First Masterclass Teachers Book

Simon Haines
Barbara Stewart
with Anna Cowper
Cambridge English
First
Teacher’sPack
Teacher’s Pack

4512787 FirstMasterclass Teachers Book.indb 1 19/06/2014 11:23

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00a FirstMasterclass TB Prelims SO.indd 2 31/10/2014 16:31

Contents
Student’s Book Contents 4
Introduction 6
1 Appearance and identity 10
2 Talents 18
3 Compulsion 25
4 Roles 33
5 Travel and Culture 39
6 The mind 46
7 Free time 52
contents
8 Media 58
9 Around us 64
10 Innovation 70
11 Communication 76
12 Society 81
Unit Tests 87
Progress Tests 111
Test answer keys 120
Sample Cambridge English: First answer sheets 126
DVD information and Speaking criteria 131

3

Student’s Book Contents
Unit Reading and Use of English Listening Speaking
1 Appearance and Part 1 – Multiple-choice cloze p15 Part 1 – Multiple Part 1 – Conversation with interlocutor p17
identity Part 5 – Multiple choice p12 choice p10 Pronunciation: Sentence stress p17
Word building p12
2 Talents Part 7 – Multiple matching p22 Part 2 – Sentence Part 2 – Individual long turn p27
Part 2 – Open cloze p25 completion p31 Pronunciation: Sentence stress p27
Part 3 – Word formation p30 Adjective prefixes: extra,
Phrasal verbs: turn p22 hyper, over, under p31
3 Compulsion Part 6 – Gapped text p38 Part 4 – Multiple Part 3 – Collaborative task p41
choice p34
4 Roles Part 5 – Multiple choice p46 Part 3 – Multiple Part 2 – Individual long turn p53
Collocations with have and take p47 matching p50
Part 2 – Open cloze p49 Pronunciation:
Part 4 – Key word transformation Stressed syllables p50
p52
5 Travel and Part 7 – Multiple matching p58 Part 4 – Multiple Parts 3 & 4 – Collaborative task (Part 3) &
culture Part 3 – Word formation p62 choice p63 Discussion on topics of collaborative task
student’s book contents
(Part 4) p65
Pronunciation: Opinion language p65
6 The mind Part 6 – Gapped text p74 Part 2 – Sentence Parts 3 & 4 – Collaborative task (Part 3) &
completion p70 Discussion on topics of collaborative task
Personal qualities p70 (Part 4) p73
Pronunciation: Linking words p73
7 Free time Part 5 – Multiple choice p82 Part 1 – Multiple Part 3 – Collaborative task p87
Part 1 – Multiple-choice cloze choice p89 Pronunciation p87
p88
8 Media Part 6 – Gapped text p100 Part 3 – Multiple Part 2 – Individual long turn p97
so and such p100 matching p94
9 Around us Part 5 – Multiple choice p106 Part 4 – Multiple Part 1 – Conversation with interlocutor p112
Word building p107 choice p113 Pronunciation: Intonation in sentences p112
Travel collocations p113
10 Innovation Part 7 – Multiple matching p118 Part 2 – Sentence Part 2 – Individual long turn p122
Parts 2 & 4 – Open cloze (Part 2) completion p124
& Key word transformation
(Part 4) p121
11 Communication Part 6 – Gapped text p130 Part 1 – Multiple Parts 3 & 4 – Collaborative task (Part 3) &
choice p136 Discussion on topics of collaborative task
(Part 4) p134
Collocations with say, speak, talk and tell p134
Confusing verbs: hope, wait, expect, look
forward to p134
Showing you are listening p134
Question tags p135
Pronunciation: Sentence intonation p135
12 Society Part 7 – Multiple matching p142 Part 3 – Multiple Parts 1, 2, 3 & 4 – Conversation with
Crime vocabulary p142 matching p146 interlocutor (Part 1), Individual long turn (Part
2), Collaborative task (Part 3) and Discussion
on topics of collaborative task (Part 4) p147
Extra material p153 Grammar reference p158 Overview of exam tips p175 Writing guide p178 Audioscript p185
4

Writing Grammar Vocabulary Review
Part 1 – Essay p18 Modal verbs of obligation p11 Parts of the body p16 p20
Present tenses p14 Seeing verbs p16
Adverbs p14
Part 2 – Email p28 can / be able to and other ability Phrasal verbs p29 p32
Formal and informal language p28 structures p24
Meanings of get p29 Comparatives and superlatives p26
Part 2 – Article p42 Habits and typical behaviour p35 Phrasal verbs p37 p44
Creating interest p42 used to and would p35 Phrasal verbs with give p37
Part 2 – Open cloze p36 Pronunciation: Phrasal verbs p37
Countable / uncountable nouns p36 Adverbs p40
Part 1 – Essay p54 The future p48 Phrasal verbs with bring p51 p56
Linking words p55 Part 2 – Open cloze p48 Words with several meanings p51
Future continuous and future perfect
p49
bound to / likely to p49
Part 2 – Review p66 Past time p60 Travel phrasal verbs p61 p68
Evaluative adjectives p66 Part 4 – Key word transformation p61
student’s book contents

Compound adjectives p67 Words often confused p64
Language of recommendation p67 Extreme adjectives p64
Part 1 – Essay p78 Gerunds p71 Collocations p76 p80
Gerunds and infinitives p71 Part 1 – Multiple-choice cloze p77
Part 4 – Key word transformation p72
Part 2 – Letter p90 Passive verbs p84 Sports vocabulary p86 p92
Formal vocabulary p91 have / get something done p85
Word building p91 Part 2 – Open cloze p85
Part 1 – Essay p102 Reporting statements p95 Compound nouns p98 p104
Connecting ideas p103 Reporting questions p95 Pronunciation: Stress in compound
Avoiding repetition p103 Time references p95 nouns p99
Other references p95 Word formation p99
Reporting functions p96
Part 4 – Key word transformation p96
Part 2 – Report p114 Relative clauses p108 Dependent prepositions p110 p116
Impersonal language p115 Part 2 – Open cloze p109 Part 4 – Key word transformation
p111
Part 2 – Review p126 Wishes and regrets p120 Adjective suffixes p123 p128
Evaluative adjectives p127 I’d rather and it’s time p 120 Part 3 – Word formation p123
Compound adjectives p125
Pronunciation: Compound adjectives
p125
Part 2 – Article p138 Conditionals 0, 1 and 2 p132 Positive or negative? p137 p140
Conditional 3 p132
Mixed conditionals p133
unless, as long as, provided that p133
Part 4 – Key word transformation
p133
Part 2 – Report p150 Probability and possibility p144 Part 1 – Multiple-choice cloze p149 p152
Complex sentences p151 Articles p148

5

Introduction
Course Overview Reading and Use of English

Each Reading and Use of English section provides practice
About First Masterclass for one or several exam-type tasks from the Reading and Use
of English paper. Through the course, students develop the
This fully updated and revised edition of First Masterclass
vocabulary and grammar needed for the Reading and Use of
provides materials which give prospective candidates
English paper Parts 1, 2, 3 and 4 and the reading skills needed
appropriate preparation and practice for the 2015 Cambridge
for Parts 5, 6 and 7. Reading and Use of English sections start
English: First (FCE) exam. In addition to offering students
with a lead-in that prepares students for exam practice either
extensive guidance and exam training, it also contains
by activating existing knowledge or developing language
interesting, lively and challenging materials for the classroom.
and skills. The exam practice task is clearly labelled and is
accompanied by a tip box with advice on how to approach
About the exam the task. These sections finish with vocabulary extension or
The Cambridge English: First exam consists of four papers: discussion activities (Over to You) that enable students to react
Reading and Use of English, Writing, Listening, and Speaking. to the reading texts and activate the language covered in that
The Reading and Use of English paper carries 40% of the total section.
marks, with the remaining three papers each carrying 20%. The
All the reading passages are authentic texts, with only minimum
examination is Level B2 on the CEFR scale. An overview of the
modifications within the guidelines for the exam. They have
examination appears in the Student’s Book on pages 4–8.
been selected from a variety of sources – magazines, journals,
popular and serious newspapers – and reflect a variety of
Course components registers and styles, ranging from formal to informal and serious
introduction
The course comprises: to humorous, to prepare students for the range of texts they
• Student’s Book with access to Online Practice and an online may encounter in the exam.
Cambridge English: First practice test
• Workbook (with / without key) with MultiROM, including Listening
Workbook audio and access to an additional Cambridge Each Listening section focuses on one examination task type
English: First online practice test from the Listening paper. Throughout the course, students
• Teacher’s Book with Speaking DVD and photocopiable Unit listen to a wide range of texts and learn to identify the function
and Progress Tests and purpose of each text, recognize feelings, attitudes, opinions
and agreement between speakers and identify gist, details and
main ideas. All recordings in the Student’s Book fully replicate
Student’s Book the actual exam. First, students hear the examiner’s instructions.
The Student’s Book contains: Then, there is a timed pause during which students read the
• Overview of the exam listening task. A ‘bleep’ marks the end of the pause and the
• 12 topic-based units beginning of the recording. As in the exam, the recordings
• A Review page at the end of each unit include a variety of accents. Full audioscripts including the
• Tip boxes alongside exam-practice tasks examiner’s instructions are located at the back of the Student’s
Book and in the Teacher’s Book within the unit notes.
• Grammar reference section
• Overview of exam tips Speaking
• Writing guide with sample answers Each Speaking section includes practice of one or several Part
• Audioscripts 1, 2, 3 and 4 tasks from the Speaking paper. Through the course,
Each unit includes an introduction and review, practice for all students gain experience in organizing individual and pair
parts in each of the four Cambridge English: First papers, and responses and in handling different types of discourse, such
additional grammar and vocabulary building activities. as expressing an opinion, describing, comparing and reaching
agreement. Relevant pronunciation exercises are included.
Introduction Several speaking sections include opportunities for students to
This section presents the overall theme of the unit by listen to examples of candidates doing a speaking task and to
engaging students’ interest in the new topic, activating general compare their own ideas with those of the candidates. These
knowledge, introducing related vocabulary and providing recordings replicate the exam situation, enabling students to
opportunities for both general fluency practice and specific hear the examiner’s instructions as they would be given in an
exam practice for Speaking.

6
00b FirstMasterclass TB Intro SO.indd 6 31/10/2014 16:39

actual exam. Audioscripts of these recordings are located at the in each unit. These tips provide guidance on how to approach
back of the Student’s Book and in the Teacher’s Book within the each of the task types on the Cambridge English: First exam.
unit notes. Writing guide: This guide (pages 178–184) provides a model
answer for each of the tasks in Part 1 and Part 2 of the Writing
Writing paper with accompanying notes on how to approach each
These sections prepare students for the Part 1 essay and the task type and how to structure a response. Useful phrases and
Part 2 questions. They follow a similar procedure throughout. expressions that students can use in their own writing are also
First, students consider an aspect of writing such as purpose, given.
register, organization or content. Next, students analyse a Audioscripts: Complete audioscripts (pages 185–191) enable
writing sample to inform their own work. Finally, students students to follow the recordings or to note how specific
complete an exam-type task using the accompanying notes to language items are used in context in follow-up work in class or
help them. Further support can be found in the Writing guide at at home.
the back of the Student’s Book.
Grammar Online practice

Each grammar section focuses on at least one major area of A unique unlock code on the card at the back of the Student’s
language. In order to exploit what students already know, an Book gives access to Cambridge English: First Online Practice
inductive approach to grammar is taken, meaning the target and an online Cambridge English: First practice test. There are
language is shown in context rather than presented explicitly. over 50 exercises which allow students to continue to develop
This context might be a preceding reading or listening text or the language, skills and sub-skills they need for the Cambridge
a set of sentences. Students answer questions or do a variety of English: First exam outside class time. For each part of each
tasks to show what they know or what they can work out about paper, there are two skills-training exercises and an exam-
the meaning and form of the target language. This introduction practice task.
is followed by several practice activities. Each grammar section
Using the Online Practice
ends with either an opportunity for students to use the target
language in an exam-practice task or in a less controlled The Online Practice can be:
speaking or writing task. The exam-practice tasks provide • teacher managed via a free Learning Management System
introduction
students with further practice in completing Part 2 and Part 4 of (follow the instructions for Option 1 or Option 2 on the card
the Reading and Use of English Paper. at the back of the Student’s Book)
OR
Vocabulary • used by individual students for self-study (refer your students
Vocabulary plays a prominent role in every unit. As well as to the instructions for Option 3 on the card at the back of the
regular contextualized vocabulary work in the Reading and Student’s Book)
Use of English and Listening sections, most units include two
vocabulary pages, which focus on specific topics or lexical Teacher-managed Online Practice
systems. Wherever possible, students are encouraged to use If using the Student’s Book in class, we recommend choosing
vocabulary in both controlled and free-practice activities. this option so you can assign exercises and tasks from the
Online Practice and the online practice test via the free Learning
Review Management System (LMS), where it is easy to:
Each unit ends with a Review page that enables students to
• manage what exercises and tasks your students do and when
revisit key grammar and vocabulary from the unit. The Review
they do them
also includes an exam-style practice task from Part 1, 2, 3 or 4 of
the Reading and Use of English paper. • see your students’ results in an online markbook so you can
identify areas of class or individual weakness, allowing you to
Features focus on what students really need to work on
Grammar reference: A link at the beginning of the grammar • read, comment on and mark your students’ extended writing
section in each unit guides students to the appropriate sections tasks online with an option to return work to students for
of the Grammar reference on pages 158–174 of the Student’s them to improve and resubmit. A marking guide and sample
Book. Organized on a unit-by-unit basis, this reference provides answers are provided
concise explanations and further examples of the grammar • listen to, comment on and mark your students’ recorded
points covered in each unit. This section should be regarded responses to speaking tasks online
as a first point of reference for students to check their answers You can choose whether to assign the exercises and tasks in the
to introductory questions and tasks or when working through Online Practice with ‘no help’ (for assessment) or ‘with help’ (for
practice exercises. It can also be used for general revision supported learning). For exercises and tasks you set ‘with help’,
purposes. students are allowed to:
Overview of exam tips: This section (pages 175–177) • mark their answers, try anything they got wrong again, see
amalgamates the tips that accompany the exam practice tasks the correct answers with explanatory feedback

7

• look up the meaning of words in questions and texts in the Speaking: This section contains two skills-training exercises for
integrated online Oxford Advanced Learner’s Dictionary, 8th each part of this paper and an accompanying speak-and-record
Edition (this saves time and helps students improve their exam practice task for each of the parts.
vocabulary) Students can simply work through the material at their
• read tips and strategies to help them prepare for the exam own pace, or you may wish to assign specific exercises for
• see sample answers for the writing tasks and useful language homework. For example, if you have focused on Reading and
for the speaking tasks Use of English Part 2 in a lesson, you might like to get students
• If you assign exercises with ‘no help’, these support features to do the Reading and Use of English Part 2 skills-training tasks
will be disabled. and exam practice task for homework to further familiarize and
prepare them for that particular task type.
You could choose the sections or exercises of the Online
Practice you wish students to do, and assign them first with Learning support features
‘no help’, i.e. with all support features disabled. This will allow
These learning support features are available to students for
you to assess how well prepared your students are at any stage
assignments set ‘with help’ or if students are using the self-study
of the course. You can then assign any problematic exercises
option.
again ‘with help’, i.e. with all support features enabled, so that
individual students can benefit from the learning support Feedback Students get answers and explanatory
features. You can assign the whole Online Practice in one go, or feedback on automatically marked
a unit, or a selection of sections or exercises. questions. If they can understand why
If you choose to use the LMS, we recommend following they answered a question incorrectly,
instructions for Option 1 on the card in the Student’s Book. If it will help them to think more clearly
you would prefer to register students yourself, you will need to about a similar question next time.
collect their cards with unlock codes and follow the instructions
for Option 2. Dictionary look-up: Allows students to look up the
Oxford Advanced meaning of words in exercises and
Self-study Online Practice Learner’s Dictionary, texts. They just type the word in the
You may prefer your students to work through the material in 8th Edition search box and get a definition from
introduction
the Online Practice and Cambridge English: First practice test the OALD in a pop-up window.
at their own pace, using the ‘self-study’ option. Students will Tips Tips are available on how to answer
need an email address to register. They will need to follow the exam questions and other general
instructions for Option 3 on the card in their books. language learning topics. Students can
For this option, students will have access to all the learning look at the tips before they attempt an
support features (see table below), but you will not be able to exercise or if they get stuck. Students
track their progress, see their results or do any marking online. need to click ‘Show Tip’ on the left of
Note! It is very important that you tell your students which their Online Practice screen.
access option you want to use. For more information about
Audioscripts Students can read audioscripts in the
online practice and online practice tests and the LMS go to
Listening and Speaking sections to
www.oxfordenglishtesting.com.
help them understand any areas they
Students have 18 months to complete the Online Practice and didn’t understand when they just
Cambridge English: First practice test from the time they register. listened. They can view these after
Online Practice content marking by clicking the ‘Audioscript’
link.
There are four sections:
Reading and Use of English: This section contains an exam Sample answers Students can see sample answers in
practice task for each of the seven parts of this paper preceded the Writing sections after marking.
by two skills training exercises for each part. There are 21 They can analyse the sample answer
exercises in total in this section. and then read comments on the
Listening: this section contains skills-training exercises and an sample answer to give them a good
exam practice task for each of the four parts of this paper. There idea of what is expected in the exam.
are 12 exercises in total in this section. Students can then improve their own
answer.
Writing: This section contains two skills-training exercises and
an exam practice task for Part 1 and two skills-training exercises
for Part 2 plus an exam practice task for each of the five text
types that may come up in Part 2 questions: letter, email, report,
review and article.

8

Reading and Use of English, Writing, Listening, Grammar and
Useful language Lists of useful language are provided
Vocabulary. It is available with or without an answer key.
in the Speaking sections. Students just
need to click the ‘Useful language’ link Each unit of the Workbook relates to the corresponding unit
at the bottom of their screen for lists in the Student’s Book in both topic and content. In this way
of useful expressions for the Speaking the Workbook reinforces the grammar and vocabulary from
exam. the Student’s Book. In addition, each unit in the Workbook
includes exercises to further extend students’ vocabulary for the
Change your After marking, students can click Cambridge English: First exam.
answers and try the ’Change’ button to try to do an There is a MultiROM at the back of the Workbook which
again exercise again or to answer a question contains audio material linked to the Listening sections in
again. If students are using the self- the Workbook. Students can play the audio in a CD player or
study option or you have set them on a computer. There is also a link which takes students to
the assignment ‘with help’, they can www.oxfordenglishtesting.com where they can get access to a
change their answers as many times complete, interactive Online Practice Test. The test offers:
as they want before they submit their
• authentic test practice
assignment.
• automatic marking for instant results
• online dictionary look-up
Online Cambridge English: First practice test
The unlock code that students get for the Online Practice Information about the Cambridge English:
also includes access to a complete oxfordenglishtesting.com First exam
Cambridge English: First practice test. If you are using the LMS
There is an overview of the exam on pages 4–8 of the Student’s
option you can assign this test to your students as a whole
Book.
test, or by paper or part using Test mode (= ‘no help’/ no key)
so that you can assess how well-prepared your students are, Please go to http://teachingsupport.cambridgeenglish.org/
or in Practice mode (= ‘with help’ / with key) for practice and for up-to-date information about the exam including full exam
familiarization with the exam task types. There is access to an specifications with sample question papers, assessment criteria
introduction
additional online Cambridge English: First practice test with the for the Writing and Speaking papers and samples of graded
Workbook Packs (see below). writing tasks.
Teacher’s Book
This Teacher’s Book contains procedural notes and a full answer
key, including suggested answers for the activities in the
Student’s Book. It also includes the audioscripts for the Listening
sections with answers in bold, as well as optional activities for
classroom use. There are twelve Unit Tests and three Progress
Tests, covering vocabulary and grammar taught in the Student’s
Book, with answer keys, which can be photocopied for
classroom use.
Speaking DVD
Included in the Teacher’s Pack is the Speaking DVD which
contains the following:
• overview of the Speaking test and explanation of the format
of the four parts of the test
• an example of Cambridge English: First candidates carrying out
each of the four parts of the exam under exam conditions
• commentary and analysis of the candidates’ performance by
experienced oral examiners
• two students carrying out a complete test followed by a
general assessment of their performance according to the
Cambridge English: First assessment criteria
Workbook Pack
The First Masterclass Workbook Pack consists of a Workbook of
twelve six-page units, each of which covers the following areas:

9

Unit 1 Appearance and identity
Introduction page 9 Audioscript 1•01

1 Give students a couple of minutes to look at the photos in Narrator You will hear people talking in eight different
task 1 in pairs and match them with the statements. You situations. For questions 1–8, choose the best answer (A, B or
might need to explain the meaning of cheeky (disrespectful C). Question 1. You hear a man telling a friend about an email
or rude but in an amusing or playful way, e.g. a cheeky little he has received.
boy, to make cheeky comments about someone); moody Woman So tell me exactly what happened.
(having moods that change quickly and often, e.g. teenagers Man Well, I got one of those emails that looked as if it came
are often moody); and easy-going (relaxed and happy to from my bank. It said I was at risk of identity theft and told me
accept things as they happen, e.g. an easy-going personality). I had to log on and verify my account information. I was really
Before students do tasks 3 and 4, check they understand the worried.
meaning of all the adjectives and adverbs. Ask them to rank Woman So what did you do?
the modifiers in order of intensity – i.e. not at all, a bit, fairly / Man Well, I was about to reply to give them the information
quite / rather, very, really / extremely. they wanted, but then I thought I ought to check with my
bank first. So I rang my branch and they said they never sent
KEY emails like this. But it looked so realistic – it had my bank logo
Students’ own answers. on it and it had links to real websites.
appearance and identity
Woman I’ve heard of that before. Apparently, it’s a very

2
common scam which everyone needs to be aware of.
KEY Narrator Question 2. You hear someone talking about her first
Underline: cheeky, confident, easy-going, moody, shy impressions of someone.
Circle: rather, very, quite, really, fairly Woman The first time I met Ben was at a party. We were
3 & 4 Students’ own answers. introduced to each other by Charlie, a mutual friend, and we
chatted for a few minutes – you know, we exchanged the
usual pleasantries: ‘Where do you live?’; ‘What do you do?’;
Listening Part 1 page 10 ‘How do you know Charlie?’ – that sort of thing. Then he
started talking about his job – he seemed very self-centred
Think ahead
unit 1
and that put me off a bit, but I didn’t think much about it. A
1 Get feedback on the gap-fill from the class and ask random couple of weeks later, he phoned me and asked if I’d like to
pairs to justify their opinions as to why they agree or disagree meet for a drink. I ummed and ahhed a bit and then I said,
with the statements. ‘Yeah, why not?’ So we met and he was really nice. He even
said he was sorry if he’d come over as a bit arrogant at the
KEY
party.
a in b of / about c of d about; to e to
Narrator Question 3. You hear a conversation between a
young man and an older relative.
Multiple choice Young man I wonder if I could ask your advice.
2 Draw students’ attention to the Tip in the box. You might Older man Sure. How can I help?
want to check that students understand the meaning of Young man Well, I’m going for a job interview next week and
these words and expressions: to exchange pleasantries (to talk I’m thinking about how to do my best. They’ve already got
to each other politely about unimportant things, especially my CV, so they know about my qualifications, and obviously
when meeting for the first time or before getting down I must look my smartest at the interview and sound as
to business); scam (a dishonest way of making money by intelligent as I can.
tricking or deceiving people); dress down (to wear clothes that Older man Do you know all about the company?
are more informal than you usually wear). Young man Not yet, but I’ll be doing a bit of research at the
KEY weekend so that I can ask sensible questions about the kind
1 B 2 C 3 C 4 B 5 C 6 A 7 B 8 A of work I’d be doing if I got the job.
Older man Good idea. So what are you worried about?
Young man I want them to see what I’m really like – you know,
I don’t want to have to pretend to be someone I’m not.
Older man That’s fine. Just be yourself. I’m sure they appreciate
that.

10
01 FirstMasterclass TB U1 SO.indd 10 31/10/2014 16:55

Narrator Question 4. You hear someone describing how he Narrator Question 8. You hear a politician talking about his
heard about winning a competition for a mobile phone. appearance.
Man Last year, I got an email telling me I’d won a mobile Man If you want my opinion, I think appearance is very
phone in a competition. I couldn’t remember going in for a important if you want to convince people that you’re a
competition, but that didn’t matter. I had to email my debit serious politician. That’s why I always wear a suit and tie
card details so they could charge me for the cost of shipping if I’m on official business – especially if I’m in a meeting,
the phone to me. Like an idiot, I made a basic mistake by being interviewed on television, or talking to members of the
giving them my card details and the address for the phone public. I know there are politicians – especially the younger
to be delivered to. Needless to say the phone never arrived, ones – who think it’s cool to dress down – you know, jeans,
but my bank statement showed that money was being taken open-necked shirt and trainers, but for me that’s just too
out of my account. informal. Of course, at home with my family, I dress informally,
Narrator Question 5. You hear two friends talking about too, but never when I’m at work. It projects the wrong image.
tennis.
Speaker 1 Hello, Anna! Where are you going?
Speaker 2 To play tennis, believe it or not. Can’t you tell from Over to you
what I’m wearing? 3 Students’ own answers.
Speaker 1 Well, you do look as though you’re going to play
something, but I didn’t know you played tennis.
Speaker 2 I’ve only just started – I don’t have my own racket Grammar (1) page 11
yet.
Speaker 1 Well, you look very smart. We must have a game Modal verbs of obligation
some time. 1 Before students do these tasks, encourage them to look at
unit 1
Speaker 2 Do you play tennis, then? the section on modal verbs of obligation in the Grammar
Speaker 1 Yes, I do. In fact, I’ve been playing since I was reference on page 159 to revise and refresh their memories.
eleven or twelve. KEY
Speaker 2 Really? Are you a good player?

a 3 b 2 c 4 d 1 e 6 f 7 g 5
Speaker 1 I used to be very good, but I haven’t played much
recently. 2
Speaker 2 Great – I’ll give you a ring to arrange a time.
KEY
Narrator Question 6. You hear someone talking about a bad
a I’ll have to
experience on a social networking site.
d You’ll have to (Note: Must can refer to the present or the
Man I had a pretty nasty experience on a social networking
future so it is not absolutely necessary to change answer d
site. It started when I got a series of offensive messages,
to represent the future.)
then whoever it was said they were going to pass on private
e You won’t have to
information about me if I didn’t give them money. At first I
thought it might be someone in my group at college, but 3
I didn’t recognize the information on the person’s profile.
KEY
It was obviously a fake identity. I did think about going to
the police, but in the end I decided to ignore the whole a Different: First option means there is no obligation – it’s a
thing and not make a fuss. And fortunately, after a week or matter of choice. Second option is a prohibition – dressing
two it stopped. So, if you want my advice, you shouldn’t up is not allowed.
put confidential information about yourself on social b Same meaning: There is no obligation, it is not necessary.
networking sites. c Slightly different: First option is personal – the speaker
Narrator Question 7. You hear a message on a telephone thinks this. Second option is external – someone else
answering machine. thinks this.
Woman Hi, Mary! It’s Alice. I’m just ringing to say sorry for 4
something that happened yesterday. I was in town doing
some last-minute shopping and someone on the other side KEY
of the road called my name. When I looked round, I didn’t In both sentences there is no necessity to hurry because there
see anyone I recognized – just a police officer and hundreds is plenty of time; but in sentence a the speaker knew there
of shoppers. Anyway, I didn’t think any more about it. Then, was plenty of time so did not hurry, whereas in sentence b the
about half an hour later, I was on the bus coming home, speaker hurried but later found it had not been necessary to
when I suddenly remembered – your brother Jeremy joined hurry because there had been plenty of time.
the police last year, didn’t he? It must have been him who a There was plenty of time so I didn’t need to hurry (and I
called to me, but I just didn’t recognize him in his uniform. didn’t).
Please apologize to him for me when you see him. Thanks. b There was plenty of time so we needn’t have hurried (but
Bye. we did).

11

5 4 C: It has been claimed that ‘bin diving’ is a common way for
thieves to get information. In an extensive survey, a credit
KEY
checking agency examined the contents of 400 rubbish
1 both possible 7 must
bins.
2 needn’t 8 should
5 B: All it takes is one dishonest employee and people can
3 mustn’t 9 must
say goodbye to their hard-earned cash.
4 both possible 10 need to
6 D
5 should 11 will have to
6 both possible 12 had to
Word building
Over to you 4
6 & 7 Students’ own answers.
KEY
a unqualified b finance c fraudulent d retirement
Reading and Use of English e impersonator f thief g immigrants h organization
Part 5 page 12 Over to you

5 Students’ own answers.
Think ahead
1 Check students understand the meaning of identity theft
(using someone else’s name and personal details in order Grammar (2) page 14
to gain access to resources or to obtain credit and other
benefits in that person’s name). Present tenses
Ask students how they think criminals can steal other 1 Before students do these tasks, you can encourage them
people’s identities (for example, over the internet). to look at the section on present tenses in the Grammar
2 Check students understand what a fraudster is and, if reference on page 159 to revise and refresh their memories.
necessary, explain that it comes from fraud, the crime of Alternatively, you could ask them to try to complete exercise
cheating somebody in order to obtain money or goods 1 and 2 first and then to refer to the Grammar reference to
illegally; a fraudster is a person who pretends to be somebody check any points they are unsure about.
he or she is not in order to trick or cheat people. KEY
KEY a are shopping b is booming c buy, sell
a Mr Bond wasn’t a fraudster; he was the victim of identity d contain e use
theft.
2
unit 1
b Identity crime is increasing.

KEY
Exam practice: Multiple choice a a, b (present continuous)
3 Before students do the task, draw their attention to the Tip in b c, e (present simple)
the box. c d (present simple)
Before students read the text, you may like to check that 3
they understand the meaning of these words: crook (a
dishonest person or criminal); prey on (to take advantage of KEY
or hurt someone, particularly when that person is smaller or a 1 ‘I live in Madrid.’ This suggests the speaker thinks of this as
weaker than yourself ); booming (successful and fast growing); being a permanent situation.
foolproof (it’s impossible for this not to work ): unscrupulous 2 ‘I’m living in Madrid.’ This suggests the speaker thinks of
(having no scruples (principles), prepared to behave in a this as being a temporary situation.
dishonest or unfair way to get what you want); snippet (a b 1 ‘Shh! Can’t you see I’m watching the news?’ This is
small piece of something); impeccable (without mistakes or happening at the moment of speaking. The Shh!
faults); benefit fraud (when someone tries to get additional emphasizes that this is a current action.
financial support from the government that they are not 2 ‘These days I’m watching a lot of documentaries.’ This refers
entitled to); bin diving (looking through someone‘s rubbish to an ongoing, temporary action happening ‘around now’.
bin to find information about them). c 1 ‘They always forget my name.’ This is a statement of fact
relating to a routine occurrence.
KEY 2 ‘They’re always forgetting my name.’ The use of the
1 C: they are fraudsters who prey on people’s good nature continuous form shows that the routine occurrence
2 D: Away from people who knew him, Mr Bond’s reputation happens too often. It may imply that the speaker is
was based solely on the contents of a police file. annoyed.
3 D: all an unscrupulous thief needs to start using a person’s
name is a few snippets of information

12

4 KEY
noun + noun
KEY
verb + noun
a I have
verb + preposition
b She understands
adverb + verb
c What exactly do you mean?
e I believe 2
KEY
Adverbs Act suspiciously; conceal your true identity; confidential
5 information; judge somebody by their appearance; peer
pressure
KEY The words close, cover, friend, perform and rank from list A do
Present simple: every day; every so often; most weekends; not combine with any words in list B.
never; occasionally; often; rarely; sometimes; twice a week;
usually; today
Present continuous: at present; at the moment; currently; now;
Exam practice: Multiple-choice cloze
this week; today 3 Before they start the task, draw students’ attention to the tip
in the box to remind them that it is best practice to read the
6 text first to get the general idea before they start looking at
the questions.
KEY
a Every day / Every so often / Most weekends / Occasionally / KEY
Sometimes / Twice a week / Usually, I wear bright clothes. 1 B 2 A 3 D 4 A 5 B 6 D 7 C 8 C
I never / occasionally / often / rarely / sometimes / usually
unit 1
wear bright clothes. Over to you
I wear bright clothes every day / every so often / most 4 Suggest that the students approach the discussion questions
weekends / occasionally / sometimes / twice a week. by first considering which groups in society often have to

b At present / At the moment / Currently / Now / This week / wear uniforms – e.g. school children, soldiers and other
Today, I’m wearing bright clothes. members of the armed forces, nurses, flight attendants,
I’m wearing bright clothes at present / at the moment / servers in some fast food restaurants, etc. – and what purpose
currently / now / this week / today. the uniform might serve in each case.
Over to you
7 Students’ own answers. Vocabulary page 16
Parts of the body

Reading and Use of English 1 Let students use a dictionary as necessary and check their
Part 1 page 15 answers in pairs or groups as they work through these
vocabulary exercises. When feeding back on the answers
Exam skills with the class, check students are aware of the correct
pronunciation of all the body parts: of note are the silent ‘w’
1 Explain to students that becoming familiar with common in wrist and the pronunciation of thigh (/θaɪ/).
word combinations or collocations is an important aspect of
becoming more proficient in English and will contribute to KEY
their success in different exam tasks. Tell them that extensive A forehead B eye C cheek D mouth E chin F neck
reading is the best way to develop familiarity with common G knee H shin I ankle J toes K shoulder L elbow
collocations and to expand vocabulary in general. As you go M chest N fingers O wrist P palm Q stomach
through the answers to task 1 with the class, try to elicit other R waist S hip T thigh U calf
common collocations with the words in the examples, e.g. 2 You may need to explain that the verb to stub is usually only
other collocations with friend – an old friend, a close friend, a found in the expression to stub one’s toe, meaning to hurt
best friend, a loyal friend; other collocations with mutual – a your toe by accidentally hitting it against a hard object, and
mutual benefit, a mutual advantage, a mutual acquaintance, a in the phrasal verb to stub out a cigarette / cigar, meaning to
mutual feeling; collocations with fake – a fake smile, a fake tan, stop a cigarette from burning by pressing the burning end
a fake passport; collocations with identity – a sense of identity, against a hard surface.
mistaken identity, etc.
KEY
a shoulders b toe c palms d wrist e knees
f elbows, head

13

Seeing verbs Audioscript 1•02
3 If students are confused about the difference between Examiner Good morning! My name is Gail Evans and this is
gaze and stare, you can explain that whilst both mean to my colleague John White. And your names are?
look at someone / something for a long time, when you George My name is George Pappas.
stare at someone / something you are likely to have a hard, Adriana My name is Adriana Calligaris.
fixed expression and be either very curious, trying to look Examiner Can I have your mark sheets, please? Thank you.
threatening or in the grip of some strong emotion – e.g. Where are you from, George?
Don’t stare at people, it’s rude; the two boxers tried to stare each George I’m from Patras – it’s a fairly large town in the south
other down; she stared at the advancing tiger in horror; whereas west of Greece.
when you gaze at someone / something, your expression is Examiner And you?
usually softer and you are often either admiring someone / Adriana I’m from Granada.
something or absent-minded and thinking about something Examiner First, we’d like to know something about you. What
else – e.g. She gazed admiringly into his handsome face; I was do you enjoy doing in your spare time, George?
gazing out of the window instead of listening to the teacher. George I read quite a lot, but I’m also very keen on all kinds
KEY of sport. I play football, basketball and tennis, so sport takes
a looks, staring b watching c Look d notice e gazed most of my spare time.
f see Examiner And Adriana?
Adriana I like sport, too.
4 Tell students to discuss the question and then compare their
Examiner Do you play any sports?
ideas with the explanation on page 153 in the Student’s Book.
Adriana I used to play tennis.
Examiner George, who do you spend your spare time with?
Speaking Part 1 page 17 George My team mates if there’s a match or a practice. I spend
the rest of my spare time with college friends or my family. I

Think ahead have two brothers and a sister and we all get on very well.
Examiner Tell us something about one of your close friends.
Remind students that Part 1 of the Speaking test is an interview
George OK. My best friend is called Anatol. We’re in the same
with the examiner, during which candidates have to give
class at college, but we’ve been close friends since we were
personal information about themselves and talk about past
about 12. Actually, we have completely different characters.
experiences, present circumstances and future plans.
I’m sociable whereas Anatol’s rather shy – especially with
1 people he doesn’t know well. When I first met him, he
seemed very unfriendly, but now we get on extremely well.
POSSIBLE QUESTIONS
Examiner Adriana, I’d like to ask you about your clothes. What
Clothes: Do you like to dress up for special occasions? What kind kind of clothes do you feel most comfortable in?
unit 1
of clothes do you feel most comfortable in? How important are Adriana T-shirt, jeans and trainers.
clothes to you? Examiner Are there occasions when you wear smart clothes?
Education: What are you studying? Where do you study? What Adriana Yes, there are.
was your favourite subject at school? Examiner When was the last time you wore smart clothes?
Family and friends: Do you have brothers and sisters? What do Adriana Last weekend.
you enjoy doing with your family? When do you spend time with Examiner George, do you ever wear smart clothes?
friends? George Yes, sometimes, for example for special family
Free time: How often do you go to the cinema? What was the occasions like weddings, and for interviews. But I prefer
last film you saw? What sort of music do you enjoy listening to? T-shirts and jeans like Adriana.
Work: What do you do? Where do you work? What do you enjoy Examiner Thank you.
about your job?
2 & 3 Students’ own answers. 4 Direct the students’ attention to the Tip in the box to help
them answer this question. They should hopefully have no
problem in recognizing that George gives better answers
than Adriana. This is because he replies in full sentences
each time and extends his answers to give the examiners
additional useful information; for example, after he’s told
the examiners that he’s from Patras, he adds that this is a
fairly large town in the south west of Greece. Adriana, on the
other hand, restricts herself to brief answers with minimum
information and therefore doesn’t help to develop the
conversation in any way.

14

SUGGESTED ANSWER 8
The first candidate, George, gave better answers. He gave
KEY
fuller, more detailed answers than the second candidate,
The words are stressed because they are the most important
Adriana, who gave very short answers. For example, compare
words in the replies. Note that the stress falls on the syllable
the following answer to the examiner’s question: Where are
in the word which is normally stressed, not the whole word –
you from?
e.g. CA-su-al.
George: I’m from Patras – it’s a fairly large town in the south
west of Greece.
Adriana: I’m from Granada. Exam practice: Short exchanges
9 Remind the students to adhere to best practice when
5 asking and answering the questions with their partner
KEY and to answer in full sentences, giving additional relevant
a fairly large e Actually, completely, rather information beyond the bare minimum where possible.
b quite a lot, but, very, so f but now
Audioscript 1•04
c very well g sometimes
Examiner Where are you from?
d but, close
Examiner Describe the area where you live.
6 Make sure the students understand that ‘giving fuller answers’ Examiner Tell me some of the things you enjoy doing with
involves both speaking in full sentences and giving additional your family.
information beyond the bare minimum. Examiner Do you have any holiday plans for next year?
POSSIBLE ANSWERS Examiner What did you do on your last birthday?
a I feel most comfortable in a T-shirt, jeans and trainers for Examiner What is your favourite way of travelling?
most of the things I like doing, but I prefer to wear smart
unit 1
clothes for special occasions.
b Yes, there are, for example if I go to parties or if it’s a special Writing Part 1 – Essay page 18
family occasion.

c Last weekend – we had a big family celebration for my Think ahead
father’s fiftieth birthday.
1 Remind students that in Writing Part 1, there is only one
possible question which they have to answer, whereas in Part
Sentence stress 2 they can choose between five different questions.
7 Students whose native language is not stress-timed (for When feeding back on the pairwork, elicit the different
example, speakers of French, Spanish, Italian, Cantonese reasons why each of the people in the photographs wears a
and Mandarin) may find it challenging to identify sentence uniform for work.
stress. If they are struggling, you can stop the recording after
each question and answer and repeat the answer yourself, POSSIBLE ANSWERS
stressing the appropriate word (in bold in the audioscript) in a A uniform allows others to see what each of these people
a slightly exaggerated manner to help them identify it. does.
Police officer: to show rank and instil respect / fear
Audioscript 1•03 Nurse: for protection and also to help patients to recognize
Examiner What did you do last weekend? them
Candidate I went to the cinema. Airline pilot: to instil confidence in passengers
Examiner How long have you been studying English? Traffic warden: to justify him / her looking at vehicles
Candidate I’ve been studying English for four years. Fast food worker: for protection and so that customers
Examiner How do you spend your spare time? know who to talk to if they need something
Candidate I swim quite a lot. Postman: so that people recognize who the person is when
Examiner Who do you spend most of your spare time with? they open their door.
Candidate I spend most of my spare time with my friends. b A uniform gives people status and ensures that their
Examiner What kind of clothes do you like wearing? function is recognized by the public and their peers.
Candidate I’d have to say casual clothes. Some people may enjoy wearing a uniform because they
Examiner Tell us something about one of your close friends. feel it makes them look good / smart and invests them
Candidate My best friend is called Antonio. with a certain authority. People may show more respect
to somebody wearing a uniform. Wearing a uniform can
KEY also give people a sense of belonging and of pride in being
a cinema b years c swim d friends e casual f best part of an organization.

15

Exam skills However, uniforms have disadvantages for some people.
They make everyone look the same (4) because / so that
2 people cannot express their individuality in the same way as
KEY if they were wearing clothes they had chosen themselves. A
a This piece of writing is an essay, so the students are writing more serious problem may be for soldiers who are fighting.
for a general audience and should employ a relatively Their uniform gives the enemy a clear target and may
formal and neutral tone. (5) actually / probably cost soldiers their lives.
b In this type of essay question – sometimes known as a ‘for’ In my experience, I have found that people in uniform
and ‘against’ essay, it’s important that students address are often given more respect than people in ordinary
both sides of the argument, not just the side they agree clothes. (6) For instance / An example, it would be difficult
with. The essay should include an introduction, followed for someone in ordinary clothes to arrest another person.
by the arguments for and against the wearing of uniforms (7) In conclusion / To end with, I would say that there are
in different jobs, giving reasons in each case. It should end certain jobs for which wearing a uniform is necessary.
with a conclusion in which the writer can give their own 6
opinion.
KEY
3 1 this 5 actually
KEY 2 For example 6 For instance
A Quite interesting, but not appropriate as an introduction – 3 Other 7 In conclusion
an introduction introduces the key ideas to be discussed in 4 so that
the body of the essay and does not go straight into details
on a particular point, as this answer does. This would be Essay
better as a paragraph in the body of the essay. 7 Encourage students to refer to the Writing guide on page
B Opening with a question makes this paragraph quite 178 before they begin to plan and write their essay. Stress
interesting, but as it continues it becomes too descriptive the importance of planning the essay properly in advance.
and specific for an introduction. It then rambles and Having a clear idea of what points you want to cover in each
becomes unfocused. paragraph is the main key to success in essay writing.
C Inappropriate because it is too personal and informal. Before they start writing, ask students to check that their
D Interesting and appropriate. It introduces the subject essay plan contains an introduction, a ‘for’ paragraph with the
economically and makes two or three interesting points: most important reasons in favour of wearing smart clothes
uniforms are everywhere / worn for work / no choice for and an ‘against’ paragraph with the reasons why this could
the wearer not be a good thing. The final paragraph should conclude
The most suitable is paragraph D. by giving their own opinion supported by their reasons for
unit 1
it. Normally, writers present the opposing argument, the one

4 they don’t agree with, in the first part of the essay.
KEY
b Yes. The writer has:
• agreed with the statement Unit 1 Review page 20
• referred to uniforms as helping us to identify people
1
• referred to uniforms as means of protection
• included ideas of their own: the disadvantages of uniforms / KEY
uniforms conferring respect 1 A point 5 C rest
2 B considering 6 D clothing
5 3 C contacted 7 C early
KEY 4 A employed 8 D market
The most common reason for (1) this / which is that uniforms
2
allow wearers to be seen and identified by the public.
(2) For example / Like, if you are visiting someone in hospital, KEY
you need to know who is a nurse or doctor and who is an a don’t / do not have to go or needn’t / need not go
ordinary member of the public. (3) Another / Other reasons b mustn’t / must not take
include protecting wearers from danger or disease, for c needn’t have / need not have hurried
example fire fighters at a blaze, or nurses working in a d mustn’t / must not tire yourself out
hospital. e didn’t have to / did not have to send her an email or didn’t
/ did not need to send her an email

16

3
KEY
a I’m expecting
b normally works, he is visiting
c Do you have, I’m trying
d I don’t usually like, I’m reading, I’m enjoying
e flows
You may like to give students the Unit Test on pages 87–88 for
this unit.
unit 1

17

Unit 2 Talents
Introduction page 21 Exam practice: Multiple matching

1 Make sure students are clear what jobs or activities the 3 Direct students’ attention to the Tip before they start
people in the photos are doing (see below) before they reading the text. Ask them to locate the key words in 1 to
discuss their ideas in pairs or small groups. start with (complete and education) and then refer back to
the previous exercise for the synonyms. You may like to
POSSIBLE ANSWERS
check that students understand the meaning of get away
Top left to bottom right: with in 2 (to manage to make a mistake or do something
a Photo 1: gymnast – flexibility, athleticism, competitiveness bad without being criticized for it or suffering any negative
Photo 2: surgeon – excellent hand-eye co-ordination, consequences).
knowledge about anatomy, precise focus
Encourage students to read the whole text through once
Photo 3: model – good looks, tall and slim, poise
quickly to get the general idea. You can perhaps ask them to
Photo 4: singer – good voice, ability to perform for others,
tell you what is extraordinary about each of the four people.
memory for words in songs
Remind students to use the synonyms and paraphrases of
Photo 5: teacher – presentation skills, knowledge of
the key words they have underlined to help them do the
subject, empathy for students
exercise.
Photo 6: museum tour guide – presentation skills,
knowledge of art, enthusiastic personality Words in the text that you might want to check students
b Students’ own answers. understand are: autism (a social disability, when a person
doesn’t develop the communication skills necessary to be
able to interact normally with other people); painstakingly
talents
Reading and Use of English (very carefully, taking a lot of time and effort); improvise
(when actors or musicians perform without fixed text or
Part 7 page 22 music but make it up as they perform it); recall (remember);
and jaw-dropping (very surprising and impressive – literally
unit 2
Exam skills making a person’s mouth drop open in amazement).

1 This section helps students prepare for Part 7 of the Reading
and Use of English paper, which involves locating specific KEY
information in a text. These activities develop students’ ability 1 C: A high-school dropout …
to identify and match synonyms and paraphrases, which will 2 A: He does occasionally play the wrong note, but because he
help them to complete Part 7 task types more quickly and is able to improvise, he can cover it up without anyone even
easily. noticing.
3 D: Eskil is well aware of the risks involved in what he does.
KEY 4 B: He acquired these skills after years of practice …
a accidentally: by chance, unintentionally 5 A: Derek Paravicini was born blind, with severe learning
b ability: skill, talent difficulties and autism. He has limited verbal skills, poor short-
c currently: presently, these days term memory and cannot read even Braille … at nine, Derek
d cover (sth) up: conceal, hide gave his first of many major public performances.
e participate: be involved, take part 6 C: Ron says the key to his training is to be distracted while
f pressure: demands, stress memorizing things; this gives his brain incredible focus.
For example, to become the USA Memory Champion he
2
memorized cards while snorkelling.
KEY 7 A: Adam painstakingly taught Derek how to play properly …
1 left school; was expelled from school; didn’t finish school; 8 D: He performs all his feats without a safety net or harness.
dropped out of school (do not provide this unless students 9 B: His ambition was to become a professional bee-keeper but
come up with it) instead he ended up becoming an academic.
7 had classes / lessons; was taught by somebody (do not 10 C: Ron currently teaches memory techniques to people all
provide this unless students come up with it) over the United States.

18

Phrasal verbs: turn b We can use managed to or succeeded in in sentence b
because the sentence refers to a specific event in the past,
4 although the verb following succeeded in would need to
KEY take the -ing form:
a 5 b 6 c 3 d 2 e 1 f 4 The doctors managed to save the woman’s life.
The doctors succeeded in saving the woman’s life.
c We can use managed to or succeeded in in sentence c
Over to you
because the sentence refers to a specific event in the past,
5 Students’ own answers. although the verb following succeeded in would need to
take the -ing form:
Grammar (1) page 24
After five hours, the firefighters managed to put out the fire.
After five hours, the firefighters succeeded in putting out the
fire.
can, be able to
1 Encourage students to refer to the appropriate section of the 6
Grammar reference on page 160 for help with these tasks.
KEY
KEY a didn’t succeed in finding
a Derek Paravicini is not able to read even Braille, but he has b wasn’t able to complete / do / finish
an amazing talent; he is able to play any piece of music c succeeded in passing
after only one hearing. d managed to break in / enter
b He was able to play a toy organ when he was two. e was(n’t) able to swim
f managed / has managed to get
2 g wasn’t able to fall
KEY h succeeded in opening / uncorking
a There is no infinitive form of can. i Have / Haven’t (you) managed to lose
b There is no present perfect form of can to talk about ability.
unit 2
7
3 KEY
KEY It is not possible to use could or couldn’t in sentences c, d, f
talents
a He can run 100 metres in just over twelve seconds. and i.
b When I was younger, I could run up a hill without getting a couldn’t find g couldn’t sleep
out of breath. b couldn’t finish h could open
c They had eaten such a big breakfast that they couldn’t e could swim
finish their lunch.
d He could probably touch his toes if he lost weight. Over to you
e Even if I’d been stronger, I couldn’t have lifted those heavy 8 Students’ own answers.
weights.
4 Reading and Use of English

KEY Part 2 page 25
It is not possible to use could in sentence c, because could
refers to a general ability in the past, whereas were able to Exam skills
refers to a specific event in the past. In sentence c we are
talking about a specific event in the past, not a general ability 1 Tell students that it will help them to save time in the
in the past. matching task if they check they understand the exact
meanings of the three possible titles and compare the
differences between them before they read the text.
Other ability structures
You might want to check that students understand the
5 meaning of determines (decides or influences).
KEY KEY
We can use the past forms of manage to and succeed in for b How different learners learn best
sentences b and c. 2 Students’ knowledge of grammar and syntax should help
a We cannot use managed to or succeeded in in sentence them choose the correct answers from the alternatives. For
a because this sentence refers to a past, ongoing habit example, for question 1 the syntax of the sentence indicates
(smoking). Managed to or succeeded in refer to a specific that a verb is needed in the gap. This – and the knowledge
event in the past, when something became possible. that everyone takes the singular rather than the plural form of

19

the verb – will guide students to the correct answer, which is 5
has.
KEY
KEY a good b cheaper c younger; cleverer d the unluckiest
1 has 2 there 3 an 4 Because 5 to 6 need e better f hotter g more difficult h less / more legibly
7 order 8 however 9 what 10 many i easier j faster; sooner
6 To help students sort out this list of modifiers, you could
Exam practice: Open cloze present the key below as a table under three headings –
3 Read the Tip with the class before students start the exercise. ‘no difference’, ‘a small difference’ and ‘a big difference’.
It reminds them to look at the words before and after the KEY
gap to help them decide what part of speech – verb, noun, a no difference: just (as … as); no
adjective or article – is needed. You might also want to b a small difference: a bit; a little; slightly
check that students understand the meaning of visual stimuli c a big difference: far / by far; much; a lot; not nearly (as…as);
(things which ‘stimulate’ the vision – i.e. cause it to react). considerably
KEY
1 a 2 if / when 3 to 4 that / which 5 rather 6 for Over to you
7 while / whilst 8 be
7
Over to you SUGGESTED ANSWER
4 Students’ own answers. My brother is taller than me but not as tall as my husband. I
don’t think my brother is as witty as I am, because he does
not value sense of humour as much as I do. We both had a
Grammar (2) page 26 lot of education, but I studied harder than him at school and
at university. I think I am kinder than my brother, and he is a
Comparatives and superlatives little bit moodier than I am, but he is more sociable.
1 Ask the students to read the text quickly the first time and
talents
tell you the three main changes in classrooms between now

and a hundred years ago (answer: the average class size is
Speaking Part 2 page 27
smaller, teachers are less strict and there are more subjects on
Exam skills
unit 2
the curriculum). Then give them more time to read the text in
detail and discuss other changes mentioned. 1 The tasks in this section prepare students for Part 2 of the
2 Encourage students to refer to the appropriate section of the Speaking paper of the exam. Candidates are put in pairs,
Grammar reference on page 161 for a review of comparative and each candidate is given two photographs to talk about
and superlative structures. (making a comparison between the two) for one minute. The
candidates also have to answer a question from the examiner
KEY about their partner’s photographs.
as big as; higher; stricter; more severe; less extensive; as
The purpose of this first exercise is to remind students of
effective as; the most interesting
what they have to do for Speaking Part 2, so tell them they
3 need to listen carefully.
KEY KEY
a longer, the longest / shorter, the shortest a Each candidate is given two photographs.
b larger, the largest / later, the latest b Each candidate has to talk about his / her own photos for
c flatter, the flattest / thinner, the thinnest about one minute.
d heavier, the heaviest / funnier, the funniest c Next, each candidate answers a question about the other
e more important, the most important / more independent, candidate’s photo.
the most independent
Audioscript 1•05
f cleverer, the cleverest / narrower, the narrowest
Examiner In this part of the test, I’m going to give each
g better, the best / worse, the worst
of you two photographs. I’d like you to talk about your
h better, the best / worse, the worst
photographs on your own for about a minute, and also
i more quickly, the most quickly / more carefully, the most
to answer a question about your partner’s photographs.
carefully
George, it’s your turn first. Here are your photographs. They
4 show people studying in different places. I’d like you to
compare the photographs and say how you think the people
KEY feel about studying in these different places. All right?
The adjective or adverb takes its basic form – e.g. as quick as,
as quickly as / as beautiful as, as beautifully as.

20

2 Before students start the speaking task with their partner, Contrasting words but, however, The main difference
remind them that this activity is all about making between …, unless, whereas, while
comparisons, so it is a good idea to begin by making a Words which give and, also, because, in addition
mental list of all the obvious similarities and differences more information
between the two photographs to serve as a basis for Words which I’d prefer to do … than, I’d much
discussion. express a rather …, I prefer to do … than …
Monitor students as they do the task without interrupting, preference / I prefer doing … to …, I find …,
and give feedback to the class at the end. I imagine that …, Personally
3 Before you play the recording, elicit a few examples of each
type of word expression from the class – e.g. contrasting Pronunciation
words: but, however, while; words which give more 5 Before they listen, remind students that the most heavily
information: and, also; and words which express preference: stressed word in each sentence will be the one which is
I’d prefer to, I’d rather. important for the message the speaker wants to get across.
KEY For example, the point that the first speaker wants to make
is not just that the lecture hall is bigger than the classroom,
Contrasting words but, The main difference between … ,
but that it is much bigger: much is therefore likely to be the
unless, whereas, while
stressed word.
Words which give and, also, because
more information KEY
Words which I’d prefer to do … than …, I find …, a much
express preference I imagine that …, I’d much rather …, b nearly
Personally c just (an alternative stress pattern could be to put the main
stress on the word spell)
Audioscript 1•06 d considerably
George In this picture the students are studying in a lecture
Audioscript 1•07
unit 2
hall – probably in a university or college. In the other picture
The lecture hall is much bigger than the classroom.
the students are studying in a classroom. The lecture hall
Teachers aren’t nearly as strict as they used to be.
is much bigger than the classroom and there are many
It’s just as hard to spell a word in English as to pronounce it.
more students in the hall than the classroom. Some of the
talents
Class sizes are considerably smaller these days.
students have to sit a long way away from the lecturer
whereas in the classroom they are a lot nearer. The main 6 If students seem very unsure about which words should
difference between the two places is that you can ask the be stressed here, remind them that the objective of these
teacher questions in the classroom, but you can’t interrupt sentences is to compare two things. The most important
a lecturer if there is something you don’t understand. I (and therefore most heavily stressed) words will relate to the
imagine that the students who are in the lecture hall feel comparison. Here the important thing for the speakers is not
less involved than the ones in the classroom because they the quality itself (the adjective) but the extent of the quality
are just listening and taking notes while in the classroom (the modifier). Get students to compare answers.
the students would feel more involved because they can
7 Students should listen and compare their answers, then listen
participate in the lesson and do more active activities, like
again and repeat.
speaking for example.
Examiner Thank you. Adriana, which of these places would KEY
you prefer to study in? a bit; lot b nearly; far c just; far; much d no
Adriana I’d much rather study in a classroom than in a lecture
hall. Personally, I find it hard to hear and see if I’m in a big Audioscript 1•08
room, so unless I’m sitting right at the front I find it difficult My sister’s only a bit older than me. She’s a lot cleverer than
to follow what the lecturer is saying and I switch off. And me, though.
of course if you switch off you could miss something really This car’s not nearly as expensive as that one. And it’s far
important. I also find sitting still for an hour very difficult, and cheaper to run.
just listening and taking notes is boring. In the classroom you This lecture is just as hard to follow as yesterday’s. Physics is
can move about and there is the opportunity to work with by far the most difficult subject I’ve studied. It’s much harder
other people. than chemistry.
Examiner Thank you. Italian is no more difficult to learn than Spanish.
4 Long turn
KEY 8 Students’ own answers.
The words and expressions in bold are in the audioscript.
Ones not in bold are additional alternatives.
21

Writing Part 2 – Letter / email page 28 6
KEY
Think ahead INF: Best wishes; Cheers; Good to hear from you!; Hello; Hi!;
1 Give students a short time to discuss the questions in pairs Hiya!; How are things with you?; Jo; Thanks for your email; You
before getting some feedback from the class. Most students asked me about …
will probably say that the majority of their correspondence F: Best wishes; Dear Sam; Dear Sir; I’m (I am) writing to …;
is via email, so ask them how much of this is informal Regards; Thank you for your email of 15/12; Yours sincerely;
correspondence with friends and how much of it is formal / Yours faithfully; Jo Hunter (Ms)
official. Say that the language of formal correspondence by
7
email is similar to formal letter writing; however, the language
of informal correspondence with friends will be more like KEY
spoken language. a a snack e to inform you
b attempted f because
Exam skills c therefore g returned home
d sent you a text message h I do apologize
2
8
KEY
In the reply, you need to: KEY
• say what happened to you last night The second email uses delayed instead of held up and arrive
• provide an excuse for not showing up (and apologize) instead of get in because held up and get in are phrasal verbs
• say when you would like to meet up / reschedule the meeting and therefore preferably not used in formal writing.
3 9
KEY KEY
Although both emails give a full response to Charlie’s a My boyfriend refuses to back down even when he knows
talents
message and answer all his questions, the first reply (on the I’m right.
left-hand side of the page) is more appropriate because it is b I wish people wouldn’t eat at their desks. I just can’t put up
written in an appropriate style for an email between friends. with it.
The other answer is far too formal for an email to a friend, and c I wish you wouldn’t put me down in public – it’s really
unit 2
the format / layout is more appropriate for a formal letter. embarrassing.

d I bumped into someone I was at school with yesterday.
Formal and informal language e Have you heard about Tim and Jan? They’ve called off their
wedding!
4 f My grandparents brought up five children on a very low
income.
KEY
a INF b F c INF d F e F f INF g INF h INF
Meanings of get
5
10
KEY
The informal features included in the first email are: KEY
• short sentences, e.g. No, nothing’s wrong! (Note: exclamation Underline in the first email: get in, got changed, get you on, get
marks are more likely to be used in informal writing.), it, got there
instead of: In your email you enquire whether anything is Formal equivalents in second email: get in = arrive home,
wrong and in response I must assure you that no, nothing is got changed = changed, get you on = contact you on, get it =
wrong. receive, got there = arrived
• contractions, e.g. nothing’s wrong instead of nothing is wrong
• phrasal verbs, e.g. held up Exam practice: Email
• omitted words (e.g. pronouns), e.g. Sorry about last night
11
instead of I am sorry about last night
• the use of very simple words or slang, e.g. ’cos instead of KEY
because a Talk about your classes + say whether your classes are
interesting + describe the things you do in your classes +
say whether you are learning a lot from your classes.
b Sam is the target reader, and because he / she is your
friend the style would be informal.
c & d Students’ own answers.

22

Reading and Use of English Listening Part 2 page 31
Part 3 page 30 Think ahead

Exam skills 1 To help students deduce what the title of the article might
mean, tell them that the prefix hyper is of Greek origin and
1 The ability to recognize and form different parts of speech
means ‘over’ or ‘in excess’ / ‘too much’: for example, a hyperactive
from root forms is an important aspect of students’ language
person is someone who is overactive and can never sit still or
development and a skill that is tested in Part 3 of the Reading
relax. From this, they can deduce what hyper-parenting might
and Use of English paper.
mean: parenting taken to excess in some way.
KEY 2 Tell students that for Listening Part 2 tasks, they should also
a a noun because it follows an article try, as this question asks, to predict what kind of information
b a verb because it follows a noun and is followed by a might go in the gaps.
relative clause
c an adverb because it is describing the action of the verb in POSSIBLE ANSWERS
the phrase ‘pass the ball’ 1 swimming lessons
d an adjective because it describes the type of person you 2 stress
need to be to get to the top in a sport 3 many / both
4 a healthy diet / healthily / well
2 5 sick / unwell
6 clubs / activities
KEY
7 a few
a height b disagree c skilfully d ambitious
8 neglecting / failing
3 9 the independence / the responsibilities
10 fun / relaxation
KEY
-al arrival, refusal
Exam practice: Sentence completion
unit 2
-ance performance
-er employer, performer, worker 3 Direct students’ attention to the Tip before you play the audio
-or predictor, protector and tell them to look through the gaps in the text one more
time to decide what kind of information they need to listen
talents
-ion prediction, rejection, protection, completion
-ation expectation, information for. Their predicted answers to 2 will help them to have a
-ity prosperity clear idea about this.
-ment employment, improvement KEY
4 Draw students’ attention to the Tip and say that a good title 1 basketball
for the text would be one that summarizes the main idea 2 stress
or topic. This text deals with the material rewards of being 3 middle-class
a sports star, where these rewards come from and also the 4 the right foods
pressures, so a good title might include these ideas. 5 (frequent) headaches
6 clubs / private-sector extra-curricular activities
Exam practice: Word formation 7 four (4)
8 letting down
5 9 the freedom
KEY 10 (free) play
1 competitions 2 argument 3 disagree
Audioscript 1•09
4 entertainment 5 sponsorship 6 hardly 7 unable
Narrator You will hear a man talking about ‘hyper-parenting’.
8 famous
For questions 1–10, complete the sentences with a word
or short phrase. You now have forty-five seconds to look at
Over to you Part 2.
6 Students’ own answers. Presenter Life for Cathy Hagner and her three young children
is set to permanent fast-forward. Their full school day and her
9 a.m.–2 p.m. job are busy enough. But it’s at 4 p.m., when
school is out for the day, that the pace really quickens.
Cathy frantically drives Brendan, twelve, and Matthew, ten,
from soccer field to basketball court while dropping off
eight-year-old Julie at piano lessons. Often, the exhausted
family doesn’t get home until 7 p.m. – just in time for a quick
supper before the children have to do their homework.

23

Cathy, who lives in a small town outside Buffalo in New York structured activity. She sums up: ‘Everyone wants their child
State, acknowledges the stress such a way of life causes the to shine, but going to art or jazz classes is not necessarily
whole family and has wondered whether it is worth it. But any more beneficial than giving young children time and
she defends herself by saying that she knows lots of families freedom to play by themselves. Or just to sit and think.’
whose children do even more than hers do.
This is the world of hyper-parenting. A world in which
middle-class American – and, increasingly, British – parents Adjective prefixes: extra, hyper, over, under
treat their children as if they are competitors eternally racing 4 Ask students which prefixes indicate ‘more than’ or ‘in
towards some unidentified finishing line. A world in which excess’ (extra, hyper, over) and which indicate ‘less than’ or
children are rushed from activity to activity in order to make ‘insufficiency’ (under).
their future CVs as impressive as possible. A world in which You can also tell them that the prefixes hyper and over usually
raising the next top sportsperson, musician, artist, whatever, have negative connotations. They indicate that the excess
has apparently become a more important goal than raising a is negative in some way – for example, to be hypersensitive
happy, well-balanced child. is to be too sensitive and touchy, and to overdo something
US child psychiatrist Dr Alvin Rosenfeld, co-author of Hyper- is to do it too much. Extra, however, means ‘beyond’ in the
Parenting: Are You Hurting Your Child by Trying Too Hard?, sense of ‘outside’ and has neutral or positive associations – for
explains why hyper-parenting has become such an issue. He example, extraordinary means ‘out of the ordinary’ and has
says, ‘Parents have been led to believe that they can somehow positive connotations.
programme their children for success if only they do all the
KEY
right things. It starts even before they are born, when pregnant
hyperactive; extra-curricular; overindulgent; overoptimistic;
women are warned of dire consequences if they don’t eat the
overpopulated, underpopulated; overpriced, underpriced;
right foods. Then, they are told that playing a baby Mozart
hypersensitive, oversensitive; overstaffed, understaffed;
could speed its development, so they play Mozart and it just
extraterrestrial; overused, underused; overvalued, undervalued
goes on from there. It’s a very winner-takes-all view of society
and it’s making a lot of parents – and children – very unhappy. 5
Childhood expert, William Doherty of the University of
talents
KEY
Minnesota, informs us that doctors across the country are
reporting a growing trend in children suffering frequent a hyperactive b overindulgent c hypersensitive
headaches due to exhaustion and stress. d understaffed e extraterrestrial
In the UK, too, GPs and child experts are reporting similar
unit 2
symptoms of stress. With two working parents now the Unit 2 Review page 32
norm, many children have to go to clubs at the end of the
school day through necessity. But competitive pressures are 1
also fuelling an explosion of private-sector extra-curricular
KEY
activities, including sports, language, music and maths
1 magicians 2 known 3 variety 4 throughout
classes for children as young as four.
5 athletic 6 performance 7 dangerous 8 celebrity
Pyschiatrist Terri Apter admits that there is definitely a new
parenting trend under way which says that parents have 2
to uncork all their child’s potential at a young age. They
KEY
are concerned that they are letting down their children if
they don’t. She goes on to say that it isn’t an entirely new a Could
phenomenon, that there have always been pushy parents, b didn’t manage
but that what was previously seen as eccentric behaviour was c succeeded
now much more the norm. Mothers see their children’s friends d haven’t managed
doing lots of extra-curricular activities and they believe they e Can / Can’t
have to follow suit. It all becomes very competitive. f didn’t manage to / couldn’t / weren’t able to
Terri Apter has seen at first hand the harmful effects of g could
hyper-parenting. She is currently studying a group of British h succeeded
and American eighteen-year-olds, many of whom are having 3
enormous difficulty adjusting to the freedom of college life.
She explains that a lot of them are so used to having their KEY
time completely filled up by their parents that when they a out b back c down d to e into f up
leave home they lack the most basic self-management skills You may like to give students the Unit Test on pages 89–90 for
and simply don’t know what to do with themselves. this unit.
The answer, she says, is for parents to lighten up and take a
sensible middle road – allowing time for free play as well as

24

Unit 3 Compulsion
Introduction page 33
mobile phone, more than an hour, more than two hours,
etc., and write the number of students in each category on
1 Before students start discussing the questions in pairs or the board. The students could then decide as a group if they
small groups, make sure they recognize the central action of think the class as a whole has a ‘digital addiction’ problem or if
each photo. (Top left to bottom right: photo 1, using a games a percentage of the class does.
console; photo 2, sending text messages; photo 3, working
late; photo 4, surfing the internet; photo 5, buying shoes /
shopping; photo 6, making coffee.)
Exam practice: Multiple choice
KEY 2
a The unit title Compulsion refers to activities that people KEY
can’t stop doing. The photographs show activities which 1 B 2 C 3 A 4 B 5 A 6 C 7 B
people can get addicted to.
d All of these activities are potentially addictive. Addictive Audioscript 1•10
behaviour has a range of consequences for the person Narrator You will hear part of a radio phone-in programme
whom it affects – for example on their health and, in the on the subject of people’s use of digital technology. For
case of an addiction to shopping, their finances. Addiction questions 1–7, choose the best answer (A, B or C). You now
often leads to a breakdown in the addicts’ relationships have one minute to look at Part 4.
with family and friends. Presenter In this evening’s programme, we’re starting
with a subject which has got many of you worried. We’ll
unit 3
2 be discussing young people and digital technology. It’s
POSSIBLE ANSWERS something that worries not only parents but young people
a Some people are thrill-seekers – they want to try out themselves. On our studio panel, we have Evan Matthews, a
compulsion
new things. Such people may do something once for the child psychologist, Joanne Carter, a secondary school head
thrill, but may find they continue doing it until it becomes teacher, and Liz Winslett, who has three teenage children and
a dominant part of their lives because they become is a student counsellor. Our first caller this morning is James
addicted, first to the thrill and then to the habit or drug. Benson. What is your question, James?
Even though they may not continue to enjoy doing it, James Thank you. I’d like to ask you what you think about my
they may be unable to stop. Certain people are genetically parents’ recent behaviour. They’re getting more and more
more inclined to develop addictive behaviour. Others may obsessed about the amount of time I spend with what
seek to use drugs to escape problems in their lives. they call my ‘virtual friends’.
b Education can play a big part in helping young people Evan Hi, James. Can you tell me who these friends are?
avoid addiction by making them aware of the dangers of James They’re mainly people I’ve met on social networking
certain activities and explaining why they should avoid sites.
doing things to excess. They should be made aware that Evan And how much contact do you have with them?
there are alternative ways to deal with problems and / James Well, on a normal day, I’ll update my status as soon
or better ways to experience thrills. Counselling services as I wake up. Then I’ll check to see if anyone’s sent me any
should be offered to those who are genetically inclined messages on my mobile.
to develop addictive behaviour, and addicts should Evan And how long does that usually take?
be helped to recognize that they have a problem and James About five minutes if I have to reply to any messages.
provided with guidance on how to change their habits or Joanne What about later in the day?
lifestyles. James Well, if I don’t have to go to college, I’ll spend a
couple of hours chatting to friends in the morning and
maybe another two in the evening.
Listening Part 4 page 34 Joanne Hmm, that does seem rather excessive.
James I suppose so, but it’s what I’m used to. But actually,
Think ahead what Mum and Dad really object to is seeing me texting my
1 You could either get the students to discuss the questions friends – especially at mealtimes. They say it’s rude and anti-
about their own use of digital technology in pairs or small social.
groups, or you could address them as a class. For example, Joanne And what do you think?
you could ask students to raise their hands if they spend James I just think it’s completely normal for people of my age.
more than half an hour a day talking to friends on their Joanne How many texts do you send a day?

25

James About fifty or sixty. b Sentence 1 refers to an ongoing habit. Sentence 2 refers to
Joanne OK – and do you understand why your parents are a past habit that is no longer relevant.
getting so annoyed? c Sentence 1 refers to an ongoing habit (I’m accustomed to
James Not really. It’s just a bit of fun. I think adults take these doing this). Sentence 2 refers to a developing habit.
things too seriously.
Liz Can I ask you, James, do you have any other interests used to and would
outside your virtual world?
James No, not now. I used to play tennis with my dad most 3
weekends. But he always seems too busy these days. KEY
Presenter OK, James, I think we get the idea of what your a used to / would b used to c used to
life is like. I’d now like to ask our panel to comment on what d used to / would e used to / would
they’ve heard. Can I start with you, Evan? We can use used to to talk about habitual / regular actions or
Evan OK, James. I have to say I have great sympathy with states in the past that are now finished.
your parents and completely understand their point of We can use would to talk about habitual actions in the past,
view. They feel they’re losing you to your virtual friends. My but not to talk about past states.
advice to you would be to spend less time on your phone
and try to spend at least a couple of hours a day when you’re 4
not at college doing things with real people. KEY
Presenter Thank you. Joanne? Sentences a and c could take would as well as used to
Joanne Here’s what I suggest, James. First, I think you should because they refer to habitual actions rather than permanent
accept that you have an addiction, then I suggest you try to states. (Note: for sentence c would smoke means they smoked
cut back your contact with digital friends by a few minutes sometimes, e.g. at parties or after dinner – not all the time.)
every day, so that by this time next year your life is in more 5 Students’ own answers.
balance. Try to get back to playing tennis with your dad like
you used to. And try to spend more time with real people – 6 For a, encourage students to talk about what used to happen
compulsion
you’ll soon get used to it. You won’t lose any genuine friends in the past (but doesn’t now) and what they are used to (as in
and you won’t have your parents nagging you all the time. ‘accustomed to’) doing, comparing these with the ongoing
Presenter Thanks. And lastly, Liz Winslett. changes they are getting used to.
Liz Right, James. I imagine your addiction is probably a very For b, students should talk about the changes they would
temporary one. I would guess that in a month or two you’ll and wouldn’t find it easy to get used to.
unit 3
get bored with your virtual life and just slip back into your old
life– that’s if my own son’s experience is anything to go by.
In other words, I think you’re going through a phase.
Grammar (2) page 36
Presenter Thank you all very much – and thank you, James,
for your intriguing question.
Countable and uncountable nouns
James Thanks. 1
KEY
Over to you Countable: adults, things, parents, point of view, phone
3 Students’ own answers. Uncountable: fun, sympathy, advice, time
2
Grammar (1) page 35 KEY
Only used with countable nouns: many, a few, few, several
Habits and typical behaviour Only used with uncountable nouns: not much, a little, little
1 Encourage students to attempt the exercise and try and work Used with both: all the, some, most of the, enough, a lot of,
out the answers to anything they don’t know before they plenty of, no, none of the
look at the Grammar reference on page 162.
3
KEY
a any time b any time c past d past e future KEY
f any time g past a bit of: advice, clothing, equipment, fruit, furniture,
information, music, news, paper, research, luck
2 a box of: clothing, equipment, fruit, paper
a glass of: milk
KEY
a piece of: advice, clothing, equipment, fruit, furniture,
a Sentence 1 refers to a past habit, which is now over (I don’t
information, music, news, paper, research
do this any more). Sentence 2 refers to an ongoing habit
a sheet of: music, paper
(I’m accustomed to doing this).

26

a stroke of: luck 1
a word of: advice
KEY
an item of: clothing, equipment, information, news
The writer feels a bit defensive about the fact that the reader
4 might laugh at him / her, proud that he / she has the addiction
under control at the moment and also a bit smug that he / she
POSSIBLE ANSWERS doesn’t put on any weight even when he / she eats a lot of
chicken: Each of the chickens has laid an egg. / Shall we have chocolate. He / she is also determined to keep up the addiction.
chicken or fish for dinner?
chocolate: Chocolate is too sweet for me. / She bought herself a
box of chocolates.
exercise: I try to do exercise every day. / Swimming is an Phrasal verbs
excellent form of exercise. 3
experience: People learn best from experience. / I had a
frightening experience last night. KEY
language: I’m very interested in everyday language. / My cut down: reduced turns off: disgusts
father speaks six languages. get by: survive putting on: gaining
light: You can see light through the trees. / The car hasn’t got its light up: shine give up: stop
lights on. (Note: hooked on is also a phrasal verb meaning ‘to be very
noise: There is a lot of noise in the city. / There are many enthusiastic about something‘.)
different kinds of noises.
room: Is there enough room for us all? / The hotel has over a Phrasal verbs with give
hundred rooms.
time: I never have enough time. / How many times have we 4
done this before? KEY
a 4; 6 b 5 c 1; 7 d 2 e 3
unit 3
5
KEY 5
Cupcakes are something mothers make for their children and KEY
compulsion
are a reminder of childhood for many people. a give (it) back d give in
b giving up on e giving out
Exam practice: Open cloze c giving away
6 Students will encounter this type of open cloze task in Part
2 of the Reading and Use of English paper. Encourage them Pronunciation
to look at the words on either side of each gap to help them
determine what part of speech the missing word is likely to
6
be. KEY
You might want to check that students understand the The main stress is on the particle in phrasal verbs. In three-
meaning of get hooked on (a more informal expression which part phrasal verbs the main stress is on the first of the two
means ‘to get addicted to’) and buttercream (a kind of icing particles.
for cake made from butter and icing sugar).
Audioscript 1•11
KEY Woman give in
1 a 2 like 3 to 4 all 5 used 6 back 7 would give out
8 into give away
give back
Over to you give up on
7
Vocabulary page 37 KEY
When a pronoun is inserted between the phrasal verb and
Think ahead the particle, the main stress is on the particle.
Check students understand the meaning of the title: confession When a noun is inserted between the phrasal verb and the
(something wrong that people admit to doing), chocoholic particle, the main stress is on the noun.
(somebody who is obsessed with eating chocolate). (Note: three-part phrasal verbs are not separable.)

27

Audioscript 1•12 Over to you
Woman I really ought to give it back. 3 Students’ own answers.
I really ought to give the DVD back.
One of the supermarkets is giving them away.
One of the supermarkets is giving free samples away.
Vocabulary page 40
Adverbs
Over to you 1 Before students read the article, check they understand
8 Students’ own answers. the meaning of superstition (a belief which is not based on
human reason or scientific knowledge, but is connected
with old ideas about good luck, magic, etc.). Check students’
Reading and Use of English understanding of the meaning of the extract by asking
Part 6 page 38 these questions: What superstitions does the narrator’s sister
have? (she won’t walk under ladders and she won’t open
Exam skills an umbrella in the house) What about the narrator’s brother?
(he touches wood for luck) How does the narrator feel about
1 This section develops the skills students need to tackle the
people who are superstitious? (it’s understandable because it’s
long gapped text task found in Part 6 of the Reading and Use
a natural human characteristic)
of English paper. To be successful in dealing with this type of
task, students need to understand how texts are constructed 2 Students’ own answers.
and recognize the ways in which different elements cohere
3
to create meaning. This first exercise works at sentence level
and involves students finding corresponding elements in KEY
order to match pairs of sentences. Tell students that the Four adverbs of manner: clearly, accidentally, dramatically,
matching elements could be the content – the sentences are honestly
compulsion
obviously talking about the same thing – or it could be the Two comment adverbs: amazingly, fortunately
grammar and syntax, but it is more likely to be both. Two focusing adverbs: even, only
Two frequency adverbs: never, always
KEY
An adverb of degree: really
a 5 b 3 c 1 d 6 e 2 f 4
4 Since the order of adverbs in a sentence is not covered in the
Grammar reference, you might like to revise this topic with
unit 3
Exam practice: Gapped text

the class before students attempt the exercise. Try to elicit the
2 Before students begin the task, you may like to check that rules from the students based on the examples in the text.
they understand the meaning of these words: override (to
Adverbs of frequency come before the main verb (e.g. We
take control of something); to coin (to invent a new word or
always made sure …) except if the verb is be, in which case
expression); distress (feelings of great worry or unhappiness);
they come after it (e.g. We were never allowed.)
endorphins (chemicals produced in the brain which stop the
feeling of pain); tolerance (the ability to be affected by a drug Comment adverbs usually come right at the end or right at
or by difficult conditions without being harmed); get a kick the beginning of a sentence (e.g. Fortunately, his predictions
out of something (to get feelings of pleasure from something) never came true. / His predictions never came true, fortunately.).
Adverbs of degree come before the adverb or adjective
KEY
they modify (e.g. To make sure they do really well …); but if
1 G: With a negative addiction, on the other hand … contrasts
they modify a verb, they can come either before or after it
with the previous section, which describes the effects of a
(I strongly agree. / I agree strongly.)
positive addiction.
2 E: Steve, a personal trainer, used his work to mask his Adverbs of manner and focusing adverbs can come both
secondary addiction. This links with Whatever workout my before and after the verb in a sentence depending on what
client was doing, … . the speaker wants to emphasize (e.g. clearly remember, which
3 F: The thrill from the exercise is the thing, … links back to could also be remember clearly; and accidentally broke a
body image isn’t so central in the previous sentence. mirror, which could also be broke a mirror accidentally).
4 A: five times the amount (of endorphins) links back to the KEY
body produces endorphins in the previous sentence. a Sadly, my sister failed her driving test last week. / My sister
5 C: the thrill can never quite compare with that achieved by failed her driving test last week, sadly.
taking drugs is followed by the example of Tony, who took b If someone sneezes, people often say, ‘Bless you!’.
drugs daily for almost a decade. c I completely agree with you. / I agree with you completely.
6 D: there’s an underlying unhappiness links with the sentence d I hurriedly checked my email before I left for work. /
that follows: If they haven’t sorted out the reasons for this I checked my email hurriedly before I left for work.
state … .
Sentence B is not used.
28

e Surprisingly, I found out later that you’d been trying to
Audioscript 1•14
phone me. / I found out later that you’d been trying to
Sophie I think these are really good ideas, so let’s take them
phone me, surprisingly.
one at a time, shall we?
f I only know his name and nothing else. / I know only his
Christian OK. Well, for a start, I think they should raise the
name and nothing else.
price of cigarettes. That way young people would probably
5 smoke less.
Sophie We don’t want them to smoke less. We want them not
POSSIBLE ANSWERS to smoke at all. If it was up to me, I’d raise the smoking age
a early / on time to twenty.
b politely / correctly / naturally / normally / responsibly Christian Twenty? I’m not sure about that. You might stop
c quietly / politely / slowly young people from buying cigarettes, but if you did that,
d remembering people’s names they would just get their older friends or even their parents
e the Earth is flat to buy cigarettes for them. They do that now, don’t they?
f a famous writer Sophie That’s true. What about banning advertising? Do you
think that would make a difference?
Speaking Part 3 page 41 Christian Yes, it might. Seeing pictures of good-looking
people smoking and looking happy must make smoking
1 This section practises Part 3 of the Speaking paper. This
very attractive to some young people.
consists of a two-way conversation between candidates,
Sophie Yeah, so if we stopped them from seeing those
during which they have to demonstrate not just their ability
images, it might help.
to speak but also manage to keep a conversation going.
Christian The other thing I think they should do is have an
KEY advertising campaign to show people how smoking can
a Two minutes damage their health.
b They are on a committee which has been asked to come Sophie They’ve tried that before, haven’t they, and they found
up with ideas for stopping young people from smoking. it didn’t make much difference. It’s like the health warnings
unit 3
c (Written prompts) Suggestions and a question to answer. on cigarette packets which say things like ‘Smoking kills’.
d Talk about the advantages and disadvantages of the They don’t seem to stop people smoking.
suggested ways of getting people to stop smoking. Christian You’re right. I think they tried it with teenagers – and
compulsion
teenagers do all kinds of things that damage their health –
Audioscript 1•13 and they don’t seem to care. What they should do is have a
Examiner Now, I’d like you to talk about something together campaign in every primary school.
for about two minutes. I’d like you to imagine that you are on Sophie You’re probably right – it’s definitely worth a try and
a committee which has been asked to come up with ideas we’ve got to try everything. Do you think providing people
for stopping young people from smoking. Here are some of with alternatives would be a good idea – such as patches
the suggestions and a question for you to discuss. First you that you stick on your arm or special chewing gum?
have some time to look at the task. Christian Anything’s worth a try. Have you heard about
Now, talk to each other about the advantages and electronic cigarettes?
disadvantages of each suggestion. Sophie Yes, that’s a really weird idea, isn’t it?
Christian Yes, it is, but I know someone who tried them – and
2 it’s worked quite well so far.
Examiner Thank you.
KEY
a Yes, they talk about them all to some extent.
b Yes. The examples they give are: raising the price of 3
cigarettes; raising the permitted age for smoking to KEY
20; banning adverts which show good-looking people a The candidates have to decide on two ideas that would
smoking and looking happy; health campaigns; putting be most likely to succeed in stopping young people from
health warnings on cigarette packets; anti-smoking smoking.
campaigns in primary schools; offering medical b one minute
alternatives such as patches that you stick on your arm or
special chewing gum; electronic cigarettes. Audioscript 1•15
c The examiner ends the discussion by saying ‘thank you’. Examiner Now you have about a minute to decide which
two ideas would be most likely to stop young people from
smoking.

29

4 6
KEY KEY
They decide on a health campaign in primary schools, and a The expressions the candidates use are shown in bold in the
complete ban on cigarette advertising. audioscript below. See also the table for exercise 5.
Audioscript 1•16 Audioscript 1•17

Sophie Well, they’re all quite good ideas, aren’t they? Examiner Now, I’d like you to talk about something together
Christian Yes, but we’ve already decided that raising the age for about two minutes. I’d like you to imagine that you are on
when people can buy cigarettes won’t work, haven’t we? a committee which has been asked to come up with ideas
Sophie Yes, they just get other people to buy them. We need for stopping young people from smoking. Here are some of
to think of a way of stopping young people actually wanting the suggestions and a question for you to discuss. First you
to smoke in the first place. have some time to look at the task.
Christian That’s true, but the thing is that all the ideas have Now, talk to each other about the advantages and
been tried before, haven’t they? disadvantages of each suggestion.
Sophie Yes, but something needs to be done, doesn’t it? Sophie I think these are really good ideas, so let’s take them
Christian You’re right – they’ve got to do something. one at a time, shall we?
Sophie So, can we decide on two ideas? Christian OK. Well, for a start, I think they should raise the
Christian Shall we suggest a health campaign in primary price of cigarettes. That way young people would probably
schools and a complete ban on cigarette advertising? smoke less.
Sophie OK! That sounds sensible. Sophie We don’t want them to smoke less. We want them not
Examiner Thank you. to smoke at all. If it was up to me, I’d raise the smoking age
to twenty.
5 Elicit an example of each type of communicative structure Christian Twenty? I’m not sure about that. You might stop
from the class before asking students to do the task. young people from buying cigarettes, but if you did that,
Emphasize that being able to use structures like these to they would just get their older friends or even their parents
compulsion
manage a conversation is important for success in this part of to buy cigarettes for them. They do that now, don’t they?
the exam. Sophie That’s true. What about banning advertising? Do you
You may prefer to let students use the audioscript at the back think that would make a difference?
of the Student’s Book to identify the words and expressions Christian Yes, it might. Seeing pictures of good-looking
for this activity. people smoking and looking happy must make smoking very
unit 3
KEY attractive to some young people.

Sophie Yeah, so if we stopped them from seeing those
Function Example From the recording images, it might help.
Making How about …? Let’s take them … Christian The other thing I think they should do is have an
suggestions I think we should … What about …? advertising campaign to show people how smoking can
Shall we suggest …? damage their health.
What they should do is … Sophie They’ve tried that before, haven’t they, and they found
Giving I think they should … it didn’t make much difference. It’s like the health warnings
opinions I think … on cigarette packets which say things like ‘Smoking kills’. They
The other thing I think don’t seem to stop people smoking.
they should do is … Christian You’re right. I think they tried it with teenagers –
If it was up to me, I’d … and teenagers do all kinds of things that damage their health
– and they don’t seem to care. What they should do is have
Asking for What do you think? Do you think …? a campaign in every primary school.
opinions Sophie You’re probably right – it’s definitely worth a try,
Agreeing OK and we’ve got to try everything. Do you think providing
That’s true. people with alternatives would be a good idea – such as
You’re right. patches that you stick on your arm or special chewing gum?
You’re probably right. Christian Anything’s worth a try. Have you heard about
Disagreeing I’m not so sure. I’m not sure about that. electronic cigarettes?
Sophie Yes, that’s a really weird idea, isn’t it?
Expressing I’m absolutely sure … it’s definitely worth a
Christian Yes, it is, but I know someone who tried them – and
certainty that … try, and we’ve got to try
it’s worked quite well so far.
everything.
Examiner Thank you … Now you have about a minute to
Anything’s worth a try.
decide which two ideas would be most likely to stop young
Giving for instance It’s like … people from smoking.
examples … such as …

30

Sophie Well, they’re all quite good ideas, aren’t they? Creating interest
Christian Yes, but we’ve already decided that raising the age
when people can buy cigarettes won’t work, haven’t we? 4
Sophie Yes, they’ll just get other people to buy them for KEY
them. We need to think of a way of stopping young people Essential features of an article title are a, b, d and e.
actually wanting to smoke in the first place.
Christian That’s true, but the thing is that all the ideas have 5
been tried before, haven’t they? POSSIBLE ANSWERS
Sophie Yes, but something needs to be done, doesn’t it? a This title is quite bland, although it might attract someone
Christian You’re right – they’ve got to do something. who wants to start sky-diving.
Sophie So, can we decide on two ideas? b This title is the most likely to make someone want to read
Christian Shall we suggest a health campaign in primary the article, because it creates an element of mystery. It
schools and a complete ban on cigarette advertising? gives no idea of what the article is going to be about, but
Sophie OK! That sounds sensible. suggests that it is something unusual. Readers may be
Examiner Thank you. curious to find out what it is about.
c This title might attract the attention of people because of
its conversational style.
Exam practice: Collaborative task
d This title suggests something that is serious, dense and
7 Draw students’ attention to the Tip before they start the possibly dull.
task and remind them that, for this part of the exam, the
way they interact with their partner is as important as how 6
they express their own views and opinions. It is important
POSSIBLE ANSWERS
to demonstrate that they are really listening to what their
a This is a less interesting opening sentence.
partner is saying and respond appropriately.
b This sentence immediately engages the reader by asking a
unit 3
dramatic question.
Writing Part 2 – Article page 42 c This is less inclusive and so might not attract as many
readers.
Think ahead d This might attract people because of its inclusivity.
compulsion
1 Exam practice: Article
POSSIBLE ANSWERS 7 Before students make their notes, encourage them to refer
a on the train / bus, in the bath, when they are relaxing, in to the section of the Writing guide about writing articles on
doctors’ and dentists’ waiting rooms page 182.
b It may depend on whether they are interested in the POSSIBLE ANSWERS
subject, whether the writing style is accessible, or on how a Scuba diving – opens up the underwater world; you can
well the article is presented on the page. see wonderful animals and plants; keeps you fit; great if
KEY you love the water; takes you to interesting places; requires
Students’ own answers. a ‘buddy’.
b Reader is likely to be a youngish person who is interested
2 in underwater sports. Style is quite informal.
KEY Introduction – brief introduction to concept of scuba
a Your favourite hobby; something you are ‘crazy about’. diving and why I ‘always wanted to do it’.
b First of all the editor of the magazine inviting articles, but Paragraph 1 – nature: underwater world becomes open to
in the end the readers of the English-language magazine. the diver and the flora and fauna of the underwater world
c Quite informal: the article is probably intended for young are fascinating and often new; travel to exciting locations.
people – it is a light-hearted subject and the title ‘I’m just Paragraph 2 – health reasons, e.g. keeping fit; good for de-
crazy about …’ is an informal expression. stressing.
Paragraph 3 – social: you have to have a ‘buddy’ to dive
3 with; dive in groups; meet divers in other countries.
Conclusion – a reminder of how it all started, i.e. refer back
KEY
to when I ‘always wanted to do it’.
a by talking enthusiastically about the subject from a
personal point of view
b Students’ own answers.
c informal; personal; serious; yes
d paragraph 3
e extreme adjectives such as: fantastic, terrifying

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Unit 3 Review page 44
1
KEY
1 from 2 of 3 in 4 does 5 because 6 after 7 with
8 out
2
KEY
a 2 b 5 c 4 d 1 e 3
3
KEY
a no b a little c None of d plenty e a few f most of
g a bit h a piece
this unit.
compulsion
unit 3

32

Unit 4 Roles
women will be able to have children without them) What is
Alpha Centauri? (the star system that is closest to Earth)
1 Before you ask students to discuss the photos in pairs or small
groups, make sure they understand what is meant by ‘role’ in POSSIBLE ANSWER
this exercise – i.e. you want them to think not just about what b A single-sex crew might miss the company of the opposite
relationship the people in each photo have with each other, sex and the distractions they can provide, and a single-sex
but also the position or purpose of each person within the environment would be very unnatural. A single-sex crew
relationship. What does each person expect of the other? Is may squabble without the balance provided by the other
the relationship equal or unequal? sex. There may be times when the women would benefit
If you think the students might not be able to easily identify from masculine thinking patterns, physical strength and so
the roles in the photos, elicit from or tell the class what each on. It would be boring being in a single-sex environment.
pair of people are meant to be. Note that the description Children need both sexes to influence their development.
given of these roles is from a Western-European cultural
perspective and may differ slightly in other social and cultural Exam practice: Multiple choice
contexts. Just as the roles may differ in different social 2 This exercise involves reading for detail so allow plenty of
contexts, so might the extent to which they have changed in time for it. Before they begin, make sure students understand
recent years. the rubric and the multiple-choice questions. You may like
to check that the students understand the meaning of
POSSIBLE ANSWERS
these words: tensions (bad feelings between people); remote
Top left to right:
(distant / isolated), accomplish (finish); colonization (when a
Teacher and student: an unequal relationship based on trust
unit 4
group of people settle in a new area); constraint (restriction);
within an educational setting, in which the teacher has a
adjust to (become accustomed to); sustain (keep going),
duty of care to the student; the teacher has an element of
monogamy (the practice of having only one wife or husband
authority over the student.
over a period of time); morals (ethics / socially acceptable
roles
Parent and child: an unequal relationship based on deep love
ideas), far-fetched (unlikely).
and care; the parent has responsibility to care for the child.
Husband and wife / partners: an equal relationship with KEY
joint responsibility as spouses / partners and maybe also as 1 C: The family has the kind of natural organization and
parents. motivation to deal with the tensions which are likely to
Bottom left to right: characterize space trips … .
Manager and employee / boss and worker: an unequal 2 D: … spacecraft size is no longer the constraint it was,
relationship; the boss has some authority over the employee. making it possible to take ordinary people such as midwives,
Friends: an equal relationship. electricians and cleaners.
Nurse and patient: an unequal relationship: the nurse has the 3 A: Whenever colonization is done on Earth, it is always by
knowledge the patient needs; the nurse has a duty of care to people looking for a better life.
the patient. 4 C: Starting with a population of childless married couples also
2 Students’ own answers. works best on board a spaceship because it will give the initial
crew a few years to adjust to their new surroundings without
the distraction and responsibility of taking care of children.
Reading and Use of English 5 A: Designing morals for people on such a fantastic voyage
is problematic because people on Earth would have little
Part 5 page 46 influence once the crew was on its own.
6 B: Experts predict that such a space mission will take place
Think ahead within the next hundred years.
1 Check students understand the meaning of these words
and phrases: set sail (start a journey); crew (group of people Collocations with have and take
who work on a ship, aeroplane, spaceship, etc.); artificial (not
natural); interstellar (amongst the stars). 3
Check students understand the meaning of the extract by KEY
asking these questions: Who will be on board the spaceship? a have children b take care of children
(women only) Why won’t men be required? (because the c take the opportunity to d take place

33

4 5
KEY POSSIBLE ANSWERS
a have b take c have d take e having f have a This time next week I’ll be sitting on the beach.
g have / take b By this time next year I’ll have finished my exams.
c This time next year I’ll be living in Spain.
Over to you d In five years’ time I’ll have started up my own company.
5 bound to / likely to
POSSIBLE ANSWERS 6 Check students understand the meaning of these structures
a Suitable people: doctors, nurses, midwives, teachers, by writing these examples on the board: Susie is unlikely to
builders, farmers, scientists, etc. get married and Susie is bound to get married. Ask students in
Personal qualities: determination, bravery, sense of each case if you should buy Susie a wedding present (in the
adventure, sense of humour, ability to work as part of a first case, the answer should be ‘no’ because if something is
team, etc. unlikely it probably won’t happen; in the second case, the
b Students’ own answers. answer is ‘yes’, because if something is bound to happen then
there is no doubt it will occur).
Grammar page 48 POSSIBLE ANSWERS
a My brother’s likely to be working abroad / unlikely to be
The future rich.
b He’s bound to be looking for a better-paid job.
1 Encourage students to refer to the appropriate section of the
Grammar reference on page 164 for help with these tasks. 7
KEY KEY
a 4 b 1 c 5 d 7 e 6 f 3 g 2 During the economic recession, many jobs disappeared from
2 Encourage students to read through the text quickly, industries traditionally dominated by male workers. It may be
roles
ignoring any gaps. Check that they understand by asking that women, who traditionally work in health care, education
these questions: Where are Sue and her husband planning to and other service industries, will take the lead in the labour
travel to? (Paris.) What are they going to do there? (Go to a jazz market.
unit 4
concert.)
KEY Exam practice: Open cloze
1 I start / I’m starting 8 Ask students to read the text quickly, ignoring the gaps.
2 ’re having / ’re going to have Check they understand it by asking these questions: Why is it
3 ’re going to start / ’re starting / start likely that men will be taking a more active role in looking after
4 ’ll get up / ’re going to get up the family in the future? (because more women will be going
5 leaves out to work) Why might the number of women in the workforce
6 ’ll stop soon overtake the number of men? (because many of the jobs
7 ’ll drive / ’re going to drive that have disappeared since the last economic recession
8 ’ll take were traditionally held by male workers)
9 ’ll probably go KEY
10 ’re catching 1 on 2 does 3 has 4 or 5 will 6 least 7 such
11 ’ll send 8 who
12 Are you doing / Are you going to do
3 Over to you
POSSIBLE ANSWERS 9
a I’m going to check his / her mobile phone messages.
KEY
b I’m sorry, but I’m staying with my aunt and uncle then.
a Students’ own answers.
c I’ll do the decorations if you like.
b The traditional thinking is that women are better in the
caring professions – perhaps because they are used to
Future continuous and future perfect acting in a motherly way.
4
KEY
a 2 b 3 c 1

34

Listening Part 3 page 50 Audioscript 1•19
Narrator You will hear five short extracts in which people are
Pronunciation talking about bringing up children. For questions 1–5, choose
from the list (A–H), what each speaker says. Use the letters
1 only once. There are three extra letters which you do not
KEY need to use. You now have thirty seconds to look at Part 3.
adventurous conservative conventional Speaker 1 I’d say that men and women are as good as each
unconventional extraordinary fashionable imaginative other at looking after children and loving them. I grew up
normal strange surprising traditional unusual without my dad around. At the time it seemed normal
2 Students listen, check and repeat. enough, but now I have kids of my own, I realize that mothers
and fathers help us in different ways. As a dad myself, I know
Audioscript 1•18 there’s a bond between children and their dads that’s just as
adventurous conservative conventional important as having a mum around, and from experience I’d
unconventional extraordinary fashionable imaginative say that only a man can really do that job.
normal strange surprising traditional unusual Speaker 2 If you’re thinking about the day-to-day care of
children, I’d say that fathers and mothers can be equally
3 Elicit from the class what the common theme in all the successful. I know several families where the mother is the
photos is (parents / adults looking after children) before main breadwinner and the father looks after the kids – and it
asking them to do the task. Students should use the works perfectly well. But I’m sure that the physical relation
adjectives from 1 to describe the photos and their reactions between a baby and its mother creates an emotional tie
to them and compare their ideas with a partner. Encourage which there’s no substitute for, and of course this won’t
them to consider the roles illustrated by the photos, as change because men will never be able to have children.
discussed at the beginning of this unit. Speaker 3 Mothers and fathers are different and always will
POSSIBLE ANSWER be, but both are essential. It’s far too much work for one
All the photos are of parents and their children. I really like person to look after a family on their own, so it’s important
the first photo because everyone looks so relaxed. The first for the father to help out right from the start. The key thing is
unit 4
and second photos are of fathers with their children, and to always put the interests of the children first. I know that I
the other two are of mothers with their children. They all have a special relationship with them as a mum, but I can see
show normal situations, rather conventional, although the that my kids need their dads around, too.
roles
man carrying the baby in the second photo may be a little Speaker 4 The idea that men are worse at looking after
untraditional for some people. children is rubbish. Dads can do everything just as well as
mums. Women are only better at childcare because, at
4 Students’ own answers. the moment, they spend more time with their kids than
men do. It’s like my mum – she doesn’t understand how to
Exam practice: Multiple matching use email, but if she worked in an office like me she’d know
5 Direct students’ attention to the Tip before they start the task exactly what to do – it’s just a question of familiarity.
and remind them that it is essential to spend time reading Speaker 5 When I was a kid, my father made more effort
the instructions and options carefully. Check that they know to spend time with us than most fathers would have
how many options are not needed (three). The first time done, which wasn’t what real men were supposed to do.
you play the recording, remind students to listen for general Whenever he wasn’t at work, he dedicated all his time to
understanding and make a note of key words. Encourage me and my sisters. Other than my mum, people didn’t really
them to make their first choice of answers before you recognize how special he was. My father wasn’t like everyone
play the recording a second time. At the second listening, else, so people just ignored him. Nowadays, most men are
students should be listening out for the key words associated involved with their kids like he was.
with the options, especially the ones they are least sure
about. After the second listening, students should make their
6
final choice of answers. If they really don’t know an answer,
they should make a guess; this is preferable to leaving an KEY
empty space on the answer sheet, which they should take a a bond between children and their dads – an emotional
care never to do. connection
This bond may be different from the bond between
KEY
children and their mums because it is usually mums who
1 E 2 H 3 A 4 F 5 C
stay at home with children.
B, D and G are not used.
b day-to-day care of children – looking after children in every
way, every day: feeding them, keeping them safe, getting
them up and ready for bed, nurturing them, changing their
clothes, nappies, etc.

35

c the main breadwinner – the person in the family who earns Reading and Use of English
the most money
Yes, there can be other breadwinners. Part 4 page 52
d an emotional tie – a link between two people who have
feelings for each other Exam skills
Other ties: family, professional, cultural, economic
e he dedicated all his time to me and my sisters – he spent all 1
his time on / his main priority was the speaker and her KEY
sisters a one b between two and five c Yes, it does
d No, I can’t
Vocabulary page 51 2
KEY
Phrasal verbs with bring 1 I were you, I ‘d
1 2 been ages since I saw
3 have been reports of flooding
KEY 4 that she disagreed with my / she didn’t agree with my
a Bringing up b bring her round c brought about
d bring up e brought in f brought back g bring down
Exam practice: Key word transformation
h brought forward i bringing out
3 Read the Tip as a class before you let students begin the
2 exercise. Working out the grammar for the gapped sentence
can be the most difficult part of this type of task; however, if
KEY
students consider what part of speech the key word is, this
a I find it very difficult to bring up …
can give them a lot of clues. For example, if the key word
b If I had the power, I would bring in …
is a past participle of a verb, this points towards a structure
c … always brings back …
involving either the present perfect tense or the passive
roles
d I think the hardest thing about bringing up children is …

voice in the answer. Collocations are also important. Students
should make a note of any words that are commonly used
Words with several meanings with the key word and that they associate with it. They are
unit 4
3 likely to be another clue that will help find the right answer.
KEY KEY
a WORK 1 get used to
1 has an ongoing, positive effect 2 is believed to have
2 function 3 more expensive to rent
3 doing jobs 4 have given up
b KEY 5 it was / were up to me
1 most important 6 not bring it up
2 button (on a keyboard)
3 set of answers Speaking Part 2 page 53
c INTEREST
1 In Part 2 of the Speaking exam, students have to talk for an
1 which are attractive
extended length of time (one minute) and demonstrate their
2 rates at which money increases
ability to ‘organize a larger unit of discourse’. Preparation is
3 rights / concerns
one of the keys to success here, and this section is designed
d EXPERIENCE
to give students practice in preparing and organizing their
1 occasion / event / happening
ideas. To give some initial help with assisting students to
2 knowledge / skill gained through doing something for a
organize their ideas about these two workplace photographs,
period of time in the past
you could put a list up on the board of things to consider
3 practice / doing things
in relation to different types of job and workplace – e.g.
e MAKE UP
surroundings, routines, colleagues, bosses, breaks and meal
1 reconcile / make peace / forgive and forget
times, working hours, stress, job satisfaction, etc.
2 invents / thinks up / fabricates
3 comprise / form 2 Students listen and compare their ideas to the audioscript.

36

Audioscript 1•20 Writing Part 1 page 54
Examiner In this part of the test, I’m going to give each of you
two photographs. I’d like you to talk about your photographs Think ahead
on your own for about a minute, and also to answer a
question about your partner’s photographs. Claudia, it’s your 1
turn first. Here are your photographs. They show two offices. KEY
I’d like you to compare the photographs and say how you a Role models are most often people famous in their own
think the relationships are different in the two offices. All field, like singers, actors and actresses, sport stars or even
right? scientists or politicians. They can also be people who have
Claudia In this picture all the employees are sitting at their achieved great things or made great sacrifices (like Nelson
own computers, so they almost certainly can’t see each Mandela).
other. This probably means that they don’t talk to each other b Role models have status, personality traits, etc. that others
very often except in their breaks. It looks like a very big office aspire to. They act as examples to show others what is
maybe with hundreds of employees, so it could be a call possible. They can inspire people, particularly if they are
centre of some kind. In this picture the manager may work ordinary people rather than people who were born into a
in a separate office so the chances are he or she is quite privileged position.
remote from the staff. He or she may not even know all the
employees’ names, but probably has to check regularly how Exam skills
hard they are working. By contrast, the other picture shows
a small open office with just a few employees. I should think 2
that these employees have good relationships with each KEY
other and you can see that they all look quite happy. Their a A topic sentence: has a clear topic; interests the reader;
manager may be in this office, but you can’t tell who it is. I’d expresses the main idea(s) of the paragraph; is a full
say he or she knows the names of all the staff, and probably sentence.
doesn’t need to check how hard they’re working. In offices b Sentence 2 gives an explanation; sentence 3 adds
like these I imagine it’s possible to have regular meetings so information.
unit 4
that problems and difficulties can be sorted out before they
get worse. 3
Examiner Thank you. Kostas, which of these places would you
KEY
roles
prefer to work in? Why?
a Not a clear topic – sensitive to or about what?
Kostas I’d much rather work in the office on the right
An improved version might be: Parents need to be sensitive,
because everyone looks so happy and relaxed. I guess the
especially in situations where they believe their children have
atmosphere in the other office might be very tense. I think
chosen unsuitable role models.
I’d find this office quite a stressful place to work in. I think it’s
b Not a full sentence.
probably a call centre and these places have a bad reputation
An improved version might be: It has been claimed that the
as places to work. I know from experience that I work better
period from the early 1970s to 2000 is one which witnessed
if I’m relaxed. I’m also quite a sociable person, so I’d enjoy the
the end of the traditional family.
social side of any job I did. I think it would be easier to make
friends with colleagues in this office. 4
POSSIBLE ANSWERS
3 Many celebrities owe their position more to good luck than
KEY to recognizable talent.
a almost certainly b probably c looks like d could be If we want our children to become responsible adults, we
e the chances are f I’d say g I imagine h I guess should make sure they have clear rights and responsibilities
from an early age.
Exam practice: Long turn Most people today would agree that parents have the prime
4 Draw students’ attention to the Tip before they start the task. responsibility for the bringing up of children.
Remind them that it should be easier to speak continuously Teachers should have a good knowledge of their subject, as
because they have prepared well and should have a clear list well as having an understanding of the processes by which
in their heads of the different things they want to say and children learn.
points they have to make. Giving examples and supporting 5
evidence for each point will help to extend their speaking
time. KEY
1 h 2 e 3 a 4 b 5 g 6 i 7 d 8 c 9 f

37

6 2
KEY KEY
for instance; however; the result of this; in the end; to begin a will retire / will be retiring
with; in addition b ’m going to cycle / ’ll be cycling
c ’ll lend you
Linking words d leaves
e will have worked / will have been working
7 f Are (you) doing
POSSIBLE ANSWERS g ’ll have moved; ’ll be living
For instance: for example
3
However: despite this; in spite of this
The result of this: as a result; because of this KEY
In the end: ultimately a brought up
To begin with: firstly; for a start; to start with b brings back
In addition: also; as well as this; furthermore; what is more, c bring round
d bring about
8 e brought up
POSSIBLE ANSWERS You may like to give students the Unit Test on pages 93–94 for
a For example, if they see their role models behaving badly, this unit.
they may be tempted to imitate their behaviour. What is
more, they may persuade their friends to act in the same
way.
b To begin with, they are usually well-educated and take their
subject seriously. In addition, they are keen to help other
people. In the end, however, they can only be successful if
their students are willing to learn.
roles
c For instance, a famous person who earns millions but has

no talent is not the best person to be a child’s role model.
unit 4
However, there are undoubtedly some celebrities who have

talent, and they may make good role models.
Exam practice: Essay

9 Read the Tip with the class before students attempt the task,
and encourage students to refer to the appropriate section
of the Writing guide on page 178 for an overview of essay
writing. Emphasize that good planning and preparation
are essential to produce a good piece of writing and that
students shouldn’t worry about taking the necessary time to
do this because it will ensure that they use their writing time
more efficiently. Ask whom the students are writing for and
elicit that the audience for an essay is always ‘the teacher’, so
it needs to be written in an appropriately formal style and
tone.
1
KEY
1 was suggested (that) I look / looked / should look
2 been reports of clashes between
3 couldn’t get used to
4 ’s bound to get
5 is believed to be responsible
6 ’m unlikely to be / arrive on

38

Unit 5 Travel and culture
6 F: The tourist is me. I feel no shame.
7 B: Looking down on tourists is snobbery … And it infuriates
1 What these photos have in common is that the cultural me.
references in them are not unique to one particular country. 8 D: with some initial reluctance, villagers embraced the
For example, even though the people in the bottom-right tourism development – going to work in the new hotel,
photo are eating sushi, we can’t be sure the photo was taken opening guest rooms of their own and running pleasure trips
in Japan because sushi restaurants are found globally. As in their fishing boats.
a result, we can’t say with any certainty where each of the 9 C: But if they didn’t wander off to unexplored spots, and write
photos was taken. and talk about it on their return, the rest of us would be in
ignorance. Some readers were inspired to follow.
Reading and Use of English 10 A: … the most noxious is the tourist … I sense heads nodding.
Part 7 page 58 Over to you

Exam skills
1 Grammar page 60
unit 5
KEY
a 2; 3 b 1; 3 Past time
Exam practice: Multiple matching 1
travel and culture

2 Look at the Tip as a class before getting students to do the KEY
matching activity. Remind them that everyone is different a present perfect simple c past continuous
and that they shouldn’t hesitate to try different approaches to b past simple d past perfect simple
the various types of exam task in order to find out which suits
them best. 2
You might also like to check students understand the KEY
meaning of these words and phrases: noxious (unpleasant a past perfect simple c past simple
and harmful); off the beaten track (away from where most b present perfect simple d past continuous
people normally go); look down on (to think that someone 3 Encourage students to refer to the Grammar reference
or something is not as good or important as you are); on page 165 for help with identifying the verb forms
mutually exclusive (not possible to exist at the same time); and identifying the differences in meaning between the
trailblazer (a person who does something for the first time); sentences in each pair.
embrace (to accept something with enthusiasm); reluctance
KEY
(unwillingness to do something); resent (to feel angry and
Verb forms:
bitter about something you are forced to accept or do);
a past simple; past simple
compromise (to lower your standards or principles).
past simple; past perfect
KEY b present perfect; present simple
1 B: There is no conflict between tourism and travelling. Just as present perfect continuous; present simple
one may eat one day at McDonald’s and the next at a five-star c past continuous; past simple
Michelin restaurant, so one may both enjoy the beaches of past simple; past simple
the Costa del Sol and a trek through the Sarawak rainforest. d past simple
These experiences are not mutually exclusive. past continuous
2 E: By contrast, tourists … bring cash in buckets. e past simple
3 C: In its heyday, such places throbbed with people and present perfect
commerce. The differences in meaning are:
4 F: They appreciate their genuine experiences so much that a In the first situation the play started at the time they
they resent sharing them. arrived at the theatre. In the second situation the play was
5 A: Scarcely anyone has had a good word to say before or already in progress when they arrived – the play started
since.

39

before they arrived; it was an earlier past event than their Encourage them to make a note of any common word
arrival. combinations they associate with the given word.
b In the first situation the presents have been bought – KEY
the shopping happened at some time in the past and is 1 has been unemployed for
finished. In the second situation the process of shopping 2 n’t been abroad since last
began in the past but is still going on in the present. 3 been ages since I
c In the first situation the speaker was in the process of 4 had just set off
crossing the road when he / she saw Adam. In the second 5 leave until she had locked
situation the speaker saw Adam and decided to cross the 6 to get away for
road (to avoid / meet him).
d In the first situation the passport application is complete
and was finished ‘last night’. In the second situation she Reading and Use of English
was in the process of filling out the passport application
‘last night’ (when something else probably happened).
Part 3 page 62
e In the first situation he is no longer a travel agent, but in
the past he had been a travel agent for a period of two Think ahead
years. In the second situation he started working as a travel 1 Students’ own answers.
agent two years ago and is still working as a travel agent.
4 Ask students to read the text, ignoring the gaps. Check Exam skills
that they understand by asking these questions: What
news had the man just heard? (his wife had just had a baby)
2
Where did he live? (Newcastle) Where was the train he caught KEY
going to? (Edinburgh) Why was the man upset? (it didn’t stop a dissatisfied (Note: dissatisfied refers to people being
in Newcastle) How did he get off in Newcastle? (the driver unhappy, frustrated or disappointed with a situation,
travel and culture
slowed down and the ticket collector lowered him onto the person or thing, while unsatisfied refers to the feeling
platform) What did the guard at the back of the train do? (he of needing more and can apply to abstract concepts.);
pulled the man back on to the train because he thought he unsuitable; irregular; impatient; inadequate; inexpensive
was trying to catch it) b inappropriate; uncomfortable; incorrect; unimportant; illegal;
immoral; disobedient; irresponsible; unsuccessful; unsuitable
KEY
c It is often possible to form the opposite of adjectives, or
1 had just had 7 had made
give the negative meaning of an adjective, by adding a
2 was working 8 refused
negative prefix. However, there are no set grammatical
unit 5
3 lived 9 held
rules as to which group of prefixes work with which
4 heard 10 dropped
adjectives; students need to familiarize themselves with
5 was sitting 11 looked
which prefixes work with which adjectives through use
6 was going 12 missed
and exposure.
The most common negative prefixes used with adjectives
Vocabulary page 61 are dis-, il-, im-, in-, ir- and un-. Others that are quite
common are a-, anti-, counter-, mal- and non-.
Travel phrasal verbs The prefixes im-, il- and ir- are, in fact, a variety of in and
there are certain ‘rules’ that often apply as to when to use
1 im-, ir- or il-. The rules are not set rules:
KEY
• im- before words beginning with m or p, e.g. impersonal,
a 3 b 5 c 1 d 6 e 2 f 4 immortal
• il- before words beginning with l, e.g. illegal
2 • ir- with words beginning with r, e.g. irregular
Most compounds with non- are written with a hyphen in
KEY
British English, but not so in American English, e.g. non-
a set off b checked in c see (you) off d takes off
alcoholic (British English) and nonalcoholic (American
e pick (a friend) up f stop over
English).
Exam practice: Key word transformation Exam practice: Word formation
3 Draw students’ attention to the Tip before they do the task.
3 Before students do the task, direct their attention to the Tips.
Remind them that as well as thinking carefully about the
Remind them not to leave any spaces empty but to make a
grammar of the gapped sentence in terms of active or
guess for any answers they don’t know.
passive forms and verb tenses, their knowledge of common
collocations can also help them to find the correct answer.

40

KEY John Reginald I really didn’t have much choice. If I hadn’t
1 unbelievable 2 necessity 3 farming 4 fairly eaten it, I would have offended my hosts. As simple as that.
5 valuable 6 inefficient 7 nearby 8 heating Interviewer So was that the worst thing you’ve ever been
served?
Over to you John Reginald It was among the worst, certainly. But there
4 Students’ own answers. have been many others. I had dried bat once when I was in
the Pacific; that wasn’t very nice, either – dry and leathery! It
wasn’t so much the taste, which was bad enough, but the
Listening Part 4 page 63 fact that it was almost impossible to swallow. But I think top
of the list is probably snake blood, which was served to me
Think ahead at a meal in Thailand.
Interviewer What makes something repulsive to eat?
1 John Reginald If I can see what it actually is, it’s worse. If I am
POSSIBLE ANSWERS obviously eating a part of an animal which is recognizable
Oysters: chewy, hard, slimy, slippery, smooth, soft as such, then that makes it harder to eat. If what is on your
Avocados: creamy, oily, slippery, soft, squishy plate is an eyeball, then you can’t pretend that you are eating
Honey: gooey, smooth, sticky something else. For some people smell is the most important
Oranges: juicy, slippery, smooth, squishy factor, but I don’t have a very good sense of smell, fortunately,
Locusts: crispy, crunchy, dry, hard, oily and yes, taste is important as well. I once ate raw turtle eggs.
2 Students’ own answers. They were fishy, in an extremely unpleasant way.
Interviewer So what advice would you give to someone in a
Exam practice: Multiple choice situation where something is put in front of them that they
don’t want to eat?
3 Encourage students to read carefully through the questions
John Reginald I’d say: one, don’t not eat it. You need to be
unit 5
and compare the three options before you play the
polite. It could be one of their national dishes. Two, take it
recording. Read the Tip with the class so that students
easy; eat too fast and you might find that you get some more.
remember to make a note of the options they think are
And, three, pretend you’re eating something you like.
travel and culture

possible and eliminate those they decide are definitely not
Interviewer I have to say that I found your book very
possible the first time they listen.
amusing. From the title I thought it was going to be some
KEY sort of medical textbook, so I was pleasantly surprised. Is
1 B 2 A 3 B 4 C 5 C 6 A 7 B there another book in the pipeline?
John Reginald Yes, but the next one will be totally different.
Audioscript 1•21 My editor wanted me to do a follow-up – again, based on my
Narrator You will hear a man talking about his experiences of experiences; things that almost led to diplomatic incidents.
eating in other countries. For questions 1–7, choose the best And I had thought about doing a sort of guide book for
answer (A, B or C). You now have one minute to look at Part 4. businessmen who travel abroad – etiquette in different
Interviewer This afternoon we have in the studio John countries; but I’ve recently become interested in the origins
Reginald, a former diplomat and now a full-time writer. His and rationale behind the consumption of food in different
first book, an autobiography, has the title A Strong Stomach. countries, so that’s what it’ll be about.
Why this title, John?
John Reginald Well, food really can be a tricky issue. Obviously,
as a diplomat you attend many official dinners and you have Over to you
to learn to negotiate your way through a minefield of rules 4 Students’ own answers.
of etiquette – what is acceptable in one culture can be quite
inappropriate in another. But the main thing I discovered
very early on is that basically you really have to be prepared Vocabulary page 64
to eat whatever is set in front of you. And, believe me, this
does sometimes necessitate having a strong stomach, hence Think ahead
the title. 1 When students have read the text, check that they
Interviewer Can you give us some examples? understand the meaning of etiquette (an acceptable way of
John Reginald The one that springs to mind happened at my behaving).
first official dinner when I was in the Middle East. The main
KEY
dish was a sheep’s head and as the guest of honour I was
presented with the eyeball, which over there is regarded as a a It is not acceptable to leave even a tiny amount of rice in
delicacy. your bowl.
Interviewer Oh, dear! Did you manage to eat it?

41

Words often confused KEY
a learning a language
2 b backpacking
KEY
c working as an au pair
dishes; pair; raises
Audioscript 1•22
Example sentences:
Examiner Now, I’d like you to talk about something together
These plates haven’t been washed properly; they’re still dirty.
for about two minutes. I’d like you to imagine that your
There were only a few couples on the dance-floor.
teacher has asked you for your ideas on different ways of
The tide rises twice a day.
getting to know a country and its culture. Here are some of
3 the ways of getting to know a country and its culture and a
question for you to discuss. First you have some time to look
KEY at the task.
a recipe b fast c junk d tap; still e savoury f cook Now, talk to each other about how much you can learn
g menu; list about a country and its culture from these experiences.
Candidate A Shall I start?
Extreme adjectives Candidate B Yes, if you like.
Candidate A Personally, I think you can probably learn quite
4 a lot about a country if you’re doing voluntary work there.
KEY You’re likely to be working alongside local people for a
tiny start…
Candidate B I guess so, but I’m not sure how much you’d learn
5 about the country. You’d probably be working with poor
KEY people or disadvantaged people. They’re not representative
travel and culture
amazed: surprised freezing: cold of the whole country.

boiling: hot furious: angry Candidate A Yes, that’s a good point. OK, let’s move on to
delicious: tasty hilarious: funny sightseeing.
delighted: pleased huge: big Candidate B If you ask me, I believe you can get a good
exhausted: tired spotless: clean general impression of the history of a country from
filthy: dirty terrified: scared sightseeing ’cos you’re seeing lots of historical monuments.
Do you agree?
6 Candidate A Yeah, and you usually have a guide who tells you
unit 5
KEY all about the history, too. But you don’t really get to meet the
a boiling b big c spotless d angry; hilarious people, do you?
e delighted f delicious Candidate B No, you’re right. ’Cos you’re usually in a big group
of people from your own country. Learning a language?
Over to you … In my opinion you can learn a lot about a country from
learning a language. For a start, if you know a language you
7 Students’ own answers. can communicate with the people. I don’t think you can
really know a country if you don’t speak the language. What
Speaking Parts 3 & 4 page 65 do you think?
Candidate A I agree.
Think ahead Candidate B Au pair? I’m not sure I know what an au pair is …
Candidate A It’s someone who goes to live in a country so
1 Students’ own answers. they can study the language. They stay with a family and look
2 This task is another example of Part 3 of the Speaking exam. after the children and in exchange they get their food and
Before students listen to the recording, you might want accommodation and time off to go to classes.
to check they understand the following: voluntary work Candidate B Ah, right. Well, I’d say you could learn a lot
(working for a charitable organization without being paid); through doing that. You’d be living with a typical family,
backpacking (type of low-budget travel using a backpack or seeing how they live and improving your language …
other luggage that is easily carried across long distances or Candidate A Not necessarily. They could be recent immigrants
for long periods of time; travellers usually travel for longer and speak their own language all the time.
than a standard two- or three-week holiday, do things Candidate B Oh! I suppose so. Right, the last one,
cheaply and try to experience ‘real’ local life rather than backpacking. Have you ever done that abroad?
behave like a tourist). Candidate A Yes, I backpacked around Asia for six months a
few years ago.

42

Candidate B And did you learn a lot about the countries you Candidate A Yes. So we’ve got three left to choose from.
visited? Personally, I’d choose learning a language and backpacking.
Candidate A Yeah, quite a lot. You tend to use public transport Candidate B I’d agree with you on learning a language, but I’d
so you get to meet ordinary people and you can take have to disagree with you on backpacking.
your time to look around places. But if you don’t speak the Candidate A Would you? Why?
language – as I didn’t – then the experience is limited. Candidate B Because, as you said, if you don’t speak the
Examiner Thank you. language then you can’t really communicate with the people.
Candidate A Why would you choose working as an au pair?
3 Candidate B Well, I know you said that you might end up
working with recent immigrants, but I’m sure you’d be able to
KEY change families if that happened.
Giving an (Personally) I think …; If you ask me …; Candidate A That’s very true. I take your point.
opinion I believe …; In my opinion …; Well, I’d say … Candidate B Shall we agree on learning a language and
working as an au pair, then?
Asking for an Do you agree? What do you think?
Candidate A OK, you’ve convinced me.
opinion
Examiner Thank you.
Agreeing with I guess so; Yes, that’s a good point; Yeah; No,
an opinion you’re right; I agree; Ah, right; I suppose so;
7
Yes, if you like
Disagreeing Not necessarily KEY
with an opinion Giving an Personally, I’d ...
opinion
4
Asking for an Would you? Why? Why would you …?
unit 5
KEY opinion Shall we agree …?
Agreeing with Absolutely!; I agree with you up to a point; Agreeing with I think we more or less agreed; I think we
an opinion I couldn’t agree more an opinion both thought …
travel and culture

Disagreeing I don’t know about that; Sorry, but I have to I’d agree with you on …; That’s very true;
with an opinion disagree with you there; I’m not sure I agree I take your point; OK, you’ve convinced me.
with you there Disagreeing I’d have to disagree with you on …
with an opinion
5
KEY Pronunciation
a total agreement: Absolutely!; Yes, that’s a good point; I 8 When you play the audio the first time, ask students just to
couldn’t agree with you more. listen and to pay attention to the speakers’ intonation. Do
total disagreement: Sorry, but I have to disagree with you they think the speakers’ voices go up or down at the end
there. of the phrase? Then play the audio a second time and ask
b partial agreement: I guess so; I suppose so; I agree with you students to listen and repeat, paying particular attention to
up to a point. try to imitate the intonation.
partial disagreement: Not necessarily; I don’t know about
that; I’m not sure I agree with you there. Audioscript 1•24
I don’t know about that. (fall)
6 Absolutely! (rise)
KEY I agree with you up to a point. (fall)
a learning a language and working as an au pair Sorry, but I have to disagree with you there. (fall)
b Students’ own answers. I’m not sure I agree with you there. (fall)
I couldn’t agree more. (rise)
Audioscript 1•23
Examiner Now, you have about a minute to decide which two
experiences you think you would learn the most from. Exam practice: Collaborative task &
Candidate B I think we more or less agreed that you might discussion
not learn a lot from voluntary work. 9 Direct the students’ attention to the Tip before they begin
Candidate A Yes. the exercise. Remind them that they mustn’t come to an
Candidate B And sightseeing. I think we both thought that agreement too early on in their discussion or they risk
you’d learn a lot about the culture and history of a place but running out of things to talk about. One way to avoid this is
you wouldn’t have many opportunities to meet the people. to discuss all the different aspects of the topic fully, and to

43

make sure they back up any opinions or suggestions with 5
reasons and examples.
KEY
10 Students’ own answers. a a view: awesome, beautiful, breathtaking, depressing,
dismal, dreadful, gorgeous, sensational, stunning, terrible
b a journey: appalling, boring, dreary, interesting,
Writing Part 2 – Review page 66
sensational, tedious, terrible
1 c food: appalling, awful, disgusting, dreadful, excellent,
interesting, sensational, tasteless, terrible, vile
KEY
d the service in a restaurant: appalling, awful, brilliant,
You have to describe and provide factual information about
dreadful, excellent, poor, terrible
a hotel or guest house in your town so as to inform readers.
You also need to evaluate whether it is a good place to stay
at or not. This means you will look at positive and negative
Compound adjectives
points and provide a recommendation. 6
2 KEY
four-storey; family-run
KEY
a Positive points: it has the advantage of being just a short 7
walk away from most of the important visitor attractions;
all the rooms have central heating and air-conditioning (it KEY
mentions also that air-conditioning is essential in summer); a a three-course meal (Note: in compound adjectives with
the delicious typical Turkish breakfast; amazing views of the numbers the noun is in the singular and there are no
Bosphorus river; the friendly welcome apostrophes.)
Negative points: if you are travelling on your own you will b a five-minute walk
travel and culture
need to book well in advance if you want a single room; c a no- / non-smoking restaurant
Luxurious it isn’t; steep stairs (and no lift) d overpriced food
b Situated in the historic district of Sultanahmed, Turkey; e handmade goods
four-storey guest house; family-run; offers a variety of f centrally-heated rooms
accommodation; need to book well in advance if you want g locally-caught fish
a single room; all the rooms have central heating and h a tree-lined boulevard
air-conditioning; typical Turkish breakfast consists of eggs, i an all-inclusive price
cold meats, tomatoes and olives; breakfast is between 8 j a conveniently-situated hotel
unit 5
and 10 a.m.; the kitchen is on the top floor, where you have
amazing views of the Bosphorus river; steep stairs; no lift Language of recommendation
c Yes, they have.
d Students’ own answers.
8
KEY
3 The first sentence: It is easy to see why the Blue Mosque Guest
KEY House is a popular place for tourists to stay …
Adjectives: easy, popular, historic, short, important, four-storey,
family-run, single, best, delicious, typical, cold, Turkish, top,
9
amazing, luxurious, steep, friendly POSSIBLE ANSWERS
Amazing could be replaced by: fantastic, wonderful, a a package holiday: I wouldn’t recommend a package
stunning, breathtaking holiday if you like doing your own thing on holiday, but
otherwise I would say they are good value for money.
Evaluative adjectives b a city: I recommend (name of a city), not only for its
beautiful botanic gardens but also because there are so
4 many wonderful outdoor sculptures.
KEY c a car: I wholeheartedly recommend an electric car as a way
Positive: awesome, beautiful, breathtaking, brilliant, excellent, to decrease your ‘carbon footprint’ on the environment.
gorgeous, interesting, sensational, stunning d an airline: I definitely would not recommend a budget
Negative: appalling, awful, boring, depressing, disgusting, airline, because it packs the people in.
dismal, dreadful, dreary, foul, poor, tasteless, tedious, terrible,
vile

44

10
KEY
a hotel: airport shuttle; amenities; check-in / out; en-suite;
room service; single / twin / double room
a restaurant: à la carte menu; book a table; buffet; dessert;
house speciality; self-service; set menu; wine list
both: complimentary; make a reservation; staff
Exam practice: Review

12 Encourage students to look at the appropriate section of
the Writing guide on page 183 before they attempt the task.
Remind them that the purpose of a review is to give the
reader information to help them make their own mind up
about whether to use, visit or buy something, so the writer
should check that he or she is giving useful facts about the
subject of the review and not just stating their opinions. Read
the Tip with the class and give them some time to quickly
note down their answers to the two parts of the questions
before they start planning their writing.
unit 5
1
KEY
travel and culture

1 where 2 who 3 were 4 as 5 well 6 there
7 but / whereas / while / whilst 8 of
2
KEY
a 1 hadn’t rung
2 got
3 rushed
4 had left
5 found
6 was lying
7 had packed
b 1 have ever ridden
2 sat
3 seemed
c 1 happened
2 was travelling
3 was driving
4 was listening
5 was lying
6 had crashed
3
KEY
a over b up c in d off e off f off
this unit.

45

Unit 6 The mind
Social class: this should not influence your success but does
in fact often have an influence.
1 Before students attempt the task, check that they understand Upbringing: this influences one’s sense of identity and
what is meant by IQ and EQ. You can tell them the term IQ, confidence, so it can influence success.
standing for intelligence quotient, was originally coined Wealth: like social class, this should not be a factor in success
by the German psychologist William Stern in the 1890s. He but sometimes is.
had the idea that it might be possible to find a standard
for measuring and quantifying human intelligence, and
helped to develop the first IQ tests in the early 20th century.
Exam practice: Sentence completion
Nowadays, there are a number of widely recognized IQ 2 Read the Tip with the class before students attempt the task.
tests in use, although their validity and usefulness are not Encourage students to take the time to read through the
universally accepted. text carefully before you play the recording to get a good
understanding of the subject matter and to predict the
The idea of emotional intelligence, or EQ, is a much more
sort of information they need to listen for to complete the
recent one, which only began to appear in the late 1980s.
missing phrases.
It is defined as social intelligence – a person’s ability to
manage their own emotions and interpret and respond KEY
to the emotions of others. Some people have claimed 1 just as important as 6 teenagers.
that emotional intelligence is as important as intellectual 2 successful 7 higher IQ scores.
intelligence, particularly in areas such as management and 3 emotional self-control. 8 optimism.
leadership, where it is needed in order to get the best out of 4 two sweets. 9 recruiting and training
the mind
people. 5 a third 10 pessimistic / pessimists

KEY
Audioscript 1•25
a ii (there are three shapes which are repeated; however, in Narrator You will hear part of a radio programme about
the second sequence they are mirrored)
unit 6
factors which determine success. For questions 1–10,

b Kate is the richest. (Mark and Ann are equal. They are both complete the sentences with a word or short phrase. You
poorer than Kate and richer than Jack; however, Jack is also now have forty-five seconds to look at Part 2.
poorer than Kate.) Radio DJ The idea that thinking is superior to feeling is an
c & d Students’ own answers. attitude that many psychologists today would consider
2 Students’ own answers. out-of-date. They would argue that emotional intelligence
is just as important as IQ when determining a person’s
overall success. Let me give you two examples of research
Listening Part 2 page 70
which backs up this theory. When ninety-five graduates
from Harvard University were followed into middle age,
Think ahead the men with the highest intelligence test scores in college
1 Encourage students to think of positive and negative were not found to be particularly successful – in terms of
influences. For example, a caring upbringing may lead to salary, productivity or status – compared with those who
confidence in later life. However, indifferent parents who had scored lower. IQ, it would seem, contributes only about
don’t seem very interested in their child’s progress and 20% to the factors that determine life success, leaving 80%
development may cause low self-esteem and a tendency to to other forces. So, what are these other forces? Peter Salovey
fail. of Yale University would argue that emotional self-control
POSSIBLE ANSWERS is one of the most important. He conducted an experiment
Character: personality and character will obviously influence with a class of four-year-olds. He gave each of them a sweet,
a person’s choices in life and their ability to get on with other and told them they could eat it immediately. However, if
people and succeed. they could resist eating the sweet until the experimenter
Education: standard of education is a factor in whether or not came back into the classroom, he would then give them two
you get certain jobs, and this could have a direct influence on sweets.
your success. How you use your education is most important. For what seemed like an endless 15 minutes, most of the
Intelligence: it depends on what kind of success in what kind children waited. However, about a third of the children were
of work you seek. unable to wait. They grabbed the sweet almost immediately
after the experimenter left the room.

46

When the same children were followed up as teenagers, 3
those who at four had been able to resist temptation KEY
were, as adolescents, more socially competent, self-reliant, a at remembering / at memorizing
dependable and confident. They also had dramatically higher b of memorizing / of remembering
scores on IQ tests. However, those who at four had been c in improving
unable to resist temptation were more indecisive, more d about having
socially isolated and less confident. This experiment suggests e for reminding
that emotional self-control is an important contributor to
intellectual potential, quite apart from IQ itself. Another 4
ability that can determine not just academic but job success POSSIBLE ANSWERS
is optimism. In a study of insurance salesmen, psychologist be mad about, adore, love, enjoy, be keen on, be interested
Martin Seligman, showed the relation between optimism and in, like, dislike, have an aversion to, can’t stand, can’t bear,
high work performance. Selling insurance is a difficult job and detest, hate, loathe
three quarters of insurance salesmen leave in their first three
years. Given the high costs of recruiting and training, the
emotional state of new employees has become an economic
issue for insurance companies. Seligman’s study found that Gerunds and infinitives
new salesmen who were natural optimists sold much more
6
than salesmen who were pessimists, and were much less
likely to leave in the first year. Why? Because pessimists KEY
think failures are due to some permanent characteristic in a to catch b to meet c changing d to be e losing
themselves that they cannot change, whereas optimists f to play g to lend h driving i to understand j to buy
believe they are due to something temporary that can be
changed. They believe they can succeed next time round. 7
KEY
unit 6
a A2, B1 b A2, B1 c A1, B2 d A2, B1
Over to you
3 Students’ own answers. 8
the mind
KEY
Personal qualities a to buy
b to announce
4 c opening / to open
KEY d fidgeting / playing / reading / whispering, etc.
Positive: confident (confidence); dependable (dependability); e agreeing
self-reliant (self-reliance) f eating
Negative: indecisive (indecision, indecisiveness); pessimistic g leaving
(pessimism)
Exam practice: Key word transformation
5
9 Read the Tip with the class before students attempt the task.
KEY
KEY
a indecisive b confidence c self-reliant d dependable
1 can’t stand people interrupting
e Pessimists
2 arriving on / in time
3 n’t good at remembering; no good at remembering
Grammar page 71 4 arranged to meet John / him
5 couldn’t afford to go
Gerunds 6 regrets not finishing
Grammar reference on page 166 for help with these tasks. Speaking Parts 3 & 4 page 73
KEY
a thinking 1; feeling 2, 4 b eating 3 c selling 1 Exam practice: Collaborative task
d recruiting and training 4 1 Before students look at the task, elicit some ideas from the
class about common causes of stress in adults and young
2 adults (having too much to do; fear of failure; social pressure
KEY to look or behave in a certain way) and why stress is bad for
a Having b Remembering c Repeating / Saying you (it can affect sleep patterns; cause health problems such
d Writing e Forgetting
47

as headaches, digestive problems, high blood pressure, etc.; them. Just to give a few examples: people work and sleep at
can encourage people to use substances such as tobacco different times, so there is bound to be conflict here; some
and alcohol; and generally has a negative effect on quality of people don’t think of their neighbours and play loud music
life). Remind students that this Part 3 task is a collaborative or have their televisions up too high, and because the
one and they will be judged on their ability to manage walls of most modern buildings are quite thin you can hear
interaction as much as what they actually say, so they should everything.
make sure they listen to their partner and respond to his or Examiner Maria, do you think people today are more or less
her ideas and suggestions. stressed than they were in the past?
Maria That’s difficult to say. I think people today think that
Audioscript 1•26
they are more stressed than people were in the past, yes, but
Examiner Now I’d like you to talk about something together
whether they are or not is another matter.
for about two minutes. I’d like you to imagine that the
Pierre There was an interesting programme on TV where a
principal of your college has asked you to give a talk to the
family lived life for a couple of months as they would have
other students on the best ways to relieve stress. Here are
lived it in the 1940s. I can remember being surprised that at
some activities people do to relieve stress and a question for
the end of the series the woman said she found modern life
you to discuss. First you have some time to look at the task.
more stressful than life in the 1940s. She said it was because
Now, talk to each other about how effective each of the
women had a simpler role in life then – to be wives, mothers
activities is in relieving stress.
and housewives. Nowadays, they have to be all those
2 Students’ own answers. things, not to mention work as well.
Maria I agree, but I think one of the main reasons why
Exam skills people feel more stressed today is because society is more
materialistic. People want more things. Things cost money.
3 In order to make more money you have to work more.
That means you have less time to do the other things you
KEY
either want to do or have to do. And that is what makes you
a Candidate A: many cities are huge; commuting on
the mind
stressed.
crowded trains and buses; traffic jams in cars; worrying
Pierre Also, I think technology has made life today more
about getting to work on time
stressful. In the past people worked a nine-to-five job and
Candidate B: tensions due to living close to each other, e.g.
then went home and switched off. But nowadays, if you work
working at different times; noise pollution
in business, for example, you are on call almost twenty-four
unit 6
b Candidate A: materialistic society is causing people to work

hours a day, and even when you are on holiday you are
more and more for the things they want; not doing the
expected to check your emails.
things you want or have to do enough
Examiner Is it always a good thing to be relaxed? Can you
Candidate B: multitasking for women; technology causing
think of any occasions when it might be a bad thing to be
you to work all the time
too relaxed? Pierre?
c Candidate A: cannot be too relaxed in certain jobs,
Pierre Too relaxed? Hmm …
e.g. pilots at take-off and landing, surgeons, air traffic
Examiner Maria?
controllers; cannot be too relaxed when driving
Maria Well, you can’t be too relaxed in certain jobs, at
Candidate B: should not be too relaxed during an interview
least not all of the time. For example, pilots need to be
Audioscript 1•27 alert during take-off and landing. They can be relaxed the
Examiner Do you agree that living in a city is more stressful rest of the flight unless something happens and there is an
than living in the country? emergency, of course. In fact, there are many jobs where
Maria I’ve never actually lived in the country, but I imagine it you can be relaxed a lot of the time but need to be alert and
would be. concentrating hard at other times: surgeons, for instance,
Examiner Why? and air traffic controllers. Not only are people’s lives in their
Maria Well, for several reasons: first of all, because many cities hands but also, in the case of pilots, their own lives, too.
nowadays are huge, people spend a lot of time just getting Pierre It’s not a good idea to be too relaxed during an
to and from their workplace. This is stressful as they usually interview either because you might give the impression that
have to travel on crowded trains or buses, or if they go by you don’t really care if you get the job or not.
car, they may spend hours stuck in traffic jams. They can Maria And we mustn’t forget about when people are
never be sure that they will get to work on time so this driving. I heard that most accidents happen when people are
makes their daily commute to work stressful. driving near their homes. Because they are familiar with the
Examiner Do you agree, Pierre? route, they are too relaxed and not paying enough attention
Pierre Yes, I do. And apart from the reasons that Maria gave I’d to the road and that’s when accidents happen.
also like to add that, since people live much closer together
in cities, there is a greater possibility of tension between

48

4 7
KEY KEY
a for several reasons; because The linked words in exercise 6 work together as expressions
b as while the words in exercise 7 are each important in defining
c since the vocabulary in one way or another. In fast natural speech
d not to mention we link words together when a word ending in a consonant is
e one of the main reasons why followed by a word which begins with a vowel. Note:
f Also • In the word ‘one’, the final ‘e’ is silent, so effectively the word
g For example ends in a consonant.
h for instance • In a word ending in ‘r’, for example ‘far’ and ‘mother’, the
i Not only; but also ‘r’ is not pronounced except when the next word begins
j forget about with a vowel, when it is pronounced to link the two words
together. For example: My mother and father are in their
Audioscript 1•28 fifties.
Candidate A Well, for several reasons: first of all, because
many cities nowadays are huge, people spend a lot of time 8
just getting to and from their workplace. KEY
Candidate A This is stressful as they usually have to travel on a First of all, because many cities nowadays are huge,
crowded trains … people spend a lot of time just getting to and from their
Candidate B I’d also like to add that, since people live much workplace.
closer together in cities, there is a greater possibility of b People work and sleep at different times so there is bound
tension between them. to be conflict here.
Candidate B Nowadays, they have to be all those things, not
to mention work as well. Audioscript 1•30
Candidate A I agree, but I think one of the main reasons why A First of all, because many cities nowadays are huge, people
unit 6
people feel more stressed today is because society is more spend a lot of time just getting to and from their workplace.
materialistic. B People work and sleep at different times, so there is bound
Candidate B Also, I think technology has made life today more to be conflict here.
stressful.
the mind
Candidate A For example, pilots need to be alert during take-
off and landing. Exam practice: Discussion
Candidate A In fact, there are many jobs where you can 9 Read the Tip with the class before students start on the task.
be relaxed a lot of the time but need to be alert and Remind students that in Part 4 of the Speaking paper, the
concentrating hard at other times: surgeons, for instance, examiner is looking for evidence that the candidates can
and air traffic controllers. express and justify their opinions, agree and disagree with
Candidate A Not only are people’s lives in their hands but also, other people’s ideas and speculate. Encourage them to use
in the case of pilots, their own lives, too. the language from 5 to do this, particularly any expressions
Candidate A And we mustn’t forget about when people are which they hadn’t encountered before or don’t normally use
driving. very often.
Audioscript 1•31
5
Examiner Which do you think would be more stressful –
KEY being self-employed or working in a large company?
a a reason: for several reasons, because, as, one of the main What could companies do to make work and the workplace
reasons, since more relaxing for their employees?
b an example: for example, for instance What kind of holiday would you find stressful?
c additional information: not to mention, also, not only … but
also, … and we mustn’t forget about
Reading and Use of English
Pronunciation
6 Before students listen, you might want to play the recording Part 6 page 74
again and have students listen to how but also and for
example are pronounced. Exam skills
1 This activity helps to raise students’ awareness of how
Audioscript 1•29 pronouns are used to create cohesion in a longer text. After
but also for example forget about not only one of they have completed the task, tell students that being able
to link pronouns back to the subject to which they refer is an

49

important reading skill and one which will be of particular 6
help with the gapped reading task in Part 6 of the Reading
KEY
and Use of English paper.
argue passionately sleep soundly
KEY drink heavily think hard
He refers to Volker Sommer. listen attentively work hard
There refers to Nigeria’s Gashaka Gumti national park.
The former refers to the chimpanzees. 7
The latter refers to sticks. KEY
His refers to Volker Sommer. a performing b acquire c say d making e chosen
Their refers to the ants. f made
This refers to the behaviour of the ants, i.e. biting to defend
8 Check students understand the meaning of put your foot in it
their colony.
(to say or do something that upsets, offends or embarrasses
They refers to the chimpanzees.
someone).
Exam practice: Gapped text KEY

a keep b catch c caught d put e keep f putting
2 Read the Tip with the class and ask students to read through
the text quickly once for gist before they begin the task. 9 You can remind students of the difference between make
Check that they understand the meaning of these words and and do before they attempt this task. Do is often used to
phrases: help yourself (take something for yourself ); deceive / talk about someone performing an action or a task (e.g. do
deception (to persuade someone that something false is real homework, do housework) and general activities that do not
or true); on tiptoe (on your toes, with the heel of your foot off produce a physical object at the end (e.g. do something /
the ground). nothing, do business). Make, on the other hand, is used when
actually creating or constructing something and there is a
KEY physical or at least a tangible result at the end (e.g. make a
1 G 2 A 3 D 4 B 5 F 6 C meal, make money, make a mistake).
Sentence E is not used.
the mind
KEY
Over to you do business with sb make a mistake
do the cooking make money
3 Students’ own answers. do damage make a noise
unit 6
make a decision make a profit

Vocabulary page 76 make an effort make progress
do exercises do research
Think ahead make fun of sb make sb an offer
make a fuss make a suggestion
1 Students’ own answers. do the housework make trouble
2 do a job do your best
POSSIBLE ANSWERS 10
De-stress, eat healthy food and don’t eat for at least two KEY
hours before you go to bed, drink hot milk before you go to a does b making c made / make / were making
bed, have a warm bath before going to bed, try to think of d makes / is making
restful things as you fall asleep, do enough exercise so that
you feel tired at night, etc. 11
3 Students’ own answers. KEY
Eight
Collocations
4 Exam practice: Multiple-choice cloze
KEY 12
1 soundly 2 face 3 deepest KEY
1 C 2 D 3 A 4 B 5 C 6 B 7 C 8 B
5
KEY Over to you
a close b serious c hard d heavy e serious f heavy
g strong

50

Writing Part 1 page 78 5
KEY
Think ahead The American rock legend Kurt Cobain was born on February
1 & 2 Students’ own answers. 20th 1967 in the state of Washington. He formed Nirvana in
1987 and the band broke into the mainstream with ‘Smells
3 like Teen Spirit’ in 1991. Although he went on to achieve
KEY
worldwide success, Cobain remained a deeply troubled man.
It is probably true to say that most people believe that if they Cobain’s problems started from an early age. His parents,
were rich they would be happy. The question is whether who had a stormy marriage, finally divorced when he was
money makes people happy or whether there are other nine. Cobain lived first with his father, until he remarried, and
factors which contribute more to happiness. then with his mother. However, he did not get on with his
There is no actual proof that being rich makes people new step-father, who he couldn’t stand.
happy. In fact, evidence seems to show the opposite: some Having got into drugs when he was still a teenager, Cobain
billionaires suffer from depression, and more than one lottery was never able to kick the habit. Tragically, he took his own
winner has regretted their win. (example) life in 1994. He was just 27 years of age.
There are several other happiness factors we need to
consider. People are important. (example) Human beings Over to you
are social beings and we feel happiest when we are not 6 Students’ own answers.
alone. (reason) A stable family life and a circle of good
friends are also important. (example) Work too can make Exam practice: Essay
us happy. (example) If we have a job which gives us a sense 7 Read the Tip with the class before students start the task and
of fulfilment, this can also give us a feeling of well-being. remind them they can refer to the Writing guide on page 178
(explanation) However, possibly it’s the simplest pleasures for an overview of how to plan and structure an essay.
that bring us most happiness: things like reading a good
book or walking in the sunshine. (example)
unit 6
In summary, in my view, money may bring us short-lived Unit 6 Review page 80
happiness. Long-term happiness depends on a combination
of other factors which will probably vary from person to
1
the mind
person. KEY
1 actually 2 correctly 3 limited 4 knowledge
Exam skills 5 sensible 6 consistent 7 scientific 8 probability
4 2
KEY KEY
a Capital letters for the first letter of a first, middle and last a to post b clearing c dealing; to work d to say
name: John Paul Getty Jr. e using f to get g meeting h moving
Two commas to show additional information.
Full stop / period to show the sentence has finished. 3
b Capital letter for the first letter of a sentence to show that it KEY
is a new sentence. a soundly b strong; strong c severe d make e heavy
Capital letter for the first letter of the name of the day of f came up with g strong
the week: Saturday. You may like to give students the Unit Test on pages 97–98 for
Full stop / period to show the sentence has finished. this unit.
c Comma to indicate a pause after Not surprisingly.
d Colon to show that a list is following to further clarify the
point made in the first part of the sentence.
Commas to separate the different words in the list.
e Capital letters for the first letters of key words which name
something like a film or a prize: Slumdog Millionaire; Oscars.
Capital letter for the first word of a new sentence: It …
Apostrophe to replace the letter i in the contraction It’s
(It is).
f Comma to separate the two different parts of the sentence.
Full stop / period to show the sentence has finished.

51

Unit 7 Free time
Introduction page 81 Grammar page 84

1 This discussion is based on the students’ own answers.
Encourage the students to make comparisons between Passive verbs
themselves and how they spend their free time and the 1 Encourage the students to refer to the appropriate section of
people and activities shown in the pictures. the Grammar reference on page 167 to help them with the
2 Students’ own answers. following tasks.
KEY
Reading and Use of English a is being created: passive; present continuous
b are offered: passive; present simple
Part 5 page 82 c will be changed: passive; future simple, will future
d are losing: active; present continuous
Think ahead e have been blamed: passive; present perfect simple
1 & 2 Students’ own answers. f are sent back: passive; present simple
2
Exam practice: Multiple choice
KEY
3 Ask the students to read the text quickly before they begin
the task. Check they have understood the main ideas by The passive is formed with be in the appropriate tense
asking: What does ‘weisure’ mean? (it’s a combination of the (present, past, etc.) and the past participle of the main verb.
free time
words ‘work’ and ‘leisure’, reflecting the fact that people mix 3
the two much more than in the past) How has technology
contributed to weisure? (laptops and smartphones allow KEY
people to stay in contact with their workplace all the time, a We / people are creating a phenomenon called ‘weisure
unit 7
or conversely, their friends and family whilst at work) What time’.

are some of the reasons why people want to mix work and play? b … the internet offers many opportunities for that.
(because they have to work longer hours and because, for c … what is disturbing is the idea that weisure will change
many people, work is more interesting and fun than it was us.
in the past) What is the main problem with weisure? (we are d Our so called private life is being lost (by us) …
losing our private lives and never have time to relax) e … anger against the bankers and politicians who(m) we
Direct students’ attention to the Tip and remind them to have blamed for our social and economic problems.
underline the key words in the questions so they know what f … unless a natural disaster of some kind sends us back to
information to search for the second time they start reading the Stone Age …
the text. The changes alter the focus by changing the subject of the
sentences.
KEY
1 C 2 A 3 D 4 B 5 C 6 D 4
KEY
4
a unpaid volunteers
KEY b their (some employees’) managers
a blurring: becoming less distinct
b merging: combining and becoming one 5
c the economic ladder: the series of stages by which progress KEY
is made economically a Society / people in general perform the action. This is not
d Stone Age: the very early period of human history when mentioned because it is obvious / not necessary for the
tools and weapons were made of stone meaning of the sentence.
there’s no turning back the clock: it is impossible to go back b the internet
to the past c weisure
d we (active sentence)

52

e Society / people in general perform the action. This is not 11
mentioned because it is obvious / not necessary for the
POSSIBLE ANSWERS
meaning of the sentence.
a You can have / get your teeth cleaned, extracted, x-rayed,
f a natural disaster of some kind
capped or crowned.
6 b People go to the hairdresser’s to have / get their hair cut,
trimmed, washed, coloured or dyed.
KEY c People take their cars to garages to have / get them
1 is guaranteed 6 are reserved repaired / checked or serviced.
2 is located 7 serve d You could have / get your hair cut or have / get some
3 are furnished 8 is included plastic surgery done.
4 have 9 be booked
5 are equipped 10 is made / will be made
7 Exam practice: Open cloze

KEY 13 Direct students’ attention to the Tip before they start the task
You will be met at Heathrow Airport and driven into central and remind them to study the words on either side of the
London by one of our chauffeurs. You will be put up in a gap to help them identify what part of speech the missing
five-star hotel close to Harrods, the world’s most famous word is.
department store. A luxury suite has been reserved for you on KEY
the tenth floor. In addition to this, you will be given £20,000 1 yourself 2 an 3 are 4 you 5 out 6 be 7 with
‘pocket money’ by the competition organizers. This money 8 than
can be spent as you like.
have / get something done Vocabulary page 86
Think ahead
unit 7
8
KEY 1 Newspaper headlines can be challenging for learners
a The professionals. to understand because they often omit the main verb,
free time
b The computers. This is a passive sentence, with the focus which has to be inferred, and feature clusters of several
being on the more boring parts of some jobs. nouns together. Explain this to students and tell them that
c This is a causative sentence where the focus is on the fact identifying the main noun or nouns in each headline will be
that professionals arrange or organize the activity but do the key to understanding it, as well as matching it with the
not do it themselves. correct sport.
KEY
9
A football B tennis C golf D motor racing E athletics
KEY F basketball G cycling H boxing
a This has a causative meaning: ‘he’ arranged for the tooth to
be filled. Sports vocabulary
b This has a non-causative meaning. This is something which
happened to him, but he did not arrange or organize it. 2
10 Encourage students to consult the appropriate section of KEY
the Grammar reference on page 168 for a review of causative Someone who plays football is a footballer.
structures and help with this task. Someone who plays tennis is a tennis player.
KEY Someone who plays golf is a golfer.
a I had / got my hair cut in a completely different style by the Someone who goes motor racing is a racing driver.
hairdresser. Someone who does athletics is an athlete.
b We’ve had our apartment repainted by a decorator. Someone who plays basketball is a basketball player.
c I’m going to have my video repaired next week by an Someone who goes cycling is a cyclist.
electrician. Someone who boxes is a boxer.
d I’m having my jacket cleaned at a specialist cleaner’s.
3
e The council have just had the town hall rebuilt.
POSSIBLE ANSWERS
football: football, football boots, nets
golf: golf clubs, golf balls, tees
motor racing: racing car, crash helmet
athletics: starting blocks, starting pistol, running shoes

53

basketball: basketball, basketball hoops Candidate A There are some quite interesting things to do
cycling: bike, helmet here, aren’t there? I’d find designing websites really exciting.
boxing: gloves, shorts, gum shield Candidate B Okay, but we’ve got to think about what most
students would enjoy, so let’s think about them one at a
4
time. What about martial arts – do you think that would be
KEY popular?
on a pitch: football Candidate A Yes, probably, but only with a few people.
on a course: golf Karate’s like fighting, and most people I know wouldn’t be
on a court: tennis, basketball, badminton, volleyball interested in that.
on a circuit: cycling, motor racing Candidate B Yes, but it’s also a way of keeping fit, so it might
on a (race)track: horse racing, athletics be popular with more people than you think. If you ask me,
in a pool: swimming, diving I’m sure appreciating modern music would be really popular,
in a gym: gymnastics, weightlifting although I suppose it depends on what they mean by
in a ring: boxing, wrestling modern music.
in a rink: ice skating Candidate A Yes, I don’t think people would be interested if it
was modern classical music.
5 Candidate B No, I think you’re right. But if it was modern pop
KEY music, I bet it would attract a lot of interest. But I don’t quite
1 A 2 D 3 C 4 B 5 B 6 A know how you would appreciate it.
Candidate A No, that sounds a bit serious, doesn’t it? I know
Over to you one or two of my friends would really love to debate social
6 Students’ own answers. and political issues, but I can’t imagine most people I know
showing any interest in those kinds of subjects at all – I’m
absolutely certain they’d find debates really boring.
Speaking Part 3 page 87 Candidate B You said you’d enjoy website design, didn’t you?
free time
Candidate A Yes, I did – and I know loads of other people

Exam skills who’d love it. You can do so many things with computers
1 Check the students understand what all the activities involve now.
– for example, you may need to explain that taking part in Candidate B What kind of website would you like to design?
debates and being part of a debating society is a tradition Candidate A I’d love to design one with lots of animation.
unit 7
in many anglophone universities in Britain, North America Candidate B Really? How about researching local history? I
and Australia. Groups of students meet to debate or discuss know one or two of my friends who might quite like that.
a topic in a formal way. There are usually two sides, each Candidate A No, I’m afraid that wouldn’t interest me at all. I’ve
representing a point of view, and appointed people have a never been very keen on history of any kind.
limited amount of time to speak persuasively ‘for’ or ‘against’ Examiner Thank you. Now you have about a minute to decide
the topic. There is time for questions, and at the end, the which two activities would be most popular with students
audience have to vote for the side which has made their case you know.
the most effectively. Candidate B Well, I’d suggest the modern music and website
design. I think they’d be the most popular out of the five
2 activities we’ve talked about.
Candidate A I agree about the website design, but I think we
KEY
should have something not related to technology – so what
a Candidate B thinks that karate is a way of keeping fit, but
about suggesting debating social and political issues or
Candidate A thinks that karate’s like fighting, and most
maybe karate as an alternative.
people he knows wouldn’t be interested in that.
Candidate B Even though we’ve said they would probably be
b Website designing and debating social and political issues.
minority interests?
Audioscript 2•01 Candidate A Yes. Students could only take part in one activity
Examiner Now, I’d like you to talk about something together at a time, so we should have something for people who
for about two minutes. I’d like you to imagine that a aren’t interested in technology.
secondary school is planning some after-school leisure Candidate B You could be right. I think most of us spend long
activities for its students. Here are some of the activities that enough on computers as it is, don’t we?
are being considered and a question for you to discuss. First, Candidate A We certainly do. So have we made our decision?
you have some time to look at the task. Candidate B Yes, we’ll go for website design and debating
Now, talk to each other about how popular each of these social and political issues.
activities might be with students. Candidate A Okay.
Examiner Thank you.

54

3 2
KEY KEY
a probably b might c I’m sure d bet e don’t quite Verbs: approve of sth; compare sth to / with sth; forgive sb
know f can’t imagine g I’m absolutely certain for sth; pay for sth
(Note: there is no difference in meaning between compare to
Pronunciation and compare with.)
Nouns: an awareness of sth; interest in sth; amazement at
4 sth; enthusiasm for sth
KEY Adjectives: keen on sth; jealous of sb; late for sth; right
a 1 nine; 2 seven; 3 eight; 4 ten; 5 nine about sth
b They are pronounced in their weak form.
(Note: in fast natural speech certain words are normally Exam practice: Multiple-choice cloze
pronounced in their weak forms, unless we want to stress 3 Read the Tip with the class before students attempt the task.
them, in which case we use the strong form.) Remind them to read through the text quickly first, ignoring
the gaps to get an idea of the general meaning before
Audioscript 2•02 reading in detail. Ask them what they think the title Recharge
1 I enjoy swimming but only in an outdoor pool. your batteries means (take a rest so that you can continue
2 I like to be doing something active. working well).
3 I was going to say playing football, too.
4 I could name a lot of things I like doing. KEY
5 I like reading and going out with friends best. 1 C heading 2 A prepare 3 D break 4 B worth
5 C top 6 D talk 7 A hesitate 8 B In fact
Exam practice: Collaborative task

5 Read the Tip with the class before students attempt the task
unit 7
and remind them again that in Parts 3 and 4 of the Speaking
paper, they need to demonstrate not just that they can speak
Think ahead
but also that they can communicate effectively: the way in 1
free time
which they manage communication with their partner will
be just as important as the points they put across. POSSIBLE ANSWERS
a rock, hip hop, folk, dance, pop, easy listening, reggae, trip
Encourage them to use the expressions from 3 to express
hop
certainty and uncertainty. Using uncertain language and
b situations might include: (night)clubs; the gym; in shops;
hedging is a good way to sound natural. While students
while travelling
are doing the task, monitor their discussions and provide
c reasons might include: relaxation; dancing; they might be
feedback to the class about their performance. (Did they
studying music
express their opinions clearly, supporting them with
reasons and examples? Did they listen to each other’s ideas
appropriately?) Exam practice: Multiple choice
2 Read the Tip with the class before students attempt the task.
Give them some time to read and think about the questions
Reading and Use of English before they listen to the recording.
Part 1 page 88 KEY
1 C 2 C 3 A 4 B 5 C 6 B 7 B 8 C
Exam skills
1 Tell students that regular reading in English will help them Audioscript 2•03
Narrator You will hear people talking in eight different
become familiar with the most common verb + prepositional
situations. For questions 1–8, choose the best answer (A, B or
combinations in English like the ones in these tasks. In
C). Question 1. You hear someone being interviewed.
the meantime, it will help them to try and learn any of the
Man Definitely jazz – any kind, really – traditional or
collocations here that they are unfamiliar with.
modern. I don’t exactly know what it is about it that appeals
KEY to me. It’s not just the music; it’s the atmosphere in the clubs
a do b fear c capable d accused and the people you meet at concerts. I quite like other kinds
of music as well: blues, soul, world, even some classical. But I
have to say, I’m not that keen on pop. It all sounds the same
to me these days – a sure sign that I’m getting middle-aged.
Narrator Question 2. You hear someone describing an event
she went to.

55

Woman It was amazing. My friend and me were right at the when this wonderful Indian music started playing. It was
front. We were in the most expensive seats. But even there incredible – my anxiety completely disappeared and I relaxed
it was almost impossible to hear anything. As soon as they my whole body.
came on and started playing, everyone went mad. You Narrator Question 8. You hear someone talking about the
could just about hear the bass and the drums from time to beneficial effects of music.
time, but the words were completely inaudible. We could see Woman We now use music to help them recover –
their mouths opening and closing, but nothing seemed to especially if they’re here for a long stay. Experimenting with
come out. different kinds of music, we’ve found that certain sounds
Narrator Question 3. You hear someone describing have the power to change moods and emotional states for
something she finds annoying. the better. Many of them come to us shattered, angry and
Woman It’s everywhere you go these days. I was on the train full of pain, both physical and mental. They’ve had their lives
on the way to work last week. A girl came and sat next to reduced to a bed and a locker. We try to bring peace to their
me. I was trying to read a report and all I could hear was body and their mind.
this repetitive drumming noise – sort of disco music, I
suppose. I just couldn’t concentrate. I’ve got a friend who
listens when he goes jogging. That’s OK, because he’s Over to you
not disturbing anyone. But in public places they’re a real 3 Students’ own answers.
nuisance – a blatant case of noise pollution if you ask me.
Narrator Question 4. You hear the presenter of a radio
programme talking.
Writing Part 2 – Email / letter page 90
Man I’ve got an email here from Mrs Johnson. She’d like
to have Love Hurts played for her son Michael. Mum sends Think ahead
you her love, Michael, wherever you are. She’s asked me to
1
tell you that she loves you very much and says please, please,
please contact her before your birthday – she doesn’t want POSSIBLE ANSWERS
free time
to lose touch with you. Just a phone call would do. You don’t a job applications, complaints, enquiries, correspondence
have to tell her where you are if you don’t want to. So, for with professionals
Michael Johnson, here’s Love Hurts from your mum. b Students’ own answers.
Narrator Question 5. You hear someone talking about their c There are alternative cheaper, quicker and more
favourite situation for listening to music. convenient ways of contacting people: text message,
unit 7
Man I had a CD player fitted in the boot a few months ago. phone, email, social networking sites. There are fewer
It takes six CDs at a time. So you get your favourite CDs, put occasions when formal letters are expected.
it on random, and off you go. The good thing about random
is you don’t know which CD or which track you’re going Exam skills
to hear next. You get to listen to different kinds of music
without having to stop or take your hands off the wheel. 2
And you can have the volume turned up as high as you like. KEY
It’s brilliant on long journeys. a The main purpose of the letter is to apply for a job.
Narrator Question 6. You will hear someone talking about a b Information should include details of the applicant’s
common human experience. relevant experience and suitability for this job.
Woman It’s very strange, you just have to hear a certain c The style should be rather formal, as it is an application for
sound or catch a whiff of a particular smell and everything a job.
comes flooding back. I mean, I can remember exactly
where I was when I heard Madonna’s first hit. It was a winter 3
evening. I was in my mother’s kitchen making myself a POSSIBLE ANSWER
cheese sandwich. I only have to hear that first guitar chord The information included in the letter is relevant. This letter is
and I’m back in my mum’s kitchen. Another example is the an application for a job, so the style is appropriately formal.
smell of suntan lotion. It always takes me straight back to a
holiday in Spain when I was four years old.
Narrator Question 7. You hear a man talking about
somewhere he has just been.
Man It’s something I’ve always been terrified of, but it was
absolutely killing me. In the end it got so bad, I just had to
have it seen to. Actually, it only needed filling, which wasn’t
as bad as having to have it taken out. Anyway, I was sitting
there in the chair, feeling very nervous, waiting for the drill,

56

Formal vocabulary Unit 7 Review page 92
4 1
KEY KEY
am certain: have no doubt 1 unless I’m doing
chosen: selected 2 ‘ll be given instructions
give: provide 3 ‘re having our car serviced
job: post 4 not worth being worried about / not worth worrying about
like the chance: welcome the opportunity 5 were out of order / were not in working order
lot of different: a wide range of 6 took me five minutes to
lucky: fortunate
need: require 2
show what I can do: demonstrate my skills KEY
tell somebody about: express a A middle-aged woman was caught stealing a bag of
think: believe potatoes.
very interested: particularly attracted b The manager of the store was informed and the police
were called.
Word building c The police arrived and the woman was taken to the police
station.
5
d She will probably be charged with shoplifting.
KEY e This is not the first time the woman has been arrested.
a I would welcome the chance to tell you about my past f On the last occasion, she was fined £200.
experience.
b I believe my written English is excellent / of the highest 3
standard. KEY
unit 7
c I could provide you with the names of two referees. a court; racket
d Please let me know if there is any other information you b pitch; net
require. c gloves; ring
free time
e I have a wide range of skills which are relevant to this work. d course; club
f I have no doubt I would be suitable for this post. e rink; skates
g If I’m lucky enough to be selected for interview, I’ll You may like to give students the Unit Test on pages 99–100 for
definitely go. this unit.
h I could come at any time which is convenient for you.
Exam practice: Letter

6 Encourage the students to refer to the appropriate section
of the Writing Guide on page 180 for an overview of letter
writing. Draw their attention to the Tip and remind them that
the first sentence of any letter or email is the most important
one because it will determine if the letter gets read till the
end.
KEY
a available time (10–20 hours a week)
interest in paid holiday work
experience of working with young people
b The style would be formal.
c, d, e Students’ own answers.

57

Unit 8 Media
Speaker 4: A
Speaker 5: C
1 B, D and H are not used.
POSSIBLE ANSWERS Audioscript 2•04
Top left to bottom right: Narrator You will hear five short extracts in which people are
a Photo 1: computers offer access to all kinds of media talking about how they use the internet. For questions 1–5,
– email, internet, radio, TV, etc. Wi-fi connections and choose from the list (A–H) which main use each speaker
internet telephone services such as Skype make computers describes. Use the letters only once. There are three extra
one of the most effective means of communication. letters which you do not need to use. You now have thirty
Photo 2: newspapers are still popular but less effective seconds to look at Part 3.
than they were in the past as a means of communicating Speaker 1 I find it really useful to help me with school work,
up-to-date news and other factual information. The especially when we’re doing geography or history projects. I
internet and social networking media are taking over the know people of my parents’ generation used to spend hours
news reporting function of newspapers. in the school or the town library finding the information they
Photo 3: tablets are getting more and more popular. needed. My dad said the information was almost always out
They offer access to the internet, TV and all sorts of other of date. The internet is fantastic – I’ve always found what I’m
possibilities. Tablet technology is developing extremely looking for. The only problem is that sometimes there’s just
rapidly. too much stuff to get through. One of my friends said she’d
Photo 4: despite the growth of modern technology, radio once spent five hours looking for information. You’ve just got
media
is still a popular communication medium, especially digital to know when to stop.

radio and podcasts (radio broadcasts on the internet). Speaker 2 I’m addicted to my computer mainly as a way
2 Background information: Malcolm X was a prominent black of keeping in touch with people. It’s just so easy to talk
unit 8
nationalist leader in the USA. He was assassinated in 1965. to your friends. At the moment, I’m chatting to my older
Jello Biafra is a punk musician (former lead singer of the band brother who’s in Thailand – he’s told me incredible stories
the Dead Kennedys) and political activist from San Francisco. about what he’s getting up to. It’s almost as good as the
WH Auden was a prominent Anglo-American poet. He died phone and it doesn’t cost anything. I’ve started talking to a
in 1973. few people I don’t know, but I haven’t made any new friends
3 Students’ own answers. like that. I think it’s a bit scary – the idea that you can get to
know someone like this and then call them your friend. You
don’t really know anything about these people – I mean,
Listening Part 3 page 94 everything they say could be lies.
Speaker 3 I use it for various things – you know, the obvious
Think ahead ones like emailing, getting the latest news, but at the
1 Students’ own answers. moment mostly for buying things. The thing is, I really don’t
enjoy going shopping in town any more. It takes me half an
Exam practice: Multiple matching hour to get there on the bus and the shops are always really
crowded. I buy all kinds of things from websites – like last
2 Before students attempt the task, you might want to make
week, I bought a DVD, a new pair of jeans and some make-
sure they understand the meaning of the following words
up. It’s so quick and easy – you just click on what you want,
and expressions: catch up with (to do something you didn’t
put it in your basket, go to the checkout and pay with your
have time to do earlier); crack down on (to start dealing with
card. And most things don’t take long to arrive. I said I’d show
illegal behaviour in a more severe way). Read the Tip with the
my brother how to do it tomorrow.
class and make sure you give the students some time to read
Speaker 4 Music, definitely. It has to be music. That’s about
through the questions and the options and think about them
all I use it for, really, apart from occasionally checking the
before they listen to the recording.
sports results. It’s fantastic if you’re into music of any kind.
KEY I go on some of the music sites and download all kinds of
Speaker 1: G music files straight to my smartphone. It’s so easy these days.
Speaker 2: E I can’t afford to pay, but I don’t download anything that you’re
Speaker 3: F supposed to pay for. I know some people do. The music
industry’s trying to crack down on the illegal downloading.

58

They say they’re losing sales because people aren’t buying becomes (My friend asked me) when I had ordered. It is often
CDs any more, or paying for downloads. I reckon they’re necessary to change pronouns to the third person form (he,
fighting a losing battle. she, it and they).
Speaker 5 I use it for all kinds of stuff, but at the moment
5
mainly catching up with programmes I couldn’t watch first
time round for some reason. It’s incredibly useful to be able KEY
to do that. Most of them you can still get for up to a week We use if in reported yes / no questions. If can be replaced by
after they’re first broadcast. The quality’s not quite as good whether: Mick asked whether they had the CD in stock.
on my laptop, but at least you don’t have to wait for ages
until they repeat the broadcast. And of course, you can pause 6
programmes and fast forward them so you can avoid the KEY
adverts. a The girl asked him if he had an email address.
b Val asked Rob if / whether he used the internet.
c Nick asked me how long I had been interested in jazz.
Over to you d Rachel asked Sharon which of her old school friends she
3 & 4 Students’ own answers. had contacted.
e Julie asked Tim if he would like to contact people he had
been at primary school with.
Grammar page 95
f Juan asked Maria if / whether she could show him how to
use the printer.
Reporting statements g Ali asked his father if / whether he could take him to the
1 Encourage students to refer to the relevant section of the station.
Grammar reference on page 169 to help them with these
tasks. Time references
KEY
a ‘The information is almost always out of date.’ 7
unit 8
b ‘I once spent five hours looking for information.’ KEY
c ‘I’ll show you (my brother) how to do it tomorrow.’ a Lizzie told Ben (we don’t know which day) she would see
d ‘We’re losing sales because people aren’t buying CDs any him the next day.
media
more.’ b Lizzie told Ben (today) she would see him tomorrow.
Sentence b can only be used if it is used on the same day as
2 when the original statement was made.
KEY
a The tense is generally moved one step back in time. 8
b The reporting verb is in the present. Consequently, the KEY
other tenses have not changed. This implies that the last week: the previous week / the week before
situation is true in the present. next month: the following month / the next month
now: then
3 three days ago: three days before / three days earlier
KEY today: that day
a She said she’d always found what she was looking for. tomorrow: the next day / the following day
b He said he was messaging his older brother who was in tonight: that night
Thailand. / He says he’s messaging his older brother who is yesterday: the previous day / the day before
in Thailand.
c She said it took her half an hour to get there on the bus Other references
and the shops were always really crowded. / She says it
takes her half an hour to get there on the bus and the 9
shops are always really crowded. KEY
a The determiner this changes to the.
Reporting questions b The place reference here changes to there.
4 10
KEY KEY
The word order changes so that the subject comes before a Marsha asked Mr Hunt if the work had to be finished that
the verb, just like in an affirmative sentence. Have you got day.
becomes (Mick asked) if they had and When did you order

59

b Mr Gilbert asked if / whether there had been any phone
memorable because of its position. It looks as if it is placed
calls for him the day before.
right by the roadside, or even above it so that motorists
c The police officer informed Ian that the car had been
would have to drive under the giant, crouching figure,
stolen two weeks earlier.
which would be facing them head on as if on a football
d Dorothy said (that) she had written to her the previous
field. The second billboard is effective because it is on a truly
week / the week before and that she had phoned that
spectacular scale. It is as high as the multi-storey block right
morning.
in the middle of New York next to the Empire State Building.
e Matthew said (that) he had arranged to meet them after
lunch the next day. 2 Students listen and compare their answers to the audioscript.
Audioscript 2•05
Reporting functions Examiner In this part of the test, I’m going to give each of you
11 two photographs. I’d like you to talk about your photographs
on your own for about a minute, and also to answer a short
KEY question about your partner’s photographs. Xavier, it’s your
1 In sentence a, after told Bob, there is a complete clause: she turn first. Here are your photographs. They show different
was leaving the next day, which is a reported statement. In advertisements. I’d like you to compare the photographs and
sentence b, after told Bob, there is an infinitive structure: to say which advertisement is more effective. All right?
leave her alone, which is a reported command. Xavier Hmm, I think they’re both very effective
2 In sentence c, after asked Bob, there is a complete clause: advertisements. I’d certainly notice them if I saw them in the
why he had done it, which is a reported question. In street. I like the advert for women’s clothes because of its
sentence b, after asked Bob, there is an infinitive structure: size – the way it goes from the top of the building to the
to leave his keys, which is a reported request. bottom – it looks so powerful. But the problem for me, is
3 The infinitive is used. that people may be more impressed by the size of the advert
4 The gerund (see g) or a complete clause (see h) can be than by what it’s advertising. When you’ve looked at the
used after suggest. woman and the clothes she’s wearing, you see the name Gap,
but to my mind that’s less interesting than the shape and
media
12
size of the advert. For me, the main reason the advert for
KEY Nike sports gear is more effective is that it makes you think.
a ‘Bob, I’m leaving tomorrow,’ she said. You say to yourself things like, ‘That guy looks really strong.
unit 8
b ‘Leave me alone, Bob,’ she said. He must be good at his sport’ – then you notice the name
c ‘Why did you do it?’ she asked Bob. Nike in the bottom corner and you think ‘Maybe he’s good
d She asked Bob, ‘Can you leave your keys?’ at his sport because he wears clothing and shoes made by
e ‘Don’t try and get in touch,’ she warned Bob. Nike’. Of course, you probably don’t go straight out and buy
f ’You should try and forget her,’ Alan advised Bob. yourself Nike sports gear, but the name may stay in the back
g ‘I think we should talk it over,’ she suggested. of your mind when you next go shopping. In my opinion it’s
h ‘You should leave,’ they suggested. a very successful advert.
Examiner Thank you. Carmen, which do you prefer?
Exam practice: Key word transformation Carmen I’d say the Nike advert’s more effective, too. To be
13 Draw students’ attention to the Tip before they attempt the honest, I don’t think much of the ad on the building. It’s a
task. clever idea to use a building like this, but to me the clothes
are not interesting enough. I also think the word Gap is a bit
KEY
lost where it is. It might have been better at the top of the
1 warned us against swimming / warned us not to swim wall.
2 advised Pete against buying / advised Pete not to buy
3 told Claire to take
4 asked John if he could 3
5 offered to pick Tracy up KEY
6 said (that) he would see a Language for giving reasons / explanations: the main
reason … is that …
b Language for giving opinions: I (don’t) think; to my mind;
Speaking Part 2 page 97
For me; In my opinion it’s; I’d say; I also think.
c Language for talking about appearances: because of its size;
Think ahead the way it goes from the top … to the bottom; it looks so …;
1 Both the billboards in 1 are eye-catching and effective, partly that guy looks …; … is a bit lost where it is.
because they are so big: it would be almost impossible to
avoid seeing them if you were passing. The first billboard
showing the crouching American football player is

60

Exam practice: Long turn 4
4 Draw students’ attention to the Tip and remind them of KEY
the importance of demonstrating that they can listen and caretaker; computer programmer; newsreader; police officer;
understand as well as speak. They must stay alert and listen shop assistant; television reporter; university lecturer
during the other candidate’s ‘long turn’ because they will
have to make their own comments about the same subject. 5
KEY
Over to you a mass media f current affairs
b press conference g talk show
5 c eyewitness h headline
POSSIBLE ANSWERS d newsagent’s i remote control
a The advertisements are designed to appeal to the type of e soap opera j foreign correspondent
people who buy these kinds of products. Advertisement
1 is by Nike, a company that sells sports clothes and Pronunciation
equipment, so it is designed to attract the attention of
people who are interested in sport by showing a famous 6
sportsperson in action. Advertisement 2 is for Gap, a KEY
clothing line, so it is targeted at fashion-conscious young The stressed component of each compound noun is shown
people. in bold in the audioscript below.
b Both advertisements work by trying to get people to
associate the product with certain qualities and values Audioscript 2•06
rather than by obviously encouraging people to buy mass media
the product. The Nike advert associates the brand name press conference
with the power of an American footballer in action; the eyewitness
Gap image, showing a beautiful, casually dressed young newsagent’s
woman, associates the brand name with style and casual soap opera
unit 8
self-confidence. current affairs
talk show
headline
media
Vocabulary page 98
remote control
foreign correspondent
Compound nouns
1 Exam practice: Word formation
KEY 7 Before they do the task, ask students to read the text and
a noun + noun d verb + preposition predict the kind of word they need to fill each of the gaps
b verb + noun e preposition + verb with (1 noun, 2 plural noun, 3 adverb, 4 adjective, 5 adjective,
c adjective + noun 6 plural noun, 7 adjective, 8 adjective).
2 KEY
1 retirement 2 rioters 3 Certainly 4 pleasant
KEY 5 personal 6 elections 7 dangerous 8 predictable
The first part of a compound noun gets the stress, i.e. the
sound on the first part of the compound noun is longer and Over to you
louder.
3
KEY
news editor: noun + noun
crime rate: noun + noun
break-ins: verb + preposition
tourist robberies: noun + noun
community service: noun + noun
participation rate: noun + noun
clean-up: verb + preposition

61

Reading and Use of English 6 E: The missing sentence gives support to the writer’s view
that print material will not completely disappear in the near
Part 6 page 100 future, and gives a simple explanation for this: Many people
still prefer print for the very simple reason that …
Think ahead Sentence C is not used.
so and such
2 4 Encourage students to refer to the appropriate section of the
KEY Grammar reference on page 170 for help with these tasks.
The writer feels sad but not surprised: I find this sad but not KEY
surprising. In the rest of the article it becomes clear that the Both so and such are used for emphasis.
writer feels that the disappearance of print is inevitable, So is used before:
and he recognizes that the changes in his own habits are • adjectives (e.g. so cheap)
contributing to it. • many + plural countable noun (e.g. so many books)
• much (of ) + uncountable noun (e.g. so much of their income)
Exam practice: Gapped text Such is used before:
3 After students have read quickly through the text the first • noun phrases (which may include an article and an
time, you might want to check that they understand the adjective, e.g. such an important feature)
meaning of the following words and expressions: mount
(gradually increase or get bigger); speculation (making 5
guesses about something when you don’t have enough KEY
information to be certain); be desperate to do something (want a so b such c so d so e Such
to do something very much); in decline (when something is
becoming less in amount, importance or quality); blow (an 6
unexpected event which has a negative effect); vinyl (type of KEY
plastic which music records used to be made of ).
media
such a lot of people so little time

Before they do the task, read the Tip with the class and so few cars so many people
remind students to read through all the sentences carefully such hot weather so much money
and make sure they’ve understood each one before they
unit 8
such little ears such tall buildings

start the matching.
KEY Over to you
1 B: The sentence Until quite recently … expands on the 7 Students’ own answers.
first sentence of the first paragraph … such an important
feature of our everyday life. The next sentence presents a
contrast to this status quo: Now, however, more and more Writing Part 1 page 102
people …
2 F: The sentence Like many others of my generation …, Exam skills
follows up the personal reaction, I find this sad … And the
following sentence provides more information on the 1
same subject: When I was a child, my father would … KEY
3 A: The missing sentence, This is because I can find all the a Start with a statement of the subject of the essay and finish
news and information I need, provides a reason for the with a summary of your opinion.
information in the first sentence of the paragraph: Now I’m b The best way of answering is by giving both sides of the
an adult, I hardly ever buy a newspaper. argument.
4 D: The missing sentence provides an explanation for c Formal (essays are considered to be academic writing).
why people are buying fewer printed materials: For some
people, it is simply more convenient …. The next sentence 2
focuses on other people: Others, however, actually seem to KEY
prefer the digital format. a Paragraph 1 states the two sides of the argument: the view
5 G: The missing sentence provides an explanation for the of famous people and the view of the press.
fact that companies are spending less on publicizing their Paragraph 2 expands on the press’ point of view.
businesses in newspapers and the following sentence Paragraph 3 focuses on the ambivalent position of famous
provides further information on the same issue. people who want attention when they are not famous and
privacy when they are.
Paragraph 4 expresses the view of the writer.

62

b The main points made in paragraph 2 concern the c They: the photographers
advantages of having a free press, from the point of the she: the princess
newspapers. The particular things newspapers claim the there: outside the nightclub
public has a right to know about are: then: on Friday night
• wrong-doings of celebrities (claimed to be most d their and They: celebrities
important)
• how celebrities spend their money 7
• celebrities’ love lives POSSIBLE ANSWER
The main points made in paragraph 3 concern the Repetition makes writing sound childish because ideas
disadvantages of a free press for celebrities, who argue appear not to be linked up in a way which demonstrates
that they have a right to a private life like anyone else: clear analysis. Writing with a lot of repetition may also result
• celebrities would like personal information to be kept in a lot of short unconnected sentences.
secret
c The writer’s opinions are expressed in paragraph 4: the Exam practice: Essay
public has the right to know how celebrities live their lives,
8 Read the Tip with the class and also encourage students to
but celebrities should have some privacy and should be
refer to the appropriate section of the Writing guide on page
able to protect their families from the press.
178 to help them plan their essay.
d The style is appropriate, in that it is formal.
Connecting ideas Unit 8 Review page 104
3 1
KEY KEY
1 whereas / although 2 On the one hand 3 On the other 1 B 2 A 3 C 4 D 5 B 6 A 7 D 8 A
hand 4 however 5 In fact 6 On balance 7 although
2
unit 8
4 KEY
KEY Jayne said she was going on holiday the following / next day.
a as well as (that), besides (this), what is more Ben asked (her) if she was going anywhere special.
media
b by contrast, nevertheless, on the contrary Jayne replied that she was going to Australia and that she
c in conclusion, in short, on the whole, to summarize would be staying in Perth for a week and then going on to
Sydney.
Avoiding repetition Ben asked (her) who she was going with.
Jayne replied that she was going with two friends from work.
5
3
KEY
a famous people KEY
b newspapers a Ben: I’ve always wanted to go to Australia.
c the points of view of famous people and newspapers b Jayne: Would you like to go with us?
d celebrities c Ben: I certainly would.
e newspapers d Jayne: I’ll see if there are any places left on the flight.
f famous people e Ben: I’m not sure if I can afford it.
g stars f Jayne: I can lend you the money.
h the idea expressed in the previous sentence: stars should
have some privacy, especially to protect members of their 4
families KEY
a so b so c such d such e so
6
You may like to give students the Unit Test on pages 101–102
KEY for this unit.
a The first to refer back to the phrase two examples in the
previous sentence
b such actions to refer back to Some famous people take
newspapers to court

63

Unit 9 Around us
Introduction page 105 Reading and Use of English

1 Part 5 page 106
POSSIBLE ANSWERS
Extreme weather conditions create difficulties precisely
Think ahead
because they are extreme and so the human body has to 1
find ways to adapt in order to survive. For example, extreme
KEY
heat can make it difficult for people to work or sleep. It can
create an increased risk of skin problems and some infectious a 2 b 3 c 2
diseases. 2 Students read and check their answers.
Extreme cold can cause hypothermia so people have to wear
many layers of warm clothes. Travelling can be hazardous. Exam practice: Multiple choice
Some machines cannot work at low temperatures. 3 You may like to check students understand the following
words in the text: molten (burning); Earth’s core (central
2 part of the Earth); growth (increase); potential (what’s
POSSIBLE ANSWERS possible); imprecise (inexact); evacuating (leaving a place
a Flooding would probably affect more people because to escape danger); hazard zones (dangerous places);
more people have their homes near rivers than in or near monitoring (observing, checking); detect (find); evaluating
around us
forests. Flooding destroys lives and property. Many people (understanding, assessing); plumes (clouds, columns); loss of
drown or are injured in floods. Sewage can come to the credibility (when something is no longer believed); proximity
surface of streets and so on and this can cause illnesses. (surrounding area).
Mosquitoes and other such disease-carrying creatures Draw students’ attention to the Tip and then ask them to
thrive in still, wet conditions. Homes and vehicles are work out the answer to the first question (D) using this
unit 9
damaged or destroyed. Electrical plants and other facilities approach and get them to tell you why the other options
may be disrupted. are incorrect. (A Wealthy women are mentioned, but we
Fires destroy animals and plants. Many trees, which are so are told they died; nobody escaped. B Only two towns
necessary for our environment, can be destroyed. – Herculaneum and Pompeii – are mentioned. C 16,000
b Flooding can be avoided by controlling the flow of water people died; this is definitely not a few.) When students have
into rivers, and by the careful planning of buildings, taking completed the remaining questions, ask them to justify their
their effect on the environment into account. answers in the same way.
Forest fires can be avoided by increasing restrictions on
KEY
what people can do in dry areas, such as lighting camp
1 D 2 C 3 C 4 C 5 B 6 A
fires. But sometimes the fires can be started by lightning,
which is unavoidable. People can also try to avoid forest
fires by building homes well away from woodland. Keeping Word building
strips of land free of trees in forested areas can limit the
4
spread of a fire; and ensuring that there are adequate
supplies of water to douse fires in high-risk areas can KEY
also help to limit the damage fires cause. Fire alarms, fire compete: competition
hydrants and so on must always be kept in good condition. erupt: eruption (x8)
3 Students’ own answers. evacuate: evacuation
fascinate: fascination
migrate: migration
populate: population (x3)
They are all formed with the suffix -tion, added to the root
verb.

64

5 KEY
a Tornadoes, which are commonly known as ‘twisters’ in
KEY
the USA, are a common phenomenon in the American
act: active (x3) system: systematic
Midwest.
danger: dangerous volcano: volcanic (x3)
b Scientists and amateur tornado chasers alike flock to
destroy: destructive
Oklahoma, Texas and Kansas in the months of May and
6 June when tornadoes are most likely to occur.
c Eric Rasmussen, who is a world authority on tornadoes,
KEY does most of his work here where 78% of the world’s
a scientific b migration c systematic d fascination tornadoes occur.
e devastation f active d The scientists whose mission it is to find out more about
tornadoes can only predict where they might form.
Over to you e The people who / that go in search of the tornadoes often
7 Students’ own answers. have a wasted journey.
f The damage that / which a tornado causes can be
immense.
Grammar page 108 g One of the worst recorded events was in March 1925, when
nearly 700 people lost their lives.
Relative clauses h On that day the Midwest was hit by seven tornadoes,
1 Encourage the students to refer to the appropriate section of affecting an area that / which covered over 320 km.
the Grammar reference on page 170 to help them with these i Rescue workers found buildings where people had lived
tasks. and worked completely demolished.
KEY
j No one yet knows the reason why there has been such a
a which; which / that b who / that big increase in the number of tornadoes in the last few
years.
unit 9
2 Relative pronouns can be omitted in sentences a and f.
(Note: in sentence a ‘which are‘ would need to be omitted.)
KEY
The speaker has one sister in sentence b. 8 Ask students if they know where the ‘Great Plains’ in North
America are before they look at the question and read
around us
The speaker has more than one sister in sentence a.
The information in the relative clause is essential in through the text the first time. Elicit or tell them that they
sentence a. make up a very large area of flat land across much of the
middle of the United States of America, stretching north
3 over the border into Canada (they cover most of the states
of Colorado, Kansas, Montana, Nebraska, New Mexico, North
KEY
Dakota, Oklahoma, South Dakota, Texas and Wyoming,
a defining b non-defining c non-defining
and the Canadian provinces of Alberta, Manitoba and
d non-defining e defining f defining
Saskatchewan). Originally, this area was flat grassland and
4 inhabited with wild buffalo; now it is mostly farmland.
KEY KEY
In sentences a and e, who / which can be replaced with that. The farmers were more responsible than the weather for
the devastation of the Great Plains. They dug up the grass,
5 and this meant there was nothing to anchor the soil, which
KEY turned to dust during hot weather and was blown away by
a where b when c why strong winds.
The relative pronoun can be left out of sentence c.
Exam practice: Open cloze
6 9 Before students attempt the task, check they understand
KEY the meaning of these words: drought (a long period of dry
The sentences with whom are more formal than the weather during which there is no rain); crop (plants grown by
sentences with who. You use whom, not who, immediately farmers as food); soil (the earth which plants can grow in).
after a preposition. KEY
7 Check with the class that they understand what a tornado is 1 by 2 and 3 for 4 there 5 which 6 as 7 in 8 of
before they start this task (a strong dangerous wind which
forms itself into a spinning / twisting cone shape and is
powerful enough to destroy buildings and anything in its
path as it moves across the ground).

65

Vocabulary page 110 Speaking Part 1 page 112
Think ahead Think ahead

1 Students’ own answers. 1 Students’ own answers.
2 2
KEY KEY
The article says that greenhouse gas emissions (carbon a breezy; close; dull; freezing; humid; overcast; showery
dioxide, chlorofluorocarbons and nitrous oxide) and tropical b cosmopolitan; bustling; dull; historic; industrial; provincial;
deforestation are to blame for climate change. sprawling; vibrant
Other adjectives for the weather: cold, dry, hot, stormy,
Dependent prepositions unpredictable, windy, wintry, etc.
Other adjectives for towns / cities: busy, historic, interesting,
3 sleepy, etc.
KEY 3 Remind students that in Part 1 of the Speaking paper, the
consequences for; responsible for; leads to examiner asks candidates questions about themselves. Before
you play the audio, elicit some ideas of the kind of things the
4 examiner might ask about – e.g. candidates’ hometown, their
KEY hobbies and interests, plans for the future, etc.
agreement on; anger at; ban on; cure for; damage to; effect After students have listened to the audio and made a note
on; respect for; tax on; threat to of the questions and answers, get them to take turns to ask
a cure for c respect for and answer the examiner’s questions in pairs. Encourage
b threat to d tax on them to extend their answers by giving additional details and
examples.
around us
5
KEY
KEY a See audioscript below for examiner’s questions and
a to, to b of, to c of, to, for d for candidates’ answers.
6
unit 9
KEY Audioscript 2•07

appeal to insist on Examiner Where are you from, Manoulis?
believe in invest in Manoulis I come from Athens in Greece.
complain about result in Examiner First we’d like to know something about you. Clara,
contribute to sympathize with what kind of weather do you like best?
depend on Clara I like hot, sunny weather best.
Examiner Why?
7 Clara Because I like doing things outside, like going to the
KEY beach with my friends or just sitting in an open-air café
a 3 on each other for survival having a cola and chatting to them. Things like that.
b 5 to the destruction of the tropical rainforest Examiner Manoulis, how do you spend your free time when
c 1 in recycling schemes the weather is bad?
d 2 about pollution Manoulis If it’s cold and wet, I don’t usually go out. I stay at
e 4 with people who live near big airports home and maybe watch a DVD, play my guitar or listen to
music in my room. But if the weather has been bad for a few
Exam practice: Key word transformation days, I’ll probably go out – shopping or to the cinema – ’cos
I’ll be bored staying at home.
8 Read through the Tip with the class before they begin the Examiner Clara, what’s your hometown like?
task and remind students that the word count of the answer
Clara I live in Barcelona. It’s a very cosmopolitan city. Parts of
includes the word given.
the city are very modern, but it also has a historic old quarter
KEY with narrow streets. You can find all sorts of small shops, bars
1 a ban on cars and restaurants there. It’s a vibrant city with plenty to do and
2 to make an investment in see.
3 be incapable of changing Examiner Manoulis, how has your town changed in recent
4 result in a saving of / result in you saving years?
5 have a negative effect on
6 is anger about / at / over plans

66

Manoulis It looks much nicer than it used to because the local Listening Part 4 page 113
council have cleaned all the old buildings. And the town centre
has been pedestrianized so it’s much nicer to go shopping Think ahead
there now. They’ve also built another multi-storey car park so
parking in the town centre is easier than it used to be. 1
Examiner Thank you. KEY
a & b Students‘ own answers.
Pronunciation c Air travel has a negative effect on the environment
because aircraft engines emit noise, disturbing wildlife
4 and natural habitats, and have high levels of CO2
emissions, which contribute to the greenhouse effect.
KEY
The ways to reduce this are discussed in the audio and
a DVD (rise), guitar (rise), music (fall)
include improving the efficiency of airplane engines so
b shops (rise), bars (rise), restaurants (fall)
they consume less fuel and also using alternative, more
Typically, when we are listing something, we use a rising
environmentally-friendly fuels. Environmental protection
intonation on the key words and a falling intonation on the
groups suggest that fuel should be taxed to make flying
last item in the list. The rising intonation indicates that we
more expensive so that people will fly less in future: at the
have not finished, and the falling intonation indicates that we
moment, flying is the fastest growing form of travel. They
have.
also recommend that governments should encourage
Audioscript 2•08 people to travel less and choose alternative forms of
Speaker 1 I stay at home and maybe watch a DVD, play my transport.
guitar or listen to music.
Speaker 2 You can find all sorts of small shops, bars and Exam practice: Multiple choice
restaurants there. 2 Read the Tip with the class before students attempt the task,
unit 9
and give them a few minutes to read through the questions
5 Get the class to try to say each list with the appropriate and, where possible, try to predict answers.
intonation before they hear the recorded version. Then play
the audio and get them to repeat the list again after they’ve KEY
around us
heard the model. 1 C 2 B 3 B 4 A 5 A 6 C 7 B
KEY Audioscript 2•10

a eat (rise); TV (rise); homework (fall) Narrator You will hear part of a radio programme about the
b milk (rise); sugar (rise); rice (fall) effects of air travel on the environment. For questions 1–7,
c starters (rise); main (rise); dessert (fall) choose the best answer (A, B or C). You now have one minute
to look at Part Four.
Audioscript 2•09 Presenter Hello. This week we will be looking at ways in which
Speaker 1 After I got home I made something to eat, watched we can reduce our ‘carbon footprint’. By ‘carbon footprint’ we
TV and then did my homework. mean a measure of the impact that human activities have
Speaker 2 Can you get me some milk, sugar and rice, please? on the environment in terms of the amount of greenhouse
Speaker 3 I’ll have the prawns for starters, the duck for the gases they produce. These days it’s easy to work out how big
main course and ice cream for dessert. one’s own personal ‘carbon footprint’ is, provided you have
internet access. You can simply go online and put in the
6 Remind students to try to use the appropriate intonation in
following information: how much your annual household
their answers.
fuel bill is, how often and how far you travel, and a
calculator will work it out for you. Your secondary carbon
Exam practice: Short exchanges footprint is determined by your buying habits. Basically, if
7 Direct students’ attention to the Tip before they do this you buy food or items produced locally, then your carbon
exercise in pairs. Tell them that the reason they should aim to footprint will be smaller than if you buy produce which
give extended answers is not just to demonstrate how much has to be flown or shipped from the other side of the world.
they can speak but also to create interest. The examiner will There are of course ways of reducing our carbon footprint:
respond more favourably to a candidate who gives lively, we can car share to work, travel by bus or train rather than
informative answers than to a candidate who gives limited by car; we can buy local fruit and veg or wine. If you live in
information. the UK, then buy your wine from European countries rather
than Australia, for example, and avoid items that have been
made in China or India. Let’s start by looking at the effect of
air travel on the environment. Sue Hendry, how have you
been addressing this?

67

Sue Hendry Well, I quit flying a year ago. For too long I’d Writing Part 2 – Report page 114
been saying ‘They’, that is, governments, must do something
about global warming rather than ‘we’ or ‘I’. Then I suddenly Think ahead
realized that I can’t expect things to change if I’m not
prepared to change myself. How could I look my children 1
in the eye in twenty years’ time and say, ‘I could have done KEY
something, but I chose not to’. The arguments against flying a water heating: C lighting: D
are obvious: do you know that a return flight from London cooking: A appliances: E
to Australia equals the emissions of three average cars space heating: B
for a year? And a return domestic flight from London to
Edinburgh produces eight times the carbon dioxide you 2 Before the students discuss the statements in pairs and
would use if you took the train? try to guess whether they are true or false, make sure they
Presenter Nigel Hammond, what’s the present situation in the understand what the different electrical appliances are:
travel industry? elicit the difference between a washing machine and a
Nigel There has been a huge rise in the number of people dishwasher, and explain what a tumble drier is if necessary.
flying from UK airports. The cheap flights offered by budget KEY
airlines have meant that many people think nothing of a False. Whatever type of light bulb you have, the rule is that
popping over to the continent for the weekend. Long-haul the longer the light is on, the more energy it uses. The
destinations are becoming increasingly popular, too. But the energy used to switch a light on and off is less than that
biggest rise has been in short-haul flights, both domestic of leaving it on, so switching lights off when you leave the
and to places like Spain, France and Italy. room saves energy.
Sue Hendry I think the problem is that, although most people b True. About 90% of the energy traditional incandescent
know that flying contributes hugely to global warming, light bulbs use is given off as heat, and only about 10%
they are not really prepared to do anything about it. So results in light.
they’ll feel a bit bad while they’re sitting on the plane, but the c False. Traditional light bulbs are much cheaper to buy than
around us
moment they get to their destination, it’ll be long-forgotten. the other two. LED lights are the most expensive to buy
Presenter So, what solutions are there? but last much longer. Generally speaking, all energy-saving
Nigel There are a variety of possible solutions. One is to put light bulbs last 10 times longer than traditional light bulbs
up the tax on aviation fuel, but this has been tried already but more importantly use up to 80% less electricity.
and didn’t work. Another is to limit the number of flights d True. And it costs twice as much if you wash the clothes in
unit 9
people can take a year. I like that idea, but I’m not sure hot water compared with washing them at 30 °C.
how practical it would be. Still, I definitely think it would e False. Modern energy-efficient dishwashers can use up
be worth giving it a go. And then there is ‘carbon offsetting’ to 35% less water and use less energy as long as you run
whereby people plant trees. But if the trees are cut down or them with a full load.
there’s a fire, then you’ve lost your offset. f False. You can save up to 10% on your energy bills by
switching these off at the plug. If left on standby, they use
around 80% of their full power.
Travel collocations g False. The screensaver uses just as much energy as when
you are working, so if you are leaving your desk, e.g.
3
for a meeting, the best thing to do is to switch off your
KEY computer screen (monitor).
board: get on
disembark: get off Writing a report
land: touch down
3
4
KEY
KEY Typical features of a report: formal language, headings,
a touched down; landed bulleted lists (but not always), suggestions, recommendations
b disembark; board
c get on; get off 4
5 KEY
1 d 2 c 3 a 4 e
KEY
disembark: a plane; c ship
land: a plane
touch down: a plane
board: a plane; b bus; c ship; d train

68

5 Pompeii in its shadow. The violent eruption which / that took
place in AD 79 proved them wrong.
KEY
The eruption, which happened when no one was expecting
a Yes, it is appropriately formal and informative, with a
it, has gone down as one of the worst in recorded history.
suitable format. It takes its reader into account in an
It happened during the daytime when people were going
appropriate manner.
about their daily lives.
b Yes, it answers both parts of the question.
The remains of the 2,000 inhabitants of Pompeii who / that
c The headings make the report easy to follow, as do
did not escape lay forgotten for centuries. When excavation
the numbered lists (although these could be better
began in the eighteenth century, the remains were found
constructed as paragraphs).
of a much-loved family dog whose collar bore an inscription
saying that he twice saved his owner’s life.
Impersonal language
3
6
KEY
KEY
a in b at c to d of; of e to f on
a … cars are used … Public transport is greatly under-used …
fruit and vegetables bought are imported … have the food You may like to give students the Unit Test on pages 103–104
delivered … these would not need to be flown … All the for this unit.
above recommendations could be implemented …
b Shopping is done at out-of-town supermarkets by most
people.
c could
7
KEY
a If more solar panels were installed, less electricity would be
unit 9
used from non-renewable resources like coal, natural gas
and oil.
b Fast-food outlets should be obliged by councils to clear up
around us
the packaging that people drop.
c One way money can be saved and the environment helped
is by turning down the thermostat on your heating / by
having the thermostat on your heating turned down.
d Metal cutlery should be used instead of disposable cutlery,
which is usually plastic.
e Your tap water could be filtered if you don’t like the taste.
f Your old computer shouldn’t be thrown away. It can be
recycled by certain companies.
Exam practice: Report

8 Refer students to the Tip before they attempt the task and
encourage them to look at the appropriate section of the
Writing guide on page 184 for an overview of report writing.
1
KEY
1 D 2 A 3 C 4 D 5 A 6 C 7 D 8 B
2
KEY
Mount Vesuvius, which is situated near the Bay of Naples,
is one of the world’s most famous active volcanoes. The
Romans, who believed it to be extinct, built the city of

69

Unit 10 Innovation

wood: boats, bowls, doors, furniture, houses, plates and cups,
roofs, shutters, tools and utensils of all kinds
1
POSSIBLE ANSWERS
Exam skills
a The muffin tray is being used to keep things in; it would 3 You could tell the students that all four of the flying machines
originally have been used to make muffins in. pictured on page 119 date from the 1890s, just before the
The suitcases are being used as a table; they would age of aviation began. They all really existed and underwent
originally have been used to pack clothes in. test flights, although not necessarily with any great success.
The half tyre is being used as a plant box; it would Once you have given them this information, ask them to
originally have been a part of a car. choose which machine they would most and least like to
The popcorn is being used to protect a gift; it would have tried out and why.
originally have been eaten.
The jar is being used as a candle holder; it would originally
4
have been used to keep jam and other foodstuffs in. KEY
The empty bottles are being used as decoration; they 1 B 2 C 3 D 4 A
would originally have been used to keep drinks like wine
in. Exam practice: Multiple matching
b Students’ own answers. 5 Read the Tip with the class before students attempt the task.
innovation
c Muffin tray: to plant seeds in / to keep earrings in Remind them to underline any key words in the questions
Suitcases: to keep toys in which they could search for in the texts.
Half tyre: as a swing / upside down as something to
practise getting a golf ball through / to play croquet KEY
Popcorn: to make garlands with 1 C 2 D 3 A 4 A 5 C 6 B 7 C 8 D 9 B 10 D
unit 10
Jar: to keep buttons in

Empty bottles: to paint and use as decoration / to make Over to you
lamps 6 Students’ own answers.
Reading and Use of English Grammar page 120
Part 7 page 118 Wishes and regrets

Think ahead 1 Refer students to the appropriate section of the Grammar
reference on page 172 for help with these tasks.
1 KEY
POSSIBLE ANSWERS a The past, but still continuing into the present. The verb
The armchair is made from bamboo, wood and rattan. tense after wished is could + infinitive.
The scarves are made from cotton, linen and silk. b The past. The verb tense after wish is past perfect negative:
The cutlery is made from steel; the napkin is made from linen. they hadn’t tried.
c The present (and into the future). The verb tense after wish
2 is past simple: was / were.
POSSIBLE ANSWERS
bamboo: furniture, garden walls, room dividers
2
cotton: bandages, blankets and bed sheets, clothes, cotton KEY
wool, soft furnishings, towels A wish about a present or future situation is expressed with a
linen: bed sheets, clothes, curtains, table cloths past tense. A wish about a past situation is expressed with a
rattan: furniture sunshades past perfect tense.
silk: bicycle tyres (in the past), clothes, kites (because silk is Would or wouldn’t are used after wish to complain about a
very light but very strong), parachutes present situation.
steel: cars, machines and tools, buildings, cooking utensils a conditional tense is used to express desire / want
b conditional tense (negative) to express irritation

70

3 Exam practice: Open cloze
KEY 2 Ask students to read through the text before they begin the
Sentence b with if only expresses the stronger regret. task. Ask the following question: In what way was the invention
of Post-it notes an accident? (The person who invented the
4 weak glue that is used on Post-its had originally been trying
POSSIBLE ANSWERS to invent a very strong glue.)
a I wish I had straight hair / earned more money / lived KEY
nearer the city centre, etc. 1 ones / those / what 5 they
b I wish I had travelled more / had had more confidence in 2 could 6 without
myself / hadn’t given up piano lessons, etc. 3 but 7 one
c I wish he wouldn’t always arrive late / would tell me when 4 to 8 had
he was going out, etc.
I’d rather and It’s time … Speaking Part 2 page 122
5 Think ahead
KEY
1
a When expressing a preference about one’s own action(s),
one uses I’d rather + present simple of verb, e.g. I’d rather POSSIBLE ANSWERS
eat vegetables than meat. Before the camera was invented, the only possible way of
b When expressing a preference about somebody else’s keeping images of anything was by drawing or painting
action, one uses I’d rather + subject pronoun to refer to the them. Photography has allowed images of our lives to be
other person + past simple of verb, e.g. I’d rather she waited recorded in a much more precise, quicker and cheaper way. It
till later. has also influenced entertainment in the form of film.
unit 10
Before the light bulb was invented, people used candles and
6 fuel lamps for light. Its invention extended working hours
KEY and leisure time.
Sentence a (It’s time the children went to bed.) suggests Before the mobile phone was invented, you had to try and
innovation
more urgency. It’s time + past subjunctive expresses that find a telephone booth which wasn’t vandalized and have
something should be done and that it is already a bit late. enough change in your pocket or an appropriate phone
Sentence b (It’s time for the children to go to bed.) is less card with credit on it. Mobile phones, and smartphones,
urgent. The right time has arrived for something, but we are have developed into very sophisticated devices, which have
still in time – the infinitive is used rather than the past tense. revolutionized the way we communicate with friends and
family and also for work.
7 Before the invention of the motor car, the most common
forms of land transportation were by foot, by horse, or by
KEY
train. The invention of the motor car has enabled people to
a to go b met c had / got d told / didn’t tell
travel more often and further, both for work and for leisure.
e took f leave; did g tidied (up)
Before the printing press was invented, books were written
by hand. Printing has affected the way we live by enabling
Reading and Use of English easier distribution of and access to information in the form of
books, magazines and newspapers.
Parts 2 & 4 page 121 2 In Part 2 of the Speaking paper, candidates have to describe
and compare two photographs. The following tasks help
Exam practice: Key word transformation students to develop strategies for describing things that they
1 Read the Tip with the class before students attempt the task. don’t necessarily know the names of in English.
Tell them to look out for those sentences which express
wishes and regrets, and make sure they use appropriate POSSIBLE ANSWERS
grammatical forms. A Rollers in a clothes wringer (or mangle): wet clothes are
put between the rollers, which are turned so as to wring
KEY the water out of the clothes.
1 wish you wouldn’t leave B Handle on clothes wringer: the handle is used to press
2 he’d remembered to send the rollers together so as to get water out of wet, washed
3 ’d left / gone to bed earlier clothes.
4 she was / were as tall as C Microwave: used for heating or reheating food.
5 only I hadn’t told D Kettle: used for heating water for hot drinks or cooking.
6 ’d rather you washed up

71

3 6 Tell students that this exercise will give them the opportunity
KEY
to practise describing an object without using its name. As
The candidate only knows the word ‘handle’ out of the things well as describing what the object looks like, they can say
mentioned in exercise 2. what it is used for / what its function is and / or they can
compare it to something else.
Audioscript 2•11
Examiner In this part of the test, I’m going to give each of you Exam practice: Long turn
two photographs. I’d like you to talk about your photographs 7 Draw students’ attention to the Tip before they attempt the
on your own for about a minute, and also to answer a short task and remind them to use the strategies they have just
question about your partner’s photographs. Nadia, it’s your been practising to deal with any unknown vocabulary.
turn first. Here are your photographs. They show people
doing household tasks in different decades. I’d like you to Over to you
compare the photographs and say how you think technology
has changed people’s lives.
Nadia Both photos show people working in a kitchen. In this
photo a woman is washing clothes, whereas in the other Vocabulary page 123
photo a man is cooking. The kitchens are very different. This
one is very old, not modern but the other one is modern. 1
There are a lot of machines which do things for you or KEY
help you do things more quickly. In this picture the woman Products are sometimes named after their inventors.
is washing clothes by hand because she doesn’t have a Sometimes they are purely descriptive – describing what
washing machine. She’s using a … well a kind of machine something does or how something does what it does.
to get the water out of the clothes. It looks hard work and Sometimes products are named by combining clever words
I guess it was very … took a long time. The man looks quite or sounds together, or by using initials or acronyms. However,
relaxed probably because he has lots of things to help him. I sometimes a name can have an unfortunate meaning in a
innovation
think there’s a dishwasher and a … machine where you heat different language, so this aspect of naming needs to be
up food, for example. Doing household tasks is much easier researched carefully if a product is expected to sell in that
these days because of technology. market.
Examiner Tomas, which of these household tasks do you
prefer to do?
unit 10
Tomas To be honest, I hate washing clothes even with a

washing machine. I much prefer cooking. I suppose for some
Adjective suffixes
people cooking is, erm, a thing that’s not very enjoyable to 3
do the same as doing the washing-up or cleaning but for
other people it’s … well, it’s a … very nice activity. You can be KEY
creative and if you practise you can improve. Cooking a nice The adjective descriptive is related to the noun description and
meal gives you much more … is more … well, it’s nicer to do the verb describe. The suffix -ive is added to the root word.
than having a, erm, lot of clean clothes. For me, anyway. The adjective automatic is related to the noun automation
Examiner Thank you. and the verb automate. The prefix auto- means to work alone,
without any person being involved.
The adjective mechanical is related to the noun mechanic.
Exam skills The suffix -al is added to the noun.
The adjective careful is related to the noun / verb care. The
4 suffix -ful is added to the root word.
KEY The adjective disastrous is related to the noun disaster. The
a washing clothes e looks suffix -ous is added to the root word.
b machines f quite relaxed The adjective speedy is related to the noun / verb speed. The
c by hand g creative; improve suffix -y is added to the root word.
d get the water out of h nicer to do The adjective reliable is related to the noun reliability and the
Words candidates didn’t know or remember: verb rely. The suffix -able is added to the root word.
wringer, stove, enjoyable, pleasure
4
5 KEY
POSSIBLE ANSWER a sticky
The candidates try to describe the item when they do not b useful, useless
know what the item is called. Sometimes the candidates c fashionable, stretchy
describe the function of the item. d creative, original
e protective, scientific, dangerous
72

Exam practice: Word formation seem to be supported by the long queues for the latest
5 Tell the students to read through the text quickly, ignoring Apple iPad, which started three days before the item was
the gaps, and ask them what the purpose of a patent is even on sale, to the High Street stampedes for the latest
(to protect new inventions and stop other people from Nintendo game. And even though we are living in a difficult
stealing the idea). Elicit what Alexander Graham Bell, who is economic climate, it seems the price tag for the latest piece
mentioned in line 10, invented (the telephone) and check of gadgetry hardly matters. The important thing is to be the
that students understand the meaning of the phrase: to go first among your friends to have it.
back to the drawing board (to start all over again from the So why do we have this obsession with gadgets? A lot
beginning). of technology purchases are a case of ‘keeping up with
Read the Tip with the class before letting students attempt the Joneses’ – someone you know gets the latest TV or
the task, and check their answers in pairs. smartphone, for instance, and you feel you are missing out
if you don’t get one, so you do. I wonder how many bread
KEY machines, which everyone seemed to have in the 1990s, are
1 official 5 unfortunately now lying unused at the back of kitchen cupboards?
2 costly 6 competitors And is our obsession something new? Well, no, it isn’t
3 worthwhile 7 refinements something new. Admittedly, in the 1950s there wasn’t
4 sale 8 advice the range or number of gadgets that there are today, but
there was still the same excitement when any new gadget
appeared. My grandparents told me that they were the first
in their street to have a television, and at the coronation of
Queen Elizabeth II in 1953 all the neighbours were invited in
Think ahead to watch the ceremony. This, apparently, was not unusual.
1 Check students are clear what each of the items in the The 1950s in the UK was a decade when most women did
photographs are – a TV set, an electric kettle, a hairdryer, a not go out to work but stayed at home to raise their families.
microwave oven and a fridge. Most of their day was taken up with cleaning, cooking,
unit 10
2 Students’ own answers. washing and other household tasks. Items which had been
luxuries before the war now became affordable for many
Exam practice: Sentence completion families. With the introduction of the modern vacuum
cleaner into most middle-class homes in the 1950s, and
innovation
3 Make sure you give students time to read through the
sentences before you play the recording so they know the precursor to the modern washing machine around the
what kind of information they need to listen for. Read the same time, a woman’s workload was substantially reduced
Tip with the class and emphasize that accurate spelling and and women had more leisure time than ever before. Most
punctuation in answers is always essential. women nowadays would not be pleased to be given a
household gadget, except for possibly a cappuccino coffee
KEY maker, as say a birthday gift, but in those days it was received
1 the television 6 neighbours with delight.
2 a foreign language 7 household tasks Until recently, it was always assumed that men were more
3 difficult economic 8 more leisure time gadget-obsessed than women – but it seems that today’s
4 bread machines 9 pleased
women are just as interested in gadgets as men. The main
5 excitement 10 functions
difference between the sexes seems to be in the design – a
Audioscript 2•12 lot of women, for example, want a phone that will perform,
Narrator You will hear someone giving a talk about gadgets. say, five basic functions: calling, texting, taking photos,
For questions 1–10, complete the sentences with a word or storing photos and accessing the internet. For men, the more
short phrase. You now have forty-five seconds to look at Part 2. functions there are the better.
Presenter Our lives today are dominated by gadgets.
According to a recent survey, British people spend nine Over to you
hours a day on average using some form of electronic
gadget: most time was spent on the computer (around four
hours), followed by the television (90 minutes), the phone
(around 40 minutes), and the microwave (10 minutes). The
same survey revealed that one third of British people also
considered their ability to use gadgets as their most valuable
life-skill. Other life-skills such as cooking, DIY and gardening
were ranked next, with speaking a foreign language coming
way behind. We have, it seems, become a nation both
obsessed with and passionate about technology. This would

73

Vocabulary page 125 6
KEY
Think ahead well-educated
1 Students’ own answers. open-minded
self-motivated
2
hard-working
KEY quick-tempered
jigsaw family: a family in which two or more sets of children hard-headed / level-headed
from previous relationships live together 7 Students’ own answers.
agritourism: holidays where tourists visiting a country stay
with local people who live in the countryside
chatterboxing: the activity of using a platform such as Twitter Writing Part 2 – Review page 126
to comment on what you are watching on TV
cyberbullying: the use of electronic communication to Exam skills
intimidate someone
glocalization: the adaptation of products to suit local and 1
global markets KEY
King Kong (1933, Merian C Cooper and Ernest B Schoedsack)
Compound adjectives was a landmark horror / action film. It used animation to
create many of the scenes involving dinosaurs and the giant
3 gorilla Kong.
POSSIBLE ANSWERS Jurassic Park: it was the first time that dinosaur simulations
labour-saving: device were able to interact with human actors. Also, the marketing
mass-produced: product costs for this film exceeded the costs to make the film in a
innovation
home-made: cake way that had never happened before.

user-friendly: instructions Toy Story: the toys had personalities and volition of their own.
cold-blooded: person The CGI effects were innovative.
hard-wearing: furniture
last-minute: holiday 2
unit 10
POSSIBLE ANSWERS
4 Early innovations in movie history include the use of sound,
KEY the first ‘talking’ pictures; early animation and the transition
a low-fat spread / yogurt from black-and-white to colour film. More recent innovations
b sugar-free chewing gum include 3D technology, the use of digital movie cameras
c high-risk investment and combining animation with real actors. Movie-making
d short-sleeved shirt technology is developing rapidly with ‘special effects’ in
e part-time job particular becoming ever more dramatic, and this seems
likely to continue into the future.
Pronunciation
3
5 Before students repeat the compound adjectives, ask them to
listen and identify where the main stress is in the compound POSSIBLE ANSWERS
– on the first word or the second word. Note that all these a Normally, a film review contains a brief synopsis of the
compound adjectives are stressed on the second word contents of the story, without giving away the end, and the
except labour-saving, which has the stress on the first word. reviewer’s opinion of the film’s strengths and weaknesses,
Mass-produced has the stress on the second syllable of the all of which are included here. However, a film critic often
second word. also comments on the performance of individual actors
and actresses in a movie, which is missing from this review.
Audioscript 2•13 b The review is written in an informal, chatty style.
labour-saving last-minute c The highest possible number of stars.
mass-produced low-fat
home-made sugar-free
user-friendly high-risk
cold-blooded short-sleeved
hard-wearing part-time

74

Evaluative adjectives 2
KEY
4
a hadn’t lost b wouldn’t interrupt c could go
KEY d had met e didn’t have, had f had applied
Positive evaluative adjectives in review: acclaimed, best, state- g left h got i didn’t bring j told
of-the-art, magical, fantastic, stunning, uplifting You may like to give students the Unit Test on pages 105–106
for this unit.
5
KEY
Positive evaluative adjectives: clever, entertaining, exciting,
first rate, funny, hilarious, original, spectacular, witty,
wonderful
Negative evaluative adjectives: amateurish, disappointing,
dull, fake, over-complicated, over-long, predictable,
unconvincing, wooden
6
POSSIBLE ANSWERS
a predictable
b spectacular / stunning
c amateurish / unconvincing / wooden
d entertaining
e over-complicated
unit 10
KEY
Books: author, chapter, plot, published, scene, series
Concerts: choreography, conductor, lighting, orchestra
innovation
Films: acting, cast, costumes, design, director, lighting,
plot, released, scene, scenery, series, special effects, stunt,
soundtrack
Music: album, conductor, lyrics, orchestra, released,
soundtrack, track
Musicals: acting cast, choreography, conductor, costumes,
design, director, lighting, lyrics, orchestra, plot, scene,
soundtrack, special effects
Plays: act, acting, cast, costumes, design, director, lighting,
plot, scene, scenery, special effects, stunt
TV: acting, cast, commentary, costumes, design, director,
episode, series, special effects, stunt
Exam practice: Review

8 Read the Tip with the class before they attempt the task and
encourage them to review the appropriate section of the
Writing guide on page 183 for an overview of review writing.
1
KEY
1 controversial 2 contribution 3 choice / choosing
4 announcement 5 latest 6 criticisms 7 traditional
8 argument

75

Unit 11 Communication
Introduction page 129 Grammar page 132

2 Clarify with students what types of non-verbal Conditionals 0, 1 and 2
communication the photos illustrate – eye contact, body 1 Encourage students to refer to the appropriate section of the
language, facial expressions and gestures. Ask them to think Grammar reference on page 173 for help with these tasks.
about different examples of each in their own country and KEY
say what they mean. Are there any types of communication Type 0: present simple, present simple
that are associated with particular states of mind, such as Type 1: present simple, will + infinitive
feeling angry, upset or surprised? Type 2: past simple, would + infinitive
2
KEY
Reading and Use of English a Type 2 b Type 0 c Type 1
Part 6 page 130
3
Think ahead KEY
communication
1 As discussed in the text, there is evidence to show that there a future possibility b imaginary / impossible
are facial expressions related to ‘universal’ emotions, which
can be recognized by human beings everywhere – from 4
cosmopolitan Western Europe to tribes in remote Africa. KEY
The facial expressions for happiness, anger and disgust, for a If the situation arises (and this is likely to happen), the
example, seem to be innate and universally recognizable. speaker in the first sentence is more sure of the desire to
However, if the students find the expressions in the photos work abroad than the speaker in the second sentence.
unit 11
difficult to interpret, you could write the emotions on the b If the situation arises (and this is not very likely to happen),
board and get students to match them with the images on the speaker in the first sentence is more sure of the desire
the page. to work abroad than the speaker in the second sentence.
POSSIBLE ANSWERS 5 Make sure students use the correct structure for Type 0
Top left to bottom right: conditional sentences:
1 happiness 2 concern / interest 3 anger If + present simple or imperative
4 thoughtfulness 5 surprise / pleasure 6 confusion POSSIBLE ANSWERS
2 Students’ own answers. b If I have good news to pass on, I normally phone all my
friends.
Exam practice: Gapped text c If someone has upset me, I buy myself something nice like
3 Before students read the text, you may want to check that a new phone app.
they understand these words: unique (original, the only one); d If I need a friend’s advice, I talk to my brother or friends I
classified (categorized); derive (come from); conceived (first trust the most.
thought of ); contempt (a strong feeling of dislike combined e If I want to apologize for something I’ve done, I sometimes
with a lack of respect). buy the person a coffee or a bunch of flowers.
Read the Tip with the class before students attempt the task.
6
Encourage them to justify their answers by finding reference
words in the text. POSSIBLE ANSWERS
a If you play computers for too long, you’ll damage your
KEY
eyes. (Type 1)
1 B 2 G 3 F 4 A 5 E 6 D
b If you don’t go to bed earlier, you’ll be too tired to study.
Sentence C is not used.
(Type 1)
c If you lend me your car for the evening, I’ll take you out for
Over to you a meal tomorrow. (Type 1)
4 & 5 Students’ own answers. d I’d spend more time at home if the neighbours weren’t so
noisy. (Type 2)

76

Conditional 3 14
POSSIBLE ANSWERS
7
b I’ll never speak to you again unless you take back what you
KEY just said / apologize / say you are sorry.
If you had given (past perfect) me your number, I would have c I’ll lend you the money you need as long as you pay me
sent (would + has / have + past participle) you a text message. back next week / promise to pay me back as soon as you
have the money.
8
KEY Exam practice: Key word transformation
Type 3 conditional sentences are used to imagine different 15 Refer students to the Tip before they start the task. Remind
possible results related to a situation in the past which them to apply the grammatical patterns that they have just
cannot be changed. been practising to any conditional sentences.
9 KEY
1 in spite of the dreadful
POSSIBLE ANSWERS
2 hadn’t gone off
b Sorry, but I would have contacted you if I had received
3 lend you my phone provided
your text message.
4 are responsible for cooking
c Sorry, I wouldn’t have been late if there hadn’t been a
5 had I not worn / if I hadn’t worn
traffic jam.
6 enough marks unless you start
d If I’d known when your birthday was, I’d have bought you a
present.
e If we hadn’t got home so late, we could have watched a Speaking Parts 3 & 4 page 134
DVD together.
unit 11
10 Collocations with say, speak, talk and tell
POSSIBLE ANSWER 1
If I had been Jill Frame, I wouldn’t have crossed the KEY
communication
motorway. If I had been her, I would have waved to passing a speak b tell c speak d say e told f tell
motorists until one of them phoned the police. g talking h tell
Mixed conditionals Confusing verbs: hope, wait, expect, look

11 forward to
KEY 2
a The holiday has already happened.
KEY
b They haven’t gone on holiday yet.
a 3 b 4 c 2 d 1
12
3
POSSIBLE ANSWERS
KEY
a I wouldn’t be at university
a waiting for d hope you’ll like
b I’d be in the Caribbean now
b expecting e expecting
c I’d be able to buy a new car
c looking forward to getting f looking forward to
d I’d be earning less money today
e I wouldn’t have to work
f I wouldn’t be here today Showing you are listening
4 Ask students to think both about how effective these courses
unless, as long as, provided that of action would be to help people make friends, and also if
they would consider trying them themselves and why / why
13 not.
KEY 5
a Unless you work harder, you’ll fail your exams.
b You’ll pass your driving test as long as you practise enough. KEY
c You can borrow my car provided that you buy your own a The candidates say that volunteering is a good way to
petrol. meet people, as you work with other volunteers who have
d You can’t / mustn’t phone me unless you have some similar interests to you and there is an incentive to get on
important news.

77

with your colleagues. The fact that you are not working for Candidate A They can.
money means there will be less competition. Candidate B But then if you meet them, they’re often a
b The candidates say that you do not really know if someone disappointment.
is a friend until you meet them. You can think someone is a Candidate A Yes, I’ve had a couple of disappointments like
friend on a website but change your mind when you meet that.
them in person. Also, social networking sites don’t help Candidate B Oh yeah?
when you have moved to a new place. Candidate A Yes, it wasn’t important, but it shows how wrong
you can be about a person when you haven’t met them,
Audioscript 2•14 doesn’t it?
Examiner Now, I’d like you to talk about something together
Candidate B And in any case I can’t see how joining a new
for about two minutes. I’d like you to imagine you are moving
networking site would help you to make new friends if you
to a new town and you would like to make some new friends.
moved to a new place.
Here are some actions you could take and a question for
Examiner Thank you. Now you have about a minute to decide
you to discuss. First you have some time to look at the task.
which two actions would be most likely to help people to
Now talk to each other about how these actions might help
make new friends.
people to make new friends.
Candidate A Okay, well, to start with I think lots of people find
it difficult to make new friends in situations where there are Question tags
lots of people they don’t know, at a party, for example. I know
I do. So inviting people to a party wouldn’t help people like 6
me. KEY
Candidate B Really? a aren’t they? b do they? c don’t they? d haven’t you?
Candidate A Yes, I don’t like being somewhere with a lot of e aren’t you? f can’t they? g doesn’t it?
people I’ve never met before.
communication
Candidate B Oh, don’t you, I do. I find it really exciting – in fact, Pronunciation
I’ve made some really good friends at parties, so having a
party I could invite new people to would really help me. 7
Candidate A People are different, though, aren’t they? I
KEY
mean many people tend to make new friends on education
Intonation usually falls for question tags when you expect
courses or at sports clubs – places where they go to actually
agreement and rises when you are not sure of the answer.
do something active.
a fall b fall c rise d rise e fall f fall g fall
unit 11
Candidate B I suppose so, but nobody actually does an

education course to make new friends, do they? 8
Candidate A No, probably not, but people do make new
friends once they’re there, don’t they? Especially if it was KEY
part-time, an evening course maybe. a 1 rise b A: falling c Sentence 1 goes with rule B.
Candidate B Yes, of course. 2 fall B: rising Sentence 2 goes with rule A.
Candidate A You must have made one or two friends while
Audioscript 2•15
you were on a course, haven’t you?
The theory part of the driving test isn’t difficult, is it? (rising
Candidate B Yes, I have, but when I’m studying, my mind is on
intonation)
the course, not on the other students.
The theory part of the driving test isn’t difficult, is it? (falling
Candidate A Is that right? I think that’s quite unusual. I can
intonation)
concentrate on the course and pay attention to other
students. What about working as a volunteer for a charity
organization? 9
Candidate B Yes, I think that’s a really good idea. If you’re a KEY
volunteer you’re probably working with other volunteers who 1 isn’t it 2 won’t you 3 are you 4 have you 5 wasn’t it
have similar ideas to you. You’re working for other people,
aren’t you? So it’s important to get on with your colleagues, Exam practice: Collaborative task &
isn’t it?
Candidate A Yes, I hadn’t thought of it like that. You’re not
discussion
doing it for money so you’re not competing with other 10 This task practises the decision-making task in Part 3 of
people in any way, are you? the Speaking paper in which students have to come to an
Candidate B And social networking sites? agreement regarding the topic they have been discussing.
Candidate A I’ve never made any good friends myself that way. Refer students to the Tip before they start the task and
Candidate B I know what you mean. People can seem to be remind them that the way they interact with their partner is
good friends, can’t they? also crucial in this part of the exam. The examiner is looking

78

for evidence of collaborative communication, so they Narrator Question 4. You hear a woman talking about a party
need to make sure they listen to their partner and respond she went to.
appropriately to the ideas he or she expresses. Woman I have to admit, life would have been dull if I hadn’t
11 Students’ own answers. told the occasional lie. Not wicked ones – just little lies that
don’t hurt anyone. I remember once at a party, I got stuck
with this really boring boy. All he could talk about was
football. After about twenty minutes, I was really fed up, so
I told him my cousin played for England – his eyes nearly
Think ahead popped out of his head. He wanted to know my cousin’s
1 Students’ own answers. name, and could I introduce him. When I said it was David
Beckham, I thought he was going to faint with excitement.
Exam practice: Multiple choice It’s not true – I just wanted to see his face.
2 Read the Tip with the class before students attempt the task. Narrator Question 5. You hear a man talking about an
Give students plenty of time to read through the questions accident he was involved in.
and options, underlining any key words so they know what Man On the way back, I was really tired. I should have
information to listen out for. stopped for a quick nap, but I didn’t. I kept going ’cos it was
late and I wanted to get home. It was easy driving – there
KEY was hardly any traffic on the road. But unfortunately, I
1 A 2 C 3 B 4 A 5 A 6 A 7 B 8 B nodded off for a second, went off the road and scraped the
car against a tree. There wasn’t much damage to the car –
Audioscript 2•16
and I was fine after that. As soon as I got home, I told my dad
Narrator You will hear people talking in eight different
that I’d hit a tree, but what I didn’t say was that I’d nodded off.
situations. For questions 1–8, choose the best answer (A, B
Narrator Question 6. You hear a woman talking about a
or C). Question 1. You will hear a woman talking about an
phone call she answered.
unit 11
invitation she turned down.
Woman The other day, the phone rang, and my brother
Woman I was at my boyfriend’s house a couple of weeks ago,
asked me to answer it. He thought it was probably his friend
and his mother asked me if I’d like to stay for lunch. I said I
Barbara and he didn’t want to speak to her. He asked me to
was expected home, but it was a complete lie – I’d actually
say he wasn’t in. Actually, it wasn’t Barbara – it was another
communication
told my parents I’d be out all day and not to expect me
friend of his: Annie. Anyway, I just said he was out. Later,
home before the evening. The thing is, I’d eaten at his house
when I told him who it was, he was absolutely furious. His
before and the food was terrible. But you can’t tell the truth in
exact words were: ‘If I’d known it was Annie, I’d have spoken
situations like that, can you?
to her.’ That’s one of the problems about lying for someone
Narrator Question 2. You hear a man being interviewed about
else, isn’t it?
his job.
Narrator Question 7. You hear two people talking about
Interviewer So why do you think the general public don’t
something which one of them has bought.
trust people like you?
Woman Didn’t you think it was a bit strange, someone
Man I think there are two main reasons. Firstly, we’re famous
offering you such a bargain at a motorway service area?
for breaking our promises, aren’t we? When we want people
Man Not really. It looked exactly like the real thing. And
to vote for us, we pretend that we can make everything
anyway, I’ve needed a new one for ages – mine hasn’t kept
right. We say things like ‘This time next year you’ll all have
proper time since I dropped it in the bath.
more money in your pocket’. And sometimes it’s impossible
Woman So when did you realize you’d been tricked?
to make these things happen – it’s then that people accuse
Man As soon as I took it out of its case, I knew it was a fake.
us of telling lies. The second reason is to do with the party
When I turned it over it said Made in Toyland on the back!
system – we all have to say we agree with our party leader,
Narrator Question 8. You hear a woman talking about
whether we really do or not.
something she did for her sister.
Narrator Question 3. You hear a woman talking about
Woman My sister was on holiday last summer. She was
meeting a neighbour in town.
expecting her exam results towards the end of August and
Woman I’m not really keen on lying, but I was in town the
she’d asked me to open her letters and telephone her with
other day and I bumped into one of my neighbours. She
the results as soon as they arrived. She’d only been away
said she’d heard that my sister and her husband had split up,
about a week when the letter came – I was so excited, I just
and she wanted to know if it was true. I kept a straight face
ripped it open without thinking. I couldn’t believe it. She’d
and said I’d no idea. It was a lie, of course – I mean I’d known
failed. I didn’t know what to do. I couldn’t tell her. She rang
about it for ages, but I wasn’t going to give our family secrets
the next day and I said the letter hadn’t come. I mean, if I’d
away to someone I hardly knew. The trouble is, she’d have
told her the result, it would have ruined her holiday.
wanted to know all the details, and everyone would have
known by the weekend.
Over to you
79

Vocabulary page 137
d Yes – it’s an informal, friendly style which is likely to engage
the reader.
Think ahead 4
1 Check students understand the meaning of compliment KEY
(praise, an admiring comment).
Phrases starting sentences: Believe it or not / What I want more
KEY than anything / What I’ll do now / It is because / The thing is /
Describing someone as being skinny is not a compliment as it What has worked for me.
suggests they don’t look very healthy.
5
Positive or negative? KEY
a Believe it or not, I got a grade A in the speaking exam.
2 b It was because my spelling was so poor that I didn’t do
KEY very well in the Writing test.
a cheap b ruthless c fat d fake e gossiping c For me, the most effective activities are group discussions.
f hysterical g pricey h sneers i old d What I believe is that we should pay more attention to
correct pronunciation.
3 e The thing is not to worry about making mistakes.
KEY
a reserved b easy-going c curious d shy Exam practice: Article
e self-confident f serious g outgoing h intelligent 6 After students have read the task, check they understand
what they have to do by asking the following questions: Who
Over to you is the audience for this article? (other language learners) What
communication
4 Students’ own answers. does the writer of the article have to express an opinion about?
(the most useful thing that learning a language enables
you to do) Should the writer base what they say on their own
Writing Part 2 – Article page 138 experience? (yes)
Read the Tip with the class before the students start writing
Think ahead and encourage them to refer to the appropriate section of
the Writing guide on page 182 for an overview of writing
1
unit 11
articles.
KEY
a Students’ own answers.
b Openings should grab the reader’s attention in some way. Unit 11 Review page 140
The opening could:
1
• gain the reader’s sympathy, e.g. Story 2, Introduction A
• seem relevant or familiar to the reader, e.g. Story 3, KEY
Introduction A 1 than 2 Not 3 ago 4 the 5 whether 6 to 7 at
• raise a question, e.g. Story 1, Introduction B 8 between
• promise interesting factual information, e.g. Story 1,
Introduction A or Story 2, Introduction B 2
KEY
Exam skills a I take b we’d go c hadn’t d you bring e I’ll tell
f had accepted g you tell h I’d text
2
3
KEY
a & b Students’ own answers. KEY
c Students learning English (This is mentioned in the task.) a say b speak c speaking d tells e hope
f looking forward to g expect
3 You may like to give students the Unit Test on pages 107–108
KEY for this unit.
a Yes
c Students learning English probably will find this article
interesting because it describes common language-
learning activities.

80

Unit 12 Society

E
a He was accused of assault.
1 b The judge sent him to an alternative school rather than jail.
c He became a long-jump Olympic athlete.
POSSIBLE ANSWERS
The top-left photo shows a young person involved in doing
graffiti. It illustrates a type of low-level crime which can be Exam practice: Multiple matching
quite common, and which is often associated with young 3 You may like to check that students understand the meaning
people. of these words: juvenile (a young person, not subject to adult
The top-right photo shows someone looking at a ‘final notice’ laws); role model (somebody who influences the behaviour of
– this suggests that the person is facing financial difficulties others, usually young people); juvenile detention centre (a kind
and is possibly in debt, which can have negative effects on of prison for young people), assaulting (attacking); delinquents
life. (people who get in trouble with the law).
The bottom-left photo shows a person who seems to be Draw students’ attention to the Tip before they attempt the
homeless. Homelessness is a terrible problem as it is very hard task, and give them time to read the questions carefully and
for people to receive help from the state without an address. underline key words that they should search for in the text.
The bottom-right photo shows a young man looking at KEY
vacancies in a job centre, which is where people go to look 1 B 2 C 3 D 4 A 5 E 6 C 7 A 8 E 9 B 10 D
for work. This photo illustrates a negative aspect of society:
unemployment.
unit 12
Crime vocabulary
4
Reading and Use of English KEY
society
a vandalism b drink-driving c mugging d shoplifting
Part 7 page 142 e Hooliganism f burglary
Think ahead 5
1 Students’ own answers. KEY
a has been robbed; was stolen
2 b being stolen
KEY c ’ve been robbed
A d stealing
a Car theft, drink-driving, burglary, and robbery. e stole
b A police officer pointed a gun at his head.
c He became an actor. Over to you
B 6 Students’ own answers.
a He vandalized property.
b His probation officer helped him.
c He became a US senator. Grammar (1) page 144
C
a He used to get into fights. Probability and possibility
b Teachers and counsellors helped him. 1 Encourage students to refer to the appropriate section of the
c He became a criminal defence lawyer. Grammar reference on page 174 for help with these tasks.
D
a He was a member of a gang and was arrested for KEY
attempted murder. a might b must c could d can’t
b Being arrested was his wake-up call. 2
c He became a corporate tax lawyer.
KEY
a 3 b 1 c 3 d 2

81

3 and Timothy Carlyle. There was no forced entry to the house,
KEY no broken windows or doors, so we concluded that the
a past b present c future d present murderer and the victim must have known each other.
Officer Tell me about Prince. He found the body, didn’t he?
4 Inspector That’s right, and contacted us. He heard the shot.
KEY He’s Miller’s neighbour and has known him for years.
a have + past participle Officer What’s his financial situation?
b be + -ing Inspector He was a financial director until two years ago. He
c infinitive without to lost his job and things have gone very wrong for him since.
d infinitive without to He’s got a lot of debts.
Other structures with similar meanings: Officer So, we have a motive – money. What else do we know
must: probably, bound to about him?
might: maybe, perhaps, possibly Inspector He’s got a few bad habits. He’s a heavy drinker. He
has a gambling problem. His wife divorced him last year.
5 He’s in quite a state – unshaven, unwashed, no smart clothes.
Officer Right … one unhappy man. What about Margaret
KEY
McKenzie?
a could / must / might be; might not have been
Inspector She’s the housekeeper. She worked for Miller for
b can’t have said
about three years. I got the impression she didn’t like him
c can’t / may / might / must not have heard
very much. I don’t think her wages were very high, and
d can’t have left
she’s got three children.
e must have got
Officer Husband?
f could / may / might have been wearing
Inspector In prison – for burglary – he’s a master at blowing
g can’t have forgotten; may / might / must have happened;
up safes, apparently.
could / may / might have broken down
Officer Interesting … Miller’s safe was blown, wasn’t it?
h must have taken
society
Inspector That’s right.

6 Officer OK. Anything else? Does she have any bad habits?
Drinking? Drugs?
KEY Inspector None that we know about. Well, she smokes
a in his own home
unit 12
cigarettes, but that’s about all.

b late on Friday evening Officer Timothy Carlyle?
c He was shot once in the head. Inspector He was Miller’s best friend. They’d known each
d money other for years. He’s got a reasonable job in a bank, but I don’t
e three think he earns a lot, so perhaps money could have been a
7 motive …
Officer … or jealousy … of a successful friend?
KEY Inspector Maybe.
Simon Prince Officer Married or single?
Relationship to Miller: neighbour Inspector Single and very presentable looking – always very
Marital status: divorced smart, shirt and tie, hat and briefcase.
Possible motive: money Officer Seeing anyone?
Bad habits: drinking, gambling Inspector Not that he’d admit to, although I get the feeling he
Margaret McKenzie was lying when I asked him that question.
Relationship to Miller: housekeeper Officer Interesting … Why would he lie about that? What
Marital status: married (husband in prison) about bad habits?
Possible motive: disliked employer, money Inspector He drinks a bit, I think. Nothing serious.
Bad habits: smoking
Timothy Carlyle
8
Relationship to Miller: best friend
Marital status: single POSSIBLE ANSWERS
Possible motive: money, jealousy Somebody must have been drinking whisky because there are
Bad habits: drinking two glasses on the table and an open bottle.
The murderer must have been a smoker because there is an
Audioscript 2•17 unfinished cigarette in the ashtray.
Officer How’s the Miller Case going, Inspector? The murderer must have known where the safe was because the
Inspector Well, Ma’am … I’ve just finished interviewing our picture has been removed.
three main suspects. That’s Simon Prince, Margaret McKenzie

82

The murderer might have been a man because there is a man’s Worrying about money can also cause stress which can lead
hat left on the table, or the murderer could have been a woman to problems within families.
because a woman’s scarf has been left on the armchair.
9 Students listen to the recording to check their answers. Exam practice: Multiple matching
3 Make sure students read the options before they listen to the
Audioscript 2•18 recording and underline key words which help them to know
Officer Congratulations, Inspector. I hear you’ve made an what to listen out for. Read the Tip with the class before they
arrest. attempt the task and remind them to use the key words to
Inspector That’s right. try to make as many choices of answer as possible the first
Officer Perhaps you could fill me in? time they hear the audio.
Inspector Of course. We made a detailed study of the crime
scene. There were two glasses on the coffee table and a half KEY
empty bottle of whisky. This suggested that the victim must Speaker 1: G
have known his murderer. Speaker 2: F
Officer And that the murderer was a drinker. Speaker 3: A
Inspector That’s right. This ruled out McKenzie and pointed to Speaker 4: E
either Prince or Carlyle, who both drink. There was, however, Speaker 5: C
a cigarette in the ashtray. We found no cigarettes belonging D, B and H are not used.
to Miller in the house, so we assume he was a non-smoker.
Audioscript 2•19
The only smoker amongst our suspects is McKenzie. We also
Narrator You will hear five short extracts in which people are
found a lady’s scarf on one of the chairs, again pointing to
talking about money. For questions 1–5, choose from the
the housekeeper. Also, the Hoover was still in the room and
list (A–H) what each speaker says. Use the letters only once.
it was plugged in! That said to me she must have been in the
There are three extra letters which you do not need to use.
house at the time of the murder, otherwise it would have
You now have thirty seconds to look at Part 3.
been put away.
Speaker 1 For some people it’s a harmless enough activity.
Officer Then of course there was the fact that explosives were
unit 12
They can have the odd bet, buy the occasional lottery ticket
used …
and it doesn’t do them any harm. But for me it was like the
Inspector … and McKenzie’s husband is in prison for using
money didn’t have any value; it was just about winning. As
explosives.
soon as I had cash I’d gamble it away. Fortunately, I was
society
Officer So you arrested Margaret McKenzie.
one of the lucky ones; I got help and my family were very
Inspector Yes, we did. But … there’s something else …
supportive. And I don’t have a problem with it any more …
Officer The whisky glasses …
I don’t think it’s considered a problem by society in the same
Inspector … and the hat. There was a man’s hat on the table.
way that drug addiction is, for example, but I think it should
Officer Simon Prince’s?
be.
Inspector No … I decided it can’t have been his … it was too
Speaker 2 Some people say that drugs are largely to blame for
smart.
most criminal activity these days and that if they legalized
Officer Timothy Carlyle?
hard drugs it would make a huge difference to the crime
Inspector That’s right. He and McKenzie were in it together …
figures. But I hope they never do ’cos then I’d be out of a
for the money.
job! I’m not an addict myself. I don’t do drugs. That’s for idiots
and that’s not why I became a dealer. It was simply a case of
making a living. OK, I know that in the eyes of the law I’m a
Listening Part 3 page 146 criminal, but if I don’t do it someone else will. That’s how I see
it. It’s an easy way to make money, but unless I get caught,
Think ahead I’ve got no intention of doing an ordinary job. There’s just not
1 Students’ own answers. enough money in it.
Speaker 3 When I was at university, I took out a loan to help
2 me pay my way, and by the time I graduated I owed £4,000.
POSSIBLE ANSWER To be honest, I wasn’t really bothered at first as I expected to
Money has always been important as the means to buy and get a good job straight away and be able to pay it back quite
sell things, but nowadays people seem to value money for its quickly. However, I still haven’t got a proper job and now I
own sake too much. People also spend too much these days owe £3,000 on my credit cards on top of the bank loan, and
on things they cannot afford and often don’t need. People I’ve got absolutely no idea what I’m going to do. I realize
are encouraged through advertising to want more and more it’s entirely my own fault, but I think credit card companies
items such as fast cars, big houses, clothes and expensive and banks are also to blame. It’s just too easy to get credit
holidays. Banks often give credit too easily. These factors nowadays.
can cause people to get into debt or even to commit crimes.

83

Speaker 4 Money was always a problem. When I met John he Grammar (2) page 148
had a good job, but he lost it shortly after we got married.
However, I had a job and I thought we could make ends Think ahead
meet. Then I got pregnant and had to give up work to look
after the baby. John still couldn’t find a job and by this time 1
there was another one on the way. We couldn’t afford to KEY
buy nice things for the kids or go out or do anything. That’s a If you add the first two figures of your age, multiply by the
when we started arguing, and from then on things just got second then divide by the first … it won’t change a thing,
worse. In the end we split up. I think if we hadn’t had money you’ll still be a year older.
problems, we might still be together. b You know you’re getting on when someone gives you a
Speaker 5 If you owe money, you worry about how on earth cake … and you can’t see it for the candles.
you are going to pay it back. If you can’t afford to buy your c The secret of staying young is the careful use of make-up
kids presents for Christmas you get stressed and upset. Even … just make up an age and stick to it.
when you’ve got enough money, you think you need more. The cards show that people often make jokes about
I got caught up in the rat race, just trying to earn more and getting older and that older people are teased about their
more. I was working too hard, and if I hadn’t done something appearance and their memory.
about it I’d have found myself having a heart attack when
I was still in my forties. Now I realize there are far more
important things in life than money.
Articles
Grammar reference on page 174 for help with this task.
Over to you KEY
4 Students’ own answers. 1 a 2 0 3 0 4 the 5 the 6 0 7 a 8 an 9 0
10 The 11 the 12 a 13 an 14 a 15 the 16 the
17 0
Speaking Parts 1, 2, 3 & 4 page 147
society

Exam practice: Short exchanges
1 Read through the Tips with the class before starting this Vocabulary page 149
unit 12
rehearsal of the entire speaking paper. Emphasize especially

that students should always try to relax because this will Think ahead
help them to perform better. If either their partner or their
examiner says something they don’t understand, all they
need to do is ask them politely to explain and / or repeat. 2 Check students understand the meaning of fund-raising
events (occasions involving activities that help to bring in
money for charity) before they start their discussion.
Long turn
2 Remind students of the importance of approaching this task in 3
an organized way. Tell them to have in their head a clear list of
KEY
various separate points they want to make about the pictures
a every two years
and then to go through these systematically as they speak.
b over £600 million
This will help them avoid repeating themselves or getting
c everyone
confused. Encourage them to practise at home so they can
get a clear idea of how much they can say in one minute.
Exam practice: Multiple-choice cloze
Collaborative task 4 When students have completed the task, check they
understand the meaning of these words: set up (started);
3 & 4 Encourage students to discuss each picture together get something across (give a message to people, explain
before they try to make a decision. In fact, it is not essential for
something); hard-hitting (usually shocking and having a serious
the candidates to come to a decision if they are still involved
impact on people); donations (money given to charity).
in the discussion at the end of the three minutes they have for
this task. The important thing is to demonstrate that they can KEY
interact effectively and keep the discussion going. 1 D up 2 C get 3 C called 4 B for 5 A collecting
6 D part 7 A whole 8 B viewers
Discussion
5 Remind students to listen to each other and make comments
or ask questions to elicit additional information. They should
support any opinions they give or any points they made with
reasons and examples.
84

Writing Part 2 – Report page 150
e As the show was a huge success, we’re going to organize
another one next year.
f Students donated both games they don’t play with any
Think ahead more and books they don’t read any more.
1 g Not only was the sponsored bike ride very enjoyable, but it
also raised a lot of money.
POSSIBLE ANSWERS h As well as offering a prize of dinner for two, a local
Ways of raising money: a lottery; sponsored events; holding restaurant also made a donation to the school.
a concert; collecting money; asking for donations; holding i Although the school raised £500, it wasn’t enough to buy
fêtes or fairs; charity shops; fundraising events on TV. everything they wanted.
a A lottery is likely to raise the most money on a regular j The director thanked all the students who had helped to
basis, although a concert or an evening of fundraising make the event a success.
hosted by celebrities on TV would raise the most in one go.
b Collecting money in the street would probably be the
easiest to organize.
Exam practice: Report
6 Draw students’ attention to the Tip before they start work
on the task and encourage them to refer to the appropriate
Exam skills
section of the Writing guide on page 184 for an overview of
2 report writing.
KEY
a formal Unit 12 Review page 152
b suggestions on how to raise money to buy books for the
school 1
c yes KEY
3 Tell students to ignore the bold text and underlined 1 was arrested for vandalizing
sentences at this stage. When students have read through 2 he owed his success to
unit 12
the report, ask them to make comments about its 3 to let his mother hit
organization and style. (It is organized under three headings: 4 was interested in helping
Introduction, which sets the scene; Fund-raising activities, 5 must have heard
society
which contains the main information; and Recommendation, 6 may / might not have wanted
which is the conclusion. The ideas in the main information 7 that the elderly keep / for the elderly to keep
section, Fund-raising activities, are organized as separate 8 was such a popular event
numbered points.)
2
KEY
a two: organize a sponsored race; charge an entrance fee for KEY
the next end-of-year show A
b Students’ own answers. 1 The 2 0 3 a 4 0 5 0 6 A / The 7 the 8 a
9 the 10 the
Complex sentences B
1 0 2 0 3 a 4 the 5 a 6 the 7 The 8 the
4 You may like to give students the Unit Test on pages 109–110
KEY for this unit.
As / Because / Since all the proceeds would go towards the
purchase of books, I am certain our parents would be happy
to contribute.
5
POSSIBLE ANSWERS
a You could collect money in the town centre on a Saturday,
which is the busiest day.
b We collected a lot of money, so the school was able to buy
the books it needed.
c In addition to buying books, they were able to buy a new
computer.
d Despite the weather being very bad, people still collected a
lot of money.

85

society
unit 12

86

Unit Test 1
Name:
1 Complete the text with the correct form of the words in italics.
When I was at school, everybody (1) must / had to wear a school uniform, although ties weren’t compulsory
so we (2) didn’t need to wear / needn’t have worn them. We could choose if we wanted to wear a jacket, so I did
although I (3) shouldn’t / needn’t have. I liked this system, because it meant people (4) didn’t have to worry /
needn’t have worried about very strict discipline, and we respected the rules. Things are a bit different
these days. My daughter attends a school where pupils (5) must / need to wear a full school uniform. They
(6) mustn’t / don’t have to wear any jewellery, they (7) don’t need to / mustn’t eat in class and they (8) have to /
need to do what they are told at all times. I think schools (9) need to / mustn’t have strict rules. Parents
(10) need to / don’t have to be able to have confidence in the authority of the school. Luckily, my daughter
is a sensible girl, so I (11) don’t need to / mustn’t worry about her too much. The only problem I’ve had was
when she wore a pair of earrings to class, which she knows she (12) needn’t / mustn’t do. I (13) had to / must
go and see the headmistress and tell her she wouldn’t do it again. She knows she (14) should / has to respect
the school’s rules, and she doesn’t like it when I check her ears each morning. She always says, ‘Mum, you
(15) needn’t / mustn’t do that because I promise I won’t wear them again’.
/ 15 marks
2 Complete these sentences with the correct preposition.
unit test 1
a Eating well and exercising can lead better health.
b She takes pride being a good mother.
c My first impression the place was pleasing.
d No one thinks bad things will happen them.
e He can’t help worrying his exam result, even though I’m sure he has done well.
/ 5 marks
3 Complete these sentences with a word related to the word in bold at the end of each sentence.
a Someone who copies other peoples’ signatures to get access to their assets is said to be a
. fraud
b My uncle works in a services company in London, and he works so hard! finance
c When my grandmother entered the home, she was not impressed. ‘I wanted to travel the
world when I grew old, not sit in an armchair,’ she said with a frown. retire
d She can copy anyone’s accent and mannerisms because she is a good . impersonate
e If he had studied harder at school, he would have some and be able to get a better
job. qualify
/ 5 marks

First Masterclass Unit Tests Photocopiable © Oxford University Press 87
13 FirstMasterclass TB Unit Tests SO.indd 87 01/11/2014 07:36

4 Choose the correct present tense to complete these sentences.
a She’s not talking / She talks to me at the moment because we had an argument.
b He’s going / He goes to the gym twice a week.
c Most weekends, I go / I’m going walking to relax after a hard week of work.
d They’re never playing / They never play rugby when it rains.
e I sometimes am drinking / drink wine when I am out with friends, but not always.
f She’s working / She works harder this week than last week.
g Every so often, the volcano erupts / is erupting.
h We’re catching / We catch the bus today because our car is at the garage.
i Currently, she’s living / she lives with her parents, but it is only for a few months.
j I always eat / am eating breakfast, lunch and dinner.
/ 10 marks
5 Complete these collocations by choosing the correct word in italics.

a I noticed that he was acting / performing suspiciously.
b She wears a wig and speaks with a different accent to conceal / show her true identity.
c I can’t tell you because it is secret / confidential information.
d Young people are under a lot of friend / peer pressure.
e You can never judge / tell someone by their appearance.
/ 5 marks
unit test 1
6 Complete these sentences with the correct form of a word from the list.
gaze look notice stare watch
a I’ve never before how blue his eyes are.
b at that building over there! It’s beautiful.
c I at her in disbelief.
d Do you want to television tonight?
e They lovingly at their new baby.
/ 5 marks
7 Complete these sentences with a part of the body. The first letter is given.
a You shrug your s when you don’t know something.
b If you stub your t on something, it hurts.
c Fortune tellers can predict the future by reading other peoples’ p .
d A watch can be worn on the left or the right w .
e When my husband asked me to marry him, he got down on one k .
/ 5 marks
Total / 50

88 First Masterclass Unit Tests Photocopiable © Oxford University Press

Unit Test 2
Name:
1 Provide a word or phrase that is synonymous with the word in italics in the sentences below.
a We would like to formally invite you to participate in our annual public speaking competition.
b I found the book accidentally while I was cleaning the attic.
c He has the natural skill to be a good rugby player.
d Presently, I am living in Iceland.
e Too much pressure is not good for your heart.
/ 5 marks
2 Rewrite the sentences, using can / can’t or could / couldn’t and making any other necessary changes.
a You are able to do it! Come on, keep trying!
b When I was younger, I was able to swim fast.
c If you lost a little weight, you would probably be able to fit into that dress.
d He wouldn’t have been able to finish the exam even if he‘d had more time.
e I have tried and tried, but I am still unable to do it.
/ 5 marks
unit test 2
3 Rewrite each sentence using the word given in bold, so that the second sentence has a similar
meaning.
a Did you book tickets to see Madonna? manage
Did you tickets to see Madonna?
b I passed my exams. succeeded
I my exams.
c Juventus scored two goals in the last five minutes of the game. managed
Juventus two goals in the last five minutes of the game.
d Scientists have found a new cure for the common cold. in
Scientists have a new cure for the common cold.
e Jenny could swim for miles when she was younger. able
Jenny for miles when she was younger.
/ 10 marks
4 Complete the table. An example is given.
Adjective Comparative Superlative

long longer the longest
heavy
bad
good
narrow


independent
large
careful
thin
important
happy
/ 10 marks
5 Correct the underlined mistakes.

a My brother’s not nearly as faster than me.
b This is the by far most easiest exercise.
c That was the betterest match I’ve ever seen.
d He’s a little cleverest than me.
e You’re always considerably more later than me.
/ 5 marks
6 Match the meaning of get in sentences 1–5 with its more formal equivalent in a–e.
1 I couldn’t get you on the phone, even though I tried several times. a buy
2 We got the train because it was quicker. b arrived
c contact
unit test 2
3 Did you remember to get me a newspaper?

4 Sorry, I didn’t get what you said. Can you say it again? d caught
5 By the time we got there, Tom had already gone. e understand
/ 5 marks
7 Complete these sentences with the correct form of a phrasal verb from the list.
turn back turn into turn over turn to turn up
a Top professional football clubs an enormous amount of money.
b Jemma late for work on her first day because she missed the bus.
c The road was blocked because of an accident, so they had to .
d Ray a really good athlete since he started training more seriously.
e My older brother is someone I can always when I’ve got a problem.
/ 5 marks
8 Complete these sentences with the correct form of the word in italics.
a His arrival / arriving will be exciting.
b The national employee / employment level is improving.
c People have more money in times of prosperity / prosperous.
d I like to get as much information / informed as I can before I start.
e The completing / completion date is quite soon, I think.
/ 5 marks
Total / 50


Unit Test 3
Name:
1 Complete these sentences with the correct words in italics.

a Since joining the tennis club, I was able to / I’ve been able to learn some new techniques.
b If I were able to / can sing better, I would perform professionally.
c Although he had been unwell, he was able to / could collect his prize last Friday.
d He’ll never be able to / He can’t ski again after the accident.
e I can / could play the piano much better now that I’m taking lessons.
f My grandfather could / has been able to play the guitar when he was younger.
g She hasn’t been able to / couldn’t find a job yet.
h Even if we’d got there earlier, we couldn’t / wouldn’t have been able to get the tickets.
i If I study hard, I’ll be able to / I can’t speak Spanish fluently.
j I can’t / couldn’t afford to buy the car last year because it was too expensive.
/ 10 marks
2 Complete these sentences with the correct form of used to / didn’t use to, be used to / not be used to
or get used to / not get used to and the verb in brackets.
a When I was younger, I (wear) glasses, but now I don’t need them.
unit test 3
b I’m (cycle) now, although it was strange at first because I’d always driven everywhere.
c I don’t think I’ll ever (live) in the city, because I grew up in the country.
d I (not / eat) so much at lunchtime. I’m falling asleep.
e I (drive) on the left-hand side of the road because it’s the same in my country.
f I (not / smoke), but now I do. I’m trying to stop.
g It often takes some time to (be) a new parent.
h I (not / have) a siesta when I first moved to Spain, but now I love it.
i There (not / be) a cinema here, but now there is.
j I (have) long hair when I was a teenager, but now I prefer it short.
/ 10 marks
3 Match the uncountable nouns a–e with expressions 1–5.

a luck 1 bottles of
b furniture 2 a word of
c milk 3 a sheet of
d advice 4 an item of
e music 5 a stroke of
/ 5 marks


4 Replace the verb in italics in each sentence with the correct form of a phrasal verb from the list.
cut down on get by give up put on light up
a I need to reduce the amount of coffee I drink.
b In order to avoid gaining weight she began going to a dancing class.
c His eyes shine when he sees her.
d They had to drink rain water to survive.
e We have stopped watching the news because it is too upsetting.
/ 5 marks
5 Complete the sentences with the correct form of a phrasal verb from the list.
give away give back give in give out give up on
a Jack refused to , even though he knew he’d lose the match.
b I didn’t go and see the film because Tom the ending by mistake.
c I’ll you your CD next week.
d Protestors were leaflets outside Parliament yesterday.
e He’s been unemployed so long now, I’ve almost him.
/ 5 marks
6 Use the words below to complete the sentences. There is one extra word which you do not need to use.
completely hurriedly often only surprisingly unfortunately
a , my friend has gone to live far away.
unit test 3
b I agree with your idea.

c I go to the cinema as as I can because I really love films.
d She packed her bag and left the house.
e She is smart for someone so young.
/ 5 marks
7 Correct any mistakes in the sentences below. Not all the sentences have mistakes.
a My neighbour make a lot of noise.
b Can I have five equipments, please?
c She asked for a sheet of papers to write on.
d A box of matches was in her pocket.
e I would like an item of fruit, please.
/ 5 marks
8 Complete the table with the expressions from the list.

How about …? I’m not so sure I’m absolutely sure that … I think we should … What do you think?
Function Example
Making a suggestion
Expressing certainty
Asking for an opinion
Giving an opinion
Agreeing / Disagreeing
/ 5 marks Total / 50

Unit Test 4
Name:
1 Complete the dialogue with the correct words in italics.

Tom Hi Sarah, it’s Tom – (1) are you doing / do you do anything tonight?
Sarah Hi Tom, (2) I’m meeting / I’ll meet Jean, but I’m free tomorrow.
Tom (3) Shall we meet up / Will we meet up?
Sarah Yes, there’s a good film on at the cinema.
Tom What time (4) will it start / does it start?
Sarah 7.30. The only problem is that my car’s broken down. (5) I’m going to have / I have it fixed sometime next
week.
Tom Don’t worry (6) I’m going to pick you up / I’ll pick you up at about seven.
Sarah Great. Oh, by the way, how was your holiday?
Tom Good. (7) I’ll probably go back / I probably go back again.
Sarah Jean and I (8) will talk / are going to talk about our holiday tonight. I expect (9) we’ll go back / we’re going
back to Spain, as we normally do. By the way, did you know that (10) Jean’s having / Jean will have a party next
week? (11) She’ll be / She’ll be going to be twenty-one, and she’s been really busy organizing things. I think she
needs someone to organize the music for her.
Tom (12) I’m doing / I’ll do it! I’ve got some great CDs that I think (13) she’ll like / she’s going to like. Anyway,
(14) I’ll see you / I see you at seven tomorrow?
Sarah Yes, great. Sorry, I’ll have to go now, Tom – I’ve just spotted some black clouds and I think (15) it’s going
unit test 4
to rain / it’s raining. I must bring my bike indoors.
/ 15 marks
2 Complete these sentences with either the future perfect or the future continuous form of the verb
in brackets.
a In two years’ time, we (be) married for 40 years.
b This time next week, I (fly) across the Atlantic.
c By this time next month, I (finish) my course at university.
d In years to come, women (have) children at a later age than now.
e By the year 2050, the average size of the family (decrease).
/ 5 marks
3 Choose which verb, have or take, is correct in these collocations.

a He had / took the opportunity to go to university, but instead he decided to travel.
b The murder had / took place in a famous hotel.
c It is important to take / have good care of your children.
d My sister has / takes three children.
e They took / had their children to the cinema.
/ 5 marks


4 Complete these sentences with the correct form of a phrasal verb from the list.
bring back bring down bring in bring round bring up
a children involves a lot of responsibility.
b The school has a new rule for students who arrive late.
c Coming here today has happy memories of my childhood.
d The department’s policy is intended to the rate of divorce.
e When Jean fainted, we managed to her with a glass of cold water.
/ 5 marks
5 Complete these sentences with bound to or (un)likely to.

a The government is bound to / unlikely to raise taxes on cigarettes as part of its ‘No smoking’ policies.
b The environment is unlikely to / likely to improve unless we do something about pollution.
c The movie is bound to / unlikely to be good – the director is brilliant!
d There are bound to / likely to be lots of people at the gig – he’s a popular singer.
e The buses are running late so I’m unlikely to / likely to be home early.
/ 5 marks
meaning.
a My brother looks much happier. I think he’s stopped working so hard. given
My brother must working so hard. He looks much happier.
unit test 4
b If your neighbours are making too much noise, you should raise it with your landlord. bring
Why with your landlord if you’re concerned about the noise your neighbours are making?
c My cat is finding it difficult to adjust to our new garden. used
My cat can’t our new garden.
d If it were my decision, there would be fair trade between countries. up
If , there’d be fair trade between countries.
e Some places are cheaper than others. more
Some places are than others.
/ 5 marks
7 Complete these sentences with the correct linking words in italics.

a In addition to / Although eating better you would need to do some exercise if you want to be more healthy.
b I continued swimming, but / despite my aching arms.
c It was almost / in the end midnight by the time we arrived.
d There are many reasons why the climate is changing; because of / for instance, population growth.
e Before / While going to work, I went for a run.
f Having a charity run is a good idea. In conclusion / On the other hand, it will involve a lot more organizing
than a cake sale.
g It was because of / the result of him that we were late.
h Although / However, it was not considered to be a good plan.
i In the end / In conclusion, I would like to say thanks to my family.
j I would love some coffee, and / but no sugar, please.
/ 10 marks
Total / 50


Unit Test 5
Name:
1 Complete these sentences with the words in brackets, using either the past simple, past
continuous, past perfect or present perfect simple tense.
a I (visit) Havana before so I knew my way around the city.
b I (never / eat) sushi. Is it nice?
c We (phone) the travel agent, but the line was engaged.
d What (do) at 10 p.m. last night?
e Sue (already / make) dinner by the time I suggested eating out.
f Tom studied French while he (live) in Paris.
g My friend called to let us know that the restaurant (close) years ago.
h How long ago (you / start) learning Urdu?
i They (not / organize) their visas yet.
j As soon as we (check in), we went for a coffee.
k I (learn) a lot about French culture when I went to Paris.
l Fiona (pack) her suitcase when she found the letter.
m (ever / try) cous cous? It’s North African.
n Oh dear, we (not / bring) our dictionary.
unit test 5
o I (not / realize) it would be so hot when I chose this resort.
/ 15 marks
2 Complete these sentences with the correct form of the word in italics.
a It is my believe / belief that kindness is a virtue.
b It is not necessary / necessity to phone me every day.
c Constructive / Construction criticism can be very helpful.
d Farmers / Farming plays an important part in all societies and cultures.
e Your ring looks like it’s very valuable / valued. How much did it cost?
f In all fair / fairness, she didn’t know what she was doing.
g They live nearly / near the swimming pool.
h Heat / Heating our house is very expensive.
i Can you believe / believing what they’re saying!
j He works very efficiency / efficiently.
/ 10 marks


3 Write the extreme form of these adjectives. The first letter is given.
a hot b
b dirty f
c happy d
d angry f
e cold f
f scared t
g funny h
h clean s
I big h
j surprised a
/ 10 marks
4 Complete these sentences with the correct word in italics.

a I’ve been on a fast / diet for two weeks now and I still haven’t lost any weight.
b You can exchange the goods if you have a receipt / recipe.
c Waiter, what’s on the list / menu tonight?
d The pasta tastes too salty / savoury.
e Steve’s a fantastic cook / cooker. Have you tasted his lasagne?
f It was a sensible / sensitive idea to bring an umbrella.
g Valentine’s Day is normally observed / celebrated in February.
unit test 5
h Eating too much junk / rubbish food can cause serious health problems.
i Tap / Running water is usually treated to make it drinkable.
j I prefer flat / still water to fizzy water because there are no bubbles.
/ 10 marks
5 Complete the text with the correct form of a phrasal verb from the list.
pick up see off set off stop over take off
When Sophie phoned to tell me she was coming for a holiday, I was really excited and offered to
(1) her from the airport. Her plane (2) from Australia at 6 a.m. and she
was (3) in Delhi, so I knew she’d be tired when she arrived. I (4) early and arrived in
time to meet her coming through arrivals. We spent a great month together, and I’ve decided to go and visit
her in Sydney. When I (5) her at the airport, we both had tears in our eyes!
/ 5 marks
Total / 50


Unit Test 6
Name:
1 Complete these sentences with a gerund or an infinitive form of the verb in brackets.
a I managed (buy) some tickets for the concert.
b They admitted (be) there when it happened.
c Have you considered (move) house?
d We can’t afford (go) on holiday this year.
e I’ve given up (try) to remember his name. My memory is terrible!
f We regret (inform) you that your application has been unsuccessful.
g I really need (sleep) for at least eight hours a night.
h (smoke) is bad for your health.
i I can’t stand not (be) able to sleep at night.
j He intends (travel) the world next year.
k I love (watch) old films on TV.
l I hope (win) the competition.
m Have you thought about (start) your own business?
n Did you agree (go) with her?
o (live) in a city can be stressful.
unit test 6
/ 15 marks

a I stopped to have / having a rest then carried on studying.
b He went on talking / to talk about his plans even though we’d lost interest.
c Don’t forget posting / to post my application form.
d I’ll always remember seeing / to see Tom for the first time.
e I tried to send / sending her flowers, but she still won’t talk to me.
/ 5 marks
meaning.
a Nowadays, I find it difficult to remember dates. good
Nowadays, I’m dates.
b My friends didn’t have enough money to buy the car they wanted. afford
My friends the car they wanted.
c My father said he’d meet me outside the rugby stadium. arranged
My father outside the rugby stadium.
d My colleague wishes he’d stayed at university. regrets
My colleague his education.
e It always worries me that I’ll arrive late for meetings. time
I’m always worried about for meetings.
/ 5 marks


4 Match these sentences with adjectives from the list and say whether the adjective refers to positive
(P) or negative (N) personal qualities. Two of the adjectives are not used.
arrogant confident dependable indecisive reserved self-reliant pessimistic
a If I need something done, I ask Tom – he’s so . P/N
b ‘Please can you make up your mind! Why are you so ?’ P/N
c She enjoys public speaking. She’s a very person. P/N
d My brother doesn’t need anyone – he prides himself on being . P/N
e They see problems everywhere. I guess they’re just . P/N
/ 5 marks

a They were arguing passionately / soundly.
b Unfortunately, he has begun drinking hardly / heavily.
c I really hope I get a sound / an attentive night’s sleep.
d The talk was so interesting that I listened passionately / attentively throughout.
e I’m working so hard / attentively to finish on time.
/ 5 marks
6 Complete these sentences with a suitable adjective. The first letter is given.
a There’s going to be h rain in the south.
b There was a rise in s crime in London last year.
unit test 6
c There will be some s wind in the north tomorrow.

d She was a c friend until we had that silly argument.
e Gardening can be h work.
/ 5 marks
7 Correct the words in italics in these sentences, using a word from the list in a suitable form.
cause express find reach take
a We acquired a solution to the problem yesterday.
b Please say your opinion as clearly as possible.
c I’m performing my final exam tomorrow.
d She’s made enough problems already.
e It’s going to take us ages to achieve a decision.
/ 5 marks
8 Complete these sentences using make or do in the correct form.

a I think that business with him will be useful to us.
b Can I a suggestion?
c He was the housework when we arrived.
d Have you up your mind yet where you want to go tonight?
e If you hadn’t such a fuss, we’d still be waiting.
/ 5 marks
Total / 50


Unit Test 7
Name:
1 Rewrite these sentences to make them passive.

a They’re going to open the sports complex next week.
The sports complex
b The USA manufactures a lot of sports equipment.
A lot of sports equipment
c They’re building some tennis courts in the park.
Some tennis courts
d Johnson wrote a book about playing tennis.
A book about playing tennis
e You can play football indoors or outdoors.
Football
f The council has just submitted a plan to improve the area.
A plan to improve the area
g They were cleaning out the swimming pool yesterday.
The swimming pool
h We will teach you how to play squash.
unit test 7
You
i We can reserve a seat for you in the front row.
A seat in the front row
j The company builds high-speed trains.
High-speed trains
/ 20 marks
2 Rewrite these sentences to make them passive, using the correct form of have.
a The hairdresser cut my hair yesterday.
I by the hairdresser yesterday.
b The manicurist has painted my nails.
I by the manicurist.
c A mechanic is going to service my car tomorrow.
I tomorrow.
d A decorator is painting my kitchen at the moment.
I at the moment.
e The supermarket delivers my groceries.
I by the supermarket.
/ 5 marks


3 Complete these sentences with an appropriate preposition.
a It is good to be aware others when making decisions.
b I like most sports, but I’m not keen swimming.
c Her parents did not approve him.
d Please forgive me my rudeness.
e I have an interest photography.
/ 5 marks
4 Rearrange the letters to make a suitable word to complete these sentences.

a Football is played on a . (c i h p t)
b Tennis is played on a . (u c t o r)
c Swimming is done in a . (o l o p)
d Running is done on a . (k t a c r)
e Golf is played on a . (e s o c r u)
f Boxing is done in a . (g i n r)
g Cycling is done on a . (r c a t k)
h Gymnastics is done in a . (m g y)
i Basketball is played on a . (r c u t o)
j Ice-skating is done in a . (k r i n)
/ 10 marks
unit test 7
5 Complete these sentences using a suitable prefix from the list.

semi under ex pre anti mid
a The new stadium was opened by the -president of the club.
b The team won the game because their -match preparation was excellent.
c I’m afraid I’m -hunting because I think it’s cruel.
d Why didn’t you tell me it was going to be such a fancy party? I feel really -dressed.
e He’s -rated as a hockey player. He’s better than people think.
f He caught the ball -air and then scored a goal.
g -age drinking is not allowed in the UK. The legal age is 18.
h The government has organized an -smoking campaign.
i He’s -professional at the moment, but he’ll soon be fully qualified.
j He’s an -professional footballer. He’s retired from the game now.
/ 10 marks
Total / 50


Unit Test 8
Name:
1 Change these sentences / questions to reported speech.

a ‘I’m going to the cinema with Joy,’ said Liz.
to the cinema with Joy.
b ‘Have you heard their new single?’ Jane asked me.
their new single.
c ‘I saw Martin at the concert,’ Sally told Mary.
Martin at the concert.
d ‘Do you want me to get you a newspaper?’ Tom asked Jack.
to get him a newspaper.
e ‘I’ll email you,’ Karl said to Andrew.
email him.
f ‘I’ve been using the internet a lot recently,’ Hannah said.
the internet a lot recently.
g ‘Could you give me your phone number?’ Helen asked Lee.
his phone number.
h ‘Did you listen to Radio 4 today?’ Rose asked Tom.
unit test 8
to Radio 4 that day.
i ‘We were watching a film when you phoned,’ said Sean.
when I phoned.
j ‘How much is the CD?’ I asked the salesman.
the CD was.
/ 20 marks
meaning.
a ‘Let’s eat something healthy tonight,’ said Mike. suggested
Mike something healthy that night.
b ‘Don’t walk along the railway track,’ the official said to me. warned
The official along the railway track.
c ‘If I were you, Jane, I’d forget about him,’ said Sally. advised
Sally about him.
d ‘Close your book, Tom,’ the teacher said. told
The teacher his book.
e ‘I’ll pick Sally up from the station,’ said Mary. offered
Mary from the station.
/ 10 marks


3 Complete these sentences with an appropriate adjective or noun.
a She grows her orchids in a special house.
b Swimming in an open-air swimming is much nicer than in an indoor one.
c They had a real falling- over a boy, so they’re not friends any more.
d Her baby is due soon, so she has been buying a lot of clothes.
e Instead of cooking, they had a away.
/ 5 marks
4 Use the words below to make compound nouns then match them with a description a–j.
Some may need hyphens.
assistant board book break case card credit down key lecturer
make music off shop (x2) site take university up Web
a You can use this to pay for things in shops.
b This is someone who teaches things.
c The moment when a plane leaves the ground.
d You get information from this on a computer.
e This is something you keep books on.
f This is someone who works in a shop.
g The part of a computer you type on.
h The failure of a marriage is an example of this.
i Mascara and lipstick are examples of this.
unit test 8
j You can buy CDs and DVDs from here.

/ 10 marks
5 Complete these sentences using so or such.

a It was an interesting film.
b The equipment is easy to use.
c It’s an expensive computer.
d The meeting was long I fell asleep.
e It’s a good advertisement.
/ 5 marks
Total / 50


Unit Test 9
Name:
1 Complete the text with the correct form of the words given in brackets.
When I was younger, I was an (1) (act) member of our village’s environmental group. Although
the (2) (populate) of the village was small, it was a big group. We believed that some things
were (3) (danger) for the world. We met regularly, and I found the meetings (4)
(fascination). We discussed everything from the (5) (migrate) of birds from one part of the world
to another, to the danger of (6) (volcano) eruptions. I remember Tom had carried out a lot of
(7) (science) research, and he thought things through in a very (8) (system),
organized way. He was a clever man. Sometimes we had (9) (compete) to see who could give
the most (10) (interest) talk on an environmental issue. Although I am much older now, I still
belong to the same group.
/ 10 marks

a He’s the person whose / that is collecting money for charity.
b The reason which / why I’m not going is that I’ve been before.
c Do you remember the summer when / which there was a water shortage?
d This is the car which / who runs on unleaded fuel.
unit test 9
e He’s the man who / whose article about noise pollution was in the newspaper.
f This was the place about which / to which I’d heard so much.
g I was the person to whom / about whom the problem was mentioned.
h I like to travel in the winter where / when there are fewer tourists.
i There’s the woman whose / whom car was stolen.
j The agent whose / that we bought the tickets from is called Mike Smith.
/ 10 marks
3 Add commas to the following sentences where necessary.

a The shed that my brother built is still standing.
b John who I first met at school is a close friend of mine.
c Our next-door neighbour whose daughter’s name is Sally is coming to dinner.
d The town where my father was born is famous for its football team.
e The Tower of London where a lot of people died is a major tourist attraction.
/ 5 marks


4 Complete these sentences with an appropriate preposition.
a There should be a ban driving in the city centre.
b I sympathize your ideas.
c Are you aware the damage smoking can cause?
d Those chemicals are harmful the environment.
e There was a lot of anger the way the protesters were treated.
f The large-scale killing of seals is a threat their survival.
g The charity depends government funding.
h People always complain noise pollution.
i Unleaded fuel is better the environment than leaded fuel.
j The build-up of greenhouse gases in the air contributes global warming.
k There should be a high tax smoking.
l The organization Greenpeace is opposed harming the environment.
m I have a lot of respect the environment.
n Do you believe saving the world’s rainforests?
o Our country’s environmental policies are different yours.
/ 15 marks
5 Complete these sentences with the correct form of the word given in capitals.
a Scuba-diving can be a sport, but it’s fun. DANGER
b A great deal of research is being done on climate change. SCIENCE
unit test 9
c An was necessary due to severe flooding. EVACUATE

d I don’t know what him so much about cars. FASCINATION
e That volcano about three times a year. ERUPTION
f The bridge was by the earthquake this morning. DAMAGE
g He says that reading aloud is an way of learning pronunciation. EFFECT
h He’s of so much but doesn’t try. CAPABILITY
i Lack of training has in poor scores. RESULTING
j the ownership of lethal weapons is a good idea. BAN
/ 10 marks
Total / 50


Unit Test 10
Name:
meaning.
a He’s always leaving his dirty clothes on the floor. leave
I wish his dirty clothes on the floor.
b I didn’t go to university and now I can’t find a job. gone
If only to university, I’d be able to find a job.
c It’s raining a lot these days and I don’t like it. rain
I wish so much.
d I regret not buying that mobile phone. had
If only that mobile phone.
e I can’t find anyone to patent my idea. could
I wish someone to patent my idea.
f We don’t have a dishwasher and I’d like one. wish
I a dishwasher.
g It’s a pity I threw away her mobile number. thrown
I wish away her mobile number.
unit test 10
h You’re always interrupting me when I’m speaking! interrupt
I wish me when I’m speaking!
i I regret telling you about it. only
If you about it.
j I can’t afford to go on holiday. wish
I afford to go on holiday.
/ 20 marks
2 Complete these sentences with the correct form of the word in brackets.
a I’d rather you (try) to do it yourself first.
b It’s time we (stop) working so hard. I’m so tired.
c I’d rather (go) by myself.
d It’s time (have) lunch.
e It’s time you (take) the car to have it serviced.
/ 5 marks


3 Join the words together to make compound adjectives that fit the sentences below.
fat free hard home king made mass produced sized wearing
a Most furniture is these days, not handmade.
b These new walking boots are supposed to be very .
c ice cream is better than shop-bought.
d There’s a version of the chocolate bar if you’re trying to stay slim.
e My new bed is very spacious.
/ 5 marks
4 Complete these sentences with the correct form of the word given in capitals.
a He’ll be a inventor one of these days. FAME
b My new sofa is very . COMFORT
c The website had some information. USE
d Becoming an inventor means having ideas. CREATE
e It’s to send your product to several companies. ADVISE
f Some scientific experiments can be . DANGER
g The table is – someone has spilt orange juice on it. STICK
h Always wear clothing when handling chemicals. PROTECT
i The difficult climate means people are not spending as much. ECONOMY
j It’s an area with a lot of factories. INDUSTRY
/ 10 marks
unit test 10
5 Complete the table.
Verb Noun
invent a)
b) discovery
produce c)
d) appliance
instruct e)
/ 5 marks
6 Complete these sentences with an adjective related to the word given in capitals.
a Robots do things in a very way. MECHANIC
b Going on holiday can be very . COST
c The caring professions are very vocations. WORTH
d He was enough to remember to bring his umbrella. SENSE
e I consider myself very to have met my husband. FORTUNE
/ 5 marks
Total / 50


Unit Test 11
Name:
1 Complete each conditional sentence with the correct form of the verb in brackets.
a If she’d had more self-confidence, they (offer) her the job.
b If I didn’t have to work tomorrow, I (come) with you.
c If you (rest) for a few days, you’d feel better.
d If I don’t get a good grade in the exam, I (not / go) to university.
e If I won the lottery, I (travel) around the world.
f If the red light is on, (not / leave) your seat.
g If we have enough money, we (visit) Japan.
h If I (love) him, I’d marry him.
i If he (study) more when he was at school, he’d have a better job now.
j If you travel to India, you (need) a visa.
k If I (not / get) a job at the college, I wouldn’t have met you.
l If water is heated to 100 degrees, it (boil).
m If she (get) a good grade in her test, she’ll be happy.
n If you’d told me about it earlier, I (be) a lot happier now.
o If she (not / phone) me soon, I won’t be happy.
unit test 11
/ 15 marks
2 Rewrite the sentences using the word in bold so that the second sentence means the same.
a I’ll lend you my CD if you promise to bring it back on Saturday. provided
I’ll lend you my CD bring it back on Saturday.
b I’ll be back tomorrow if there isn’t an airline strike. unless
I’ll be back tomorrow an airline strike.
c You can go out and play if you do your homework first. as
You can go out and play your homework first.
d You’ll receive a pay rise if you work hard. that
You’ll receive a pay rise hard.
e We’ll keep winning all our games if we continue to practise. long
We’ll keep winning all our games to practise.
/ 10 marks
3 Complete these sentences with the correct form of talk, speak or tell.
a He can three languages fluently.
b You don’t know anything about it! You’re rubbish.
c I like people who their minds.
d How old were you when you learned to the time?
e To you the truth, I don’t know.
/ 5 marks


4 Match each word a–j with a word which has a related meaning but a negative implication in 1–10.
a well-built 1 cheap
b serious 2 old
c inexpensive 3 fat
d easy-going 4 lazy
e curious 5 chatty
f imitation 6 cold
g reserved 7 fake
h excited 8 nosey
i outgoing 9 hysterical
j elderly 10 dull
/ 10 marks
5 Complete the dialogue using the correct form of the verbs from the list.
expect hope look forward to wait
Helen Are you (1) going to Scotland?
Sally I can’t (2) , but I’m really (3) that our car will be fixed soon because we want to
drive. I didn’t (4) it to take the garage this long.
Helen When did you (5) to get it back?
Sally Well, they said they (6) to get it back to us within two weeks, but they weren’t sure. That
was three weeks ago! It wouldn’t be so bad if the buses and trains were better.
Helen I know. I had to (7) 40 minutes for a bus yesterday. How can the government
unit test 11
(8) people to use public transport when it’s so unreliable?

Sally Anyway, I’m (9) the holiday, and I can’t (10) to tell you all about it.
Helen Yes, have a good trip. Bye.
/ 10 marks
Total / 50


Unit Test 12
Name:

a The burglary must / can’t have happened yesterday because I was in all day.
b Jake must / could be at home because I can hear music playing.
c His identity might / can’t be made public if the court think it’s inappropriate.
d She must / can’t be studying because she has her exam soon.
e Very young people can’t / must be sent to an adult prison.
f You are less likely to commit a crime if you think you can’t / might be caught.
g My bag has gone. It might / can have been stolen, but I can’t prove it.
h I can’t / might have got a parking ticket because I paid for the whole day.
i Your hand is bleeding heavily – you can / must be in pain!
j He can / must have got in through the window because I found it open.
/ 10 marks
2 Complete these sentences using a suitable modal verb and the correct form of the verb in brackets.
a Joanne (be) feeling very well. She looks very pale.
unit test 12
b You (be) freezing. It’s windy outside and you don’t have a jacket.
c I (throw) away the plastic bags. I always reuse them.
d I wasn’t sure about the second question. I (get) it wrong.
e ‘We’ve been to Italy on holiday.’ ‘That (be) nice.’
f You (feel) exhausted. You’ve been working all day.
g Nice to have met you. You never know, we (meet) again one day.
h Terry definitely (miss) the bus. He should be here by now.
i You (have) sore eyes after staring at the computer screen for hours.
j ‘What was that noise?’ ‘I don’t know. It (be) a cat.’
/ 10 marks
3 Complete the table.
Crime Criminal
a) burglar
hooliganism b)
mugging c)
d) shoplifter
e) vandal
/ 5 marks


a He’s stolen / robbed my wallet.
b The bank was stolen / robbed of £50,000.
c They stole / robbed the passport when he was asleep.
d They killed a policeman while stealing / robbing the post office.
e They stole / robbed £50 in cash.
/ 5 marks
5 Complete the text with a / an, the or Ø if no article is needed.

When I finished (1) university, I became (2) English teacher. I had always wanted to
live and work in India, so I took (3) cheapest flight I could find and went to (4) Delhi
by train. I liked (5) city and had heard so much about (6) Ganges river that I went
there first. (7) only problem was that, when I travelled alone, I couldn’t understand
(8) station names. So I had to ask for help. People were friendly, and I found out that
(9) elderly are treated with great respect. (10) public transport system in India is
efficient and is only interrupted if there is (11) earthquake. While I was there, I tried new things
like playing (12) sitar and having spicy food for (13) lunch. Living in India gave me
(14) opportunity to experience (15) different way of life and made me
(16) lot more confident. I realized I had strengths like (17) determination and
optimism. After months of travelling, I got (18) job at (19) university in Delhi. I came
home (20) year later, but only because I was missing my family.
/ 20 marks
unit test 12
Total / 50


Progress Test 1 Units 1–4
Name:
A 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).
Child athletes PSYCHOLOGY
Child sporting prodigies risk serious (0) psychological and physical damage, an INFLUENCE
(1) group of American doctors has warned. The American Academy of Paediatrics has SPECIAL, EMOTION
found that children who (2) in one sport before puberty can suffer (3) burnout, CHILD
as well as damage to joints and bones, and heart problems. Furthermore, (4) is the time GYMNAST
when healthy eating habits should be established, but children doing sports like (5) , where
being slim is important, may not receive proper nutrition. Accordingly, the Academy suggests AMBITION, TRAIN
(6) parents think twice before forcing young children into intensive (7) regimes. SUCCESS
Another factor is that child athletes who are (8) early in life often have short careers, while RELY
those who focus on one sport only after puberty are more (9) performers in the long term INJURE
and suffer from fewer (10) .
/ 10 marks
B For questions 1–15, read the text below and think of the word which best fits each gap. Use
only one word in each gap. There is an example at the beginning (0).
progress test 1
Women and gambling
It’s hard to know exactly how many female compulsive gamblers there are. Unlike men, women are quick
to realize that they gamble mainly for emotional, (0) rather than financial, reasons. This makes them
ashamed and thus less likely (1) look for professional help.
Amy Turner’s story is illustrative of the way in which many women become gambling addicts. In
December 1995 Amy won £2,000 in a lottery, (2) meant she and her husband were
(3) to have a wonderful Christmas. Unfortunately, soon (4) the birth of their
daughter, Amy and her husband broke (5) . Depressed and lonely, Amy (6)
gamble as a way (7) filling the emotional void left by her failed marriage.
From spending a few pounds a week (8) lottery tickets and scratch cards, Amy became
(9) to gambling £250 a month and was struggling to pay the bills. She always
(10) to fill the fridge before she gambled but (11) only rarely be able to afford
treats for her daughter. By April 2001 she was nearly £2,000 (12) debt and was evicted from
her flat. Not long after, Amy was arrested (13) stealing money from a friend in order to buy
scratch cards. She decided it was time to give (14) gambling forever and joined the support
group Gamblers Anonymous. Since then, Amy has (15) to control her gambling habit, but
like all addicts, she knows that the desire to gamble will never go away.
/ 15 marks

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C For questions 1–10, read the text below and decide which answer (A, B, C or D) best fits each
gap. There is an example at the beginning (0).
The future of shopping
More and more people are shopping online, and it might not be long before online sales (0) overtake
sales in actual high-street stores. As an increasing (1) of brands open online stores, shoppers
are finding it easier than (2) to purchase what they want. There are many reasons
(3) online shopping has become so popular. First, online stores are able to sell their products
(4) than high-street stores can. This is because they (5) pay rent or pay wages
to sales assistants. Next, people like being able to shop from the (6) of their own home.
Finally, online stores never close. If you want to buy a new pair of jeans in the middle of the night, you
(7) . Of course, shopping in actual stores still has some (8) . For example, many
people like to be able to (9) clothes or play with products such as computers or mobile
phones before they purchase them. It may be a while before online stores can (10) these
options.
0 A take up B undertake C overtake D take away

1 A quantity B number C amount D size
2 A always B now C past D ever
3 A for B that C why D where
4 A as cheaply B cheapest C cheap D more cheaply
5 A mustn’t B don’t have to C can’t D won’t
6 A comfortable B uncomfortable C comfort D discomfort
7 A can B could C will D would
8 A results B benefits C achievements D reasons
progress test 1
9 A try on B wear C put on D change

10 A bring B allow C offer D enable
/ 10 marks

112 First Masterclass Progress Tests Photocopiable © Oxford University Press

Writing
Write an answer to one of the questions below. Write your answer in 140–190 words in an
appropriate style.
1 In your English class you have been talking about exchange visits to other countries as a way
to learn a new language and find out about other cultures. 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.
Going on an exchange visit to another country is the best way

to learn a new language and find out about another culture.
Do you agree?
Notes
Write about:
1. learning a new language
2. cultural understanding
3. .………………………………(your own idea)
progress test 1
2 You see this announcement in your college English-language magazine.
Articles wanted
Are you a mobile phone addict?
How much time do you spend on your mobile phone each day?
How would you feel if your mobile phone vanished and you
could not replace it?
Why would you feel that way?
Write us an article answering these questions.

We will publish the best articles on our websites.
Write your article.
/ 15 marks
Total / 50


Name:
A For questions 1–15, read the text below. Some of the lines have gaps. Use the word given in
capitals at the end of those lines to fill the gap. If the word given is a verb, then put the verb in its
correct form (active, passive or infinitive) to fit the gap. There is an example at the beginning (0).
IQ tests
In 1904 the French psychologist Alfred Binet (0) developed intelligence tests to help teachers in Paris DEVELOP
schools. His simple tests, which (1) the name Intelligence Quotient IQ tests, (2) GIVE, DESIGN
to make it easier (3) disruptive schoolchildren into a class that suited their abilities. At the PUT
time, Binet (4) users of the tests not to look at the test results in (5) , but to use WARN, ISOLATE
them along with other assessments of intelligence.
However, IQ tests are so easy to carry out that, in spite of Binet’s warnings, they (6) soon BE
used all over the world as the only method of (7) brainpower. In some countries, they have ASSESS
also (8) to support the testers’ prejudices about race, social class or educational abilities. For USE
several years in Britain, school pupils who (9) tests of this type were not (10) to FAIL, ALLOW
attend normal secondary schools because it was (11) that their low IQ scores FEEL
(12) they would never be capable of (13) well academically. MEAN, PERFORM
Now, a century after their invention, IQ tests (14) still controversial, but psychologists say BE
progress test 2
they can still be useful in some specific situations. For example, they are helpful in deciding whether a
disruptive pupil (15) emotional or academic problems. That, of course, was Binet’s intention HAVE
all along.
/ 15 marks


B For questions 1–5, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between two and
five words, including the word given. There is an example at the beginning (0).
0 I haven’t seen John for several weeks.
LAST
It’s several weeks since I last saw John.
1 ‘Why don’t we go out to a restaurant this evening?’ he said.

GOING
He meal that evening.
2 She went to see the film three times because she enjoyed it so much.
ENJOYABLE
She found she went to see it three times.
3 Sam used to collect stamps, but he doesn’t any more.

INTERESTED
Sam stamps any more.
4 She finished her novel, then she fell asleep.

UNTIL
She didn’t finished her novel.
progress test 2
5 ‘I’ll take you to the bank, Mary – it’s on my way to work,’ said Joe.
DROP
Joe offered at the bank on his way to work.
/ 10 marks
C For questions 1–10, read the text below. Use the word given in capitals at the end of 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).
Business etiquette in Britain FOREIGN
Many (0) foreigners believe that the British are more formal than they really are. Nowadays, INCREASE
first names are used among colleagues and are (1) common on the phone, even INTRODUCE, APPROPRIATE
when there has been no personal (2) . Handshaking is (3) , except for first ABSENT
meetings, or when people see each other again after a long (4) . Also surprising is the PUNCTUAL
British attitude towards (5) : business meetings frequently start ten minutes late, and on POLITE, INVITE
social occasions it is (6) to arrive on time. If you receive an (7) to dinner,
you should arrive ten to twenty minutes after the stated time. STATE
In conversation, politeness is valued, so British people avoid strong (8) of opinion. DECIDE
This sometimes gives the impression that they are (9) , but it is in fact just their way of ARGUE
avoiding (10) or confrontation.
/ 10 marks


Writing
appropriate style.
1 You have recently had a class discussion about the internet. Now your English teacher has
asked you to write an essay.
Write an essay using all the notes and give reasons for your point of view.
The internet has revolutionized the way people live and work.
What do you think about this statement?
Notes
Write about:
1. working from home
2. effect on socializing
3. ………………………………(your own idea)
progress test 2
2 You have received this email from your English-speaking friend Mildred.
From: Mildred
Subject: Your holiday in Australia
How was your short camping holiday to Australia? Please tell me
about the experience. I would love to know what you did and the
things you liked or didn’t like about the holiday.
Best wishes,
Mildred
Write your email.
/ 15 marks
Total / 50


Name:
A For questions 1–15, read the text below and decide which answer (A, B, C or D) best fits each
gap. There is an example at the beginning (0).
Tourism
Tourism, (0) which employs 200 million people, is probably the largest industry in the world
nowadays. Nearly 700 million people internationally (1) on holiday each year – a figure
(2) is likely to double by the year 2020. The industry is particularly important to less
developed countries, (3) it is often their main source of income.
However, along with the economic benefits, this mass movement of people has resulted (4)
threats (5) the environment. Among the most serious of these is the issue of carbon
emissions from aircraft, which (6) directly to global warming. Deforestation has cleared land
(7) order to build hotels, airports and roads, and this has destroyed wildlife. In some areas,
water shortages are now common (8) of the need to fill swimming pools and water golf
courses for tourists. By pushing up prices for goods and services, tourism can also be destructive
(9) the people (10) live in tourist destinations.
In response to these concerns, some travel operators now offer eco-friendly holidays. Many of these aim
to reduce the negative effects (11) tourism by only promoting hotels that have
(12) in equipment to recycle waste and use energy and water efficiently. Increasingly, tourists
are also being reminded to show respect (13) the customs of the people (14)
progress test 3
countries they are going to visit, and to support local businesses such as restaurants and shops, which
depend (15) tourism for their main income.
0 A where B who C which D in which

1 A come B go C move D leave
2 A by which B whose C that D when
3 A which B whom C where D when
4 A in B into C because of D by
5 A at B on C for D to
6 A act B result C cause D contribute
7 A in B as C for D to
8 A thanks B due C because D since
9 A as B to C when D that
10 A to B whose C which D who
11 A to B of C that D by
12 A installed B chosen C invested D bought
13 A for B to C with D at
14 A whom B their C that D whose
15 A from B on C of D to
/ 15 marks


B For questions 1–10, read the text below. Use the word given in capitals at the end of each line to
form a word that fits in the gap in the same line. There is an example at the beginning (0).
Futurology
I am always (0) doubtful whenever futurologists tell us how we will be living several years from DOUBT
now. Their (1) of jet-pack travel and robot maids came to nothing. More recently we were PREDICT
promised the (2) office, (3) television and the end of high-street shopping. In PAPER, INTERACT
some cases, they are wrong because (4) progress has been slower than anticipated. SCIENCE
Airplanes, for example, are barely more (5) than they were 50 years ago. In other cases, the COMFORT
experts have (6) the number of things that must go right before an (7) changes ESTIMATE, INVENT
our lives. It takes more than just one bright idea – thorough (8) is needed when developing SEARCH
a new product. In (9) , social and psychological factors determine whether or not a new ADD
product or service will be (10) adopted. WIDE
/ 10 marks
C For questions 1–5 below, complete the second sentence so that it has a similar meaning to the
first sentence, using the word given. Do not change the word given. You must use between two
and five words, including the word given. There is an example at the beginning (0).
0 I haven’t seen John for several weeks.
LAST
It’s several weeks since I last saw John.
1 I regret spending so much money on that dress.

BOUGHT
progress test 3
I wish I an expensive dress.
2 Unless the train is late, they’ll arrive at eight o’clock.

ON
They’ll arrive at eight o’clock provided time.
3 My grandmother used to live in this house.

WHICH
This my grandmother used to live.
4 There’s no beer in the fridge – it looks like they drank it all last night.
HAVE
They beer last night because there is none in the fridge now.
5 I’ll come to the cinema with you this evening if my cold gets better.
SEE
Unless my cold improves, I the film with you.
/ 10 marks


Writing
appropriate style.
1 You see this announcement in your college English-language magazine.
Book reviews wanted

Have you ever read a book in which the main character behaved in a heroic way?
Write us a review of the book, explaining what the main character did and why it was
heroic. Tell us whether or not you would recommend this book to other people.
The best reviews will be published in the magazine.
Write your review.
2 The local radio station in your town is planning to broadcast a new one-hour programme once
a week in English, aimed at people of your age who are learning English. The radio station
has invited listeners to write reports suggesting what kind of material they would like to hear
included in the new programme.
progress test 3
Young adults learning English
We are planning to broadcast a new one-hour programme once a week in English,
aimed at young adults who are learning English.
Write a report about what kind of material you would like to hear included in the
programme.
The best reports will be announced on the programme.
Write your report.
/ 15 marks
Total / 50


Test answer keys
Unit Test 1 7
a shoulders b toe c palms d wrist e knee
1
1 had to 1 mark for each correct answer
2 didn’t need to wear Total marks: 50
3 needn’t
4 didn’t have to worry Unit Test 2
5 must
6 mustn’t 1
7 mustn’t a take part / be involved
8 have to b by chance / by mistake / unexpectedly / unintentionally
9 need to c ability / talent
10 need to d At present / At the moment / Currently / Now / These days
11 don’t need to e stress
12 mustn’t 1 mark for each correct answer
13 had to
14 has to 2
15 needn’t a You can do it!
b … I could swim fast.
test answer keys
1 mark for each correct answer

c … you could probably fit into that dress.
2 d He couldn’t have finished …
a to b in c of d to e about / over e … I still can’t do it.
1 mark for each correct answer 1 mark for each correct answer
3 3
a fraudster b financial c retirement a manage to book / get
d impersonator e qualifications b succeeded in passing
c managed to score
1 mark for each correct answer d succeeded in finding
e was able to swim
4
a She’s not talking 2 marks for each correct answer
b He goes
c I go 4
d They never play heavier the heaviest
e drink worse the worst
f She’s working better the best
g erupts narrower the narrowest
h We’re catching more independent the most independent
i She’s living larger the largest
j eat more careful the most careful
thinner the thinnest
1 mark for each correct answer more important the most important
happier the happiest
5
a acting b conceal c confidential d peer e judge 1 mark for each correct answer
6
a noticed b Look c stared d watch e gazed

120 First Masterclass Test Answer Keys Photocopiable © Oxford University Press

5 4
a not nearly as fast as a cut down on b putting on c light up d get by
b by far the easiest e given up
c the best
d a little cleverer
e considerably later / more late 5
1 mark for each correct answer a give in
b gave away / had given away
6 c give (you) back
1 c 2 d 3 a 4 e 5 b d giving out
e given up on
7
a turn over b turned up c turn back d has turned into 6
e turn to a Unfortunately b completely c often d hurriedly
e surprisingly
8
a arrival b employment c prosperity d information 7
e completion a My neighbour makes a lot of noise.
b Can I have five pieces of equipment, please?
c She asked for a sheet of paper to write on.
Total marks: 50 d Correct as it is.
e I would like a piece of fruit, please.
Unit Test 3
test answer keys

1
a I’ve been able to 8
b were able to Making a suggestion How about …?
c was able to Expressing certainty I’m absolutely sure that …
d He’ll never be able to Asking for an opinion What do you think?
e can Giving an opinion I think we should …
f could Agreeing / Disagreeing I’m not so sure
g hasn’t been able to 1 mark for each correct answer
h wouldn’t have been able to
i I’ll be able to Total marks: 50
j couldn’t
Unit Test 4
1
2 1 are you doing
a used to wear 2 I’m meeting
b used to cycling 3 Shall we meet up
c get used to living 4 does it start
d ’m not used to eating 5 I’m going to have
e ’m used to driving 6 I’ll pick you up
f didn’t use to smoke 7 I’ll probably go back
g get used to being 8 are going to talk
h wasn’t used to having 9 we’ll go back
i didn’t use to be 10 Jean’s having
j used to have 11 She’ll be
12 I’ll do
13 she’ll like
3 14 I’ll see you
a 5 b 4 c 1 d 2 e 3 15 it’s going to rain

First Masterclass Test Answer Keys Photocopiable © Oxford University Press 121
15 FirstMasterclass TB Test AK SO.indd 121 01/11/2014 07:53

2 Unit Test 5
a ’ll have been
b ’ll be flying 1
c ’ll have finished a had visited
d will be having b ’ve never eaten
e will have decreased c phoned
d were you doing / did you do
1 mark for each correct answer e had already made
f lived / was living
3
g had closed
a had b took c take d has e took
h did you start
1 mark for each correct answer i haven’t organized
j had checked in
4 k learned
a Bringing up b brought in c brought back l had been / was packing
d bring down e bring (her) round m Have you ever tried
1 mark for each correct answer n haven’t brought / didn’t bring
o didn’t / hadn’t realized
5
a bound to b unlikely to c bound to
d bound to e unlikely to 2
1 mark for each correct answer a belief b necessary c Constructive d Farming
e valuable f fairness g near h Heating i believe
6 j efficiently
a have given up
test answer keys
b not bring it up
c get used to 3
d it was / were up to me a boiling b filthy c delighted d furious e freezing
e more expensive f terrified g hilarious h spotless i huge j amazed
7 4
a In addition to a diet b receipt c menu d salty e cook f sensible
b despite g celebrated h junk i tap j still
c almost
d for instance 1 mark for each correct answer
e Before
5
f On the other hand
1 pick (her) up 2 took off 3 stopping over 4 set off
g because of
5 saw (her) off
h However
i In conclusion 1 mark for each correct answer
j but
Total marks: 50
Unit Test 6
Total marks: 50
1
a to buy b being c moving d to go e trying
f to inform g to sleep h Smoking i being j to travel
k watching l to win m starting n to go o Living
2
a to have b talking c to post d seeing e sending


3 3
a not good at remembering a of b on c of d for e in
b couldn’t afford (to buy)
c arranged to meet me / arranged for us to meet
d regrets not completing / finishing 4
e not arriving / being on time a pitch b court c pool d track e course f ring
1 mark for each correct answer g track h gym i court j rink
4
a dependable P 5
b indecisive N a ex b pre c anti d under e under f mid g Under
c confident P h anti i semi j ex
d self-reliant P
e pessimistic N 1 mark for each correct answer
1 mark for each correct answer Total marks: 50
5 Unit Test 8
a passionately b heavily c sound d attentively e hard
1
1 mark for each correct answer a Liz said (that) she was going
b Jane asked me if / whether I had heard
6 c Sally told Mary (that) she had seen
a heavy b serious c strong d close e hard d Tom asked Jack if / whether he wanted him
1 mark for each correct answer e Karl said to Andrew (that) he would
f Hannah said (that) she had been using
test answer keys

7 g Helen asked Lee if / whether he could give her
a found b express c taking d caused e reach h Rose asked Tom if / whether he had listened
i Sean said (that) they had been watching a film
j I asked the salesman how much
8 2 marks for each correct answer
a doing b make c doing d made e made
2
a suggested eating
Total marks: 50 b warned me not to walk / warned me against walking
c advised Jane to forget
Unit Test 7 d told Tom to close
e offered to pick Sally up
1
a is going to be opened next week. 2 marks for each correct answer
b is manufactured by the USA.
c are being built in the park. 3
d was written by Johnson. a green (greenhouse) d baby (baby clothes)
e can be played indoors or outdoors. b pool (swimming pool) e take (takeaway)
f has just been submitted by the council. c out (falling-out)
g was being cleaned out yesterday. 1 mark for each correct answer
h will be taught how to play squash.
i can be reserved for you. 4
j are built by the company. a credit card b university lecturer c take-off d website
e bookcase f shop assistant g keyboard h breakdown
2 marks for each correct answer
i make-up j music shop
2 1 mark for each correct answer
a had my hair cut
b ’ve had my nails painted 5
c ’m going to have my car serviced a such b so c such d so e such
d ’m having my kitchen painted
e have my groceries delivered
Total marks: 50


Unit Test 9 3
a mass-produced b hard-wearing c home-made
1 d fat-free e king-sized
1 active 2 population 3 dangerous 4 fascinating
5 migration 6 volcanic 7 scientific 8 systematic 1 mark for each correct answer
9 competitions 10 interesting
4
1 mark for each correct answer a famous b comfortable c useful / useless d creative
e advisable / inadvisable f dangerous g sticky
2 h protective i economic j industrial
a that b why c when d which e whose
f about which g to whom h when i whose j that 1 mark for each correct answer
1 mark for each correct answer 5

a invention / inventor
3 b discover
a no commas necessary c producer / product / production
b , who I first met at school, d apply
c , whose daughter’s name is Sally, e instruction / instructor
d no commas necessary
e , where a lot of people died, 1 mark for each correct answer
1 mark for each correct answer 6

a mechanical b costly c worthwhile / worthy
4 d sensible e fortunate
a on b with c of d to e about / at / over f to
g on h about i for j to k on l to m for n in 1 mark for each correct answer
o from / to Total marks: 50
test answer keys

Unit Test 11
5
1
a dangerous b scientific c evacuation d fascinates
a would have offered
e erupts f damaged g effective h capable i resulted
b ’d come
j Banning
c rested
1 mark for each correct answer d can’t / won’t go
e ’d travel
Total marks: 50
f do not leave
Unit Test 10 g ’ll visit
h loved
1 i ’d studied
a he wouldn’t leave j need / ’ll need
b I’d gone k hadn’t got
c it wouldn’t rain l boils
d I’d bought m gets
e I could find n ’d be
f wish we had o doesn’t phone
g I hadn’t thrown
h you wouldn’t interrupt
i only I hadn’t told 2
j wish I could / wish I was able to / wish I were able to a provided that you
2 marks for each correct answer b unless there is
c as long as you do
2 d provided that you work
a tried b stopped c go d to have e took e as long as we continue
1 mark for each correct answer 2 marks for each correct answer


3 Progress Test 1
a speak b talking c speak d tell e tell
A
1 mark for each correct answer 1 influential 2 specialize 3 emotional 4 childhood
5 gymnastics 6 ambitious 7 training 8 successful
4
9 reliable 10 injuries
a 3 b 10 c 1 d 4 e 8 f 7 g 6 h 9 i 5 j 2
1 mark for each correct answer B
1 to 2 which 3 able 4 after 5 up 6 would 7 of
5 8 on 9 accustomed / used 10 managed / used
1 looking forward to 2 wait 3 hoping 4 expect 11 would 12 in 13 for 14 up 15 managed
5 expect / hope 6 expected / hoped 7 wait 8 expect
9 looking forward to 10 wait C
1 B 2 D 3 C 4 D 5 B 6 C 7 A 8 B 9 A 10 C
Total marks: 50 Progress Test 2
Unit Test 12 A
1 were given 2 were designed 3 to put 4 warned
1 5 isolation 6 were 7 assessing 8 been used 9 failed
a can’t b must c can’t d must e can’t 10 allowed 11 felt 12 meant 13 performing 14 are
f might g might h can’t i must j must 15 has
1 mark for each correct answer B
1 suggested going out for a
2 2 the film so enjoyable that
a can’t be 3 isn’t interested in collecting
test answer keys

b must be 4 fall asleep until she had
c couldn’t / wouldn’t have thrown 5 to drop Mary off
d could / might have got
e must have been C
f must be feeling 1 increasingly 2 introduction 3 inappropriate
g might meet 4 absence 5 punctuality 6 impolite 7 invitation
h must have missed 8 statements 9 indecisive 10 argument / arguments
i must have
j could / might have been Progress Test 3
1 mark for each correct answer A
1 B 2 C 3 C 4 A 5 D 6 D 7 A 8 C 9 B 10 D
3 11 B 12 C 13 A 14 D 15 B
a burglary b hooligan c mugger d shoplifting
e vandalism B
1 mark for each correct answer 1 predictions 2 paperless 3 interactive 4 scientific
5 comfortable 6 underestimated 7 invention
4 8 research 9 addition 10 widely
a stolen b robbed c stole d robbing e stole
C
1 mark for each correct answer 1 hadn’t bought such
2 (that) the / their train is / arrives on
5
3 is the house in which
1 Ø 2 an 3 the 4 Ø 5 the 6 the 7 The 8 the
4 must have drunk all the
9 the 10 The 11 an 12 the 13 Ø 14 an / the 15 a
5 will not / won’t come to / and see
16 a 17 Ø 18 a 19 a 20 a
will not
Total marks: 50


sample answer sheets

126 Reproduced with permission of Cambridge English Language Assessment © UCLES 2014 Photocopiable


Reproduced with permission of Cambridge English Language Assessment © UCLES 2014 Photocopiable 127




Reproduced with permission of Cambridge English Language Assessment © UCLES 2014 Photocopiable 129



The Speaking DVD
How to use the DVD In the Speaking DVD

The Speaking DVD is designed to familiarize teachers and Introduction to the Speaking paper
students with the format and requirements of the Speaking An examiner explains the format of the test and timings. The
paper. The material can be used alongside First Masterclass, but standard format is for two candidates to do the test together,
since it is not intrinsically tied to the course, it will make a useful but where there is an odd number of candidates, there may be
complement to any course at this level. a group of three. This will increase the length of the test.
Although the video does not show any actual exam situations,
the format of the test is scripted according to Cambridge Part 1: overview and tips + example
English Assessment guidelines, and the ‘candidates’ are real An examiner explains what happens in Part 1 and offers
students who have either passed or are preparing for the First candidates some tips to help their performance. This is followed
exam in the UK. The examiners are experienced oral examiners. by an example of real students doing a Part 1 task.
Different students and combinations of students are shown Part 2: overview and tips + example
doing different parts of the test, except in the complete test, An examiner explains what happens in Part 2 and offers
which features the same two students throughout. Teachers candidates some tips to help their performance. This is followed
should make it clear to their students that they will do the by an example of real students carrying out the relevant tasks.
whole test with just one other candidate, or occasionally, where
there is an odd number of students at the end of an examining Part 3: overview and tips + example
session, with two other candidates (a total of three candidates). An examiner explains what happens in both phases of Part 3
and offers candidates some advice to help their performance.
The DVD can be used at any point in the course for training,
speaking dvd
This is followed by an example of real students carrying out the
and will make a useful revision tool. It is recommended that
relevant tasks.
teachers watch the complete video before showing all or part
of it to their students. They can then choose to show their Part 4: overview and tips + example
students the whole video, or individual sections. The suggested An examiner explains what happens in Part 4 and offers
activities below can be done individually or in small groups as candidates some tips to help their performance. This is followed
appropriate. The interviews shown are not intended as model by an example of real students carrying out the relevant tasks.
answers – students should be encouraged to suggest how
they themselves could have given a better answer ‘in the same How candidates are assessed
situation’ and also identify what the ‘candidates’ shown in the An examiner explains what the assessment criteria are and
video do well. these are illustrated with clips from footage of the ‘mock exams’.
This section includes:
Suggested activities • Overview of assessment criteria
• Grammar and vocabulary
1 After viewing Introduction to the Speaking paper, ask questions • Discourse management
like:
• Pronunciation
• How long does the test last for? • Interactive communication
• How many examiners are there and what do they do?
Complete test with commentary and analysis
• Does the examiner tell students how they have done at the end A complete test showing two students carrying out an
of the exam?, etc.
uninterrupted test. This is followed by an examiner’s part-
2 Show candidates the examples for each part and ask if the by-part assessment of their performance according to the
candidates followed the advice that the examiner gives in the Assessment Criteria and a final summary of their performance.
tips. Note: the sections can be viewed in any order. Teachers may,
3 Show the complete test but not the Examiner’s commentary. for example, like to show students the complete test first to
Ask students to act as the examiner while they are watching. orientate them and then go back to each part separately as
They could use the Sample mark sheet for the Speaking they are dealt with in class.
paper on page 130. They can then watch the examiner’s A printed summary of the tips and advice given in the ‘Tips and
commentary and compare their assessment of the useful phrases’ for each part can also be found on page 133 of
candidates. This will help students to focus on what they this book. There is a list of useful phrases that can be photocopied
need to improve in their own performances. for students. Teachers might like to ask their students to decide
which parts the expressions would be appropriate for, and
students could add further phrases to the list.

131

Assessment criteria for Cambridge
English: First Speaking
Candidates are assessed throughout the test by two examiners:
an interlocutor and an assessor. The interlocutor asks the
candidates the questions in the tasks. The examiner does not
address the candidates. The assessment is based on candidates’
performance over the whole test, and they are assessed on their
own performance – i.e. not in relation to the other candidate
who they do the test with. The assessor gives marks (a band
score 0–5) using performance descriptors from the analytical
assessment scales for these criteria:
• Grammar and vocabulary: Candidates are marked on their
ability to use grammar accurately, appropriately and flexibly,
and on their ability to use a range of vocabulary suitable to
the tasks.
• Discourse management: Candidates are marked on their
ability to talk without too much hesitation, and to organize
what they say into coherent speech, with contributions that
are relevant to the task.
• Pronunciation: Candidates are marked on their ability
to pronounce individual sounds with correct stress and
intonation; the examiners assess the overall effect of
candidates’ pronunciation and the amount of effort needed
to understand what they say.
• Interactive communication: Candidates are marked on
speaking dvd
how well they take part in the conversation and develop

the discussion by asking and responding to questions
appropriately.
The interlocutor gives a mark for Global Achievement using the
global achievement scale.
See the Cambridge English: First Teacher’s Handbook at
www.cambridgeenglish.com for up-to-date details of the scales
and assessment criteria.

132

Tips and useful phrases
Tips Useful phrases
Part 1 Part 1
• Give extended responses with examples. I need to think for a moment.
• Don’t give memorized answers. That’s an interesting question.
• Try to relax and smile. Well, it’s difficult to say, really.
Let me see.
It depends what you mean, exactly.
Part 2 I guess the honest answer would be …
• Talk for the full minute. I suppose the simplest answer to that question is …
• Compare the photos then answer the main question. If I think about it, I suppose …
• Give a full answer to the follow-up question. It’s hard to generalize, but on balance …
The best example that comes to mind is …
Part 3
• Remember to interact with each other.
Part 2
In the first photo … but in the second one …
• Listen, respond and move the discussion forward.
This picture … while on the other hand this one …
• Use vocabulary appropriate to the topic.
In comparison to the first photo, this one …
• Use language for agreeing and disagreeing.
speaking dvd
Part 3
Part 4
Let’s talk about … first.
• Try to give extended answers.
We could start by talking about …
• Give short, clear responses for unfamiliar topics.
What do you think …
Do you agree?
I think that …
Yes, I agree (with you).
I couldn’t agree more.
So do I. / Neither do I.
That’s right / true.
I see what you mean, but …
That may be true, but …
Don’t you think that … ?
That’s a good point, but I still think …
Maybe we should look at the next point about …
Perhaps another thing to consider is …
I think we need to make a decision.
Shall we try to come to an agreement?
Part 4
I think / believe / feel that … because …
I’m afraid I’m not really sure.
I haven’t really thought about that.

Tips and useful phrases Photocopiable © Oxford University Press 133

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© Copyright Oxford University Press

00a FirstMasterclass TB Prelims SO.indd 2 31/10/2014 16:31

Student’s Book Contents 4

1 Appearance and identity 10

5 Travel and Culture 39

Progress Tests 111

Test answer keys 120

Sample Cambridge English: First answer sheets 126

DVD information and Speaking criteria 131

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student’s book contents

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Course Overview Reading and Use of English

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Grammar Online practice

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Introduction page 9 Audioscript 1•01

Woman I’ve heard of that before. Apparently, it’s a very

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01 FirstMasterclass TB U1 SO.indd 10 31/10/2014 16:55

appearance and identity

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01 FirstMasterclass TB U1 SO.indd 11 07/11/2014 07:41

Part 5 page 12 Over to you

b Identity crime is increasing.

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appearance and identity

Parts of the body

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the rest of my spare time with college friends or my family. I

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appearance and identity

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it. Normally, writers present the opposing argument, the one

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Introduction page 21 Exam practice: Multiple matching

Exam skills making a person’s mouth drop open in amazement).

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4 Reading and Use of English

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02 FirstMasterclass TB U2 SO.indd 19 07/11/2014 07:43

tell you the three main changes in classrooms between now

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