Simon Haines
Barbara Stewart
with Anna Cowper
a
•I
OXFORD
UNIVERSITY PRESS
E
Lis
OXFORD
UNIVERSITY PRESS
Great Clarendon Street, Oxford, ox2 6DP, United Kingdom
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The Publisher grants permission for the photocopying of those pages marked
'photocopiable' according to the following conditions. Individual purchasers
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ISBN: 978 0 19 451278 7
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Contents
Student's Book Contents
4
Introduction
6
Appearance and identity
10
2 Talents
18
3 Compulsion
25
4 Roles
33
5 Travel and Culture
39
6 The mind
46
7 Free time
52
8 Media
58
(')
9 Around us
64
::I
0
::I
.....
(I)
.....
Ill
10 Innovation
70
11 Communication
76
12 Society
81
Unit Tests
-87
Progress Tests
111
Test answer keys
120
Sample Cambridge English: First answer sheets
126
DVD information and Speaking criteria
131
3
Student's Book Contents
Part 7 - Multiple matching p22
Part 2 - Open cloze p25
Part 3 - Word formation p30
Phrasal verbs: tum p22
Part 2 - Sentence
Part 2 - Individual long turn p27
completion p31
Pronunciation: Sentence stress p27
Adjective prefixes: extra,
hyper, over, under p31
Pf!rt e -.: <sani:>ea ie~tp38 .
· Part 4 - Multiple
Part 3'; Collaborative task p41
choJ~ep34
Parts 3 & 4 - Collaborative task (Part 3) &
Discussion on topics of collaborative task
(Part 4) p65
Pronunciation: Opinion language p65
. J?art2 - sentence
· · c!;)rtjptetion p70
l?e.r.sonal qpalities p70
Parts 3 & 4 - Collaborative task (Part 3) &
.Discussion on. topics of collaborative task
(Part4) p73
Pronuncic;ltion: Linking words p7$
Part 6 - Gapped text piOO
so and such p100
Part 5 - Multiple choice p106
Wora building p107
Part 4 - Multiple
Part! 1 ~ 9~nversation with interlocutorp112
choice.p.:;t.1$
P~onuncia't:ion:(ntonation in sentences p112.
TravelcoJ109ations P+.is
Parts 3 & 4 - Collaborative task (Part 3) &
Discussion on topics of collaborative task
(Part 4) p134
Collocations with say, speak, talk and tell p134
Confusing verbs: hope, wait, expect, look
forward to p134
Showing you are listening p134
Question tags p135
Pronunciation: Sentence intonation p135
Part 7 - Multiple, mat~hing p.:;L4Z
Crime vocabulal"){p142
Extra material p153
4
Grammar reference p158
Pat"t 3 - [yluttlple
matchif1g.p146
Overview of exam tips p175
Parts 1; 2, 3 & 4 - Convi:frsattcm with
interlocutor: {!fart 1), lridhtidu.al long turn (Part
2), Collab9rative ta.$k (f>art 3) and Discussion
on topics. ofc,oUahoratlve task (Part .4) p147
Writing guide p178
Audioscript p185
Part 2 - Email p28
Formal and informal language p28
Meanings of get p29
can/ be able to and other ability
structures p24
Comparatives and superlatives p26
Habits and typical behaviour p35
used to and would p35
Part 2 - Open cloze p36
Countable/ uncountable nouns p36
Part 2 - Review p66
Evaluative adjectives p66
Compound adjectives p67
Language of recommendation p67
Phrasal verbs p37
Phrasal verbs with give p37
Pronunciation: Phrasal verbs p37
Adverbs p40
Travel phrasal verbs p61
Part 4 - l{ey word transformation p61
Words often confused p64
Extrerne adjectives p64
1 '- Essay p78
Gerunds p71
Gerunds and infinitives p71
Part 4 - Key word transformation p72
Collocations p76
Part 1 - Multiple-choice cloze p77
Part 1 - Essay p102
Connecting ideas p103
Avoiding repetition p103
Reporting statements p95
Reporting questions p95
Time references p95
Other references p95
Reporting functions p96
Part 4 - Key word transformation p96
Compound nouns p98
Pronunciation: Stress in compound
nouns p99
Word formation p99
Relative clauses p108
Part 2 - Open cloze p109
Dependent prepositions p110
Part 4 - Key word transformation
p111
Conditionals 0, 1 and 2 p132
Conditional 3 p132
Mixed conditionals p133
unless, as long as, provided that p133
Part 4 - Key word transformation
p133
- Report p150
sentences p151
p44
Probability and
Articles
Part i -
cioze
p80
p116
Course Overview
About First Ma$terdass
This fully updated and revised edition of First Masterclass
provides materials which give prospective candidates
appropriate preparation and practice for the 2015 Cambridge
English: First (FCE) exam. In addition to offering students
extensive guidance and exam training, it also contains
interesting, lively and challenging materials for the classroom.
About the exam
The Cambridge English: First exam consists of four papers:
Reading and Use of English, Writing, Listening, and Speaking.
The Reading and Use of English paper carries 40% of the total
marks, with the remaining three papers each carrying 20%. The
examination is Level B2 on the CEFR scale. An overview of the
examination appears in the Student's Book on pages 4-8.
Course components
The course comprises:
'" Student's Book with access to Online Practice and an on line
Cambridge English: First practice test
&
0
Workbook (with I without key) with Multi ROM, including
Workbook audio and access to an additional Cambridge
English: First on line practice test
Teacher's Book with Speaking DVD and photocopiable Unit
and Progress Tests
Student s Book
0
The Student's Book contains:
"' Overview of the exam
.. 12 topic-based units
@
A Review page at the end of each unit
~ Tip boxes alongside exam-practice tasks
0
Grammar reference section
Reading and Use of English
Each Reading and Use of English section provides practice
for one or several exam-type tasks from the Reading and Use
of English paper. Through the course, students develop the
vocabulary and grammar needed for the Reading and Use of
English paper Parts 1, 2, 3 and 4 and the reading skills needed
for Parts 5, 6 and 7. Reading and Use of English sections start
with a lead-in that prepares students for exam practice either
by activating existing knowledge or developing language
and skills. The exam practice task is clearly labelled and is
accompanied by a tip box with advice on how to approach
the task. These sections finish with vocabulary extension or
discussion activities (Over to You) that enable students to react
to the reading texts and activate the language covered in that
section.
All the reading passages are authentic texts, with only minimum
modifications within the guidelines for the exam. They have
been selected from a variety of sources - magazines, journals,
popular and serious newspapers - and reflect a variety of
registers and styles, ranging from formal to informal and serious
to humorous, to prepare students for the range of texts they
may encounter in the exam.
listening
Each Listening section focuses on one examination task type
from the Listening paper. Throughout the course, students
listen to a wide range of texts and learn to identify the function
and purpose of each text, recognize feelings, attitudes, opinions
and agreement between speakers and identify gist, details and
main ideas. All recordings in the Student's Book fully replicate
the actual exam. First, students hear the examiner's instructions.
Then, there is a timed pause during which students read the
listening task. A 'bleep' marks the end of the pause and the
beginning of the recording. As in the exam, the recordings
include a variety of accents. Full audioscripts including the
examiner's instructions are located at the back of the Student's
Book and in the Teacher's Book within the unit notes.
~
Overview of exam tips
Speaking
0
Writing guide with sample answers
®
Audioscripts
Each Speaking section includes practice of one or several Part
1, 2, 3 and 4 tasks from the Speaking paper. Through the course,
students gain experience in organizing individual and pair
responses and in handling different types of discourse, such
as expressing an opinion, describing, comparing and reaching
agreement. Relevant pronunciation exercises are included.
Several speaking sections include opportunities for students to
listen to examples of candidates doing a speaking task and to
compare their own ideas with those of the candidates. These
recordings replicate the exam situation, enabling students to
hear the examiner's instructions as they would be given in an
Each unit includes an introduction and review, practice for all
parts in each of the four Cambridge of English: First papers, and
additional grammar and vocabulary building activities.
intmcluction
This section presents the overall theme of the unit by
engaging students' interest in the new topic, activating general
knowledge, introducing related vocabulary and providing
opportunities for both general fluency practice and specific
exam practice for Speaking.
actual exam. Audioscripts of these recordings are located at the
back of the Student's Book and in the Teacher's Book within the
unit notes.
Writing
These sections prepare students for the Part 1 essay and the
Part 2 questions. They follow a similar procedure throughout.
First, students consider an aspect of writing such as purpose,
register, organization or content. Next, students analyse a
writing sample to inform their own work. Finally, students
complete an exam-type task using the accompanying notes to
help them. Further support can be found in the Writing guide at
the back of the Student's Book.
in each unit. These tips provide guidance on how to approach
each of the task types on the Cambridge English: First exam.
Writing guide: This guide (pages 178-184) provides a model
answer for each of the tasks in Part 1 and Part 2 of the Writing
paper with accompanying notes on how to approach each
task type and how to structure a response. Useful phrases and
expressions that students can use in their own writing are also
given.
Audioscripts: Complete audioscripts (pages 185-191) enable
students to follow the recordings or to note how specific
language items are used in context in follow-up work in class or
at home.
Grammar
Online practice .
Each grammar section focuses on at least one major area of
language. In order to exploit what students already know, an
inductive approach to grammar is taken, meaning the target
language is shown in context rather than presented explicitly.
This context might be a preceding reading or listening text or
a set of sentences. Students answer questions or do a variety of
tasks to show what they know or what they can work out about
the meaning and form of the target language. This introduction
is followed by several practice activities. Each grammar section
ends with either an opportunity for students to use the target
language in an exam-practice task or in a less controlled
speaking or writing task. The exam-practice tasks provide
students with further practice in completing Part 2 and Part 4 of
the Reading and Use of English Paper.
A unique unlock code on the card at the back of the Student's
Book gives access to Cambridge English: First Online Practice
and an on line Cambridge English: First practice test. There are
over 50 exercises which allow students to continue to develop
the language, skills and sub-skills they need for the Cambridge
English: First exam outside class time. For each part of each
paper, there are two skills-training exercises and an exampractice task.
Vocabulary
Vocabulary plays a prominent role in every unit. As well as
regular contextualized vocabulary work in the Reading and
Use of English and Listening sections, most units include two
vocabulary pages, which focus on specific topics or lexical
systems. Wherever possible, students are encouraged to use
vocabulary in both controlled and free-practice activities.
Review
Each unit ends with a Review page that enables students to
revisit key grammar and vocabulary from the unit. The Review
also includes an exam-style practice task from Part 1, 2, 3 or 4 of
the Reading and Use of English paper.
Using the Online Practice
The Online Practice can be:
* teacher managed via a free Learning Management System
(follow the instructions for Option 1 or Option 2 on the card
at the back of the Student's Book)
OR
" used by individual students for self-study (refer your students
to the instructions for Option 3 on the card at the back of the
Student's Book)
Teacher-managed Online Practice
If using the Student's Book in class, we recommend choosing
this option so you can assign exercises and tasks from the
Online Practice and the on line practice test via the free Learning
Management System (LMS), where it is easy to:
" manage what exercises and tasks your students do and when
they do them
®
Feat mes
Grammar reference: A link at the beginning of the grammar
section in each unit guides students to the appropriate sections
of the Grammar reference on pages 158-174 of the Student's
Book. Organized on a unit-by-unit basis, this reference provides
concise explanations and further examples of the grammar
points covered in each unit. This section should be regarded
as a first point of reference for students to check their answers
to introductory questions and tasks or when working through
practice exercises. It can also be used for general revision
purposes.
Overview of exam tips: This section (pages 175-177)
amalgamates the tips that accompany the exam practice tasks
see your students' results in an on line markbook so you can
identify areas of class or individual weakness, allowing you to
focus on what students really need to work on
" read, comment on and mark your students' extended writing
tasks on line with an option to return work to students for
them to improve and resubmit. A marking guide and sample
answers are provided
@
listen to, comment on and mark your students' recorded
responses to speaking tasks online
You can choose whether to assign the exercises and tasks in the
On line Practice with 'no help' (for assessment) or 'with help' (for
supported learning). For exercises and tasks you set'with help',
students are allowed to:
o
mark their answers, try anything they got wrong again, see
the correct answers with explanatory feedback
1
" look up the meaning of words in questions and texts in the
integrated on line Oxford Advanced Learner's Dictionary, 8th
Edition (this saves time and helps students improve their
vocabulary)
" read tips and strategies to help them prepare for the exam
e
0
see sample answers for the writing tasks and useful language
for the speaking tasks
If you assign exercises with 'no help', these support features
will be disabled.
You could choose the sections or exercises of the Online
Practice you wish students to do, and assign them first with
'no help'. i.e. with all support features disabled. This will allow
you to assess how well prepared your students are at any stage
of the course. You can then assign any problematic exercises
again 'with help'. i.e. with all support features enabled, so that
individual students can benefit from the learning support
features. You can assign the whole Online Practice in one go, or
a unit, or a selection of sections or exercises.
If you choose to use the LMS, we recommend following
instructions for Option 1 on the card in the Student's Book. If
you would prefer to register students yourself, you will need to
collect their cards with unlock codes and follow the instructions
for Option 2.
Self-study Online Practice
You may prefer your students to work through the material in
the Online Practice and Cambridge English First practice test
at their own pace, using the 'self-study' option. Students will
need an email address to register. They will need to follow the
instructions for Option 3 on the card in their books.
Speaking: This section contains two skills-training exercises for
each part of this paper and an accompanying speak-and-record
exam practice task for each of the parts.
Students can simply work through the material at their
own pace, or you may wish to assign specific exercises for
homework. For example, if you have focused on Reading and
Use of English Part 2 in a lesson, you might like to get students
to do the Reading and Use of English Part 2 skills-training tasks
and exam practice task for homework to further familiarise and
prepare them for that particular task type.
learning support features
These learning support features are available to students for
assignments set 'with help' or if students are using the self-study
option.
Feedback
Students get answers and explanatory
feedback on automatically marked
questions. If they can understand why
they answered a question incorrectly,
it will help them to think more clearly
about a similar question next time.
Dictionary look-up:
Allows students to look up the
meaning of words in exercises and
texts. They just type the word in the
search box and get a definition from
the OALD in a pop-up window.
Oxford Advanced
Learner's Dictionary,
8th Edition
Tips
Tips are available on how to answer
exam questions and other general
language learning topics. Students can
look at the tips before they attempt an
exercise or if they get stuck. Students
need to click 'Show Tip' on the left of
their Online Practice screen.
Audioscripts
Students can read audioscripts in
the Listening and Speaking sections
to help them understand any areas
they didn't understand when they
just listened. They can view these by
clicking the 'Audioscript' link at the
bottom of their screen.
Sample answers
Students can see sample answers in
the Writing sections. They can analyse
the sample answer and then read
comments on the sample answer
to give them a good idea of what is
expected in the exam. Students can
then improve their own answer.
Useful language
Lists of useful language are provided
in the Speaking sections. Students just
need to click the 'Useful language' link
at the bottom of their screen for lists
of useful expressions for the Speaking
exam.
For this option, students will have access to all the learning
support features (see table below), but you will not be able to
track their progress, see their results or do any marking on line.
Note! It is very important that you tell your students which
access option you want to use. For more information about
on line practice and on line practice tests and the LMS go to
www.oxfordenglishtesting.com.
Students have 18 months to complete the Online Practice and
Cambridge English: First practice test from the time they register.
Online Practice content
There are four sections:
Reading and Use of English: This section contains an exam
practice tasks for each of the seven parts of this paper preceded
by two skills training exercises for each part. There are 21
exercises in total in this section.
listening: this section contains skills-training exercises and an
exam practice task for each of the four parts of this pa per. There
are 12 exercises in total in this section.
Writing: This section contains two skills-training exercises and
an exam practice task for Part 1 and two skills-training exercises
for Part 2 plus an exam practice task for each of the five text
types that may come up in Part 2 questions: letter, email, report,
review and article.
Change your
answers and try
again
Students can click the 'Change' button
to try to do an exercise again or to
answer a question again. If students are
using the self-study option or you have
set them the assignment'with help'.
they can change their answers as many
times as they want before they submit
their assignment.
includes exercises to further extend students' vocabulary for the
Cambridge English: First exam.
There is a Multi ROM at the back of the Workbook which
contains audio material linked to the Listening sections in
the Workbook. Students can play the audio in a CD player or
on a computer. There is also a link which takes students to
www.oxfordenglishtesting.com where they can get access to a
complete, interactive Online Practice Test. The test offers:
" authentic test practice
OnUne Cambridge English: First pradke test
The unlock code that students get for the Online Practice
also includes access to a complete rn<fordenglishtesting.com
Cambridge English. First practice test. If you are using the LMS
option you can assign this test to your students as a whole
test, or by paper or part using Test mode(= 'no help'/ no key)
so that you can assess how well-prepared your students are,
or in Practice mode(= 'with help' I with key) for practice and
familiarisation with the exam task types. There is access to an
additional on line Cambridge English: First practice test with the
Workbook Packs (see below)
Teacher'§ Book
This Teacher's Book contains procedural notes and a full answer
key, including suggested answers for the activities in the
Student's Book. It also includes the audioscripts for the Listening
sections with answers in bold, as well as optional activities for
classroom use. There are twelve Unit Tests and three Progress
Tests, covering vocabulary and grammar taught in the Student's
Book, with answer keys, which can be photocopied for
classroom use.
Speaking DVD
Included in the Teacher's Pack is the Speaking DVD which
contains the following:
@
overview of the Speaking test and explanation of the format
of the four parts of the test
" an example of Cambridge English: First candidates carrying out
each of the four parts of the exam under exam conditions
'" commentary and analysis of the candidates' performance by
experienced oral examiners
@
two students carrying out a complete test followed by a
general assessment of their performance according to the
Cambridge English: First assessment criteria
Workbook Pack
The First Masterc!ass Workbook Pack consists of a Workbook of
twelve six-page units, each of which covers the following areas:
Reading and Use of English, Writing, Listening, Grammar and
Vocabulary. It is available with or without an answer key.
Each unit of the Workbook relates to the corresponding unit
in the Student's Book in both topic and content. In this way
the Workbook reinforces the grammar and vocabulary from
the Student's Book. In addition, each unit in the Workbook
~
automatic marking for instant results
9
online dictionary look-up
Information about the Cambridge English:
first exam
There is an overview of the exam on pages 4-8 of the Student's
Book.
Please go to http://teachingsupport.cambridgeenglish.org/
for up-to-date information about the exam including full exam
specifications with sample question papers, assessment criteria
for the Writing and Speaking papers and samples of graded
writing tasks.
~ntroduction
page9
. Audioscript 1·01
1 Give students a couple of minutes to look at the photos in
task 1 in pairs and match them with the statements. You
might need to explain the meaning of cheeky (disrespectful
or rude but in an amusing or playful way, e.g. a cheeky little
boy, to make cheeky comments about someone); moody
(having moods that change quickly and often, e.g. teenagers
are often moody); and easy-going (relaxed and happy to
accept things as they happen, e.g. an easy-going personality).
Before students do tasks 3 and 4, check they understand the
meaning of all the adjectives and adverbs. Ask them to rank
the modifiers in order of intensity- i.e. not at all, a bit, fairly I
quite I rather; very. really I extremely.
2
~
Underline: cheeky, confident, easy-going, moody, shy
Circle: rather, very, quite, really, fairly
3 & 4 Students' own answers.
listening Parfl: 1
page10
Th!r1kahead
Get feedback on the gap-fill from the class and ask random
pairs to justify their opinions as to why they agree or disagree
with the statements.
~
in
11 of I about
of
about; to
to
Multiple dioke
2 Draw students' attention to the Tip in the box. You might
want to check that students understand the meaning of
these words and expressions: to exchange pleasantries (to talk
to each other politely about unimportant things, especially
when meeting for the first time or before getting down
to business); scam (a dishonest way of making money by
tricking or deceiving people); dress down (to wear clothes that
are more informal than you usually wear).
Im
B
iO
c
c
B
c
A
B
A
You will hear people talking in eight different
situations. For questions 1-8, choose the best answer (A, B or
C) Question 1. You hear a man telling a friend about an email
he has received.
So tell me exactly what happened.
.
Well, I got one of those emails that looked as if it came
· from my bank. It said I was at risk of identity theft and told me ·
I had to log on and verify my account information. I was really ,
worried.
So what did you do?
Well, I was about to reply to give them the information
they wanted, but then I thought I ought to check with my
, bank first. So I rang my branch and they said they never sent
· emails like this. But it looked so realistic - it had my bank logo
on it and it had links to real websites.
I've heard of that before. Apparently, it's a very
common scam which everyone needs to be aware of.
Question 2. You hear someone talking about her first :
impressions of someone.
The first time I met Ben was at a party. We were
. introduced to each other by Charlie, a mutual friend, and we
chatted for a few minutes -you know, we exchanged the
usual pleasantries: 'Where do you live?'; 'What do you do?';
'How do you know Charlie?' - that sort of thing. Then he
started talking about his job - he seemed very self-centred
and that put me off a bit, but I didn't think much about it. A
couple of weeks later, he phoned me and asked if I'd like to
meet for a drink. I ummed and ahhed a bit and then I said,
'Yeah, why not?' So we met and he was really nice. He even
said he was sorry if he'd come over as a bit arrogant at the
party.
Question 3. You hear a conversation between a
, young man and an older relative.
I wonder if I could ask your advice.
Sure. How can I help?
Well, I'm going for a job interview next week and
I'm thinking about how to do my best. They've already got
my CV, so they know about my qualifications, and obviously
I must look my smartest at the interview and sound as
intelligent as I can.
Do you know all about the company?
Not yet, but I'll be doing a bit of research at the
weekend so that I can ask sensible questions about the kind
of work I'd be doing if I got the job.
Good idea. So what are you worried about?
I want them to see what I'm really like -you know,
· I don't want to have to pretend to be someone I'm not.
That's fine. Just be yourself. I'm sure they appreciate '
that.
Question 4. You hear someone describing how he
heard about winning a competition for a mobile phone.
Last year, I got an email telling me I'd won a mobile
phone in a competition. I couldn't remember going in for a
competition, but that didn't matter. I had to email my debit
card details so they could charge me for the cost of shipping
the phone to me. Like an idiot, I made a basic mistake by
giving them my card details and the address for the phone
to be delivered to. Needless to say the phone never arrived,
but my bank statement showed that money was being taken
out of my account.
Question 5. You hear two friends talking about
tennis.
·1 Hello, Anna! Where are you going?
To play tennis, believe it or not. Can't you tell from
what I'm wearing?
Well, you do look as though you're going to play
something, but I didn't know you played tennis.
I've only just started - I don't have my own racket
Well, you look very smart. We must have a game
some time.
Do you play tennis, then?
Yes, I do. In fact, I've been playing since I was eleven
or twelve.
2 Really? Are you a good player?
I used to be very good, but I haven't played much
recently.
Great - I'll give you a ring to arrange a time.
Question 6. You hear someone talking about a bad
experience on a social networking site.
I had a pretty nasty experience on a social networking
site. It started when I got a series of offensive messages,
. then whoever it was said they were going to pass on private
information about me if I didn't give them money. At first I
thought it might be someone in my group at college, but
I didn't recognize the information on the person's profile.
It was obviously a fake identity. I did think about going to
the police, but in the end I decided to ignore the whole
thing and not make a fuss. And fortunately, after a week or
two it stopped. So, if you want my advice, you shouldn't
put confidential information about yourself on social
networking sites.
Question 7. You hear a message on a telephone
answering machine.
Hi, Maryl It's Alice. I'm just ringing to say sorry for
something that happened yesterday. I was in town doing
some last-minute shopping and someone on the other side
of the road called my name. When I looked round, I didn't
see anyone I recognized - just a police officer and hundreds
of shoppers Anyway, I didn't think any more about it. Then,
about half an hour later, I was on the bus coming home,
when I suddenly remembered -your brother Jeremy joined
the police last year, didn't he? It must have been him who
; called to me, but I just didn't recognize him in his uniform.
Please apologize to him for me when you see him. Thanks.
Bye.
Question 8. You hear a politician talking about his
appearance.
Mali If you want my opinion, I think appearance is very
important if you want to convince people that you're a
serious politician. That's why I always wear a suit and tie
if I'm on official business - especially if I'm in a meeting,
being interviewed on television, or talking to members of the
public. I know there are politicians - especially the younger
ones - who think it's cool to dress down -you know, jeans,
open-necked shirt and trainers, but for me that's just too
: informal. Of course, at home with my family, I dress informally,
too, but never when I'm at work. It projects the wrong image.
Over to you
3 Students' own answers.
Grammar (1)
page11
Modai verbs of obligation
1 Before students do these tasks, encourage them to look at
the section on modal verbs of obligation in the Grammar
reference on page 159 to revise and refresh their memories.
2
4
6
7
5
OJ
u
u
.
(D
2
OJ
mD
I'll have to
You'll have to (Note: Must can refer to the present or the
future so it is not absolutely necessary to change answer d
to represent the future.)
You won't have to
OJ
::J
n
(D
OJ
::J
Q_
Q_
(D
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3
OD
Different: First option means there is no obligation - it's a
matter of choice. Second option is a prohibition - dressing
up is not allowed.
Same meaning: There is no obligation, it is not necessary,
Slightly different: First option is personal - the speaker
thinks this. Second option is external - someone else
thinks this.
4
fim
In both sentences there is no necessity to hurry because there
is plenty of time; but in sentence a the speaker knew there
was plenty of time so did not hurry, whereas in sentence b the
speaker hurried but later found it had not been necessary to
hurry because there had been plenty of time.
There was plenty of time so I didn't need to hurry (and I
didn't).
There was plenty of time so we needn't have hurried (but
we did).
C: It has been claimed that 'bin diving' is a common way for
thieves to get information. In an extensive survey, a credit
checking agency examined the contents of 400 rubbish
bins.
B: All it takes is one dishonest employee and people can
say goodbye to their hard-earned cash.
D
5
~
both possible
needn't
mustn't
both possible
should
both possible
' must
should
must
need to
will have to
had to
Over to you
6 & 7 Students' own answers.
Word building
4
dm
unqualified
finance
Reading and Use of English
e impersonator f thief
Part 5
Over to yolll
page12
Think ahead
1 Check students understand the meaning of identity theft
fraudulent
immigrants
retirement
organization
5 Students' own answers.
(using someone else's name and personal details in order
to gain access to resources or to obtain credit and other
benefits in that person's name).
Grammar (2)
Ask students how they think criminals can steal other
people's identities (for example, over the internet).
1 Before students do these tasks, you can encourage them
Present tenses
to look at the section on present tenses in the Grammar
reference on page 159 to revise and refresh their memories.
Alternatively, you could ask them to try to complete exercise
1 and 2 first and then to refer to the Grammar reference to
check any points they are unsure about.
2 Check students understand what a fraudster is and, if
necessary, explain that it comes from fraud, the crime of
cheating somebody in order to obtain money or goods
illegally; a fraudster is a person who pretends to be somebody
he or she is not in order to trick or cheat people.
lm
~
Mr Bond wasn't a fraudster; he was the victim of identity
theft.
Identity crime is increasing.
Exam practke: Multiple choke
are shopping
contain
use
C: they are fraudsters who prey on people's good nature
D: Away from people who knew him, Mr Bond's reputation
was based solely on the contents of a police file.
D: all an unscrupulous thief needs to start using a person's
name is a few snippets of information
buy, sell
~
a, b (present continuous)
c, e (present simple)
d (present simple)
the box.
~
is booming
2
3 Before students do the task, draw their attention to the Tip in
Before students read the text, you may like to check that
they understand the meaning of these words: crook (a
dishonest person or criminal); prey on (to take advantage of
or hurt someone, particularly when that person is smaller or
weaker than yourself); booming (successful and fast growing);
foolproof (it's impossible for this not to work): unscrupulous
(having no scruples (principles), prepared to behave in a
dishonest or unfair way to get what you want); snippet (a
small piece of something); impeccable (without mistakes or
faults); benefit fraud (when someone tries to get additional
financial support from the government that they are not
entitled to); bin diving (looking through someone's rubbish
bin to find information about them).
pa 9e14
3
mD
1 'I live in Madrid.'This suggests the speaker thinks of this as
being a permanent situation.
2 'I'm living in Madrid.'This suggests the speaker thinks of
this as being a temporary situation.
1 'Shh! Can't you see I'm watching the news?'This is
happening at the moment of speaking. The Shh!
emphasizes that this is a current action.
2 'These days I'm watching a lot of documentaries.'This refers
to an ongoing, temporary action happening 'around now'.
1 'They always forget my name.' Th is is a statement of fact
relating to a routine occurrence.
2 'They're always forgetting my name.'The use of the
continuous form shows that the routine occurrence
happens too often. It may imply that the speaker is
annoyed.
4
~
I have
She understands
< What exactly do you mean?
I believe
Adverbs
5
~
Present simple: every day; every so often; most weekends;
never; occasionally; often; rarely; sometimes; twice a week;
usually; today
Present continuous: at present; at the moment; currently; now;
this week; today
6
~
,; Every day I Every so often I Most weekends I Occasionally I
Sometimes /Twice a week I Usually, I wear bright clothes.
I never I occasionally I often I rarely I sometimes I usually
wear bright clothes.
I wear bright clothes every day I every so often I most
weekends I occasionally I sometimes I twice a week.
At present I At the moment I Currently I Now I This week I
Today, I'm wearing bright clothes.
I'm wearing bright clothes at present I at the moment I
currently I now I this week I today.
~
noun+ noun
verb+ noun
verb + preposition
adverb +verb
2
~
Act suspiciously; conceal your true identity; confidential
information; judge somebody by their appearance; peer
pressure
The words close, cover, friend, perform and rank from list A do
not combine with any words in list B.
Exam pradke: Muitip~e-choke doze
3 Before they start the task, draw students' attention to the tip
in the box to remind them that it is best practice to read the
text first to get the general idea before they start looking at
the questions.
imD
1 B
A
D
B
A
D
'C
c
Over to you
4 Suggest that the students approach the discussion questions
by first considering which groups in society often have to
wear uniforms - e.g. school children, soldiers and other
members of the armed forces, nurses, flight attendants,
servers in some fast food restaurants, etc. - and what purpose
the uniform might serve in each case.
QJ
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u
.
([)
QJ
QJ
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Over to you
7 Students' own answers.
Reading and Use of English
Part 1
p;ige1s
Exam skms
1 Explain to students that becoming familiar with common
word combinations or collocations is an important aspect of
becoming more proficient in English and will contribute to
their success in different exam tasks. Tell them that extensive
reading is the best way to develop familiarity with common
collocations and to expand vocabulary in general. As you go
through the answers to task 1 with the class, try to elicit other
common collocations with the words in the examples, e.g.
other collocations with friend - an old friend a close friend, a
best friend, a loyal friend; other collocations with mutual- a
mutual benefit, a mutual advantage, a mutual acquaintance, a
mutual feeling; collocations with fake - a fake smile, a fake tan,
a fake passport; collocations with identity- a sense of identity,
mistaken identity, etc.
Vocabuiary
:J
D...
page16
D...
([)
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rt
rt
Parts of the body
Let students use a dic.tionary as necessary and check their
answers in pairs or groups as they work through these
vocabulary exercises. When feeding back on the answers
with the class, check students are aware of the correct
pronunciation of all the body parts: of note are the silent'w'
in wrist and the pronunciation of thigh
~
A forehead
eye
cheek
mouth
chin
neck
knee
shin
ankle
toes K shoulder t elbow
M chest
fingers
wrist
palm
stomach
Fi waist S hip
thigh
calf
2 You may need to explain that the verb to stub is usually only
found in the expression to stub one's toe, meaning to hurt
your toe by accidentally hitting it against a hard object, and
in the phrasal verb to stub out a cigarette I cigar, meaning to
stop a cigarette from burning by pressing the burning end
against a hard surface.
~
shoulders
toe
elbows, head
palms
wrist
knees
'<
Seeing verbs
Audioscript l 002
3 If students are confused about the difference between
gaze and stare, you can explain that whilst both mean to
look at someone I something for a long time, when you
stare at someone I something you are likely to have a hard,
fixed expression and be either very curious, trying to look
threatening or in the grip of some strong emotion - e.g.
Don't stare at people, it's rude, the two boxers tried to stare each
other down; she stared at the advancing tiger in horror; whereas
when you gaze at someone I something, your expression is
usually softer and you are often either admiring someone I
something or absent-minded and thinking about something
else - e.g. She gazed admiringly into his handsome face; I was
gazing out of the window instead of listening to the teacher.
!Im
looks, staring
watching
Look
d notice
gazed
see
4 Tell students to discuss the question and then compare their
ideas with the explanation on page 153 in the Student's Book.
Speaking Part 1
rage11
Think ahead
Remind students that Part 1 of the Speaking test is an interview
with the examiner, during which candidates have to give
personal information about themselves and talk about past
experiences, present circumstances and future plans.
"**'1'1ID~
Clothes: Do you like to dress up for special occasions? What kind
of clothes do you feel most comfortable in? /-/ow important are
clothes to you?
Education: What are you studying? Where do you study? What
was your favourite subject at school?
Family and friends: Do you have brothers and sisters? What do
you enjoy doing with your family? When do you spend time with
friends?
Free time: How often do you go to the cinema? What was the
last film you saw? What sort of music do you enjoy listening to?
Work: What do you do? Where do you work? What do you enjoy
about your job?
2&3
Students' own answers.
Good morningl My name is Gail Evans and this is
my colleague John White. And your names are?
My name is George Pappas.
My name is Adriana Calligaris.
Can I have your mark sheets, please? Thank you.
• Where are you from, George?
I'm from Patras - it's a fairly large town in the south
west of Greece.
And you?
I'm from Granada.
First, we'd like to know something about you. What
do you enjoy doing in your spare time, George?
I read quite a lot, but I'm also very keen on all kinds
of sport. I play football, basketball and tennis, so sport takes
most of my spare time.
And Adriana?
I like sport, too.
Do you play any sports?
I used to play tennis.
George, who do you spend your spare time with?
My team mates if there's a match or a practice. I spend
the rest of my spare time with college friends or my family. I
have two brothers and a sister and we all get on very well.
Tell us something about one of your close friends.
OK. My best friend is called Anatol. We're in the same
· class at college, but we've been close friends since we were
about 12. Actually, we have completely different characters.
I'm sociable whereas Anatol's rather shy- especially with
people he doesn't know well. When I first met him, he
· seemed very unfriendly, but now we get on extremely well.
Adriana, I'd like to ask you about your clothes. What
• kind of clothes do you feel most comfortable in?
T-shirt, jeans and trainers.
Are there occasions when you wear smart clothes?
Yes, there are.
When was the last time you wore smart clothes?
Last weekend.
,.. ,,,'"''""·~" George, do you ever wear smart clothes?
Yes, sometimes, for example for special family
occasions like weddings, and for interviews. But I prefer
T-shirts and jeans like Adriana.
Thank you.
4 Direct the students' attention to the Tip in the box to help
them answer this question. They should hopefully have no
problem in recognizing that George gives better answers
than Adriana. This is because he replies in full sentences
each time and extends his answers to give the examiners
additional useful information; for example, after he's told
the examiners that he's from Patras, he adds that this is a
fairly large town in the south west of Greece. Adriana, on the
other hand, restricts herself to brief answers with minimum
information and therefore doesn't help to develop the
conversation in any way.
fiW#©!1<.i$ !j ~Jt31MtimnlJ
8
The first candidate, George, gave better answers. He gave
fuller, more detailed answers than the second candidate,
Adriana, who gave very short answers. For example, compare
the following answer to the examiner's question: Where are
you from?
George: I'm from Patras - it's a fairly large town in the south
west of Greece.
Adriana: I'm from Granada.
Oli
The words are stressed because they are the most important
words in the replies. f\Jote that the stress falls on the syllable
in the word which is normally stressed, not the whole word e.g. CA-su-al.
Exam practice: Sh{llrt ex(hanges
9 Remind the students to adhere to best practice when
5
~
a fairly large
quite a lot, but, very, so
very well
d but, close
Actually, completely, rather
but now
sometimes
6 Make sure the students understand that 'giving fuller answers'
involves both speaking in full sentences and giving additional
information beyond the bare minimum.
tt@Z>imtmn1>i!AH•J.1
I feel most comfortable in a T-shirt, jeans and trainers for
most of the things I like doing, but I prefer to wear smart
clothes for special occasions.
Yes, there are, for example if I go to parties or if it's a special
family occasion.
Last weekend - we had a big family celebration for my
father's fiftieth birthday.
7 Students whose native language is not stress-timed (for
example, speakers of French, Spanish, Italian, Cantonese
and Mandarin) may find it challenging to identify sentence
stress. If they are struggling, you can stop the recording after
each question and answer and repeat the answer yourself,
stressing the appropriate word (in bold in the audioscript) in
a slightly exaggerated manner to help them identify it.
Audioscript 1·03
''"'""'"'''"'' What did you do last weekend?
I went to the cinema.
How long have you been studying English?
I've been studying English for four years.
How do you spend your spare time?
I swim quite a lot.
Who do you spend most of your spare time with?
I spend most of my spare time with my friends.
t'":rrwr;,""· What kind of clothes do you like wearing?
I'd have to say casual clothes.
Tell us something about one of your close friends.
My best friend is called Antonio.
OD
years
Audioscript 1°04
Where are you from?
Describe the area where you live.
Tell me some of the things you enjoy doing with
your family.
Do you have any holiday plans for next year?
What did you do on your last birthday?
What is your favourite way of travelling?
Writing Part 1 - Es§ay
page1a
QJ
"O
"O
Think ahead
swim
friends
casual
best
.
(D
1 Remind students that in Writing Part 1, there is only one
QJ
possible question which they have to answer, whereas in Part
2 they can choose between five different questions.
Sentence stress
;,;; cinema
asking and answering the questions with their partner
and to answer in full sentences, giving additional relevant
information beyond the bare minimum where possible.
When feeding back on the pairwork, elicit the different
reasons why each of the people in the photographs wears a
uniform for work.
OJ
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QJ
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rt
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A uniform allows others to see what each of these people
does.
Police officer: to show rank and instil respect I fear
Nurse: for protection and also to help patients to recognize
them
Airline pilot: to instil confidence in passengers
Traffic warden: to justify him I her looking at vehicles
Fast food worker: for protection and so that customers
know who to talk to if they need something
Postman: so that people recognize who the person is when
they open their door.
A uniform gives people status and ensures that their
function is recognized by the public and their peers.
Some people may enjoy wearing a uniform because they
feel it makes them look good I smart and invests them
with a certain authority. People may show more respect
to somebody wearing a uniform. Wearing a uniform can
also give people a sense of belonging and of pride in being
part of an organization.
15
'<
Exam skms
2
m:i
This piece of writing is an essay, so the students are writing
for a general audience and should employ a relatively
formal and neutral tone.
In this type of essay question - sometimes known as a 'for'
and 'against' essay, it's important that students address
both sides of the argument, not just the side they agree
with. The essay should include an introduction, followed
by the arguments for and against the wearing of uniforms
in different jobs, giving reasons in each case. It should end
with a conclusion in which the writer can give their own
opinion.
3
However, uniforms have disadvantages for some people.
They make everyone look the same (4) because I so that
people cannot express their individuality in the same way as
if they were wearing clothes they had chosen themselves. A
more serious problem may be for soldiers who are fighting.
Their uniform gives the enemy a clear target and may
(5) actually I probably cost soldiers their lives.
In my experience, I have found that people in uniform
are often given more respect than people in ordinary
clothes. (6) For instance I An example, it would be difficult
for someone in ordinary clothes to arrest another person.
(1) In conclusion !To end with, I would say that there are
certain jobs for which wearing a uniform is necessary.
6
m!
this
For example
Other
so that
tim
u
c
(()
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u
c
(()
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m
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o._
Q_
ro
A Quite interesting, but not appropriate as an introduction an introduction introduces the key ideas to be discussed in
the body of the essay and does not go straight into details
on a particular point, as this answer does. This would be
better as a paragraph in the body of the essay.
Opening with a question makes this paragraph quite
interesting, but as it continues it becomes too descriptive
and specific for an introduction. It then rambles and
becomes unfocused.
Inappropriate because it is too personal and informal.
D Interesting and appropriate. It introduces the subject
economically and makes two or three interesting points:
uniforms are everywhere I worn for work I no choice for
the wearer
The most suitable is paragraph D.
actually
For instance
In conclusion
Essay
7 Encourage students to refer to the Writing guide on page
178 before they begin to plan and write their essay. Stress
the importance of planning the essay properly in advance.
Having a clear idea of what points you want to cover in each
paragraph is the main key to success in essay writing.
Before they start writing, ask students to check that their
essay plan contains an introduction, a 'for' paragraph with the
most important reasons in favour of wearing smart clothes
and an 'against' paragraph with the reasons why this could
not be a good thing. The final paragraph should conclude
by giving their own opinion supported by their reasons for
it. Normally, writers present the opposing argument, the one
they don't agree with, in the first part of the essay.
4
£iDl
Yes. The writer has:
·agreed with the statement
• referred to uniforms as helping us to identify people
• referred to uniforms as means of protection
• included ideas of their own: the disadvantages of uniforms I
uniforms conferring respect
Unit 1 Review
1
mD
A point
B considering
C contacted
A employed
5
lim
The most common reason for (1) this I which is that uniforms
allow wearers to be seen and identified by the public.
(2) For example I Like, if you are visiting someone in hospital,
you need to know who is a nurse or doctor and who is an
ordinary member of the public.
Another I Other reasons
include protecting wearers from danger or disease, for
example fire fighters at a blaze, or nurses working in a
hospital.
16
page20
Crest
D clothing
7 C early
D market
2
~
don't I do not have to go or needn't I need not go
mustn't I must not take
needn't have I need not have hurried
mustn't I must not tire yourself out
didn't have to I did not have to send her an email or didn't
I did not need to send her an email
3
d3D
I'm expecting
!:i normally works, he is visiting
( Do you have, I'm trying
I don't usually like, I'm reading, I'm enjoying
flows
You may like to give students the UnitTest on pages 87-88 for
this unit.
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DJ
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DJ
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Introduction
Exam practice: Multiple matching
1 Make sure students are clear what jobs or activities the
people in the photos are doing (see below) before they
discuss their ideas in pairs or small groups.
3 Direct students' attention to the Tip before they start
reading the text. Ask them to locate the key words in 1 to
start with (complete and education) and then refer back to
the previous exercise for the synonyms. You may like to
check that students understand the meaning of get away
with in 2 (to manage to make a mistake or do something
bad without being criticized for it or suffering any negative
consequences).
POSSIBLE ANSWERS
Top left to bottom right:
a Photo 1: gymnast - flexibility, athleticism, competitiveness
Photo 2: surgeon - excellent hand-eye co-ordination,
knowledge about anatomy, precise focus
Photo 3: model - good looks, tall and slim, poise
Photo 4: singer - good voice, ability to perform for others,
memory for words in songs
Photo 5: teacher - presentation skills, knowledge of
subject, empathy for students
Photo 6: museum tour guide - presentation skills,
knowledge of art, enthusiastic personality
b Students' own answers.
(/)
Reading and Use of English
Part7
Exam skills
1 This section helps students prepare for Part 7 of the Reading
and Use of English paper, which involves locating specific
information in a text. These activities develop students' ability
to identify and match synonyms and paraphrases, which will
help them to complete Part 7 task types more quickly and
easily.
ma
a accidentally: by chance, unintentionally
b ability: skill, talent
c currently: presently, these days
d cover (sth) up: conceal, hide
e participate: be involved, take part
f pressure: demands, stress
2
ma
left school; was expelled from school; didn't finish school;
dropped out of school (do not provide this unless students
come up with it)
7 had classes I lessons; was taught by somebody (do not
provide this unless students come up with it)
18
Encourage students to read the whole text through once
quickly to get the general idea. You can perhaps ask them to
tell you what is extraordinary about each of the four people.
Remind students to use the synonyms and paraphrases of
the key words they have underlined to help them do the
exercise.
Words in the text that you might want to check students
understand are: autism (a social disability, when a person
doesn't develop the communication skills necessary to be
able to interact normally with other people); painstakingly
(very carefully, taking a lot of time and effort); improvise
(when actors or musicians perform without fixed text or
music but make it up as they perform it); recall (remember);
and jaw-dropping (very surprising and impressive - literally
making a person's mouth drop open in amazement).
ma
C: A high-school dropout ...
2 A: He does occasionally play the wrong note, but because he
is able to improvise, he can cover it up without anyone even
noticing.
3 D: Eskil is well aware of the risks involved in what he does.
4 B: He acquired these skills after years of practice ...
5 A: Derek Paravicini was born blind, with severe learning
difficulties and autism. He has limited verbal skills, poor shortterm memory and cannot read even Braille ... at nine, Derek
gave his first of many major public performances.
6 C: Ron says the key to his training is to be distracted while
memorizing things; this gives his brain incredible focus.
For example, to become the USA Memory Champion he
memorized cards while snorkelling.
7 A: Adam painstakingly taught Derek how to play properly ...
8 D: He performs all his feats without a safety net or harness.
9 B: His ambition was to become a professional bee-keeper but
instead he ended up becoming an academic.
10 C: Ron currently teaches memory techniques to people all
over the United States.
Ptu·a$al verbs: turn
li We can use managed to or succeeded in in sentence b
because the sentence refers to a specific event in the past,
although the verb following succeeded in would need to
take the -ing form:
The doctors managed to save the woman's life.
The doctors succeeded in saving the woman's life.
We can use managed to or succeeded in in sentence c
because the sentence refers to a specific event in the past,
although the verb following succeeded in would need to
take the -ing form:
After five hours, the firefighters managed to put out the fire.
After five hours, the firefighters succeeded in putting out the
fire.
4
OD
5
b 6
3
4
2
Over to you
5 Students' own answers.
Grammar (1}
pa 9e24
can, be able to
1 Encourage students to refer to the appropriate section of the
Grammar reference on page 160 for help with these tasks.
fim
<>
Derek Paravicini is not able to read even Braille, but he has
an amazing talent; he is able to play any piece of music
after only one hearing.
He was able to play a toy organ when he was two.
2
OD
'" There is no infinitive form of can.
tr There is no present perfect form of can to talk about ability.
6
i3D
" didn't succeed in finding
wasn't able to complete I do I finish
succeeded in passing
ill managed to break in I enter
was(n't) able to swim
f managed I has managed to get
~i wasn't able to fall
ll succeeded in opening I uncorking
Have I Haven't (you) managed to lose
3
mi)
a He can run 100 metres in just over twelve seconds.
When I was younger, I could run up a hill without getting
out of breath.
c They had eaten such a big breakfast that they couldn't
finish their lunch.
He could probably touch his toes if he lost weight.
;;: Even if I'd been stronger, I couldn't have lifted those heavy
weights.
It is not possible to use could or couldn't in sentences c, d, f
and i.
couldn't find
!] couldn't sleep
ii couldn't finish
h could open
could swim
Over to you
8 Students' own answers.
4
Reading and Use of English
i1m
Part 2
It is not possible to use could in sentence c, because could
refers to a general ability in the past, whereas were able to
refers to a specific event in the past. In sentence c we are
talking about a specific event in the past, not a general ability
in the past.
Other ability structures
5
page2s
Exam skills
1 Tell students that it will help them to save time in the
matching task if they check they understand the exact
meanings of the three possible titles and compare the
differences between them before they read the text.
You might want to check that students understand the
meaning of determines (decides or influences).
~
~
We can use the past forms of manage to and succeed in for
sentences band c.
We cannot use managed to or succeeded in in sentence
a because this sentence refers to a past, ongoing habit
(smoking). Managed to or succeeded in refer to a specific
event in the past, when something became possible.
2 Students' knowledge of grammar and syntax should help
them choose the correct answers from the alternatives. For
example, for question 1 the syntax of the sentence indicates
that a verb is needed in the gap. This - and the knowledge
that everyone takes the singular rather than the plural form of
How different learners learn best
the verb - will guide students to the correct answer, which is
has.
mD
~
has 2 there 3 an 4 Because
to
1 order
however 9 what ·rn many
good II cheaper
younger; cleverer d the unluckiest
e better ·~ hotter g more difficult
less I more legibly
i easier .i faster; sooner
need
Exam pradke: Open doze
3 Read the Tip with the class before students start the exercise.
It reminds them to look at the words before and after the
gap to help them decide what part of speech - verb, noun,
adjective or article - is needed. You might also want to
check that students understand the meaning of visual stimuli
(things which 'stimulate' the vision - i.e. cause it to react).
~
'i a
if I when
i while I whilst
5
that I which
to
be
5 rather
6 for
6 To help students sort out this list of modifiers, you could
present the key below as a table under three headings 'no difference', 'a small difference' and 'a big difference'.
£iD
no difference: just (as ... as); no
a small difference: a bit; a little; slightly
a big difference: far I by far; much; a lot; not nearly (as ... as);
considerably
Over to you
7
Over to you
f#MM:fi.jj@el41~f:M\llil
4 Students' own answers.
My brother is taller than me but not as tall as my husband. I
don't think my brother is as witty as I am, because he does
not value sense of humour as much as I do. We both had a
lot of education, but I studied harder than him at school and
at university. I think I am kinder than my brother, and he is a
little bit moodier than I am, but he is more sociable.
Grammar (2)
1x1ge26
Comparatives and superlatives
1 Ask the students to read the text quickly the first time and
tell you the three main changes in classrooms between now
and a hundred years ago (answer: the average class size is
smaller, teachers are less strict and there are more subjects on
the curriculum). Then give them more time to read the text in
detail and discuss other changes mentioned.
2 Encourage students to refer to the appropriate section of the
Grammar reference on page 161 for a review of comparative
and superlative structures.
~
as big as; higher; stricter; more severe; less extensive; as
effective as; the most interesting
3
£§1
longer, the longest I shorter, the shortest
larger, the largest I later, the latest
' flatter, the flattest I thinner, the thinnest
heavier, the heaviest I funnier, the funniest
more important, the most important I more independent,
the most independent
cleverer, the cleverest I narrower, the narrowest
better, the best I worse, the worst
ll better, the best I worse, the worst
more quickly, the most quickly I more carefully, the most
carefully
4
~
The adjective or adverb takes its basic form - e.g. as quick as,
as quickly as I as beautiful as, as beautifully as.
Speaking Part 2
pag"n
Exam skms
1 The tasks in this section prepare students for Part 2 of the
Speaking paper of the exam. Candidates are put in pairs,
and each candidate is given two photographs to talk about
(making a comparison between the two) for one minute. The
candidates also have to answer a question from the examiner
about their partner's photographs.
The purpose of this first exercise is to remind students of
what they have to do for Speaking Part 2, so tell them they
need to listen carefully.
~
a Each candidate is given two photographs.
Each candidate has to talk about his I her own photos for
about one minute.
Next, each candidate answers a question about the other
candidate's photo.
1 Audioscript 1·05
El!ami11e1· In this part of the test, I'm going to give each
of you two photographs. I'd like you to talk about your
photographs on your own for about a minute, and also
to answer a question about your partner's photographs.
George, it's your turn first. Here are your photographs. They
· show people studying in different places. I'd like you to
compare the photographs and say how you think the people
feel about studying in these different places. All right?
2 Before students start the speaking task with their partner,
Contrasting words
remind them that this activity is all about making
comparisons, so it is a good idea to begin by making a
mental list of all the obvious similarities and differences
between the two photographs to serve as a basis for
discussion.
Words which give
more information
Monitor students as they do the task without interrupting,
and give feedback to the class at the end.
Words which
express a
preference
but, however, The main difference
between ... ,unless, whereas, while
and, also, because, in addition
I'd prefer to do ... than, I'd much
rather ... , I prefer to do ... than ...
I I prefer doing ... to ... , /find ... ,
I imagine that ... , Personally
3 Before you play the recording, elicit a few examples of each
type of word expression from the class - e.g. contrasting
words: but, however, while; words which give more
information: and, also; and words which express preference:
I'd prefer to, I'd rather.
ma
Contrasting words
Words which give
more information
but, The main difference between ... ,
unless, whereas, while
and, also, because
Words which
I'd prefer to do ... than ... , I find ... ,
express preference I imagine that ... , I'd much rather ... ,
Personally
Audioscript 1·06
George In this picture the students are studying in a lecture
hall - probably in a university or college. In the other picture
the students are studying in a classroom. The lecture hall
is much bigger than the classroom and there are many
more students in the hall than the classroom. Some of the
students have to sit a long way away from the lecturer
whereas in the classroom they are a lot nearer. The main
difference between the two places is that you can ask the
teacher questions in the classroom, but you can't interrupt
a lecturer if there is something you don't understand. I
imagine that the students who are in the lecture hall feel
less involved than the ones in the classroom because they
are just listening and taking notes while in the classroom
the students would feel more involved because they can
participate in the lesson and do more active activities, like
speaking for example.
Examiner Thank you. Adriana, which of these places would
you prefer to study in?
Adriana I'd much rather study in a classroom than in a lecture
hall. Personally, I find it hard to hear and see if I'm in a big
room, so unless I'm sitting right at the front I find it difficult
to follow what the lecturer is saying and I switch off. And
of course if you switch off you could miss something really
important. I also find sitting still for an hour very difficult, and
just listening and taking notes is boring. In the classroom you
can move about and there is the opportunity to work with
other people.
Examiner Thank you.
Pronunciation
5 Before they listen, remind students that the most heavily
stressed word in each sentence will be the one which is
important for the message the speaker wants to get across.
For example, the point that the first speaker wants to make
is not just that the lecture hall is bigger than the classroom,
but that it is much bigger: much is therefore likely to be the
stressed word.
ma
a much
b nearly
c just (an alternative stress pattern could be to put the main
stress on the word spefn
d considerably
Audioscript 1·07
The lecture hall is much bigger than the classroom.
Teachers aren't nearly as strict as they used to be.
It's just as hard to spell a word in English as to pronounce it.
Class sizes are considerably smaller these days.
6 If students seem very unsure about which words should
be stressed here, remind them that the objective of these
sentences is to compare two things. The most important
(and therefore most heavily stressed) words will relate to the
comparison. Here the important thing for the speakers is not
the quality itself (the adjective) but the extent of the quality
(the modifier). Get students to compare answers.
7 Students should listen and compare their answers, then listen
again and repeat.
mD
a bit; lot
b nearly; far c just; far; much
d no
Audioscript 1·08
My sister's only a bit older than me. She's a lot cleverer than
me, though.
This car's not nearly as expensive as that one. And it's far
cheaper to run.
This lecture is just as hard to follow as yesterday's. Physics is
by far the most difficult subject I've studied. It's much harder
than chemistry.
Italian is no more difficult to learn than Spanish.
4
Long turn
mD
8 Students' own answers.
The words and expressions in bold are in the audioscript.
Ones not in bold are additional alternatives.
21
Writing Part 2 ~ letter I emaU
pagew
6
~
Think ahead
Give students a short time to discuss the questions in pairs
before getting some feedback from the class. Most students
will probably say that the majority of their correspondence
is via email, so ask them how much of this is informal
correspondence with friends and how much of it is formal I
official. Say that the language of formal correspondence by
email is similar to formal letter writing; however, the language
of informal correspondence with friends will be more like
spoken language.
Exam sldUs
INF: Best wishes; Cheers; Good to hear from you!; Hello; Hi!;
Hiya!; How are things with you?; Jo; Thanks for your email; You
asked me about ...
F: Best wishes; Dear Sam; Dear Sir; I'm (I am) writing to ... ;
Regards; Thank you for your email of 7517 2; Yours sincerely;
Yours faithfully; Jo Hunter (Ms)
7
~
a snack
attempted
c therefore
d sent you a text message
e to inform you
because
returned home
Ii I do apologize
2
8
(3D
In the reply, you need to:
·say what happened to you last night
·provide an excuse for not showing up (and apologize)
·say when you would like to meet up I reschedule the meeting
!CID!
3
9
(311
Ol2I
Although both emails give a full response to Charlie's
message and answer all his questions, the first reply (on the
left-hand side of the page) is more appropriate because it is
written in an appropriate style for an email between friends.
The other answer is far too formal for an email to a friend, and
the format I layout is more appropriate for a formal letter.
My boyfriend refuses to back down even when he knows
I'm right.
I wish people wouldn't eat at their desks. I just can't put up
with it.
c I wish you wouldn't put me down in public - it's really
embarrassing.
d I bumped into someone I was at school with yesterday.
Have you heard about Tim and Jan? They've called off their
wedding!
·r My grandparents brought up five children on a very low
income.
formal and informal language
4
mD
INF
b F
INF
cl F e; F
INF
INF
rt
INF
5
OD
The informal features included in the first email are:
•short sentences, e.g. No, nothing's wrong! (Note: exclamation
marks are more likely to be used in informal writing.),
instead of: In your email you enquire whether anything is
wrong and in response I must assure you that no, nothing is
wrong.
• contractions, e.g. nothing's wrong instead of nothing is wrong
·phrasal verbs, e.g. held up
·omitted words (e.g. pronouns), e.g. Sorry about last night
instead of I am sorry about last night
•the use of very simple words or slang, e.g. 'cos instead of
because
22
The second email uses delayed instead of held up and arrive
instead of get in because held up and get in are phrasal verbs
and therefore preferably not used in formal writing.
31
Meanmngs of get
10
ilm
Underline in the first email: get in, got changed, get you on, get
it, got there
Formal equivalents in second email: get in= arrive home,
got changed= changed, get you on =contact you on, get it=
receive, got there = arrived
Exam pradke: EmaH
11
mD
Talk about your classes+ say whether your classes are
interesting+ describe the things you do in your classes+
say whether you are learning a lot from your classes.
b Sam is the target reader, and because he I she is your
friend the style would be informal.
d Students' own answers.
Reading and Use of English
listening Part 2 .page31
Part 3
Think ahead
page3o
Exam ski~I$
1 The ability to recognize and form different parts of speech
from root forms is an important aspect of students' language
development and a skill that is tested in Part 3 of the Reading
and Use of English paper.
OD
2 Tell students that for Listening Part 2 tasks, they should also
a noun because it follows an article
b a verb because it follows a pronoun and is followed by a
relative clause
~ an adverb because it is describing the action of the verb in
the phrase'pass the ball'
an adjective because it describes the type of person you
need to be to get to the top in a sport
2
rm.D
height
1 To help students deduce what the title of the article might
mean, tell them that the prefix hyper is of Greek origin and
means'over' or'in excess' /'too much': for example, a hyperactive
person is someone who is overactive and can never sit still or
relax. From this, they can deduce what hyper-parenting might
mean: parenting taken to excess in some way.
disagree
~
skilfully
ambitious
3
OD
-al arrival, refusal
-ance performance
-er employer, performer, worker
-or predictor, protector
-ion prediction, rejection, protection, completion
-ation expectation, information
-ity prosperity
-ment employment, improvement
4 Draw students' attention to the Tip and say that a good title
for the text would be one that summarizes the main idea
or topic. This text deals with the material rewards of being
a sports star, where these rewards come from and also the
pressures, so a good title might include these ideas.
Exam practice: Word formation
5
4m
1 competitions
entertainment
i3 famous
argument
disagree
sponsorship ,5 hardly
Over to you
6 Students' own answers.
unable
try, as this question asks, to predict what kind of information
might go in the gaps.
~g1is1;:JMf41@~tpJ:i:f"'I
swimming lessons
2 stress
3 many I both
4 a healthy diet/ healthily I well
S sick/unwell
clubs I activities
a few
neglecting I failing
the independence I the responsibilities
'!O fun I relaxation
Exam practice: Sentence completion
3 Direct students' attention to the Tip before you play the audio
and tell them to look through the gaps in the text one more
time to decide what kind of information they need to listen
for. Their predicted answers to 2 will help them to have a
clear idea about this.
ma
basketball
stress
middle-class
the right foods
;; (frequent) headaches
6 clubs I private-sector extra-curricular activities
1 four (4)
letting down
the freedom
(free) play
Audioscript 1·09
You will hear a man talking about'hyper-parenting'.
For questions 1- 10, complete the sentences with a word
or short phrase. You now have forty-five seconds to look at
Part 2.
Prese!'llte~ Life for Cathy Hagner and her three young children
is set to permanent fast-forward. Their full school day and her
9 a.m.-2 p.m. job are busy enough. But it's at 4 p.m., when
, school is out for the day, that the pace really quickens.
· Cathy frantically drives Brendan, twelve, and Matthew, ten,
: from soccer field to basketball court while dropping off
• eight-year-old Julie at piano lessons. Often, the exhausted
family doesn't get home until 7 p.m. - just in time for a quick
: supper before the children have to do their homework.
23
rt
Q)
ro
::J
rt
(fJ
' Cathy, who lives in a small town outside Buffalo in New York
State, acknowledges the stress such a way of life causes the
whole family and has wondered whether it is worth it. But
she defends herself by saying that she knows lots of families
, whose children do even more than hers do.
This is the world of hyper-parenting. A world in which
middle-class American - and, increasingly, British - parents
treat their children as if they are competitors eternally racing
towards some unidentified finishing line. A world in which
children are rushed from activity to activity in order to make
their future CVs as impressive as possible. A world in which
' raising the next top sportsperson, musician, artist, whatever,
has apparently become a more important goal than raising a
happy, well-balanced child.
US child psychiatrist Or Alvin Rosenfeld, co-author of Hyper-
i
i
structured activity. She sums up: 'Everyone wants their child
to shine, but going to art or jazz classes is not necessarily
· any more beneficial than giving young children time and
' freedom to play by themselves. Or just to sit and think:
Adjective prefixes: extra!' hyper, over,,, under
4 Ask students which prefixes indicate 'more than' or 'in
excess' (extra, hyper, over) and which indicate 'less than' or
insufficiency (under)
You can also tell them that the prefixes hyper and over usually
have negative connotations. They indicate that the excess
is negative in some way- for example, to be hypersensitive
is to be too sensitive and touchy, and to overdo something
is to do it too much. Extra, however, means 'beyond' in the
sense of'outside' and has neutral or positive associations - for
example, extraordinary means out of the ordinary and has
positive connotations.
Parenting. Are You Hurting Your Child by Trying Too Hard?,
explains why hyper-parenting has become such an issue. He
'. says, 'Parents have been led to believe that they can somehow
: programme their children for success if only they do all the
right things. It starts even before they are born, when pregnant
women are warned of dire consequences if they don't eat the
right foods. Then, they are told that playing a baby Mozart
. could speed its development, so they play Mozart and it just
goes on from there. It's a very winner-takes-all view of society
• and it's making a lot of parents - and children - very unhappy.
Childhood expert, William Doherty of the University of
Minnesota, informs us that doctors across the country are
reporting a growing trend in children suffering frequent
headaches due to exhaustion and stress.
In the UK, too, GPs and child experts are reporting similar
symptoms of stress. With two working parents now the
. norm, many children have to go to clubs at the end of the
school day through necessity. But competitive pressures are
also fuelling an explosion of private-sector extracurricular
activities, including sports, language, music and maths
. classes for children as young as four.
'. PyschiatristTerri Apter admits that there is definitely a new
· parenting trend under way which says that parents have
to uncork all their child's potential at a young age. They
are concerned that they are letting down their children if
they don't. She goes on to say that it isn't an entirely new
phenomenon, that there have always been pushy parents,
but that what was previously seen as eccentric behaviour was
now much more the norm. Mothers see their children's friends
doing lots of extra-curricular activities and they believe they
have to follow suit. It all becomes very competitive.
Terri Apter has seen at first hand the harmful effects of
hyper-parenting. She is currently studying a group of British
: and American eighteen-year-aids, many of whom are having
enormous difficulty adjusting to the freedom of college life.
She explains that a lot of them are so used to having their
time completely filled up by their parents that when they
leave home they lack the most basic self-management skills
and simply don't know what to do with themselves.
The answer, she says, is for parents to lighten up and take a
' sensible middle road - allowing time for free play as well as
24
OD
hyperactive; extracurricular; overindulgent; overoptimistic;
overpopulated, underpopulated; overpriced, underpriced;
hypersensitive, oversensitive; overstaffed; understaffed;
extraterrestrial; overused, underused; overvalued, undervalued
5
«m
<i
hyperactive
understaffed
overindulgent £ hypersensitive
extraterrestrial
Unit 2 Review
page 32
~
magicians
.5 athletic
:.! known
variety
throughout
performance
dangerous
celebrity
2
~
Could
!:I didn't manage
succeeded
haven't managed
Can I Can't
didn't manage to I couldn't I weren't able to
could
succeeded
3
I'm
out
back
down
to
e into
up
You may like to give students the Unit Test on pages 89-90 for
this unit.
Introduction
mobile phone, more than an hour, more than two hours,
etc., and write the number of students in each category on
the board. The students could then decide as a group if they
think the class as a whole has a 'digital addiction' problem or if
a percentage of the class does.
page33
1 Before students start discussing the questions in pairs or
small groups, make sure they recognize the central action of
each photo. (Top left to bottom right: photo 1, using a games
console; photo 2, sending text messages; photo 3, working
late; photo 4, surfing the internet; photo 5, buying shoes I
shopping; photo 6, making coffee.)
Exam practice: Multiple choke
(3D
2
a The unit title Compulsion refers to activities that people
can't stop doing. The photographs show activities which
people can get addicted to.
All of these activities are potentially addictive. Addictive
behaviour has a range of consequences for the person
whom it affects - for example on their health and, in the
case of an addiction to shopping, their finances. Addiction
often leads to a breakdown in the addicts' relationships
with family and friends.
4iD
2
lfl@J>'f1!:j§!f/41gi'bifJ!A§*'
Some people are thrill-seekers - they want to try out
new things. Such people may do something once for the
thrill, but may find they continue doing it until it becomes
a dominant part of their lives because they become
addicted, first to the thrill and then to the habit or drug.
Even though they may not continue to enjoy doing it,
they may be unable to stop. Certain people are genetically
more inclined to develop addictive behaviour. Others may
seek to use drugs to escape problems in their lives.
1:i Education can play a big part in helping young people
avoid addiction by making them aware of the dangers of
certain activities and explaining why they should avoid
doing things to excess. They should be made aware that
there are alternative ways to deal with problems and I
or better ways to experience thrills. Counselling services
should be offered to those who are genetically inclined
to develop addictive behaviour, and addicts should
be helped to recognize that they have a problem and
provided with guidance on how to change their habits or
lifestyles.
listening Part
page34
Think ahead
1 You could either get the students to discuss the questions
about their own use of digital technology in pairs or small
groups, or you could address them as a class. For example,
you could ask students to raise their hands if they spend
more than half an hour a day talking to friends on their
c
A
4
B
'.J
A
c
B
Audioscript 1·10
You will hear part of a radio phone-in programme
on the subject of people's use of digital technology. For
questions 1-7, choose the best answer (A, B or C).You now
have one minute to look at Part 4.
In this evening's programme, we're starting
with a subject which has got many of you worried. We'll
be discussing young people and digital technology. It's
something that worries not only parents but young people
themselves. On our studio panel, we have Evan Matthews, a
child psychologist, Joanne Carter, a secondary school head
teacher, and Liz Winslett, who has three teenage children and
is a student counsellor. Our first caller this morning is James
Benson. What is your question, James7
Thank you. I'd like to ask you what you think about my
parents' recent behaviour. They're getting more and more
obsessed about the amount of time I spend with what
they call my'virtual friends'.
Hi, James. Can you tell me who these friends are?
They're mainly people I've met on social networking
sites.
Ewm And how much contact do you have with them7
Well, on a normal day, I'll update my status as soon
as I wake up. Then I'll check to see if anyone's sent me any
messages on my mobile.
And how long does that usually take?
About five minutes if I have to reply to any messages.
What about later in the day?
Well, if I don't have to go to college, I'll spend a
couple of hours chatting to friends in the morning and
· maybe another two in the evening.
Hmm, that does seem rather excessive.
I suppose so, but it's what I'm used to. But actually,
what Mum and Dad really object to is seeing me texting my
friends - especially at mealtimes. They say it's rude and antisocial.
And what do you think?
I just think it's completely normal for people of my age.
How many texts do you send a day7
n
0
3
u
c
CJ)
0
::J
James About fifty or sixty.
fomme OK - and do you understand why your parents are
getting so annoyed?
-'~1m!> Not really. It's just a bit of fun. I think adults take these
things too seriously.
Can I ask you, James, do you have any other interests
outside your virtual world?
J;imes No, not now. I used to play tennis with my dad most
weekends. But he always seems too busy these days.
Pifesente1· OK, James, I think we get the idea of what your
life is like. I'd now like to ask our panel to comment on what
they've heard. Can I start with you, Evan?
Evan OK, James. I have to say I have great sympathy with
your parents and completely understand their point of
view. They feel they're losing you to your virtual friends. My
advice to you would be to spend less time on your phone
and try to spend at least a couple of hours a day when you're
not at college doing things with real people.
Presenter Thank you. Joanne?
Jo@n11e Here's what I suggest, James. First, I think you should
accept that you have an addiction, then I suggest you try to
cut back your contact with digital friends by a few minutes
every day, so that by this time next year your life is more in
balance. Try to get back to playing tennis with your dad like
you used to. And try to spend more time with real people you'll soon get used to it. You won't lose any genuine friends
and you won't have your parents nagging you all the time.
Preseii~!!r Thanks. And lastly, Liz Winslett.
Uz Right, James. I imagine your addiction is probably a very
temporary one. I would guess that in a month or two you'll
get bored with your virtual life and just slip back into your old
life- that's if my own son's experience is anything to go by.
In other words, I think you're going through a phase.
Prese!ll:er Thank you all very much - and thank you, James,
for your intriguing question.
J;i1m~$ Thanks.
t1 Sentence 1 refers to an ongoing habit. Sentence 2 refers to
a past habit that is no longer relevant.
Sentence 1 refers to an ongoing habit (I'm accustomed to
doing this). Sentence 2 refers to a developing habit
used to and would
3
im
a used to I would
d used to I would
used to " used to
used to I would
We can use used to to talk about habitual I regular actions or
states in the past that are now finished.
We can use would to talk about habitual action:;; in the past,
but not to talk about past states.
4
mD
Sentences a and c could take would as well as used to
because they refer to habitual actions rather than permanent
states. (Note: for sentence c would smoke means they smoked
sometimes, e.g. at parties or after dinner - not all the time.)
5 Students' own answers.
6 For a, encourage students to talk about what used to happen
in the past (but doesn't now) and what they are used to (as in
'accustomed to') doing, comparing these with the ongoing
changes they are getting used to.
For b, students should talk about the changes they would
and wouldn't find it easy to get used to.
Grammar (2)
Ccnmtab~e and uncountable nouns
1
(3D
Over to you
Countable: adults, things, parents, point of view, phone
Uncountable: fun, sympathy, advice, time
3 Students' own answers.
2
Grammar (1)
page3s
ilm
Habits and typical behaviour
1 Encourage students to attempt the exercise and try and work
out the answers to anything they don't know before they
look at the Grammar reference on page 162.
o:D
any time
any time
any time
!\i past
past
past
e future
2
OD
a Sentence 1 refers to a past habit, which is now over (I don't
do this any n1ore). Sentence 2 refers to an ongoing habit
(I'm accustomed to doing this).
Only used with countable nouns: many, a few, few, several
Only used with uncountable nouns: not much, a little, little
Used with both: all the, some, most of the, enough, a lot of,
plenty of, no, none of the
3
mD
a bit of: advice, clothing, equipment, fruit, furniture,
information, music, news, paper, research, luck
a box of: clothing, equipment, fruit, matches, paper
a glass of: milk
a piece of: advice, clothing, equipment, fruit, furniture,
information, music, news, paper, research
a sheet of: music, paper
a stroke of: luck
a word of: advice
an item of: clothing, equipment, information, news
4
@1,11:1@'41&-iMii\l;fi
chicken: Each of the chickens has laid an egg. I Shall we have
chicken or fish for dinner?
chocolate: Chocolate is too sweet for me. I She bought herself a
box of chocolates.
exercise: I try to do exercise every day. I Swimming is an
excellent form of exercise.
experience: People learn best from experience. I I had a
frightening experience last night.
language: I'm very interested in everyday language. I My
1
~
The writer feels a bit defensive about the fact that the reader
might laugh at him I her, proud that he I she has the addiction
under control at the moment and also a bit smug that he I she
doesn't put on any weight even when he I she eats a lot of
chocolate. He I she is also determined to keep up the addiction.
2 Students' own answers.
Phrasal verbs
3
father speaks six lcmguages.
light: You can see light through the trees. /The car hasn't got its
lights on.
noise: There is a lot of noise in the city. I There are many
~
cut down: reduced
turns off: disgusts
get by: survive
putting on: gaining
light up: shine
give up: stop
(Note: hooked on is also a phrasal verb meaning 'to be very
enthusiastic about something'.)
different kinds of noises.
room: Is there enough room for us all? I The hotel hos over a
Phrasal verbs with give
hundred rooms.
time: I never hove enough time. I How many times have we
4
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done this before?
~
4;6
b 5
( 1;7
5
Cupcakes are something mothers make for their children and
are a reminder of childhood for many people.
Exam practice: Open doze
6 Students will encounter this type of open cloze task in Part
2 of the Reading and Use of English paper. Encourage them
to look at the words on either side of each gap to help them
determine what part of speech the missing word is likely to
be.
You might want to check that students understand the
meaning of get hooked on (a more informal expression which
means 'to get addicted to') and buttercream (a kind of icing
for cake made from butter and icing sugar).
a
2 like
into
~
3
5
OD
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2
to
all
used
back
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give (it) back
b giving up on
!'. giving away
n
d give in
0
3
giving out
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c
(f)
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Pronunciation
6
~
The main stress is on the particle in phrasal verbs. In threepart phrasal verbs the main stress is on the first of the two
particles.
give in
give out
give away
give back
would
Over to you
7 Students' own answers.
7
Vocabulary
page37
Think ahead
Check students understand the meaning of the title: confession
(something wrong that people admit to doing), chocoholic
(somebody who is obsessed with eating chocolate).
O])
When a pronoun is inserted between the phrasal verb and
the particle, the main stress is on the particle.
When a noun is inserted between the phrasal verb and the
particle, the main stress is on the noun.
(Note: three-part phrasal verbs are not separable.)
27
Over to you
Audioscript 1·12
I really ought to give it back.
I really ought to give the DVD back.
One of the supermarkets is giving them away.
One of the supermarkets is giving free samples away.
3 Students' own answers.
Vocabulary
page4o
Adverbs
Over to you
1 Before students read the article, check they understand
8 Students' own answers.
the meaning of superstition (a belief which is not based on
human reason or scientific knowledge, but is connected
with old ideas about good luck, magic, etc.). Check students'
understanding of the meaning of the extract by asking
these questions: What superstitions does the narrator's sister
have? (she won't walk under ladders and she won't open
an umbrella in the house) What about the narrator's brother?
(he touches wood for luck) How does the narrator feel about
people who are superstitious? (it's understandable because it's
a natural human characteristic)
Reading and Use of EngUsh
Part 6 pa<Je3s
Exam skills
1 This section develops the skills students need to tackle the
long gapped text task found in Part 6 of the Reading and Use
of English paper. To be successful in dealing with this type of
task, students need to understand how texts are constructed
and recognize the ways in which different elements cohere
to create meaning. This first exercise works at sentence level
and involves students finding corresponding elements in
order to match pairs of sentences. Tell students that the
matching elements could be the content - the sentences are
obviously talking about the same thing - or it could be the
grammar and syntax, but it is more likely to be both.
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i.i
5
b 3
6
!!
2
f 4
Exam pradke: Gapped text
2 Before students begin the task, you may like to check that
they understand the meaning of these words: override (to
take control of something); to coin (to invent a new word or
expression); distress (feelings of great worry or unhappiness);
endorphins (chemicals produced in the brain which stop the
feeling of pain); tolerance (the ability to be affected by a drug
or by difficult conditions without being harmed); get a kick
outofsomething (to get feelings of pleasure from something)
imD
G: With a negative addiction, on the other hand ... contrasts
with the previous section, which describes the effects of a
positive addiction.
Z E: Steve, a personal trainer, used his work to mask his
secondary addiction. This links with Whatever workout my
client was doing, ....
3 F: The thrill from the exercise is the thing, ... links back to
body image isn't so central in the previous sentence.
A: five times the amount (of endorphins) links back to the
body produces endorphins in the previous sentence.
5 C: the thrill con never quite compare with that achieved by
taking drugs is followed by the example ofTony, who took
drugs doily for almost a decode.
6 D: there's on underlying unhappiness links with the sentence
that follows: If they haven't sorted out the reasons for this
state ....
Sentence B is not used.
2 Students' own answers.
3
mD
Four adverbs of manner: clearly, accidentally, dramatically,
honestly
Two comment adverbs: amazingly, fortunately
Two focusing adverbs: even, only
Two frequency adverbs: never, always
An adverb of degree: really
4 Since the order of adverbs in a sentence is not covered in the
Grammar reference, you might like to revise this topic with
the class before students attempt the exercise. Try to elicit the
rules from the students based on the examples in the text.
Adverbs of frequency come before the main verb (e.g. We
always made sure ... ) except ifthe verb is be, in which case
they come after it (e.g. We were never allowed.)
Comment adverbs usually come right at the end or right at
the beginning of a sentence (e.g. Fortunately, his predictions
never came true. I His predictions never came true, fortunately.).
Adverbs of degree come before the adverb or adjective
they modify (e.g. To make sure they do really well ... ); but if
they modify a verb, they can come either before or after it
(I strongly agree. I I agree strongly.)
Adverbs of manner and focusing adverbs can come both
before and after the verb in a sentence depending on what
the speaker wants to emphasize (e.g. clearly remember, which
could also be remember clearly; and occidentally broke a
mirror, which could also be broke a mirror accidentally).
ma
a Sadly, my sister failed her driving test last week. I My sister
failed her driving test last week, sadly.
If someone sneezes, people often say, 'Bless you!'.
I completely agree with you. I I agree with you completely.
cl I hurriedly checked my email before I left for work. I
I checked my email hurriedly before I left for work.
e Surprisingly, I found out later that you'd been trying to
phone me. I I found out later that you'd been trying to
phone me, surprisingly.
f I only know his name and nothing else. I I know only his
name and nothing else.
5
POSSIBLE ANSWERS
a early I on time
b politely I correctly I naturally I normally I responsibly
c quietly I politely I slowly
d remembering people's names
e the Earth is flat
f a famous writer
Speaking Part 3
1 This section practises Part 3 of the Speaking paper. This
consists of a two-way conversation between candidates,
during which they have to demonstrate not just their ability
to speak but also manage to keep a conversation going.
ma
a Two minutes
b They are on a committee which has been asked to come
up with ideas for stopping young people from smoking.
c (Written prompts) Suggestions and a question to answer.
d Talk about the advantages and disadvantages of the
suggested ways of getting people to stop smoking.
Audioscript 1·13
Examiner Now, I'd like you to talk about something together
for about two minutes. I'd like you to imagine that you are on
a committee which has been asked to come up with ideas
for stopping young people from smoking. Here are some of
the suggestions and a question for you to discuss. First you
have some time to look at the task.
Now, talk to each other about the advantages and
disadvantages of each suggestion.
2
ma
a Yes, they talk about them all to some extent.
b Yes. The examples they give are: raising the permitted
age for smoking to 20; banning adverts which show
good-looking people smoking and looking happy; health
campaigns; putting health warnings on cigarette packets;
offering medical alternatives such as patches that you stick
on your arm or special chewing gum; electronic cigarettes.
c The examiner ends the discussion by saying 'thank you'.
Audioscript 1-14
Sophie I think these are all really good ideas, so let's take them
one at a time, shall we?
Christian OK. Well, for a start, I think they should raise the
price of cigarettes. That way young people would probably
smoke less.
Sophie We don't want them to smoke less. We want them not
to smoke at all. If it was up to me, I'd raise the smoking age
to twenty.
Christian Twenty? I'm not sure about that. You might stop
young people from buying cigarettes, but if you did that,
they would just get their older friends or even their parents
to buy cigarettes for them. They do that now, don't they?
Sophie That's true. What about banning advertising? Do you
think that would make a difference?
Christian Yes, it might. Seeing pictures of good-looking
people smoking and looking happy must make smoking
very attractive to some young people.
Sophie Yeah, so if we stopped them from seeing those
images, it might help.
Christian The other thing I think they should do is have an
advertising campaign to show people how smoking can
damage their health.
Sophie They've tried that before, haven't they, and they found
it didn't make much difference. It's like the health warnings
on cigarette packets which say things like 'Smoking kills'.
They don't seem to stop people smoking.
Christian You're right. I think they tried it with teenagers - and
teenagers do all kinds of things that damage their health and they don't seem to care. What they should do is have a
campaign in every primary school.
Sophie You're probably right- it's definitely worth a try and
we've got to try everything. Do you think providing people
with alternatives would be a good idea - such as patches
that you stick on your arm or special chewing gum?
Christian Anything's worth a try. Have you heard about
electronic cigarettes?
Sophie Yes, that's a really weird idea, isn't it?
Christian Yes, it is, but I know someone who tried them - and
it's worked quite well so far.
Examiner Thank you.
3
ma
a The candidates have to decide on two ideas which that
would be most likely to succeed in stopping young people
from smoking.
b one minute
Audioscript 1·15
Examiner Now you have about a minute to decide which
two ideas would be most likely to stop young people from
smoking.
29
4
6
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They decide on a health campaign in primary schools, and a
complete ban on cigarette advertising.
The expressions the candidates use are shown in bold in the
audioscript below. See also the table for exercise 5.
Audioscript 1·16
Audioscript 1.17
Well, they're all quite good ideas, aren't they?
Yes, but we've already decided that raising the age
when people can buy cigarettes won't work, haven't we?
Yes, they'll just get other people to buy them. We
need to think of a way of stopping young people actually
· wanting to smoke in the first place.
That's true, but the thing is that all the ideas have
been tried before, haven't they?
Yes, but something needs to be done, doesn't it?
Christian You're right - they've got to do something.
So, can we decide on two ideas?
Shall we suggest a health campaign in primary
schools and a complete ban on cigarette advertising?
OK! That sounds sensible.
Thank you.
Now, I'd like you to talk about something together
for about two minutes. I'd like you to imagine that you are on
a committee which has been asked to come up with ideas
for stopping young people from smoking. Here are some of
the suggestions and a question for you to discuss. First you
have some time to look at the task.
Now, talk to each other about the advantages and
disadvantages of each suggestion.
I think these are really good ideas, so let's take them.
one at a time, shall we?
C!uistia11 OK. Well, for a start, I think they should raise the
price of cigarettes. That way young people would probably
smoke less.
We don't want them to smoke less. We want them not
smoke at all. If it was up to me, I'd raise the smoking age to
twenty.
Christian Twenty? I'm not sure about that. You might stop
young people from buying cigarettes, but if you did that,
they would just get their older friends or even their parents
to buy cigarettes for them. They do that now, don't they7
That's true. What about banning advertising? Do you
think that would make a difference?
Yes, it might. Seeing pictures of good-looking
people smoking and looking happy must make smoking very
attractive to some young people.
Yeah, so if we stopped them from seeing those
images, it might help.
Chr~5ti;:m The other thing I think they should do is have an
advertising campaign to show people how smoking can
damage their health.
They've tried that before, haven't they, and they found
it didn't make much difference. It's like the health warnings
on cigarette packets which say things like 'Smoking kills'. They
don't seem to stop people smoking.
Cluusfozm You're right. I think they tried it with teenagers and teenagers do all kinds of things that damage their health
- and they don't seem to care. What they should do is have
a campaign in every primary school.
You're probably right - it's definitely worth a try, and
we've got to try everything. Do you think providing people
with alternatives would be a good idea - such as patches
that you stick on your arm or special chewing gum7
Anything's worth a try. Have you heard about
electronic cigarettes?
Yes, that's a really weird idea, isn't it?
Oiristi;m Yes, it is, but I know someone who tried them - and
it's worked quite well so far.
re~a:rmmf"r Thank you ... Now you have about a minute to
decide which two ideas would be most likely to stop young
people from smoking .
5 Elicit an example of each type of communicative structure
from the class before asking students to do the task.
Emphasize that being able to use structures like these to
manage a conversation is important for success in this part of
the exam.
You may prefer to let students use the audioscript at the back
of the Student's Book to identify the words and expressions
for this activity.
Function
Example
From the recording
Making
suggestions
How about ... ?
Let's take them ...
I think we should ... What about ... ?
Shall we suggest ... ?
What they should do is ...
Giving
opinions
I think they should ...
I think ...
The other thing I think
they should do is ...
If it was up to me, I'd ...
Asking for
opinions
What do you think? Do you think that would
make a difference?
Do you think ... ?
Agreeing
OK
That's true.
You're right.
You're probably right.
Disagreeing
I'm not so sure.
I'm not sure about that.
Expressing
certainty
I'm absolutely sure
that ...
... it's definitely worth a
try, and we've got to try
everything.
Anything's worth a try.
Giving
examples
for instance
It's like ...
. . . such as ...
Well, they're all quite good ideas, aren't they7
Yes, but we've already decided that raising the age
, when people can buy cigarettes won't work, haven't we?
Yes, they'll just get other people to buy them for
. them. We need to think of a way of stopping young people
' actually wanting to smoke in the first place.
That's true, but the thing is that all the ideas have
been tried before, haven't they?
Yes, but something needs to be done, doesn't it?
You're right - they've got to do something.
So, can we decide on two ideas?
Shall we suggest a health campaign in primary
, schools and a complete ban on cigarette advertising?
OK! That sounds sensible.
Thank you.
Exam pradke: Collaborative task
7 Draw students' attention to the Tip before they start the
task and remind them that, for this part of the exam, the
way they interact with their partner is as important as how
they express their own views and opinions. It is important
to demonstrate that they are really listening to what their
partner is saying and respond appropriately.
Writing Part 2 - Artide
JJage42
Think ahead
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on the train I bus, in the bath, when they are relaxing, in
doctors' and dentists' waiting rooms
b It may depend on whether they are interested in the
subject, whether the writing style is accessible, or on how
well the article is presented on the page.
2
~
Your favourite hobby; something you are 'crazy about'.
First of all the editor of the magazine inviting articles, but
in the end the readers of the English-language magazine.
Quite informal: the article is probably intended for young
people - it is a light-hearted subject and the title 'I'm just
crazy about .. .'is an informal expression.
3
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by talking enthusiastically about the subject from a
personal point of view
b Students' own answers.
i: informal; personal; serious; yes
paragraph 3
extreme adjectives such as: fantastic, terrifying
Creath1g interest
4
lm
Essential features of an article title are a, b, d and e.
5
~:fll:il!\!4U0W@:J>i1
This title is quite bland, although it might attract someone
who wants to start sky-diving.
b This title is the most likely to make someone want to read
the article, because it creates an element of mystery. It
gives no idea of what the article is going to be about, but
suggests that it is something unusual. Readers may be
curious to find out what it is about.
This title might attract the attention of people because of
its conversational style.
This title suggests something that is serious, dense and
possibly dull.
6
iN@J;.$1m@i\fMW.im!l@11"1
This is a less interesting opening sentence.
This sentence immediately engages the reader by asking a
dramatic question.
This is less inclusive and so might not attract as many
readers.
This might attract people because of its inclusivity.
(")
0
3
Exam practice: Artide
-0
7 Before students make their notes, encourage them to refer
(J)
to the section of the Writing guide about writing articles on
page 182.
O:@JS'.Wlltj,\1~,..wum!t
Scuba diving - opens up the underwater world; you can
see wonderful animals and plants; keeps you fit; great if
you love the water; takes you to interesting places; requires
a'buddy'.
Reader is likely to be a youngish person who is interested
in underwater sports. Style is quite informal.
Introduction - brief introduction to concept of scuba
diving and why I 'always wanted to do it'.
Paragraph 1 - nature: underwater world becomes open to
the diver and the flora and fauna of the underwater world
are fascinating and often new; travel to exciting locations.
Paragraph 2 - health reasons, e.g. keeping fit; good for destressing.
Paragraph 3 - social: you have to have a 'buddy' to dive
with; dive in groups; meet divers in other countries.
Conclusion - a reminder of how it all started, i.e. refer back
to when I 'always wanted to do it'.
c
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Unit 3 Review
page44
1
(3D
from
out
of
in
does
because
after
7 with
2
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2
1' 5
4
e 3
3
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no
a bit
a little
None of
a piece
d plenty
a few
most of
You may like to give students the UnitTest on pages 91-92 for
this unit.
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women will be able to have children without them) What is
Alpha Centauri? (the star system that is closest to Earth)
Introduction
1 Before you ask students to discuss the photos in pairs or small
groups, make sure they understand what is meant by'role' in
this exercise - i.e. you want them to think not just about what
relationship the people in each photo have with each other,
but also the position or purpose of each person within the
relationship. What does each person expect of the other? Is
the relationship equal or unequal?
If you think the students might not be able to easily identify
the roles in the photos, elicit from or tell the class what each
pair of people are meant to be. Note that the description
given of these roles is from a Western-European cultural
perspective and may differ slightly in other social and cultural
, contexts. Just as the roles may differ in different social
contexts, so might the extent to which they have changed in
recent years.
POSSIBLE ANSWERS
Top left to right:
Teacher and student: an unequal relationship based on trust
within an educational setting, in which the teacher has a
duty of care to the student; the teacher has an element of
authority over the student.
Parent and child: an unequal relationship based on deep love
and care; the parent has responsibility to care for the child.
Husband and wife I partners: an equal relationship with
joint responsibility as spouses I partners and maybe also as
parents.
Bottom left to right:
Manager and employee I boss and worker: an unequal
relationship; the boss has some authority over the employee.
Friends: an equal relationship.
Nurse and patient: an unequal relationship: the nurse has the
knowledge the patient needs; the nurse has a duty of care to
the patient.
2 Students' own answers.
Reading and Use of English
Parts
Think ahead
1 Check students understand the meaning of these words
and phrases: set sail (start a journey); crew (group of people
who work on a ship, aeroplane, spaceship, etc.); artificial (not
natural); interstellar (amongst the stars).
Check students understand the meaning of the extract by
asking these questions: Who will be on board the spaceship?
(women only) Why won't men be required? (because the
POSSIBLE ANSWER
b A single-sex crew might miss the company of the opposite
sex and the distractions they can provide, and a single-sex
environment would be very unnatural. A single-sex crew
may squabble without the balance provided by the other
sex. There may be times when the women would benefit
from masculine thinking patterns, physical strength and so
on. It would be boring being in a single-sex environment.
Children need both sexes to influence their development.
Exam practice: Multiple choice
2 This exercise involves reading for detail so allow plenty of
time for it. Before they begin, make sure students understand
the rubric and the multiple-choice questions. You may like
to check that the students understand the meaning of
these words: tensions (bad feelings between people); remote
(distant I isolated), accomplish (finish); colonization (when a
group of people settle in a new area); constraint (restriction);
adjust to (become accustomed to); sustain (keep going),
monogamy (the practice of having only one wife or husband
over a period of time); morals (ethics I socially acceptable
ideas), far-fetched (unlikely).
ml
C: The family has the kind of natural organization and
motivation to deal with the tensions which are likely to
characterize space trips ... .
2 D: ... spacecraft size is no longer the constraint it was,
making it possible to take ordinary people such as midwives,
electricians and cleaners.
3 A: Whenever colonization is done on Earth, it is always by
people looking for a better life.
4 C: Starting with a population of childless married couples also
works best on board a spaceship because it will give the initial
crew a few years to adjust to their new surroundings without
the distraction and responsibility of taking care of children.
5 A: Designing morals for people on such a fantastic voyage
is problematic because people on Earth would have little
influence once the crew was on its own.
6 B: Experts predict that such a space mission will take place
within the next hundred years.
Collocations with have and take
3
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a have children b take care of children
c take the opportunity to d take place
33
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have b take
have I take
take
( have
e having
f have
Over to you
This time next week I'll be sitting on the beach.
b By this time next year I'll have finished my exams.
This time next year I'll be living in Spain.
In five years' time I'll have started up my own company.
5
bound to/ likely to
11
6 Check students understand the meaning of these structures
a Suitable people: doctors, nurses, midwifes, teachers,
by writing these examples on the board: Susie is unlikely to
get married and Susie is bound to get married. Ask students in
each case if you should buy Susie a wedding present (in the
first case, the answer should be 'no' because if something is
unlikely it probably won't happen; in the second case, the
answer is 'yes'. because if something is bound to happen then
there is no doubt it will occur).
builders, farmers, scientists, etc.
Personal qualities: determination, bravery, sense of
adventure, sense of humour, ability to work as part of a
team, etc.
Students' own answers.
Grammar
tl@}."£1hlU!t~
P,a9e4{!
The future
1 Encourage students to refer to the appropriate section of the
Grammar reference on page 164 for help with these tasks.
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(})
6
f 3
2
2 Encourage students to read through the text quickly,
ignoring any gaps. Check that they understand by asking
these questions: Where are Sue and her husband planning to
travel to7 (Paris.) What are they going to do there? (Go to a jazz
concert.)
~
0
,_
~
I start I I'm starting
2 're having I 're going to have
3 're going to start I 're starting I start
4 'II get up I 're going to get up
5 leaves
'II stop
7 'II drive I 're going to drive
8 'II take
9 'II probably go
Hl 're catching
11 'II send
12 Are you doing I Are you going to do
My brother's likely to be working abroad I unlikely to be
rich.
b He's bound to be looking for a better-paid job.
7
fm
During the economic recession, many jobs disappeared from
industries traditionally dominated by male workers. It may be
that women, who traditionally work in health care, education
and other service industries, will take the lead in the labour
market.
Exam practk~: Open doze
8 Ask students to read the text quickly, ignoring the gaps.
Check they understand it by asking these questions: Why is it
likely that men will be taking a more active role in looking after
the family in the future? (because more women will be going
out to work) Why might the number of women in the workforce
soon overtake the number of men? (because many of the jobs
that have disappeared since the last economic recession
were traditionally held by male workers)
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on
does
3
Over to you
s:nm1:01.nwmm
9
I'm going to check his I her mobile phone messages.
I'm sorry, but I'm staying with my aunt and uncle then.
( I'll do the decorations if you like.
.'1J
Future contii'U.llOU§ and future perfect
4
~
2
34
3
has
or
will
least
such
i\ who
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Students' own answers.
The traditional thinking is that women are better in the
caring professions - perhaps because they are used to
acting in a motherly way.
listening Part 3
Pronundation
1
lt3ll
adventurous conservative conventional I
unconventional extraordinary fashionable imaginative
norrmal strange surprrising traditional unusual
2 Students listen and check.
Audioscript 1·18
adventurous conservative conventional
unconventional extraordinary fashionable imaginative
normal strange surprising traditional unusual
3 Elicit from the class what the common theme in all the
photos is (parents I adults looking after children) before
asking them to do the task. Students should use the
adjectives from 1 to describe the photos and their reactions
to them and compare their ideas with a partner. Encourage
them to consider the roles illustrated by the photos, as
discussed at the beginning of this unit.
m;;@~$1hJYl4J~ti!@4;1
All the photos are of parents and their children. I really like
the first photo because everyone looks so relaxed. The first
and second photos are of fathers with their children, and
the other two are of mothers with their children. They all
show normal situations, rather conventional, although the
man carrying the baby in the second photo may be a little
untraditional for some people.
4 Students' own answers.
Exam practice: Multiple matching
5 Direct students' attention to the Tip before they start the task
and remind them that it is essential to spend time reading
the instructions and options carefully. Check that they know
how many options are not needed (three). The first time
you play the recording, remind students to listen for general
understanding and make a note of key words. Encourage
them to make their first choice of answers before you
play the recording a second time. At the second listening,
students should be listening out for the key words associated
with the options, especially the ones they are least sure
about. After the second listening, students should make their
final choice of answers. If they really don't know an answer,
they should make a guess; this is preferable to leaving an
empty space on the answer sheet, which they should take
care never to do.
H
A
F
B, D and G are not used.
c
Audioscript 1·19
pageso
You will hear five short extracts in which people are '
talking about bringing up children. For questions 1-5, choose
from the list (A-H), what each speaker says. Use the letters
: only once. There are three extra letters which you do not
need to use. You now have thirty seconds to look at Part 3.
l I'd say that men and women are as good as each
other at looking after children and loving them. I grew up
without my dad around. At the time it seemed normal
,
· enough, but now I have kids of my own, I realize that mothers ;
and fathers help us in different ways. As a dad myself, I know
there's a bond between children and their dads that's just as
important as having a mum around, and from experience I'd
say that only a man can really do that job.
If you're thinking about the day-to-day care of
: children, I'd say that fathers and mothers can be equally
: successful. I know several families where the mother is the
main breadwinner and the father looks after the kids - and it
works perfectly well. But I'm sure that the physical relation
: between a baby and its mother creates an emotional tie
which there's no substitute for, and of course this won't
change because men will never be able to have children.
Mothers and fathers are different and always will
be, but both are essential. It's far too much work for one
person to look after a family on their own, so it's important '
for the father to help out right from the start. The key thing is
to always put the interests of the children first. I know that I
have a special relationship with them as a mum, but I can see
that my kids need their dads around, too.
The idea that men are worse at looking after
children is rubbish. Dads can do everything just as well as
mums. Women are only better at childcare because, at
the moment, they spend more time with their kids than
men do. It's like my mum - she doesn't understand how to
use email, but if she worked in an office like me she'd know
exactly what to do - it's just a question of familiarity.
5 When I was a kid, my father made more effort
to spend time with us than most fathers would have
done, which wasn't what real men were supposed to do.
Whenever he wasn't at work, he dedicated all his time to
me and my sisters. Other than my mum, people didn't really
recognize how special he was. My father wasn't like everyone
else, so people just ignored him. Nowadays, most men are
involved with their kids like he was.
6
4m
a bond between children and their dads - an emotional
connection
This bond may be different from the bond between
children and their mums because it is usually mums who
stay at home with children.
day-to-day care of children - looking after children in every
way, every day: feeding them, keeping them safe, getting
them up and ready for bed, nurturing them, changing their
clothes, nappies, etc.
35
""'I
0
ro
(f)
, the main breadwinner - the person in the family who earns
the most money
Yes, there can be other breadwinners.
!l an emotional tie - a link between two people who have
feelings for each other
Other ties: family, professional, cultural, economic
e he dedicated all his time to me and my sisters - he spent all
his time on I his main priority was the speaker and her
sisters
Reading and Use of English
Part4
Exam skills
one
between two and five
no, I can't
Vocabulary
2
Phrasa! verbs with bring
o:D
~
Bringing up b bring her round c brought about
bring up
brought in f brought back g bring down
11 brought forward i bringing out
2
mD
I find it very difficult to bring up ...
If I had the power, I would bring in ...
c ... always brings back ...
::l I think the hardest thing about bringing up children is ...
Words w~th several meanings
3
mD
WORK
have an ongoing, positive effect
::! function
doing jobs
b KEY
most important
button (on a keyboard)
3 set of answers
c INTEREST
which are attractive
rates at which money increases
rights I concerns
d EXPERIENCE
occasion I event I happening
knowledge I skill gained through doing something for a
period of time in the past
::; practice I doing things
MAKE UP
reconcile I make peace I forgive and forget
2 invent I think up I fabricate
comprise I form
4 Students' own answers.
yes, it does
I were you, I 'd
been ages since I saw
have been reports of flooding
4 that she disagreed with my
Exam practice: Key word transformatk11n
3 Read the Tip as a class before you let students begin the
exercise. Working out the grammar for the gapped sentence
can be the most difficult part of this type of task; however,
if students consider what part of speech the key word is,
this can give them a lot clues. For example, if the key word
is a past participle of a verb, this points towards a structure
involving either the present perfect tense or the passive
voice in the answer. Collocations are also important. Students
should make a note of any words that are commonly used
with the key word and that they associate with it They are
likely to be another clue that will help find the right answer.
imB
get used to
;: is believed to have caused
~ more expensive to rent
have given up
;; it was I were up to me
not bring it up
Speaking Part 2
1 In Part 2 of the Speaking exam, students have to talk for an
extended length of time (one minute) and demonstrate their
ability to 'organize a larger unit of discourse'. Preparation is
one of the keys to success here, and this section is designed
to give students practice in preparing and organizing their
ideas. To give some initial help with assisting students to
organize their ideas about these two workplace photographs,
you could put a list up on the board of things to consider
in relation to different types of job and workplace - e.g.
surroundings, routines, colleagues, bosses, breaks and meal
times, working hours, stress, job satisfaction, etc
2 Students listen and compare their ideas to the audioscript.
Writing Part 1
Audioscript 1·20
El(amiWl:!t' In this part of the test, I'm going to give each of you
two photographs. I'd like you to talk about your photographs
on your own for about a minute, and also to answer a
question about your partner's photographs. Claudia, it's your
turn first. Here are your photographs. They show two offices.
I'd like you to compare the photographs and say how you
think the relationships are different in the two offices. All
right?
Cim£iliii: In this picture all the employees are sitting at their
own computers, so they almost certainly can't see each
other. This probably means that they don't talk to each other
very often except in their breaks. It looks like a very big office
maybe with hundreds of employees, so it could be a call
centre of some kind. In this picture the manager may work
in a separate office so the chances are he or she is quite
remote from the staff. He or she may not even know all the
employees' names, but probably has to check regularly how
hard they are working. By contrast, the other picture shows
a small open office with just a few employees. I should think
; that these employees have good relationships with each
' other and you can see that they all look quite happy. Their
manager may be in this office, but you can't tell who it is. I'd
say he or she knows the names of all the staff, and probably
doesn't need to check how hard they're working. In offices
, like these I imagine it's possible to have regular meetings so
· that problems and difficulties can be sorted out before they
get worse.
~::amii!i:;r Thank you. Kostas, which of these places would you
prefer to work in? Why?
I'd much rather work in the office on the right
, because everyone looks so happy and relaxed. I guess the
atmosphere in the other office might be very tense. I think
i I'd find this office quite a stressful place to work in. I think it's
: probably a call centre and these places have a bad reputation
· as places to work. I know from experience that I work better
if I'm relaxed. I'm also quite a sociable person, so I'd enjoy the
social side of any job I did. I think it would be easier to make
friends with colleagues in this office.
Think ahead
£!D
a Role models are most often people famous in their own
field, like singers, actors and actresses, sport stars or even
scientists or politicians. They can also be older public
figures (like Nelson Mandela) or people who have achieved
great things or made great sacrifices.
b Role models have status, personality traits, etc. that others
aspire to. They act as examples to show others what is
possible. They can inspire people, particularly if they are
ordinary people rather than people who were born into a
privileged position.
Exam skill§
2
mD
r,
A topic sentence: has a clear topic; interests the reader;
expresses the main idea(s) of the paragraph; is a full
sentence.
Sentence 2 gives an explanation; sentence 3 adds
information.
3
...,
~
0
Not a clear topic - sensitive to or about what?
An improved version might be: Parents need to be sensitive,
especially in situations where they believe their children have
chosen unsuitable role models.
Not a full sentence.
An improved version might be: It has been claimed that the
period from the early 7970s to 2000 is one which witnessed
the end of the traditional family.
4
~i.t@1"'fh1mM:.t1~~
3
mD
?J
pa9es4
almost certainly
the chances are
probably
looks like
could be
I'd say
I imagine
I guess
Exam priildke: long turn
4 Draw students' attention to the Tip before they start the task.
Remind them that it should be easier to speak continuously
because they have prepared well and should have a clear list
in their heads of the different things they want to say and
points they have to make. Giving examples and supporting
evidence for each point will help to extend their speaking
time.
Many celebrities owe their position more to good luck than
to recognizable talent.
If we want our diildren to become responsible adults, we
should make sure they have clear rights and responsibilities
from an early age.
Most people today would agree that parents have the prime
responsibility for the bringing up of children.
Teachers should have a good knowledge of their subject, as
well as having an understanding of the processes by which
children learn.
5
tlm
1 h
2 e
a
b
g
d
c
f
37
ii)
U1
6
2
OD
(3D
for instance; however; the result of this; in the end; to begin
with; in addition
will retire I will be retiring
'm going to cycle I 'II be cycling
'II lend you
d leaves
will have worked I will have been working
Are you doing
'II have moved; 'II be living
Linking words
7
@1>11:)$j41~!0·$@ijat!i
For instance: for example
However: despite this; in spite of this
The result of this: as a result; because of this
In the end: ultimately
To begin with: firstly; for a start; to start with
In addition: also; as well as this; furthermore what is more,
8
ff.llllJ,i>ii:U@'l'Jru:@!ffiB
For example, if they see their role models behaving badly,
they may be tempted to imitate their behaviour. What is
more, they may persuade their friends to act in the same
way.
To begin with, they are usually well-educated and take their
subject seriously. In addition, they are keen to help other
people. In the end, however, they can only be successful if
their students are willing to learn.
For instance, a famous person who earns millions but has
no talent is not the best person to be a child's role model.
However, there are undoubtedly some celebrities who have
talent, and they may make good role models.
U)
~
0
'--
Exam pradke: Essay
9 Read the Tip with the class before students attempt the task,
and encourage students to refer to the appropriate section
of the Writing guide on page 178 for an overview of essay
writing. Emphasize that good planning and preparation
are essential to produce a good piece of writing and that
students shouldn't worry about taking the necessary time to
do this because it will ensure that they use their writing time
more efficiently. Ask whom the students are writing for and
elicit that the audience for an essay is always 'the teacher'. so
it needs to be written in an appropriately formal style and
tone.
Unit 4 Review
1
([D
was suggested (that) I look I looked I should look
been reports of clashes between
couldn't get used to
's bound to get
S is believed to be responsible
'm unlikely to be I arrive on
3
lliD
a brought up
b brings back
bring round
bring about
'' brought up
You may like to give students the UnitTest on pages 93-94 for
this unit.
Introduction
1 What these photos have in common is that the cultural
references in them are not unique to one particular country.
For example, even though the people in the bottom-right
photo are eating sushi, we can't be sure the photo was taken
in Japan because sushi restaurants are found globally. As
a result, we can't say with any certainty where each of the
photos was taken.
Reading and Use of English
Part7
Exam skills
1
6 F: The tourist is me. I feel no shame.
7 B: Looking down on tourists is snobbery ... And it infuriates
me.
8 D: with some initial reluctance, villagers embraced the
tourism development- going to work in the new hotel,
opening guest rooms of their own and running pleasure trips
in their fishing boats.
9 C: But if they didn't wander off to unexplored spots, and write
and talk about it on their return, the rest of us would be in
ignorance. Some readers were inspired to follow.
10 A: ... the most noxious is the tourist ... I sense heads nodding.
Over to you
3 Students' own answers.
Grammar
'3D
a 2; 3
b 1; 3
Exam practice: Multiple matching
2 Look at the Tip as a class before getting students to do the
Past time
1
r-1'
'3D
matching activity. Remind them that everyone is different
and that they shouldn't hesitate to try different approaches to
the various types of exam task in order to find out which suits
them best.
a present perfect simple
b past simple
You might also like to check students understand the
meaning of these words and phrases: noxious (unpleasant
and harmful); off the beaten track (away from where most
people normally go); look down on (to think that someone
or something is not as good or important as you are);
mutually exclusive (not possible to exist at the same time);
trailblazer (a person who does something for the first time);
embrace (to accept something with enthusiasm); reluctance
(unwillingness to do something); resent (to feel angry and
bitter about something you are forced to accept or do);
compromise (to lower your standards or principles).
'3D
'3D
B: There is no conflict between tourism and travelling. Just as
one may eat one day at McDonald's and the next at a five-star
Michelin restaurant, so one may both enjoy the beaches of
the Costa de/ Sol and a trek through the Sarawak rainforest.
These experiences are not mutually exclusive.
2 E: By contrast, tourists ... bring cash in buckets.
3 C: In its heyday, such places throbbed with people and
commerce.
4 F: They appreciate their genuine experiences so much that
they resent sharing them.
S A: Scarcely anyone has had a good word to say before or
since.
--.
<
CD
OJ
c past continuous
d past perfect simple
OJ
::l
a..
n
c
;:::;:
2
a past perfect simple
b present perfect simple
c--.
CD
c past simple
d past continuous
3 Encourage students to refer to the Grammar reference
on page 165 for help with identifying the verb forms
and identifying the differences in meaning between the
sentences in each pair.
Verb forms:
a past simple; past simple
past simple; past perfect
b present perfect; present simple
present perfect continuous; present simple
c past continuous; past simple
past simple; past simple
d past simple
past continuous
e past simple
present perfect
The differences in meaning are:
a In the first situation the play started at the time they
arrived at the theatre. In the second situation the play was
already in progress when they arrived - the play started
39
before they arrived; it was an earlier past event than their
arrival.
b In the first situation the presents have been bought the shopping happened at some time in the past and is
finished. In the second situation the process of shopping
began in the past but is still going on in the present.
In the first situation the speaker was in the process of
crossing the road when he I she saw Adam. In the second
situation the speaker saw Adam and decided to cross the
road (to avoid I meet him).
d In the first situation the passport application is complete
and was finished 'last night'. In the second situation she
was in the process of filling out the passport application
'last night' (when something else probably happened).
e In the first situation he is no longer a travel agent, but in
the past he had been a travel agent for a period of two
years. In the second situation he started working as a travel
agent two years ago and is still working as a travel agent.
QJ
I~u
-o
I
i6
CJ.)
>
ro
'_,_,
4 Ask students to read the text, ignoring the gaps. Check
that they understand by asking these questions: What
news had the man just heard? (his wife had just had a baby)
Where did he live? (Newcastle) Where was the train he caught
going to? (Edinburgh) Why was the man upset? (it didn't stop
in Newcastle) How did he get off in Newcastle? (the driver
slowed down and the ticket collector lowered him onto the
platform) What did the guard at the back of the train do? (he
pulled the man back on to the train because he thought he
was trying to catch it)
~
had just had
was working
lived
4 heard
was sitting
was going
7 had made
refused
held
dropped
looked
missed
Vocabulary
Travel phrasai verb$
1
OD
a3
5
6
e 2 f 4
2
~
set off
checked in
see (you) off
e pick (a friend) up f stop over
takes off
Exam piradke: Key word trransformation
3 Draw students' attention to the Tip before they do the task.
Remind them that as well as thinking carefully about the
grammar of the gapped sentence in terms of active or
passive forms and verb tenses, their knowledge of common
collocations can also help them to find the correct answer.
Encourage them to make a note of any common word
combinations they associate with the given word.
(3D
has been unemployed for
n't been abroad since last
3 been ages since I
had just set off
leave until she had locked
Ii to get away for
Reading and Use of English
Pa rt 3
pa!Jeu2
Think ahead
1 Students' own answers.
Examskms
2
~
a dissatisfied (Note: dissatisfied refers to people being
unhappy, frustrated or disappointed with a situation,
person or thing, while unsatisfied refers to the feeling
of needing more and can apply to abstract concepts.);
unsuitable; irregular; impatient; inadequate; inexpensive
inappropriate; uncomfortable; incorrect; unimportant; illegal;
immoral; disobedient; irresponsible; unsuccessful; unsuitable
It is often possible to form the opposite of adjectives, or
give the negative meaning of an adjective, by adding a
negative prefix. However, there are no set grammatical
rules as to which group of prefixes work with which
adjectives; students need to familiarize themselves with
which prefixes work with which adjectives through use
and exposure.
The most common negative prefixes used with adjectives
are dis-, ii-, im-, in-, ir- and un-. Others that are quite
common are a-, anti-, counter-, ma/- and non-.
The prefixes im-, ii- and ir- are, in fact, a variety of in and
there are certain 'rules' that often apply as to when to use
im-, ir- or if-. The rules are not set rules:
• im- before words beginning with m or p, e.g. impersonal,
immortal
·ii- before words beginning with /,e.g. illegal
• ir- with words beginning with r, e.g. irregular
Most compounds with non- are written with a hyphen in
British English, but not so in American English, e.g. nonalcoholic (British English) and nonalcoholic (American
English).
Ex~m pr~ctke~ Word formation
3 Before students do the task, direct their attention to the Tips.
Remind them not to leave any spaces empty but to make a
guess for any answers they don't know.
~
unbelievable 2 necessity ;; farming
fairly
5 valuable
inefficient
nearby
heating
Over to you
4 Students' own answers.
Ustening Part 4
page63
Think ahead
1
@Q.'.@l>"f1M~:ZW.l!Athfi3
Oysters: chewy, hard, slimy, slippery, smooth, soft
Avocados: creamy, oily, slippery, soft, squishy
Honey: gooey, smooth, sticky
Oranges: juicy, slippery, smooth, squishy
Locusts: crispy, crunchy, dry, hard, oily
2 Students' own answers.
Exam pradke~ Multiple choke
3 Encourage students to read carefully through the questions
and compare the three options before you play the
recording. Read the Tip with the class so that students
remember to make a note of the options they think are
possible and eliminate those they decide are definitely not
possible the first time they listen.
{3D
·1 B 2 A
B
c
c
A
B
Audioscript 1·21
You will hear a man talking about his experiences of
eating in other countries. For questions 1-7, choose the best
answer (A, B or C).You now have one minute to look at Part 4.
W1°t"31mi0wc~w This afternoon we have in the studio John
Reginald, a former diplomat and now a full-time writer. His
first book, an autobiography, has the title A Strong Stomach.
Why this title, John 7
fa!m
Well, food really can be a tricky issue. Obviously,
as a diplomat you attend many official dinners and you have
to learn to negotiate your way through a minefield of rules
of etiquette - what is acceptable in one culture can be quite
inappropriate in another. But the main thing I discovered
very early on is that basically you really have to be prepared
to eat whatever is set in front of you. And, believe me, this
does sometimes necessitate having a strong stomach, hence
the title.
'"'""'''"'.''·"'M Can you give us some examples?
The one that springs to mind happened at my
first official dinner when I was in the Middle East. The main
1 fa!m
I really didn't have much choice. If I hadn't
; eaten it, I would have offended my hosts. As simple as that.
So was that the worst thing you've ever been
1 served?
"~·"'"'""' It was among the worst, certainly. But there
' have been many others. I had dried bat once when I was in
. the Pacific; that wasn't very nice, either - dry and leathery! It
: wasn't so much the taste, which was bad enough, but the
, fact that it was almost impossible to swallow. But I think top
of the list is probably snake blood, which was served to me
. at a meal in Thailand.
,.~,,,,,,,,,,,,e;,1 What makes something repulsive to eat?
''"'"'"'"m. If I can see what it actually is, it's worse. If I am
obviously eating a part of an animal which is recognizable
as such, then that makes it harder to eat. If what is on your
plate is an eyeball, then you can't pretend that you are eating
something else. For some people smell is the most important
factor, but I don't have a very good sense of smell, fortunately,
and yes, taste is important as well. I once ate raw turtle eggs.
They were fishy, in an extremely unpleasant way.
"1·"''"'"""'"'' So what advice would you give to someone in a
i situation where something is put in front of them that they
. don't want to eat?
I'd say: one, don't not eat it. You need to be
polite. It could be one of their national dishes. Two, take it
easy; eat too fast and you might find that you get some more.
And, three, pretend you're eating something you like.
I have to say that I found your book very
amusing. From the title I thought it was going to be some
sort of medical textbook, so I was pleasantly surprised. Is
there another book in the pipeline?
Yes, but the next one will be totally different.
. My editor wanted me to do a follow-up - again, based on my
experiences; things that almost led to diplomatic incidents.
And I had thought about doing a sort of guide book for
businessmen who travel abroad - etiquette in different
countries; but I've recently become interested in the origins
and rationale behind the consumption of food in different
countries, so that's what it'll be about.
Over to you
4 Students' own answers.
Vocabulary
page64
Think aheaid
1 When students have read the text, check that they
understand the meaning of etiquette (an acceptable way of
behaving).
~
It is not acceptable to leave even a tiny amount of rice in
your bowl.
.
r-r
O.J
<
(])
O.J
::J
0...
n
c
;:::;::
c--;
(])
imD
Words often confused
<i
2
ma
dishes; pair; raises
Example sentences:
These plates haven't been washed properly; they're still dirty.
There were only a few couples on the dance-floor.
The tide rises twice a day.
3
aD
recipe Ii fast
menu; list
c junk
d tap; still
savoury
cook
Extreme adjectives
4
~
learning a language
backpacking
working as an au pair
: Audioscript 1·22
Now, I'd like you to talk about something together
for about two minutes. I'd like you to imagine that your
. teacher has asked you for your ideas on different ways of
getting to know a country and its culture. Here are some of
the ways of getting to know a country and its culture and a
, question for you to discuss. First you have some time to look
· at the task.
Now, talk to each other about how much you can learn
about a country and its culture from these experiences.
Shall I start?
~ Yes, if you like.
Personally, I think you can probably learn quite
a lot about a country if you're doing voluntary work there.
You're likely to be working alongside local people for a
tiny
I guess so, but I'm not sure how much you'd learn
about the country. You'd probably be working with poor
people or disadvantaged people. They're not representative
of the whole country.
; (<1miida~e A Yes, that's a good point. OK, let's move on to
sightseeing.
If you ask me, I believe you can get a good
general impression of the history of a country from
. sightseeing 'cos you're seeing lots of historical monuments.
Do you agree?
[am!idate Yeah, and you usually have a guide who tells you
. all about the history, too. But you don't really get to meet the
. people, do you7
B No, you're right. 'Cos you're usually in a big group ,
of people from your own country. Learning a language?
... In my opinion you can learn a lot about a country from
learning a language. For a start, if you know a language you
' can communicate with the people. I don't think you can
really know a country if you don't speak the language. What
do you think?
I agree.
Au pair? I'm not sure I know what an au pair is ...
It's someone who goes to live in a country so
they can study the language. They stay with a family and look
. after the children and in exchange they get their food and
accommodation and time off to go to classes.
tzm::J!(la:t" S Ah, right. Well, I'd say you could learn a lot
through doing that You'd be living with a typical family,
seeing how they live and improving your language ...
Not necessarily. They could be recent immigrants
and speak their own language all the time.
Ohl I suppose so. Right, the last one,
, backpacking. Have you ever done that abroad7
;
Yes, I backpacked around Asia for six months a
few years ago.
t?m1fi;111.n:tf'!.t
5
tmD
iJ
ll
>
;J
amazed: surprised
boiling: hot
delicious: tasty
delighted: pleased
exhausted: tired
filthy: dirty
freezing: cold
furious: angry
hilarious: funny
huge: big
spotless: clean
terrified: scared
::;
6
mD
a boiling II big ( spotless
e delighted
delicious
d angry; hilarious
Over to you
7 Students' own answers.
Speaking Parts 3 & 4
page6s
Think ahead
1 Students' own answers.
2 This task is another example of Part 3 of the Speaking exam.
Before students listen to the recording, you might want
to check they understand the following: voluntary work
(working for a charitable organization without being paid);
backpacking (type of low-budget travel using a backpack or
other luggage that is easily carried across long distances or
for long periods of time; travellers usually travel for longer
than a standard two- or three-week holiday, do things
cheaply and try to experience 'real' local life rather than
behave like a tourist).
Candidate B And did you learn a lot about the countries you
Candidate A Yes. So we've got three left to choose from.
visited?
Personally, I'd choose learning a language and backpacking.
Candidate A Yeah, quite a lot. You tend to use public transport
Candidate B I'd agree with you on learning a language, but I'd
so you get to meet ordinary people and you can take
your time to look around places. But if you don't speak the
language - as I didn't - then the experience is limited.
Examiner Thank you.
Candidate A Would you? Why?
Candidate B Because, as you said, if you don't speak the
have to disagree with you on backpacking.
language then you can't really communicate with the people.
Candidate A Why would you choose working as an au pair?
Candidate B Well, I know you said that you might end up
3
OD
Giving an
opinion
(Personally) I think ... ; If you ask me ... ;
I believe ...; In my opinion ... ; Well, I'd say ...
Asking for an
opinion
Do you agree? What do you think?
Agreeing with
an opinion
I guess so; Yes, that's a good point; Yeah; No,
you're right; I agree; Ah, right; I suppose so;
Yes
Disagreeing
Not necessarily
with an opinion
4
OD
Agreeing with
an opinion
Absolutely!; I agree with you up to a point;
I couldn't agree more
working with recent immigrants, but I'm sure you'd be able to
change families if that happened.
Candidate A That's very true. I take your point.
Candidate B Shall we agree on learning a language and
working as an au pair, then?
Candidate A OK, you've convinced me.
Examiner Thank you.
7
OD
Giving an
opinion
Personally, I'd ...
Asking for an
opinion
Would you? Why? Why would you ... ?
Shall we agree ... ?
Agreeing with
an opinion
I think we more or less agreed; I think we
both thought ...
I'd agree with you on ... ; That's very true;
I take your point; OK, you've convinced me.
CD
I'd haye to disagree with you on ...
::i
Disagreeing
I don't know about that; Sorry, but I have to
with an opinion disagree with you there; I'm not sure I agree
with you there
5
Disagreeing
with an opinion
c:
::I
;:::;.:
0..
;:::;::
a total agreement: Absolutely!; Yes, that's a good point; I
up to a point.
8 When you play the audio the first time, ask students just to
listen and to pay attention to the speakers' intonation. Do
they think the speakers' voices go up or down at the end
of the phrase?Then play the audio a second time and ask
students to listen and repeat, paying particular attention to
try to imitate the intonation.
partial disagreement: Not necessarily; I don't know about
that; I'm not sure I agree with you there.
Audioscript 1·24
there.
b partial agreement: I guess so; I suppose so; I agree with you
6
OD
a learning a language and working as an au pair
b Students' own answers.
Audioscript 1·23
Examiner Now, you have about a minute to decide which two
experiences you think you would learn the most from.
Candidate B I think we more or less agreed that you might
not learn a lot from voluntary work.
Candidate A Yes.
Candidate B And sightseeing. I think we both thought that
you'd learn a lot about the culture and history of a place but
you wouldn't have many opportunities to meet the people.
QJ
<
n
c
Pronunciation
couldn't agree with you more.
rl"
.,
QJ
OD
total disagreement: Sorry, but I have to disagree with you
(J1
c
.,
I don't know about that. (fall)
Absolutely! (rise)
I agree with you up to a point. (fall)
Sorry, but I have to disagree with you there. (fall)
I'm not sure I agree with you there. (fall)
I couldn't agree more. (rise)
Exam practice: Collaborative task &
discussion
9 Direct the students' attention to the Tip before they begin
the exercise. Remind them that they mustn't come to an
agreement too early on in their discussion or they risk
running out of things to talk about. One way to avoid this is
to discuss all the different aspects of the topic fully, and to
43
CD
make sure they back up any opinions or suggestions with
reasons and examples.
10 Students' own answers.
Writing Part 2 - Review
page6li
il:m
5
ma
a view: awesome, beautiful, breathtaking, depressing,
dismal, dreadful, gorgeous, sensational, stunning, terrible
b a journey: appalling, boring, dreary, interesting,
sensational, tedious, terrible
food: appalling, awful, disgusting, dreadful, excellent,
interesting, sensational, tasteless, terrible, vile
the service in a restaurant: appalling, awful, brilliant,
dreadful, excellent, poor, terrible
You have to describe and provide factual information about
a hotel or guest house in your town so as to inform readers.
You also need to evaluate whether it is a good place to stay
at or not. This means you will look at positive and negative
points and provide a recommendation.
6
2
~
'3D
Positive points: it has the advantage of being just a short
walk away from most of the important visitor attractions;
all the rooms have central heating and air-conditioning (it
mentions also that air-conditioning is essential in summer);
the delicious typical Turkish breakfast; amazing views of the
Bosphorus river; the friendly welcome
Negative points: if you are travelling on your own you will
need to book well in advance if you want a single room;
Luxurious it isn't; steep stairs (and no lift)
Situated in the historic district of Sultanahmed, Turkey;
four-storey guest house; family-run; offers a variety of
accommodation; need to book well in advance if you want
a single room; all the rooms have central heating and
air-conditioning; typical Turkish breakfast consists of eggs,
cold meats, tomatoes and olives; breakfast is between 8
and 10 a.m.; the kitchen is on the top floor, where you have
amazing views of the Bosphorus river; steep stairs; no lift
Yes, they have.
Students' own answers.
3
(3D
Adjectives: easy, popular, historic, short, important, four-storey,
family-run, single, best, delicious, typical, cold, Turkish, top,
amazing, luxurious, steep, friendly
Amazing could be replaced by: fantastic, wonderful,
stunning, breathtaking
Eva~uative adjectives
4
~
Positive: awesome, beautiful, breathtaking, brilliant, excellent,
gorgeous, interesting, sensational, stunning
Negative: appalling, awful, boring, depressing, disgusting,
dismal, dreadful, dreary, foul, poor, tasteless, tedious, terrible,
vile
Compound adjectives
four-storey; family-run
7
fl3D
a three-course meal (Note: in compound adjectives with
numbers the noun is in the singular and there are no
apostrophes.)
a five-minute walk
a no- I non-smoking restaurant
overpriced food
handmade goods
centrally-heated rooms
g locally-caught fish
a tree-lined boulevard
an all-inclusive price
a conveniently-situated hotel
language of recommendation
8
'3D
The first sentence: It is easy to see why the Blue Mosque Guest
House is a popular place for tourists to stay ...
9
lfiW...i®JMr.>i!mM
a package holiday: I wouldn't recommend a package
holiday if you like doing your own thing on holiday, but
otherwise I would say they are good value for money.
b a city: I recommend (name of a city), not only for its
beautiful botanic gardens but also because there are so
many wonderful outdoor sculptures.
t a car: I wholeheartedly recommend an electric car as a way
to decrease your 'carbon footprint' on the environment.
an airline: I definitely would not recommend a budget
airline, because it packs the people in.
10
an
a hotel: airport shuttle; amenities; check-in I out; en-suite;
room service; single I twin I double room
a restaurant: a la carte menu; book a table; buffet; dessert;
house speciality; self-service; set menu; wine list
both: complimentary; make a reservation; staff
11 Students' own answers.
Exam practice: Review
12 Encourage students to look at the appropriate section of
the Writing guide on page 183 before they attempt the task.
Remind them that the purpose of a review is to give the
reader information to help them make their own mind up
about whether to use, visit or buy something, so the writer
should check that he or she is giving useful facts about the
subject of the review and not just stating their opinions. Read
the Tip with the class and give them some time to quickly
note down their answers to the two parts of the questions
before they start planning their writing.
Unit 5 Review
1
an
1 where 2 who 3 were 4 as 5 well
7 but I whereas I while I whilst 8 of
rt-
-,
OJ
6 there
<
CD
2
OJ
::i
an
n
0..
c
;::;::
c
...,
a 1 hadn't rung
2 got
3 rushed
4 had left
5 found
6 was lying
7 had packed
b 1 have ever ridden
2 sat
3 seemed
c 1 happened
2 was travelling
3 was driving
4 was listening
5 was lying
6 had crashed
CD
3
an
a over
b up
c in
d off
e off
f off
You may like to give students the UnitTest on pages 95-96 for
this unit.
45
',v';,
f
'l
· Unit\6·.·..'<·,'.:··~~: The mind
""
l
~
"'
)'
~\
\
1
l ,''
"'
i
,*: ( ~0
Introduction
1 Before students attempt the task, check that they understand
what is meant by IQ and EQ. You can tell them the term
IQ, standing for intelligent quotient, was originally coined
by the German psychologist William Stern in the 1890s. He
had the idea that it might be possible to find a standard
for measuring and quantifying human intelligence, and
helped to develop the first IQ tests in the early 20th century.
Nowadays, there are a number of widely recognized IQ
tests in use, although their validity and usefulness are not
universally accepted.
The idea of emotional intelligence, or EQ, is a much more
recent one, which only began to appear in the late 1980s.
It is defined as social intelligence - a person's ability to
manage their own emotions and interpret and respond
to the emotions of others. Some people have claimed
that emotional intelligence is as important as intellectual
intelligence, particularly in areas such as management and
leadership, where it is needed in order to get the best out of
people.
OD
a ii (there are three shapes which are repeated; however, in
the second sequence they are mirrored)
b Kate is the richest. (Mark and Ann are equal. They are both
poorer than Kate and richer than Jack; however, Jack is also
poorer than Kate.)
c&d Students' own answers.
2 Students' own answers.
Listening Part 2
Think ahead
1 Encourage students to think of positive and negative
influences. For example, a caring upbringing may lead to
confidence in later life. However, indifferent parents who
don't seem very interested in their child's progress and
development may cause low self-esteem and a tendency to
fail.
POSSIBLE ANSWERS
Character: personality and character will obviously influence
a person's choices in life and their ability to get on with other
people and succeed.
Education: standard of education is a factor in whether or not
you get certain jobs, and this could have a direct influence on
your success. How you use your education is most important.
Intelligence: it depends on what kind of success in what kind
of work you seek.
46
Social class: this should not influence your success but does
in fact often have an influence.
Upbringing: this influences one's sense of identity and
confidence, so it can influence success.
Wealth: like social class, this should not be a factor in success
but sometimes is.
Exam practice: Sentence completion
2 Read the Tip with the class before students attempt the task.
Encourage students to take the time to read through the
text carefully before you play the recording to get a good
understanding of the subject matter and to predict the
sort of information they need to listen for to complete the
missing phrases.
OD
1 just as important as
2 successful
3 emotional self-control.
4 two sweets.
5 a third
6 teenagers.
7 higher IQ scores.
8 optimism.
9 recruiting and training
10 pessimistic I pessimists
Audioscript 1·25
Narrator You will hear part of a radio programme about
factors which determine success. For questions 1-10,
complete the sentences with a word or short phrase. You
now have forty-five seconds to look at Part 2.
Radio DJ The idea that thinking is superior to feeling is an
attitude that many psychologists today would consider
out-of-date. They would argue that emotional intelligence
is just as important as IQ when determining a person's
overall success. Let me give you two examples of research
which backs up this theory. When ninety-five graduates
from Harvard University were followed into middle age,
the men with the highest intelligence test scores in college
were not found to be particularly successful - in terms of
salary, productivity or status - compared with those who
had scored lower. IQ, it would seem, contributes only about
20% to the factors that determine life success, leaving 80%
to other forces. So, what are these other forces? Peter Salovey
of Yale University would argue that emotional self-control
is one of the most important. He conducted an experiment
with a class of four-year-olds. He gave each of them a sweet,
and told them they could eat it immediately. However, if
they could resist eating the sweet until the experimenter
came back into the classroom, he would then give them two
sweets.
For what seemed like an endless 15 minutes, most of the
children waited. However, about a third of the children were
unable to wait. They grabbed the sweet almost immediately
after the experimenter left the room.
When the same children were followed up as teenagers,
those who at four had been able to resist temptation
were, as adolescents, more socially competent, self-reliant,
dependable and confident. They also had dramatically higher
scores on IQ tests. However, those who at four had been
unable to resist temptation were more indecisive, more
socially isolated and less confident. This experiment suggests
that emotional self-control is an important contributor to
intellectual potential, quite apart from IQ itself. Another
ability that can determine not just academic but job success
is optimism. In a study of insurance salesmen, psychologist
Martin Seligman, showed the relation between optimism and
high work performance. Selling insurance is a difficult job and
three quarters of insurance salesmen leave in their first three
years. Given the high costs of recruiting and training, the
emotional state of new employees has become an economic
issue for insurance companies. Selig man's study found that
new salesmen who were natural optimists sold much more
than salesmen who were pessimists, and were much less
likely to leave in the first year. Why? Because pessimists
think failures are due to some permanent characteristic in
themselves that they cannot change, whereas optimists
believe they are due to something temporary that can be
changed. They believe they can succeed next time round.
3
mD
at remembering I at memorizing
of memorizing I of remembering
in improving
about having
for reminding
4
m1'.1i:JJ1m~ti!4i>J.il
be mad about, adore, love, enjoy, be keen on, be interested
in, like, dislike, have an aversion to, can't stand, can't bear,
detest, hate, loathe
5 Students' own answers.
Gerunds and mnfinit~ves
6
~
<l
to catch
to play
to meet c changing ii to be e losing
to lend Ii driving
to understand j to buy
7
mi1l
A2, 81
Over to you
A2,B1
A 1, B2
d A2, B1
8
3 Students' own answers.
~
Personal qualities
a to buy
4
«m
Positive: confident (confidence); dependable (dependability);
self-reliant (self-reliance)
Negative: indecisive (indecision, indecisiveness); pessimistic
(pessimism)
to announce
opening
fidgeting I playing I reading I whispering, etc.
agreeing
eating
leaving
Exam practice: Key word transformation
5
9 Read the Tip with the class before students attempt the task.
mD
indecisive
e Pessimists
confidence
Grammar
[ self-reliant
dependable
p~gen
Gerunds
1 Encourage students to refer to the appropriate section of the
Grammar reference on page 166 for help with these tasks.
£rD
thinking 1; feeling 2, 4 il eating 3
rl recruiting and training 4
selling 1
2
~
Having
Writing
Remembering
Forgetting
Repeating I Saying
Si
can't stand people interrupting
arriving on I in time
n't good at remembering; no good at remembering
arranged to meet John I him
couldn't afford to go
regrets not finishing
Speaking Parts 3 & 4
jli)ge73
Exam practke: Collaborative task
1 Before students look at the task, elicit some ideas from the
class about common causes of stress in adults and young
adults (having too much to do; fear of failure; social pressure
to look or behave in a certain way) and why stress is bad for
you (it can affect sleep patterns; cause health problems such
as headaches, digestive problems, high blood pressure, etc.;
can encourage people to use substances such as tobacco
and alcohol; and generally has a negative effect on quality of
life) Remind students that this Part 3 task is a collaborative
one and they will be judged on their ability to manage
interaction as much as what they actually say, so they should
make sure they listen to their partner and respond to his or
her ideas and suggestions.
Audioscript 1·26
Now I'd like you to talk about something together
for about two minutes. I'd like you to imagine that the
principal of your college has asked you to give a talk to the
other students on the best ways to relieve stress. Here are
' some activities people do to relieve stress and a question for
you to discuss. First you have some time to look at the task.
Now, talk to each other about how effective each of the
activities is in relieving stress.
2 Students' own answers.
Exam skills
3
ma
Candidate A: many cities are huge; commuting on
crowded trains and buses; traffic jams in cars; worrying
about getting to work on time
Candidate B: tensions due to living close to each other, e.g.
working at different times; noise pollution
b Candidate A: materialistic society is causing people to work
more and more for the things they want; not doing the
things you want or have to do enough
Candidate B: multitasking for women; technology causing
you to work all the time
Candidate A: cannot be too relaxed in certain jobs,
e.g. pilots at take-off and landing, surgeons, air traffic
controllers; cannot be too relaxed when driving
Candidate 8: should not be too relaxed during an interview
Audioscript 1·27
Do you agree that living in a city is more stressful
than living in the country?
I've never actually lived in the country, but I imagine it
would be.
Why?
Well, for several reasons: first of all, because many cities
nowadays are huge, people spend a lot of time just getting
to and from their workplace. This is stressful as they usually
have to travel on crowded trains or buses, or if they go by
car, they may spend hours stuck in traffic jams. They can
i never be sure that they will get to work on time so this
' makes their daily commute to work stressful.
Do you agree, Pierre 7
Yes, I do. And apart from the reasons that Maria gave I'd
also like to add that, since people live much closer together
in cities, there is a greater possibility of tension between
them. Just to give a few examples: people work and sleep at
different times, so there is bound to be conflict here; some
people don't think of their neighbours and play loud music
or have their televisions up too high, and because the
walls of most modern buildings are quite thin you can hear
everything.
Maria, do you think people today are more or less
'. stressed than they were in the past?
That's difficult to say. I think people today think that
they are more stressed than people were in the past, yes, but
whether they are or not is another matter.
.
There was an interesting programme on TV where a
family lived life for a couple of months as they would have
lived it in the 1940s. I can remember being surprised that at
the end of the se1·ies the woman said she found modern life
more stressful than life in the 1940s. She said it was because
women had a simpler role in life then - to be wives, mothers
and housewives. Nowadays, they have to be all those
things, not to mention work as well.
I agree, but I think one of the main reasons why
people feel more stressed today is because society is more
materialistic People want more things. Things cost money.
In order to make more money you have to work more.
That means you have less time to do the other things you
either want to do or have to do. And that is what makes you
stressed.
Also, I think technology has made life today more
, stressful. In the past people worked a nine-to-five job and
: then went home and switched off But nowadays, if you work
in business, for example, you are on call almost twenty-four
hours a day, and even when you are on holiday you are
expected to check your emails.
Is it always a good thing to be relaxed? Can you
think of any occasions when it might be a bad thing to be
too relaxed? Pierre?
Too relaxed? Hmm ..
Maria?
Well, you can't be too relaxed in certain jobs, at
least not all of the time. For example, pilots need to be
alert during take-off and landing. They can be relaxed the
rest of the flight unless something happens and there is an
emergency, of course. In fact, there are many jobs where
you can be relaxed a lot of the time but need to be alert and
concentrating hard at other times: surgeons, for instance,
and air traffic controllers. Not only are people's lives in their
hands but also, in the case of pilots, their own lives, too.
It's not a good idea to be too relaxed during an
interview either because you might give the impression that
you don't really care if you get the job or not
And we mustn't forget about when people are
driving. I heard that most accidents happen when people are
driving near their homes. Because they are familiar with the
route, they are too relaxed and not paying enough attention
to the road and that's when accidents happen.
7
4
mD
~
for several reasons; because
as
since
not to mention
f; one of the main reasons why
Also
For example
h for instance
Not only; but also
forget about
The linked words in exercise 6 work together as expressions
while the words in exercise 7 are each important in defining
the vocabulary in one way or another In fast natural speech
we link words together when a word ending in a consonant is
followed by a word which begins with a vowel. Note:
, In the word 'one; the final 'e' is silent, so effectively the word
ends in a consonant.
• In a word ending in 'r; for example 'far' and 'mother; the
'r' is not pronounced except when the next word begins
with a vowel, when it is pronounced to link the two words
together. For example: My mother and father are in their
fifties.
8
m:a
First of all, because many cities nowadays are huge,
people spend a lot of time just getting to and from their
workplace.
b People work and sleep at different times so there is bound
to be conflict here.
Audioscript 1·30
Cm:didEn"~e i:l
stressful.
(21ndidate For example, pilots need to be alert during takeoff and landing.
A In fact, there are many jobs where you can
be relaxed a lot of the time but need to be alert and
concentrating hard at other times: surgeons, for instance,
and air traffic controllers.
Not only are people's lives in their hands but also,
in the case of pilots, their own lives, too.
'"'c"""'"' A And we mustn't forget about when people are
First of all, because many cities nowadays are huge, people
spend a lot of time just getting to and from their workplace.
People work and sleep at different times, so there is bound
to be conflict here.
Exam practke: Discussion
9 Read the Tip with the class before students start on the task.
Remind students that in Part 4 of the Speaking paper, the
examiner is looking for evidence that the candidates can
express and justify their opinions, agree and disagree with
other people's ideas and speculate. Encourage them to use
the language from 5 to do this, particularly any expressions
which they hadn't encountered before or don't normally use
very often.
Audioscript 1-31
5
E11aro1ii1e~
OD
a reason: for several reasons, because, as, one of the main
reasons, since
an example: for example, for instance
( additional information: not to mention, also, not only ... but
also, ... and we mustn't forget about
PrornJndation
6 Before students listen, you might want to play the recording
again and have students listen to how but also and for
example are pronounced.
forget about
not only
one of
Which do you think would be more stressful being self-employed or working in a large company?
What could companies do to make work and the workplace
more relaxing for their employees?
What kind of holiday would you find stressful?
Reading and Use of English
Part 6 page74
Exam skms
1 This activity helps to raise students' awareness of how
pronouns are used to create cohesion in a longer text After
they have completed the task, tell students that being able
to link pronouns back to the subject to which they refer is an
important reading skill and one which will be of particular
help with the gapped reading task in Part 6 of the Reading
and Use of English paper.
im
He refers to Volker Sommer.
There refers to Nigeria's Gashaka Gumti national park.
The former refers to the chimpanzees.
The latter refers to sticks.
His refers to Volker Sommer.
Their refers to the ants.
This refers to the behaviour of the ants, i.e. biting to defend
their colony.
They refers to the chimpanzees.
2 Read the Tip with the class and ask students to read through
the text quickly once for gist before they begin the task.
Check that they understand the meaning of these words and
phrases: help yourself (take something for yourself); deceive I
deception (to persuade someone that something false is the
real or true); on tiptoe (on your toes, with the heel of your foot
off the ground).
ma
u
c
A
D 4 B 5 F Ii
Sentence E is not used.
E
(].)
.s:::.
.,...,
i~
'~
OD
argue passionately
drink heavily
listen attentively
sleep soundly
think hard
work hard
7
~
<!
performing
acquire
say
making
8 Check students understand the meaning of put your foot in it
(to say or do something that upsets, offends or embarrasses
someone).
a keep
catch
caught d put
keep f putting
9 You can remind students of the difference between make
and do before they attempt this task. Do is often used to
talk about someone performing an action or a task (e.g. do
homework, do housework) and general activities that do not
produce a physical object at the end (e.g. do something I
nothing, do business). Make, on the other hand is used when
actually creating or constructing something and there is a
physical or at least a tangible result at the end (e.g. make a
meal, make money, make a mistake).
c
4iD
do business with sb
do the cooking
do damage
make a decision
make an effort
do exercises
make fun of sb
make a fuss
do the housework
do a job
Over to you
3 Students' own answers.
Vocabulary
Think ahead
1 Students' own answers.
2
C!@l.$WOOl@M#WJ@
10
De-stress, eat healthy food and don't eat for at least two
hours before you go to bed, drink hot milk before you go to
bed, have a warm bath before going to bed, try to think of
restful things as you fall asleep, do enough exercise so that
you feel tired at night, etc.
~
make a mistake
make money
make a noise
make a profit
make progress
do research
make sb an offer
make a suggestion
make trouble
do your best
made I make I were making
does b making
makes I is making
11
an
3 Students' own answers.
Eight
Collocations
Exam pr~u.:tke~ Mult~ple-choke do:ze
4
~
1 soundly
12
face
deepest
~
1 C
5
ilm
close
strong
serious
~
hard
chosen
f made
~
Exam pradke: Gapped text
1 G
6
heavy
€:
serious
heavy
D
A
B
Over to you
13 Students' own answers.
c
B
Writing Part 1
pagos
Think ahead
1 & 2 Students' own answers.
3
mD
It is probably true to say that most people believe that if they
were rich they would be happy. The question is whether
money makes people happy or whether there are other
factors which contribute more to happiness.
There is no actual proof that being rich makes people
~·In fact, evidence seems to show the opposite: some
billionaires suffer from depression, and more than one lottery
winner has regretted their win. (example)
There are several other happiness factors we need to
consider. People are important. (example) Human beings
are social beings and we feel happiest when we are not
alone. (reason) A stable family life and a circle of good
friends are also important. (example) Work too can make
us happy. (example) If we have a job which gives us a sense
of fulfilment, this can also give us a feeling of well-being.
(explanation) However, possibly it's the simplest pleasures
that bring us most happiness: things like reading a good
book or walking in the sunshine. (example)
In summary, in my view, money may bring us short-lived
happiness. Long-term happiness depends on a combination
of other factors which will probably vary from person to
person.
5
~
The American rock legend Kurt Cobain was born on February
2Qth 1967 in the state of Washington. He formed Nirvana in
1987 and the band broke into the mainstream with 'Smells
like Teen Spirit' in 1991. Although he went on to achieve
worldwide success, Cobain remained a deeply troubled man.
Cobain's problems started from an early age. His parents,
who had a stormy marriage, finally divorced when he was
nine. Cobain lived first with his father, until he remarried, and
then with his mother. However, he did not get on with his
new step-father, who he couldn't stand.
Having got into drugs when he was still a teenager, Cobain
was never able to kick the habit. Tragically, he took his own
life in 1994. He was just 27 years of age.
Over to you
6 Students' own answers.
Exam practke: Essay
7 Read the Tip with the class before students start the task and
remind them they can refer to the Writing guide on page 178
for an overview of how to plan and structure an essay.
Unit 6 Review
im
actually
sensible
Exam skms
4
2
sm
«m
Capital letters for the first letter of a first, middle and last
name: John Paul Getty Jr.
Two commas to show additional information.
Full stop I period to show the sentence has finished.
Capital letter for the first letter of a sentence to show that it
is a new sentence.
Capital letter for the first letter of the name of the day of
the week: Saturday.
Full stop I period to show the sentence has finished.
Comma to indicate a pause after Not surprisingly.
d Colon to show that a list is following to further clarify the
point made in the first part of the sentence.
Commas to separate the different words in the list.
Capital letters for the first letters of key words which name
something like a film or a prize: Slumdog Millionaire; Oscars.
Capital letter for the first word of a new sentence: It ...
Apostrophe to replace the letter i in the contraction It's
:m
to post
using
correctly
consistent
limited 4 knowledge
scientific
probability
clearing
dealing; to work d to say
to get g meeting 11 moving
3
~
a soundly b strong; strong
strong
came up with
c severe
!l make
heavy
You may like to give students the UnitTest on pages 97-98 for
this unit
(It is).
Comma to separate the two different parts of the sentence.
Full stop I period to show the sentence has finished.
51
Introduction
1 This discussion is based on the students' own answers.
Encourage the students to make comparisons between
themselves and how they spend their free time and the
people and activities shown in the pictures.
Grammar
Passive verbs
1 Encourage the students to refer to the appropriate section of
the Grammar reference on page 167 to help them with the
following tasks.
2 Students' own answers.
OD
Reading and Use of English
Parts
Think ahead
1 & 2 Students' own answers.
Exam practice: Multiple choice
3 Ask the students to read the text quickly before they begin
the task. Check they have understood the main ideas by
asking: What does 'weisure' mean? (it's a combination of the
words 'work' and 'leisure; reflecting the fact that people mix
the two much more than in the past) How has technology
contributed to weisure? (laptops and smartphones allow
people to stay in contact with their workplace all the time,
or conversely, their friends and family whilst at work) What
Q)
E
Q)
Q)
'--
are some of the reasons why people want to mix work and play?
(because they have to work longer hours and because, for
many people, work is more interesting and fun than it was
in the past) What is the main problem with weisure? (we are
losing our private lives and never have time to relax)
Direct students' attention to the Tip and remind them to
underline the key words in the questions so they know what
information to search for the second time they start reading
the text.
a is being created: passive; present continuous
b are offered: passive; present simple
c will be changed: passive; future simple, will future
d are losing: active; present continuous
e have been blamed: passive; present perfect simple
f are sent back: passive; present simple
2
OD
The passive is formed with be in the appropriate tense
(present, past, etc.) and the past participle of the main verb.
3
OD
a We I people are creating a phenomenon called 'weisure
time'.
b ... the internet offers many opportunities for that.
c ... what is disturbing is the idea that weisure will change
us.
d Our so called private life is being lost (by us) ...
e ... anger against the bankers and politicians who(m) we
have blamed for our social and economic problems.
f ... unless a natural disaster of some kind sends us back to
the Stone Age ...
The changes alter the focus by changing the subject of the
sentences.
OD
1 C 2 A 3 0
4 B 5 C 6 0
4
OD
a blurring: becoming less distinct
b merging: combining and becoming one
c the economic ladder: the series of stages by which progress
is made economically
d Stone Age: the very early period of human history when
tools and weapons were made of stone
there's no turning back the clock: it is impossible to go back
to the past
52
4
OD
a unpaid volunteers
b their (some employees') managers
5
OD
a Society I people in general perform the action. This is not
mentioned because it is obvious I not necessary for the
meaning of the sentence.
b the internet
c weisure
d we (active sentence)
Society I people in general perform the action. This is not
mentioned because it is obvious I not necessary for the
meaning of the sentence.
a natural disaster of some kind
6
Oll
is guaranteed
is located
3 are furnished
have
are equipped
are reserved
serve
is included
be booked
is made I will be made
~~
You can have I get your teeth cleaned, extracted, x-rayed,
capped or crowned.
People go to the hairdresser's to have I get their hair cut,
trimmed, washed, coloured or dyed.
People take their cars to garages to have I get them
repaired I checked or serviced.
You could have I get your hair cut or have I get some
plastic surgery done.
12 Students' own answers.
7
Exam prnctke: Open doze
(3D
You will be met at Heathrow Airport and driven into central
London by one of our chauffeurs. You will be put up in a
13 Direct students' attention to the Tip before they start the task
five-star hotel close to Harrods, the world's most famous
department store. A luxury suite has been reserved for you on
the tenth floor. In addition to this, you will be given £20,000
'pocket money' by the competition organizers. This money
can be spent as you like.
and remind them to study the words on either side of the
gap to help them identify what part of speech the missing
word is.
~
yourself
than
an
are
4 you
:~
out
6 be
with
have I get something done
Vocabu!ary
8
Thank~head
~
1 Newspaper headlines can be challenging for learners
to understand because they often omit the main verb,
which has to be inferred, and feature clusters of several
nouns together. Explain this to students and tell them that
identifying the main noun or nouns in each headline will be
the key to understanding it, as well as matching it with the
correct sport.
The professionals.
The computers. This is a passive sentence, with the focus
being on the more boring parts of some jobs.
:: This is a causative sentence where the focus is on the fact
that professionals arrange or organize the activity but do
not do it themselves.
tm
9
«m
1!
page 86
This has a causative meaning: 'he' arranged for the tooth to
be filled.
This has a non-causative meaning. This is something which
happened to him, but he did not arrange or organize it.
10 Encourage students to consult the appropriate section of
the Grammar reference on page 168 for a review of causative
structures and help with this task.
~
;' I had I got my hair cut in a completely different style by the
hairdresser.
We've had our apartment repainted by a decorator.
' I'm going to have my video repaired next week by an
electrician.
I'm having my jacket cleaned at a specialist cleaner's.
'" The council have just had the town hall rebuilt.
football
F basketball
tennis
golf
motor racing
cycling
boxing
E athletics
Sporrt$ VO(abulary
2
~
Someone who plays football is a footballer.
Someone who plays tennis is a tennis player.
Someone who plays golf is a golfer.
Someone who goes motor racing is a racing driver.
Someone who does athletics is an athlete.
Someone who plays basketball is a basketball player.
Someone who goes cycling is a cyclist.
Someone who boxes is a boxer.
3
~;i:m~imD
football: football, football boots, nets
golf: golf clubs, golf balls, tees
motor racing: racing car, crash helmet
athletics: starting blocks, starting pistol, running shoes
53
basketball: basketball, basketball hoops
cycling: bike, helmet
boxing: gloves, shorts, gum shield
4
mi
on a pitch: football
on a course: golf
on a court: tennis, basketball, badminton, volleyball
on a circuit: cycling, motor racing
on a (race)track: horse racing, athletics
in a pool: swimming, diving
in a gym: gymnastics, weightlifting
in a ring: boxing, wrestling
in a rink: ice skating
5
~
1 A 2 D
c
B 5 B
A
Over to you
6 Students' own answers.
OJ
E
0)
OJ
'-
Speaking Part 3
pages1
Exam skills
1 Check the students understand what all the activities involve
- for example, you may need to explain that taking part in
debates and being part of a debating society is a tradition
in many anglophone universities in Britain, North America
and Australia. Groups of students meet to debate or discuss
a topic in a formal way. There are usually two sides, each
representing a point of view, and appointed people have a
limited amount of time to speak persuasively 'for' or'against'
the topic. There is time for questions, and at the end, the
audience have to vote for the side which has made their case
the most effectively.
2
CID
Candidate B thinks that karate is a way of keeping fit, but
Candidate A thinks that karate's like fighting, and most
people he knows wouldn't be interested in that.
b Website designing and debating social and political issues.
Audioscript 2·01
Ei:am~r.!!r Now, I'd like you to talk about something together
for about two minutes. I'd like you to imagine that a
. secondary school is planning some after-school leisure
activities for its students. Here are some of the activities that
are being considered and a question for you to discuss. First,
you have some time to look at the task.
Now, talk to each other about how popular each of these
activities might be with students.
lJl11it!!Cliale!A There are some quite interesting things to do
, here, aren't there? I'd find designing websites really exciting.
B Okay, but we've got to think about what most
students would enjoy, so let's think about them one at a
time. What about martial arts - do you think that would be
popular?
Yes, probably, but only with a few people.
Karate's like fighting, and most people I know wouldn't be
interested in that.
Yes, but it's also a way of keeping fit, so it might
be popular with more people than you think. If you ask me,
I'm sure appreciating modern music would be really popular,
although I suppose it depends on what they mean by
modern music.
Yes, I don't think people would be interested if it
was modern classical music.
No, I think you're right. But if it was modern pop
music, I bet it would attract a lot of interest. But I don't quite
know how you would appreciate it.
A No, that sounds a bit serious, doesn't it? I know
one or two of my friends would really love to debate social
and political issues, but I can't imagine most people I know
showing any interest in those kinds of subjects at all - I'm
absolutely certain they'd find debates really boring.
You said you'd enjoy website design, didn't you?
(;i~1 [ii~i;il·" A Yes, I did - and I know loads of other people
who'd love it. You can do so many things with computers
now.
What kind of website would you like to design 7
I'd love to design one with lots of animation.
Really? How about researching local history? I
know one or two of my friends who might quite like that.
No, I'm afraid that wouldn't interest me at all. I've
never been very keen on history of any kind.
Thank you. Now you have about a minute to decide
which two activities would be most popular with students
you know.
2
3
~
mD
probably
might
know
can't imagine
I'm sure
bet
don't quite
I'm absolutely certain
PrornJJ ru::iation
4
mD
<i
1 nine; 2 seven; 3 eight; 4 ten; 5 nine
They are pronounced in their weak form.
(Note: in fast natural speech certain words are normally
pronounced in their weak forms, unless we want to stress
them, in which case we use the strong form.)
Verbs: approve of sth; compare sth to I with sth; forgive sb
for sth; pay for sth
(Note: there is no difference in meaning between compare to
and compare with.)
Nouns: an awareness of sth; interest in sth; amazement at
sth; enthusiasm for sth
Adjectives: keen on sth; jealous of sb; late for sth; right
ab10Jut sth
Exam practice: Multiple-choke doze
3 Read the Tip with the class before students attempt the task.
Remind them to read through the text quickly first, ignoring
the gaps to get an idea of the general meaning before
reading in detail. Ask them what they think the title Recharge
your batteries means (take a rest so that you can continue
working well).
Audioscript 2·02
I enjoy swimming but only in an outdoor pool.
I like to be doing something active.
I was going to say playing football, too.
I could name a lot of things I like doing.
I like reading and going out with friends best.
Exam practice: Collaborative task
5 Read the Tip with the class before students attempt the task
and remind them again that in Parts 3 and 4 of the Speaking
paper, they need to demonstrate not just that they can speak
but also that they can communicate effectively: the way in
which they manage communication with their partner will
be just as important as the points they put across.
Encourage them to use the expressions from 3 to express
certainty and uncertainty. Using uncertain language and
hedging is a good way to sound natural. While students
are doing the task, monitor their discussions and provide
feedback to the class about their performance. (Did they
express their opinions clearly, supporting them with
reasons and examples? Did they listen to each other's ideas
appropriately?)
lm
C heading 2 A prepare 3 D break
B worth
C top 6 D talk 7 A hesitate 3 B In fact
listening Part 1
Think ahead
1
Gi@).$1hJif41~'-tATJ@M
rock, hip hop, folk, dance, pop, easy listening, reggae, trip
hop
b situations might include: (night)clubs; the gym; in shops;
while travelling
c reasons might include: relaxation; dancing; they might be
studying music
Exam practice: Multiph~~ choice
2 Read the Tip with the class before students attempt the task.
Reading and Use of English
Part 1
Give them some time to read and think about the questions
before they listen to the recording.
'3BI
µ;igess
C
Exam skms
1 Tell students that regular reading in English will help them
become familiar with the most common verb+ prepositional
combinations in English like the ones in these tasks. In
the meantime, it will help them to try and learn any of the
collocations here that they are unfamiliar with.
mDl
do
fear
t capable
accused
C
3 A
B 5 C
B
B
c
Audioscript 2·03
You will hear people talking in eight different
situations. For questions 1-8, choose the best answer (A, B or
C).Question 1. You hear someone being interviewed.
Mcm Definitely jazz - any kind, really- traditional or
modern. I don't exactly know what it is about it that appeals
to me. It's not just the music; it's the atmosphere in the clubs
and the people you meet at concerts. I quite like other kinds
of music as well: blues, soul, world, even some classical. But I
have to say, I'm not that keen on pop. It all sounds the same
to me these days - a sure sign that I'm getting middle-aged.
Question 2. You hear someone describing an event
she went to.
c:.
3
ro
·.~
!
1
' \'1/om!'lli It was amazing. My friend and me were right at the
front. We were in the most expensive seats. But even there
it was almost impossible to hear anything. As soon as they
came on and started playing, everyone went mad. You
could just about hear the bass and the drums from time to
time, but the words were completely inaudible. We could see ,
their mouths opening and closing, but nothing seemed to
come out.
r~arrat©r Question 3. You hear someone describing
something she finds annoying.
W'@m<m It's everywhere you go these days. I was on the train
on the way to work last week. A girl came and sat next to
me. I was trying to read a report and all I could hear was
this repetitive drumming noise - sort of disco music, I
suppose. I just couldn't concentrate. I've got a friend who
listens when he goes jogging. That's OK, because he's
not disturbing anyone. But in public places they're a real
nuisance - a blatant case of noise pollution if you ask me.
Question 4. You hear the presenter of a radio
programme talking.
M<111 I've got an email here from Mrs Johnson. She'd like
to have Love Hurts played for her son Michael. Mum sends
' you her love, Michael, wherever you are. She's asked me to
tell you that she loves you very much and says please, please,
please contact her before your birthday- she doesn't want
to lose touch with you. Just a phone call would do. You don't
have to tell her where you are if you don't want to. So, for
Michael Johnson, here's Love Hurts from your mum.
Narrnllor Question 5. You hear someone talking about their
favourite situation for listening to music.
M1:m I had a CD player fitted in the boot a few months ago.
It takes six CDs at a time. So you get your favourite CDs, put
it on random, and off you go. The good thing about random
is you don't know which CO or which track you're going
to hear next. You get to listen to different kinds of music
without having to stop or take your hands off the wheel.
And you can have the volume turned up as high as you like.
It's brilliant on long journeys.
Mam1tof Question 6. You will hear someone talking about a
common human experience.
VVm1un It's very strange, you just have to hear a certain
sound or catch a whiff of a particular smell and everything
comes flooding back. I mean, I can remember exactly
where I was when I heard Madonna's first hit. It was a winter
evening. I was in my mother's kitchen making myself a
cheese sandwich. I only have to hear that first guitar chord
and I'm back in my mum's kitchen. Another example is the
smell of suntan lotion. It always takes me straight back to a
holiday in Spain when I was four years old.
~~arrntor Question 7. You hear a man talking about
somewhere he has just been.
Mmi It's something I've always been terrified of, but it was
absolutely killing me. In the end it got so bad, I just had to
have it seen to. Actually, it only needed filling, which wasn't
as bad as having to have it taken out. Anyway, I was sitting
there in the chair, feeling very nervous, waiting for the drill,
when this wonderful Indian music started playing. It was
incredible - my anxiety completely disappeared and I relaxed
my whole body.
Question 8. You hear someone talking about the
beneficial effects of music.
Wim1<ir. We now use music to help them recover especially if they're here for a long stay. Experimenting with
different kinds of music, we've found that certain sounds
have the power to change moods and emotional states for
the better. Many of them come to us shattered, angry and
full of pain, both physical and mental. They've had their lives
reduced to a bed and a locker. We try to bring peace to their
• body and their mind.
Over
you
3 Students' own answers.
Writing Part 2 - Email/ letter
11age9o
Think ahead
fii11:J®#!M~f>1!A!A%B
job applications, complaints, enquiries, correspondence
with professionals
Students' own answers.
r, There are alternative cheaper, quicker and more
convenient ways of contacting people: text message,
phone, email, social networking sites. There are fewer
occasions when formal letters are expected.
Exam skills
2
mJl
The main purpose of the letter is to apply for a job.
b Information should include details of the applicant's
relevant experience and suitability for this job.
The style should be rather formal, as it is an application for
a job.
3
@1',11:1JD.mm.a
The information included in the letter is relevant. This letter is
an application for a job, so the style is appropriately formal.
forma~ vocabulary
Unit 7 Review
4
1
mD
~
unless I'm doing
'II be given instructions
're having our car serviced
not worth being worried about I not worth worrying about
were out of order I were not in working order
took me five minutes to
am certain: have no doubt
chosen: selected
give: provide
job: post
like the chance: welcome the opportunity
lot of different: a wide range of
lucky: fortunate
need: require
show what I can do: demonstrate my skills
tell somebody about: express
think: believe
very interested: particularly attracted
2
tlD
A middle-aged woman was caught stealing a bag of
potatoes.
The manager of the store was informed and the police
were called.
The police arrived and the woman was taken to the police
station.
She will probably be charged with shoplifting.
This is not the first time the woman has been arrested.
On the last occasion, she was fined £200.
Word building
5
mD
I would welcome the chance to tell you about my past
experience.
I believe my written English is excellent I of the highest
standard.
I could provide you with the names of two referees.
Please let me know if there is any other information you
require.
~ I have a wide range of skills which are relevant to this work.
I have no doubt I would be suitable for this post.
g If I'm lucky enough to be selected for interview.
I! I could come at any time which is convenient for you.
3
~
court; racket
pitch; net
gloves; ring
course; club
rink; skates
You may like to give students the Unit Test on pages 99-100 for
this unit.
Exam practke: letter
6 Encourage the students to refer to the appropriate section
of the Writing Guide on page 180 for an overview of letter
writing. Draw their attention to the Tip and remind them that
the first sentence of any letter or email is the most important
one because it will determine if the letter gets read till the
end.
~
available time (10-20 hours a week)
interest in paid holiday work
experience of working with young people
The style would be formal.
Students' own answers.
57
.
.
Unit 8
.
,· Media
"' '
'
Introduction
1
POSSIBLE ANSWERS
Top left to bottom right:
a Photo 1: computers offer access to all kinds of media
- email, internet, radio, TV, etc. Wi-fi connections and
internet telephone services such as Skype make computers
one of the most effective means of communication.
Photo 2: newspapers are still popular but less effective
than they were in the past as a means of communicating
up-to-date news and other factual information. The
internet and social networking media are taking over the
news reporting function of newspapers.
Photo 3: tablets are getting more and more popular.
They offer access to the internet, TV and all sorts of other
possibilities. Tablet technology is developing extremely
rapidly.
Photo 4: despite the growth of modern technology, radio
is still a popular communication medium, especially digital
radio and podcasts (radio broadcasts on the internet).
2 Background information: Malcolm X was a prominent black
nationalist leader in the USA. He was assassinated in 1965.
Jello Biafra is a punk musician (former lead singer of the band
the Dead Kennedys) and political activist from San Francisco.
WH Auden was a prominent Anglo-American poet. He died
in 1973.
3 Students' own answers.
Listening Part 3
Think ahead
1 Students' own answers.
Exam practice: Multiple matching
2 Before students attempt the task, you might want to make
sure they understand the meaning of the following words
and expressions: catch up with (to do something you didn't
have time to do earlier); crack down on (to start dealing with
illegal behaviour in a more severe way). Read the Tip with the
class and make sure you give the students some time to read
through the questions and the options and think about them
before they listen to the recording.
mD
Speaker 1: G
Speaker 2: E
Speaker 3: F
58
Speaker4:A
SpeakerS:C
B, D and Hare not used.
Audioscript 2·04
Narrator You will hear five short extracts in which people are
talking about how they use the internet. For questions 1-5,
choose from the list (A-H) which main use each speaker
describes. Use the letters only once. There are three extra
letters which you do not need to use. You now have thirty
seconds to look at Part 3.
Speakerl I find it really useful to help me with school work,
especially when we're doing geography or history projects. I
know people of my parents' generation used to spend hours
in the school or the town library finding the information they
needed. My dad said the information was almost always out
of date. The internet is fantastic - I've always found what I'm
looking for. The only problem is that sometimes there's just
too much stuff to get through. One of my friends said she'd
once spent five hours looking for information. You've just got
to know when to stop.
Speaker 2 I'm addicted to my computer mainly as a way
of keeping in touch with people. It's just so easy to talk
to your friends. At the moment, I'm chatting to my older
brother who's in Thailand - he's told me incredible stories
about what he's getting up to. It's almost as good as the
phone and it doesn't cost anything. I've started talking to a
few people I don't know, but I haven't made any new friends
like that. I think it's a bit scary- the idea that you can get to
know someone like this and then call them your friend. You
don't really know anything about these people - I mean,
everything they say could be lies.
Speaker 3 I use it for various things -you know, the obvious
ones like emailing, getting the latest news, but at the
moment mostly for buying things. The thing is, I really don't
enjoy going shopping in town any more. It takes me half an
hour to get there on the bus and the shops are always really
crowded. I buy all kinds of things from websites- like last
week, I bought a DVD, a new pair of jeans and some makeup. It's so quick and easy- you just click on what you want,
put it in your basket, go to the checkout and pay with your
card. And most things don't take long to arrive. I said I'd show
my brother how to do it tomorrow.
Speaker4 Music, definitely. It has to be music. That's about
all I use it for, really, apart from occasionally checking the
sports results. It's fantastic if you're into music of any kind.
I go on some of the music sites and download all kinds of
music files straight to my smartphone. It's so easy these days.
I can't afford to pay, but I don't download anything that you're
supposed to pay for. I know some people do. The music
industry's trying to crack down on the illegal downloading.
They say they're losing sales because people aren't buying
CDs any more, or paying for downloads. I reckon they're
fighting a losing battle.
I use it for all kinds of stuff, but at the moment
l mainly catching up with programmes I couldn't watch first
time round for some reason. It's incredibly useful to be able
to do that. Most of them you can still get for up to a week
after they're first broadcast. The quality's not quite as good
on my laptop, but at least you don't have to wait for ages
until they repeat the broadcast. And of course, you can pause
programmes and fast forward them so you can avoid the
adverts.
Over to you
3&4
Students' own answers.
Grammar
page9s
Reporting statements
1 Encourage students to refer to the relevant section of the
Grammar reference on page 169 to help them with these
tasks.
mi)
<:J
'The information is almost always out of date:
'I once spent five hours looking for information:
'I'll show you (my brother) how to do it tomorrow:
'We're losing sales because people like you aren't buying
CDs any more:
2
OD
The tense is generally moved one step back in time.
h The reporting verb is in the present. Consequently, the
other tenses have not changed. This implies that the
situation is true in the present.
3
~
She said she'd always found what she was looking for.
He said he was messaging his older brother who was in
Thailand. I He says he's messaging his older brother who is
in Thailand.
She said it took her half an hour to get there on the bus
and the shops were always really crowded. I She says it
takes her half an hour to get there on the bus and the
shops are always really crowded.
becomes (My friend asked me) when I had ordered. It is often
necessary to change pronouns to the third person form (he,
she, it and they).
5
!1'D)
We use if in reported yes I no questions. if can be replaced by
whether: Mick asked whether they had the CD in stock.
6
mD
The girl asked him if he had an email address.
Val asked Rob if I whether he used the internet.
( Nick asked me how long I had been interested in jazz.
d Rachel asked Sharon which of her old school friends she
had contacted.
e Julie asked Tim if he would like to contact people he had
been with at primary school.
Juan asked Maria if I whether she could show him how to
use the printer.
g Ali asked his father if I whether he could take him to the
station.
<1
Time references
7
OD
Lizzie told Ben (we don't know which day) she would see
him the next day.
b Lizzie told Ben (today) she would see him tomorrow.
Sentence b can only be used if it is used on the same day as
when the original statement was made.
8
mD
last week: the previous week I the week before
next month: the following month I the next month
now: then
three days ago: three days before I three days earlier
today: that day
tomorrow: the next day I the following day
tonight: that night
yesterday: the previous day I the day before
Other references
9
im
~1
Reporting questions
The determiner this changes to the.
I• The place reference here changes to there.
4
10
o:D
o:D
The word order changes so that the subject comes before
the verb, just like in an affirmative sentence. Have you got
becomes (Mick asked) if they had and When did you order
Marsha asked Mr Hunt if the work had to be finished that
day.
59
:3
m
0..
OJ
Mr Gilbert asked if I whether there had been any phone
calls for him the day before.
The police officer informed Ian that the car had been
stolen two weeks earlier.
Dorothy said (that) she had written to her the previous
week I the week before and that she had phoned that
morning.
Matthew said (that) he had arranged to meet them after
lunch the next day.
2 Students listen and compare their answers to the audioscript.
Audioscript 2·05
Reporting function~
11
fm
In sentence a, after told Bob, there is a complete clause: she
was leaving the next day, which is a reported statement. In
sentence b, after told Bob, there is an infinitive structure: to
leave her alone, which is a reported command.
In sentence c, after asked Bob, there is a complete clause:
why he had done it, which is a reported question. In
sentence b, after asked Bob, there is an infinitive structure:
to leave his keys, which is a reported request.
The infinitive is used.
The gerund (see g) or a complete clause (see h) can be
used after suggest.
12
([fj
~J
memorable because of its position. It looks as if it is placed
right by the roadside, or even above it so that motorists
would have to drive under the giant, crouching figure,
which would be facing them head on as if on a football
field. The second billboard is effective because it is on a truly
spectacular scale. It is as high as the multi-storey block right
in the middle of New York next to the Empire State Building.
'Bob, I'm leaving tomorrow; she said.
'Leave me alone, Bob; she said.
'Why did you do it?' she asked Bob.
She asked Bob, 'Can you leave your keys?'
'Don't try and get in touch; she warned Bob.
'You should try and forget her; Alan advised Bob.
'I think we should talk it over; she suggested.
'You should leave; they suggested.
Exam pradk~~ Key word transformation
13 Draw students' attention to the Tip before they attempt the
task.
~
warned us against swimming I warned us not to swim
advised Pete against buying I advised Pete not to buy
told Claire to take
asked John if he could
offered to pick Tracy up
said (that) he would see
!::'i~!!o1'rR·<:i' In this part of the test, I'm going to give each of you
two photographs. I'd like you to talk about your photographs
on your own for about a minute, and also to answer a short
question about your partner's photographs. Xavier, it's your
turn first. Here are your photographs. They show different
advertisements. I'd like you to compare the photographs and
say which advertisement is more effective. All right7
Hmm, I think they're both very effective
advertisements. I'd certainly notice them if I saw them in the
, street. I like the advert for women's clothes because of its
size - the way it goes from the top of the building to the
bottom - it looks so powerful. But the problem for me, is
that people may be more impressed by the size of the advert
than by what it's advertising. When you've looked at the
woman and the clothes she's wearing, you see the name Gap,
but to my mind that's less interesting than the shape and
size of the advert. For me, the main reason the advert for
Nike sports gear is more effective is that it makes you think.
· You say to yourself things like, That guy looks really strong.
He must be good at his sport' - then you notice the name
Nike in the bottom corner and you think'Maybe he's good
at his sport because he wears clothing and shoes made by
Nike'. Of course, you probably don't go straight out and buy
yourself Nike sports gear, but the name may stay in the back
of your mind when you next go shopping. In my opinion it's ,
; a very .successful advert.
·
t}\1!11-nml'!~ Thank you. Carmen, which do you prefer7
I'd say the Nike advert's more effective, too. To be
honest, I don't think much of the ad on the building. It's a
clever idea to use a building like this, but to me the clothes
are not interesting enough. I also think the word Gap is a bit
• lost where it is. It might have been better at the top of the
, wall.
3
tmD
Language for giving reasons I explanations: the main
reason ... is that ...
Speaking Part 2
page97
Think ahead
1 Both the billboards in 1 are eye-catching and effective, partly
because they are so big: it would be almost impossible to
avoid seeing them if you were passing. The first billboard
showing the crouching American football player is
60
Language for giving opinions: I (don't) think; to my mind;
For me; In my opinion it's; I'd say; I also think.
Language for talking about appearances: because of its size;
the way it goes from the top ... to the bottom; it looks so ... ;
that guy looks ... ; ... is a bit lost where it is.
Exam pradke~ long turn
4
4 Draw students' attention to the Tip and remind them of
the importance of demonstrating that they can listen and
understand as well as speak. They must stay alert and listen
during the other candidate's 'long turn' because they will
have to make their own comments about the same subject
~
caretaker; computer programmer; newsreader; police officer;
shop assistant; television reporter; university lecturer
5
(m
Over to you
5
tm•J.'14©Mf41~~
a The advertisements are designed to appeal to the type of
people who buy these kinds of products. Advertisement
1 is by Nike, a company that sells sports clothes and
equipment, so it is designed to attract the attention of
people who are interested in sport by showing a famous
sportsperson in action. Advertisement 2 is for Gap, a
clothing line, so it is targeted at fashion-conscious young
people.
Both advertisements work by trying get people to
associate the product with certain qualities and values
rather than by obviously encouraging people to buy
the product. The Nike advert associates the brand name
with the power of an American footballer in action; the
Gap image, showing a beautiful, casually dressed young
woman, associates the brand name with style and casual
self-confidence.
Vocabulary
pag~98
mass media
press conference
' eyewitness
newsagent's
soap opera
current affairs
talk show
headline
remote control
foreign correspondent
Prorumdation
6
~
The stressed component of each compound noun is shown
in bold in the audioscript below.
press conference
eyewitness
newsagent's
soap opera
current affairs
·talk show
3
remote control
CD
CL
Ill
Compound nouns
Exam practice~ Word formation
1
~
noun+ noun
verb+ noun
adjective+ noun
verb + preposition
preposition +verb
2
OD
The first part of a compound noun gets the stress, i.e. the
sound on the first part of the compound noun is longer and
louder.
7 Before they do the task, ask students to read the text and
predict the kind of word they need to fill each of the gaps
with (1 noun, 2 plural noun, 3 adverb, 4 adjective, 5 adjective,
6 plural noun, 7 adjective, 8 adjective).
lim
retirement
personal
2 rioters
elections
Certainly
dangerous
pleasant
predictable
Over to you
8 Students' own answers.
3
~
news editor: noun+ noun
crime rate: noun+ noun
break-ins: verb+ preposition
tourist robberies: noun +noun
community service: noun + noun
participation rate: noun+ noun
clean-up: verb+ preposition
61
Reading and Use of English
Part6
Think ahead
6 E: The missing sentence gives support to the writer's view
that print material will not completely disappear in the near
future, and gives a simple explanation for this: Many people
still prefer print for the very simple reason that ...
Sentence C is not used.
1 Students' own answers.
so and such
2
4 Encourage students to refer to the appropriate section of the
OD
The writer feels sad but not surprised: I find this sad but not
surprising. In the rest of the article it becomes clear that the
writer feels that the disappearance of print is inevitable,
and he recognizes that the changes in his own habits are
contributing to it.
Exam practice: Gapped text
3 After students have read quickly through the text the first
time, you might want to check that they understand the
meaning of the following words and expressions: mount
(gradually increase or get bigger); speculation (making
guesses about something when you don't have enough
information to be certain); be desperate to do something (want
to do something very much); in decline (when something is
becoming less in amount, importance or quality); blow (an
unexpected event which has a negative effect); vinyl (type of
plastic which music records used to be made of).
Before they do the task, read the Tip with the class and
remind students to read through all the sentences carefully
and make sure they've understood each one before they
start the matching.
Grammar reference on page 170 for help with these tasks.
OD
Both so and such are used for emphasis.
So is used before:
·adjectives (e.g. so cheap)
·many+ plural countable noun (e.g. so many books)
·much (of)+ uncountable noun (e.g. so much of their income)
Such is used before:
• noun phrases (which may include an article and an
adjective, e.g. such an important feature)
5
OD
a so
b such
c so
d so
6
OD
such a lot of people
so few cars
such hot weather
such little ears
OD
Over to you
1 B: The sentence Until quite recently ... expands on the
first sentence of the first paragraph ... such an important
feature of our everyday life. The next sentence presents a
contrast to this status qua: Now, however, more and more
7 Students' own answers.
people ...
2 F: The sentence Like many others of my generation ... ,
follows up the personal reaction, I find this sad ... And the
following sentence provides more information on the
same subject: When I was a child, my father would ...
3 A: The missing sentence, This is because I can find all the
news and information I need, provides a reason for the
information in the first sentence of the paragraph: Now I'm
an adult, I hardly ever buy a newspaper.
4 D: The missing sentence provides an explanation for
why people are buying fewer printed materials: For some
people, it is simply more convenient .... The next sentence
focuses on other people: Others, however, actually seem to
prefer the digital format.
5 G: The missing sentence provides an explanation for the
fact that companies are spending less on publicizing their
businesses in newspapers and the following sentence
provides further information on the same issue.
62
e Such
so little time
so many people
so much money
such tall buildings
Writing Part 1
Exam skills
1
OD
a Start with a statement of the subject of the essay and finish
with a summary of your opinion.
b The best way of answering is by giving both sides of the
argument.
c Formal (essays are considered to be academic writing).
2
OD
a Paragraph 1 states the two sides of the argument: the view
of famous people and the view of the press.
Paragraph 2 expands on the press' point of view.
Paragraph 3 focuses on the ambivalent position of famous
people who want attention when they are not famous and
privacy when they are.
Paragraph 4 expresses the view of the writer.
The main points made in paragraph 2 concern the
advantages of having a free press, from the point of the
newspapers. The particular things newspapers claim the
public has a right to know about are:
·wrong-doings of celebrities (claimed to be most
important)
• how celebrities spend their money
·celebrities' love lives
The main points made in paragraph 3 concern the
disadvantages of a free press for celebrities, who argue
that they have a right to a private life like anyone else:
·celebrities would like personal information to be kept
secret
.: The writer's opinions are expressed in paragraph 4: the
public has the right to know how celebrities live their lives,
but celebrities should have some privacy and should be
able to protect their families from the press.
Ii The style is appropriate, in that it is formal.
~ They: the photographers
she: the princess
there: outside the nightclub
then: on Friday night
their and They: celebrities
7
fi@fi•U:JMl4W.i!lm
Repetition makes writing sound childish because ideas
appear not to be linked up in a way which demonstrates
clear analysis. Writing with a lot of repetition may also result
in a lot of short unconnected sentences.
Exam practke: Essay
8 Read the Tip with the class and also encourage students to
refer to the appropriate section of the Writing guide on page
178 to help them plan their essay.
Connecting ideas
Unit 8 Review
3
1
(IDD
1 whereas I although
On the one hand $ On the other
In fact 6 On balance I although
hand
however
~
1 B 2 A
3 C
D
B
6 A
D 8 A
2
4
~
as well as (that), besides (this), what is more
by contrast, nevertheless, on the contrary
in conclusion, in short, on the whole, to summarize
Avomding repetition
~
Jayne said she was going on holiday the following I next day.
Ben asked (her) if she was going anywhere special.
Jayne replied that she was going to Australia and that she
would be staying in Perth for a week and then going on to
Sydney.
Ben asked (her) who she was going with.
Jayne replied that she was going with two friends from work.
5
~
famous people
newspapers
c the points of view of famous people and newspapers
d celebrities
e newspapers
famous people
stars
il the idea expressed in the previous sentence: stars should
have some privacy, especially to protect members of their
families
6
OD
The first to refer back to the phrase two examples in the
previous sentence
~ such actions to refer back to Some famous people take
newspapers to court
3
dm
Ben: I've always wanted to go to Australia.
Ii Jayne: Would you like to go with us?
r. Ben: I certainly would.
Jayne: I'll see if there are any places left on the flight.
€ Ben:
I'm not sure if I can afford it.
Jayne: I can lend you the money.
4
~
a so b so
such
such
so
You may like to give students the Unit Test on pages 101-102
for this unit.
3
(D
o_
OJ
Introduction
page 105
Reading and Use of English
1
Part 5
pa9e106
®1-'i!:Hl.d~W~Jm
Extreme weather conditions create difficulties precisely
because they are extreme and so the human body has to
find ways to adapt in order to survive. For example, extreme
heat can make it difficult for people to work or sleep. It can
create an increased risk of skin problems and some infectious
diseases.
Extreme cold can cause hypothermia so people have to wear
many layers of warm clothes. Travelling can be hazardous.
Some machines cannot work at low temperatures.
~
2
2
G;!311:JD1.M@ilA@:ft
Flooding would probably affect more people because
more people have their homes near rivers than in or near
forests. Flooding destroys lives and property. Many people
drown or are injured in floods. Sewage can come to the
surface of streets and so on and this can cause illnesses.
Mosquitoes and other such disease-carrying creatures
thrive in still, wet conditions. Homes and vehicles are
damaged or destroyed. Electrical plants and other facilities
may be disrupted.
Fires destroy animals and plants. Many trees, which are so
necessary for our environment, can be destroyed.
Flooding can be avoided by controlling the flow of water
into rivers, and by the careful planning of buildings, taking
their effect on the environment into account.
Forest fires can be avoided by increasing restrictions on
what people can do in dry areas, such as lighting camp
fires. But sometimes the fires can be started by lightning,
which is unavoidable. People can also try to avoid forest
fires by building homes well away from woodland. Keeping
strips of land free of trees in forested areas can limit the
spread of a fire; and ensuring that there are adequate
supplies of water to douse fires in high-risk areas can
also help to limit the damage fires cause. Fire alarms, fire
hydrants and so on must always be kept in good condition.
3 Students' own answers.
3
2 Students read and check their answers.
Exam practke: Multgple dioke
3 You may like to check students understand the following
words in the text: molten (burning); Earth's core (central
part of the Earth); growth (increase); potential (what's
possible); imprecise (inexact); evacuating (leaving a place
to escape danger); hazard zones (dangerous places);
monitoring (observing, checking); detect (find); evaluating
(understanding, assessing); plumes (clouds, columns); loss of
credibility (when something is no longer believed); proximity
(surrounding area).
Draw students' attention to the Tip and then ask them to
work out the answer to the first question (D) using this
approach and get them to tell you why the other options
are incorrect. (A Wealthy women are mentioned, but we
are told they died; nobody escaped. B Only two towns
- Herculaneum and Pompeii - are mentioned. C 16,000
people died; this is definitely not a few) When students have
completed the remaining questions, ask them to justify their
answers in the same way.
~
D
C
c
4 c
B
A
Word buildh1g
4
~
compete: competition
erupt eruption (x8)
evacuate: evacuation
fascinate: fascination
migrate: migration
populate: population (x3)
They are all formed with the suffix -tion, added to the root
verb.
OD
5
act: active (x3)
danger: dangerous
destroy: destructive
system: systematic
volcano: volcanic (x3)
6
mD
scientific
migration
devastation f active
systematic
d fascination
Over to you
7 Students' own answers.
Grammar
Tornadoes, which are commonly known as 'twisters' in
the USA, are a common phenomenon in the American
Midwest.
b Scientists and amateur tornado chasers alike flock to
Oklahoma, Texas and Kansas in the months of May and
June when tornadoes are most likely to occur.
t Eric Rasmussen, who is a world authority on tornadoes,
does most of his work here where 78% of the world's
tornadoes occur.
d The scientists whose mission it is to find out more about
tornadoes can only predict where they might form.
e The people who I that go in search of the tornadoes often
have a wasted journey.
f The damage that I which a tornado causes can be
immense.
!J One of the worst recorded events was in March 1925, when
nearly 700 people lost their lives.
!1 On that day the Midwest was hit by seven tornadoes,
affecting an area that I which covered over 320 km.
Rescue workers found buildings where people had lived
and worked completely demolished.
No one yet knows the reason why there has been such a
big increase in the number of tornadoes in the last few
years.
Relative pronouns can be omitted in sentences a and f.
(Note: in sentence a 'which are' would need to be omitted.)
;i
43.D
page10s
Relative dauses
1 Encourage the students to refer to the appropriate section of
the Grammar reference on page 170 to help them with these
tasks.
Im
which; which I that
who /that
2
fm
The speaker has one sister in sentence b.
The speaker has more than one sister in sentence a.
The information in the relative clause is essential in
sentence a.
3
OD
defining ~ non-defining
non-defining
defining
( non-defining
defining
4
8 Ask students if they know where the 'Great Plains' in North
America are before they look at the question and read
through the text the first time. Elicit or tell them that they
make up a very large area of flat land across much of the
middle of the United States of America, stretching north
over the border into Canada (they cover most of the states
of Colorado, Kansas, Montana, Nebraska, New Mexico, North
Dakota, Oklahoma, South Dakota, Texas and Wyoming,
and the Canadian provinces of Alberta, Manitoba and
Saskatchewan). Originally, this area was flat grassland and
inhabited with wild buffalo; now it is mostly farmland.
(3D
ml
In sentences a and e, who /which can be replaced with that.
The farmers were more responsible than the weather for
the devastation of the Great Plains. They dug up the grass,
and this meant there was nothing to anchor the soil, which
turned to dust during hot weather and was blown away by
strong winds.
5
mi)
a where
b when c why
The relative pronoun can be left out of sentence c.
6
ml
The sentences with whom are more formal than the
sentences with who. You use whom, not who, immediately
after a preposition.
7 Check with the class that they understand what a tornado is
before they start this task (a strong dangerous wind which
forms itself into a spinning I twisting cone shape and is
powerful enough to destroy buildings and anything in its
path as it moves across the ground).
Exam piractke: Open doze
9 Before students attempt the task, check they understand
the meaning of these words: drought (a long period of dry
weather during which there is no rain); crop (plants grown by
farmers as food); soil (the earth which plants can grow in).
im
1 by
and
for
4 there
5 which
6 as
in
8 of
DJ
...,
0
c
:::;
Q_
c
(f)
Vocabulary
Speaking Part 1
page110
Think ahead
Think ahead
1 Students' own answers.
1 Students' own answers.
2
2
lim
ma
The article says that greenhouse gas emissions (carbon
dioxide, chlorofluorocarbons and nitrous oxide) and tropical
deforestation are to blame for climate change.
e; breezy; close; dull; freezing; humid; overcast; showery
b cosmopolitan; bustling; dull; historic; industrial; provincial;
sprawling; vibrant
Other adjectives for the weather: cold, dry, hot, stormy,
unpredictable, windy, wintry, etc.
Other adjectives for towns I cities: busy, historic, interesting,
sleepy, etc.
Dependent prepositions
3
OD
consequences for; responsible for; leads to
4
eD
agreement on; anger at; ban on; cure for; damage to; effect
on; respect for; tax on; threat to
a cure for
respect for
b threat to
d tax on
rJ)
:::;
page.m
5
After students have listened to the audio and made a note
of the questions and answers, get them to take turns to ask
and answer the examiner's questions in pairs. Encourage
them to extend their answers by giving additional details and
examples.
f3D
~
to, to
3 Remind students that in Part 1 of the Speaking paper, the
examiner asks candidates questions about themselves. Before
you play the audio, elicit some ideas of the kind of things the
examiner might ask about - e.g. candidates' hometown, their
hobbies and interests, plans for the future, etc.
i:o
of, to
( of, to, for
~!
for
6
Audioscript 2·07
mD
appeal to
believe in
complain about
contribute to
depend on
a See audioscript below for examiner's questions and
candidates' answers.
i:s Students' own answers.
insist on
invest in
result in
sympathize with
7
~
3 on each other for survival
b 5 to the destruction of the tropical rainforest
c 1 in recycling schemes
2 about pollution
e 4 with people who live near big airports
Exam practice~ Key word transfm·mation
8 Read through the Tip with the class before they begin the
task and remind students that the word count of the answer
includes the word given.
im
a ban on cars
'l to make an investment in
be incapable of changing
result in a saving of I result in you saving
5 have a negative effect on
is anger about I at I over plans
Where are you from, Manoulis?
I come from Athens in Greece.
First we'd like to know something about you. Clara,
· what kind of weather do you like best?
I like hot, sunny weather best.
Why?
Because I like doing things outside, like going to the
beach with my friends or just sitting in an open-air cafe
having a cola and chatting to them. Things like that.
Manoulis, how do you spend your free time when
the weather is bad?
If it's cold and wet, I don't usually go out. I stay at
home and maybe watch a DVD, play my guitar or listen to
music in my room. But if the weather has been bad for a few
, days, I'll probably go out - shopping or to the cinema - 'cos
I'll be bored staying at home.
Clara, what's your hometown like?
I live in Barcelona. It's a very cosmopolitan city. Parts of
the city are very modern, but it also has a historic old quarter
with narrow streets. You can find all sorts of small shops, bars
and restaurants there. It's a vibrant city with plenty to do and
Manoulis, how has your town changed in recent
It looks much nicer than it used to because the local
. council have cleaned all the old buildings. And the town centre
1 has been pedestrianized so it's much nicer to go shopping
there now. They've also built another multi-storey car park so
parking in the town centre is easier than it used to be.
Thank you.
4
~
DVD (rise), guitar (rise), music (fall)
shops (rise), bars (rise), restaurants (fall)
:'Typically, when we are listing something, we use a rising
intonation on the key words and a falling intonation on the
last item in the list. The_risin_g in_tona~i()n indicates that we
have not finished, and the f9lling intonation indicates that we
. bave.
Audioscript 2°08
1 I stay at home and maybe watch a DVD, play my
.I guitar or listen to music.
:
You can find all sorts of small shops, bars and
listening Part 4
pogem
Think ahead
Students' own answers.
c Air travel has a negative effect on the environment
because aircraft engines emit n~~e, disturbing wilcjl_ife
and natural habitats, and have high l~yels of C0 2
emissions, which contribute to the greenhouse effect.
The ways to reduce this are discussed in the audio and
include improving the efficiency of airplane engines so
they consume less fuel and also using alternative, more
~n_virp_nmentalJy-frieridlyfuels. Environmental protection
groups suggest that fuel should be taxed to make flying
more expensive so that people will fly less in future: at the
moment, flying is the fastest growing form of travel. They
also recommend that governments should encourage
people tohavel les~s~ and choose al~ternati~e forms of
transport.
Exam practke: Multiple choke
2 Read the Tip with the class before students attempt the task,
and give them a few minutes to read through the questions
and, where possible, try to predict answers.
5 Get the class to try to say each list with the appropriate
intonation before they hear the recorded version. Then play
the audio and get them to repeat the list again after they've
heard the model.
(RD
'3:D
Audioscript 2·10
C
B
B 4 A
5 A
C
7 B
OJ
'0
c
,, eat (rise); TV (rise); homework (fall)
milk (rise); sugar (rise); rice (fall)
starters (rise); main (rise); dessert (fall)
Audiosuipt 2·09
After I got home I made something to eat, watched
TV and then did my homework.
Can you get me some milk, sugar and rice, please?
I'll have the prawns for starters, the duck for the
main course and ice cream for dessert
6 Remind students to try to use the appropriate intonation in
their answers.
Exam pradke: Short exchanges
7 Direct students' attention to the Tip before they do this
exercise in pairs. Tell them that the reason they should aim to
give extended answers is not just to demonstrate how much
they can speak but also to create interest The examiner will
respond more favourably to a candidate who gives lively,
informative answers than to a candidate who gives limited
information.
You will hear part of a radio programme about the
effects of air travel on the environment For questions 1-7,
~ choose the best answer (A, B or C).You now have one minute ,
to look at Part Four.
Hello. This week we will be looking at ways in which
we can reduce our 'carbon footprint'. By 'carbon footprint' we
mean a measure of the impact that human activities have
on the environment in terms of the amount of greenhouse
· gases they produce. These days it's easy to work out how big
one's own personal 'carbon footprint' is, provided you have
internet access. You can simply go on line and put in the
following information: how much your annual household
fuel bill is, how often and how far you travel, and a
calculator will work it out for you. Your secondary carbon
' footprint is determined by your buying habits. Basically, if
you buy food or items produced locally, then your carbon
• footprint will be smaller than if you buy produce which
has to be flown or shipped from the other side of the world.
There are of course ways of reducing our carbon footprint:
we can car share to work, travel by bus or train rather than
by car; we can buy local fruit and veg or wine. If you live in
the UK, then buy your wine from European countries rather
than Australia, for example, and avoid items that have been
made in China or India. Let's start by looking at the effect of
• air travel on the environment Sue Hendry, how have you
. been addressing this7
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Well, I quit flying a year ago. For too long I'd
been saying 'They'. that is, governments, must do something
: about global warming rather than 'we' or'!'. Then I suddenly
realized that I can't expect things to change if I'm not
prepared to change myself. How could I look my children
in the eye in twenty years' time and say,' I could have done
something, but I chose not to'. The arguments against flying
are obvious: do you know that a return flight from London
to Australia equals the emissions of three average cars
for a year? And a return domestic flight from London to
Edinburgh produces eight times the carbon dioxide you
• would use if you took the train?
Nigel Hammond, what's the present situation in the
travel industry?
There has been a huge rise in the number of people
flying from UK airports. The cheap flights offered by budget
airlines have meant that many people think nothing of
popping over to the continent for the weekend. Long-haul
destinations are becoming increasingly popular, too. But the
biggest rise has been in short-haul flights, both domestic
and to places like Spain, France and Italy.
I think the problem is that, although most people
know that flying contributes hugely to global warming,
they are not really prepared to do anything about it. So
they'll feel a bit bad while they're sitting on the plane, but the
moment they get to their destination, it'll be long-forgotten.
"'""''""'.""" So, what solutions are there?
There are a variety of possible solutions. One is to put
. up the tax on aviation fuel, but this has been tried already
and didn't work. Another is to limit the number offlights
people can take a year. I like that idea, but I'm not sure
how practical it would be. Still, I definitely think it would
be worth giving it a go. And then there is 'carbon offsetting'
whereby people plant trees. But if the trees are cut down or
there's a fire, then you've lost your offset.
3
!Im
board: get on
disembark: get off
land: touch down
Writing Part 2 ~ Report
page114
Think ahead
(3'D
water heating: C
cooking: A
space heating: B
lighting: D
appliances: E
2 Before the students discuss the statements in pairs and
try to guess whether they are true or false, make sure they
understand what the different electrical appliances are:
elicit the difference between a washing machine and a
dishwasher, and explain what a tumble drier is if necessary.
imD
False. Whatever type of light bulb you have, the rule is that
the longer the light is on, the more energy it uses. The
energy used to switch a light on and off is less than that
of leaving it on, so switching lights off when you leave the
room saves energy.
True. About 90% of the energy traditional incandescent
light bulbs use is given off as heat, and only about 10%
results in light.
False. Traditional light bulbs are much cheaper to buy than
the other two. LED lights are the most expensive to buy
but last much longer. Generally speaking, all energy-saving
light bulbs last 10 times longer than traditional light bulbs
but more importantly use up to 80% less electricity.
True. And it costs twice as much if you wash the clothes in
hot water compared with washing them at 30 °C.
e False. Modern energy-efficient dishwashers can use up
to 35% less water and use less energy as long as you run
them with a full load.
False. You can save up to 10% on your energy bills by
switching these off at the plug. If left on standby, they use
around 80% of their full power.
False. The screensaver uses just as much energy as when
you are working, so if you are leaving your desk, e.g.
for a meeting, the best thing to do is to switch off your
computer screen (monitor).
Writing ai report
3
4
~
touched down
disembark; board
get on; get off
5
Im
disembark: a plane; c ship
land: a plane
touch down: a plane
board: a plane; b bus; c ship; d train
~
Typical features of a report: formal language, headings,
bulleted lists (but not always), suggestions, recommendations
4
m1l
d 2c
a
e
5
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a Yes, it is appropriately formal and informative, with a
suitable format. It takes its reader into account in an
appropriate manner.
b Yes, it answers both parts of the question.
c The headings make the report easy to follow, as do the
bullet points (although these could be better constructed
as paragraphs).
Impersonal language
Pompeii in its shadow. The violent eruption which!thattook
place in AD 79 proved them wrong.
:he eruption, which happened when no one was expecting
1t, has gone down as one of the worst in recorded history.
It happened during the daytime when people were going
about their daily lives.
The remains of the 2,000 inhabitants of Pompeii who/that
did not escape lay forgotten for centuries. When excavation
began in the eighteenth century, the remains were found
of a much-loved family dog whose collar bore an inscription
saying that he twice saved his owner's life.
3
6
mD
a ... cars are used ... Public transport is greatly under-used ...
fruit and vegetables bought are imported ... have the food
delivered ... these would not need to be flown ... All the
above recommendations could be implemented .. .
mD
a in
b at
c to
d of; of
e to
f on
You may like to give students the Unit Test on pages 103-104
for this unit.
b Shopping is done in out-of-town supermarkets by most
people.
c could
7
mD
a If more solar panels were installed, less electricity would be
used from non-renewable resources like coal, natural gas
and oil.
b Fast-food outlets should be obliged by councils to clear up
the packaging that people drop.
c One way money can be saved and the environment helped
is by turning down the thermostat on your heating I by
having the thermostat on your heating turned down.
d Metal cutlery should be used instead of disposable cutlery,
which is usually plastic.
e Your tap water could be filtered if you don't like the taste.
f Your old computer shouldn't be thrown away. It can be
recycled by certain companies.
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Exam practice: Report
8 Refer students to the Tip before they attempt the task and
encourage them to look at the appropriate section of the
Writing guide on page 184 for an overview of report writing.
Unit 9 Review
1
mD
1D 2A 3C 4D 5A 6C 7D 8B
2
mD
Mount Vesuvius, which is situated near the Bay of Naples,
is one of the world's most famous active volcanoes. The
Romans, who believed it to be extinct, built the city of
69
hitroduction
wood: boats, bowls, doors, furniture, houses, plates and cups,
roofs, shutters, tools and utensils of all kinds
1
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c
The muffin tray is being used to keep things in; it would
originally have been used to make muffins in.
The suitcases are being used as a table; they would
originally have been used to pack clothes in.
The half tyre is being used as a plant box; it would
originally have been a part of a car.
The popcorn is being used to protect a gift; it would
originally have been eaten.
The jar is being used as a candle holder; it would originally
have been used to keep jam and other foodstuffs in.
The empty bottles are being used as decoration; they
would originally have been used to keep drinks like wine
in.
Students' own answers.
( Muffin tray: to plant seeds in I to keep earrings in
Suitcases: to keep toys in
Half tyre: as a swing I upside down as something to
practise getting a golf ball through I to play croquet
Popcorn: to make garlands with
Jar: to keep buttons in
Empty bottles: to paint and use as decoration I to make
lamps
Exam skins
3 You could tell the students that all four of the flying machines
pictured on page 119 date from the 1890s, just before the
age of aviation began. They all really existed and underwent
test flights, although not necessarily with any great success.
Once you have given them this information, ask them to
choose which machine they would most and least like to
have tried out and why.
4
mD
B
C
D
A
Exam practke: Mu~tipie matching
5 Read the Tip with the class before students attempt the task.
Remind them to underline any key words in the questions
which they could search for in the texts.
D
A
A S C
Part 7
Wishes and regrets
fi1'.1mHmtmvm:mt
The armchair is made from bamboo, wood and rattan.
The scarves are made from cotton, linen and silk.
The cutlery is made from steel; the napkin is made from linen.
2
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bamboo: furniture, garden walls, room dividers
cotton: bandages, blankets and bed sheets, clothes, cotton
wool, soft furnishings, towels
linen: bed sheets, clothes, curtains, table cloths
rattan: furniture sunshades
silk: bicycle tyres (in the past), clothes, kites (because silk is
very light but very strong), parachutes
steel: cars, machines and tools, buildings, cooking utensils
D 9 B
D
6 Students' own answers.
Grammar
Think ahead
c
Over to you
Reading and Use of English
pilge118
B
page 120
1 Refer students to the appropriate section of the Grammar
reference on page 172 for help with these tasks.
~
The past, but still continuing into the present. The verb
tense after wished is could+ infinitive.
The past. The verb tense after wish is past perfect negative:
they hadn't tried.
The present (and into the future). The verb tense after wish
is past simple: was /were.
2
~
A wish about a present or future situation is expressed with a
past tense. A wish about a past situation is expressed with a
past perfect tense.
Would or wouldn't are used after wish to complain about a
present situation.
a conditional tense is used to express desire I want
b conditional tense (negative) to express irritation
3
Exam practke~ Open doze
OD
2 Ask students to read through the text before they begin the
task. Ask the following question: In what way was the invention
of Post-it notes an accident? (The person who invented the
weak glue that is used on Post-its had originally been trying
to invent a very strong glue.)
Sentence b with if only expresses the stronger regret.
4
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I wish I had straight hair I earned more money I lived
nearer the city centre, etc.
I wish I had travelled more I had had more confidence in
myself I hadn't given up piano lessons, etc.
I wish he wouldn't always arrive late I would tell me when
he was going out, etc.
~
ones I those I what
2 could
but
to
l"d rather and it's time .••
Speaking Part 2
5
Think ahead
m:D
1
a When expressing a preference about one's own action(s),
one uses I'd rather+ present simple of verb, e.g. I'd rather
eat vegetables than meat.
When expressing a preference about somebody else's
action, one uses I'd rather+ subject pronoun to refer to the
other person+ past simple of verb, e.g. I'd rather she waited
till later.
6
an
Sentence a (It's time the children went to bed.) suggests
more urgency. It's time+ past subjunctive expresses that
something should be done and that it is already a bit late.
Sentence b (It's time for the children to go to bed.) is less
urgent. The right time has arrived for something, but we are
still in time - the infinitive is used rather than the past tense.
7
OD
to go
met
had I got
f leave; did
tidied (up)
told
took
Reading and Use of English
Parts 2 & 4 pa9e121
Exam practke: &<ey word transformation
1 Read the Tip with the class before students attempt the task.
Tell them to look out for those sentences which express
wishes and regrets, and make sure they use appropriate
grammatical forms.
~
wish you wouldn't leave
he'd remembered to send
'd left I gone to bed earlier
she was I were as tall as
only I hadn't told
'd rather you washed up
they
6 without
one
had
page122
4g11i1011:Jq:%ftl6ltb
Before the camera was invented, the only possible way of
keeping images of anything was by drawing or painting
them. Photography has allowed images of our lives to be
recorded in a much more precise, quicker and cheaper way. It
has also influenced entertainment in the form offilm.
Before the light bulb was invented, people used candles and
fuel lamps for light. Its invention extended working hours
and leisure time.
Before the mobile phone was invented, you had to try and
find a telephone booth which wasn't vandalized and have
enough change in your pocket or an appropriate phone
card with credit on it. Mobile phones, and smartphones,
have developed into very sophisticated devices, which have
revolutionized the way we communicate with friends and
family and also for work.
Before the invention of the motor car, the most common
forms of land transportation were by foot, by horse, or by
train. The invention of the motor car has enabled people to
travel more often and further, both for work and for leisure.
Before the printing press was invented, books were written
by hand. Printing has affected the way we live by enabling
easier distribution of and access to information in the form of
books, magazines and newspapers.
2 In Part 2 of the Speaking paper, candidates have to describe
and compare two photographs. The following tasks help
students to develop strategies for describing things that they
don't necessarily know the names of in English.
@4i>1i:J®~l"i!114#1M
Rollers in a clothes wringer (or mangle): wet clothes are
put between the rollers, which are turned so as to wring
the water out of the clothes.
Handle on clothes wringer: the handle is used to press
the rollers together so as to get water out of wet, washed
clothes.
Microwave: used for heating or reheating food.
Kettle: used for heating water for hot drinks or cooking.
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6 Tell students that this exercise will give them the opportunity
3
to practise describing an object without using its name. As
well as describing what the object looks like, they can say
what it is used for I what its function is and I or they can
compare it to something else.
OD
The candidate only knows the word 'handle' out of the things
mentioned in exercise 2.
Audioscript 2·11
Examiner In this part of the test, I'm going to give each of you
two photographs. I'd like you to talk about your photographs
on your own for about a minute, and also to answer a
question about your partner's photographs. Nadia, it's your
turn first. Here are your photographs. They show people
doing household tasks in different decades. I'd like you to
compare the photographs and say how you think technology
has changed people's lives.
Nadia Both photos show people working in a kitchen.
In this photo a woman is washing clothes, whereas in
the other photo a man is cooking. The kitchens are very
different. This one is very old, um, er, not modern but the
other one is modern. There are a lot of machines which do
things for you or help you do things more quickly. In this
picture the woman is washing clothes by hand because
she doesn't have a washing machine. She's using a ... well
a kind of machine to get the water out of the clothes. It
looks hard work and I guess it was very, um, er, took a long
time. The man looks quite relaxed probably because he
has lots of things to help him. I think there's a dishwasher
and a ... machine where you heat up food, for example.
Doing household tasks is much easier these days because of
technology.
Examiner Tomas, which of these household tasks do you
prefer to do?
Tomas To be honest, I hate washing clothes even with a
washing machine. I much prefer cooking. I suppose for some
people cooking is, erm, a thing that's not very enjoyable to
do the same as doing the washing-up or cleaning but for
other people it's ... well, it's a ... very nice activity. You can be
creative and if you practise you can improve. Cooking a nice
meal gives you much more ... is more ... well, it's nicer to do
than having a, erm, lot of clean clothes. For me, anyway.
Examiner Thank you.
Exam skills
4
OD
a washing clothes
b machines
c by hand
d get the water out of
e looks
f quite relaxed
g creative; improve
h nicer to do
Exam practice: Long turn
7 Draw students' attention to the Tip before they attempt the
task and remind them to use the strategies they have just
been practising to deal with any unknown vocabulary.
Over to you
8 Students' own answers.
Vocabulary
1
OD
Products are sometimes named after their inventors.
Sometimes they are purely descriptive - describing what
something does or how something does what it does.
Sometimes products are named by combining clever words
or sounds together, or by using initials or acronyms. However,
sometimes a name can have an unfortunate meaning in a
different language, so this aspect of naming needs to be
researched carefully if a product is expected to sell in that
market.
2 Students' own answers.
Adjective suffixes
3
OD
The adjective descriptive is related to the noun description and
the verb describe. The suffix -ive is added to the root word.
The adjective automatic is related to the noun automation
and the verb automate. The prefix auto- means to work alone,
without any person being involved.
The adjective mechanical is related to the noun mechanic.
The suffix -al is added to the noun.
The adjective careful is related to the noun I verb care. The
suffix -fut is added to the root word.
The adjective disastrous is related to the noun disaster. The
suffix -ous is added to the root word.
The adjective speedy is related to the noun I verb speed. The
suffix -y is added to the root word.
The adjective reliable is related to the noun reliability and the
verb rely. The suffix -able is added to the root word.
5
4
POSSIBLE ANSWER
OD
The candidates try to describe the item when they do not
know what the item is called. Sometimes the candidates
describe the function of the item.
a sticky
b useful, useless
c fashionable, stretchy
d creative, original
e protective, scientific, dangerous
72
Exam practice: Word formation
5 Tell the students to read through the text quickly, ignoring
the gaps, and ask them what the purpose of a patent is
(to protect new inventions and stop other people from
stealing the idea) Elicit what Alexander Graham Bell, who is
mentioned in line 10, invented (the telephone) and check
that students understand the meaning of the phrase: to go
back to the drawing board (to start all over again from the
beginning).
Read the Tip with the class before letting students attempt
the task, and check their answers in pairs.
mD
official
z costly
3 worthwhile
sale
listening Part 2
unfortunately
competitors
"'l refinements
advice
pa9e124
Think ahead
1 Check students are clear what each of the items in the
photographs are - a TV set, an electric kettle, a hairdryer, a
microwave oven and a fridge.
2 Students' own answers.
Exam practke: Sentence completion
3 Make sure you give students time to read through the
sentences before you play the recording so they know
what kind of information they need to listen for. Read the
Tip with the class and emphasize that accurate spelling and
punctuation in answers is always essential.
mJl
the television
a foreign language
difficult economic
bread machines
5 excitement
neighbours
household tasks
more leisure time
pleased
functions
Audioscript 2°12
You will hear someone giving a talk about gadgets.
For questions 1-10, complete the sentences with a word or
short phrase. You now have forty-five seconds to look at Part 2.
,~,,.,,~,,,,..,,.,,,, Our lives today are dominated by gadgets.
According to a recent survey, British people spend nine
hours a day on average using some form of electronic
gadget: most time was spent on the computer (around four
hours), followed by the television (90 minutes), the phone
(around 40 minutes), and the microwave (10 minutes). The
same survey revealed that one third of British people also
: considered their ability to use gadgets as their most valuable
· life-skill. Other life-skills such as cooking, DIY and gardening
were ranked next, with speaking a foreign language coming
way behind. We have, it seems, become a nation both
obsessed with and passionate about technology. This would
seem to be supported by the long queues for the latest
Apple iPad, which started three days before the item was
' even on sale, to the High Street stampedes for the latest
Nintendo game. And even though we are living in a difficult
economic climate, it seems the price tag for the latest piece
of gadgetry hardly matters. The important thing is to be the
first among your friends to have it.
So why do we have this obsession with gadgets7 A lot
of technology purchases are a case of'keeping up with
the Joneses' - someone you know gets the latest TV or
1 smartphone, for instance, and you feel you are missing out
if you don't get one, so you do. I wonder how many bread
machines, which everyone seemed to have in the 1990s, are
now lying unused at the back of kitchen cupboards?
And is our obsession something new? Well, no, it isn't
something new. Admittedly, in the 1950s there wasn't
the range or number of gadgets that there are today, but
there was still the same excitement when any new gadget
appeared. My grandparents told me that they were the first
in their street to have a television, and at the coronation of
Queen Elizabeth II in 1953 all the neighbours were invited in
to watch the ceremony. This, apparently, was not unusual.
The 1950s in the UK was a decade when most women did
not go out to work but stayed at home to raise their families.
Most of their day was taken up with cleaning, cooking,
washing and other household tasks. Items which had been
luxuries before the war now became affordable for many
families. With the introduction of the modern vacuum
cleaner into most middle-class homes in the 1950s, and
· the precursor to the modern washing machine around the
same time, a woman's workload was substantially reduced
and women had more leisure time than ever before. Most
women nowadays would not be pleased to be given a
household gadget, except for possibly a cappuccino coffee
maker, as say a birthday gift, but in those days it was received
with delight.
Until recently, it was always assumed that men were more
gadget-obsessed than women - but it seems that today's
women are just as interested in gadgets as men. The main
difference between the sexes seems to be in the design - a
lot of women, for example, want a phone that will perform,
say, five basic functions: calling, texting, taking photos,
storing photos and accessing the internet. For men, the more
functions there are the better.
Over to you
4 Students' own answers.
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Vocabulary
page.12s
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Think ahead
1 Students' own answers.
2
ma
jigsaw family: a family in which two or more sets of children
from previous relationships live together
agritourism: holidays where tourists visiting a country stay
with local people who live in the countryside
chatterboxing: the activity of using a platform such as Twitter
to comment on what you are watching on TV
cyberbullying: the use of electronic communication to
intimidate someone
glocalization: the adaptation of products to suit local and
global markets
Compound adjectives
3
labour-saving: device
mass-produced: product
home-made: cake
user-friendly: instructions
cold-blooded: person
hard-wearing: furniture
last-minute: holiday
well-educated
open-minded
self-motivated
hard-working
quick-tempered
hard-headed I level-headed
7 Students' own answers.
Writing Part 2 - Review
pa 9e126
Exam skms
1
mD
King Kong (1933, Merian C Cooper and Ernest B Schoedsack)
was a landmark horror I action film. It used animation to
create many of the scenes involving dinosaurs and the giant
gorilla Kong.
Jurassic Park: it was the first time that dinosaur simulations
were able to interact with human actors. Also, the marketing
costs for this film exceeded the costs to make the film in a
way that had never happened before.
Toy Story: the toys had personalities and volition of their own.
The CGI effects were innovative.
2
4
Early innovations in movie history include the use of sound,
the first 'talking' pictures; early animation and the transition
from black-and-white to colour film. More recent innovations
include 30 technology, the use of digital movie cameras
and combining animation with real actors. Movie-making
technology is developing rapidly with 'special effects' in
particular becoming ever more dramatic, and this seems
likely to continue into the future.
mD
low-fat spread I yogurt
b sugar-free chewing gum
high-risk investment
short-sleeved shirt
~ part-time job
Pronundath:m
5 Before students repeat the compound adjectives, ask them to
listen and identify where the main stress is in the compound
- on the first word or the second word. Note that all these
compound adjectives are stressed on the second word
except labour-saving, which has the stress on the first word.
Mass-produced has the stress on the second syllable of the
second word.
Audioscript 2·13
labour-saving
mass-produced
home-made
user-friendly
cold-blooded
hard-wearing
6
last-minute
low-fat
sugar-free
high-risk
short-sleeved
3
®1"11:JMjii~W~
a Normally, a film review contains a brief synopsis of the
contents of the story, without giving away the end, and the
reviewer's opinion of the film's strengths and weaknesses,
all of which are included here. However, a film critic often
also comments on the performance of individual actors
and actresses in a movie, which is missing from this review.
The review is written in an informal, chatty style.
The highest possible number of stars.
Evaluative adjectives
2
4
dm
hadn't lost
wouldn't interrupt { could go
l.l had met E didn't have, had
had applied
didn't bring j told
left !'! got
1!l
(ID
Positive evaluative adjectives in review: best, fantastic,
magical, state-of-the-art, stunning, uplifting
5
You may Ii ke to give students the Un it Test on pages 105-106
for this unit.
~
Positive evaluative adjectives: clever, entertaining, exciting,
first rate, funny, hilarious, original, spectacular, witty,
wonderful
Negative evaluative adjectives: amateurish, disappointing,
dull, fake, over-complicated, over-long, predictable,
unconvincing, wooden
6
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predictable
spectacular I stunning
amateurish I unconvincing I wooden
d entertaining
over-complicated
7
&§I
Books: author, chapter, plot, published, scene, series
Concerts: choreography, conductor, lighting, orchestra
Films: acting, cast, costumes, design, director, lighting,
plot, released, scene, scenery, series, special effects, stunt,
soundtrack
Musk: album, conductor, lyrics, orchestra, released,
soundtrack, track
Ma.isic.ais: cast, choreography, conductor, costumes, design,
director, lighting, lyrics, orchestra, plot, scene, soundtrack,
special effects
Plays: act, acting, cast, costumes, design, director, lighting,
plot, scene, scenery, special effects, stunt
TV: acting, cast, commentary, costumes, design, director,
episode, series, special effects, stunt
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Exam pradke: Review
8 Read the Tip with the class before they attempt the task and
encourage them to review the appropriate section of the
Writing guide on page 183 for an overview of review writing.
Unit 10 Review
pagens
1
mD
controversial
announcement
argument
contribution
choice I choosing
traditional
criticisms
latest
75
Introduction
11age129
1 Students' own answers.
2 Clarify with students what types of non-verbal
communication the photos illustrate - eye contact, body
language, facial expressions and gestures. Ask them to think
about different examples of each in their own country and
say what they mean. Are there any types of communication
that are associated with particular states of mind, such as
feeling angry, upset or surprised?
Grammar
pag~m
Conditionals 0, 1 and 2
1 Encourage students to refer to the appropriate section of the
Grammar reference on page 173 for help with these tasks.
mD
Type 0: present simple, present simple
Type 1: present simple, will+ infinitive
Type 2: past simple, would+ infinitive
3 Students' own answers.
2
Reading and Use of English
Part 6 .pa9e1~11
mD
Think ahead
mD
1 As discussed in the text, there is evidence to show that there
a future possibility
are facial expressions related to 'universal' emotions, which
can be recognized by human beings everywhere - from
cosmopolitan Western Europe to tribes in remote Africa.
The facial expressions for happiness, anger and disgust, for
example, seem to be innate and universally recognizable.
However, if the students find the expressions in the photos
difficult to interpret, you could write the emotions on the
board and get students to match them with the images on
the page.
POSSIBLE ANSWERS
Top left to bottom right:
1 happiness 2 concern I interest 3 anger
4 thoughtfulness 5 surprise I pleasure 6 confusion
2 Students' own answers.
Exam practice: Gapped text
3 Before students read the text, you may want to check that
they understand these words: unique (original, the only one);
classified (categorized); derive (come from); conceived (first
thought of); contempt (a strong feeling of dislike combined
with a lack of respect).
Read the Tip with the class before students attempt the task.
Encourage them to justify their answers by finding reference
words in the text.
mD
1B2G3F4A5E6D
Sentence C is not used.
Over to you
4 & 5 Students' own answers.
76
a Type 2
b Type 0
c Type 1
3
b imaginary I impossible
4
mD
a If the situation arises (and this is likely to happen), the
speaker in the first sentence is more sure of the desire to
work abroad than the speaker in the second sentence.
b If the situation arises (and this is not very likely to happen),
the speaker in the first sentence is more sure of the desire
to work abroad than the speaker in the second sentence.
5 Make sure students use the correct structure for Type 0
conditional sentences:
If+ present simple or imperative
POSSIBLE ANSWERS
b If I have good news to pass on, I normally phone all my
friends.
c If someone has upset me, I buy myself something nice like
a new phone app.
d If I need a friend's advice, I talk to my brother or friends I
trust the most.
e If I want to apologize for something I've done, I sometimes
buy the person a coffee or a bunch of flowers.
6
POSSIBLE ANSWERS
a If you play computers for too long, you'll damage your
eyes. (Type 1)
b If you don't go to bed earlier, you'll be too tired to study.
(Type 1)
c If you lend me your car for the evening, I'll take you out for
a meal tomorrow. (Type 1)
d I'd spend more time at home ifthe neighbours weren't so
noisy. (Type 2)
Conditional 3
7
OD
If you had given (past perfect) me your number, I would have
sent (would+ has I have+ past participle) you a text message.
8
14
POSSIBLE ANSWERS
b I'll never speak to you again unless you take back what you
just said I apologize I say you are sorry.
c I'll lend you the money you need as long as you pay me
back next week I promise to pay me back as soon as you
have the money.
OD
Exam practice: Key word transformation
Type 3 conditional sentences are used to imagine different
possible results related to a situation in the past which
cannot be changed.
15 Refer students to the Tip before they start the task. Remind
9
OD
POSSIBLE ANSWERS
b Sorry, but I would have contacted you if I had received
your text message.
c Sorry, I wouldn't have been late ifthere hadn't been a
traffic jam.
d If I'd known when your birthday was, I'd have bought you a
present.
e If we hadn't got home so late, we could have watched a
DVD together.
10
them to apply the grammatical patterns that they have just
been practising to any conditional sentences.
in spite of the dreadful
2 hadn't gone off
3 lend you my phone provided
4 are responsible for cooking
5 had I not worn I if I hadn't worn
6 enough marks unless you start
Speaking Part 3 i>~9~134
Collocations with say, speak, talk and tell
POSSIBLE ANSWER
1
If I had been Jill Frame, I wouldn't have crossed the
motorway. If I had been her, I would have waved to passing
motorists until one of them phoned the police.
OD
()
a speak b tell c speak
g talking h tell
d say
e told
c
Confusing verbs: hope, wait, expect, look
11
forward to
OD
2
a The holiday has already happened.
b They haven't gone on holiday yet.
OD
POSSIBLE ANSWERS
a I wouldn't be at university
b I'd be in the Caribbean now
c I'd be able to buy a new car
d I'd be earning less money today
e I wouldn't have to work
f I wouldn't be here today
3
3
::i
Mixed conditionals
12
0
f tell
a 3
b 4
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0
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c 2 d 1
3
OD
a waiting for
b expecting
c looking forward to getting
d hope you'll like
e expecting
f looking forward to
Showing you are listening
4 Ask students to think both about how effective these courses
of action would be to help people make friends, and also if
they would consider trying them themselves and why I why
not.
unless, as long as, provided that
13
OD
a Unless you work harder, you'll fail your exams.
b You'll pass your driving test as long as you practise enough.
c You can borrow my car provided that you buy your own
petrol.
d You can't I mustn't phone me unless you have some
important news.
5
OD
a The candidates say that volunteering is a good way to
meet people, as you work with other volunteers who have
similar interests to you and there is an incentive to get on
77
with your colleagues. The fact that you are not working for
money means there will be less competition.
b The candidates say that you do not really know if someone
is a friend until you meet them. You can think someone is a
friend on a website but change your mind when you meet
them in person. Also, social networking sites don't help
when you have moved to a new place.
Candidate A They can.
Candidate B But then if you meet them, they're often a
disappointment.
Candidate A Yes, I've had a couple of disappointments like
that.
Candidate B Oh yeah?
Candidate A Yes, it wasn't important, but it shows how wrong
you can be about a person when you haven't met them,
doesn't it?
Candidate B And in any case I can't see how joining a new
networking site would help you to make new friends if you
moved to a new place.
Examiner Thank you. Now you have about a minute to decide
which two actions would be most likely to help people to
make new friends.
Audioscript 2·14
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Examiner Now, I'd like you to talk about something together
for about two minutes. I'd like you to imagine you are moving
to a new town and you would like to make some new friends.
Here are some actions you could take and a question for
you to discuss. First you have some time to look at the task.
Now talk to each other about how these actions might help
people to make new friends.
Candidate A Okay, well, to start with I think lots of people find
it difficult to make new friends in situations where there are
lots of people they don't know, at a party, for example. I know
I do. So inviting people to a party wouldn't help people like
me.
Candidate B Really?
Candidate A Yes, I don't like being somewhere with a lot of
people I've never met before.
Candidate B Oh, don't you, I do. I find it really exciting - in fact,
I've made some really good friends at parties, so having a
party I could invite new people to would really help me.
Candidate A People are different, though, aren't they? I
mean many people tend to make new friends on education
courses or at sports clubs - places where they go to actually
do something active.
Candidate B I suppose so, but nobody actually does an
education course to make new friends, do they?
Candidate A No, probably not, but people do make.new
friends once they're there, don't they? Especially if it was
part-time, an evening course maybe.
Candidate B Yes, of course.
Candidate A You must have made one or two friends while
you were on a course, haven't you?
Candidate B Yes, I have, but when I'm studying, my mind is on
the course, not on the other students.
Candidate A Is that right? I think that's quite unusual. I can
concentrate on the course and pay attention to other
students. What about working as a volunteer for a charity
organization?
Candidate B Yes, I think that's a really good idea. If you're a
volunteer you're probably working with other volunteers who
have similar ideas to you. You're working for other people,
aren't you? So it's important to get on with your colleagues,
isn't it?
Candidate A Yes, I hadn't thought of it like that. You're not
doing it for money so you're not competing with other
people in any way, are you?
Candidate B And social networking sites?
Candidate A I've never made any good friends myself that way.
Candidate B I know what you mean. People can seem to be
good friends, can't they?
78
I
Question tags
6
OD
a aren't they? b do they? c don't they?
e aren't you? f can't they? g doesn't it?
d haven't you?
Pronunciation
7
OD
Intonation usually falls for question tags when you expect
agreement and rises when you are not sure of the answer.
a fall b fall c rise d rise e fall f fall g fall
8
OD
a 1 rise
b A:falling
c Sentence 1 goes with rule B.
2 fall
B: rising
Sentence 2 goes with rule A.
Audioscript 2·15
The theory part of the driving test isn't difficult, is it? (rising
intonation)
The theory part of the driving test isn't difficult, is it? (falling
intonation)
9
OD
1 isn't it
2 won't you
3 are you
4 have you
5 wasn't it
Exam practice: Collaborative task &
discussion
1O This task practises the decision-making task in Part 3 of
the Speaking paper in which students have to come to an
agreement regarding the topic they have been discussing.
Refer students to the Tip before they start the task and
remind them that the way they interact with their partner is
also crucial in this part of the exam. The examiner is looking
for evidence of collaborative communication, so they
need to make sure they listen to their partner and respond
appropriately to the ideas he or she expresses.
11 Students' own answers.
listening Part 1
11ageB6
Thmnkahead
1 Students' own answers.
Exam practice: Multiple choke
2 Read the Tip with the class before students attempt the task.
Give students plenty of time to read through the questions
and options, underlining any key words so they know what
information to listen out for.
c
B
A
A
A
Audioscript 2·16
You will hear people talking in eight different
situations. For questions 1-8, choose the best answer (A, B
or C).Question 1. You will hear a woman talking about an
invitation she turned down.
Wom<m I was at my boyfriend's house a cou pie of weeks ago,
and his mother asked me if I'd like to stay for lunch. I said I
was expected home, but it was a complete lie - I'd actually
told my parents I'd be out all day and not to expect me
home before the evening. The thing is, I'd eaten at his house
before and the food was terrible. But you can't tell the truth in
situations like that, can you?
.
Question 2. You hear a man being interviewed about
So why do you think the general public don't
trust people like you?
I think there are two main reasons. Firstly, we're famous
for breaking our promises, aren't we? When we want people
to vote for us, we pretend that we can make everything
right. We say things like 'This time next year you'll all have
more money in your pocket'. And sometimes it's impossible
to make these things happen - it's then that people accuse
us of telling lies. The second reason is to do with the party
system - we all have to say we agree with our party leader,
whether we really do or not.
Question 3. You hear a woman talking about
meeting a neighbour in town.
I'm not really keen on lying, but I was in town the
other day and I bumped into one of my neighbours. She
said she'd heard that my sister and her husband had split up,
and she wanted to know if it was true. I kept a straight face
and said I'd no idea. It was a lie, of course - I mean I'd known
• about it for ages, but I wasn't going to give our family secrets
1 away to someone I hardly knew. The trouble is, she'd have
wanted to know all the details, and everyone would have
known by the weekend.
Question 4. You hear a woman talking about a party
she went to.
I have to admit, life would have been dull if I hadn't
told the occasional lie. Not wicked ones - just little lies that
don't hurt anyone. I remember once at a party, I got stuck
with this really boring boy. All he could talk about was
football. After about twenty minutes, I was really fed up, so
I told him my cousin played for England - his eyes nearly
popped out of his head. He wanted to know my cousin's
name, and could I introduce him. When I said it was David
Beckham, I thought he was going to faint with excitement.
It's not true - I just wanted to see his face.
Question 5. You hear a man talking about an
accident he was involved in.
On the way back, I was really tired. I should have
stopped for a quick nap, but I didn't. I kept going 'cos it was
late and I wanted to get home. It was easy driving - there
was hardly any traffic on the road. But unfortunately, I
nodded off for a second, went off the road and scraped the
car against a tree. There wasn't much damage to the car and I was fine after that. As soon as I got home, I told my dad
that I'd hit a tree, but what I didn't say was that I'd nodded off.
''"'""""'"'"'" Question 6. You hear a woman talking about a
phone call she answered.
The other day, the phone rang, and my brother
asked me to answer it. He thought it was probably his friend
Barbara and he didn't want to speak to her. He asked me to
say he wasn't in. Actually, it wasn't Barbara - it was another
friend of his: Annie. Anyway, I just said he was out. Later,
when I told him who it was, he was absolutely furious. His
exact words were: 'If I'd known it was Annie, I'd have spoken
to her: That's one of the problems about lying for someone
else, isn't it?
Question 7. You hear two people talking about
something which one of them has bought.
Didn't you think it was a bit strange, someone
offering you such a bargain at a motorway service area?
M;;;n Not really. It looked exactly like the real thing. And
anyway, I've needed a new one for ages - mine hasn't kept
proper time since I dropped it in the bath.
So when did you realize you'd been tricked?
As soon as I took it out of its case, I knew it was a fake.
When I turned it over it said Made in Toyland on the back!
Question 8. You hear a woman talking about
something she did for her sister.
My sister was on holiday last summer. She was
expecting her exam results towards the end of August and
she'd asked me to open her letters and telephone her with
the results as soon as they arrived. She'd only been away
about a week when the letter came - I was so excited, I just
ripped it open without thinking. I couldn't believe it. She'd
failed. I didn't know what to do. I couldn't tell her. She rang
the next day and I said the letter hadn't come. I mean, if I'd
. told her the result, it would have ruined her holiday.
....... ...................... •
~
Over to you
3 Students' own answers.
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Vocabulary
Yes - it's an informal, friendly style which is likely to engage
the reader.
pagem
TMnkahead
4
1 Check students understand the meaning of compliment
(praise, an admiring comment)
ODl
(n1l
Describing someone as being skinny is not a compliment as it
suggests they don't look very healthy.
Phrases starting sentences: Believe it or not I What I want more
than anything I What I'll do now I It is because I The thing is I
What has worked for me.
5
Posmtive or negative?
2
~
cheap
ruthless
hysterical
pricey
fat
fake e gossiping
sneers
old
3
O'D
reserved ii easy-going
self-confident
serious
curious
shy
outgoing
intelligent
Over to you
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4 Students' own answers.
~
Believe it or not, I got a grade A in the speaking exam.
It was because my spelling was so poor that I didn't do
very well in the Writing test.
For me, the most effective activities are group discussions.
What I believe is that we should pay more attention to
correct pronunciation.
The thing is not to worry about making mistakes.
Exam pradke: Artide
6 After students have read the task, check they understand
what they have to do by asking the following questions: Who
is the audience for this article? (other language learners) What
does the writer of the article have to express an opinion about?
(the most useful thing that learning a language enables
you to do) Should the writer base what they say on their own
experience? (yes)
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Writing Part 2 ~ Artide
pagena
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Read the Tip with the class before the students start writing
and encourage them to refer to the appropriate section of
the Writing guide on page 182 for an overview of writing
articles.
Think ahead
1
l3D
,, Students' own answers.
Openings should grab the reader's attention in some way.
The opening could:
·gain the reader's sympathy, e.g. Story 2, Introduction A
·seem relevant or familiar to the reader, e.g. Story 3,
Introduction A
raise a question, e.g. Story 1, Introduction B
, promise interesting factual information, e.g. Story 1,
Introduction A or Story 2, Introduction B
Unit 11 Review
page 140
1
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than
Not
between
0
ago
the
whether
to
7 at
2
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E>rn1m skills
I take
we'd go
hadn't
you bring
f had accepted
you tell h I'd text
I'll tell
2
~
b Students' own answers.
Students learning English (This is mentioned in the task.)
3
~
Yes
Students' own answers.
Students learning English probably will find this article
interesting because it describes common languagelearning activities.
3
~
<1 say
speak
speaking
looking forward to g expect
tells
<: hope
You may like to give students the Unit Test on pages 107-108
for this unit.
Introduction
pag~ T41
He was accused of assault.
The judge sent him to an alternative school rather than jail.
He became a long-jump Olympic athlete.
1
lfl111l\>j,11:i!#£i~l>i'ifltm
The top-left photo shows a young person involved in doing
graffiti. It illustrates a type of low-level crime which can be
quite common, and which is often associated with young
people.
The top-right photo shows someone looking at a 'final notice'
- this suggests that the person is facing financial difficulties
and is possibly in debt, which can have negative effects on
life.
The bottom-left photo shows a person who seems to be
homeless. Homelessness is a terrible problem as it is very hard
for people to receive help from the state without an address.
The bottom-right photo shows a young man looking at
vacancies in a job centre, which is where people go to look
for work. This photo illustrates a negative aspect of society:
unemployment.
2 Students' own answers.
Exam pradke~ Multiple matching
3 You may like to check that students understand the meaning
of these words: juvenile (a young person, not subject to adult
laws); role model (somebody who influences the behaviour of
others, usually young people); juvenile detention centre (a kind
of prison for young people), assaulting (attacking); delinquents
(people who get in trouble with the law).
Draw students' attention to the Tip before they attempt the
task, and give them time to read the questions carefully and
underline key words that they should search for in the text.
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B 'HJ D
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Crime vocabulary
4
Reading and Use of English
Pa rt 7 pal]e142
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vandalism !l drink-driving
Hooliganism f burglary
mugging
~l
shoplifting
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Think ahead
5
1 Students' own answers.
ma
Car theft, drink-driving, burglary, and robbery.
A police officer pointed a gun at his head.
( He became an actor.
has been robbed; was stolen
being stolen
've been robbed
stealing
stole
Over to you
6 Students' own answers.
~
He vandalized property.
His probation officer helped him.
He became a US senator.
Grammar (1)
pa.gel«
Prob~bmty and possibmty
He used to get into fights.
Teachers and counsellors helped him.
( He became a criminal defence lawyer.
1 Encourage students to refer to the appropriate section of the
a He was a member of a gang and was arrested for
f3D
attempted murder.
~ Being arrested was his wake-up call.
He became a corporate tax lawyer.
Grammar reference on page 174 for help with these tasks.
might
must
't could
3
2
d can't
2
~
3
81
3
~
past
IJ present
( future
present
4
Im
have+ past participle
iJ be +-ing
infinitive without to
~! infinitive without to
Other structures with similar meanings:
must: probably, bound to
might: maybe, perhaps, possibly
5
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!
'
!
r
"' could I must I might be; might not have been
can't have said
~ can't I may I might I must not have heard
can't have left
e must have got
f could I may I might have been wearing
g can't have forgotten; may I might I must have happened;
could I may I might have broken down
Ii must have taken
6
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in his own home
b late on Friday evening
He was shot once in the head.
d money
three
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' and Timothy Carlyle. There was no forced entry to the house,
no broken windows or doors, so we concluded that the
murderer and the victim must have known each other.
Tell me about Prince. He found the body, didn't he?
That's right, and contacted us. He heard the shot.
He's Miller's neighbour and has known him for years.
What's his financial situation?
mstir~(t\lr He was a financial director until two years ago. He
lost his job and things have gone very wrong for him since.
He's got a lot of debts.
So, we have a motive - money. What else do we know
about him?
He's got a few bad habits. He's a heavy drinker. He
has a gambling problem. His wife divorced him last year.
He's in quite a state - unshaven, unwashed, no smart clothes.
Offker Right ... one unhappy man. What about Margaret
McKenzie?
She's the housekeeper. She worked for Miller for
about three years. I got the impression she didn't like him
very much. I don't think her wages were very high, and
she's got three children.
Husband?
In prison - for burglary - he's a master at blowing
up safes, apparently.
Offi(e~ Interesting ... Miller's safe was blown, wasn't it?
That's right.
Oilk!f!~ OK. Anything else? Does she have any bad habits?
Drinking? Drugs?
None that we know about. Well, she smokes
cigarettes, but that's about all.
Offk!'!r Timothy Carlyle?
He was Miller's best friend. They'd known each
other for years. He's got a reasonable job in a bank, but I don't
think he earns a lot, so perhaps money could have been a
7
~
Simon
Relationship to Miller: neighbour
Marital status: divorced
Possible motive: money
Bad habits: drinking, gambling
Relationship to Miller: housekeeper
Marital status: married (husband in prison)
Possible motive: disliked employer, money
Bad habits: smoking
Relationship to Miller: best friend
Marital status: single
Possible motive: money, jealousy
Bad habits: drinking
Audioscript 2·17
How's the Miller Case going, Inspector?
Well, Ma'am ... I've just finished interviewing our
three main suspects. That's Simon Prince, Margaret McKenzie
Seeing anyone?
Not that he'd admit to, although I get the feeling
that he was lying when I asked him that question.
Interesting ... Why would he lie about that? What
about bad habits?
m~~1~ltt1~"
8
Wi1m!fi,U®Wrm
Somebody must have been drinking whisky because there are
two glasses on the table and an open bottle.
The murderer must have been a smoker because there is an
unfinished cigarette in the ashtray.
The murderer must have known where the safe was because the
picture has been removed.
The murderer might have been a man because there is a man's
hat left on the table, or the murderer could have been a woman
because a woman's scarf has been left on the armchair.
9 Students listen to the recording to check their answers.
Audioscript 2·18
Officer Congratulations, Inspector. I hear you've made an
arrest.
Inspector That's right.
Officer Perhaps you could fill me in?
Inspector Of course. We made a detailed study of the crime
scene. There were two glasses on the coffee table and a half
empty bottle of whisky. This suggested that the victim must
have known his murderer.
Officer And that the murderer was a drinker.
Inspector That's right. This ruled out McKenzie and pointed to
either Prince or Carlyle, who both drink. There was, however,
a cigarette in the ashtray. We found no cigarettes belonging
to Miller in the house, so we assume he was a non-smoker.
The only smoker amongst our suspects is McKenzie. We also
found a lady's scarf on one of the chairs, again pointing to
the housekeeper. Also, the Hoover was still in the room and
it was plugged in! That said to me she must have been in the
house at the time of the murder, otherwise it would have
been put away.
Officer Then of course there was the fact that explosives were
used ...
Inspector ... and McKenzie's husband is in prison for using
explosives.
Officer So you arrested Margaret McKenzie.
Inspector Yes, we did. But ... there's something else ...
Officer The whisky glasses .. .
Inspector ... and the hat. There was a man's hat on the table.
Officer Simon Prince's?
Inspector No ... I decided it can't have been his ... it was too
smart.
Officer Timothy Carlyle?
Inspector That's right. He and McKenzie were in it together ".
for the money.
Listening Part 3
Think ahead
1 Students' own answers.
2
POSSIBLE ANSWER
Money has always been important as the means to buy and
sell things, but nowadays people seem to value money for its
own sake too much. People also spend too much these days
on things they cannot afford and often don't need. People
are encouraged through advertising to want more and more
items such as fast cars, big houses, clothes and expensive
holidays. Banks often give credit too easily. These factors
can cause people to get into debt or even to commit crimes.
Worrying about money can also cause stress which can lead
to problems within families.
Exam practice: Multiple matching
3 Make sure students read the options before they listen to the
recording and underline key words which help them to know
what to listen out for. Read the Tip with the class before they
attempt the task and remind them to use the key words to
try to make as many choices of answer as possible the first
time they hear the audio.
ma
Speaker 1: G
Speaker 2: F
Speaker 3: A
Speaker4: E
Speaker 5: C
D, B and H are not used.
Audioscript 2·19
Narrator You will hear five short extracts in which people are
talking about money. For questions 1-5, choose from the
list (A-H) what each speaker says. Use the letters only once.
There are three extra letters which you do not need to use.
You now have thirty seconds to look at Part 3.
Speakerl For some people it's a harmless enough activity.
They can have the odd bet, buy the occasional lottery ticket
and it doesn't do them any harm. But for me it was like the
money didn't have any value; it was just about winning. As
soon as I had cash I'd gamble it away. Fortunately, I was
one of the lucky ones; I got help and my family were very
supportive. And I don't have a problem with it any more ...
I don't think it's considered a problem by society in the same
way that drug addiction is, for example, but I think it should
be.
Speaker 2 Some people say that drugs are largely to blame for
most criminal activity these days and that if they legalized
hard drugs it would make a huge difference to the crime
figures. But I hope they never do 'cos then I'd be out of a
job! I'm not an addict myself. I don't do drugs. That's for idiots
and that's not why I became a dealer. It was simply a case of
making a living. OK, I know that in the eyes of the law I'm a
criminal, but if I don't do it someone else will. That's how I see
it. It's an easy way to make money, but unless I get caught,
I've got no intention of doing an ordinary job. There's just not
enough money in it.
Speaker 3 When I was at university, I took out a loan to help
me pay my way, and by the time I graduated I owed £4,000.
To be honest, I wasn't really bothered at first as I expected to
get a good job straight away and be able to pay it back quite
quickly. However, I still haven't got a proper job and now I
owe £3,000 on my credit cards on top of the bank loan, and
I've got absolutely no idea what I'm going to do. I realize
it's entirely my own fault, but I think credit card companies
and banks are also to blame. It's just too easy to get credit
nowadays.
83
U1
0
~­
CD
r-1"
'<
Money was always a problem. When I met John he
had a good job, but he lost it shortly after we got married.
' However, I had a job and I thought we could make ends
meet. Then I got pregnant and had to give up work to look
i after the baby. John still couldn't find a job and by this time
there was another one on the way. We couldn't afford to
buy nice things for the kids or go out or do anything. That's
when we started arguing, and from then on things just got
\ worse. In the end we split up. I think if we hadn't had money
· problems, we might still be together.
5 If you owe money, you worry about how on earth
you are going to pay it back. If you can't afford to buy your
kids presents for Christmas you get stressed and upset. Even
when you've got enough money, you think you need more.
; I got caught up in the rat race, just trying to earn more and
more. I was working too hard, and if I hadn't done something
about it I'd have found myself having a heart attack when
I was still in my forties. Now I realize there are far more
important things in life than money.
Grammar (2)
page14a
Think ahead
1
llm
a If you add the first two figures of your age, multiply by the
second then divide by the first ... it won't change a thing,
you'll still be a year older.
You know you're getting on when someone gives you a
cake ... and you can't see it for the candles.
The secret of staying young is the careful use of make-up
... just make up an age and stick to it.
The cards show that people often make jokes about
getting older and that older people are teased about their
appearance and their memory.
Articles
2 Encourage students to refer to the appropriate section of the
Grammar reference on page 174 for help with this task.
Over to you
(311
4 Students' own answers.
Speaking Parts 1, 2, 3 & 4
a 2 0
0
The 11 the
0
page147
the
a
the
an
0 7a
a
an
15 the
90
the
3 Students' own answers.
Exam pradke: Short exchanges
1 Read through the Tips with the class before starting this
rehearsal of the entire speaking paper. Emphasize especially
that students should always try to relax because this will
help them to perform better. If either their partner or their
examiner says something they don't understand, all they
need to do is ask them politely to explain and I or repeat.
Vocabu~ary
Think ahead
1 Students' own answers.
2 Check students understand the meaning of fund-raising
events (occasions involving activities that help to bring in
money for charity) before they start their discussion.
long turn
2 Remind students of the importance of approaching this task in
an organized way. Tell them to have in their head a clear list of
various separate points they want to make about the pictures
and then to go through these systematically as they speak.
This will help them avoid repeating themselves or getting
confused. Encourage them to practise at home so they can
get a clear idea of how much they can say in one minute.
Collaborative task
3 & 4 Encourage students to discuss each picture together
before they try to make a decision. In fact, it is not essential for
the candidates to come to a decision if they are still involved
in the discussion at the end of the three minutes they have for
this task. The important thing is to demonstrate that they can
interact effectively and keep the discussion going.
Di5cusslcn
S Remind students to listen to each other and make comments
or ask questions to elicit additional information. They should
support any opinions they give or any points they made with
reasons and examples.
84
page
3
m1i
;, every two years
over £600 million
everyone
Exam pradke: Multiple-choke doze
4 When students have completed the task, check they
understand the meaning of these words: set up (started);
get something across (give a message to people, explain
something); hard-hitting (usually shocking and having a serious
impact on people); donations (money given to charity).
mi
D up 2 C get
C called
B for
D part
A whole
B viewers
A collecting
Writing Part 2 - Report
Think ahead
1
POSSIBLE ANSWERS
Ways of raising money: a lottery; sponsored events; holding
a concert; collecting money; asking for donations; holding
fetes or fairs; charity shops; fundraising events on TV.
a A lottery is likely to raise the most money on a regular
basis, although a concert or an evening offundraising
hosted by celebrities on TV would raise the most in one go.
b Collecting money in the street would probably be the
easiest to organize.
e As the show was a huge success, we're going to organize
another one next year.
f Students donated both games they don't play with any
more and books they don't read any more.
g Not only was the sponsored bike ride very enjoyable, but it
also raised a lot of money.
h As well as offering a prize of a dinner for two, a local
restaurant also made a donation to the school.
Although the school raised £500, it wasn't enough to buy
everything they wanted.
The director thanked all the students who had helped to
make the event a success.
Exam practice: Report
6 Draw students' attention to the Tip before they start work
on the task and encourage them to refer to the appropriate
section of the Writing guide on page 184 for an overview of
report writing.
Exam skills
2
OD
a formal
b suggestions on how to raise money to buy books for the
school
c yes
3 Tell students to ignore the bold text and underlined
sentences at this stage. When students have read through
the report, ask them to make comments about its
organization and style. (It is organized under three headings:
Introduction, which sets the scene; Fund-raising activities,
which contains the main information; and Recommendation,
which is the conclusion. The ideas in the main information
section, Fund-raising activities, are organized as separate
numbered points.)
OD
a two: organize a sponsored race; charge an entrance fee for
the next end-of-year show
b Students' own answers.
Complex sentences
4
OD
Unit 12 Review
1
OD
1 was arrested for vandalizing
2 he owed his success to
3 to let his mother hit
4 was interested in helping
5 must have heard
6 may I might not have wanted
7 that the elderly keep I for the elderly to keep
8 was such a popular event
(f)
0
n
(ij'
rt'
'<
2
OD
A
1 The 2 0 3 a 4 the 5 0 6 A I The 7 the 8 a
9 the 10 the
B
1 0 2 0 3 a 4 the 5 a 6 the 7 The 8 the
You may like to give students the Unit Test on pages 109-110
for this unit.
As I Because I Since all the proceeds would go towards the
purchase of books, I am certain our parents would be happy
to contribute.
5
POSSIBLE ANSWERS
a You could collect money in the town centre on a Saturday,
which is the busiest day.
b We collected a lot of money, so the school was able to buy
the books it needed.
c In addition to buying books, they were able to buy a new
computer.
d Despite the weather being very bad, people still collected a
lot of money.
85
Unit Test 1
1 Complete the text with the correct form of the words in italics.
When I was at school, everybody (1) must I had to wear a school uniform, although ties weren't compulsory
so we (2) didn't need to wear I needn't have worn them. We could choose if we wanted to wear a jacket, so I did
although I (3) shouldn't I needn't have. I liked this system, because it meant people (4) didn't have to worry I
needn't have worried about very strict discipline, and we respected the rules. Things are a bit different
these days. My daughter attends a school where pupils (5) must I need to wear a full school uniform. They
(6) mustn't I don't have to wear any jewellery, they (7) don't need to I mustn't eat in class and they (8) have to I
need to do what they are told at all times. I think schools (9) need to I mustn't have strict rules. Parents
(10) need to I don't have to be able to have confidence in the authority of the school. Luckily, my daughter
is a sensible girl, so I (11) don't need to I mustn't worry about her too much. The only problem I've had was
when she wore a pair of earrings to class, which she knows she (12) needn't I mustn't do. I (13) had to/ must
go and see the headmistress and tell her she wouldn't do it again. She knows she (14) should I has to respect
the school's rules, and she doesn't like it when I check her ears each morning. She always says, 'Mum, you
(15) needn't/mustn't do that because I promise I won't wear them again'.
__ / 15 marks
2 Complete these sentences with the correct preposition.
a Eating well and exercising can lead
b She takes pride
c My first impression
better health.
being a good mother.
the place was pleasing.
d No one thinks bad things will happen
them.
e He can't help worrying _ _ _ _ his exam result, even though I'm sure he has done well.
__ / 5 marks
3 Complete these sentences with a word related to the word in bold at the end of each sentence.
a Someone who copies other peoples' signatures to get access to their assets is said to be a
- - - - · fraud
b My uncle works in a
services company in London, and he works so hard! finance
c When my grandmother entered the
home, she was not impressed. 'I wanted to travel the
world when I grew old, not sit in an armchair; she said with a frown. retire
d She can copy anyone's accent and mannerisms because she is a good
e If he had studied harder at school, he would have some
job. qualify
. impersonate
and be able to get a better
__ / 5 marks
First Masterclass Unit Tests -
©Oxford University Press
87
4. Choose the correct present tense to complete these sentences.
a She's not talking I She talks to me at the moment because we had an argument.
b He's going I He goes to the gym twice a week.
c Most weekends, I go/ I'm going walking to relax after a hard week of work.
d They're never playing /They never play rugby when it rains.
e I sometimes am drinking I drink wine when I am out with friends, but not always.
f She's working I She works harder this week than last week.
g Every so often, the volcano erupts I is erupting.
h We're catching I We catch the bus today because our car is atthe garage.
Currently, she's living I she lives with her parents, but it is only for a few months.
j I always eat I am eating breakfast, lunch and dinner.
_ _ / 10 marks
5 Complete these collocations by choosing the correct word in italics.
a I noticed that he was acting I performing suspiciously.
b She wears a wig and speaks with a different accent to conceal/ show her true identity.
c I can't tell you because it is secret I confidential information.
d Young people are under a lot of friend I peer pressure.
e You can never judge I tell someone by their appearance.
__ / 5 marks
6 Complete these sentences with the rnrrect form of a word from the list.
gaze look
notice stare
a I've never
watch
before how blue his eyes are.
b
at that building over there! It's beautiful.
c I
at her in disbelief
d Do you want to _ _ _ _ television tonight?
e They
lovingly at their new baby.
__ / 5 marks
7 Complete these sentences with a part of the
The first letter is given.
a You shrug yours ________ when you don't know something.
b If you stub your t_ _on something, it hurts.
c Fortune tellers can predictthe future by reading other peoples' p___ -·
d A watch can be worn on the left or the right w ___ -·
e When my husband asked me to marry him, he got down on one k_ _ -·
__ / 5 marks
Total __ / 50
First fVlasterclass Unit Tests -
©Oxford University Press
Unit Test 2
1 Provide a word or phrase that is synonymous with the word in italics in the sentences below.
a We would like to formally invite you to participate in our annual public speaking competition. _ _ __
b I found the book accidentally while I was cleaning the attic. _ _ __
c He has the natural skill to be a good rugby player. _ _ __
d Presently, I am living in Iceland. _ _ __
e Too much pressure is not good for your heart. _ _ __
__ /5 marks
2 Rewrite the sentences, using can I can't or could I couldn't and making any other necessary changes.
a You are able to do it! Come on, keep trying! _ _ __
b When I was younger, I was able to swim fast. _ _ __
c If you lost a little weight, you would probably be able to fit into that dress. _ _ __
d He wouldn't have been able to finish the exam even if he'd had more time. _ _ __
e I have tried and tried, but I am still unable to do it. _ _ __
__ /5 marks
3 Rewrite each sentence using the word given in bold, so that the second sentence has a similar
meaning.
a Did you book tickets to see Madonna? manage
Did you
tickets to see Madonna?
b I passed my exams. succeeded
I
my exams.
c Juventus scored two goals in the last five minutes of the game. managed
Juventus
two goals in the last five minutes of the game.
d Scientists have found a new cure for the common cold. in
Scientists have _ _ _ _ a new cure for the common cold.
e Jenny could swim for miles when she was younger. able
Jenny
for miles when she was younger.
__ / 10 marks
4 Complete the table. An example is given.
Adjective
Comparative
Superlative
long
longer
the longest
heavy
bad
good
narrow
First Masterclass Unit Tests
Photocopiable ©Oxford University Press
89
independent
large
careful
thin
important
happy
__ / 10 marks
5 Correct the underlined mistakes,
a My brother's not nearlv as faster than me. _ _ __
b This is the bv far most easiest exercise. _ _ __
c That was the betterest match I've ever seen. _ _ __
d He's a little cleverest than me. _ _ __
e You're always considerablvmore laterthan me. _ _ __
__ /5 marks
6 Match the meaning of get in sentences 1-5 with its more formal equivalent in a-e.
I couldn't get you on the phone, even though I tried several times. _ _ __
a buy
2 We gotthe train because it was quicker. _ _ __
b arrived
3 Did you remember to get me a newspaper? _ _ __
c contact
4 Sorry, I didn't get what you said. Can you say it again? _ _ __
d caught
5 By the time we got there, Tom had already gone. _ _ __
e understand
__ / 5 marks
7 Complete these sentences with the correct phrasal verb from the list.
turn back turn into
turn over turn to
turn up
a Top professional football clubs
b Jemma
an enormous amount of money.
late for work on her first day because she missed the bus.
c The road was blocked because of an accident, so they had to _ _ __
d Ray
a really good athlete since he started training more seriously.
e My older brother is someone I can always
when I've got a problem.
__ / 5 marks
8 Complete these sentences with the correct form of the word in italics.
a His arrival I arriving will be exciting.
b The national employee/ employment level is improving.
c People have more money in times of prosperity I prosperous.
d I like to get as much information/informed as I can before I start.
e The completing I completion date is quite soon, I think.
__ / 5 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 3
1 Complete these sentences with the correct words in italics.
a Since joining the tennis club, I was able to/I've been able to learn some new techniques.
b If I were able to/ can sing better, I would perform professionally.
c Although he had been unwell, he was able to/ could collect his prize last Friday.
d He'll never be able to I He can't ski again after the accident.
e I can I could play the piano much better now that I'm taking lessons.
f My grandfather could I has been able to play the guitar when he was younger.
g She hasn't been able to I couldn't find a job yet.
h Even if we'd got there earlier, we couldn't /wouldn't have been able to get the tickets.
If I study hard,/'// be able to I Ican't speak Spanish fluently.
I can't I couldn't afford to buy the car last year because it was too expensive.
_ _ / 10 marks
2 Complete these sentences with the correct form of used to I didn't use to, be used to I not be used to
or get used to I not get used to and the verb in brackets.
a When I was younger, I
(wear) glasses, but now I don't need them.
b I'm
(cycle) now, although it was strange at first because I'd always driven everywhere.
c I don't think I'll ever
(live) in the city, because I grew up in the country.
d I _ _ _ _ (not I eat) so much at lunchtime. I'm falling asleep.
e I
(drive) on the left-hand side of the road because it's the same in my country.
f I
(not I smoke), but now I do. I'm trying to stop.
g It often takes some time to
(be) a new parent.
(not I have) a siesta when I first moved to Spain, but now I love it.
h I
There _ _ _ _ (not I be) a cinema here, but now there is.
_ _ _ _ (have) long hair when I was a teenager, but now I prefer it short.
_ _ / 10 marks
3 Match the 1.mcountable nouns a-e with expressions 1-5.
a luck
1 bottles of
b furniture
2 a word of
c milk
3 a sheet of
d advice
4 an item of
e music
5 a stroke of
__ /5 marks
First Masterclass Unit Tests -
©Oxford University Press
91
4 Replace the verb in italics in each sentence with the correct form of a phrasal verb from the list.
cut down on
get by
give up
put on
light up
a I need to reduce the amount of coffee I drink.
b In order to avoid gaining weight she began going to a dancing class.
c His eyes shine when they see her.
d They had to drink rain water to survive.
e We have stopped watching the news because it is too upsetting.
__ / 5 marks
5 Complete the sentences with the correct phrasal verb from the list.
give away
give back
give in
a Jack refused to
give out
give up on
, even though he knew he'd lose the match.
b I didn't go and see the film because Tom
c I'll
you
the ending by mistake.
your CD next week.
d Protestors were _ _ _ _ leaflets outside Parliament yesterday.
e He's been unemployed so long now, I've almost _ _ _ _ him.
__ / 5 marks
6 Use the words below to complete the sentences. There is one extra word which you do not need to use.
completely
hurriedly
often
only
surprisingly
unfortunately
a _ _ _ _,my friend has gone to live far away.
b I _ _ _ _ agree with your idea.
c I go to the cinema as
d She
as I can because I really love films.
packed her bag and left the house.
e She is _ _ _ _ smart for someone so young.
__ / 5 marks
I Correct any mistakes in the sentences below. Not all the sentences have mistakes.
a My neighbour make a lot of noise.
b Can I have five equipments, please?
c She asked for a sheet of papers to write on.
d A box of matches was in her pocket.
e I would like an item of fruit, please.
__ / 5 marks
S Compiete the table with the expressions from the list.
How about ... ? I'm not so sure
I'm absolutely sure that.
Function
Example
I think we should
What do you think?
Making a suggestion
Expressing certainty
Asking for an opinion
Giving an opinion
Agreeing I Disagreeing
__ / 5 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 4
1 Complete the dialogue with the correct words in italics.
T@m Hi Sarah, it's Tom - (1) are you doing I do you do anything tonight?
Sarn:ii Hi Tom, (2) I'm meeting I/'// meet Jean, but I'm free tomorrow.
(3) Shall we meet up/Will we meet up?
Yes, there's a good film on at the cinema.
What time (4) will it start I does it start?
7.30. The only problem is that my car's broken down. (5) I'm going to have 11 have it fixed sometime next
week.
Don't worry (6) I'm going to pick you up I /'II pick you up at about seven.
Great. Oh, by the way, how was your holiday?
"fom Good. (7) /'//probably go back/ I probably go back again.
Jean and I (8) will talk! are going to talk about our holiday tonight. I expect (9) we'll go back/we're going
back to Spain, as we normally do. By the way, did you know that (10) Jeans having I Jean will have a party next
week? (11) She'll be I She'll be going to be twenty-one, and she's been really busy organizing things. I think she
needs someone to organize the music for her.
Tom (12) I'm doing//'// do itl I've got some great CDs that I think (13) she'll like I shes going to like. Anyway,
(14) /'//see you I I see you at seven tomorrow?
Yes, great. Sorry, I'll have to go now, Tom - I've just spotted some black clouds and I think (15) its going
to rain I its raining. I must bring my bike indoors.
__ / 15 marks
2 Complete these sentences with either the future perfect or the future continuous form of the verb
in brackets.
a In two years' time, we _ _ _ _ (be) married for 40 years.
b This time next week, I
(fly) across the Atlantic.
c By this time next month, I
(finish) my course at university.
d In years to come, women
(have) children at a later age than now.
e By the year 2050, the average size of the family
(decrease).
__ / 5 marks
3 Choose which verb, have or take, is correct in these collocations.
a He had I took the opportunity to go to university, but instead he decided to travel.
b The murder had I took place in a famous hotel.
c It is important to take I have good care of your children.
d My sister has I takes three children.
e They took/ had their children to the cinema.
__ / 5 marks
First Masterclass Unit Tests -
©Oxford University Press
4 Complete these sentences with the correct phrasal verb from the list.
bring back
bring down
a
bring in
bring round
bring up
children involves a lot of responsibility.
b The school has
a new rule for students who arrive late.
c Coming here today has _ _ _ _ happy memories of my childhood.
d The department's policy is intended to _ _ _ _ the rate of divorce.
e When Jean fainted, we managed to
her
with a glass of cold water.
__ / 5 marks
5 Complete these sentences with bound to or (un)likely to.
a The government is bound to I unlikely to raise taxes on cigarettes as part of its 'No smoking' policies.
b The environment is unlikelyto/likelyto improve unless we do something about pollution.
c The movie is bound to I unlikely to be good - the director is brilliant!
d There are bound to I likely to be lots of people at the gig - he's a popular singer.
e The buses are running late so I'm unlikelyto/likelyto be home early.
__ / 5 marks
6 Rewrite each sentence using the word given in bold, so that the second sentence has a similar
meaning.
a My brother looks much happier. I think he's stopped working so hard. given
My brother must _ _ _ _ working so hard. He looks much happier.
b If your neighbours are making too much noise, you should raise it with your landlord. bring
Why
with your landlord if you're concerned about the noise your neighbours are making7
c My cat is finding it difficult to adjust to our new garden. used
My cat can't _ _ _ _ our new garden.
d If it were my decision, there would be fair trade between countries. up
lf _ _ _ _ there'd be fair trade between countries.
e Some places are cheaper than others. more
Some places are
than others.
_ _ / 5 marks
7 Complete these sentences with the correct !inking words in italics.
a In addition to I Although eating better you would need to do some exercise if you want to be more healthy.
b I continued swimming, but/ despite my aching arms.
c It was almost I in the end midnight by the time we arrived.
d There are many reasons why the climate is changing; because ofI for instance, population growth.
e Before/While going to work, I went for a run.
f Having a charity run is a good idea. in conclusion /On the other hand, it will involve a lot more organizing
than a cake sale.
g It was because ofI the result of him that we were late.
h Although I However, it was not considered to be a good plan.
In the end/ Jn conclusion, I would like to say thanks to my family.
j I would love some coffee, and I but no sugar, please.
_ _ / 10 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 5
1 Complete these sentences with the words in brackets, using either the past simple, past
continuous, past perfect or present perfect simple tense.
a I _ _ _ _ (visit) Havana before so I knew my way around the city.
(never I eat) sushi. Is it nice 7
b I
c We
(phone) the travel agent, but the line was engaged.
d What
(do) at 10 p.m. last night?
(already I make) dinner by the time I suggested eating out.
e Sue
f Tom studied French while he _ _ _ _ (live) in Paris.
g My friend called to let us know that the restaurant _ _ _ _ (close) years ago.
(you I start) learning Urdu?
h How long ago
(not I organize) their visas yet.
i They
j As soon as we
k I
(check in), we went for a coffee.
(learn) a lot about French culture when I went to Paris.
I Fiona
(pack) her suitcase when she found the letter.
(ever I try) couscous? It's North African.
m
(not I bring) our dictionary.
n Oh dear, we
o I
(not I realize) it would be so hot when I chose this resort.
__ / 15 marks
2 Complete these sentences with the correct form of the word in italics.
a It is my believe I belief that kindness is a virtue.
b It is not necessary I necessity to phone me every day.
c Constructive/Construction criticism can be very helpful.
d Farmers/Farming plays an important part in all societies and cultures.
e Your ring looks like it's very valuable/valued. How much did it cost?
f In all fair /fairness, she didn't know what she was doing.
g They live nearly I nearthe swimming pool.
h Heat I Heating our house is very expensive.
Can you believe I believing what they're saying!
j He works very efficiency I efficiently.
__ / 10 marks
First Masterclass Unit Tests -
©Oxford University Press
95
3 Write the extreme form of these adjectives. The first letter is given.
a hot
b_____ _
b dirty
f_ ___ _
c happy
d_______ _
d angry
f_ ____ _
e cold
f_ _____ _
f scared
t _______ _
g funny
h_______ _
h clean
s______ _
h__ _
big
j surprised
a____ _
__ / 10 marks
4 Complete these sentences with the correct word in italics.
a I've been on a fast I diet for two weeks now and I still haven't lost any weight.
b You can exchange the goods if you have a receipt I recipe.
c Waiter, what's on the list/ menu tonight?
d The pasta tastes too salty I savoury.
e Steve's a fantastic cook/ cooker. Have you tasted his lasagne?
f It was a sensible I sensitive idea to bring an umbrella.
g Valentine's Day is normally observed I celebrated in February.
h Eating too much junk/rubbish food can cause serious health problems.
Tap I Running water is usually treated to make it drinkable.
I prefer flat I still water to fizzy water because there are no bubbles.
__ / 10 marks
5 Complete the text with the correct phrasal verb from the list.
pick up
see off set off stop over take off
When Sophie phoned to tell me she was coming for a holiday, I was really excited and offered to
(1)
her
from the airport. Her plane (2)
from Australia at 6 a.m. and she
was (3)
in Delhi, so I knew she'd be tired when she arrived. I (4)
early and arrived in
time to meet her coming through arrivals. We spent a great month together, and I've decided to go and visit
her
at the airport, we both had tears in our eyes!
her in Sydney. When I (5)
__ / 5 marks
Total __ / 50
96
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 6
1 Complete these sentences with a gen.md or an infinitive form of the verb in brackets.
a I managed _ _ _ _ (buy) some tickets for the concert.
b They admitted
(be) there when it happened.
c Have you considered
(move) house?
d We can't afford
(go) on holiday this year.
e I've given up
(try) to remember his name. My memory is terrible!
f We regret
(inform) you that your application has been unsuccessful.
g I really need
h
(sleep) for at least eight hours a night.
(smoke) is bad for your health.
I can't stand not _ _ _ _ (be) able to sleep at night.
j He intends
(travel) the world next year.
k I love
(watch) old films on TV
I I hope
(winJ the competition.
m Have you thought about
n Did you agree
(start) your own business?
(go) with her?
o _ _ _ _ (live) in a city can be stressful.
__ / 15 marks
2 Complete these sentences with the correct words in italics.
a I stopped to have I having a rest then ea rried on studying.
b He went on talking I to talk about his plans even though we'd lost interest.
c Don't forget posting Ito post my application form.
d I'll always remember seeing Ito see Tom for the first time.
e I tried to send I sending her flowers, but she still won't talk to me.
__ / 5 marks
3 Rewrite each sentence using the word given in bold, so that the second sentence has a similar
meaning.
a Nowadays, I find it difficult to remember dates. good
Nowadays, I'm
dates.
b My friends didn't have enough money to buy the car they wanted. afford
My friends
the car they wanted.
c My father said he'd meet me outside the rugby stadium. arranged
My father
outside the rugby stadium.
d My colleague wishes he'd stayed at university. regrets
My colleague
his education.
e It always worries me that I'll arrive late for meetings. time
I'm always worried about _ _ _ _ for meetings.
_ _ / 5 marks
First Masterclass Unit Tests -
©Oxford University Press
4 Match these sentences with adjectives from the list and say whether the adjective refers to positive
(P) or negative (N) personal qualities. Two of the adjectives are not used.
arrogant confident dependable indecisive reserved self-reliant pessimistic
a If I need something done, I ask Tom - he's so _ _ __
b 'Please can you make up your mind! Why are you so
c She enjoys public speaking. She's a very
?'
person.
d My brother doesn't need anyone - he prides himself on being _ _ __
e They see problems everywhere. I guess they're just _ _ __
P/N
P/N
P/N
P/N
P/N
__ /5 marks
5 Complete these sentences with the correct word in italics.
a They were arguing passionately I soundly.
b Unfortunately, he has begun drinking hardly I heavily.
c I really hope I get a sound I an attentive night's sleep.
d The talk was so interesting that I listened passionately I attentively throughout.
e I'm working so hard I attentively to finish on time.
__ /5 marks
6 Complete these sentences with a suitable adjective. The first letter is given.
a There's going to be h____ rain in the south.
b There was a rise in s______ crime in London last year.
c There will be some s_____ wind in the north tomorrow.
d She was a c____ friend until we had that silly argument.
e Gardening can be h___ work.
__ /5 marks
7 Correct the words in italics in these sentences, using a word from the list in a suitable form.
cause express
find reach
take
a We acquired a solution to the problem yesterday. _ _ __
b Please say your opinion as clearly as possible. _ _ __
c I'm performing my final exam tomorrow. _ _ __
d She's made enough problems already. _ _ __
e It's going to take us ages to achieve a decision. _ _ __
__ /5 marks
8 Complete these sentences using make or do in the correct form.
a I think that _ _ _ _ business with him will be useful to us.
b Can I
c He was
d Have you
e If you hadn't
a suggestion?
the housework when we arrived.
up your mind yet where you want to go tonight?
such a fuss, we'd still be waiting.
__ /5 marks
Total __ / 50
98
First Masterclass Unit Tests
Photocopiable ©Oxford University Press
Unit Test 7
1 Rewrite these sentences to make them passive.
a They're going to open the sports complex next week.
The sports complex _ _ __
b The USA manufactures a lot of sports equipment.
A lot of sports equipment _ _ __
c They're building some tennis courts in the park.
Some tennis courts _ _ _ __
d Johnson wrote a book about playing tennis.
A book about playing tennis _ _ _ __
e You can play football indoors or outdoors.
Football _ _ __
f The council has just submitted a plan to improve the area.
A plan to improve the area _ _ _ __
g They were cleaning out the swimming pool yesterday.
The swimming pool _ _ __
h We will teach you how to play squash.
You _ _ __
We can reserve a seat for you in the front row.
A seat in the front row _ _ __
The company builds high-speed trains.
High-speed trains _ _ __
__ /20 marks
2 Rewrite these sentences to make them passive, using the correct form of have.
a The hairdresser cut my hair yesterday.
I
by the hairdresser yesterday.
b The manicurist has painted my nails.
I
by the manicurist.
c A mechanic is going to service my car tomorrow.
_ _ _ _ tomorrow.
d A decorator is painting my kitchen at the moment.
I
at the moment.
e The superma1·ket delivers my groceries.
I
by the supermarket.
__ /5 marks
First Masterclass Unit Tests -
©Oxford University Press
3 Complete these sentences with an appropriate preposition,
a It is good to be aware
others when making decisions.
b I like most sports, but I'm not keen
c Her parents did not approve
swimming.
him.
d Please forgive me
my rudeness.
e I have an interest
photography.
__ /5 marks
4 Rearrange the ietters to make a suitable word to complete these sentences.
a Football is played on a
(c i h pt)
b Tennis is played on a
(u c to r)
c Swimming is done in a
(o 1 op)
d Running is done on a
(k tac r)
e Golf is played on a
(e so c r u)
f Boxing is done in a
(gin r)
g Cycling is done on a
(r cat k)
h Gymnastics is done in a
(m gy)
(r cut o)
Basketball is played on a
(k r in)
j Ice-skating is done in a
__ / 10 marks
5 Complete these sentences using a suitable prefix from the list.
semi under ex pre anti mid
a The new stadium was opened by the _ _ _ _-president of the club.
b The team won the game because their
c I'm afraid I'm
-match preparation was excellent.
-hunting because I think it's cruel.
d Why didn't you tell me it was going to be such a fancy party? I feel really
e He's
-rated as a hockey player. He's better than people think.
f He caught the ball
g
-dressed.
-air and then scored a goal.
-age drinking is not allowed in the UK. The legal age is 18.
h The government has organized an
He's
-smoking campaign.
-professional at the moment, but he'll soon be fully qualified.
j He's an _ _ _ _-professional footballer. He's retired from the game now.
__ / 10 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Unit Test
1 Change these sentences I questions to reported speech.
a Tm going to the cinema with Joy; said Liz.
_ _ _ _ to the cinema with Joy.
b 'Have you heard their new single7' Jane asked me.
_ _ _ _ their new single.
c 'I saw Martin at the concert; Sally told Mary.
_ _ _ _ Martin at the concert.
d 'Do you want me to get you a newspaper7'Tom asked Jack.
_ _ _ _ to get him a newspaper.
e 'I'll email you; Karl said to Andrew.
_ _ _ _ email him.
f 'I've been using the internet a lot recently; Hannah said.
_ _ _ _ the internet a lot recently.
g 'Could you give me your phone number7' Helen asked Lee.
_ _ _ _ his phone number.
h 'Did you listen to Radio 4 today?' Rose asked Tom.
_ _ _ _ to Radio 4 that day.
'We were watching a film when you phoned; said Sean.
_ _ _ _ when I phoned.
'How much is the CO?' I asked the salesman.
_ _ _ _ the CO was.
__ / 20 marks
2 Rewrite each sentence using the word given in bold, so that the second sentence has a similar
meaning.
a 'Let's eat something healthy tonight; said Mike. suggested
Mike
something healthy that night.
b 'Don't walk along the railway track; the official said to me. warned
The official
along the railway track.
c 'If I were you, Jane, I'd forget about him; said Sally. advised
Sally
about him.
d 'Close your book, Tom; the teacher said. told
The teacher
his book.
e 'I'll pick Sally up from the station; said Mary. offered
Mary _ _ _ _ from the station.
__ / 10 marks
First Masterclass Unit Tests ~©Oxford University Press
101
3 Complete these sentences with an appropriate adjective or noun.
a She grows her orchids in a special _ _ _ _ house.
b Swimming in an open-air swimming
c They had a real falling-
is much nicer than in an indoor one.
over a boy, so they're not friends any more.
d Her baby is due soon, so she has been buying a lot of
e Instead of cooking, they had a
clothes.
away.
_ _ / 5 marks
4 Use the words below to make compound nouns then match them with a description a-j.
Some may need hyphens.
assistant board book break case card credit down key lecturer
make music off shop site take university up shop web
a You can use this to pay for things in shops.
b This is someone who teaches things.
c The moment when a plane leaves the ground.
d You get information from this on a computer.
e This is something you keep books on.
f This is someone who works in a shop.
g The part of a computer you type on.
h The failure of a marriage is an example of this.
Mascara and lipstick are examples of this.
j You can buy CDs and DVDs from here.
__ / 10 marks
S Complete these sentences using so or such.
a It was _ _ _ _ an interesting film.
b The equipment is
c It's
an expensive computer.
d The meeting was
e It's
easy to use.
long I fell asleep.
a good advertisement.
__ / 5 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 9
1 Complete the text with the correct form of the words given in brackets.
When I was younger, I was an (1)
(act) member of our village's environmental group. Although
the (2)
(populate) of the village was small, it was a big group. We believed that some things
were (3)
(danger) for the world. We met regularly, and I found the meetings (4) _ _ __
(fascination). We discussed everything from the (5)
(migrate) of birds from one part of the world
to another, to the danger of (6)
(volcano) eruptions. I remember Tom had carried out a lot of
(7)
(science) research, and he thought things through in a very (8)
(system),
organized way. He was a clever man. Sometimes we had (9)
(compete) to see who could give
the most (10)
(interest) talk on an environmental issue. Although I am much older now, I still
belong to the same group.
__ / 10 marks
2 Complete these sentences with the correct words in italics.
a He's the person whose/that is collecting money for charity.
b The reason which I why I'm not going is that I've been before.
c Do you remember the summer when /which there was a water shortage?
d This is the car which/who runs on unleaded fuel.
e He's the man who/whose article about noise pollution was in the newspaper.
f This was the place about which I to which I'd heard so much.
g I was the person to whom I about whom the problem was mentioned.
h I like to travel in the winter where I when there are fewer tourists.
There's the woman whose I whom car was stolen.
j The agent whose/that we bought the tickets from is called Mike Smith.
__ / 10 marks
3 Add commas to the following sentences where necessary.
a The shed that my brother built is still standing.
b John who I first met at school is a close friend of mine.
c Our next-door neighbour whose daughter's name is Sally is coming to dinner.
d The town where my father was born is famous for its football team.
e The Tower of London where a lot of people died is a major tourist attraction.
__ / 5 marks
First Masterclass Unit Tests -
©Oxford University Press
4 Complete these sentences with an appropriate preposition.
a There should be a ban
b I sympathize
driving in the city centre.
your ideas.
c Are you aware
the damage smoking can cause?
d Those chemicals are harmful
the environment
e There was a lot of anger
the way the protesters were treated.
f The large-scale killing of seals is a threat
their survival.
g The charity depends _ _ _ _ government funding.
h People always complain
noise pollution.
i Unleaded fuel is better
the environment than leaded fuel.
j The build-up of greenhouse gases in the air contributes
k There should be a high tax
global warming.
smoking.
I The organization Greenpeace is opposed _ _ _ _ harming the environment
m I have a lot of respect _ _ _ _ the environment
n Do you believe
saving the world's rainforests?
o Our country's environmental policies are different _ _ _ _ yours.
__ / 15 marks
5 Complete these sentences with the correct form of the word given in capitals.
a Scuba-diving can be a _ _ _ _ sport, but it's fun.
DANGER
b A great deal of
SCIENCE
c An
research is being done on climate change.
was necessary due to severe flooding.
d I don't know what
EVACUATE
him so much about cars.
FASCll\JATiON
e That volcano _ _ _ _ about three times a year.
ERUPTION
f The bridge was
DAMAGE
by the earthquake this morning.
g He says that reading aloud is an
h He's
way of learning pronunciation.
of so much but doesn't try.
Lack of training has
in poor scores.
_ _ _ _ the ownership of lethal weapons is a good idea.
EFFECT
CAPABILITY
RESULTING
BAN
__ / 10 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 10
1 Rewrite each sentence using the word given in bold, so that the second sentence has a similar
meaning.
a He's always leaving his dirty clothes on the floor. leave
I wish _ _ _ _ his dirty clothes on the floor.
b I didn't go to university and now I can't find a job. gone
If only
to university, I'd be able to find a job.
c It's raining a lot these days and I don't like it. rain
I wish
so much.
d I regret not buying that mobile phone. had
If only
that mobile phone.
e I can't find anyone to patent my idea. could
I wish
someone to patent my idea.
f We don't have a dishwasher and I'd like one. wish
_ _ _ _ a dishwasher.
g It's a pity I threw away her mobile number. thrown
I wish
away her mobile number.
h You're always interrupting me when I'm speaking! interrupt
I wish
me when I'm speaking!
I regret telling you about it. only
If
you about it.
I can't afford to go on holiday. wish
I
afford to go on holiday.
__ /20 marks
2 Complete these sentences with the correct form of the word in brackets.
a I'd rather you _ _ _ _ (try) to do it yourself first.
b It's time we
(stop) working so hard. I'm so tired.
c I'd rather
(go) by myself
d It's time
(have) lunch.
e It's time you
(take) the car to have it serviced.
__ / 5 marks
First Masterclass Unit Tests -
©Oxford University Press
105
3 Join the words together to make compound adjectives that fit the sentences below.
fat
free
hard
home
king
a Most furniture is
made
mass
produced
sized
wearing
these days, not handmade.
b These new walking boots are supposed to be very _ _ __
c _ _ _ _ ice cream is better than shop-bought.
d There's a _ _ _ _ version of the chocolate bar if you're trying to stay slim.
e My new
bed is very spacious.
__ / 5 marks
4 Complete these sentences with the correct form of the word given in capitals.
a He'll be a
inventor one of these days.
FAME
b My new sofa is very _ _ __
COMFORT
c The website had some
information.
d Becoming an inventor means having
e It's
USE
ideas.
CREATE
to send your product to several companies.
ADVISE
f Some scientific experiments can be _ _ __
DANGER
g The table is
- someone has spilt orange juice on it.
STICK
h Always wear
clothing when handling chemicals.
PROTECT
climate means people are not spending as much.
ECONOMY
The difficult
j It's an
area with a lot of factories.
INDUSTRY
__ / 10 marks
5 Complete the table.
Verb
Noun
invent
a)
b)
discovery
produce
c)
d)
appliance
instruct
e)
__ /5 marks
6 Complete these sentences with an adjective related to the word given in capitals.
a Robots do things in a very _ _ _ _ way.
MECHANIC
b Going on holiday can be very _ _ __
COST
c The caring professions are very
d He was
vocations.
WORTH
enough to remember to bring his umbrella.
e I consider myselfvery _ _ _ _ to have met my husband.
SENSE
FORTUNE
__ / 5 marks
Tota/ __ / 50
106
First Masterclass Unit Tests -
©Oxford University Press
Unit Test 11
1 Complete each conditional sentence with the correct form of the verb in brackets.
a If she'd had more self-confidence, they _ _ _ _ (offer) her the job.
b If I didn't have to work tomorrow, I
c If you
(come) with you.
(rest) for a few days, you'd feel better.
d If I don't get a good grade in the exam, I _ _ _ _ (not I go) to university.
e If I won the lottery, I _ _ _ _ (travel) around the world.
f If the red light is on,
(not I leave) your seat.
g If we have enough money, we
h If I
(visit) Japan.
(love) him, I'd marry him.
If he
(study) more when he was at school, he'd have a better job now.
j If you travel to India, you
k If I
(need) a visa.
(not I get) a job at the college, I wouldn't have met you.
I If water is heated to 100 degrees, it
m If she
(boil).
(get) a good grade in her test, she'll be happy.
n If you'd told me about it earlier, I
(be) a lot happier now.
(not I phone) me soon, I won't be happy.
o If she
__ / 15 marks
2 Rewrite the sentences using the word in bold so that the second sentence means the same.
a I'll lend you my CO if you promise to bring it back on Saturday. provided
I'll lend you my CO
bring it back on Saturday.
b I'll be back tomorrow if there isn't an airline strike. unless
I'll be back tomorrow
an airline strike.
c You can go out and play if you do your homework first. as
You can go out and play
your homework first.
d You'll receive a pay rise if you work hard. that
You'll receive a pay rise
hard.
e We'll keep winning all our games if we continue to practise. kmg
We'll keep winning all our games _ _ _ _ to practise.
__ / 10 marks
3 Complete these sentences with the correct form of talk, speak or tell.
a He can _ _ _ _ three languages fluently.
b You don't know anything about it! You're _ _ _ _ rubbish.
c I like people who
their minds.
d How old were you when you learned to _ _ _ _ the time?
e To
you the truth, I don't know.
__ / 5 marks
First Masterclass Unit Tests ~©Oxford University Press
4 Match each word a-j with a word which has a related meaning but a negative implication in 1-10.
a well-built
1 cheap
b serious
2 old
c inexpensive
3 fat
d easy-going
4 lazy
e curious
5 chatty
f imitation
6 cold
g reserved
7 fake
h excited
8 nosey
9 hysterical
outgoing
10 dull
j elderly
__ / 10 marks
5 Complete the dialogue using the correct form of the verbs from the list.
expect
hope
look forward to
Are you (1)
I can't (2)
wait
going to Scotland7
, but I'm really (3)
drive. I didn't (4)
that our car will be fixed soon because we want to
it to take the garage this long.
H!i!le10 When did you (5)
Well, they said they (6)
to get it back7
to get it back to us within two weeks, but they weren't sure. That
was three weeks ago! It wouldn't be so bad if the buses and trains were better.
I know. I had to (7)
40 minutes for a bus yesterday. How can the government
_ _ _ _ people to use public transport when it's so unreliable7
Anyway, I'm (9)
the holiday, and I can't (10)
to tell you all about it.
Yes, have a good trip. Bye.
__ / 10 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
U it Test 12
1 Compiete these sentences with the correct word in italics.
a The burglary must I can't have happened yesterday because I was in all day.
b Jake must I could be at home because I can hear music playing.
c His identity might I can't be made public if the court think it's inappropriate.
d She must I can't be studying because she has her exam soon.
e Very young people can't I must be sentto an adult prison.
f You are less likely to commit a crime if you think you can't/might be caught.
g My bag has gone. It might I can have been stolen, but I can't prove it.
h I can't I might have got a parking ticket because I paid for the whole day.
Your hand is bleeding heavily - you can I must be in pain I
j He can I must have got in through the window because I found it open.
__ / 10 marks
2 Complete these sentences using a suitable modal verb and the correct form of the verb in brackets.
a Joanne _ _ _ _ (be) feeling very well. She looks very pale.
b You
c I
(be) freezing. It's windy outside and you don't have a jacket.
(throw) away the plastic bags. I always reuse them.
d I wasn't sure about the second question. I
e 'We've been to Italy on holiday: 'That
f You
(be) nice:
(feel) exhausted. You've been working all day.
g Nice to have met you. You never know, we
h Terry definitely
You
(get) it wrong.
(meet) again one day.
(miss) the bus. He should be here by now.
(have) sore eyes after staring at the computer screen for hours.
j 'What was that noise?' 'I don't know. It
(be) a cat:
__ / 10 marks
3 Complete the table.
Crime
Criminal
a)
burglar
hooliganism
b)
mugging
c)
d)
shoplifter
e)
vandal
__ / 5 marks
First Masterclass Unit Tests -
©Oxford University Press
4 Complete these sentences with the correct word in italics.
a He's stolen I robbed my wallet.
b The bank was stolen I robbed of £50,000.
c They stole I robbed the passport when he was asleep.
d They killed a policeman while stealing I robbing the post office.
e They stole/robbed £50 in cash.
__ / 5 marks
S Complete the text with a I an, the or 0 if no article is needed.
When I finished (1)
university, I became (2)
English teacher. I had always wanted to
live and work in India, so I took (3)
cheapest flight I could find and went to (4)
Delhi
by train. I liked (5)
city and had heard so much about (6)
Ganges river that I went
there first. (7)
only problem was that, when I travelled alone, I couldn't understand
(8)
station names. So I had to ask for help. People were friendly, and I found out that
(9)
elderly are treated with great respect. (10)
public transport system in India is
efficient and is only interrupted if there is (11)
earthquake. While I was there, I tried new things
like playing (12)
sitar and having spicy food for (13)
lunch. Living in India gave me
(14)
opportunity to experience (15)
different way of life and made me
(16)
lot more confident. I realized I had strengths like (17)
determination and
optimism. After months of travelling, I got (18)
job at (19)
university in Delhi. I came
home (20)
year later, but only because I was missing my family.
__ / 20 marks
Total __ / 50
First Masterclass Unit Tests -
©Oxford University Press
Progress Test 1
Units 1_..4
A For questions 1-10, read the text below. Use the word given in capitals at the end of each line to
form a word that fits in the space in the same line. There is an example at the beginning (0).
Child athletes
Child sporting prodigies risk serious (0) pvjcho\09ica\ and physical damage, an
(1)
group of American doctors has warned. The American Academy of Paediatrics has
found that children who (2)
in one sport before puberty can suffer (3)
burnout,
as well as damage to joints and bones, and heart problems. Furthermore, (4)
is the time
, where
when healthy eating habits should be established, but children doing sports like (5)
being slim is important, may not receive proper nutrition. Accordingly, the Academy suggests
regimes.
(6)
parents think twice before forcing young children into intensive (7)
early in life often have short careers, while
Another factor is that child athletes who are (8)
those who focus on one sport only after puberty are more (9)
performers in the long term
and suffer from fewer (10) _ _ __
PSYCHOLOGY
INFLUENCE
SPECIAL, EMOTION
CHILD
GYMNAST
AMBITION, TRAIN
SUCCESS
RELY
INJURE
__ / 10 marks
B For questions 1-15, read the text below and think of the word which best fits each space. Use
only one word in each space. There is an example at the beginning (O).
Women and gambling
It's hard to know exactly how many female compulsive gamblers there are. Unlike men, women are quick
to realize that they gamble mainly for emotional, (O)
rather
than financial, reasons. This makes them
look for professional help.
ashamed and thus less likely (1)
Amy Turner's story is illustrative of the way in which many women become gambling addicts. In
December 1995 Amy won £2,000 in a lottery, (2)
meant she and her husband were
the birth of their
(3)
to have a wonderful Christmas. Unfortunately, soon (4)
daughter, Amy and her husband broke (5)
. Depressed and lonely, Amy (6) _ _ __
gamble as a way (7)
filling the emotional void left by her failed marriage.
From spending a few pounds a week (8)
lottery tickets and scratch cards, Amy became
(9)
to gambling £250 a month and was struggling to pay the bills. She always
to fill the fridge before she gambled but (11)
only rarely be able to afford
(10)
debt and was evicted from
treats for her daughter. By April 2001 she was nearly £2,000 (12)
stealing money from a friend in order to buy
her flat. Not long after, Amy was arrested (13)
gambling forever and joined the support
scratch cards. She decided it was time to give (14)
to control her gambling habit, but
group Gamblers Anonymous. Since then, Amy has (15)
like all addicts, she knows that the desire to gamble will never go away.
__ / 15 marks
First Masterclass Progress Tests ~©Oxford University Press
111
C For questions 1-10, read the text below and decide which answer (A, B, C or D) best fits each
space. There is an example at the beginning (0).
The future of shopping
More and more people are shopping online, and it might not be long before on line sales (0) overtal:e
sales in actual high-street stores. As an increasing (1)
of brands open on line stores, shoppers
are finding it easier than (2)
to purchase what they want. There are many reasons
(3)
on line shopping has become so popular. First, on line stores are able to sell their products
(4)
than high-street stores can. This is because they (5)
pay rent or pay wages
to sales assistants. Next, people like being able to shop from the (6)
of their own home.
Finally, on line stores never close. If you want to buy a new pair of jeans in the middle of the night, you
(7)
. Of course, shopping in actual stores still has some (8)
. For example, many
people like to be able to (9)
clothes or play with products such as computers or mobile
phones before they purchase them. It may be a while before online stores can (10)
these
options ..
0 A take up
B undertake
1 A quantity
2 A always
3 A for
B number
B now
4 A as cheaply
5 A mustn't
B that
B cheapest
B don't have to
6 A comfortable
7 A can
8 A results
B uncomfortable
9 A try on
B wear
Ballow
10 A bring
B could
B benefits
C overtake
C amount
C past
C why
C cheap
C can't
C comfort
C will
C achievements
C put on
C offer
D take away
D size
D ever
D where
D more cheaply
D won't
D discomfort
D would
D reasons
D change
D enable
__ / 10 marks
112
First Masterclass Progress Tests
Photocopiable ©Oxford University Press
Writing
Write an answer to one of the questions below. Write your answer in 140-190 words in an
appropriate style.
in your English dass you have been talking about exchange visits to other countries as a way
to learn a new language a11d find out about other cultures. Now your English teacher has asked
you to write an essay.
Write an essay using all the notes imd give reasons for your point of view.
Going on an exchange visit to another country is the best way
to learn a new language and find out about another culture.
Do you agree?
Notes
Write about:
1. learning a new language
2. cultural understanding
3...................................... (your own idea)
2 You see this announcement in your college English-language magazine.
Articles wanted
Are you a mobile phone addict?
How much time do you spend on your mobile phone each day?
How would you feel if your mobile phone vanished and you
could not replace it7
Why would you feel that way?
Write us an article answering these questions.
We will publish the best articles on our websites.
Write your artide.
__ / 15 marks
Total __ / 50
First Masterclass Progress Tests -
©Oxford University Press
113
Units 5~8
Progress Test 2
A For questions 1-15, read the text beiow. Some of the lines have gaps. Use the word given in
capitals at the end of those lines to fill the gap. If the word given is a verb, then put the verb in its
correct form (active, passive or infinitive) to fit the gap. There is an example at the beginning (0).
IQ tests
In 1904 the French psychologist Alfred Binet (0) divc\opid intelligence tests to help teachers in Paris
schools. His simple tests, which (1)
the name Intelligence Quotient IQ tests, (2) _ _ __
to make it easier (3)
disruptive schoolchildren into a class that suited their abilities. At the
time, Binet (4)
users of the tests not to look at the test results in (5)
, but to use
them along with other assessments of intelligence.
However, IQ tests are so easy to carry out that, in spite of Bi net's warnings, they (6)
soon
used all over the world as the only method of (7)
brainpower. In some countries, they have
also (8)
to support the testers' prejudices about race, social class or educational abilities. For
several years in Britain, school pupils who (9)
tests of this type were not (10)
to
attend normal secondary schools because it was (11)
that their low IQ scores
(12)
they would never be capable of (13)
well academically.
still controversial, but psychologists say
Now, a century after their invention, IQ tests (14)
they can still be useful in some specific situations. For example, they are helpful in deciding whether a
disruptive pupil (15)
emotional or academic problems. That, of course, was Bi net's intention
all along.
DEVELOP
GIVE, DESIGl\l
PUT
WARN, ISOLATE
BE
ASSESS
USE
FAil,ALLOW
FEEL
MEAN, !PERFORM
BE
HAVE
__ /15marks
First Masterclass Progress Tests -
©Oxford University Press
B For questions 1-5, 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, induding the word given. There is an example at the beginning (0).
0 I haven't seen John for several weeks.
LAST
It's several weeks since I \ast saw John.
'Why don't we go out to a restaurant this evening?' he said.
GOING
He _ _ _ _ meal that evening.
2 She went to see the film three times because she enjoyed it so much.
ENJOYABLE
She found _ _ _ _ she went to see it three times.
3 Sam used to collect stamps, but he doesn't any more.
INTERESTED
Sam _ _ _ _ stamps any more.
4 She finished her novel, then she fell asleep.
UNTIL
She didn't _ _ _ _ finished her novel.
5 'I'll take you to the bank, Mary - it's on my way to work,' said Joe.
DROP
Joe offered _ _ _ _ at the bank on his way to work.
__ / 10 marks
C For questions 1-10, read the text below. Use the word given in capitals at the end of each line to
form a word that fits in the space in the same line. There is an example at the beginning (0).
Business etiquette in Britain
Many (0) foreigners believe that the British are more formal than they really are. Nowadays,
first names are used among colleagues and are (1)
common on the phone, even
when there has been no personal (2)
. Handshaking is (3)
, except for first
. Also surprising is the
meetings, or when people see each other again after a long (4)
British attitude towards (5)
: business meetings frequently start ten minutes late, and on
social occasions it is (6)
to arrive on time. If you receive an (7)
to dinner,
you should arrive ten to twenty minutes after the stated time.
FOREIGN
INCREASE
INTRODUCE, APPROPRIATE
ABSENT
PUNCTUAL
POUTE, INVITE
In conversation, politeness is valued, so British people avoid strong (8)
of opinion.
, but it is in fact just their way of
This sometimes gives the impression that they are (9)
avoiding (1 O)
or confrontation.
STATE
DECIDE
ARGUE
__ / 10 marks
First Masterclass Progress Tests -
©Oxford University Press
115
Writing
Write an answer to one of the questions below. Write yom answer in 140-190 words in an
appropriate style.
1 You have recently had a dass discussion about the intemet. Now your English teacher has
asked you to write an essay.
Write an essay using all the notes and give reasons for your point of view.
The internet has revolutionized the way people live and work.
What do you think about this statement?
Notes
Write about:
1. working from home
2. effect on socializing
3. """""" .... """.
.. (your own idea)
2 You have received this email from your English-speaking friend Mildred.
From: Mildred
Subject: Your holiday in Australia
How was your short camping holiday to Australia? Please tell me
about the experience. I would love to know what you did and the
things you liked or didn't like about the holiday.
Best wishes,
Mildred
Write your email.
__ / 15 marks
Total __ / 50
First Masterclass Progress Tests -
©Oxford University Press
Progress Test 3
Units 9-12
A For questions 1-15, read the text below and decide which answer (A, B, C or D) best fits each
space. There is an example at the beginning (0).
Tourism
Tourism, (0)
which
employs 200 million people, is probably the largest industry in the world
nowadays. Nearly 700 million people internationally (1)
on holiday each year - a figure
is likely to double by the year 2020. The industry is particularly important to less
(2)
developed countries, (3)
it is often their main source of income.
However, along with the economic benefits, this mass movement of people has resulted (4) _ _ __
threats (5)
the environment. Among the most serious of these is the issue of carbon
directly to global warming. Deforestation has cleared land
emissions from aircraft, which (6)
(7)
order to build hotels, airports and roads, and this has destroyed wildlife. In some areas,
water shortages are now common (8)
of the need to fill swimming pools and water golf
courses for tourists. By pushing up prices for goods and services, tourism can also be destructive
(9)
the people (10)
live in tourist destinations.
In response to these concerns, some travel operators now offer eco-friendly holidays. Many of these aim
tourism by only promoting hotels that have
to reduce the negative effects (11)
in equipment to recycle waste and use energy and water efficiently. Increasingly, tourists
(12)
are also being reminded to show respect (13)
the customs of the people (14) _ _ __
countries they are going to visit, and to support local businesses such as restaurants and shops, which
depend (15)
tourism for their main income.
0 A where
B who
A come
B go
2 A by which
B whose
3 A which
B whom
4 A in
B into
5 A at
B on
6 A act
B result
7 A in
B as
8 A thanks
B due
9 A as
B to
10 A to
B whose
11 A to
B of
12 A installed
B chosen
13 A for
B to
14 A whom
B their
15 A from
B on
c which
c move
c that
c where
c because of
c for
c cause
c for
c because
c when
c which
c that
c invested
c with
c that
c of
__ / 15 marks
First Masterclass Progress Tests -
©Oxford University Press
Din which
D leave
D when
D when
D by
D to
D contribute
D to
D since
D that
D who
D by
D bought
D at
D whose
D to
B For questions 1-10, read the text below. Use the word given in capitals at the end of each line to
form a word that fits in the space in the same line. There is an example at the beginning (0).
Futurology
I am always (O)
doubtful whenever futurologists tell us how we will be living several years from
of jet-pack travel and robot maids came to nothing. More recently we were
now. Their (1)
office, (3)
television and the end of high-street shopping. In
promised the (2)
some cases, they are wrong because (4)
progress has been slower than anticipated.
DOUBT
PREDICT
PAPER, INTERACT
SCIENCE
Airplanes, for example, are barely more (5)
than they were 50 years ago. In other cases, the
experts have (6)
the number of things that must go right before an (7)
changes
our lives. It takes more than just one bright idea - thorough (8)
is needed when developing
a new product. In (9)
, social and psychological factors determine whether or not a new
product or service will be (1 O)
adopted.
COMFORT
ESTIMATE, INVENT
SEARCH
ADD
WIDE
__ / 10 marks
C For questions 1-5 below, complete the second sentence so tha't 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, induding the word given. There is an example at the begirming (0).
0 I haven't seen John for several weeks.
LAST
It's several weeks vinc.c I lavt 5aw John.
I regret spending so much money on that dress.
BOUGHT
I wish I _ _ _ _ an expensive dress.
2 Unless the train is late, they'll arrive at eight o'clock.
ON
They'll arrive at eight o'clock provided _ _ _ _ time.
3 My grandmother used to live in this house.
WHICH
This _ _ _ _ my grandmother used to live.
4 There's no beer in the fridge - it looks like they drank it all last night
HAVE
They _ _ _ _ beer last night because there is none in the fridge now.
5 I'll come to the cinema with you this evening if my cold gets better.
SEE
Unless my cold improves, I _ _ _ _ the film with you.
__ / 10 marks
First Masterclass Progress Tests -
©Oxford University Press
Writing
Write an answer to one ofthe questions below. Write your answer in 140-190 words in an
appropriate style.
1 You see this ;u1not.mcement in your coliege English-language magazine.
Book reviews wanted
Have you ever read a book in which the main character behaved in a heroic way?
Write us a review of the book, explaining what the main character did and why it was
heroic. Tell us whether or not you would recommend this book to other people.
The best reviews will be published in the magazine.
Write your review.
2 The local radio station in your town is planning to broadcast a new one-hour programme once
a week in English, aimed at people of your age who are learning English. The radio station
has invited listeners to write reports suggesting what kind of material they would like to hear
induded in the new programme.
Young adults learning English
We are planning to broadcast a new one-hour programme once a week in English,
aimed at young adults who are learning English.
Write a report about what kind of material you would like to hear included in the
programme.
The best reports will be announced on the programme.
Write your report.
__ / 15 marks
Total __ /50
First Masterclass Progress Tests -
©Oxford University Press
Test answer keys
UnitTest 1
7
a shoulders
1
1
a take part I be involved
b by chance I by mistake I unexpectedly I unintentionally
c ability I talent
d At present I At the moment I Currently I Now /These days
e stress
1 mark for each correct answer
c of d to
2
a You can do it!
b ... I could swim fast.
c ... you could probably fit into that dress.
d He couldn't have finished ...
e ... I still can't do it.
e about/ over
1 mark for each correct answer
1 mark for each correct answer
3
a fraudster b financial c retirement
d impersonator e qualifications
3
a manage to book I get
b succeeded in passing
c managed to score
1 mark for each correct answer
d succeeded in finding
e was able to swim
4
2 marks for each correct answer
a She's not talking
b He goes
c I go
4
d They never play
heavier
worse
better
narrower
more independent
larger
more careful
thinner
more important
happier
e drink
f She's working
g erupts
h We're catching
She's living
eat
1 mark for each correct answer
5
b conceal
e knee
Unit Test 2
2
a acting
d wrist
Total marks: 50
1 mark for each correct answer
b in
c palms
1 mark for each correct answer
had to
didn't
need to wear
2
needn't
3
4 didn't have to worry
5 must
6 mustn't
7 mustn't
8 have to
9 need to
10 need to
11 don't need to
12 mustn't
13 had to
14 has to
15 needn't
a to
b toe
c confidential
d peer
e judge
the heaviest
the worst
the best
the narrowest
the most independent
the largest
the most careful
the thinnest
the most important
the happiest
1 mark for each correct answer
1 mark for each correct answer
6
a noticed
b Look
c stared
d watch
e gazed
1 mark for each correct answer
120
First Masterclass Test Answer Keys
Photocopiable ©Oxford University Press
5
4
not nearly as fast as
by far the easiest
the best
d a little cleverer
considerably later I more late
cut down on
e given up
e
a
get by
often
hurriedly
5
give in
gave away I had given away
give (you) back
giving out
given up on
6
d
light up
1 mark for each correct answer
1 mark for each correct answer
c
putting on
b
1 mark for each correct answer
1 mark for each correct answer
7
turn over
turn to
turned up
turn back
has turned into
6
Unfortunately
surprisingly
1 mark for each correct answer
completely
1 mark for each correct answer
8
arrival
employment
completion
prosperity
d information
7
My neighbour makes a lot of noise.
Can I have five pieces of equipment, please?
She asked for a sheet of paper to write on.
Correct as it is.
I would like a piece of fruit, please.
1 mark for each correct answer
Total marks: 50
Unit Test 3
1 mark for each correct answer
8
I've been able to
were able to
was able to
He'll never be able to
can
could
hasn't been able to
h wouldn't have been able to
I'll be able to
couldn't
1 mark for each correct answer
2
a used to wear
used to cycling
o: get used to living
'm not used to eating
'm used to driving
i' didn't use to smoke
get used to being
wasn't used to having
didn't use to be
used to have
1 mark for each correct answer
3
c
2d
e
b
a
Making a suggestion
Expressing certainty
Asking for an opinion
Giving an opinion
Agreeing I Disagreeing
How about ... ?
I'm absolutely sure that ...
What do you think?
I think we should ...
I'm not so sure
1 mark for each correct answer
Total marks: 50
UnitTest4
1
are you doing
I'm meeting
Shall we meet up
does it start
5 I'm going to have
I'll pick you up
I'll probably go back
are going to talk
we'll go back
Jean's having
She'll be
I'll do
she'll like
I'll see you
15 it's going to rain
1 mark for each correct answer
1 mark for each correct answer
First fVlasterclass Test Answer Keys ~ ©Oxford
Press
Unit Test 5
2
7.l
'II have been
'II be flying
'II have finished
will be having
will have decreased
1
1 mark for each correct answer
3
had
took
~ take
has
took
1 mark for each correct answer
4
bringing up
d bring down
brought in
brought back
bring (her) round
1 mark for each correct answer
5
a bound to
rl bound to
b unlikely to
unlikely to
1 mark for each correct answer
bound to
had visited
've never eaten
phoned
were you doing
~ had already made
f lived I was living
had closed
did you start
haven't organized
had checked in
learned
had been I was packing
Have you ever tried
haven't brought I didn't bring
cy) didn't I hadn't realized
1 mark for each correct answer
2
i!
6
have given up
not bring it up
get used to
it was I were up to me
more expensive
belief
necessary
valuable
fairness
efficiently
Constructive
Farming
believe
near
Heating
1 mark for each correct answer
3
a boiling
terrified
tll filthy
delighted d furious
hilarious
spotless
huge
1 mark for each correct answer
1 mark for each correct answer
7
4
In addition to
ll despite
almost
for instance
i! Before
On the other hand
because of
However
In conclusion
but
1 mark for each correct answer
diet
receipt
menu
celebrated
junk
tap
salty
still
cook
freezing
amazed
sensible
1 mark for each correct answer
5
pick (her) up
saw (her) off
took off
stopping over
set off
1 mark for each correct answer
Total marks: 50
Unit Test 6
Total marks: 50
1
to buy
being
moving
to go
trying
to
sleep
Smoking
being
j to travel
to inform
to win
starting
to go
Living
watching
1 mark for each correct answer
2
to have
talking
>: to post
seeing
sending
1 mark for each correct answer
First Masterclass Test Answer Keys ~~©Oxford University Press
3
3
not good at remembering
couldn't afford (to buy)
arranged to meet me I arranged for us to meet
regrets not completing I finishing
"' not arriving I being on time
of
1:
of
for
e in
1 mark for each correct answer
4
pitch
track
1 mark for each correct answer
court
h gym
c pool
i court
track
rink
course
f ring
1 mark for each correct answer
4
'"
on
dependable
indecisive
confident
self-reliant
pessimistic
p
5
N
ex
pre ( anti
semi
ex
h anti
N
1 mark for each correct answer
1 mark for each correct answer
Total marks: 50
5
Unit Test 8
passionately
heavily
sound
attentively
1 mark for each correct answer
6
heavy
serious
strong
close
hard
1 mark for each correct answer
7
found
under
p
p
express
taking
caused
reach
1 mark for each correct answer
e hard
~
under
mid
Under
1
Liz said (that) she was going
Jane asked me if I whether I had heard
Sally told Mary (that) she had seen
Tom asked Jack if I whether he wanted him
Karl said to Andrew (that) he would
f Hannah said (that) she had been using
Helen asked Lee if I whether he could give her
h Rose asked Tom if I whether he had listened
Sean said (that) they had been watching a film
I asked the salesman how much
2 marks for each correct answer
doing
b make
doing
d made
made
2
1 mark for each correct answer
suggested eating
b warned me not to walk I warned me against walking
Total marks: 50
advised Jane to forget
told Tom to close
offered to pick Sally up
Unit Test 7
1
is going to be opened next week.
is manufactured by the USA.
are being built in the park.
was written by Johnson.
can be played indoors or outdoors.
has just been submitted by the council.
was being cleaned out yesterday.
will be taught how to play squash.
can be reserved for you.
are built by the company.
2 marks for each correct answer
3
green (greenhouse)
pool (swimming pool)
out (falling-out)
1 mark for each correct answer
4
credit card
bookcase
make-up
2 marks for each correct answer
2
First Masterclass Test Answer Keys
take-off d website
keyboard
breakdown
I:! university lecturer
shop assistant
music shop
1 mark for each correct answer
had my hair cut
've had my nails painted
( 'm going to have my car serviced
'm having my kitchen painted
have my groceries delivered
1 mark for each correct answer
baby (baby clothes)
take (takeaway)
m-
5
such
so
( such
so
1 mark for each correct answer
Total marks: 50
©Oxford University Press
such
3
Unit Test 9
mass-produced b hard-wearing
fat-free
king-sized
1
active
population
dangerous
fascinating
migration
volcanic
scientific ~ systematic
competitions j interesting
1 mark for each correct answer
4
1 mark for each correct answer
that
why
f about which
when
which
to whom
when
whose
whose
that
1 mark for each correct answer
5
1 mark for each correct answer
2
3
no commas necessary
, who I first met at school,
, whose daughter's name is Sally,
no commas necessary
~ , where a lot of people died,
~
1 mark for each correct answer
6
invention I inventor
discover
producer I product I production
apply
instruction I instructor
1 mark for each correct answer
mechanical
costly
sensible
fortunate
4
on b with
on
about
from I to
of
for
to
to
about I at I over
to
on I to m for
in
1 mark for each correct answer
Unit Test 11
5
dangerous
scientific
evacuation
fascinates
damaged g effective
capable i resulted
erupts
Banning
1 mark for each correct answer
Total marks: 50
UnitTest 10
he wouldn't leave
I'd gone
it wouldn't rain
I'd bought
I could find
wish we had
I hadn't thrown
you wouldn't interrupt
only I hadn't told
wish I could I wish I was able to I wish I were able to
2 marks for each correct answer
2
stopped
worthwhile I worthy
Total marks: 50
1 mark for each correct answer
tried
useful I useless ~ creative
dangerous
sticky
industrial
famous
comfortable
advisable I inadvisable
protective
economic
2
ii
home-made
go
1 mark for each correct answer
to have
took
1
would have offered
'd come
rested
d can't I won't go
'd travel
do not leave
'II visit
loved
'd studied
need / 'II need
k hadn't got
boils
gets
'd be
doesn't phone
1 mark for each correct answer
provided that you
unless there is
as long as you do
provided that you work
as long as we continue
2 marks for each correct answer
First f1.l\asterclass Test Answer Keys -
©Oxford University Press
Progress Test 1
3
a speak
b talking
c speak
d tell
e tell
A
1 mark for each correct answer
4
a3
b10
cl
d4
e8
f7
g6
h9
iS
j2
1 influential 2 specialize 3 emotional 4 childhood
5 gymnastics 6 ambitious 7 training 8 successful
9 reliable 10 injuries
1 mark for each correct answer
B
5
1 to 2 which 3 able 4 after 5 up 6 would
8 on 9 accustomed I used 10 managed I used
11 would 12 in 13 for 14 up 15 managed
1 looking forward to 2 wait 3 hoping 4 expect
5 expect I hope 6 expected I hoped 7 wait 8 expect
9 looking forward to 10 wait
7 of
c
1 B 2 D 3 C 4 D 5 B 6 C 7 A 8 B 9 A 10 C
1 mark for each correct answer
Progress Test 2
Total marks: 50
A
Unit Test 12
a can't b must c can't d must e can't
f might g might h can't i must j must
1 were given 2 were designed 3 to put 4 warned
5 isolation 6 were 7 assessing 8 been used 9 failed
10 allowed 11 felt 12 meant 13 performing 14 are
15 has
1 mark for each correct answer
B
1
suggested going out for a
2 the film so enjoyable that
3 isn't interested in collecting
4 fall asleep until she had
5 to drop Mary off
2
a can't be
b must be
c couldn't I wouldn't have thrown
d could I might have got
e must have been
f must be feeling
g might meet
h must have missed
must have
could I might have been
c
1 increasingly 2 introduction 3 inappropriate
4 absence 5 punctuality 6 impolite 7 invitation
8 statements 9 indecisive 10 argument I arguments
Progress Test 3
1 mark for each correct answer
A
1 B 2 C 3 C 4 A 5 D 6 D 7 A 8 C 9 B 10 D
3
a burglary b hooligan
e vandalism
c mugger
d shoplifting
c stole
15 B
B
4
b robbed
14 D
1 predictions 2 paperless 3 interactive 4 scientific
5 comfortable 6 underestimated 7 invention
8 research 9 addition 10 widely
1 mark for each correct answer
a stolen
11 B 12 C 13 A
d robbing
e stole
1 mark for each correct answer
5
1 0 2 an 3 the 4 0 5 the 6 the 7 The 8 the
9 the 10 The 11 an 12 the 13 0 14 an I the 15 a
16 a 17 0 18 a 19 a 20 a
c
1 hadn't bought such
2 (that) the I their train is I arrives on
3 is the house in which
4 must have drunk all the
5 will not I won't come to I and see
will not I won't be able to see
1 mark for each correct answer
Total marks: 50
First Masterclass Test Answer Keys
Photocopiable ©Oxford University Press
125
CAMBRIDGE ENGLISH
Language Assessment
Part of the University of Cambridge
·Centre
Supervisor:
If the candidate is ABSEi'lT or has V\/ITHDR.AVVN shade here
Use
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PENCIL (B 01 HB).
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Reproduced with permission of Cambridge English Language Assessment© UCLES 2014
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127
CA1\1BRIDGE ENGLISH
Language Assessme'nt
Part of the University of Cambridge
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129
CAMBRIDGE
ENGLISH
Language Assessme'nt
l•ll·ll·BIBmB•••••••••••I
Part of the University of Cambridge
. ~~~~~~~~~~~~~~~...:::================================================1.m'
Candidate Name
Centre No.
If not already printed, wrlte name
in CAPITALS and complete the
Candidate No, grid {in pencil).
Candidate No.
Examination Title
Examination
Details
Centre
Supervisor:
If the candidate is ABSENT or has WITHDRAWN shade here
=
Date of test:
Month
01 02 03 04 05 06 07 08 09
c:::::i c::::; t:.:::::J
c::::J c::i:c::::i i:::::::::l c::::'.I
02
07
Day
11
12 13
17
==
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23 24 25
===
29 30
Marks awarded:
PronunciatiC!h ..
llltefuctive Communication
Global Achievement
Test materials used:
3
Part 2
5 6
Interlocutor's
number
18 19
==
26
Part 3 21
Assessor's
number
14 15
Test format
Number of
2nd Candidate
Number of
3rd Candidate
Examiners : Candidates
2:2
2:3
130
Reproduced with permission of Cambridge English Language Assessment© UCLES 2014
--
-------••--•-
-•-•
-••
--•
•
---Photocopiable
How to use the DVD
In the Speaking DVD
The Speaking DVD is designed to familiarize teachers and
students with the format and requirements of the Speaking
paper. The material can be used alongside First Masterc!ass, but
since it is not intrinsically tied to the course, it will make a useful
complement to any course at this level.
An examiner explains the format of the test and timings. The
standard format is for two candidates to do the test together,
but where there is an odd number of candidates, there may be
a group of three. This will increase the length of the test.
Although the video does not show any actual exam situations,
the format of the test is scripted according to Cambridge
English Assessment guidelines, and the 'candidates' are real
students who have either passed or are preparing for the First
exam in the UK. The examiners are experienced oral examiners.
Different students and combinations of students are shown
doing different parts of the test, except in the complete test,
which features the same two students throughout. Teachers
should make it clear to their students that they will do the
whole test with just one other candidate, or occasionally, where
there is an odd number of students at the end of an examining
session, with two other candidates (a total of three candidates).
The DVD can be used at any point in the course for training,
and will make a useful revision tool. It is recommended that
teachers watch the complete video before showing all or part
of it to their students. They can then choose to show their
students the whole video, or individual sections. The suggested
activities below can be done individually or in small groups as
appropriate. The interviews shown are not intended as model
answers - students should be encouraged to suggest how
they themselves could have given a better answer'in the same
situation' and also identify what the 'candidates' shown in the
video do well.
Suggested activities
1 After viewing Introduction to the Speaking paper, ask questions
like:
" How long does the test last for?
How many examiners are there and what do they do?
"' Does the examiner tell students how they have done at the end
of the exam 7, etc.
@
2 Show candidates the examples for each part and ask if the
candidates followed the advice that the examiner gives in the
tips.
3 Show the complete test but not the Examiner's commentary.
Ask students to act as the examiner while they are watching.
They could use the Sample mark sheet for the Speaking
paper on page 130. They can then watch the examiner's
commentary and compare their assessment of the
candidates. This will help students to focus on what they
need to improve in their own performances.
introduction to the Speaking paper
Part 1: overview and tips+ example
An examiner explains what happens in Part 1 and offers
candidates some tips to help their performance. This is followed
by an example of real students doing a Part 1 task.
Part 2: overview and tips+ example
An examiner explains what happens in Part 2 and offers
candidates some tips to help their performance. This is followed
by an example of real students carrying out the relevant tasks.
Part 3: overview and tips+ example
An examiner explains what happens in both phases of Part 3
and offers candidates some advice to help their performance.
This is followed by an example of real students carrying out the
relevant tasks.
Part 4: overview and tips +example
An examiner explains what happens in Part 4 and offers
candidates some tips to help their performance. This is followed
by an example of real students carrying out the relevant tasks.
How candidates are assessed
An examiner explains what the assessment criteria are and
these are illustrated with clips from footage of the 'mock exams'.
This section includes:
"
..
"
"
"'
Overview of assessment criteria
Grammar and vocabulary
Discourse management
Pronunciation
Interactive communication
Complete test with commentary and analysis
A complete test showing two students carrying out an
uninterrupted test. This is followed by an examiner's partby-part assessment of their performance according to the
Assessment Criteria and a final summary of their performance.
Note: the sections can be viewed in any order. Teachers may,
for example, like to show students the complete test first to
orientate them and then go back to each part separately as
they are dealt with in class.
A printed summary of the tips and advice given in the 'Tips and
useful phrases' for each part can also be found on page 133 of
this book. There is a list of useful phrases that can be photocopied
for students. Teachers might like to ask their students to decide
which parts the expressions would be appropriate for, and
students could add further phrases to the list.
131
Assessment criteria for Cambridge
English: First Speaking
Candidates are assessed throughout the test by two examiners:
an interlocutor and an assessor. The interlocutor asks the
candidates the questions in the tasks. The examiner does not
address the candidates. The assessment is based on candidates'
performance over the whole test, and they are assessed on their
own performance - i.e. not in relation to the other candidate
who they do the test with. The assessor gives marks (a band
score 0-5) using performance descriptors from the analytical
assessment scales for these criteria:
" Grammar and vocabulary: Candidates are marked on their
ability to use grammar accurately, appropriately and flexibly,
and on their ability to use a range of vocabulary suitable to
the tasks.
" Discourse management: Candidates are marked on their
ability to talk without too much hesitation, and to organize
what they say into coherent speech, with contributions that
are relevant to the task.
" Pronunciation: Candidates are marked on their ability
to pronounce individual sounds with correct stress and
intonation; the examiners assess the overall effect of
candidates' pronunciation and the amount of effort needed
to understand what they say.
@
Interactive communication: Candidates are marked on
how well they take part in the conversation and develop
the discussion by asking and responding to questions
appropriately.
The interlocutor gives a mark for Global Achievement using the
global achievement scale.
See the Cambridge English: FirstTeacher's Handbook at
www.cambridgeenglish.com for up-to-date details of the scales
and assessment criteria.
Tips and useful phrases
Tips
Part 1
0
Give extended responses with examples.
~
Don't give memorized answers.
" Try to relax and smile.
Part 2
" Talk for the full minute.
"' Compare the photos then answer the main question.
" Give a full answer to the follow-up question.
Part 3
" Remember to interact with each other.
0
Listen, respond and move the discussion forward.
0
Use vocabulary appropriate to the topic.
0
Use language for agreeing and disagreeing.
Part4
0
Try to give extended answers.
., Give short, clear responses for unfamiliar topics.
Part 1
Ineed to think for a moment.
That's an interesting question.
Well, it's difficult to say, really
Let me see.
It depends what you mean, exactly
Iguess the honest answer would be.
Isuppose the simplest answer to that question is
If I think about it, Isuppose ...
It's hard to generalize, but on balance.
The best example that comes to mind is
Part 2
In the first photo ... but in the second one ...
This picture ... while on the other hand this one ...
In comparison to the first photo, this one .
Part 3
Let's talk about .. first.
We could start by talking about ...
What do you think ...
Do you agree?
I think that ...
Yes, Iagree (with you).
Icouldn't agree more.
So do I. I Neither do I.
That's right/true.
I see what you mean, but.
That may be true, but .. .
Don't you think that .. . 7
That's a good point, but Istill think ...
Maybe we should look at the next point about ..
Perhaps another thing to consider is ...
I think we need to make a decision.
Shall we try to come to an agreement?
Part 4
I think I believe I feel that ... because.
I'm afraid I'm not really sure.
I haven't really thought about that.
Tips and useful phrases~·© Oxford University Press
133