FOR EXAM SUCCESS with key

and Interactive eBook

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FOR EXAM SUCCESS with key

and Interactive eBook


CONTENTS
UNIT OPENER
nguge ocus: Phasal
1 vebs p5
pc: Histoy of the oou
BLUE
blue an olor associaions
Eam ile xam referee
Lgge : Veb + noun
ooatons p13
 Film
xam file  xam referee
Review Uit 12 (RAN AN US O NSH art 4) pp22
ocus Phases wth
nguge ocus
make and do p3
opc Sat histoy an uses
xam fie  xam referee
Lgge : Phasa
vebs p3
T Canyfoss
xam fe xam referee
NSH art 4) p3940
Review Uit 14 (RAN AN U S O NSH
Review
nguge ocus Ajetve
noun ooatons p41
opc Vantablak®
xam file  xam referee
nguge ocus Copoun
wos p49
opc Re hlles
xam file  xam referee
Review
Revie U it  (REAN AN US O NSH art 4) pp78
w Uit
gge  hasa
vebs p59
T Vitoan anes
Eam fle  xam referee
referee
gge  Aveb 
ajetive olloations p67
pc oney bees
xam fle  xa referee
Review Uit 8 (RAN AN US O NSH art
893 RAMMAR FE I p949 VOAUL
VOAULARY F E  39 RTNG FIE
ARYFE
44 AUDOSRPTS   ANSR KEY (with mt awe) 73 EENG Mie
READNG AND USE OF ENGLSH - READING READING AND USE OF ENGLSH  VOCABULARY
Pt 5 Mutpe hoe pp6-7 Pt  Mutpechoe oze p8
k ocus Ienifyin attte an opinon
oc Unusual natua phenoena
nguge ocus Phases wth pepostions
opc a Casa Azul
ocbuy e pp99
onunaton Wo stess (sfxes)
11 p 3 
Pt6ppedtet p4 Wodton p6
Pt 3 Wodton
k ocus nestnn efeene ves gge  Neatve pexes
opc Kn's Day T istoy of tannn

  e
e pp9697
Ponuniaton Wo stess pefxes
p13 p 7 
Pt 7 Mutpe thn pp425 Pt  Mtpeoe oze p6
k ocus: Reain fo speifi infoation ocus hasa vebs
nguge ocus
oc onesy an white es opc Blak an hie photoaphy
ocbuy e pp9899
Ponunaon Wo stess phas vebs
1 3
Pt 5 Mtpe hoe pp333 odoton p34
Pt  odoton
k ocus Den the eanin of nguge ocus oun suffixes
unfa voaby
unfa
opc: Ebaassent opc he
yPn
ocbuy
ocbu  e Cty
pp000
onuniation Wo sess noun suffixes
1 
Pt6
Pt 6ppe tet pp4243 Pt  Mutpeoe oze p44
k ocus x stut an oheson ggee  eb pattens
gg
p Fshon n blak  Coffee ultue
 e pp1003
Ponunation Wo stess vowel souns
13 3
Pt  Me thn pp0 odoton p
Pt 3 odoton
 ocus Unsanin pliation nguge
ngu  ocus Aetive suffxes 
geocus
op Re lete days opc Supens
ocbuy e pp104105
Ponuniation
Ponuniation Wo stess aetive suffxes
 
Pt6pped
Pt6 tet pp606
ppedtet Pt  Mtpehoe oze p62
k ocus Rephasin, eeplifyn an nguge ocus asily onfused wos
oentn opc usness/oney een pots
opc Geen seen an tehnooy ocbuy e pp0607
onnaton Sent onsonants
p13  3
Pt  Mtpe thng p6869 odoton p0
Pt  odoton
k ocus Paaphasn in questons nguge ocus Aetve suffxes 2
pc avote seasons opc: os; onaton
ocbuy e pp080
p15  onuniaton
7 Wo stess vowel souns
art  4) pp7577
Mi e  em
 

ISTENING READNG AND USE OF ENGSH - GRAMMAR SEAKING RIING

Part 1 utiple choce p9 art 2 pen doze p10 Part 1 Inervi p1 art  ssay p12
Skllfos: sten
Skllfos: stenng
ng for fos Pesent tenses
Langagefos
Langage Skllfos Extendng answers Skllfos Audene, stte
ageement op Seep wth appopate
appop ate deta and and tone
op Out of the bue fle esent tenses 78-79
ammarfle
ammar exmples op Tave optons and
Ponunaton: Wod stess (vebs) op Rotnes and meda prefeenes
Wtng fle Essay p13
p29 p p p
Part 2 Sentence Part 4 ey wor transormatons p8 Part 2 Iniviual ong tu p9 rtng Part 2 Artce p20
ompeton p7 Langagefos ast tenses Skllfos Compang
Skllfos Skllfos ngagng the eade
Skllfos
op mpkn spiefo ues op
stenng Chdhood
fle astbeefs
ammafle
amma tenses pp808 dfferent
op Fe  p Geat
but eated statons Wtngfle
Wtng gfts p14
fle Ate
onnaton used to
p3 p9 p39 p9

Part 3 ultpe pe n doze p28

ult pe matcng p27 art 2 pen Part 3 Colab
Colaboratv e task p29
oratve letter p30
Part 2 ma or letter
fos Identfyng
Skllfos
Skll Langage fos tre forms Skllfos Askng fo and
Skllfos Skllfos Common
atttde op Expedons gvng opnons expessons
op Wht elephant ammafle ute foms pp82-83  p T h
hseekng
seekng spots  p aty sggestons
ojets onunaton Wod stess moda vebs) fle Ema
Wtngfle
Wtng Ema o etter
p56
p33  p p41 p2
Partt 4 ultipe coe
Par Part 4 ey wor transorations p36
transorations Part 4 isusso
isussonn p37 Patt 2 Review p38
Pa
{logtext) p35 L c Reported speeh  c Gvng fl  c Developng deas
 c Identfyng the c Memoabe sghts answers wth exampes and n a paragaph
man dea fle Repoted speeh pp84-85
ammafle
amma ustfatons op  festva
op Coous and gender ronunaton Stress and ntonaton op Optmsm tngfle
tng fle Revew p17
p p9 p4 p2

Prt 1 ultple oie p45 Part 2 pen doze p46 long turn p47 Part 1 ssay 48
art 2 nvual long
Sklfos Intfyng a
Sklfos Langagefos Condtona foms fos Makng
Skllfos
Skll Skllfos Wtng
Skllfos
speake's ppose  p Cabs and abbs speatons ntrodutons and onsons
op Blak day fle Condtonal fos pp868
ammafle
amma  p Ngh c Redng a pollton
pollton n

/
onunaton
onunaton ntonaton tes
  Essay p 13
p29 p p39 p
Part 2 Sentece Part 4 ey wor transormatons p54 art 3 Colaboratve task p55 art 2 Report p56
copion p53 Langagefos Compaatve foms fos Showng how fa
Skllfos
Skll Skllfos Ogansng deas n
Sk fos tnng for p he red apet yo agee or dsagee a repot
spef dets amma le Compaave forms pp8889 op Red tape and les  p Rasng money
op Seng ed Pronunaton Intonaton Wtngfle Repot p8

�
p p9 p4 p2

Part 3 utple Part 2 pen doze p64 art 4 susion p65 Part 2 Story p66
matng p63 Langage fos Reatv auses Skll os Addng deas and Skllfos Sequenng events
Skllfos
Skllfos stenng fo gst op Coo bndness deveopng a dssson  p emmas
op he grass s away
awayss ammafle Reatve ases pp90-91 op Geen spaes fle Story p9
Wtngfle
Wtng
geene ...
geene Ponunaton Pases
p p p43 p2
at 4 ultpe coce transformatons p72
Part 4 ey wor transformatons ar 2 nviua long turn p73 Part 1 ssay p74
ong text p7 Langagefos assve foms fos Ogansng a ong Skll os Connetng deas 
Skllfos
Skll
Skllfos Undestandng op ood stes trn a paagaph
opnons ammafle assv
assvee foms
foms pp92-93 op Coths and tte p Spendng tme otdoos
op rends onnaton Word stress
s tress aary verbs Wtng le Essay p13
p3 p9 p9 p
p

J
EXA IE pp2 n  
  n t   pp6-2 Wt
W t ts  n 2 I pp28- tnn t 4
pp6-4 pn t -4  p44 xm vvw
 

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Acknowledgements
The publishers are very grateful to the followng advisers and teachers who contributed to the initial research and
commented on earier versions of this mateia
Jacky Newbrook
Becerra, B. A, Mariana Gavilan, Charlotte Rowe, ernando Scelzo, Cecila Vega vila, ZacharyWallace
ZacharyWallace

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DavdWillams
Davd Willams 47, Derek
Dere k Trask 29, Dinodia Photos 73, Drling Kndersley ltd 30, Eric Gevaert 4, Ewelina Kowalska 64,
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ro g 112, Jacob Lund 52, Jason Langley 14,Jochen Tack 15, 15,Johan
Johan Nyander 27, Kathy deWitt
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Cat herine Ledner/ Dgital Vision 68,
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van Pantic/
Pantic/ iStock 11, lzzet Ker bar/ Stone 5,Jason
JasonWayne
Wayne Bown/ EyeEM 2,Jovanmandic
2,Jovanmandic/ / iStock 29, kaadaev/
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iStock 20, Kisa_Markia / iStock 68, Kwangmooaa I iStock 109, Levente Bodo I Moment 82, Lorna Rande/ Rande/ Design
Pis 19, martindm/
martindm/ E 57, Michieru/ Moment 36, Mint mages 103, Mundusmages / E 73, oxygen/ Moment 3,
Peter Cade/ Stone 25, Peter Daeley/
Daeley/ The mage Bank 23, PhotoAlto / rederic Cirou 77, RichVintage / E 62, Rob
Ball/Wireimage
Ball/ Wireimage RM 38, Roberto Machado Noa/ Lightrocket 59, Ron and Patty Pat ty Thomas I  7, seraicus/
seraicus/ E 72,
Segio Balivia/
Balivia/ OOpx Prime 23, Simon Mcill/ Moment 55, Stephen Lux/ Cultura 68, Ulrike Schmtt-Hartmann 111,
Valengilda / iStock 67; brary of Congress: Gardne
Gardner,
r, A., photographer. (1865)Washington Navy Yard, District of
Combia ews Paye  sweate, seated and manacled
manacled  Unted States, 1865. [Photograph
[Photogr aph Retrieved from the Library
of Congress, https//wwwlocgov/item/2018672091/ 26; festraw 62 Mary Evans Photo brary The National
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Andre Boukreev 37, ANGUK 31, Bran AJackson
A Jackson 75, Denis Makarenko 54, Diego
D iego Cerv 58, Don Pabo 13, Ekaterina
Kupeeva 15, Erlant R 80, lakov ilimonov 47, Kristin . Ruhs 22, Maen 93, MicheleB 89, Moviestoe 60, nd3000 19,
nikkytok 68, OHishiapply
OHishiappl y 10, Pixel-Shot 31, 31, Romrod
Romrodphoto
photo 112, Sony
So ny Pictures Animation/ Koba 61, tsyhun 101,
1 01,
wavebreakmedia 88, Yellow 17

Text Credt(s)
Article on page 5 rom hey aise the wod
wod's
's happiest
happiest chidren  so is i t time you went Dutch?
Dutch?,, The Tlegrph,
07/0/2017
07/0/2017 (Rina Mae Acosta and Mchele Hutchson, copyright© Telegraph Media Group Limited

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I·E:i)Jf;
0 Work in groups.  Complete the questions with
 Name five thngs you have seen oday that are blue and where you saw them. h� correct form o phrasal
phrasa l verbs
 rom Ex 3 Ask and answer with
2 What eelngs or emoies do you assocate wih he colour blue? Give details a paner.
E ( 1 Work in pairs. Listen to
to two people talking about the
the colour blue  Whch faos eso do yo os
Take turns to choose one of the ideas below and el your paner about it _·  ?Why?
0  th e way pe
pepl
pl e   f why th e lu i't
i't have
2 Do you spend more tme

  at thing
thingss you
see blue a ae  a lg tie
have done, or looking forward to
 h future?
e wh ist se the e why e shae   th e assia
ass iats
ts
l  ste  be is alle  the  ble 3 Wha's te most interesing news
a w yal blue ar ticle
le   yo
you
u've· - 
   
 this week?
e Look at sentences -8 beow
beo w which reate to the conversation in Ex 2 4 Do ou have a friend who
Match the prasal verbs in bold wih he meanings in he box. a diferent
country? Gve details
dscovered exains found by chance invented originated in 5 Whats the most interesting
read read about te ast represe
represens
ns resect ew ac about blue tha you
 from the
 I came across an aticle about the origins and associations of dierent coours conversation in Ex ?
2 If we look back we can trace the history of colours 6 Which of your fiends
3 The Ancient Egytans ound
Egytans  ound out ow to creae a blue aint.  the bes ideas
4 The name 'royal blue came from Egypian times. for thngs to do?
5 Desges came up with be jas i the 19th cetuy 8 Work n pairs. Take turns to tell a
6 The woman wants o check out the
out the article sory ogether usng phrasal verbs
7 The article goes through some associations we have wth the colour bue and  from Ex 3 and others that you
what it stands or know Your turn ends when you use
a phrasa verb
8  look up to eole in blue uniforms
 5

0 ( 12 Listen to two

people discussing rare ID··#itW
ID #itW
natural events. What Identifing attitude and opinion
eents do they mention?
he opnon or attude of a wrter or a person mentioned n a text s not aways
f Tell your paner about something ntroduced by words ke I think/ I believe/ in my opinon
unusual that you have seen or heard Look or ways an opnon or atude has been ephased
about recently Compare your answers Use of a synonym or expresson: I was rustrated by he phone
phone cal = t was
 with the class Think about: a complete waste of tme.
Use of a dferent structure and more deta  was pessed by the colours.
in your area on V
  certainy hadn't
hadn' t thought the reds and blues woud be so efectve.
at colege or work on
online
line
Use of an expanation I doubted his honesty = I wasn't convinced he
he was
 teng the truth
e Read the Exam focus. For statements -5, It s aso mporant to dent whether what you read refects the autho's
choose the corre option (A or B) that
opnon or whether t s reportng
reportng a fact. ook for words or phrases to ndcate
best its
 ths: statstcs show/ t poves/ rerds reva
1 He felt sympathe
sympathetc
tc towards the woman
who arrived too ate.
A It must have been frustratng for the
woman to mss the event.
 She should have made sue she
got here on tme.
 Read the aicle again. For questions 6 choose the answer (A B C or D
 which you think fits best according to the text
2 He was dsappointed by the experence
experence..  What pont s the wrter makng n the frst paragraph?
  reay ddn't enjoy t at al
A He oen takes photogaphs of fowes n dferent
dferent gardens
gardens
B t wasn't as nterestng as 'd expected
B He s more nterested n hs photography than what he photogaphs
3 The wrter was concerned about possbe C He is photographing something that s unusual because of the clmate.
eye damage
D He needs to be flexible when he's working
A We wore speca glasses to
protec our vson.
2 How does the wrter fee about his work?
A mpressed by the amount of money he earns
earn s
 We couldn't see that well
 through the protective glasses  supsed at how oen he has to trave
C grateful or the opportunty to obseve rare
ra re events
4 He is astonshed by the raty of
D proud to be so we-experienced
such events
 hese events are amazng to watch 3 What s the wrter's atitude towards tabloid newspapers?
A He thnks they ae too nfuental
  can't beeve
be eve ths happens only once
 He suspects they exaggerate to atract readers
n a bue moon C He beeves they do not check ther acts
5 Surely, it's neary mpossb
mpossbee for the
D He wonders why they contradct each other.
mvement of the rocks to be notced
A t has been poven that onlookers do 4 When takng about Fre Ranbows the wter egets that
not notce when the rocks move A he cannot expan the reason or re Ranbows

 'd say t  t was unkey that people  he has never seen a photograph o one
watchng could spot any movement C he s unawae how they got ther name
of the rocks D hs chances
chances of seeng one are very ow
5 he wrter repeats the word treated' n paragraph 
EXAM BOOST p10 A  to ndcate tat
tat the experence
experence wasn't mmediately
mmediately enoyabe
  to show that the event had neve
neve happened befoe.
befoe.
0 Complete Exam file SECTION A on C  to emphasse
emphasse how amang the sight waswas
page 0
D  to stress how
how speca the
the event made hm fee.

Read
  the the title
photos. Whyo the acle
do you andthe
think thlook at
e title  6 What does the wrter beeve about the scence behnd are natural events?
A t's always important to know why an event occurs
has a question mark? Read and check  Scence cannot always explain these types of events.
 your ideas C t's nteestng but not as mpoant as the visual eects

D Understandng the scentfc reasons

reasons s not pa of his job.
 6
ONCE INA
Nature photogapher David Smart reects on his job and the rarity of some of the unusual natural phenomena he photographs.
I tread carefully, trying to rush s w o the
beautiul ower a poibe. But  eed to
get n the bst positio to photoraph thi
stuig disly o blue, volt d yellow
hat lls the vew Where m I? I oe o
he royal Lodo parks i sprig? Mayb
h aous Kawachi Fuji ower garde
 Jp? No 'm  te
t e driest pac  he
orld, he Atcam Dest n Chil A i
rn o e is the wderul sight know
s Desert Bloom. I agle my camera, ocus
ad cck Jo doe  ca  stad back
reat  the sct f mllis
mllis of lowers
a oy he momet
Seig a re tura phoe lke he
Deser Boom is i s not a o-o r
r e; I've
I'v e
photoraphed
photorap hed the iagra Falls wh they
were partia
partia frze ve; I'v xpeced
te ir ad woderu rsh f dakss
din a oal eclps I lucky tha my work
as a prfessinal ature phtogaphe
phtogaphe taks
me o world
in the soe ofahe
ad most
d pays amazi paces
reasoaly well
Howe i's the really uusal sghts whch
ature ccasonay prvds r us tha rally
ascinate me. AsA s one o my phoograph
phoographr r
rieds says, It fels a real priviee'
But n reali, jthow ar e evets lke
thse? Tabloid headlins eed to sel copie
ad iply that hey re oceiablue
mn evets 'Nagara Fa cmpetely
on vr', souts
sout s e wspaper,
Speaking or
o r writing
0 Work in pairs and discuss the questions.
1 Which of the natural evets in the aricle woud yo most like to
2 Tell the class abot the most memorabe atural event yo have seen.
LU M?
'The oly ota eclise you'll ee i yur
lifee',', shut aother ad 'Miracle o
lifee
lower i he dert'
dert' say a hird I
I  fact
thse phom, although uusual,
 ot s ulikly as h hype sugess
iagra Flls hae partially roze over
seveal times  wh wid frm frm the North
Ple brug arctic tempratures furher
south ( sympom o cmate chg)
Ad athough aparety iexlibl
hose stuig owers i he deser wll
owe aga i aher ve or ve yeas
Th eed lie  he oil ad will grow
whever thee is a lot o raifall.
Ra, oceiabuemo evet 
hppe ut t is oly y chce ta hey
r ever s or recrded. For example,
ther's o spectaular eve that I would
esplyy lve to se. It' ko as
espl
a Fre Ribow, ut s aually either
either
oeted to re, or a abow! Sad,
Im vr
apar omikey to se oe aywhere
i a photograph. Thee incredible
optl pheomea, whichwhic h appear o e
amazg combinatio  colours i he
sky, ly occr whe here i a ry pecic
combiato o atmsphe
combiato atmspherc
rc codii. I
aditio
aditi o o thi they are ly visible from
hih altiude
altiudes.s.
Beg i te riht place at the ight time
is what a nature photograr lk m
os fo t t does't apen very ofte
t o experiece? Why?
1
 ot m wish oce,  lke th Deert
Bloom t wa i Chile. I was hre o lm
a volcic erupi atVolca Calbuco,
a very agrous activ volco While
lmig, I ws tet t a ae dispay of
volcaic lighig. Ths
Th s i a uique type
type o
elecrical reactio ha happe iide a
great cloud o ash othese kw as as a
'dity tudrstor' I say 'treatd' but the
xeriec ws so teriyig tht my rs
istics were o ru like a T tracio
o photoraphig oe  he greaest lih
show o earh was however very rog
ad hose pictes are amo the best
 hae eer take.
I thik my osssio ith thee rare atural
pheoma shoud be quite lear b ow
I'm very fortuate to have a jo which allows
e to trve to record a may as I ca
The cieti rao behd such evet
are certail faciatig bu for me i ill
alway
The be aot
powerul heir agnice
urprie hat naure beut
cotius
to delver wil ever cease o maze e.
Wheher the are jus usal or truly oce
 a ietime experienes I ca't se myl
eer getig ired of chasig te
Now, mayb ust oe mor poo f these
cedible fowers 
Research another rare event and
 write a fa sheet about it
Present it to the class.
 EXAMTRINE  pp23-24 � 7
 

Work in pairs and discuss the questions.

0
1 Which aists do you ke? Why?
2 Who is the ost e-knon aist in your country?
Why do peope ke ther art EXAM BOOST p2
3 The phoo shos artst Frida Kahlo's hoe. What do you  Complete Exam file SECTION A on page 2
2
kno about Frida Kahlo?
Kahlo?

f � ·1 Listen to a radio broadcast about Frida Kahlo

and her home What three things did the presenter notice
about her home? Q For questions -8 read the text beow and decide which
answer (A,  C or D} best fits each gap There is an
e ( J 4 isten again and choose the correct prepositions. exampe at the beginning (0)
What does the speaker refer to when she uses each
 verb + prepositiona phrase?
What our homes say about us
1 beonged  fom/ to 5 ork at/ on a painting)  ome   mo      (0) _ B 
B 
  w
   w o
2 ovng at/ to 6 added for/ to e   eee   e o
ee o e
ee
3 devoted for/ to 7 appeas at/ to eme me  wo we e o  (} __ oe
4 conssts  from/ of 8 succeeded from / in
o   exae,  we ow    we ome e o
o mo o  qe ome oe m ee (2)__ o 
 Match the senten
sentence
ce haves e we m ee o e   oe  o eoe o e
 L a Casa Azu is in contrast
The deep blue colour of La
(3)    o o e.
2 Kaho had 30 operations on her back and as in  , ee oje  ()  o  e  o ao
 wo e a a e we ae m  (5)   ow e
3 his pain contnued  for the rest
 ee oe oe  o ome  ome
ome aoao ow we
4 Kahlos on painings are on  wa oe
oe o ee   we e
e oee w e ee,
5 lo used he gaden to thnk about her at in addition
Kahlo
Kah  o exame we m  e    wo o () 
 
  
6 Kaho oen ore foers fro her garden in her hair  at
oe o ee O,  we eee   moe o   ome
 o e ex  oae o ome m (7) '
 oae  o
 of her ie.  o oo omo ae e  (8) 
o a omoae   o ,
B to the hte
hte and yelo hoes around it.  moe   oe omoe ee ee
 dispay hroughout the house
D considerable pain 0 A site B place C venue C poston

E  to teaching her students. 1 A litle B east C iniu  ess

F least that appears to be he case in her sefporaits
sefporaits 2 A appeal B inspire C atract  nterest
3 A  final B  tota C ast  rest
 Work n pairs. Complete the questions with the correct 4 A ons B possesses C occupies  belongs
 form of preposition
prepo sitiona
a phrases
phras es from Exs 3 and  Then
The n ask
5 A  fuherore
 fuherore B addition C  togethe  etra
and answer.
6 A ehbiion B galery C dispay  pubic
 Does a visit
visit to a Casa Azul 

 you
you
7 A consst B include C contain  involve
2 In ha career or hobby oud you ost like to
8 A opposie B contrast C variety  dierence
 ?
3 What do you have_
have _ on the alls around  Work in groups Us at east five phrases on this page to
your hoe? discuss these questions.
4 Which pace do you ee that you  What do you think your hoe or your roo says about you?
 the ost?
2 Ho do you thnk your chidhood hoe nfuences your ife?
 5 Would you ike to  
 
 a dierent area?

EXAM  T I pp7S  Exs 1_2  � 
8 TRAINR  � 
1
 

0 Work in pairs and discuss the questions.

1 When was the last time you received some
surprising news? What happened? f Complete Exam ile SECTION A on page 28
2 Has anything unexpected ever happened to you?
What was it?
E � 1.5 Listen to a conversati
conversation
on What unexpected 8 (  You will hear people talking in seven derent situations
 thing happened? Has it ever happened to you? For questions -, choose the best answer (A, B or C)
 You hear a manager talking to an employee Why is she talking
 to him?
A  to tell hm about a promotion
Listening fr agreement
  to persuade him to do some overtime
We oen recognise if people agree/disagree with  to suggest that he does some training
each other, or feel the same when we hear phrases C

like 'Yes, youre right' and Me too. However, they may 2 You hear two peope talkng about surprise paries They both
agree or disagree by simply stating a smiar or diferent  think that surprise paries are
view In this case we have to listen carefully to the rarely successful
speakersrs eg  I'm prety ure thats not going to work
speake A

 hard to keep secret

B: No doubt omething wi g wrong= agreement C  time-consuming to organise
3 You hear a voicemail message Why is the speaker calling?
  16 Read the Exam focus Then listen to six  A  to give an invitation
  to recommend a restaurant
sho conversations. Do the speakers agree (A)

You tohearasktwofor people
a favourtalking about a film What did they both
or disagree (D)? C
1 4
4
2 5
 think about it?
3 6
A The ending made no sense
  ..77 Listen to the conversation from Ex 2 again  One character acted strangely
 Answer question  below How do you know? C The dialogue was too quiet
1 You hear two people talking about a visitor 5 You hear a man talking about someone Who is he talking about?
What do they agree on? A a close friend
AIt's good to see old friends  a coleague
 They like unexpected event a neighbour
CThe visitor was impolite 6
C

You hear two people talking about a news arcle What do they
both think about it?
A
 TheIt's embarrassing to readwas unfair
time of publication
C It could easily mslead reader
7 You hear two people talking about some news theyve heard
about a frend How does the woman feel about it?
A jealous of the plan
B worried about the timing
C shocked by the decision
Speaking or wrtng
e Work in pairs Think of a sho story about an unexpeed or 
surprising event

Q Write your ory

ory Read the stories aloud in class Whose sto
is the most surprising?
 EXM TRAIN  � E  I 9

 
1

Would you say you are an

eary bird or a nght owl?
How many hours' sleep a night do you need?
0 Complete the questionnaire about sleep on How often a week do you get fewer hours than you would ike?
 te right.
right. Compae wit your
your pane How oftn do you seep durng th day?
f ( 19 Lsten to two peope talking about Do you usually all aseep qucy?

1 Which questo on he quesonnare are he

 ther seep
seep paerns
paerns and answer te questio
questions.
ns.
Do you have a set routine efore ed?
If yes, what is it?

2 speake
hheer conve
How aseeepshaehablskangnwgosn?abou
speake
? as h
de beg
e e n
n 
e  g
ga of
d  n g
Do you swch your phone off dung
the night?
Do you sometimes go through periods

3 ow
Wha does
s  h e  h
ge
 oy
' s p oaoy
 em h
and s pa
how e  s
has ? she 
when you hae probems seeping?
Do you usualy remeber

5 Wa
4
ed osuggessolve o?ns has she had? our dreams?

e Read these answers to the questionnare and

complete tem with the correct form of the
vebs n brackets.

T ha's an interesng
interesng qeson.
qeson. 1 1 _

(always
(always/
/ hn ha I need longer n bed b n ac
I 2_ (saly / fee) errble aer 
moe han egh hors

I 3_ (never/ hn) abou ha

I 4  (no/ end) o analyse my seep
paens! I sppose  5 (depend)
I 6 (ge) js he rgh amon a he
momen b some nghs,  I
7
_ (nsh) an assgnmen or
 For questons -8, read te te below and
a nd think of te word wic
college  8 (only/ ge) abo best fits each gap. Use only one word in each gap Thee is an
 ve hors. ha's qe rare, b  deney example at the begnnng (0)
9  (afec) me he nex day
A cure for insmna?
Yes say. B when my bohes home om
nversy he 0
0
 (always/ pay)
msc lody on hs phone lae a ngh and hen
 can ae a whle Is a pan v_
(0)
jmv uuo
T _
mo, h,lm
Im
() Iv
 v.I!mYv,

Somemes  (deam) m mm
    e    
    m , u  
(2)
 - 
-    · 

 
        
 
 
 
 
 m
 v  m Mmmv      


a lo abo my
m y old school recenly hey
1    (bld) a bock of flas on he ()
se and  sppose ha 
some old memores
  (sr p

 mn m Im  
(4)


(5)          
   
   
No enogh Too mch ae-ngh V
v   me   T
(6)

  x
   
 
 
 v
  

(7) .
   
   ,    
4 mean) ony he bare mnmm
B  15 (ge) beer a swchng
o eae Also   (c) back on
 m M  w  (8) 
7
coee
sn a beore bed as I  (hear) ha
good hng
1Do you sped
C  a lo ovmem elook mng a scmeesdudugheday and
Work n pairs and dscuss te questons.
EXM BOOST p4

 Compete Exam fie SECTION A on page 4.

be o e bed? Do yo
2 Would  be dcul o change you scee abs? GGve easons  h  k  aec s you  n ay way
way? ?
 0 EXAM RAINR
   �
p12 Ex 1 0

1
 

0 Work in pairs. Follow the instructions

6
1 Take two pieces o pape and wte down your avourte
colou on one and you avoute numbe on the othe
2 Guess what you pane has wten, then revea you choces.
3 Can you explan why they ae you avoutes?
4 Take a class suvey to nd the most popular colou and number

 1.0 Listen to people taking about colour sueys What's the

name of the phenomenon? What reasons are given for the choices?

E 1 Listen to three peope

pe ope responding to this question about  Work in pairs and take tus to
colours Which two speakers agree? ask and answer the questions
below Remember to:
Do you per bght or pale colous o a droom?
• answe the ueston
• gve a reason
• gve an example and/o nteestng detal
Extending answers with appropriate detail and examples
Gvng sho one-
one- o twowod answers to a personal queston can Routines
appea abupt Look to eend you answes n n these ways: Hw  y   n yr w y)
• Gve a eason o you answe
• Gve an example to llustate you answe D y y y   g
• Gve an nteresting detal  possble y / y n
• Do not gve ahs
nomaton longcandetaled answe
bore you and don't
lstener do n't gve elevant 
D y
 rgl
v
ly
ly
 y
 y
 y
/ yw
  0  y)

di
( 1.12 Read the Exam focus. Lsten again
agai n and decide which D y    l  w   
speakes response is the most approprate Why?  y)
Tll    g V grm y 
ly
 
  E f 
    36 w    y  l g  y
0  y
8  1. 3 Y     f     
1.3 w  y r  lr   l w 0y)
     A       
  f       Y   
 
W 
   
 W 

f   
  f!
 E         E f
Q I    f   W   
        U   
ellll me ab
e abou
outt  
Do you pree to 
lms books ood clothng musc weathe
Books
l me out  boo youv
youv d cnly
n
Dolron
you peere
o redhy
pntd bo or on
C Change paners and ask your questions.
 EXAM TRAINER  p75
-

1 WRITING - Par
Partt 1 Essay

0 Rank these thing i ordr of impoanc to you  Ra the eay again
wen going on hoiday (1 = mos impoant
impoant) . . omplete e
student's essay pa
food shops and markets sightsng wth he wos beow
spots viws nightlif bach
bach tip njoyab aciitis ightif
f Compae yo iea with a paner A your  spors summr varid viws
prtie mar?
Iodcton 1
8 Read th ssay tasks A and B an the student essay. Bothviw
My popu
= 2ar in _ is b
Which task is i answering? Wat da has he Reaon 1 br
3 wath - coudss
coud ss bu sky br 
suden added?
Reason 2 mor4
 and intrsting activitis
In your English class, you hav bn taking about eaon 3 mor 5
cafs rstaurants
travl Now your Engish tachr has askd you to t

writ an ssay. Conuso Sa food 7  mor

8
II I I II II II I I I II II trip
A Is it better to travel in your own country
 than abroad?
Audience, sructure and tone
Wrte about:
1 adenture Whn
ths dtrmins
writing
2 cuture thfor it hasanyatsorma
txt
structur
itton
is impoant
andAs tontoAnconsidr
it ds ssay iswho
radinormation
to cony wiby ad
tachrs
itcar
as y
3 _
_ (your own idea) t is organisd into an ntroduction main bod and concusion
B s a trip to the ocean better than a trp
 to the mountans?
 Read he Exam focus Thn ook a the anguge fatures beo.
Wrte about Whih can ou usuy fid n a s
1 cate
2 actvties abbrviations contractions simp sntncs
3 (your own idea) complx sntncs infora vocabuay forma voca
vocabu
buary
us of 'I and w us of you an
an pop
Student essay
 
     
   W 

 t omple Exam fie SION  on page 16
 y  y     y   or i ps Look t ea tk  in x 3 nd
n d do these thing
    
   Add a third ida
T      Y   
y       y   2 Dcid what you coud say about ach da.
       3 Discuss your own answr to th ssay uston
     4 Mak an ssay pan ik th on in Ex 
      y  
   W o   
     q 
  
Fy    o     Q ie o eay n 140-190 wod.
      .
 .  
o yo  
 y 
 y
 
 . • Structur
Us for
Us forma
mayour
 ang
a nssay
gssay
uag
uag.accord
. ngto your pan n ExE x 6.
 i       ( Swap say wth a paner evew them un e ceks
   y        x 7
o    o     
 o y      
 EXM TRIN  pp
 

·i:MfNl,H¥H
0 Work in pairs. What do you associate with the colour oange?  Write questions using the prompts and
 the collocations
collocations in Ex 3
f � 21 Work in pairs. Listen to a ecture about the coour orange in lms
Does it mention any of your ideas from Ex ? 1 What other colours/ messages/ in films?
2 you/ ever/ conclusio/ you should give
E � 22 Choose the correct alternatives
alternatives to complete these etras from up/ wacg/ a f?
 the lecture in Ex . sten again and check. Underine the whole phrase
phrase
3 What types o film/ you/ endecy 
including the verb.
watch?
 . it's not surprising that orange plays a sigificat act/ role i film,  4 What/ a role i/ atracing/ you/ to
t o the
  blockbusers have a habit/ tendency to use blue and orage to add ciema?
depth to a scene  5 you/ thik/ CG / he focus/ of too
3  the orage in the ski tone of the actors stads out and the actors
become the focus/ target many films?
6 ow scared/ you feel/ whe someone/
4  film crtics have come to the conclusion/ consequence  that orange ad danger/ in a film?
blue is oveused 7 Wa/ sog eacto/
eacto/ ro you/
you/ we/
we/
5  orange isn't oly used i cotras to bue It's also used to convey you watch a film?
a paricular message/ notice without the eed for words 8 What/ you/ the impressio/ a film s
6 He uses orage clothes and objects  to give the impact/ impression that woh watchig?
 here's warmth betwee characters
7  orage might appear in scenes where characters are about to face
C Work in pars. Take turns to ask and
answer the questions in Ex 4
some kind of danger/ disadvantage
8 neg ative answer/ reaction
Ths ca provoke both a positive ad a negative  Think of a well-known film and write
among viewers  fou sentences to describe it using
collocations from Ex 3 Shae them wit
your paner. Can they guess the fim?
 13

 Read the Exam focus. Identify forms of reference in

 these senten
sentences
ces from the post in Ex 4 and say
sa y what
 they refer to.
1 ow relable are they?
2 And what does ths reay mean?
3 owever sometmes an acle comes along whch
maybe gves us somethg to thnk about
4 I fond ths one recently  
5 Check t ot and see what you thnk

0 Talk about the photo above. Say how the people might be BOOST p12
 feeing, what
what type of occasion it might be and where the
celebration might be.  Compete Exam file SEON A on page 1.
f ( 23 Listen to people at the same celebration as the people  You are going to read an aicle about happiness in
in the photo above and check your ideas from Ex 1. How were  the Netherlands
Netherlands Match each
each paragraph heading
 they smilar or dierent?
dierent? (1-7) wth a paagaph (AG)
e Work in pairs and
an d discuss the questions 1 Sharng s carng 5 Too good to be true?
1 Whch celebraton would you most lke to atend in another 2 An otdoor scene 6 Not the oy oes
country? Why? 3 Content wth less 7 Less pressre
2 Note down fve thngs that you
y ou have enjoyed n the ast week. 4 Thnk for yorsef
Compare yor lst wth yor partner's Do smlar thngs make
you both happy?  Read sentences AG Six of these have been removed
 from the aice
aice Work
Work in pais and discuss what the
C Read the post on a forum about happiness sueys What is the sentences might
might be referring to or clarifying
writer's opinion? Do you agree?
 Unusuay Dtch chde do not appea to be
overly aected by ths cocern
 vy
vy  hn ll h h H lll
l  hy B Ths s renforced by the Dutch
Du tch edcaton system
 h ny nn nr n
I h
I n hrn h n ny  hr
 Instead of ths the Dtch beleve n nsprng
 hn nh An h    h lly n In v uny
chldren to eplore the world arond them
 h    h     h   , h
h 
 hn h n  h  J nh ly! Hv  Mms dont do for ther chldren thngs they are
 n l  ln hh y v   hn capable of dong themselves
  hnk  W  u   n xl h E Perhaps the clmate s good or maybe the standard
h u h l   hn r n h v of lvng s eceptonal
 hy
hy  fun
f un h n ny u h uh nn u F Accordng to surveys t efecs the cam that the
hy hl
hln
n hk   n  h y hnk! Netherlands s a very happy naton
G They look aer ther kds on ther days o and help
put the lttle ones to bed

Understanding efeence devices

A wte oen uses ways of referng back to somethng n a  Choose from the sentenc
sentences
es A-G in Ex 7 the one
prevos sentence
sentence or to
t o somethng that s comng up later which fits each gap (16) There is one extra
Ths avods the need for repetton We need to recognse these sentence which you do not need to use
,
referencess when we read Types of reference nclude:
reference
• pronouns eg. he
he they
they t - reerrng to a person or thng Speaking or witing
• t/ 
t / ths
ths  referr
referrng
ng to a cause
cause
• here/there  referrng to a place  Work in pairs Look again at some points mentioned
in the aicle and discuss your opinions
• a nkng word or nta comment adverb that contrasts or nks
back eg however nfortnately
nfortnately unusually  Prmary school chldren are not gven homework
• a eampe o cafcato of what has been mentoned before  Dads play an equal role n brngng up chldren


Two toddlers have just chased each other to t o the top of a climbing
 frame and are pushng to get down the the slide frst.
frst. her
her mothers are
chattng on a nearby park bench. In the distance a little boy wobbles
along on hs bke, folowed by hs grandfather who is pushng a
buggy.. A gang of older chdren comes racng along the bike path,
buggy
aughing and okng
okng hey overtake a young mum who s cyclng
more slow, balancing
bal ancing a baby n a seat on the front of her bke and
a toddler on the back A group of grls s playing on the grass and
not far away, some boys are perfectng ther skateboardng
skateboardng moves
And none of the schoo-age chidren is accompaned by an adult.
Ths happy scene sn't from a move t's just a normal Sprngtime
afternoon in the Netherands. s t too perfect? Realistc?
deastc? (1) _ heir teenagers are sad to be among the
happest in the world and even newborn babes are supposed
to be far more contented and smling than ther counterparts
coun terparts in
diferent countries Of course,
course , the big queston s why? And can
Dutch parenting skls, the educaton system and their general
priorties n life teach the rest of us anythng important?
One signfcant factor could be the Dutch parents' atttude towards
achievement. For them achievement doesn't necessarily lead
to happness, but happines can ead to achievement. Success
starts with happness hey do not push ther kids to earn quicky;
the chdren are allowed to to develop n ther own tme {2) 
Prmary schoo chldren are not gven homework, and readng and
wrting skills are not usualy taught until the age of six. Learning
L earning to
pay together s of frst importance. Carefree chdhood asts ust
that bt onger.
� Do you agree with the statement below? Why?/ Why
not? Give some examples from your own experience.
Achievemennessdoesn'
bu happ ca etadnecessari
o acielyvemen
lead o. happiess,
3 School age chldren
chldren play
p lay outsde unsupervsed
-
Security is vtal for a happy
happy chd, and the Dutch try to
 forge strong
strong famly
famly bonds. For example ts tradtona
 for the
the whole famy to eat breakfast together every
sngle day Dutch
Du tch dads aso play a big part n brnging
up the chldren, takng an equa role in childrearng
and dong household chores. {3)  You're just
as lkely to see a dad pushng a pram or wearng a
babycarrier as a mum!
Another nteresting pont is that ndependence
ndependenc e in
Dutch chldren is encouraged early on. {4)  
They are taught to be selfsufcient and accept
responsbty at an approprate age. Playng outside
unsupervised
unsupervise d often consdered noisy and dsruptve
in other cultures s seen as an mportant stage in the
growng up process
One common cause of dssatisfacton in many peope
peop e
today s an obsesson wth materal thngs. {5) _ 
or the Dutch, practcalty usualy tops uxury and
chldren often grow up wearing secondhand clothes
and playing wth used toys.
toys. Check out Kings
Kin gs Day
celebrations
celebrati ons n Amsterdam  a maor attraction s
the enormous secondhand market where children
become traders for the day, buyng and seling
old toys
Of course, many countres clam to be the happest
places to lve' or have the most contented people' for
a variety of reasons. {6)  However,
However, n the end,
most happy adults start of as happy chldren. And whle
there may be some thngs about Dutch parenting or
educaton that we do not competey agree with
wi th they
are undoubtedly dong something right!
 Wite a comment to post on the website in esponse to
 the aice. Sha
Sharere your comments with the class.
 EXAM TRAINR I pp30-31 �� 5
2
 

VOCABULARY: Negative prefxes

0 ( 2.4 You are going to listen to

a person reviewing a fake-tanning
product. What might it mention? Listen
 to the review
review and compare
compare your ideas.
What happened to the speaker

 ( 5 Read these sentences then listen

 to the review
review in Ex 1 again Complete
 the sentences
sentences with words that you hear
1 Pepe ren't lwy ptient when they
pply  ke-tnning prut They re
en _
2 Se ke tn nt lk nturl
 For question
questionss 8, read the text
below Use the word given in capitals
They lk    at the end of some of the lnes to form a
3 It int gve  regulr veing It gve word that fits in the gap n the same line. There s
n _ veing an example at the beginning (0)
4 Uing the prut n be iult i yu
ren't experiene
experiene t n be hr i
yure   ---
 -- ----
 ----.. r�,
5 Mny pepe werent tiie with the J > 
 \,,
 \
GETTING THE LOOK
eut They were

<f 
 .
 . ;
with
 the reut

8 Add these words to the corre lines.

"==  =  
 
    �--
 �----
--

-•·
  ~
 ~ _ .
.

I/:
L_.

✓
/

 as n a on m snc Coco Can fs mad 

rble ppeling ntente
rret helthy ntereting
beient plite pible
pbbe relevnt epbe
repnible reverible entve
 tlerble
1 UN relibe
2 IM prtil  
3 IN nvenient _
4 IR: rtnl  
5 IS: hnet
 What general rule do you think might
apply to adjectives which take the
xes i and ?
prefxes
pref
 Choose one word with its prefix from
each line and wrte a sentence about
a popular product using the word to
show its meaning
I think t ipible t n  beer
 ke tnning prut
pru t thn 
(0)  FAHOALE o av a an. Bo 923 sunannd FSHI
sn as considd o (1) _ ad HELTH
a sn of ov
ov.
. n Coco Can und om a
(2)  oda w a an and suddny vyon SL
s and on. Docos (3)__ cand oo.  DISE
nsn as a souc of Vamin D. nonay avn
eac odays as (4)  o ma o n  FRDBLE
non cons
n  940s, omn wo w (5)  o  a PTIET
annd oo sad o s a  mad om a as and
av o san  s on. Ts was ovousy macca
 fo a (6)  of asons! B soons  R
cam af an accdna dscovy n  95s  a
(7)         found
 found a a saf cca, D coud SIEE
 usd in a oon o a a an. dca sac aso sosod
d
 (8).  
  
   dama a s ca do o o s REERSBLE
and oday fa an s a mc sa and mo covnn
anav o snan.
Q Work in pairs. Thnk about a product you have recently bought and are
unhappy with. Write or record a review of the product warnng people
about the negatives  to use adectives with negative prefixes fom Exs 2
and 3 Share your reviews with the class.

f Complete Exam
Exa m file SECION A on
 Work n pars. ake turns to choose an adjective and see how quickly your 
paner can make it negative
 page 6.

16 EXAM TRAINER  �]! x 1

 
2

0 ( 2.8 Listen to extracts from a talk about pumpkin spice

and choose the information you think the speaker,
speaker , Josh
is going to give ne.
1 A a description B an oinion
 A a commonly
commonl y known fact B a surprising fact
It's October. The mon wen about 80 pecent
of the pumpkins gown in the USA ae consumed
3 A a history of coee B other examples
But w muc do you knw about the pumpkin?
4 A a list of possible reasons B a solution to a problem
5 A B

Take ou quick

are quiz
True to
andind out e
Decide wic aana descri
defiopinntipiootinnon aanpredi
comp catiionent
staeents whic Fale
Fale  A B

 A B exampl
I Pumpkins are a vegetable. 8 A a reason B an estimate
esti mate
2 A pmpkin featured in th fairy tale 'Sleepng
Beauty
3 Around 15 bilio umpins are poduced in
the USA each year
 ( 9 You will hear a business student caled Josh talking
about pumpkin spice. For questions 1-10 complete
4 umpkins have always been used to ake  the sentences with a word or sho phrase
Jack OLanterns for Halloween
 umpkin pie is usually eaten on Thanksgving
in the USA
P M lIN !(
6 umpin pies taste comes from pumpkin
and spces Josh
usihenlenh
_
humki
mnnumki
(1)
sielhe
nesiisehn
one
hn
ooslenui
olenoee
eee
sieshins
-· seson
(2) seson ou ws  suise o him
Josh un he eisene o umkin sie  (3) 
iull scinin
Josh uses he wo   o esie how
(4) ho w he
 ns he om om o umk umkiin sice.
0
Josh
eesin snseeloelieve he scieniic ie h umkin sice
Work in pairs and complete the quiz above  in eole
(5)

8( 26 Listen to the beginning of a business lecture

In Josh
Joshs ie w  hs een he ies fo
(6)

about pumpkins and check your

ur answers.
in he oui o umkin sie
Eve e ees mke       ou
()  ou he
emn o umki n si e
1¥Hi·31t
L   Josh
le ss
Josh hi n 
ks hee
he lhshcks een
(8)
o   si
sininene
()  inecese
 2000s
o inoumki
umki n sin sicee
toWhen
ologwvwhat
ing inthey'
formatire sayi
on, ang.speaker
They miwiglht:ofen help the listener  wie hn
even he lou ou om sellin in ohe
 eecee o he h eole se usin simil
he ouniies
• signal a change in topic eg Let's sta with // So, what sies in    
  
   o
(10)  unes o es o
about  ?
• signal that key nformation is coming next eg The best
thing about
about a pumpkin s  / Pumpkins arent rom Ireand nd Speaking or writing
They're .  Work in pairs Think of a new food product to market
• use discourse markers and linkes eg Howeve,   / Tel the class what
what it is and why it would be successful.
In actual fact,  / n comparison on
• use sentence
sent ence stress
stress,, intonation and pauses stress key f
pauses to stress Write a paragraph describing
describing the special role a food item
information plays in your culture Say what it is and why it's impoant

EXAM BOOST p30

e ( .7 Read the Exam focus. Then listen to the lecture in
Ex  again. What cues does the ecturer give before giving  Complete Exam file SEION  on page 30.
 the information in statements - in the
the quiz?
 EXA RAINER � 17
 pp6566 �
2
 

0 ( 2.10 isten to a feature on a radio show What did

each caller mistakenly believe when they were young?

8   Choose the corre verb forms Use the Grammar 

I
 file on page 8 to help you Then listen to the radio show
in Ex  again and check
 We' been painting pai nted pictures at playschool
pai nting / painted
when I decided to gve he orange paint a taste.
 I used to/ would
 think that my aunt and
and uncle lived
lived in 0 For questions -6, complete
complet e he second sentence
 the telephone
telephone so that it has a similar meaning to the first sentence,
3 One day, while  chaed/ was chaing
 to my aunt, using the word given Do not change the word given
 asked about lving in the phone You must use between two and five words, including
4  eaised  made/ 'd made a mistake when both she  the word given Here is an example ()
and my mum aughed their heads o 0 Since finding out the truth, Laura has felt really silly
5  found out that my grandma 'd been I was alive for WHEN
 ten years before he invention of TV ..
Laura STARTED FEEL
FEELNG
NG SLLY WHEN she found out
6 . and she ' definitely ived/ was definitey living
 those  the truth
years in colour
1 Julio thought people lived in the TV so he regularly talked
7 My parents told/ were
wer e telling me  could be anything  to them
 waned to be when I grew up .. WOULD
8 I d ofen see/ was oen seeing them swimming around
around
Julio    people on TV
at the zoo and  thought it looked fun
because he thought they lived in there
e Complete the stories with the
th e correct form of the verbs 2 Richard hasnt believed in monsters for years
in brackets LONG
When1 _
When1 1
 (be) realy young, I beieved Its been   
 
 
 
   Rchard
 that my ancestors 2 (ive) in black and believed in monsters
white 3 That day
day was the irst time
time that William realised his
his mistake
mistake
I accidentally ae a pumpkin seed For several days aer, NEVER
 thought that a tree 3   
  (gow) inside me 
Wllam hs mistae
4
One day, aer   (play) outside in the before that day
mud for hours, my mum 5 (tel) me to get
4 ucia thought that her brothers toys came alive at night
changed n the iving room1 6  (refuse)
because  thought the people on TV could see me BEONGED
Once, while my dad and I 7
7  (drive) ucia believed that the toys
at night, I became convinced that the moon her bother came alive
 (folow) us  at night

EXAM BOOST p8  Francesca stated tellig stores before he brother

was born
SNCE
f Complete Exam file SEON A on page 8 Francesca before her
brother was born
6 Luc was on a walk in the park when he saw somehing
somehing
strange
THROUGH

Luc saw something strange while he

      
  he park

 Work in groups What incorre beliefs did you or people

peopl e
 you know have when they were younger? Tell the class
  the best one

EAM RAINER  �6 x, 1-2 �

 
2

0  Tell the class about a time you

y ou cooked or ate
a te outside
8 Work in pairs. Look at the photographs and note down  Work in pairs Student A do the tas Student B listen,
 what is similar
similar and diferent about them  and then answer the question beow th photographs
 Then go to page 110
110 and chang oes
r
Student A, yor photographs show people usng fire n
say
dfeent stuations. Compare the photogaphs and say
how you thnk the people ae eelng Yo have abot one
mnute to do ths

e ( 22 Listen to a woman comparing the photographs

Did she mention the same things as you
yo u did?

Comparing diferent but related situations

We co wo o eee o y w  e
e  w  ee o e
 e T o 
c  e ce e eoe e cvty e wee
eoto e eo e eoe e o oe ec
Ue wo  e o  ee e  eece
Fo exe: Bo oo e o 
 
Hweve e oe oo ow 
oe eece ewee e oo   
wee 
W  coo o o oo  

f Complete Exam file SECTION A on page 38 h y not?)

Student 8 do you enjoy ampng? (hy? / hy

 Work in pairs Choose one

on e of the topics A B or C and
 tel your paner about them, using words or phrases ( Work in pairs Find
F ind two photographs that have a
 for comparing conneion
holiday or inFor example,
a park they the
Compare could both show and
photographs friends
sayon
 wo ce yo've ee  ecey
how the peope in them might be feeling  to tak for
 wo  yove ee o   oc a minute
   wo ce yo've ee o o oy

EXM TRAIN  pp78-79 !� 1

0 Work in goups. What do you thnk makes the best g?

Dscuss he deas below
Engaging the
a / s u uy/ sus reader
s/ as / x  as  yay s a usuay s
  a a
a  ss   s   a
8 Read h advesemen and dscuss the qestons  a as   :
Mae a lst of as ma  s as pssb

A   us

2 a sa
a/
a/ asas
ussy
y
xas  a
T p    g!
p 3 us s aua
aua..
W m  r i? How n yo m r yo y
omon  r ? v yo vr ivn or riv  Rea the Exam focushen mah the ang
anguag
uag -h n he
 r i? acle n E 3 o eatues 3 n he Em oc
Wri n i rin
rin yor i. h 
  on wil   Ipove pa f an ce by png
ih on o w. p ng AD n gap 4
Wht's the pups o each addo

e Read the ae Wha p do the wte gve? A Ls us  yu    y    s
What examp does she gve of a g she gave o s s uys !
eevd? B My a s a a xa  s.
C a  yu   s 
  as y
  yu  a
A GIFT YOU NEVER KNEW OU WANTED
_ . Buying gits s chaenging at the bes
Sock,  te nd  br of op Jt the gft o wnted of imes, but it's even harder when the ecipient already
No I didn't think o hie thee gft e pctc the has everything they need. 2 __
dont mke the recpient jmp for jo, whch i wht 
gret gift doe o h9w cn w mqk tht ppn One thing you can do is o ask them wha three gis
One w  to b n tem the peron never knew the 3
_ woud put a sme on ther ace.
needed The might not get dz wth citme That way you know they ke wha you buy but they
immedtel, bt thell oon be hnk1ng o si get some kind o surprise 4_
enthticll e r tc th
t h pizz co
 boght  pzz-lovng fend Before he opened them EXAM BOOS p18
he'd never known ch thng
th ng eted nd w r
Compete the Exam fe execses o pg 18
zzl
omethingHowever
he reglrl
now hetellcn't
me live wthot them; f Usng yo es from Ex , coose a deent tp o

There re lod of ide for  never knew  needed it' gift
online How bot  mini vcm clenrclen r for or lptop e abut n you own ace
Decde these thngs:
ace  hen me a pan
or n mbrell hndle tht hold o cp o coff
Fnd omethng tht mtche the nteret of the peron • a yu a say au  
 o're bng for nd ore bond to bebe onto  winner
winner • a  yu a   a s a
a  xa  yu 
t mke re o don't • a yu a say au  i yu a  
get ock,  tie or  br • a  a  yu a u 
  aus  
of op Exa us.

 You see the adesement n Ex  on an Enghanuage

webse Wte you ce  4090 wods Ue you 
pan om Ex 6

C          

      

EXAM TRIN  4648

REVIEW  UNTS 1-2

 

READING
READING AND USE OF ENGLIS
ENGLISH
H - Pa 1 READING
READING AND
AND SE OF ENGLISH
ENGLISH  Part
Part·· 2
 2
0 Read the te below and decide which answer  f Read the text below and think of the ord hich best
(A, B, C o D) best
be st fits each gap.  fits each gap Use only one word in each gap
The migration of the monarch buelies A sculptor's home
 The migration of millions of Norh Ameican monarch I'm curently sitting otside La Vila des Briliants, once
buterflies is one of the most stnning (0) -� (0)  THE home of welknown sculptor Agste
phenomena on Earh. In (1) _ to other mmbers of Rodin Rodin puchased this property on the outskis of 
the same species elsewhere, the Noh American species Paris in 1895. By 1900, he (1) 
 
   trned it into
migrates far in winter, taking a jorney that (2)  of a home and a studio where he worked ntil his death
3000 miles They (3)  o in Canada and the US, in 1917 As well as having aond 50 assistants, Rodin
arrive in centa Mexico in November, and etrn in March. (2)     reglarly invite friends,
frien ds, family and art
 The sight of them together in fi trees
tr ees in Mexico is an lovers to visit his stdio.
incredible
  
(4) to witness  The house has been a msem
mse m (3)
 __ Rodins
However, none of the buerlies
buer lies actually make the entie death Photographs wee used to renovate the hose
rond trip The emales lay eggs in Mexico and it's the new
ne w in the latter pa of the last centry, so now we can see
generation
generatio n that heads norh They travel to Texas where the exacty what it was (4)    when Rodin lived
process is repeated The buterflies have a (5)  to stop there. What's special about coming here (5) _ 
twice on their way back to Canada, meaning that it takes for that we can see his most famos woks of ar, as well
generations to compete the trip as (6)  a sense of his daily life Rodin is
Monach buterflies are impoant becase they pollinate buried in the gronds of the house, under a statue of
plants. In (6)  , they form a key pat of the food  The Thinker, one
on e of his most welloved pieces Needless to
chain. They also (7) _ danger fom disease and a loss (7) 
,, this is a pace where arists such as myself 
of habitat However, their forest in Mexico is protected at can pay espects to the man we look (8) _ to.
(8)) _
(8 _
0 A native  easy READING
READING AND SE OF ENGLISH
ENGLISH  Pa 3
natua D plain
C
e Read the te below Use the word given in capitals at
1 A contrast  diference  the end of some
some of the lines to form a word that fits in
C variation D disagreement  the gap in the same line.
2 A involves  consists
C includes D counts
s regifting ever acceptable?
How wold you feel if yo spent time
3 A start  depart
buying someone a gi and then ond
C lanch D leave
out that they went and gave it to
4 A stage  context someone else? Wold you be happy
C spot D scene that it had found a (0)     
IPIENT 
IPIENT  RECEIVE

5 A habit  tendency who wanted it, or wold you think it was

C trend D custom incredibly () __ ? The act POLITE
of regifing unwanted gis is gaining in
6 A addition  extension
(2)    It keeps our homes
 POPULAR
C comparison D conclsion
tidy, saves waste and makes gi giving more
7 A undergo  face (3) AFFORD
C suer D take
However, there are nwriten rules we
8 A best  minimum should follow when regiing items that
C east D part we're (4)     with We
 SATISFY
should avoid passing anything on that was
made especialy for us, even if we find it
(5) _ We We shold also
als o take APPEAL
care not to foget the (6)   IDENTIFY
of the gi giver and accidentally give the gi 
back to them Giving anyone the opponity
to discover their gif was nwanted is
() 
 and alowing alowing it to SENSITIVE
happen is (8) RESPONSIBLE
 21

.

READ
READING
ING AND USE OF ENGLISH
ENGLISH - Pa 4 READING
READING AND
AND USE OF
OF ENGLISH
ENGLISH - Pa 1
0 Complete the second sentence so that it has  Read the text beow and decide which answe ( , C o
o  D)
a simiar meaning to the irst sentence, usng best its each gap
 the wod given. Do not change the word given
Tips for makng your own sho flm
You must use between two and five words,
including the word given
given  Hee is an example (0) These days t's easy to make a fim You dot need to (0)  B
expensive equipmen, you can simpy use your mobie phone
0 We couldn't see any whaes on our boat trip. Star by (1)      up with a good idea You can (2) out
UNABLE sts of ideas onne to give you nspiration A good script can make
We WRE UNABL
NABLTO TO S_ any whales on a the derence so before fiming your script should become
 he (3)  of you time Keep i simpe and (4)  on
our boat tip.
deveoping one chaacer we n the shor time you have
1 y hasnt taken karate essons since she was 6 Seec appropriate venues fo fiming Avoid paces where you
WHEN be (5)  by peope who turn and stae at the camera.
ily   _         
Lily     sh
  _      she 6.  
wass 16.
e wa Make sure there's nothng unusual in the (6) o distrac
2 The outcome of the meeting was unexpected
 from what he main actors
ac tors dong And make sure
s ure he ight is
righ. You wan to gve the (7)  of depth no have srange
TURN shadows coverng the actors face Fna when youve fished
The meeting didnt  fmng and
a nd edied your work
wor k show it to riends
rien ds and get some
we had expected  feedback o fim-maker can (8)  n the fim industry
3 The prce of petro went up again a moment ago wthout that.
JUST 0 achieve
A B purchase C nvest  earn
The prce of petro
petro   A staing B  thnking C gong  coming
again 2 A check B  figure C oo  make
4 I was on a sking tip n the Alps when I met om 3 A aenton B  focus C  targe  araction
WHILE 4 A work B  take C brig   try
 metTom
metTom   
   sking 5 A contaned B grouped C cosed  surounded
in the Aps 6 A window B condtions C backgound D context
5 You must subscrbe to use the music site.
7 A image B atitude  impression   theoy
HAVE
8 A accompsh B win  overcome  succeed
You have    
  use the
musc ste. READING
READING AND USE
USE OF ENGLISH
ENGLISH - Pa 2
  oen chatted o an invisibe friend when  was
a chid C Read the te below and think o the word which best its
each gap Use ony one wod in each gap
USED
an invisible fiend A festival of color
when I was a chid. ts eary March and peope in ndia are preparng
(0)  OR
OR Ho a spring fesva which sgnals the end of
wne t's an even which has been (1)         place for
centues and one whch (2)  aractng moe and
more tourists from around the wo
On day one of the festiva towns and ctes become awash
wth coour People light bonfres and pay musc, sing and
dance They pace coloured powder ()  each
ohe's faces and hrow some of that same powder in the air.
Cooued water adds (4) the fun too Vey qucky
peope are coveed
covee d n a varey of coous
coou sThe pont of this is to
(5) he impression that they (6)  a
equa. Day two s a much quieter aar Peope (7)       
a tendency to spend t with famiy aer they've ceaned up
of course.
f you have (8)  attended Hoi, you'l know that
it's not a pace to wear your best cohes. ts aso a good idea

1·®41iJ@f
iJ@fM,
M,
0 What do you know about salt?
8 ( 3.1 Listen toto a talk about the impoance and history
of sat and answer the questions
1 Were your ideas mentioned?
2 What uses does he speaker talk about?
3 Where does salt come fom?
E ( 3 Match the sentence halves Then lsten again
and check
1 We can't do without
2 It does us good, although
3 It made the dference
4 People would trade and
5 The rich made a
huge profit
6 Sat producton was all
7 These od salt mines
have been
8 There is even a hoel
 to pace oi on your skin so that t doest
otherwise it can be impossibe to remove
A make deals using salt
B made into tourist
atractons.
C too much in our diets can
also do us harm
D salt in or daiy diet
E completely made of sat
F done by hand then
G between life and death
H from selng salt
d oest absob the powder 
C Complete the sentences with
with the correct frm of 
phrases with e and  from Ex 
1 Think of somethng we usualy throw away that could
be _  
    
   something useful
 
2 Name an activity that we should avoid because it
3 Name three things in this room that are
dierent materials
4 What can sometimes 
 
between passing and faiing an exam? Why?
5 Name somethng that you couldnt
for a week
6 When did you last
with someone to do something in return for
somethng else? What was it?
e Answer the questions in Ex 4 and compare your 
answers with a paner Find the most interesting
answers in the class
 Work in pairs Write three sentences using phrases
with ae and d
d  from Ex  Two of your sentences
sentence s
are false and one is true Can your paner guess
gue ss the
 true sentence?
 23

3
 

It's a serious topic - lying, but or me theres quite a

dierence between an outright
outright lie one
o ne that benets
nobody apart from the liar and those whte lies that many
of us tell quite regularly or dieret reasons.
 was taking to some riends the other day and one, Dan, s
studying psychology He pointed out that th at many people who
oten tell white les have a particular personalty trait. They
are actually more compassionate han others. Accordng to
Dan, theres a prope
properr term or t  rosoc
rosocial
ial deceptio
deception
n  and
 there are wo types One s al abo encouagng peope
lke saying 'youre doing great when they might not be!
And the other is to prevent people gettng
gett ng upset. So,  you
really dont like someone's new gasses you might pretend
 that you do Saying they ont
ont sut their face and make them
ook too
t oo seous would make them feel bad
O course
cou rse it's also all about wantg to be liked ourselves
isnt it? We want to be the nice guys. ome peple might
say that we shouldnt always try to do the nice thing and
 that its
its better or people to know the hard truth. But Im not
0 Discuss the question with a paner, giving
gi ving your reasons sure. Anyway nex me someone
someone accuses me o not telng
t elng
and examples.  the truth I shal just say that  cetainly wasnt lyng I was
just being prosocially deceptive So
So  how many prosoca
How far should
people? Why? we be completely honest with these deceptons have you told ths week?
wee k? Let
L et me kow

our chidren our parents and sibings ou riends

peope n authority our boss and coleagues

8 Work in pairs A white lie is a lie we don't consider ve

serious Think
Think of three examples
e xamples of white lies many
people might tell regularly Think about these things:

on social media appl  ying for a job

r etur ning something to a s
 sh
hop
smethi ng
when you don't want t o do
Share your ideas with the class
e Read the Exam focus then read the bog above and ind
 the information 1-5 Do this as quickly as you can and
and

iH·31f compare your time with others ini n the class

1  the scientific term for telling white lies
Reading for specific information 2 how the witer earnedabout this
Sometimes we need to scan texts when we're looking for
3 how may types of white lie the term covers
ceain information. Consider these points
4 how people who tel white lies are sometimes described
• We need to have an idea about which section of a text
might contain the relevant information
info rmation Think about the key 5 an exampe of an object that someone might ie abou
informaton we need to find and read quicky to denti
 the area of text we need to ook at more
more careuly
 Read the introduction to the aicle and look at the
photograph Scan the paragraphs (AD) and decide
• We dont necessarily need to read every word Ignore which one relates to the photograph Which words
words you don't
sentences now and
Look quickly don'tfigures,
to find try to anayse compe
names or words helped you decide?
relevant to what you are lookng for  Work in pairs Discuss what white le the peon might
• he inomation we'e ooking fo may not be phrased in have told
  the way we are expecting
 Read the exam task in Ex 7 and underline the impoant
words in the questions that will hep you identify
ide ntify the
relevant information
24

3
 

I So, yu think that twisting the trth a little doesn't really matter?
Read abut four people whose white lies had unexpected
Take Alice for exaple 
unexpec ted consequences.

A C
I was just mrried, nd dsprtly
wntd my nw mother-inlw to like
e. So whn sh sked f y opinion of hr outfit t
 fmily dinnr, I ws full of dmirtion. No wy ws
I going to tll th truth! Th drss ws purple, flowry
nd compltly outdte. Instd I told her how lovly
incident unti
it ws. Id comptely forgotten bout the incident
sh gv me  birthdy presnt  few onths ltr  n
idnticl purpl dess. She sid it ws bcus I'd I' d clerly
dmir hrs nd she ws looking forwrd to sing m
in it t th prty.
prty. I wor  it nd htd every minut of my
pry tht yer.
yer. I much mr crful thes dys bout
th white lis I tl And the dress? W unfortuntly
it somehow shrnk
shrnk in th wsh nd I hvn't ben bl 
o wr it gin .
My young son hd ben looking forwrd
8
to his first sports dy t primry school
for wks nd Id promised to b thr chring hi on.
Thn th weknd bforehnd I chckd my work diry
nd rlisd Id gred to ttnd  eting tht sm
ftrnoon f I didnt go to sports dy I would b ltng
don my son, but if I din't go to the eng Id be ttin
tting
g in the ft I dfinitly shouldnt hv prtndd I could do it Tryng to
down y boss. Wht I should hv done ws dit my
mistke nd sk for he ftrnoo off. Instd I clled in
sik nd I went to th sots dy I ws
w s so proud when
Dnny on his rc though lso  littl guilty bout t
meting. Th problm ws, I took Dnn y nd his friens
for n ic rem in the prk ltr nd Im prtty sur
I sw y boss c go pst. He wts to see me ltr
n I think  know why.
It ws ony  vry sll exggertion
exggertion rlly
rlly Wll OK
it ws more of  li  but not  big serious on. I ws
pplyng for my prsnt job nd listd my hobbi
hobbiss s dr crosscounty
running trvlling
trvlling  nd th ddd grdning bcuse
bcuse I thought it ws
 bit iernt. I vn mentiond tht Id won n wrd.  Truth ws Id
won third priz for  minitur grden t school when
when I ws eight nd in
fct my mu hd done ost of it. So, whn my ofice wnted ids bout
dsigning  new otsid spce for our building guess who they cm to
for dvie?
e? I could have led gin nd  sothing
sothing up but I cm
cln Luckiy vryon ws good bout it nd w hd  lugh shing
storis of othr white lis tht hd hd cosquncs lter on. It ws
Shkesper who sid th truth will out wsnt it? e ws right
D
I hd no ide wht sivr serice
serice ws  but I sid I did
whn I ws being inteviwd for  job s  witer
rcnly. I thought it would b somthing I coul pick up s I wn t long
ftr ll it wsnt
wsnt s if I ws n inxpercd witer
witer  I hd srvd in
resturnts bfor. owver I totlly underestimtd the diffrenc
betwen witig tbles in  sll Itlin resturn ding minly with w ith
izzs nd pst dishs d the rthr mor upmrkt
upmrk t hotl I ws
w s going
for It turns out tht silvr srvic involves using  silver srving spoo
spoon n
nd fork n th right hnd to srv vgetbls or met fom  dish held
mnipulte evrything t th me tm rsultd  my dropping th
serving dish nd covering  customer with
butterd pottos. I lstd
prcisly on hour!

Speaking or wrting
Q You are going to read an aice about
abo ut teing white ies. For questions 1-10, 0 Discss the folowig
choose from the sections (A-D)The sections may be chosen more than once Wose whie lie do you tink was
Which person te worst? Wy?
1 wanted to impress a relative? □ f Write about a white ie you or 
2 was unable to coinue i her work? □ someone yo know told that had
unexpected consequences
3 lied wen faced with a diicul coice? □
4 corrects erself wen describing te seriousness of her lie? 
5 endured a diicult social eve to maitai a lie? □
is still uaware o te cosequences o er lie? □
6
7 confessed to having lied before it was discovered? □ 8 Complete Exam ie SECTION A 
on page 14
8 assumed someig that turned out to be wrong? □
 9 didn' ejoy an eve completely as a esult o er lie? □
10 chaged er atitude to ying as a result of an experience? □
IxAM
AM  TA
TAIINERER  p3p36-37
6-37   ��  2s
I -
 

f For questions 1-8, read the te below

and decide which answer (A,  C oo  D)
best fits each gap There is an example
at the beginning (0)

BRINGING HISTORY TO LIFE

THRO
THROU UR
0 Work in pairs and look at
a t the photo above. Why do you        
 think people take photograp
photographs
hs in back and whte?   

 (0) _Q 
   .  (1)  , 
8 ( 33 Lsten to a photographe talking about his work l   l l   
Why does he take black and
a nd white photos? What does he  (2)     
say are the key benefit and the key chalenge?   l   L ll
e  34 Choose the correct word toto compete each   l   (3) 
phrasa verb in bold Listen and check      l l 
      l 
1 Everything
Everything n whte eally stands in/ out
ll  l  1865
2 You can get away through/ with awful colou contasts.
Cl      
 That makes up for/ wth the pepaation nvolved.
nvolved .     C  
 You eally have to think  you photo through/ up befoe (4)    l      (5)  
 you take t.
  l   l    
5 This means figuring  the tones n/ out before you take    l    (6)   l
 the photo  O    l  
6 Rushing a shot aey pays on/ o         .  
7 Photos with ites aey live up for/ to he same sandad        l ll (7)  
as those without. O  l q   ll  ll 
8 I messed in/ up a ot of good shots ealy in my caee  l   (8)     
 l     
 Match the phrasal vebs in bold in Ex  with definitions
AH below Which phrasal verbs need an object?
0 A among B  though C  with  between
Which can be separated?
1 A contast B dieence C compason  ddition
 undestanding E conside caefuy 2 A achieve B manage C succeed  pu
B uned F each an expected level
 A stood B  tuned C bust  made
C is easy to notice G mproves a bad situaton
 A  thnk B  gue C  fill  leave
D do something without H has a good esult
5 A countng B  tusting C using  eying
issues
6 A pen B hand C ink  machine
Q Wte at east four sentences
sentenc es that are true for you using 7 A gets away B makes up C comes up  lves up
phasal verbs from Ex   wth  or  with  to
The eo I put in at wok is fnay paying  8 A mpove B aemp C  wok  y

 Work in pairs Tell each other you sentences and add
more infrmation Ask questions
he eo  pu n a wok s naly payng o. I'e just
been ofered a promotin.
That's geat! What wl you new positon inolve?
 Work in pais What are the pros and cons of being these
 types of photographer? ry to use phrasal vebs from Ex 
in you discussion
photo ounast ashon phoogaphe
 food photogaphe spors photogaphe
 weddng photogaphe
 A fashon photogaphe cn mess up a shot and take t
 Compete Exam file SECTION  on page 2 but a spos photogaphe cant.

26 EXAM TRAINER  pB xs 3-43-41

1
 
3

C ( 37 Lse o six speakers. Choos

Choos the corrct
aernativs
Speaker 1 is A frustated that reseach
reseach was't carried
carrie d out
B angry that obody wats to use the mall
Speaker 2 is A mpressed by the structure of the buildig.
B astoshed that the buildig work is
icomplete
A
Speake 3 s excted about the mal facites
B determied to lear moe about the mall
Speaker 4 is A surpised that the mall is gettig busier
B delighted that more peope ae vistig
 the mall
Speake 5 s A fed up that moey
mo ey is spet uwisely
B pleased that moey is
i s spet o ecessay
0 Read the iconar definiion below. Why mgh  thigs
a shoppng mall lke the one  te photo be Speaer 6 is A disappoited whe failures cosistetly
a e epha? occur
B mpressed whe people aempt to make
I
white elephant noun [countable]
1
a dream real
a building, structure or possession whic cost a lot
 ( 38 Listen agan. What anguage helps you with the
of money but is useless answers to Ex 4?
The Empre Stae Building was considered to be a whie
eephant for decades with ony a ffh of it in use.

f ( 3.5 Listen to Fay talking about the mall.

mall. How
How did   39 You will
will hear five sho extracts
extracts in which
which people are
she fee about the ma when it was first
fi rst buit? How  talking about city projects. For questions
questions 1- choose from
does she feel now? Choose from these feeings.  the list (A-H)
(A-H) how each speaker
speaker feels about the proje.
Use the eers only once There are three extra leers which
amusemet determiato disbelief you do not need to use
fasciato elief suspicio
A hopeful about the poject's Speake  
future success Speaker 2  
B curious about the desiger Speaker 3  
C aoyed by a waste of time Speaker 4 
Identifng atttude
Speakes ge cues abou te eegs o a topc though
D releved by a decso Speaker 5 
E surprsed by the lack of fudg
 the words they use ad their
the ir setece stress/itoatio
Fo example: F puzled by the sze of the poect
None of us could quite believe t whe it was  first buit G disappoited by the demad for faciities
(disbeief) H impressed by the ogaisatio of fiaces
 but thank goodness,  thigs are improving no  relief)
Speaking or wrtng
e  6 Read the Exam focus For questions 1-4  Think of a successfu or white elephant project
project in an area you
isten to two speakers A and B and match them with know. In groups discuss why it's (unsuccessful.
 the aitudes What helps you?
E Wrie  forum commen giving you opinion
opinion n  ral or
1 agry _
_ peased     imaginary whie eephant pro ject Say wh t is ad why ou
2 fed up-
up- ·
·
 surprised    lk or disike it. Shae you cmmen wih e class
3 excited disappoited  
4 impressed     suspcous 
  Compee Exam file SECTION A n page 2

EXAM TINER  �b x 1 � 27

3
 

0 Work in pairs and answer the questions C For questions -, read the tex
te x below and think of the
1 Do you have plans o rael somewhee interesing oer
 word which best fits each gap Use only one word in each
 he nex few monhs?
gap There is an example at the beginning ()
2 Which par of he word would you mos like o
 o visi? Why?
 Woud you like o go on an organised expediion o an Away from it all
unusual place? Why?/ Why no?
no ? So, (0) WHAT you
(1) _ _ are
ikeyour
mortravel
moree and plans
more this year?
people
f Look at the
t he photo below from
from an adveisement for an be spending your money on an expedton? In I n today's
expedition. What points might the adveisement mention? fast and noisy world this type of break s becoming
Read the adveisement and check your ideas ncreasngy popar (2)  a age goups.
Opportunities for physica chalenges (3) 
HUSKY SLEDDING IN SCANDINAVIA as trekking through mountains
mountains are easy
eas y to find People
are also opting to visit
visit paces to see anmas that may
Have you ever looked at photos of teams of beautiu huses, become extinct within (4)  few decades
pulg seds acoss spang, uouched we snowy Whe the accommodaton on many of these terestng
ladscapes ad eved the people o the sleds? Wel that coud packages may be much more basic (5) _ _
be you! ee at Expeditios o a Lietie, we ru eight-day
we have become
become used to the cost can c an actuay be much
sledd tps though Noway ad Swede. Sg up ad  a
higher People are prepared to pay a ot for a unique
ew oths, you'l be expeec the agc of these witer
woderads for yoursel Youl mae ifeo fieds ad wok
experience t t w be interesting to see (6) 
 
ths dese for
for experence takes us n the future Perhaps
wth afcet dogs Ad by the ed o the expedto youl the cost of hoidays in space wi have come down and
have ecoutered ad ovecome chalees both eal ad
physica Ths
Ths expedto s ot for
for the fathearted  t w be a visit to the stars wi (7)  accessibe to
cod, it wl e exhaust, i wl be dfficul But t wil be a the average person. Who knows? ts (8)
expeiece ie o other Ae you up o it? Cotact us ad wel to be inteesting to se how f the trave industry w
sed you deas What have you o o ose? eventually take us!

e Why is the expedition not for the faintheaed? peaking or writing

writing
� Listen to a woman talking to a friend about the
3.10
 Work in pairs Pan a threeday expedition to a place of 
expedition
expedition What is her
he r main concern? your choice ell another pair about your plans and make
 Choose the corre alternatives to complete the era predictions about the trip Use a variety of future forms
infrmation from the expedition organises Q Work in pairs Research or imagine another expedition
1 You' bemounan
aude sleeping/ens have been sleeping n high
II o seen nghs as pa o holiday
 the classand
andwrite an adve
find out whichfor
fooner itmost
Sharepeople
your adves
woud liwith
ke
ke
your experience.  to go on
2 he flgh leaves is leaving a 830 and ands/
I
is landing a 030
 You II be/ are cold and red a he end of each day
because you sled/  have been sledding for up o
six hours by he ime we sop.
4 A members of he group know we meet 're meeting I
in he depaure lounge half an hour before ake-of
5 By he end of he rp you' have been covering/
 have covered approximaely 250 km.
6 Because of he populariy of hese expediions,
're
 o addgoing
o ourtoprogamme
look/  have
for looked
or oher locaions
nex year.
  Complete Exam file SEION  on page 4

28 XAM A   Es 3

EXAM BOOST p40

t Compete Exam file SEON A on page 40.

8 Some peope think it's a good idea to try dangerous

spos and other peope disagree. Here ae some things

 they thinkhave
First you abot andtime
some a question
to lookfor youtask.
at the to discuss.
0 Have you eve tried or would you like to try the spos in Now, tak to each other about whether its a good idea o
 the photos? Why?/ Why not?  try dangeous
dangeous spos.
e Work in pairs. List easons
eas ons why peope might want to do
a dangerous spo and why some people wouldn't.
 Read abot a man's white-water rafing experience.
          h    h  i  
  n    nn G nh
Does he mention any of the points you listed in Ex 2?

WhachawhatteIandgehaexiarp-nredacisIteicendg.tIeawaxinpseyrifienonundCacen! oneIadwaasionliothookjusinitdgwaayfoswirna'tthquite  y

  fourtfseroieurmenmiownssdscctanhoairdsnseitgdd:a.wetBihfhioeguhidrewhiminednedsdivtteanSo,ifkrgweethyraietweItdcTherskbertdeeaafrstctodaienarddgen.grgsdButoeheeweunuraanltmtsdhcpTheeodtusorcltdegssdimpoadodenptwisdntegondidcranadonnsdt hin   yy
wanaBuststouryexrahpiiniaderxsaptiTheenrgieandincdenghygasovonegoussthowearagrppedeawhedt rbeusnthwweofe ahindtrroseckonmeasinaend Now yo have about a minute to decide wich is the
most impoant thing to consider when planning to try
dangeros spos.
t ry

Iabutnwaywsdhethhurreo,wtwemyinhataondkthteoeacawandlteoutber cI atshturesueegmglweeedrgweteonrcyethmiesreievrsveirfcrbaeosmntok  Compae yor decision with the rest of the class and
explain yor reasons.

heII swoultiptIhdkinndekowfitinsweiteimyspogohoulwhiadntntetohatwavaketeeberrisraekfnstinfsrgoomathgtoughtaiminetbutloestimonl ebuty Speaking or writing

writing
0 Work in pairs and discuss the
th e qestions.
1

(
after some training and with the right safety precautions 2 Ayyyy/y/yyy
3.11 Listen to two extracts from discussions about
doing dangerous spos. Which eract shows a bee
discussion? Why? Q Research anothe extreme
spo. List some
possible dangers
and what safety

y My
Asking for and gving opnons measures can
be tak
taken.
en.
Tell the class

  y /  y  and vote on the

iskiest spo
 to do.

YDyyy?H y yy   y 

   / F / My   /  y   
EXAM TINR  8485
 

0 Work in pairs. Read Dylan's email to Mara about their friend

fr iend E Read the Exam
Dan What ideas would you give him?  focus Then, put 
 the words in
. From: Dyan order to form
Subject: Ceebratio useul expessions
 youhear
youhearfrom
from  to great
I I I.
H Maa, 2 must
must the
 the confusion o
confusion oapoogs
apoogse
e I
I'm wg  ask  a avu. as lavg f hs w j  3  I
Wh Pas s ad I wa  hw hm a avg pa  4 popose
wait see toke
Itocan't
kean
I I an todea
I you!would
wouldI
wkd. Yu ga wh hs hgs Wha yp  pay
cud  hav? Hw shud  gas h d?
5would likerequest
likerequest to toIa refund
Hp  ha m yu s!
6 should
shouldaa tryyou
tryyougivegive it
7suelove
sue love  youllImit
mit that
 that
ya 8 beieve
beievebenefit
benefitI you companywould
I wouldII I

8 Read Maras reply and

an d answer the questions.
C Is each phrase in Ex
E x 3 formal or informal? What is its
purpose? In what kind of email might you use it?
1 What is the purpose -to
- to describ,
describ, suggest o give news?
2 Is it formal or infomal? How do you know?
3 Whats the purpose of each paragraph? 0 Compl
Complete
ete the Exam file exercises on page 20
20
 From: Maa
Subec Re: Ceebao

H ya  Work in pairs Look at the exam task elow What o

 hk hwg a pay  a s a vy da ad m ay questions do you have to aswer? What suggestions
happy  hp. a  cm?! could you make?
Th a ads  d yps  pas yu cud hav You have received ths emai fom your Engish
Facy dss s fu v g a ga za csum  yu acy speaking fiend Alx
g h ack gs Jkg asd a wk pay s g
ugh  pp  d a csum. Yu cud hav a d . From Aex
pay wh h guss a a  wh. (h Pas g ?!) Subec Ceeb
O  cud g my kaak mach ad w cud hav
a kaak gh. 
As  d yu shud mak  smp. Yu cud ppa h  us g a pm a wk s g u ad
gds  acs ad pu hm  h a  v ca Wh sha w g? Wha sha w d?
  pu gh. Aavy suppy h ascs f a acu
 m kw!
ad ask guss  g hgs ag  g. Yv g h
pc gad  . A
Ayway hp has hpd. L m
kw wha yu dcd ad wha I ca d.  Plan your email reply to Alex
Maa • Decide how to sta and end your email
• Decide on a suggested plac and what to say about it
• Decide on a suggested acivity and what to say about it
• Note down useful infomal phrases to use
Common expressions
We use common expressions in messages These are nformal f Write your reply in 140-90 words. hen use this
checklist to review and improve your email
email
when writing to riends and famy and oma when wrting to
peope
Inormalwe dont know e.g a jobFormal
application. • Ive answered
stared andboth
ended my emailin the
questions appopiately
exam task
Im witng to (ak o a favour) I a wring o apy
apy r/ • Ive organised my ideas into logical paragraphs
 ompan abou  ) •  ve used inormal phrases appropatey
Hop tha hlpd
hlpd I ho  hav e o omhelp
om help
Hop to hea
hea from you soon I ook oard  har
haring frm yo
yo
30 EXAM TRAINR  95

l·i=Mft
0 Work in pairs. Try to complete the facts about candyfloss
candyfloss  Complete the questions wit phrasal verbs
 from Ex 3 i the corre form.
form.
FIVE F ACTS Y OU DIDN'T
'T K  ABOUT  CAN DYFLOSS 
 K NOW  A  Woud you survve  you had to
food you grew or found
1 A typical serving contains about _ calories. yoursef?
2 A serving contains less sugar than a  
 
 2 What unheathy food do you thnk you shoud
3 There's no  , choesterol or
or  n it _ because you eat too much
of it?
4 Makng candyfloss is smilar o making 

3 Have you ever eaten ood ae it's
5 The first candyfloss machine was invented by a     or pasits se-bydate?

 Do you et hot drinks

8 � 41 Listen to two friends talking about
abo ut cadyfloss and check beore you drin them?
 your ideas 5 Do you usuay 

  evey
evey bit of
e( 2 Replace the words in bold with these phrasal verbs
hen, isten again and check 6
your mea?
How oen do you  takeaway
food and eat it the next day?
cools down cuting down on eat out eat up 7 What food or drink could you
go for go of heat up ive on  right this minute?
8 How oen do you  at
 Haven't you finished your burger yet? Come on, consume it all! restauants?
 You can't eat ony  and nothing else It's just pink air.
3 It doesn't become bad to eat either!
 Work in pairs ake turs to ask and answer 
 the questions i Ex 
 Because you increase the temperature of sugar and met it?
5 The sugar then gets colder 
6 Anyway as we don't have a meal not at home very oen, 
 7 I'm reducing my consumption of sugary food
8 I coud choose a bote of wate though!
0 What do you do when you're embarrassed?
8 � 4.3 How would you react in these situations?
Listen to three people describing their eactions
Match speakers 1- with
w ith situatons A-C Are the people's
reaions similar to yours?
A One of your parents meets your new frends for the frst
 time ad speds ages
age s telig them all how cleve, taleted
and wonderful you are.
B You see someone you thnk you recognse and wave mady
grn at them and say 'H!' loudly When you get closer you
rease ts not who youd thought
C Youre takng pat n a stage peormance and n the mddle of
an mpoant speech you competey
comp etey forget your nes
Deducing the meaning of unfmiliar vocabulary
Oen t s not necessary to understand every word to make
sense of a text owever sometmes you need to understand
 the genera meang of a word
wo rd o phrase becase
beca se t t s central to
understandng
1 Ignore the tem(s) you dont understand when you frst read
 the text Try to understand
unde rstand the genera
g enera meanng o the text
tex t
2 If the word s mpoant dentfy the part of speech
3 Does the word or phrase contan a root or a word that you
know and mght hep you work out the meanng?
4 Look at what comes before and aer the word Are there there
clues about postve or negatve assocatons? Can you
 thnk of another word or o r phrase that wod ft?
In the example below we can deduce that 'deafenng' means
very loud because ts n a theatre t makes the actor proud
so coud not be quet or negatve
As the cutain ame down the noise om the audine was
deafning. Ma stood at the ont of th stage, blhng.
She oudn't rememe eve hang fet so pud
C  Read the Exam focus Work in pairs Read
R ead the sentences
and answer the questions How does the conte hep you?
1 My sster and I used to squabble a lot over our toys when
we wer lttle but nothng ever got serous
Is squabblng lkey to splt a frendshp or not?
2 I remember clambeing up to st on the top of the garden
wall usng some boxes and the ter bn
Woud you clamber or cmb up the stars?
3 screeching
Sometmes sound
nexperenced volnme
whch makes players
want make a horrfc
to cover my ears
Is screechng a hgh or ow sound?
1
f Complete Exam file SEION B on page 10
0 Read the frst sentences of the text on page  Whee
do you think the text might be from? Choose A, B
o C Why? Then read the complete text and see if you
change your mind
A an atcle B a bog C a story
 Read the te again For questions 1-6 choose the
answer (A, B C or D) which you think fits best according
 to the text
text
1 In the frst paragraph the wrter s
A unaware of her chdrens dsagreement
B frustrated by a medcal problem
C engaged n a famar acvty
D angry that she cannot concentrate
2 What does the wrter suggest about the woman
on the bench?
AShe shouldnt wear whte  a park
B She may regret choosg to rest there
C She s angry about the twns behavour
 She ooks young for her age
3 What s the sgnfcance
sgnfcance of the ng on the womas had?
A The wrter admres ts beauty
B It brngs back bad memores for the wrter
C he wte drew t when she was  a class
D It looks too smal for the womans fnger
4 What does t refer to n lne 0?
 tellng jokes about the wrter
B  the way the wrter styes her
he r har
laughng at the wrters dscomfo
C
seeng the wrter blush
D
5 What do we earn about Mss Davenport n paragraph 5?
A she regrets how she treated the wrter at school
B she doesn't apprecate the wrters eot at drawng
C she has no nteret_ n the past
 she has no tme for at these days
6 ow does the wrter feel
feel at the
the end of the extract?
A pleased that Mss Davenpot s embarrassed
B proud of her sketch of the tree
C glad that she's conquered her habt of blushng
D releved that Mss Davepo s eavng the park
 4 Put me on a stage n Shakespearean costume wth a bg
audece ad I could't be happe I'm in my element
If you were n your eement' what would you be dong?

32

The pencil fees good n my hand agan; an old friend. The recent weeks in hospital
dsappear as I move it across the blank page I'm feeng content and n my eement
one of those rare moments when you just fee ure joy at beng whee you are.
I can hear the twins squabbing behind the bench, on the grass 'I won!' Meia
Trumphant 'No, yu didn't I did' Kate Coss. 'You can't do that' 'I ust did'
Then the inevitabe, 'That'
'That'ss so not fair! Mummee . .' I can see wthout looking -
the cards thrown down n anger on the grass, and I can fee the air trembe wth
Katie's gowng bad temper
But my mind is distracted for a moment as a shadow fals over my sketchbook
A tal, sim woman in a white dress seats hersef besde me on the bench and I give
an apology, quicky sweeping some empty sticky chocolate ba wrappes frm
the twins' picc into my bag She says nothing, but sts, erect, staing straght
in front of her at the tree I'm sketchng. It's
It's difficut to assess he age behind
behin d the
dark gasses About 557 I carry on sketching, tryng to ignore the batte going on
between my chidren The lady n whte wil soon dscover that she's she's chosen the
t he
wrong park bench to sit on this sunny, Sunday afternoon
And it kicks o A screech from
from Kate I don't need to tun 'Meia - give Katie back
her cads Pay nicey O NO ICE CREAM' Sience and  turn to the woman, to offer
an apoogy for my children doing what chidren do, but she's sti staring at my tree
Then I notice something that gives me a itte shock He fftyorso yearod fingers
are curling tighty around a white leather bag on her ap and the ing on her third
fnger fashes briefy in the sunshine It's arge, mucoloured I remember that ring
It fashed in front of me every tme she rpped a page fom my sketchbook n Year
10 art cass I used to focus on it as she humiated my artistic attempts  front of
the classmates
my group, hopingagain
that my burnng cheeks woud coo before I had to turn to face
We al have ou trias as a teenager, and mine was tat I bushed fa more easiy
than anyone ese Anythng coud set me off, not undestanding a oke a commnt
about my hai, everyone looking at me when I was asked a question I ust got hot
and went deep pnk And of course, my cassmates payed on t  they thought
I was hilarious Teachers, for the most pat were sympathetic The woman in white
wasn't one of them
'Mss Davenport?' I say n a small voce. The head tuns and  see my refection in the
glasses, sti pae fom my lness The ring fashes again as she removes them, and
I'm ooking directly ino the cod blue eyes I remember so we They drop very briefy
to my sketchbook and then ook back at me 'Susan Grant,' she states and he ips
twist as though my name tastes nasty 'I shoud have known. No taent then and no
taent now It ooks ike a pineappe' And I can't help it I'm back in art cass and my
cheeks are on fre I automatcay cover my sketchbook so that she can't rip the page
out But,
But , of couse she doesn't She stands and tuns to fnd anothe bench one
without
a naughtysquabbing
peasure, todders or untaented
that I'd missed exstudents
a chocoate wrapperAsandshehetuns, I notice,
pefecty whitewith
skrt
has a dark brown mark on the back My cheeks cool immediatey.
'That'ss a pretty tree mummy,'
'That' m ummy,' Kate cambers onto the bench Then she sh e sees Miss
Davenport's retreating back hen she states in that oud voice tat fouyearods
have, 'That ady's got a dirty skirt' Mss Davenpot turns, surpised. So do the
peope on the opposite bench I see two pink spots appea on her cheeks and
 think, 'Yes'

Speaking or writing
Q Discuss n pars. f Wte a soy abou an awkward momen
mo men Think abou 

Imin you  on  nh n o  famy li  hese hings.

h in h r o o yo r Why • l, 
  a ay/ on
o n h rin/
r in/   on
 • o  omon om hool/ or/ n faiy
• oi  hihoo/ n yr/ hoiy rin

EXAM TRAINER  pp25-29 � 33

 
4 READING AND USE
USE OF ENGLISH
ENGLISH - Part 3 Word formation

e � 4.6
i·t¥=1;U+l Put the nouns made from these words ino the correct columns.
Lsten and check your answers
0 � 44 Complete the quiz about
unusual cities in the worl Then listen agree
hospi  argue
ab e i g combi
noran n e
 m conserve
ag n e i m cui
prove o us
i n decoate
convenent devel
i n si s to p
 to an extract from a radio quiz and
check your answers. object orgna paient rea reguate esponsibe significant
In which countries can
you find these cities? -ae/-e  _  e  

     

   1- Ime
D Cooe
ou Pey,
ion move  ciy whee hf he
monhs.uneoun uin
EXM BOOS p6
he summe  Complete Exam file SECTION B on page 
B Vzi  ciy of cves now miny
uninhie
 Chehouen,  yle cy mnly
ine ue o efec he sky  For questio
questions
ns 1-8, read the text below.
E Pe n ncien ciy cve in e Use the word given n capitals at the en
 k cls of some of the lines to form
for m a word that
0 Vso  UNESCO wo  fits in the gap in the same line. There is an
exampe at the eginni
eginning
ng (0).
hei
coo
 if
e   si
see
e f
HsonoAusi mos
. f   is mzi
ec neciyicin com n
of  eeyy
ieen suounins
 Ms Ciy,  moe ciy of he fuue
ui usin vey moe echnques
l quios he es ciy n he wo The (0) BEAUIFUL city o Jaipur in ndia is known by two t wo BEAUTY

h is ninesccessi
com moee cyyo n e
 l
names; 'he Pas o nda and he Pn City. The irst relates
to its superb architecture and (1) _  atmosphere ROMANCE
and the second to the act that the majorty o budings are
painted pin!
f ( 5 Complete the sentences with One o Jaipurs prominent (2)   , the Hawa  ATTR ACT
 words from the conversaton sten Maha s a good exampe o both names The stunning
again an check. structure buit in the shape o aofcrown is (3)     IMPRESS
 etra oos amazinorg and is a
tourists big and ts intense coour s typca the cty
Just why is Jaipur mainy pin? One ()   is that EXLAN

2 undegrou
avi n g hote
undeground nd s and
a  o s peop e o escape
when Prince bert visited in 1876 the ruer had the whoe city
painted in the symboic ndian coour o ()     HOSTABLE
nother theory is that most o the buidings had been buit o
the heat pnk sandstone and the rue was ()     mang SMLE
3 eop e can re a x
because of its unusua i n hef c haouen the city look more uniorm
Whatever the reason Jaipurs
Jaipur s beauty is
is nown
(7   Tourists and artists are drawn rom NATONAL
4 Tproba
he constucti
probabb  re i e o
s n
onof asdar
hi g h-techit
com
compane
panes
s
a over the word by the (8)
appearance
o its coouru ORIGNAL

 for
Speaking or wrtng
5 
6 Tasdar
he streetsitofhasVaoverrun
pdate
araso isho
ts ust Q Work in pars. Descrie your dea of the perfect place
pla ce to live. Where woul it
be and what could you see and o there?
 how much
 and
 there is in the cit
7 reason
uitos'sfo  is the mai n C Write an ent for a website on nspiratonal cties. Ether research a city 
r is fame you haven't been to or write aout one you know Try to use nouns from
 this lesson
le sson

34 EXAM TRAINR  p16 Exs 2-5

4
 

0 Work in pairs Look at the photo below What

What does it
show? Do you thin
thinkk this
t his is conc
concerning
erning?
? Why?/ Why
Why not?

f( 4. 7Lsten to a radio interview

intervi ew with professor Vanessa  Compete Exam fie SEON A on page 3
Strong taking about gender and coour associations
Answer the questions.
1 What is Vanessa concerned about?
 Packaging results in children having too many toys.
 (  oYou wil hear an interview with a historian caled
Arjun Anand about the history of colour associations
B Packaging detrmines what toys childrn choose
C Packaging influences boys more than gils. For questions 1-7, choose the best answer (A,  or C)
1 Arjun developed an inteest in colou associations
2 What does Vanessa think is the eect of this issue?
because they
 Paents lose control over thei children's choics.
A impact on our peception of the wold
B Children tend to play together i n gende groups
B aect both our physical and mental health
C y packaging determines a child's pefeences.
C provide imporant information about traditions.

ih·kt 2 Arun fist staed esearching colour associations

Identifing the main idea
Some questions may ask you to identify a speaker's main idea.
A speaker may present an idea andan d then give suppoing
details (eg an explanation, examples reasons, efects).
A when he was studying fo his dgree
B while he was woking for a charity.
C ae he'd started his fist ob.
3 Arun was surprised to find that
A blue and pink were both used dierntly in the past

Or they may give suppoing details and then conclude with B a fact he'd believed turned
turne d out to be only half true
C
 the
whatmain idea. idea
the main Its imporant
is to listen carefully to determine  the link between colour and learning has changed.
changed.
 Aun tells the story of a friend's pary in orde to
A criticise an ongoing tend.

B suggest a course of action.

e ( 8 Read the Exam focus. Then isten to Vanessa
 support a prediction.
again For each main
mai n point in Ex 2, does she state the
main idea first or ast? 5 What does Arun hope will happen in the future?
future ?
A abies will wear neutral coous
 ( 4499 Listen to fuher extracts from the radio inteiew
inteiew B Pink and blue will become less popula
Identi Vanessa's
Vanessa's main point (A or 8) C People will wea whatever colours they want.

1 A Toys can determine the skills that a child acquirs.
B Childen who want to develop cerain skills should play
with cerain toys
2 A Toys help childen to learn about diferent careers
B Toy packaging can shape a child's futue.
3 A The toys w purchase aect equality in the workplace
workplace 
B What we buy for children can influence industies
 A It is imporant to question the eect of toy colour on
cognitive development.
B Children are interested in toys which push them to
 think harde.
harde.
6 Aun mentions a survey in order to dmonstrate that
 pink was not peferred in
i n any place.
B people have mixed feelings about pink
C women continue to like pink into adulthood.
7 Arun says that his future research will focus on how
 the human minmind d processes colou
B designers exploit colour to sell
se ll poducts.
C people use colour to expess ideas.
Speaking or writing
C Work in sma groups
groups Do you think that the situation
described by Vanessa
Vanessa and Arjun is similar in your cuture?
Why?/ Why not? How do you think society could change
such a situation for the beer? Share your best two ideas
with the cass

0          

        
      
   
 EXMTRAIN  pl2
p3 Es -3 �
0 35

4
 

0 Work in pairs. Look at the photo Where might you  For questions 6, complete the second sentence so that 
see cherry blossom like this? it has a smilar meaning to the frst sentence, using the
word given Do not change the word
wor d given You must use
8 ( 41 Lsten to sx people talking about a between two and five words including the word given.
memorable sight. What does each person
pers on talk about? Here is an example (0)
0
E( 2 Listen
sentences A-F. again. Match speakers -6 wth Where did you see dolphns n the wild? Wilem enquired
 ASKED
A I made a quick decision while  was visiting a country
country D Willem SK M WHR l seen dolphins in
B  was more relaxed than at any other time. D
 the wid.
 o you know when the next cloudess
cloude ss night is? my
C t was
was a vision that
that will never leave my
my memory D brother asked
D m constantly searching fo creativity in F
surprising places D My brother asked me
me   the  the next
E owds contibuted to the mood of the th e place D coudless night was
F m going to go and take another look next winter D 2 What time did Sofia leave this morning? asked Mack
 Match repoed statements
statement s -6 below with sentences
sentences SET
 A-F n Ex 3 Then choos
choose
e the
the corre
corre verb
verb forms.
forms. Mack wondered what time Sofia
 had been/ was
_   
   
  that
 mornng
He
at □ 3 ont bother looking for the Nohern Lights tonight
 Sheinsaid
unexpected
saidheshe was/places always looking for
woud never forget the view
Mara said
of the night sky □  TOLD
3 He said he' been/ travelling
is in hile when Marta  ooking for the
hed suddenly decided to go to aster sland. □
Nothern ights tonight
 She said she had/ would felt more at peace  Please dont make a mistake when you book our flights
 than ever
ever before. □
said en
MESS
5 He said he had/ was definitely going to go and
see them again □ ndy ased en      when he

6 She said the people had/ have added to the
booked their
the ir flights
atmosphere □ 5 ve been doing some fascinating activties this year
said Natalia
e Put the repoer's questions into repoed speech PARTICIPATING
 Tell me something memorabe youv seen Natalia toldactvities
me that that
 some
She asked me _  about something inteesting year
memorable  _
_  6 id you see any memorable sunsets on your trip?
2 What did you do there? Philip asked
She asked me  there.  ACROSS

3 id you find it? Phiip asked me      any



 
She asked me      it
 memorable sunsets on my trip
 What memorable sight have you seen? 0 Work in pairs
pai rs Tell each other about a memorable
memor able sight 
She asked me  
  youve seen and one you'd like to see Then work with
5 What are the Moai? a diferent paner and repo what your first paner said.

She ask
asked
ed me  
6 an you tel me about a memorable sight youve seen?
She asked me   
 
 about a memoabe
sight   
 EXAM BOOST p8

t Complete Exam file SEION B on page 8.

36 AM TRAINR  p0 x 

 
4

Givng ful answers wth xamples and justcatons

justcatons
   P 4      f 
Ex      :   /  
   / '
'     
G   x f x /  /    / j 

 / 
/
G  x  I     I   

   
G  f:  b         

0 Look at hese sayings. Wha do you think hey mean?  ( 414 Read the Exam focus,
focus, then isten again and
Do you have anhing simiar in your language? answe the questions

When life gives you lemons, make lemonade.

lemonade.
She always sees things through rose-coloured glasses.
Ev    v 
1    
 x -    
 b   /  
2     x     
 b   /  

Answe he suey quesions, hen compare your answers

f  with a paner. Would you say they are an optimist,
a pessimist or a reaist?
D Theres a long queue for coee in the caf. What do
you do?
A think it will go quickly
quick ly and join the end
B go somewhere else
E You get a message from a friend saying they need to
talk to you straight away How do you
y ou feel?
 excited that there is some interesting news
B worried that something bad has happened
I It's possibe that you may lose your job What do
you think?
A Its an opportunity to nd something better
B I'll never nd anything this good again
 You're delayed on a tran gong to wok or college
What do you do?
 take the opportunity to read a book or listen to music
B woy about what youe gong to mss
 Youve planned a babecue but the forecast is possible
rain What do ou do?
A go ahead wth the babecue B cancel it
E Work  pairs an discuss this question
     b  
 
Q Compete Exam fie SEION A on page 2.
e Discuss the question in pais, extending you answers with
a genera and/or persona exampe
     b    
 
 Work in pairs Take
Take turns to answe questions , 2 and 
individuay. Then discuss questions , 5 and 6 togethe
1     b    
  /  
2 S      b  
   
  /  
3            
    b     
   
4 H         
    b  
5 S    b      
   b   
  
  
6          
  b  b   b 
/  
C Work
for theinfuture,
pairs and
ist some
some things
things you
you ae
areoptimistic
pessimisticabout
  ( 413 Listen to two peope discussing the question.
Did they mention the same things as you?
0 Work in pas
pas  What
What mes a good
conce or fsval? Wa c ma
a ce or ftiva ess n jyb?
8 Rad the rew W dd  evr   paragraph uua
k d dsik about the fsv?
A MUSICAL ISLAND
ADVENTURE
h   W  
-k S   1960
i  k   . 
    e
    ki  
   60000 
  e
e i i    
 i  e   
    i w
       
   e
e  
  n   
      
    -
 .
.
      
    

 Pk      l
  n   
M  n   wk
    z zz
       e 
ll ll
A      
     
    
  i W  
      
  k    i
     e
e
 k n 
E R te revew agn
Nmber es opcs n e oer 
  ppar (1-4) Wha 
 the purpse o a eew?
Opnn of the ite/venue
and facitie
about. Compare your ists with other students'. Discuss
ponts you dsagree about, gvng reasons and exampes.
EXAM TRAINER  p89-90 �� 37
Developing ideas n a paragraph
uua ha ne main idea which i tated n the
t he firt entence. Thi i
 the opc sennc. h dea  then developed wth portng pont uch a an
expanation,
expan ation, rean exampe the eect f omethng etc. For exampe:
he muc at
at th
 th cncet a
a fair por (topc entence).
entence). h nd was bad and
 the age wa  ow that e cudn't e th band (eaon)
(eaon) During the fina
ct y
 y ime h inger sang th qupment e ut a trib noe (exampe)
In h d pepe tppd itning
(exampe)
 itning and jut td and nd chatted wh
compy
comp y und the atmophre (ct)
(ct)..
 Rad the Exam fcu en ok a paragras 24 n he vw Ideny te
 da n h ad  type o iomton gvn t deveop t
Q C       
e Read is nonceen Wat do you need to nude n your evew?
 w!
H u    r 
  i?  i
 ew i u  u 
  u    u i i
u u
 u  e   e   e
  w w    u i
i w
 Work in pa T your paner about a fsva or con you'v been to
Dscss  ps  E 3
f Plan yor rw Mke noes ud  top n  3 Decd how to ord 
 te nformaion and choos descrtve
descrtve wors nd prae to u
 Wite yor repy
re py n 140190 ords Make sure tha:
  the review inform
inform and recommend
recommend
2 each paragaph tart with
with a tpic entence
  the uppng pont are ordered ogica and ined
  there are a variet f adjective and phrae to dcribe the event.
 Swap evews
eve ws w a pane Reew tem ung e checkit n Ex 8
  umma and
a recmmendatin
Opinon of the muic
and perfomance
Bacground nfrmatn

38 EXAM TRINER  p53-S6

REVIEW  UNTS 1-4

 

READING
READING AND USE OF ENGLI
ENGLISH
SH - Part 1 READING AND USE OF ENGLISH -
0 Read the text below and decide which
which aswer (A, B C or D)
Pa 3
best fits each gap. e Read the text below Use
Us e the word given in
Desse please! capitals at the end of some of the lnes to form
a word that fits in the gap i the same ine
Have you got a sweet tooth? When you're eatig (0) _
B, are
you simply lookig forward to that fia course whe you ca order The Norseman Xtreme
 the largest desser on the menu? There is (1)  that more ad
f youre looking for a challege to
more of us cant do (2)   our sugar rush
ru sh and this is
i s boostg
boost g
pus you to your physical limits, then
a ew restaurant (3)  .Nowadays, we dont have to eat ea t
 the Norsema
Norsema Xtreme
Xtreme Triathlon has
our way through a whole meal to (4)  that dessert Instea Insteadd
 to be the (0) COMPETTON
COMPETTON for COMPETE
many people are choosig to go straght to a specialist desse
you.Sice
you. Sice the first evet i 2003,
restaurant or caf.These
caf.These places have a range of tempting ice
 this uique challege has has grow in
creams (5)  , as wel as puddigs and other combiations
c ombiations of
interatioal (1) 
  SIGNFCANT
delicious gredients. n some areas they are even replacing
repl acing coee
ad today more than ,500 people
shops as meeting paces for young people They also (6)    
from 80 dierent coutries try to get
 to youg children and their parents who wat to (7)  
oe of the 250 places i the race.
somethig ice for them n addtion to this, some people actualy
admit to going to one of these places to roud o a meal that they Ay triathlo, wth its
have eate somewhere else! Needless to (8)   - maybe not (2) 
   of a exhaustig
exhaustig COMBINE
somethig you should do every day! swim, bike ride and ru is tough,
but most evets are chld's pay
0  down  out  o  over in (3)  with the COMPARE
1 A evidece B result C demonstratio D data Norseman The Hardanger area
2 A away B agaist C without D aroud of Noway is a harsh eviromet.
3 A drection B  trend C development D look The cold sea requires absolute
 4 A accomplish B alow C catch D reach
(4) _  to surv survive
ive DETERMINE
it ad the moutains, although
5 A oered B available C presetable D marketed
(5)  to look at, IMPRESS
6 A atract B interest C appeal D egage
provide a steep clmb for both the
7 A shop B earn C purchase D ivest bike rde ad the final run.The
run.The ast
8 A  tel B inform C speak D say sectio is extremely dagerous and
it's the ruers' (6)     RESPONSIBLE
READING AND USE OF ENGLISH
ENGLISH - Pa 2  to orgaise
orgaise people to cary warm
clothes, food and drik and a phone
f Read the text below and think of the wod which best
bes t fits each for them! f the cold water and the the
gap Use ony one word n each gap clmbs don't fnish you of, the oe
Where was Dylan? (7)    weather might DRAMA
just do so.Not
so.Not an event for those who
Oe of (0) THE most famous music festival
festivalss ever took place are (8)  ! EXPERIENCE
i 1969 This (1)  Woodstock i the USA. However,
oe of the top sigers of the time, Bob Dyla, (2) 
ot atend.nstead,
atend.nstead, he was in the K, (3)  he was
headliig a music festival o a small, relatvely ukown islad,
 the sle of Wight.
Wight.This
This was a rea surprise, because everyone had
assumed that Dya (4)  play at Woodstock, which
was, aer all, the
the famous folk singer's home The
The Foulk brothers,
(5)  organised the first sle of Wight festivals in
 the late
late sixties, caim that Dyla wanted to escape
escape the oise and
predicted disruption of the Woodstock festiva The hreeday
openair event on the se of Wght proved extremely popuar and
eve the Beatles (6)  photographed in the audiece

of 170,festivals,
other 000 day,
huge(7) 
numbers t is
of music notstl
fas as travel
popular as some
anually
  to the se of Wght festival The orgaisers are
are sure that it
(8)  cotinue to oer o er excelet live
live music for
many more years to come  and Dyan ceainy heped it
make its ame

39

.

READING AND USE OF ENGLISH READING AND USE OF ENGLISH

ENGLISH - Par 3
Par4
e Read the te belo. Use the word given in captals at the end of 
0 Complete the second sentence so that some of the lines to fom a ord that fits in the gap in the same lne
it has a simiar meaning to the first
Keep smilng
sentence, using the word given. Do not
change the word given You must use
It's a (0) -�TURAL  assumpton that I thnkthnk most people NATURE
between to and five words including
makeou facal expessons ae a (1)_ of ou REFLECT
emotons A fown shows wory a smle shows happness
 the word given. Here is an example (0) and eyes and mouth wde open show (2)  BELIEVE
0 He doesn't oen play footbal at the Howeve this sn't (3)  aways tue tue Yes a smle NECESSARY
weekends. can be the esult of feelng good and t's cetanly tue that
EVER when we see a smle lght up someone's fce we expeence
He HARDLY EVER PLAYS football
PLAYS football at an (4)  n ou own mood But scentsts have IMPROVE
 the weekends. shown that making ouselves smle when we'e feelng low can
afec a cemca n ou bans Ths then makes us feel bete
1 I couldn't get to wok on time wthout  than we dd! And the
the news gets even bette
bette.. We all now that
my ca eelng sad s (5)  and can lowe ou mmune HEALTH
RELY system. (6)    happness can do the opposte  APPARENT
  _  
_  
  to get to wok
 to So the (7) s that we should ty to smle as CONCLUDE
on tme oen as we can to tick
ti ck the ban nto thnkng we'e happy
2 The company gave me £100 n
(8)   ths wll not only put us n a bette mood BASIC
but also keep us healthe fo longe
compensaton for the delayed flght
MAKE READING AND
AND USE OF ENGLISH - Par4
 The company gavegav e me £100
   
 
   
  
     the  dela yed
delayed C Compete the second sentence so that it has a simiar
simia r meaning to the
 fght  first sentence using the ord given.
given. Do not change the ord given
3 'We'll be late f we don't huy' said my  You must use beteen two and five ords, ncluding the word given
athe Here is an example (0)
HURRIED 0 In the a class
clas s the students ceate scuptues usng od pastc bottles.
My fathe sad that MAKE
be ae. n the a cass the students MAK OD LASC B
BES N
NO
4 'Have you ead my essay about polluton?' sculptues
I asked my teache, Ms Hady yesteday. 1 I have neve eaten such a good meal n ths estauant befoe
befo e
SHE EVER
I asked my teache yesteday  Ths s the   eaten n ths esta\ant
  my essay about 2 I hope I don't dsappont you n the competton
polluton
DOWN
5 When you stated school whch teache
did you most espect?  hope I don't_ 
don't_   
  _ 
_ 
     n the competto competton
n
3 The last tme
t me I saw Jenny was
w as at you paty
p aty tee months ago
LOOK
NOT
Whch teache dd
  _
 _
  when you yu pary thee months ago
stated school? 4 I watched a fm last nght and I also watched an epsode of the
6 I aved home ths evenng and new sees
mmedatey eceved a text fom my  ADDITION
bothe I watched an epsode of the new sees last night
JUST  a fm
 This evening     
   
 _
_  
  5 'Do you know the cost of the tckets im?' asked lla
I eceved a text fom my bothe. WHETHER
la asked m
m
  much the
  tckets cost.
cos t.
6 atng small amounts of salt sn't dangeous o you futue health
DO
If you eat small amounts of salt it wl not
n the ftue
40

•M=N;i@l·h·t·t·
0 Think of some examples of blackness, e.g. the night sky Are they all the  Complete the questions with adectie
same colour? How are they diferent? noun colocations from Ex 3. hen discuss
 the questions with a paner
8 ( 51 Listen to pa of a radio interview about a new invention and
decide if the statements are rue or False.  Shod one ast have to
se one paricuar coour?
 People have dierent opinions about whether back is or isn't a coour.
2 What do you think woud make a
2 Vantaback•
Vanta back• is a very dark back because it absorbs evey ight paice _ o yo Egs?
3 Vantaback
Vantaback is a materia and not a paint 3 Who in the news ecenty has received
4 Vanta
Vantaback
back is only sed for technica equipment at the moment  for something they've done
or not done?
 Vantaback isn't sed in painting because it costs a ot of money 4 Have you ever had a  with
6 Some arists are angy becase they can't use Vantaback
Vanta back
a fiend over something?
e Choose the correct alternatives to complete the adjective noun colocations  Which yong msic or sports stars or
used in the inteiew actors do yo think have a  -·
 Some things absorb a stronger/ higher percentage of ight than others 6 Which famos peope do yo have
2 It's common/ wide knowedge that a back hoe in space s the deepest respec and  for? Why?
back yo can find 7 Do a  of peope you know
3  have good/ great admiration for the inventors speak ngish wel?
4 That's a vast I arge improvement on other backs 8 Do yo thin informaton abot back
 In the early I first days, the idea was to use it for spae eqipment hoes is  these days?
6 I can give yo a loose/ rough idea  Work in pairs or smal groups Imagine
7 Vantaback has a clear/ bright future
I think Vantaback a future use for Vantaback hink about:
8 Anish Kapoo has exclusive/ unique rights to se t in painting  a  ente
tert
rtaainment
 9 This has cased a bier/ cold row  science  fashion
0 Thee has been a ot of hard/ strong criticism about the decision
What would be the aractions and
possible disadvantages of using it?
Share with the cass

41

0 What do you think the phrase 'the new black' means -

EXAM BOOST p12

 when referrig
referrig to a new trend?

8 Answer the questions and discuss in pairs. f Complete Exam file SEION
SEION B on page 12

1 Are you wearing anyhng black today?
2  fashion Read
Do you have many back cothe�? Why?/ Why not?
3 Name a famous person, alive or dead, who swas
famous fo weaing back cothes.
e Work in pairs Which of the adjeives do you most
associate with black clothes? Why?
angry artistic coo depressing eegant
fatteing inteigent powefu rebeious
romantc eous sophstcated tmeless
1¥Hi·B t 1  which fits each gap
Text structure and cohesion
The wite of a text uses dieent ways to ink ideas and
show sequence These can show when we shoud sho ud expect
a comparison, a contast, etc When thinking about whch
sentences to choose to fi a gap in a text we shoud ook out
for these markers Fo exampe:
Adding ideas In addition to this
Contasting In spite of ths/ Howeve 
Giving easons One eason o  this ...
Giving a consequence The resut of this was 
Sequence cues A few years ater, 
 Read the Exam focus Complete each pair of follow-on
foll ow-on
sentences in your own words
 You are going to read an aice about black clothes n
Read the text, ignoring the gaps Which sentence
sentence
A B C or D is true about the writer?
A He often gets depressed
B He has a job in the fashion industry.
C He ecommends peope buy back cothes.
D He is inteested in why peope wea back.
 Read the aicle again Six sentences have
hav e been removed
 from the aicle
aicle Choose from the sentences AG the one
 which you do not
gap (6)
(6) There is one ext sentence
not need to use
A n addton to ths t was both flaterng and aordabe
B n many counties peope wore, and ti wear it
 to funeas.
C his was because a new high-quaty back dye
became
becam e avaiabe.
 o instance, at foma paties  might want to ook
eegant and sophisticated, o when meeting cients
and n work meetngs to gve an efcent, serous and
businessike impression
 We may not a be 'in mounng for our ives, ike Masha
in The Seagu, but there is a strong pobabiity that thee
is something back and timeess in a ou wardobes
F Recent repors of onine
onine cotes saes show that the
purchasing of back items ha gone up consideraby
n the last decade

 I eay iked the back eans in the shop. G Another exampe woud be, f course, the Goths,
A Howeve ____
____ whose obsession with back goes beyond cothes to
B The reason fo this was eye makeup, hair and ipstick
2 A website asked peope to sign a petition about cimate
change at 80 tha morning Speaking or writing
A A few minutes ate,  
 hey had prevosly
 Discuss the questions•
3 Back is a coou that suggests mystey  What s the atest coour tend in fashion? Do you ike t?
A In addition to this,      

    
  2 How do you think the coous peope wea refect thei
B Because of this     mood or personaity? Give some exampes.
4 The students decided to have an end of yea paty in the  Write a paragraph saying why you like or dont like
schoo grounds and asked everyone to wea yeow  wearing black clothes hink about an interesting
 One eason fo this was     
 introduory and concluding sentence to interest
B In s
In spit
ite
e  thi
 th
of 
 i 
 _ 
s, _ 
  
 
   _ 
_  
      
  
    someone reading it Share with the cass
5 Moe and moe peope ae geting thei news on
onne
ne
 A A result of ths s        
 One eason fo this is

42

5
 

BACI� TO LACI�
'Why do you lways wear blck Ive emembeed this opening ne om ChekhovsChekhovs
The Segull snce  rst ed  t colege. his is becuse the question coud hve been
deced at me. My obsession wth bck c6thes t tht tme annoyed my paentspaents
enormously Howeve,  mus say tht n spite of beng rebelious nd oen  itte
meodmaic
meodma ic  neve repied as Mash dd in he Seagu: I am in mourning  my
l, hough  mes  may have thought it!
These dys  sll oen wer bck bu  many dieent easons (1)  __ Bck cn
(1) __
do l these things But wht ntigues me is how this colour moved fom epresenng
gef o rebellon o becoming he must-have shionshion colour in todays wod. At 
me when rends nd colour come nd go bck is a constan it is wys
w ys n.
Bt why?  hink the nswer ies in the unique powe of the colour itsef nd its mny
ssocions Bck wys tells othes somehing mpon abou who wears  r
more han ny oher
oher colour.
colour .
Many people lke Msha n The Seagu associate back with mouning. Looking
Looki ng back
n hsory we cn see que clearly
clearly ht since Geek and Roman times bck cothing
cothing
hs been  symbol of ge nd sorrow. (2) _ n Victorin Engand widows
were rced to dess n back or yes And the Romntc poes in he 19th centuy
ncludng Byron Sheey nd Keats dopted the colou s a symbo of isoation
sdness nd myse
B through the cenures blck hs so hd othe ssociations One of these
s wh potes sndng gainst what peope thought was wrong. Johnny Csh
the legend coun
coun snger mously woe black o emind peope of the
injusces he sw in socey nked o this is he ssociation of black with rebeion
Groups who wn o show he distance om he rues nd opinions of norm
sociey oen choose black s the goto colou My grndmohe remembers the
benis n he
he 50s who wore back umpes beets and hick bckimmed gsses
(3)  And who could maine a bke riding a arey Dvdson Dvdson wearng  yeow
eahe cket?
Bu its when we ook t aho ends tht we cn see bcks biggest moment.
n Vcoan imes black ws the
t he unrm fr sevants and shop assisants but in
 he nuenal ashon mgazine Vogue hd a dress by designer Coco Chne
on s coer Rered o  e ittle Back Dess it immedtey hanged he ce of
shion I ws simple prctca nd eegn. (4)  n n nstnt the BDB D ( tem
which gained  pace n he Oxd Engish Dictiony in 20  0) moved bck om he
shdows o cene sge whee t  t hs emned ever
ever snce
And it connes to dominae (5) _ Retiers ceay wnt to use he feibiity
and imelessness o blc to rech a wde mrke n erms of shon back sts l
age groups ll skn yps nd cn be worn  ney any ocasion. No suprise hat
clothing etalers re proting om his
So wheer blck s wo to look ractive o ecent to show sdness or
sophsiaion, o be rebelous
rebel ous o appea impotn it is a uniquey poweul coou
 (6)   s there r ose occasons when we eiher want to t in
i n o stnd out
 om the rowd Black wl wys be the new black
black

EXAM TRAINR

 
5 READING AND USE
USE OF ENGLISH - Part 1 Multiplechoice doze

E Match the wods in the gaps in Ex  with paerns A-E

·M41ih;Ul,t B vrverbb+ nvertiveb(ethg voe.dg). n
g
0 ( 5.2 Do the quz below Then listen to pa of 
of  
a podcast and check your answers

D
 vevbb obn ij jneteitiv niottive th.g ).. s


How e do you know E ver+ reoii+ veb (eg. o r to
ng

or cff lt?

Cf f
 a lwa
al Ra
kux faaulwaauk
  a Q Compete Exam file ECTIO C on page 
ffulu
 au
   w  a a    
HIOPA ITALY JAPAN MEXICO
 For questions 18 ead the text below and decide whh
answer (A B C o D) best fits eac gap There is an example
SAUD ARABA TUKEY
at the beginning (0)
1 f   all qua  p a  A lesson In culture learnt
2  pall uk f a a p a  I (0 _ ordeg my fst coffee in Italy. I'd just moved
thee ad was eoyg a ce mea i a estauat  acied a

34 Tlaakak
wfufw
a
ua

 appula
a 
a
a waka cappuccio
(1  to with my desset
puzze so,thats
the waite,
waite that
butswhe
what  saw
odeed.
a (2)  
hadt
ook o couso o hs ace, eve though it disappeaed quicky
 ew  had d obvousy (3  to oow some d
5 aau ulaa ww   la  wa a o uwitte socia ue.  ate eat that, i my (  ,
d disegaded two.
6 T  a 
alal up w a wa
afu!a f   You see,  dscoveed that taias ()  to have cappuccio
with beaast ad ot past ate mog. The est o the tme
whe they ode
ode a coee they eceive a espesso - a mouthu
Nw, o (  coee  a sma
sma cup. At a ca they d it at a
ba, pay ad eave. t doest usuay (7  chattg with
feds as t mght do bac home
home  the UK. I a estarat a
8  S3 Complete the sentences with these words coee is (8  at th ed o a ea ot whe sti eatig
 from the podcast Then listen and
an d check
somethg  made sue ot to do agai!

1
dmi
m r e dr e comd
 o 
Isne iont coe  e mt r ei
e  r e s  e t einds
coeehst chis nes eeye vo v es 0
1

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rbecog
A

ment
A

A t e r
be mi
sggest
iB

B
d   C

C
rrshroosd
e riembe
D

D
itceded
 tDon'ye tei t o s  h e br i s t   o r    cy  mmissde
A sed stnddecg e
B C vo
dicom  ed
shnestehens D 
 o  d
Isoet h er .
 Mehio,ngyo'I'd  r_obb y ge   c  d o    -

igA
Cor  e B


   yo  r y .  tevy
ed got
A B C strog hvrd
D

4 Whe
oee h rt h yo
er e  
be   
vend n g  mci hv n en 
c o sehotby. o i ed 6
7
A

o
A  i n  vo B

v
B e C

C ssoci  e D

D coc 
sed cosmd d bsorbed
Iosom
go ndcthn es, coethdsoiis g _  
8 A B C D

Speakng or writng
6
e Work in pairs What s typical coee cuture where you ive?
 dbtocosnoeSd
mbr
Arosi ethse
e gAoto serveco hvie eno o d
hyg
es.
7
st  nc.
hhose cermiemoyng coe
C Write a sho guide for visitors on fod culture n you area
8 e· th omn o the
  over
4 EXAM TRAINER  9 E - �
 
5

8 � 7 You wil hear people talking in eiht diferent situations

For questions 1   8, choose
choose the best answer (A B or ).
1 You
abouthearit? two people talking about an onl online sae What does the man say
Its a technique to atract customers.
A

2 You Ithear
C
s fulworh
ltwoof confusi
thefriendstimnetaganddeal
k in effor
g sabout
 a shopping trip Why does the man
refuse to go?
There is nothing he wants to purchase
A
The shops are ovrcrowded
B

0 Work in pairs What do you

y ou think the photo
His time is limited
C

says about society today? 3 You hear a

customer calling? customer maki n g a phone cal l to a company Why is the
f � 5.4 Listen to Ben and Maddy talking
t alking to request a refund for a product
A
about Black Friday Answer the questions  to complain about the service
1 What is it? C to ask for confirmation of a deivery
2 How did it get its name? 4 You hear two friends talking about buying traners.What do they agree on?
A
3

What does its name mean today? The desi

B
C priquacegitniys ilsohiuniwerghqthan
ue expected.
5 You hear an announceent in a supermarket The The announcement is
Identifing a speaker's purpose informing customers about a new product
A

Tocompl
identiainfy, suggest
a speaker'apols purpose (e.g. to  warni ng custoers about a danger
ogise) listen for: persuading customers to buy paicular items.
C

• who the speaker is 6 You hear two people taking in a shop queue. The man is annoyed about
• the topic of conversation his own wrong decision
A

• the speakers language poor organisation by sta members

B

• the speakers intonation the behaviour of another customer

C
7 You hear a customer
How does the customer feel? tal ki n g to a shop assi s tant about payment.
e (  Read the Exam focus
foc us Then, isten
Annoyed that her choice of payment is unavaiabe.
A

 to the sta of the conversation again

Is Ben's purpose to complain about

Worri
Upsetethat
C d thatshehercancardt remeber wil be rejher
ected.PIN code
 the event
event criticise retailers or argue 8 You hear two
both think about it? peopl e talk in g about an upcomi n g festiv al What do they
 for action?
 ( 6 Listen to six more conversations
The high ticket cost is cause for concern.
A
The music schedule has improved
B
Match the purpose for speaking to each
MALE speaker 1-
The venue is unsuitable for them
C

apologise Speaking or writing

complain C Write three questions about shopping using these prompts
confirm Discuss them in a group
encourage
invite How impoant .?
.? What would ......?? What factors .?
 warn How dierent ..?
..? What changes ??
�XAM BOOS p28 0 Write a forum comment entitled
entitled 'Bagging a bargain' or 'Why I hate
shopping' Share it with the cass Whose comment is the most
 Complete Exam file SEION B interesting? Why?
on page 28
EXA TRAINER  p63
p64 Es 2-4 � 45
0
 
5

0 Where would you expect to find the taxis  Write one or two more comments
on the
on the right? Wat colous do you associate like those in Ex 4 about your travel
 with taxis fom
fom ceain cities around the wod? preferences
8 ( 5.8 Answer te questions about London taxi cabs  Give some examples of jobs that are disappearing or
changingbecaus
changing becausee of advances in tecnoogy Discuss
check
Listen your
to a London
answescabbie talking about his work and  whether you think
think this is a good or bad thing. Wh?
 Whe  the ft blck cb ppe i Loo? EXM BOOS p4
A 1908 B 1945

2 Why wee oo cb eige to be o hgh? f Compete Exam fie SECTION
SECTION C on page 4.
A  fo people
peo ple with ht B  to be ee i tfic

3 How my oo blck cb e thee?

A 15000 B 5000

4 Wht the me of the tet Loo cbbie hve to tke?

 For questions 1-, read te te
t e below and tink of te
A  the Kowege B  the Itelligece
 word whic best fits eac gap Use ony one
one word in
each gap There is an example at the beginning (0).
e ( .9 Complete the questions with the core words. Then
answer the questions. Listen again and check your answers.
1 # iHING OF T�E RASJ?. RASJ?.
f the hppee?
hve peker fthe _  cbbe wht mght
2 Wht wou the peke o if he   cbbie?
 ee ee    e
HQ   e!  
(0)  WHQ
3 Wht o peope 
peope   f they w to book  pvte (1) _   
   e  e 
hie compy? e!  e   e  e  e  
4 Wht   
   if moe people ue pp to book ti? o a an c on   (2)     

 Wht two whe oe the peke mke?  o o  aor, 'd arad ccd n onin.
On andin  od  nd oda conaon
C Compete comments about peope's trave habits with te o a coac drr and a  o,  o  roo 
correct fom of the verbs in brackets (3)  a acin.
cnoo i ain ra c oo
   (w)  g sw   y (4)      da
_       
_ ys. f I'd wan
days w anted  to   get   a goo
ted to good d
 lwys   (g)  rv r  s oida aca da n  a, 'd (5)     
s qir  r!
ad o nd a n a ra an' oc, ai ac o
 I ws s  l is g 
  l  ac. No oda. B o   acin jo in  ra
ws ssg s I  i  I 
  ( s) and o ndr
 I  ()  g y   ' no ood (6)   o' a adiiona
s y sy  v a an o oin n a ax oc, or xa,
(7) _   
o' n o ada   
3  ss ws l x rvrs _ (rss)  did S' no a -od onn a conan
s sr gys  J Tyr ls lly i! And, a or o con, a,  a o n
aan, ' oon a roo dan (8)  
4  v ig ss rss w lss I _
or nr
()   rl rry    (l)  .

5 I  _  (v)    sg y rm   Wok in pairs

rsr  g r I  (g ) rs
 Wite five  thig tht hve chge ecetly becue
y  v
wvr s ry 
slw s
 y  () .
  (w)  of vce i techoogy. Do you thik they wee
 g smw rlly  wy bette efoe
ef oe they wee upte?
u pte? Why?/ Why ot?
2 Wht wou you like to ee upte o ivet
ivete?
e?
6   w 
  () g  Ps w Why? peculte o how thee might chge ou live.
(ly wl) vyr  rs If they vete .
w    () s  Ms   
y  s ll  sgs 3 Why o you thik ome people like to collect ol
 thig?
6 EXAM TRAINER  p12 x4 I
5
 

0 What sort of activities do you lik to do in he eveig? EXAM BOOST p38
8( 5.10
onead what L s   t o t w o f i
o hemi thoeoksuhole aboue nds t a lk  g about a
ay ?Wt does the woma kow pho o gr  ph t Comple Exam ile SEION B on page 38
Li s t e n agai  ad compl e t e  he pha e s f r o m  he  ,Wooork Finpad heke phothoogghphoeaderwliteauquest tohiusing
e ( s.1
cover sa t io n w t h  he co  e ct wor d s  sWhypecuoatyouio fthinkor ehthe g ooks suise
suise
It _ on the ist or last night.
32 YouI've 
 you'e enjoyng yousef.
just eaten a buge
What
Swaopeyou sthnkandhaens ask ad ansnextw he quesios
4 That 
 t was the ast night.
5 The waiter  Fancisco
6
7
It 
 quite wam
We wee  going
going to wak aong the beach ate
f Woad khien piassw Steutdehe quesA dotiotebeltasokw SthuepotBglisaephs 
 Look a  he phot o a h d
ad iuss what you mgh sy e ad t he  a sk  Wor k  pis The o to pg  ad chage le
Sd A, y p  pp d d
! d A, y pp  p d    Cm  p d y y
d    Cmp  pp y   pp  d    
d y y y   p  d      m  d 
  ?    
  m  d 

Sd B, d y  d

d pp
pp 
(y? Wy ?)
I

(  2 Lis e n t o t wo u de

menio the same hgs as ou id s  g t e  a sk  Do  hey
iH·31t
Making speculations
ometimes you ae not sue about
a bout what s haening might Sd B, d y   pp
 pp  ?
have haene o is going to haen in a hotogah (y? Wy ?)
I
 because
Use hases
 /toHesecuate:
cou e ..He' because
 obaby.. /./ I magne that's  Wosihoupidsmake
 Shwspyoucuae a hottoTgph abut
I guess  / I say ts hs hobby/ The foo ooks eicious
It makes me think it'  / He ooks as f he's 
Thyhee/ wen/
wen/ wo/
wo/ wht     o s abut
EXAM TRINR I   -6 47

  5

0 Work in pairs. What issue does the photo show?

How much of an issue is this where you live? Why?
f Read the essay introducion and conclusion e below
Read the exam task
Add your own idea
Which essay question (1, 2 or 3) is it answering? 
ow do you know?
  El l y      
1 What ae the causes of ai pollution and what is 
  N  E       
its efect?  
     
  l    
  
  
2 Do you think the problem o ai pollutio can y 
 
   
be solved?
3 Do yo agee a a poo is a seos
goba sse?
I II II II II II II II II II II II II II
M         
Air pollution is cased whe harmfl gases are  y  ll      
reeased to the Earth's atmosphere, ausig ll   
damage to ou eviomet ad edagerig o Notes
heath. Whe redcig ai polltio s hallegig  :
 t is possible throgh two key atos
 l 


  
To olde y persadg peope to se ess   _  y 
  

eergy
vehiesad
weto ake
a ewehe
addess joeys  ar
isse of privae
potio Howeve ths wll oly seed i we
a work togethe to protet o heath ad the
 Work in pairs
pa irs What could you say about each topic in the notes?
Write down your ideas Then organise them into a pan
health o tre geeratios
0 With your paner write the introduction and conclusion to
E Work in pairs How many paragraphs do you think  your essay
 the main body of the essay
essay in Ex 2 will have?
have?  Swap your work with another pair Use the ideas in the Exam
Why? What wil each paragraph include?  focus to help you ay how efective their introduion and
 Look at each sentence in the introduction and conclusion are
conclusion in Ex 2 What is its purpose? Read the
Exam focus to check your ideas
 Write the essay in 140-190 words Make sure that the main
points are consistent throughout the essay

iH·S'l
Writing introductons and conclusions
An intoduction says what a wite will wite in the
essay. I sas w a saeen o odce e
genea opc (eg te cuen staton) and ten
staes wa e essay w age (eg e we's
vewpo)
The cocusion summaises what was wien t  t usually
esates the key poits ad ends with a inal thought
o the eade
he idea(s unig thoughout the intoductio, main
body and coclusio must be consistent
  Complete Exam fie SEION Bon page 16

EXAM TRI  p44 Exs 5-6

0 Work in pairs. Decide if the statements are True or False.  Look at the compound words n
1 Humans have been eating chilli peppers for over 6,000 years. Ex 3 Are they compoud nouns
verbs o adjectves? Where s the
2 The chilli peppe oiginates from Asia stress on each one?
3 Chilli peppes physically burn our mouths. E Complete the questions wth a
4 We sweat when we eat chllies because our body gets hot compound word from Ex 3
5 Not all anmals are afected by the heat of a chilli pepper.  ow ofen do yo ea
8 � 6611 Listen to a talk about chili peppers Check your answers to Ex . _ bread or cakes?
e � 2 Form a compound word from a word in A and a word in
i n B Then, match
2 When does time feel
it to its use n the talk (-8). Listen and check
liketo you?
3 What would you to achieve in
A fire hom
homee lifefe never
never-- tea unde
unde well
well wide
wide your  ?
4 In what way do people
B aware ending estimate made spoon spread time works  you?
 
 Work in pairs. Take turns to ask ad
1 o describe the se of chii pepers n cisine answer the questions in Ex 5
2 To describe a type of jam made with chllies. Q Work in a team Write
3 To describe what you feel you have in your mouth when you eat a chilli. Write down as
many compound words as you
4 To say you know that calling the fre service for your burning mouth isn't can that begin with these words
a possbty. Whch team gets the most?
5 To describe the length of time the heat of chi Ii n your mouth goes on for
(fire home life tea under)
under)
  ToTohappen
7
describe
onlythe
describe theonce.time
smalperod
quantitywithin which
of chilli thateating a whole
can cause painchilli pepper shoud
8 To say what you should never do to the power of nature.

49

0 ( 6.3 Look at the photos on page 5 What do  Read the Exam focus, then read the
th e comment in Ex  agan
you think a 'red leer day is? Lsten and check Sentences -8 are all true but some are
ar e stated and others
are implied Which
Which are implied? Identify the relevant pas of
8 Tel your paner about a very special, memorable  the extract
day from your pastUse these deas to gve
day from
details 1 The Natonal Youth Theatre (NYT) may not be very well-known
2 The NYT members act together
together n
n London once a year
• When and where • How you felt
 Participants are accommodated n or near London during
• What happened • Ho
How
w it a
ae
ect
cted
ed yo
your
ur lilife
fe
the summer
e Read a comment from an international student  4 Aspiring actors meet people who can help them n their careers
webste and summarise what happened and why 5 The NYT toured the country to audiion students
it was a red leer day
6 I wasn't very confident about getting a place
7 A lot of young people apply for the NYT
T ell
ell us about your ed lette das! 8 The news made me happy for a long time
What stands out i you meo?
EXAM BOOST p14
DD21
Wel, one of mine is related to the Nationa  Complete Exam fle SEION B on page 4
Youth Theatre.
Theatre. Have you heard of it? Its based in  You are going to read entries about red leer
le er days from an
London and every summer it brings hundreds o online magazine Read the entries and match the photos with
young peope aged between 14 and 17 together
rom a over the country to rehearse and  three of the writers (A-)
perorm a pay in Londn's West End I you want
to be an actor its a great way into the proession
because you get a lot of experience and make
useu contacts My drama teacher persuaded
0 Read the entries again For questions -0, choose from the
entries (A-)The
(A-)T he entries may be chosen more than once
me to appy when I was 16 and I did an audition
when they visited my school I thought
though t I had Which writer
NO chance because the competition was realy  shared a memorable moment with a famiy member? □
ierce and I thought my audition hadnt gone points out the life-changing nature of a red letter day?
2 □
 very well - so I put it down to experi
experience
ence and
3 had a red etter day that marked a longawaited
orgot al about it
it  Therefore
Therefore when the emai
achievement? □
came through congratulating me me I was
wa s amazd
Then the enormity
enormity of what Id achieved hit
4 gives examples of common memorable days? □
□
me and I couldnt stop smiing or hours That
was a rea red etter day and wi sta in my
5 clarifes
6 has theirmemores
sensory attitude tofrom
a paiculary
a red leerdiicut
day? tme? □
memory orever! 7 recalls potental red letter days that were spoied
by anxiety? □
8 refused to think about the future on a red letter day?
if0·31t 9 mentions a red letter day that was not overshadowed
□

Understanding implication by the problems that followe □

Oen a wrter does not state things clearly n a text, 0 has kept a souvenir of a red etter day? □
but we can make assumptions from what IS said. To do
ths, we need to read behind the words to think what Speaking or wrting
wrting
might logically be true
Whie at theatre schoo I made a ot of friends for lfe 0 iscuss the questions
(stated)  Which of the red letter days described do you thnk would be
 I am stil friends wth some people I met whie  was most memorable for you? Why?
training to be an actor (impied)  What do you think might be a red letter day for you in the future?
It wa a huge shock to hea my name rad ou in frnt Share ideas with the class
of hundreds of people (stated) Q Imagine a red leer day not mentioned on this page and wrte
I attended a ceremony (mplied) an entry for the website Share
Share with the class Whose entry is the
most interestng?

50

t1Mi;•
It was a realy empowering moment. d imagined how it
might el, but the reality was much, much more exciting.
 When you look frward to something so much that th at you
can hardly sleep, there's the danger that it's going to be a
bit of an anticlimax. This wasnt. My best fiend drove me
to the garage to pck it up and ll never rget being given
the keys. t wasnt anything special and it certainly didnt t started out as a prett normal day r
cost a rtune, but it was mine  think people sometimes me, trying to get my head round a new
underestimate the importance of having a car and the story plot d been passionate about
feedom and independence it gives you t lets you make creative writing since  read my first story
choices and do things youve always wanted to do That book at the age of six. And, it wasnt
litte sports car was rusty and broke down more oen as though it was unexpected d been
than  like to remember, but the day  sat in it r the frst through the whole process fom getting my proposal accepted (aer a
time was one of the best days of my life. stackwriter's
the of rejections) through
bock; the to fnal
irritation withdraft with comments
editorial everything (What
that involved;
did they
B'H=I know?; the sel-doubt and so on. But, ripping open the package when
it landed on my door mat and holding the book in my hands literally
t had been a chalenging month OK, to be totally brought tears to my eyes.  can still feel the weight of it and smell those
honest, d hated every minute of it. An endless stream fesh pages and see, in bold and shiny letters, my name under the title.
of revision, broken sleep, attacks of nerves and those he frst of many m happy to say, but never ever another moment that
horrible freeze momens You know when you turn over could beat that one.
an exam paper and r a moment the words blur and
 your heart sinks because you cant remember a thing.
ve got an old-fshioned wal calendar and  took great ·
peasure in crossing o each exam as it fnished. The  guess most peope would say that their red etter days include things
final day was circled in red, with LAST NE in capitals. like getting exam results or maybe something ike their wedding or the
t was a literal red letter day! And wow, did  prepare r birth of a child.  have to admit
admit that  dont remember much about my
it.  went into that fna exam dressed r celebrating and wedding   was so nervous that things might go wrong And what 
straight aerwards we all went into town to celebrate mostly
becauseremember
she arrivedabout
earlythe
early andday
hadmy
todaughter was born was
go in an incubator. No, all
rthe
meworry,
the
our freedom. What an evening t marked the end of an
era We all put the thought of filure or resits to the very red letter day was when my wife and  were allowed to walk out into the
back of our minds and enjoyed the moment. ve stil got hospital grounds with our tiny new baby in my arms r the vey frst time!
the calendar by the way.  We were exhausted
exhausted but that couldnt wipe the big smiles
smiles o our ces
 EXAM TRINR  p38 Ex 3

 
6

VOCABULARY: Adjecive
Adjecive sufixes 1  Add the wods fom Ex 3 and the wods below to the table accodng to
 which adjectve
adjectve endngs they take
take

aay
suspt maggss
t harsymol ohopathitm prh
hpsympat  ss pt
mo i v t  psyho
sgstogy aa
hy thratn traition vary orry
-ous

 
 
  -  I -a -

8 Wok n pars Wrte questons usng the pompts

0 Whch countres' sports teams do these

you/
1
hiyou/
2 hat
i /
tii
o sgust
nar   s n g/
g/l
/you l a
/st 
n 
/
/hl ays?
hl p  u
l ? 

  Wat
Why??
fans suppo?
you/kno
 kno anyon/aam aam   akgr
ak gr o un?   
 
 Who?
E ( 6.4 sten to an
an extract fom a ado
nteew wth a football fan and answe 
youyou//athlti/or/avoi spos?   
      
   
 the questions
 Wok n pais and answer the questons n Ex  Then wte
w te or more
 What sor o ootall an s th spakr?
2
questionss usng adjectiv
question adjectives
es from Ex  Swap patnes
pat nes and ask and answe

3 What
FrWhynans?
os sh say aout
aoutHl
 y
 Gar
vi s a gozzo? f Complet
hingsngsosn'
osas tn'hst sthaspakr
spa kr o th sam Complete
e Exam file SEION C on page 
4

5
 tHo os t h  sp ns?
spakr
akr suppor  h t  am?
Whatuos
6 stai m? sh l  k  aout i n g i n t h   Fo questons 18, ead the text beow Use the wod given n capitas at
 the end of some of the nes to orm
orm a wod that fts n the gap n the same
7 Why os sh mnton Dolly an Kity? ne hee is an example at the begnnng (0)

e ( 65 Complete the summary of the Got the blues?

fans podcast wth adjectves formed
fom the wods n backets Sometmes
We V n
mde  ONROEIALdeci cen Tn,
(0)
  e new owner of Cr d  f 
L deciio  2012, he  wee C  y oo b l l C u b, RVRY
 you may have to change the spellng
() RII
sten and check
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yer
er 
 ea__ eae  (aee) a   wmohedrw
(3)
i  ()  
_
 () _   nd 
 
   
  e
 r

ve om  en, nd
 f  e
e r e 
br re
d e ed
wn o MP
I
(4)
reaeeSe____
____(
5) (  ae cr
 wy r  e
rde 
d  r
d o u o becu
becue
bl  ck eor ow o oe mny
T er e ()
  
 
 
  

 
   

   
 Bu

 BJ

e  a   e      

a  ee a(ees a)er   we
eoppp p e l y  o p pone
pone   c f e el dom (7)
  e d b
by y   e m PYHGY

(6) m c e rend.owever       cer  y d dce

 ce work foofr Crherdf, TCiyced T hey o
They
s a r ave 
(7)
(8)
e em colour bc o blue  2017 nd ce e he em  RM 
   ae
e
(8)

 
a  

a
 

aree ej(ree
 
 
     
reryyeev)ee)yara  Cproper
 (   r ) r   a
a
opered o cc colou relly fluece por reul
Discuss the questions

e
  
(9)

 a
   e   a 
___  e aa   a (
e e
r a e
e) Whi
  
porht a
a nt 
 
t
o t
r av s  r o
suss m t h
u ils pag
spor  s o you
pson ttho  k
? ar  most
Why?
(10)
 r e aye aye 2 Ho ar ou you go to suppot a sporss tm or nviua?
52 EXAMTRAINR  p17 xs6-8 I
LISTENING - Part 2 entence
entence completion 6
 

EXAM Fl 31

EXAMiK
see red
to become very angry
C ( 8 You will hear a psychologist caled
cal ed George Ellis
_taking about anger For qustions 1-10, complet th
As soon as the words came out of his moth, I saw e. sentences with a word or sho phras

0 Work in pairs. Read the definition Is ther a colour

associated
ANGER
in if ofenwith
mak anger in your
peope cul ture? What small things
culture?
se red?
Gog o o h g o wh ly o'
E @ 6   Listn to five popl taking about smal things h o (1) ·
 that mak
mak thm ang. Which speakr had each of these Gog h xp o ov h g  h
compaints? (2)      oh oo
A People who show appreciation for their own
own Gog y h g  g o  o
online messages (3))       hg o
(3
Gog po o h g   po o vop
B Technology users who disregard the comfot of others
a (4} _ .  
C Drvers who act selfshly
Gog w gl o l h g  h o
 People who eat at inappropriate times o (5) 
  by jy
E Socia media users who wrte nclear posts Gog y h g  h ()  
whh   o hg  o
gy pop  o (7)  og o
h whh Gog o g
Listening for specific deails Gog blv h g  pov popl
Sometmes we don't need to listen to everythng a person ()
()   by lowg h oo o how
says. We just need to listen for specic details. In this situation, Gog b h ho o wlkg w o 
we should: v o  (9)  
• be clear about what we're listening for Gog blv h log o (10) 
 
• anticpate what the speaker mght say. oolly  pbl
• listen for words and phrases that sgnal the informaton
is og Speaking or writing
writing

8 Read th Exam fcus, then read the sentences beow  Rank the situations mntioned in Ex 2 according to
ve ry annoying and 5 = last
how annoying they are (1 = very
What type of word is missing? What might the word be? annoying) Then, work in a group or as a class and t to
What synonyms
synonyms or paraphrases might you hear to signal
 the information is coming? agree on th order
1 Speaker  ddn't mnd the person who enoyed f Write an emai to a friend or work colleague telling them
about something that has annoyed you recnty Say what
a at the cinema it was and why it irritated you
2 Speaker  thnks that using a phone wth the volume up
dsturbs hs
3 Speaker  believes that people who write vague
messages want
4 Speaker  thnks that people who lke their own socal
meda posts love
5 Speaker  suggests that drivers who park poorly lack an
understanding of
Listn again omplete the sentences in Ex 3 with
 
words ad phrases you har

 omplte Exam fil SEION

SEION  on page 30

EXA TRAINER  pp67-68

 
6
.

8 Write sentences using

 the prompts and
Q Do the quiz. Discuss your result with a paer comparative structures. Then work in pairs and discuss
Do you agree with it? Why? / Why ot? whether you
whether you agree or dsagree with them
them
1 Hd fmn
fmnd
dfm
fm md n m n
2 Hd  d I bv
bv
Hd  n  
3 Pfnd
Pfndfn d
dn
n  
4 Yn nnd
nnd fm b f
5 Pv
Pv 
  k dn
dn  
6 T  f fm nd TV d
dd
d
v
vv
v

EXAM BOOS p8
ECE F EAC SAEMEN S RUE OR ALSE FOR OU f oplet
oplete
e xa e
e 
  o page 8
• '     
  
  

•    j
j  
  

•  
  
   

•  v
v  
        
  For questions 1-6, complete the second sentence so that
•   

 

 it has a smilar meaning to the first sentence, using the
•      ,
, j
j   

 word given Do not change te word given You must use
between two and five words ncluding the word given
O MAN MS  OU ANSER TRUE?
0 m n  nn  m  
    m fnd
'     ! S   
     INTERESTED
2-3    v 15    
   
   fnd  n  m
   TT  
0-       Av     1  T d    n d d
  
NOT
 T d 
_ 
_ 

    
 
  d 
d
d
 ( 9 iste to a raio
raio iteiew with Katy eric 2 P  m m f   k vn
an enteainment journalist. What are the origins of the md  d vn
red carpet? How has the red carpet changed in recent THAN
decades according to Katy?
P f  d
P d vn__
vn __ 

e (  o Choose the correct alternatives. Listen and check   f   k vn
vn
1  m  f kn dn  d    mn 3 d n n fm  n   d  
as I than
  d UNLESS
2 T d  md  m fancier/
 n n m fancier/   
     
  
  
 
 
    d  
  

 the fanciest
 n  fm f n 4    d v v n
3   nk d  vn d  least/ less NEVER
 n  n 
I  
 
 
  
  
 
     d
4 n  Hd  d  n as/ more
 n 
5 n  v  d d
 d  n   
  n  
WARNED
5   v ever/
 nk    b Hd 
never d  n 
 
  �  v  d
d
6  fewer/ less  m vn
 nk   fewer/ 6 Y dn k  f   nm d n 
d 
 7   many/ much b nd n  n  MORE
8 T   f 
 f mn n   d
m spectacular/ speacular
speacularly
ly
 n n v    d d _ 
  
 
 
   n
  d 
0 Identify the comparatve structures n Ex 3 Does each
structure tell us the first thing is less, more
m ore or the same as  Compare your life to the ife of a wellknown celerity in
 the seco? hec usig the Graa ile ile o page
page 88  your culture. How do you think your life is derent?
derent?

54 EXAM T  AIN
XAM R 
IN I p2p200 ExEx  4  � 
�
  6

0 What do you think 'red tape means? Can you give

any examples?
e( 3 Read the Exam focus and tick which phrases the
speakers used isten and check
E ( 61 Listen to people talking about a Vintage ( Think of one rule that you consider impoant and one that you
 festival Why has it been cancelled?  thin is not impoant in these placesTell your paner and see
 Read the posts. Work in pairs
pai rs and discuss the how far they agree with you Use phrases fom the Exam focus.
questions in them. Do you agree or disagree? your coll ege/workplace your town centre
on the roads
roads on social media
Del6 I f y r r ll  l f 0 Complete Exam file SEION B on page
p age 40
 r 
  i  vy  vy 
  y l
r r y  ! I l  frvr Ay
 r vr  ?
JO Tr r  y l  fy f Some people think that it's impoant to follow rules and other 
rl  y,   f  ' b r  people disagree Here are some things they the y think about and a
b bl  l  fr rlv. I'  r  question for you to discuss.
s  s. Fist you have some time to look at
 I v   ll r f fr f I      the task
   r r v j v   lf   fbll
 T'   b rl, ' y r? Now, talk to each other about whether it's always impoant to
BaxB
 
II ir
Ibrry
W
fl ry
 fr
y
 zy
llr yr 

??
y lf  follow rules
g  --
i 
  br  z  rb l� ( v i l
 ( 2 isten to two people talking about an
incident with a polce oficer and answer the   ly r  fll rl?
questions L
1 What do they agree aout
2 What do they disagree aout  ry )
 )
3 What do they paly agree aout
Now you have about a minute to decide which you think the
it¾#•·3  1 most mpoant reason is for people to follow rules.
Showing how far you agree or disagree
In a discussion you will not always agree with your  Q Think
Exam about
focus?your discussion Did you use the advice in the
paner  In pais discuss the questions
Its impoant to e polite at all times 1 Do you think ststudents
udents should help decide the rules at school
Expressing agreement: I completey agree wth you/ Why/ Why not
Youre asolutely right/ I couldn t t agree more Is it impoan to hae rules or children and teenagers to
Expressing disagreement: Im arad I disagree/ ee/ Im sory 2
 ollow ata t homeWhy/
homeWhy/ Why not
I ae to disagree
disagree with you there
there// I dont
don t agree a al
Expressing paial agreement Y s youre right up to � Work in pairs
pairs  Write two new rules related to where you are
a point ut 
 / I agree that   ut  now. Share your
your rules with the
th e class and discuss how ar you
agree or disagree with them
 EXAM TRIN  pp86-88

6
 

0 Work in groups. What do you know about Red e Read the Exam focus
Nose Day in the UK? What big charity events
event s Then, organise the te
 take place in your aea? How is money raised? beow nto a repo format

8 Read a repo about Red Nose Day and answe  Choose a headng and subheadngs
 the questions 2 Decde whch nformaton goes under whch subheadng
1 What is the purpose of the repo? 3 ecde whch nformaton could be gven n a lst.
4
2
What
year's does t say about the success of last
actvtes wods
Replaceandthephrases.
words and phrases n bold wth these more formal
3 What does t recommend for next year's event acqures contact evdent oban provdes
the am of ths repo s to present reuest wsh
Report suggesting
charity event ideas This repo's about ideas for a charty event and charty recpent
To get useful suggestons, I ntervewed 30 students from the
2

Itroducin college. Many suggestons were musc-based. he mos popular

The purpose of this report is to examine the dea was a batle of the bands evenng. Most students want 3

activities which took place at the frm on Red
Nose Day last year and recommend ideas for
next year's event. o deterne eployees
opnions, I interviewed 20 eployees
to donate funds to a local charty. Ther recommendatons were
The Ranbow Ats Fund whch 4gives grants to local atsts
The Musc Studo, whch gets second-hand nstruments and
5

donates them to famles and The Spors Alance,

Alanc e, whch organses
Las y' tvte spos evens f peope w eanng caenges om my
Staf participated in the followng activties
last year:
research
ecommend t sa6obvious
batle ofthat
the students supportwth
bands evenng a charty eventgong
the money  would
wearng fancy dress to work to The Musc Studo. I8would also suggest the colege  talk to a local
7

• a baking copetition and cake sae busness person and ask for a prze for he wnnng band.
• a lunchtime quiz
Th mpa
mpa f t tte
The majorty of employees  spoke to enjoyed f Complete the Exam file exercises on page 24
the quiz and requested that it is repeated next
year Only a third of sta wore fancy dress and
yet haf of the money raised came about as
a result of t. Only 1 percent of the money
raised cae fro
f ro the baking copetiton  Read the exam task
t ask Work in pairs and think of as many events as
and only half of the people  spoke
spo ke to were possible Choose two or three to write about and decide what you
aware it took pace However,
However , of those who could say about them.
participated, everyone found it enoyabe
Colsi  oma
omatoto Your college wants to orgaise an event to se money for chary.
 recomend that all three activities take You ave been asked to wrte a repo for he scool manager.

J
pace again next year owever, anagement You report sould:
shoud oer a prize for the best costume to • ou
outl
tln
ne
e poss
possble
ble ev
even
ents
ts
encourage ore sta to wear facy ress
• ec
ecomm
ommend
end an
an dea
dea o
o he
he dy
dy
They shoud also do ore to advertise
adverti se the

e
bakng copetition before the event
Make a plan for your repo Choose your
sub-headings and write key ideas under
itf·k! each one

Organising ideas in a report C Write your repo in 140190

words Make sure that you
 Aae
s usualy
repot
oensdvded
wren
sed Somento
n anfomaton
sectons
fomal style.
andmg
The
sub-headngs
nformaton
be
have included a heading
subheadings formal
presented n a lst.
ls t. There s an ntroducton that language an introduion
states the am of the report and how the nformaton a recommendation and
was gathered. It ends wth a concluson and a list where appropriate
recommendaton Other subheadngs depend on
the content of the repot.
56 EXAM TRIN  pp5759

REVIEW  UNTS 1-6

 

READING
READING AND US OF
OF NGLISH - Pa 1 RADING AND US
US OF NGLISH
NGLI SH
0 Read the text below and decide which answer (A 8, C or D)
Pa 3
best fits each gap. e Read the text beow Use the word given in
Bran vs GPS capitas at the end of some
som e of the lines to orm
a word that best fits in the gap n the same ine
If you ever take a black cab through the city of London, st back ad
(0) _A  e fct a yo dve kows exactly wee to go and Gaining an advantage
how to get there. That's because back cab drvers take an credbly n spo
challegg test known as The Knowledge Whe othe tax drves
(1) _ o satnav to helphelp them get from A to B Lodo tax drvers Sports teams are always lookng
are (2)  or havg t all n their heads for ways to get a (0) COMPEITIVE COMPETE
advatae over others ad
The (3)
  of ecomng a black cab dver sn't easy Frst you
 techoogy s alowg them to do
have to memorse routes
routes to any oe of 20000 ladmarks aog 25000
 that Devces whch motor health
streets a very (4)  achevement whch takes two to four years
can help team members become
The you take the test tself. Ths (5)  sttng a wrtten test and
even more ()  ATHLETE
atedng three oral tests whch become (6)  dcult each tme
 than they already are ad
ad clothes
One curret debate s whethe satav wl make The Knowledge  echnoogy can ad speed and
obsolete The aswer s probably not When (7)  wth strength Take the swmsut worn
roadworks or trac jams black cab drves ca oen (8)  a by some swmmers n the Beg
alternatve route bee tha a devce can Olympcs. A (2) 
  COMBINE

0  apprecate B prase C regard  care of ncreased

ad less pull oxygen
throughtothe
thewater
blood
  lve  trust
 
B trust C rey  bud resulted n many broke records
2  przed B honoured C  admred
approved However questons were asked
3  technque
 technque
 B process C acton
 pocedure out whether such techologcal
(3)  are far or ot DEVELOP
4  excted B mpressve C dramatc
 massve
They are (4)    
   unfar CERTAN
5  eqres B ranges C conans
 voves when the source of the advatage s
6  creasngly B approxmately C mainly
 regularly (5)   due to the hgh FINANCE
7  met B dealt C faced opposed costs nvolved Ths was cosdered
 to be the case
case wth the swmsut
swmsut ad
  gure out B work at C pay o
 stad out t was baned
  A cheaper form
form of advantage s a
RADING AND US OF NGLISH - Pa 2 (6)  oe However, PSYCHOOGY
8 Read the text beow and think of the word which best fts
f ts each soe ay see ths as havng a
gap Use ony one word in each gap (7)  mpact on faress
 too Take the Haka  the Maor dace HARM
The death of the high street pefomed by te New Zeaand
The oce crowded shoppng streets  ou towns (0)    A 
  R 
-
 = 
�  
 E  
  
'
 rugby team before a match. Ths
slowly dyg Each day, shops close across the coutry wth (8) _ peromace  AGGRESSION
 AGGRES SION
some stores stayng empty for moths or eve years The cause? may be amazg for as to see but
Wel the economy
economy may be oe reaso
reaso  as people dont have magne havg to stad ad watch
(1)  
       muc money to spend as they dd maybe a as he opposg team peorm t
decade ago. However, a sgfcat factor s oe shoppg Olne
stores (2)  become credbly popular n recet yeas
due to lower runng costs It's smply (3)
     expesve
 to ru a shop than a onle
onle busess d so retalers n our hgh
streets fal to compete
So (4)  our hgh streets de out  the uture?
 Oe expert suggests that we aract people to our tow cetres by
pung on socal events She says that we tend (5)
 
  
go to town to meet frends ad amly  the rsng number of cofee
shops there ayway. Wth (6)  crease  socal
evets she beleves our hgh streets ca be saved Just dot expect
(7) 
  to be the same as they () 
 to be

.

USE OF ENGLSH 
READING AND USE READING
READING AND USE OF ENGLIS
ENGLISH
H - Part 1
Part4 e Read the te below and decide which answe (A B C or D) best
0 Complete the second sentence so that it  fits each gap
gap
has a similar meaning to the first sentence Creative ways to un fo charity
using the word given. Do not change the t used to be that we raised money for charity by running 5 km o if we
 word given You must use between
between two and were paicularly (0) , a marathon. These days though, thee are
 five words, including the word given Here is wei rd and wonderful races (1)  to anyone who wants
all kinds of weird
an example (0) to paricipate We get the (2)  to have a great day out and keep
0 It's not necessary
necessary for you to work late tonight. fit all in (3)  to raising money for a wohy cause
HAVE One innovative race (4)  runners to outrn the finsh ine
The ength of their race (5) depends on how fast they can run
You DON'T HAVE T WORK
That's because the finish line chases the unners. The runners set o fro from
m
ate tonight the star line hiy minutes later a car which represents the finsh ine
1 here are no size 7 boots available at our store. sets of from the same place and moves oward at a slow but steady
STOCK pace As soon as it overakes a runner, their race is over t's
t' s trilling to
watch runners (6) tryng to find the extra (7)  of energy
We don't have any
they need when they see the finish ine vehicle behind them (8) 
to say, most don't succeed but one runne managed 64 km before his
at our store
race ended.
2  was in a shop when  stated to fee unwell.
0 A warm B pleased C enthusiastic D anxious
 AS
 A available B vacant C possible D convenient
 began to feel ill 2 A occasion B excuse C convenience D opporunity
___ __ _ shoppng.
3 Ben spends all his time painting 3 A comparison B extra C addtion D contrast
DEVOTED 4 A requires B nvolves C recommends D concerns
All of Ben's time 5 A pecisely B completely C cetanly D absolutely
 painting. 6 A sorely B propely C desperately D actually
4 t's colder today than it was yesterday 7 A raise B aid C boost D li
WARM 8 A Useless B Needless C Pointess D Redundant
t's______ __
t's______ it was
yesterday READING
READING AND USE OF ENGLISH  Pa 2
5 ' won't do it all on my own!' Jean-Luc sad 0 Read the text below and think of the word
wor d which best fits each gap
REFUSED Use only one word in each gap
ean-Luc
it all on his own
Nighime paens
 remember being surprised to read that our nightime behaviou n the
6 ''ll see you a tomorro
tomorrow'
w' said Mary last week. past (0)_ WAS  very difeent difeent to what it s today We didn't
 AGREED () _  to go to bed at 1 pm. and wake up at 6 am. as
Mary __  we do now nstead, we slept for four hours
hours in the evening, got up for
a couple of hours to eat and chat wth family and then slept agan fo
the next day
another four hours (2)  he early hous of the morning
So what caused the change? t's all down to lighting Before steet
lighting was availabe it wasn't safe to be out on the streets on dak
evenings However, once lighting alowed people (3)  
go out aer the sun set iti t became (4)_ dangerous
his meant that people stated to be a lot (5) sociable
in the evenings and went to bed later
Of course, knowing that our seep paterns have changed over
 the centuries makes me wonder (6)
  they might
might
change again in
i n future With technological advancements we may
(7) onger onger need as much sleep as we need now
However,  doubt that we could survive wthot (8) 
sleep at all

P•t=M;i
0 Which of these words are associated with the colour green? Discuss with  Complete the comments with the
a paner. phrasal verbs rom Ex 4
1 I always enjoy  new things
anger the envionmen inexperience intelligence
I've bought!
 jealousy the natural world poison a warning
  thin colleges should
long summer holidays for students
f The mage shows a walpaper design. What historical period do you think  3 f ts possible,  try not to  
t is rom? Would you like this design n your home/room?
problems for myself I chec out
e � 71 Listen to a guide talking about the wallpaper at an exhibition solutons online
and answer the questions. 4  arely  colds or flu
1 Why was this walpaper dangerous? 5 f I  a diicult problem
Wha was the eect?  prefer to get some help
2

Wha othe exampes of dangerous things does the gude give? 6  dont want a job where I have to
3
 creative ideas all
 ( 2 Compete the phrasal verbs in the sentences with the correct  he e.
prepositions.
prepositions. Listen and check.
C Wor n pairs and discuss whether you
1 A lot of peope came _ with nasty illnesses. agee
age e or disagree with the comments
2 A Swedish chemist came wih te formula. in  5 and why
Doctors evenuay worked it   
 when 
3
 Wo n pairs and
an d take turns to test each
4 . patients got  the ilness afer being moved out of othr Give a verb om this lesson, your
 the rooms. paer supplies the peposition(s) and
 5 The auhortes came up  sos o poms
6 he Vctorians loved showing    their fashionable green
wallpaper-
7 he auhortes had to face       to he seriousness of
 the problem
8 hey dd  wth arsenic in green dyes n 895.
0 Work in pais. Tell you pane about the most amazing
specal efects you've seen in a ecent film. Discuss why
 you think they ae amaing.
f Read the bog comment. Can you thin of a scene fom
an old film like this? What was you impession of it?
Our film club showed a couple of really old
o ld movies
last week. One was called Ben-Hur (1959) and it was
brllant Amazingly, there was a cast of thousands
and al the action happened during the shooting
In other words, they didn't use CG And of course,
the use of green screen was not common then so
the chariot race was filmed inside a coliseum set,
which took a year to build Lots of accident
accidentss happened
while they were filming but they had to keep them
n For nstance one racer crashed and nearly died!
ts still in the film
Rephrasing, exemplifing and commenting
Witers oen rephrase their ideas and give examples to lari
what they wte about They might use u se derent phrases to do
 ths. Commentng adverbs are aso aso used to sgna the wrter's
attude to a pont that has been made These a hep us to
 oow a text
Rephrasing: In other words,  / That s . / To put t another
way, 
Exempiing: For example,  / For nstane    / An example
o ths woud be  / n parcuar, 
gves an exampe that's true or them.
How quickly can you get al the right
answers?
: gve
B Give o  e a banana in my bag for
a wee and t gave o a bad sme
59
C For questions 1-4, choose the correc ending (A or B)
What word o phrase could you use to sta the ending
 that doesn't fit?
1 he lm depended ompetey on the speia eets or
its suess n other words,
A  the story ne and the atg were not pauary
memorabe
B  was unmpressed by the way they norporated
peromane apture tehnques.
2 he m went way ove budget. To put t another way,
A  they had to paypay a the eas or
or addtiona
addtiona days fmng
B t ost a moe than they'd
they' d panned
3 They had a ot o prata diuties lmng
l mng the rae.
or nstane,
A  they had to thnk o ways o mng n ront o the
gaoping horses
B  they hadnt really thought t through
4 The horses were so ast that hey had to use us e the astest
a possbe to m them rom. nterestingy,
A some peope say that you an see a red ar n some
o the senes!
B  the senes had to be imed several tmes
 Complete Exam
Exam fie SECTION C on page 2
8 You are going to read a web aicle about filmmaking
Look at the photo on
o n page 61 What do you know
about using green screen when creating special efecs?
Read the web aicle and check your ideas
 removed
Read the web aicle again Six sentences have �een
from the aicle Choose from the sentences
AG the one which fits each gap (6) There is one exra
sentence which you do not need to use
A o example, they an ly, rd on peomane aptued
aptued
monsters or nterat wth gats in any oaton magnabe
B n other words there i be newer and more nredbe
ways to make the mpossbe possibe
 Goum, n Lord
L ord o the Rings (001) is another unorgetabe
reaton - a aded, sy reature that
that uses Andy Serks
gestures and stares with the ator's haunting
haunti ng eyes
D Frustratngly or many, today they may be alone in ront
o a geen sreen nteratng wth peope or o r reatures in
 Commenting adverbs: Luky  / Unotunatey  /
Fustratngy, .
E Read the Exam focus. Then, identify sentences in the bog
comment in Ex 2 that show rephrasing, exemplifying and
commenting
60
HOW DID THEY
DO THAT?
It's impossble isn't t? An actor fluently speakng nne anguages
in a new m?
m? OK. Maybe unkey' is the word And yes, suprse,
surprise, he sn't actualy speakng those languages t's yet
anothe cever technique developed r video usng A. t makes
us beeve the mpossble.
What s realy mpossible is trying to keep up with the atest
technoogcal advances that aect our viewng experiences
Speca eects have come a vey ong way since the stop trick'
whch was rst used
used in 1895 when lmng MaryMar y Queen of Scots
The decto came up wh the dea o  stoppng the cameas
just bere the execution and substitutng a dummy (I'm sure
the actor was reieved!) n those
thos e eary days the eects wee a
created physically with make-up dieent backgounds modes
and trick photography. (1) _ How dd they do that?' they
asked. The question the m companies want w ant us to keep askng.
Then digital got invoved. Peomance captue (peormance
what?) dazzed cnemagoers with ms ike The Poar Express
Exp ress
(2004) where magcally, t seemed Tom Hanks' expressions
and movements wee supemposed on an anmated chaacte
(2)  Perfomance captue is the combnaton of actng wth
computer anmaton and gves us emarkably human chaactes
in an animated world Thnk of the anmas and birds n The Lion
King Some think that the creatons are nw amost too eastic
to be caled anmations any onger.
In addton to this, hghtech kery can
c an alow real charactes to
do any actions they want. (3)  What aows ths magc
a oaton that s al ompletey magnary
E Audenes gasped as ires raged through oie boks or
 tsunams towered over towns and peope
F hey are oen bady produed and a nd inteigent
nemagoers beome bored very quky
G So, we ome bak to the revolutionary
revolution ary tehnique
tehniqu e that allows
 the aor to do the imposs
impossbe
be and tak in nne
nne angu
anguages
ages
to happen is green screen' Ths s  s whee actors perom n
ont of a vvdly-bght green backgound which can ater be
eplaced dgtally by amost anything om battle scenes to the
nteors of exploding planets! The only limtation s the th e director's
magnaton.
And it is not only the technoogy that is changng and advancing.
It s aso the sklls of the actors nvoved Gone are the days
when m actors used costume, makeup and nteacton with
other actos to create a beievabe characte
characte
 (4)   Or f
peromance captue
captue an
a n acto coud be
b e dessed n a skn-tght
yca sut with strange tny bals stuck all over t to ecord
ndivdua muscle movements He wl again be dependng on hs
magnaton ths tme perhaps to emember r example to
touch theth e bm of an magna hat.
(5)  This uses ce manpulaton' technology
technology to match
lp movements wth words so that we'e convnced that the
peson is speaking. t s awesome n the eal sense of the word
and ts potential r dubbng egn language
langu age ms s enormous
Remember that awkwad mismatchng of ps and sounds?
Soon to be ong gone
But what next? I'm wrtng ths n the present tense, but  know
ful wel that what  record as evoutonary and new wl soon
become outdated. (6)  Wl we ever stop asking How dd
they do that?' Or maybe there wil be an unexpected pot twist
and we' turn ou backs on technoogy and return to the
t he early
days of film What do you thnk?
 Speaking or writig
Q ( 7.3 Listen to two people commenting on the aicle 0 Write about a funny or clever meme or video you've seen
Do you agree or disagree with the speakers' points of  that uses a fun visual technque
technque Descrbe it to the class or
view? Why? Compare your ideas with the class  your paner
paner

E XAM TRAINER  I p33  Exs 9-10 �

0
►
p34-35 61

 For questions -6, complete the secon sentence

sentence with between one and three
 words so that it has a similar meaning to the first sentence You must include
a word in bold from Ex 3
1 People only change the habts f t benefts them fnancally.
_  fo people
Thee must be _ people to change the habts
2 My lfe has changed because globa tempeatues have nceased

li·
3
AA obot s desable, n global tempeatues
pacula one whch has aected my lfe.
cleans
'd love a obot whch cleans
0 Look at the photo above and 4 Yonge peope don't usualy enjoy at fom ancen Geece
discuss the questio
questions.
ns. Younge people aent
aent usually nteested n    
1 What do you thnk the nvention n 5 t's mpoant to consde the needs of eveyone aound the wold.
 the photo does? Why? We need to be  the needs of all people globally
2 How useful do you thnk ths s? Why? 6  dont have chldhood memoes of envonmental concens
3 What othe nventons do you know  ---�  people
people wong about the enonment when  was a chd
of that help to solve envonmental
pobems?
,
f ( 7.4 Listen to pa of an t Complet
Complete
e Exam file SECTION D on page 2
environmental podcast What are
environmental ar e
 the five inventions
inventions iscusse
iscussed?
d?

e (   Choose the correct

alternatives Then, listen and check C For questions -8, read te te below and decie which answer (A B, C or D)
be fits each gap There is an example at the bgining (0)
1 It's especially/ specally popua
wth chates.
2 A classical/ classic shower ead Solv the pastic prob
probem
eeases qute
qut e a lot of wate   n wn n (0) B  nu w  w 
3 t sounds lke a sensible/ sensitive  u
u wv v   w 
  w v m
 m m (1)  
way to educe ou wate use     (2)  nu   n  m nvnmn
nv nmn
4 Many aeas ae expeencing a n m  m
m n v    Dumn v wn
hghe accident I incidence of   w (3)   w  n       n 
()  n n n  n
n  w  m
m      
 
5
wate
A tmeshoages.
lke ths
th s s a geat way nvnmn n  (5)  wn    
 to recall/ remind us to stop On nvnn     m n    n
wastng wate em   n  (6)  m m   u
  n   n  n n n   (7)  
6 What a good appoach to raise/ n   n
 n  n  w un
un   
     
rise awaeness of ou wate use  n (8)  n     mn  nn  v 
7 s thee anythng that gves us    w  m   n  u
 the oppounity/ possibility to
ecycle moe? 0 A pceless B nepensve C pecous  valuable
8 t's moe economic I economical 1 A sensble B keen C conscous  senstve
and t educes the numbe of 2 A boadly B especaly C odnaly  completely
plastc nk catdges 3 A sevee B  theatenng C alamg  despeate
 A se B l C ase D pomoton
 5 A
poductve B
economcal C ndustal  fnancal
6 A contastng B emakable C atenatve  vaous
7 A ncdent B acton C possbty  oppounty
 A wdespead B obvous C  typcal  odnay
( Work in a goup Create
Create an invention to sove an envronmenta problem
Describe it to the class using at least
l east five wors fro Ex 3 Whose
Whose iea is the
best?Why?
9 Es 78
EXAM TRAINE  p10

  7

0 Work in pairs. Read the description of a podcast and 8 Read the Exam focus. You wil hear a podcast presenter 
answer the questions. caled Samra talking about a decision she made. Which
Which
1 What
greenerdoonyouthethiother
nk it means
side? to think 'the grass is always
words in ths extract do you think she wil stress?
When I was 5, three of my friends went backpackng
2 Why do you think peope oen fee this way? the
around the wor
firstcewpaces, d for a yea 
weekswisohintheig itr was e avi
trip staring me behi nd  spent
3 What are some reasons why the grass is not aways greener? in exoti me. ng at photos of them
( 7.6
e
Listen and check. What
What pas of speech are
usually stresse
stressed?
d?

C ( . Listen to the whoe of Samira's story. What

decision dd Samira make? Was
Was she happy wth it?
Why?/ Why not?

 How helpful were the stressed words in helping you to

-understand the gist
gist of Samiras experience?

0 ( 8 You will hear fve sho extracts in which

which people
are talking about a change they have made in their lves.
For questons 15, choose from the list (AH) what each
speaker regrets about making ths change. Use the eers
only once. There are three extra leers whch you do not
need to use.
A the ef�ct on their reationships Speaker 1 _
B the quaity of oca transport Speaker 2

C the oss of a ife goal Speaker 3 

D the amount o criticism Speaker4 
E the increase in expenses Speaker 
F the ack of eiabe faciites
It's common for us to think the grass s greene
on th other ide of the fence, especiay thse
G the reduction in privacy
day when we ee everyones supposedly perfect  the stress of decisionmaking
life n ocil med
med pi. But the gass isnt aways
geener and in this weeks podcast epsode, we
hea xamples from some of our lsteners and f Complete Exam file SECTION  on page 32.
explore why
Speaking or writing

l#ti·BU Q Work in pars and discuss the questions.

Lstening for gist
When istening for the gist, or the genera id ea, of a tak or
convesation, we don't aways isten to evey
eve y word. We use our
understanding of the context, the speakers and ther intonation
to hep us We aso piece together the words we hear -
 What change woud you ike to make in your ie?
2 Why do you think the grass wi be greener aer
this change?
Q Write a sho bog post describing a decision you made
in your life and how t turned out.
 usuay stressed words -to understand the overal message.
Whi
we mie gunstressed
ht not focuswords
on these
can awhen
so convey
conv
isteniey nmeani
g for gingst(eg inkers),

EXAM TRAIN  ppp7170 Es ab  63

0

 
7

0 Look at the pictures. Can you see

numbers in the circes? Compare
 your answers with a paner What
do you think it says about you?

f What do you think coour bindness 

is? Read the infrmat
infrmation
ion and check
 your ideas.

Q:   l e

lur li
li r  
  m
 ur
  ur u iiy rr 1 here are some students who
wh o hae colour defcienc hey must be carefu in
  y   wr  r science laboratoies.
mr  r  (l   Students
) i  y r  wrig 2 My frend has one poblem egadng wat she weas She can't match her
ppry Mil   u clothes easiy
ui w w ur r
  gr r lu  yllw. Mr One thing 

vr
v r  w
w
 r 
u
uy
y 3 Chrstopher Nolan diected the Batman flms es ed-green colour defcent
vryr
 rrr mvii
 ur  
vii p
r
l
y  Christopher Nolan 
4  found an interesting website You can earn about colour percepton there
g   w  gry.
I found
5 D Shnobu
Shn obu desed a colour percepton test It's
I t's considered to be the most accurate
e ( 7,9 Do the quiz
quiz Then isten to
 two peope taking about coour he colour perception test ___
 ___     _
 _ 
deficiency and check your answers
 Which is the most common form?
2 Does colour deficency afect men  Compete Exam fie SECTION D on
o n page 4
or women more?
3 Is colour deficiency hereditary?
4 Which jobs can people who are
colour deficient NOT do? C For questions -8 read the text beow and think of the word which best fits each
eac h
5 Why migt food present probems gap Use ony one word in each gap. There is an exampe at the beginning ().
for people with colour defcenc
defcency?
y?
6 Why do the imba tribe see
colours dferently from us?   ,
,      ,  (0) ON ON
 
 ( 710 Choose the correct      
     !
 ! k
k a  H  h
aternatives. Then isten and check  r ()  y      
 v  
  V G  v  P    61  , h k  
  Theres a that/what I didt now   v (2)  az th  h     kn
2  There are a few people who/   3   v   h  . Hwv Hwv   
 which can't dstiguish btween   (4)      k R   , ,
blue and yellow n      Gv, (5)   v   h  
3  The reason why/ which most A   ,  Ha (6)          f
 people hae t s that ts heedtary
4  There are some specia lenses or
glasses that I who can help.
5 he colours seeing/ seen by dogs
are mainy blues and yellows.
Q Discuss the question with a paner Then
  n
 n 
      2004    a  
  (7)     v,   H 
t h (8)  ·     n
n     v 
     a  qt  
Then pan and write a sho essay to answer it
s t t mpoant for chlden to lean about at as wel as othe basc
ba sc subects? Why?

64 XAMTRAINER  pp13-14 j
7
 

0 Are there a lo of green areas

area s where you live? Do you
 think 's more mpoan
mpoan for people
peop le to have eisure
centres and shops or access to green spaces near their Adding ideas and developing a discussin
homes?Why? If yor pane has answered a qestion and yo wan
f Read e adve and discuss wha proposas might have  to develop the discssion you can add your opinion
opi nion or
been made for he site. ask questions.
f I could add somethng here 

Your The old Holmes warehous bhind s t OK if I come n hee .?

.?
 the High Stret is inally going to be
thgh hats a really inteesting poin. Id jst i to
i  to sa 
please! demolished. Thre are rumours of
Realy? I no e ame we I come fom We 
several diferent propoals for what
So i o onin  t a good n o  ?
will be done with th ie What would YOU lik to
se ther? Radio Meron's Tim Collins will be hosting I agree comletey t [Canddae A] I wldn be
b e a good
 a phon-in rogramme on Wdsday at 8 p.m. idea o 
Have your say! Th contact phon number i on the If yo are asked a qestion hat you cannot answer explain why.
radio website.
I m aid Ie nev thoght aou th
th befo
has an neesng qestion t Im frad I hae no idea
e ( 71 Lsen to an exract from
fr om the programme Did it
mention any of your ideas? Noe down the suggestions If you are unsre whethe a question is for one of you or for
you both to discuss ask for clarifcaton
 ( 2 Listen again and complete the phrases the
calers used to express their views on the best option. Sold we al ao h ogether?
1 For me, the bes
bestt _ 
  

 woul
would
d be o ..
..
2 That's  

 moremore important
important than bldi
blding
ng EXM BOOST 42
a shoppng centre ...
3 ersonaly  I'd  for ...
P ersonaly  Complete Exam file SEION B on page
pa ge 4
4   of
 of the ist in my opinon ..
5 hass 
ha 
  near as importan
importan as 


 Work n pairs. Dscuss he suggestions you noed down
 for usng the old warehouse
warehouse space and decide which
which you
 thn woud be he best solution and why Use phrases
 from Ex 4 and ideas from the Exam focus.
( Take turns to answer he questions. Your paner should
join in and develop the discussion when you have given
 your answer.
1 Is t a good dea to have playgonds for young children in
parks where lots of people go to relax?
rela x? (hy?/
(hy?/ hy not?)
 Some concils are reducing the money they spend on city
parks Shold loca people look afer hem themselves?
(hy?/ hy no?)
3 Some people say that organised fn rns
rn s in parks should
be banned. hat do you thnk? hy?
4 How can young people be encouraged to spend more
 time outdoors?
5 s a city a good place for young chldren and teenagers to
grow up? (hy?/ hy not?)
6 Do you think thee will be fewer green spaces in towns
and cities in yo contry in the fture? (hy?/ hy not)
  How many phrases from the Exam focus did you use?
 What is he
been to? Whymost
doimpressve
you like it?outdoor space you have

EXAM TRAINER  p91 � 65

7
 

0 Work in pairs. What would you do in these situations?

AYour
1
Yourfshop f r i assi
e nd s
s t a
sendsnt
ntgi
ends gi v
youes you
a l i n t
k o
t o
o much
a f
fii l m change.
she di d n' t pay f o r.
2
YouA frierendallyhaswantthetor phone
see it in front of youyou wth a private
3
conversation on display f Complete the Exam fie eercises on page 26.

E You find an envelope ful of cash in a publc place.

4

Read the story. What decision did Emma initialy make?

What changed her mind?  Work in pairs Read the exam task and think of 
 two or three answers to the questions to help you

EA$Y MONE come up with ideas for your story.

What was it t hat caught you
you  eye?
Imuon havhn  nvlaolaan $1,0a00 ahhu I unl on  o
 ol
hol a i
hal 1
 l Th
  i
 2 Why was i t of in t e re st t o you?
mony
lookaaiaonun Thio a,,auhamoma nouononI oulI look ayako aal myh il  What 3

How di
di d
d you
you dimis s under
cove i ts t
wasand?a mi s unde s t a ndn g?
Wonhouo anoh huayhouhI jum ,  okon aahinnvl
 a o ananma
on o ok
4

5
amyayay How did you feel about it?
ah I a hn ha I no a man ahin m om h oh
anlInoaniokionakhW aLalukiaiakilny,aIhloahlok
yooooaay,
ahon
 oumaahn
imhahnIalman
umomn
nlak,y, h hI oaan uil Wesent
magaziaence:enloeokiYoung fstorostyomustries for our winewth tsthiusdent
e  ege poppe p o y re'
begin

  hhouiuhlnhmiuh 'Pholiaiaov r anihnoooh ,aunikhu ano aihoinnanano 

poe, ee w oeg i   rey
g y eye

 uoman omahn nvl in unioomon, haoun hin a iIhvoolunliom mony, I ai o h Your st o
•• aanmiesundry
vseunder must i
nt erststandi n c u de
e Read the sto again How does the writer
writ er help you understand
andingng
 the sequence of events? Read the Exam focus to check your ideas.
C Choose your favourite ideas from Ex 5 and make
a plan for your story
Paragraph 1

When
cwhoearhadtowethleetefrleitaader; Istjuomped
Sequencing events
.yWe, wecanneeddo ttohatmakeby usisurnegttheatnsesthe(eo.gd.I.erI wonder
of eventesdis What happened
Paragraph 2
What happened f ir
nexts t ??
andhntisusmueddexprenlye;ssiatotnshat(Isamemoment on a t ra i
tsamewas tmomentn  sat down and t ook a
hen that)I noticee Whenhen glanced back;deep bre at h ) What did you or anot h er pers on t hi n k or say?
How did you feel?
Paragraph 3

 Number the events in the order

o rder they happened
happe ned What helps you?
What
What happened
di d you or in
anot t h e
h end?
er pr s on t h in k or say?
A Iextwasra change
so surprised that I mmediately forgot about the D
How did you feel?
B I lo oked down at the change th assistant had given me. O  Write your story in 140-190 words Make sure you
 sequence the events clearly.
C D

DE When
JustIwat waskiatngonlIthtuatoyrwanlmoment
aedtdrtsowhen
warme. d heard
Isratheisvoiedsomeone
cethatasawt I'dcalankept
kepl olmyt dit.school
name fiend 0
0
 Swap stories with a paner Review their story
Did it keep you interested?
interest ed? How? Are the events
sequenced clearly? Why?/ Why not?
F Imout
t washctoearsayy much sometmorhing than  was owed so I opened my 0

66 EXAM TRAINER  pp60-6 �

 

0 Work in pairs. Decide if the statements are True or False  Work in pairs Identif
Identifyy the odd one ot in each grop
 There are a few dierent species of bee.  associated, divided, linked, related
closely
 Male bees do mos of the hard work.  completelydieren, normal, separate, unlkely 
3 Bees communicae cae through sound 3 deeplyaected concerned, hu, slow
4 The average honey bee produces 12 teaspoons of honey  4 awake, aware, impossible, understand
 fully
in its lifetime 5 eective, antastic, ikely unusual
highly
5 Honey can last forever. 6 believed, considered, known sae
widely
6 Bees are vital fo human survival  Look at the sentences below. What collocation from
( 81answers
8  your Lsten to pa of an online talk about bees and check 
to Ex .
Exs 3 and 4 do you think fts each gap?
 Ive never _ why people keep
C ( 2 Choose the correct alternatives Lsten again and check. bee hives
 Many species are completely/ fully dierent from each other.  My dad makes  meals like peanut
 They're al closely highly eective team worers buter and cheese on toast!
3
I
oney is an incredibly/ vitally interesting substance 3 Chocolate is  for my well-being!
4 Bees and humans have been closely  fully linked fo I  Work in pairs. Write three of your own sentences that 
thousands of years each include a diferent collocation from Exs 3 and 4.
Don't write the collocatio
collocation.
n. Leave a gap
5 Bees are vitally/ widely impoant n the growh of fruit,
crops and other pants f Swap sentences with another pair Can you guess the
 6 We just have to look at our breakfasts to fully/ highly missing collocat
collocations?
ions?
understand ther impoance.
7 his s incredibly/ widely believed to be the result of a loss Q Wit yourcan
can that paner, think ofthe
come before as many
wordsadverbs
adve rbsYou
below as you
have
of habitat.  two minutes. Go!
 People around the world .. are closely deeply concerned
I
about the suviva of bees ( impoant
impoant neresting understand)
understand )
67

0 Work in pars. Write down as many

man y words as you can
 two miutes associated with the four seasos show
in two
in show EXM BOOS p14
above. Compare answers with the class
class  Q Complet
Complete
e Exam file SECTON
SECTON C o page 14.

 Yo ae gog to ead an ce where

IWHi·kt
where dfeet peope
are talking about seasons Match
Mat ch the peope (1-4) with
Paraphrasing in questons  their contributions (A-D)

The questions wll not use the same words as the texts. It s 1 an ahlete 0 3 a gardener 0
 therefor mpotant
mpotant o focus
focus on key words n the questons and 2 a teac
teacher
her 0  4 a sudent 0
magne
magn e how they mght be expressed n the texts. For exampe,
Queston: Whch wrer suers from an illness triggered by light?
Text extrac: A lot of sunsh
sunshine
ine has a strange efe o e
As oo  I  wng t  -  ge  odd  Read the aicle again For questions 1-10, choose
 from the contributions (AD).The contributions may be
be
 tchy spots
 tchy spot s n   d g chose moe than oce
Which contribution mentios
8 You are going to ead two sectios of an aicle about the 1 a dese for a compete change of envronment? □
eect daylight has
ha s o aimals and people. Read the Exam
 focus Before reading the sectios of the aice, look at 2 a belef tha others should not be envous o her
questions 1-5 and identify the key words Note down stuaton? □
 what you might expe
expe toto fid in the sectios 3 havng changed her atude to a partcular season? □
Which sectio mentions 4 some people's bologcal sutabty o a cean
clmate? □
1 a concern for the survval of some anmals? 0
5 d ung e smme? □
a dese for some peace and quet dung
2  he reason behnd he change of seasons? 0
6 an apprecaton that her atttue mgh change
3  the mpoance of ght for wld
wl d anmals o breed? 0 under deren crcumstances? □
4 ways people can beneft from an xenson of
7 resentng the predctablty of he weather? □
5
daylght?
how envronmenta changes can confuse certan 0 8  the star of health problems n cetan months? □
9 a preference for spendng tme outsde at partcuar
anmals? 0
 mes of day?
d ay? □
e Read the sections of the aice For questions 15 in 10 not sharng he same atttudes as other people n
Ex 2 choose fom the sections (A
( A or B) dentify the her country? □
paraphrasing in the sections

A I love he spring. That rs sign ha day are
beginning o ge onger as he earh coninues its
annua journey
journey round he sun is welcom to animals and
humans alike Human migh appreciae he opportuniy
h mor lih iv   do wha w ldn' d
B Bu apparenly climae hange is having a wrrying
effec on ome o ou wildlife and is because is
making hem hink ha spring has come ealier hn
expeced - a full hree weeks in some pas of he world
world
Wrmr emrtre mn tht hirn n
 in winer, such a worki
working
ng ouside unil lae in he day are geing he wrong signals abou when i's ime o
or no ravelling o work in darkness! However for many wake up Hedgehogs for eample are coming ou of
animals he arrival of spring can link direcly o heir hibernaion oo early and may suer if he weaher
survival as a species as his indicaes when hey should urns cold again Birds are emped o mae and nes
sar maing Birds will sar singing when he days early endangering heir young whch may be oo weak
sar o ge longer in order o arac maes and hey'll o survive cold spells.
begin nesing in preparaion for heir eggs In fac
some songbirds can acually be ricked ino saring he
process early if hey are close o ariicial ligh sources

68

]f  <�U S

F A 
A Y
 A  
Summer's iust around the corner so

SE N·
we thought we'd fnd out whether the
hot summer sun lghts up your fe!
Check out some readers' contrbutons.

A C
You'd expect someone like me to have summer down I'm Russian and I know I should be used to the winter 
as the best time of the yea. Aer all, I have those
those long months, like most Russians, but  am denitely not!
holiday weeks to look fward to, with no more evenings I absolutely detest the cold Not only do I hate putting on
spent marking homework until Septembe. I know many of my layer aer layer of clothing, but  also can't bear the almost
 friends wish they
they had a break like I do, but they probably don't permanent eling that 'm just about to come down with u
see the drawbacks. My holidays are inevitably the same as the or something- which never actually happens If I'd een born
children's and as a result summer beaches are usually really in Siberia or somewhere near the Arctic, apparently my body
crowded and any holiday abroad costs a rtune because it's  would be better adapted r the cold weather
weather of long winters
peak season! Not only tha but the hotels  can aord are the Scientists say that people from that part of the world have a
mily ones and overrun with children  imagine I'd appreciate dierent physique-
physique- shorter bodies and limbs so as to keep asas
places like this
this if I were a parent But 'm
' m not! Don't get me much bdy heat as possible. I'm tall and skinny and fel the
 wrong- I love children,
children, but I share every working day with cold terribl. So, r me, summer is when I come alive! Theres
 them and 'd just like to escape in the holidays
holidays That's
That's my main a buzz in the air and people have smiles on their ces and you
beef about summe. Not my fvourite time of the yea don't go to college and come home again in the dark.
dark . Give me
B  Where I live we don't get seasons like most countries
do. It's pretty much summer all year round, apart from
summer any time
What's not
not to like about summer? For me  actually
 the hurricane season when we we get torrential rain and really
destructive winds. The toursts love coming here because it's i t's
D quite a lot 'm one of those people whowho suer when
 the pollen levels start to rise, sneezing throughout the
practically guaranteed sunshine, but to tell the truth, r me summer months. What's more, I have the the sort of blood that
it is SO boring. Every day the temperature
temper ature is the same- no mosquitoes seem to love and if I'm out at dusk  get bitten to
element of surprise at all- and that is hot, hot and mayb
maybee even death! I haven't had these allergies all my life, only in the last
hotter! If you're out
out in the midday sun it just saps your energ couple of years, and it's a real pain because I used to adore the
so  usually do my outdoor training early in the morning or late long days and the picnics and trips to the seaside Now, it's
at night I've competed
competed in London and that's
t hat's where I would completely dierent I have to take regular medicine, which
love to live You can get ur seasons in one day magine not makes me really sleepy by the wa an my job, which involves
 wearing shirts and shots allall year round, but investing in a cutting lawns and hedges, is a bit of a challenge Although
proper wardrobe, with fury hats, boots, sweaters? Tourists
Tourists it els wrong on so many levels, I look rward to darker
 think 'm craz but I'd swap the burning sand r some chilly evenings and the changing colours of the leaves
 frost and snow any time!

Speaking or writing
 C Discuss the questions i pairs. 0 Write a sho bog post fo a website Choose A or B
1 Has your attitde to dfeent seasons changed since your A Why it's good to spend [choose a season] in
childhood? [name a town, area or country].
2 Do you think changes in the weather can aect people's B Why you need to escape [choose a season] n
moods? In what ways? [name a town area or country]

EXAM TRAINER  pp �
P3839-x414 �
0 69

8
 


.W
Form adjectives fom these words and add them to the tabe .

.  f       y 

      w y y
0 Do the survey and compare your 

-y
answers with a paner
/a abl/ibl -

Emojis
   and
 me
?     y
 Complete the questions with words from Ex 4 and then answer them.
t
2    
NO   ? W?       A    y 
_ ___ f w 
3 D
    2    __
__  f y f  w
         y fy w  y
y
 --
 --  w  f 
? 4  y  _ w   w a'  y f 
4 W  
  ? W?    . .

5 D
 
 ?  f Complete Exam file SEION D on page 6
•

- •

8 ( 83 Work in pais and do the

quiz. Then, listen to an eract from
a talk about Wold Emoji Day and
 For questions 1- read the text below. Use the wod given n capitals at the end
of some of the ines to form a word that fits in the gap in the same line There is
check your answers
an example at the beginning (0)

EMOJI FACTFILE
   o oj 
A new language?
     oj a
tae
 (0)  VJT that
 that emo is have changed the VI
 
 miusers.l eenniEmo
acommuni cate Anddsthei
lsis834earol onl  use
 make is not
up limpercent
4 ited to o
3
o
    (1) ___ make readi ng and rhe
or everone tingresul
messages ever more
t is increasi ngl JY
 Ho  oj   (2) T
I

o Foo
  M
5 Ho  oj   iexperts
more
nto a trulare  ()gl o
bal
 language
 communi thatcatithese
on. iIcnonsdeed,coulsomed deveop
Ater
our bod al l , hen
la e
nguage. speak, our
Gestures,
Gestu res, conversati
aci a  o
expessi n is
o suppl
ns and e mented
posi t io b
nin g
e Complete sentences from the combi
()()   
_ ne to add clarit.,Emo express
i s , himoodc h andviseluaements
are and o our
thereore 
recording by changing the words
in capitas same or therittenacross
ord. lhe
anguagesmake andhatcue:tures,e sai
do ntheg 

1 T (6)   _  to an international audience

_ 
f__
 y
UTA
conventi
th so man orms
oonsn.arenedevel o r t ten communi c ati
opingisalthe the(7)ti o
me, parti n toda di
clarl concerni erentng
2
CONSIDER
T y    punctuat o these
hether or not to use ul stops in texts and messages. Is it  about U
   y  
 rude Al e can be sure o s that nothing stas the same and
()  TK

  w
 SIGNIFY
L w
y' w 
 w  creati
more vit _
 i_
l continue_ 
tomake
, but dei
rtntenitelcommuni
 interesticnaton
g ever
y f w  �   Discuss the questions in pais
 SLEEP
1 '
S  wy
y             zy f 
ff    
2 A     f  f  
a  y  w  w     f f 
70 EXAMAMT TRAINR  P 
p8 90 

8
 

0 Work in pars and dscuss the questons.

 What a e th e
haviAre nyoug fraiegoodbenef i ts and chal e nges
nds? fiend? Why?/ Why not? of   7 You wi ear a rado ntervw wth a woman caed
2 Crstna Menta who s talkng about the
t he mpoance of
 frendshps. For questons
questons - choose the best answer ( B or C).
e ( 84 You w ear four people takng about
 friendshps Read the sentences and predct what
 Accoding to Cistina what s the most impotant factor in a
each speaker wl say Then sten and check
1 Speakerfrie1nds.thinks t's better to have
a few
ots of/ friendshi
tthhee ffrrpiiee?ndsnds appr
enjgetotyoecigeeachatheereach
otrheerguot's acompany
hrery equay
B

2 Speaker 2 apprecates a gif because of

ts appearance/ ts meanng
n Crti'sstieasyna's opito tnaiokn,towepeopchoosee wefriunder ends whostandare simiar to us because
2
A
3 Speaker 3
can be hmsef shares nterests
hFors fspeaker wi th t h ey appear t o be mor e appr o achab e 
riends 4, friends ae mportant HowwedoeswantCrtiostavoina fdeeconfabouict intheourideaivesthat diverse friends make us
B

 more ess 3
than famy ceverpeeased? by the discovery A
puzz e d by
worried about the conceptth e sci e nce B

C
Understanding opinions

When
oen
nteeasusesstexprtnhgemorebecause
such ssifoonewigsubtandng:.ej'.uYouYastounguage
ifymayng anhearthopian'anexprn'Iitohn,ienssiakk speaker
onsis  tHowhe happy
f disirudoes
A zste ofatteCrhdateibyshuman
hertinahiefdeeareebrasons
about
isaipopu
n? behidifaernramong enta newscehentidieafipeerc ideass egarding
d
Expressng an opnon:
B

sappoi
I findis pa vericuy ianrteyrienstteirnegst/in/ HowsurdoesprisedCrisoutinachance n te d h at she has had t o
fee aboutof catthcehiefngecta ofdisfease change her mi
riendshiis rpeducedn d
s on our heath?
What s i n t
ter
er e s i n g  s  
There are various easons why  inteeThests me.most  / 

concer
A

n ed i t can r a i s e our f e e  n gs of anx e ty

 / I'dtosayreait'issemor tehatabot    6 Crsftainscia nbeateiedvesby tthhae iasncrchieasedreinniffreieexpect a ncy t h ey br i n g
B
Emphassng one dea above others:
itnhtanerest /ngWhatthingves come C

nds
bove al  tgievache usefeachu foteedback
A her howtotoeachpayother
 ( 85 Read the Exam focus and isten agan 
 B

e ar n to be spon a neous wi th each oth er 

A
Compete the sentences with the words you hear
 tf'sindefd initey moe aboutrea_ y neresting,th.an. Whytodoesencour
B

C stperresssuade
Crtihasgeetinmiasitsporetneenerasnceststotorspend
yofrabout
esharconnect
tinmhergesecrwifritehndshi
tnewsongwitphacquai
owinewstthfriMarefnrdstieances
ndsia?
2 ant's eye out fo you to have k e yef roe nds
w, but th at
th keep
a 's EXM BOOST p34

3 her e ar e a f e w t h ey' r e speci a   why my f r i e nds

Q Compete Exam fe SEION B on page 3

artheatmy canfrieundsstre.xButwithhehem is Speaking or writing

Work n pars Write between fve and ten tps on one of these
 ·
 
•·-···    riends were
f rie o e import
 mo
re m an t
rta  t    topcs Share them with the cass Whch tps do you thnk are the
 tthruanefamiy   So,  ve it s not most usefu?

wth86
( You wlcaled
a woman hear Crstna
pa of aMenta,
rado intervew
who is -HHowow o endakea newfrendshifrendsp How to be a good fiend
 talkingg about te mpoance of frendshps
 talkin
 What does she say i s the most i m por tant f acto r ?   frend s conductng research nto what makes a good frend
Wrte a paragraph for them about someone you know sayng who
What phrase does she use to say this?  they are and why ther frendshp
frendshp s mpoant to you

EXAM TRAINE
73 E
 Pp74 �  �
�- 1

8
 

0 Work in pairs Are there any mous dishes from your   For questions 1-6, complete the second sentence so that
count that contain cheese? How do you make them? it has a similar meaning to the first sentence using the
 word given Do not change the word given You must use
f You wil hear a news repo about a cheese carving between two and five words
championship Guess the answers to these questions
0 Seing cetain weknown cheeses is iega in shops in
1 Where were the irst known food carvings made?  the USA
U SA
2 What food items are used to make carvings these days? ALLOWED
3 Why is cheese thought to be good sculpture material? Shops in the USA ARE NOT ALLWED T SELL
4 What toos might be used to make a cheese scupture? ceain weknown cheeses

e (  Listen to the

the news repo
repo and check your ideas. 1 Peope say that someone invented cheese by accident
 THOUGHT
 Underline the passive forms in Ex 2 and answer these t _ invented by accident
questions.
2 Food manufacturers have to keep some food coo whie
1 Why has the passive form been used each time?  transporting it
2 What diferent tenses feature in questions -3? How ae MUST
 they formed?
Some food   a ow
3 Question  uses a moda verb. How are passives formed  temperature during
durin g transpoation
aer moda verbs? 3 In 28 scientists estimated that cheese they had found
8 ( 89 Complete the sentences with the correct passive in Egypt was 33 years od
 form of the verbs in brackets Listen and check  THAT
1 It (beeve) food was fist carved over n 28 it  which had
2, yeas ago been found in Egypt was 33 years od
2 Food (may/ use) to carve shapes ong 4 Manufacturers use pantbased ingredients to make
before that vegan aternatives to dairy products
3 ne time,  (ask) to make a cheese WH
scupture Vegan aternatives to dairy products
4 Cheese (consider/ be) a realy nice 
     pantbased
mateia to work with ingredients
5 nce a pece is removed, it (can't  put) 5 There' be a huge onion estiva in
i n Bern next yea

back on. HELD

6 Your scupture (wi/ make) ve in front A huge onion festiva  
 
 
_
 
 _
of an audience in Bern next year
6 ts a good idea to remove cheese from the fidge an hour
EXAM BOOST p8 before servng

Q Complete Exam file SEION D on page . SHOULD

Cheese
Chee se  
 

 fr
from
om th
the
e
fidge an hour before serving

 Work in pairs Which fct in Ex 6 did you find the most

surprising?? Why?
surprising
  With a paner come up with five interesting facts about
 food. Use the passive fom where possibe. Share them
 with another pair Which fact is the
the most interesting?

XAM TRAINR  pp21-22 �

 
8

0 Do you have ceain clothes that you wear on dierent

occasi o ns
 Think about:or fo di  eent events? I
Iff so, gi v e exampl es.
Q omete Exam file ETON
ON  on age 38.
         
     
C
( 8.10
f  the questiLiosns.ten to a odcast
odcast about clothes and answe  Work
B listeninand
arthen
hotograhs. s Then
tudent
answe
go todotheagethequest
112 taskoand
nbelbeochange
w.owtudent
theroles.
1H                
 7
 7
2 A     H A,

   
 
C 
e Look at the photograhs Which item of clothing in both
     
hotograhs could be found in the seaker's wardrobe?

 ( a1
 task bel o Look
w Work at the
i n hotograhs
ai  s and di s agai
cuss n
what andyoead
you u mi the
g ht say
isten to a student doing the task. Did she mention the
same thngs as you did?
Y 
j      

 
C  
  
  
         
j Y       
 ( .1 Listen to another student doing the the task
Why
ReadisthehisExam
answefocusnotandas good
checkasyou
youthe ifideas.
st seaker's?
i!:#O·BfI
i!:#O·BfI
Organisng a long turn
 
 P      

P            
 • S         
•     
• S
       
taing:     /F        (   )
nswering the question: A     /  
  
inishing:  /       
EXAM TRAINR   
- 73

  8

0 Work in pairs. What do you think is the best way to lead 8 Connect the
a healthy lifestyle? Make a list of ideas. Think about ideas in each pair
 these things o sentences
using an appropr
appropriate
iate word or phrase from the
xrcise food ndoors/outdoors
ndoors/outdoors sleep Exam focus and Ex 4
socalsng sunlght technology work/studes People should do regular eercse It s vtal or the
1
health of our hear
Do you Why
E Why?/ thinknot?
people generally folow your ideas in Ex 1? 2 Many people fel they do not have tme for
regular eercse. They becom unft
 Read the two essay paragraphs abou healthy lifestyes. 3 Fresh ar can mprove our blood pressure
In which paragraph (A or B) are the
t he ideas conneed more It helps us to dgest food more easly
clearly? How? 4 Sunlght s very benefcal It can result n sunburn

A One way that people can lead a healthier ife is to

spend more time outdoors. Many people work inside,
5 Many people st down n ther jobs. They get lttle
oppotunty to move about
6 Usng less technology s desrable Its use s vtal
 which means that t hat they o not get
g et the opporunity to  to our everyday lves
breathe in fresh air during the day In addition they
might not get the amount of vitamin D they need to   Add inkers to paragraph B in Ex 3 to
live healthily especially in winter as they see litte or no create a more coherent paragraph.
sunlight at all. This can afect a person's physical and
mental well-being. However, if everyone makes an efor
to go out in sunlght for just 15 minutes each day, they
can ensure they all get the nutrients from nature that f Complete Exam file SEION C on page 16.
they need to live more happily

B Food is vitally important o

o a healthy lifestyle.
he type of food we eat has a significant mpact on  Read the exam task. Add your own idea.
both our physica and mental health. Plates of beige
food, like chips, pasta and rice, may look and taste I your English ass yo hae been talkng abot
deicious. heyre ull o carbohydrates. hey do not how to ea a heathie estyle Now you glish
provide all the vitamins and minerals needed to lead a teaher has aske yo o wie an essay.
heathy lifestyle. Experts say that it is better to eat the
Write an essay sig al he oes a gvng reasons
rainbow. We should eat a meal full of diferent-coloured
for yor poin of vew.
food, particularly fruit and vegetables We get a more
balanced diet with al the nutrients needed to lead a
healther life I II II II II II II II II II i
eople o not spen enough tie outdoors n
their everyay ives. o you think his probe
can be solve?
Connecing ideas in a paragraph Notes
To create a coherent paragraph and connect our deas, Wrie about:
we can use lnk ers to: 1.  work an stues
an es
• add nformaton, e.g. and/ furhrmor/ as well s that
 open spaes
• show contrast eg but/ on the othr hand/ despt 3 (your own idea)
 ( fct that)
• eplan the result of somethng, egas
eg as a consquenc/
consequently/ threo
• eplan the reason for somethng, e.g becae/
 Work in pairs. What coud you say about each topic
t opic in the
u to th
th fa
 fa that
that
notes? Write down your ideas.
i deas. Then, organise them into
an essay plan (introduction,
(introduction, main bod, conclusion).
conclus ion).
C Write your essay
ess ay in 140-190 words. Then, swap essays
 Underline four phrases in paragraph A in Ex 3 which with a paner. How have they linked their ideas
id eas in each
connec and organise ideas. Match them with the paragraph? Is each paragraph coherent?
 functions in the Exam focus.
74 EXM TRINER  pP4445 xs l-B �
0

REVIEW  UNTS 1-8

 

READING AND USE

USE OF ENGLISH
ENGLISH - Par 1 READING AND USE OF ENGLISH
Par 3
0 Read the text below and decide which
which answer (A, B, C or D)
best fits each gap. e Read the text below. Use the word given in
Don't try this at home captas at the end of some of the lnes to
form a word that best fits in the gap in the
It's a popular spo, but few would (0) _ Q  that here is a ime
i me and a same ine.
place to go skateboarding. Thee are specal parks whee skateboardes
can practise and (1).   of new skils, wthout interfering with The colour purple
pavement or road users. These ae wel used by young people who are
Parents like to have souvenirs of
(2)  about heir spo But imagine a parent's (3)  if their 
(0)_ MEMORABLE  moments
 MEMORY
child atempted to use their home as a pracice aea! One professional
in heir chiden's lives and my
skateboarder
skateboard er and word champion, Pierre Andre Senizergues
Senizergues dreamt
mother s dsplays a picture
of a home where skaeboarders could do just that He (4)  up
 that I painted agedaged two. There
There
with the idea for an amazing house which s a (5) ·- of a home and
s  lit
s e  (1) _   .  
ite  
    in  ORIGIN
a skaepark
t; bight purpe figues which
he (6)  of he house in Maibu has everyhing you would need are barely()   RECOGNISE
in a normal home but there is also a practice space for skateboarders as people Now, as a coour
 to (7) 
 their skills. Here
Her e he walls, foos and ceilngs
ceilngs are curved psychologist,, I appreciate how
psychologist
and are (8) o et skateboarde
skateboardess speed up ramps, do tricks and (3) imporant imporant  VITAL
jumps and skae between rooms. Who needs an outdoo park when painting s for young children.
 there s one in the nex room!
room ! Is fun and it can hep heir 
0 A debate B  tell C dscuss D argue (4)   in many DEVEOP
ways I teaches good handeye
1 A present B show C create D display
coodnaton and kids become more
2 A devoted B fascnated C absobed D passonate skul at usng ther hands It helps
3 A impesson B reaction C eedback D consequence develop (5)      CREATIVE
 took made went and also decsonmaking
4 A came B C D
abilities, as hey choose wha
5 A sequence B section C combinaton D link (6)    colours PRME
6 A faclities B luxury C inero D decoaion  o use and plan  even if very
7 A imagne B suppor C create D develop roughy  where to put things in
 the pictures Painting also allows
8 A consdered B designed C proposed D used
chdren to express themselves
wthout using words, paintng out
READING
READING AND
AND SE OF ENGLISH  Par 2  the feelngs, and
and his s oen

f Read the text below and think of the word which best fits each gap.
Use ony one word in each gap
used as therapy when young
ones have()
have() EMOTION
probems. Looking again at my
A cheesy story puple pcture, I wonder what was
We ove our cheese t can (0) BE eaten in sandwiches on my mind. Why did I use purple?
o as (1) 
 delicious main meal However, a couple Was I eleasing anger, pressure,
of cheeses which (2)    recenty made he news wll (8)  ? I was FRUSTRE
deinitely not appear on our plates! Cheese was found in an Egypian pobaby ust
ust too azy to ook for 
 tomb and is probably
pr obably 3,300
3,3 00 years old
o ld (3)  was another colour!
beleved that this was the oldest cheese ever discoveed However,
only a shot tme laer remains of anothe cheese were found in Croatia.
his is hought to have (4) made 7,200 years ago.
 No one has any idea (5)   these cheeses aste lke
 And no one is ever going (6)   find out!
One old heese that could appea on a pate today
(7)   you had enough money is a 40yeaold cheese
from Winsconsin. t was put at the back of a cooler, forgoten and then
ediscoveed when the 73yearold cheesemaker (8)  
cosing down the company Apparenty, its extremely strong Anyone
for some 0yeaold cheese and biscuits?

READING AND USE OF ENGLSH - READING AND USE OF ENGLr 

ENGLr SH
S H  Pa
Pa
1
Pa4  Read the text beow and decde which answe
answ e (A B C or D) best its
e Complete the second sentence so that each gap
it has a simiar
sim iar meaning to the irst
sentence, using the word given. Do not Mindfulness
change the
th e word given You must use Mindfulness  the state of shutting out everything n our minds
between two and an d ive wods, including except what
what is happening around us now  has been in (0)   for
 the word given Hee is an example centures oweve, its (1)  over the last few years has grown so
(2)  that its now a multibilon Euro industry There ae books,
0 He doesn't ofen pay footbal at the apps and courses all designed to hep us learn to be fully (3)  of
weekends. the present and nothing ese The promsed benefits of inceased
EVER eaxao ad reduced sess (4)  compee sese Ae a uy u y
e ARDLY EVER PAS footbal at the (5)  a spectacuar view in front of us and not spending the time on
weekends. stessfu thoughts about wok or famly s suely beneficial.
1 Tina wrote ast month's award-winning owever we should be cautious about mindfulness's potential
shor stoy. advantages People who regularly practise t say it impoves thei menta
(6)   and those who have experienced very stressful situations say
WAS
it has been highly (7)  in heping them in ther recovery owever,
Last months awardwinning short story ths is not yet (8).  in research. Studies so fa have been smal, with
_ 
_    
   Tina. the results o larger studies yet to be seen
2 I didnt go to the cinema because there 0  A presence B reality C existence D duation
were
PUT
og queues 1  A popuariy B approval C fashion D reputation
2  A approximately B typcally C essentialy D significantly
to the cinema by
3  A clear B aware C famiiar D awake
the ong queues
4  A give B make C do D have
3 I receved some advice from an assistant
in the shop but hes on hoiday now 5  A appreciating B realising C accepting D knowing
WHO 6  A satisfacion B enjoyment C well-beng D comfor
The shop assistant  7  A powerfu B eective C useful D active
s on hoiday now. 8  A defined B dispayed C marked D evident
4 he pa s o
 o cacel a oca bus sevces
DO READNG
READNG AND
AND USE OF ENGSH
ENGSH  Pa 2
Theyre  
   
 al ocal 0 Read the text below and think of the wod which best
b est its each gap

bus services. Use ony one word in each gap

5 People dont think the new product wil Reaxed pefomances
be popular
I (0) �
� never
never heard of elaxed performances before  went
wen t
EXPECED
to see a dance show in the theate a couple of weeks () 
he new product     
  
  
 
  with my fend and her son It was quite amazing ad I think these
popular performances should (2)   beer advesed
6 Coud you ook ou o any as  eed o So wha s a eaxed peomace We apaety heyve
ask him something (3)  availabl for a ong ti now They are shows which
EYE (4)    been specialy adapted for certain audiences. Some
aduts and chiden have leaning dificulties or oher poblems which
Woud you mind 
 may prevent (5)  
 from enoying thngs like ballets, plays
anny as I need to ask him something? and muscals They sometmes feel uncomfoable with the bright lights or
 loud, sudden noises in the theatre They may even be afected by stong
pefumes. A 'eaxed peformance' s nformal and (6) 
 
s accepted that people can walk around or talk durng it The ights are
(7)   brght than usua and the music is quieter
These peomaces gve eveyoe the oppouty (8)  
enoy shows and I truly hope that they are made avaiable to more and
moe people in the futue

76

READING
READING AND
AND USE OF ENGLISH
ENGLISH - Par 3 READING AND USE OF ENGLISH
ENGLISH  r 4
0 Read the te below. Use the word given in capitals at  Q Copete the second sentence so that it hs a simila
 the end of some of the ines t form a word that
that be ening to the first, using te word give Do no
ts in the gap in the sae line. change the word given You mu use between two
and fie words incuding the word given. Here is an
Money, money, oney exape
t's ben around or
or a vry long tim,   havnt sn him this happy for aes
(but
0) prhaps not for
N8IAL
N8IAL  much longr.
 xprs bliv FINANCE  THAN
 that a cashlss socity could b just Today h is HPER HN HE HS !EN for ags
around th corn Th us of nots 1 H ony joind th club bcaus of ordom.
ord om.
and cons has bn going down
BEN
(1) -
-   n rcnt yars  SIGNIFINT
Most pop around
around th world buy f h hadnt hav joind
and sll things lctronicall and  th club
w njoy t (2) _      EASY 2 Unfrunately eating out is xtrmely xpnsiv in
i n th
of it Manwhi
Manwhill ash can b havy  tourist sason
notes t dirty and thy an carry FOTNE
a rang of (3)        and ILL
it cn b ost. Cybr currncis ar Unfortunatly it
it   out in
bcoming mor and mor popular  th tour
tourist
ist sason
snt i (4)     to go  SENSE 3 t s blivd that sh wrote this song in 206
cash fr?
But not vryon is covincd HAVE
Sh     this  this song in 206
 that cash will om compltly
(5)       and bliv RELEVANT 4 Th commi will discuss th issue at th nxt mtig
 that thre will always b a plac for  ADDRESSED
it. Many popl (6)    CURENT Th issu  th
us cash bcaus thy dont trust comit at th nxt mtin
onlin transactions or simply do
not us th internt Othrs valu 5 This summr thr ar fwr tourists than thr wer
 th (7)       
    that  SAF last yar
a cash dal givs thm; ther is lss  AS
chance of idntty thth nd ifi f w This summr
summr thr ar ot
wnt ttaly cash fre imagn th  thr  wr
wr last yar.
(8)   if th intrnt CONVENIENT
wnt down For th moment it sms 6 ll mail or txt you whn  gt hom Lara m said
 that cash is imporant but in 0 or ystrday.
20 yars tim who knows?  TOC H
Ystrdayy Tom
Ystrda Tom tld Lara that h
h
hr whn h ot hom
 

UNIT 1 GRAMMAR FILE

REFERENCE We can use soe state verbs in the continuous form when
we descibe actons
PRESENT TENSES
 thin(= beeve) I ike this song
Present simple m thining about gong to th beah this weekend
IIm
We use the present simple: (= m considerng t)
 to talk about habits, repeated actons and routines. I see what you mean= I undestand)
I go suring during the summe m seeing D Brown n the monng= Im meeting him)

 to tak
tak about pemane
pemanent
nt states and
and thngs
thngs that are
are aways true. See/har are state vebs but look/lisen descrbe acions
We dont live near the ocean What can you see?/ Im looing  though this
thi s magazin
Sea wate freezes at aound -3 degees centigrade. I cant hear anyhng/ m listening o a podcast

 to describe what happens in a spos commentay We can use feel and loo n the contnuous form without
any change in meaning.
Fedeer hits a cosscou oehand whch Nada is unabe
 to reach
reac h to get the pont I feel hungry./ m feeling hungy
She loos  tied/ She looing tired.
wth adverbs of requency(neve, sometmes usuay, oen,
always rarely). Presentt perfect simple
Presen
We ofen visit the coast but rarely swim in the sea. We use the present peect simple to t o tal about
with expressions of frequency(ost days twice a year, states that stared in the past and continue now
nowWe
We use since
now and then, eve once in a while). wth a specific point in time and for with a peiod of time
We have a eh hoday oe eve couple of yeas Ive nown Jack for three years.
Ever now and then  drve to the a Ive had this same
s ame haicut
haic ut since  was 16
Present continuous recenty finshed acions o past acions with a pesent resut
We use the present continuous
he focus is on the esut
m covered n mud ve just done some gadenng
 to tak about acions happening now, or around now
're a watching V n the ivn
ivn room. acions that happened at an unspeciied past time.
Jorge' moved to Ro
 to tak about teporary aons
re staying n a gues house  the ea We aso use the present perfect wth already, yet, ever
and never
with always to tak about repeated acions or habits that ve already seen this fim.
are oen annoying
Our neigbour' always playing oud musc Have you cleaned you room yet?
I havent staed dinne yet
 to tak about situations that are changing
Has Ben ever met your sste?
Im geing beter at suing
ve never seen you beor
State verbs We use ever and never with t_e compaative and superative
State vebs describe a state not an aciviy State verbs cannot his s the best ice cream ve ever tasted
usuay be used in
i n the cotnuous fm They icude:
Ive never seen a more boring m!
vebs of thinking agree, believe, dsagree, doubt know,
suppose, understand Present perfect continuous
 vebs of sense/percept
sense/perception
ion hear, see, smell, taste We use the present pere continuous
verbs describing aitudes dislie, hate, lie, love, need  to tak about
about aions that staed in the past and continue now.
now.
prefer, want, wish Ive been learning to drive since ast
a st year
yea r
verbs describing appearance and quaities appear loo
 to tak about continuous actons in the recent
recent past that have
seem sound
a resut in the present.
present.he
he focus is on the acion
vebs of being and possession be beong to conain have,
've been decorating ou house Its staing to ook
own, possess good
othe vebs cost fit mean owe, wegh
 to emphasse the ong duation of an acivy.
he boss has been trying  to ind yo for the ast our
78

PRACTICE  Put the verbs n backets in the correct form.

PRESENT TENSES
My life as a . lee ree che
0 Match the sentence halves. What verb form is used
n each sentence?
sentence ? Why? A sleep researcher's job can be really interestng.
We might spend a lot of our time watching people
1 I haven't staed
sleep, but we also 1 (manage)
(manag e) to
2 re thinkng about
3 Es jus collect
2 some ascinatng
ascinatng data There's so much we still
(not / know) about why and how
4 Ive been watng here  we seep.
5 I's Sepember and he leaves are I 3_  (do) this ob r aroud three years

6 Ive never no My team and I 4 _ . (treat) hundreds

of people in that time. We 5 _ . (monitor)

7 My parens have lved
8 I vsit my grandparens our patents sleep i our clinic or at their home.
We then 6 (analyse) the data and
A gong brown aleady. 7
(propose) suitable treatment
B for an ho  which can make a huge
huge dierence
dierence to their lives.
I 8 (currently / help) a woman who
C reading he book yo len me ye
9
D his mine finshed he epor _ (have) only about three to ur hours
sleep a night on average r the last decade. I can't beeve
E once a wee
she 10 (e) able to hold down a -time
F going o Italy in July job and help bring up a my durng that time.
G n Sydney since 2002
H seen anyhing as sange as his!
Pronunciation
f Choose the correct alternatves.
_ -· 

1 Waer s leakng/ eaks when yo dont trn

he ap igh enogh.
2 I neve see/ 've never seen a scarier sigh!
3 I gets/ s geng cold in here Shall I urn up
he heaing?
4 We've been walkng/ walk for hours A leas 
feels lie that!
5 I have/ havent spoken o Jason about next
weekend ye
6 Wha are you thnkng/ do you thnk abo he
new library?
8 s each verb n bold stressed or unstressed?
How s each unstressed verb pronounced?
1 ve been watng fo ages.
2 Ive jus seen Katie
3 Neiher of my bothers have been abroad
4 I havent done i ye
5 Has Lorenzo arrved ye?
6 Max has been tying o fx or car fo the last hour
 {  : GF Lsten and check Then, lsten and epeat
 the sentences.
sentences.

7 Ive been trying/ tried to

tried to learn Spanish for yeas
and efse o gve p!
8 Ive been tryng/ tried to
tried to learn French bu js
couldn' do 
e Correct one eror n each sentence
1 Have yo been yet o he gym?
 Wrte questons usng the prompts. Put the verbs n
 the correct
correct present tens
tense
e
1 Wha/ you/ do/ al day oday?
 How long/ yo/ ive/ in your cren home?
3 yo/ ever/ ride/ on a moorbie?
4 Wha/ he fis thing/ you/ do/ each morning?
 2 I've been having hese shoes since 2015
3 Wha is Bil doing for a ivng?
4 I'm not seeing you Where are yo?
5 zzys grow up fas
6 'm ired I've been worked hard al day
7 Have you seen a ghos ever?
8 This is he bes food I've never eaten
UNIT 2 GRA M R FILE
REFERENCE
PAST TENSES
Past simple
We use he past simple to talk about single or repeaed
finshed evens n the pas
Marne moved o New Y last year.
Noe he dierence between the present perfec and he
pas simple
I've seen M th morning.(= t is sl onng)
 saw Mx ths mong.
mong. t  now later n the day)
Past continuous
We use the past continuous:
 o alk abou acions in pogess
pogess
 was watching TV when yo led
 o talk about inerruped actons in the pas.
pas.
We wee having nne when Fn arvd.
with alwys to express iraton or ciicsm.
When we wee gowng p Georga was always boowing
my thngs
 o alk about failed plans and unfulfilled
unfulfilled expecations
expecations
We wee hoping to get away ths weekend bt we jst jst
dn have tme to pan anyhng
We can also use expressions such as be de o, be going
 to future in the past), be tinking of(+ -in), be abou to
+ nfiniive)
I was due to fly t
 to
o Ne Yo toy b the lght was
cancelled
We wee gong to have a barbece but  staed ranng
Cao was thinking of applying o the mager oon
t hnged he mn
I was about to call y wen you called me.
Past perfect simple
We use he past perfect o talk about acions, evens and
stuations that happened before anoher pas acion
By the tme Henqe go to e hopt
hopt h wife
wi fe had
5 Wha TV series/ you/
you/ wach / a he momen?
6 How ofen/ you/ see/ a film/ at he cnema?
7 Wha/ he mos interesng pace/ yo/ ever/ visi?
8 yo/ ea  lunch/ ye?
 Wrte you answers to the questons n x 7
79
.
Time expressions
We can use  so s, when befoe, as by the tie and
ae wh the pas simple pas peect simple and pas
perfec continous. These time expressons precede clases
 ha give mportant backgrond
backgrond nomaion.
nomaion.
 soon as   w pend ! ld M
 been wong o e omany o yes befoe hey
omoted 

 let te eetng as the ran begn to all.
By the time we'd got p the
p the sn ws alreay hgh n he sky
used to / would
We use used to/ would  inniive or past habis or
acivities
 used to do  lot o o when  was ynge
W go fo these eally long boing wls whn  was
 kd
We use se to or pas staes. We don't use wold in hs
situation
We used to know the family net doo well.
\A       
We use s o or habis or acivies
acivies we didn' have.
have.
We don' use wod in his siation
ey didnt use to live n sch a bg hose.
 
   3   
Note get/ b us o+ i ae dieen fom s o
hey refe to present or past situatios that we are becoming
or are accustomed to so that hey are no longer new and
stange. Noe he use of he i form of he verb.
I sang to get used to these eary mornng stats
ome rnd whenever yo like. m used to havng ots of
pople ron.
Is an ng somewhere rl e not used to
seeing so many sheep
 aleady had te bby
I w h e 'd done  12-r sh  work
work..

Past perfect continuous

We use he past perfec continuous o describe an acion ha
was happening over a period of time befoe anoher acion
in the pas
I hadnt been sleeping well fo weeks and finaly go ll
d been wathing silly videos fo about two hos
hos eore
e ore
I alised the tme.

80

PRACTICE  Complete the story with the correct form of the verbs in
brackets.
PAST TENSES

0 For each sentence beginning, choose the corre AN COINCIDENCE

ending,  or B.
      r  r  r 
1 I'd been sittng on the bench for hours wen I  ()    r r 
 inally decided it was tme to go ome.  l r 
   2 _ ()
B
've finally got up and went ome rl  I 3 ()  l
 I didn't use to enjoy driving but   r N,      r 
A I quite lke it now  4
_ (r) r r  r 
B I've not got used to t now.   r  r   5  ()
  r  r I l ll   r  
3 We were aving tis huge igt wen our neigbours  I    r    l r r 
A ave banged on te wal.  l 
B screamed at us and told us to be quiet    I rr    r l
4 Te doo slammed cosed and 6
() lr r  l r
A we heard a oud scream Pl 7
()   
B someone ad screamed loudy   I  r     I  r
5 I refused to eat te sandwic because  8
()      r 
r   I rl  9
() l
A it was tasting of od socks! 
  l 10
()  l
B it ad gone dry I ? Ir ?  ? Ll    
6 We were all cating amongst ouselves except      l   "Clrl r
 for Jon wo        l
A was siting all alone

B ad sat in silence on is own.  Complete each sentence wth the corre form of sed
 (') us , (no)  se o
 o or () e se .
f Choose the correct alternatves.
1 As soon as/ By the time we got to the mall all te
1 Oo, I  to drving n tis rainy weater
sops ad closed. I don't like it
2 I got a puncture aer/ as I was driving to work. 2   do a lot of panting but  don't ave
te time any more.
3 Steve wrote te repot afer/ before e'd got is facts
staight so it doesn't represent the trut 3 I  living in a cty It's so noisy!
4 We'd been waiting for ages when/ while te bus 4 om's indng
indng te new oice a bit strange but e
e
inally arrived it.
5 lex  own a smapone but e got
5
6
illy caled us as soon as/ by the time e'd landed.
fer/ Before I'd even opened the door,  new wo
one eventually
was bend t 6 I ddn't like camping at fist but I 

it slowly.
e Complete each sentence with one word.
1 We adn't
adn't gone very ar __ we realised Pronuncation _  
  
  
  
 
 
we'd gone te wrong way. Q (  G Listen to the sentences in x 5 and answer 
2 Tey arived at te platform ae te tran  the qestions.
lef
 Is te in se(d) pronounced // or //
3 Sam's frends 
 joking around as tey
2 Is te final sound in sed pronounced  or //
 waited for the bus
4 It ad  raining for ous and we were 3 Is to in sentences  pronounced te same as to in
geting sick of it. sentences 46 Wy do you tink tat is
5  List
Listen
en and check. hen,
hen, listen and repeat
repe at
6 The plane's
Wen I was due
a kid
  
I  eave at 6:20
spend p.m
ours G(
paying in te garden  Complete the sentences so they are tre for yo.
7  was
was u
ust
st   ·-
·- to start dinner wen Mick 1 I didn't use to  wen  was young
arved ome wt pizza
 I met my closest frend while     
8 Denis didn't  to lve around ere
He moved ere last year 3 efore I started tis course  
4 'm not used to
81

.

u IT 3 GRA R FILE
REFERENCE Future continuous
FUTURE FORMS We use the futue cninuus
for actions in progess over a gven period in the future
Present simple
We use the present simple for timetables and schedules. ll be rking wth Dan for the net few days
for actions in progress at a cetain moment in the future.
The match stars at thee
e be mvng n ou  o h te e week!
Present contnuous fo planned uture events.
We use the present continuous for future plans that have ll be seeing An te
already been arranged, usually with other people.
or assumptions about somethng thats happenng now
I'm meeting Ea for coee later 
Mu ill be landing t n
Wil
Future perect
We use wil:
We use the future perect fo actions completed before a
or predictions certain time in the uture
You' need some help this enoon. Les mt t 6 ll have inished ok y hn

for decisions made at the moment o speaking Future perfect continuous

Was that the doorbel? ll get it
it
We use the futue perfect contnuous for actions happening
for oers promises and requests. durng a period up to a specified time in the future
ll give you a f to wok  yo ike By the tme we get thee we' have been travelling o
for expressing cerainty about something. 18 hous
He' be hee dont woy
Future tme clauses
Be going to We use words and phrases such as en, hile, as s as,
We use e goin t ar e ni ne y  im nex ime followed
by the present simpe or pesent perfect to refer to
fo intentions and plans that weve already made
future actions.
We' ging t g to the beach some day
d ay net week
As sn as we see Noah wel pas on ou mesae.
for predictions based on present knowledge ne ve arived Il have a bete dea of the situaton
You ging t trip ove your shoe aces f youe not
careful Phrases for talkng about the future
We use be (us) a   / e ue t  / e likely/nlikel
 .. + infintive to talk about the future.
W ere just abut t cal o
Se due t a th evenn
re unlikel t ms the plane - ee o
o  bt late
 

PRACTICE e Write sentences using the prompts. se the most

appropriate future forms
FUTURE FORMS
0 atch the sentence halves. Paul

1 I'll be standing Can't wait for our ski trip next week!
1
Wht time/ the pne/eve/Mondy?
2 Rch s seeg
3
'm about lmogen
4 The supermaket closes
10:10 a.m. I've booked a minibus to take us
5 We'e gong to all to the airport. 2We
We/
/probby/get
probby/get to yor
6 'l have bee ft/t
/t 7:15 .m.
7 We'll have earned £500 by
8 Those bags ae heavy. Kay Paul
OK, thanks. According to my weather app
A wil cary them. 3
it/
it/snow/whie/we/be/ be/ there so hopefully
B o my feet or hours tomoow  the conditions
4
conditions/
/be/
be/good
good for skiing
C  to lose my tempe!
te mpe!
D lvg hee fo a yea ext week. lmogen
E at ne. Great! 5  gess we/rrive/t
/t the reso/
F see a show at the theatre t rond 3 p.m. The hote/
6
hote/orgnise  o
7

G a docto at fve eqipment/by tht time but  we/probby/

eqipment/by
to/ski/nti Tesdy. ll send out
not be be to/ski/
H  the ed of the day
an itinerary to everyone tomorrow
f Choose the correct alternativ
alternatives
es
Paul
 I won't be fee ae/ until at least two.
8
 /be/
be/jst
jst bot/sk/
bot/sk/bot n itinerry.
2 I'l eply to Be's emal s soon as/ while I get t.
Youre so organised hanks so much. We all
3 By the time/ nce you've fshed, I'l have grey has! owe you!
4 Before/ When you've decded o the estauat,
I'l call and book a tabe.
Pronunciation
5 I'l make some cals once/ while 'm watg fo the
-�-
meetng to stat.  (  G Listen to the sentences below Are
6 I'l call you aer/ by the time  the lesso's fnshed. auxiliary and modal verbs usually stressed or
unstessed/contracted? Ae main verbs stressed?
 Correct one ero in each sentence.  We going to see a film.
1 Whe wll you have fnsh wth the oven?
2 They never win ow.
2 Jack wll be pobably be payg badmton ght ow.
3 I was just about to call you
3 Noelle and I meet outsde the caf at twelve tomorow.
4 I'll have finished my homewok n a hou.
4 I'l have been woked hee fo sx yeas ext Tuesday.
5 I mage m will still be cleaning whe we get home
5 It's lkely to sowg tomoow
6 I'll have been working hee a yea tomorow.
6 We'e beg late f the tax does't get hee soo.
 If you wat to go out tonght, I'l be babystng for you.  ( G Listen again
again and repeat.
8 I'm just about to go home whe Ana faly tued up.
 Q Complete the sentences
sentences so they are true for you
C Choose the most appropriate verb foms 1 By ths tme next week, I'l have _    .
 Will you be seeing I Will you have seen Jack later? 2 I'll be     this evenng

2 We' be/ have been fee fom 6 pm 3 As soon as 





3 Are you going I Do you go out togh
toght?t? I'll - - 
4 The pay will have staed/
staed/ stas at 7 pm Do't be late! 4 I' ukely to 


 
 
   next week.
 
5 I'll have worked/ been working o this essay fo hous 5 I'l pobaby    tomorow.
by the tme I fnsh t
6 Beoe I see you ext, 'll be having/ have had my
bead shaved o!
83

.

UNIT 4 GRAM A FILE

REFERENCE irec speech Repoed speech
REPORTED SEECH now  then / at hat time
We use reported speech to repot what somebody else has  today/tonight  that day / that night

said or asked. When the reporting verb is in the past tense yesterday  the day before / the previous day
 the origina verb usua
usuayy moves back
back one tense
tense uness
uness t can't
can't  tomorrow  the foowing day / the next day
go back any further. (See
(See verb forms foowed by * beow.)
next week/month/year  the foowing week/month/year
irec speech I Repored speech ast year  the previous year / the year before
before
Present simpe Past simpe a year ago  the previous year / the year before
before
Present contnuous st continuous  ths/these  that/those
Past simpe st perfect simpe here  there
Past continuous st perfect continuous
Present perfect continuous Past perfect continuous Repoed questions
Past perfect simpe* no change Repoed questions foow the same tense and word changes
Past perfect continuous* no change as repored statements. We dont use a question mark or the
auxiiary verb
am/s/are gong to
will was/were
would gong to Inw- do/does/dd
questions, we use the -word afer aske
can cold hat s he dong? She asked me wa e was don
dong
may/mg or yes/no questions we use f/wheer aer asked waned
I
mg  o know
mus ave o
I had o it?  asked her   
Do you ike it?   /wee
eerr se lked  t. t.
souldld / cold / mg
sou mg / no change
oug o / would*
oug would* Reporting verbs
Verbs foowed by * can be used with more than one structure
When the information being repoed is sti true today, we
oen do NOT change the verb
Verb+ objec) a+ prase: admit*, advise*, agree*,
boast*, cam, compain, deny* insist*, persuade* promise*
'Wve never been  to Pa recommend*, remind*, suggest*, te*, threaten* warn*
He ad thy never been to Ps  Theypromsed us a ey would ome
Ispeak e nuag
he ad h speaks
 the aga Verb o nnve: agree*, ofer, promse*, refuse, threaten*
Luke reaened o ell  them about it
We oen use s and ell to repo statements.
statements. When we use Verb + person + no) to nnve: advise*, ask, beg,
tell, we need an object encourage invite, persuade*, recommend* remnd* te*,
She said that she'd spent the day i n bed warn*
She tod me that she'd spent the day i in bed remnded m no o orge his homework
We oen have to t o change the pronoun {, e e, etc) and Verb ng: admit*, consider,eny*, recommend* suggest*
possessive adectives ( s, our, etc.) Oivia dened sendng the emai
 didnt see you here yesterday
Verb obje)+ preposon g: advise* sb against,
 e said e hadn t seen me there the prevous day agree* with sb on/about, apoogise for boast* about,
 Time and pace words can aso change This usuay happen
happenss compain* to sb about, congratuate sb on, insist* on, warn*
when a speaker repos information that was sad in a sb about/against
dierent time period or pace.
ere yeserday
' didnt see you
 The girs apologsed or leavng
eary.
as/ell/order sb)
For repoed requests and orders we use
He said he hadnt seen me ere e prvous day. no) o do something.
Can you pease sit sti? She asked em o s st
'Dont give up!   old ago no o gve up

84

PRACTICE E ead the first message hen complete the second

message to repo what was said.
REPORTED SPEECH

0 For each question, choose the correct answer, A, B or . v   ng   u p fr  l v mnu
lg  mng rlly
rlly rng
rng T r  m
1 'I waited or ages o Dan to arive
ar ive
ur lg
g n  y n n yr
yr  mvng
ng   rg,
Jon said he _ or ages or Dan to arive. w  y unuul ny  w y r Im gng
A B C
would wait d wated waited  g nlin    nyn l  n m.
2 l messa
message
ge you later
She said she  message me later Dn mg m  r y  y  
 would  should  could     p   w minu
3 What time is it? ng  m
 m ng g
g n  y H   y
2    m l  rg w  ug
He asked me wat tme 3 rll  rll y unul.   m  I
A is it B was t C it was
 ny  w y 4 u I n.
4 Where ave you been?     - -
·
·
 nn    nyn l
She asked me where I  m. I w w y wr!
A was B d been C d been doing
5 Its reezing in here.
He sad t  eezing in here.
Pronuncation ________
________
A was B had been C was being ( 1 GF Listen and underine the words which
6 s Tom meetng us later?
 are stressed.
Se asked  Tom was meeting us later. 1 She asked me what I was dong.
A were B me C 
2 He sad we wee late.
7 Ive been working here or about sx yeas 3 She sad wed been taking too loudly.
He said he  there or about six years 4 He asked me how long Jack had lived tee.
 had worked
5 Se told me sed inised the course.
B was working
C had been working 6 He asked me when en woud be here.

8 You must take moe care over your work.  ( 4.2G Listen and repeat the sentences and
My teacher told me tat I  take more care over questions in Ex  opy the stress and ntonation
my work.
 had to  might  could C ompete the second sentence to repo the first
firs t
sentence
 has
ompete the second sentence wth one word so that it
a smiar meanng to the first sentence he speech 1 Whees the batroom?
is being repoed in a diferent pace a week aer  He asked me
me


being said.
 Weve been tryng to ind you or ages
1 I havent seen Robbie snce ast week She said    

He sad he hadnt seen Robbie since te 3 Whos that man?
  week.
He asked me  
 
2 Li is gong to see a doctor tomorrow.
4 Were going to stay with an old
ol d rend.
She sad Liz was going to see a doctor te
She said
 
 day.
5 an you hel me?
3 What are these ed things?
He asked
asked _ 
Se asked what   red things wee.
4 Ive never been hee beoe 0 hoose the correct aternatves
He said hed
h ed never been  beoe. 1 en denes taking/
denes taking/to take the last bscuit
5 Ill call you tonight.  We agreed not taking/
not taking/to tak about it again.
He said hed call me  nigt. 3 I suggest to/
suggest to/ that you aologise.
6 Im realy tired ight now.  Jack always boasts about to
about to win/winning the cu
She said se was ealy tred igt 
 5 I romise not doing/ to do it again
6 Id lke to emnd not/you to org
orget
et to book the otel
otel..
8

.

UNIT GRA AR FI E
REFERENCE Thrd condtonal + modals
CONDTONAL FORMS We se the thrd conditonal, i  pas peect+ might/
co/+ e pas paciple, fo
'co/+ fo  unrea
Zero conditonal presen suaions caused by an uneal past situaton
I w had goe   oe w mgh o hae mssed
We use the zero condtional if/when presen simple 
pesent simple to talk about hings tha are generally true e t   i
or the conseqences of a sitation o an action. We can also use the contnuos tense n the  clause
  wake u ea
ea I eel e  h e o h  or n the main clase.
I e do't p h he on  e on h roo I we hadt ee chatg, we woldt hae mssed
s ?en h moowa exi
Frst condtonal unless
We se the frst conditonal, /whe+ pesent simple We enerally se !ess in first and second condiional
wl/may/ca/col/shold  ininiive, for: sentences instead o  o.
• popossssb
ble
le f
fr
ree s
sat
atio
ions
ns..  won go less yo come h me
I you lte, w ju stat wthou yu.  nee b de  anyon less they wee rude to e s
• suggestions · ·and
and advice. in  + veb
 h no wel, we go ot aohe y We use  case present simple to tal abo thngs that
Yo shold see a oor
oo r  yo ba is s bad we do so that we are prepared or a fre staton
• threats. Il ae wo photos  case the st s't vey good
I you do't do s  sy hee be coseqenes! We se  cse+ past smpe to alk abot he pas.
• promises. I too an mbela  case t aied bu i ddn'.
 yo do yo homewor
homewor Ill let yo se my be or povded tha I as long as/ on ondition ha
an hou
We geneally use poided that / as log as / o coditio
coditio
We can se an imperative instead of  in the main clause.  that n the first condtiona
condtionall to ta about hings tha are or will
I you an find my a message me only be possible f something else happens or is done.
The - cause can come a the bennn of the sentence o Proded tha 's not expensve I hin we houd sty

aer
dontthe man
need clause If it
a comma. i t comes ae the main case, you
I  hae  ll come ound ae.
l come ou    have m
Second condtional
We se the second conditiona, + past simple+
would/c/m infintive, fo:
• unlikely or neal sitations n the present or uture
If I had moe tme, d do more to hep yo.
overigh
I can pc you up, as log as yo don' mind my mess ca
We ome out fo nn o the codto that yo e us
pay
 wish f only
We use s/  o+ past simpe to al about a pesent
stuation that we are not happ "ith
 wsh  wee ale
 oly we ddt lie o fa om he sai
 We cold dre out o the woods if we had a car We se  s/  ol o for wishes abo a present or
• advice  uture ability.
ability.
d wat and take y oiday in Septembe if  were you  oly  cold swim Id be in the pool evey day.
We use  s/ 1 +
+ o to complain about a present
Third condtonal
stuation or annoying habit.
We use the third condtional, +
+ past perfect  oly my eghbor wold stop playin msic all ght
ol/o a past paicpe, or nreal
sitations in the pas We se  /   pas peec o talk abot
a pas staon ha we reret b ca't change
change
If you hadt messaged me his morning I woldt
hae got to work on time.  wsh  hadt ge p dance classes when  was a
 teenagerr 'd be really good
 teenage go od now

86

PRACTICE  hoose the correct aternatives.

CONDITONAL FORMS 1 o't close te doo if/ ness yo wat o be
locked out!
0 atch the sentence halves. 2 Hee's a key as ong as/ in case I'm no hee when
1 I I were you, you ge back
2 If we hadn't got lost, 3 Provided that/ Uness everyoe s here, we ca begin
3 I think I mght get a pay rse 4 I'll come wth you n case/ on condition that I ca dve
4 I wsh 5 f/ When  gets dark, hs house s cold
5 I wo't remind you agan unless 6 s ong as I When I fnsh work by 7, I'll see you at 7:30
6 When I un on the tap,
7 I'll x you doo or fee, Pronunciation -
8 We mght have mssed he lgh  (  G isten to the sentences.
sentences. ark the word
 where the
the speaker's
speaker's voce goes down in each one.
A f I'm ealy nice o my boss.
n some sentences, it does this twice
B we'd have bee here hours ago!
1 I I ddn't know you bete, I'd think you wee makg
C i we hadn' head ou ames beg caled
un o me!
D al I get s a dp of wae 2 I wsh  had a bete vew of the sage
E I'd sed hm a message to say sory
3 If you hadn't told me the pay was cancelled,
F as log as you make me a coee
G you want me o 'd have tuned u!
4 If oly you ddn' have to work today
H we hadn't eaten all tha food 5 s soon as the su comes up, my chlde ae up
ad awake
8 orrect the verb or punctuation error in each
eac h sentence.
6 I I were you, I'd get a dog
1 It'l be qucker i you wl tu le hee
2 If you could go aywhere whee would you go? ( ( G isten again and repeat
repeat opy the intonation.
3 I woudn't have moved hee  my sse dd't move
·


hee st  ompete the second sentence so that t has a simiar 
4 ego won't be happy f you dd't meno hm  you meaning to the first sentence.
speech omoro  I sent an ema to the wong clent and my boss got
5 Maa won't come out unless she wl eel bete angy wth me
6 I wsh I do't have to ake ths est I I -

7 I wouldn't do that, f I were you!  I lve far fom work

8 very tme I see the su rse  the mong, 'l fee ucky f only
o nly _ 
3 I'd love to buy a spots ca but I don't have
e omplete the comments with the correct form of the eough oney
 verbs in brackets.
I I
MikeR 4 'l go ot toght, b o  t's we

I'm a buder but Ive always wanted to be an actor. Uness t    tonght
Oh, how my life 1_  ·- (be) diferent now  5 I called the wong numbe and late maied the
I2 (live) in Holywood! peson who answeed!
 Madde9 If I      my husband
  
m etired now but if 1 3 (not becoe) 6 I sayed up ate las ght ad ow I'm eally ed
a nuse when  was 22,  4 (end u)  wsh   
     last ghtght
n a boring oice job or 30 yeas, where 
7
5  __
 __ (ot be) hapy. I can do maths, bu I need a calcuato
Provded that
tha t  
Lizzie92
8 I do't lke the crcus so I eve go
 wsh  6 _  (can be) an enginee but  dont
 mght           t
have the ght qualifcatons. If I 7  (be)
better at aths at school I 8   (might/
be able to/
to/ get) onto a course at uni

87

.

UNIT6 R M AR FILE
REFERENCE  Ade opaae f uperae
COMPARATIVE FORMS we bete the best
Weormsaddof adjandectives. Wat
Adjectives wth one syllable
-e est  for tchheoutcompaat
fo r spe i vle and
g super
chages. a ti ve   f
bad
a r
mch/
mch y / a 7
 o   f
worse
u
more rt h er th e worst
f u
mos t hest
The boot of my car' s
biger t h an yours  t  e ess the east
ThiImsthisetheahe threstIveaever
ncest uratbee.
n the area oo and (no) enoug

Adjectves with two syllables

syllab les or more
Weor se adj+ecadive/adverb
ot+
too ecve/adverb to meato mea
eouh
moeotthasuecessary  ci ent.
WeThisusua
f i  m  
s y add
moe/most We
t h acant h a
e sa o
st use
less/least
oe  t  s too old  ee  It sot wam eouh i n ee
more terest
Joesiiss hetepest oyg event  eIesseve aeed. We r e wa   n gtoo slowy We  e ot wa   g
fas eouh
the most
the least
Weadjeusective/adverb
adjective/adverb 
eouh
to say somethg is suficiet. o ot oo +
Witomth adjectvnowes thateedmoedn -,hose
er/est
oeler
we usuay change  It Thetofuwor ifiinnithee
ot too uomo
eouh
Note:
uomotae
tae

i v e o rm toiswo
requi redeewithaItverb
s
omoale

Youe the usest peso I know

know ihes soupeerse s too had fo me to do
Notthatetatehateiththereer are a sma number
more/most er/est or e.g of t w osy  a
lever, ommo,
b e adj e cti ves s't hot eouh to eat

etle, polte, quet, smple. () s . s

Eveyt h i n g
smper was be o re a  t h i s te chno o gy Weequausethigs. adjectve/adverb+ to compare two
ust) as as
Dont wory its
Don more smpe hanian it oos! aI cansu taast erImm
as as ad she s o y tw e  e
Adverbs
As most adverbs end i we usuay use y, moe/mos
as as
or We use adjective/adverb+ to mea ess than
less/
ou d t e  years ago
ot as+ as
eas
ot as as

PI oueasetodrispea
fovrme anycomparatvenadthewesper
more slowly
less loudly raryomeatvetoformsstoofp I adverbs Wem do  tfa I used
ibrary as
oeno ee once d
as

xcept o ns  c u de
fast, hard, ate, lo and
soo
Theiandr comparative and superative oms are made with Wecotuseiuaa doub
Double comparatves
e comparat i ve fo r emphas s and to show
er est
Iacra woedtoday than vetoeverdayun before.
faster We  e ge chage
 n g worse ad wose t  e more we
wet t r y
the hardest he moe
e we wa
faster
ou  y the eter
 he quker
 he
you  ge
we get ere
Iregular adjectves and adverbs
 Somesuper
and adjecativvese foadrmsadverbs have irregua cmparatve Adverbs of degree
We usewith comparative forms
muh, slhtly, fa, rather,
rather, a lot, a t, a ltle,
ee
 Adjee ompaae peate

good
bad beworseer the worst
best han
Ths coat
our thouse
he os hiess butmore
a t
bi  gerexpensi
g e tthan ivte
 far  futher the furthest Iothosought
foughromt I wasoutsfieddeup but yoyore
i t e ess the east mo  fed up than me
much/may more the mos ee

88

PRACTICE Pronunciation ___

___
COMPARATIVE FORMS 8 Underne the stressed
6.1Gf

0 hoose the correct alternatives. words. Notice how they are

pronounced.
1 The more I ry o stay awake, he more tired/ tired I feel
 The ood s as good as before
2 I's east/ ess spacious n hee han I magned.
2 The ran's wose ha yeserday
3 Youe he noisier/ nosest chld Ive ever heard! 3 The flms getng duller and duller.
4 My cookng sklls aren as strong as/ more strong than my bakg skls.
4 I'm a le ess heavy ha I was.
5 Is enough/ too expesve o upgrade your phone every year
5 m no al enough o reach he she
6 Scream enough oudy/ oudy enough ad he whoe neghbourhood
wll hear you. C � G Lsten again and repeat
7 Ths su looks ar/ far more cer o ha Id expeced. opy the stress and intonation.
8 Ths mea s oo ough for me eat/ to eat
0 ompete the conversation with
E Write the words n the corre order to make sentences.  the correct comparative
comparative form o
1 lear Chese/much/
Chese/much/hnk/
hnk/o/
o/ha/
ha/'s/
's/Ialan/I/harder/.  these words.
2 readng one/a
one/a sory/as/
sory/as/sn'/
sn'/wrg/easy/
wrg/easy/as/
as/ 
busy slghly/busy
slghly/busy
3 o I saucepan hadle/hold/
hadle/hold/s/
s/he/ho/
he/ho/ oo/ much/expensve
much/ expensve fee
4 cyce I my broher/eve/
broher/eve/fas/
fas/abe o/ ve/as/
ve/as/bee
bee/
/as/ good heavy a o/gh
5 people/sn/
people/ sn/sofa/
sofa/for/
for/bg/
bg/hree/
hree/hs/
hs/enough/
enough/ sophscaed
6 I lear/wan
lear/wan o/he
o/he more/more/
more/more/ I/lear/
I/lear/he/!
he/!
A ow's your phoography course gong?
7 b/hese/Im/a/
Im/a/advenurous/days/
advenurous/days/more/.more/.
 Fne hanks. I'm slowly geng
8 hoer/getg/
hoer/ getg/here/
here/hoer/
hoer/ 's I n/
n/ad/.
ad/. a i. Ive jus
e ompete each sentene wth one word bough a new camea. I was
 han my old oe
 Im less busy hese days _    I used o be. 
bu worh  I's 
 
2 The  you argue wh me he more I wan wan o argue back! wh los more fucons
3 s cae s  ce as e as oe  made. A  ope s     yo od
4 m  ed o fsh hs epot. oe. Tha hng weghed a onne!
5 You as pay was fun bu hs one s  
 more fun!
 B I s. I agree my old one was ar
bu I loved 
6 Is  warm  
   
  here for you?

7 The prns oo small for me 
read read whou my glasses. A re you  
las monh?  Do
 
  youowere
you have ime mee
8 Is     
   further o wak? My fee hu. up nex week?
0 ompete the tex with the corre form of the words in brackets B I'm oly 7 _ 
unfounaey I have some me on
unfounaey

Is fame worth it? A

he h hough
Grea! We could dve ou ad have
B   .      luch a he lghhouse bu f youe
 (l)       l no    
   we could us
  l W I   l    go somwhere closer.
  I   l . I      B Gea!
  
    (      3  
  
  (
4
     () l. ( K!
N   l    (    
   I l  
       (    
  l  (    l 
I  H     
   ( .      
  I l.    9   ( 

        ll  ll   
Pll I     10 
 ()  
   . W   

UNIT 7 GR MMAR FILE

REFERENCE Non-defining relative clauses
RELTIVE CUSES on-defining elative causes give us extra, non-essential
Defining relative clauses
rWeDefemove iningthreelaintifvoermclaatusesion, wegivecan'ustessent
don't use commas with defining reative clauses under isatlaindnfotrhmeatsention.eInce.
nf ce.we rweoutinefloacan'trihmveattrcleiuseoalnusetivWeefrprousemonoun
Istf iwel makes  ha
thcommas
e reinstnon-oftohdepar
removesense.a non-defining relatve clause, the sentence
eefsetiniaegtencerealnon-
atWeivedcan'clefaues
ntinegaveand
which/ha  th            n gs        That  s t h e car hch  re aly want  MyMy dad, who hasn t ret i r ed yet , i s a doct
doctor or
where places Icanknowhavea lobreakf vely cafast wehee

Irefn non-
dad  a doctor
d ef i n in
ngg rel a t i v e cl a uses, t h e ponoun can
why reasons Irdon' endstwasknow
iThre h
withaTom! you tay eWe'rretoatlhreale wholy busye of tathethprevi e o
ous
momentus cl a, use hch

means we hardl y
whe  time ofen go outtonimemy bikeI would hen
see each other hch

who
Andy's the guy  fixed our ho Reduced relative clauses

whose people on shower

possessi hose
ve triebag d andthifaiilsed to find ut prPastnsteesentparad oftpariciusiptliecnsipghave
lea affulearpassi
ealanoun
tivveeclmeani
ause, nweg, wher
can useeasaprpastesentor
NotThere'e thsata shop can beselused
hee t o mean n whch.
pai
ITher cip
've osts athman le s have an act iv e meani ng
e bookwho(whiis)ch was) a bee toostmemeubymemyovergratndma
gven
hch
I(=know a shop you can buy awesome models.
hee
l s amaz n g si l v er j e wel l e y eang here
n hch)
n defnwiinthg relative clause, we can replace and
hch  hat
ho

II liikkee peopl e
ho
people surprise me
 ha
sur p r is e me
Somet
Thea relacattivmeiessclsweet
  ha
ha
atusehviesirelts myativhouse
e pronoun
pronounis verycansweet be the subject of
(he ca sweet== subject)
Somet im es t h e re la t iv e pr o noun
aThrelacattivethclatauseI feed is realy sweet. (I feed obect) can be t h e obj e ct of
 he ca=
ca=
When t he re la t i
he cat I feed is really sweet v e pr o noun
sweet is t he obj ect , we can le ave it out 
 When a ver b
prhateposis thtieonwoman is f olowed by a pr e pos
at the end(thatof) I twashe retelal tiinvge youclause t io n, we usua y put t he
abou

 h
 h

prMy ameposi
hom soncanthasionbeoHowever
not sur e
tused
s of frasie,ndsait diis rf(eothctrmator)alhendiplraeysct object of a verb or
 o hom you are ref e ri n g. ( f o rmal )
 o uu you're referring {ess formal)
ho  o

90

PRACTICE
 dd commas to the senteces where
necessay  dentfy whee the prooun
necessay
RELTIV CLAUSS can be omied.
0 omplete the sentences with the corect pronous.  Blue which is a cod coour to me sn't
eay my favoute.
 I don't like peope __ are dishoest. 2 The ood that I eat s't particulary
Do you kow
2 There's
3 a great
 _
pace  jumper we
hisca
s? get souvenrs 3
healthy
he scree o my poe whch is i s prety
4  ive on a houseboat, __
__ is an nterestng experence! ew is cracked aready.
5 Jack _ you'l mee ater, s very akatve 4 The an whose car I hi ast week caled
6  ke paces
pace s 
  ae cam and peacefu. me today
today..
7 Je,  wife I work wh, is coming round ater 5 I'm not sure whe I' see you ext.
8 Are your chidre he reaso    you do't go out much 6 Apparenty the person tha  eed to
speak o s ou o he offce.
f ombne each pa of sentences to
t o make one sentence with a relative
clause, stang wth the words gven. Pronuncation __
__
1 Some prces have goe up Peope are unhappy abou them.
Peope are unhappy about the prices _
_ 
 (71G sten and mark where
 the speaker pauses wth a/.
2 I don't ie tomatoes. 'm not sure of the reason What's the paern?
 don' know       
_ _
  My friend Anna, who ives i Scotland,
3 I'm busy al week I'm ony free o Monday has ust had a baby
Moday is the one day next week   
    
  
 2 Anna's the person who gave me this
4 Theres a house over there I ived here as a baby. wach
Tha's the house 
  3 Oxford the pace where I went to
5 Ben's our neighbour. His daughter's an actress universy s reay nce.
4 The ofice buildg where we met is o
Be's the neighbour _
_
oger here
e omplete the text wth clauses -F and a reatve pronoun 5 Jon whose sister is married to Km,
is movig o rance.
LANGUAGE AND C UR 6 The eghbou whose music drives me
Dd you know that we don't al see colour n the same way? The words we
mad s movig!
have n our angage to descrbe coours are one reason 1._  ets take
bue and green to see how ths works. In European langages, there are
separate words to descrbe hese wo colours Howeve thats not the
  the
( 7pauses.
G iste aga and
and repeat
repeat opy
case n al langages njapanes
njapanesee fr exampe,
exa mpe, e word ao' is used
to descrbe both colours The more modern word fr green mdor', Q educe the reatve clause  each
2
• , s used to descrbe thngs lke green cothes and househod obects. sentence f possble
Howeve ao s used to descrbe thngs n nature 3_ • n Venamese
 here are oads o peope who are
there s aso only one word fr blue and green. However Vietnamese
speakers mght add an extra descrpon 4  They mght say blue ke
buyng las mue gis.
he sky or bue ke the eaves'. 2 A eter which was set to me by my
bank has got ost
 n some angages one word mght descrbe even more han o coours
n some Arcan
Arcan angages, her coours are mted to lght' and dark 3 The hospita whee I was bor is ow a
Dark coours, 5_ . , nude bue, green and black Lght colours 6  bock of flats!
ncude red yeow and orange So, alhough we al see he same wold 4 he person whose phone hs is wi be
 we dont al descrbe
descrbe t n qute the same wa  up�et they've ost t
5
  
 carifes the exac coour The kids who passers-by.
are anoyng are siting o that bench
B are thought to be coo coours 6 The paitig whch is dsplayed in the hal
C   means tha thigs ike grass are described as blue is my favoute
  ae cosideed o be wam coours 7 The wndows whch wre recenty pu n
   dd' come
come into the Japaese
Japaese anguage u
u the 1900s ook fantasic
F  we might see them dierenty from peope of other cultures 8  ove chocolate whch is made with nuts
91

.

u IT 8 GR M AR FI E 
REFERENCE Informal use of the passve wth ge
PASSIVE FORMS his orm o the passve ofe occurs i everyday speech,
usuay for undesed thngs.
We use he passive form when we ae ore interested
in the actio o the esul of the aco han in who did t. I got bitte b a mosquito during he gt.
The passive form s oen used in moe ormal texs. Special cases
We form he passve by makig the object o the acve
Some verbs that ake wo objects, e.g. e ad show ca
sentece the subject o the passv
passve
e sentece
have two diere orms of he passive
A :n he ged h ng.
W� gve  map  all hel gue. a
 bdg was desged y n I c
 p s gve o al e es. l hot g ae
Tenses in the passive gve  mp av)

Present simple passive (is/re+ past paciple) ae requires  n the passve.
English is spoke as a first langua
anguagge in severa ou
oun
n t
 tres
res I was made to y y bdoo
bdoo  v ay.
ay .

Present continuous passive (s/a beng + pas pacipe) Thee is o passive orm of ! s  s We use 
od to
istead
Cl ae eg taught bou a hge  shoo
 weet aowed to sa  ate as kids
Past simple passive (&s/ee pas paiciple)
e £1 m was doated by lol peole Reported
Reported structures
st ructures wth the passive
Past contiuous passve (s/ee+ e past paricple) We can use verbs like ee ca, s, kow, epot
I was beg foowed  somee s, se,  to a abou
abou what people say or believe
generally.
Present perfect passive (hs/veee + past paticiple)
eeved/that+ clause - t is sad that soal meda
t s eeved/that+
I've ee gve a pooio! can cease our aey
aey
Pas peect passive (+ ee pas paciple) subjec+ / /etc.+
/etc.+initive  He   
 
The ldng had ee eovated ov sval yea  a astc as.
Future (/o  + past paiciple) subject+ / /ec.
/ec.++
++  + past pariciple
e w apot wot be opeed ul Jue OR subect + s/a o/o g  e is
o/o
osdeed to be the bes
Modal verbs+ passive
passive (moda e.g cold, shod must
etc. + e past paiciple) h/   and other reated forms
h
We coud be tod to leae ly We use ae/t   whe someone else complete an
We use the passive infiive (o + past paricipe) aer action for us We would not ormally say who did the acon
ceai vebs e.g. , o, od ike. but we ca add  to emphasse who did it o a paricular
reaso G is sghly more infrmal tha .
Most sa hope to e give a pay rise ext year
 had ew  put  l w
We use the passive - orm (epast pariciple) aer
m ong o get  oo sh deveed ext wee
peposios o we e veb s he sbject
sbj ect of te seece.
W' l d f beg tod w t  We can also use this strucure
s trucure wen describing something
bad that had happened to us
 Beg gve ecg
ecgn
nito
ito
  yr work s mpotant
mpotant
I had  l stoe M wlle got stoe
The use of by Oher related forms iclude
We use y f we wat to show who is doing he action ha s  h (fo you) (vobject infnitive
infnitive wthou �o)
This book was given to me by my uce e had ou eighbou do som som gadeig for us
We do ot eed to use  whe the person doing he action e sb o o s (o you) (eobjec ininitive
ininitive wih t)
is obvious, unknow or unimpota
unimpota.
. I o  bot he o pu up sme sheves fr me
bothe
The photos were shared online
online
sth eeds dog (eed  -g) / eeds to e doe (eed+
 e pas pariciple)
he roof eeds epacig on our house.
house .
 eed o be give some T t
taig.

92

PRACTICE e ichaela's house needs a ot of work

wor k Look at the list of pobems
and complete the sentences with these verbs and need
PASSIVE FORMS

0 Choose the correct altenatives. clean c fif i pain replace sw ch on
on
 The children are being given/ are given
a warning abou heir behaviour.
2
We a onl
are/ were
cancelaion heylas
oldminue.
abou he The ce e d. T adiato d't 
3 Csomes are being given/ giving iems The t n the walls  pling T ectici su isnt on
a gea discouns Th wid ae b T gss s reay l
4 I had/ was y nails done his morning
5 My eyes need to testing/ to be tested 1 The capes _
6  promse
proms e the hose wil have be/ been 2 he wals
idied by he me you ge home 3 The windows
- -·
  

E Complete the aicle with the correct form 4 The radiaors _ __
radiaors   __
of the words in brackets ele criciyy supply  _
5 The elecrici  __  
__ 
 The grass
grass  
THE WORLD OF Pronuncation _ 
_ 

( 8.1 GF Listen to the sentences below re the auxiliary
auxi liary verbs
stessed or unstressed?
hosns
  o ieent cheeses 1 We were being wached
 (mke) ll ove the o He was given a prize.
Some o them 2     (cete) ith 2

 The bulding wil be finshed

fins hed ne year
year
co's milk some ith ots o shees milk n 4 Our ood shoppng
shoppng is delivered
deliver ed evey Monday
Monday..
3othes th ven octs e cheese, hich
(s/ e) the most exensve 5 Ive had my har cu
in the ol, s me om onke mk   8G Listen again and repeat
repeat Copy the sentence stress
he tste smell n textue o ll these
cheeses cn e ver(thneent. Stinn Bisho
/ e) one o the  or questons 1-, compete the second sentence using passive
forms so that it has
h as a simila meaning to the fist sentence

smeltht
ct liest cheeses
t is ctlnl the
qiteolmil es
in tstete the  We as sa o follow our insrucions carefuly
Eo Our saf     __ __
5 •  sses e-· Boone, nothe stink cheese,
 ove)  Noleon 2 omebody soe my bie
Bonte ove 00 es o In ecent My be 
es in Fnce, t 6     (n) 3
   

omeboy has duped bags of rubbish



rubbi sh ne o he road

road
om c tnsot the nusu cheeses cheeses ags of bbsh 
_ _   
7incle one  hich is so h tht teeth
   et  e) n  Snn 4 The counci are going o clean
clean up he par before he summer
sum mer
 cheese tht 8 (seve) ith The par    _  ______   _____  
_
mots Yes, those e the thns 5 We ofen conside phoos o be very impoan o us.
 tht lte tn into lies •   "
PhPhoos
oos  
 ____ __ __
6 The bs driver
d river old s o for sanding up
7 We
Peope say ha Iceland is an neesing place o visi.
celand
8 omebody dryceaned my suis
I

93

.

UNIT 1 VOCABULARY FILE

WORDLST

Suffxes Collocatons and useful phrases

phrases Creatvty and the arts
-i a fair umber of (n phr) beauty (n)
authority (n), detity (n), persoal
persoality
ity (n} apparetly (adv) deep (colour) (ad)
probabilty
probabil ty (n) a while back (adv phr) dye (vln)
-ion be  the right
ri ght place at the right tme co (n)
associato (n), positio (n) (phr) pale (coour) (ad)
closer to home (adj phr) photograph (vln)
The natural world
face dificulties (v phr) selfporrait (n)
rabow (n)
get a sese of (v phr) sold out (tckets) (ad)
raifall (n)
get hold of (v phr) soudtrack (n)
seed (n)
ast-miute (ad) stuig (ad)
soi (n)
make the most of (somethg) (v phr)
 thuderstorm (n) Phrasal verbs wth up
prety commo (ad phr)
 torado (n) come up with (a idea)
reflect () go up (costs/profits)
Phrases wth
wth prepostons
prepos tons  the bae mmum (n phr)
add to grow up
The meda keep up with (techology)
appeal to
aouce (v) ook up to (someoe)
at least
be o camera (phr) pick up (somethig)
beog to
electroic devce (n) splt up with (paer)
by chace
hype (vln)  tur up (o doorstep)
cosist of
ifluece (vln)
devoted to Other phrasa verbs
o a global scae (phr)
for the rest of check out (somethig)
subscribe (to) (v)
i additio to come across (somethig)
survey (n)
i cotrast (to/with) come from (somewhere)
 tabloid (headles/ewspapers)
(headles/ewspapers) (n)
(be)  pai
fid out (somethig)
(be) o dispay go through (a hard tme)
reflect o look back (at somethig)
succeed i stad for (sometig)
work o  take o (a dea
 tur out (that/to be somethig)

PRACTICE
 0 ( 1.VF Listen to eght speakers Which speae tals E Match wods in the wodist with these definitions and
about the things beow? synonyms
a ack of authority  as well as

makig the most of somethg 2 e.g. moble phoe, tablet, speaers, sma watch, etc.
a ssue that exists o a global scae 3  to ed a relatioship
somethig which sod out 4 some tme ago
 the eed to subscribe to somethg
somethg 5 admire or respect someoe
someoe who does the bare miimum 6 a large curve of coous that appears i the sky whe
doig a survey  there's su ad rai
rai
someoe who tured up
u p uexpectedly 7 experiece chaleges
8 atempts to make somethig seem realy good by
 talkig about it  the media a lot
94

Pronunciation  Decide whch word (, B, C o D) bes is each gap.

E Mark the word stess on he words in the Suixes
section of the wordlist. Are newspapers yesterday' new?
association authorty identty
M
any of us (0) _ G up with the news online these
pesonality positio probability days. We no longr wait r te espaper to
= (1)
0( "2V!
Lisen againLiten and check.
and epet Can you see a paen?
he words. e simply,up
turnononourandoorstep
electronicrst
(2)thing
  in the

 dmornin
and
an mor ning
there
there g
it is A short (3)  
 
 ago one national newspaper
in the UK ecided to stop its print edition and publsh
e �  .svr Lise to  cversation at an  gly. oine only due to lling advertisg revenue Demand
Wat's secial bt the exhibon?
 asn't ctuall te isse; the problem was prot Readers
0  1 A Complte the convesaion
convesaion.. Yo hve he irs
irs are actively searching  reiable sources in light o te
eer of each missng
missng wo. L agai a check. increase in ke ws but they don't necessarly want 
A: So ths part of the gallery is 1 d_____ to a to pay r it Many
Ma ny nwspapers keep ther businsses
ocal aist who only became kown after he died. oing through print and onine advertising; oters ask 
online reaers o (4)     to their content Either wa
B: It fees lke someoe's lving room.
theyre l ( 5)    diclties when it coes to making 
A: Yes, one of our sta 2c _____ up wth that
mone The now onle-only newspaper hasn't () 
idea You see nobody knew the arist painted untl
aer his death ad al of these pantigs were ound
back since it closed down its print oerations It recently
on 3d___ in his home. We wated to (7)  
  that it was making a pot again soething 
create a similar evioment here.  which may well (8)    the actions o other newspaper
B: The pantings ae 4s__ . Really beautiful
companies in the ture
A: They are. They 5r
  local ife really wel 0 A come B make C keep  do
He's become a local 6i   
1 A turn B bring C take  get
B: I tied to get tickets to the frst
f rst day of the exhibition
7
but ufouately they'd s _
_ out.
 A istrument B machine C equpment  device

A: Yes, his story appeared n the nationa media

3 A while B momet C duration  minute
icluding the 8t_   ewspapers, so the
  4 A spend B subscribe C pay  vest
exhibtion has been very popular. This paitig here is 5 A dealig B facing C sufering  managing
 9
a s___  6 A seen B viewed C looked  watched
B: Ah, so that's what the artist ooked like You ca ealy 7 A informed B poposed C presented  aounced
10
g _ a sense of who he was from that
8 A impact B adapt C nfluence conclude
pictue. 
P·B4M¥ t•i·HF
A: Yes. Just a ormal man who dd somethig
=
extaodiary

Q Match th setnce alves. Uneine the phse hat
jois each senec
1 I guess TV presenters get used to beng o
 I wish I had a derent name Mies pretty
G What do you hink he words n bod mean? Us a
dictionay to check or answers. Which category in the
wordlit o al hese wods it into?
 o you thik the beefits of ame outwegh
the egatves?
 3 I ve managed to get
4 Apparently Jos moving somewhee closer
 o you think  he ess are caeu enough ot to
pint fake news?
5 We've decided to book a ast-
3 o you read news stories i depth or do you just
6 Thee are a fair
read  the halines
halin es
7 We oly met because we were i the right place
o you ever about the news?
 commo and therefore a bit boring 45 I jouaism weet
an atractive career these days?
 miute holday to Greece. 6 What knds of thig do some celebites do to get
C to home ext moth pubicityi your couty?
D at the right tme. 7 Can you thik of a tme whe a image in the media
E said more than wods?
camera all day
F hold of a tcket to Saturday's match � Wit yu answers to the questions i x 9.
G number of places to eat round here 95

.

UNIT 2 VOCABULARY FILE

WORDUST

Business and commerce Negative prefixes Phrasal verbs

availabe (ad) dis- bring up(children)
best-selling (n) discontented (adj), disobedient (ad) check (somethng
(somethng)) out
byng ad seg()
seg() dshonest (ad) dssatsfed (ad) ct o
luxury (n) im date back(to)
make a prediction (phr) mpatient (adj) impolite (adj) put forward(a vew / an idea)
(online) marketing ()
() impossibe (ad) impractcal (ad) star o
improbable (ad)
popularity()
popularity ()
in Verb + noun collocations
 trading (n)
inconvenient (ad), incorrect (ad), become the focs
f ocs(of) (phr)
 trend()
 trend ()
inexperienced (ad), insenstive (ad), come to the concluson(that)
concluson(that) (phr)
Talking about films intolerable (ad) convey a message (phr)
background (n) ir- face danger (ph)
be linked with (phr) irregular (adj) irrelevant (adj) give the mpression(that)
mpression(that) (phr)
characteristic
characterist ic () irresponsibe (adj) irreversibe (ad) have a tendency to (phr)
un
colour contrast (n) play a (sgnif
(sgnifcant)
cant) role
role(in)
(in) (phr)
(film) critic()
critic() unaordabe (ad) unappealing (ad), provoke a reaction(to)
reaction(to) (phr)
heathy (ad) nteestg (ad)
demonstrate (v) unnatura (ad), unreliable (ad) Useful expressions
depth (n)
Shopping be of mpotance
director()
aordable (ad) be native to (a country)
highlight (v)
get changed
pace(n/on/arond)
pace (n/on/arond) (v) matera thngs (n)
purchase (vln) get dizzy
refer to(somethng as) (v)
recipient (n) have a genuine nterest in
represent (v)
secondhand (adj) in partnership wth
scene()
stall()
stall () lagh (your) head of
be surrounded by (phr)
warmth (n) used (adj) earn to ove(somethng)
make(you) jump for joy

PRACTICE

0 � 21VF Listen to eight speakers. or each speaker, e Complete the sentences with words and phrases from
choose from these words to complete what they say  the wordlist
 Something which doesn' happen at the normal tme
bestsellng director dshonest get changed
can be described as _  
 irresponsble material things predcton trend
 If you put somethng somewhere carefully, you
 5 __ it there.
 6 3 This ood s grey ts ooks really 
 _
 _  
4 If I propose an idea  ___
 it
3 7
4 8
5 he person who receives a gi s the 
 
f (  Listen and check your answers to Ex  6 If one thing is   another it is
connected
7 If there are a lot of people around you youre
__ them
8  when I saw that funny video.

96

Pronuncation f Decide whih word (, B, C o D) best fits each gap

0 ( 2.3VF Write these words in the Te role of an assistant drecor
n

correct column in the tabe Then, mak 
 the stress on
on each word Is the prefix ever T j   lm rr my m   lly  Ty rg  r

stressed? Listen and check  (0) D    r    g y  
Ul  lm   y g r
r y    l Ul :
-
dishonest dissatsfied mpatient (1)       rr w l y   mr :
( ) rg  m r I (3)   rr
impolite icorect inexperienced
iregular irrelevat iresposible  r     rr r  mr mgrl 
Ty m r rg  vyy  r y  y l  r C
uhealthy unnteestng unnatua
  (4)   I  r j  (5) r  z
l rm  y  vy    
 m -
ee sylabes   f sylables fe sylables I     rr    (6) lmmr
lmmr 
I

w  g lmmg l   y   l  (7)

mr  mgm    rr r mr lyly
 m  r mgm  m rg T ll y y
(8)    lm  y m l m   r 

0 A exstence  activity  gowth  lfe

1 A ikely   tend  expected  doubt
C t 24F isten to a podcast about  A job  roe  duty  act
3 cotast oppostio
buying
 tips doessecond-hand
the presentercothes
give? What five 4
AA stage  location  divesity
incident  vaiaton
scene
5 A expect  promise  make  decide
e ( S Compete the sentences with 6 A inocet  unused  iexperienced  unfamiiar
 these words Then listen toto the podcast in 7 A regarded  lied  reated  combined
Ex 5 again and check you answers
8 A pove  establish  demonstrate  ndicate
afordable avalable
ave a tedency lean to love
uxuy popularity purchased l�·! =11i =•·H,
stalls treds used  Match the words and phrases in bod in 8 with definitions
definiti ons H
1 What pa of speech is each
ea ch one? Which category in the wordlist do
Clotes ae so _
 these days.
_
 they a fit into?
2 We ca follow te latest 
 


 I work at the Lodon ofce but the compay headquaers is in Zuric
cheaply   The company s losig money.
Management eed to decide what to do.
The production of cars has decreased  recet years
3 That's why may of my clothes are now

  - o 'peloved'.  Theres a lot o competition in te sof drinks maket.
4 I regulaly go to carity sops and 5 The sta are out on strike ths week Theye demandng
demandn g more pay.
secodhand at the 6 I impo fuitue from Thailand and sell t here onle
on le
market 7 We've all just eceived a end of yea bonus of £500
5 There are ots of fantastic bargains 8 It took thee yeas before my company was pofitable

6 Sops in weather areas oen have a
ige pecentage of 

tems
7 However, they aso 
 to charge the most
8 The _ _
 o good charty
shops wll mea theyre ealy busy
9 My broter  a jacket
worth £400 for £15
 Its lots of fun and you migh
mightt
 it as muc as I do!
A The process o makg things to sel
  The people who are i carge of a compay
 Money added to wages especally fo good work.
 Brig a poduct from another couty to sel it here
E Companies trying to get people to buy thei products ot yours
F Ma buidg used by a arge company
G Not woking for a period of time because of a disageemet about
workng condtons
 Having additioal money afer costs ave been paid
 Write sentences about companies you know using the words
and phrases in bod in x 8
97

.

UNIT 3 VOCABULARY FILE

WORDLIST

Phrases with mk and do Feelngs

Feelngs and
an d relatonshps Adverbs
do something by hand amsement (n) actaly
do us good boast () aternatvely
do s ham come clean (phr) approxmately
do wthot determnaton (n) cetanly
make a deal dsbeef (n) completely
make a poft feong fend (n) corecty
(be) made of somethng eef (n) crrently
make somethng nto somethng soca event (n) despeately
make the derence (between) sspcon (n) eventaly
whte e () aly
Health
honestly
det (n) Phrasal verbs
ncreasngly
emergency servces (n) fgre somethng ot
nfecton (n) get away wth lteraly
lcky
safety precaton (n) let someone down
many
treat () lve p to
(not) necessay
wond () make p or
pecsely
mess p
Te natura world poperly
pay of
(ve) bank (n) eglary
pck (a new skl) p
dry land () sorey
rey on
expedton (n)
stand ot Useful expressions
landscape ()
thnk somethng throgh confess to a e
(salt) mne (n)
work at come nto yor mnd
vast (adj)
have a lagh
have nexpected conseqences

PRACTICE

0 ( 3.1 VF Listen to eight

ei ght speakers What
What is each speaker  f Choose the correct alternatives
 talking about? Choose rom hese words and phrases
phrases
 The sn wl set at approximaely I completely/
mainly 6:45 pm. ths evenng
come clean do wthot somethng
2 I lke lvng here; currently/ mainly/ reglarly
 get away wth somethng make a poft
stand ot soca event sspcon becase t's cose to my famy
nexpected conseences  I know I tod yo to leave bt I ddn't mean
t honestly/ literally propery
4 s Bento hee?  desperatey/ many/
precisely need to speak to hm
5  thoght the concer was correctly/ ceainly/
fairly good
6 It's geat yo've got a new job bt honestly/
- 
 
 
  
 
  

necessarily I regulary, I don't want yo
to leave!


 ·


98

E  wth3.2F Compete the sentences f ecde whch word (, B, C or ) best ts each gap.
the correct orm of phrasal verbs
 from the wordlist. sten and check your 
aswers.
1 _ some Spanish whle
I was on a one�day (0) C  hogh a foes. On my way bck,
I was workng n Andaluca.
 realsed 'd (1) up he diecos and was os  had no hone
We've pt a o of wok no hs projec bu
 we thnk t'll n he end sgna, ony a map Rahe hn soppng and fndng shee fo he
ngh hogh,  kept wakng who (2)  hogh my acons.
3 I know we coud do whou hs sse, Nght fe and  stmbed aond n he dk, fang and cng my eg.
b we'l a solon
 was qe bad  (3) he wond as bes  cod o peven
4 I wasn' a natra dancer
dancer I had o really mysef fom geng an ()  b
b   was vey panf
.
By now he an had sred.  ed o seep nde a ee b  was
5 Sory we fogo yo hday
cod and ncomfoabe (5)  he an soped nd he sn
We'l 
   by ak
akg
g yo
came p  saed wkng My eg sowed me down nd  was
o lae.
woed h  wod mke  o of he (6) woodnds
6 Well hat lm ceanly ddn
A knds of negae hoghs wen hogh my (7)
 he hype
Fonaey a end had caed he (8) seces nd ae hf
a day, a seach eam ond and esced me ' ceany mae se
Pronuncation
 don fnd mysef n ha an agan!

0(  V sten agan

agan to the setences in
Ex . Whch pa o each phrasa verb has  A exporao B comme  expedo D cossg
 the ma stress? 1 A messed B aced  kep D shown
2 A gog B  hnkng  lookg D consdrg
8 A sten to a conversaton about 3 A  reaed B cared  healed D cured
a pay. What
What dd Lukas enjoy about
ab out t? 4 A epdemc B aack  nleza D econ
What dd Rachel not enjoy?
5 A Lerally B Crrenly  Evealy D ompleey
e � S Match the sentence halves. 6 A roomy B speror  sacos D vas
The lsten aga and check 7 A mnd B sense  soul D undersadg
1 I mea,  appecae 8 A css B dager  emegecy D ge
2 We had a
3  wasn' exacly he socal ■•:l�ir=·H,
4
I ound mysef getg ncreasngly
5 t was a ele  What s the diferece  meaning between each par of words or 
phrases n bold? Use a dctonary to check Whch
Whch category n the
6 Tha way, when hey boas  wordlst do they all ft into?
7 Well 'll have done yo 1 I njured my knee playg enns and now t aches all he me
8 I's not as  hose people are leong  A bg spot'  js come p on my ch s o he le o my scar
spot' js
A eve o he yea hogh.  've go a tch o my bac   ca each o scratch 
B abo her lves I don' have to convese 4 Mady faited
Mady  faited ad was unconscious o abou a mnue
 C laugh abo od tmes 5 I straned my back pckng p a ox and brused my arm when
D good o ge o I banged  o a door!

E when  nshed o e hones 6 Take a deep breath hen hold your breath or hree secods

F rends lke me and you C  Choose sx of the words ad phrases in Ex 8 and
a nd write a sentence
G he eor put n o ge us al ogeher  whch s true for you usg each one
H boed by  al

UNIT 4 VOCABULARY FILE

FILE�-�-
WORDLST

Science and education Qualities Phrasal verbs

astronomer (n) artistic (adj) cool down
educationa (adj) impressive (ad}) cut down on
evidence (n) obsession (n) eat out
(the) majority (of) (n) optiistic (ad}) eat up
mathematica (ad}) pessimistic (ad}) go fo
mechanica engineer (n) sympathetic (ad}) go o
met() taented (ad}) heat up
process (n) ive on
Feelings
refection (n)
a bad temper (n) Noun suffixes
reate to (v)
structure (n)
be concerned about (phr) -ance/-ence
be over the moon (phr) appearance, ignorance,
theory (n)
bush (v) inconvenience, insistence, patience

Work be fascinated by (phr) residence, sigificance

coeague (n) do something in anger (phr) -ity
commercia (ad}) fee at peace (phr) creativity, cuiosity, hospitality
inaccessibity, originaty, eaity
conduct a survey (v) fee(pure) oy (phr)
fee(pure)
esponsibility
cover(a
cover(a topic) (v)
deveop a ski (phr)
give someone a funny ook (phr)
ind goes bank (phr)
-ton
attraction, cobnation, competion
present(an idea) (v) want the foor to swaow you (phr) conservation, decoration, explanation,
wokforce (n) iagnaton, obection, reguation
Phrases with mke -ment
make a discovery ageeent, argument deveopent,
improvement, investent
make a good impression
ake an excuse
make someone proud
make sense
make a sound
make a decision

PRACTICE
 0 Listen to eight speakers. Complete
4.1VF e Complete each sentence wth � ord or phrase from the
 what they say with these words  wordlst.
 The _ 
  of y friends work in I but not al.

argument combination coo down
inconvenience
inconvenience media over the moon
2 My frend has an    with aas. She has

photos of the everywhere!
pessimstic taented
1 5 3 I tred to remeber his nae but y 

4 I can't work out the instructions hey dont 

2 6 5 I dont want to go to the dnner tonight. I think l
3 7  and say Im i or soething.
4 8 6 My unce works in anma   He heps potect
endangered species
8( 2 Listen and chec your answers to Ex .
00

Pronucation _  or questions 18, read the text below Use the word given in <
capitas
capitas at the end of some of the ines to orm a word that fits in 0
n
0 Mark the stress on these words from the  the gap in the same line. There is an example at the beginning (0) l
Noun suixes seion of the wordist. There O
C
are paerns with two of the suixes Which ,
 two? What is the patern? >
:
-
-ence/-ance According to the saying, (0) CURIOSITY CUROUS
inconvenience insistence killed the cat, but in aual fct, it drives the r
m
paence significance  world. It pushes us to nd (1) EXPLN
-ity   for how the world works Without it there would C
be few technological (2) and DEVELOP z
cuosiy oiginaiy -
 we woud all be living in the dark ages The
ealy esponsbily �
(3)  _     of a child to ask constant NSS
tion questions comes from their natural desire to
aaction combinaon consevaion understand their environment and yet when we
decoraion expanaion imaginaion get older we oen lose that desire hankfully
objection eguaion  this isn't true of all adults ome continue to
-ment see all opportunities as (4)     EDUCON
ageemen agumen and actively seek to push through scientic and
deveopmen impovemen  technologicall boundaies
 technologica
Take Aexander Fleming, r example He

8( 43VF Listen to pa of a radio

programme What does the scientist talk
spent yeas trying to nd a substance tht
 would ght bacteria n the end it was an
about? accidental (5)    that resulted DSCOVER
in penicillin Howeve his constant questioning
 (  Complete the sentences. Use one pushed him to investigate new things His
word in each gap The first leer is given (6))      
(6  
  allowed him to keep PEN
isten again and check your answers. going when others might have given up, and
his co
conns ta n t (7)  _    enabled RELEC
1 D Wes' new book descbes some
him to consider the meaning of mould
of he wed and wondefu scienifc
growing on a dish in his lab and recognise the
 _ 
 
    of he pas.
(8)  of this for the word SGNCN
2 Chaes Wenwoh Liefied beieved
ha seeing he shape o a chicken
in he sa unde his micoscope was
e
powes

  ha he had speca P·t411f;i=·H
3 He made he d
d o conduc  Match the people below with definitions 18. Which catego in
moe expeimens  the wordlist do they al fit into?
4 He p  he esus n a book
agen candidae chie cien consuan
5 He caimed tha he had d
d  cew pane pofessiona
he skll o use hs mnd o un ples of sal
ino difeen
difeen shapes 1 One of he ownes of a business
 6 He caimed ha one paricua 2 omeone being considered fo a job
s was acuay aive
3 Smeone who woks in a job ha needs specia educaion and
7 He came up wih he e   

  ha
  aining, eg awye
we wee a creaed om sa
4 Someone who ges sevices o advice fom a pofessiona
8 D Wes doubs ha many peope coud
5 A peson who epesens a company in business
   
 
    
   o his caims.
6 A goup o peope woking ogehe wih speca skis.
7 The hghes  ak  a compay
8 omeone whose
whose job  is o give advice on
on a pacua subec

 Write sentences about at least five of the people in Ex 8 using

a phrase from the wordlist
 candid
candidate
ate shoud y o make a good mpsson a a job
ineview
0

FILE�-
UNIT 5 VOCABULARY FILE�
WORDLIST

Adjective + noun collocati �

 �lothes and appearace Shopping and commece
a biterarow
(have) bright futre :legant (adj)
I exclusive (ad) adopt
bargai(a stye) ()
(n)
(be) commo kowledge fit in (phr ) ' be i stock (phr)
the early days leather jacket (n) confirmatio (n)
(have) exclusive rights (to) lipstick (n) cosltat (n)
(have) great admiratio for ie back dress (LBD) () consme ()
high(er) percetage practica (ad) (the best) dea n)
a rough idea skin type () debt card ()
strog criticism form () discot (n)
(be) a vast improvemet (o) iqe (adj) (make a) loss (n)

Science and technology Food and drink retaier (n)

absence (of somethng) () (have a) alergy (n) Colours Colour associations
I
(ad) (adj)
absorb ()()
carbo biter
boil () bright
depressig (ad)
cut out (ight) (phr v) crsh () grie()
ivisbe adj date n teget adj
man-made (adj) favour () primary colors (n)
release () roast () romatic (ad)
satelite () serve () sadess (n)

Verb patterns strong (coee) (adj) shade (n)

be admired for (doing) swallow () sophisticated (adj)

attempt to (do) taste (n) widow()
eel like (doig) vedig machie (n)
Useful expressions
involve
make someoe
(doig) (do) agoboost
hadofinenergy
ha d (with)
had
(would) recommend somebody (do) How o earh . ?
reqire somebody to (do)
tend to (do)
i an istant
-�    _
PRACTICE
 0 ( 5.1VF Lsten to eight speakers. Match  Complete the sentences with w�rs and phases fom
speakers 1-8 with phrases A-H  the wodist
1 A a widow  Wow! Yo look very_  in yor sit
2 B feel like going ot 2 soo as my cat hears me get the ti ot of the cupboard, shes
AsAssoo
3 C

4 D recommed
ist very practical
yo try he prawns. 3
atDon
Nomyone
t feet
dresses
wory, its
likeaMiasecret
ot Her dress , without
sense isa secod to spare!
ts  

5 E i the early days 4

6  wear a uiform 5 Yo broke your wrist?  did yo do that?
7 G it ca be a bit depressig 6 The eectricitys ust 
  
agai.
agai. l get the torch.
8 H a bright future ahead of her 7 Two of my eighbors are having aa   over
their shared driveway
e ( 52V Listen and check you answers to Ex 
102

Pronuncation -
0 ( 5.3VF Identify the stressed vowel sound n each of these words
words Then add
them to the correct coumn n the tabe Listen and check  Match the words and phrases n
bold below wth definitons 8
absence adopt common debit discout elegant Whih category in the wordlist
ivisbe ivolve eather percentage practical omantc do they al fit into?
satelte sopsticated swalow widow
experiment condu an
 you want to
oow these steps.

r
/</ le/ /o/ • oose your topic ad ceate
apt ttempt oss csm a research uestio
• Decde ow youll obtain the
· �
 � . - 
.
.
aser to your ueston, eg
Wll you examne somethng,
8 ( 4 Listen to a podcast about haggng (asking a seer for a beer observe cages n sometig
prce) What does the presenter say about these things? or see how two eements
interact?
places to hagge conidence eason to reduce te pice • Agree on te procedure youl
silence price paymet olow i thelab to make sure
your reseach is successul
 • arry out your eperiment
1 WeS Choosewe
we haggle, thehave
correct aternatves
a geate cance Then, sten and
of geng check proft
a bargain/ ollowng your procedure ad
recordng data alog te way
2 Se managed to get a 20 percet dea/ dscount • Wen you ave iishd
 I asked or a beter phone deal/ style and got £5 o a month. anayse you data and draw
 It was a deal excusive/ man-made to me conclusons
 Tey actuall
actuallyy admired/ recommended me for asg fo moey o • Wrte a repor, sharng the
6 Neve adapt/ adopt a aggessive appoac to your discussons.  findngs o your researc with
7 Te sele ca't aod to ake a bargain/ loss othes
8 The seller does't have to pay bank carges  you pay by debt/ discount cad  look at someting careully
f Decide which word (A B, C or D) best fits each gap and thoroughy
2 the iormatio discoveed
throug research
How to make the perect cup of cee 3 a special room were a scietst
 y    z      (0) A_   y y does tests
y         m      y  y  thn careully about iormation
  i  o  
   U  
   
     o to understand t
   W  m    (1)    H y
5 see ad otice something
  yo       (2)  yl   I m
6 do a test to id out if somethng
    r o   x  (3)   
° s true
    94 C y    q . Y   o   o  l
7 a simple cemica substance
 o   o yo (4)   l   y (5)  
 o   y T   y    (6) o y m  8 a metod of doig someting
   (7)  Too    e   (8)
 What experiment woud you ke
 A maer B pobem C crcumstace D situation to conduct? How woud you do
 A severe B itense C sarp D biter
it? Wrte a sho summary using
words and phrases from Ex 8
A consume B swallow C absob D release
2
3 A ough B hard C sot D aw
 A aection B odess C type D taste
 A steam B cook C soak D brew
6 A improvement B gain C boost D push
7 A spice B lavour C sense D style
8 A irm B deep C strong D tough

UN IT 6 VOCABULARY FI LE �-
WORDLIST

Compound words Communication and confict Spot and spots events

7
I
fireworks (n) bac down (phr v) cheer (v)
homemade (adj) do something on purpose (phr) loyal (ans) (adj)
letme (n) aiue (n) a mass (o
(o ans
ans)) (n)
never-ending (ad) get (a pont) across (phr v) opponent (n)
teaspoon (n) nvade your privacy (phr) (spors) results (n)
underestimate (v) ose you temper (phr) a season ticket (n)
wel aware (adj) espond (v) suppor (a team) (v)
widespread (adj) scream (at) (v)
Adjective suffxes
Food Feengs -al
chew (up) (v) anger (n) controversal, nancial practica,
chill pepper (n) anxiety (n) psychological
spice (adj) appreciate (v) -ful

sweat (vln) expectation (n) cheeul cooufu doubtul dreadu,

(a packet o) sweet(s) (n) rustration (n) harmul
whoe (adj) get on my nerves (phr) -c
(your) hea sinks (phr) academic, athetic dramatic
Rules and eguations enthusiastic
irritated (ad)
ine (n) ing
irritating (ad)
reedom (n) encouraging, treatenng, woryng
passionate about (adj + prep)
health and saety (phr) ive
pressure (n)
over the (speed) imt (phr) aggressive competitive eective,
thriling (adj)
speeding (n) mpressive repesentative
terms and conditions (n) ous
adventurous, rdculous, suspicious,
various

PRACTICE
0 { 6.1VF Listen to eight speakers Match e Compete the senteces with the corre form of wods and phrases
speakers 8 with words ad phases AH  from the wodlist
 to complete what
w hat they say 1 My __ __ when I got the rejecton letter.
 A athletic 2 This isn't just a ocal issue It's a
 2 B back down
3 C chew
4 D conditions
5 E inancial
6 F optimistic
7 G never-endng
8 H tempe
0 , Liste and check your answers
 to Ex 
problem
3 Which ootbal
ootbal  team do you _ _ ?
4 I don't eat out every week but I do it 
5 Stop makng that strange noise wth your teeth Its eally
6 I cant stand poor customer service It eally
7 Your idea is really ceative but its not very
    We can't make it happen
8 I love how you aways wave your hands around when you'e trying
to
to   
  an impoant point!

10

Pronuncation G or questons 1-8, read the te below Use the word gven n
captals at the end of some of the lnes to form a word that fts n
0  6.3VF Write the noun for each of these  the gap in the same ne There is an example at th begnnn
begnnng g (0)
adjectves How does the word stress change?
Listen and check
academc
athletc
compettve ne hn h I n (0)  O -ER -
J ER  TOLERANT
 TOLERANT

controversial   e ho e oo loe o he k

dramatc o    no j oehn hh
(1) _
    lo neo IRRI TATE
enthsastc
 one  o e (2) AGGRESSION
fnancial eho oehn hh nee 
psychologcal ()   leel e nnl ANXIOUS
various  n lo el e
e (4)       THREAT
 he e le
lel
l oen
oen hnk m on  
e ® A!� Lsten to
to pa of a rado programme enohh n n o fe e o o e
eno
about gettng drvers to slow down on the  no n h h eho
eho 
roads What proposas does the presenter () o mo e REPRESENT
menton? ee    no Mo lee  e ne
( ( 5 Complete the sentences
sentences wth these eeen   n he Hoee he
 words and phrases Then, lsten and check
()   o lee  e ne
ne FAIL
eeen   oehn I he exeene
exeene
eectve fnes fustaton on (7) oon j n VARY
health and safety ove the speed lmt  he l f ee
ee So nex e o e
pressue
press ue speeding well aware ehn omeone
omeone one he ne oe
len eeen o n he  n on 
1 Despite ths, (8) j ho h e ES TIMA
TIMATON
TON
 o mh
mh e n he e
remains a constant pobem
2 We've got sgns whch flash
up yor curent speed to pt

on yo to sow down

3 These ae ofen lowe otsde schools for  Choose the correct aternatves What do you thnk each verb
means? Check your answers in a dctonary Whch catego n
- reasons.  the wordlst do they all ft nto?
4 here was a tra whee drvers who dove
were 1  love assumng/ gosspng abot celebrtes and what's
requred to pay a penalty. happenng n their lves
5  One of those drvers won
won all the 2   try not to boast/ dscourage  too mch about
about thngs I do wel
but  do occasonally
 pad by the speedng motorsts   accdentally assured/ insuted someone and only realsed
6 The ntatve seems to have been hours later.
  sometimes cheer up/ talk over people by mstae becase
7  One woman's
woman's 'm so een to say somethng
     once congratulated I revealed someone on beng pregnant
wth speedng drvers cased her to and later found out they weren't!
petend to be a speed
spee d montor
montor  'm good at proposng/ reassurng people who are
8 Drvers ae · -  � feelng anios
o speed lmts and yet speeding emans
an issue C Tck the sentences in Ex 8 that are true for you

05

UNIT 7 VOCABULARY FILE�-

FILE�-
WORDLIST

Phrasal verbs Easiy confused words Body and health

come out in(red
in(red spots) accident (n) be coour-blind / colou deficent (adj)
come up against(a
against(a problem) classic (adj) cell (n)
come up with(an idea) classical (adj) cure (n)
do away with economic (ad) deficiency (n)
face up to(a
to(a problem) economical (adj) have a serious eect on somethng
get over(an
over(an illness) especially (adv) (phr) !
gve o (a gas) incident (n) musce n
go down with(an illness) opporunity (n) pass down (v)
put(you) o possiblity (n) severe(illness) (ad)
show of recall () (red) spots (n)
work something out remind (v) vision (n)
sensible (adj) he arts
The environment
address(an issue) (v) sensitive (adj) animation (n)
specially (adv) costume (n)
aect (v)
alternative (adj) Homes and places dub (v)
banned (adj) be designed to (v) expression (n)
carbon footprint (n) brand new (adj) green screen (n)
cut down (phr v) cotage (n)  technique (n)
environmentaly friendly (adj) demolish (v)  technological advances (n)
filter (nlv) exotic (adj)  trick (adjlnlv)
impact() faciities (n) Useful expressions
natural disaster (n) go out(i.e.
out(i.e. power) (v) be long gone
poison (n) interior (n) come a long way since
polluted (adj) remote area (n) go from place to place
solar (adj) vivid (ad) gone are the days when
supply (nlv) wallpaper (n) -
survival kit (n) warehouse (n)
wate filter (n)
water shorage (n)

PRACTICE
 0 ( 7.1VF Listen to eight speakers. Which noun f Choose the corre alternatives.
in the wordlist is each person speaking about?
 We've come up against I gone down with a bt o a probem
 2 Can you remember/ remind me to take the bins out laer?
2 3 The council plans to cut down/ demolish  the old cinema.
3 4 These flowers are classic/ exotic They can't be from around hee.
4 5 I dont think its sensible/ sensitive to go out in this weather
weather
5
6 Donatella's come down with a severe I vivid case of flu.
6
 My doctor says ve got an iron deficiency/ manipulation

8 Is this milk OK? ts giving/ puing o a strange smell.
8

06

Pronunciation - f Decde whch word (A, B, C or D) best fts each gap.
8 Identify the sient consonat The camera often lies
sound(s) n these words.
Technology has come a (0) _� way since the days of the t he frst moving
brand new
pctures. We can now watch flms on our moble devces, in 3D or usng
carbon footprit
virtual reaity. While these technological
te chnological (1)  are al postve for
evrometally fredy our viewing experience they may also rase issues which we wil need to
desgned ()  in the future. One of these is the abilty to change peope's faces
musce on screen in partcua their facial (3)   It might alow flm-makers
flm-makers to
warehouse ()  ther ilms more realstcaly making the t he actor look as if theyre
water shorage actually speakng one of tens of different languages HowevHowever
er t might
aso provie (5)  for less honest behavou. The (6)  coud be
C ( 2VF Lsten and check used to put words into our mouths that we never actually sad in order to
your answers to Ex 3 nfluence others commit crmes or change peoples opnons. This coud
have a serous (7)  on the sprea of fake news online and ultimatey
0 ( 7 Lsten to the our ablity to trust anything that we see. (8)  are the days when we
ntroducton to a rado could honestly
honestly say
s ay that the camera never lies.
lies.
ntervew. What problem dd a
photojournalst come across? 0 A good  sgnficat C log  great
How dd he address t? 1 A advances  progresses C movements  boosts
 address deake  bae
 ( 4 Complete the 2 A focs C

sentences. Use one word n each 3 A aspects  expressons C ooks  characters

gap. The frst leer s gven 4 A db  copy C pblsh  label
Then, lsten and chec 5 A opporutes  covenence C cdets  freedom
1 The repos geerally hghlght 6 A system   technque C applace  facltes
ourr ee
ou eed
d tof
tof __
 __  7 A aect  outcome C developmet  eect
up to evronmental sses.
8 A See  Bee C Gone  Had
2 These mght nclude clmate
chage, pp
rvers or ar polluto 1•■:l�!:•i•H.
3 Sebasto Rbero Salgado
retrned to hs famly's ranch Q Match the words n bold wth defntons -8 Whch category n the wordst do
 they all ft nto?
 a r __ area
of Brazl. If you're lookg for a venue for your compays event, ook o furher tha
4 The forest srroundg  the ctys Palaeoto
Palaeotology
logy Musem The storey buldng made of red brc
 the ranch had bee s a eye-catchng constructon whch holds many fascatng fnds to mpress
c_ down yor guests Or lobby provdes an engagng seng for wecome drnks with our
fullszed dplodocs skeleton there to hep create a uue atmosphere On the
5 he destructon had not only
 thrd floor, there s a roof terrace wth an mpressve
mpressv e vew of the cty where ood ca
i
  
  on
on the
e served n good weatherTo fd ot more, cck here
appearance o te area 
 6  t had also a  1 Somethg that has bee bult.
 the wldfe whch had all
a ll but 2 Floor or level of a ldg
dsappeared
3 A place where a orgased meetng, cocer etc takes pace
7 Seasto beleved the land
4 A flat outdoor area ext to a budng or on a roof where you ca relax, etc
had become sck so he and
hs wfe set about fdng 5 Wde hall jst isde the etrace of a publc uldg.
a c- 6 The feelng that an evet or place gves you
8 Now the ranch s srrouded 7 Hard block of aked clay used for budng walls
by hdreds of hectares of 8 Te geea evromet
v 
 green forest
 Wrte at least four sentences about buldngs you now usng one word
 from Ex 8 n each sentence

1

UNIT 8 VOCABULARY FILE �-

WORDLIST
-
-      . 
.   
          
    
 

Adverb + adjective colocations Adjective suffixes Animals and the natura word
closely associated/linke
associated/linked/related
d/related - adapt()
adapt()
competely
compe tely dierent/normal/sep
dierent/normal/separate
arate considerable, memorabe climate change (n)
deepy afected/concerned/hurt recognisable, understandabe darkness (n)
fuly awake/awa
awake/aware/responsbe/
re/responsbe/ -/ daylight (n)
understand apparent evident significant, volent frost (n)
highly efective/likely/
efective/likely/unusual
unusual  get btten()
btten()
incredibly interesting cheeky, chilly smley, stormy ticky growth (n)
widely believed(to
believed(to be)/ consdered weathy habitat (n)
(to be)/ known (for) hedge (n)
Friendship and commu
c ommunication
nication
Food and lifestye (maintain a)bond (n) hedgehog (n)
a balanced diet (n) emoji() hurcane (n)
a healthy ifestyle (n) facial expession (n) loss(of)
loss(of)()

ingredient (n) friendship (n) mate()

mate()
mental well-beng (n) have something in common with mosquto (n)
physcal well-being (n) (someone)(phr) nest nlv)
sunlight (n) get n touch (with someone)() significanty (adv)
vtamn (n) mess around(with)() species (n)
(mutual)respect
(mutual) respect (n)
Usefu expressions
soca skils (n)
cost a foune

J
(mutual)trust (n)
(to be able
a ble to) count on one hand
have a shared hstory with someone
keep an eye out for someone
- 
 · 
  
. .   

PRACTICE

0 � 8.'V L  g k M k 1

   H     

 C    (, B  C)   

1 A fuly awake. 1 Im  concerned about the state of our
2 B the ingredients. country today
3 C completely normal A widely B deeply C competely

4 D keep an eye out for hm 2 I keep __ biten y mosquitos!

 5 E get in touch with Jan. A getng B havn· C keeping
6  shared history as chidren 3 Having a
a diet is essential for
good health
7 G cost a forune!
A fair B balanced C even
 H it's quite chilly
4 anlo seems to be acking n asic 
 
(  L  k    E 1
e
skils sometmes!
A common B socia C communty
5 Its known that theres no
n o cure
fo a cold
A cosely B fully C widely
6 lan on one hand the number
of times Ive been out this month
A count B wite C say

10

Pronunciation 8 or queston 1-, ed e tet beow Us e o given in <
apial a the end f sm o
o  the ines o   word ha is in 0
0 Identiy the vowel sound in he trsd  th ap in the same line There is an eampl at he bginning (0).(0). n

sylab n thes word and phases 
Th, add the wods ad phrases  he 

coe cumn in the tae ►

Say it with
with words! :
-
.

diet emoji
highly mate acial growth
recognisable I can't sand emojis. emojis. I know hat mgh not be a
related socal skills (0) _ PARTCULARLY popular viewpoint among PARTULA C

clmate
er/ 1./cseau/  l_  y 
/dlight young peope, but I ind them irritatng For staers,
 he number of emois is (1
which means we spend ages tryng to ind
 he ight one - just typing t yping the


th e word woud be
OND
z
-


quicer he other pobem s that its not always

-

(2     
    what someone is trying o  APPAR
 AP PAR 
-
 ( 83VF isten ad chck yor answers  te us  n a message. he
 the ()    
  
 
 
 he expressons
expres sons on some o 
  faces ae uncear For MLE
 o Ex 4 Then, isen
isen and repa the wods exampe, is the one wth he ongue hanging out


 the side of its mouh being (4) 
 
  HK 
e (  isten to a of a talk. showing sily happness or eating somethng

 tasty? If the
th e expession isnt isn t immedatey
immeda tey

 Wat insec
 Wha diema
s e
o speake
sceisstalkig
talki
have?g abou? (5)          then
   then is
i s use is poiness
poines s REOGN
noher issue s when someone msuses an emoji
f f S Complete the sentncs wh he rea meaning may be (6)

   UNDRTAND
 thse wods and phrses Then  listn fom he context but
but when it's not is ust plan
again an chck conusing t coud aso be uninentonay insuting,
insuting,
ven to the pont where t negatvey aects
bien cimate chage arkess (7 a        . norunatey theRND
highly likely physcal wel-being )    GROW
     in he popularity of emojs
vitamins suggests theyre not going anywhere soon So,
1 Getting  by a mosquito is  guess wee stuc wth them
ot pleasant at the best of times
Even i we survve, our 
  
1·@41if=t•·hP
2
ca be aected or the rest o our lives
3 The
tendsmost
to bedagerous typethe
active durg o mosquito G Cmpete each o senences 1-6 wi a collocation ceated om
 o night  wod i A nd a wo in B Whi
Whi  ategry in the worlis
worlis do they
4  is causing a increase in all  nto?
temperatures  A carbo coastal endagered organic rural tropical
5 Scientists say it's  
that that
mosquitoes wll increase  umber
 i the future due to these increased
temperatures
6 Mosquitoes provide  to
creatures such as spiders frogs and ish
B (area dioxide ruit species storm tow )
1 I you want to avoid chemcals  your ood, you should eat
2 We live in a small -- overlooking the sea
3 Appaetly thees a  headg in our drecton
4

5 The
Id hat
Asianto eephant
ive in a 
s oe o many 
 I much prefer
   the
 oncity
our panet
6 Planting
ng trees
trees is a great way o dealing wth 

 in
our atmosphere
�  Wite a setc which s tue o y wth each o the collocation
n Ex 9.

109

2 SPEAKING - art 2 ndivdual long turn

 

.

Unit 2 (from page 19) Ex 5 continued

Student B, your photographs show people using fire in dierent situations.
s ituations. Compare the photogaphs and say how yo thnk the
peope are feeng You have about one minute to do this
 Student A do you enjoy
en joy spendng tme outside aone? (Why?/ Why not?)

10

Unit 5 (from page 47) Ex 7 continued

Student B, your photographs show people workig at ight. Compare the photographs ad say why you thik tey ae
workig at night
 Studet A do you ever work or study
stud y at ight? (Why?/ Why ot?)

111

8 SPEAKING - Part 2 Indiv

ndivdual long tun

Unit 8 (from page 73) Ex 6 continued

Student B, your photographs show people in situations where colour is impoant. Compare the photographs and say wy the
colours are impoant to the people
 Student A do you ever make things?
thi ngs? (Why?/ Why not?)

12

WRITI G FILE
Part 1 Essay EXAM HELP
► Uit 1 p2, Un 5 48U 8 7 • S y 
yy w
w   


   F w
EXAMPLE QUESTION  u
I your Egsh cass you have bee alkg abou
abo u whehe
whehe  museums
museums are moa • F
F      
   

 fe
fe oday Now you Egsh eacher has ased you o we a essay. m  M  y
  w   y w
Wre a essay usg a  he oes ad gvg reasos fo you o of vew
•   m
m  m
m
m
m y
y
 w
w
   vy  
Museums are o ecessay owadays because we ca fd a he
w
formao we eed o he ee Do you agee?
• 
' ' w
w
 w
w
 
 0 w
w
Notes  y w'    
W u:    y  ' w
 


 
y
y 
  m  90 w e y my
 


 

      v
3. (y w ) • M
M 
 y 
 y
y w
w 

mm   m

W 0-90 w    y OVER TO YOU

EXAMPLE ANSWER Now wrie your own nswe o he sk.
   Mke sue h you include eveyhing
   equied in he s nd use he Exm
Some people say museums are not necessary '  help o check you wok
nwadays because all the inrmatin is on t w  
internet, but s ths true? Thre are arguments on q
both sdes. USEFUL NGUAG
S  w
Firstly, museums give vstrs the opportunity
Firstly,  y Introduction
to experence real things fom the past and it's   y e
impssble t get the same benet fo loking T  m   
up cts onlne Withut a doubt, museums brng  
hstry t lfe There are also seums about I   q  w
science, space trvel and so on where vistrs Introducing ideas
can tuch interactive exhbits and get a real
O/A() /v
/v  
   
understanding of things that aect le today
O    
O u  mum 
I addton to ths, teachers on rganise schol  w A  v  
trips to museums. Clearly this s a very valuable u  w
  xpanding points
experence r students as they lea a lt outsde
 O      
the classoom with ther iends and
an d talking about
T  u 
the trp s very motivatng M  y
A  q/ Cqy
On the other hand, museums can be expensve t   
 y w u  (  )  /   
vist although sme are fe. Howeve museums
   dding and contrasting ideas
are obviously god value r money as they provide
 Mv
Mv / A w   
more accuate inrmatin
inrmatin than the internet,
interne t,
whch can be unrelable Gv y w Hwv
Hwv    wy e
A  m  
A
On balance  would say that museums are not only   
   /  (  ) 
necessary nwadays, but are enjoable places to
vist We would miss them if they dsappeared Writing a conclusion
 m   / I  

13

WRITNG FI E
Part 2 Article EXAM HELP
► Unit 2p0 2 p0 • Ge you you atcle a tte.You You acle
EXAMPLE QUESTION
You see ths aoucemet o a Eglsh-laguage webste. • easy
shou
seomaagas
toheea.
t steaestt. aso tegagehat youeaes acle s
Articles wanted • seo teteest
est g a colouul laguage
eaes
Hododo yofk? Ho
Ho
Wy o ddy?d yoTl dov
o
   ? ork  for yo •• FRem
Rememb
sembe
h n aae that
thateaaesesangclway
weay.shoshoul. ul
Woo 
 .l   qo W l    o etea eaes as well as om them
e you acle  1419 wos. OVER TO YOU
No r your o r o h k.
EXAMPLE ANSWER
., -----1
 -----1
   �  

ee you at  c e a j Mk ur  you l vyhg
rqur  h k  u h Exm
hlp o hk you ork
The best way to study!
Do you fnd studying easy? I don't, as  get t,le.
dstracted quckly
quckly Ive tied lots
to help me concentrate
lot s of deent things
concentrate but then I came across
Isubouce
ouc
e ct e
o  h
youe USEFUL LANGUAGE

Involving the reader

the answer by
b y chance. ayctolecolealey tahe
teae Doheyout haee.
 ..
/y fends told me to lsten to musc hle I dd
my homeok but I und myself listenng to the
songs nstead o concenttng on my studies Iesoa
clue some hy
ow ot
about y 
.t 
/y paents suggested oking n complete slence
but that elt eid! I could hea myself breathng! teae
o teest the aecot es SoJusthowwhatcayouweatmaeethNoat ha
Then it happened One day I had a bt of a cold
and couldn't study I decided to go fr a walk to
Just mae sue you o't ..
Using interesting language
clea my head and whle  was alkng I und 
was thinkng about my studes When I got back hatcameelacoss
t we  !   by chace
to y room I as able to get down to wok That
helped me realise that doing somethng physcal II ha a b
hey'eel lgea o
 a co  
made it ease to concentate Aswe all t he
uestos  the  soo be tha you
So no I break up peiods of work wth a fw
 minutes here I do some execise and  me ts
tas ethusastcaly
vey motivatng I ee grat and
an d having a balance
between wok and excise oks r me - -� �
Fmemoabl
sh theauestoo Explain'ing
I oing reasons
t  as I get  s t act e .
hy  not
Why ot t  y  it
 y
 tr 
r  ?  -  
it?      - -   - 
-  oolstatesemet that
the eae oFome myse  ...   st
ts ey motatg.ea o ...
aaclous
e o the

14

Part 2 Informal emai or etter EXAM HELP

► Unit 3 p0 • se e app
appop opae
ae 
om
omal
al
cove _ _ os
os o sag ad edg
EXAMPLE QUESTION emals ad ees
Yo have eceved hs emal om yo Eglsh-speakg ed Aoy. • Go
Gop
p deas
deas  oo paagap
paagaphshs ad k
 hem wh omal coecos
From: y •  he
sepeso
lagage hawg
s appopae o 
Subject: V  yu y yoe o
• Mak
Makee se
se yo c
cde
de eve
eveyh
yhg
g he
he
H!
 ask asks o
Sm fr r   v yur y x m   x
v Ty' b r fr  w  w    u f    OVER TO YOU
b
Nw wi y wn answ  h ask.
Hv yu  y  I u    ? W  y   Mak s ha y inld vyhing
w u y r    r ? Hv y  qd in h ask ad s h Exa
y v r m? hlp  hk y wk.
,
y USEFUL LNGUAGE
e yo emal  1419 wods reetings
EXAMPLE ANSWER se a coveoa  ow ae yo
geeg o  was gea o hea om yo
Hi Anthony, omal emas ad Gea o hea om yo
lees
Thanks r our emal -  was   hear xplaining why you're writing
om ou and I hope that our inds are looking odce he opc d love o el yo wha o do hee
rward   here!          

  o he emal o he ae so may hgs
hgs  ca el
There are loads  things r them  do.  have lee appopaely yo ao
a  museum, whch is packed ful(  hstory, m wg o (ask o a avo)
and a  castlej outside the town thats sing inkers
se paagaps o
weU  a   the're  sport the could ew pos Ayway  
watch our local otbaU tam   qute succssful Besdes  
and plas on Saturda aeoons On O n   that
there's a big sports centre
c entre where  can pla se omal O op o ha 
 om tennis  basketball  guess the might iving opinions and advice
lagage o a  gess 
also eo the park which has beautiful
beau tiful gardens ed
and a nce canal The es way o ge aod s 
 
The best wa  gt around is  on  or b
 hk hey shold 
Yo shold gve  a y
 tram  the e qute equent and students
students get
a discount on the
th e tickets. To get  the castle d m se yoll love 
advise them  organise a taxi, though, as its  Make se yo inishing your emai or etter
inishing
r  walk Anway,
Anway, dont worr  not expensive. clde all he ope o hea om yo soo
omao asked
The onl other advice  can give s  brng warm
o  he ask  ca wa o see yo
lothes as itll be cold next month! ope has helped
Hope that helps! Keep in touch, Keep  och
Cheers! Fsh yo emal All he s

o lee  a
Miguel appopae sye Chees

15

.

WRITING FILE
Part 2 Semi-formal email or letter EXAM HELP
► Unit 3 p0 • se e appopae coeos o
coeos  o
sag ad edg seoa ees
EXAMPLE QUESTION o eas
Yo see s aocee o e colege oceboad • Beg
Beg yo
yo ee
ee o e
ea
a
appopaey, gg yo easo o
I knw me pepe
pepe re nnye y
 y hw en ue mphne wg
everywhere n ee n I' ke  he yr pnn. • Go
Gop
p deas
deas o pa
paag
agap
apss ad
ad 

Se me  eer expnn wh yu h n mkn uen  ny  e w oa coecos
wy f mprvn he u. • s
see appop
appopa
aee aga
agage
ge ad
ad aod
aod
dos o coqa epesso
epessos
s
 w  eveyne e  my nex meen wh he uen n
• Ma
Mae
e se
se yo
yo cde
cde eey
eey
g
g e
e
Sen Sweeny (Ve-pnp)  as ass o
We yo ee  1419 wods OVER TO YOU
se a coeoal
geeg o Now write your own answer to the task.
EXAMPLE ANSWER
seoa
ad ees eas
Make sure
equired inthat
the you
task include
and useeverything
the Exam
Dear M Sweeny, help to check your work
I'm writing to gve ou m opnion about the wa ae e easo
students
students use smartphones n college.
c ollege. yo ae wg a USEFUL NGUAGE
Fstly, we
w e all have smatphones these das and  e begg o
 e ea o ee Greetings
ou must accept this Howeve some
so me people do
use them wthout thnking about anone else, and se coecos o Dea /Mada/ Dea M/Ms 
ths could be changed. Personall,  get angr when ode yo deas Opening your email or leter,
people talk loudl on their phones n
 n the coridos ceay explaining why you're writing
In m opnion t would be helpl to ban
b an Ge easos  wod e
e o (copa
(copa / epa
epa 
smatphones n soe pats of the college  thnk appy o 
o eapes o
people dont realse hat even when the text the sppo yo  a wg o (copa
(copa abo
abo /
brght lght om the
th e screens an be annong opo appy o 
Ta yo o yo ea/ee
Consequentl, I suggest restcting the use n
Mae dee  wod e o eqes a ed
places where we study and obvousl the should
pos o I s apoogse o e coso
neve be used n class. sggesos  beee  wod bee yo copay
copay
As the librar s large  suggest settng
settng up specfic  sepaae
aeas there whee phones ma ma  be used and othe paagaps Using linkers
 aeas where the ae bdden There should be  addo
add o  / Howeve 
signs
signs explaning ths though
tho ugh Obos  / Fsy 
Although students wll alwas havehav e smatphones Ge a pesoa Making suggestions
n college w should stll be
b e polte respect other opo o s e Yo cod  abo 
peoples personal space and use our phones ee I wod be a good dea o 
careull  ecoed 
I hope m deas ae helpfl Fs yo ea o  sgges 
Best wshes ee appop
appopaey
aey  wod e o popose 
Stephen Smth Finishing yo email or leer
 oo owad o eag o yo
 ope y deas ae ep
 ope  ae bee o soe ep
Yos/ Bes wses,
16

Part 2 Review EXAM HELP

► Unit 4 p38 • n
ncl
clu
uee a 
l
le
e
• Reme
Rememer
mer ha he pup
puposeose o a eew
eew s
EXAMPLE QUESTION o norm u also
als o o eneran he reaer.
You see hs announcemen n your colege Englsh-anguage magazne. • r
re
e n a renl
renlyy syle
syle r
ryy o neres
he reaer y asng a ueson a

Reviews wanted he egnnng an gng you own

eperences
Hv y n  f w  d w  p p?
• Use a ang
angee o ne
nees
esn
ng
g anguag
anguage
e
W u  vw   f, xpnn w  w bu d w yu 
such as aeces o neres he reaer
bu  d T  w
w 
  n yu wd nd  f 
• De your reew no paragraphs.
 pp?
• n wh a cea
cea recomm
recommenenao
aon
n an
T b vw w b pubd    a reason o your opnon

re you eew n 140190 wors OVER O YOU

Now write your own answe to the task.
EXAMPLE ANSWER Make sue that you incude eveything
equied in the task and use the Exam
 film that surpied me Sar wh a
help to check your work
heorca queson
 oen have you been  the cnema  see o a saemen ha
r ward  only
a lm you were eally lookng rward w neres he USEFUL NGUAGE
 be disappointed wth some apect   Well, eaer.
I saw 'The Cotage last week and  completely Giving an opinion
lived up to
t o my expecta
expectaton.
ton. From my pon o ew 

t wa abou a mly who lived n the mddle  say ha .
Descre wha
 nowhee n the countyside and the stange you're reewng ha  loe/ha aou  was 
thngs that happened to them I suppoe you rely ha  oun rusrang was 
could cal t a ntay flm but n some ways t  compleey le up o my epecaons
was clos  horo The acting wa uperb and he es pa was 
Use a range o
the specal eect were pectacu[ar   nearly ajeces an My es eperence o  was .
 jumped out   seat n supre severl tme! coourul language . ha eeryhng we neee.
The bet
bet part wa the
t he endng.  wont tell you A n a he .. was an eperence no
o e msse
what happened because  wouldnt want want to
to
 poil  but t wa totaUy unexpected
unexpected and yet Describing or narrating
stangely  seemed  make comcomplete
plete sene a  was aou ..
well.  le the cnema eelng that  had watched pan why you
ha happene was .
ke he lm so
a very good story and that the endng had been  es he sory o ... who
who ..
much.
memoble and satiyng hese ays s 
 If you enjoy lms that have stong store
store and Fnsh wh a he range an qualy o .. was prey
 ome ighten
ightenng
ng eement you wll eally recommenaon specacuar.
eoyy th
eo ths!
s! hey were ruy woneru.
Making recommendaions
' cerany/eney/reay/songy
recommen .

Despe he ac ha ..   s

recommn .
he ...
... 'l eney go ack ne year
Make sure you on mss 
You shou eney ge  a go.

117

WRITING FILE
Part 2 Report EXAM HELP
► Unit 6 p5 • Inc
Incd
dee a tititte
e
• Rem
Remem emer er that
that he
he prpo
prpose se o a repor
repor
EXAMPLE QUESTION
Yo see this advertisement in yor colege • isWri
toteinorm
Write in an orgathegani
or reader
nised
sed stye
stye.. Use
Use
headings and ets or nmers to
T       y  either buy  mae yor inormation easy to oow
 or   by   b k o w   • Us
Usee orma
orma ang angage
age an
andd a rang
rangee o 
   o irr bi  b    of b  vocaaryy and set phrases to inorm
vocaar
   wi    u  the reader.
• Div
Divide
ide yor
yor reporepo into
into parag
paragrapraphs.hs.
Write yor report n 140-90 words. • End witwithh a smm
smmary ary an
andd a cea
cear r 
recommendation or the reader.
EXAMPLE ANSWER
OVER TO YOU
Use of mney fr cllege improvements /  State the aim o Nw w yu wn answ   ask.
the repo at the Mak su a yu nclud vng
Introduci 

The am of ths repot s to ompae the eginning qud n  ask and us  Exam
lp  cck yu wk
advatags f byg addtoal ompts ad f
/  Say how yo
coected the
mprovg the lbra, ad to suggst whh wold inormation. USEFUL NGUAGE
be best.  askd studts
studts  ther vews.
B    t  se headings Introduction
ecase this maes he aimprpose o this repor is to 
Som studets thught that ths was a god da, it easier or the
sayg ompts wer sul fr: reader to ind the his report is intended to ...
- prats
pratsg
g wrtg
wrtg main inormation o otain se sggestions, I 
 sg th te
te.. o dtermine
dtermine  opinions,
opinions, I ..
- play
playg
g gams ncde two or
three points nder Reporing results
Oths sad that they prered to s th w each heading. Most (peope) seem to ee that .
mptess at hom  us the phes.
mpte Use nmering Most (empoyees) wish to .
mrv t l or et points  Severa (peope) said  tod me 
to highight main sggestedthoght that .
The majty f stdts prred ths suggest, points, t try to
 th llowg eass: se a range o he majority o  I spoe to said
angage reqestedenoyedthoght
reqestedenoyed thoght (that) 
1 /ay do ot have a qt plae to w at 
However, o those who participated,
 hom. Th lbray ould b a god plae r  everyone ond it enoyae
prvat stud, bt at preset
p reset the a ot  se a range o
speciic vocaary From m'research, it is evident that 
eugh tables ad has fr every or set phrases Presenting a list
2.  ptdate ee bos ae eded
eded eve and se orma
thgh most studets se elto dtaes. angage. hey gavesggested these reasons:
hey made the oowing points
3. They wat t b able to read bos wr  
 yog people wthot havg to by
by thm. Making recommendations
Ro
I wod thereore recommend
recommend that we ..
It wod seem that .. is the est idea
t was elt by mst studets that mprvg th
lbray wld b me usl ad that addg t th
I rcommend tat 
wspa ad buyg me reeee bs wuld Express However, .
 . shod oergivepresent
recommendations . to encoragepromoteadveise
encoragepromoteadveise .
beet th majty of tdts.  wld th
or opinions n the They shod aso do more to .
emmdd spdg the
emm th e moey  ths wa
concsion  wod recommend
recommend  aso sggest
sggest .
118

Part 2 Story EXAM HELP

► Uni 7 p66 • Gv you o
oy
y a
a n
n
g
g a
va .
EXAMPLE QUESTION • Pla
Plan
n you
you o
oyy o a
a  a a cla 
cla 
You av n  anoucm on an naonal wb o yog popl. naav.
• You may
may n
n o uu a va
vayy o
We're ookng fo good stoies! n, o a you aav  cla
Why t wte  st fr r zne? r st must begn wth ths • U n
n

g
g lagua
laguag
g uc
uc a
 sentene: colouu vb a paal vb
• U cla
cla q
qu
uc
cg
g wo
wo uc
uc a
Fiona looked at the calendar and realised that e had forgotten something.
n a a, c
ur sty st ude
• Rmmb a a oy ou b
•  e
ee
er
rt
t
 g, ang an ay o
• n d
de
e
se
seme
ment
nt olow

 you oy n 140-190 wo OVER TO YOU

Nw w yu w aw  h a.
EXAMPLE ANSWER Ma u ha yu cu vyh
Tk o a
qu  h a a u h Exam
ngagg a
Almost a disaster! hlp  chc yu w
 I va  

Fona looked at he candar and realsd hat
she had rgoten
rgoten somhing. A rst,
rs t, sh couldn' Mak u you USEFUL NGUAG

hink wha it was, but suddenly it came to h nclu  
c cocly Sequencing/ time expressions
I was th day ber hr parens big weddng
A  
annversary
Sunly, /
/ Al o a un, /
/
Thy had ben marred r 25 years and hr T uly, 
miy was planning a big cebraon fr them
T /
/ A a wl 
Fona had innded to give hr parens a special
A a momn . I A a am
prsnt but it had sipped hr mind. Sh fet very U g momn,  I Ju a a momn, 
guly and rushd ou to he shopping cenr. - laguag uc All a onc 

Sh waked around r ages sarchng r a ajcv an
ou ano oug, 
vb
somethng to buy, bu
b u without success Aer a  wa  a  oc 
 
whl she cald hr inds and beggd  some n  gac back, 
ideas, but hey wee no hlp Sh dcided o give
n  u owa  voc, 
up and go home, hoping hat
 hat somethng would
 wa oy a .
urn up
Luckiy it dd! As sh was sing msrably on he U c pc Building interest
.- 

 o a  C l vy ba .
ran she glmpsd an adversmen saying Why
no give mmoris? Crate your own phoo abum Blan, oug Ci, 
on our webs Brlian hought Fiona and spen S a no a wa  coul b 
he vening puing hr vour photos ino a Use interesti
interesting
ng verbs,
dgita album adjectivess and phrases
adjective phrase s
Whn she gav it to hr parens hy wer S wa opg a omn woul
clu a logca, un up,
absoluty dlghted and said t was h bes
ng ng
prsnt ev vy guly/ abouly g
 pock  vlop
bang
bang a g o  

19

AUDIOSCRPTS

N1 B ha's reay weird!

 1. (OPENER)
A So, my task on the projec was o do some esearch into
 he colou bue. I was checking
chec king ou some websies and I came
across a fascinaing arce  sas of aking abou how we see
coours Appaeny
Appaeny many kids don'don ' see he sy as bue uni
peope tel them i is They woud say s
 s whie or coouress
And some ancient ribes coudn' see a derence beween
green and bue
B: Reay -hat's weid!
A  know And aso
aso the
t he name of he coour bue
bue didn exis or
ages -in act i was he as coour o be named in he Engis
Engishh
anguage The coour obviousy wasnt ha imporan I mean
 there aren't many bue hings in naure are here -ike pants or
animas?
B: Yeah tha makes a lo of sense
A And he ace says ha if we ook back, i was the
Egypians who firs found ou a way w ay o pain stone and wood
bue hey waned to copy heir favouie pecious stone stone  lapis
lazu Then aer Euopeans saed
s aed o make a bue dye from
pans for cohes Bu it was so expensive ha ony he very rich
coud aord t Tha's where the name oya bue' came from!
The coour of kings! We laer a cheaper dye was produced in
Asia  and you now here were acua tade wars o ty to sop i
coming ino Europe! They didn' manage o prevent  however,
ad of corse desiges ate made te most of t ad came p
wih bue jeans in he 19h cenury I urns ou ha he maera -
denim -was first made in Iay, and then copied in Fance in
a own caed Nimes
Nimes Theefore he word 'denim comes fom
De Nimes
Nimes which means fom Nimes'
Nimes' in French. So now we a
ge o wear bue cheapy
B: Thas fascnatng I mus chec ou hat ace
A: Yeah it goes hrough a o of oher oher hings too ike -he
- he
 hings blue stands o Appaeny
Appaeny he coour ook on he idea
of ruh and authoy and i became he coour for unforms for
A Scieniss thn i's somehing o do with ornados pcking
up hese anmas cayng hem up in he ar and hen hey a
fa down on some unsuspecing peope a ong way of Very
rare I hink but i does happen
B: Wel ha would quai as a buemoon event in my opinion
A Ill ell you about somehing vey unusual hat happened a
ot closer o home yeseday
yeseday ony i's nohing
nohing to do with nature
nature
B: Go on
: My younger brothe Danny acuay
acua y pu his hand in his
pocke and bough me unch
B: Now tha eay does happen ony once in a bue moon!
( 13 and 4 (READNG AN USE  ENGS Pa 1)
a Casa Azu sands on the corne of a quie teeined stree
 the Coyoac area of Mexico Cty ts deep be coour is 
conras to he whie and yelow homes aound i Ths is The
Bue House; he house ha beonged o Mexican ais Frida
Kaho
Kah o he house whee she was born n 907 and died n 95
Despie movng o other paces she reuned o a Casa Azu
whee she lved fo many years wh her as husband Diego
Rivera Is now a museum whch is devoed to Kaho's ie
The museum shows Kahos home as i was in he eary 950s
and consists of ten rooms A fist sght 's
 's cear how much of
Kahos ife is reflected in he house Firsy he organisaton
of he furniture ells us abou Kaho's healh
heal h during her ife
A the age of 8 she was n a seios ram acciden and spent
many weeks in hospial hen severa monhs in bed at home
in consideabe pain She had 30 operatons on her back bu
despe his she suered or he es of her ie  was during her
 ime at home in bed when she began her ife as an aris You
can see pains around er bed and he mror paced above her
bed hat enabed her o work on selfporrais
Secondy, Kaho
Kaho iked o have objecs around he which
infuenced her ar She idenified with boh Mexcos Spanish
cuure and s preispanic cuure somehing which became

peope ike nurses

B: nteresing BuePeope
is asoare supposed
a popuar o ook
coou up to them
n counries fags imporan
are exampesaferofMexican
Mexicanindependence
independe whince
fok ar which Aroun hemodern
ch nfuenced house here
ar
isn i and spos eams I guess is o show uniy and power! a tha time You can aso see
se e a o
o  infuence in Kaho's cohes
A And ye peope aso hnk hat s a reay caming coour  he ong skrs she wore
wore fo insance -and in her own anings
anin gs
vey peaceful neesing hat a coou can have such dieren which ae on dispay thoughou he house
associaions So wha abou you? Wha have you been Finally he garden was as impoan o Kahlo Kah lo as the house This
eseachig  was a pace where she apparey spet time hinkig abo he
 a in addi ion to eachng he s uden s ah o and i e a added
( 12 (EADING AN US F ENGLSH Par 5)  o boh he house and he garden duing heir time a he
A OK so we need o hink of somehing
somehing that happens
happens n house Theres an Azec styepyramid
styepyra mid n he garden and many
naure once in a blue moon That means  can be somehing pants naive to Mexico Kahos ove fo pans fowes
fowes and frui
ike hailsones or hundersorms because heye pety is easy o see in her painings She oen wore fowers from he
common gaden in he hair a eas i appears
appe ars tha way in he phoos and
B: Yeah unless is somehng ha happens a an odd tme sefporais we can see of her
of year or in a counry whee is
i s no norma ike snow in he Fda Kaho
Kaho was known in Mexico duing her ifetme bu has
dese
A
maybe?
True
True  does ha ever happen hough? Thee
Thee s somehing since
appeals become a femae
o visios icon on
who wan a goba
o ge scae
a beer a Casa
sense of heAzu
ais
 that migh fit the bi   saw on a documentary a whie back - who ived hee and  cetainy e ha  was abe o do tha
 here are some ecods of raining animas! I fel able to undesand a lile beer e srong, independen
B: Raining anmas? Ae you erious? woman who succeeded in becoming a welknown ais despie
A Yes Apparenty some paces have epored aining frogs  he diicuies she faced.
faced.
and fish
B: Like coming out of the sky?
A Yes, incredbe, isn i? And insecs, oads of them, comng
down like an

120

AUDIOSCRIPTS
 

 .5 and  7 (LSTENING Pa )
A: An old friend from schoo turned up on my doorstep
yesterday. No message, no phone ca, nothing. She sad she
wanted to suprse me
B: Wow, a ea bot fom te bue then.
A: Yea, and I had pans for ater tat evenng so t was a
bt awkward.
B: Isn't there a socal rue that says you soud warn someone
before you vst? Breakng that s a bt rude.
course tat you're taking seems to be real realyy hepng you wth
you eadershp sklls. For that reason, we'd ke to ofer you a
more senor poston n you team. It' mean more responsbty
and possiby even onger hours hour s but more pay
B: We that sounds le somethng I'd be nteested in
2 ou ear two peope taking about surpise pares
A: It's Dan's 21 st brday next week. Sa we organse a
surprse party for hm?
B: Do we have to? I mean, those thngs neve work, do tey?

A: We, I ceany wasn't impressed by it but I nvted e in or A: What do you mean? I planned one for Kerry and she

a bt It was actuay qute nice to chat to e. loved t

 16 (SENNG Part )  
1  the surpse.
A: It's neve acceptabe to send a message when deveing
bad news, especay f t's unexpected
B: Tmes have changed. Messaging fees the same to me as
 talng on te phone whether
w hether t's good o bad news
2 3 You ear a vocema message.
A: I can't beeve they canceed the concert just ten mnutes
beore it was due to sta I traveed four hours to get hee.
B: We've a wasted time and t's nfurating.
3 other day  can't beeve t to be honest. It's been sod out
A: It's ard to eep up with new musc tese days. There's so
much avaabe onne.
B: It can be pety smpe f you subscrbe to a musc sevce.
4
A:  got a message from someone I went to school wth today,
competey out of te bue. He wants to meet up but I doubt
we've got anything in common these days.
B:  fnd tat when you see od frends t feels e no tme as
passed and nothing's canged at a
5
A: I heard that Jm won some money on the ottery He says it
won't change hm but t' defntey aect hs relatonsps wt
B: OK, but t's not much fun for te guests beoehand f
they're wored about saying te wrong thng and ruing
A: That can certany be stessful How about we ask Dan what
he wants to do and ten pan t wthout te supse
B: Sounds good. We can do somethng he definitey
wants then.
Lzze, t's me. I'm just cang to see f you're free tonght. ou
see, I've managed to get od of two tcets to tat new musca
at the theatre. You know the one we were tang about the
for months, but Jack knows someone wo knows the teatre
manager Anyway, I know t's al very lastmnute but 've just
booked a table for dinner at sx o'clock, at that taian estaurant
you sad is good If you aven't got pans, woud you mnd
babysttng for us?
4 ou hea two peope takng about a flm
A:  So, what did you thnk?
B: Wel, I wasn't keen on te fna scene I ddn't reay
understand t.
A: Oh, I tought t was cea enough and t ceany made
me think.
B: I ddn't thn te heo's acton matched hs personaty

peope. I mean, woud e eally ave e that boy behind?

A:
B: It's had to stay the same when you can afod to do ots of
new thngs but you frends can't. hm That
but ewas a bit odd
heped and tese
eveyone wasn't cear
Te why
thng hebothered
that ddn't ep
me
was the soundtack. The musc was eay oud so wen
we n the
6
actors spoke, I coud hardy hear tem.
A: Something strange ust appened. A man asked me to take
B: You need to have your hearng cecked. I thought t
a photo wt hm because he tought I ooed ke an actor.
was fne.
I agreed but I hate avng my photo taen and it made me feel
 eay uncomfortabe. 5 You hear a man takng about someone
B: I'm ceary a show-of 'm happy to be on camea wth So, then se caed me on my mobe to ask me f I could give
anyone  ook ake or not!
not! er a  to the arpot. I mean, I'd expect tat knd of thng
from a mate because obviousy you do each other al knds of
  EB (LSENNG
(LSENNG Part  - Exam boost) favours But wen t's someone you've ony lved next door to
A: An od fiend from schoo turned up on my doorstep for a few weeks, t's a bt strange 've ony ever seen her a few
yesterday. No message, no pone ca notng. Se sad se  tmes on my way to wok n te mornng Pus, nobody
nobo dy ever cas
wanted to surprse me me these days, they ony message I ddn't even know she had
B: Wow, a eal bot fom the bue then my pone number. I'm careful who I gve that to ke famy and
peope at the ofce
 8 (LSENNG Part  6 ou hea two peope talng about a news arce.
1 You wll ear a manage tang to an empoyee.
A: Dd you read the arce about the factoy cosng down?
A: So, John I wanted to thank you fo a the extra hours you've
B: es, it came as quite a shock Ony ast month the company
been puttng in ecenty.
announced the profts had gone up. Now 500 staf are losing
B: Oh, no probem at a. Gad to hep out.  the jobs. It's confusing
A: You've been doing a reay great job, parcuary on ou A: Te ownes shoud be ashamedashamed of themseves  ruinn
ruinng
g
atest project. We've a noticed t. The onne
on ne management peope's ves just to make more money.

121

AUDIOSCRPTS

B: What upset me was that the pape·r  published the aicle many countres it's a lucky mbe and epesents happness
beoe the sta wee tod. It's not fair to beak news to people in Inteestngy over 68 pecent of peope choose odd numbes
 that way ather than even ones
A: It's disgusting that the newspape editos gave such lite
 11 and 112 (SPEAKNG Pa 1
consdeation to the employees
7 You hear
hear two peope taking about some news news heyve head
 = xminer
E Do you pefe bight o pale colous o a bedoom?
about
A:
a fiend
Have you head Robeo's news? A: Bright ones
B: I pefe pae coous i it's a bedoom  think they are more
B Yes, and I'm not too happy about t I mean don't get me
wrong, I'm eally pleased o hm but it's just so sudden None of peaceful o seepng My bedoom at the moment is pae bue
us even knew he wanted a changeOne
change One minute he seems quite and I eally ke it It makes me think of the sky and the sea
content in hs flat and his job and the next he's booking fghts C: Pale colous ae good n a bedoom, I think When I was a
 to Bazi chld I had a bedoom which was decoated in bight yeow
A: I know, unbelievabe
and I didn't like t at all My gandmothe sad when she was a
 teenage, she had a bedoom painted bight geen and oange!
B: I suppose I can see that now is a good time He's ecently
I'm amazed she managed to slee Athough I suppose some
spit up wit s pane
pan e and he's neve eally ked his ob No people lke bight colours and maybe t doesn't aect them, but
doubt he'll shae his experences wth
wt h us online and then we'll definitely fo me, bight redr ed would keep me awake and that's
all wsh we were there too! not what I want
1.9 (READING
(RE ADING AN USE OF ENGLISH Pa 2) 12EB (SPEAKNG
(SPEAKNG Pa 1 - Ea boost
A: Wel, no queston I'm ubbish st thing in the moning 1 I'm om Meudon It's
It's a small town just outside Pais
P ais In fa,
I never get up
assignment oealy Sometimes
college,  do some when I'm workng
eseach at homeonand
an it can t's between Pais and Vesales I've lived thee al my life
go on quite late  think my brain woks best at ngh My paents 2 I'm ognaly fom Itay but I've been ving in Spain for the
ae always moaning about me going up and down the stas to last ten yeas I'm sue you've head o Madrd, but you mght
get cofee while they'e tying to sleep not know about my village, which is about five kilometes
outside it
B: I can undestand them No I wok bee in the monng
3  was bon in Denmak, but my parents ae both om
I eay don't ke gong to bed late -I sometimes have problems
sleeping, so I try to follow the same outine evey nght  swtch Noway so I have dual natonaly These days I ve in Oso
my phone of an hou before seep and then ead a book I'm  13 (SPEAKING Pat 1)
reading a pey borng history book ght now so 'm sleeping  = xmner
OK at the moment! E: Tel us about 
A: That must be annoying
annoying I'm ucky in that 've always slept you avourte film
well It must be
be a nightmae tot o be feeling dozy the next day you favouite book
Have you eve been to the docto about it? you favouite mea
B: No  but 've checked out some websites -thee ae quite a an item of clothng you've bought recenty
few actually I've been avoiding cofee and dinking herba tea a band o singe you like
nstead or a ew days, but t hasn't helped ye 've aso eceved you avoute ype o weathe
a fa numbe of tips fom fiends on soca media, ike having a
wam bath, doing a ot o exercse, whch I must try I'm thinkng 11GF
about geng some exercise machines so I can work out on See x 5 on page 9
 them at nght
nght to get physca
physcay
y tied 11VF
A: Ah -the execse thng might wok, you know

110 (SPEAKN
(SPEAKNG
G Pa 1)
A: So, have you wen down you avouite colou
and numbe?
B: I have
A:  pedct that youve wien down bue and seven
B: Yeah How on eah dd you know that?
A: It seems cazy but appaently the pobabiliy of peope
coosing ble s ove 40 pecent and o coosing  it's 30
Psychologists have been doing suveys fo yeas and t's acually
got a name -the blueseven phenomenon! And it's true fo
people all ound the wold and of all ages
B: Wed Have they found out any reasons fo it?
i t?
A: Nothng definite but they think t's something to do with
blue not being a taboo coou anywhee n the world Also,
people associate t wth beau Othe popula colous ae ed
and whte The same with numbe   it has no taboos and in
22
AUDIOSCRIPTS
1.2VF
See Ex 3 on page 95.
13VF and 14VF
A: So this pa of the galery is devoted to a loca atst who
oly became kown aer he died
B: I feels like someoe's livng room
A: Yes, one of ou sta came up with that dea You see,
nobody knew the atis pained util afe his death and al o
 these paiings were foud on dispay in his home We wanted
 to creae a smila
smila eviromet hee
B: The paitings are stunng Really beautiul.
A: They are They reflect loca fe
f e really well He's become a
loca icon
B: I trid to get tickes to the first day o he exhbition bu
ufounately,
ufoun ately, they'd sod
s od ou
A: Yes, hs story appeared in the national media, icluding he
 tabloid ewspapers, so the exhibtion
exhibtion has been very popular
This paiig here is a sef-porrat
B: Ah, so thats what the aist looked ke You can really ge a
sese of who he was rom ha picture
A: Yes Jus a ormal man who did something extaordnary
UNIT2
 21 and 22 (OPENER)
Today we're ooking at he colour oange ad how it's i t's used in
lmBefore
lm Before tha though, let's think about what orange means to
us i society i general
general  Did you know that is a fary
far y new colour
i Eglish? Up unt the 16th centuy, it was actually
actually reered to
as red or saro
Is a mix of red ad yelow, so ii  takes o characteristics of
both those colours
colours the energy of of ed and the happiess
happiess
 that we associate with yeow
yeow Orange represents the sun ad
 therefore warmth It also epresents harvest time, when he
crops are eady ad autumn is i s comg Its linked with creativity
and success, and it helps us to look on the bright side o life
Theres eve a theory and some research that suggests being
surrounded by oage can increase oxygen o our bais which
boosts our energy leves and increases our brai power
Because of these associations, it's ot surprisng hat oage
plays a signicant role i film, i parershp wih the colour blue
in paricular Colour conasts have always bee imporant in
 I ted to get tckets to the conce at the weekend but
unfounatey thee aen't
aen't any e
e 
2 Amys realy azy She does the smaes amount o wok
necessay and no moe  
3 Some of the online materal's fee, but i you want access to
all of t yo have to pay an annual
an nual ee
4 This poblem isn't just ocal It's somethng that's expeienced
eveywhee around the wod
5  hadn't seen my unce o ten yeas Then one day, he just
aived on my doostep without any wanng
 I'd love to be abe to te Tina to stop messng about and do
he work popely but 'm not he manage so  don't have the
powe
7 We wee ony in Vence fo a day but we waked aound fom
ealy moning until evening looking at as much as we could in
 the time we had
8 So, we went out onto the steet and inteviewed ove 100
people We asked them ten questons each about their food
shopping habts
of diector Wes Andersons films to demonstate ths In The
Royal Teenbaums, he uses orange clohes and objects placed
 he scee and orage ghting o give the
aoud he
aoud give the impression
 hat theres
 hat theres warmth beween caractes Howeve, in 'The Gand
Budapest Hotel, he uses dull orage dcor o show that the
hotl s old ad tired in contast to the bright purple i once was
Orange can also give a waring, jus as t ca i he eal wold
Thats why orage might appea n scees whee characters
are about to face some kind of dager
dager  Oange can eature
paricualy  actio films, supehero fims and scfi ilms,
whee 's used to help ceate landscapes o Mars, ke the th e film
The Martian  or to ceate Mars-like ladscapes like in Star
Wars In apocalyptic deser scees i paricuar,
paricuar, orange can
gve a sense of endless buring heat that the viewer can almost
fee O occasion, orage can make the air look pollued n a
way thats both frighteng and beautiulThis ca provoke both
a positive and a negative reactio among viewers
Le's look at an example of that i actio ad aayse it i
more detal .
 23 (EADING AND USE OF ENGLSH ar 6)
A: Hi thee! You look as if you're havig a great tme Got a
momen for a few uestios for our UK ews repo on King's
Day?
B: Sure. If you ca hea me
A: Great Can you tel the viewers what you're celebratig
here?
B: Yeah
Yeah  we cal i Kings Day ts a nationa holiday here i
 the Netheads and it marks he bihday
bihday of our King I's the
biggest pary of the yea hee! Everyoe hits the streets oday oday
ad everyone wears orage
A: I ca see that its like a geat sea of orange I was gong o
ask about ha Why orage? Its not on your flag
B: NoNo  bu ts ou naioa coour
coour Our royal family is the
House of Orage-Nassau
Orage-Nassau it dates back back to Wiam of Orange
 544 We love orage
orage especially today We spend ages
findig orage clothes, wigs, even painting our aces orange
A: I need to get somehing orange rom oe of these thes e stalls
 fee a bt ude-dessed! Tell me what else do you y ou thik is
speca about these celebraons today?
B: Well, apa from he orange, he music, he street paies,
 the food and the fu I guess its mos famous
famous fo its flea
markets Its whe the Dutch sell o loads of second-hand
 hings Amserdam has pobably
pobably the bgges fea market in the
 film, and these days blockbusters have a tendency o us blue
wod on
on Kings Day! Every street, park, car park youll see
ad orage q add depth to a scee and highlgh the actors.
peope tradng.
That's because a skin toes have a elemet of orage in
A: Its certainly vey crowded
 them, rom very
very light skin more similar
similar to yellow perhaps - to
very dak skin probabl
probablyy moe simila to ed By usng a blue B: Yeah  the populatio of Amsterdam
Amsterdam usually
usually doules on
backgroud, or blue cothing, the orange i the skin toe of the King's Day Even the
th e canals ae full of boat paies
actos sads out and he actors become the focus This coou A: It's amazig here's hardy any space to move, but no oe's
cotrast has been used so oen in films  he last two decades getig agy!
 hat there ae
ae hundreds of examples Toy Stak walking down B: Of course ot Didn't you kow? Accoding
Accoding to surveys the
a bue codor in an Iron Man ilm, Shuri i a blue laboatory Dutch are amog the happies
happies  people in the world
world ev
eve
e
wearig an orange top in Black Panthe', and Juiane Moore when someone's treadig o you toes or pushing an elbow
wth her oange hair sng n a blue aiplae
ai plae seat in Non-sop' into your back!
Because there are so many examples, fim citics have come to
 the conclusion
conclusion that 'orage and blue is overused. ( 24 ad 25 (EADNG AND SE OF ENGS a 3)
Of couse, orage isn' only used in contrast to blue I's OKso i's autumn and I'm losing that healthy sun-kissed glow
also used o convey a paricular message wthout the need rom the summe su I don't wat it to disappear competey,
fo wods As t has
ha s a spli personality, oage can covey leaving me lookig pale and uninteesting,
uninteesting, do I?
I ? So Im
I m
somehing positive ad something negative. We can use us e two impaentt to check out
impaen o ut the newes fake ans. I buy a bote, tes

2

AUDIOSCRIPTS

it on my arm and guys,

guys, this is the
t he result! It must be the most Par")
� 29 (ISTENNG Par"
 definitey didnt misread
unnatura fake tan 've ever used - and definitey Hi everyone
everyone - Im Josh, and aer stenng to ast weeks business
 the instructions.
instructions. My am is bright orange and the coverng coverng is ecture, I decided to research the pumpkin spice trend for my
has the most
competey irrgua Whats more, it has the most unappeaing proect. d ike to share what  earnt with you.
smeYuk!
sme using fake tans
Yuk!  have to say Im not inexperienced n using fake
So, what exacty is pumpkin spice? We, ike many of you,
and  have neve been ths dssatisfed with a product. And the
 knew
kn ew that pumpkn spe descrbes the fur man spces used
hype is reay miseading
miseading The bote promises
p romises the best natura
 tan you can buy! Needess to say, say,  competey disagree and in pumpkin
What I didntpie That's
reaise was cinnamon, ginger,
that in other nutmeg
pumpkin anproducts,
spce coves.
woud discourage
discourage anyone from trying t! I be wearing
wearin g ong
 the taste or sme tends to come not rom the actua spices but
seeved tops unti the orange des magne  d put ths on
 from aiicia favours instead.
instead.
my face
Probaby the most famous pumpkin spice produc is pumpkin
� 2.6 and 27 (LISTENING Par 2) spice ate Thats the
the hot drink made of coee, mik, cream and
oday were taking about pumpkns
pump kns and how theyve
they ve heped pumpkn spce
spce  was awae that t was nvente
nvented
d by a weknown
 to create a nationa business trend here in in the US But first, internationa coee shop back in 003 and that its very popuar
'd ike to give you a bit of inormation about the th e pumpkins
pumpkins What I wasnt expeting was that r par o the year its ther
history Most peope woud say its a vegetabe but in actua fat bestseing drink. Nobody n the company predicted that, or
its a fruit t's a member of the same amiy as the cucumber,  that it woud
woud ead
ead to hundreds
hundreds o oter
oter pumpkin spice
spice products
zucchini and meon he Engish name actuay comes rom Thats right You dont ust ind pumpkin
pumpk in spice in coee these
 the Greek
Greek word
word for arge meon
meon - pomponThat was the word days You aso ind it in tea, cerea, cakes and ice creamYou
 that Shakespe
Shakespeae ae used n one of hs pays
pays Howeve that had mght be nterested to know that you can buy pumpkn spice
changed by 697 when Chares Perraut wrote his version o the candes, deodorant and socks too, athough is the dog food
story, Cinderturned
Cinderea'
godmother ea'dnahis
turne version,into
pumpion Perraut described
a beautifu coachhow the took
which fairy  that reaeach
reay
doars y gotyear
my atention
my atention Apparenty, that bringsbrings in miions of
Cnderea to the ba he word pumpion eventuay became Durng my research,
research,  came across a ot o o  ideas about why
pumpkn' in Engish - the word used in Washington rvings pumpkin spice has become so popuar A common beef is
gothic stoy The Legend of Seepy Hoow where a scary  that we associate it with specia
specia occasions and famiy famiy,, especiay
headesss horseman throws pumpkins at viagers
heades viagers Thanksgiving
Thanksgivin g Day.You know the sme of pumpkin spice in
his association between pumpkins and spooky stories is sti paicuar
paicu ar s nostagic One sni and happy chidhood memories
with us today On October 31 st every year, peope here in come fooding back
 the US create
create Jack OLanterns
OLanterns to ceebrate Haoween
Haoween They Scientists have a diferent expanation though, and whie  didnt di dnt
purchase oneone o the one and a ha bon pumpkns gown here  ind this as attractve as the prevous vew,vew, t's st nterestng.
nterestng.
in the US each
each year. They cut of its top, scoop out its mdde hey say that pumpkn spce contains both sweet and saty
cut a face into its front and put a cande into it. nterestingy
nterestingy  avours, and that together they bring bring about a eeing
eeing of
 this tradition
tradition comes from a story itsef, specificay
specificay the rish fok happiness Put these avours in coee and you have cafeine for
 tae Stingy
Stingy Jack. rish peope created anterns on October 31st  that extra
extra boost o energy
energy too
 to keep Stingy Jack away.They didnt use pumpkins, however Now, as a business student, d  d ike o put oward
o ward an aternative
They used ddnt
pumpkns turnipsgrow
grand other
ow n vegetabes.
eand at that This rsh
t hat tme was mgrants
because who view as to why pumpkin spice is i s so atractive to consumer
consumers. s.
he ony way that peope become nteested n a poduct s
moved to the USA in the 18th century discovered them and because they hear about it. So, 'd say that the biggest infuence
reaised they made beter anterns. in making it popuar has beenb een onne marketing rather tan the
Haoween isnt the ony important
importan t dayhere pumpkins pay ingredients of the produts or its it s associations
a key roe here in the US On hanksgiving, at the end o O course, not eve pumpkin spice product is successfu -
November,
Novem ber, its a tradition
traditio n to have pumpkin
pumpki n pie or desse
 yoghur being one exampe that  read about And every year,
Pumpkin pie gets its famous taste from pumpkin, as we as a knowedgeabe business peope seem to say that the pumpkin
knowedgeabe
number of dierent spices which are added to the fruit And spce tend w soon end, but the ncoect pedtons ae
 that brings
brings me to the trend that I mentioned
mentioned at the beginning of quicky repaced
repaced with news even more produts coming onto
 this ecture
ectureThe pumpkin
pumpkin spice trend
trend that is making
making biions
biions or  the market.
market. ts hard to see the trend stopping anytime soon.
businesses around the country . And its not ust here in the US where pumpkin spice ate is
� 28 (STENNG Par 2) popuar Saes have risen to
popuar t o an incredibe $4 biion wordwide
 So, what exaty is pumpkin spice? We,  since its introduction in 003 acording to some sources sources Other
pumpkin spice products have become avaiabe esewhere too.
2 What  didnt reaise was that  Its not ust the US whee you can feed your pet wth unusuay
3 You dont just
just find pumpkin spice n coee these days
 avoured
 avoure d food! Austra
Austraia
ia in paicuar is seeing
seeing a arger
arger number
number
4 During my research,
research, I came across a ot of ideas about why of products avaiabe However,  can foresee a probem wth
pumpkin spice has become so popuar companies tying to se the produts esewhere Thats because
5 Scents
Scentsts
ts have a derent expanaton though. peope in other countries dont have the t he same hstorca
 d ike to put forward an aternative view as to why pumpkin connection to the spice that we have here.  doubt many peope
spice s so atractive to consumers in Russia, for exampe, remember siting and watching their
7 Not every pumpkn spce product is successfu
successfu
 parents bake pumpkin pie for Thanksgivng.
8 Howeve
However,r,  can oresee a probem with companies trying to aving said that,  was surprised to t o earn that pumpkin spice isnt
se the products esewhere. ust native to the US Spice combnations
combnati ons ike those in pumpkin
124

AUDIOSCRIPTS

spce have been used in Indan dshes for housands of years.
So, I guess ha 's possble hose counres w learn o love
pumpkn spce pods too Here n the US hog  hnk te
populay of pumpkn spce s kely o connue fo some me
Afer a I found he spce menoned n a recpe book dang
back o he 1600s so ha's a prey esabshed rend
2.1EB
2.1
So whaEBexacly
(LSTEN
(LSTENING ING Par
s pumpkn 2 - Exam
spce? boost)
boos
Well, lke t) of you
many
I knew ha pumpkn spce descrbes he four man spces used
n pumpkn pe Tha's cnnamon gnger numeg and cloves
Wha  ddn' realse was ha n oher pumpkn spce poducs,
 he ase o sme ends o come
co me no from he acua spces bu
bu 
 om acal avos
 avos nstead
210 and 211 (READNG AND USE OF ENGSH
Pat 4)
P = Presenter
P: I old you earler abou my frend Lusa who hough ha
 he sun and he moon were wo sdes o he same sa me objec knd
of lke a con ha flpped from one sde o he oher dung
 he dayWell
dayWell  urns ou she wasn' he only one who hough
somehng slly when she was young Los of you dd, so le's
hear some o hem Caer 1 wha was your ncorrec belef?
1: hat all oange obects tased o oange.
P: Wha?
: Yeah, I ddn' beleve  or long hough We'd been panng
pcures a playschool wh I decded o gve he oange pan
a ase. I looked reay delcous  suck he brush n he po
and hen
and  hen n my mouh and dscoveed ha 's neher swee no
apprecaed by he eacher!
P: I guess no Thanks for your sory Caer 2, el us wha
you beeved
: I used o hnk ha my aun and unce lved n he elphone
P: ow old wee you?
2: Oh realy young, maybe ou? hey ved on he ohe sde
o he wod so  never acually go o see hem us speak o
 hem on he phone One day, day , whle I was chang o my aun,
 asked abou lvng n he phone I realsed I'd made a msake
when boh she and my mum laughed her heads o
P: Oh dear Well, hanks caller 2 Caer 3? Are you here?
3: Yeah, well, I, er ,
, I hough ha beoe coour TV was
nvened he whole world exsed only n black and whe
owever, he oher phoogaph shows a man cookng for un
owever, he
Anohe dference beween he phoographs s ha he chef
s coong nsde n a weeqpped kcen wheeas e man
n he second phoograph s cookng n he garden Wha s
common o boh phoogaphs s ha he men ae usng fre
n er cookng. The chef's pan has flames comng ou of .
erhaps he's poured somehng specal on he ood I looks que
dangerous,, bu he sn' worred, so I magne 's unde conro
dangerous
The oher man s cookng on a babecue, so fre s also mpoan
erhaps some fa from he mea has made he fe sronger  
 hee's que a lo of smoke BuB u he doesn' look worred eher.
In ac,
In  ac, ha's anoher
anoher smlay  hey boh
boh look calm.
22EB SPEAKNG
SPEAKNG a 2  Ea oot)
OK. The phoographs, as you say are of holday places
and hee
and  hee are que a lo o smlaiesTo begn wh boh
phoographs were aken ousde, one on a beach and one n
 he counrysde The phoographs show famles on holday
 ogeher They are all wearng summer cohes Tha's anoher
smlary In each phoo he peope are dong an acvy In
 he frs 's swmmng and n he second 's hkng, I hnk
Wha s aso common o boh phoographs s ha he people
are enoyng hemseves They're a smng owever 's vey
cloudy n he frs phoograph
p hoograph and  mgh be que cod
cod  The
weater doesn't ook vey good n te second poogaph
ehe  hnk 's gong o ran Bu hey s ook happy
21
21GF
GF ad 22GF
 Ooh, I'm
I 'm no used o dvng n hs rany weahe  don' lke .
 I used o do a lo o panng bu I don' have he me
any more.
3 I'm no used o vng n a cy I's so nosy
4 Tom's ndng he new oce a b srange bu he's geng
used o 
5 Alex ddn' use o own a smarphone bu he go one
eventuay
 I ddn' ke campng a frs bu I'm geng used o  sowly
sowly
 21VF
21
 If VF gong
we're ad 22VF
ou o somewhere nce, I can' wear hs I'l
have o go and ge changed
2 If I had o make a predcon, I'd say ha our eam wl wn 21
3 I don' hnk I've eve me anyone so dshones So much of
wha she says s a le.
 P: ow dd you dscover  wasn'?
3: I found ou ha my grandma'd been alve for en years
beore e nvenon o V and se'd defney ved hose yeas
n colour
P: hanks Caer 3
3  Caer 4?
4: 
P: Wha's your soy?
4: My parens old me I coud be anyhng I waned o be
when  gew up, so I waned o be a pengun I'd oen see hem
swmmng around a he zoo and I hough  looked un
P Wow And ha lades and genleman ends oday's sores
of slly hngs we beleved when we wee kds Le's hear some
moe omorow n te meanme hee's some more musc
hs s he aes song by a grea band 
212 (SPEAKNG Part 2)
A: Rgh -wel, boh phoographs ae of peope cookng bu
 hey'e cookng fo dfeen easons and n deren paces
The s phoograph shows a che cookng
coo kng professonaly,
professonaly, I hnk
h nk
AUDIOSCRPTS
 2.4VF and 2SVF
I love clothes, and love shopping or clothes.  mean, who
doesn't want to ook good right? Cothes are so aordabe
 these days that it's easy or a o us to head to the shops or go
onine and pick up something we want or a specia occasion
We can  oow
oow the atest trends cheapy ad ook good a
 the
Andtime
of corse that's where the pobem es Each year
hndreds and and thosands o nwanted cothes ae set to
andi sites And as many o them are created sing man-made
materias a arge pecentage o them w st undergound for
decades beor
beoree they biodegrade  some of them or onger
Thats why
why many o my cothes ae now used  or 'pe-oved'
'pe-oved' as
 preer to ca them  reguay go to charity shops and second
hand stas at the market. here ae ots o antastc bagains
avaiabe and  redce my mpact on the envionment. t's a
winwin! 've even got my brother doing the same and ve never
seen him dessed better So  wanted to shae my experience
with you and gve you five tips or buying second-hand cothes
My irst tip is to wok ot wich are the best places to get your
cothes Vsit as many shops as you can and examine the bands
 they
oenhave
haveand the prices
a hgher they charge
percentagecho
arge
uxuShops in weathier areas
r items Howeve they
aso have a tendency to charge the most or both expensive and
cheaper bands
My second tip is to avoid shoppng at the weekends he
poparity o good charty shops wi mean they're reay bsy on
Satrdays and Sndays r to vist eary
ear y in the morning during a
weeday i yo can
My thrd tp is to be prepaed to spend tme searching or a
bagan Yo be srronded by cothes bt very ew o them
w be what you're ooking or ake yor tme to ook through
 the stands caey and don't be disappointed  yo don't ind
anything Sometimes there's jst nothng worh bying
My oh tp is to thin careuy about buyng things which
need repairing Do it ony i yo have the skis to make the
repairs yorse or are wiing to pay someone to do them
or you My brother pchased a acet woh £400 o £15
t needed a new ning which cost him 60 On this occasio t
was woh it but other times ts just not
My ina tip s to take care when shopping o second-hand
cothes onine You can get some great
gr eat deas from on ine
4 You should play hs game I's no one of he bess
bessellng
ellng
ones so no many people have heard of  bu I ealy lked 
5 You shouldn encourage your your chlden o drop ler on he
ground I's rresponsble
 I've go oo buy my nece somehng oo her brhday Any
dea wha he aes rend n chldren's oys s?
7 I heard he decor was ed because he flm company
wasn' happy wh he move so far
8 We a care oo much abou maea hngs lke echnology
and no enough abou he peope aound us
23VF
hee syables dshonest mpatent, mpolte, ncoect,
unhealhy, unnaual
fou syabes: dssasfed, regular, rreevan unneesng
five syabes: nexperenced, rresponsble
5
How wod we trave n wint withot sat to met the snow and
ice? However one o its most impoant ses is to peserve ood
Records show that the Egyptans used sat o peseving as
ong ago as 4000 years BCE his aowed peope to tae ood
with them when they were traveing and exporing and to send
soldierss to ight wars ong dstances away t made the derence
soldier
between e and death
Becase of this sat became one o the most vaabe prodcts
in the word and t was actay a type o crrency Peope wod
 tade and make deas
deas sing sat t was even sed to pay peope
such as sodies or services. he wod 'saa r' comes fom this
od custom
ts great vae made sat ve r poweu Conties oght was
 to get access to sat hey even
even sed t as a weapon heyhey cut
o ther enemies' sppies
sppies o sat to mae them wea hey hey
sometimess kied their enemes' crops with
sometime wit h t When Napoeon
was etreating om Moscow may o his soldiers died becase
 they had no sat to treat their wounds Sat
S at aso contribted to
 the French revotion n 789 he rich made a hge proit rom
seing sat to the poor becase they pt high taxes on it
Bt how is sat made
made where does t come fom  that is, beore
it gets pt
soce ntowas
of sat thethe
packets in the
sea Sea spemaet?
wate was pt onhed r origina
and and
when it dried ot it le sat Salt production was a done by
hand then  somethng that that has o corse, changed a ot
becase it's done by machines now Another way o geng sat
is rom sat mnes hee are arge deposits
deposit s o sat nderground
hese were e when waters drained away miions o years ago
Cites ike Venice and Sazberg became mporant because of
 their sat mines oday
oday many o these od sat mines have been
made into torist attractions n Boivia there is even a hote
competey made o sat
So next time you shake sat on a mea remember how
something so simpe sed to be amost more powe and
vaabe than god
( 3 ad  RADIG  UE  EGLH art )
: Dominik yo
yo choose
choose to take photos in back and and white
Can you te us why?
 Yes  you ook at coour
coour photos most
most peope
peope notic�
 the coors and the composition  that's the way things ae
arranged he contrast in back and white photos means
eveyhing in white eay stands ot or i eveything is white
 retaers bt check i you can retn them and get your money a darker object stands out he whitew hite ight maes yo notice
back i they don't ft Oen you can't  things yo woudn't normay see ike shapes paterns texte
So those are my top tips or shopping or second-hand clothes ad ight
Gve it a tr  t's ots o n
n and you might ean to ove it as  s it easie or more dic to tae photos in bac
much as  do and white?
 n some ways, both Yo can get away wth aw aw coor
N3 contrasts n a scene As ong as there are ight and dar tones it
doesn't maer i yo have red next to pin fo exampe becase
( 31 ad 32 (OPENER)
OK so i I say the word 'salt' what comes into yor mind rst? 'm nobody
which wi biggest
s the see it hat makes p
chaenge forreay
Yo the prepaaton
have to thinvoved
yor
guessing
gues sing it's the jar o white
whi te st on the
th e tabe that you shake on photo thogh beore yo take t to be sure the ight is right and
your mea? And   ased
as ed what s sat used
use d o?' yo mght say  the white stands out his means gring
gri ng the tones ot beore
'to make food taste good' Qte right bt there is a ot more to yo take the photo  yo don't thee' be no contrast Rushing
sat than we think a shot rarey pays o
t's tre we can't do wthout sat in or daiy diet mainy because  Some photographers take a photo in coor and and then
ou ood woud st st taste band
b and Yet sat is so much more dgitay add a back and white fter. s that somethng you do?
impoant than that Our bodies need salt to ncton it does
 No photos with ites rarey ive p to the same standard as
us good athough too mch in or diets can aso do s ham
 those withot in my vew o take a good back ba ck and whte photo
Sat is aso used to hea injuries becase it can prevent inecion yo have to see it n bac and white when yo take it Addng a
126

AUDIOSCRIP"
AUDIOSCRIP  rS
" rS
 

you took was not the same

ilter to it aewards means the photo you took aetio as t was such a creatve dea.What
dea. What I hadnt anticpated
photo you ow have. was that although
although people suppoed t they were't prepaed
A: How dicut is t to ea how to take a good back ad  to donate ay moey towads t ad so so the poect never
whte photo? actualy went ahead. I was amazed by that qute hoesty. It was
B: I'd say that it's defitey a s you have to work at. Beeve such a cheap project compaed to othes.
you me, I messed up a lot of good shots eary i my caee 3 he tam system n my cty took yeas to fnsh ad toes of
smply because
because of poor judgemet! moey too.
moey  too. It was but to hade 65000 passeges a day so
it's unfouate that oy 6000 passengers tave on t. It's geat
( 3.5 (LSTENING Part 3) fo movng peope durng bg evets e coces ad spos
None of us coud qute
qu te beeve t whe t was fst built.
built . I mea events ad toursts ove it because ts  ts above the goud so the
why woud you bud the second bggest shoppg mal  the get a great view of the city. But it doest lk to ay othe statio
wod i an area whee icomes ae fay ow? Fo a decade ad ts more expesve than ateatve taspot in the aea so
oy 10 pecent o the space was occuped by shops and vey most locas gve it a mss.
few o the expected 10000 vsitos wet thee. It was teay ke 4 Cty plaes sad ou ew coce ha would be as
a ghost tow I was woed td be ke that foreve but
bu t thak mpoat to ou cty as the Opea House is to Sydey so
goodess thngs
thngs ae improvg ow.There ae more shops magie ou amazement that its it s taken sevea yeas onger than
fg the space ad the umbe of vstors has iceased too. expected to
expected  to bud ad is mons ove budget. Fo a og tme
Whe you go thee ow t actuay fees quite vely. t was the oke of the cty wth ewspape stoes about ights
( 36 (STENNG Pa 3) between the
between  the achtects and the
the constucto company.
company. Nobody
 : I'm so gad to hea t  thought t woud succeed but as it's goe goe up pubc opion has
sowly chaged cudig my ow. The The achitectue s cedibe
B: Im ot happy about ths at all!
ad I'm now optmstc that t w live up to the planes'
2 A: I cat beeve this has happened aga.
B: I dont beieve it! I had o dea this woud happe. expecations.
5 I oved the dea of a garden bdge stetchg acoss the
3 A: Well it does't exacly live up to my expectatons. ve A pace
pace to escape the busy streets ad eoy the tees
t ees
B: I didn't expect aythig as coo as ths! ad pants on both sides of the bdge. Tha's why I was
w as a huge
4 A: This looks teestg. Ca't wat to gve it a ty. suppore  the begnng and eve donated some moey
B: It looks er ... nteestig but
but I'm ot sure I shoud ty it.
it . but the spendig ust kept gog up ad up without ay ea
pogress
pogre ss beng made. £53 mo was spet on thigs ke the
1 � 3.7 and 38 (STENNG Part 3) desg beoe and had eve been purchased. n the ed the
1 he idea behid the ma ll was a good one bu t ts anoyig
anoyig ogasers
ogas ers chose to abado the pan ad I'm glad. It was a lot
 that obody seemed to fd out f thee was a demand o such of moey to waste but bee to stop it befoe t got wose.
a pace n the aea befoe they'd wasted a that money.
2 Its absoutely
absoutely icedble that some of the ma is st ude
( 31 EB
EB (STENNG ar
ar 3 - Exam boost)
costucto today I cat quite beieve theye st workig o t See Speae 1 i 3.9.
when t was staed we ove a decade ago. @30 (READING AN USE OF NGSH a 2)
3 Ive head that thee ae caas aound the mal whee you A: We I've done t. I've pad up ad got my pepaatio st
ca take a godola de. It' be ke beg n Vence. I ca't wat to
gve t a ty! fo the expedto.
B: Wow! We doe you. It souds amazg.When do you eave?
4 I'm so peased that the ma s  s statg to see some success. A: Oh ot fo seveal moths.We ly out on the 1 9th of Mach
It meas moe jobs or loca people ad an mpovemet i the t he But thees so much Ive got to do beore then.
loca ecoomy Its about tme
B: Le what?
5 Its just so sad that moeys wasted on pojects
poject s ke ths whe
 it coud be used o facites that peope reay
rea y need. Ths kid o
A: We fo a star  need to get vey vey
vey ft! We  be on the
seds for up to 6 hours a day. I addto to that we be ookng
 thg happes a too oe.
aer dogs wakg though deep sow pug up tents! A 
6 I admie ayone who has a vsion and tes to brng that vson
freezig tempeatures!
tempeatures! It's going to be tough on the body
 to e eve f ts ot aways successfu.
successfu.
B: Oh I ca magie. We actuay I cat I wouldt have the
 3 9 (SENNG
( SENNG Pa 3) cofdence to do ayhg ke that.
 The bridge s an cedibe exampe of egeeig at ts : Ah I staed to get cod feet whe I saw the
best and the achte
achtect
ct ad egnee
egneess that constucted t
 t shoud pepaation
pepaatio n st!
be very poud. But I st do't get why the stuue eeded to B: Oh dot chage
chage you md! You' be fne. What
What do
d o they
be quite so vast
vast  The sad has a popuato of 5000 so ts a want you to do?
mystey why anyone felt t was ecessary to build a bdge bg A: What dot they wat us to t o do? Theyve set a suggested
eough for 50000 vehices Curenty a few thousad vehces  tag schedue that incudes swimmig gym wok cycng
coss t evey wee ad I cant see that chaging much  the ng weghts ... phew - its edess If I do eveyhig they
future St
St  ts thee now and I suppose the ocas ae happy that suggest I wot have ay ree tme at al fo the ext thee
 they ca get o ad o the sand easy whe they eed to. months. I be vng at the spos cetre
2 Some peopepeope  ou pa of the cty came upup with the dea B: So ae you gog to oow the pogam
pogamme?me?
of budng a a galey whee oca atsts coud dspay wok : I ty Im
I m meetng a pesoa tae tomorow
tomorow mong
eated to natue. td be ocated  a cabn i the woods i ad then I' see how much I ca fit n
 n
 the park ad be open to the pubc It ealy caught peopes


AUDIOSCRIPTS

B: Just think - by this time next year you'll have spet a weekweek in 31V .

 the wildeness wth a team of huskes You'll be super fit and be
lookng fo the ex advenure.
A: I know I's going to bebe very exciting  f  can just ge
properly t.
B I'll call you next week to see how you're geing on
Good luck!
3.11 (SPEAKING Pa3)
 and our famies came too.
A So, why do we thik some peope take up u p dageous
spots? In my opiion t's because they want excteme in heir
lives They lke the hill of going ery ast or dong somehig
a bit dageous. Most of us u s have to go to colege o work and
follow a routne, so the attaction of dong something wid, like
umping ou of a plae
pla e ges you out of tha rouine What do
you thik?
B Yes, I agree People want to t o do somethig dieent. Sports
like football ad tenis ae ne, but they're ot hat exciting
really, ae they? Peope who do dangeous spos are doing
 things humans do't usualy do  like ying through the ai or
gog eay ast You know,  eay en them t must be a geat
feelig, do't you thk?
A: Oh yes I wish I had the couage. Bu I'm not a big riskaker,
so it's a game o enis for me this weekend, rather than rock
climbig, 'm afraid
1 I'm not sue  tust Bradley. I thin he's being nice to us
becausee he wants somehing
becaus
2 We haven't got any mlk so we'l have to have our cofee back
3 We t's ot supsg peope otce you i a crowd
cr owd whe
youve got bright purpe hair!
4haveWetime
had a wok summer babecue last nigh. It was ce to
o talk o colleagues in a more nformal evronmet,
5  called i sick one day so I could go and wach the tenis
Unfortunatey, my boss saw me o TV and I had to tell him the
 truth
6 I sod the weddig cake or £7 ad the ngrediets cost me
3, so overall I think I did pety we
7 · When my riend upoaded a unny video online she thought
thought
shed get a ew ikes, o an nvitati
nvitation
on to peset a weeky o lie
show!
8 My boher aways cheas when e plays games wih his
mates bu nobody seems to notice
( 32VF ad 33VF
1 I picked up some Spansh whe I was working in Adaua
 We've put a lo of wok into this projec but we hnk it'll pay
of in the end
3 I know we could do wthout this issue, bu we'l igure out

B 'm te same  tyg to un fve kiometes

kiometes  the park s a soluion
eough of a challenge fo me at the weekends 4 I wasn't
wasn't a natura dance  had o really work atat .
2 5 Sory we ogo you bihday We' make up for it by takig

A: I think peope like dangeous spots

spot s because hey're you out ater
exciing These peope ike aking isks. I'm afaid I preer 6 Well
Well that ilm certainy didn't live up to he hype
simpler sports like ennis ad swimming They're easy o do 3VF ad 3VF
Also, they aren't very dageous and I like to be safe eope
who do dangeous spos have probaby
probab y go a ot o money oo A: Did you have fun at the school reunion last nigh?
B Oh, it was OK I mean, I appeciate he efort pu i o get
because it can be expesive.
: I think dageous spors are popuar becaus peope can us all ogethe Tha can' have been easy. And it was great to
see some o my old gang We had a laugh abou old times.
boast about
 trend Whe dong
bungee them to thei
jumping friends
staed, It's a bit eveone
suddeny like a fashion oesty we eay wee compete diots back the
A: I remember!
wanted to do it Now you can even get maed whle doig
a bungee ump! I thnk it ooks fun but I woud't like to do it B It was't exacly the social event of the year though
mysef I think i's too risky A: No, i was't I ca't believe how ervous I was, seeing
people I'd not seen or a decade Oce  got over my eves
32EB (SPEAKNG
(SPEAKNG Pa
Pa 3 - Exam boost)
  though t was ce to catc up he pobem was that afe we d
king fr n pinin chatted about ou jobs and amilies, the coversations got more
 Wha's your vew? diicult
diicu lt I found myself geting increasingly
increasingly bored by it all It was
2 How fa do you agee? a reief whe it finished to be honest
 ave you got any ideas? B Well, it'll have done you god to t o get out You'e always so
4 But wouldn't you say that it's a probem? busy with work hese days. Even I hardly see you.
5 But do't you think thee's a beter way? A: I know, but when t comes to old school friends I'm more

ivng n pinn  than happy to keep n touch oline That way, when they they boast
 would say that it's very dificut abou thei ives, I don' have to converse. I can just add a Like or
76 My mai ssue s he cost a quick commen I's no as if those people ae lifelong ends
ends
like me ad you I wasn't eally that close to them while we wee
8 Oe thg 'd say s that it mght ot be easy to fd at schoo
9 I's important to consider he consequences
0 To be hones,
hones, I'm not really sue UNIT4
11 I'm in two minds about his really
{ .1 ad .2 OPENER)
31GF ad 32GF A ave't you fshed you burge yet? Come o, eat up
See Ex 6 o page 3 I want to get some candoss
B Really? Are't you ull?

8

AUDIOSCRIPTS

A: Come on, nobody eats candyfloss because because they're

 they're hungry.
You can't ive on t It's just pink air!
B:  know, and lots of sugar, whch isn't exactly healthy.
A: No, but there are worse snacks. How many caories do you
 think is in one serving of candyfloss?
B:  don't know. Its been yearsyear s snce I had any. Two hunded?
3 Id spent ages learning my lnes but I guess
guess the
 the nerves got
 to me and bang in the mddle of my most impoant speech, my
mind went completey blan
blan.. One mnute I was confdent and
knew what I was going to say ard the next there was nothing,
 just nothing, n my head It was terrfyng. All those people in the
audince just
audince  just lookng at me expectanty I felt my face burn and

Two hundred and fiy? I stood rooted

someone to theand
coughed spot, pobably with
I remembered my mouth
whee  was openThen
open Then
Someone
A: No. t's about a hundred caloies, so less than a lot of
 tod me my
my next line and it all
all came back. I managed to get
snacks It's actually got less sugar in it than a can of fizzy dink
 though the rest of the play. But never, neve
neve again ..
 too.
B: Really? That's surprsing .. although Im not sure if that's 44 and 45 (READN AND USE O ENGSH Pa 3
good for candyfloss or bad for fizzy drinks Probably both  = resete
A: And unlike other snacks, theres no fat, fat , no cholesterol and P: Now you have two minutes to dscuss your deas with your
no salt. It doesnt go o either so you can eep t a whie.
wh ie. Just  team mate.
mate. Then Ill ask for your answers.
don't get it wet A: OK, 've
 've heard of some of these, but not all. How about you? yo u?
B: Gross! Wat How do you know this stuf? B: Yeah -  know Petra from some films, isn't isn't it in Jordan? It's a
A: We learnt it in school one year and it stuck in my head popula tourist atraction too, I thn. The pink stone ooks quite
The teacher got a friend of hers
h ers to bring in a candyfloss remakable.And Coober Pedy, I've a feeling thats somewhere
machne to how us how it's made and it actually made science in Australa? There
There ae a these hotes and residences
nteresting for once. The whole process has a lot in common underground
undergroun d because it gets so hot in the summe
with making gass, you know. A: I thin you're rght
rgh t there. And the blue town, Chefchaouen
B: Does it? What? Because you heat up the sugar and melt it? - thats Moocco, I'm prety sue. ts appearance is quite
A: Yeah. Its a prety simple process that hasn't changed for remarkabe
remar kabe  it must be very calming
calming to live
live there  blue is a vey
decades appaently.You add ood  ood colourng and sugar to the peaceful colour. I also read something about about Masdar City C ity ts
machine.. As the machne gets hot, the sugar melts. The foce
machine  just outsie Dubai, in the United Arab Emirates Its Its going to be
of the machine pus the melted sugar through sma holes an amazingly envronmentally
envronmentally friendly city with temperature
The sugar then coos down and you're le wth long strands of controls and a driverless tanspor
t anspor system, etcetera I guess it's
candyfloss. beng bult with nvestment from hightech companies But its
B: Nce ve seen some really amazing candyflosscandyfloss at onlne.
on lne. competion has been deayed.They'e lookng at an extra ten t en
It's reay prety. Just not geat for
f or your teeth years now The significance of projects
p rojects lke this is enormous o 
A: True. But the funny thing s that candyfloss was invented by
 the future
a dentist. B: So true I like the sound of Valparaso, which I know is in

B: No Reay?
ChleThe whole place loos like a canvas for creativity and
imaginaton  a bit ike the blue city you were talking talking about.
A: Yeah Stange, snt it? . Anyway, as we dont eat out very
And lquitos is n Peru
P eru Its mainly famous for its inaccessbility,
ofen, can I interest you in some ..
but with the combination of modern city and jungle, the reality
B: Eat out? Oh, very funny
A: As I was saying, can I interest you n some for desser? of lving
A: Verythere must be
interesting prety
and interestng
I magine too! too The others
quite humid
B: What? Oh . candyfloss?
candyfloss? Er
E r ... no, thanks Im still fu and I think I know. Hallstat Poject is in China and Vadzia is n
n
I'm cuting down on sugary food. Georgia.That sounds remarkable too Right, were ready with
A: Oh, aer all that and you still dont want any any Fine, but you ou answers!
can't have any of mne
 B: That's OK. I could eay
eay go for a botle of water though! Im �46 (READNG AND USE O ENGISH Pa 3
really thirsty -ce / ece: ignorance, nconvenience, insistence, patience,
sgnficance
( 4.3 (READING ND USE OF ENGLSH Pa 5) : curiosity, hospitality, orignality, reality, esponsibilty
1 It makes me bush just thinking about it I was in the oice io: combnation, conservaton, decoraton, imagination,
and someone came through the door I wasnt wearing my objection, regulation
glasses and thought it was one of my coleagues, Ben, who I get
on with really well Hed been on
o n holiday  waved mady at him
me: agreement, argument, deveopment, impovement
and shouted, Hi! How wasw as sunny Spain?' The person got closer 47 ad 48 (ISTENING Pa 4
and I realised it was
w as someone I'd
I' d never met before. He gave A: Professor, youre concerned about a paricular aspect of
me a funny look and walked straight past me  went pink and children's toys, aren't you?
children's
 tried to hide behnd my computer. It ddn't help when another B: Yes, very much so
colleague whispered, 'You realise thats one of the board of A: Tell us about that
directors, don't you?' I just wanted
want ed the floor to swallow me up
B: Well, f you havent waked into a toy shop fo a while, you
2 It was when my mother met my new friends from work w ork for might be shocked at just how many of the toys are separated
 the first time She went on and on and on to Stu and Harry about according to gender. You've got rows
ro ws and rows of oen pn
how many exams Id passed and awards I'd got or singing and and purpe toys in pink and puple boxes  and those are the
swimmingThey just nodded and smiled politely, but I was so knds of toys that society in genea considers
considers are for girls - and
embarrassed. n the end I just made an excuse and went out to to  then youve got rows and rows of blue, green and grey toys in
make us all coee
129

AUDIOSCRIPTS

�-

blue, green and grey boxes And yes, these are he kinds of oys o my sudes and go a research posion a a unversy I was
socey consders ae fo boys. Socey decdes wha knds of sggesed
sgges ed o me as
a s a possbe area of nees so  dd some
 oys boys and grls play wh, and ha's ha' s a pobem nial nvesgaons and found  ascnang A year laer, I ook
A: Why? some me ou o go and wok or a chay oveseas, whch mean
B: Well, we'e bascally focing our chdren o lke one oy over leaving he research or a whe, bu  connued i on my reurn
anoher smply because of is packagng Chden aren' born A Wha suprsed you he mos abou coou associaons? associaons?
wh a preerence
colour assocaonsforfrom
colours
oldeI'schdren,
soca condionng Theyand
amly, he meda earn and Igender
B
hnk perhaps he connecon
in he wesern world 'dbeween pnkmany
read onlne and blue
imes
so on So, a a cerain age, hey sa no wanng a oy because  ha before he he as cenuy, pink was consdered a boy's colour
's no packaged n 'hei colour' o hey lke somehng more whereas blue was for a g, bu my esearch showed hs wasn'
because  s enrely rue Boys dd indeed wear pnk dung he 8h cenuy
�4.9 (LSTENING Pa ) n pacular Soldes a ha me wore ed unfoms as red was
a symbo o sengh
sengh Pnk was a pae veson of o f ha so had he
1 The use of pnk and blue in oys can acually have que a same connecon However,
However, blue represened educaion and so
signican mpac on a chld's developmen When boys play schoo uniorms were oen blue and hese were worn by boh
wh oys in blue boxes, hey're oen mechanca ype oys, genders, no us boys
which can help hem o gan bee vsua-spaa awareness and A Do coou assocaions eguarly change hroughou hroughou hsoy?
 o develop more mahemacal
mahema cal brans When gs play wh wha B Yes, hey change as socey chages bu  can ake a vey
are consdered
consdered o be suable oys fo hem, hey develop her ong me Take
Take gender as an a n example The lnk beween gender
verba skills and ceavy and pnk and blue has been srong for afew decades now and
2 When we push chlden o choose parcular oys because of while  wl change,  won' be b e any me soon Jus he oher
 he colour o he
n adulhood Thspackagng,
s becausewe heyacualy
aren' lm
gvenher
he opporunes
opporun
chance o es daypaner
her I was inved o a rend's
had found ou hepary
baby'sShe's pregnan
gender andofshe
In fron and
all he
deveop he naural sks and neess A boy who neve had guess, hey cu no he cake o revea pnk p nk sponge ha od us
 he chance o sew, may acually
acual ly have become he nex bg  hey were having a gr gr This kind of even s growing n populaiy
 fashon desgne A grl who wasn'
was n' encouraged
encourag ed o play wh oy and shows ha pnk and blue ae cearly here o say or a whle.
cars, mgh have enjoyed
enj oyed being a mechamechancal
ncal engneer : How do you eel abou ha?
3 There sll remain jobs whch are more popular among B: Our idea of blue and pink creaes sereoypessere oypes and pushes
women, nusng for example, and obs which are more popuar chdren o wear hngs or play p lay wih hngs ha hey mgh no
among men, lke engineeng We have o ask ourselves ohewse be neesed n I hnk here's an ncreasing awareness
wheher ha's because by naue we enoy ha wok or because of he ssues hs causes
causes and ems n geneal colous are
we've been brough up o deveop cean sklls I hnk ha begnnng o become moe available, especially ally oys Al in al,
when we make decisons abou wha oys o buy a chld, we're I'd jus ke o see children engagng wh whaeve colour hey
acually havng
havng an mpac on he ob hey'll choose and on he ke whou  beng seen as exclsvely o one ype of peson
workforce as a whoe or anoher, especally as hese days ou houghs abou gender
4 Ineresngly, here's evdence ha oys whch are presened
seem o be changng
n neurasks
 hnkng packaging end o are
So, if chidren be hose aimed
araced a developng
by packagng haou
s : Do peope sll lke pnk and blue as aduls?
amed a a paicuar gender,   could be ha he oy insde wi B Wel, funnly enough, here was a survey conduced n

be ess educaonal han hose in neural packagng We need deren counres regading peope's favoure coours !ue
 o consder he eec of his and wheherwhehe r ha s poenialy came ou as he mos popua oveall so ha's ceary welllked
a problem oo by a lo o people nk was paced que hgh n wo counres
 bu came low down esewhere, or ddn feaure on he lis
� 1 EB (STENNG art   Exam bost So,  seems ha girs ony sck wih pink when hey grow up n
See Exrac 1 n 49 a coupe of paces
� 0 (SENING Par  A So, wha's nex fr your reseach?
B I could go n a varey of econs How colous can be used
A: Today, I'm oined by hisoran Arun Anand o alk abou
colour assocaons Arun, why dd you become ineresed n as a communcaor
communcaor for one Wha I've I 've chosen o do, hough, is
 his opc?  o urn o neuroscence
neuroscence and look a ow our brans make make sense
B: 's a subec ha people sudy or a kinds o reasons
of he colours we see Anohe fascang subec s he use of
colou in desgn o persuade us o buy goods, bu ha's a opc
on
I mgh
a peson's
be o body
nd ou
andmore
mnd
abou
Or ohowmake
coour
dscoveres
can mpac abou o anohe me
A un, hank you very much Now, le's move ono 
dfeen culures, as we may associae a colour wh a pacular
emoon here bu elsewhere n he world 's assocaed wih � and 2 {RADNG AN UE OF NH
somehing enrely dfeen I was keen o know moe abou art 
colour assocaons because hey seem o fluence how we R = Repoer
undersand ouseves and wha's around us as we grow up. 1
A And how ong have you been researchng colour
assocaions? R Tell me abou somehng memoable you've seen
 Oh, ha's easy he cherry bossom in Kyoo I've always
B: Well, we coveed i on my degree course ahough I can' say
I acually looked ino  mysel hen I as us afer I'd
I 'd nshed all had a slgh obsession wh Asian culures so I was over he
moon when I go he chance o go o Japan or work The fac
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 that it was during spring made it i t even more special The cherry
blossom trees were in bloom when I got there and they looked
gogeous.he
gogeous. he parks were fu of tees, and peope too but
I ddn't ealy mind
mi nd They just added to the atmosphere
R: What did you do there?
1: On my first vst, I ust wandeed around and took photos
but I went back with a colleague the next day and dd what the
locals do We had a pcnic under one of the trees - our own ittle
cherry bossom pary
2
R Tell me about a memoabe sight in your lie
2 Oh, e  we, I went to Belin last year to see the steet
a teeat povded ots
 ots o memoabe sghts
s ghts m an ast
mysef so I'm always looking f ar in unexpected places and
I'd head thee was a lot o t in Berlin
R: And did you nd it?
2: Yeah I spent my days there ust wandeng aound various vari ous
pas o the city and I discovered some rea teats I know
everyone mentions t, but 'The Cosmonaut' is pobably the one
 that stuck in my mind the most
mos t It's a huge pantng of a man
ma n in
a space suit on the side of a bock of ats Amazing what you
can create with paint
3
R What memoable sght have you seen?
3 Oh, er . I saw the Moa on Easte Island They were
memoable I was taveling n Chile when  suddenly decided to
go there It was a fivehour ight fom Santago but t was woth
it ust to see them
R: Sorry, what are the Moai?
3: They're those human gures made o stone that sit around
 the coastline of the island facing inwards
inward s I'd been fascinated by
 the theoes as to why they're there or yeas, so to actually
ac tually see
 them in person was vey special.
4
R What's the most memorable sight you've ever seen
4: Oh, we, 'm a bit o an astronomer so for my bihday one
year a rend took me out into the middle o a national pak
at night. Obviously, when you live in a city, the light pollution
makes t mpossible to see moe than a few stars, but out there
in the mddle of nowhere, it was ptch black and the vew o the
stars was incredibe I don't thnk I'll eve forget that vew, wth
t was over a rive close to ou house I sat on a bench with my
sy turn this incredible mx of eds
parner and watched the sy turn
and purpes d never seen anyhing like it We st in compete
slence and  felt more at peace  than
 ·than eve before.
413 and 4.14 (SPEAKING
(SPEAKING Par )
A: It's an interestng uestion because people woud usualy
 think t's great to be optimstic You always see the positive sde o
 things and don't get so stressed out. Like when you'e watng o
exam esuts.You
esuts.You can't change them,
change them, so whywhy not be optimistc?
optimistc?
B Ah you see, I disagree with you there If you'e aways
optimistic, such as with your example o exam resuts, i the
resuts are bad, you can feel realy disappointed That's because
you weren't prepared It's bee to be reastc  and maybe
hope for the best, but be ready
rea dy ust in case!
A: OK I see your point But in general, I think optimistic
peope are much happier. And that makes you healthie too.
Aso, optimistc peope never give up
B: But it's not aways a good thng I remembe
remembe I once
apped  a ob, and  was vey optmistic
optmisti c about it  did a
good nterview so I le my old ob and had a sho holidaholidayy
Guess what?
A: You didn't get the ob
B: ight  ad a good hoday toug so peaps yo'e igt
about optimistic people being happie But t sn't good to
be optistic al the time - we need to see the the negative side
sometimes, so we can improve thngs Just look at homeless
people for example An optmist might say 'I'm sure things wl
get bee
bee or these peope soon' and take no aon But a
pessmist might think, actually
a ctually no, things aren't going to improve
They'l get worse so we've got to do somethng about it
A Vey good pont
( 4.2EB (SPEAKING ar 4  xam boost)
A:   don't ave an opnon abot ts
B: I'm soy It's an interesting ues
ueston
ton but I've never
consdered it before 'm araid I can't think of anyhng to say
right now.
(.GF  an 42F
See Ex 4 on page 85
<  V and 2V
  the Mky Way right above us. It's burnt into my mnd  I lke that top with those trousers. It's
It's a good combnation
5 2 We have to drive 45 minutes to get to ou nearest tan

R: Can you te me about sometn you've seen n o fe station It's a real inconvenience
 that was realy memorabe? 3 When we heard that ou granddaughter had got all As in her
5: E  yeah, a starling murmeration
exams, we were ove the moon
4 Mike and Graham aen't speaking agan. They've had
R: Sorry, a what?
another argument.
5: A staling murmeration Starlings are, you know, those fairy
5 Ths tea's too hot to drink I'l wait for it to cool down
smal, odnary lookng brown bids you've probaby seen but not
noticed Wel, on winter evenngs, they gather together in huge 6 Don't believe everything you read in the media
groups There ae lteraly thousands of them flying across the sky 7 Annie can sing, play the guitar and speak two languages
in a huge group, daing fom one place to another in what looks How can one person be so talented?
lke dancng clouds of bees or somethng It's a beautifu thng to 8 I'm not usuay negatve but there ae tmes when I can be
see I'm defi
definite
nitely
ly going to go and see them again
agai n nex year uite pessimistic
6
(3 d V
R Can you te me about a memorable sght you've seen?
A: With me in the studio today is Dr Bdgt Wells D Wells
6: Hmm, I've been lucky enough to see qute a ot o
your new book descrbes some o the weid and wonderul
memorable things in my life but honesty, probaby the most scentifc theories of the past Can you tel us about one of them?
memorable was a sunset. It wasn't anywhee famous or exotc.

3

AUDIOSCRIPTS

B: Yes, of course. We, there was a doctor Chaes Wentwoh n teescopes t heps scentists look uher nto space because
n teescopes
Litlefed, who in the eary par of the 20th century beeved
beeved he t cuts out any extra ght. so you
y ou can cover satetes wth it so
coud use his mental powers to turnt urn sat nto unusua shapes.  that they become nvsbe. t was aso used to cover a pavion
A: We that does sound werd tell us more. at the
at  the Wnter
Wnter Oympcs n 208 hey added
adde d tny whte ghts to
B: Well, he once took some natura body sat from a patent ook ke stars. The efect was amang  ust ke the nght sky.
Whe examnng t unde a mcroscope he casuay thught I think Vantablack
Vantablack has a brght uture! It coud be used n a sots
about a chcken and o and behod, the sat was n the shape of products. The downside s that t takes a ong tme to produce
of a chcken He beeved that ths was evdence that he had and s extremey expensve
spe powers.
cial po
pecial A: nd what about n at?
A: Hmm OK. Dd he do anyhng about t? B Yes, nteestngy, the deveopes gave a British scuptor

B We he made the decson to conduct more experments nsh Kapoor excusve
excusve rghts to use t n paintng. s you can
and then he presented the resuts n a book. He camed that magne t creates qute an eect But ths has caused a btte
btte
he had deveoped the sk to use hs mnd to tun pes o sat row wth other arsts and there's been a ot of strong crtcsm
nto dferent shapes Sometmes he sad the sat moved and about the decson. nother aris even created a new very
created the shapes of othe anmas even wthout hm thnkng brght pink coour whch he aows every other arst n the word
of them He camed that one parcuar
pa rcuar structure was actuay  to use except
except nsh Kapoor!
ave and came up wth the expanaton that we were a ceated
cea ted ( .2 and 3 EADING AND USE OF ENGLSH Par 
from sat. Wak nto any major cty n the word and you' probably ind a
A: Hmm, and how popuar was ths theory? d peope coee house that's amar to yo. These nternatona chans
beleve hm? make us thnk that coee cutue s the same eveywhere but
B We, I don't
d on't thnktoths
was very and
popuar. I doubt thatater
many  that's
peope coud eate cams h s deas
hs were as aesmpy not the around
the tradtons case. Coee a enoyed
how t's over the and
wordalthough
s dferent,
not
proved wrong. everyone n a cuture w foow these tradtons today I st fnd
 them fscnatng. Take tay, o exampe.  you ode a cofee -
UNITS or un caf'  at a traditona coee shop there, you're unlkely
 to get a bg cup of coee
coee as you mght do here n the US, and
( 5.1 (OPENER) don't atempt to ask the barista
barist a for a fancy type ether. You'
A: Back s back. Or s t? Today I'm
I 'm takng to ce Freeman smpy get an espresso - a smal cup of o f strong coee
coee whch
about how to create the coour black ce people say that provdes a muchneeded boost of energy.
back s not reay a colour, t's the complete absence o coour In Mexco, you' probaby get get a 'caf de oa'  somethng I'd
s that ght? ecommend you ty. 'Oa' means 'pot' because bec ause the cofee
B It's an nterestng queston. Some arsts might dsagree wth comes in a cay pot It's served back
ba ck but wth brown sugar to
 that! They mix a
a the prmary coours and produce back back pant sweeten it and a cnnamon stck to add favou.
whch they use n ther work But scentsts say that back s  s not Japan mght be known for ts tea, but coee consumpton
a coour because t s the absence of ght, and therefore, as you  there s ncreasng
ncreasng  The thng
thn g s you might fnd that you get
say absence
So f thatois coour.
true how can we have derent shades of your cofee from a can. nd you mght get t from one of the
A: mons of vendng machnes on the t he streets there Whether
back? you ee ke havng a hot or cedce d coee there' be a vendng
B h - t depends how how much ght s absorbed by an object. machine close by.
Some things we thnk are back ony absorb a sma percentage n some cutures, cofee dnkng tends to go hand n hand wth
of ight whle others absorb a hgher
hg her percentage and therefore
 sociaising and ths may aect ow t s served. or exampe,
ook backer It's common knowedge that a back hoe n  tradton n Saud raba requres young members o the group
space s the deepest back you can fnd because t swaows  to serve it to guests
guests and senor members n a strct order.
order. rabic
a ght. However, scentsts have recenty managed to create a coee s admred for havng a dark consstency and ts slighty
manmade matera that s darker than anyhng ese. t's caed bter taste means that t's ·tradtionay consumed with dates for
Vantaback and t's qute speca 
a bt of sweetness.
A Whys that? nother cuture whee the coee mght be seved wth
B Wel f you pant
pan t somethng
somethng wth
w th Vantabac
back,k, t ooks ke somethng sweet s Turkey There, cofee beans tend to be
 there's ust a hoe as f you coud putput your hand straght ground to a powder and adde to a coee pot wth cod water
 through t! and sugar The cofee is brewe sowy to alow the favour to
A: How on earth s t made? come out. When ready, t's oen accompaned wth a glass of
B We,  have great admraton fo the nventos
nventos t's
 t's qute cod water and some urksh deght a sweet made wth rose
amazing YouYou see t's not reay a paint at a - t's a fne matera water orange or emon and cotanng nuts.
made of tny carbon tubes - 1000 mion n ust one square nay
nay  can't
can' t tak about
a bout coee cuture
cut ure wthout mentonng
mentonng
centmetre! These tubes absorb neary a the ght ght  we, they Ethopa. It's rica's top producer of o f coee and s consdered to
absorb 999 percent. That's a vast mprovement on other backs be the bhpace of the coee pant. Coee has been a pa of the
nd our eyes te us that we're ookng
 ookng at a back hoe! cuture there for tweve hundred years wth most vages havng
A: Wow! So what's it used or? a tradtonal coee ceremony s ceremony invoves the woman
B: n the eary days the dea was to use t or space equpment.
of the house roastng green cofee beans over a re. She then
t's qute compcated to explan, but I can gve you a rough dea. crushes the beans paces them n cold water and bois them over
 the same freThe ceremon
ceremonyy can take wo
wo to three
three hours and s stl
sometmes held for vstors or o other soca occasons today
132

AUDIOSCRIPTS

 5.4 (LSTENNG Pa ) B: I' sorry to ear that

A: Oh, I'm not really looking foward to work toorow. A: Yeah, it was pey dsappon
dsapponting
ting so I' hoping you'l give
B: Why not?
e a refund.
B: I' sue we can aange that.
A: It's Back Friday. The shop will have loads o deals and it'll
be unbelievaby busy 4, You wi hear two friends takng about shop saes
A: I wouldn't go into town today if I were you. he shops are
B: hat's
shop' good,
make isn't
loads of it? You'll be busy, the day' go fast and the
oney. idiculously busy with everyone ghting over bargains You'll
: We, yeah that's the aa but when some peope see hate it
something they want, they can get a bit crazy over it i t It
I t can be B: Won't all the good stuf have gone by toorrow though?
exhausting to dea wth. A:  suspect the best deas
dea s have gone aready
B: Yeah, I can iagine that watchng people fight over s can 5 You wl hea a couple talking about a delivery
be a bit depressig
depressig No wonder it's caled
caled Black Friday! A: he supermarket deivery's co cong
ng today, isn't it? s it this
: Actuay, I read
read an arice about it the other day and that's aernoon?
exacty why the sales got that nae. hey caused so uch chaos B: No t's ths orning between 11 and 12.
in the US
U S in te 60s tat poce naed t Back day. A: Oh, ll be out then Wi
Wi  you be here?
B: Oh right I wonde why ts stil caed that now then, when B: I wil, don't woy
it's got a negative connotation 6 You wil hear two coleagues talking about a anager's
A: Apparenty, businesses have a dfeent eaning o 'black' position at a shop.
in ind when they use it You know how, in financial tes, i A: You should go for the anager's job I ean, you've been
you'e 'in the black' you'e aking a pofit bu if you're 'in the woking at the shop for years You know the systes ike the
ed' then you're makng a loss? back of your hand.
B: Yeah B: Oh I' not sure 'd
 'd be any good at it
A: Wel, to the, 'black' efers to the act that they ake so A: Are you jokng? You're oganised
oganised you
y ou care about custo
custoer
er
uch oney that day t akes up fo osses the est of the year. service and your colleagues ove you You'd be great.
great .
B Oh right  didn't know that.
A: Yeah It akes sense although with
wit h thousands o   EB (LSENNG
(LSENNG Pa  - Exam boost)
detemined peope n store tomoow, I suspect I' have the I can't go to bed yet his website's releasing a hundred sa
orignal meaning
meaning in the back of my ind! watches at idnight at a 30 percent discount and I want one!

 55 (LISTENNG Pa 1)  57 (LSENNG Pat )

A: Oh,  not reay ookng foward to work toorow. 1 You ea wo peope takng about an onne
onne sae.
8: Why not? A: I can't go to bed
be d yet. his webste's
webste's reeasing a hundred
A: It's Back Friday. he shop wil have loads of deals and it'll
sart watches
watches at idnight at a 30 percent discount
discount and  want
be unbelievably busy. one!
B: Really? I wouldn't bother
B: hat's good, sn't t? You'l be busy, the day' go fast and the
: Wy not?
shop'
A:
ake
Wel, oads
yeah, of the
that's oney
ai but when soe people see B: It's probably been on sale at that price this year already and

soething they want, they can get a bt cazy over it. It can be wil be again. Retailers like to pretend that it's the best bagan
exhausting to deal with eve to get people spending money but oen that's not the
case. You should do soe esearch on past prices befoe you
 56 (LS  G Part )
1 You will hear two friends talking about a new shop.
A: A end of mine's openng a shop in town, seng gis and
 things for the home. She's having an openopen evening for fiends
and faiy Do you
y ou fancy coing wth e? t's Thusday ealy
evening so we could go out for dinner aer
B: Sounds good to e
2 You will hea a couple talking aboutabo ut an onlne
onlne sale
A: I thought the Woodvae Furnitur
Furniture
e sale lasted another day
but it turns out it ended last night.
B:
A: What does
t eans that ean?
 ddnt order the bookcas
bookcasee we decided on and
now we'e gong to have to pay u price. I fee terribe. It's
 totally my fault.
B: Oh well, not to woy. We can keep shoppng aound
3 You wl hear a custoer talkng to a shop assistant about
a purchase
A: I bought this kee ast week but it boke aer 'd used t
just once.
AU DIOSCRI PTS
A: Ceainly What's your name and postcode?
Ceainly
B: Ma Parker, CLS 90R
A OK, well the  is in stock so we can arrange delivery over
 the phone now if you like.
B: That'd be great, thanks I'd prefer it to be an aernoon
if possible
A: hat's no problem
4 You hear two friends talking about buying
buying trainers
A What do you think of these trainers here?
B: I love 'em! The style's unusual and hey'd really suit you, but
wat, look at the price! Can you aord them? I hadn't realised
how mch ones ke ths cost
A  had hat's why I've been saving up for a while 'm happy
 to spend a fair bit on something like these though, 'cos they're
so dierent.
B: Not sure they'll last all that long.
A I don't care about that s long as they look good for a
while I'll be happy
5 You hear an announcement in a supermarket.
Why don't you come and taste test some of our most popular
bakey goods today? Our experienced bakers make many
pes of bread right here in store whch
whc h yo can buy warm fresh
out of the oven Is there a beer smell? We also oer delicious
cakes, cookies and pastries. Come and try out some of our tasty
samples now and then enjoy a 1 percent discount on any items
you purchase Just head to the back of the store where our
assistants will be happy to help you including advice on which
items to avod if you have an allergy.
6 You hear two people talking in a shop queue
A Why isn't the queue moving?
B: I think the woman at the front has asked to speak to the
manager and they're waiting for him to get here
A yypica
pica  aways choose the wong queue
B: Me too Maybe we should change.
A: No, that never woks and ook, they're
they're all long. Oh good,
 the manager's hre now.now. Hopefully, he'll take her to one sde
and free up the assistant for us.
B: I don't understand why she didn't just go g o to the customer
servces desk over there That's where you go to complain,
decide whether or not to buy it. hen you ll know for sue i it s
value for oney
2. You hear two riends talking about a shopping trip
: Do you fancy cong with e to the shops later?
B:  can't sory he sales are on.
A: So? You've been shopping with e duing the sales beore
B: I know and  have no probe standing
standing and waiting for you
yo u
 to try on endless clothes!
A: Well then?
B: he thing is that I've got lots of stu to do today and
shopping takes so uch longer during the sales because you yo u
have to fight your way through
throu gh lots of people I don't ind that
but  just can't spare the hours Sory!
3 You hear a custoer
custoe r aking a phone call to a copany
A Blandod
Blandod's 's Electricas.
El ectricas.
B: Yes I recently ordered a  fro you website  got an
ea to confir that over a week ago but I haven't had any
infoation
infoa tion about when t ight arrive. Could you let e know
 that now?
133 
.
A eah but none of them are are particu
particuarly
arly wellknown
'd athe have ewe good bands than a oad o mscans
've never heard of
B ometimes the less weknow bands are beter
A Well, I'm not sure it's a risk worth taking when the price has
gone up so much
B: That worries me too, although I'd like to see what the new
site is like  reckon it'l be much more spacous
A The facilties might b beer too
< 5.8 and 59 (READING AN USE OF ENGLSH Par 2)
I've been a cabbie for 15 years now and my dad dad was before
me f hed done somethng derent then d have probaby
never thought about becoming a cabbie. But I'm glad I did
I ove the job. If I weren't a cabbie, I don't know what I'd be It's
 the London atmosphere I love and the dierent people who
 get
ge t to chat to. There's a real friendliness among us cabbies
Did you know black cabs have been around since 15? The
shape of the cabs was very special because passengers with
big hats needed to ft in comforably nd now we're famous a
over the world There are aroundaroun d 25,
25 , of us in ondonbut
no one knows for how much mu ch longer. It's a real shame rivate
hire companies ar pung a lot of us out o ut of business It's the
advanced technoogy you see eope want thngs s these
days If they want a car, they ust ses e an ap to get one Mnd
you, a ot of tourists sti like the black cabs It's lega for us to
stop wherever people ha usyou usyou know, li up their arm  but
not the private companesthey have t o be booked
lso, you can't drve a black cab uless you've got the
Knowledgethat's
Knowledge that's a test on all the streets and landmarks (over
2, of them) in ondon That takes four years to do Other
 taxi drivers  like those you can book through apps on your
phonedon't
phone don't have to do that They rey on technology to map
 the ourneys
ourneys But f more and more peope continue to use
 them, the tradition of the black cabscab s wll die out, unforunately
We'll get more and and more kpper days  that's the realy
realy slow
periods when n the past cabbies had to survive on cheap fish
lke kppers nd f you can't make a decent lving, you have to
move on to something else, don't you?  wish someone woud
ban those app companies In fact, I wish they'd never een
alowed to star in the frst place, but I suppose you can't stop
 not here. progress. nd we re not the ony workers to be afected by new
7 You hear a customer talking to a shop assistant about  technology The world of wok is changing and I guess you
payment either have to keep up with it or get out. My own son books
A ow wod yo ke to pay today, madam? a hs
h s taxs on the phone he says tey're cheape and more
B: Do you take credit cards?
convenient. He'll never be acabbie. End of the road for my
 fmily tradition, I guess.
A We do, but unfounately not that one.
B: h right, well 've got a debit card t's just that  tried it � 510 and 5.1 (SPEAKNG Pa 2)
earlier and the machine wouldn't accept it. I don't know why A ey look, I came across
across these old
old photos of my hoday in
I put in the right number but 'm concerned it might pain  thought I'd deleted them
happen agan B: They're great You obvously had a briiant tme. Heywhen
A Well, let's
let's ty it and see. op it in the machine was this one taken?
B: OK. A h, good question You know 'm not competely sure
A here, that seems to have worked. We went to that restaurant twce ut it could have been on the
B: Oh geat Ms have been a probem with the machne  st o ast nght aah pobaby tok it becase she's not in
before then  the photo
8 You hear two friends talking about an upcoming festiva.  Wel you look as ifif you're enjoying yourself
yourself
A re you going to the festival this year?
B: I'm not sure The lne-up
lne-up looks good.
goo d. ots
o ts more variety
 than normal

134

AUDIOSCRIPTS

A: Yeah! I've probably just eaten a brger

brger - they did great  53VF
brgers My har's a mess thogh. I should have deleted /</ - adap, absence
absenc e pracca omatc saee
saee
 that one le/ - aempt, debt, elegant, eather, pecentage
B: No, t's a god photo. Yo look vey
ve y tanned
//  oss, adopt, common, nvove,
nvove, swallow
A: Yes, that makes me thnk t was the last nght. We had a lot
// crtcsm, dscont, nvsbe sophstcated, wdow
of sun that week!
B: Well, the food the water behnd you s carryng looks  54VF
54VF ad
 ad 5VF
delcous We oen thnk we have to pay a xed x ed prce when we go
A: Oh, t was, andand the water mght be Fancsco
Fancsco - we made shoppng and can only agree on a derent pce wth a seller
frends wth hm durng the week. You cant see hs head n the n cean stuatons, lke when we buy a car or go to the th e maket
photo, but I recognse the Tsht. he tuth
tuth s that we can
can age the prce
prce  or haggle
haggle - much more
B t ooks qute warm  yore all wearng shts,
shts, even though
though oen than
oen  than we thnk When we haggle we have a greater chance
s gh o geg a baga o exampe a ed o me recey
A: Yeah, we wee lcky, we ate otsde both tmes. And we
bought a bed from a furntre shop She managed to get a
were probaby gong to wak along the beach ater ater - see how 20 percent dscont My sster oen asks for dscounts at a ocal
lovey t looks n the backgrond jewelery store And jst last week, I asked o a bete phone
deal and got £5 of a month hat wasn't an advetsed dea t
� 5.12 (SPAKING Par 2) was a deal exclusve to me. So, whats the best approach to take
E = Examiner when tryng to get money of?
E: Mato, yor photographs show people dong derent he fst thng s to fee confdent about what yore dong If you
actvtes at nght Compare the photographs and
a nd say why you come across as nervos, the the seller w feel t and not gve n to
 hnk the people are dong these actvtes at nght yor reqest. I sed to feel as f sellers mght augh at me, bt
A: OK, as yo say both photographs show people dong  to be honest
honest  soon eased that they actally admred me for
deent acvtes at nght, b or derent reasons he asng fo moey o. Never adop an aggessve
aggessve appoach o
photograph on the rght shows someone getng newspapers newspape rs your dscssons. Always
Always be polte and frendly Smle and pt
ready Hes probably ptng them n ples for delvery It's hs  the seller at ease. Gve the seller a reason to redce ther prce
job, whereas the man on the le looks as f hes pantng and ell them that yore a loyal customer for example, or that yo'll
'd say that ts hs hobby. Both of the people n the photographs recommend them to frends and famly, or that yol se other
are concentratng hard on what theyre dong. I magne sevces they provde Durng yor dscsson
dscssons
s don't be afad
 thats becase they don't want to make mstakes! And as for of slence. It mght be uncomfotabe but thats
thats the pont. If you
why theyre dong thesethese thngs at nght - well, I gess the dont ll the slence by speakng, the selle mght And they
newspapers have ust been pnted and they need to be ready read y mght therefore accept yor oe or make an ofer of ther own.
 to go ot to cstomers frst thng n the mornng he ast, on Of e, n the end, yo have to fnd a prce that suts both
 the other hand, could be pantng
pant ng at nght because he wants to you and the seler, so yo have to compromse he seller
sell er can't
pant a snset
snset or pant a scene wth the so of ght you get at aord to make a oss so they can ony go so ow. Sta wth a ow
nght Id say ts gong to be a r�ally ovely pctre! ofer yousel bt be wllng to ncrease t and meet the seller
sell er
half way Oe to pay n cash so that the seller doesnt have to
E
 hank
No, notyou Now,
oen lena,
er todo
I prefer
pref getyo
mylke readng
news onlne.newspapers?
onlne. Sometmes pay bank chages f you pay by debt card And be wllng to
my dad gets a newspaper and I look throgh t, bt ts usally walk away wthot a deal at all. hat can psh the seller to panc
easer to catch up on my phone and accept yo ofer, or you smply go esewhee and get a
deal there.
 � 51
51GF
GF and 52GF
See x 5 on page 87
� 51
51VF
VF an 52VF
1  ove my ob ow bt thats o aways bee the case t was
really hard n the early days
2 Bella's dong a great job for her frst week at the company
I thnk shes got a brght futue ahead of he
3 I thnk Im gong to go home and have an earl nght tonght
 dont fee lke gong out.
4 My sons new schoo s very formal so he has to wear a
unform.
5 Black can look very sophstcated but f yo wear t all the
 tme t can be a bt depressng.
6 heyve go soe gea sea oo on he me hee.
Id recomend yo ty the pawns
7 I dont thnk Jnes husband s arond I thnk shes a wdow
 Im gong to wea flat shoes to work
wor k tomorrow Wearng hgh
heels when you're standng all day js sn't very practcal
AUDIOSCRIPTS
 the burning begins. It feels like fireworks are gong
gong o in your
mouth and your eyes start watering You start panting ike a
dog to ty to get cold air into your mouth to stop the heat but
 that doesn't work You're well aware that calling the emergency
services isnt an option so you grab the nearest liqud and
drink t hopng o some relief It helps for the second or two
 the liqud goes down your throat but the burning soon returns
In fact, it feels never-ending By now sweat s poung out of you,
your nose is runnng and tears are fallng down your face
 like me, you do ejoy hs kd o o  pa eag a whole chll
pepper is probably an accdental once n a lifetime experience;
one you never want to epeat again But even haf a teaspoon
of chilli can set us on fre Why exacty do our bodies respond in
 ths way? Well first of all chiies don't actually burn
burn our mouths
Our brain ust makes us think they do There's a chemical n the
pepper called capsacin whch sets o the pain receptos n our
bran They te us that ou mouth's on fie so we believe it and
stop eating the pepper We sweat our nose uns and ou eyes
wate to try to get rid of what our bran thinks is harmful to us
Unounatey dnking water doesn't hep at all It ust speads
Unounatey
 he chemca makng the pa worse  we eally wat wat o stop the
buning the best thing is to eat somethng ke bread or rice
What's really nteresting though is why the pepper has the
chemcal capsacn in it n the first place Researches have
discovered fairly recently that this chemical ensures the plant's
survival You see brds eat the peppers with no pain at all but
when humans and other mammas eat them they feel pain
The dierence? It's that we and mammas
ma mmas chew up the seeds
but bds don't Chewing up the seeds might mean the plant
des out so the plant has evoved to stop that from happening
Just goes to show that we should neve underestmate the
power of nature and the ood we cook wth
 6.3 (READNG AND
AND USE OF ENGLSH Par 7)
There are a lot of days in you
you  life that have a special significance
and that you will always emember They're ke litle standout
moments
And oenthat
theygive
makyou a thrill when
something that you think back
changed on them
your lif in some
way My rea red lette day was when I was eighteen and I won
a national scence award o an invention It was a huge shock
 to hear my name
name read out in front of hundeds
hundeds of people
people
UNIT6
61 and 62 OER
People have been growng and consumng chll peppers or
 thousands of years - over ,000 n fac heyre a wondefl
addton to meals, addng spce and flavour. Chll peppes
may be natve to South Amerca and the Cabbean, bt they
eally ae a global food ngredent thanks to Chrstopher
Columbs who headed west nstead of east he chl pepper's
sbseqent arval n Pogal n
 n the 1500s began ts jouney
jouney
aond the
the wod and today theyre wdespread n Indan,
Chnese, South Arcan and uropean cusne n addton to he
dshes of Mexco, er, Bolva and so on Yocan
Yocan fnd ths small
peppe  dshes such as ha ed cy kng po of Morocca
 tagne and even homemade jam
But befoe cookng wth chll peppers, ts mpoant to
nderstand what's nn them. ave yo ever eaten a whole
one? I have and let me tell you, ts not pleasant Frst, you feel
nothng You chew, yo swallow, all fne, but a splt second later,
3
.
There's nothing qute like being n the mddle of a colourful
mass of fans in the stadium he atmosphere is incredbe with
all the sngng and chanting and cheerng  everyone hopeful
hopeful
of wnning And it's encouraging fo the players too But ·gong
back to super ns youve got to respec wo amang ladies 
Dolly Smith who stened to every Derby County match on the
adio dressed in the team colours fo 70 years unti she was
107 And Kity Thorne, who inssted on going to as many Bristol
Rovers matches as she could up to the age of 103 Tha's what
you ca enthusiastic
enthusiastic!!
( 65 EADNG AND SE O EGLS Pa 3}
She says that she's not an obsessive fan and doesn't do
ridiculous things to suppo her nationa team because it
wouldnt be practical and could ceate financal problems
She also meos wo supe as who she admes o ther
enthusiastic suppo and for travelling to numerous games, but
who are not in he view epresentatve of typcal ootba fans
What she enoys is being pa of the colourful crowd at home
matches and the amaing atmosphee whch is encouraging for
 the playes
playes
 66 and 6. 7 LSTENNG Pa 2)
1 If I had to pick one thing that annoys me it's nsy eaters at
 the cinema You know
know the ones
ones They bing packets of sweets
sweets
and insist on puting their hand nto the bag pullin
pulling
g out a sweet
and unwrapping it at the mos inappopriate
inappopriate moment possible
in the film Or worse they bring cisps and crunch their way
 through them I have
have no problem with people eatng ifif they'e
quiet. I once saw someone literally take a picnc
pic nc out of a bag
durng a film but I didnt hear a thing!
2 What annoys me is when ot�e people play games or watch
a video on a mobile phone wth he sound on in public  mean
I have no problem wth people doing t wth headphones on
but why shoud  have to listen to their noise when I'm trying to
mind my own business on the tan It invades my privacy and
adds can
to nose polution
sand Its veyvaguebook
t when people irritatng you kow pos
vague messages online They say things lke Im so angy
right now or 'ust dont talk to me' butbu t of course what they're
really doing is tryng to get atention because everyone ants
 to know what they'e talking about so they're all like Whats
 Thanks to my inventon I went on to have a wondeful caeer in
 technoogy
 technoogy But ha day
day wow   relve  om me o me  my wrong? Are you O? What can we do to help?' If you have
head and I always remember
remember the excitement! something to say ust say _ it.
it. Don't act
a ct al vague about t
t It's
attention seeking and it drves me mad!
( 64 EADING AN SE OF ENGLS a 3) 4 Somethng that reay gets on my nerves is when people
: So how big a fan ae you Ally? like their own soca meia pos or even wose photos of
: Id say I was a prey oyal footba fan not obsessve as such  themselves
 themse lves I mean
mean who does that? Suely
Suely it's obious you
I mean I'm not one of those supe fans who go to diculous lke you own post because you posted it And by liking it as
lengths to suppo their local o national team Thee was one far as I'm concerne
concernedd they ust come acoss as someone who
guy,, Cvs Fernandes I think  he was called Brazi's bggest
guy bggest fan oves themseves
themseves 'm not sure thats what they really want to
and
acrosshe60
was really adventurous
really
derent O he
countries! O wentHely
theres to over 150 matches
Garagoo a demonstrate
 I lose my temper when drivers take up two two spaces in the
Veeuela busnessma who's ravelle more han 23000 car park insead of one 's anoyig whe youre late r a
kilometres since 1982 to attend numerous World Cup matches appointment you see the only free space in the car park so
No for me it's us not pacical to try to do anything like you dive over to it really quickly but when you get there you
 that And
And you have to to look at the financial side of thngs too
too  the drive in the
see the
see the next space has parked so badly that only
only
It's not cheap  all the tavelling
tavelling and tickets I think 'm more a motorbike's gong to squeee in I ever know if t's a poor
representatve of the average fan I chck out the resuts awareness of space or a compete lack of consider
consideratio
atio for
and I have a season ticket for the home games which anyone ese It's probaby a mx of both
I absolutely ove

136

AUDIOSCRIPTS

� 6.1 EB (LSTENING Part 2 - Exam boost) � 69 and 60 (READNG AND USE OF ENGSH Pa 4
See Speaker 1 in 6.6. A: ts  ime or this years Oscars, and because itseems as
ts ime
� 68 (STENNG Pa 2) i waking down the red carpet  as impoant as the awards
 hemselves, 'm joned by eneanmen
eneanmen journaist Katy Hendrick
Hendr ick
Thank you for allowing me to speak to you a today. I've been  o tal) about what it a means Katy, where exacty does the
researching anger as pa of my studies and waned to share
wha 've learnt
someone wth youhas
or somehing
or Youannoyed
might thnk we get
us and angry that's
of course because concept
B: t hasofantheinteresting
red carpethistory,
comeactuay
rom? t comes from
part of , but o be more speciic, i happens when somethng ancien Greece One of the firs firs  menions of it is n he pay
pa y
doesn' mee our expcaions AgamemnonAgamemnon's
Agamemnon Agamemnon's wife ros out the red carpe or he
reurn of her husband, although le's ust say hat that doesn't
Appareny, anger and rustraton are quite similar eelings, end pariculary well for hi Red  or perhaps purpe at tha
which  hadn't known before
befo re but whch made perfect sense  ime, academics aren't sure  was assocated wh royay and he
 to me whe  read t.What dd srprise me though s that tha t we upper casses
sometimes use anger o covercov er up our rea
rea  feeings, feeings A What about more recen hisory?
we don't want
want peope to know about- anxety abou work, B Wel, we know that in 82, US Presiden Monroe was
relationships or our finances
fina nces for nstance WeWe don' cover up our wecomedd n Georgetown by a red carpet along the river,
wecome riv er, and
rea feelngs on purpose, of course.
cour se. We oen don' reaise we're  that in the early 900s in New York, train passengers waked
doing it, and ohers mght nono  either. on and o he train va a red carpe. t made he ourey seem
Like most of us,  used to perceve anger to be a purey negaive fancier than oher forms of transpo.
eeing, bu my view on that has changed.The
changed.The frs reason s hat A When dd we sta associaing the red carpe wth
anger heps o ensure our surviva in crcumstances we perceive as Hoywood?
dangerous
prepare t causes
us for fight orchemicas
ght Thisoisbe
thereeased intoeary
choice that our bodies
humanstha B That was in er .. he 920s for arge film premers  was

had when ced with a arge vioent wd anima, fr exampe sed f the st tie at the Acadey Awads, o the Oscars,   
Fgh means staying and deaing with the situation. Fight means 96,  beieve
beieve
running to escape it. Even oday, we migh find ourseves ou rseves in A Do you thnk red carpet evens today are ess specia specia  han
situatons where we subconsciously have o make ths choice   hey once
once were?
when we see a arge dog running owards us for instance. B Seeing a Hoywood star today is not as hrilling as i was in

n situaons
situaons ike this, the
t he chemcas reeased cause our heart rae  he pas, in my view
view 'd ove oo have been around in the 950s
 to go up and bloodblood moves from our major organ organss o the bood  think that was the best oywood era we've ever had with
vesses near our skn s kn so our
ou r musces ge more oxyge oxygen
n That's stars ike, you know, Grace Kely, Mariyn Monroe and James
why we get a red ace Our body temperature ncreases and our Stewar: think here
h ere are fewer realy glaorous events today
breahng quickens.A of these thngs prepare us to act and A ot o premieres feaure less weknown peope  reait reaityy
 was peased to find out that f we do coose to stay and dea stars and peope ike tha
th a ha makes the red carpet seem ess
wth the siuation and get hu, he chemcas caused by anger gamorous, to me anyway
help us to ee
ee ess pain  or a whe anyway! A When did ashon and the red carpet become so cosely
There are oher advantages o anger not reaed to fight or connected?
figh. For
For example, when we hear abou something unjust, his hi s B Ah, over the ast few decades, 'Who are you wearing?' wearing?' seems
can make us fee angry, and ths anger can push us to ry to  o be the
the most frequent question
question asked by by ournalists on the
sove he probem or at eas try t ry to make a dierence in some red carpet. There's a whoe heap of peope whose jobs it s o
wayTha's
way Tha's because the anger provides us with the motivation make stars ook good  designers,gners, stylists,
sts, hairdressers, makeup
 we need to act Wthout it, it , we vey
ve y possiby woudn' bother. aiss 's a much bigger industy than  once was.There's a o o
f asked, most of us woud say that peope who get angry pressure
pressu re for women in paicular
pai cular o dress more spectacuary han
reguary are pessimistic peope so it made me smie when in prevous years.There
years.There are a ot
o t of expectations
ons
 came acoss vaos stdes that say theye actay optstic A What does a wak dow the th e ed capet do fo a peso's
and have a o in common with peope who caim o have a ot career?
of happness in their ives. So, that's another benefit. B We, it can get them noticed and he more hey're
And a fina one s that it can cause us o ak more and noticed by the meda, the more peope take notice of them
understand each other beter.  think this t his can make our Occasionally, acors and acresses go or reay unusua outits
relationshps better as we no onger keep our eeings insde  hat get them noced, ike Ceine Dion's backtofront sut with
'm talking abu getting your pont across n a way that's matchng hat and sunglasses, actress and singer Cher's unusua
passionate raher than screaming a your oved oes, o course headwear and snger Bjork's swan dress
f we hs
 then can'tcan
stopbeourselves fromthere
an issue bu shouare
shoungngechniques
and even beng
to heprud
A Ah yes, he swan dress  remember
stu Katy, hanks very much r emember ha. OK, interesng
Some peope suggest
suggest counting to ten or taking deep breaths,
or we can simp wak away to cear cea r our houghts Waking away �6 (SPEAKNG Part3)
is the mehod 'd say is most eecve. A  can' beieve i! The Vnage estivas been canceed 

So, anger sn' the proematic emotion that we oen assume was so good
good as year   oved all hat vintage
vintage fashion and music
it is Whie
Whie some peope might say we should aways keep our A whole group o us were pannng to go What's happened?
 temper under
under contro,  hnk that
tha t it's OK i we sometimes ose it. B We, apparenty the costs have gone up a ot ths year, bu

As ong as we don' harm others, anger evey now and then can  he real probem is a the red ape from the counci and he
actuay produce resuts we can benefit from polce. The
There
re are so many restrions.The counci are saying
137
 

AUDIOSCRPTS

N7 A: Can you gve us an example?

7.1 and 72 (OPENER)
A: Rght everybody, moving on. This next exhbit is a secton
of wallpaper
wallpaper om over 150 yeas ago Now, you may think it's
stylish and eto, o you might hate it with a passon! The eason
its here in ths exhibiton on the
th e Victorians is actually qute
siniser Ths wallpaper was very dangeous A lot o people
who lived in rooms wih this came down with nasty nesses and
many usually childen, never recovered Any ideas why?
B: Was it because o something in the geen dye? I think I read
something about i n a detective story once!
A: You're absolutely right Killer Green! This brght vivid colour
was caled Scheee's Green ae he Swedish chemst who came
up with the ormula o t t in 1778 And the Vctorans loved it
But t contained a poison - arsenic! And you didn't even need to
 touch it, you jus had to spend time in the oom It gave o a sot
o gas No, don't wory! Its completely safe now!
: Didn't hey realise?
: Doctors eventually worked i out when patents got over
 he ness aer being moved out o the t he ooms and then got ill
again if hey
But hey camemoved backall
u p aganst
up Thesors
authories tied to
o problems ThegetVicorians
it banned
oved showing o the ashionable green walpape and didn't
want to give t up. The people who made and sold it obviously
wanted to keep on selling
selling t! Finally, the authorities had to face
up o the seiousness o the problem and they dd away with
arsenc in green dyes n 1895
: So was arsenic
arsenic used in geen dyes or oher hings too? too?
: Oh yes, unounately! See S ee this green dress and man's
waistcoat? An An arsenic dye was used or those  and hese gloves
 too Peope came out in panful red spots on thei skn! And over
here s a ramed piece o carpet
carpe t Geen dye n that too and also
n things like posage samps!
B: Wow! It's amazing that any Vctorans suvived at a!
( 73 (READING AN USE OF ENGLISH Par 6)
A: Really interesting aicle I love that they're
t hey're indng cleverer
and cleverer ways
ways to mae fms even more amazing! And ha
 face manpulation technology  I'd love to be able to use i n my
own videos Thin what un tha would be!
B: We, hee's the solar cooker which cooks oo with the
hep o the sun It's used by camers who want to
want to have a
barbecue while on holiday, but it'sit' s especally popular with
cha�es who supply them to villages without power around the
wold
A: Wha are the beneits over a classc babecue or open ope n re?
: Well, they  they educ
educee fuel costs and lss pollution is
released into our atmosphere as theres no longe a need to
bun wood or coal Fewe trees are cut down oo
A: What else has impessed you?
B: I eally ke the personal water flte Is like a really big staw
whch you din wate through It ites the wate so by the time
it enters your mouth t's clean It can actually clean 4000 litres
litres o
water so ts great o people whose wate supply is polluted or
who are involved n an emergency or natural disaste.
so t
A: It sounds lie its something that every surviva kit needs
B: Yes anyone goingoingg on a journey in an aea wthout clean
water shoud probably ave one with them
A: Speaing o waer each of us appaently uses, on average
addess
140 litresthat
o water
issue?a day Are there inventons designed to
B: Yes, aound 60 litres o that water can go on an aveage
shower, so hee's a showe head
h ead that's desgned to reduce that
by about wothirds
A: How does t do it?
: A classic showe head eleases quite a lot of water which
quicly washes down the drain The more envionmentally
riendly version reduces the water to seam and vey tiny dops
so that you dont use as much water, but at the same time its
supposed to actuay cover more o your body  havent used it
myse but I'd really ke to give it a try
A: I sounds lke a sensible
sensible way to get us to educe ou wate
use
B: Yes Many aeas ae experencing a higher incidence o
 the
water
shower
shorages
mersoha
weyou
eally
stc
need
n your
to dobathoom
something.
YouI also
statlike
it when you get in the showe and aer ou minutes, iti t tells
you that your shower time is up and it's time to get out Fou

: I don't know I think Im getting a bit ed up wth all the  
speca eects Some ils just have crazy vsuas rom the
begnnng to to the end I'd like o see ilms go back to havng
good stoy ines exceent acting and not distract us with oads
o fancy tricks Somemes when you talk with your rends about
 the film, they have more o say about the car chases and ight
scenes than anything else
minutes is considered to be long enough o wash poperly so a
ime e this s a geat way to emind
emind us to stop wasting wae
unnecessarily
A: What a good approach o rase awaeness of ou water
use And what about addressing other types o waste? Is thee
anythng that gives us the oppounty to ecycle more or
example?
B: Yes theres the pinte which works using old ea leaves and

( 74 and 75 (READING AND USE OF ENGLISH

ENGLISH Pa )
) coee grounds athe than a classic in catridge
A: How dos  work?
A: They say that necessity is the mother of invention, so as we
become more aware o the necessity tot o adopt greener lifestyles, B: You keep the waste rom youea and coee and then the n you
moe and
Here to emore inventon
inventons
us about somes are appearing
o those that help
inventions is FayusDavson,
t  do that
t jus
It's apour
bit more
it intowork
the for
printer
the owner
with some
hanwate
normal
normal,
and
, but
youitsget
mre
ink
author o the bog Go and Live Green Fay, how useul are these economical and t educes the number o plastic ink carrdges
inventions in addressing environmental issues?  hrown away when heye empty o, as s oen the case only
: Some o o them are very useul. Theye designed to help paly empty.
peope who lve in aeas without clean
cle an wate or electicity o ( 76 (ISTENING Pa 3)
example. Othes are designed to encourage hose o us who When I was 25, three o my riends went bacpacing around
do have access to hose thngs to reduce the size of our carbon  the word or a year, eaving me behind I spent the irst few
 footprnt. Some can do both weeks o their trip staring at photos o them n exotic places
wishing it was me
139

AU DIOSCRI PTS
.

( 7 .7 LISTENING Part 3) The responsibility sat heavy on my shoulders and I became a
constant worrer.
When I was 25, three of my friends went backpacking around
 the world for a year eaving me behind. I spent the first few 5 I met up wth an old school friend a couple of years ago
weeks of ther trip staring at photos of them in exotic paces, Hed just bought a brand new spos car and was showing it o
wishing t was me.  tod me about his life and t
He tod
He  t all sounded so perect I have
 to admit I felt jealous So the next day
d ay I went to my nearest
neares t
I was so envious that one day I just quit my ob and booked a showroom and exchanged my sensble modern car for an od
 fght to join them. I didn't gve my
m y famiy or career a second
 thought. I just packed my backpack and o o  I went The problem secondhand spos car. It was money well spent I thought
was that my friend's photos didn't realy tel the whole story of Except that the roads near me are full of potholes I was
constantly damaging the wheels and had to pay almost monthly
what it's lke to backpack around the world. Aer just a couple
of weeks, I knew it wasn't or me. Yes I got to see some amazing  to get them fixed. My friends thought I was mad and eventually
places but when you go from place to place every few days you persuaded me to se it.
don't really get to know it at a. It all fet very supericia Then ( 71EB and
and72EB
72EB ISENNG
ISENNG Part 3 - Exam boost)
 there was the accommodation
a ccommodation Hostels are cheap and cheerul See Speaker 1 in 7 8
but they lack the privacy I need in my life. I hated them.
The shared rooms, the shared bathroom the noise -I got tired 7.9 and7
and710
10 {READNG AND USE OF ENGLISH Pa 2)
of them very quckly I managed to stay about two months : I've just been readn
readngg up on coour blindness, or or coour
coour
before I came back home and had to move back in with my deficiency, for a project at college and there's a lot that  didnt
parents. It took me fve months to find another job and when know.
I did, it was lower paid than my previous one with fewer B: My cousin's colourblind and he mght confuse the colours

opportunities for promoton They say the grass is always of trafc lights He has to focus on whch lights are lt up, rather
greener on the other side but ths was one occasion when that  than the colours
colo urs themseves ls it just red and green that
simply wasn't true. people confuse?
A: We that's the most common form-99 form-99 percent-but
( 78 (STENING Pa 3)  there are a few people who can't dstinguish between blue an
1  had some friends who retired to a remote pa of the yellow. And men are more likely to be colour defcient than
countryside. I really envied them being surrounded by fields
women Apparently one in twelve men, but only one in two
and fresh air all the time so as soon as I retired myself I moved
hundred women .
 to the same area It was about 20 miles from the th e nearest train
B: Really? But how do you get t? t ?
station. At first I loved being so far from civiisation but the
A: Well, the reason why most people have it is that t's
reality soon ht when the power kept going out leaing me
literally in the dark It ruined my time there so eventually I sold hereditary It's usualy passed down through families and usually
 the cottage and moved back to my old town  made a profit on aects both eyes Once you have t, its hard to treat There are
it though so that was good. some specia lenses or glasses that can hep but there's no cure
-yet. And you know -you might not be able to work as a police
2  rarely buy a lottery ticket but one day I decided to get one
oicer, an airline piot or a fire fighter f youve got the problem
and shockingly
own  won.
house and got I was
a few ecstatic!
treats for myI quit my job
friends andbought
family Imy
didnt B: So, it can have a serious eect on your life

 tell anyone ese as I didn't want the world to know Anyway t A: Well, I guess if you want to do those obs or maybe become
was amaing at first but
but afer a while I realised just how distant I an artist. It says that it can aect what you eat too. Imagine if al
was becoming from eveyone.  had no one to hang around wth bananas looked green or brown it could put you o the.
 durng the day as everyone was at work. They also expected me
 to pay for everything
eve rything I didn't mind spending thet he money but the
 fact they expected
expe cted it was disappointing
disappo inting
3 'd been a fan of people wth their own video channels for a
while. They seemed to have it all-a
all -a fun job fame and enough
money to ve on. So  bought some equpment and stared my
own gaming channel Surprisingly it ddn't take long beore I
got noticed and acquired a lot of foowers. Adversers were
interested too but it was hard to cope with reading people's
negatve opnions about me. My anxiety levels increased
signifcantly
 friends were and I decided as
as supporive to give it al
a lways
always andup.that
Founately myto deal
helped me
with the situation
4 Several of my friends had their own businesses and I thought
 they were so lucky
luck y not to have a manager telling them what
 to do So I started
st arted my own marketing company and before
ong had a sta of six people. I soon realised that being your
own boss meant long hours, no free tme and a whole lot of
paperwork to sor out. On top of that, I had a million choices
 to make every
ev ery day which would
wou ld impact not ony
o ny on myself
but on others too, and nobody there to help me make them.
140
AUDIOSCRPTS
of  their own. Why don't
hee who can't aord to buy a place of their
 they bid a bock of fats which are aordabe for fist-time
buyes? Eveyone needs a home, don't they(
P: Good point Kerry.Yes, that's one of the options. How abot
Cae 2  Maek isn't
isn't it? What do you thin?
thin?
: I competey agree with erry abot the need or afordabe
homes n the area, but I aso think the area needs some green
space. For me the best choice woud be a park. We've got ots
of houses and shops bt there's nowhere round here where
peope can just go to wak amongst trees and reax That's so
impoant for a of s Knock it down and pant some trees
and grass that's my opinion! That's way more impoant than
biding a shopping centre or anything ese ike that
P: Righ
Rightt mate, we need some green  eveyone's coveringcovering the
grass wth concrete, aren't they? Caer3,
Caer3, what do you think?
: 'm Aeena, and personay, I'd go for a paygound for kids
I mean, chidren need somewhere to pay otside and in this
area, so many famiies ive in fats  they don't have gardens or
room for paying otdoors and geting execise and fresh air
That woud be briant  thnk.
P: Another great sgges
sggestion.
tion.Thanks Aeena Caer 4 now
What's yor sggestion?
4: Tracy here  and yeah, there ae ots of possibiities bt top
of the ist in my opinion wod be an open space for maybe
a festivas and gigs? Or even open-air cnema  some sot
of enteainment area that young peope can se too At the
moment peope have to trave ies to get to theatres or
cinemas. ow abot a space that can be sed for a a  sos of
shows and where peope can get together? It coud make the
pace more of a commnity.
P: Now, there's an interestng idea! Caer 5, anyhing dierent?
: I ike the idea of a payground  bt aybe combined with with
some otdoor tennis cots o a footba pitch? Something
 to et teens pay and get exercise as we as chidren? The
od warehouse gronds cove a very big area so it shod be
possibe. The openair theatr
theat r space idea is interesting, but
 that'
 that's
 to dos nowhere
spor nnear as impoant
impoa
exercise, is it? nt as peope having some paces
P: Good thinking AndA nd finay, Caer 6. Jamie?
6: Got to be a spors centre mate. No qestion  with a gym,
B: ut I suppose, f they ve always looked green or brown, then
you would be used to it.
A: True! They also say that a ot of famous brand logos are
blue because more people see that colour clearly.
B: ls it true that dogs are colour deficient?
 Well, they're not deficient, s just a case of their boogy
Apparently scientsts beeve that the coours seen by dogs are
manly blues and yellows. And I bet you didn't know this-some
this-some
people think that our language actuay infuences how we see
colours. For exampe the Himba tribe, wh live in Norhern
Namiba, only have one word for blue and green. Its possibe
 that they haven't got colour defcency, but that they see coours
co ours
diferently.
B: That is interestng-you
interestng-you wouldn't think about that would
you 
71 and712(SPEAKING Pat4)
 = reee
P: Hi Caller 1, you're through to TimWhats
TimWhats your vew?
1: Hi 'm Kerry and Id lke to say that I'm so gad the old
warehouse is gong! In its pace I really think they need to uild
some aordable housing There are so many people around
4 We can ony showe every other day at the t he moment because
of t and the shower has to
has to be reay shor or we won't have
enough for dining and cooking.
5 It sits on the edge ofo f a vage. It's eay od and it's got a
 thatched roof you know one that's made from straw. he rooms
aen'big bt they'e incrediby cute It's I t's a ovey pace to stay for
a hoiday in the county.
6 I've tried to educe mine over the ast few years. I wak or
 take pubic transpo where possibe, and 've decded not to fy
abroad for hoidays any more I try to shop ocay to to redce the
need to tanspor food ong distances.
7 here's a caf on the gond foo which ses dinks and
snacks, and a canteen on the third foor whch ses hot meas
at nchtme Both ofer discounts for staf.
sta f. There's a gym on the
sixth foor too, which is free to se
s e and a cche on the foh
foor for empoyees who need chidcare for their chidren.
8  work fo a charity which sends rescue woers ike me to
areas that have suered from eahquakes tsunamis and so on.
72VF
See Ex3 page 07
 73VF
When adthe
we hear 74VF
environment mentioned in the media, the
ocus is oen negative. The repors generay
gene ray hghight o need
 to face p to environmenta sses. These might incude cimate
change, pouted rivers or ar potion So it's nice to hea a
positive sccess story once in a whie. When
When photojornaist
Sebastio Ribeiro Sagado retrned to hs famiy's ranch n a
remote area of Bazi aer years away he and his fe were
horrified at what
wh at they fond. The forest surrounding thet he anch
had been cut down eaving just barren, brown and as far f ar as the
eye cod see However the destruction had not ony impacted
on the appeaance of the area it had aso aected the widfe,
which had a but disappared.
disappar ed. Sebastio beieved the and and had
become sck so he and his wife set abot fnding a cre. Ove
 two decades they panted two mion trees and now the ranch
is surronded by hndreds of hectaes of vivid green oest fu
of widife again. Let's tak to Sebastio to fnd
fn d out more abot
how he did it 

poo, cos. Indoors thogh, so we don't depend on the
weather, know what  mean?
P: Thanks Jamie. We, a ot o f good thoughts
thought s there. Listeners,
a these ideas are on or webste  so go on and vote
vote for yor
favorite.We
favorite. We et the conci know which option is the most
popa Now et's get some msic on, ..
7.1GF and 72GF
See Ex 5 on page 91
(71VF
 I guess
guess every generation has them, bt there have been a
ot n the ast thiry years  smarphones sma watches, socia
socia
media.  expect there' be ots moe in the futue
2 So I dressed p as a queen and wore a big dress and a
crown. My friend dressed p as a spaceman bt he got g ot
prety hot
   ove the patern and it wi make the room ook great, bu 
it's so hard to pt u and then take o again when you're bored
with it and wan something ese Are you sure you don't just
want to se paint instead?
UNITS
 8.1 and 82 (OPENER)
My name's Anton Novak and I'm an entomoogist. Athogh
 study a insects bees are my speciaity. When I say the word
'bee' I'm sre many of yo pictre the same thing thing  a yeow
and back striped honey bee. And yet thee are ar e actay 20,000
species of bee aond the word. Many species ae competey
dierent from each othe and ery few actuay make honey.
However, it's the chaenges facing honey bees that I'm hee he e to
 ta abut today.
Honey bees ve together in hives. During the summer months,
 the qeen bee ays p to 2500 eggs whe the worke bees b ees  a
femae  go out and coect
coect nectar fom fowers to create the
honey.They do this so a the bees
be es that ve n the hive have
enogh food to survive the winter months. The oe of the
mae bees is simpy to mate with the queen bee. They don't
get invoved in any other actvities.
act vities. At the end of the
th e smme
 they're aay kicked ot of the hive as their job is considered
 to be finished.

1

AUDIOSCRIPTS
�-

A hive ca have up o  o 60,000 bees

b ees in i·They're al highy  84 and 85 (STENING Par )
efectve team wokes - dong what hey can to ensue he 1  fid he concep o 'fieds reay erestig, wha wh
suviva Beieve i or no, hey communicae hough dance, as eveyoe having hundreds o friends o socia socia  meda Ae hey
we as sme ad he sharin
sharingg o food One bee w probaby reay frieds? I now os o pepe bu I can coun he umber
produce us a weh of a easpoo o hoey i is ifeime of rea freds o
o oe hand and o be hoes
hoes has a I eed  a
As
iogam
he necar
o hoey,
om four
is cear
mion
whyfowes
so many
arebees
bneeded
ees worgeher
creae oe few
maepeope o eep
me augh whemeI eed
sane iiora cazy
who'word
discuss peop
peope
spoewh
who'
me
Acuay, hoey is a incrediby
i ncrediby ieesing subsance The The  or hours on end
end.. Is defniey moe abu quay ha quaniy.
combinaon
combina on of s gredien
gredienss ad is ac of waer mean i 2 I's good o have rieds ha eep an eye ou o you and
ever goes of A po of hoey found n Egyp was esimaed chec ha youre OK from ime o ie. We a eed ha Tae
 o be around 3,000 yeas od o d ad  was si
si  asy according o my red Ruby, for insance She aways buys me yeow fowes
 hosee adveurous enough o ry i
 hos whe Im  o going hrugh a bad ime I ie yew, bu ha's ha's
Bu heres he issue Abe
Abe Eisei oce said
s aid ha ifi f bees die n why heyre specia I's because yeow represens fiedship
ou, humas wi ony survive aoher our years Ths is becuse apparey Those owes mae me apprecae how ucy I am
bees ad humas have bee cosey ied for housads of  o have her
yeas Whou bees and her isecs carryig poen from 3  There are a ew diferen
diferen reasos why my friends are my
oe pa  anher, pas can' reproduce, s bees are viay frieds - weve go smiar
smiar ies ad dsies ad we've g
impan i he gowh of frui, crops ad oher pans We shared hisory, for exampe Bu he mai hig is ha I ca us
jus have o o a our beafass o fuy undersand heir reax wih hem I do' have  peed o be somehing I'm no,
mprace Wihou bees, we woud have cerea, oage ie I migh do wh oher peope Im no so comoabe around
 uice, oas, am,some
Uforuaey, ad species
he s goes ohave died ou in he
of bee 4 I used o hi ha fieds wee more impoa ha famiy,
bu as I've go oder, my fiends have moved away and Ive
as hundred years and bee numbers have dropped quie changed obs and os touch with peope So ve v e come o
significany.
significany. This is widey beieved
beie ved  be he resu of a oss o reaise is no rue Friends come and go bu famiy are si here
haba, he use of chemicas in farming and an d cimae change  Tha's why I spend a o of ime wih my sbigs hese days
Pepe around he word, fom sceiss ie me o farmers o We migh n share he same ieess ie I do wih sme of my
odina peope  heir gardens, are deepy cocered abou frieds, bu heyre aways hee fo me when I need hem Fo
 he surviva of bees ad are woing had    mae sure hei me, ha's he rue definiion of a ried
numbes gow agai
So, hw can you hep o save he hoey bee? We, here are  86 (STENNG Par 4)
umeus ways Fisy, buy orgaic food whee possbe and A:  Today, Im oined by psychoogs Crsa Cr sa Mea o a
avod puig chemicas on ay pas you grow If you have a abou he opc of human rendshps Cisina, wha acors are
garde, pa a wide variey of pas and rees, and persuade imporan  a friendship?
oca gvenmen o do he samn pubc paces  your aea. : We everyone has deren ideas bu one recen sudy sudy
You d' eed huge spaces o mae a derece Nw, e me suggess hee are commo hemes The mos signfica o me
 e you abou how o eep bees  seems omeion
peope be havng muua
incude herus adorespect,
abiiy bu ad
ge n we oherhave
facors
s
 8.3 (READNG AND USE OF ENGLSH Par 3) o u ogeher, as we as he abiiy o mainain a bod despie
 There are a cosiderabe number  ceebraon days  he  he fac yu d ecessariy see
se e each her a ha muc�
year - Moher's Day, Chides Day, Word Heah Day, so
so why
 o a Word Emoi Day? Snce he firs emi was ceaed   87 (STENNG Par 4
Japa  1997, hese cheey ie icos have come o pay a  Today, I'm oined by psycholgs Crsia Mea o o a
sigica par in how
how we communicae  moe ha five biio abou he opic of human friedships Crsa, wha acos are
emos are sen on Faceboos Messenger every eve ry day So, is mpora i a friendship?
undesandabe ha hey have e own specia day Ad he : We eveyoe has dfeen deas bu one recen sudysudy
dae? s he 17h of Juy and heres an appare reason for his suggess here ae commo h_emesmes  The mos sigfica o me
- is he dae ha feaures o
o he acua caedar emi seems o be havig muua rus ad respec, bu oher acors
So, wha happes  Wod Emo Day? We, unsurprisingy peope meon incude he abiiy o ge o we and have os
is ceebraed mainy onie,
onie, whee peope wee ad voe o of fu ogeher, as we as he abiiy o maa a bod despie
favourie emois, ec These days peope have ove 3,000 o  he fac yu don ecessary
eces sary see each
ea ch oher a ha much
A
choose
'seepy'' fom
'seepy  as I usuay
Las years
am!choice
No, i was
wasn
hemy
oneavourie,
ha waswhich
whic
amedh is haveIneesg
somehig I've ead hawh
 common we ed
Whyois choose
ha? frieds who we
word o he year by Oxfod
Ox fod Dicioaries bac in 2015, he one : I coud be ha we perceive hese peope as being moe
 ha shows ears o oyoy  And on his day he se of ew emois recepve o us whe we cha o hem o ha we' have mre
for he year s aso reveaed - 230 brand ew emos reaed  hings o discuss, and ha migh we be rue
r ue Id say is more
 to even moe eegs moods obecs gestues and acvtes
acv tes abou the act that having iends ke ourseves w owe the
wi be avaiabe for us o incude in our correspondence his eihod of argumes Pepe d aways choose frieds
comig yea. And i you ie dressig up, Word Emo Day is an simiar o hem bu i's ineresg ha we oen do
oppouiy for a Emoi pay so pu on you you smey face
face A Yes, i is. Now, neurosciece seems o sugges ha a more
and eoy diverse gup o feds ca hep o increase our brain power
Wha do you hin abou ha?



AUDIOSCRIPTS

B: It mght soud ridiculous tat ou frieds ca actually B It has yes. Its beeved food was fist caved over two
make us oe tellgen but is enely possibe, as our bans  tousand yeas ago Te eaest kow
ko w food cavings wee
costatly chage. So we we iteract wt people om made from rut ad vegetabes
veg etabes i Cia. Of couse ood may
dferet backgrouds wee calleged to cosider tgs have bee used to cae sape og before that.
weve ever cosidered befoe ad make sese of tem. This A More recety other food items ave bee used  cags
essetally chages our bai processs Im glad weve foud avt tey?
 tis out because t migt mae
ma e people look fo a wider variety
va riety of B: Thats rigt tey have. Cocoate is a popular mateial.
 frieds i future. Its tougt tat the first chocolate a was aroud 1935 altoug
A Yes t migt o some people at least I your book you talk  teye moe elaborate these days utte s also popuar ad we
about te sze of the huma bai ad teoies as to why ts is. ow tats bee aroud for 10 years! d of course tees
B: Yes. My log-eld belie was tat ou arge bais wee ceese wic s muc more ecet
caused by our eed to maage more sophistcated reatiosps A: How did you get ito ceese carvig?
 ta oe aimals but a's bee repaced byb y a ewe moe B  was workig i a ob wic ivoved makig carvigs fom
pesuasive teoy. I souldt be upset by tat but its hard  fruit ad vegetabes for displays
d isplays so I was aeady uite skilled
we yu ave to admt to your colleagues tat youre wrog! Oe time I was ased to mae a ceese sculptue for a ceese
We ow tik our lage brais are to do wit te eed to maufacurers aual dier I ad to ea uicky but I reased
problem
prob lem solve i orde to suvve wic
wic maes sese I reay loved it.
A: Yes it dqes. Wat oter eects ca friedsips have o our A: Wat makes it special?
bodies ad ids? B: Ceese is cosidered to be a eally ice materia to work
B: I dot tik it amaze ayoe we I say tat peope wit There are a vaety of ceeses to coose fom suc as
wit good redsips ted to live loger altough its always guyere or brie ad al ave teir beefits. We we ete
credibe
ave similatolevels
me tat we ted totobe
of immuity usfrieds wit people
pesumably who
so we dot competitos te sposors provide te ceese so we have to
work wt watever wee gven atoug  personay pefer
catc nast lesses from tem Of course friedsips ca be ceddar cheese as its sof eoug to work wit but ard
egatve
egat ve too. Its o surprse tat maagig tem ca be pety eoug to keep its sape i hig temperatures. I id it lasts a bit
stessu at times. loger. Of course o matte wat ceese you work wit oce
A: Yes from experiece tats tue! re we lueced by a piece is emoved it cat be put back o so you ave to be
 frieds deety at dieret stages
st ages of our lives? eally carefu wit t
B: Cetaiy yes Freds sape us trougout our lives A: Wat are you gog to cae for the camposhps ad
altoug Id say oe so mportatly as we were chidre ow log wi it take you?
s kids we paicipated i imagiatve games ad messed B: m gog to mae a lage eage ad itll probaby take
aroud witout a care  te world ut wile we played we me about eigt ours to cave t rom a uge bock of ceese
woud also commet o eac othes beaviou ad tat I use varous toos trougout te process some usually used
 focedd us o adjus and
 foce an d deveop
de veop ou soca skls
sk ls  s s a vita o clay cang but aso ceese wre for cutting.  g use
par of ou developmet oter tems that you id aoud te ouse like small ives ad
A: It was very easy to mae ieds as cildre but its muc a ceese gater. Hopeully te ed resut will be good eough
moewat
 tey diicult as adults.Wat
adults.
to expad theWat woud
umber youodsuggest
of good
go reds peope do f
te y have?
tey  to wi irst prize!
A: You sculptue will be made live i fot of a audiece.
B Youre igt
igt makg freds becomes arde
arderr as we get Wil you be evous?
older as  my vew we fear reectio muc more strogly
 B: I ofe make my sculptures i a pubic place so I m used
 few yeas ago I moved to a dieret part of te coutry  to it
it   ust tue eveyoe out ad a d focus o wat Im doig
d oig
 made a real efo to make freds with a ew colleague because ocus is realy ey You eed sll tat goes witout
Maia. I socialsed wit e a lot ad eve trusted her wit sayig but you also eed focus ad patiece.  you rus
pesoal formatio but i te ed it came to otig more  thigs or o r lose
los e cocetratio
coce tratio eve fo a few secods
se cods it ca all
 a a work
wo rk reaiosp
rea iosp So  recone
r econeced
ced w
w  a old
o ld scoo
sc oo go horribly wrog.
 fred
 fre d i te same
sam e area
are a Tis s
 s te appo
appoac
ac d sugg
suggest.
est. A: We we ope that doest appe today. Good luck!
Id ot see her for years but wee close agai ow Im ookg foward to seeig te ed result!
A Tats great! ha you Crstia. So ow lets talk about .
B Tas!
 8.1 EB (LISTENING Part 4 - Exam boost)  810 (SPEAKING Par 2)
See 87 Last week I saw a amazig documetary about decutterig

See82EB
Speaker(LISTENING
(LI1STENING
i 8.4 Part 4 - Exam boos) ad ealised
advice i the wat a total mess
documetary admy clotes
stared wee  So
by trowig ouI took te
ayhig
I kew I wouldt wea agai  a those ust i case cotes
 83EB (LISTENING
(LISTENING Pat 4 - Exam boos) wet to car sops.  cocentrated very ard (as advsed)
See Speake 2 i 8.4. ad refused to get ostalgic about tigs Id wo i te past.
 88 and 89 (READING AND USE OF ENGLISH Pa 4) I looked at everyhig wit a practica eye. It too ages but  felt
so good aewards No more piles o te oor or umpers ad
A: Im ere at tis years food festival were seveal artists will shis stued ito dawers Now I ca see everytig at a gace
be competg  te ceese caig champiosip Wt me is I my wadobe I ave my wok clotes  suits sma tousers
tousers
e of tose artists
artists  Marcus Evas Marcus food carvg as ad ackets ad sis for te oice agig  te le Te
bee aroud for a log time hast it o te right Ive got my afer wor casual cotes  eas tops
143
 

ANSWER KEY

5
UNIT 1 BLUE 1 C is correct (The text implies that such flowers would be seen in
OPENER spring gardens in London or Japan: ‘I’m in the driest place in the
world …’  A is not stated.  B is incorrect because he likes to stand
Vocabulary: Phrasal verbs back and enjoy the experience.   D is incorrect because he moves
1 carefully but not necessarily flexibly.)
Students’ own answers 2 C is correct (The writer says, ‘I’m lucky that my work … takes me
2 to some of the most amazing places …’ and that ‘It feels a real
privilege.’  A is incorrect – ‘pays reasonably well’ does not indicate
Students’ answers based on:
being impressed.
1 People don’t always see colours in the same way, e.g. children
B is incorrect because he states it as a fact, not a surprise.  D is
sometimes say the sky is white or colourless / some tribes couldn’t
incorrect because although he mentions experiencing an event,
distinguish between green and blue.
he does not imply pride in this.)
2 It was the last colour to have a name – there is not much blue in
3 B is correct (The writer says they ‘need to sell copies and imply
nature.
that they are once-in-a-blue-moon events.’  A, C and D are not
3 Egyptians wanting to copy their favourite precious stone, lapis
stated.)
lazuli.
4 D is correct (The writer says ‘I would desperately love to see
4 It was an expensive dye – only rich people such as royals could
[a Fire Rainbow]’ and then says ‘Sadly, I am never likely to see one
afford it.
…’  A is wrong because he does explain it.   B is not stated.  C is not
5 It represents ideas of truth and authority (therefore used for
the best fit because he mentions that the name is inappropriate.)
uniforms), unity and power (used in flags and by sports teams),
5 A is correct (The writer says ‘I say ‘treated’ but the experience
peace and calm.
was so terrifying that …’  B is not true.  C is wrong – the sight was
3 amazing but that is not why he repeated the word.  D is wrong –
1 found by chance 2 read about the past 3 discovered he doesn’t say the event made him feel special.)
4 originated in 5 invented 6 read 7 explains; represents 6 C is correct (The writer states ‘The scientific reasons behind such
8 respect events are certainly fascinating but for me it will always be about
4 their magnificent beauty.’  A, B and D are not stated.)
1 look up to 2 looking back 3 come across 4 comes from 6–7
5 found out 6 comes up with Students’ own answers
5
Students’ own answers READING AND USE OF ENGLISH
Part 1 Multiple-choice cloze
READING AND USE OF ENGLISH
1
Part 5 Multiple choice Students’ own answers
1 2
snow in the desert; raining animals (frogs, insects and fish); She noticed the furniture
furni ture reflected Kahlo’s health, the folk art and
(brother bought the woman lunch) objects that influenced her clothes and her art, and her love of
2 plants and flowers in the garden.

Students’ own answers 3

3 1 to (La Casa Azul belonged to Frida Kahlo)
1 A (‘must have been’ – sure it
i t was + frustrating; ‘should have’ 2 to (Despite moving to other places, Kahlo returned to La Casa Azul)
 implies criticism in B) 3 to (The Casa Azul is a museum devoted to Kahlo s life)
2 B (he’d ‘expected’ it to be more interesting – disappointment; 4 of (The house consists of ten rooms)
A simply tells us he didn’t like it) 5 on (Kahlo had a mirror above her bed so she could work on her
3 A (their vision needed protecting, therefore the writer was paintings while in bed)
‘concerned’; B explains the fact that vision through the glasses 6 to (Kahlo and her husband added to the house and garden
wasn’t clear / was limited) when they lived there)
4 B (he is surprised that the events are only occasional; A says that 7 to (La Casa Azul appeals to visitors who want to get
ge t a better
they are ‘amazing’ but nothing about frequency) sense of Kahlo)
5 B (‘unlikely … spot any movement’; A gives a fact that has been 8 in (Kahlo succeeded in becoming an artist despite difficulties)
shown to be true, not an opinion)
opini on) 4
EXAM BOOST  1B 2D 3A 4C 5E 6F
SECTION A  5
1 1 appeal to 2 succeed in 3 on display 4 belong to 5 move to
1 D  2 A 3 F  4 C 5 E   6 B EXAM BOOST 
2 SECTION A 
1 regrets  2 doubts  3 suspects 4 hopes 5 refuses  6 accepts 1
4 1 devotes 2 moved 3 belong 4 appeal 5 working 6 consists
Students’ own answers based on the fact that the author states 2
that a lot of the ‘once-in-a-blue-moon events … although unusual,
1 pain 2 display 3 least 4 addition 5 rest 6 comparison
are not as unlikely as the hype suggests’
suggests’..

145

ANSWER KEY

6 7 C (The woman says that ‘one minute he seems quite content’

1 B (this is the only answer which collocates with ‘at’) and the next minute ‘he’s booking flights.’)
2 A (this is the only answer which collocates with ‘to’) 6–7
3 D (this is a fixed expression) Students’ own answers
4 D (this is the only answer which collocates with ‘to’)
5 B (this is the only answer which collocates with ‘In’) READING AND USE OF ENGLISH

6A
7 C (this
(this is
is the
the only
only answer
answer which
which collocates
collocates with
with ‘of’)
‘on’) Part 2 Open cloze
1
8 B (this is the only answer which collocates with ‘in’)
Students’ own answers
7
2
Students’ own answers
1 Question 1
LISTENING 2 One goes to bed late, the other early.
3 He keeps them awake going up and down the stairs for coffee.
Part 1 Multiple choice 4 She sometimes has restless nights – she follows a routine before
1 bed, she’s checked out some websites and she’s been avoiding
Students’ own answers coffee and drinking herbal tea instead.
2 5 having a warm bath and doing exercise
An old school friend turned up unexpectedly (‘a real bolt from the 3
blue’). 1 always think
3 2 usually feel
1 D disagree (they disagree that messaging bad news is bad) 3 have/’ve never thought
2 A agree (they agree that they’ve wasted
w asted time on the concert) 4 don’t tend / tend not
3 D disagree (they disagree that it’s
it ’s hard to follow new music) 5 depends
6 am/’m getting
4 D disagree (they disagree that we have nothing in common with
7 finish / am finishing / ’m finishing
old friends)
 8 only get
5 A agree (they agree that winning money can change your
9 affect
relationship with people)
10 is/’s always playing (‘always plays’ is also possible but the
6 D disagree (they both feel differently about having their photo
present continuous is better to indicate this is an annoying habit)
taken)
11 have/’ve been dreaming
4 12 are/’re building
C (The man says that breaking the social rule about warning 13 has/’s been stirring
people before you visit is ‘rude’. The woman says that she ‘wasn’t 14 means
impressed by it’
it ’.) 15 am/’m getting
16 am/’m cutting
EXAM BOOST  17 hear
SECTION A 
1
EXAM BOOST 
1E 2A 3G 4B 5F 6H 7D 8C SECTION A 
2 1
1 agrees 2 disagrees 3 disagrees 4 agrees 5 agrees 6 disagrees 1 has/’s 2 are 3 have/’ve 4 do 5 is 6 has
2
3
1 the 2 never 3 for 4 hardly 5 a 6 since
 A: An (/ən/) old friend from (/frəm/) school turned up on my 
(/mə/) doorstep yesterday. No message, no phone call, nothing. 4
 She (/ʃɪ/) said she (/ʃɪ/) wanted to (/tə/) surprise me. 1 of 2 spend 3 out 4 before 5 been 6 have/’ve 7 is 8 to
B: Wow, a (/ə/) real bolt from (/frəm/) the (/ðə/) blue then. 5
5 Students’ own answers
1 A (The manager says that she’d like to offer the employee
a ‘more senior position’ in his team.) SPEAKING
2 B (The woman says it’s not ‘fun for guests’
gue sts’ when they worry Part 1 Interview
before the party about ‘ruining the surprise’. The man agrees that 1
it can be ‘stressful’.)
Students’ own answers
3 C (The woman asks Lizzie if she’ll babysit while she goes to the
theatre and out for dinner.) 2
The blue-seven phenomenon. Blue is not a taboo colour and
4 B (The woman
personality’ ‘didn’t
and the man think the hero’s
agreed actions
that it was oddmatched his as to
and unclear represents beauty. Seven is not an unlucky number and represents
why he treated one person differently
d ifferently from others.) happiness.
5 C (The man mentions the fact that the woman has only lived next 3
door for a few weeks.) B and C
6 B (The man says that it was unfair of the newspaper to publish
the story before the employees were w ere told. The woman agrees
that it was ‘disgusting that the newspaper editors gave such little
consideration to the employees.’)

146

 
 

ANSWER KEY

4 In addition to this, when travelling abroad, it is possible to educate

B’s response is the most appropriate (The speaker answers the ourselves about the culture there. Learning about a different way
question and gives a reason, an example and an interesting detail; of life, food and language helps us to understand others be better.
tter.
A’s
A’s response is too short and abrupt and C’s response is much too Finally, when we travel abroad, the scenery around us changes.
long and too detailed.) This may be the same when travelling in our own country, but
often the scenery is very different elsewhere. Beautiful and
EXAM BOOST  interesting views can help us to relax which is very important

1 during a holiday.
In conclusion, holidays abroad can provide new and exciting
1 just outside 2 between 3 all my life 4 originally
5 the last 10 years 6 you might not know 7 was born things that our own country may not offer. T These
hese may be daunting
8 have dual nationality 9 these days at first, but they can help us to see the world in a new light.
2 8
1 why 2 reason 3 so 4 basically Students’ own answers
3 GRAMMAR FILE
 A  1
1 generally 2 times 3 depends 4 tend 5 don’t 6 by 7 until 8 in 1 C (present perfect simple with yet)
9 though 2 F (present continuous – action happening around now)
B 3 D (present perfect simple – action just finished)
1 What 2 is 3 really 4 prefer 5 favourite 6 love 7 thing 4 B (present perfect continuous – action that started in
i n the past
and is continuing now)
C
5 A (present continuous – to describe changes)
1 best 2 once 3 remember 4 never
6 H (present perfect with never and a comparative adjective)
D 7 G (present perfect simple – a state which started in the past and
1 hoping 2 going 3 plans 4 include 5 definite is continuing now)
6 looking forward 7 unlikely 8 E (present simple – a habit / regular action)
5–9 2
Students’ own answers 1 leaks  2 ’ve never seen  3 ’s getting  4 been walking  5 haven’t 
6 do you think  7 been trying  8 tried
WRITING
3
Part 1 Essay 1 Have you been yet to the gym yet?
1–2 2 I’ve been having had these shoes since 2015.
Students’ own answers 3 What is does Bill doing do for a living?
3 4 I ’m not seeing can’t/don’t see you. Where are you?
Task B. The writer’s own idea is facilities, e.g. restaurants and 5 Izzy’s grow growing up fast.
nightlife. 6 I’m tired. I’ve been worked working hard all day.
4 7 Have you ever seen a ghost ever?
1 summer 2 beach trip 3 views 4 varied 5 facilities 6 nightlife 8 This is the best food I’ve never 
never ever eaten.
7 sports 8 enjoyable 4

5 1 manage  2 do not / don’t know   3 have/’ve been doing 

complex sentences, formal vocabulary, use of ‘you’ and ‘people’. 4 have/’ve treated  5 monitor  6 analyse  7 propose 
Essays tend to be objective and therefore avoid ‘I’ and ‘we’
‘we’.. 8 am/’m currently helping  9 has/’s had  10 has/’s been
6
EXAM BOOST  1 ’ve been – unstressed /v bɪn/; waiting – stressed
SECTION A  2 ’ve – unstressed /v/; seen – stressed
1 3 have been – unstressed /əv bɪn/
The essay on page 12 (main lesson) follows Structure 2. The essay 4 haven’t done – stressed
 on page 113 (Writing File) follows Structure 1. Both structures are 5 Has – unstressed /həz/; arrived – stressed
acceptable as long as the writer’s opinion is given. 6 has been – unstressed /həz bɪn/; trying – stressed; fix – stressed
2 7
1 in support of   2 offer  3 destress  4 allow us to  5 increases  1 What have you been doing all day today?
6 significantly  7 become  8 we are  9 is not 2 How long have you been living in your current home? / How
6 long have you lived in your current home?
Students’ own answers 3 Have you ever ridden on a motorbike?
4 What’s the first thing you do each morning?
7
Example answer 5 What TV series are you watching at the moment?
6 How often do you see a film at the cinema?
When taking a holiday, people have the opportunity these days
7 What’s the most interesting place you’ve / you have ever visited?
to either stay at home or travel to a foreign country. While both
8 Have you eaten lunch yet?
of these options are attractive, this essay will argue that travelling
abroad is preferable. 8
One reason is that travelling abroad creates a greater sense of Students’ own answers
adventure due to the differences
d ifferences you experience. This can help to
satisfy our desire to see and do new things.
147
147

ANSWER KEY

VOCABULARY FILE
1
UNIT 2 ORANGE
1 something which sold out OPENER
2 someone who does the bare minimum Vocabulary: Verb
Verb + noun collocations
3 the need to subscribe to something 1
4 an issue that exists on a global scale
Students’ own answers
5 someone who turned up unexpectedly
2
6 a lack of authority Mentioned in the lecture: energy, happiness, warmth, harvest
7 making the most of something
8 doing a survey time, creativity, success, danger
2 3
1 in addition to  2 electronic device  3 split up with (partner)  1 plays a (significant) role (in)
2 have a tendency to
4 a while back  5 look up to  6 rainbow
3 become the focus 
7 face difficulties  8 hype
4 come to the conclusion that
3 5 convey a message
association authority identity 6 give the impression that
personality position probability 7 face (some kind of) danger
4 8 provoke (both) a (positive and negative) reaction
The stress tends to be on the syllable before the suffix (- ity /-
/-ion) 4
5 1 What other colours convey messages in films?
fi lms?
The local artist was only discovered after he’d died. 2 Have/Do you ever come to the conclusion that you should give
6 up watching a film?
3 What types of film do you have a tendency to watch?
1 devoted  2 came 3 display 4 stunning 5 reflect 6 icon  4 What plays a role in attracting you to the cinema?
7 sold  8 tabloid  9 self-portrait  10 get
5 Do you think (that) CGI has become the focus of too many films?
7 6 How scared do you feel when someone is facing danger in a film?
1 E – being on camera 7 What provokes a strong reaction from you when you watch a film?
2 A – pretty common 8 What gives you the impression that a film is worth watching?
3 F – get hold of 
5–6
4 C – closer to home
Students’ own answers
5 B – a last-minute holiday
6 G – a fair number of  READING AND USE OF ENGLISH
7 D – in the right place at the right time
Part 6 Gapped text
8
1–3
1 A (The other verbs form phrasal verbs with ‘up’ but they don’t
fit the meaning here.) Students’ own answers
2 D (Electronic collocates with ‘equipment’ and ‘device’ but 4
‘equipment’ cannot follow ‘an’ in the text.) He isn’t sure whether happiness surveys are very useful or reliable,
3 A (This is a fixed phrase.) as there are people in every country who are happy or sad.
4 B (C and D fit the meaning but they’re not followed by ‘to’; 5
A doesn’t fit the meaning.) 1 they – surveys about happiness
5 B (Only B collocates with ‘difficulties’..)) 2 this – one country is happier than another
6 C (Only C collocates with ‘back’
‘back’.)
.) 3 However – introduces a contrast to the surveys
survey s that might not be
7 D (A needs an object; neither B nor C are followed bbyy ‘that’.) reliable or interesting.
8 C (A and C fit the meaning but A is followed by ‘on’ which isn’t 4 this one – article
in the text.) 5 it – the article
9
1 being known by a lot of people EXAM BOOST 
2 newspapers and news magazines SECTION A 
 3 the title of a newspaper report 1
4 post a short message on Twit
Twitter
ter 1 result 2 addition 3 While 4 Instead 5 said 6 spite
5 the job of writing news reports for newspapers, magazines, TV,
TV, etc. 6
6 the attention that someone gets from newspapers, magazines, etc. 1 D (the paragraph mentions eating breakfast together, sharing
7 a picture looking after the house and children)
The words belong to ‘The media’.
2 A (the paragraph describes a picture of outdoor activities)
10 3 F (the paragraph mentions second-hand clothes and used toys)
Students’ own answers 4 E (the paragraph talks about children being taught to be
self-sufficient and accept responsibility)
5 B (‘Is it too perfect? Realistic? Idealistic?’)
6 G (‘many countries claim …’)
7 C (‘They do not push their kids to learn quickly, the children are
allowed to develop in their own time.’)
148

ANSWER KEY

7 3
Students’ own answers 1 ‘in actual fact’
8 2 She mentions a ‘story’ and then pauses.
1 F (‘the claim’ refers to ‘teenagers are said’ in the following 3 She stresses the number.
sentence.) 4 ‘They didn’t use …, however …’
2 B (‘this is reinforced’ refers to children developing ‘in their own 5 ‘Halloween isn’t the only important day …’
time’; ‘education system’ links to ‘Primary school children are not 6 ‘as well as’
given homework’
homework’.) .) 4
3 G (‘they look after the kids’ refers back to ‘Dutch dads … 1A 2B 3B 4A 5A 6A 7B 8A
bringing up the children’
children’.)
.) 5
4 D (Sentence D exemplifies the ‘independence in Dutch
1 artificial flavours (‘What I didn’t realise was that in other pumpkin
children’.)
spice products, the taste or smell tends to come not from the
5 A (‘this concern’ refers back to ‘obsession with material things’
things’,,
actual spices but from artificial flavours instead.
i nstead.’)
’)
and is followed by a sentence that clarifies and extends the idea.)
2 best-selling (‘What I wasn’t expecting was that for part of the
6 E (‘climate is good’ and ‘standard of living is exceptional’ are
year it’s their best-selling drink .’)
examples of ‘a variety of reasons’ in the previous sentence.)
3 dog food (‘You might be interested to know that you can buy
9–11 pumpkin spice candles, deodorant and socks too, although it’s the
Students’ own answers dog food that really got my attention.’)
4 nostalgic (‘You
(‘You know, the smell of pumpkin spice in particular is
READING AND USE OF ENGLISH nostalgic.’)
Part 3 Word formation 5 happiness (‘They [scientists] say that pumpkin spice contains
1 both sweet and salty flavours, and that together they bring about
a feeling of happiness.’)
She used a new fake-tanning product and went orange.
6 online marketing (‘So, I’d say that the biggest influence in in
2
1 impatient 2 unnatural 3 irregular 4 inexperienced making
7 it [pumpkin
(incorrect) spice]
predictions popular
(‘… has been business
knowledgeable online marketing
people …’)
5 dissatisfied seem to say that the pumpkin spice trend will soon end, but their
3 incorrect predictions are quickly replaced with news of even more
1 UN: affordable, appealing, healthy, interesting products …’)
2 IM: polite, possible, probable 8 sales (‘Sales have risen to an incredible $1.4 billion worldwide
3 IN: correct, sensitive, tolerable since its introduction in 2003 …’)
4 IR: relevant, reparable, responsible, reversible 9 (historical) connection (‘I can foresee a problem with companies
5 DIS: contented, obedient trying to sell products elsewhere … people in other countries
don’t have the same historical connection to the spice …’)
4
10 Indian (‘Spice combinations like those in pumpkin spice have
The prefix im- often precedes an adjective starting with ‘p’. been used in Indian dishes for thousands of years.’)
The prefix ir- often precedes an adjective starting with ‘r’.
6–7
5
Students’ own answers
Students’ own answers
EXAM BOOST 
EXAM BOOST 
SECTION A 
SECTION
1 A  1
1D 2B 3C 4A 5E
1 informal 2 illogical 3 indecisive 4 disallowed 5 unlucky
6 illegal 7 immature 8 unfair 2
1 insist 2 object to 3 claim 4 support 5 argue 6 point out
6
1 unhealthy 2 sailing 3 advice 4 unaffordable 5 impatient 3
6 variety 7 scientist 8 irreversible 1 of 2 that 3 the 4 in 5 and 6 was 7 that 8 the 9 to 10 from
11 the 12 but 13 from
7–8
Students’ own answers READING AND USE OF ENGLISH
LISTENING Part 4 Key word transformations
Part 2 Sentence completion 1
 Caller 1 thought that everything orange tasted like orange.
2
Caller 2 thought that her aunt and uncle lived in the telephone.
1 False (pumpkins are a fruit) Caller 3 thought that the world only existed in black and white
2 False (a pumpkin featured in Cinderella ) before (colour) TV was invented.
3 True Caller 4 thought he could become a penguin when he grew up.
4 False (turnips and other vegetables were first used)
2
5 True
1 ’d been painting 2 used to 3 was chatting 4 ’d made 5 ’d been
6 True
6 ’d definitely lived 7 told  8 ’d often see
3
1 was 2 had/’d lived 3 was growing 4 had/’d been playing
5 told 6 refused 7 were driving  8 was following
149

ANSWER KEY

EXAM BOOST  6
SECTION A  Students’ own answers
1 WRITING
1A 2F 3C 4B 5E 6D
Part 2 Article
4
1–2
1 would (regularly) talk to (the)
Students’ own answers
2 a long time since
3 had/’d never realised 3

4 which/that belonged to The

theywriter suggests
needed. buying
She gives the a gift thatof
example the recipient
pizza didn’t
scissors she know
bought
5 has/’s been telling stories since
6 was walking through for a pizza-loving friend.
5 4
Students’ own answers 1 a, b, g, h
2e
SPEAKING 3 c, d, f 
Part 2 Individual long turn 5
1–3 1 C – speak directly to the reader
Students’ own answers 2 B – give a personal example
3 D – add descriptive language
EXAM BOOST  4 A – speak directly to the reader
SECTION A 
1
EXAM BOOST 
1 similarities 2 both 3 show 4 similarity 5 each 6 common 1
7 either 1 love 2 worth 3 perfect 4 way 5 also 6 forever 7 seems 8 say
2 2
1 main 2 However 3 between 4 whereas 5 contrast 1 Have you ever considered …?
4 2 Would you ever try …?
3 What do you do when …?
Students’ own answers
4 Are you someone who …?
5 5 Does this sound like …?
Example answers 6 What would you do if …?
Student A (page 19) 7 Have you ever tried …?
Both these photographs show people who need fire for their 8 Do you know anyone who …?
activities. The reasons they need fire are quite different. The first
3
photograph shows two young people who are probably in a
science lesson at school, and they need fire
fi re to do an experiment. Example answers
The flame is heating something in a glass tube. In the second 1 Have you ever considered getting someone an experience for
photograph, however, the people are using fire for a social their birthday?
occasion. They look as if they’re in a garden with some lights, 2 Would you ever try donating money to charity for someone’s
perhaps it’s outside their house, and they’re sitting around a fire. birthday?
The man on the left might beb e cooking something in the fflames
lames 3 What do you do when someone gives you a present?
on a stick. Thinking about how the people are feeling, I would 4 Are you someone who hates buying gifts?
imagine that the young people in the first photo are interested 5 Does this sound like a good idea for a present?
in their experiment, but also maybe a bit scared. The glass might 6 What would you do if you had to buy someone a gift but you
get very hot and explode! But they’re wearing special glasses had no idea what to buy?
to protect their eyes. The people around the fire
fi re are probably 7 Have you ever tried giving someone a gift basket for their
relaxed. It looks like a fun evening and they’re probably enjoying birthday?
chatting and if they’re cooking, also the smells from the fire! 8 Do you know anyone who would love to get a pair of socks for
Student B (page 110 110)) their birthday?
These photographs are really quite different. In one, a person on 4
a beach is reading a book and in the second some people are
1C 2A 3F 4E 5H 6D 7B 8G
working, perhaps in a workshop or a factory. But they have one thing
in common – all the people are using fire. The woman on the beach 5
needs the fire to keep warm and also perhaps to give her some light 1 As well as that 2 Having said that / However 3 I mean / After all /
because it’s getting dark. The men who are working are using fire for In other words 4 After all / I mean 5 Having said that / However
their job. Perhaps they are cutting metal because the fire looks very 6 That’s why 7 In actual fact 8 I mean / After all / In other words
 hot. Another similar thing about the photographs is that the people 6
are all concentrating very hard – the woman on her book and the Students’ own answers
men on their work. Regarding how they’re feeling, I think the woman 7
is probably enjoying her time alone and is relaxing, although she
looks quite cold! The men, on the other hand, are probably only See the text in Ex 3 for an example answer
thinking about their work. It might be dangerous if they do it wrong. 8
Unlike the woman, I think they must be quite hot and perhaps Students’ own answers
they’re looking forward to going home and relaxing too!

150

ANSWER KEY

GRAMMAR FILE 7 B (A and D don’t fit

fi t the meaning. C is not followed by ‘with’
‘with’.)
.)
8 C (Only C collocates with ‘skills’.)
1
1 A  2 A  3 B  4 A  5 B  6 A 8
1 F (n)  2 B (n)  3 A (n)  4 E (n)  5 G ( phr 
 phr )  6 D (v )  7 C (n)  8 H (adj)
2
The words belong to ‘Business and commerce’.
1 By the time  2 as  3 before  4 when  5 as soon as  6 Before
9
3
Students’ own answers
1 before/when  2 had  3 were  4 been  5 to  6 would/’d 
7 about/going  8 use REVIEW: UNITS 1–2
4 1
1 had/’d seen  2 had/’d fit  3 had/’d bought  4 had/’d been 1A 2B 3A 4D 5B 6A 7B 8C
working  5 was going  6 was  7 were standing  8 spotted 
2
9 were wearing  10 gasped
1 had 2 would 3 since 4 like 5 is 6 get 7 say 8 up
5
3
1 am/’m not used to   2 used to  3 am/’m not used to  
1 impolite 2 popularity 3 affordable 4 dissatisfied
4 is/’s getting used to   5 did not use / didn’t use to 
5 unappealing 6 identity 7 insensitive 8 irresponsible
6 am/’m getting used to / got used to
4
6–7
1 stopped taking karate lessons when / gave up karate lessons
1 /s/
when / last took karate lessons when
2 /t/ (it connects with to after it)
2 turn out as / turn out how / turn out the way
3 They’re pronounced differently because of the first sound of the
3 has/’s just gone up
next word. In sentences 1–3, to is followed by a consonant sound
4 while I was
so it’s pronounced in its weak form. In sentences 4–6, the next word
begins with a vowel sound so to is pronounced in its strong form. 5 to have a subscription to
6 (often) used to chat to
8
Students’ own answers 5
Note that 1 should use an infinitive, 2 should use the past 1D 2A 3B 4A 5D 6C 7C 8D
continuous, 3 should use the past simple, past continuous, past 6
p erfect continuous, 4 should use the -ing 
perfect simple or past perfect 1 taking 2 is 3 on 4 to 5 give 6 are 7 have 8 ever
form of the verb

VOCABULARY FILE UNIT 3 WHITE

1–2 OPENER
1 get changed  2 prediction  3 dishonest  4 best-selling 
5 irresponsible  6 trend  7 director  8 material things
Vocabulary: Phrases with make
make and
 and do
1
3
Students’ own answers
1 irregular  2 place  3 unappealing  4 put … forward  5 recipient 
6 linked with  7 surrounded by  8 laughed my head off  2
1 Students’ own answers
4
2 Salt can be used for flavour and our bodies need it to function.
three syllables: dishonest, impatient, impolite, incorrect,
It is also used for healing (preventing infection), melting snow and
unhealthy, unnatural
four syllables: dissatisfied, irregular, irrelevant, uninteresting ice, and food preservation.
3 It comes from sea water and salt mines.
five syllables: inexperienced, irresponsible
The negative prefix is never
ne ver stressed, unless you want to 3
emphasise it, e.g. ‘Fast food isn’t usually very healthy. In fact, it’s
it ’s 1D 2C 3G 4A 5H 6F 7B 8E
often really unhealthy.’ 4
5 1 made into 2 does us harm 3 made of 4 make the difference
find the best shop; avoid shopping at the weekends; be prepared 5 do without 6 make a deal
to spend time looking for bargains; think carefully about buying 5–6
clothes which need repairing; check you can return second-hand Students’ own answers
clothes you buy online
6 READING AND USE OF ENGLISH
1 affordable  2 trends  3 used  4 stalls  5 available  6 luxury  Part 7 Multiple matching
7 have a tendency  8 popularity  9 purchased  10 learn to love 1–2
7 Students’ own answers
1 A (A and B fit the meaning but B d
does
oes not fit grammatically.) 3
 2 B (B is the only one which collocates with ‘play’.) 1 prosocial deception 2 while talking with friends 3 two
3 A (A and B fit grammatically, but only A fits the meaning.) 4 compassionate 5 new glasses
4 D (Only D can be ‘shot’ [with a camera].)
4
5 C (Only C collocates with ‘predictions’
‘predictions’.)
.)
Students’ own answers
6 C (Only C fits the meaning of the sentence.)

151
151

ANSWER KEY

5 5–6
The photograph relates to person B. Students’ own answers
Students’ own answers
EXAM BOOST 
6
SECTION B
1 wanted to impress a relative?
3
2 was unable to continue in her work?
3 lied when faced with a difficult choice? 1 mess 2 get 3 lives 4 figure 5 thinking 6 relies
4 corrects herself when describing the seriousness of her lie? 4
5 endured a difficult social event to maintain a lie? 1 at 2 off 3 for 4 through 5 to 6 up 7 out
6 is still unaware of the consequences of her lie? 7
7 confessed to having lied before it was discovered? 1 A (B doesn’t collocate with ‘In’; C and D don’t fit the sentence
8 assumed something that turned out to be wrong? meaning.)
9 didn’t enjoy an event completely as a result of her lie? 2 C (Only C collocates with ‘in’.)
‘in’.)
10 changed her attitude to lying as a result of an experience? 3 A (Only A fits the meaning of the sentence.)
7 4 B (A doesn’t collocate with ‘out’; C and D don’t fit the sentence
1 A (‘… desperately
desperately wanted my new mother-in-law to like me.’) meaning.)
2 D (‘… job as a waiter’; ‘I lasted precisely one hour!’) 5 D (B and C don’t collocate with ‘on’; A doesn’t fit the sentence
3 B (‘If I didn’t go to sports day, I would be letting down my son, meaning.)
but if I didn’t go to the meeting, I’d be letting down my boss. What 6 B (A and C don’t collocate with ‘by’; D doesn’t fit the sentence
I should have done …’) meaning.)
4 C (‘It was only a very small exaggeration really. Well
Well,, OK, it was 7 B (Only B fits the sentence meaning.)
more of a lie …’) 8 C (Only C collocates with ‘at’.)
5 A (‘I wore it and hated every minute of my party that year.’) 8
6 B (‘He wants to see me later and I think I know why.
why.’)
’) Students’ own answers
7 C (‘I could have lied again and made something up, but I came
clean.’) LISTENING
8 D (‘I thought it would be …’; ‘However, I totally underestimated …’) Part 3 Multiple matching
9 B (‘I was so proud when Danny won his race, although also
a little guilty about the meeting.’) 1
10 A (‘I’m much more careful these days about the white lies I tell.’) Example answers
it’s not in the right location; the shops aren’t appealing;
app ealing; nobody
8–9
would want to open a shop there; it’s next to another shopping
Students’ own answers mall; nobody can get to the shopping mall (no transport, car park
or road)
EXAM BOOST 
2
SECTION A 
Fay felt disbelief when it was first built. She feels relief now.
1
1 disagreement, classroom activity, conducted 3
2 reluctance, inadequacy 1 angry B (‘not happy’); pleased A (‘glad’)
3 concern, ways, progress was assessed 2 fed up A (stress on ‘again’); surprised B (‘I don’t
d on’t believe it!’)
4 consideration, feelings, classmates 3 excited B (‘didn’t expect … as cool’); disappointed A (‘doesn’t …
live up to my expectations’)
expe ctations’)
2
4 impressed A (‘Can’t wait to give it a try’); suspicious B (‘not sure
1 A 2 not answered 3 not answered 4 B I should try it’)
READING AND USE OF ENGLISH 4–5
Part 1 Multiple-choice cloze 1 A (‘…
(‘… it’s annoying that nobody seemed to find out if there was
a demand …’)
1 2 B (‘It’s absolutely incredible that some of the mall is still under
Students’ own answers construction today.’)
2 3 A (‘…
(‘… canals … where you can take a gondola rid ride
e … I can’t wait
He takes black and white photos because the contrast makes to give it a try!’)
things like shapes, patterns and texture stand out which makes 4 B (‘I’m so pleased that the mall is starting to see some success.’)
people pay more attention to them. 5 A (‘It’s just so sad that money’s wasted on projects like this …’)
Key benefit: you don’t need to worry about colour contrasts. 6 B (‘I admire anyone who has a vision and tries to bring that
Key challenge: you have to think the photo through before taking vision to life …’)
it, making sure the light is right and there’s sufficient contrast. 6
3 1 F (‘But I still don’t get why the structure needed to be quite so
1 out  2 with  3 for  4 through  5 out  6 off   7 to  8 up vast.’)
4 2 E (‘What I hadn’t anticipated was that, although people
supported it, they weren’t prepared to donate any money towards
1 C  2 D  3 G  4 E  5 A  6 H  7 F  8 B it …’)
Phrasal verbs that need an object: getge t away with, make up for,
think through, figure out, live up to, mess up 3 G (‘… it’s unfortunate
unfortunate that only 6,000 passengers travel on it.’)
 Phrasal verbs that can be separated: think through, figure out; 4 A ( … I m now optimistic that it will live up to the planners
mess up can also be separated, although it isn’t
i sn’t in this case expectations.’)
5 D (‘… the organisers chose to abandon the plan and I’m glad.’)
152
152

ANSWER KEY

7–8 But it’s really important to be as safe as possible. So, people must
Students’ own answers know what they’re doing and have the right equipequipment.
ment. T
Taking
aking
risks can be a good challenge, but there can be accide
accidents.
nts. Y
You
ou
EXAM BOOST  have to be very careful, don’t you think?
SECTION A   A: Absolutely! My thinking is that it’s OK to take risks but, as you
1 said, you don’t want to get into
i nto trouble. Some people don’t think
1 impressed 2 hopeful 3 annoyed 4 disappointed 5 puzzled
about the consequences – they do dangerous things and have
6 surprised 7 relieved 8 pleased
problems and then the emergency services need to help out.
Do you agree?
3 B: Oh yes – because the emergency services should be for real
1 The bridge is an incredible example of engineering at its best … emergencies! They cost a lot of money! It’s not fair to use their

But Iisland
2 The
3 still don’t
has get why the structure
a population of 5,000needed
… to be quite so vast. time rescuing
the people people
didn’t from
check themountains, for example,
weather forecast or get just because
the right
4 Currently, a few thousand vehicles cross it every week … climbing equipment. Sometimes they also put other people’s lives
5 … I suppose the locals are happy that they can get on and off in danger when they try to rescue them.
the island …  A: You’re right. I think the same. It’s selfish really, to expect other
people to help you.
READING AND USE OF ENGLISH (Decision question)
Part 2 Open cloze  A: OK, some people might say that it’s important to face a
new challenge and have some excitement in their lives. For me,
1–2
however, it’s most important to think about having the right
Students’ own answers
training and equipment. What’s your view?
3 B: I completely agree. As we said before, people doing
It will be cold, exhausting and difficult. dangerous sports need to make sure they’re properly prepared.
4 Then they can be safe and they won’t need to call the emergency
She is mainly concerned about getting fit for the expedition. services. And I believe most people
pe ople are sensible in that way,
don’t you?
5
 A: Yes, there are only a few p people
eople who do very extreme sports
1 ’ll be sleeping 2 leaves; lands 3 ’ll be; ’ll have been sledding
4 ’re meeting 5 ’ll have covered 6 ’re going to look and
pointtake lots ofthe
is having risks. So,training
right do we agree that the most important
and equipment?
EXAM BOOST  B: Absolutely.

SECTION B 6–8
Students’ own answers
3
1 after 2 until 3 When 4 Once 5 By the time 6 as soon as WRITING
6 Part 2 Email or letter 
1 Will 2 with/for/among 3 such 4 a 5 than 6 where 7 be 8 going
1
7–8
Students’ own answers
Students’ own answers
2
SPEAKING 1 To suggest
2 Informal; the language chosen is friendly
friend ly and shows she knows
Part 3 Collaborative task
the person well; she uses humour and contractions
1–3 3 Paragraph 1: To
To refer back to Dylan’s email
Students’ own answers Paragraph 2: To
To answer his first question
4 Paragraph 3: To
To answer his second question
Extract 1 shows a better discussion as it contains turn taking and Paragraph 4: To
To sign off the email
asking for and giving opinions. Extract 2 shows no interaction or 3
involvement, just taking turns to give opinions. 1 Great to hear from you.
2 I must apologise for the confusion.
EXAM BOOST 
3 I would like to propose an idea.
SECTION A  4 I can’t wait to see you!
1 5 I would like to request a refund.
1 What’s 2 How 3 any 4 wouldn’t 5 think 6 say 7 main 8 One 6 You should give it a try.
9 consider 10 honest 11 minds 7 I’m sure that you’ll love it.
5 8 I believe I would benefit your company.
Example answer 4
 A: So, is it a good idea or not to try dangerous sports? 1 Informal; start a message; any email where you haven’t heard
Interesting question! A lot of people do normal sports and that’s from the writer for a while
OK if you just want to get fit and meet people. But sometimes I 2 Formal; apologise; an apology email
think it’s good to try something a bit
b it different, something exciting. 3 Formal; suggest; an email making a proposal
If you do something even a little bit rrisky,
isky, it makes you feel alive! 4 Informal; show excitement / end an email; an email arranging a
What do you think? meeting
B: Yes, I agree. Life can get bori
boring!
ng! If you get the opportunity to 5 Formal; request; email of complaint
do a parachute jump or go white-water rafting then you should! 6 Informal; suggest; an email making a suggestion to do something
 153

 
 

ANSWER KEY

7 Informal; persuade/predict; an email where the writer is 5

persuading the reader to do something 1 What time does the plane leave on Monday?
8 Formal; persuade; a job application email 2 We’ll probably get to your flat at 7:15 a.m.
3 it’s going to snow while we’re there
EXAM BOOST  4 the conditions will be good for skiing.
1 5 I guess we’ll arrive at the resort at around 3 p.m.
1H 2B 3F 4A 5C 6E 7G 8D 6 The hotel will have organised our equipment by that time
2 7 we probably won’t be ableab le to ski / go skiing until T
Tuesday.
uesday.
Giving advice: If I were you, I’d …; You ought to … 8 I was just about to ask about an itinerary.
Making suggestions: How about …?; One thing you could do is … 6–7
Giving reasons: because/as/since; That’s why … The auxiliary verbs be and have are generally unstressed. They’re
Apologising: I’m so sorry about …; It was completely my fault.
Thanking: I’m really grateful that …; Thanks so much for … contracted or pronounced in their weak form ( /bɪ/ or /həv/ or /həz/).
The modal verb will is usually contracted after a subject pronoun,
Accepting/Declining an invitation: I’d love to come!; I’m afraid and in spoken English often after a name too, i.e. Tom’ll.
I can’t come. The main verbs (see, win, call, finished, cleaning, working) are
3 usually stressed.
It is making a complaint. 8
4 Students’ own answers
1E 2B 3G 4D 5F 6A 7C
VOCABULARY FILE
5
1E 2J 3J 4C 5E 6C 7E 8E 1
1 suspicion  2 do without something  3 stand out  4 social event 
5
5 come clean  6 make a profit  7 unexpected consequences 
Where shall we go? What shall we do?
d o?
8 get away with something
6
2
Students’ own answers
1 approximately  2 mainly  3 literally  4 desperately  5 fairly 
7 6 honestly
Example
Hi Alex, answer 3–4
Great to hear from you and congratulations on your promotion! 1 picked up 2 pay off 3 figure out 4 work at  5 make up for 
I know you’ve been working really hard over the last year so it’s great 6 live up to
that your manager has recognised that. I’m really pleased for you. NB for  and
 and to in the three-part phrasal verbs
verb s are unstressed and
Why don’t we drive down to the coast and go out there one pronounced in their weak forms, i.e. /fə/ and /tə/.
evening? There’s much more to do there than there is around here 5
and it’ll be a nice change of scenery. I can book rooms at a B&B so Lukas enjoyed seeing old friends and talking about the silly things
we don’t have to come back until the next morning. We could invite they did at school. Rachel found the conversation was difficult
Dani too. after they’d talked about work and family, and got bored.
There’s a new restaurant I’ve been hearing about. I think we should 6
try that. Apparently, the seafood is incredible. We could go there
1 G  2 C  3 A  4 H  5 E  6 B  7 D  8 F
and then wander along the seafront and see what else there is to do.
I think it’s much better when we don’t plan things too carefully. 7
This is just a suggestion. I’m happy to do whatever you want as it’s 1 A (B, C and D make phrasal verbs with ‘up’ but none fit the
your celebration. Let me know when and where and I’ll be there. meaning.)
Speak to you soon, 2 B (A and C form phrasal verbs with ‘through’ but they don’t fit

Ariadna the
3 A meaning.)
(Only A fits the sentence meaning; ‘as best I could’ suggests it
GRAMMAR FILE wasn’t healed or cured. ‘Cared’ must be followed by ‘for’.)
1 4 D (Only D fits the meaning of the sentence.)
1 B  2 G  3 C  4 E  5 F  6 D  7 H  8 A 5 C (Only C fits the idea of ‘after some time’.)
2 6 D (Only D can be used to describe woodlands.)
7 A (This is a fixed expression.)
1 until  2 as soon as  3 By the time  4 When  5 while  6 after
8 C (This is a fixed expression.)
3
8
finish finished with the oven?
1 When will you have finish 
1 injured (v ) – damaged part of your body; aches ( v ) – having a
2 Jack will be probably be playing badminton right now.
continuous but not sharp pain in your body
3 Noelle and I meet are meeting outside the café at twelve tomorrow.
2 spot (n) – a small round red area on your skin which is
4 I’ll have been worked working here for six years next Tuesday.
temporary; scar (n) – a permanent mark on your skin from a cut
5 It’s likely to snowing snow tomorrow.
3 itch (n) – an unpleasant feeling on your skin which makes you
6 We’re being going to be late if the taxi doesn’t get here soon. want to rub it; scratch ( v ) – to rub your skin with your nails because
7 If you want to go out tonight, I’ll babysit be babysitting for you. it’s uncomfortable
8 I’m was just about to go home when Ana finally turned up. 4 fainted (v ) – became unconscious for a short time; unconscious
4 (adj) – unable to see or move, etc. in a normal way because you
1 Will you be seeing  2 ’ll be  3 Are you going  4 starts  are not awake
5 been working  6 have had
154
 

ANSWER KEY

5 strained (v) – injured a muscle or part of your body by using it 5 B is correct (‘No talent then and no talent now. It looks like a
too much or making it work too hard; bruised (v) – got a purple or pineapple.’  A is incorrect as the writer implies she is still cruel. 
brown mark on your skin because you have fallen, been hit, etc. C is incorrect as she makes no reference to the past.  D is incorrect
6 take a deep breath – breathe and take a lot of oxygen into your as the lady comments on the sketch so presumably still has an
lungs; hold your breath – keep oxygen in your lungs without interest in art.)
breathing out 6 A is correct (‘I see two pink spots appear on her cheeks and I
The words belong to Health. think, ‘Yes!’ ’  B is not stated – her child
chi ld comments on it, but not the
9 writer herself.  C is incorrect as she still blushes – ’my cheeks are
Students’ own answers on fire’.  D is not stated or referred to.)
6–7
Students’ own answers
UNIT 4 PINK
OPENER READING AND USE OF ENGLISH
Vocabulary: Phrasal verbs Part 3 Word formation
1–2 1
1 100 2 can of fizzy drink 3 fat; salt 4 glass 5 dentist 1 Australia 2 Georgia 3 Morocco 4 Jordan 5 Chile 6 China
7 United Arab Emirates 8 Peru
3
2
1 eat up  2 live on 3 go off 4 heat up 5 cools down 6 eat out
7 cutting down on 8 go for 1 attraction 2 residences 3 appearance 4 investment
5 completion 6 creativity; imagination (in either order)
4 7 inaccessibility
1 live on 2 cut down on 3 gone off 4 cool down 5 eat up
3
6 heat up 7 go for 8 eat out
-ance/-ence: ignorance, inconvenience, insistence, patience,
5 significance
Students’ own answers -ity: curiosity, hospitality, originality, reality, responsibility
-tion: combination, conservation, decoration, imagination,
READING AND USE OF ENGLISH objection, regulation
Part 5 Multiple choice -ment: agreement, argument, development, improvement
1
EXAM BOOST 
Students’ own answers
SECTION B
2
2
1B 2A 3C
1 adulthood  2 championship 3 childhood 4 friendship
Students’ own answers.
5 motherhood 6 neighbourhood 7 partnership
3
3
1 No, because it isn’t serious.
1 childhood 2 neighbourhood 3 friendship 4 partnership
2 You would climb stairs, because there aren’t usually a lot of 5 championship  6 adulthood 7 motherhood
obstacles to get over to reach the top.
3 It’s a high sound. 4
4 You would be doing something that made you feel extremely 1 romantic 2 attractions 3 impressive 4 explanation 5 hospitality
happy. 6 simply 7 internationally  8 originality
5–6
EXAM BOOST  Students’ own answers
SECTION B
LISTENING
3 dried; mind went blank 2 butterflies in their stomachs 3 pad
1 Part 4 Multiple choice (long text)
4 the latter 5 brought the house down 6 revelled 7 rattling off  1
4 Students’ own answers
C The writer is describing a situation, from which a narrative 2
develops.
1B 2C
5
3
1 C is correct (‘The pencil feels good in my hand again … I’m
1 Last (she gives examples then states the main point)
poi nt)
feeling content and in my element …’  A is incorrect as the writer
2 First (she states the main point then gives reasons)
says ‘I can hear the twins squabbling behind the bench’.  B is
incorrect as she says ‘The recent weeks
we eks in hospital disappear …’.
…’.  4
D is incorrect as she says she is ‘feeling content’.) 1 A (‘
(‘…
… have quite a significant impact on a child’s development’ +
2 B is correct (‘The lady in white will soon discover that she’s chosen examples)
the wrong park bench to sit on …’  A is not indicated.  C is not 2 B (‘… we actually limit their opportunities in adulthood’ +
mentioned.   D is incorrect as the writer says she cannot tell her age.) reason/examples)
3 B is correct (‘I used to focus on it as she humiliated my artistic 3 B (‘… we’re actually having an impact … on the workforce as a
whole’ + examples)
attempts …’  A is not stated.  C is not stated.  D is not stated.) 4 A (‘
(‘…
… toys … in neutral packaging … aimed at developing our
4 D is correct (‘I just got hot and went deep pink.’  A is not stated. 
B is not stated.  C is not stated.) thinking skills’; ‘We need to consider the effect of this …’)

155

ANSWER KEY
 
 EXAM BOOST  3
SECTION A   A Speaker 3 B Speaker 6 C Speaker 4 D Speaker 2 E Speaker 1
F Speaker 5
1
4
1 happens – what happens then is that
2 time – most of the time 1 D was 2 C would 3 A ’d been 4 B had 5 F was 6 E had
3 fact – in actual fact 5
4 much – much prefers 1 to tell her; had/’d seen 2 what I had/’d done
5 thing – one thing he does is 3 if I had/’d found it 4 what memorable sight; had/’d seen
6 main – the main topic 5 what the Moai were 6 I could tell her; had/’d seen
7 important – it’s more important to
8 key – the key thing is EXAM BOOST 
2 SECTION B

R: since, thanks to, the main reason is that, this is because 2

1A 2B 3A 4B 5B 6A
E: for example, for instance, like, such as
C: that’s why, the result of … is
i s that, what happens is that, which 6
leads to 1 if I knew when 2 had set off/out 3 told me not to bother
3 4 not to mess (it) up 5 she had/’d been participating in
The use of pink and blue in toys can actually have quite a  6 if I had/’d come across
significant impact on a child’s development. When boys play 7
with toys in blue boxes, they’re often mechanical type toys, which Students’ own answers
can help them to gain better visual-spatial awareness and to
develop more mathematical brains. When girls play with what are SPEAKING
considered to be suitable toys for them, they develop their verbal Part 4 Discussion
skills and creativity. 1
5 When life gives you lemons make lemonade means make the best
1 A (He mentions B and C as subjects people study but says ‘I was of difficult situations.
keen to know more about colour associations because they seem She always sees things through rose-coloured glasses means see
to influence how we understand
und erstand ourselves and what’s around us the good things about a situations and ignore the bad.
as
2 Cwe grow
(He saysup.’)
he covered the topic at university but only started Every cloud
appears, youhas
cana always
silver lining means thatgood
find something however
in it.bad a situation
investigating it when he got a university research position. 2–4
He stopped his research while he worked for a charity overseas.) Students’ own answers
3 B (He says that he’d read that boys used to wear pink and
girls used to wear blue but that his research ‘showed this wasn’t 5
entirely true’. He describes how boys wore pink but both genders 1 Both; the woman talks about waiting for exam results and the
wore blue at school.) man mentions homeless people.
4 C (He predicts that the gender association with pink and blue 2 The man; ‘I remember I once applied for a job, and I was very
will change but ‘it won’t be
b e any time soon.’ The anecdote helps to optimistic … Guess what?’
support this prediction.)
5 C (He says that neutral colours are becoming more available but
EXAM BOOST 
he’d ‘like to see children engaging with whatever colour they like’. SECTION A 
6 B (He says that pink ‘was placed quite high’ in two countries but 1
‘came low down elsewhere, or didn’t feature on the list.
list.’)
’) 1 only 2 addition 3 also 4 instance 5 give 6 experience
7 A (He says that he could study B or C but that he’s chosen to 7 reason 8 say 9 main
‘turn to neuroscience and look at how our brains make sense of 2
the colours we see’
see’.)
.) Candidate B’s response is better because he gives a fuller answer.
6–7
6–8
Students’ own answers Students’ own answers
READING AND USE OF ENGLISH WRITING
Part 4 Key word transformations Part 2 Review
1
1
Students’ own answers Students’ own answers
2
2
1 Cherry blossom in Kyoto The writer liked the facilities, the range of music, live music in the
2 Street art in Berlin tents and the atmosphere. The writer disliked the site (too small)
3 The Moai on Easter Island and the cost of getting to the island by ferry.
4 The Milky Way in the night sky
5 Birds flying in a huge group across the sky (a starling 3
murmeration) 1 Background information
6 A sunset over a river 2 Opinion of the site/venue and facilities
3 Opinion of the music and performances

156

ANSWER KEY

4 A summary and recommendation 4–5

The purpose of a review is to inform, giving opinions and a 1 She asked me what I was doing.
recommendation about an event, a book, a film, etc.
 2 He said we were late.
4 3 She said we’d been
bee n talking too loudly.
Paragraph 2 – Main idea: The festival site was fine.
fi ne. Supporting 4 He asked me how long Jack had lived there.
ideas: reason why it was not great and what was good about it. 5 She told me she’d finished the course.
Paragraph 3 – Main idea: The range and quality of the music 6 He asked me when Ben would be here.
was great. Supporting ideas: an example and the effect of that 6
example.
1 where the bathroom was
Paragraph 4 – Main idea: The festival was a fantastic experience.
 2 they had/’d been trying to find me/us for ages
Supporting ideas: reasons, plus reference to the negatives but
3 who that man was
dismissing them as not important.
4 they were going to stay with an old friend
EXAM BOOST  5 if I/we could help him
1–2 7
1 G – After all, 1 taking  2 to talk  3 that you  4 winning  5 to do  6 you not
2 E – Yes/No question to the audience + Then
3 A – from … to … VOCABULARY FILE
4 F – While 1–2
5 C – one; its 1 combination  2 inconvenience  3 over the moon  4 argument 
6 B – Having said that, 5 cool down  6 media  7 talented  8 pessimistic
7 H – Despite that, 3
8 D – although
1 majority  2 obsession  3 mind went blank  4 make sense 
3 5 make an excuse  6 conservation 
Positive: astonishing, breathtaking, convenient, entertaining, 4
memorable, remarkable, thrilling
 /-ance:: inconvenience, insistence, patience, significance
-ence /-ance
Negative: astonishing, bland, disappointing, dreadful, dull,
-ity: curiosity, originality, reality, responsibility
-ity:
overcrowded, rubbish, uninspiring
-ion:: attraction, combination, conservation, decoration,
-ion
astonishing: e.g. the music was astonishing (positive); the lack of
explanation, imagination, ob jection, regulation
skill was astonishing (negative)
-ment: agreement, argument, development, improvement
-ment:
4 The syllable before -ity and -ion usually carries the main stress.
1 bland/dull/uninspiring 2 breathtaking 3 memorable 5
4 disappointing 5 astonishing 6 thrilling 7 dreadful/rubbish
a doctor who believed he could move salt into different shapes
8 overcrowded
using his mind
5
6
1 recommend – recommendation
1 theories  2 evidence  3 decision  4 presented  5 developed 
2 go – recommendation
6 structure  7 explanation  8 relate
3 concerned – opinion
4 What – opinion 7
5 should – recommendation 1 explanations  2 developments  3 insistence  4 educational 
6 view – opinion 5 discovery  6 patience  7 reflection  8 significance
7 Make sure – recommendation 8
8 loved – opinion 1 partner  2 candidate  3 professional  4 client  5 agent  6 crew 
5 7 chief   8 consultant
You need to say what you liked and didn’t like about
ab out it and if you’d The words belong to ‘Work’
‘Work’..
recommend it. 9
6–7 Students’ own answers
Students’ own answers
8 REVIEW: UNITS 1–4
See text in Ex 2 for an example answer 1
9 1A 2C 3B 4D 5B 6C 7C 8D
Students’ own answers 2
1 was 2 did 3 where 4 would 5 who 6 were 7 although/while
GRAMMAR FILE 8 will
1 3
1 B  2 A  3 C  4 B  5 A  6 C  7 C  8 A 1 significance 2 combination 3 comparison 4 determination
2 5 impressive 6 responsibility 7 dramatic 8 inexperienced
1 previous  2 following/next  3 those  4 there  5 that  6 then 4
3 1 rely on my car
2 to make up for
1 had/’d been sitting  2 were moving  3 was  4 were 
3 unless we hurried we would/’d
5 was going to look   6 had seen

157

ANSWER KEY

4 if she had/’d read 5 F (‘has gone up considerably’ continues the idea of ‘dominate’
5 you most look up to and links with ‘wide market’ in the following sentence.)
6 had/’d just arrived home when 6 E (‘all our wardrobes’ refers forward to ‘It is there for those
5 occasions when …’)
1 reflection 2 disbelief 3 necessarily 4 improvement 5 unhealthy 7–8
 6 Apparently 7 conclusion 8 Basically Students own answers
6
READING AND USE OF ENGLISH
1 best meal I have/’ve ever
2 let you down Part 1 Multiple-choice cloze
3 have/’ve not seen Jenny since 1
4 in addition to watching 1 Italy 2 Mexico 3 Japan 4 Saudi Arabia 5 Turkey 6 Ethiopia
5 whether he knew how
2
6 do you any harm
1 make 2 attempt 3 recommend 4 feel like 5 tends 6 requires
7 admired for 8 involves
UNIT 5 BLACK 3
OPENER  A feel like, involve
B attempt, tend
Vocabulary: Adjective noun collocations C make, (would) recommend
1 D require
Students’ own answers E admired for
2 Note that ‘recommend’ can also fit pattern A.
1T 2T 3F 4F 5F 6T
EXAM BOOST 
3
SECTION C
1 higher 2 common 3 great 4 vast 5 early 6 rough 7 bright
5
8 exclusive 9 bitter 10 strong
1 consider 2 warn 3 deny 4 beg 5 admit 6 threaten
4
6
1 exclusive rights 2 vast improvement 3 strong criticism
1 begged 2 considering 3 denied 4 warned 5 threatened
4 bitter row 5 bright future 6 great admiration
6 admitted
7 high percentage 8 common knowledge
5 7
Followed by gerund: admit, consider, deny
Students’ own answers
Followed by infinitive: beg, threaten, warn
Needs an object: beg, warn (warn is usually accompanied by ‘not’‘not ’,
READING AND USE OF ENGLISH
e.g. warn someone not to do something.)
Part 6 Gapped text ‘Admit’ and ‘deny’ can also be followed by a ‘that’ clause, e.g.
1–4 ‘He admitted/denied that he had done it’.
Students’ own answers 4
1 A (All options fit the verb pattern but only A fits the meaning.)
EXAM BOOST 
2 B (Only B collocates with ‘look’ to mean ‘short’
‘short’.)
.)
SECTION B 3 D (Both B and D fit the verb pattern but only D fits the meaning.)
2 4 C (Only C fits the meaning.)
 A Because of this, Therefore 5 A (A, B, C all fit the verb pattern but only A fits the meaning.)
B On the other hand, Unlike me 6 C (Only C collocates with ‘coffee’.)
C It’s due to the fact that, The reason is that 7 B (Only B fits the verb pattern and the meaning.)
D Also, Besides this 8 B (Only B fits the meaning.)

3 5–6
1B 2D 3A 4C Students’ own answers
5
LISTENING
D
6 Part 1 Multiple choice
1 D (‘For instance’ refers back to ‘different reasons’ and then gives 1
examples. The next sentence ‘can do all these things’ refers back Students’ own answers
to the examples in D.) 2
2 B (‘funerals’ refers back to ‘mourning’ and ‘grief and sorrow’.) 1 It’s Black Friday – a day of deals at the shops.
3 G (‘Another example would be … Goths’ refers back to ‘… the 2 The police in the US named it in the 1960s due to the chaos it
association of black with rebellion.’) caused.
4 A (‘In addition to this’, along with ‘flattering and affordable’, 3 ‘Black’ refers to making a profit as shops make a good profit,
refers back to ‘practical and elegant’
elegant ’.) which makes up for losses during the year.
3
To complain about the event (Black Friday). He says he’s not
looking forward to work and it’ll be really busy and exhausting.

158

ANSWER KEY

4 4
1 invite (‘Do you fancy coming with me?’) 1 want; get
2 apologise (‘It’s totally my fault.’
fault.’))  2 had not / hadn’t seen; would/’d have booked
3 complain (‘Yeah, it was pretty disappointing so I’m hoping you’ll 3 dressed / would dress
give me a refund.’) 4 am/’m; will/’ll hail
4 warn (‘I wouldn’t go into town today if I were you.’) 5 had; would/’d go for; is/was; want
5 confirm (‘The supermarket delivery’s
d elivery’s coming today, isn’t it?’) 6 is; will/’ll definitely walk; will/’ll book
6 encourage (‘You should go for the manager’s job. … Y You’d
ou’d be 5–6
 great. ) Students own answers
EXAM BOOST  EXAM BOOST 
SECTION B SECTION C
4 4
1 persuade 2 apologise 3 check 4 invite 5 refuse 6 complain 1 provided 2 when 3 case 4 unless 5 long 6 only 7 condition

5
1 thank 2 warn 3 request 4 offer 5 encourage 6 blame 7
1 apart 2 When 3 from/using 4 these 5 have 6 if 7 unless
6 8 with
I can’t go to bed yet. This website’s releasing a hundred smart  8
watches at midnight at a 30 percent discount and I want one! Students’ own answers
Typically when /d/ or /t/ appear at the end of a word and come
before a consonant sound, they’re not pronounced. When they SPEAKING
come before a vowel sound, they’re more likely to be b e pronounced Part 2 Individual long turn
but this isn’t always the case (e.g. midnight). A speaker might omit
the sound in this case too, depending on their accent and what’s 1
easier for them to say. A speaker is also likely to omit the sound Students’ own answers
when it comes before a word with the same sound e.g. ‘an d do’ o’.. 2
5 What she knows: they went to the restaurant twice; they had a lot
1 A (‘Retailers like to pretend it’s the best bargain ever e ver to get of sun; one waiter was called Francisco; they ate outside at the
people spending money but often that’s not the case.’) restaurant
2 C (‘The thing is that I’ve got lots of stuff to do today and What she’s unsure about: which night the photo was taken; who
shopping takes so much longer during the sales … I just can’t took the photo; whether she’d eaten a burger; whether the waiter
spare the hours.’) in the photo was Francisco; what they did later
3 C (‘I haven’t had any information about when it might arrive. 3
Could you let me know that now?’) 1 could have been 2 look as if 3 probably 4 makes me think
4 B (‘The style’s unusual’; ‘I’m happy to spend a fair fai r bit on 5 might be 6 looks 7 probably
something like these though, ’cos they’re so different.
d ifferent.’)’) 4–5
5 C (‘Why don’t you come and taste test some of our most popular Students’ own answers
bakery goods today?’)
6 A (‘Typical! I always choose the wrong queue!’) EXAM BOOST 
7 C (‘It’s just that I tried it earlier and the machine wouldn’t accept SECTION B
it … I’m concerned it might happen again.’)
3
8 A (‘I’m not sure it’s a risk worth taking when the price has gone
1 looks 2 would 3 guess 4 well 5 possibility 6 could
up so much.’; ‘That worries me too …’)
7 looks as if 8 might have
6–7
4
Students’ own answers
Example answers
READING AND USE OF ENGLISH 1 Perhaps he’s forgotten something.

Part 2 Open cloze They seem

2 There’s
3 to be
a cake onconcentrating
the table with very hard.
candles.
1 4 She looks as if she’s checking his work.
The taxis shown are from Havana, Cuba. 5 You can see the sea through the windows.
Possible
Poss ible answers: taxis in London are b
black;
lack; taxis in New York are 6 There’s a long queue of people ahead.
yellow 7 He’s playing happily with the others in the garden.
2 8 There are empty plates in front of them.
1B 2A 3B 4A 6
3 Students’ own answers.
1 hadn’t been 2 weren’t 3 do 4 will happen 7
Answers to questions Example answers
1 He probably would have chosen a different career. Student A (page 47)
2 He doesn’t know. OK, so both my photographs show people enjoying themselves
3 They use an app. at night, or maybe in the evening. I think the people in both
4 Tr
Traditional
aditional black cabs will die out. photographs could be tourists and they’re relaxing, maybe after a
5 I wish someone would ban those app companies. I wish they’d day on the beach or sightseeing. The first photograph is of some
never been allowed to start in the first place.
outdoor cafés or restaurants which seem to be in a street or a 159
159

  

ANSWER KEY
ANSWER KEY

square. The people are relaxing and having a meal or snack while
they chat or watch people passing. The people in i n the second
photograph are in a street too, but they’re walking past some
stalls that are selling things like handbags and clothes. It’s a very
colourful picture. Both photographs are outdoors but there’s
no traffic, so I’d say they are pedestrian
pede strian areas. I imagine they’re
doing these activities at night because it might be cooler than
shopping or eating outside during the day. Also, if they’re tourists,
they probably want to experience a new place at nighttime. Most
tourist towns come alive at night and it’s a great atmosphere.
It looks fun.
Student B (page 111)
9
Example answer
Car ownership increases each year which results in increased traffic
congestion and higher levels of pollution in our cities. This essay
will argue that there are three possible solutions to this problem.
The first solution involves creating cycle paths to encourage more
people to cycle than drive. This is the only way to persuade drivers
to give up their cars and cycle, as without them, the safety risk is
often too high.
A second solution is to encourage people to share their cars. This
might mean banning all cars with one person in them from the city
centre or it might involve introducing fast lanes where cars with
 The people in both these photographs are working at night. The more than one person can travel.
girl in the top photograph looks as if she’s studying and she may A final possible solution is to decrease public
p ublic transport fares so
be doing an essay or preparing some work for her classes the next that more people are encouraged to use it. Driving your own car
day. She’s probably
probably in her dining room or living room, whereas is expensive but if public transport were cheaper, it might become
the people in the second photograph are older and they’re doing more attractive.
their job. They’re working on a railway line and they might be In conclusion, by encouraging people to cycle, car share and
putting down a new line or perhaps repairing an old one. Another use public transport, we can reduce both traffic congestion and
difference is that while the girl is using mental energy, the men pollution. Implementing these schemes will come with financial
are most likely using physical energy. Of course, they are dressed costs and challenges. However, I do believe they can have a
differently too. The girl is wearing casual clothes because she’s at positive outcome.
home, but the men are in work clothes with safety jackets on. As
for why they’re working at night,
ni ght, I’d say that the girl has probably GRAMMAR FILE
been at school or college all day, also she maybe needs to be quiet 1
and alone to concentrate. The men, however, can probably only
1 E  2 B  3 A  4 H  5 G  6 D  7 F  8 C
do this work at night because trains run on the line during the day.
2
8
1 1 It’ll be quicker if you will turn left here.
Students’ own answers.
2 If you could go anywhere, where would you go? (comma
WRITING needed)
3 I wouldn’t have moved here if my sister didn’t move had not /
Part 1 Essay hadn’t moved here first.
1 4 Diego won’t be happy if you didn’t don’t mention him in your
Students’ own answers speech tomorrow.
2 5 Maria won’t come out unless she will feel feels / is feeling better.
Question 2 – it states that reducing air pollution is possible in 6 I wish I don’t did not / didn’t have to take this test.
the introduction and gives ways how this can be done in the 7 I wouldn’t do that, if I were you! (no comma)
conclusion. 8 Every time I see the sun rise in the morning, I’ll feel lucky.
3 3
It is likely to have two paragraphs – one for each method for 1 would be 
addressing air pollution stated in the conclusion. One paragraph 2 lived 
will cover persuading people to use less energy and one will 3 had not / hadn’t become 
cover persuading people to take fewer journeys in private 4 would have / would’ve ended up  
vehicles. 5 would not / wouldn’t have been 
4 6 could be 
Introduction: The first sentence introduces the topic by explaining 7 had/’d been 
what causes air pollution and its effect. The second sentence 8 might have / might’ve been able to get
states what the essay will discuss. 4
Conclusion:
essay. The The first
The second sentence
sentence summarises
leaves thewith
the reader key apoints from the
final thought.
1 unless  2 in case  3 Provided that  4 on condition that  5 When 
6 As long as
EXAM BOOST  5–6
SECTION B 1 better, me  2 stage  3 cancelled, up  4 today  5 up, awake 
6 you, dog
3
Introduction 1: F, D, B Introduction 2: E, A, C 7
4 1 had not / hadn’t sent an email to the wrong client, my boss
would not / wouldn’t have got angry with me
Conclusion 1: E, B, A (This matches Introduction 1)
2 I did not / didn’t live far from work
Conclusion 2: F, C, D (This matches Introduction 2)
3 had/’d enough money, I would/’d buy a sports car
5 4 is/’s wet, I will/’ll go out
Possible
Pos sible ideas: cost of public transport, availability of public 5 had not / hadn’t called the wrong number, I would not / wouldn’t
transport, cost of car parking fees have met/married
6–8 6 I had not / hadn’t stayed up late
Students’ own answers 7 I have a calculator, I can do maths
8 go to the circus if I liked
160

ANSWER KEY

VOCABULARY FILE 7
1–2 Example answers
fireball, fire fighter, firewall, fire engine, fireproof, firelight, fireplace
1 E  2 H  3 B  4 F  5 G  6 D  7 A  8 C
homework, hometown, homeland, home page, home owner,
3 home sick
1 elegant/sophisticated  2 in an instant  3 unique  life boat, life jacket, lifeless, lifespan, lifeline, lifelike
4 common knowledge  5 How on earth 6 cut out  7 bitter row  tea pot, tea cup, tea bag, tea towel
4 underground, underachieve, undergraduate, undervalue,
undertake
/æ/ – absence, practical, romantic, satellite
/e/ – debit, elegant, leather, percentage
READING AND USE OF ENGLISH
/ɒ/ – adopt, common, involve, swallow
/ɪ/ – discount, invisible, sophisticated, widow Part 7 Multiple matching
5 1
Places to haggle: not just when buying cars or in markets but also It is a stand-out moment that you remember forever.
 at furniture shops and jewellery stores and forf or phone deals 2
Confidence: look confident or the seller will not give in to your Students’ own answers
request 3
Reason to reduce the price: give
gi ve one, e.g. say you’re loyal, will
recommend them to friends and family, will use other services She applied to join a youth theatre group and was convinced that
they provide she wouldn’t be accepted, but was pleasantly surprised when she
Silence: stay quiet and the seller might fill the silence and accept learned that she had been.
or make an offer 4
Price: you must compromise; start low but be prepared to go up 1, 3, 5 and 7 are implied.
Payment: paying in cash can be more attractive to a seller. Well, one of mine is related to the National Y
Youth
outh Theatre. Have
6 you heard of it? It’s based in London and every summer it brings
hundreds of young people aged between 14 and 17 together
1 bargain  2 discount  3 deal  4 exclusive  5 admired  6 adopt 
from all over the country to rehearse and perform a play in
7 loss  8 debit
London’s West End. If you want to be an actor, it’s a great way
7 into the profession because you get a lot of experience and
1 D  2 B  3 A  4 D  5 D  6 C  7 B  8 C make useful contacts. My drama teacher persuaded me to apply
8 when I was 16 and I did an audition when they visited my school .
1 examine  2 findings  3 lab  4 analyse  5 observe  I thought I had NO chance because the competition was really
fierce and I thought my audition hadn’t gone very well – so I put
6 conduct an experiment  7 elements  8 procedure
The words belong to ‘Science and technology’. it down to experience and forgot all about it. Therefore, when
the email came through congratulating me, I was amazed. Then
9 the enormity of what I’d achieved hit me and I couldn’t stop
Students’ own answers smiling for hours. That was a real red letter day and will stay in my
memory forever!

UNIT 6 RED EXAM BOOST 

OPENER SECTION B
3
Vocabulary: Compound words
1 A (‘sending employees away on team-building courses. These
1–2
are both instructive and fun for everyone involved.’)
1 True 2 B (‘There are plenty of opportunities for advancement,
2 False (It is from South America and the Caribbean.) something I didn’t have before, and I find that motivating.’)
3 False (Our brains make us think they do.) 3 B (‘We had an argument when a client objected to the way
4 False (Our body sweats to try to get rid of what it thinks is I dealt with her situation …’)
dangerous to us.) 4 A (‘My only complaint is the hot desk
de sk policy, where no one gets
5 True (Birds aren’t.) to have their own regular work space’; ‘it can be quite frustrating
3 to have to move my things around all the time.’)
1 widespread  2 homemade  3 fireworks  4 well aware  5
5 never-ending  6 lifetime  7 teaspoon  8 underestimate  A  photo
 photo 3 B no photo C  photo 1 D photo 2
4 6
Compound nouns: fireworks, lifetime, teaspoon 1 D (‘No, for me the red letter day was when my wife and I were
Compound verbs: underestimate allowed to walk out into the hospital grounds’)
Compound adjectives: widespread, homemade, well aware, 2 A (‘I think people sometimes underestimate the importance of
never-ending having a car and the freedom and independence it gives you. It
5 lets you make choices and do things you’ve always wanted to do.’)
1 homemade 2 never-ending 3 lifetime 4 underestimate 3 C (‘I’d been passionate about creative writing since I read my
6 first story book at the age of six.’; ‘I’d been through the whole
process from getting my proposal accepted (after a stack of
Students’ own answers
rejections) through to final draft with everything that involved …’)

16
161
1

ANSWER KEY

4 D (‘I guess
include thingsmost
like people
gettingwould say thatortheir
exam results maybered something
letter days like EXAM BOOST 
SECTION C
their wedding or the birth of a child.’)
4
5 B (‘It had been a challenging month. OK, to be totally honest, I’d
hated every minute of it.’) - ful - le s s
6 C (‘I can still feel the weight of it and smell those fresh pages delightful –
and see, in bold and shiny letters, my name under the title.’) doubtful (doubtless – this is an adverb)
7 D (‘I have to admit that I don’t remember much about my wedding – eventful –
I was so nervous that things might go wrong! And what I mostly
hopeful hopeless
remember about the day my daughter was born was all the worry …’)
8 B (‘We all put the thought of failure or resits to the very back of painful painless
our minds and enjoyed the moment.
moment.’) ’) peaceful –
9 A (‘… broke down more often than I like to remember, …’) – pointless
10 B (‘I’ve still got the calendar by the way.’) powerful powerless
7–8 – priceless
Students’ own answers skilful –
successful –
 READING AND USE OF ENGLISH tactful tactless
Part 3 Word formation thoughtful thoughtless
1 useful useless
Brazil and England wonderful –
2 – worthless
1 loyal, average, not obsessive 5
2 he was called ‘Brazil’s biggest fan’; he went to over 150 matches 1 thoughtless 2 eventful 3 pointless 4 doubtful 5 painless
across 60 countries 7
3 Venezuelan; travelled more than 231,000 km since 1982 1 traditional  2 symbolic  3 insensitive  4 competitive  5 financial 
attending World Cup matches 6 objections  7 psychological  8 dramatic
4 It’s not practical and too expensive.
8
5 She checks results and has a season ticket for the home
matches. Students’ own answers
6 The atmosphere, singing, chanting and cheering.
LISTENING
7 They followed their teams until they were very old.
Part 2 Sentence completion
3 1
1 obsessive  2 ridiculous  3 national  4 practical  5 financial 
6 enthusiastic  7 numerous  8 representative  9 colourful  Students’ own answers
10 encouraging 2
4 1 D  2 B  3 E  4 A  5 C
-ing: encouraging, disgusting, motivating, threatening, worrying 3
-ful: colourful, cheerful, harmful, helpful, hopeful Suggested synonyms/paraphrases:
-ic: enthusiastic, academic, athletic, dramatic, symbolic, 1 a noun – was fine with / was OK with the person who …
sympathetic 2 a noun – sound up / loud, bothers his …
-al: national, practical, financial, psychological, traditional 3 a noun – people who don’t say what they mean …
-ous: ridiculous, numerous, suspicious, various -ing  form of a verb – in my view / if you ask me / as
4 a noun or the -ing
-ive: obsessive, representative, aggressive, competitive, effective, far as I’m concerned …
impressive 5 a noun – bad drivers have a poor sense of / have no idea about …
5 4
1 Have you eaten anything disgusting in the last few days? 1 picnic  2 privacy  3 attention  4 themselves  5 space
2 Which dictionaries do you find (most) helpful?

3 Do
4 Areyou
youknow anyone
athletic or do with/from
you avoidan acade mic background?
academic
sports? EXAM BOOST 
SECTION B
6 4
Students’ own answers 1 verb 2 noun 3 noun 4 noun 5 verb 6 noun 7 noun
5
1 disturbs 2 frequency 3 control 4 mood 5 increase
6 Frustration 7 goal
6
1 pick one thing 2 putting their hand 3 crunch their way
4 if they’re quiet 5 out of a bag

162

ANSWER KEY

5 SPEAKING
1 expectations (‘… it happens when something doesn’t meet our Part 3 Collaborative task
expectations.’)
2 anxiety (‘What did surprise me though is that we sometimes use 1
anger to cover up our real feelings, feelings we don’t want people Students’ own answers
to know about – anxiety about
ab out work, relationships or finances for ‘Red tape’ means official rules that seem unnecessary and prevent
instance.’) things from being done quickly
q uickly and easily.
3 survival (‘… anger helps to ensure our survival …’) 2
4 red face (‘That’s why we get a red face.’) There was too much red tape – regulations on the position of
5 pain (‘… if we do choose to stay and deal with the situation and stages and equipment, health and safety regulations, forms to fill
get hurt, the chemicals caused by anger help us to feel less pain …’) in, and huge fines possible.
6 motivation (‘…
(‘… the anger provides us with the motivation we 3
need to act.’)
Students’ own answers
7 optimistic (‘… it made me smile when I came across various
studies that say they’re actually optimistic …’) 4
8 relationships (‘…
(‘… it can cause us to talk more … I think this can 1 not using a phone while driving  
make our relationships better …’) 2 driving with one hand on the wheel, banning passengers
9 effective (‘… or we can simply walk away to clear our thoughts. speaking to the driver 
Walking away is the method I’d say is most effective.’) 3 eating while driving
10 temper (‘While some people might say we should always keep 5
 our temper under control, I think it s OK if we sometimes lose it. ) I completely agree with you.; You’re absolutely right.; I’m afraid I
6–7 disagree.; I don’t agree at all.; Yes, you’re right up to a point but …
Students’ own answers 6
Students’ own answers
READING AND USE OF ENGLISH
Part 4 Key word transformations EXAM BOOST 
1 SECTION B
Students’ own answers 2
2 1 a vegan diet
Origins: a play in ancient Greece (Agamemnon). (Then, used by a 2 finding the right food; how good it is for our health
president (in 1821), New York train passengers (early 1900s) and 3 The woman dominates, the man doesn’t say enough, the man
in Hollywood (1920s).) goes off the point.
Recent decades: less glamorous. There is a whole industry of 3

people helping people to look good on the red carpet. 1 talk 2 Shall 3 interrupt 4 move 5 that 6 going off 7 next
8 about
3
1 as  2 fancier  3 less  4 as  5 ever  6 fewer  7 much  8 spectacularly 4
4 Starting the task: So, we need to talk about …; Shall we start with
this idea – …
Less: less special than, not as thrilling as, fewer really glamorous
events Continuing the task: … I think we need to move on.; Let’s look at
More: fancier than, the best Hollywood era, a much biggerbi gger the next idea.
industry than, dress more spectacularly than Keeping to the point: I think maybe we’re going off the point
a bit here.
The same: as important as
Interrupting politely: Sorry to interrupt, but …
5 Encouraging your partner to talk: OK. Great. Why do you think
1 Hollywood films aren’t as good as films made in i n my country. that?; What do you think about …
2 Hollywood stars today behave more/less outrageously than 7
Hollywood stars in the past.
Example answer
3 People are far more/less interested in fashion today than in the past.
 A: Rules, yes, tricky question! OK, do we think it’s important
4 Young
Young people are more/less concerned with fame than being
always to follow rules. You
You know, it kind of depends on the rules,
successful.
I suppose, don’t you agree?
5 Privacy is as easy to keep today as in the past. B: I’m not sure. You’re
You’re right up to a p
point,
oint, but I think there are
6 The choice of film and TV today is the best we’ve ever had.
some people who have that personality – they always follow rules,
EXAM BOOST  whatever. Maybe it’s because they don’t want to get into trouble.
What do you think?
SECTION C
 A: True. Like when you’re driving – if you speed you might get
3 fined, so people follow the rules,
r ules, not necessarily because they
1C 2D 3A 4E 5B 6F think they’re right, but because they don’t want to pay money or
6 get arrested! It’s a good reason, I think!
1 was not / wasn’t as long as   2 were less glamorous than B: You’re
You’re right. However, I also think that rules like that are
3 would not / wouldn’t enjoy fame unless 4 have/’ve never seen  important because they keep people safe. You know, safe on the
5 warned the actress not to   6 to walk more slowly than roads, in swimming pools and things. I have to say that I think
we should follow rules because nearly all of them are there for a
7 reason. Don’t you think?
Students’ own answers

163

 
 

ANSWER KEY

 A: I’m afraid I have to disagree! Some of the rules we are
expected to follow are a bitbi t extreme. I understand that people
can’t just drive as fast as they like when they want to and it’s true
that if everyone broke the rules all the time there would be chaos!
But think about some of the ridiculous forms we have to fill in! It
takes ages and really, common sense would be better.
B: Oh, I know what you mean. Like all the background checks if
you get a new job. I dod o agree that there are some silly rules too.
But generally, I’m OK with following rules. Sometimes, obviously
you have to break a couple – like school rules! I think everyone’s
eve ryone’s
broken some of those at times!
 A: Yes, I’m definitely one of them. Sorry, but I’m a bit of a rebel. I
don’t like people telling me what to do – I’ve never liked authority!
So, for me, it is certainly not important always to follow rules.
B: And I would say that it’s generally important, but maybe not
always!
(Decision question)
B: So, what’s the most important reason for following rules in
your opinion?
 A: I guess it’s keeping people safe. For me, that’s where rules are
important. I think we both agree on that, don’t we?
B: Yes, you’re
you’re right, but also, for me, it’s to avoid getting into
trouble. It’s important to follow the rules that might cause you
Conclusion and recommend
recommendations
ations
From my research, it is evident that students support a charity event.
I would recommend a ‘battle of the bands’ evening with the money
going to The Music Studio. I would also suggest the college contact 
a local business person and request a prize for the winning band.
EXAM BOOST 
1
1 To sum up, people will support a chari
charity
ty event.
2 I interviewed a large number of students.
3 Overall, students would like to see a sports event.
4 The purpose of this report is to consider the pros and cons of a
charity event.
5 I carried out a survey of over 100 people.
6 The aim of this report is to outline how people raise money for
charity.
2
Introduction: 2, 4, 5, 6 Conclusion: 1, 3
3
1 those 2 majority 3 few 4 None of 5 According 6 Few
Useful phrases to refer to research: All of those I interviewed said
that …; The majority of people I surveyed said …; A few of those
I questioned …; None of the people I talked to …; According to
 problems. But there are some rules you can break without anyone
knowing! For example – if a sign says, don’t walk on the grass and …; Few members of staff …
there’s no one around – I might just walk on it to be a bit naughty! 4
 A: You are a bad person! What about CCTV? 1B 2D 3A 4C
B: Now that’s another interesting discussion!
5
8–10 It answers question 4. A title could be ‘A report
report on the usefulness
Students’ own answers of the facilities at the Oakfield Sports Centre’.

WRITING 6
The aim of this report is for to provide …
Part 2 Report … the pool is the most used facility.
1 … to use it in at the same time.
Students’ own answers … a wide range of high-quality equipments equipment.
2  A V ery
ery few people use the tennis court …
… the manager of the centre make makes the tennis courts safe …
1 To examine last year’s charity event and make a
recommendation for next year’s event. 4–5
2 The quiz was very popular; the fancy dress wasn’t popular Students’ own answers
among staff but it raised half of the money; only half of the people 6
knew about the baking competition but those who participated Example answer
enjoyed it. Report on a successful charity event
3 Keep all three events. Give a prize for best fancy dress and Introduction
advertise the baking competition better.
be tter. The aim of this report is to outline potential activities for a charity
3 day and make a recommendation. In order to prepare for this
Example answer report, I created a list of 30 charity
char ity activities and asked 25 students
 A report
report on charity events in my area to rate them.
Introduction Possible events
The aim of this report is to present ideas for a charity event and Potential charity events can be organised into key categories.
charity recipient. To obtain useful suggestions, I interviewed 30 These are:
students from the college. • sporting events, e.g. a fun run where runners run in fancy dress
Suggested charity event • social events, e.g. a charity auction
Many suggestions were music-based. The most popular idea was • sponsored events, e.g. a sponsored silence.
a ‘battle of the bands’ evening. Students’ preferences
Suggested charity recipient Of the thirty activities proposed, those in the social events
Most students wish to donate funds to a local charity. Their category were the most popular, with three ideas in the top five.
recommendations were: These were the above mentioned charity auction, a battle of the
• The Rainbow Arts FunFund,
d, which provides grants to local artists bands concert and a games evening.
e vening. The sporting events were
• The Music Studio, which acquires second-hand instruments and the least popular.
donates them to families Conclusion and recommend
recommendation
ation
• The Sports All
Alliance,
iance, which organises sport
sportss events for people I recommend the school organises a charity auction as this was
with learning challenges. the most popular in my survey. The school could contact local
businesses and ask managers to donate items to be auctioned for
free in exchange for advertising during the event. The event could
be advertised locally to attract as many attendees as possible.
164

ANSWER KEY

GRAMMAR FILE REVIEW: UNITS 1–6

1 1
1 more tired  2 less  3 noisiest  4 as strong as  5 too  6 loudly 1C 2D 3B 4B 5D 6A 7C 8A
enough  7 far  8 to eat 2
2 1 as 2 have 3 more 4 will/could 5 to 6 an 7 them 8 used
1 I think it’s much harder to learn Chinese than Italian. 3
2 Writing a story isn’t as easy as reading one! 1 athletic 2 combination 3 developments 4 certainly 5 financial
3 The saucepan handle is too hot to hold. 6 psychological 7 harmful 8 aggressive
4 I’ve never been able to cycle as fast as my brother. 4
5 This sofa isn’t big enough for three people.
1 size 7 boots in stock 2 as I was (doing the) 3 is/’s devoted to
6 The more I learn, the more I want to learn!
4 not as warm (today) as 5 refused to do 6 agreed to see us all
7 I’m a bit more adventurous these days.
8 It’s getting hotter and hotter in here. 5
1A 2D 3C 4A 5B 6C 7C 8B
3
6
1 than  2 more  3 as  4 too  5 even  6 enough  7 to  8 much/even
1 use 2 during/in 3 to 4 less 5 more 6 if/whether 7 no 8 any
4
1 the wealthier  2 far bigger  3 much faster  4 more glamorous 
5 far higher  6 as hard as  7 much further  8 as free as  UNIT 7 GREEN
9 much less easy  10 more important
OPENER
5–6
1 The food isn’t as good as before.
Vocabulary: Phrasal verbs
2 The rain’s worse than yesterday. 1
3 The film’s getting duller and duller. All apart from anger, intelligence and a warning.
4 I’m a little less heavy than I was. 2
 5 I’m not tall enough to reach the shelf. Students’ own answers
They’re all pronounced with a schwa sound /ə/ e.g. as – /əz/, 3
than – /ðən/, to – /tə/
1 The dye in it was poisonous.
7 2 It made people ill and could cause death.
1 better  2 much more expensive  3 more sophisticated  3 green clothes (a dress, a waistcoat, gloves), carpet and postage
4 a lot lighter than  5 too heavy / heavier  6 as busy as  stamps
7 slightly less busy  8 free enough 4
VOCABULARY FILE 1 down  2 up  3 out  4 over  5 against  6 off   7 up  8 away

1–2 5
1 C  2 G  3 D  4 A  5 H  6 B  7 E  8 F 1 showing off   2 do away with  3 work out  4 come down with 
5 come up against  6 come up with
3
6–7
1 heart sank  2 widespread  3 support  4 from time to time 
5 irritating  6 gets on my nerves  7 practical  8 get across Students’ own answers
4 READING AND USE OF ENGLISH
academic – academy; athletic – athlete; competitive – competition;
controversial – controversy; dramatic – drama; enthusiastic –
Part 6 Gapped text
enthusiasm; financial – finance; psychological – psychology; 1–2
various – variety Students’ own answers
5 3
signs which show you your speed; speed bumps in the middle of Our film club showed a couple of really old movies last week. One
the road; low speed limits in urban areas; speed cameras; a speed was called Ben-Hur (1959) and it was brilliant. Amazingly, there
camera lottery; volunteers using a speed detector
d etector was a cast of thousands and all the action happened during the
6 shooting. In other words, they didn’t use CGI ! And, of course, the
use of green screen was not common then, so the chariot race was
1 speeding  2 pressure  3 health and safety  4 over the speed limit   filmed inside a coliseum set, which took a year to build. Lots of
5 fines  6 effective  7 frustration  8 well aware accidents happened while they were filming but they had to keep
7 them in. For instance, one racer crashed and nearly died! It’s still
1 irritating  2 aggressive  3 anxiety  4 threatening  5 representative  in the film!
6 failure  7 various  8 underestimate 4
8 1 A; B could start with ‘Unfortunately,
‘Unfortunately,’’
1 gossiping  2 boast  3 insulted  4 talk over  5 congratulated  2 B; A could start with ‘For example,
example,’’
6 reassuring 3 A; B could start with ‘In other words,
words,’’
The words belong to ‘Communication and conflict’. 4 A; B could start with ‘Frustratingly
‘Frustratingly,’,’
9
Students’ own answers

165

 
 

ANSWER KEY

EXAM BOOST  4 lay lie

‘lay’ means put something down into a flat position
SECTION C
‘lie’ means in a position with your body flat on the floor
4 5 shortly
shortly briefly
 briefly
1 B (links with ‘different areas suffer in different ways’ in the ‘shortly’ means soon
previous sentence.) ‘briefly’ means for a short time
2 A (links with ‘extreme events which are life-threatening’ in the 6 harm damage
previous sentence.) ‘harm’ means damage or injury caused to a person
3 C (links with ‘Properties are at risk’ in the previous sentence.) ‘damage’ means physical harm to an object
5 5
Students’ own answers 1 C (Only C is followed by ‘of’.)
6 2 B (Only B fits the meaning of the sentence.)
1 E (The sentence exemplifies the preceding
precedi ng statement about 3 B (Only B fits the meaning of the sentence and is followed by ‘to’.)
trick photography. ‘fires and tsunamis’ are referred to in following 4 A (B and D don’t fit
f it the meaning. C doesn’t collocate with ‘in’.)
sentence with ‘How did they do that’, and ‘they’ refers back to 5 B (Only B fits the meaning of the sentence and can be used to
audiences.) describe a material.)
2 C (‘another’ refers to the additional example of Gollum, 6 D (Only D fits the meaning of the sentence and the examples of
a character created using ‘performance capture’.) (non-contrasting) items given.)
3 A (‘they’ refers to characters doing ‘any actions’, which are 7 C (Only C fits the meaning of the sentence and collates with ‘of’.)

exemplified with back

4 D (‘they’ refers ‘fly, ride … oractors,
to film interact with
and thegiants’
giants’.)
.) serves as
sentence 8 A (Only A fits the meaning of the sentence.)
6
a contrast to the previous sentence introduced by ‘Frustratingly’..)) Students’ own answers
5 G (‘revolutionary technique’ and ‘to do the impossible’ are
referred back to in the following sentence with ‘This uses’.) LISTENING
6 B (‘In other words’ introduces a rephrasing of the previous
sentence – ‘what I record as revolutionary and new will soon
Part 3 Multiple matching
become outdated’ links to ‘there will be newer and more 1
incredible ways’
ways’.)
.) Students’ own answers
2–3
 78
Students’ own answers When I was 25, three of my friends went backpacking around the
world for a year, leaving me behind. I spent the first few weeks 
READING AND USE OF ENGLISH of their trip staring at photos of them in exotic places, wishing it
Part 1 Multiple-choice cloze was me.
The stressed words are usually main verbs, nouns, adjectives and
1 adverbs. Pronouns may also be stressed for emphasis.
Students’ own answers
4
2 Samira decided to quit her job and go backpacking with friends
1 A solar cooker that uses energy from the sun to cook food. but she didn’t enjoy it because she didn’t like going from place to
2 A personal water filter that cleans water when you drink through it. place and she hated the hostels. She came home and eventually
3 A shower head that reduces the amount of water we use when found a worse job than she’d had before she left.
we shower. 5
4 A timer that tells you to get out of the shower after four minutes
Students’ own answers
to avoid wasting water.
5 A printer that uses old tea leaves and coffee grounds instead of ink. 6
Speaker 1 F (‘… the reality soon hit when the power kept going
3
out, … It ruined my time there.’)
1 especially  2 classic  3 sensible  4 incidence  5 remind  6 raise  Speaker 2 A (‘… after a while, I realised just how distant I was
7 opportunity  8 economical becoming from everyone. I had no one to hang around with
4 during the day as everyone was at work.’)
1 an economic benefit  2 rise in  3 especially one/a robot  Speaker 3 D (‘… it was hard to cope with reading people’s
4 classical art  5 sensitive to  6 don’t recall negative opinions about me.’)
Speaker 4 H (‘I had a million choices to make every day which
EXAM BOOST  would impact not only on myself but on others too …’)
SECTION D Speaker 5 E (‘I was constantly damaging the wheels and had to
8 pay almost monthly to get them fixed.’)
1 rejected declined EXAM BOOST 
‘rejected’ means refused to accept/believe/agree with something
SECTION B
‘declined’ means said no politely when asked to do
d o something
2 kind
kind sympathetic
 sympathetic 4
‘kind’ means doing things to help make people happy r emote part of the countryside.
1 I had some friends who retired to a remote
‘sympathetic’ means feeling sorry about someone’s problems 2 The reality soon hit when the power kept going out, leaving me
3 lastly eventually literally in the dark.
‘lastly’ is used at the end of a list 3 I quit my job, bought my own house and got a few treats for my
‘eventually’ means after a long time friends and family.
4 So, I bought some equipment and started my own gaming channel.
166

ANSWER KEY

5 It was hard to cope with

w ith reading people’s negative opinions 4
about me. 1 choice here  2 way  3 go  4 Top  5 nowhere
6 I soon realised that being your own boss meant long hours. 5
7 The responsibility sat heavily on my shoulders and I became
a constant worrier. Students’ own answers
8 I was constantly damaging the wheels and had to pay almost EXAM BOOST 
monthly to get them fixed.
SECTION B
5–6 3
Students’ own answers
1 Not good – B interrupts before A has finished answering.
7 2 Not good – B waits to come in but is iimpolite.
mpolite.
I had some friends who retired to a remote part of the countryside. 3 Good – B rephrases and expands on the question which he helps
lps A
I really envied them being surrounded by fields and fresh air all to answer.
the time, so as soon as I retired myself, I moved to the same area. 4 Good – B waits, comes in politely and adds to the di
discussion.
scussion.
It was about 20 miles from the nearest train station. At first, I loved
6–8
being so far from civilisation,
civ ilisation, but the reality soon hit when the
Students’ own answers
power kept going out, leaving me literally in i n the dark. It ruined my
time there so eventually, I sold the cottage and moved back to my
WRITING
old town. I made a profit on it though so that was good.
7–8
Part 2 Story
1
Students’ own answers Students’ own answers
READING AND USE OF ENGLISH 2
Part 2 Open cloze It seems as if Emma decided to keep the money she had found
1–2 and use it to pay off her bills, but she decided to hand it in at a
police station once she thought that someone was following
f ollowing her.
Students’ own answers
3
3
The writer uses narrative tenses and time expressions.
1 red-green   2 men  3 yes 
4 police officers, airline pilots, fire fighters and maybe artists   4
5 The colour they appear might not seem very tempting.   The correct order is B, F, C, E, A, D.
6 because language influences how we see colours
EXAM BOOST 
 4
1
1 that  2 who  3 why  4 that  5 seen
1 looked 2 were having 3 had/’d last seen 4 had/’d fallen out
5 5 had been taken out 6 popped up 7 had/’d found
1 Students who have colour deficiency must be careful in science 2
laboratories.
2 One thing that my friend can’t do is match her clothes easily.  A very soon B Just as C Just a few seconds later
3 Christopher Nolan, who directed the Batman films, is red-green 3
colour deficient. 1 grabbed 2 crawled 3 wandered 4 slid 5 floating 6 popped up
4 I found an interesting website where you can learn about colour 7 rushed 8 bounced
perception. 4
5 The colour perception test (which was) devised by Dr Shinobu is 1 astonished  2 irritated 3 optimistic 4 furious 5 amused 6 eager
considered to be the most accurate. / The colour perception test 7 suspicious 8 despair
(that) Dr Shinobu devised is considered to be the most accurate. 5
The relative clause can be reduced in sentence 5.
1 demanded 2 shrieked 3 revealed 4 whispered 5 mumbled
EXAM BOOST  6 asked 7 joked 8 offered
SECTION D 5–6
5 Students’ own answers
1 which 2 After 3 having 4 done 5 On 6 whose 7
6 Example answer
Never assume!
1 unless  2 more  3 have  4 the  5 where  6 who  7 which/that  8 as
7 When a message popped up on my friend friend’s
’s phone, there was
something in it that really caught my eye. I knew I shouldn’t look,
Students’ own answers but the message mentioned two tickets to a film festival. Leon
knew how desperate I was to go to it, so I was sure he’d give the
SPEAKING second ticket to me.
Part 4 Discussion When Leon returned, he picked up his phone and read the
1–2 message but didn’t say a thing. In fact, it wasn’t until the day
before the festival that we spoke again, when Leon messaged
Students’ own answers
me to ask if I was free the day of the festival to help him with
3 something. Of course, I said yes. I couldn’t wait.
Suggestions include building affordable homes; a green space; a The next day I made my way to his house and rang the doorbell.
children’s playground; an open space for art festivals and gigs or an When Leon’s mum opened the door, I was surprised. ‘Oh good,
open-air cinema; tennis courts or a football pitch; a sports centre
16
167
7

 
 

ANSWER KEY

you’re here’ she said, ‘Leon’s accompanying me to the film festival 6

today and I need someone to look after my dog. Leon said you 1 face  2 polluted  3 remote  4 cut  5 impacted  6 affected  7 cure 
wouldn’t mind.’ My heart sank, but somehow I managed to keep 8 vivid
a smile on my face. ‘Of course’ I said through gritted teeth, ‘no
7
problem’. 1 A (A is the only one which collocates with ‘technological’
‘technological’.)
.)
8
2 B (B is the only one which collocates with ‘issue’.)
Students’ own answers 3 B (B is the only one which collocates with ‘facial’.)
4 A (A is the only one which fits the sentence meaning.)
GRAMMAR FILE
5 A (Neither B nor D collocate with ‘provide’ in this context.
1 C doesn’t fit the sentence meaning.)
1 who/that  2 whose  3 where  4 which  5 who  6 which/that  6 B (B refers back to the technique of changing an actor’s facial
7 whose  8 why expressions. A, C and D don’t fit the sentence meaning.)
2 7 D (A is not a noun. Neither B nor D collate with ‘on’.)
1 which/that have gone up 8 C (C is part of a fixed expression.)
2 why I don’t like tomatoes 8
3 when I’m free / not busy 1 construction  2 storey  3 venue  4 terrace  5 lobby  6 atmosphere 
4 where / in which I lived as a baby 7 brick  8 setting
5 whose daughter is / daughter’s
d aughter’s an actress The words belong to ‘Homes and places’.
3 9
1 F – why  2 E – which  3 C – which  4 A – which/that  5 B – which  Students’ own answers
6 D – which
4
1 Blue, which is a cold colour to me, isn’t really my favourite.
UNIT 8 YELLOW
2 No commas but the pronoun can be omitted OPENER
3 The screen on my phone, which is pretty new, is cracked already. Vocabulary: Adverb + adjective collocations
4 No commas
1–2
5 No commas
1 False (There are 20,000 species.)
6 No commas but the pronoun can be omitted
2 False (The worker bees are all female.)
5–6 3 False (They communicate through dance, smell and the sharing
There are slight pauses before and after a non-defining relative of food.)
clause (i.e. before the first comma and after the second in 4 False (Around a twelfth of a teaspoon.)
sentences 1, 3, 5). 5 True
 7 6 True
1 There are loads of people who are buying last minute gifts. 3
2 A letter which was sent to me by my bank has got lost. 1 completely  2 highly  3 incredibly  4 closely  5 vitally  6 fully 
3 Not possible 7 widely  8 deeply
4 Not possible
4
5 The kids who are sitting on that bench
be nch are annoying passers-by.
6 The painting which is displayed in the hall is my favourite. 1 divided   2 unlikely  3 slow  4 impossible  5 fantastic  6 safe
7 The windows which were recently putp ut in look fantastic. 5
8 I love chocolate which is made with nuts. Example answers
1 fully understood 2 highly unusual 3 vitally important
VOCABULARY FILE
6–8
1 Students’ own answers
1 technological advances  2 costume  3 wallpaper 
4 water shortage  5 cottage  6 carbon footprint READING AND USE OF ENGLISH
7 facilities  8 natural disasters Part 7 Multiple matching
2 1
1 come up against 2 remind 3 demolish  4 exotic 5 sensible  Students’ own answers
6 severe 7 deficiency  8 giving
2
3–4 1 a concern for the survival of some animals
brand new, carbon footprint, environmentally friendly, designed, 2 the reason behind the change of seasons
muscle, warehouse, water shortage 3 the importance of light for wild animals to breed
NB In American English, the /r/ sounds are likely to be 4 ways people can benefit from an extension of daylight
pronounced. In British English, it’s usually only pronounced when
5 how environmental changes can confuse certain animals
it comes at the end of a word and before a word which begins
with a vowel sound. 3
5 1 B; ‘… climate
climate change is having a worrying effect on some of our
wildlife, …’
The photojournalist returned to his family ranch to discover
d iscover the
2 A; ‘… days … get longer as the earth continues its annual
surrounding forest had been cut down, so he spent twenty years
 journey around the sun …’
replanting it and now it’s
it ’s recovered.
3 A; ‘Birds will start singing when the days start to get longer in
order to attract mates …’
168

ANSWER KEY

4 A; ‘Humans might appreciate the opportunity that more daylight 7

gives us to do what we couldn’t do in winter, such as working Students’ own answers
outside until later in the day or not travelling to work in darkness’
5 B; ‘Hedgehogs … are coming out of hibernation too early’; LISTENING
‘Birds are tempted to mate and nest early’ Part 4 Multiple choice (long text)
EXAM BOOST  1
SECTION C Students’ own answers
4 2
1 F – ‘supposed to have taken off’; ‘missed our coach’ 1 a few  2 its meaning  3 can be himself   4 less
2 B – ‘noticeably more crowded’ 3
6 C – ‘so excited’ 1 the concept of friends; quality; quantity  2 good; not why 
4 3 different reasons; main thing   4 used to think that; come to realise
1B 2A 3D 4C 4
5 1 Having mutual trust and respect
1 B (‘I’d swap the burning sand for some chilly frost and snow 2 ‘The most significant to me seems to be …’
any time!’) 5
2 A (‘I know many of my friends wish they had a break like I do, 1 A (‘The most significant to me seems to be having mutual trust
but they probably don’t see the drawbacks.’) and respect …’)
3 D (‘I used to adore the long days and the picnics and trips to the 2 C (‘I’d say it’s more about the fact that having friends like
seaside.’)
4 C (‘Scientists say that people from that part of the world have ourselves
3 A (‘… whenwill we
lower the likelihood
interact of arguments.
with people arguments.’)’) backgrounds,
from different
a different physique …’) we’re challenged to consider things we’ve never considered
5 A (‘I love children, but I share every working day with them and before and make sense of them. This essentially changes our brain
I’d just like to escape in the holidays.’) processes. I’m glad we’ve found this out …’)
6 A (‘I imagine I’d appreciate
app reciate places like this if I were a parent.’) 4 C (‘I shouldn’t be upset by that but it’s hard when you have to
7 B (‘… for me it is SO boring. Every day the temperature is the admit to your colleagues you’re wrong!’)
same …’) 5 A (‘
(‘…
… it’s always incredible to me that we tend to be friends with
wi th
8 D (‘I’m one of those people who suffer when the pollen levels people who have similar levels of immunity to us, presumably so
start to rise, sneezing throughout the summer months.’) that we don’t catch some nasty illness from them.’)
9 B (‘… I usually do my outdoor training early in the morning or 6 B (‘But while we played,
p layed, we would also comment on each other’s
other ’s
late at night.’) behaviour …’)
10 C (‘I know I should be used to the winter months, like most 7 B (‘I reconnected with an old school friend in the same area.
Russians, but I am definitely not!’) This is the approach I’d suggest. I’d not seen her for years but
6–7 we’re close again now.’)
Students’ own answers
EXAM BOOST 
 READING AND USE OF ENGLISH SECTION B
Part 3 Word formation 4
1 most significant to me 2 say it’s more 3 we’ve found this out
1
4 long-held belief   5 it’ll amaze anyone 6 incredible to me
Students’ own answers
7 no surprise that 8 in my view
2
5
1 17 July  2 1997  3 Japan  4 over five billion  5 over 3,000 No answers
3 7
1 considerable  2 significant  3 sleepy It’s good to have friends that keep an eye out for you / and check
4 that you’re OK from time to time. / We all need that. / Take my friend
1 -ent/-ant: confident, convenient, efficient, violent Ruby, / for instance. / She always buys me yellow flowers when
2 -able/-ible: accessible, enjoyable, memorable, recognisable, I’m ill / or going through a bad time. / I like yellow, / but that’s not
suitable why they’re special. / It’s because yellow represents friendship /
3 -y: sporty, stormy, tricky, wealthy apparently. Those flowers make me appreciate how lucky I am to
have her. /
5
1 suitable  2 memorable  3 sporty  4 recognisable 6–7
Students’ own answers
EXAM BOOST 
SECTION D READING AND USE OF ENGLISH
6 Part 4 Key word transformations
1 underestimated 2 overcooked 3 overlooks 4 overdoes 1
5 oversleep 6 overworking Students’ own answers
6 2–3
1 enjoyable  2 effective  3 confident  4 personality  5 recognisable  1 China
6 understandable  7 confusion  8 tricky 2 chocolate, butter,
butter, cheese; and fruit and vegetables are still used
too
169

 
 

ANSWER KEY

3 It’s a good material to work with D 1 how 2 kind 3 it

4 clay carving tools, cheese wire, small kitchen knives and a E 1 for 2 what 3 How
cheese grater. 6
4 Example answers
Passive forms in Ex 2 Student A (page 73)
1 Where were the first known food carvings made? In both photographs the people are wearing items of clothing
2 What food items are used to make carvings these days? that are yellow. In the first it’s
it ’s yellow dresses and in the second it’s
3 Why is cheese thought to be good sculpture material? yellow swimming caps. Another similarity between the photographs
4 What tools might be used to make a cheese sculpture? is that they are both of groups of people, all wearing the yellow
Answers to questions in Ex 4 clothing items. However, the photographs are otherwise quite
1 In each case, the speaker chooses to place the focus on the different. Firstly,
Firstly, the photograph at the top seems to be of a festival
carvings (1), the food items (2), the cheese (3) or the tools (4) and to celebrate an event, whereas the second is, I think, of a swimming
not the people making the sculptures or (in 4) doing the thinking. competition. The women in the festival could be dancing and I would
2 Question 1 is in the past tense (was/were + past participle). think that there is music playing, but the other people are swimming
Questions 2 and 3 are in the present tense (am/is/are + past and you can see their arms coming out of the water. It’s probably a
participle). fierce competition! Secondly, the weather looks very different in i n the
3 modal + be + past participle two photographs. The festival is probably taking place somewhere
hot, like India perhaps. In contrast the second photograph looks a bit
5 cold! The swimmers are wearing swimsuits that keep you warm when
1 is believed that 2 may have been used 3 was asked you’re in cold water or in water for a long time. As for why they might
4 is considered to be 5 can’t be put 6 will be made be wearing yellow, I would think that the yellow dresses in the first
photograph are perhaps a traditional costume. The yellow hats in the
EXAM BOOST 
SECTION D second
must sayphotograph are so that
that both activities lookthe swimmers
really can be seen. To finish I
energetic!
4 Student B (page 112) 112)
1 will have been eaten 2 was enjoyed by 3 has/’s been entered OK, firstly, to compare the photos – both my photographs show
4 is being tasted by  5 might be given 6 was given people in situations where colour is important. The first photograph
shows a couple of young boys crossing the road and the second
5
photograph is of a woman working. The boys are outside and
1 Flowers have been being carved out of fruit for centuries.
they’re using a pedestrian crossing. One has something he can ride
2 Thai meals often are are often accompanied by vegetable carvings.
on, with two wheels, I think it’s called a scooter. The woman, on the
3 Butter can to be used to create sculptures.
other hand, is inside at a desk or table and behind her there is a
4 Butter sculptures will be damage damaged by heat.
rail with clothes on it. She looks as if she’s drawing something. She
6 has a pencil in her hand, so I think she could be a fashion designer
1 is thought that cheese was   2 must be kept at  or something like that. I guess the boys are out playing, perhaps
3 was estimated that cheese  4 are made with  they’re going to a park or a friend’s house, whereas the woman is
5 will be held  6 should be removed doing her job, maybe in an office or at home. To go on to why colour
7–8 is important to the people, for the boys at the crossing, the colour
of the light is very important. It tells them that the traffic will stop
Students’ own answers
and so they can cross safely. For the woman, colour is important
because she needs to choose which colours match or which colours
SPEAKING
 are fashionable. Lastly, I d like to say that if the people in either
Part 2 Individual long turn photograph got the colours wrong it could have consequences!
1
Students’ own answers WRITING
2 Part 1 Essay
1 work clothes, casual clothes, sports gear, formal social outfits 1–2
2 Students’ own answers Students’ own answers
3 3
bright yellow (high vis) jacket Paragraph A is more coherent as the ideas are better linked using
4 linkers (e.g. ‘In addition’).
Students’ own answers 4
5 Add information: In addition
His answer is disorganised. He doesn’t compare first and he uses Show contrast: However
short and quite abrupt sentences. The answer is difficult
d ifficult to follow. Explain the result of something: as
He also adds some personal and random information, so he is not Explain the reason for something: which means that
really answering the question. 5
1 People should do regular exercise because / as / due to the fact
EXAM BOOST  that it is vital for the health of our heart.
SECTION C 2 Many people feel they do not have time for regular exercise.
5 As a consequence, / Consequently, / The result of this is that they
 A 1 what’s 2 blank 3 where become unfit.
B 1 called 2 gone 3 Fresh air can improve our blood pressure. In addition, /
C 1 know 2 place 3 coming Furthermore, / As well as that, it helps us to digest food more easily.
4 Sunlight is very beneficial
benefi cial but it can result in sunburn. / However,
17
170
0 it can result in sunburn.

ANSWER KEY

5 Many people sit down in their jobs. As a consequence, / 6

Consequently, / The
The result of this is that they get little opportunity 1 are asked to follow our instructions carefully
to move about. 2 was/got stolen
6 Using less technology is desirable despite the fact that its use is 3 have been dumped next to the road
vital to our everyday lives. 4 is/’s going to be cleaned up by the council before the summer
6 5 are often considered to be very important to us
Example answer 6 got/were told off (by the bus driver) for standing up (by the bus
Food is vitally important for a healthy lifestyle. The type of food we driver)
eat has a significant impact on both our physical and mental health. 7 is/’s said to be an interesting place to visit
vi sit
Plates of beige food, like chips, pasta and rice, may look and taste 8 had my suits dry-cleaned
delicious, but they’re full of carbohydrates. As wellwell as that, they do
not provide all the vitamins and minerals needed to lead a healthy VOCABULARY FILE
lifestyle. This is why experts say that it is a better to ‘eat the rainbow’. 1–2
This means eating a meal full of different-coloured food, particularly 1 H  2 B  3 D  4 C  5 G  6 E  7 A  8 F
fruit and vegetables. The result is a more balanced diet with all the
nutrients needed to lead a healthier life. 3
1 B  2 A  3 B  4 B  5 C  6 A
EXAM BOOST  4–5
SECTION C /aɪ/: diet, highly, recognisable
5 /eɪ/: f acial, mate, related
1 as well, furthermore /əʊ/: emo ji, growth, social skills
2 in contrast, in spite of (the fact that) 6
3 as a result, the effect of this is that
4 because of, owing to (the fact that) The
themmosquito;
out. the dilemma for scientists is whether to wipe
6 7
1 because of / owing to 2 In contrast 3 As a result 4 as well 1 bitten  2 physical well-being  3 darkness  4 Climate change 
5 As a result / The effect of this is that  6 In spite of the fact that 5 highly likely  6 vitamins
7 Furthermore
8
7–8
1 considerable  2 apparent  3 smiley  4 cheeky  5 recognisable 
Students’ own answers 6 understandable  7 friendship  8 growth
9 9
Example answer 1 organic fruit  2 coastal area / town  3 tropical storm 
As we spend more time in front of a screen, the time we spend 4 rural area / town  5 endangered species  6 carbon dioxide
outside decreases. Although the resulting lack of sunlight and fresh air The words belong to ‘Animals and the natural world’.
is a serious health issue, this essay will argue that it can be overcome.
The first solution is for companies to recognise the importance 10
of keeping their staff healthy and encouraging them to leave the Students’ own answers
building at lunchtime to spend time outside. They may also be able

to
Theprovide
secondasolution
place people can go.
is for governments to ensure everyone has an REVIEW: UNITS 1–8
1
open space they can visit in their local area which is both comfortable 1 B  2 D  3 B  4 A  5 C  6 C  7 D  8 B
and safe. As scientists say that there are significant benefits to being
around nature, these should be green spaces where possible. 2
 A third solution is education. Schools must educate young people 1 a  2 have  3 It  4 been  5 what  6 to  7 if   8 was
about the dangers of spending too little time outside. By doing so, it 3
might help to break the cycle of spending too much time indoors. 1 originality  2 recognisable  3 vitally  4 development  5 creativity 
To conclude, it is possible to overcome the problem of not spending 6 primary  7 emotional  8 frustration
sufficient time outside, however it will need companies, government
and educators working together for it to happen. 4
1 was written by  2 was put off going 
GRAMMAR FILE 3 who gave me the/some advice 4 planning/going to do away with 
1 5 is not / isn’t expected to be 6 keeping an eye out for
1 are being given  2 were  3 being given  4 had  5 to be tested  5
6 been 1 A  2 D  3 B  4 B  5 A  6 C  7 B  8 D
2 6
1 are made  2 are created  3 is said to be  4 is thought to be  1 ago  2 be  3 been  4 have  5 them  6 it  7 less  8 to
5 was loved  6 has/’s been banned  7 get broken  8 is served 7
3 1 significantly  2 ease/easiness  3 illness(es)  4 sensible 
1 need cleaning / to be cleaned  2 need painting / to be painted  5 irrelevant  6 currently  7 safety  8 inconvenience
3 need replacing / to be replaced  4 need fixing / to be fixed   8
5 needs switching on / to be switched on  6 needs cutting / to be cut 1 been bored, he would not / wouldn’t  2 costs a fortune to eat 
4–5 3 is/’s believed to have written   4 will be addressed by 
They’re usually unstressed. In the case of ‘have something done, 5 as many tourists as  6 would/’d get in touch with
have’ is usually stressed.
171
171

WELL-BEING: Mindfulness for exams  wth Ahy g

These mindfulness practces can help you to stay calm and Doing and being
 focused as you evse for your exams.
Very ofen, it s
 s easy to want to get
get straight into doing a task
ike evision jst to get
get it finished an out of the way. This
Impoant is caed doing mode - it heps yo to get thingsthings done, but
If you ee that stess and anxiety are geting
ge ting on top of yo, not aways to consde the best way of tacking the task.
speak to someone you tust. Opening p abot how you Mindflness heps by giving you a moment
momen t to pause and enter
fee can eay hep in deaing with what
wha t can be an intnse beng mode This aows time fo yo to ground yorsef and
time If
I f you have recently exprenced
exprenced th loss of a oved be fuly focused on the pesent moment, so yo experience
one, a traumatic event o have
hav e been diagnosed wth things moe fy. Usualy this wi hep yo to take a calmer
a menta iness o have any ongoing physca pain, it's and wiser appoach to a task, which wil mean you're more
reay imporant that yo check ini n with someone (sch as efective
a parent teache conseo o docto) bfore doing The pessres of revision and exams may make yo fee that
these pactices taking 'time out' from revision to do these
t hese pactices is not
possible. Howeve, regary doing even shor practices where
you can drop into 'being mode' can begin to give you greater
What is mindfulness? menta space o carity.
Mindfuness is essentiay awaeness. It is about taining
your atention to notice your thoughts, feeings eotions, Mindfully making a drink
sensations,
is happenng physica eactions,
ight now, withoutand anything
jdging arond
them yohep
This can that • What can yo hea? For exampe when making a drink
notice the sond of pouing the dink or boiing water
yo to make bete, moe skifl decisions.
decisi ons. Yor bain can be • What can you sme? For example for tea, cofee o uce,
'rewired to wok in more helpfu or skilfu ways. In many ways notice how the smels change as you make the dink.
it's like brain training.
training . Just as peope go to the gym and lif • What can you see? Fo example notice the coours and
weights reguary to bid muscle, mindfness helps train the how they change
brain by doing the practices daiy. • What can you  fee? For exampe, the warmth or cooness
of the drink in your hands.
Preparing for exams • What can yo  taste? Fo exampe when taking taki ng a sip of the
drink, notice how it fist tastes and any
an y changes in taste
Neuroscientists are staing to nderstand more about how • Enjoy beng in the moment as yo consume yor drink
mindfness pratice can hep. Studies indicate that it heps in
two main ways especialy when it comes to t o exas. This simpe exercise can have a big mpact Many peope find
they notice and taste far ore.
1 It heps to ncrease
ncrease the
the density in the front of yor brain
brain
This is the par of the bain
bai n associated with emory your When yo take time to sow down and an d ive in a more m9ment
ability to sove probems and to manage distaction tomoment way you ae able to expeience life moe fuly and
2 It heps us to manage strong o dificlt
di ficlt emotions. appreciativey.
Feeing some stress and anxiety arond exams is natua This can then hep to create a greate sense of cam.
and indeed can hep boost peformance Its when this
becomes too much that it becomes a probem.
 Minduness heps to cam activity in the bit of yor brain
associated with worry
Being kind to yourself
Exam peparation
peparation can be a stressf time so it's
it 's impoant to
take some time out eguay to be kind to yoursef: to recharge
your bateries, give your bain sme breathing space and
acknowedge a the good prepaatoy work youre puting
in. Take regar breaks and enjoy some downtime' with yor
friends and amly to hep recharge.

Practising mindfulness
Just like learning any new sill, for example playing a sport
or an insrumen mindfuness is something that has to be
pacised daiy o have che benefs Dong daly pactces of
10 minte or o can really hep you o moe yor awarene
 o be flly n the presen momen
mome n n a non-judgemen
no n-judgemenal
al way,
heping yo o aoid oerthning, which can ead o worry
anxey and sress.

I is bet o learn how to practie mndfulne hrogh

a corse There may be coes nnng in your area
An interne arch will help you fnd a core local o you
or one rnning online.

Good posure or pracce

Geing yor postre correct for doing mindflness pracice
is really impotan. These practces are designed to be done
in a seated poiion They can also be done lying down
Try o ind a chair you can si n that allows your feet to rest
fully on he ground wih yor anle, nees and hips al a righ
angles wih yor bac slightly away rom he bac of the chair.
The room yo choose should be omewhere you won't be
disbed. n yo phone ono sien o fgh mode Let he
people yo lie with know that youl be doing mndfulness
practce so ha hey do not disturb you Mindfulness can
help yo ae a healthy efecie approach to yor reision
Bt remember, you
you wil stl need to plan and reise! Pt 2: h th-t bthng 
Te ees
Pt 1: Mnfln f bth n by Worryng abo what ha gone on n he pat or wha might
Te eeis happen in he tre canno change eents and dstracts yo
Vey ofen or mnds lie o wander n his practice, you ocu from the presen  rom what you ae doing now The
The present
yor atention on your breahng and on dfeen pas pa s of yor is somehing that you can change so hat is where your
body ts a bi ie shining a ochigh
body ochigh o ha yo ocs on t focus should be For exampe woryng abou yo exams
one hing at a time, feeling the sensaions that arise. Practis
Practisng
ng n seeral onhs ime wont be as hepf as reising now!
 this regarly
regarly helps the mind wander ess, which which leads o less The three-step breathing space practce heps yo to fully
worrying and heps wth concentraton. Remember  it is normal grond yorse in th present and gies yo a ew moments
fo yor mnd to wander while yo are meditang as that i what  o ret and recharge.
rechar ge. The pactice is strctured a bi lie
li e
 minds do Yo ae s ryng o ain 
The Mndfulness of breah and body pracice wil help yo
 to deelop your awareness and an d focu which can help with
reision n addiion focsing on breath aso has a caming
eect (great if you are worrying abou exam) Moing the
oc o he body can ao hep o idenify pyica eeings
caused by stres Example of stress in the body might be
'bterles' or cramps in your tomach your hands shaing
geting sweaty or your mouh gong dry
Guidace o e pracice
 yor mind wanders, try o bring it bac wih a sense of
kindness  doen maer how many times the mnd wander
its bringing  bac each time to he focs on he breath or the
body thats mpoant as yo are increasing
increasin g yor concenration
and raining yor atenion eac ime Don be sraed as  is
 ju pa of raning yor brain
To acces he audo ile for Pracice 1, pease se the app.
FORMULA
 ALSO SUITABLE FOR THE CAMBRIDGE 82 FIRST FOR SCHOOLS
FORMUL B2 FIRST Coursebook
Coursebook with key provides:
• A dynamic approach to exam prepaation with
new topics lesson-bysson
• A pa of each paper in each unit with an Exam
focus, strateges for mprovng pefomance and
full exam task.
• A  fold-out Exam file in the back of the book
with bitesize exam pa nformation and Ae you
examready? checklists
• Exam boost sections consolidating exam and
language focuses from evey lesson
• A Speaking or writing activity in each skills
lesson oering flexbility to teachers for class or  containing course audio exam videos and
omework actvtes
an hourgass.
The hree-step breahing space is a ery uef practce if eer
yo sar o feel sressed and want a pause to help you step
bac and get perpectie
Gudace o e pracce
The grea hing abot hi pracice s ha you can do it in three
mine or less. Use i  o recharge' yourself while reiing
reiing or
grond yourself just beore or een dring yor exam
 Frtly, yo do a 'weaher check' of he mind, o see whats
going on, by observing yor hoghs, giing yo a more
objectie iewpont o how bsy or cam your mind i.
2 Then yo trn yor
yor atention o your breath, helping to
ocus yo in the presen moment.
3 Fnally, yo expand ou ha awarenes to sensaons in
 he res of your body, becoming aware of where yo may
be holding any emoions in the body a stress or tenson
To acces the audio ile for Practice , please se the app.
173
EXAM
• Review sections including six full length Use of 
English tasks
• A Vocabulary file practising topic vocabulary and
exca sets for each unt
• A Grammar file including both reference and
practice for each unit
• A Writing file providing models and exam tasks
for each part of the Witing
Witing pape.
pape.
• Sma answer key* for all exam task exercises
• A complete digital package including fully
Interactive eBook, Digital Resources and App
grammar practice activites
 with key only

For teachers or students

• Teache's Book with Presentation ool, • Coursebook and Interactive eBook
Dgital Resources and App ncluding: Digital Resouces and App
 Te
Test
st pac
packa
kage
ge • Exam raner and Inteactive eBook,
 Po
Pooco
ocopab
pabe
e ac
acvt
vties
ies Digital Resources and
a nd App

 Gramma
Gramma pe
pesen
sentat
tation
ionss • Coursebook Interacive eBoo, Digita Resourc
Resources
es
and App
 Gui
Guides
des on dyslex
dyslexa,
a, class
classoom
oom
management and mndfulness fo exams • xam Trainer Interactive eBook, Digita Resource
Resourcess
and App
 available wth and without key

@Pe
Pearson
arson ISBN 978-129239410

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pearsonenglishcom/frmula