OPEN

WORLD
B2 FIRST
STUDENT’S
BOOK WITH
ANSWERS
with Online Practice
Anthony Cosgrove and Deborah Hobbs
 CONTENTS
Map of the book 4
How to use this book 6

Starter Let’s talk 8

Unit 1 Fighting fit 14
Unit 2 Keeping in touch 28
Progress check 1 40
Unit 3 Beyond the classroom 42
Unit 4 A trip to remember 56
Unit 5 Grab some culture 68
Progress check 2 80
Unit 6 Closer to nature 82
Unit 7 What’s in your food? 94
Unit 8 Living made easy 106
Progress check 3 118
Unit 9 The great outdoors 120
Unit 10 To the limit 132
Unit 11 Fact or fiction? 144
Progress check 4 158
Unit 12 Let’s celebrate 160
Unit 13 In fashion, on trend 172
Unit 14 Not just 9–5 184
Progress check 5 196

Communication activities 198

Grammar reference 204
Writing bank 234
Speaking bank 244
Phrasal verb bank 254
Exam information 255
Answer keys 256

3
UNIT TITLE READING AND USE OF ENGLISH LISTENING WRITING
Starter A new way of communicating A breakdown in communication A story
Let’s talk
p. 8
1 Part 7 No age, no limit Understanding distractors Part 1 An essay
Fighting fit Health habits
p. 14

2 Part 6 Social media and Part 4 A radio interview Part 1 An essay

Keeping in touch friendship
p. 28 Why we all need ‘frolleagues’

Progress check 1 p. 40
3 Part 5 A new learning age Part 1 People talking about Understanding how you’re assessed
Beyond the classroom Teaching young learners education and study in the B2 First Writing exam
p. 42

4 Part 1 Shweeb Listening for detail Part 2 An article

A trip to remember Staycations Verb and noun word stress
p. 56

5 Part 4 Cinema, but not as we Part 3 People talking about music Part 2 A review
Grab some culture know it
p. 68

Progress check 2 p. 80
6 Part 2 Sea anemone Listening for attitudes and opinions Part 2 A report
Closer to nature An influential environmentalist
p. 82
7 Part 3 You’re dying to eat me! Part 2 A talk by a food scientist Part 2 A letter / email
What’s in your food? The history of ketchup
p. 94 C1 Using adverbs as modifiers
Stress in adverbs
8 Part 6 Welcome to your smart Part 3 People talking about Formal and informal writing
Living made easy home of tomorrow learning a language online
p. 106 Unusual inventions

Progress check 3 p. 118

9 Part 2 Falling amphibians cause Listening for agreement and Part 1 An essay
The great outdoors confusion disagreement
p. 120 Communication in plants

10 Part 5 The thrill of extreme sports Listening for gist and detail Part 2 An article
To the limit Who would want to be a match C1 Cleft sentences
p. 132 official

11 Part 1 In defence of reality TV Part 1 People talking about Developing your writing
Fact or Fiction? Reality TV television and the media C1 Cohesive phrases
p. 144
Progress check 4 p. 158
12 Part 3 Snowbombing – The best Part 4 An interview with a festival Part 2 A report
Let’s celebrate show on snow organiser
p. 160 London’s frost fairs

13 Part 7 A career in fashion Listening for context Part 2 A review

In fashion, on trend The retail industry
p. 172

14 Part 4 The perfect job Part 2 A talk by a stunt performer Part 2 A letter of application
Not just 9–5
p. 184

Progress check 5 p. 196

4
SPEAKING GRAMMAR VOCABULARY REAL WORLD
Getting to know your Present perfect review Adjectives to describe emotions
classmates Comparatives and Superlatives

Part 2 Describing a pair Gerunds and Infinitives Health and fitness Being active in Zurich
of photographs Comparing and contrasting ideas with Idioms for health and fitness
linkers weak forms
C1 Understanding health

Speculating The passive Describing your family Making friends in Seoul

Used to, be used to, get used to Phrasal verbs for describing friends and
C1 Hedging family
Stress in phrasal verbs

Parts 3 and 4 First and second conditionals Education and study Educating yourself in Toronto
A collaborative task and Giving advice Idioms and phrasal verbs for education
discussion C1 Other conditional structures and study
Consonant groups at the beginning of
words
Part 1 Talking about Countable and uncountable nouns Holidays and travel Travelling around Buenos
yourself Articles Compound adjectives Aires
C1 Nouns that are both countable and
uncountable
Reaching agreement Past simple, past perfect simple and past Books and reading Making arrangements
perfect continuous Positive and negative adjectives in Bristol
C1 Building your vocabulary
Connected speech

Part 2 Describing a pair Prepositions The natural world Going into the wild in Florida
of photographs Relative clauses Commonly confused words
C1 Complex prepositions Stress in compound nouns

Describing a restaurant Wish clauses Describing food Dining out in Athens

experience Third and mixed conditionals Prefixes

Part 1 Talking about Direct and indirect objects Technology Getting to grips with
yourself Modals of speculation and deduction Idioms for science and technology technology in Singapore
Short and long vowels C1 Other ways of expressing speculation
and deduction

Parts 3 and 4 Future forms The weather Broadening your horizons

A collaborative task Future perfect and future continuous Phrases with far in Los Angeles
and discussion C1 Talking about the future
Adding emphasis
Part 1 Talking about Causatives Cohesive devices Going on an adventure in
yourself –ed and –ing adjectives Sport and leisure the Brecon Beacons
Stress in word families 1

Part 2 Describing a pair Reported speech The media Having fun in Copenhagen
of photographs Reporting verbs Phrases to talk about the media
Intonation when giving an opinion

Short responses with so, Expressing obligation and permission Festivals and celebrations Having a great time in
neither, either and too Expressing ability Suffixes Essaouira
C1 Expressing obligation and permission Stress in word families 2
in different tenses
Parts 3 and 4 Like vs. as Going, Going, Gone! Going shopping in Milan
A collaborative task Past modals: shouldn’t have, didn’t have The business of shopping
and discussion to, needn’t have, didn’t need to
Main stress in questions
C1 Disagreeing politely
Evaluating the advantages Adding emphasis and sentence fronting Phrasal verbs with business Going for a job in Frankfurt
and disadvantages of Jobs and careers
an idea C1 Compound words with work
Auxiliary verb stress

MAP OF THE BOOK 5

 HOW TO USE THIS BOOK

WELCOME TO OPEN WORLD

THE COURSE THAT TAKES YOU FURTHER
Learn about the features in your new Student’s Book

Large images at the start

of each unit introduce the
topic and get you talking

DID YOU KNOW?

Useful tips about the English language

GRAMMAR ON THE MOVE

Scan the QR codes to watch grammar
animations in your free time to learn
about each grammar point

‘Training’ exam tasks

provide guidance
and tips on each
part of the exam

PUSH YOURSELF
Learn and practise more challenging
language and skills that take you to
the next level

6
EXAM FOCUS EXAM CHECKS
after every unit. test what you remember
Read exam tips and facts and do about the exam
three complete practice exam tasks

REAL WORLD PHRASES YOU MIGHT USE AND HEAR

pages take you outside the classroom Learn and practise phrases you might use and hear when
and into the real world you are using English in the real world

Scan the QR codes to watch videos

of different locations around the
world on your mobile phone or tablet

LIFE COMPETENCIES
Develop important skills, knowledge and
attitudes that you can use in your daily life

Find extra grammar

practice, and extra
speaking and writing
exam practice at the
back of your book

HOW TO USE THIS BOOK 7

 S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K

GETTING STARTED
B
1 Work with a partner. Look at photos
A–F and answer the questions.
C
1 Which scene would you most (or
least) like to be in yourself? Why?
2 Why have these people chosen to
travel in these ways?

VOCABULARY D
HOLIDAYS AND TRAVEL
1 Which of the photos show the following?

• steering wheel • cockpit

• departure lounge • motorist
• commuters • backpackers
• runway • rush hour
• handlebars

2 In groups, think of at least three ideas to add to 3 What kind of vehicle(s) might you be using if you were …
each group below.
1 being welcomed on 6 getting jet lag?
Flying vehicles: jet board? 7 in a carriage full of
Environmentally-friendly ways to travel: 2 filling up with diesel? commuters?
driving an electric car 3 stuck in a traffic jam? 8 taxiing on the runway?
Vehicles with four wheels: van 4 being overtaken? 9 listening to an announcement
Parts of a car: engine 5 pedalling? from the cockpit?
10 wearing a helmet?

E
F

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4 Complete the sentences with the words and

phrases in the box. You don’t need to change
LISTENING
the form of the words and phrases.
LISTENING FOR DETAIL
cockpit motorists overtaking runway 1 Work with a partner and answer the questions.
commuter diesel jet lag departure lounge
1 Have you ever been to a theme park? What did you think of it?
1 The at Qamdo Bamda Airport in Tibet 2 What do you think makes a really good theme park?
is 5.5 kilometres long; it needs to be this length to
allow planes to accelerate enough to take off at 2 Look at three experiences available at the Velocity Valley
high altitude. Adventure Park. What do you think happens in each
2 A is the area of a plane where the experience?
pilot and co-pilot sit, and is also known as the
3 027 You will hear an employee at Velocity Valley
flight deck.
3 It is estimated that there will be about 2 billion Adventure Park talking about the three experiences (A–C).
in the world by 2035. What is each experience called? Write the names in the
4 Research shows the average American brochure below.
spends 142 hours every year stuck
4 027 Listen again and complete the notes (1–7) with a
in traffic.
word, phrase or number from the recording.
5 Vehicles running on are believed to
be more harmful to the environment and
members of the public than petrol vehicles.
6 Dangerous is the most common cause ATTRACTIONS
of car accidents worldwide.
7 feels worse if you are travelling by
GETTING THERE
plane from east to west. Leave the motorway and go along (1)  Valley Road.
8 The first ever beach has been Velocity Valley can provide transport if necessary.
planned in Barbados, where passengers can
A THE
check in, pick up their boarding passes and
relax until their flight. A professionally trained (2)  takes you at 100kmph.
The course has some sharp bends.
5 Four of the sentences in Exercise 4 are
B
factually incorrect. Work in pairs and decide
which four sentences you think these are. Riders are raised (3)  metres in a harness.
Riders swing at speeds of up to (4)  km/hour.
6 Work with a partner and answer the questions
about the sentences in Exercise 4. C
This wind tunnel experience is described as a (5) ‘  ’.
1 Have you ever been in a cockpit? Why?
There is a (6)  to stop people from getting
2 Do you think there are too many motorists and blown away.
too much traffic where you live?
Age and (7)  restrictions apply.
3 What do you think are the most common causes
of traffic accidents?
4 Have you ever had jet lag? Why did you have 5 Put the attractions in order from the most interesting (1)
it? How did it make you feel? to the least interesting (3). Then compare your answers
in groups.

UNIT 4 A TRIP TO REMEMBER 57

 S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K

P
GRAMMAR
Some two-syllable words which have the same verb and
noun form (e.g. transport) have a different word stress
COUNTABLE AND UNCOUNTABLE NOUNS
depending on the word form. When the word is a noun,
the stress is on the first syllable. When the word is a verb, GRAMMAR ON THE MOVE
the stress is on the second syllable. Watch the video

6 028 Listen to the extract from the listening.
Circle the stressed syllable in each of the underlined
words. Which word is a noun and which one is a verb?
If you don’t have your own transport, we can pick you up,
as we have a complimentary shuttle service which
transports you between Rotorua CBD and Velocity Valley.
7 029 Decide if the underlined words are verbs or
nouns. Circle the stressed syllable. Then listen and
check your answers.
1 The travel agency has recently increased their prices.
Because of this increase, many people have decided to
book their holidays themselves.
2 Usain Bolt recorded a time of 9.58 seconds in the
100 metres sprint in 2009. This is still the world
record today.
1 Find and correct the mistake in each sentence.
1 My advice to travellers have always been to take out
comprehensive travel insurance.
2 The last time we went away, we left it too late to find a
self-catering accommodation.
3 We tried to find some subway station.
4 The latest news are that the travel company has gone
bankrupt.
5 I couldn’t believe it when the airline told us that they
had lost our luggages.
6 Our tour guide gave us an advice about the best
places to visit.
7 The travel has always been a passion for me.
8 There’s often some traffic jam in my neighbourhood.
GRAMMAR REFERENCE / Countable and uncountable
nouns: Page 212

3 The airport transfer costs 10€. It takes about an hour

to transfer you from the airport to the city centre. 2 Find the nouns in each sentence in Exercise 1. Decide
if they are countable or uncountable and write them
8 Work in groups. You are going to design a ride for a in the correct column. The first sentence has been
theme park. Each group will design one attraction. done for you.
Make notes as you plan your design then present
your ideas to the class. Think about: UNCOUNTABLE COUNTABLE
• The name of the attraction advice travellers
• How it works travel insurance
• Statistics (size, maximum speed, etc.)
• What it feels like 3 Match the words with similar meanings. Which is
countable and which is uncountable?

advice backpack congestion

DID YOU KNOW? dollars luggage money
When reading the numbers after a decimal point out loud, scenery suggestions traffic jam
such as 9.58 in Exercise 7 above, we say each number
transport vehicle view
individually. For example:
9.58 seconds “nine point five eight seconds”
14.253 “fourteen point two five three”

58
 S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K

4 Use the pairs of words in Exercise 3 to complete the

following sentences. Think about
PUSH YOURSELF C1
• the words’ meanings (general or specific
meaning).
NOUNS THAT ARE BOTH COUNTABLE AND
• the words’ grammar (countable or uncountable).
UNCOUNTABLE
1 I’ve always said that Wales has really spectacular 1 Complete the sentences with the words in the box.
In fact, I don’t think there’s a better Add a / an if necessary. You may need to change the
anywhere in the UK than the panorama form of the words.
you get from the top of Mount Snowdon.
2 When I go travelling, I always take a few extra business competition noise
with me just in case because I’m always paper room time
worried that I might run out of  .
3 Severe affects many cities; in 2010, Beijing 1 A I am going to Berlin on next week.
experienced a that lasted for 12 days and B I am planning to start with my friend.
covered a 100-kilometre stretch of road. 2 A We still have available at the hotel.
4 I usually hire a when I go on holiday as I B Unfortunately, there isn’t much left
don’t like to use local  . at the hotel.
5 One piece of I would give to first-time 3 A It’s difficult to sleep when there is so much
travellers is to read travel blogs. They often have a  .
lot of really good for things to do and see. B I can hear coming from the street.
6 I’ve always been a believer in taking as little I think it’s a car alarm.
as possible when going away. I only ever 4 A Due to the increased  , lots of hotels
take what I can fit into a small  . are offering more deals
B I won two round-the-world tickets in
5 Complete the sentences with a word from the box. last week.
Sometimes more than one word is possible. You 5 A He’s just written on the importance of
will need to change the form of one of the words. green tourism.
B I don’t have any with me at the
few many much several less moment. Can I borrow some?
6 A Unfortunately, I don’t have any to
1 Even though I don’t have money at the
meet you this week.
moment, I still enjoy booking trips away.
B I’ve been to Croatia three already
2 The hotel’s in a great location and there are
this year. I love it there.
restaurants nearby.
3 I’ve noted that there are and 2 Decide which word is countable and which word
hotels offering all-inclusive holiday packages
is uncountable in each pair of sentences in
these days.
Exercise 1.
4 Ever since they opened the new tram system, there is 
congestion on the roads.
5 There don’t seem to be cafés around here.

6 Think of a town or city you have visited. Write five

suggestions or pieces of advice and tell these to
your partner. Use one word from Exercise 3 in
each sentence.

You can avoid getting stuck in traffic jams by taking the

underground.

UNIT 4 A TRIP TO REMEMBER 59

 S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K

READING
1 Look at the object in the picture. How would you
describe it? What do you think it is used for?

2 Quickly read the text Shweeb, ignoring the gaps.

Check your ideas in Exercise 1.

Shweeb
To celebrate Google’s 10th birthday in 2008, Google launched a competition which it called 10100.
(0)  of the public were asked to take part and (1)  suggestions for projects which they
wanted to bring to life in order to make the world a better place. One of the winning (2)  was from
a company in New Zealand called Shweeb. Their aim was to (3)  elements of the monorail together
with those of the bicycle, and to produce a clean and fast vehicle, which could reduce congestion. In the
end, Google (4)  $1 million in Shweeb’s research and development.
The world’s first Shweeb was built at the Velocity Valley Adventure Park in New Zealand. Riders sit in a
capsule suspended from a rail, and pedal as fast as they can for three laps around a 200-metre
(5)   . In the past, prizes were awarded to anyone who broke a speed (6)   , such as being
the fastest rider from their country. However, the adventure park has recently stopped these records after
upgrading the capsules to have electric assistance.
Shweeb has become a very popular visitor (7)  and time will tell if it may also be the (8) 
of the future for commuters, business travellers and tourists.

3 Would you enjoy riding Shweeb? Why? / Why not?

READING AND USE OF ENGLISH PART 1  TRAINING 

4 Read the first two sentences of the text more carefully and look at the example (0). Then look at sentences 1–8 in
Exercise 4 on page 57 again. Find the word from the list (A–D) below which is used with the phrase of the public.

0 A Members B Aspects C Representatives D Elements

5 Match the sentence halves below. Then look at gap 1. Which word below has a similar meaning to the word
suggestions? Which verb is used before this word?

1 They’ve asked people to submit A more people to cycle to work.

2 I am going to apply B the company to ask for more money.
3 We want to encourage C ideas for a new amusement park.
4 I would like to approach D for a new job as a travel agent.

1 A submit B apply C encourage D approach

6 Read the rest of the text. Choose the answer (A, B, C or D) which best fits gaps 2–8.

2 A offers B statements C proposals D products

3 A associate B improve C attach D combine
4 A spent B awarded C invested D provided
5 A lane B track C court D distance
6 A record B list C accomplishment D statistic
7 A appeal B recreation C enjoyment D attraction
8 A movement B transport C carriage D motor

030 Now, listen and check your answers.

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GRAMMAR
ARTICLES

GRAMMAR ON THE MOVE

Watch the video

1 Look at the underlined examples (1–7) from the Reading and Use of English Part 1 extracts.
Match the sentences with the correct rules (A–G).

1 … such as being the fastest rider from their country.
2 … Google launched a competition which it called 10100.
3 … in order to make the world a better place.
4 … after upgrading the capsules to have electric assistance.
5 … to produce a clean and fast vehicle …
6 … which could reduce congestion.
7 … In the past, prizes were awarded …
A The is used when we know who or what we are referring to.
B a / an is used with singular nouns mentioned for the first time.
C No article is used when using singular, uncountable nouns.
D the is used when there is only one of something.
E No article is used when talking in general and in the plural.
F the is used with superlative adjectives and adverbs.
G a / an is used to say what kind of thing something is.

GRAMMAR REFERENCE / Articles: Page 213

2 Underline the correct options to complete the text.

Home About Search

BEST HOLIDAY EVER!

When I was 14 years old, my family and I went to Cappadocia,
which is (1) a/the/(–) historic region in central Turkey. Even though
it doesn’t have (2) a/the/(–) coastline, it is one of (3) a/the/(–) most
popular tourist destinations in (4) a/the/(–) country due to its
world-famous geological and cultural features. On our first night
there, we decided to go to (5) a/the/(–) local restaurant close to
our hotel. (6) A/The/(–) region is famous for Manti, a kind of
ravioli, which was delicious. They were also showing (7) a/the/(–)
football match, which was great as we love (8) a/the/(–) football.
The next day, we embarked upon (9) a/the/(–) trip that I will never
forget – a hot air balloon ride! I’m a little afraid of (10) a/the/(–)
heights, but my parents convinced me to go, and I’m so happy
they did. The views were stunning, as you can see from
(11) a/the/(–) enclosed photo. Our guide was extremely friendly,
always saying (12) a/the/(–) right thing to keep us feeling safe.
I would recommend it to anyone who loves (13) a/the/(–)
adventure holidays!

3 Would you like to visit Cappadocia? Why / Why not?

4 Complete the questions with a, an, the or no article (–).

1 What is best holiday you have ever been on? 5 Do you prefer active or relaxing holidays?
2 If you could go on a trip around world, which 6 Where did you use to go on holiday when you were
countries would you like to visit and why? child?
3 How much luggage do you usually take with 7 Some people think tourism is bad for
you on holiday? What are your three essential items that environment. Do you agree?
you always take? 8 Is pollution an issue where you live?
4 Would you ever like to go on cruise?

5 Work with a partner. Ask and answer the questions in Exercise 4.

UNIT 4 A TRIP TO REMEMBER 61

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VOCABULARY SPEAKING PART 1  TRAINING 

COMPOUND ADJECTIVES 1 031 Listen to an extract of Olek and Anna doing

this part of the test. Which statements (A–D)
1 Find the word(s) in the Best Holiday Ever! text on describe Olek? Which describe Anna?
page 61 that completes the following extract.
Olek A speaks English accurately
… due to its geological and cultural features. Anna B uses a wide variety of vocabulary
C answers the examiner’s questions, but
Compound adjectives doesn’t develop the answers
A compound adjective is a single adjective made up of more than D answers the examiner’s questions, and
one word. For example: develops the answers with explanations
The tour guide was very friendly and easy-going.
and extra details
Compound adjectives are usually written with a hyphen (-).

2 031 Listen again and write down the examiner’s

2 Combine a word from column A with a word from questions.

column B to form compound adjectives. 1 Where are you from  ?
2 What’s the best  ?
COLUMN A COLUMN B 3 What sort of  ?
air minute 4 Did you  ?
cut price
duty time 3 Work with a partner. Ask and answer the questions
last conditioned in Exercise 2.
long distance
part free 4 Write three questions for each of the categories
below. Work in groups and take turns to ask and
answer the questions. The first question for each
3 Now complete the sentences with the correct
category has been done for you. Look at the
compound adjective from Exercise 2.
previous units to help you.
1 Our hotel room wasn’t so we were really
warm during the night.
2 I love going shopping when I have free
time at an airport. HOLIDAYS AND TRAVEL
3 My parents booked a holiday to Greece. 1 What’s the most interesting
4 I work as a waiter during the summer place you have ever visited?
holidays. 2
3 HOME / DAILY LIFE
5 I don’t enjoy travel as I always suffer from
jet lag. 1 What do you most
6 My friend offered us tickets for the trip. enjoy doing at home?
They were really cheap! 2
3
4 Write five questions using the compound adjectives
in Exercise 2. Then ask and answer your questions
with a partner.
SPEAKING PART 1

FRIENDS AND FAMILY

1 Can you tell me about
your family?
EDUCATION AND STUDY
2
3 1 How long have you been
learning English?
2
3

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 S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K

WRITING PART 2: ARTICLE  TRAINING 

1 Work in pairs. Read the following statements about writing an article in the B2 First exam.
Decide which statements you think are true.

1 The article must be interesting for the reader to read.

2 The information you provide in your article must be true.
3 You lose marks for each mistake you make in your article.
4 Your article will need to contain opinion as well as facts.
5 It is worth memorising some articles by heart, as you will be able to use one of them in the exam.
6 You should try to demonstrate that you can use a wide range of grammar and vocabulary.

2 Read the exam task below. Underline the questions you must answer.
You see this notice on an English language website.

Articles wanted!

Terrible holidays

Have you had a holiday where something went wrong?

What happened?
How can people avoid having a problem like this when they go on holiday?
We will publish the best articles on our website.

3 Think of a time when something went wrong on holiday. Make notes, using the questions you
underlined to help you. Then work with a partner and talk about your ideas.

4 Two students have written a plan for the exam question in Exercise 2. Which student has made
the best plan? Why? How could the other one be improved?

Georgina’s plan
Alex’s plan
• examples of holiday problems I’ve experience d
• my best ever holiday – trip to Spain last
(horrible noisy hotel, badly selected destinati on)
year with four friends
• my main point – careful planning should stop
• my worst ever holiday – boring family
many problems from occurring
holiday when I was 11
• conclusion – say how important it is for
• different kinds of holiday – beach,
holidays to be successful (rest from work,
backpacking, city breaks
family time together)
• conclusion

5 Match the beginnings of the sentences (1–4) with the endings of the sentences (A–D)
which could be used in the article.

1 All sorts of things can go wrong A you book a holiday.

2 It’s always worth doing thorough research before B have been a disaster.
3 Some of my holidays have been fantastic; others C to take a break from your work or studies.
4 It’s vital that you have the chance D when you’re on holiday.

6 Which sentence from Exercise 5 could go at the start of a paragraph which will …

1 introduce problems that can happen on holiday?

2 summarise the writer’s experience of good and bad holidays?
3 recommend what people should do before deciding where to go?
4 explain why it’s important that holidays are a success?

7 Write your own article for the exam question in Exercise 2. Use your ideas in Exercise 3 to help you.

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EXAM FOCUS
READING AND USE OF ENGLISH PART 1

EXAM FACTS EXAM TIPS

• In Reading and Use of English Part 1, you read a text with • Read the whole text, including the title, first to help you get
eight gaps. a better idea of what the text is about.
• You must choose the correct word (A, B, C or D) which • Look at the words before and after each gap. The areas
best fits each gap. you will be tested on include collocations, fixed
expressions and commonly confused words.

Staycations
A staycation is a word sometimes used to refer to a (0) period of time when people stay in
their own country, instead of travelling abroad on holiday, and take part in leisure activities
close to their homes. The word is formed by (1) the word stay with vacation, forming
the neologism staycation. It (2) a popular choice for people wanting to spend their
time away from work or education, giving them the same (3) of rest and relaxation
without the need to spend large amounts of money on flights and hotels overseas. It also
gives them a welcome opportunity to go and spend time at some of the tourist (4)
close to their home, something which they might not otherwise ever do.

That being said, a staycation isn’t necessarily the most (5) choice of holiday for
everyone. For many people, the whole (6) of a holiday is to visit towns and cities in
other countries. Critics also argue that people find it difficult to (7) themselves from
their daily lives, particularly when they’re staying in their own homes. For example, it can be
(8) to check work emails or even do the housework, things they wouldn’t
necessarily do while on holiday.

0 A period B duration C part D point

1 A mixing B securing C combining D attaching
2 A continues B lasts C remains D endures
3 A impression B mood C emotion D feeling
4 A pleasures B attractions C delights D interests
5 A appropriate B capable C effective D acceptable
6 A worth B point C profit D aim
7 A distinguish B split C separate D divide
8 A tempting B desirable C attractive D compulsory

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SPEAKING PART 1 WRITING PART 2: ARTICLE

EXAM FACTS EXAM FACTS
• In this section of the exam, the examiner asks you • You may be asked to write an article in Part 2 of the
questions about yourself. Writing exam at B2 First.
• The questions are usually about your friends and family, • You have to write between 140–190 words in the
interests, future plans, etc. appropriate style.
• The Writing exam lasts 1 hour and 15 minutes.

EXAM TIPS
• Answer in complete sentences. Don’t give one or two EXAM TIPS
word answers. Ask yourself why you think something or
• Create a plan for your article before you start writing.
do something, and use the reason to extend your answer.
• Think of ways to make your article interesting to the
• You can ask the examiner to repeat a question if you don’t
reader. One way to achieve this is to use descriptive
understand something.
adjectives and adverbs.
• Allow a few minutes to check your work before the
Work in pairs. Take turn asking and answering questions exam ends.
from Part 1 of the B2 First speaking exam.
Write an answer to the question below. Write your
answer in 140–190 words in an appropriate style.
Hometown
Where are you from? Articles wanted!
What do you like about living there? (Why?)
What changes have taken place in your town Your best holiday
recently? (Are these changes good or bad? Why?)
We’re looking for articles about the best holidays.
Write an article telling us about your best holiday.

Travel and holidays Where did you go?

How often do you travel? (Is that a good way to What did you do and why was it was such
travel? Why?) a good holiday?
Is there a lot of traffic in your town? (Is it ever a
We will publish the best articles in our magazine.
problem for you?)
Where would you really like to go on holiday in
the future? (Why would you like to go there?)
Write your article.

WRITING BANK / Pages 240–241

Free time
What’s your favourite way to spend your free
time? (How often do you do this?)
Did you do anything interesting last weekend?
(What did you do?)
What are the sports facilities like in your
hometown? (How often do you use them?)

SPEAKING BANK / Pages 244–245

UNIT 4 A TRIP TO REMEMBER 65

 S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K

A Palacio Barolo

TRAVELLING AROUND …
BUENOS AIRES
B
1 Work with a partner. Compare the photos, saying
what people might enjoy about visiting these places.

2 Read Maddie’s blog post about her and a friend’s visit

to these three places. Which of the places, A, B or C

1 seemed like a unique experience?

2 was difficult to find?
3 was quieter than expected?
Caminito Street
4 provided a good opportunity to meet the locals?
5 is based on a piece of literature?
6 is close to a popular sports venue? C

BUENOS AIRES, DAY ONE … Casa Rosada

I can’t believe we’re finally here! Today was our first day in Buenos Aires, and I’ve got to say that it was
AWESOME! Chantelle had read in her guidebook about this street called Caminito, close to where we’re
staying, with all these multi-coloured buildings. We did have a little trouble getting there, though, but
that’s only because we jumped on the wrong bus! It’s also near the world-famous Boca Juniors football
stadium. We managed to get tickets to a game and the atmosphere was incredible. Caminito is well
worth a visit and it’s popular with both tourists and locals.
Next on the list was Palacio Barolo. It’s something of a local landmark and when it was completed in
1923 it was the tallest building, not just in Argentina, but in the whole of South America. So arriving by
bus, it was hard to miss! We were prepared to queue for a long time behind hundreds of other visitors
but there were only a handful of people there. The architect who built it was inspired by Dante’s poem
‘The Divine Comedy’, and so different sections of the building are supposed to represent heaven and
hell. It was amazing!
We then took the metro, and four stops on an eastbound train got us to Plaza de Mayo to see Casa
Rosada, which is the president’s mansion. I’d never been into a building where a head of state works or
lives. In fact, there can’t be many other places anywhere in the world where you can do this, so this
was an opportunity we didn’t want to miss. We joined a tour – it was in Spanish, so we couldn’t
understand much, but we got chatting to a group of Buenos Aires residents who translated the main
things the guide said. I’m really glad we bumped into them, as we got to hear about some other places
to visit in the city, including several that weren’t in our guidebook.

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3 Which of the places would you like to visit? Why?
4 Replace the words in italics with the words Maddie
uses in her blog.
7 Sometimes people use colloquial expressions at the
airport. Match the phrases people might use (1–6)
with the phrases (A–F) which have a similar meaning.

1 We did have a little difficulty getting there …
2 … we got on the wrong bus!
3 So arriving by bus, it was easy to see.
4 … but there were only a few people there.
5 … but we started talking to a group of Buenos Aires
residents …
6 I’m really glad we met them …
PHRASES YOU MIGHT HEAR / USE
1 I have a stopover in …
2 Are you travelling with any hold luggage?
3 Have you left your bags unattended at any point?
4 Please step aside.
5 Please place all electronical devices in a separate …
6 Where can I pay for excess baggage?

5 032 Maddie has arrived at Buenos Aires
International airport and is about to fly to her next
destination. Look at Maddie’s boarding pass and
listen to four announcements. Decide if the
announcements are for Maddie or someone else.
If they’re for Maddie, what does she need to do?
A Could you just stand here?
B I have too much luggage. Who do I need to
speak to?
C I have to wait for my connecting flight in …
D Did you leave your luggage somewhere you couldn’t
see it?
E Are you taking any bags onto the flight?
F Please put mobile phones, tablet and laptops in a
different …

8 Watch the video about Buenos Aires. What do you

learn about these things? Make notes.

• The city of Buenos Aires

• 9 de Julio Avenue
• Teatro Colón
• Palacio del Congreso
Announcement Maddie / Maddie needs • La Boca
someone else to …
1
2
WATCH
3
4

6 032 Listen to the announcements again. Replace

the words in italics with the words used in the
announcements.

1 We regret to say that this flight has now been

cancelled. Please go to the check-in desk for further
information.
2 This is an announcement for all people on flight …
3 Could passengers sitting in rows …
4 This is a particular announcement for passenger …

LIFE COMPETENCIES
ING
UNDERSTANDING CULTURES, PARTICIPAT
WITH CONFIDENCE
9 Go online and research other things to do in
Buenos Aires. Organise a three-day visit and
present it to your classmates. Decide who has
arranged the most interesting trip.

UNIT 4 A TRIP TO REMEMBER 67

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S A M P L E PAG E S F R O M U N I T 4 WO R K B O O K

A TRIP TO REMEMBER

VOCABULARY 2 Match words from column A and column B to make

collocations.

1 Complete the sentences with the words in Column A Column B

the box. 1 prepare for A a gap
2 run on B landing
commuters cockpit departure lounge diesel 3 overtake C the rush hour traffic
helmet jet lag motorists motorway 4 leave D the environment
5 hold E the handlebars
1 The train was cancelled, which annoyed a lot
6 avoid F diesel
of the who were waiting for it.
7 harm G on the runway
2 I’ve just come back from a trip to New York
8 taxi H the car in front
and now I’m suffering from  .
3 The plane was delayed on the runway so the
3 Choose the correct word to complete the sentences.
pilots let us sit in the  .
4 Cars that run on are considered to 1 We booked our hotel at the last / long minute so we got a
be more harmful to the environment than really good deal.
those that run on petrol. 2 The room wasn’t air- / part-conditioned so we had difficulty
5 Although I’ve passed my driving test, I still get sleeping at night due to the heat.
really nervous about driving on the  . 3 I work cut / part time as a shop assistant during the
6 I think it should be compulsory for all cyclists school holidays.
to wear a when cycling on roads. 4 They asked us to apply / submit our ideas online.
7 I was sitting in the when they 5 Despite the jetlag, I quite enjoy far- / long-distance air travel.
announced that our flight had been 6 The company really liked the proposal so they awarded /
cancelled. invested money in it.
8 They introduced a car sharing scheme in the 7 The company went bankrupt so they were offering
city to reduce the number of on cut- / last-price deals on all their package holidays.
the roads. 8 The visitor attraction / recreation proved to be a big success
with tourists.
9 The road was closed off to members / representatives of
the public.

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GRAMMAR PUSH YOURSELF C1

1 Read this extract from a tour guide. Write a, an,
the or – (no article) in each gap. For each pair of sentences, choose one word from the
‘Both’ column to complete both gaps. You may need to
(1) Maldives is one of (2) most
unique countries in the world. It is made up of 1,192 make the word plural.
islands, spread over 90,000 square kilometres. The 1 They say that cats have nine  .
capital, Malé, is unusual in that it is not (3) is what you make it.
tourist destination. It is less than six square miles, yet it
2 Did you remember to bring your sports  ?
is home to over (4) third of the country’s
How many does your bike have?
population of about 430,000. Only 185 of the islands
3 I haven’t got to finish my homework.
are inhabited by local people. The others are dedicated
I’ve been to Italy three  .
to (5) agriculture and tourism. Tourism
accounts for (6) most of the country’s 4 Small are finding it hard to survive.
economy. The sun-drenched islands and coral reefs Sam studied at university.
teeming with tropical fish attract tourists all year round. 5 Do you think there’ll be there for all my books?
Sitting near (7) equator, the islands enjoy We lived in a small flat when I was young – there were
temperatures between 26 and 30 degrees centigrade only three  .
throughout the year. The Maldives is particularly 6 They say this is a of opportunity!
popular with couples looking for (8) Farmers grow crops and raise animals on their  .
amazing place to get married. The sun, sand and sea 7 Doing my homework when it’s sunny outside is a real
make these islands a paradise on (9) earth.  !
The Maldives is not (10) budget destination, He was in a lot of after he broke his leg skiing.
however. It has some of the most expensive and
luxurious hotels in the world.

2 Put each noun into the correct column in the table.

things rice pain data cash virus life crash business room pedal
footprint stuff resort scenery voyage land time chaos gear

COUNTABLE UNCOUNTABLE BOTH

things rice pain

UNIT 4 A TRIP TO REMEMBER 21

 S A M P L E PAG E S F R O M U N I T 4 WO R K B O O K

LISTENING PART 1
09 You will hear people talking in eight different situations. For questions 1–8,
choose the best answer (A, B or C).

1 You hear a man talking about a journey. How did he travel?

A by bus
B by plane
C by train
2 You hear two people talking about the local bus service. What do they say about it?
A The fares are too expensive.
B The seats are uncomfortable.
C The drivers are rude.
3 You hear two people talking about a place they have just visited. What kind of place is it?
A an art gallery
B a cinema
C a shop
4 You hear a travel agent talking to a man about a holiday. What does she advise him to do?
A purchase travel insurance
B book excursions in advance
C take warm clothing
5 You hear a man talking to a friend about a travel programme he has recently watched. What
does he say about the programme?
A It gave lots of useful advice.
B It was better than he had expected.
C It made him decide to visit a place.
6 You hear a woman talking about somewhere she has visited. What point is she making?
A It appeals more to children than adults.
B It reminded her of her childhood.
C It is similar to another place she has visited.
7 You hear a man phoning a hotel. What does he want to find out?
A how good the local transport services are
B whether the hotel is suitable for children
C when the restaurant opens in the evening
8 You hear a woman talking about a cruise she went on. What didn’t she like about it?
A the lack of variety
B the food on board
C the places they visited

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SPEAKING PART 1 3 This advice was given to a B2 First candidate before

the Speaking test. Tick the good advice.

1 10 Listen to four speakers answer a question in 1 Don’t speak too quickly or too slowly. Slow down for
Part 1 of the Speaking test. Match the speakers to important points and speed up a bit for less important
the questions they answer. details.
2 Stay up all night watching English films the night
A What do you do in the school holidays? before the test.
B Can you tell me about the place you come from? 3 Part 1 is just a practice so don’t bother giving full
answers.
C What type of holiday would you like to go on? 4 You must speak only to the other candidate in Part 1.
5 Try to use a variety of vocabulary and grammar.
D How do you usually get to school?
6 In Part 1 you might be asked Yes/No questions. You
will still need to explain your answers and give
2 10 Listen again to the speakers. Complete the
examples and explanations.
sentences with the words they use.
7 Don’t take your water into the exam.
Speaker 1
1 It’s a little place, with just one shop, a school
and not much else really.
2 There’s no water close by, no lakes or rivers, so many
people have swimming pools in their gardens because
it’s absolutely in summer.
Speaker 2
3 I haven’t passed my driving test yet so I usually take
the bus or to school.
4 In summer I might walk if I’ve got the  , but
that’s not very often!
Speaker 3
5 It depends on the  .
6 During the winter holidays, we just out at
each other’s houses or go out for pizza or something
like that.
Speaker 4
7 I’d probably a city break as I live in the
countryside and big cities are much more exciting.
8 I’d definitely want to stay right in the centre, where all
the is.

UNIT 4 A TRIP TO REMEMBER 23

 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

4 A TRIP TO REMEMBER
2 Draw a grid on the board with one of the headings
UNIT OBJECTIVES in each box:
Topic: holidays and travel
Grammar: articles; countable and uncountable Flying vehicles Environmentally-friendly
nouns ways to travel
Vocabulary: travel vocabulary; compound Vehicles with four wheels Parts of a car
adjectives
Listening: Velocity Valley Adventure Park Ask students to copy the grid into their notebooks. Add the
examples to each box and give students five minutes to
Reading: Part 1: multiple choice cloze
write as many words as they can under each heading. Ask
Speaking: Part 1: conversation with the
them to come to the board and write their answers.
interlocutor
Remind them to check what has already been written to
Writing: Part 2: article avoid repetition. As a class, check spellings and whether
Pronunciation: stress in verb and noun forms any words are in the wrong category.
Push yourself to C1: nouns that are both countable and
uncountable 3 Remind students that when they learn a new word, they
Exam focus: Reading and Use of English Part 1; should also learn what words are most commonly used
Speaking Part 1; Writing Part 2 with that word (collocations). Students should notice the
Real world: Travelling around … Buenos Aires whole phrase used rather than just individual words.
Students complete the exercise in pairs. Conduct class
Remind your students to watch the Grammar on the move feedback.
videos before each grammar lesson in this unit.
Possible answers
1 aeroplane, train, boat 2 car, van 3 car, taxi,
GETTING STARTED van 4 bicycle, car, taxi, van 5 bicycle
SB P56 6 airplane, jet 7 metro/subway/underground, train
8 aeroplane 9 aeroplane 10 bicycle, motorbike
1 Ask students to open their books and look at the pictures.
Students discuss the two questions in pairs. Elicit 4 Students add the correct word to each sentence. They
feedback from the class by asking a few students to give complete the exercise individually and check with a partner.
their answers to 1. Invite others to say if they feel the
same way. 1 runway 2 cockpit 3 motorists 4 commuter
5 diesel 6 overtaking 7 jet lag 8 departure
lounge
VOCABULARY
SB P56
5 Tell students not to use their phones for this exercise
HOLIDAYS AND TRAVEL because the main purpose is for them to discuss their
ideas. You could suggest that they use phrases to express
1 Students write the letter of a photo next to each word. their ideas tentatively, e.g.:
Allow them to use their phones to check meanings
if necessary. I am not sure whether …
This one might be false.
steering wheel – photo C departure lounge – photo A I don’t think it can be correct that …
commuters – photos A, D, F runway – photo A
handlebars – photo D cockpit – photo E motorist – Tell students to reach agreement with their partner.
photo C backpackers – photo B rush hour – photos Once  they have chosen the four sentences they think are
C, F factually incorrect, write each pair’s answers on the board
(if you have a large class, do the activity in groups of four).
Write the words on the board. Model the pronunciation of Tell the class which pairs or groups identified all four
each word and ask students to repeat it. Elicit and mark incorrect sentences.
the stress on the board. Listen to individual students to
ensure correct pronunciation. Mark on the board the way The incorrect sentences are 3, 4, 6 and 7.
the words ‘rush’ and ‘hour’ are linked: /ˈrʌʃˈaʊə/ (rushour). 3 – This is the predicted number of vehicles; the number
of motorists will be higher because of car sharing.
4 – 42 hours 6 – Distracted driving is said to be the
most common cause. 7 – It’s worse going from west
to east.

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2 Students use the photos to predict the content of the
EXTENSION
Assign one of the incorrect sentences to each group.
Ask them to use their phones to find the correct
information and rewrite the sentences.
3 027 Play the audio. During the first listening, students
6 Encourage students to extend their answers as much as
possible as this is what is required in the speaking exam.
You could demonstrate a bad and good answer to one of
the questions, e.g.:
Bad answer
A: Have you ever been in a cockpit?
B: No.
Good answer
A: Have you ever been in a cockpit?
B: No, unfortunately not, but I would love to.
A: Why?
B: In the past, pilots used to invite children or anyone else
who was interested to come up to the cockpit, but now
that doesn’t usually happen for security reasons.
I would love to see what a pilot actually does during the
flight and also, I bet there’s a brilliant view from the
front of the plane.
EXTENSION
Have a whisper race, which is a kind of spelling game.
Divide students into equal groups and line them up facing
the board. Bring the students at the back of each line
together and whisper one of the words or phrases from the
lesson. They must whisper in to the person in front of them
all the way down to the student at the front, who must write
the word on the board with the correct spelling. A point is
given to the first team to have the word spelt correctly on
the board. Disqualify any group who shouts out the answer,
misses out a student or cheats in any other way. After
writing, that team member moves to the back of the line.
Words: cockpit, steering wheel, departure lounge,
backpackers, runway, handlebars, rush hour, motorists,
overtaking, jetlag, diesel, commuter
LISTENING
SB P57
LISTENING FOR DETAIL
CULTURAL NOTE
A theme park is different from a funfair as it is permanent
and based around one of more ‘themes’. Parks with just one
theme include Disneyland and Legoland. Typical themes in
general theme parks include the jungle, space, etc.
1 Students discuss the questions in pairs or groups. If they
do not have many ideas for 2, input some suggestions,
such as exciting themes, fast and high rides, good variety
of rides, different attractions for different age groups,
well managed, new rides added regularly, other facilities
such as shops and cafes, live actors dressed up as
characters, entertainment, etc.
listening. Give them time to talk about each photo with a
partner, trying to describe what happens on each ride.
Encourage students to look up some words in a dictionary
if necessary.
check their ideas and write down the names of the
attractions in the brochure.
The Agrojet Swoop Freefall Xtreme
AUDIOSCRIPT 027
Jill: Hello, I’m Jill, and I’m a member of staff at the Velocity
Valley Adventure Park. We’re on the North Island of
New Zealand in the city of Rotorua. Actually, we’re just
outside the city, and the easiest way to find us if you’re
coming by car is to come off State Highway 5 and take
Paradise Valley Road. If you don’t have your own
transport, we can pick you up, as we have a
complimentary shuttle service which transports you
between Rotorua CBD and Velocity Valley.
One great experience we’ve got is called The Agrojet,
that’s A-G-R-O-J-E-T. I expect you’ve been on a nice
leisurely cruise before, but this is completely different. It’s
a boat ride at extreme speeds. You’ll be in the capable
hands of a fully trained driver who remains in control of
the boat as you accelerate up to 100 kilometres an hour
in a matter of seconds, and then takes you around the
course with some pretty sharp bends!
Extreme speed of course features in many of our rides;
Swoop, spelt S-W-O-O-P, is no exception. It’s essentially
a huge swing, which you and up to two friends are
strapped into wearing a harness. You are then lifted up
to a height of 40 metres. When you’re ready, you release
the cord, which sends you into a giant pendulum swing.
And when you think that the speed limit on New
Zealand’s fastest roads is one hundred and ten kilometres
an hour and yet you accelerate up to a hundred and
thirty on this after about four seconds, well, that just
shows how incredible this ride is!
Now, we also have Freefall Xtreme, spelt without the first
letter E on ‘extreme’. This doesn’t have you travelling fast,
although you do get the impression of extreme speed. It’s
essentially a flight, at least, that’s what we call it, rather
than a ride. It’s a wind tunnel; wind blasts at you with
such force that you are able to float in the air. People
often wonder if you can be blown away, which of course
you can’t, as there’s a net to keep flyers inside the wind
tunnel. Of course, there are age and height restrictions
on this and everything else in Velocity Valley to ensure
that it’s absolutely safe.
Check the names of the rides. Ask students if they were
able to predict what happens on each ride.
UNIT 4 A TRIP TO REMEMBER 53
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
4 027 Ask students to look at the notes and think about
what kind of information is needed for gaps 1–7. Play the
audio again. Students complete the notes. Give them time
to check their answers, making sure the notes make sense.
1 Paradise 2 driver 3 40 4 130 5 flight
6 net 7 height
5 Encourage students to express the reasons for their order
and compare them with other members of their group.
Bring the class together and ask each group whether they
8 Ask students to read the audioscript and find some words
agreed on the order. What attracted them to certain rides
more than others?
P
SB P58
6 028 Write the word transport on the board. Point out
that it can be both a verb and a noun but with different
stress patterns. Ask how many syllables the word
transport has (2). Tell them to look at the sentence which
has the word transport used both as a verb and a noun.
Play the audio and tell students to mark the stress of
transport/transports.
If you don’t have your own transport (noun), we can
pick you up, as we have a complimentary shuttle service
which transports (verb) you between Rotorua CBD and
Velocity Valley.
AUDIOSCRIPT 028
Jill: If you don’t have your own transport, we can pick you
up, as we have a complimentary shuttle service which
transports you between Rotorua CBD and Velocity Valley.
Explain that there is a group of two-syllable words which
are the same in verb and noun form like transport. When
used as nouns, the first syllable is stressed, but when
used as verbs the second syllable is stressed.
7 029 Before playing the audio, ask students to decide if
the underlined words in sentences 1–3 are verbs or nouns.
Ask them to predict the word stress of each. They listen
and check.
1 The travel agency has recently increased (verb) their
prices. Because of this increase (noun), many people
have decided to book their holidays themselves.
2 Usain Bolt recorded (verb) a time of 9.58 seconds in
the 100 metres sprint in 2009. This is still the world
record (noun) today. 3 The airport transfer (noun)
costs 10€. It takes about an hour to transfer (verb) you
from the airport to the city centre.
54
AUDIOSCRIPT 029
1 The travel agency has recently increased their prices.
Because of this increase, many people have decided to
book their holidays themselves.
2 Usain Bolt recorded a time of 9.58 seconds in the 100
metres sprint in 2009. This is still the world record today.
3 The airport transfer costs 10€. It takes about an hour to
transfer you from the airport to the city centre.
and phrases that might be useful in doing the task, e.g.
accelerate up to…, extreme speeds, (age and height)
restrictions, sharp bends
The way you approach the task will depend on how much
time you have available. Ideally, give each group a sheet
of A3 or larger paper or card and some coloured pens, and
give them 20–30 minutes to work on their invention.
Presentations could be done as poster presentations:
their rides are displayed on the walls. Students take it in
turns to circulate around the class listening to other
groups talking about their rides/asking questions and
staying near their poster to explain their own ride. Once
they have seen all the posters, you could ask them to vote
on the best one.
Write the following number on the board:
17.145
Invite the students to read the number out, paying
particular attention to how the numbers after the decimal
points are pronounced (“fourteen point one four five”). Ask
the students to read the Did you know? box. Then write the
following numbers on the board and invite students to read
them out, correcting any errors where necessary.
10.56 seconds
6.25
17.923
EXTENSION
Students work in groups of 3–4. Ask them to tear up some
pieces of paper (4 or 5 each) and on each one write a
number with a decimal point in it. They put all the papers
face down in a pile. Students take turns to pick up a piece of
paper, show the group and say the number out loud. If it is
correct, he or she keeps the paper. If not, it goes to the
bottom of the pile. The winner is the student with the most
pieces of paper when the pile is gone.
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

GRAMMAR
SB P58
COUNTABLE AND UNCOUNTABLE NOUNS
WARMER
Write the words news, travel, station, and traffic jam on the
board. Elicit what part of speech the words are (nouns).
Tell students that two are countable and two are
uncountable. Ask them to decide which are which. Ask: Can
we say three travels? (No) Can we say three stations? (Yes) We
need to know if a noun is countable or uncountable because
it affects the grammar, e.g.: Give me some advice is correct.
Give me an advice is incorrect because advice is uncountable.
1 Tell students that each sentence contains an error caused
by confusing countable and uncountable nouns. Students
work in pairs to find and correct the errors. They may
refer to the Grammar reference on page 212 if necessary.
1 My advice to travellers have has always been to take
out comprehensive travel insurance. 2 The last time
we went away, we left it too late to find a self-catering
accommodation. 3 We tried to find some a / the
subway station. 4 The latest news are is that the
travel company has gone bankrupt. 5 I couldn’t
believe it when the airline told us that they had lost our
luggages luggage. 6 Our tour guide gave us an
some / – advice about the best places to visit.
7 The travel Travel has always been a passion for me.
8 There’s often some a traffic jam in my neighbourhood.
2 Write the headings Uncountable and Countable on the
board with the examples and ask students to copy them
down. Elicit the nouns from Exercise 1, sentence 2 (time,
accommodation) and which column they belong in
(Uncountable). Students add the nouns from the other
sentences to the columns in their books. Ask students to
come to the board to write them on the board. If any are
in the wrong column, say, Two words are in the wrong
column. Can anyone move them to the correct column? and
get students to make the corrections.
Uncountable: advice, travel insurance, accommodation,
news, luggage, travel
Countable: travellers, hotel, subway station, travel
company, airline, tour guide, traffic jam, places, passion,
neighbourhood
congestion (U) – traffic jam (C) scenery (U) – view (C)
transport (U) – vehicle (C) money (U) – dollars (C)
luggage (U) – backpack (C) advice (U) – suggestion (C)
Remind students that when learning a new word, knowing
if it is countable or uncountable is part of knowing the word
and should be recorded in their vocabulary notebook.
4 Point out that the uncountable nouns in Exercise 3 have
more general meanings, while the countable ones have
more specific meanings. To demonstrate, say money
could be any kind of money, but dollars is one type. Euros,
pounds, rupees, etc. are also countable. Remind students
to also use grammatical clues, for example in the first
sentence, there’s a better . Elicit that a countable noun
will go in this gap because we have the article ‘a’.
Students do the exercise individually and check in pairs.
In case of any different answers, get them to explain what
clues helped them decide.
1 scenery, view 2 dollars, money 3 congestion,
traffic jam 4 vehicle, transport 5 advice, suggestions
6 luggage, backpack
5 Tell students that the words in the box can only be used
with either countable or uncountable nouns. Give some
examples, such as How many airlines fly to Paris from
Manchester? (airlines are countable) and How much
pollution is created by air traffic every year? (pollution is
uncountable). Students need to decide if the noun after
the gap is countable or uncountable before choosing the
best word.
1 much 2 several / many 3 fewer and fewer
4 less 5 many
6 Remind students that they need to use a word from
Exercise 3 in each sentence. Start with an example of your
own. Say: I recently went on holiday to Paris. Paris is very
congested but you can avoid getting stuck in traffic jams by
taking the underground. Ask students which town or city
they are going to write about. They work on their sentences
individually. Accuracy is important, so monitor as they are
writing. After they finish, they read out their sentences to a
partner or group, who should check their grammar and
refer any doubts to you. Conduct class feedback.

3 Remind students that at B2 level it is important to have a

wide range of vocabulary, which will be tested in all parts
of the First exam. Ask them to look at the wordpool and
find the example (congestion and traffic jam). Ask them
which is countable (traffic jam) and which is uncountable
(congestion). Give an example sentence such as There are
always traffic jams at the time schools finish. There is a lot
of congestion in the city centre. In an essay, for example, it
would be useful to know and use both words to avoid
repetition and demonstrate a good range of vocabulary.
Students work in pairs to match the synonyms and decide
which is countable and which is uncountable.

UNIT 4 A TRIP TO REMEMBER 55

 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

PUSH YOURSELF C1 READING AND USE OF ENGLISH

SB P59
NOUNS THAT ARE BOTH COUNTABLE AND
UNCOUNTABLE
1 This exercise is probably useful for all students as it
introduces the idea of nouns that can be both countable
and uncountable. You could introduce the concept with
some more concrete examples, such as:
I made a cake for my brother’s birthday. (A whole cake)
Would you like some cake? / Cake is not very good for you.
(A piece of cake or cake in general)
Read through the instructions with the students,
emphasising that they may need to add ‘a/an’ and change
the form of the words (such as making them plural).
Students complete the exercise individually and check
with a partner. In case of different answers, encourage
them to explain their choices.
1 A business, B a business 2 A a room, B room
3 A noise, B a noise 4 A competition, B a competition
5 A a paper, B paper 6 A time, B times
2 Remind students that there are two ways to decide which
of the words in each pair is countable and which is
uncountable. They should decide which has a general
meaning and which is more specific and also look for
grammatical clues. Students agree on the answers in pairs.
1 A uncountable, B countable 2 A countable, B
uncountable 3 A uncountable, B countable
4 A uncountable, B countable 5 A countable, B
uncountable 6 A uncountable, B countable
READING
PART 1 TRAINING
SB P60
EXAM INFORMATION
Part 1 is a multiple choice cloze. Candidates must choose
the correct word from four options to fill eight gaps in a
text. The main focus is on vocabulary, e.g. idioms,
collocations, fixed phrases, phrasal verbs and semantic
precision. The exercises in this section help to develop the
skills needed for this part of the text. They also raise
students’ awareness of the need to learn vocabulary in
chunks and phrases, rather than concentrating just on
individual words.
4 Remind students that in order to choose the correct word
for each gap, they need to read the whole sentence
carefully, in particular the words immediately before and
after the gap. The first gap tests the phrase members of
the public. If students don’t know the phrase, direct them
to sentence 5 in Exercise 4 of the vocabulary section on
page 57, where they will find the phrase. Point out that all
the options are the same part of speech (plural nouns).
This is typically the case in Part 1 because the exercise
focuses on vocabulary more than grammar.
A Members
5 Students differentiate between the four options by
putting all of them into sentences. They then focus in on
the correct answer by noticing the collocation submit
suggestions.
It might be useful to break this exercise down for the
students. They match the sentence halves and check
them. Then as a whole class ask for a word with a similar
meaning to suggestions and the verb that is used before it.

SB P60
1 C 2 D 3 A 4 B
The word ideas has a similar meaning to suggestions.
1 Direct students’ attention to the picture of a Shweeb.
The verb submit collocates with the word ideas.
Students work in pairs to describe it to a partner. You
could suggest some useful language, such as:
6 Briefly remind students to read the whole sentence which
• It looks like a kind of…
contains the gap carefully and decide which of the four
• This reminds me of …
options best fits the words around the gap. Students
• It’s quite similar to … complete the exercise individually before checking with a
• I think it is for…ing. partner. Play the audio for them to check their answers.
2 Give students one minute to read the Shweeb text. Ask
2 C 3 D 4 C 5 B 6 A 7 D 8 B
them if their ideas matched those in the text.

3 Students discuss the question in groups. They report back

to the class, e.g. In our group, three said they would like to
ride Shweeb, but for different reasons. One said… while
another thought …

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 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

2 Ask students to read the blog quickly. Ask a few

AUDIOSCRIPT 030 questions, e.g. Where did the writer go on holiday?, What
To celebrate Google’s 10th birthday in 2008, Google activities did the writer do?, Who is this holiday suitable for?
launched a competition which it called 10100. Members of the These questions are to encourage the habit of skim-
public were asked to take part and submit suggestions for reading any text before doing any exercise based on it.
projects which they wanted to bring to life in order to make Remind students to refer to the rules from Exercise 1 and
the world a better place. One of the winning proposals was the Grammar reference section before choosing a, the or
from a company in New Zealand called Shweeb. Their aim no article for each gap. Students complete the exercise
was to combine elements of the monorail together with those individually and check with a partner. Encourage students
of the bicycle, and to produce a clean and fast vehicle, which to explain to their partner which rule applies in each case.
could reduce congestion. In the end, Google invested $1
million in Shweeb’s research and development. 1 a 2 a 3 the 4 the 5 a 6 The 7 a
8 – 9 a 10 – 11 the 12 the 13 –
The world’s first Shweeb was built at the Velocity Valley
Adventure Park in New Zealand. Riders sit in a capsule
suspended from a rail, and pedal as fast as they can for three 3 Tell students to answer the question in pairs, giving
laps around a 200-metre track. In the past, prizes were reasons why they would or would not like to visit
awarded to anyone who broke a speed record, such as being Cappadocia. Tell them to pay particular attention to their
the fastest rider from their country. However, the adventure use of articles.
park has recently stopped these records after upgrading the
capsules to have electric assistance. 4 Remind students that if a word starts with a vowel sound,
Shweeb has become a very popular visitor attraction and it should be preceded by ‘an’ not ‘a’. Students get
time will tell if it may also be the transport of the future for confused with this point as it relates to the sound, not the
commuters, business travellers and tourists. spelling, of the word.
Examples
a university /ˌju:nɪˈvɜ:sətɪ/
GRAMMAR an MC. /ˌemˈc:/
SB P61
Ask students to complete the sentences individually and
ARTICLES check with a partner. If they disagree, they can work
together to find which rule applies to the example.
WARMER
1 the 2 the 3 – 4 a 5 – 6 a
Ask students if they know what articles are and if they have 7 the 8 –
ever learnt any rules about how to use them. Do students
feel they have difficulty with this area of grammar?
Are articles used differently in their first language? If you 5 Put students into pairs and tell them to ask and answer
have only one or two nationalities in your class, tailor your the questions in Exercise 4. Monitor for their use of
approach to their first language(s) and allocate time for the articles and correct where necessary.
grammar point accordingly. In a multilingual class, try to
provide extra practice for those whose first languages are EXTENSION
very different from English in terms of articles.
Ask students to write a few paragraphs about the best
holiday they’ve ever been on. Check the use of articles in
1 Students work in pairs to match the examples to the their work. Ask students to make their own gap fill
rules. Point out that as well as knowing when to use the exercises by blanking out the articles in their writing and
definite article (the) and the indefinite article (a/an), they passing it to a partner to complete.
need to know when no article is used. This is sometimes
Example
called the ‘zero article’.
best holiday I have ever had was the time I went to
1 F 2 B 3 D 4 A 5 G 6 C 7 E United States. I went with group of friends from school.
We took overnight flight to New York, where we stayed in
Refer students to the Grammar reference section on lovely hotel.
articles on page 213 for more information.

UNIT 4 A TRIP TO REMEMBER 57

 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

1 Tell students they are going to hear two First exam

VOCABULARY candidates doing Part 1. Students match statements A–D
SB P62 to the two students, Anna and Olek.

COMPOUND ADJECTIVES Olek – A, B, D Anna – A, C

1 Refer students back to the text on page 61 to locate the Both candidates perform well. However, Olek’s answers
compound adjective (line 5). are fully developed; Anna makes rather minimal
contributions, leading the examiner to ask: Why? in
world-famous order to encourage Anna to speak more.

Read through the notes on compound adjectives with the

2 031 Play the audio again for students to complete
class and answer any questions.
questions 2–4.
2 Students make compound adjectives by combining words
2 way to travel to and from work or college in your
from column A with words from column B. Students
home town 3 holidays do you enjoy most 4 use to
complete this individually before checking with a partner.
have enjoyable holidays when you were a child
Get volunteers to feed back to the class.

Put the questions on the board for students to ensure

air-conditioned cut-price duty-free last-minute
they have the exact words.
long-distance part-time

AUDIOSCRIPT 031
3 Students check they have understood the meanings of the
compound adjectives by choosing the correct one for Examiner: Hello, my name is Sandra Howardson. And your
each gap. names are….?
Olek: My name is Aleksander, but everyone just calls
1 air-conditioned 2 duty-free 3 last-minute me Olek.
4 part-time 5 long-distance 6 cut-price Anna: My name’s Anna Kapuch.
Examiner: Thank you. Can I have your mark sheets,
please? Thank you. Where are you from, Anna?
4 Tell students to write questions using the compound
adjectives from the previous exercises. Tell them they Anna: I’m from Poland.
should be questions their partner could answer. Give an Examiner: And Olek, where are you from?
example, e.g. Have you ever had a part-time job? Students Olek: I come from Poland as well, from a small town in
write their own questions and ask them to a partner. the centre of the country called Pabianice.
Examiner: First, we’d like to know something about you.
STUDY SKILLS Olek, what’s the best way to travel to and from
work or college in your hometown?
Students review the compounds studied as well as others
they already know. In pairs, they take it in turns to say the Olek: The best way of getting around is definitely by
first part of a compound, which their partner has to tram. It’s far quicker than the bus because we
complete. You could ask them to give their partner five don’t have many bus lanes so buses tend to get
seconds to come up with the second part of the word. stuck in traffic jams. Trams run on their own
tracks alongside bus routes so they don’t have
Students could add a section on compound adjectives to this problem.
their vocabulary books or digital records. Check they write Examiner: Thank you. Anna, what sort of holidays do you
them with the hyphen. Can they think of any others? enjoy most?
Tell them to add any that they come across while reading. Anna: For me, just being on the beach is my favourite
kind of holiday.
Examiner: Why?
SPEAKING PART 1 TRAINING Anna: Well, I work hard all year, so when I get some
SB P62 time off, I just like to rest!
Examiner: Olek, did you use to have enjoyable holidays
EXAM INFORMATION when you were a child?
In the first part of the speaking exam, the interlocutor aims Olek: I certainly did. My parents have always been
to relax the candidates by asking some questions about really into trekking in the mountains, so even
themselves. These are questions on familiar topics, such as when I was a child, we’d spend time in the Tatra
work, studies, hobbies, sport, travel and holidays. Mountains whenever we could.
Candidates should aim to expand their answers and use a
good range of language.

58
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
3 Remind students to expand their answers. You could ask
them to look at the audioscript and compare the answers
Olek and Anna gave to each question. Although Anna is
clearly a strong candidate, she needed more prompting,
so Olek is closer to the ‘ideal’ candidate.
Encourage students to give each other feedback on their
performance. Did they expand their answers
appropriately? Was their language accurate and did they
use a wide enough range?
4 Students can work with a partner to come up with two
other questions on each topic. Monitor and check the
questions are accurate and appropriate before students
ask them to other members of the group. Remind
students that each unit of this book has a topic which they
may be asked to discuss in the speaking test and presents
vocabulary which will help them to express their ideas on
the topic. If students find it difficult to come up with
questions, you could provide suggestions.
Suggested answers
Holidays and travel
What’s your favourite kind of holiday?
Have you ever been to….?
Do you like trying different types of food on holiday?
Home Daily life
What’s your favourite part of the day?
Can you tell me about your house or flat?
What household chores do you usually do?
Friends and family
What kind of things do you enjoy doing with your
friends?
Who are you closest to in your family? Why?
Where did you meet your best friend?
Education and study
What is/was your favourite subject at school?
What would you like to study in the future?
Can you tell me about your high school?
WRITING PART 2: ARTICLE TRAINING
SB P63
EXAM INFORMATION
The input for Part 2 tasks is less than the tasks in Part 1.
Each writing task in Part 2 has a context, a purpose for
writing and a target reader specified in no more than 70
words. An article is usually written for an English-language
magazine, newsletter or website, and the reader is
assumed to have similar interests to the writer. The main
purpose is to interest and engage the reader, so there
should be some opinion or comment.
1 Tell the students that one of the options in Part 2 is an
article. Elicit where they read articles (magazines,
newspapers, websites) and why they choose to read them
(interesting topic, well written, etc.). Students read
through the six statements in pairs and decide which they
think are true.
Do feedback as a class to ensure everyone is clear about
what is expected in the exam.
Suggested answers
Statements 1, 4 and 6 are true.
Remind students of the four criteria they will be marked
on in the writing paper (Content, Communicative
achievement, Organisation and Language). If it’s already
been covered with the class, turn back to page 46 of the
Student’s book to look again at how candidates are
assessed in the writing exam. Explain that for each
criterion they will be awarded the score for the
description that most closely matches their work.
2 Tell students that the task contains three questions they
should answer in their article. Students underline the
three questions. Question 1 is a Yes/No question, but
explain that this is where students will give the context of
the holiday, e.g. Last year I went to Turkey with a group of
friends. It was a beautiful resort near the beach. Everything
was going well until…
Terrible holidays
Have you had a holiday where something went wrong?
What happened?
How can people avoid having a problem like this when
they go on holiday?
We will publish the best articles on our
website.
3 Ask students to raise their hand if they can immediately
think of a real experience to write about. The majority
may not have had such an experience or can’t recall it at
that time. Reassure them that it doesn’t have to be true
but should be believable. They can also think about books
they have read or films they have seen for inspiration.
Brainstorm some of the things that might go wrong on
holiday, e.g. missed flight, lost baggage, dirty
accommodation, facilities not as advertised, poor food,
bad weather, etc. Give students time to make some notes
about a real or imagined experience. Students then
explain their ideas to a partner.
EXAM INFORMATION
Tell students that the time they have in the exam (1 hour 20
minutes) gives them time to make a brief plan for both
essays. Time spent writing a plan will help them get an
improved score, especially for organisation, but also for
communicative achievement and content.
UNIT 4 A TRIP TO REMEMBER 59
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
4 Tell students to read Alex and Georgina’s plans and
compare them with the task. Which one is better?
How could the other be improved?
Suggested answer
Georgina’s plan is better as it addresses the questions
more fully. Alex should rewrite his plan to ensure that he
addresses each of the questions in the exam task, rather
than just discussing and describing holidays in general
terms.
5 Students match the two parts to make sentences.
Tell students that this exercise provides some example
sentences that they could use in their articles. These
sentences demonstrate a good range of language.
1 D 2 A 3 B 4 C
6 Tell students that the four sentences from the previous
exercise would be suitable topic sentences, i.e. the first
sentence of a paragraph which sums up the main idea of
the paragraph. Students match sentences to the purpose
of the paragraph.
1 All sorts of things can go wrong when you’re on
holiday. 2 Some of my holidays have been fantastic;
others have been a disaster. 3 It’s always worth doing
thorough research before you book a holiday.
4 It’s vital that you have the chance to take a break from
your work or studies.
7 Students write their articles either in class or for
homework. They can use the introductory sentences from
Exercise 5 if they wish. Do self/peer feedback focusing on
the following questions:
Have they answered the three questions?
Have they stayed within the word limit?
Is the article interesting to read?
Is there a good range of vocabulary and sentence structure?
How accurate is the language?
Collect articles in to add your own feedback.
The following model essay can be used in different ways:
• Give students a copy and ask them to use it to write the
plan the candidate worked from.
• Ask students to highlight examples of the following:
impersonal ‘it’ (it is easy to, it is vital to), compound
adjective (long-awaited), adverbs showing attitude
(unfortunately, finally), modals in the past (could have)
and present (might say), time references (last year, for 3
days, 3 more days), different tenses (it is, booked, have
never bothered, will make sure), verb followed by ‘ing’
(end up) and infinitive (decided).
• Ask students to highlight examples of B2 or higher level
vocabulary, including phrases and collocations, e.g.
underestimate, cruise, vital, the stresses of modern life,
unwind, long-awaited, holiday of a lifetime, baggage
handlers, go on strike, due to, bad timing,
compensation, bothered with, travel insurance, covered,
disaster strikes.
60
• Copy and cut up the sentences for students to put into
order and decide how the article should be divided into
paragraphs (use the grid below). This activity focuses
their attention on the number of sentences (10), number
of paragraphs (3) and number of sentences per
paragraph (3 or 4). These numbers are not prescriptive,
but it gets students to see how an essay could be
structured within the word limit.
Model answer
It is easy to underestimate the importance of holidays.
Whether you can afford a Caribbean cruise or just a
camping holiday, it is vital to get away from the stresses
of modern life and unwind. When a long-awaited
holiday turns into a disaster, you can end up returning to
work or school more stressed than when you left.
Last year my family and I booked a ‘holiday of a lifetime’
to Australia. Unfortunately, the airport baggage handlers
decided to go on strike the very day we were due to
travel. We camped at the airport for 3 days and finally
had to take 4 different flights to get to Melbourne. It took
3 more days so we lost almost a week of our holiday.
You might say we were just unlucky and it was a case of
bad timing. There was nothing we could do to get back
that awful week but we could have got compensation to
pay for another trip. I have never bothered with travel
insurance but after that experience I will make sure I’m
covered in case disaster strikes.
(183 words)
It is easy to underestimate the importance of holidays.
Whether you can afford a Caribbean cruise or just a
camping holiday, it is vital to get away from the stresses
of modern life and unwind.
When a long-awaited holiday turns into a disaster, you
can end up returning to work or school more stressed
than when you left.
Last year my family and I booked a ‘holiday of a
lifetime’ to Australia.
Unfortunately, the airport baggage handlers decided to
go on strike the very day we were due to travel.
We camped at the airport for three days and finally
had to take four different flights to get to Melbourne.
It took three more days so we lost almost a week of our
holiday.
You might say we were just unlucky and it was a case
of bad timing.
There was nothing we could do to get back that awful
week but we could have got compensation to pay for
another trip.
I have never bothered with travel insurance but after
that experience I will make sure I’m covered in case
disaster strikes.
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
EXAM FOCUS SB P64
READING AND USE OF ENGLISH
PART 1
Ask students if they can remember what they need to do in
Part 1 of the Reading and Use of English paper. Refer them to
the Exam facts and Exam tips. Ask students to read the
heading ‘Staycations’. What other word does it sound like?
What do they think it means? They read the first two lines and
check. Before they start, remind them to read the whole text
quickly before attempting the questions. Tell them not to get
distracted by unknown words that are not necessary in order
to fill the gaps. An example is the word ‘neologism’. Some
may not know the word but they don’t need to. Some students
might find it helpful to make a guess as to what goes in the gap
before checking the options. Remind them to think about how
each word is used in a sentence, for example which preposition
follows the word.
Students complete the exercise alone to check their own ability
in this task. Get them to mark their own answers. It might be
useful for you to make a note of each student’s marks so you can
monitor their progress as the course continues.
1 C 2 C 3 D 4 B 5 A 6 B 7 C 8 A
FAST FINISHERS
Write similar sentences using some of the other options,
e.g.: It continues to be a popular choice for people not
wanting to spend their time away…
SPEAKING PART 1
SB P65
Read through the Exam facts and Exam tips with the students.
Emphasise the importance of extending examples with reasons
and examples. You could get students to ask you one of the sets
of questions to model appropriately extended answers.
Students work in pairs to ask and answer the questions.
ALTERNATIVE
Arrange the students in either two lines facing each other
or two circles with the inner circle facing out and the outer
circle facing in. In both formations, the idea is to allow
frequent quick changes of partner. Give a few minutes for
each question, giving both students the chance to ask and
answer. After two minutes, shout ‘Change!’ and one line or
circle moves one place to the left. If students are in lines,
the student at the end will have to walk down to the end of
the line. They ask and answer the second question with
their new partner.
SPEAKING BANK / pages 244–245
EXTENSION
Before starting, get students to write a few more sets of
questions on the topics from Units 1–3 (health and fitness,
family and friends, education and study). You can then get
them to stay with one partner for the three questions on a
topic, extending the time to five minutes.
Whichever way you approach this activity, encourage
students to reflect on their performance. Did they extend
their answers? Were they happy with their use of language?
How could they improve?
WRITING PART 2: ARTICLE
SB P65
Get students to do this exercise after they have received
feedback on their first article so that they can improve on their
previous effort. Read through the Exam facts and Exam tips
with the class. Draw their attention to the second tip and elicit
some descriptive adjectives and adverbs which could be used
to describe holidays. These should be B2 level words or higher
so replace nice with stunning, blue with turquoise, etc.
EXTENSION
Create a class mind map on the board. The centre says Great
holiday and the categories are Sea, Hotel, Food, Scenery and
People (or others suitable for describing holidays). Students
come to the board and add words and phrases which could
be used to describe each, using B1/B2 or above level words
where possible. The words should be positive in meaning.
Sample words:
Sea: azure, calm, smooth, jade green, wavy, sparkling
Hotel: luxurious, relaxing, five-star, world-class, amazing
facilities, perfectly-located
Food: delicious, tasty, mouth-watering, lovingly prepared,
prepared to order, locally-sourced, organic
Scenery: breathtaking, stunning, majestic, rolling hills,
snow-capped mountains
People: delightful, hospitable, welcoming, open-minded, helpful
UNIT 4 A TRIP TO REMEMBER 61
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

4 Remind students about the informal style of a blog.

Model answer
The words in italics represent more neutral, less
Last summer, my family and I broke with our usual tradition of colloquial ways of saying the same thing.
taking beach holidays to have a more cultural, city-based
vacation. We chose the Hungarian capital, Budapest, and it 1 trouble 2 jumped 3 hard to miss 4 a handful
turned out to be one of the best trips of my life. of 5 got chatting 6 bumped into
Budapest is an absolutely stunning city, divided into two parts
by the majestic River Danube. The city is steeped in history,
5 032 Draw students’ attention to Maddie’s boarding
crammed full of breathtakingly beautiful buildings in different
pass. Elicit the information that can be found on a
architectural styles. I was pleasantly surprised by how much
boarding pass (flight number, seat number, date, class,
there was to do. We took a relaxing river trip to Margaret
gate, etc.). Tell students they will hear four
Island, where we hired bicycles for a leisurely ride around.
announcements at the airport. They must decide if they
We saw a couple of classical music concerts at the opera
are relevant to Maddie or not. If they are relevant to her,
house, which we loved.
what does she need to do? Play the audio and ask
What I enjoyed most about this holiday was that every day
students to complete the table.
was different. We went to the public spa baths to relax, went
sightseeing, visited art galleries, shopped and ate food from Announcement Maddie / Maddie
all over the world. The people were friendly and helpful, and someone else needs to …
our hotel was spectacular. All in all, it had all the elements
needed for a perfect getaway. 1 someone else –
(177 words) 2 Maddie proceed to Gate
14.
The model essay can be used for vocabulary building or in any 3 someone else –
of the ways suggested earlier in the unit. Give feedback on
4 Maddie make herself
students’ essays, suggesting better vocabulary where
known to a
necessary.
member of staff
WRITING BANK / pages 240–241 as soon as
possible.

REAL WORLD 6 032 Tell the students that the language of the
announcements is more formal than in sentences 1–4.
SB P66 Play the audio again, telling students to listen for the
actual words used.
1 Ask if any students have visited Buenos Aires. What do
they know about it? Remind students they could use 1 announce, make your way 2 passengers
language of speculation, such as It looks (like), people 3 seated 4 special
might enjoy …, this could be a kind of… You could
brainstorm language to describe the photos, e.g.
colourful, multicoloured, views over, palace, towers, AUDIOSCRIPT 032

balconies, arches, etc. 1 This is an announcement for passengers on flight

2 Ask students to read the blog. Ask questions about the
register of a blog. (It is quite informal and seems like
spoken English.) Find examples of informal language, e.g.
I can’t believe, I’ve got to say, awesome, jumped on, hard to
miss, a handful of, amazing, got chatting, bumped into.
This task is a multiple-matching task, similar to Part 7 of
the Reading and Use of English paper. Remind students
that they will need to look for synonyms and paraphrases
in the text rather than the exact words of the questions.
1 C (Casa Rosada) 2 B Caminito Street)
3 A (Palacio Barolo) 4 C (Casa Rosada)
5 A (Palacio Barolo) 6 B Caminito Street)
FA6590. We regret to announce that this flight has now
been cancelled. Please make your way to the check-in
desk for further information.
2 This is an announcement for all passengers on flight
FA6509 to Santiago. Please proceed to Gate 14.
3 Calling all passengers on flight FA6509 to Santiago.
We are pleased to announce that this flight is now ready
for boarding. Could passengers seated in rows 15–30
please come to the desk with your boarding passes and
passports open at the photo page.
4 This is a special announcement for passenger Maddie
Jones, travelling to Santiago on flight FA6509, that’s
Maddie Jones travelling to Santiago. Please make
yourself known to a member of staff as soon as possible.

3 Students work in pairs to give a personal response to the

question. Remind them to give a reason for their answer.

62
 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

7 Tell students that they might hear the phrases in 1–6 at an

airport. They should match them to phrases with the
same meaning in A–F.

1 C 2 E 3 D 4 A 5 F 6 B

FAST FINISHERS
Write the procedure of going through an airport when
departing or arriving, e.g. You check in for your flight on-
line. If you have checked baggage, you go to the bag drop at
the check-in desk. They check your baggage is not too heavy.
You then go through immigration, where you show your
passport and pass through security, and where your bags are
checked. You can then browse the duty-free shops or have
something to eat in one of the restaurants in the terminal
building. You need to check the monitors and when your
departure gate is announced, you go to the departure
lounge. At the gate, your boarding pass and passport are
checked and you board the plane.

8 Briefly recap what students already know about

Buenos Aires. Tell them to write the five headings in their
notebooks with plenty of space for notes. They watch the
video and make notes. Remind students to write key
words rather than full sentences.

Suggested answers
The city of Buenos Aires: capital city of Argentina,
over 2 million tourists per year
9 de Julio Avenue: one of the widest streets in the world
Teatro Colón: famous for its classical music and opera
Palacio del Congreso: home to Argentina’s parliament,
dome weighs about 3,000 tonnes
La Boca: home to Caminito, famous for its bright,
colourful buildings and Boca Juniors football stadium

LIFE COMPETENCIES
SB P67

UNDERSTANDING CULTURES,
PARTICIPATING WITH CONFIDENCE
9 Ask students what makes a good trip to a city (balance of
activities, lots to do but time for relaxation too, meeting
locals, seeing the important sights but also seeing some
less commonly visited sights, a good place to stay, good
food, etc.). Students work in groups to plan a three-day
visit to Buenos Aires. Students can present their ideas
using PowerPoint or similar, if facilities allow. After the
presentations, students vote on the most interesting trip.
WORKBOOK / Unit 4, page 20

UNIT 4 A TRIP TO REMEMBER 63

 S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K

3 don’t work READING AND USE OF 4 submit 5 season

4 would learn ENGLISH PART 6 5 long- 6 hang
5 need 1 E 6 invested 7 choose
6 would quit 2 D 7 cut- 8 action
3 G 8 attraction
Exercise 3 Exercise 3
4 F 9 members
1 will start / is going to start Good advice: 1, 5, 6
5 A
2 finish / have finished GRAMMAR
3 happens
6 B
Exercise 1
UNIT 5
4 doesn’t rain / isn’t raining SPEAKING PART 3 1 The GRAMMAR
5 offered 2 the Exercise 1
Exercise 1
6 does 3 a 1 had already been using
Agree – location, facilities
7 won’t be able to / aren’t 4 a 2 began
Disagree – reputation and
going to be able to 5 – 3 had forgotten
rankings, cost, job
8 would be / ’d be 6 – 4 had only been playing
opportunities
7 the 5 had completed
PUSH YOURSELF TO C1 Exercise 2
8 an 6 saw
1 C 1 B 9 – 7 had been thinking
2 B 2 C 10 a 8 had already eaten
3 C 3 A
4 A 4 B Exercise 2 Exercise 2
5 B 5 D Countable – virus, crash, pedal, 1 I was tired last night
6 A footprint, resort, voyage because I had been
VOCABULARY studying in the library the
7 C Uncountable – data, cash, stuff,
Exercise 1 scenery, chaos whole day.
8 D
1 experience Both – life, business, room, 2 Correct
2 experiment Exercise 3 land, time, gear 3 We had already eaten a
3 experimental 1 F big steak so I didn’t really
4 education/educator 2 T PUSH YOURSELF TO C1 fancy eating desert.
5 educate 1 lives, Life 4 We had been looking for
3 T
2 gear, gears our cat, Joe, for three
6 study 4 F
3 time, times hours before we found
7 graduate/graduation 5 F him asleep under the bed.
8 tutor 6 T 4 businesses, business
5 I had just finished my
5 room, rooms
assignment when I
Exercise 2 UNIT 4 6 land, land
realised that I had written
1 experiments
VOCABULARY 7 pain, pain about the wrong topic.
2 graduation
Exercise 1 6 Correct
3 tutorials LISTENING PART 1
1 commuters 7 She asked if she could
4 experience 1 C 5 B
2 jet lag borrow my tablet but
5 studious 2 B 6 B I had already lent it to
3 cockpit 3 A 7 A
6 educate someone else.
4 diesel 4 C 8 A 8 Correct
Exercise 3 5 motorway
1 C 6 helmet SPEAKING PART 1 VOCABULARY
2 D 7 departure lounge Exercise 1 Exercise 1
3 F 8 motorists A What do you do in the 1 a real page-turner,
4 E school holidays? – I couldn’t put it down,
Exercise 2 Speaker 3
5 G she got me hooked
1 B B Can you tell me about the
6 A 2 have me in stitches, best-
2 F place you come from? –
7 B selling author, bedtime
3 H Speaker 1 reading
Exercise 4 4 A C What type of holiday 3 confusing, heavy-going,
1 won a scholarship 5 E would you like to go on? tedious
2 a study 6 C – Speaker 4
7 D D How do you usually get to Exercise 2
3 to resit
8 G school? – Speaker 2 1 set in
4 campus
5 dissertation 2 awful
Exercise 3 Exercise 2
6 graduation ceremony 3 deals with
1 last 1 sleepy
7 cramming 4 dull
2 air- 2 boiling
8 lecture theatre 5 vital
3 part 3 tram
6 gripping
4 energy

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 189

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