OXFORD UNIVERSITY PRESS ANA 30BHILIHbOrO He3sane>KHOrO OWIHIOBaHHA @ Ayniosanven poctynki ana sasaHTaxKeHHA: www.oup.com/elt/oxfordexamtrainer Teacher's Guide with Audio CDs Iryna BogaievskaOxford Exam Trainer and the Ukrainian Independent External Evaluation (ZNO) exam Oxford Exam Trainer is an intensive training course preparing students forthe B1 level ofthe Ukranian school leaving examinations in English (Independent External Evaluation (ZNO). The course reflects the exam with the inclusion of lstening from 2018. The Introduction tothe Student’s Bock (pages 4-5) provides an overview ofthe B1 exam requirements for learners, and explains how these are addressed throughout the course. ‘There are twelve topic-based units covering the themes and topics requited forthe B1 independent External Evaluation exam. In each unit, all four papers of the exam are covered: Listening, Reading, Use of English and Writing, Across the course, students have the opportunity to practise all the typical exam task formats for each paper, and they are clearly signposted as exam tasks. Detailed information about the exam can be found on the official website of the Ukrainian Centre for Educational Quality Assessment, www.testportal.gov.ua, Level and progression ‘The language in all twelve units of Oxford Exam Trainer ist the same level: that of the B1 examination. This means Units can be used in any order as preferred, However, as skills and techniques are developed systematically across the ‘course, you may stil ke to go through the units from one to twelve. ‘The same is rue for the different sections within each unit, although itis recommended that you teach the Vocabulary pages at the beginning of each unit fist. The Review page at the end of the unit should also ideally be worked through, following the completion of that particular unit. This page en equally be used for revision ata later date in the course. ‘Smart answer keys A feature of Oxford Exam Trainer is that notes are provided with the answers for each exam task, explaining why the correct answers are correct, and why some of the other options are wrong, Where appropriate, the notes also point ut potential areas of difficulty to watch out for. Unit overview Each unitin Oxford Exam Trainer is organized around a cental topic, which i then explored from a variety of different viewpoints, Vocabulary The unit begins with the revision and practice ofthe key vocabulary for the topic ofthe unit, covering a renge of different subjects within the broader topic. Practice of the key lex's i followed by personalized communication activites, where students can immediately activate the language they have just reviewed. ‘The Wordlist at the back of the Student's Book includes all the key vocabulary for each unit with Ukrainian ‘tensiations, Reading In the Reading lessons in each unit, interesting and thought- provoking texts will appeal to teenage learners and motivate them to read and to discuss the subject. There is always a lead-in activity eliciting any previous knowledge leamers might have about the subject as well as creating a genuine reason for them to explore further. A numberof practice exercises then bieak down the essential skills for tackling the exam task, focusing on sub-skils such as reading quickly for gist or main message, predicting, scanning and skimming. ‘The frst time learners read the text, encourage them to read Quickly without stopping to worry about unfamiliar words or structures, in order to get a general sense of the content. ‘This will help them to do better in the exam task later Before learners start the exam task - closely rnodelled on ‘one of the exam formats of the B1 Independent External Evaluation exam — they are offered tips and techniques, in the Exam strategy boxes. Encourage students to read through this, and check their comprehension of the advice before moving on to the exam taskitselt, ‘To round off the work on the theme, practice exercises (focusing on different aspects of lexis, from individual key ‘words to collocations or phrasal vers) and personalized communication activities often follow the Reading text. Listening Each unit includes two different Listening sections, structured in a similar way to the Reading lessons. ‘lead-in activity is followed by practice exercises for Listening sub-skils, Each exam task — based on the BI Independent External Evaluation formats ~is preceded by an Exam strategy box with tips and techniques. Listening lessons conclude with language practice exercises and/or personalized communication tasks. In each Listening section, students hear the recordings. twice. If you would lke to simulate exam conditions when learners attempt the Listenina exam task. play the recording through once, allowing them some time to note their answers, then play it again, pausing playback briefly a few times to allow students to absorb and think about what they have just heard. tthe end of the exam task, allow them time to write, check and finalize their answers before you check them with the whole class iciein ap‘The transcripts forall the recordings can be found within’ the teaching notes for each unitin this Teacher's Guide. ‘They are also available to download from the Oxford Teacher's Club website as editable Word documents. (wrweevoup com/elt/teacher/oxfordexamtrainen. Use of English All units include three Use of English task formats, There are two in the unit itself, and one at the end of the Review page that concludes each unit ‘Atthe top of the Use of English page, students will find a Language review box where @ number of grammar points are ‘checked and practised Ifyou decide at this point that students need further work, ‘on thelr grammar skils, there isa link on the page to the relevant Grammar reference section at the back of the Student's Book, offering language notes on both form and. use anda number of practice exercises. You will find the answer key for the Grammar reference exercises at the back ofthe Teacher’ Guide (pages 55-60). The Language review box is followed by two Use of English exam tasks, modelled on the Independent éxternal Evaluation formats and including some items linked to the grammar ppoints ftom the box. There are also tips and techniques in the Exam strategy boxes. Writing ach unit of the course includes a Writing lesson, which systematically develops learners writing skills focusing ‘on both product writing (through analysing model texts) and process writing (through step-by-step guidance for the different stages of writing: studying the input, brainstorming, ideas, making notes, planning, drafting, writing and checking). Although Writing is, of course, an individual taskin the exam itself itis recommended that some of the preparation ‘exercises are done in pairs or groups in class. Tis is to give students an opportunity for peer learning and for building their confidence in a supportive environment. Atthe end of the Writing sequence, there is an exam task that follows the format of the B1 Independent External Evaluation exam. The Writing bank at the back of the Student's Book (pages 1168-173) provicies models ofthe typical exem text formats {from letters and emails to blogs and Internet forum Comments), with practical tips and sets of useful phrases, You can find an overview of how Writing tasks are assessed ‘on page 6 of this Teacher's Guide. Adapt these quidelines to suit your own needs in marking your students’ writing assignments, but also make sure that students familiarize themselves with the assessment criteria to gain the highest, possible marks in the Independent External Evaluation exam, q 4. Introduction Speaking Each unit of the course ends with a speaking lesson. Although there is no speaking exam, speaking is an essential skill However itis very important to monitor the Speaking Activities, making notes of any issues to adress or any interesting ideas mentioned that can be explored further in 2 follow-up discussion at the end of the activity. From time to time, it may also be useful to reflect on what students found difficult in the tasks and to elicit suggestions from the rest of the class for overcoming these difficulties. The Speaking bank at the back ofthe Student’ Book (Gages 159-164) provides useful sets of communicative phrases, with thelr equivalents in Ukrainian, fora variety of situations in order to broaden the range of language used by learners Review ‘At the end of each unit Key language is reviewed through a number of exercises, which can be used in class or set as, homework. The final exercise is always a Use of English task bbased on one of the Independent External Evaluation formats Independent External Evaluation practice test At the end of Oxford Exam Trainer, you will find a complete Independent External Evaluation test, closely resembling the real examination. The test contains all four sections of the exam, and the test extent, structure and sequence ~ as well as the language of instructions and the layouts — are modelled on the independent External Evaluation test. You can use this est fora complete mock exam, to review leamers'exam skils at the end of the course. It may also be a good idea to use the information gathered from the results ofthis test to address any remaining areas of difficulty for learners, in order that they approach their ‘exam day with all the skills and confidence they will need for exam success. The Independent External Evaluation (ZNO) The Independent External Evaluation (ZNO) consists of four exam papers: 1 Listening: three tasks with a total of 16 marks. 2 Reading: four tasks with 2 total of 22 marks, 3 Use of Engli 4 Writing: one communicative written task with a total of v4marks. Total number of marks: 72 two tasks with a total of 20 marks Timing The total time for the exam is 150 minutes, Listening: 30 minutes Reading: suggested time 50 minutes Use of English: suggested time 40 minutes Writing: suggested time 30 minutes Students take the Reading, Use of English and Writing papers together and decide how long to spend on each part of the ‘exam. Effective time management is important. ‘Types of exam tasks ‘Students will have to complete the following five types oF tasks in the exam: = Multiple choice + True/False statements + Matching + Gapfill + Extended writing task responding to input: letter, email note, postcard, essay, narrative or article, The structure of the exam papers Listening The Listening exam paper is composed of three diferent tasks with recordings (monologues or dialogues). The length of each texts up to two minutes. Students listen to each recording twice, Students have 30 minutes to complete the Listening paper, including five minutes to copy answers on to the answer sheet. Task 1: Students listen to six short recordings. For the first three recordings, there is a question and three pictures (A, Bor C). Students listen to the recording and choose the picture which answers the question. For the second three recordings, there is a question and three options (A, Bor ). Students listen to the recording and choose the correct answer, Skills assessed: listening for gist and main idea, ‘Task 2: Students listen to a longer text (@ monologue or dialogue) with five statements and decide if each statement is true of false, Skill assessed: listening for detall Task 3: Students listen to a longer audio text (a monologue ‘or dialogue) with five questions, Students choose the correct, ‘options (A,B or C) to answer the questions. Skill assessed listening for detail. Reading The Reading exam paper is composed of four texts with four different tasks. ‘The total length of the texts is about 1500 words. Task 4: Students read five short texts and eight choices They match the texts to the correct choices. There are three choices they do not need to use. Each text is between 50 ‘and 100 words. Skill assessed: reading for gis. Task 5: Students read a longer text with five multiple-choice ‘questions. They choose the correct answer (A, 8, Cor D) for each question. The text is between 350 and 400 words. Skills ‘assessed: reading for main idea and for details. Task 6: Students read six short texts and eight choices. They match the texts to the correct choices. There are two choices they do not need to use. Each text s between 50 and 100, ‘words, Skill assessed: reading for details Task 7: Students read a text with six gaps and eight sentence clauses. They insert the correct sentence clauses into the gaps. There are two choices they do not need to Use.The text is around 200 words. Skils assessed: reading for Gist, main idea and details. This task is only included in the exam at profile level (82) Use of English The Use of English exam papers composed of two tasks with three texts (the grammar task has two short texts). Tis, part ofthe exam assesses whether students can recognize and complete grammatical and lexical structures that are typical of texts at this level Task 8: Students read a text with ten questions. They choose the correct answer (A, 8, Cor 0) for each gap. The text is between 150 and 200 words. Task 8 focuses on lexical. structures. This taskis only included in the exam at profile level (82) Task 9: Students read two short texts with five questions each. They choose the correct answer (A,B, Cor D) for each gap. The two texts are 90-100 words each with a total of about 200 words. Task 9 focuses on grammatical structures. Writing ‘The Writing exam paper consists of one task. ‘Task 10: Students write a letter, email, note, postcard, essay, narrative or article of at least 100 words. Stucients are given a situation which they must respond to and three pieces of information which they must include and expand on in their, letter. Introduction‘The Writing part ofthe independent External Evaluation exam at B1 level consists of one task In the grading system of the Independent External Evaluation exam, a maximum of 14 points is awarded for the successful completion of the task Task Overview ‘tet (atleast 100 words) with an interactive focus, written in response to textual input provided including three content prompts. Assessment criteria ‘A maximum of 14 points can be awarded, broken down as follows: + achieved the communicative goals from the task? * covered the topic sufficiently? Has the candidate * produced a coherent and cohesive tent? * used various linking words appropriately? used the appropriate style and register for the task? + sonedand ended tetsconecty? © used paragraphs correctly? bul range expression MR Hos bec ‘+ used vocabulary appropriate to the topic, the context and the communicative goal? © demonstrated a sufficient range of expression to be expected at B1 level? sramnimatical Has the candidate ... ‘© used grammar appropriate to the topic, the context and the communicative goal? ‘© demonstrated a sufficient range of grammatical forms and structures to be expected at 81 level? Seta aii: pceSMe Naclive Mes eile os3 VOCABULARY, pages 6-7 READING, pages 8-9 Wordlst, pages 174-175 1 Open task 1 Open task 2 Open task 2-1. onlychild 3. Open task 2. daughter‘in-law See Da 3 great grandmother 4 cousins 4-1 D_ intext 1, wereadi't’s enjoyable and it makes 5 niece people feel good! The information in Gis mentioned. 6 stepmother (the text refers to posting about where'they are 7 son having coffee with their friends), but it isnt the main 8 aunt topic ofthe text, 9 half-sister 2 F Imtext 2, we read:'We were surprised by how aiecaits aipeeare many people have a negative experience from social networking, with envy leaving them feeling lonely, Si 6d 7h 8g 9f Wc Render sia Most typical order: 9, 2, 1,5, 7, 3, 4,8, 10, 6 3 A. Intext 3, we read: There is also the issue of online 41 bebomn/starta family addiction, which leaves meny people unable to 2° get married switch off their devices for more than a few minutes 3 buyahouse without suffering from intense anxiety: Fis incorrect, 4 falliniove because text 3s about the negative side effects 5. retire from work (of using social media rather than about negative 6 getajob feelings. Students might be tempted to choose B, 5 1 NewYear’s Eve because bullying is mentioned here, but text 3 seit 2. Halloween about ‘eporting’ online abuse, and so it isnt the 3 Father's Day correct answer, 4 Christmas Eve 4 E_ Intext 4, we read: ‘nothing can replace face-to- 5 baby shower face conversation and interactions. 6 Thanksgiving / Thanksgiving Day 5 C_ Intext 5, we read:'the number of friends you have 7 Easter / Easter Sunday doesn't matter I's the quality of the people close to aiid lia’co sig ialalistrNstes7\6' you ~ even on social media ~ thats realy important! 7 Open task . cae ae Sacer 61c 2d 3f 4b Se 6g 7a 2 telationship 7-1 acquaintances ; 3 date 2. embarrassment 4 goout with 3 side efects 5 falliniove 4 eny 6 jealous 5 addiction 7. friendship 6 concept Sniopentea 7 interaction ; 401 ee 8 Open task- see Ib in the following exercise. 2 visit 91b 2d 3a 4c Se 3 wotk 101. keep in mind 4 hang 2° Never mind 5 go 3. changed my mind 6 eat 4 Tomymind 7 chat 5 comes to your mind 8 play 9 a0 10 rent 11 Open task Unit? ifLISTENING, page 10 1 Open task 2 Om Ansiverc aE Elaina:_ When are you ofthome to America, Luke? Luke: tm going towards the end of November justin time for Thanksgiving. Thanksgiving isthe last Thursday in November, Elaina: Does the university mind your going? Luke: No, they're OK about it. It's only fora week anyway. Ivy grandparents fiftieth wedding anniversary, t09, so ita pretty important time. Haina: When's that? Luke: That's on the 30th of November Haina: Him. All hat way just fora week Itdoesnt sound like fun, Luke:_ Its fine, Elana t's a really easy journey and Ive ‘done it so many times. | don't have a problem, anyway. Elaina:_So will you see all your family at Thanksgiving? Luke: Sure. Thanksgiving’ a family event in the USA We always have a big meal together and eat turkey and pumpkin pie. Elaina:_ Hmm. | always find those family parties a bit difficult. | usually argue with my brother. Luke: | don't have any problems lke that with my sisters, soits OK. It's only one day, anyway. After that, |go and see my friends. Elzina: Do you think youll go back to the US when you finish your course here? Luke: Well, [6 like 10 go travelling for bit.| haven't seen ‘enough of Europe, but then Il probably go home and {get ajob. Actually, thinking of getting a part-time job here. like to work at weekends and maybe on Friday ‘evenings .. maybe in a restaurant. Haina: Well don't come and work at my place. m thinking of leaving. Im just too busy to do my college work Luke: What you need isa holiday! Why dont you come to America with me and meet my family? Ehana:_Er...No,| dont thinkso, Not this ime, anyway. 3 Open task 4 O12 1 T Luke says: They'e OK about I; suggesting they know about his plans. 2 F Luke says:'t' a really easy journey and tve done it so many times. | don't have a problem, anyway’. 3 T_Elaina says always find those family parties a bit dificult 4 T Luke says: don't have any problems ike that with my sisters 5 F_ When Luke mentions his plans to find a part-time job, Elaina immediately responds with don't come and work at my place, then explains she's leaving herself, anyway. Unita 5 O10 time pretty sound family argue 6 buy 6 Open task USE OF ENGLISH, page 11 “Grammar reference, pages 126-129 11 ‘mdoing 2 doyoudo need 3 are reading 4 are celebrating, will be 5 are going io have 6 starts 7 ‘have 8 'mgoingto 1 2 3 4 5 1 to finish, having to meet, to be to come, book todo playing 31820 3C 4D 5B EUs 41 C_Weuse the present continuous because Mums talking about a future planned activity Despite i followed by the ~ing form ofthe verb, 3A. Werneed the fist person singular of the verb be here, because the writers talking about a current state. So amis the only correct answer, 4B Weuse the indefinite article a to tak about a singular countable noun with a general meaning, 5A. Thoserefers to the plural noun (visits. Some would fit grammatically, but it does not ft logically because the writer i referring back to her visits that took place inthe past. 6 A Weuse would o talk about past habits. Dis not correct in form. 8 and C are impossible grammatically (wrong tense). 7B. The verb seemis followed by the infinitive with to ‘A. We use will to tak about the future when we predict something we are certain about. 9D. The verb havels always followed by to when we mean that'i’s necessary to do something; 10 B Thewiiteris imagining how her aunt will react after something else has happened, so has seen is the only form that fits grammatically and logically The answers A and D aren't grammatically possible (sees'would be possible, but itis not given in the options) Cs incorrect because we never use Wil in subordinate clauses of time.LISTENING, page 12 5 A. The speaker says"*We'te going to spend AROS Ea eo ‘our honeymcon in the UKand see what other Ae Operate connections we can discover: Some information in B and Cis also mentioned in the text but the general 2 O10 ‘meaning is diferent. The speaker says thar they are going to spend their honeymoon in the UK, but it’s not about moving to the UK after the wedding (answer B). She also says that they can have'a big family reunion sometime in the future; but it doesn't mean she wil visit her husband's family ight after the wedding (answer C). How did | become interested in family history? Well, my great-grandfather got me started. He was around, for several years of my childhood ~ he died at 98 - and | was fascinated by his stories of London during World ‘Wari, his move here to Australia - so many interesting experiences. But when | asked where our family came 31 settle from, he said he wasn't all that sure, though he thought. Beene) his father’s family had been farmers in Somerset, in pace England, at some pointin the past Evidently people 4 honeymoon ‘of his generation weren't all that interested in family 5 only history so it wasnt something they would often tak about. All he knew was thathis father fatherhad eftthe USE OF ENGLISH, page 12 Countryside and setted in London sometimein the 19° Grammar reference, page 130 century 11 for ‘Anyway, as an only child 've always wanted to find more 2 abouv/of family connections so I ried to learn more about where 3 about ‘we came from, 've managed to find out quite a lot, 4 from actually. My great-grandad was right about the Somerset 5 in connection, and that both of his father’s parents had EEE ‘come from there. | even managed to get in touch with some relatives who still ive in the area. Itturned out that 2.1 A’ Usually we use dream with the preposition of Bis Soe Ore eoteane Heli cris i feetendl ste also possible with the preposition of but it does not fit ‘was trying to find our branch of the family so that was logically oun 2A’ Weuse while with the meaning of when here. During (answer D) has.a similar meaning, but itis usually followed by a particular period of time (e.g, during the summer 3B Weuse most ater the to form the superlative of longer adjectives such as dramatic. 4D. Goupisa phrasal verb which means‘to increase! 5 A_ Thisisthe only answer which makes sense. It ‘means results 6 The word complain is usually followed by about. 7 B_Thisis the only inking word which fits logically = (explanation of a reason). Ive flown to England a couple of times, and I've met so many great people, including many relations| never even knew about. m getting married soon, and my flancé shares my interest in family history. Were going to spend dur honeymoon in the UK and see what other connections we can discover. Quite surprisingly, his family came from the same part of England, so maybe we can havea big family reunion with both of our families sometime in the futurel 1 The speaker says that her great-arendfather 8A The word suffer usualy collocates with fom, ‘wasnt sure where the family came fiom andl 9 A_ Both move and go can collocate with the he knew was that his father’s father had left the preposition out, but the word moves correct here countryside and settled in London sometime in the ‘because it refers to something permanent. 19" century: The information in answer A is also. 10 B Save up money is a set phrase that means 'keep mentioned inthe text, but as a generalization people money instead of spending it. of his generation WRITING, page 13 2B Wehhear.. his father’ father had left the Countryside and settled in London sometime in the 19° century: The information in answer A is also 11¢ 2c 3b 4b mentioned in the text but not in connection vth STA se pieces of ‘moving to London, z 3B The speaker says: ‘Anyway, as an only child... 4 C We hear’My great-grandad was right about the Somerset connection, and that bath of his father’s parents had come from there. leven menaged to get in touch with some relatives who stil live in the areal We know from an earlier comment that the family .were farmers in Somerset, in England, “my cousin Kate's house in the south of the USA; Kate's family have already decorated the Christmas tee’ and ‘they're making gingerbread cookies’ Ive {got a special present for Kate - a beautiful leather handbag’and fm also going to get something for her Parents and brothers 3. Open task 42 forrin 3 insdat Unit?on for on last night last night 6 inthe mountains -> to the mountains (in summer is correct) 7 innext > on / in next> next 8 inon/in dat 5. Open task 6 Open task For guidance on the assessment of writing, see page 6. 7 Open task SPEAKING, page 14 ‘Speaking bank, pages 159-164 1 Conversation / Open task. 2 Role-play / Open task 3 Picture description / Open task REVIEW, page 15, 1 1 relatives 2 sisters 3 aunts 4 stepdaughters 5 babies, 6 cousins 7 nieces 1 eat out 2 acquaintances 3. jealous 4 date 5 get together 6 gotinto 7 celebrated 8 chatting 9 breakup 1 think # il watch i 2 Doyou often fall off out with 3. Wehave We're going to have/We're having a party 4. The film issterting starts at seven cclock. 5 side effects of this therapy 6 he always gets on well with everyone 7 What will you do be doing this time next week? 8 hewiltis going to drop it any second 1. Could/CanvMay; right 2. at mind 3 heard; surprised 4 for; Happy 5 got; Congratulations 6 sorry; awfulAerrble/horrible Th 2c 3j 4a 5k 6f 71 8d 9e yo unitsVOCABULARY, pages 16-17 Words, pages 175-177 11 Build: plump, medium-buik, overweight, thin Height: meciurs-height, short Hair: brown, curly, lang, wevy, blond, straight, short, thin, dark, fair, bald Eyes: brown, expressive, blue, dark, green, beautiful Age: in his/her early/mid/late twenties, elderly, young, middle-aged Looks: handsome, pretty, beautiful, good-looking, attractive othing: brown, long, shin, skirt, straight, short, blue, T-shirt, dark, green, trousers, shoes. Distinguishing features: moustache, tattoo, wrinkles, scar, freckles, beard 2. Open task 3. Open task 41e 2d 3f 4a $c 6h 79 Bb 5 un- unkind, unselfish, unreliable, unambitious, unrealistic in- insecure, intolerant dis- dishonest, disloyal im- impatient, impolite, immature ie irresponsible 6 1c 2f3e 4h Sa 6b 7g 8d 1. astonished, surprised, pleased, happy 2 upset, worried, nervous, terrified, scared 3 upset, worried, annoyed, angry, distressed 4° upset, annoyed, angry 5. ashamed, embarrassed, upset 6 pleased, happy, astonished, surprised 1 citizen 2. border 3° nation 4 anthem 5 population 1. political parties, 2 head 3 Prime Minister 4 Members of Parliament (MPs) 5 general elections 6 vote 7 currency 8 population 10 Open task WW1b 2d 3c 4a 12 Open task 13 Open task READING, pages 18-19 1 Open task 2 Open task 3. Open task ST 41D Intext 1 we reac: They enjoy aiving orders and expect everyone to lsten to therr (that’s what bossy people do) and Red is the colour of power’ (powerful people are strong people). 2B Intext 2 we read: ink symbolizes love and beauty’(iove is associated with romance) and They tend to behave in a reserved way when they meet ‘new people’ (reserved means’shy'here). 3 F intext 3 we read:'You have a good sense of what is right and what is wrong'\it means you are fait) and ‘= they will ask for your help because they know you ‘won't say no’ (it means you are helpful). 4G intext the information is about ambitious people: They often have big dreams and set themselves challenging goals to achieve' and private people: ‘they lke to keep them secret - they don't lke sharing their thoughts with other people! 5 E_ Thekey words that refer to being cheerful in text 5 are ‘happiness, good-natured, joyful, love to laugh, have a good sense of humour’ We also read about creative people: Yellow is the colour of imagination ... They enjoy challenges and need to learn new things. Open task simplicity strength happiness ‘ruth honesty kindness relaxation boredom z for on from on for protect... from succeed in depend on forgive... for insist on blames ... for annoying relaxed boring, bored excited disappointing interesting 100pen task Unit 2 npLISTENING, page 20 1 Open task 2 O10 1° Susan is trying to decide which clothes to get rid of. 2. She chooses to get rd of the top with the floral pattern (picture c) because she doesn't wear it very often. ens Gif!1: What are you doing, Susan? Gi: have too many clothes, so Im trying to decide Which ones fo get rid of What do you think about these tops? Gi: lke that striped one — it really sults you. And the plain one sa good colour for you. Hmm ..!mnot sure about the flowered one. | mean, it's. bit girly for your personality isnt it? Gi2:_| don't know. | was thinking about giving the plain one away, but you have 2 good point, i's a beautiful colour. | think Il keep it. The flowered one wasa aift, but I don't wear it very often, so | guess you're right can definitely live without it >3 Os ‘The striped top suits her and the plain one isa beautiful colour 4 Open task ED 5 O10 Tn 1 Gir Hey, Mike, could you do mea huge favour? My ‘cousin Stellais fying in at two oclock tomorow, and | have a lecture then so can't meet her. Would you mind taking the train to the airport and picking her up? ‘Mike: Sure, don't mind. Just tell me what she looks ke 50 know who I'm looking for. Gils Well she’s in her early twenties, She tall and thin, ‘with straight dark hair and brown eyes, She used to have ‘wavy blond hair, but shes gone back to her natural look. ‘Anyhow, she wears casual clothes, so she'll be wearing Jeans, tee shirt and a jacket. She's quite pretty, so Im sure youll notice her. Mike: So, you said medium height, with straight blond hair? Girl: No, said... Look, Il just send a photo of her toyour phone — then there's no way you can make a mistake! 2 Gir. Oh, nol cantefind my mobile! Im totaly lost without my phone! Boy: | know what you mean ... though my phone comes second to my sketchbook. Its important to stay in touch with people, sure, but i constantly stopping to draw things see, and it drives me mad if | cant dit Gil: Can't you sketch on # mobile ora laptop? Boy: Ive tried the drawing app on the phone, but Ws just not the same. do photograph my sketches and save them on my laptop, but drawing on paper is the Cone thing I really love doing so | always need to have my sketchbook with me. Unit2 3 ‘There are many ways to judge your personality type, but has it ever occurred to you that the sorts of snacks you choose to eat can reveal alot about you? For example, ‘outgoing and confident people often choose snacks lke crisps, of chips with ketchup, because they'e not particularly worried about bothering others by making noise. People who are well-organised tend to go for healthy snacks like small carrots or apple slices. Those who are not very self-confident or are self-conscious opt for whatever they can consume neatly and without being noticed, such as an energy bar or nuts though ‘not peanuts because the smells too strong, 4 Gir Are you planning to take up a sport this year? Ive already signed up for the mixed football team. | think it's great having boys and girls playing together especialy as know Im just as good as a lot ofthe boys! Boy:_ Yeah, | like football too, but Im not great at it Actually Ive decided on tennis. | was thinking about ice hockey, but I discussed it with my parents and we decided that we cart really afford to buy al the equipment Girl: True, itis very expensive. Tennis isn’t cheap either, though, And it takes a lot of training and practice, doesn't it? Boy: It does, but Im willing to put in the time. And | already have a tenis recket. My parents are all for it~ they just told me not to fall behind with my schoolwork! 5 People who are planning to visit London for the first time ‘often ask me what the best way of getting around is, think its partly about personality and personal choice, and itS also a matter of what you can afford. | mean, toxis are a great option, especially if you're afraid of getting lost, but they can cost alot. ma more adventurous, Jndependent person, sol like getting a travel pass {and using the buses. You can jump off when you see something interesting, and you get areal sense of the city, which is why l always recommend this method. Travelling by underground is good too, but it may be Confusing, because you cant see where you ate, and itis often very cramped and uncomfortable, 6 So, we're down to three choices forthe memorial to ‘our fist female mayor a statue of her by a local artist, fenaming a street in her honour, or naming the central library after her. Personally since she was such a modest, but we know how much confusion that cen lead to, not tomenticn the expense to local businesses, so | realy ‘cant get behind that idea. Anyhow, you know where stand, and | think t's time fora vote. 1 The git says‘She's tall and thin, with straight dark hair and brown eyes... she wears casual clothes... 3 Tshirt and a jacket! This description matches picture c 2B Theboy says:..my phone comes second to my sketchbook ....drawing on paper isthe one thing | really love doing so always need to have my sketchbook with me!3. C_ The speaker says:"Those who are not very self Confident ... opt for whatever they can consume ‘neatly and without being noticed, such as an eneray bar or nuts. 4B The boy says:Actually, ve decided on tennis. And | alteady have a tennis racket: 5 B_ The speaker says: like getting a travel pass and Using the buses. You can jump off when you see something interesting, and you get a real sense of the city, which is why | always recommend this method 6 C_ The speaker says:'Given that she was a great reader and a passionate supporter of libraries, Im all fornaming the library in her honour. 1c 2d 3e 4b Sf 6a 1. passionate 2 revealed 3. driving me mad 4 take up 5 cramped 6 pickup USE OF ENGLISH, page 21 ‘Grammar reference, page 130 11. injon in/at,at atin in in avfor on, at In,in 218A 2C8 38D 4DA 5DA 3-1 A_ The phrase gooutof fashion isa fixed phrase which means'to be no longer fashionable or generally used: 2. C_ Nearly the only answer which fits both grammatically and logically. it means almost’ and Collocates with everyone. 3. _D_ The phrase‘ty Cam Newton'suggests that we need a past participle to form the past simple passive. The word made collocates with the word popular and fits both logically and gremnmatically. The word become aso coliocates with the word popular but itis, the incortect form, 4B The adjectives successful and noticeable both for their superlative with most, But only successful makes sense in this sentence. The one-syllable adjectives in Aand D form their superlative with -est (9, the greatest 5 D_ Only the preposition on is possible with the word pitch (which means football field) 6 A Allfouranswers are past participles, but only considered is correct because the others have to be followed by another verb (said/thoughr to be, described as being) 7B Only the phrasal verb join in, meaning'to take part in an activity with other people’ fits both (grammatically and logically in this sentence, 8 C_ Only the word appealing, meaning attractive, fits here grammatically (longer adjective that forms 2 3 4 5 6 7 8 1 comparative adjective with the help of es), and logicaty we understand from this sentence that when older people begin doing some popular moves doesnt look very attractive) 9B Weneed an adjective which has the opposite ‘meaning to coo! here, and boring is the best choice. 10 C The phrasal verb move on means'start something ‘new’ and fits best when we are speaking about ‘new trends. The ward tum also collocates with the preposition an (turn on), but ithas a diferent meaning (switch something on}, LISTENING, page 22 1. Open task 2 Open task 3. Open task 4 O17 When I moved to the UK there were plenty of things that tookme a while to come to terms with, There are the usual things, of course. In the UK, they drive on the wrong side of the road —|carit remember how many times | nearly got cun over by a car,The weathers not as bad as | expected, but it does get dark rally early in \winter-The language was tough, too. People speak a lot Quicker than | was expecting; it was really hard to keep ‘up. But the strangest thing, and | know this willsound dumb, but the strangest thing was with the water taps When you go to wash your hands, you have to be careful. They dont have one tap that mixes the hot and cold water, they have two taps instead, one hot and one cold. ‘To make things worse, the taps are on diferent sides of the sink, o you can't have the water running together; you either burn yourhands, or you freeze them It’s crazy! ‘Apparently, n the UK you are meant to put the plug in the sink and fil it with water, and only then wash your hands. But 've never seen anyone doing that. Another thing that surprised me is the quality ofthe food. | was told British food is terrible, | was expecting lots of boiled vegetables, food with no flavour in general - but it’s not lke that at al it’s the opposite! There are lots of new restaurants that prepare local specialities and there are some very good vegetarian places as well There are plenty of interesting things to try at the Farmers’ Markets and the street food is excellent as well.| realy ike the cheeses and the pies, and my favourite snacks are Scotch eggs. They look disgusting, but they are delicious! 1. F The speaker says can't remember how many times | nearly got run over by a car: This means that the speaker wasrit actualy hit by a car, but that he was often very close to being hit. 2. T_ The speaker says:People speak a lot quicker than | ‘was expecting; it was really hard to keep up. 3. F The speaker had problems with the water taps ‘when he tried to wash his hands in a sink, but not with a shower, 4 T The speaker was'surprised by the quality of the food’ (when its used on its own, quality’usually means‘high or good quality’) and he was told that4 British food is terrble’but he discovered that the opposite is true, He then goes on to talk about the kind of food he likes really ike the cheeses and the pies, and my favourite snacks are Scotch eggs. 5. T The speaker says about Scotch eags (a popular British snack made of an egg wrapped in sausage ‘meat, covered with breadcrumbs and then fred): ‘They look disgusting, but they are delicious. disgusting terms opposite dumb run over 6 tough 6 Open task USE OF ENGLISH, page 22 Grammar reference, pages 130-132 11 athe the The the,~ 2.1 D. Weneed to use the infinitive with to after the verb have when we mean‘it's necessary to do! 2A Weuse the indefinite article afor talking about ‘who a person is. (The indefinite article amis incorrect because the next word starts with a consonant) 3 A Weuse other with plural nouns. Another and every are only possible with singular nouns. The answer neither does not make sense in this sentence as it has a negative meaning. 4 C Weuse wont (willnot) with sound natural to talk about what will happen ifyou try to copy other people Itis the only answer which has a future meaning. 5A Before a word starting with the vowel u which is pronounced as ju'(like unique), we use the indefinite article a when talking about something in general 6 A Thelinking word while has the meaning ‘although’ inthis sentence and is used to contrast two things (words and pictures) However is used to introduce a statement that contrasts with a previous statement and needs a comma afte it, Despite is used before a ‘noun phrase or an -ing form, 7A Weuse many with the countable noun photos to say that there isa large amount or quantity ‘of something. 4 fot would also be possible ifthe preposition of followed it 8 B_ Weuse after to say that something happened following something else in time. The other prepositions of time dont fit logically. 9B Weuse the possessive adjective their with the noun blog. The possessive pronoun theirs car't be used before a noun, 10 B_ The phrasal verb keep on is usually followed by the ~ing form. Unit2 WRITING, page 23 Wiiting bank, page 173 1 2 pen task feeling ask view honest ‘ought better Possible answers: 1 Nk 2. He/She isan 18-year old student in his/her final year at secondary school 3. To ask for advice about dealing with a dificult situation. Students’ own answers 5. express your opinion about Nik’s situation, describe similar experiences you may have had, say what you think Niki should do XAM TA: 4 5 Open task For guidance onthe assessment of writing, see page 6. Open task SPEAKING, page 24 Speaking bank, pages 159-164 ? 1 zi 3 Conversation / Open task Role-play / Open task Picture description / Open task REVIEW, page 25 1 1 on loyal mind shy about le 2a 3b 1c 2b 3a 1b 2a 3¢ punish my son for is bad behaviour Inthe street while she was crossing while she was ‘crossing the street ‘even though she has the right t0 vote 4 Tinalsinterested in political issues but she wouldn't lke raise knocked take € 2B 3A 4A 58 6D 70 BCVOCABULARY, pages 26-27 Wordlist, pages 177-179 1. Open task 2 Living room: mirror, armchair, sofa, fireplace, lamp, bbookshetlight switch, radiator, coffee table, picture, DVD player, curtains, rug Nitchen: fridge, dishwasher, microwave, cooker, washing machine, light switch, ink, rubbish bin, radiator, picture Bathroom: mirror, basin, bath, shower, ight switch, rubbish bin, towels, toilet Bedroom: carpet, mirror, armchair,rua, bed, amp, ‘bookshelf, wardrobe, light switch, radiator, blanket, picture, DVD player, curtains ‘Study: carpet, armchair sofa lamp, bookshe ight switch, radiator, picture, curtains 3. Open task 4. Types of houses: terraced, detached, semi-detached, bungalow, mansion, cottage, palace, villa Parts of ahouse: shutters, dive, atic, doorbell, balcony, staircase, chimney, ceiling, cellar, terrace, garage Adjectives to describe a house: enormous, renovated, cosy, cluttered, spacious, impressive cluttered doorbell shutters spacious cosy do thé shopping clean the windows do the ironing clean the floors hoover the carpets tidy your room do the dusting lay the table 9 throw away the rubbish 10 make the beds 7 Open task village countryside, condition hometown. tower block, tiny, fully furnished suburbs old town 9-10 @1.08 estate unfurnished flatmates ground location fited central rent tenants 0 landiord 11 Open task READING, pages 28-29 1 Open task 20 3/1 B The phrase apart fiom before the space suggests that we need the -ing form of a vert after it. That's : ‘why answer B fits the space grammatically. It aso fits logically as its about making your flat a better place. G would aso fit grammatically ast starts with the ~ing form of a verb, but it does not make sense here. 2. F The phrase atleast before the space suggests that we need the phrase which has a noun-subject, and a predicate atthe beginning. Answer Fis the only option as it begins with ‘you won't hear .. This answer also makes sense because itis about adults and children ‘stomping around over your head (.e ‘making a noise with their feet over your head). 3A This answer fits grammatically asitincludes the verb starting that matches the word hoovering which follows the space. It also fits logically as it develops the idea mentioned before the space and begins with the linking word so for result. 4H The context before the space suggests that we need a phrase starting with a subject. The determiner thar takes the role of a subject in ths sentence (that | fact...) This answer also continues the idea of the sentence which tells us thet the burglars re looking for a quick way in and out which is possible only on the lower floors. 5D Weuse'in thecose of to refer toa possible future event or situation, The text is about a situation which could happen in the future ifthe building catches fire andit might be dificult to escape. 6 E Theword places before the space suggests that we need a relative adverb of place (where), This answer aso fis logically because itis about higher floors, where people'suffer more from anxiety than those on the lower floors 4 Open task Open task nervousness downstairs residence heights damage breakcins 7 “Look for’ in this context means to hope to get something that you want or need. 1 lookup. 2 look after 3 look down on 4 look into 5 look upto 6 look for Units “15looks down on had been looking for look after look up looks up to, look into 9 Open task LISTENING, page 30 1 Open task 2 Open task 3 @109 Im anature photographer and | need to move around a fot, and so that’s why! chose to live in @ caravan — can take my home with me wherever | go. Its alt smaller than a normal house, but ve never been interested in hraving lots of things, 0 that’s nota problem for me. It's also great because | can visit friends for several days and Not get in their way because Istill have my own space. I have to admit that in realy windy or stormy weather it feels a bitlike being in a boaton the high seas, but the chances of anything bad happening are pretty small and Ive always fet safe. I don’ think 'd ever want to move back to a normal house or flat, you know? 1F 2F 4 ©1100 aan Have you ever thought about living on a houseboat? The fact js, more and mote people are taking this decision, In Britain alone, it's thought that there are around fifteen thousand people living on boats. So why are people taking this decision? One reason is that i's cheaper. Buying a houseboat isa lot cheaper then buying an ordinary house. Another reason is that people want to get away from busy, modern life to find a more relaxing lifestyle, But sit a comfortable way to live? I visited Ben, twenty-four, a computer analyst, and Lizzie, twenty-three, ‘anewly-qualifed teacher, on their houseboat in Essex in the south of England to find out what life i lke on board. ‘When I first got on Ben and Lizzie's houseboat It elt {quite small to me, but as | wandered around, it didnt seem much smaller than my own one-bedroom flat. There’sa living room, a bedroom, a kitchen and a bathroom. Jalso came across a small storage room and plenty of ‘cupboards, The couple also have electricity, running water, a phone and broadband Intemet, so working from home and keeping in contact with people isrit a problem. So, what are the best things about living on a houseboat? Ben and Lizzie told me that they loved most things about their unusual lifestyle, but that they particularly ike the people. They say they get on with everybody in the community and that there's always 2 party ora barbecue happening on one of the boats, But ‘are there eny problems? DIY, the couple told me. You ‘antt get away with doing repairs to yourhome. The problem is, when you'e living on water, your house is constantly moving around so thinas are always cracking and breaking, which means there are always repairs that need to be done. The wind and rein doesn't help this either. However it stil cheaper than looking after an ordinary home, and don’ forget its more environmentally friendly, too, I finally got off Ben and Lizzie houseboat and wandered back through the marina. The sun was shining, people ‘were friendly and there was really nice atmosphere. | felt quite envious of their unusual lifestyle 1. T. The speaker says::.. people wart to get away from busy, modern life to find a more relaxing lifestyle! 2. F The speaker says-‘When I fist got on Ben and Lizzie’ houseboat, it felt quite small to me, but as ‘wandered around. it didn't seem much smaller than my own one-bedroom flat! So she decides that it set alot smaller than her fat 3. F The speaker says: The couple also have... broadband internet, so working from home and keeping in contact with people isn'ta problem 4. F The speaker says:'They say they get on with everybody in the community and that teres always a party or a barbecue happening on one of the boats. 5. T The speaker says:'The problem i, when you'e living on water, your house is constantly moving around (which refers to motion) ‘so things are always ‘cracking and breaking, which means there are always repaits that need to be done’ (which refers to ‘damage). The wind and rain doesn't help this, either (which refers to the weather being a problem). 5 @10 1c 2h 3q 4b $a Ge 7f 8d 6 Open task USE OF ENGLISH, page 31 ‘Grammar reference, pages 132-134 11 finished, started 2. broke, was doing 3 got, had already begun 4 was studying, was playing 5 hadieft 6 Did students (use to) wear 2.1 Cany)where 2 3 4 1 1 every(where) anybody) some(thing) 3.1GD 28D 41824 EXAM TASK 5 1 C Weneeda preposition after the verb appeared to make a phrasal verb» which collocates with television, The preposition on is the only possible option,2A We use the past simple tense to talk about the actions which happened immediately one after the other in the past. 3. A Wecan use a present participle (-ing form) to begin a clause giving a reason for something. In the text, some people defended the Prime Minister because they agreed with the idea of traitional male and female roles. 4 C_ We use the pronoun others to refer to some different people instead of saying some other people, Which would be repetitive. This s the only plural pronoun, 5 C_ Weuse the present perfect to telk about a past action that still has an effect on the present. The present perfect is the correct answer because the television interview is stil elevant to the present discussion about gender roles. The past simple would also be possible but there isnt an option in this tense, 6 D_ The quantifier any is usually used in negative sentences. The answer some is not correct because itis usvally used in affimative sentences. Ever does not fitlogically and much can be used only with uncountable nouns. 7 D_ Although all four options are demonstrative pronouns, only those is correct as it refers back to the past situation (something distant) and is usually used ‘with plural nouns. That also refers to the past but cannot be used with a plural noun. 8 B Weuse the phrase make better at with a gerund (the ~ing form), So taking is the only correct option. 9B Enjoysis the only answer which fits grammatically as we need a verb which agrees with the thicd person singular subject (no one) and which refers to a ‘repeated or habitual action in the present. 10 A Weuse the relative pronoun what to replace a subject in the sentence and collocate with the word makes. The other pronouns/adverbs do not fit logically LISTENING, page 32 1 Open task 2 Om My sister and | were both away at boarding school when our parents bought anew house. All they had told us was that it needed a bit of work and that it ‘would be a fun summer project. admit thatthe setting ‘was beautiful - there were fields all round, and some beautiful roling hills in the distance, But the house was a total disaster. At fist! thought it was a joke and that the real house was in the next feld, bbut no such luck. When my mum proudly said, Here we atel'my heart sank. could see thatthe roof was falling to pieces, several windons were bioken ered the walls ‘were green with damp, And the inside was even worse. Itsmelled horrible. There were huge holes in the floors, parts ofthe celing were fling down, and the kitchen and bathroom were completely destroyed 3 Strangely, though, as we looked around | started to see the possibilities. Even my sister, who hates mess more ‘than | do, seemed enthusiastic. Despite its terrible tate, there was a good feeling to the house, and we felt that it could actually become lovely home for our family However my slster and were extremely relieved when ‘our parents explained that they would have all of the majorwork done by professionals, and that we would Just do painting and other small jobs. Allin ll the project took about six months, but by the time iwe moved in the followina spring, the place was {quite amazing! totaly understand why my parents decided to buy it ~even though |was disappointed at fist. 1 B_ The speaker saysAll they had told us was that itrneeded'a bit of work and that it would be a fun summer project: Here Work’is used to refer to repairs. 2B. The speaker says:’But the house was a total disaster. At frst thought it was a joke ... When he says that his‘heart sank’ he means that he was very disappointed and depressed 3A. The speaker says... we looked around I started to see the possibilities. Even my sister, who hates ‘mess more than | do, seemed enthusiastic. Despite its terible state, there was @ good feeling to the house ....S0 although they were disappointed when they fist saw the house, aftera short time they were ‘optimistic because they had some positive feelings and reactions 4 C_ The speaker says. our parents explained that they would have all of the major work done by professionals. When you have something done'it ‘means that you pay someone else to do it; you don't do it yourself 5B. The speaker says. by the time we moved in the following soring, the place was quite amazing! totally Understand why my parents decided to buy it... The speaker was only disappointed iat frst (ie. before the repairs were done), so Cis not the correct answer. Open task USE OF ENGLISH, page 32 Grammar reference, pages 135-136 alittle any afew many whole much SET 2 1A. Since the text tells us about the new revolutionary idea of lifestyle option, concept isthe only answer which fits logically as it means ideal 2A We use much before a comparative adjective to say to what extent a tiny house is'smalle. tis a way of modifying the meaning of the adjective. 3B Offeris the only answer which means'to make something available, to provide something. 4B The authoris saying that it seems unlikely that everything wil fitin avery smal space, so after the wits 170 phrase may not seem we need an adjective reflecting possibilty. Reliable doesn't have this meaning and ‘able's a verb. Probable is more often used to talk about beliefs or opinions, but possible is used to talk about facts, especially when the meaning is negative (not possible), so possible isthe correct answer here. € Allfour options are phrasal verbs with the preposition up. But only give up makes sense asit means stop having: B_ Allfour words can be used in connection with the environment, but the main idea is about'choosing a ‘compact alternative’ which reduces something. So the ‘word impact, which means the powerful effect that something has on something’ exactly fits the content. ‘The word influence has a very similar meaning, but tis, more about‘the effect that something has on the way people think or behave. D_ The answers A and D would both fi logically because they both mean ‘enables, But only allows is conectasit is followed by to. ‘A. The word easy makes the most sense here as the main idea of the sentence is about living in a tiny house without a lot of effort or problems! Other words do not fit the context. ‘A. The sentence tells us about a positive thing andonly the word advantage corresponds to this meaning, ‘A We use the preposition on after decide when \we are talking about choosing one particular thino, Option 8 (10) would be possible but it needs a verb afer WRITING, page 33, Waiting pages 108-109 1 Open task 2 Open task 3 6 Mitch friends renting a flat in Lviv Open answer Open answer Open answer 4 Open task 5 Open task For guidance on the assessment of writing, see page 6. 6 Open task SPEAKING, page 34 Speaking bank, pages 159-164 1. Conversation / Open task 2 Role-play / Open task 3 Picture description / Open task 18 > Unit3 REVIEW, page 35 1 2 lf 2¢ 3h 4e $a 6b 7d 89 1. between bathroom flat remind rug tenants make have been living in thishhouse for have you had have never stayed te been looking after their dog for have been renovating their kitchen since hasnt thrown away the rubbish yet Make floor floor take place take/nave make sign one more anywhere of to who on by asVOCABULARY, pages 36-37 Wordlst, pages 179-180 1. Open task 2.1 physics 2 art 3 geography 4 music 5 history 6 ICT (information Communication Technology) 7. biology 8 chemistry 1 c~geography 2 d-maths 3 h-chemistry 4 fhistory 5. g- foreign languages 6 e-ant 7 b-biology 8 a~PE Physical Education) 41 library 2 3 4 5 6 7 8 9 1 1 2 3 4 5 6 7 8 locker staffroom ‘afeteria/canteen computer room gym lab/laboratory office sports field d 2g 3a 4c Sf 6h 7b Be do attend make give ‘making did failed retake 9 skip 10 prepare 11 revising 12 get 13 dropped 14 cheated 71 dictionary 2 skills 3 grammar 4 bilingual 5 fluent 1 practise/play in a band 2 goontrips 3 dovoluntary work 4 practise/do/play sport 5 organize charity events 6 doasaling course 9 Open task 101 9 nursery primary secondary comprehensive grammar private single-sex mixed college 10 vocational n@in Open task 121 2 done take do. 100k units secondary school, | wanted to go toa boarding school A Titi, my patents werent sure, but then they agreed. ‘Most people feel abit homesick when they start boarding school. They really miss their farnily and their (ld fiends, but that dide't happen to me. | loved every minute oft, There's so much to do when you arrive — meeting people, sorting out your room, talking to your teachers and finding your way around — that there's no time to worry about home. Boarding schools like any other school except that you also eat and sleep there! You quickly learn the routine. At ur school, breakfasts at seven-thiny I's in the canteen, which ist in the building where you sleep, so you have to get up and out of your room pretty early We have assembly at nine and then we have lessons in allthe usual subjects and we also go to lots of diferent clubs In the evenings, we have supervised homework time, which means we sit in a room with a teacher and do our work. It's good because if we have any problems, theres someone that can help us. The other thing | really lke about boarding schools that you have such a great social life, We have trips at the weekends and lots of other entertainment lke concerts, ‘and plays that we put on ourselves We're doing a school play at the moment. fm not acting, but tm helping with the lighting. Some people | know complain about some. of the things at school lke the food, and sharing rooms with people. donit mind these things. like everything about my boarding school 1. F Chatle says: Most people feel a bit homesick when they start boarding school. They really miss thelr family and their old friends, but that didnt happen to me’ 2 F Charlie says. breakfasts at seven-thiry. I's in the canteen, which isnt in the building where you sleep ..! 3 T Charlie says... we have supervised homework time, which means we sitin aroom with a teacher and do our work I's good because if we have any problems, there someone that can help us: 4° T Charlie says:‘The other thing | really like about boarding schools that you have such a great social life. We have trips at the weekends and lots of other entertainment ike concerts, and plays that we put on ourselves 5 F Charlie says:‘Some people | know complain about some ofthe things at school, ike the food, and sharing rooms with people. I don't mind these things. 1 independent 2 canteen 3. assembly 4 routine 5 puton 5 homesick 7 sortout 8 supervise 6 Open task 7 Open taskUSE OF ENGLISH, page 41 LISTENING, page 42 ‘Grammar reference, page 137 1 Open task 11 because 2 Ous Tae cee 4 While IESE Interviewer: Around thirty years ago, Isaac Asimay a 5. therefore * ee ea aie & Although futuristic novelist, discussed the future of education in Tanner the digital age, He made a number of predictions and tm a joined by Nikola Haris to see if his predictions came true. 21. although) Nikola, what did Asimov predict? & eid * Nikola: Well, before we look at that, let's look at what rf an ‘education was like when Asimov was speaking. In =. 1988, most schools had little or no technology. Some 31C 2A 3D 4C ‘lassrooms might have had a video recorder and a television, but otherwise the only technology was a 4/1 B Because is the best option for the space, as we need a linking word of reason here to explain wiry itis a horrible feeling to fall asleep in class. 2A Heawyis the only word which fits the context logically, as it means tifficult to lft or move’ and exactly describes how your eyes start to feel when you fall asleep. 3A Startfits the context best as the sentence tells us about the process repeating again and again. 4D The verb tunis used with offto mean'to switch something off and collocates with the word lights. 5D Allfour adjectives suggest an interest in something, but only the word interested can be used with the preposition in. 6 C The word different fits the context best. It collocates with the word ways. if we read the next sentences, we see examples of different ways of staying awake, 7A The sentence tells us how the author failed not to fall asleep. Nothing is the onfy pronoun which fits the context exactly 8 A_ The word want makes the most sense in this sentence. The answers have and need refer to lack of necessity, so they dont fit the context. 9B The author speaks about geography, which was ‘one of his favourite subjects at school, Other options don't collocate with the word geography. We use the word subject to talk about something we study. 10 D- Suckeniy fis logically because it means‘quickly and unexpectedly: 5 Opentask calculator Interviewer: So, what did Asimov say? Nikola: Asimov said that education was very structured, everybody learning the same thing at the same time and) +30 this was boring for some students, Interviewer: | see. Wikolat_ When he was talking on an American TV show ‘called World of ideas, he suggested that learning would become more personal, He said that winen people had access to computers and the internet, they could ask any ‘question about anything and take their own learning inthe direction that they were interested in, The idea being that this would make learning more individuel and. enjoyable, Interviewer: Can you give me an example? Nikola: Yes, he said that if someone was interested in something like baseball statistics, they could do their ‘own research and find out all about their chosen field and this would mean they are more motivated. Someone else would have a different interest and would be able to leatn about that. Interviewer: Have the predictions come true? Nikola: Not really, obviously, we now have the internet and we askit lots of questions but we tend to do this in ‘ui free time and not as part of our formal education. Classroom teaching stil tends to have everyone doing the same things at the same time, Interviewer: Why do you think this hasn't happened? Nikola: Well | don't think anyone has really decided how best to use technology in education. Some teachers have begun to use some technology in their teaching, but some teachers are worried about using t and in many parts of the world schaols don't have the money to provide the technology. For Asimov's prediction to come true, there would need to be a complete revolution in, education. Interviewer: Do you thinkit will happen? Nikola: | think it will eventually, but it will probably take another fifty years and by then there might be further advances in technology. Interviewer: So, we will have to wait and see. Thank you for joining me, Units3 Ous 1B Nikola says:‘Asimov said that education was very structured, everybody learning the same thing atthe same time and so this was boring for some students. Nikola also mentions technology (answer A), but says... most schools had litle or no technology’ and doesnt say anything about how the teachers used technology. Nikola says that some classrooms had a Video recorder and a television, but doesnt say that there werent enough of them (answer C). 2. C Nikola says He said that when people had access to computers and the Internet, they could ask any question about anything and take their own learning inthe direction that they are interested in, Nikola does not mention anything about free time (answer ‘A)or school subjects (answer B) in connection wit using computers, 3. B_ Nikola says... he said thet if someone was interested in something ike baseball statistics, they could do their own research and find out all about their chosen fied .. There fs no information about . Asimov's vatied interests (answer A) or school subjects, (enswer ©). 4 Nikola says”. don't think anyone has really decided how best to use technology in education. .. For Asimov's prediction to come true, there would need to be a complete revolution in education: Nikola also says, that some teachers are worried about using technology’ but it does not mean that many teachers. don't know how to use technology (answer A). 5. C Nikola says thinkit will eventually, bt it will probably take another fifty years and by then there might be further advances in technology. 6 C_Thewrteris telling us about a particular and specific experience in hislife, so we need the definite article the here. t's referring to's year abroad’ (.e something that has already been mentioned). 7 &_ Socollocates with many and fits logically. The ‘waiters using so many as an emphatic way of saying ‘alotof. 8B Itwasntfong before... Is set phrase which ‘means ‘there was only a short time before/until D. Wedor't use any of the four quantifiers with an indefinite article, except lot 10 Weuse the relative pronoun which to refer to things and objects. The other pronouns do not fit logically WRITING, page 43 Witing bank, page 173 11 when they are 18 years old Students ovin answers Students'ovn answers Students own answers informal in my view, | can see, | think paragraph 2 give torevise remembering toleam toask 6 be assessed 4 Open task Far guidance on the assessment of writing, see page 6. 4 Opentask 5 Open task USE OF ENGLISH, page 42 SPEAKING, page 44 Grammar reference, pages 137-138 Speaking bank, pages 159-164 11 there sit 1 Conversation / Open task 2 are thereare 3 >There 4 Thee >it 5 Isit Isthere 2-1 A. Weuse the past simple here for an action which happened ata definite time in the past (two years 290). 2B The pastsimple of the verb ro be's Used to talk about a situation in the past. 3. D_ We use the infinitive with to when we use a vert after an adjective such as excited. 4A Weuse it at the beginning ofa sentence as a subject with the verb take to say how mutch time we reed (or needed) to do something (It took me one year... 5A. Thevverb manage before the space needs to be followed by the infinitive with to. also managed to means‘! was also able to. 2 anes q 2 Role-play / Open task 3. Picture description / Open task REVIEW, page 45 11 PE 2 classmate, headteacher 3 lockers 4 textbook 5 boarding school 6 staffroom 7 doing 8 evening carried 2 solve 3 memorize 4 library records 6 examining 7 certificate 1 5 3.1 Would you like me to help you with this project? 2 3 How about skipping the last lesson today? I can't believe you really enjoyed physics at school/ {really arit believe you enjoyed physics at school. 4. What wast ike to attend a single-sex school? 5. Id rather do some biology revision for my exam/é rather do some revision for my biology exam. 1 borrow 2 absent 3 essay 4 attend 5 sense 6 afford 1 early 2 amazing 3 unbelievable 4 preparing 5 impossible 6 later 7 instructor 8 immediatelyVOCABULARY, pages 46-47 ‘Wordlist, pages 160-182 1. Open task 2.1 soldier hairdresser diving instructor translator receptionist psychologist musician politician surgeon 10 salesperson/sales representative Students’ own answers 3 Babysitting: play games, prepare meals, tll stories Working ona farm: pick fruit, feed animals Working ina restaurant: serve food and chinks, clear tables, bring the bil deal with customers, take orders Working ina shop: check stock, operate a til, deal with customers part-time fulltime manual well paid badly-paid temporary permanent 5 Open task 6-7 @ 1.16 Step 1: Complete your. Step 2: Look at job Step3: Wait to hear . Step 4: When you are interview ccutricalum vitae (CV) qualifications experience referees offered accept contract application form }0 covering letter salary colleague wages duties boss quit self-employed position have is do get work works in get fired retired contract unemployed strike out 11 0pen task READING, pages 48-49 1. Open task 2B Theother statements incorrect because you need to have a degree in English (or Journalism) already. InN 3.1 H_ Wereadin text I: Its an unpaid position 2B Weread in text 2:‘Online applications only. Send CY, personal statement, and film clips showing your skills to G We read in text 3:‘insperson applicants only ‘A We read in text 4: We are currently hiring trained hair styists, makeup artists and nail specialists. You must be licensed, with at least 3 yeas'experience in a reputable salon! 5. F Weread in text 5: "You should be able to deal ‘with tedious work and pay attention to deta: Pay attention to detail suggests that the person will be able to find software ero (as the job is working on computer games), 6 D_ Weread in text 6: Our on-the-job, -days a week ‘workshops’ can lead to a career, so the advertisement. is about an intensive training program, 4 Open task tedious background skill determined option reputable dreaming of option skils determined dreaming of background reputable tedious background hand fit background free hand attention Units 2)8 free 9 attention 10 fit 8 ‘Giveup'in this context means to stop trying to do something, gave off sive in gave up giving away ive back LISTENING, page 50 7 Open task: 2. Open task 3 Ou Presenter: Youth unemployment isa big issue across Europe, Recent figures show that seven out of ten young) people in the UK spend at least six months out of work between leaving school and starting their fist job. Some young people can spend as much as eighteen months Iooking for work Joining me to discus this is Louisa Ward, who works fora youth charity in the UK Louisa tell us what you do? Louisa: Well we try to work with young people from all backgrounds to help them find a job which suits ther but we focus on those who come from disadvantaged. ‘areas, Those from wealthier families have more ‘opportunites to succeed, so they dont need our help ‘as much, But our research suggests that less wealthy students, those who don't have much money can realy struggle to find work Presenter: |see, 0 you do most of our workin inner-city ateas? Louisa: Yes, that’s right. We do have some agents in the ‘countryside but we don't do much work in those areas ‘Most of our work takes place in tovens and cities. We ‘work with NEETS, which means people who are*Not in Education, Employment or Training’ We try to work with hard to reach people whose parents don't have money forthe basic things in life ike food and clothes. We give them chances that they might not otherwise get access to, Presenter: What do you do to help them? Louisa: We work with a number of different partners including sports teams and businesses. So, some of the people we have heloed have learnt the value of teamwork and co-operation through rugby. For others, ‘we have found placements in large companies where they have gained valuable work experience. These placements help students get a feeling of self-worth. Presenter: A feeling of self-worth? What do you mean by that? Louisa: Well it shows them that they are important ‘members of the community. That what they do has an effect on other people, They ate part of something and they grow in confidence. But that’s oniy one side of our ‘work. Actually, most of what we do is on a more personal level... a Units Presenter: | see, such a5? Louisa: Well, we give advice on writing CVs, interview «kis, dealing with work-related problems. You know, ican be quite stressful if youve never worked before and suddenly you have to be part of a team and have responsibilities, Some people struggle to make friends or find it difficult to respect the people in charge, We also work with younger teenagers, encouraging them to stay inschoo! and achieve better grades. Presenter: It sounds like you have your hands full Louisa: Yes, we are very busy, doing lots of different ‘things, but it's very rewarding, What we are doing is breaking the cycle. We hope the kids of the people we ‘are working with today wont face the same challenges: thelr parents did Presenter: That's great. Louisa Ward, thank you for joining me, 1A Theinterviewer says:'Recent figures show that seven out of ten young people in the UK spend at least six months out of work between leaving school and starting their first job. Some young people can, spend as much as eighteen months looking for work: Atleast means’no less thar (ths isthe minimum) and ‘asmuch as means’up to (this is the maximum). 2A Louisa mentions: hard to reach people whose parents don't have money for the basic things in if, like food and clothes: This means that they are very poor and we can say that they live below the poverty line’ 3. C_ Louisa says:"These placements help students get a feeling of self-worth someone has a feeling of self-worth it means that they value themselves and they have confidence in themselves. They have good self-esteem, 4B When talking about younger teenagers, Louisa mentions that her charity is encouraging them to stay in school and achieve better grades: 5 C Louisa says:'We hope the kids ofthe people ‘we ate working with today wor't face the same Challenges their parents did: This means that she finds the job rewarding as she can makea difference to people’ lives 4 1c 2h 3e 4a Sf 6b 79 8d 5 Opentask USE OF ENGLISH, page 51 ‘Grammar reference, pages 138-140 11 has got 2 hasbeen retired have been learning have been digging hasn't had have been working, haven't found came, had left 9 had never seen, went 10 had been living, came 218 2A 3B 4A SAEXE 3.1 © Weneed the plural form of the present simple of the verb to be. There are two things (navigation skis and knowledge ofthe city). The writer is describing something that is true now. 2D Weuse the infinitive with to after the verb want. 3 C Manyis usually used with a countable plural noun. We can understand from the context that the training really can take a long time asthe driver has, to remember a lot of things. The answer much is not correct because itis usually used with an uncountable noun. Few can't be used because without the indefinite article a it means ‘hardly any, almost none’ ‘Most does not fi ogically or grammatically. 4D Weuse an infinitive with to after the verb has when it means't’s necessary to: 5 C_ Weuse the present perfect continuous with the time expression for over 12 years now, because we are focusing on the duration of an action which started in the past and continues up to the present. 6 C_ The preposition of time afte clearly shows that the driver goths licence only when he finished his training 7 B_ Weuse the past perfect for an action that happened before another action in the past. He Visited the streets before he passed his exam. 8 B_ Weuse the indefinite article a with a countable ‘noun which has @ general meaning, We don't know which particular course he took and it’ the frst time itis mentioned 9B The word alfcollocates with over the word inthis phrase, which means from allthe countries in the \world'or'from everywhere around the world 10 A Weuse the past simple for an action which took place at a specific time in the past (ast month ‘Rat one that you choose Yourself This means that you have to deal with types of people that you may normally never meet in your lif, and mean both your colleagues and your customers. As far as your colleagues are concemed, one solution is to maintaina healthy distance between your personal fe and the emotional demands (of your work. To put it simply, do not bring your personal problems to work and try not to interfere inthe lives of your colleagues, And customers are people just lke you = they may have aright to complain about your service, and you need to learn how to deal with such situations, bbut they could just as well have had a bad day. One way or another, there are several good ways to deal with Confictin the workplace 1. The speaker says also happens that your work is made more difficult by improvements in your workplace. 2. F The speaker says:'td say that nearly everyone experiences some kind of conflict in the workplace at some point’ The statement is false because nearly everyone is not the same as everyone. it means‘almost everyone’) 3. T. The speaker says that work isa social environment that you don't choose and'This means that you have to deal with types of people that you may normally never meetin your lif 4. T. The speaker says::...one solution is to maintain a healthy distance between your personal life and the emotional demands of your work To put it simply, do ‘not bring your personal problems to workand try not to interfere in the lives of your colleagues. 5 F The speaker mentions customers who may’have had a bad day’ and so they might complain), but doesnt talk about workers solving their problems or workers who have had a bad day. LISTENING, page 52 1 deal with 2 complaining 1 Open task 3 experiences, workplace 2 Open task 4 types 5 Open task ‘ 3 Os USE OF ENGLISH, page 52 mn ‘Grammar reference, page 141 ‘Sometimes problems at work are connected to the actual taskyou needto do-youmay be ven toolitle «nether time to complete it,or you may not be glven the right Bata to0Is to complete the task on time. It also happens that ene, your work is made more difficult by improvements in your workplace. For example, if there's a new computer system being installed, all employees will have to Undergo training sessions so they know how to use it. Eventually the new system will help you do your 2 2.1 A Lookforis a phrasal verb that means’searching for something'or tying to find something We need a noun after alot of Applications exactly Job faster, but ou need to take time out of your busy fits the context. When you apply for ajob, you often schedule to get to know it On the other hand, problems fil in an application form, at work aren't only about the work itself. fd say that 3B Only each can be used with of in this context. Both nearly everyone experiences some kind of conflict In the workplace at some point. Those of ou who don't, ‘are very lucky. The difficulty is that workisn't only a place 4 ‘where people work - it's also a social environment, just would be grammatically correct, but it would only be logically cortectifthere were only two departments D_ Allthe options have a similar meaning but only insights followed by int. 5A. We usually use on-the,job with the word training, Training is learning that takes place at work units «25 a6 B_ Thevert have collocates with a question/ {uestions. The other options aren't used in this way. 7A This part ofthe text tells us about the benefits of on-the jb training. The word anothers used to speak about one more benefit that hasnt already been mentioned, 8 A. When we say that the company offers @ position to somebody, we use the phrase offer job, We cant say a work or aexperience. We can talkabout @ vacancy, but this means 2 job thatis unfilled (the ‘employer is looking for someone to do the job). 9 C_ Theadjective useful tells us that the writer thinks the reference letter wil be valuable when looking for 2 Job. Rewarding also has a positive meaning, but it means ‘pleasurable'rather than valuable! 10 D_ We use the verb earn when we are talking about payment from an employer. WRITING, page 53 Wiiting bank, pages 170-171 1. Open task 2.1 Angela Jones (at Day Camp Global) 10 apply for a job (of a part-time assistant) it willbe 2 job application letter, so formal language 2 3 1 experience 2. advertisement 3. candidate 4 apply, position 5 hope Students! own answers 4 Open task 5S1b 2a 6 Open task Forguldance onthe assessment of writing see page 6. 7 Open task SPEAKING, page 54 Speaking bank, pages 159-164 1. Conversation / Open task 2 Role-play / Open task 3. Picture description / Open task REVIEW, page 55 1 1 surgeon 2 pick 3 dear 4 interview 5 leave 6 charge 7 overtime 8 salary 1 take 2 extend 3 up 4 goon § application 6 bring 7 fulltime 1 hada pay ise three years 2 ttle time 3 havent been abroad 4 Robert quiveft/gave up/wvas fred from 5 have never been 18 2C 3A 4C 5D 6D 7C 8B 9A WC | | j |VOCABULARY, pages 56-57 READING, pages 58-59 Wordlist, pages 182-184 1 Open task 1 Open task 21 b(them - funny advertisements) 2 Vileer 2 atamich create scones) 2 borrowed 3a (where ~ in TV shows, them — products) 3. afford 4 (that - everyday family situations) 4 seeeh $ lend 3-1 D. Arelative clause beginning with that or which Steen is needed hereto add some information about th information about the SIA Use noun homes. Answer D identifies what kindof homes 41 sales the text i refering to. Answer A refers to people 30 2 bargain does not ft the space. 3 price 2A. Arelatve clause beginning with that or who s 4 indy needed here 10 identily the types of people in this 5 receipts sentence, 6 cost 3G Apronoun those is used here to replace the noun 7 change ‘product and to avold repetition. The other options sac don't make sense, Sib 2¢3e 4a 34 4 C_ Theword than after the space signals that we eateone need to use a comparative expression here go 5. E The expression untl the moment before the space 3 Gane tellus that we need a relative clause of time with ee then. The sentence includes alist of products and Bates choice E also includes one. Stee 6H. We need aclause of purpose hereto explain why 7, Ea the people are being pald a fortune, Answer B would slgeeneree ft grammaticaly buf you lookat the est of the shone paragraph the answer must be H because the writer iondeenet is questioning the use of celebrities in advertisements niet toendorse products. 7/1. plumber 4 Open task 2 financial adviser 5 Get on’ in this context means to havea friendly or 3 beautician agreeable relationship, z 4 caterer 1 gettied of 5 hairdresser 2 getridof 6 postman/postwoman 3 getit 7. interior designer 4 getoutof 8 barber 5 getover 9. MTservice engineer 6 geton 10 ‘ailor 6 1. donitgetit 8 1 persuade 2 to getrid of 2 product 3 getoutof 3 launch 4 gottied of 4 agency 5 geton 5. brand 6 getoverit 9-10 O19 7 iasoral 1 scratched 2 untrue 2 replacement 3 illegal 3 tefund 4 impossibie 4 receipt 5 unrealistic 5 ft 6 impolite 6 exchange 7 incompetent 11 Open task 8 1 impolite 2 disloyal 3 legal Unité < 27: