Map of the units Introduction Exam overview Yourself and others Eating and meeting Getting away from it all Taking time out Learning and earning Getting better Green issues Sci & tech Fame and the media Car anunrkwone 10 Clothing and shopping Q) Writing guide @ Listening guide @ Speaking guide Visual materials @ Grammar reference Wordlist Answer key Writing guide answer key Acknowledgements 16 pry 32 40 56 64 72 80 88 94 96 100 102 at 120 159 160 CONTENTS-ed and -ing | Character adjectives Adjective prefixes and > suffixes: -abl, -al, ds-, ©) fu ~c, ime, ish, ve, “itive, -ous, une, -y Food and drink Restaurants Relationships Fixed phrases ‘Travel and tourism ‘Transport Festivals and customs Dependent prepositions | questions + long ‘text Entertainment (film, music, arts) | Leisure | Phrasal verbs with on Part 2 - gapped text | Phrasal verbs-with take Part 3: 3 Noun suffixes; -or, ist, multiple matching -ian,-er, -ant i learning Education, study and ndearning learning “Careers and jobs Medical vocabulary Part 1: Phrasal verbs with up. multiple-choite Sports vocabulary questions + long text Health and fitness Sport ‘The environment Phrases with in Part2e | ‘The weather S ‘gapped text Science 4 Communications Part, _ Technology = vocabulary multiple-choice Science vocabulary. . questions + lon Collocations ‘text Media vocabulary Hea Noun suffixes multiple matching Shopping and ‘consumer goods Fashion. > Clothing and shopping Part 2: vocabulary gapped text | Phrasal verbs with out Extreme adjectives BEA war or rae unrrsWho Compact First is for Compact First is a short but intensive final preparation course for students planning to take the Cambridge English First exam, also known as First Certificate of English (FCE). ‘The course provides B2-level students with thorough preparation and practice of the grammer, vocabulary, Ianguage skills, topics and exam skills needed for success in all five papers of the exam: Reading, Writing, Use of English, Listening and Speaking, The course can be used. by classes of any age, but itis particularly suitable for students over 17. What the Student's Book contains + Compact First Student's Book has ten units for classroom use. Fach unit covers all five papers, focusing on one part of each paper in each unit, The Reading and Listening texts cover all core Cambridge English: First topics. Writing tasks include both sample and model answers and follow a step-by-step approach. The Speaking activities are designed to improve fluency and accuracy, and to help students ‘express themselves with confidence. + Grammar for Use of English pages provide additional focus on grammar and each unit ends ‘with a revision page to check how well students have learned the grammar and vocabulary. The Vocabulary input is at B2 level and is based on English Vocabulary Profile. Grammar and vocabulary work is integrated in exam practice, including exercises based on research from the Cambridge Learner Corpus, ‘+ Quick steps with advice on how to approach each part of all the exam papers. + Exam tips with useful advice on exam strategies. + Cross-references to the Writing, Listening and Speaking guides, and Grammar reference. Writing, Listening and Speaking guides ‘These guides explain in detail what students can expect {in Papers 2, 4 and 5, and give suggestions on how best to prepare and practise in each case. The guides include summary of the strategies, advice and tips focused on in the units of the Student's Book with additional tasks and model answers in the Writing guide, and lists of useful expressions in the Speaking guide. ‘The Grammar reference gives clear explanations of all the main areas of grammar students need to know for Cambridge English: First. ‘Wordlist ‘The wordlist includes approximately 30 key words with definitions for each unit. BEE wrropucrion cp-rom ‘The CD-ROM accompanying the Student's Book contains interactive grammar, vocabulary and writing practice activities as well as an electronic version of the wordlist, and a link to the Online Cambridge Advanced Learner's Dictionary. Student's Book with answers: this component includes all the answer keys and recording scripts for the Student's Book. Other course components ‘Two audio CDs: with listening material for the ten units of the Student's Book. The icon used with listening activities indicates the CD and track numbers. Teacher's Book including: + Alist of aims for each unit. + Step-by-step guidance for presenting and teaching all the material in the Student's Book. in some cases, alternative treatments and extension activities are suggested. + Complete answer keys with recording scripts for both the Student's Book and Workbook. The keys include sample and model answers for Writing tasks. +. Five photocopiable progress tests, one for every two, Student's Book uilits. The tests use a variety of non- exam task types M4 Workbook without answers with Audio CD including: + Ten units for homework and self-study corresponding to the Student's Book units/Each unit has four pages of exercises providing further practice and consolidation of the language and exam skills presented in the Student's Book. Exercises are based on research from the Cambridge Learner Corpus. Vocabulary is based on the English Vocabulary Profile + The audio CD includes listening material for the workbook. ‘Workbook with answers with Audio CD: this component includes all the answer keys and recording scripts for the Workbook. Website “Dwo complete Cambridge English: First practice tests with accompanying audio as MP3 files are available on the ‘website at wwrw.cambridge org/compactfirst.Sriunleiier(. Saccge uc Overview ‘The Cambridge English: First examination has five papers, each consisting of two, three or four parts. Paper 1 Reading 1 hour ‘Texts are about 550-700 words each, They are taken from newspaper and magazine articles, fiction, reports, advertisements, correspondence, messages and informational material such as brochures, guides or manuals. Answers are marked on a separate answer sheet. 12 | Multiple} choice Paper 4 Listening about 40 minutes You both hear and sce the instructions for each task, and ‘you hear all four parts twice. Ifone person is speaking, you may hear information, news, instructions, a commentary, a documentary, a lecture, a message, a public announcement, a report, 2 speech, a talk. or an advertisement. If two people are talking, you might hear a conversation, a discussion, an interview, part of a radio play, ete. Answers are marked on a separate answer sheet. | Multiple removed, then fillin the gaps ‘by. choosing sentences from & jumbled list : ‘Yoti read one or more texts and smitch the relevant sections to vhatthe questions say. | et 3 |aaltiple _ | matching Paper 2 Writing 1 hour 20 minutes ‘You have to do Part 1 plus one of the Part 2 tasks, In Part 2 you can choose one of questions 2-4 or else either of the two options in question 5. Answers are written in the booklet provided | You write in response to an input text of up to 160 words, ‘You do a task based on situation described. in up to 70. words: 1 [Letter oremail 120-150 2 [Questions 2-4 120-180 possible tasks article, essay, letter, Rae possible tasks sricle essay letier,_| ‘you choose 1 i Dosable anwers Paper 5 Speaking 14 minutes ‘You will probably do the Speaking test with one other candidate, tough sometimes its necessary to form groups of three. There will be two examiners, but one of them does. not take partin the conversation Paper 3 Use. of Engin 45 minutes Parts 1 and 3 mainly test your vocabulary; Part 2 mainly tests grammar. Part 4 often tests both. Answers are marked on a separate answer sheet. [things connected 7 frith the topie of | 2 Open ga a Ae ere Part £ the exarnin 22 Wgessonaton 152 Further information | Keren of a given word to 5 | Glin each gap ina text 4) l Key word _ | transformations | stmeans another sentence. | For a full description of Cambridge English: First, including information about task types, testing focus and preparation for the exam, see the Handbook, which can be obtained from. Cambridge ESOL at: www.CambridgeESOL.org, EXAM OVERVIEWListening Part 1 Work in pairs. Look at the photos. What are the people doing? How much time each day do you spend: a) studying or working, ») travelling, and c) relaxing? Tell your partner, 2. With your partner, look at the exam task. Answer these questions. Then check your answers in the Listening guide on page 94. 1. How many extracts will you hear? 2 Isthere any connection between the extracts? 3 Doyouboth read and hear each question? the questions in Exercise 3. Then listen and do the exam task. Braet 5) GOMER work in pairs. For each of questions 2-8, ask and answer ‘Quick steps to Listening Part 1 g « Listen carefully o the number and question to be sure that you're looking atthe right one. + Don't choose an answer until you've heard the whole extract. © + You ean always change your mind about an answer while you'r listening or when you listen again. a You will hear people talking in eight different situations. For questions 1-8, choose the best answer (A, B or C). 3. Look at question 1 in the exam task. Answer these questions. 1 How many speakers will you hear? ‘Are they female or male? What is the situation? 2 Part 1 questions may focus, for instance, on opinion, purpose or place. What is, the focus of Where is he? 4. Read the recording script for question 1. ‘Which is the correct answer (A, B or C)? Why? Why are the other two wrong? the weekend aumy ae sseonceay noun etatles na fs big match = (oustenie ae ee big mat gat [worms theyuse Shire Hobie 6 Have you chosen an answer for every question? Even if you're not sure, you could be right. fe gates of the club's training ground to fm Saran , éa MEM ori ustenncReview of present tenses © ove 02 1 impairs, match extracts 2-g from the recording in Listening with rules 1-7, We use the present simple to talk about: 1 aroutine or habit’ 2 apermanent situation 3. something which is always true ‘We use the present continuous to tall: about: 4 something happening right now ~ 5. atemporary situations 6 asituation that is chatiging or developing 7 something irritating or surprising, using aways Note: verbs which describe states, e.g. think, ‘own, have, understand, are normally used in simple tenses, but some can be continuous when they describe something we do, e.g Tim thinking of buying a bike. See Grammar reference page 102: stative verbs, © Correct the mistakes in these sentences written by exam candidates. 1. I suppose that you are understanding my situation, 2 This evening, people are playing music and have fun. 3. [know that you are liking your job, but in my opinion you are working too hard. 4. Lwait for your answer to my letter. 5 Nowadays, I'm preferring to go to work by bicycle. 6 Insummer it’s nice to go on a boat and having dinner on the lake. 7 ‘Sara, can you hear me? J stand on your left, by the bridge’ 8 The moon and the stars are beautiful, Dut the streets are dark. Everybody sleeps. 3 Complete the sentences with the correct form ofthe verbs in brackets. : 1. Katie's in, but she... moment, 2. Scientists believe that sea levels global warming, 3. My brother Oliver (write) an email to someone at the (ise) because of (quite often / go) mountain biking on Sundays. 4 Pepe (live) with his family in @ flat near the town, centre. 5, My elder sister: —-o~ (always / shout) early in the morning, It's really annoying. 6 That notebook on the table... (belong) tome. 71 _.. (stay) with my friends this week while my family are away. 8 In every continent on Barth, the SUM —eee—un—(Set) in the west. 9 Listen! Elie (have) an argument with her boyfriend. 10. Tknow you don't like nightclubs, so 1 (not suppose) you want to come with Us. Present simple in time clauses (©) Fage 102 4. Look at these extracts from the recording in Listening. Do all the verbs refer to the future? What tense do we use after time expressions like when? “Ftmove back into my place ee “Next tome 1 want tings like tha, 1 buy them online insted, 5. choose the correct option 1. Iget/ "li get some more milk when I go /'l_go shopping tomorrow. 2 1 wait /‘il wait here until you come / ll come back later on. 3 Assoonas the film ends / will end tonight, I catch /'l catch the bus home. 4. don't / won't move house before I start /ll start my new job next ‘month. 5. By the time you arrive / "ll arrive at 8.30; 1am / ‘ll be ready to go out. 6 1 tall /"l|talk to my parents tonight once I get /"ll get home, 6 complete the sentences about yourself. Then tell your partner. Til have a meal as soon as . I think I'll watch TV after T'll spend less money the next time I'm going to buy a house when .. Idon’t think I'l have children before . Iwon't stop studying English until ouaene GRAMMAR FOR USE OF ENGLISH UNIT 1 Ei1 In pairs, look at photos 1-4. What do you think @ typical day is like for each person? Think about: ‘when they do things like having meals where they go and how they travel who they see what they do to relax how they feel at various times of the day 2 Look at the exam task. Answer these questions. How many people are there? Is it one text in sections, or is it several short texts? What's the topic? What must you find? (e.g. Which place... 2) ow many questions are there? Can you use letters A, B, Cand D several times each? ouaene 3 Look quickly at the text and match parts A-D with photos 1-4. What does each person do? 4 Look at this Reading Part 3 example question and the underlined words in the text. There are references to this in parts A, B and D. Why is B right? Why are A and D wrong? Example: Which person never has breakfast? B ‘Quick steps to Reading Part 3 + Study the instructions, ttle and layout, then read quickly through the questions. Q « Sean each section in turn, looking for the 8 answers. Remember thatthe information you) need may not be inthe same order asthe questions. * Be careful with words that appear to saythe — same as a particular question, but in fact moan: something quite different. 5 Do the exam task. Underline the words or sentences that tell you the right answers. 9G) ur 1 keane You are going to read an article about four people's daily lives. For questions 1=15, choose from the people (A-D). The people may be chosen more than once, ‘inks ene aught do mare requent eterna? hes to work o 6 strict mérable? ‘does most of their work n the morning? 5 find’ outata mealtime whathas been happening? / ‘says they have their best ideas late intheln working day? - esate 42 dacs not always got up et the sare time every day? _ sometimes kes having thet work interrupted? dashes voting rth sho a ametimes comes home late at night? - “believes exercise helps them prepare or the day a ‘snow more relaned 6 0 5 chooses not to follaw local tradition? ‘enjoys anewering questions from customers? 6Adjectives ending in -ed and -ing 6. Find these words in the reading text and complete the rules with -ed and -ing. exhausted, fascinating A) refreshed, distracted (C) Interesting, challenging (8)_tired, irritating (D) 1 We use adjectives with to describe how somebody feels about something. 2. We use adjectives with _....to describe the thing or person which causes the feeling. ‘Complete these sentences with -ing and -ed adjectives formed from the verbs in brackets. Then answer the questions about yourself. ‘At what time of day do you feel most. sels peony 2 What's the most ti 1use) film you've ever seen? i 3 When do you sometimes fgel a little MK" fwvorry)? 4 What's the most J%(5f2press) news item you've heard recently? yore" 5 when do you fel mogt 0 fmotvat) to study? (Brifyf Ge Anything, such as epidere 6 Areyou: orheignte? © ashy 7 What's the most .2°.... (astonish) story you've ever heard? alin 8 What's the most OX" (pufale) thing about the English language? In pairs, compare a typical day in your life with those of the four people in the text. What are the different times in your day like, and how do you feel? Use words from Exercises 6 and 7.cee zag Orece% 1 Can you answer these questions about the Speaking test? Then check your answers in the Speaking guide on page 96. 1. How many examiners are there? 2 Do you answer questions from just one examiner? 3. How many candidates are there? 4 Doyou talk to the other candidate(s) in Part 1? 2 InPart1, the examiner may ask you questions like these, What are they about? Which verb tense would you mainly use to reply? 1 Where are you from? 2 What do you like about living there? 3. Tell mea little about your farnily. 4 Which time of the year is your favourite? Why? 5 What do you enjoy doing when you are on holiday? ‘What do you use the Internet for? 3. pairs, read this example conversation from Part 1. ‘What is wrong with Nico's and Lena’s replies (1-6)? Correct two mistakes. Then study the Quick steps for -ways of improving the other four replies. Examiner: Is your routine at weekends different from ‘your daily routine in the week? Nico: (1 Yes. Examiner: In what ways? Nico: (2) 1am staying in bed later, of course. 1 go out with friends after lanch. Examiner: And what about your routine at weekends, Lena’ Is it different from your daily routine? @) Noteally. Chave to get up at about the same time. why? (4) Well, [have a job in a shop and 'm house, And I arrive home late every day. Now tell me, Nico. How often do you read newspapers or magazjnes? () Repeat, How often do you read newspapers? (6) Not often. i don't like them much, Quick steps to Speaking Part 1 + Be friendly tothe examiners and tothe other candidate, s + Don't just reply yes, no or I don't know. Give reasons (because ..,.. 50.) or examples (such as... for instance like.) + Ifyou don’t understand a question, politely ask the examiner to repeat it. Ask, for ‘example: Pardon? Could you say that agein, please? Sorry? umn SPEAKING going to work early. It’s a long way from my 4 Lena says I arrive home late every day. Look at these ‘expressions and answer the questions. every hour or so from time to time most weekends five times a week hardly ever now and then 1 Where do frequency expressions like every day goin the sentence? 2. Which one means ‘almost never’? 3. Which two mean ‘occasionally’? 5 Work with a different partner. Ask and answer the ‘examiner's questions in Exercises 2 and 3. 6 How well did you answer the Part 1 questions? How good were your partner's answers? Tell each other what you thinks. Character adjectives 7 Find out what kind of person your partner is by asking them questions 1-12. Give examples, using expressions like hardly ever, now and then and nearly always, in your 8 Doyen ene oe ee ee LD Areyou sensible and fair with other people? AB. Doyou find ie difficult to plan things well? 8 In pairs, match the adjectives with questions 1-12. Do they describe your characters correctly? Then use some of these adjectives to say what you think each person in ‘the pictures might be like. ambitious bossy childish decisive disorganised impatient optimistic practical reasonable sensitive thoughtful unpredictableRenner) Mics Underline these prefixes and suffixes in the words in Speaking Exercise 8. One word has both a prefix and a suffix. val dis-\ ful ic im- ish sitive, -ous un- -y able -ive Form character adjectives from these words with the prefixes and suffixes in Exercise 1. Be careful with spelling changes. adventure aggression anxiety artist caution cheek compete emotion energy enthusiasm fool greed help honest pessimist polite popular rely| Tespect_sympathy ‘Which of the adjectives describe good characteristics, and which describe bad? ‘Which can describe good or bad? eer ee 4 © Correct the mistakes in these sentences written by exam candidates. cory ‘You were a charmful host, as always. Joey can be quite rude and iipolite. I think that going to work or to school by Dike is very healthful, healthy We really enjoyed the festival in spite of the disorganising programime. Ym helpful and sociality, so 1’ Ue job working with people. —~ sociolble Sometimes shopping can bea stressing experience. stress Complete the sentences with the correct form of the words in brackets. In each case add a prefix and/or a suffix. 1 2 3 4 5 6 41 Ametia thnk she} win, and her family are quite ofsticcn'shic (optimism), too. 2 SEES 9 in the quiz was quite estsn9 (challenge), but I got it right. a Tncteatd aoe every game, so their fans are feeling clagacessed-- (depress) 4 The staff disliked the boss and they were umn. syrngan i... sympathy) when he lost 5 ewes shot day, butchlce fet hashed (refreat after having a coq shower 6 People seem ¥i 508 (éhthusiasrn) about the TV show. Few are watching it. J USE OF ENGLISH 6 Look at the exam task. Answer these questions. 1 How many gaps are there in the text? 2 What do you have to put in each of them? 3. Does this task mainly test grammar or vocabulary? ‘Quick steps to Use of English Part 3 «Read the txt quickly to find out its purpose and man points.” wy = Sid ach nordin apts hen the words oxo 88 Do you needa noun, an adjective, or another part of speech? & Ifit’s an adjective, is it positive or negative? = Docs the word in capitals need more than one change? Quickly read the text, ignoring the gaps for now. What is the purpose of the text? What is each paragraph about? Look at the example (0). Answer the questions. Then do the exam task, 1. What kind of word probably goes between the and thing? Does it describe how someone feels, or what causes a feeling? ‘What suffix do we use for this? if this suffix begins with a vowel, how does fascinate change? For questions 1-10, read the text below, Use the word.given in capitals at the tend of some of the lines to form word that fits in the gap in the same li ‘There isan example at the beginning (0, Example: 0 FASCINATING i 2 3 4 buts oe USE OF ENGLISH UNIT 1AW isielate ala a4 (a\colaaite chaos 1. Look at the exam task and answer these questions. 1 Who has written to you? 2 What does this person want you to do? 3 What style is the extract from the letter written in? Find examples of the following: contracted forms, eg. I'm short, common words, e.g. got simple linking words, e.g. because informal punctuation, e.g. dash (+) friendly expressions, eg. tell me a b © a e ‘This is part ofa letter from an English pentriend, Alex. (i luery because. ve got really good friends ~ especialy those (ve known sinct Iwas a kid. || don't know what 8 do without them! So tlle, ‘how important: are friends to you? Who's your best friend and what do you lke about him or her? | Looking forward to hearing from you soon, Write your letter to Alex in 120-180 words. Do not write any addresses i Quick stops to writing Part 2 informal letter i + Look at the task, including any I text, and decide who you are writing to, why, and which points to include, + Note down ideas and decide how ‘any main peragrephs you will 9 neds Then put our iss Unor paragraph headings. ‘+ Begin Dear (friend's first name) o and thank them for theirlast letter. A + Keep to your plan and use informal language throughout. * Close ina friendly way, asking them to write back. End Lots of Jove, Best wishes et. BEG] ori wririne 2 Read the model letter and answer these questions. is Lydia's letter the right length? Has she made any language mistakes? How does she open and close her letter? ‘What does she talk about in her introduction and conclusion? Does she answer all of Alex's questions? In which main paragraphs? ‘What examples of informal language can you find? ‘What character adjectives does she use? Which phrases of hers might be particularly useful when you write other letters? UPON ere Dear Alex Many thanks for your Jetter Tf eas grbat fo har From youl [ Tie Ft thing I wat oy ht T comply ert ith yo bat Finds Te sont oP mio tosh wary doy and E realy miss Pom on faye ay viyclaet fred iM, ah alow set th sine ae 8 me and Ines (jst cloun Herod eve been best ates for mary ars dl each offer Ceeryting nt tink ne ge ie siterantposerabie, i Fo ial, J cam be itis tines, bu sh’ very proche and gts trerthing don guckl, Senet boty, hough Dr fac shed realy though Wherever T get ucset she's alas sympathetic and then she finds a wey 13 cheer me | ‘patos gol «coerulea of homaer! 1 Ap oy ya can meet fr, or aT ft th can emai yr ac tho Pace fel na more set thee ys ke. We Sond bast washes, 3 Think about these questions and note down some ideas for your own. letter to Alex. 1 What does friendship mean to you? 2 How often do you see your friends? 3 Who are you going to write about? 4 How long have you known each other? 5. Which character adjectives best describe your friend? 4. Make a plan for your letter. Put your best ideas from Exercise 3 under these headings: 1 Friends in general, 2 Best friend: who, 3 Best friend: why. Then add some details, such as the person’s age oF job. You could put the points under each heading into main paragraphs 1, 2 and 3. 5. write your letter. When you have finished, check it for the following: correct length all the content asked for in the instructions good organisation into paragraphs correct grammar, spelling and punctuation suitable style of language= 1 Complete the sentences with the present 3 simple or present continuous form of the verbs in brackets. 1 6 7 8 This summer, 1AD_StAY (stay) at the seaside and Ih. Wott, (work) in local shop in the mornings! My parents usual) (usually eat) at home, but today they aif@...Qauil (oave) lunch in a restaurant. wv Hi, 1QU WUTIEY (wait) to get onto the plane, but there” SeZiNS.".. (eer) to beadelay. o oa ‘The climate 15..caainyA3¥(change) all the time and the temperatures here ily, (get) higher every year gz, In the holidays Imo™plly.92 (normally 0) away with my family, bat this time L gan (2ull pend) more time with my friends. ~ wa Complete the sentences with the correct form of the words in brackets. 1. twas Jescimocted(ascinate) to cee the shop where Abbie buys such Idvely clothes. 4, ple 2. Terry is quite MMP edict). You never know what he's ‘going to do next. ic thanked my friends for being so symp OE Bympaty) when 1 hhad to go into hospital. 4 ies Uy {eason) to expect people to do all your work for you : 5. Going up that mountain is quite challangaiyicnaiienge), even for an expert climber. : 6 I think Jemon juice js a wonderfully TRDseshiMf. (refresh) drink 7 Itwas thoughiful (thought) of you tfemember my mother's birthday. ia 8 To succeed in business, you have to be ORckSIVE.... (decision) and not keep ghanging your mind. 2: am very SOI orgais) can nave ind the cings he needs to do his fork. Natalie oct oongnnr (be) qui \ming a ve \ Natali Boe Biggin 410 The man at Customer Service was very elf... (help). He complain) about something. My grandparents ..OWM.... (own) house in the village, though they c+ LiQ48... (not live) there any more. This far north, it (get) dark very early at tis time of year, so +4. raimthinkligink) of spending the winter in austalia 2 Adda prefix or suffix to these words and complete the sentences. 1 2 artist caution energy greed honest pessimism polite popular Martin always eats too much food. He's reall By: It’s dis! fst to take things froma shop without paying for them. ‘The quality of these drawings and paintings chows how artistic... Alexia is. ‘The government is becoming : increasingly uMpowullac.., so it will probably lose the election. Ifsomeone helps you, it’s inmpolite not to say ‘thank you’ : Paola is usually quite @murgetic..., but she doesn't feel like doing Sports today. Jerry likes to take risks, but his brother ‘Anton is a much more CAMFLOUS.. boy. Tm sorry to be so -QUSSIMISHC, but 1 just know we're going to lose this game. @ See the CD-ROM for more practice. gave me lots of information. 41 Some adults say that my little brother is..chheely.. (cheet), but Ithink he's quite amusing. 12 Thopa nebady calls Ben while hes here, His phone has arealiy irre (irritate) ring tone. Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line, ln the moming | normally take the underground. £ thaxtime of days owed you have to stand, andit's certainly nota) CADET. way to travel But the service is quick, frequent and (2) LIC which. makes it by farthe most @). (270i ti vaytoget | acrossthecityinthe nushhour Homme eD. sionally, though, | travel into town in.afriend’s car sage shonplig’and quis honey {Meveunon © bsolutely ()EQhT1. J \cUTy experience. 6 get onto the ring road, Im (5) a3" GA. 6 LR... driving straight at you to make Cut of theirwey, while others are (EMME: HiL2 yin ‘tohaye yaces with other drivers al the time. They just seem. eons tame : | Aime they actualy ptto ther offices theyre probably too : (2px DCUSE | to do a proper day's work exaust REVISION UNIT 11 Many people start cooking for themselves if they move away from their femily home to study. Look at the pictures and discuss these questions with a partner. 1 Which picture (A or B) probably shows a student's kitchen? Why? Which is more like the kitchen in your home? 2 Doyou often make your owin meals? If 0, what meals do you cook? What meals cooked by your fatnily do you like most? 3 Which of the objects in the pictures, e.g. pots and pans, oven, freezer, do you or your family use? How? 2 Look at the exam task instructions, Answer these questions. 1 What kind of text do you have to read? 2 What do you have to put in gaps 1-7? 3 Do you have to use all of sentences A-H? 3 Quickly read the text, ignoring sentences A-H for now. Answer these questions. 1. Why did Matthew change his cooking and eating habits? 2 What was the result of this change? 4 Question 1 has been done as an example, Look at sentence C and the second paragraph of the main text. How do the underlined words link them? Why can't sentence C fit gap 2? HE) unr 2 reapinc 5 Do the exam task, underlining the words and phrases in sentences A-H and in the main text which are linked to each other in some way. ‘Quick steps to Reading Part 2 A + Study the instructions, read the main text for gist, then look quickly at sentences A-H. , + Study the words next to each gap, then look for similar or contrasting ideas in sentences A-H. * Lok for vocabulary Birks, grammatical ins, such ot © gy verb tenses, reference words, e.g. these, andlinking @& expressions, eg. but, ater, t00, ones, 0. 6 Make sure you have put an answer to every question. ‘There will be one letter you haven't used. 7 ind words and phrases in the text that mean the following. 1 make food hot so that you can eat it (paragraph 1) 2. eating small amounts of food (paragraph 2) 3. food which is unhealthy but is quick and easy to eat (paragraph 2) 4 not having your usual breakfast, lunch or dinner (paragraph 2) 5 eating only a particular type of food (paragraph 2) 6 healthy mixture of different types of food (paragraph 5) ‘amounts of food for one person (paragraph 5) very hungry (paragraph 5) making you feel full after you have eaten only a little of it (paragraph 5) 10 find and buy something on sale for less than its usual price (sentence H) wanYou are going to read an article about a student who learns to cook for himsel Seven sentences have been removed from the article. Choose from the sentences ‘ACH the one which fits each gop (1-7). There is one extra sentence which you do not need to use. cece “These chaniges-though, didnt cue me off from student life | wanted to enjoy everything about my experience of university ~ the fiends, the new interests and the social side as well asthe study that would hopefully mark out my career But it rook some reorganising and a ‘commitment ro set aside cime ro eat more healthily 44 || Cooking at-university For university student Matthew, getting to grips with cooking {or himself on his first time away from home was a real learning curve, Now totally at ease inthe kitchen, he looks on the experience as literally life-changing. "Within weeks of changing to a balanced diet of healthy, Freshly cooked food, my concentration powers, my energy and my appearance were all improving. Getting organised brings benefits “To be honest? Matthew says, ‘when left home for university, | didirt give a great deal of chought to how | would feed myself. At that time | was more concerned with all the other challenges ahead ‘of me, particularly the academic ones, and anyway I knew how to heatup ready meals [HY C_] Especially as| was trying to keep up with difficult new work, and Socialising into the small hours with | got into the habit of preparing double porsions forthe fridge or freezer. | would buy fish or chicken portions, add vegetables and throw the whole thing in the oven [| J's also good to keep a stock offrazen vegetables to save time and to eat wholegrain foods hich fill you up for longer. At exam time, when time i really short, andlim starving, lean maké ailing omelette in minutes’ Ps : tis new lifestyle? Matthew explains: “Well these days e's coo for guys tobe interested in cooking Tu, there wer okes that I let the side down and abandoned student traditions, _] But Hearned that if you are on an intensive ‘course ~ I'm doing engineering ~ you need to have the strength for study and, hopeful, a social fe too: new friends. ‘at fist couldnt believe that snacking on nothing but junk food and sometimes skipping meals akogether could have serious effects (BZ_G }tnad much ess energy than before’ And, worryingly he ‘wasin bad shape. That dd it’ he admits.‘After a ifetime of healthy home cooking, | was suddenly living on junk food. My diet and lifestyle were harming my system and | desperately needed to turn things round!” What were che reactions t “Ie was no different for my friends, |) D_|But we all came to realise that you need to take care of your body if your mind is to He returned to university equipped with a new pan or two and some cooking lessons from Mum under hisbek decided to ext at much fresh food as possible ~ nor dificult since Ive always enjoyed bea tsbest. And taking an hour or even les to prepare and cook fruitand vegeables says Matthew. took time to seek ous the bast healthy meal or two stil eaves you plenty of time for everything and cheapest places to shop. 38 else. A. thadn't, of course, B Cooking it that way saves on pots and washing up, and it's an easy, tasty meal. YS Before long, though, Iwas getting pretty fad up with eating those and! started to think cooking for myself might be important afterall '"m not saying they suddenly developed an interest in eating healthily. Eating out liko that quite often also made a considerable difference. On the more positive side, doing ell this became easier as time went on. But after afew months | made my first visit home, and the family’s comments fon my unhealthy appearance made me realise it was true. H. In the same way, ! got to know the best times to find the freshest items and when to pick up a bargain, = onmmoLISTENING eee ee ccm 3. GRERGEH Read exam question 1. You need to put a noun, probably a person, before the verb cooking. The possessive adjective his 1 Look at the photo. Tell your partner what {indicates a close relationship, perhaps a relative or friend. What you think might be happening in this kind of word - adjective, adverb, noun, verb, number or date ~ do Kitchen, using some of these expressions. you need for each of gaps 2-10? Then listen and do the exam task. catering (to) chop (to) consume delicious dish (to) go off ingredients inseason ripe {to) slice tough vegetarian ‘You will hear part of an interview with someone who works asa restaurant chef. For questions 1-10, complete the sentences. 2 Look at the exam task instructions. What kind of extract will you hear? How do you sgive your answers? Check your answers in the Listening guide on page 94. oo Ouick steps to Listening Part 2 | # Quickly read the instructions and alte sertences neh ry words after the gaps. gs 4 Make sure that what you have written is grammatically correct in each sentence. e.g. noun, verb, adjective + noun, you need for each gop. ° oan i «iat tohearalltheieformssion | Giving your opinion about each point before you 5 Work in pairs. Now that you have heard Max talking about being decide on your answer. a chef, do you think it is a good job to have? Use some of these expressions and give reasons. ‘Actually, I'm convinced that... I'd say that ... Personally, think... In my opinion, Itseems tome... Well, my own feeling is that UNIT 2 LISTENINGQrove 12 1. Complete rules 1-5 with these past tense forms. Then match the rules with extracts a-e from the recording in Listening. The first one has been done as an example. Review of past tenses 3 past continuous past perfect continuous would ised to/didn’t use to_ past perfect pastsimple 1 We use the.....pist. simple... for actions or events in the past. « x 2. Weuse the oun 0 talk about something that was going on when something else happened, ‘We can also use it to set the scene in a story. 3 Weuse the when we are already talking about the past and we want to talk about an earlier event, 4 Weuse the. _..t0 talk about how long something went on up to a point in the past. BW Use to talk about things we did regularly in the past but don't do any more, without time expressions. We can also use . but only for actions, not states. He was very impressed by the meal fd made for him, ‘Asa child I used to watch my parents preparing ¢ meals at home, and I would imagine myself cooking something delicious, First went to catering college, in the auturnn of 1999, Iwas working very long hours when I was there Td been thinking of going to Paris for some time before Tactually went. oe 4 ano © Correct the mistakes in these sentences written by ‘exam candidates, In some cases more than one answer is possible. 1. Right at that moment, my boss came into my office to see how the work went 2. He started walking back to the shop where he left his bike the day before. 3. People Siw that Anita cried, but nobody could help her. 4 The street party was something that we organised for ‘weeks before the holidays. 5. [used to be a member of a swimming club for about ten years. 6 We were very surprised as we knew that the house was empty for nearly thirty years. 7 Uiistened, and it was clear that someone walked across the floor. & When you look back, people didn't useGi to worry about what they ate. 9. In my opinion, The Old Man and the Sea is the best book Ernest Hemingway had writtert wanted to go to Egypt because I used to decide that I wanted to be an archaeologist. Choose the correct form of the verb (A, B or C) to complete each sentence. 1 Idon't think 1... Holly before last week's party. Awas meeting Bmet C’dmet 2 Stella divorced in 2010 and remarried in 2011, Agot Busedtoget Gwas getting 3. When I got home last night I felt quite tired because I at the club all evening, Aused todance B'dbeen dancing G danced My aunt and uncle had no children of their own, so they... a baby gil last year. Aadopted Bused to adopt C were adopting 5 Andrea and Carlos together, but now they both have different partners. Ausedtolive Bhad lived would live 6 Sean... with somebody else all last summer, but, now he's my sister's boyfriend. Aused to go out Bhad gone out was going out 7 Iwas born in July 1983. My mother... a widow only two months earlier. Abecame Bhad become C was becoming 8 ,When [ arrived at Micky's house, everyone... film on TV. ‘Awatched B tised to watch ',C was watching Use the given verb form to complete the sentences. 4 This moming {saw my cousin Emilia while | continuous) 2 Nowadeys gp on holiday with friends, but when was younger... {used to} 3. My stepbrother was upset and his eyes were red because he ... (past perfect continuous) Imade friends with lots of people when I... continuous) 5. Jenny and Steve split up last week, after they perfect continuous) 6 As Iwas leaving the nightchib, one of my friends (post simple} 7 When we were kids, we often went to birthday parties where we .. (would) (past (past (past @ Thad a date with Zyta, but I was late and by the time . (past perfect) Tarrived she GRAMMAR FOR USE OF ENGLISH UNIT 2 REQSPEAKING Ree ee Qraow 4 Look at the exam instructions. What does Candidate A have to do? ‘What does Candidate B have to do? 1. We can use sentences a-g to compare two pictures. Fill in gaps Teo with these words, 5 Workin pairs and do the exam task. You can use some of them more than once. oe ——_—__ — | both difference different other ee eee Hoe same_similar_similarity Each of you will be given two photographs, You have to talk about your photographs on your own for about a minute, and also to answer a short a n(1)..-toth.....of these pictures there | question about your partner's photographs. are some people eating, but in this one —_| Candidate A: It's your turn first. Look at photographs 1 and 2. They show they're also watching TV. people in restaurants. Compare the photographs, and say what you think b Inthis picture there are four people,a —_| could be enjayable about having a meal there. Talk about your photographs family, but in the (2) one ‘on your own for about a minute. there are just two. Candidate B: Do you like to eat in restaurants? © These two are (3)... image, about 18, unlike the family. One @) between the pictures is that (5) people eating together in the ©- place: at home. fe And in (7) pictures itlooks as if they're enjoying their meal. £ Buti some ways the situation in the two pictures is completely (8) & The biggest (9) between ‘them is that this one shows people talking and laughing together, but in the show (20) iste, one they're looking at the TV, not at each other. Candidate B: Look at photographs 3 and 4. They show people ordering meals. Compare the photographs, and say why you think people choose to 2 In pairs, look at photos 1 and 2. Which of | eat there. Talk about your photographs on your own for about a minute ints a-f are the same or similar in the ‘andidate A: Which of these two kinds of place do you prefer to’go to? fo photos, and which are diferent? ee ee ese re tee Sees See ee ae the room the food and drinks the number of people the people's age the people's appearance ‘what the people are doing memoce 3 with your partner, look at photos 3 and 4 and note down as many points of similarity and difference as you can. Quick steps to Speaking Part 2 «Think about what you are going to» say before you start speaking. + Mention as many similarities and diforonces as youcan,anduse expressions from opinion on page 18 to answer the question. + When your partner's spéaking, listen to what they sey but don’t interrupt. 7 How well did you and your partner speak in Part 2? Tell each other what you think. UNrr-2 SPEAKINGFixed phrases 1 Work in pairs. Replace the underlined answer these questions. Then do the exam task. words with these fixed phrases. 3 Without filling in any gaps, quickly read to the end of the text and 1 What does the title mean? Why is it appropriate? at first sight keep me company 2 What kind of text, e.g. a news item, is it? atease propose to her break my heart leave me alone clues geton my nerves lose touch eo aceasrs Wig asd tee ordeals teste detec entice a isattracted'to takes me for granted | each gap. Use only one word in each gap. There is en exemple at the beginning 1 2 10 Use of English Part 2 2. Look at the exam task. Answer the (90) on 50, the less effort he questions. [I made, until it reached the point where | she felt he was (11)... her for 1. How many geps are there? granted, ©, ‘When I'mn with my best friend Sophie,! —Exampl feel completely relaxed. He keeps sending me silly text messages + and it's starting to annoy me. HAD A brief engagement isa es oa ee ray ed Before she became famous in the 1880s, Emily (0) 7 youstap communicating with them. “been engaged to William Davies, who was (2)... eldest Louls doesnt seem very inteligent the. son of wealthy family frends. in 2) nn days, it was not first tima you-see him, but he 's. | uncommon for parents of that soci ee an ane ‘parents of that social class to choose their future | son-in-law, (3). ‘their daughter may feel about him, and that was exactly (4)... happened to Emily. she really likes him. Tove Carla and I'm going to ask her to many me. ‘Those people are annoying me. I want them to stop talking tome. don't want to be on my own this evening, Will you stay here with me, please? She was just seventeen when she met William, and it was certainly | not love at (6) sight, Although tall and handsome, ‘he was twelve years older than her and, she suspected, rather arrogant, In fact, she was not really attracted (6) Sava lb when he popoedd fa she acoped rather than upset her parents. Ill make me very, very sad if you marry! she soon realised what a huge nis ‘she (7) ome made, somebody else. His bossy, impatient manner quickly started Sometimes I thinkJeff forgets howlucky f(g). on her nerves, and even he is to have me as a friend. when they were walking in the countryside together she never felt (9) ce. eon ease with him, She tried her best to make | the relationship work, but the more she How many words must you put in each gap? Are you given a choice of words to use? steps to Use of English Part 2 Begin by reading the title anc the ‘example, then quickly read the text It was becoming clear that there was | only one solution: she had to break (22) her engagement. This she | did, and some years later Emily would write | that it was the best decision she ever made. wane i ea Remember that Part 2 questions ee ee Remenber hc Par auctions & gy) Gbarsest my or focus more on vocabulary, e.g ‘words within fixed phrases. For each gap, look at the context and decide what kind of word you need, e.g. an auxiliary verb, @ preposition Ci oes eee ice Fede CIM Ue stewer sheet or Jour Viewerd Gent ounll 4 Make sure you have put one word for every question and that your spelling is correct, Which answers complete fixed phrases from Exercise 1, and which complete past tenses? USE OF ENGLISH UNIT 2Narrative linking expressions 1. Match the underlined linking words with their meanings. as soon as | at first at the same time between those two times immediately very surprisingly 1. initially, Jeff thought he was alone. But then he realised there was someone else there. 2. It was 8.30 and my plane was due to take off at 9.5. In the meantime, Imade some phone calls. 3 Once Sonia had climbed the fence, she began'to walk slowly through the trees. 4 The door opened and, to my amazement, the girl standing there looked just like me 5. The thief broke the cat window. Instantly, a loud alarm went off 6 On the security camera I saw the man approaching, and simultaneously I could hear his footsteps. Writing Part 2 Sao s Qyrevere 2 Look at the exam task and answer these questions. 1. Who are you writing the story for? 2. Should you write in a very informal style? 3. Where must you use the prompt sentence? 4 How many words must you write? ‘Your teacher has asked you to write a story for the college English-language magazine. The story must begin with these words: {twas a phone call that changed my life. Weite your story in 120-180 words. 3 @ This model answer was written by an exam candidate. Quickly read her story and answer the questions. 1. Isthe story about the right length? 2 Is the prompt sentence in the right place? 3. What kind of ending does the story have? 4 Which paragraph describes: a the first events? b_ later results of the events? Find and correct four mistakes. ¢ the background to events? how events develop? im: - — 1. examples of the past continuous, the past perfect and the past perfect continuous 2. linking expressions that mean the following: a. the story began @assoonas b sometime in the past € aftera while ¢ immediately f intheend Quick steps to writing a Part 2 short story + Ask yourself questions like What happened?, How did you feei? What did you do? Remember that the story dossn’t have to be truel eS * Think about the ending your story willhave— happy, sad Cor a mystery — and think of a good tit + Use three or four paragraphs to give your story a clear beginning, middle and end. + Use a variaty of narrative tenses, e.g. past simple, past continuous and past perfect, and use plenty of narrative linking expressions. 5. Read the exam task again and write your own story. When you have finished, check your work as in Unit 1 Writing Exercise 5 on page 14.and everybody else there (4) ate / was eating while they talked to their fends. | (2) ease’ / was choosing # a table next to the windows, from whete | could see Sophio Central Cate, when she (3) agsived / had been arriving. We (4) arranged / had arranged to meet there es it was severe boosie ue etn a days we (6) had spent / would spend hours chetting over & L ‘cup of coffee, but then we both (7) were going / ‘went away aval is {ounWersiy ne sadly we lost touch with aachomer | Guillen Fiesy wren quetoanemreocce — t meet /-met on the train. | (9) didn't see’/ hadn't seen her for <~ nearly two years, and it was wonderful to taikto her again. - i She (10) gave / was diving me her phone number and on < a ae Sale ne ee hae aioe Sore mene in ales Rrardvacocnce recat 2 the Central. 2 By ten o'clock, though, | (22) ‘d been waiting / "d waited ~ torment an nour aoe i) nes MaRS ee oo ey eeanemnne ree ae (ae ee seer ar hatlren apa cea (15) doesat / (@-Yorgotieryo switch it on. i CO : Messeges ftom Sophie. In Re ist, at 8 pm. she (17) used to suggest / sug meeting at the station ~ |} instead of the café; in The second she told me she (48) stood / was standing on the platform; and in the third: VA # she angrily said she (19) gave up / ‘¢ given up waiting for me and was going home, Instantly | forgot about dinner and (20) 1dr tad eae ate tree ie 2 correct the mistakes in the fixed phrases 1 As soon as Lara and Tim saw each other, it was love at first heart. 2. Sadly, | lost company with Lucas when he went to live in Australia. 3. Elisa is worried and she doesn’t look at all on ease. 4 Iknow you're missing your family, so I'll stay and Keep you companion, 5 Itbroke Josef's feelings when his girlfriend ended their relationship, 6 The boss depends on you, so don'tlet him leave you for granted. 7 Carlis always making stupid jokes and it keeps on my nerves, 8 Idon’t want to see anyone, Please go away and leave me only. SS ‘4 @ See the CD-ROM for more practice. 3 Complete the sentences with these words, amazement eventually first instantly meantime moment once Jong 1 At the house seemed empty, but then Irealised there was someone there, ‘The lights came on. » before he could move, the thief was arrested. it was all over. the waiter brought our food, after we'd been waiting for over an hour. Ill take a while for dinner to cook, so in the let's have a drink. 5 —----- we'd climbed over the hill, we could at last see the lights of the town. 6 The ene —----I first met Carmen, | knew we ‘would be good friends. 7 The kitchen looked terrible, but before... ‘we were making good progress tidying it up. @ Tooked up at the desert sky and, to MY. -venennns Isaw snow starting to fall, 4 Complete the crossword with words from Unit 2. Across 5. part of a meal, or container for serving food 6 that makes you feel full 8 ask someone to marry you 9 miss (2 meal) food that’s difficult to cut or eat quantity of food for one 16 eat or drink something Down 1 -cutinto thin, flat pieces become the parents of someone else's child cut into small pieces eat a small amount of food ready to be eaten (especially fruit) 9. extremely hungry 10 woman whose husband has died 11 something bought for a low price 12, endamarriage REVISION UNIT 2 2 3 4 7 13. unhealthy, fast (food)cinema) Beso 1 in pairs, put these words under the correct headings. Some words can go under more than one heading. cruise expedition explore flight hiking hitchhiking journey sailing sightseeing tour travel trekking tip voyage wander viking oumey, 2. Look at this list of ten of the world’s top sights. Answer the questions. 1. Which of them are shown in the photos? 2 Which three do you think are the most impressive? Why? 3 Are there any places you would add to this list? Why? Mount Everest, China/Nepal ‘The salt flat of Uyuni, Bolivia ‘The Great Wall of China ‘Uluru (Ayers Rock), Australia ‘The Pyramids at Giza, Egypt Petra: the city cut from stone, Jordan ‘The Grand Canyon, USA ‘The Masai Mara National Reserve, Kenya The Lost City of Machu Picchu, Peru ‘The Forbidden City, China Look at the exam task instructions and options A-F. Answer the questions. Then check your answers in the Listening guide on page 85. 1 How many people do you hear? 2_ Is the information you hear in the same order as the questions? 3. Do the speakers say things that mean all of options A-F? UNIT 3. LISTENING 4. Photos 1-5 show the places the speakers went to, What do you think they might say about each place? 5: GOMENIEY Look at option A in the exam task. The key words are not permitted and walk, These words have similar or opposite meanings: can / can’t / mustn't / have to and on foot / drive. For each of options B-F, underline the key words and note down some expressions with similar or opposite meanings. Then listen and do the exam task. he Quick stops to Listening Part 3 * Quickly read the instructions and options A-F, and think about what you're going 0 hear + Undertine the key words in exch option: Before youlsten, ‘of words or phrases with simlar or opposite meanings thatthe speakers might use. go «The fiat time you hear the extracts, gota genera idea of | shat each speaker says. Then, the second time you Fston, Check that options AF match exactly what they 38 ® S , You will hear five different people talking about going to famous places. For questions 1-5, choose from the list (A~F) what each speaker says/about their visit to each site. Use the letters only once. Thare is one extra letter which you do net need to use. 6 Make sure you have put one letter for each answer.Review of modal verbs @ ase 102 1 Look at these extracts from the recording in Listening and complete rules 1-7 with the underlined modals, cou 1 Weuse...cc.an., could 6 be able for ability to do something. The past form is could for ability in general, but was able to for one particular occasion, 2. For possibility, we tise could, may or -2raih The past forms are Saud d héaRay have and might have 3 For impossibility, we use <0.00. +. . ‘The past is can’t have or couldn’t have. We use must for certainty about something. The past form of must for certaintyis — / emnush cult ( 4. Foran obligation by the speaker, we use must. If the obligation is by someone else, eg. the teacher, we use cust... To talk about a past obligation, the form of both modals is kacch. P22. 5 To say what's the right thing to do (but may not be what actually happens), we ‘use should or ought to. The past forms pf should and ought to are shain'l 04 “and ‘ought to have done. 6 For something that's allowed, we use can or more formally may. If something ig not allowed, we use can’t or MG... To say it was or wasn't allowed, we use could or couldn't. 7 Tosay something is unnecessary, or there’s no obligation, we use don't have to, don’t need to,or,needn't. The past of cick for something we didn't actually do, and needn’t have for something we did even though it was unnecessary. 2 the mistakes. PL so, before I took the bus to school, I © say what the mistakes are (eg, wrong tence; possibilty, not obligation) in these sentences written by exam candidates. Correct had +o must buy a new notebook. K-2__Lcould fing Juan's pumber and I phoned him the next dey. 3 e (3 ‘Choose the correct option. 5 “That day must Have been a great day for us, but it was not. 4 Working in an office mustn't be very nice, especially when your bossis there. shy, |, it’s countable or uncountable. If it's countable, does it need to be plural? ‘* Make sure that the word you have written makes sense in the sentence as a whole. 2 Look at the exam task. Quickly read the title and the text, without filling in any gaps for now. Which graduates are most likely to find jobs, and which are least likely? 3 Look at the example (0). Answer the questions. Then do the exam task. 1. What kind of word (noun, adjective, etc) is employ? 2 What kind of word is needed for the gap? 3. What suffix is required? 4 Is employment countable or uncountable? Does it need afinal -s? Fexam tos For questions 1-10, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in ‘the gap in the same line, There is an example at the beginning (0). Example: 0 EMPLOYMENT Jobs for graduates Although most graduates find (0)... EMPLOY | within a year of leaving university, and their w tend to be substantially higher EARN than those of non-gradustes, the rates vary # from subject to subject. Recently, (2) n-—nsp.e{s¢arried outa survey RESEARCH of over 200,000 graduates who statéd their @ for Work, and found that nearly all those with degrees in mediéine and dentistry had jobs twelve months after their AVAILABLE | Qe GRADUATE | Education comes next in the list, showing + thata teaching (6) usually leads QUALIFY pretty quickly to a job, followed by law. For those looking for work as (6) wes th SCIENCE prospects aren’t quite so bright, especially in, the physical sciences. £ Its similar story for business and administrative studies, though many graduates find positions in junior 7)... in large MANAGE organisations, while others become trainee @ in smaller firms. People with degrees in technology do less well, with quite | afew)... still unemployed. CONSULT ENGINE Perhaps (10) . given the growing importance of information technology to the economy, computer sciences come bottom of the list. SURPRISE 4 Make sure the completed text makes sense, and you have spelt all the words correctly. USE OF ENGLISH UIT 61 Look at the exam task and answer the questions. 1. Which organisation placed the advertisement? 2 What kind of job is advertised? 3 What does the work involve? 4 What three requirements are there? 5 Who must you write to, and in what style? ‘What must you aim to do in your letter? You have seen this advertisement in an English- language newspaper. International Student Faly rom ‘The International Student Fair helps people choose the right college or university, and \weare looking for assistants for this year’s Fair. Duties willinclude giving citections and offering advice. +o you like helping people? +o you have experience of choosing a place of study? ‘Are you willing to work evenings? If 50, apply to the organiser, Ms Evie Ross, saying why you think you are suitable for, the jab, Write your letter of application in 120-180 words in an appropriate styl. Quick steps to writing a Part 2 formal letter of application 9 '* Begin by saying why you're e writing and where you saw the advertisement. + Make sure you deal with all he points in the advertisement. '* Vary the expressions you use. For example, instead of putting I canal the timo, say | belive am capable of or I feo! Ihave the ability to UNIT 5 WRITING 2 Workin pairs. Look at this model letter, Which phrases and sentences does the writer use to do these things? 1. begin and end the letter formally Example: Dear Ms Ross, Yours sincerely, give a reason for writing say how you heard about the job answer each of the questions in the advertisement ask about pay and conditions describe any relevant experience say what you have sent with the letter offer to give the reader more information state availability for interview waVaneen Dear Ms Ross, 2g | would tke to apply for the pest of assistant at this year's International i ‘Student Fair. as advertised in the newspaper on 2 january. “| am aged 1 andin my second year of a Mechanical Engineering course, Before deciding on City College {looked at the advantanges dnd disadvantanges of many academic institutions, and i therefore feel {apable of offering advice to yng people who are at that stage sow The work sounds extremeiy interesting, ould you please tell me how ‘much | would be paid, and whether training would be necessary? \ would be available to work evenings at all ny ectures are in the afternoons and consequently ean iy inthe mornings. have always enjoyed assisting offers and last ye; volunteer sta book fair : Details of this, plus personal details including esis aon are shown in ny curriculum vitae, which l enclose. you need any further information, I would be able 49 attend an intervi ase do not hesitate to contact me. any morning, Yours sincerely, Jonas Meyer 3 Read the exam task again and plan your own letter to Ms Ross. Make notes about how you will answer the three questions and how you will convince her of your suitability for the job. Then decide how many paragraphs you are going to use and which points will go in which, 4. write your letter, following your plan. You can use some of the formal expressions from Jonas's letter, but you should give different details about yourself and ask different questions. 5 when you have finished, check your partner's work as in Unit 1 Writing Exercise 5 on page 14.1. Decide which answer (A, 8, Cor) best fits each gap. 1. My sister has a.. Cambridge University, Atitle Bdegree Cgrade D mark 2 At the last History seminar I attended, there were just five other students and our i Atutor, Btrainer Gcoach D consultant 3. There's alot of unemployment, partly because firms aren't new workers. Atakingup. Btaking over Ctakingoff Dtakingon 4 The... ‘oat this unversity are given by experts in their subjects. Acasses Blectures Ctalks D speeches 5 EmmaJohnson is ............ the post of Advertising Manager in the New Year. Atakingup Btakingin Ctakingto Dtaking off 6 Asan 18-year-old... ,it was my first year in higher education. Apostgraduate Binaster Gbachelor Dundergraduate 7 Thad to read the instructions twice before I could all the details Atakeon Btakeout Gtakein Dtake to 8 After Carlos left... School, he started work ina car factory. Ahigher Bacademic Gsecondary D superior 9 Ifyou do well, you will earn a large on top of your salary. Abonus Bshift deal Dovertime 10. By this time next year, Iwill have... university. Aqualified Begraduated Ceducated Desucceeded 2 Complete the sentences with a) few or (a ttle and the correct form of the nouns in brackets. 1 Welllhave very thle homsite.. ‘once the exams are over. 2. Joe's from the city, so he has (experience) of working on a farm. 3. You will have... _—~-»-» (opportunity) as good as this one, so take the job now. 4 We need 10.00 enon = (tesearch) into why so many businesses fail here 5 Until the economic situation improves, there will in Physics from _.. from (homework) to do be. (position) available for those ooking for work. 6 Nowadays, (profession) pay as well as medicine or dentistry. 7 Sometimes 140 ne increase my earnings. 8 There are lots of jobs in tourism here, so there is (unemployment) in this town. (overtime) to See the CD-ROM for mote practice. Now do Practice test 1. Go to www.cambridge.org/compactfirst 3 choose the correct option. 1. Pmhelping / it help /T'm going to help you with your homework if you like. 2. Here are your tickets for next Sunday. Your flight is taking / takes / will have taken off at 0745 3 You can borrow my sister's books. She won’t mind / isn’t going to mind / won't be minding, 4 {can't come with you for lunch because I'm seeing / T'l'see /152e the boss in a few minutes. 5. Excuse me, will you show / are you showing /are you ‘going to show me where the staffroom is, please? 6 It’snow 8 p.m. soby the time I go home at 8.301 ‘wilt work / will have been working / will be working for twelve hours non-stop. 7 Lasked Olivia if she wanted to come out with us, but she'll stay / she's going to stay / shel have been staying in this evening. 8 This time next week I'll surf / I'l be surfing / 7m surfing ‘on Bondi Beach! 4 Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. Checking out my old classmates ETAT Last week I had a look at a website called Schoolfriends and I made some interesting 0) atiout the people who were DISCOVER in my class many yearS.ago. Many of them went to university, aid | Se wire Tmostofthem GRADUATE | have gone into well-paid professions. Z | Lena Fischer, for instance, is now an 16 witha mulinstionsl °-HGONOMY | company, and jeff Haslam is also in || finance, working as an (4)... in AccouNT | a tocal firm. Viktoria Petrov stayed on to | do research and is now a (5)... LECTURE at the university, while her friend Anna, ‘who also loved reading, works there as a 0) een LIBRARY Of those who went straight into jobs on leaving school, Rajan Singh works in the town a8 AN (7) meeceernme-»Sandre ELECTRICITY Ortiz who I remember always liked travelling is now a flight (8) cone—-me ATTEND with a big airline, and Steve Richards is a supermarket (9)o-cco-nmn.Tthink EMPLOY saw him working at the checkout there recently. also checked some of the teachers, and noticed that Ms Williams, my favourite, now works in local government. She has special (10) for schools, and Tm sure she'll do a good job RESPONSIBLE REVISION UNIT 5BOT Medical vocabulary 3 Put these senses in order of importance for 4n , put these words undi correct headings. you: from the most important to the least. Dee eee ‘Then tell your partner why you chose that ache bandage bruise disease fever fracture graze eat infection injection medicine nurse operation pain Tasaring nigh aeseu ete ct patient plaster porter prescription specialist sprain [Bearing sight _smel! taste touch] stitches surgeon tablets temperature thermometer wound Reading Part | Quick steps to Reading Part 1 ‘+ Remember that questions 1-7 normally follow the order of information in the toxt. + It can be helpful to study options © AcD after you'veread what the text says. Otherwise the wrong ) answers might mislead you. GP © ‘Irian nocassaryo understand Qe everything in the text to answer i the questions, so don’t spend a lot of time on words or phrases ‘you don’t know. | 4 Quickly read the text and answer these questions. 2 With your partner, use words from Exercise 1 to say what is happening Z : in each of the pictures, Then tell your partner about the treatment you. 1 Whichvof the five senses had Kathy lost? received when you last had a minor illness or injury. How long did it -_Was"her operation successful? take you to get better? 5 in pairs; look at eaétof questions 2-7 and find the relevant part of the text. Draw a vertical line in pencil next to thjs part and write the question number, ds in the ‘example for question 1. Do the exam task on your own. Find the answer to each question by looking at the part of the text that you have marked. ‘Make sure you have answered every question. For any you aren't sure about, cross out the options you know are wrong and then choose from the rest. ‘Work in pairs. imagine you had never had ‘one of the other senses: hearing, touch, taste or smell, and then experienced it for the first time. What would you enjoy most? MZ ore reapingYou are going to read an extract from a novel. For questions 1-8, choose the answer (A, B, C or D) which you think fits best according to the text. iow, Kathy, we have to Ke things showy ven things go wel you have ful eyesight to begin with. istof al, ag pure ight It ing colours and shapes. Your bral jee nea" eee they were ere ue walks around the hospital How did Kathy feel during the three weeks after her operation? ‘A She had the impression she had been born again B She was looking forward to new experiences, She wished that she had not had the operation, D She was glad that she was still a young girl ‘What did Kathy do when the nurse took her bandage off A She changed her position in bed. B She told the doctor she wasnt ready. She looked at the light from the windows. D She immediately opened her eyes, What was Kathy's fire reaction to seeing the ight? A She feicic was much as she had expected. B She was disappointed it went out so quickly. © She found it an uncomfortable experience. D She was delighted she could see so much. ‘What did Dr Percival say about Kathy’s mental alley to adape to the changes? A Ie definitely won't happen straight away, B Ichas already happened to some extent. CC Ie doesn't really matter whether it happens or not. D Theresa chance it may never actually happen. ‘ha was Kathy's bigest roblem once she could see? A Sha Cold io undersi everyting the doctor told ha. % B She found i citficule to judge the distance of things. She quickly became tired as a result of looking at. everything. i D She was unable to distinguish between certain colours, To help improve her eyesight, A the hospital staf filmed Kathy's progress. B Kathy had 2 second, smaller, operation C Kathy went outside with the hospital staff D the nurse put lighter bandages over Kathy's eyes. ‘Why did Dr Percival mention his glasses? ‘A to persuade Kathy to stop wearing her own glasses B to suggest that Kathy's operation had not been entirely necessary © to complain chat Kathy had received better ‘treatment than him D togive Kathy more confidence in her a ity to see How did Kathys life change during the extract? ‘A She fele that she was gradually becoming much more confident asa person. B She bogan to enjoy what she had previously not leven been able to imagine. © She found that seeing and hearing were now equally Important to her. D She came to realise that there would always be limit nate cul see caeESmcneeae @ rece% 1. In pairs, look at the introductory sentence and question in the example below. Underline the key words and answer these questions. What's the focus, eg. opinion, purpose? Who's talking to whom? Where? why? When? eons Example: ‘You hear a woman telling neighbour ia the street about a road accident she has just seen, ‘What happened? A. An ambulance took the cyclist to hospital. B The cyclist was uninjured © Someone gave the cyclist first aid. 2. with your partner, match options A-C in the example with pictures 1-3. (Remember ‘that there are no pictures in the exam.) 3, (CHENOA Listen and choose the best answer (A, B or C). ff Quick steps to Listening Part 1 ‘Quickly read the first line of each ‘question. Decide what the situation is and how many speakers you will £2 hear. s of words connected with those in the question. For example: Why = because, 50, 25, reason, result + You may hear words from all three options, but be careful: in two cases, the speaker is saying something alse, + Before the recording is played, think 9 is playe ge 4, CPMM risten again and identify the part that relates to each option. What is the correct answer? BEE) ower 6 uasrenme 5 In pairs, look at the first line of questions 1-6 in the exam task. In ‘each case, underline the key words. Then answer es many of the questions from Exercise 1 as you can. Example: 1 man, work, Who; 1 someone's job; 2 man/colleague; 3 restaurant; 4 to talk about work; 5 at a mealtime 6 GOREKGEM Now listen and do the exam task. ‘You will hear people talking in ix different situations. For questions 4-6, choose the best answer (A, B or 6) x nang 9 out is 7 Make sure you have answered all the questions. If you can’t decide which of options A-C is right, cross out the one you are sure is wrong and guess.Phrasal verbs with up 1. Look at these extracts from the recording in Listening. What do the phrasal verbs Relative clauses © roge 106 3 Im pairs, look at the extracts from the recording in Listening and Complete the sentences with the correct form of these verbs. Then match the phrasal verbs you form with meanings 2-j dig eat heal run speak speed split sum tidy use 1 Green vegetables are very good for you, $0 up! 2 Ifwe don't change our way of life, we'll up all the Earth's resources. 3. Whenever they've been playing in this room, Pave toe. UP afterwards. 4 Ican'thear you very well. Will you up, please? 5 This time, the champion had to up to avoid losing the race. 6 The band have finally up after many years together. 7 Amelia's injuries had... up. within two weeks of the accident. 8 Three players au up to the referee to demand a penalty. ‘9. When they built the Athens Metro, they up objects from the early Olympics. YO TO renner UP, twas quite an exciting match, but overall itlacked quality play. separated completely talk more loudly go faster finish your food quickly end by restating the main points brought to the surface approached quickly got completely better ut everything where it belongs completely finish Sem me aA oe complete rules A and 2 with dfing and nor defn 1A relative clause adds extra information about someone or something, We can use the relative pronouns who, Which, when, where or whose. We cannotleave out the relative | pronoun in this kind of relative clause. 2A. lative clause gives dasentialinfrination about someone or something. We can use the relative pronouns who, that, which, when, where or whose. Ifthe relative pronoun (except whose) is the object of the clause, we can leave it out. Join these pairs of sentences with iion-defining relative clauses. ‘sea diferent relative prounoun iyeach sentence and think about ‘where you need to add commas, by 1. Rafael Nadal has won many championships. He is very popular. Rafael Nadal, ....sb.i¢.sery.poqular_ hae. en eany... championships. 2. Emily's novel was successful. It was set in a horse-riding sehool. Emily's novel... a successful. 3. The World Cup was held in South Africa in 2010. Spain won. T2010 ere 4 The two cylists were in an accident. They still finished the race. The two eyClists enon _—---- Still finished the race 5 Laura won her first medel when she was 14, Her mother hed also been a top swimmer. Laura. 4. 6 In the Olympic Stadium there was great excitement. The final was about to take place In the Olympic Stadium excitement @ Correct the mistakes in these sentences written by exam. candidates by either replacing the relative pronoun or adding commas where necessary. Then underline the word(s) in each sentence that the relative pronoun refers to. Tve chosen two activities, whose are sailing and climbing. ‘We went to Davos which is a famous ski resort. ‘You can come in june, where courses usually start. like to meet people which have the same interests as me. wonder if there is a gym which we can do some sports? The CD was dedicated to a man who name was Carl ‘Mark who is keen on birds of prey saw some eagles and falcons, Ina small village I met an old friend that was alone too. @Vourenrn GRAMMAR FOR USE OF ENGLISH UNIT 6 EXAMISports vocabulary 1 Match the sports in box A with the places in ‘box B. You can do more than one sport in most of the places. A| athletics baseball basketball boxing | | cycling diving football golf gymastics hockey ice skating motorcycling, rugby sailing skiing snowboarding squash surfing tennis court course gym pitch ring rink sea_slope track 2 what do we call people who take part in these sports? Use do, play or go and a defining relative clause. Examples: Somcone who plays footbll is a footballer. ‘A person that does aymasties is a gymnast. [A skier is someone who goes sing 3 say what sports people do with these objects. Then tell your partner which ones you have worn, used or kicked ball bat board club gloves helmet racket skates skis Agreeing and politely disagreeing 4, (@RPBNN listen to these extracts from the recording in Listening question 5, and practise saying them with the same intonation. 5. HERE mn pairs, complete expressions ach with these words, ‘Then listen to check your answers. Speaking Part 3S Iona 6 G@AERUG Look: at the exam task instructions and listen to students Tomasz and Eva doing the task. Answer these questions. 1 Which sport do they agree is not very dangerous? 2 Which sport do they agree is one of the most dangerous? 3. Which other sports does Tomasz suggest as the most dangerous? ‘4 Which other sport does Eva think is the most dangerous? 7 (@HPWA Listen again. Which expressions from Exercise 5 do ‘Tomasz and Eva use? Number them in the order you hear them. Quick steps to Speaking Part 3 + Talk about each photo or picture in turn, giving reasons for your opinions + Don't try to make a final de auite alot in three minutes! *# You should agree or disagree with what your partner says but you must always be polite. 8 With your partner, do the same exami task as Tomasz and Eva. Use expressions from Agreeing and politely disagreeing. 9 Compare your decision(s) with other pairs. Here are some photographs which show sports that can be dangerous. First, talk to each other about what can happen to people doing these | sports i they are nat careful. Then decide which two are tho most | dangerous sport absolutely agree just keen know so sure what Agreeing a Yes, you're ow Fight. b I think. » t00. © YES, Fone ‘with that. @ That's ‘what I was thinking, Politely disagreeing Perhaps, but about... ? f 'mnotso.. - Don't you think g Idon't...... about that. h Pm not really so. nnn OF UNIT 6 SPEAKING ?