imon Haines Barbara Stewart _ Cambridge English First MASTERCLASS Student's Book with Online Practice UNIVERSITY PRESScontents Contents er eueck at) Part 1-Multiple-choice cloze p15 Part 1 Multiple Part 4 - Conversation with interlocutor 017 ntity Part 5—Multiple choice p12 choice 910 Pronunciation: Sentence stress pT Word building p12 Part 7 Multiple matching p22 Part 2-Sentence Part 2 — Individual long tum p27 Part 2— Open cloze £25 completion p31 Pronunciation: Sentence stress p27 Part 3—Word formation p30 Adjective prefixes: extra, Phrasal verbs: turn p22 hyper over, under p34 Part 6 ~ Gapped text p38 Part 4 ~Multiple Part 3 ~ Collaborative task p41 choice 034 Cee Part 5 ~Multiple choice p46._—_—Part 3 ~ Multiple Part 2 ~ Individual long tum p53 Collocations with have ard take p47 matching p50 Part 2— Open cloze p49 Pronunciation: Part 4—Key word transformation Stressed syllables p50 p52 Part 7 Multiple matching p58 Part 4 - Multiple Parts 3 & 4 — Collaborative task (Part 3) & Part 3—Word formation p62 choice p63 Discussion on topics of collaborative task (Part 4) p65 Pronunciation: Opinion language péS Part 6 — Gapped text p74 Part2-Sentence Parts 9 & 4 - Collaborative task (Part 3) & completion p70 Discussion on topics of colleborative task Personal qualities p70 (Part 4) p73 Pronunciation: Linking words p73 cer Part 5 ~Multiple choice p82 ‘Part 4 ~ Multiple Part 3 ~ Collaborative task p87 Parl 1—Multiple-choice coe choice p89 Pronunciation p87 pa Part 6 — Gapped text p00 Part 3 - Multiple Part 2 ~ Individual tong tum p67 0 end such p100 matching 984 Part Multiple choice p106. Part 4 ~ Muttiple Part 1. - Conversetion with interlocutor 9112 Word building 9107 choice p13 Pronunciation: intonation in sentences 9112 Travel collocations p113 ret Part 7 Multiple matching o118 Fart 2- Sentence Part 2 ~ individual long turn 122 Parts 2 & 4 - Open cloze Part 2) completion p124 & Key word transformation (Part 4) pit Part 6 ~ Gapped text 9130 Part 1 - Multiple Parts 3 & 4 - Collaborative task (Part 3) & choice p136 Discussion on topics of collaborative task Part 4) p34 Cellocations with say, speak, talk and tell pi34 Confusing verbs: hope, wait, expect, iook forward t9 9134 ‘Showing you are listening p134 Question tags 135 Pronunciation: Sentence intonation p35 Part 7 — Multiple matching 9142 Part 3 ~ Multiple Parts 1, 2, 3 & 4~ Conversation with Grime vocabulary p142 matching pi46 interlocutor (Part 1), Individual long turn Part 2), Collaborative task (Part 3) and Discussion 6n topics of collaborative task (Part 4) 0147 Extra material p153 Grammar reference pi58 Overview of exam tips p75 Writing guide p178 _Audioscript 185 2Part 2 — Email p28 can / be able to and other ability Phrasel verbs p29 p32 Formal and informal janguege p28 structures p24 Meanings of get p29 Comparatives and superlatives 925 Part 2 — Article pa2 Habits and typical beheviour 635. Phrasal verbs p37 pas Creating interest p42 ‘used {0 and would p35 Phrasal verbs with give p37 Part 2—Open cloze p36 Pronunciation: Phrasal veros p37 Conteble furcamanienmns rss HA Part 2 “Review p66 Past time p60 Travel phrasal verbs p61 8 Evaluative adjectives 86. Pert 4 — Key word transformation p61 Compound adjectives p67 Words often confused p64 Language of recommendation p67 Extreme adjectives p64 Part 4 ~ Essay p78 Gerunds 671 Collocation 076 80 Gerunds and infnitives p74 Part 1 ~ Multiple-choice cloze 977 Part 4 — Key word transformation p72 Gai. - Part 1 - Essay 0102 Reporting statements 995 ‘Compound nouns p98 pips Connecting ideas p03 Reporting questions po5 Pronunciation: Stress in compound ‘Avoiding repetition pL03 Time roferoroes po5 nouns p99 Other references p95 Word formation pO9. Reporting functions p96 Part 4 — Key word transformation p96. Part 2 - Roport pita Relative clauses p108 Dependent prepositions p10 pits Impersonal language p125- ; ‘Water one tine 320, | : eet Part 2 - Article p138 Conditionals 0, 1 and 2 p132 Sonata! ise Mixed conditionals p133 unless, as lang as. provided that p133. iat aya eae p133 Part 2— Open cloze p08 Part 4—Key word tiansformation pai. Positive or negative? 0137 piao Part 2 - Report p50 Probability anc possibilty p44 Pert 1 —Mullipie-choice cloue p49 9152 “Complex sentences p15! Articles pias &ntroduction and exam overview About First Mastercloss This fullyupdeted and revised edition of First Masterclass provides material which gives Prospective candicates appropriate preparation and practice for the 2015 Cambridge English: First exam. The material in this course also provides opportunities for candidates to develop their English on a broader level for success in the reel world beyond the exam. ‘The units in this Student's Book contain practice of exam-ype tasks for all the parts of each paper in the exam. Vocabulary and grammar at @ B2 level are developed throughout ‘the course. with the latter being supported by the Grammar reference section (page 158). ‘The Wiriting guide (oage 178) further supports preparation for the Wrking paper. ‘The Online Practice (unique access code on the card at the back of this book) contains ‘exercises which bulld cn and extend the language end skils covered in the Student's Book. It includes: + skilistraining exercises for all the task types in the exam + exam practice tasks for each part of the four papers in the exam, including speak-and- record tasks + “Oxford Advanced Leamer’s Dictionary search box + “feedback on your answers. (“Available if your teacher sets assignments from your Oniine Practice ‘with help’ or with self-study use.) Tne access code for your Online Practice also gives access to a full Cambridge English: First online practice test. We hope you enjoy using First Masterclass to help you to prepare for the Cambridge English: First exem, ‘About the exam Cambridge English: First exam tests English at Level B2 on the CEFR scale. The exam ‘consists of four papers covering all four skills and it also tests understanding of the ‘structure of English. The Cambridge Engish: First certficate is proof of the fact that a. * ‘candidate has a B2 level of English, For more information about the exam go to waw.cambridgeenglish.orgPart 4. Part 2 Part 3 Part 4 Part 5 Part 6 ‘About the papers Task type Muttiple-choice claze "Open cloze ‘Word formation Key word trensformation Muttiple choico Gapped text ‘Muitipie matching Reading and Use of English ‘This paper consists of 7 parts and takes one hour 15 minutes. In Parts 1-4, candidates are tested on their knowledge of the structure of English with a focus on vocabulary and grammer, while Parts 5-7 incluce longer texts with related comprehension tasks focusing ‘on reading skills. This paper Includes 52 questions in total. Number of questions and marks 8 questions: 1 mark each 8 questions; 1 mark each "8 auestions; 1 mark each 6 questions; up to each marks 6 quostions; 2 marks each 6 questions; 2 marks each ‘10 questions; 1 mark each What you do Choose one word from 2 set of four options to ‘complete the gaps in short text, Think of a single word that best fits each of the eight gaps ina short text. Use @ glven root word to form another word that fits ‘eppropriately in a gapped text. ‘There are six unreiatee sentences each followed by a single word and a gepped sentence. Use the word given to complete the gapped sentence so that it means the same es the first sentence. ‘Answer each question bout & long text by choosing one option from ‘sot of four. Choose sentences to complete a long gapoed text. Maton ten promots to elements in a long text or several short texts, + Read and follow ail instructions carefully. + Read each text through quickly before doing the related tasks. + If there is a question you can't answer, don’t waste time worrying about it. Go on to the next. question. What it tests: Accuracy with vocabulary Incluging knowledge of phrasal verts, idioms, and collocation: Knowledge of grammar in context, as well as vocabulary, ‘Accuracy in word building, Including compound words, pretxes and suftixes. Control of a wide range of structures, vocabulary and collocation. Understanding of a text, Inciuaing detail, purpose, opinion. gist. implication main idea, meaning, ‘rom context and text organization features, Understanding of now texts are structured, including cohesion ard coherence, Ablity to locate detail or specific information and understand opinion and implication, * You will not have time to read all texts in detail, and it isn't necessary, Skim and scan texts for answers where possible. Find more tips for the Reading and Use of English paper on page 175. maiAsano Wexa pue UORINPOs3U!Writing This paper takes one hour 20 minutes and consists of two perts. In Part 4, you must answer the question, which is always an essay. in Part 2, you must choose one of three questions. These may include artic'es, letters or emails, repocts and reviews. Each task carries equal marks, | Task type Part 4 Write an ossay using the ‘Number of words What you do | What it tests 140-190 words Read the context and task | Abily 1 give opinions and | ideas given ang an idea of instructions. Write your | reasons for your apinion | answer, making sure you | ina olealy structured | your own, Part 2 | Choose one question from questions 2-4. These can include an article, a letter ‘or email, @ report or a review. Remember! introduction and exam overview use all the notes given and | piece of writing in an that you give reasons for appropriate register. The your opinion. range and accuracy of your ‘grammar and vocabulary, and whether you have answered tho question. 140-290 words Read the task instructions | Ability to produce a clearly, and write your answer, structured piece of writing in an appropriate style for the intended reader. The range and accuracy of your gremmar and vocabulary, | and whether you have | answered the question, + Spend a few minutes making simple plan for each piece of writing. Decide on an ‘appropriate style, layout and organization. Think about the content of paragraphs and the language you will use, €.g. verb tenses. Keep your plan in mind while writing, + Don't spend more than half the time on your frst answer, * Make sure you ansver all the points in the question appropriately. * Check your writing by reading it through. Try to hear your own voice and listen’ for mistakes. Check grammar, spelling, and punctuation. Find more tips for the Waiting paper on page 176.Listening This paper consists of four parts and takes adcut 40 minutes. The recorded texts may include the following: Single speakers: answerchone messages, public announcements, anecdotes, lectures, news reports, radio programmes, stories, talks. ‘Two or more speakers: conversations, discussions, interviews, radio plays. ‘The speakers will Nave a vanety of accents. Background souncs may be included before ‘the speaking hegins to provide contextual information. Candidates are given time to read through the questions after they listen to the instruction. They also havo five minutes at the end to transfer their answers to the answer sheet, They near eacn recording twice. There are 30 questions in this reaper. ‘Task type Number of questions and What you do What it tests marks tA | Mutiple choice 8 questions; 8 marks Listen to eight short Understanding of detail, Part 2 Part 3 Part 4 Sentence completion Muttiple matching Muttipte choice unrelated extracts. Foreach gist, feeling, attitude, fone, answer a question by purpose, agreement choosing ore option from 2 between speakers, | set of three. 10 questions; 10 marks Listen to one menlogue Ability to identify detail, ‘and complete each of the specific information and ten sentences with a word opinion of the speaker. for short phrase from the ‘monciogue. 5 questions: 5 marks sten to five short Abily to identify main monologues with @ common points, detail, gist theme or link, Match each purpose, attitude, opinion speaker to one of eight and feeling. options. 7 questions: 7 marks Listen to an intervew or | Abilty to identify main iscussion (two speakers) idea, gist, attitude, ‘end enswer each of the opinion, detail anc specific ‘questions by choosing one _ information. + Usten carefully to the instructions on the recording, + Try to predict as much as you can about the recording from the questions on the question paper, before you listen. + Don't panic if you don’t understand much the first time, + Answer all the questions, even if you are not sure of your answer, Find more tips for the Listening paper on page 176. option from a set of three. inalAs9A0 Wexe pue LORINPOsIU!introduction and exam overview Speaking This paper consists of four parts and takes approximately 44 minutes, There are normally ‘wo candidates and two examiners. One examiner just listens and assesses, while the other assesses, gives instructions and talks to the candidates. You will be assessed on: Accurate use of grammer, and range and use of vocebulory + Pronunciation Interactive communication ~ Discourse management Remember! the topic of tho Part 3 task that the exeminer asks. [ Task type Timing ‘What you do What it tests Part | inteniew 2minutes ‘Answer the examiner's | Ability to interact in general | questions about personal | in social situetions | \_ information Part 2 Indivicual ‘long turn? 4 minutes ‘Speak ingivdually for ‘Ailty t0 speak at length, fone minute about two | express opinions, describe photographs you are given | and compare. and give a 30-second response to questions | about your partner's a _| photos [Part3 [Two-way conversation | 4 minutes You are given written Ability t interact with | | prompts to discuss with another speaker, give and | your partner for two 2k for opinions and justify minutes according to the them, speculato, make ‘examiners instructions. | suggestions end viotk | This 's followed by a one- | towards 2 dacision with minute decision-making | your partner. task. Part4 Followup discussion | 4 minutes Answer questions related to | Abilty to give opinions and justify them, speculate and ‘gree oF disagree with your partner. + Attirst, the examiner will ask you a few general questions about yourself. This is to help you relax. + In Part 2, wnen you are given the pictures, don't spend too long talking about the physical details. Move on to the theme of the pictures, + Don't dominate the conversation. Allow your partner the opportunity to talk. + In all parts, take the opportunity to show the examiner how geod your English 5. Do this by using a wide range of vocabulary and grammer, and by speaking fluently and, with good pronunciation, + Keep talking until the examiner asks you to stop, and stay calm, Find more tips for the Speaking paper on page 177,Appearance and identity Introduction 4. Look at the photos. Which people do you think are being described in the statements below? She looks rather cheeky, Id imagine he's very contidert. She's probably quite easy-going. | reckon he's really moody She could be tay shy 2 Underline the adjectives in 4. Cirle the moaiers. 3 Work with a partner. Now, take turns to describe the people {in the photos. Use the language in italics In 2. and tne language below. Modifiers: abit extemely falrly otatall quit ther really very Adjectives: ct friendly good-natured —horest in sensitive serious sociaole sophisticated trustworthy 4 Which people in the photes would you + invite to a party? + lend money to? + tella secret to? + ask for advico?appearance and identity unit 1 Listening Part 1 Think ahead 4 Complete sentences a-e with the correct prepositions. Say whether you agree or disagree. 8 I think looks are important. | take great pride __ my appearance. | don't care what peopie think _—___me. © First impressions _____people are always misleading. Don't worry identity theft: it doesn’t happen many people. © Putting personal information on social networking sites leads _____ problems. (Bape } Fe _ Multiple choice 2 4) 1.04 You will hear people talking in eight different situations, For questions 1-8, @ choese the best answer (A, Bor C). 4. You hear © man telling a friend about en email he has received. How did the man respond to the email? ‘A He gave the information he was asked for. B He checked the authenticity of the email © He realized immediately that someone was trying to tick him, 2 You hear someone talking about her first impressions of someone. How did she react when he suggested meeting for 2 crink? A She agreed immediately. B Sho refused, G She hesitated but then agreed. 3 You hear a conversation betwoon a young man and an older relative. What does the young man say he’s going to co at the weekend? ‘A £0 for a job interview B cond the company his CV find out more about the company 4 You hear someone describing how he heard about winning a competition for a mobile phone. What does the speaker now regret? ‘A going in for the competition B giving personal information © forgetting to charge the phone 5 You hear two fiiends talking about tennis. What do we find out about the speakers? A They've been playing tennis for the same length of time, B They've otten played each other at tennis. Neither woman knew that the other played tennis, 6 You hear someone talking about a bad experience on a social networking site, What is the speakers advice to other people? ‘A Don't put personal details on social networking sites. B Ignore offensive messages after two weeks. © Report offensive messages to the police. 7 You hear @ message on an answering machine. Why is the speaker apologizing? ‘A She didn’t speak to the friend she is calling, B She didn’t recognize a relative of the friend. © She was too busy shopping to call her friend earlier, 8 You hear « politician talking about his appearance. What does he say about the kind of clotnes he wears? ‘A He wears formal clothes when he is involved in officiel duties. B Ho woars formal clothes for wotk and at home. © He wears informal clothes when he's meeting members of tne public. Before you listen to the recording, read the question and the three options. As you listen for the first time, mark the aption which you think is correct l Over to you 3 Can you relate to any of the exoeriences or events described by the speakers? 10| Grammar (1) ‘Modal verbs of obligation 4. Look at the words in italics in sentences a-g. Match them to the meanings in 1-7. + Grammer reference page 123 a | have to verify my account information. 4. Rule: I'm telling you to do this. b You must look smart at the interview. 2 Advice: Its a vely good idea to do this. You should contact them diroetly. 3 Rule: | was told to do this. You must carry 1D at all times. 4 Advice: its @ x00d idea to do this. You don't have to give any personal 8 Not a rule: this is my own personal details. wish. f You mustn't wear jewellery et work © Not a rule: it's not necessary. g | must get a new suit for work. 7 Rule: you're not allowed to do this. 2 Look back at 4. What are the future forms of th language In sentences a, d and e? 2 In the following pairs of sentences is the meaning the same or different? a There is no need to dress up. / | mustn't dress up. I needn't dress up. / | don’t have to dress up. © I must dress up. / | have to dress up. 4 What is the difference in meaning between these two sentences? a There was plenty of time oI didn’t need to hurry. There was plenty of time so we needn't have hurried. 5 Read the text below about preparing for a job interview For 1-12, choose the correct ‘modal verb. More than one answer may be possible. Appearances count First of al, clothes. You (1) mast need folook —_jobadvertisements normally sa thatyou smart. You 2) ned? /rnotrit wear your ‘P) must should pride references when mest formal clothes, bt you (3) don hive to applying fora eb. Ifyou havent ead sent motritookasifyon'vejus gotoutclbed thee; taethemtothe interview. Yu) hae o/ Ariveon time You(A)reedto/mustaliow eld have ata copies of your CN with you mow time than you think, in caw therenre youre offer the job, you 0) mist hare to Unexpected hok-ups trytofind outanything you (10) ned to feed You) met /shoukd doeverthingyoucan “ore you sat. Foresample, expect toprepite. You (6) mast/shouldthinkofafen: UC) ilfne to should havea medical gato (oar ian tiseorapany cesamination.[remerober{ (2) must /had to Ihave one forthe last job L went or Over to you 6 Think about the past. Discuss with a partner what you had to do or didn't have to do as a secondary school student, bb Ifyou went out for the evening when you were undor the age of sixteen. © if you wanted extra pocket money from your parents. 7 Think about a recent event in your life. Complete these sentences, 8 I didn't need to b Ineedn’t have u Aqauaprpue eaueieadde tunappearance and identity unit 1 —— | Reading and Use of English part 5 az Think shead 4 Discuss these questions ‘a What do you understand by the phrase ‘identity theft"? b In what situations or circumstances can people become victims of identity theft? 2 Quickly reed the text on page 13. Answer these questions. a Was Mr Bond a fraudster or not? bs identity crime increasing or decreasing? —{Exam practices }——_———___ al ‘Multiple choice 3 For questions 4-6, choose the answer (A, 8, C or D) which you think fits host Read the whole text through quickly before you start the task, Don’t stop to think about incividual words you don't know. Accerding to the toxt. 1 The writer says that reablife fraudsters A are not qualified te do ordinary jobs. B live a glamorous litestye. © are criminals who cheet other people D are not as bad as they seom. 2 In Cape Town, it was dificult for Derek Bond to establish his innocence because A his correct dotalis wore in a police fle. B he hed a bad reputation there € there was proof that he vias ¢ criminal, D nobody know him personally there, 3 Describing something as ‘not rocket science’ in line 63 means that itis. A very difficult B incomprenensibie. © complicated. D straightfoward. 4 Criminals commonly collect information about individuals by A stealing their credit cards. B reading their telephone bills. © going through things people have thrown away. D contacting # credit checking agency, 5 People should be particularly careful about using credit or debit cards because A criminals may find a way of stealing them. B corrupt staff may pass on their details to criminals, online systems mey not be secure, D criminals may listen to people giving their details on the phone. 6 ‘The main purpose of this article is to A tell the story of Derex Bond. B cescribe the dangers of identity theft. © explain how to steal someone's identity. D achise readers how to avoid having their idertity stolen. Word building 4 Complete these sentences with a word related te the word in italics. a We describe a person who has no quaifications as (adjective) b. Someone with a job in financial services works in_____. (noun) © The activities of a person who commits fraud are ladjective) dA retired person is someone who has taken ____. (noun) @ Someone iho impersonates another person is an______. (noun) # Aperson who commits theft is 2. (noun) & The immigration office's checked the identty of all___as they arrived. (noun) fh Someone involved in organized crime works fora criminal (noun)Iihas een claimed that ‘hi diving jsacommon way for thieves to get information, [nan extensive survey ereditchecking agency examined the ‘contents of 40 rubbish bins. They found ‘thar one in five ofthese concainedt ‘enough sensitive information to coma ideatiy fraud, Every ime people buy cor sell goods, individuals are provicing Today, ue fnguenty read newspaper Mr ond was the victim afidenity thef ssorles of urqualied people whe ae Where a thief assumes anoth et information about themselveson paper. comiced ofpotingasureonn cenit, | Weiss eldest oe uae airline pots or financial experts These that erence to cormiterimes | ee A hs webalos people are sometimes portrayed as using that persons name. Ln the world ee ae amiable crooks, but in reali, they are of organized erie, for those involved tae ee ratamable; they are radsers who prey | indrugrafficking. money laundering, o people hand over thei credit or debit on people's gomdnanie, Frustrscan | ig nuigraon or benef ful 8 Se ae eek do more thenjust trick youorstealyour | «© fake {Disa lisence ro print money. Even ee ee eas they can steal your identity too. ‘more worryingis the fac that there is ee mI Alli eakes sone dishonest employee and peoplecan say goodbye to their hard-earned cash, Tocay sophisticated minal also use computer software packages to hackintothe systems of barks and othor organization to steal 1st oftheir customers’ emis, ists a ‘which can sometimes un to mills of individuals ‘now a ready market lor stolen identies among the world’s terrorists. More and more peopleare shoppingand banking online or by phone these days, s0 the ‘opportunities for the fraudulens use of cred cards or other personal information are increasing rapidly. in fc, say that icerity thefts Booming, an for those affected By it, the consequences are often eetastnpi Theres ao doube that we all need to be ‘careful about who we share personal 5 ‘Some years ago, Derek Bond, a seventy two-year-old retired civil servant, found cul uethercedeiacin | Vole Ming inne gadaion 7 fandiante artcrmppetotapaneat | bts mnd cede opciones Seon nah ee Govionsinas veered | utho‘nhtrcmans ne i ne g pees fu oayes nce tert More nce meine Te.| _, Sut enteral ma Dee ee eee |) etiam | eee ‘cst waned rman butwhet mde | pons of dently bebo they alow them Fee hears | eee Inpecablrepiton nmisboneewe, | _sptaides onl aphoo W chs iooksheeweksforNrBorésfamiy. © pesspocersdivestence te convince the authoritig that they had madea misake, away from people who new him, Mr Bond's reputation was based solely on the contents of apace fle tfchat Me sald that Mr Detek Bon aman of medium height and build, was actully Derek Loyd Sys conman ‘responsible for arnul-niion dolla fraud in Texas, then who could prove that fewasn'tere? This sounds satisfactory, but inreaiyit {far from feolpreof. The problem ithat stealing someone's identity i nt socket scence Intheory all an unscrupulous thiefneeds to sart using «persons name {sa ew snippets ef information, such as ‘adiscatded phone bil or ciecit card receipt Over to you 5 Discuss these questions. aw b What should procautions do yeu take to make sure nobody steals your identity? janpen to someone who steals another person's identity? 13ap unit 2 14 Grammar (2) Present tenses 4 » Grammar reference page 159 3 4 Adverbs 5 + Grammar reference paye 180 Overto you 7 Look at these extracts from the text on page 43. Choose the correct verb forms, ‘a More and mare peaple shop / are shopping online or by phone these days. Identity thett booms / is booming, and for those affected by it, the consequences are often catastrophe. © Every time people buy / are buying or sell / are selling goods, individuals provide information about themselves on paper. @ Receipts, invoices and bills contain / are containing personal information. ‘Today, sophisticated criminals use / are using computer softwere packages to hack Into the systems of banks. Now, decide which sentences in 4 refer to. current trends or temporary ongoing actions. b habitual ections. © facts that are aliveys true. What is the difference in meaning between these pairs of sentences? a4 | live in Madrid. 2 I'm living in Madrid Shhf Can't you see I'm watching the news? Those days I'm watching a lot of documentaries. They always forget my name. Thoy'e always forgetting my name. Correct any wrong verb forms in these sentences. a 'm having three brothers anc one sister. b She's understanding Spanish very well, but she can’t speak it. © Can you explain? What exactly are you meaning? Could you phone him later? He's having dinner at the moment. @ I'm believing we've met before somewhere. Look at tho list of adverbs bolow. For each one, decide if it can be used with the present simple, the present continuous or both. Write two isis, tat present at the moment currently every dey every so often most weekends never now occasionally often rarely sometimes this week today twice a week usually Example: Present simple: every day Present continuous: at present Decide where each of the adverbs in 5 can be used in the two sentences below. Some ‘can be used in more than one position I wear bright clothes. 'b I'm wearing bright clothes. Work in pairs oF small groups. Tell each other about . 1a things you do in your soare time, using the language in exercise 5. 1b things you never do if you can possibly help t ‘© ongoing situations or activities that you aro involved with at the momont. d trends that are currently affecting you, your family or your friends,Reading and Use of English p. Exam skills ead the text quickly for general understanding before Muttipte-choice cloze tieren Wie! tn Briain, the isve of whether or not (0) cle to wear schoo! uni (1)______ debate tor many frequently include repors of children home for wearing te wrong (3) (4) ___ itis the responsi decide whether ther students should of shoesor the suit. There isa correct length for girs’ skirts, and teachers will \wrong colour of pullover Britain has no national uniform. sometimes use a tape measure to check ths. In Jagan, asin many 41 Collocation is one aspect that is tested in Reading and Use of English Part 4. Complete ‘the following word combinations with the correct part of speech. ‘noun a mutual friend / a fake identity ‘noun a bank account / a sense of humour ___ + noun make a mistake / take @ photograph verb + come into fashion / mistake someone for someone else + verb deeply regret something / distinctly remember something 2 Make common collocations by combining a word from list A with a word or phrase from list B, There are five words in A that do not combine with anything in B. Aract cose cc wea! confidential cover nd Judge peer perform rank Br information pressure sb by their appea 1e@ suspiciously your true identity —{ Exam practice }-—————— 3 For questions 1-8, read the text below and decide which answer (A, B, Cor D) best fits cach gap. There is an example at the beginning (0). children should be By contrast, Japanese schools are very (6) ___atout iform has been the wearing of uniform. Boys in secondary schools wear 3 dark years, Newspapers [Acket with buttons down the front, while girs weara blue ard being (2) white uniform (7) fon a nineteenth-century sailor itty of each head teacher to other counties, chien find ways of (8) the wear a uniform, and to uniform rues (§) down exactly what that uniform should be, Over to you 0A ereourmgea 8 atone’ @RBHE)——_— persuacea 1 Astony ——& hell heey powertuly 2 Aloe a een a Cini ieble 4A pole B pininle strategy’ recede Apu B lay © wile 0 dexce 6A heey 8 stem Cistong i atret 1 Atounded = reatos—=— based b associatea ® —A-ctange adopting © bending tng 4 Discuss these questions. 1 How do you fee! about uniforms that students and others have te wear? b Do you think uniforms help to create a strong group identity or crush individuality? 15Vocabulary 4. Name the parts of the body A-U In these photos. e00000 VSN ToT Make IT ) nd ide 2 Complete these sentences with the correct bedy words. 4 When | asked her the time, she just shrugged her and said she didn’t 2 know. 5 b Iwent upstairs in a hurry and stubbed my ___ on one of the stairs. © Some fortunettellers read people's Lalways wear my watch on my left © Babies craw! around on their hands and f Ho sat with his fon the table and his in his hands. 2 Complete these sentences with the correct form of « vorb from the list below. More: than one answer may be possibie, fa2e look notice seo stare watch a She exactly like my sister. | couldn't take my eyes off her. She must have wondered why | was ather. b Many teenagers spend more time playing computer games than telovision. c __! There's a fantastic rainbow in the sky. He's my greatest hero, but when I tried to get his autograph, he didn’t even me, © The couple lovingly at their newborn baby. They couldn't believe he was theirs, # Icould just about the station through the fog, 4 The eyes in some paintings appear to follow the viewer around the room. How do you think artists achieve this illusion? When you have discussed this, tum to page 153 for an explanation. 16Speaking Part 1 ‘Think ahead 1. Look at this list of possible Part 2 topics. For each one, think of two or three questions, you might be asked. clothes education family end friends free time work 2 Work with a partner. Take turns to ask and answer the questions you have thought of. 3 4) 1.02 Usten to two candidates doing a Part 4 task. Does the examiner ask any of the {questions you thought of? If so, which ones? 4 1.02 Usten again. Which candidate, George or Adriana, do you think gives the better anewors? Give reasons. 5 4) 1.02 Complete these extracts from the interview with one oF more words. Then, listen again and check. a | am from Patras - it's town in the southwest of Greece. b i read m Imalso ____ keen 09 all kings of spor. | play football, basketball and tennis, ____sport takes most of my ‘pare time. ¢ [have two brothers anda sister and we all get on @ We're in the same class at college, ___we've been ___ friends since we were about twelve. e swe have ____ different characters. I'm sociable, whereas Anatols shy. When Ifrst met him, he seemed very unfriendly, _ we get on extremely well & Yes, for example for special family occasions lke weddings. 6 Look at the answers in italics to questions a-c. How would you give fuller answers? a What kind of clothes do you feel most comfortable in? Tshirt, jeans and trainers. b Are there occasions when you like t0 wear smart clothes? Yes, there are. © When was the last time you wore smart clothes? Last weekend. Sentence stress 7 4) 1.03 In English, one word in a sentence is usually more stressed than the other Give full answers to the questions. Don't just answer with @ few words er short sentences, words. Listen and underline the word in each candidate's response which is most stressed. a | went to the cinema b I've been studying English for four years. © I swim quite a lot 4 | spend most of my spare time with my friends. € I'd have to say cesval clothes. | 1 My best friend is called Antonio. 8 Why are the words you underlined stressed? —{_Exam practice J, Short exchanges 9 ¢) 1.04 Listen to these Part 1 questions. First, make a note of the questions. Then, take turns to ask and answer them with a partner. 7 Tyun Ayquap! pue asueveaddea unit 1 18 Writing Part 1 Think ahead Exam skills “The main pase peeple wear Lunforesi-40 tat ether peopl for engl the geal pa, 4. Discuss these questions. '@ Why do you think the people in the photographs wear special clothes for work? Why do you think some people enjoy wearing a uniform for work? 2 Read the Writing Part 4 task below. Answer these questions. Who are you writing for? b What must you include in your answer? In your English class, you have been talking about the advantages and disadvantages of having to wear a uniform or other special clothes for work. [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: Write your essay. in 140-190 words, Essay question Uniforms should be worn by people doing certain jobs, Do you agree? Notes Things to write about 1 uniforms for identification 2. uniform for protection 3 (your own idea) 3. Read these four possible introductions to the essay question above. Decide how interesting or appropriate each one is. Then, choose the most suitable, [2 pee vant ajob vere Lad Inavery contr, certain anform? 1 ny opin. 2 te wear 2 nfoan, Uniferrs ope. fee ample nue and inform reans spec att <0 bocng, ene, [d never. I) freighters, wear uniforms fer can set vat their job is ust b lke those worn by 2 pale sant tobe 2 pole offers ar a wore, Usually. they have ro leoting This very important |) ofcer or afiretihter. Rpiall, |) freighter or anqhing lice that, dhoice in tha for polee offetrs or etghiere. |) uniforms are mate of dare materal and often tave badaes Thayer ver frrsal ad not atiaetive @ all, And geople wh year uniocs ge very hot4 Now road tho continuation of the essay, Answer these questions. a Do you agree with the wnter's Ideas? b Has the writer answered the question in full? The most common reason tor (this wc tht dooms alow wears to be seen and dented by te pub, (2) Fer example / Lake “you ae tieg tomzare in boxptal yu need fo team hn 3 more for deco and wi i an ondary rerber ofthe publ.) Anaber / Dihee reson clude protecting wearers rom danger or dese fr srapleireghes at 3 lazy, or wires working in a hepa Wowie, urns have dsavartages for some people thy maxe veya ik the same A Eecaune / 0 tha pret amet epee Yori ndiaduaiy nthe tae say 8 the vere wearing elie they th chose shmselies, A re ais problem maybe fr solders. ao 2c Aghtng. Their unr gues tke enemy a clear target and nay (9) aetaly / probably eos soldiers Htc lee. my experience, ‘hae found that people uniormare eter gen rere respect than people in ortirary clive (W) For vitae ¢ ntact wuld be diel for sane sn odiary does t ares anofrer pees, )Ir-conelison ( % ed wth, | would 04 tat ete ae eertan obs for winch wearing a unforssneceasay. Before writing an essay, make ‘8 persgrash plan. This should Include an introduction which 8.98 interesting as you can make it ‘8 Read the essay again and divide It Into paragraphs. 6 Choose the correct words in italics to complete the text. Exam practice APH, 7 You are going to writs an essay, First, read the task below caretully, Then work through stages a-e. In your English class, you have been taking about whether people should be required to ‘wear smart clothes for work. ‘Now, your English teacher has asked you to write an essay. ‘Writean essay using all the notes and give reasons for your point of view, Write your essay {in 140-190 words, question Everyone should have to wear smart clothes for work ifthey come into contact with mambers ofthe public. Do you agree? Notes ‘Things to write about: 1. jobs which require smart tothes 2. what smart clothes show 3 (your ow idea) @ Discuss these questions with a partner. + What Is your frst reaction to the essay question? + What are your first thoughts about 4 and 2 in Notes? b Think about the topic, Discuss the following in paits and make brief notes. + What clothes are considered smart in your country? Who wears these clothes? + What do clathas say about someone's nersonality / how good they are at thel job? + Think of "your own idea’. For example: clothes end working conditions / respect. ¢ Plan each paragraph, using some of the words and phrases you chose in 6 if possible. Write your essay. Refer to your notes. Check you've answered the question in full ‘e When you Nave finished writing, check your grammar, spelling and punctuation. 19 Tyun ‘Ayquap) pue aoueieadde& = = 5 a unit 1 20 Unit 1 Review 1 For questions 4-8, read the text below and decide which answer (A, B, C of D) best fits ‘each gap. There is an example at the beginning (0). lana Im 1908, the Converse Rubber Shce Compeny beoan trading in the USA. initially the company made simple rubber-soled footivear fer men, women and chidien, By 1910, Converse was (0) pooduicing 4,000 pairsa day. The company’s mainturning (1)____camein 1917, when the red-and-white basketball shoe was introduced, This was a real innovation, (2)___the sport was in its infancy Then, in 1921, ‘Chuck’ Taylo, a basketball player (3) ________the company complaining of sore feet. Coriverse immediately (4) himas a representative, and he prometed their shoes forthe (5]___ofhis career. In 1941, when the USA became involved in the Second World War, Converse shifted production to ‘manufacturing boots, and protective (6) _____ for pilots and soldiers ‘Converse shoes were hugely popular witn teenagers during the 1950s, andin 1966 the company added 2 range of new colours. They remained popular until the (7) 1980s, but lost large proportion of their (8) shate during the 19903 with the appearance of trainers © preparing — @prodicing> € ereethg _D consructng 4A point B olace pot © eituaion 2 A accounting _‘B considerng C viewing _ earng 2A communicated B wrote © contacted’ _D spoke 4 A employed —B occupied worked Invited 5 Aremans -B supus Crest. ©—_—D rermants 6 A dress B cloth © ottie —— clothing 7 A young B orimary early, st, 8 A shop Bscles retail market 2 Complete these sentences using the verb in brackets and the negatWve form of a modal verb from the list have to / must / need. More than one answer may be possible, 1 Children in Britain go to schoo! from Monday to Fiiday, but they (go) on Saturdays, b These tablets are very strong. You (take) more than eight a ¢ay. © I wish I'd known the train was going to be late. | (hurry). You (tire) yourself cut. You've got @ busy dey tomerrow. | had just tumed on the computer when she phoned, which meant that | (send) her an email. 3 Choose the correct verb form to complete these sentences. a Has the post been yet? / exoect / I'm exoecting a parcel. b Paul normally works / is nornally working in New York, Dut this week he visits / he is visiting offces in other parts of the country. © Do you have / Are you having a calculator? | try / (m trying te work out how much ‘money I've spent, I don't usually ike / I'm not usually liking horror stories, but at the moment I read / 'm reaging the new novel by Stephen King and ! enjoy / I'm enjoying it. The Nile fons / is flowing into the Mediterranean Sea,1. Look at the photographs. Discuss these questions. 2 What talents or qualities do you think the people in the photos have which enable them to do these jobs or actwities well? 'b Which of these jobs or activities could you do? Which couldn't you do? Explain why.talents unit 2 Reading and Use of English part 7 Exam skills 4 in Reading and Use of English Part 7, itis useful to look for words and phrases in the text which have similar meanings to words and phrases in the questions. Match words 1-F with two synoryms from the list below. @ accidentally © currently © participate » ability cover (sth) up pressure beinvolved by chance conceal demands hide presently take part {alent these days skill stress unintentionally 2 Look at the underlined words in questions 4. and 7 in the Exam practice: How could you paraphrase them? —|_Exam practice |- $k bolow. Multiple matching 3. You are going to read an article about four extraordinary poople on page 23. For Undertine key words and phrases in the questions before you read the text, Check you understand what they mean, Then think of ther words sich have 2 similar meaning, ot alternatively. think about how the words could be paraphrased. {questions 4-40, choose from the people A-D. The people may be chosen more than once. Which person 4 did not compiete his education? a) 2 eta awey with the odd mistake? a 3 accepts the fact that his career is dangerous? 4 100k 2 long time to devetop nis aoiities? 5 has found success despite having a disability? 6 Improves his skill by doing something else at the same time? 7 received tution to help him improve his talent? doesn't da anything to protect himsstt? 9 changed his goal in fe? 40 passes his skills on to ether people? fem a Phrasal verbs: turn 4 Match the phrasal verbs in italics in a-f with thelr mesnings 1-6. 22 ‘a. Ron White has trained up to six hours a day to turn his brain into a supercomouter. bb The snow started to fell heavily so we decided to turn back. © She was offered a post with more responsibility but she turned it down, Everyone thougnt she was innocent but she turned our to be the thief. © Jack always turns up et parties when everyone is leaving. When | can't do my homework, | turn to my mother for hell. 4 arive 2 prove to be sth 3 not accept @ proposal or offer 4 goto someone for advice, ete 5 become sth 6 stop and return to the place you sterted fromLA Derek Paravieini using food (a sugarsolution) and scent. «= snorkelling. Ron currently tenches memory Derele aravigini was born Blind with He acquired these skills after years of techniques o people all over the United severe learning difficulties and autism, He > Practice and is considered to be the leading States. During conferences, he manages hhas limited verbal skill, poor short-term eXerton bees inthe United States. As _tolear the namesof everyone in the amemocy and cannotread even Braille, but seb, hie skills were sought bythe likes of audience that he has shaken hands with — hehasan amazing talent: he can play any Hollywood film producer Chris Carter for 70 upta 200people. piece of musicafter only onehesring, He seenein themovie The XFiles.Despite Bei) Ronningsbakken ‘could play a toyorgan when he was two, *havingbeen sung around 75,000 times, ‘and when he was five his musical genius ‘Norman docs not consider whinthe does as s»wasrecognized by musictescher Adam especially dangerous, explaining that bees ‘Ockelford quite by chance when his parents oly become aggressive when they feel ‘went round the school for the blind, where threatened. jeep eats Roman eo pasion ‘Adam gave lessons in the following years... Ron White fe Raa alae Adam painstakingly taught Derelchow 0 pon White calls himself a‘brain athlen ‘countryside, was fascinated atan early ‘play properly and, atnine, Derek gave his uc nes not youraverage memory masiet, age by a TV programme which featured Sse ery mia eG ee despite earning the title of USA Memory _ wan Indian yogi doing balancing acts. He Derek — whose nickname is"The Human ‘Norwegian Eskil Ronningsbakken is an ‘extreme artist known for the super-human balancing acts he performs in locations vs around the world, Eskil, whose love for Champion, Ahigh-schooldiopout,Ron decided chat thls was what he waned 'Pod'—isableto play any song in any Key. Gieovered his amazing talentwhen he toda and joined the circus a the age of Sum AP eg Ee eon eanily enrolled ina memory class and noticed eighteen, where he perfected his skills. 2 lay the wrong note, butbecause he iS aDle the not only did he have'a passion for Yoga and meditation naturally play an te improvise, he cancover itup without eri. tail, but chat he could also beat ‘ss {mportant role in what he does, too. He SE TERS ‘everyone in the class. Since then he has practises them regularly in order to better B Dr Norman Gary strained up tosin hours a day to tara his focus and concentration. Eski'sjaw- Norman Gary'simeresinbees started _hisraininto. supercomputer, swhenhewas fifteen. Hisambition was _enablinghimtomemorize end ‘tect teksten beer recall data tvecord speeds. Rom ‘but instead he ended up becoming an saysthe key to histraining is © be academic, doing research in the field of eo distracted while memorizing things; apiculture (bee keeping), Norman's unique thisgives hisbrain incredible w ability is thathe is able to cover his body focus. For example, 0 become with thousands of bees; he can also control the USA Memory Champion the bees to make them do what he wants ‘he memorized cards while dropping actsinclude doing a handstand ‘on apile of chairs precariously balanced seabove 9 300-metre drop. He performs all his feats without a safety net or harness One lip and he would fall to his death, Eskil is well aware ofthe risks involved in ‘hac he does. Teel fest, ofcourse da, We beare humans and we have a natural sense of self preservation,’he admits,talents unit 2 Grammar (1) 24 Other ability structures 7 over toyou 8 Can and be able to are often interchangeable, Rewrite these sentences using the other form, a Derek Paravicini cannot read evan Braille, but he has an amazing talent; he ean play ‘ny piece of music after only one hearing. b He could play a toy organ when he was two. Why is it impossible to use can in these sentences? To be able to do what he does, you need a special talent. b Fon White has been able to tun his brain into a supercomputer, Rewrite these sentences using can or could, making any other necessary changes. a He’ able to run 100 metres in just over twelve seconds. b When | was younger, | was able to run up a hill without getting out of breath, ¢ They had eaten such a big breakfast that they weren’t able to finish their lunch. d_He would probably be able to touch his toes if he lost weight. © Even if 'd been stronger, | wouldn't have been able (o lift those heavy weights. Could or bo abio to aro beth possible in sentences a and b. Why is could not possible in sentence ¢? 1a Boforo Dave started smoking, he could / was able to held his breath for three minutes. b The doctors couldn't / weren't abio to seve the woman's life © After five hours, the firefighters sould / were able to put out the fire. 5 Which sentences in 4 can be rephrased with manage to / succeed in? Complete these sentences with the correct form of the verb in brackets and another verb. You may sometimes need to use the negative, Example: He lange 10 win de election despite strong oppesition. (manage) 1 Although they searched for several hours, the rescue party (succeed) the climbers, b He did his bost but he (be able to) all his work before the boss got back. © Daniel was thrilled when he (succood) hie ceiving test first time. d Although | was at home, the burglar ____ (manage) and steal my laptop without being seen. Melanie —_ (be able to) three lengths of the pool when she was. William's age. Paul's interview was this afternoon. | wonder ithe (manage) the job. & Iwas so tense that | (be able to) asleep, despite being tied, fh Although he didn't have 2 corkscrew, he _____(sueceed) the bettie. 1 = you (manage) any weight since you started your diet? Which sentences in 6 could be rewritten using could or couldn't? Discuss these questions. ‘a What can you de now that you couldn't do when you were a child and vice versa? b What difficult things have you managed to do in your life? (e.¢. pass your driving test; save up enough money for something expensive) ‘© What abilities do you (or someone you know) have? d_ What would you like 10 be able to do that you can’t?Reading and Use of English Part 2 Exam skills 1 Quickly read the text in 2. Choose the most sultable title tor the text. © How to find out what kind of learner you are b How different leamers lear best © What determines the kind of learner you ere 2 Read the text again, Choose the correct word In each pair to fil the gaps. What clues In the text helped you to choose your answer? but /however for/beceuse have /has mary/ lots must / need ‘order / fact the /an they/there to/from what / how Everyone (1) _ = _a different learning style and knowing what style may help you to learn most fecively ean, according to some experts, optimize your learning experience. ‘Although there ae many diferent vews on the subject, theres general agreement that ee are three basic styles: audcory, visual and kinaesthetc. Apparently, ifyou are(3) auditory learaer you Team bes by hearing and listening, so you will ‘dowel in formal lectures. Visual learners leam by seeing and looking. (4) of this, they will react best (5) _______ images and written information. Kinaesthetic Tearners lea by touching ard doing things, They (©) ____odohands-on attivities in (7) ___10 earn mos succesfully ‘Most people, (8) ______, tend to fall into more than one category though one style tends tobe more prevalent than the others. fyou are uneure (9) kind of, Jeamer you are, theteare (10) online questionnaires you ean do to find out —{ Exam practice | Open cloze 3 For questions 1-8, read the text below and think of the word which best its each gap. Use only one word in each gap. There is an example at the beginning (0). Look at the words which MELEE DE EE come hefore and after the gap to cide what kind of ‘AS soon (9) __8_ you have found out what your learning styles, there are sing, a ‘number of stratagies you can put into practce to improve how you learn, if you are visual learner, you shoulé take notes in class o in lectures (2) you afe not provided with handouts. You wil find it helpful to use a highlighter pen. (2) ___ emphasize the mest important information. Aso, ty to find sources of information (@)_____ ae ilustrated. Visual stimuli, whether in a book or a video, will help you understand and remember things, if you are an auditory learner, you might benefit from recording a iecture (5) —____ than taking notes. You wal earn from discussing your ideas with others, too. Kinaesthetic learners find it hard to sit tl for long 50 if youre studying (6) —____ en exam, you wil benefit from frequent breaks ‘Moving around (7) __trving to memorize something or doing another actvity at the same time wil aso (8) ___ beneficial Word Is Over te you 4 Discuss those quostions, ‘a What kind of learner do you think you are? b What strategies oo you use to help you understand and memorize new things? zuun squajeytalents unit 2 26 Grammar (2) Comparatives and superlatives 1. Read the text below. How similar or different are secondary schools In your country? Grammar reference page 161 What changes have there been in the last fifty years? Clessrooms have changed considerably in the last hundred vears. Inthe early 19003, the everage class in England was twice as big as the average in the 1960s - sixty pupils per class compared with thirty. Nowadays, the average class size ina secondary school is wenty-three, which isstill higher than in many other countries. A hundred years ago, teachers were stricter than today. Punishment was also more severe: pupils were often hit for bad behaviour ~ a practice not allowed in schools today. The curriculum inthe past was also less ‘extensive and concentrated on the three Rs Reading, Writing and Arithmetic ~ whereas today's curriculum includes everything from business studies to philosophy. Some people think that the teaching methods used in schools, today are not as effective as those used in the past but, given the wide range of imteractive tools available today, the 21st century is definitely the most interesting time to be in the elassroom for teachers end pupils alike. 2 Read the text again. Underline seven comparative and supertative structures, 3 What are the comparative and superlative forms of these adjectives and adverbs? Think of other examples of each type. 2 long / short 4 heawy / fanny & good / bad b lage / late important / independent hh well / badly © flat / thin 1 clever / narrow 1 quickly / carefully What form does the adjective and adverd take when used in the structure as ... as? 5 Complete these sentences with the correct form of the adjective in brackets, Over to you 7 ‘Tho film wos just as (good) as | expected it to be, This product is a little ___ (cheap than that one. © | must admit that my __ (young) brother is (clever) than me. Helena is by far (unlucky) person I've ever met, fe I'm feeling a bit _— (g00d) today, thank you. {The weather is much (hot) today then anyone expected. Today's exam was no (difficult) than yesterday's h Sara wrtes siignty (legiby) than me. | It’s considerably easy) to contact people nowadays than it was twenty years ago, j Tre (fast) you work, the ____(son) youll finish. Look at this list of modifiers used in § and answer quostions a-c below. Modifiers: a bit alitie alot considerably far/ by fer jus much no rot nearly (as... as) slightly Which modifiers show .. 2 nodifference? _b a small difference? ca big cifference? White © paragraph comparing yourself with someone you know well. Try to use a range of modifiers.Speaking Part 2 Exam skills 4.) 1.05 Listen to the Speaking Part 2 task instructions. Answer these questions, a How many photographs is each candidate given? b What do the candidates have to do first’? © What do the candidates have to do next? 2 Bafore you listen to the candidate's answer, look at the photographs and discuss with a partner what you would say. 3 + 1.06 Now, listen to the candidates’ answers and complete the table below. Controsting words but Words which give more information and ‘Words which express preference 4 pr sean 4 Can you add any more examples to the table above? Pronunciation § ) 1.07 Using stress appropriately gives meaning to what we say and makes us sound ‘more interested. Listen and underline the word which is stressed most in ad. The lecture hall is much bigger than the classroom, bb Teachers aren't nearly as strict as they usod to be. Cc It’s just as hard to spell a word in English as to pronounce it © Class sizes are considerably smaller these days. 6 Underline the word which would usually have the most stress in these sentences. ‘a My sisters only a bit older than me. She's a lot cleverer than me though b 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 2s yesterday's, Physics is by far the most i — difficult subject I've studied. I's much harder than chemistry. @ alien is no more difficult to learn then Spanish. 7 4) 4.08 Listen, check and repeat —_Exam practice } Long turn 8 Werk in pairs. Turn to page 153 and fellow the instructions 27unit 2 talents Writing Part 2 - Letter / email Think aheed 4. Discuss these questions ‘a How much of your correspondence is through email compared with letters? Do you approach emails differently from letters? Does it depend who you are writing to? Exam skills 2 Read this Writing Part 2 task. What points need to be addrassed in the reply? ‘Thisis part ofan email you have received from your English friend, Charlie Black. From: Charlie Black: Subject: Last night ‘What happened to youlast night? We waited ages for yout I hope you have a good excuse! (Justjoking;-)) Seriously though, hope nothing is wrong! [Let me know when youd like to meet up and we can reschedule ~ OK? Charlie ‘Write your email in 140-190 words, 3 Read these two answers to the task above. Which one Is more appropriate and why? ee... a... ‘Subject. Last ignt Hi Charlie, Sorry about lastnight. No, nothing's wrong! The thing is ‘Iwas held up. My tutorial went overtime and | gid’ get in il halt six. got changed and had a bite to eat, then | tried to get you on your mobile, but it was switched off 0 | texted you just to lt you know | was going to be late, ‘know you didn't get it ‘cos by the time | got there you'd ‘obviously given up and gone home, Sorryll! Hope you're ‘Rot too mad at me? ‘Tm pretty free next weekend, except for Saturday night when I'm going o a party, so Friday night or eny tine on Sunciay would be good for me. Let me krow i ether of those days suits you. If you fancy oating out wo could goto ‘Mario's’. The pizzas are supposed to be very good. ! can book us @ tabe ‘cost tends to be busy at the weekend. Can't wait to hear all about your holiday. ‘Speak soon, Andreas Subject: Last icht Dear Charlie Black, {Lam writing to apologize for yesterday evening, Unfortunately, twas delayed as my tutoral overran and | did not arrive home until 6.30. | changed, had a snack and attempted to contact you on your mobile phone, but it was Switched off. | therefore sent you a text message te inform you. that was going tobe late, | realize thet you did not receive my message because, by the time | arived, you had obviously decided Iwas not ‘coming and had returned home. Ido apologize. ‘Could we reschedule for next weekend? | have several ‘commitments aready but | have @ window on Sunday ‘evening. Would Sunday be convenient for you? ! have heard they serve excellent pizzas at ‘Mario's. | could reserve a table for us unless you would preter to go elsewhere. | ook forward to hearing from you. Yours sincerely, ‘Androas Lomberdi Formal and informal language 4 Say whether formal (F) or informal (INF) writing is more likely to. 2 have short sentences. b have an impersonal tone, _ © use contractions (e.g. cid"). d include polite phrases. 28 © use passive verbs, fuse ohrasal verbs. & leave out words (e.g. pronouns). __ h use very simple words or slang, —‘Meanings of get 10 Get has many meanings in informal English, Underline the examples of get in the first Email + writing guide pags 281 Note down some ideas for all the questions before you start writing your ansiver. 5 How many of the informal features from the list above can you find in the first email? 6 Hore are some typical ways of starting and ending an emailer latter. Which phrases ate informal (INF) and which are more formal (F)? Bost wishes Cheers Dear Sam Dear Sir Good tohear from youl Hello Hil Hiya! Howare things with you? I'mwiting to... Jo 40 Hunter (ts) Regards Thanks for your email Thank you for your email o You asked me about... Yours feithfully Yours sincerely 12 7 Which words or phrases are used in the second email on page 28 instead of these. Informal words and phrases in the first emeil? a abite to eat d I texted you & gone home b ted fe tletyouknow nm Sorry! © 80 t ‘cos 8 Which words or phrases are used in the second email on page 28 instead of the phrasal ‘verbs held up and get in In the first email? Why? 9 Replace the words and phrases in italics with the correct form of one of these phrasal verbs. back down bring up bump into call off put (sb) down put up with >My boytriend refuses to admit he's wrong even when he knows I'm right I wish people wouldn't eat at their desks. | just can't tolerate it Quite by chance | met someone | wes at school with yesterday, Have you heard about Tim and Jan? They've cancelled their wedding! » © Iwish you wouldn't enticize me in public it's really embarrassing. a f My grandparents raised five childven on a very low income. zyun ‘email on page 28. Then, find the more formal equivalents in the second email 12} —{ Exam practice | SS ae) 411 You are going to answer an emeil. First, ead the task. Then, work through stages 2-6 below ‘This is part of an email you have received from your English friend, Sam, From: Sam, So, you've started studying English again! That's great news. But you didait tel me anything about your classe!!! Arethey interesting? What sort of things do you do in class! Are you learning 2 lott sam Write your email in 140-190 words. your ‘2 Which ocints must you address in the answer? b Who is the target reader? Will your answer he written in a formal or informal style? ‘¢ Plan your answer before you start writing. Remember to use informe! language. 6 Finally, read through your email, checking grammar, spelling and punctuation.unit 2 talents | Reading and Use of English part 3 Exam skills 41 Choose from the list the correct part of speech needed to complete these sentences. What clues helped you to decide? adjective adverb noun vets @ Atthe ___ of their career, top professional footballers eam in a year more than most people earn in a ifetime. HIGH b Some people ___that top sports personalities are worth every penny they earn and think they are grossly overpaid, AGREE © He can pass the ball very _ = SKILL dif you want to get to the top in ary sport you need tobe ____. AMBITION 2 Now, complote the sentences above with the cerrect form of the word in capitals. 3 Use the suffixes In A te form nouns from the verbs in B, making any necessary spelling changes. Aral ante /-ence -er/-or on / ation ity ment @ Bi arrive complete employ expect improve inform perform predict prosper protect’ refuse reject work First, read the text quickly 4 Quickly read the text below. Think of a suitable ttle for it. to get a general idea of the topic, ‘1 | —{ Exam practice Word formation 6 Use the word given in capitals at the end of some of the lines to form a word that fts in the gap in the same line. There is an example at the beginning (0). Nowadays, prize money for women tennis (0) Players _, at Pay least in the major (2) __ is equal to men’s, But some COMPETE male players do not think thie ie fait. Their (2) ARGUE {is that as men spend more time on the court per match, they should get paid more. Probably, and not surprisingly, many women tennis players (3) —__ + saying that they AGREE train just as hard as the men, are just as skilled and the @ they provide is the same. However, and ike ENTERTAIN, many athletes, most of their income does not come from official prize money, Instoad, it comes from (6) ______ contracts ‘SPONSOR with fashion ana sportswear companies, turning some sports stars into millionaires at a very young and vulnerable age. Itis, (6) _____ surprising then that some sports stars are HARD (7) ____ to cope with the pressure that goes hand in ABLE hand with being (8) _— and consequently become FAME | Victims of their own success. rer to you 6 Discuss these questions. ‘a Who are the highestearning sportspeople in your country? De they deserve the ‘money they earn? b Do you agree that women sports players should earn the same as men? ‘© Do you know ary sportsmen or women who have become victims of their own success? 30Listening Part 2 Tip Think ahead Read the sentences you have to complete before the | recoraing starts. Decide whet kind of information you need to listen for. Sentence completion Adjective prefixes: extra, hyper, over, under 42. You are going to hear someone talking about ‘hyper-parenting’. What do you think this Is? Before you listen, discuss these questions. ‘a When you were a child, did your parents encourage you to take part in ary activities outside school, such as sport or music? Did you enjoy them? bb Are there any other extracurricular activities which you wish you had had the ‘opportunity to do? 2 Look at questions 1-10 in the text below. What words could go In the spacos? —{ Exam practice —_ 2-4) 1.09 You will hear a man talking about hyper-paranting. For questions 4-10, complete the sentences with @ word or short phrase. Cathy Hagrers chicken hove |______El], sotcer an piano practice afterschool Cathy admis hat evenonein the fami is sufferng from{| because of their ese Hyper parenting affects Bibpcrents in the United States and Britain Expectant mothers ae tld that they have teat Oo ‘More and more children are getting | Bilbecause they are so stressed an tired, Many children have to attend Tl stter school because both parents work. ‘Some of the chien who do activities outside school are only Bayes of age. Parents worry that they are Bib their childten ifthey don't give them every ‘opportunity “Terri Apter has found that many teenagers can't cope with’ Bitreyhave when they start allege. Apter advises that, along with organizing extre-curticular activities for their children, perents should give them enough time for wm 4 Match the adjective prefixes extra, hyper, over and under with the adjectives below, More than one answer may be possible. active curricular indulgent optimistic populated priced sensitive steffed terestriat used valued 5 Complete these sentences with the correct prefix + adjective. a Some children are : they can’t sit still for a minute b Some parents are ___: they give their children everything they ask for. © One of my friends is she bursts into tears at the smallest eriticism. 4 Many people would agree that nospitals in the UK are _: this is because there is a shortage of dactors and nurses. e Anumber of actwitles are reported in the USA every year: there nave been sightings of flying saucers and strange goings-on. sqayen zqunUnit 2 Review 41 For questions 4-8, read the text bolow. Use the word given in capitals at the end of some of the lines to form @ word that fits In the gap in the same line. There Is an ‘example at the beginning (0), eKOL uy Harry Houain| (1874-1926) was one of the most (0) cin _ escapologists, stunt peformers and (1) __ ofall time. Bom in Hungary he emigrated with his farrily to the USA at the age of four.As acti Eich Weiss, as he was (2) —_ ‘ntl he changed his name in 1801, did a (3) __ of jobs, inclusing beng a ‘wapeze artist But ne soon moved on to cohg escape acts and learned to free himselt ‘for handeufs, chains, etc. in full ew of an audience. Houdini explained some of his tricks in books witten (4) ___his career. THROUGH He wes not double-ointed, as was sometimes reported, but was extiemely (5) __, being able to dstacate his shoulders at wil ATHLETE ‘rorically, Houdini didn’t de during the (6) ___of one of his move PERFORM (7) _____ stunts but asthe result ofa ruptured appendic. Hei, ven today, DANGER ‘one ofthe ten most recognized (8) __ names inthe wort. CELEBRATE, 2. Complete those sentences with the correct forms of can, be able to, manage or ae : ; i a ka wo a aS wa : owe (oo porte Grete care @ Tm soy tt (coo a rare to oyu nytt how 1 Tj it te ees te Sg ME ¢ too wnt zee rea wate ‘9. Choose the correct word to complete the phrasal verbs in these sentences. ‘a Nobody thought he would be a success. but he turned out / inte to be one of the ‘mast successful stars ever b They were on their way to the airport when Mary realized she had forgotten her passport, so thoy had to turn up / back. | was surprised to hear she had tumed up / down his proposal of martiage. He elnays tins (9 / into his manager for advice on what to do, It started 2s a difference of opinion, but turned to / into # fullseale argument. Hundreds of people turned up / over to see the stars at the film premiere. 2© Which things have you never done, or would you never do? Why rot? d Which activities serious problems for incividuals who do them regularly? What problems can they cause? 2 Now discuss these questions, ‘2. Do you think some people havea tendency to become addicted 10 activities more quicky than others? if so, do you think itis something in a person's character that causes this teadenoy? b Wmat can oF should be done to help young people to avoid becoming addicted to substances or activities? 33compulsion unit 3 | Listening Part 4 Think ahead 4. Discuss these questions with a partner, ‘a How much time de you spend in an average day on the following activites? + talking to fiends on your mobile phone + sending text messages *+ keeping in touch with friends on social networking sites + reading and replying to emails b Doyyou think you spend too much time on these activities? Are you a ‘digital addict"? ¢ How easy would it be for you to go without your computer and mobile for a week? —{ Exam practice Multiple choice 2 -{) 1.20 You will hear part of 2 radio phone in programme on the subject of people's wD ae use of digital technology. For questions 1-7, choose the best answer (A, 6 or C). 1 What are James’ parents worried about? Before you listen for the first A that their son does not have mary friends time, read the questions and B that their son spends too much time with internet friends | the three options carefully, © that their son goes out with his friends too often undertining key words, 2 When does James spend the most time talking to virtual friends? A when he is going to college B when he first wakes up © when he isn’t at college 3. What is James’ own opinion of his behaviour? A He doesn’t think It Is unusuel. B He realizes that itis antisocial Ho knows his behaviour will have to change. 4. What generalization does James make about adults? ‘A They don't understand young people. B They ate oo seriousninded, They are alweys busy. 5 What does Evan, the child psychologist, think ebout James’ problem? A He supports James’ parents’ views, B He sympathizes with Jamos. © He understands both points of view 6 What does Joanne Carter, the head teacher, suggest James should do? A get professional treatment for his addiction B take up new sports and otner activities © gradually reduce the time he spends on virtual fends 7 On wnat does Liz Winsett base ner aovice to James? A her professional experience B what happened in the case of one of her children © ‘her observations of otner teenagers she knows Over to you 3 Discuss these questions. 2 Who are you more sympathetic to ~ Jemes or his parents? Give reasons. 'b What advice would you give to parents who are worried about their children’s use of, digitel technology? ‘© What advice would you give to teenagers about how to deal with their parents" 34Grammar (1) Habits and typical behaviour + Grammar reference page 162 used to and would 41. Do these sentences describing habits or typical behaviour refer to the past, the future or any time? 2 Ona normal day, Il update my status as soon as I wake up. bb it's what |'m used to doing. © |used to play tenis with my dad most weekends. 4. Sometimes we'd go fishing together, € Try to spend more time with real people — you'll soon get used to it. 1 I didn’t use to drink coffee, but now I really ike it Where did you use to play when you were a child? 2 What is the difference in meaning between the sentences in each palr a-c? @ 1 | used to check my email every hour. 2. I'm usad to checking my email every hour 4 Ona normal day, I'l uodate my status as scon as | wake up. 2 On a normal day, I'd update my status as soon as I woke up. 4. I'm used to spending time with real fiends. 2 I'm getting used t0 spending time with real friends. 3 Used to and would are often interchangeable. However, sometimes we cannot use would and must use used to. Choose the correct option to complete a-e below. Sometimes both options aro possible. Can you work out the rule? 2 | used to / would play football on Saturday afternoons, b When Iwas younger, | used (0 / would! have long hai My parents used fo / would live in Italy Inthe summer, we used to / would go for long walks. ‘© My grancfather used to / would crive an old Mercedes. 4 In which of these sentences can used to be replaced by would? ‘a When he was younger, George used to eycle to school. b Where did you use to work? Both my perents used to smoke. d When | was younger, | used to be very thin. 5 Compare aspects of your lie ten years ago with your life now. Think about the following and write sentences using used to or would. Compare your answers with a partner. food getting around holiday time ideas and beliefs musical tastes spending money 6 Think about your life now and discuss these subjects with your partner. @ A charge you are experiencing now — for example, at school or work, b Changes you would like to make to your life. Which chenges would you find easy to get used to? Which would you find difficult to get used to? equn uoisindwosunit 3 compulsion Grammar (2) Countable and uncountable nouns 1 Underline the countable and uncountable nouns in these extracts trom 4) 1.10. = Grammar reference poge 163 i's just a bit of fun, | think edults take these things too seriously’ “Ihave to say | have great sympathy with your parents and completely understand their point of view... My advice to you would be to spend less time on your phone. 2 Which of the following quantifiers ean be used only with countable nouns? Which can only be used with uncountable nouns? Which can be used with both? afew alittle, many most ofthe no several alotof oll tho none of tne enough few ttle ot much plenty of some 3 To meke uncountable nouns countable, use countable expressions. Match the expressions with the anpropriate uncountable nouns. Some expressions cen be used with mere than ene noun Example: an item of news Countable expressions: abit of a box of agiass of apiece of a shest of astroke of awordof —anitemo! Uncountable nouns: advice clothing equipment fruit furniture information luck matches milk music news paper research 4 Some nouns can be countable and uncountable. Put these nouns in sentences which show the different meenings. Example: Would you like some eheese? / Cheddar Is an English cheese. cheese chicken checolate noise room time exercise experience language ight 5 Read the text below about cupcakes without trying to fill the gaps. What does the writer say is the connection between cupeakes and children? { Exam practice Open cloze 6 For questions 1-8, read the text below and think of the word which best fits each ¢ap. Use only one word in each gap. There is an example et the beginning (0). Its well known that people can become addicted to and fat. The advertising suagests that your mother (0) __citnzat anything. According tothe writer of The Fix, (5) to make them, but even if she id’t, the jneoole can even et hooked on cupcakes. Here’ an extract, pasteb-coloured icing implies thet one bite will ake you “The modem cupcake 8 (1) thingof wonder:a__ (6) —___ to your childnood. tbase of sponge under a layer of sugar and buttercream. Itlooks (2) a minature birthday cake ~ and indeed, Cupcakes are so innocert-looking you could leave one on your desk at work and no one (7) comment. On the birthdays are the perfect excuse (3) hurry to your local supermarket to buy some. The old-fashioned charm of cupcakes helps us to forget about (4) __ the sugar ccther hand, this everyday food item can get us (B) ‘trouble because it isan cbject of desire than can reinforce ‘addictive behaviour: Over to you 7 Discuss these questions. ‘a Are you addicted to any kinds of food? b Ave there certain foods that remind you of your chilchood? 36Vocabulary Think ahoad 1. 2 Phrasal vers 3 Phrasal verbs with givo 4 Overtoyou 8 Road this toxt. How doos the writer of this toxt foo! about thelr addiction? ‘Are you acidicted to these or any other foods? Exchange Ideas with a partner. chet chips chocolate coffee hamburgers sugar tea 2 chilies Find and underline six phrasal verbs in the text above. Replace the phrasal verbs with the correct form of a word or phrase from the list below. Example: I've reduced evtdewe my intake to one block a day. disgust gain reduce shine stop survive (on) ‘Match the phrasal vorbe with givo in a-o with thoir meanings 4-7. Some vorbs ha ‘more than one meaning. 4 surrender or admit you can’t do something 2 gieavay 2 distribute things to people b give back 3. stop being invoved with someone because they © ghein disappoint you @ ive out reveal secret information ¢ give upon ‘otum something to its owner 4 5 6 let someone have something without paving 7 hang (nomeywork to a teacher Complete these sentences with the correct form of @ phrasal verb with give. a. Ive been watching this DVD ever since Rachel lent it to me. | really ought to it _to her and buy it for myset b feel like __James ~ he never does what he says he's going to do. © One of the supermarkets in town is fee samples of a new kind of nom-addictive chocolate. You should try It d Ihaven't had a clgaratte for three days, and I'm not going to now, @ All over town there are people ___leafets about how to stop smoking. @ 1.11 Listen to some phrasal verbs. in the two-part phrasal veros, is the main stress (on the verb or the particle? Where Is the main stress in the three-part phrasal verb? -@ 1.12 Listen to two pairs of sentences with phrasal verbs. What general stress rules ‘ean you work out? Discuss these questions. a Have you ever given up on someone because they disappointed you in some way? b What do you do if somecne doesn't give back something that belongs to you? © Have you ever had to give in bezause you couldn't do something you tried to do? a7 eyun jo1sjndusunit 3 compulsion | Reading and Use of English Part 6 Exam skills Read the gapped text quickly Then read the missing sentences and underline any reference words such as names, pronouns and times. 1. Read sentences a-f. Then, find the correct follow-on sentences in 1-6. Underline the words or phrases that helped you decide. a People are always claiming they're addicted to things, b now there are people who sue fast food companies because they blame their heaith problems on the acdictive nature of fast food and the refusal of restaurents to provide healthier alternatives. © Would you be able to recognize someone who hed a serious gambling habit? Would he look rich? @ The belier that addiction Is 4 disease Is becoming more accepted. © Habitual behaviour 's a natural part of our lives and includes everything from shutting down your computer to combing your helt It isn’t dificult to break these habits because we usually do them without thinking, f We offer this eating plen to help food addicts. 1 Or would his eyes have a worried, slightly mad look? 2. Addictions, however, ere conscious choices that can become very difficult to control 3 A recent case invohed a man who suad a restaurant for not telling customers that it used a cortain kind of cooking ft. 4 Itis not meant to be a clet, but a permanent change in eating habits. 5 Ie heard them say, ‘I'm adgicted to coffee" or *'m hooked on that TV programme’ 6 This is not surprising as the loudest voices involved in defining conditions come from doctors and other health workers. —{ Exam prac Gapped txt 2 You are going to read an article about dealing with addiction, Six sentonees have boon removed from the article. Choose from the sentences A-G the one which fits each gap (4-6). There is one extra sentence which you do not need to use, A Half an hour of intense aerobic exercise can produce five times the amount you'd have if you were sitting down, B Low concentrations of these are closely linked to depression, © Itmay be, though, that the thril can never quite compare with that achieved by taking drugs. D People become addicted to something because there's an underlying unhappiness. Steve, a personal trainer, used his work to mask n's secondary acdiction. ‘The thrill fiom the exercise is the thing, the druglike feelings brought about by the activity are what adgicts want, G With a negative addiction, on the other hand, exercise overrides everything, Over to you 3 Discuss these questions. 38 ‘2 Do you think addiction Is meiniy an individual or a social problem? bb Do you think that some addictions are harmless or are they all harmful? © Ifyou thought thet you were becoming addicted to something, what would you do it you found it difficult to simply stop?