CAMBRIDGE ae a Pao Som matty Cambridge English Complete phe for Schools ) Student’s Book answers Guy Brook-Hart Plume ml Cel Tat Ered Cran ee ROC uml eyCambridge University Press wnww.cambridge.org/elt Cambridge English Language Assessment www.cambridgeenglish.org Information on this title: www.cambridge.org/9781107661592, © Cambridge University Press and UCLES 2014 ‘This publication isin copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may taka placo without the writen permission of Cambridge University Press. First published 2014 Printed in Italy by LEG.OSp.A A catalogue record for this publication is available from the British Library ISBN 978-1-107-67516-2 Student's Book without answers with CD-ROM ISBN 978-1-107-66159-2 Student's Book with answers with CD-ROM ISBN 978-1-107-68336-5 Teacher's Book ISBN 978-1-107-67179-8 Warkbook without answers with Audio CD ISBN 978. |-107-65634-5 Workbook with answers with Audio CD ISBN 978-1-107-69533-7 Class Audio CDs (2) ISBN 978-1-107-68529-1 Presentation Plus DVD-ROM ISBN 978-1-107-64039-9 Student's Pack (Student's Book without answers with CD-ROM, Workbook without answers with Audio CD) ‘The publishers heve no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and do not guarantee that any content on such websites is, or will remain, accurate ‘oF appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct st the time of fst printing but the publishers do not guarantee the accuracy of such information thereafter.Contents 1 Afamily affair 2 Leisure and pleasure Vocabulary and grammar reviews Units 1 and 2 3 Happy holidays? 4 Food, glorious food bulary ts Sand 4 5 Study time 6 Myfirst job Vocabulary and gramm 7 High adventure 8 Dream of the stars Vocabulary and grammar reviews Units 7 and 8 9 Secrets of the mind 10 Onthemoney Vocabulary and grammar reviews Units 11 Medical matters 12. Animal kingdom Vocabulary reviews Units 11 and 12 73. House space 74 Fiesta! and grammar reviews Units 13 and 14 anguage reference Speaking reference Answer ke Acknowledgements RRESRERKBBEBBEe ~w B 16 na 128 138 140 180 160 162 186 194 199) 248to Perr nie kt 7 A family affair ort: orentsarshuman too" Par tAnesiay:Teenagersandyoungpamae Part Yeung peaple alin fat2 ‘Deyouhelpuatrpomehold | #0udshare housewarcegualy mth parents, |about their emizesend coe De youagree? ethites Exprasing opriers Using though, towever on theater hand and whereas 2 Leisure and pleasure Port 1 My rst bke! Par2 An arizie:Aleisuiecie eclvily you wally [Part 2A tak homes games Part 4: Key word transformation jenjoy [developer — Wiking compound and comalen sentence: 2 Floppy balan? fai Absa 1° 2A story Avia never foget ~~] rt Fra young pesnle tana Pert iy migrate hls | about te halide Vocabulary acd grammar reviews its 4 Food, glorious food até ‘Can choralste make you PartZ A review: A local restaurant, café or snack bar | Pari 4: Avadio intersiew about smarter? eating sects Pact 1 Moso Mose" -arastaurant es Vocabulary and grammer ravens Unis 3 and 4 Part 7. “At echool abroed ‘[Part 2 the set text The most interesting cheracter [Pert 1 People tlking about Part3:'Cultwe shock forlanguage | ire book ou have read | stuayng and schoo! exchange stucerts | writing opening paragraphs Using linking wares and phrases & My first job Pare 5: “Luey/s frst job" [Par ZA letter dremai: Describ the veokendjobs | Pari 3 Five people taleng about Part? ‘Arewsummerprogiamme: | ‘e2negers.d9 in yourcounty ‘hair holiday abs CCommenly misspelled words Vacsbulary and grammar reviews Unis Sand & 7 iighudvems [SAEARGa aay orsnahans [PutdAn etic Agaetsayio mph Pan Atak aboo roo |rmce? re | Prt 4 Koy word wansforaton Part cA as inbriitha ae a - peepee 7 Dream ofthe stant | Pan Fou yourgactow? Tua An ascay Thee ve blhadhanagroand [Para akabout elvan cisadvartages toa career as ammusicgn oF en actor. oui show ‘Writing baanced erssy | Pare YouTube milionaie celebrities Map of the units \Vecabulbr and grammar reviows Units ana 9 Secrets ofthe mind [Part Viapisneuc or Ha vane” Park 2 Astor: Barber ost couldn't elon Part 7 People talking about | Pare: Key word wansformtion sriling orent expects o®eyerology Part Online sap [Pa 2A review Semeing you have bser'given ar [Partd/A kident mienvew about] Part .-My greatest inluenes [boughtrecenty a new shopping entra \WorcyPhyases to build up more compan sentences _ ~Wocabulary and grariar reviews Units and 10 | Pare What would you let dot cet Medera ifestyes ean serouely | Park 3 Five pepe talking bout Part 3sthers adottor an oarar’ [endanger ou heulth, Do youagree? [stato te decor “elungconciad ng paragraphs | | |Anessoy Young poslegoerly dors eraugh = | atemion to Vier teaith ng Strees. Do you agree? 12 Avimal kingdom Perv Mysisers cous [Part 2a letter oremal Advice toa vitor your pla salting shout Part?'Suvivingan enim atick’ | Suny animals in litaert svaione Gwing advice ‘Vocabulary and grammar reves Unis Hand 12 Port 5: My new home in Venice, 1733' | Part 2An article: My ideal home [Part Atle aboure haunted Part2i"Living ona houseboat” | house 1B House space Peart "My local festival | anama orat hore? sueer perormer ‘tri, shatand may or rt Pert6: The world’s highest festival?” — | Part 7 Anessay: litbatter to natch flmearthe [Part Aradiointeriewaitha | Vocabulary sed grammar reviews Units 13 and 14[Ging exterded enawers Word stress (0) stress words sith tneor more Ssllacies Phrasal vars get on with, do up, et. Collocatienswith makeand do Fart 2 Comparing photos of ren tine acveRion Using dleeourse motkers 0 structure the answer "Benence sess) Stoss lon nordecariying the mest meaning Pivaeal verbs and expressions: he up, surnup ete Mating corrparions Acjectvesvith-ec nding Parr Discussing the benefits of different kinds of tip Phrases ioinwolve pareners ie discussion ‘Sustegiesfordoslngwith te secand section af Part Insonation(-Todeaing shen youhaverhaven't frished speaeng Tava) Jairvay We ane way Adjective suiiees Past simple, past continuous and used | ner aninaime phrases Postperiecr imple and Pert i Discusting diet, food and heath Supparing opin ons with weasens and examples ‘Grouping wards and pausing) Ted, dish and meal Adjectives te descrite esteurents end such 100.206 enctigh cee posible ideas Parti Taking about your ‘Going reasons, fering seve ord arent Shing eee Phrasal verbs get over lira upto Find out, gett0 know, knew, learn cach tera jn, tok part and Forming nouns fam verbs Zero, frsvand second ‘concizonals PareZ: Comparing photos of different Kinds of work Describing similares and differences when comparing Sentence stress 2) Contrartie sontance sess 'norkijobi pasebltylaceasion? Spacrtuniyfuaunay Collossione with work ard joe ‘Countable and uncountable aticles at Discussing waya of encouraging people te da mare sport Suggesting dees, asking pinion agiesing and Intonation (2: Showing arte ‘verb collocations with sporting activities (ook, see, watch, sien anc hear | |aisegreena Part Ciseusaing allewent aspects of media and eelebity Giving balanced, genera answers Expressing agreemant(aisagreement Grouping wares and pausing @) ‘Verb colloeavona wich aribaion creer, esperense and job play parormanca and aetna: audenes, [tbe publeana spectators srane and age ‘anand oninplvases fiprersng losaion Reported speech Part: Comparing plows of aiferen kinds af Yeeing and Speculting about photos usirg/ovk som ard eppesr Semence sree hi Using sentaree stass for emphasis achieve, cary outand devote Stay, spend/anc pas; make, cause and rave | Modal vib oenpras |corainty and possbity Pars Talking about wit kine of shone you goto Strategies foransworing Part 1 questione Linking A Urking inereaze fueney sae, get ond reach Phrasal vais: came up we, uli, ae arand ike [Mestre tty 2: Compaing phates af uations related health Strategies fo dealing wth eificu es fring the right word Trronation (Showing cersineyfuncertainy ciomatic expressions taken aback, ele Health vocabulary lines, infection et Ralaive pronauns ar relative causes (Pans and Dascsasing topies elated io snl Commenting an the question | Exprassing other people's eninins Expressing egreementéciaagreerent Word stvees Ge Strong ard eck forme feap an aye onand superise Negative prefixes "avoid prevertand protect, check contol, | Third conditional and mixed sordionale ah, only and heme Part 2 Comparing photos of people n difleentlocations inking @) Linking with {pace place, osm, area, locaton and [Causative have and get ‘orsonantsounde square Expressing abligaion and permission | Parked and Dicsaeng diferent opiate Insproving Fueney ‘Vorasuan forieetvaln celebs Tha passive ‘esiiaisand calaorations commerce, et Suffues o form petacral nounsIntroduction Who this book is for Complete First ior Schools isa stimulating and thorough preparation course for students wishing to take the revised ‘Cambridge English: First for Schools exam from 2015. It teaches you the reacing, writing, listening and speaking skills which are necessary for the exam, how to approach each ‘exam task, a5 well as essential grammar and vocabulary. The book also teaches you the language knowledge and develops the skills you need to reach an upper-intermediate BZ level in the Common European Framework of Reference. Complete First for Schools is official Cambridge Enalish preparation material for the exam, What the book contains In the Student's Book there are: + 14.units for classroom study. Each unit contains: ~ at least one part of each of the Writing, Speaking and Listening papers and two parts of the Reading and Use of English paper. The units provide language input, skills practice and exem technique to help you to deal successfully with each of the tasks in the exam, = essential information and advice on what each part of the exam involves and the best way to’ approach each task. ~ wide renge of enjoyable and stimulating speaking activities designed to increase your fluency and your ability to express yourself = detailed advice and practice of strategies to perfect, your performance in the Speaking paper. = a pronunciation section working on stress, intonation, pausing, linking and fluency. = a step-by-step approach to doing Cambridge English: First for Schools writing tasks. = grammar activities and exercises with the grammar you need to know for the exam, When you are doing grammar exercisas you will sometimes see this symbol: These are exercises which are based on research from the Cambridge English Corpus and they deal with ‘areas which cause problems for many candidates in the exam. ~ vocabulary input needed for success at Cambridge English: First far Schools based cn the English Vocabulary Profile (EVP) at 82 level. When you see this symbol: @, the exercise is based on EVP research When you see this symbol @)) next io a vocabulary exercise, the exercise is based on research from the Cambridge English Corpus and focuses on words which candidates often confuse or use wrongly in the exam, 14 Vocabulary and grammar reviews. These contain exercises which revise the grammar and vocabulary that you have studied during the unit, A Language reference section which clearly explains all the main areas of language, including grammar, word formation, spelling and punctuation, which you nead to know for the Cambridge English: First for Schools exam. ‘Writing and Speaking reference sections, These explain the possible tasks you may have to do in the Speaking and Writing papers, and they give you examples, language and advice on how best to approach them, ACD-ROM provides extra practice, with all the activities linked to the topics in the Student's Book: Also available are: * two audio CDs containing listening material for the 14 units. The listening material is indicated by these icon: the Student's Book: * a Workbook to accompany the Sturlent’s Book, with four pages of exercises for each unit. The Workbook is also. accompanied by an audio CD.[ii iy Cambridge English: First for Schools overview ane ee Reading and Use of English | Part 1 A modified cloze text containing eight gaps and In tasks 1-4 candidates are ‘hour 15 minutes | followed by eight multiple-choice items expected to demonstrate Part 2A modified open cloze text containing eight gaps _| the ability to apply their | | Part 3 text containing eight gaps. Each gap corresponds. | knowledge of the language +10 a word, The stems of the missing words are given beside | system by completing the ‘the text and must be changed to form the missing word. _ first four tasks. In tasks 5-7 Part 4 Six separate questions, each with a lead-in sentence | candidates are also expected | and a gapped secand sentence to be completed in two to to show understanding of ‘ive words, one of which is given as a"key word" specific information, text Part 5 A text followed by six multiple-choice questions _ organisation features, tone, | Part 6A text from which six sentences have been removed and text structure, | and placed in a jumbled order after the text. Aseventh sentence, which does not need to be used, is so included | Part 7 A text, or several short texts, preceded by ten | multiple-matching questions —= Writing Part 1 One compulsory essay question presented through Candidates are expected 4 hour 20 minutes a rubric and short notes | to be able to write using Part 2 Candidates choase one task from a choice of four | different degrees of formality questions. The task types are: and different functions: an essay advising, comparing, + anarticle describing, explaining, a letier or email expressing opinions, justifying, persuading, recommending and suggesting. ea story #2 task based on a set text | Listening Part 1 A series of eight short unrelated extracts from | Candidates are expected to Approximately 40 minutes monologues or exchanges between interacting speakers. be able to show understanding | There is one three-option multiple-choice question per _ af attitude, detail, function, | extract. | genre, gist, main idea, Part 2A short talk or lecture on a topic, with asentence- opinion, place, purpose, campletion task which has ten items situation, specific information, | Part 3 Five short related monologues, with five multiple- relationship, topic, agreement, matching questions ete. | Part 4 An interview or conversation, with seven multiole- L choice questions a Speaking | Part 1 A conversation between the examiner (the 14 minutes ‘interlocutor’} and each candidate (spoken questions) Part 2 An individual long turn’ for each candidate, with a brief response {rom the second candidate (visual and | written stimuli, with spoken instructions) Part 3A discussion question with five written prompts Part 4 A discussion on topics related to Part 3 {spoken questions) _Work in pairs © Which of the activities in the photos lock the most fun? Why? © Do you do any activities like these with your family? * Write a list of five activities you enjoy doing with your family and a list Of five activities you enjoy doing with your friends. Then discuss: How different are the two lists? Why do you think this is? In Listening Part 1, you: > listen to people talking in eight different situations which may be either a conversation between two ar more people, or just one person speaking > answer one question for each situation by choosing A, B or C; > hear each piece twice. 41 Work in pairs. You will hear people talking in eight different situations. Before you listen, read questions 1-8 and underline the main idea in each. An example has been done for you. 1 You hear part of a conversation with a boy called Patrick. He thinks his mother helps him because A she enjoysit. B she worries about him. C she has plenty of time. 2 Youhear a gil called Tracey talking to a find. What is her family doing to the house at the moment? A extending it B painting it C cleaning it3 You hear a gir called Vicky taking part in a class Vocabulary discussion. How often does she do sporting activities with her father? Phrasal verbs A more often than before B thesame as before C less often than before 41. @ Match these phrasal verbs (1-6) from Listening Part 1 with their definitions (af). 1 get on with a collect (or go end get) 4 You hear a boy called Kostas talking about femily 2 doup geinetne or sonvething celebrations. How does he feel about them? 3 clear up b continue A bored 4 goon ¢ continue doing something, B embarrassed 5 wear out especially work C amused 6 pick up d make a place tidy by removing 5 You hear a boy called Rajiv talking to his sister on the things from it or putting them phone. He is annoyed with her because where they shauld be A she has taken something without permission, @ make someone extremely B che has gone out without telling him. tired CC she has lost something he needs. f repair or decorate a building 6 You hear a boy called Marco talking to a friend. He is so that it looks attractive tired because he has done too much 2 Complete these sentences by writing a phrasal verb A studying, from Exercise 1 in the correct form in each of the gaps. 1B exerniee. 1 Ineed to get with my homework project, otherwise | C travelling ‘won't finish it for tomorrow. 7 You hear a girl called Samin leaving a telephone 2 Mati had a little sleep because she felt. after mmossage for her mother, She is phoning to spending all Morning w..0.l0.l.0-'“‘« the mess in her room. A explain something, B complain about something, C ask permission for something, 8 You hear an interview with a young musician called Pau. Why does he say he chose to play the trumpet? A Itwas the only instrument available. B It was his favourite instrument. C Itwas a family tradition 2 (WB Listen and choose the best answer (A, B or C). 3 Work in pairs. Correct the mistakes in questions 1-6 on the tablet. How much you help around the house? How mach do you help around the house? 2 How often you all cioing things together as a family? 3 You ever do sports with other people in your family? 4 Arg you enjoy family celebrations? 5 How other members of the family annoy you? 3. I got borad with the film because it mn.mmmam fOF TOO 6 You have any family traditions? long. 4 We'll ne6d to sn.nmmnmm some More pots of paint if we'fe going tO nnman your room this weekend. 4 Now take turns to ask and answer questions 1-6 in Exercise 3Gerla) UK suse ealiclas 1 © Work in pairs. You are going to read an article giving advice to teenagers about talking to adults, Before you read, write these adjectives in the most appropriate column below. aggressive anxious bad-tempered concerned critical enthusiastic hardworking impatient impolite mature organised reasonable responsible self-confident sensitive strict Understanding unreliable Talking to parents, can be difficult, but a little understanding on both sides can make it easier. Do you ever get the feeling that your parents just don’t listen to you? They'd rather discuss . how much you're studying and how long Lad you've been playing computer games this hard” evening than helping you book tickets to see teenagers your favourite band. It's not that your parents bs ef ignore you completely; it's more that they thir don't see things in quite the same way as parents. you When you talk to them, they may give. ‘the impression that they're taking in what_ you say. [i|_|It's as if the words are going_ iN. but the meaning just isn’t getting through to them. And this isn’t the only problem you may face. aggressive 2 Add one of these prefixes dis-, un, im, ir, in- to each of these words to make opposites. critical wnevtical concerned enthusiastic mature organised reasonable responsible sensitive De 8 nage reer ematen aden 3 Work in pairs. Which of the adjectives in Exercise 2 describe typical attitudes of parents to teenagers? Why? Which describe typical attitudes of teenagers to parents? Why? ‘As you grow up, your personality is developing and you're trying to become more independent, so naturally you have more questions and opinions about all aspects of yor life. ‘You start wondering whether your, ally know what th about. [2] |That's often because it's the first. 4 Workin groups. ‘+ Make a lst of things teenage children sometimes say about their parents. They never listen to el Lee leat lad et time they've been responsible for a teenager Theyre very unreasonable. and they're learning to cope! They work realy hard. Obviously, it's important to respect your They help me wher | have problems at school ‘* What can you do to live happily with your parents? Be honest with them and respect their point of view. Parents and you should try to understand why they might have a different point of view from yours. Their priority is to provide you with a structured environment, where they can guide and support you. It’s crucial for them to know what you're doing and that you're safe. However, it's vital that they 5 Read the article carefully, ignoring the gaps, and make a note of the main idea of each paragraph. ‘An example has been done for you.trang see your point of view. [31 | ‘Afterall, in only a few years you'll probably leave home and have to look after self! Aithough this situation is absolutely normal, it doesn’t make it any easier. Ideally, your home should be a place where things can be discussed reasonably and constructively. However, parents are human too and can be hurt by what you say to them. Try to remember that in every family there are good times and bad times, but your parents are there for you throughout. [4 | You'll be taking steps to earn their trust, and they might be prepared to be more tolerant. Be sensitivel If there is something you really have to talk about, don’t bring it up just before your Mum or Dad goes to work or just before bedtime. Think about what you are going to say and during the discussion, keep calm and be open and honest. Avoid talking about how your friends’ parents behave in similar situations. [57 Reminding yourself that many other teenagers are having the same problems can, however, offer the best way of coping with such feelings. The important thing is to keep talking. [61 Remember that there's no reason why people should automatically understand all your views. The more you can discuss things with your parents in a mature way, the happier you will feel. On the other hand, if you really find it impossible to talk to your parents, it might be a good idea to find a family member, teacher or professional counsellor who can help you. Above all, stay positive and remember that it won't be long before you'll be able to make your own decisions. am 6 Six sentences have been removed from the article. Choose the correct sentence (A-G) which fits each gap (1-4). There is one extra sentence which you do not need. Use the underlined words and phrases in the ‘sentences and in the text to help you A These doubts can lead to arguments and it's hard for parents to know how to geal with this. B But that doesn't mean they/re right on this occasion. € They also need to give you the freedom to make your own decisions, D In fact they're often not actually doing so at all E And don’t take yourself too seriously! F It wor't help your attempts to communicate and may only inctease the frustrations you're experiencing. G As long as you show them that you appreciate this, they will begin to realise that you're not trying to cause trouble. EXAM INFORMATION In Reading and Use of English Part 6, you read a text of 500-600 words with six gaps where sentences have been removed. You choose one sentence from a list of seven, sentences A-G for each gap; there is one sentence you will not need,| unit (1) 7 Work in groups of four. Two students should take the role of parents and two students should take the role of teonagers. + Work with the student who has the same role as you Read your role and prepare what you are going 10 say. * When you are ready, change partners and have your conversations. Your son's/daughter’s teacher hes called you because your son/daughter is not handing in their homework on time, You are annoyed because: * they spend ages in their room and you thought they were doing their homework + you think they should have told you if they were having problems with their school work Have @ conversation with your teenage son/daughter. Find out what happened and decide how to avoid this situation in the future, enage son/dau; * You have not been handing in your homework on time recently. Have a conversation with your parents. Explain what has been happening and discuss how to avoic this situation in the future. Grammar Present perfect simple and continuous 1 Look at each of the pairs of sentences in italics and answer the questions that follow. 1 a I've broken my personal record playing virtual tennis. b I've been playing virtual tennis all evening Which sentence (a ob) talks about 1 the result of an activity? 2 the length of an activity? 2 a I've been learning how to do carpentry. b I've phoned her more than six times, but she never answers the phone, Which sentence (a orb) talks about .. 1 how many times something has been repeated? 2. changos or devolopments which are not finished? 3.a ['ve been helping my mum while her assistant is on holiday. b We've lived in this house since | was @ smail child. Which sentence (a or b) talks about something which is 1 temporary? 2 permanent? page 178 Language reference: Ve simele and ec 2 Complete these sentences by writing the verbs in brackets in the correct form (present perfect simple or continuous) in the gaps. 1 | lieben visiting... (visit) friends, so | haven't spoken to my parents yet today. 2 My mum several times. 3 nn ‘ like me to do next? 4 Our neighbour (lay) the violin for the lest three hours and it's driving me mad! 5 Congratulations! You s-vnae (258) the exam with really high marks! 6 Adriana doesn't know many people in our town yet — (only lve) here far 2 few weeks. TW {spend} every summer in Crete since | wes a child, so it'll be sad if we don't go there this year 8 Iimreally tired because |. (ast) me to tidy my room ar) the kitchen, so what would you (cook) all dey!3 © Candidates often make mistakes with the present perfect simple and continuous. Correct one of the wrong underlined verbs in each of these sentences. 1 |yvas interested in it since Iwas a child, have been 2 In the last three weeks, | learned so many interesting things which | dida't know howto do before. 3 This isn’t the first time | fix the brakes on my bike. 4 My name is Hannah and! I play tennis for three years 5 Since | started the project, | had been doing ‘esearch on someone femous from my country 6 Vicky and Kostas are friends for many years. They actually met at primary school 7 They.hed been talking about it for weeks, but nothing has been done up to now. 8 | dance since | was very young and now | amworking very hard to fulfil my dream of becoming @ ferous dancer. Sie 1 Work in pairs. You will read an article about housework. Before you read, match the verbs (1-8) with the nouns (e-h) to make phrases for common household chores. Reading and 1 do a thebeds 2do b the dinnerready 3 dust ¢ the floor 4 get d the furniture 5 hang @ the ironing 6 ley f the table 7 moke g the washing out to dry 8 sweep fh the washing up 2 Work in groups. * Who does each of the chores in Exercise 1 in your family, and why? eal do our oon ivan becanse we're all very busy. My dad gets the dvner ready because he says it helps him relax © Which of the chores do you not mind doing? Which would you prefer to avoid? 3 Read the text quickly. Why de teenagers do housework? aa 4 Complete the text by writing one word in each gep. Make sure that you spell the word correctly. rom el a eM ULL household chores? if you help your porents with the heusewerk, de you just do it (0) nuff. POCket Money. or do you see iF (1) sossnnnsnmn@ WAY Of helping your busy parents? According fo a recent study of teenagers, mary feel they have a duty to help their parents lbecause iis fait, especially if their parents work More than twothirds of the young people who were surveyed, Clean FO0r8 (2) onsen BOSH ONCE C week and more than 80% regularly set the fable for meals or (3) .-the washing-up. Gils are more likely than boys 10 WOSH (4) snonnesonn OWN Clothes. © .-0Fe, however, @ few teens who only do the housework because they are made (6) .. by their parents. They argue that they should, 2) oovneennoe BO expected to help out at home because in their view, their teenage years are a Period which should! be enjoyed (B) «ncn AN interrupted with household responsibilities, What do you think?5 Now check or complete your answers by using these clues. 1 This preposition is used with see to mean believe it is that thing). Other verbs which are followed by this preposition are consider and regard, 2 In other words, they clean floors @ minimum of ence a week, Which verb do we use with washing-up? Whose clothes do they wash? This word is often used to introduce a sentence before: the verb be. 6 Their parents make them do the housework = They are ede n.nmee 0 the housework by their parents 7 Do you understand that e minority of teens mentioned in this paragraph believe they should hel? 8 This word is part of a two-word phrase which means instead of. EXAM INFORMATION In Reading and Use of English Part 2, you read a text of 150-160 words with eight gaps where words have been removed. You write one ward in each gap. You are given an example (0). one 6 Work in pairs. Do you think what the text says about ‘teenagers end household chores is true in your country as well? Vocabulary Collocations with make and do 1 © Complete the third column of the table below by writing these words and phrases in the correct row. an-activity arappointment an arrangement thebed business achange a choice the cleaning @ course adecision snetfort anexcuse (an) exercise a favour friends homework housework an impression a job amisteke money anoise aphonecall aplan progress promise the shopping (2) sport work to create or produce something make an appointnant to perform an activity cr job 2 © Candidates often confuse make and do. Complete these sentences by writing make or do in the correct form in the gaps. 1 According to a recent study of teenagers, most of them -umaw NOt do housework just for pocket money. 2 1 ahWaYS woennery Own bed in the morning, but | don’t senso any Cleaning, 3 Qurteacher said she had 10 swnmew a lot of phone calls, 10 sonnel the arrangements for the school trip. 4 A few changes have Been wwnnuu to the computer geme and the company say they'll try to avid similar mistakes in the future, 5 People who language courses tend t0 lot of friends at the same time. 6 When my mum came back from... she helped me to my homework. a the shopping, 3 Work in pairs. Each choose five words/phrases from the box in Exercise 1 and think about when you did or made each of these things. Then take turns to tell your partner about each of them. ‘had to make 2 choice between gong awry with my filo” doing «language course daring the smnmer. Although buns a alifeult choice to make | decided to do the language course ana miss may hayEt Ge er Speaking Part Jn Speaking Part 1, the examiner asks you questions: about yourself, These may include questions about your life or studies, your plans for the future, your family and your interests, ete, 4 Look at these two questions, which the examiner may ask you in Speaking Part 1. «Where are you from? + What do you like about the place where you live? 1 Which question asks you to give your personal ‘opinion? Which asks you far personal information? 2. Which question can be answered with quite a short phrase? Which question needs a longer answer? 2 WD Listen to two candidates, Irene and Peter, answering the questions above. Who do you think gives the best answers? Why? 3 Inthe exam, you will get higher marks if you use a range of appropriate vocabulary. Work in pairs. Which of these phrases can you use to describe the place where you live? a alarge industrial city b arelaxed atmosphere « lively cafés d inthe middle of some great countryside © a pleasant residential district f good live music venues g plenty of sports facilities h a lot of historic buildings ia lot of attractive buildings j_ some pretty good shopping k abusy city centre 1 wonderful beaches nearby 4 Which of the phrases (a-N can you use with ... ? Wis, large industrial city Ithes {In some cases, both are correct) ‘word stress (1) Beco In the Speaking paper, you will get higher marks if your pronunciation is clear. In words of more than one syllable, ‘one syllable is stressed more than the others. Ifyou stress the wrong syllable, the word becomes difficult to understand. In dictionaries the like this: in'dustril ressed syllable is marked 1. Underline the stressed syllable in each of these words and phrases. industrial relaxed atmosphere wonderful facilities histori (BIER Listen end check your answers. Then work in pairs and take turns to read the words alous.wa LD How: can you extend your answers to these two questions below? Think about Irene's extended answers you heard in (Speaking) Exercise 2, and Use the frameworks givan to help you. (79 Examiner: Where are you from? Student: I'm ‘rom...ttsa~.which.. @D) Examiner: What do you like about the place } where you live? Student: Well, i's... ,50..., but .. and Also @ Work in pairs. Take turns to ask and answer the questions in Exercise 6. Use some of the vocabulary from (Speaking) Exercise 3. Read questions 1-8. © Spend a little time thinking about how you can give ‘extended answers. ‘+ Work in pairs and take turns to ask and answer the questions 1 Do you come from a large family? ‘What do you like about being part of a large/small family? ‘Who does the housework in your family? What things do you enjoy doing with your family? Tell me about your friends. What things do yau enjoy doing with your friends? Nhich ate more important to you: your family or your friends? Do you have similar interests to your parents? Nowne EXAM INFORMATION In Writing Part 1, you: > write an essay in which you discuss a question or topic. ‘After the essay ttle, there are some notes which you must use. ‘> must also inelude your own ideas, > must write between 140 and 190 words. Read this writing task and underline the points you must deal with, In your English class, you have been talking about how h teenagers and young people should help with the housework Now your English teacher has asked you to write an essay ‘essay using all the notes and give reasons for your point of view. Essay question Teenagers and young people should share housework ‘equally with their parents, Do you agree? Notes Write about: 4. who has mare time for housework 2. who does housework better 3... (your own idea) Write your essay. Work in groups. Discuss the task and try to find two or three things you can say about each of the notes 1-3.3 Read Violetta’s answer to the task, ignoring the gaps. Which of her ideas do you agree with and which do you disagree with? (1) sensu Its fashionable to say that everyone should share the housework equally, in many. homes parents do most of it. (2) wr.mmm | Believe people of all ages should do their fair share. It is true that young people spend most of the day at school or college and they also have large amounts of homework to do when they come home. (3) parents go out to work and come home tired. In my view, family life is more pleasant when everyone shares the responsibility for cleaning and tidying because it takes less time, People often argue that parents do the cooking and ironing better. (4) in my opinion, young people should learn to do them as preparation for the future. Finally, housework is boring if you do it alone (5) snmmnm When families do it together, it gives parents and children a chance to talk to each other about the things that matter to them. This greatly improves family life and makes young people more cooperative and responsible. For all these reasons, | think that family life is more pleasant when everyone shares the chores. 4 Complete this plan for Violetta’s essay by matching the notes (a-e) with the paragraphs (1-5). Para. 1: intro: Para, 2 Para, 3: Para. 4 Para. 5: conclusion: .. 2 life moreenjoyable doin ‘ | © time: young people studyini res finished more quickly © get practice - you improve d sharing work together — better family life © parents do most of it + my opinion eae 5 It is important to express your opinions in an essay. dd four phrases which Violetta uses to introduce her personal opinions. 6 When you write an essay, you should try to present contrasting points of view. Complete Violetta’s essay by writing although, however, on the other hand or whereas in each of the gaps 1-5. Than check your answers by resding the Language reference, page 148 Language reference: Linking words for 7 Complete these sentences by writing although, however, on the other hand or whereas in the gaps. In some cases, more than one answer may be possible, 1 Adults tend to worry more about their health, young people are more concemed about money, am happy to do some of the cooking, | don't want to do ital. 3 My mum and dad have similar tastes. completely different 4 conan My parents give me a lot of freedom, | would prefer to have even more independence. 5 Young people often spend many hours a week on their $0Cia| If. meio, Oldar people are often too busy. 6 [enjoy making beds. ......, 'm not at all keen on doing the ironing mine are 8 Write your own answer to the writing task in Exercise 1. Before you write, use the notes you made in Exercise 2 to write a plan. Write between 140 and 190 words. * Use Violatta’s answer in Exercise 3 as a model, but ‘express your own ideas and the ideas which came up during your discussion. pose 186 wating reference: Part 1 says1 Work in groups. You are going to hear a games developer talking about his life and work. Before you listen, complete the advantages and disadvantages of video or computer games by writing a word from the box in the gaps. concentrate contribute develop distract encourage make require solve weste Advantages 1 They sm people to be more creative, 2 They ean you from your problems. 3 People learn to on complicated tasks 4 They one many skills, such as hand and eye coordination 5 They teach people how to problems. Disadvantages 6 PEOPLE mnnn little Imagination to play them. 7 They vonsnsnn people less sociable, BETH EY stain 0 violence in society. 9 People somemesanetime doing something which is not very useful Work in pairs. ree s 2 Which sentences do you agree with? Why? 1. Which of the activities in the photos have you done? A the most enjoyable? B the cheapest? In Listening Part 2, you hear a talk or lecture by one C the healthiest? speaker You: D the most relaxing? > listen and complete ten sentences with a short word or E the least active? phrase. F thelbest one to-do with friends? > write words you actually hear and try to spell them, G the most popular among young people? correctly. 3 Which would you like to try? Why? » hear the recording twice.3 Work in pairs. Read the listening task text below. What type of information do you need to complete each sentence? Games Developer As achild, Mike’s main interests were playing video games and reading (1) z Mike's original ambition was to become a Ce Not a games developer: “The name of the club he formed with other students at school was ‘(3) He worked in his summer holidays in order to get @ One thing he enjoys is doing ©. ---onnmt0 find solutions for games. He likes working with people who have both 6 stssanen that fe unike his. He has worked on many successful games and one IS MOW & (2) srsrsinininnin ‘Mike says the information in Dark Snake is very ® Large games 22d (9) vvenrrennnsnninnnnee tO develop, so he prefers working on smaller ones. Mike travelled to (10) meats recently. 4 QED You will hear a man called Mike Selby, who works as a games developer, talking about his job. Now listen to the talk and complete the sentences in Exercise 3 with a word or short phrase. 5 Work in groups. 1 Which video games do you find * most entertaining? * best for passing the time or taking 8 broak? # most educational or informative? 2 Are there any video games you would recommend? 3 Mike talked about how he made his hobby into his creer. Is this something you would like to do? If so, what hobby would you like to make inta a career? Grammar Making comparisons 1 Circle the correct phrase in italics in these extracts from Listening Part 2. Then listen again to check your 1 My mum and dad hoped I'd become a bit more / some ‘more interested in my schoo! work 2 Iwas a more safer / much safer career choice, 3 At the time, it was the most / more exciting thing in ry life 4 And then | had this opportunity which was even best / better 5 Iworked much harder’/ more hardly than | ever worked at school. 6 Games developmentis the more / most creative thing you can imagine. 7 One of the very big / biggest thrills for me was when one of my games, Dark Snake, was made into a film 8 | don’t want to spend as many /so much time on things. age 149 Language reference: Making compa 2 © Candidates often make mistakes with comparisons. Complete the sentences with the correct form of the adjective in brackets. 1 There are lots of ways to keep fit, but | think omen (healthy) of al is 2umba 2 Playing chass is. 1m (cheap) than playing video games. 3 Team games are... svn (80Ciable) than biking because you meet and speek to a lot of people. 4 When you play chess, you have to think ves (hard) than when you'r playing video games. 5 Forme, parachute jumping is the - (hriting) of all sports. 6 Speaking for myself, | find team sports the i (not interesting) 7 Mountain biking i sens {go0d) for getting exercise than most sports. 3 Complete those sentences with your own ideas. 1 Learning to ride a bicycle is not as 2 In team games, the most 3 I'm much better at... 4 My friends are far 5 Computer games are not nearlyi Reading and Use of English Part EXAM INFORMATION In Reading and Use of English Part 1, your > tead a text of 150-160 words, > fill in the gaps with the best option A, B, C, D. 1 You are going to read an extract from a blog by a teenager about how he started riding motorbikes. Before you read, work in pairs. What do you think people most enjoy about riding motorbikes? 2 Read the extract quickly, to find out who encouraged the writer's interest in motorbikes. My first bike ‘When T first (0)...%0k4,.. riding motorbikes, 1 was only ten, My biking beginnings could be summed up in three ‘words: sheer go0d (I) sense Most of my friends’ parents won't let them take any risks at all, but knowing How (2) e-em Twas to have a go, my dad got hold of alittle red Honda 50¢¢. 1(3).o..0.mm my mum a series ‘of promises about how careful T was going to be, L actually had no intention of keeping them ~ they were all made up, My dad and T took the bike to afield (8) ween toa friend, and (5) 1 didn't have a clue how to idea ike, { got on and managed to start it, There were ‘Wo piles of straw (6) snes nen Of me, with a tiny gap between them. As Traced through the (7) um was thrilled t0 (8) .--------.my dad yell ‘Sto incredibly exciting and I knew I was hooked. 3 For questions 1-8, read the extract again and decide which answer (A, B, C or D) best fits each gap. There is an 0 AGED B C thought D came 1 Achance — B luc C accident D occasion 2 Aworried Bupset C troubled desperate 3.Amade — B did C said D told 4 Aborowing B owning C belonging D lending 5 Aeven B however C dessite —D although 6 Aforward —B ahead C towards front 7 Anarow Bthin —Cslender_—D fine 8 A hear Blisten Csound —_D catch 4 Work in pairs Student A You are @ teenager. You want to buy a motorbike, but you need your parents to lend you the money. Think of reasons why you want a motorbike and then try to persuade your father/mother to lend you the money youneed Student B You are one of Student A's parents. You don't want him her to buy a motorbike. Think of reasons why he/she shouldn't buy a motorbike and try to persuade him/her not to do so.Vocabulary Phrasal verbs and expressions 4 © Match these phrasal verbs and expressions from the extract (1-8) with their definitions (eh). 1 take up (line 1) @ describe the important facts 2 sumup (line 2) or characteristics about 3 cake risks (line 4) something or someone 4 have ago lline5) |b dowhat you said you would 5 get hold of line 5) do 6 keep promise € sey orwrite something which (line 8) isnot true 7 make up ines 8 d startdoing a particular job or and) activity 8 nothave e clue © be completely unable to fine 10) guess, understand, or deal with somathing 1 try to do something g do something even though something bad might happen because of it hh obtain something Leisure and f 2 Complete these sentences by writing a phrasal verb or expression from Exercise 1 in the correct form in the gaps. 1 I'd never do something like sky-diving because | dan’: NOY sonrnnennnren 2 How would you Just a few words? 3 Hans let me.. now I want to get one myself 4 Sometimes when | arrive home late, | = an excuse to tell my parents why | am late. 5 Diego w-ntennnee HOW 10 answer the questions in yesterday's exam because he simply hadn't studied, 6 People won'ttrust you unless you can ‘and do what you say you're going to do. 7 | need to get more exere'se, so I'm thinking of jogging 8 We could play football this afternoon if | can =a ball 9 When, her holiday, she told me thatit had been extremely stressful and expensive, oouldn't him on his mobile and he didn’t reply to any of my emails. her personality in on his new bike, and 10 3 Work in pairs, Take turns to answer the following questions. Make a note of your partner's answers. = How wi words? uid you sum up your personality in three What new activity would you most lke to have a go at? Do you enjoy taking risks? Why? / Why not? Are you good at keeping promises? Do you ever make things up? Why? / Why nor? Now work with another pair and tell them about your partner.rr) Grammar Adje 4 Look at these sentences from the extract and answer the questions below. ‘As Laced through the narrow gap, I was tilled to hear iy dad yell ‘Stop! It was incredibly exciting and I knew was hooked. 1 Which of the underlined words refers to how the boy felt? 2 Which of the underlined words refers to what made him feel lke that? 2 ©) Candidates often confuse adjectives with -ed and adjectives with -ing. Circle the correct adjective in italics in these sentences. 1. When we went to Disneyland, | think we found it more amused / amusing than our parents. 2 Itcan be very irritated / imitating when friends arrive late for film 3 Youwill never get bored / boring at night in Berlin because the nightlife is wonderful 4 My teachers find it very irritated / irtating when people arrive late for class. 5 The situation was very embarrassed / embarrassing for ime and | felt uncomfortable 6 Iwas really excited / exciting ancl wanted to see as much of the city as possible. 3 © Use the word given in capitals at the end of these sentences to form a word with -ed or ~ing that fits the 9p. 1 Everyone watches Pietro at parties because he's just at dancer. ASTONISH 2 We Wer Quite enonnenen by the attitude of the other students, PUZZLE BPS VTY evewnnssnnanne t0-be able to apply things \we learn in the classroom to our free-time activities. MOTIVATE 4 Anita looked quite.. police station. WORRY 5. Thoflm was net particularly AMUSE 6 We were pretty... by the time we got to the top of the mountain. EXHAUST venue wher shee left the4 © You will hear a girl talking about one of these experiences a-g, Listen and decide which experience she is talking about. Sho rode a motorbike for the first time. She was punished for something she didn't do. She had to study all weekend for an exam. She broke a bone She was trapped in a lift She won a competition. @ She did a parachute jump. soance 5 Listen again, Which adjectives did she use to describe how she felt... 1 about the whole experience: amazing. 2 alter studying: and 3 about her best friend's suggestion 4 about the thought of breaking 2 bore: .. 5 in the plane: oe 6 about the jump itselé. 6 Work in pairs. Look at the experiences a-g in Exercise 4. Have you done any of these or have any of them happened to you? How did you feel about them? Take turns to describe your experience. Reading and Use of English Part EXAM INFORMATION {n Reading and Use of English Part 4, you: > complete six sentences with between two and five words so that they mean the same as the sentences printed before them | se a word given in CAPITALS without changing it in any way. Ez Eno For questions 1-6, complete the second sentence so that thas a similar meaning to the first sentence, using the word given. Da not change the word given. You must use between two and five words, including the word given. © He doesn't enjoy running as much as eyeling. MORE He likes oyeling.more than running, 1 Itis easier to learn the guitar than most other musical instruments ONE The QUita 5 nen toleara, 2. Olivia finds watching TV more boring than reading, NoT For Olivia, watching TVs reading, 3 Maria's brothers are better tennis players than her AS Maria doesn't . her brothers, 4 No one in the class makes as much noise as Peter. PERSON Pe aaa 5 In general, cars are mare expensive than motorbikes NOT In general, cars ate nnnannnne MORORIKES. 6 I: took Jenusz longer to finish the game than Sarah MORE Serah finished the game - musical instruments the class, Janusz.2) | EXAM INFORMATION I ln Speaking Part 2, you and the other candidate take turns +0 speak on your own for a minute during which you: > compare two photos which the examiner gives you. » answer a question connected with both photos. photos. 4 Work in pairs. Look at the examiner’ tho question and photos below. Then discuss what can say to compare them. you to compere the photographs, and say how you think the people can benefit from spending | their free time doing these different activities. Here are your photographs. They show people free time doing these different activities? >» answer a question quite briefly about your partners you doing different activites in their free time. I'd like @ How can the people benefit from spending their 2 ND Listen to an examiner giving this task toa candidate called Martyna. According to Martyna, how can people benefit from each activity? 3 Listen again and tick v this checklist. 1 introduces her talk. [2 describes each photo in deta 3 deals with each photo in tur, 4 spends most of the time answering the printed question. 5 refers to tho first photo wher aboutthe second photo. 6 talks about things not connected with the question [7_ speaks until the examiner says ‘Thank you! | 4 Work in pairs. Complete the sentences from Martyna’s answer which begin with these words and phrases. 1 I think they benefit from 2 Firstly 3 At the same time 4 Also 5 | think they also benefit because 5 Which word(s\/phrase(s) (1-5) in Exercise 4 does Martyna use to: 1a introduce her answer to the examiner's question? bb introduce the fist point she wants to make? ¢ add additional points? 6 Which of these words/phrases could also be used for b and cin Exercise 5? In addition Besides First of all To start with What is moreen Ea Px Pronunciation: Feveerec se) ‘9 Work in pairs and take turns to do this Speaking ‘We stress the words in sentences that we particularly Part 2 task. want our listeners to hear, the words which carry the most meaning. These are usually nouns, vorbs er The photographs show people doing different free-time activities. Compare the photographs, and say what you propositions. think the people enjoy about doing these different activities. + (DB Underline the words you think are stressed in these sentences. Then listen to check your answer. agjectives, not small gremmar words lke articles or 1 Eitstly, they're getting some axercise, which is always good for you Its great for your health and helps you to relax ‘At the sarne time, they're having fun together which is important because it builds up their social relationships and thair friendships. 5 Also, it's good to see boys and girls doing a bit of sport together instead of separataly 6 think it helps break down social boundaries between boys and girls What do the people enjoy about doing these 2 Work in pairs. Take turns to read the sentences aloud using the same sentence stress. Work in pairs. Take turns to read these extracts, * Firstly, they're getting some exercise, which is elways good for you hecause it’s great for your health and helps you to relax. + Atthe seme time, they're having fun together, which is important because it builds up their social relationshios and their friendships. Also, it's good to see boys and girls doing abit of sporttogether instead of separately because | think it helps ta break down sozial boundaries between boys and girs & Change partners and take turns to do the Speaking Part 2 task in (Speaking) Exercise 1. * Tryto speak for a minute, ‘+ Try to use some of the words and phrases fram (Speaking) Exercise 4 * Use your own ideas and Martyna‘s ideas * While you are listening to your partner, use the checklist in (Speaking) Exercise 3 and give feedback when your partner has finished, 290 195 speaking reference: Spesking Pat 2unit (2) Writing Part 2 eae 41 Look at this writing task and underline the points you must write about. You have seen this announcement in an English-language magazine for teenagers, A great way to spend your free time! Tell us about a leisure-time activity you really enjoy. + How did you get started? + Why do you enioy it so much? We will publish the most interesting articles In next month's issue. Write your article, 2 Work in pairs. Tell your partner about one of your free- time activities. While speaking, answer the questions in the writing task above. 3 Work in pairs. The article in the next column would lose marks in the exam because it is not divided into paragraphs. 1 Divide it into four paragraphs. 2 Say what the main idea isin each paragraph. EXAM INFORMATION In Wating Part 2: » you do one writing task from a choice of four » the possible tasks are an article, a letter or email, & review, a story or an essay. The fourth task is always the set-book option, >» you must writa between 140 and 190 words. Playing the electric guitar - it’s creative and fun! I've always loved music, but I first got interested in playing the electric guitar lost summer. | was staying with my cousin, who isa keen guitarist, and I wanted to have a go as well. She stored by teaching me «a few chords ond some very simple tunes. | found | really enjoyed ploying the guitar and | was soon trying things that were a litle more complicated. i wasn’t always easy, but my cousin wos great and helped me so much, She even gove me one of her old guitars, which she didn't need any more. When I got back home, my parents let me do guitor lessons ond now I'm becoming quite a competent player. Some of imy fiends also play musical instruments, like the drums and the bass guitar. When they come. round to my house, we play music together because we find it satisfying and relaxing, [find learning to play new tunes fascinating and i's wonderful when we can ell play something really well. 'd recommend it as a hobby because for me it’s cone of the most sociable, creative and enletlaining hobbies that anyone ean have (] pove 198 writing reteronce Wing Pat 2. 4 You can write compound sentences by joining two sentences with and, but and because. Which two sentences are joined in these compound sentences? 1 (Wve always loved music, but I first got interested in playing the electric guitar last summer 2. [found | really enjoyed playing the guitar and | was soon trying things that were a little more complicated. 3 Itwasn't always easy, but my cousin was great and helped me so much, 4 When they come round to my house, we play music together because we find it satisfying and relaxing, 5 I'drecorimend it as a hobby because for me it’s one of the most sociable, creative and entertaining hobbies ‘that anyone can have5 Write compound sentences by joining these sentences. with and, but and because. Use pronouns (he, she, it, ‘ete, to avoid repetition. 4 I'd like to learn to fly. | think learning to fly is too expensive’ keto lear to fy but (think t's te expensive 2. | got interested in fying when | was about V4. My father took me to an airshow. 3 My parents don't want me te fly. They think lying is dengerous. 2 One of my friends ise keen windsurfer. She encouraged me t6 start. She thought | would enjoy it. 3 I kept falling into the sea to start with. It was ¢ fairly windy day. There were a lot of waves. 4 I didn’t enjoy it at first. I had to concentrate quite hard, I cartied on trying, 5 | started to windsurf quite fast. was exciting, | started to find it quite enjoyable. 4 One of my friends is learning to fly, My friend has asked 9 Find adjectives in the article which describe the me to come with him, My friend thinks I'd like flying, 6 You can write complex sentences by joining two sentences with words such as when, who, which and that. Write these complex sentences as two separate sentences, 1 was staying with my cousin, who is a keen guitarist. Ions staying with my cousin. My cousin is a keen guitarist 2 | was soon trying things that were a little more complicated 3 She even gave me one of her old guitars, which she didn’t need any more. 4 When | got back home, my parents let me do guitar lessons, 5 When they come round to my house, we play music together. 7 Join these sentences using when, who, which and that. 1 | was 13. | started running seriously 2 My aunt encouraged me. My aunt's a keen athlete. 3 | go running most days. I've finished school and done my homework, 4 Runningis a sport. Running gets you really ft 8 Join these sentences using and, because, but, when, which and who. Use pronouns (he, she, it, etc) to avoid repetition. 1 Istarted windsurfing. | was 13. | was staying with friends by the sea. following: 1 the writer's feelings about playing the electric guitar with friends: 2. playing the electric guitar as a hobby: 2 the writer's ability to play tho electric guitar: 10 G Complete the table below by writing these words and phrases in the correct column. astonishing competitive delightful demanding depressing dreadful economical entertaining ‘exhausting incredible irritating popular superb time-consuming. tremendous unbelievable 11 You are going to write your own article to answer the writing task in Exercise 1. Before you write: dacideion a ttle for your article which will encourage people toread it * decide how many paragraphs you need, the subject of each paragraph and write a short plan © think about some of the vocabulary you can use. 12 When you are ready, write your article using between 140 and 190 words.Vocabulary and grammar review Unit 1 Vocabulary 4 Complete the sentences below by writing an adjective in the gaps. Choose from the adjectives or their ‘opposites in the exercises in Reading and Use of English Part 6 on page 10. In some cases, more than ‘one answer may be possible. 1 Juan’s parents are very...érit.. and don't allow him to do everything he wants 2 You need to be careful what you say to my brother, as he ean be rather weeeeemnow in the morning. 3 Pascale is very so she's bound to finish her part of the project on time. 4 David is 30 nw that you can never trust him to do what he says he’s going to do. 5 Melanie tries to act confidently even when she's feeling very enen--n about things. & I wouldn't have criticised you if| had known how jou were! 7 Helen is very young, but she behaves in 2 and responsible way. 8 We're al feeling rather nomen aout Luis, because he's been locking rather depressed recently. 2 Complete these sentences with a phrasal verb in the correct form. 1 Your room is such a mess! Could you... it one 96FOF8 YOU GO OU? 2 Dad will nssnnines YOU sinennneeendrom the station when you arrive, 3 must the housework, otherwise I'll never finish it. 4 Ineed a rest ~all this shopping has ammnu ME 5 We'll ne6d 10 svn the paintwork is very old 6 The game. for about two hours, but | won in the end the flat before we move in — 3 Complete these sentences with the correct form of make or do. 1 Could you mea favour and let me copy your nates from the last class? 2 Do you mind if use your phone? I've got to an urgent phone cal 3 Ml sennceemn the shopping on my way home this evening, 4. My MUM'S soennennen'an English course in the evenings, and | sometimes help her with her homework 5 I've got so much homework to come aut with you tonight, 6 Marco has _. aig effort with his students, so I'm afraid he's a bit disappointed with their results. 7 Sarah wasn't enjoying the party, so she af excuse and left, 8 We phoned the police because our neighbours were too much noise. .=that I can't Grammar 4 Complete these sentences by writing the verbs in brackets in the correct form (present perfect simple or continuous). In some cases, both forms are possible. 1 I'm celebrating because my team has (win) the league! (errive} — ww (expect) you for ages 3 Of course Imm annoyed. | (spend) ages preparing for this party and no one ow (turn Up) yet 4 We nvm (have) 2 really interesting time, Gavin (ell) us about his trip round the world. There are a few countries he 2 At last yOu won Stl nnn ~~ (nat tell) us about, but | get the impression he voeeenee (908) almost everything! 5 Kate --ssnnen 086) weight recently because She onnnenae sn (get) more exercise 6 Lwonder if IFNa ssunnnn {inish) reading that book yet. | ~-nsnnsann Walt) 10 TBM itfor ages 7 Tatiana is so greedy! She... ne (2B) all th cakes and she ... (not leave) any for us. 8 Paolo look) very tired recently. | think it's because he hard. (stud) 09Vocabulary 4 Complete these sentences by writing a phrasal verb or expression from the Vocabulary section on page 21 in the correct form in the gaps. 1 Ifyou can't. vane NOONE will ever trust you. 2 Fst GONE HK onesnnninmnnnen, $0110 never geta motorbike 3 Mario is thinking of - jogging, as he doesn't feel he’s getting enough exercise. 4 Instead of reading to the children, | think Ill just a story for their bedtime, 51 all our ideas in just a few words to save time. 6 I mnnnnnsnnees how t0 solve this maths problen; would you like to ennew and see if you can doit? Grammar 2 Join these sentences to form compound and complex. sentences. More than one answer may be possible. 1 Katya took up karate, She was seven years old, She was interested in karate 2 Her father is 2 professional karate instructor. He taught her karate, She progressed quickly, She soon became junior regional champion, 3 ‘She did kerate with other children. The other children were the same age as her. None of them was as good as hor. She folt dissatisfied. 4 Last year, she participated in the national championship, She did not win, She was injured during, one of the matches. 5 She hopes to become a professional karate instructor. She hopes to work in the sare sports centre as her father. Her father has too many students. 6 Some of her father's students have been studying karate for several years. Her father thinks they would benefit from a different teacher. They are too familiar with his style of karate. Vocabulary and grammar review Unit 2 3 For questions 1-6, complete the second sentence s0 that it has a similar meaning to the first sentence, using the word given in capitals. Do not change the word given. You must use between two and five words, including the word given. 1 This motorbike is not as noisy as my previous one. MADE My previous snuw this one. 2. Small towns are safer than large cities NOT Small tOWNS -nnnnininnnnnrnn a6 lange cities 3 No one in the team plays better than Gemma PLAYER Gemma in the tear, 4 She looks more relaxed than she did before the exam: STRESSED She does not 100k wnnninnn the exam, she did before 5 Tatiana does not speak nearly as clearly as Irina, MUCH Irina speaks Tatiana 6 None of the other sofas in the shop are as comfortable as this one. ANY This sofa is... sss tho others in the shop. Word formation 4 © Use the word given in capitals at the end of each sentence to form a word that fits in the gap. 1 What an _- band! | never expected they'd be ‘that good. AMAZE 2 They found the journey $0 wu... that they fell asleep as soon as they arrived. EXHAUST 3 I'S 2 sessensmnrntOblem =| don't really know what to do about it, PUZZLE 4 Jake felt with his exer results, He had hoped te do better. DISAPPOINT 5 You can't expect children to work hard if they don’t F02.snsnsae MOTIVATE 6 We Wott wimmnemann by the way they shouted at us. ASTONISH1 Work in pairs. Complete the table below by writing the words and phrases from the box in the most appropriate column. camping holiday at aluxury hotel a beach holiday ona cruise ship atacampsite walking and climbing meeting new people sunbathing @ sightseeing tour | relaxing a cruise ata youthhostel_ by the sea inthe mountains backpacking visiting monuments inthe city centre atthe seaside seeing new places Co oliday locations and | hi j2008 to st 2 Choose one of the photos but don't tell your partner which ‘one. Imagine you are on this kind of holiday. Ask each other ‘questions to quess which pictures you have chosen. You can only answer ‘yes’ or ‘no’. EDea heed EXAM INFORMATION {p Listening Part 3, you ‘> listen to five different speakers talking about the same topic. You must match each speaker with one of eight sentences A-H. There are three extra sentencas you don't need. hear each speaker twice. 4 You are going to hear five people talking about the holiday they took last year. Before you listen, underline the main idea in each statement A-H. A I didn't enjoy it much at fist B | didn’t mind the discomfort. C | gotto know lots of people D I'd done something similar before. E I wanted a low-cost holiday. F | improved my language skills. G I wasn't in as much danger as some people imagined H went on the trip as & break from my parents. 2 ED Now listen and, for questions 1-5, choose from the list (A-H) in Exercise 1 what each speeker says about their holiday. Use the letters only once. There are three extra letters which you do not need to use. 1 Francesca |_| 7 2Mike | [2 3saly | 4 Paul _| 5 Katie I 3 Work in groups. ‘What do you like ebout holidays with your: © family? * friends? Grammar Past simple, past continuous and used to 1 GED complete these extracts from Listening Part 3 by writing the verbs in brackets in the correct form in the gaps. Then listen again to check your answers. ©... on family holidays we always (1) mmm (go) to the same campsite and lie on the same beach © My dac @) (be) a climber when he @) sam (6) younger * Stil, there was an upside because while we ) (go) round yet another museum, V5) sn renmnne (Get) £0 meet this Polish girl called Jolanta ©... so. we just (6) _.- (dump) our parents and (7) (go) off for the day together. We (8) ~nmaninn (have) & really greattine # wo 9). (stay) with her aunt ina small town near Rome. We were allowed to go out to cafés together in the evenings, 2s long as the grown-ups knew what we (10) wna B page 179 Language rforonce:Vore tnsee st sme, pst ‘ontinusus 2 2 Circle the correct form of the verb in italics in each of these sentences. 1 When he walked / was walking home, he found a wallet with a huge amount of money in it! 2 When | was at primary school, | was daing / used! to do about one hour's homework a day. 3 As soon as Mandy was getting / got Simon's text, she was jumping / jumped on her bike and was riding / rode round to his house to speak to him, 4 When | was younger, we used to spend / were spending our holidays in my grandparents’ village, 5 Luckily, we walked / were walking past a shopping centre when the storm began / was beginning. 6 My mum used to visit /was visiting lots of exotic places when she was/ was being a tour guide. 3 © Candidates often make spelling mistakes when adding -ed to past tense verbs. Add -ed to each of these words develop enjoy hapoen mention occur open plan prefer stop study travel try 1] p200 176 Language reference: Speling| unit (3) Vocabulary travel, journey, trip and way 41 @ candidates often confuse the following nouns: travel, journey, trip and way. Look at these sentences from the recording script in Listening Part 3 and complete the extract below by writing travel, journey, trip or wayin the gaps. + | went on one of those journeys overland to Kenya + cone day we went on a trip to the nearest town —It was only half en hour's drive aura. + We were on our way back down the maurtain when we got cought in this realy big storm. «My parents aren't really into foreign travel, so itwas the frst time Id ever been abroad. travel, journey, trip or way? BAM is @ journey in which you visit a place for a short time and come back again. @) evonsennen! fefers only to the route that you take to get from one place to another. The noun “8) "is a general word which tneans the eetivity of travelling Use (4) "to talk about when you travel from one place to another. 2 @ Circle the correct word in italics in each of these sentences. 1. She met plenty of interesting ceople during her weekend travel / trip to Montreal. 2 We stopped at the supermarket on the way /trip to the beach to pick up some cold drinks. 3. My mum and dad have booked a journay /tripto Greece for our holidays this August. 4 My mum is away ona business journey / trip, so the house is really quiet at the moment. 5 People spend far more on foreign travel /joumeys then they did 50 years ago. 6 The travel / journey to my village will take about three hours. 7 ‘Have a good travel trip to Budapest!” Thanks! See you next week when | get back!” 8 You can't get to school by bicycle if the journey / way is to0 long - over 30 kilometres, for example. 9 Excuse me, 'ma bit lost. Can you tell me the best Joumey / way to the bus station? 3 Complete each of the sentences by writing an adjective: from the box. In some cases, more than one answer may be possible. a(n) homenard/outward/hard/dangerous journey a business/sightseeing/shopping/day/forthcoming/ round trip a(n) outward/pleasant/successful/sefe/extended/ overnight journey/trip hope you have a(r) Im going on a(n) won't be back tll tomorrow. The sonnmn journey wasn't nearly as hard as the homeward one. They've gone on alr) nest, 501 GUESS they'll come home with lots of new clothes. What are you going to do on your... es trip to New York? Is it for business or pleasure? 6 Have aln) journey and den't drive t00 journey, trip to Zurich, so! 4 Work in groups. Imagine you are planning a trip together this weekend, Decide: «+ where to go * howto get there * what to do whan you arrive.Pee rake taaue ened 4 © Form adjectives from these nouns and verbs by adding a suffix. 1 | nature tn) [2 | adventure (n) [3 | friend (n) (4 | memory (n) — | | 5 mystery (n) | 6 | riskin +¥) [7 | crowd (n + v) [8 thrill (n+) [9 | doubt [10 | success (n) [11 |remarkin+ vy) | access (n+ v) [12 pace 181 Langungeroferenca: Werd formation ~ adr toe 2 © Form adjectives from the nouns and verbs in the box. In some cases, more than one answer may be possible. When you have finished, use your dictionary to check your answers. artist caution colour mass predict wealth EXAM INFORMATION [in Reading and Use of English Part 3, you read a text of 150-160 words with eight gaps and one example (0), You ‘write the correct form of the word given in CAPITALS at the end of the line in each gap. “Inthe test, the words will be a mix of nouns, adjectives, adverbs and verbs. educate emotion energy reason respond storm thought 3. © Read the text on the right. 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. When you have finished, use your dictionary to check your answers. Poem A bus journey Tasha climbed onto a (0) CROWD bbus which was going fo lake her to nearby village. The wooden seals looked quite (1) ariannmnnennsinin, $0 COMFORT she decided to siand, even though a (2) possenger offered THOUGHT her @ seat, As the bus moved through the countryside, it filed with women crossed in bright, (3) ann clothes COLOUR €on their way to market to do their weekly shopping. ‘This is 01 (4) nvvewnenennane FORGET experience,’ though’ Tasha, who was beginning 10 feel (5) nnnnnenensnn OPTIMIST bout her jouney, More passengets climbed aboard laughing cond chatting, and the noise became (6) on Gradually, he bus CONSIDER giew hotter ond Tasha began to feel o litle Pax that she might not get ANXIETY to the door when the bus reached her siop, Fortunately, hough, © (8). SYMPATHY passenger saw her proialem and shouted to the other passengers to let her pass and sudderly everyone made room for her to get off 4 Work in groups. Have you ever felt nervous or anxious ona journey? Why?