football and going to
the cinema.
18
Task 2
Read the article again and answer questions in your own words.
15 According to the writer, what is York most famous for?
16 How did the writer persuade his brother to go on the tour with him?
2
Total:
50
Photocopiable © Pearson Education Limited 2018
75
PDF from sachtienganhhanoi.com
C Unlike previous ghost tours I had been on, this tour did not involve any actors or special effects. Instead, our guide relied on his
story-telling powers to create dramatic effect. Most of the time he did a fantastic job of scaring us silly!
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 6: SKILLS TEST B
Europe’s Most Haunted City
9
My interest in ghosts started when I was about ten,
when someone showed me some old black-and-white
photos of mysterious visitors from the spirit world
(or so I was told). After that, I was determined to
see a ghost for myself, and I would eagerly visit any
spots which were said to be haunted. Abandoned
old houses, churchyards, dark caves – you name it,
I visited them.
10
Nevertheless, when someone recently shared an
online article with me about York, it attracted my
curiosity. It sounded like there were ghosts on every
corner of those twisting medieval streets. It was
amazing how many ghostly stories one city could
generate!
11
They had a number of very positive reviews, many
of which promised the scariest experience you
could ever have. Since I had some free time coming
up, I decided to book myself a place. I managed
to convince my brother to come with me and we
decided to make a weekend of it. He had always
wanted to visit the city’s famous Jorvik museum, so I
agreed to go there with him.
76
12
The meeting point was near the city walls, where
we had to gather at sunset. This was clever because
the low light played tricks with our eyes and the
shadows themselves seemed take on a life of their
own. After a few minutes, our guide appeared from
out of nowhere, dressed in Victorian clothing! I had
the feeling we had been transported back to the 19th
century and that Charles Dickens himself would turn
up and read us A Christmas Carol!
13
During the tour, we visited some of the spookiest sites
in the city, including an old theatre with its ghostly
spectator and a shop which a phantom Roman army
is said to have marched through. Although we were
only accompanied by the guide, his colleagues were
waiting for us at various points, dressed as ghosts
and ghouls, waiting to jump out on us when we least
suspected it.
14
Despite the fact that I had still not fulfilled my
childhood dream to see a real ghost, this had been
a great experience. It is definitely not something I
would recommend to people who get scared easily.
However, if you have the slightest interest in mystery
and good theatre, you must experience this ghost
tour!
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
The city of York, in the north of England, is wellknown for its rich history. It was a a strategically
important city for both the Romans and Vikings, but
nowadays it is celebrated for its medieval architecture.
Apart from the huge Norman cathedral, which is
said to have taken 250 years to construct, thousands
of visitors are also attracted to the Shambles, a
14th-century high street complete with pretty little
boutiques.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 7: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct verb forms to complete the sentences.
Where both forms are possible, choose them both.
Complete the sentences with the correct words. The first
letter of each word is given.
1 The French is / are known all over the world for their love of
good food.
16 Doing regular exercise and getting a good night’s sleep are
the best ways to get a natural energy b
.
2 By far the biggest problem facing us is / are going to be
climate change.
17 I usually watch TV when I want to w
after school.
3 The national football team has / have agreed to play a
friendly match to raise funds for the charity.
18 It’s important to maintain a good p
way you can avoid back problems later in life.
4 The last series of Game of Thrones was / were said to be
rather disappointing.
19 At first, he found it difficult to b
with the
other people in the team, but he seems to get on with
everyone now.
. In that
20 I was really nervous before the interview. My h
must have been going at 200 beats a minute!
6 The data seem / seems to show some unexpected facts
about the ocean bed.
7 In my opinion, the media is / are partly responsible for the
confusion people are experiencing.
7
Task 2
21 Some people say that d
drinks, which contain
less sugar, are actually worse for you than regular ones.
22 It’s essential for a marathon runner to develop enough
strength and s
to last for many kilometres.
23 I’m trying to go e
I want to lose some weight.
24 You shouldn’t p
really good for you.
Complete the sentences with these words.
on the carbohydrates.
the skin off your fruit – it’s
9
all the ​
bags of ​
countless ​
every ​
heaps of ​
neither ​
none of ​
upwards of ​
8 There are thought to be
holidaymakers trapped on the island.
Task 2
3,000
Choose the correct words to complete the sentences.
25 If you’re already / all ready, please wait by the main doors.
9 What I didn’t like about the concert was that there were
people.
10 She gets really excited
on the radio.
11 Tricia has been spoken to
keeps arriving late.
time that song comes
times, but she still
12 They both made proposals, but
seemed to offer a solution.
13
26 We’re going to adapt / adopt a cat from the cat sanctuary.
There are lots of them in need of a good home.
27 From the way he spoke, it could be implied / inferred that
he was not from the local area.
28 I like most types of food except / accept seafood, which I
can’t stand.
of them
29 If you would precede / proceed to the waiting room, the
doctor will see you shortly.
entries for the writing competition were
astounding. There wasn’t one bad story.
30 Brian’s got a horrible cold. He’s been alternately /
alternatively freezing cold then boiling hot all night.
14 We stayed in the park all afternoon, although
us were very warm.
6
15 He’s got
money. That’s why he’s always got
the latest smartphone.
8
Photocopiable © Pearson Education Limited 2018
77
PDF from sachtienganhhanoi.com
5 Their main reasons for not going was / were lack of time
and lack of money.
down
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 7: LANGUAGE TEST A
USE OF ENGLISH
Task 1
The number (31)
people signing up to gyms has been rising steadily in recent years,
so, some experts say that this may
attracted by the promise of healthier, fitter bodies. (32)
is only useful
not be the best way to achieve your dream body. They argue that working (33)
healthier
when combined with a healthy diet. If you don’t eat properly, your body will be (34)
lot of people is that they simply eat the wrong
nor fitter. However, a problem for an (35)
sugary drinks and snacks. They
food. The most important thing is to completely cut (36)
complex carbohydrates like bread, pasta and potatoes. Another
should also go easy (37)
that many people don’t end up going. Due to
problem with signing up to the gym (38)
that it is both hard work and tiring, many people decide to stay at home instead.
the (39)
end of discipline, so you need to be realistic. If
Achieving a fit and healthy body means (40)
you won’t be able to stick to a personal fitness plan at the gym, why not just make sure you eat properly
and get exercise?
10
Task 2
Read the article and decide which answer (A, B, C or D) best fits each gap.
There is a (41)
deal of research which suggests that engaging in team sports may help you
several research papers to show that they can help students in
academically. A recent article (42)
ways. One is that it is essential for players to learn how to (44)
in a team. This (45)
that
(43)
they will be better equipped to work with others in an academic context. Another benefit is that it can help
self-esteem, which is also said to be a factor in academic success. (47)
that, there are the other
(46)
benefits that sports in general can bring. One is that someone who is engaged in physical activity is likely
. Thus, they are more capable of noticing the solutions to academic problems.
to be more mentally (48)
relaxation. Not only does your brain benefit from
On the other hand, sports are also a great way of (49)
gets a rest from
the mood-enhancing hormones, but in concentrating on a physical activity, it (50)
academic thoughts. That can only be a good thing from time to time.
41 A big
B lot
C great
D large
42 A cites
B elicits
C offers
D refers
43 A countable
B countless
C contrary
D contested
44 A achieve
B build
C bind
D bond
45 A infers
B informs
C implies
D impresses
46 A assemble
B make
C construct
D build
47 A Contrary
B Even
C Besides
D Other
48 A alarmed
B alert
C careful
D lively
49 A giving
B providing
C transferring
D presenting
50 A alternatively
B alternately
C illicitly
D inevitably
10
Total:
78
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Read the text and complete the gaps with one word only.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 7: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct verb forms to complete the sentences.
Where both forms are possible, choose them both.
Complete the sentences with the correct words. The first
letter of each word is given.
1 Dominoes is / are a game which is played with small
rectangular pieces with numbers on them.
16 If you’re tired, you should take a n
better for it.
2 The science department of my school has / have a wellequipped laboratory.
17 The doctor said I need to c
from my diet.
3 Everyone agrees that the police don’t / doesn’t have any
easy job in our neighbourhood.
18 Meditation and yoga are great ways to p
relaxation.
4 Taking care of your mind is / are just as important as taking
care of your body.
19 I was completely k
hardly stand up!
5 It is said that the Chinese was / were the first to invent the
umbrella.
20 It’s better to eat l
varieties.
6 Mathematics is / are one of my favourite subjects at school.
21 Some people p
prefer to leave them on.
7
Task 2
out sugary foods
after that long run. I could
yoghurts than the full-fat
the skins off potatoes, but I
22 You should avoid drinks with c
in them, like
tea or coffee, especially before going to bed.
23 We like to b
out on junk food on Saturday
evenings. It’s a special treat!
24 A poor diet is one of the main causes of weight
g
, so it’s important to have a healthy diet.
Complete the sentences with these words.
9
a couple of ​a great deal ​both of ​each ​neither ​no end of ​
the whole ​upwards of
Task 2
8 It’s a great opportunity, so there will be
people prepared to take on this project.
9
Choose the correct words to complete the sentences.
the pictures are nice, but I prefer the one on
the left.
25 It’s impossible to read my teacher’s writing. It’s barely
eligible / legible.
10 You have to put these eye drops in
of your
eyes, after you wake up and before you go to bed.
26 You should always site / cite your sources when writing
an academic text.
11 The TV series is worth watching, although
the episodes are a bit childish.
27 My parents were sat in front and my brother was sat
beside / besides me.
12 My mother works away
tend to only see her at weekends.
28 Everyone accept / except Joanna and Ruth went on the
school trip.
of the time, so we
13 My brother complained that he was bored throughout
holiday.
29 You should advice / advise your teacher if you’re behind
with your project.
14 You would need to spend
decent tablet.
30 A part / Apart of me feels that this town has become too
touristy.
100 euros to get a
15 I know about Paul and Harry’s party, although
of them mentioned it to me.
6
8
Photocopiable © Pearson Education Limited 2018
79
PDF from sachtienganhhanoi.com
7 The majority of the visitors seem / seems to have been very
happy with the experience.
. You’ll feel
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 7: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Nowadays, a great (31)
of attention is paid to how much water we drink. There is
shortage of magazine articles dedicated to the subject. They constantly tell us how
(32)
of us carry a bottle around with us. There are a
important it is and, as a result, nearly (33)
reasons why it’s beneficial. Most importantly, it helps keep our bodies in balance.
number (34)
Nevertheless, opinions vary as to exactly how much we should consume. For an adult, it can be anywhere
two and four litres a day. Another factor to take into account (36)
(35)
whether we are just talking about water, or any liquids that also contain water. For example, fizzy drinks
and juice contain water, so surely they’re good for us too? Not necessarily. The problem is that they
lot of sugar, which isn’t very healthy. For one thing, it can cause weight
contain an (37)
and even diseases like diabetes. (39)
from that, it’s also extremely bad for
(38)
the sugary drinks and stick to
your teeth. For those reasons, it’s a good idea to go easy (40)
water instead.
10
Task 2
Read the article and decide which answer (A, B, C or D) best fits each gap.
(41)
people think that exercise needs to involve strenuous physical activity. However, yoga is an
in the gym.
alternative way of doing exercise without having to run around a football pitch or work (42)
of 20 million people in the USA alone, it is based on ancient teachings about how to
Practised by (43)
health benefits. For
take care of your body and your mind. Its practitioners claim that there are (44)
which helps them through their day.
example, some people report that yoga gives them an energy (45)
and better equipped to deal with problems. In contrast,
They also say that it makes them more (46)
down and relax, which is important in our fast-paced world. Apart
others say that it helps them (47)
numerous physical benefits. One is that it helps to improve
from the mental benefits, people also (48)
, so as to avoid pain in your back and shoulders. Yoga teaches a number of special exercises
your (49)
strength and flexibility in these areas. It’s understandable why it’s so popular
designed to help you (50)
with all of these benefits.
41 A Almost
B Most
C Majority
D Number
42 A out
B up
C off
D at
43 A sideways
B downwards
C upwards
D inwards
44 A countless
B countable
C uncounted
D uncountable
45 A crash
B shock
C burst
D boost
46 A aggressive
B aloud
C alert
D alarmed
47 A cut
B wind
C go
D peel
48 A quote
B refer
C elicit
D cite
49 A posture
B self-esteem
C aspect
D attitude
50 A bond
B create
C develop
D grow
10
Total:
80
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Read the text and complete the gaps with one word only.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 7: SKILLS TEST A
You are going to listen to a recording about Epicurus.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
LISTENING
You are going to listen to a woman, Katrina, talking about
her work as a student counsellor.
Task 1
Complete each gap with a word or short phrase.
1 Part of Katrina’s job is helping students whose problems are
on their academic performance.
having
2 Before becoming a counsellor, Katrina had worked as a
.
3 It was necessary for Katrina to teach for
before she could become a counsellor.
4 Katrina works with the
changes in students’ behaviour.
5 Sometimes Katrina asks students to write in
in order to deal with problems.
6 Katrina is in charge of
other members of
staff so they can deal with problems themselves.
7 Katrina says that mindfulness has been widely discussed in
in recent years.
to try to identify
8 Teachers report that they are better able to cope with
after Katrina’s training sessions.
16
Task 2
10
Answer the questions in your own words.
9 What does a school counsellor do?
10 How does mindfulness help people?
4
Photocopiable © Pearson Education Limited 2018
81
PDF from sachtienganhhanoi.com
DICTATION
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 7: SKILLS TEST A
READING
Task 1
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
11 In the first paragraph, the writer wants the reader to
A feel persuaded that teenagers complain too much about being tired.
B consider the possibility that teenagers are not being treated fairly.
C be worried that some teenagers can’t get to school on time.
D understand that teenagers are not required to work hard at school.
12 When talking about the characteristics of teenagers, the writer implies that
A they are often misunderstood by the older generation.
B most people disagree with the stereotypes.
PDF from sachtienganhhanoi.com
C they are unwilling to get themselves up in the morning.
D TV representations of them are mostly accurate.
13 What is the writer’s purpose in talking about the results of MRI scans on teenagers?
A to show that a new type of imaging machine is needed
B to argue that the results from these machines are not reliable
C to present new findings on research into teenagers’ brains
D to admit that we know very little about the human brain
14 What does the writer tell us about the role of melatonin in our lives?
A It works in the same way for both adults and teenagers.
B Too much melatonin makes it difficult to get up in the morning.
C It’s release in the brain is determined by the body clock.
D It may play a part in explaining variations in sleeping patterns.
15 In relation to adolescent sleep patterns, the writer suggests that
A there’s a straightforward way of making sure teenagers get enough sleep.
B teenagers need to be more realistic about the time they go to bed.
C that there are strong arguments for going to bed earlier.
D we are unlikely to find a solution to the problem of lack of sleep.
16 What was the writer’s main purpose in writing this article?
A To justify the negative stereotypes that surround teenagers.
B To make the case that we need to think about teenagers differently.
C To criticise people with negative views of teenagers.
D To compare past and present attitudes of teenagers.
12
Task 2
Read the article again and answer the questions in your own words.
17 What does the writer mean by ‘deprived of valuable sleep’ in the first paragraph?
18 Why does the writer think everyone is familiar with the typical portrayal of teenagers?
19 According to the writer, what accounts for the mood changes seen in teenagers?
20 What does the writer say about the amount of sleep teenagers require?
8
Total:
82
50
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 7: SKILLS TEST A
In many places the school day begins at between
eight and nine in the morning, which means that
kids may have to get up as early as six o’clock to
get in on time. For most adults, that’s just part of
the normal routine and there’s little sympathy for
teenagers complaining that it’s too early. After all,
it’s not like they have to work all day. All they have to
do is sit there in class and scribble down a few notes.
Who could possibly say that teenagers have got it
hard? The problem is, there is a growing movement of
scientists, teachers and parents (and not to mention
teenagers) who disagree. They suggest that teenagers
are actually being deprived of valuable sleep, which
has a significant impact on their well-being.
There’s no doubt that teenagers are generally
considered lazy, selfish and argumentative by their
elders. The stereotypical image of a teenager is
someone who shuts themself in their messy bedroom
to play computer games, listen to loud music and
so on. They go to bed late and don’t emerge until
they’re dragged out of it by their parents. Even if you
haven’t got kids of your own, you’ve undoubtedly
seen this character in some family-based comedy
on TV. The thing is, we’re only looking at things
from an adults’ perspective. If we tried to see it from
a teenagers’ point of view, our perception might be
quite different.
In recent years, advances in technology have meant
that our understanding of the brain has changed
dramatically. While every scientist will admit that we
are far from truly knowing everything about what goes
on in our brains, MRI scans have enabled us to build
up quite a detailed picture. When these high-tech
imaging machines have been used to measure brain
activity in adolescents, for example, they have revealed
some unexpected results. For one thing, it seems that
the brain continues developing a great deal longer
than we previously thought. The reason teenagers
seem so moody and sensitive is because their brains are
literally in the midst of a transformation, from that of
a child to that of an adult.
What this means is that we can’t just assume that what
works for adults also works for teenagers. For example,
some scientists have noticed that the teenage brain
doesn’t release melatonin in the same way. Melatonin
is a chemical which is intricately connected to our
body rhythms; put simply, when it’s released in our
brain, it makes us sleepy. What marks teenagers out
from adults is that their brains release this chemical
later in the evening. This explains why they want
to stay up after their parents have gone to bed.
Furthermore, this has an effect on their body clock,
which means they need to sleep later in the mornings.
What’s more, it’s now believed that teenagers need
more sleep than adults. Traditionally, the argument
was that, being young and healthy, children should
be full of energy and eager to jump out of bed in the
morning. However, we all know that new-born babies
spend most of their time sleeping, but as they get
older, they start to sleep less. This is a gradual process,
so it seems logical that teenagers haven’t quite got to
the point where they only need eight hours’ sleep. In
fact, some research suggests that they probably need
more like nine to ten hours’ sleep per night.
The implications of this are that the routines
teenagers are expected to keep may not be realistic
or even beneficial. It has been claimed that a lack
of sleep not only affects the young adult’s brain
development but may suppress creativity as well. So,
the obvious solution is to simply adjust our school
timetables so that they start an hour or two later. This
means students would get a better night’s sleep and
would be more alert during lessons. In fact, recent
research has suggested that not only would this
improve performance at school, but it may even lead
to students doing better in later life.
What’s clear is that we need to change the way we
regard teenagers. We can no longer just say, ‘It’s good
for them to get up early. It didn’t do me any harm.’
Schools and parents should, at the very least, talk to
teenagers and see how they feel. If there’s a way to
make sure teenagers get enough sleep, surely that has
to be good for everyone?
Photocopiable © Pearson Education Limited 2018
83
PDF from sachtienganhhanoi.com
Is there a case for starting the school day later?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 7: SKILLS TEST B
DICTATION
LISTENING
You will hear a recording about Epicurus. Listen to the
whole recording once. Then you will hear the recording
again with pauses for you to write down what you hear.
Make sure you spell the words correctly.
You are going to listen to a woman, Katrina, talking about
her work as a student counsellor.
Task 1
Complete each gap with a word or short phrase.
1 Part of Katrina’s job is helping students whose academic
is negatively affected by their problems.
2 Katrina needed years of
counsellor.
3 Despite the difficulties of her job, helping students deal with
their problems is
for Katrina.
4 There may be a problem if there is a
in
students’ grades and they are behaving aggressively.
5 Writing in a diary and
are two things that
Katrina recommends that students can do to deal with their
problems.
6 Katrina was
mindfulness.
7 One benefit of mindfulness in education is that students
get on better with
.
at first about the concept of
8 Teachers in Katrina’s school have reported that students
are
in their classes and more considerate to
each other.
16
10
Task 2
Answer the questions in your own words.
9 Why did Katrina want to become a counsellor?
10 What does mindfulness help people to focus on?
4
84
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
before becoming a
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 7: SKILLS TEST B
READING
Task 1
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
11 In the first paragraph, the writer wants to
A make the reader worried about a growing movement against homework.
B convince the reader that homework should be abolished.
C explain to the reader why teenagers get so much homework.
D raise awareness of a discussion about teenagers and homework.
12 According to the writer, how do some traditionalists feel about homework?
A There are a number of good reasons for making students do it.
B It’s only useful to study mathematical equations at home.
PDF from sachtienganhhanoi.com
C Students who don’t do it have problems learning new concepts.
D It’s the only way to improve students’ marks at school.
13 What point is the writer making about knowing the kings and queens of your country?
A This knowledge is essential preparation for adult life.
B Memorising facts and figures can help develop emotional intelligence.
C It isn’t as useful as some other skills students can develop.
D There are good reasons for asking students to do this in their free time.
14 When talking about teenagers’ health, the writer implies that
A teenagers would rather spend time on the internet than do exercise.
B the more homework teenagers have, the more their health will suffer.
C newspapers have failed to take the problem of teen health seriously.
D teenagers spend too much time doing sports and other physical activities.
15 How does the writer feel about the way schools prepare students for exams?
A It’s absolutely right that schools are only concerned with academic success.
B Their enthusiasm for students to get good grades is not beneficial for most students.
C Spending more time on memorising facts and figures doesn’t achieve better exam results.
D Students won’t be successful unless schools put pressure on them.
16 What was the writer’s main purpose in writing this article?
A to make the case for a different approach to setting homework
B to suggest that students shouldn’t be made to do homework
C to persuade parents to spend more time helping their children with their homework
D to compare the benefits of different approaches to setting homework
12
Task 2
Read the article again and answer questions in your own words.
17 What does the writer mean by ‘get to grips with’ in the second paragraph?
18 Why does the writer think it’s important for students to learn non-academic skills?
19 According to the writer, why do teenagers fall asleep in front of the TV?
20 Why does the writer think that homework should be limited to one hour per day?
8
Total:
50
Photocopiable © Pearson Education Limited 2018
85
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 7: SKILLS TEST B
Is there a case for homework?
Traditionalists argue that there is a strong case
for setting homework, such as doing exercises or
preparing for tests. Their reasoning is that it helps
students get to grips what they’ve learnt in class.
Having learnt a new mathematical equation in class,
homework gives students the chance to do further
practice at their own pace. According to them, this
also means more class time is available for teaching
new concepts or dealing with problems. Those
in favour of homework will say there is plenty of
evidence to suggest that homework can promote
academic achievement. Put simply, those who work
harder at home get better marks at school.
The problem with these arguments is that they
assume that everything students do at school is
worthwhile. Children have always had to memorise
facts and figures so that must be the right way of
doing things. However, I’d argue that there are other
important skills for them to learn, such as developing
emotional intelligence or learning to think for
themselves. There’s no denying that these would
be far more useful in preparing teenagers for life in
the adult world. After all, knowing all the historical
kings and queens of your country is of limited value
compared with knowing how to relate to people or
make a convincing argument. Surely, if we’re going to
ask students to spend their free time working, it has
to be for a good reason?
Not only that, but it also seems that an excess of
homework may have a negative effect on students’
health. We’ve all heard how teenagers lack the time
and energy to engage in other activities, such as
sports or physical exercise. Newspapers regularly run
86
articles about how students are expected to do more
homework nowadays. This means some students
have to work until after midnight, resulting in few
opportunities for free-time activities. For many,
the only way they can wind down is by surfing the
internet in the early hours or by falling asleep in
front of the TV. This means that they don’t get the
physical exercise they need and end up lethargic and
withdrawn.
If all this wasn’t bad enough, there’s also research
to suggest that family life can also be affected. It’s
known that teenagers can be difficult to get on with,
especially for parents. This means that teens and their
parents have to work hard at getting on with each
other. Spending quality time together, playing games
or just chatting, is one way to do that. However, the
homework demands placed on students do little to
help the situation. With little time to even sit down
for a meal together, these unfortunate adolescents
spend much of their time in their bedrooms writing
essays. They rarely see their parents and when they
do, they’re tired and stressed out.
For me, the root of the problem is an obsession with
academic success. Many schools are now competing
to show how their students get the best results in
exams and the best places at universities. In order to
do that, they insist on dedicating large amounts of
time on test preparation. This means learning facts
and figures and being able to recall them without
thinking. Of course, schools don’t need to worry
about whether this pressure has negative effects
on students’ home life. Their job is to make sure
that students leave with the best grades possible.
However, as I’ve already mentioned, this may not be
as important as making sure students are healthy and
have well-balanced relationships.
I’m not saying that homework is bad. However, it has
to be meaningful and encourage students to think
for themselves. We shouldn’t be asking them to do
homework for the sake of it. Not only that, but we
should respect a teenager’s right to free time so that
they can pursue other interests. For that reason, they
shouldn’t be asked to spend more than an hour a day
on homework, and holidays should be homework-free.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Most teenagers can expect to be assigned a certain
amount of homework every week. Figures vary, but
it seems to be anywhere between four and 17 hours
a week. Of course, most students have had work to
do at home, but in recent years a debate has been
raging about the amount of homework teenagers get.
Students, parents and even teachers have suggested
that there is simply too much of it. Not only that, but
some groups even argue that homework itself is a waste
of time and should be abolished. So, what are the
reasons for and against setting homework, and what is
a reasonable amount for teenagers to be getting?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the sentences.
Complete the sentences with the correct words. The first
letter of each word is given.
1 In ten years’ time, you won’t need to commute to work
because most people will have worked / be working from
home.
2 I’ve heard that Ed Sheeran is release / to release a new
album in the early part of next year.
16 There is usually a gap of about a year between a film being
shown at the cinema, and being b
on TV.
17 Docudramas such as United 93 are part of a film
g
which has become very popular in the last
few years.
4 Some people are convinced we will have sent / sending the
first manned spaceship to Mars by 2025.
5 The construction company is set to start / be starting work
on this huge skyscraper any time now.
18 The Big Bang Theory has a p
has such a big audience.
slot because it
19 I recently saw a film of the Jungle Book which had been
r
with real people. I was surprised how good
it was.
20 The show got very high r
people watched it.
6 Elia is on the verge of hand / handing in her final project.
She just needs to check it once more.
7 My dad will be taking / have taken me to the concert this
evening, so we can pick you up on the way.
7
21 I heard a really c
humming it to myself.
– over ten million
song and now I can’t stop
22 My sister’s band are playing a g
Do you fancy coming along?
tonight.
23 The royal wedding will be t
millions of viewers around the world.
Task 2
and watched by
Complete the sentences with the correct form of the verbs
in brackets.
8
8 You’d have known I was moving to a new house if you
(write) to me sooner.
Task 2
9 As long as you let me know when you’re arriving, I
(meet) you at the airport.
Complete the sentences with these phrases. There is one
extra phrase which you do not need to use.
10 Imagine there were no cars in the city, it
a far more pleasant place.
(be)
11 I’m sure she
(let) you borrow her bike
tomorrow, provided that you look after it.
at random ​in tune ​out loud ​out of tune ​
strength to strength ​the face of it ​the whole ​
their perspective ​
24 Kirsten seems to be going from
think she would get better so quickly.
12 If I
(tell) my parents I was going out last
night, they wouldn’t be so annoyed with me now.
. I didn’t
25 On
, it seems like a straightforward question,
but it’s actually far more complicated than that.
13 Just
(stop) trying to be the best at
everything and you’ll be much happier.
26 I find that it helps me to say new words
That way I can hear what they sound like.
14 I
(help) you with your homework when
you’ve finished the washing up.
15 Supposing she
(fail) her exams last summer.
What would she be doing now?
8
.
27 The winner was selected
by a computer so
there was no way anyone could cheat.
28 It doesn’t sound right because your guitar isn’t
.
29 On
they were very well-behaved, although
they got upset a few times.
30 If you look at it from
understand the situation.
, it might be easier to
7
Photocopiable © Pearson Education Limited 2018
87
PDF from sachtienganhhanoi.com
3 Apparently, Manchester United are on the point of sign /
signing up the most expensive player ever.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
31 If you read the terms of agreement, you will be able to use this website.
CONDITION
You will be able to use this website
the terms of agreement.
32 You should have lights on your bike. What would you do if the police stopped you?
SUPPOSING
You should have lights on your bike.
by the police, what would you do?
LONG
We should get there before dark
the traffic.
34 I wasn’t able to ask my mum for a lift because I’d lost my phone.
HAVE
If I hadn’t lost my phone, I
my mum for a lift.
35 I started my work late, so I haven’t finished yet.
STILL
If I had started earlier,
now.
36 If you talk all the way through the exhibition, I won’t come with you.
PROVIDED
I’ll come with you to the exhibition
all the way through it.
12
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
Why don’t more children learn to play musical instruments?
We tend to think that more traditional hobbies like reading, learning to play a musical
instrument or playing sports are being replaced by (37)
ones like playing computer
when it
games. I’ve been arguing that point for some time but it seems I was (38)
practise
comes to musical instruments. Apparently, the number of children who (39)
a good thing
an instrument has been on the increase in recent years. This is (40)
TECHNOLOGY
TAKE
REGULAR
DENY
SIGNIFY
because not only is it relaxing, but it’s also rewarding. There are also other (41)
benefits such as developing patience and fine motor skills. However, there are still many children
who don’t get the opportunity to learn. Figures suggest that it’s the most (42)
who are least likely to learn. For their families, the cost of a (43)
children
to classes may well
ADVANTAGE
SUBSCRIBE
be prohibitive. However, I would argue that it’s worth doing whatever you can to make sure your
children get the (44)
to learn an instrument.
POSSIBLE
8
Total:
88
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
33 If we avoid the traffic, we should get there before it gets dark.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Choose the correct words to complete the sentences.
Complete the sentences with the correct words. The first
letter of each word is given.
2 Scientists are said to be on the verge of discovering /
discover a new planet which could support life.
3 We’re going to my cousin’s house for lunch on Sunday and
we’ll be taking / have taken our grandmother with us as
usual.
4 If all goes well, the new school is set to open / opening its
doors in September.
16 This song has got a really c
friends are singing it.
tune. All my
17 I don’t mind watching foreign-language films with subtitles,
but I can’t stand it when they’re d
into
English.
18 If you want to raise money for your project, you could
consider c
it. It’s surprising how much you
can raise from individual donations.
19 My favourite films are the superhero ones which have been
a
from comics.
5 There’s no doubt that we will have driven / be driving
electric cars instead of petrol-fuelled ones in the next
twenty-five years.
6 If you don’t get here soon, we will have eaten / be eating
all the food. There won’t be any left!
7 My parents are on the point of buying / buy a new house,
so they’ve been very busy lately.
7
20 I like listening to classical music when I’m at home,
but when I go out I prefer to listen to music with a
b
, like dance music or hip hop.
21 The royal wedding is set to be b
people all around the world.
22 The series was a complete f
cancelled after only two episodes.
to millions of
and it was
23 In this novel, the author p
life in an
unremarkable town in the north of England.
Task 2
Complete the sentences with the correct form of the verbs
in brackets.
8
8 Supposing we’d gone to different schools – we might never
(know) each other.
Task 2
9 You can get reduced price cinema tickets provided you
(be) a student, a pensioner or unemployed.
Complete the sentences with these phrases. There is one
extra phrase which you do not need to use.
10
(go) to bed earlier and you’ll have much
more energy the next day.
at random ​in focus ​in reality ​off the top of my head ​
on demand ​on the face of it ​out of tune ​your fingertips ​
11 My dad will give us a lift to the airport if no one else
(offer) to take us.
24 They told us they had travelled all over Asia, but
they had only been to a couple of beaches in
Thailand.
12 Imagine people no longer had to work – what
(we / do) with our time?
25 The problem with having online music
you end up listening to a lot of adverts.
13 You would have found out about the accident if you
(read) the news.
is that
26 The concert would have been more enjoyable if the violinist
hadn’t been playing
.
14 If you
(take) more care of your things, you
wouldn’t keep losing them.
27 The beauty of having the internet on your phone is that
you’ve got so much information at
.
15 I’ll probably get a new tablet as long as it
(not / be) too expensive.
28
8
, the Rubik’s Cube seems quite a simple
puzzle game, but then you realise that it’s actually very hard
to solve.
29 You won’t be able to see anything clearly through the
binoculars unless you’ve got them
.
30 There are supposed to be some great restaurants in my
town, but I can only think of one
.
7
Photocopiable © Pearson Education Limited 2018
89
PDF from sachtienganhhanoi.com
1 The next generation of the H6 games console is include /
to include a powerful virtual-reality headset.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: LANGUAGE TEST B
USE OF ENGLISH
Task 1
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
31 By following my instructions, you shouldn’t have any problems finding my house.
LONG
You shouldn’t have any problems finding my house
my instructions.
32 You can only bring your bags into the exhibition if you let our security guards check them.
CONDITION
Bags may be brought into the exhibition
by our security guards.
PROVIDED
You may find this exhibition interesting,
knowledgeable about 18th-century painting techniques.
34 It’s lucky we heard about the problems on the tracks. If not, we’d still be stuck on the train.
SUPPOSING
about the problems with the tracks, we’d still be stuck on the train.
35 I haven’t saved you any dinner because you didn’t say you were coming home late.
HAVE
If you had said you were coming home late, I
you some dinner.
36 It’s a good job we left our passports at the hotel. If not, the pickpockets might have taken them as well.
WHAT
left our passports at the hotel? The pickpockets might have taken them as well.
12
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
The beauty of board games
Nowadays, video games are (37)
one of the most popular forms of entertainment in
ACCESS
the world. The internet and mobile technology have made helped make them more (38)
play
than ever before. It is estimated that there are more than a billion people who (39)
computer games. In just a few decades, there has been a rapid (40)
DENY
from simple
REGULAR
EVOLVE
arcade games like Pac Man to the elaborate virtual worlds of games like Grand Theft Auto.
(41)
, however, this has not had the negative effect on board games that you might
expect. In fact, it could be that the success of computer games has (42)
made board
INTEREST
DIRECT
games more popular. It seems that some people are beginning to realise that computer games
don’t always have as much to offer. One of the main (43)
near as sociable. Players are often (44)
is that they are nowhere
from their surroundings and only thinking
ADVANTAGE
DISCONNECT
about their virtual environment. In contrast, board games encourage people to interact together.
8
Total:
90
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
33 If you know enough about 18th-century painting techniques, you may find this exhibition interesting.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: SKILLS TEST A
DICTATION
2 Why does the girl think it would be a good idea to have
a leader?
You are going to listen to a recording about virtual reality.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
A to choose the best books for the club
B to break up arguments amongst members
C to oversee the selection of books
Extract 2
You hear two friends talking about organising a birthday
celebration.
3 The boy is hoping to plan something that
A the guests won’t forget.
B he has seen on the internet.
4 What are the benefits of a dance session according to
the girl?
A It can help you see things through a new perspective.
B It can help you overcome personal anxieties.
C It can make you more conscious of your actions.
Extract 3
You hear two film critics discussing what makes a good film.
5 What aspect of the film industry do the critics agree on?
A the significance of financial considerations
B the absence of basic principles in film making
C the need for visually appealing films
6 How does the woman feel about the current state of the
film industry?
A disappointed about the quality of film scripts
10
B surprised that any good films are being made
C optimistic that original films can still be made
LISTENING
You are going to listen to three conversations about
different forms of entertainment.
Task 1
For questions 1–6, choose the answer (A, B or C) which fits
best according to what you hear.
Extract 1
You hear two friends discussing how to attract members to a
reading group.
1 The boy suggests that choosing one theme for the club
might result in members
A leaving the club after a month or two.
18
Task 2
For questions 7–8, choose the correct meaning (A, B or C)
for the words in bold.
7 it may make more sense to stick with a topic
A be unwilling to do something
B continue doing something as planned
C to stop doing something for a short time
8 a decent conversation
A long and complicated
B boring or uninteresting
C a good enough standard or quality
2
B getting bored.
C switching to another club.
Photocopiable © Pearson Education Limited 2018
91
PDF from sachtienganhhanoi.com
C involves the guests dancing.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 8: SKILLS TEST A
READING
You are going to read an article in which four teenagers make predictions about the future of books. For questions 9–18,
choose from the teenagers (A–D). The teenagers may be chosen more than once.
Which teenager(s):
9 suggests that some forecasts about the future of books may be unrealistic?
10 failed to notice at first that two digital reading devices were different?
11 describes the various pleasures of reading a traditional book?
12 thinks that a recent rise in demand for paper books is unlikely to last in the future?
13 argues that paper books have a particular appeal which guarantees their future?
15 concludes that demand for traditional types of book is likely to rise in the near future?
16 states that most of what people read is in a digital format?
17 believes that digital reading devices can stimulate the senses in a similar way to a book?
18 explains why the discussion about new forms of reading are irrelevant to many readers?
20
Total:
92
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
14 predicts a significant change in the way we read in the future despite current doubts?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: SKILLS TEST A
What future for books?
A Josh
C Melanie
There’s been a lot of talk about the disappearance of
books in the next twenty years, especially as more
and more of us turn to digital books and tablets. After
all, newspaper publishers have already seen how their
sales have declined thanks to digital media. However,
I think we need to be cautious about making any
such predictions. On the face of it, people in more
developed countries might be turning to digital
formats, but there are still millions of people in the
world who don’t have access to electricity, let alone
an internet connection. Digital media is virtually
inaccessible for them so, for the time being, books
and newspapers are the main sources of reading
material. At the same time, literacy rates are
increasing, so it’s not unreasonable to assume that
the market for paper-based books will continue to
grow in the foreseeable future.
At first, the differences between an e-reader and
a tablet were lost on me and I ended up buying a
tablet. However, what I’ve since learnt is that an
e-reader is much more like a typical paper book.
Because it lacks the bright back light of a tablet, it
gives you the impression you’re looking at paper.
While it’s fair to say that you can read exactly the
same things on a tablet, it doesn’t feel the same as
an e-reader. Therefore, I decided to purchase an
e-reader as well, attracted by that papery appeal. The
design is particularly intuitive and, although you
don’t get to physically turn the pages, it feels like
you’re reading a proper book. While many people
are still unconvinced by this new technology, I’m in
no doubt that this will change. In fact, I wouldn’t be
surprised if everyone is walking around with e-readers
instead of books by 2050.
B Rosa
D Adam
When you think about it, it’s amazing how people’s
reading habits have changed in the last 20 years.
We’d been happily reading and writing on paper
for hundreds of years then, suddenly, the home
computer came along, and everything changed
overnight. Nowadays, the vast majority of what
we read is on a screen. Even the course books we’re
taught from at school can be digital ones, which has
been a great improvement. The simple fact is that
with a portable device, like a phone or tablet, you’ve
got huge libraries at your fingertips. Despite a slight
increase in traditional book sales in the last couple
of years, I find it hard to imagine that we will still be
using them in twenty years’ time.
Having been brought up surrounded by books, it’s
hard to imagine that I’ll ever stop reading them.
I’ve always loved picking out a book at random
and flicking through the pages to see if there was
anything of interest. This is a sensation that you
just don’t get with digital books. There is nothing
remotely physical about a digital book, apart from
turning it on or off. Whereas, the acts of looking at
book covers, taking the book off the shelf and turning
it over to read the back cover are purely physical acts.
Even whilst reading the book, you are engaged in the
physical act of turning the pages. For me, this is the
essence of reading a book, which is appreciated by
millions of people. It’s unlikely we’ll give that up for
any digital alternative.
Photocopiable © Pearson Education Limited 2018
93
PDF from sachtienganhhanoi.com
In our series on the future of entertainment, four teenagers
offer their predictions about the future of books.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: SKILLS TEST B
DICTATION
2 According to the boy, what is one of the roles of the leader?
A to propose topics of interest to the group
You are going to listen to a recording about virtual reality.
Listen to the whole recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
B to ensure that everyone can participate
C to organise financial contributions to the group
Extract 2
You hear two friends talking about organising a birthday
celebration.
3 The boy doesn’t want to organise a party because
A parties are embarrassing.
B people never chat to each other.
4 According to the girl, how can a session in a dance studio
make you feel?
A It makes you more in tune with your surroundings.
B People don’t know what’s happening around them.
C It helps raise awareness of your insecurities.
Extract 3
You hear two film critics discussing what makes a good film.
5 What aspect of the film industry is the man concerned
about?
A The amount of money available to producers.
B The lack of visual appeal in films.
C The loss of quality storylines in films.
6 What do the man and woman agree on regarding the
current state of the film industry?
A A good film can be made with a small budget.
10
B It’s possible for any film to become a blockbuster.
C Films rarely manage to engage their audiences.
LISTENING
You are going to listen to three conversations about
different forms of entertainment.
Task 1
For questions 1–6, choose the answer (A, B or C) which fits
best according to what you hear.
Extract 1
You hear two friends discussing how to attract members to a
reading group.
1 The girl says that the group should
A not have any problems attracting members.
B try to appeal to people with different interests.
C discuss the most common books.
94
18
Task 2
For questions 7–8, choose the correct meaning (A, B or C)
for the words in bold.
7 What if people aren’t up for dancing?
A willing or interesting in doing something
B talented
C able to do something
8 it might actually help everyone feel less self-conscious
A confident in yourself
B worried about what other people think about you
C interested only in yourself
2
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
C parties aren’t memorable enough.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: SKILLS TEST B
READING
Task 1
You are going to read an article in which four teenagers make predictions about the future of music. For questions 9–18,
choose from the teenagers (A–D). The teenagers may be chosen more than once.
Which teenager(s):
9 claims the music industry has been affected more by modern technology?
10 has been influenced by someone else in the way they currently listen to music?
11 was keen to start discovering new music on online music sites?
12 argues that records have a particular appeal which you don’t get with digital music?
14 explains how online music has been able to bring groups of people together?
15 points out that the discussion about online music is irrelevant to many listeners?
16 was disappointed with the range of music that was available online?
17 decided to stop listening to online music after some negative experiences?
18 believes it would be good if everyone could listen to online music.
20
Photocopiable © Pearson Education Limited 2018
95
PDF from sachtienganhhanoi.com
13 suggests that predictions about the future of listening to music may be unrealistic?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 8: SKILLS TEST B
What future for music?
A Anna
C Patrick
Ever since the explosion in online music,
commentators have been claiming that CDs and
vinyl records will disappear in the near future. It’s fair
to say that online music-streaming services have had
a huge impact on the music industry. Nevertheless,
I’m not convinced that this signals the death of more
traditional music formats. The reason I’ve come
to that conclusion is that there are still millions of
people around the globe who don’t have access to the
internet wherever they go. For them, the only way to
listen to recorded music is on CD or even cassette. Of
course, in an ideal world, everyone would have access
to the internet and be able to stream to their heart’s
content. However, I don’t see that happening for the
foreseeable future.
The last 20 years have seen some incredible changes
in the way we listen to music and they have been
brought about by the internet. While the 20th
century saw some important advances, such as
the record player, cassettes and CDs, none of these
innovations had the same impact on the music
industry as digital streaming. A simple app on your
phone or laptop gives you access to a mind-blowing
range of songs and albums from all over the world.
From world-famous bands to home recordings of
teenagers strumming their guitars, you can find
just about anything. What’s more, whole online
communities dedicated to singers and bands have
emerged, adding a social dimension to listening to
music. Given these advantages, it’s hard to imagine
that our growing tendency to listen to online music is
going to change.
B Marco
Having been invited to join a streaming site by a
friend, I was eager to get my account set up and start
browsing the playlists. I’m a big fan of folk music,
which isn’t always to be found in our local record
store, and my friend convinced me that I would be
able to find all sorts of rare tracks. However, when I
got online, I found that there wasn’t nearly as much
folk music as I expected. Instead, I only ever came
across these terrible pop tunes by people who wanted
to become pop stars. Not only that, but whenever I
did find something l liked, it kept getting interrupted
by adverts. I have to say that I was not in the least
impressed and I quickly went back to listening to my
CD and record collection. For that reason, it’s hard
to see CDs and records being replaced entirely in my
lifetime.
96
D Freddie
My parents are devoted classical music fans and our
house has always been filled with records of their
favourite operas and symphonies. They’ve never
been tempted to switch to listening to music on a
computer. This has had an important effect on me
because I’ve come to appreciate the finer qualities
of vinyl records. They undoubtedly provide a more
satisfying listening experience. Not only is it the
pleasure involved in putting the needle on the record,
but the sound itself is different. It seems to have a
warmth and depth that you don’t get with digital
formats such as CDs or computer files. While there is
no doubting the convenience of digital music, this is
unlikely to convince the millions of classical music
fans around the world.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
In our series on the future of entertainment, four teenagers offer
their predictions about the future of music.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 9: LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Complete the sentences with the correct form of the verbs
in brackets.
Complete the sentences with the correct words. The first
letter of each word is given.
(not / speak) to Andrew
1 Heather vowed
again after that terrible argument they had.
areas are established to protect
16 In the UK, c
places of historic or architectural interest.
2 It doesn’t matter how hard you try, you’ll never convince
(me / do) a parachute jump.
17 The o
layer protects the Earth from the
harmful effects of the sun’s ultraviolet rays.
3 We’d better hurry up. We risk
allowed) into the meeting if we’re late.
18 Having no taste or smell, c
hard gas to detect.
monoxide is a very
4 I knew he was going to do something daring, but I didn’t
envisage
(him / climb) to the top of that tree.
19 One advantage of recycling is that it reduces the amount of
waste disposed of in l
sites.
5 As we passed through border control, we were obliged
(show) our passports.
20 It’s essential that we reduce the amount of f
fuels that we burn and move towards renewable forms of
energy.
6 My mum caught
(me / wrap up) her present.
I hope she didn’t see what was inside.
7 Our parents had forbidden
woods alone.
(us / go) into the
21 Governments use emissions t
schemes
to control the amount of pollutants emitted into the
atmosphere.
22 Some large companies organise a green a
to
find out the impact of their actions on the environment.
8 We regret
(inform / you) that your
application for this position has been declined.
7
8
Task 2
Task 2
Complete the sentences with these words.
Choose the correct words to complete the sentences.
9 The waiter encouraged us try / to try / trying the fish curry
as it was the chef’s special.
10 My laptop broke the other day, but I persuaded my brother
lend / to lend / lending me his.
11 The manufacturer recommends charge / to charge /
charging your phone for eight hours before using it for the
first time.
behaviour ​
development ​
hoax ​
influence ​
layers ​
perseverance ​
strength ​
warning ​
23 I know money is important to some people, but it’s never
had a strong
on me.
24 There have been a number of early
signs
that extreme weather events are about to get worse.
12 Our neighbours came round this morning and apologised
for make / to make / making so much noise last night.
25 It’s freezing out there, so make sure you wrap up warm with
plenty of
.
13 My friends suggested hang out / to hang out / hanging
out at the beach this weekend.
26 It is argued that some ways of teaching do not contribute
to the natural
of children
14 They were stopped by the police and instructed empty /
to empty / emptying their pockets.
27 Some people claim that the moon landings were nothing
more than an elaborate
.
15 The guide advised us against stand / to stand / standing
too close to the edge of the mountain path.
28 Juggling isn’t easy at first, but with some
almost anyone can learn.
7
29 This school won’t tolerate aggressive
Anyone caught fighting will be in a lot of trouble.
,
.
30 I’ve been doing some new exercises at the gym to develop
my upper-body
.
8
Photocopiable © Pearson Education Limited 2018
97
PDF from sachtienganhhanoi.com
(not / be
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 9: LANGUAGE TEST A
USE OF ENGLISH
Task 1
Read the article and decide which answer (A, B, C or D) best fits each gap.
31 A change
B conversion
C development
D shift
32 A admit
B blame
C refuse
D regret
33 A bare
B mere
C minor
D simple
34 A direct
B even
C sincere
D straight
35 A adverse
B contrary
C differing
D opposite
36 A fumes
B gases
C smoke
D vapor
37 A Also
B Earlier
C However
D Likewise
38 A insist
B make
C recommend
D urge
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 After some convincing, I went with Evan to the concert.
PERSUADED
Evan
to the concert.
40 My sister said, ‘I’ve knocked a picture off your bedroom wall.’
CONFESSED
My sister
a picture off my bedroom wall.
41 Mrs Webster said that I had to finish my project by the end of the week.
INSISTED
Mrs Webster
my project by the end of the week.
42 Our teacher told us that it was a bad idea to go out in the storm.
ADVISED
We
going out in the storm by our teacher.
43 ‘I’ve decided against taking part in the race ever again,’ said the winner of the marathon.
VOWED
The winner of the marathon has
part in the race again.
44 ‘There haven’t been any problems while you were away,’ our neighbour told us.
REASSURED
Our neighbours
been any problems while we were away.
12
Total:
98
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
There is now undeniable evidence that climate (31)
is a reality. Despite the fact that some people (32)
to accept
it, we cannot escape the fact that global temperatures and sea levels are rising at an unbelievable rate. It is believed that
thirty years, global temperatures will have exceeded the limit established by the Kyoto Protocol in 1997.
in a (33)
impact on the lives of everyone on the planet. Nevertheless, it seems that efforts
This rise will no doubt have a (34)
effect. In fact, greenhouse (36)
in the atmosphere are said
to slow the rise in temperatures have had the (35)
to have risen by 60 percent in the last thirty years. In part, this is a response to the needs of a growing population faced
, the only real long-term solution is for us to engage in a serious programme of
with food shortages and poverty. (37)
our governments to take immediate action.
sustainable development. Time is not on our side and we must (38)
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
UNIT 9: LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Complete the sentences with the correct form of the verbs
in brackets.
Complete the sentences with the correct words. The first
letter of each word is given.
1 Two senior police officers have been assigned
(investigate) the disappearance of a sculpture from a
London gallery.
allows countries and organisations
16 Carbon t
to buy and sell permits for the emission of carbon dioxide.
(set) my
3 Brendan must resent
(not / be nominated)
as team leader. He was the best choice by far.
18 There’s a wonderful nature r
on the edge of
my city, which is completely unspoilt by human activity.
4 I hesitated
19 One aspect of s
resources more responsibly.
(tell / him) the truth.
5 We had a lovely time in France. I just regret
(not / practise) my French a little more.
development is using limited
20 A
rain can destroy minerals and nutrients in
the soil, which is a problem for trees.
6 The government will delay
announcement until next week.
(make) the
7 The awful weather forced
home.
(us / stay) at
8 Matt blames Charlotte for
wasn’t her fault.
(get) lost, but it
21 The hot, humid conditions of a rain f
make it
the perfect home to an abundance of animal and plant life.
22 The only way to reduce our dependence on f
fuels is by using renewable energy.
7
8
Task 2
Task 2
Complete the sentences with these words.
Choose the correct words to complete the sentences.
9 Silvia confessed to accidentally throw / to throw /
throwing my book away, but she offered to buy me a new
one.
aggressive ​development ​direct ​effect ​hoax ​perseverance ​
project ​
sleep ​
10 We begged them hang / to hang / hanging around a little
longer, but it was getting late and they had to leave.
23 Parksmore is a ground-breaking
, which aims
to provide social housing to more than 10,000 people over
the next five years.
11 Although she mentioned see / to see / seeing you at the
airport, she didn’t say you were on the same flight.
24 Environmentalists claim that the new wind turbines are
unlikely to have a(n)
impact on local wildlife.
12 The suspects admitted to taking / to take / taking the car,
but denied having robbed the jeweller.
25 The only way for me to get a sound night’s
to make sure my room’s completely dark and silent.
13 I nearly changed my mind, but my teacher urged me stick /
to stick / sticking to my guns.
26 It’s not easy to keep going in a difficult situation – you need
to have
.
14 Warren’s parents insisted on pick up / to pick up / picking
up the bill for the meal, which was kind of them.
27 Being too relaxed in interviews doesn’t always impress
employers. Sometimes it can have the opposite
.
15 A new documentary claims reveal / to reveal / revealing
the whereabouts of the missing portrait.
is
28 Some people claim to have seen a spaceship above the
village, but it sounds like an elaborate
to me.
7
29 Most children get frustrated with their parents from time
to time. It’s part of their natural
.
30 The referee won’t tolerate any
the football pitch.
behaviour on
8
Photocopiable © Pearson Education Limited 2018
99
PDF from sachtienganhhanoi.com
2 I was so tired last night that I forgot
alarm clock and I overslept.
17 Several countries have announced measures to reduce
carbon emissions in an effort to reduce the g
effect.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 9: LANGUAGE TEST B
USE OF ENGLISH
Task 1
While some types of pollution contribute to the greenhouse effect, others have a terrible (31)
on animal and plant life
, which literally poisons the soil. Another is
around the planet. One of them is plastic waste that ends up in landfill (32)
waters of the ocean, contaminating the food supplies of
the amount of plastic that ends up drifting around the (33)
signs that this situation is getting out of hand. The problem is that
marine plant and animal life. There are plenty of (34)
we have limited power as individuals. On the other hand, big organisations, such as governments and multinationals, have
influence on the way society deals with these problems. While it is not always possible to (36)
these
a much (35)
to identify their
organisations to act, we can try to convince them. One way is by asking them to carry out a green (37)
impact on the environment. It will also show how being more eco-friendly can be beneficial to an organisation. However, if
them to take this first simple step, we are unlikely to get this problem under control.
we cannot (38)
31 A effect
B event
C project
D sign
32 A areas
B places
C sites
D spots
33 A accessible
B free
C open
D wide
34 A advice
B caution
C recommendation
D warning
35 A harder
B stronger
C tougher
D more aggressive
36 A arrange
B claim
C make
D oblige
37 A analysis
B audit
C check
D examination
38 A assign
B envisage
C make
D persuade
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 ‘You must not leave the school premises,’ the teacher said to the children.
FORBIDDEN
The children
the school premises by their teacher.
40 ‘I’m really unhappy that I have to do my homework before I can go out,’ said James.
COMPLAINED
James
to do his homework before he could go out.
41 My mum said, ‘I promise you I haven’t told your dad about your bad behaviour.’
ASSURED
My mum
told my dad about my bad behaviour.
42 Climate experts strongly recommend that we cut down the number of flights we take, especially short-distance ones.
URGE
Climate experts
down the number of flights we take, especially short-distance ones.
43 It was an interesting talk on the environment, but there were no convincing arguments for changing my ways.
CONVINCED
It was an interesting talk on the environment, but it
my ways.
44 It’s hard to believe that he dreamed up such an innovative solution to the problem.
ENVISAGE
It’s hard
12
up such an innovative solution to the problem, but he did.
Total:
100
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Read the article and decide which answer (A, B, C or D) best fits each gap.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 9: SKILLS TEST A
DICTATION
You are going to listen to a recording about global warming.
Listen to whole the recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
LISTENING
You are going to listen to five people talking about outdoor
activities.
Task 1
For questions 1–5, choose from the list (A–H) what made
each speaker take up their outdoor activity.
A a desire to prove someone wrong
B not having anything else to do
C an offer from a family member
D being persuaded by a friend
F not wanting to tell the truth
G wanting to build up strength
H needing to try something out
Speaker 1
1
Speaker 2
2
Speaker 3
3
Speaker 4
4
Speaker 5
5
10
Task 2
For questions 6–10, choose from the list (A–H) how each
speaker feels about their chosen activity.
A shocked by how expensive it is
10
B grateful to be able to do it near home
C unsure about whether to continue
D touched by the relationships they have formed
E disappointed it’s not more sociable
F surprised they ended up liking it
G relieved they don’t have to do it alone
H better equipped to deal with difficult situations
Speaker 1
6
Speaker 2
7
Speaker 3
8
Speaker 4
9
Speaker 5 10
10
Photocopiable © Pearson Education Limited 2018
101
PDF from sachtienganhhanoi.com
E a desire to spend time alone
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 9: SKILLS TEST A
READING
Task 1
You are going to read an article in which four journalists give their opinions about the race to Mars. For each question
11–14, choose from the journalists A–D. The journalists may be chosen more than once.
Which journalist(s):
11 has a different view from Bradshaw on the financial implications of a manned
mission to Mars?
12 has a similar opinion to Strong regarding the role of curiosity in exploration?
13 shares the same views as Snowden on space exploration in the future?
12
Task 2
Read the article again and answer the questions in your own words.
15 Which journalist claims that traditional views on the nature of exploration are incorrect?
16 Which journalist thinks that the process of discovering Earth wasn’t relatively slow one?
17 Which journalist thinks that the appeal of visiting the surface of Mars isn’t easily explained?
18 Which journalist argues that progress on the Mars missions is down to the efforts of a few people?
8
Total:
102
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
14 expresses a similar opinion to Snowden about recent Mars exploration?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 9: SKILLS TEST A
A William Snowden
C Liza Strong
In my opinion, it’s not easy to define our reasons for
wanting to go to Mars, other than that there’s some
instinctive urge to discover the unknown. It was this
which led the first people to leave their homes and,
in a relatively short space of time, spread out to every
corner of the globe. Now, however, we’ve reached a
point in our evolution where we no longer need to
tie ourselves to the planet we live on. Space missions,
such as the Mars Rover, have given us a taste of what’s
out there, but it’s little better than looking at it
through a telescope. In the spirit of all exploration,
we’ll only be happy when we’ve set foot on the Red
Planet ourselves. Of course, this won’t be enough.
We’ll always want to know what the next planet is
like, but it’ll be an important first step.
There are many reasons for wanting to colonise
Mars. One obvious reason is that there are potential
economic benefits. However, some reasons are more
emotional, such as the persistent need to satisfy our
natural curiosity. This is a desire which has driven
B Seth Bradshaw
The romantic view is that our sense of curiosity is
the reason we explore. Throughout history, we have
been encouraged to think of explorers as courageous
travellers risking danger and death in order to expand
our knowledge of the world. Of course, this is far
from the truth of the matter. In reality, most of them
have been motivated by more selfish considerations
– usually the promise of power and riches. Although
it may not be fashionable to say so, space exploration
is no different. With an estimated cost of around
$4 billion for a mission to Mars, the funding has to
come from somewhere. While entrepreneurs may not
find their fortune on Mars, they are likely to make
a fortune through space tourism. In the same way
that people are prepared to pay good money for a
trip to Antarctica or Mount Everest, they are already
queueing up for trips to Mars. The first entrepreneur
to provide that service will become very wealthy
indeed.
us since the beginning of time. The dream of getting
to the Red Planet is not a new one, but for decades
we’ve been told we can’t afford it. Nevertheless,
despite disapproval and shrinking budgets, a small
group of individuals has worked tirelessly to land
people on Mars. Despite the fact that this requires
a huge investment, with no promise of returns,
they have managed to convince entrepreneurs and
governments that it’s in the interest of all humanity.
Thanks to their continued work, we are likely to see
the first Mars landing in the next 30 years.
D Belinda Southall
It’s not easy to understand why we’re so desperate
to get to Mars. By all accounts, it’s an inhospitable
planet which doesn’t seem to offer anything to
humans. We’ve been using probes to investigate
the planet for years, but we haven’t found anything
remarkable. The only thing of interest is a rock that
looks a bit like a human face. Optimists will say
that it doesn’t matter what we find, and that the
most important thing is the quest for knowledge.
Capitalists will say that it’s a business opportunity
like any other, in the hope that they’ll find red
gold. However, the real reason governments have
been prepared to spend a small fortune is that it is
a strategic move. Whoever is first to get to Mars will
have an advantage over everyone else because Mars
is just a stepping stone to the rest of the solar system
and beyond.
Photocopiable © Pearson Education Limited 2018
103
PDF from sachtienganhhanoi.com
Why are people racing to get to Mars?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 9: SKILLS TEST B
DICTATION
You are going to listen to a recording about global warming.
Listen to whole the recording once. Then you will hear the
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly.
LISTENING
You are going to listen to five people talking about outdoor
activities.
Task 1
For questions 1–5, choose from the list (A–H) what made
each speaker take up their outdoor activity.
A a fear of telling the truth
B a desire to try out equipment
C hoping to overcome a fear
D a chance to try it for free
F wanting to support a friend
G an attempt to fill time
H hoping to show someone is mistaken
Speaker 1
1
Speaker 2
2
Speaker 3
3
Speaker 4
4
Speaker 5
5
10
Task 2
For questions 6–10, choose from the list (A–H) how each
speaker feels about their chosen activity.
A sceptical about the value of it
10
B surprised by having made a new type of friendship
C unhappy that there are few chances to socialise
D satisfied with their improvement
E taken aback by how expensive it is
F slightly afraid of having an accident
G glad to be able to relax
H disappointed not to have discovered it earlier
Speaker 1
6
Speaker 2
7
Speaker 3
8
Speaker 4
9
Speaker 5 10
10
104
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
E a recommendation from a friend
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
UNIT 9: SKILLS TEST B
READING
Task 1
You are going to read an article in which four journalists give their opinions about exploration of the oceans.
For each question 11–14, choose from the journalists A–D. The journalists may be chosen more than once.
Which journalist(s):
11 shares the same views as Fuller on exploration of the seas in the future?
12 has similar concerns to Martinez regarding the financial implications of oceanic surveys?
13 has a similar opinion to Holmes regarding the role of curiosity in exploration?
14 expresses a different opinion to Matheson on why we know so little about the oceans?
Task 2
Read the article again and answer the questions in your own words.
15 Which journalist suggests that there might be limited progress in sea exploration in the future?
16 Which journalist thinks there is a lot more to find under the sea?
17 Which journalist believes that ocean exploration has expanded our understanding of the world?
18 Which journalist suggests that it is necessary to spend large amounts of money on ocean surveys?
8
Total:
Photocopiable © Pearson Education Limited 2018
50
105
PDF from sachtienganhhanoi.com
12
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
UNIT 9: SKILLS TEST B
A Jessica Holmes
C Leonor Martinez
Many people would argue that curiosity is a defining
feature of humanity. It’s our determination to
understand everything around us that makes us
human. In that context, it’s not surprising that we
have such a strong desire to understand the oceans.
The problem is that deep-sea exploration is extremely
costly. Some ocean surveys run into the millions of
dollars, with the money being spent on state-of-theart ships, scientific equipment and trained crews.
It’s true that without all of this, it can be virtually
impossible to draw any significant conclusions. At
the same time, for many people, it’s hard to justify
spending so much money, when billions of people
are living in poverty. I’m afraid we might have to
solve our problems on dry land before we can commit
to more funding for marine research.
There’s no doubt that extremely valuable research has
resulted from exploration of the world’s oceans. It’s
contributed to our knowledge of animal and plant
life, the movement of weather fronts and even helps
us predict earthquakes. However, collecting that
B Steve Fuller
If there’s anything we can say for sure about the
world’s oceans, it’s that we have a very limited
understanding. For me, our lack of knowledge
is simply down to scale. With more than 70% of
the Earth covered in water, at depths of up to ten
kilometres, it’s not surprising that we haven’t
researched much of it. And scientists are still
discovering new types of marine life. Nevertheless,
large-scale underwater exploration will depend on
the development of new technology. Technological
advances, such as robots and powerful satellites,
could revolutionise the way we explore the oceans.
They would be able to uncover far more of the
oceans’ secrets than has been possible until now. I am
certainly intrigued to find out what discoveries will
be made in the future.
106
information is not an easy business. Due to the tough
conditions, we need to find new and innovative ways
of exploring the oceans, which are less dangerous
and more effective. One possibility is to employ
submersible machines with artificial intelligence,
which could help build up a much bigger picture of
what’s down there. Able to operate on their own,
they could send information back to computers on
dry land. It would be good if we continue our quest to
understand the oceans, but I do worry about where
the money will come from, and whether spending
money on this kind of research should really be a
priority.
D William Matheson
We can confidently say that we’ve set foot on
virtually every inch of the Earth so it’s only natural
to want to know what’s at the bottom of the sea.
Without that knowledge, how can we say we know
our home planet? This is nothing new of course and
undersea explorers have been working to develop
that knowledge for many years now. However, marine
exploration is very expensive, so despite our best
efforts, we’ve still only explored a small percentage of
what the ocean has to offer. While companies spend a
fortune on surveying for oil platforms or laying cables
across the oceans, relatively little is spent on research.
This is because it doesn’t promise the same financial
rewards. Perhaps it’s time we reconsidered our
priorities and started to invest more in contributing
to oceanic research.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Exploring the oceans
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 1–3): LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Read the text and complete the gaps with one word only.
Choose the correct answer (A, B, C or D) to complete the
sentences.
10
his potential and stopped
16 The singer never really
making music when he was only twenty.
A completed
17 I think the boss has a(n)
A covered
C managed D fulfilled
agenda.
B revealed
C hidden
D blind
18 It’s
likely that the next film in the series will make lots of
money, just like the last one.
A highly
B relatively
C virtually
D generally
19 I’d like to
the record straight and say that I don’t agree
to the changes.
A make
B turn
C take
D set
20 I love the
when the plane accelerates just before taking
off – it’s really exciting.
A emotion
B concept
C sensation D impression
21 My friend promised to pay it back the money soon, but I’m
not going to
for that trick again!
A drop
B fall
C get
D expose
22 Appearances can be
– she looks about seventeen, but I
know she’s in her mid-twenties.
A transparent B disbelieving C sensational D deceptive
23 Running a marathon in the rain
sure I can do it.
A allows
Task 2
B gained
B presents
a big challenge, but I’m
C introduces D opens
24 The main
of going on holiday to Spain is the
guaranteed sunshine.
Complete the text with the correct form of the verbs in
brackets.
A distraction
I (11)
(have) a problem with downloading
(pass)
music on this tablet since it (12)
onto me by my brother. At no time (13)
(it / have) downloaded a single song in less than three
. (repair) at the
minutes! My laptop (14)
moment so I have to use it. But my brother’s tablet
(not / update) since he
appears (15)
bought it.
5
B attraction
C approval
D pressure
25 Media coverage of the debate wasn’t one-sided, it was very
, I thought.
A objective
B deceptive
C exclusive
D legitimate
10
Task 2
Complete the sentences with the correct preposition.
26 The couple came up
tennis finals.
stiff competition in the
27 Because all the restaurants were fully booked, we ended
getting a take-away.
28 I kept asking my brother for advice with the project and
eventually he gave
to my constant questions
and helped me.
29 It’s sometimes hard to live
to other people’s
expectations of who they want us to be.
30 Our school team had to pull
because three members became ill.
of the quiz
5
Photocopiable © Pearson Education Limited 2018
107
PDF from sachtienganhhanoi.com
Music plays a big part in most people’s lives. In addition
singing
to listening to music, we’ve (1)
very
it, playing it and dancing to it (2)
early times. Among other things, music can soothe us
we’re upset, or cheer us up whenever
(3)
we’re depressed. However, as well as influencing our
mood by serving as a distraction from things when they
troubling us, music has generally been
(4)
have other
accepted for a long time (5)
impressive therapeutic values. The latest research seems
shown that listening to music can
to (6)
reduce the sensation of chronic pain. (7)
is also claimed that singing along while music is
played actively benefits our health.
(8)
Singing on our own is good, but apparently singing with
others in a group or choir is better. Our breathing is
is really amazing is that
controlled and (9)
people’s heart rates slow and synchronise, matching
each other’s! What it can also do (10)
boost our immune system.
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
REVIEW (UNITS 1–3): LANGUAGE TEST A
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
I developed a passion for books from the moment I learned how to read. Prior to that, I’d been
fascinated by the words that accompanied the (31)
in my books and
ILLUSTRATE
couldn’t wait to be able to decipher them. There was a whole host of books (32)
available to me in my father’s study and I remember his surprise at my (33)
READY
,
DECLARE
not always meet with my mother’s (34)
the evening, the (35)
. When faced with piles of homework in
to lose myself in a book was often too hard to resist. I would
argue that reading was much more (36)
never will be a very (37)
than maths! I wasn’t, am still not, and
person – I’m untidy, hate housework and leave a terrible
mess when I cook, but I’m (38)
and have a great job in publishing, which I owe
APPROVE
TEMPT
VALUE
PRACTICE
CREATE
to my passion for books.
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 My brother continually borrows my smartphone and never asks, which really irritates me.
ALWAYS
My brother
asking.
40 I accidentally deleted my finished assignment and had to do the whole thing again.
SCRATCH
I had to do my assignment
accidentally deleted it.
41 I’m confused about how many questions I need to answer in each section.
NUMBER
What
questions I need to answer in each section.
42 People say that the musician started singing before he could speak.
SAID
The musician
singing before he could speak.
43 Although he was concerned about some of his answers, Mike got through with really good marks.
COLOURS
Mike passed his exam
despite his concerns about some of the answers.
44 The newspapers say teachers are not encouraging children to develop their talents.
REPORTED
It is
encouraged by teachers to develop their talents.
12
Total:
108
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
aged eight, that I would eventually read every single one. I have to admit that my passion did
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 1–3): LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Read the text and complete the gaps with one word only.
Choose the correct answer (A, B, C or D) to complete the
sentences.
a lot
16 When my dad started his own business he had to
of setbacks.
Do you dance? (1)
is said that
dancing is one of the best forms of exercise that can
done. Not (3)
does
(2)
it improve our fitness, but it also helps our mental
health. Whether it’s as a hobby or a job, researchers
shown that dancing is the perfect
(4)
way to exercise our brains and it can lead to a
dramatic improvement in cognitive skills. Tests have
carried out on people before and
(5)
after taking part in dance exercise and the activity of
resulted in up
dancing is reported to (6)
to a 20 percent increase in test scores. (7)
this seems to show is that the co-ordination that
needed for dancers to learn and
(8)
perform different series of movements can improve the
brain’s ability for a variety of types of problem solving,
is that the intelligence
a result of (9)
of dancers can be compared to that of inventors and
the benefits might be,
engineers. (10)
dancing has got to be more fun than lifting weights or
working out in the gym!
A overdo
B overlook
C overcome
D overview
17 Reading books written in the last century gives you
insight into society of the period.
A worthy
B invaluable
C costly
D thankful
A potentially B remotely
C negatively D closely
19 When we were children, my mother always
a blind
eye to things my brother did wrong – he was definitely her
favourite!
A offered
B turned
C made
D set
20 One of the functions of the media in my opinion is to
lies that public figures might tell us.
A open
B publicise
21 The feeling you get when you
rewarding.
A finish
B gain
C expose
your goals is very
C accomplish D fulfil
22 I was encouraged by my parents to
history.
A occupy
10
A react
Task 2
B present
23 People automatically
because we look alike.
D appeal
my interest in
C allow
D pursue
that my cousin and I are sisters
B assume
C accept
D hold
24 My dad thinks I’m a very good artist, but he’s
Complete the text with the correct form of the verbs in
brackets.
A clearly
Recently my grandparents’ wedding anniversary
(celebrate) at a very upmarket
(11)
hotel. Fifteen family members enjoyed a really
expensive meal in the most amazing restaurant I
(ever / be) to! It (13)
(12)
(claim) to be a regular dining spot for many celebrities,
but I didn’t recognise anyone there. Never before
(I / see) a menu quite like it. I’m just
(14)
(invite) and wasn’t paying!
glad that I (15)
5
B automatically C critically
25 It’s important to
study at university.
A think
biased!
D closely
all the options before deciding what to
B consider
C regard
D challenge
10
Task 2
Complete the sentences with the correct preposition.
26 It’s a great opportunity and you shouldn’t pass it
.
27 Have you come
event yet?
with any ideas for the charity
28 I didn’t take
my brother’s new girlfriend at
first, but now I really like her.
29 His rude comments will stick
long time.
my mind for a
30 My sister was very disappointed with her end of year results,
but she’ll get
it soon.
5
Photocopiable © Pearson Education Limited 2018
109
PDF from sachtienganhhanoi.com
18 Driving on roads after snow and a cold night is
dangerous because of black ice.
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
REVIEW (UNITS 1–3): LANGUAGE TEST B
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
As a child, my best friend was a girl called Sandra. At an early age, I realised that she had an
talent for acting. She played the lead in every school play and everyone knew
that one day she would be a (32)
(33)
actress. At that time, it was
IMPRESS
SENSATION
impossible for someone without acting training to get a part in film or television,
VIRTUAL
but Sandra managed to land a lead role in a TV movie. She went from being a (34)
RELATIVE
unknown actress to a big celebrity within a few months and unfortunately, the (35)
PRESS
became too great. She was photographed everywhere she went and this (36)
into
INTRUDE
her private life eventually had its effect. She gave up acting, which was met with
(37)
by her family and friends.
However, looking at it (38)
BELIEVE
, she did the right thing. She’s now a writer and trains
OBJECT
future actors. Above all, she’s a much happier person than she was, and that’s what matters most.
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 I’m interested in why the project was stopped.
REASON
What
stopping the project.
40 To make improvements, you have to accept advice.
BOARD
You have to
you want to make improvements.
41 At last the school board has given its approval to the plans for the new buildings.
BEEN
The plans for the new buildings
the school board.
42 I made no suggestion at all that his English pronunciation was poor.
WAY
In
that his English pronunciation was poor.
43 Some teachers completely ignore the bullying that goes on in school.
EYE
Some teachers
bullying that goes on in school.
44 Many critics think that Meryl Streep is the best actor of her generation.
BY
Meryl Streep
be the best actor of her generation.
12
Total:
110
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
(31)
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 1–3): SPEAKING
Task 1 (4 minutes)
I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a minute, and also to answer
a question briefly about your partner’s pictures.
(Candidate A), it’s your turn first. Here are your pictures. They show people who have accomplished different goals.
Place Speaking Test Card A in front of Candidate A.
I’d like you to compare two of the pictures and say what challenges these people might have overcome to accomplish their goals
and how they might be feeling.
Candidate A
(1 minute)
Thank you.
(Why?)
Candidate B
Approximately 30 seconds
Thank you. (Can I have the cards, please?) Retrieve Speaking Test Card A.
Now, (Candidate B), here are your pictures. They show people explaining things.
Place Speaking Test Card B in front of Candidate B.
I’d like you to compare two of the pictures and say what the people might be explaining and how important is it to explain clearly
in each situation.
All right?
Candidate B
(1 minute)
Thank you.
(Candidate A), in which situation do you think the explanation will take the longest time?
Candidate A
(Why?)
(approximately 30 seconds)
Thank you. (Can I have the cards, please?) Retrieve Part 2 cards.
Task 2 (4 minutes)
Now, I’d like you to talk about something together for about two minutes.
Here are some things people and things that can influence our opinions and a question for you to discuss. First you have some time
to look at the task.
Place Task 2 card, in front of the candidates. Allow 15 seconds.
Now, talk to each other about how these things might influence our opinions.
Candidates
(2 minutes)
Thank you. Now you have about 2 minutes to decide which of these things influences us most.
Candidates
(1 minute)
Thank you. (Can I have the card please?) Retrieve Part 3 card.
Photocopiable © Pearson Education Limited 2018
111
PDF from sachtienganhhanoi.com
(Candidate B), who do you think had the hardest time accomplishing their goal?
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 1–3): SPEAKING
SPEAKING TEST CARD A
• What challenges might these people have overcome to accomplish these goals?
PDF from sachtienganhhanoi.com
• How might they be feeling?
112
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 1–3): SPEAKING
SPEAKING TEST CARD B
• What might the people be explaining?
PDF from sachtienganhhanoi.com
• How important is it for them to explain clearly?
Photocopiable © Pearson Education Limited 2018
113
114
Photocopiable © Pearson Education Limited 2018
films and TV
politicians
PDF from sachtienganhhanoi.com
social media
family members
How might these
people and things
influence our opinion?
our friends
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 1–3): SPEAKING
Task 2
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
REVIEW (UNITS 1–3): WRITING
Write your answer in 220–260 words in an appropriate style. Write your answer on a separate answer sheet.
Task 1
You have watched a television discussion about the value of competition for children at school. You have made the notes below:
Is it a good thing to encourage children to become competitive at school?
• push themselves to try harder
• preparation for the future
Some opinions expressed in the discussion:
• ‘Children with a talent need encouragement to use it, so they should
push themselves against others.’
• ‘Competition for jobs can be fierce so students need to be prepared
for this.’
• ‘The winners will become more confident, but the losers less.’
Write an essay discussing two of the ideas in your notes. You should explain which idea is more important, giving reasons to support
your opinion.
Write your essay in 220–260 words.
Photocopiable © Pearson Education Limited 2018
115
PDF from sachtienganhhanoi.com
• develop confidence
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 4–6): LANGUAGE TEST A
GRAMMAR
VOCABULARY
Task 1
Task 1
Read the text and complete the gaps with one word only.
Choose the correct answer (A, B, C or D) to complete the
sentences.
10
Task 2
areas because there are
16 The traffic is always quieter in
no trucks or lorries.
A communal
B residential C industrial
D civic
17 I’m appalled
the number of mistakes I made in the
essay! I must check more carefully.
A at
B with
C from
D on
18 My father always used to say that we need to
problems and not hide from them.
A look
B turn
C face
19 During the day the city centre is
empty.
A suburban
D see
, but at night it’s
B upmarket C civic
D bustling
20 My grandfather was an important public
A shape
B figure
21 The book is
up to
.
C influence
D image
based on the writer’s childhood.
A enormously B relatively
C largely
D consistently
22 My brother told me someone had stolen my bicycle, but he
was just
me up.
A jumping
B hanging
C standing
D winding
23 The advertisement was
in that it suggested a higher
salary than was really the case.
A impressive
B deceptive C contrary
24 The amount of plastic in the oceans
as well as marine life.
A poses
a threat to humans
B questions C settles
25 The town centre streets were so
to drive to work.
A developed
B historic
D sensation
D conveys
that it took us an hour
C congested D wrapped
Choose the correct words to complete the sentences.
11 Our teacher’s car is outside, so she must arrive / must have
arrived.
12 Ella was happy when my flight eventually landed because
she has been waiting / had been waiting for two hours.
10
Task 2
Choose the correct words to complete the sentences.
13 Experts say that a litre of water is / are what she should be
drinking every day.
14 I’ve got a couple of question / questions I want to ask you.
15 Oh no! You couldn’t have done / shouldn’t have done
exercise 5. We were asked to do exercise 6.
26 Several people saw the thief attack the man, but they all
waited / stood by and did nothing.
27 When you speak to the boss, you mustn’t be distracted, but
should stick / stay to your guns.
28 We watched the sun set and I was so packed / wrapped up
in the moment that I didn’t hear my phone ring.
5
29 The primary school teacher let her class get out of hand /
arm and the children started fighting!
30 I like to visit different capital cities and suck / soak up the
culture.
5
116
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Travelling by underground is an efficient means
of getting around London, but although it can
crowded during the day, it is
(1)
sometimes quite empty and potentially scary at night.
I’m talking about are ghosts. Several
(2)
reported to be haunted and
stations (3)
left their
many members of staff (4)
jobs over the years as a result of seeing and hearing
things which did not exist. Certainties that the tunnels
be haunted have existed since the
(5)
underground was first built, but it (6)
new technology that has brought some of the
fears to recent public attention. A passenger had
videoing a station one night on his
(7)
phone and saw a transparent white figure come out of
the tunnel wall and then disappear. The video showed
that he hadn’t been imagining it. Although the ghostly
figure is claimed by many to be the ghost of someone
died in the tunnel, it could simply
who (8)
homeless
have been one of the (9)
people who wander the underground at night looking
for a sleeping place. Or perhaps this phenomena really
connected with ghosts! Send us your
(10)
thoughts!
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 4–6): LANGUAGE TEST A
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
Projects to help rough sleepers have moved on in recent years from the (31)
that shelters and soup kitchens provide, to attempts to (32)
respite
these people back into
THANK
INTRODUCE
society. One of the most successful projects has been a chain of cafés started in Scotland in 2012.
The idea behind this (33)
enterprise is that when customers spend money in the cafés,
SOCIETY
25 percent of the staff have at some time been homeless themselves, so not only does the business
provide food and (34)
to homeless charities, but it also gives training and jobs.
For these people this is definitely (35)
Far too many of us (36)
We also (37)
to a life sleeping rough and accepting hand-outs.
assume that people live rough because they like the freedom.
how important giving them back a little confidence can be. Luckily, there
are projects which do this and they have made a (38)
difference to many people’s lives.
DONATE
PREFER
AUTOMATIC
ESTIMATE
NOTICE
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given.
Do not change the word given. Use between three and six words.
39 I’m sure Tina hasn’t gone a long way because her bicycle is still here.
FAR
Tina
because her bicycle is still here.
40 The food at the new chicken restaurant is much tastier than that at the café.
NEAR
The food at the café is
that at the new chicken restaurant.
41 When I tell you the answer you’re going to be so cross you didn’t think of it!
KICK
You’re going to
hear the answer!
42 I met David during my studies at a French university.
WHEN
It
at a French university that I met David.
43 I’m pretty sure that it was my sister and not my brother who told me about the concert.
LIKELY
It’s
been my sister rather than my brother who told me about the concert.
44 I’m sure Gary imagined it because I know I never suggested anything like that at all.
DREAMED
Gary
because I know I never suggested anything like that at all.
12
Total:
Photocopiable © Pearson Education Limited 2018
50
117
PDF from sachtienganhhanoi.com
they can also buy a meal for a homeless person to be claimed at a later time. In addition to this,
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 4–6): LANGUAGE TEST B
GRAMMAR
VOCABULARY
Task 1
Task 1
Read the text and complete the gaps with one word only.
Choose the correct answer (A, B, C or D) to complete the
sentences.
10
zone in the city
16 It would be a great idea to have a
centre.
A communal B suburban C metropolitan D pedestrian
17 It’s fun to dress
for special occasions, but it’s not
something I do often.
A over
B up
C in
18 You can’t mistake the New York
A horizon
D at
with all its skyscrapers.
B landmarks C skyline
D outline
19 I’m really
of what I said yesterday and I apologise for
being so rude.
A ashamed
B appalled
C doubtful
20 The new housing estate is
built in Manchester.
A nearly
D mistaken
modelled on one recently
B relatively C closely
21 Children need to be taught how to stand
school and online.
A up
B on
B win
C gain
B communal C internal
24 The newspaper report
A exposed
B opened
D in
some insight into why he
23 There are three flats on this floor with a
bathroom.
A residential
to bullies at
C down
22 If you read the article, you’ll
acted as he did.
A earn
D greatly
D make
kitchen and
D co-operative
the politician’s lies.
C analysed D accepted
25 I know there will be lots of discussion because it’s a very
topic.
Task 2
A exceptional B chilly
Choose the correct words to complete the sentences.
C outline
D controversial
11 Eva can’t leave / couldn’t have left her house yet – it’s far
too early.
10
12 Returning to the town after ten years we found that a
housing estate had built / had been built on the park near
our old school.
Task 2
13 Where did you go / were you going when I saw you earlier
in town? You seemed to be in a rush.
26 It is very difficult to come to terms / agreement with such
sad news.
14 We should take / should have taken the train. This traffic
congestion is going to make us really late for work.
27 When the head teacher asked to see me, alarm clocks /
bells started ringing.
15 Several politicians is / are in favour of the new law.
28 You need to make a choice, you can’t have the best of two /
both worlds.
5
Choose the correct words to complete the sentences.
29 I shall try to stick / pin Chris down about when he’s thinking
of arriving.
30 To set the record straight / direct I want to point out that
it wasn’t originally my decision.
5
118
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
The London Underground is one of the oldest systems
in the world, so it shouldn’t really be surprising to learn
that certain stations are said to (1)
haunted. Indeed, ghostly sightings have even persuaded
some members of staff to leave their jobs! In 2000
a man in white overalls was spotted by CCTV on a
train station platform at night, long after the station
closed. However, the supervisor found
(2)
no one there when he went to look. Returning to his
watching
office, his colleague who had (3)
on the CCTV was amazed. ‘Surely, you (4)
standing
have seen him,’ he said. ‘He (5)
right beside you!’ Then there is another story of a
circulating since
strange lady. Stories (6)
the station was opened in 1876 of mysterious footsteps
in the tunnels of another station. Once, a maintenance
fallen onto a live
worker is said to (7)
expectations, he
track and contrary (8)
survived. A colleague saw a pale old lady kneeling beside
stroking his hair. The fact
him intent (9)
been built on a
that the station (10)
17th-century burial site only encouraged the ghostly
rumours.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 4–6): LANGUAGE TEST B
USE OF ENGLISH
Task 1
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
Ask any rough sleeper why he or she is living on the streets and it is very (31)
DOUBT
that they would say that it is through choice. The majority have been forced into this by
circumstances and experience (33)
would welcome any chance to find (34)
living conditions. They
and accommodation again. What prevents
this from happening is often a loss of confidence and a feeling of being (35)
EXCEPT, DREAD
EMPLOY
WORTH
A project was set up in 2012 to try to help rough sleepers in London and recognises the artistic
talent of some of the street people. The organisation, run by (36)
finds cafés and
VOLUNTARY
restaurants to exhibit and sell their paintings and drawings. There is also an annual
(37)
exhibition of pictures taken with disposable cameras, distributed in July and
PHOTOGRAPH
collected five days later. The public vote on the best ones to include in a calendar, which is
sold in December. The organisation runs an international exchange of the art work, thereby
providing (38)
support to many homeless people.
VALUE
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given.
Do not change the word given. Use between three and six words.
39 I’ve never seen a film as exciting as that before.
FAR
That is
I’ve ever seen.
40 It will be a long time before Jack forgets his mistake.
CONSCIENCE
The mistake will be
long time.
41 The snow started an hour before we came out of the theatre.
BEEN
When we came out of the theatre
an hour.
42 I’ve written some notes because I’m concerned about making mistakes in my speech.
MESS
I’m worried about the speech and don’t
so I’ve written some notes.
43 Her computer is still on so I’m sure she hasn’t finished her assignment.
HAVE
She
her computer is still on.
44 I don’t like to stick out when I travel abroad.
12
BLEND
When I go abroad, I try
the local people.
Total:
Photocopiable © Pearson Education Limited 2018
50
119
PDF from sachtienganhhanoi.com
(32)
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 4–6): SPEAKING TEST
Task 1 (4 minutes)
I’d like you to talk about something together for about two minutes.
Here are some ways of preventing crime and a question for you to discuss. First you have some time to look at the task.
Place Task 1 card, in front of the candidates. Allow 15 seconds.
Now, talk to each other about how effective these ways of preventing crime might be.
Candidates
(2 minutes)
Thank you. Now you have about 2 minutes to decide which of these ways are most effective.
Candidates
(1 minute)
Task 2 (4 minutes)
Select any of the following
prompts, as appropriate:
Use the following questions, in order, as appropriate.
• Who do you think should be more responsible for teaching children the
difference between right and wrong, parents or school teachers? Why?
• What do you think?
• Some people say that shoplifting isn’t a very serious crime. What’s your opinion? Why?
• Do you agree?
• Do you think it’s possible to protect ourselves completely against online fraud?
Why / Why not?
• How about you?
120
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Thank you. (Can I have the card please?) Retrieve Task 1 card.
How effective
might these ways of
preventing crime be?
more laws about
internet use
more police officers
on the streets
PDF from sachtienganhhanoi.com
installing more
CCTV cameras
harder punishments
for criminals
awareness
campaigns
121
Photocopiable © Pearson Education Limited 2018
Class:
Pre-Advanced
2ND EDITION
B2+
Name:
REVIEW (UNITS 4–6): SPEAKING TEST
Task 1
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
REVIEW (UNITS 4–6): WRITING TEST
Write your answer in 220–260 words in an appropriate style. Write your answer on a separate answer sheet.
Task 1
You see this advertisement on an international student website.
PDF from sachtienganhhanoi.com
We are looking for reviews of interesting documentaries
about social issues relating to city living. Write a review
about a documentary you have seen, describing what it
covers, and saying whether or not you would recommend
it to other students and why.
Write your review in 220–260 words.
122
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 7–9): LANGUAGE TEST A
Task 1
Task 2
Complete the sentences with the correct form of the verbs
in brackets.
Choose the correct words to complete the text.
My older brother’s about (1)
(start)
a degree course in cinematography at university.
He’s always been interested in cinema and he loves
making short films in his spare time so I’m sure he’s
going to enjoy it. Nevertheless, he was on the verge of
(enrol) on something else altogether
(2)
because my parents thought he should do something
more academic. They’d advised him (3)
(apply) for a more traditional subject like history or
geography because that’s what people did when they
were younger. Fortunately for him, his teacher saw
things from a different perspective. She thought he’d
(study)
only succeed at university if he (4)
something that interested him. Knowing that cinema
(find
was his passion, she suggested (5)
out about) what courses were on offer and what the
selection criteria were. It turned out that there were
(offer) courses,
several universities (6)
and he didn’t have to get especially high grades.
They were more interested in seeing what projects
(work on) in his free time. In
he (7)
the end, he got a place at a prestigious film school in
Southampton. But supposing he (8)
(follow) my parents’ advice? He might be about to start
a degree in something which didn’t interest him at all.
Lately, there have been (9) countless / a great deal
of articles in newspapers and on the internet saying
that we spend too much time our phones and other
electronic devices. They recommend (10) cut down /
cutting down the amount of time spent online and
urge us (11) take up / to take up activities that don’t
involve staring at a screen. However, they all tend to
make the same arguments. For example, that excessive
use of the internet (12) stop / stops young people
thinking for themselves. The problem for me with
this point of view, is that there seems to be a lack of
evidence (13) support / to support this. Generally
speaking, these views are based on anecdotal evidence
rather than scientific research. What (14) is / are more
worrying, however, is that over-use could have health
implications, and this often goes unreported. In fact, the
results of recent government studies have suggested
a list of medical side effects, including sleep problems,
memory disruption and depression. All of this has
more to do with the devices themselves than actually
looking at a screen, but for me, the implications are
far more worrying. (15) Imagine / Provided we didn’t
acknowledge the seriousness of this problem. We could
be looking at a generation of people with new health
problems!
7
8
Photocopiable © Pearson Education Limited 2018
123
PDF from sachtienganhhanoi.com
GRAMMAR
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 7–9): LANGUAGE TEST A
VOCABULARY
Task 1
Task 2
Complete the text with these words.
Complete the sentences with the correct words. The first
letter of each word is given.
Nowadays, many children spend more time on academic
study than ever before. The average American child
probably spends around thirty-six hours a week
studying. That’s compared with a (16)
thirty hours in the 1990s. On the (17)
of it, that might not seem like a bad thing. After all,
the more you study, the more intelligent you become,
right? Well, not necessarily, and it may actually have
. The problem is
the opposite (18)
that too much work generates stress and anxiety,
which makes it harder to learn things. Not only that,
but all of this study could actually interfere with a
development. That is to say,
child’s (19)
they may not be learning the things that are most
relevant to them at that time. For many young people,
self-esteem or
learning how to (20)
with other people in a
how to (21)
team are arguably more important skills. These are
things which are best learnt in a relaxed environment.
We should therefore ensure that students have the
chance to take part in sports and other activities that
relaxation. This means that schools
(22)
on the amount of
might need to go (23)
work they expect children to do.
out on soft drinks and crisps
24 I try not to b
because it just makes me put on weight.
25 I thought Sinead’s brother was older than her, but I was
m
. He’s actually two years younger.
26 The best thing about the internet is that you’ve got all the
information you want at your f
.
27 Many governments are trying to reduce their dependence
on f
fuels by investing in renewable energy.
28 I’ve got a device which can measure my h
. It
tells me how fast it is and warns me if it’s going too quickly.
29 Big sports events always score high viewer r
on TV. For example, more than a hundred million people
watched last year’s Super Bowl.
30 The water’s freezing around here, so you should really wear
aw
if you’re planning on going diving.
7
8
124
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
bond ​build ​easy ​effect ​face ​mere ​natural ​provide ​
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 7–9): LANGUAGE TEST A
USE OF ENGLISH
Task 1
A film (31)
which has started to become popular again is the disaster movie. In the 1970s, there was no
of them, with titles like Towering Inferno and Airport 1975. They would usually (33)
(32)
a hero who saves the other characters from a burning building or an out-of-control aircraft. Then, in the 1980s and
90s, producers started to focus more on natural disasters such as volcanic eruptions in films like Dante’s Peak. In the
of these films, individual characters are the victims and it comes down to one hero to save the
(34)
day. However, in recent years, producers have tended to focus more on the environmental disasters which threaten
us all. For example, there are numerous films, such as The Day After Tomorrow, in which climate
to (35)
is the main threat to humanity. In others, such as Mad Max, overdependence on oil is the cause of the
(36)
.
disaster. What’s interesting about this new generation of films is that the individual hero is almost (37)
of humanity to overcome disasters of these proportions. It’s as if Hollywood
Instead, it’s up to the (38)
were trying to tell us something important.
31 A category
B character
C genre
D type
32 A end
B final
C finish
D terminal
33 A define
B depict
C detail
D draw
34 A lot
B majority
C number
D plenty
35 A affect
B apply
C effect
D interest
36 A advance
B change
C shift
D transformation
37 A immoral
B irregular
C irrelevant
D irreplaceable
38 A both
B half
C number
D whole
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Do not change the
word given. Use between three and six words.
39 The average household produces several tons of waste a year and we bury much of it in landfill sites.
DEAL
The average household produces several tons of waste a year and a
in landfill sites.
40 In the near future, scientists will have invented new ways for the body to heal itself.
VERGE
Scientists are
new ways for the body to heal itself.
41 If we don’t leave in the next five minutes, we won’t get to school on time.
PROVIDED
We should get to school on time
in the next five minutes.
42 Lionel always tells everyone he is the best swimmer in the club.
BOASTING
Lionel
the best swimmer in the club.
43 The new government funding is likely to be especially significant for schools in our area.
DIRECT
The new government funding is likely to
schools in our area.
12
44 As a child, there was the expectation that I would do the washing up after every meal.
EXPECTED
As a child, I
the washing up after every meal.
Total:
Photocopiable © Pearson Education Limited 2018
50
125
PDF from sachtienganhhanoi.com
Read the article and decide which answer (A, B, C or D) best fits each gap.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 7–9): LANGUAGE TEST B
Task 1
Task 2
Complete the sentences with the correct form of the verbs
in brackets.
Choose the correct words to complete the text.
My sister is due (1)
(finish) her degree
in environmental science in the next few months. By
(study)
the time she graduates, she (2)
for four years, so she should be a bit of an expert.
She’s always been interested in science and if she
(take) this degree, I think she would
(3)
have studied biology. However, she’d always envisaged
(do) something to help protect the
(4)
environment so this was the perfect degree for her.
Understanding the science behind things like climate
(mean) that she’ll be in a good
change (5)
position to make a difference in the future. However,
she also understands that it’s important to have some
(find) a
experience, so she intends (6)
work placement when she finishes. There are various
organisations which you can apply to, and in some
cases they will set you up with an overseas position.
(have) any major commitments,
(7)
I imagine my sister will apply to go abroad. If she is
(work) abroad, I’ll be going to
assigned (8)
visit her as soon as possible.
8
One of the most important developments in computer
technology in recent years (9) has / have to be the
invention of augmented reality. By simply (10) wear /
wearing a pair of special glasses with tiny screens in
them, users can see the world in a completely different
way. It is revolutionising everything, from the way we
work to the way we play. Augmented reality works
by analysing the world as you see it and then
adding information (11) picking up / picked up from
the internet. For example, you might find yourself
(12) look / looking at a sign for a restaurant. The glasses
would detect the sign, then search for information, such
as restaurant reviews or a list of similar restaurants
that you’ve visited before. Based on what it comes up
with, it would make a personalised recommendation,
(13) projected / projecting on to the glasses. This
sounds great in principle. After all, you’d never need to
worry about (14) to choose / choosing a bad restaurant
ever again. However, there is a downside to this
technology, which is the loss of free choice. Although
free choice doesn’t guarantee us a good restaurant, it
does ensure that we are the ones who decide. I would
urge everyone (15) decide / to decide how important
that is before switching to augmented reality.
7
126
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
GRAMMAR
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
REVIEW (UNITS 7–9): LANGUAGE TEST B
VOCABULARY
Task 1
Task 2
Complete the text with these words.
Complete the sentences with the correct words. The first
letter of each word is given.
behaviour ​
binge ​
broadcast ​
demand ​
gain ​impact ​mood ​whole
24 The mysterious Van Gogh painting, which was found in
someone’s attic, turns out to have been an elaborate
h
.
25 My favourite show used to be on late at night, but it got
moved to p
because it became so popular.
There’s no doubt that young people’s viewing habits
have changed significantly in the last ten years. On the
, they watch far less on the TV and
(16)
far more on the internet. The growth in programmes
and series which you watch on (17)
means that viewers can watch them whenever they
want. In the past, episodes would be (18)
just once a week so you could only watch them at the
scheduled time. Nowadays, however, there are no time
limits and you can watch a whole series in one evening.
Although this has its benefits, it could also be a cause
for concern. For example, it’s well-known that many
out
viewers have a tendency to (19)
on their favourite programmes. Online TV providers
are well aware of this and make light of it in their
advertising campaigns. Nevertheless, spending too long
in front of a screen can undoubtedly have a negative
on your health. On the one hand,
(20)
it’s been noted that certain types of programmes can
. At the very least,
lead to aggressive (21)
staying up late to watch TV is likely to put younger
the next day. Apart
viewers in a bad (22)
from the emotional problems, there is also the chance
that watching too much TV could lead to weight
or obesity.
(23)
27 I felt absolutely k
after running that
marathon. I could hardly stand up!
28 The police thought the man would c
to
stealing the money, but he insisted that he hadn’t taken it.
29 It’s a difficult book and the only way to get through it is
with a lot of p
and patience.
30 I don’t mind you practising the flute. I just wish you
wouldn’t play it out of t
.
7
8
Photocopiable © Pearson Education Limited 2018
127
PDF from sachtienganhhanoi.com
26 Given the number of endangered bird and animal species,
it’s imperative that the government establishes more
nature r
for their protection.
B2+
2ND EDITION
Name:
Class:
Pre-Advanced
REVIEW (UNITS 7–9): LANGUAGE TEST B
USE OF ENGLISH
Task 1
‘Cutting Shapes’ is a dance genre which has been going from (31)
in recent years. There are
of videos on YouTube. Cutting Shapes is
hundreds of fans on internet forums and no (32)
style, which involves dancing a kind of shuffle with your feet, while
best known for its (33)
incorporating various types of arm movement. Curiously, a dance called the Charleston from the 1920s has
influence on the steps, while the arm movements tend to reflect hip hop styles.
had a (34)
,
Unlike the music of the 1920s, Cutting Shapes dancers prefer music with more of a (35)
which is often quite fast. This means that it is also the ideal dance for young people who want to work
. It’s an enjoyable way to do cardiovascular exercise as well as (37)
all
(36)
out some videos of Cutting Shapes dancers in
round fitness. We’d certainly recommend (38)
action, and, if you like it, find out about a dance group near you.
31 A strength to strength
B weak to strong
C strong to stronger
D weakness to strength
32 A beginning
B end
C start
D final
33 A mistaken
B mistakenly
C unmistaken
D unmistakeable
34 A fat
B gross
C solid
D strong
35 A beat
B hit
C pulse
D tone
36 A in
B off
C out
D up
37 A advance
B develop
C expand
D grow
38 A check
B to check
C checking
D checked
8
Task 2
Complete the second sentence so that it has a similar meaning to the first sentence using the word given.
Do not change the word given. Use between three and six words.
39 People threw a great deal of rubbish on the ground at the festival.
AWFUL
There was
thrown on the ground at the festival.
40 I won’t tell you what Martha said if you can’t keep it a secret.
LONG
I’ll tell you what Martha said
tell anyone else.
41 You can send me an email if you’ve got any questions.
HESITATE
Please
me an email if you’ve got any questions.
42 You’d better be quick because Joyce is about to leave for work.
POINT
You’d better be quick because Joyce is
for work.
43 ‘You should take the motorway because there’s a traffic jam on the main road,’ Eric told me.
ADVISED
Eric
the motorway because there was a traffic jam on the main road.
44 We shouldn’t have too much orange juice because Mike and Sarah haven’t had any yet.
EASY
We’d
12
the orange juice because Mike and Sarah haven’t had any yet.
Total:
128
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Read the article and decide which answer (A, B, C or D) best fits each gap.
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 7–9): SPEAKING TEST
Task 1 (4 minutes)
I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a minute, and also to answer
a question briefly about your partner’s pictures.
(Candidate A), it’s your turn first. Here are your pictures. They show people volunteering in different situations.
Place Speaking Test Card A in front of Candidate A.
I’d like you to compare two of the pictures and say why the people might have chosen to volunteer in these situations and how the
young people might benefit from doing these activities.
Candidate A
(1 minute)
Thank you.
Candidate B
(Why?)
PDF from sachtienganhhanoi.com
(Candidate B), which of these things do you think is most useful to other people?
(approximately 30 seconds)
Thank you. (Can I have the cards, please?) Retrieve Speaking Test Card A.
Now, (Candidate B), here are your pictures. They show people watching films.
Place Speaking Test Card B in front of Candidate B.
I’d like you to compare two of the pictures and say why people might choose to watch the films in these ways and what are the
advantages of doing so.
All right?
Candidate B
(1 minute)
Thank you.
(Candidate A), which of these ways of watching a film do you think is the most enjoyable?
Candidate A
(Why?)
(approximately 30 seconds)
Thank you. (Can I have the cards, please?) Retrieve Part 2 cards.
Task 2 (4 minutes)
Now, I’d like you to talk about something together for about two minutes.
Here are some things people consider important for achieving happiness and a question for you to discuss. First you have some
time to look at the task.
Place Task 2 card, in front of the candidates. Allow 15 seconds.
Now, talk to each other about why these things might be important to some people.
Candidates
(2 minutes)
Thank you. Now you have about 2 minutes to decide which of these things is most likely to bring about happiness.
Candidates
(1 minute)
Thank you. (Can I have the card please?) Retrieve Task 2 card.
Photocopiable © Pearson Education Limited 2018
129
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 7–9): SPEAKING TEST
SPEAKING TEST CARD A
• Why might the people have chosen to volunteer in those situations?
PDF from sachtienganhhanoi.com
• How might young people benefit from doing these types of voluntary work?
130
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 7–9): SPEAKING TEST
SPEAKING TEST CARD B
• Why might people choose to watch films in these ways?
• What are the advantages of watching films in these ways?
PDF from sachtienganhhanoi.com
• What are the advantages of watching films in these ways?
Photocopiable © Pearson Education Limited 2018
131
132
having plenty
of money
success at work
Photocopiable © Pearson Education Limited 2018
a close circle
of friends
a loving family
PDF from sachtienganhhanoi.com
being fit
and healthy
Why might these
things be important for
achieving happiness?
2ND EDITION
B2+
Pre-Advanced
REVIEW (UNITS 7–9): SPEAKING TEST
Task 2
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
REVIEW (UNITS 7–9) WRITING TEST
Write your answer in 220–260 words in an appropriate style. Write your answer on a separate answer sheet.
Task 1
You have had a class discussion about ways in which health and fitness can be promoted among teenagers. You have
made the notes below:
What are some of the ways we can promote health and fitness among
teenagers?
• include classes on healthy eating
• offer free after-school sports activities
PDF from sachtienganhhanoi.com
• encourage students to walk or cycle to school
Some opinions expressed in the discussion:
• ‘Students tend to spend their lunch money on junk food rather than
healthier options.’
• ‘A lot of families can’t afford to enrol their children in sports clubs or
gyms.’
• ‘The majority of students either get the bus to school or get a lift off
their parents.’
Write an essay discussing two of the ideas in your notes. You should explain which idea would be more effective, giving
reasons in support of your answer.
Write your essay in 220–260 words.
Photocopiable © Pearson Education Limited 2018
133
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST A
LISTENING
Task 1
Task 2
You are going to listen to a woman, Nancy, talking about
her work as a travel blogger. Complete the sentences with
a word or short phrase.
You are going to listen to three extracts on different topics.
For questions 10–15, choose the answer (A, B or C) which
fits best according to what you hear.
Extract 1
Before going to university, Nancy had a (1)
which allowed her to go travelling. A problem for many
aspiring travel bloggers is they don’t think about who
is going to be.
their (2)
You hear a girl and her grandfather discussing educational
experiences.
Many people read travel blogs in order to forget about
in their day-to-day lives.
the (3)
A a waste of her time.
B more enjoyable than his.
Travel bloggers have to communicate their
in a way that is easy to read.
(4)
Nancy earns a small income as a (5)
other people’s websites.
C tougher than his.
11 Why does the girl think that using digital devices at school
can be useful?
for
A It’s more fun than traditional teaching methods.
B They can be used for playing games on.
Nancy is provided with sponsorship in exchange for
are mentioned
making sure that certain (6)
or shown in her blog.
C It’s good preparation for a modern career.
Extract 2
You hear a girl and a boy discussing a concept known as
‘smart cities’.
One of the most difficult parts of Nancy’s job is feeling
when she is away from her family.
(7)
Nancy thinks it is hard to appeal to readers if you are not
about travelling in your blog.
(8)
12 What do the boy and girl agree on regarding the problems
related to population growth?
A They are unavoidable.
B They are a cause for concern.
Nancy says that travel writers need to be (9)
in order to deal with the different tasks they have to do.
C They are the result of exploitation.
13 The boy points out that new technologies can
9
A be used to solve various problems at once.
B only be used to identify problems in cities.
C have a negative impact on sustainability.
Extract 3
You hear a man and woman talking about what type of holiday
they would like to have.
14 How does the man feel about the holidays?
A He doesn’t appreciate going on cultural tours.
B He prefers going on weekend breaks.
C He would like to do something different.
15 The woman is concerned that if they go on a camping holiday.
A they won’t have enough camping equipment.
B they will have to be more organised than usual.
C it won’t be as much fun as a package holiday.
6
134
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
10 The grandfather suggests that his granddaughter’s learning
experience is
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST A
USE OF ENGLISH
Task 1
The Ice Bucket Challenge on social media a few years ago is reported (16)
have raised over £100 million for
a worthy charity and was also great fun for all the participants. The unlikely sight and experience of being doused
has spawned a series of further challenges, with each new idea far
in freezing cold water is (17)
creative than the previous one. One amazing idea was the so-called Mannequin Challenge, which
(18)
proved so successful. It’s not certain, but it may
went viral the year after the Ice Bucket Challenge (19)
started in a High School in Jacksonville, USA. The challenge involves groups of people finding a
(20)
location and standing in an elaborate pose. The participants stand completely still, like mannequins, and hold the positions
for a person to move among them, videoing the picture, the result of (22)
we can
long (21)
see online. Some of these videos are simply amazing! Check them out.
7
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
When a five- year old girl was asked. ‘What lives in the oceans?’ her (23)
‘plastics.’ Although it saddened her father, it proved to be an (24)
was
RESPOND
for him and he
invested in a business that found a use for discarded, single- use plastics. (25)
, he
INSPIRE
EXPECT
also found he was also helping the environment in another way. He came up with the idea after
visiting India and seeing how old plastics were used to fill in potholes in the roads before
resurfacing. He developed a technique that uses discarded plastics as an (26)
ALTERNATE
to bitumen, which is usually used to form road surfaces, the production of which uses
(27)
fossil fuels. This new type of road-surfacing material recycles over twenty
different types of plastics from local waste and is (28)
because the result is not only
a cheaper road surface, but one which is also better quality than what is (29)
on
RENEW
VALUE
CURRENT
our roads. So far there are twenty ‘plastic’ roads in the UK and it is hoped that this number will
increase if councils decide to (30)
traditional types of road surfacing.
CONTINUE
8
Photocopiable © Pearson Education Limited 2018
135
PDF from sachtienganhhanoi.com
Read the text and complete the gaps with one word only.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
END OF YEAR TEST A
READING
Task 1
You are going to read an article in which four experts discuss the importance of training for a career in the arts. For
questions 31–40, choose from the experts A–D. The experts may be chosen more than once.
Which expert(s):
31 warn about the hardships of a particular career?
32 mention training courses that do not require physical attendance?
33 discuss an art form that has not always been admired?
34 suggest that the success of others gives them a goal?
36 point out how a type of training can include actively helping to promote a career?
37 cite a possible influence on the development of modern training techniques?
38 point out a public misconception regarding an art form?
39 praise training that prepares students for two possible career paths?
40 describe how gender issues used to be significant for people choosing a particular career?
10
136
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
35 emphasise a need for repetition to achieve perfection?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST A
You’d like to be a … what?
A
C
So, you’re a budding author and wondering just how
There was a time when if a child showed an interest in
to write a best seller. You’ve seen the bookstores with
dance, the main option was steady progress and ending up,
paperbacks which are stamped with declarations such as
if they were very lucky and talented, with a dance company
‘Number-One Bestseller’ and you know you could write
that produced classical ballets such as Swan Lake or Giselle.
something just as good! How do you go about it? There’s
If you were a young girl at that time and your parents were
a school of thought that believes that a writer is born and
tall, you were dissuaded from pursuing a ballet career
not made. A writer doesn’t need any form of training, but
because you would potentially grow too tall to become a
simply inspiration. And it’s true that a large number of
classic ballerina. Female dancers who were taller than their
bestsellers have been written by people without any formal
male counterparts when they were dancing on the tips of
training. However, more and more frequently, creative
their toes were unwanted. However, times have changed
writing courses are springing up, both residential and
and with the emergence and popularity of a whole variety
online, and the trainers insist that although it isn’t possible
of modern dance genres, this is certainly no longer the case.
to train writers with no talent, what they can do is pass on
Latin styles of dancing and ballroom are just two relatively
techniques and skills that will improve a talented writer’s
new forms of dance that have become popularised by TV
chances. Great writers in the past may not have had the
shows. For all dancers, some form of formal training is
benefit of these courses, but, for them the writing came
useful in that it develops strength and technique. But most
quite naturally – indeed it is perhaps the work and skills of
importantly, whatever type of dance you are interested in
these writers that have informed the training techniques of
requires practice, practice and more practice. It is said that
modern-day tutors.
the top dancers are as fit, if not fitter than athletes, and
B
there’s a reason for that.
Becoming a successful actor is certainly not an easy
D
task, and yet it is one that many young people aim for.
It’s usually automatically assumed that artists learn their
Perhaps they have performed in a school play and loved
craft by attending formal training courses where they learn
the experience. Perhaps they’ve been told that they have
different techniques as well as more practical things relating
natural talent. Whatever the reason, those who focus on
to how to mix paints, prepare canvases and so on. However,
acting as a career should be aware that the route to success
most people would not think that graffiti artists do the same.
is a hard and potentially long one, and even for those
Once again, it is assumed that this type of artist learns how to
actors who reach the top, rarely is it a secure way to earn a
use spray paint from fellow artists who use public buildings
living. Having said that, there are paths to follow that can
as their canvases, most often illegally. Although many such
ensure that a prospective actor acquires the right skills and
artists do in fact learn the essentials from each other, there
exposure to be given suitable roles. Drama schools offer
are courses in graffiti art which those who seriously want
excellent training in everything a future actor will need
to develop a skill in this form of painting can attend. The
and this doesn’t only focus on the techniques that a stage
question then arises as to what type of career is it possible
performance requires, but takes into consideration the
to have doing something which is most often perceived as a
different skills required for becoming a theatre performer or
crime. It might come as a surprise to many people to learn
an actor who goes into the TV or film industry. Attending
that it has now become a respected profession. Artists are
one of these schools gives actors discipline and through
sometimes employed by councils to cover inappropriate
regular performances, showcases their talents to producers
graffiti with work of a higher standard. And advertising
and agents, which is invaluable when entering such a
companies are using commissioned graffiti art in campaigns
competitive profession.
aimed at young people.
Photocopiable © Pearson Education Limited 2018
137
PDF from sachtienganhhanoi.com
Four experts comment on the importance of training for a career in the arts.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
END OF YEAR TEST A
Task 2
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
41 The writer starts the article with a question to
A make readers aware of their own inadequacies.
B introduce readers to a particular problem.
C focus readers on the nature of recognition.
D find out readers’ differing abilities.
42 In the second paragraph the writer makes the point that
A everyone has the ability to recognise someone they’ve seen before.
C we need to see people more than once to be able to recognise them.
D the ability to recognise differs from one person to the next.
43 What does the writer say is true about our ability to recognise people?
A It is the same for men and women.
B It is stressful to try to recognise unfamiliar people.
C It is affected by the gender of the person we are recognising.
D It is made easier if the subject is outgoing and sociable.
44 The writer gives the example of ‘twins’ to
A support the theory of inherited abilities.
B show how difficult they are to distinguish between.
C illustrate the condition of face blindness.
D show how they communicate recognition.
45 The writer uses the word ‘reassuring’ in paragraph six because super-recognisers
A can make our lives safer.
B are human and not machines.
C can teach police officers important skills.
D reduce our dependence on technology.
10
Total:
138
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
B some people are easier to recognise than others.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
END OF YEAR TEST A
How good are your face recognition skills? Like most
exposure to. For example, one super recogniser spotted
people, you probably take your ability to recognise family
a pre-school friend who he hadn’t seen for twenty-five
and friends for granted. But it’s really not that simple. Your
years – a face that had substantially changed since early
recognition skills are supported by a complex network
childhood. Other super recognisers register faces they have
of brain regions that rapidly develop during infancy and
only glimpsed before. While this can be useful in some
childhood, finally peaking at the age of thirty. You might
circumstances, it can lead to embarrassing situations when
also be surprised to know that this peak is by no means
the other person doesn’t know the super recogniser. Some
identical in all people.
have even found themselves accused of stalking.
A broad spectrum of face recognition exists. At the bottom
My research has investigated the causes of super-
extreme are those who cannot recognise faces (a condition
recognition, and found it to be a highly specific skill. Many
known as ‘prosopagnosia’ or ‘face blindness’), which affects
super recognisers are excellent only at recalling faces – and
two percent of people, whereas there are some at the top
not other types of object, or scenes. They do not have an
end who have an extraordinary ability to recognise faces –
unusually high IQ or superior vision. I’ve also found that
even those they have had little exposure to. Most people fall
super recognisers spend more time focusing on the nose
between these two extremes, yet still vary substantially in
than typical people, who tend to look more at someone’s
their face recognition ability. This is an innate ability and
eyes. Central fixations on the nose may extract more
one that we cannot acquire.
information relevant to facial identity, whereas the eyes
So what causes this variation? Some studies have found that
women are slightly better at face recognition than men.
provide distracting information about a person’s emotions
and intentions.
What’s really interesting about this finding is that both
I have also been working with a police force to investigate
men and women are equally as good at the recognition of
more practical uses of super recognisers. We have
male faces, yet women are better than men at recognising
developed screening tests that can identify officers
female faces. Personality also has an impact. More empathic
who may be particularly good at face recognition tasks.
people are better at face recognition – a trait that has also
This may involve the matching of faces that have been
been linked to gender, being traditionally seen as more
captured on CCTV, or spotting missing or wanted faces in
‘feminine’. Extroverted or gregarious people also have
a crowd. Super recognisers can even outperform current
better face recognition skills, as do those with lower levels
face recognition technology. This finding is somewhat
of anxiety.
reassuring, as it indicates that human face recognition is
While gender and personality have small influences on
face recognition skills, there is stronger evidence to suggest
that the ability is largely pre-dictated by genetics. Face
recognition ability is more similar in pairs of identical than
non-identical twins, and face blindness is known to run in
a highly specialised and complex skill – one that’s very
unlikely to be replaced by robots in the near future. Indeed,
the opposite may be true: human super recognisers could
help unlock the mysteries of the brain and help computer
technology further develop.
families. People with extraordinarily good recognition do
not report any unusual circumstances during development,
and are more likely to simply be predisposed to it.
Sometimes referred to as ‘super recognisers’, these people
report incredible instances where they clock someone
they haven’t seen for many years, or have had little prior
Photocopiable © Pearson Education Limited 2018
139
PDF from sachtienganhhanoi.com
Never forget a face? You might be a ‘super recogniser’
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST B
LISTENING
Task 1
Task 2
You are going to listen to a woman, Nancy, talking about
her work as a travel blogger. Complete the sentences with
a word or short phrase.
You are going to listen to three extracts on different topics.
For questions 10–15, choose the answer (A, B or C) which
fits best according to what you hear.
Extract 1
, in which she wrote
You hear a girl and her grandfather discussing educational
experiences.
One advantage of writing a blog is that it is quite
to create one.
(2)
Many readers are hoping to get (3)
when they go travelling.
10 What does the man believe about his learning experience?
A His granddaughter learns in a more collaborative
environment.
for
B His school was less demanding.
C The classrooms at his school were more attractive.
Nancy thinks it best to limit her blog posts to a set of
of text.
pictures and just two (4)
11 The girl suggests that digital devices have resulted in
students
A having greater expectations placed on them.
Nancy says that it’s possible to earn your (5)
by working as a travel blog writer.
B finding classes more fulfilling.
Nancy receives sponsorship in exchange for making sure
are in her pictures.
certain (6)
C having more fun in the classroom.
Extract 2
The fact that Nancy spends long periods of time on
is challenging for her.
(7)
You hear a girl and a boy discussing a concept known as
‘smart cities’.
Nancy argues that writers need to be enthusiastic
they might experience.
despite any (8)
A They have become too dependent on technology.
Nancy mentions that travel blogs need (9)
every day, which can take time.
C They may struggle because of an increase in inhabitants.
12 Why is the boy concerned about the future of some cities?
B They may suffer from too much traffic congestion.
13 What does the boy say about the role of computers in
creating sustainable cities?
9
A They are unlikely to solve the main problems.
B They are likely to have an important effect.
C There are few ways in which they can make a difference.
Extract 3
You hear a man and woman talking about what type of holiday
they would like to have.
14 Why doesn’t the man want to spend his holiday in a city?
A He’s not keen on taking part in cultural activities.
B He’d rather go on a weekend break in the country.
C He’d prefer to disconnect from his normal routine.
15 What alternative to a camping holiday does the woman
suggest?
A a holiday organised by a tour operator
B a driving holiday visiting different locations
C a working holiday in the south of France
6
140
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Nancy had a(n) (1)
about her experiences.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST B
USE OF ENGLISH
Task 1
Recently, we’ve seen a fascinating trend on social media – a series of challenges which involve people doing unusual
have gone viral was a few years ago, with videos
things. One of the first of these challenges said (16)
been really
of people pouring ice-cold water over their friends’ heads – something which must (17)
money than could
uncomfortable! The idea behind the challenge was to help a charity and it raised far (18)
ever have been imagined. This paved the way for a series of other challenges, such as the Mannequin Challenge, which
possible
involved videos of people standing completely still in a complicated scene. More recently, it’s (19)
to watch people carefully stepping on and over something that doesn’t exist in the so-called Invisible Box Challenge.
these challenges show is that an idea can spread like wildfire on social media, bringing people from
(20)
is that money is raised for the less
all over the world together, united in a fun activity, the result of (21)
watching this time next year!
fortunate in society. Who knows what we’ll (22)
7
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
It’s common knowledge now that our increased coffee (23)
in recent years is
negatively affecting the environment. All those coffee cups that are (24)
made
CONSUME
APPARENT
of cardboard are in fact nothing of the kind. In fact, 99 percent of supposedly disposable cups
are not (25)
and one million cups per minute end up in landfill sites over the world.
CYCLE
However, it appears that this message is finally getting through to people and many are turning
to a (26)
easy solution. Take a reusable cup with you and your local coffee outlet
will fill it for you, many even giving you a (27)
for bringing your own cup. And if
the thought of carrying around a bulky cup with the (28)
of drips leaking from
SURPRISE
REDUCE
POSSIBLE
it in your pocket or bag, there is an answer – a collapsible cup. You can now get cups that
fold flat and fit neatly into your pocket. We don’t have to make (29)
changes
DRAMA
in our lives to help the environment; we can all do something to make a difference and it
would be (30)
of us not to try.
RESPONSIBLE
8
Photocopiable © Pearson Education Limited 2018
141
PDF from sachtienganhhanoi.com
Read the text and complete the gaps with one word only.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
END OF YEAR TEST B
READING
Task 1
You are going to read an article in which four experts discuss careers in the arts. For questions 31–40, choose from the
experts A–D. The experts may be chosen more than once.
Which expert(s):
31 compare certain artists with people in another profession?
32 mention a lesser-known type of artistic work?
33 predict an increase in job opportunities for a type of artist?
34 show a preference for a particular way of improving skills?
36 discuss an art form that appears deceptively easy?
37 mention the necessity for digital expertise in a certain job?
38 point out the need for another person for an artist to accomplish their goal?
39 expect that artists will expand their range of skills after they finish training?
40 talk about a potentially unpopular aspect of a type of training?
10
142
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
35 compare the duration of two types of training course?
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST B
The best way forward?
A
C
If you’re considering entering the acting profession,
you will most likely be thinking of ultimately
appearing on television, on stage or in film. However,
you may be surprised to hear that there is another
branch of acting which has evolved over recent
decades and provides a large amount of work for
actors who the public never actually see. Voice artists
are now earning almost as much money as stage or
screen actors. Voice work was initially viewed as a
job that out-of-work actors could do to top up their
incomes, but today it is considered a profession in its
own right and there are a range of training courses
devoted specifically to this type of work. You may
have a naturally attractive and strong voice, but the
demands of voice work require flexibility, the ability
to use a range of accents and dialects and microphone
techniques. Whereas traditional acting courses can
be lengthy, voice-work courses are often relatively
short and culminate in the production of a show reel,
recorded extracts of your voice work that can be sent
to agents.
When we watch a dancer, whether they are doing
classical ballet or are part of a street-dancing group,
the impression they give is one of effortlessness. They
give no sign of the hours of painful training that goes
into the perfection of their art. All types of dancers
develop, through training and practice, incredible
strength that we normally associate with great athletes.
The exercises and routines they go through every day
of their dancing lives would test the fastest runner or
swimmer. Very often this practice starts at an early age
with dance classes running for children as young as two
or three years old and for those who have talent and the
dedication, it becomes a way of life. With an increased
interest in ballroom dancing, a result of popular TV
competitions, more and more children are choosing
this type of dance to focus on. Often they will find the
perfect partner when they are still quite young and train
with that person for years and years, the aim being to
win competitions rather than perform.
B
There are many self-help books on the market to give
potential writers advice about developing the skills
necessary to write a successful novel. These books,
generally authored by well-known novelists, can be
extremely useful, but in my opinion the experience of
attending a group creative writing course has greater
benefits. Not only do you develop skills and techniques
and get specific feedback on your own writing, but
you also interact with other potential writers and
help each other. Joining a training course with regular
sessions is not the only alternative, as today there
are many online courses where you can learn at your
own pace and also get personalised feedback. These
courses often encourage online submissions of work
to be read and commented on by other members. It
is often uncomfortable to receive criticism, however
constructive, but it can certainly prepare a writer for
the inevitable rejections they are likely to receive from
publishers before becoming successful!
D
Comic books have experienced growing popularity
since the recent releases of superhero films. This has also
encouraged would-be artists to pursue another branch
of art, and one that has the potential to be financially
rewarding and offer more work in the future. Obviously,
comic book artists need to have a natural talent, as do all
artists no matter what field they are in, but there are also
an increasing number of training opportunities open
to potential illustrators, run by universities and private
colleges. During training, they can learn and improve
on the techniques required in the profession and also
develop a knowledge of the graphic software that is seen
as vital for future comic book artists. When in work,
these artists can expect to be part of a team and will
continue to learn skills from each other. For example an
artist employed to design key characters will work with
an expert in backgrounds as well as a plot developer,
ultimately becoming capable of exchanging roles.
Setting up your own website is then the final stage in
gaining regular employment in a very exciting industry.
Photocopiable © Pearson Education Limited 2018
143
PDF from sachtienganhhanoi.com
Four experts write about careers in the arts.
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
END OF YEAR TEST B
Task 2
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
41 In the first paragraph, the writer points out that
A people often wonder about the difference in our ability to recognise.
B people’s ability to recognise others doesn’t deteriorate.
C people’s assumptions about recognition are partially true.
D people question a baby’s ability to recognise its mother.
42 What does the writer believe is true about babies in the second paragraph?
A They know their mother’s eyes immediately after birth.
C They understand how their mother is feeling from her tone of voice.
D Their recognition ability is sharper than an adult’s at a certain age.
43 What does the writer imply about the brain in paragraph three?
A It has its own specific section that deals with recognition.
B It uses several sources of information for recognition.
C It needs more time to recognise some people.
D It assesses who we shall need to recognise in the future.
44 In paragraph 4 the writer is surprised that
A we still rely on faces for recognition.
B we are unaware of certain techniques we use.
C we need to know more about a person than just who they are.
D we use the same techniques for recognition as a baby does.
45 What does the writer say about super-recognisers in the final paragraph
A They are born with the ability.
B They can remember people from crowds they’ve been in.
C They are helping to train police officers.
D They use CCTV to develop their skills.
10
Total:
144
50
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
B They continue to develop their recognition skills throughout their early years.
2ND EDITION
B2+
Name:
Class:
Pre-Advanced
END OF YEAR TEST B
Sorry, I’ve no idea who you are!
How do we recognise people and does everyone have the
and we do not realise that our eyes are scanning the whole
same ability? Most of us tend to assume that from the
body when we meet someone we might already have seen
moment we’re born, we can recognise our mother’s face.
before. This aspect of recognition dates back millions of
From that point, we learn to recognise others’ faces and,
years to when it was vital for early humans to quickly assess
once developed, this ability remains with us throughout
a person’s gender, age, health, mood and so on, not all of
our lifetimes until old age or mental illness causes
which can be learned from the face.
recognition is a skill or indeed something a person can
be good or bad at. While true in certain respects this is,
Another point regarding using the face to identify the
familiar and unfamiliar is that in countries where eyes and
however, not the complete picture.
hair colour can vary considerably, people tend to first look
The first premise is almost correct, although newborn
similar – for example in many Asian countries – people
babies cannot focus well enough for several weeks to be
tend to focus on the nose and then take in the whole
able to recognise their mother’s facial features. Initially,
face from that point. There is evidence that if babies are
they recognise through voice and smell. As the eye muscles
introduced to people from other ethnicities, not only do
develop, they become able to focus within a range of about
their recognition skills extend, but they also grow up with a
thirty centimetres – the perfect distance for studying and
greater acceptance of other cultures.
remembering a face – and by the age of eight months, the
focus range has extended, enabling a baby to recognise its
mother across a room, and even to understand the differing
emotions she displays, without the need for words. Studies
have shown that babies of this age can in fact do better than
adults at picking out faces in a group of people, although
at a person’s eyes. But in places where colour is usually very
To conclude, I would like to address the question of how
similar people’s abilities are when it comes to recognition.
Despite the general belief that this is something everyone
does to the same extent, scientists now know that there is in
fact a sliding scale. At the lowest point on the scale there are
this ability is said to decrease from nine months old.
those who suffer from ‘face blindness’, a condition where
So, how do we do this? Recognition is actually a very
scale is a small group of people who are known as ‘super-
complex mental process and one which scientists have
recognisers’. These can recognise people to whom they have
been fascinated by for a long time. Research tells us that
had only the briefest exposure, many, many years later. This
three areas of the brain are involved in recognition: one
is a useful skill to have, and is currently being exploited by
looking at the physical aspects – the colour, shape of
police forces – often engaging these recognisers to scan and
eyes, etc.; the second identifying the person as known or
pick out faces from crowd photographs or CCTV footage.
unknown; and the third checking out any information we
Unfortunately, being innate, it is not a skill that can be
might have about a known person in our memory banks.
taught or developed. But who knows what may happen in
All of this is done in milliseconds of course – a light bulb
the future?
people fail to recognise others completely. At the top of the
goes on in our brain telling us, oh yes, that’s … !
We assume, incorrectly, that we recognise people solely by
looking at their faces, particularly their eyes, hair and other
distinguishing marks. This is what a baby initially does, but
as we mature, we use more information to aid recognition.
Surveys have shown that working out who someone is can
depend on other physical features such as height, body
shape, posture and even manner of walking. Strangely
enough, it seems that our brains do this subconsciously
Photocopiable © Pearson Education Limited 2018
145
PDF from sachtienganhhanoi.com
confusion. Few of us would contemplate the idea that
2ND EDITION
B2+
Pre-Advanced
END OF YEAR TEST: SPEAKING
Part 1 (2 minutes)
First of all I would like to know something about you.
Select one or more questions from the following as appropriate.
• How do you like to spend your free time?
• What sort of job would you like to do in the future?
• How important for you is it to spend time with your friends?
• If you could learn something new, what would it be?
• Would you prefer to go on holiday with family or with friends?
• Tell me about something interesting you have read lately.
Part 2 (4 minutes)
In this part of the test, I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a
minute, and also to answer a question briefly about your partner’s pictures.
(Candidate A), it’s your turn first. Here are your pictures. They show people learning things.
Place Speaking Test Card A in front of Candidate A.
I’d like you to compare two of the pictures and say why the people might be learning these things, and how difficult these
things are to learn.
Candidate A
(1 minute)
Thank you.
(Candidate B), which of these things do you think is most useful to learn?
Candidate B
(Why?)
(approximately 30 seconds)
Thank you. (Can I have the cards, please?) Retrieve Speaking Test Card A.
Now, (Candidate B), here are your pictures. They show people using different types of technology.
Place Speaking Test Card B in front of Candidate B.
I’d like you to compare two of the pictures and say what the people might be using the technology for, and how it might make
their lives easier.
All right?
Candidate B
(1 minute)
Thank you.
(Candidate A), which of these types of technology might have the biggest impact on people’s lives?
Candidate A
(Why?)
(approximately 30 seconds)
Thank you. (Can I have the cards, please?) Retrieve Speaking Test Card B.
146
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
• Who has been the most influential person in your life?
2ND EDITION
B2+
Pre-Advanced
END OF YEAR TEST: SPEAKING
Part 3 (4 minutes)
Now, I’d like you to talk about something together for about two minutes.
Here are some different ways in which people can help each other and a question for you to discuss. First you have some time
to look at the task.
Place Part 3 card, in front of the candidates. Allow 15 seconds.
Now, talk to each other about why people might help each other in these ways.
Candidates
(2 minutes)
Thank you. Now you have about two minutes to decide which two ways of helping people are most useful.
Candidates
(1 minute)
Thank you. (Can I have the card please?) Retrieve Part 3 card.
Use the following questions, in order, as appropriate.
• Do you think it is important to help other people? (Why? / Why not?)
• Do you think it’s a good idea for people to do community work? (Why? / Why not?)
• How could more people be encouraged to take part in community work?
Select any of the following
prompts, as appropriate:
• What do you think?
• Do you agree?
• How about you?
• Should people who help others (like nurses or teachers) be paid more for the time
they spend working? (Why? / Why not?)
• Some people say that people don’t help each other like they used to. What’s your opinion?
(Why? / Why not?)
• Some people say governments should do more to help other countries. What do you think? (Why? / Why not?)
Photocopiable © Pearson Education Limited 2018
147
PDF from sachtienganhhanoi.com
Part 4 (5 minutes)
2ND EDITION
B2+
Pre-Advanced
END OF YEAR TEST: SPEAKING
SPEAKING TEST CARD A
• Why might the people be learning these things?
PDF from sachtienganhhanoi.com
• How difficult might these things be to learn?
148
Photocopiable © Pearson Education Limited 2018
2ND EDITION
B2+
Pre-Advanced
END OF YEAR TEST: SPEAKING
SPEAKING TEST CARD B
• Why might the people be using the technology?
PDF from sachtienganhhanoi.com
• How might it make their lives easier?
Photocopiable © Pearson Education Limited 2018
149
150
preparing a meal
for someone
listening to
someone’s
problems
Photocopiable © Pearson Education Limited 2018
helping someone
write a letter
doing household
chores
PDF from sachtienganhhanoi.com
giving someone
money
Why might these
things be important for
achieving happiness?
2ND EDITION
B2+
Pre-Advanced
END OF YEAR TEST: SPEAKING
Part 3 (Collaborative task)
2ND EDITION
B2+
Pre-Advanced
Name:
Class:
END OF YEAR TEST: WRITING
Write your answer to one of the questions in this part. Write your answer in 220–260 words in an appropriate style.
Write your answer on a separate answer sheet.
Task 1
You have read an article discussing the negative effects of social media. You have made the notes below:
What are the negative effects of social media?
• addiction
• online abuse
• fake news
Some opinions expressed in the article:
PDF from sachtienganhhanoi.com
• ‘Many young people using social networking sites find it difficult to switch off.’
• ‘Some online comments can be extremely hurtful.’
• ‘It’s difficult to know what information you can trust.’
Write an essay discussing two of the ideas in your notes about the negative effects of social media. You should
explain which effect is more worrying, giving reasons in support of your answer.
Write your essay in 220–260 words.
Task 2
Write your answer in 220–260 words in an appropriate style. In the exam write your answer on a separate answer sheet.
You have received a letter from an English friend:
Hi,
I was hoping you could give me some advice. I want to start learning a new language, but I don’t know the best
way to do it. I’ve had classes before but we studied lots of grammar and I got bored. I really want to be able
to go to another country and speak the language well. I could probably spend three or four hours a week on it,
although when I’ve got exams at school it would be difficult. As you know, I don’t have much money to spend
on classes. What would you recommend?
Cheers,
Heidi
Write your email in reply. You do not need to include email addresses.
Write your email in 220–260 words.
Photocopiable © Pearson Education Limited 2018
151
TEST ANSWER KEYS
2ND EDITION
B2+
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Key
B
C
C
B
D
C
D
A
A
B
C
D
C
A
A
B
C
B
A
C
B
D
B
B
C
A
B
C
C
D
B
B
A
D
C
D
C
A
B
C
D
B
C
A
C
B
D
B
C
A
Language Area
present continuous
comparatives
phrasal verbs
verb + -ing form or infinitive
collocations
indefinite pronouns
future phrases
adjective + noun collocation
phrasal verbs
idioms
conditional sentences
past perfect
reporting verbs and the passive
phrasal verbs
verb + -ing form or infinitive
reporting verbs and the passive
idioms
future phrases
reported speech
reported speech
phrasal verbs
modal verbs in the past
quantifiers
collocations
relative clauses
present continuous
phrasal verbs
verb + noun collocations
cleft sentences for emphasis
cleft sentences for emphasis
relative clauses
adverb collocations
phrasal verbs
relative clauses
adjective + noun collocations
past narrative tenses
verb + -ing or infinitive
reporting verbs and the passive
collocations
adjective + noun collocations
verb + -ing or infinitive
collocations
participle clauses
participle clauses
participle clauses
prefixes
modal verbs in the past
modal verbs in the past
collocations
phrasal verbs
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
D
B
C
C
D
B
A
B
C
D
A
B
C
B
C
A
B
D
C
D
B
D
A
C
A
B
D
B
C
A
B
D
C
C
B
D
C
A
D
B
C
C
A
A
D
A
B
B
C
D
quantifiers
past perfect continuous
phrasal verbs
present narrative tenses
present narrative tenses
past perfect continuous
negative prefixes
idioms
past narrative
dependent prepositions
verb + -ing or infinitive
phrasal verbs
future phrases
future phrases
conditional sentences
collocations
negative prefixes
conditional sentences
prepositional phrases
conditional sentences
verb + -ing or infinitive
prepositional phrases
adjective + noun collocations
verb + -ing or infinitive
adverb collocations
past continuous
phrasal verbs
present perfect
verb + -ing or infinitive
adverb collocations
quantifiers
conjunctions
verb + -ing or infinitive
verb + noun collocations
present continuous
idiom
will for prediction
future phrases
three-part phrasal verbs
conditional sentences
inversion for emphasis
cleft sentences for emphasis
modal verbs in the past
idioms
past perfect passive
adverb collocations
idioms
cleft sentences for emphasis
cleft sentences for emphasis
present continuous
Placement Guidance:
• If students score fewer than 10 correct answers, consider starting in the level below.
• If students score between 10 and 40, start at the expected level and assess scores to check whether remediation is required.
• If students score between 50 to 75, assess scores and consider an additional oral interview to decide whether the expected level or
the upper level with some remediation would be more appropriate.
• Students who scored 75+ should be started at an upper level.
152
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Diagnostic Test A
TEST ANSWER KEYS
2ND EDITION
B2+
Diagnostic Test B
Key
A
C
B
C
D
A
D
C
B
D
A
B
C
C
B
D
A
B
C
B
A
D
C
B
B
C
A
D
C
B
C
B
A
D
D
B
C
C
D
C
C
B
A
D
A
D
C
D
D
B
Language Area
present perfect continuous
comparative sentences
idioms
present perfect continuous
verb + noun collocations
adverbs collocations
future perfect
quantifiers
phrasal verbs
collocations
modal verbs in the past
conditional sentences
verb + -ing or infinitive
phrasal verbs
inversion for emphasis
verb + noun collocations
idioms
the passive
present perfect simple
present continuous
collocations
modal verbs in the past
comparative sentences
phrasal verbs
relative clauses
present continuous
idioms
collocations
inversion for emphasis
relative clauses
relative clauses
adverb + noun collocations
phrasal verbs
cleft sentences
adverb + noun collocations
present perfect continuous
prepositions with -ed forms
the passive
collocations
quantifiers
modal sentences
verb + noun collocations
participle clauses
participle clauses
participle clauses
prefixes
modal verbs in the past
modal verbs in the past
phrasal verbs
prepositions with -ed forms
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
A
C
C
B
C
A
D
A
D
B
D
A
C
C
B
A
D
D
B
C
A
B
C
C
A
D
A
B
C
B
D
C
B
A
D
D
C
A
B
B
D
C
D
A
B
C
A
C
B
A
quantifiers
past perfect simple
phrasal verbs
past narrative tenses
compound nouns
past perfect continuous
prefixes
phrasal verbs
past narrative tenses
quantifiers
cleft sentences
phrasal verbs
quantifiers
phrasal verbs
cleft sentences
idioms
negative prefixes
conditional sentences
prepositional phrases
conditional sentences
verb + -ing or infinitive
verb + -ing or infinitive
compound nouns
prepositions with -ed forms
prepositions with -ed forms
past simple
adverb collocations
present perfect
adverb collocations
adverb collocations
quantifiers
idioms
future continuous
idioms
present continuous
idioms
future perfect
future phrases
phrasal verbs
conditional sentences
inversion for emphasis
collocations
verb + -ing or infinitive
collocations
collocations
adjective + noun collocations
idioms
inversion for emphasis
past simple
negative prefixes
PDF from sachtienganhhanoi.com
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Placement Guidance:
• If students score fewer than 10 correct answers, consider starting in the level below.
• If students score between 10 and 40, start at the expected level and assess scores to check whether remediation is required.
• If students score between 50 to 75, assess scores and consider an additional oral interview to decide whether the expected level or
the upper level with some remediation would be more appropriate.
• Students who scored 75+ should be started at an upper level.
Photocopiable © Pearson Education Limited 2018
153
TEST ANSWER KEYS
LANGUAGE TEST A
B2+
Vocabulary
TASK 1
Grammar
16 keep 17 times 18 out 19 worlds 20 through 21 off
22 out 23 up 24 to 25 off
For revision, go to Student’s Book: p11
TASK 1
TASK 2
1 dreams
2 am/’m doing
3 have/’ve been thinking / have/’ve thought
4 have not/haven’t decided
5 invite
6 have not/haven’t been / have not/haven’t gone
7 am/’m trying
For revision, go to Student’s Book: p10
26 opened 27 pursue 28 flourish 29 overcome
30 Ultimately
For revision, go to Student’s Book: p13
TASK 2
8 pass up 9 give in 10 took to it 11 get over it
12 starting out 13 pull out 14 get away with it 15 miss out
For revision, go to Student’s Book: p13
Vocabulary
TASK 1
16 on 17 against 18 flying 19 then 20 hand 21 through
22 open 23 from 24 being 25 through
For revision, go to Student’s Book: p11
TASK 2
26 automatically 27 setbacks 28 cool 29 accepted
30 fulfilled
For revision, go to Student’s Book: p14
Use of English
TASK 1
31 B 32 D 33 A 34 C 35 B 36 A 37 B 38 A 39 C
40 D
For revision, go to Student’s Book: p14
Use of English
TASK 1
31 C 32 A 33 D 34 D 35 B 36 D 37 B 38 B 39 A
40 B
For revision, go to Student’s Book: p14
TASK 2
(1 point for each correct part)
41 have been working // since
42 have been attempting // to
43 (has) ended up // working for
44 (clearly) show // that the class
45 fully respect // your
For revision, go to Student’s Book: p13
SKILLS TEST A
Dictation
I must admit / I’m a pretty unusual woman. / I took up boxing /
when I was fourteen / and was the only girl in my club. / I came
up against problems, / as you would expect, / but I’ve overcome
them all. / Boxing really helped me / fulfil my potential.
Listening
TASK 1
1C 2A 3B 4C 5B 6C
TASK 2
TASK 2
(1 point for each correct part)
41 due to // the snow 42 haven’t seen him // for six
43 largely base // the students’ final scores OR base //
the final scores largely 44 pull out // of the race
45 virtually impossible // (for us) to
For revision, go to Student’s Book: p13
7A 8A
LANGUAGE TEST B
Grammar
TASK 1
1 am/’m finding 2 have/’ve been
3 constantly miss / am/’m constantly missing 4 have
5 have/’ve been saying 6 have/’ve already spent
7 am/’m feeling / feel
For revision, go to Student’s Book: p10
TASK 2
Reading
TASK 1
(2 points for each correct answer)
9 B 10 C 11 B 12 A 13 D 14 D
TASK 2
(2 points for each correct answer.)
15 You can watch live or recorded sports matches whenever
you want.
16 The writer nearly cried when hearing 80,000 people singing
live in the stadium at the same time.
17 The feel-good factor comes from the friendliness of the
game, and the respect the supporters have for the other
team.
18 The writer needed to question previous ideas/stereotypes,
based on the evidence of watching a live rugby game.
8 knocked him out 9 get over it 10 come up with it
11 hold me back 12 giving in 13 missed out 14 come by it
15 get away with it
For revision, go to Student’s Book: p13
154
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
UNIT 1
2ND EDITION
TEST ANSWER KEYS
Dictation
Use of English
TASK 1
I must admit / I’m a pretty unusual woman. / I took up boxing /
when I was fourteen / and was the only girl in my club. / I came
up against problems, / as you would expect, / but I’ve overcome
them all. / Boxing really helped me / fulfil my potential.
27 annoyance 28 refusal 29 awareness 30 pointless
31 pressure 32 approval 33 brilliant 34 impression
35 disclosure 36 sensation
For revision, go to Student’s Book: p28
Listening
TASK 2
TASK 1
1C 2A 3C 4B 5B 6B
TASK 2
7C 8B
Reading
TASK 1
(2 points for each correct answer)
9 B 10 C 11 A 12 D 13 A 14 B
TASK 2
(2 points for each correct answer)
15 Disabled athletes, who may not have the same physical skills
or abilities as able-bodied athletes, use their own abilities to
achieve success.
16 It was too good to be missed.
17 The writer reviewed his original opinions.
18 Disabled athletes face different challenges to able-bodied
athletes and tackle other challenges in a different way.
UNIT 2
B2+
37 of 38 from 39 whose 40 such 41 with 42 did
43 was 44 What 45 of 46 ahead
For revision, go to Student’s Book: p27
LANGUAGE TEST B
Grammar
TASK 1
1 whom 2 whenever 3 Whatever 4 whenever 5 which
6 whoever 7 whatever
For revision, go to Student’s Book: p27
TASK 2
(1 point for each correct part)
8 she emphasised // was
9 the majority // of whom / which were
10 I don’t understand // is why
11 once did he // suggest (that) we
For revision, go to Student’s Book: p24
Vocabulary
TASK 1
LANGUAGE TEST A
12 different 13 main 14 first 15 practical 16 media
17 utter 18 valuable 19 Broadly 20 headline 21 local
For revision, go to Student’s Book: p25
Grammar
TASK 2
TASK 1
1 which 2 whom 3 Whenever 4 which 5 whom
6 wherever 7 whoever
For revision, go to Student’s Book: p27
22 concept 23 insight 24 sensation 25 perception
26 distraction
For revision, go to Student’s Book: p28
Use of English
TASK 2
TASK 1
(1 point for each correct part)
8 had done // was (to) 9 no point // was I
10 was I // able to 11 no time // has he said
For revision, go to Student’s Book: p24
27 departure 28 pressure 29 refusal 30 publicised
31 distraction 32 denial 33 departure 34 annoyance
35 intrusion 36 doubtful
For revision, go to Student’s Book: p28
Vocabulary
TASK 2
TASK 1
12 lasting 13 media 14 valuable 15 utter 16 main / major
17 local 18 broadly 19 different 20 false 21 close
For revision, go to Student’s Book: p25
TASK 2
22 perception 23 sensation 24 concept 25 illustration
26 distraction
For revision, go to Student’s Book: p28
PDF from sachtienganhhanoi.com
SKILLS TEST B
2ND EDITION
37 has 38 of 39 of 40 is 41 whose 42 in
43 one / some 44 is 45 on 46 into
For revision, go to Student’s Book: p27
SKILLS TEST A
Dictation
Some people find it hard to switch off / and pay too much
attention to their surroundings. / Personally, I’ve never had
that problem. / I just pick up a book, / climb into the story, /
and disappear into another world. / What helps me relax is /
a good fantasy novel, / which is an excellent distraction from /
the pressures of everyday life.
Photocopiable © Pearson Education Limited 2018
155
TEST ANSWER KEYS
TASK 1
1E 2C 3A 4H 5D
TASK 2
6 G 7 F 8 A 9 C 10 E
Reading
TASK 1
(3 points for each correct answer)
11 D 12 C 13 A 14 A
TASK 2
(1 point for each correct answer)
15 Because cheating happens in the real world and it should be
discussed.
16 That magicians don’t give away their secrets, and neither
should professors.
17 That they may fail everything and be punished severely if
they are caught cheating.
18 The reviewer is suggesting that the author doesn’t respect/
support people being honest in exams and will allow people
to cheat.
SKILLS TEST B
Dictation
Some people find it hard to switch off / and pay too much
attention to their surroundings. / Personally, I’ve never had
that problem. / I just pick up a book, / climb into the story, /
and disappear into another world. / What helps me relax is / a
good fantasy novel, / which is an excellent distraction from / the
pressures of everyday life.
Listening
TASK 1
1B 2G 3C 4F 5A
TASK 2
6 A 7 G 8 E 9 H 10 C
Reading
TASK 1
(3 points for each correct answer)
11 C 12 D 13 A 14 B
TASK 2
(1 point for each correct answer)
15 The contents of the book are exactly what the title describes.
16 The reviewer believes the book is very relevant to people’s
lives and people have been waiting for a book like this to be
published/nothing like this has been published before.
17 She became famous not because she worked hard, but
because she was lucky.
18 Some people will risk losing everything in order to become
a celebrity.
156
B2+
UNIT 3
LANGUAGE TEST A
Grammar
1 is often said 2 be altered 3 to have had
4 is widely believed 5 were you influenced
6 has been claimed
7 are increasingly affected / are increasingly being affected
8 was conducted 9 are thought 10 are taken
11 to be affected 12 is considered / has been considered
13 had been pressured 14 is feared 15 will be pushed
For revision, go to Student’s Book: p38
Vocabulary
TASK 1
16 high 17 role 18 one 19 set 20 board 21 agenda
22 interest 23 mind 24 fall 25 viral
For revision, go to Student’s Book: p39
TASK 2
26 sensational 27 revelations 28 legitimate 29 exclusive
30 objective
For revision, go to Student’s Book: p39
Use of English
TASK 1
31 B 32 C 33 C 34 A 35 C 36 B 37 A 38 B 39 D
40 C
For revision, go to Student’s Book: p42
TASK 2
(1 point for each correct part)
41 is said that // Shakespeare was
42 is reported // not to have made
43 is believed // to be
44 were once // thought to live
45 is known // not to exist
For revision, go to Student’s Book: p41
LANGUAGE TEST B
Grammar
1 are being influenced 2 has been reported
3 are being persuaded / have been persuaded
4 are understood 5 was once thought 6 being seen / seen
7 was thought 8 were interviewed 9 had been affected
10 to have been affected / to be affected
11 may have been caused 12 to be supported
13 to be carried out 14 is addressed
15 could be significantly damaged
For revision, go to Student’s Book: p38
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Listening
2ND EDITION
TEST ANSWER KEYS
TASK 1
16 expose 17 eye 18 figure 19 contribute 20 blind
21 models 22 analyse 23 headlines 24 hidden 25 trick
For revision, go to Student’s Book: p39
TASK 2
26 high-profile 27 revelation 28 subjective 29 publicise
30 propaganda
For revision, go to Student’s Book: p39
Use of English
TASK 1
31 C 32 C 33 B 34 C 35 A 36 D 37 C 38 D 39 C
40 D
For revision, go to Student’s Book: p42
TASK 2
(1 point for each correct part)
41 were // featured in 42 is known // to have been
43 was shown // to be 44 was once believed // to be
45 are often // wrongly portrayed
For revision, go to Student’s Book: p41
SKILLS TEST A
Dictation
Until recently / it was believed by many / that growing
up bilingual / or speaking two or more languages / could
cause language delay in a child / or even damage mental
development / This has been proved wrong / In fact we now
know / that speaking more than one language / can positively
influence learning.
Listening
TASK 1
B2+
16 Because of the history of England slowly merging with other
parts of the country to form the United Kingdom. (1 point)
Also the fact that the British Empire was controlled from
London, the capital of England, which meant other countries
have an image of the English which they extend to cover the
other parts of the UK. (1 point)
17 The writer suggests that the stereotypes that we have
of the UK may not be true (1 point) and to learn about
other countries, we need to travel there and see things for
ourselves. (1 point).
SKILLS TEST B
Dictation
Until recently / it was believed by many / that growing
up bilingual / or speaking two or more languages / could
cause language delay in a child / or even damage mental
development / This has been proved wrong / In fact we now
know / that speaking more than one language / can positively
influence learning.
Listening
TASK 1
1A 2B 3B 4C 5A 6A
TASK 2
7 He learned how to teach English because he was in
an environment in which he had no choice except to
communicate with his students in English. This meant that he
learnt his own creative techniques to overcome the language
gap, and also encourage his students to understand what he
was saying.
Reading
TASK 1
(two points for each correct answer)
8 C 9 D 10 B 11 A 12 E 13 G
1C 2C 3A 4A 5D 6B
TASK 2
TASK 2
14 Because the photos were attractive (1 point) and made
him/her feel positive about the USA and learning English.
(1 point)
15 People from outside the USA have tended to think that
what represents New York also represents the USA (1 point)
and what is American comes from New York (1 point).
16 The writer believes that the country is more diverse (1 point)
than the typical photos of New York used in posters suggest.
(1 point)
17 The writer is suggesting that the USA is so diverse that it’s
impossible for people outside the country to appreciate all
the different variations and stereotypes (1 point). The writer
believes that it’s understandable that people from outside
the USA might have a simple stereotype for the whole
country. (1 point)
7 She learned English because she was in an environment in
which she had no choice except to communicate with other
children. This meant that she learnt by ‘doing’ and through her
experiences, rather than from someone in authority showing
her rules, or telling her what to do.
Reading
TASK 1
(two points for each correct answer)
8 D 9 E 10 A 11 F 12 C 13 B
TASK 2
14 Because the photos are attractive (1 point) and they can
make some people feel positive about the UK or learning
English (1 point).
15 The writer’s opinion has changed (1 point) and now the
writer believes that pictures such as those mentioned
don’t give people the right idea about the United Kingdom.
(1 point)
Photocopiable © Pearson Education Limited 2018
157
PDF from sachtienganhhanoi.com
Vocabulary
2ND EDITION
TEST ANSWER KEYS
LANGUAGE TEST A
Grammar
TASK 1
1 been 2 since 3 when / whenever 4 are 5 to 6 have
7 It 8 being 9 what 10 is
TASK 2
11 have had / have been having 12 was passed 13 has it
14 is being repaired 15 not to have been updated
Vocabulary
TASK 1
16 D 17 C 18 A 19 D 20 C 21 B 22 D 23 B 24 B
25 A
TASK 2
26 against 27 up 28 in 29 up 30 out
Use of English
TASK 1
31 illustrations 32 readily 33 declaration 34 approval
35 temptation 36 valuable 37 practical 38 creative
TASK 2
(1 point for each correct part)
39 always borrows my smartphone // without asking
40 from scratch // after I (had)
41 confuses me is // the number of
42 is said // to have started
43 with // flying colours
44 reported that children // are not being
LANGUAGE TEST B
Grammar
TASK 1
1 It 2 be 3 only 4 have 5 been 6 have 7 What 8 is
9 which 10 Whatever
TASK 2
11 was celebrated 12 have ever been 13 is claimed
14 had I seen 15 had been invited
Vocabulary
TASK 1
16 C 17 B 18 A 19 B 20 C 21 C 22 D 23 B 24 A
25 B
TASK 2
26 up 27 up 28 to 29 in 30 over
Use of English
TASK 1
31 impressive 32 sensational 33 virtually 34 relatively
35 pressure 36 intrusion 37 disbelief 38 objectively
158
B2+
TASK 2
(1 point for each correct part)
39 interests me // is the reason for 40 take advice // on board if
41 have // been approved by 42 no way did // I suggest
43 turn a blind eye // to the 44 is thought by // many critics to
SPEAKING
See p172 for Speaking marking scheme.
Sample answers
TASK 1
Candidate A
In the first picture, we can see someone at the top of a
mountain. I think it’s a man, and he seems to have hiked up
alone. He hasn’t got a lot of equipment with him, but he’s welldressed. I think he needs to be because it’s obviously very cold.
There’s snow and ice everywhere, even though it seems to be
sunny. He’s probably feeling on top of the world. You can tell
that because he’s lifting his arms up. It seems to be a very high
mountain, so he’s probably hiked up a very long way. He might
even have needed to camp out on the mountainside, in freezing
temperatures, on his way up. In contrast, the second photo
shows an old woman who seems to be celebrating her onehundredth birthday, but doesn’t seem to be very excited. She’s
probably had a lot of birthday parties over her lifetime, and even
though one hundred years is a big milestone, she might not
feel like she wants to celebrate it. I’m not sure she’s overcome
challenges which are any different from anyone else’s, but it’s
certainly a big achievement to live for such a long time, and she
does seem in remarkably good health, and very aware of what’s
going on around her.
Candidate B
I’d say that the person in the second picture, who is having
her birthday has had the hardest time, simply because she’s
lived so long. She must have seen many of her friends go, and
she’s probably needed a lot of medical care over the last ten or
twenty years. Even if she hasn’t, she has probably kept herself
active, and has continued to live a healthy lifestyle, which can be
hard work.
Candidate B
In the first picture, we can see a teacher, probably a biology
teacher, pointing to a part of a model skeleton. I think he might
be explaining to his students what the names of the different
types of joints in the body are called. I’m not exactly sure of
the technical names in English, but I think that as the students
look like they’re in their mid-to late teens, that they’ll probably
know the names, so the teacher may be testing them, or adding
some extra information to what they’ve already said. It could
be very important for the teacher to explain things clearly to
his students, as they might be tested on this information in an
important exm which they have soon, and if they perform badly
in this exam, they may not get the grades they need to go to
the next stage of their studies, perhaps university. In this other
photo, a referee is explaining something to a football player, who
by the looks of things, has injured the opposing team’s player
in a bad challenge for the ball. It could be that the referee is
about to give the number eight player a red or yellow card for
his behaviour, for violating the rules of the game. It looks like
number eight is unhappy with what the referee is telling him,
so he may feel like he is being unfairly treated, perhaps because
the player on the floor dived, or is faking injury. Either way, it is
important that the referee clearly explains the decision he has
made so that the players understand the situation and can try
to avoid making the same mistake again in the match.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
REVIEW (UNITS 1–3)
2ND EDITION
TEST ANSWER KEYS
TASK 2
A: Shall I start?
B: Yes, sure.
A: I think that family members are important. We can learn a
lot from them, especially if they’re older, and have lots of
life experience.
B: That’s true. And I think friends can have a lot of influence,
too. Especially on our opinions.
A: You’re right, but often, we’re friends with people who have
the same opinions as we do. So I’m not sure they always
change what we think.
B: Maybe. What about social media, then? It’s the same kind
of thing. We select the people and sites we want to follow,
depending on how much we agree with what they’re saying.
A: I agree with you. That is one of the dangers of social media.
B: How about politicians, though? Do they really influence us?
A: I think they try to. But I’m not sure how much attention
most people pay to politicians.
B: Film and TV is important, I think. But it depends on what
you’re watching. If you watch documentaries and news
programmes, I think you can learn a lot.
A: A lot of people don’t, though. They watch things like
comedy films or reality TV competitions.
B: Exactly, but these things often have celebrities on them,
and that can be influential in terms of fashion and music
styles, and things like that.
A: Personally, I’d say that family members or friends have the
biggest influence.
B: Well, it’s true that the people who bring you up have an
enormous amount of influence when we’re younger. From
what language we speak to what school we go to.
A: So, maybe close family members have the biggest effect on
us.
B: Yes, but this decreases when we get older and start to make
decisions for ourselves.
A: You’re right there, but you could argue that our childhood
is the most important time of our lives when it comes to
shaping our personalities, and identities.
B: So, do we agree that family members are most important?
A: Yes, I think so.
B2+
WRITING
See p173 for Writing marking scheme.
Sample answer
Throughout their school lives, children are put in competitive
situations both inside and outside the classroom. Opinions are
divided about the benefits, and this essay looks at two of the
reasons put forward in support of the practice.
The first reason is that when children leave school, they
will often need to be competitive in order to survive and be
successful. For instance, when applying for a job or even later
on when opportunities for promotion open up, it is unlikely that
you are going to be the only candidate. You will need to prove
your superior qualities and skills and beat off competitors. The
argument is, therefore, that children should be faced with the
stresses of competition early on.
A second reason often given is that a child’s confidence grows
when they realise that they are good at something. It is
undoubtedly true that doing well in competitions can increase a
child’s confidence. It is also true, however, that doing badly may
do the opposite and have a negative impact. It could damage
a child’s confidence considerably. For example, not all children
have the physique to do well at sport, however hard they try.
To sum up, I would say that competition for children at school
can have a positive result in preparing children for life after
school. However, in my view, teachers need to consider very
carefully the pressures some children are under. While it is
important to learn from failure, does this outweigh the setbacks
that competition can bring?
UNIT 4
LANGUAGE TEST A
Grammar
TASK 1
1 Designed to have sea views
2 Showing a beautiful pool and gardens
3 Charging travellers the lowest fares
4 Employed by the local community
5 Having a reputation for clean sand and water
For revision, go to Student’s Book: p52
TASK 2
6 by 7 by 8 with 9 with 10 to 11 with 12 to 13 by
14 by / with 15 with / to
For revision, go to Student’s Book: p55
Vocabulary
TASK 1
16 bustling 17 landmark 18 package 19 valley
20 deserted 21 remote 22 unspoiled 23 wander
24 sandy 25 back road
For revision, go to Student’s Book: p53
TASK 2
11 established 12 pose 13 gained 14 consider
15 conveyed
For revision, go to Student’s Book: p53
Photocopiable © Pearson Education Limited 2018
159
PDF from sachtienganhhanoi.com
Candidate A
I think the situation that will take the longest time to explain
is the one in the football match. Even though human biology
can be very complicated in terms of the names of certain body
parts and what their exact function is, the students all look
like they are engaged and having fun, so I think they will listen
better and remember the information easily. On the other hand,
in the football picture, number eight looks like he is angry with
what the referee is telling him, and so might spend time arguing
with the decision that has been made. The game could take
even longer to restart if other players become involved or if the
medical team has to come onto the pitch to remove the injured
player.
2ND EDITION
TEST ANSWER KEYS
TASK 1
31 discourage 32 review 33 misleading 34 prearranged
35 misunderstanding 36 incorrect 37 uncomfortable
38 rearrange
For revision, go to Student’s Book: p56
TASK 2
(1 point for each correct part)
39 were // stunned by
40 surprises me // is that
41 so convinced // by the brochure pictures
42 before // had he experienced
43 significantly to the economy, // bringing in
For revision, go to Student’s Book: p55
LANGUAGE TEST B
Grammar
TASK 1
1 Designed by a friend of mine
2 Employing a large number of local people
3 Based on a traditional recipe
4 Being very lazy
5 Inspired by a TV programme
For revision, go to Student’s Book: p52
TASK 2
6 with 7 to 8 by 9 with / by 10 by 11 with 12 by
13 to / with 14 with 15 to
For revision, go to Student’s Book: p55
Vocabulary
TASK 1
16 coastline 17 touristy 18 landmark 19 backpackers
20 deserted 21 package 22 extend 23 backroads 24 trek
25 dunes
For revision, go to Student’s Book: p53
TASK 2
SKILLS TEST A
Dictation
The benefits of taking a break / from our academic or working
life / are generally accepted. / Giving ourselves the chance to
relax / from time to time is essential / and enables us to return to
our work or studies / refreshed and more creative. / Whether it’s
a package holiday in the sun / or a weekend in a bustling capital
city, / we should not underestimate the value of a holiday.
Listening
TASK 1
1 a year 2 family connections 3 visa 4 farm
5 (music) festivals 6 tips 7 challenging 8 freedom
TASK 2
9
She extended her trip in Australia because she was really
having a good time there, both working and travelling. Her
original plan to spend six months proved not to be long
enough to do everything she wanted to do.
10 Hannah first worked on a farm because trying to get a job
as a waitress was difficult due to the number of students
looking for similar work. She chose the second because she
wanted to work in a city.
Reading
11 B 12 C 13 D 14 A 15 C 16 D 17 B 18 C 19 B
20 A
SKILLS TEST B
Dictation
The benefits of taking a break / from our academic or working
life / are generally accepted. / Giving ourselves the chance to
relax / from time to time is essential / and enables us to return to
our work or studies / refreshed and more creative. / Whether it’s
a package holiday in the sun / or a weekend in a bustling capital
city, / we should not underestimate the value of a holiday.
Listening
TASK 1
26 pose 27 provided 28 creates 29 came into 30 examine
For revision, go to Student’s Book: p53
1 six/6 months 2 (family) support 3 paperwork
4 restaurant 5 sea lions 6 a receptionist 7 rewarding
8 future career
Use of English
TASK 2
TASK 1
9
31 underestimate 32 unreliable 33 disbelief
34 departure(s) 35 discomfort 36 temptation 37 rearrange
38 (over)state
For revision, go to Student’s Book: p56
TASK 2
(1 point for each correct part)
39 was thrilled // by her first
40 hard to imagine // is the discomfort
41 was convinced // by the salesman to
42 armed with // (the) relevant information
43 served breakfast, // consisting of
For revision, go to Student’s Book: p55
160
B2+
When choosing a country Hannah wanted to go to a
country that she’d always wanted to go to (that spoke
English). Also, she wanted to go somewhere she had
relatives, so that they could help her if the need arose.
10 Hannah benefitted by learning new skills and doing work
that was new and difficult for her. She also met a lot of
people who she could get in touch with in the future.
Reading
11 B 12 A 13 D 14 C 15 D 16 B 17 C 18 D 19 B
20 A
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Use of English
2ND EDITION
TEST ANSWER KEYS
LANGUAGE TEST A
Grammar
TASK 1
1 didn’t need to take 2 couldn’t 3 must have been sleeping
4 can’t 5 needn’t have spent 6 ought to 7 must 8 should
For revision, go to Student’s Book: p66
TASK 2
9 nothing like 10 by far 11 twice 12 way 13 half
14 great deal 15 just
For revision, go to Student’s Book: p69
Vocabulary
TASK 1
16 fooling 17 wind 18 got 19 having 20 stood 21 ring
22 fight 23 shaken
For revision, go to Student’s Book: p67
TASK 2
24 to 25 on 26 with / by 27 to 28 of 29 of 30 at
For revision, go to Student’s Book: p70
Use of English
TASK 1
31 C 32 A 33 C 34 B 35 D 36 A 37 C 38 B
For revision, go to Student’s Book: p70
TASK 2
(1 point for each correct part)
39 ought to // have asked 40 nowhere near // enough food
41 getting // out of hand 42 had to // have known
43 was a good / great deal // longer than
44 has been on // my conscience
For revision, go to Student’s Book: p69
LANGUAGE TEST B
Grammar
TASK 1
1 must 2 didn’t need to help 3 had to 4 couldn’t
5 shouldn’t 6 should have been getting 7 might
8 could have been watching
For revision, go to Student’s Book: p66
TASK 2
9 far 10 nowhere near 11 by far 12 twice 13 great deal
14 half 15 just
For revision, go to Student’s Book: p69
Vocabulary
TASK 1
16 ring 17 compose 18 came 19 hung / stood 20 bring
21 stood 22 kicked 23 ’s / is
For revision, go to Student’s Book: p67
B2+
TASK 2
24 to 25 at 26 to 27 of 28 of 29 on 30 with / by
For revision, go to Student’s Book: p70
Use of English
TASK 1
31 C 32 D 33 A 34 D 35 B 36 B 37 A 38 C
For revision, go to Student’s Book: p70
TASK 2
(1 point for each correct part)
39 is nothing like // as inspiring as 40 must have // been aware
41 by far // the most talented 42 ought to // have taken
43 to come // to terms with 44 twice as // likely as
For revision, go to Student’s Book: p69
SKILLS TEST A
Dictation
Citizenship is difficult to define. / Some people suggest that / it
is just about / being the legal citizen of a country / or learning
about your country’s laws and history. / However, being a
good citizen / is a great deal more. / Active participation in
community life / and behaving responsibly in public / are just
as important.
Listening
TASK 1
1D 2E 3G 4A 5H
TASK 2
6 E 7 H 8 A 9 F 10 B
Reading
TASK 1
11 C 12 D 13 D 14 B
TASK 2
15 He first thought there was a secret reason for doing
something.
16 The reviewer claims that ‘we have already become
disengaged from the political process’.
17 Statistics and theories.
18 It’s the main cause of injustice today.
SKILLS TEST B
Dictation
Citizenship is difficult to define. / Some people suggest that /
it is just about / being the legal citizen of a country / or learning
about your country’s laws and history. / However, being a
good citizen / is a great deal more. / Active participation in
community life / and behaving responsibly in public / are just
as important.
Listening
TASK 1
1H 2A 3C 4D 5F
TASK 2
6 H 7 G 8 D 9 F 10 B
Photocopiable © Pearson Education Limited 2018
161
PDF from sachtienganhhanoi.com
UNIT 5
2ND EDITION
TEST ANSWER KEYS
TASK 1
11 C 12 D 13 A 14 B
TASK 2
15 They require little technical knowledge and they don’t need
to cost a lot of money.
16 He has become well-liked and well-known.
17 The instructions for flat-pack furniture (furniture which is
sold as parts in a box and has to be put together by the
customer).
18 Because it has a boring title.
UNIT 6
LANGUAGE TEST A
B2+
LANGUAGE TEST B
Grammar
TASK 1
1 have just stepped 2 come 3 don’t speak 4 are travelling
5 have been sitting 6 wasn’t 7 hadn’t thought
8 have passed 9 had been going
For revision, go to Student’s Book: p80
TASK 2
10 dream up 11 looked up to her 12 showing off
13 came through (it) 14 turn it around 15 warm them up
For revision, go to Student’s Book: p83
Vocabulary
TASK 1
Grammar
16 bustling 17 pedestrian 18 industrialised 19 civic
20 deserted 21 upmarket 22 communal 23 residential
For revision, go to Student’s Book: p81
TASK 1
TASK 2
1 went 2 had visited 3 are sitting 4 don’t have 5 brings
6 had spent 7 were walking 8 felt 9 was going out
For revision, go to Student’s Book: p80
TASK 2
10 put myself through 11 blend in 12 messed up
13 dress him up 14 warm it up 15 face up to
For revision, go to Student’s Book: p83
24 never-ending 25 skyline 26 inner city 27 high-rise
28 waterfront 29 run-down / run down 30 traffic jam
For revision, go to Student’s Book: p81
Use of English
TASK 1
Vocabulary
31 had 32 in 33 like 34 to 35 as 36 have 37 more
38 world 39 up 40 off
For revision, go to Student’s Book: p83
TASK 1
TASK 2
16 upmarket 17 congested 18 metropolitan 19 industrial
20 suburban 21 redeveloped 22 neighbouring
23 communal
For revision, go to Student’s Book: p81
TASK 2
24 convenience store 25 housing estate 26 noise pollution
27 roof-top 28 pedestrian crossing 29 world-famous
30 marketplace
For revision, go to Student’s Book: p81
Use of English
TASK 1
41 doubtful 42 enthusiastic 43 noticeable 44 accessible
45 photo / photographic 46 controversial 47 costly
48 preferable 49 irreversible 50 pointless
For revision, go to Student’s Book: p84
SKILLS TEST A
Dictation
Green spaces are invaluable to cities / for a number of reasons. /
One is that / they can reduce air pollution, / making the air
cleaner. / They also help control / the levels of ground water
in a city. / This means that a city / is less likely to flood / during
rainy spells.
31 was 32 had 33 on 34 near 35 have 36 by 37 never
38 was 39 around / round / back 40 me
For revision, go to Student’s Book: p83
Listening
TASK 2
1B 2C 3A 4D 5B 6C
41 accessible 42 strategic 43 unexceptional 44 active
45 enthusiastic 46 chilly 47 costly 48 optional
49 preferable 50 thankful
For revision, go to Student’s Book: p84
TASK 2
TASK 1
7B 8A
Reading
TASK 1
9 E 10 G 11 A 12 C 13 B 14 F
TASK 2
15 Most visitors are looking for charm and romance, not smelly
subterranean tunnels.
16 It is a working system which could be dangerous.
162
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Reading
2ND EDITION
TEST ANSWER KEYS
2ND EDITION
SKILLS TEST B
LANGUAGE TEST B
Dictation
Grammar
Green spaces are invaluable to cities / for a number of reasons. /
One is that / they can reduce air pollution, / making the air
cleaner. / They also help control / the levels of ground water
in a city. / This means that a city / is less likely to flood / during
rainy spells.
TASK 1
Listening
11 can’t have left 12 had been built 13 were you going
14 should have taken 15 are
1A 2C 3A 4B 5D 6C
TASK 2
7D 8C
Reading
TASK 1
9 D 10 G 11 A 12 E 13 B 14 F
TASK 2
15 Its medieval architecture.
16 By offering to go with him to the Jorvik museum.
REVIEW (UNITS 4–6)
LANGUAGE TEST A
Grammar
TASK 1
1 be 2 What 3 are 4 have 5 must 6 is 7 been 8 had
9 many 10 is
TASK 2
11 must have arrived 12 had been waiting 13 is
14 questions 15 shouldn’t have done
Vocabulary
TASK 1
16 B 17 A 18 C 19 D 20 B 21 C 22 D 23 B 24 A
25 C
TASK 2
26 stood 27 stick 28 wrapped 29 hand 30 soak
Use of English
TASK 1
31 thankful 32 reintroduce / introduce 33 social
34 donations 35 preferable 36 automatically
37 underestimate 38 noticeable
TASK 2
(1 point for each correct part)
39 can’t/couldn’t have gone // far
40 nowhere near // as tasty as
41 kick yourself // when you
42 was when // I was studying
43 (far) more likely // to have
44 must have dreamed // it (up)
1 be 2 was / had 3 been 4 must / would 5 was
6 have / had been 7 have 8 to 9 on 10 had
TASK 2
Vocabulary
TASK 1
16 D 17 B 18 C 19 A 20 C 21 A 22 C 23 B 24 A
25 D
TASK 2
26 terms 27 bells 28 both 29 pin 30 straight
Use of English
TASK 1
31 doubtful 32 exceptional 33 dreadful 34 employment
35 worthless / unworthy 36 volunteers
37 photographic / photography 38 invaluable/ valuable
TASK 2
(1 point for each correct part)
39 by far // the most exciting film (that)
40 on Jack’s conscience // for a
41 it had been snowing // for / snow had been falling // for
42 want to // mess it up
43 can’t have finished her assignment // because
44 to blend in // with
SPEAKING
See p172 for Speaking marking scheme
Sample answers
TASK 1
A: So, what do you think?
B: Well, all of them can be effective, I think. Shall we start with
CCTV cameras? I think these are really effective, because if a
crime is committed, you can more easily find out who did it.
A: That’s true, but we’re focusing on preventing crimes, not
solving them. And CCTV cameras might stop some people
from committing a crime, but not serious criminals. How
about the laws on internet use. Are they effective?
B: I’m not really sure. It’s easy to hide on the internet, isn’t it.
Or even use someone else’s computer, so that it’s difficult to
trace you.
A: You’re right. And more police officers – would that help?
I think it would.
B: Yes, and maybe this would be more effective than CCTV
cameras. Harder punishments might work, for example with
speeding fines. If they were a lot more expensive, or if people
could go to prison for a long time for speeding, it would make
people think more carefully about how they drive.
A: I agree with you. And that kind of thing might be more
effective than awareness campaigns. Everyone knows, for
example, that it’s bad to drive over the limit, but having a
harder punishment would actually stop being from doing it.
Photocopiable © Pearson Education Limited 2018
163
PDF from sachtienganhhanoi.com
TASK 1
B2+
TEST ANSWER KEYS
A: Yes, but we have to admit that there will always be crime,
and we can’t stop it completely.
A: So, which one do you think would be most effective?
B: Well, we said that harder punishments, and more police
officers would be good. So which one of these two?
A: Harder punishments might be good at stopping ordinary
people from breaking the law.
B: But more police officers might stop more serious criminals
from doing things like vandalism, or robbery, or mugging
people.
A: And it would also make some people feel safer on the
streets.
is currently living in one room in a hotel while the council tries to
find her a flat; she has been there nearly a year. During the day
she and the children have to leave the room and they wander
the streets and sit in cafés and train stations to keep warm.
Another family featured in the documentary are the Jenners
who have been given a small flat by the council. They are lucky
compared to Hannah, but the walls in the flat are damp and
this affects the air, a result of which is that the elder child, Katy,
has breathing difficulties. In addition to this there are exposed,
electrical wires and the heating system doesn’t work.
While I was watching No home, no hope, I became painfully
aware of how little I really knew about situations like this. What
angered me was how badly these people are treated by society.
This is a well-filmed and compassionate documentary that
everyone should watch and learn from.
A: Yes, OK.
UNIT 7
TASK 2
LANGUAGE TEST A
B: So, shall we go with more police officers?
• Who do you think should be more responsible for
teaching children the difference between right and
wrong – parents or school teachers? Why?
School teachers have a lot to teach children, and certainly
when it comes to how children behave in classroom
situations, teachers have to control what’s going on, and
set rules. However, parents are the main role models for
children, in the early years, at least, and set the example
that children will follow – perhaps for their entire lives. For
that reason, parents should take the main responsibility.
• Some people say that shoplifting isn’t a very serious
crime. What’s your opinion? Why?
Compared to some crimes, of course shoplifting isn’t
serious. If it’s hurting anyone, then it’s going to be a
company or local shop owner. People who steal from shops
might be doing so because they are desperate – they can’t
afford to buy food for their children, for example. Having
said that, it’s still a crime, and it can’t be encouraged,
especially if children or teenagers shoplift. It’s possible that
it could lead to greater and more serious crimes later on.
• Do you think it’s possible to protect ourselves completely
against online fraud? Why / Why not?
There are many things you can do to protect yourself, for
example by changing your passwords often, or not typing
in your credit card number on a shared computer. But it’s
probably not possible to protect ourselves completely.
Criminals will always find new ways to hack into systems, or
steal your details. Although the risks of online fraud might
be small, and might even be getting smaller, it’s unlikely that
there will ever be a zero percent risk.
WRITING
See p173 for Writing marking scheme.
Sample answer
Have you ever wondered what happens to people who lose their
homes and have nowhere to live? Most people automatically
assume that if the worst happened to them they could rely on
family and friends for support, but what if you have no one?
The documentary No home, no hope, follows the misfortunes of
several such families.
I am not a big documentary fan, but I flicked onto No home, no
hope by mistake and couldn’t stop watching. It shows us the life
of Hannah Jarvis, a single mother with two young children, who
164
B2+
Grammar
TASK 1
1 are 2 is 3 has / have 4 was 5 were 6 seem / seems
7 are
For revision, go to Student’s Book: p94
TASK 2
8 upwards of 9 heaps of 10 every 11 countless 12 neither
13 All the 14 none of 15 bags of
For revision, go to Student’s Book: p97
Vocabulary
TASK 1
16 boost 17 wind 18 posture 19 bond 20 heartbeat
21 diet 22 stamina 23 easy 24 peel
For revision, go to Student’s Book: p95
TASK 2
25 all ready 26 adopt 27 inferred 28 except 29 proceed
30 alternately
For revision, go to Student’s Book: p98
Use of English
TASK 1
31 of 32 Even 33 out 34 neither 35 awful 36 out
37 on / with 38 is 39 fact 40 no
For revision, go to Student’s Book: p97
TASK 2
41 C 42 A 43 B 44 D 45 C 46 D 47 C 48 B 49 B
50 D
For revision, go to Student’s Book: p98
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
B: You’re right. But it comes back to your original point about
how to stop very serious criminals. Because they can always
find a way to cheat the system.
2ND EDITION
TEST ANSWER KEYS
Grammar
TASK 1
1 is 2 has / have 3 don’t 4 is 5 were 6 is 7 seem
For revision, go to Student’s Book: p94
TASK 2
8 no end of 9 Both of 10 each 11 a couple of
12 a great deal 13 the whole 14 upwards of 15 neither
For revision, go to Student’s Book: p97
Vocabulary
TASK 1
16 nap 17 cut 18 provide 19 knackered 20 low-fat
21 peel 22 caffeine 23 binge 24 gain
For revision, go to Student’s Book: p95
TASK 2
B2+
Reading
TASK 1
11 B 12 A 13 C 14 D 15 A 16 B
TASK 2
17 Teenagers don’t seem to be getting enough sleep.
18 This is something that most people have seen on TV, if they
don’t have teenagers of their own.
19 Changes taking place in the brains of young adults.
20 They probably need to sleep more than eight hours a night.
SKILLS TEST B
Dictation
Epicurus was an ancient Greek philosopher / who was
well-known for his views / on the importance of happiness. /
In contrast to / other philosophers of his time, / he claimed
that / the mind and body are connected. / Therefore, if the mind
experiences pleasure, / this can only be / good for the body.
25 legible 26 cite 27 beside 28 except 29 advise
30 A part
For revision, go to Student’s Book: p98
Listening
Use of English
1 performance 2 (classroom) experience
3 (extremely) rewarding 4 (sudden) drop 5 doing exercise
6 sceptical 7 their classmates 8 (more) engaged
TASK 1
31 deal 32 no 33 all 34 of 35 between 36 is 37 awful
38 gain 39 Apart 40 on
For revision, go to Student’s Book: p97
TASK 2
41 B 42 A 43 C 44 A 45 D 46 C 47 B 48 D 49 A
50 C
For revision, go to Student’s Book: p98
SKILLS TEST A
Dictation
Epicurus was an ancient Greek philosopher / who was
well-known for his views / on the importance of happiness. /
In contrast to / other philosophers of his time, / he claimed
that / the mind and body are connected. / Therefore, if the mind
experiences pleasure, / this can only be / good for the body.
Listening
TASK 1
TASK 2
9
A teacher helped her overcome personal difficulties and
also inspired her to help other children.
10 It helps us focus on the here and now, as well as the food
we eat.
Reading
TASK 1
11 D 12 A 13 C 14 B 15 B 16 A
TASK 2
17 It means to understand something, and be able to deal
with it.
18 So that they are better prepared for life in the adult world.
19 Because it’s already late by the time they have finished their
homework.
20 So that students can pursue other interests.
TASK 1
1 a negative effect 2 history teacher 3 five years
4 teaching staff 5 a diary 6 training 7 the media 8 stress
TASK 2
9
They monitor students’ grades and behaviour, work closely
with teachers, parents and students to deal with problems,
train teachers to spot problems.
10 It calms people down, helps them have better awareness of
themselves amd the people and things around them.
Photocopiable © Pearson Education Limited 2018
165
PDF from sachtienganhhanoi.com
LANGUAGE TEST B
2ND EDITION
TEST ANSWER KEYS
LANGUAGE TEST A
Vocabulary
TASK 1
Grammar
16 catchy 17 dubbed 18 crowdfunding 19 adapted
20 beat 21 broadcasted 22 flop 23 portrays
For revision, go to Student’s Book: p109
TASK 1
TASK 2
1 be working 2 to release 3 signing 4 sent 5 to start
6 handing 7 be taking
For revision, go to Student’s Book: p108
24 in reality 25 on demand 26 out of tune
27 your fingertips 28 On the face of it 29 in focus
30 off the top of my head
For revision, go to Student’s Book: p109
TASK 2
8 had/’d written 9 will/’ll meet / can meet 10 would be
11 will/’ll let 12 had/’d told 13 stop
14 will/’ll help / can help 15 had/’d failed
For revision, go to Student’s Book: p111
B2+
Use of English
TASK 1
16 broadcast 17 genre 18 primetime 19 remade
20 ratings 21 catchy 22 gig 23 televised
For revision, go to Student’s Book: p109
(1 point for each correct part)
31 as long as // you follow
32 on (the) condition (that) // they are checked
33 provided (that) // you are
34 Supposing (that) // we hadn’t heard
35 would // have saved
36 What if // we hadn’t
For revision, go to Student’s Book: p111
TASK 2
TASK 2
24 strength to strength 25 the face of it 26 out loud
27 at random 28 in tune 29 the whole 30 their perspective
For revision, go to Student’s Book: p109
37 undeniably 38 accessible 39 regularly 40 evolution
41 Interestingly 42 directly 43 disadvantages
44 disconnected
For revision, go to Student’s Book: p112
Vocabulary
TASK 1
Use of English
TASK 1
SKILLS TEST A
(1 point for each correct part)
31 on (the) condition // (that) you read
32 Supposing // you were stopped
33 as long as // we avoid
34 could/would // have asked
35 I wouldn’t (still) // be working
36 provided // you don’t talk
For revision, go to Student’s Book: p111
Dictation
TASK 2
TASK 1
37 technological 38 mistaken 39 regularly 40 undeniably
41 significant 42 disadvantaged 43 subscription
44 possibility
For revision, go to Student’s Book: p112
LANGUAGE TEST B
Despite much talk about / the potential of virtual reality / as an
immersive gaming experience, / high development costs / have
ensured that games consoles / remain the dominant force. /
However, this is set to change, / and it is likely / that virtual reality
will have replaced / traditional consoles by 2030.
Listening
1B 2C 3A 4B 5A 6C
TASK 2
7B 8C
Reading
Grammar
9 A 10 C 11 D 12 B 13 D 14 C 15 A 16 B 17 C
18 A
TASK 1
SKILLS TEST B
1 to include 2 discovering 3 be taking 4 to open
5 be driving 6 have eaten 7 buying
For revision, go to Student’s Book: p108
TASK 2
8 have known 9 are/’re 10 Go 11 offers 12 would we do
13 had/’d read / read 14 took 15 is not/isn’t
For revision, go to Student’s Book: p111
166
Dictation
Despite much talk about / the potential of virtual reality / as an
immersive gaming experience, / high development costs / have
ensured that games consoles / remain the dominant force. /
However, this is set to change, / and it is likely / that virtual reality
will have replaced / traditional consoles by 2030.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
UNIT 8
2ND EDITION
TEST ANSWER KEYS
TASK 1
1B 2B 3C 4A 5C 6A
TASK 2
7A 8B
Reading
9 C 10 D 11 B 12 D 13 A 14 C 15 A 16 B 17 B
18 A
UNIT 9
LANGUAGE TEST A
Grammar
TASK 1
1 not to speak 2 me to do 3 not being allowed
4 him climbing 5 to show 6 me wrapping up 7 us to go
8 to inform you
For revision, go to Student’s Book: p125
TASK 2
LANGUAGE TEST B
Grammar
TASK 1
1 to investigate 2 to set 3 not being nominated
4 to tell him 5 not practising 6 making 7 us to stay
8 getting
For revision, go to Student’s Book: p125
TASK 2
9 throwing 10 to hang 11 seeing 12 taking
13 to stick 14 picking up 15 to reveal
For revision, go to Student’s Book: p122
Vocabulary
TASK 1
16 trading 17 greenhouse 18 reserve 19 sustainable
20 Acid 21 forest 22 fossil
For revision, go to Student’s Book: p123
TASK 2
23 project 24 direct 25 sleep 26 perserverence 27 effect
28 hoax 29 development 30 aggressive
For revision, go to Student’s Book: p126
9 to try 10 to lend 11 charging 12 making
13 hanging out 14 to empty 15 standing
For revision, go to Student’s Book: p122
Use of English
Vocabulary
31 A 32 C 33 C 34 D 35 B 36 D 37 B 38 D
For revision, go to Student’s Book: p126
TASK 1
16 conservation 17 ozone 18 carbon 19 landfill 20 fossil
21 trading 22 audit
For revision, go to Student’s Book: p123
TASK 2
23 influence 24 warning 25 layers 26 development
27 hoax 28 perseverance 29 behaviour 30 strength
For revision, go to Student’s Book: p126
Use of English
TASK 1
31 A 32 C 33 B 34 A 35 D 36 B 37 C 38 D
For revision, go to Student’s Book: p126
TASK 2
(1 point for each correct part)
39 persuaded me // to go
40 confessed to // knocking / having knocked
41 insisted on // me finishing / insisted (that) // I finish
42 were advised // against
43 vowed // not/never to take
44 reassured us (that) // there hadn’t
For revision, go to Student’s Book: p125
B2+
TASK 1
TASK 2
(1 point for each correct part)
39 were forbidden // to leave (from leaving)
40 complained about // having
41 assured me (that) // she hadn’t
42 urge us // to cut
43 hasn’t convinced me // to change
44 to envisage him // dreaming
For revision, go to Student’s Book: p125
SKILLS TEST A
Dictation
According to some people, / global warming is an elaborate
hoax, / designed to do financial damage / to certain economies. /
Nevertheless, most experts have expressed / disbelief at this
argument. / They insist that / climate change is a problem /
which affects us all / and we need to face up to it.
Listening
TASK 1
1C 2D 3F 4H 5A
TASK 2
6 E 7 B 8 H 9 F 10 D
Photocopiable © Pearson Education Limited 2018
167
PDF from sachtienganhhanoi.com
Listening
2ND EDITION
TEST ANSWER KEYS
TASK 1
11 C 12 A 13 D 14 D
TASK 2
15 Seth Bradshaw 16 William Snowden 17 Belinda Southall
18 Liza Strong
SKILLS TEST B
Dictation
According to some people, / global warming is an elaborate
hoax, / designed to do financial damage / to certain economies. /
Nevertheless, most experts have expressed / disbelief at this
argument. / They insist that / climate change is a problem /
which affects us all / and we need to face up to it.
Listening
TASK 1
B2+
TASK 2
(1 point for each correct part)
39 great deal of it // is buried
40 on the verge // of inventing
41 provided (that) // we leave
42 is always boasting // about being / is always boasting //
that he is
43 have a direct impact // on / have a direct effect // on
44 was expected // to do
LANGUAGE TEST B
Grammar
TASK 1
1 to finish 2 will have been studying / will have studied
3 hadn’t taken 4 doing 5 means 6 to find 7 Not having
8 to work
TASK 2
1D 2F 3A 4B 5H
9 has 10 wearing 11 picked up 12 looking 13 projected
14 choosing 15 to decide
TASK 2
Vocabulary
6 C 7 G 8 D 9 F 10 B
TASK 1
Reading
TASK 1
16 whole 17 demand 18 broadcast 19 binge 20 impact
21 behaviour 22 mood 23 gain
11 C 12 A 13 D 14 B
TASK 2
TASK 2
24 hoax 25 primetime 26 reserves 27 knackered
28 confess 29 perseverance 30 tune
15 William Matheson 16 Steve Fuller 17 Leonor Martinez
18 Jessica Holmes
REVIEW (UNITS 7–9)
LANGUAGE TEST A
Grammar
TASK 1
1 to start 2 enrolling 3 to apply 4 studied 5 finding
out about/(that) he find out about 6 offering
7 was working on / had been working on 8 had followed
TASK 2
9 countless 10 cutting down 11 to take up 12 stops
13 to support 14 is 15 Imagine
Vocabulary
TASK 1
16 mere 17 face 18 effect 19 natural 20 build 21 bond
22 provide 23 easy
TASK 2
24 binge 25 mistaken 26 fingertips 27 fossil 28 heartbeat
29 ratings 30 wetsuit
Use of English
TASK 1
31 C 32 A 33 B 34 B 35 A 36 B 37 C 38 D
168
Use of English
TASK 1
31 A 32 B 33 D 34 D 35 A 36 C 37 B 38 C
TASK 2
(one point for each correct part)
39 an awful lot // of rubbish 40 as long as // you don’t
41 don’t hesitate // to send 42 on the point // of leaving
43 advised me // to take 44 better // go easy on
SPEAKING
See p172 for Speaking marking scheme.
Sample answers
TASK 1
Candidate A
In the first picture, we can see a group of young people who
seem to be picking up litter in a city park. They might be doing
it because they’re unhappy with the state of the park and
because nobody else is cleaning it up. They might also think that
volunteering to do it themselves sets a good example for other
inhabitants. In contrast, the second picture shows a teenager
spending time with an older person. I imagine the older person
lives alone and the volunteer is there to keep them company.
They may have volunteered because they think it’s important
to prove support and care for older people. There are lots of
ways in which voluntary work can be a good experience for
young people. One is that helps them to form a connection
with the community they live in. It can also help you be a
more compassionate person who understands other people’s
problems and tries to solve them.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Reading
2ND EDITION
TEST ANSWER KEYS
TASK 2
A: Do you mind if I start?
B: No, go ahead.
A: I think that success at work is important because people
spend so much time at work. It’s a big part of your life.
B: That’s true. It can affect many other aspects of your life.
For example, if you’ve got problems at work, it can make
you stressed.
A: What about money?
B: It’s obvious that money is something we need but I’m not
sure that it’s necessary for happiness.
A: I agree with you, although a lot of people think that being
rich does make you happy.
B: You’re right. And what do you think about being fit and
healthy?
A: I think that’s important to people because they want to be
more attractive.
B: Yes, and the media is always telling us how we need to be
more attractive.
A: I think it’s easier to understand why people think a close
circle of friends is important. If you’ve got good friends, you
can share your problems with them.
B: Exactly, and they can help you solve them. I think the same
is true if you have a loving family.
A: Yes. There’s no doubt that the people who are closest to us
can help make us happier.
B2+
A: Why do you think that?
B: People say that ‘friends are the family we choose ourselves’.
They’ve got similar qualities to families but we’ve often got
more in common with our friends.
A: You’re right there. Apart from sharing secrets with them,
we’ve usually got the same interests and the same things
make you happy.
B: So, do we agree that a close circle of friends is most likely to
make us happy?
A: Yes, I think so.
WRITING
See p173 for Writing marking scheme.
Sample answer
Nowadays, there is a great deal of concern about levels of
health and fitness among young people. Even though young
people are more aware of the problems, obesity is a serious
problem for many teenagers. The main reasons for this are a lack
of education about food and nutrition and the cost of joining a
gym or sports club.
When given a choice, most young people would probably prefer
to eat food which is high in sugar and salt. Apart from being
far tastier, these foods are promoted all the time in television
advertisements, which make them seem more glamorous. For
that reason, it would be a good idea for the school to explain the
risks connected with eating junk food and how to eat healthily.
In addition to this, the school should try to ensure that all
students have the opportunity to take part in different sports
activities. Sports clubs and gyms offer a whole range of
activities for developing fitness, but the price is prohibitive for
many young people. On the other hand, schools usually have
their own sports fields and equipment, which they could make
available to students after school. These activities could either
be free or very cheap.
To sum up, there are a number of things schools can do to
promote health and fitness among their students. However,
the most important is educating young people to take health
and nutrition seriously. If they fail to do this, obesity and
illnesses such as diabetes will be a serious problem for the next
generation.
END OF YEAR
TEST A
Listening
TASK 1
1 gap year 2 audience 3 routines 4 message
5 (guest) writer 6 products 7 homesick 8 enthusiastic
9 well-organised
TASK 2
10 B 11 C 12 B 13 A 14 C 15 B
A: Personally, I’d say that having a loving family is more likely
to make us happy than the other ways.
B: It’s true that they’re probably the people who know us the
longest. However, I would say that close friends are just as
important.
Photocopiable © Pearson Education Limited 2018
169
PDF from sachtienganhhanoi.com
Candidate B
It’s difficult to say because they’re all worthwhile activities.
However, I would probably say that volunteering to help old
people is the most valuable because they are often lonely and
they might not have much contact with younger people. I think
it could help older and younger people understand each other
and they can also learn a lot from their conversations.
Candidate B
I’m going to choose the first and third pictures. They are both
very different ways of watching films. In the first picture, a man
seems to be watching a film on his smartphone whilst standing
on a train. On the other hand, the second picture shows a
couple watching a 3D film in a cinema. I suppose the first man
is doing it to pass the time on his way home from work and
one of the advantages of smartphones is that you can watch
films anywhere. However, the couple have probably gone to
the cinema so that they can see the film on a big screen and in
3D. They might also be enjoying the comfortable seats and the
surround sound. Although watching a film on your mobile phone
can be very convenient, it isn’t the same as watching one at the
cinema.
Candidate A
For me, there’s no doubt that going to the cinema is the best
way to enjoy a film. However, it can be quite expensive and a lot
of young people can’t afford to go very often. A good alternative
is watching a film at home with your friends. You can make your
own snacks and get comfortable on the sofa and it’s nearly as
much fun as the cinema.
2ND EDITION
2ND EDITION
B2+
Use of English
PART 2
TASK 1
31 C 32 A 33 D 34 B 35 A 36 C 37 D 38 C 39 D
40 B
Sample answer
Candidate A
I’m going to talk about the first and third pictures, which show
people learning things in quite different ways. In the first one,
there are two young boys who seem to be building something
like a robot. The older boy is reading a set of instructions and
it looks like he’s showing the younger how to make it. I imagine
they’re making it for fun but they’re probably learning some
useful skills at the same time. On the other hand, the third
picture shows someone who’s learning to drive, or perhaps
taking her driving test. The instructor seems to be telling her to
do something. She’s probably learning to drive because it will
make her life easier as she’ll have more independence. It’s hard
to say which is more difficult because they’re learning different
very things. However, there’s a lot of pressure when you’re
learning to drive so perhaps it more difficult.
Candidate B
The first two pictures seem to show people learning things
for pleasure whereas learning to drive is a necessity for many
people. If you can’t drive, it’s more difficult to get around and it
might even be hard to get to work or school. So for me, learning
to drive is definitely more useful.
Candidate A
In the first picture we can see a scientist or a doctor who
seems to be using virtual reality to look at some images of the
human body. His hands are in the air and he may be using them
to move the images around and look at them from different
angles. In contrast, the third picture shows someone using some
sort of flying robot to fly over some fields. It’s not very clear
what they’re doing but maybe the robot is being used to create
a map of the field or to look for something. It could be a farmer
using it to decide where to plant the crops in his field. I think
that in most cases, technology makes our lives our easier. For
the doctor, it probably means that he doesn’t need to operate
on a person to make a diagnosis. The farmer, on the other hand,
can see their land in a way which would be impossible without a
plane or helicopter.
Candidate B
I think all of these types of technology could have a huge impact
on our lives, for different reasons. However, I’d say that the
use of virtual reality obviously in medicine could be the most
important innovation because it means that doctors, especially
trainees, can practise operations without the risk of hurting a
human patient.
TASK 2
PART 3
16 to 17 what 18 more 19 had 20 have 21 enough
22 which
TASK 2
23 response 24 inspiration 25 Unexpectedly 26 alternative
27 unrenewable 28 invaluable / valuable 29 currently
30 discontinue
Reading
TASK 1
31 B 32 A 33 D 34 A 35 C 36 B 37 A 38 D 39 B
40 C
TASK 2
41 C 42 D 43 C 44 A 45 B
TEST B
Listening
TASK 1
1 online journal 2 straightforward 3 advice 4 paragraphs
5 living 6 products 7 the road 8 difficulties 9 updating
TASK 2
10 A 11 B 12 C 13 B 14 C 15 A
Use of English
TASK 1
16 to 17 have 18 more 19 been 20 What 21 which
22 be
TASK 2
23 consumption 24 apparently 25 recyclable
26 surprisingly 27 reduction 28 possibility 29 dramatic
30 irresponsible
Reading
TASK 1
41 C 42 D 43 B 44 B 45 A
SPEAKING
See p172 for Speaking marking scheme.
PART 1
Candidate’s own answers.
170
Sample answer
A: Would you like to start?
B: OK. So I’d say that listening to other people’s problems can
be a really important way of helping people because you
can help them solve their problems.
A: That’s true, and even if you can’t solve the problem, just
sharing it can make you feel better. And what about
preparing a meal for someone?
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
TEST ANSWER KEYS
TEST ANSWER KEYS
A: I know, and if nobody helps them, they might not get a
proper meal.
B: Do you think giving people money can be helpful?
A: I think so. Not having money can be very stressful and just
giving a little can reduce that stress.
B: I think you’ve got a point there. What do you think about
helping with household chores?
A: Well, there are different reasons for doing that. Again, it
could be because they are old or disabled and can’t do it
themselves.
B: Yes, or perhaps because it’s a teenager helping out at home.
A: Exactly. Perhaps they get some pocket money in exchange
for doing housework, like I used to!
B: And why would you help someone write a letter?
A: It could be because it’s a difficult letter, like a letter you
send to a government office or a bank, and you’re not sure
how to write it properly.
B: So, which do you think are the most helpful?
A: I’m not really sure. I think preparing a meal for someone
can be really useful, especially if they can’t do it themselves.
What do you think?
B: That’s a good point because not having that help can have
a negative impact on someone’s health and well-being.
However, I think that a lot of people already get help with
that, either by their family or friends.
WRITING
See p173 for Writing marking scheme.
TASK 1
Sample answer
Social media have had a significant impact on our lives and have
improved them in many ways. Nevertheless, there are a number
of negative effects that we should also be concerned about.
such as the problems of addiction to social media, particularly
among young people, and the spread of so-called fake news.
Research shows that many individuals are addicted to social
media, spending large amounts of their day connected to social
media sites like Facebook or Twitter. They find it difficult to put
down their mobile devices, which causes problems at school
and at work. Not only that, but they may also have problems
forming bonds with other people because they are only thinking
about their favourite apps.
In contrast to this, fake news is a problem which affects large
groups of people rather than only individuals. The problem with
social media is that they encourage people to contribute or
recommend news articles in order to get likes or ratings.
B2+
However, this news is not checked for accuracy in the same way
that traditional news articles are. Readers are often unable to
tell whether the news is true or fake.
To sum up, these problems are very different, as one damages
the lives of individuals whereas the other is a social problem.
However, given the state of the world at the moment, I would
argue that fake news is a more worrying problem because it can
lead to intolerance and hatred. If social media is not controlled
in a better way, it could cause serious problems in the future.
TASK 2
Sample answer
Hi Heidi,
It’s lovely to hear from you. It’s been ages. I’m really interested
to hear that you’re thinking about learning a new language.
As you know, I’ve always enjoyed learning new languages and
I’ve tried all sorts of ways, like face-to face classes, online courses
and different apps. Without a doubt, the best way to learn is
with face-to-face classes. Provided you go to most of the classes
and do all the homework, you can really get a lot out of it.
Classes are usually for two or three hours a week so you should
have enough time. If you can’t attend some classes, I’m sure you
could speak to the teacher to find out what you’ve missed.
The main advantage of face-to-face classes is that you get to
practise your speaking on a regular basis, which you can’t do
with apps or many online courses. What’s more, if you’ve got an
experienced teacher, they’ll be able to help you with grammar
and vocabulary. I have to admit that some teachers do teach
too much grammar, which can be a bit boring. I’d recommend
speaking to them before you start so that you can find out what
their teaching style is. You should also find out whether there
are any course books because a good book will help you learn
more.
Anyway, I think that’s all for now but please let me know how
you get on. If you need any more advice, just tell me!
Lots of love to you and your family!
Georgina
Photocopiable © Pearson Education Limited 2018
171
PDF from sachtienganhhanoi.com
B: That can be really helpful, especially for the elderly or
disabled. It might seem simple to us but it can be a real
challenge for some people.
2ND EDITION
TEST ANSWER KEYS
2ND EDITION
B2+
SPEAKING
SPOKEN PRODUCTION
AND FLUENCY
SPOKEN
INTERACTION
RANGE
ACCURACY
Length of contribution
Ability to maintain or
develop interaction
Structure
Structure
Vocabulary
Vocabulary
Discourse/communicative
functions
Appropriacy of
vocabulary
Intelligibility
Pausing & hesitation
Cohesion
5
All utterances
are relevant to
the task. All task
requirements fully
completed.
Coherence
Appropriacy
Repair strategies
Pragmatic Strategies
Can present clear
information on
unfamiliar complex
subjects and integrate
sub-themes. Can
construct information
so that it is wellorganised, interesting
and persuasive for the
audience using complex
cohesive devices. Speaks
fluently and with
immediacy in almost all
instances and uses stress
and intonation to convey
subtle or inferential
meanings.
Can present clear
information on
unfamiliar complex
subjects and integrate
sub-themes. Can
construct information
so that it is wellorganised, interesting
and persuasive for
the audience using
complex cohesive
devices. Speaks fluently
and with immediacy
in almost all instances
and uses stress and
intonation to convey
subtle or inferential
meanings.
4
Candidates will demonstrate elements of bands 3 and 5.
3
Minor irrelevances
and/or omissions
may be present.
Task requirements
on the whole
completed.
2
Candidates will demonstrate elements of bands 1 and 3.
1
Irrelevances and
misinterpretation
of task may be
present. Task
requirements not
all completed.
0
Speech irrelevant or incomprehensible.
172
Can present clearly
focused information
and points of view using
extended stretches
of language. Can talk
about a variety of
topics and effectively
connect ideas and
arguments with complex
language. Occasional
hesitation; uses stress
and intonation to convey
meaning effectively.
Can present clear,
detailed information
and points of view
on a wide range of
familiar topics. Can use
functional language to
express evaluation, make
supporting points and
give relevant examples
and to express feelings.
Can use cohesive
devices to connect
arguments though
this may be clumsy
in places. There are
only minor hesitations
and contributions
are intelligible using
intonation and stress
to convey meaning,
though this is not always
consistent.
Can present clearly
focused information
and points of view
using extended
stretches of language.
Can talk about a
variety of topics and
effectively connect
ideas and arguments
with complex language.
Occasional hesitation;
uses stress and
intonation to convey
meaning effectively.
Can present clear,
detailed information
and points of view
on a wide range of
familiar topics. Can use
functional language
to express evaluation,
make supporting
points and give
relevant examples and
to express feelings.
Can use cohesive
devices to connect
arguments though
this may be clumsy
in places. There are
only minor hesitations
and contributions
are intelligible using
intonation and stress
to convey meaning,
though this is not
always consistent.
Functions
Can express a wide range of
ideas and opinions and connect
contributions to the other
speakers coherently. Responds
spontaneously and is flexible in
a wide variety of contexts and
can manipulate language for
humour and emotive purposes.
Can exploit a range of functions,
take the floor and argue a view
point convincingly. Can infer
and express attitude, mood and
intention. Always selects language
appropriate to the audience.
Communicates with
a high degree of
accuracy across a
very wide range of
topics.
Can express ideas, including
abstract ideas, and opinions
with precision and present
and respond to complex or
hypothetical lines of argument
convincingly. Can help develop
discussions by following up
statements and inferences. Can
select language appropriate to
the context and audience and
paraphrase where necessary.
Only occasionally needs to ask for
clarification.
Communicates with
accuracy on a wide
range of topics.
Makes occasional
errors when dealing
with complex
abstract topics but
these do not prevent
understanding.
Can self-correct.
Errors may be
either fossilized
L1 interference or
reflect L1 identity.
Can open or take the lead in an
exchange and is sensitive to turntaking. Can expand coherently
and appropriately on points and
clearly express and invite points
of view although this is not always
fluent when discussing unfamiliar
topics. Can reformulate responses
with ease and ask for clarification
for less familiar topics.
Communicates
with accuracy on
most topics and in
most contexts. May
make errors when
talking about very
unfamiliar or more
abstract topics but
these do not prevent
understanding.
Can self-correct.
Some errors may
be either fossilized
L1 interference or
reflect L1 identity.
Very occasional
minor errors that
do not distract.
Most errors may
be either fossilized
L1 interference or
reflect L1 identity.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
TASK
ACHIEVEMENT
TEST ANSWER KEYS
2ND EDITION
B2+
WRITING
25 score points in total. Responses are scored according to how well students perform against the following criteria.
TASK ACHIEVEMENT
ORGANISATION &
STRUCTURE
RANGE
ACCURACY
All content is
relevant to the task.
Target reader is fully
informed.
Can express a wide range
of ideas and opinion
and connect with and
effectively summarise a
range of external sources.
Can manipulate language
for humour or emotive
purposes, and exploit
a range of functions
and argue a viewpoint
convincingly. Can express
attitude and intention and
express a strong authorial
voice.
Can present clear
information on unfamiliar
complex subjects and
integrate sub-themes. Can
construct information so
that it is well-organised,
interesting and persuasive
for the target reader
using complex cohesive
devices within and across
paragraphs.
Has a very wide range
of resources to draw on
in terms of vocabulary,
structure and functions.
Has a broad lexical
repertoire including
idiomatic expressions.
Can exploit non-literal
meaning of a wide range
of fixed phrases and
structures. Can express
themselves clearly on a
wide range of general,
academic or professional
topics.
Communicates with a
high degree of accuracy
across a very wide range
of topics. Very occasional
minor errors that do
not interfere with
understanding.
Uses a good and varied
range of vocabulary,
collocations and some
complex functions. Is
able to express ideas and
opinions on most topics
without circumlocution.
Can exploit non-literal
meanings of everyday
fixed phrases. Can use
a variety of discourse
devices within and across
paragraphs for audience
effect.
Communicates with
accuracy on a wide
range of topics. May
still create some clumsy
expressions or structures
when writing about
complex abstract topics
but these do not prevent
understanding.
Uses a good range of
vocabulary, collocations
and functions and can
express ideas and opinions
on some abstract and
cultural topics. Can use
paraphrase to avoid
repetition. Has a good
range of discourse devices
but lexical gaps can still
cause circumlocution. May
have some features of
style from L1 interference.
Communicates with
accuracy on most topics
and in most contexts.
May make errors when
dealing with very
unfamiliar or abstract
topics but these do not
prevent understanding.
4
Candidates will demonstrate elements of bands 3 and 5.
3
Minor irrelevances
and/or omissions
may be present.
Target reader is on
the whole informed.
Can write an essay,
proposal or report that
develops an argument
systematically, with
appropriate highlighting
of significant points and
relevant supporting detail.
Can evaluate different ideas
or solutions to a problem.
Can summarise main
points and arguments from
external sources. Can write
articles and reviews with
good expression of self that
persuade and/or engage.
Can produce standard
features of a variety of
texts.
Can present clearly
focused information
and points of view using
extended stretches of
language. Can write
about a variety of topics
and effectively connect
ideas and arguments with
complex language.
May use features of L1
style to express identity.
2
Candidates will demonstrate elements of bands 1 and 3.
1
Irrelevances and
misinterpretation of
task may be present.
Target reader is
minimally informed.
0
Can write an essay or
report which develops an
argument, giving reasons
in support of or against a
particular point of view and
explaining the advantages
and disadvantages of
various options. Can
develop a clear description
or narrative, expanding and
supporting main points
with relevant supporting
detail and examples with
good expression of self.
Can write a simple proposal
on a familiar topic. Can
summarise main points
from external sources. Can
write a range of formal
letters/emails which have
the desired effect on the
target reader.
Can present clear, detailed
information and points
of view on a wide range
of familiar topics. Can use
functional language to
express evaluation, make
supporting points and
give relevant examples
to express feelings. Can
use cohesive devices to
connect arguments across
paragraphs though this
may be awkward in places.
Can produce standard
features of different
text types though not
always appropriately
when dealing with more
complex topics.
Generally accurate
punctuation and spelling.
Learners with non-Latin
L1 alphabets may still
make minor mistakes in
spelling of less frequent
or longer words.
Generally accurate
punctuation and spelling.
Learners with non-Latin
L1 alphabets may still
make minor mistakes in
spelling of less frequent
or longer words.
Makes very few mistakes
in punctuation and
with only less familiar
formats and in spelling
of less familiar words.
Learners with non-Latin
L1 alphabets may make
mistakes in spelling of
less frequent or longer
words.
Content is totally irrelevant. Target reader is not informed.
Photocopiable © Pearson Education Limited 2018
173
PDF from sachtienganhhanoi.com
5
CONTENT
TESTS AUDIOSCRIPTS
2ND EDITION
B2+
Unit 1 Skills Test Dictation
N: Three. You hear two friends discussing a demonstration.
I must admit I’m a pretty unusual woman. I took up boxing
when I was 14 and was the only girl in my club. I came up
against problems, as you would expect, but I’ve overcome
them all. Boxing really helped me fulfil my potential.
A: I’m definitely going on the demonstration tomorrow. It’s a
shame I didn’t get involved in this before.
N = Narrator
N: One. You hear two friends discussing women in sport.
A: The thing is, I really resent the way that women in sport are
portrayed in the media. They’re often made out to be less able
than men to cope with the challenges of physical activity.
B: You mean being weaker than men?
A: Yeah, partly. I mean, clearly it’s undeniable that the
strongest men are stronger than the strongest women,
but I feel really passionately that overall, sportswomen
are definitely just as able as sportsmen to cope with the
demands of competitive sport on a mental level. OK we’ve
all seen female athletes in tears after losing a race, but I’ve
also seen men in a similar state!
B: That’s true. And women work just as hard as men when
preparing for competition. They push themselves equally
hard to reach the highest standards possible. I mean, you
only have to look at the Olympics. The performances there
clearly show the strengths and abilities that top female
athletes possess.
A: And that’s not just in the ‘lighter’, ‘easier’ sports.
B: I know – women can do any sport that men do – think
of boxing, weight lifting and so on. In my opinion, it’s
the funding aspect of it all that gives people the wrong
impression of female athletes. They get less sponsorship
money than the men, and for example in tennis, they get
less prize money
A: Exactly. That’s what makes people value female athletes less.
N: Two. You hear two friends discussing taking up running.
A: Do you remember how it felt the first time you took up
running?
B: Sure! I didn’t think I needed anyone to tell me what to do.
How wrong was I?! I didn’t have the right footwear and
didn’t know whether I should be running slowly or fast or
for what distance. I ended up with swollen ankles and lower
back ache. How about you?
A: Well, I joined a gym to lose weight and got some good advice
from the personal trainer. He suggested starting out on a
running machine. I didn’t have a lot of spare time, so it fitted
in well either before or after work. It was a bit monotonous,
and – you don’t talk to many people! But it got me started.
Joining this running club has been much better.
B: Yeah, the people are fantastic. They helped me plan my
runs, gently increasing the distance and helping me on
those days when I felt tired. They really helped me to keep
on track with my running goals. I’m never going to be
entering competitions or anything, but I’m a lot fitter.
A: You’re right. The information I got really helped me to keep
going and set goals that I could work towards for those first
runs, in ways that I couldn’t have achieved alone. They were
so supportive, and that’s how I ended up entering my first
competitive races.
174
A: That is so true – it’s a focal point for the whole neighbourhood.
It’s good to know that people like us are fighting it, but I have
a bad feeling about this. I’m starting to despair that they’ll
ever take any notice and stop the plans.
B: We have to be positive. There was a piece on the news
yesterday that mentioned that the local council is going
to be carrying out more surveys. And the online petition is
doing very well too.
A: That’s good, although I’m still not sure how effective those
are. I doubt that they really change the opinions of people
in charge.
B: I signed one a few months ago to stop a development
on parkland and so many people signed it that the
development was stopped. Not all petitions get such good
results but we have to hope this one combined with our
demonstrations will do the job!
Unit 2 Skills Test Dictation
Some people find it hard to switch off and pay too much
attention to their surroundings. Personally, I’ve never had
that problem. I just pick up a book, climb into the story, and
disappear into another world. What helps me relax is a good
fantasy novel, which is an excellent distraction from the
pressures of everyday life.
Unit 2 Skills Test Listening
1: It’s funny, I was never any good at English as a kid. I always
used to mess up my grammar tests. And that’s all we ever
seemed to study, grammar, grammar, grammar. It wasn’t
really a language, more like a code. I never actually had
much insight into why we were studying it, and we were
never asked if we wanted to. It was just the thing we all had
to study. Working as a roadie now, it’s totally different.
I travel with bands around the world, setting up and playing
their instruments for them before each concert. I also do a
fair amount of organising. English is the one language you
absolutely need as you travel from country to country.
2: Working in a hospital in the US, I use English all the time
to communicate with my patients. Of course, living in the
US, the majority of people I meet are American, but we
do also get quite a few people who have recently moved
to the country and settled in the local community, whose
language I don’t speak, so unsurprisingly, English is our best
way of communicating with them. I never really had a lot
of formal lessons in English as a kid. Growing up near the
US border in Mexico, there were lots of programmes, and
dramas and films from the States in English that we could
see, and I just picked it up from there.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Unit 1 Skills Test Listening
B: I’m the same. I used to moan a lot about things I didn’t
like but never did anything. The thing is, if you feel really
passionately about something and you want to get it
changed, you need to act. And we both feel passionately
about this. The sports centre mustn’t close! It isn’t only a
place to do sports and keep healthy – it’s central to the local
community where people, young and old, can meet and
have fun.
TESTS AUDIOSCRIPTS
4: Working in my industry, writing all the code for all of the
online gaming video games that you see, I use English a lot.
The job’s not as glamorous as it may sound.
I mean, you know, I can spend a whole month, like, just
working out how to animate someone’s arm! Anyway,
English is important, as the programmers are spread around
the world, and the one language we all use in our weekly
meetings is English. It’s funny to think that a language I
learnt on family holidays abroad by hanging around with
lots of other kids from other countries in the swimming
pool and on the beach, has become such an important part
of my job.
5: Growing up, I was fascinated by cars. We didn’t have a car
ourselves, but I used to watch lots of the big-name car
programmes made in the UK and US that were available to
see on the internet. I moved to Greece a few years ago and
my job involves interacting with lots of tourists from my
native country, Germany.
Whilst a lot of younger tourists speak some English, very
few speak Greek, so whenever they require information or
there’s a problem for example, a tourist loses his passport,
I’m needed to explain in English, Greek or German what’s
happened and help to solve the problem.
Unit 3 Skills Test Dictation
Until recently it was believed by many that growing up
bilingual or speaking two or more languages could cause
language delay in a child or even damage mental development.
This has been proved wrong. In fact we now know that
speaking more than one language can positively influence
learning.
Unit 3 Skills Test Listening
I = Interviewer; J = James; B = Barbara
I: Today we’re looking at the subject of languages. My guests
are James Kelly and Professor Barbara Forza. James, could
you tell our listeners what you do?
J: Well, we have both – in the past – been language teachers.
However now we focus on a different side of language
teaching. I train language teachers and write books about
modern techniques in language teaching. Professor Forza
is a university professor and she is more involved in the
research behind the techniques and she also publishes
books on language theories. She’s more of an academic
than I am!
I: Thanks. Professor Forza, I understand that language was an
important issue to you from a young age, wasn’t it?
B2+
B: That’s right. I was born in Switzerland to Italian- and
German-speaking parents, and we moved to Scotland when
I was six. In Switzerland, we spoke both Italian and German
at school, with a bit of French, but I’d never spoken English
until we moved to Glasgow. Suddenly, I found myself unable
to communicate with the kids around me or my teacher.
The only people who understood me were my parents
and sister. It was an incredibly isolating experience, having
my ability to communicate with the world removed from
me. The neighbours looked at us as though we were from
another planet! But before too long, I started picking up the
language from the other kids in school.
I: And how did your teacher treat you?
B: Well, he had no sympathy at all. I mean, I was already having
a difficult time with the culture shock of moving to a new
country, but my first teacher just didn’t understand that I
wasn’t being lazy or trying to be difficult. I just … genuinely
didn’t have a clue what he was saying! And in many ways,
I think that was good for me. As with so many learners, it
was the total immersion that forced me to work and make
the connections. It was really sink or swim. So, I just worked
at making friends, at learning through play, and through
learning by doing. It wasn’t easy, of course, but I think what
we can see from that experience is that you don’t have to
be formally taught a language to learn it successfully.
I: James, what was your first experience of language learning?
J: Interestingly, I also grew up in Scotland, but my family
just spoke English. At school we were taught French, but
I just didn’t understand it. I went to university to study
Geography and really didn’t have any contact with language
teaching until I decided I wanted to try working abroad. I
checked out courses to learn how to become an Englishlanguage teacher and that’s where it all started. My biggest
learning curve was moving to Spain. I couldn’t speak
Spanish and only had English as my tool for communicating
with my students in the classroom. That meant I had
to be creative and resourceful, and well, it sparked my
imagination. I went on to write and produce my own
language-learning videos and books. If you’d told me as a
kid I’d be teaching people how to learn and teach languages
I’d never have believed you!
I: Do you need to speak other languages to be a language
teacher?
B: No, but it helps. Putting yourself in the place of the learner –
and understanding the confusion, the need for practice,
the mistakes and finally the success – it helps you to predict
the types of problems that the learner might meet. I’m not
saying that a teacher can’t also learn all that while he or she is
actually doing the job, but as I said before, it definitely helps.
I: I hear that you’ve both recently started on a joint venture
together – podcasts.
B: Yes. We wanted to put together something that was easily
accessed by teachers, on their phone, or tablet, but in small
chunks so that the busy teacher can use it when they have a
free moment. Well, 15 minutes!
Photocopiable © Pearson Education Limited 2018
175
PDF from sachtienganhhanoi.com
3: In Greece, where I grew up, there’s a lot of pressure from
everyone to learn English to a very high standard from
a very young age. It wasn’t exactly a passion of mine,
personally, more of a part of life. Now that I work in the
airport, I occasionally have to work on the security desk
checking passports. We have a lot of tourists, and inevitably,
if there are problems, the one language that everyone
knows a bit of is English, so I use it to get over those
technical language problems.
2ND EDITION
TESTS AUDIOSCRIPTS
2ND EDITION
B2+
J: The aim is to make it as easy to access as possible. It’s
something teachers can take with them and listen to on
the commute to work. Of course, it’s not the same as
attending a training course or reading books on teaching,
but what we’ve done here is to put together a series of
engaging, stimulating – and hopefully entertaining – pieces
on teaching ideas – for example, current research into
language-learning, which is an area most teachers rarely get
to hear about.
I did eventually get to spend some time in Melbourne, I do
love bustling city life – I was a waitress in a hotel and the tips
topped up my wages nicely. I ended up earning well over what
a colleague of mine working as a receptionist in the same hotel
was making!
I: Sounds interesting! Good luck with the series. Thank you
both …
I have to say that the long hours and high temperatures made
fruit picking challenging, but on the other hand, I was in the
fresh air and got a terrific tan!
The benefits of taking a break from our academic or working
life are generally accepted. Giving ourselves the chance to relax
from time to time is essential and enables us to return to our
work or studies refreshed and more creative. Whether it’s a
package holiday in the sun or a weekend in a bustling capital
city, we should not underestimate the value of a holiday.
Unit 4 Skills Test Listening
Hello everyone, I understand that you’re all considering a
working holiday before you go on to University. I’m Hannah,
and I’m here to offer you some insight into my experience. I’m
just back from a year in Australia, which was truly inspirational.
The fact that I extended the original length of my trip by six
months is probably an indicator of how much I enjoyed the
time! But seriously – whether you’re planning to go a couple
of months or longer, it’s definitely worth working abroad,
not least because you’re earning money while getting to
experience a whole new culture.
Why did I choose Australia? Well it had been on my ‘places
to visit’ list for a long time and it’s got a big advantage in
that it’s English-speaking and I am not a linguist – however, I
suppose the greatest attraction for me was that I had family
connections out there and I knew I’d get support if I really
needed it – as opposed to Japan or Brazil – both of which I’d
been considering.
Sorting out everything official before I headed off was timeconsuming and slightly daunting. However, getting a visa
was nowhere near as difficult as I’d imagined. What did worry
me slightly was ensuring that I had accumulated all the right
paperwork in order to enter the country – like proof of the
money I had in bank accounts and so on.
The next step was finding a decent job that would pay
relatively well, but which also allowed me enough time to
explore where I was.
After a few days checking out restaurant work, I realised that
there were lots of people looking for similar jobs, so I had a
re-think and headed for Southern Australia to do some farm
work. I ended up picking oranges for two months!
The bonus of this was that it earned me enough to travel for a
while, taking in a lot of music festivals around Adelaide, which
was brilliant! I’d wanted to include a trip to Kangaroo Island to
see the amazing sea lions, but sadly, time didn’t really allow for
that.
176
For me the value of a working holiday like the one I had is that
it broadens your horizons. I can’t say that the jobs I did will
necessarily be of practical use in a future career, but you meet
different people from around the world – and above all, you
have a period of complete freedom before settling down to
studying again.
Unit 5 Skills Test Dictation
Citizenship is difficult to define. Some people suggest that it
is just about being the legal citizen of a country or learning
about your country’s laws and history. However, being a good
citizen is a great deal more. Active participation in community
life and behaving responsibly in public are just as important.
Unit 5 Skills Test Listening
1: I haven’t been in this area for long but already I’ve had enough
of it. In fact, I’m intent on finding something else as soon as
possible. The problem is that I just don’t get on with any of
the people around here. And I don’t really want to, either.
None of my neighbours has ever made any effort to have a
conversation and even the shopkeepers are rude to me.
I still carry on being friendly to everyone and I try my best
not to let it get to me. However, it is getting me down
because I feel like I’m not welcome. I can’t wait to move
somewhere else, where my neighbours actually talk to me.
2: This is generally considered one of the nicer parts of town.
We all take pride in creating a good impression and almost
all the people in my street are great neighbours. Thing is,
the family next door clearly don’t see things in the same
way. The paint is peeling off the outside walls and the
garden is a mess, yet they’ve done absolutely nothing about
it. What I’m worried about is that it’s affecting house prices
in our street.
After all, who wants to buy a house next door to one that
looks shabby and in bad condition? Not long ago, I tried to
persuade my neighbours to tidy their house up a bit and, to
be fair, they said would … but let’s see what happens.
3: What appealed to us most about this area was the liveliness
of the place and that’s why we ended up moving here. What
we didn’t realise though, is that we’d never get a good
night’s sleep! The house next door is rented by students and
if they’re not having loud parties, they’re talking at the tops
of their voices at one o’clock in the morning. I spoke to the
landlord and told him how annoyed I was, but he just said
‘What do you expect? You live near a university.’ Of course,
he’s right … I just wish we’d thought about that before we
moved in.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Unit 4 Skills Test Dictation
People often ask which job I preferred and to tell the truth
there were pros and cons to each. Both were rewarding in that
they pushed me out of my comfort zone and taught me new
skills.
4: This used to be a nice close-knit neighbourhood. People
would help each other out and we all looked out for each
other. Now, no one seems to care.
If you just look around you … there’s graffiti everywhere,
the bus stop has been vandalised … It’s heart-breaking but
it’s virtually impossible to get anyone to do anything about
it. For example, last month I tried to get everyone together
to talk about the situation but only one person turned up.
Their lack of interest really gets to me!
5: I was born and raised in this neighbourhood, so despite our
new neighbours, I definitely won’t be moving away. They’ll
have to leave first and they can take their horrible dogs with
them! I’ve got nothing against these creatures in general
but when I see them outside my house, it really winds me
up. Half the time, the owner doesn’t even have them on a
lead. They’re a dangerous breed and I can’t imagine what
they might do to my kids. To be honest, I haven’t said
anything to the owners but I did speak to the police about
it, so hopefully they’ll sort it out.
Unit 6 Skills Test Dictation
Green spaces are invaluable to cities for a number of reasons.
One is that they can reduce air pollution, making the air
cleaner. They also help control the levels of ground water in
a city. This means that a city is less likely to flood during rainy
spells.
Unit 6 Skills Test Listening
I = Interviewer; B = Belinda; K = Keith
I: Today, I’m joined by urban planning student Belinda
Mayhew, and town planner, Keith Hughes. So, Belinda, could
you tell us what urban planning is?
B: It’s basically the job of planning what a city, or parts of a
city, should be like. For example, where roads ought to be
located, how many lanes they should have, or how we can
make a new building blend in with its surroundings, and
so on. But that probably makes it sound far simpler than it
really is.
K: I’d have to agree. Urban planning takes a number of
different factors into account, such as the effect of
any changes on the residents. It also needs to consider
environmental and health factors as well as financial ones.
To be honest, I’d say that urban planners are as much
sociologists and psychologists as designers and engineers.
We don’t put a park in a certain place just because it fits
there or looks pretty. We put it there for a reason, which
may be to help reduce the effects of traffic pollution or
because local people need somewhere to exercise.
I: So, what’s the history of urban planning?
K: I’m sure that ever since the first human settlements, there
must have been some element of planning … but the first
large-scale examples of urban planning that we know about
were in ancient civilizations like those of Egypt and India.
Archaeological evidence shows us that some cities were
clearly laid out according to a managed design.
2ND EDITION
B2+
It’s even been suggested that some of these designs
were intended to improve noise reduction and privacy for
residents. There is, of course, no shortage of evidence to
suggest that early American civilizations had mastered
many aspects of urban planning, with running water and
sewer systems.
I: Belinda, you’ve researched urban planning from Roman
times, haven’t you?
B: Yes, and it’s absolutely fascinating. As they spread out
further across Europe and into Africa, it was necessary for
the Romans to build new cities from scratch. This meant
that they could literally draw up a plan and then build the
city to those specifications. They had very strong views on
planning, which often involved grid systems centred around
a public square. Everything was very ordered and the
streets were nearly all the same width.
It’s worth pointing out that this sense of order is a principle
that urban planners still try to adhere to.
I: So, if order is so important, why is it that so many European
towns seem to be completely disorganised?
B: Well, it depends on the area that you’re talking about and
its history. When we think of medieval towns, they are often
full of twisty streets, which suggests there was limited
urban planning. There are many cities, such as Paris, that
have emerged from these chaotic origins. However, what
you usually see is that the modern parts of those cities
tend to be far more organised. Barcelona is a wonderful
example of this, where you have winding streets dating
back to medieval times. These contrast nicely, I think, with
the organised grid system employed by city planners in the
19th and 20th centuries.
I: Wouldn’t it make sense for planners to rebuild old cities in a
more organised way?
K: Not really! For one thing, the older parts of our towns are
often the most attractive. This is what attracts tourists
to cities like Venice. Not only that, but the smaller scale
of the streets and buildings is more welcoming. We feel
more at home in them because they aren’t surrounded
by skyscrapers. Instead, what we should be doing is to
find ways to make them more convenient to live in, while
maintaining respect for the more traditional architecture at
the same time.
B: I couldn’t agree more. I’ve come across some unusual
examples of cities finding innovative ways of doing that.
For example, in Medellin, in Colombia, the residential
neighbourhoods are built on steep hills, with narrow streets.
They’re absolutely charming and full of life, but it is difficult
to provide adequate public transport.
Buses find them hard to negotiate and the streets tend
to suffer congestion, which is a major problem for people
trying to get to work. The solution they’ve come up with is
to build a cable car which rises high above the streets and
can transport people efficiently to different points in the
city. It’s been a hit with residents and has transformed the
way the locals move around.
Photocopiable © Pearson Education Limited 2018
177
PDF from sachtienganhhanoi.com
TESTS AUDIOSCRIPTS
TESTS AUDIOSCRIPTS
Epicurus was an ancient Greek philosopher who was wellknown for his views on the importance of happiness. In
contrast to other philosophers of his time, he claimed that
the mind and body are connected. Therefore, if the mind
experiences pleasure, this can only be good for the body.
Unit 7 Skills Test Listening
B2+
Since then I’ve organised mindfulness training sessions with
the teachers, which have proved very popular. They say it
has taught them how to deal with stress and become more
focused in the classroom. Interestingly, many of them have
also started using it in their classrooms and they’ve reported
an improvement in classroom behaviour. They say students
seem more considerate towards each other and are more
engaged in their lessons ...
I work as a school counsellor in a secondary school. On the
one hand, my job involves talking to students about academic
matters and providing careers advice. But on the other, it’s
about helping students deal with issues that are having a
negative effect on their performance at school. Sometimes
this is to do with problems they’re having at home. At others,
it’s helping them to deal with things like bullying at school.
Unit 8 Skills Test Dictation
I actually started out as a history teacher but it’d always been
my plan to become a counsellor. I’d had quite a difficult time
at school myself, but there was no such thing as a school
counsellor in those days. However, a sympathetic teacher
had helped me overcome certain personal difficulties and she
inspired me to want to help other children. After training to be
a teacher, I had to get five years classroom experience before
I could become a counsellor. Then, as soon as I could, I applied
for a counsellor’s post in a local school. Although it can be
difficult at times, it’s extremely rewarding when you manage to
help a student overcome a problem.
Unit 8 Skills Test Listening
A large part of my job is working with the teaching staff.
We are constantly monitoring students’ grades and behaviour
to see whether there have been any significant changes. For
example, a sudden drop in marks, combined with aggressive
behaviour at school, warns us that a student might be going
through some difficulties.
B: That’s not a bad idea, but imagine you were just reading
those types of stories all the time, wouldn’t you start to
lose interest after a while? It might make more sense to
stick with a topic for a month or two before switching
to something else. That would give people the chance to
propose other ones that are of interest to them.
Once we have identified a potential problem, I work closely
with teachers, parents and students to try to resolve it. The
solution is different for every student. For some, it may involve
keeping a diary, whereas others may need to spend more time
doing exercise.
A: I was also thinking about how we’d choose the books. You’re
saying the members should be able to make suggestions
themselves. To be honest, I hadn’t thought of that myself,
but I guess that make would sense. Of course, there’d have
to be a leader to ensure the books were chosen fairly and
stop members getting into arguments.
I’m also responsible for training our teachers on how to be
effective counsellors themselves. Teachers are in daily contact
with their students and probably spend more time with them
than anyone else. They’re in the ideal position to see when
something’s wrong and find ways of sorting out the problem
before it becomes too serious.
One of the techniques I’ve been working on recently with our
teachers is something called mindfulness. There’s been a lot of
talk about it in the media over the last ten years and initially I
was sceptical about it. In education, it has been used to calm
students down, pay attention in class and form stronger bonds
with their classmates.
After getting permission from the head teacher, I enrolled
on a mindfulness course. The first thing I learnt was that
mindfulness is about focusing on the present and your own
physical and emotional state. To help us focus, we were shown
different exercises, such as deep-breathing and meditation.
Another exercise encouraged us to concentrate on the food
we were eating and think about its taste, smell and texture.
Doing these things helps raise awareness of ourselves and the
people and things around us.
178
Despite much talk about the potential of virtual reality as an
immersive gaming experience, high development costs have
ensured that games consoles remain the dominant force.
However, this is set to change, and it is likely that virtual reality
will have replaced traditional consoles by 2030.
N = Narrator
N: One. You hear two friends discussing how to attract
members to a reading group.
A: I don’t think it’s going to be easy getting people to join our
club because everyone’s got different tastes when it comes
to books. What we need to do is think of a common theme
which will bring everyone together.
You know, something like, urban tales might appeal to other
young people from around here.
B: Not only that, but they’d also be responsible for making
sure a decent conversation can develop. One thing they
could do is to prepare questions about different aspects
of the books, which they put to the different members of
the group. That would mean everyone has the chance to
contribute as well as provide starting points for discussion.
N: Two. You hear two friends talking about organising a
birthday celebration
A: Holly and I have been given the task of organising
something for Martin’s birthday, but we haven’t got a clue
what to do.
B: I guess you’re not planning a party then?
A: The thing is, parties can be OK, but generally you just end
up chatting to people about the usual things, like school
or sports. We wanted to do something a bit different,
something that will stick in your mind. We’ve come across
heaps of ideas on the internet, but the hard part is choosing
the best one for him.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Unit 7 Skills Test Dictation
2ND EDITION
B: Supposing you booked a session in a dance studio? I’ve
heard that they offer group sessions where you choose can
a song and they teach you a dance routine to go with it. In
some places, they’ll even make a video as a kind of souvenir
of your day out.
A: But what if people aren’t up for dancing? Speaking for
myself, I’m not great at it and I always feel very selfconscious. It might suit the more confident ones but the
rest of us would just be embarrassed.
B: Looking at it from another perspective though, it might
actually help everyone feel less self-conscious. It’s a bit like
those team-building events which are designed to help
you forget your own insecurities and focus more on what’s
going on around you.
N: Three. You hear two film critics discussing what makes a
good film.
A: Film makers’ priorities have undoubtedly changed immensely
over the years. With such large amounts of money invested
in production, I wonder whether elements like scripts and
screenplays are as significant as they used to be.
B: Of course the producers’ main objective is to satisfy their
investors. However, the basic principles of film-making have
remained the same. If it doesn’t tell a good story or if it
isn’t visually appealing to film-goers, the film is unlikely to
become a blockbuster.
A: That’s true to an extent, but I can think of several big
budget films whose storyline seems secondary. Rather than
make us think about the world in new or unexpected ways,
the producers have relied on special effects or all-star casts
to keep us engaged.
B: I think that’s particularly the case with certain genres such
as action or romantic comedies. Nevertheless, we mustn’t
forget that there are plenty of up-and-coming producers
out there making some ground-breaking films. Not having
the same financial resources as the Hollywood producers,
they’ve had to rely on strong scripts and well-developed
characters.
A: You’ve hit on an important point there. While we tend to
focus on the blockbusters, it’s easy to forget that we also
have a healthy independent film industry. Not limited by
the need to please investors, they’re in a better position to
make more original stories.
Unit 9 Skills Test Dictation
According to some people, global warming is an elaborate
hoax, designed to do financial damage to certain economies.
Nevertheless, most experts have expressed disbelief at this
argument. They insist that climate change is a problem which
affects us all and we need to face up to it.
Unit 9 Skills Test Listening
1: I’d been thinking about taking up an outdoor activity for
some time. We live right on the edge of a massive lake so
there are tons of water sports to choose from but I hadn’t
done anything about it.
2ND EDITION
B2+
So, when my mum said she’d pay for me to have paddle
board lessons, I jumped at the chance.
The thing is, it’s actually a very solitary sport, which isn’t
quite what I had in mind. My main reason for taking up an
activity was to meet new people, but instead I just spend
my time on my own in the middle of a lake!
2: I’ve been a member of a hiking club for about two months
now. Even though I live near the mountains, I’d never done
much walking before that. It was actually a mate of mine
who convinced me to go. He’d just joined a hiking club and
felt nervous about not knowing anyone. I only went to keep
him company but I’m glad I did.
I’d never really appreciated how beautiful and majestic
those mountains were. Being up there is the perfect way
to switch off and experience true peace. Few people are as
fortunate as me to have this right on their doorstep, so I
aim to make the most of it!
3: At first, I was unsure about taking it up because I’d never
been a particularly strong swimmer. The thing is, my friends
had heard about some marked out routes along the coast,
especially designed for swimming. Not wanting to admit
that I could barely swim a length of the pool, I just tagged
along with them. Luckily, you’re obliged to wear a buoyancy
aid on those routes, otherwise I wouldn’t have made it.
Since then, though, I’m pleased to say my swimming has
gone from strength to strength. I’ve swum loads of routes
up and down the coast.
Being out there in the open sea leaves me energised and
ready to take on new challenges. I can’t get enough of it!
4: I’d never been into sports of any kind and I’d always
preferred doing more geeky things, like taking apart
electrical equipment. However, a friend of mine gave me
his old mountain bike. There was quite a lot wrong with it
but I spent the school holidays fixing it up. Of course, the
only way to see how well it worked was by taking it out on
a test run, and that’s what got me into mountain biking.
It was nothing too extreme, but I was quickly taken by the
exhilaration of zooming down steep paths and splashing
through streams. It’s an amazing sensation, despite the
occasional fear of crashing! I must have taken my bike out
every day since then.
It’s funny really because I never would’ve imagined myself
taking up such an energetic sport.
5: When I was a kid, I was never allowed to have pets at home
because my dad said I wouldn’t look after them. He was
convinced that I would lose interest after five minutes.
However, I was determined to show him that I could do it,
so when I was 16, I got a part-time job at a horse stables. I
wasn’t so keen on cleaning up after them but I was allowed
to take them out whenever I wanted. Over time I’ve built
up an amazing bond with some of the horses, even the
most difficult ones. I think the owner was surprised by how
patient I am with them. He says I’m a natural and now my
nickname at the stables is ‘the horse whisperer’!
Photocopiable © Pearson Education Limited 2018
179
PDF from sachtienganhhanoi.com
TESTS AUDIOSCRIPTS
End of Year Test Listening Task 1
I’d been writing my travel blog for a couple of years before I
decided to try taking it up professionally. It all started when
I decided to go travelling in my gap year between school and
university. I was backpacking around south-east Asia having
these amazing experiences and seeing the most wonderful
sights. Naturally, I wanted to share what I was doing with my
family and my friends I’d left behind back home. I found that
the most effective way to do that was by posting photos and
keeping an online journal of my adventures. Later, when I
finished university, I still had the travel bug, so I hit the road
again.
This time, though, I had the idea of hopefully earning some
money from my writing.
There are thousands of travel blogs out there and the beauty
of the internet is that it’s relatively straightforward to set
your own blog up. The sad thing is that many of them never
get read by more than a handful of people. There are various
reasons for this, but the main one is bloggers failing to identify
their audience. Of course, your friends and relatives are
probably going to follow your blog, if they’ve got any interest
in you! But, there has to be a good reason for other internet
users to want to follow you. You need to ask yourself two
questions; ‘Who’s going to read my blog?’ and ‘Why should
they want to?’
The majority of travel blog readers are looking for an escape
from their daily routines, so they’re not going to be very
interested in your package tour to Spain. They’d probably
rather hear about your adventures in the Amazon rainforest or
your road trip across the United States.
At the same time, if they’re planning to make a similar trip
themselves, they’ll probably be keen to pick up some travel
advice, like where are the best places to stay or to eat. Not
only that, but a lot of people have a limited attention span
when it comes to reading things online. That means you have
to get your message across as clearly and simply as possible,
which is why each of my posts is never more than a couple
of paragraphs long. I also tend to include loads of photos
because, as they say, ‘a picture is worth a thousand words’.
If you’re lucky enough to eventually attract a large following,
then it’s possible to make a reasonable living from your writing.
Most of my income comes from advertising on the blog, but
I also make a little from being a guest writer for other travel
blogs. Another way I benefit is by getting sponsorship from
different companies.
Some of them are eager to be attached to trendy travel blogs,
and some of the things they’ve provided me with are outdoor
clothing and even plane tickets.
In return, I’m expected to mention their products in an article or
make sure they’re on display in one of my photos. I know people
might disagree with this sort of advertising. But, I don’t think it’s
any different from sports stars wearing their sponsors’ clothes
or driving a particular company’s cars.
The hardest part about my job is undoubtedly being on the road
all the time. I get to visit some fascinating places and some of
the experiences I’ve had have been out of this world. But at the
same time, I do get homesick like everyone else, and sometimes
I really miss my family. The trouble is that this is my job now. If I
were to stop travelling or writing for a while, my readers would
go somewhere else. As a result, I only get to spend a couple of
weeks of the year at home.
180
2ND EDITION
B2+
Fortunately, it’s easy enough to make video calls, even from
the most remote places, so I try to call my family at least once
every few weeks. Just seeing their faces can help me overcome
the most difficult moments.
If I had to give some advice about starting a travel blog, I’d
say the most important thing is to just try it first. It might
be tempting to chuck in your job or studies and have a go
at being a professional blogger. But, it’s not for everyone.
Firstly, you have to be an enthusiastic traveller who’s going to
inspire their readers. Travelling can be hard and you’re likely
to encounter lots of difficulties, but if that comes across in
your blog, you won’t inspire anyone. Secondly, you have to be
extremely well-organised if you want to write regularly. Apart
from time spent planning transport and accommodation, you’ll
also need to spend several hours a day updating your blog. If
you find that you’ve got those qualities after travelling for a
few months, you may have a future as a professional travel
blogger.
End of Year Test Listening Task 2
N = Narrator
N: One. Listen to a girl and her grandfather discussing
educational experiences.
A: I know you think school’s tough, but you don’t know how
easy you’ve got it. You know, when I was a kid, we didn’t
have the fancy classrooms that you have nowadays.
We had none of those interactive white boards or tablets
to do our work on. We just had pens and paper and the
teacher would demand that we listen and take notes.
There was none of the working in groups and doing projects
that you have, either.
B: OK grandad, I’ve heard all that before! The thing is, they
aren’t just pointless devices for playing games on. They’re
valuable tools which we use to carry out our projects on,
and improve our knowledge in the subjects we’re studying.
An awful lot of our time is spent doing research, and not
just in the classroom.
A: I’m sure that’s right, but there’s no doubt that using a tablet
has got to be more fun than being made to copy down,
word for word, everything the teacher says.
B: I see where you’re coming from, but I don’t think ‘fun’ is the
right word to use. I’d probably say that what we do is more
engaging because we’re having to think for ourselves. Not
only that, but using these devices reflects the way people
work in the real world.
That means we’ll leave school better-prepared for the
workplace. Nevertheless, I’d say that children these days are
expected to work as hard as they ever were at school.
N: Two. Listen to a boy and a girl discussing a concept
known as ‘smart cities’.
A: The other day, I came across an article about how cities
around the world are racing to be recognised as ‘smart’
cities. Have you heard about that?
B: I don’t think so. Is it about making inhabitants more
intelligent? You know, building better schools and
universities?
A: Not really. It’s actually about exploiting technology to make
cities more efficient and sustainable. According to the article,
a lot of them have been experiencing rapid population
growth, which could cause serious problems in the future, like
overcrowding, pollution and even social division.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
TESTS AUDIOSCRIPTS
TESTS AUDIOSCRIPTS
2ND EDITION
B2+
B: Scary!
A: It doesn’t sound like the sort of society we’d like to live in.
Having said that, the idea behind smart cities is to avoid
those issues. For example, by using computer analysis,
planners can figure out what parts of the city are affected
most by air pollution. Then, using computer simulations,
they try to find ways of dealing with it. One way is by using
intelligent traffic lights, which can improve or change the
flow of traffic on the roads. Not only do they help reduce
congestion, but they also help control pollution levels in
certain areas.
B: Hmm … it sounds interesting.
A: It is, because these measures can have a significant impact
on the sustainability of a city. It’s been shown that smart
traffic lights can help reduce hundreds of tonnes of carbon
monoxide. What’s more, they could also help drivers cut
several minutes off their journey time. Just think about all
the other ways in which technology could make a difference
to our cities!
PDF from sachtienganhhanoi.com
N: Three. Listen to a man and a woman talking about what
type of holiday they would like to have.
A: So, I’ve been meaning to talk to you about our summer
holiday this year. We really need to book something soon
before the prices go up. Have you got any ideas?
B: It’d be great to have a change this year. You know,
something a bit more adventurous than those cultural tours
we always end up going on. I can think of worse things to
do than visit museums and art galleries, but I think that kind
of thing’s better for a weekend break. Wouldn’t it be great
if we could just switch off completely from the hustle and
bustle of daily life?
A: Have you got anything in mind?
B: To be honest with you, I haven’t given it loads of thought,
but it’d be nice if we could go camping and try out some
outdoor activities. Annie was telling me that she’d gone
to the south of France with her family and they stayed in
this amazing campsite right on the edge of a river. In the
mornings, they could just step out of their tent and go for a
dip in the water. Apparently, there were tonnes of things to
do there, like abseiling, kayaking and horse riding.
A: Hmm … it could be fun, I suppose, but it sounds like we’d
have a lot to sort out. We’d have to get all the camping
equipment together, then we’d have to drive all the way
there, before setting up our camping pitch. It’d be a lot of
work, wouldn’t it? It might just be easier to get a package
holiday. The beauty of one of those is everything’s done for
you.
Photocopiable © Pearson Education Limited 2018
181
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
At the moment, he works as a part-time teacher at
two different schools. (he’s working)
Every so often, he’s enjoying trying out new cooking
recipes. (enjoys)
For the time being, I’ve lived in a flat with two friends.
(I’m living)
From time to time, she’s reading online reviews to find
new cafés to try. (reads)
Typically, he stays in watching TV series at
the weekend. (✓)
He’s taking art classes since last summer. (he’s taken)
I regularly read for an hour before going to bed. (✓)
I’m currently taking singing classes
in the afternoon. (✓)
I’m waiting for that festival all year. (I’ve been waiting)
For most of my life, I take part in amateur races in
different cities! (I’ve taken)
Once in a while, we all go out to have dinner in a
restaurant. (✓)
Over the past two days, they’ve been working on a
school mural. (✓)
Recently, I’m having many great ideas for my project.
(I’ve had / I’ve been having)
Right now, I go to my photography class.
(I’m going)
She’s attending dancing seminars several times a year.
(attends)
She’s been swimming professionally for five years. (✓)
So far, she hasn’t received many favourable comments
about her photos. (✓)
These days, lots of teenagers have watched YouTube
courses to learn new things! (are watching)
This week, she stays late studying for exams. (she’s
been staying / she’s stayed)
This year, I’m finishing school. (✓)
182
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
1A TIME EXPRESSIONS
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
1 He had to do the essay …
A go / hand / hand / in / learning. / with
2 Both failure and success should …
B colours. / flying / passed / test / the / with
3 You won’t play well if you lose your temper …
C to / cool. / keep / need / you / your
4 Constant practice will get …
D best / both / of / worlds. / the
5 The coursebook is great and you can do the exercises
online, so you get …
E a / better / from / get / grade. / scratch / to
6 If he hadn’t been so shy, he would have …
F for / on / success. / track / you
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
1B IDIOMS BY HALF
183
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
beat off
come up
against
came
through
come up
with
pull out
ended up
get over
give in
take to
see through
live up to
mess up
open up
pass up
start out
school
exam
class
dream
football
swimming
Olympic
games
championship
tournament
tennis
acting
dancing
cooking
art
match/
game
184
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
1C SAYING IT WITH PHRASAL VERBS
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
What I can’t
understand about …
is …
At no time …
What I’d like to do
next year is …
What really stresses
me is …
What I really
appreciate about my
friends is …
At no time do I
find … easier than
when …
Nowhere do I feel
happier than …
Nowhere is more
exciting than …
Nowhere do I feel
more relaxed than …
What I really
want to do at the
weekend is …
At no time do I feel
more inspired than …
What I don’t
want to do at the
weekend is …
What I love about …
is …
Never before …
Never have I …
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
2A WHATEVER YOU DO
185
PHOTOCOPIABLE ACTIVITIES
B2+
2ND EDITION
2B COME TO YOUR SENSES
Sharing information online is an important
insight
for teenagers.
concept
illustration
of what most students think.
Her tweets were a good
illustration
concept
impression
they weren’t happy with the results.
concept
impression
insight
into the subject.
The lesson gave us a clear
insight
illustration
perception
of pain.
Different parts of the brain control our
insight
perception
during the activity.
We all felt different
insights
His position became
evident
illustration
perceptions
sensations
as soon as he started talking.
different
mouthwatering
.
Don’t make decisions on appearances only, as they can be
transparent
I find smoking
deceptive
There’s a(n)
mouthwatering
deceptive
disgusting
; it’s also bad for your health.
transparent
disgusting
aroma coming from the kitchen.
evident
transparent
The rules of social media aren’t always
mouthwatering
186
disgusting
.
transparent
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
I got the
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
2C COMPARING CORRECTIONS
Student B
1 Mobile phones can be a great annoying
during films.
1 His refused to pay the fine got him into even
more trouble.
2 Approval shouts exploded through the crowd
when the concert began.
2 The audience responded to his declared with
loud applause.
3 He is respected for his brilliant as an artist.
3 Being constantly pressure by work and studies can
make you ill.
4 The audience responded to what he declaration
with loud applause.
4 Mobile phones can be really annoyance
during films.
5 He tweeted angrily, yet he made no deny of the
allegations against him.
5 Shouts of approving exploded through the crowd
when the concert began.
6 She was upset after the disclosed of personal
information to the media.
6 Students might be temptation to cheat if they sit
too close together during exams.
7 Many teachers think that studying with mobile
phones is greatly distraction for teenagers.
7 He tweeted angrily, yet he didn’t denial any of the
allegations against him.
8 Many celebrities love attention, yet resent the
intruding into their private life.
8 He is respected as a brilliance artist.
9 The combined pressured of work and studies can
make you ill.
9 She was upset after her personal information was
disclosure to the media.
10 After he refusal to pay the fine, he got into even
more trouble.
10 Many teenagers feel that studying without their
mobile phones is a greater distracting.
11 There might be a tempted to cheat if students sit
too close together during exams.
11 Many celebrities love attention, yet resent people
intrusion into their private life.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Student A
187
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
1 They will launch a revolutionary new mobile phone
next week.
2 Many believe that e-books are still not as popular
as printed books.
3 The local news reported several cases of avian flu
in the area.
4 Residents accused a local cat of stealing their
clothes.
5 Many people saw a well-known celebrity dining
alone in a restaurant last night.
6 People still believe that mobile phones interfere
with an airplane’s equipment.
7 They find several new animal and plant species
every year.
8 A young amateur astronomer discovered a new
planet outside the Solar System.
9 Many people often quote Einstein as saying things
he never actually said.
10 A long time ago people thought the earth was flat.
11 Many people consider black cats a sign of bad luck.
12 Nasa denied news that they had found water
on Mars.
13 Scientists have published proof that an asteroid
wiped out the dinosaurs.
14 Some people consider the number thirteen to
be unlucky.
188
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
3A IT IS SAID
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
unfairly preferring one person or
group over another
to make something publicly
known, especially after it has been
kept secret
a piece of writing in a newspaper
that gives the editor’s opinion
available or belonging only to
particular people, and not shared
a quality that makes a
story interesting because it
is about people’s feelings,
lives, relationships, etc.
someone or something seen
a lot on television, written about
in newspapers, etc.
fair or reasonable
based on facts, or making
a decision that is based
on facts rather than on
your feelings or beliefs
information which is false or
which emphasises just one part of
a situation, used by a government
or political group to make
people agree with them
intended to interest, excite,
or shock people – used to
show disapproval
a statement, report, etc. that is
influenced by personal opinion
passed on to other
people on the internet or
using mobile phones
biased
disclose
editorial
exclusive
human interest
in the public eye
legitimate
objective
propaganda
sensational
subjective
viral
Photocopiable © Pearson Education Limited 2018
189
PDF from sachtienganhhanoi.com
3B MEDIA MEMORY
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
3C SIMILAR WORDS BATTLESHIPS
Student A
A
1
2
3
method
meaning
way
B
influential
C
D
4
consumer
event
activity
affection
1 People are exposed to too much information in the
2 The show attracts a regular
of TV advertising.
of about twenty million.
3 Despite their apparent differences, most advertisements have certain
4 His YouTube channel is highly
in common.
by internet experts.
5 The beautiful beaches are the island’s main
.
6 Dealing with customer complaints is an important
7 Outside food is not
of my work.
in some cinemas.
8 Some parents do not
of teenagers uploading ‘selfie’ photos to social networks.
Student B
1
A
2
3
4
audience
regarded
attraction
B
form
C
allowed
D
approve
features
aspect
Write the words you hit:
1 Their advertising is aimed at teenagers because they are the main
market.
2 The company will introduce its new smartphone at its Spring
3 No single advertising
4 YouTubers may be more
is suitable for all products.
on teenagers than parents or teachers.
5 Terms like ‘vlog’ have a precise
6 Regular physical
to people born after 2000.
is essential for office workers.
7 It is clear that social media greatly influences the
8 Vloggers have always had more
190
.
teenagers dress.
to me than TV celebrities.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Write the words you hit:
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
4A WHILE READING CLAUSES …
While I was sitting at the café with friends, I suddenly …
Because I had spent so long doing my homework, …
PDF from sachtienganhhanoi.com
Because I wanted to speak about the trip, I decided to …
When she saw the brochure, she realised …
While she was surrounded by tourists, the tour guide …
Because we didn’t know the way to the hotel, we had to …
The popular night club, which is located by the beach, …
Because the exhibits only had signs which were written in Greek …
The researchers, who were studying modern global economics, …
Because they enjoyed the visitor’s attention, the monkeys …
The tourist centre, which was opened last weekend, …
His holiday photos, which have been shared on social media, …
Photocopiable © Pearson Education Limited 2018
191
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
come into
contact
(with sb)
examine
the implications
establish
contact
(with sb)
gain
insight
convey
an impression
provide
insight
create
an impression
issue
a threat
consider
the implications
pose
a threat
understand
(the implication)
insight
get in
(contact)
contact
(with sb)
offer (insight)
the implications
give (an
impression)
an impression
make (a threat)
a threat
192
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
4B COLLOCATIONS DOMINO
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
4C WHAT’S THE WORD?
backroad
The beaches were
, but
sadly the sea was too
rough for swimming.
deserted
The Grand Bazaar
was
with shoppers and
visitors.
bustling
From the viewpoint,
they could see the
hills
that now looked very
small.
They walked along
the unspoiled
taking
pictures of the
many beautiful bays.
coastline
PDF from sachtienganhhanoi.com
The guide
suggested we take
the
,
even though it was
very bumpy.
She could hear the
sea just beyond the
sand
.
dunes
distant
She checked the
travel app for all the
city
she wanted to visit.
Getting to the
island
was difficult, but it
was worth it!
landmarks
remote
Although visited
constantly, the
beautiful island is still
.
On the beach, near
the
we
found a beautifully
shell.
unspoiled
shore
Visitors should not
miss the opportunity
to
across the nearby
hills.
trek
We took an
interesting
of a
local village.
tour
Photocopiable © Pearson Education Limited 2018
193
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
194
I’m at the airport,
ready to catch my
flight, but I can’t find
my passport.
It was my best
friend’s birthday, but
I didn’t call him/her.
I want some new
clothes, but I don’t
have any money.
I have a test
tomorrow, but I
need help with
it. I’m texting my
classmate, but he/
she’s not replying.
My friend asked
me to print his/her
homework because
his/her printer’s out
of ink. I read the
essay and fixed some
mistakes.
My friend texted me
saying he/she is on
his/her way to see
me, but I didn’t think
we were meeting
today!
We went to the
cinema to see the
new film, but it was
sold out.
I’m trying to text
my friend, but the
message is not going
through.
We’re meeting at
your place, and as a
surprise I arrive with
pizzas.
I have an exam
tomorrow, but I want
to go to a friend’s
birthday party
tonight.
My friend said he/she
wanted to borrow
one of my books. I
bought a copy and
gave it to him/her as
a present.
I’m running out of
battery on my phone,
but I don’t have a
charger with me.
might have
couldn’t have
must have
should have
needn’t have
didn’t need to
may have
can’t have
must have
shouldn’t have
needn’t have
didn’t need to
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
5A YOU MUST HAVE HAD A REASON
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
5B PHRASAL HUNT
1 I can’t understand how he can be wasting time, playing games online, while we’re doing all the serious work.
I can’t understand how he can be
while we’re doing all the serious work.
1
2 Don’t let her attitude make you feel upset.
Don’t let her attitude
you.
2
3 There’s no need to wait, you can go straight in.
There’s no need to
3
, you can go straight in.
4 Don’t pay attention to what they said. They were just joking with you!
Don’t pay attention to what they said. They were just 4
you
!
5 As soon as she mentioned the summer job, I was eager to accept without hesitation.
As soon as she mentioned the summer job, I
the offer.
5
6 They said they couldn’t give me a new phone, so I had no choice but to accept a refund.
They said they couldn’t give me a new phone, so I had to 6
a refund.
There used to be a bully at my school and one day I felt I had to
he completely changed and we became friends.
PDF from sachtienganhhanoi.com
7 There used to be a bully at my school and one day I felt I had to challenge him. After that, he completely changed
and we became friends.
him. After that,
7
8 He believed every word you said. He had no idea you were joking with him!
He believed every word you said. He had no idea you were
Hidden phrasal verb:
him
!
somebody
6
4
7
3
2
1
5
Photocopiable © Pearson Education Limited 2018
195
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
5C ARE YOU CAPABLE OF THIS?
appalled
ashamed
capable
contrary
eager
impressed
intent
subject
at
of
of
to
to
by
on
to
Part 2
1 ‘I can’t believe how bad this is!’ she said,
2 They were
the situation.
the fact that they had broken the window, but didn’t report it.
3 Despite being young, their team captain was more than
4
popular belief, a desert can be very cold.
5 I finished my homework quickly,
6 He was
196
go and meet my friends.
her self-confidence, but even more by her honesty.
7 Despite having little time, she is
8
leading the team.
teaching herself Japanese.
me getting good exam results, I’m going to university to study medicine.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Part 1
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
6A TELL ME ABOUT IT
in the park for an hour when
someone had
I was
. I ran to help and discovered that
. So, then …
to my classmate one day when I
When I
that
I’d been
something strange.
,I…
and had just got home when my sister
had
so she was very happy, but …
Her
I was
at a café when I
I
One day I was
.
another customer
to him and managed to …
.
at the shopping mall, when I decided to
I had been
so I …
So, my brother has
for two months, and one day he
so we
I realise that
One day I’m
at home and I notice that
, my parents
By the time
It’s the weekend, so I
. While I’m
and that’s when I …
and I suddenly
So, I’m
.
.
…
.
, so …
my friend calls
. I need to
for three days and one day some good friends
, but I still …
I
It’s the day of the concert when I
So, I
PDF from sachtienganhhanoi.com
I’d been
I’ve
and something amazing happens …
, so …
. They
. Oh no!
Photocopiable © Pearson Education Limited 2018
197
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
6B FIND THE RIGHT WORD!
They passed by the housing
, admiring the
lovely gardens.
He found a tiny lost
kitten at a construction
, and he took
it home.
The industrial
was far from
the city, but it still attracted many
businesses.
Highbuildings now stood where his
childhood home had been.
While most people wanted to
escape to the suburbs, she had
decided to get a flat in the inner
.
Some people think if we rode
bicycles more, the air would be
cleaner and there would be less
noise
.
They couldn’t believe how
different things were here.
Drivers actually stopped at the
pedestrian
!
There’s a building in my city
that has a small garden on its
roof
.
The area looked a little
, but the
runpeople who lived there were very
friendly.
Looking at the distant
sky
, he
remembered the stunning
magazine pictures that had
inspired him to visit the city.
Chatting all the time, they didn’t
realise they had been stuck in the
traffic
for
more than two hours.
street
site
place
estate
front
city
jam
store
rise
place
crossing
front
down
line
estate
top
pollution
store
Student A
Student B
198
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
The store is in a quiet
back
a
couple of minutes’ walk from the
city centre.
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
6C MAKING CORRECTIONS
Student A
1 The holiday price included meals, but the excursions were optionaly.
2 The tickets were costful, but I paid for them gladly.
3 At first we were doubtful about going to see that film, but it was great!
4 After two days of rain, I grew restly of staying inside.
5 She knew it was pointful to argue with her friend about studying hard for the test.
6 The show had a beautiful opening and the singer got an enthusiastic reception.
7 I was thankly the food wasn’t too expensive at the festival.
PDF from sachtienganhhanoi.com
Key for Student B’s sentences: 1 (correct) – 2 invaluable – 3 (correct) – 4 preferable – 5 accessible – 6 chilly – 7 dreadful
Student B
1 Everybody was thrilled after the band’s exceptional performance.
2 It’s a good thing she was here, as her suggestions were invaluably for our project.
3 He had the best intentions, but the information was worthless to me.
4 I know we can only visit the city for a day, but that’s preferably to not going at all.
5 Getting to the theatre seemed difficult, but it was easily accessful.
6 It was a chillful night, but the music was great so we didn’t mind at all.
7 I loved the film festival, but actually I thought the winner was dreadly.
Key for Student A’s sentences: 1 optional – 2 costly – 3 (correct) – 4 restless – 5 pointless – 6 (correct) – 7 thankful
Photocopiable © Pearson Education Limited 2018
199
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
7A AGREEMENT
Student A
1 The number of hours teenagers spend using social media
2 The majority of internet traffic
constantly.
generated by web robots, known as ‘bots’.
3 The sports club
several activities to its members.
4 The entire staff
very helpful.
5 Sports governing bodies
a variety of functions.
6 A number of people usually
7 Everybody
outside the concert hall to buy tickets.
the last gig was great.
8 The government
to launch a new health awareness campaign soon.
1
2
3
4
A
make
is
expect
consumes
B
expects
has
brings
gets
C
bring
consume
are
tell
D
tells
get
makes
have
Student B
a The number of purchases paid for with mobile phones
increased.
b A piece of software is a series of instructions that
c Half the students
a computer what to do.
mobile devices to class.
d The amount of media teenagers
online is increasing.
e Finding the appropriate clothes for an interview
f Traditional media
easier with experience.
adapting to digital trends.
g The audience
to interact with the singer at these kinds of festivals.
h Caffeine is the substance in coffee, tea, and other drinks that
you feel more active.
Verbs for Student A
1
2
3
4
A
offers
was
are
agree
B
increase
waits
wait
offer
C
agrees
increases
has
promises
D
is
have
promise
were
200
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Verbs for Student B
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
This word means being able to think quickly and clearly.
(ALERT)
This informal word means being extremely tired or
exhausted. (KNACKERED)
These bottled liquids contain less sugar or fat than
ordinary ones. (DIET DRINKS)
This kind of yogurt is unlikely to make you put on weight.
(LOW-FAT YOGHURT)
This is a substance in tea, coffee and some other drinks
that makes you feel more active. (CAFFEINE)
This phrase means to rest and relax after a lot of hard
work. (WIND DOWN)
This is the unit for measuring the amount of energy that
food produces. (CALORIE)
The way you position your body when sitting or standing
is your … (POSTURE)
This phrase means to consume or do too much of
something in a short period. (BINGE OUT ON)
This phrase means to eat in a restaurant instead of at
home. (EAT OUT)
If something gives you an increase in energy, it gives you
an … (ENERGY BOOST)
This phrase means to stop eating or doing something
because it might be bad for you. (CUT OUT)
After consuming too much sugar and carbohydrates, you
feel tired. This is called an … (ENERGY CRASH)
You can do this during the day to rest for a short period of
time. (TAKE A NAP)
The action or sound of your heart as it pumps blood
through your body. (HEARTBEAT)
An increase in your body weight is called a …
(WEIGHT GAIN)
These bottled liquids include ingredients like
caffeine and sugar to make you feel more active.
(HIGH-ENERGY DRINKS)
This means to make your body fit and strong by doing
exercise. (WORK OUT)
Photocopiable © Pearson Education Limited 2018
201
PDF from sachtienganhhanoi.com
7B THIS WORD MEANS ...
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
202
instead
alongside
cite
divide
alternately
beside
plot
disperse
otherwise
next to
area
demand
alternatively
besides
site
spilt up
readable
between
precede
convince
eligible
below
introduce
get
clear
beneath
proceed
persuade
legible
under
predate
make
excluding
adapt
advice
effect
except
modify
guide
result
but
adopt
advise
affect
accept
change
recommend
consequence
most
apart
all together
before
nearly
aside
completely
previously
near
distant
totally
all ready
almost
a part
altogether
already
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
7C ODD ONE OUT
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
By the middle of the century,
The entertainment industry
In ten years, we
The radio
By 2030,
The internet
By the time we reach 2070,
Technology
It’s possible that when the century
ends,
Robots
is/are on the verge of
Artificial intelligence
is/are due to
Video games
is/are set to
Virtual world vs real life
is/are just at the point of
The news
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
8A HOW IT MIGHT CHANGE
203
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
8B PREPOSITIONS ON THE SPOT
Student A
1 The film was praised for its photography, even though many scenes weren’t
2 The novel is written
the perspective of several teenagers.
3 Nowadays, we have all the facts and information
our fingertips.
a mood all day. I need to get home and watch a good film.
5 When there are a lot of options, picking something
6 They sang perfectly
7 I’d say,
random can help you decide.
tune for the audition.
the top of my head, that this is my favourite series!
8 His character is very charismatic, but
reality, he’s very shy.
9 Traditional television is adapting to the more popular
10 It looks,
demand format.
the face of it, that TV series will become more popular than films.
11 The TV company has gone
strength to strength due to it’s great programmes.
12 The ending was so emotional, everyone was shouting
loud.
Student B
1 I tried to film the concert with my phone, but only a few moments were
2 The episode is told
focus.
the perspective of the villain.
3 Thanks to the internet, we now have TV shows
our fingertips.
4 My brother and I planned to watch the last episode yesterday, but he was
a mood.
5 You don’t know what to watch next? How about picking a show
6 The actress did her own singing and stayed
tune all the time!
7 Never mind what he said, he was just speaking
8 The series is supposed to focus on teens’ issues, but
9 Most cable TV services now also offer movies
10 The new TV series,
204
the top of his head.
reality, it covers many things.
demand.
the face of it, will be very exciting.
11 Over the last five years, streaming services have gone
12 I usually read the titles
random?
strength to strength.
loud to help me decide what to watch.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
4 I’ve been
focus!
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
8C WHAT IF … ?
Student B
Imagine that you could be …
Supposing that all …
What if you could …
a character in any film, book
or TV series – who would you be?
books disappeared, do you
think life would change very much?
meet any fictional character –
who would you like to meet?
Provided that a …
film is based on a book, would
you rather read the book or watch the film first?
As long as films …
are still made in the future, do
you think people will continue going to the cinema
to watch them?
Student B
PDF from sachtienganhhanoi.com
Student A
Student A
Imagine if you could …
Supposing that …
What if you …
re-write any film ending –
what would you change?
you could be any comic book
hero/heroine – who would you be?
had superpowers – what would
you do?
Provided that they …
don’t tell you the ending of
the film, do you like reading reviews before going
to the cinema?
As long as their main idea …
is not changed completely, is it
OK for original film stories to be modified when they
are re-done?
Photocopiable © Pearson Education Limited 2018
205
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
9A GO ON TALKING
Student A
When was the last time you arranged
Have you ever been persuaded
with friends? (meet)
money to an environmental group? (donate)
What do you think could be done so as not to risk
the environment in the future? (harm)
Is there anything you resent
Do you think we should go on
Is there anything you intend
Have you ever tried
fossil fuels? (use)
about your lifestyle to protect the environment? (change)
something for the environment that wasn’t successful? (do)
Can governments do more to encourage people
care of the environment? (take)
Student B
Should companies be obliged
green? (go)
Should governments ever be permitted
forests? (destroy)
Is there anything you think you should stop
to help take care of the environment? (do)
Have you ever been caught
Have you ever tried
litter? (throw)
more eco-friendly, but then quit? (be)
Is there anything about environmental protection that you can’t bear
Do you usually forget
off electronic devices at home? (turn)
Do you think climate change campaigns will prove
206
? (do)
successful? (be)
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
to help protect the environment? (do/not do)
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
9B ENVIRONMENTAL COMPOUNDS
Many new homes now have carbon
To protect the environment, carbon and emissions
Some people believe climate
rain is a key factor in declining tree health.
monoxide detectors installed in each bedroom.
trading aren’t enough, many environmentalists argue.
change is natural and even beneficial.
After a recent study, a new conservation
area was created to protect the ecosystem.
Many people would like to see fossil
fuels replaced by renewable energy sources.
All new building projects are subject to a green
audit to make sure that they are environmentally
friendly.
Many scientists argue whether the greenhouse
effect can be reduced, or whether the damage is
already too severe.
Carbon dioxide is one of the greenhouse
Many countries use landfill
If managed carefully, some nature
Despite efforts to protect the ozone
PDF from sachtienganhhanoi.com
Many studies suggest that acid
gases which absorbs energy from the sun, making
the air warmer.
sites rather than recycling because they are cheaper.
reserves can still be popular tourist attractions.
layer, it hasn’t repaired itself yet.
Despite growing international concern, rain
forests continue to be destroyed.
Some political parties focus on environmentally
sustainable
development as their main policy.
Photocopiable © Pearson Education Limited 2018
207
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B2+
208
‘I threw the glass bottle in the
wrong bin,’ he admitted.
‘You really need to stop using the
car so much,’ they insisted.
‘You should unplug the devices
you’re not using,’ the teacher
recommended.
‘I never ride my bicycle,’ she
confessed.
‘You’re right, we should avoid
wasting water,’ the minister agreed.
‘I’m not going to change my old
car just because it’s old!’
(she / refuse)
‘Climate change is happening
because people are irresponsible.’
(they / blame)
‘We should have paid more
attention to climate change
earlier,’ they regretted.
‘We are the most eco-friendly
company in the region!’ they
boasted.
‘The world should stop burning
fossil fuels as soon as possible.’
(the scientist / urge)
‘We are taking measures to protect
the environment,’ the company
claimed.
‘It wasn’t me who left the lights
on all night!’
(he / deny)
‘It was me who threw the paper on
the floor!’ the student admitted.
‘What about using both sides of
the sheet to save paper!’
(she advised)
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
9C ENVIRONMENTAL REPORT
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
1A Time expressions
1B Idioms by half
AIM
AIM
To practise using present tenses and time expressions from
the unit
To review idioms from the unit
A card game in which students have to identify and correct
grammatical errors
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
ACTIVITY TYPE
A word reorder and sentence halves matching activity
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Achievements, Exercise 6, page 11
After Grammar: Present tenses and time expressions,
Exercise 4, page 10
PREPARATION
PREPARATION
PROCEDURE
You will need one copy of the activity for each pair, cut up
into cards.
1 Divide the class into pairs and give each pair a copy of the
activity sheet.
PROCEDURE
2 Tell students that in this activity, they need to reorder the
words in the second half of the sentences (A–F), writing
the new sentence halves underneath the jumbled words.
Explain that the words in bold are part of an idiom from
the unit. Allow four minutes for this stage and then check
answers with the whole class.
1 Divide the class into pairs and give each pair a set of cards
face down in a pile in front of them.
2 Tell students that they are going to play a game where they
have to identify whether the verb tense used in a sentence
is correct or incorrect, and then correct any error. Student A
takes a card and reads the sentence to Student B. Student
B has to decide if the present tense is used correctly with
the time expression. If it is not, Student B must identify the
error in the verb tense and correct it.
3 Student B keeps the card if the pair agree that he/she has
answered correctly. If the answer is not correct, the card is
put aside and it is Student A’s turn.
4 Students take turns reading out the cards and trying to
correct any errors until the cards run out. The student with
the most correct answers wins.
You will need one copy of the activity sheet for each pair.
3 Once the second halves are complete, students should
match them with the first half of the sentences (1–6).
Allow five minutes for this.
4 Check answers with the whole class.
ADAPTATION AND EXTENSION
• This activity can be done by individuals, e.g. fast finishers.
• As an extension students can, either individually or in pairs,
write their own sentences with the idioms, which can then
be exchanged with another student or pair.
5 Review answers as a whole class.
ANSWER KEY
ADAPTATION AND EXTENSION
1 E He had to do the essay [from scratch to get a better
grade.]
To extend the activity (or for fast finishers), students can pick
three time expressions and write two true and one untrue
sentences about themselves. Then they can exchange their
sentences with their partner, who must try to guess which is
the untrue sentence.
ANSWER KEY
See the activity sheet.
2 A Both failure and success should [go hand in hand with
learning.]
3 C You won’t play well if you lose your temper, [you need to
keep your cool.]
4 F Constant practice will get [you on track for success.]
5 D The coursebook is great and you can do the exercises
online, so you get [the best of both worlds.]
6 B If he hadn’t been so shy, he would have [passed the test
with flying colours.]
Photocopiable © Pearson Education Limited 2018
209
PDF from sachtienganhhanoi.com
ACTIVITY TYPE
B2+
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B2+
1C Saying it with phrasal verbs
2A Whatever you do
AIM
AIM
To practise using phrasal verbs from the unit
To practise using cleft sentences for emphasis from the unit
ACTIVITY TYPE
ACTIVITY TYPE
A sentence creation game using phrasal verbs
A speaking activity in which students complete an initial
sentence with a card prompt and then continue speaking
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
CLASSROOM DYNAMICS
Pairwork or small groups
TIME TAKEN
10 minutes
After Use of English 1, Exercise 5, page 13
WHEN TO USE
PREPARATION
After Grammar: Cleft sentences for emphasis, Exercise 6,
page 24
You will need one copy of the activity for each pair, cut up
into cards.
PREPARATION
PROCEDURE
You will need one copy of the activity for each pair or group,
cut up into cards.
1 Divide the class into pairs and give each pair a set of cards,
face down in front of them in two piles. One pile contains
the phrasal verbs and the other situations. Tell students
they are going to play a game to create sentences using
phrasal verbs and situations.
2 Student A turns over a card from each pile for Student B,
who then has to make a correct sentence using both the
phrasal verb and the situation.
3 Student A monitors that the phrasal verb and the situation
are included in the sentence correctly. If they are, Student B
keeps the cards. If not, they are put to the bottom of the
piles and it is Student A’s turn.
4 Students take turns turning over cards and making
sentences until the cards run out or as time allows. The
student with the most cards at the end wins.
ADAPTATION AND EXTENSION
To simplify this activity, you can remove the situation cards, so
that students focus only on the phrasal verbs, or use them as
topic cards, so the actual words do not have to be included in
the sentences.
210
PROCEDURE
1 Divide the class into pairs or small groups and give each pair
or group a set of cards placed face down in a pile in front of
them.
2 Student A takes a card, reads it aloud, and then completes
the sentence, e.g. ‘What I love about my city is its nightlife.’
and then continues talking on the subject for 30 seconds.
Student B can be the time keeper and can also ask
follow-up questions. Once finished, the card is placed aside
and it is Student B’s turn.
3 Students take it in turns taking a card and completing the
sentences until the cards run out or as time allows.
ADAPTATION AND EXTENSION
To extend the activity, you could ask students to report back to
the class on one thing about their partner, e.g. ‘What [name]
loves about …’ .
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
CLASSROOM DYNAMICS
2ND EDITION
B2+
2B Come to your senses
2C Comparing corrections
AIM
AIM
• To review vocabulary about the senses from the unit
• To practise using the correct form of nouns and adjectives
• To practise multiple-choice cloze skills related to Reading
and Use of English Part 1
• To practise word formation skills related to Reading and Use
of English Part 3
EXAM LINK
EXAM LINK
Reading and Use of English Part 1: Multiple choice cloze
Reading and Use of English Part 3: Word formation
ACTIVITY TYPE
ACTIVITY TYPE
A sentence gap-filling activity with multiple-choice options
An error detection and correction activity
CLASSROOM DYNAMICS
CLASSROOM DYNAMICS
Pairwork or small groups
Individuals and pairwork
TIME TAKEN
TIME TAKEN
10 minutes
15 minutes
WHEN TO USE
WHEN TO USE
After Vocabulary: The senses, Exercise 3, page 25
After Use of English 2, Exercise 5, page 28
PREPARATION
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
You will need one copy of the activity for each pair, cut up into
Student A/Student B worksheets.
PROCEDURE
PROCEDURE
1 Divide the class into pairs and give each pair a set of cards
face down in a pile in front of them. Tell students they
are going to play a game where they compete with their
partner to complete the most gapped sentences with the
correct multiple-choice option.
1 Divide the class into pairs and give each student in each pair
half of the worksheet.
2 Student A takes a card and does not show it to their
partner, but reads aloud the gapped sentence as well as
the three word options for the gap. Student B then has
to choose the word option that completes the sentence
correctly.
3 If Student B is correct, he/she keeps the card, but if not, the
card is placed at the bottom of the pile.
4 Student B then takes a card and reads it to Student A,
repeating steps 2, and 3. The process is repeated until
all the cards have been completed or as time allows. The
student with the most correct answers and cards wins.
ADAPTATION AND EXTENSION
• You can use this activity with groups of three students.
Student A reads the sentence aloud and the first student
(B or C) who says the correct answer keeps the card.
• To extend the activity, or for stronger students, when a
student choses the correct word for the gapped sentence
on the card, he/she also has to create another sentence
using the same word, or has to create two new sentences,
one for each of the other multiple-choice options in order
to ‘win’ the card.
2 Tell students they must first work individually to find the
mistake in each of their sentences. They must change the
form of one word, either a noun, an adjective or a verb, to
correct each sentence. Write this on the board if you think
it is necessary. Allow seven minutes for this stage.
3 Once students have corrected the sentences, they then
compare them with their partner’s. The correct word form
for Student A’s sentences can be found in Student B’s
sentences, and vice versa (although not in the same order).
Allow four minutes for this stage.
4 Review and check the answers as a class.
ADAPTATION AND EXTENSION
To make the task more collaborative, ask students to work in
groups of four, with each pair working on one set of sentences.
Or, read the sentences to the students and in small groups
they work together to identify the error.
ANSWER KEY
Student A: 1 annoyance; 2 approving; 3 brilliance; 4 declared;
5 denial; 6 disclosure; 7 distracting; 8 intrusion; 9 pressure(s);
10 refused; 11 temptation
Student B: 1 refusal; 2 declaration; 3 pressured; 4 annoying;
5 approval; 6 tempted; 7 deny; 8 brilliant; 9 disclosed;
10 distraction; 11 intruding
ANSWER KEY
See the activity sheet.
Photocopiable © Pearson Education Limited 2018
211
PDF from sachtienganhhanoi.com
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B2+
3A It is said
6 Mobile phones are still believed (by people) to interfere with
an airplane’s equipment.
AIM
7 Several new animal and plant species are found every year
(by them).
• To practise key word transformation skills related to
Reading and Use of English Part 4
EXAM LINK
8 A new planet was discovered outside the Solar System
(by a young amateur astronomer).
9 Einstein is often quoted (by many people) as saying things he
never actually said.
Reading and Use of English Part 4: Key word transformation
10 The earth was thought to be flat (by people) a long time ago.
ACTIVITY TYPE
11 Black cats are considered a sign of bad luck (by many people).
A rephrasing game in which students turn active sentences
into the passive
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
12 News that water had been found on Mars was denied
(by Nasa).
13 Proof that an asteroid wiped out the dinosaurs has been
published (by scientists).
14 The number thirteen is considered to be unlucky
(by some people).
10 minutes
3B Media memory
WHEN TO USE
AIM
After Grammar: The passive, Exercise 4, page 38
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the class into pairs and give each a set of cards
placed down in a pile in front of them. Tell students that
they are going to play a sentence rephrasing game.
To review vocabulary about the media from the unit
ACTIVITY TYPE
A matching game where students match media-related words
and phrases to their definitions
CLASSROOM DYNAMICS
Individuals and pairwork
TIME TAKEN
2 Student A takes a card and reads the sentence aloud.
Student A then repeats the sentence, but rephrases it in the
passive. If you think it is necessary, demonstrate with the
first sentence, e.g. ‘A revolutionary new mobile phone will
be launched next week (by them)’. If Student B accepts that
the rephrased sentence is correct, Student A keeps the card.
10 minutes
3 If the sentence is incorrect, Student B can propose a correct
alternative. If the alternative is accepted by Student A,
Student B keeps the card.
You will need one copy of the activity for each pair, cut up
into cards.
4 Student B now picks a card and reads it, repeating steps 2,
and 3.
5 Students continue taking turns until all the sentence cards
have been corrected or as time allows. The winner is the
student who has correctly rephrased the most sentences
into the passive and has the most cards.
6 Monitor students’ production and then correct and review
with the whole class, comparing possible versions.
ADAPTATION AND EXTENSION
This activity is also suitable for individual fast finishers as a
written transformation exercise.
ANSWER KEY
1 A revolutionary new mobile phone will be launched next
week. (by them)
2 E-books are believed (by many) to be still not as popular as
printed books.
WHEN TO USE
After Vocabulary: The media, Exercise 3, page 39
PREPARATION
PROCEDURE
1 Divide the class into pairs and give each pair a set of cards,
placed in two sets, face down, spread out in front of them.
Tell students they are going to play a game where they
have to match a word or phrase (grey cards) with its correct
definition (white cards).
2 Student A turns over a card from each set and reads the word/
phrase and the definition aloud. If Student B agrees that the
word/phrase matches the definition, Student A keeps the
cards. If not, they are turned face down and both students try
to remember their position for subsequent turns.
3 Student B now turns over a card from each set, repeating
step 2.
4 The game continues until all the cards have been correctly
matched and the student with the most correct answers wins.
ADAPTATION AND EXTENSION
4 A local cat was accused of stealing clothes (by residents).
• After students have completed matching the cards, ask them
to spread out the grey cards and take it in turns to make a
sentence using one of the words/phrases. When a correct
sentence has been made the card is turned over, and the next
student chooses a word/phrase.
5 A well-known celebrity was seen (by many people) dining
alone in a restaurant last night.
ANSWER KEY
3 Several cases of avian flu were reported in the area (by the
local news).
212
See the activity sheet.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
• To practise using the passive from the unit
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
3C Similar words battleships
4A While reading clauses …
AIM
AIM
• To practise multiple-choice cloze skills related to Reading
and Use of English Part 1
EXAM LINK
Reading and Use of English Part 1: Multiple-choice cloze
ACTIVITY TYPE
A battleship game, where students elicit the words they
require to complete sentences with the correct collocation
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
15 min
WHEN TO USE
After Use of English 2, Exercise 5, page 42
PREPARATION
You will need one copy of the activity for each pair, cut up
into Student A/Student B worksheets.
PROCEDURE
1 Divide the class into pairs and give each student one half of
the activity sheet.
2 Tell students they are going to play a game where they
need to get words from their partner in a race to complete
their sentences.
3 Student A begins by giving Student B a set of coordinates
from the table, e.g. ‘B3’. Student B looks at their table and
says ‘Miss!’ if there is no word in the box or ‘Hit!’ if there is
a word. If a word is ‘hit’, Student B must say the word and
note where they have hit, e.g. B3, and write the word on
their activity sheet.
4 It is then Student B’s turn to give a set of coordinates to
Student A so they can try to ‘hit’ a word, repeating step 3.
Set a time limit of five minutes.
5 Students then work individually, completing their sentences
with the words they have ‘hit’. If they have not ‘hit’ all the
words, they will have to guess the words to try to complete
the other sentences. Again, set a time limit of five minutes
for this stage.
6 Students check and compare the sentences on their
worksheets.
7 Review and check the answers with the whole class.
• To practise using participle clauses
• To practise key word formation skills related to Reading and
Use of English Part 4
EXAM LINK
Reading and Use of English Part 4: Key word transformation
ACTIVITY TYPE
A rephrasing and sentence completion activity using present
or past participle clauses
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Participle clauses, Exercise 6, page 52
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide the class into groups of three and give each group a
set of cards face down in a pile in front of them.
2 Tell students they are going to play a game where they
have to rephrase and complete sentences. Student A turns
over the first card for other students in the group to see.
Student A then reads out the sentence half, replacing the
underlined part using a participle clause and completing it
with his/her own ideas. Demonstrate with the first card if
you think it is necessary, e.g. ‘While sitting at the café with
friends, I suddenly had a great idea for an app’.
3 Students B and C decide if a participle clause has been
used correctly in the completed sentence. If the sentence is
correct, Student A keeps the card, and if not, it is returned
to the bottom of the pile.
4 Students take turns rephrasing and completing the
sentences until the cards run out or as time allows. The
winner is the student who makes the most correct answers
and has the most cards.
ADAPTATION AND EXTENSION
To extend the activity (or for fast finishers), groups can create
sentence halves using participle clauses for another group to
check and complete with their own ideas.
ANSWER KEY
Student A: 1 form; 2 audience; 3 features; 4 regarded;
5 attraction; 6 aspect; 7 allowed; 8 approve
Student B: 1 consumer; 2 event; 3 method; 4 influential;
5 meaning; 6 activity; 7 way; 8 appeal
Photocopiable © Pearson Education Limited 2018
213
PDF from sachtienganhhanoi.com
• To practise using the correct collocation with words of
similar meaning
B2+
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
ANSWER KEY
ADAPTATION AND EXTENSION
While sitting at the cafe with friends …
• Fast finishers, either in pairs or individually, can write
sentences in their notebooks with the collocations.
Wanting to speak about the trip …
Seeing the brochure, …
Surrounded by tourists, the tour guide …
• To extend the activity and make it more communicative,
students laying a domino card must make a sentence using
the verb + noun collocation correctly.
Not knowing the way to the hotel, …
ANSWER KEY
The popular night club, located by the beach, …
come into contact with sb
pose a threat
Because the exhibits only had signs written in Greek …
establish contact with sb
examine the implications
Studying modern global economics
convey an impression
gain insight
Enjoying the visitor’s attention, …
create an impression
provide insight
The tourist centre, opened last week, …
consider the implications
issue a threat
His holiday photos, shared on social media, …
4C What’s the word?
4B Collocations domino
AIM
To review verb + noun collocations from the unit
ACTIVITY TYPE
A game of dominoes with cards, making verb + noun
collocations
CLASSROOM DYNAMICS
Individuals or pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Verb + noun collocations, Exercise 4, page 53
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the class into pairs and give each a set of domino
cards in a pile face down in front of them. Each student
takes five cards to look at, but they must not show them to
their partner. The top card of the pile is then placed face up
on the desk.
2 Tell students they are going to play a game of dominoes
where they must form verb + noun collocations, matching
the verb on the white end of the domino card with the
correct noun on the grey end of a card. There are five
‘special’ domino cards with new collocations that already
have the answer on the domino.
3 Student A places a domino face up on the desk and
Student B places one of his/her dominoes at either end of
the first domino to form a correct verb + noun collocation.
If a student cannot place a domino to form a collocation,
he/she must take one from the pile and miss a turn.
4 Students take turns putting down their dominoes at either
end of the chain. A student should challenge his/her partner
if they think an incorrect collocation has been made. If
students cannot agree, they can ask you for help.
5 The game continues until the winner has used up all of
his/her dominoes, or until neither can make a correct
collocation, in which case the student who has the fewest
dominoes remaining wins.
214
AIM
• To review vocabulary from the unit related to tourism
• To practise open cloze task skills related to Reading and Use
of English Part 2
EXAM LINK
Reading and Use of English Part 2: Open cloze
ACTIVITY TYPE
A game where students guess the missing words to complete
sentences
CLASSROOM DYNAMICS
Individuals or pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Tourism, Exercise 7, page 53
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the class into pairs and give each pair a set of cards
placed face down in a pile in front of them.
2 Tell the students they are going to play a game where they
take it in turns to guess the hidden word to complete a
sentence.
3 Student A takes a card and reads the sentence out to
their partner, indicating where the missing word is in the
sentence. Student B then repeats the sentence, trying
to guess the missing word, which is written on the card.
Student B has two chances. If the word is guessed correctly,
Student B keeps the card. If not, Student A reveals the
missing word and then places the card at the bottom of the
pile.
4 Students continue trying to guess the hidden words until
the cards run out or as time allows. The winner is the
student who makes the most correct answers and has the
most cards.
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
Having spent so long doing my homework …
B2+
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
To extend the activity, or for fast finishers, either in pairs or
individually, students can write their own gapped sentences
revising vocabulary from the unit for other students to
complete.
ANSWER KEY
B2+
5B Phrasal hunt
AIM
• To review phrasal verbs from the unit
• To practise key word formation skills related to Reading and
Use of English Part 4
See the activity sheet.
EXAM LINK
5A You must have had a reason
Reading and Use of English, Part 4: Key word transformation
AIM
ACTIVITY TYPE
To review modal verbs in the past from the unit
Students work in pairs to complete sentences and hunt for a
hidden phrasal verb
ACTIVITY TYPE
CLASSROOM DYNAMICS
A speaking activity where students are prompted to respond
to situations with speculation, criticism, regret, etc.
Pairwork or groups of four
CLASSROOM DYNAMICS
Groups of three
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Modal verbs in the past, Exercise 8, page 66
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 As a quick recap, write the list of modal verbs on the activity
sheet on the board. Tell students that you’ve just bought a
new mobile phone, but it doesn’t work. Ask them to make
comments, suggestions or to speculate what happened, etc.
using the modals.
2 Divide the class into groups of three and give each group a
set of cards. Place the white situation cards face down in a
pile in front of them, and the grey modal cards face up and
spread out. Tell the students they are going to read a range
of different situations, which they need to comment on
using the modals.
TIME TAKEN
10 minutes
WHEN TO USE
After Vocabulary: Working with phrases, Exercise 2, page 67
PREPARATION
You will need one copy of the activity for each pair.
PROCEDURE
1 Divide the class into pairs, and give each pair a worksheet.
2 Explain to students that they need to work with their
partner to rephrase the sentences, using the correct phrasal
verb from the unit in the spaces provided. They will need to
put the letters in the correct spaces.
3 Once students have completed all the sentences, they use
the numbers to uncover the hidden phrasal verb.
4 Have fast finishers write a sentence with the hidden phrasal
verb to share with the whole class.
ADAPTATION AND EXTENSION
• If you feel it is appropriate for your students, set the activity
as a race.
3 Student A takes a situation card from the pile and reads the
sentence out to the group.
• If students are struggling to remember the phrasal verbs
from the unit, after a few minutes, allow pairs to share their
answers, or you could write the verbs or particles only on
the board as prompts.
4 Students B and C then take it in turns to choose a
modal and answer the situation, making speculations or
deductions, or expressing criticism or regret in the past, etc.
Student A then decides which suggestion or comment is
the most interesting and gives that student the card.
ANSWER KEY
5 Students take turns taking cards and commenting on the
situation, until all the situation cards are used.
• To extend the activity, have students in their pairs write
three gapped sentences with the phrasal verbs to exchange
with another pair and complete.
1 fooling around; 2 get to; 3 hang back; 4 having (you) on;
5 jumped at; 6 settle for; 7 stand up to; 8 winding (him) up;
Hidden phrasal verb: shake (somebody) up
ADAPTATION AND EXTENSION
Fast finishers can write sentences responding to the situations
on the cards using the modals. Other students can guess
which situation each sentence is a response to.
Photocopiable © Pearson Education Limited 2018
215
PDF from sachtienganhhanoi.com
ADAPTATION AND EXTENSION
2ND EDITION
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B2+
5C Are you capable of this?
6A Tell me about it
AIM
AIM
• To practise using dependent prepositions from the unit
• To practise using past and present narrative tenses
• To practise the multiple-choice cloze task related to Reading
and Use of English Part 1
• To practise skills related to the individual long turn in
Speaking Part 2
EXAM LINK
EXAM LINK
Reading and Use of English, Part 1: Multiple-choice cloze
Speaking Part 2: Individual long turn
ACTIVITY TYPE
ACTIVITY TYPE
A two-part activity where students work in pairs to first match
verbs with prepositions, and then use these to complete
sentences
A speaking activity where students use an initial card prompt
to narrate an anecdote or story
Individuals or pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2: Dependent prepositions, Exercise 4,
page 70
PREPARATION
You will need one copy of Part 1, cut up into cards, and one
copy of Part 2 for each pair.
PROCEDURE
1 Divide the class into pairs and give each pair the set of cards
from Part 1 of the activity sheet only, placed face up and
spread out in front of them.
2 Tell students that this activity is in two parts, and for Part 1
they need to match the cards so that each verb is with the
correct preposition. Set a time limit of three minutes for
this stage, and then check answers as a class.
3 Give a copy of the worksheet Part 2 with the gapped
sentences to each pair. Tell students they must now
complete the sentences with the correct verb and
preposition from Part 1. Set a time limit of five minutes.
4 Review the answers with the whole class.
ADAPTATION AND EXTENSION
• To turn the activity into a competitive game, also cut
up the gapped sentences from Part 2. Pairs place the
cut-up sentences in a pile, face down, with the verbs and
prepositions spread out, face up. Student A picks a sentence
and chooses a verb and preposition to complete it. If
correct, Student A keeps the cards, but if not, the cards are
replaced (the sentence to the bottom of the pile). Student B
repeats the process. The winner is the student who has the
most cards once all the sentences have been completed, or
as time allows.
Small groups
TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Past and present narrative tenses, Exercise 3,
page 80
PREPARATION
You will need one copy of the activity for each group, cut up
into cards.
PROCEDURE
1 Divide the class into groups of three or four students and
give each group a set of cards, face down in a pile in front
of them.
2 Tell students that this is a storytelling activity. Students
take it in turns to take a card and read the beginning of the
story to the other group members, completing the gaps
with their own ideas. The correct narrative tenses, present
or past, must be used. Each student should try to continue
their story for at least 30 seconds. If something is not clear,
other group members can ask for clarification.
3 The process is repeated until the cards run out or as
time allows.
4 Each group can then decide who is the best storyteller and
why. If you have time, ask groups to feedback to the class.
ADAPTATION AND EXTENSION
You can also use the cards to start a story chain.
Student A takes a card and completes the first sentence
of a story. Student B then continues the same story with a
sentence, before handing over to Student C who does the
same. The story can end when it reaches a natural conclusion,
or the last student in the chain must add a suitable ending.
• This activity is also suitable for individual fast finishers.
ANSWER KEY
1 appalled at; 2 ashamed of; 3 capable of; 4 Contrary to;
5 eager to; 6 impressed by; 7 intent on; 8 Subject to
216
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
CLASSROOM DYNAMICS
CLASSROOM DYNAMICS
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
6B Find the right word!
6C Making corrections
AIM
AIM
• To review and practise compound nouns and adjectives
from the unit
• To practise and review adjective suffixes from the unit
EXAM LINK
Reading and Use of English Part 1: Multiple-choice cloze
ACTIVITY TYPE
A game where students compete to complete sentences with
the correct compound nouns and adjectives
CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes
WHEN TO USE
• To practise key word formation skills related to Reading and
Use of English Part 3
EXAM LINK
Reading and Use of English Part 3: Word formation
ACTIVITY TYPE
A word formation and correction activity with adjectives
CLASSROOM DYNAMICS
Individuals and pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 2, Exercise 4, page 84
After Vocabulary: Describing city life, Exercise 6, page 81
PREPARATION
PREPARATION
You will need one copy of the activity for each pair, cut up into
Student A/Student B worksheets.
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
PROCEDURE
1 Divide the class into pairs and give each student one half of
the activity sheet.
1 Divide the class into pairs, and give each pair a set of
cards placed face down in front of them, and Student A/
Student B word tables.
2 Tell students that two of their sentences are correct and
five contain one word which is incorrect. They must identify
and correct the form of the five words that are incorrect.
2 Tell students they are going to play a game where they
have to complete sentences with the correct compound
nouns or adjectives. Student A turns over the top card from
the pile and reads out the sentence, choosing a word from
his/her word table to complete the collocation, saying it
to Student B. If both students agree that the word is the
correct collocation, Student A keeps the card and crosses
out the word from his/her list. If the collocation is not
correct, the card is returned to the bottom of the pile and
it is Student B’s turn. Tell students that they do not need to
use all the words in their word tables.
3 Students work individually, deciding which sentences are
correct and crossing out the words that are not correct in
the others, writing the correct form of the word. Set a time
limit of five minutes.
3 Students take turns until all the sentence cards have been
completed with the correct collocations, or as time allows.
The winner is the student who makes the most correct
answers and has the most cards.
• To make the activity less challenging, ask students to focus
on the adjectives when looking for the errors.
ADAPTATION AND EXTENSION
• To extend the activity, after finishing the game students
can use the three extra words from their lists (or any others
they didn’t have time to use) and decide what word they
collocate with. They can then write a sentence for each
compound noun or adjective.
4 Student A then reads his/her sentences aloud to Student B.
Student B checks whether Student A has made the right
corrections using the key at the bottom of the activity
sheet. Once Student A has finished reading his/her
sentences, the roles are reversed.
ADAPTATION AND EXTENSION
• To make the activity more competitive, tell students to
assign one point for each correct/incorrect sentence they
identified, and one point for each word they have changed
correctly. The winner is the student with the most points.
ANSWER KEY
See the activity sheet.
• For stronger students, you may prefer not to use the
word tables.
ANSWER KEY
backstreet; construction site; High-rise; housing estate;
industrial estate; inner city; noise pollution; pedestrian
crossing; rooftop; run-down; skyline; traffic jam
Extra: marketplace; convenience store; waterfront
Photocopiable © Pearson Education Limited 2018
217
PDF from sachtienganhhanoi.com
• To practise multiple-choice cloze skills related to Reading
and Use of English Part 1
B2+
2ND EDITION
B2+
7A Agreement
7B This word means …
AIM
AIM
To practise subject-verb agreement from the unit
To review health and diet vocabulary from the unit
ACTIVITY TYPE
ACTIVITY TYPE
A sentence completion game where students have to retrieve
verbs in the correct singular or plural form from their partners
A game where students try to guess the correct word for a
given definition
CLASSROOM DYNAMICS
CLASSROOM DYNAMICS
Pairwork or groups of four
Pairwork or groups of four
TIME TAKEN
TIME TAKEN
10 minutes
10 minutes
WHEN TO USE
WHEN TO USE
After Grammar: Subject-verb agreement, Exercise 7, page 94
After Vocabulary: Health and diet, Exercise 5, page 95
PREPARATION
PREPARATION
You will need one copy of the activity for each pair, cut up into
Student A/Student B worksheets.
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
PROCEDURE
1 Divide the class into pairs and give each student one half of
the activity sheet. Explain to students that they are going
to play a game where they have to complete the sentences
on their activity sheet by adding a verb retrieved from their
partner.
1 Divide the class into pairs and give each pair a set of cards,
placed face down in a pile in front of them. Tell students
they are going to play a game where they have to guess the
correct word for a definition.
2 Allow one or two minutes for students to read their
sentences and think about what verb may be missing and
in what form: singular, plural, or either. Explain that their
partner has the words they need in his/her verb grid, and
vice versa.
3 Student A gives a set of coordinates (e.g. ‘B3’) to Student B,
who reads out the verb in the correct place on the grid,
careful to pronounce it correctly in its singular or plural
form. Student A then decides if the verb can be used to
complete one of his/her sentences, and if so, writes the verb
in the gap. Explain to students that the verb must be in the
correct singular or plural form, and if it is not, it cannot be
used. It is then Student B’s turn.
4 Students continue taking turns until all words have been
placed, or time runs out. Set a time limit of six minutes.
5 Students then check their answers together. Monitor and
answer questions as necessary. The winner is the student
with the most correct answers.
ADAPTATION AND EXTENSION
2 Student A takes a card and reads the definition out to
their partner (but not the word/phrase in brackets!).
Student B must provide the correct word or phrase (in
brackets on the card) to match the definition. If the word/
phrase is correct, Student B keeps the card. If not, it is
placed aside and it is Student B’s turn to take a card
and read out the definition for Student A to guess the
word/phrase.
3 Students take turns reading the definitions and guessing
the correct answers until the cards run out. The student
with the most correct answers wins.
4 Students then review any cards they placed aside.
ADAPTATION AND EXTENSION
To extend the activity, or for fast finishers, pairs can think of
other health-related vocabulary items and write their own
definitions. These can be exchanged with another pair to guess
the missing words/phrases.
ANSWER KEY
See the activity sheet.
For large classes, divide students into groups of four,
two against two.
ANSWER KEY
Student A: 1 increases; 2 is; 3 offers 4; was/were; 5 have;
6 wait; 7 agrees; 8 promises/promise
Student B: a has; b tell; c bring; d consume; e gets; f is/are;
g expects/expect; h makes
218
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B2+
7C Odd one out
8A How it might change
AIM
AIM
To review the meanings of similar words from the unit
To practise speculating about the future using expressions and
future forms from the unit
A game where students have to listen to a list of vocabulary
items and decide which is the odd one out or false friend
ACTIVITY TYPE
A card-prompt speaking activity
CLASSROOM DYNAMICS
CLASSROOM DYNAMICS
Pairwork or groups of three
Pairwork
TIME TAKEN
TIME TAKEN
10 minutes
10 minutes
WHEN TO USE
WHEN TO USE
After Use of English 2: Similar words, Exercise 6, page 98
After Grammar: Future phrases, Exercise 6, page 108
PREPARATION
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
PROCEDURE
1 Divide the class into pairs and give each pair a set of cards
placed face down and spread out in front of them.
1 Divide the class into pairs and give each pair a set of cards,
placed face down in two piles: one pile of grey cards (the
topics) and one pile of white cards (the expressions).
2 Explain to students that each card has four words or phrases,
three with similar meaning and one ‘false friend’ (a word that
has a similar sound or spelling but has a different meaning).
They must decide which word/phrase is the odd one out.
3 Student A takes a card and reads out the four words/
phrases. Student A must also spell out any words that
have a similar sound. Student B then decides which word/
phrase is the odd one out. If Student B is correct, he/she
keeps the card. If not, the card is placed aside and the roles
are reversed.
4 Students take turns reading the words and phrases and
guessing the odd one out until all the cards have been read.
The student with the most correct guesses and cards is
the winner.
ADAPTATION AND EXTENSION
• To make the activity more challenging, when a student
guesses correctly which word/phrase is the odd one out,
they must also provide a synonym or use it in a sentence.
• This game can also be played in groups of three, where the
student that wins the card is the one who guesses which
word/phrase is the odd one out first.
2 Write on the board ‘How might things change?’ and explain
that in this activity students are going to talk about the
future. Elicit some ideas at this stage if you think it is helpful.
3 Student A begins by taking a card from each pile and
turning them both face up for Student B to read. Student A
has 10 seconds to prepare, and then must speak for at
least 30 seconds about the topic on the grey card using
the expression on the white card. Student B checks that
Student A is on topic and that the expression is used
correctly. Student B can also ask Student A to explain or
expand on certain points.
4 Students take turns taking cards and using the expressions
until the cards are all used, or as time allows.
5 If you have time, as whole class take feedback and ask what
interesting ideas students had.
ADAPTATION AND EXTENSION
Fast finishers can complete the sentence ‘By the time
I’m fifty …’ writing down their ideas, which they can then
exchange with another student.
ANSWER KEY
See activity sheet
Photocopiable © Pearson Education Limited 2018
219
PDF from sachtienganhhanoi.com
ACTIVITY TYPE
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B2+
8B Prepositions on the spot
8C What if … ?
AIM
AIM
• To practise prepositional phrases from the unit
To review and practise conditional expressions from the unit
• To practise skills related to the open cloze task in Reading
and Use of English Part 2
ACTIVITY TYPE
ACTIVITY TYPE
A card game where students form conditional questions and
ask and answer them
A gap-filling activity where students complete sentences with
the correct preposition
CLASSROOM DYNAMICS
Reading and Use of English, Part 2: Open cloze
CLASSROOM DYNAMICS
Individuals and pairwork
TIME TAKEN
10 minutes
WHEN TO USE
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 1: Conditional sentences, Exercise 2,
page 111
PREPARATION
After Vocabulary: Prepositional phrases, Exercise 8, page 109
You will need one copy of the activity for each pair, cut up
into cards.
PREPARATION
PROCEDURE
You will need one copy of the activity for each pair, cut up into
Student A/Student B worksheets.
PROCEDURE
1 Divide the class into pairs and give each student half of the
activity sheet.
2 Tell students that they and their partner each have a
different set of sentences, but with the same phrases with
gaps missing the prepositions. Students must first work
individually to fill in the gaps in their own set of sentences
with the correct prepositions. Set a time limit of four to five
minutes.
3 When both students have completed their sentences,
Student A reads aloud his/her completed sentence 1.
Student B confirms that he/she wrote the same preposition
in the gap in his/her first sentence. If not, Student B reads
aloud his/her completed sentence and Student A accepts
or rejects Student B’s answer. If they are unsure, students
can check with you or confirm answers at the end of the
activity.
4 Student B then reads his/her completed sentence 2, and
Student A compares it with his/her answer for sentence 2.
Students continue taking turns reading out sentences and
checking that they have used the same preposition.
5 Have a whole class feedback session to check answers and
deal with any queries.
ANSWER KEY
1 in; 2 from; 3 at; 4 in; 5 at; 6 in; 7 off; 8 in; 9 on; 10 on;
11 from; 12 out
1 Divide the class into pairs, and give Student A all the grey
cards and Student B all the white cards. Tell students that
some of the cards they have are the start of questions and
some are the second half of questions, but that their own
cards do not match.
2 Give students a minute or two to look at both sets of their
own cards. To start, Student A chooses a card (either the
start of the question of the second half of the question)
and places it on the desk. Student B then completes
the question with one of his/her cards, reading out the
completed question.
3 If the cards match, i.e. the question is correctly formed,
Student A must answer it. If the cards are not matched
correctly, Student A replaces his/her first card with one that
matches Student B’s card correctly. Student A then reads
out the question for Student B to answer.
4 The roles are then reversed and Student B places a card for
Student A to complete, and steps 2–3 are repeated.
5 Students take turns matching the cards and answering
questions until all of the cards are used or as time allows.
Monitor and help as necessary if students are unable to
agree.
ADAPTATION AND EXTENSION
• As an extension, or for fast finishers, students can use the
first half of the questions to write their own completed
questions. They can then ask the questions to a partner to
answer.
• Alternatively, students can choose one correctly matched
pair of cards and write a paragraph in answer to the
question.
ANSWER KEY
See the activity sheet.
220
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
EXAM LINK
Pairwork
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
9A Go on talking
ANSWER KEY
AIM
Student A:
Student B:
arranged to meet
obliged to go
• To practise using the -ing form and infinitive of verbs
persuaded to donate
permitted to destroy
• To practise skills related to the discussion task in Speaking
Part 4
risk harming
stop doing
resent (not) doing
caught throwing
ACTIVITY TYPE
go on using
tried being
Students complete questions with the correct verb form
before asking and answering them with a partner
intend to change/intend
changing
can’t bear doing/to do
tried to do
prove to be
Speaking, Part 4: Follow-up discussion
CLASSROOM DYNAMICS
Individuals and pairwork
TIME TAKEN
forget to turn
encourage (people) to take
9B Environmental compounds
AIM
10 minutes
To review compound nouns about the environment from
the unit
WHEN TO USE
ACTIVITY TYPE
After Grammar: Verb + -ing form or infinitive, Exercise 6,
page 122
A pairwork activity where students work together to match
sentence halves and then discuss the ideas
PREPARATION
CLASSROOM DYNAMICS
You will need one copy of the activity sheet for each pair, cut
up into Student A/Student B question cards.
Pairwork
PROCEDURE
10 minutes
1 Divide the class into pairs and give each student a set of
question cards.
2 Tell students they first need to work individually to
complete the questions with the correct -ing or infinitive
form of the verbs in brackets. Set a time limit of three
minutes. If necessary, check students’ understanding of
the use of -ing and infinitive verb forms orally and write
some examples on the board (these can be taken from the
grammar box on page 122).
3 When students have completed their questions, Student A
chooses one from his/her set and asks it to Student B,
who should answer as fully as possible. Student A can
ask follow-up questions. The roles are then reversed and
Student B selects a question to ask Student A. If the
student being asked the question thinks that the verb form
is incorrect, the pair should discuss and then check with you
if necessary.
4 Students take turns asking and answering questions until
they have all been answered or time has run out. Set a time
limit of six minutes.
5 As a whole class, check the correct verb forms for the
questions and, if time allows, ask for feedback on any
interesting answers that students made to the questions.
ADAPTATION AND EXTENSION
• For stronger students, skip the first writing stage of the
activity and allow students to ask the questions directly
with the correct form of the verb. The student being asked
the question can challenge if he/she feels the verb form is
incorrect. Ask students to try to speak for 30 seconds.
TIME TAKEN
WHEN TO USE
After Vocabulary: Compound nouns on the environment,
Exercise 8, page 123
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the class into pairs, and give each pair two sets of
cards (grey and white). Ask students to shuffle the cards in
each set and place them face up and spread out in front of
them.
2 Students work together to match the two halves of the
sentences, correctly forming compound nouns related to
the environment.
3 Students then discuss each sentence, saying which ideas
they agree/disagree with or which they think are good/bad
ideas. Continue until students have discussed all the ideas
or as time allows.
4 As a whole class, check answers briefly, and then discuss
which ideas in the sentences students agreed or disagreed
with, or thought were good or bad ideas.
ADAPTATION AND EXTENSION
You can turn this exercise into a memory game. Students place
the cards in their two sets face down and spread out in front
of them. Students take it in turns to turn over two cards, one
from either set, and read them out. If the cards match with the
correct compound noun, the student keeps the card. If they
do not match, the cards are turned over in the same place and
students try to remember their position for subsequent turns.
ANSWER KEY
See the activity sheet.
Photocopiable © Pearson Education Limited 2018
221
PDF from sachtienganhhanoi.com
EXAM LINK
B2+
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
AIM
• To practise using reporting verbs from the unit
• To practise key word formation skills related to Reading and
Use of English Part 4
ACTIVITY TYPE
A speaking activity where students turn sentences into
reported statements
EXAM LINK
Reading and Use of English, Part 4: Key word transformation
CLASSROOM DYNAMICS
Individuals or pairwork
TIME TAKEN
10 minutes
WHEN TO USE
After Use of English 1: Reported speech, Exercise 5, page 125
PREPARATION
You will need one copy of the activity for each pair, cut up
into cards.
PROCEDURE
1 Divide the class into pairs and give each pair a set of cards
placed face down in a pile in front of them. Tell students
they are going to play a game taking it in turns to read out
the spoken sentence on the card, which their partner then
has to turn into reported speech.
2 Student A takes a card and reads out the sentence to
Student B, along with any pronoun or verb prompt in
brackets. Student B repeats the sentence, but reforms it
into reported speech using the verb and a correct pronoun.
If Student A agrees that the sentence has been correctly
changed into reported speech, Student B wins the card.
If not, the card is put aside to review later. Demonstrate with
the first card if you think this would be helpful.
3 It is then Student B’s turn to take a card to read to Student A
so they can try to reform the sentence in reported speech.
The game continues until the all the cards are used, or as
time allows.
B2+
ADAPTATION AND EXTENSION
• As a variation, when students take a card they read it to
themselves and then say the sentence in reported speech to
their partner. Their partner then has to repeat the sentence,
but turning it back into active speech. As a pair, students
then check how the sentence differs from the card.
• As an alternative for more individual work, or for fast
finishers, students take five cards. On a piece of paper,
they reform the sentences into reported speech, using the
verbs provided and a correct pronoun. Students exchange
their papers (not the cards) and check that their partner’s
sentences make sense and are grammatically correct. They
then turn their partner’s sentences back into direct speech,
writing them on the same piece of paper. Finally, together
they compare the new sentences they have written in direct
speech to those on the cards.
ANSWER KEY
Possible answers:
He admitted he had thrown the glass bottle in the wrong bin.
The teacher recommended that we unplug devices we’re
not using.
The minister agreed that we should avoid wasting water.
They blame people being irresponsible for climate change
happening.
They boasted that they were the most eco-friendly company
in the region.
The company claimed it was taking measures to protect the
environment.
The student admitted throwing the paper on the floor.
They insisted that I/we need to stop using the car so much.
She confessed that she never rode her bicycle.
She refused to change her car just because it was old.
They regretted that they/we had not paid more attention to
climate change earlier.
The scientist urged the world to stop burning fossil fuels as
soon as possible.
He denied that he had left the lights on all night.
She advised us/me to use both sides of the sheet to save paper.
4 Review and check answers as a whole class.
222
Photocopiable © Pearson Education Limited 2018
PDF from sachtienganhhanoi.com
9C Environmental report
2ND EDITION
Pearson Education Limited
KAO TWO,
KAO Park
Hockham Way,
Harlow, Essex,
CM17 9SR
England
and Associated Companies throughout the world.
pearsonELT.com/goldexperience
© Pearson Education Limited 2018
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
First published 2018
ISBN: 978-1-292-19500-1
Set in Camphor Pro
Printed by Ashford Colour Press in the UK
Picture Credits
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
123RF.com: Betochagas 149, Cathy Yeulet 148, Dinis Tolipov 130, Dolgachov 148,
Ekkasit Keatsirikul 149, Erik Reis 131, Jozef Polc 131, Katarzyna Bialasiewicz 130,
Sebastian Gauert 148, Serhii Bobyk 131, Wavebreak Media Ltd 130, dolgachov 149;
Alamy Stock Photo: Colin Underhill 113, Corporate 113, Frances M. Roberts 112,
Parkes Photographic Archive 112, STOCK4B GmbH 113, moodboard 112
Cover images: Front: Getty Images: EyeEm / Alexandre Tritz
All other images © Pearson Education
Text Credit(s):
Telegraph Media Group Limited: Never forget a face? You might be a super
recogniser https://www.telegraph.co.uk/women/life/never-forget-a-face-youmight-be-a-super-recogniser 139, 145
Every effort has been made to trace the copyright holders and we apologise
in advance for any unintentional omissions. We would be pleased to insert the
appropriate acknowledgement in any subsequent edition of this publication.
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers may
make copies for their own use or for use by the classes they teach. Institutional
purchasers may make copies for use by their staff and students, but this
permission does not extend to additional institutions or branches. Under no
circumstances may any part of this book be photocopied for resale.
PDF from sachtienganhhanoi.com
Acknowledgements
The publishers would like to thank the following people for their contribution to this
title: Lynda Edwards, David Corp, Dr Mark Griffiths, Fernando Scelzo and Andrew Reid.
2ND EDITION
B2+
Pre-Advanced
The B2+ level, new for the second edition, moves
students towards an Advanced level of English.
• Extensive test package including:
- Diagnostic start-of-course test with A/B versions
- Language and skills unit tests with A/B versions
- Review tests every three units with A/B versions
- End of year test with A/B versions
• Full audioscripts and answer keys for all tests
• Three photocopiable activities per unit, giving extra practice of
grammar, vocabulary and exam skills
• Full teaching notes and answer keys for photocopiable activities
Download all Teacher’s Resource Book material, including test
audio, editable versions of the tests, and versions for students
with dyslexia, from the Teacher’s online resource materials at
english.com/login. You can access this site using the code inside
the Teacher’s Book front cover.
Preparing students for the
Cambridge English Qualifications
across eight levels:
A1
A2
A2+
B1
B1+
B2
B2+
C1
Pre-Key for Schools
Key for Schools
Pre-Preliminary for Schools
Preliminary for Schools
Pre-First for Schools
First for Schools
Pre-Advanced
Advanced
Other components
• Student’s Book: thorough language skills and
exam preparation, presented through fun and
thought-provoking contexts
• Student’s App: access to audio and video, plus
extra vocabulary practice
• Workbook: practice of grammar, vocabulary
and all skills, plus vocabulary extension work
• Online Practice: Workbook and Resources, with
instant feedback and automatic grading to help
students and teachers monitor progress
• Teacher’s Book: teacher’s notes with an access
code to all of the online resource materials
Experience • Engage • Excel
pearsonELT.com/goldexperience
PDF from sachtienganhhanoi.com
Engage and motivate students to build the language and skills they need in
the classroom, exams and their lives beyond school. Educate students about the
world around, and allow them to bring their own experience into learning English.