B2
FIRST
TEACHER’S BOOK
Sheila Dignen & Lyndsay Warwick
CONTENTS
INTRODUCTION
Formula
The B2 First level
The principles and methodology
Course components
3
3
3
4—5
HOW THE CORE COMPONENTS WORK
How the Coursebook works
How to use the Exam file
How the Exam Trainer works
6—9
10—11
12—13
CREATE YOUR OWN FORMULA
Formula’s building blocks
How to use Formula for around 30 hours
How to use Formula for around 50 hours
How to use Formula for around 80 hours
How to use Formula for around 100+ hours
14
15—17
18—20
21—23
24—27
CLASSROOM TEACHING IDEAS
How to teach for exams
How to encourage independent learning
Well-being: mindfulness for exams
28—29
30—31
32—33
TEACHING NOTES AND ANSWER KEYS
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
34—48
49—64
65—80
81—95
96—110
111—126
127—141
142—157
B2 First EXAM INFORMATION
Speaking success criteria
Writing success criteria
158—160
161—173
2
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19/01/2021 10:20
INTRODUCTION
Formula
Formula is the flexible, unique and enjoyable route to
Cambridge exam success. Using Pearson’s trusted exam
know-how, Formula B2 First takes a fresh approach to topics,
units and components to create an exam-focused package
whatever your teaching and learning scenario. Its truly flexible
learning materials are designed to work independently for
short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent
study and blended learning to fully digital environments —
create your own Formula for exam success.
Unlike most traditional exam preparation courses, Formula
is distinctive in that it has two core components — the
Coursebook and the Exam Trainer. By having two core
components, there is a choice of starting points: the
Coursebook or the Exam Trainer or a combination of both.
This way, you can decide what to focus on in class and what
to focus on for homework.
B2 FIRST
B2 FIRST
B2
FIRST
R SCHOOLS EXAM
w sections including six, full length Use of
h tasks.
abulary file practising topic vocabulary and
l sets for each unit.
mplete digital package including fully
ctive eBook, Digital Resources and App
ning course audio, exam videos and
mar practice activities.
able with and without key
B2
FIRST
A Test, Teach, Test, approach for each part of
each paper.
•
Speaking boost tasks provide extra practice for
the Speaking paper.
•
Tips from exam experts on how to approach
the exam.
FOR EXAM SUCCESS
How did you do? sections and
help students identify
where they are in their learning.
•
Detailed Strategies and skills input and activities
to boost exam performance Part-by-Part.
and
grammar practice activities.
with key
The principles and methodology
Achieving exam success
First and foremost, Formula will enable students’ core
aim of passing the Cambridge B2 First exam at their
desired grade. Formula’s syllabus is based on the exam
requirements and created by a team of authors and exam
consultants to ensure comprehensive, authentic and
rigorous exam preparation and practice.
Keeping students engaged
Formula takes a completely different approach to
organising topics to avoid that well-known feeling of ‘topic
fatigue’. Each level of the Coursebook is organised around
a general theme — for B2 First, the theme is colours — with
each of its units based on a different colour. This theme
becomes the prism through which a number of different
topics are covered from different angles, ensuring the
material remains fresh, giving a sense of momentum and
maintaining everyone’s interest throughout the course.
Interactive eBook
* with key only
For teachers
For students
•
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
•
Coursebook and Interactive eBook*,
Digital Resources and App
- Test package
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Grammar presentations
•
- Guides on dyslexia, classroom
management and mindfulness for exams
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
- Photocopiable activities
* available with and without key
Lynda
Edwards & Lindsay Warwick
pearsonenglish.com/formula
rmula
EXAM TRAINER
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
Interactive eBook
•
Formula_B2_ETKEY_CVR.indd All Pages
Flexible exam preparation
Dignen
& Jacky
Newbrook
SheilaSheila
Dignen
& Jacky
Newbrook
Trainer Interactive eBook*, Digital Resources
pp
Lynda Edwards & Lindsay Warwick
ents
Easy-to-use preparation in the order of the exam
from Reading and Use of English Part 1 to
Speaking Part 4.
•
information about each exam part.
key only
ebook and Interactive eBook*,
l Resources and App
•
• Smart answer key* for all exam task exercises.
with key
COURSEBOOK
FOR EXAM
SUCCESS
• About
the exam sections give comprehensive
• A complete digital package including fully
answer key* for all exam task exercises.
Trainer and Interactive eBook*,
l Resources and App
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allow them to approach the exam with
confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills they
have practised.
with key
ting file providing models and exam tasks
ch part of the Writing paper.
ebook Interactive eBook*, Digital Resources
pp
FIRST
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
FORMULA B2 FIRST Exam Trainer with key provides:
with key
mmar file including both reference and
ce for each unit.
B2
EXAM TRAINER and Interactive eBook
ght units with each unit linked to a different
lesson making learning more dynamic and
viding a more authentic exam experience.
ALSO SUITABLE FOR THE
COURSEBOOK and Interactive eBook
dge exam success. Using Pearson’s trusted
opics, units and components to create an
ng scenario. Its truly flexible components
ration or in combination for longer
nd blended to fully digital learning
and allows reflection on current performance. A teach
section provides practice of strategies and skills to improve
students’ performance and allows them to approach the
exam with confidence. The final exam-compliant exam task
tests how well they can apply the strategies and skills they
have practised.
Sheila Dignen & Jacky Newbrook
19/10/2020 12:32
20/10/2020 10:28
The B2 First level
The B2 First level Coursebook is designed for classes
where most students are preparing for the Cambridge B2
First exam. It is aimed at students who are already at the
required language level. It provides thorough and targeted
exam preparation, with each of its eight units covering at
least one part of each exam paper in detail.
The Coursebook
This component includes eight units with each unit linked to
a different colour. With colour as the broad theme, the topic
changes lesson by lesson making learning more dynamic
and maintaining students’ interest throughout the course as
well as providing a more authentic exam experience.
The main units focus on exam training and link to the
Grammar file, the Vocabulary file, the Writing file and the
fold-out Exam file in the back of the book for language
development and further exam-focused information.
The Exam Trainer
The configuration and structure of Formula’s two core
components allows teachers to flex the course depending
on the time available and different learning goals.
Exam focused
Around 30 hours — Use the Exam Trainer in class or for
self-study.
Exam focused with language revision and consolidation
Around 50 hours — Use the Coursebook main lessons
in class and the additional bank of material (Grammar,
Vocabulary, Writing and Exam file) for homework.
Exam focused with language development
Around 80 hours — Use the Coursebook main lessons, the
additional bank of material (Grammar, Vocabulary, Writing
and Exam file) and Digital resources in class and the Exam
Trainer for homework.
Extensive exam and language development
Around 100+ hours — Use all the Coursebook content and
Test and Teach sections from the Exam Trainer and Digital
resources in class and final Test sections at home.
See the Create your own Formula section for detailed
information on how to use Formula for different course
lengths.
This component uses a Test, Teach, Test approach to exam
preparation for each part of the exam. An introductory
practice task tests students to see what they already know
3
Coursebook with Exam file, Digital resources and App
• Eight units with each lesson covering
2
READING AND USE OF ENGLISH – Part 6 Gapped text
2
Is it time we went
EXAM FILE p13
one part of each of the papers of the
Cambridge B2 First exam and with an
exam focus and authentic practice task
in each.
A fold-out Exam file booklet in the
back of the Coursebook containing
Exam boost exercises for improving
exam performance.
The Grammar file gives a full page
of detailed grammar and language
explanation, plus a full page of practice
activities for every unit.
The Vocabulary file provides a
comprehensive wordlist for the whole
unit as well as further practice activities.
The Writing file provides both example
exam questions and model answers for
each Writing part, as well as extra help
and practice.
Each exam part lesson links to the Exam Trainer component for more focused
skills and strategies building in that same exam part.
Access to Digital resources, including course audio and video, as well as the
Pearson Practice English App and the Coursebook Interactive eBook.
5 Read the Exam focus. Identify forms of reference in
these sentences from the post in Ex 4 and say what
they refer to.
1
How reliable are they?
2
And what does this really mean?
3
However, sometimes an article comes along which
maybe gives us something to think about.
4
I found this one recently … .
5
Check it out and see what you think.
1 Talk about the photo above. Say how the people might be
•
Complete Exam file SECTION A on page 12.
2.3 Listen to people at the same celebration as the people
in the photo above and check your ideas from Ex 1. How were
they similar or different?
3 Work in pairs and discuss the questions.
6 You are going to read an article about happiness in
the Netherlands. Match each paragraph heading
(1–7) with a paragraph (A–G).
1
Sharing is caring
5
Too good to be true?
1
Which celebration would you most like to attend in another
country? Why?
2
An outdoor scene
6
Not the only ones
3
Content with less
7
Less pressure
2
Note down five things that you have enjoyed in the last week.
Compare your list with your partner’s. Do similar things make
you both happy?
4
Think for yourself
writer’s opinion? Do you agree?
Do surveys about happiness tell the truth? How reliable are they?
Is there any genuine interest in hearing that one country is happier
than another? And what does this really mean? In every country
there are some people who are, or who seem to be, happier
than others and some who are just downright gloomy! However,
sometimes an article comes along which maybe gives us something
to think about. We read about some attitudes and examples that
might, just might, lead us to change our own approaches ever
so slightly. I found this one recently about the Dutch bringing up
happy children. Check it out and see what you think!
from the article. Work in pairs and discuss what the
sentences might be referring to or clarifying.
A
Unusually, Dutch children do not appear to be
overly affected by this concern.
B
This is reinforced by the Dutch education system.
C
Instead of this, the Dutch believe in inspiring
children to explore the world around them.
D
Mums don’t do for their children things they are
capable of doing themselves.
E
Perhaps the climate is good or maybe the standard
of living is exceptional.
F
According to surveys it reflects the claim that the
Netherlands is a very happy nation.
G
They look after their kids on their days off and help
put the little ones to bed.
EXAM FOCUS
•
A writer often uses ways of referring back to something in a
previous sentence or to something that is coming up later.
This avoids the need for repetition. We need to recognise these
references when we read. Types of reference include:
•
D Security is vital for a happy child, and the Dutch try to
forge strong family bonds. For example, it’s traditional
for the whole family to eat breakfast together every
single day. Dutch dads also play a big part in bringing
up the children, taking an equal role in child-rearing
and doing household chores. (3)
You’re just
as likely to see a dad pushing a pram or wearing a
baby-carrier as a mum!
E Another interesting point is that independence in
Dutch children is encouraged early on. (4)
They are taught to be self-sufficient and accept
responsibility at an appropriate age. Playing outside
unsupervised (often considered noisy and disruptive
in other cultures) is seen as an important stage in the
growing up process.
F One common cause of dissatisfaction in many people
today is an obsession with material things. (5)
For the Dutch, practicality usually tops luxury and
children often grow up wearing second-hand clothes
and playing with used toys. Check out King’s Day
celebrations in Amsterdam – a major attraction is
the enormous second-hand market where children
become traders for the day, buying and selling
old toys!
G Of course, many countries claim to be ‘the happiest
places to live’ or ‘have the most contented people’ for
a variety of reasons. (6)
However, in the end,
most happy adults start off as happy children. And while
there may be some things about Dutch parenting or
education that we do not completely agree with, they
are undoubtedly doing something right!
8 Choose from the sentences A–G in Ex 7 the one
which fits each gap (1–6). There is one extra
sentence which you do not need to use.
Speaking or writing
pronouns, e.g. he, they, it – referring to a person or thing
•
C One significant factor could be the Dutch parents’ attitude towards
achievement. For them achievement doesn’t necessarily lead
to happiness, but happiness can lead to achievement. Success
starts with happiness. They do not push their kids to learn quickly;
the children are allowed to develop in their own time. (2)
Primary school children are not given homework, and reading and
writing skills are not usually taught until the age of six. Learning to
play together is of first importance. Carefree childhood lasts just
that bit longer.
EXAM TASK
Understanding reference devices
•
B This happy scene isn’t from a movie. It’s just a normal Springtime
afternoon in the Netherlands. Is it too perfect? Realistic?
Idealistic? (1)
Their teenagers are said to be among the
happiest in the world and even newborn babies are supposed
to be far more contented and smiling than their counterparts in
different countries. Of course, the big question is why? And can
Dutch parenting skills, the education system and their general
priorities in life teach the rest of us anything important?
7 Read sentences A–G. Six of these have been removed
4 Read the post on a forum about happiness surveys. What is the
•
A Two toddlers have just chased each other to the top of a climbing
frame and are pushing to get down the slide first. Their mothers are
chatting on a nearby park bench. In the distance a little boy wobbles
along on his bike, followed by his grandfather who is pushing a
buggy. A gang of older children comes racing along the bike path,
laughing and joking. They overtake a young mum who is cycling
more slowly, balancing a baby in a seat on the front of her bike and
a toddler on the back. A group of girls is playing on the grass and
not far away, some boys are perfecting their skateboarding moves.
And none of the school-age children is accompanied by an adult.
EXAM BOOST p12
feeling, what type of occasion it might be and where the
celebration might be.
2
it/this – referring to a clause
10 Do you agree with the statement below? Why? / Why
•
here/there – referring to a place
9 Work in pairs. Look again at some points mentioned
•
a linking word or initial comment adverb that contrasts or links
back, e.g. however, unfortunately, unusually
in the article and discuss your opinions.
not? Give some examples from your own experience.
1
Primary school children are not given homework.
•
an example or clarification of what has been mentioned before.
2
Dads play an equal role in bringing up children.
Achievement doesn’t necessarily lead to happiness,
but happiness can lead to achievement.
3
School-age children play outside unsupervised.
11 Write a comment to post on the website in response to
the article. Share your comments with the class.
EXAM TRAINER
14
pp30–31
M02 Formula CB B2 WKey 20342.indd 14-15
•
•
15
24/09/2020 16:09
Exam Trainer with Digital resources and App
• Works either as a standalone
ABOUT THE TASK
•
In Reading and Use of English Part 6, you read one long
text with six gaps.
You have to decide which of the seven sentences fits each
of the six gaps.
The missing sentences that fill these gaps are written
below the text, but not in the correct order.
To do the task, you need to understand the flow of a text,
and understand how sentences refer back to earlier ideas
in the paragraph or the text and forward to the next ideas.
There is also a seventh sentence which does not fit any of
the gaps in the text – this is called a distractor.
Each question is worth two marks.
How did you do?
1 Read part of an article about education
outdoors. Two sentences have been removed
from the article. Choose from the sentences
A–C the one which fits each gap. There is one
extra sentence which you do not need to use.
Getting out of the classroom
•
READING AND USE OF ENGLISH – Part 6 Gapped text
TEACH
READING AND USE OF ENGLISH – Part 6 Gapped text
component or in combination with the
Formula B2 First Coursebook.
Its structure follows the Cambridge
Practice task
B2 First exam, working systematically
through each paper and part, from
Reading and Use of English Part 1 to
Speaking Part 4.
Uses a Test, Teach, Test approach.
Each section starts with a mini practice
task (Test) that reflects the Cambridge
B2 First exam, which is followed by
extensive and focused strategies
and skills exercises for improving
performance in the exam (Teach) and
ends with a full-length, authentic-style
exam task (Test).
Includes a full, authentic-style
Cambridge B2 First exam paper,
with audio.
Access to Digital resources, including course audio and video, as well as the
Pearson Practice English App and the Exam Trainer Interactive eBook.
TEST
FOR STUDENTS
COURSE COMPONENTS
Strategies and skills
To decide whether a sentence fits a gap, you need
to understand pronouns and other words that
refer back to words or ideas earlier in the text.
3 Look at the article again with the missing sentences added.
1
Match the bold parts of the highlighted sentences to words
and ideas they refer back to in the previous sentence.
A group of excited children run along the beach,
enthusiastically collecting pieces of wood and other
rubbish. But this isn’t the summer holidays, and
the adults accompanying them aren’t their parents,
but their teachers. The kids are attending a beach
Children learn about
school. (1)
the beach environment and also do a range of fun
activities like building fires and producing art from
whatever the tide has washed onto the shore.
The idea of outdoor learning is not new. Forest
schools have been popular since they were first
introduced in the 1990s. And outdoor learning is
about a lot more than just having fun in the fresh air.
Parents and teachers have observed that children
who learn outdoors become more confident and
Forest and beach
independent. (2)
schools are so far limited to primary-age children.
But there are many opportunities for teenagers to
enjoy similar experiences and benefits at summer
camps.
The idea of outdoor learning is not new. Forest schools
have been popular since they were first introduced in
the 1990s. And outdoor learning is about a lot more than
just having fun in the fresh air. Parents and teachers
have observed that children who learn outdoors
become more confident and independent. They are
also more likely to pay attention and achieve good
results academically. Forest and beach schools are so
far limited to primary-age children. But there are many
opportunities for teenagers to enjoy similar experiences
and benefits at summer camps.
They are also more likely to pay attention and
achieve good results academically.
There are, however, some disadvantages to
attempting to conduct classes outside.
C This new kind of outdoor teaching
establishment started recently in some parts
of the UK and is already proving popular.
•
M01 FMLA ETB2 WKey 20229.indd 30-31
Pearson Practice English App
The App gives access to videos about the B2 First exam as well as Speaking test videos
and the extensive Coursebook and Exam Trainer audio. It also includes fun interactive
practice of the course grammar. It can be accessed via the code in the Coursebook and
Exam Trainer.
4
B
In 1768, Captain Cook set off on his fi rst
voyage of exploration, to the South
Pacific island of Tahiti. It was here that
he carried out observations on the
stars, designed to help calculate the
distance of the Sun from the Earth.
3
There are many popular myths
concerning diet and exercise. One of
the most widely believed is that limiting
food intake to the fi rst half of the day
only will help with faster weight loss.
4
One useful tip for travellers is to keep
your money, valuables and documents
in different places. Doing so means
that you reduce your risk of losing all of
them at the same time.
5
By this time, there were hundreds of
tons of crude oil covering the beach
and the race was on to clear it all up.
This was far too challenging a task for
the small coastal community alone.
Both of these turned out to be wrong.
Their ideas didn’t stand up to scientific investigation, however.
It is thought that ice cream was fi rst made by the ancient
Persians in about 500 BCE, when ice was combined with
flavours to produce a sweet treat.
2
A
B
This one was very popular in Europe in the 1500s.
It first reached Europe in the 1500s.
One strategy for finding wild mushrooms is to identify suitable
places through the summer, when the weather is fine.
3
A
B
2
B
30
The population of urban foxes in
London is now estimated to have
reached over 30,000. Although they
are a familiar sight in all
parts of the city centre,
not everyone feels
comfortable with
their presence.
Two commonly held beliefs about sleep were that it was
more important for the body than the mind, and that
people could train themselves to need less sleep.
A
Match them to the words or ideas they refer
back to in the previous sentence.
TIP: Some pronouns and reference words can
refer back to a whole idea, not just a single word.
A group of excited children run along the beach,
enthusiastically collecting pieces of wood and other
rubbish. But this isn’t the summer holidays, and the
adults accompanying them aren’t their parents, but their
teachers. The kids are attending a beach school. This
new kind of outdoor teaching establishment started
recently in some parts of the UK and is already proving
popular. Children learn about the beach environment
and also do a range of fun activities like building fires
and producing art from whatever the tide has washed
onto the shore.
Decide which one can follow on from each extract (1–4). Why is the
other sentence incorrect?
1
1 Look at the bold words in the extracts.
2 Check your answers.
A
•
3 Look at the pronouns and reference words in sentences A and B.
Understanding reference devices
You can go back there in the autumn, when mushrooms are likely
to appear.
This is the perfect place to find them once autumn comes around.
Cross-country skiing has the advantage that you see a lot
more of the mountains, rather than being confined to a few
well-worn ski runs.
4
A
B
Here, you can enjoy skiing for less money, and without the dangers.
It is also easier and cheaper, and there is less risk of accidents.
SPEAKING BOOST
Discuss or answer.
1
How do you improve your mood when you feel a bit down?
2
In what ways does social media make us happy and unhappy?
2 Look at the bold words in Ex 1 again.
Which ones refer to
1
a place?
2
an idea?
3
people or animals?
4
an action?
,
31
24/09/2020 16:14
Course components
• Teaching notes with a wealth of additional and
•
•
•
•
•
alternative classroom ideas, including warmer
and cooler tasks, flexible follow-up tasks and
ideas for fast finishers.
Dyslexia focus boxes identify course resources
and give ideas for alternative treatment of tasks.
Full answer key, including smart answers for
exam tasks.
‘How to’ sections giving advice on using the
Exam file, using Formula for different course
lengths, teaching for exams, developing
your students as independent learners and
mindfulness for exams.
Speaking and writing success criteria at the
back of the book to help you and your students
understand what a solid answer, a good answer
and an ‘acing it’ answer in the B2 First exam
looks like.
Access to Digital resources and Pearson
Practice English App.
1 Blue
1 Blue
OPENER
p5
DYSLEXIA FOCUS
Students may find the box of words in Ex 3 challenging
to read as it is a horizontal list. You could write the
words in a vertical list on the board to help them.
1 BLUE
Warmer
Ask students to look at the photo on page 5 and elicit
a description of it. Ask students if they can guess where
it is and why the walls are all painted blue. Elicit some
ideas, before giving the answers. Ask students if they
know any other towns or cities where buildings have
special or interesting colours.
UNIT OVERVIEW
Opener
• Language focus: Phrasal verbs
• Topic: History of the colour blue and colour
Answer
associations
The photo shows a street in the town of Chefchaouen
/ʃefˈʃaʊən/ in Morocco. It is known as the ‘blue town’
as a large number of the buildings in the old town
are painted blue. No one knows for certain why the
buildings are blue, but theories include that the colour
helps keep the streets cool or that it keeps mosquitoes
away.
Reading and Use of English — Reading
• Part 5 Multiple choice
• Topic: Unusual natural phenomena
Reading and Use of English — Vocabulary
• Part 1 Multiple-choice cloze
• Language focus: Phrases with prepositions
• Topic: La Casa Azul
Listening
• Part 1 Multiple choice
• Topic: Out of the blue
Reading and Use of English — Grammar
• Part 2 Open cloze
• Language focus: Present tenses
• Topic: Sleep
Speaking
• Part 1 Interview
• Topic: Routines and media
Writing
• Part 1 Essay
• Topic: Travel options and preferences
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 1 activities
Digital resources
• Presentation tool Unit 1
• Unit 1 Language test
• Unit 1 Language test for dyslexic students
• Unit 1 Photocopiable activities
• Unit 1 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
20
M01_FORMULA_B2_TB.indd 20-21
FOR TEACHERS
Teacher’s Book with Presentation tool, Digital resources and App
VOCABULARY: Phrasal verbs
1 Put students into small groups to discuss questions 1
and 2. After a few minutes, ask each group to tell the class
some of their ideas.
2
1.1 Explain to students that they will listen to two
people talking about the colour blue, and that the people
will mention each of the ideas 1—5. Allow students time to
read through the five ideas, then play the recording. Put
students into pairs and ask them to take turns to talk about
one of the ideas. When they have finished working in pairs,
elicit what students can remember about each of the ideas.
If they cannot remember clearly, play the recording again
and pause it to confirm understanding.
Example answers
1 People don’t always see colours in the same way,
e.g. children sometimes say the sky is white or
colourless / some tribes couldn’t distinguish between
green and blue.
2 It was the last colour to have a name — there is not
much blue in nature.
3 Egyptians wanting to copy their favourite precious
stone, lapis lazuli.
4 It was an expensive dye — only rich people such as
royals could afford it.
5 It represents ideas of truth and authority (therefore
used for uniforms), unity and power (used in flags and
by sports teams), peace and calm.
3 Focus students on the sentences and the phrases in
bold. Point out that these are all phrasal verbs. Read out
the first sentence and ask, What do you think ‘came across’
means? Tell students to try to use the context to work
out the meaning, then look in the box to find a verb that
matches the meaning. Elicit the answer (found by chance).
Explain that came across is a phrasal verb: a combination
of verb + particle. Explain that phrasal verbs are common
in English, especially in informal speech and informal
writing. As a class, brainstorm some phrasal verbs that
students know and write them on the board, e.g. get up,
go away, get rid of, sit down.
Ask students to match the phrasal verbs in the sentences
with the meanings. Check the answers as a class.
Answers
1 found by chance
3 discovered
5 invented
7 explains; represents
2 read about the past
4 originated in
6 read
8 respect
4 Ask students to complete the questions with the
correct form of the phrasal verbs. Elicit the answers and
write them on the board. Then put students into pairs to
ask and answer the questions. Nominate a few students to
tell the rest of the class about their partner’s answers.
Answers
1 look up to
4 comes from
2 looking back
5 found out
3 come across
6 comes up with
5 Demonstrate the task by saying, Yesterday, I came
across something interesting in the park. Ask students to
identify the phrasal verb in your sentence (came across).
Then elicit another sentence with a phrasal verb to follow
it, e.g. I wanted to find out what it was. Put students into
pairs to tell their stories. At the end, nominate one pair to
re-tell their story for the class.
Alternative
Before doing the task, give students two minutes to
write down a list of all the phrasal verbs from Ex 3 and
any others they can think of. They can refer to this list
as they do the task.
READING AND USE OF ENGLISH —
Part 5 Multiple choice pp6—7
LESSON OVERVIEW
•
Topic: Unusual natural phenomena
EXAM FILE p11
Learning objective: Students will be better able to
identify a writer’s attitude and opinion.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 5 Multiple
choice pp23—24
Digital resources
• Presentation tool pp6—7
• Video: About B2 First: Overview
• Video: About B2 First: Reading and Use of English
Part 5
BEFORE YOU START
Read through the Exam reference on page 11 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 7. You can allow students to listen
to the audio recording of the text to help support them
in this task. Alternatively, if appropriate, ask students
to read the text in advance of the lesson, but not to
do any related activities. Allow enough time for all
students to read and use fast finisher activities for those
who finish early.
Dyslexic students may also benefit from the structured
checklist on page 11 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students to close their eyes. Then ask them to think
about the colour blue. Ask them to make a note of the
first five ideas or images that come into their mind.
Put students into groups to compare their ideas. Ask
groups in turn to tell the class which things were on
more than one of their lists.
21
05/11/2020 15:32
Digital resources
• Teaching notes for the Exam Trainer.
• Detailed grammar PowerPoint presentations
for use with each unit’s grammar points.
• Four photocopiable worksheets (two for
•
•
•
•
•
•
Vocabulary and two for Grammar) per
Coursebook unit, with full teaching notes and
answer key.
Coursebook and Exam Trainer audio.
Extensive test package to use throughout the
course, including Diagnostic, Unit, Progress and
End of level tests.
Dyslexia-friendly versions of each test.
Both the standard and dyslexia-friendly
versions of the test package available as
editable Word documents or ready-to-print
PDFs.
Two full practice exams.
Answer keys and audio files.
Presentation tool
• Front-of-class teacher’s tool with fully
•
•
•
•
•
•
interactive version of the Coursebook
(including the practice activities from the
Grammar file, the Vocabulary file and the
Exam file).
Static activities from the Exam Trainer with
embedded audio and answer key.
The Coursebook is interleaved with the relevant
sections of the Exam Trainer for an easy backand-forth between the components.
Provides a planning mode, including teaching
notes, as well as a teaching mode.
Provides time-coded scripts for audio
embedded in the activities.
Easy navigation via either the book page or
lesson flow.
Score and timer tools for teacher-led activities.
5
HOW THE COURSEBOOK WORKS
Each unit is based around the overall theme of the B2 First
Coursebook, colours. There are seven separate lessons in
each unit: a general introductory lesson followed by six
more, each of which is focused on an exam part from the
B2 First paper. Each unit follows the structure of Opener
page, Reading and Use of English — Reading, Reading and
Use of English — Vocabulary, Listening, Reading and Use of
English — Grammar, Speaking and Writing.
1 | BLUE
VOCABULARY: Phrasal verbs
1 Work in groups.
4 Complete the questions with
1
Name five things you have seen today that are blue and where you saw them.
2
What feelings or memories do you associate with the colour blue? Give details.
2
1.1 Work in pairs. Listen to two people talking about the colour blue.
the correct form of phrasal verbs
from Ex 3. Ask and answer with
a partner.
1
Which famous person do you most
? Why?
2
Do you spend more time
at things you
have done, or looking forward to
the future?
3
What’s the most interesting news
article you’ve
this week?
4
Do you have a friend who
a different
country? Give details.
5
What’s the most interesting
new fact about blue that you
from the
conversation in Ex 2?
Take turns to choose one of the ideas below and tell your partner about it.
Each unit starts with an Opener
page, with a lead-in photo and
discussion questions to get
students thinking about the unit
theme and introduce related
vocabulary.
1
the way people
see blue
2
why the colour didn’t have
a name for a long time
3
who first used the
colour on stone
and wood
4
why one shade
of blue is called
‘royal blue’
5
the associations
of the colour blue
3 Look at sentences 1–8 below which relate to the conversation in Ex 2.
Match the phrasal verbs in bold with the meanings in the box.
discovered explains found by chance invented originated in
read read about the past represents respect
1
I came across an article about the origins and associations of different colours.
2
If we look back we can trace the history of colours.
3
The Ancient Egyptians found out how to create a blue paint.
4
The name ‘royal blue’ came from Egyptian times.
5
Designers came up with blue jeans in the 19th century.
6
The woman wants to check out the article.
7
The article goes through some associations we have with the colour blue and
what it stands for.
8
We look up to people in blue uniforms.
6
Which of your friends
the best ideas
for things to do?
5 Work in pairs. Take turns to tell a
story together using phrasal verbs
from Ex 3 and others that you
know. Your turn ends when you use
a phrasal verb.
5
M01 Formula CB B2 WKey 20342.indd 5
The six core lessons in each unit are based on a part from
one of the Cambridge B2 First exam papers. There is an
introduction via either listening or speaking with a partner
before focusing in on the exam part and the skills required
to complete it successfully.
1
READING AND USE OF ENGLISH – Part 5 Multiple choice
1
1.2 Listen to two
people discussing rare
natural events. What
events do they mention?
2 Tell your partner about something
unusual that you have seen or heard
about recently. Compare your answers
with the class. Think about:
in your area on TV
at college or work online
3 Read the Exam focus. For statements 1–5,
choose the correct option (A or B) that
best fits.
1
2
He felt sympathetic towards the woman
who arrived too late.
A It must have been frustrating for the
woman to miss the event.
B She should have made sure she
got here on time.
The opinion or attitude of a writer or a person mentioned in a text is not always
introduced by words like I think / I believe / in my opinion.
Look for ways an opinion or attitude has been rephrased.
Use of a synonym or expression: I was frustrated by the phone call. = it was
a complete waste of time.
Use of a different structure and more detail: I was impressed by the colours.
= I certainly hadn’t thought the reds and blues would be so effective.
Use of an explanation: I doubted his honesty. = I wasn’t convinced he was
telling the truth.
It is also important to identify whether what you read reflects the author’s
opinion or whether it is reporting a fact. Look for words or phrases to indicate
this: statistics show / it proves / records reveal
EXAM TASK
He was disappointed by the experience.
I really didn’t enjoy it at all.
B It wasn’t as interesting as I’d expected.
changes
1
What point is the writer making in the first paragraph?
A He often takes photographs of flowers in different gardens.
B He is more interested in his photography than what he photographs.
C He is photographing something that is unusual because of the climate.
D He needs to be flexible when he’s working.
2
4
He is astonished by the rarity of
such events.
A These events are amazing to watch.
B I can’t believe this happens only once
in a blue moon.
How does the writer feel about his work?
A impressed by the amount of money he earns
B surprised at how often he has to travel
C grateful for the opportunity to observe rare events
D proud to be so well-experienced
3
5
Surely, it’s nearly impossible for the
movement of the rocks to be noticed.
A It has been proven that onlookers do
not notice when the rocks move.
B I’d say it was unlikely that people
watching could spot any movement
of the rocks.
What is the writer’s attitude towards tabloid newspapers?
A He thinks they are too influential.
B He suspects they exaggerate to attract readers.
C He believes they do not check their facts.
D He wonders why they contradict each other.
4
When talking about Fire Rainbows, the writer regrets that
A he cannot explain the reason for Fire Rainbows.
B he has never seen a photograph of one.
C he is unaware how they got their name.
D his chances of seeing one are very low.
5
The writer repeats the word ‘treated’ in paragraph 5
A to indicate that the experience wasn’t immediately enjoyable.
B to show that the event had never happened before.
C to emphasise how amazing the sight was.
D to stress how special the event made him feel.
A
B
3
A
4
.
A
A
A
B
ime
They had no money left.
They had run out of money.
We finally managed to escape.
We finally succeeded in escaping.
Practice task
wo years ago.
0
2
The writer thinks that it was difficult for women
to get jobs in Antarctica because
A only men had the physical strength to live
in the extreme weather conditions.
B women were not attracted to the idea of
living in such a remote place.
C women generally accepted the excuses
they were given too easily.
D most people found it impossible to believe
that women could live there.
TEST
What point does the writer make about
Antarctica in the first paragraph?
A It is an increasingly important place for
scientific studies.
B It is a unique place.
C It shows us that we are not the most
important thing on Earth.
D It is mostly British scientists who carry out
research there.
People think that the coins are Roman.
BELIEVED
I expected.
tay too late.
y
1
Here is an example:
two years.
s I expected.
eresting as
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. You must use between two and five
words, including the word given.
The coins
1
are believed to be
Roman.
‘You’re lying!’ Marissa said to me.
ACCUSED
too late.
the truth.
Marissa
2
It was careless of her to leave her keys on the table.
SHOULD
nges to the second
ge other words to words
is important to recognise
hat have similar meanings
She
3
C
nt.
way
C
gave out
now.
n’t a
C
There’s a
point for
C
given up
How did you do?
I
others.
FORWARD
I am really
all your friends.
Britain first established research stations in Antarctica in the 1940s,
and, from the start, a no-women rule was strictly followed. As late
as the 1960s, female scientists who applied for posts in Antarctica
were banned from joining male colleagues on trips to the
continent. Unbelievably, one female scientist received a rejection
letter stating that there were no facilities for women in Antarctica,
including no shops or hairdressers! This trivial-sounding excuse
revealed a deeper, widely held belief that somehow Antarctica
was only for men. This is not surprising when you consider that
the history of the continent is made up of heroic accounts of
adventurers like Robert Scott and Ernest Shackleton, tales in which
courageous men relied on their strength and determination in
a battle to survive. It was only in the 1980s that women finally
overcame these prejudices and joined the teams of researchers in
the remote stations.
paragraph 1 of the article.
1
Match each highlighted part (1–4) with an option
(A–D) in Ex 1 question 1.
2
Read the options and highlighted parts
carefully. Which one matches the meaning
exactly?
3
Why don’t the others match?
I can’t wait to meet all your friends.
4 Look at paragraph 2 in the article and the
options in Ex 1 question 2 again.
1
Highlight the part of the text that relates to
each option.
2
Read the options and highlighted parts carefully.
Which one matches the meaning exactly?
3
Why don’t the others match?
23
30/04/2020 17:12
6
I tread carefully, trying to crush as few of the
beautiful flowers as possible. But I need to
get in the best position to photograph this
stunning display of blue, violet and yellow
that fills the view. Where am I? In one of
the royal London parks in spring? Maybe
the famous Kawachi Fuji flower gardens
of Japan? No, I’m in the driest place in the
world, the Atacama Desert in Chile. And in
front of me is the wonderful sight known
as Desert Bloom. I angle my camera, focus
and click. Job done, I can now stand back,
breathe in the scent of millions of flowers
and enjoy the moment.
‘The only total eclipse you’ll see in your
lifetime’, shouts another and ‘Miracle of
flowers in the desert’, says a third. In fact,
these phenomena, although unusual,
are not as unlikely as the hype suggests.
Niagara Falls have partially frozen over
several times – when winds from the North
Pole brought arctic temperatures further
south (a symptom of climate change).
And although apparently inexplicable,
those stunning flowers in the desert will
flower again in another five or seven years.
The seeds lie in the soil and will grow
whenever there is a lot of rainfall.
Seeing a rare natural phenomenon like the
Desert Bloom is not a one-off for me; I’ve
photographed the Niagara Falls when they
were partially frozen over; I’ve experienced
the weird and wonderful rush of darkness
during a total eclipse. I’m lucky that my work
as a professional nature photographer takes
me to some of the most amazing places
in the world and pays reasonably well.
However, it’s the really unusual sights which
nature occasionally provides for us that really
fascinate me. As one of my photographer
friends says, ‘It feels a real privilege.’
Real, once-in-a-blue-moon events do
happen, but it is only by chance that they
are ever seen or recorded. For example,
there’s one spectacular event that I would
desperately love to see. It’s known as
a Fire Rainbow, but is actually neither
connected to fire, nor a rainbow! Sadly,
I’m never likely to see one anywhere
apart from in a photograph. These incredible
optical phenomena, which appear to be
amazing combinations of colours in the
sky, only occur when there is a very specific
combination of atmospheric conditions. In
addition to this, they are only visible from
high altitudes.
I got my wish once, and like the Desert
Bloom it was in Chile. I was there to film
a volcanic eruption at Volcan Calbuco,
a very dangerous active volcano. While
filming, I was treated to a rare display of
volcanic lightning. This is a unique type of
electrical reaction that happens inside a
great cloud of ash, otherwise known as a
‘dirty thunderstorm’. I say ‘treated’ but the
experience was so terrifying that my first
instincts were to run like mad! The attraction
of photographing one of the greatest light
shows on earth was, however, very strong
and those pictures are among the best
I have ever taken.
I think my obsession with these rare natural
phenomena should be quite clear by now!
I’m very fortunate to have a job which allows
me to travel to record as many as I can.
The scientific reasons behind such events
are certainly fascinating but for me it will
always be about their magnificent beauty.
The powerful surprises that nature continues
to deliver will never cease to amaze me.
Whether they are just unusual or truly once
in a lifetime experiences, I can’t see myself
ever getting tired of chasing them.
Now, maybe just one more photo of these
incredible flowers …
Being in the right place at the right time
is what a nature photographer like me
longs for, but it doesn’t happen very often.
Speaking or writing
6 Work in pairs and discuss the questions.
1
Which of the natural events in the article would you most like to experience? Why?
2
Tell the class about the most memorable natural event you have seen.
7 Research another rare event and
write a fact sheet about it.
Present it to the class.
EXAM TRAINER
directions, there is nothing for thousands of kilometres except
snow and ice. No houses, no inhabitants, just a vast wilderness
2
which serves to remind us that we are only a tiny part of the life
on this planet of ours. Anja Davidson arrived there in a small, noisy
aeroplane last October to take up her position as a researcher at
Rothera, 3the main British research station on the continent. Here,
4
scientists study, among other things, the effects of climate change,
and Anja is one of a growing number of women who are slowly
gaining access to this traditionally male-dominated environment.
3 Look at the four highlighted parts of
to the cinema with the
Nature photographer David Smart reflects on his job and the rarity of some of the unusual natural phenomena he photographs.
Each question is worth two marks.
2 Check your answers.
I’m sorry I didn’t go to the cinema with the others.
WISH
6
turned down
good for your health.
Singing
competition?
of
C give part of
C
People think that singing is good for your health.
THOUGHT
put down
off
than Carl.
Jack is
5
match.
her keys on the table.
Carl does not dance as well as Jack.
DANCER
4
–C) that matches the
the sentences (1–6).
C ofIt’s
interesting but not as important as the visual effects.
Some questions test your understanding
unfamiliar
D use
Understanding
words and expressions in context and the
of reference the scientific reasons is not part of his job.
words in the text.
6
about scientists in Antarctica. Ignore the
highlighting. For questions 1 and 2, choose
the answer (A, B, C or D) which you think fits
best according to the text.
EXAM TASK
that I could not do it.
or purpose.
an article
1 Read the first two paragraphs ofM01
Flying over
Formula CB B2 WKey 20342.indd
6-7 Antarctica is an unforgettable experience. 1In all
Brad took no notice of the children.
Brad paid attention to the children.
, she wouldn’t
me to do.
or
The questions can be about the general meaning of the
text or details in the text.
They didn’t let people park on the beach.
B People were allowed to park on the beach.
B
6
I’m sure he broke it by accident.
I’m sure he meant to break it.
A
B
5
a coat.
flight was delayed.
There are six multiple-choice questions with four options.
your ideas.
You have to choose the correct options, based on
information in the text.
1
ONCE IN A BLUE MOON?
But in reality, just how rare are events like
these? Tabloid headlines need to sell copies
and imply that they are once-in-a-bluemoon events. ‘Niagara Falls completely
frozen over’, shouts one newspaper,
6 What does the writer believe about the science behind rare natural events?
the photos. Why do you think the title
A It’s always important to know why an event occurs.
Questions can also be about the writer’s attitude, opinion
has a question mark? Read and check
B Science cannot always explain these types of events.
In Reading and Use of English Part 5, you read a long text.
I’m never going to speak to Carol again.
My intention is never to speak to Carol again.
TEST
2
B
each completed second
4 Read the title of the article and look at
ABOUT THE TASK
meaning (S) or different meanings (D).
1
which you think fits best according to the text.
The writer was concerned about possible
eye damage.
A We wore special glasses to
protect our vision.
B We couldn’t see that well
through the protective glasses
READING AND USE OF ENGLISH – Part
5 10.
Multiple choice
page
9 Decide if the pairs of sentences (A and B) have a similar
5 Read the article again. For questions 1–6, choose the answer (A, B, C or D)
3
EXAM BOOST p10
al changes to the second
rase with a similar
patterns of the word in
nges you need to make so
EXAM FILE p11
Identifying attitude and opinion
Complete Exam file SECTION A on
NGLISH – Part 4 Key word transformations
The texts for Reading and Use of English
Parts 5, 6 and 7 have been recorded
to offer additional support to dyslexic
students. These recordings are indicated
in the teaching notes.
EXAM FOCUS
A
25/08/2020 12:37
pp23–24
7
24/09/2020 16:01
Exam Trainer references at the end of each
lesson take students to the relevant pages in the
Exam Trainer where they can find further intensive
practice of the exam part. (See pages 12—13 for
more details of how the Exam Trainer works.)
How the Coursebook works
1
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
References at the top of the lesson page to the Exam file booklet
in the back of the Coursebook take you to a reference page which
students can fold out alongside the main unit pages. This provides
an overview of the exam part in question and explains what is being
tested. There is also a checklist which students can go through to
ensure they are exam ready. (See pages 10—11 for more information
about how to use the Exam file with your classes.)
EXAM FILE p3
VOCABULARY: Phrases with prepositions
1 Work in pairs and discuss the questions.
1
Which artists do you like? Why?
2
Who is the most well-known artist in your country?
Why do people like their art?
3
The photo shows artist Frida Kahlo’s home. What do you
know about Frida Kahlo?
2
1.3 Listen to a radio broadcast about Frida Kahlo
and her home. What three things did the presenter notice
about her home?
3
1.4 Listen again and choose the correct prepositions.
What does the speaker refer to when she uses each
verb + prepositional phrase?
1
belonged from / to
5
work at / on (a painting)
2
moving at / to
6
added for / to
3
devoted for / to
7
appeals at / to
4
consists from / of
8
succeeded from / in
4 Match the sentence halves.
1
The deep blue colour of La Casa Azul is in contrast
2
Kahlo had 30 operations on her back and was in
3
This pain continued for the rest
4
Kahlo’s own paintings are on
5
Kahlo used the garden to think about her art in addition
6
Kahlo often wore flowers from her garden in her hair – at
A
of her life.
B
to the white and yellow homes around it.
display throughout the house.
considerable pain.
E
to teaching her students.
F
least that appears to be the case in her self-portraits.
5 Work in pairs. Complete the questions with the correct
form of prepositional phrases from Exs 3 and 4. Then ask
and answer.
1
Does a visit to La Casa Azul
2
In what career or hobby would you most like to
?
3
What do you have
your home?
4
Which place do you feel that you
the most?
5
Would you like to
you?
on the walls around
EXAM TASK
6 For questions 1–8, read the text below and decide which
answer (A, B, C or D) best fits each gap. There is an
example at the beginning (0).
What our homes say about us
B
which both
A home is more than a building. It’s a (0)
influences our identity and represents it. As children, our
environment makes us who we are, or at (1)
contributes
to it. For example, if we grow up in a crowded home, the thought
of moving to a quiet home alone might never (2)
to us.
Instead, we may prefer to live in a house full of people for the
(3)
of our lives.
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
As adults, every object that (4)
to us tells a story about
who we are and where we came from. In (5)
, how we
present those objects in our homes says something about how we
want others to see us. If we identify ourselves with being creative,
for example, we might put certain art work on (6)
for
others to see. Or, if we believe that it’s more important for a home
to be relaxing than fashionable, our home might (7)
of
warm colours and comfortable furniture, in (8)
to stylish,
modern but perhaps more uncomfortable pieces.
SECTION A
Phrases with prepositions
A site
B place
C venue
1
A little
B least
C minimum D less
1 Choose the correct verbs.
2
A appeal
B inspire
C attract
D interest
1
Sam devotes / spends all his time to his job.
1
think about
3
A final
B total
C last
D rest
2
We’ve just left / moved to a new house.
2
tell someone that something bad might happen
4
A owns
D belongs
3
Who does this umbrella belong / own to?
3
say something is not true
5
A furthermore B addition
C together
D extra
4
This style of building doesn’t appeal / attract to me.
4
ask for something in an anxious/urgent way
6
A exhibition
B gallery
C display
D public
5
What project are you doing / working on?
5
say something was your fault
7
A consist
B include
C contain
D involve
6
The course consists / includes of eight modules.
6
say you’ll cause some harm/trouble
8
A opposite
B contrast
C variety
D difference
C occupies
discuss these questions.
a different area?
1
What do you think your home or your room says about you?
2
How do you think your childhood home influences your life?
8
EXAM TRAINER
M01 Formula CB B2 WKey 20342.indd 8
admit beg consider deny threaten warn
p7
p8 Exs 1–2
25/08/2020 12:37
1
Are you OK? You look like you’re in p
2
Jack’s drawings are on d
3
Tim was pleased – at l
4
Students gave a talk in a
5
What are you doing for the r
of the day?
6
This building’s modern in c
to that one.
on our fridge!
he said he was.
to their essay.
SECTION B
Phrasal verbs
•
•
•
•
•
•
•
1
Dan
me to get him a coffee.
2
I’m
getting a coffee machine.
3
I saw Ian take my coffee but he
4
My doctor
much coffee.
5
Our boss
to take away our coffee
break if we didn’t work faster!
6
Katy
figure
get live
1
I hope I don’t
2
We can’t
work.
mess
You need to understand the precise meaning of words
and select them according to their appropriacy.
the speech up.
away with being late to
3
My work never
standards.
4
I can’t
5
I often rush work without
it through first.
6
A good manager
briefly damage
lie sympathetic
on their staff.
4 Complete the sentences with one word in each gap.
1
I’ve worked hard
2
All our hard work has finally paid
3
His apology made up
4
I never think my actions
5
Films never seem to live up
my expectations.
6
The high salary made
heavy workload.
7
I like to stand
declined
eventually
1
He rejected the environment conference invitation.
2
I’m kind towards people who live without
clean water.
The solar cooker wouldn’t work at first but lastly it did.
4
Let’s lay on the grass and look up at the trees.
.
5
We shortly discussed the issues.
his mistake.
6
The storm did a lot of harm to the area.
words or structures that follow verbs or nouns, e.g. The rain led to the cancellation of the match.
phrasal verbs, e.g. The talks broke down.
linking words, e.g. He went out although it was snowing.
expressions, e.g. out of the blue
•
•
•
Read the text again carefully, stopping at each gap.
•
•
•
If the gap is close to a linking word, make sure you read all the sentences around the gap.
•
•
Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
Don’t look at the options at this stage.
If you think you know the answer, check your idea against the four options and choose the one that is closest.
Check the words before and after each gap – you are looking for clues such as words that are followed by
a particular preposition or words that form part of a fixed phrase.
If you’re not sure of an answer, cross out the options that are definitely wrong.
If you are still not sure, choose the one that seems the most likely answer. You should always put an answer, as your
guess may be right!
Make sure you have chosen an answer for each gap – there is no negative marking, so make a sensible guess.
… stop at each gap and think about what word might be missing? ...........................................................................
… check your idea against the four options? .................................................................................................................
… cross out options that were definitely wrong if you weren’t sure? ..........................................................................
… choose the most likely answer if you still weren’t sure? ...........................................................................................
… answer every question? ................................................................................................................................................
… remember to read the text again at the end to make sure it made sense? ...........................................................
for the
from the crowd.
3
Are you ready for Reading and Use of English Part 1? Identify an area to improve.
25/08/2020 14:12
LISTENING – Part 1 Multiple choice
1
When was the last time you received some
surprising news? What happened?
2
Has anything unexpected ever happened to you?
What was it?
2
1.5 Listen to a conversation. What unexpected
thing happened? Has it ever happened to you?
Complete Exam file SECTION A on page 28.
5
1.8 You will hear people talking in seven different situations.
For questions 1–7, choose the best answer (A, B or C).
1
You hear a manager talking to an employee. Why is she talking
to him?
A
2
2
5
3
6
4
1.7 Listen to the conversation from Ex 2 again.
Answer question 1 below. How do you know?
You hear two people talking about a visitor.
What do they agree on?
A It’s good to see old friends.
B They like unexpected events.
C The visitor was impolite.
to persuade him to do some overtime
C
to suggest that he does some training
You hear two people talking about surprise parties. They both
think that surprise parties are
hard to keep secret.
C
time-consuming to organise.
You hear a voicemail message. Why is the speaker calling?
to recommend a restaurant
C
to ask for a favour
You hear two people talking about a film. What did they both
think about it?
One character acted strangely.
C
The dialogue was too quiet.
You hear a man talking about someone. Who is he talking about?
a close friend
B
a colleague
C
a neighbour
You hear two people talking about a news article. What do they
both think about it?
A
7
The ending made no sense.
B
A
6
to give an invitation
B
A
5
rarely successful.
B
A
4
to tell him about a promotion
B
A
1.6 Read the Exam focus. Then listen to six
short conversations. Do the speakers agree (A)
or disagree (D)?
4
Each lesson provides a full
exam task. These are clearly
indicated on the page and
reflect the B2 First exam
layout.
EXAM TASK
3
1
1
25/08/2020 14:12
EXAM BOOST p28
Listening for agreement
We often recognise if people agree/disagree with
each other, or feel the same, when we hear phrases
like ‘Yes, you’re right’ and ‘Me too’. However, they may
agree or disagree by simply stating a similar or different
view. In this case, we have to listen carefully to the
speakers e.g. A: ‘I’m pretty sure that’s not going to work.’
B: ‘No doubt something will go wrong.’ = agreement
M01 FMLA B2 EF 20342 U01.indd 3
EXAM FILE p29
1 Work in pairs and discuss the questions.
1
fixed phrases, e.g. first of all
… read the text through quickly so you knew what it was about? ...............................................................................
.
EXAM FOCUS
All audio tracks are clearly
identified via the listening
icon. Full audioscripts are
available at the back of the
Coursebook.
collocations, e.g. She made a mistake.
Are you exam-ready?
2
3
the correct meaning/use of a word, e.g. The rabbit hopped along the road.
Did you …
3
learning English.
M01 FMLA B2 EF 20342 U01.indd 2
The Exam focus draws
students’ attention to the
specific demands of the
exam task in question
and strategies to enhance
their chances of success.
mark per
question
AFTER THE TASK
with one of these words.
my boss out.
1
Read the title, and then read the whole text through quickly, ignoring the gaps, so you know what the text is about.
8 Replace the inappropriate word in each sentence
up to my boss’s
SCORING
DURING THE TASK
SECTION D
Easily confused words
rely think
(with 4 options to
choose from)
•
•
spilling coffee on our sofa.
infinitive? Which verbs need an object?
these verbs.
Short reading text
BEFORE THE TASK
me not to drink too
3 Complete the sentences with the correct form of
The Exam boost refers students
to the Exam file where they
can find additional exercises to
enhance their performance on
the exam part in question.
TASK
Only one of the options will fit each gap.
How do you do it?
it.
7 Is each verb in Ex 5 followed by a gerund or an
The missing word may form part of a phrasal verb.
8
You choose the word or phrase that best fits each gap from four multiple-choice options.
This part of the exam focuses on your knowledge of vocabulary and some grammar.
The questions may test your knowledge of:
reporting verbs in Ex 5.
.
You will read a short text with eight gaps.
What is being tested?
6 Complete the sentences with the correct form of the
2 Write the missing words. You are given the first letter.
7 Work in groups. Use at least five phrases on this page to
•
•
•
5 Match these reporting verbs with definitions 1–6.
0
B possesses
NUMBER OF
QUESTIONS
ABOUT THE TASK
You may be tested on reporting verbs. These follow
different verb patterns.
The missing word may be dependent on the preposition
that follows it or comes before it.
C position
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
SECTION C
Verb patterns
EXAM BOOST
EXAM REFERENCE
C
D
EXAM BOOST p2
Complete Exam file SECTION A on page 2.
It’s embarrassing to read.
B
The time of publication was unfair.
C
It could easily mislead readers.
You hear two people talking about some news they’ve heard
about a friend. How does the woman feel about it?
A
jealous of the plan
B
worried about the timing
C
shocked by the decision
Speaking or writing
6 Work in pairs. Think of a short story about an unexpected or
surprising event.
7 Write your story. Read the stories aloud in class. Whose story
is the most surprising?
EXAM TRAINER
M01 Formula CB B2 WKey 20342.indd 9
p62
p63 Ex 1
9
25/08/2020 12:37
‘Speaking or writing’ questions in the Reading and Use
of English and the Listening lessons offer opportunities
for personalisation and discussion using new language.
7
How the Coursebook works
READING AND USE OF ENGLISH – Part 2 Open cloze
EXAM FILE p5
1
GRAMMAR: Present tenses
1 Complete the questionnaire about sleep on
the right. Compare with your partner.
1.9 Listen to two people talking about
their sleep patterns and answer the questions.
1
Which question on the questionnaire are the
speakers talking about at the beginning of
their conversation?
2
How are the two speakers different regarding
their sleep habits?
3
How does the boy annoy his parents?
4
What is the girl’s problem and how has she
tried to solve it?
5
What suggestions has she had?
3 Read these answers to the questionnaire and
complete them with the correct form of the
verbs in brackets.
That’s an interesting question. I 1
(always / think) that I need longer in bed but in fact
(usually / feel) terrible after
I2
more than eight hours.
(never / think) about that.
I3
(not / tend) to analyse my sleep
I4
(depend).
patterns! I suppose it 5
(get) just the right amount at the
I6
moment but some nights, if I
7
(finish) an assignment for
(only / get) about
college, I 8
five hours. That’s quite rare, but it definitely
9
(affect) me the next day.
Yes, usually. But when my brother’s home from
(always / play)
university, he 10
music loudly on his phone late at night and then
it can take a while. It’s a pain.
(dream)
Sometimes. I 11
a lot about my old school recently. They
(build) a block of flats on the
(stir) up
site and I suppose that 13
some old memories.
12
Not enough! Too much late-night TV
(mean) only the bare minimum.
(get) better at switching
But I 15
(cut) back on
off earlier. Also, I 16
(hear) that
coffee before bed as I 17
isn’t a good thing!
14
EXAM BOOST p4
Complete Exam file SECTION A on page 4.
UNIT 1 GRAMMAR FILE
REFERENCE
PRESENT TENSES
Present simple
We use the present simple:
to talk about habits, repeated actions and routines.
4 For questions 1–8, read the text below and think of the word which
See/hear are state verbs, but look/listen describe actions.
We don’t live near the ocean.
What can you see? / I’m looking through this magazine.
Sea water freezes at around –3 degrees centigrade.
I can’t hear anything. / I’m listening to a podcast.
to describe what happens in a sports commentary.
We can use feel and look in the continuous form without
any change in meaning.
We often visit the coast but rarely swim in the sea.
best fits each gap. Use only one word in each gap. There is an
example at the beginning (0).
with expressions of frequency (most days, twice a year,
now and then, (every) once in a while).
A cure for insomnia?
We have a beach holiday once every couple of years.
I’ve just read an article about blue light and I think I’ve discovered
THE
most likely reason for my recent restless nights! You see,
(0)
blue light, emitted by sunshine, some types (1)
lighting and
electronic device screens, has both benefits and dangers for us. It helps improve
mood, memory and concentration, but if we (2)
a lot of time
staring at screens, it can actually cause damage to our eyes. Interestingly, the article
also points (3)
that blue light controls our body clocks and
using electronic devices too much immediately (4)
going to
bed can disrupt our sleep cycles. My nights have (5)
getting
worse recently and I’m sure it’s because I (6)
just started
reading on my tablet when I’m in bed. The experts’ advice (7)
to avoid using bright screens for about two to three hours before sleep, but I don’t
think I can restrict myself quite that much. Maybe, I’ll switch (8)
reading a printed book and give social media a miss after nine o’clock!
Do you spend a lot of time looking at screens during the day and
before bed? Do you think it affects you in any way?
2
Would it be difficult to change your screen habits? Give reasons.
We use the present perfect simple to talk about:
states that started in the past and continue now. We use since
with a specific point in time and for with a period of time.
I’ve known Jack for three years.
We’re thinking about
3
Ed’s just
4
I’ve been waiting here
5
It’s September and the leaves are
6
I’ve never
7
My parents have lived
8
I visit my grandparents
A
going brown already.
B
for an hour.
C
reading the book you lent me yet.
D
this minute finished the report.
E
once a week.
F
going to Italy in July.
G
in Sydney since 2002.
H
seen anything as strange as this!
A sleep researcher’s job can be really interesting.
We might spend a lot of our time watching people
sleep, but we also 1
(manage) to
collect some fascinating data. There’s so much we still
2
(not / know) about why and how
we sleep.
I3
(do) this job for around three years
now. My team and I 4
(treat) hundreds
(monitor)
of people in that time. We 5
our patients’ sleep in our clinic or at their home.
We then 6
(analyse) the data and
7
(propose) suitable treatment
which can make a huge difference to their lives.
I8
(currently / help) a woman who
9
(have) only about three to four hours’
sleep a night on average for the last decade. I can’t believe
she 10
(be) able to hold down a full-time
job and help bring up a family during that time.
Pronunciation
Present continuous
recently finished actions or past actions with a present result.
The focus is on the result.
1
Water is leaking / leaks when you don’t turn
the tap tight enough.
I’m covered in mud. I’ve just done some gardening.
2
I never see / ’ve never seen a scarier sight!
1
We’ve been waiting for ages.
actions that happened at an unspecified past time.
3
It gets / ’s getting cold in here. Shall I turn up
the heating?
2
I’ve just seen Katie.
3
Neither of my brothers have been abroad.
4
We’ve been walking / walk for hours. At least it
feels like that!
4
I haven’t done it yet.
5
Has Lorenzo arrived yet?
5
I have / haven’t spoken to Jason about next
weekend yet.
6
Max has been trying to fix our car for the last hour.
6
1.1GF Listen and check. Then, listen and repeat
the sentences.
We’re all watching TV in the living room.
to talk about temporary actions.
We’re staying in a guest house by the sea.
with always to talk about repeated actions or habits that
are often annoying.
Our neighbour’s always playing loud music.
to talk about situations that are changing.
State verbs
State verbs describe a state, not an activity. State verbs cannot
usually be used in the continuous form. They include:
verbs of thinking: agree, believe, disagree, doubt, know,
suppose, understand
25/08/2020 12:37
Present perfect simple
2
My life as a sleep researcher
2 Choose the correct alternatives.
to talk about actions happening now, or around now.
p11
p12 Ex 1
EXAM TRAINER
10
M01 Formula CB B2 WKey 20342.indd 10
She looks tired. / She’s looking tired.
I haven’t started
I’ve had this same haircut since I was 16.
I’m getting better at surfing.
1
I feel hungry. / I’m feeling hungry.
1
Every now and then, I drive to the coast.
We use the present continuous:
5 Work in pairs and discuss the questions.
in each sentence? Why?
I see what you mean. (= I understand)
I’m seeing Dr Brown in the morning. (= I’m meeting him)
with adverbs of frequency (never, sometimes, usually, often,
always, rarely).
1 Match the sentence halves. What verb form is used
I’m thinking about going to the beach this weekend.
(= I’m considering it)
to talk about permanent states and things that are always true.
4 Put the verbs in brackets in the correct form.
PRESENT TENSES
I think (= believe) I like this song.
I go surfing during the summer.
Federer hits a cross-court forehand which Nadal is unable
to reach to get the point.
EXAM TASK
PRACTICE
We can use some state verbs in the continuous form when
we describe actions.
Jorge’s moved to Rio.
We also use the present perfect with already, yet, ever
and never.
We’ve already seen this film.
Have you cleaned your room yet?
I haven’t started dinner yet.
Has Ben ever met your sister?
I’ve never seen you before.
We use ever and never with the comparative and superlative.
I’ve never seen a more boring film!
7
I’ve been trying / tried to learn Spanish for years
and refuse to give up!
7 Write questions using the prompts. Put the verbs in
8
I’ve been trying / tried to learn French but just
couldn’t do it.
1
What / you / do / all day today?
2
How long / you / live / in your current home?
3
you / ever / ride / on a motorbike?
4
What / the first thing / you / do / each morning?
5
What TV series / you / watch / at the moment?
6
How often / you / see / a film / at the cinema?
7
What / the most interesting place / you / ever / visit?
8
you / eat / lunch / yet?
3 Correct one error in each sentence.
Present perfect continuous
1
Have you been yet to the gym?
We use the present perfect continuous:
2
I’ve been having these shoes since 2015.
verbs describing attitudes: dislike, hate, like, love, need,
prefer, want, wish
to talk about actions that started in the past and continue now.
3
What is Bill doing for a living?
I’ve been learning to drive since last year.
4
I’m not seeing you. Where are you?
to talk about continuous actions in the recent past that have
a result in the present. The focus is on the action.
5
Izzy’s grow up fast.
6
I’m tired. I’ve been worked hard all day.
We’ve been decorating our house. It’s starting to look
good.
7
Have you seen a ghost ever?
8
This is the best food I’ve never eaten.
verbs of being and possession: be, belong to, contain, have,
own, possess
other verbs: cost, fit, mean, owe, weigh
How is each unstressed verb pronounced?
What are you thinking / do you think about the
new library?
verbs of sense/perception: hear, see, smell, taste
verbs describing appearance and qualities: appear, look,
seem, sound
5 Is each verb in bold stressed or unstressed?
6
This is the best ice cream I’ve ever tasted.
GRAMMAR FILE | UNIT 1
2
Would you say you are an
GRAMMAR FILE pp78–79
early bird or a night owl?
How many hours’ sleep a night do you need?
How often a week do you get fewer hours than you would like?
How often do you sleep during the day?
Do you usually fall asleep quickly?
How do you usually spend the hour before sleeping?
Do you have a set routine before bed?
If yes, what is it?
8 Do you switch your phone off during
the night?
9 Do you sometimes go through periods
when you have problems sleeping?
10 Do you usually remember
your dreams?
Each unit has one page of
reference and one page of practice,
which can be used for remediation
or extra practice.
2
3
4
5
6
7
GRAMMAR FILE | UNIT 1
1
Every grammar lesson
includes a reference to
the Grammar file at the
back of the Coursebook.
the correct present tense.
8 Write your answers to the questions in Ex 7.
to emphasise the long duration of an activity.
The boss has been trying to find you for the last hour.
78
Z01 Formula CB B2 WKey 20342.indd 78
Editable PowerPoint
presentations for
each grammar area
save valuable
preparation time,
bring grammar to life
and can aid dyslexic
students through their
explicit, scaffolded
presentation.
79
25/08/2020 13:29
Z01 Formula CB B2 WKey 20342.indd 79
25/08/2020 13:29
Additional fun
interactive practice
of each unit’s
grammar is available
on the App, accessed
via the Coursebook.
Example answers for the Speaking
lesson exam tasks are provided in
the Answer key.
SPEAKING – Part 1 Interview
1
EXAM FILE p37
1 Work in pairs. Follow the instructions.
1
Take two pieces of paper and write down your favourite
colour on one and your favourite number on the other.
2
Guess what your partner has written, then reveal your choices.
3
Can you explain why they are your favourites?
4
Take a class survey to find the most popular colour and number.
2
1.10 Listen to people talking about colour surveys. What’s the
name of the phenomenon? What reasons are given for the choices?
3
1.11 Listen to three people responding to this question about
colours. Which two speakers agree?
EXAM TASK
9 Work in pairs and take turns to
ask and answer the questions
below. Remember to:
Do you prefer bright or pale colours for a bedroom?
EXAM FOCUS
Extending answers with appropriate detail and examples
Giving short one- or two-word answers to a personal question can
appear abrupt. Look to extend your answers in these ways:
•
Give a reason for your answer.
•
Give an example to illustrate your answer.
•
Give an interesting detail if possible.
•
Do not give a long, detailed answer and don’t give irrelevant
information. This can bore your listener.
4
1.12 Read the Exam focus. Listen again and decide which
speaker’s response is the most appropriate. Why?
answer the question
•
give a reason
•
give an example and/or interesting detail.
Routines
How do you like to spend your weekends? (Why?)
Does your family usually eat dinner together?
Why? / Why not?
What free-time activities do you do every week? (Why?)
Do you have regular holidays? Why? / Why not?
Media
Do you prefer to stream films or watch them at the
cinema? (Why?)
Tell us about an interesting TV programme you’ve seen
recently.
EXAM BOOST p36
Complete the Exam file exercises on page 36.
5
•
1.13 You will hear a list of things candidates are often asked
about in the speaking test. After each item there will be a sixsecond pause for you to write down some ideas. You are going to
be asked about things you like. Write the first thing you think of!
How much time do you spend online during the day?
(Why?)
How do you prefer to learn about the latest news? (Why?)
6 Work in pairs. Tell your partner about the items you have written
down. Extend your answers by using the advice in the Exam focus.
7 In pairs choose one of these categories. Write down some questions
you might ask related to the category. Use these question starters:
Tell me about …
Do you prefer to …
films
books
food
clothing
music weather
Books
Tell me about a book you’ve read recently.
Do you prefer to read printed books or on
an electronic device? Why?
8 Change partners and ask your questions.
EXAM TRAINER
M01 Formula CB B2 WKey 20342.indd 11
8
pp75–77
11
25/08/2020 12:37
All Speaking lessons
have accompanying
Speaking test videos
which are available to
download from the
Digital resources or
via the App.
How the Coursebook works
WRITING – Part 1 Essay
VOCABULARY FILE pp94–95
4 Read the essay again.
when going on holiday (1 = most important).
Complete the
student’s essay plan
with the words below.
food shops and markets sightseeing
sports views nightlife beach
WRITING FILE p113
beach trip enjoyable facilities nightlife
sports summer varied views
2 Compare your ideas with a partner. Are your
priorities similar?
Introduction
3 Read the essay tasks A and B and the student essay.
Both popular in 1
Reason 1
Reason 2
more 4
In your English class, you have been talking about
travel. Now, your English teacher has asked you to
write an essay.
Reason 3
more 5
is better
better weather – cloudless blue sky, better
3
and interesting activities
– cafés, restaurants,
6
Conclusion
Sea, food, 7
= more
trip.
8
A Is it better to travel in your own country
than abroad?
Write about:
EXAM FOCUS
Audience, structure and tone
When writing any text, it is important to consider who will read it, as
this determines its structure and tone. An essay is read by teachers,
therefore it has a formal tone. As it needs to convey information clearly,
it is organised into an introduction, main body and conclusion.
1 adventure
2 culture
(your own idea)
5 Read the Exam focus. Then look at the language features below.
Write about:
Which can you usually find in an essay?
1 climate
abbreviations contractions simple sentences
complex sentences informal vocabulary formal vocabulary
use of ‘I’ and ‘we’ use of ‘you’ and ‘people’
2 activities
(your own idea)
EXAM BOOST p16
Student essay
In the summer months, it is common for people to
visit the beach or the mountains. While both can
be enjoyable, this essay will argue that a holiday at
the beach is preferable.
Complete Exam file SECTION A on page 16.
6 Work in pairs. Look at essay task A in Ex 3 and do these things.
The first reason is the weather. You are much more
likely to see a beautiful, cloudless blue sky at the
seaside. Mountain areas might be cooler, but
clouds often affect the view.
Another reason in support of beach holidays is the
activities available there. Water sports tend to be
more varied and interesting than quieter mountain
activities like hiking.
UNIT 1 VOCABULARY FILE
Suffixes
Collocations and useful phrases
Creativity and the arts
-ity
a fair number of (n phr)
beauty (n)
authority (n), identity (n), personality (n),
probability (n)
apparently (adv)
deep (colour) (adj)
a while back (adv phr)
dye (v/n)
-ion
be in the right place at the right time
(phr)
icon (n)
closer to home (adj phr)
photograph (v/n)
face difficulties (v phr)
self-portrait (n)
get a sense of (v phr)
sold out (tickets) (adj)
get hold of (v phr)
soundtrack (n)
last-minute (adj)
stunning (adj)
association (n), position (n)
Add a third idea.
The natural world
2
Decide what you could say about each idea.
rainbow (n)
3
Discuss your own answer to the essay question.
rainfall (n)
4
Make an essay plan like the one in Ex 4.
seed (n)
soil (n)
All in all, the beach provides a beautiful
environment in which you can take in the sea, the
local food and do sports. All of these things make
it more enjoyable than a trip to the mountains.
•
•
make the most of (something) (v phr)
thunderstorm (n)
pretty common (adj phr)
tornado (n)
7 Write your essay in 140–190 words.
Phrases with prepositions
Structure your essay according to your plan in Ex 6.
add to
Use formal language.
at least
in Ex 7.
belong to
by chance
consist of
EXAM TRAINER
12
pp42–43
look up to (someone)
pick up (something)
split up with (partner)
hype (v/n)
turn up (on doorstep)
B: The paintings are 4s
A: Yes, his story appeared in the national media,
including the 8t
newspapers, so the
exhibition has been very popular. This painting here is
a 9s
.
come across (something)
come from (somewhere)
B: Ah, so that’s what the artist looked like. You can really
10
g
a sense of who he was from that
picture.
find out (something)
(be) on display
go through (a hard time)
reflect on
look back (at something)
succeed in
stand for (something)
work on
take on (an idea)
A: Yes. Just a normal man who did something
extraordinary.
7 Match the sentence halves. Underline the phrase that
turn out (that/to be something)
joins each sentence.
PRACTICE
1
. Really beautiful.
local life really well.
.
B: I tried to get tickets to the first day of the exhibition
but unfortunately, they’d 7s
out.
check out (something)
tabloid (headlines/newspapers) (n)
(be) in pain
1.4VF Complete the conversation. You have the first
letter of each missing word. Listen again and check.
A: They are. They 5r
He’s become a local 6i
Other phrasal verbs
survey (n)
in contrast (to/with)
25/08/2020 12:37
1.3VF Listen to a conversation at an art gallery.
What’s special about the exhibition?
6
B: It feels like someone’s living room.
keep up with (technology)
electronic device (n)
1.2VF Listen and check. Can you see a pattern?
Listen again and repeat the words.
A: Yes, one of our staff 2c
up with that
idea. You see, nobody knew the artist painted until
after his death and all of these paintings were found
on 3d
in his home. We wanted to
create a similar environment here.
grow up
subscribe (to) (v)
in addition to
M01 Formula CB B2 WKey 20342.indd 12
1
I guess TV presenters get used to being on
2
I wish I had a different name. Mine’s pretty
1.1VF Listen to eight speakers. Which speaker talks
about the things below?
2 Match words in the wordlist with these definitions and
3
I’ve managed to get
synonyms.
4
Apparently, Jo’s moving somewhere closer
a lack of authority
1
as well as
5
We’ve decided to book a last-
making the most of something
2
e.g. mobile phone, tablet, speakers, smart watch, etc.
6
There are a fair
an issue that exists on a global scale
3
to end a relationship
something which sold out
4
some time ago
the need to subscribe to something
5
admire or respect someone
someone who does the bare minimum
6
a large curve of colours that appears in the sky when
there’s sun and rain
doing a survey
someone who turned up unexpectedly
7
experience challenges
8
attempts to make something seem really good by
talking about it in the media a lot
94
I’m currently sitting outside La Villa des Brilliants, once
THE
home of well-known sculptor Auguste
(0)
Rodin. Rodin purchased this property on the outskirts of
Paris in 1895. By 1900, he (1)
turned it into
a home and a studio where he worked until his death
in 1917. As well as having around 50 assistants, Rodin
regularly invite friends, family and art
(2)
lovers to visit his studio.
However, none of the butterflies actually make the entire
round trip. The females lay eggs in Mexico and it’s the new
generation that heads north. They travel to Texas where the
to stop
process is repeated. The butterflies have a (5)
twice on their way back to Canada, meaning that it takes four
generations to complete the trip.
Monarch butterflies are important because they pollinate
, they form a key part of the food
plants. In (6)
danger from disease and a loss
chain. They also (7)
of habitat. However, their forest in Mexico is protected at
.
(8)
0
1
2
3
4
A native
B easy
C natural
D plain
A contrast
B difference
C variation
D disagreement
A involves
B consists
C includes
D counts
A start
B depart
C launch
D leave
A stage
B context
C spot
5
6
7
8
D scene
A habit
B tendency
C trend
D custom
A addition
B extension
C comparison
D conclusion
A undergo
C suffer
B face
D take
A best
C least
B minimum
D part
REVIEW | UNITS 1–2
The migration of millions of North American monarch
butterflies is one of the most stunning (0) C
phenomena on Earth. In (1)
to other members of
the same species elsewhere, the North American species
of
migrates far in winter, taking a journey that (2)
off in Canada and the US,
3000 miles. They (3)
arrive in central Mexico in November, and return in March.
The sight of them together in fir trees in Mexico is an
to witness.
incredible (4)
C keep
D device
C duration
D do
D minute
4
A spend
B subscribe
C pay
D invest
5
A dealing
B facing
C suffering
D managing
6
A seen
B viewed
C looked
D watched
7
A informed
B proposed C presented
D announced
8
A impact
B adapt
D conclude
C influence
VOCABULARY BOOST
9 What do you think the words in bold mean? Use a
dictionary to check your answers. Which category in the
wordlist do all these words fit into?
1
Do you think the benefits of fame outweigh
the negatives?
2
Do you think the press are careful enough not to
print fake news?
3
Do you read news stories in depth or do you just
read the headlines?
Do you ever tweet about the news?
Is journalism an attractive career these days?
6
What kinds of thing do some celebrities do to get
publicity in your country?
7
Can you think of a time when an image in the media
said more than words?
B
minute holiday to Greece.
C
to home next month.
D
at the right time.
E
camera all day.
F
hold of a ticket to Saturday’s match.
G
number of places to eat round here.
10 Write your answers to the questions in Ex 9.
95
Z01 Formula CB B2 WKey 20342.indd 95
Part 1 Essay
EXAM HELP
Unit 1 p12, Unit 5 p48, Unit 8 p74
EXAMPLE QUESTION
In your English class you have been talking about whether museums are important
in life today. Now, your English teacher has asked you to write an essay.
Write an essay using all the notes and giving reasons for your point of view.
Museums are not necessary nowadays because we can find all the
information we need on the internet. Do you agree?
Notes
Write about:
1. bringing history to life
2. school trips
3.
(your own idea)
On balance I would say that museums are not only
necessary nowadays, but are enjoyable places to
visit. We would miss them if they disappeared.
fits each gap. Use only one word in each gap.
D get
C equipment
B moment
5
On the other hand, museums can be expensive to
visit, although some are free. However, museums
are obviously good value for money as they provide
more accurate information than the internet,
which can be unreliable.
2 Read the text below and think of the word which best
B make
4
In addition to this, teachers often organise school
trips to museums. Clearly this is a very valuable
experience for students as they learn a lot outside
the classroom with their friends and talking about
the trip is very motivating.
A sculptor’s home
C take
B machine
A while
common and therefore a bit boring.
Firstly, museums give visitors the opportunity
to experience real things from the past and it’s
impossible to get the same benefit from looking
up facts online. Without a doubt, museums bring
history to life. There are also museums about
science, space travel and so on where visitors
can touch interactive exhibits and get a real
understanding of things that affect life today.
(A, B, C or D) best fits each gap.
B bring
A instrument
3
We only met because we were in the right place
Some people say museums are not necessary
nowadays because all the information is on the
internet, but is this true? There are arguments on
both sides.
1 Read the text below and decide which answer
A turn
2
7
EXAMPLE ANSWER
The migration of the monarch butterflies
A come
1
A
Write 140–190 words in an appropriate style.
READING AND USE OF ENGLISH – Part 2
0
• Start your essay with a short paragraph
introducing the topic. Finish with
a conclusion.
• Focus on one idea in each of the three
middle paragraphs. Make sure you
include a new idea of your own.
• Use a formal or semi-formal style with
a range of vocabulary and linking
words.
• Don’t write fewer than 140 words
because you won’t be able to include
all the ideas you should. Don’t write
more than 190 words because you may
include ideas that are not relevant.
• Make sure you check your work for
grammar or spelling mistakes.
WRITING FILE
25/08/2020 13:30
There is also a reference to the Writing file
at the back of the Coursebook. This provides
example questions and answers for all options in
each exam part, as well as additional exam help
and useful language to support students’ writing.
REVIEW | UNITS 1–2
any of us (0) C up with the news online these
days. We no longer wait for the newspaper to
(1)
up on our doorstep first thing in the morning.
and there
We simply turn on an electronic (2)
it is. A short (3)
ago, one national newspaper
in the UK decided to stop its print edition and publish
online only due to falling advertising revenue. Demand
wasn’t actually the issue; the problem was profit. Readers
are actively searching for reliable sources in light of the
increase in fake news, but they don’t necessarily want
to pay for it. Many newspapers keep their businesses
going through print and online advertising; others ask
online readers to (4)
to their content. Either way,
difficulties when it comes to making
they’re all (5)
money. The now online-only newspaper hasn’t (6)
back since it closed down its print operations. It recently
(7)
that it was making a profit again, something
which may well (8)
the actions of other newspaper
companies in the future.
WRITING FILE
Z01 Formula CB B2 WKey 20342.indd 94
READING AND USE OF ENGLISH – Part 1
Are newspapers yesterday’s news?
M
identity
probability
A: So this part of the gallery is 1d
to a
local artist who only became known after he died.
Phrasal verbs with up
be on camera (phr)
authority
position
5
pale (colour) (adj)
announce (v)
on a global scale (phr)
for the rest of
4
go up (costs/profits)
the bare minimum (n phr)
influence (v/n)
devoted to
association
personality
come up with (an idea)
reflect (v)
The media
appeal to
8 Swap essays with a partner. Review them using the checklist
8 Decide which word (A, B, C or D) best fits each gap.
3 Mark the word stress on the words in the Suffixes
section of the wordlist.
1
EXAM TASK
Finally, there are far more facilities at the seaside
than there are in the mountains. Along the
coast, you will find a large variety of cafés and
restaurants to enjoy, as well as engaging nightlife.
Pronunciation
WORDLIST
VOCABULARY FILE | UNIT 1
B Is a trip to the ocean better than a trip
to the mountains?
3
.
My view = 2
Which task is it answering? What idea has the
student added?
3
Every Writing lesson includes a reference to the Vocabulary
file at the back of the Coursebook. Here students can find a
comprehensive wordlist of all the vocabulary covered in the
unit, as well as additional exercises to practise and extend their
language for success in the exam. There is also a dedicated focus
on pronunciation.
EXAM FILE p17
1 Rank these things in order of importance to you
VOCABULARY FILE | UNIT 1
1
25/08/2020 13:30
OVER TO YOU
Introduce the topic
and catch the
reader’s interest
with a rhetorical
question.
Start each new
point clearly.
Now write your own answer to the task.
Make sure that you include everything
required in the task and use the Exam
help to check your work.
USEFUL LANGUAGE
Introduction
Is this really true?
There are arguments for and against
the idea.
It’s a difficult question to answer.
Introducing ideas
One/A(n) benefit/advantage of … is …
Organise ideas and
paragraphs well
using linking words
and phrases.
Of course, not all museums …
Another potential advantage is …
Expanding points
One reason for this is that …
Make sure you
include an idea
of your own
in a separate
paragraph.
Give your own
opinion in the
conclusion.
This is because …
As a consequence, / Consequently, …
Due to (the fact that) … / In fact, …
Adding and contrasting ideas
Moreover, … / As well as that …
However, this is not always true.
Although it seems that …
Despite this / Despite (the fact that) …
Writing a conclusion
To sum up, … / In conclusion, …
113
Z01 Formula CB B2 WKey 20342.indd 113
25/08/2020 13:30
Rodin’s
The house has been a museum (3)
death. Photographs were used to renovate the house
in the latter part of the last century, so now we can see
when Rodin lived
exactly what it was (4)
there. What’s special about coming here (5)
that we can see his most famous works of art, as well
a sense of his daily life. Rodin is
as (6)
buried in the grounds of the house, under a statue of
The Thinker, one of his most well-loved pieces. Needless to
, this is a place where artists such as myself
(7)
to.
can pay respects to the man we look (8)
There is a review section after every two units. These
provide two pages of additional practice of the language
of the preceding units through Use of English style tasks.
Every review section is cumulative so that language is
recycled throughout the course.
READING AND USE OF ENGLISH – Part 3
3 Read the text below. Use the word given in capitals at
the end of some of the lines to form a word that fits in
the gap in the same line.
Is regifting ever acceptable?
How would you feel if you spent time
buying someone a gift and then found
out that they went and gave it to
someone else? Would you be happy
RECIPIENT
that it had found a (0)
who wanted it, or would you think it was
incredibly (1)
? The act
of regifting unwanted gifts is gaining in
. It keeps our homes
(2)
tidy, saves waste and makes gift giving more
.
(3)
However, there are unwritten rules we
should follow when regifting items that
with. We
we’re (4)
should avoid passing anything on that was
made especially for us, even if we find it
. We should also take
(5)
care not to forget the (6)
of the gift giver and accidentally give the gift
back to them. Giving anyone the opportunity
to discover their gift was unwanted is
and allowing it to
(7)
.
happen is (8)
RECEIVE
POLITE
POPULAR
AFFORD
SATISFY
APPEAL
IDENTIFY
SENSITIVE
RESPONSIBLE
21
M01 Formula CB B2 WKey 20342.indd 21
25/08/2020 12:38
9
HOW TO USE THE EXAM FILE
What is the Exam file?
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
NUMBER OF
QUESTIONS
ABOUT THE TASK
The Exam file is the fold-out booklet in the back of the Coursebook. It contains all the
information you and your students need about each exam task in one place, making
revision easy.
•
•
•
You will read a short text with eight gaps.
8
You choose the word or phrase that best fits each gap from four multiple-choice options.
TASK
Only one of the options will fit each gap.
Short reading text
the correct meaning/use of a word, e.g. The rabbit hopped along the road.
collocations, e.g. She made a mistake.
fixed phrases, e.g. first of all
words or structures that follow verbs or nouns, e.g. The rain led to the cancellation of the match.
phrasal verbs, e.g. The talks broke down.
linking words, e.g. He went out although it was snowing.
expressions, e.g. out of the blue
How do you do it?
BEFORE THE TASK
•
•
Read the title, and then read the whole text through quickly, ignoring the gaps, so you know what the text is about.
•
•
•
Read the text again carefully, stopping at each gap.
•
•
•
If the gap is close to a linking word, make sure you read all the sentences around the gap.
•
•
Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
Don’t look at the options at this stage.
DURING THE TASK
SECTION C
Verb patterns
You may be tested on reporting verbs. These follow
different verb patterns.
If you think you know the answer, check your idea against the four options and choose the one that is closest.
admit beg consider deny threaten warn
Sam devotes / spends all his time to his job.
1
think about
2
We’ve just left / moved to a new house.
2
tell someone that something bad might happen
3
Who does this umbrella belong / own to?
3
say something is not true
4
This style of building doesn’t appeal / attract to me.
4
ask for something in an anxious/urgent way
5
What project are you doing / working on?
5
say something was your fault
6
The course consists / includes of eight modules.
6
say you’ll cause some harm/trouble
1
Are you OK? You look like you’re in p
.
2
Jack’s drawings are on d
3
Tim was pleased – at l
4
Students gave a talk in a
5
What are you doing for the r
of the day?
6
This building’s modern in c
to that one.
he said he was.
to their essay.
SECTION B
Phrasal verbs
Make sure you have chosen an answer for each gap – there is no negative marking, so make a sensible guess.
… read the text through quickly so you knew what it was about? ...............................................................................
… stop at each gap and think about what word might be missing? ...........................................................................
… check your idea against the four options? .................................................................................................................
… cross out options that were definitely wrong if you weren’t sure? ..........................................................................
… choose the most likely answer if you still weren’t sure? ...........................................................................................
reporting verbs in Ex 5.
… answer every question? ................................................................................................................................................
Dan
me to get him a coffee.
getting a coffee machine.
… remember to read the text again at the end to make sure it made sense? ...........................................................
2
I’m
3
I saw Ian take my coffee but he
4
My doctor
much coffee.
5
Our boss
to take away our coffee
break if we didn’t work faster!
6
Katy
it.
me not to drink too
spilling coffee on our sofa.
7 Is each verb in Ex 5 followed by a gerund or an
The missing word may form part of a phrasal verb.
If you are still not sure, choose the one that seems the most likely answer. You should always put an answer, as your
guess may be right!
Did you …
6 Complete the sentences with the correct form of the
1
on our fridge!
If you’re not sure of an answer, cross out the options that are definitely wrong.
Are you exam-ready?
1
2 Write the missing words. You are given the first letter.
Check the words before and after each gap – you are looking for clues such as words that are followed by
a particular preposition or words that form part of a fixed phrase.
AFTER THE TASK
5 Match these reporting verbs with definitions 1–6.
1 Choose the correct verbs.
figure
get live
1
I hope I don’t
2
We can’t
work.
mess
infinitive? Which verbs need an object?
SECTION D
Easily confused words
rely think
You need to understand the precise meaning of words
and select them according to their appropriacy.
the speech up.
away with being late to
3
My work never
standards.
4
I can’t
5
I often rush work without
it through first.
6
A good manager
8 Replace the inappropriate word in each sentence
with one of these words.
up to my boss’s
briefly damage
lie sympathetic
my boss out.
What is being tested?
on their staff.
4 Complete the sentences with one word in each gap.
1
2
I’ve worked hard
declined
eventually
1
He rejected the environment conference invitation.
2
I’m kind towards people who live without
clean water.
3
The solar cooker wouldn’t work at first but lastly it did.
learning English.
4
Let’s lay on the grass and look up at the trees.
.
5
We shortly discussed the issues.
6
The storm did a lot of harm to the area.
All our hard work has finally paid
NUMBER OF
QUESTIONS
Are you ready for Reading and Use of English Part 1? Identify an area to improve.
M01 FMLA B2 EF 20342 U01.indd 3
3 Complete the sentences with the correct form of
these verbs.
EXAM REFERENCE
•
•
•
•
•
•
•
For each exam task, there’s also an Exam boost page
with additional exercises designed to help students
prepare for that exam task. These exercises provide
additional practice of what is taught in the main
lessons, with some extension of language too. Where
AND
an exam task appears in the book four READING
times, such
as USE OF ENGLISH – Part 1 Multiple-choice cloze
Reading and Use of English Parts 1—4, the Exam boost
will have four sections (A, B, C and D). Where
task
ABOUT aTHE
TASK
appears twice, e.g. Listening Parts 1—4, the Exam boost
You will read a short text with eight gaps.
will have two sections (A and B), and so•on. There is
• You choose the word or phrase that best fits each gap from four multiple-choice options.
one dedicated Exam reference and ExamOnly
boost
page
one of the options will fit each gap.
•
for each possible writing text type.
The missing word may be dependent on the preposition
that follows it or comes before it.
mark per
question
This part of the exam focuses on your knowledge of vocabulary and some grammar.
The questions may test your knowledge of:
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
EXAM BOOST
1
What is being tested?
For each exam task, there’s a reference page with information about what the task is,
and the skills that are being tested in that task. There are also tips for completing the
task successfully and a checklist to help students evaluate their skills in completing the
task.
SECTION A
Phrases with prepositions
(with 4 options to
choose from)
SCORING
8
3
(with 4 options to
choose from)
25/08/2020 14:12
TASK
Short reading text
SCORING
1
mark per
question
This part of the exam focuses on your knowledge of vocabulary and some grammar.
The questions may test your knowledge of:
His apology made up
4
I never think my actions
5
Films never seem to live up
my expectations.
6
The high salary made
heavy workload.
his mistake.
.
EXAM REFERENCE
3
for the
• the correct meaning/use of a word, e.g. The rabbit hopped along the road.
• collocations, e.g. She made a mistake.
• fixed phrases, e.g. first of all
How to use the Exam reference
• words or structures that follow verbs or nouns, e.g. The rain led to the cancellation of the match.
• phrasal verbs, e.g. The talks broke down.
Encountering an exam task for
the first time
• linking words, e.g. He went out although it was snowing.
expressions,
e.g. out of
the blue
It’s a good idea to encourage students •to use the Exam
reference
in the Exam file from
the start of the course. When you first encounter each exam task in the Coursebook, you
How do you do it?
could ask students to look at the task and guess both what they have to do and what they
BEFORE
THE the
TASKAbout the task and What is being
are being tested on. You could then ask them
to read
the title, and then read the whole text through quickly, ignoring the gaps, so you know what the text is about.
• Read them
tested? sections to check their ideas. Asking
to predict makes reading the reference
• Don’t look at the options at this stage.
information more attractive.
7
I like to stand
from the crowd.
2
M01 FMLA B2 EF 20342 U01.indd 2
25/08/2020 14:12
DURING THE TASK
Before students do the exam task, you could
ask them to predict what they think they should
Read the text again carefully, stopping at each gap.
•
do before they do the task (e.g. select answers), while they do the task and after they’ve
• If you think you know the answer, check your idea against the four options and choose the one that is closest.
done the task. Then, ask them to read theCheck
tips the
to words
confirm
their ideas. When students do the
before and after each gap – you are looking for clues such as words that are followed by
•
exam task, encourage them to follow each
tip to ensure
they
takethatthe
right
a particular
preposition
or words
form
part ofapproach.
a fixed phrase.
If
the
gap
is
close
to
a
linking
word,
make
sure
you
read all the
sentences around the gap.
•
On the other hand, you may want to ask students to complete the task and check
answers,
If you’re not sure of an answer, cross out the options that are definitely wrong.
•
and then come up with a list of tips for before, during and after completing the task. This is
you are still not sure, choose the one that seems the most likely answer. You should always put an answer, as your
• Ifbe
more of a discovery approach which may
more meaningful for your class. It can also be
guess may be right!
easier to come up with tips after you’ve given a task a try. Once students have come up with
AFTER THE TASK
their tips, they can compare them to those in the Exam reference.
• Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
The next step is to ask students to
• Make sure you have chosen an answer for each gap – there is no negative marking, so make a sensible guess.
use the checklist to evaluate their
Are you exam-ready?
skills — the checklist includes
reference to both language skills
Did you …
needed to complete the task and
… read the text through quickly so you knew what it was about? ...............................................................................
exam skills. They can discuss the
… stop at each gap and think about what word might be missing? ...........................................................................
results in pairs, and you can use
… check your idea against the four options? .................................................................................................................
… cross out options that were definitely wrong if you weren’t sure? ..........................................................................
this to create a class discussion
… choose the most likely answer if you still weren’t sure? ...........................................................................................
about what it is important to
… answer every question? ................................................................................................................................................
remember to do with this task and
… remember to read the text again at the end to make sure it made sense? ...........................................................
what in particular students feel
they need to do better next time.
10
Are you ready for Reading and Use of English Part 1? Identify an area to improve.
3
E OF
How to use the Exam file
You may want to wait until closer to the exam to use this checklist, so that students don’t get
exam-weary too early in the course. If so, it’s probably best if you do it early in the second
half of the book, to give students time to use the checklist to adjust their approach before
the exam.
Encountering an exam task after the first time
Most exam tasks appear at least twice in the book (Speaking Part 1 appears once), with
some appearing more often. When encountering an exam task for the second time, you
might want to elicit from your class what tips they can remember from the Exam reference.
They can then read the Exam reference again to check if necessary. After that, you may
simply want to encourage them to use the tips to do the task. The more they use the tips,
the more likely they are to adopt those strategies.
As you get closer to the actual exam, you may want students to do tasks without referring
to the tips. You could then simply point out tips that students need to remember but often
ENGLISH
– Part 1 Multiple-choice cloze
don’t, for example reading quickly through a Part 1 Reading and Use of English text when
EXAM FILE p3
finished to check it makes sense with their answers and to spot any errors.
You might want to ask students to use the checklist to assess their skills and check that
they’re doing everything they should be doing during the course. It can help them to
recognise progress, although you may not want to use it every time a task appears if it
appears often, like Reading and Use of English Part 1.
Just before the exam, students can use the Exam reference pages to review the exam tasks
to remind themselves of what they should do.
repositions
stions.
How to use the Exam boost
In each lesson, there’s an Exam boost subheading with a reference to the correct section
and page number in the Exam file.
t in your country?
EXAM BOOST p2
o’s home. What do you
Complete Exam file SECTION A on page 2.
These subheadings may direct you to the Exam boost in the middle of a lesson or at the
EXAMthere
TASK
st about Fridaend.
Kahlo
If you’re directed
in the middle of a lesson, the additional exercise(s) in the Exam
did the presenter
notice
boost may well help students to complete the exam task at the end of that lesson more
read
the text
and
decidethe
which
6 Foratquestions
successfully. If it comes
the end, it1–8,
may
be that
the below
exercise
extends
focus in the book
answer
(A,
B,
C
or
D)
best
fi
ts
each
gap.
There
is
an
which is not necessarily tested in that particular exam task, but may be in others. In listening
he correct prepositions.
at the
beginning
(0). at the end as it may exploit audio from
lessons, the referenceexample
to the Exam
boost
may come
hen she uses the
each
exam task.
What our homes say about us
Wherever the Exam boost subheading appears in the lesson, you can either ask students to
work at / on (acomplete
painting)the exercise(s) in class or you can set them for homework. You could also set them
B
A home is more than a building. It’s a (0)
which both
so students can select the exercises they feel would benefit them the
dded for / toas self-directed study,
influences our identity and represents it. As children, our
most. They could choose them after reflecting on their performance in exam tasks.
environment makes us who we are, or at (1)
contributes
ppeals at / to
If you ask studentstoto
complete
the ifexercises
in
your
lesson, then
it’sthe
likely
that you’ll ask
it.
For
example,
we
grow
up
in
a
crowded
home,
thought
ucceeded from / in
students to complete
them
individually,
perhaps
check
answers
with
a
partner,
of moving to a quiet home alone might never (2)
to us. and then
you’ll check answers
with
the
class.
If
students
complete
them
at
home,
you
Instead, we may prefer to live in a house full of people for thecan either
check the answers(3)
in class the
day or supply the answers so that students can check
of next
our lives.
Azul is in contrast
their own. You can download the Answer key from the Digital resources found in the
adults, every
object
that (4)
usTeacher’s
tells a story
about
tool.As
Alternatively,
you
can copy
the key intothe
Book.
back and was Presentation
in
who we are and where we came from. In (5)
, how we
Students have access to the audio through the App and Digital resources.
present those objects in our homes says something about how we
If you’re going to want
ask students
check
own answers
at home,
you creative,
might want to
others toto
see
us. Iftheir
we identify
ourselves
with being
set aside two minutes
of
class
time
in
their
next
lesson
to
find
out
how
students
got on
for example, we might put certain art work on (6)
for
bout her art in addition
with these exercises and if they have any questions or would like further practice in any
r garden in her
hair – atarea(s). others to see. Or, if we believe that it’s more important for a home
particular
to be relaxing than fashionable, our home might (7)
of
As you can see, the
Exam
file offers
students thefurniture,
opportunity
the exam tasks
warm
colours
and comfortable
in (8)to understand
to stylish,
better
and
develop
their
exam
skills,
leaving
the
main
lessons
for
sub-skills
and
language
modern but perhaps more uncomfortable pieces.
ound it.
development. By encouraging students to use the Exam file, you can help them build
confidence and work towards a positive outcome in the exam.
0 A site
B place
C venue
C position
in her self-portraits.
stions with the correct
m Exs 3 and 4. Then ask
1
A little
B least
C minimum D less
2
A appeal
B inspire
C attract
D interest
3
A final
B total
C last
D rest
4
A owns
B possesses
C occupies
D belongs
5
A furthermore B addition
C together
D extra
6
A exhibition
C display
D public
B gallery
11
HOW THE EXAM TRAINER WORKS
ADING AND USE OF ENGLISH – Part 2 Open cloze
READING AND USE OF ENGLISH – Part 3 Word formation
The first page
ofalsoeach
exam
begins
There are
a lot of common
linking part
expressions
that are made up of
more than one word.
e gaps are linking words. For these, you will
d to think carefully about thewith
meaning.a section entitled ABOUT THE
13 Complete the linking expressions in the sentences with one word in
each gap.
TASK.
This provides
information about
P: Think about the linking words
you know
1 She had suffered from pains in her legs ever
the
at fit the meaning, then see which one also
the grammar in the sentence.
the exam taskaccident.
and its key testing aims.
king words and expressions
Which ones need a word to express contrast?
Which ones need a word to introduce a similar
idea?
Which one needs a time expression?
travelling by bus in Peru is
sometimes slow, it can also be an interesting
experience.
2
I felt relaxed and happy even
to reach the summit.
3
I knew the championship was within my grasp if
I could keep myself motivated.
we hadn’t managed
4
There were monkeys in the trees, as
of brightly coloured birds.
5
He continued to work in
6
We decided to travel by train
7
Everyone was happy
to complain.
as many kinds
of his poor health.
than flying.
There are lots of different kinds of food
on offer at the market, and there are often
cookery demonstrations,
.
He continued to work on his painting
we were chatting.
Choose the correct linking words (A–C) to
complete the sentences (1–6) in Ex 11.
A But
B
B
A however
B
A Whereas
B
A too
B
A while
B
C
C
C
C
C
C
001-160 4p.indb 14-15
It may be necessary to make a noun plural after you have
changed it.
SIMPLE BEAUTY
The (0) manufacturers of beauty products would like
TEST
money on expensive creams, gels and lotions. However,
research provides some much
(1)
and sleep can have a huge effect on our (2)
(3)
un-
in-
im-
ir-
il-
dis-
‘Beauty is in the eye of the beholder.’ What
does this mean? Do you think it’s true?
Noun suffixes
We often use suffixes to form nouns from verbs
and adjectives.
2 Form nouns from the words in the box by
adding the correct suffix and add them to the
table. Can you add any more nouns?
TIP: Remember, sometimes other spelling
changes may be necessary.
agree appear assist collect decide
destroy employ encourage explain
happy ill improve independent
kind nervous perform popular safe
similar vary
-ment
.
2
HEALTHY
to prove conclusively. But following
POSSIBLE
a healthy lifestyle is certainly a cheaper way to look good!
READING AND USE OF ENGLISH – Part 3 Word formation
formation
music
musician
5
assist
6
Adjective suffixes 1
8
employ
9
science
consume
4
comedy
table. You can use some words more than once. Can you add any
more adjectives for each suffix?
politics
Formula B2 ET pp001-160 4p.indb 16-17
12
1
If you could go to any major sp
would it be?
2
Are you a competitive person?
30/04/2020 17:12
10 tour
7
Discuss or answer.
15the
6 Form adjectives from the words in the box and add them to
,
3
SPEAKING BOOST
We often use suffixes to form adjectives from nouns and verbs.
economy
TIP: Think about the spelling carefully. Sometimes you need to
Adjective suffixes 2
make small spelling changes. Your answer is only correct if you
have spelled the word correctly.
instruct
4 Some nouns are irregular and aren’t formed using a suffix. Match
the verbs and adjectives (1–10) with the related nouns (a–j).
TIP: There is no rule for these nouns – you need to learn them!
1
choose
6
deep
a
depth
f
pride
2
high
7
please
b
success
g
weight
3
short
8
lose
c
choice
h
loss
4
weigh
9
proud
d
pleasure
i
shortage
5
grow
10 succeed
e
height
j
growth
Adjectives can be formed in a variet
suffixes. It’s important that you reme
suffixes and the rules you n
The practice task is followed different
when you use them.
by a series of ‘How did you 9 Form adjectives from the word
add them to the table. Can you
-al do?’
-ful questions
-ing
-ive that
-lessencourage
-ous
adjectives for each suffix?
students to reflect on their
TIP: Remember to think about wh
We form some adjectives with less common suffixes. With some other
to make any spelling changes.
adjectives,performance.
we need to change the form of the word slightly when we
ambition care create danger dare effect embarrass
excite help impress nature stress success tradition
wonder
add a suffix.
comfort confidence empl
noise patience please p
capitals.
-ness
-ion
-y/-ity
from the words given in capitals at the end of some of the lines.
TIP: When you are completing gaps with nouns, remember to think
about whether they should be singular or plural.
We tend to associate computer games with young people,
gamers
are young.
and it is true the majority of (0)
However, a group from Sweden is showing that reaching
doesn’t mean that you
the age of (1)
stop having fun. With an average age over 60, the Silver
Snipers are the oldest team to take part in professional
. And don’t be put off by
gaming (2)
their elderly (3)
.They take their playing
very seriously! Although they don’t enjoy much
(4)
in terms of winning trophies, they
get enormous (5)
from taking part. They
have a website, and many loyal (6)
who
cheer them on. They even have a professional coach to
. But their main
help improve their (7)
(8)
is to show that gaming is for everyone,
old and young!
GAME
RETIRE
COMPETE
APPEAR
SUCCEED
SATISFY
SUPPORT
PERFORM
AMBITIOUS
1
She came from a very
2
There is no
3
The product became a huge
success.
4
I’m an
3
We were
4
The show was lively and
5
We were
6
The first few exercises were very
7
The children were
cousins after so long.
8
The book was not as
it to be.
-able/-ible
ART
family.
-ant/-ent
SCIENCE
proof for this.
In Reading and Use of English
10 Complete the sentences with th
or negative adjectives
football supporter.
ENTHUSIASM
and Listening
exam parts,
there positive
the word in capitals.
5 The fireworks were really
.
SPECTACLE
are
optional
Speaking
boost
6 He was one of the most famous athletes
TIP: Sometimes you have to form
of the
century.
TWENTY
AND add a negative prefix. Think
tasks. These help develop
form the adjective first, then decid
Sometimes, you need to decide whether to use an adjective ending
positive or negative.
in -ed or -ing.
students’ communicative skills isby
1 I enjoyed the film, despite the
8 Complete the sentences with the correct -ed or -ing adjectives
seat.
prompting speaking practice in
formed from the word in capitals.
2 The trip didn’t go as planned, a
the
questionsthere were some
TIP: An class.
-ed adjectiveAlternatively,
describes how you feel; an -ing
adjective
difficulties.
describes a thing that gives you this feeling.
3 It was
that th
can be answered individually at
train was a few minutes late, so
1 It was a
exhibition.
FASCINATE
managed to catch it.
2 I was home for
to be
accepted ontopractice.
the course. DELIGHT
writing
9
16
In which answer do you need to
add a prefix to give a negative
meaning?
APPEAR
5 Read the text about the Silver Snipers. Complete it with nouns formed
What kinds of health and beauty products or
services are worth spending money on? Why?
-ance/
-ence
In which answer do you need to
form a noun from a verb?
4
7 Complete the sentences with adjectives formed from the word in
Discuss or answer.
2
In which answer do you need to
form an adverb from an adjective?
3
SCIENCE
get higher scores for attractiveness
(4)
SPEAKING BOOST
1
In which answer do you need to
form an adjective from a noun?
2
than those who don’t. Of course, these findings are
use to form nouns for people?
accurate certain formal legal
organised patient pleasant precise
regular relevant satisfied
1
was limited. Other studies have shown that people who eat
1
the box and add them to the table.
3 Look at the four answers again.
week were judged as more attractive than those whose sleep
3 Write the nouns for people from these words. What suffixes can we
1 Make negative adjectives from the words in
2 Check your answers.
simpler solutions. Experiments suggest that diet, exercise
to
We have all got used (0)
buying new
things, using them for a while and then throwing them away. But
it (1)
become clear in recent years that this is
not sustainable, as we are generating huge amounts of waste.
(2)
response to this, many people are setting
up informal cafés (3)
people can bring broken
items for repair. The cafés provide tools, help from volunteers
and plenty (4)
friendly chat. Dan, twenty-two,
works at a repair café in Bristol. ‘Many modern devices are difficult
to repair (5)
you have the correct tools and a
bit of knowledge,’ he says. ‘I don’t have any qualifications, so
I’ve just picked things (6)
as I’ve gone along.’
The emphasis is on teaching
people. ‘We don’t repair things
for people,’ Dan says. ‘What
we do (7)
help them to repair things
themselves.’ So, the next time
you have something that’s
broken, why not look out
READING AND
USE OF ENGLISH – Part 3 Word
(8)
a repair
event near you?
Sometimes the word in capitals is an adjective,
and you have to add a prefix to give an opposite
meaning.
MANUFACTURE
us to believe that we can only look good if we spend
In one experiment, people who had slept well the previous
Negative prefixes
Each question is worth one mark.
How did you do?
Fix it with friends
Strategies and skills
You might have to make a compound word, for example
by changing note to notebook.
1 Read the first paragraph of a text about beauty. Use the word given in capitals
The TEACH section provides detailed
However
of the strategies and skills
Besidespractice
Too
whereas
despite
required
to perform well in the exam
However
Also
plus
however
part.
The
exercises develop the
whereas
but
strategies and skills in a systematic,
step-by-step way.
But
You can change the form by adding a prefix or suffix, for
example by changing art to artist, or by changing able to
unable.
at the end of some of the lines to form a word that fits in the gap in the same
line. There is an example at the beginning (0).
Read the text below and think of the word which best fits each gap. Use
only one word in each gap. There is an example at the beginning (0).
TEACH
A Although
Sometimes you need to make more significant changes to
the word, for example by changing deep to depth or by
changing choose to choice.
from George, who continued
The first TEST
section starts with a tomini
8 Our boat trip was cancelled
the severe weather.
I wasn’t keen to go to the festival as it was such
9 I took my phone with me in
anyone tried to call me.
exam
Practice
task,
which
is
a
reduced
a long way away.
, I couldn’t
10 The islands are closed to visitors during the breeding season in
really afford it.
to protect the birds.
version
of what is found
in the actual
The visit to the museum was
rewarding
the crowds.
B2 First
The winter months are characterised
by coldexam.
EXAM TASK
nights and heavy rainfall.
,
the summer months are gloriously hot and
sunny.
In Reading and Use of English Part 3, you read a short text
with eight gaps. The missing words are shown in capital
letters at the end of the sentence containing the gap, but
are in the base form. You have to change the form of the
word so that it fits correctly into each gap.
Practice task
TEST
Look at the gaps in the sentences (1–6).
Answer the questions (a–c).
ABOUT THE TASK
COMMERCE
AMAZE
at his speed.
ENTERTAIN
.
DISAPPOINT
by the score.
. CHALLENGE
to see their
as I expected
I no longer feel
about the same
kinds of things as when I was a teenager.
10 The article about the actor was extremely
.
EXCITE
INTEREST
EMBARRASS
REVEAL
4
I try not to eat
foods like cakes and chocolate
5
Emojis are not an
way to communicate how we fe
6
We were very
that we didn’t win the game.
7
He’s so
I’m
surprised he can find anything
8
My application was
so I don’t have an interview for
How the Exam Trainer works
READING AND USE OF ENGLISH – Part 3 Word formation
Adjective suffixes 1
SPEAKING BOOST
We often use suffixes to form adjectives from nouns and verbs.
science
9
politics
Discuss or answer.
6 Form adjectives from the words in the box and add them to the
table. You can use some words more than once. Can you add any
more adjectives for each suffix?
,
10 tour
TIP: Think about the spelling carefully. Sometimes you need to
ambition care create danger dare effect embarrass
excite help impress nature stress success tradition
wonder
s – you need to learn them!
-al
a
depth
f
pride
b
success
g
weight
c
choice
h
loss
d
pleasure
i
shortage
e
height
j
growth
-ing
-ive
-less
Are you a competitive person? In what ways?
9 Form adjectives from the words in the box and
add them to the table. Can you add any more
adjectives for each suffix?
TIP: Remember to think about whether you need
to make any spelling changes.
comfort confidence employ health
noise patience please profit rely taste
7 Complete the sentences with adjectives formed from the word in
s with nouns, remember to think
lar or plural.
GAME
RETIRE
COMPETE
APPEAR
SUCCEED
SATISFY
SUPPORT
PERFORM
AMBITIOUS
capitals.
1
She came from a very
2
There is no
3
The product became a huge
success.
4
I’m an
5
The fireworks were really
6
He was one of the most famous athletes
century.
of the
-able/-ible
ART
family.
proof for this.
SCIENCE
football supporter.
ENTHUSIASM
COMMERCE
TWENTY
Sometimes, you need to decide whether to use an adjective ending
in -ed or -ing.
8 Complete the sentences with the correct -ed or -ing adjectives
formed from the word in capitals.
1
It was a
2
I was
3
We were
TIP: Sometimes you have to form an adjective
AND add a negative prefix. Think about how to
form the adjective first, then decide if the meaning
is positive or negative.
1
I enjoyed the film, despite the
seat.
2
The trip didn’t go as planned, and
there were some
difficulties.
3
It was
that the
train was a few minutes late, so we
managed to catch it.
4
I try not to eat
foods like cakes and chocolate.
HEALTH
4
The show was lively and
5
We were
6
The first few exercises were very
5
Emojis are not an
way to communicate how we feel.
EFFECT
6
We were very
that we didn’t win the game.
7
The children were
cousins after so long.
7
He’s so
I’m
surprised he can find anything!
8
My application was
SUCCESS
so I don’t have an interview for the job.
FASCINATE
exhibition.
to be accepted onto the course. DELIGHT
AMAZE
at his speed.
ENTERTAIN
.
DISAPPOINT
by the score.
. CHALLENGE
EXCITE
to see their
8
The book was not as
it to be.
9
I no longer feel
about the same
kinds of things as when I was a teenager.
INTEREST
as I expected
EMBARRASS
10 The article about the actor was extremely
.
REVEAL
-y
positive or negative adjectives formed from
the word in capitals.
TIP: An -ed adjective describes how you feel; an -ing adjective
describes a thing that gives you this feeling.
-ant/-ent
10 Complete the sentences with the correct
SPECTACLE
.
There are TIPS which give
targeted advice on how
to approach the particular
exam part.
Adjectives can be formed in a variety of ways using
suffixes. It’s important that you remember the
different suffixes and the rules you need to apply
when you use them.
-ous
We form some adjectives with less common suffixes. With some other
adjectives, we need to change the form of the word slightly when we
add a suffix.
pers. Complete it with nouns formed
t the end of some of the lines.
mes with young people,
gamers
are young.
howing that reaching
sn’t mean that you
e over 60, the Silver
part in professional
don’t be put off by
hey take their playing
enjoy much
nning trophies, they
from taking part. They
who
rofessional coach to
. But their main
t gaming is for everyone,
-ful
If you could go to any major sports event, which
would it be?
2
Adjective suffixes 2
make small spelling changes. Your answer is only correct if you
have spelled the word correctly.
n’t formed using a suffix. Match
with the related nouns (a–j).
1
COMFORT
EXPECT
FORTUNE
Each strategy, skill or language
focus is clearly labelled and there is a
variety of exercise types throughout.
LUCK
ORGANISE
READING AND USE OF ENGLISH – Part 3 Word formation
Verb suffixes and prefixes
Some gaps require an adverb. You may have to
form an adverb from an adjective, or you may
17
have to form it from a noun or verb.
Most gaps in Reading and Use of English Part 3 tasks are nouns,
adjectives or adverbs. But sometimes the missing word is a verb.
11 Complete the table with the adjectives and
TIP: When you have to form an adverb from
a noun or a verb, it can help to think about the
adjective first, then make this into an adverb.
The final TEST section is a full-length
exam task. This provides students
with an opportunity to put the
strategies and skills they have studied
into practice. It also gives students
valuable experience of the kind of
task they can expect to find in the
Cambridge B2 First exam.
4
The financial support they received
them to continue with the research.
occasion
5
We soon
tradition
6
The handle was a bit loose, so we had to
2
comfort
3
despair
4
5
6
accident
7
origin
8
person
9
success
adverb
adverbs formed from the word in capitals.
Only a few people held him
responsible
for the accident.
2
The
no longer exist.
3
Very few people have
completed
this challenge.
4
I realised that I had
deleted the
file on my computer.
There was a
end to the race.
These sweets are
documents
eaten at
special occasions.
7
8
CRITICISM
Practice task
1 Read the fact file abou
Complete the second
using the word given.
and five words, includ
ABLE
REAL
that we had made a mistake.
Here is an example:
it. TIGHT
0
Online shops such as this one
are becoming
popular.
She was praised for her
designs.
PERSON
ORIGIN
SUCCESS
ACCIDENT
DRAMA
TRADITION
INCREASE
IMAGINE
In the past, there were
LONGER
Read the text about coral reefs. Use the word given in capitals at the end
of some of the lines to form a word that fits in the gap in the same line.
There is an example at the beginning (0).
12 Complete the sentences with adjectives or
6
FRIGHT
us.
when they
EXAM TASK
10 imagine
5
ADVERT
They decided to
the event online,
to encourage more people to come.
I knew they were just trying to
adjective
You are given one of th
you must use, and you
form and tense.
1
No one enjoys being
are doing their best.
increase
There is a gap in the se
fill in, using between tw
count as two words.
capitals.
2
1
In Reading and Use of E
of sentences. The sente
meaning, but they are e
TIP: Where the gap is a verb, remember to think about the correct
3
noun or verb
1
ABOUT THE TASK
13 Complete the sentences with verbs formed from the word in
30/04/2020 17:12
adverbs formed from each noun or verb.
All the exam tasks are clearly flagged
like this for each exam paper and part.
READING AND USE
Adverbs
TEST
8
People
TEST
these words. What suffixes can we
my
Crazy s
CORAL REEFS
We are all familiar with images of coral reefs, with
formations
their colourful rock (0)
created
from the shells of sea creatures. Maya Beach in
Thailand became famous after it was used as the
(1)
for the Hollywood movie
The Beach. Its (2)
as a tourist
destination increased dramatically and, as a result,
the coral began to suffer (3)
amounts of damage. The Thai authorities responded
by closing the beach. (4)
now think
they have found a solution. They have found it is
possible to collect up broken pieces of reef and
(5)
fix them back in place, using
normal household glue! Specialist (6)
swim down to carry out the repairs. The technique
has so far proved extremely (7)
,
and the coral has started to regrow. It is hoped that
the beach will be reopened one day, but the number
of visitors will be (8)
controlled
to protect the coral.
1
2
FORM
LOCATE
POPULAR
SUBSTANCE
SCIENCE
CARE
DIVE
EFFECT
no longer
1
In the
believ
to ma
metal
In the
peopl
someo
the bu
was ca
People no longer try t
GIVEN
STRICT
People
2
People stopped using
USED
People have
The audioscripts and answer key are
provided at the back of the book and in
the Digital resources.
3
In the past, people tho
BELIEVED
In the past, the Earth
bigger.
18
Formula B2 ET pp001-160 4p.indb 18-19
13
CREATE YOUR OWN FORMULA
Formula’s building blocks
You can customise Formula depending on the length of
your course and the language and skills your students need
to develop. In this section, we have a selection of ‘How to’
guides for around 30, 50, 80 and 100+ hours to help give
you suggestions on how you might customise Formula for
your classes.
Formula consists of four building blocks:
• Block 1 — choose your component.
• Block 2 — choose which section(s) of the component(s)
you want to use in class.
• Block 3 — choose which section(s) of the component you
want to use for homework.
• Block 4 — choose which digital resources will help you
keep students engaged, help them best reach their
goals and provide a change of pace during class or
at home.
Use the following steps to help you decide how you can
meet the specific needs of your group. Read about each
building block and create the Formula that is right for
your class.
Super (intensive 1—2 months)
B2 FIRST
FIRST
ALSO SUITABLE FOR THE
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
B2
EXAM TRAINER and Interactive eBook
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
they have practised.
Exam-focused
Exam Trainer
20—30 hours
FIRST
FORMULA B2 FIRST Exam Trainer with key provides:
Easy-to-use preparation in the order of the exam
from Reading and Use of English Part 1 to
Speaking Part 4.
•
A Test, Teach, Test, approach for each part of
each paper.
•
About the exam sections give comprehensive
information about each exam part.
•
How did you do? sections help students identify
where they are in their learning.
•
Detailed Strategies and skills input and activities
to boost exam performance Part-by-Part.
•
Speaking boost tasks provide extra practice for
the Speaking paper.
•
Tips from exam experts on how to approach
the exam.
•
Smart answer key* for all exam task exercises.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
EXAM TRAINER
FOR EXAM SUCCESS
and
with key
Interactive eBook
* with key only
Dignen
& Jacky
Newbrook
SheilaSheila
Dignen
& Jacky
Newbrook
For teachers
•
with key
•
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
•
Coursebook and Interactive eBook*,
Digital Resources and App
- Test package
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Photocopiable activities
- Grammar presentations
•
- Guides on dyslexia, classroom
management and mindfulness for exams
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
* available with and without key
B2 FIRST
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
Exam-focused with language
revision and consolidation
Coursebook
40—80 hours
FORMULA B2 FIRST Coursebook and Interactive eBook include eight units with each unit linked to a different
colour. With colour as the broad theme, the topic changes lesson by lesson making learning more dynamic and
maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
FORMULA B2 FIRST Coursebook with key provides:
A dynamic approach to exam preparation with
new topics lesson-by-lesson.
•
Review sections including six, full length Use of
English tasks.
•
A part of each paper in each unit with an Exam
focus, strategies for improving performance and
full exam task.
•
A Vocabulary file practising topic vocabulary and
lexical sets for each unit.
•
•
A fold-out Exam file in the back of the book
with bite-size exam part information and Are you
exam-ready? checklists.
A Grammar file including both reference and
practice for each unit.
•
•
Exam boost sections consolidating exam and
language focuses from every lesson.
•
•
A Speaking or writing activity in each skills
lesson offering flexibility to teachers for class or
homework activities.
•
FIRST
with key
•
B2
COURSEBOOK and Interactive eBook
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
A Writing file providing models and exam tasks
for each part of the Writing paper.
COURSEBOOK
FOR EXAM SUCCESS
Smart answer key* for all exam task exercises.
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
and
with key
Interactive eBook
* with key only
•
Lynda Edwards & Lindsay Warwick
For teachers
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
•
Coursebook and Interactive eBook*,
Digital Resources and App
- Test package
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Photocopiable activities
- Grammar presentations
- Guides on dyslexia, classroom
management and mindfulness for exams
•
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
* available with and without key
Lynda Edwards & Lindsay Warwick
pearsonenglish.com/formula
_CBKKEY_CVR.indd All Pages
FIRST
COURSEBOOK and Interactive eBook
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
they have practised.
A part of each paper in each unit with an Exam
focus, strategies for improving performance and
full exam task.
•
A fold-out Exam file in the back of the book
with bite-size exam part information and Are you
exam-ready? checklists.
Exam boost sections consolidating exam and
language focuses from every lesson.
A Speaking or writing activity in each skills
lesson offering flexibility to teachers for class or
homework activities.
•
A Vocabulary file practising topic vocabulary and
lexical sets for each unit.
•
A Grammar file including both reference and
practice for each unit.
•
A Writing file providing models and exam tasks
for each part of the Writing paper.
•
Smart answer key* for all exam task exercises.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
FORMULA B2 FIRST Exam Trainer with key provides:
•
Easy-to-use preparation in the order of the exam
from Reading and Use of English Part 1 to
Speaking Part 4.
•
A Test, Teach, Test, approach for each part of
each paper.
About the exam sections give comprehensive
information about each exam part.
How did you do? sections help students identify
where they are in their learning.
For students
•
- Test package
•
Coursebook and Interactive eBook*,
Digital Resources and App
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Grammar presentations
•
- Guides on dyslexia, classroom
management and mindfulness for exams
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
- Photocopiable activities
* available with and without key
•
•
•
•
Detailed Strategies and skills input and activities
to boost exam performance Part-by-Part.
Speaking boost tasks provide extra practice for
the Speaking paper.
COURSEBOOK
Tips from exam experts on how to approach
the exam.
For students
•
- Grammar presentations
Coursebook and Interactive eBook*,
Digital Resources and App
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
•
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
- Photocopiable activities
- Guides on dyslexia, classroom
management and mindfulness for exams
EXAM TRAINER
and
with key
Interactive eBook
* with key only
For teachers
- Test package
FOR EXAM SUCCESS
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
•
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
with key
Interactive eBook
andanswer key* for all exam task exercises.
Smart
Dignen
& Jacky
Newbrook
SheilaSheila
Dignen
& Jacky
Newbrook
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
Lynda Edwards & Lindsay Warwick
For teachers
FOR EXAM SUCCESS
•
•
* with key only
•
Exam-focused with language
development
Coursebook and Exam trainer
80—100 hours
FIRST
with key
•
•
Review sections including six, full length Use of
English tasks.
B2
FIRST
EXAM TRAINER and Interactive eBook
•
•
with key
A dynamic approach to exam preparation with
new topics lesson-by-lesson.
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
FORMULA B2 FIRST Coursebook with key provides:
•
B2
ALSO SUITABLE FOR THE
FORMULA B2 FIRST Coursebook and Interactive eBook include eight units with each unit linked to a different
colour. With colour as the broad theme, the topic changes lesson by lesson making learning more dynamic and
maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
Lynda Edwards & Lindsay Warwick
pearsonenglish.com/formula
* available with and without key
Sheila Dignen & Jacky Newbrook
pearsonenglish.com/formula
_CBKKEY_CVR.indd All Pages
19/10/2020 12:32
Formula_B2_ETKEY_CVR.indd All Pages
05/11/2020 13:48
B2 FIRST
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FIRST
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
A Grammar file including both reference and
practice for each unit.
A Speaking or writing activity in each skills
lesson offering flexibility to teachers for class or
homework activities.
•
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
they have practised.
Smart answer key* for all exam task exercises.
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
•
A Test, Teach, Test, approach for each part of
each paper.
About the exam sections give comprehensive
information about each exam part.
Coursebook and Interactive eBook*,
Digital Resources and App
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Photocopiable activities
- Grammar presentations
- Guides on dyslexia, classroom
management and mindfulness for exams
•
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
•
Speaking boost tasks provide extra practice for
the Speaking paper.
Tips from exam experts on how to approach
the exam.
•
•
How did you do? sections help students identify
where they are in their learning.
Detailed Strategies and skills input and activities
to boost exam performance Part-by-Part.
For teachers
* available with and without key
•
•
FIRST
FORMULA B2 FIRST Teacher’s Book with Presentation Tool, Digital Resources and App gives teachers
the flexibility to create dynamic lessons and courses from 30 to 100 hours and beyond. Teachers are given
guidance and support on how to use the two core components either separately or together, along with a
range of resources to customise classes depending on course length and specific exam and language needs.
Interactive eBook
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
* with key only
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
•
Coursebook and Exam Trainer audio and
audioscripts
Classroom teaching ideas with methodology
sections including mindfulness for exams
Teaching notes with extra ideas for fast finishers,
alternative approaches and suggestions for
dyslexic students
•
Integrated answer key with smart answers for all
exam task exercises
•
andactivities
Photocopiable
•
Accessibility and inclusion resources
•
Speaking and writing success criteria to help
determine what makes a ‘solid’, ‘good’ and
‘acing it’ exam answer
•
About the B2 First exam videos and sample
speaking test videos
•
Pearson Practice English App containing
course audio, exam videos and grammar
practice activities
FOR EXAM SUCCESS
• Test package EXAM TRAINER
Presentation Tool for the Coursebook and
Exam Trainer
•
Grammar presentations
Interactive eBook
B2
FIRST
with key
FOR EXAM SUCCESS
TEACHER’S BOOK
with Presentation Tool, Digital Resources and App
For students
•
Coursebook and Interactive eBook*,
Digital Resources and App
Lynda Edwards & Lindsay Warwick
• Exam Trainer and Interactive eBook*,
* available with and without key
Digital Resources and App
•
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer
Interactive
eBook*, Digital Resources
19/10/2020
12:32
and App
* available with and without key
Formula_B2_ETKEY_CVR.indd All Pages
pearsonenglish.com/formula
pearsonenglish.com/formula
Sheila Dignen & Lindsay Warwick
Coursebook and Interactive eBook*,
Digital Resources and App
Exam Trainer and Interactive eBook*,
Digital Resources and App
•
Downloadable teacher’s notes for the Exam Trainer
•
pearsonenglish.com/formula
_CBKKEY_CVR.indd All Pages
•
•
•
•
•
- Photocopiable activities
- Grammar presentations
- Guides on dyslexia, classroom
management and mindfulness for exams
FORMULA B2 FIRST Teacher’s Book with Presentation Tool, Digital Resources and App provides:
with key
• An introduction to the course and how it works
andanswer key* for all exam task exercises.
Smart
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
For students
- Test package
pearsonenglish.com/formula
COURSEBOOK
Dignen
& Jacky
Newbrook
SheilaSheila
Dignen
& Jacky
Newbrook
Lynda Edwards & Lindsay Warwick
•
•
- Test package
FOR EXAM SUCCESS
•
•
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
Easy-to-use preparation in the order of the exam
from Reading and Use of English Part 1 to
Speaking Part 4.
•
* with key only
For teachers
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
FORMULA B2 FIRST Exam Trainer with key provides:
A Writing file providing models and exam tasks
for each part of the Writing paper.
•
•
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
TEACHER’S BOOK with Presentation Tool, Digital Resources and App
A Vocabulary file practising topic vocabulary and
lexical sets for each unit.
•
Exam boost sections consolidating exam and
language focuses from every lesson.
B2
ALSO SUITABLE FOR THE
with key
Review sections including six, full length Use of
English tasks.
•
A fold-out Exam file in the back of the book
with bite-size exam part information and Are you
exam-ready? checklists.
•
with key
•
A part of each paper in each unit with an Exam
focus, strategies for improving performance and
full exam task.
•
FIRST
FIRST
EXAM TRAINER and Interactive eBook
COURSEBOOK and Interactive eBook
A dynamic approach to exam preparation with
new topics lesson-by-lesson.
•
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
FORMULA B2 FIRST Coursebook with key provides:
•
B2
B2
ALSO SUITABLE FOR THE
FORMULA B2 FIRST Coursebook and Interactive eBook include eight units with each unit linked to a different
colour. With colour as the broad theme, the topic changes lesson by lesson making learning more dynamic and
maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
B2 FIRST
B2
FIRST
B2 FIRST
B2
•
Coursebook
Main units
Exam Trainer
Test
Reviews
Teach
Grammar file
Test
Vocabulary file
Full practice exam
Writing file
Building block 3 SECTIONS FOR HOMEWORK
Choose the most suitable sections to use for homework.
Coursebook
Main units
Exam Trainer
Test
Reviews
Teach
Grammar file
Test
Vocabulary file
Full practice exam
Choose the most suitable digital resources for the specific
needs of your class.
Specific need
Recycling
Digital resource
Photocopiables
Language development
Grammar presentations
Checking progress
Unit test
Sheila Dignen & Jacky Newbrook
05/11/2020 13:48
Sheila Dignen & Lindsay Warwick
Extensive (full academic year)
Formula_B2_TBK_CVR.indd All Pages
14
Progress test
B2 FIRST
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
•
Choose the most suitable sections to use in class.
B2 FIRST
B2
FIRST
ALSO SUITABLE FOR THE
Building block 2 SECTIONS IN CLASS
19/10/2020 12:32
B2
ALSO SUITABLE FOR THE
Coursebook and Exam Trainer
Building block 4 DIGITAL RESOURCES
FIRST
ALSO SUITABLE FOR THE
Coursebook
Exam file
05/11/2020 13:48
B2
Exam Trainer
Writing file
Sheila Dignen & Jacky Newbrook
pearsonenglish.com/formula
_ETKEY_CVR.indd All Pages
Choose the most suitable component or combination of
components for your course length.
Exam file
How it works
B2
Building block 1 COMPONENTS
19/10/2020 12:31
Extensive exam
focus and language
development
Coursebook and
Exam Trainer
100+ hours
End of level test
Dyslexia-friendly tests
Change of pace
About the exam videos
Writing development
Writing success criteria
Speaking development
Speaking test videos
Speaking success criteria
Quick homework
App activities
HOW TO USE FORMULA FOR
AROUND 30 HOURS
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
ABOUT THE TASK
In Reading and Use of English Part 1, you read a short text
with eight gaps.
EXAM FOCUSED Around 30 hours
There are four multiple-choice options for each gap.
There are different ways that you can teach from the Exam
Trainer depending on the overall length of your exam
preparation course and how much class contact time you
have available. If you have longer courses (40—60 hours),
you might decide to work through each complete exam
part from the Exam Trainer in class. For shorter courses
(20—40 hours), you can choose which elements of the Test,
Teach, Test and full practice exam you use in class or for
homework. Here we are providing an example for around
30 hours.
Use Test and Teach sections.
• Test — An
introductory practice
task tests learners
to see what they
already know and
allows reflection on
current performance.
A Test, Teach, Test, approach for each part of
each paper.
•
About the exam sections give comprehensive
information about each exam part.
•
How did you do? sections help students identify
where they are in their learning.
•
Detailed Strategies and skills input and activities
to boost exam performance Part-by-Part.
Speaking boost tasks provide extra practice for
the Speaking paper.
•
Tips from exam experts on how to approach
the exam.
•
Smart answer key* for all exam task exercises.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
•
Coursebook and Interactive eBook*,
Digital Resources and App
- Test package
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Grammar presentations
•
- Guides on dyslexia, classroom
management and mindfulness for exams
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
- Photocopiable activities
* available with and without key
pearsonenglish.com/formula
Formula_B2_ETKEY_CVR.indd All Pages
B2
The film was a great success.
The new TV arrived in a big box.
We were delayed by the severe weathe
They charge very high prices.
Pollution in cities causes a lot of health
TEACH
Describe your perfect
home.
Her sister,
however, isn’t interested in s
2
What are the challenges
move
a new home/
However,when
her you
sister
isn’ttointerested
in s
location?
I’m very interested / curious / keen / attracted in music.
2 0I wasn’t
sure how to arrive
/ find / reach C/ getintend
to the
A hope
B dream
restaurant.
1 A great
B big
C severe
3 I’m not informed / interested / familiar /
2knowledgeable
A causes with B
demands C means
his books.
4 3James
still mendingB/ recovering
/
A is
although
however/ improving
C despite
from his operation.
4gaining
A takes
B gets
C puts
5 I felt very pleased / satisfied / proud / content of
myself.
6
It wasn’t clear whether she approved / liked / agreed /
accepted of what we had done.
7
The wet weather had a very damaging result /
solution / effect / end on tourism.
Phrasal verbs You should study more instead of chatt
Some questions testonline.
your knowledge of phrasal verbs.
the whole phrasal verb is missing, or sometimes just
D Sometimes
wish
4 I’m sure the idea will take off.
the verb or the particle.
D high
I can’t get the lid off.
D
allows
TIP: Make sure you
learn
as many
phrasal
verbs as you
You
can’t
put off
the decision
anycan.
longe
D
It’s important to remember which need an object, which can
instead
A thief made off with the money.
D
makes
be separated and which have three rather than two parts.
3 Choose the correct words or phrases to complete the
sentences.
1
The book was popular and quickly sold in / off / out / after.
2
There were fears that robots would take / give / get / make
over our lives.
3
Other members of the group made up for / got through to
went over to / came up with some good ideas.
4
I decided to take / get / make / put up his offer of a job wit
the company.
5
I hoped I might pick off / up / out / over some useful tips.
6
I always shut down / put off / take off / shut up my
computer before I go home from work.
4 Choose the correct verb (A–D) to complete the sentences.
1
Then choose the ones which form fixed phrases or
collocations to complete the sentences.
It was really exciting to finally meet her in
.
A end
B life
C person
D face
• Test — The
final examREADING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
Sheila Dignen & Jacky Newbrook
05/11/2020 13:48
Teacher’s Notes and Digital resources
compliant
task
Linkingexam
words
tests how well they can
9
apply the
strategies
and skills they
have practiced.
Some questions test your knowledge of linking
words and phrases.
Look at the bold linking words in the
sentences (1–6). Match them to the
synonyms (a–f).
We had the party at home rather than hiring
a hall.
2
We’ll go ahead, as long as you’re happy
with that.
3
a
b
c
Billie Jago
d
e
f
The notes for each exam part provide:
• an Exam part overview which summarises the content in
each exam part section
a list of extra Formula Digital resources
a dyslexia focus which highlights tasks which dyslexic
students might find challenging and provides ideas for
making suitable adjustments
a warmer task to focus students’ attention and get them
ready for the lesson ahead, and a cooler task to round
off the exam part at the end
detailed teacher’s notes for each exercise as well as
embedded answer keys
alternative approaches to some exercises
ideas for using the Speaking boost questions, as
well as extension ideas if you wish to enhance the
communicative aspect of your exam classes
She was a doctor by
A job
B profession C work
3
We soon found that we had a lot
common.
A as
B for
C between D in
D employment
They’ve
B stopped
C put
up a lot recently.
D gone
Food prices have
A changed
B got
C taken
4
Do you think we should
a meeting?
A get
B bring
C take
5
All the lights suddenly
A moved
B got
A location
B place
C situation
D scene
7
He could play the whole piece of music by
Preparing for. the worst
Example teaching scenario
complete the sentences.
TIP: Make sure the word you choose fits with
Depending on the number of classes within the
30-hour course, you could provide single skill or
multiple skill lessons. For example, you may have
15 × 2-hour classes.
the words that come after the gap as well as
those that come before.
1
We decided to take our own picnic,
than eating out.
A instead
B whereas
C rather
D by contrast
2
We needed to hurry up,
we would be late.
A otherwise
B however
C although
D except
3
The product was a success
its problems.
A except
B in spite of
C however
D although
4
I won’t call you
a problem.
A unless
C except
A 2-hour class may consist of the following: Reading
and Use of English — Part 1 Multiple-choice cloze
(1 hour) and Speaking — Part 1 Interview (1 hour).
A lesson of this type would enable a brief introduction
to each part of the exam and some input and practice.
6
C put
D make
D went
a bit behind with
C got
D turned
We don’t like the temporary office location but we will have
up with it until June.
to
A live
B put
C take
D turn
10 Choose the correct linking words (A–D) to
5
together for
off.
a photographer.
6 decide
I was ill last week, so I
Read as
the
text about preparing for a possible emergency and
For
InC or D) best
C To
Against
my work.
whichAanswer
(A,B B,
fits each Dgap.
There is an example
at the
A went
B came
.
5 The police
beginning
(0). soon arrived on the
6
D bring
the meeting off until next week.
C put
D taken
3
my surprise, they offered me the job
4
ahead with our plans
We’ve decided to
for a new office.
A take
B go
A got
.
2
EXAM TASK
2
memory
B mind
C heart for food
D feeling
after my father because
8 Everyone says I
WeAall
depend
on supermarkets
and we
we look alike and both love jazz.
D
(0)
it for granted that the shelves will always
A look
B go
C take
D do
be full. But some people believe it’s best to be prepared
(1)
there’s an emergency and normal life
The plane was late owing to the bad weather.
is disrupted for a while. They say there is a risk from extreme
weather or an outbreak of flu, (2)
more serious
Everyone was early, apart from Leon.
8
natural disasters. People who prepare in this way are informally
Practice t
He is still a formidable opponent, despite
(3)
as ‘preppers’, and more and more people
his age.
1 Read the fi
M01 FMLA ETB2
20229.indd
8
areWKey
now
listening
to their (4)
. Alison Jones from
I turned the music down so as to hear
word whic
Cambridge, UK, is a typical example. She keeps a month’s
him better.
There is an
(5)
of food in a cupboard, along with bottled
because of, due to, thanks to
water and medicines that her family needs. She is aware that
in spite of
some people would (6)
her to be slightly odd,
instead of
but says that, for her, it makes perfect (7)
to be
in order to
prepared. ‘We keep just enough to see us through a few weeks,
except
so we can then (8)
our normal lives. Why would
anyone not do that?’
if, provided that
1
6
•
•
1
1
5
•
Ex 1 in context. What do you notice abo
is used? Then look at the gaps in the Ex
Can you see why the answers are corre
1
Use the final Test sections with some exam tasks carried out
under exam conditions.
with key
Interactive eBook
4
•
Which answer needs you to understand
meaning between words with similar m
4 Look at the four sets of words from the
Despite her young age, she is determin
the USA.
prepositions. Choose the word that is followed by
each preposition and fits the context.
2 Look at the prepositions and nouns (A–D) carefully.
EXAM TRAINER
and
EXAM TRAINER TEACHER’S NOTES
•
•
Which answer needs you to know the m
phrasal verb?
4
1
1a Read the sentences and look at the highlighted
Prepositions are also used before nouns, in fixed phrases
or collocations. It is important to learn and recognise these.
Sometimes the preposition may be the gap.
• Presentation tool and/or Exam Trainer
FIRST
Which answer needs you to understand
collocations?
3
Building block 3 SECTIONS FOR HOMEWORK
FIRST
Teachers
B2
The correct choice for a gap often depends on matching
the correct option with the preposition after the gap.
Which words are not usually followed by a preposition?
Dignen
& Jacky
Newbrook
SheilaSheila
Dignen
& Jacky
Newbrook
For teachers
Phrases with prepositions
1b What prepositions are the other words followed by?
* with key only
•
Which answer needs you to use linking
2
Living in a micro home would allow us
money.
SPEAKING BOOST
3 Although he’s only young, he’s a brillia
Discuss or answer. He’s a brilliant player, although he’s on
Strategies and skills
I hadn’t recognised / noticed / realised / heard of this
M01 FMLA ETB2 WKey
artist20229.indd
before. 7
FOR EXAM SUCCESS
1
TEST
•
•
B
Most people (0)
of owning their own
home, but for many young people this is not a realistic
, and
possibility. House prices are (1)
that
renting is also expensive, which (2)
saving enough money for a deposit is often out of reach.
, the micro house
In recent years, (3)
movement has started to grow. Micro homes are small,
compact homes that are cheap to build and need very little
off, it could offer an
space. If the idea (4)
alternative to more traditional homes.
8
with key
Easy-to-use preparation in the order of the exam
from Reading and Use of English Part 1 to
Speaking Part 4.
Micro homes
He has no job, and this means that he h
provides practice of
strategies and skills
to improve learner
performance and
enables them to
approach the exam
with confidence.
FORMULA B2 FIRST Exam Trainer with key provides:
•
3 Look at the four answers again.
TEST
EXAM TRAINER and Interactive eBook
with Digital resources and App
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
they have practised.
2 Check your answers.
and decide which answer (A, B, C or D) best fits each
gap. There is an example at the beginning (0).
money.
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
B2 FIRST
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
How did you do?
1 Read the first paragraph of a text about micro homes
Working with children demands a lot o
• Teach — This section
FIRST
ALSO SUITABLE FOR THE
Practice task
Each question is worth one mark.
2
Building block 1 COMPONENTS
• Exam Trainer or the Interactive eBook
The gaps can test your understanding of differences in
meaning between similar words, for example, found,
invent and discover. They can also test your knowledge of
words that collocate with particular prepositions, or words
that occur in fixed phrases.
TEST
FORMULA B2 FIRST Exam Trainer and Interactive eBook
are unique, full colour components which can be used
independently or in combination with the Coursebook.
The Exam Trainer uses a Test, Teach, Test approach to exam
preparation for each part of the exam.
B2
Some gaps test your knowledge of phra
linking words.
You choose the word or phrase that best fits each gap.
Use the Exam Trainer in class or for self-study
Students
They also test your knowledge of verb p
for example whether a verb is followed b
or a clause.
Building block 2 SECTIONS IN CLASS
0
A get
B have
C make
1
A even if
B in case
C provided that
D whereas
2
A although
B as well as
C in spite of
D in contrast
B provided that
3
A known
B called
C named
D entitled
D owing to
4
A views
B wishes
5
A donation
B number
C supply
D delivery
6
A decide
B accept
C realise
D consider
7
A sense
B reason
C idea
D judgement
8
A go through
B put up with
C get on with
D get away
there’s
The shop sold cards and magazines
books.
A in addition
B in particular
C as well as
D what’s more
the first experiments failed,
she never thought about giving up.
A However
B Nevertheless
C In spite of
D Although
with
C requests
D take
D decisions
with
10
M01 FMLA ETB2 WKey 20229.indd 10
25/09/2020 15:07
15
Create your own Formula
READING AND USE OF ENGLISH — Part 1
Multiple choice cloze (1 hour)
Use the Exam Trainer Presentation tool for each page.
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
ABOUT THE TASK
In Reading and Use of English Part 1, you read a short text
with eight gaps.
They also test your knowledge of verb patterns,
for example whether a verb is followed by an infinitive
or a clause.
There are four multiple-choice options for each gap.
Some gaps test your knowledge of phrasal verbs and
linking words.
You choose the word or phrase that best fits each gap.
The gaps can test your understanding of differences in
meaning between similar words, for example, found,
invent and discover. They can also test your knowledge of
words that collocate with particular prepositions, or words
that occur in fixed phrases.
TEST
Practice task
Each question is worth one mark.
Use Exam Trainer Teacher’s Notes for Warmer and ABOUT THE TASK to
start the lesson.
How did you do?
2 Check your answers.
1 Read the first paragraph of a text about micro homes
and decide which answer (A, B, C or D) best fits each
gap. There is an example at the beginning (0).
3 Look at the four answers again.
Micro homes
B
Most people (0)
of owning their own
home, but for many young people this is not a realistic
, and
possibility. House prices are (1)
that
renting is also expensive, which (2)
saving enough money for a deposit is often out of reach.
, the micro house
In recent years, (3)
movement has started to grow. Micro homes are small,
compact homes that are cheap to build and need very little
off, it could offer an
space. If the idea (4)
alternative to more traditional homes.
1
Which answer needs you to use linking words correctly?
2
Which answer needs you to understand typical
collocations?
3
Which answer needs you to know the meaning of a
phrasal verb?
4
Which answer needs you to understand differences in
meaning between words with similar meanings?
4 Look at the four sets of words from the options (1–4) in
Students carry out the Practice task and try the reduced length task to
become familiar with the task type.
Ex 1 in context. What do you notice about how each one
is used? Then look at the gaps in the Ex 1 text again.
Can you see why the answers are correct?
1
The film was a great success.
The new TV arrived in a big box.
We were delayed by the severe weather.
They charge very high prices.
2
Pollution in cities causes a lot of health problems.
Working with children demands a lot of patience.
He has no job, and this means that he has very little
money.
Living in a micro home would allow us to save more
money.
3
Although he’s only young, he’s a brilliant player. /
He’s a brilliant player, although he’s only young.
Students carry out How did you do? activities and reflect on the task they
have just completed.
Her sister, however, isn’t interested in sport at all. /
However, her sister isn’t interested in sport at all.
Despite her young age, she is determined to go to
the USA.
You should study more instead of chatting to friends
online.
0
A hope
B
dream
B
big
C
intend
wish
D
4
I’m sure the idea will take off.
1
A great
C
severe
D
high
2
A causes
B
demands
C
means
D
allows
You can’t put off the decision any longer.
3
A although
B
however
C
despite
D
instead
A thief made off with the money.
4
A takes
B
gets
C
puts
D
makes
I can’t get the lid off.
7
M01 FMLA ETB2 WKey 20229.indd 7
Use Exam Trainer Teacher’s Notes to go through the How did you do?
activities.
25/09/2020 15:07
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
TEACH
Students carry out the Strategies and skills activities.
Strategies and skills
SPEAKING BOOST
Phrases with prepositions
The correct choice for a gap often depends on matching
the correct option with the preposition after the gap.
Discuss or answer.
1
Describe your perfect home.
2
What are the challenges when you move to a new home/
location?
1a Read the sentences and look at the highlighted
prepositions. Choose the word that is followed by
each preposition and fits the context.
Use Exam Trainer Teacher’s Notes to provide guidance
on how to approach each task.
I’m very interested / curious / keen / attracted in music.
2
I wasn’t sure how to arrive / find / reach / get to the
restaurant.
3
I’m not informed / interested / familiar /
knowledgeable with his books.
4
James is still mending / recovering / improving /
gaining from his operation.
5
I felt very pleased / satisfied / proud / content of
myself.
3 Choose the correct words or phrases to complete the
6
It wasn’t clear whether she approved / liked / agreed /
accepted of what we had done.
1
The book was popular and quickly sold in / off / out / after.
7
The wet weather had a very damaging result /
solution / effect / end on tourism.
2
There were fears that robots would take / give / get / make
over our lives.
8
I hadn’t recognised / noticed / realised / heard of this
artist before.
3
Other members of the group made up for / got through to /
went over to / came up with some good ideas.
4
I decided to take / get / make / put up his offer of a job with
the company.
5
I hoped I might pick off / up / out / over some useful tips.
6
I always shut down / put off / take off / shut up my
computer before I go home from work.
1b What prepositions are the other words followed by?
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
Linking words
9 Look at the bold linking words in the
sentences (1–6). Match them to the
synonyms (a–f).
1
We had the party at home rather than hiring
a hall.
2
We’ll go ahead, as long as you’re happy
with that.
3
The plane was late owing to the bad weather.
4
Everyone was early, apart from Leon.
5
He is still a formidable opponent, despite
his age.
6
I turned the music down so as to hear
him better.
a
because of, due to, thanks to
b
in spite of
c
instead of
d
in order to
e
except
f
if, provided that
Verb patterns
TEST
Read the text about preparing for a possible emergency and decide
which answer (A, B, C or D) best fits each gap. There is an example at the
beginning (0).
Preparing for the worst
We all depend on supermarkets for food and we
D
(0)
it for granted that the shelves will always
be full. But some people believe it’s best to be prepared
(1)
there’s an emergency and normal life
is disrupted for a while. They say there is a risk from extreme
weather or an outbreak of flu, (2)
more serious
natural disasters. People who prepare in this way are informally
(3)
as ‘preppers’, and more and more people
are now listening to their (4)
. Alison Jones from
Cambridge, UK, is a typical example. She keeps a month’s
(5)
of food in a cupboard, along with bottled
water and medicines that her family needs. She is aware that
some people would (6)
her to be slightly odd,
but says that, for her, it makes perfect (7)
to be
prepared. ‘We keep just enough to see us through a few weeks,
so we can then (8)
our normal lives. Why would
anyone not do that?’
TEST
Some questions test your knowledge of linking
words and phrases.
Practice task
Pick and choose which sections
to focus on in class depending
on the strengths and weaknesses
of the group. Students can
complete the sections they are
familiar with at home.
Sometimes you need to think about what kind of pattern
follows a verb, for example an infinitive, a noun, an -ing form
or a that clause.
5 Choose the correct verb pattern to complete the
1
1 Read the first paragraph of a text about power naps. Think of the
word which best fits each gap. Use only one word in each gap.
There is an example at the beginning (0).
10 Choose the correct linking words (A–D) to
complete the sentences.
We decided to take our own picnic,
than eating out.
A instead
B whereas
C rather
D by contrast
2
We needed to hurry up,
we would be late.
A otherwise
B however
C although
D except
3
The product was a success
its problems.
A except
B in spite of
C however
D although
4
I won’t call you
a problem.
A unless
C except
5
The shop sold cards and magazines
books.
A in addition
B in particular
C as well as
D what’s more
6
there’s
0
A get
B have
C make
D take
1
A even if
B in case
C provided that
D whereas
2
A although
B as well as
C in spite of
D in contrast
B provided that
3
A known
B called
C named
D entitled
D owing to
4
A views
B wishes
C requests
D decisions
5
A donation
B number
C supply
D delivery
the first experiments failed,
she never thought about giving up.
B Nevertheless
D Although
6
A decide
B accept
C realise
7
A sense
B reason
C idea
D judgement
8
A go through
B put up with
C get on with
D get away
with
D consider
with
A However
confuse. Think carefully about the particular meaning each
at the prepositions and nouns (A–D) carefully.
2 Look collocations
word has, and also think about the prepositions,
Then choose the ones which form fixed phrases or
and patterns each word is used with.
collocations to complete the sentences.
sentences.
It was really
the exciting to finally meet her in
7 Choose the correct words (A–D) to 1complete
Finally, I managed reserving / to reserve a table at the
popular new bistro.
1
It was very hard to accept to lose / that we had lost the
game.
3
I had never considered moving / that I move to another
country before.
2
4
I urged Sam to be / Sam that he should be careful.
3
5
Some of my friends agreed helping / to help us.
6
I couldn’t imagine working / me to work in a busy
restaurant kitchen all day.
2
environmental campaign.
B combines
5
to go ahead with the event despite
We
the concerns.
A considered B thought
C decided D insisted
6
studying very difficult.
I had always
A found
B experienced C believed D realised
that we should postpone
Our manager
the show for a few weeks.
A urged
B suggested
4
Natalie
A insists
to think of herself as an artist.
B imagines
C likes
D stresses
5
I really
A benefited
B approved
6
Some friends
baking show.
A suggested B proposed
C told
D persuaded
what everyone did for me.
C agreed D appreciated
SPEAKING BOOST
Talk about what drinks you have in a typical day and
where you have them.
What do you think of fair trade products?
1
From the hill, you can get a wonderful
of the whole city.
A scene
B sight
C view
They’ve
B stopped
Food prices have
B got
A changed
ahead with our plans
C put
D bring
the meeting off until next week.
C put
D taken
up a lot recently.
D gone
C taken
together for
4
Do you think we should
a meeting?
A get
B bring
C take
5
All the lights suddenly
A moved
B got
C put
6
I was ill last week, so I
my work.
A went
B came
7
We don’t like the temporary office location but we will have
up with it until June.
to
A live
B put
C take
D turn
8
after my father because
Everyone says I
we look alike and both love jazz.
A look
B go
C take
D do
my surprise, they offered me the job
4
as a photographer.
C composes
D consists
A For
B In
C To
D Against
of the sun reflected on
.
5 The police soon arrived on the
B place
C situation D scene
C lights A location
D flashes
forthe whole piece of music by
Prague is an extremely popular 6 He could play
.
tourists.
B mind
C heart
D feeling
A visit
B intention
C aim A memory
D destination
You can see the
the solar panels.
A bars
B rays
We’ve decided to
for a new office.
A take
B go
A got
3
D make
off.
D went
a bit behind with
C got
D turned
D glance
M01 FMLA ETB2 WKey 20229.indd 8
25/09/2020 15:07
8 Complete the sentences with the verbs from the box.
come do go get have keep
make play spend take
1
I knew I needed to
everyone.
2
I wondered how I could
the situation.
3
A bit of string should
everything together.
Discuss or answer.
2
4 Choose the correct verb (A–D) to complete the sentences.
A lot of common verbs such as get, have,
8 make, put, take, etc.
are used in collocations or fixed phrases. It is important to
learn as many of these as you can.
D encouraged
1
sentences.
Verb collocations
me to apply to a TV
C said
TIP: Make sure you learn as many phrasal verbs as you can.
It’s important to remember which need an object, which can
be separated and which have three rather than two parts.
2
.
B life
C person
D face
I’ve always taken loads of photos and A end
.
2 She was a doctor by
them online.
B profession C work
D employment
A sent
B posted
C mailedA job D delivered
3 inWe
soon found that we had a lot
her first album
2016.
She
common.
A brought
B displayed
C released
D presented
A as
for
C between D in
posters and
leaflets forBthe
The pack
A contains
4
sentences.
3
Some questions test your knowledge of phrasal verbs.
Sometimes the whole phrasal verb is missing, or sometimes just
the verb or the particle.
sentences.
2
1
Students can complete the
Exam task at home using what
they have covered in class to
help them.
C In spite of
Prepositions are also used before nouns, in fixed phrases
or collocations. It is important to learn and recognise these.
Easily confused words
Sometimes
the preposition
may be the gap.
Some words have very similar meanings
and are easy
to
6 Choose the correct verbs (A–D) to complete the
TIP: Make sure the word you choose fits with
the words that come after the gap as well as
those that come before.
1
Which words are not usually followed by a preposition?
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
EXAM TASK
Phrasal verbs
1
4
What he said didn’t
5
I took Ewa to one side to
with her.
6
I hope your dreams will
7
I don’t
8
We decided to
9
You should
they are disgusting!
this secret from
advantage of
the job and hold
sense to me.
a quiet word
true.
a lot of time watching TV.
a trick on Jack.
rid of those old trainers –
10 I don’t think anything will
because you have prepared so carefully.
10
wrong
9
M01 FMLA ETB2 WKey 20229.indd 10
25/09/2020 15:07
M01 FMLA ETB2 WKey 20229.indd 9
25/09/2020 15:07
Building block 4 DIGITAL RESOURCES
Before class
Video: About B2 First:
Overview, About B2 First:
Reading and Use of English,
About B2 First: Reading and
Use of English Part 1.
Need something extra or a change
of pace
Video: About B2 First: Overview,
About B2 First: Reading and Use of
English, About B2 First: Reading and
Use of English Part 1.
Vocabulary
FIRST
verbs
nouns
adjectives/adverbs
hype
apparently
a fair number of
devote
photograph
a while back
come across
influence
position
last-minute
come up with
reflect
reality
stunning
turn up
announce
phrases
ABOUT THE TASK
In Reading and Use of English Part 1, you read a short text
with eight gaps.
They also test your knowledge of verb patterns,
for example whether a verb is followed by an infinitive
or a clause.
There are four multiple-choice options for each gap.
Some gaps test your knowledge of phrasal verbs and
linking words.
You choose the word or phrase that best fits each gap.
The gaps can test your understanding of differences in
meaning between similar words, for example, found,
invent and discover. They can also test your knowledge of
words that collocate with particular prepositions, or words
that occur in fixed phrases.
Practice task
Each question is worth one mark.
How did you do?
1 Read the first paragraph of a text about micro homes
and decide which answer (A, B, C or D) best fits each
gap. There is an example at the beginning (0).
Micro homes
B
Most people (0)
of owning their own
home, but for many young people this is not a realistic
, and
possibility. House prices are (1)
that
renting is also expensive, which (2)
saving enough money for a deposit is often out of reach.
, the micro house
In recent years, (3)
movement has started to grow. Micro homes are small,
compact homes that are cheap to build and need very little
off, it could offer an
space. If the idea (4)
alternative to more traditional homes.
2 Check your answers.
3 Look at the four answers again.
1
Which answer needs you to use linking words correctly?
2
Which answer needs you to understand typical
collocations?
3
Which answer needs you to know the meaning of a
phrasal verb?
4
Which answer needs you to understand differences in
meaning between words with similar meanings?
PHOTOCOPIABLE © Pearson Education Limited 2020
4 Look at the four sets of words from the options (1–4) in
Quick homework
Pearson Practice English
App activities.
Ex 1 in context. What do you notice about how each one
is used? Then look at the gaps in the Ex 1 text again.
Can you see why the answers are correct?
1
The film was a great success.
The new TV arrived in a big box.
We were delayed by the severe weather.
They charge very high prices.
2
Pollution in cities causes a lot of health problems.
Working with children demands a lot of patience.
He has no job, and this means that he has very little
money.
Living in a micro home would allow us to save more
money.
3
Although he’s only young, he’s a brilliant player. /
He’s a brilliant player, although he’s only young.
Her sister, however, isn’t interested in sport at all. /
However, her sister isn’t interested in sport at all.
Despite her young age, she is determined to go to
the USA.
You should study more instead of chatting to friends
online.
0
A
hope
B
dream
1
A
great
B
2
A
causes
B
3
A
although
4
A
takes
C
intend
D
wish
big
C
demands
C
severe
D
high
I can’t get the lid off.
means
D
allows
B
however
You can’t put off the decision any longer.
C
despite
D
instead
B
gets
A thief made off with the money.
C
puts
D
makes
4
I’m sure the idea will take off.
7
M01 FMLA ETB2 WKey 20229.indd 7
16
B2
1A The writing race
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
TEST
Less time
Ask students to complete the first
practice task at home and do How
did you do? activities in class.
Why not try?
A photocopiable activity from the
Digital resources.
25/09/2020 15:07
1
Create your own Formula
SPEAKING — Part 1 Interview (1 Hour)
SPEAKING – Part 1 Interview
Use the Exam Trainer Presentation tool for each page.
ABOUT THE TASK
In Speaking Part 1, the examiner asks you some questions
about yourself.
The examiner will ask you and your partner different
questions, but you should still listen to what your partner
says even though you won’t be asked to comment.
The first question is always the same, and the examiner
asks you where you are from. The following questions are
on everyday topics, such as what you enjoy doing with
friends, holidays, interests and so on.
You should try to give interesting answers, but don’t speak
for too long.
The examiner will not respond to what you say, but
will move on to the next question once you’ve finished
speaking. You may be asked three or four questions, and
the part takes about two minutes.
If you don’t understand a question, ask the examiner to
repeat it.
TEST
The examiner asks you and your partner questions
individually. You should not talk to your partner in this
part, so don’t interrupt them, agree or disagree with what
they’ve said or add any information to their answer.
Use this first part of the test to relax, and to settle into the
exam situation.
Practice task
1
S01 Read these Speaking Part 1 questions.
Now listen to the questions and answer them.
1
Where are you from?
2
Do you have a favourite colour? (What is it?) (Why?)
3
Can you tell us about your family?
4
What do you enjoy doing at the weekends? (Why?)
5
Are you interested in any sports? (Why? / Why not?)
6
Can you speak any other languages apart from English?
(What are they?)
5
Are you interested in any sports? (Why? / Why not?)
A I like to listen to music and watch television.
B I don’t like sport. I like music.
C I used to play hockey, but now I only run because I
don’t have as much time.
6
Can you speak any other languages apart from English?
(What are they?)
A I love speaking other languages, and I’m learning
Spanish and French now.
B
No, not really. I don’t like it.
C I really enjoy learning English, because I like the
pronunciation of the language.
How did you do?
2b Check your answers.
2a Look at the questions from Ex 1 again and some answers
3a Think about what is wrong with the other answers in
to them (A, B and C). Choose the best answer for each
question.
1
a cathedral and lots of good places to go shopping.
There are lots of tourists there.
B It’s Barcelona in Spain.
C I come from Paris, and I’ve lived there all my life.
3
Do you have a favourite colour? (What is it?) (Why?)
A Oh, definitely blue – I often wear clothes in that colour
and it matches my eyes.
B I don’t have one – I don’t think about it.
C My football team wears red and black.
I have two brothers who are older than me, and a
sister who’s younger.
C My mum is a doctor. I want to do the same as her.
B
4
1
It doesn’t answer the question, and has irrelevant
information.
2
It uses very simple language.
TIP: You should try to give interesting answers and use a
range of complex language from the start of the Speaking
test. Make sure that you really do answer the question
you’ve been asked and don’t include too much irrelevant
information.
3b
Can you tell us about your family?
A I have a brother and a sister.
Use Exam Trainer Teacher’s Notes to follow the
process through the How did you do? activity.
Did you:
•
•
•
What do you enjoy doing at the weekends? (Why?)
I watch television after school and I like comedy
programmes best.
S02 Improve the incorrect answers in Ex 2a.
Then listen to some answers given by students to
compare your ideas.
4a Think about your own answers to the questions in Ex 1.
A I go shopping with my friends.
B
Students carry out the Practice task and get familiar
with the types of questions asked in the interview.
Ex 2 and choose the best option (1 or 2) for each one.
Where are you from?
A Milan is a city in the north of Italy. There’s a river and
2
Use Exam Trainer Teacher’s Notes for Warmer and
ABOUT THE TASK to start the lesson.
answer the questions?
give interesting answers, not simple ones?
only give relevant information?
4b Try the task in Ex 1 again, using the checklist above.
C I love going to the cinema, although, if the weather is
good, I prefer doing something outside like playing
tennis.
75
23/09/2020 16:13
Students carry out the Strategies and
skills tasks.
SPEAKING – Part 1 Interview
Asking for repetition
TIP: Remember that the examiner can only repeat the question to
help you, not rephrase it.
5 Match 1–6 to a–f to make phrases you can use to ask the examiner
to repeat the question.
I’m sorry, but could a did you say?
2
Would you mind
b you say it again, please?
3
I’m not sure what
c
I’m afraid I didn’t catch what you said.
4
I didn’t hear
d repeating the question, please?
5
Sorry, but what
e what you said.
6
Pardon?
f
Where are you from?
of ‘because’ to extend your answers by giving a reason,
except one. Which is the odd word out?
First we’d like to know something about you.
Future plans
Where would you like to go for your next holiday?
(Why?)
Do you have any plans for your career in the future?
(What are they?) (Why?)
Education
you said, I’m sorry.
What was your favourite subject at your first
school? (Why?)
Using a range of language
It is important not to repeat words too much, and to use a range of
language.
6 Choose a word or phrase from the box to replace the highlighted
words in the sentences.
Tell us about a favourite teacher from school or
college. (Why did you like them?)
Do you often see your friends from school or
college? (Why? / Why not?)
Technology
Do you use the internet much for shopping?
(Why? / Why not?)
boring comfortable decided on drove
enjoy prefer relaxing sunny visited
to the beach last weekend. After that
my aunt.
1
I went
I went to see
2
I went on holiday to the coast last year, and stayed in a nice
hotel.
Do you ever switch off your mobile phone?
(Why? / Why not?)
Do you find out about the news on the internet,
or another way? (Why?)
Use Exam Trainer Teacher’s Notes to
provide guidance on how to approach
each task. Pick and choose which sections
to focus on in class depending on the
strengths and weaknesses of the group.
The weather wasn’t very nice
at home at the weekend. It was nice
because I just took it easy.
5
I like playing football and I also like
on television too, though I like
6
It’s not interesting
interesting to visit new places.
Everyday life
1
of ‘because’.
1
The reason I like films is the escapism they provide.
(since)
2
The reason I haven’t been abroad is I hate flying. (as)
3
I need to practise my English more, but the reason I
haven’t is the lack of time. (owing to)
Students can either complete the Exam task
in class or record their responses at home
using what they have covered in class to help
them give the most comprehensive answers.
,
Oh, absolutely! If I don’t, then I
.
like I
Entertainment
Do you prefer to watch films at home or at the cinema?
(Why?)
2
What’s your favourite kind of television programme?
(Why?)
since
I prefer
.
, for example
I really like
It’s difficult for me to get
to college – the reason is
that the bus route has been
changed. (due to the fact that)
.
3
Do you ever go to the theatre? (Why? / Why not?)
I’d love to, but it’s difficult where I live owing to
– like
.
the bus
route has been changed.
4
do all the correct words do?
watching it
playing it more.
Do you like to have a routine in your life? (Why /
Why not?)
1
It’s difficult for me
so I stayed
though,
How much free time do you have during the week?
(Why?)
I don’t have much free time. The reason is that I
spend most of my time working, so I’m glad when
.
4
time.
I can’t practise
4
3 Choose the correct word to complete the answers. What
just sitting on a beach – it’s more
3
flying.
I haven’t
.
Do you like to do the same things every evening,
or something different? (Why?)
I like to do something different due to the fact that
.
escapism.
I like
How do you travel to college every day? (Why?)
I go to college by bus because
2
as due to the fact that otherwise
owing to since the reason is
2 Rewrite the sentences using the word in brackets instead
It took me ages to choose a present for my sister. Eventually
a book.
I chose
4
could you add to the answers already given?
Complete the sentences with your own ideas.
TIP: You can prepare ideas for the kinds of topics that you
may be asked about, but don’t learn answers by heart.
1 All the words or phrases in the box can be used instead
What are you going to do this coming weekend?
(Why?)
1
4 Look at the questions below. What extra information
Extending your answers with appropriate
detail and examples
TIP: If you practise adding because or a similar phrase to
your answer to give a reason, this will encourage you to
say more.
TEST
S03 Listen to the questions. Answer them so
that they are true for you.
Strategies and skills
Answers to Speaking Part 1 questions should include some
relevant details, such as reasons or examples.
EXAM TASK
If you have not heard or understood a question correctly, you can ask the
examiner to repeat it.
3
SPEAKING – Part 1 Interview
TEACH
M04 FMLA ETB2 WKey 20229.indd 75
1
I often go out in the evenings – for example / when I go
for a walk in the countryside if the weather’s nice.
2
I listen to a lot of different kinds of music, such as / as well
as jazz.
3
I’m good at lots of sports, for instance / as tennis and
hockey.
4
My favourite kind of film is science fiction, like / so as
Star Wars.
5
I’m hopeless at choosing colours that suit me – such /
for example my jacket clashes with my skirt now!
6
I’d love to eat at a Chinese restaurant tonight – since / like
that one in the centre of town.
Do you usually like the same kind of entertainment as
your friends? (Why? / Why not?)
We do share a lot of interests, but actually
, for instance
.
76
M04 FMLA ETB2 WKey 20229.indd 76
23/09/2020 16:13
77
M04 FMLA ETB2 WKey 20229.indd 77
23/09/2020 16:13
Building block 4 DIGITAL RESOURCES
Before class
Video: About B2 First:
Speaking, About B2 First:
Speaking Part 1, B2 First
Speaking Test 1, Part 1.
Why not try?
A photocopiable activity from the
Digital resources.
SPEAKING – Part 1 Interview
In Speaking Part 1, the examiner asks you some questions
about yourself.
The examiner will ask you and your partner different
questions, but you should still listen to what your partner
says even though you won’t be asked to comment.
You should try to give interesting answers, but don’t speak
for too long.
The examiner will not respond to what you say, but
will move on to the next question once you’ve finished
speaking. You may be asked three or four questions, and
the part takes about two minutes.
If you don’t understand a question, ask the examiner to
repeat it.
TEST
The examiner asks you and your partner questions
individually. You should not talk to your partner in this
part, so don’t interrupt them, agree or disagree with what
they’ve said or add any information to their answer.
Practice task
1
Use this first part of the test to relax, and to settle into the
exam situation.
5
S01 Read these Speaking Part 1 questions.
Now listen to the questions and answer them.
1
Where are you from?
2
Do you have a favourite colour? (What is it?) (Why?)
3
Can you tell us about your family?
4
What do you enjoy doing at the weekends? (Why?)
5
Are you interested in any sports? (Why? / Why not?)
6
Can you speak any other languages apart from English?
(What are they?)
6
Are you interested in any sports? (Why? / Why not?)
A I like to listen to music and watch television.
B I don’t like sport. I like music.
C I used to play hockey, but now I only run because I
don’t have as much time.
Can you speak any other languages apart from English?
(What are they?)
A
Do you often use electronic
devices?
What’s the most interesting
thing you have done recently?
How long have you been
studying English?
Is there anything that your friend
does that always annoys you?
Do you have any unusual habits?
What activity do you do once in
a blue moon?
What do you do every
weekend?
What’s your favourite way to
spend your free time?
Do you often go abroad for
holidays?
What activity have you been
doing since you were young?
Do you often take up a new
activity and then give it up
quickly?
What’s the most challenging
thing you have done recently?
What have you been waiting to
do for ages, but haven’t tried
yet?
Are you reading a good book or
watching a good TV series at the
moment?
What do you do to relax after a
stressful day?
Have you seen an interesting
film recently?
I really enjoy learning English, because I like the
pronunciation of the language.
2b Check your answers.
3a Think about what is wrong with the other answers in
Where are you from?
A Milan is a city in the north of Italy. There’s a river and
a cathedral and lots of good places to go shopping.
There are lots of tourists there.
B It’s Barcelona in Spain.
C I come from Paris, and I’ve lived there all my life.
3
Ex 2 and choose the best option (1 or 2) for each one.
1
It doesn’t answer the question, and has irrelevant
information.
2
It uses very simple language.
TIP: You should try to give interesting answers and use a
range of complex language from the start of the Speaking
test. Make sure that you really do answer the question
you’ve been asked and don’t include too much irrelevant
information.
2
Do you have a favourite colour? (What is it?) (Why?)
A Oh, definitely blue – I often wear clothes in that colour
and it matches my eyes.
B I don’t have one – I don’t think about it.
C My football team wears red and black.
3
Can you tell us about your family?
A I have a brother and a sister.
B I have two brothers who are older than me, and a
sister who’s younger.
C My mum is a doctor. I want to do the same as her.
4a Think about your own answers to the questions in Ex 1.
What do you enjoy doing at the weekends? (Why?)
A I go shopping with my friends.
B I watch television after school and I like comedy
programmes best.
C I love going to the cinema, although, if the weather is
good, I prefer doing something outside like playing
tennis.
4b Try the task in Ex 1 again, using the checklist above.
4
PHOTOCOPIABLE © Pearson Education Limited 2020
Quick homework
Pearson Practice English
App grammar activity.
No, not really. I don’t like it.
C
2a Look at the questions from Ex 1 again and some answers
1
Grammar
I love speaking other languages, and I’m learning
Spanish and French now.
B
How did you do?
to them (A, B and C). Choose the best answer for each
question.
Need something extra or a change
of pace
Video: About B2 First: Speaking,
About B2 First: Speaking Part 1, B2
First Speaking Test 1, Part 1.
FIRST
ABOUT THE TASK
The first question is always the same, and the examiner
asks you where you are from. The following questions are
on everyday topics, such as what you enjoy doing with
friends, holidays, interests and so on.
Less time
Ask students to complete the first
practice task at home and do How
did you do? activities in class.
B2
1C Present tenses — Getting to know you
3b
S02 Improve the incorrect answers in Ex 2a.
Then listen to some answers given by students to
compare your ideas.
Did you:
•
•
•
answer the questions?
give interesting answers, not simple ones?
only give relevant information?
75
M04 FMLA ETB2 WKey 20229.indd 75
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17
HOW TO USE FORMULA FOR
AROUND 50 HOURS
EXAM FOCUSED WITH LANGUAGE
REVISION AND CONSOLIDATION
Use the main lessons.
Around 50 hours
Use the Coursebook in class
• Introduce students to the
Building block 2 SECTIONS IN CLASS
• Introduce students to the
unit topic.
1
2 Tell your partner about something
unusual that you have seen or heard
about recently. Compare your answers
with the class. Think about:
in your area on TV
at college or work online
3 Read the Exam focus. For statements 1–5,
choose the correct option (A or B) that
best fits.
1
2
A dynamic approach to exam preparation with
new topics lesson-by-lesson.
•
Review sections including six, full length Use of
English tasks.
A part of each paper in each unit with an Exam
focus, strategies for improving performance and
full exam task.
•
A Vocabulary file practising topic vocabulary and
lexical sets for each unit.
•
•
A fold-out Exam file in the back of the book
with bite-size exam part information and Are you
exam-ready? checklists.
A Grammar file including both reference and
practice for each unit.
•
A Writing file providing models and exam tasks
for each part of the Writing paper.
•
Exam boost sections consolidating exam and
language focuses from every lesson.
•
A Speaking or writing activity in each skills
lesson offering flexibility to teachers for class or
homework activities.
•
Smart answer key* for all exam task exercises.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
B2
FIRST
•
Coursebook and Interactive eBook*,
Digital Resources and App
- Test package
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Photocopiable activities
- Grammar presentations
•
- Guides on dyslexia, classroom
management and mindfulness for exams
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
* available with and without key
pearsonenglish.com/formula
FOR EXAM SUCCESS
COURSEBOOK
and
with key
Interactive eBook
Lynda Edwards & Lindsay Warwick
• Presentation tool and/or Coursebook
•
Coursebook and Exam Trainer audio and
audioscripts
shers,
or
•
Test package
for all
elp
d
•
Grammar presentations
•
Photocopiable activities
•
Accessibility and inclusion resources
•
About the B2 First exam videos and sample
speaking test videos
•
Pearson Practice English App containing
course audio, exam videos and grammar
practice activities
FOR EXAM SUCCESS
TEACHER’S BOOK
with Presentation Tool, Digital Resources and App
3
What point is the writer making in the first paragraph?
A He often takes photographs of flowers in different gardens.
B He is more interested in his photography than what he photographs.
C He is photographing something that is unusual because of the climate.
D He needs to be flexible when he’s working.
How does the writer feel about his work?
impressed by the amount of money he earns
B surprised at how often he has to travel
C grateful for the opportunity to observe rare events
D proud to be so well-experienced
A
4
the way people
see blue
why the colour didn’t have
a name for a long time
who first used the
colour on stone
and wood
4
why one shade
of blue is called
‘royal blue’
5
the associations 1
of the colour blue
Which famous person do you most
? Why?
2
Do you spend more time
at things you
have done, or looking forward to
the future?
3
What’s the most interesting news
article you’ve
this week?
4
Do you have a friend who
a different
country? Give details.
5
What’s the most interesting
new fact about blue that you
from the
conversation in Ex 2?
Nature photographer David Smart reflects on his job
and the
of some
of the
unusual
natural
phenomena
photographs.
Match
therarity
phrasal
verbs
in bold
with
the meanings
inhe
the
box.
I tread carefully, trying to crush as few of the
beautiful flowers as possible. But I need to
get in the best position to photograph this
stunning display of blue, violet and yellow
that fills the view. Where am I? In one of
the royal London parks in spring? Maybe
the famous Kawachi Fuji flower gardens
of Japan? No, I’m in the driest place in the
world, the Atacama Desert in Chile. And in
front of me is the wonderful sight known
as Desert Bloom. I angle my camera, focus
and click. Job done, I can now stand back,
breathe in the scent of millions of flowers
and enjoy the moment.
I got my wish once, and like the Desert
‘The only total eclipse you’ll see in your
Bloom itinvented
was in Chile. originated
I was there toin
film
lifetime’,
shouts another
and ‘Miracle
of by chance
discovered
explains
found
a volcanic
eruption at Volcan Calbuco,
flowers
in theread
desert’,
says athe
third.
In fact,represents
read
about
past
respect
a very dangerous active volcano. While
these phenomena, although unusual,
filming, I was treated to a rare display of
are not as unlikely as the hype suggests.
1 Niagara
I came
across
an article
about
andlightning.
associations
different
volcanic
This is of
a unique
type colours.
of
Falls
have partially
frozen
over the origins
electrical
reaction that happens inside a
when winds
from
the North
2 several
If wetimes
look– back
we can
trace
the history
of colours.
great cloud of ash, otherwise known as a
Pole brought arctic temperatures further
3 south
The(aAncient
found out how ‘dirty
to create
a blue paint.
thunderstorm’.
I say ‘treated’ but the
symptomEgyptians
of climate change).
experience was so terrifying that my first
And although apparently inexplicable,
4 The name ‘royal blue’ came from Egyptian times.
instincts were to run like mad! The attraction
those stunning flowers in the desert will
photographing
one of the greatest light
again in came
anotherup
fivewith
or seven
5 flower
Designers
blueyears.
jeans in of
the
19th century.
shows on earth was, however, very strong
The seeds lie in the soil and will grow
6 whenever
The woman
wants
to
check
out
the
article.
and those pictures are among the best
there is a lot of rainfall.
I have ever
7 Real,
The
article goes through
some
we taken.
have with the colour blue and
once-in-a-blue-moon
events
do associations
6
Which of your friends
the best ideas
for things to do?
5 Work in pairs. Take turns to tell a
Seeing a rare natural phenomenon like the
I think my obsession with these rare natural
happen,
it is onlyfor.
by chance that they
Desert Bloom is not a one-off for me; I’ve
what but
it stands
phenomena should be quite clear by now!
are ever seen or recorded. For example,
photographed the Niagara Falls when they
8 there’s
We one
lookspectacular
up to people
in blue
uniforms.
I’m very fortunate to have a job which allows
event that
I would
were partially frozen over; I’ve experienced
me to travel to record as many as I can.
desperately love to see. It’s known as
the weird and wonderful rush of darkness
The scientific reasons behind such events
a Fire Rainbow, but is actually neither
during a total eclipse. I’m lucky that my work
are certainly fascinating but for me it will
connected to fire, nor a rainbow! Sadly,
as a professional nature photographer takes
always be about their magnificent beauty.
I’m never likely to see one anywhere
me to some of the most amazing places
The powerful surprises that nature continues
apart from in a photograph. These incredible
in the world and pays reasonably well.
to deliver will never cease to amaze me.
phenomena,
which appear to be
However, it’s the really unusual sights
which CB B2optical
M01 Formula
WKey 20342.indd
5
Whether they are just unusual or truly once
amazing combinations of colours in the
nature occasionally provides for us that really
in a lifetime experiences, I can’t see myself
sky, only occur when there is a very specific
fascinate me. As one of my photographer
ever getting tired of chasing them.
combination of atmospheric conditions. In
friends says, ‘It feels a real privilege.’
addition to this, they are only visible from
Now, maybe just one more photo of these
But in reality, just how rare are events like
high altitudes.
incredible flowers …
these? Tabloid headlines need to sell copies
story together using phrasal verbs
from Ex 3 and others that you
know. Your turn ends when you use
a phrasal verb.
5
23/09/2020 15:36
Being in the right place at the right time
is what a nature photographer like me
longs for, but it doesn’t happen very often.
and imply that they are once-in-a-bluemoon events. ‘Niagara Falls completely
frozen over’, shouts one newspaper,
What is the writer’s attitude towards tabloid newspapers?
A He thinks they are too influential.
B He suspects they exaggerate to attract readers.
C He believes they do not check their facts.
D He wonders why they contradict each other.
When talking about Fire Rainbows, the writer regrets that
he cannot explain the reason for Fire Rainbows.
B he has never seen a photograph of one.
C he is unaware how they got their name.
D his chances of seeing one are very low.
A
5
The writer repeats the word ‘treated’ in paragraph 5
to indicate that the experience wasn’t immediately enjoyable.
B to show that the event had never happened before.
C to emphasise how amazing the sight was.
D to stress how special the event made him feel.
A
6
What does the writer believe about the science behind rare natural events?
A It’s always important to know why an event occurs.
B Science cannot always explain these types of events.
C It’s interesting but not as important as the visual effects.
D Understanding the scientific reasons is not part of his job.
Speaking or writing
6 Work in pairs and discuss the questions.
7 Research another rare event and
1
Which of the natural events in the article would you most like to experience? Why?
2
Tell the class about the most memorable natural event you have seen.
write a fact sheet about it.
Present it to the class.
EXAM TRAINER
pp23–24
7
UNIT 1 GRAMMAR FILE
REFERENCE
PRESENT TENSES
Present simple
We use the present simple:
to talk about habits, repeated actions and routines.
to talk about permanent states and things that are always true.
We don’t live near the ocean.
What can you see? / I’m looking through this magazine.
I can’t hear anything. / I’m listening to a podcast.
Present continuous
We use the present continuous:
to talk about actions happening now, or around now.
We’re all watching TV in the living room.
to talk about temporary actions.
The notes for each lesson provide:
• a Unit overview which summarises the content in each
unit
• a list of extra Formula Digital resources
• a dyslexia focus which highlights tasks which dyslexic
students might find challenging and provides ideas for
making suitable adjustments
• a warmer task to focus students’ attention and get them
ready for the lesson ahead, and a cooler task to round
off the lesson
• detailed teacher’s notes for each exercise as well as
embedded answer keys
• alternative approaches to some exercises
• flexible follow up to extend the previous activity
For the fastest path, use the basic notes; to extend the
lessons, use the activities in the tinted boxes.
We’re staying in a guest house by the sea.
with always to talk about repeated actions or habits that
are often annoying.
Our neighbour’s always playing loud music.
to talk about situations that are changing.
I’m getting better at surfing.
State verbs
State verbs describe a state, not an activity. State verbs cannot
usually be used in the continuous form. They include:
verbs of thinking: agree, believe, disagree, doubt, know,
suppose, understand
verbs of sense/perception: hear, see, smell, taste
verbs describing attitudes: dislike, hate, like, love, need,
prefer, want, wish
verbs describing appearance and qualities: appear, look,
seem, sound
verbs of being and possession: be, belong to, contain, have,,
own, possess
other verbs: cost, fit, mean, owe, weigh
We’re thinking about
Ed’s just
WORDLIST
I’ve been waiting here
we sleep.
It’s September and the leaves are
I3
(do) this job for around three years
4
word stress on the
words
in the Suffixes
3 Mark
now. My team
and Ithe
(treat)
hundreds
5 wordlist.
section
of people in that
time. of
Wethe
(monitor)
our patients’ sleep
in our clinic or atauthority
their home.
association
identity
the data and probability
We then 6
personality (analyse)
position
7
(propose) suitable treatment
Listen
and
Can you see a pattern?
which can 4
make a 1.2VF
huge diff
erence
tocheck.
their lives.
Listen again and repeat the words.
(currently / help) a woman who
I8
9
(have) only about three to four hours’
1.3VF for
Listen
to adecade.
conversation
an art gallery.
5 on average
sleep a night
the last
I can’tat
believe
What’s special
about
the exhibition?
she 10
(be) able
to hold
down a full-time
job and help bring up a family during that time.
6
I’ve never
7
My parents have lived
get a sense of (v phr)
H sold
seen
strange as this!
outanything
(tickets) as
(adj)
get hold of (v phr)
(n)correct alternatives.
Choose the
2 soundtrack
last-minute (adj)
soil (n)
recently finished
actions or past actions with a present result.
make the most of (something) (v phr)
thunderstorm
The focus is on
the result. (n)
pretty common (adj phr)
(n) just done some gardening.
I’m covered tornado
in mud. I’ve
reflect (v)
actions that happened
at an unspecifi
ed past time.
Phrases with
prepositions
the bare minimum (n phr)
Jorge’s moved
addtotoRio.
The media
We also use appeal
the present
to perfect with already, yet, ever
announce (v)
and never. at least
be on camera (phr)
We’ve already
seen to
this film.
belong
electronic device (n)
Have you cleaned
your room yet?
by chance
hype (v/n)
I haven’t started
dinner
consist
of yet.
influence (v/n)
Has Ben ever
met your
devoted
to sister?
on a global scale (phr)
for the
of
I’ve never seen
yourest
before.
subscribe (to) (v)
addition
to the comparative and superlative.
We use everin
and
never with
survey (n)
in contrast
(to/with)
This is the best
ice cream
I’ve ever tasted.
tabloid (headlines/newspapers) (n)
(be)ainmore
painboring film!
I’ve never seen
(be) on display
I’ve been learning to drive since last year.
to talk about continuous actions in the recent past that have
a result in the present. The focus is on the action.
PRACTICE
We’ve been decorating our house. It’s starting to look
good.
1.1VF Listen to eight speakers. Which speaker talks
1
thingsofbelow?
to emphasise theabout
long the
duration
an activity.
3
an issue that exists on a global scale
the need to subscribe to something
4
25/09/2020 10:07
5
6
doing a survey
someone who turned up unexpectedly
phrasal
7 Other
I’ve been
trying verbs
/ tried to learn Spanish for years
and refuse
to give up!
check
out (something)
acrosstrying
(something)
8 come
I’ve been
/ tried to learn French but just
couldn’t
it.
come
fromdo
(somewhere)
6
I’m tired. I’ve been worked hard all day.
Have you seen a ghost ever?
6
7
8
8
to end a relationship
some time ago
94
Z02 Formula CB B2 WKey 20342.indd 94
23/09/2020 15:40
Museums are not necessary nowadays because we can find all the
B make
C keep
D do
on the internet. Do you agree?
5
1.1GF
B: Ah, so that’s what the artist looked like. You can really
How long /10you / live / in your current home?
g
a sense of who he was from that
you / ever / ride / on a motorbike?
picture.
What / the first thing / you / do / each morning?
A: Yes. Just a normal man who did something
What TV series
/ you / watch / at the moment?
extraordinary.
B bring
C take
D get
D device
D minute
D invest
D managing
D watched
7
A informed
B proposed C presented
D announced
8
A impact
B adapt
D conclude
C influence
Write 140–190 words in an appropriate style.
VOCABULARY BOOST
EXAMPLE ANSWER
Introduce the topic
How often / you / see / a film / at the cinema?
7 Match the sentence halves. Underline the phrase that
9 What do you think the words in bold mean? Use a and catch the
What / the most interesting place / you / ever / visit?
joins each sentence.
Some peopledictionary
say museums
necessary
to checkare
yournot
answers.
Which category in the
reader’s interest
you / eat / lunch / yet?
wordlist do all these words fit into?
1 I guess TV presenters get used to being on
nowadays because
all the information is on the
with a rhetorical
1 Do you think the benefits of fame outweigh
Write your
to the
questions
in ExMine’s
7.
2 answers
I wish I had
a different
name.
pretty
internet, but
is this true? There are arguments on
question.
the negatives?
3 I’ve managed to get
both sides.
2 Do you think the press are careful enough not to
4 Apparently, Jo’s moving somewhere closer
Start each new
print fake
news?
Firstly,
museums
give
visitors
the
opportunity
5 We’ve decided to book a lastpoint clearly.
3 Do you read news stories in depth or do you just
to experience
real things from the past and it’s
6 There are a fair
79
read the headlines?
7 We only met because we were in the right place impossible to get the same benefit from looking
4 Do you ever tweet about the news?
A
admire or respect someone
a large curve of colours that appears in the sky when
there’s sun and rain
experience challenges
Has Lorenzo arrived yet?
A:been
They
are. They
r car for the lastlocal
life really well.
Max has
trying
to fix our
hour.
0 A come
He’s become a local 6i
.
information we need
1 A turn
Listen and check. Then, listen and repeat
4
as well as
attempts to make something seem really good by
talking about it in the media a lot
5
B: I tried to get tickets to the first day of the exhibition
Notes 2 A instrument B machine C equipment
the sentences.
but unfortunately, they’d 7s
out.
Write about:
3 A while
B moment
C duration
A: Yes, his story appeared in the national media,
1. bringing
4 Ahistory
spend to life
B subscribe C pay
usingthe
the8tprompts. Put the verbs
in
7 Write questions
including
newspapers,
so the
2. isschool5 trips
the correct exhibition
present tense.
has been very popular. This painting here
A dealing
B facing
C suffering
a 9s
.
3.
(your
own idea)C looked
6 A seen
B viewed
1 What / you / do / all day today?
5
e.g. mobile phone, tablet, speakers, smart watch, etc.
7
Are newspapers yesterday’s news?
M
6
6
3
Z01 Formula CB B2 WKey 20342.indd 79
8
8 Decide which word (A, B, C or D) best fits each gap.
any of us (0) C up with the news online these
days. We no longer wait for the newspaper to
(1)
up on our doorstep first thing in the morning.
We simply turn on an electronic (2)
and there
it is. A short (3)
ago, one national newspaper
in the UK decided to stop its print edition and publish
online only due to falling advertising revenue. Demand
wasn’t actually the issue; the problem was profit. Readers
are actively searching for reliable sources in light of the
1.4VF Complete the conversation. You have the first
6
increase in fake news, but they don’t necessarily want
letter of each missing word. Listen again and check.
Part 1 Essay
to pay for it. Many newspapers keep their businesses
Pronunciation
A: So this part of the gallery is 1d
to a
Unit 1 p12,
Unit
5 p48,
Unit
p74 advertising; others ask
going
through
print
and8online
local artist who only became known after he died.
5 Is each verb in bold stressed or unstressed?
online readers to (4)
to their content. Either way,
B: It feels like someone’s living room.
How is each unstressed verb pronounced?
they’re
all (5)
difficulties when it comes to making
QUESTION
A: Yes, one of our staff 2c
up withEXAMPLE
that
money. The now online-only newspaper hasn’t (6)
1 We’ve been waiting for ages.
idea. You see, nobody knew the artist painted In
until
your English
class you have been talking about whether museums are important
back since it closed down its print operations. It recently
2 I’ve just seen
Katie.
after
his death and all of these paintings were found
in life today. Now,
yourthat
English
to write an essay.
(7)
it was teacher
making a has
profiasked
t again, you
something
on 3brothers
d
his home. We wanted to
3 Neither of my
have beeninabroad.
which
mayall
well
(8)notes and
the actions
other newspaper
Write an essay
using
the
giving of
reasons
for your point of view.
create
a similar environment here.
4 I haven’t done
it yet.
companies in the future.
B: The paintings are 4s
. Really beautiful.
2
out (something)
Correct
one error in each sentence.
3 find
synonyms.
2
making the most of something
something which sold out
someone who does the bare minimum
5 pick
I have
/ haven’t spoken to Jason about next
up (something)
weekend yet.
split up with (partner)
6 What are you thinking / do you think about the
turn up (on doorstep)
new library?
wordlist
withfood
theseI’ve
defi
nitions
and
2 Match words8in the
This
is the best
never
eaten.
1
a lack
of authority
The boss has been
trying
to find you for the last hour.
78
4 keep
We’ve
walking / walk for hours. At least it
up been
with (technology)
feels
that!
look
uplike
to (someone)
7
Pronunciation
23/09/2020 16:17
WRITING FILE
stunning (adj)
Water is leaking / leaks when you don’t turn
the tap tight
enough.
Phrasal
verbs
with up
2 come
I never
’ve idea)
never seen a scarier sight!
up see
with/(an
3 goIt up
gets
/ ’s getting cold in here. Shall I turn up
(costs/profits)
the heating?
grow
up
1
We use the present
continuous:
succeedperfect
in
to talk aboutwork
actions
onthat started in the past and continue now.
Z01 Formula CB B2 WKey 20342.indd 78
1
go through (a hard time)
Have you been yet to the gym?
look back (at something)
2 I’ve been having these shoes since 2015.
stand for (something)
3 What is Bill doing for a living?
take on (an idea)
4 I’m not seeing you. Where are you?
turn out (that/to be something)
5 Izzy’s grow up fast.
Present perfect
continuous
reflect on
My life as a sleep researcher
A sleep researcher’s job can be really interesting.
We might spend a lot of our time watching people
sleep, but we also 1
(manage) to
collect some fascinating data. There’s so much we still
2
(not / know) about why and how
4
5
8 I visit my grandparents
We can use feel
and
look in the continuous form without
Suffi
xes
Collocations and useful phrases Creativity and the arts
A going brown already.
any change in meaning.
-ity
a fair number of (n phr)
beauty (n)
B for an hour.
I feel hungry. / I’m feeling hungry.
authority (n), identity (n), personality (n), apparently (adv)
deep (colour) (adj)
C reading the book you lent me yet.
She looks tired.
/ She’s looking
tired.
probability
(n)
a while back (adv phr)
dye (v/n)
D this minute finished the report.
-ion
be in the right place at the right time
icon (n)
Present perfect
simple
E once a week.
association (n), position (n)
(phr)
pale (colour) (adj)
We use the present perfect simple to talk about:
F going to Italy in July.
closer to home (adj phr)
photograph (v/n)
The natural
states that started
in the pastworld
and continue now. We use since
G self-portrait
in Sydney (n)
since 2002.
face difficulties (v phr)
with a specifirainbow
c point in(n)
time and for with a period of time.
I’ve known Jack
for(n)
three years.
rainfall
I’ve had this seed
same(n)
haircut since I was 16.
Formula_B2_CBK_EF_CVR.indd 1
common and therefore a bit boring.
B
minute holiday to Greece.
C
to home next month.
D
at the right time.
E
camera all day.
F
hold of a ticket to Saturday’s match.
G
number of places to eat round here.
Z02 Formula CB B2 WKey 20342.indd 95
up facts online.
Withoutana attractive
doubt, museums
5 Is journalism
career thesebring
days?
history to6life.
There
are
also do
museums
about do to get
What
kinds
of thing
some celebrities
publicity
yourso
country?
science, space
travelinand
on where visitors
7 Can you think of a time when an image in the media
can touch interactive
exhibits and get a real
said more than words?
understanding of things that affect life today.
25/09/2020 10:07
10 Write your answers to the questions in Ex 9.
In addition to this, teachers often organise school
trips to museums. Clearly this is a very valuable
experience for students as they learn a lot outside
the classroom with their friends and talking about
the trip is very motivating.
On the other hand, museums can be expensive to
visit, although some are free. However, museums
are obviously good value for money as they provide
more accurate information than the internet,
which can be unreliable.
On balance I would say that museums are not only
necessary nowadays, but are enjoyable places to
visit. We would miss them if they disappeared.
EXAM HELP
• Start your essay with a short paragraph
introducing the topic. Finish with
a conclusion.
• Focus on one idea in each of the three
middle paragraphs. Make sure you
include a new idea of your own.
• Use a formal or semi-formal style with
a range of vocabulary and linking
words.
• Don’t write fewer than 140 words
because you won’t be able to include
all the ideas you should. Don’t write
more than 190 words because you may
include ideas that are not relevant.
• Make sure you check your work for
grammar or spelling mistakes.
WRITING FILE
We have a beach holiday once every couple of years.
2
3
UNIT 1 VOCABULARY FILE
Sea water freezes at around –3 degrees centigrade.
Every now and then, I drive to the coast.
in each sentence? Why?
I haven’t started
1
I’m seeing Dr Brown in the morning. (= I’m meeting him)
with expressions of frequency (most days, twice a year,
now and then, (every) once in a while).
1 Match the sentence halves. What verb form is used
I see what you mean. (= I understand)
EXAM FILE
4 Put the verbs in brackets in the correct form.
PRESENT TENSES
I think (= believe) I like this song.
I’m thinking about going to the beach this weekend.
(= I’m considering it)
See/hear are state verbs, but look/listen describe actions.
We often visit the coast but rarely swim in the sea.
19/10/2020 12:31
PRACTICE
We can use some state verbs in the continuous form when
we describe actions.
I go surfing during the summer.
with adverbs of frequency (never, sometimes, usually, often,,
always, rarely).
Sheila Dignen & Lindsay Warwick
24/09/2020 16:01
Use some of the additional bank
of material not completed in the
lesson.
• Complete the relevant Grammar,
Vocabulary, Writing file or Exam
boost sections.
• ‘Speaking or writing’ from the
main lesson — ask students to
carry out the writing task.
to describe what happens in a sports commentary.
18
which you think fits best according to the text.
Surely, it’s nearly impossible for the
movement of the rocks to be noticed.
A It has been proven that onlookers do
not notice when the rocks move.
B I’d say it was unlikely that people
watching could spot any movement
of the rocks.
Federer hits a cross-court forehand which Nadal is unable
to reach to get the point.
sonenglish.com/formula
arsonenglish.com/formula
5 Read the article again. For questions 1–6, choose the answer (A, B, C or D)
the correct form of phrasal verbs
from Ex 3. Ask and answer with
a partner.
1
VOCABULARY FILE | UNIT 1
Sheila Dignen & Lindsay Warwick
ources
sources
Teacher’s Book and Digital resources
FIRST
EXAM TASK
He is astonished by the rarity of
such events.
A These events are amazing to watch.
B I can’t believe this happens only once
in a blue moon.
3
2
GRAMMAR FILE | UNIT 1
ogy
B2
TEACHER’S BOOK with Presentation Tool, Digital Resources and App
Downloadable teacher’s notes for the Exam Trainer
19/10/2020 12:32
Teachers
B2 FIRST
•
It is also important to identify whether what you read reflects the author’s
opinion or whether it is reporting a fact. Look for words or phrases to indicate
this: statistics show / it proves / records reveal
5
1.1 Work in pairs. Listen to two people talking about the colour blue.
Take turns to choose one of the ideas below and tell your partner about it.
M01 Formula CB B2 WKey 20342.indd 6-7
Formula_B2_CBKKEY_CVR.indd All Pages
GE B2 FIRST FOR SCHOOLS EXAM
Use of an explanation: I doubted his honesty. = I wasn’t convinced he was
telling the truth.
4
What feelings or memories do you associate with the colour blue? Give details.
2
1
6
Lynda Edwards & Lindsay Warwick
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
Use of a different structure and more detail: I was impressed by the colours.
= I certainly hadn’t thought the reds and blues would be so effective.
2
2
Building block 3 SECTIONS FOR HOMEWORK
* with key only
For teachers
•
Use of a synonym or expression: I was frustrated by the phone call. = it was
a complete waste of time.
the photos. Why do you think the title
has a question mark? Read and check
your ideas.
with key
•
•
Look for ways an opinion or attitude has been rephrased.
1
4 Complete the questions with
Name five things you have seen today that are blue and where you saw them.
1
3 Look at sentences 1–8 below which relate to the conversation in Ex 2.
Identifying attitude and opinion
The writer was concerned about possible
eye damage.
A We wore special glasses to
protect our vision.
B We couldn’t see that well
through the protective glasses
VOCABULARY: Phrasal verbs
1 Work in groups.
ONCE IN A BLUE MOON?
The opinion or attitude of a writer or a person mentioned in a text is not always
introduced by words like I think / I believe / in my opinion.
VOCABULARY FILE | UNIT 1
FORMULA B2 FIRST Coursebook with key provides:
COURSEBOOK and Interactive eBook
with Digital resources and App
EXAM FILE p11
EXAM FOCUS
Complete Exam file SECTION A on
page 10.
GRAMMAR FILE | UNIT 1
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA B2 FIRST Coursebook and Interactive eBook include eight units with each unit linked to a different
colour. With colour as the broad theme, the topic changes lesson by lesson making learning more dynamic and
maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
resentation Tool, Digital Resources and App gives teachers
courses from 30 to 100 hours and beyond. Teachers are given
o core components either separately or together, along with a
nding on course length and specific exam and language needs.
He was disappointed by the experience.
I really didn’t enjoy it at all.
B It wasn’t as interesting as I’d expected.
4 Read the title of the article and look at
FIRST
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
h Presentation Tool, Digital Resources and App provides:
He felt sympathetic towards the woman
who arrived too late.
A It must have been frustrating for the
woman to miss the event.
B She should have made sure she
got here on time.
A
3
B2 FIRST
B2
• Coursebook or the Interactive eBook
works
1.2 Listen to two
people discussing rare
natural events. What
events do they mention?
EXAM BOOST p10
ALSO SUITABLE FOR THE
able route to Cambridge exam success. Using Pearson’s trusted
a fresh approach to topics, units and components to create an
ur teaching and learning scenario. Its truly flexible components
rt and intensive preparation or in combination for longer
independent study and blended to fully digital learning
for exam success.
READING AND USE OF ENGLISH – Part 5 Multiple choice
1
Building block 1 COMPONENTS
Students
1 | BLUE
relevant exam part for the
lesson and refer to the
Exam file.
FORMULA B2 FIRST Coursebook and Interactive eBook
can be used in different ways depending on the overall
length of your exam preparation course and how much
class contact time you have available. If you have a course
of around 50—60 hours, you might decide to use the main
lessons in class and use the additional bank of material
from the Grammar, Vocabulary, Writing and Exam file for
homework. Here we are providing an example for around
50 hours.
OVER TO YOU
Now write your own answer to the task.
Make sure that you include everything
required in the task and use the Exam
help to check your work.
USEFUL LANGUAGE
Introduction
Is this really true?
There are arguments for and against
the idea.
It’s a difficult question to answer.
Introducing ideas
One/A(n) benefit/advantage of … is …
Organise ideas and
paragraphs
well
95
using linking words
and phrases.
23/09/2020 15:40
Make sure you
include an idea
of your own
in a separate
paragraph.
Give your own
opinion in the
conclusion.
Of course, not all museums …
Another potential advantage is …
Expanding points
One reason for this is that …
This is because …
As a consequence, / Consequently, …
Due to (the fact that) … / In fact, …
Adding and contrasting ideas
Moreover, … / As well as that …
However, this is not always true.
Although it seems that …
Despite this / Despite (the fact that) …
Writing a conclusion
To sum up, … / In conclusion, …
113
Z04 Formula CB B2 WKey 20342.indd 113
Example teaching scenario
Depending on the number of classes within the
50-hour course, you could provide single skill or
multiple skill lessons. For example, you may have
around 60 × 45—60-minute classes.
A 60-minute class may consist of the following: Unit
opener and Reading and Use of English — Part 5
Multiple-choice. A lesson of this type would enable a
brief introduction to each part of the exam and some
input and practice.
23/09/2020 15:40
Create your own Formula
UNIT OPENER (15 mins)
Use the Coursebook Presentation tool for each page.
Use the Coursebook teacher’s notes found in the Presentation
tool for Warmers and alternative ways to approach the material.
1 | BLUE
Or, books closed. Use activity 1 as the warmer.
VOCABULARY: Phrasal verbs
1 Work in groups.
1
4 Complete the questions with
the correct form of phrasal verbs
from Ex 3. Ask and answer with
a partner.
Name five things you have seen today that are blue and where you saw them.
2
What feelings or memories do you associate with the colour blue? Give details.
2
1.1 Work in pairs. Listen to two people talking about the colour blue.
Take turns to choose one of the ideas below and tell your partner about it.
1
the way people
see blue
2
why the colour didn’t have
a name for a long time
3
who first used the
colour on stone
and wood
4
why one shade
of blue is called
‘royal blue’
5
the associations
of the colour blue
3 Look at sentences 1–8 below which relate to the conversation in Ex 2.
1
Which famous person do you most
? Why?
2
Do you spend more time
at things you
have done, or looking forward to
the future?
3
What’s the most interesting news
article you’ve
this week?
4
Do you have a friend who
a different
country? Give details.
5
What’s the most interesting
new fact about blue that you
from the
conversation in Ex 2?
Match the phrasal verbs in bold with the meanings in the box.
discovered explains found by chance invented originated in
read read about the past represents respect
1
I came across an article about the origins and associations of different colours.
2
If we look back we can trace the history of colours.
3
The Ancient Egyptians found out how to create a blue paint.
4
The name ‘royal blue’ came from Egyptian times.
5
Designers came up with blue jeans in the 19th century.
6
The woman wants to check out the article.
7
The article goes through some associations we have with the colour blue and
what it stands for.
8
We look up to people in blue uniforms.
Students carry out activities 2—4.
Use the teacher’s notes to go through each activity.
Which of your friends
the best ideas
6
for things to do?
5 Work in pairs. Take turns to tell a
story together using phrasal verbs
from Ex 3 and others that you
know. Your turn ends when you use
a phrasal verb.
5
M01 Formula CB B2 WKey 20342.indd 5
23/09/2020 15:36
You might like to use activity 5 as the warmer for another class
to recycle the phrasal verbs from this lesson.
READING AND USE OF ENGLISH — Part 5 Multiple-choice (45 mins)
1
READING AND USE OF ENGLISH – Part 5 Multiple choice
•
•
•
•
•
•
You will read a long text which is followed by six multiple-choice questions.
6
Each question has four options to choose from.
TASK
The questions come in the same order as the information in the text.
One long text
Some questions focus on a sentence or phrase in the text.
SCORING
2
Other questions ask about a longer section of text.
It is always clear which part of the text the question refers to. You should not bring
information from other parts of the text into your answers.
(with 4 options to
choose from)
the writer’s attitude or opinion, or the writer’s message
the writer’s use of a particular expression or phrase,
or its meaning in context
•
•
•
the writer’s purpose in part or all of the text
something that is implied in the text rather than stated
some features of text organisation, such as reference
or comparison
Students read through the Exam reference
in the Exam file before starting this part of
the lesson. This will give them information
about the specific exam part as well as which
particular strategies and skills are important.
How do you do it?
BEFORE THE TASK
•
•
•
Read the context sentence as this tells you what type of text it is and what it’s about.
Read the title and the whole text quickly to get a general understanding of the content and how the text is organised.
Identify the paragraph where the answer to each question will be.
DURING THE TASK
•
•
Read the options for each question. Underline key words that might help you identify the information you need.
•
•
Check that the other options are definitely wrong.
•
If you are not sure of an answer, leave it and move on – you can go back to it later. If you are still not sure, identify the
options that are definitely wrong and choose from the others the one that seems most likely.
•
•
Check your answers quickly to make sure you are happy with them.
Take each question in turn and read the relevant paragraph. Mark where you think the answer is in the text,
then choose the option that is closest to that. Remember that you may not see the same words in the text and the
options, as they may be paraphrased.
2 Tell your partner about something
unusual that you have seen or heard
about recently. Compare your answers
with the class. Think about:
3 Read the Exam focus. For statements 1–5,
choose the correct option (A or B) that
best fits.
1
… read the text through quickly to get a general understanding? .............................................................................
… read the questions and identify the paragraph where each answer would be? ...................................................
… underline key words in the questions to help you find the correct information? .................................................
READING AND USE OF ENGLISH – Part 2 Open cloze
25/09/2020 11:51
EXAM BOOST
SECTION A
Present tenses
You will sometimes be required to add an auxiliary verb.
Remember that this needs to be in the correct form,
when appropriate.
1 Complete the sentences with the correct
auxiliary verbs.
5
Once / By the time I’ve finished writing the report,
it will be too late to go out.
6
They’ll start serving food on the flight until /
as soon as the seatbelt sign goes off.
SECTION C
Conditional forms
1
2
Smart phones
smarter and smarter!
definitely getting
I’ll go swimming at the beach
that the water’s warm.
2
3
We
learned a lot about the way
the brain works over the last century.
I get really frustrated
problems on my laptop.
3
4
Where
honeybees go during the
winter? You can find the answer in this documentary.
Let’s fill up with fuel in
is longer than we think.
4
I never buy fish
5
Why
timing so important in the
exam? The experts say that …
6
The writer
been working on his
new novel since the beginning of the year.
been
Other words related to present tenses are also frequently
tested, although they may not necessarily be part of the
verb form.
2 Complete the sentences with one word in each gap.
2
which you think fits best according to the text.
2
How does the writer feel about his work?
A impressed by the amount of money he earns
B surprised at how often he has to travel
C grateful for the opportunity to observe rare events
D proud to be so well-experienced
3
What is the writer’s attitude towards tabloid newspapers?
A He thinks they are too influential.
B He suspects they exaggerate to attract readers.
C He believes they do not check their facts.
D He wonders why they contradict each other.
Surely, it’s nearly impossible for the
movement of the rocks to be noticed.
A It has been proven that onlookers do
not notice when the rocks move.
B I’d say it was unlikely that people
watching could spot any movement
of the rocks.
EXAM BOOST p10
4
Nature photographer David Smart refle
I tread carefully, trying to crush as few of
beautiful flowers as possible. But I need
get in the best position to photograph th
stunning display of blue, violet and yello
that fills the view. Where am I? In one of
the royal London parks in spring? Maybe
the famous Kawachi Fuji flower gardens
of Japan? No, I’m in the driest place in th
world, the Atacama Desert in Chile. And i
front of me is the wonderful sight known
as Desert Bloom. I angle my camera, focu
and click. Job done, I can now stand back
breathe in the scent of millions of flowe
and enjoy the moment.
Seeing a rare natural phenomenon like t
Desert Bloom is not a one-off for me; I’ve
photographed the Niagara Falls when th
were partially frozen over; I’ve experienc
the weird and wonderful rush of darknes
during a total eclipse. I’m lucky that my w
as a professional nature photographer ta
me to some of the most amazing places
in the world and pays reasonably well.
However, it’s the really unusual sights wh
nature occasionally provides for us that re
fascinate me. As one of my photographer
friends says, ‘It feels a real privilege.’
But in reality, just how rare are events lik
these? Tabloid headlines need to sell cop
and imply that they are once-in-a-bluemoon events. ‘Niagara Falls completely
frozen over’, shouts one newspaper,
When talking about Fire Rainbows, the writer regrets that
he cannot explain the reason for Fire Rainbows.
B he has never seen a photograph of one.
C he is unaware how they got their name.
D his chances of seeing one are very low.
A
5
The writer repeats the word ‘treated’ in paragraph 5
A to indicate that the experience wasn’t immediately enjoyable.
B to show that the event had never happened before.
C to emphasise how amazing the sight was.
D to stress how special the event made him feel.
6
What does the writer believe about the science behind rare natural events?
A It’s always important to know why an event occurs.
B Science cannot always explain these types of events.
C It’s interesting but not as important as the visual effects.
D Understanding the scientific reasons is not part of his job.
Complete Exam file SECTION A on
page 10.
Speaking or writing
6 Work in pairs and discuss the que
6
M01 Formula CB B2 WKey 20342.indd 6-7
If time, go to the fold-out Exam file and
complete Exam boost Section A on page 10
in class; alternatively, students can complete
this section at home.
4 Complete the sentences with one word in each gap.
In the last five years, she
a teacher, an artist and a taxi driver.
It’s
has ever owned.
5 Read the article again. For questions 1–6, choose the answer (A, B, C or D)
ONCE IN A
There are alternatives to ‘if’ in a conditional sentence.
These are sometimes tested in this exam task.
1
1
EXAM TASK
He is astonished by the rarity of
such events.
A These events are amazing to watch.
B I can’t believe this happens only once
in a blue moon.
the photos. Why do you think the title
has a question mark? Read and check
your ideas.
Use the teacher’s notes to give you some
ideas on how to check their understanding.
It is also important to identify whether what you read reflects the author’s
opinion or whether it is reporting a fact. Look for words or phrases to indicate
this: statistics show / it proves / records reveal
4
… answer every question, even if you were unsure of the answer? ............................................................................
11
Use of an explanation: I doubted his honesty. = I wasn’t convinced he was
telling the truth.
What point is the writer making in the first paragraph?
A He often takes photographs of flowers in different gardens.
B He is more interested in his photography than what he photographs.
C He is photographing something that is unusual because of the climate.
D He needs to be flexible when he’s working.
… choose the option that was closest to the meaning? ...............................................................................................
Are you ready for Reading and Use of English Part 5? Identify an area to improve.
Use of a different structure and more detail: I was impressed by the colours.
= I certainly hadn’t thought the reds and blues would be so effective.
1
4 Read the title of the article and look at
… read the relevant paragraph carefully to find the information you needed? ........................................................
Use of a synonym or expression: I was frustrated by the phone call. = it was
a complete waste of time.
The writer was concerned about possible
eye damage.
A We wore special glasses to
protect our vision.
B We couldn’t see that well
through the protective glasses
Students carry out activities 1—3 in the main
unit including reading the Exam focus box.
Did you …
Look for ways an opinion or attitude has been rephrased.
He was disappointed by the experience.
A I really didn’t enjoy it at all.
B It wasn’t as interesting as I’d expected.
5
Are you exam-ready?
The opinion or attitude of a writer or a person mentioned in a text is not always
introduced by words like I think / I believe / in my opinion.
3
AFTER THE TASK
Make sure you have answered all the questions, even if you are not sure of the answers.
He felt sympathetic towards the woman
who arrived too late.
A It must have been frustrating for the
woman to miss the event.
B She should have made sure she
got here on time.
EXAM FILE p11
EXAM FOCUS
Identifying attitude and opinion
2
Some questions may ask about a particular word or phrase. In this case you will be given the line number where the
word or phrase appears. Make sure that you read the lines before and after this line carefully as these will help you
choose the correct answer. Don’t just look at the given line.
M01 FMLA B2 EF 20342 U01.indd 11
1.2 Listen to two
people discussing rare
natural events. What
events do they mention?
in your area on TV
at college or work online
EXAM REFERENCE
In this part of the exam, the multiple-choice questions focus on different aspects of reading. They may ask about:
your detailed understanding of one part of the text
READING AND USE OF ENGLISH – Part 5 Multiple choice
1
marks per
question
What is being tested?
•
•
•
Use the Coursebook Presentation tool for
each page.
NUMBER OF
QUESTIONS
ABOUT THE TASK
most expensive painting he
Although I’ve been all over Europe, I’ve
been to Rome. I would love to
go one day.
3
There’s been a museum in the town centre
ages and I hope it stays.
4
We
ever watch TV these days as
it’s more convenient to stream films.
5
We have never had
worse
summer as far as the weather is concerned.
6
The musician has lived in this area
he returned from Paris in 2008.
SECTION B
Future forms
You are sometimes tested on time expressions linked to
verb forms.
3 Choose the correct alternatives.
1
I’ll call you until / after I’ve seen Mark.
2
We’ll wait outside the cinema when / until you arrive.
I have tech
the journey
it’s freshly caught.
Students can now complete the Exam task
in the main unit, using the guidance they
have found in the fold-out Exam file and
Exam focus to help them.
5
As
as you agree, I’ll post the
contract tomorrow.
6
If
you do!
7
I’ll accept the job on
me a decent holiday allowance.
SECTION D
Relative clauses
everyone understood me like
that they give
You may be tested on words that are part of clauses that
add essential or additional information.
5 Complete the sentences with one word in each gap.
1
I heard recently that the old college is going to be
is very sad.
pulled down,
2
Tom had a bad holiday experience.
eating some fish that had
gone off, he was ill for nearly a week.
3
We returned home from the shopping trip
spent all
completely broke,
our money.
4
I remember my teacher’s advice. Homework
in a hurry always needs to be
checked carefully.
5
Everything was very well organised.
arriving at the meeting we were
given an introductory pack and a restaurant voucher
for lunch.
6
I contacted the man
missing in the forest last weekend.
dog went
19
1
Which of the natural events in the
2
Tell the class about the most mem
Create your own Formula
1
READING AND USE OF ENGLISH – Part 5 Multiple choice
1
1.2 Listen to two
people discussing rare
natural events. What
events do they mention?
Identifying attitude and opinion
The opinion or attitude of a writer or a person mentioned in a text is not always
introduced by words like I think / I believe / in my opinion.
2 Tell your partner about something
unusual that you have seen or heard
about recently. Compare your answers
with the class. Think about:
Look for ways an opinion or attitude has been rephrased.
Use of a synonym or expression: I was frustrated by the phone call. = it was
a complete waste of time.
Use of a different structure and more detail: I was impressed by the colours.
= I certainly hadn’t thought the reds and blues would be so effective.
in your area on TV
at college or work online
3 Read the Exam focus. For statements 1–5,
choose the correct option (A or B) that
best fits.
1
EXAM FILE p11
EXAM FOCUS
He felt sympathetic towards the woman
who arrived too late.
A It must have been frustrating for the
woman to miss the event.
B She should have made sure she
got here on time.
Use of an explanation: I doubted his honesty. = I wasn’t convinced he was
telling the truth.
It is also important to identify whether what you read reflects the author’s
opinion or whether it is reporting a fact. Look for words or phrases to indicate
this: statistics show / it proves / records reveal
EXAM TASK
5 Read the article again. For questions 1–6, choose the answer (A, B, C or D)
which you think fits best according to the text.
2
He was disappointed by the experience.
A I really didn’t enjoy it at all.
B It wasn’t as interesting as I’d expected.
1
3
The writer was concerned about possible
eye damage.
A We wore special glasses to
protect our vision.
B We couldn’t see that well
through the protective glasses
What point is the writer making in the first paragraph?
A He often takes photographs of flowers in different gardens.
B He is more interested in his photography than what he photographs.
C He is photographing something that is unusual because of the climate.
D He needs to be flexible when he’s working.
2
4
He is astonished by the rarity of
such events.
A These events are amazing to watch.
B I can’t believe this happens only once
in a blue moon.
How does the writer feel about his work?
A impressed by the amount of money he earns
B surprised at how often he has to travel
C grateful for the opportunity to observe rare events
D proud to be so well-experienced
3
5
Surely, it’s nearly impossible for the
movement of the rocks to be noticed.
A It has been proven that onlookers do
not notice when the rocks move.
B I’d say it was unlikely that people
watching could spot any movement
of the rocks.
What is the writer’s attitude towards tabloid newspapers?
A He thinks they are too influential.
B He suspects they exaggerate to attract readers.
C He believes they do not check their facts.
D He wonders why they contradict each other.
4
When talking about Fire Rainbows, the writer regrets that
A he cannot explain the reason for Fire Rainbows.
B he has never seen a photograph of one.
C he is unaware how they got their name.
D his chances of seeing one are very low.
5
The writer repeats the word ‘treated’ in paragraph 5
A to indicate that the experience wasn’t immediately enjoyable.
B to show that the event had never happened before.
C to emphasise how amazing the sight was.
D to stress how special the event made him feel.
EXAM BOOST p10
Students can complete ‘Speaking or writing’
activity 6 and do activity 7 for homework
along with the Exam boost activity.
Complete Exam file SECTION A on
page 10.
4 Read the title of the article and look at
6
the photos. Why do you think the title
has a question mark? Read and check
your ideas.
What does the writer believe about the science behind rare natural events?
It’s always important to know why an event occurs.
B Science cannot always explain these types of events.
C It’s interesting but not as important as the visual effects.
D Understanding the scientific reasons is not part of his job.
A
1
ONCE IN A BLUE MOON?
Nature photographer David Smart reflects on his job and the rarity of some of the unusual natural phenomena he photographs.
I tread carefully, trying to crush as few of the
beautiful flowers as possible. But I need to
get in the best position to photograph this
stunning display of blue, violet and yellow
that fills the view. Where am I? In one of
the royal London parks in spring? Maybe
the famous Kawachi Fuji flower gardens
of Japan? No, I’m in the driest place in the
world, the Atacama Desert in Chile. And in
front of me is the wonderful sight known
as Desert Bloom. I angle my camera, focus
and click. Job done, I can now stand back,
breathe in the scent of millions of flowers
and enjoy the moment.
‘The only total eclipse you’ll see in your
lifetime’, shouts another and ‘Miracle of
flowers in the desert’, says a third. In fact,
these phenomena, although unusual,
are not as unlikely as the hype suggests.
Niagara Falls have partially frozen over
several times – when winds from the North
Pole brought arctic temperatures further
south (a symptom of climate change).
And although apparently inexplicable,
those stunning flowers in the desert will
flower again in another five or seven years.
The seeds lie in the soil and will grow
whenever there is a lot of rainfall.
Seeing a rare natural phenomenon like the
Desert Bloom is not a one-off for me; I’ve
photographed the Niagara Falls when they
were partially frozen over; I’ve experienced
the weird and wonderful rush of darkness
during a total eclipse. I’m lucky that my work
as a professional nature photographer takes
me to some of the most amazing places
in the world and pays reasonably well.
However, it’s the really unusual sights which
nature occasionally provides for us that really
fascinate me. As one of my photographer
friends says, ‘It feels a real privilege.’
Real, once-in-a-blue-moon events do
happen, but it is only by chance that they
are ever seen or recorded. For example,
there’s one spectacular event that I would
desperately love to see. It’s known as
a Fire Rainbow, but is actually neither
connected to fire, nor a rainbow! Sadly,
I’m never likely to see one anywhere
apart from in a photograph. These incredible
optical phenomena, which appear to be
amazing combinations of colours in the
sky, only occur when there is a very specific
combination of atmospheric conditions. In
addition to this, they are only visible from
high altitudes.
But in reality, just how rare are events like
these? Tabloid headlines need to sell copies
and imply that they are once-in-a-bluemoon events. ‘Niagara Falls completely
frozen over’, shouts one newspaper,
I got my wish once, and like the Desert
Bloom it was in Chile. I was there to film
a volcanic eruption at Volcan Calbuco,
a very dangerous active volcano. While
filming, I was treated to a rare display of
volcanic lightning. This is a unique type of
electrical reaction that happens inside a
great cloud of ash, otherwise known as a
‘dirty thunderstorm’. I say ‘treated’ but the
experience was so terrifying that my first
instincts were to run like mad! The attraction
of photographing one of the greatest light
shows on earth was, however, very strong
and those pictures are among the best
I have ever taken.
I think my obsession with these rare natural
phenomena should be quite clear by now!
I’m very fortunate to have a job which allows
me to travel to record as many as I can.
The scientific reasons behind such events
are certainly fascinating but for me it will
always be about their magnificent beauty.
The powerful surprises that nature continues
to deliver will never cease to amaze me.
Whether they are just unusual or truly once
in a lifetime experiences, I can’t see myself
ever getting tired of chasing them.
Now, maybe just one more photo of these
incredible flowers …
Being in the right place at the right time
is what a nature photographer like me
longs for, but it doesn’t happen very often.
Speaking or writing
6 Work in pairs and discuss the questions.
7 Research another rare event and
1
Which of the natural events in the article would you most like to experience? Why?
2
Tell the class about the most memorable natural event you have seen.
write a fact sheet about it.
Present it to the class.
EXAM TRAINER
6
pp23–24
M01 Formula CB B2 WKey 20342.indd 6-7
7
24/09/2020 16:01
Building block 4 DIGITAL RESOURCES
Before class
Video: About B2 First:
1
Overview, About B2
First: Reading and Use
of English, About B2
First: Reading and Use
of English Part 5.
READING AND USE OF ENGLISH – Part 5 Multiple choice
1
1.2 Listen to two
people discussing rare
natural events. What
events do they mention?
Identifying attitude and opinion
2 Tell your partner about something
unusual that you have seen or heard
about recently. Compare your answers
with the class. Think about:
3 Read the Exam focus. For statements 1–5,
choose the correct option (A or B) that
best fits.
He felt sympathetic towards the woman
who arrived too late.
A It must have been frustrating for the
woman to miss the event.
B She should have made sure she
got here on time.
Look for ways an opinion or attitude has been rephrased.
Use of a synonym or expression: I was frustrated by the phone call. = it was
a complete waste of time.
Use of an explanation: I doubted his honesty. = I wasn’t convinced he was
telling the truth.
It is also important to identify whether what you read reflects the author’s
opinion or whether it is reporting a fact. Look for words or phrases to indicate
this: statistics show / it proves / records reveal
EXAM TASK
5 Read the article again. For questions 1–6, choose the answer (A, B, C or D)
which you think fits best according to the text.
2
He was disappointed by the experience.
A I really didn’t enjoy it at all.
B It wasn’t as interesting as I’d expected.
3
The writer was concerned about possible
eye damage.
A We wore special glasses to
protect our vision.
B We couldn’t see that well
through the protective glasses
2
4
He is astonished by the rarity of
such events.
A These events are amazing to watch.
B I can’t believe this happens only once
in a blue moon.
3
5
Surely, it’s nearly impossible for the
movement of the rocks to be noticed.
A It has been proven that onlookers do
not notice when the rocks move.
B I’d say it was unlikely that people
watching could spot any movement
of the rocks.
What is the writer’s attitude towards tabloid newspapers?
A He thinks they are too influential.
B He suspects they exaggerate to attract readers.
C He believes they do not check their facts.
D He wonders why they contradict each other.
4
When talking about Fire Rainbows, the writer regrets that
A he cannot explain the reason for Fire Rainbows.
B he has never seen a photograph of one.
C he is unaware how they got their name.
D his chances of seeing one are very low.
Less time
Ask students to complete the
exam task at home.
1 Blue
The opinion or attitude of a writer or a person mentioned in a text is not always
introduced by words like I think / I believe / in my opinion.
Use of a different structure and more detail: I was impressed by the colours.
= I certainly hadn’t thought the reds and blues would be so effective.
in your area on TV
at college or work online
1
EXAM FILE p11
EXAM FOCUS
1
What point is the writer making in the first paragraph?
A He often takes photographs of flowers in different gardens.
B He is more interested in his photography than what he photographs.
C He is photographing something that is unusual because of the climate.
D He needs to be flexible when he’s working.
How does the writer feel about his work?
A impressed by the amount of money he earns
B surprised at how often he has to travel
C grateful for the opportunity to observe rare events
D proud to be so well-experienced
The writer repeats the word ‘treated’ in paragraph 5
A to indicate that the experience wasn’t immediately enjoyable.
B to show that the event had never happened before.
C to emphasise
how
amazing the
sightcheck
was.
sentence
in the
exercise
and
that
D to stress how special the event made him feel.
the first
1
1.2 Ask students to read the title of the
students understand
sympathetic (caring and feeling sorry
what they think the phrase once in a blue moon4means.
Read the title of the article and look at
6 What does the writer believe about the science behind rare natural events?
think the
title
someone’s
problems).
Explaintothat
and
B are
A It’s always important
knowA
why
an event
occurs.
Elicit or explain that if something happens once inthe
a photos. Why do youabout
has a question mark? Read and check
ScienceAsk
cannot
always explain
these types
events.
extracts
from
writtenB texts.
students
to read
theoftwo
blue moon, it happens very rarely. Ask students if there
your ideas.
C It’s interesting but not as important as the visual effects.
options and decide Dwhich
one shows
thatreasons
the writer
feltof his job.
Understanding
the scientific
is not part
is a similar phrase in their language. Brainstorm any rare
sympathetic (A). Ask, What is the writer’s opinion in B? (it
natural events that students know about (e.g. a solar
was the woman’s own fault that she was late — the writer is
eclipse). Then play the recording. Ask students 6to listen
expressing criticism, not sympathy).
and make notes on the events the people mention. Discuss
Answers
Ask students to read through the rest of the task and
choose the correct options. Check the answers and
discuss why each answer is correct and why the other
option is not correct.
snow in the desert; raining animals (frogs, insects and fish);
(brother bought the woman lunch)
Answers
2 Tell students about something unusual that you have
seen or heard about recently. Allow students one minute
to think about something they could talk about and make
notes. Then put them into pairs to discuss their ideas.
Nominate a few pairs to tell the class about one of the
things they discussed.
Alternative
If students find it difficult to think of ideas, tell them
they can either use a true story or they can make one
up. When they discuss in pairs, their partner can guess
whether their story is true or not.
EXAM FOCUS
3 Tell students they are going to do an exam reading
task, but first, they are going to read about the task and
practise one of the skills needed. Ask students to read
through the Exam focus. Ask these questions to check that
they understand the main points.
1 The meeting lasted two hours. Is this a fact or an
opinion? (fact)
2 The meeting was a waste of time. Is this a fact or an
opinion? (opinion)
3 Was I pleased with the meeting? (No. I didn’t think it
was useful.)
4 Do writers usually use words like ‘I think’ to express
their opinions? (Not always. They can use synonyms
or other structures.)
20
B2
Grammar
FIRST
1C Present tenses — Getting to know you
1
Do you often use electronic
devices?
How long have you been
studying
English?
Nature photographer David Smart reflects on his job and the rarity of some of the unusual natural phenomena he
photographs.
I tread carefully, trying to crush as few of the
beautiful flowers as possible. But I need to
get in the best position to photograph this
stunning display of blue, violet and yellow
that fills the view. Where am I? In one of
the royal London parks in spring? Maybe
the famous Kawachi Fuji flower gardens
of Japan? No, I’m in the driest place in the
world, the Atacama Desert in Chile. And in
front of me is the wonderful sight known
as Desert Bloom. I angle my camera, focus
and click. Job done, I can now stand back,
breathe in the scent of millions of flowers
and enjoy the moment.
‘The only total eclipse you’ll see in your
lifetime’, shouts another and ‘Miracle of
flowers in the desert’, says a third. In fact,
these phenomena, although unusual,
are not as unlikely as the hype suggests.
Niagara Falls have partially frozen over
several times – when winds from the North
Pole brought arctic temperatures further
south (a symptom of climate change).
And although apparently inexplicable,
those stunning flowers in the desert will
flower again in another five or seven years.
The seeds lie in the soil and will grow
whenever there is a lot of rainfall.
Seeing a rare natural phenomenon like the
Desert Bloom is not a one-off for me; I’ve
photographed the Niagara Falls when they
were partially frozen over; I’ve experienced
the weird and wonderful rush of darkness
during a total eclipse. I’m lucky that my work
as a professional nature photographer takes
me to some of the most amazing places
in the world and pays reasonably well.
However, it’s the really unusual sights which
nature occasionally provides for us that really
fascinate me. As one of my photographer
friends says, ‘It feels a real privilege.’
Real, once-in-a-blue-moon events do
happen, but it is only by chance that they
are ever seen or recorded. For example,
there’s one spectacular event that I would
desperately love to see. It’s known as
a Fire Rainbow, but is actually neither
connected to fire, nor a rainbow! Sadly,
I’m never likely to see one anywhere
apart from in a photograph. These incredible
optical phenomena, which appear to be
amazing combinations of colours in the
sky, only occur when there is a very specific
combination of atmospheric conditions. In
addition to this, they are only visible from
high altitudes.
Why not try?
The quick placement test
to find out the group’s
strengths and areas to
improve.
But in reality, just how rare are events like
these? Tabloid headlines need to sell copies
and imply that they are once-in-a-bluemoon events. ‘Niagara Falls completely
frozen over’, shouts one newspaper,
I got my wish once, and like the Desert
Bloom it was in Chile. I was there to film
you have
any unusual habits?
a volcanic eruptionDo
at Volcan
Calbuco,
a very dangerous active volcano. While
filming, I was treated to a rare display of
volcanic lightning. This is a unique type of
What do you do every
electrical reaction that happens inside a
great cloud of ash,weekend?
otherwise known as a
‘dirty thunderstorm’. I say ‘treated’ but the
experience was so terrifying that my first
Dolike
youmad!
often
abroad for
instincts were to run
Thego
attraction
of photographing holidays?
one of the greatest light
shows on earth was, however, very strong
and those picturesDo
areyou
among
thetake
bestup a new
often
I have ever taken.
activity and then give it up
I think my obsession
with these rare natural
quickly?
phenomena should be quite clear by now!
I’m very fortunate to
havehave
a jobyou
which
allows
What
been
waiting to
me to travel to record
I can.
do as
formany
ages,asbut
haven’t tried
The scientific reasons behind such events
yet?
are certainly fascinating but for me it will
always be about their magnificent beauty.
The powerful surprises
continues
Whatthat
donature
you do
to relax after a
to deliver will never
cease today?
amaze me.
stressful
Whether they are just unusual or truly once
in a lifetime experiences, I can’t see myself
ever getting tiredPHOTOCOPIABLE
of chasing©them.
Pearson Education Limited 2020
1 A ‘must have been’ = sure it was + frustrating
(B ‘should have’ implies criticism)
2 B he’d ‘expected’ it to be more interesting =
disappointment (A simply tells us he didn’t like it)
3 A vision needed protecting, therefore ‘concerned’
(B explains the fact that vision through the glasses
wasn’t clear / was limited)
4 B he is surprised that the events are only occasional
(A says that they are ‘amazing’, nothing about frequency)
5 B ‘unlikely … spot any movement’ (A gives a fact that
has been shown to be true, not an opinion)
EXAM BOOST
EXAM FILE Section A p10
The exercises on page 10 in section A of the Exam
boost provide more practice of the skill of identifying
attitude and opinion. These could be done in class or for
homework.
Answers
1 1 D 2 A 3 F 4 C 5 E 6 B
2 1 regrets
2 doubts
3 suspects
4 hopes
5 refuses
6 accepts
4 Put students into pairs to discuss the question. Elicit a
few ideas, but don’t confirm them. Ask students to read the
article quickly to check their ideas.
Answers
Students’ answers based on the fact that the author states
that a lot of the ‘once-in-a-blue-moon events … although
unusual, are not as unlikely as the hype suggests’.
What’s the most interesting
thing you have done recently?
Is there anything that your friend
does that always annoys you?
What activity do you do once in
a blue moon?
What’s your favourite way to
spend your free time?
What activity have you been
doing since you were young?
What’s the most challenging
thing you have done recently?
Are you reading a good book or
watching a good TV series at the
moment?
Have you seen an interesting
film recently?
3
Now, maybe just one more photo of these
incredible flowers …
Being in the right place at the right time
is what a nature photographer like me
longs for, but it doesn’t happen very often.
1 Blue
5
EXAM BOOST p10
Complete Exam file SECTION A on
Read out
pageAsk
10.
text.
the answers with the class and elicit any information
about
M01 Formula CB B2 WKey 20342.indd 6-7
the events that students can remember from the recording.
Need something extra or a
change of pace
A photocopiable activity from
ONCE IN A BLUE MOON?
the Digital resources.
EXAM TASK
Speaking or writing
1.0 This reading text has been recorded. To help
6 Work in pairs and discuss the questions.
support them in this task, you can allow dyslexic students
1 Which of the natural events in the article would you most like to experience? Why?
to2listen
asclass
they
read
thememorable
text. natural event you have seen.
Tell the
about
the most
Quick homework
5 finishers
If students do this exam
task under timed
conditions,
Fast
activity
from
allow them 12—15 minutes.
students on the exam
task and refer them to the
theFocus
Teacher’s
Book.
Exam reference on page 11 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to
read them and follow the steps as they do the task.
When students have finished, check the answers with the
class. Elicit the part of the text that confirms each answer
and elicit or explain why it is the correct answer. Discuss
why the other options are wrong.
Answers
1 C implies that such flowers would be seen in spring
gardens in London or Japan: ‘I’m in the driest place in
the world …’
A is not stated.
B is wrong because he likes to stand back and enjoy
the experience.
D is wrong because he moves carefully but not
necessarily flexibly.
2 C The writer says, ‘I’m lucky that my work … takes me
to some of the most amazing places …’ and that ‘It
feels a real privilege.’
A is wrong — ‘pays reasonably well’ does not indicate
being impressed.
B is wrong because he states it as a fact, not a surprise.
D is wrong because although he mentions
experiencing an event, he does not imply pride in this.
3 B The writer says they ‘need to sell copies and imply
that they are once-in-a-blue-moon events.’
A is not stated.
C is not stated.
D is not stated.
4 D The writer says ‘I would desperately love to see [a
Fire Rainbow]’ and then says ‘Sadly, I’m never likely to
see one …’
A is wrong because he does explain it.
B is not stated.
C is not the best fit because he mentions that the
name is inappropriate.
5 A The writer says ‘I say ‘treated’ but the experience was
so terrifying that …’
B is not true.
C is wrong — the sight was amazing but that is not why
he repeated the word.
D is wrong — he doesn’t say the event made him feel
special.
6 C The writer states ‘The scientific reasons behind such
events are certainly fascinating but for me it will always
Fast finishers
Ask students who finish early to find three new words
or expressions in the text that made it difficult for them
task. Encourage them to read the
words or expressions again in context and try to work
out the meanings, then use a dictionary to check. Ask
pp23–24
EXAM TRAINER
students to read their7 words in context to the class and
explain the meanings. Remind students that written
24/09/2020 16:01
texts are a useful source
of new vocabulary.
7 Research another rare event and
write a fact sheet about it.
to complete
Present
it to the class. the
Speaking or writing
6 Read out the two questions. Check that students
understand memorable (very good or unusual and worth
remembering) and point out that the first question also
asks students to explain their reasons. Tell students that
they are going to discuss the questions in pairs, and
they should try to speak in detail by giving reasons and
justifying their opinions. Give students two or three
minutes to prepare their answers, then put them into pairs
to discuss the questions.
If some students have seen any interesting natural
phenomena, encourage them to tell the class about
their experiences.
7 Brainstorm some ideas for rare events that students
could research in order to create a fact sheet. Suggest a
few things if students cannot think of any, e.g. insects or
animals falling from the sky, giant hailstones, ball lightning,
crop circles, etc. Then, as a class, agree upon a list of facts
that students should include in their fact sheets, e.g. the
name of the rare event, what it is, how it is caused, how
common it is, where it has been observed, etc.
If students have access to the internet in class, they could
work in pairs to do the research now and write their fact
sheet. If they do not have access to the internet in class,
they could do the task individually, for homework. If
possible, encourage them to download images to include
in their presentation. Ask students to take turns to give
their presentations. If students have done the preparation
for homework, this can be in the next lesson. When all the
presentations have been given, discuss as a class which
events are the most amazing and why.
Introduction
HOW TO USE FORMULA FOR
AROUND 80 HOURS
EXAM FOCUSED WITH LANGUAGE
DEVELOPMENT Around 80 hours
Building block 2 SECTIONS IN CLASS
1
WRITING – Part 1 Essay
priorities similar?
I’m thinking about going to the beach this weekend.
(= I’m considering it)
to talk about habits, repeated actions and routines.
I go surfing during the summer.
Present continuous
We use the present continuous:
to talk about actions happening now, or around now.
We’re all watching TV in the living room.
to talk about temporary actions.
We’re staying in a guest house by the sea.
with always to talk about repeated actions or habits that
are often annoying.
Our neighbour’s always playing loud music.
A part of each paper in each unit with an Exam
focus, strategies for improving performance and
full exam task.
•
•
•
A fold-out Exam file in the back of the book
with bite-size exam part information and Are you
exam-ready? checklists.
Exam boost sections consolidating exam and
language focuses from every lesson.
A Speaking or writing activity in each skills
lesson offering flexibility to teachers for class or
homework activities.
Review sections including six, full length Use of
English tasks.
•
A Vocabulary file practising topic vocabulary and
lexical sets for each unit.
•
A Grammar file including both reference and
practice for each unit.
•
A Writing file providing models and exam tasks
for each part of the Writing paper.
•
Smart answer key* for all exam task exercises.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
B Is a trip to the ocean better than a trip
to the mountains?
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners with
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
and
with confidence. The final exam-compliant exam task tests how
well they can apply the strategies and skills
they have practised.
FOR EXAM SUCCESS
•
Coursebook and Interactive eBook*,
Digital Resources and App
- Test package
•
Exam Trainer and Interactive eBook*,
Digital Resources and App
- Grammar presentations
•
- Guides on dyslexia, classroom
management and mindfulness for exams
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
- Photocopiable activities
* available with and without key
Formula_B2_CBKKEY_CVR.indd All Pages
course and how it works
deas with methodology
ndfulness for exams
xtra ideas for fast finishers,
s and suggestions for
with smart answers for all
success criteria to help
s a ‘solid’, ‘good’ and
he Coursebook and
•
Downloadable teacher’s notes for the Exam Trainer
•
Coursebook and Exam Trainer audio and
audioscripts
•
Test package
•
Grammar presentations
•
Photocopiable activities
•
Accessibility and inclusion resources
•
About the B2 First exam videos and sample
speaking test videos
•
Pearson Practice English App containing
course audio, exam videos and grammar
practice activities
B2
TEACHER’S BOOK with Presentation Tool, Digital Resources and App
acher’s Book with Presentation Tool, Digital Resources and App gives teachers
ynamic lessons and courses from 30 to 100 hours and beyond. Teachers are given
n how to use the two core components either separately or together, along with a
omise classes depending on course length and specific exam and language needs.
•
A Test, Teach, Test, approach for each part of
each paper.
•
About the exam sections give comprehensive
information about each exam part.
•
How did you do? sections help students identify
where they are in their learning.
•
Detailed Strategies and skills input and activities
to boost exam performance Part-by-Part.
•
Speaking boost tasks provide extra practice for
the Speaking paper.
PRACTICE
6
I’m tired. I’ve been worked hard all day.
7
Have you seen a ghost ever?
Tips from exam experts on how to approach
the exam.
Smart answer key* for all exam task exercises.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
* with key only
the need to subscribe to something
synonyms.
1
3
an issue that exists on a global scale
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
•
Coursebook and Interactive eBook*,
Digital Resources and App
4
25/09/2020 10:07
5
as well as
e.g. mobile phone, tablet, speakers, smart watch, etc.
to end a relationship
some time ago
- Test package
admire or respect someone
a large curve of colours that appears in the sky when
there’s sun and rain
7
experience challenges
8
attempts to make something seem really good by
talking about it in the media a lot
94
Exam Trainer and Interactive eBook*,
Digital Resources and App
•
Coursebook Interactive eBook*, Digital Resources
and App
•
Exam Trainer Interactive eBook*, Digital Resources
and App
* available with and without key
pearsonenglish.com/formula
Formula_B2_ETKEY_CVR.indd All Pages
B2
Another reason in support of beach holidays is the
activities available there. Water sports tend to be
more varied and interesting than quieter mountain
activities like hiking.
•
- Grammar presentations
- Guides on dyslexia, classroom
management and mindfulness for exams
- Photocopiable activities
19/10/2020 12:32
Sheila Dignen & Jacky Newbrook
Finally, there are far more facilities at the seaside
than there are in the mountains. Along the
coast, you will find a large variety of cafés and
restaurants to enjoy, as well as engaging nightlife.
05/11/2020 13:48
All in all, the beach provides a beautiful
environment in which you can take in the sea, the
local food and do sports. All of these things make
it more enjoyable than a trip to the mountains.
Teacher’s Book and
Digital resources
12
FIRST
e eBook*, Digital Resources
e eBook*, Digital Resources
thout key
Decide what you could say about each idea.
Discuss your own answer to the essay question.
4
Make an essay plan like the one in Ex 4.
7 Write your essay in 140–190 words.
•
EXAM FILE
•
All in all, the beach provides a beautiful
environment in which you can take in the sea, the
local food and do sports. All of these things make
it more enjoyable than a trip to the mountains.
Structure your essay according to your plan in Ex 6.
Use formal language.
8 Swap essays with a partner. Review them using the checklist
in Ex 7.
EXAM TRAINER
12
23/09/2020 15:37
8 Decide which word (A, B, C or D) best fits each gap.
Are newspapers yesterday’s news?
M
any of us (0) C up with the news online these
days. We no longer wait for the newspaper to
(1)
up on our doorstep first thing in the morning.
We simply turn on an electronic (2)
and there
it is. A short (3)
ago, one national newspaper
in the UK decided to stop its print edition and publish
online only due to falling advertising revenue. Demand
wasn’t actually the issue; the problem was profit. Readers
are actively searching for reliable sources in light of the
1.4VF Complete the conversation. You have the first
6
increase in fake news, but they don’t necessarily want
letter of each missing word. Listen again and check.
Part 1 Essay
to pay for it. Many newspapers keep their businesses
Pronunciation
A: So this part of the gallery is 1d
to a
Unit 1 p12,
Unit
5 p48,
Unit
8online
p74 advertising; others ask
going
through
print
and
local artist who only became known after he died.
5 Is each verb in bold stressed or unstressed?
online readers to (4)
to their content. Either way,
B: It feels like someone’s living room.
How is each unstressed verb pronounced?
they’re
all (5)
difficulties when it comes to making
QUESTION
A: Yes, one of our staff 2c
up withEXAMPLE
that
money. The now online-only newspaper hasn’t (6)
1 We’ve been waiting for ages.
idea. You see, nobody knew the artist painted In
until
your English
class you have been talking about whether museums are important
back since it closed down its print operations. It recently
2 I’ve just seen
Katie.
after
his death and all of these paintings were found
in life today. Now,
yourthat
English
to write an essay.
(7)
it was teacher
making a has
profiasked
t again, you
something
on 3brothers
d
his home. We wanted to
3 Neither of my
have beeninabroad.
which
mayall
well
(8)notes and
the actions
other newspaper
Write an essay
using
the
giving of
reasons
for your point of view.
create
a similar environment here.
4 I haven’t done
it yet.
companies in the future.
B: The paintings are 4s
. Really beautiful.
WRITING FILE
5
Has Lorenzo arrived yet?
6
A:been
They
are. They
r car for the lastlocal
life really well.
Max has
trying
to fix our
hour.
0 A come
He’s become a local 6i
.
information we need
1 A turn
Listen and check. Then, listen and repeat
Museums are not necessary nowadays because we can find all the
B make
C keep
D do
on the internet. Do you agree?
5
1.1GF
B bring
C take
B: I tried to get tickets to the first day of the exhibition
Notes 2 A instrument B machine C equipment
the sentences.
but unfortunately, they’d 7s
out.
Write about:
3 A while
B moment
C duration
A: Yes, his story appeared in the national media,
1. bringing
4 Ahistory
spend to life
B subscribe C pay
usingthe
the8tprompts. Put the verbs
in
7 Write questions
including
newspapers,
so the
2. isschool5 trips
the correct exhibition
present tense.
has been very popular. This painting here
A dealing
B facing
C suffering
a 9s
.
3.
(your
own idea)C looked
6 A seen
B viewed
1 What / you / do / all day today?
2
3
4
5
6
7
8
pp42–43
M01 Formula CB B2 WKey 20342.indd 12
B: Ah, so that’s what the artist looked like. You can really
7 A informed
B proposed C presented
How long /10you / live / in your current home?
g
a sense of who he was from that
8 A impact
B adapt
C influence
you / ever / ride / on a motorbike?
picture.
Write 140–190 words in an appropriate style.
What / the first thing / you / do / each morning?
A: Yes. Just a normal man who did something
VOCABULARY BOOST
What TV series
/ you / watch / at the moment?
extraordinary.
D get
D device
D minute
D invest
D managing
D watched
D announced
D conclude
23/09/2020 16:17
EXAM HELP
• Start your essay with a short paragraph
introducing the topic. Finish with
a conclusion.
• Focus on one idea in each of the three
middle paragraphs. Make sure you
include a new idea of your own.
• Use a formal or semi-formal style with
a range of vocabulary and linking
words.
• Don’t write fewer than 140 words
because you won’t be able to include
all the ideas you should. Don’t write
more than 190 words because you may
include ideas that are not relevant.
• Make sure you check your work for
grammar or spelling mistakes.
OVER TO YOU
EXAMPLE ANSWER
Introduce the topic
How often / you / see / a film / at the cinema?
7 Match the sentence halves. Underline the phrase that
9 What do you think the words in bold mean? Use a and catch the
What / the most interesting place / you / ever / visit?
joins each sentence.
Some peopledictionary
say museums
necessary
to checkare
yournot
answers.
Which category in the
reader’s interest
you / eat / lunch / yet?
wordlist do all these words fit into?
1 I guess TV presenters get used to being on
nowadays because
all the information is on the
with a rhetorical
1 Do you think the benefits of fame outweigh
internet, but
is this true? There are arguments on
question.
the negatives?
3 I’ve managed to get
both sides.
2 Do you think the press are careful enough not to
4 Apparently, Jo’s moving somewhere closer
Start each new
print fake
Firstly, museums
givenews?
visitors the opportunity
5 We’ve decided to book a lastpoint clearly.
3 Do you read news stories in depth or do you just
to experience
real things from the past and it’s
6 There are a fair
79
read the headlines?
7 We only met because we were in the right place impossible to get the same benefit from looking
4 Do you ever tweet about the news?
up facts online.
Withoutana attractive
doubt, museums
5 Is journalism
career thesebring
days?
history to6life.
There
are
also do
museums
about do to get
What
kinds
of thing
some celebrities
publicity
yourso
country?
science, space
travelinand
on where visitors
7 Can you think of a time when an image in the media
can touch interactive
exhibits and get a real
said more than words?
understanding of things that affect life today.
common and therefore a bit boring.
B
minute holiday to Greece.
C
to home next month.
Now write your own answer to the task.
Make sure that you include everything
required in the task and use the Exam
help to check your work.
25/09/2020 10:07
23/09/2020 15:40
D
at the right time.
E
camera all day.
F
hold of a ticket to Saturday’s match.
G
number of places to eat round here.
10 Write your answers to the questions in Ex 9.
In addition to this, teachers often organise school
trips to museums. Clearly this is a very valuable
experience for students as they learn a lot outside
the classroom with their friends and talking about
the trip is very motivating.
Z02 Formula CB B2 WKey 20342.indd 95
On the other hand, museums can be expensive to
visit, although some are free. However, museums
are obviously good value for money as they provide
more accurate information than the internet,
which can be unreliable.
On balance I would say that museums are not only
necessary nowadays, but are enjoyable places to
visit. We would miss them if they disappeared.
Complete Exam file SECTION A on page 16.
USEFUL LANGUAGE
Introduction
Is this really true?
There are arguments for and against
the idea.
It’s a difficult question to answer.
Introducing ideas
One/A(n) benefit/advantage of … is …
Organise ideas and
paragraphs
well
95
using linking words
and phrases.
23/09/2020 15:40
Make sure you
include an idea
of your own
in a separate
paragraph.
Give your own
opinion in the
conclusion.
Of course, not all museums …
Another potential advantage is …
Expanding points
One reason for this is that …
This is because …
As a consequence, / Consequently, …
Due to (the fact that) … / In fact, …
Adding and contrasting ideas
Moreover, … / As well as that …
However, this is not always true.
Although it seems that …
Despite this / Despite (the fact that) …
Writing a conclusion
To sum up, … / In conclusion, …
6 Work in pairs. Look at essay task A in Ex 3 and do these things.
113
Z04 Formula CB B2 WKey 20342.indd 113
1
Add a third idea.
2
Decide what you could say about each idea.
3
Discuss your own answer to the essay question.
4
Make an essay plan like the one in Ex 4.
23/09/2020 15:40
Building block 3 SECTIONS FOR HOMEWORK
EXAM
TASK
Use
the
Exam Trainer page
in 140–190
words.
7 Write your essay
references
from
the
Coursebook.
• Structure your essay according to your plan in Ex 6.
• Use
selected
exercises
from
• Use formal language.
the
Test,
Teach,
Test
sections.
essays with
a partner. Review
them
using the checklist
8 Swap
WRITING – Part 1 Essay
ABOUT THE TASK
Writing Part 1 is compulsory, so you have no choice in what
you write about.
It is important to include ideas that are relevant to the
topic of the essay, to include the two ideas you are given
and to add a new idea of your own.
The task asks you to write an essay for your teacher.
You should organise your essay into clear paragraphs and
have an introduction and a conclusion.
You are given a question or statement and two ideas to
write about. You have to discuss the question or statement
using both of these ideas, and you have to add another
new idea of your own.
Your essay should be written in a formal or neutral style.
You need to write between 140 and 190 words.
idea to each paragraph in the paragraph pla
How did you do?
1 Read the essay task and write a first draft of your essay.
1
In your English class you have been discussing the
best way to learn a language. Now, your English
teacher has asked you to write an essay.
Does your draft include a clear introduction in the first
paragraph?
2
Is the rest of your essay divided into clear paragraphs?
3
Does your draft include ideas about travelling?
Write an essay using all the notes and giving reasons
for your point of view.
4
Do you give your opinion about learning online?
Many people think that the best way to learn a
second language is in the classroom. Do you agree?
Notes
In your English class you have been discu
the ways in which we use mobile phones
Now, your English teacher has asked you
to write an essay.
2 Read your essay and answer the questions.
5
Do you include your own idea?
6
Does your essay have a clear conclusion?
7
Do you use linkers to add ideas or contrast information?
8
Do you use any formal language?
Write an essay using all the notes and
giving reasons for your point of view.
3 Read the example essay below. How does it compare to
your first draft?
Write about:
pp42–43
1 travelling to the country
2 learning online
(your own idea)
Write your essay.
FOR EXAM SUCCESS
M01 Formula CB B2 WKey 20342.indd 12
TEACHER’S BOOK
with Presentation Tool, Digital Resources and App
The first paragraph is a
general introduction which
23/09/2020
15:37
introduces
the topic.
Linking words introduce
contrasting ideas.
The writer adds a
reason to support their
opinion that classes are
a good way to learn.
The final paragraph is
the conclusion.
Sheila Dignen & Lindsay Warwick
pearsonenglish.com/formula
pearsonenglish.com/formula
It is very important to learn different languages in the modern world.
This essay will discuss the best ways to learn a new language.
It is clear that travelling to another country is an excellent way to
improve your language skills. You have to speak the language every
day, in order to communicate, and you can also make new friends.
However, it is not always possible for people to do this, as it can be
expensive.
Learning online has some advantages. There are lots of free lessons
online and you can study when you want. But the disadvantage is
that you are learning on your own and not speaking the language.
Another good way to learn a language is to go to a class in your
own country. Classes are sociable and fun, and you get lots of
practice of speaking.
All in all, I think travelling to live in a country is the best way to learn
a language, but if this is not possible, a class is the next best option.
The second paragraph
discusses the idea in
the first note.
The next paragraph
discusses the idea
in the second note.
The next paragraph
introduces your own
idea.
In the conclusion,
the writer expresses
their own opinion.
172 words
42
M02 FMLA ETB2 WKey 20229.indd 42
25/09/2020 15:19
19/10/2020 12:31
The notes for each lesson provide:
• a Unit overview which summarises the content in
•
•
•
•
•
•
each unit
a list of extra Formula Digital resources
a dyslexia focus which highlights tasks which dyslexic
students might find challenging and provides ideas for
making suitable adjustments
a warmer task to focus students’ attention and get them
ready for the lesson ahead, and a cooler task to round
off the lesson
detailed teacher’s notes for each exercise as well as
embedded answer keys
alternative approaches to some exercises
flexible follow up to extend the previous activity
For the fastest path, use the basic notes; to extend the
lessons, use the activities in the tinted boxes.
Audience, structure and tone
It is important to structure your essay clearly. Use
to focus on just one idea. Only include ideas that
and remember to cover the two ideas in the task
own idea.
1 Read the essay task and look at a student’s
Practice task
in Ex 7.
EXAM TRAINER
Strategies and skills
TIP: Your first paragraph should be an introdu
final paragraph should be a conclusion.
You should try to use a variety of vocabulary and language
structures.
You have to agree/disagree with the question/statement,
give opinions and reasons and reach a conclusion.
3
Sheila Dignen & Lindsay Warwick
active eBook*,
App
Add a third idea.
2
3
EXAM TASK
Finally, there are far more facilities at the seaside
than there are in the mountains. Along the
coast, you will find a large variety of cafés and
restaurants to enjoy, as well as engaging nightlife.
The writer uses formal
language.
active eBook*,
App
1
Another reason in support of beach holidays is the
activities available there. Water sports tend to be
more varied and interesting than quieter mountain
activities like hiking.
EXAM BOOST p16
with key
Complete Exam file SECTION A on page 16.
6 Work in pairs. Look at essay task A in Ex 3 and do these things.
The first reason is the weather. You are much more
likely to see a beautiful, cloudless blue sky at the
seaside. Mountain areas might be cooler, but
clouds often affect the view.
I3
(do) this job for Formula_B2_CBK_EF_CVR.indd
around three years
1
4
word stress on the
words
in the Suffixes
3 Mark
(treat)
hundreds
now. My team
and Ithe
5 wordlist.
section
of people in that
time. of
Wethe
(monitor)
our patients’ sleep
in our clinic or atauthority
their home.
association
identity
We then 6
the data and probability
personality (analyse)
position
7
(propose) suitable treatment
Listen
and
Can you see a pattern?
which can 4
make a 1.2VF
huge diff
erence
tocheck.
their lives.
Listen again and repeat the words.
I8
(currently / help) a woman who
9
(have) only about three to four hours’
1.3VF for
Listen
to adecade.
conversation
an art gallery.
5 on average
sleep a night
the last
I can’tat
believe
What’s special
about
the exhibition?
she 10
(be) able
to hold
down a full-time
job and help bring up a family during that time.
A
Z01 Formula CB B2 WKey 20342.indd 79
6
doing a survey
someone who turned up unexpectedly
and
EXAM BOOST p16
In the summer months, it is common for people to
visit the beach or the mountains. While both can
be enjoyable, this essay will argue that a holiday at
the beach is preferable.
abbreviations contractions simple sentences
complex sentences informal vocabulary formal vocabulary
use of ‘I’ and ‘we’ use of ‘you’ and ‘people’
someone who does the bare minimum
Lynda Edwards & Lindsay Warwick
For teachers
•
(your own idea)
to the
questions
in ExMine’s
7.
8 Write your
2 answers
I wish I had
a different
name.
pretty
wordlist
withfood
theseI’ve
defi
nitions
and
2 Match words8in the
This
is the best
never
eaten.
2
making the most of something
something which sold out
The first reason is the weather. You are much more
EXAM TRAINER
EXAM SUCCESS
likely to see FOR
a beautiful,
cloudless
blue sky at the
Interactive eBook
seaside. Mountain areas might be cooler, but
clouds often affect the view.
•
•
abbreviations contractions simple sentences
complex sentences informal vocabulary formal vocabulary
use of ‘I’ and ‘we’ use of ‘you’ and ‘people’
2 activities
3
• Presentation tool and/or Coursebook
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
eacher’s Book with Presentation Tool, Digital Resources and App provides:
Easy-to-use preparation in the order of the exam
from Reading and Use of English Part 1 to
Speaking Part 4.
Teachers
B2 FIRST
HE
, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
ULA B2 FIRST takes a fresh approach to topics, units and components to create an
ackage whatever your teaching and learning scenario. Its truly flexible components
ependently for short and intensive preparation or in combination for longer
e for the classroom, independent study and blended to fully digital learning
our own FORMULA for exam success.
•
Dignen
& Jacky
Newbrook
SheilaSheila
Dignen
& Jacky
Newbrook
pearsonenglish.com/formula
a result in the present. The focus is on the action.
We’ve been decorating our house. It’s starting to look
good.
1.1VF Listen to eight speakers. Which speaker talks
1
thingsofbelow?
to emphasise theabout
long the
duration
an activity.
a lack
of authority
The boss has been
trying
to find you for the last hour.
with key
For students
Teacher’s Book with Presentation Tool,
Digital Resources and App including:
FORMULA B2 FIRST Exam Trainer with key provides:
key
Which can you usually find in an essay?
1 climate
Pronunciation
Which can you usually find in an essay?
78
Z01 Formula CB B2 WKey 20342.indd 78
In the summer months, it is common for people to
FIRST
visit the beach or the mountains. While both can
COURSEBOOK
Interactive eBookbe enjoyable, this essay will argue that a holiday at
the beach is preferable.
5 Read the Exam focus. Then look at the language features below.
Write about:
Student essay
A sleep researcher’s job can be really interesting.
We might spend a lot of our time watching people
sleep, but we also 1
(manage) to
collect some fascinating data. There’s so much we still
2
(not / know) about why and how
we sleep.
6
trip.
8
EXAM FOCUS
(your own idea)
5 Read the Exam focus. Then look at the language features below.
other verbs: cost, fit, mean, owe, weigh
Student essay
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
Lynda Edwards & Lindsay Warwick
For teachers
verbs describing appearance and qualities: appear, look,
seem, sound
FIRST
* with key only
•
I’ve never
My parents have lived
= more
TEACH
•
•
verbs of sense/perception: hear, see, smell, taste
verbs describing attitudes: dislike, hate, like, love, need,
prefer, want, wish
(your own idea)
EXAM TRAINER and Interactive eBook
A dynamic approach to exam preparation with
new topics lesson-by-lesson.
FIRST
ALSO SUITABLE FOR THE
I’ve been waiting here
It’s September and the leaves are
6
7
Z02 Formula CB B2 WKey 20342.indd 94
with key
•
B2
B2
We’re thinking about
Ed’s just
4
5
– cafés, restaurants,
When writing any text, it is important to consider who will read it, as
this determines its structure and tone. An essay is read by teachers,
therefore it has a formal tone. As it needs to convey information clearly,
it is organised into an introduction, main body and conclusion.
2 culture
B2 FIRST
FORMULA B2 FIRST Coursebook with key provides:
COURSEBOOK and Interactive eBook
Interactive eBook with
Digital resources
and App
• Exam Trainer or the
Interactive eBook with
Digital resources
and App
FORMULA B2 FIRST Coursebook and Interactive eBook include eight units with each unit linked to a different
colour. With colour as the broad theme, the topic changes lesson by lesson making learning more dynamic and
maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
verbs of thinking: agree, believe, disagree, doubt, know,
suppose, understand
verbs of being and possession: be, belong to, contain, have,,
own, possess
3
2
3
and interesting activities
more 5
Sea, food, 7
Audience, structure and tone
Write about:
My life as a sleep researcher
TEST
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
State verbs
State verbs describe a state, not an activity. State verbs cannot
usually be used in the continuous form. They include:
2 activities
B2 FIRST
• Coursebook or the
ALSO SUITABLE FOR THE
8
8 I visit my grandparents
We can use feel
and
look in the continuous form without
Suffi
xes
Collocations and useful phrases Creativity and the arts
A going brown already.
any change in meaning.
-ity
a fair number of (n phr)
beauty (n)
B for an hour.
I feel hungry. / I’m feeling hungry.
authority (n), identity (n), personality (n), apparently (adv)
deep (colour) (adj)
C reading the book you lent me yet.
She looks tired.
/ She’s looking
tired.
probability
(n)
a while back (adv phr)
dye (v/n)
D this minute finished the report.
-ion
be in the right place at the right time
icon (n)
Present perfect
simple
E once a week.
association (n), position (n)
(phr)
pale (colour) (adj)
We use the present perfect simple to talk about:
F going to Italy in July.
closer to home (adj phr)
photograph (v/n)
The natural
states that started
in the pastworld
and continue now. We use since
G self-portrait
in Sydney (n)
since 2002.
face difficulties (v phr)
with a specifirainbow
c point in(n)
time and for with a period of time.
H sold
seen
strange as this!
get a sense of (v phr)
outanything
(tickets) as
(adj)
I’ve known Jack
for(n)
three years.
rainfall
get hold of (v phr)
(n)correct alternatives.
Choose the
2 soundtrack
I’ve had this seed
same(n)
haircut since I was 16.
last-minute (adj)
stunning (adj)
soil (n)
1 Water is leaking / leaks when you don’t turn
recently finished
actions or past actions with a present result.
make the most of (something) (v phr)
the tap tight
enough.
thunderstorm
The focus is on
the result. (n)
Phrasal
verbs
with up
pretty common (adj phr)
(n) just done some gardening.
I’m covered tornado
in mud. I’ve
2 come
I never
’ve idea)
never seen a scarier sight!
up see
with/(an
reflect (v)
3 goIt up
gets
/ ’s getting cold in here. Shall I turn up
(costs/profits)
actions that happened
at
an
unspecifi
ed
past
time.
Phrases with prepositions
the bare minimum (n phr)
the heating?
grow
up
Jorge’s moved
addtotoRio.
4 keep
We’ve
walking / walk for hours. At least it
The media
up been
with (technology)
We also use appeal
the present
to perfect with already, yet, ever
feels
that!
announce (v)
look
uplike
to (someone)
and never. at least
5 pick
I have
/ haven’t spoken to Jason about next
be on camera (phr)
up (something)
We’ve already
seen to
this film.
belong
weekend yet.
electronic device (n)
split up with (partner)
Have you cleaned
your room yet?
by chance
6 What are you thinking / do you think about the
hype (v/n)
turn up (on doorstep)
I haven’t started
dinner
consist
of yet.
new library?
influence (v/n)
Has Ben ever
met your
devoted
to sister?
phrasal
7 Other
I’ve been
trying verbs
/ tried to learn Spanish for years
on a global scale (phr)
for the
of
I’ve never seen
yourest
before.
and refuse
to give up!
check
out (something)
subscribe (to) (v)
addition
to the comparative and superlative.
acrosstrying
(something)
8 come
I’ve been
/ tried to learn French but just
We use everin
and
never with
survey (n)
couldn’t
it.
in contrast
(to/with)
come
fromdo
(somewhere)
This is the best
ice cream
I’ve ever tasted.
tabloid (headlines/newspapers) (n)
(be)ainmore
painboring film!
out (something)
I’ve never seen
Correct
one error in each sentence.
3 find
(be) on display
go through (a hard time)
1 Have you been yet to the gym?
Present perfect
continuous
reflect on
look back (at something)
2 I’ve been having these shoes since 2015.
We use the present
continuous:
succeedperfect
in
stand for (something)
3
What
is
Bill
doing
for a living?
to talk aboutwork
actions
onthat started in the past and continue now.
take on (an idea)
4 I’m not seeing you. Where are you?
I’ve been learning to drive since last year.
turn out (that/to be something)
5
Izzy’s
grow
up
fast.
to talk about continuous actions in the recent past that have
better weather – cloudless blue sky, better
more 4
Reason 3
Conclusion
6
1 adventure
3
.
is better
Reason 1
Reason 2
3
A Is it better to travel in your own country
than abroad?
therefore it has a formal tone. As it needs to convey information clearly,
it is organised into an introduction, main body and conclusion.
to talk about situations that are changing.
I’m getting better at surfing.
1 climate
FIRST
WORDLIST
I haven’t started
Both popular in 1
My view = 2
Which task is it answering? What idea has the
student added?
In your English class, you have been talking about
travel. Now, your English teacher has asked you to
write an essay.
WRITING FILE
We have a beach holiday once every couple of years.
Every now and then, I drive to the coast.
Students B2
7
See/hear are state verbs, but look/listen describe actions.
What can you see? / I’m looking through this magazine.
I can’t hear anything. / I’m listening to a podcast.
with expressions of frequency (most days, twice a year,
now and then, (every) once in a while).
Write about:
I’m seeing Dr Brown in the morning. (= I’m meeting him)
Sea water freezes at around –3 degrees centigrade.
with adverbs of frequency (never, sometimes, usually, often,,
always, rarely).
B
I see what you mean. (= I understand)
We don’t live near the ocean.
We often visit the coast but rarely swim in the sea.
to the ocean better than a trip
Building block 1 COMPONENTS Isto athetripmountains?
1
6
Present simple
We use the present simple:
Federer hits a cross-court forehand which Nadal is unable
to reach to get the point.
(your own idea)
in each sentence? Why?
I think (= believe) I like this song.
VOCABULARY FILE | UNIT 1
GRAMMAR FILE | UNIT 1
PRESENT TENSES
to describe what happens in a sports commentary.
3
1 Match the sentence halves. What verb form is used
Introduction
3 Read the essay tasks A and B and the student essay.
4 Put the verbs in brackets in the correct form.
PRESENT TENSES
to talk about permanent states and things that are always true.
2 culture
PRACTICE
5
WRITING FILE p113
beach trip enjoyable facilities nightlife
sports summer varied views
2 Compare your ideas with a partner. Are your
GRAMMAR FILE | UNIT 1
4
We can use some state verbs in the continuous form when
we describe actions.
Complete the
student’s essay plan
with the words below.
food shops and markets sightseeing
sports views nightlife beach
3
REFERENCE
VOCABULARY FILE pp94–95
4 Read the essay again.
when going on holiday (1 = most important).
1
2
EXAM FILE p17
1 Rank these things in order of importance to you
VOCABULARY FILE | UNIT 1
Use the main lessons, the additional
bank of material and Digital
Use the Coursebook in class and the
resources.
WRITING – Part 1 Essay
1
FILE p17
Exam Trainer for homework
• Introduce students EXAM
to the
VOCABULARY FILE pp94–95
1 Rank these things in order of importance to you
4 Read the essay again.
when going on holiday (1 = most important).
Complete the exam part for the lesson
relevant
WRITING FILE p113
student’s essay plan
FORMULA B2 FIRST Coursebook and Exam Trainer can be
with the
words below.
food shops and markets sightseeing
and
refer
to the Exam file.
sports views length
nightlife beach
used in different ways depending on the overall
of
beach trip enjoyable
facilities nightlife
• Integrate
Grammar,
sports summer varied views
your exam preparation course and how2 much
class
contact
Compare your
ideas with
a partner. Are your
Vocabulary,
Writing
and Exam
priorities similar?
Introduction Both popular in
.
time and homework time you have available. If you have
My view = and practice.
is better
file reference
3 Read the essay tasks A and B and the student essay.
Which task
is it answering?
What idea has the
a course of around 80—100 hours, you might
decide
to
Reason 1
better weather – cloudless blue sky, better
student added?
use the Coursebook main lessons and the additional bank
Reason 2
more
and interesting activities
UNIT 1 GRAMMAR FILE
In your English class, you have been talking about
Reason 3
more
– cafés, restaurants,
of material (Grammar, Vocabulary, Writing
file)
travel. and
Now, yourExam
English teacher
has asked you to
write an essay.
VOCABULARY FILE
Conclusion UNIT
Sea,1food,
= more
in class and use the Exam Trainer page references from
trip.
the Coursebook to consolidate and extend
lessons
for
EXAM FOCUS
A Is it better to travel in your own country
than abroad?
homework. Here we are providing an example
for around
Audience, structure and tone
Write about:
When writing any text, it is important to consider who will read it, as
80 hours.
1 adventure
this determines its structure and tone. An essay is read by teachers,
Building block 4 DIGITAL RESOURCES
Grammar presentations, photocopiable worksheets, tests,
videos, app
Example teaching scenario
Depending on the number of classes within the
80-hour course, you could provide single skill or
multiple skill lessons. For example, you may have
60 × 90-minute classes.
A 90-minute class may consist of the following:
Writing — Part 1 Essay. A lesson of this type would
enable recycling of language from previous lessons, a
full introduction to this part of the exam and extensive
language input and practice.
21
Create your own Formula
WRITING — PART 1 ESSAY (90 mins)
B2
Vocabulary
FIRST
1B
Use Photocopiable 1B
to recycle language from
earlier in the unit.
Guess the word
SELF-PORTRAIT
PHOTOGRAPH
BEAUTY
Don’t use:
• paint
• yourself
Don’t use:
• take
• picture
Don’t use:
• ugly
• look
DISPLAY
DYE
SOUNDTRACK
Don’t use:
• look
• museum
Don’t use:
• colour
• change
Don’t use:
• music
• film
ELECTRONIC
DEVICE
INFLUENCE
HEADLINE
Don’t use:
• impact
• change
Don’t use:
• gadget
• phone
HYPE
TABLOID
Don’t use:
• interesting
• important
Don’t use:
• newspaper
• interest
Watch the About B2 First:
Writing Part 1 video in the
Digital resources.
SURVEY
Don’t use:
• newspaper
• story
Don’t use:
• people
• opinion
PHOTOCOPIABLE © Pearson Education Limited 2020
2
Use the Coursebook Presentation tool
for each page. Use the Coursebook
teacher’s notes for Warmer.
WRITING – Part 1 Essay
TASK
ABOUT THE TASK
Write an essay in
140–190 words.
•
•
•
This task is compulsory.
TIMING
An essay is usually written for a teacher and uses formal language.
Approximately
40 minutes
•
The essay should agree or disagree with the statement, give reasons, compare and
contrast ideas and reach a conclusion.
In the task, you are given a question or statement to discuss and two ideas to write
about. You should include both of these and also add a third idea of your own.
Communicative achievement: Your essay must have
a clear structure leading to a logical conclusion.
The reader must be able to understand the argument.
•
Organisation: Organise your ideas into clear
paragraphs including an introduction and a conclusion,
and use linking words to connect your ideas.
Language: Use formal language in your essay.
EXAM REFERENCE
•
•
How do you do it?
BEFORE THE TASK
Read the instructions and the question carefully. Think about:
•
•
the topic – what is your own opinion about it?
•
the information you have to include
what extra information you could include as your third
point – it should be different from the two given points,
not just an extension of them
DURING THE TASK
Before you start writing, spend time planning your essay – don’t begin writing the final version too quickly because
it is difficult to reorganise your ideas later.
•
•
•
Decide on your conclusion.
Think about how many paragraphs you need.
Divide the three points into your chosen paragraphs.
•
Note down any extra details or reasons you could
include to support the three points.
•
Plan ways of linking your ideas and decide on the
formal language to use.
Students read through the Exam
reference in the Exam file before
starting this part of the lesson. This
will give them information about the
specific exam part as well as which
particular strategies and skills are
important.
Complete the
student’s essay plan
with the words below.
food shops and markets sightseeing
sports views nightlife beach
AFTER THE TASK
Read your essay to check that it is coherent and logical and that there are no grammar or spelling mistakes.
Make sure you have included all the information from your plan and that you have written the right number of words.
Students carry out activities 1—5 in
the main unit including reading the
Exam focus.
Are you exam-ready?
Did you …
… spend enough time planning? ....................................................................................................................................
… include both the prompts? ..........................................................................................................................................
… add a third idea of your own? ......................................................................................................................................
… write a general introduction and a logical conclusion? ...........................................................................................
… use formal language? ...................................................................................................................................................
priorities similar?
Introduction Both popular in 1
Reason 1
Reason 2
more 4
In your English class, you have been talking about
travel. Now, your English teacher has asked you to
write an essay.
Reason 3
more 5
is better
better weather – cloudless blue sky, better
3
and interesting activities
– cafés, restaurants,
6
Conclusion
Sea, food, 7
= more
trip.
8
A Is it better to travel in your own country
than abroad?
Write about:
1 adventure
2 culture
3
(your own idea)
B Is a trip to the ocean better than a trip
to the mountains?
Write about:
EXAM FOCUS
Audience, structure and tone
When writing any text, it is important to consider who will read it, as
this determines its structure and tone. An essay is read by teachers,
therefore it has a formal tone. As it needs to convey information clearly,
it is organised into an introduction, main body and conclusion.
5 Read the Exam focus. Then look at the language features below.
Which can you usually find in an essay?
1 climate
abbreviations contractions simple sentences
complex sentences informal vocabulary formal vocabulary
use of ‘I’ and ‘we’ use of ‘you’ and ‘people’
2 activities
3
.
My view = 2
Which task is it answering? What idea has the
student added?
(your own idea)
EXAM BOOST p16
Student essay
In the summer months, it is common for people to
visit the beach or the mountains. While both can
be enjoyable, this essay will argue that a holiday at
the beach is preferable.
Another reason in support of beach holidays is the
activities available there. Water sports tend to be
more varied and interesting than quieter mountain
activities like hiking.
Finally, there are far more facilities at the seaside
than there are in the mountains. Along the
coast, you will find a large variety of cafés and
restaurants to enjoy, as well as engaging nightlife.
All in all, the beach provides a beautiful
environment in which you can take in the sea, the
local food and do sports. All of these things make
it more enjoyable than a trip to the mountains.
12
… check for grammar and spelling mistakes? ...............................................................................................................
WRITING FILE p113
beach trip enjoyable facilities nightlife
sports summer varied views
2 Compare your ideas with a partner. Are your
The first reason is the weather. You are much more
likely to see a beautiful, cloudless blue sky at the
seaside. Mountain areas might be cooler, but
clouds often affect the view.
When you are happy with your plan, write your essay.
•
•
EXAM FILE p17
VOCABULARY FILE pp94–95
4 Read the essay again.
when going on holiday (1 = most important).
Half available marks
on Writing paper
The main purpose of an essay is to present an argument, analysing opinions and reaching a conclusion. There should
be a clear line of argument throughout. You are marked on a scale of 1–5 in four areas.
•
WRITING – Part 1 Essay
1 Rank these things in order of importance to you
3 Read the essay tasks A and B and the student essay.
SCORING
What is being tested?
Content: This must be relevant and use the ideas given
plus a third idea of your own that adds something new
to the argument.
1
Complete Exam file SECTION A on page 16.
6 Work in pairs. Look at essay task A in Ex 3 and do these things.
1
Add a third idea.
2
Decide what you could say about each idea.
3
Discuss your own answer to the essay question.
4
Make an essay plan like the one in Ex 4.
EXAM TASK
7 Write your essay in 140–190 words.
•
•
Structure your essay according to your plan in Ex 6.
Use formal language.
8 Swap essays with a partner. Review them using the checklist
in Ex 7.
EXAM TRAINER
pp42–43
… write the right number of words? ................................................................................................................................
M01 Formula CB B2 WKey 20342.indd 12
17
Are you ready for Writing Part 1? Identify an area to improve.
M01 FMLA B2 EF 20342 U01.indd 17
25/09/2020 11:51
Use the teacher’s notes to give you
some ideas on how to approach the
activities.
WRITING – Part 1 Essay
EXAM BOOST
SECTION A
Audience, structure and tone
It’s important to structure your essay clearly and use an
appropriate tone for an academic audience.
1 Look at the essays on pages 12 and 113.
Which structure has each writer used?
Structure 1
Introduction
Topic 1 discussion (pros/cons)
Topic 2 discussion (pros/cons)
Topic 3 discussion (pros/cons)
Conclusion + writer’s opinion
Structure 2
Introduction with opinion stated
Reason for opinion 1
Reason for opinion 2
Reason for opinion 3
Conclusion
4 Put the sentences in the correct order to create two
conclusions. Which conclusion goes with which
introduction in Ex 3?
A
The only way to do this is by working
together globally.
B
To reduce these health issues, we must reduce
air pollution.
C
The effect is health problems affecting our heart
and lungs.
D
As these are major organs, we must reduce
air pollution.
E
To conclude, air pollution can cause health problems.
F
In summary, fossil fuels and transport cause
air pollution.
Students go to the fold-out Exam file
and carry out Exam boost Section A
on page 16.
SECTION C
Connecting ideas in a paragraph
You can connect ideas in a paragraph using linkers.
5 Write these linkers in the correct categories.
as a result as well because of furthermore
in contrast in spite of (the fact that)
owing to (the fact that) the effect of this is that
2 Replace the words and phrases in bold in the essay
extract with these words and phrases to make it
more formal.
allow us to become destress increases
in support of is not offer significantly
we are
One reason 1for a holiday in the mountains is the
peace and quiet. They 2give us a place to 3chill and
they 4let us breathe in fresh air. Unfortunately, the
number of people at the seaside 5goes up 6a lot
in the summer which means beaches 7get very
crowded and 8we’re always surrounded by people.
This 9isn’t very relaxing.
SECTION B
Writing introductions and conclusions
You need to write an introduction and a conclusion.
3 Put the sentences in the correct order to create two
introductions for two different essays.
22
1
Adding information:
2
Showing contrast:
3
Explaining the result:
4
Explaining the reason:
6 Complete the sentences with words and phrases
from Ex 5. More than one answer might be possible
and a linker might fit more than one sentence.
1
We should eat vegetables every day
the vitamins they provide.
2
Fruit provides vitamins.
offers carbohydrates.
3
Fruit we eat provides us with vitamins.
, we get vital nutrition.
4
Fruit contains vitamins. It contains minerals
.
Fruit provides us with vitamins.
we get vital nutrition.
, fast food
A
Today, there are several key causes of poor air quality.
B
Poor air quality is a fourth and must be addressed.
C
This essay will discuss these causes and their impact.
D
Poverty, inequality and climate change are
three examples.
6
fruit is healthy, fast food remains
more attractive to some.
E
Air pollution has been an issue since the Industrial
Revolution.
7
Fruit provides vitamins.
it provides minerals.
F
There are many issues that affect our world.
5
,
23/09/2020 15:37
Create your own Formula
WRITING – Part 1 Essay
EXAM FILE p17
1 Rank these things in order of importance to you
VOCABULARY FILE pp94–95
4 Read the essay again.
when going on holiday (1 = most important).
Complete the
student’s essay plan
with the words below.
food shops and markets sightseeing
sports views nightlife beach
WRITING FILE p113
beach trip enjoyable facilities nightlife
sports summer varied views
2 Compare your ideas with a partner. Are your
priorities similar?
Introduction Both popular in 1
3 Read the essay tasks A and B and the student essay.
My view = 2
Which task is it answering? What idea has the
student added?
Reason 1
is better
EXAM HELP
Unit 1 p12, Unit 5 p48, Unit 8 p74
EXAMPLE QUESTION
In your English class you have been talking about whether museums are important
in life today. Now, your English teacher has asked you to write an essay.
Write an essay using all the notes and giving reasons for your point of view.
Museums are not necessary nowadays because we can find all the
information we need on the internet. Do you agree?
Notes
Write about:
1. bringing history to life
2. school trips
3.
(your own idea)
better weather – cloudless blue sky, better
Write 140–190 words in an appropriate style.
Reason 2
more 4
and interesting activities
Reason 3
more 5
– cafés, restaurants,
Conclusion
Sea, food,
trip.
EXAM FOCUS
A Is it better to travel in your own country
than abroad?
When writing any text, it is important to consider who will read it, as
this determines its structure and tone. An essay is read by teachers,
therefore it has a formal tone. As it needs to convey information clearly,
it is organised into an introduction, main body and conclusion.
1 adventure
2 culture
(your own idea)
B Is a trip to the ocean better than a trip
to the mountains?
5 Read the Exam focus. Then look at the language features below.
Write about:
Which can you usually find in an essay?
1 climate
(your own idea)
EXAM BOOST p16
Student essay
In the summer months, it is common for people to
visit the beach or the mountains. While both can
be enjoyable, this essay will argue that a holiday at
the beach is preferable.
Complete Exam file SECTION A on page 16.
6 Work in pairs. Look at essay task A in Ex 3 and do these things.
1
The first reason is the weather. You are much more
likely to see a beautiful, cloudless blue sky at the
seaside. Mountain areas might be cooler, but
clouds often affect the view.
Another reason in support of beach holidays is the
activities available there. Water sports tend to be
more varied and interesting than quieter mountain
activities like hiking.
2
Decide what you could say about each idea.
3
Discuss your own answer to the essay question.
4
Make an essay plan like the one in Ex 4.
For homework, students can write their
essay using activity 7 and the Writing
file p113 to help them.
7 Write your essay in 140–190 words.
Finally, there are far more facilities at the seaside
than there are in the mountains. Along the
coast, you will find a large variety of cafés and
restaurants to enjoy, as well as engaging nightlife.
All in all, the beach provides a beautiful
environment in which you can take in the sea, the
local food and do sports. All of these things make
it more enjoyable than a trip to the mountains.
•
Structure your essay according to your plan in Ex 6.
•
Use formal language.
8 Swap essays with a partner. Review them using the checklist
in Ex 7.
EXAM TRAINER
12
pp42–43
Introducing ideas
One/A(n) benefit/advantage of … is …
Give your own
opinion in the
conclusion.
Collocations and useful phrases
Creativity and the arts
-ity
a fair number of (n phr)
beauty (n)
authority (n), identity (n), personality (n),
probability (n)
apparently (adv)
deep (colour) (adj)
a while back (adv phr)
dye (v/n)
-ion
be in the right place at the right time
(phr)
icon (n)
closer to home (adj phr)
photograph (v/n)
association (n), position (n)
The natural world
soil (n)
sold out (tickets) (adj)
get hold of (v phr)
soundtrack (n)
last-minute (adj)
stunning (adj)
belong to
by chance
consist of
look up to (someone)
pick up (something)
electronic device (n)
split up with (partner)
hype (v/n)
turn up (on doorstep)
(be) on display
B: Ah, so that’s what the artist looked like. You can really
10
g
a sense of who he was from that
picture.
find out (something)
look back (at something)
succeed in
stand for (something)
work on
take on (an idea)
1.1VF Listen to eight speakers. Which speaker talks
about the things below?
2 Match words in the wordlist with these definitions and
a lack of authority
1
as well as
2
e.g. mobile phone, tablet, speakers, smart watch, etc.
an issue that exists on a global scale
3
to end a relationship
something which sold out
4
some time ago
the need to subscribe to something
5
admire or respect someone
someone who does the bare minimum
6
a large curve of colours that appears in the sky when
there’s sun and rain
7
experience challenges
8
attempts to make something seem really good by
talking about it in the media a lot
94
TEACH
It is important to include ideas that are relevant to the
topic of the essay, to include the two ideas you are given
and to add a new idea of your own.
You should organise your essay into clear paragraphs and
have an introduction and a conclusion.
Your essay should be written in a formal or neutral style.
You have to agree/disagree with the question/statement,
give opinions and reasons and reach a conclusion.
Strategies and skills
Audience, structure and tone
It is important to structure your essay clearly. Use each paragraph
to focus on just one idea. Only include ideas that are relevant,
and remember to cover the two ideas in the task as well as your
own idea.
TEST
Practice task
1
In your English class you have been discussing the
best way to learn a language. Now, your English
teacher has asked you to write an essay.
Does your draft include a clear introduction in the first
paragraph?
2
Is the rest of your essay divided into clear paragraphs?
3
Does your draft include ideas about travelling?
Write an essay using all the notes and giving reasons
for your point of view.
4
Do you give your opinion about learning online?
Many people think that the best way to learn a
second language is in the classroom. Do you agree?
4
A spend
B subscribe C pay
5
A dealing
6
1 Blue
EXAM TASK
1
I guess TV presenters get used to being on
2
I wish I had a different name. Mine’s pretty
3
I’ve managed to get
4
Apparently, Jo’s moving somewhere closer
5
We’ve decided to book a last-
6
There are a fair
7
We only met because we were in the right place
5
Do you include your own idea?
6
Does your essay have a clear conclusion?
7
Do you use linkers to add ideas or contrast information?
8
Do you use any formal language?
Write about:
(your own idea)
The writer adds a
reason to support their
opinion that classes are
a good way to learn.
The final paragraph is
the conclusion.
The second paragraph
discusses the idea in
the first note.
B facing
C suffering
D managing
B viewed
C looked
D watched
A informed
B proposed C presented
D announced
B adapt
D conclude
The next paragraph
introduces your own
idea.
In the conclusion,
the writer expresses
their own opinion.
dictionary to check your answers. Which category in the
wordlist do all these words fit into?
1
Do you think the benefits of fame outweigh
the negatives?
2
Do you think the press are careful enough not to
print fake news?
3
Do you read news stories in depth or do you just
read the headlines?
4
Do you ever tweet about the news?
SPEAKING — Part 1 Interview
publicity in your country?
• Topic: Routines and media
7 Can you think of a time when an image in the media
D at the right time.
If students do thisEexam
task under timed conditions, allow
said more than words?
camera all day.
EXAM
them 10—12 minutes.
F hold of a ticket to Saturday’s match.
in Ex 9.FILE p37
10 Write your answers to the questions
G
A
The only way to do this is by working
together globally.
B
To reduce these health issues, we must reduce
air pollution.
C
The effect is health problems affecting our heart
and lungs.
D
As these are major organs, we must reduce
air pollution.
E
To conclude, air pollution can cause health problems.
F
In summary, fossil fuels and transport cause
air pollution.
25/09/2020 15:19
1 Look at the essays on pages 12 and 113.
Which structure has each writer used?
Structure 1
Introduction
Topic 1 discussion (pros/cons)
Topic 2 discussion (pros/cons)
Topic 3 discussion (pros/cons)
Conclusion + writer’s opinion
Structure 2
Introduction with opinion stated
Reason for opinion 1
Reason for opinion 2
Reason for opinion 3
Conclusion
I’ve been waiting here
It’s September and the leaves are
6
I’ve never
7
My parents have lived
8
I visit my grandparents
A
going brown already.
B
for an hour.
C
She looks tired. / She’s looking tired.
Present perfect simple
We use the present perfect simple to talk about:
reading the book you lent me yet.
D
this minute finished the report.
E
once a week.
F
states that started in the past and continue now. We use since
with a specific point in time and for with a period of time.
I’ve known Jack for three years.
going to Italy in July.
G
in Sydney since 2002.
H
seen anything as strange as this!
Every now and then, I drive to the coast.
I’ve had this same haircut since I was 16.
2 Choose the correct alternatives.
Present continuous
recently finished actions or past actions with a present result.
The focus is on the result.
1
We use the present continuous:
to talk about actions happening now, or around now.
We’re all watching TV in the living room.
to talk about temporary actions.
We’re staying in a guest house by the sea.
with always to talk about repeated actions or habits that
are often annoying.
Our neighbour’s always playing loud music.
to talk about situations that are changing.
I’m getting better at surfing.
State verbs
State verbs describe a state, not an activity. State verbs cannot
usually be used in the continuous form. They include:
Water is leaking / leaks when you don’t turn
the tap tight enough.
I’m covered in mud. I’ve just done some gardening.
2
I never see / ’ve never seen a scarier sight!
actions that happened at an unspecified past time.
3
It gets / ’s getting cold in here. Shall I turn up
the heating?
Jorge’s moved to Rio.
We also use the present perfect with already, yet, ever
and never.
We’ve already seen this film.
Have you cleaned your room yet?
I haven’t started dinner yet.
Has Ben ever met your sister?
I’ve never seen you before.
We use ever and never with the comparative and superlative.
4
We’ve been walking / walk for hours. At least it
feels like that!
5
I have / haven’t spoken to Jason about next
weekend yet.
6
What are you thinking / do you think about the
new library?
7
I’ve been trying / tried to learn Spanish for years
and refuse to give up!
8
I’ve been trying / tried to learn French but just
couldn’t do it.
This is the best ice cream I’ve ever tasted.
verbs of thinking: agree, believe, disagree, doubt, know,
suppose, understand
I’ve never seen a more boring film!
3 Correct one error in each sentence.
Present perfect continuous
1
Have you been yet to the gym?
verbs of sense/perception: hear, see, smell, taste
We use the present perfect continuous:
2
I’ve been having these shoes since 2015.
verbs describing attitudes: dislike, hate, like, love, need,
prefer, want, wish
verbs describing appearance and qualities: appear, look,
seem, sound
verbs of being and possession: be, belong to, contain, have,
own, possess
other verbs: cost, fit, mean, owe, weigh
3
to talk about actions that started in the past and continue now.
What is Bill doing for a living?
I’ve been learning to drive since last year.
4
I’m not seeing you. Where are you?
to talk about continuous actions in the recent past that have
a result in the present. The focus is on the action.
5
Izzy’s grow up fast.
6
We’ve been decorating our house. It’s starting to look
good.
I’m tired. I’ve been worked hard all day.
7
Have you seen a ghost ever?
8
This is the best food I’ve never eaten.
VOCABULARY FILE | UNIT 1
GRAMMAR FILE | UNIT 1
Ed’s just
4
5
We can use feel and look in the continuous form without
any change in meaning.
I feel hungry. / I’m feeling hungry.
A sleep researcher’s job can be really interesting.
We might spend a lot of our time watching people
sleep, but we also 1
(manage) to
collect some fascinating data. There’s so much we still
2
WORDLIST (not / know) about why and how
we sleep.
thunderstorm (n)
tornado (n)
Pronunciation
make the most of (something) (v phr)
pretty common (adj phr)
icon (n)
self-portrait (n)
(be) in pain
turn up (on doorstep)
5
A: Yes, his story appeared in the national media,
including the 8t
newspapers, so the
exhibition has been very popular. This painting here is
a 9s
.
come across (something)
come from (somewhere)
B: Ah, so that’s what the artist looked like. You can really
10
g
a sense of who he was from that
picture.
find out (something)
go through (a hard time)
look back (at something)
A: Yes. Just a normal man who did something
extraordinary.
stand for (something)
take on (an idea)
7 Match the sentence halves. Underline the phrase that
turn out (that/to be something)
joins each sentence.
1
What TV series / you / watch / at the moment?
PRACTICE
6
7
8
How often / you / see / a film / at the cinema?
1.1VF Listen to eight speakers. Which speaker talks
What / the most interesting place / you / ever / visit?
about the things below?
you / eat / lunch / yet?
a lack of authority
1
your the
answers
questions in Ex 7.
8 Write
making
most to
of the
something
an issue that exists on a global scale
the need to subscribe to something
someone who does the bare minimum
2
2 Match words in the wordlist with these definitions and
synonyms.
1
79
e.g. mobile phone, tablet, speakers, smart watch, etc.
to end a relationship
admire or respect someone
a large curve of colours that appears in the sky when
there’s sun and rain
doing a survey
someone who turned up unexpectedly
Z01 Formula CB B2 WKey 20342.indd 79
some time ago
5
6
7
25/09/2020 10:07
8
23/09/2020 15:40
I wish I had a different name. Mine’s pretty
3
I’ve managed to get
Apparently, Jo’s moving somewhere closer
We’ve decided to book a last-
6
There are a fair
7
We only met because we were in the right place
One reason 1for a holiday in the mountains is the
peace and quiet. They 2give us a place to 3chill and
they 4let us breathe in fresh air. Unfortunately, the
number of people at the seaside 5goes up 6a lot
in the summer which means beaches 7get very
crowded and 8we’re always surrounded by people.
This 9isn’t very relaxing.
SECTION B
Writing introductions and conclusions
0
A come
B make
C keep
D do
1
A turn
B bring
C take
D get
A instrument
B machine
C equipment
D device
3
A while
B moment
C duration
D minute
4
A spend
B subscribe
C pay
2
5
6
7
8
A dealing
You Dneed
to write an introduction and a conclusion.
invest
number of places to eat round here.
B facing
C suffering
D managing
A seen
B viewed
C looked
D watched
A informed
B proposed C presented
D announced
A impact
B adapt
D conclude
3 Put the sentences in the correct order to create two
C influence
VOCABULARY BOOST
A
introductions for two different essays.
Today, there are several key causes of poor air quality.
dictionary to check your answers. Which category in the
wordlist do all these words fit into?
B
Poor air quality is a fourth and must be addressed.
1
Do you think the benefits of fame outweigh
the negatives?
2
Do you think the press are careful enough not to
print fake news?
C
This essay will discuss these causes and their impact.
D
Poverty, inequality and climate change are
three examples.
3
Do you read news stories in depth or do you just
read the headlines?
4
Do you ever tweet about the news?
Air pollution has been an issue since the Industrial
Revolution.
Can you think of a time when an image in the media
common and therefore a bit boring.
5
Is journalism an attractive career these days?
minute holiday to Greece.
6
to home next month.
What kinds of thing do some celebrities do to get
publicity in your country?
at the right time.
E
camera all day.
F
hold of a ticket to Saturday’s match.
G
number of places to eat round here.
7
E
said more than words?
F
10 Write your answers to the questions in Ex 9.
3 out
8 to
4 before
5 been
Cooler
Ask students if they have any other tips for getting a
good night’s sleep. Give them two minutes to think
of ideas. Then elicit their tips and write them on the
board. Ask other students which tips they think are
most or least useful. Encourage them to give reasons
for their opinions.
You can connect ideas in a paragraph using linkers.
Extra practice
5 Write these linkers in the correct categories.
as a result as well because of furthermore
in contrast in spite of (the fact that)
owing to (the fact that) the effect of this is that
1
Adding information:
2
Showing contrast:
3
Explaining the result:
4
Explaining the reason:
EXAM TRAINER
6 Complete the sentences with words and phrases
from Ex 5. More than one answer might be possible
and a linker might fit more than one sentence.
1
We should eat vegetables every day
the vitamins they provide.
2
Fruit provides vitamins.
offers carbohydrates.
3
Fruit we eat provides us with vitamins.
, we get vital nutrition.
4
Fruit contains vitamins. It contains minerals
.
Fruit provides us with vitamins.
we get vital nutrition.
5
p11, p12 Ex 1
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 2, we recommend students complete the
Practice task and How did you do? section
on page 11 and Strategies and skills Ex 1 on
page 12 of the B2 First Exam Trainer.
Quick homework
Pearson Practice English App
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are also
Unit 1 activities.
two full practice exams included in the Teacher
Learning objective: Students will be better a
to extend answers with appropriate detail an
examples.
23/09/2020 15:40
Extra resources
B2 First Exam Trainer
•
Speaking — Part 1 Interview pp75—77
Teacher resources
• Presentation tool p11
• Video: About B2 First: Speaking
• Video: About B2 First: Speaking Part 1
• Video: B2 First Speaking Test 1, Part 1
BEFORE YOU START
Read through the Exam reference on page 37 of th
Exam file before starting the lesson. This will give y
information about the specific exam part as well as
particular strategies and skills are important.
DYSLEXIA FOCUS
In preparation for the exam task, give students t
to use electronic online dictionaries and check t
pronunciation of words seen in the questions.
Dyslexic students may also benefit from the stru
checklist on page 37 of the Exam file to check th
preparedness for this exam part.
Warmer
Ask individual students some simple questions
their home, family or likes and dislikes, e.g. Whe
you live? Do you come from a big family? What
usually do at the weekend?
As they answer, encourage other students to lis
carefully and think of a second question to ask t
get more information, e.g. Is your flat big? How
cousins do you have? Encourage the students to
and answer these follow-up questions.
Point out to students that what they are doing is
encouraging people to extend their answers to
them more interesting or informative.
, fast food
6
fruit is healthy, fast food remains
more attractive to some.
7
Fruit provides vitamins.
it provides minerals.
resources. For further practice, you can use Reading
and Use of English Part 2.
,
There are many issues that affect our world.
30
95
Z02 Formula CB B2 WKey 20342.indd 95
95
•
Z02 Formula CB B2 WKey 20342.indd 95
SECTION C
Connecting ideas in a paragraph
9 What do you think the words in bold mean? Use a
B
D
experience challenges
attempts to make something seem really good by
talking about it in the media a lot
any of us (0) C up with the news online these
days. We no longer wait for the newspaper to
(1)
up on our doorstep first thing in the morning.
We simply turn on an electronic (2)
and there
it is. A short (3)
ago, one national newspaper
in the UK decided to stop its print edition and publish
online only due to falling advertising revenue. Demand
wasn’t actually the issue; the problem was profit. Readers
are actively searching for reliable sources in light of the
increase in fake news, but they don’t necessarily want
to pay for it. Many newspapers keep their businesses
going through print and online advertising; others ask
to their content. Either way,
online readers to (4)
they’re all (5)
difficulties when it comes to making
money. The now online-only newspaper hasn’t (6)
back since it closed down its print operations. It recently
(7)
that it was making a profit again, something
the actions of other newspaper
which may well (8)
companies in the future.
C
A
94
Z02 Formula CB B2 WKey 20342.indd 94
M
I guess TV presenters get used to being on
4
5
as well as
2
3
4
something which sold out
to emphasise the long duration of an activity.
. Really beautiful.
local life really well.
.
B: I tried to get tickets to the first day of the exhibition
but unfortunately, they’d 7s
out.
Other phrasal verbs
tabloid (headlines/newspapers) (n)
you / ever / ride / on a motorbike?
B: The paintings are 4s
A: They are. They 5r
He’s become a local 6i
check out (something)
the correct
reflect
on present tense.
What / the first thing / you / do / each morning?
B: It feels like someone’s living room.
A: Yes, one of our staff 2c
up with that
idea. You see, nobody knew the artist painted until
after his death and all of these paintings were found
on 3d
in his home. We wanted to
create a similar environment here.
look up to (someone)
pick up (something)
split up with (partner)
1.4VF Complete the conversation. You have the first
A: So this part of the gallery is 1d
to a
local artist who only became known after he died.
stunning (adj)
Phrasal verbs with up
go up (costs/profits)
in / do / all day today?
1 succeed
What / you
2 work
How on
long / you / live / in your current home?
1.3VF Listen to a conversation at an art gallery.
What’s special about the exhibition?
letter of each missing word. Listen again and check.
sold out (tickets) (adj)
soundtrack (n)
grow up
onquestions
display using the prompts. Put the verbs in
Write
7 (be)
identity
probability
1.2VF Listen and check. Can you see a pattern?
Listen again and repeat the words.
5
6
keep up with (technology)
appeal to
We’ve been waiting for ages.
announce (v)
at least
I’ve just seen Katie.
be on camera (phr)
belong to
Neither of my brothers have been abroad.
electronic device (n)
by chance
hype (v/n)
4 I haven’t done it yet.
consist of
influence (v/n)
5 Has Lorenzo arrived yet?
devoted to
on a global scale (phr)
6 for
Max
has
been
the
rest
of trying to fix our car for the last hour.
subscribe (to) (v)
to
1.1GF Listen
and check. Then, listen and repeat
6 in addition
survey (n)
the
sentences.
in
contrast
(to/with)
1
authority
position
4
pale (colour) (adj)
photograph (v/n)
2
The boss has been trying to find you for the last hour.
25/09/2020 10:07
beauty (n)
deep (colour) (adj)
dye (v/n)
3
3
association
personality
Creativity and the arts
allow us to become destress increases
in support of is not offer significantly
Are newspapers yesterday’s news?
we are
8 Decide which word (A, B, C or D) best fits each gap.
3 Mark the word stress on the words in the Suffixes
come up with (an idea)
reflect (v)
Phrases with prepositions
the bare minimum (n phr)
5 Is each verb in bold stressed or unstressed?
add
Howtois each unstressed verb pronounced?
The media
4
Pronunciation
section of the wordlist.
Collocations
and useful phrases
I 3Suffixes
(do) this job for around three
years
now.
(treat)ahundreds
-ityMy team and I 4
fair number of (n phr)
(monitor) (adv)
of authority
people in(n),
thatidentity
time. We
(n),5personality (n), apparently
ourprobability
patients’ sleep
(n) in our clinic or at their home.
a while back (adv phr)
We-ion
then 6
(analyse) the databe
andin the right place at the right time
7
(propose)(n)suitable treatment
association (n), position
(phr)
which can make a huge difference to their lives.
closer to home (adj phr)
(currently / help) a woman
who
I 8The natural world
face difficulties (v phr)
9 rainbow (n)
(have) only about three to four hours’
get a sense of (v phr)
rainfall
(n) on average for the last decade. I can’t believe
sleep
a night
get hold of (v phr)
10
(be) able to hold down a full-time
sheseed
(n)
last-minute (adj)
jobsoil
and(n)help bring up a family during that time.
78
Z01 Formula CB B2 WKey 20342.indd 78
extract with these words and phrases to make it
more formal.
UNIT 1 VOCABULARY FILE
VOCABULARY FILE | UNIT 1
I haven’t started
We’re thinking about
GRAMMAR FILE | UNIT 1
with expressions of frequency (most days, twice a year,
now and then, (every) once in a while).
We have a beach holiday once every couple of years.
1
2
3
See/hear are state verbs, but look/listen describe actions.
What can you see? / I’m looking through this magazine.
with adverbs of frequency (never, sometimes, usually, often,
always, rarely).
in each sentence? Why?
I see what you mean. (= I understand)
I can’t hear anything. / I’m listening to a podcast.
My life as a sleep researcher
1 Match the sentence halves. What verb form is used
I’m seeing Dr Brown in the morning. (= I’m meeting him)
We don’t live near the ocean.
4 Put the verbs in brackets in the correct form.
PRESENT TENSES
I think (= believe) I like this song.
I’m thinking about going to the beach this weekend.
(= I’m considering it)
Sea water freezes at around –3 degrees centigrade.
We often visit the coast but rarely swim in the sea.
PRACTICE
We can use some state verbs in the continuous form when
we describe actions.
Why not try?
Cooler activity
from the Teacher’s
Book.
conclusions. Which conclusion goes with which
introduction in Ex 3?
172 words
2 Replace the words and phrases in bold in the essay
UNIT 1 GRAMMAR FILE
23/09/2020 15:40
16
M01 FMLA B2 EF 20342 U01.indd 16
p
so many gaps which
themonth.
present tenses.
C totest
home next
4 Put the sentences in the correct order to create two
It’s important to structure your essay clearly and use an
appropriate tone for an academic audience.
M02 FMLA ETB2 WKey 20229.indd 42
C influence
9 What do you think the words in bold mean? Use a
5 Put students into pairs to discuss the questions and
give reasons for their answers. Open this up into a class
discussion by nominating a few pairs to give their views
and asking the rest of the class how much they agree.
The next paragraph
discusses the idea
in the second note.
SECTION A
Audience, structure and tone
42
Less time
Ask students to complete the Exam
boost, Grammar or Vocabulary file
at home.
D invest
5 Is journalism an attractive career these days?
A common and therefore a bit boring.
LESSON OVERVIEW
4 Note that in the
actual exam task, there would not
be
B minute holiday to Greece.
6 What kinds of thing do some celebrities do to get
1 of
2 spend
6 have/’ve
7 is
2 learning online
The writer uses formal
language.
D get
D minute
A impact
Students then complete the exam task. Check the answers
1 travelling to the country
Linking words introduce
contrasting ideas.
D do
A seen
Write an essay using all the notes and
giving reasons for your point of view.
3 Read the example essay below. How does it compare to
It is very important to learn different languages in the modern world.
This essay will discuss the best ways to learn a new language.
It is clear that travelling to another country is an excellent way to
improve your language skills. You have to speak the language every
day, in order to communicate, and you can also make new friends.
However, it is not always possible for people to do this, as it can be
expensive.
Learning online has some advantages. There are lots of free lessons
online and you can study when you want. But the disadvantage is
that you are learning on your own and not speaking the language.
Another good way to learn a language is to go to a class in your
WRITING – Part 1 Essay
own country. Classes are sociable and fun, and you get lots of
practice of speaking.
All in all, I think travelling to live in a country is the best way to learn
EXAM
BOOST
a language, but if this is not possible,
a class
is the next best option.
C take
7
Write your essay.
The first paragraph is a
general introduction which
introduces the topic.
C keep
8
In your English class you have been discussing
the ways in which we use mobile phones.
Now, your English teacher has asked you
to write an essay.
your first draft?
3
C duration
as a class, discussing how the correct answer for each
Need something extra
or a change
gap completes
the sentence correctly. Elicit which gaps
are parts of verb forms (2, 5, 6, 7) and elicit what verb
of pace
form each one is (2 present simple, 5 present perfect
continuous, 6 present perfect simple, 7 present simple).
Unit 1 test from the Digital
resources.
Answers
2 Read your essay and answer the questions.
Notes
B moment
idea to each paragraph in the paragraph plan.
How did you do?
1 Read the essay task and write a first draft of your essay.
C equipment D device
A while
Read out the title of the text and teach the meaning of
insomnia if necessary (when you are not able to sleep).
You need to write between 140 and 190 words.
1 Read the essay task and look at a student’s notes. Match one
Before class
Exam Trainer Test section
on p42.
B bring
A instrument B machine
Explain that in this exam task, the gap may be an auxiliary
verb. As an example, write a gapped sentence on the
board with a present perfect verb, e.g. I ___ never stayed
up all night without sleeping. Elicit the missing word
(have).
TIP: Your first paragraph should be an introduction and your
final paragraph should be a conclusion.
You should try to use a variety of vocabulary and language
structures.
joins each sentence.
23/09/2020 15:40
WRITING – Part 1 Essay
You are given a question or statement and two ideas to
write about. You have to discuss the question or statement
using both of these ideas, and you have to add another
new idea of your own.
B make
A turn
2
Focus on the exam task and refer them to the Exam
reference on page 5 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to
read them and follow the steps as they do the task. Refer
students back to the verb forms they used in Ex 3.
Z02 Formula CB B2 WKey 20342.indd 94
The task asks you to write an essay for your teacher.
A come
1
VOCABULARY BOOST
7 Match the sentence halves. Underline the phrase that
synonyms.
making the most of something
ABOUT THE TASK
0
3
A: Yes. Just a normal man who did something
extraordinary.
turn out (that/to be something)
Building block 4 DIGITAL RESOURCES
. Really beautiful.
local life really well.
.
A: Yes, his story appeared in the national media,
including the 8t
newspapers, so the
exhibition has been very popular. This painting here is
a 9s
.
go through (a hard time)
someone who turned up unexpectedly
1.4VF Complete the conversation. You have the first
letter of each missing word. Listen again and check.
B: I tried to get tickets to the first day of the exhibition
but unfortunately, they’d 7s
out.
come from (somewhere)
reflect on
doing a survey
1.3VF Listen to a conversation at an art gallery.
What’s special about the exhibition?
6
B: The paintings are 4s
come across (something)
tabloid (headlines/newspapers) (n)
(be) in pain
5
A: They are. They 5r
He’s become a local 6i
check out (something)
survey (n)
in contrast (to/with)
any of us (0) C up with the news online these
days. We no longer wait for the newspaper to
(1)
up on our doorstep first thing in the morning.
and there
We simply turn on an electronic (2)
it is. A short (3)
ago, one national newspaper
in the UK decided to stop its print edition and publish
online only due to falling advertising revenue. Demand
wasn’t actually the issue; the problem was profit. Readers
are actively searching for reliable sources in light of the
increase in fake news, but they don’t necessarily want
to pay for it. Many newspapers keep their businesses
going through print and online advertising; others ask
to their content. Either way,
online readers to (4)
difficulties when it comes to making
they’re all (5)
money. The now online-only newspaper hasn’t (6)
back since it closed down its print operations. It recently
(7)
that it was making a profit again, something
the actions of other newspaper
which may well (8)
companies in the future.
B: It feels like someone’s living room.
Other phrasal verbs
subscribe (to) (v)
in addition to
Writing Part 1 is compulsory, so you have no choice in what
you write about.
Are newspapers yesterday’s news?
1.2VF Listen and check. Can you see a pattern?
A: Yes, one of our staff 2c
up with that
idea. You see, nobody knew the artist painted until
after his death and all of these paintings were found
on 3d
in his home. We wanted to
create a similar environment here.
keep up with (technology)
be on camera (phr)
on a global scale (phr)
for the rest of
1
to describe what happens in a sports commentary.
Despite this / Despite (the fact that) …
M
identity
probability
A: So this part of the gallery is 1d
to a
local artist who only became known after he died.
PRACTICE
Federer hits a cross-court forehand which Nadal is unable
to reach to get the point.
Although it seems that …
8 Decide which word (A, B, C or D) best fits each gap.
authority
position
Listen again and repeat the words.
Phrasal verbs with up
announce (v)
influence (v/n)
devoted to
4
grow up
The media
at least
association
personality
go up (costs/profits)
the bare minimum (n phr)
add to
to talk about permanent states and things that are always true.
However, this is not always true.
23/09/2020 15:40
3 Mark the word stress on the words in the Suffixes
come up with (an idea)
reflect (v)
appeal to
Students now have the opportunity to
review vocabulary from the whole unit
and carry out some practice activities
using the Vocabulary file pages 94—95.
self-portrait (n)
get a sense of (v phr)
pretty common (adj phr)
Phrases with prepositions
We use the present simple:
Adding and contrasting ideas
Moreover, … / As well as that …
To sum up, … / In conclusion, …
Pronunciation
pale (colour) (adj)
face difficulties (v phr)
make the most of (something) (v phr)
tornado (n)
to talk about habits, repeated actions and routines.
As a consequence, / Consequently, …
Due to (the fact that) … / In fact, …
VOCABULARY FILE | UNIT 1
Suffixes
thunderstorm (n)
I go surfing during the summer.
This is because …
Writing a conclusion
section of the wordlist.
seed (n)
PRESENT TENSES
Expanding points
113
WORDLIST
rainfall (n)
Present simple
Another potential advantage is …
One reason for this is that …
Make sure you
include an idea
of your own
in a separate
paragraph.
Z04 Formula CB B2 WKey 20342.indd 113
UNIT 1 VOCABULARY FILE
rainbow (n)
REFERENCE
Of course, not all museums …
23/09/2020 15:37
VOCABULARY FILE | UNIT 1
M01 Formula CB B2 WKey 20342.indd 12
Introduction
It’s a difficult question to answer.
Organise ideas and
paragraphs well
using linking words
and phrases.
On balance I would say that museums are not only
necessary nowadays, but are enjoyable places to
visit. We would miss them if they disappeared.
EXAM TASK
USEFUL LANGUAGE
There are arguments for and against
the idea.
On the other hand, museums can be expensive to
visit, although some are free. However, museums
are obviously good value for money as they provide
more accurate information than the internet,
which can be unreliable.
Add a third idea.
Now write your own answer to the task.
Make sure that you include everything
required in the task and use the Exam
help to check your work.
Is this really true?
In addition to this, teachers often organise school
trips to museums. Clearly this is a very valuable
experience for students as they learn a lot outside
the classroom with their friends and talking about
the trip is very motivating.
Students can then return to the main
unit and work in pairs to plan their
essay which they can do for homework.
abbreviations contractions simple sentences
complex sentences informal vocabulary formal vocabulary
use of ‘I’ and ‘we’ use of ‘you’ and ‘people’
2 activities
Start each new
point clearly.
Firstly, museums give visitors the opportunity
to experience real things from the past and it’s
impossible to get the same benefit from looking
up facts online. Without a doubt, museums bring
history to life. There are also museums about
science, space travel and so on where visitors
can touch interactive exhibits and get a real
understanding of things that affect life today.
Audience, structure and tone
Write about:
Introduce the topic
and catch the
reader’s interest
with a rhetorical
question.
Some people say museums are not necessary
nowadays because all the information is on the
internet, but is this true? There are arguments on
both sides.
= more
7
• Start your essay with a short paragraph
introducing the topic. Finish with
a conclusion.
• Focus on one idea in each of the three
middle paragraphs. Make sure you
include a new idea of your own.
• Use a formal or semi-formal style with
a range of vocabulary and linking
words.
• Don’t write fewer than 140 words
because you won’t be able to include
all the ideas you should. Don’t write
more than 190 words because you may
include ideas that are not relevant.
• Make sure you check your work for
grammar or spelling mistakes.
OVER TO YOU
EXAMPLE ANSWER
6
8
3
Part 1 Essay
3
In your English class, you have been talking about
travel. Now, your English teacher has asked you to
write an essay.
3
.
WRITING FILE
WRITING FILE
1
Refer students to the Writing file
on page 113 and go through the
content focusing on audience,
structure and tone and highlighting
key language they may want to use
in their essay.
25/09/2020 11:51
M01_FORMULA_B2_TB.indd 30-31
23
Introduction
HOW TO USE FORMULA FOR
AROUND 100+ HOURS
1
READING AND USE OF ENGLISH – Part 2 Open cloze
Would you say you are an
GRAMMAR FILE pp78–79
GRAMMAR: Present tenses
early bird or a night owl?
2 How many hours’ sleep a night do you need?
1 Complete the questionnaire about sleep on
3 How often a week do you get fewer hours than you would like?
the right. Compare with your partner.
4 How often do you sleep during the day?
5 Do you usually fall asleep quickly?
1.9 Listen to two people talking about
2
6 How do you usually spend the hour before sleeping?
their sleep patterns and answer the questions.
7 Do you have a set routine before bed?
1 Which question on the questionnaire are the
Use all the Coursebook content, Test
If yes, what is it?
speakers talking about at the beginning of
8
Do
you
switch
your
phone
off Teach
during
and
sections from the Exam
their conversation?
the night?
2 How are the two speakers different regarding
Trainer and Digital resources.
9 Do you sometimes go through periods
their sleep habits?
Introduce students to the relevant
when you have problems sleeping?
3 How does the boy annoy his parents?
10 Do you usually remember exam part for the lesson and refer
4 What is the girl’s problem and how has she
dreams?
B2tried
FIRST
Coursebook
and Exam Traineryour
can
be
to the Exam file.
to solve
it?
EXTENSIVE EXAM AND LANGUAGE
DEVELOPMENT Around 100 hours
Use the Coursebook in class and the
Exam Trainer for homework
Building block 1 COMPONENTS
2
How are the two speakers different regarding
their sleep habits?
3
How does the boy annoy his parents?
4
What is the girl’s problem and how has she
tried to solve it?
5
What suggestions has she had?
Would you say you are an
GRAMMAR FILE pp78–79
early bird or a night owl?
How many hours’ sleep a night do you need?
How often a week do you get fewer hours than you would like?
How often do you sleep during the day?
Do you usually fall asleep quickly?
How do you usually spend the hour before sleeping?
Do you have a set routine before bed?
If yes, what is it?
8 Do you switch your phone off during
the night?
9 Do you sometimes go through periods
when you have problems sleeping?
10 Do you usually remember
your dreams?
2
3
4
5
6
7
3 Read these answers to the questionnaire and
complete them with the correct form of the
verbs in brackets.
That’s an interesting question. I 1
(always / think) that I need longer in bed but in fact
(usually / feel) terrible after
I2
more than eight hours.
(never / think) about that.
I3
(not / tend) to analyse my sleep
I4
(depend).
patterns! I suppose it 5
(get) just the right amount at the
I6
moment but some nights, if I
7
(finish) an assignment for
(only / get) about
college, I 8
five hours. That’s quite rare, but it definitely
9
(affect) me the next day.
Yes, usually. But when my brother’s home from
(always / play)
university, he 10
music loudly on his phone late at night and then
it can take a while. It’s a pain.
(dream)
Sometimes. I 11
a lot about my old school recently. They
12
(build) a block of flats on the
(stir) up
site and I suppose that 13
some old memories.
EXAM TASK
4 For questions 1–8, read the text below and think of the word which
best fits each gap. Use only one word in each gap. There is an
example at the beginning (0).
A cure for insomnia?
I’ve just read an article about blue light and I think I’ve discovered
THE
most likely reason for my recent restless nights! You see,
(0)
blue light, emitted by sunshine, some types (1)
lighting and
electronic device screens, has both benefits and dangers for us. It helps improve
mood, memory and concentration, but if we (2)
a lot of time
staring at screens, it can actually cause damage to our eyes. Interestingly, the article
also points (3)
that blue light controls our body clocks and
using electronic devices too much immediately (4)
going to
bed can disrupt our sleep cycles. My nights have (5)
getting
worse recently and I’m sure it’s because I (6)
just started
reading on my tablet when I’m in bed. The experts’ advice (7)
to avoid using bright screens for about two to three hours before sleep, but I don’t
think I can restrict myself quite that much. Maybe, I’ll switch (8)
reading a printed book and give social media a miss after nine o’clock!
Not enough! Too much late-night TV
14
(mean) only the bare minimum.
(get) better at switching
But I 15
(cut) back on
off earlier. Also, I 16
(hear) that
coffee before bed as I 17
isn’t a good thing!
EXAM BOOST p4
5 Work in pairs and discuss the questions.
1
Do you spend a lot of time looking at screens during the day and
before bed? Do you think it affects you in any way?
2
Would it be difficult to change your screen habits? Give reasons.
10
EXAM TRAINER
p11
p12 Ex 1
M01 Formula CB B2 WKey 20342.indd 10
25/08/2020 12:37
Formula_B2_CBK_EF_CVR.indd 1
REFERENCE
23/09/2020 16:17
PRACTICE
PRESENT TENSES
1 Match the sentence halves. What verb form is used
We can use some state verbs in the continuous form when
we describe actions.
PRESENT TENSES
in each sentence? Why?
I think (= believe) I like this song.
Present simple
I’m thinking about going to the beach this weekend.
(= I’m considering it)
We use the present simple:
I see what you mean. (= I understand)
to talk about habits, repeated actions and routines.
I’m seeing Dr Brown in the morning. (= I’m meeting him)
I go surfing during the summer.
See/hear are state verbs, but look/listen describe actions.
We don’t live near the ocean.
What can you see? / I’m looking through this magazine.
Sea water freezes at around –3 degrees centigrade.
I can’t hear anything. / I’m listening to a podcast.
WORDLIST
to describe what
Suffihappens
xes in a sports commentary.
We can
feel and
look in theCreativity
continuous and
form without
Collocations
anduse
useful
phrases
the arts
association
(n) in the sea.
We often visit
the coast (n),
but position
rarely swim
(phr)
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
pale (colour) (adj)
Review sections including six, full length Use of
English tasks.
•
A Vocabulary file practising topic vocabulary and
lexical sets for each unit.
•
A fold-out Exam file in the back of the book
with bite-size exam part information and Are you
exam-ready? checklists.
A Grammar file including both reference and
practice for each unit.
•
A Writing file providing models and exam tasks
for each part of the Writing paper.
•
Exam boost sections consolidating exam and
language focuses from every lesson.
•
Smart answer key* for all exam task exercises.
•
A Speaking or writing activity in each skills
lesson offering flexibility to teachers for class or
homework activities.
•
A complete digital package including fully
Interactive eBook, Digital Resources and App
containing course audio, exam videos and
grammar practice activities.
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
FORMULA B2 FIRST Exam Trainer and Interactive eBook are unique, full colour components which can
be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners with
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
with confidence. The final exam-compliant exam task tests how
well they can apply the strategies and skills
and
they have practised.
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Z04 Formula CB B2 WKey 20342.indd 113
1
Do you spend a lot of time looking at screens during the day and
before bed? Do you think it affects you in any way?
2
Would it be difficult to change your screen habits? Give reasons.
10
19/10/2020 12:31
EXAM TRAINER
Give your own
opinion in the
conclusion.
B
E
F
G
H
M01 Formula CB B2 WKey 20342.indd 10
unit
• a list of extra Formula Digital resources
• a dyslexia focus which highlights tasks which dyslexic
•
•
•
•
students might find challenging and provides ideas for
making suitable adjustments
a warmer task to focus students’ attention and get them
ready for the lesson ahead, and a cooler task to round
off the lesson
detailed teacher’s notes for each exercise as well as
embedded answer keys
alternative approaches to some exercises
flexible follow up to extend the previous activity
For the fastest path, use the basic notes; to extend the
lessons, use the activities in the tinted boxes.
24
Pronunciation
authority
identi
I visit my association
grandparents
personality
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going brown already.
for an4hour. 1.2VF Listen and check. Can you see a
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POWER NAPS
Short sleeps, or ‘power naps’, are regarded by many
AS
(0)
a good way to recharge your batteries during
taking regular afternoon naps
the day. I have (1)
for a while now, and couldn’t do without them. Experts used to
think a quick power nap could make up for a bad night’s sleep, but
(2)
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113
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23/09/2020
words? Why?
15:40
p11
p12 Ex 1
The notes for each lesson provide:
• a Unit overview which summarises the content in each
I’ve never
3 Mark the word stress on the words in the S
section
the wordlist.
My parents
have of
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C
Sheila Dignen & Lindsay Warwick
english.com/formula
onenglish.com/formula
It’s September and the leaves are
6
D
TEST
more accurate information than the internet,
which can be unreliable.
5 Work in pairs and discuss the questions.
FOR EXAM SUCCESS
Sheila Dignen & Lindsay Warwick
ces
•
worse recently and I’m sure it’s because
I (6)
Use selected
On balance I would say that museums are not only
necessary nowadays, but are enjoyable places to
visit. We would miss them if they disappeared.
FIRST
Pearson Practice English App containing
course audio, exam videos and grammar
practice activities
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05/11/2020 13:48
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25/09/2020 10:07
Z01 Formula CB B2 WKey 20342.indd
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Formula CB B2 WKey 20342.indd 94
23/09/2020 15:40
Z02 Formula CB B2 WKey 20342.indd 95
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reading on my tablet when I’m in bed. The experts’ advice (7)
from
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twothe
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hoursTeach,
before sleep, but I don’t
Presentation
tool
and/or Coursebook
(get) better at
switching
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think I can restrict myself quite that
much.sections.
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Test
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(cut)
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a printed book and give social media a miss after nine o’clock!
Teacher’s Book and Digitalreading
resources
(hear) that
coffee before bed as I 17
isn’t a good thing!
B2 FIRST
resentation Tool, Digital Resources and App provides:
Teachers
Read the text about preparing for a possible emergency and decide
which answer (A, B, C or D) best fits each gap. There is an example at the
beginning (0).
Sheila Dignen & Jacky Newbrook
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We’re thinking about
3
4
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•
I haven’t started
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7
Present perfect simple
We use the present perfect simple to talk about:
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with expressions
frequency
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Part
1 Essay
EXAM HELP
get hold of (v phr)
soundtrack (n)
Every now and
then,
seed
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Unit 1 p12, Unit 5 p48, Unit 8 p74
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essay with
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recently
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WRITING FILE
B2 FIRST
COURSEBOOK and Interactive eBook
FORMULA B2 FIRST Coursebook with key provides:
•
B2 FIRST FOR SCHOOLS EXAM
all
FIRST
ALSO SUITABLE FOR THE
Which question on the questionnaire are the
speakers talking about at the beginning of
their conversation?
B2 A cure for insomnia?
Digital resources
Yes, usually. But when my brother’s home from
I’ve just read an article about blue light and I think I’ve discovered
(always / play)
university, he
and App
THE
most likely reason for my recent restless nights! You see,
(0)
music loudly on his phone late at night and then
• Exam Trainerit or
thea while. It’s a pain.
blue light, emitted by sunshine,
some types (1) block 3 SECTIONS
lighting and
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FOR HOMEWORK
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mood, memory and concentration, but if we (2)
a lot of time
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Digital resources
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also points (3)
blue light controlsfrom
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clocks and
pagethatreferences
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block
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and App
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Coursebook.
bed can disrupt our sleep cycles. My nights have (5)
getting
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urses from 30 to 100 hours and beyond. Teachers are given
ore components either separately or together, along with a
ng on course length and specific exam and language needs.
rs,
CAMBRIDGE B2 FIRST FOR SCHOOLS EXAM
FIRST
their sleep patterns and answer the questions.
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FIRST
FORMULA B2 FIRST Coursebook and Interactive eBook include eight units with each unit linked to a different
colour. With colour as the broad theme, the topic changes lesson by lesson making learning more dynamic and
maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
1.9 Listen to two people talking about
1
to talk about permanent states and things that are always true.
B2 FIRST
•
2
EXAM FILE p5
1
the right. Compare with your partner.
Complete Exam file SECTION A on page 4.
GRAMMAR FILE | UNIT 1
(never / think) about that.
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(not / tend) to analyse my sleep
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(depend).
patterns! I suppose it 5
(get) just the right amount at the
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Coursebookcollege,
or
the
B2
five hours. That’s quite rare,
B2 but it definitely
9
Interactive eBook
with (affect) me the next day.
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA B2 FIRST takes a fresh approach to topics, units and components to create an
effective exam-focused package whatever your teaching and learning scenario. Its truly flexible components
are designed to work independently for short and intensive preparation or in combination for longer
exam courses. Adaptable for the classroom, independent study and blended to fully digital learning
environments – create your own FORMULA for exam success.
READING AND USE OF ENGLISH – Part 2 Open cloze
GRAMMAR: Present tenses
1 Complete the questionnaire about sleep on
• Integrate Grammar, Vocabulary,
VOCABULARY FILE | UNIT 1
2
ALSO SUITABLE FOR THE
1
Writing and Exam file reference
and practice.
EXAM FILE
• Integrate photocopiable activities,
grammar presentations, videos or
unit/progress/practice
tests as required.
UNIT 1 GRAMMAR FILE
• Use initial Test and
Teach sections
EXAM TASK
UNIT 1 VOCABULARY FILE
from the Exam Trainer
below and think
of the word which
totext
develop
exam
4 For questions 1–8, read the
best fits each gap. Use only one word in each gap. There is an
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example at the beginning (0).
provide exam training.
1
Students
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time
you
haveform
available.
If you have a
verbs in brackets.
100—120-hour course, you might decide to use all parts of
interesting
question.
the CoursebookThat’s
in anclass
and
useI some sections from the
(always / think) that I need longer in bed but in fact
Exam Trainer toI consolidate
exam
skills
(usually / feel) terrible
afterfor homework. Here
morean
thanexample
eight hours.
we are providing
for around 100—120 hours.
e route to Cambridge exam success. Using Pearson’s trusted
esh approach to topics, units and components to create an
eaching and learning scenario. Its truly flexible components
nd intensive preparation or in combination for longer
ependent study and blended to fully digital learning
exam success.
ks
EXAM FILE p5
1
11
M01 FMLA ETB2 WKey 20229.indd 11
23/09/2020 15:36
25/09/2020 15:07
Building block 4 DIGITAL RESOURCES
Grammar presentations, photocopiable worksheets, tests,
videos, app
Example teaching scenario
Depending on the number of classes within the
100—120-hour course, you could provide single or
multiple skill lessons. For example, you may have
60 × 2-hour classes.
A 2-hour class may consist of the following: Reading
and Use of English — Part 2 Open cloze. A lesson of
this type would enable recycling of language from
previous lessons, a full introduction to this part of the
exam and extensive language input and practice.
READING AND USE OF ENGLISH — PART 2 OPEN CLOZE
B2
Use Photocopiable 1C to recycle
language from earlier in the unit.
Grammar
FIRST
1C Present tenses — Getting to know you
Do you often use electronic
devices?
What’s the most interesting
thing you have done recently?
How long have you been
studying English?
Is there anything that your friend
does that always annoys you?
Do you have any unusual habits?
What activity do you do once in
a blue moon?
What do you do every
weekend?
What’s your favourite way to
spend your free time?
Do you often go abroad for
holidays?
What activity have you been
doing since you were young?
Do you often take up a new
activity and then give it up
quickly?
What’s the most challenging
thing you have done recently?
What have you been waiting to
do for ages, but haven’t tried
yet?
Are you reading a good book or
watching a good TV series at the
moment?
What do you do to relax after a
stressful day?
Have you seen an interesting
film recently?
PHOTOCOPIABLE © Pearson Education Limited 2020
3
READING AND USE OF ENGLISH – Part 2 Open cloze
Use the Exam Trainer Presentation tool
for the page.
TEST
ABOUT THE TASK
In Reading and Use of English Part 2, you read a short text
with eight gaps. You have to think of the word that best fits
each gap.
The gaps test your understanding of different kinds
of grammar, for example, parts of verbs, dependent
prepositions and articles.
There are no options to choose from.
They also test your knowledge of phrasal verbs,
linking words and fixed phrases.
You have to think about the structure of the language in
the text and the meaning of the text.
The word you write must be spelled correctly, and must fit
the gap grammatically.
The answer is always a single word.
Occasionally, there is more than one correct answer.
Each question is worth one mark.
You cannot write contractions such as don’t or won’t, but
you can write the word cannot.
TEST
sible emergency and decide
h gap. There is an example at the
Create your own Formula
Practice task
1 Read the first paragraph of a text about power naps. Think of the
word which best fits each gap. Use only one word in each gap.
There is an example at the beginning (0).
POWER NAPS
Short sleeps, or ‘power naps’, are regarded by many
AS
(0)
a good way to recharge your batteries during
taking regular afternoon naps
the day. I have (1)
for a while now, and couldn’t do without them. Experts used to
think a quick power nap could make up for a bad night’s sleep, but
(2)
is now being questioned. It seems that for
sleep is disrupted at night, an afternoon
people (3)
nap can help to some extent, but it is far (4)
important to get the right amount of sleep at night.
Use Exam Trainer Teacher’s Notes for
Warmer, ABOUT THE TASK and
activities 1—4.
How did you do?
2 Check your answers.
3 Look at the answers to the four questions in
Ex 1 again.
1
Which answer is part of a verb tense? Which
tense is it? Why is this tense correct here?
2
Which answer is a relative pronoun? What
noun does it refer back to? Why is this
pronoun correct here?
3
Which answer is part of a comparative
structure? Which word before the gap helps
you decide it should be a comparative
structure? Why is less not correct?
4
Which answer is a reference word, which refers
to an earlier idea? What idea does it refer back
to? Why is these not correct here?
4 Which gap can be filled by two possible
words? Why?
Students carry out the Test activities 1—4
as a quick introduction to the exam task.
11
M01 FMLA ETB2 WKey 20229.indd 11
25/09/2020 15:07
Use the Coursebook Presentation
tool for the page.
Students carry out activities 1—3.
1
READING AND USE OF ENGLISH – Part 2 Open cloze
GRAMMAR: Present tenses
1 Complete the questionnaire about sleep on
the right. Compare with your partner.
2
1.9 Listen to two people talking about
their sleep patterns and answer the questions.
1
Which question on the questionnaire are the
speakers talking about at the beginning of
their conversation?
2
How are the two speakers different regarding
their sleep habits?
3
How does the boy annoy his parents?
4
What is the girl’s problem and how has she
tried to solve it?
5
What suggestions has she had?
EXAM FILE p5
1 Would you say you are an
GRAMMAR FILE pp78–79
early bird or a night owl?
2 How many hours’ sleep a night do you need?
3 How often a week do you get fewer hours than you would like?
4 How often do you sleep during the day?
5 Do you usually fall asleep quickly?
6 How do you usually spend the hour before sleeping?
7 Do you have a set routine before bed?
If yes, what is it?
8 Do you switch your phone off during
the night?
9 Do you sometimes go through periods
when you have problems sleeping?
10 Do you usually remember
your dreams?
3 Read these answers to the questionnaire and
complete them with the correct form of the
verbs in brackets.
That’s an interesting question. I 1
(always / think) that I need longer in bed but in fact
(usually / feel) terrible after
I2
more than eight hours.
Use the teacher’s notes to give you
some ideas on how to check their
understanding.
(never / think) about that.
I3
(not / tend) to analyse my sleep
I4
(depend).
patterns! I suppose it 5
(get) just the right amount at the
I6
moment but some nights, if I
7
(finish) an assignment for
8
(only / get) about
college, I
five hours. That’s quite rare, but it definitely
9
(affect) me the next day.
Yes, usually. But when my brother’s home from
(always / play)
university, he 10
music loudly on his phone late at night and then
it can take a while. It’s a pain.
(dream)
Sometimes. I 11
a lot about my old school recently. They
(build) a block of flats on the
(stir) up
site and I suppose that 13
some old memories.
12
Not enough! Too much late-night TV
(mean) only the bare minimum.
(get) better at switching
But I 15
(cut) back on
off earlier. Also, I 16
(hear) that
coffee before bed as I 17
isn’t a good thing!
14
EXAM BOOST p4
Complete Exam file SECTION A on page 4.
10
M01 Formula CB B2 WKey 20342.indd 10
EXAM TASK
4 For questions 1–8, read the text below and think of the word which
best fits each gap. Use only one word in each gap. There is an
example at the beginning (0).
A cure for insomnia?
I’ve just read an article about blue light and I think I’ve discovered
THE
most likely reason for my recent restless nights! You see,
(0)
blue light, emitted by sunshine, some types (1)
lighting and
electronic device screens, has both benefits and dangers for us. It helps improve
mood, memory and concentration, but if we (2)
a lot of time
staring at screens, it can actually cause damage to our eyes. Interestingly, the article
also points (3)
that blue light controls our body clocks and
using electronic devices too much immediately (4)
going to
bed can disrupt our sleep cycles. My nights have (5)
getting
worse recently and I’m sure it’s because I (6)
just started
reading on my tablet when I’m in bed. The experts’ advice (7)
to avoid using bright screens for about two to three hours before sleep, but I don’t
think I can restrict myself quite that much. Maybe, I’ll switch (8)
reading a printed book and give social media a miss after nine o’clock!
5 Work in pairs and discuss the questions.
1
Do you spend a lot of time looking at screens during the day and
before bed? Do you think it affects you in any way?
2
Would it be difficult to change your screen habits? Give reasons.
EXAM TRAINER
p11
p12 Ex 1
25/08/2020 12:37
25
Create your own Formula
GRAMMAR FILE | UNIT 1
UNIT 1 GRAMMAR FILE
REFERENCE
PRESENT TENSES
Present simple
We use the present simple:
to talk about habits, repeated actions and routines.
I’m seeing Dr Brown in the morning. (= I’m meeting him)
See/hear are state verbs, but look/listen describe actions.
What can you see? / I’m looking through this magazine.
Sea water freezes at around –3 degrees centigrade.
I can’t hear anything. / I’m listening to a podcast.
to describe what happens in a sports commentary.
We can use feel and look in the continuous form without
any change in meaning.
with adverbs of frequency (never, sometimes, usually, often,
always, rarely).
We often visit the coast but rarely swim in the sea.
with expressions of frequency (most days, twice a year,
now and then, (every) once in a while).
We have a beach holiday once every couple of years.
A sleep researcher’s job can be really interesting.
We might spend a lot of our time watching people
(manage) to
sleep, but we also 1
collect some fascinating data. There’s so much we still
2
(not / know) about why and how
we sleep.
in each sentence? Why?
I see what you mean. (= I understand)
We don’t live near the ocean.
My life as a sleep researcher
1 Match the sentence halves. What verb form is used
I’m thinking about going to the beach this weekend.
(= I’m considering it)
to talk about permanent states and things that are always true.
4 Put the verbs in brackets in the correct form.
PRESENT TENSES
I think (= believe) I like this song.
I go surfing during the summer.
Federer hits a cross-court forehand which Nadal is unable
to reach to get the point.
PRACTICE
We can use some state verbs in the continuous form when
we describe actions.
I feel hungry. / I’m feeling hungry.
She looks tired. / She’s looking tired.
Present perfect simple
We use the present perfect simple to talk about:
states that started in the past and continue now. We use since
with a specific point in time and for with a period of time.
I’ve known Jack for three years.
1
I haven’t started
2
We’re thinking about
3
Ed’s just
4
I’ve been waiting here
5
It’s September and the leaves are
6
I’ve never
7
My parents have lived
8
I visit my grandparents
A
going brown already.
B
for an hour.
C
reading the book you lent me yet.
D
this minute finished the report.
E
once a week.
F
going to Italy in July.
G
in Sydney since 2002.
H
seen anything as strange as this!
I3
(do) this job for around three years
now. My team and I 4
(treat) hundreds
(monitor)
of people in that time. We 5
our patients’ sleep in our clinic or at their home.
(analyse) the data and
We then 6
7
(propose) suitable treatment
which can make a huge difference to their lives.
(currently / help) a woman who
I8
9
(have) only about three to four hours’
sleep a night on average for the last decade. I can’t believe
(be) able to hold down a full-time
she 10
job and help bring up a family during that time.
Pronunciation
Every now and then, I drive to the coast.
I’ve had this same haircut since I was 16.
2 Choose the correct alternatives.
Present continuous
recently finished actions or past actions with a present result.
The focus is on the result.
1
Water is leaking / leaks when you don’t turn
the tap tight enough.
I’m covered in mud. I’ve just done some gardening.
2
I never see / ’ve never seen a scarier sight!
1
We’ve been waiting for ages.
actions that happened at an unspecified past time.
3
It gets / ’s getting cold in here. Shall I turn up
the heating?
2
I’ve just seen Katie.
3
Neither of my brothers have been abroad.
4
We’ve been walking / walk for hours. At least it
feels like that!
4
I haven’t done it yet.
5
Has Lorenzo arrived yet?
5
I have / haven’t spoken to Jason about next
weekend yet.
6
Max has been trying to fix our car for the last hour.
6
What are you thinking / do you think about the
new library?
7
I’ve been trying / tried to learn Spanish for years
and refuse to give up!
7 Write questions using the prompts. Put the verbs in
8
I’ve been trying / tried to learn French but just
couldn’t do it.
1
What / you / do / all day today?
2
How long / you / live / in your current home?
3
you / ever / ride / on a motorbike?
4
What / the first thing / you / do / each morning?
We use the present continuous:
to talk about actions happening now, or around now.
We’re all watching TV in the living room.
to talk about temporary actions.
We’re staying in a guest house by the sea.
with always to talk about repeated actions or habits that
are often annoying.
neighbour’s always playing loud music.
Our neighbour
to talk about situations that are changing.
I’m getting better at surfing.
State verbs
State verbs describe a state, not an activity. State verbs cannot
usually be used in the continuous form. They include:
verbs of thinking: agree, believe, disagree, doubt, know,
suppose, understand
verbs of sense/perception: hear, see, smell, taste
verbs describing attitudes: dislike, hate, like, love, need,
want, wish
prefer, want
verbs describing appearance and qualities: appear, look,
seem, sound
verbs of being and possession: be, belong to, contain, have,
own, possess
other verbs: cost, fit, mean, owe, weigh
Jorge’s moved to Rio.
We also use the present perfect with already, yet, ever
and never.
We’ve already seen this film.
Have you cleaned your room yet?
I haven’t started dinner yet.
Has Ben ever met your sister?
I’ve never seen you before.
We use ever and never with the comparative and superlative.
This is the best ice cream I’ve ever tasted.
I’ve never seen a more boring film!
3 Correct one error in each sentence.
Present perfect continuous
1
Have you been yet to the gym?
We use the present perfect continuous:
2
I’ve been having these shoes since 2015.
to talk about actions that started in the past and continue now.
3
What is Bill doing for a living?
I’ve been learning to drive since last year.
4
I’m not seeing you. Where are you?
to talk about continuous actions in the recent past that have
a result in the present. The focus is on the action.
5
Izzy’s grow up fast.
6
I’m tired. I’ve been worked hard all day.
We’ve been decorating our house. It’s starting to look
good.
7
Have you seen a ghost ever?
8
This is the best food I’ve never eaten.
GRAMMAR FILE | UNIT 1
If students are struggling with the
grammar, you might like to use the
Grammar presentation 1: present tenses
or direct students to the Grammar file
on page 78 and carry out the practice
exercises on page 79.
5 Is each verb in bold stressed or unstressed?
How is each unstressed verb pronounced?
6
1.1GF Listen and check. Then, listen and repeat
the sentences.
the correct present tense.
5
What TV series / you / watch / at the moment?
6
How often / you / see / a film / at the cinema?
7
What / the most interesting place / you / ever / visit?
8
you / eat / lunch / yet?
8 Write your answers to the questions in Ex 7.
to emphasise the long duration of an activity.
The boss has been trying to find you for the last hour.
78
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79
25/09/2020 10:07
Z01 Formula CB B2 WKey 20342.indd 79
25/09/2020 10:07
READING AND USE OF ENGLISH – Part 2 Open cloze
EXAM BOOST
SECTION A
Present tenses
You will sometimes be required to add an auxiliary verb.
Remember that this needs to be in the correct form,
when appropriate.
1 Complete the sentences with the correct
auxiliary verbs.
Students can go to the fold-out
Exam file and carry out Exam
boost Section A on page 4.
5
Once / By the time I’ve finished writing the report,
it will be too late to go out.
6
They’ll start serving food on the flight until /
as soon as the seatbelt sign goes off.
SECTION C
Conditional forms
There are alternatives to ‘if’ in a conditional sentence.
These are sometimes tested in this exam task.
Watch the About B2 First:
Reading and Use of English Part
video in theI have
Digital
resources.
I get really2
frustrated
tech
4 Complete the sentences with one word in each gap.
1
In the last five years, she
a teacher, an artist and a taxi driver.
2
Smart phones
smarter and smarter!
definitely getting
2
3
We
learned a lot about the way
the brain works over the last century.
3
4
Where
honeybees go during the
winter? You can find the answer in this documentary.
Let’s fill up with fuel in
is longer than we think.
4
I never buy fish
5
Why
timing so important in the
exam? The experts say that …
5
As
as you agree, I’ll post the
contract tomorrow.
6
If
you do!
7
I’ll accept the job on
me a decent holiday allowance.
6
been
The writer
been working on his
new novel since the beginning of the year.
Other words related to present tenses are also frequently
tested, although they may not necessarily be part of the
verb form.
2 Complete the sentences with one word in each gap.
1
It’s
has ever owned.
most expensive painting he
2
Although I’ve been all over Europe, I’ve
been to Rome. I would love to
go one day.
3
There’s been a museum in the town centre
ages and I hope it stays.
4
We
ever watch TV these days as
it’s more convenient to stream films.
1
I’ll go swimming at the beach
that the water’s warm.
problems on my laptop.
the journey
it’s freshly caught.
everyone understood me like
that they give
SECTION D
Relative clauses
You may be tested on words that are part of clauses that
add essential or additional information.
5 Complete the sentences with one word in each gap.
1
I heard recently that the old college is going to be
is very sad.
pulled down,
2
Tom had a bad holiday experience.
Future forms
You are sometimes tested on time expressions linked to
verb forms.
3 Choose the correct alternatives.
1
I’ll call you until / after I’ve seen Mark.
2
We’ll wait outside the cinema when / until you arrive.
3
When / Until they reply to your email, contact me
immediately.
4
Once / By the time we’ve finished the project,
we’ll go out to celebrate.
arriving at the meeting we were
given an introductory pack and a restaurant voucher
for lunch.
6
I contacted the man
missing in the forest last weekend.
dog went
NUMBER OF
QUESTIONS
•
•
You will read a short text with eight gaps.
You have to think of the word that best fits each gap – there are no options to
choose from.
TASK
•
•
The answer is always a single word.
SCORING
•
Sometimes there may be more than one correct answer.
8
The word you write must be spelled correctly and must fit the grammar
and meaning of the sentence.
Short reading text
1
mark per
question
What is being tested?
This part of the exam focuses on your knowledge of grammar and your understanding of how a text is organised.
The questions may test your knowledge of:
•
•
•
•
articles and determiners, e.g. the, a, an, this, these
prepositions, e.g. in, at, on
dependent prepositions, e.g. interested in
pronouns, e.g. his, her, or relative pronouns
e.g. when, who
•
parts of verbs, e.g. have, been (think about verb forms
too, e.g. is it a passive?)
•
•
•
phrasal verbs, e.g. work out
linking words and phrases, e.g. although, but
fixed phrases, e.g. apart from
How do you do it?
BEFORE THE TASK
•
•
Read the title, and then read the whole text through quickly so you know what the text is about.
•
•
•
Read the text again carefully, stopping at each gap.
•
•
Check the words before and after the gap. The missing word may be a dependent preposition or part of a fixed phrase.
•
•
Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
Don’t focus on the gaps at this stage.
DURING THE TASK
4
M01 FMLA B2 EF 20342 U01.indd 4
READING AND USE OF ENGLISH – Part 2 Open cloze
ABOUT THE TASK
EXAM REFERENCE
Students read through
the
Exam reference
eating some fish
that had
gone off, he was ill for nearly a week.
in the Exam
filehome
before
starting
this part of
3 We returned
from the shopping
trip
5 We have never had
worse
spent all
completely broke,
summer as far as the weather is concerned.
the lesson.
This will give them information
our money.
6 The musician has lived in this area
4 I remember my teacher’s advice. Homework
about the
specific
exam
part
he returned from Paris in 2008.
in a hurry
always needs
to beas well as which
checked carefully.
particular
strategies
and
skills
are important.
SECTION B
5 Everything was very well organised.
25/09/2020 11:51
Think about what type of word is missing, e.g. is it a pronoun, a preposition, an article?
Read the whole sentence containing the gap. Is the missing word part of a verb, and is it singular or plural, passive
or active, a modal verb?
Read the sentences before and after the one with the gap. The missing word may be linking two ideas in the same
sentence or in different sentences.
AFTER THE TASK
If you still don’t know an answer, make a sensible guess – there is no negative marking, so don’t leave any empty gaps.
Are you exam-ready?
Did you …
… read the text through quickly so you knew what it was about? ...............................................................................
… stop at each gap and think about what type of word might be missing? ..............................................................
… check the words before and after the gap carefully? ...............................................................................................
… read the sentences before and after the gap if the missing word was a linking word? .......................................
… answer every question? ................................................................................................................................................
… remember to read the text again at the end to make sure it made sense? ...........................................................
Are you ready for Reading and Use of English Part 2? Identify an area to improve.
M01 FMLA B2 EF 20342 U01.indd 5
26
5
25/09/2020 11:51
Create your own Formula
1
READING AND USE OF ENGLISH – Part 2 Open cloze
GRAMMAR: Present tenses
1 Complete the questionnaire about sleep on
the right. Compare with your partner.
2
1.9 Listen to two people talking about
their sleep patterns and answer the questions.
1
Which question on the questionnaire are the
speakers talking about at the beginning of
their conversation?
2
How are the two speakers different regarding
their sleep habits?
3
How does the boy annoy his parents?
4
What is the girl’s problem and how has she
tried to solve it?
5
What suggestions has she had?
EXAM FILE p5
1 Would you say you are an
GRAMMAR FILE pp78–79
early bird or a night owl?
2 How many hours’ sleep a night do you need?
3 How often a week do you get fewer hours than you would like?
4 How often do you sleep during the day?
5 Do you usually fall asleep quickly?
6 How do you usually spend the hour before sleeping?
7 Do you have a set routine before bed?
If yes, what is it?
8 Do you switch your phone off during
the night?
9 Do you sometimes go through periods
when you have problems sleeping?
10 Do you usually remember
your dreams?
Students can now complete the
Exam task in the main unit using
the guidance they have found
in the Exam file, the Exam focus
and the video to help them.
3 Read these answers to the questionnaire and
complete them with the correct form of the
verbs in brackets.
That’s an interesting question. I 1
(always / think) that I need longer in bed but in fact
(usually / feel) terrible after
I2
more than eight hours.
(never / think) about that.
I3
(not / tend) to analyse my sleep
I4
(depend).
patterns! I suppose it 5
(get) just the right amount at the
I6
moment but some nights, if I
7
(finish) an assignment for
8
(only / get) about
college, I
five hours. That’s quite rare, but it definitely
9
(affect) me the next day.
Yes, usually. But when my brother’s home from
(always / play)
university, he 10
music loudly on his phone late at night and then
it can take a while. It’s a pain.
(dream)
Sometimes. I
a lot about my old school recently. They
12
(build) a block of flats on the
(stir) up
site and I suppose that 13
some old memories.
11
Not enough! Too much late-night TV
(mean) only the bare minimum.
(get) better at switching
But I 15
(cut) back on
off earlier. Also, I 16
(hear) that
coffee before bed as I 17
isn’t a good thing!
14
EXAM BOOST p4
Complete Exam file SECTION A on page 4.
EXAM TASK
4 For questions 1–8, read the text below and think of the word which
best fits each gap. Use only one word in each gap. There is an
example at the beginning (0).
A cure for insomnia?
Students can complete activity
5 with a partner.
I’ve just read an article about blue light and I think I’ve discovered
THE
most likely reason for my recent restless nights! You see,
(0)
blue light, emitted by sunshine, some types (1)
lighting and
electronic device screens, has both benefits and dangers for us. It helps improve
mood, memory and concentration, but if we (2)
a lot of time
staring at screens, it can actually cause damage to our eyes. Interestingly, the article
also points (3)
that blue light controls our body clocks and
using electronic devices too much immediately (4)
going to
bed can disrupt our sleep cycles. My nights have (5)
getting
worse recently and I’m sure it’s because I (6)
just started
reading on my tablet when I’m in bed. The experts’ advice (7)
to avoid using bright screens for about two to three hours before sleep, but I don’t
think I can restrict myself quite that much. Maybe, I’ll switch (8)
reading a printed book and give social media a miss after nine o’clock!
5 Work in pairs and discuss the questions.
1
Do you spend a lot of time looking at screens during the day and
before bed? Do you think it affects you in any way?
2
Would it be difficult to change your screen habits? Give reasons.
10
EXAM TRAINER
Use the Coursebook teacher’s
notes for Cooler.
p11
p12 Ex 1
M01 Formula CB B2 WKey 20342.indd 10
25/08/2020 12:37
READING AND USE OF ENGLISH – Part 2 Open cloze
ABOUT THE TASK
Read the text about preparing for a possible emergency and decide
which answer (A, B, C or D) best fits each gap. There is an example at the
beginning (0).
TEST
EXAM TASK
In Reading and Use of English Part 2, you read a short text
with eight gaps. You have to think of the word that best fits
each gap.
The gaps test your understanding of different kinds
of grammar, for example, parts of verbs, dependent
prepositions and articles.
There are no options to choose from.
They also test your knowledge of phrasal verbs,
linking words and fixed phrases.
You have to think about the structure of the language in
the text and the meaning of the text.
The answer is always a single word.
The word you write must be spelled correctly, and must fit
the gap grammatically.
Occasionally, there is more than one correct answer.
Each question is worth one mark.
You cannot write contractions such as don’t or won’t, but
you can write the word cannot.
Strategies and skills
Practice task
word which best fits each gap. Use only one word in each gap.
There is an example at the beginning (0).
Present tenses
The gaps often test your knowledge of the present
and present perfect verb tenses. The gapped word
is often an auxiliary verb, for example a form of the
verbs be, do or have. The verb may be in the active
or passive form.
1 Complete the sentences with one word in
Tomorrow I will
2
The festival will
from our trip to Tuscany.
3
I hope you will
4
decide it should be a comparative
We will be tired when we get homeyou
because
we
will have
structure?
Why is less
not correct?
Which answer is a reference word, which refers
walking for ten 4days.
to an earlier idea? What idea does it refer back
1
I have
recently.
2
Nowadays, a good diet
believed to be extremely important for health.
training for a marathon
3
These days, people
beginning
to realise that we need to take climate change
seriously.
4
Some people think that cooking is a chore, but
not agree.
I
5
The competition
the town for the last 15 years.
6
It’s now six o’clock in the morning and the sun
just come up.
been held in
TEST
The gaps test your understanding of different kinds
of grammar, for example, parts of verbs, dependent
prepositions and articles.
They also test your knowledge of phrasal verbs,
linking words and fixed phrases.
The answer is always a single word.
The word you write must be spelled correctly, and must fit
the gap grammatically.
Occasionally, there is more than one correct answer.
Each question is worth one mark.
TEST
You cannot write contractions such as don’t or won’t, but
you can write the word cannot.
Practice task
How did you do?
2 Check your answers.
1 Read the first paragraph of a text about power naps. Think of the
word which best fits each gap. Use only one word in each gap.
There is an example at the beginning (0).
3 Look at the answers to the four questions in
Ex 1 again.
POWER NAPS
1
Which answer is part of a verb tense? Which
tense is it? Why is this tense correct here?
2
Which answer is a relative pronoun? What
noun does it refer back to? Why is this
pronoun correct here?
3
Which answer is part of a comparative
structure? Which word before the gap helps
you decide it should be a comparative
structure? Why is less not correct?
4
Which answer is a reference word, which refers
to an earlier idea? What idea does it refer back
to? Why is these not correct here?
1
words? Why?
EXAM BOOST
5
Once / By the time I’ve finished writing the report,
it will be too late to go out.
6
They’ll start serving food on the flight until /
as soon as the seatbelt sign goes off.
1
Where’s the funniest place you have fallen asleep?
2
Describe a dream that you had recently.
SECTION C
Conditional forms
M01 FMLA ETB2 WKey 20229.indd 11
You will sometimes be required to add an auxiliary verb.
Remember that this needs to be in the correct form,
when appropriate.
1 Complete the sentences with the correct
25/09/2020 15:07
There are alternatives to ‘if’ in a conditional sentence.
These are sometimes tested in this exam task.
auxiliary verbs.
4 Complete the sentences with one word in each gap.
1
In the last five years, she
a teacher, an artist and a taxi driver.
1
2
Smart phones
smarter and smarter!
definitely getting
been
I’ll go swimming at the beach
that the water’s warm.
2
3
We
learned a lot about the way
the brain works over the last century.
I get really frustrated
problems on my laptop.
3
4
Where
honeybees go during the
winter? You can find the answer in this documentary.
Let’s fill up with fuel in
is longer than we think.
4
I never buy fish
5
Why
timing so important in the
exam? The experts say that …
5
As
as you agree, I’ll post the
contract tomorrow.
6
The writer
been working on his
new novel since the beginning of the year.
6
If
you do!
7
I’ll accept the job on
me a decent holiday allowance.
Other words related to present tenses are also frequently
tested, although they may not necessarily be part of the
verb form.
2 Complete the sentences with one word in each gap.
2
3
4
5
6
It’s
has ever owned.
most expensive painting he
5
everyone understood me like
that they give
6
You may be tested on words that are part of clauses that
SECTION B
Future forms
1 Match the sentence halves. What verb form is used
actions that happened at an unspecified past time.
We’re all watching TV in the living room.
5 Everything
very
well organised.
Jorge’swas
moved to
Rio.
to talk about temporary actions.
We also use the present
perfect with already,
yet, ever
We’re staying in a guest house by the sea.
arriving
at the
meeting we were
and never.
with always to talk about repeated actions or habits that
already seen this film. pack and a restaurant voucher
given anWe’ve
introductory
are often annoying.
You are sometimes tested on time expressions
linked to
Have you cleaned your room yet?
Our neighbour’s always playing loud music.
for lunch.
I haven’t started dinner yet.
to talk about situations that are changing.
verb forms.
Has Ben ever met your sister?
I’m getting better at surfing.
6 I contacted
the man
dog went
I’ve never seen you before.
State verbs
ever and
never with
the comparative
and superlative.
missing We
inusethe
forest
last
weekend.
3 Choose the correct alternatives.
State verbs describe a state, not an activity. State verbs cannot
usually be used in the continuous form. They include:
1
I’ll call you until / after I’ve seen Mark.
2
verbs of sense/perception: hear, see, smell, taste
We’ll wait outside the cinema when / until
you arrive.
verbs describing attitudes: dislike, hate, like, love, need,
3
prefer, want, wish
When / Until they reply to your email, contact
me
verbs describing appearance and qualities: appear, look,
seem, sound
immediately.
verbs of being and possession: be, belong to, contain, have,
4
own, possess
Once / By the time we’ve finished the project,
other verbs: cost, fit, mean, owe, weigh
we’ll go out to celebrate.
verbs of thinking: agree, believe, disagree, doubt, know,
suppose, understand
PRACTICE
PRESENT TENSES
We can use some state verbs in the continuous form when
we describe actions.
I think (= believe) I like this song.
the sentences with one word in each gap.
5 Complete
Although I’ve been all over Europe, I’ve
Present simple
I’m thinking about going to the beach this weekend.
(= I’m considering it)
been to Rome. I would
love
tosimple:
We use
the present
1 I heard recently
that
the old college is going to be
I see what you mean.
(= I understand)
to talk about habits, repeated actions and routines.
go one day.
I’m seeing Dr Brown in the morning. (= I’m meeting him)
I go surfing during the summer.
is very sad.
pulled down,
See/hear are state verbs, but look/listen describe actions.
to talk about permanent states and things that are always true.
There’s been a museum in the town centre
you see? / I’m looking through this magazine.
We don’t live near the ocean.
2 Tom hadWhat
a can
bad
holiday experience.
I can’t hear anything. / I’m listening to a podcast.
Sea water freezes at around –3 degrees centigrade.
ages and I hope it stays.
eating
some
We can use feel and look
in the continuous
formfish
without that had
to describe what happens in a sports commentary.
any change in meaning.
We
ever watch TV these
as forehand which Nadalgone
Federer days
hits a cross-court
is unable off, he was ill for nearly a week.
I feel hungry. / I’m feeling hungry.
to reach to get the point.
it’s more convenient to stream films. with adverbs of frequency (never, sometimes, usually, often, She looks tired. / She’s looking tired.
3
We
returned
home from the shopping trip
always, rarely).
Present perfect simple
We have never had
worse
We often visit the coast but rarely swim in the sea.
spent all
completely
We use broke,
the present perfect simple to talk about:
with expressions of frequency (most days, twice a year,
states that started in the past and continue now. We use since
summer as far as the weather is concerned.
our money.
now and then, (every) once in a while).
with a specific point in time and for with a period of time.
We have a beach holiday once every couple of years.
I’ve known Jack for three years.
The musician has lived in this area
I remember
my teacher’s advice. Homework
Every now and then, I drive to the coast.4
I’ve had this same haircut since I was 16.
he returned from Paris in 2008.
recently finished actions
actions with
a present result.
inorapasthurry
always
needs to be
Present continuous
The focus is on the result.
We use the present continuous:
checkedI’mcarefully.
covered in mud. I’ve just done some gardening.
to talk about actions happening now, or around now.
PRESENT TENSES
in each sentence? Why?
1
I haven’t started
2
We’re thinking about
3
Ed’s just
4
I’ve been waiting here
5
It’s September and the leaves are
6
I’ve never
7
My parents have lived
8
I visit my grandparents
A
going brown already.
B
for an hour.
C
reading the book you lent me yet.
D
this minute finished the report.
E
once a week.
F
going to Italy in July.
G
in Sydney since 2002.
H
seen anything as strange as this!
2 Choose the correct alternatives.
1
Water is leaking / leaks when you don’t turn
the tap tight enough.
2
I never see / ’ve never seen a scarier sight!
3
It gets / ’s getting cold in here. Shall I turn up
the heating?
4
We’ve been walking / walk for hours. At least it
feels like that!
5
I have / haven’t spoken to Jason about next
weekend yet.
6
What are you thinking / do you think about the
new library?
7
I’ve been trying / tried to learn Spanish for years
and refuse to give up!
8
I’ve been trying / tried to learn French but just
couldn’t do it.
This is the best ice cream I’ve ever tasted.
I’ve never seen a more boring film!
3 Correct one error in each sentence.
Present perfect continuous
1
2
We use the present perfect continuous:
Have you been yet to the gym?
I’ve been having these shoes since 2015.
to talk about actions that started in the past and continue now.
3
What is Bill doing for a living?
I’ve been learning to drive since last year.
4
I’m not seeing you. Where are you?
5
to talk about continuous actions in the recent past that have
a result in the present. The focus is on the action.
We’ve been decorating our house. It’s starting to look
good.
Izzy’s grow up fast.
6
I’m tired. I’ve been worked hard all day.
7
Have you seen a ghost ever?
8
This is the best food I’ve never eaten.
M01 FMLA B2 EF 20342 U01.indd 4
Z01 Formula CB B2 WKey 20342.indd 78
4 Put the verbs in brackets in the correct form.
My life as a sleep researcher
A sleep researcher’s job can be really interesting.
We might spend a lot of our time watching people
(manage) to
sleep, but we also 1
collect some fascinating data. There’s so much we still
2
(not / know) about why and how
we sleep.
I3
(do) this job for around three years
now. My team and I 4
(treat) hundreds
(monitor)
of people in that time. We 5
our patients’ sleep in our clinic or at their home.
(analyse) the data and
We then 6
7
(propose) suitable treatment
which can make a huge difference to their lives.
(currently / help) a woman who
I8
9
(have) only about three to four hours’
sleep a night on average for the last decade. I can’t believe
(be) able to hold down a full-time
she 10
job and help bring up a family during that time.
Pronunciation
5 Is each verb in bold stressed or unstressed?
How is each unstressed verb pronounced?
1
We’ve been waiting for ages.
2
I’ve just seen Katie.
3
If I had more free time, I
A will
B would
love to join a choir.
3
We’ll meet for lunch next week if I
at work.
A am
B will
C was
READING AND USE OF ENGLISH — Part 2 Open cloze
Strategies and skills Exam Trainer p12
C can
I haven’t done it yet.
Has Lorenzo arrived yet?
6
Max has been trying to fix our car for the last hour.
Future forms
Write the following sentences on the board, with the future
forms underlined:
Present tenses
Write the following sentence on the board:
• I have been training for a marathon recently.
not too busy
Then, write auxiliary verb on the board. Ask students to try
and name the auxiliary verbs in the sentence (have and
been). If necessary, point out that the main verb is training.
Point out that we use auxiliary verbs such as be, do and have
to create question and negative forms as well as present and
perfect verb tenses.
4
I usually travel by tram if I
A had
B have
the choice.
1 Put students into pairs and ask them to complete
sentences 2—6. Ask students what tense each sentence uses.
Answers
C got
1 been (present perfect continuous)
2 is (present simple passive)
3 are (present continuous)
4 do (present simple negative)
5 has (present perfect passive)
6 has (present perfect simple)
SPEAKING BOOST
1 Where’s the funniest place you have fallen asleep?
Focus students’ attention on question 1 and write these
additional questions on the board:
• Who were you with?
• What happened?
• Has this happened more than once?
Give students time to think of their answers to the
questions. Allow them to invent details if it helps them
say more. Put students into pairs to talk about their
experience. Once completed, ask two or three students
to share their ideas. Then, ask the class to vote on the
funniest place that someone has fallen asleep.
2 Describe a dream that you had recently.
Focus students’ attention on question 2 and give them
time to make notes about their dream. Encourage them to
think about what language they can use to describe the
dream. Put students into pairs to describe their dreams.
Then, ask them to discuss what each other’s dreams might
have meant.
SPEAKING BOOST
B would
12
SPEAKING BOOST
B2
FIRST
1
2
In June we will be travelling / going to travel
around India.
It will be too far to walk, so you have to /
will have to get a taxi.
By next summer I will have been living /
be living in Cádiz for five years.
Do you often use electronic
devices?
Extension
Ask students to move around the room and ask as
C can
many other students as they can about recent dreams
Grammar
1C Present tenses — Getting to know you
1D
Discuss or answer.
Ask the class what the meaning of each sentence is, then
elicit the name of each future form (future simple, future
continuous and future perfect). Explain that will is not likely
to be tested in this part of the exam as it can often be
replaced with other words (e.g. won’t, might, could, etc.).
However, auxiliary verbs such as be and have may be tested
2 Ask students to choose the correct words to complete
the future forms future forms. Once completed, students
can check their answers in pairs.
Answers
I knew that I wouldn’t have any chance of winning
I could improve significantly.
A if
B because
C unless
A will
• I will take an exam next week.
• I will be sitting in an exam this time next week.
• I will have passed my exam by this time next week.
they have had. Tell students to make notes on the
main themes of each dream (e.g. someone is falling
or flying, someone is in an unknown place, someone
hasn’t revised for an important exam, etc.). Students can
also ask if this dream has only happened once or if it
has happened several times. Put students into groups
B2
Grammar
FIRST
to compile a list of the most common types
of dream
in the class. Then, encourage them to discuss possible
meanings
of this
of dream. and
Elicit the
results from
Present
tenses
— type
All present
correct
each group.
1
2
3
4
5
6
will be able (future form of ‘be able to’)
be watched (future passive)
will have left (future perfect)
will be travelling (future continuous)
will have to (future form of ‘have to’)
have been living (future perfect continuous)
3 Put students into pairs. Focus their attention on the
words before and after each gap and encourage them to
highlight or underline them. Tell them they need to identify
what future form is being used in each sentence. Do the
first as an example with the class: will
flying (future
continuous). Elicit the missing word (be). Ask students to
continue and complete sentences 2—6. Once completed,
check answers as a class.
Answers
you
1
2
3
4
5
6
be (future continuous)
have (future perfect)
be (future form of ‘be able to’)
been (future perfect continuous)
be (future passive)
have/need (future form of ‘have to’/’need to’)
Conditional forms
Dictate the following sentences for students to write down:
• If you heat water, it boils.
• If I go out tonight, I will go to the cinema.
• If I won a lot of money, I’d buy a house.
• If I had studied harder, I would have passed the exam.
Elicit that the sentences are examples of the zero, first,
second and third conditional. Discuss the meaning of each
sentence with students (zero conditional — something
that always happens as a result of something else; first
conditional — what will most likely happen, now or in the
future; second conditional — what would happen in an
imaginary situation; third conditional — thinking about an
imaginary situation in the past).
Write down …
What’s the most interesting
thing you have done recently?
•
•
an object that is very important to you.
something you do every month.
something you are doing (but not at this exact moment).
a situation in your town/city which is changing at the moment.
12
a fixed plan/arrangement you have for this or next year.
something you are thinking about right now (apart from these questions).
a special fixed future event you have planned (that has a specific start time).
What changes will there be in the car industry over the next 20 years?
•
•
How long have you been
studying English?
Is there anything that your friend
does that always annoys you?
Do you have any unusual habits?
What activity do you do once in
a blue moon?
What do you do every
weekend?
What’s your favourite way to
spend your free time?
Do you often go abroad for
holidays?
What activity have you been
doing since you were young?
Do you often take up a new
activity and then give it up
quickly?
What’s the most challenging
thing you have done recently?
What have you been waiting to
do for ages, but haven’t tried
yet?
Are you reading a good book or
watching a good TV series at the
moment?
What do you do to relax after a
stressful day?
Have you seen an interesting
film recently?
•
•
•
What’s the oldest thing you own? Why do you still have it?
PHOTOCOPIABLE © Pearson Education Limited 2020
3
PHOTOCOPIABLE © Pearson Education Limited 2020
4
Quick homework
Pearson Practice English App
Unit 1 activities.
M01 FMLA ETB2 WKey 20229.indd 12
Neither of my brothers have been abroad.
4
5
6
11
25/09/2020 15:07
2
1.1GF Listen and check. Then, listen and repeat
the sentences.
25/09/2020 15:07
7 Write questions using the prompts. Put the verbs in
the correct present tense.
1
What / you / do / all day today?
2
How long / you / live / in your current home?
3
you / ever / ride / on a motorbike?
4
What / the first thing / you / do / each morning?
5
What TV series / you / watch / at the moment?
6
How often / you / see / a film / at the cinema?
7
What / the most interesting place / you / ever / visit?
8
you / eat / lunch / yet?
8 Write your answers to the questions in Ex 7.
to emphasise the long duration of an activity.
The boss has been trying to find you for the last hour.
78
4
Next week’s World Cup Final will watch / be
watched by millions of people all over the
world.
the journey
it’s freshly caught.
SECTION D
Relative clauses
REFERENCE
My knee is nearly better, so I hope I be able /
will be able to go on my walking holiday.
2
4
I have tech
UNIT 1 GRAMMAR
add essentialFILE
or additional information.
GRAMMAR FILE | UNIT 1
1
1
Why not try?
A photocopiable activity
3 Hurry up, or the train will have left / will have
been leaving
the time we get
to the station!
from
thebyDigital
resources.
11
GRAMMAR FILE | UNIT 1
Less time
Ask students to
complete the
Grammar file
activities and the
Exam boost at
home.
The holiday would have been more fun if the weather
been better.
A had
B was
C would
future forms in the sentences.
READING AND USE OF ENGLISH – Part 2 Open cloze
SECTION A
Present tenses
to work harder if we want to get
M01 FMLA ETB2 WKey 20229.indd 11
2 Choose the correct words to complete the
4 Which gap can be filled by two possible
Short sleeps, or ‘power naps’, are regarded by many
AS
a good way to recharge your batteries during
taking regular afternoon naps
the day. I have (1)
for a while now, and couldn’t do without them. Experts used to
think a quick power nap could make up for a bad night’s sleep, but
(2)
is now being questioned. It seems that for
sleep is disrupted at night, an afternoon
people (3)
nap can help to some extent, but it is far (4)
important to get the right amount of sleep at night.
(0)
opened by a TV
words? Why?
I think we will
everything finished.
4 Choose the correct words (A–C) to complete the sentences.
The gaps sometimes test your knowledge of
future forms, such as the future continuous, future
perfect and future perfect continuous. The gapped
word is usually an auxiliary verb, for example a
form of the verbs be or have. They may also test
your knowledge of future forms of be able to and
have to.
ABOUT THE TASK
You have to think about the structure of the language in
the text and the meaning of the text.
to? Why is these not correct here?
4 Which gap can be filled by two possible
Need something extra or a change of pace
6 It was getting late now, and I was starting to wish that we
Use the Speaking boost from the Examcaught an earlier train.
A would
C had
Trainer p12 and the Speaking
boost B have
7 It is worth upgrading to a first-class ticket
want
to
be
certain
of
getting
a
seat.
extension from the Exam Trainer Teacher’s
A if
B although
C unless
Notes.
8 I wish my brother
let me borrow his car!
READING AND USE OF ENGLISH – Part 2 Open cloze
There are no options to choose from.
Which answer is a relative pronoun? What
noun does it refer back to? Why is this
pronoun correct here?
Whichto
answer
is partus
of afor
comparative
able
join
the meal.
structure? Which word before the gap helps
3
The gaps sometimes test your knowledge of conditionals. Make sure
you know the zero, first, second and third conditional forms, and learn
the difference between if and unless. The gaps may also test your
knowledge of structures with wish.
Future forms
In Reading and Use of English Part 2, you read a short text
with eight gaps. You have to think of the word that best fits
each gap.
Which answer is part of a verb tense? Which
tense is it? Why is this tense correct here?
started
by the time we get back
Conditional forms
5
EXAM TASK
2
Short sleeps, or ‘power naps’, are regarded by many
AS
(0)
a good way to recharge your batteries during
taking regular afternoon naps
the day. I have (1)
for a while now, and couldn’t do without them. Experts used to
think a quick power nap could make up for a bad night’s sleep, but
(2)
is now being questioned. It seems that for
sleep is disrupted at night, an afternoon
people (3)
nap can help to some extent, but it is far (4)
important to get the right amount of sleep at night.
Discuss or answer.
Read the text about preparing for a possible emergency and decide
which answer (A, B, C or D) best fits each gap. There is an example at the
beginning (0).
Ex 1 again.
flying
to New York for my gap year.
1
POWER
NAPS
5 The new sports centre will
6
SPEAKING BOOST
Before class
Exam Trainer Test section
on p11.
3 Look at the answers to the four questions in
1
celebrity next month.
each gap.
Building block 4
How did you do?
Check your answers.
in each gap.
3 Complete the sentences with one2 word
1 Read the first paragraph of a text about power naps. Think of the
TEACH
For homework, students can complete
Reading and Use of English — Part 2 Open
cloze p11, p12 Ex 1 in the Exam Trainer.
TEST
TEACH
READING AND USE OF ENGLISH – Part 2 Open cloze
79
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Z01 Formula CB B2 WKey 20342.indd 79
25/09/2020 10:07
25/09/2020 11:51
27
HOW TO TEACH FOR EXAMS
What do teachers need to consider?
How is teaching for exams different from
teaching general English classes?
• Exam classes often place more emphasis on reading,
•
•
•
•
•
writing and grammar. General courses often include
more speaking activities and general listening tasks that
aim to develop communicative skills and fluency.
An exam course is fixed, with an exam syllabus that
must be completed. This means the teacher may feel
there’s little time to do many extension activities from
the Coursebook that are either optional or not in exam
format, even though these are clearly useful. When
doing these activities, it’s important that teachers
explain their value clearly to the students so that they
understand how they relate to the exam.
Exam students may not be interested in learning
English for its own sake — they may simply want to pass
the exam. This means they may be keen to do exam
practice but may not see the value of spending time on
communicative or fluency activities. However, if there are
non-exam students in your class, they may want to do
fluency work that improves their communicative ability.
Students may feel under pressure to succeed. This could
be because they need to pass the exam to continue their
studies or to succeed in the career of their choice. This
pressure can lead to a feeling of frustration if students
aren’t doing well.
There can be problems if students are not at the level
of the exam they’re studying for. Students can become
demotivated and teachers can feel frustrated.
There is a very clear end goal which creates a shared
bond among exam students. Non-exam students may
also see a clear progression through the course and
gain a sense of progress and achievement in their
overall ability.
What do exam teachers need to know at
the start of a course?
It’s vital that teachers know about the exam before they
start the course, so they can make crucial decisions about
how much time to spend on the different aspects of the
exam, when to start exam practice and so on. They also
need to know the balance of exam and non-exam students.
Teachers should find out about students’ priorities and how
many students intend to take the exam. They should then
find out about individual students’ respective strengths and
weaknesses in order to focus as much time as possible on
those areas that students have trouble with. Information
they need includes:
The format and content of the exam
• How many papers are there and what skills does each
one test?
• How many different parts are there in each paper? Are
they all compulsory or is there a choice?
28
• What is the grammar syllabus for the exam?
• How are the skills tested — multiple choice questions,
gap-fill, … ? What techniques are required for dealing
with each one?
The practicalities of taking the exam
• How much time is allowed for each part of the exam?
How should students balance their time?
• Where do students write their answers? Is there transfer
time?
How the exam is marked
• What is the weighting of different papers?
• How many marks are there for each question?
• What are the assessment criteria for each part where
there is no ‘right’ answer, i.e. when testing the productive
skills of writing and speaking?
What happens after the exam?
• How are the results presented? Do students receive
feedback? Are the grades linked to the CEFR? What
level are they linked to?
• What can your students do with the qualification? Is it
recognised internationally?
• What is the next exam that your students should
progress to?
What makes a successful exam teacher?
Teaching for an exam is very rewarding, but it is also
challenging. A good exam teacher:
• knows and understands the exam well, including the
•
•
•
•
•
•
testing focus of each part and what techniques students
need to deal with each one
understands how to achieve a balance between
developing skills and doing exam practice in lessons so
as to engage all students in the work
enjoys teaching towards a goal
manages their own and their students’ time effectively
and efficiently
listens to students’ concerns and worries
gives honest and direct feedback on students’
performance
motivates students and fosters confidence and
independent learning
How important is balancing teaching
and testing?
Students enrolled on an exam course will expect to go
through a lot of practice tests and exam practice. However,
if this is all you do, you will produce excellent test takers but
poor language users! You may also risk losing the interest
of any non-exam students. When time is restricted you
need to make the most of the time you choose to teach and
the time you need to be testing. This balance is different
with every class.
How to teach for exams
How does Formula help with exam
teaching?
Each lesson in Formula is designed to help learners
develop the skills, language and strategies they need
to communicate effectively in English and pass the
Cambridge B2 First exam. They will learn about each part
of the exam, what to expect and how to do it well.
Development of skills
Focus on speaking
Throughout the Coursebook there are discussion questions
and tasks that encourage students to talk about ideas related
to topics they have heard or read about. This helps students
to prepare for the speaking exam and helps them develop
real-world speaking skills. In sections specifically devoted to
exam tasks, there are model answers for students to analyse.
These answers give clear models for long turns and give
examples of the best ways to interact with a partner.
Exam tasks require students to demonstrate a range of
language at the appropriate level. Use of English lessons
with a grammar and vocabulary focus develop this range
unit by unit, which makes it easy for students to apply them
to exam tasks and to the real world. A Grammar file and
Vocabulary file for each unit provides additional practice
too, for use both in class and out.
Explanatory answer keys
Development of language
As well as working through regular unit tests, there are also
two further practice exams in the Digital resources found in
the Presentation tool as well as a full practice exam in the
Exam Trainer, which they can check against the Answer key.
Each skills lesson focuses on a sub-skill, with exercises to
help students develop that sub-skill. Students then apply it
in an exam task. In Use of English lessons with a grammar
or vocabulary focus, students see the language in context
and practise using it before they apply their knowledge of
the language to an exam task.
Building exam skills
Exam file with Exam reference
Formula comes with a fold-out Exam file in the back of the
Coursebook which provides a reference page for each
exam task. It gives information about what the exam task
is and what it tests, and provides tips for students on what
to do before the task, during the task and after the task to
make sure they use the best strategies possible. As they
work through the Coursebook and become familiar with
the tips, the tasks will become easier.
There are clear answer keys provided for the exam tasks. In
the reading and listening tasks the lines where the answers
can be found are quoted. In the Use of English tasks there
are explanations for the answers.
Practice exam
Resources for self-study
There are a number of resources which provide
opportunities for self-study and also give supplementary
information and further practice. These can be used in class
or at home. They include:
• The Grammar file at the back of the Coursebook
• A Wordlist and extended Vocabulary section in the
•
•
•
•
•
Vocabulary file at the back of the Coursebook
The Writing file at the back of the Coursebook
A full practice exam in the Exam Trainer
The Exam file booklet in the back of the Coursebook
Audioscripts for the listening tasks
The Exam Trainer
Exam boost section
The Exam file includes an Exam boost page for every exam
task. These pages provide additional practice of the skill
or language being taught in the main lessons, with some
language extension too. This extra practice helps learners
to work towards greater success in exam tasks.
Focus on the process
Learners are helped to understand not just the point of
what they are doing but also how to complete each part
well. Understanding what each task type is testing and the
process they need to follow in order to complete it enables
students to reach their overall goal.
Focus on the process of writing
To help students identify good practice in writing tasks,
lessons in the Coursebook provide model answers. There
are also tasks that encourage students to analyse the
model answers, giving them greater understanding of how
to complete the tasks themselves. These analytical tasks
focus on the approach, content and language required by
the different writing genres. Students are also guided to
review and improve their work, or another student’s work,
and helped to understand where improvement is required.
The Writing file provides further tips on how to approach
the tasks, with further models.
29
HOW TO ENCOURAGE
INDEPENDENT LEARNING
What is it and why is it important?
Independent learning is ‘a process, a method and a
philosophy of education whereby a learner acquires
knowledge by his or her own efforts and develops the
ability for enquiry and critical evaluation’ (Philip Candy,
1991). In a language learning context, independent
learners are those who are able to recognise their learning
needs, locate relevant information about language and
develop relevant language skills on their own or with
other learners. The responsibility for learning is no longer
with the teacher but with the learner, who is more actively
involved in decision-making.
Reviews of both literature and research suggest that
independent learning can result in the following:
• increased recognition of strengths, weaknesses and
•
•
•
•
progress
increased levels of confidence
increased motivation
better management of learning
improved performance.
It therefore appears that being an independent learner can
be extremely beneficial for students, both at school and
beyond. Learning is, of course, lifelong.
Current best practices and methods
To help students become more independent, teachers can
support them in a number of ways.
Make intended learning goals clear to learners
Sharing intended learning goals with a class helps students
to see what they are trying to achieve and then later assess
whether they have achieved it. Sharing goals can be done
at the beginning of a lesson or series of lessons, or as a
lesson progresses. They can be given by the teacher or,
if the latter, elicited from the students. Note that they are
described as intended learning goals. This is because
teachers cannot fully determine what students will actually
learn in a lesson. However, an intended learning goal can
help students to understand what desired goals should be.
Help learners to personalise learning goals
This does not mean that every learner will be working on a
different goal in each lesson but instead that they are given
the opportunity to set goals relevant to their own needs
before working outside the classroom or when doing tasks
in the classroom. For example, before completing an exam
task in a speaking lesson, students could set their own goal
in relation to an area of weakness, e.g. In this task, my goal
is to speak more fluently/use a wider range of vocabulary/
use the third conditional accurately.
Focus on the process as well as the goal
Learners understand not just what their learning goal is but
also how to achieve it. Understanding what success looks
like and the process they need to follow in order to be
successful will facilitate achieving the goal.
30
Provide opportunities for reflection on learning
Self- and peer-assessment of performance, as well as
reflection on whether learning goals have been met, all
help students to become more aware of their strengths,
weaknesses and progress.
Recognition of progress helps to build confidence and
motivation. Opportunities for assessment and reflection
need not take too much time. Just two minutes after a task
or at the end of a lesson answering the question What
can you do better now that you couldn’t at the start of the
lesson? can give students time to develop important
meta-cognitive skills.
Provide feedback on learning
‘Feedback is one of the most powerful influences on
learning and achievement’ (Hattie & Timperley, 2007)
and it is certainly something considered to be important
in helping learners to develop the skills they need to
become independent. Feedback does not only have to
come from the teacher though. Peers can often provide
useful feedback and suggestions when encouraged to
do so in a supportive and sensitive manner. Hattie &
Timperley suggest that for feedback to be effective, it must
help learners to understand where they are now in their
learning, where they are going and how to get there.
Gradually transfer learning decisions to students
Students cannot become independent learners if all of their
learning decisions are made for them. Allowing students in
a class the opportunity to make some decisions about how
they learn gives them a greater level of autonomy. Start
with small decisions at first, for example asking students to
decide whether to
• do a task alone or in pairs;
• use a set of useful phrases for support or not in a
speaking task;
• discuss questions about one topic or a different topic.
This transfer of responsibility built up over time will help
learners to become more independent.
Of course, as with any approach or strategy that you
introduce, it is always beneficial to receive some feedback
from learners during and at the end of a course to find out
if they have been helpful.
You could ask your students to rate the following according
to how useful they have been (1 = not useful, 5 = very
useful) or rank them according to which they have found
the most useful (1 = most helpful).
•
•
•
•
•
Clarity of learning goals
Self-reflection opportunities
Ability to personalise learning goals
Feedback on learning from the teacher
Ability to make some decisions about the learning
process
Their ratings or rankings can then be a springboard for
further discussion.
SPEAKING – Part 2 Individual long turn
r
How to encourage independent learning
that youFILE
wear p21
on different
1 Do you have certain clothes EXAM
occasions or for different events? If so, give examples.
VOCABULARY FILE p98–99
help me with that?
Think about:
focus. Then, put
WRITING FILE p115–116
Formula
theprovides
words in a number of resources that will help you
going
to college
or work learners.
to develop
more
independent
order to form
doing sports or a hobby socialising
useful expressions.
EXAM BOOST p38
the Exam
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Try these activities to help your students become
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EXAM
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1 Confidence scale
Work in pairs. Student A do the task below. Student
6Write
the intended learning goal of the lesson on the
B listen and then answer the question below the
board (e.g. understand implied meanings in an academic
photographs. Then go to page 112 and change roles.
article) and draw a confidence scale. Ask students to rate
how confident they are that they can achieve that goal
Student A, your photographs show people wearing yellow
now (1 = not confident, 5 = very confident). Monitor and
items of clothing in different situations. Compare the
assess
the confidence
levels
of— Grammar
the class.
of the
Listening
Reading and
Use of English
Speaking At the end
Writing
photographs
and say
why you think the p11
people
are wearing
p9 Part 1 Multiple choice
p10 Part 2 Open cloze
Part 1 Interview
p12 Part 1 Essay
lesson,
to
assess
their
confidence
levels
again,
Skill focus:ask
Listeningstudents
for
Language
focus:
Present tenses
Skill focus: Extending answers
Skill focus:
Audience, structure
these
yellow items. Topic: Sleep
agreement
with appropriate detail and
and tone
examples
Topic: Out of the blue
Topic: Travel options and
pp78—79 Grammar file: Present tenses
writing
the new number
next to the old
one.
Again,
monitor
Topic: Routines
and media
preferences
Pronunciation: Word stress (verbs)
p113 Writing file: Essay
confidence levels. In some cases, they might go down!
p17 Part 2 Sentence completion p18 Part 4 Key word transformations
p19 Part 2 Individual long turn p20 Writing Part 2 Article
That’s
fine,
as
some
students
something
is more
Skill focus:
Listening
for cues
Language
focus: Past tensesrealise Skill
focus: Comparing
Skill focus: Engaging the reader
different but related situations
Topic: Pumpkin spice
Topic: Childhood beliefs
Topic: Great gifts
Topic: Fire
pp80—81 Grammar
file:
Past tenses
p114work
Writing file: Article
challenging than they
first
thought.
Ask
students
to
in
Pronunciation: used to
pairs and discuss how they can gain further confidence.
Opener
Reading and Use of English — Reading
Reading and Use of English — Vocabulary
6
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Skill focus: Identifying attitude and
Language focus: Phrases with prepositions
sure
/ love / you’ll
/ it / that
/ . speaker’s
colour associations
opinion
Topic: La Casawardrobe?
Azul
photographs
could/ I’m
be found
in the
Unit
1
7
BLUE
Topic: Unusual natural phenomena
pp94—95 Vocabulary file
Pronunciation: Word stress (suffixes)
believe / benefit / I / your company / would
/I/.
8
Exam file — Exam reference
p11
p3
Understanding
reference
Language
focus: Negative
each
phrase in Ex Skill
3 focus:
formal
or informal?
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is itsprefixes
2
4 Iscollocations
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devices
Topic: History of tanning
ORANGE Topic: Film
Topic: King’s Day
pp96—97 Vocabulary file
purpose?
In what
kind
of email
might in
you
use
it?
To help
students
identify
good
practice
speaking
Pronunciation: Word stressand
(prefixes)
Exam file — Exam reference
writing
tasks,
there
are
example
answers
for
the Writing
pp21—22 Review: Units 1—2 (Reading and Use of English tasks: Parts 1—4)
p23 Language focus:
Part 7 Multiple matching
Part 1 Multiple–choice cloze
paper
inEXAM
the
Writing
filepp24—25
at
the
back of thep26
Coursebook
as
BOOST
p20
Phrases
with make and do
Skill
focus: Reading for specific
Language focus: Phrasal verbs
3
information
Topic: Salt: history and uses
Topic: Black and white photography
WHITE
Honesty and white
lies Speaking
pp98—99 Vocabulary
file
well
as further example Topic:
answers
for
and
Writing
Pronunciation: Word stress (phrasal verbs)
Complete
the Exam
file exercises onthe
page
20.
tasks
in
the Answer
key. Furthermore,
Coursebook
Exam file — Exam reference
p31
Language
focus:
Phrasal
verbs
pp32—33
Part
5
Multiple
choice
p34
Part
Word formation
provides
exercises throughout
its lessons Language
that3focus:
encourage
Topic: Candyfloss
Skill focus: Deducing the meaning of
Noun suffixes
4
unfamiliar vocabulary
Topic: The Pink City
PINK
students
to analyse the Topic:
answers
understand
Embarrassmentto better pp100—101
EXAM TASK
Vocabulary file how
Pronunciation: Word stress (noun suffixes)
Examcomplete
file — Exam reference the tasks successfully. Analysis focuses on
to
p39—40 Review: Units 1—4 (Reading and Use of English tasks: Parts 1—4)
infocus:
pairs.
Look
at
the exam task below.
What two
5 Work
approach,
content
language.
p41 Language
Adjective and
noun
pp42—43 Part 6 Gapped text
p44 Part 1 Multiple–choice cloze
p13 Language focus: Verb + noun
e news?
5
BLACK
really
4
p16 Part 3 Word formation
p13
p7
p15
p3
p11
p7
p13
p3
From: Alex
Part 6 Gapped text
p62 Part 1 Multiple–choice cloze
Your photographs
show
people wearing
yellow
Celebrationpp60—61
Skill focus: Rephrasing, exemplifying and Language focus: Easily confused words
7 Subject:
commenting
Topic: Business/money, green products
Exam file — Exam reference
p15
p7
pp57—58 Review: Units 1—6 (Reading and Use of English tasks: Parts 1—4)
p59 Language focus: Phrasal verbs
Topic: Victorian dangers
GREEN
Topic: Green
screen and technology
jackets in city streets.
Compare
the photographs
and
pp106—107 Vocabulary file
Pronunciation: Silent consonants
p15
p7
pp75—77 Review: Units 1—8 (Reading and Use of English tasks: Parts 1—4)
Why is his answer not as good as the first speaker’s?
Alex
Read the Exam focus and check your ideas.
pp78—93 GRAMMAR FILE | pp94—109 VOCABULARY FILE | pp113—119 WRITING FILE
pp120—144 AUDIOSCRIPTS | pp145—171 ANSWER KEY (with smart answers) | pp172—173 WELL-BEING: Mindfulness for exams
•
nformal
iting to
or/
ome help.
25/08/2020 12:10
Start by comparing two or three aspects of the photographs.
7 Write your reply in 140–190 words. Then use this
•
Continue
question.
checklistby
to answering
review andthe
improve
your email.
• Structure your short talk by using discourse markers and
• I’ve started and ended my email appropriately.
linking devices.
• I’ve answered both questions in the exam task.
Starting: To begin with … / Firstly …
• I’ve organised my ideas into logical paragraphs.
Answering the question: As for … / Thinking about the
• I’ve used informal phrases appropriately.
reasons for …
Finishing: Lastly … / To finish I must say that …
Resources
for self-study
There are a number of resources to help learners to achieve
their goals. These can be used in class if the teacher wants
pp49–52
EXAM
TRAINER or they
to allocate part of a lesson
to self-study
can be used
at
home.
They
include:
M02 Formula CB B2 WKey 20342.indd 73
• The Vocabulary file at the back of the Coursebook which
25/08/2020
includes a wordlist for each unit
• The Writing and Grammar files at the back of the
Coursebook
• The Exam file with an Exam reference and an Exam
boost page for every exam task
• The Exam Trainer
g from you.
p31
p9
p39
p19
p33
p5
p41
p21
p35
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p43
p23
p45 Part 1 Multiple choice
p46 Part 2 Open cloze
p47 Part 2 Individual long turn p48 Part 1 Essay
p29
p5
p39
p17
p31
p9
p41
p25
p33
p5
p43
p27
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p39
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EXAM FILE: pp2—15 Reading and Use of English Parts 1—7 | pp16—27 Writing Parts 1 and 2 | pp28—35 Listening Parts 1—4
pp36—43 Speaking Parts 1—4 | p44 Exam overview
yourinemail
replylessons
to Alex.
6 Plan
Review
tasks
Writing
EXAM
FOCUS
In •each
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are asked
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to startstudents
and end your
email. to review their
own
or on
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partner’s
work
andand
make
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turn
• work
Decide
along
suggested
place
what
to say about it.
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tasks
help
students
to and
develop
the
skills
they
• need
Decide
on
suggested
activity
what
to
say
about
it.
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to
talka about
the photographs
for about
one
minute
need
to
do
this
effectively.
in• Part
2. Consider
these
points. phrases to use.
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down useful
informal
F01 Formula CB B2 WKey 20342.indd 2
p17
3 Record and reflect
p71 Part 4 Multiple choice
p72 Part 4 Key word transformations
p73 Part 2 Individual long turn p74 Part 1 Essay
text)
Language focus: Passive forms
Skill focus: Organising a long
focus: Connecting ideas in
Ask(long
students
to use
their mobile phones
to recordSkill
Skill focus: Understanding
turn
a paragraph
Topic: Food sculptures
opinions
Topic: Clothes and clutter
Topic: Spending time outdoors
pp92—93 Grammar file: Passive forms
Topic: Friendship completing
p113 listen
Writing file: Essay
Pronunciation: Word
stress (auxiliary verbs) task so they can
themselves
a speaking
back and compare their performance to a model answer.
Recording apps are usually free to download or are preloaded onto a smartphone.
know!
Listen to another student doing the task.
5Let me8.12
Exam file — Exam reference
p37
Pronunciation: Pauses
Hi, say why the people
the yellow
p13 have decided to wear
p3
p67 Language focus: Adverb + adjective pp68—69 Part 7 Multiple matching
p70 Part 3 Word formation
jackets.
You haveat
about
one
minute
toLanguage
do this.
collocations
Skill
focus:
Paraphrasing
in
questions
focus: Adjective suffixes 2
8
I just
got
a
promotion
work!
Let’s
go
out
and
Topic: Favourite seasons
Topic: Emojis; communication
YELLOW Topic: Honey bees
pp108—109 Vocabulary file
celebrate. Where shall we go? What shall we
do? Word stress (vowel sounds)
Pronunciation:
Exam file — Exam reference
pare the
ryone
arbecue
t the
p5
Skill focus: Identifying the
a
Language focus: Conditional
forms
Skill focus: Making
Skill focus: Writing introductions
2 Selecting
feedback
focus
speaker’s purpose
speculations
and conclusions
Topic: Cabs and cabbies
Topic: Black Friday
pp86—87 Grammar file: Conditional forms Topic: Night
Before
students complete
a writing task, ask themTopic:
toReducing air pollution in
cities
Pronunciation: Intonation
p113 Writing file: Essay
identify a personal learning goal, e.g. I’d like to write an
p53 Part 2 Sentence
p54 Part 4 Key word transformations
p55 Part 3 Collaborative task
p56 Part 2 Report
completion
Language focus:
Comparative forms
Skill focus: Showing howthem
far
Skill to
focus:look
Organising ideas in
essay
that is structured
effectively.
Encourage
Skill focus: Listening for specific Topic: The red carpet
you agree or disagree
a report
details
Topic: Red tape and rules
Raising money
pp88—89 Grammar file: Comparative
back
atSeeing
your
feedback
on previous written
work toTopic:
help
Topic:
red
forms
p118
Writing file: Report
Pronunciation: Intonation
them identify this. Tell them to write this goal at the top of
their
work when they
submit it and that
you will provide
p63 Part 3 Multiple matching
p64 Part 2 Open cloze
p65 Part 4 Discussion
p66 Part 2 Story
Skill focus: Listening for gist
Language focus: Relative clauses
Skill focus: Adding ideas and
Skill focus: Sequencing events
developing
a discussion
Topic: The grassspecifically
is always
Topic: Colour
blindness
feedback
on
that
goal
when
you
mark Topic:
it. Dilemmas
greener …
Topic: Green spaces
pp90—91 Grammar file: Relative clauses
p119 Writing file: Story
collocations
task
below.
Work
inthis
pairs
and
discuss
what
say.
You
have
email
from
your
Englishp49 Language
focus:received
Compound
words
pp50—51
Part
7 Multiple
matching
p52 Partyou
3 Word might
formation
Topic: Red chillies
Skill focus: Understanding implication
Language focus: Adjective suffixes 1
Topic: Red letter
daystask. Did she
Topic: mention
Superfans
Listen to afriend
student
doing
the
the
speaking
Alex.
pp104—105 Vocabulary file
Pronunciation: Word stress (adjective suffixes)
same things as you did?
6
RED
p29
Part 3 Multiple matching
p28 Part 2 Open cloze
p29 Part 3 Collaborative task
p30 Part 2 Email or letter
Youp27
might
choose
to leave
until
the
of Common
a
Skill
focus: Identifying
attitude
Language
focus: Futurethis
forms activity
Skill focus:
Asking for
and end
Skill focus:
giving opinions
expressions
Topic: White elephant projects
Topic: Expeditions
Topic:
Thrill–seeking
sports
Topic: Party suggestions
pp82—83 Grammar file:learning
Future forms
unit. Write all the intended
goals
on
the
board
and
pp115—116 Writing file: Email
Pronunciation: Word stress (modal verbs)
ask students to rate their confidence levels in eachor letter
one. You
Part 4 Multiple choice
p36 Part 4 Key word transformations
p37 Part 4 Discussion
p38 Part 2 Review
canp35
then
lead a class
discussion
can gain
(long
text)
Language
focus: Reported speech on how
Skill focus:they
Giving full answers
Skill focus: more
Developing ideas in
Skill focus: Identifying the main
with examples and justifications a paragraph
Topic: Memorable sights
idea
Optimism
Topic: to
A festival
pp84—85areas
Grammar file:and
Reported use
speech Topic:
confidence
in
certain
this
information
plan
Topic: Colours and gender
p117 Writing file: Review
Pronunciation: Stress and intonation
future lessons.
Skill focus: Text structure and cohesion
Language focus: Verb patterns
questions
to answer?
WhatTopic:
suggestions
Topic: Vantablack® do you have
Topic: Fashion
and black
Coffee culture
pp102—103 Vocabulary file
Pronunciation:
Word stress (vowel sounds)
could
you
make?
8.11 Look at the photographs again and read the
Exam file — Exam reference
have.
u fancy
n’t long
a dinner
et it?!).
ave
pp14—15 Part 6 Gapped text
8
EXAM FILE p39
4 Written feedback
When marking students’ work, provide one comment
under each of the headings below to help learners identify
where they are in their learning now, where they need to
go next and how to get there, as well as recognise that they
have made progress to boost students’ confidence.
•
•
•
•
A key strength
An area of progress
An area to work on
How they can work on it
B, do
you enjoy swimming? (Why? / Why not?)
5Student
Regular
reflection
Put aside regular time for reflection in your lessons.
For example:
• Ask students to predict how well they think they’ll do in a
task. Afterwards, they can discuss ifp80
theyExwere
7 right and
73
why / why not.EXAM TRAINER
pp81–83
• After speaking and/or writing tasks, ask students to
make a list of common language errors for future
25/08/2020 13:11
reference.
• Ask students to share exam or writing task strategies so
12:38
they can learn from each other.
• At the end of a lesson, ask students to say 3 words they
want to review and remember, 2 things they felt they did
well and 1 thing they’d like to improve next time.
31
WELL-BEING: MINDFULNESS
FOR EXAMS
What is mindfulness?
Mindfulness is essentially awareness. It is about training
the attention to notice our thoughts, feelings, emotions,
sensations, physical reactions and anything around us that
is happening right now, without judging them. This can
help us to make better, more skilful decisions. The brain
can be ‘rewired’ to work in more helpful or skilful ways. In
many ways it’s like brain training. Just as people go to the
gym and lift weights regularly to build muscle, mindfulness
helps train the brain by doing the practices daily.
Preparing for exams
Neuroscientists are starting to understand more about how
mindfulness practice can help. Studies indicate that it helps
in two main ways, especially when it comes to exams.
1 It helps to increase the density in the front of your brain.
This is the part of the brain associated with memory, our
ability to solve problems and to manage distraction.
2 It helps us to manage strong or difficult emotions.
Feeling some stress and anxiety around exams is natural
and, indeed, can help boost performance. It’s when this
becomes too much that it becomes a problem.
Mindfulness helps to calm activity in the bit of the brain
associated with worry.
Doing and being
Very often, you might find that your students want to get
straight into doing a task like revision just to get it finished
and out of the way. This is called doing mode — it helps to
get things done, but not always to consider the best way of
tackling the task. Mindfulness helps by giving your students
a moment to pause and enter being mode. This allows
them time to ground themselves and to be fully focused
on the present moment, so they experience things more
fully. Usually this will help them to take a calmer and wiser
approach to a task, which will mean they’re more effective.
The pressures of revision and exams may make them feel
that taking ‘time out’ from revision to do these practices is
not possible. However, regularly doing even short practices
where they can drop into being mode can begin to give
them greater mental space or clarity.
32
Mindfully making a drink
To introduce your students to the concept of mindfulness,
you might like to ask them to think about something they
do several times every day, like making a drink. Rather than
the very mechanical doing mode which they will typically
use, ask them to try and ‘experience’ each element of the
task and be fully present throughout and to think about
some of the following:
• What can you hear? For example, when making a drink,
notice the sound of pouring the drink or boiling water.
• What can you smell? For example, for tea, coffee or juice,
notice how the smells change as you make the drink.
• What can you see? For example, notice the colours and
how they change.
• What can you feel? For example, the warmth or coolness
of the drink in your hands.
• What can you taste? For example, when taking a sip
of the drink, notice how it first tastes and any changes
in taste.
• Enjoy being in the moment as you consume your drink.
This simple exercise can have a big impact. Many people
find they notice and taste far more. When you take time to
slow down and live in a more moment-to-moment way, you
are able to experience life more fully and appreciatively.
This can then help to create a greater sense of calm.
Being kind to yourself
Exam preparation can be a stressful time, so it’s important
to encourage your students to take some time out regularly
to be kind to themselves: to recharge their batteries, give
their brain some breathing space and acknowledge all the
good preparatory work they’re putting in. Remind your
students to take regular breaks and enjoy some ‘downtime’
with friends and family to help recharge.
These mindfulness practices can help your students to stay
calm and focused as they revise for their exams.
Important
If you suspect that stress and anxiety are getting on top
of your students, encourage them to speak to someone
they trust. Opening up about how they feel can really
help in dealing with what can be an intense time. If they
have recently experienced the loss of a loved one, a
traumatic event, have been diagnosed with a mental
illness or have any ongoing physical pain, it’s really
important that they check in with someone (such as
a parent, counsellor, doctor or you, their teacher) before
doing these practices.
Well-being: Mindfulness for exams
Practising mindfulness
Just like learning any new skill, for example playing a sport
or an instrument, mindfulness is something that has to be
practised daily to have richer benefits. Doing daily practices
of 10 minutes or so can really help your students to move
their awareness to be fully in the present moment in a
non-judgemental way, helping them to avoid overthinking,
which can lead to worry, anxiety and stress.
Good posture for practice
Getting your posture correct for doing mindfulness practice
is really important. These practices are designed to be
done in a seated position. The Body Scan can also be done
lying down. Tell students to try to find a chair they can sit in
that allows their feet to rest fully on the ground with their
ankles, knees and hips all at right angles and with their
back slightly away from the back of the chair. The room
you choose should be somewhere you won’t be disturbed.
Make sure that students’ put their phones into silent or
flight mode. Let other teachers that you work with know
that you’ll be doing mindfulness practice so that they do
not disturb you. Mindfulness can help your students to take
a healthy, effective approach to revision. But ensure they
remember they will still need to plan and revise!
Practice 1: Mindfulness of breath and body
The benefits
Very often our minds like to wander. In this practice, your
students focus their attention on their breathing and
on different parts of their body. It’s a bit like shining a
torchlight so that they focus on just one thing at a time,
feeling the sensations that arise. Practising this regularly
helps the mind wander less, which leads to less worrying
and helps with concentration. Remind your students that it
is normal for the mind to wander while you are meditating
as that is what minds do! They are just trying to train it. The
Mindfulness of breath and body practice will help your
students to develop their awareness and focus, which can
help with revision. In addition, focusing on breath also has
a calming effect (great if they’re worrying about exams).
Moving the focus to the body can also help to identify
physical feelings caused by stress. Examples of stress in the
body might be ‘butterflies’ or cramps in the stomach, hands
shaking, getting sweaty or the mouth going dry.
Guidance on the practice
Explain to your students that if their mind wanders, they
should try to bring it back with a sense of kindness. It doesn’t
matter how many times the mind wanders, it’s bringing
it back each time to the focus on the breath or the body
that’s important, as they are increasing their concentration
and training their attention each time. Tell them not to get
frustrated as it is just part of training the brain.
To access the audio file for Practice 1, please use the App.
Practice 2: The three-step breathing space
The benefits
Worrying about what has gone on in the past or what might
happen in the future cannot change events and distracts
you from the present — from what you are doing now. The
present is something that you can change, so that is where
your focus should be. For example, you can explain to your
students that worrying about their exams in several months’
time won’t be as helpful as them revising now!
The three-step breathing space practice can help your
students to fully ground themselves in the present and
gives them a few moments to rest and recharge. The
practice is structured a bit like an hourglass. The threestep breathing space is a very useful practice if ever your
students start to feel stressed and want a pause to help
them step back and get perspective.
Guidance on the practice
The great thing about this practice is that you can do it in
three minutes or less. Use it with your students to take a
break in class to ‘recharge’ themselves while revising. Or,
your students might find it a useful exercise to help ground
themselves just before or even during an exam.
1 Firstly, students do a ‘weather check’ of the mind, to
see what’s going on by observing their thoughts, giving
them a more objective viewpoint of how busy or calm
their mind is.
2 Then, students turn their attention to their breath,
helping them to focus in the present moment.
3 Finally, students expand out that awareness to
sensations in the rest of their body, becoming aware of
where they may be holding any emotions in the body as
stress or tension.
To access the audio file for Practice 2, please use the App.
33
1 Blue
OPENER
p5
DYSLEXIA FOCUS
1 BLUE
Students may find the box of words in Ex 3 challenging
to read as it is a horizontal list. You could write the
words in a vertical list on the board to help them.
Warmer
UNIT OVERVIEW
Opener
• Language focus: Phrasal verbs
• Topic: History of the colour blue and colour
associations
Reading and Use of English — Reading
• Part 5 Multiple choice
• Topic: Unusual natural phenomena
Reading and Use of English — Vocabulary
• Part 1 Multiple-choice cloze
• Language focus: Phrases with prepositions
• Topic: La Casa Azul
Listening
• Part 1 Multiple choice
• Topic: Out of the blue
Reading and Use of English — Grammar
• Part 2 Open cloze
• Language focus: Present tenses
• Topic: Sleep
Speaking
• Part 1 Interview
• Topic: Routines and media
Writing
• Part 1 Essay
• Topic: Travel options and preferences
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 1 activities
Digital resources
• Presentation tool Unit 1
• Unit 1 Language test
• Unit 1 Language test for dyslexic students
• Unit 1 Photocopiable activities
• Unit 1 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
34
Ask students to look at the photo on page 5 and elicit
a description of it. Ask students if they can guess where
it is and why the walls are all painted blue. Elicit some
ideas, before giving the answers. Ask students if they
know any other towns or cities where buildings have
special or interesting colours.
Answer
The photo shows a street in the town of Chefchaouen
/ʃefˈʃaʊən/ in Morocco. It is known as the ‘blue town’
as a large number of the buildings in the old town
are painted blue. No one knows for certain why the
buildings are blue, but theories include that the colour
helps keep the streets cool or that it keeps mosquitoes
away.
VOCABULARY: Phrasal verbs
1 Put students into small groups to discuss questions 1
and 2. After a few minutes, ask each group to tell the class
some of their ideas.
1.1 Explain to students that they will listen to two
2
people talking about the colour blue, and that the people
will mention each of the ideas 1—5. Allow students time to
read through the five ideas, then play the recording. Put
students into pairs and ask them to take turns to talk about
one of the ideas. When they have finished working in pairs,
elicit what students can remember about each of the ideas.
If they cannot remember clearly, play the recording again
and pause it to confirm understanding.
Example answers
1 People don’t always see colours in the same way,
e.g. children sometimes say the sky is white or
colourless / some tribes couldn’t distinguish between
green and blue.
2 It was the last colour to have a name — there is not
much blue in nature.
3 Egyptians wanting to copy their favourite precious
stone, lapis lazuli.
4 It was an expensive dye — only rich people such as
royals could afford it.
5 It represents ideas of truth and authority (therefore
used for uniforms), unity and power (used in flags and
by sports teams), peace and calm.
1 Blue
3 Focus students on the sentences and the phrases in
bold. Point out that these are all phrasal verbs. Read out
the first sentence and ask, What do you think ‘came across’
means? Tell students to try to use the context to work
out the meaning, then look in the box to find a verb that
matches the meaning. Elicit the answer (found by chance).
Explain that came across is a phrasal verb: a combination
of verb + particle. Explain that phrasal verbs are common
in English, especially in informal speech and informal
writing. As a class, brainstorm some phrasal verbs that
students know and write them on the board, e.g. get up,
go away, get rid of, sit down.
Ask students to match the phrasal verbs in the sentences
with the meanings. Check the answers as a class.
Answers
1
3
5
7
found by chance
discovered
invented
explains; represents
2 read about the past
4 originated in
6 read
8 respect
4 Ask students to complete the questions with the
correct form of the phrasal verbs. Elicit the answers and
write them on the board. Then put students into pairs to
ask and answer the questions. Nominate a few students to
tell the rest of the class about their partner’s answers.
Answers
1 look up to
4 comes from
2 looking back
5 found out
3 come across
6 comes up with
5 Demonstrate the task by saying, Yesterday, I came
across something interesting in the park. Ask students to
identify the phrasal verb in your sentence (came across).
Then elicit another sentence with a phrasal verb to follow
it, e.g. I wanted to find out what it was. Put students into
pairs to tell their stories. At the end, nominate one pair to
re-tell their story for the class.
Alternative
Before doing the task, give students two minutes to
write down a list of all the phrasal verbs from Ex 3 and
any others they can think of. They can refer to this list
as they do the task.
READING AND USE OF ENGLISH —
Part 5 Multiple choice pp6—7
LESSON OVERVIEW
•
Topic: Unusual natural phenomena
EXAM FILE p11
Learning objective: Students will be better able to
identify a writer’s attitude and opinion.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 5 Multiple
choice pp23—24
Digital resources
• Presentation tool pp6—7
• Video: About B2 First: Overview
• Video: About B2 First: Reading and Use of English
Part 5
BEFORE YOU START
Read through the Exam reference on page 11 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 7. You can allow students to listen
to the audio recording of the text to help support them
in this task. Alternatively, if appropriate, ask students
to read the text in advance of the lesson, but not to
do any related activities. Allow enough time for all
students to read and use fast finisher activities for those
who finish early.
Dyslexic students may also benefit from the structured
checklist on page 11 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students to close their eyes. Then ask them to think
about the colour blue. Ask them to make a note of the
first five ideas or images that come into their mind.
Put students into groups to compare their ideas. Ask
groups in turn to tell the class which things were on
more than one of their lists.
35
1 Blue
1
1.2 Ask students to read the title of the text. Ask
what they think the phrase once in a blue moon means.
Elicit or explain that if something happens once in a
blue moon, it happens very rarely. Ask students if there
is a similar phrase in their language. Brainstorm any rare
natural events that students know about (e.g. a solar
eclipse). Then play the recording. Ask students to listen
and make notes on the events the people mention. Discuss
the answers with the class and elicit any information about
the events that students can remember from the recording.
Read out the first sentence in the exercise and check that
students understand sympathetic (= caring and feeling
sorry about someone’s problems). Explain that A and B are
extracts from written texts. Ask students to read the two
options and decide which one shows that the writer felt
sympathetic (A). Ask, What is the writer’s opinion in B? (it
was the woman’s own fault that she was late — the writer is
expressing criticism, not sympathy).
Answers
Ask students to read through the rest of the task and
choose the correct options. Check the answers and
discuss why each answer is correct and why the other
option is not correct.
snow in the desert; raining animals (frogs, insects and fish);
(brother bought the woman lunch)
Answers
2 Tell students about something unusual that you have
seen or heard about recently. Allow students one minute
to think about something they could talk about and make
notes. Then put them into pairs to discuss their ideas.
Nominate a few pairs to tell the class about one of the
things they discussed.
Alternative
If students find it difficult to think of ideas, tell them
they can either use a true story or they can make one
up. When they discuss in pairs, their partner can guess
whether their story is true or not.
EXAM FOCUS
3 Tell students they are going to do an exam reading
task, but first, they are going to read about the task and
practise one of the skills needed. Ask students to read
through the Exam focus. Ask these questions to check that
they understand the main points.
1 The meeting lasted two hours. Is this a fact or an
opinion? (fact)
2 The meeting was a waste of time. Is this a fact or an
opinion? (opinion)
3 Was I pleased with the meeting? (No. I didn’t think it
was useful.)
4 Do writers usually use words like ‘I think’ to express
their opinions? (Not always. They can use synonyms
or other structures.)
36
1 A ‘must have been’ = sure it was + frustrating
(B ‘should have’ implies criticism)
2 B he’d ‘expected’ it to be more interesting =
disappointment (A simply tells us he didn’t like it)
3 A vision needed protecting, therefore ‘concerned’
(B explains the fact that vision through the glasses
wasn’t clear / was limited)
4 B he is surprised that the events are only occasional
(A says that they are ‘amazing’, nothing about frequency)
5 B ‘unlikely … spot any movement’ (A gives a fact that
has been shown to be true, not an opinion)
EXAM BOOST
EXAM FILE Section A p10
The exercises on page 10 in section A of the Exam
boost provide more practice of the skill of identifying
attitude and opinion. These could be done in class or for
homework.
Answers
1 1 D 2 A 3 F 4 C 5 E 6 B
2 1 regrets
2 doubts
3 suspects
4 hopes
5 refuses
6 accepts
4 Put students into pairs to discuss the question. Elicit a
few ideas, but don’t confirm them. Ask students to read the
article quickly to check their ideas.
Answers
Students’ answers based on the fact that the author states
that a lot of the ‘once-in-a-blue-moon events … although
unusual, are not as unlikely as the hype suggests’.
1 Blue
EXAM TASK
1.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students
to listen as they read the text.
5 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task and refer them to the
Exam reference on page 11 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to
read them and follow the steps as they do the task.
When students have finished, check the answers with the
class. Elicit the part of the text that confirms each answer
and elicit or explain why it is the correct answer. Discuss
why the other options are wrong.
Answers
1 C implies that such flowers would be seen in spring
gardens in London or Japan: ‘I’m in the driest place in
the world …’
A is not stated.
B is wrong because he likes to stand back and enjoy
the experience.
D is wrong because he moves carefully but not
necessarily flexibly.
2 C The writer says, ‘I’m lucky that my work … takes me
to some of the most amazing places …’ and that ‘It
feels a real privilege.’
A is wrong — ‘pays reasonably well’ does not indicate
being impressed.
B is wrong because he states it as a fact, not a surprise.
D is wrong because although he mentions
experiencing an event, he does not imply pride in this.
3 B The writer says they ‘need to sell copies and imply
that they are once-in-a-blue-moon events.’
A is not stated.
C is not stated.
D is not stated.
4 D The writer says ‘I would desperately love to see [a
Fire Rainbow]’ and then says ‘Sadly, I’m never likely to
see one …’
A is wrong because he does explain it.
B is not stated.
C is not the best fit because he mentions that the
name is inappropriate.
5 A The writer says ‘I say ‘treated’ but the experience was
so terrifying that …’
B is not true.
C is wrong — the sight was amazing but that is not why
he repeated the word.
D is wrong — he doesn’t say the event made him feel
special.
6 C The writer states ‘The scientific reasons behind such
events are certainly fascinating but for me it will always
be about their magnificent beauty.’
A is not stated.
B is not stated.
D is not stated.
Fast finishers
Ask students who finish early to find three new words
or expressions in the text that made it difficult for them
to complete the task. Encourage them to read the
words or expressions again in context and try to work
out the meanings, then use a dictionary to check. Ask
students to read their words in context to the class and
explain the meanings. Remind students that written
texts are a useful source of new vocabulary.
Speaking or writing
6 Read out the two questions. Check that students
understand memorable (= very good or unusual and
worth remembering) and point out that the first question
also asks students to explain their reasons. Tell students
that they are going to discuss the questions in pairs,
and they should try to speak in detail by giving reasons
and justifying their opinions. Give students two or three
minutes to prepare their answers, then put them into pairs
to discuss the questions.
If some students have seen any interesting natural
phenomena, encourage them to tell the class about
their experiences.
7 Brainstorm some ideas for rare events that students
could research in order to create a fact sheet. Suggest a
few things if students cannot think of any, e.g. insects or
animals falling from the sky, giant hailstones, ball lightning,
crop circles, etc. Then, as a class, agree upon a list of facts
that students should include in their fact sheets, e.g. the
name of the rare event, what it is, how it is caused, how
common it is, where it has been observed, etc.
If students have access to the internet in class, they could
work in pairs to do the research now and write their fact
sheet. If they do not have access to the internet in class,
they could do the task individually, for homework. If
possible, encourage them to download images to include
in their presentation. Ask students to take turns to give
their presentations. If students have done the preparation
for homework, this can be in the next lesson. When all the
presentations have been given, discuss as a class which
events are the most amazing and why.
37
1 Blue
Cooler
Write these adjectives on the board: anxious,
astonished, bored, disappointed, excited, grateful,
impressed, relieved. Put students into teams. Read out
the sentences below and tell students that the first
team to say what attitude or opinion it is expressing
wins a point. They should choose from the adjectives
on the board. Explain that a team may only have one
guess per sentence, so they should think carefully
before they answer. The team with the most points at
the end wins.
1 We had expected to win the game, so losing felt
bad. (disappointed)
2 I sat there for over two hours, thinking the film would
never end! (bored)
3 I didn’t know she could act, but her performance
showed a lot of natural talent. (impressed)
4 After all the stress, I was finally able to relax once
everyone was safely home. (relieved)
5 I couldn’t wait — I was so looking forward to the
concert! (excited)
6 I couldn’t believe it when she said she was leaving —
it was completely unexpected. (astonished)
7 The storm was getting worse. I began to wonder
what would happen to us. (anxious)
8 I knew I couldn’t have made a success of my
business without the help of my family and friends.
(grateful)
Extra practice
EXAM TRAINER pp23—24
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 5, we recommend students complete the
Practice task and How did you do? section on
page 23 and Strategies and skills Exs 1 and 2
on page 24 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 5.
READING AND USE OF ENGLISH —
Part 1 Multiple-choice cloze p8
LESSON OVERVIEW
•
Topic: La Casa Azul
EXAM FILE p3
•
Learning objective: Students will be better able to
use phrases with prepositions.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 1 Multiple-choice
cloze p7 and p8 Exs 1—2
Digital resources
• Presentation tool p8
• Video: About B2 First: Reading and Use of English
• Video: About B2 First: Reading and Use of English
Part 1
BEFORE YOU START
Read through the Exam reference on page 3 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
Students may find the format of Ex 4 challenging.
To help them, you could read out each of the sentence
beginnings (1—6) so students only have to read the
endings (A—F) to complete the exercise.
Dyslexic students may also benefit from the structured
checklist on page 3 of the Exam file to check their
preparedness for this exam part.
Warmer
Write these colours on the board: black, blue, orange,
pink, red, white, yellow. Tell students that you want
them to discuss colours which can be used for
decorating their homes. Put students into pairs to
discuss these questions and give reasons for their
answers.
1 Which colours would be good to use for the outside
of your home? Which would not be appropriate?
2 Which colours would be good for the inside of your
home? Would different colours be appropriate in
different rooms?
Nominate a few pairs to share their opinions with the
rest of the class.
38
1 Blue
VOCABULARY: Phrases with prepositions
1 Put students into pairs to discuss the questions.
After a few minutes, stop the activity and ask each group
to tell the class some of their ideas. If students do not
know anything about Frida Kahlo, share the background
information below with the class, and tell students they
will learn a lot more about her when they listen in the next
exercise.
BACKGROUND INFORMATION
Frida Kahlo (1907—1954) was a Mexican painter. Her
work was inspired by her country’s popular culture
and folk-art traditions, and she is known especially
for her portraits, self-portraits and works inspired by
the natural world. After a period living in the US, she
returned to La Casa Azul (the Blue House), her family
home in Coyoacán, Mexico. The house is now open to
the public as a museum of her life and work.
Flexible follow-up
Ask these questions about art and artists to continue
the discussion with the whole class.
•
•
•
•
2
What kind of art interests you?
Do you ever go to museums or art galleries?
What kind of art do you have at home?
What well-known piece of art do you like? Why?
1.3 Tell students that they will listen to a radio
broadcast about Frida Kahlo and her home. Read out the
question, then play the recording. Ask students to listen
and note down the three things the presenter noticed
about Frida Kahlo’s home. Allow students to compare their
answers in pairs, then check the answers with the class.
Elicit what else they can remember from the broadcast.
With weaker classes, if students struggled to understand
the broadcast, play it again now, pausing to confirm the
answers.
Answers
She noticed the furniture reflected Kahlo’s health, the folk
art and objects that influenced her clothes and her art, and
her love of plants and flowers in the garden.
3
1.4 Allow students time to read through the
phrases with prepositions. Explain to students that they
should listen carefully to hear them in context. Play the
recording for students to choose the correct prepositions.
Then play the recording again to decide what the speaker
was referring to in each case. You may need to pause after
each phrase, to allow students time to write.
Check answers as a class and if necessary, explain the
meaning of the phrases: belonged to = was the property
of; moving to = going to live in a place; devoted to =
focusing on; consists of = contains; work on = spend time
producing something; added to = improved; appeals to =
is interesting to; succeeded in = managed to do something.
Answers
1 to (La Casa Azul belonged to Frida Kahlo)
2 to (Despite moving to other places, Kahlo returned to
La Casa Azul)
3 to (La Casa Azul is a museum devoted to Kahlo’s life)
4 of (The house consists of ten rooms)
5 on (Kahlo had a mirror above her bed so she could
work on self-portraits while in bed)
6 to (Kahlo and her husband added to the house and
garden when they lived there)
7 to (La Casa Azul appeals to visitors who want to get a
better sense of Kahlo)
8 in (Kahlo succeeded in becoming an artist despite
difficulties)
4 Read through the task and point out that in order to
match the sentence halves, students need to think about
how the words in bold connect with each other to create
phrases.
Answers
1 B 2 D 3 A 4 C 5 E 6 F
5 Put students into pairs to complete the questions.
Check the answers, and that students understand all
the questions. Then ask students to ask and answer the
questions. Encourage them to give reasons for their
answers and to ask their partner follow-up questions to
find out more information. Get feedback on what students
had in common.
Answers
1 appeal to
4 belong to
2 succeed in 3 on display
5 move to
EXAM BOOST
EXAM FILE Section A p2
The exercises on page 2 in section A of the Exam boost
provide more practice of phrases with prepositions. These
could be done in class or for homework.
Answers
1 1 devotes
4 appeal
2 1 pain
4 addition
2 moved
5 working
2 display
5 rest
3 belong
6 consists
3 least
6 comparison
39
1 Blue
EXAM TASK
6 If students do this exam task under timed conditions,
allow them 10—12 minutes.
Focus students on the exam task and refer them to the
Exam reference on page 3 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Ask students to read through the text quickly first, ignoring
the gaps. Focus on gap number 2. Elicit that the missing
word is a verb, then point out that the word after the gap
is a preposition. Point out that the missing verb must
form a phrase with the preposition, in the same way as
the phrases in Ex 3. Ask students to read the text again
carefully and choose the correct answers. Check the
answers as a class, discussing why the other options are
not correct in each case.
Answers
1
2
3
4
5
6
7
8
B It is the only answer which collocates with ‘at’.
A It is the only answer which collocates with ‘to’.
D This is a fixed expression.
D It is the only answer which collocates with ‘to’.
B It is the only answer which collocates with ‘In’.
C It is the only answer which collocates with ‘on’.
A It is the only answer which collocates with ‘of’.
B It is the only answer which collocates with ‘in’.
7 Ask students to read the questions, allowing them
a few minutes to think about their ideas individually. Put
them into groups to discuss the questions.
Cooler
Put students into pairs. Tell them to take turns to close
their book. The student who has their book open says
three of the nouns or verbs from Exs 3 and 4, without
the prepositions, e.g. devoted, pain. The other student
has to try to remember the correct preposition and say
the complete phrase, e.g. devoted to, in pain.
Extra practice
LISTENING — Part 1 Multiple
choice p9
LESSON OVERVIEW
•
Topic: Out of the blue
EXAM FILE p29
•
Learning objective: Students will be better able to
understand when people agree or disagree with
each other.
Extra resources
B2 First Exam Trainer
•
Listening — Part 1 Multiple choice p62, p63 Ex 1
Digital resources
• Presentation tool p9
• Video: About B2 First: Listening
• Video: About B2 First: Listening Part 1
BEFORE YOU START
Read through the Exam reference on page 29 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
Reading the questions and the options quickly in the
exam task may be challenging. Before doing the exam
task, ask students to highlight the following key words
in question 1: manager, talking, employee. Encourage
students to imagine the situation. Arouse their curiosity
about what the people might be talking about. Then
give time for students to do the same for the other
questions (2 two people, surprise parties; 3 voicemail
message; 4 two people, film; 5 a man talking about
someone; 6 two people, a news article; 7 two people,
news, about a friend).
Dyslexic students may also benefit from the structured
checklist on page 29 of the Exam file to check their
preparedness for this exam part.
EXAM TRAINER p7, p8 Exs 1—2
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 1, we recommend students complete the
Practice task and How did you do? section on
page 7 and Strategies and skills Exs 1a, 1b
and 2 on page 8 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 1.
40
Warmer
Say: I got a letter telling me I had to leave my house. It
was a real bolt from the blue. Ask students if they can
guess what ‘a bolt from the blue’ means. If they cannot
guess from one example, give one or two more, e.g.
I wasn’t expecting to lose my job — it was a complete
bolt from the blue; I couldn’t believe it when she said
she was leaving — it really was a bolt from the blue! Ask
students if they can guess what the blue refers to in
the phrases (the sky). Ask students if there is a similar
expression in their language.
1 Blue
1 Put students into pairs to discuss the questions. You
could revise a few expressions for reacting to a story and
showing interest, e.g. Really? That’s amazing! Encourage
students to use these in their conversations, and to ask
questions to find out more information. Invite one or
two students to tell the class if they have interesting
stories to tell.
2
1.5 Explain to students that they will listen to a
conversation in which someone talks about something
unexpected that happened. Read through the questions,
then play the recording. Ask students to listen and note
down the thing that happened. Elicit the answer, then ask
students if something similar has ever happened to them.
Answer
An old school friend turned up unexpectedly (a real bolt
from the blue).
EXAM FOCUS
3
1.6 Explain to students that they are going to do
an exam listening task. Explain that in the Part 1 task, they
listen to some short conversations and they often need
to understand what the two people agree or disagree
about. Explain to students that they will now listen to six
short conversations and they should decide in each case
whether the people agree or disagree.
Play the recording, pausing after each conversation to
give students time to write. To check answers, play the
recording again and pause to confirm the answers.
Answers
1
2
3
4
D — They disagree that messaging bad news is bad.
A — They agree that they’ve wasted time on the concert.
D — They disagree that it’s hard to follow new music.
D — They disagree that we have nothing in common
with old friends.
5 A — They agree that winning money can change your
relationship with people.
6 D — They both feel differently about having their photo
taken.
Alternative
You could pause the recording after each conversation
in Ex 3 and allow students to compare their ideas in
pairs and agree on an answer before you play the next
conversation. This will help support weaker students.
4
1.7 Tell students that they will hear the
conversation from Ex 2 again. Allow students time to read
the question and the options, then play the recording.
To check the answer, play the recording again and pause
to confirm the answer.
Answer
C The man says that breaking the social rule about warning
people before you visit is ‘rude’. The woman says that she
‘wasn’t impressed by it’.
EXAM BOOST
EXAM FILE Section A p28
The exercises on page 28 in section A of the Exam boost
provide more practice of listening for agreement. There
is an additional pronunciation exercise which focuses on
predicting which words will not be stressed. Listening for
sentence stress in fast speech can help students identify
key and non-essential information. The Exam boost could
be done in class or for homework.
Answers
1 1 E
2 A
3 G 4 B
5 F
6 H
7 D 8 C
2 1 agrees
2 disagrees
3 disagrees
4 agrees
5 agrees
6 disagrees
3 A: An (/ən/) old friend from (/frəm/) school turned up
on my (/mə/) doorstep yesterday. No message, no
phone call, nothing. She (/ʃɪ/) said she (/ʃɪ/) wanted
to (/tə/) surprise me.
B:Wow, a (/ə/) real bolt from (/frəm/) the (/ðə/) blue then.
EXAM TASK
5
1.8 Focus students on the exam task and refer
them to the Exam reference on page 29 of the Exam file
which gives information about how to do this task. You
could read through the notes as a class or encourage
students to read them and follow the steps as they do
the task.
Explain to students that the real exam task has eight
questions, rather than seven, but for practice purposes,
they did the first question in Ex 4.
Allow students time to read the seven questions and
possible answers. Ask them which ones ask about
agreement or disagreement (2, 4, 6). Play the recording for
students to listen and choose the correct answers.
Check the answers by playing the recording again and
pausing after each section to confirm the answers. Discuss
which parts of the recording confirm each correct answer.
Answers
1 A The manager says that she’d like to offer the
employee a ‘more senior position’ in his team.
2 B The woman says it’s not ‘fun for guests’ when they
worry before the party about ‘ruining the surprise’.
The man agrees that it can be ‘stressful’.
3 C The woman asks Lizzie if she’ll babysit while she
goes to the theatre and out for dinner.
4 B The woman ‘didn’t think the hero’s actions matched
his personality’ and the man agreed that it was
odd and unclear as to why he treated one person
differently from others.
5 C The man mentions the fact that the woman has only
lived next door for a few weeks.
6 B The man says that it was unfair of the newspaper
to publish the story before the employees were told.
The woman agrees that it was ‘disgusting that the
newspaper editors gave such little consideration to
the employees’.
7 C The woman says that ‘one minute he seems quite
content’ and the next minute ‘he’s booking flights’.
41
1 Blue
Speaking or writing
6 Put students into pairs to think of a short story about
an unexpected or surprising event. Point out that the story
does not have to be true, but it should sound like a proper
story. Brainstorm a few ideas with the class first and make
notes on the board. You could revise a few phrases for
introducing interesting events in a story, e.g. You’ll never
guess what happened … ; Guess what?; It seems crazy,
but … . Nominate a few pairs to tell the rest of the class
their stories.
7 Read out the task, then ask: What makes a good story?
Elicit that a story needs to have a clear beginning, middle
and end and it should include descriptive language to
make it interesting. Students could work individually or
in pairs to write their stories in class. Alternatively, if you
are short of time, students could do the writing task for
homework, then read their stories to the class in the next
lesson. When students have listened to all the stories,
discuss as a class which are the most surprising and why.
Cooler
Put students into groups. Tell them they should take
turns to express an opinion on any subject. The person
next to them must either agree or disagree, using a
suitable phrase, e.g. Me too, I completely agree, or I’m
not sure that’s true. This person then expresses their
own opinion on a different subject for the next student
to respond to. Tell them that each time they express
agreement or disagreement, they must use a phrase
that no one in their group has used before. Ask groups
to keep a count of the number of different ways they
find to agree and disagree. In feedback, find out which
group found the most different ways of agreeing and
disagreeing.
Extra practice
EXAM TRAINER p62, p63 Ex 1
For further practice of the skills presented
in this lesson for Listening Part 1, we
recommend students complete the Practice
task and How did you do? section on page 62
and Strategies and skills Ex 1 on page 63 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 1.
42
READING AND USE OF ENGLISH —
Part 2 Open cloze p10
LESSON OVERVIEW
•
Topic: Sleep
EXAM FILE p5
•
Learning objective: Students will be better able
to use and understand present tenses.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 2 Open cloze
p11, p12 Ex 1
Digital resources
• Presentation tool p10
• Grammar presentation 1: Present tenses
• Video: About B2 First: Reading and Use of English
Part 2
The Grammar reference and exercises on pages 78—79 of
the Grammar file provide more practice of present tenses.
This could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 5 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
To reduce the amount of reading on the page, you
could read out the questions in the questionnaire in
Ex 1 one at a time. Students can listen and then discuss
their answers before you move on to the next question.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 5 of the Exam file to check their
preparedness for this exam part.
1 Blue
Warmer
Show students your phone and tell them you always
have it with you, during the day and at night. Ask
students who else this is true for. Ask: Who keeps their
phone close to their bed overnight? Then tell students
that you often find it difficult to get to sleep at night,
and you don’t always sleep well. Ask: Do you think it
could be to do with my phone? In what way?
Put students into pairs to discuss the question and
ways the two things could be connected. Elicit ideas
from the class.
GRAMMAR: Present tenses
1 Teach the meaning of early bird (= someone who likes
getting up early) and night owl (= someone who prefers
going to bed and getting up late). Ask students to answer
the questions in the questionnaire individually. Then put
them into pairs to compare their answers, justifying their
opinions with reasons and examples.
2
1.9 Explain to students that they are going to
listen to a conversation about sleep. Allow them time to
read through the questions, then play the recording.
Give students time to compare their answers in pairs.
Answers
1 always think
2 usually feel
3 have/’ve never thought
4 don’t tend / tend not
5 depends
6 am/’m getting
7finish / am finishing / ’m finishing
8 only get
9 affects
10is/’s always playing (‘always plays’ is also possible
but present continuous is better to indicate this is an
annoying habit)
11 have/’ve been dreaming
12 are/’re building
13 has/’s been stirring
14 means
15 am/’m getting
16 am/’m cutting
17 hear
Alternative
If you think your students might struggle with Ex 3,
you could ask them to turn to the Grammar reference
on page 78 and read it through before they do the
exercise.
Answers
1 Question 1
2 One goes to bed late, the other early.
3 He keeps them awake going up and down the stairs
for coffee.
4 She sometimes has restless nights — she follows a
routine before bed, she’s checked out some websites
and she’s been avoiding coffee and drinking herbal
tea instead.
5 having a warm bath and doing exercise
3 Focus on the gapped sentences and explain that all
the missing verbs are in one of the present tenses. You
could elicit the names of the present tenses (present
simple, present continuous, present perfect). Ask students
to complete the sentences with the correct verb forms.
Check answers as a class.
EXAM BOOST
EXAM FILE Section A p4
The exercises on page 4 in section A of the Exam boost
provide more practice of using words commonly found
with present tenses. These could be done in class or for
homework.
Answers
1 1 has/’s
4 do
2 1 the
4 hardly
2 are
5 is
2 never
5 a
3 have/’ve
6 has
3 for
6 since
WATCH OUT FOR
Some students might be confused that the present
perfect is used to talk about actions which were in the
past (e.g. What is the girl’s problem and how has she
tried to solve it?) Point out that the present perfect is
used to talk about things which happen in a time which
is not finished yet (the girl’s problem still exists).
43
1 Blue
SPEAKING — Part 1 Interview
EXAM TASK
4 Note that in the actual exam task, there would not be
so many gaps which test the present tenses.
If students do this exam task under timed conditions, allow
them 10—12 minutes.
Focus on the exam task and refer them to the Exam
reference on page 5 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to
read them and follow the steps as they do the task. Refer
students back to the verb forms they used in Ex 3.
Explain that in this exam task, the gap may be an auxiliary
verb. As an example, write a gapped sentence on the
board with a present perfect verb, e.g. I ___ never stayed
up all night without sleeping. Elicit the missing word
(have).
Read out the title of the text and teach the meaning of
insomnia if necessary (when you are not able to sleep).
Students then complete the exam task. Check the answers
as a class, discussing how the correct answer for each
gap completes the sentence correctly. Elicit which gaps
are parts of verb forms (2, 5, 6, 7) and elicit what verb
form each one is (2 present simple, 5 present perfect
continuous, 6 present perfect simple, 7 present simple).
Answers
1 of
5 been
2 spend
6 have/’ve
3 out
7 is
4 before 8 to
5 Put students into pairs to discuss the questions and
give reasons for their answers. Open this up into a class
discussion by nominating a few pairs to give their views
and asking the rest of the class how much they agree.
Cooler
Ask students if they have any other tips for getting a
good night’s sleep. Give them two minutes to think
of ideas. Then elicit their tips and write them on the
board. Ask other students which tips they think are
most or least useful. Encourage them to give reasons
for their opinions.
Extra practice
EXAM TRAINER p11, p12 Ex 1
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 2, we recommend students complete the
Practice task and How did you do? section
on page 11 and Strategies and skills Ex 1 on
page 12 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 2.
44
p11
LESSON OVERVIEW
•
Topic: Routines and media
EXAM FILE p37
•
Learning objective: Students will be better able
to extend answers with appropriate detail and
examples.
Extra resources
B2 First Exam Trainer
•
Speaking — Part 1 Interview pp75—77
Digital resources
• Presentation tool p11
• Video: About B2 First: Speaking
• Video: About B2 First: Speaking Part 1
• Video: B2 First Speaking Test 1, Part 1
BEFORE YOU START
Read through the Exam reference on page 37 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
In preparation for the exam task, give students time
to use electronic online dictionaries and check the
pronunciation of words seen in the questions.
Dyslexic students may also benefit from the structured
checklist on page 37 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask individual students some simple questions about
their home, family or likes and dislikes, e.g. Where do
you live? Do you come from a big family? What do you
usually do at the weekend?
As they answer, encourage other students to listen
carefully and think of a second question to ask to
get more information, e.g. Is your flat big? How many
cousins do you have? Encourage the students to ask
and answer these follow-up questions.
Point out to students that what they are doing is
encouraging people to extend their answers to make
them more interesting or informative.
1 Put students into pairs to follow instructions 1—3.
Get feedback on who guessed their partner’s number and
colour correctly. You could also discuss who has the most
unusual reason for their favourite colour or number.
For the class survey, elicit a show of hands for each colour
and number and find out which are the most popular in
the class.
1 Blue
2
1.10 Explain to students that they will hear
two people talking about colour surveys. Read out the
questions, then play the recording. Ask students to listen
and note down the answers. Allow students to compare
their answers in pairs, then check with the class, playing
the recording again and pausing if necessary to confirm
the answers.
Answers
The blue-seven phenomenon. Blue is not a taboo colour
and represents beauty. Seven is not an unlucky number and
represents happiness.
3
1.11 Read out the task. Then ask students to read
the question. Ask them what they think the people might
say and what reasons they might give. Play the recording.
Ask students to listen and note down which two speakers
agree and what they agree about.
Answer
B and C
EXAM FOCUS
4
1.12 Ask students to read through the notes
in the Exam focus. To demonstrate the different ways
of extending answers, tell students you will answer the
question: Do you prefer playing sport or watching it on TV?
Tell students that you are going to extend your answer in
different ways and they should decide if you are giving a
reason, an example or adding a detail. You could ask them
to shout ‘No’ if you add irrelevant information.
Say these sentences and elicit what you are doing.
• I prefer watching sport on TV because it’s more exciting.
(giving a reason)
• I’m no good at sport, so it isn’t fun for me. (giving
a reason)
• I’ve played football a few times, but I can never kick the
ball! (giving an example)
• No one in my family is any good at sport. (adding a detail)
• A lot of people all over the world love playing football.
(irrelevant information).
Read through the task, then ask students to decide on the
most appropriate response. Students should think about
which speaker extends their answer following the advice in
the Exam focus.
Play the recording. Allow students to compare their
answers in pairs before checking answers as a class.
Discuss with the class why the other two responses are less
appropriate.
Answer
B — The speaker answers the question and gives a reason,
an example and an interesting detail.
A — The response is too short and abrupt.
C — The response is much too long and too detailed.
EXAM BOOST
EXAM FILE p36
The exercises in the Exam boost on page 36 provide more
practice of giving answers in Part 1 of the Speaking exam.
These could be done in class or for homework.
Answers
1 1 just outside
3 all my life
5 the last 10 years
7 was born
9 these days
2 between
4 originally
6 you might not know
8 have dual nationality
2 1 why 2 reason 3 so 4 basically
3
A 1 generally
2 times
3 depends
4 tend
5 don’t
6 by
7 until
8 in
9 though
B 1 What
2 is
3 really
4 prefer
5 favourite
6 love
7 thing
C 1 best
2 once
3 remember
4 never
D 1 hoping
2 going
3 plans
4 include
5 definite
6 looking forward
7 unlikely
5
1.13 Read through the task. Explain to students
that this activity will give them an idea about how quickly
they will need to think in the exam. Ask them to think
about each topic quickly as they listen and write down the
first ideas that come into their heads. Play the recording for
students to listen and make notes.
6 Put students into pairs to tell their partner about the
things they have written and to extend their answers. You
could write the five topics on the board for students to
refer to while they speak: your favourite film; your favourite
book; your favourite meal; an item of clothing you’ve
bought recently; a band or singer you like; your favourite
type of weather.
Students could give each other feedback on which topic
they dealt with best and why.
7 Read out the task and the example questions.
Students then work in pairs to write some questions for
each of the categories. You could specify the number of
questions they should write on each topic, depending on
the ability of the class.
8 Put students into new pairs to ask and answer their
questions. Remind them to extend their answers. For
feedback, discuss with the class how easy or difficult they
found it to answer fluently and extend their answers.
Discuss how they think they could improve.
45
1 Blue
EXAM TASK
WRITING — Part 1 Essay
9 Focus students on the exam task and refer them to the
Exam reference on page 37 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them before doing the task.
LESSON OVERVIEW
Put students into pairs to take turns to ask and answer the
questions. You could ask them to listen to their partner’s
answers and make notes on how well they add reasons,
examples and details. They could then give each other
feedback. Alternatively, students could use their phones to
record each other’s answers, then listen to the recordings
together and discuss how well they extended their answers.
•
•
•
Alternative
Put pairs together into groups of four. One pair of
students takes turns to ask and answer the questions
in pairs, while the other pair listens and notes down
the reasons, examples and appropriate details that are
given. They can give feedback to the first pair before
they swap roles.
•
p12
Topic: Travel options and preferences
EXAM FILE p17
Writing file: p113
Vocabulary file: pp94—95
Learning objective: Students will be better able to
consider their audience, structure and tone when
writing.
Extra resources
B2 First Exam Trainer
•
Writing — Part 1 Essay pp42—43
Digital resources
• Presentation tool p12
• Video: About B2 First: Writing
• Video: About B2 First: Writing Part 1
Cooler
The Writing file on page 113 provides an example and
exam help for Writing Part 1.
Ask students to think about which topics they are
confident talking about in English and which topics
they are less confident about. Refer them back to the
topics in Ex 7 and suggest some other topics that they
may have to talk about in the exam, e.g. family, friends,
studying, hobbies, etc.
The Wordlist on page 94 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this
unit. Once you have completed this Writing lesson, the
exercises on pages 94—95 provide more practice of the
vocabulary from this unit. These could be done in class or
for homework.
Put students into groups to discuss why they feel
less confident about certain topics. Discuss as a class
which topics students feel less confident talking about
and brainstorm some tips to help them improve, e.g.
learn useful vocabulary, think about your opinions on
different topics so you are ready to express them if
necessary, etc.
BEFORE YOU START
Read through the Exam reference on page 17 of the
Exam file before starting the lesson. This will give you
information about the specific exam part as well as which
particular strategies and skills are important.
DYSLEXIA FOCUS
Extra practice
EXAM TRAINER pp75—77
For further practice of the skills presented in
this lesson for Speaking Part 1 and additional
strategies and skills to improve performance
in the exam, we recommend students
complete the Practice task and How did you
do? section on page 75 and Strategies and
skills Exs 1—6 on pages 76—77 of the B2 First
Exam Trainer. Once completed, they can
attempt the Exam task on page 77.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 1.
46
Some students may tend to write sentences which are
too long and run into each other. Encourage them
to write shorter, less complex sentences at first, and
gradually build up their confidence in writing longer
sentences more accurately.
Dyslexic students may also benefit from the structured
checklist on page 17 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask: Where did you go for your last holiday? Elicit a
few ideas, then ask students to write down the top
three places they would most like to visit. Put them into
groups to compare their lists and explain their choices.
Find out the most popular choices from the class and
ask students to give their reasons.
1 Blue
1 Tell students the most important thing to you
when going on holiday and the reason, then ask them
individually to do the ranking task.
2 Put students into pairs to compare their ideas and
discuss the similarities and differences between their
choices. Ask pairs in turn to tell the class how similar or
different their priorities are.
3 Ask students to read the two essay tasks. Point out that
each essay asks a question and specifies two ideas to write
about, and in each case there is also an instruction to add
an extra idea. Ask students to read the student essay and
discuss the questions.
Answers
Task B. The writer’s own idea is facilities, e.g. restaurants
and nightlife.
Alternative
For a more challenging alternative to Ex 3, you could
focus on essay title B. As a class, brainstorm a possible
third idea in addition to climate and activities. Students
then read the student essay to see if it uses one of their
ideas.
4 Point out that writing a good plan is key to writing a
good essay. Students should spend at least five minutes
planning their essay before writing anything. Ask students
to read the essay again and complete the plan.
Answers
1 summer
5 facilities
2 beach trip
6 nightlife
3 views
7 sports
4 varied
8 enjoyable
EXAM FOCUS
5 Ask students to read the notes in the Exam focus.
Check they understand the meaning of audience (= the
people you are writing for), structure (= the way a piece
of writing is organised) and tone (= the kind of language
a piece of writing uses, e.g. formal or informal, and also
how serious, friendly, chatty, etc. it is). Put students into
pairs to discuss which of the language features in the box
are suitable for an essay. Discuss their ideas as a class and
elicit supporting reasons.
Answers
complex sentences, formal vocabulary, use of ‘you’ and
‘people’.
NB essays tend to be objective and therefore avoid ‘I’
and ‘we’.
EXAM BOOST
EXAM FILE Section A p16
The exercises on page 16 in section A of the Exam boost
provide more practice of thinking about audience,
structure and tone when writing. These could be done in
class or for homework.
Answers
1 The essay on page 12 (main lesson) follows Structure 2.
The essay on page 113 (Writing file) follows Structure 1.
Both structures are acceptable as long as the writer’s
opinion is given.
2 1 in support of
2 offer
3 destress
4 allow us to
5 increases
6 significantly
7 become
8 we are
9 is not
6 Put students into pairs to complete the task. With
weaker classes, ask students to follow instructions 1—3 first.
Check their ideas, then ask them to complete their essay
plans. To check the answers, write the headings for the
essay plan on the board (Introduction, Reason 1, Reason 2,
Reason 3, Conclusion) and elicit ideas to complete it.
EXAM TASK
For guidance on marking Writing Part 1, please refer to the
Writing success criteria on pages 161—163.
7 If students do this exam task under timed conditions,
allow them 40 minutes.
Focus students on the exam task and refer students to the
Exam reference on page 17 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task. Remind
students that they can also use the Writing file on page
113 as a resource for information and tips. Students could
write their essay in class or for homework.
Example answer
When taking a holiday, people have the opportunity these
days to either stay at home or travel to a foreign country.
While both of these options are attractive, this essay will
argue that travelling abroad is preferable.
One reason is that travelling abroad creates a greater sense
of adventure due to the differences you experience. This
can help to satisfy our desire to see and do new things.
In addition to this, when travelling abroad, it is possible
to educate ourselves about the culture there. Learning
about a different way of life, food and language helps us to
understand others better.
Finally, when we travel abroad, the scenery around us
changes. This may be the same when travelling in our own
country, but often the scenery is very different elsewhere.
Beautiful and interesting views can help us to relax which is
very important during a holiday.
In conclusion, holidays abroad can provide new and
exciting things that our own country may not offer. These
may be daunting at first, but they can help us to see the
world in a new light.
47
1 Blue
Fast finishers
Encourage students to go back and check their essays
for errors in grammar, spelling and punctuation.
Alternatively, look quickly at their work and circle any
errors you spot. Remind students that they should
always leave a few minutes at the end of any writing
task to check and edit their work.
8 Put students into pairs to swap essays and review
them. Remind them that it is important to be positive and
helpful when reviewing anyone else’s work.
Cooler
Ask: What is the best holiday experience you have ever
had? Why was it so good? Put students into groups to
compare their best holiday experiences, reminding
them to give reasons for their opinions. Invite one or
two students to tell the class.
Extra practice
EXAM TRAINER pp42—43
For further practice of the skills presented in
this lesson for Writing Part 1, we recommend
students complete the Practice task and
How did you do? section on page 42 and
Strategies and skills Exs 1—4 on page 43 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Writing
Part 1.
48
2 Orange
OPENER
p13
DYSLEXIA FOCUS
2 ORANGE
UNIT OVERVIEW
Opener
• Language focus: Verb + noun collocations
• Topic: Film
Reading and Use of English — Reading
• Part 6 Gapped text
• Topic: King’s Day
Reading and Use of English — Vocabulary
• Part 3 Word formation
• Language focus: Negative prefixes
• Topic: History of tanning
Listening
• Part 2 Sentence completion
• Topic: Pumpkin spice
Reading and Use of English — Grammar
• Part 4 Key word transformations
• Language focus: Past tenses
• Topic: Childhood beliefs
Speaking
• Part 2 Individual long turn
• Topic: Fire
Writing
• Part 2 Article
• Topic: Great gifts
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 2 activities
Digital resources
• Presentation tool Unit 2
• Unit 2 Language test
• Unit 2 Language test for dyslexic students
• Unit 2 Photocopiable activities
• Unit 2 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
Students can complete Ex 4 verbally rather than writing
the questions down. Check answers by asking students
to say the questions. If there are any mistakes, repeat
the correct questions and ask students to
repeat them.
Warmer
Put students into groups. Ask these questions.
• What do you call the people you see in films?
(actors)
• What do you need to make a film? (a camera)
• What do you call a film that makes you laugh?
(a comedy)
Give students two minutes in their groups to list as
many words as they can related to films and filmmaking (e.g. the people involved in making films, the
equipment used and kinds of films). After two minutes,
stop the activity. Write on the board these headings:
• People
• Equipment
• Kinds of films
Elicit words from each group and add them to the
board. Check that students understand all the words.
VOCABULARY: Verb + noun collocations
1 Put students into pairs to discuss what they associate
with the colour orange and make a list of their ideas. Elicit
some ideas, e.g. oranges, carrots, the sun, flowers, etc.
Encourage students to list feelings they associate with the
colour, e.g. cheerful, confident, etc. Ask each group to tell
the class some of their ideas.
2
2.1 Ask: Can you think of any films that use the
colour orange? Ask them to think about characters who wear
orange clothes, orange rooms, orange vehicles, etc. Elicit a
few responses, then ask: What effect do you think the colour
orange has in a film? Elicit one or two ideas.
Explain to students that they will listen to a lecture about
how the colour orange is used in films. Pre-teach the
phrases skin tone (= the colour of someone’s skin) and
split personality (used to talk about something that has
two opposite characteristics). Read out the question, then
play the recording. Ask students to note down any of their
ideas from Ex 1 that are mentioned. Put students into pairs
to compare their answers, then discuss with the class which
other ideas were mentioned.
Answer
Mentioned in the lecture: energy, happiness, warmth,
harvest time, creativity, success, danger
49
2 Orange
Flexible follow-up
Put students into pairs. Write the names of the films
mentioned in the lecture on the board: Black Panther,
Non-stop, The Royal Tenenbaums, The Grand Budapest
Hotel, The Martian, Star Wars. Ask students to discuss
what they can remember about how orange is used in
the films on the board. Check answers as a class, then
ask students if they can think of any other films where
a particular colour is used, and how it is used, e.g.
characters who wear clothes of that colour, rooms that
are decorated in that colour, etc.
Example answers
Black Panther — Shuri wears an orange top in a blue
laboratory (orange and blue contrast)
Non-stop — Julianne Moore has orange hair and sits in a
blue airplane seat
The Royal Tenenbaums — orange clothes and objects
placed around the scene and orange lighting are used
to give the impression that there’s warmth between the
characters
The Grand Budapest Hotel — dull orange décor is used
to show the hotel is old and tired
The Martian and Star Wars — orange is used to help
create Mars-like landscapes
3
2.2 Read out the first sentence and elicit the correct
noun (role). Ask: Why is this correct? Why is ‘act’ not correct?
Elicit the idea that play goes with a role but not with an act, so
play a role is a collocation, but play an act is not. Ask students
to read the remaining extracts and choose the correct words.
Play the recording again for students to check their answers.
You could pause the recording to confirm each answer. Then
ask students to underline the whole verb + noun collocation
in each extract.
Answers
1 plays a (significant) role (in) 2 have a tendency to
3 become the focus 4 come to the conclusion that
5 convey a message 6 give the impression that
7 face (some kind of) danger
8 provoke (both) a (positive and a negative) reaction
4 Read out the first set of prompts. Tell students that they
need to add the verbs that collocate with the nouns in the
prompts and elicit the full question. Ask students to write
the questions. Check answers by nominating students to
read out each completed question.
Answers
1 What other colours convey messages in films?
2 Have/Do you ever come to the conclusion that you
should give up watching a film?
3 What types of film do you have a tendency to watch?
4 What plays a role in attracting you to the cinema?
5 Do you think (that) CGI has become the focus of too
many films?
6 How scared do you feel when someone is facing
danger in a film?
7 What provokes a strong reaction from you when you
watch a film?
8 What gives you the impression that a film is worth
watching?
5 Explain to students that they are going to ask and
answer the questions in Ex 4. Allow them time to read
through the questions and think about their answers.
Encourage them to think about how they can give longer
answers by adding examples and reasons, e.g. I think black
conveys the idea of fear. For example, if characters are
dressed in black, they seem more frightening. Put students
into pairs to ask and answer the questions. In feedback,
ask each question to an individual student, then ask other
students if they agree or disagree, and what other ideas
they have.
6 Elicit the names of some films that students have seen
recently and could write about. To demonstrate the task,
read out these sentences: This is an action film, and it has
a tendency to use a lot of fast chases and explosions. A
character played by Tom Cruise plays an important role in
the film. He faces a lot of danger, but always escapes. Ask
students to guess the film (Mission Impossible — Fallout).
Allow students time to write their sentences, then put them
into pairs to read their sentences and guess their partner’s
film. Ask which films were easiest to guess.
Cooler
Write these gapped phrases on the board.
1 a/an … film
2 to … a film
3 a film …
Elicit an example of the kind of word that is missing
from each phrase, e.g. an action film, to make a film,
a film director. Put students into pairs and give them
two minutes to think of as many words as they can to
complete the phrases. Ask them to count the number
of phrases they have created in total. Elicit ideas and
add them to the board. Find out which pair has created
the most correct phrases.
Example answers
1 action, adventure, feature, horror, black-and-white,
exciting, great, successful, awful, etc.
2 watch, review, direct, make, produce, shoot, release,
show
3 director, editor, maker, producer, writer, actor, critic,
festival, show
50
2 Orange
READING AND USE OF ENGLISH —
Part 6 Gapped text pp14—15
LESSON OVERVIEW
•
Topic: King’s Day
EXAM FILE p13
Learning objective: Students will be better able to
understand reference devices in a long text.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 6 Gapped
text pp30—31
Digital resources
• Presentation tool pp14—15
• Video: About B2 First: Reading and Use of English
Part 6
BEFORE YOU START
Read through the Exam reference on page 13 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 15. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 13 of the Exam file to check their
preparedness for this exam part.
Warmer
BACKGROUND INFORMATION
The Netherlands is a country in northern Europe. The
official language is Dutch. The four largest cities are
Amsterdam, Rotterdam, The Hague and Utrecht. Parts
of the country are below sea level, so it is known for its
sea defences and its many canals which keep the land
drained. Agriculture is important to the country and it
is one of the largest producers of food in the world. It
exports vegetables such as carrots and tomatoes, and
Dutch cheeses such as Edam and Gouda are known
internationally. It is a parliamentary democracy, but
also has a monarchy. It has a long tradition of social
tolerance and liberal social attitudes. The Netherlands
is sometimes informally called Holland.
1 Put students into pairs to look at the photo and discuss
the questions. Ask pairs or groups in turn to tell the class
their ideas, but don’t confirm whether their ideas are correct
or not.
2
2.3 Explain to students that they will hear a
conversation between two people at the celebration in
the photo. Read out the task, then play the recording. Ask
students to listen and make notes about the things listed
in Ex 1. Check the answers with the class and discuss with
students what things they guessed correctly.
Flexible follow-up
To check how well students understood the recording,
write these questions on the board:
1 Why are the people all wearing orange?
2 What is a flea market?
3 What happens on the canals in Amsterdam on
King’s Day?
4 What do surveys suggest about Dutch people?
Put students into pairs to discuss the questions. Play
recording 2.3 again for students to listen and check
their answers.
Answers
1
2
3
4
Orange is the national colour of the Netherlands.
It’s a market where people sell second-hand goods.
People have boat parties.
They are among the happiest people in the world.
Before the start of the class, write these questions on
the board.
•
•
•
•
•
What do you know about the Netherlands?
Have you been there?
What are the main cities?
What languages do people speak?
What’s the food like?
Put students into pairs to discuss what they know about
the Netherlands. Ask pairs in turn to tell the class their
ideas. If students have visited the country, encourage
them to tell the class what they enjoyed about it and
what they noticed about Dutch life. If students have
not visited the country, elicit what they know and how,
e.g. from films, TV programmes, friends, etc.
3 Read out the questions and give some example
answers, e.g. I’d love to attend the Carnival in Brazil because
it looks amazing fun. In the last week, I have enjoyed a meal
with some friends, a trip to the cinema and a long walk in the
woods. Ask students to read the questions individually and
think about their answers. Put them into pairs to discuss the
questions and discuss whether similar things make them
happy. Discuss as a class what celebrations students would
like to attend and what things make them happy.
51
2 Orange
4 Remind students that the person in the recording said
that according to surveys, the Dutch are among the happiest
people in the world. Ask students to read the forum post
and think about the questions. Discuss the questions as a
class by asking individual students to express their opinions,
then asking other students if they agree or disagree, and
why. Encourage them to use a range of phrases to express
agreement and disagreement, e.g. I agree with …; I think
… has a good point; I’m not sure about that; I’m not sure I
completely agree with … .
Answer
He isn’t sure whether happiness surveys are very useful or
reliable as there are some people in every country who are
happy and some who are sad.
EXAM FOCUS
5 Tell students they are going to do an exam reading task
but first they are going to read about the task and practise
one of the skills needed. Ask students to read the Exam
focus. Check they understand the word clarification (= an
explanation of something). Ask the following questions to
check that they understand everything:
• Why do writers use pronouns and reference words?
(to avoid repeating words in a text)
• Which words can refer back to a place that has already
been mentioned? (here, there)
• ‘We had planned to have a picnic. Unfortunately, it was
raining.’ — Why is it ‘unfortunate’? (because the writer
wanted to have a picnic)
• ‘The Netherlands is known for its flea markets. We found
a good one in Amsterdam.’ Is the second sentence giving an example or clarification? (an example).
Read out the first sentence in Ex 5, then read out the first
two sentences from the post. Elicit the form of reference in
the second sentence (they refers back to surveys). Students
find the remaining sentences in the text and identify the
form of reference and what it refers to in each one.
Answers
1 they = surveys about happiness
2 this = one country is happier than another
3 However = introduces a contrast to the surveys that
might not be reliable or interesting
4 this one = article
5 it = the article
52
EXAM BOOST
EXAM FILE Section A p12
The exercise on page 12 in section A of the Exam boost
provides more practice of understanding reference devices.
It could be done in class or for homework.
Answers
1 1 result
4 Instead
2 addition
5 said
3 While
6 spite
6 Focus students on the article. Read out the title and
elicit or explain that to go Dutch usually means to split a
bill equally in a restaurant or café rather than one person
paying it all. Explain that here, however, the title implies
that we should all copy the way that things are done in the
Netherlands.
Pre-teach the phrase to forge a bond (= to create a strong
relationship between people). Read out the task, then read
out the headings. Check that students understand content
(= happy) and pressure (= stress). Ask students to read the
article quickly and complete the matching task.
Point out that in an exam, they will not have much time to
read the whole text in detail, so they should practise reading
a text quickly first to get the general meaning. To encourage
them to do this, you could set a time limit of two or three
minutes for this task.
When checking answers, ask students to tell you what words
helped them.
Answers
1 D — eating breakfast together, sharing looking after
the house and children
2 A — the paragraph describes a picture of outdoor
activities
3 F — talks about second-hand clothes and used toys
4 E — taught to be self-sufficient, accept responsibility
5 B — too perfect, realistic, idealistic
6 G — many countries claim …
7 C — do not push their kids to learn quickly, allowed to
develop in their own time
7 Read out each sentence in turn and elicit the reference
words (e.g. this concern in sentence A). Put students into
pairs to discuss what the sentences might refer to. Discuss
students’ ideas, but don’t confirm answers at this point.
2 Orange
EXAM TASK
2.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to
listen as they read the text.
8 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task and refer students to the
Exam reference on page 13 of the Exam file, which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
When students have finished the exam task, check answers
as a class. Elicit what the reference words in each sentence
refer to or clarify.
Answers
1 F — ‘the claim’ refers to ‘teenagers are said’ in the
following sentence.
2 B — ‘this is reinforced’ refers to children developing
‘in their own time’; ‘education system’ links to ‘Primary
school children are not given homework’.
3 G — ‘they look after the kids’ refers back to ‘Dutch dads
… bringing up the children’.
4 D — Sentence D exemplifies the ‘independence in
Dutch children’.
5 A — ‘this concern’ refers back to ‘obsession with
material things’, and is followed by a sentence that
clarifies and extends the idea.
6 E — ‘climate is good’ and ‘standard of living is
exceptional’ are examples of ‘a variety of reasons’ in
the previous sentence.
10 Read out the statement, then put students into pairs or
groups to discuss it and talk about their own experiences.
Nominate some students to share their experiences with the
class.
11 Tell students they should write a comment of around
100 words. Allow students time to write their comments
individually, then ask students in turn to read out their
comments for the class to hear. As students listen, you could
ask students to ‘like’ the comments by putting up their
hands to agree. You could see which comment gets the
most ‘likes’.
Cooler
Organise the class into three groups. Write each
sentence below on a separate piece of paper,
allocating one sentence to each group.
1 I went to Amsterdam last weekend.
2 Children need to go to school.
3 Parents usually want the best for their children.
Students then work in their groups to read their
sentence and write a follow-up sentence using a
reference word to refer back to something in the
previous sentence. e.g. I went to Amsterdam last
weekend. It is a lovely city.
Ask groups to pass their paper to the next group,
read the sentences and add another sentence, using a
reference word to refer back to the previous sentence.
Students continue in this way, adding to each ‘story’
one sentence at a time.
Stop the activity after a few minutes and ask each
group to read out the full story they have. The class
could vote for the most creative story.
Speaking or writing
9 Read out the three statements and check that
students understand unsupervised in statement 3 (= with
no adults watching). Allow students time to think about
the statements, then put them into pairs to discuss their
opinions. You could revise some expressions for giving
opinions, e.g. I think …; I would say that …; For me … .
Remind students that they should always give reasons to
support their opinions. Have a brief class discussion on each
of the statements, discussing the reasons for and against
each one, e.g. It’s good for young children not to have
homework because they need time to play, but it’s also good
for them to get into the habit of doing homework.
Extra practice
EXAM TRAINER pp30—31
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 6, we recommend students complete the
Practice task and How did you do? section on
page 30 and Strategies and skills Exs 1 and 2
on page 31 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 6.
53
2 Orange
READING AND USE OF ENGLISH —
Part 3 Word formation p16
LESSON OVERVIEW
•
•
Language focus: Negative prefixes
Topic: History of tanning
EXAM FILE p7
Learning objective: Students will be better able to use
negative prefixes.
Extra resources
VOCABULARY: Negative prefixes
1
2.4 Read through the task and check students
understand what a fake-tanning product is (= something
that makes someone’s skin darker in colour, to look as if they
have been in the sun when they haven’t).
Ask: Why do you think some people like to have a tan? Why
do you think they use fake-tanning products? Elicit a few
ideas from students.
Put students into pairs to discuss the ideas that a review of a
fake-tanning product might mention. Elicit ideas, but don’t
confirm answers at this point. Play the recording for students
to listen and compare their ideas and answer the question.
B2 First Exam Trainer
Answer
•
She used a new fake-tanning product and went orange.
Reading and Use of English — Part 3 Word
formation p15, p16 Ex 1
Digital resources
• Presentation tool p16
• Video: About B2 First: Reading and Use of English
Alternative
To help students predict what the review might say,
write two headings on the board:
Part 3
• What the adverts say
• My experience
Put students into pairs. Ask them to brainstorm ideas
for what a fake-tanning product might claim to do and
what people’s experience might be when they use it.
Discuss their ideas with the class before they listen to
the review and compare their ideas.
BEFORE YOU START
Read through the Exam reference on page 7 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students may find it challenging to correctly spell the
words to fill the gaps in the exam task. Encourage them
to first say the answers out loud and praise them if
their answer is correct. Then ask students to write their
answers and show the correct spelling if necessary.
Dyslexic students may also benefit from the structured
checklist on page 7 of the Exam file to check their
preparedness for this exam part.
2
2.5 Read through the task. Read out the first
gapped sentence and elicit that the missing word is
something which means the opposite of patient. Elicit
what this might be, but don’t confirm the answer at this
point. Allow students time to read through the remaining
sentences and think about the meaning of the words that
are missing. They could do this in pairs. Play the recording
for students to listen and complete the sentences. Check
answers as a class and write the adjectives on the board for
students to check their spelling.
Answers
Warmer
Tell students you are going to give them a puzzle to
solve. Write these adjectives on the board: able, big,
clever, fair, happy, kind, nice, old.
Put students into teams and ask them to sort the
adjectives into two groups and explain their answers.
Give them a minute or two and monitor while they are
working. If they are struggling to think of the solution,
say: Think about how you make the opposites to the
words. When a group has found the solution, elicit the
answer and elicit other words students know that form
an opposite with un-.
Answer
able, fair, happy, kind (they can all form opposites
with un-)
big, clever, nice, old (they all have a separate word as
their opposite — small, stupid, horrible, young)
54
1 impatient
4 inexperienced
2 unnatural
5 dissatisfied
3 irregular
3 Put students into pairs to add the words to the correct
lines. They could use a dictionary if necessary. Check
answers as a class.
Point out that this exercise focuses on adjectives, but
negative prefixes can also be used with verbs. Elicit or give
one or two examples, e.g. tie — untie, appear — disappear,
spell — misspell.
Answers
1
2
3
4
5
UN: affordable, appealing, healthy, interesting
IM: polite, possible, probable
IN: correct, sensitive, tolerable
IR: relevant, reparable, responsible, reversible
DIS: contented, obedient
2 Orange
4 Read through the question, then put students into pairs
to try to work out the rule. Check the answer as a class, then
ask: Do you think there are any rules about whether adjectives
take un- or in-? Elicit that there are no rules, so students need
to learn the correct opposite forms. Suggest that they do this
by noting down any opposite forms when they record new
adjectives in their vocabulary notebooks. Suggest that they
could also keep lists of negative adjectives beginning with
different negative prefixes.
Answers
The prefix im- often precedes an adjective starting with ‘p’.
The prefix ir- often precedes an adjective starting with ‘r’.
5 Give one or two examples of sentences about products
with the adjectives and prefixes, e.g. This is a very unhealthy
snack. I think it’s dishonest of companies to claim that this
product is natural. Ask students to write their sentences
individually. To check answers, you could nominate students
to read out some of their sentences, omitting the adjective
with the prefix. They could say beep to indicate where
the missing word goes. Find out if the class can guess the
missing word.
EXAM BOOST
EXAM FILE Section A p6
The exercise on page 6 in section A of the Exam boost
provides more practice of using negative prefixes. This
could be done in class or for homework.
Answers
1 1 informal
5 unlucky
2 illogical
6 illegal
3 indecisive
7 immature
4 disallowed
8 unfair
EXAM TASK
7 Read through the task and decide if students should
write their reviews or create them orally, recording their
speech on their phones. As a class, you could brainstorm
some ideas for the kinds of products that students could
write about, e.g. a hair or beauty product, a computer
game, a snack product, etc. Put students into pairs to write
or record their reviews. Challenge them to use as many
negative prefixes as they can. Ask pairs in turn to read or
play their reviews to the class or in groups. Other students
can listen and count the number of adjectives with negative
prefixes they have managed to use.
8 Put students into pairs. They take turns to say an
adjective from Ex 2 or 3. Their partner says the negative
form as quickly as they can. You could set a time limit for this
activity and see how many opposites pairs can identify in
the time.
Cooler
Put students into pairs and ask them to look again at
the words in capitals in Ex 6. Ask them to choose two of
the words and think of a form that is different from the
one used in the exercise, e.g. unfashionable, healthily.
Ask them to write an example sentence using each
of the words they have chosen, leaving a gap. They
should also write the base word at the end of each
sentence, as in the exam task, e.g. My uncle’s clothes
are really old and … . FASHION.
Pairs then swap sentences with another pair and try to
complete the sentences they are given.
Extra practice
EXAM TRAINER p15, p16 Ex 1
6 Note that this is an exam practice task which focuses
particularly on negative prefixes. In the actual exam,
there would not usually be so many negative prefixes in
the answers. If students do this exam task under timed
conditions, allow them 10—12 minutes.
Focus students on the exam task and refer them to the
Exam reference on page 7 of the Exam file which gives
information about how to do this task. Alternatively, you
could put students into pairs first and ask them to think of
the best strategy for doing this exam task. Nominate a few
pairs to tell the class their ideas. Then ask students to read
through the Exam reference to check their ideas.
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 3, we recommend students complete the
Practice task and How did you do? section
on page 15 and Strategies and skills Ex 1 on
page 16 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 3.
Ask students to read through the text quickly, ignoring the
gaps for now. Focus on the example answer and point out
that not all the answers will contain negative prefixes. Focus
on gap 1 and elicit that the missing word is an adjective and
has a negative meaning. Ask students to read the text again
and write in the answers. Check answers as a class, writing
the words on the board for students to check their spelling.
Answers
1 unhealthy
5 impatient
2 sailing
6 variety
3 advice
7 scientist
4 unaffordable
8 irreversible
55
2 Orange
LISTENING — Part 2 Sentence
completion p17
BACKGROUND INFORMATION
Halloween is celebrated on 31 October. In the USA
and Britain, children dress up in costumes, especially
as ghosts, witches, etc. They traditionally make lanterns
by hollowing out pumpkins and carving a face on
one side, then putting a candle in so the light shines
through the face.
LESSON OVERVIEW
•
Topic: Pumpkin spice
EXAM FILE p31
Thanksgiving is traditionally celebrated in the USA on
the final Thursday in November. It celebrates the first
successful harvest of the first European settlers in the
USA. Families get together for a traditional meal of
turkey followed by pumpkin pie.
Learning objective: Students will be better able to
listen for cues in a talk.
Extra resources
B2 First Exam Trainer
•
Listening — Part 2 Sentence completion pp65—66
Digital resources
• Presentation tool p17
• Video: About B2 First: Reading and Use of English
Part 2
BEFORE YOU START
Read through the Exam reference on page 31 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
2
2.6 Explain to students that they will hear part of a
lecture about pumpkins. Play the recording for students to
listen and check their answers to Ex 1. Check answers as a
class, playing the recording again if necessary and pausing
to confirm the answers. Find out how many students got all
the answers right.
Answers
1
2
3
4
5
6
False — pumpkins are a fruit
False — a pumpkin featured in ‘Cinderella’
True
False — turnips and other vegetables were first used
True
True
DYSLEXIA FOCUS
Students may find reading the text in the exam task
challenging. Point out that the text isn’t a paragraph,
but a series of sentences. Give students extra time to
read each sentence individually and to say what they
think the missing word or phrase might be.
Dyslexic students may also benefit from the structured
checklist on page 31 of the Exam file to check their
preparedness for this exam part.
Warmer
Tell students about a special meal that you usually have
to celebrate a festival, e.g. On Christmas Day, my family
always has turkey with roast potatoes and lots of other
vegetables. Ask students to think about a special meal
that they eat to celebrate a festival in their country.
Put them into groups to tell their classmates about
their special meal, then nominate some students to
tell the class about it. Ask: Is food an important part of
celebrations and festivals in your country?
1 Explain to students that they are going to do a quiz
about pumpkins. Use the pictures in the quiz to teach the
meaning of pumpkin. Read out the title of the quiz and check
that students understand the meaning of spice (an extra
ingredient put into food or drink to give it a special taste).
Pre-teach the words Halloween and Thanksgiving (see
Background information). Put students into pairs to
complete the quiz. If they have access to the internet,
you could allow them to use it to find the answers.
Otherwise, encourage students to guess any answers they
aren’t sure about.
56
EXAM FOCUS
3
2.7 Explain to students that in Listening Part 2, they
will listen to a talk or lecture and complete some sentences
with information they hear. To do this task, they will have
to listen for signals, or cues, which will indicate when the
information they need will be mentioned.
Read through the Exam focus, then put students into pairs
to discuss how each phrase in the Exam focus could be
completed. Elicit some examples, e.g.
•
•
•
•
•
•
•
Let’s start with some general information.
So, what about in the United States?
The best thing about a pumpkin is the taste.
Pumpkins aren’t from Ireland. They’re from the USA.
However, there are some problems.
In actual fact, pumpkins are eaten all over the world.
In comparison, potatoes are very boring!
Focus students on the question. Then play the recording,
pausing if necessary to allow students time to note down
the cues the speaker gives before each piece of information.
Check answers as a class, playing the recording again if
necessary.
Answers
1
2
3
4
5
6
‘in actual fact’
She mentions a ‘story’ and then pauses.
She stresses the number.
‘They didn’t use …, however …’
‘Halloween isn’t the only important day …’
‘as well as’
2 Orange
4
2.8 Read through the task and explain that students
will hear some cues and they need to predict what will come
next. To check answers, play the recording again, pausing
after each cue.
Answers
1 A
2 B
3 B
4 A
5 A
6 A
7 B
8 A
EXAM TASK
5
2.9 Focus students on the exam task and refer them
to the Exam reference on page 31 of the Exam file which
gives information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Allow students time to read the sentences. You could put
them into pairs to look at the gaps and decide what kind
of information is missing, e.g. an object, a feeling, a kind of
food, etc. Discuss this with the class.
Play the recording for students to listen and complete the
sentences. Pause before the recording is repeated and let
them check and complete their answers when they are
listening for the second time. Discuss what cues the speaker
gave before each answer.
Answers
1 artificial flavours — ‘What I didn’t realise was that in
other pumpkin spice products, the taste or smell tends
to come not from the actual spices but from artificial
flavours instead.’
2 best-selling — ‘What I wasn’t expecting was that for
part of the year it’s their best-selling drink.’
3 dog food — ‘You might be interested to know that you can
buy pumpkin spice candles, deodorant and socks too,
although it’s the dog food that really got my attention.’
4 nostalgic — ‘You know, the smell of pumpkin spice in
particular is nostalgic.’
5 happiness — ‘They [scientists] say that pumpkin spice
contains both sweet and salty flavours, and that
together they bring about a feeling of happiness.’
6 online marketing — ‘So, I’d say that the biggest
influence in making it [pumpkin spice] popular has
been online marketing …’
7 (incorrect) predictions — ‘… knowledgeable business
people seem to say that the pumpkin spice trend will
soon end, but their incorrect predictions are quickly
replaced with news of even more products …’
8 sales — ‘Sales have risen to an incredible $1.4 billion
worldwide since its introduction in 2003 …’
9 (historical) connection — ‘I can foresee a problem
with companies trying to sell products elsewhere
… people in other countries don’t have the same
historical connection to the spice …’
10 Indian — ‘Spice combinations like those in pumpkin spice
have been used in Indian dishes for thousands of years.’
Speaking or writing
6 Put students into pairs to think of a new food product.
You could brainstorm a few ideas of the kinds of products
they could consider, e.g. a new kind of cake, a new kind of
burger, etc. Students then prepare ideas to persuade other
people about why the product might be successful. Monitor
and help while they are working, then ask pairs in turn to tell
the class their ideas. Encourage them to make their product
sound as good as possible, to persuade each other to try it.
The class can vote for their favourite products.
7 Read through the task, then ask: What food items are
important in your culture? Elicit ideas from students and ask
more questions to encourage them to say more, e.g. When
do you eat it? Why is it important? Students could share their
paragraphs in groups. If students are from different cultures,
you could discuss as a class which of the foods they would
like to try and why.
EXAM BOOST
EXAM FILE Section A p30
The exercises on page 30 in section A of the Exam boost
provide more practice of listening for cues. There is also an
additional pronunciation exercise which focuses on words
which are not stressed in connected speech. These exercises
could be done in class or for homework.
Answers
1 1 D 2 B 3 C 4 A 5 E
2 1 insist
2 object to
3 claim 4 support
5 argue 6 point out
3 1 of 2 that
3 the
4 in
5 and
6 was 7 that
8 the
9 to
10 from
11 the
12 but
13 from
Cooler
Refer students back to the quiz in Ex 1. Put them into
pairs. Ask them to choose another vegetable and make
up five fake facts about it, e.g. Potatoes are a type of
fruit. Students can read their fake facts to the class who
choose the most creative and most amusing.
Extra practice
EXAM TRAINER pp65—66
For further practice of the skills presented
in this lesson for Listening Part 2, we
recommend students complete the Practice
task and How did you do? section on page 65
and Strategies and skills Exs 1—3 on page 66
of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 2.
57
2 Orange
READING AND USE OF ENGLISH —
Part 4 Key word transformations p18
LESSON OVERVIEW
•
Topic: Childhood beliefs
EXAM FILE p9
Learning objective: Students will be better able to use
past tenses and understand their meanings.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 4 Key word
transformations p19, p20 Exs 1—2
Digital resources
• Presentation tool p18
• Grammar presentation 2: Past tenses
• Video: About B2 First: Reading and Use of English
Part 4
The Grammar reference and exercises on pages 80—81 of
the Grammar file provide more practice of past tenses. This
could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 9 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Encourage students to say what they think the answer
is rather than writing it down. When you go through
the answers as a class, make sure students record the
correct answers accurately.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 9 of the Exam file to check their
preparedness for this exam part.
Warmer
Tell students that you are going to test their knowledge
of past tenses. Put them into teams. Explain that you
will give them six sentences. They must decide in their
teams if each sentence is correct or not. If it is not
correct, they should write the correct sentence. Read
out these sentences or write them on the board.
1
2
3
4
5
6
I’ve spoken to Sam yesterday.
I met some friends while I was walking home.
When I arrived, the meeting already started.
I used to spending hours watching old films.
I knew he had not been telling the truth.
We would often going swimming at the weekend.
Check answers. Elicit the names of the tenses in the
sentences.
Answers
1 I’ve spoken I spoke to Sam yesterday. (past simple)
2 correct (past simple and past continuous)
3 When I arrived the meeting had already started.
(past simple and past perfect)
4 I used to spending spend hours watching old films.
(used to)
5 correct (past simple and past perfect continuous)
6 We would often going go swimming at the weekend.
(would)
GRAMMAR: Past tenses
1
2.10 Explain to students that they are going to
listen to part of a radio show about funny things that people
believed when they were very young. Give an example of
something you believed when you were young, e.g. When
I was young, I believed there were tiny people inside the TV.
Ask: Did you have any beliefs like that? Play the recording for
students to listen and note down what each caller believed.
Answers
Caller 1 thought that everything orange tasted like orange.
Caller 2 thought that her aunt and uncle lived in the
telephone.
Caller 3 thought that the world only existed in black and
white before (colour) TV was invented.
Caller 4 thought he could become a penguin when he
grew up.
2
2.11 Read through the task and refer students to
the Grammar reference on page 80 of the Grammar file.
Encourage them to use this to help them choose the correct
verb forms and explain their answers. Play the recording
again for students to listen and check.
Answers
1 ’d been painting
4 ’d made
7 told
58
2 used to
5 ’d been
8 ’d often see
3 was chatting
6 ’d definitely lived
2 Orange
Answers
Flexible follow-up
If students had difficulties with Ex 2, you could ask
them to turn to the Grammar file again. Go through
the grammar reference section on page 80 with the
class. As you read through each section, elicit which
sentences in Ex 2 each rule applies to and use the
rules to clarify the answers.
3 Focus students on the gapped sentences and explain
that all the missing verbs are in past tenses. Ask students to
complete the sentences with the correct verb forms.
Answers
1 was
4 had/’d been playing
7 were driving
2 had/’d lived
3 was growing
5 told
6 refused
8 was following
WATCH OUT FOR
We use used to to talk about states which have changed
(e.g. I didn’t use to be a confident person; My dad used
to be a taxi driver). However, we can’t use used to to talk
about our ages (e.g. When I used to be really young … ).
EXAM BOOST
EXAM FILE Section A p8
The exercise on page 8 in section A of the Exam boost
provides more practice of using past tenses. This could be
done in class or for homework.
would (regularly) talk to (the)
a long time since
had/’d never realised
which/that belonged to
has/’s been telling stories since
was walking through
5 Allow students time to think about what incorrect
beliefs they or people they know had when they were
young. Then put them into groups. Ask them to tell each
other about their beliefs and decide as a group which is the
best one to tell the class. Ask groups in turn to tell the class
their best or most interesting incorrect belief.
Cooler
Elicit some examples of false beliefs that some adults
have, e.g. the Earth is flat; people didn’t really land on
the Moon; climate change isn’t real, etc. Put students
into pairs. Tell them that one of them should choose
a false belief and argue that it is true. Their partner
should try to persuade them that they are wrong.
They then swap roles.
In feedback, discuss how easy or difficult it is to
persuade someone that their views might not be
correct.
Extra practice
EXAM TRAINER p19, p20 Exs 1—2
Answers
1 1 A
1
2
3
4
5
6
2 F
3 C
4 B
5 E
6 D
EXAM TASK
4 Note that although this is an exam-style task, it only
focuses on past tenses, whereas the actual exam task would
test other language areas, too.
If students do this exam task under timed conditions,
allow them 8—10 minutes.
Focus students on the exam task and refer them to the
Exam reference on page 9 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 4, we recommend students complete the
Practice task and How did you do? section on
page 19 and Strategies and skills Exs 1 and 2
on page 20 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 4.
Read out the example sentence and answer. Elicit the verb
forms that are used in the original sentence and the second
sentence and elicit that the verb forms are different but the
meaning of the two sentences is the same.
Check answers as a class, discussing how the second
sentence in each case has the same meaning as the first.
59
2 Orange
SPEAKING — Part 2 Individual long
turn p19
LESSON OVERVIEW
•
Topic: Fire
EXAM FILE p39
Learning objective: Students will be better able to
compare different but related situations.
Extra resources
B2 First Exam Trainer
•
Speaking — Part 2 Individual long turn pp78—79
Digital resources
• Presentation tool p19
• Video: About B2 First: Speaking Part 2
• Video: B2 First Speaking Test 1, Part 2
BEFORE YOU START
Read through the Exam reference on page 39 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Give students extra time to think about the grammar
structures they will need to complete the tasks. Here,
they are likely to need present tenses and language to
make comparisons.
Dyslexic students may also benefit from the structured
checklist on page 39 of the Exam file to check their
preparedness for this exam part.
1 Give an example of a time when you cooked a meal
outside, e.g. Last summer I cooked a barbecue for some
friends. I cooked some chicken and fish, but it wasn’t very
successful because I burned most of the food! Invite students
to tell the class about a time they cooked or ate a meal
outside. Encourage other students to ask questions to find
out more. When you have listened to a selection of stories,
ask students to look at the photographs on the page. Ask:
What’s the connection to the topic of this unit — the colour
orange? Elicit that the connection is fire, which is orange.
2 Put students into pairs to look at the photographs. You
could tell them the number of similarities and differences
they should note down, e.g. three similar things and three
differences. Or, you could ask them to note down as many
as they can. Elicit a few ideas from the class.
3
2.12 Explain to students that they will now hear
someone comparing the two photographs. Play the
recording for students to note down the similarities and
differences the woman mentions. As a class, discuss the
similarities and differences she mentions, and which were
the same as the ones that students thought of.
EXAM BOOST
EXAM FILE Section A p38
The exercises on page 38 in section A of the Exam boost
provide more practice of giving answers in Part 2 of
the Speaking exam. These could be done in class or for
homework.
Answers
1 1 similarities
5 each
2 1 main
4 whereas
2 both
6 common
2 However
5 contrast
3 show
4 similarity
7 either
3 between
EXAM FOCUS
Warmer
Say: A mouse and a snake — what’s the same and what’s
different? Elicit one sentence describing something
that is the same, e.g. They are both animals. Then, elicit
one sentence describing something that is different,
e.g. A mouse has legs, but a snake doesn’t. Do another
example with the class, e.g. A computer and a phone —
You can use the internet on both of them, but a phone
is smaller than a computer. Give another example with
a less related pair of words, e.g. A car and a bottle.
Invite students to use their imagination to think of
a similarity and a difference, e.g. You can put things
inside both of them, but only a bottle is small enough
to carry in your hands. Invite individual students to say
some pairs of words, either related or less related. Then
challenge the class to say things they have in common
and things that are different about them.
60
4 Ask students to read the notes in the Exam focus. Elicit
or teach a few more phrases we can use when we compare
things and write them on the board, e.g. One similarity
between the photographs is that they both …; They are also
similar because …; One important difference between them
is that …; In the first photograph, …; whereas in the second
photograph …
Read through the task. Then allow students some time to
prepare their ideas. Put them into pairs to share their ideas.
Monitor and encourage students to use a range of different
phrases for comparing. Correct any mistakes in their use of
the phrases.
2 Orange
EXAM TASK
Alternative
For guidance on marking Speaking Part 2, please refer to
the Speaking success criteria on page 158.
Students could use their phones to record each
other’s answers. Then, they can listen to the recordings
together and discuss how well they completed the task.
5 Focus students on the exam task and refer them to the
Exam reference on page 39 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Put students into pairs. Read through the task and refer
students to the two photographs for Student B on page 110.
Elicit that students have to speak individually to compare
their two photographs. As well as comparing the two
photographs, students must also talk about the additional
point (say how you think the people are feeling). Point out
the question below the photographs for the other student
to answer, once their partner has finished comparing the
photographs.
Students then work in pairs. They should each speak for
a minute. You could ask them to listen to their partner’s
comparison and make notes on how many similarities and
differences they mention and whether they talk about the
additional point. They could then give each other feedback.
Example answers
Student A (page 19)
Both these photographs show people who need fire for their
activities. The reasons they need fire are quite different. The
first photograph shows two young people who are probably
in a science lesson at school, and they need fire to do an
experiment. The flame is heating something in a glass tube.
In the second photograph, however, the people are using
fire for a social occasion. They look as if they’re in a garden
with some lights, perhaps it’s outside their house, and
they’re sitting around a fire. The man on the left might be
cooking something in the flames on a stick. Thinking about
how the people are feeling, I would imagine that the young
people in the first photo are interested in their experiment,
but also maybe a bit scared. The glass might get very hot
and explode! But they’re wearing special glasses to protect
their eyes. The people around the fire are probably relaxed.
It looks like a fun evening and they’re probably enjoying
chatting and if they’re cooking, also the smells from the fire!
Student B (page 110)
These photographs are really quite different. In one, a
person on a beach is reading a book and in the second
some people are working, perhaps in a workshop or
a factory. But they have one thing in common — all the
people are using fire. The woman on the beach needs
the fire to keep warm and also perhaps to give her some
light because it’s getting dark. The men who are working
are using fire for their job. Perhaps they are cutting metal
because the fire looks very hot. Another similar thing about
the photographs is that the people are all concentrating
very hard — the woman on her book, and the men on their
work. Regarding how they’re feeling, I think the woman is
probably enjoying her time alone and is relaxing, although
she looks quite cold! The men, on the other hand, are
probably only thinking about their work. It might be
dangerous if they do it wrong. Unlike the woman, I think
they must be quite hot and perhaps they’re looking forward
to going home and relaxing too!
Flexible follow-up
For extra practice, students can work with a different
partner and describe the other pair of photographs.
6 Read through the task. Students can use photographs
on their phones or photographs they find online if they have
access to the internet in class. Alternatively, they can look
at other photographs in the coursebook or other books in
the classroom and find two that have a connection. They
then work in pairs. Encourage students to speak for a full
minute each, comparing the two situations and saying how
the people are feeling. Their partner can time them and also
give feedback on how well they mentioned similarities and
differences.
Cooler
Ask: What else can we use fire for? Elicit a few ideas,
e.g. heating our homes, getting rid of rubbish. Put
students into pairs. Give them two minutes to list more
situations in which fire is used. Encourage them to think
of unusual situations as well as more obvious ones.
When the time is up, elicit ideas from the class and find
out who has thought of more unusual ideas, e.g. fire
eaters using it for entertainment, using it to burn wood
to make charcoal for drawing, etc.
Extra practice
EXAM TRAINER pp78—79
For further practice of the skills presented
in this lesson for Speaking Part 2, we
recommend students complete the Practice
task and How did you do? section on page 78
and Strategies and skills Exs 1—4 on page 79
of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 2.
61
2 Orange
WRITING — Part 2 Article
p20
LESSON OVERVIEW
•
•
•
Topic: Great gifts
EXAM FILE p19
2 Ask students to read the advertisement. Ask questions
to check they have understood it, e.g.
Writing file: p114
• What is the advertisement for? (it is asking for an article
Vocabulary file: pp96—97
Learning objective: Students will be better able to
engage the reader in a writing task.
Extra resources
B2 First Exam Trainer
•
Writing — Part 2 Article pp46—48
Digital resources
• Presentation tool p20
• Video: About B2 First: Writing Part 2
The Writing file on page 114 provides an example and
exam help for Writing Part 2 Article.
The Wordlist on page 96 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this unit.
Once you have completed this Writing lesson, the exercises
on pages 96—97 provide more practice of the vocabulary
from this unit. These could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 19 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
For Ex 6, students can discuss their ideas in pairs or small
groups. Encourage them to not only talk about possible
tips, but also what they will include in their introduction,
second and third paragraphs and conclusion.
Dyslexic students may also benefit from the structured
checklist on page 19 of the Exam file to check their
preparedness for this exam task.
Warmer
Ask: What do you find difficult about writing in English?
Put students into pairs to discuss the question and
list three things they find difficult. Ask pairs in turn
to tell the class their ideas. Then ask: What tips can
you suggest to help someone improve their writing in
English? Ask students in their pairs to think of three
tips. Elicit ideas from the class. Discuss the tips and find
out if the class can agree on the top three.
62
1 Read though the question. Then point out that the ideas
in the box are alternatives, e.g. homemade or shop bought,
funny or serious, etc. Put students into groups to discuss
their ideas. Ask groups in turn to tell the class their ideas.
for a website)
• What should the article be about? (tips on how to buy
great gifts).
Put students into pairs to make a list of as many tips
as possible. Ask pairs in turn to tell the class their tips.
Encourage other students to respond to the tips and say
whether they agree.
3 Read through the questions. Then ask students to read
the article. Elicit the answers to the questions.
Answers
To buy a gift that the recipient didn’t know they needed.
She gives the example of pizza scissors she bought for a
pizza-loving friend.
EXAM FOCUS
4 Ask students to read the Exam focus. Check they
understand the meaning of engage readers (= make them
feel interested and make them feel the article is relevant to
them) and anecdote (= a short, amusing story). Demonstrate
the idea of descriptive language by saying: The film was
very funny. We were all rolling around laughing! Elicit that
the second sentence uses descriptive language because it
describes what happened or how someone felt.
Focus students on the highlighted language in the article in
Ex 3. Ask students to match the language items to the three
features in the Exam focus. Check answers by reading out
each of the features in the Exam focus and asking Which
items in the article match this?
Answers
1 a, b, g, h 2 e 3 c, d, f
2 Orange
5 Ask students to read the extract from an article,
ignoring the gaps for now. Elicit the tip that it gives (ask
someone what three gifts they would like, then buy one
of them). Ask students to decide where to add A—D in the
extract. Put them into pairs to compare their answers and
discuss what each extra part adds to the article. Discuss
answers as a class. Point out that it is often a good idea to
communicate with the reader directly or ask a question at
the beginning of an article in order to engage the reader
and encourage them to keep reading.
Answers
1
2
3
4
C — speak directly to the reader
B — give a personal example
D — add descriptive language
A — speak directly to the reader
EXAM BOOST
EXAM FILE p18
The exercises in the Exam boost on page 18 provide more
practice of the strategies and skills for Writing Part 2 Article.
These could be done in class or for homework.
Answers
1 1 love
2 worth
3 perfect
4 way
5 also
6 forever
7 seems
8 say
2 1 Have you ever considered …?
2 Would you ever try …?
3 What do you do when …?
4 Are you someone who …?
5 Does this sound like …?
6 What would you do if …?
7 Have you ever tried …?
8 Do you know anyone who …?
3 Example answers
1Have you ever considered getting someone an
experience for their birthday?
2 Would you ever try donating money to charity for
someone’s birthday?
3 What do you do when someone gives you a
present?
4 Are you someone who hates buying gifts?
5 Does this sound like a good idea for a present?
6 What would you do if you had to buy someone a
gift but you had no idea what to buy?
7 Have you ever tried giving someone a gift basket
for their birthday?
8 Do you know anyone who would love to get a pair
of socks for their birthday?
4 1 C 2 A 3 F 4 E 5 H 6 D 7 B 8 G
5 1 As well as that
2 Having said that / However
3 I mean / After all
4 After all / I mean / In other words
5 Having said that / However
6 That’s why
7 In actual fact
8 I mean / After all / In other words
6 Elicit that for any writing task, it is important to spend
some time planning what to write. Ask students to work
individually to plan their article. Monitor and help as
necessary with ideas and vocabulary.
Alternative
To demonstrate the planning process, elicit an idea
from Ex 2. Read out each point in Ex 6 in turn and elicit
some ideas from the class. Make notes on the board.
Then use the notes on the board to elicit a possible
beginning for the article and ideas for engaging the
reader, using personal anecdotes or examples and
descriptive language. Leave the notes on the board for
students to refer to when they write their own article if
they are doing it in class.
EXAM TASK
For guidance on marking Writing Part 2 Article, please refer
to the Writing success criteria on pages 164—165.
7 If students do this exam task under timed conditions,
allow them 40 minutes.
Focus students on the exam task and refer them to the
Exam reference on page 19 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task. Remind
students that they can also use the Writing file on page 114
as a resource for information and tips. Students could write
their article in class or for homework.
Example answer
See the text in Ex 3 for an example answer.
Fast finishers
Encourage students to go back and check their articles
for errors in grammar, spelling and punctuation. Ask
them to make a note of any typical errors they make
(e.g. words they spell wrong, grammar structures they
often confuse, etc.).
8 Put students into pairs to swap articles and review them,
checking the points in the Exam focus. Remind students that
it is important to be positive and helpful when reviewing
someone else’s work.
63
2 Orange
Cooler
Tell students they are each going to buy a gift for
someone else in the class, but they don’t know who
will receive the gift. Think of a fairly small amount of
money and tell students that this is the amount they
can spend. Ask students individually to write their gift
idea on a piece of paper. Collect the pieces of paper,
shuffle them and hand them out to students. Then put
students into groups. Ask them to take turns to tell
their group what gift they have received and say how
suitable it is for them. When they have finished, ask
who was lucky and received a gift they liked.
Extra practice
EXAM TRAINER pp46—48
For further practice of the skills presented
in this lesson for Writing Part 2 Article and
additional strategies and skills to improve
performance in the exam, we recommend
students complete the Practice task and
How did you do? section on page 46 and
Strategies and skills Exs 1—6 on pages 47—48
of the B2 First Exam Trainer. Once completed,
they can attempt the Exam task on page 48.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Writing
Part 2 Article.
64
Review Units 1—2
pp21—22
AIM
•
To revise grammar and vocabulary covered in Units
1—2.
Digital resources
• Presentation tool pp21—22
Ask students to complete the exercises, then check answers
as a class. Alternatively, set the exercises as a homework
activity and check answers in the next class.
Answers
1 1 A 2 B 3 A 4 D 5 B 6 A 7 B 8 C
2 1 had
2 would
3 since
4 like
5 is
6 get
7 say
8 up
3 1 impolite
2 popularity
3 affordable
4 dissatisfied
5 unappealing
6 identity
7 insensitive
8 irresponsible
4 1stopped taking karate lessons when / gave up
karate lessons when / last took karate lessons when
2 turn out as / turn out how / turn out the way
3 has/’s just gone up
4 while I was
5 to have a subscription to
6 (often) used to chat to
5 1 D 2 A 3 B 4 A 5 D 6 C 7 C 8 D
6 1 taking
2 is
3 on
4 to
5 give
6 are
7 have
8 ever
3 White
OPENER
p23
DYSLEXIA FOCUS
3 WHITE
UNIT OVERVIEW
Opener
• Language focus: Phrases with make and do
• Topic: Salt: history and uses
Reading and Use of English — Reading
• Part 7 Multiple matching
• Topic: Honesty and white lies
Reading and Use of English — Vocabulary
• Part 1 Multiple-choice cloze
• Language focus: Phrasal verbs
• Topic: Black and white photography
Listening
• Part 3 Multiple matching
• Topic: White elephant projects
Reading and Use of English — Grammar
• Part 2 Open cloze
• Language focus: Future forms
• Topic: Expeditions
Speaking
• Part 3 Collaborative task
• Topic: Thrill-seeking sports
Writing
• Part 2 Email or letter
• Topic: Party suggestions
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 3 activities
Teacher resources
• Presentation tool Unit 3
• Unit 3 Language test
• Unit 3 Language test for dyslexic students
• Unit 3 Photocopiable activities
• Unit 3 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
Students may find it challenging to match the sentence
halves in Ex 3, as they sit side by side. An alternative
could be to ask students to cover the first column (1—8).
Read out each sentence beginning in turn. Students
then look at A—H and choose the correct ending.
Warmer
Put students into pairs. Ask them to think of as many
things as possible which are typically white. Give
them two minutes. Then ask students to count up their
answers. The pair with the most should read out their
list to the class for everyone to check. If the class is
happy, the pair wins.
Example answers
snow, a snowman, a snowflake, a snowball, a cloud, a
rabbit, an owl, a polar bear, the moon, rice, teeth, milk,
sheep, cream, a wedding dress
VOCABULARY: Phrasal verbs with make
and do
1 Focus students on the photograph at the top of the
page. Explain that it is a photo of the Uyuni Salt Flats of
Bolivia, the world’s largest salt flats which cover an area of
around 10,500 km2. Put students into pairs to complete the
task. Nominate a few pairs to share their ideas with the rest
of the class.
2
3.1 Elicit why salt is important and if students know
anything about the history of salt. Give them time to read
the questions, then play the recording. When they have
finished, put students into pairs to check their answers.
Answers
1 Students’ own answers
2 Salt can be used for flavour and our bodies need it to
function. It is also used for healing (preventing infection),
melting snow and ice, and food preservation.
3 It comes from sea water and salt mines.
3
3.2 Give students time to do the task. Then, play
the recording for students to listen and check their answers.
Check answers as a class.
Answers
1 D
2 C
3 G
4 A
5 H
6 F
7 B
8 E
65
3 White
Flexible follow-up
To help focus students’ attention on the meaning of the
phrases, ask them to work alone or in pairs. Read out
the following definitions one by one and ask students
to write down which phrase in bold in Ex 3 you are
defining. Check answers as a class.
1
2
3
4
5
6
7
8
created by a person not machine
live without a particular thing
produced with
earned money after paying costs
had an important impact
have a useful effect
come to agreements e.g. in business
changed something so it had a different purpose
Answers
1 done by hand
3 made of
5 made the difference
7 make deals
2 do without
4 made a profit
6 do us good
8 made into
4 Focus students on the phrases in bold in Ex 3. Explain
that these are phrases with make and do. Ask students to
read the first sentence and elicit what phrase from Ex 3
might fit there. Don’t confirm the answer at this point.
Point out to students that they might need to change the
verb forms. When students have finished, put them into
pairs to compare answers.
Answers
1 made into
4 make the difference
2 does us harm
5 do without
3 made of
6 make a deal
5 Give students time to work alone and note down
answers to each question in Ex 4. Then put them into pairs to
compare answers. Elicit different answers and ask the class to
say which ones they think are the most interesting.
6 Demonstrate the activity by telling students three
things about yourself using phrases with make and do from
Ex 3. Make sure two of them are false, e.g. I think getting
up early does me good. Learning English has made a big
difference to my life. I can’t do without chocolate. Ask the
class to decide which of your sentences is true, and confirm
if they are correct or not. Give students time to write their
own sentences. Monitor to provide feedback on their use
of the phrases with make and do. Then put students into
pairs to guess which sentence is true. Elicit any surprising
information from different pairs.
Cooler
Ask students to choose a few of the phrases with make
and do that they would like to remember. Tell them
to use the phrases in example sentences that are true
for them in their notebooks. Monitor and help with
corrections where necessary and encourage students
to check each other’s sentences.
66
READING AND USE OF ENGLISH —
Part 7 Multiple matching pp24—25
LESSON OVERVIEW
•
Topic: Honesty and white lies
EXAM FILE p15
Learning objective: Students will be better able to read
a text to find specific information.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 7 Multiple
matching pp36—37
Digital resources
• Presentation tool pp24—25
• Video: About B2 First: Reading and Use of English
Part 7
BEFORE YOU START
Read through the Exam reference on page 15 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 25. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 15 of the Exam file to check their
preparedness for this exam part.
Warmer
Tell the class that you are going to give them an
interesting fact about you and they have to decide if it is
the truth or a lie. Tell them the fact e.g. I’ve been on TV.
Give students two minutes to ask you as many questions
as they can to try to find out if you are telling the truth.
Then ask them to vote. Tell students the answer. You
could ask students to do the same activity in pairs.
3 White
1 Focus students’ attention on the types of people in the
box and check they understand the meaning of siblings
(= brothers and sisters). Put students into pairs to do the
task. Monitor and encourage students to extend their
answers by giving reasons and examples.
2 Write white lie on the board and ask students what kind
of lie it might be. Then focus students on the explanation
in Ex 2. Elicit an example of a white lie someone might tell
on social media (e.g. that they had a good time at an event
when they actually didn’t). Focus students on the photo of
the girl crossing her fingers behind her back. Ask students:
Why is she doing this? Elicit that the girl has just told a lie
or has made a promise that she doesn’t want to keep. Put
students into pairs to do the task. Nominate a few pairs to
share their ideas with the rest of the class.
EXAM FOCUS
3 Tell students that they are going to do an exam task
where they will need to read an article to find specific
information. Ask students to read the Exam focus and
identify the three tips given for scanning an article. Then,
check answers as a class. Alternatively, elicit from students
how they think they can scan a text fast to find information,
then ask them to read the Exam focus to check their ideas.
Focus students on items 1—5 in Ex 3. You could use a
stopwatch to time them.
Answers
1 prosocial deception
3 two
5 new glasses
2 while talking with friends
4 compassionate
Alternative
Stronger classes could find the information, and then say
what helped them. With classes that need more support,
ask them to look at information 1—5 before scanning and
say what they need to look for in each case.
6 Explain that the purpose of this exercise is for students to
practise identifying the key information they need to look for
in the article when doing the exam task in Ex 7 (see the first
point in the Exam focus). Focus students on questions 1—10
in Ex 7. Do the first one with the whole class to make sure
students are clear about what they need to do. Then, give
students time to do the task alone, so they practise identifying
key information themselves. Elicit answers from the class.
Answers
1
2
3
4
5
6
7
8
9
10
wanted to impress a relative?
was unable to continue in her work?
lied when faced with a difficult choice?
corrects herself when describing the seriousness of
her lie?
endured a difficult social event to maintain a lie?
is still unaware of the consequences of her lie?
confessed to having lied before it was discovered?
assumed something that turned out to be wrong?
didn’t enjoy an event completely as a result of her lie?
changed her attitude to lying as a result of an experience?
EXAM TASK
3.0 This reading text has been recorded. To help support
them in this task, you can allow dyslexic students to listen as
they read the text.
7 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task and refer them to the
Exam reference on page 15 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Students complete the task individually, then check answers
in pairs. Check answers as a class, nominating students to
read out which parts of the article gave them the answers.
Help them to understand how the information in the
questions was expressed in the article.
Answers
4 Put students into pairs to do the task. Explain that
reading the article title and any introduction is a good exam
technique, as it can help them understand better what the
article is about. Ask students if they need to read the whole
text to get the information they need. Point out that they
only need to scan the article for the information, not read
it all. Give students a time limit to encourage them to scan
quickly, e.g. 90—120 seconds, then elicit the answer.
Answer
The photograph relates to person B.
5 Ask students to discuss what white lie person B might
have told.
1 A — ‘… desperately wanted my new mother-in-law to
like me.’
2 D — ‘… job as a waiter’; ‘I lasted precisely one hour!’
3 B — ‘If I didn’t go to sports day, I would be letting
down my son, but if I didn’t go to the meeting, I’d be
letting down my boss. What I should have done …’
4 C — ‘It was only a very small exaggeration really. Well,
OK, it was more of a lie …’
5 A — ‘I wore it and hated every minute of my party
that year.’
6 B — ‘He wants to see me later and I think I know why.’
7 C — ‘I could have lied again and made something up,
but I came clean.’
8 D — ‘I thought it would be …’; ‘However, I totally
underestimated …’
9 B — ‘I was so proud when Danny won his race,
although also a little guilty about the meeting.’
10 A — ‘I’m much more careful these days about the
white lies I tell.’
67
3 White
Flexible follow-up
Cooler
Write these words on the board: outdated, shrank,
letting down, exaggeration, miniature, underestimated,
upmarket, manipulate. Ask students to find the words
in the article and try to work out their meaning from
the context. They can use a dictionary to check their
answers.
Put students into pairs and ask them to take turns to
find a sentence from the article in the exam task and
read it aloud. Their partner should then paraphrase it,
using different words but keeping the same meaning.
You could demonstrate this by focusing students
on the following sentence: I was just married and
desperately wanted my mother-in-law to like me.
Paraphrase it as I hadn’t been married for long and was
really keen to get my mother-in-law’s approval.
Speaking or writing
8 Give students time to read the question and think of
their answer and reason. You could provide some prompts
on the board e.g. I think that (Emily’s) lie was the worst
because… / I don’t think that (Emily’s) lie was worse than
(Ella’s) because… / (Holly) … That’s why I think her lie was the
worst. Put students into groups to discuss the question. Elicit
ideas from one or two groups.
Alternative
Put students into groups of four. Allocate one person
from the article to each student and explain to them
that they are now the person in the article. Students
then have to try to justify why their white lie was the
least harmful. Give students time to think of ideas
before asking them to discuss their ideas with each
other. At the end, ask the class to vote on the person
whose lie they think was the most harmful.
9 Give students time to read the task and think of an
idea they can write about. On the board write What? Who?
When? Why? and ask students to note down ideas for
each question. They could share their ideas with a partner
before writing. Ask students to write around 100—150
words. This can be done in class or for homework. When
finished ask students to read each other’s work and vote
on the best story.
EXAM BOOST
EXAM FILE Section A p14
The exercises on page 14 in section A of the Exam boost
provide more practice of reading for specific information.
These could be done in class or for homework.
Answers
1 1
2
3
4
2 1
68
disagreement, classroom activity, conducted
reluctance, inadequacy
concern, ways, progress was assessed
consideration, feelings, classmates
A 2 not answered 3 not answered 4 B
Extra practice
EXAM TRAINER pp36—37
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 7, we recommend students complete the
Practice task and How did you do? section on
page 36 and Strategies and skills Exs 1 and 2
on page 37 of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 7.
3 White
READING AND USE OF ENGLISH —
Part 1 Multiple-choice cloze p26
LESSON OVERVIEW
•
Topic: Black and white photography
EXAM FILE p3
Learning objective: Students will be able to use a
set of phrasal verbs to talk about photography and
photographers.
VOCABULARY: Phrasal verbs
1 Focus students on the image of the face. Put students
into pairs to discuss the question. Elicit ideas from the class.
Ask students: Do you ever take black and white photos?
Why? / Why not?
2
3.3 Explain to students that they will hear an
interview with a photographer who takes black and white
photos. Give them time to read the questions and check
they understand the meaning of key in this context (most
important). Play the recording. Check answers as a class.
Extra resources
Answers
B2 First Exam Trainer
He takes black and white photos because the contrast
makes things like shapes, patterns and texture stand out
which makes people pay more attention to them.
Key benefit: you don’t need to worry about colour contrasts.
Key challenge: you have to think the photo through before
taking it, making sure the light is right and there’s sufficient
contrast.
•
Reading and Use of English — Part 1 Multiple-choice
cloze p8 Exs 3—4
Digital resources
• Presentation tool p26
• Video: About B2 First: Reading and Use of English
Part 1
BEFORE YOU START
Read through the Exam reference on page 3 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the multiple options in the exam
task challenging. You could delete one incorrect option
for each gap to reduce the reading load. Students may
also find it hard to work out the meaning of the phrasal
verbs in context even with the definitions given. When
checking answers to Ex 4, explain the meaning orally to
help them with this.
Dyslexic students may also benefit from the structured
checklist on page 3 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students to take out their mobile phones and
choose a photo that they’re happy for others to see.
Alternatively, they could find a photo in the coursebook.
Tell students not to show anyone else their photo yet.
Put students into small groups. Tell them they have to
find three things their photos have in common, but they
can only ask yes/no questions. Give them three minutes
to do this. They can then reveal their photos to each
other and ask further questions about them.
3
3.4 Explain to students that the phrases in bold
are phrasal verbs. These are verbs which are followed by a
particle (an adverb or preposition). There are many phrasal
verbs in English and they are commonly used, which is why
it is important to learn them.
Elicit the first answer from the class to demonstrate the task.
Then ask students to complete the other phrasal verbs. Play
the recording again, if necessary, for students to check their
answers.
Answers
1 out
6 off
2 with
7 to
3 for
8 up
4 through
5 out
4 This activity helps students to work out the meaning of
the phrasal verbs. Point out that it is not always possible to
work out the meaning of a phrasal verb from the individual
words. Focus students on the first sentence and ask them
to look at the photo of the face and try to understand
the meaning of the whole sentence. Elicit ideas, then ask
students if they can guess what the phrasal verb means
from the context. Ask students if there is an object after the
phrasal verb (a noun or a noun phrase that comes after the
verb). Give students time to look at the other sentences
individually and complete the task, then discuss their ideas
in pairs. Check answers as a class.
Answers
1 C 2 D 3 G 4 E 5 A 6 H 7 F 8 B
Need an object: get away with, make up for, think through,
figure out, live up to, mess up
Can be separated: think through, figure out; mess up can
also be separated, although it isn’t in this case
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Flexible follow-up
EXAM TASK
Ask students to underline the word in each phrasal
verb which they think carries the main stress. Then, play
recording 3.4 again for students to check their answers.
Encourage students to say the sentences with the
correct stress.
7 Note that in the actual exam task, there would not
usually be so many phrasal verbs.
Answers
1 out
2 away
3 up
4 through
5 out
6 off
7 up
8 up
The main stress is usually on the second word.
5 Read through the task and focus students on the
example sentence. You could also provide one of your own
on the board to further model the task. While students write
their sentences, monitor and check their use of the phrasal
verbs. After the activity, write any mistakes you noticed on
the board. Elicit corrections from the class where necessary.
6 Put students into pairs. While students do the task,
monitor their use of the phrasal verbs. Point out any good use
of the phrasal verbs you heard and elicit corrections to errors.
EXAM BOOST
EXAM FILE Section B p2
The exercises on page 2 in section B of the Exam boost
provide further practice of phrasal verbs. These could be
done in class or for homework.
Answers
3 1
5
4 1
5
mess
thinking
at
to
2 get
6 relies
2 off
6 up
3 lives
4 figure
3 for
7 out
4 through
If students do this exam task under timed conditions, allow
them 10—12 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. You could guide them with these questions:
•
•
•
•
•
What are you tested on in this exam task?
What should you do before you do the task?
What helps you choose the right answer?
What do you do if you’re not sure of the answer?
What do you do after you have chosen all your answers?
Refer students to the tips in the Exam reference on page 3
of the Exam file if necessary.
Ask students to look at the photos and read the article
heading. Give students time to complete the exam task.
Then put them into pairs to check answers. Check answers
as a class.
Answers
1 A — B doesn’t collocate with ‘In’. C and D don’t fit the
sentence meaning.
2 C — Only C collocates with ‘in’.
3 A — Only A fits the meaning of the sentence.
4 B — A doesn’t collocate with ‘out’. C and D don’t fit the
sentence meaning.
5 D — B and C don’t collocate with ‘on’. A doesn’t fit the
sentence meaning.
6 B — A and C don’t collocate with ‘by’. D doesn’t fit the
sentence meaning.
7 B — Only B fits the sentence meaning.
8 C — Only C collocates with ‘at’.
BACKGROUND INFORMATION
Lewis Powell was a confederate soldier in the
American Civil War. He was hanged for his part in
the assassination of President Abraham Lincoln and
attempted assassination of the vice president and the
secretary of state. This colour photo has been shared
widely on social media due to the fact that Powell
looks surprisingly contemporary.
Fast finishers
Ask fast finishers to prepare to explain to the class why
the incorrect answers are wrong. They could do this
alone or quietly in pairs. When the whole class has
finished, ask the fast finishers to give their explanations.
70
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8 Read through the task and the example. You could give
students time to think of ideas and ways that they could use
a few phrasal verbs in their discussion before putting them
into pairs to complete the task. Monitor and assess students’
use of the phrasal verbs. Elicit a few ideas from the class and
then provide feedback on the task.
LISTENING — Part 3 Multiple
matching p27
LESSON OVERVIEW
•
EXAM FILE p33
Alternative
Put students into groups of five and tell each student
that they are one of the five types of photographer
in the box. Tell them they are going to have a debate
about whose job is the most useful and whose is
the most difficult. Give them time to think of ideas
and about how to use the phrasal verbs. Then, give
students five minutes to debate their ideas. Finally,
have a class vote on which type of photographer they
really think has the best or the most difficult job.
Topic: White elephant projects
Learning objective: Students will be better able to
identify a speaker’s attitude.
Extra resources
B2 First Exam Trainer
•
Listening — Part 3 p69, p70 Ex 1
Digital resources
• Presentation tool p27
• Video: About B2 First: Listening Part 3
Cooler
Ask students to imagine a photo that represents how
confident they feel about the exam tasks so far. Put
students into pairs to share descriptions of their photos
and explain why the photo represents them. Monitor to
get a sense of how students are feeling.
Extra practice
EXAM TRAINER p8 Exs 3—4
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 1, we recommend students complete
Strategies and skills Exs 3 and 4 on page 8 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 1.
BEFORE YOU START
Read through the Exam reference on page 33 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the amount of reading in Ex 4
challenging. You could ask students to read the first
pair of sentences, play the recording and then pause it.
Repeat this with the other pairs of sentences.
You could also give students a little more time to read
the options in the exam task in Ex 6 before playing the
recording.
Dyslexic students may also benefit from the structured
checklist on page 33 of the Exam file to check their
preparedness for this exam part.
Warmer
Tell students that you are going to say something and
they have to guess how you’re feeling when you say
it. Say: He’s here as if you are sad. Elicit what emotion
you’re feeling (sadness). Put students into pairs. One
student in each pair should turn their back to the
board. Write: He’s here. on the board and the following
emotions in a list.
•
•
•
•
•
•
Anger
Fear
Joy
Surprise
Disappointment
Relief
When you tell students to start, the ones who can see
the board should say He’s here., conveying the first
emotion on the list. When their partner guesses it, they
move onto the next emotion and the next until their
partner guesses all six.
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BACKGROUND INFORMATION
In some parts of Asia, white elephants are considered
to be sacred. Anyone who owned one, such as kings of
the past, was considered to be powerful and of great
importance. However, the laws prevented owners
from using them as labour, which meant they had no
practical use but were very expensive to keep. Explain
that today, certain places such as a large building, a
big bridge or a vast shopping mall like the one in the
photo might be called a ‘white elephant’.
1 Read through the task and the definition. Elicit students’
answers to the question.
Example answers
it’s not in the right location; the shops aren’t appealing;
nobody would want to open a shop there; it’s next to
another shopping mall; nobody can get to the shopping
mall (no transport, car park or road)
2
3.5 Explain that the mall in the photo is the South
China Mall in Dongguan, China, which was built in 2005. It’s
the second largest mall by area after the Dubai Mall in Dubai.
Point out that students will hear a woman describing her
feelings about the mall in the photo. Ask them to read the
questions. Then, check they understand all the emotions in
the box. You could do this by giving a situation and eliciting
the feeling e.g. I thought I’d lost my wallet this morning, but
fortunately I found it in my jacket pocket. (relief). Play the
recording. Give students the chance to discuss answers in
pairs. Then, check answers as a class.
Answer
Fay felt disbelief when it was first built. She feels relief now.
EXAM FOCUS
3
3.6 Ask students to read the Exam focus.
Alternatively, write the two examples from the Exam
focus on the board and ask students to say what feeling is
described in each one and what words tell them this. They
can then read the Exam focus to check their answers.
Focus the students on the emotions in Ex 3 and check they
understand impressed and suspicious. Ask: Which word
means you think someone isn’t being honest? (suspicious)
Which word means you feel admiration and respect?
(impressed). Explain to students that they will hear two
different speakers, A and B, each time. They should match
each speaker to their attitude. Play the recording and then
check answers as a class.
Answers
1 angry B (not happy); pleased A (glad)
2 fed up A (stress on ‘again’); surprised B (I don’t believe it!)
3 excited B (didn’t expect … as cool); disappointed A
(doesn’t … live up to my expectations)
4 impressed A (Can’t wait to give it a try); suspicious B
(not sure I should try it)
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4
3.7 Explain to students that they are going to
hear six different speakers; each one talking about the
shopping mall in the photo. They should listen and choose
the correct option (A or B) that describes the person’s view.
Give students time to read the sentences, then play the
recording. Do not check answers at this point.
5
3.8 Play the recording again so that students can
note down the language that helped them with Ex 4. You
could pause after each speaker and elicit the language
before moving on to the next speaker.
Answers
1 A — ‘… it’s annoying that nobody seemed to find out if
there was a demand …’
2 B — ‘It’s absolutely incredible that some of the mall is
still under construction today.’
3 A — ‘… canals … where you can take a gondola ride …
I can’t wait to give it a try!’
4 B — ‘I’m so pleased that the mall is starting to see some
success.’
5 A — ‘It’s just so sad that money’s wasted on projects
like this …’
6 B — ‘I admire anyone who has a vision and tries to
bring that vision to life …’
EXAM TASK
6
3.9 Focus students on the exam task and refer them
to the Exam reference on page 33 of the Exam file which
gives information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Ask students to read the instructions for Ex 6, as these give
the context, which is important in this exam. Give students
time to read options A—H and check they understand the
meaning of puzzled (= confused). Then play the recording.
Put students into pairs to check answers. Then, elicit answers
from the class.
You could explain that Speaker 1 describes the bridge
to Russky Island in Russia; Speaker 3 is talking about the
Detroit People Mover; Speaker 4 is talking about the opera
house in Hamburg, Germany and Speaker 5 is talking about
the Garden Bridge proposal in London.
Answers
1 F — ‘But I still don’t get why the structure needed to be
quite so vast.’
2 E — ‘What I hadn’t anticipated was that, although
people supported it, they weren’t prepared to donate
any money towards it …’
3 G — ‘… it’s unfortunate that only 6,000 passengers
travel on it.’
4 A — ‘… I’m now optimistic that it will live up to the
planners’ expectations.’
5 D — ‘… the organisers chose to abandon the plan and
I’m glad.’
3 White
Flexible follow-up
Ask students to look at the audioscript for the exam task
(Track 3.9) on page 127. They should look at the part for
Speaker 1 and try to identify the distractors (information
that is similar to that in the incorrect answers but which
isn’t correct). For example, mention of the future (option
A), mention of the architect (option B), mention of the
number of vehicles using it (option G) are all distracting
from the correct answer (option F). Highlight that this is
common in this exam task and students need to listen
very carefully from start to finish to be able to ignore the
incorrect options and choose the one correct option.
Speaking or writing
7 Read through the task. Ask students to think of an
example on their own. You could put some suggestions
on the board e.g. mall, building, public transport facility,
concert venue and write some questions to prompt ideas for
students to talk about:
•
•
•
•
•
What is it?
Where is it?
What is it used for?
Why do people like/dislike it?
What do you think about it?
Give students time to think of ideas and make notes. Then,
put them into groups to share their ideas. Ask a few groups
to summarise their discussions for the rest of the class.
8 If students have done Ex 7, they can use their
discussions to inform their writing. If not, elicit examples of
projects that students could write about. Ask students to
write around 100 words and either display them around
the class or ask students to share them digitally, e.g. on
an online noticeboard. Ask students to read at least three
other students’ work. If online, they could comment on
them there. If done in class, they could work in groups and
comment on them orally. Provide feedback by highlighting
any good use of language and elicit corrections to common
errors.
EXAM BOOST
EXAM FILE Section A p32
The exercises on page 32 in section A of the Exam boost
provide practice of language that may be used to convey
attitudes and some practice of listening to fast speech.
These could be done in class or for homework.
Answers
1 1 impressed
2 hopeful
3 annoyed
4 disappointed
5 puzzled
6 surprised
7 relieved
8 pleased
2—3
1The bridge is an incredible example of engineering at
its best …
2 But I still don’t get why the structure needed to be
quite so vast.
3 The island has a population of 5,000 …
4 Currently, a few thousand vehicles cross it every
week …
5 … I suppose the locals are happy that they can
get on and off the island …
Cooler
Ask students to choose five or six items of vocabulary
they would like to remember from this lesson, e.g. from
those related to attitude (e.g. impressed, relieved). Tell
them to write an example sentence for each item of
vocabulary in their notebooks. When they have finished,
put students into pairs and ask them to explain what
vocabulary items they have chosen and why.
Extra practice
EXAM TRAINER p69, p70 Ex 1
For further practice of the skills presented
in this lesson for Listening Part 3, we
recommend students complete the Practice
task and How did you do? section on page 69
and Strategies and skills Ex 1 on page 70 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 3.
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READING AND USE OF ENGLISH —
Part 2 Open cloze p28
LESSON OVERVIEW
•
Topic: Expeditions
EXAM FILE p5
Learning objective: Students will be better able to talk
about future events.
Warmer
Put students into small groups and ask them to think
of as many activities that people can do in very cold
weather as possible in two minutes. Ask groups to
count the items on their list. The group with the most
activities wins.
Example answers
Building a snowman, dog sledding, having a snowball
fight, ice fishing, ice skating, riding snowmobiles, skiing,
sledding, snowboarding
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 2 Open cloze p12
Exs 2—3
Digital resources
• Presentation tool p28
• Grammar presentation 3: Future forms
• Video: About B2 First: Reading and Use of English
Part 2
The Grammar reference and exercises on pages 82—83 of
the Grammar file provide more practice of future forms. This
could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 5 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Some students might find it challenging to choose
the correct verb forms in Ex 5 as the time expressions
come after the verbs and not before. You could
reproduce the exercise with the time expressions at
the front where possible. Alternatively, ask students to
identify the time expressions first before they choose
the correct alternatives.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 5 of the Exam file to check their
preparedness for this exam part.
74
GRAMMAR: Future forms
1 Check students understand the meaning of expedition
(= a long, carefully organised journey to somewhere
dangerous or unknown). Put students into pairs to do the
task. Then, nominate students to share any interesting
answers with the class.
2 Focus students on the photo at the bottom of the page
and elicit what they can see (husky sledding — husky is the
name of this type of dog). Ask the question to the class and
elicit some answers. Then, ask students to read the article to
check their ideas.
3 Ask students to underline the sentence This expedition
is not for the faint-hearted in the article in Ex 2 and guess
what it tells us about the expedition (something that’s
not for the faint-hearted is difficult and needs a lot of
effort). Give students time to answer the question in Ex 3
individually, before putting them into pairs to discuss their
ideas. Nominate a few students to share their ideas with the
class before confirming the answer. You could also elicit the
benefits of doing the expedition according to the advert, as
these highlight some useful collocations (experiencing the
magic of the winter wonderlands, making lifelong friends,
overcoming mental and physical challenges). You could ask
in what other activities students might get some of these
benefits.
Answers
It will be cold, exhausting and difficult.
3 White
4
3.10 Ask students to think about what their main
concern about going on this trip would be and elicit a few
ideas from the class. Explain that students will hear a woman
expressing her main concern to a friend. They should listen
for what that concern is. Play the recording. Then, check the
answer as a class.
Answer
She is mainly concerned about getting fit for the expedition.
5 Read out the task and refer students to the Grammar
file reference on page 82. Encourage students to use this
to help them choose the correct future verb forms in the
sentences and make sure they can explain their answers.
Explain that these sentences come from the recording.
Give students time to do the task individually, then put
them into pairs to check answers. Check answers as a class.
Ask students to justify their answers each time, saying why
the incorrect answer is wrong. Use this to check students’
understanding of the different uses of future forms, and
clarify uses where necessary. Elicit the use and form for the
future continuous and future perfect in particular, as these
are likely to be new or newer to students.
Answers
1 ’ll be sleeping
3 ’ll be; ’ll have been sledding
5 ’ll have covered
2 leaves; lands
4 ’re meeting
6 ’re going to look
EXAM TASK
6 Note that in the actual exam task, there would not be as
many future forms being tested.
If students do this exam task under timed conditions, allow
them 10—12 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. You could ask them questions to guide them:
• What are you tested on in this exam task?
• What should you do before you do the task?
• What helps you decide on the right answer?
• What do you do if you’re not sure of the answer?
• What do you do after you’ve written all your answers?
Refer students to the tips in the Exam reference on page 5
of the Exam file if necessary.
Ask students to read the title of the text and decide what they
think the article will be about, then read it quickly to check
their ideas. Ask students to now read the article more carefully
and complete each gap with a word. Remind them to look at
the words around the gap to work out the kind of word that is
missing. Then ask students to read the article again to check
that their answers make sense. Put them into pairs to compare
their answers. Check answers as a class. Write the answers on
the board for students to check the spelling.
Answers
1 Will
5 than
2 with/for/among
6 where
3 such
7 be
4 a
8 going
Flexible follow-up
On the board, write:
Flexible follow-up
• What will you have done by the end of today?
• What will you be doing at these times tomorrow?
Ask students to write a short paragraph explaining
whether they would like to go on an expedition, like
the husky sledding in the photo, and why / why not.
7 a.m. 10 a.m. 1 p.m. 6 p.m. 8 p.m. 11 p.m.
Nominate a student to ask you each question and model
an answer, e.g. By the end of today I’ll have taught six
lessons. I’ll have cooked dinner and done the washing up.
I’ll have put the kids to bed and I’ll have watched a film.
At 7 a.m. tomorrow, I’ll be getting breakfast ready … .
Put students into pairs and get them to answer both
questions. Monitor and note down any errors with the
future forms. Elicit corrections to the errors.
EXAM BOOST
EXAM FILE Section B p4
The exercise on page 4 in section B of the Exam boost
provides practice of future time expressions. This could be
done in class or for homework.
Answers
3 1 after
4 Once
2 until
5 By the time
3 When
6 as soon as
Speaking or writing
7 Read through the task. Give students time to think
about where they would like to go, what they would like to
do there on each of the three days and what might happen
there. Ask them to think about how they can use different
future forms when they discuss their ideas. You could give
the class some expedition ideas and note them on the
board, e.g. husky sledding, mountain climbing, desert
trekking, horse-riding, sailing, etc.
Put students into pairs to discuss their ideas and create a
plan, before making predictions about what will happen.
Monitor and assess students’ use of future forms. Ask each
pair to summarise their trip for the class and give at least
one prediction about what they think will happen. Give
feedback on students’ use of future forms.
75
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Alternative
Put students into pairs or small groups and ask them
to describe their future plans for the next month, year,
and five years. You could write some prompts on the
board e.g. I’m going to …; I’ll probably …; I probably
won’t …; By … I hope I’ll have …; In … I’ll be … . Give
them time to plan and make notes. When students do
the task, monitor and assess their use of future forms.
Invite students to share some interesting information
about their partners with the class, and then provide
feedback on their language use.
SPEAKING — Part 3 Collaborative
task p29
LESSON OVERVIEW
•
Topic: Thrill-seeking sports
EXAM FILE p41
Learning objective: Students will be better able to ask
for and give opinions.
Extra resources
8 Ask students to look at the text in Ex 2 and identify
what makes the trip sound appealing to the reader (e.g. it
starts and ends with questions, it uses a range of adjectives,
it gives persuasive reasons and it has a friendly tone). Write
these ideas on the board. Ask students to write a similar
text for a different expedition. If students have done the
speaking task in Ex 7, they can write about the three-day
expedition they have planned. If not, ask them to think of
ideas for an expedition (see suggestions in the notes for
Ex 7). When they have finished, ask students to assess each
other’s adverts by checking they have included the text
features listed on the board. Students can share their adverts
in class or post them on an online noticeboard or virtual
classroom, and vote for the expedition they would most like
to go on.
B2 First Exam Trainer
•
Speaking — Part 3 Collaborative task pp84—85
Digital resources
• Presentation tool p29
• Video: About B2 First: Speaking Part 3
• Video: B2 First Speaking Test 1, Part 3
BEFORE YOU START
Read through the Exam reference on page 41 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
Cooler
DYSLEXIA FOCUS
Ask students to think about what kinds of words they
were tested on in the exam task. They can make a note
of these or you could write a list on the board.
In the exam task, read out the task and the prompts so
that students can focus on thinking of the language
they need to use when they speak.
Answers
Question word (what), modal/semi-modal verb (will;
going), preposition (with/for/among), such (making
part of a fixed expression), article (a — making up a
time expression), comparative (than), relative pronoun
(where), auxiliary verb (be).
Dyslexic students may also benefit from the structured
checklist on page 41 of the Exam file to check their
preparedness for this exam part.
Warmer
Write these categories on the board:
Extra practice
EXAM TRAINER p12 Exs 2—3
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 2, we recommend students complete
Strategies and skills Exs 2 and 3 on page 12
of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 2.
76
• something related to the ocean beginning with F
• a place where you spend money beginning with C
• a sport beginning with W
Put students into groups and give them three minutes
to think of one item for each category and write it
down. They must write only one. Collect an answer for
each category from each team. They get 0 points for an
incorrect answer, 1 point for a correct answer another
team also has and 2 points for a correct answer no
other team has. The winning team is the one with the
most points.
Example answers
something related to the ocean: fish, fishing line,
fisherman, fishing boat, flying fish, fjord
a place where you can spend money: corner shop, chain
store, chemist’s, convenience store, charity shop, café
a sport: wrestling, water polo, white water rafting,
weightlifting, windsurfing, water skiing
3 White
1 Elicit what sports students can see in the photos (kite
surfing, climbing). Put students into pairs to discuss the
question. Nominate one or two students to summarise their
discussion for the class.
2 Elicit one reason why people might want to go kite
surfing or climbing. Then, put students into pairs to think
of more ideas. Monitor and suggest ideas if students are
struggling. Nominate a few pairs to share their ideas with
the class.
3 Check that students understand what white-water
rafting is (= travelling down a river in rough water in a type
of boat) and pre-teach dinghy (= a small open boat). Give
them time to read the text and find out if any of their ideas
are mentioned.
EXAM FOCUS
4
3.11 Ask students to think of a few expressions they
could use to ask for or give an opinion. Elicit ideas and note
them on the board. Ask students to read the Exam focus
to find out if their ideas are included. Ask them why they
think it’s important to involve the other person and to vary
their expressions in the exam (to show that they can hold a
conversation without it breaking down or becoming onesided and that they can use a variety of language).
Tell students that they are going to hear extracts from two
discussions about dangerous sports. Play the recording
so students can answer the questions. Elicit answers from
the class and write a list of criteria on the board that are
important when you are trying to keep a conversation going,
e.g. give reasons for your opinion, ask what your partner
thinks about your view and respond to your partner’s ideas.
Leave these on the board for the exam task in Ex 5.
EXAM BOOST
EXAM FILE Section A p40
The exercise on page 40 in section A of the Exam boost
provides more practice of asking for and giving opinions.
This could be done in class or for homework.
Answers
1 1 What’s 2 How
5 think 6 say
9 consider
10 honest
3 any
7 main
11 minds
4 wouldn’t
8 One
EXAM TASK
For guidance on marking Speaking Part 3, please refer to
the Speaking success criteria on page 159.
5 Focus students on the exam task and refer them to the
Exam reference on page 41 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Read out the first part of the instruction up to ‘First you have
some time to look at the task’. Give students time to look at
the task individually and think of ideas. Students will only
have a few seconds for this in the exam, but give them more
time now in order to help them develop their exam skills.
Next, read out the second part of the instruction above the
diagram. Tell students they have two minutes to have their
discussion. Put students into pairs. Ask them to record their
conversations on a phone, if possible. Remind them to use
phrases from the Exam focus if possible.
Monitor while students complete the task and assess their
discussion skills. After two minutes, pause the discussions
and read the final part of the instruction under the diagram.
Give students a further minute to complete this task.
Answers
Extract 1 shows a better discussion as it contains turn taking
and asking for and giving opinions. Extract 2 shows no
interaction or involvement, just taking turns to give opinions.
77
3 White
Example answer
A: So, is it a good idea or not to try dangerous sports?
Interesting question! A lot of people do normal sports
and that’s OK if you just want to get fit and meet people.
But sometimes I think it’s good to try something a bit
different, something exciting. If you do something even a
little bit risky, it makes you feel alive! What do you think?
B: Yes, I agree. Life can get boring! If you get the
opportunity to do a parachute jump or go white-water
rafting then you should! But it’s really important to be
as safe as possible. So, people must know what they’re
doing and have the right equipment. Taking risks can be
a good challenge, but there can be accidents. You have
to be very careful, don’t you think?
A: Absolutely! My thinking is that it’s OK to take risks but,
as you said, you don’t want to get into trouble. Some
people don’t think about the consequences — they do
dangerous things and have problems and then the
emergency services need to help out. Do you agree?
B: Oh yes — because the emergency services should be
for real emergencies! They cost a lot of money! It’s not
fair to use their time rescuing people from mountains,
for example, just because the people didn’t check the
weather forecast or get the right climbing equipment.
Sometimes they also put other people’s lives in danger
when they try to rescue them.
A: You’re right. I think the same. It’s selfish really to expect
other people to help you.
(Decision question)
A: OK, some people might say that it’s important to face a
new challenge and have some excitement in their lives.
For me, however, it’s most important to think about
having the right training and equipment. What’s your
view?
B: I completely agree. As we said before, people doing
dangerous sports need to make sure they’re properly
prepared. Then they can be safe and they won’t need to
call the emergency services. And I believe most people
are sensible in that way, don’t you?
A: Yes, there are only a few people who do very extreme
sports and take lots of risks. So, do we agree that the
most important point is having the right training and
equipment?
B: Absolutely.
6 Ask each pair to report back on their decisions with
their reasons and open it up to a class discussion if possible.
Explain that if students can’t come to a decision within the
minute in the exam, they won’t be penalised, but they must
be attempting to make a decision.
You could ask students to repeat the task with a different
partner to allow them to make improvements if you feel it
would be useful.
78
Speaking or writing
7 Give students time to read the questions and think
of ideas before putting them into pairs. Tell students that
these questions are typical of those they might be asked in
Part 4 of the Speaking exam. They should ask for and give
opinions here, too. Encourage students to discuss each
question for at least a minute. Monitor and assess students’
discussion skills.
Elicit answers from a few students and then provide
feedback on their discussion skills.
8 Elicit some examples of extreme sports and note them
on the board (e.g. bungee jumping, cave diving, mountain
biking, skydiving). Put students into pairs or small groups
to do the task. Ask them to choose a sport, or allocate one
to them, but make sure they are all researching something
different. Once students have listed their ideas, ask them to
summarise them to the class. Have a class vote to find out
which sport the class think is the riskiest to do.
Cooler
Ask students to reflect on their work in the speaking
tasks in this lesson. Ask them to think about two
things they did well and should continue to do when
completing the exam task. Then ask them to think of
one thing they need to do better and how they can do
that. Put them into pairs or small groups to compare
ideas. Then nominate a few students to share their
ideas with the class.
Extra practice
EXAM TRAINER pp84—85
For further practice of the skills presented
in this lesson for Speaking Part 3, we
recommend students complete the Practice
task and How did you do? section on page 84
and Strategies and skills Exs 1—4 on page 85
of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 3.
3 White
WRITING — Part 2 Email or letter
p30
LESSON OVERVIEW
•
Topic: Party suggestions
EXAM FILE p21
•
•
Writing file: pp115—116
Vocabulary file: pp98—99
Learning objective: Students will be better able to use
common expressions in informal correspondence.
Extra resources
B2 First Exam Trainer
•
Writing — Part 2 Email or letter pp49—52
Digital resources
• Presentation tool p30
• Video: About B2 First: Writing Part 2
The Writing file on pages 115—116 provides an example
and exam help for Writing Part 2 Email or letter (informal
and semi-formal).
The Wordlist on page 98 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this unit.
Once you have completed this Writing lesson, the exercises
on pages 98—99 provide more practice of the vocabulary
from this unit. These could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 21 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might have difficulty with the word ordering
task in Ex 3. You could create a worksheet with these
sentences in the correct order, but one word is missing
in each. Write the missing words in a list for students to
choose from.
Dyslexic students may also benefit from the structured
checklist on page 21 of the Exam file to check their
preparedness for this exam task.
Warmer
Put students into small groups and ask them to discuss
this question: What makes a good party? When they
have finished, ask each group to share one idea with
the class and give reasons.
1 Explain that students will read an email from Dylan
to his friend Mara about a party. Give students time to
read the email. Then, put them into pairs to discuss the
question. Nominate a few pairs to share their ideas with
the rest of the class.
2 Give students time to read the reply and ask if any of
their ideas are mentioned. You could ask students when we
say Joking aside (when you have just made a joke and next
want to say something serious). Ask students to think about
the answers to the questions and then discuss the answers
as a class.
You could ask students to underline any expressions in
the emails that they think are useful and that they could
use in their own written communication (e.g. I’m writing
to …; Hope to hear from you soon; Joking aside; As for …;
Anyway, hope that’s helped; Let me know …).
Answers
1 to suggest
2 informal — the language chosen is friendly and shows she
knows the person well; she uses humour and contractions
3 Paragraph 1: To refer back to Dylan’s email. Paragraph 2:
To answer his first question. Paragraph 3: To answer his
second question. Paragraph 4: To sign off the email.
EXAM FOCUS
3 Write the three informal phrases from the Exam
focus on the board and ask the class to discuss possible
formal equivalents. Then, students read the Exam focus to
check. You could also ask students to think of more formal
equivalents to other phrases in the emails, e.g.
• Joking aside, — In all seriousness
• As for … — Regarding …
• Let me know … — Please could you tell me ...
Give students time to reorder the words in Ex 3. Then, check
answers as a class.
Answers
1
2
3
4
5
6
7
8
Great to hear from you.
I must apologise for the confusion.
I would like to propose an idea.
I can’t wait to see you!
I would like to request a refund.
You should give it a try.
I’m sure that you’ll love it.
I believe I would benefit your company.
4 Elicit the answers for the first sentence to clarify the
task. You could put students into pairs to do this task or give
them time to do it individually. Check answers as a class.
Answers
1 Informal; start a message; any email where you
haven’t heard from the writer for a while
2 Formal; apologise; an apology email
3 Formal; suggest; an email making a proposal
4 Informal; show excitement / end an email; an email
arranging a meeting
5 Formal; request; email of complaint
6 Informal; suggest; an email making a suggestion to do
something
7 Informal; persuade/predict; an email where the writer
is persuading the reader to do something
8 Formal; persuade; a job application email
79
3 White
EXAM BOOST
EXAM FILE p20
The exercises in the Exam boost on page 20 provide more
practice of using common expressions in both informal and
formal emails or letters, as well as useful functional phrases.
These could be done in class or for homework.
Answers
1 1 H 2 B 3 F 4 A 5 C 6 E 7 G 8 D
2 Giving advice: If I were you, I’d …; You ought to …
Making suggestions: How about …?; One thing you
could do is …
Giving reasons: because/as/since; That’s why …
Apologising: I’m so sorry about …; It was completely
my fault.
Thanking: I’m really grateful that …; Thanks so much
for …
Accepting/Declining an invitation: I’d love to come!;
I’m afraid I can’t come.
3 It is making a complaint.
4 1 E 2 B 3 G 4 D 5 F 6 A 7 C
5 1 E 2 J 3 J 4 C 5 E 6 C 7 E 8 E
Example answer
Hi Alex,
Great to hear from you and congratulations on your
promotion! I know you’ve been working really hard over the
last year so it’s great that your manager has recognised that.
I’m really pleased for you.
Why don’t we drive down to the coast and go out there
one evening? There’s much more to do there than there is
around here and it’ll be a nice change of scenery. I can book
rooms at a B&B so we don’t have to come back until the
next morning. We could invite Dani too.
There’s a new restaurant I’ve been hearing about. I think we
should try that. Apparently, the seafood is incredible. We
could go there and then wander along the seafront and see
what else there is to do. I think it’s much better when we
don’t plan things too carefully.
This is just a suggestion. I’m happy to do whatever you want
as it’s your celebration. Let me know when and where and
I’ll be there.
Speak to you soon,
Ariadna
Cooler
EXAM TASK
For guidance on marking Writing Part 2 Email or letter,
please refer to the Writing success criteria on pages
166—167.
5 Focus students on the exam task and refer them to
the Exam reference on page 21 of the Exam file which
gives information about how to do this task. You could
read through the notes as a class or encourage students to
read them and follow the steps as they do the task. Remind
students that they can also use the Writing file on page 115
as a resource for information and tips.
Check students understand the meaning of got a
promotion (= got a higher position in a company). Ask them
to read the task and discuss the questions in pairs. Elicit
the answer to the first question and ideas for the second
question from the class.
Answers
Where shall we go?; What shall we do?
Students’ own answers
6 Give students time to plan their email. Monitor and
help where necessary. You could ask students to share
their plans with other students to find out how similar or
different they are.
7 Focus students on the word limit and the checklist to
help them to write their replies appropriately. Students
write their emails either in class or for homework. If students
do this exam task under timed conditions, allow them
40 minutes.
When they have finished, ask students to swap emails
and assess each other’s work using the checklist. Collect
students’ work and provide your own feedback.
80
Ask students to think of different ways to start and end
an email both informally and formally. They can look at
phrases on the page to help them. Elicit students’ ideas
and write appropriate ones on the board.
Examples could include:
• starting an email (informal): Lovely to hear from you;
Great to get your email.
• starting an email (formal): I am responding to your
email dated …; I am writing with regards to …
• ending an email (informal): Let me know what you
think; Can’t wait to see you soon.
• ending an email (formal): I I look forward to hearing
from you in due course.
Encourage students to make a record of these phrases
in their notebooks.
Extra practice
EXAM TRAINER pp49—52
For further practice of the skills presented in
this lesson for Writing Part 2 Email or letter
and additional strategies and skills to improve
performance in the exam, we recommend
students complete the Practice tasks and How
did you do? sections on page 49 (informal)
and page 51 (formal) and the Strategies and
skills exercises on page 50 (informal) and
page 52 (formal) of the B2 First Exam Trainer.
Once completed, they can attempt the Exam
tasks on page 50 (informal) and page 52
(formal).
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Writing
Part 2 Email or letter.
4 Pink
OPENER
p31
DYSLEXIA FOCUS
Students might have difficulty reading the options in
the word box in Ex 3. Write them in a list on the board.
4 PINK
Warmer
Write the word Pink on the board, or if possible, hold
up something pink. Put students into small groups and
ask them to discuss what they think about when they
see that colour. Monitor and note down any interesting
points you hear. Nominate students to share those
interesting points with the rest of the class.
UNIT OVERVIEW
Opener
• Language focus: Phrasal verbs
• Topic: Candyfloss
Reading and Use of English — Reading
• Part 5 Multiple choice
• Topic: Embarrassment
Reading and Use of English — Vocabulary
• Part 3 Word formation
• Language focus: Noun suffixes
• Topic: The Pink City
VOCABULARY: Phrasal verbs
1 Ask students to look at the photo on page 31 and
elicit what it is (candyfloss). Ask them what they know
about candyfloss. Focus students on the five facts about
candyfloss. Give them time to try to complete the facts with
their own ideas, either alone or in pairs. Elicit one or two
ideas for each fact from the class.
BACKGROUND INFORMATION
Listening
• Part 4 Multiple choice (long text)
• Topic: Colours and gender
Reading and Use of English — Grammar
• Part 4 Key word transformations
• Language focus: Reported speech
• Topic: Memorable sights
Speaking
• Part 4 Discussion
• Topic: Optimism
Writing
• Part 2 Review
• Topic: A festival
Extra resources
Candyfloss is a sweet food made of sticky threads of
sugar wrapped around a stick. It’s often pink, but can
also be blue, green and so on. It’s popular with children
and is typically sold at fairgrounds. It’s known as cotton
candy in the US, fairy floss in Australia and daddy’s
beard in France.
2
4.1 Tell students that they will hear two friends at a
fair talking about candyfloss. Ask the class if they can usually
buy candyfloss at fairs in their area and explain, if not, that
it’s common in English-speaking cultures. Pre-teach calorie
(= a measurement of energy that food will produce) and
cholesterol (/kəˈlestərɒl/ = a chemical in your blood, too
much of which can cause heart disease). Play the recording
so that students can check their ideas about the facts in Ex 1.
Check answers as a class. Find out which fact students found
the most surprising or interesting.
(See lesson overviews for details)
Answers
•
•
1
2
3
4
5
B2 First Exam Trainer
Pearson Practice English App: Unit 4 activities
Digital resources
• Presentation tool Unit 4
• Unit 4 Language test
• Unit 4 Language test for dyslexic students
• Unit 4 Photocopiable activities
• Unit 4 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
100
can of fizzy drink
fat; salt
glass
dentist
81
4 Pink
3
4.2 Explain to students that they are going to
focus on some phrasal verbs used by the two friends in
the recording. Do the first question together as a class to
demonstrate the task. Give students time to do the task
alone and then put them into pairs to compare answers. Play
the recording so that students can listen to the language in
context and check their answers. Check answers as a class,
clarifying the meaning of the phrasal verbs where necessary.
To follow up, ask students which of the phrasal verbs need
an object (cut down on, go for, live on need an object;
cool down, eat up and heat up can have one but it’s not
necessary).
eat up
go off
cools down
cutting down on
•
Topic: Embarrassment
EXAM FILE p11
Learning objective: Students will be better able to
guess the meaning of unfamiliar vocabulary in a text.
Extra resources
•
2 live on
4 heat up
6 eat out
8 go for
Part 5
When eat up, heat up and cool down have an object, they
are separable. This means the object can go between the
verb and the particle or after the particle, e.g. Can you
heat up my coffee? / Can you heat my coffee up?
However, when the subject is a pronoun, it always
comes between the verb and the particle, e.g. Can you
heat it up? not Can you heat up it?
4 Do the first question together as a class to demonstrate
the task. Monitor as students complete the exercise and
help if necessary. Check answers as a class.
Answers
2 cut down on
6 heat up
Reading and Use of English — Part 5 Multiple choice
pp25—29
Digital resources
• Presentation tool pp32—33
• Video: About B2 First: Reading and Use of English
WATCH OUT FOR
1 live on
5 eat up
LESSON OVERVIEW
B2 First Exam Trainer
Answers
1
3
5
7
READING AND USE OF ENGLISH —
Part 5 Multiple choice pp32—33
3 gone off
7 go for
4 cool down
8 eat out
5 To model the task, nominate a confident student to
ask you the first question and then provide an answer.
Then ask the student the same question and ask some
follow-up questions to find out more. Put students into
pairs to complete the task. You could give weaker classes
preparation time to think of their answers first. Monitor and
note down good and incorrect examples of how the phrasal
verbs are used.
In feedback, nominate students to share anything
interesting they learnt. Then provide feedback on their use
of the language.
BEFORE YOU START
Read through the Exam reference on page 11 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 33. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 11 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students to brainstorm situations that people
typically find embarrassing. Elicit one idea from the
class and then put students into groups to think of
more ideas. Ask each group to share one idea with the
rest of the class.
Cooler
Example answers
Tell students to write three sentences, each one
reporting something their partner told them in Ex 5.
Students should use a phrasal verb from the lesson,
e.g. Lucia once drank milk that had gone off and it
made her ill!
Falling or tripping over in public, calling someone the
wrong name, shouting to a friend but it’s not them,
saying something you shouldn’t by mistake, sending an
email to the wrong person
1 Read out the question to the class and elicit ideas. If
they did the warmer, you could ask them to say what they
do in each situation in pairs before you elicit answers from
the class.
82
4 Pink
2
4.3 Ask students to read situations A—C. Then put
them into pairs to discuss how they would react. Explain to
students that they will hear three people describing their
reactions. Pre-teach wanted the floor to swallow me up
(= wanted to disappear) and rooted to the spot (= couldn’t
move). Alternatively, you may prefer to check understanding
of these phrases after students have listened. Play the
recording so students can match the speakers to the
situations. Check answers as a class. Ask students to say if
their reaction would be the same as the speakers’ and to
give reasons.
Answers
4.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to
listen as they read the text.
5 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 11 of the Exam file if necessary.
Ask students to underline the important words in the
questions and stems so they can focus on what to look for
in the article. When they have finished, students complete
the task individually and then check answers with a partner.
Check answers as a class, asking students to say which parts
of the article gave them the answers.
1 B 2 A 3 C
Students’ own answers.
EXAM FOCUS
3 Explain to students that in the exam, there will be
unfamiliar vocabulary that they can ignore, but there will
be some unfamiliar vocabulary that they will need to
understand in order to complete the task.
Ask students to read the Exam focus. Alternatively, write the
example sentence from the Exam focus on the board. Read
out advice 1—4 from the Exam focus and encourage students
to work out what deafening might mean. Ask them to read
the end of the Exam focus to check their answer.
Focus students on sentences 1—4 in Ex 3 and tell them
to answer the questions. Give them time to do this alone
before asking them to check their ideas in pairs.
Answers
1 No, because it isn’t serious.
2 You would climb stairs, because there aren’t usually a
lot of obstacles to get over to reach the top.
3 It’s a high sound.
4 You would be doing something that made you feel
extremely happy.
EXAM BOOST
EXAM TASK
EXAM FILE Section B p10
The exercise on page 10 in section B of the Exam boost
provides more practice of deducing the meaning of
unfamiliar vocabulary. This could be done in class or for
homework.
Answers
3 1 dried; mind went blank 2 butterflies in their stomachs
3 pad
4 the latter 5 brought the house down
6 revelled 7 rattling off
4 Explain that it is a good idea to identify the text type
of a text you are going to read, as this can help you to
understand it better. Give students 30 seconds to read the
first few lines and answer the question. Elicit the answer and
ask students to give reasons for their choice.
Answer
C The writer is describing a situation, from which a narrative
develops.
Answers
1 C — ‘The pencil feels good in my hand again … I’m
feeling content and in my element …’
A is incorrect as the writer says ‘I can hear the twins
squabbling behind the bench’.
B is incorrect as she says ‘The recent weeks in hospital
disappear …’.
D is incorrect as she says she is ‘feeling content’.
2 B — ‘The lady in white will soon discover that she’s
chosen the wrong park bench to sit on …’
A is not indicated.
C is not mentioned.
D is incorrect as the writer says she cannot tell her age.
3 B — ‘I used to focus on it as she humiliated my artistic
attempts …’
A , C and D are not stated.
4 D — ‘I just got hot and went deep pink’
A , B and C are not stated.
5 B — ‘No talent then and no talent now. It looks like a
pineapple.’
A is incorrect as the writer implies she is still cruel.
C is incorrect as she makes no reference to the past.
D is incorrect as the lady comments on the sketch so
presumably still has an interest in art.
6 A — ‘I see two pink spots appear on her cheeks and I
think, ‘Yes!’’
B is not stated — her child comments on it, but not the
writer herself.
C is incorrect as she still blushes — ‘my cheeks are on fire’.
D is not stated or referred to.
Alternative
If you have a weaker class, tell students two of the
incorrect answers for question 1 before they do the
exam task. Ask students to find where this information is
in the story and work out why they are incorrect. Check
answers. Then, ask them to find the correct answer
from the remaining two. Discuss with the class how
information relating to all four options is likely to appear
in the text but only one is correct. Students complete
the rest of the exam task with this in mind.
83
4 Pink
Fast finishers
Ask students to find five words or phrases in the article
that they would like to know the meaning of. They
should first try to guess the meaning, then look them
up in a dictionary to check their ideas.
READING AND USE OF ENGLISH —
Part 3 Word formation p34
LESSON OVERVIEW
•
EXAM FILE p7
Speaking or writing
6 Ask students to read the question and think about their
own answer before you put them into pairs to discuss their
ideas. You could write the following questions on the board
to support their discussion.
Topic: The Pink City
Learning objective: Students will be better able to form
nouns from other words using a set of suffixes.
Extra resources
B2 First Exam Trainer
• How would you feel towards the people?
• Would you say anything to them?
• Has something like this ever happened to you?
•
Nominate one or two students to share their ideas with the
rest of the class.
Digital resources
• Presentation tool p34
• Video: About B2 First: Reading and Use of English
What happened?
7 Tell students that they can write about a real-life
situation or about an imaginary one. They could use the
ideas they brainstormed in the warmer and the prompts in
the exercise to help them. Put students into pairs to share
information about their real-life experiences or to think of
ideas for an imaginary story. Ask students to write between
140—190 words. You could ask them to do this in class or for
homework, either alone or collaboratively. To collaborate
at home, students could use a video conferencing platform
where they can speak to each other, with one student typing
what they agree onto a document with the other viewing it
via a screen-sharing option.
Cooler
Put students into small groups. Ask students to think
of three new English words or phrases that they
have been able to either recognise or use recently.
They should tell each other what they are, how they
remembered them and why they think the words
are useful.
Reading and Use of English — Part 3 Word
formation p16 Exs 2—5
Part 3
BEFORE YOU START
Read through the Exam reference on page 7 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the word choice box in Ex 3
challenging to read. If so, provide students with a
vertical list of the words instead. Use a sans serif font
such as Arial at a size of 14pt.
Dyslexic students may also benefit from the structured
checklist on page 7 of the Exam file to check their
preparedness for this exam part.
Warmer
Extra practice
EXAM TRAINER pp25—29
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 5 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 3—9 on pages 25—27 of the B2
First Exam Trainer. Once completed, they can
attempt the Exam task on pages 28—29.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 5.
84
Think of a city in the world that your students will
know, but is not too easy to guess. Tell students to ask
you yes/no questions to guess where it is, e.g. Is it in
Europe? Is it a large city? Do people speak Spanish
there? etc. When students have guessed, put them into
pairs and take turns to think of and guess the name of
a city.
VOCABULARY: Noun suffixes
1
4.4 Put students into pairs to complete the quiz. Tell
them not to look up the answers online as they will hear the
answers shortly. Play the recording so that students can check
their answers. To extend the task, ask pairs to discuss which
place they would most like and least like to visit and why.
Answers
1 Australia
4 Jordan
7 United Arab Emirates
2 Georgia
5 Chile
8 Peru
3 Morocco
6 China
4 Pink
2
4.5 Explain that these sentences summarise
information from the radio quiz. Give students time to read
the sentences and to try to complete them. If they can’t, they
should think about what kind of word might be missing.
Play the recording so that students can check their answers.
Check answers as a class. Elicit what kind of words are
missing from the sentences (nouns).
Answers
1
3
5
7
attraction
appearance
completion
inaccessibility
2 residences
4 investment
6 creativity; imagination (in either order)
3
4.6 Elicit the suffixes which feature in the answers in
Ex 2. Ask students if they know any other words with those
suffixes and elicit a few. Focus students on the box and
table. Do the first word together to demonstrate the task.
Then, give students time to complete the table individually.
Play the recording so that students can check their answers.
Answers
-ance/-ence: ignorance, inconvenience, insistence,
patience, significance
-ity: curiosity, hospitality, originality, reality, responsibility
-tion: combination, conservation, decoration, imagination,
objection, regulation
-ment: agreement, argument, development, improvement
Flexible follow-up
Play recording 4.6 again so that students can mark the
correct word stress on each noun (see the underlined
syllables below). Finally, play the recording again and
pause it after each word (or model it yourself) so that
students can repeat it with the correct stress.
Answers
ignorance, inconvenience, insistence, patience,
significance, curiosity, hospitality, originality, reality,
responsibility, combination, conservation, decoration,
imagination, objection, regulation, agreement,
argument, development, improvement
EXAM BOOST
EXAM FILE Section B p6
The exercises on page 6 in section B of the Exam boost
provide further practice of noun suffixes. These can be done
in class or for homework.
Answers
2 1 adulthood
3 childhood
5 motherhood
7 partnership
3 1 childhood
3 friendship
5 championship
7 motherhood
2 championship
4 friendship
6 neighbourhood
2 neighbourhood
4 partnership
6 adulthood
EXAM TASK
4 If students do this exam task under timed conditions,
allow them 10—12 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit ideas.
Refer students to the tips in the Exam reference on page 7 of
the Exam file if necessary.
Ask students to look at the photo and read the article title.
Elicit what they think the article will be about. Give them one
minute to read it and check their predictions. Use the example
to remind students about what they need to do in this task,
and then give them time to complete it. Put students into pairs
to check their answers. Check answers as a class.
Answers
1 romantic
4 explanation
7 internationally
2 attractions
5 hospitality
8 originality
3 impressive
6 simply
Fast finishers
Tell fast finishers to think of other ways that the words
in capital letters could be changed to form different
words e.g. ATTRACT — attractive, IMPRESS — impression.
Speaking or writing
5 Read through the task. Give students time to think of
their answer before they share ideas with a partner. You
could ask students to try to use three of the words in Ex 3.
In feedback, nominate a few students to share their ideas
with the rest of the class. Encourage other students to ask
follow-up questions to find out more.
6 Students could do this in pairs or individually, either in
class or for homework. Ask: What makes a city inspirational?
(e.g. its uniqueness, architecture, green spaces, arts,
environmental policies, unusual housing, scenery) You could
suggest some inspirational cities (e.g. Barcelona, Berlin,
Copenhagen, Istanbul, Melbourne, Portland, Reykjavik,
São Paulo), or ask students to search for inspirational cities
online as there are many lists available. Ask students to write
around 100—150 words. They can give a short description of
the place and then explain why people like living there and
why it is considered to be inspiring.
Extra practice
EXAM TRAINER p16 Exs 2—5
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 3, we recommend students complete
Strategies and skills Exs 2—5 on page 16 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 3.
85
4 Pink
LISTENING — Part 4 Multiple choice
(long text) p35
LESSON OVERVIEW
•
Topic: Colours and gender
EXAM FILE p35
Learning objective: Students will be better able to
identify a speaker’s main idea.
Extra resources
B2 First Exam Trainer
•
Listening — Part 4 p72, p73 Exs 1—3
Digital resources
• Presentation tool p35
• Video: About B2 First: Listening Part 4
BEFORE YOU START
Read through the Exam reference on page 35 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find reading the questions in the exam
task challenging. You could delete one incorrect option
in each question to reduce the amount of reading
students have to do.
Dyslexic students may also benefit from the structured
checklist on page 35 of the Exam file to check their
preparedness for this exam part.
Warmer
Put students into small groups and ask: What toys did
you play with when you were children? What were your
favourites and why? If possible, put students into mixed
groups (male and female) and after their discussion,
find out if there were any noticeable differences in the
toys used and liked by the different genders.
1 Elicit what students can see in the photo and ask
whether they think the child is a girl or a boy and why. Ask
them if it is typical of girls to wear pink in their culture and
whether boys wear this colour, too. Ask them if there are
any other colour associations with gender in their culture.
Explain that some people feel that colour associations like
pink for a girl are worrying. Put students into pairs to discuss
whether they find this concerning, too. Then nominate one
or two pairs to share their answers with the rest of the class.
2
4.7 Explain to students that they will hear an
interview with a professor about gender and colour
associations. Ask what they think she will say. Give students
time to read the questions and options, checking they
understand the meaning of packaging (= the material a
product is sold in). Play the recording, twice if necessary.
Check answers as a class. Ask students if they agree with the
professor or not.
Answers
1 B 2 C
EXAM FOCUS
3
4.8 Ask students what is meant by a speaker’s main
idea (the main point someone wants to make) and whether
a speaker will usually start with their main point or end
with their main point. Ask them to read the Exam focus to
compare their ideas.
Tell students that the two questions in Ex 2 asked about the
two main points that the professor made. Play the recording
again so they can answer the question. Put students into
pairs to compare answers. Check answers as a class.
Answers
1 Last — she gives examples then states the main point.
2 First — she states the main point then gives reasons.
4
4.9 Give students time to read the pairs of
sentences. Make it clear that one sentence in each pair is a
paraphrase (the same idea, said in a different way) of a main
point that the professor makes. Play the recording so that
students can complete the task. You could play it in full a
second time and then check answers, or play each extract a
second time, pausing after each one to check the answer.
Answers
1 A — ‘… have quite a significant impact on a child’s
development’ + examples
2 B — ‘… we actually limit their opportunities in
adulthood’ + reason/examples
3 B — ‘… we’re actually having an impact … on the
workforce as a whole’ + examples
4 A — ‘… toys … in neutral packaging … aimed at
developing our thinking skills’; ‘We need to consider
the effect of this …
86
4 Pink
EXAM BOOST
EXAM FILE Section A p34
The exercises on page 34 in section A of the Exam boost
provide more practice of identifying language that can
signal a speaker’s main point, as well as a reason, example
or cause/effect of something. There is also practice of
listening to fast speech. These exercises could be done in
class or for homework.
Answers
1 1 happens (what happens then is that)
2 time (most of the time)
3 fact (in actual fact)
4 much (much prefers)
5 thing (one thing he does is)
6 main (the main topic)
7 important (it’s more important to)
8 key (the key thing is)
2 R: since, thanks to, the main reason is that, this is
because
E: for example, for instance, like, such as
C: that’s why, the result of … is that, what happens is
that, which leads to
3 The use of pink and blue in toys can actually have
quite a significant impact on a child’s development.
When boys play with toys in blue boxes, they’re often
mechanical type toys, which can help them to gain
better visual-spatial awareness and to develop more
mathematical brains. When girls play with what are
considered to be suitable toys for them, they develop
their verbal skills and creativity.
EXAM TASK
5
4.10 Focus students on the exam task and refer
them to the Exam reference on page 35 of the Exam file,
which gives information about how to do this task. You could
read through the notes as a class or encourage students to
read them and follow the steps as they do the task.
Ask students to read through the instructions, as this gives
the context of the listening. Give students time to read the
question stems and options, and underline the key words.
In the exam, there will be little time for this, so you might
want to give your students just one minute to do it. Check
that students understand the meaning of perception (= your
idea of what something is), ongoing trend (= a changing
situation) and a course of action (= a series of actions
adopted to deal with a situation).
Play the recording. Then put students into pairs to compare
answers. Check answers as a class.
Answers
1 A — He mentions B and C as subjects people study
but says ‘I was keen to know more about colour
associations because they seem to influence how we
understand ourselves and what’s around us as we
grow up.’
2 C — He says he covered the topic at university but
only started investigating it when he got a university
research position. He stopped his research while he
worked for a charity overseas.
3 B — He says that he’d read that boys used to wear
pink and girls used to wear blue but that his research
‘showed this wasn’t entirely true’. He describes how
boys wore pink but both genders wore blue at school.
4 C — He predicts that the gender association with pink
and blue will change but ‘it won’t be any time soon.’
The anecdote helps to support this prediction.
5 C — He says that neutral colours are becoming more
available but he’d ‘like to see children engaging with
whatever colour they like’.
6 B — He says that pink ‘was placed quite high’ in two
countries but ‘came low down elsewhere, or didn’t
feature on the list.’
7 A — He says that he could study B or C but that he’s
chosen to ‘turn to neuroscience and look at how our
brains make sense of the colours we see’.
Alternative
Check answers by giving each learner a piece of paper
and ask them to tear it into three pieces and write A
on one, B on another, etc. Students should hold up the
letter they chose for each question so you can assess
the ability of the whole class.
Replay parts of the recording again to help students
get the correct answers in any cases where a lot of
students have struggled. You may need to help them
with vocabulary or pronunciation if they continue to
struggle with those parts.
Flexible follow-up
To help learners to identify distractors, play the first part
of recording 4.10 and ask students to listen for why
B and C are not the correct answer for question 1 in
the exam task. Make it clear that although the speaker
mentions physical and mental health and traditions, B
and C are not correct. Repeat the same procedure with
the next part of the recording and question 2, asking
why A and B are not the correct answer.
87
4 Pink
Speaking or writing
6 Before putting students into small groups, give them
time to think of their own ideas and note them down. You
could encourage students to think about the sale of toys
and clothes, parents’ actions and the actions of schools.
While students are discussing the questions, monitor and
listen for any particularly interesting ideas. Nominate a few
groups to share their ideas with the rest of the class.
7 Read through the task. Ask students whether this email
would need to be formal or informal (formal) and then elicit
how they might start it (e.g. I am writing about/with regards
to …) and end it (e.g. I hope that you will reconsider …).
Students should write their email in around 150 words. They
can write it on their own or with another student, either in
class or for homework.
Cooler
Put students into pairs. Ask students to discuss what
made the listening task difficult and why (e.g. there
wasn’t enough time to read through all the questions
and options in detail). Point out to students that they
can’t change the exam, but they can change their
approach to the exam. Ask them to discuss possible
strategies that will help them when doing the task
again in the future (e.g. just read the questions and
not the options and keep looking at the options at the
same time as listening). Elicit ideas from the class.
Extra practice
READING AND USE OF ENGLISH —
Part 4 Key word transformations p36
LESSON OVERVIEW
•
Topic: Memorable sights
EXAM FILE p9
Learning objective: Students will be better able to
report what someone has said to someone else.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 4 p20 Ex 3
Digital resources
• Presentation tool p36
• Grammar presentation 4: Reported speech
• Video: About B2 First: Reading and Use of English
Part 4
The Grammar reference and exercises on pages 84—85 of
the Grammar file provide more practice of reported speech.
This could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 9 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
EXAM TRAINER p72, p73 Exs 1—3
For further practice of the skills presented
in this lesson for Listening Part 4, we
recommend students complete the Practice
task and How did you do? section on page 72
and Strategies and skills Exs 1—3 on page 73
of the B2 First Exam Trainer.
There is a full practice exam included on pages 92—113
of the B2 First Exam Trainer. There are also two full
practice exams included in the Digital resources.
For further practice, you can use Listening Part 4.
DYSLEXIA FOCUS
Some students might have difficulty with the spacing
of the sentences and capitalised words in the exam
task. If so, you could photocopy Ex 6, enlarging it so
that you can cut out each question and provide it on a
separate piece of paper.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 9 of the Exam file to check their
preparedness for this exam part.
Warmer
Put students into pairs or small groups. Write these
prompts on the board and ask students to discuss them.
• a memorable place you’ve visited
• a memorable person you’ve met (not friends or family)
• a memorable event you’ve been to
Ask each group to share one piece of interesting
information with the class. Elicit some of the things that
made each place, person and event memorable.
88
4 Pink
GRAMMAR: Reported speech
WATCH OUT FOR
1 Focus students on the image at the bottom of the page
and elicit what it is (cherry blossom). Put them into pairs
to discuss the question. They could go online to try to find
out the answer. You could also ask them to find out what
cherry blossom viewing is (a popular custom in Japan, when
people go out to enjoy the many blossom trees in spring).
2
4.11 Explain to students that they are going to
hear six different speakers, each talking about a memorable
sight. Play the recording so that students can answer the
question. After checking the answers, you could show
images, or ask students to find images using their phones,
of the Cosmonaut street art in Berlin and the Moai on
Easter Island. They could also find a video of a starling
murmuration as there are many online. Ask students if they
have or would like to witness any of these sights.
Answers
1
2
3
4
5
Cherry blossom in Kyoto
Street art in Berlin
The Moai on Easter Island
The Milky Way in the night sky
Birds flying in a huge group across the sky (a starling
murmuration)
6 A sunset over a river
3
4.12 Ask students to read the sentences and try
to remember which speaker communicated each idea.
Tell them that the sentences are paraphrases of what the
speakers actually said. You could elicit words and phrases
they might hear on the recording (e.g. quick decision —
suddenly decided; visiting a country — travelling in …). Play
the recording so that students can check their answers.
Check answers as a class.
Answers
A Speaker 3
D Speaker 2
B Speaker 6
E Speaker 1
C Speaker 4
F Speaker 5
4 Read through the task and refer students to the
Grammar file on page 84. Encourage them to use this to
help them choose the correct verb forms and explain their
answers.
Explain that the statements in 1—6 report what the speakers
on the recording said. Do the first one together with the
whole class to demonstrate the task. Tell students to ignore
the options for now. Check answers as a class.
Then ask students to choose the correct verb forms. Put
students into pairs to discuss their answers. Check answers
as a class, asking students to explain their answers each
time. Use these answers to clarify how verb forms can
change when we report speech.
Answers
1 D was
4 B had
2 C would
5 F was
3 A ’d been
6 E had
We don’t always change the verb form when the
information is still true when the speaker reports it.
For example, ‘I like cherry blossom trees.’ — She said
she likes cherry blossom trees.
5 Read out the task. Then do the first one with the whole
class to check they understand what to do. While students
do the task individually, monitor and offer support. Put them
into pairs to compare answers, then check answers as a
class. Address any issues.
Answers
1
2
3
4
5
6
to tell her; had/’d seen
what I had/’d done
if I had/’d found it
what memorable sight; had/’d seen
what the Moai were
I could tell her; had/’d seen
EXAM BOOST
EXAM FILE Section B p8
The exercise on page 8 in section B of the Exam boost
provides further practice of reported speech. It could be
done in class or for homework.
Answers
2 1 A 2 B 3 A 4 B 5 B 6 A
EXAM TASK
6 Note that in the actual exam, this task would not usually
include as many examples of reported speech in the answers.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. You could guide them with these questions.
•
•
•
•
•
What are you tested on in this exam task?
What should you do before you do the task?
What helps you write the right answer?
What do you do if you’re not sure of the answer?
What do you do after you’ve written all your answers?
Refer students to the Exam reference on page 9 of the Exam
file if necessary.
Remind students that they must use the word in capital
letters without changing its form. Monitor and help students
where necessary. Put students into pairs to discuss their
answers. Check answers as a class.
Answers
1
2
3
4
5
6
if I knew when
had set off/out
told me not to bother
not to mess (it) up
she had/’d been participating in
if I had/’d come across
89
4 Pink
7 Read through the task. Give students time to think
of something to talk about. Put them into pairs and tell
them that they will be reporting what their partner says
to someone else so they should listen carefully and make
notes. Give students time to tell their partner about their
memorable sights and then put them into new pairs and ask
them to report what their first partner said using reported
speech. Monitor and assess their use of this language.
Nominate a few students to share what they discussed
with the rest of the class. Give feedback on students’ use of
reported speech.
Cooler
Ask students to think about something they heard
someone say recently. Write these prompts on the board:
• something you heard on the TV or the radio
• something a friend, family member or teacher said
Put students into small groups. Ask them to summarise
what they heard, using reported speech if possible.
Encourage other students to ask follow-up questions
to find out more information.
SPEAKING — Part 4 Discussion
p37
LESSON OVERVIEW
•
Topic: Optimism
EXAM FILE p43
Learning objective: Students will be better able to
give full answers to questions, with examples and
justifications.
Extra resources
B2 First Exam Trainer
•
Speaking — Part 4 pp89—90
Digital resources
• Presentation tool p37
• Video: About B2 First: Speaking Part 4
• Video: B2 First Speaking Test 1, Part 4
• Video: B2 First Speaking Test 1, Summary
BEFORE YOU START
Extra practice
EXAM TRAINER p20 Ex 3
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 4, we recommend students complete
Strategies and skills Ex 3 on page 20 of the
B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 4.
90
Read through the Exam reference on page 43 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the survey questions in Ex 2
challenging to read. If so, read out the questions
and options, pausing after each one to get students’
responses. This is also true of the exam task in Ex 7.
You could read out each question one by one, giving
students up to a minute to answer or discuss each one.
Dyslexic students may also benefit from the structured
checklist on page 43 of the Exam file to check their
preparedness for this exam part.
4 Pink
Warmer
Bring a glass to class and half fill it with water.
Alternatively, show a photo of such a glass or draw a
picture. Ask students what they can see. Follow this
with questions such as: How does this image make you
feel? Do you think everyone views it the same way? How
might some people see it differently? What might it say
about you as a person? Ask them if they can guess what
the topic of the lesson is (optimism).
1 Ask students to read through the sayings. Explain that
these sayings include some idiomatic language and check
students understand what that means (a group of words
which, together, have a different meaning than the meaning
of the individual words). Use I was over the moon when I got
the chance to go to Japan as an example (from the previous
lesson). Put students into pairs to discuss the questions.
Invite one or two students to share their ideas with the rest
of the class. Make sure students understand the expressions
(see answers). Point out we sometimes say rose-tinted
glasses rather than rose-coloured glasses.
Answers
When life gives you lemons make lemonade means make
the best of difficult situations.
She always sees things through rose-coloured glasses
means she sees the good things about a situations and
ignores the bad.
Every cloud has a silver lining means however bad a
situation appears, you can always find something good in it.
2 Ask students to complete the survey individually. Then,
put them into pairs to discuss their results and answer the
question. Nominate a few students to share their results with
the class.
3 Keep students in their pairs for this task. Ask students
to discuss the advantages and disadvantages of being an
optimist before they come to a decision. Nominate a few
students to justify their choice.
4
4.13 Tell students that they are going to hear two
people discussing the question in Ex 3. Ask them to read
the question again. Then play the recording. Ask students
to put their hands up if any of their ideas from Ex 3 were
mentioned. Nominate one or two students to explain which
of their ideas were mentioned.
EXAM FOCUS
5
4.14 Ask students how they can make sure that they
give full answers when answering questions in the exam.
Write their ideas on the board, then ask students to read the
Exam focus to compare their ideas.
Tell students that they are going to hear the two speakers
from Ex 4 again. Ask them to read the questions. Then play
the recording. Check answers as a class.
Answers
1 Both. The woman talks about waiting for exam results
and the man mentions homeless people.
2 The man — ‘I remember I once applied for a job, and I
was very optimistic … Guess what?’
EXAM BOOST
EXAM FILE Section A p42
The exercises on page 42 in section A of the Exam boost
provide practice of using phrases for extending answers,
giving an example and justifying an opinion. These could be
done in class or for homework.
Answers
1 1 only
2 addition
3 also
4 instance
5 give
6 experience
7 reason
8 say
9 main
2 Candidate B’s response is better because he gives a
fuller answer.
6 Give students time to think of an answer and how they
can expand their ideas. Then, put them into pairs to discuss
the question. Remind them that they can use phrases
from the Exam focus and Exam boost. Monitor and assess
students’ ability to extend their answers. Nominate one
or two pairs to summarise their discussion for the rest of
the class.
Alternative
Develop Ex 6 into a class debate. Put students into pairs.
Ask half the pairs to prepare to argue that we should
be optimistic about the future of the planet and the
other half to argue that we ought to be pessimistic. They
shouldn’t necessarily give their own, personal views.
Instead, they should try to be objective. Monitor and
help with suggestions where possible (e.g. think about
work, family life, the environment, technology, travel,
etc.). When they have finished, put pairs together into
groups so they can debate both sides with each other.
End with a vote on what people really think.
91
4 Pink
EXAM TASK
For guidance on marking Speaking Part 4, please refer to
the Speaking success criteria on page 160.
7 If students do this exam task under timed conditions,
allow them up to four minutes.
Focus students on the exam task and refer them to the
Exam reference on page 43 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task.
Give students time to read through the questions and think
about how they can answer. Explain that in the exam, the
examiner will ask the questions and candidates will not be
able to see them. The examiner might ask each candidate a
question individually or ask both candidates to talk together.
Tell students to answer questions 1—3 individually and
then discuss questions 4—6 together. They could record
themselves using their phones, if available. Monitor and
make notes on how well students give full answers.
When they have finished, invite one or two pairs to report
back on the main points from their discussion. Ask students
to think about how well they gave full answers and what
they could do better the next time they do this task.
Fast finishers
Fast finishers may not have extended their answers
as well as they could have. Ask them to choose one
question and answer it again, this time speaking for
longer and/or giving different reasons or examples.
8 Tell students that they are going to think about their
own personal futures. Put students into pairs to make their
lists. Encourage them to focus more on being optimistic
than pessimistic. Then, put pairs together into groups of
four. (Put three pairs together if you have an odd number
of pairs.) As groups compare and discuss their lists, monitor
and assess their speaking skills. Encourage students to talk
about how they could try to feel less pessimistic about
some of the items on their list.
Ask each group to share one interesting point they discussed
with the rest of the class. Then, provide feedback on their
speaking skills both in this task and in the exam task in Ex 7.
Cooler
Put students into pairs. Ask them to look at the Exam
focus box for one minute, trying to remember the
phrases there. Then, ask one student in each pair to
close their book. The second student should read
out a category from the Exam focus (e.g. Extend your
answer). The first student tries to say a phrase which
could be used to do this. They continue with each of
the other categories, then swap roles. The second
student should try to say different phrases.
Extra practice
EXAM TRAINER pp89—90
For further practice of the skills presented
in this lesson for Speaking Part 4, we
recommend students complete the Practice
task and How did you do? section on page 89
and Strategies and skills Exs 1—4 on page 90
of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 4.
92
4 Pink
WRITING — Part 2 Review
p38
LESSON OVERVIEW
•
Topic: A festival
EXAM FILE p23
•
•
Writing file: p117
Vocabulary file: pp100—101
Learning objective: Students will be better able to
develop ideas in a paragraph and write a review.
Extra resources
B2 First Exam Trainer
•
Writing — Part 2 Review pp53—56
Digital resources
• Presentation tool p38
• Video: About B2 First: Writing Part 2
The Writing file on page 117 provides an example and
exam help for Writing Part 2 Review.
The Wordlist on page 100 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this
unit. Once you have completed this Writing lesson, the
exercises on pages 100—101 provide more practice of the
vocabulary from this unit. These could be done in class
or for homework.
BEFORE YOU START
Read through the Exam reference on page 23 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
For Ex 7, write the topics from Ex 3 in the correct order
on the board. Put students into pairs and encourage
them to plan their review together, discussing what it will
contain in each paragraph. They can build up a sense of
what the review will contain without making notes.
Dyslexic students may also benefit from the structured
checklist on page 23 of the Exam file to check their
preparedness for this exam task.
Warmer
Put students into pairs. Read out the following pairs of
choices and ask students to discuss which they prefer
and why for one minute each time.
• New music or old music
• Listening to music or playing music
• Going to a small concert or a huge festival
Ask students to share any interesting reasons for their
choices with the rest of the class.
1 Make sure students understand what is meant by a music
festival (= lots of different bands, often performing on several
stages). Put students into pairs to discuss the question.
2 Give students time to read the review and answer
the question. Check the answer as a class. Find out if the
reviewer mentioned any of the things they discussed in Ex 1.
Answer
The writer liked the facilities, the range of music, live music
in the tents and the atmosphere.
The writer disliked the site (too small) and the cost of
getting to the island by ferry.
Flexible follow-up
Ask students to try to work out the meaning of
commercial (= related to making a profit), pop (= go
for a short time — informal), vast (= very big) and site
(= a place where something happens).
BACKGROUND INFORMATION
The Isle of Wight Festival first took place between
1968 and 1970 before returning in 2002. The original
festivals took place on a farm with bands including Bob
Dylan, Jimi Hendrix and The Doors. It’s estimated that
at least 300,000 people attended the 1970 festival.
3 Ask students to do the task, explaining that it will help
them to understand how a review can be structured. Check
answers as a class. You could ask them how this structure
might be different in a film review, a review of a book, a
review of a play, etc. (the first and last would be the same,
the middle two parts would change according to what is
being reviewed).
Answers
1 Background information
2 Opinion of the site/venue and facilities
3 Opinion of the music and performances
4 A summary and recommendation
The purpose of a review is to inform, giving opinions and a
recommendation about an event, a book, a film, etc.
93
4 Pink
EXAM FOCUS
Flexible follow-up
4 Either ask students to read the Exam focus or ask them
how a paragraph is structured in English, then ask them to
read the Exam focus to check their ideas.
Explain that the supporting points included in a paragraph
(explanations, reasons, etc.) will change according to
what the writer wants to say. Ask students to look at the
second paragraph of the review in Ex 2. Elicit what the
topic sentence is (The festival site was fine) and then ask
students to identify what other information is included in the
paragraph. Do the same with paragraphs 3 and 4.
Answers
Paragraph 2 — Main idea = The festival site was fine.
Supporting ideas = reason why it was not great and what
was good about it.
Paragraph 3 — Main idea = The range and quality of the
music was great. Supporting ideas = an example and the
effect of that example.
Paragraph 4 — Main idea = The festival was a fantastic
experience. Supporting ideas = reasons, plus reference to
the negatives but dismissing them as not important.
EXAM BOOST
EXAM FILE p22
The exercises on page 22 of the Exam boost provide
practice in linking ideas in a paragraph and giving opinions
and recommendations. They also help learners to use a
range of adjectives to describe entertainment. These could
be done in class or for homework.
Display the sentences below on the board or copy
them onto a worksheet. Ask students to order them
so they make a coherent paragraph. This gives them
further practice in recognising how a paragraph can be
constructed with a topic sentence and supporting ideas.
A This meant everyone had a brilliant view of the stage.
B It held just 200 people.
C I could literally see their passion as well as hear it.
D The concert venue was very special.
E In fact, I got so close that I could see the sweat flying
off the band as they played.
Answers
1 D 2 B 3 A 4 E 5 C
EXAM TASK
For guidance on marking Writing Part 2 Review, please refer
to the Writing success criteria on pages 168—169.
5 Focus on the exam task and refer students to the
Exam reference on page 23 of the Exam file which gives
information about how to do this task. You could read
through the notes as a class or encourage students to read
them and follow the steps as they do the task. Remind
students that they can also use the Writing file on page 117
as a resource for information and tips.
Give students time to read the announcement and then
elicit an answer to the question.
Answers
Answer
1—2
1 G — After all,
2 E — Yes/No question to the audience + Then
3 A — from … to …
4 F — While
5 C — one; its
6 B — Having said that,
7 H — Despite that,
8 D — although
3 Positive: astonishing, breathtaking, convenient,
entertaining, memorable, remarkable, thrilling
Negative: astonishing, bland, disappointing, dreadful,
dull, overcrowded, rubbish, uninspiring
Both: astonishing: e.g. the music was astonishing
(positive); the lack of skill was astonishing (negative)
4 1 bland/dull/uninspiring
2 breathtaking
3 memorable
4 disappointing
5 astonishing
6 thrilling
7 dreadful/rubbish
8 overcrowded
5 1 recommend (recommendation)
2 go (recommendation)
3 concerned (opinion)
4 What (opinion)
5 should (recommendation)
6 view (opinion)
7 Make sure (recommendation)
8 loved (opinion)
You need to say what you liked and didn’t like about it and if
you’d recommend it.
94
6 Put students into pairs to do the task in order to
generate ideas about what they could include in their
reviews. Under site/venue, they could talk about the
location, how easy it is to get to, the size of the place, the
size of the crowd, queues. Under music and performances,
they could talk about the quality of the music or
performances, the sound, and the lighting or special effects.
7 As students plan their reviews with ideas from Ex 6,
monitor and offer support where necessary. Encourage
students to create a paragraph plan. This could include their
topic sentence for each paragraph, followed by brief notes
(e.g. key words) on what supporting points to include.
8 If students do this exam task under timed conditions,
allow them 40 minutes. Students can write their reviews in
class or for homework.
Example answer
See the text in Ex 2 for an example answer.
4 Pink
9 Put students into pairs and ask them to exchange reviews
and assess each other’s work using the checklist in Ex 8. They
could say two things they enjoyed about the review and
make one suggestion for improvement. They should then
spend up to five minutes editing their work accordingly. Take
the writing in and provide your own feedback.
Cooler
Ask students to look back in the Coursebook and
choose a paragraph from a reading text. They should
identify if it has a similar structure to the structure
identified in the Exam focus, and if so, identify the topic
sentence and what kind of supporting points are made.
Point out that not all paragraphs follow this kind of
structure (e.g. paragraphs in stories).
Extra practice
EXAM TRAINER pp53—56
For further practice of the skills presented
in this lesson for Writing Part 2 Review and
additional strategies and skills to improve
performance in the exam, we recommend
students complete the Practice task and
How did you do? section on page 53 and
Strategies and skills Exs 1—9 on pages 54—56
of the B2 First Exam Trainer. Once completed,
they can attempt the Exam task on page 56.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Writing
Part 2 Review.
Review Units 1—4
pp39—40
AIM
•
To revise grammar and vocabulary covered in
Units 1—4.
Digital resources
• Presentation tool pp39—40
Ask students to complete the exercises, then check answers
as a class. Alternatively, set the exercises as a homework
activity and check answers in the next class.
Answers
1 1A 2C 3B 4D 5B 6C 7C 8D
2 1 was
2 did
3 where
4 would
5 who
6 were
7 although/while 8 will
3 1 significance
2 combination
3 comparison
4 determination
5 impressive
6 responsibility
7 dramatic
8 inexperienced
4 1 rely on my car
2 to make up for
3 unless we hurried we would/’d
4 if she had/’d read
5 you most look up to
6 had/’d just arrived home when
5 1 reflection
2 disbelief
3 necessarily
4 improvement
5 unhealthy
6 Apparently
7 conclusion
8 Basically
6 1 best meal I have/’ve ever
2 let you down
3 have/’ve not seen Jenny since
4 in addition to watching
5 whether he knew how
6 do you any harm
95
OPENER
p41
DYSLEXIA FOCUS
5 BLACK
UNIT OVERVIEW
Opener
• Language focus: Adjective noun collocations
• Topic: Vantablack®
Reading and Use of English — Reading
• Part 6 Gapped text
• Topic: Fashion and black
Reading and Use of English — Vocabulary
• Part 1 Multiple-choice cloze
• Language focus: Verb patterns
• Topic: Coffee culture
Listening
• Part 1 Multiple choice
• Topic: Black Friday
Reading and Use of English — Grammar
• Part 2 Open cloze
• Language focus: Conditional forms
• Topic: Cabs and cabbies
Speaking
• Part 2 Individual long turn
• Topic: Night
Writing
• Part 1 Essay
• Topic: Reducing air pollution in cities
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 5 activities
Digital resources
• Presentation tool Unit 5
• Unit 5 Language test
• Unit 5 Language test for dyslexic students
• Unit 5 Photocopiable activities
• Unit 5 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
96
For Ex 4, ask students to complete the sentences
verbally by saying the sentence with the missing
word. When checking answers with the class, write the
answers on the board for students to copy into the
gaps with the correct spelling.
Warmer
Ask students to close their eyes and imagine they are
standing in front of a door to a room. Ask them to
open the door and go in. Inside, there is one light in
one corner of the room, but everything in the room is
black — the walls, the ceiling, the floor, the curtains, the
furniture. Ask students to try looking around the room.
Ask these questions.
• How does it make you feel? (e.g. cheerful,
depressed, excited, scared)
• How would you describe the room? (e.g.
fashionable, attractive, mysterious, slightly evil)
• What effect does the colour black have? (e.g. it makes
the room depressing, it makes it seem smaller).
Put students into pairs to discuss their ideas about the
colour black. Elicit any associations that the colour
black has.
VOCABULARY: Adjective noun collocations
1 Focus students on the photo. Ask: What colour is the
animal? Elicit that parts of the animal look blue or even
silver. Put students into groups to think of examples of
blackness and discuss the questions. Ask them to make
notes on the examples of blackness that they discuss. After a
few minutes, stop the activity and ask each group to tell the
class some of their ideas.
2
5.1 Explain to students that they will listen to an
interview about the colour black. Ask students to read
through the statements. With statement 2, elicit or explain
the meaning of absorb (= to take something in) and
black hole (= an area in space that pulls everything into it,
including light).
If students ask about the ® symbol next to Vantablack,
explain that it is the sign of a registered product name.
Play the recording. Ask students to listen and decide if
the statements are true or false. Put students into pairs to
compare their answers. Then discuss answers as a class.
If necessary, play the recording again and pause it at key
points to confirm and explain the answers.
Answers
1 T 2 T 3 F 4 F 5 F 6 T
5 Black
Flexible follow-up
To check how well students have absorbed the
information from the interview and can summarise it, put
them into pairs. Write these questions on the board.
1
2
3
4
Is black a colour?
Why are there different shades of black?
What is Vantablack®?
What is it used for?
Ask students to take turns to answer the questions,
using information they can remember from the
interview. Explain that this is quite a challenging task
because they are trying to explain complicated ideas,
but encourage them to do their best. When they
have finished working in pairs, discuss the questions
as a class. Find out if, between them, students can
remember most of the details from the recording.
5 Put students into pairs or small groups and ask them
to read the task. With weaker classes, you may prefer to
use groups as this is quite a challenging task. Ask students
to work together to think of a good use for Vantablack.
Suggest that they consider all four of the areas that are
suggested, brainstorming some ideas for each one, before
deciding on one idea to explore further and tell the class
about. If they have access to the internet in class, you could
suggest that they search for some images of Vantablack to
give them ideas. Monitor while students are working and
help with vocabulary as necessary. Stop the activity when
some pairs or groups seem ready and ask them to tell the
class their ideas. Encourage other students to ask questions
and give their opinions on each idea. You could discuss with
the class which ideas they like best and why.
Cooler
answer (higher). Ask: Why is this correct? Why is ‘stronger’
not correct? Elicit the idea that high naturally goes with
percentage but strong does not, so high percentage is a
collocation, but strong percentage is not. Ask students to
read the other sentences and choose the correct words to
complete the collocations. Check answers by reading out
each sentence in turn and eliciting the correct adjective.
Remind students of the term black hole from the
recording and elicit that it is a compound noun. Write
these compound nouns on the board: black box, black
market, black sheep, blackspot. Ask students in pairs
to try to guess the meaning of the nouns. Elicit ideas,
and allow them to use a dictionary to check. Discuss
the meanings as a class and ask: If you translate these
words into your language, do they still refer to the
colour black?
Answers
Answers
1 higher 2 common 3 great
4 vast 5 early
6 rough 7 bright
8 exclusive 9 bitter 10 strong
black box = a piece of equipment in an aircraft that
records what happens during the flight and can be used
to determine the cause of an accident
black market = a system by which people illegally buy
and sell things that are difficult to obtain
black sheep = someone in a family who is considered to
be a failure or an embarrassment
blackspot = a place or area where there are more
problems than usual, e.g. an accident blackspot on a
road or an unemployment blackspot
3 Read out the first sentence and elicit the correct
4 Read out the first gapped question and elicit the
correct adjective noun collocation to complete it (exclusive
rights). Ask students to complete the other questions. Check
answers by asking individual students to read out each
completed question. Then ask students to read the questions
again and think about how to answer them. Encourage
them to think of reasons and examples to support their
answers. When they are ready, put them into pairs to discuss
the questions. Nominate some pairs to tell the class which
question they spent the most time discussing and why.
Answers
1
3
5
7
exclusive rights
strong criticism
bright future
high percentage
2 vast improvement
4 bitter row
6 great admiration
8 common knowledge
97
5 Black
READING AND USE OF ENGLISH —
Part 6 Gapped text pp42—43
LESSON OVERVIEW
•
Topic: Fashion and black
EXAM FILE p13
Learning objective: Students will be better able to
understand structure and cohesion in a text.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 6 Gapped text
p32, p33 Ex 8
Digital resources
• Presentation tool pp42—43
• Video: About B2 First: Reading and Use of English
2 Put students into pairs to discuss the questions. If any
students in the class are wearing black, encourage them
to tell the class why they chose this colour. Find out if any
students never wear black and encourage them to tell the
class their reasons. Elicit the names of some famous people
or characters from films or TV shows known for wearing
black or mostly black clothes. Encourage students to
speculate about why these people wear or wore black.
You could also ask students what effect it has on them
when they see people dressed in black.
3 Read through the adjectives with the class and explain
the meaning of any that students don’t know. Put students
into pairs to discuss which ones they associate with black
clothes. You could ask them to agree on four adjectives that
they both associate with black. Nominate students to tell
the class their ideas. You could ask students how much their
own associations with black are related to their culture and
explore whether black clothes have different associations in
different countries or cultures.
Part 6
EXAM FOCUS
BEFORE YOU START
Read through the Exam reference on page 13 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the exam task
reading text on page 43. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 13 of the Exam file to check their
preparedness for this exam part.
Warmer
Tell students about your own attitudes to fashion, e.g.
I wear clothes that I like and I don’t worry too much
about being fashionable. Ask: How important is fashion
to you? Do you sometimes wear things you don’t
really like just because they are fashionable or do you
choose clothes you like even if they aren’t in fashion?
Put students into groups to discuss their attitudes to
fashion. Ask groups in turn to tell the class their ideas.
Ask: What styles and colours are fashionable this year?
Elicit what students know about current trends.
1 Read out the phrase and write it on the board for the
class to discuss. Encourage as many students as possible to
join in and make suggestions.
98
4 Tell students they are going to do an exam reading task,
but first they are going to read about the task and practise
one of the skills they need for this task.
Ask students to read the Exam focus. Check they understand
the words text structure (= how a text is organised so the
ideas follow each other in a clear, logical way) and cohesion
(= how different ideas in a text are linked together).
Alternatively, write the words text structure and cohesion
on the board. Explain the meanings, then put students into
pairs to discuss how a writer can show these things in a text.
They can then read the Exam focus to check their ideas.
Ask questions to check students understand everything.
• If we see the phrase ‘In addition to this’, should we
expect a similar idea or a contrasting idea to follow?
(similar)
• What if we see the phrase ‘In spite of this’? (contrasting)
• What kind of information would you see after the phrase
‘A few years later’? (information about a later action or
situation)
Read out the first sentence in Ex 4. Then focus students
on the two follow-on sentence beginnings. Elicit the type
of information each follow-on sentence should contain (a
contrasting idea and a reason). Elicit a possible ending for
each sentence, e.g. However, they were too expensive for
me. The reason for this was they were really fashionable.
Students then work individually or in pairs to complete
the sentences with their own ideas. Check answers by
nominating students to read out their sentences.
EXAM BOOST
EXAM FILE Section B p12
The exercises on page 12 in section B of the Exam boost
provide more practice of the skill of understanding text
structure and cohesion. These could be done in class or for
homework.
5 Black
Answers
2 A
B
C
D
3 1
Because of this, Therefore
On the other hand, Unlike me
It’s due to the fact that, The reason is that
Also, Besides this
B 2 D 3 A 4 C
5 Focus on the article and read through the task.
Elicit that the question relates to the whole article, not just
one paragraph, so students should read the whole article
before choosing the correct answer. Point out that in an
exam they will not have much time to read the whole text, so
they should skim read it quickly at this stage. Ask students to
read the article and choose the correct answer.
Answer
D
EXAM TASK
5.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to
listen as they read the text.
6 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task. Ask them if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 13 of the Exam file if necessary.
Refer students to the word beatniks in the fourth paragraph.
Elicit or explain that beatniks were a group of young people
in the 1950s and 1960s who did not accept the normal
values of society and showed this through the clothes
they wore (typically black clothes). Point out that the text
also includes other references that may not be familiar to
students, e.g. The Seagull, Harley Davidson. Tell students
they should use the context to try to understand the general
meaning of each reference and that they can look online
when they have finished the task if they want to know more.
Read through the task. Then ask students to read sentences
A—G. Ask:
• Which one gives a reason? (C)
• Which one adds a similar idea? (A)
• Which two give an example of something? (D and G)
Ask students to use this information to help them decide
where the sentences go in the text.
When students have finished, check answers as a class.
Answers
1 D — ‘For instance’ refers back to ‘different reasons’ and
then gives examples. The next sentence ‘can do all
these things’ refers back to the examples in D.
2 B — ‘funerals’ refers back to ‘mourning’ and ‘grief
and sorrow’
3 G — ‘Another example would be … Goths’ refers back
to ‘… the association of black with rebellion.’
4 A — ‘In addition to this’, along with ‘flattering and
affordable’, refers back to ‘practical and elegant’
5 F — ‘has gone up considerably’ continues the idea of
‘dominate’ and links with ‘wide market’ in the
following sentence
6 E — ‘all our wardrobes’ refers forward to ‘It is there for
those occasions when …’
Speaking or writing
7 Ask students to read the questions and allow them
time to think about their answers. Remind them to give full
answers with examples and justifications for their answers.
You could remind them that they practised doing this in
the Speaking lesson on page 37 and refer them back to
the language in the Exam focus on that page to help. Then
put them into pairs to discuss the questions. Ask some
pairs to tell the class what they agreed and disagreed
about and why.
8 Read through the task. To help students prepare, you
could write on the board two headings: For and Against. As a
class, brainstorm some reasons for wearing black clothes (e.g.
they look elegant and match other colours) and against (e.g.
they’re boring and sad). Add students’ ideas on the board
for them to refer to. Students then write their paragraph
individually. For feedback, students could share their
paragraphs in groups and discuss which introductory and
concluding sentences are the most interesting and original.
Cooler
Say: Some people love wearing bright-coloured
clothes. One reason for this … . Nominate a student
to complete the sentence. Then add another marker,
e.g. One reason for this is that they like to look cheerful.
However, … Invite another student to complete the
sentence and add another marker. Continue around
the class and try to keep the chain going for as long as
possible. If the chain ends, you could invite a student to
start a new chain or use some of the starter sentences
below.
1 Some people don’t spend a lot of money on clothes.
2 Fashion isn’t very important to some people.
3 Some people never wear jeans.
Extra practice
EXAM TRAINER p32, p33 Ex 8
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 6, we recommend students complete
Strategies and skills Exs 4—8 on pages 32—33
of the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 6.
99
5 Black
READING AND USE OF ENGLISH —
Part 1 Multiple-choice cloze p44
LESSON OVERVIEW
•
Topic: Coffee culture
EXAM FILE p3
Learning objective: Students will be better able to use
the grammatical patterns that different verbs are used in.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 1 Multiple-choice
cloze p9 Exs 5—6
Digital resources
• Presentation tool p44
• Video: About B2 First: Reading and Use of English
Part 1
BEFORE YOU START
Read through the Exam reference on page 3 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Some students will find the exam task challenging.
To help them, reduce the number of options for each
gap by removing one incorrect answer.
Dyslexic students may also benefit from the structured
checklist on page 3 of the Exam file to check their
preparedness for this exam part.
Warmer
With books closed, tell students you are going to give
them some clues and they should guess what you are
talking about. Say these clues, pausing after each one,
for students to guess: You can have one, make one,
drink one or serve one. It can be black, white, strong or
weak. It can be hot or iced. It can be in a cup or a mug.
Elicit the answer (coffee) and ask: How much coffee
do you drink? When do you usually drink it? Why do
you think coffee is so popular? Discuss the questions
as a class.
VOCABULARY: Verb patterns
1
5.2 Explain to students that they are going to do a
quiz about coffee culture. Ask them to read the introduction
and check they understand all the country names. Elicit or
teach the meaning of cinnamon, dates, aromatic and beans.
Students could do the quiz individually or in pairs. Encourage
them to guess the answers if they aren’t sure about any. Play
the recording for students to listen and check their answers.
Ask: Which answers did you find most surprising? Why?
Answers
1 Italy
4 Saudi Arabia
2 Mexico
5 Turkey
3 Japan
6 Ethiopia
2
5.3 Read out the first gapped sentence and focus
students on the words that follow the gap (us think). Elicit
the verb which can precede these words (make), pointing
out that the structure is make + object + infinitive without to.
Ask students to complete the remaining sentences, thinking
about the pattern that each verb is part of.
Allow students to compare answers in pairs, then play
the recording for students to check their answers. Check
answers as a class.
Answers
1 make
5 tends
2 attempt
6 requires
3 recommend
7 admired for
4 feel like
8 involves
3 Students could work in pairs to match the verbs in Ex 2
with the patterns. Check answers and point out that make
and let are followed by an object and then the infinitive
without to, e.g. They let us have an extra coffee.
Answers
A feel like, involve
B attempt, tend
C make, (would) recommend
D require
E admired for
Note that ‘recommend’ can also fit pattern A.
Flexible follow-up
Put students into pairs and ask them to think of more
verbs for each pattern in Ex 3. Write the patterns on the
board as headings and elicit some possible verbs for
each one. Point out that see and hear are used with an
object and then an infinitive without to, e.g. I heard him
say that the coffee was delicious.
Example answers
verb + -ing verb: enjoy, like, hate
verb + infinitive with to: want, decide, hope
verb + infinitive without to: see, hear
verb + object + infinitive with to: want, persuade,
encourage
verb + preposition + -ing verb: get away with
100
5 Black
EXAM BOOST
EXAM FILE Section C p2
The exercises on page 2 in section C of the Exam boost
provide more practice of verb patterns. These could be
done in class or for homework.
Answers
5 1 consider
2 warn
3 deny
4 beg
5 admit
6 threaten
6 1 begged
2 considering
3 denied
4 warned
5 threatened
6 admitted
7 Followed by gerund: admit, consider, deny
Followed by infinitive: beg, threaten, warn
Needs an object: beg, warn — warn is usually
accompanied by ‘not’, e.g. warn someone not to do
something.
NB: admit and deny can also be followed by a ‘that’
clause, e.g. He admitted/denied that he had done it.
EXAM TASK
4 If students do this exam task under timed conditions,
allow them 10—12 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 3 of the Exam file if necessary.
Ask students to read the title of the text. Ask: What do you
think the lesson was? Elicit a few ideas, then give students
one minute to read the text quickly, ignoring the gaps
for now, to find the answer (people in Italy don’t drink
cappuccinos after late morning). Focus on the example
answer and point out that not all the answers in this task
will relate to verb patterns.
Focus students on gap 1 and elicit that the missing word
is a verb followed by an infinitive with to. Point out to
students that they can use this to help them choose the
correct answer. Ask students to read the text again and
choose the correct answers. Check answers as a class,
discussing why each answer is correct and why the other
options are not correct.
Speaking or writing
5 Put students into pairs to discuss typical coffee culture
where they live. Write these prompts on the board for
students to refer to in their discussions:
•
•
•
•
When? (When do people drink coffee?)
Where? (Where do they drink it — at home or in cafés?)
Who with? (Do people drink alone or with friends?)
What kinds? (What kinds of coffee are popular?)
Nominate pairs to tell the class what they discussed.
If you have a multinational class, encourage students from
different cultures to tell the class about their coffee-drinking
traditions and compare their experiences. If your students
are all from the same culture, encourage them to talk about
other cultures they are also familiar with and to make
comparisons with their own.
6 Tell students about the food culture in an area of your
choice, e.g. what time people usually have meals, whether
people eat together or eat separately, etc. Then ask: How
is food culture in your area different? Elicit answers from
individual students. If you have a multinational class, put
students into groups based on a shared culture and ask the
groups to write a short guide for visitors on food culture in
their area. If your students are from the same area, ask each
group to choose a different culture they are familiar with.
Students could share their guides between groups and
discuss any interesting differences that they notice.
Cooler
Put students into teams. Write on the board some of
the verbs which were incorrect answers in Ex 4, e.g.
remind, recognise, suggest, propose, anticipate, avoid,
miss, decline, concern. Ask teams in turn to choose a
verb and make a sentence with it, using it in the correct
pattern. If their sentence is correct, they get a point and
the verb is crossed out on the board. If the sentence
is not correct, correct it and move on to the next team.
Continue until all the verbs are crossed out.
Extra practice
Answers
EXAM TRAINER p9 Exs 5—6
1 A — All options fit the verb pattern but only A fits the
meaning.
2 B — Only B collocates with ‘look’ to mean ‘short’.
3 D — Both B and D fit the verb pattern but only D fits
the meaning.
4 C — Only C fits the meaning.
5 A — A, B, C all fit the verb pattern but only A fits the
meaning.
6 C — Only C collocates with ‘coffee’.
7 B — Only B fits the verb pattern and the meaning.
8 B — Only B fits the meaning.
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 1, we recommend students complete
Strategies and skills Exs 5 and 6 on page 9 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 1.
101
5 Black
LISTENING — Part 1 Multiple
choice p45
LESSON OVERVIEW
•
Topic: Black Friday
EXAM FILE p29
Learning objective: Students will be better able to
identify a speaker’s purpose.
Extra resources
B2 First Exam Trainer
•
Listening — Part 1 Multiple choice p63 Exs 2—4, p64
Digital resources
• Presentation tool p45
• Video: About B2 First: Listening Part 1
BEFORE YOU START
Read through the Exam reference on page 29 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
The amount of reading in Ex 5 may be challenging,
especially as students will have to scan the options A—C
while they listen. To help, allow students three or four
minutes to read through the questions and options
before they listen for the first time.
Dyslexic students may also benefit from the structured
checklist on page 29 of the Exam file to check their
preparedness for this exam part.
Warmer
With books closed, tell students about the last time
you went shopping and what you bought, e.g. I went
shopping last Saturday and bought two new pairs of
shoes. Ask: When did you last go shopping? What did
you buy? Elicit answers from individual students, then
ask: How often do you go shopping? Find out which
students in the class are keen shoppers and which are
less keen, and why.
1 Focus students’ attention on the photo and ask students
what they know about Black Friday. Elicit ideas. Put students
into pairs to discuss the question. You could teach the term
consumer society (= a society in which buying and selling
goods is very important to the economy). Ask some pairs to
tell the class their ideas.
2
5.4 Explain to students that they will hear a
conversation between two people about Black Friday. Ask
students to read the questions, then play the recording for
them to listen and answer the questions. Check the answers
as a class, playing the recording again if necessary and
pausing to confirm the answers. Explain the meaning of in
the black (= having money in your bank account or being in
profit) and in the red (= having a negative amount of money
in your bank account or being in debt).
Answers
1 It’s Black Friday — a day of deals at the shops.
2 The police in the US named it in the 1960s due to the
chaos it caused.
3 ‘Black’ refers to making a profit as shops make a good
profit, which makes up for losses during the year.
BACKGROUND INFORMATION
Black Friday is the Friday following Thanksgiving Day in
the USA, which is on the final Thursday of November.
The day after Thanksgiving is traditionally seen as the
beginning of the Christmas shopping season and many
stores offer significant discounts on their prices. Black
Friday is therefore one of the busiest shopping days
of the year, with very crowded stores and incidents in
which customers fight over the best bargains. In recent
years, the tradition has spread to many other countries
and many online stores also offer big discounts on
the day.
EXAM FOCUS
3
5.5 Explain to students that they are going to do
an exam listening task. Elicit what students can remember
about the Part 1 task and remind them that there are
multiple choice questions and they need to choose the
correct answers. Explain that to do this task, they sometimes
need to understand a speaker’s purpose — why a person is
speaking.
Read through the Exam focus, then say these sentences and
ask questions to elicit the purpose and speaker in each one:
• My soup was cold! (purpose = complaining; speaker =
a customer in a restaurant)
• I’m sorry we don’t have your size. (purpose =
apologising; speaker = a shop assistant)
To demonstrate the idea of intonation, say this sentence:
They’re going to build a new shopping centre near my
home. Ask one or two students to say the sentence in a very
positive, enthusiastic way. Then invite one or two students
to try saying the same sentence in a negative, critical
way. Discuss how the positive or negative feelings can be
reflected in the intonation.
Read out the question in Ex 3, then play the recording.
Elicit the answer to the question and the clues that give
the answer.
Answers
To complain about the event (Black Friday). He says he’s not
looking forward to work and it’ll be really busy and exhausting.
102
5 Black
4
5.6 Read through the list of purposes with the
class. Elicit an example of confirming (e.g. Yes, that’s right),
encouraging (I think you should …), inviting (Would you
like to come …?) and warning (I don’t think you should …).
Play the recording for students to listen and complete the
matching task. To check answers, play the recording again,
pausing after each conversation. Elicit the correct answers
and elicit the clues that give each answer.
Answers
1 invite ‘Do you fancy coming with me?’
2 apologise ‘It’s totally my fault.’
3 complain ‘Yeah, it was pretty disappointing so I’m
hoping you’ll give me a refund.’
4 warn ‘I wouldn’t go into town today if I were you.’
5 confirm ‘The supermarket delivery’s coming today,
isn’t it?’
6 encourage ‘You should go for the manager’s job. …
You’d be great.’
EXAM BOOST
EXAM FILE Section B p28
The exercises on page 28 in section B of the Exam boost
provide more practice of identifying a speaker’s purpose.
There is an additional pronunciation exercise which
focuses on sounds that speakers often don’t pronounce in
connected speech. These exercises could be done in class
or for homework.
Answers
4 1 persuade
2 apologise
3 check
4 invite
5 refuse
6 complain
5 1 thank
2 warn
3 request
4 offer
5 encourage
6 blame
6 I can’t go to bed yet. This website’s releasing a
hundred smart watches at midnight at a 30 percent
discount and I want one!
Typically when /d/ or /t/ appear at the end of a word
and come before a consonant sound, they’re not
pronounced. When they come before a vowel sound,
they’re more likely to be pronounced but this isn’t
always the case (e.g. midnight). A speaker might omit
the sound in this case too, depending on their accent
and what’s easier for them to say. A speaker is also
likely to omit the sound when it comes before a word
with the same sound e.g. and do.
EXAM TASK
5
5.7 Focus students on the exam task. Ask students if
they can remember how they should approach this task and
elicit ideas. Refer students to the tips in the Exam reference
on page 29 of the Exam file if necessary.
Allow students time to read the questions. Play the recording
for students to listen and choose the correct answers. To
check answers, play the recording again. Discuss what clues
give each answer, e.g. language, intonation, etc.
Answers
1 A — ‘Retailers like to pretend it’s the best bargain ever
to get people spending money but often that’s not
the case.’
2 C — ‘The thing is that I’ve got lots of stuff to do today and
shopping takes so much longer during the sales … I just
can’t spare the hours.’
3 C — ‘I haven’t had any information about when it might
arrive. Could you let me know that now?’
4 B — ‘The style’s unusual’; ‘I’m happy to spend a fair bit on
something like these though, ’cos they’re so different.’
5 C — ‘Why don’t you come and taste test some of our
most popular bakery goods today?’
6 A — ‘Typical! I always choose the wrong queue!’
7 C — ‘It’s just that I tried it earlier and the machine wouldn’t
accept it … I’m concerned it might happen again.’
8 A — ‘I’m not sure it’s a risk worth taking when the price has
gone up so much.’; ‘That worries me too …’
Speaking or writing
6 Say: I think most people love shopping if they have
money to spend. Ask: Do you think this is true? How can you
find out if it is true for everyone in the class? Elicit the idea of
asking questions to find out people’s attitudes to shopping.
Students could write their questions individually or in pairs.
Elicit some example questions from the class. Alternatively,
brainstorm some questions with the whole class and write
them on the board. Then put students into groups to discuss
their questions.
Encourage students to give their own opinions and give
reasons and examples to support their opinions. Stop the
activity after a few minutes and nominate groups to tell the
class which questions provoked the most discussion and why.
Alternative
Students could work in groups and devise a shopping
survey to find out if other people would like a bigger
shopping mall in the town or city they are living in.
They could write five questions in their groups, then
split up and move around the classroom, each finding
two or three other people to interview. They could then
work in their groups again to discuss their findings and
report them to the class.
103
5 Black
7 Read out the task. Explain to students that they should
imagine they want to write a comment on an internet forum
to give their opinion and find out other people’s opinions.
Ask: Who will read your comment? (other readers of the
forum); Should it be formal or informal? (informal). Ask
students to write about 50—80 words. Students could write
their comments in class or they could do it for homework.
When they have finished, or in the next lesson, ask some
students to read out their comments to the class. Ask who
else agrees with each comment and why.
Cooler
Put students into pairs and ask them to write three tips
for saving money when shopping. Tell them the tips
can be about going to shops and looking for bargains,
avoiding spending too much money, etc., or they can
be about staying at home and avoiding the temptation
to go shopping at all. Tell them their tips can be serious
or they can be amusing. Ask students to share their tips
with the class.
READING AND USE OF ENGLISH —
Part 2 Open cloze p46
LESSON OVERVIEW
•
Topic: Cabs and cabbies
EXAM FILE p5
Learning objective: Students will be better able to
understand and use conditional forms.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 2 Open cloze
p12 Ex 4
Digital resources
• Presentation tool p46
• Grammar presentation 5: Conditional forms
• Video: About B2 First: Reading and Use of English
Part 2
Extra practice
EXAM TRAINER p63 Exs 2—4, p64
For further practice of the skills presented in
this lesson for Listening Part 1 and additional
strategies and skills to improve performance
in the exam, we recommend students
complete Strategies and skills Exs 2—4 on
page 63 of the B2 First Exam Trainer. Once
completed, they can attempt the Exam task
on page 64.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 1.
The Grammar reference and exercises on pages 86—87
of the Grammar file provide more practice of conditional
forms. This could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 5 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 5 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask: How often do you travel by taxi? What are the
advantages and disadvantages of using taxis? Put
students into pairs to discuss their experiences of taxis
and think of two advantages and two disadvantages.
Ask some students to tell the class their ideas.
104
5 Black
GRAMMAR: Conditional forms
1 Focus students on the photo at the top of the page and
elicit or teach the words rickshaw and tuk-tuk. Discuss the
questions as a class and elicit the colours students associate
with taxis in different countries. You could prompt them with
more questions, if necessary, e.g. What about London? What
about New York? What about your town or city?
Answers
The taxis shown are from Havana, Cuba.
Black cabs = London; Yellow cabs = New York
2
5.8 Explain to students that they are going to listen
to a London taxi driver talking about his job. Explain that a
taxi cab or black cab is another word for a London taxi and a
cabbie is someone who drives a London black cab. Students
could work in pairs to read the questions and guess the
answers. Play the recording for students to listen and check
their answers. Check answers as a class and find out who
guessed all the answers correctly.
Answers
1 B 2 A 3 B 4 A
3
5.9 Read out the task and explain that the
sentences all use conditional forms. Play the recording again
for students to listen and check their answers.
Answers
1 hadn’t been 2 weren’t 3 do 4 will happen
Answers to questions
1 He probably would have chosen a different career.
2 He doesn’t know.
3 They use an app.
4 Traditional black cabs will die out.
5 I wish someone would ban those app companies. I wish
they’d never been allowed to start in the first place.
Flexible follow-up
If students had difficulties with Ex 3, you could ask
them to turn to the Grammar file again. Read through
the Grammar reference section on page 86 with the
class. As you read through each section, elicit which
conditional form each of the sentences in Ex 3 uses
and use the rules to clarify the answers.
4 Focus students on the gapped sentences and explain
that they are all online comments about how people like
to travel. Ask students to complete the sentences with the
correct verb forms. Check answers as a class and elicit which
conditional form each comment uses and why.
Answers
1 want; get (zero conditional — generally true)
2 had not / hadn’t seen; would/’d have booked (third
conditional — unreal situation in the past)
3 dressed / would dress (wish + past simple / would —
complaint about a present situation)
4 am/’m; will/’ll hail (first conditional — possible
future situation)
5 had; would/’d go for; is/was (second conditional —
unlikely situation in the present or future); want (zero
conditional — generally true)
6 is; will/’ll definitely walk; will/’ll book (first conditional —
possible future situation)
WATCH OUT FOR
Students often make the mistake of using will or would
in the conditional clause (e.g. If the weather will be
good in Paris …). Make sure students are aware that the
conditional clause (which usually contains if or unless)
is presenting a situation and not saying what will or
would happen.
5 Students could work individually or in pairs to write one
or two more comments. Encourage them to use conditional
forms. If they are writing two comments, encourage them
to use two different conditional forms. Check answers by
nominating students to read their comments to the class.
Respond to the comments after students read them out and
ask who else agrees or disagrees and why.
6 Brainstorm a few examples of jobs that are
disappearing or changing because of technology, e.g.
cashiers in supermarkets, airport staff, teachers. Put students
into groups to discuss these and think of more examples.
Ask students to discuss whether the changes are good or
bad and who they are good or bad for. After a few minutes,
stop the activity and nominate groups to tell the class what
they discussed and what they agreed or disagreed about.
EXAM BOOST
EXAM FILE Section C p4
The exercise on page 4 in section C of the Exam boost
provides more practice of using conditional forms.
This could be done in class or for homework.
Answers
4 1 provided
5 long
2 when
6 only
3 case
7 condition
4 unless
105
5 Black
EXAM TASK
7 Note that in the actual exam task, there would not be so
many items which test conditional structures.
If students do this exam task under timed conditions, allow
them 10—12 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 5 of the Exam file if necessary.
Read through the example sentence and answer. Students
then complete the exam task. Check answers as a class,
discussing why each answer is correct. Elicit which answers
use a conditional form (items 5, 6 and 7).
LESSON OVERVIEW
•
2 When
6 if
3 from/using
7 unless
4 these
8 with
8 Put students into pairs to follow the instructions and
complete the tasks. Ask pairs in turn to tell the class their
ideas. Choose one or two interesting ideas to discuss with
the class, asking individual students for their opinions and
encouraging other students to join in and agree or disagree.
Cooler
Put students into teams. Tell them you are going to
play a ‘conditional forms challenge’ game. As a class,
brainstorm some topics that students are confident
talking about, e.g. sports, films, entertainment, travel,
food. Write these on the board. Then elicit the names of
the different conditional forms (zero, first, second, third).
Call out a topic and a conditional form, e.g. sport —
second conditional. Teams race to say a correct second
conditional sentence about sport, e.g. If I was better
at football, I could be a professional player. Continue
with the game, each time calling out a topic and a
conditional form.
Topic: Night
EXAM FILE p39
Learning objective: Students will be better able to
make speculations and use this skill when comparing
photographs.
Extra resources
B2 First Exam Trainer
•
Answers
1 apart
5 have
SPEAKING — Part 2 Individual
long turn p47
Speaking — Part 2 Individual long turn p80 Exs 5—6
Digital resources
• Presentation tool p47
• Video: About B2 First: Speaking Part 2
• Video: B2 First Speaking Test 2, Part 2
BEFORE YOU START
Read through the Exam reference on page 39 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
It can be helpful to allow students more than one chance
to do the exam task. They could do Ex 7 as a rehearsal,
before repeating it with a different partner. This will help
them to improve and gain more confidence.
Dyslexic students may also benefit from the structured
checklist on page 39 of the Exam file to check their
preparedness for this exam part.
Warmer
Extra practice
EXAM TRAINER p12 Ex 4
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 2, we recommend students complete
Strategies and skills Ex 4 on page 12 of the B2
First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 2.
106
Draw the outline of a mobile phone on the board. Ask:
What do you think this is? Elicit a few ideas, encouraging
students to speculate about it using It might be … or It
could be … . Gradually add more details to the picture,
e.g. a keypad, a screen, etc. Each time, ask: What
do you think it is now? Continue until students have
guessed. Invite a student to come and draw something
on the board. Ask them to draw just the outline first
and give other students time to speculate about what
it is, then ask the student to gradually add details until
the other students guess correctly. Introduce the word
speculating (= making guesses about something). Tell
students they will practise different ways of speculating
in this lesson.
5 Black
1 Put students into pairs to discuss the question. Ask pairs
to tell the class some of the activities they both like doing.
Find out the most common and most popular activities in
the class.
2
5.10 Explain to students that they will now hear
someone talking about a photograph. Read out the
question, then play the recording for students to note down
what the woman knows and what she is unsure about. Allow
students to compare answers in pairs.
Answers
What she knows: they went to the restaurant twice; they
had a lot of sun; one waiter was called Francisco; they ate
outside at the restaurant
What she’s unsure about: which night the photo was taken;
who took the photo; whether she’d eaten a burger; whether
the waiter in the photo was Francisco; what they did later
3
5.11 Allow students time to read through the
gapped sentences. Play the recording for students to listen
and complete them. You may have to pause the recording
to allow students time to write. To check answers, read out
each gapped sentence in turn and elicit what students have
written. Confirm the answer, then ask: Does this mean the
person was sure or unsure? (All the phrases are expressing
uncertainty.)
Answers
1 could have been
4 makes me think
7 probably
2 look as if
5 might be
3 probably
6 looks
Alternative
Students could complete the phrases in Ex 3 from
memory. Then listen to the recording to check their
answers.
4 Focus attention on the photographs and read out the
task. Elicit or explain that this task asks them to speculate
about why the people are doing the activities at night.
Elicit what students can remember about comparing
photographs, e.g. saying what things are similar and what
things are different. Put students into pairs to think about
what they might say to compare the photographs and
speculate about why the people are doing the activities
at night. Nominate pairs to tell the class their ideas. Then
direct students’ attention to Student B’s follow-up question
and elicit a few responses from the class.
5
5.12 Explain to students that they will hear two
students doing the task in Ex 4. Read out the question, then
play the recording for students to listen and note down
things the students mention that they had also talked about
in Ex 4. Elicit what the student says when comparing the
photographs and speculating.
EXAM FOCUS
Explain to students that they are going to compare two
photographs as a speaking task and explain that they
should use a range of different phrases to speculate about
the photographs. Ask students to read through the Exam
focus. You could play recording 5.12 again for students to
hear the full phrases in context.
EXAM BOOST
EXAM FILE Section B p38
The exercises on page 38 in section B of the Exam boost
provide more practice of making speculations. These could
be done in class or for homework.
Answers
3 1 looks
2 would 3 guess
4 well
5 possibility 6 could
7 looks as if 8 might have
4 Example answers
1 Perhaps he’s forgotten something.
2 They seem to be concentrating very hard.
3 There’s a cake on the table with candles.
4 She looks as if she’s checking his work.
5 You can see the sea through the windows.
6 There’s a long queue of people ahead.
7 He’s playing happily with the others in the garden.
8 There are empty plates in front of them.
6 To demonstrate the task, focus students on the photo
on page 45 and ask: Why do you think the people are all
waiting outside the store? Elicit possible answers using
phrases for speculation. Put students into pairs to find three
more photographs in the coursebook and write questions
about them. When they are ready, put students into new
pairs to show their partner the photographs they chose
and ask them the questions. Encourage students to use a
range of different phrases for making speculations when
they answer. Correct any mistakes you notice in a feedback
session at the end.
107
5 Black
EXAM TASK
For guidance on marking Speaking Part 2, please refer to
the Speaking success criteria on page 158.
7 Focus students on the exam task. Ask them if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 39 of the Exam file if necessary.
Put students into pairs. Read through the task and refer
students to the two photographs for Student B on page 111.
Point out that in the exam, they would not read the task,
instead the examiner would read it to them. On their exam
paper, they would just have the photographs and a simple
question: Why are the people doing these activities at night?
Elicit that students have to speak individually to compare
their two photographs. As well as comparing the two
photographs, students must also answer the question (say
why you think the people are doing these activities at night).
Point out the question below the photographs for the other
student to answer, once their partner has finished comparing
the photographs. Tell them that this question will not be
written on the exam paper.
Students then work in pairs. The student comparing the
photographs should speak for one minute. The other student
then gives a short answer to the follow-up question.
You could ask them to listen to their partner’s answer and
notice the phrases they use to make speculations. They
could then give each other feedback. Alternatively, students
could use their phones to record each other’s answers, then
listen to the recordings together and discuss how well they
completed the task.
Example answers
Student A (page 47)
OK, so both my photographs show people enjoying
themselves at night, or maybe in the evening. I think the
people in both photographs could be tourists and they’re
relaxing, maybe after a day on the beach or sightseeing.
The first photograph is of some outdoor cafés or restaurants
which seem to be in a street or a square. The people are
relaxing and having a meal or snack while they chat or watch
people passing. The people in the second photograph are
in a street too, but they’re walking past some stalls that are
selling things like handbags and clothes. It’s a very colourful
picture. Both photographs are outdoors but there’s no
traffic, so I’d say they are pedestrian areas. I imagine they’re
doing these activities at night because it might be cooler
than shopping or eating outside during the day. Also, if
they’re tourists, they probably want to experience a new
place at nighttime. Most tourist towns come alive at night
and it’s a great atmosphere. It looks fun.
Student B (page 111)
The people in both these photographs are working at night.
The girl in the top photograph looks as if she’s studying and
she may be doing an essay or preparing some work for her
classes the next day. She’s probably in her dining room or
living room, whereas the people in the second photograph
are older and they’re doing their job. They’re working on
a railway line and they might be putting down a new line
or perhaps repairing an old one. Another difference is that
while the girl is using mental energy, the men are most
likely using physical energy. Of course, they are dressed
differently too. The girl is wearing casual clothes because
she’s at home, but the men are in work clothes with safety
jackets on. As for why they’re working at night, I’d say that
the girl has probably been at school or college all day, also
she maybe needs to be quiet and alone to concentrate.
The men, however, can probably only do this work at night
because trains run on the line during the day.
Flexible follow-up
For extra practice, students could work with a different
partner and describe the other pair of photos in Ex 7.
8 To demonstrate the task, show students a photograph
on your phone. Ask them questions about it, e.g. Where
do you think it is? When do you think it was? Who do you
think this person is? What do you think they are doing? Elicit
answers, encouraging students to use phrases for making
speculations.
Put students into pairs. They can use photographs on their
phones, search for photographs online if they have access
to the internet in class, or find a photograph elsewhere in
the coursebook to talk about. Their partner can listen and
note down how many different phrases they use for making
speculations.
Cooler
Ask: Do you know anyone who works at night or has a
hobby which they do at night? Elicit a few ideas, then
ask students to think about their own job and hobbies
and think about how they would feel about doing them
at night. Discuss their ideas as a class.
Extra practice
EXAM TRAINER p80 Exs 5—6
For further practice of the skills presented
in this lesson for Speaking Part 2, we
recommend students complete Strategies
and skills Exs 5 and 6 on page 80 of the
B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 2.
108
5 Black
WRITING — Part 1 Essay
p48
LESSON OVERVIEW
•
Topic: Reducing air pollution in cities
EXAM FILE p17
•
•
Writing file: p113
Vocabulary file: pp102—103
Learning objective: Students will be better able to
write introductions and conclusions for essays.
Extra resources
1 Put students into pairs to look at the photo and discuss
the questions. Nominate some students to tell the class their
ideas.
2 Ask students to read the three essay questions. Then
ask them to read the essay introduction and conclusion and
match them with one of the questions. Check the answer
as a class, getting students to explain how they know the
introduction matches this essay question.
Answer
Question 2 — it states that reducing air pollution is possible
in the introduction and gives ways how this can be done in
the conclusion.
B2 First Exam Trainer
•
Writing — Part 1 Essay p44 Exs 5—6
Digital resources
• Presentation tool p48
• Video: About B2 First: Writing Part 1
The Writing file on page 113 provides an example and
exam help for Writing Part 1.
The Wordlist on page 102 of the Vocabulary file is
compiled from vocabulary from all the lessons covered in
this unit. Once you have completed this Writing lesson, the
exercises on pages 102—103 provide more practice of the
vocabulary from this unit. These could be done in class or
for homework.
BEFORE YOU START
Read through the Exam reference on page 17 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
For Ex 6, students should discuss their ideas in pairs.
Encourage them to not only talk about the content
of the essay, but what they will include in their
introduction, three main paragraphs and conclusion.
Encourage them to verbally build up a detailed picture
of the overall structure of the essay and what each
section will include.
Dyslexic students may also benefit from the structured
checklist on page 17 of the Exam file to check their
preparedness for this exam part.
Warmer
3 Put students into pairs to discuss the questions. Discuss
the answers as a class. You could write headings for a
paragraph plan on the board, including the introduction and
conclusion, and elicit ideas to add to each paragraph.
Answers
It is likely to have two paragraphs — one for each method
for addressing air pollution stated in the conclusion.
One paragraph will cover persuading people to use less
energy and one will cover persuading people to take fewer
journeys in private vehicles.
EXAM FOCUS
4 Read out each sentence in the introduction and
conclusion from Ex 2, one by one. After each sentence, ask:
What is the purpose of this sentence? Ask more questions if
necessary to prompt students.
• Why does the writer explain what air pollution is in the
first sentence? (to give a general introduction to the topic)
• Why does the second sentence mention two key
actions? (to introduce what will come next)
• Why does the writer use the phrase ‘to conclude’? (to
signal the beginning of the conclusion)
• What is the purpose of the final sentence in the
conclusion? (to include something for the reader to
think about)
Ask students to read the notes in the Exam focus to check
their ideas.
Answers
Introduction: The first sentence introduces the topic by
explaining what causes air pollution and its effect. The
second sentence states what the essay will discuss.
Conclusion: The first sentence summarises the key points
from the essay. The second sentence leaves the reader with
a final thought.
With books closed, give an example of when the colour
black can indicate pollution, e.g. I saw a film recently
about a beautiful beach somewhere. Usually it’s a lovely
golden colour, but it was all black. Why do you think this
was? Elicit the idea that it was caused by pollution. Ask:
What other things can turn black with pollution? Elicit a
few ideas, e.g. buildings in cities, water in rivers, snow
on city streets, etc.
109
5 Black
EXAM BOOST
EXAM FILE Section B p16
The exercises on page 16 in section B of the Exam boost
provide more practice of writing introductions and
conclusions. These could be done in class or for homework.
Answers
3 Introduction 1: F, D, B
Introduction 2: E, A, C
4 Conclusion 1: E, B, A (This matches Introduction 1)
Conclusion 2: F, C, D (This matches Introduction 2)
EXAM TASK
For guidance on marking Writing Part 1, please refer to the
Writing success criteria on pages 161—163.
5 Read through the exam task. Refer students to the
tips in the Exam reference on page 17 of the Exam file
if necessary. Also remind students that they can use the
Writing file on page 113 as a resource for information and
tips. Ask students to think about what they can add as their
own idea. Elicit some ideas from the class.
Possible ideas
cost of public transport, availability of public transport, cost
of car parking fees
6 Put students into pairs to discuss what they could
write about each topic and then organise them into a plan.
Nominate some pairs to tell the class their ideas.
Alternative
To demonstrate the brainstorming and planning
process, write the three topic headings on the
board. As a class, brainstorm ideas and add them
to the board. Point out to students that they should
brainstorm as many ideas as possible as they can
choose the best ones later.
Write these paragraph headings on the board:
Introduction, Cycle paths, Sharing cars, Own idea,
Conclusion. As a class, discuss what can be included
in each paragraph. Add notes under the paragraph
headings to make a plan. Leave the plan on the board
for students to refer to when they write their own essay
if they are doing it in class.
7 Students work in pairs to write their introduction and
conclusion. Refer them back to the information in the Exam
focus.
8 Ask pairs to swap their work with another pair and use
the notes in the Exam focus to evaluate each other’s work.
Put pairs into groups of four to give each other feedback.
9 Students write their essay. They can do this in class or
for homework. If students do this exam task under timed
conditions, allow them 30—40 minutes.
110
Example answer
Car ownership increases each year, which results in
increased traffic congestion and higher levels of pollution in
our cities. This essay will argue that there are three possible
solutions to this problem.
The first solution involves creating cycle paths to encourage
more people to cycle than drive. This is the only way to
persuade drivers to give up their cars and cycle, as without
them, the safety risk is often too high.
A second solution is to encourage people to share their
cars. This might mean banning all cars with one person in
them from the city centre or it might involve introducing fast
lanes where cars with more than one person can travel.
A final possible solution is to decrease public transport fares
so that more people are encouraged to use it. Driving your
own car is expensive but if public transport were cheaper, it
might become more attractive.
In conclusion, by encouraging people to cycle, car share
and use public transport, we can reduce both traffic
congestion and pollution. Implementing these schemes
will come with financial costs and challenges. However, I do
believe they can have a positive outcome.
Fast finishers
Encourage students to go back and check their essays
against these questions:
• Have you answered the main question in the
•
•
•
•
essay task?
Have you included a paragraph on each of the
notes in the task?
Is there a range of grammar structures?
Is the essay in an appropriate style?
Are there any spelling or punctuation errors that
you can fix?
Cooler
Tell students you are going to test their creative
thinking skills. Tell them you are going to say a word
that seems to have no connection to the word black
and they must try to think of a connection. Say the word
banana. Elicit ideas, e.g. bananas go black when they
are old. Invite students to say a word that they think
has no connection with the word black, then challenge
their classmates to find a connection. Continue playing
for a few minutes or until someone says a word that no
one can link to the word black.
Extra practice
EXAM TRAINER p44 Exs 5—6
For further practice of the skills presented in
this lesson for Writing Part 1, we recommend
students complete Strategies and skills Exs 5
and 6 on page 44 of the B2 First Exam Trainer.
There is a full practice exam included on pages 92—113
of the B2 First Exam Trainer. There are also two full
practice exams included in the Digital resources.
For further practice, you can use Writing Part 1.
6 Red
OPENER
p49
DYSLEXIA FOCUS
When you have confirmed all the compound words in
Ex 3, write them all on the board for students to refer to
when they complete the second part of the task.
6 RED
Warmer
Say: When I think of the colour red, I think of traffic
lights and shiny red apples. What do you think of? Ask
students to write down three ideas. Tell them they
should not think too much about it, but write the first
three ideas that come into their minds. Put students
into groups to compare their ideas and explain them.
Nominate groups to tell the class their ideas. As they
mention each idea, ask: Who else has this idea? Find
out how many groups have mentioned each idea and
build up a word cloud on the board, with the most
popular ideas written in bigger letters. When you
have collected all the ideas, ask students to look at the
board. Ask: Can you think of any more ideas to add?
Brainstorm more ideas as a class and add them to the
board. Then ask: Does the colour red have any special
meaning in your culture? Elicit any special cultural
associations of the colour and ask individual students
to explain them to the class.
UNIT OVERVIEW
Opener
• Language focus: Compound words
• Topic: Red chillies
Reading and Use of English — Reading
• Part 7 Multiple matching
• Topic: Red letter days
Reading and Use of English — Vocabulary
• Part 3 Word formation
• Language focus: Adjective suffixes 1
• Topic: Superfans
Listening
• Part 2 Sentence completion
• Topic: Seeing red
Reading and Use of English — Grammar
• Part 4 Key word transformations
• Language focus: Comparative forms
• Topic: The red carpet
Speaking
• Part 3 Collaborative task
• Topic: Red tape and rules
Writing
• Part 2 Report
• Topic: Raising money
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 6 activities
Digital resources
• Presentation tool Unit 6
• Unit 6 Language test
• Unit 6 Language test for dyslexic students
• Unit 6 Photocopiable activities
• Unit 6 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
VOCABULARY: Compound words
1 Focus on the photo and elicit what it shows. Put
students into pairs to read the statements and decide if they
are true or false. Elicit some possible answers and reasons,
but don’t confirm whether they are correct at this point.
2
6.1 Explain to students that they will listen to a talk
about chilli peppers. Play the recording. Ask students to
listen and check their answers to Ex 1. Check answers as a
class by eliciting them from individual students. If necessary,
play the recording again and pause it to confirm each
answer. Ask: What else did you learn about chillies? Elicit
other facts that students can remember from the recording.
Answers
1
2
3
4
True
False — It is from South America and the Caribbean.
False — Our brains make us think they do.
False — Our body sweats to try to get rid of what it
thinks is dangerous to us.
5 True — Birds aren’t.
Flexible follow-up
Ask: Do any traditional dishes from your country use
chillies? Put students into pairs or groups to discuss the
questions. Ask pairs or groups to tell the class about
how they cook with or eat chillies.
111
6 Red
3
6.2 Read through the task and check that students
understand the term compound word (= a word formed
from two other words). Read out the first word in A (fire)
and ask students to find a word in B that goes with it to
form a compound word (works). Ask students to match the
remaining words. Check answers as a class.
Focus on the word fireworks again. Elicit the literal
meaning, then ask students if they can remember how
the word was used in the talk. Ask them to read the uses
and choose the one that matches (3). Students then match
the other compound words with their uses. They could
work individually, then compare answers in pairs. Play the
recording, pausing after each compound word is mentioned
to confirm the answers.
Ask: Which compound words are written together, as one
word? Which are written with a hyphen? Elicit or teach the
spellings and point out that there is often more than one
answer, e.g. homemade or home-made. Explain to students
that there are really no rules for deciding how compound
words should be written, so they need to learn how each
individual compound word is usually written.
Answers
1 widespread
4 well aware
7 teaspoon
2 homemade
5 never-ending
8 underestimate
3 fireworks
6 lifetime
4 Read out the first compound word fireworks. Elicit that
it is a noun. Then say it again and ask: Is the stress on the first
word or the second? (first) Students could work in pairs to
complete the task. Encourage them to say the compound
words out loud to decide where the stress is on each one.
Check answers as a class and invite individual students to
model the pronunciation of the words with the correct stress.
Answers
Compound nouns: fireworks, lifetime, teaspoon
Compound verbs: underestimate
Compound adjectives: widespread, homemade, well
aware, never-ending
5 Ask students to complete the questions with the correct
words. Check the answers by inviting individual students to
read out the completed questions.
Answers
1 homemade
3 lifetime
2 never-ending
4 underestimate
6 Put students into pairs to ask and answer the questions.
Ask some students to tell the class something interesting
from their partner’s answers.
112
7 Put students into teams and read through the task. Set
a time limit of three or four minutes for students to write the
compound words. Stop the activity when the time is up and
ask each team how many words they have. Ask the team
with the most to read out all their words and explain the
meaning of any words that other students don’t know.
Example answers
fireball, fire fighter, firewall, fire engine, fireproof, firelight,
fireplace
homework, hometown, homeland, home page, home
owner, home sick
life boat, life jacket, lifeless, lifespan, lifeline, lifelike
tea pot, tea cup, tea bag, tea towel
underground, underachieve, undergraduate, undervalue,
undertake
Cooler
Say: I love watching the fireworks at New Year. Point out
to students that using new words in a personal context
can help them remember them. Ask students to record
the compound nouns they have learned in this lesson
and write an example sentence for each one to help
them remember the words. Put students into pairs to
compare their sentences.
6 Red
READING AND USE OF ENGLISH —
Part 7 Multiple matching pp50—51
LESSON OVERVIEW
•
Topic: Red letter days
EXAM FILE p15
Learning objective: Students will be better able to
understand what a writer is implying in a text.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 7 Multiple
matching p38 Ex 3
Digital resources
• Presentation tool pp50—51
• Video: About B2 First: Reading and Use of English
Part 7
BEFORE YOU START
Read through the Exam reference on page 15 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 51. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 15 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students if they know any phrases or expressions in
English that use the word red. To give them some ideas,
you could remind them of the expression be in the
black from the last unit and its opposite be in the red
(= be in debt). Ask: What do you think it means if
someone goes as red as a beetroot? Elicit that it
means the person’s face turns red because they are
embarrassed. Ask: What do you think happens if
someone sees red? (they become very angry) Ask: Are
there any expressions in your language that use the
word ‘red’? Invite individual students to give English
translations of expressions from their language. Other
students can try to guess the meanings, then students
can explain.
1
6.3 Put students into pairs to look at the photos
and try to guess the meaning of the expression. Elicit one or
two ideas, but don’t confirm whether they are correct. Play
the recording for students to listen and check. You could
explain the origin of the expression: in ancient Roman times,
important days were marked on the calendar in red. Ask
students if there is a similar expression in their language.
Answer
It is a stand-out moment that you remember forever.
2 Elicit one or two examples of special, memorable
days, e.g. starting university, winning a competition, getting
your first job, getting married. Allow students time to read
the ideas and prepare their ideas individually, then put
them into pairs to tell each other about their special days.
Encourage them to ask each other questions to find out
more information.
Alternative
Rather than simply telling their partner about their
special day, students could tell their partner when
and where the day happened, how they felt and how
it affected their life, without saying what the occasion
was. Their partner could ask questions and try to guess
what the occasion was.
3 Ask students to read the comment individually and
write two or three sentences summarising what happened
and why it was a red letter day. Allow students to compare
answers in pairs, then check answers by nominating some
students to read their summary to the class.
Example answer
She applied to join a youth theatre group and was
convinced that she wouldn’t be accepted, but was
pleasantly surprised when she learned that she had been.
EXAM FOCUS
4 Tell students they are going to do an exam reading task,
but first they are going to read about the task and practise
one of the skills they need.
Ask students to read the introduction to the Exam focus.
Check they understand the words implication (= something
a person suggests is true without stating it directly) and
assumption (= something you can guess is true based
on things a person has said or written). Read out the four
examples and point out that in the first one of each pair a
fact is stated directly, whereas in the second of each pair, the
same fact is implied without being stated.
Read out sentence 1 in Ex 4 and ask students to find the
relevant part of the comment and read it again. Ask:
• Is this stated in the comment? (no)
• Is it implied? (yes)
• How is it implied? (the comment asks Have you heard of
it? which suggests it might not be well-known)
113
6 Red
Put students into pairs to read the remaining sentences and
decide which are stated and which are implied. To check
answers, nominate individual students to tell the class about
one of the sentences and give evidence from the comment.
When students have finished, check answers as a class. Elicit
the part of the text which confirms each answer and elicit
whether the information is stated or implied in each case.
Answers
1 D — ‘No, for me the red letter day was when my wife and
I were allowed to walk out into the hospital grounds’
2 A — ‘I think people sometimes underestimate the
importance of having a car and the freedom and
independence it gives you. It lets you make choices and
do things you’ve always wanted to do.’
3 C — ‘I’d been passionate about creative writing since
I read my first story book at the age of six.’; ‘I’d been
through the whole process from getting my proposal
accepted (after a stack of rejections) through to final
draft with everything that involved …’
4 D — ‘I guess most people would say that their red letter
days include things like getting exam results or maybe
something like their wedding or the birth of a child.’
5 B — ‘It had been a challenging month. OK, to be totally
honest, I’d hated every minute of it.’
6 C — ‘I can still feel the weight of it and smell those fresh
pages and see, in bold and shiny letters, my name
under the title.’
7 D — ‘I have to admit that I don’t remember much about
my wedding — I was so nervous that things might go
wrong! And what I mostly remember about the day my
daughter was born was all the worry …’
8 B — ‘We all put the thought of failure or resits to the very
back of our minds and enjoyed the moment.’
9 A — ‘… broke down more often than I like to
remember, …’
10 B — ‘I’ve still got the calendar by the way.’
1, 3, 5 and 7 are implied.
1 Have you heard of it?
3 it brings hundreds of young people aged between 14
and 17 together from all over the country to rehearse
and perform a play in London’s West End.
5 I did an audition when they visited my school.
7 the competition was really fierce
EXAM BOOST
EXAM FILE Section B p14
The exercise in section B on page 14 of the Exam boost
provides more practice of the skill of understanding
implication. This could be done in class or for homework.
Answers
3 1 A — ‘sending employees away on team-building
courses. These are both instructive and fun for
everyone involved.’
2 B — ‘There are plenty of opportunities for
advancement, something I didn’t have before, and I
find that motivating.’
3 B — ‘We had an argument when a client objected to
the way I dealt with her situation …’
4 A — My only complaint is the hot desk policy, where no
one gets to have their own regular work space’; ‘it can
be quite frustrating to have to move my things around
all the time.’
5 Focus on the article and ask students to read the
introduction. Elicit that students are going to read four
individual accounts of red letter days. Ask students to read
them quickly and match the photos with three of the writers.
Answers
A photo 3
B no photo
C photo 1
D photo 2
EXAM TASK
6.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to
listen as they read the text.
6 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 15 of the Exam file if necessary.
Read through the task, then ask students to read questions
1—10. Explain that the information they are looking for may
not be stated directly, but may be implied in the text. Make
sure students understand that they can choose an entry
more than once and they should choose an entry for all
the questions.
114
Answers
Speaking or writing
7 Allow students time to prepare their answers
individually, then put them into pairs to discuss the
questions. Ask individual students to tell the class about
their red letter days of the future.
8 Remind students of some of the ideas for red letter days
that they discussed in Ex 2, e.g. meeting a partner, getting
married, moving into an apartment, etc. Students then
write their entry, either in class or for homework. Nominate
students in turn to read their entry to the class. Ask students
which entries were the most interesting and why.
Extra practice
EXAM TRAINER p38 Ex 3
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 7, we recommend students complete
Strategies and skills Ex 3 on page 38 of the
B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 7.
6 Red
READING AND USE OF ENGLISH —
Part 3 Word formation p52
LESSON OVERVIEW
•
Topic: Superfans
EXAM FILE p7
VOCABULARY: Adjective suffixes 1
1 Focus students on the photos and elicit the answer to
the question. Ask: Have you ever painted your face in this
way or worn particular clothes to support a team? Encourage
students to talk about their experiences if they have done
these things.
Answer
Learning objective: Students will be better able to form
adjectives by adding suitable suffixes.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 3 Word
formation p17 Exs 6—8
Digital resources
• Presentation tool p52
• Video: About B2 First: Reading and Use of English
Part 3
BEFORE YOU START
Read through the Exam reference on page 7 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students may find it challenging to correctly spell the
words to fill the gaps in the exam task. Encourage them
to first say the answers out loud and praise them if
their answer is correct. Then ask students to write their
answers and show the correct spelling if necessary.
Brazil and England
2
6.4 Explain to students that they are going to
hear part of a radio interview with a football fan. Write the
words obsess, adventure and number on the board and
elicit the adjectives related to them (obsessive, adventurous,
numerous). Check students understand the meanings. Play
the recording, then ask students to read the questions and
answer them. Allow students to compare their answers
in pairs, then check answers as a class. Play the recording
again if necessary, pausing to confirm the answers.
Answers
1 loyal, average, not obsessive
2 he was called ‘Brazil’s biggest fan’; he went to over
150 matches across 60 countries
3 Venezuelan; travelled more than 231,000 km since 1982
attending World Cup matches
4 It’s not practical and too expensive.
5 She checks results and has a season ticket for the home
matches.
6 The atmosphere, singing, chanting and cheering.
7 They followed their teams until they were very old.
Alternative
Before students listen to the interview, put them into
pairs to read the questions and try to predict what the
speaker might talk about. Elicit some ideas from the
class, but don’t confirm whether they are correct.
Then play the recording for them to listen and check
their ideas.
Dyslexic students may also benefit from the structured
checklist on page 7 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask: Are you a fan of anything or anyone? Why? Elicit
answers from individual students and encourage them
to talk about sports teams, music, TV shows, etc. Ask:
What does it mean to be a fan? What do you have
to do to be called a fan? Do you have to go to all a
team’s matches or all a singer’s concerts? Discuss the
questions as a class, encouraging students to join in
and express their opinions.
3
6.5 Read out the first part of the first sentence and
elicit the correct adjective. Ask students to read the rest of
the summary and complete it with the correct adjectives.
Allow students to compare answers in pairs, then play the
recording for them to listen and check. Check answers as a
class and write the adjectives on the board for students to
check the spelling.
Answers
1
4
7
10
obsessive
practical
numerous
encouraging
2 ridiculous
5 financial
8 representative
3 national
6 enthusiastic
9 colourful
115
6 Red
4 Focus on the answers to Ex 3 again and elicit the ways
that the adjectives end (-ive, -ous, -al, -ic, -ful, -ing). Focus on
the table and elicit that these are all common suffixes that
are added to words to make adjectives. Ask students to add
the adjectives from Ex 3 to the table, then read out the first
word in the box and elicit the correct suffix to change it to
an adjective (-ic — academic). Ask students to complete the
table with the correct adjectives. To check answers, draw
the table on the board and invite students to come and add
words. Check students’ spelling as they add the words.
Answers
-ing: encouraging, disgusting, motivating, threatening,
worrying
-ful: colourful, cheerful, harmful, helpful, hopeful
-ic: enthusiastic, academic, athletic, dramatic, symbolic,
sympathetic
-al: national, practical, financial, psychological, traditional
-ous: ridiculous, numerous, suspicious, various
-ive: obsessive, representative, aggressive, competitive,
effective, impressive
Flexible follow-up
Students could work in pairs or groups and try to
add more adjectives to the table, e.g. natural, careful,
painful, artistic, scientific, attractive, creative, famous,
mysterious). Check their ideas by nominating individual
students to come and add more words to the table on
the board.
EXAM BOOST
EXAM FILE Section C p6
Exercises 4 and 5 on page 6 in section C of the Exam boost
provide more practice of adjective suffixes. These could be
done in class or for homework.
Answers
4
-ful
-less
delightful
doubtful
eventful
hopeful
painful
peaceful
—
powerful
—
skilful
successful
tactful
thoughtful
useful
wonderful
—
—
(doubtless — this is an adverb)
—
hopeless
painless
—
pointless
powerless
priceless
—
—
tactless
thoughtless
useless
—
worthless
5 1 thoughtless
4 doubtful
2 eventful
5 painless
3 pointless
EXAM TASK
5 Put students into pairs to write the questions.
Check answers as a class.
7 In this task, most (but not all) of the answers are
adjectives, as this is the focus of the lesson. However, in the
actual exam the answers will be a range of different parts of
speech.
Answers
If students do this exam task under timed conditions, allow
them 10—12 minutes.
1
2
3
4
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 7 of the Exam file if necessary.
Have you eaten anything disgusting in the last few days?
Which dictionaries do you find (most) helpful?
Do you know anyone with/from an academic background?
Are you athletic or do you avoid sports?
6 Students work in pairs to answer the questions in Ex 5.
Discuss the answers briefly as a class. Then ask pairs to write
four more questions using adjectives from Ex 4. Monitor and
help while they are working, checking that their sentences
are correct. Then put students into new pairs to ask and
answer their questions. Ask some students to tell the class
about one of their partner’s answers.
Read out the title of the text. Ask: What does ‘the blues’
refer to? Give students one minute to read the text through
quickly first, ignoring the gaps, to find the answer. Elicit that
it refers to the team colours of Cardiff City Football Club. Ask
some questions to check comprehension.
• Why were the fans angry? (the owner of the club
changed the team colours)
• What was the reason? (to try to make the club more
successful)
• What happened in the end? (the club wasn’t successful
and the owner changed the colours back)
Students complete the task. Check answers as a class,
writing the correct words on the board for students to check
their spelling. Point out that in this exam task, they must
spell the words correctly to get a mark.
Answers
1 traditional 2 symbolic 3 insensitive
4 competitive
5 financial 6 objections 7 psychological 8 dramatic
116
6 Red
8 To do this as a speaking task, put students into pairs
to discuss the questions. Encourage them to ask more
questions to find out what their partner would do to support
a team or individual, e.g. Would you pay a lot of money for
the official kit? Would you dye your hair? Would you travel to
another country? Nominate pairs to tell the rest of the class
their ideas. You could ask students to give their partner a
superfan score between 1 and 10 (10 = the highest score).
Find out who in the class comes closest to being a superfan!
Alternatively, to do the task as a writing task, students can
write their answers to the questions, then compare their
answers in pairs or groups.
Cooler
Put students into teams and ask them to close their
books. Write these words on the board: ambition,
enthusiasm, mountain, nature, science, stress. Give
teams two or three minutes to look at the words and
think of the adjective formed from each one (ambitious,
enthusiastic, mountainous, natural, scientific, stressful)
and write an example sentence including it. Nominate
teams to choose a word, write the adjective on the
board and read out their sentence. If their sentence
and the spelling is correct, they get a point and the
word is out of the game. If the sentence is not correct,
don’t correct it, but move to the next team. Continue
until all the words have been used.
LISTENING — Part 2 Sentence
completion p53
LESSON OVERVIEW
•
Topic: Seeing red
EXAM FILE p31
Learning objective: Students will be better able to
listen for specific details.
Extra resources
B2 First Exam Trainer
•
Listening — Part 2 Sentence completion pp67—68
Digital resources
• Presentation tool p53
• Video: About B2 First: Listening Part 2
BEFORE YOU START
Read through the Exam reference on page 31 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Extra practice
EXAM TRAINER p17 Exs 6—8
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 3, we recommend students complete
Strategies and skills Exs 6—8 on page 17 of
the B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 3.
Students may find reading the text in the exam task
challenging. Point out that the text isn’t a paragraph,
but a series of sentences. Give students extra time to
read each sentence individually and to say what they
think the missing word or phrase might be.
Dyslexic students may also benefit from the structured
checklist on page 31 of the Exam file to check their
preparedness for this exam part.
Warmer
With books closed, tell students you are going to read
out a list of things and they must guess what they have
in common. Give some examples of things that annoy
you, e.g. cold coffee in a café, bad weather, delays
on the trains, forgetting where I’ve put my phone, etc.
When students have guessed, ask: What things annoy
you? Elicit a few ideas from individual students.
1 Put students into pairs to read the definition and answer
the questions. Nominate pairs to tell the rest of the class
about their discussions.
117
6 Red
2
6.6 Explain to students that they will hear five
different people talking about things that make them see
red. Read out the task. Then allow students time to read
through the complaints. Play the recording for students to
listen and complete the matching task. Check answers by
asking individual students to give each answer and explain
it by referring back to what the person said. If necessary,
play the recording again to confirm the answers.
Answers
1 D 2 B 3 E 4 A 5 C
EXAM FOCUS
3 Explain to students that they are going to do an exam
listening task. Elicit what students can remember about
Listening Part 2 and elicit or remind them that there are
sentences to complete and they need to complete them
with specific words from the recording. Explain that to do
this task, they need to listen carefully to hear the specific
words they need.
Put students into pairs to discuss what strategies they can
use when listening for specific details. Elicit a few ideas from
students. Then ask students to read the Exam focus to check
their ideas.
Read out sentence 1 in Ex 3. Ask:
• What do you need to listen for to complete this sentence?
• What might the speaker talk about?
• What words might signal that the information is coming?
Ask students to read the sentences and answer the same
questions for each one. Allow students to compare their
ideas in pairs, then discuss their ideas as a class, but don’t
confirm them at this point.
Answers and example synonyms/paraphrases
1 a noun — was fine with / was OK with the person who
…
2 a noun — sound up / loud, bothers his …
3 a noun — people who don’t say what they mean …
4 a noun or the -ing form of a verb — in my view / if you
ask me / as far as I’m concerned …
5 a noun — bad drivers have a poor sense of / have no
idea about …
4
6.7 Play the recording for students to listen and
complete the sentences with the correct words and phrases.
To check answers, play the recording again, pausing after
each answer. Elicit the correct answer and the words that
signalled the answer was coming.
Answers
1 picnic
4 themselves
118
2 privacy
5 space
3 attention
EXAM BOOST
EXAM FILE Section B p30
The exercises on page 30 in section B of the Exam boost
provide more practice of listening for specific details. There
is also an exercise practising listening to fast speech.
These exercises could be done in class or for homework.
Answers
4 1
5
5 1
5
6 1
2
3
4
5
verb
2 noun
verb
6 noun
disturbs
2 frequency
increase
6 Frustration
pick one thing
putting their hand
crunch their way
if they’re quiet
out of a bag
3 noun
7 noun
3 control
7 goal
4 noun
4 mood
EXAM TASK
5
6.8 Focus students on the exam task. Ask students if
they can remember how they should approach this task and
elicit ideas. Refer students to the tips in the Exam reference
on page 31 of the Exam file if necessary.
Allow students time to read the text and think about what
they are listening for. You could put them into pairs to
compare their ideas. Play the recording for students to
listen and write the missing words and phrases. Discuss
what paraphrases are used in the recording and what words
signal that the information is coming.
Answers
1 expectations — ‘… it happens when something doesn’t
meet our expectations.’
2 anxiety — ‘What did surprise me though is that we
sometimes use anger to cover up our real feelings,
feelings we don’t want people to know about — anxiety
about work, relationships or finances for instance.’
3 survival — ‘… anger helps to ensure our survival …’
4 red face — ‘That’s why we get a red face.’
5 pain — ‘… if we do choose to stay and deal with the
situation and get hurt, the chemicals caused by anger
help us to feel less pain …’
6 motivation — ‘… the anger provides us with the
motivation we need to act.’
7 optimistic — ‘… it made me smile when I came across
various studies that say they’re actually optimistic …’
8 relationships — ‘… it can cause us to talk more … I think
this can make our relationships better …’
9 effective — ‘… or we can simply walk away to clear our
thoughts. Walking away is the method I’d say is most
effective.’
10 temper — ‘While some people might say we should
always keep our temper under control, I think it’s OK if
we sometimes lose it.’
6 Red
Speaking or writing
6 Ask students to rank the situations in Ex 2 from the most
annoying to the least annoying. You could remind them of
some of the ideas they discussed in Ex 1 and suggest that
they add these to their ranking. Then put students into small
groups to try to agree on the order. Encourage students to
listen to each other’s opinions and try to reach an order that
they can all accept. Nominate groups in turn to tell the class
the order they agreed on and why.
7 Read through the task. To give more context, you could
tell the class to imagine that they have had an email from a
friend describing an annoying experience, e.g. Hi, How are
you? I went out for dinner with some friends last night and
the waiter was really rude and slow! It really drove me mad
and it spoiled my meal. Is it just me that finds things like this
annoying? Explain that they should send an email in reply
with a similar annoying experience. Ask students to write
about 150 words. Students could write their emails in class or
they could do it for homework. When they have finished, or
in the next lesson, ask some students to read out their emails
to the class.
Cooler
Put students into pairs and ask them to think about the
little things that can happen in a day that change their
mood and make them feel happy. Ask pairs in turn to
tell the class. Discuss as a class which things make the
biggest difference and why.
Extra practice
EXAM TRAINER pp67—68
For further practice of the skills presented in
this lesson for Listening Part 2 and additional
strategies and skills to improve performance in
the exam, we recommend students complete
Strategies and skills Exs 4—11 on pages 67—68
of the B2 First Exam Trainer. Once completed,
they can attempt the Exam task on page 68.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 2.
READING AND USE OF ENGLISH —
Part 4 Key word transformations p54
LESSON OVERVIEW
•
Topic: The red carpet
EXAM FILE p9
Learning objective: Students will be better able to use
comparative forms and understand their meanings.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 4 Key word
transformations p20 Ex 4
Digital resources
• Presentation tool p54
• Grammar presentation 6: Comparative forms
• Video: About B2 First: Reading and Use of English
Part 4
The Grammar reference and exercises on pages 88—89 of
the Grammar file provide more practice of comparative
forms. This could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 9 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Encourage students to say what they think the answer
is rather than writing it down. When you go through
the answers as a class, make sure students record the
correct answers accurately.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 9 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask: When is a red carpet used? Who walks on it? How
do you think they feel as they walk on it? If students
guess the idea of awards ceremonies, discuss whether
students enjoy watching these ceremonies and how
they think the stars feel. If they don’t guess the answer,
give them some prompts, e.g. Think about successful
films. Think about film stars. Think about stars who win
awards. Think about the awards ceremonies. Then
discuss whether they enjoy watching these ceremonies
and how they think the stars feel.
119
6 Red
GRAMMAR: Comparative forms
WATCH OUT FOR
1 Ask students to do the quiz and read their results
Students may tend to rely on a few comparative
structures. Although this may enable them to get their
point across, encourage them to push themselves and
use a range of comparative structures in their own
speaking and writing. Showing a wider range will help
them get a higher mark in the exam.
individually. Then put them into pairs to discuss their results
and say why they agree or disagree with them. Ask some
students to tell the class their results and why they agree or
disagree.
2
6.9 Explain to students that they are going to listen
to an interview with an entertainment journalist. Read out
the questions and ask students if they know the answers or
can guess them. Play the recording for students to listen and
answer the questions. Check answers as a class and find out
if anyone guessed the answers correctly.
Answers
Origins — a play in ancient Greece (Agamemnon). (Then,
used by a president (in 1821), New York train passengers
(early 1900s) and in Hollywood (1920s).)
Recent decades — less glamorous. Whole industry of people
helping people to look good on the red carpet.
3
6.10 Students could work in pairs to choose the
correct alternatives to complete the sentences. Play the
recording for students to listen and check their answers.
Answers
1 as
5 ever
2 fancier
6 fewer
3 less
7 much
4 as
8 spectacularly
4 Students could work in pairs to identify the comparative
structures and answer the question. Check answers as a class.
Answers
Less: less special than, not as thrilling as, fewer really
glamorous events
More: fancier than, the best Hollywood era, a much bigger
industry than, dress more spectacularly than
The same: as important as
5 Ask students to write the comparative sentences
individually. Check answers by nominating individual
students to read out each sentence. Then put students into
pairs to discuss the sentences. Ask pairs which sentences
they agreed about and which one they disagreed about the
most, and why.
Answers
1 Hollywood films aren’t as good as films made in my
country.
2 Hollywood stars today behave more/less outrageously
than Hollywood stars in the past.
3 People are far more/less interested in fashion today
than in the past.
4 Young people are more/less concerned with fame
than being successful.
5 Privacy is as easy to keep today as in the past.
6 The choice of film and TV today is the best we’ve
ever had.
120
EXAM BOOST
EXAM FILE Section C p8
The exercise on page 8 in section C of the Exam boost
provides more practice of using comparative forms.
This could be done in class or for homework.
Answers
3 1 C 2 D 3 A 4 E 5 B 6 F
EXAM TASK
6 Note that in the actual exam task, there would probably
only be one item which tests a comparative structure.
If students do this exam task under timed conditions, allow
them 8—10 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 9 of the Exam file if necessary.
Students complete the exam task individually. Once
students have finished, encourage them to check that they
have used the words in capitals and between two and five
words, and that both sentences have a similar meaning.
Check answers as a class, discussing why each answer is
correct. Elicit which answers use a comparative structure
(1, 2, 4, 6).
Answers
1
2
3
4
5
6
was not / wasn’t as long as
were less glamorous than
would not / wouldn’t enjoy fame unless
have/’ve never seen
warned the actress not to
to walk more slowly than
7 Read through the task. Then write these ideas on the
board for students to think about: daily life, friends and
family, home, nightlife, holidays, social media. Elicit a few
examples of ways in which your life is different from the life
of a celebrity, e.g. I’m not as rich as Lady Gaga. Her house is
probably much bigger than mine. Students could write their
answers or they could prepare their ideas individually and
then work in pairs to discuss how their life is different from
the life of their chosen celebrity. Encourage students to use
a wide range of different comparative structures. Nominate
a few students to tell the class some of their ideas.
6 Red
Cooler
Put students into teams. Write these nouns on the
board: actor, apartment, bus, cake, carpet, cat, chilli,
coffee, mountain, motorbike, ocean, phone, tree, TV.
Teams take turns to choose two nouns. They then have
two minutes to write as many different comparisons of
the two things as they can, e.g. cat / mountain: A cat is
smaller than a mountain. A cat is less impressive than a
mountain, etc. After two minutes, stop the activity and
ask teams to read out their sentences. They get a point
for each correct sentence.
SPEAKING — Part 3 Collaborative
task p55
LESSON OVERVIEW
•
Topic: Red tape and rules
EXAM FILE p41
Learning objective: Students will be better able to
show how far they agree or disagree.
Extra resources
B2 First Exam Trainer
Extra practice
EXAM TRAINER p20 Ex 4
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 4, we recommend students complete
Strategies and skills Ex 4 on page 20 of the
B2 First Exam Trainer.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 4.
•
Speaking — Part 3 Collaborative task pp86—88
Digital resources
• Presentation tool p55
• Video: About B2 First: Speaking Part 3
• Video: B2 First Speaking Test 2, Part 3
BEFORE YOU START
Read through the Exam reference on page 41 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
In the exam task, read out the task and the prompts so
that students can focus on thinking of the language
they need to use when they speak.
Dyslexic students may also benefit from the structured
checklist on page 41 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask: If I want to drive in your country, what rules do I have
to follow? Elicit ideas, e.g. you must have a driving licence,
you have to obey the speed limit, you can’t drive if you
don’t have insurance, etc. As students give examples of
rules, write the modal verbs and other phrases that they
use on the board, e.g. must, mustn’t, have to, can’t, aren’t
allowed to. Ask students if they can talk about any other
rules in their country using this language.
121
6 Red
1 Put students into pairs to discuss the question. Elicit
or explain the meaning of tape (= a piece of long, thin
cloth that is used to tie something) as well as red tape (see
answers). Explain that the term red tape comes from a time
in the past when official documents were tied with red tape.
Elicit some examples of red tape, e.g. all the forms you have
to fill in before you can rent a flat.
Answers
Students’ own answers
‘Red tape’ means official rules that seem unnecessary and
prevent things from being done quickly and easily.
2
6.11 Explain to students that they will hear a
conversation about a festival. Elicit or explain the meaning
of vintage (= old, but high quality). Read out the question,
then play the recording for students to note down why the
festival has been cancelled. Allow students to compare
answers in pairs.
Answer
6 Give an example of a rule in your town centre that you
think is important and one you think is less important, e.g.
You can’t drive in the town centre — that’s important because
it keeps it safe for pedestrians. But shops aren’t allowed to
stay open all day on Sunday. I don’t agree with that rule.
Allow students time to plan their ideas individually, then put
them into pairs to tell each other their ideas and show how
far they agree or disagree. Monitor and help while students
are working and encourage them to use a range of different
phrases from the Exam focus. Nominate some pairs to tell
the class which rule they disagreed about the most and why.
Alternative
Students could do this activity by moving around the
classroom and exchanging opinions with different
students. Encourage them to use a different phrase
from the Exam focus with each person they speak to.
EXAM BOOST
There was too much red tape — regulations on the position
of stages and equipment, health and safety regulations,
forms to fill in, and huge fines possible.
3 Allow students time to read through the posts, then
point out the question at the end of each post. Put students
into pairs to discuss whether they agree or disagree with the
questions.
4
6.12 Explain to students that they will hear two
people talking about something that happened. Read
through the questions. Then play the recording for students
to listen and answer the questions. Check answers as a class.
Play the recording again if necessary.
Answers
1 not using a phone while driving
2 driving with one hand on the wheel, banning
passengers speaking to the driver
3 eating while driving
EXAM FILE Section B p40
The exercises on page 40 in section B of the Exam boost
provide practice of having a balanced conversation during
this task. These could be done in class or for homework.
Answers
2 1 a vegan diet
2 finding the right food; how good it is for our health
3 The woman dominates, the man doesn’t say
enough, the man goes off the point.
3 1 talk
2 Shall
3 interrupt
4 move
5 that
6 going off
7 next
8 about
4 Starting the task: So, we need to talk about …;
Shall we start with this idea — …
Continuing the task: … I think we need to move on.;
Let’s look at the next idea.
Keeping to the point: I think maybe we’re going off
the point a bit here.
Interrupting politely: Sorry to interrupt, but …
Encouraging your partner to talk: OK. Great. Why do
you think that?; What do you think about …
EXAM FOCUS
5
6.13 Explain to students that they are going to
practise a collaborative speaking task with a partner and that
they need to agree and disagree with each other in order to
complete the task. Ask students to read the Exam focus and
tick the phrases the speakers used. Check answers as a class.
You could play the recording again for students to hear the
phrases again in context. Remind students that they should
record useful phrases of this kind and try to learn them.
Answers
I completely agree with you.; You’re absolutely right.; I’m
afraid I disagree.; I don’t agree at all.; Yes, you’re right up to
a point but …
122
EXAM TASK
For guidance on marking Speaking Part 3, please refer to
the Speaking success criteria on page 159.
7 Focus students on the exam task. Ask students if they
can remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 41 of the Exam file if necessary.
Put students into pairs and ask them to read the task.
Elicit that students have to speak together and exchange
opinions. Point out the additional task which they will do at
the end, but tell them not to deal with this yet.
Students then work in pairs to do the first part of the task.
They should speak for two minutes.
6 Red
Encourage them to use a range of different phrases from the
Exam focus to show how far they agree or disagree. Monitor
while they are working and note down how well they interact
with each other, e.g. by agreeing and disagreeing and asking
for each other’s opinions. Also note down how well they use
phrases for expressing agreement and disagreement. Give
students feedback on these things when they have finished.
Stop the activity after two minutes. Then read out the
second part of the task which asks students to decide on
the most important reason for people to follow rules. Point
out to students that they don’t have to reach agreement,
but they should try to. Stop this activity after one minute.
Monitor while they are working.
Give students feedback on how well they did the task.
Example answer
A: Rules, yes, tricky question! OK, do we think it’s important
always to follow rules. You know, it kind of depends on the
rules, I suppose, don’t you agree?
B: I’m not sure. You’re right up to a point, but I think there
are some people who have that personality — they always
follow rules, whatever. Maybe it’s because they don’t want to
get into trouble. What do you think?
A: True. Like when you’re driving — if you speed you might
get fined, so people follow the rules, not necessarily because
they think they’re right, but because they don’t want to pay
money or get arrested! It’s a good reason, I think!
B: You’re right. However, I also think that rules like that are
important because they keep people safe. You know, safe
on the roads, in swimming pools and things. I have to say
that I think we should follow rules because nearly all of them
are there for a reason. Don’t you think?
A: I’m afraid I have to disagree! Some of the rules we are
expected to follow are a bit extreme. I understand that
people can’t just drive as fast as they like when they want
to and it’s true that if everyone broke the rules all the
time there would be chaos! But think about some of the
ridiculous forms we have to fill in! It takes ages and really,
common sense would be better.
B: Oh, I know what you mean. Like all the background checks
if you get a new job. I do agree that there are some silly rules
too. But generally, I’m OK with following rules. Sometimes,
obviously you have to break a couple — like school rules! I
think everyone’s broken some of those at times!
A: Yes, I’m definitely one of them. Sorry, but I’m a bit of a
rebel. I don’t like people telling me what to do — I’ve never
liked authority! So, for me, it is certainly not important
always to follow rules.
B: And I would say that it’s generally important, but maybe
not always!
8 Students can work in pairs to reflect on how well they
followed the advice in the Exam focus. Nominate a few pairs
to tell the class their ideas.
9 Allow students time to prepare their ideas individually.
Then put them into pairs to discuss the questions. Remind
them to use phrases from the Exam focus to show how
far they agree or disagree with each other. Discuss the
questions as a class.
10 Put students into pairs to write two new rules. Point out
that their rules do not have to be serious. Ask pairs in turn
to tell the class their rules and encourage other students to
respond by saying how far they agree or disagree and why.
Cooler
Focus on the No parking sign at the bottom of the
page. Ask: Where might you see this? (on a street)
Where would you never see it? (in a car park) Put
students into pairs to think of signs with rules that you
would never see, e.g. a sign in a restaurant saying No
eating. Encourage students to use their imagination
and think of funny signs. Nominate pairs to tell the class
their ideas. The class could vote for their favourite.
Extra practice
EXAM TRAINER pp86—88
For further practice of the skills presented in
this lesson for Speaking Part 3 and additional
strategies and skills to improve performance in
the exam, we recommend students complete
Strategies and skills Exs 5—11 on pages 86—87
of the B2 First Exam Trainer. Once completed,
they can attempt the Exam task on page 88.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 3.
(Decision question)
B: So, what’s the most important reason for following rules
in your opinion?
A: I guess it’s keeping people safe. For me, that’s where
rules are important. I think we both agree on that, don’t we?
B: Yes, you’re right, but also, for me, it’s to avoid getting into
trouble. It’s important to follow the rules that might cause
you problems. But there are some rules you can break
without anyone knowing! For example — if a sign says, don’t
walk on the grass and there’s no one around — I might just
walk on it to be a bit naughty!
A: You are a bad person! What about CCTV?
B: Now that’s another interesting discussion!
123
6 Red
WRITING — Part 2 Report
p56
LESSON OVERVIEW
•
Topic: Raising money
EXAM FILE p25
•
•
Writing file: p118
Vocabulary file: pp104—105
Learning objective: Students will be better able to
organise their ideas in a report.
Extra resources
B2 First Exam Trainer
•
Writing — Part 2 Report pp57—59
Digital resources
• Presentation tool p56
• Video: About B2 First: Writing Part 2
The Writing file on page 118 provides an example and
exam help for Writing Part 2 Report.
The Wordlist on page 104 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this unit.
Once you have completed this Writing lesson, the exercises
on pages 104—105 provide more practice of the vocabulary
from this unit. These could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 25 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
For Exs 4 and 5, students could discuss their ideas in
pairs or small groups. Encourage them to not only talk
about the content of the report, but also to build up a
picture of what they will include in their introduction,
what the different sections will include and what will
be in the conclusion and recommendation paragraph.
They can do this verbally rather than making notes.
Dyslexic students may also benefit from the structured
checklist on page 25 of the Exam file to check their
preparedness for this exam task.
Warmer
Ask questions to the class about charity giving and
fundraising: Should people give money to charity? Do
you ever give money to charities? Which are the most
popular charities in your country? Elicit answers from
individual students and encourage them to talk about
their own experiences of giving money to charities or
raising money.
124
1 Put students into pairs to discuss the questions.
Ask some students to tell the class their ideas. Share the
background information with the class.
BACKGROUND INFORMATION
Red Nose Day is the informal name for Comic Relief, a
charity in the UK which entertainers support and use to
raise money for children in need and poverty around
the world. The event takes place each year, and wellknown people from the world of entertainment take
part in special TV shows, while the people watching the
show are encouraged to text or phone up and make
donations. Members of the public are also encouraged
to organise special fundraising activities in their
workplaces and local areas. The first Red Nose Day
took place in 1988 and it has grown in popularity ever
since. The record total amount raised was over
£108 million, in 2011.
2 Explain to students they are going to read a report
about a charity event for Red Nose Day. Ask students to
read the report and answer the questions. Allow students to
compare their answers in pairs, then check answers as
a class.
Answers
1 To examine last year’s charity event and make a
recommendation for next year’s event.
2 The quiz was very popular; the fancy dress wasn’t
popular among staff but it raised half of the
money; only half of people knew about the baking
competition but those who participated enjoyed it.
3 Keep all three events. Give a prize for best fancy dress
and advertise the baking competition better.
EXAM FOCUS
3 Put students into groups and ask them to note down
three tips for report writing, e.g. what a report should
include, how you should organise the information and
the kind of language you should use. Elicit ideas, then ask
students to read the Exam focus to check their ideas.
Read through the Exam focus with the class. Students
then work in pairs to organise the text in Ex 3 into a report
following the instructions. To check answers, elicit the
heading and sub-headings first and write these on the
board. Elicit the information which goes under each
sub-heading and the information that could be given in a
list. Focus students on each word or phrase in bold and elicit
the formal word or phrase which could replace it. To check
answers, nominate two or three confident students to each
read out a section of the completed report.
6 Red
Example answer
EXAM TASK
A report on charity events in my area
Introduction
The aim of this report is to present ideas for a charity
event and charity recipient. To obtain useful suggestions,
I interviewed 30 students from the college.
Suggested charity event
Many suggestions were music-based. The most popular
idea was a ‘battle of the bands’ evening.
Suggested charity recipient
Most students wish to donate funds to a local charity.
Their recommendations were:
• The Rainbow Arts Fund, which provides grants to local
artists
• The Music Studio, which acquires second-hand
instruments and donates them to families
• The Sports Alliance, which organises sports events for
people with learning challenges.
Conclusion and recommendations
From my research, it is evident that students support a
charity event. I would recommend a ‘battle of the bands’
evening with the money going to The Music Studio. I would
also suggest the college contact a local business person
and request a prize for the winning band.
EXAM BOOST
EXAM FILE p24
The exercises in the Exam boost on page 24 provide more
practice of organising ideas in a report. These could be
done in class or for homework.
Answers
1 1 To sum up, people will support a charity event.
2 I interviewed a large number of students.
3 Overall, students would like to see a sports event.
4 The purpose of this report is to consider the pros and
cons of a charity event.
5 I carried out a survey of over 100 people.
6 The aim of this report is to outline how people raise
money for charity.
2 Introduction: 2, 4, 5, 6
Conclusion: 1, 3
3 1 those
2 majority
3 few
4 None of
5 According
6 Few
Useful phrases to refer to research: All of those I
interviewed said that …; The majority of people I
surveyed said …; A few of those I questioned …; None of
the people I talked to …; According to …; Few members
of staff …
4 1 B 2 D 3 A 4 C
5 It answers question 4. A title could be ‘A report on the
usefulness of the facilities at the Oakfield Sports Centre’.
6 The aim of this report is for to provide …
… the pool is the most used facility.
… to use it in at the same time.
… a wide range of high-quality equipments equipment.
A Very few people use the tennis court …
… the manager of the centre make makes the tennis
courts safe …
For guidance on marking Writing Part 2 Report, please refer
to the Writing success criteria on pages 170—171.
4 If students do this exam task under timed conditions,
allow them 40 minutes.
Focus students on the exam task. Ask students if they can
remember how they should approach this task and elicit
ideas. Refer students to the tips in the Exam reference on
page 25 of the Exam file if necessary. Remind students that
they can also use the Writing file on page 118 as a resource
for information and tips.
Ask students in pairs to think of as many events as they
can, then choose two or three to write about and plan their
ideas. Elicit some possible ideas from the class.
5 Give students time to plan their report by making notes
and then organising them into a plan. Nominate a few pairs
to share their ideas with the class.
6 Students write their report. They can do this in class or
for homework.
Example answer
Report on a successful charity event
Introduction
The aim of this report is to outline potential activities for
a charity day and make a recommendation. In order to
prepare for this report, I created a list of 30 charity activities
and asked 25 students to rate them.
Possible events
Potential charity events can be organised into key
categories. These are:
• sporting events, e.g. a fun run where runners run in
fancy dress
• social events, e.g. a charity auction
• sponsored events, e.g. a sponsored silence.
Students’ preferences
Of the thirty activities proposed, those in the social events
category were the most popular, with three ideas in the
top five. These were the above-mentioned charity auction,
a battle of the bands concert and a games evening. The
sporting events were the least popular.
Conclusion and recommendation
I recommend the school organises a charity auction as
this was the most popular in my survey. The school could
contact local businesses and ask managers to donate items
to be auctioned for free in exchange for advertising during
the event. The event could be advertised locally to attract as
many attendees as possible.
Fast finishers
Encourage students to check and edit their work.
Remind them that even if they think they have finished,
there are always some improvements that can be made
and often errors that can be fixed. Encourage them to
use all the time available for not only writing, but also
for editing.
125
6 Red
Cooler
Put students into teams and write these words on the
board: determine, examine, interview, offer, participate
in, recommend, request. Tell students you are going
to read out sentences from a report and they must
replace one or more of the words in the sentence
with the correct form of a word from the board and
make any other changes necessary. Read out these
sentences. Teams race to replace the words and say
the more formal sentences.
1
2
3
4
5
6
I think we should hold the event again next year.
It is important to find out people’s opinions.
I spoke to 15 people.
This report looks at last year’s event.
The college gave prizes for the best costumes.
Over 200 people took part in the race.
Answers
1
2
3
4
5
6
I recommend that we hold the event again next year.
It is important to determine people’s opinions.
I interviewed 15 people.
This report examines last year’s event.
The college offered prizes for the best costumes.
Over 200 people participated in the race.
Extra practice
EXAM TRAINER pp57—59
For further practice of the skills presented
in this lesson for Writing Part 2 Report and
additional strategies and skills to improve
performance in the exam, we recommend
students complete the Practice task and
How did you do? section on page 57 and
Strategies and skills Exs 1—8 on pages 58—59
of the B2 First Exam Trainer. Once completed,
they can attempt the Exam task on page 59.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Writing
Part 2 Report.
126
Review Units 1—6
pp57—58
AIM
•
To revise grammar and vocabulary covered in
Units 1—6.
Digital resources
• Presentation tool pp57—58
Ask students to complete the exercises, then check answers
as a class. Alternatively, set the exercises as a homework
activity and check answers in the next class.
Answers
1 1 C 2 D 3 B 4 B 5 D 6 A 7 C 8 A
2 1 as
2 have
3 more
4 will/could
5 to
6 an
7 them
8 used
3 1 athletic
2 combination
3 developments
4 certainly
5 financial
6 psychological
7 harmful
8 aggressive
4 1 size 7 boots in stock
2 as I was (doing the)
3 is/’s devoted to
4 not as warm (today) as
5 refused to do
6 agreed to see us all
5 1 A 2 D 3 C 4 A 5 B 6 C 7 C 8 B
6 1 use
2 during/in
3 to
4 less
5 more
6 if/whether
7 no
8 any
7 Green
OPENER
p59
DYSLEXIA FOCUS
7 GREEN
Students may find it challenging to read the phrases in
the box in Ex 1. You could provide these in a vertical list
on the board or you could read them out as ideas for
students to think about.
Warmer
UNIT OVERVIEW
Opener
• Language focus: Phrasal verbs
• Topic: Victorian dangers
Reading and Use of English — Reading
• Part 6 Gapped text
• Topic: Green screen and technology
Reading and Use of English — Vocabulary
• Part 1 Multiple-choice cloze
• Language focus: Easily confused words
• Topic: Business/money, green products
Listening
• Part 3 Multiple matching
• Topic: The grass is always greener …
Reading and Use of English — Grammar
• Part 2 Open cloze
• Language focus: Relative clauses
• Topic: Colour blindness
Speaking
• Part 4 Discussion
• Topic: Green spaces
Writing
• Part 2 Story
• Topic: Dilemmas
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 7 activities
Digital resources
• Presentation tool Unit 7
• Unit 7 Language test
• Unit 7 Language test for dyslexic students
• Unit 7 Photocopiable activities
• Unit 7 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
Put students into pairs. Read out the following questions
or write them on the board for students to discuss.
Do you think green is a nice colour? How does it usually
make you feel?
Which of these things is green a good colour for?
Explain why or why not.
• clothes
• a person’s hair
• a car
• ice cream
• furniture
Nominate a few pairs to share their ideas with the rest
of the class.
VOCABULARY: Phrasal verbs
1 Check students understand the meaning of poison (= a
substance that causes death if you eat/drink it). Students can
do the task alone at first and then discuss their ideas with a
partner. Elicit answers from the class and discuss whether
these associations are similar to or different from those in
their own culture.
Answer
All apart from anger, intelligence and a warning.
2 Focus students on the photo on page 59 and elicit what
they can see (wallpaper and an old-fashioned dress, both
Victorian). Put students into pairs to discuss the questions.
They could also discuss how important it is to them for their
home to look nice and why. Invite one or two pairs to share
their ideas with the class.
3
7.1 Tell students that they’re going to listen to
a guide at an exhibition talking about wallpaper. It may
not sound very interesting at first, but this wallpaper was
very dangerous! Check that students understand who
the Victorians were (British society during the period
1837—1901 when Victoria was the queen of England), and
the meaning of banned (= not allowed) and the authorities
(= organisations with power, such as the government). Put
students into pairs and ask them to predict the answers to
the questions. Elicit a few examples from the class, then play
the recording for them to check their ideas. Check answers
as a class.
127
7 Green
Answers
1 The dye in it was poisonous.
2 It made people ill and could cause death.
3 green clothes (a dress, a waistcoat, gloves), carpet and
postage stamps
4
7.2 Explain to students that the sentences come
from the recording and they all feature phrasal verbs.
The verb is in the sentence (e.g. came in question 1) but
the particle is not. Elicit the first answer from the class to
demonstrate the task, but don’t confirm if it is correct or
not yet.
Students work individually to complete the other sentences.
Play the recording for students to check their answers.
Check answers as a class. Ask students:
• Do all the phrasal verbs require objects? (yes)
• Which are made up of three parts? (come down with,
come up with, come up against, face up to, do away with)
• Which ones are separable? (work out, show off)
Answers
1 down
5 against
2 up
6 off
3 out
7 up
4 over
8 away
5 Read through the task. Elicit the first answer from the
class. After students have completed the task, put them into
pairs to check their answers. Check answers as a class.
Answers
1
2
3
4
5
6
showing off
do away with
work out
come down with
come up against
come up with
Flexible follow-up
Ask students to identify the two phrasal verbs in Ex 4
which don’t feature in Ex 5 and write a sentence for
each one.
6 Tell the class if you agree or disagree with the first
comment, modelling what you expect of your students
in their discussions. You could give students time to think
about their answers before putting them into pairs to do
the task. Encourage them to use the phrasal verbs in their
discussions. Monitor and listen for this. Nominate one or two
pairs to share something interesting they discussed. Provide
feedback on their use of the phrasal verbs.
128
7 Read through the task and the example. Nominate a
confident student to choose a phrasal verb from Ex 4 or the
recording and to say only the verb. Model the task by giving
the correct preposition(s) and an example that is true for
you. Put students into A/B pairs. Give Student A two minutes
to test Student B and then tell students to swap roles.
Monitor and note good and incorrect uses of the phrasal
verbs. Provide feedback when they have finished, eliciting
corrections to any errors.
Cooler
Ask students to choose three of the phrasal verbs that
they would like to remember and to do a quick drawing
to represent each one. Tell them that the drawings do
not need to be very good as long as they help them
remember the vocabulary. Students could then swap
drawings and try to guess each other’s phrasal verbs.
7 Green
READING AND USE OF ENGLISH —
Part 6 Gapped text pp60—61
LESSON OVERVIEW
•
Topic: Green screen and technology
EXAM FILE p13
Learning objective: Students will be better able to
recognise rephrasing, exemplifying and commenting
in a text.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 6 Gapped text
p33 Exs 9—10, pp34—35
Digital resources
• Presentation tool pp60—61
• Video: About B2 First: Reading and Use of English
Part 6
BEFORE YOU START
Read through the Exam reference on page 13 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the Exam task
reading text on page 61. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 13 of the Exam file to check their
preparedness for this exam part.
1 Check students understand what special effects are
(= unusual images or sounds that are produced artificially
to be used in a film or television programme). Put them into
pairs to do the task. Monitor and note down any interesting
information you hear. Nominate students to share any
interesting information with the rest of the class. Ask
students if they know how the special effects were created
and if they feel the film would be worse without them.
2 Tell students that they’re going to read a blog comment
about special effects in an old film. Ask them if they have
heard of or seen the 1959 film Ben-Hur. Explain that it is a
historical drama set in Roman times. Ask students to read
the comment and answer the questions. Elicit the type of
scene being described and if anyone has seen something
similar. You could show a clip of the Ben-Hur chariot race if
you can find it online, although it doesn’t end well for one
character, so should be shown with caution.
EXAM FOCUS
3 Explain to students that when completing a Part 6 exam
task, they will need to be able to recognise rephrasing,
exemplifying and commenting in a text (you could write
these words on the board). Ask students what they think
those things mean and then ask them to read the Exam
focus to check their ideas. Make sure they understand
by asking Why do writers rephrase their ideas or give
examples? and Why do writers use commenting adverbs?
Ask students to look back at the comment about Ben-Hur
and complete the task. You could elicit one example from
the class to make it clear what they have to do. When
finished, check answers as a class.
Answers
Our film club showed a couple of really old movies last
week. One was called Ben-Hur (1959) and it was brilliant.
Amazingly, there was a cast of thousands and all the
action happened during the shooting. In other words, they
didn’t use CGI! And, of course, the use of green screen was
not common then, so the chariot race was filmed inside a
coliseum set, which took a year to build. Lots of accidents
happened while they were filming but they had to keep
them in. For instance, one racer crashed and nearly died!
It’s still in the film!
Warmer
Put students into small groups. One student should
turn their back to the board. Write the English name
of a film on the board. It should be one that students
are likely to know. When you tell students to start, the
students who can see the board describe the film or
define the words in the title. When the student with
their back to the board guesses it, they raise their hand
and whisper it to you. If correct, they get a point. If
not, they keep trying. Do this with several films, with a
different student guessing each time. The team with
the most points wins.
129
7 Green
4 This exercise encourages students to think about text
construction and how writers might rephrase, exemplify and
comment. Give students time to do the task individually.
Then ask students to vote on either A or B for each answer
by putting their hands up or using an online voting system.
Put students into pairs to discuss phrases that could be used
to start the endings that do not fit. Check answers as a class.
Answers
1
2
3
4
A — B could start with ‘Unfortunately,’
B — A could start with ‘For example,’
A — B could start with ‘In other words,’
A — B could start with ‘Frustratingly,’
EXAM BOOST
EXAM FILE Section C p12
The exercise on page 12 in section C of the Exam boost
provides more practice of identifying examples in a reading
text. This could be done in class or for homework.
Answers
1 E — The sentence exemplifies the preceding statement
about trick photography. ‘fires and tsunamis’ are
referred to in following sentence with ‘How did they
do that’, and ‘they’ refers back to audiences.
2 C — ‘another’ refers to the additional example of Gollum,
a character created using ‘performance capture’.
3 A — ‘they’ refers to characters doing ‘any actions’, which
are exemplified with ‘fly, ride … or interact with giants’.
4 D — ‘they’ refers back to film actors, and the sentence
serves as a contrast to the previous sentence
introduced by ‘Frustratingly’
5 G — ‘revolutionary technique’ and ‘to do the impossible’
are referred back to in the following sentence with
‘This uses’.
6 B — ‘In other words’ introduces a rephrasing of the
previous sentence — ‘new will soon become
outdated’ links to ‘newer and more incredible ways’.
Answers
Fast finishers
4 1 B — ‘different areas suffer in different ways’ in
previous sentence.
2 A — ‘extreme events which are life-threatening’ in
previous sentence.
3 C — ‘Properties are at risk’ in previous sentence.
To encourage students to notice language in context,
write some or all of these words on the board: dummy,
superimposed, fakery, vividly-bright, limitation, stuck all
over, dubbing, mismatching. Ask students to find these
words in the article and to try to work out what they
mean. They could then use a dictionary to check.
5 Tell students that they are going to read an article about
techniques in film-making. Write green screen technology
on the board and ask students what they know about it. You
could put them into pairs for this first and elicit ideas.
Explain that students will complete an exam task, but first
they should read the text quickly to check their ideas. You
could give students 90 seconds to do this.
EXAM TASK
7.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to
listen as they read the text.
6 If students do this exam task under timed conditions,
allow them 12—15 minutes.
Focus students on the exam task. Refer students to the Exam
reference on page 13 of the Exam file if necessary.
Remind students to look carefully at what comes before
and after each gap. They should think about whether the
writer will rephrase, exemplify or comment in the missing
sentence. They should also use linkers and pronouns to
help them. Students complete the task alone and then read
through the text in full again to check it makes sense with
their answers. Put students into pairs to check their answers
in place, then check answers as a class. Ask students to
identify what helped them get the right answers.
130
Speaking or writing
7
7.3 Tell students that they’re going to hear two
people commenting on the article. They should listen
carefully to their opinions as they will then have to say
if they agree or disagree with the opinions. Play the
recording. Students should make notes if it helps. Play the
recording again if necessary. Elicit the opinions the speakers
conveyed. Put students into small groups to discuss whether
they agree with the opinions. Find out if the class generally
agrees or disagrees with a quick vote and then nominate a
few students to justify their opinions.
8 Tell students to imagine that they’ve seen a meme
(/miːm/ = a video, joke or something else that spreads
quickly on the internet) or video as described in the task.
They want to share it with a friend but can’t find it anymore,
so have to describe it instead. If students can’t think of one,
they could describe an interesting visual effect they’ve
seen in a film or TV show. You could ask students to write
to a partner — put their names into a hat and get them to
each pull out a name and write to that person. Then, when
they finish their messages, they can send them to each
other either by passing it to their partner on paper or via a
virtual noticeboard. Students can then read their partner’s
messages. You can read all the messages and provide
feedback to learners on good examples of language and
elicit corrections to common errors.
7 Green
Alternative
Put students into small groups and tell them that a
clothing company wants to create a funny or clever
video that will go viral. Give them five minutes to come
up with an idea for a video that will use visual effects.
Ask each group to share their ideas with the class and
then ask students to vote on the most interesting one.
Cooler
On the board, write:
I’m not a fan of action films as they’re always so
predictable. To put it another way, … / For instance … /
Unfortunately, …
Ask students to choose one of the options and to
finish the sentence. Monitor and provide feedback as
students write. Put them into pairs to check that each
other’s sentences make sense.
READING AND USE OF ENGLISH —
Part 1 Multiple-choice cloze p62
LESSON OVERVIEW
•
Topic: Business/money, green products
EXAM FILE p3
Learning objective: Students will be better able to use
a set of easily confused words more accurately.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 1 Multiple-choice
cloze p9 Exs 7—8, p10
Digital resources
• Presentation tool p62
• Video: About B2 First: Reading and Use of English
Part 1
Extra practice
EXAM TRAINER p33 Exs 9—10, pp34—35
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 6 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 9 and 10 on page 33 of the B2
First Exam Trainer. Once completed, they can
attempt the Exam task on pages 34—35.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 6.
BEFORE YOU START
Read through the Exam reference on page 3 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Help dyslexic students to recognise the differences
between the pronunciation and form of the words,
not just the meaning. This can help to improve their
awareness of sound and spelling. Do this by asking
students to identify sound similarities and differences
in the words in Ex 3 e.g. /əl/ in classical and economical
and /eɪ/ in raise but /aɪ/ in rise. Ask them to also
identify letter similarities and differences, e.g. the al in
economical and classical and the a in raise but not rise.
Dyslexic students may also benefit from the structured
checklist on page 3 of the Exam file to check their
preparedness for this exam part.
Warmer
Put students into pairs. One student should sit with
their back to the board. On the board, write these
words from the lesson in a list: accident, classical,
economical, opportunity, remind, rise, sensible,
specially. When you say start, the student who can see
the board gives a definition or an example without
saying any of the words in English or their mother
tongue. When their partner guesses it, they move onto
the next one. The winning pair is the one which finishes
first, having guessed all eight. As students do the task,
monitor and listen out for any incorrect definitions or
examples given, so that you can pay close attention
to those during the lesson. Tell students that they are
going to think about the precise meaning of these
words during the lesson.
131
7 Green
VOCABULARY: Easily confused words
1 Focus students on the photo and ask what the man is
doing (drinking water through a type of straw). Put students
into pairs to discuss the questions.
2
7.4 Write Necessity is the mother of all invention
on the board and ask students what they think the saying
means (= we invent things because we have a need for
them) and if they agree with it. Explain to students that they
will hear part of a podcast where the speakers are talking
about green inventions (= inventions designed to help
reduce our negative impact on the environment).
Play the recording and ask students to make notes on what
the five inventions are and what they do. Check answers as
a class.
Answers
1 A solar cooker that uses energy from the sun to cook
food.
2 A personal water filter that cleans water when you drink
through it.
3 A shower head that reduces the amount of water we use
when we shower.
4 A timer that tells you to get out of the shower after four
minutes to avoid wasting water.
5 A printer that uses old tea leaves and coffee grounds
instead of ink.
3
7.5 Explain to students that the sentences come
from the podcast. The pairs of words in bold are words
with similar but different meanings or uses. Point out
that it is important to understand their meanings as an
understanding of the precise meanings of words is often
tested in the exam. Elicit the answer to the first question to
demonstrate the task. Ask students why the incorrect answer
is incorrect and help them to understand the difference in
meaning between the two words. Give students time to
do the task alone, before discussing and explaining their
answers in pairs.
Answers
1 especially
4 incidence
7 opportunity
2 classic
5 remind
8 economical
3 sensible
6 raise
WATCH OUT FOR
Especially means ‘in particular or most of all’, e.g.
I love barbecue food, especially burgers. Specially
means ‘for a particular purpose’, e.g. This was specially
designed for the house. However, the difference is
small and native speakers will sometimes use them
interchangeably e.g. I made this especially/specially
for you. Native speakers might also use opportunity/
possibility, and economic/economical interchangeably,
too. However, the other pairs of words have different
meanings and are not used interchangeably.
132
4 Do the first sentence as a class to demonstrate the
activity. Make it clear that the second sentence must include
one of the words in bold from Ex 3. Put students into pairs to
check their answers, then check answers as a class.
Answers
1 an economic benefit
3 especially one/a robot
5 sensitive to
2 rise in
4 classical art
6 don’t recall
Flexible follow-up
Put students into pairs and ask them to discuss whether
they agree or not with the second statement in each
pair in Ex 4 and why. Monitor and check students’
pronunciation and use of the words from Ex 3.
Nominate a few students to share their ideas
and provide feedback on their use of language.
EXAM BOOST
EXAM FILE Section D p2
The exercise on page 2 in section D of the Exam boost
introduces a new set of easily confused words. It could be
done in class or for homework.
Answers
8 1 rejected declined
rejected means refused to accept/believe/agree with
something
declined means said no politely when asked to do
something
2 kind sympathetic
kind means doing things to help make people happy
sympathetic means feeling sorry about someone’s
problems
3 lastly eventually
lastly is used at the end of a list
eventually means after a long time
4 lay lie
lay means put something down into a flat position
lie means in a position with your body flat on the floor
5 shortly briefly
shortly means soon
briefly means for a short time
6 harm damage
harm means damage or injury caused to a person
damage means physical harm to an object
EXAM TASK
5 If students do this exam task under timed conditions,
allow them 10—12 minutes.
Focus on the exam task and refer students to the tips in the
Exam reference on page 3 of the Exam file if necessary.
You could encourage students to follow the steps as they
do the task.
7 Green
Ask students to read the title of the article and elicit what
they think it will be about. Ask them to read the article
quickly to check their ideas. Give students time to complete
the task and then check answers with a partner. Check
answers as a class. Elicit why some of the incorrect answers
are wrong to check students have not just guessed, but have
made knowledgeable choices.
LISTENING — Part 3 Multiple
matching p63
LESSON OVERVIEW
•
EXAM FILE p33
Answers
1 C — Only C is followed by ‘of’.
2 B — Only B fits the meaning of the sentence.
3 B — Only B fits the meaning of the sentence and is
followed by ‘to’.
4 A — B and D don’t fit the meaning. C doesn’t collocate
with ‘in’.
5 B — Only B fits the meaning of the sentence and can be
used to describe a material.
6 D — Only D fits the meaning of the sentence and the
examples of (non-contrasting) items given.
7 C — Only C fits the meaning of the sentence and collates
with ‘of’.
8 A — Only A fits the meaning of the sentence.
6 Put students into groups and read through the task.
Elicit environmental problems that students could think
about, e.g. air pollution, lack of clean water, water pollution,
recycling, plastic waste. Set a time limit of one minute so that
students have to come up with an idea quite quickly. Once
they have decided on a problem, give them time to think
about how they can use at least five of the words in Ex 3 to
describe it. Give each group a chance to share their ideas,
then have a class vote to decide which are the best ones.
Cooler
Ask students to think about which vocabulary items from
the lesson they sometimes confuse or find it difficult to
remember and why (e.g. the spelling is different to the
sound or it’s a false friend in their language). Encourage
students to write these in their notebooks if they haven’t
already, with an example sentence, or to highlight them
in some way. Put them into pairs to discuss what they will
do in order to avoid any confusion in future.
Extra practice
EXAM TRAINER p9 Exs 7—8, p10
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 1 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 7—10 on pages 9—10 of the B2
First Exam Trainer. Once completed, they can
attempt the Exam task on page 10.
Topic: The grass is always greener …
Learning objective: Students will be better able to
listen for gist.
Extra resources
B2 First Exam Trainer
•
Listening — Part 3 Multiple matching p70 Exs 2a—2b,
p71
Digital resources
• Presentation tool p63
• Video: About B2 First: Listening Part 3
BEFORE YOU START
Read through the Exam reference on page 33 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the Exam focus denser than in
other lessons. If so, read the information aloud.
Dyslexic students may also benefit from the structured
checklist on page 33 of the Exam file to check their
preparedness for this exam part.
Warmer
On the board, write these questions:
• How do you feel when you see photos of friends
online enjoying themselves?
• What other emotions might people feel?
• Why do you think we often share photos like this?
Put students into pairs and ask them to discuss the
questions. Nominate one or two pairs to share their
ideas with the rest of the class.
1 Tell students that they are going to listen to part of a
podcast in this lesson. Ask students to read the title of the
podcast and guess what the podcast might be about. Elicit
ideas and then ask students to read the description and
answer the questions. Check answers as a class.
There is a full practice exam included on pages 92—113
of the B2 First Exam Trainer. There are also two full
practice exams included in the Digital resources.
For further practice, you can use Reading and Use of
English Part 1.
133
7 Green
EXAM FOCUS
2 Explain to students that one of the skills they are tested
on in the exam is their ability to listen for gist (= the general
idea). Ask: Do we have to listen to every word when we
listen for the general idea? (no) What should we listen for?
You could get them to think about what happens when they
do this in their own language. Elicit some ideas, then ask
students to read the Exam focus to check their ideas.
Tell students that they are going to practise this skill. First,
elicit which of the first four words students think are likely to
be stressed. Then, give students time to complete the task,
individually or in pairs. Don’t confirm answers at this point.
3
7.6 Play the recording so that students can check
their answers to Ex 2. Check answers as a class. Then elicit
the types of words which are usually stressed.
Answers
When I was 25, three of my friends went backpacking
around the world for a year, leaving me behind. I spent
the first few weeks of their trip staring at photos of them in
exotic places, wishing it was me.
The stressed words are usually main verbs, nouns, adjectives
and adverbs. Pronouns may also be stressed for emphasis.
4
7.7 Tell students that they are going to listen
to Samira’s story in full. Give students time to read the
questions, then play the recording. Put students into pairs to
compare their answers. Check answers as a class.
Answers
Samira decided to quit her job and go backpacking with
friends but she didn’t enjoy it because she didn’t like going
from place to place and she hated the hostels. She came
home and eventually found a worse job than she’d had
before she left.
5 Use the question to lead a class discussion on how
helpful it was to focus on the stressed words. If students
found the recording in Ex 4 challenging, you could lead a
class discussion on ways that students can become better
at hearing where words begin and end (e.g. by listening to
short recordings several times and writing down the words
they can hear).
EXAM TASK
6
7.8 Focus students on the exam task. Ask students if
they can remember how they should approach this task and
elicit ideas. Refer students to the tips in the Exam reference
on page 33 of the Exam file if necessary.
Give students one minute to read the instruction for Ex 6
and the options.
You could ask them to work in pairs and discuss what they
think these words mean, to encourage them to guess
as they might have to do in the exam: expenses (= the
amount of money spent on something), facilities (= rooms,
equipment or services that are provided for a particular
purpose) and privacy (= the state of being free from public
attention).
Before playing the recording, suggest that students listen
for gist during the first listen, to get the general idea of what
each speaker is saying. They can select an answer based
on that understanding and then listen more carefully and
confirm their answer when they hear it the second time.
Check answers as a class.
Answers
Speaker 1 F — ‘… the reality soon hit when the power kept
going out, … It ruined my time there.’
Speaker 2 A — ‘… after a while, I realised just how distant I
was becoming from everyone. I had no one to hang around
with during the day as everyone was at work.’
Speaker 3 D — ‘… it was hard to cope with reading people’s
negative opinions about me.’
Speaker 4 H — ‘I had a million choices to make every day
which would impact not only on myself but on others too …’
Speaker 5 E — ‘I was constantly damaging the wheels and
had to pay almost monthly to get them fixed.’
Flexible follow-up
Write the following on the board:
•
•
•
•
•
Speaker 1: envied
Speaker 2: ecstatic
Speaker 3: followers
Speaker 4: constant
Speaker 5: showroom
Put students into pairs and ask them to discuss if
they know or can guess what the words mean. Play
recording 7.8 again so that students can hear the
words in context and confirm or change their guesses.
Check answers as a class. Note that students could look
at audioscript 7.8 on page 140 as they listen.
Answers
envied — wished he had someone else’s possessions;
ecstatic — very happy; followers — people who regularly
looked at the man’s video channel online; constant —
happening all the time; showroom — a large room where
you can look at cars for sale
134
7 Green
EXAM BOOST
EXAM FILE Section B p32
The exercises on page 32 in section B of the Exam boost
provide further practice of listening for gist, as well as
understanding fast speech. These could be done in class or
for homework.
Answers
4 1 I had some friends who retired to a remote part of the
countryside.
2 The reality soon hit when the power kept going out,
leaving me literally in the dark.
3 I quit my job, bought my own house and got a few
treats for my friends and family.
4 So, I bought some equipment and started my own
gaming channel.
5 It was hard to cope with reading people’s negative
opinions about me.
6 I soon realised that being your own boss meant long
hours.
7 The responsibility sat heavily on my shoulders and I
became a constant worrier.
8 I was constantly damaging the wheels and had to pay
almost monthly to get them fixed.
5—6 Students’ own answers
7 I had some friends who retired to a remote part of the
countryside. I really envied them being surrounded
by fields and fresh air all the time, so as soon as I
retired myself, I moved to the same area. It was about
20 miles from the nearest train station. At first, I loved
being so far from civilisation, but the reality soon hit
when the power kept going out, leaving me literally in
the dark. It ruined my time there so eventually, I sold
the cottage and moved back to my old town. I made a
profit on it though so that was good.
Speaking or writing
7 Give students time to think about the answers before
you put them into pairs. Suggest areas for them to consider
such as home life, social life, work/studies, free-time
activities, exercise, travel, etc. You could also suggest that
students think of reasons why the grass won’t be greener
if they make their change. Monitor and note down any
particularly interesting points and nominate a few students
to share those with the whole class.
Alternative
Put students into pairs. Ask one student in each pair
to think of, or invent, a decision they need to make
at some point in the future. They should explain the
decision to their partner. They then ask each other for
advice on what to do. They can do this orally, or via
a messaging app or virtual noticeboard if they have
devices to practise communicating electronically.
When they have finished, students swap roles.
Cooler
Ask students to think about whether there is an
expression like the grass is always greener in their
language, and how it translates into English.
Ask them if there are any other expressions with the
word green in it in their language and if they translate
easily into English or not.
Extra practice
EXAM TRAINER p70 Exs 2a—2b, p71
For further practice of the skills presented in
this lesson for Listening Part 3 and additional
strategies and skills to improve performance
in the exam, we recommend students
complete Strategies and skills Exs 2a, 2b
and 3 on pages 70—71 of the B2 First Exam
Trainer. Once completed, they can attempt
the Exam task on page 71.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 3.
8 You could ask students to share their experiences in
pairs first, to help them generate ideas. Ask students to write
at least 140 words. Students could explain the situation
before the decision was made, how/why/when it was made,
what the outcome was and how they feel about it now. They
can do this in class or for homework. You could ask students
to share their work on an online platform, e.g. a virtual
noticeboard or learning management system.
135
7 Green
READING AND USE OF ENGLISH —
Part 2 Open cloze p64
LESSON OVERVIEW
•
Topic: Colour blindness
EXAM FILE p5
Learning objective: Students will be better able to form
relative clauses.
GRAMMAR: Relative clauses
1 Put students into pairs to do the task and ask the class
what the circles can tell us. Find out if any students are
colour blind and how it affects them. Note that this may be a
sensitive issue.
2 Ask students if they know what causes colour blindness.
Then, ask students to read the article to check their ideas.
Check the answer as a class.
Answers
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 2 Open cloze
pp13—14
Colour blindness is an eye condition where one or more
of three types of cell that detect colour in the eye are not
working properly.
Digital resources
• Presentation tool p64
• Grammar presentation 7: Relative clauses
• Video: About B2 First: Reading and Use of English
Flexible follow-up
You could highlight the following useful collocations
in the article: colour deficiency, eye condition, mild
cases, severe cases, colour vision. Write the first word in
each collocation in a list on the board and the second
word in another list, in a different order. Ask students to
match the words to make the collocations.
Part 2
The Grammar reference and exercises on pages 90—91 of
the Grammar file provide more practice of relative clauses.
This could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 5 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Doing things orally before dyslexic students write
down answers can be helpful. You could read out the
questions to Ex 3 one by one and give students time
to discuss them in pairs before you play the recording.
Students can then listen and check their answers.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 5 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students to close their eyes and imagine that they
are standing in a place that they enjoy going to. Then,
ask them to imagine that they can only see that place
in black and white. Ask them to look around the place
in their mind and think about how things might seem
different to them and why. Put them into pairs to share
what they saw and their thoughts on that. Nominate
one or two students to share their ideas with the class.
136
3
7.9 Ask students to read the questions and check
they understand the meaning of hereditary (= passed from
parent to child before the child is born) and tribe (= a social
group of people with the same ethnicity, opinions, etc.).
Give students time to do the quiz either alone or in pairs.
Then play the recording so they can check their ideas. Ask
students to compare answers with a partner. Check answers
as a class.
Note that the Himba people are native to northern Namibia.
They have just four names for colour, which means that they
perceive colour differently from us. Students could research
this online to find out more as there are plenty of articles on
this topic.
Answers
1
2
3
4
red-green
men
yes
police officers, airline pilots, fire fighters and maybe
artists
5 The colour they appear might not seem very tempting.
6 because language influences how we see colours
4
7.10 Tell students that the sentences come from
the conversation they have just heard and they all feature
relative clauses. Give students time to select the correct
alternatives before you play the recording. When you
check answers as a class, ask students to explain why each
answer is correct and why the other option isn’t. Use this
opportunity to test what students know and fill any gaps in
their knowledge.
Answers
1 that 2 who 3 why 4 that 5 seen
7 Green
5 Demonstrate the task by writing these two sentences
on the board and asking students to combine them: I
have colour blindness. It’s an eye condition. (I have colour
blindness, which is an eye condition.) Refer students to the
Grammar file on page 90. Encourage them to use this to
help them write the relative clauses correctly. After students
have finished the task, put them into pairs to compare their
answers. When you check answers as a class, draw students’
attention to the commas in question 3 and use this to check
students understand the difference between a defining
and non-defining relative clause and the importance of the
commas.
Answers
1 Students who have colour deficiency must be careful in
science laboratories.
2 One thing that my friend can’t do is match her clothes
easily.
3 Christopher Nolan, who directed the Batman films, is redgreen colour deficient.
4 I found an interesting website where you can learn about
colour perception.
5 The colour perception test (which was) devised by
Dr Shinobu is considered to be the most accurate. /
The colour perception test (that) Dr Shinobu devised is
considered to be the most accurate.
The relative clause can be reduced in sentence 5.
EXAM BOOST
Answers
2 After
5 On
Alternative
Students could write a forum post rather than an essay.
Tell them that schools are thinking of getting rid of
art lessons in schools to give more time for serious
subjects like maths and science. Ask them to write a
forum post of 50—100 words giving their view on this.
They can write it on paper and display it round the
classroom for other students to read or you could ask
them to share it online, e.g. via a virtual noticeboard or
learning management system.
Cooler
Ask students to look at the exam task and note down
three words they would like to check the meaning of.
Ask them to guess the meaning, then use a dictionary
to check. They should record the words in their
notebooks. Put students into pairs to share their words
and discuss what will help them to remember the
words and their meaning.
EXAM FILE Section D p4
The exercise on page 4 in section D of the Exam boost
provides further practice of relative clauses. It could be done
in class or for homework.
5 1 which
4 done
7 You could use this as a speaking and writing task or
just a speaking task. Ask students to answer the question
and come up with as many reasons as possible to justify
their answer. Students can then use their ideas to plan and
write an essay for exam writing practice. Ask them to write
between 140—190 words. They can do this in class or for
homework. They could write it collaboratively.
3 having
6 whose
EXAM TASK
6 Note that in the actual exam, this task would not usually
include as many examples of relative clauses.
If students do this exam task under timed conditions, allow
them 10—12 minutes.
Focus students on the exam task. Refer them to the tips in
the Exam reference on page 5 of the Exam file if necessary.
Ask students to read the title and guess what the article
could be about with regards to colour blindness. Give them
one minute to read the article quickly to check their ideas.
Extra practice
EXAM TRAINER pp13—14
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 2 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 5—13 on pages 13—14 of the
B2 First Exam Trainer. Once completed, they
can attempt the Exam task on page 14.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 2.
Tell students to read the text in full when they have finished
to make sure it makes sense. Then put students into pairs to
compare their answers. When you check answers as a class,
ask students to justify their answers.
Answers
1 unless
5 where
2 more
6 who
3 have
7 which/that
4 the
8 as
137
7 Green
SPEAKING — Part 4 Discussion
p65
LESSON OVERVIEW
•
Topic: Green spaces
EXAM FILE p43
Learning objective: Students will be better able to add
ideas and develop a discussion.
Extra resources
B2 First Exam Trainer
•
Speaking — Part 4 p91
Digital resources
• Presentation tool p65
• Video: About B2 First: Speaking Part 4
• Video: B2 First Speaking Test 2, Part 4
• Video: B2 First Speaking Test 2, Summary
BEFORE YOU START
Read through the Exam reference on page 43 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
In the exam task in Ex 6, the questions are written, which
is not the case in the exam. Dyslexic students may
therefore find this exercise unnecessarily challenging
if they read the questions themselves. Instead you can
read out each question one by one, giving pairs of
students at least a minute to discuss each one.
Dyslexic students may also benefit from the structured
checklist on page 43 of the Exam file to check their
preparedness for this exam part.
Warmer
Ask students to work in pairs and tell each other about
an outdoor space they enjoy spending time in. Model
the task yourself by choosing a space you like and
saying where the place is, why you like it and how you
feel when you are there (e.g. I often go to the coast
about 30 minutes from my house. It’s great to wander
along the beach and watch the waves go in and out.
Just listening to the sound of the sea and breathing in
the fresh air makes me feel relaxed.). You could write
the prompts above on the board. When students
have finished discussing this in pairs, invite one or two
students to share what they learnt about their partner.
138
1 Put students into small groups to discuss the questions.
Invite students to share their ideas with the class.
2 Tell students that they are going to read an advert
from a local newspaper about a green space. Check they
understand the meaning of warehouse (= a large building
for storing large quantities of goods). Ask them to read
the advert and then put them into pairs to discuss possible
proposals. You could suggest they think about housing,
sport, the arts, etc. Elicit ideas from the class and note them
on the board, preferably keeping the ideas there until Ex 5.
3
7.11 Tell students that they are going to listen
to part of the radio programme mentioned in the advert.
Explain the task and then play the recording. Check answers
as a class.
Answers
Suggestions include building affordable homes; a green
space; a children’s playground; an open space for art
festivals and gigs or an open-air cinema; tennis courts or a
football pitch; a sports centre
4
7.12 Tell students that sentences 1—5 are extracts
from the radio programme and they all express a view.
Give students time to read the sentences and try to guess
the missing word. Then play the recording. Check answers
as a class. You could ask students to identify the opinion
phrases in the sentences (For me …, Personally, I’d …, in
my opinion …) and the phrases which indicate opinions
through comparison (way more important, nowhere near as
important).
Answers
1 choice here
2 way
3 go
4 Top
5 nowhere
EXAM FOCUS
5 Ask students what phrases we can use to add ideas to
a discussion (e.g. add something to what your partner says).
Note down ideas on the board. Then ask students to read
the Exam focus to check their ideas.
Refer students back to the ideas for the green space on the
board generated in Ex 2. Give students time to think about
how they can use the phrases in Ex 4 and the Exam focus to
do the task. Then, put students into pairs for the discussion.
Point out that this is a similar task to the one in Part 3 of
the Speaking exam. You could give them two minutes for
discussion and one minute to choose the best solution as
they would have in the exam. Monitor and assess how well
the students use the phrases. When they have finished,
nominate a few pairs to share their decisions with the class.
7 Green
Flexible follow-up
Cooler
Write this discussion question on the board: Do you
think we should create more green spaces in cities?
Put students into pairs and ask them to discuss this
question and use at least three expressions from the
Exam focus when they do. Monitor and assess students’
use of these expressions and provide feedback when
they have finished. Nominate one or two pairs to share
a summary of their discussion.
Put students into pairs and ask them to discuss what
they should do in the exam if one of these situations
happens. Possible answers are in brackets.
EXAM BOOST
EXAM FILE Section B p42
The exercise on page 42 in section B of the Exam boost
provides further practice of language used for adding
ideas and developing a discussion. Students could do this
exercise in class or for homework.
Answers
3 1 Not good — B interrupts before A has finished
answering.
2 Not good — B waits to come in but is impolite.
3 Good — B rephrases and expands on the question
which helps A to answer.
4 Good — B waits, comes in politely and adds to the
discussion.
EXAM TASK
For guidance on marking Speaking Part 4, please refer to
the Speaking success criteria on page 160.
6 If students do this exam task under timed conditions,
allow them four minutes to go through the questions. (They
do not have to go through all of them.)
Focus on the exam task. Ask students if they can remember
how they should approach this task and elicit ideas. Refer
students to the tips in the Exam reference on page 43 of the
Exam file if necessary.
1 Your partner doesn’t stop talking. (Politely interrupt
to get your turn.)
2 Your partner hardly speaks. (Ask them questions, ask
them to explain why, but make sure you give your
ideas too.)
3 You can’t answer a question. (Remember there’s no
correct answer; you could use one of the responses
from the Exam focus and/or try to discuss some
ideas, e.g. I’ve not thought about it before. I guess if
I think about it now, I can say that … but I’m not sure
that’s a great answer!)
Elicit ideas from around the class. Students could then
choose one of the situations and roleplay it (e.g. one
partner talks a lot and the other has to try to deal with
this) using a question from Ex 6.
Extra practice
EXAM TRAINER p91
For further practice of the skills presented in
this lesson for Speaking Part 4 and additional
strategies and skills to improve performance
in the exam, we recommend students
complete Strategies and skills Exs 5—10 on
page 91 of the B2 First Exam Trainer. Once
completed, they can attempt the Exam task
on page 91.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 4.
You could give students time to read the questions and
think of ideas, although if students are going to be doing
their exam soon, it is best for them to practise thinking on
their feet. Remind them that they can use phrases in the
Exam focus to help them. Students could record themselves.
Monitor to assess students’ speaking skills, especially their
ability to add ideas and develop the discussion. When they
have finished, nominate one or two pairs to share anything
interesting they discussed with the class.
7 Ask students to think about how many phrases they and
their partner used.
8 Read through the question. You could set this up so
that it is not a discussion task. Give students one minute
to prepare what to say. Then put students into pairs. Ask
one student to try to speak for two minutes on the subject
without stopping. Then students swap roles.
139
7 Green
WRITING — Part 2 Story
p66
LESSON OVERVIEW
•
Topic: Dilemmas
EXAM FILE p27
•
•
Writing file: p119
Vocabulary file: pp106—107
Learning objective: Students will be better able to
write about a sequence of events in a story.
Extra resources
Warmer
Write the following sentence on the board: The man
reversed and drove into a car. Put students into pairs
and give them two minutes to add words and clauses
to the sentence to make it as long as possible. When
they have finished, ask students to count up the
number of words in their sentence. Ask the pair with
the most words to read out their sentence for everyone
to check. If it makes sense, they win. Tell students that
they shouldn’t try to write very long sentences like the
possible answer below in the exam. However, adding
a little extra detail to each sentence will help them
produce a more interesting story.
B2 First Exam Trainer
Possible answer
•
The mysterious-looking man with the long black hair and
scar across his face reversed as fast as he could out of the
parking space, which was in the middle of a supermarket
car park, and drove straight into the back of a red
convertible car whose driver was nowhere in sight.
Writing — Part 2 Story p60
Digital resources
• Presentation tool p66
• Video: About B2 First: Writing Part 2
The Writing file on page 119 provides an example and
exam help for Writing Part 2 Story.
The Wordlist on page 106 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this unit.
Once you have completed this Writing lesson, the exercises
on pages 106—107 provide more practice of the vocabulary
from this unit. These could be done in class or for homework.
BEFORE YOU START
Note that this exam task only features in the B2 First for
Schools version of the exam.
Read through the Exam reference on page 27 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Some students might find it challenging to write
sentences which begin and end clearly. For the exam
task, tell students that it is better to write shorter, clearer
sentences than sentences with too much detail or
information in them, which might run into each other.
Dyslexic students may also benefit from the structured
checklist on page 27 of the Exam file to check their
preparedness for this exam task.
1 Explain that the four situations in the exercise are ones
where a difficult choice has to be made. Put students into
pairs for the task. Monitor and note down any interesting
ideas expressed. When pairs have finished, invite students to
share those ideas with the whole class. You could do a quick
vote for each situation to find out the most popular course of
action (e.g. 1. Tell the shop assistant and return the change).
2 Tell students that they are going to read a story about a
difficult decision. Ask them to read the title and predict what
the decision could be. Elicit a few ideas, then give them two
minutes to read and check their ideas. Discuss the questions
as a class. You could also ask students to say what happened
at the beginning of the story, the middle of the story and the
end of the story. Also ask students how these three sections
are shown clearly in the text (the text is separated into three
paragraphs). Then make it clear that their own stories should
include a clear beginning, middle and end.
Answers
It seems as if Emma decided to keep the money she had
found and use it to pay off her bills, but she decided to
hand it in at a police station once she thought that someone
was following her.
EXAM FOCUS
3 Ask students to read the story in Ex 2 again to answer
the question. Elicit ideas from the class. Then ask them to
read the Exam focus to check their ideas.
Answer
The writer uses narrative tenses and time expressions.
140
7 Green
4 Tell students that sentences A—F in the exercise make
up part of a story. The first sentence is given to them, but
they have to decide on the order of the others. Remind
them to look at the verb forms and the time expressions
to help them. Other words (it, that moment) will also help.
When students have finished, put them into pairs to check
their answers. Then check answers as a class.
Answers
The correct order is B, F, C, E, A, D.
EXAM BOOST
EXAM FILE p26
The exercises in the Exam boost on page 26 provide
additional practice in sequencing events as well as practice
in using a variety of verbs and adjectives, and direct speech.
These could be done in class or for homework.
Answers
1 1
3
5
7
2 A
3 1
4
7
4 1
4
7
5 1
4
7
looked
2 were having
had/’d last seen
4 had/’d fallen out
had been taken out
6 popped up
had/’d found
very soon B Just as C Just a few seconds later
grabbed
2 crawled
3 wandered
slid
5 floating
6 popped up
rushed
8 bounced
astonished
2 irritated
3 optimistic
furious
5 amused
6 eager
suspicious
8 despair
demanded
2 shrieked
3 revealed
whispered
5 mumbled
6 asked
joked
8 offered
EXAM TASK
For guidance for marking Writing Part 2 Story, please refer
to the Writing success criteria on pages 172—173.
5 Focus students on the exam task and refer students
to the Exam reference on page 27 of the Exam file which
gives information about how to do this task. You could
read through the notes as a class or encourage students to
read them and follow the steps as they do the task. Remind
students that they can also use the Writing file on page 119
as a resource for information and tips.
Ask students to read the exam task, then put them into pairs
to think of answers to the questions. You could then put two
pairs together to share their ideas. Monitor and help with
ideas where necessary.
6 Students could do this alone or with their partner. The
idea is for them to select the best ideas from Ex 5 and plan
their story. Encourage students to write key words in each
section rather than whole sentences. You could set a time
limit, e.g. five minutes, encouraging them to do this quickly
as they need to do in the exam.
7 If students do this exam task under timed conditions,
allow them 40 minutes. Students write their stories either in
class or for homework.
Example answer
Never assume!
When a message popped up on my friend’s phone, there was
something in it that really caught my eye. I knew I shouldn’t
look, but the message mentioned two tickets to a film festival.
Leon knew how desperate I was to go to it, so I was sure he’d
give the second ticket to me.
When Leon returned, he picked up his phone and read the
message but didn’t say a thing. In fact, it wasn’t until the day
before the festival that we spoke again, when Leon messaged
me to ask if I was free the day of the festival to help him with
something. Of course, I said yes. I couldn’t wait.
The next day I made my way to his house and rang the
doorbell. When Leon’s mum opened the door, I was
surprised. ‘Oh good, you’re here’ she said, ‘Leon’s
accompanying me to the film festival today and I need
someone to look after my dog. Leon said you wouldn’t
mind.’ My heart sank, but somehow I managed to keep a
smile on my face. ‘Of course’ I said through gritted teeth,
‘no problem.’
8 Put students into pairs and tell them to swap stories.
Ask students to focus on the interest-level of their partner’s
story and how clear it is. Remind students that in the exam,
they will be marked not only on correct language, but on
whether their work has the qualities of a good story. Ask
them to point out things that they liked about each other’s
story, as well as things that could be improved.
Cooler
Ask students to work in pairs and discuss whether they
would read a message that popped up on a friend’s
phone and why / why not. Ask a few pairs to share their
answers and reasons with the class. You could do a
quick vote to see which decision is the most popular.
Extra practice
EXAM TRAINER pp60—61
For further practice of the skills presented
in this lesson for Writing Part 2 Story and
additional strategies and skills to improve
performance in the exam, we recommend
students complete the Practice task and
How did you do? section on page 60 and
Strategies and skills Exs 1—5 on page 61 of
the B2 First Exam Trainer. Once completed,
they can attempt the Exam task on page 61.
There is a full practice exam included on pages 92—113
of the B2 First Exam Trainer. There are also two full
practice exams included in the Digital resources.
For further practice, you can use Writing Part 2 Story.
141
OPENER
p67
DYSLEXIA FOCUS
8 YELLOW
For Ex 6, students can discuss possible sentences
verbally instead of writing them down. Ask students to
share their ideas with the rest of the class and correct
any errors that there might be.
Warmer
UNIT OVERVIEW
Opener
• Language focus: Adverb + adjective collocations
• Topic: Honey bees
Reading and Use of English — Reading
• Part 7 Multiple matching
• Topic: Favourite seasons
Reading and Use of English — Vocabulary
• Part 3 Word formation
• Language focus: Adjective suffixes 2
• Topic: Emojis; communication
Listening
• Part 4 Multiple choice (long text)
• Topic: Friendship
Reading and Use of English — Grammar
• Part 4 Key word transformations
• Language focus: Passive forms
• Topic: Food sculptures
Speaking
• Part 2 Individual long turn
• Topic: Clothes and clutter
Writing
• Part 1 Essay
• Topic: Spending time outdoors
Extra resources
(See lesson overviews for details)
•
•
B2 First Exam Trainer
Pearson Practice English App: Unit 8 activities
Digital resources
• Presentation tool Unit 8
• Unit 8 Language test
• Unit 8 Language test for dyslexic students
• Unit 8 Photocopiable activities
• Unit 8 Grammar presentation
• Video: B2 First About the exam
• Video: B2 First Speaking test
• Cambridge B2 First practice exam papers
142
On the board, write bee, goldfish, honey, lemon,
sunflower, sweetcorn. Put students into pairs and ask
them to identify the odd one out. Elicit more things that
are yellow and ask them if they can guess the topic of
the unit!
Answer
Goldfish, as the others are all yellow. A goldfish is orange.
VOCABULARY: Adverb + adjective
collocations
1 Focus students on the photo on page 67 and elicit what
they can see (a honey bee in a hive). Tell the class that they
are going to listen to an online talk about bees. Ask them to
think of vocabulary that they think they might hear related
to bees (e.g. insect, hive, honey, etc.). You could use this
opportunity to pre-teach nectar, pollen, crops and habitat,
e.g. by eliciting what role honey bees play in agriculture.
Focus students on the statements and ask them to complete
the task in pairs. Don’t confirm answers at this point.
2
8.1 Play the recording. Then check answers to Ex 1
as a class. Ask students which true fact they found the most
interesting or surprising and why. You could ask them which
of the words they brainstormed in Ex 1 they heard in the talk.
Answers
1 False. There are 20,000 species.
2 False. The worker bees are all female.
3 False. They communicate through dance, smell and the
sharing of food.
4 False. Around a twelfth of a teaspoon.
5 True
6 True
8 Yellow
3
8.2 Explain to students that the sentences come from
the online talk. Focus them on the words in bold and the word
which comes after them as these are common collocations.
Elicit what type of words make up the collocations (adverb
+ adjective). Give students time to complete the task
individually. Then put them into pairs to compare and discuss
their answers. Play the recording so students can check their
answers. Then check answers as a class. Put students into pairs
and ask them to discuss how the adverb changes the meaning
of the adjective (highly/incredibly/vitally/deeply = very;
completely/fully = to the maximum degree possible; widely =
by a lot of people; closely = very carefully).
Answers
1 completely
5 vitally
2 highly
6 fully
3 incredibly
7 widely
4 closely
8 deeply
4 Put students into pairs and elicit the first answer to
demonstrate the activity. Don’t confirm the answer at this
point. Give pairs time to complete the task. Check answers
as a class.
7 Put two pairs together to form groups of four. If you
have an odd number of pairs, you could put three pairs
together to make a larger group. Ask pairs to swap their
sentences with each other and then try to guess the missing
collocations. Their partners should tell them if they are
correct or not. Monitor as students do the task and provide
feedback on use of the collocations.
Alternative
Give each pair of students a piece of paper and ask
them to write their sentences on one side and the
answers on the other. Ask students to place their
sentences around the room, e.g. on the walls or on
tables. Students move around with their partners and
try to complete as many of the sentences as possible
orally, checking their answers each time.
8 Keep students in their pairs and give them two minutes
to do the task. When the time is up, ask students to count
up how many collocations they have. The winning pair is the
one with the most correct collocations.
Answers
1 divided
4 impossible
2 unlikely
5 fantastic
3 slow
6 safe
5 Give students time to look at the three sentences and
think about the collocation that fits each one. Check answers
as a class. Note that the purpose of this task is to introduce
three example sentences to demonstrate the activity in Ex 6.
Example answers
1 fully understood
2 highly unusual
3 vitally important
6 Explain that students will now write their own sentences
like the ones in Ex 5. Put them into pairs to do this. The
sentences should each include a collocation from Ex 3 and/
or Ex 4 and should ideally be true for one or both of them.
They can change the form of the verb. Make it clear that
pairs should leave a gap where the collocation should be,
just like those in Ex 5. Monitor and check what pairs are
doing and correct any mistakes you notice.
Cooler
On the board, write these prompts:
• Three things that are vitally important to you.
• Two things that you think are highly likely to
happen in the future.
• One thing about the world that you are deeply
concerned about.
Put students into pairs and ask them to tell each other
the things in the prompts. Encourage them to extend
their ideas with reasons or explanations. You could give
a model, e.g. One thing that’s vitally important to me
is my home. I love having somewhere I can go home
to and relax, knowing that it’s my private space. When
students have finished, ask one or two students to
share what they learnt about their partner with the rest
of the class.
Fast finishers
Ask fast finishers to write one or two more sentences.
143
8 Yellow
READING AND USE OF ENGLISH —
Part 7 Multiple matching pp68—69
LESSON OVERVIEW
•
Topic: Favourite seasons
EXAM FILE p15
Learning objective: Students will be better able to
recognise paraphrasing.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 7 Multiple
matching p38 Ex 4, pp39—41
Digital resources
• Presentation tool pp68—69
• Video: About B2 First: Reading and Use of English
Part 7
BEFORE YOU START
Read through the Exam reference on page 15 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the exam task
reading text on page 69. You can allow students to
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and use fast finisher activities for
those who finish early.
Dyslexic students may also benefit from the structured
checklist on page 15 of the Exam file to check their
preparedness for this exam part.
Warmer
Put students into small groups and ask them to tell
each other what their favourite season is and why. Ask
two or three groups to tell the class whether they all
agree or not, and why / why not.
144
1 You could ask students to do this task orally and note
down ideas on paper, then elicit examples from the class.
Alternatively, you could ask students to work alone or in
pairs and share their ideas via an online tool such as a virtual
noticeboard or a messaging tool. Then choose words you
think all students would benefit from knowing and elicit
corrections to any spelling errors.
EXAM FOCUS
2 Explain to students that they are going to read two
different sections of an article about the effect daylight has
on animals and people. They will then identify whether
some information is in the first or second section.
Write the example question from the Exam focus on the
board and elicit how the information might be paraphrased
in the text. Ask students to read the Exam focus to compare
their ideas.
Focus students on sentences 1—5 and ask them to identify
the key words. Check answers as a class. Check students
understand the meaning of breed (= mate to have babies)
and extension (= an additional period of time). Give
students time to predict possible paraphrases in pairs.
Answers
1
2
3
4
5
a concern for the survival of some animals
the reason behind the change of seasons
the importance of light for wild animals to breed
ways people can benefit from an extension of daylight
how environmental changes can confuse certain animals
3 Remind students that they have to decide whether the
information in sentences 1—5 is paraphrased in section A
or section B of the article. Give them time to do this, with a
time limit of two minutes. Put students into pairs to check
their answers. Then check answers as a class.
Answers
1 B — ‘… climate change is having a worrying effect on
some of our wildlife, …’
2 A — ‘… days … get longer as the earth continues its
annual journey around the sun …’
3 A — ‘Birds will start singing when the days start to get
longer in order to attract mates …’
4 A — ‘Humans might appreciate the opportunity that more
daylight gives us to do what we couldn’t do in winter,
such as working outside until later in the day or not
travelling to work in darkness’
5 B — ‘Hedgehogs … are coming out of hibernation too
early’; ‘Birds are tempted to mate and nest early’
8 Yellow
Flexible follow-up
EXAM TASK
On the board write: Climate change is having a
worrying effect on some of our wildlife.
8.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to
listen as they read the text.
Tell students that another way of paraphrasing this is:
It’s concerning that climate change is affecting some
species of animals. You could write this on the board
too. Put students into pairs and give each pair a large
piece of paper. Alternatively, they could share ideas
on an online platform e.g. a virtual noticeboard or
messaging app. Read out the sentences below.
1 Summer is the only time of year we can go outside
every day.
2 It’s so hot in summer, we end up spending more
time indoors.
3 I prefer spring to summer because of the milder
climate.
Ask students to paraphrase the sentences to
encourage them to think about different ways of
expressing information. When they have finished, get
students to show each other their sentences.
Example answers
1 It’s only possible to spend a lot of time outdoors
during the summer.
2 We go out less during the summer than during other
seasons.
3 Spring is preferable to summer because it’s less hot.
EXAM BOOST
EXAM FILE Section C p14
The exercise on page 14 in section C of the Exam boost
provides more practice of identifying paraphrasing.
This could be done in class or for homework.
Answers
4 1 F — ‘supposed to have taken off’; ‘missed our coach’
2 B — ‘noticeably more crowded’
6 C — ‘so excited’
4 Tell students that they are going to complete an exam
task. Ask them to read the title and introduction of the article
and say what it is about (how people feel about summer).
Ask students to read the article quickly to match the people
(1—4) with their contributions (A—D) in the article. You could
give them just one minute to reinforce the idea that they
don’t need to read every single word in order to do the task.
5 Focus students on the exam task. Refer them to the
tips in the Exam reference on page 15 of the Exam file if
necessary.
Ask students to underline the important words in the
questions so they can focus on what to look for in the article.
When they have done this, students complete the task alone
and then compare their answers in pairs. Check answers as
a class, asking students to read out which parts of the article
gave them the answers.
Answers
1 B — ‘I’d swap the burning sand for some chilly frost and
snow any time!’
2 A — ‘I know many of my friends wish they had a break
like I do, but they probably don’t see the drawbacks.’
3 D — ‘I used to adore the long days and the picnics and
trips to the seaside.’
4 C — ‘Scientists say that people from that part of the
world have a different physique …’
5 A — ‘I love children, but I share every working day with
them and I’d just like to escape in the holidays.’
6 A — ‘I imagine I’d appreciate places like this if I were a
parent.’
7 B — ‘… for me it is SO boring. Every day the temperature
is the same …’
8 D — ‘I’m one of those people who suffer when the
pollen levels start to rise, sneezing throughout the
summer months.’
9 B — ‘… I usually do my outdoor training early in the
morning or late at night.’
10 C — ‘I know I should be used to the winter months, like
most Russians, but I am definitely not!’
Fast finishers
Write these words and phrases on the board:
drawbacks, peak season, overrun, my main beef,
torrential rain, destructive winds, saps your energy,
physique, a buzz in the air, dusk
Ask students to choose a few of these, find them in the
article and try to work out their meaning. They can then
use a dictionary to check their ideas.
Answers
1 B 2 A 3 D 4 C
145
8 Yellow
Speaking or writing
6 Give students time to read the questions and think of
some ideas. Ask them to think of reasons for their answer to
question 1. Tell them that there isn’t a single correct answer
to question 2, but they should think about one or two ideas
they could add to a discussion, even if they aren’t sure about
them. They could think about their own mood when the
weather changes to help them or imagine what it must be
like to live in a country where the weather changes a lot. Put
students into pairs for the task. Monitor and note down any
interesting points made. Ask students to share those points
with the rest of the class.
7 Ask students to think about a place they know well
that has a season during which it is particularly good to visit
and one that has a season that should be avoided. (They
can choose two different places or the same one for both.)
Explain that students should write a short blog post, but
they only need to choose one of the topics. You could ask
students to write the post in 140—190 words.
Alternatively, ask students to write a short post of around
100 words. Students could swap their posts with a partner
and read them to see if they have similar or different ideas.
Cooler
Ask students to work in pairs. Students take turns to
choose a sentence from the article on page 69 and
paraphrase it. Their partner then tries to find the
original sentence in the article. You could demonstrate
this by saying ‘Seasonal changes are different in my
area from those in other areas’ and asking students to
find the line in the article (sentence 1 of paragraph B).
Extra practice
READING AND USE OF ENGLISH —
Part 3 Word formation p70
LESSON OVERVIEW
•
Topic: Emojis; communication
EXAM FILE p7
Learning objective: Students will be better able to form
adjectives using a set of suffixes.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 3 Word formation
p17 Exs 9—10, p18
Digital resources
• Presentation tool p70
• Video: About B2 First: Reading and Use of English
Part 3
BEFORE YOU START
Read through the Exam reference on page 7 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the word choice box in Ex 4
challenging to read. If so, provide students with a
vertical list of words on the board instead.
Dyslexic students may also benefit from the structured
checklist on page 7 of the Exam file to check their
preparedness for this exam part.
EXAM TRAINER p38 Ex 4, pp39—41
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 7 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 4 and 5 on pages 38—39 of the
B2 First Exam Trainer. Once completed, they
can attempt the Exam task on pages 40—41.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 7.
Warmer
If students have access to mobile devices, ask them to
take them out and write a message, telling their partner
what they did yesterday using only emojis (they don’t
need to send the message). Students should then show
each other their messages and try to guess what their
partner did yesterday. If not all students have devices,
ask them to draw a picture on a piece of paper to
represent what they did yesterday. They should then
show it to a partner who guesses what they did. Ask
students how easy it was to understand the message
using just images and why.
VOCABULARY: Adjective suffixes 2
1 Give students time to do the survey on their own first
before you put them into pairs to compare answers. Invite
two or three pairs to tell the class if they had anything in
common or not.
146
8 Yellow
2
8.3 Ask students if they know that there’s a World
Emoji Day and when it might be. Put students into pairs to
do the quiz. Before playing the recording, check students
understand what a smiley face is (the emoji with the smiling
face) and what a tears of joy emoji is (the emoji with laughter
and tears). You could ask students to draw them to show
understanding. Tell students that they are going to listen
to part of a talk about World Emoji Day. Play the recording.
Check answers as a class.
Answers
1 17 July
4 over five billion
2 1997
5 over 3,000
3 Japan
3 Explain that the sentences come from the talk. Elicit
what part of speech each word in capitals is (a verb). Elicit
what kind of word is needed in sentence 1 (an adjective).
Give students time to do the task. Monitor and get a sense
of how able students are to select the right suffix to form
each adjective. Check answers as a class.
Answers
1 considerable
2 significant
3 sleepy
WATCH OUT FOR
Tell students that they can simply add suffixes to some
words (e.g. consider — considerable, sleep — sleepy),
but with others they have to take letters away and/or
add additional letters (e.g. signify — significant).
4 Check that students understand the meaning of access
(= the right to enter a place), confide (= tell someone you
trust personal things), efficiency (= when something is done
effectively, without wasting time) and trick (= something you
do to deceive someone).
Focus students on the table. Ask them to place access in the
correct column to demonstrate the activity. Give students
time to do the task and then compare answers in pairs.
Check answers as a class. Check that students understand
the meaning of tricky (= complicated).
Answers
1 -ent/-ant: confident, convenient, efficient, violent
2 -able/-ible: accessible, enjoyable, memorable,
recognisable, suitable
3 -y: sporty, stormy, tricky, wealthy
Flexible follow-up
Ask students to underline the stressed syllable in
each of the adjectives. Then, read them aloud so that
students can check their ideas. Drill each one to help
students pronounce them with the correct stress.
5 Monitor as students complete the sentences.
Check answers as a class.
Answers
1 suitable
2 memorable
EXAM BOOST
3 sporty
4 recognisable
EXAM FILE Section D p6
The exercise on page 6 in section D of the Exam boost
provides practice of the prefixes over and under. This could
be done in class or for homework.
Answers
6 1 underestimated
4 overdoes
2 overcooked
5 oversleep
3 overlooks
6 overworking
EXAM TASK
6 Note that in the actual exam, this task would include
prefixes as well as suffixes.
If students do this exam task under timed conditions, allow
them 10—12 minutes.
Focus on the exam task. Refer students to the tips in the
Exam reference on page 7 of the Exam file if necessary.
Ask students to read the title of the article and elicit what
they think it will be about. Give them one minute to read
it quickly to check their predictions. You could check that
students understand gestures (= movements of a part of
the body to show meaning), facial expressions (= looks on
a person’s face to show their feelings) and conventions
(= behaviour considered to be correct and normal by
society). Focus students on the example to remind them of
the task. Then give them time to complete it. Put students
into pairs to compare answers. Write the answers on the
board so that students can check the spelling.
Answers
1 enjoyable
4 personality
7 confusion
2 effective
5 recognisable
8 tricky
3 confident
6 understandable
Fast finishers
Ask fast finishers to try to make as many different
words as possible from the words in capitals by adding
a prefix, a suffix or both, e.g. enjoyment, enjoyably /
ineffective, effectively, ineffectively.
7 Put students into pairs to discuss the questions. You
could ask students to use at least three adjectives from
Ex 4 in their discussion. Monitor and assess their use of
these. Nominate one or two pairs to share a point they
discussed with the class.
Answers
evident, confident, convenient, efficient, violent
understandable, accessible, enjoyable, memorable,
recognisable, suitable, sleepy, sporty, stormy, tricky,
wealthy
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Cooler
Put students into pairs and ask them to choose one
of the suffixes from the lesson. Alternatively, give a
different suffix to each pair. Ask them to write down as
many words with that suffix as possible. Give them two
minutes to do this. Then, elicit answers.
LISTENING — Part 4 Multiple choice
(long text) p71
LESSON OVERVIEW
•
Topic: Friendship
EXAM FILE p35
Extra practice
EXAM TRAINER p17 Exs 9—10, p18
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 3 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 9—13 on pages 17—18 of the
B2 First Exam Trainer. Once completed, they
can attempt the Exam task on page 18.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 3.
Learning objective: Students will be better able to
understand speakers’ opinions.
Extra resources
B2 First Exam Trainer
•
Listening — Part 4 Multiple choice (long text)
p73 Ex 4, p74
Digital resources
• Presentation tool p71
• Video: About B2 First: Listening Part 4
BEFORE YOU START
Read through the Exam reference on page 35 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Students might find the amount of reading in the exam
task challenging. You could remove one option in each
question to reduce the amount of reading students
have to do. However, if the students are due to take the
exam soon, it might be better to give them additional
time to read the options before you play the recording,
especially if they have been given permission to have
extra time in the exam.
Dyslexic students may also benefit from the structured
checklist on page 35 of the Exam file to check their
preparedness for this exam part.
Warmer
Put students into pairs. On the board write:
•
•
•
•
•
Who?
When / meet?
Where / meet?
Why / get on well?
Why / important to you?
Ask students to use the question prompts to ask and
answer questions about a close friend. Ask one or two
pairs to share what they learnt with the class.
1 Put students into pairs to discuss the questions. When
they have finished, elicit as many benefits and challenges
from students as possible. Then nominate a few students to
share their views on question 2.
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2
8.4 Tell students that they are going to listen to four
people talking about friendships. Give them time to read
the questions and check they understand the meaning of
appreciates (= is thankful for). Put them into pairs to make
the predictions. Play the recording so students can check
their predictions. Check answers as a class and find out if
there were any surprising answers.
Answers
1 a few
2 its meaning
3 can be himself
4 less
EXAM FOCUS
3
8.5 Ask students how we can identify a speaker’s
opinion. Then ask them to read the Exam focus to check
their ideas. Explain to students that the sentences come
from the recording about friendships. Give students time to
read the sentences, then play the recording so that they can
complete them. Make it clear that it could be one word or a
few words. Put students into pairs to compare their answers.
Monitor and identify any problem sentences so that you
can play the relevant part of the recording again to help
students hear it correctly. Check answers as a class.
Answers
1
2
3
4
the concept of friends; quality; quantity
good; not why
different reasons; main thing
used to think that; come to realise
4
8.6 Tell students that they are going to listen to a
radio interview about friendships. First, they will listen to
the beginning of the interview so that they can practise
identifying a speaker’s opinion. Ask students to read the
questions, then play the recording. You might need to play
the recording twice — once for the first question and once
for the second. Check answers as a class.
Answers
1 Having mutual trust and respect
2 ‘The most significant to me seems to be …’
EXAM TASK
5
8.7 Focus students on the exam task. Refer them to
the tips in the Exam reference on page 35 of the Exam file if
necessary.
Give students one minute to read the question stems
and options and underline the key words. Then play the
recording so that students can answer the questions.
Check answers as a class. You could play the recording
again and ask students to identify why the incorrect answers
are wrong.
Answers
1 A — ‘The most significant to me seems to be having
mutual trust and respect …’
2 C — ‘I’d say it’s more about the fact that having friends like
ourselves will lower the likelihood of arguments.’
3 A — ‘… when we interact with people from different
backgrounds, we’re challenged to consider things we’ve
never considered before and make sense of them. This
essentially changes our brain processes. I’m glad we’ve
found this out …’
4 C — ‘I shouldn’t be upset by that but it’s hard when you
have to admit to your colleagues you’re wrong!’
5 A — ‘… it’s always incredible to me that we tend to be
friends with people who have similar levels of immunity
to us, presumably so that we don’t catch some nasty
illness from them.’
6 B — ‘But while we played, we would also comment on
each other’s behaviour …’
7 B — ‘I reconnected with an old school friend in the same
area. This is the approach I’d suggest. I’d not seen her for
years but we’re close again now.’
Alternative
At this stage in the course, you might want to
encourage students to guess the meaning of unknown
words in the questions and options as they will have
to do this very quickly in the exam. Explain that the
options may provide some context (e.g. peers =
people of some kind) or students may need to rely
on their knowledge of existing parts of the word or
similarities between their own language and the word
(e.g. approachable, life expectancy). It may only be
possible to get a very general idea (e.g. concept = a
thing connected with science/discovery; spontaneous
= a way of interacting with people). Put students into
pairs to circle any unknown words in the options
and try to guess their meanings before you play the
recording. Elicit and check ideas as a class. Then play
the recording and continue the exam task.
EXAM BOOST
EXAM FILE Section B p34
The exercises on page 34 in section B of the Exam boost
provide further practice of language that can help students
understand opinions, as well as exercises that help them
recognise how speakers chunk phrases in natural speech.
These could be done in class or for homework.
Answers
4 1 most significant to me
2 say it’s more
3 we’ve found this out
4 long-held belief
5 it’ll amaze anyone
6 incredible to me
7 no surprise that
8 in my view
5 No answers
6—7
It’s good to have friends that keep an eye out for you /
and check that you’re OK from time to time. / We all
need that. / Take my friend Ruby, / for instance. / She
always buys me yellow flowers when I’m ill / or going
through a bad time. / I like yellow, / but that’s not
why they’re special. / It’s because yellow represents
friendship / apparently. Those flowers make me
appreciate how lucky I am to have her. /
149
8 Yellow
Speaking or writing
6 Put students into pairs. Ask them to choose one of the
topics in the box — or one of their own choosing related
to friendships if they prefer — and brainstorm tips. Monitor
and help where necessary. Pairs could share their tips orally
with the whole class or you could put two pairs together to
share their ideas with each other. Alternatively, you could
ask students to make a written record of their tips and share
these with each other to read. Students could read them and
tell the class which tips they thought were the most useful.
7 If students completed the warmer above, they can write
about the person they talked about. If not, you could put
students into pairs and ask them to tell each other about
a close friend to help them think of ideas to write about.
Students only need to write around 100 words for this task.
They could do it in class or for homework.
Cooler
Ask students to write three tips on how to deal with Part 4
of the listening exam effectively. Then, ask them to share
their ideas with another pair or the rest of the class.
Extra practice
EXAM TRAINER p73 Ex 4, p74
For further practice of the skills presented in
this lesson for Listening Part 4 and additional
strategies and skills to improve performance in
the exam, we recommend students complete
Strategies and skills Exs 4 and 5 on pages
73—74 of the B2 First Exam Trainer. Once
completed, they can attempt the Exam task on
page 74.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Listening
Part 4.
READING AND USE OF ENGLISH —
Part 4 Key word transformations p72
LESSON OVERVIEW
•
Topic: Food sculptures
EXAM FILE p9
Learning objective: Students will be better able to
understand and use passive forms.
Extra resources
B2 First Exam Trainer
•
Reading and Use of English — Part 4 Key word
transformations pp21—22
Digital resources
• Presentation tool p72
• Grammar presentation 8: Passive forms
• Video: About B2 First: Reading and Use of English
Part 4
The Grammar reference and exercises on pages 92—93 of
the Grammar file provide more practice of passive forms.
This could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 9 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
Some students might find the amount of reading in the
exam task in Ex 6 challenging. You can give them a little
longer (e.g. two or three minutes) to complete the task,
as they will have in the exam if they have applied for it.
You could also ask students to do the task orally first,
as this can help when they come to write it. Students
can work in pairs and complete the sentences by
discussing the answers rather than writing them down.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
Dyslexic students may also benefit from the structured
checklist on page 9 of the Exam file to check their
preparedness for this exam part.
Warmer
On the board, write: Food is a form of art. Put students
into pairs and ask them to discuss if they agree with
this or not and why.
150
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GRAMMAR: Passive forms
1 Put students into pairs to discuss the questions. Then,
nominate one or two pairs to share their ideas with the rest
of the class. Find out how many students in the class like
cheese, what kind of cheese is their favourite and how they
like to eat it.
2 Tell students that they are going to hear a news report
about a cheese carving championship. Ask them what
they think this is and elicit their ideas. Ask them to read the
questions. Put students into pairs to guess the answers. You
could elicit ideas from different pairs for each question, but
don’t confirm any answers at this point.
3
8.8 Play the recording so that students can check
their answers to Ex 2. Check answers as a class. Find out if
students are surprised by any of the information.
5
8.9 Read through the task. Elicit the first answer
from the class to demonstrate the activity. This can be a
challenging language point for some students, so help
them by suggesting that they first think about the correct
tense to help them decide on the auxiliary verb, check it
conjugates with the subject and then think about the past
participle form of the verb. You could also refer them to the
Grammar reference on page 92 of the Grammar file and
encourage them to use this to help them choose the correct
passive forms. Monitor and help students as they complete
the sentences. Play the recording for students to check their
answers. Then check answers as a class.
Answers
1 is believed that
3 was asked
5 can’t be put
Answers
1 China
2 chocolate, butter, cheese; and fruit and vegetables are
still used too
3 It’s a good material to work with.
4 clay carving tools, cheese wire, small kitchen knives
and a cheese grater
4 Tell students that the questions in Ex 2 feature passive
verb forms.
Give students time to answer the questions. Then check
answers as a class. Use this opportunity to make sure
students are clear about when the passive form is used and
how different verb forms are formed.
EXAM BOOST
Answers to questions in Ex 4
1 In each case, the speaker chooses to place his focus
on the carvings (1), food items (2), the cheese (3) or
the tools (4) and not the people making the sculptures
or (in 4) doing the thinking.
2 Question 1 is in the past tense (was/were + past
participle). Questions 2 and 3 are in the present tense
(am/is/are + past participle).
3 modal + be + past participle
WATCH OUT FOR
A common error is a failure to conjugate the verb
with the subject. It is important to check if the subject
is singular or plural and make sure the auxiliary verb
matches that, e.g. The rest of the cheese have has
been eaten.
EXAM FILE Section D p8
The exercises on page 8 in section D of the Exam boost
provide further practice of passive forms. These could be
done in class or for homework.
Answers
4 1
3
5
5 1
will have been eaten
2 was enjoyed by
has/’s been entered
4 is being tasted by
might be given
6 was given
Flowers have been being carved out of fruit for
centuries.
2 Thai meals often are are often accompanied by
vegetable carvings.
3 Butter can to be used to create sculptures.
4 Butter sculptures will be damage damaged by heat.
Answers
Passive forms in Ex 2
1 Where were the first known food carvings made?
2 What food items are used to make carvings these
days?
3 Why is cheese thought to be good sculpture material?
4 What tools might be used to make a cheese
sculpture?
2 may have been used
4 is considered to be
6 will be made
EXAM TASK
6 Note that in the actual exam, this task would not only
focus on passive forms.
If students do this exam task under timed conditions, allow
them 8—10 minutes.
Focus students on the exam task. Refer them to the tips in
the Exam reference on page 9 of the Exam file if necessary.
After students complete the task, put them into pairs to
discuss their answers. Check answers as a class.
Answers
1
2
3
4
5
6
is thought that cheese was
must be kept at
was estimated that cheese
are made using/with
will be held
should be removed
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7 Ask students to read through the facts again and
choose the one they think is the most surprising or
interesting. Put them into pairs to discuss their ideas, then
nominate a few pairs to share their ideas with the rest of
the class.
8 Read through the task. Put students into pairs. Suggest
they go online to find the information by selecting a
particular food and looking for surprising facts about it. Tell
them they have to rewrite the information using passive
forms when they can. Set a time limit for this to encourage
students to work efficiently (e.g. five minutes). Put pairs
together into groups of four and ask them to read their
facts to each other and select the most interesting. Ask each
group to share their most interesting fact with the rest of
the class.
Cooler
Think of a food item and give students three facts
about it using passive forms, e.g. It’s made with milk.
It’s used in sandwiches. It’s not eaten by vegans. Elicit
possible answers and confirm what it is. (You could
accept either cheese or butter as the answer.) Give
students time to think of their own sentences — you
could put these prompts on the board to help them.
•
•
•
•
•
It’s made with …
It’s used in …
It’s eaten in/by …
It’s also known as …
It’s included in …
Put students into pairs and ask them to take turns to say
their sentences and guess the food item.
Extra practice
EXAM TRAINER pp21—22
For further practice of the skills presented in
this lesson for Reading and Use of English
Part 4 and additional strategies and skills
to improve performance in the exam, we
recommend students complete Strategies
and skills Exs 5—9 on pages 21—22 of the
B2 First Exam Trainer. Once completed, they
can attempt the Exam task on page 22.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
and Use of English Part 4.
152
SPEAKING — Part 2 Individual
long turn p73
LESSON OVERVIEW
•
Topic: Clothes and clutter
EXAM FILE p39
•
Learning objective: Students will be better able to
talk fluently and coherently for a minute.
Extra resources
B2 First Exam Trainer
•
Speaking — Part 2 Individual long turn p80 Ex 7,
pp81—83
Digital resources
• Presentation tool p73
• Video: About B2 First: Speaking Part 2
• Video: B2 First Speaking Test 2, Part 2
BEFORE YOU START
Read through the Exam reference on page 39 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
DYSLEXIA FOCUS
The explanations of the photographs are given in
written form in Exs 4 and 6. In the exam, the examiner
will give these orally. In this lesson, give them orally too.
Dyslexic students may also benefit from the structured
checklist on page 39 of the Exam file to check their
preparedness for this exam part.
Warmer
Put students into small groups. Tell them they have
three minutes to think of one item of clothing
beginning with each letter of the alphabet. They should
write them down. When the time is up, ask students to
count how many they thought of. The winning group is
the one with the most correct words.
1 Read through the task. Give students time to think
about the question individually. Then, put them into pairs
or small groups to discuss it together. Nominate students to
share their ideas with the rest of the class.
8 Yellow
2
8.10 Tell students that they are going to listen to
a podcast about clothes. Explain the meaning of declutter
(= remove unnecessary things in order to make a place
tidy). Ask students to read the questions, and then play the
recording. Check answers as a class. You could extend the
task by asking students to work in pairs and answer these
questions: How do you organise your clothes? Do you feel
that you need to declutter?
Answers
1 work clothes, casual clothes, sports gear, formal social
outfits
2 Students’ own answers
3 Focus students on the photographs. Ask the whole class
EXAM BOOST
EXAM FILE Section C p38
The exercise on page 38 in section A of the Exam boost
provides practice in dealing with unfamiliar vocabulary. This
could be done in class or for homework.
Answers
5 A
B
C
D
E
1 what’s
1 called
1 know
1 how
1 for
2 blank
2 gone
2 place
2 kind
2 what
3 where
3 coming
3 it
3 How
EXAM TASK
the question, asking them to think of the answer but not say
it out loud. After ten seconds, elicit the answer.
For guidance on marking Speaking Part 2, please refer to
the Speaking success criteria on page 158.
Answer
6 Put students into A/B pairs. Focus them on the exam
task on pages 73 and 112. Refer students to the tips in the
Exam reference on page 39 of the Exam file if necessary.
bright yellow (high vis) jacket
4
8.11 Ask students to read the task or read it aloud
yourself. Put students into pairs to discuss the kinds of thing
they could say, but make it clear they shouldn’t actually do
the task at this point. Elicit a few ideas from the class, then
play the recording so that students can compare their ideas.
Elicit the things that the speaker mentioned.
EXAM FOCUS
5
8.12 Tell students that they will hear another
student doing the task. They should listen and note down
reasons why his answer isn’t as good as the previous
speaker’s. Play the recording. Then put students into pairs
to compare ideas. Ask one or two pairs to share their
ideas with the rest of the class. Guide them towards the
importance of organising ideas. Ask students to read the
Exam focus to check their ideas. Check they understand
what discourse markers are (words and phrases we use to
help organise the things we say e.g. Firstly, Lastly).
Answers
His answer is disorganised. He doesn’t compare first and
he uses short and quite abrupt sentences. The answer is
difficult to follow. He also adds some personal and random
information, so he is not really answering the question.
Flexible follow-up
Less confident or less fluent students might appreciate
some further practice before they do the exam task
in Ex 6. Give them two or three minutes to plan a
comparison of the photographs in Ex 4 using the ideas
from the Exam focus. Then, put them into pairs to take
turns to do the task. Alternatively, find and display two
different photographs that depict clothes and ask them
to compare those. Monitor and provide feedback.
Give students time to think about what they could say, using
the advice in the Exam focus to plan how to organise their
time.
Students could record themselves doing the task on their
phones. They should each speak for one minute. Make it
clear that when students are listening, they should listen
carefully to be able to answer their question, as well as
assess their partner’s ability to organise their turn. When
students answer their follow-up question, they should speak
for around 30 seconds.
Monitor as students complete the tasks, noting down any
strengths and weaknesses. When they have finished, ask
pairs to discuss how effectively they organised and linked
their ideas. Provide your own feedback to the class.
Example answers
Student A (page 73)
In both photographs the people are wearing items of
clothing that are yellow. In the first it’s yellow dresses
and in the second it’s yellow swimming caps. Another
similarity between the photographs is that they are both
of groups of people, all wearing the yellow clothing items.
However, the photographs are otherwise quite different.
Firstly, the photograph at the top seems to be of a festival
to celebrate an event, whereas the second is, I think, of a
swimming competition. The women in the festival could
be dancing and I would think that there is music playing,
but the other people are swimming and you can see
their arms coming out of the water. It’s probably a fierce
competition! Secondly, the weather looks very different in
the two photographs. The festival is probably taking place
somewhere hot, like India perhaps. In contrast the second
photograph looks a bit cold! The swimmers are wearing
swimsuits that keep you warm when you’re in cold water or
in water for a long time. As for why they might be wearing
yellow, I would think that the yellow dresses in the first
photograph are perhaps a traditional costume. The yellow
hats in the second photograph are so that the swimmers
can be seen. To finish I must say that both activities look
really energetic!
153
8 Yellow
Student B (page 112)
OK, firstly, to compare the photos — both my photographs
show people in situations where colour is important. The
first photograph shows a couple of young boys crossing the
road and the second photograph is of a woman working.
The boys are outside and they’re using a pedestrian
crossing. One has something he can ride on, with two
wheels, I think it’s called a scooter. The woman, on the
other hand, is inside at a desk or table and behind her
there is a rail with clothes on it. She looks as if she’s drawing
something. She has a pencil in her hand, so I think she could
be a fashion designer or something like that. I guess the
boys are out playing, perhaps they’re going to a park or a
friend’s house, whereas the woman is doing her job, maybe
in an office or at home. To go on to why colour is important
to the people, for the boys at the crossing, the colour of
the light is very important. It tells them that the traffic will
stop and so they can cross safely. For the woman, colour
is important because she needs to choose which colours
match or which colours are fashionable. Lastly, I’d like to
say that if the people in either photograph got the colours
wrong it could have consequences!
Cooler
Ask students to look at audioscript 8.11 on page 144
and underline useful phrases that the speaker uses.
Students can record these in their notebooks. For
example, useful phrases might be to begin with …, In
the left-hand photograph …, The other photograph …,
What is common to both photographs is …, etc. You
could then put students into pairs and ask them to
share the phrases they noted down and discuss how
they can remember to use some of these phrases in
the exam.
WRITING — Part 1 Essay
p74
LESSON OVERVIEW
•
Topic: Spending time outdoors
EXAM FILE p17
•
•
Writing file: p113
Vocabulary file: pp108—109
Learning objective: Students will be better able to
connect ideas in a paragraph.
Extra resources
B2 First Exam Trainer
•
Writing — Part 1 Essay p44 Exs 7—8, p45
Digital resources
• Presentation tool p74
• Video: About B2 First: Writing Part 1
The Writing file on page 113 provides an example and
exam help for Writing Part 1.
The Wordlist on page 108 of the Vocabulary file is compiled
from vocabulary from all the lessons covered in this unit.
Once you have completed this Writing lesson, the exercises
on pages 108—109 provide more practice of the vocabulary
from this unit. These could be done in class or for homework.
BEFORE YOU START
Read through the Exam reference on page 17 of the Exam
file before starting the lesson. This will give you information
about the specific exam part as well as which particular
strategies and skills are important.
Extra practice
EXAM TRAINER p80 Ex 7, pp81—83
For further practice of the skills presented in
this lesson for Speaking Part 2 and additional
strategies and skills to improve performance
in the exam, we recommend students
complete Strategies and skills Exs 7—9 on
pages 80—81 of the B2 First Exam Trainer.
Once completed, they can attempt the Exam
task on pages 82—83.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 2.
DYSLEXIA FOCUS
Students might need extra support with planning and
organising their essays in Ex 8. Make sure you give
students sufficient time to brainstorm things they
can say about each topic. They can do this in pairs or
small groups. Provide a paragraph plan for students to
complete before they start writing, e.g.
•
•
•
•
•
Introduction:
Main body paragraph 1 (work and studies):
Main body paragraph 2 (open spaces):
Main body paragraph 3 (
):
Conclusion:
Encourage students to discuss a few key ideas for each
section and build up a verbal picture of what their
essays will contain. Make sure they refer to this plan
when writing their essay in Ex 9.
Dyslexic students may also benefit from the structured
checklist on page 17 of the Exam file to check their
preparedness for this exam part.
154
8 Yellow
Warmer
Write some statistics on the board that show how much
time you typically spend on different activities during
an average day, e.g.
•
•
•
•
•
•
•
•
work 35%
sleep 30%
cooking and eating 12%
hobbies and exercise 11%
travel 5%
socialising 5%
shopping 1%
other activities 1%
The information doesn’t have to be completely
accurate, but it should give a rough indication of your
typical day. You could present it as a pie chart.
Describe your typical day to the class using the
statistics. Then ask students to do the same about their
typical day. Put them into pairs and ask them to explain
their days to each other. Nominate a few pairs to tell
the class how similar their days are.
EXAM FOCUS
4 On the board, draw a table with four columns. Give the
columns these titles: add information, show contrast, explain
the result of something, explain the reason for something.
Put students into pairs and give them two minutes to
brainstorm as many linkers for each column as possible,
eliciting one as an example from the class first (e.g. and).
Elicit answers and add them to the table on the board. Then,
ask students to read the Exam focus to find out if there are
any more examples you can add to the table. Ask students
how we can connect ideas in a paragraph, giving add
information as an example.
Ask students which linkers in the Exam focus and Ex 3
usually join two clauses (and, but, despite (the fact that), as,
because, due to (the fact that), which means that) and which
usually begin a sentence (Furthermore, As well as that, In
addition, On the other hand, However, As a consequence,
Consequently, Therefore). Point out that the latter must have
a comma after them.
Answers
1 Put students into pairs to discuss the question.
Encourage them to write down as many things as they can
think of. Monitor and prompt students if necessary.
Ask pairs to share their ideas with the rest of the class.
Add information: In addition
Show contrast: However
Explain the result of something: as
Explain the reason for something: which means that
2 Ask students to discuss this question with their partner.
Encourage them to give reasons. Have a quick vote to find
out if people answered yes or no. Then, nominate a few
students to give reasons for their answers.
5 Read through the task. Elicit the answer to the first
question from the class to demonstrate the activity. Make
it clear that there can be more than one possible answer in
most cases. Students join the other sentences. Monitor and
help where necessary. Put students into pairs to compare
their answers. Check answers as a class. Make sure you
check punctuation too.
3 Tell students that they are going to write an essay. First,
they should read the two paragraphs from essays about
ways to lead a healthier lifestyle and tell you if any of their
ideas from Ex 1 are mentioned. Check students understand
vitamin (= a chemical substance in food needed for good
health), carbohydrate (= substance in food that gives you
energy), physical/mental well-being (= a feeling of being
happy and healthy in body/mind) and beige (= a pale
brown colour).
Give students time to read the paragraphs again and
complete the task. Put students into pairs to compare their
ideas. Check ideas as a class. Ask students if A is better
because the ideas are linked and if so, why (the ideas are
easier to follow).
Answer
Paragraph A is more coherent as the ideas are better linked
using linkers (e.g. ‘In addition’).
Answers
1 People should do regular exercise because / as / due to
the fact that it is vital for the health of our heart.
2 Many people feel they do not have time for regular
exercise. As a consequence, / Consequently, / The result
of this is that they become unfit.
3 Fresh air can improve our blood pressure. In addition, /
Furthermore, / As well as that, it helps us to digest food
more easily.
4 Sunlight is very beneficial but it can result in sunburn. /
However, it can result in sun burn.
5 Many people sit down in their jobs. As a consequence, /
Consequently, / The result of this is that they get little
opportunity to move about.
6 Using less technology is desirable despite the fact that its
use is vital to our everyday lives.
Flexible follow-up
Students can choose linking words from the Exam
focus and Ex 4 that they didn’t use and use these to
write additional sentences on the topic of health.
155
8 Yellow
6 Refer students back to paragraph B in Ex 3. Remind
them that this was the paragraph with no linkers. Ask them
to complete the task individually. Then put them into pairs
to compare ideas. Monitor as they do this so you can assess
their use of linkers. For weaker students, you may want
to indicate where linking could appear by photocopying
paragraph B and adding arrows in the appropriate places.
Example answer
Food is vitally important for a healthy lifestyle. The type of
food we eat has a significant impact on both our physical
and mental health. Plates of beige food, like chips, pasta
and rice, may look and taste delicious, but they’re full of
carbohydrates. As well as that, they do not provide all the
vitamins and minerals needed to lead a healthy lifestyle.
This is why experts say that it is a better to ‘eat the rainbow’.
This means eating a meal full of different-coloured food,
particularly fruit and vegetables. The result is a more
balanced diet with all the nutrients needed to lead a
healthier life.
WATCH OUT FOR
It is important for students to be able to link ideas in
a paragraph, but it’s also possible to use too much
linking or overuse phrases like Furthermore, In addition,
etc. In paragraph A in Ex 3, for example, there are
four examples of linkers, but these vary in type. Only
two begin a sentence, with one joining two clauses
and another using a relative clause. Stronger students
should be able to use a variety of linkers and
sentence types.
EXAM BOOST
EXAM FILE Section C p16
The exercises in section C on page 16 of the Exam boost
provide practice in linking ideas in a paragraph. These could
be done in class or for homework.
Answers
5 1 as well, furthermore
2 in contrast, in spite of (the fact that)
3 as a result, the effect of this is that
4 because of, owing to (the fact that)
6 1 because of / owing to
2 In contrast
3 As a result
4 as well
5 As a result / The effect of this is that
6 In spite of the fact that
7 Furthermore
156
EXAM TASK
For guidance on marking Writing Part 1, please refer to the
Writing success criteria on pages 161—163.
7 Focus students on the exam task. Refer them to the
tips in the Exam reference on page 17 of the Exam file
if necessary. Remind students that they can also use the
Writing file on page 113 as a resource for information
and tips.
Give students time to read the exam task and add their own
idea. Put them into pairs to share their ideas. Then elicit some
ideas from a few different pairs. Students can change their
idea if they hear another one that they would like to use.
8 Keep students in their pairs and ask them to now
brainstorm ideas for each of the topics in the essay task,
as well as the ideas they added. Encourage them to
make notes. Then, ask them to organise their ideas into a
paragraph plan. They could do this in pairs or individually.
Monitor and give feedback on students’ plans.
9 If students do this exam task under timed conditions,
allow them 40 minutes.
Students write their essays either in class or for homework.
Remind them to write 140—190 words and to make sure
their ideas are linked.
When they have finished, put students into pairs so that
they can exchange their essays and provide feedback using
the questions in Ex 9. Ask students to edit their essays
accordingly and then take them in and provide your own
feedback.
Example answer
As we spend more time in front of a screen, the time we
spend outside decreases. Although the resulting lack of
sunlight and fresh air is a serious health issue, this essay will
argue that it can be overcome.
The first solution is for companies to recognise the
importance of keeping their staff healthy and encouraging
them to leave the building at lunchtime to spend time
outside. They may also be able to provide a place people
can go.
The second solution is for governments to ensure everyone
has an open space they can visit in their local area which is
both comfortable and safe. As scientists say that there are
significant benefits to being around nature, these should be
green spaces where possible.
A third solution is education. Schools must educate young
people about the dangers of spending too little time
outside. By doing so, it might help to break the cycle of
spending too much time indoors.
To conclude, it is possible to overcome the problem of
not spending sufficient time outside, however it will need
companies, government and educators working together
for it to happen.
8 Yellow
Cooler
Ask students to think about the feedback they received
on their writing in this lesson and in previous lessons.
Ask them to make a list of at least three common errors
they regularly make that they need to check when they
edit their writing in the exam (e.g. common spelling
errors, subject-verb conjugation errors, misuse of a
tense, use of do instead of make with certain words,
etc.). Remind students to pay special attention to these
things when they take the exam.
Extra practice
EXAM TRAINER p44 Exs 7—8, p45
For further practice of the skills presented in
this lesson for Writing Part 1 and additional
strategies and skills to improve performance
in the exam, we recommend students
complete Strategies and skills Exs 7—11 on
pages 44—45 of the B2 First Exam Trainer.
Once completed, they can attempt the Exam
task on page 45.
There is a full practice exam included on pages
92—113 of the B2 First Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Writing
Part 1.
Review Units 1—8
pp75—77
AIM
•
To revise grammar and vocabulary covered in
Units 1—8.
Digital resources
• Presentation tool pp75—77
Ask students to complete the exercises, then check answers
as a class. Alternatively, set the exercises as a homework
activity and check answers in the next class.
Answers
1 1 B 2 D 3 B 4 A 5 C 6 C 7 D 8 B
2 1 a 2 have 3 It 4 been 5 what 6 to
7 if 8 was
3 1 originality
2 recognisable
3 vitally
4 development
5 creativity
6 primary
7 emotional
8 frustration
4 1 was written by
2 was put off going
3 who gave me the/some advice
4 planning/going to do away with
5 is not / isn’t expected to be
6 keeping an eye out for
5 1 A 2 D 3 B 4 B 5 A 6 C 7 B 8 D
6 1 ago
2 be
3 been
4 have
5 them
6 it
7 less
8 to
7 1 significantly
2 ease/easiness
3 illness(es)
4 sensible
5 irrelevant
6 currently
7 safety
8 inconvenience
8 1 been bored, he would not / wouldn't
2 costs a fortune to eat
3 is/’s believed to have written
4 will be addressed by
5 as many tourists as
6 would/’d get in touch with
157
SPEAKING SUCCESS CRITERIA
The following information aims to help teachers and students gain a better understanding of what Cambridge First
candidates need to do in order to achieve a pass in the Speaking paper (Solid), or higher grades (Good and Acing it!).
The categories are based on the marking criteria for the Cambridge First exam. These tables can be used by teachers when
assessing speaking or by students when peer- or self-assessing their performance in speaking tasks. Students can also use
them to set goals to help them advance their speaking skills.
Part 2 Individual long turn
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
GRAMMAR
Range
Uses a range of simple grammar
(e.g. basic tenses).
+ Uses a little complex grammar
(e.g. relative clauses, passive
forms, verb patterns).
+ Uses a range of complex
grammar (e.g. relative clauses,
passive forms, verb patterns).
Accuracy
Uses simple grammar to convey
meaning with a good level of
accuracy.
+ Uses complex grammar with
some accuracy.
+ Uses complex grammar with
good accuracy.
Function
Compares, contrasts and reacts to
the photos.
+ Uses a number of phrases
appropriately and often accurately
(e.g. Both of the photos show …;
This photo shows … but this photo
shows …; This photo reminds me
of …)
+ Uses a range of phrases
appropriately and usually accurately
(e.g. Both photos show …; In this
photo … but in this one …; This
photo reminds me of …; What’s
common to both photos is that …)
Range
Uses everyday vocabulary to talk
about familiar topics.
+ Uses a good range of
vocabulary.
+ Uses a good range of
vocabulary; talks about a range of
familiar topics.
Accuracy
Uses everyday vocabulary
accurately and appropriately.
+ Errors don’t often affect
understanding.
+ Errors don’t usually affect
understanding.
VOCABULARY
DISCOURSE MANAGEMENT
Fluency
Can talk about the photo for one
minute.
+ Only a little hesitation.
+ Very little hesitation.
Relevance
Content is relevant to the photos.
+ Little repetition of ideas.
+ Very little or no repetition of
ideas.
Development
of ideas and
organisation
Ideas about the photos are
organised clearly.
+ Ideas are developed (e.g. by
giving reasons and examples).
+ Ideas are developed (e.g. by
giving reasons and examples);
ideas are usually coherent.
Cohesion
Uses linkers to connect ideas
about the photos (e.g. but, while,
also, as well as that).
+ Uses a range of linkers and
a few discourse markers (e.g.
Anyway, So, I mean, Well, Firstly).
+ Uses a good range of linkers
and some discourse markers (e.g.
Anyway, So, I mean, Well, Firstly).
+ Overall, the speaker is usually
intelligible to the listener.
+ Overall, the speaker is almost
always intelligible to the listener.
+ Response is to some degree
related to their partner’s
description (e.g. I agree with what
Anna said about …).
+ Response is related to their
partner’s description (e.g. I agree
with what Anna said about …) and
adds own preferences.
PRONUNCIATION
Clarity of
pronunciation
Sounds are pronounced clearly;
stress is placed correctly in words
and sentences; intonation is
appropriate.
INTERACTIVE COMMUNICATION
Response
158
Listens to their partner and
answers the follow-up question.
Speaking success criteria
Part 3 Collaborative task
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
GRAMMAR
Range
Uses a range of simple grammar
(e.g. basic tenses).
+ Uses a little complex grammar
(e.g. relative clauses, passive
forms, verb patterns).
+ Uses a range of complex
grammar (e.g. relative clauses,
passive forms, verb patterns).
Accuracy
Uses simple grammar to convey
meaning with a good level of
accuracy.
+ Uses complex grammar with
some accuracy.
+ Uses complex grammar with
good accuracy.
Function
Gives and justifies opinions about
the given prompts; speculates.
+ Uses a number of phrases
appropriately and often accurately
(e.g. In my view … because …;
One reason is that …; It could be
that …).
+ Uses a range of phrases
appropriately and often accurately
(e.g. In my view … because …;
I’d say that … because …; One
reason has got to be that …; I
guess that …).
Range
Uses everyday vocabulary to talk
about familiar topics.
+ Uses a good range of
vocabulary.
+ Uses a good range of
vocabulary; talks about a range of
familiar topics.
Accuracy
Uses everyday vocabulary
accurately and appropriately.
+ Errors don’t often affect
understanding.
+ Errors don’t usually affect
understanding.
VOCABULARY
DISCOURSE MANAGEMENT
Fluency
Can give an opinion and reasons
for an appropriate length of time.
+ Only a little hesitation.
+ Very little hesitation.
Relevance
Content is relevant to the task.
+ Little repetition of ideas.
+ Very little or no repetition of
ideas.
Development
of ideas and
organisation
Ideas about the prompts are
organised clearly.
+ Ideas are developed (e.g. by
giving reasons and examples).
+ Ideas are developed (e.g. by
giving reasons and examples);
ideas are usually coherent.
Cohesion
Uses linkers to connect ideas
about the prompts (e.g. That’s
because, …; As well as that, …).
+ Uses a range of linkers and
a few discourse markers (e.g.
Anyway, So, I mean, Well, Firstly).
+ Uses a good range of linkers
and some discourse markers (e.g.
Anyway, So, I mean, Well, Firstly,
On the whole, In contrast, …).
+ Overall, the speaker is usually
intelligible to the listener.
+ Overall, the speaker is almost
always intelligible to the listener.
PRONUNCIATION
Clarity of
pronunciation
Sounds are pronounced clearly;
stress is placed correctly in words
and sentences; intonation is
appropriate.
INTERACTIVE COMMUNICATION
Initiation and
response
Starts discussion, responds to
what partner says and develops
the conversation (e.g. by agreeing
or disagreeing or asking a
question).
+ Usually responds appropriately.
+ Always responds appropriately
and links ideas (e.g. You just said
that … Well, I agree because …).
Negotiation
Discusses some or all of the
prompts and works towards
reaching a decision.
+ Works towards a decision fairly
easily.
+ Works towards a decision
easily.
159
Speaking success criteria
Part 4 Discussion
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
GRAMMAR
Range
Uses a range of simple grammar
(e.g. basic tenses).
+ Uses a little complex grammar
(e.g. relative clauses, passive
forms, verb patterns).
+ Uses a range of complex
grammar (e.g. relative clauses,
passive forms, verb patterns).
Accuracy
Uses simple grammar to convey
meaning with a good level of
accuracy.
+ Uses complex grammar with
some accuracy.
+ Uses complex grammar with
good accuracy.
Function
Gives and justifies opinions
in answer to the questions;
speculates.
+ Uses a number of phrases
appropriately and often accurately
(e.g. In my view … because …;
I believe that … because …; One
reason is that …; It might be …).
+ Uses a range of phrases
appropriately and often accurately
(e.g. In my view … because …;
I’d say that … because …; One
reason has got to be that …; I
guess that …).
Range
Uses everyday vocabulary to talk
about familiar topics.
+ Uses a good range of
vocabulary.
+ Uses a good range of
vocabulary; talks about a range of
familiar topics.
Accuracy
Uses everyday vocabulary
accurately and appropriately.
+ Errors don’t often affect
understanding.
+ Errors don’t usually affect
understanding.
VOCABULARY
DISCOURSE MANAGEMENT
Fluency
Can give an opinion and reasons
for an appropriate length of time.
+ Only a little hesitation.
+ Very little hesitation.
Relevance
Content is relevant to the task.
+ Little repetition of ideas.
+ Very little or no repetition of
ideas.
Development
of ideas and
organisation
Ideas in response to the questions + Ideas are developed (e.g. by
are organised clearly.
giving reasons and examples).
+ Ideas are developed (e.g. by
giving reasons and examples);
ideas are usually coherent.
Cohesion
Uses linkers to connect ideas
in answer to the questions
(e.g. That’s because …; As well as
that …).
+ Uses a range of linkers and
a few discourse markers (e.g.
Anyway, So, I mean, Well).
+ Uses a good range of linkers
and some discourse markers (e.g.
Anyway, So, I mean, Well).
+ Overall, the speaker is usually
intelligible to the listener.
+ Overall, the speaker is almost
always intelligible to the listener.
+ Usually responds appropriately.
+ Always responds appropriately
and links ideas (e.g. You just said
that … Well, I agree because …).
PRONUNCIATION
Clarity of
pronunciation
Sounds are pronounced clearly;
stress is placed correctly in words
and sentences; intonation is
appropriate.
INTERACTIVE COMMUNICATION
Initiation and
response
Starts discussion, responds to
what partner says and develops
the conversation (e.g. by agreeing
or disagreeing or asking a
question).
Discussion
Discusses the question and
+ Asks questions to open the
negotiates towards an outcome
discussion up.
(e.g. agreement or disagreement).
160
+ Asks questions to open the
discussion up and takes the
discussion into new areas.
WRITING SUCCESS CRITERIA
The following information aims to help teachers and students gain a better understanding of what Cambridge First
candidates need to do in order to achieve a pass in the Writing paper (Solid), or higher grades (Good and Acing it!).
The categories are based on the marking criteria for the Cambridge First exam. This information can be used by teachers
when marking written work or by students when peer- or self-assessing written work. Students can also use it to set goals to
help them advance their written skills.
Part 1 Essay
The examples given in this table come from the example Solid, Good and Acing it! essays that follow.
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment
Discusses the two points given in
the question and adds one idea
of their own.
+ Develops the ideas in sound
depth.
+ Develops the ideas in good
depth.
Relevance
The content is relevant to the task
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Introduction
Starts with an introduction which
introduces the topic (e.g. Which is
better for children? The city or the
countryside?).
+ States what the essay will argue
or discuss (e.g. it is better to grow
up there [in the city] than the
countryside.).
+ Gives some background
information to the topic and states
what the essay will discuss (e.g.
Over 50% of people around the
world live in cities these days.).
Conclusion
Ends with a conclusion which
restates the main point(s)
of the essay and comes to a
conclusion (e.g. In my opinion,
it’s better to grow up in the city
than the countryside but it is also
important for children to go to the
countryside).
+ Summarises both stated
options and reasons why (e.g. To
conclude, it is better to grow up
in the city than in the countryside
due to the public services and
transport system there. However,
cities cannot give the same kind of
green areas for children to play in
as the countryside does.).
+ Leaves the reader with
something to think about
regarding the topic discussed
(e.g. cities must provide safe
green areas for children to play
so that they can enjoy some of
the same benefits that rural areas
offers.).
Tone
Uses neutral language to present + The tone is often consistent
opinions and reasons, e.g. using
throughout the essay but there
passive forms (e.g. a car is
may be some inconsistencies.
needed), not using contractions
(e.g. it is also important), avoiding
informal language (e.g. lots of),
avoiding we/I where possible (e.g.
People can find).
Conveying ideas
Expresses simple ideas clearly
which the reader can mostly
understand.
+ Expresses a few complex ideas
which the reader can usually
understand.
+ The tone is usually consistent
throughout the essay but there
may be some inconsistencies.
+ Expresses some complex ideas
which the reader can usually
understand.
161
Writing success criteria
ORGANISATION
Paragraphing
Essay is divided into logical
paragraphs.
+ The ideas within each
paragraph are ordered logically,
i.e. topic sentence to introduce
the main idea (e.g. urban areas
have more public services than
towns) followed by supporting
ideas (explanation, examples,
reasons, e.g. Children grow up
with a school and healthcare
close).
Cohesion
Ideas in paragraphs are linked
through the use of linkers (e.g.
but, However), referencing and
substitution (e.g. these services).
+ A variety of linking is used, often + A variety of linking is used,
appropriately and accurately.
usually appropriately and
accurately.
Grammar
Uses a variety of grammar with
good accuracy. Errors don’t stop
the reader from understanding
the essay.
+ Uses a little complex grammar,
often accurately.
+ Uses some complex grammar,
generally accurately.
Vocabulary
Uses everyday vocabulary
mostly appropriately (e.g. public
transport).
+ Uses some less common
vocabulary with some accuracy
(e.g. urban areas, costly).
+ Uses some less common
vocabulary with good accuracy
(e.g. urban areas, run a car, close
proximity).
+ The ideas within each
paragraph are ordered logically
e.g. topic sentence followed
by supporting ideas; ideas are
linked between paragraphs (e.g.
Furthermore, On the other hand).
LANGUAGE
Essay task
‘It is better to grow up in the city than the countryside.’ Do you agree?
Notes
Write about:
1 nature 2 public services 3 … (your own idea)
Example answer — Solid
Many people live in the city these days. Which is better for children? The city or the countryside?
There are more public services in the city. You can find many schools and hospitals there. Children need these
services in their lives much.
We can use lots of buses and trams to get around in the city but in the countryside a car is needed. Public transport
is better for society. There’s public transport in the city.
However, the countryside has more nature than the city. Children can be more freedom in the countryside and also
more safety. City life is not as safe.
In my opinion, it’s better to grow up in the city than the countryside but it is also important for children to go to the
countryside and enjoy some nature too.
Examiner comments
Content
Discusses the two points and adds a third one. The writer doesn’t develop the ideas fully. Why do children
need those services? Why is public transport better for society? The essay is just under 140 words which
suggests a lack of development.
Communicative
achievement
There’s an introduction, a main body and a conclusion. The introduction introduces the topic but doesn’t
state the argument the essay will make or state that it will discuss both arguments before coming to a
conclusion. The writer comes to a conclusion and restates the main points. The tone is generally objective but
it isn’t always consistent (contractions, choice of words, objectivity, e.g. there’s public transport, lots of buses,
You can find vs Children need).
Organisation
Essay is divided into logical paragraphs but the information within the paragraphs could be organised better.
Ideas are generally linked within paragraphs (e.g. but, and also, these services).
Language
A range of simple grammar is used generally correctly (e.g. modal verbs, present simple, comparatives);
everyday vocabulary is mostly used appropriately (e.g. public transport, buses, trams), errors don’t affect
communication (e.g. in their lives much, can be more freedom, more safety).
162
Writing success criteria
Example answer — Good
More and more people live in the city these days. City life can be stressful but, in my view, it is better to grow up
there than the countryside.
The first reason is that urban areas have more public services than towns and villages can. Children grow up with a
school and healthcare close. This helps them to be inteligent and healthy.
Public transport is much more convenient in cities. There are buses and trams. Families in the countryside have to
own a vehicle which can be more costly than public transport and cause a big damage to the environment. Cities
have buses and trams people can use.
There is a downside though. It’s more difficult for children to see nature in a city. Visiting a park isn’t anywhere
near as good as visiting the countryside. There you can enjoy the safety and freedom. It’s much easier to be with
nature there.
To conclude, it is better to grow up in the city than in the countryside due to the public services and transport system
there. However, cities cannot give the same kind of green areas for children to play in as the countryside does.
Examiner comments
Content
Discusses the two points and adds a third. The ideas are developed quite well but there is some repetition of
ideas (i.e. Cities have buses and trams people can use.; It’s much easier to be with nature there.).
Communicative
achievement
There’s an introduction, a main body and a conclusion. The introduction introduces the topic and states what
the essay will argue. The conclusion restates the main points of the essay and reasons. The tone is generally
neutral but there are a few inconsistencies (e.g. It’s more difficult; anywhere near as good).
Organisation
Essay is divided into paragraphs and each paragraph has a topic statement and then supporting points. Ideas
are generally linked within paragraphs (e.g. This helps; There you can; However).
Language
Simple structures are generally used accurately. There are also complex sentences (e.g. which can be more
costly, due to the public services); there is some less common vocabulary used appropriately (e.g. urban
areas, downside, costly), errors are minor and don’t affect communication (e.g. inteligent, a school and
healthcare close, a big damage).
Example answer — Acing it!
Over 50% of people around the world live in cities these days; a number which is expected to rise in future.
Although city life can be stressful, in my view, it is better to grow up in an urban area than a rural area.
The first reason is that urban areas provides more public services than towns and villages can. Children grow up with
a school and healthcare in close proximity which helps them to lead a better educated and healthier life.
Furthermore, public transport is better in cities. There are buses and trams. Families in rural areas have to run a car
which can be more costly and much more worse for the environment than public transport.
On the other hand, it is more difficult for children to experience nature in a city. While there are green areas, visiting
those is not the same as enjoying the safety and freedom that walks in the countryside give you.
To conclude, it is better to grow up in the city than in the countryside due to the public services and transport system
there. However, cities must provide safe green areas for children to play so that they can enjoy some of the same
benefits that rural areas offers.
Examiner comments
Content
Discusses the two points and adds a third. The ideas are developed well and can be easily understood by the
reader.
Communicative
achievement
There’s an introduction, a main body and a conclusion. The introduction introduces the topic and states what
the essay will argue. It also adds some background information (i.e. Over 50% of people around the world live
in cities these days). The conclusion restates the main points of the essay and reasons. It also leaves the reader
with something to think about (i.e. cities must provide safe green areas for children). The tone is generally
neutral throughout.
Organisation
Essay is divided into paragraphs and each paragraph has a topic statement and then supporting points.
Ideas are generally linked within paragraphs and between paragraphs (e.g. Furthermore, On the other hand).
Language
Simple structures and some more complex structures are generally used accurately (e.g. visiting those
is not the same as enjoying the safety and freedom that); there is some less common vocabulary used
appropriately (e.g. urban areas, run a car, close proximity, safe green areas), errors are minor and don’t affect
communication (e.g. urban areas provides, much more worse, rural areas offers).
163
Writing success criteria
Part 2 Article
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment
Includes all information required in
the task (e.g. What’s the best way
to get around your city? Why is it
the best way? How could transport
in your city be improved?).
+ Develops the ideas in sound
depth (e.g. Anyone visiting my city
should use the metro system. It’s
cheap and convenient.).
+ Develops the ideas in good
depth (e.g. Anyone visiting my
city should use the metro. It’s
cheap and convenient and almost
everyone uses it. Don’t be left out!).
Relevance
The content is relevant to the task
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Attracting the
reader
Attracts and keeps the reader’s
attention, for example by asking
a rhetorical question or making a
bold statement (e.g. The Moscow
metro. This is the only thing you’ll
need to get around my city.).
+ Is mostly organised clearly so
the reader understands it.
+ Is organised clearly so the
reader fully understands it.
Evaluation
Offers an opinion.
+ The opinions are mostly
supported with examples and
reasons.
+ The opinions are fully supported
with examples and reasons.
Tone
Uses an informal tone to engage
the reader through a variety
of modifiers and adjectives,
emphasis and rhetorical questions
(e.g. Would you like to stand in a
small space surrounded by lots
of others? The buses are just so
crowded here. It’s best to avoid
them.).
+ The tone is often consistent
throughout the article but there
may be some inconsistencies.
+ The tone is usually consistent
throughout the article but there
may be some inconsistencies.
Conveying ideas
Expresses simple ideas clearly
which the reader can mostly
understand.
+ Expresses a few complex ideas
which the reader can usually
understand.
+ Expresses some complex ideas
which the reader can usually
understand.
ORGANISATION
Heading
The article has a title (e.g. The
greatest story you’ve never heard
of.).
+ The title is mostly appropriate
to the content of the article and
attracts the reader’s attention.
+ The title is fully appropriate to
the content of the article and fully
attracts the reader’s attention.
Paragraphing
The article is organised into
paragraphs.
+ The ideas within each paragraph
are ordered logically (e.g. topic
sentence to introduce the main
idea followed by supporting
points, i.e. explanation, examples,
reasons).
+ The ideas within each paragraph
are ordered logically (e.g. topic
sentence followed by supporting
points; ideas are linked across
paragraphs (e.g. On top of that;
Of course it’s not all positive.).
Cohesion
Sentences are linked through
the use of linkers (e.g. What’s
more); organisational patterns
(e.g. Can you guess why that is?
It’s because …); referencing and
substitution (e.g. it, this, one).
+ A variety of linking is used, often + A variety of linking is used,
appropriately and accurately.
usually appropriately and
accurately.
Grammar
Uses a variety of grammar with
good accuracy. Errors don’t stop
the reader from understanding
the article.
+ Uses a little complex grammar,
often accurately.
+ Uses some complex grammar,
generally accurately.
Vocabulary
Uses everyday vocabulary mostly
appropriately.
+ Uses some less common
vocabulary with some accuracy.
+ Uses some less common
vocabulary with good accuracy.
LANGUAGE
164
Writing success criteria
Article task
You have seen this announcement on an English-language website.
Articles wanted!
How do you get around your city? What’s the best way? How could transport in your city be improved? Write an article
answering these questions.
We’ll publish the best ones on our website.
Write your article in 140—190 words.
Example answer — Solid
Getting around my city
One of the benefits of city life is transport. There are so many different ways to get around. In my city, you can take the
metro, take a train or get a bus. You can even cycle in one of the many cycle paths if you want to get some exercise.
There are advantages and disadvantages with each type of transport but in my view, the metro is the best of them all. The
trains can be expensive and the buses get stuck in traffic. The metro is quick, cheap and convenient. There’s a metro stop
just a hundred metres from my front door.
Of course, nothing is perfect, is it? The metro stops at 11 p.m. which isn’t great for people who work in the evenings or in
the night. I’d love it if the metro could go all night so that everyone can use it.
Examiner comments
Content
Answers all of the questions in the task. Develops the ideas in sufficient depth although the idea in the third
paragraph could be developed more fully.
Communicative
achievement
The article starts with a statement. It offers an opinion and uses a fairly informal tone although it’s not always
consistent (e.g. the first line of paragraph 2 is quite formal). There are some adjectives (e.g. quick, cheap
and convenient), emphasis (e.g. so many different ways) and a rhetorical question (e.g. Of course, nothing is
perfect, is it?).
Organisation
There’s a title but it’s quite generic. It’s not particularly relevant or engaging. The review is organised into
paragraphs. Sentences are linked (e.g. can even cycle, but in my view, use it).
Language
A range of simple grammar is used generally correctly (e.g. present simple, can, there is/are, first conditional);
everyday vocabulary is mostly used appropriately (e.g. different ways, get some exercise, get stuck in
traffic), errors don’t affect communication (e.g. omission of the before transport in the first line; incorrect
prepositions, in one of the many paths, in the night).
Example answer — Acing it!
Metro magic
The metro. This is the only thing you need to get around my city. It’s quick, it’s convenient and it’s reasonably priced. It’s
also super modern and really clean. Even if you use it at night, you’ll feel safe. Everyone who uses it loves it!
Of course, there are alternative form of transport available. There’s a network of trains which are more expensive then the
metro and doesn’t stop at all the main tourist spots. It’s better for commuters who want to travel to and from the city.
There are also the buses but let me ask you a question. Would you stand in a small space surrounded by fifty people?
No? Then the buses aren’t for you. They’re so packed that it’s best to avoid them. If only the buses were bigger and
ran more frequently, they’d be great to use. That’s something I’d love to see.
Until that happens, I’d say that any visitor to my city should give the busses and trains a miss and get a daily metro card
that allow them to travel all around the city. They won’t regret it.
Examiner comments
Content
Includes all of the ideas in the task. Develops the ideas in good depth. The content is relevant to the question
and clear to the reader.
Communicative
achievement
The article starts with an eye-catching phrase and then a bold statement. It offers an opinion and uses a
consistently appropriate tone. There’s a variety of adjectives (e.g. convenient, super modern), emphasis (e.g,
so packed that) and a rhetorical question (e.g. Would you stand in a small space … ?).
Organisation
There’s an appropriate and attractive title. The article is organised into paragraphs and ideas within the
paragraph are organised effectively, i.e. the idea is introduced and then further details are given. Sentences
are linked (e.g. This is the only thing; There are also buses; Until that happens).
Language
A range of simple grammar is used correctly (e.g. present simple, first and second conditionals, so … that,
comparatives) and there is some complex grammar too (e.g. relative clauses, if only …, Until that happens
… ); everyday vocabulary is used appropriately (e.g. reasonably priced, a network of trains, commuters) and
some less common vocabulary is used with good accuracy (e.g. tourist spots, packed, give them a miss);
errors don’t affect communication (e.g. form of transport, are more expensive then the metro, busses).
165
Writing success criteria
Part 2 Email or letter
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment
Answers all the questions in the
email (e.g. I suggest you take a
bus tour of the city while you’re
here.).
+ Develops the ideas in sound
depth (e.g. I suggest you take a
bus tour of the city while you’re
here as you’ll get to see all of the
main attractions in the area.).
+ Develops the ideas in good
depth (e.g. I suggest you take a
bus tour of the city while you’re
here as you’ll get to see all of the
main attractions in the area for a
really cheap price. I’m sure you’ll
love it!).
Relevance
The content is relevant to the task
and clear to the reader.
+ Few irrelevances or
omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Opening and
closing
Opens and closes the email/letter As Solid.
appropriately (e.g. Dear Mr Smith;
Hi Kerry; Yours sincerely; All the
Best). The purpose for writing is
made clear (e.g. I am writing to
apply for …; I’ve got some exciting
news for you).
As Solid.
Tone
Selects an appropriate tone,
depending on the writer’s
relationship to the reader. Formal
letters/emails have a formal tone
(e.g. I am writing to complain
about a product I recently
purchased.). Informal letters/
emails have an informal tone (e.g.
You’ll never guess what happened
to me last week!).
+ The tone is often consistent
throughout the letter/email
but there may be some
inconsistencies.
+ The tone is usually consistent
throughout the letter/email
but there may be a few
inconsistencies.
Functions
Uses phrases to convey functions
such as inviting, thanking,
suggesting (e.g. Would you like
to come to my party next week?;
Thanks so much for the tickets.;
Why don’t you come with me?).
+ The phrases are usually used
appropriately and accurately.
+ The phrases are mostly used
appropriately and accurately.
Conveying ideas
Expresses simple ideas clearly
which the reader can mostly
understand.
+ Expresses a few complex ideas
which the reader can usually
understand.
+ Expresses some complex ideas
which the reader can usually
understand.
+ The ideas within each
paragraph are ordered logically,
and ideas are linked across
paragraphs (e.g. In addition to
that; On the other hand).
ORGANISATION
Paragraphing
Email/letter is divided into logical
paragraphs.
+ The ideas within each
paragraph are ordered logically
Cohesion
Ideas are connected using
linkers (e.g. Anyway, Mind you),
referencing and substitution
(e.g. it, this, one).
+ A variety of linking is used, often + A variety of linking is used,
appropriately and accurately.
usually appropriately and
accurately.
Grammar
Uses a variety of grammar with
good accuracy. Errors don’t stop
the reader from understanding
the email/letter.
+ Uses a little complex grammar,
often accurately.
+ Uses some complex grammar,
generally accurately.
Vocabulary
Uses everyday vocabulary mostly
appropriately.
+ Uses some less common
vocabulary with some accuracy.
+ Uses some less common
vocabulary with good accuracy.
LANGUAGE
166
Writing success criteria
Email or letter task
You have received an email from an English-speaking friend.
From: Darren
Subject: Visit to your town
Some of my friends are visiting your city with school next month. They’d love to go sightseeing while they’re there.
What kinds of things would you recommend for them to do? How can they get to those places?
If you could let me know, I’ll pass on the information to them.
Thanks!
Darren
Write your email in 140—190 words.
Example answer — Solid
Hi Darren,
Thank you very much for your email. I’m happy that your friends are coming to stay in my city. It’s a lovely place so I think
they’ll enjoy it. I went shopping in the city centre last week and it was fun.
I think your friends should to go to the zoo. You can find some interesting animals there and the zoo look after them well.
Your money will help animals too.
Close to the city there’s a water park. It’s great fun. It’s quite expensive so your friends will need to save money but I’m
sure they’ll love it. Hopefully the weather will be nice when they come.
The best way to get to these two places is on bus. Your friends should get on at the bus station in the city centre and pay
the driver. It’s very easy. You can access the timetable on the bus website address is bigbluebus.uk.
I hope your friends will have a good time.
All the best,
Verity
Examiner comments
Content
Answers both questions in the task. The ideas could be developed better, especially about how money helps
animals and what’s at the water park. The sentence about shopping is irrelevant.
Communicative
achievement
The purpose of the email is given in the first paragraph and there is an ending although the tone is a little formal.
Appropriate phrases of suggestion and recommendation are used. The ideas conveyed are generally simple.
Organisation
The email is divided into paragraphs and the information in each paragraph is logically ordered. There is
some simple linking (e.g. so, there, them, too, these two places).
Language
A range of simple grammar is used generally correctly; everyday vocabulary is used appropriately (e.g. interesting
animals) but not really any complex vocabulary. Errors don’t affect communication (e.g. should to go, look after).
Example answer — Acing it!
Hi Darren,
It was great to hear from you. I hope things are good with you.
So, your friends are visiting. Well, there are a lots of different things to do in my city so they’re going to have a fun time. I’d
definitely recommend the zoo. There are some unusual animals there which you can learn about. The animals are really
well looked after and profit from customers is used to help animals in the wild.
About five minutes outside the city, there’s a water park which I’m sure your friends will love. It’s huge with some exciting
rides. It’s not cheap but it’s worth the money. You have to be accompanied by an adult if you’re under 16 so a teacher will
need to go with them.
You asked about transport. Well, I’d suggest the bus. Your friends will be able to get one to both the zoo and the water
park. They run regularly and tickets aren’t expensive. They should to be able to find the timetables online.
I hope your friends have a fantastic time. Let me know how they get on.
Verity
Examiner comments
Content
Answers both questions in the task. The ideas are developed in good depth and all the information is relevant.
Communicative
achievement
The email is opened and closed appropriately. The tone is consistently informal throughout. Appropriate
phrases of suggestion and recommendation are used (e.g. I’d recommend; I’d suggest). Some complex
ideas are conveyed.
Organisation
The email is divided into paragraphs and the information in each paragraph is logically ordered. There is a
variety of linking (e.g. and, so, get one to, They run regularly).
Language
A range of simple grammar is used generally correctly (e.g. present simple, future predictions, first conditional)
as well as some more complex grammar (e.g. relative clauses, variety of passive forms); everyday vocabulary
is used appropriately (e.g. transport, worth the money) and there is some less common vocabulary too (e.g.
profit, accompanied by, get on). Errors don’t affect communication (e.g. a lots of, They should to be able to.).
167
Writing success criteria
Part 2 Review
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment
Includes all information required
in the task (e.g. How did the
main characters change during
the story? Was this change
for the better or worse? and a
recommendation).
+ Develops the ideas in sound
depth (e.g. Elise became much
more confident throughout the
story which was very positive.).
+ Develops the ideas in good
depth (e.g. Elise became much
more confident throughout the
story as she realised that she was a
good dancer. This was positive as it
helped her achieve her dreams and
become a professional dancer.).
Relevance
The content is relevant to the task
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Attracting the
reader
Attracts the reader’s attention by
asking a rhetorical question and/
or speaking directly to the reader
(e.g. What’s the best place to
make a film? I bet it’s not where
you think it is!).
+ Is mostly organised coherently
so the reader understands it.
+ Is consistently organised
coherently so the reader fully
understands it.
Evaluation
Evaluates as well as describes, i.e.
strengths and weaknesses, giving
personal opinions.
+ The evaluation and opinions are
mostly supported with examples
and reasons.
+ The evaluation and opinions are
fully supported with examples and
reasons.
Summary and
recommendation
Ends with a summary of the
main points of the review and a
recommendation (e.g. This is the
best film I’ve ever seen. Make sure
you don’t miss it.).
+ The summary and
recommendation mostly come
from ideas in the main body of the
review. The reader understands
them.
+ The summary and
recommendation all come from
ideas in the main body of the
review. The reader understands
them.
Tone
Uses an informal tone to engage
+ The tone is often consistent
the reader through a variety
throughout the review but there
of modifiers and adjectives,
may be some inconsistencies.
emphasis and rhetorical questions
(e.g. The location of the film was
absolutely incredible.; Can you
guess what happened next?).
+ The tone is usually consistent
throughout the review but there
may be some inconsistencies.
Conveying ideas
Expresses simple ideas clearly
which the reader can mostly
understand.
+ Expresses a few complex ideas
which the reader can usually
understand.
+ Expresses some complex ideas
which the reader can usually
understand.
ORGANISATION
Heading
The review has a title (e.g. The
greatest story you’ve never heard
of.).
+ The title is mostly appropriate
to the content of the review and
attracts the reader’s attention.
+ The title is fully appropriate to
the content of the review and fully
attracts the reader’s attention.
Paragraphing
The review is organised into
paragraphs.
+ The ideas within each paragraph
are ordered logically (e.g. topic
sentence to introduce the main
idea followed by supporting
points, i.e. explanation, examples,
reasons).
+ The ideas within each paragraph
are ordered logically (e.g. topic
sentence followed by supporting
points); ideas are linked across
paragraphs to create a coherent
review (e.g. Just like the acting,
the cinematography is stunning.).
Cohesion
Sentences are linked through
the use of informal linkers (e.g.
What’s more); referencing and
substitution (e.g. it, this, one).
+ The linking is mostly
appropriate and accurate.
+ The linking is always
appropriate and accurate.
168
Writing success criteria
LANGUAGE
Grammar
Uses a range of grammar mostly
accurately.
+ Uses a little complex grammar,
often accurately.
+ Uses some complex grammar,
generally accurately.
Vocabulary
Uses common and less common
vocabulary mostly appropriately.
+ Uses a good range of
vocabulary mostly accurately.
+ Uses a wide range of vocabulary
accurately.
Review task
You have seen this announcement in an English-language magazine.
We’re looking for reviews of films where the main character changed in some way during the story. Write a review of
the film and tell us how the main character changed and if it was for the better or not. Tell us whether or not you’d
recommend this film to others.
We’ll publish the best reviews in our magazine.
Write your review in 140—190 words.
Example answer — Solid
A fantastic film!
Do you like exciting films? Then you should watch Lost in the City. It’s a thrilling film about a young boy. He gets lost in
New Delhi. He tries to find his mum. However, lots of dangerous things happen to him so he isn’t safety. I went to see it in
the cinema and really enjoyed it.
At first, Arjun is a shy boy but at the end of the film he’s strong. He’s a survivor. Unfortunately, he’s also serious. He’s not funny
any more and we can see that he’s not a child in his mind now. This is a disapointment. He can’t just have fun any more.
I think everyone should watch Lost in the City. It is possible to download it or rent it from a website. It’s not perfect but it’s exciting
and it has a good ending. The little boy is a good actor. I hope we see him in other films. Watch this film. You’ll learn a lot.
Examiner comments
Content
Answers the two questions in the task. Develops many of the ideas but reasons aren’t fully given as to why the
reader should watch the film in the final paragraph. The sentences about seeing the film at the cinema and
downloading the film aren’t very relevant to the task.
Communicative
achievement
The review starts with a question for the reader. The conclusion gives a recommendation. The writer evaluates the
film. However, the tone is too formal in places (e.g. However, It is possible to, a disappointment).
Organisation
There is a title but it is generic and not very attractive. The review is divided into logical paragraphs and ideas
within paragraphs are logically ordered. Ideas are generally linked (e.g. Then, However, Unfortunately, rent it,
this film).
Language
A range of simple grammar is used generally correctly (e.g. present simple, simple verb patterns, should) but
there is little complex grammar. Everyday vocabulary is used appropriately (e.g. thrilling, a survivor, a good
ending). Errors don’t affect communication (e.g. safety, in the cinema, disapointment).
Example answer — Acing it!
You’ll get lost in this film
Do you have two hours to spare? Then you must watch Lost in the City, an inspiring film about an eight-year-old boy
called Arjun who gets lost in the large city of New Delhi. He spends the whole film trying to get home to his mum.
It’s a thriller, as Arjun faces a lot of danger.
At the beginning of the film, Arjun is a quiet and cheeky little boy. As the film progresses, he has to change in order to
survive. He becomes tougher and more confident which help him to live. However, he also loses his sense of humour
because of the serious of his situation. This is a negative change. He is no longer a sweet, innocent child.
Lost in the City is a must-see film. It’s a story about not giving up. The middle part is a little slow but there are several thrilling
parts and the ending is fantastic. The acting is excellent too. I can’t think of a better way to waste the couple of hours.
Examiner comments
Content
Answers the two questions in the task. Develops the ideas in good depth. The content is all relevant.
Communicative
achievement
The review starts with a question for the reader. The introduction and ending are clear and well organised.
The writer evaluates the film and uses an appropriate tone throughout.
Organisation
The title is relevant and attractive. The review is divided into logical paragraphs and ideas within paragraphs
are logically ordered. There is a variety of linking (e.g. Then, This is a, but, too).
Language
A range of simple grammar is used generally correctly (e.g. present simple) and some complex grammar is used
too (e.g. relative clauses, verb patterns, sentences with two clauses). Everyday vocabulary is used appropriately
(e.g an inspiring film, becomes tougher, sense of humour, not giving up, several thrilling parts), and some less
common vocabulary is used too (e.g. faces a lot of danger, sweet, innocent child, a must-see film). Errors don’t
affect communication (e.g. quiet and cheeky, the serious of his situation, the couple of hours).
169
Writing success criteria
Part 2 Report
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment
Includes all information required
in the task (e.g. people’s opinion
about the museum, its good and
bad points and how it could be
improved).
+ Develops the ideas in sound
depth.
+ Develops the ideas in good
depth.
Relevance
The content is relevant to the task
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
+ Is mostly organised clearly so
the reader understands it.
+ Is organised clearly so the
reader fully understands it.
Conclusion and
Ends with a conclusion which
recommendations restates, draws conclusions and
makes suggestions.
+ The conclusions and
suggestions mostly come from
the main body of the report. They
are clear to the reader.
+ The conclusions and
suggestions all come from the
main body of the report. They are
clear to the reader.
Tone
Uses a neutral tone (e.g. In this
report I will talk about people’s
opinion of the museum).
+ The tone is often consistent
throughout the report but there
may be some inconsistencies.
+ The tone is usually consistent
throughout the report but there
may be some inconsistencies.
Evaluation
Evaluates as well as describes
(e.g. gives benefits, issues,
solutions).
+ The evaluation is mostly
supported with examples and
reasons.
+ The evaluation is fully supported
with examples and reasons.
Conveying ideas
Expresses simple ideas clearly
which the reader can mostly
understand.
+ Expresses a few complex ideas
which the reader can usually
understand.
+ Expresses some complex ideas
which the reader can usually
understand.
COMMUNICATIVE ACHIEVEMENT
Introduction
Starts with an introduction which
states the aim of the report and
how data was collected.
ORGANISATION
Title and
sub-headings
Report has a title (e.g. Report on
the local history museum). The
report is divided into sections,
each with a sub-heading.
+ The sections are mostly
+ The sections are always
appropriate and the sub-headings appropriate and the sub-headings
usually describe what is in the
describe what is in the sections.
sections.
Paragraphing
Within each section, the report is
divided into coherent paragraphs.
+ The ideas within each
paragraph are ordered logically.
Cohesion
Sentences are linked through
the use of more formal linkers
(e.g. However, Furthermore),
referencing and substitution
(e.g. it, this, one).
+ A variety of linking is used, often + A variety of linking is used,
appropriately and accurately.
usually appropriately and
accurately.
Grammar
Uses a variety of grammar with
good accuracy.
+ Uses a little complex grammar,
often accurately.
+ Uses some complex grammar,
generally accurately.
Vocabulary
Uses everyday vocabulary, mostly
appropriately.
+ Uses some less common
vocabulary with some accuracy.
+ Uses some less common
vocabulary with good accuracy.
+ The ideas within each paragraph
are ordered logically; ideas are
linked across paragraphs.
LANGUAGE
Report task
Your local history museum wants to improve its facilities and attract more visitors. The museum’s director has asked
you to write a report on what people think about the museum, what its good and bad points are and how it could
be improved to attract more visitors.
Write your report in 140—190 words.
170
Writing success criteria
Example answer — Solid
Example answer — Acing it!
Report on the local history museum
Report on the local history museum
Introduction
Introduction
In this report I will talk about people’s opinion of the museum,
what is good and bad about it and suggest how it could be
improved.
What local people think
The aim of this report is to assess people’s opinion of the
museum, identify its good and bad points and suggest
improvements. To do this, I asked 150 local people for
their opinions.
Most people like the museum but they want to see it be better.
Local opinion
Good and bad points
Most people feel proud of the museum but would like to
see it become more of a feature in the town.
There are interesting things in the museum for people of all ages
but it’s not always easy to read the information about them. That’s
because it’s dark inside and that’s not interesting for me. There is
a café and you can get cold drinks and sanwiches at lunchtime.
How it could be improved
• It would be good to have some things that people can to touch
and play with — young people like to do things like that and I’m
sure it helps them learn about things.
• How about having some short films about the town?
• Competitons or quizzes are always popular, and maybe more
local people enjoy those.
• The café could staying open all day and sell more interesting
food.
Conclusion
In my opinion, these ideas are good for the museum and will
make it more popular in the future.
Good and bad points
The exhibits are fascinating, but are badly-displayed
and texts are small and difficult to read. The lighting
is rather dim, which creates an old-fashioned and dull
atmosphere. The café only provides cold drinks and
sandwiches at lunchtime.
Suggestions for improvement
• The exhibits should be displayed in more interactive
ways, with touch screens and technical effects. This
would feel modern and attract younger visitors.
• There should be short films giving information about
different periods in the town’s past.
• If there were regular competitions or quizzes, local
people might visit more.
• The café ought to stay open all day providing a wider
range of meals so that people will stay longer.
Examiner comments
Conclusion
Content
Includes all of the ideas required in the
task and the content is all relevant.
Communicative
achievement
The report starts with an introduction
stating its aims although the writer does
not say how they collected their data. The
report ends with a conclusion that supports
the recommendations. The tone is generally
appropriate, although there are examples
of informality (e.g. How about), and
personal opinion (e.g. that’s not interesting
for me). There are also contractions, which
are not appropriate. The ideas described
are quite simple and there is little real
evaluation of them. The recommendations
are simple but clear, and sometimes
supported with suitable reasons.
If these suggestions are followed the museum will attract
more visitors and become a more important feature of
the town.
Organisation
Language
The writer has used generally appropriate
headings to indicate the content of each
section and the ideas within these sections
are ordered logically although they
are not always fully developed. Bullet
points are used in order to highlight the
recommendations and the ideas in them
are linked in a simple way.
A variety of simple language is used
including modals and, although there are
minor errors in grammar (e.g. things that
people can to touch, The café could staying
open all day), these do not stop the reader
understanding the report. The everyday
language used is generally accurate and
there are some nice expressions (e.g. of
all ages), although there are also some
basic spelling mistakes (e.g. sanwiches,
Competitons).
Examiner comments
Content
Includes all of the ideas required in
the task and develops them in depth.
The content is relevant and there is
no irrelevant information.
Communicative
achievement
The report starts by stating its aims
and how the writer collected
information and continues in wellorganised sections. Each point is
supported by suitable and complex
reasons which the writer evaluates. The
neutral tone is consistent throughout
and is appropriate for a report.
Organisation
There are appropriate headings
throughout the report which indicate
clearly the content of each section
and the ideas within each section
are ordered logically and linked
appropriately. Bullet points are used to
highlight the recommendations, which
are clearly expressed with supporting
reasons that are linked well.
Language
A range of language is used,
including complex structures, e.g. the
use of a conditional and a variety of
modals of obligation and evaluation.
There are examples of less common
vocabulary which is used to good
effect (e.g. a feature in the town, a dull
atmosphere). Grammar and spelling
is accurate throughout.
171
Writing success criteria
Part 2 Story — B2 First for Schools
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment
Continues from the sentence
given and includes the ideas
given in the task.
+ Develops the ideas in sound
depth.
+ Develops the ideas in good
depth.
Relevance
The content is relevant to the task
and clear to the reader.
+ Few irrelevances or omissions.
+ No irrelevances or omissions.
COMMUNICATIVE ACHIEVEMENT
Title
Includes a title.
+ Title is fully relevant to the story.
+ Title is fully relevant to the story
and attracts the readers’ attention.
Engages the
reader
Uses language to engage the
reader (e.g. descriptive language
(adjectives and adverbs), direct
and indirect speech).
+ Uses a range of language.
+ Uses a wide range of language.
Story ending
Story has a clear ending.
+ Ending is logical.
+ Ending is logical and
interesting.
Conveying ideas
Expresses simple ideas clearly
which the reader can mostly
understand.
+ Expresses a few complex ideas
which the reader can usually
understand.
+ Expresses some complex ideas
which the reader can usually
understand.
ORGANISATION
Beginning,
middle and end
The story has a beginning, middle
and end.
+ These are clear.
+ These are clear and logical.
Paragraphing
The story is divided into coherent
paragraphs.
+ The paragraphs reflect the
beginning, middle and end of the
story.
+ The paragraphs reflect the
beginning, middle and end of the
story. The ideas within each
paragraph are organised logically.
Cohesion
Actions within the story are
ordered using time linkers and/
or tenses (e.g. past simple,
past perfect). Sentences are
linked through the use of linkers
(e.g. although, as well as that),
referencing and substitution (e.g.
it, this, one).
+ A variety of linking is used, often + A variety of linking is used,
appropriately and accurately.
usually appropriately and
accurately.
Grammar
Uses a variety of grammar with
good accuracy. Errors don’t stop
the reader from understanding
the story.
+ Uses a little complex grammar,
often accurately.
+ Uses some complex grammar,
generally accurately.
Vocabulary
Uses everyday vocabulary mostly
appropriately.
+ Uses some less common
vocabulary with some accuracy.
+ Uses some less common
vocabulary with good accuracy.
LANGUAGE
172
Writing success criteria
Story task
You have seen this announcement on a short story website.
We’re looking for good short stories!
Why not write a story for our website? Your story must begin with this sentence:
When Mark’s alarm went off, he remembered that today was an important day.
Your story must include:
• an interview • a mistake
Write your story in 140—190 words.
Example answer — Solid
A silly mistake
When Mark’s alarm went off, he remembered that today was an important day. Today was his first ever job interview. It was
his dream job and he wanted to make a good impression. He had a light breakfast, showered and then dressed in his suit.
He left home nice and early. He got in the car and drove to the company’s main offices. He arrived twenty minutes before
his interview. However when he got to reception the receptionist said him that he was in the wrong place. The interview
was in a different location twenty minutes from here.
Mark couldn’t believe it. He immediately returned his car and drove as fast as he could towards the correct place. Every
traffic light was red and all pedestrian wanted to cross the road on a pedestrian crossing. It was a nightmare! Finally he
arrived at the right place. He even had one minute to calm down and prepare for the interview. Phew!
Examiner comments
Content
Continues from the sentence given and includes the ideas given in the task. Develops the ideas in sufficient
depth. With around 28 words available, the writer could give more description to develop some ideas more.
Communicative
achievement
There’s a title but it’s quite generic. It’s not particularly relevant or engaging. The story has some descriptive
language (e.g. a good impression, a light breakfast, as fast as he could) but there isn’t a lot of variety and there
aren’t any examples of direct or indirect speech. The ending is fine but not as exciting as it could be.
Organisation
The story is divided into logical paragraphs. The story is told using only the past simple with three examples
of time linkers (then dressed in his suit, immediately returned, Finally he arrived).
Language
A range of simple grammar is used generally correctly (e.g. past simple); everyday vocabulary is mostly used
appropriately (e.g. make a good impression, in the wrong place, It was a nightmare!, pedestrian crossing);
errors don’t affect communication (e.g. lack of commas after However and Finally, dressed in his suit, said him
that, returned his car, all pedestrian).
Example answer — Acing it!
One mistake can cost you your dream
When Mark’s alarm went off, he remembered that today was an important day. He had applied for his dream job and today he
had his interview. He put on the posh new suit he’d bought last week and got to the office with twenty minutes to spare.
Mark presented himself to the receptionist. “Hello”, he said smiling. “I’m here for the job interview.” The receptionist
looked puzzled. “I’m sorry”, he said. “The interview isn’t here. It’s at our South Road site, twenty minutes from here.” Mark
couldn’t believe it. How had he made such a basic mistake?
Without taking a breath he turned, got back in his car and drove speedily towards South Road. Just before he arrived,
he had to stop and let a woman cross a pedestrian crossing. The woman spent so long on her phone while crossing that
Mark screamed angrily at her to hurry up. She stopped and stared at him before finally moving.
Mark managed to get to the offices on time. He walked into the interview room and you’ve guessed it he came face to
face with the woman he’d just shouted at.
Examiner comments
Content
Continues from the sentence given and includes the ideas given in the task. The ideas are developed in
good depth and all the information is relevant to the task.
Communicative
achievement
The title is relevant and engaging. The story has a wide range of descriptive language (e.g. posh new suit,
drove speedily, screamed angrily) as well as direct speech.
Organisation
The story is divided into logical paragraphs. The order of actions is told using the past simple and past
perfect (suit he’d bought last week, How had he made such a basic mistake?), as well as time linkers (Without
taking a breath, Just before he arrived). There’s a variety which helps to engage the reader.
Language
A range of simple grammar is used generally correctly (e.g. past simple and past perfect) as well as some more
complex grammar (e.g. sentences with two or three clauses; participle clause, e.g. Without taking a breath);
everyday vocabulary is mostly used appropriately (e.g. managed to get to, with twenty minutes to spare) and there
is some less common vocabulary too (e.g. posh new suit, looked puzzled). Errors don’t affect communication
(e.g. lack of commas in some clauses, e.g. after Without taking a breath, around you’ve guessed it).
173
26174
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OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
8
7
6
5
4
3
2
1
Part 1
For example, if you think A is the right
answer to the question,
mark your answer
sheet like this:
Parts 1, 5, 6 and 7:
Mark ONE letter for each question.
Rub out any answer you want to change using an eraser.
Use a PENCIL (B or HB).
Instructions
First Reading and Use of English Candidate Answer Sheet
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Candidate
Number
Candidate
Name
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE
38926
D
A
A
A
A
B
B
B
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B
C
C
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C
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42
41
40
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A
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A
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Part 7
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
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37
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C
Part 6
B
A
31
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30
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24
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Reproduced with permission
Reproduced
of Cambridge
with permission
Assessment
of Cambridge
English ©Assessment
UCLES 2021English © UCLES 2021
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Part One Answer
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Part One Answer
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
Answer Sheet Page 2
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Part Two Answer
You must write within the grey lines.
Part Two Answer
You must write within the grey lines.
Write your question number here:
Answer Sheet Page 4
Answer Sheet Page 3
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Assessment
Date
Centre
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Examination
Title
Candidate
Signature
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE
Turn this sheet over to start.
Write one letter or number in each box.
If the answer has more than one word, leave one
box empty between words.
For example, if you think A is the
right answer to the question, mark
your answer sheet like this:
For example:
Write your answer clearly in CAPITAL LETTERS.
Part 2:
Mark ONE letter for each question.
Parts 1, 3 and 4:
Use a PENCIL (B or HB).
Rub out any answer you want to change using an eraser.
Instructions
First Listening Candidate Answer Sheet
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Candidate
Number
Candidate
Name
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE
20512
Page 1 of 2
Page 1 of 2
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B
B
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