Pioneer C1-C1+ B Extra - Material

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Copyright © MM Publications
INTRODUCTION contents
Pioneer C1/C1 + b — Extra Material consists of Module 6 �� 3
worksheets with extra practice corresponding to each
module. The worksheets are photocopiable, to be used by
Module 7 �� 10
teachers according to their students’ needs.
It is recommended that teachers assign these worksheets

Module 8 �� 15
after students have revised the vocabulary, functions
and grammatical items dealt with in the corresponding
modules of both the Student’s Book and the Workbook. Module 9 �� 19
The listening and reading activities are meant to help
students further develop their listening and reading Module 10 �� 24
skills and sub-skills. There is always a speaking task in
each module, in which students discuss or exchange
information, make suggestions and/or decisions
Key to extra material �� 30
or express personal opinion in order to achieve a
communicative goal. The reading, listening and speaking
tasks all follow either the CAE, CPE or ECPE format.
Each module consists of:

• Vocabulary and grammar activities
• Speaking tasks
• Listening or reading tasks
E e
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Vocabulary & Grammar
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A. Circle the correct options.
1. Everything for the event has been arranged, but for / 6. The occasional conference trip abroad adds
6
all but / but also the evening’s entertainment. an interesting dimension / segment / incidence
2. Professor Hutchinson’s research is widely clamoured / to the job of a lecturer.
dictated / acclaimed within his field and beyond. 7. Owing to / Contrary to / As regards the immense
3. The beauty industry is constantly bombarding / popularity of the exhibition, the organisers extended
reinforcing / encroaching us with advertisements for it by a week.
the latest cosmetic trends. 8. According to fashion experts, the trench coat is this
4. ‘There’ll be a(n) stable / rapid / utmost drop in season’s state-of-the-art / must-have / out-of-date
temperature next week, so pack away the shorts and outfit complement.
bring out the coats.’ 9. She told me theoretically / seriously / confidentially
5. We suffered losses of $3 million this year, and to make / that she’ll be leaving the company at the end of the
put / get this figure into perspective, it’s half the losses month, but no one else knows yet.
we sustained last year. 10. Do you think you’ll be able to do / make / have a
living from photography?
B. Complete the text with the correct form of the words in capitals.
When food
is in fashion
Açai berries, kale, quinoa and chia seeds: the ‘superfoods’ that seem to dominate every conversation on
clean eating. Though 1 healthy and nutrient-rich, are these exotic foodstuffs DENY
truly miracle workers that will stave off heart disease and cancer?
It’s worth noting that the term ‘superfood’ is not 2 acknowledged. It was SCIENCE
actually coined by the 3 industry in a bid to lure in the growing number of MARKET
followers of the healthy eating 4 . By attaching words such as ‘nutrient MOVE
powerhouse’ and ‘antioxidants’ to certain foods, a strong and 5 argument PERSUADE

is made for why we should all be rushing out to buy them, despite the rather steep prices.
Though this promotion of healthy eating should be praised, the 6 with ‘superfoods’ OBSESS
has come under 7 because it ignores the equally nutrient-dense foods we already CRITIC
consume and which are – incidentally – far cheaper, such as garlic, potatoes, broccoli, almonds and lentils.
The truth is, no one food can guarantee good health, no matter how nutritious it may be; only a(n)
8 and balanced diet can provide all of the nutrients needed to maintain our health. VARY
PIONEER LEVEL C1/C1+ b 3

C. Choose a, b, c or d.
1. The new social security legislation has a great 6. The lawyer that his client had indeed decided to
deal of controversy amongst pensioners. plead guilty to the crime.
a. surrounded c. provoked a. affirmed c. prompted
b. arisen d. touched b. deemed d. ventured
2. This supplement supposedly guarantees you’ll never 7. This mobile app is designed to one currency to
get a cold, but I’m a bit of a(n) . another based on the current exchange rate.
a. defender c. objector a. reform c. modify
b. sceptic d. opponent b. convert d. adapt
3. Clean, fresh water is in many parts of the world. 8. Inevitably, when Frank moved from the UK to Dubai, he
a. deserted c. scarce went through a period of to life there.
b. moderate d. concise a. complexity c. transformation
4. As I didn’t want to be a(n) on my family, I got a job b. stabilisation d. adjustment
as soon as I finished school. 9. In Mrs Benson’s class, the subject of cyberbullying

a. onus c. restriction was at length with the children.
b. burden d. setback a. raised c. discussed
5. They asked her to bring in some more documents, so b. voiced d. introduced
there was an issue with the ones she had already 10. Only recently did Mike discover that he’s
given them. to milk.
a. honestly c. presumably a. vulnerable c. reluctant
b. truly d. technically b. intolerant d. opposed
D. Rewrite each sentence twice, using the words/phrases given.
1. If you aren’t certain, don’t do it at all.
a. doubt
b. uncertain
2. I won’t download the app if I have to pay for it.
a. unless
b. provided
3. Without your advice, I would have failed miserably.
a. hadn’t been
b. but
4. We were able to pay the rent because Patrick lent us the money.
a. without
b. had
5. If you don’t move, this won’t hurt.

a. as long as
b. only if
6. Were there to be an earthquake here, would you know what to do?
a. supposing
b. in case of
4 – PIONEER LEVEL c1/C1+ b

E. Complete the sentences with the correct form of the verbs in brackets.
1. I’ll lend you the book if I (finish) reading it before you go on holiday.
2. He would be much happier today if he (move) to Portugal like he wanted to when he

graduated from university.
3. If I trusted them, I (tell) them our plans.
4. They would have come to the game tonight if they (not leave) for Amsterdam early
tomorrow morning.
5. If we (know) the hotel was so nice, we might have booked an extra day.
6. She would have been allowed to go on the ride (be) she a few centimetres taller.
F. Complete the gaps in the text with one word only.
Does every cloud have

a silver
lining?
Cloud computing refers to storing and managing your software and data on a network of servers online. It
is popular with many companies, but there are questions over 1 or not the pros
outweigh the cons.
One of the major benefits companies expect from cloud computing is saving the money they would normally
spend 2 devices, software and maintenance. It’s also much easier to control data
backup
and to recover data 3 a natural or human-induced disaster. In addition, employees can
work on and have access to their data from any device, so as 4 as they have an Internet
connection, they can work from anywhere in the world.
Still, cloud computing comes 5 a price. For example, this absolute reliability on having
Internet access is a source of problems, since 6 a fast connection, the ability of your
business to function at the level you require is restricted. 7 if you have a good Internet
connection, you have to consider the possibility that your service provider may also experience technical
problems from time to time. Furthermore, stored online, the company’s sensitive data is by no
8 safe; as with any form of digital storage, determined hackers will eventually find a way
to access it if they really want to.

Speaking
Student A
Selecting a new web designer
• The web design agency you work for is planning to employ a new web designer.
• You are on the interview board which will decide on the new web designer.
• Four candidates have made it to the final selection process.
• Each of you will be given descriptions of two of the four candidates.
• You will need to describe the two candidates on your information sheet to each other, so that you are both familiar
with all four candidates.
Step 1 (4-5 minutes)

Read through the information sheet below with the descriptions of two candidates. Take a few minutes to think about how
you will present them to Student B, and make notes if you like.
INFORMATION SHEET 1
RALPH OSBORNE The following list provides some of Mr Osborne’s
personal characteristics and some comments made by his former
employers:
• 12 years’ work experience in the industry
• has designed several well-known websites
• has taught web design at degree level
• excellent people skills
• projects completed on time
• efficient problem-solver
• has made high demands regarding salary and benefit
s
DIANE JONES The following list provides some of Ms Jones’s

personal characteristics and some comments made by her former
employers:
• 2 years’ related work experience
• worked in advertising before retraining as a web
designer
• designs for charity organisations free of charge
• experience in presenting to clients
• extremely disciplined
• excellent organisational skills
• not a team player
Step 2 (5 minutes)
Take turns doing the following: - At the end of your partner’s presentation, recommend the
• When presenting information: better option of the two presented by your partner.
- Without showing your information sheet to your partner,
present the two candidates, summarising the points in Step 3 (5 minutes)
your own words as far as possible and elaborating on some
Look at your information sheet again and think of reasons
of them.
in support of the option you have chosen. Student B will
- Silently, choose one of your own candidates.
also do the same for one of his/her candidates. Together,
Remember: all options are possible as long as you can
compare and contrast your individual choices, discussing
support why your choice is the best. the advantages and disadvantages of each, before reaching
a joint decision about which of the two candidates is more
• When receiving information: suitable. During this discussion, use your notes; do not look
- Listen carefully to your partner’s presentation. Keep notes at each other’s information sheets.
throughout as you are not permitted to look at your
partner’s information sheet.

Speaking
Student B
Selecting a new web designer
• The web design agency you work for is planning to employ a new web designer.
• You are on the interview board which will decide on the new web designer.
• Four candidates have made it to the final selection process.
• Each of you will be given descriptions of two of the four candidates.
• You will need to describe the two candidates on your information sheet to each other, so that you are both familiar
with all four candidates.

Read through the information sheet below with the descriptions of two candidates. Take a few minutes to think about how
you will present them to Student A, and make notes if you like.
INFORMATION SHEET 2
Bridget Lawson The following list provides some of Ms Lawson’s
personal characteristics and some comments made by her former

employers:
• recent college graduate
• completed a 6-month internship at a major advert
ising agency
• won 2nd place in the 2016 International Design Compe
tition for Students
• skilled in creating animations
• not afraid to experiment
• doesn’t mind working extra hours
• cannot work under tight deadlines
Alvin Fletcher The following list provides some of Mr Fletcher’s

personal characteristics and some comments made by his former
employers:
• 5 years’ work experience in the industry
• very experienced in the design of online shopping
websites
• runs a popular blog with web design tutorials
• takes on freelance work
• able to multitask
• pays attention to detail
• often late for work
Step 2 (5 minutes)
Take turns doing the following: - At the end of your partner’s presentation, recommend the
• When presenting information: better option of the two presented by your partner.
- Without showing your information sheet to your partner,
present the two candidates, summarising the points in Step 3 (5 minutes)
your own words as far as possible and elaborating on some Look at your information sheet again and think of reasons
of them. in support of the option you have chosen. Student A will
- Silently, choose one of your own candidates. also do the same for one of his/her candidates. Together,
Remember: all options are possible as long as you can compare and contrast your individual choices, discussing
support why your choice is the best. the advantages and disadvantages of each, before reaching
• When receiving information: suitable. During this discussion, use your notes; do not look
at each other’s information sheets.
- Listen carefully to your partner’s presentation. Keep notes
Reading
You are going to read a magazine article about food reviews. Six paragraphs have been removed from the extract.
Choose from the paragraphs A-G the one which fits each gap (1-6). There is one extra paragraph which you do not
need to use.
The changing faces

of food reviews
On top of the receipt lay a card. ‘Did you enjoy your meal?’ it 4
4
asked, in cheerful green letters. ‘We want to hear about it!’ It
followed this up with a website address which, when typed
‘While it’s rare that restaurants will upload fake reviews, it
into my computer back home, brought up a review site where
does happen,’ admits Jake. ‘What you’re more likely to see,
hundreds of diners had already made known their opinions
though, is a sort of trade-off where diners are given perks – a
of their meal.
free course, say – to sweeten them up. Most reviewers are
very open about this, but it does mean that there’s a bias
1 involved.’
Although expert opinion is still sought after and published 5

today, the art of reviewing has moved away from the
professional sphere and into the realm of the everyday
Given what’s at stake, things sometimes get nasty. Restaurant
Internet user. Food has now gone viral; we upload pictures of
owners do occasionally contact Jake demanding that reviews
our lunch, we blog about breakfast and, of course, we review
be removed, and they can get quite angry – especially if they
and critique our ‘restaurant experiences’.
feel they are being judged unfairly. That, explains Jake, is
what the site’s moderators are for; reviews, for example, that
2 consist simply of insults are quickly deleted. But, if a review
doesn’t break any of the site’s rules, it won’t be tampered
with. ‘Restaurants don’t get to opt out, and they don’t get to
For an insider-perspective, I spoke to Jake, who runs
hide negative reviews.’
FoodFinder, one of the biggest restaurant review sites in
the country. He listens to my questions patiently, nodding
as though he’s heard it all before – which he probably has. 6
‘What you need to think about,’ he says, when I finally stop
rambling, ‘is what makes somebody feel that they want to
So it was with full awareness of the burden of responsibility
write a review?’
upon my shoulders that I decided to give in to popular
demand and review my meal. After considerable thought,
3 I managed to find the right adjectives to praise the salad; I
passed profound judgement on the crispiness of the bread.

After scrolling down the page for inspiration, I added a quick
With this in mind, some reviewers write with the explicit
evaluation of the staff and threw in a few insightful comments
intention of shocking readers to get attention. In all of these
on the décor. Then, out of ideas, I posted my masterpiece.
cases, the end result is that the ‘middling’ experience often
Perhaps it won’t change someone’s life, but it might just make
goes unmentioned; the idea that multiple peer reviews
a difference to someone’s lunch.
provide a balanced perspective is overturned.

A E
The question is whether this shift has compromised or Despite this, studies have shown that people are more willing
enhanced the purpose of a review. Are they more reliable to trust online reviewers, even though they know less about
when written by people like you and me? Does the range of them than they do about a professional critic. A large part
reviewers involved mean that we get a more balanced view? of this, perhaps, is that the language of reviews has changed
and become more accessible.
B
F
The irony is, he adds, that by trying to do just that, restaurants
may be shooting themselves in the foot. ‘Believe it or not, bad However, Jake believes that review sites have a far more
reviews can increase business too,’ he laughs. ‘“Any publicity serious problem. ‘Dealing with reviewer exaggeration would
is good publicity,” as the saying goes.’ Indeed, exaggeratedly only be scratching the surface. If we’re looking at review
negative reviews have made some restaurants so famous for reliability, there is a far bigger problem out there.’ He’s talking,
being terrible that people will flock through the doors simply of course, about the incentive for restaurants to manufacture
to be part of the sensation. reviews – or, at the very least, push customers towards giving
good reviews.
C
G
Indeed, scrolling down a page of FoodFinder reviews, I
notice several posts tagged with ‘this meal was given free Once upon a time, sitting down and writing a review of
of charge in return for an honest review’. How honest can your dinner was a task for the qualified professional. Critics
you really be, I wonder, about your free meal? How authentic working for the prestigious Michelin Guide, which has been
is the experience if the restaurant knows they are being rating establishments since 1900, were trained culinary
reviewed? According to Jake, this problem won’t be going experts – usually former chefs. The reviews they wrote were
away; unsurprisingly, there is undeniable evidence that good formal, articulate affairs, compiled after multiple anonymous
reviews lead to better business. visits to a restaurant.
D
‘There are a lot of answers to that,’ he continues. ‘Do they
feel inspired because they want to share a really fantastic
experience? Did they have a truly terrible time and need to
express that – to warn others away? Are they doing it because
they want to be noticed? After all, what’s the point of a review
if no one reads it?’

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A. Choose a, b, c or d.
1. The true environmental of yesterday’s oil spill is 5. There is no evidence to prove this species of plant
not yet known. is declining globally.
a. contamination c. impact a. diverse c. solid
b. monitoring d. disaster b. autonomous d. encouraging
2. Urgent action must be taken to the rate of illegal 6. She’s responsible for the project, so she has a lot
logging in the region. of running around to do.
a. dwindle c. degrade a. frankly c. solely
b. curb d. bury b. finely d. merely
3. Only a of the funding has been spent so far. 7. Hopefully, this year’s olive harvest will the losses
a. fraction c. particle we suffered last year.
b. sample d. sediment a. catch up with c. go through with
4. Nathan and Liam trained every morning and the b. reach out to d. make up for
rewards when they were able to complete their first 8. Most think that the value of the measure is , since
marathon. they have yet to see any real benefits.
a. reaped c. weeded a. groundbreaking c. irreversible
b. sowed d. planted b. debatable d. pervasive
B. Complete the sentences with the correct form of the words in capitals.
1. The livelihood of many people working in agriculture is already being threatened by
in some parts of the world. DESERT
2. Most charities look for people who are willing to work for them on a(n) basis. VOLUNTEER
3. Unfortunately, a(n) to recycle still exists in many households. WILL
4. Deforestation is a main cause of habitats around the world. SHRINK
5. Communities living in low-lying regions of the world may be forced to

if sea levels rise further in the future. LOCATE
6. The of housing has been a topic of much debate recently among members
of parliament. AFFORD
7. Are we going to ignore this issue until the damage becomes ? REPAIR
8. The amount of petrol a car uses is to factors such as the speed at which it
travels and the size of the engine. RELATE
9. Carbon dioxide is the primary environmentalists are battling against. POLLUTE
10. Even though my parents always trusted me as a teenager, I was never allowed
the freedom I desired. LIMIT

C. Read the text and choose a, b, c or d.
England’s
green belt
One of the things that England is most renowned for is its
1 countryside. It was a strong desire to safeguard
this precious land that 2 rise to the green belt policy. For anyone unfamiliar with this scheme, a green belt is an area
of rural land which encircles a city and is 3 by urban development. The land itself is protected by a law prohibiting
the construction of buildings or infrastructure, 4 preserving the land for future generations. Interestingly, the concept
itself is centuries old; it is thought that the first green belt around the city of London was established under the orders of
Queen Elizabeth I in 1580 in an attempt to halt the 5 of disease.
In England today, green belts make up 13% of the total land mass. They aim to 6 a situation in which the country’s
built-up cities expand even further into the countryside and eventually even merge together. Supporters of the policy
7 its critical role in improving local air quality, providing a green place for city dwellers to enjoy, and preserving
habitats for local wildlife populations. Nonetheless, 8 the UK housing crisis and a shortage of available land on which
to construct new housing, England’s green belts are increasingly under threat from developers.
1. a. prime b. wooden c. picturesque d. aesthetic

2. a. made b. gave c. allowed d. saw
3. a. unavoidable b. disposable c. undesirable d. untouched
4. a. thereby b. after c. whether d. instead
5. a. scope b. lifespan c. stretch d. spread
6. a. avert b. exacerbate c. discharge d. diminish
7. a. reveal b. distinguish c. underscore d. compensate
8. a. on no account b. account for c. on account of d. accounting for
D. Complete the reported sentences with the correct form of the pairs of words in the box.
advise – let beg – allow go on – visit promise – be

not stop – work regret – have not think – will threaten – not tell
1. ‘I swear this will be the last time I try my hand at making jam.’ [ She that it
the last time she tried her hand at making jam.
2. ‘After seeing Rome, we’re travelling to Trieste.’ [ They said they Trieste
after they had seen Rome.
3. ‘I don’t believe that Cecil will mind doing it for them.’ [ He that Cecil mind
doing it for them.
4. ‘I wish I didn’t have to leave so early.’ [ She to leave so early.
5. ‘You shouldn’t lend it to anybody.’ [ I was against anyone borrow it.

6. ‘We should wait for her to get back before we have a break.’ [ He recommended that they
until she had returned.
7. ‘Please let us take your new car for a drive.’ [ They me them to take my
new car for a drive.
8. ‘I swear, if you do that, I’ll never confide in you again.’ [ She me a secret
again if I did that.

E. Circle the correct options.
1. These windows seriously need to clean / cleaning / to have cleaned; you can barely see anything through them.
2. Professor Evans is said to be / being / have been an accomplished tennis player in his youth.
3. I would sooner didn’t / wouldn’t / not go back to the same restaurant, even if you would rather we did.
4. They objected to our spending / that we spend / us to spend so much time on teaching the arts rather than the
sciences.
5. The two older boys dared he pick / him picking / him to pick up the snake with his bare hands.
6. To be / To have been / Being honest, I’m not really keen on going out tonight.
7. Ronnie tried to prevent me to open / I open / me from opening the door, but he didn’t succeed.
8. We drove through the night to reach the port, only finding / to find / to have found that the ship had already left.
9. Megan is willing to do any task around the office except type / to type / to be typing in data; she finds it too tedious.
10. Martin resents have / to have / having to inform his manager of his every move.
F. Rewrite the sentences using the introductory verbs given.
1. ‘The farmers must be compensated this month for loss of livelihood,’ he said. demanded
2. ‘He parked somewhere he wasn’t supposed to,’ they said. accused
3. ‘Don’t forget to give me that book back when you’ve finished reading it,’ he said to Cole. reminded
4. ‘I’ll help you clean up tomorrow, Rose,’ said Heather. volunteered
5. ‘You must organise all the books in alphabetical order,’ Miss Beech told Hazel. insisted on
6. ‘I’m sorry for making you all wait here so long,’ said Mr Hawthorn. apologised
7. ‘Why don’t you come and stay with us in our cottage by the sea, Terry?’ asked Mr Almond. invited
8. ‘Hopefully, this time next year, I’ll be living in France,’ said Ivy. hoped

9. ‘If you don’t want to get worse, Harry, you should stay in bed,’ said Dr Reed. advised
10. ‘Rosemary tore my scarf,’ said Holly. blamed

Speaking
Talk in pairs. Below are some pictures of different human actions that affect the environment. Do the tasks that
follow.
1
Look at pictures B and D and talk together about how these actions harm the environment. Talk together for
approximately 1 minute.
2
Look at pictures C and E and talk together about how common these scenes are in your country. Talk together for
approximately 1 minute.
3
Imagine that your college is organising a seminar called ‘Safeguarding Our Planet’ to raise awareness of how our
individual behaviours contribute to environmental damage. The pictures (A-F) illustrate some of these behaviours.
Talk together about what lifestyle changes people could make regarding these behaviours to minimise environmental
damage. Then decide which two harmful behaviours affect everyday life the least and would not need to be mentioned.
Talk together for approximately 3 minutes.
Environmental awareness event – Safeguarding Our Planet
A B
C D
E F

Listening
You will hear a segment from a radio show. Afterwards, you will be asked some questions about what was said.
From the three answer choices given in each case, you should choose the one that best answers the question
according to the information you heard.
1. The reporter mentions public transportation as an 4. How did the engineers try to minimise the
example of destruction caused to the surrounding area?
a. infrastructure that contributes to pollution. a. by using non-toxic building materials on a section of
b. a system that stands to gain from the construction of the route
the ring road. b. by designing the shortest route possible
c. ineffective measures that have already been taken. c. by employing less wasteful building methods
2. What point is made about the impact of the new road 5. What challenge did engineers face when designing
on the level of pollution? the road?
a. The extent to which it will improve air quality will be a. setting a realistic time limit on the construction work
unknown for some time. b. not entering residential areas
b. It could make pollution levels worse before they get c. keeping clear of ecologically sensitive areas
better.
c. The benefits should be felt immediately.
3. Who is probably most at risk from the harmful effects

of air pollution?
a. commuters travelling across the city
b. pedestrians on the street
c. those engaging in outdoor physical activities

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A. Read the text and choose a, b, c or d.
Exploring your own
8
backyard
The laborious daily commute, the inevitable trips to the supermarket
and the ferrying of children to and from after-school activities: we
1 travel the same routes – by car, by public transport or on foot –
living the same experiences over and over again with 2 interest in
the environment around us.
Perhaps as children we went out and explored 3 buildings,
unearthed objects in the hope of finding buried treasure or sought, with
young and inquiring minds, echoes from the past in the still-alluring
streets and fields around our homes. With time, however, indifference
sets in: we may 4 an interest in the history of a country we are
visiting for the first time, indulging our curiosity by going on guided
tours, visiting museums and paying attention to impressive architecture.
5 , at the same time we 6 sight of the enigmatic traces of
history right there on our doorstep.
So, irrespective 7 how well we think we know the 8 where we live, perhaps now and again we should abandon
our routines, adopt the childlike inquisitiveness we’ve lost and let ourselves drift to wherever our footsteps may take us.
1. a. hereafter b. continually c. thereafter d. continuously

2. a. small b. light c. short d. little
3. a. vacant b. detached c. intact d. idle
4. a. keep b. take c. get d. put
5. a. Indeed b. Simultaneously c. Nonetheless d. Ultimately
6. a. lose b. drop c. miss d. break
7. a. on b. to c. for d. of
8. a. area b. space c. terrain d. range
B. Complete the sentences with the correct form of the words in capitals.
1. Unfortunately, the thieves managed to the police and disappear into the night. RUN
2. Solar power is a(n) form of energy, unlike coal, which we will at some point run
out of. NEW
3. The event was a real : only a handful of people showed up, the art was disappointing
and the food that was offered was tasteless. DOWN

4. The little girl found wandering in the forest was checked over by a doctor and
returned to her distraught parents. SEQUENCE
5. All the recent in spending on schools will definitely affect children’s education. CUT
6. Signing a confidentiality agreement was a(n) to being hired as the couple’s nanny;
without it, they feared she would leak personal information of the family to the press. REQUIRE

C. Choose a, b, c or d.
1. When questioned by their parents about the incident 6. While learning English, I come across phrases for
at school, the boys tried their best to their which there are no in my native language.
involvement. a. allocations c. recognitions
a. downplay c. downsize b. equivalents d. counterpoints
b. eradicate d. oppose 7. Following the house fire, there was barely anything left
2. Even though he disagreed with the decision, Frank in the property worth .
thought it best to quiet about his feelings for the a. salvaging c. containing
time being.
b. detaining d. uncovering
a. keep c. get
8. It is a matter of concern for us that endangered
b. hold d. have rhinos are being killed while under the protection of
3. On the of his exams, Mason went to the gym to park rangers.
work on getting rid of all the nervous energy he had. a. dismissive c. grave
a. wake c. eve b. startling d. prominent
b. onset d. dawn 9. After a group of backpackers went missing in the
4. It will be impossible to spot Freddie in this huge crowd. Australian outback, the authorities a warning to
It’s like looking for a in a haystack. all travellers against taking any unnecessary risks.
a. figure c. seed a. declared c. circulated
b. needle d. piece b. announced d. issued
5. Experts have warned that a number of historical sites 10. The fact that we’re able to offer such discounted prices
are increasingly vulnerable to by acid rain. to our customers gives us a competitive over
a. wreckage c. defect other holiday companies.
b. alteration d. erosion a. tip c. edge
b. root d. grip
D. Circle the correct options. There may be more than one correct answer.
1. The car tyres need replacing / to replace / to be replaced before we try to drive on those icy mountain roads.
2. We were supposed / obliged / required to be given half a day off work, but a last-minute crisis with an important
client ruined it.
3. What / Was it that / What was it that first attracted you to this kind of artistic expression?
4. We shouldn’t / had better not / ought not wander too far from the campsite.
5. You are not required to wear protective clothing, but it is advisable / mandatory / prohibited.
6. You don’t need / might not / needn’t wait for me; I’ll take the train home.
7. Remember / Do remember / You remember to turn off the oven before you leave the house!
8. Shut the windows before you leave, because it might / can / could rain tonight.
9. Wherever / Whenever / Whatever did I do with my keys? They must be around here somewhere.
10. It’s doubtful / It looks as if / There’s a good chance that they’ll stay for an extra weekend.
E. Choose the correct sentence ending. In some cases, both options may be correct.
1. Their plane only just landed, so they 6. Jayden’s temperature was really high, so he
a. can’t have left the airport yet. a. mustn’t be going to basketball practice.
b. mustn’t have left the airport yet. b. couldn’t have gone to basketball practice.
2. Instead of just standing there watching me struggle, 7. Watch what you’re doing; you
you a. could have hurt yourself.
a. could at least give me a hand. b. could hurt yourself.
b. might at least have given me a hand.
8. We have to leave for the airport quite early tomorrow,
3. Since he has never done so before, I’m sure Ross so we
a. won’t come in to work before ten. a. don’t need to stay up too late tonight.
b. mustn’t come in to work before ten. b. mustn’t stay up too late tonight.
4. Somebody else opened the coffee shop this morning 9. When I saw Rory had already put the lasagna in the
and put all the tables outside, so I oven, I realised I
a. needn’t have. a. needn’t have rushed to get home.
b. didn’t need to. b. didn’t need to rush to get home.
5. The lift has been out of order for nearly a month; it 10. Everything has been taken care of for the barbecue, so you
a. ought to have been repaired by now. a. don’t need to bring anything.
b. ought to be repaired. b. don’t have to bring anything.

Metal detecting 101

Handheld metal detectors are portable electronic instruments
that can locate nearby objects composed of or containing
metallic elements. Amateur archaeologists and treasure hunters
in England and Wales are allowed to use
1 devices to find buried coins, jewellery
and other potentially valuable relics, provided access to the
area they are investigating has 2 been
forbidden by regulations protecting sites of scientific or historical
interest. By law, they 3 also obtain the
owner’s approval before they can begin searching on any piece
of land.
Unless the metal detectorist and the landowner have agreed to share ownership, 4 usually
happens is that anything dug up is considered to belong solely to the landowner, who may do with
5 as she or he pleases. However, certain artefacts, depending on their age and precious metal
content, 6 fall under the legal category of ‘treasure’. In that case, the metal detectorists have an
obligation to report the objects to a public official within fourteen days of discovery for confirmation of status. If they are
deemed to be treasure, the owner 7 to offer them for sale to a museum at a price set by experts,
and only if no museum wishes or is 8 to purchase them, will they remain the property of the
owner.
Speaking
In pairs, do tasks 1 and 2.
Task 1 Task 2
Student A: Look at the question on the prompt card and Student B: Look at the question on the prompt card and
say what you think. If you like, you can use the ideas on say what you think. If you like, you can use the ideas on
the card. Talk for approximately 2 minutes. the card. Talk for approximately 2 minutes.
How has the invention of the aeroplane changed the

What are the barriers to exploring the world? world?
• relations between different countries • global warming

• difficult terrain and inhospitable environments • travel and tourism
• access to technology • business and the economy
Student B: Answer the following question. Student A: Answer the following question.
Would you like to be an explorer? What types of flying technology do you think will be
Student A: Answer the following developed in your lifetime?
question. Student B: Answer the following question.
How about you? What do you think?

Reading
A missing island
Read the text. Then answer the questions according to the information given in the text. Choose a, b, c or d.
B
efore the development of satellite imaging,
navigational charts often proved to be unreliable 1. What is the main purpose of the passage?
sources of information, especially in the remoter a. to explain why digital cartography is so
parts of the southern hemisphere. In fact, sailors valuable
would frequently find themselves confused by b. to compare modern digital cartography
wide discrepancies between the landmasses with traditional mapmaking
represented in their maps and what they saw from the decks c. to discuss the rediscovery of a lost island
of their craft. Nevertheless, even with the recent advances in d. to detail a specific case of incorrect
digital cartography, highly trusted mapping systems can still mapping
be shown to contain glaring inaccuracies.
2. According to the passage, what can be
In October 2012, scientists aboard the Australian research said about modern mapping systems?
vessel Southern Surveyor passed near the presumed location a. They regularly create confusion for sailors.
of the now infamous Sandy Island — and saw nothing but b. They may contain substantial errors.
endless ocean. According to The General Bathymetric c. They show previously undiscovered
Chart of the Oceans (GEBCO), the National Geophysical landmasses.
Data Centre’s ETOPO2v2 model and Google Earth™, this low- d. They present none of the old inaccuracies.
lying, 25-kilometre-long, 5-kilometre-wide island should have
3. In the second paragraph, what does the
existed right before their eyes. The discovery, however – or
author mean by ‘presumed location’?
as the crew preferred to call it, ‘undiscovery – did not come
a. the concealed site of the island
entirely out of the blue.
b. the original place the island was found
The site where the island should have been, which is over c. the place the island was supposed to be
1,000 km from the Queensland coast (19.25° S, 159.93° E), d. the new place where the island can be
had earlier been inspected by the Australian Hydrographic found
Service. The service found the seafloor was at least 1,500
4. What did the Australian Hydrographic
metres below sea level throughout the site and could detect
Service learn about the island?
no evidence a landmass had ever existed there. Considering
a. its present-day location
that these findings had then been circulated to all the relevant
b. that it was now situated under the sea
organisations, the question remained why the island was still
c. that there were no physical traces of it
depicted on Google Earth™ and other state-of-the-art imaging
d. where it was located in the past
software.
5. In the last paragraph, what can be inferred
The first reference to land being sighted in the established
about the designers of the new software?
location came from the whaling ship Velocity in 1876, and
a. They considered the WVS database to
the earliest existing chart of the island was produced in

be unreliable.
1908. It appears that Google Earth™ and the other pieces of
b. They personally knew the researchers
software employed the freely available World Vector Shoreline
who created the WVS.
Database (WVS) in constructing their imagery, which itself
c. They failed to accurately process
had retained old statistics on Sandy Island. The designers of
information from the WVS.
the new software simply adopted the WVS data, marking the
d. The WVS was the only data source they
island and its imagined outline on their charts even though
had.
their own satellite imagery showed no island to exist.

E e
M
x t r ia
at ule
M
ra l
od
A. Read the text and choose a, b, c or d.
TEXT TO EMOTE
9
Almost everyone who communicates digitally uses emoticons to complement their messages. These little 1 of
smiling (or otherwise) faces, created from standard text characters and punctuation marks, leave our words less open to
2 , and are often all that distinguishes a rude comment from a witty joke.
There is some uncertainty about when 3 emoticons originated. Emoticons that we would recognise as such today do
appear in sources as 4 back as the 1800s, but there is no evidence that these were deliberate marks rather than just
5 printing errors. The idea of representing an emotion through combinations of punctuation marks and other
symbols never officially became more than an abstract concept until 1982, when a university professor suggested that, to
avoid confusion, digital message board participants use sideways smiling and sad faces (either :- ) for a smile or :-( for a
frown) to specify when they were joking.
These emoticons were created using Latin characters. Other scripts, which have a greater number of separate characters,
have greater flexibility when it 6 creating emoticons. Japanese emoticons or kaomoji, which incorporate both Latin
and Japanese characters, can be incredibly 7 , and among other things, readers do not need to turn their heads to
one side to read them. The greater variety of characters available also allows users to 8 more complicated gestures,
such as a confused shrug or even entire scenes that require a little more imagination to interpret. Care to have a go?
¯\_(ツ)_/¯ (•_•)-O*¯`•.¸.•´¯`°Q(•_•)
shrugging two people playing table tennis extremely happy
1. a. depictions b. illusions c. replicas d. impressions

2. a. transformation b. interpretation c. explanation d. regulation
3. a. definitely b. accurately c. rightly d. exactly
4. a. long b. far c. away d. much
5. a. innovative b. hazardous c. random d. gradual
6. a. carries on b. makes for c. puts off d. comes to
7. a. coincidental b. elaborate c. adjacent d. dimensional
8. a. replicate b. liberate c. pinpoint d. resemble
B. Circle the correct options.

1. As it stands / sits / positions, it will not be possible to complete the construction of the new shopping centre by the
agreed time.
2. Only an expert would be able to discern that this apparently 18th-century painting is in fact a fraud / replica / lie of the original.
3. In spite of the predicted good weather, I’m afraid the boys are still very much in the shade / dark / mist as to whether
their school camping trip will go ahead.
4. Managers are still trying to pinpoint / certify / fortify exactly how the company’s data was leaked over the Internet.
5. The politician’s radical views on foreign policy demonstrated / nominated / alienated a large number of voters.
6. Walking along China’s glass-bottomed bridge was both an exhilarating and a petrifying / neutral / vertical experience.
7. In spite of her many problems, Janice is trying her best to hang / dangle / drop in there and remain positive.
8. The way in which the previous occupants decorated the flat is anything but practically / automatically / aesthetically
pleasing. We should redecorate immediately.

C. Complete the sentences with synonyms of the words/phrases on the right.
1. The bus a ———l ————— d so as to overtake the cyclist. sped up
2. Without a strong f ——— d ———— n in mathematics, you will find a degree in economics
challenging. base
3. Despite the couple’s attempt at n ———t ————— g a better deal on the house sale,
the owner remained unwilling to lower the price. agreeing by discussion
4. As a trainee teacher, I spent many hours in the classroom as an o ——— r ———,

paying close attention to how more experienced teachers delivered the lesson. onlooker
5. Apparently, it was the building a — j ———— t to the café which was broken into
last night. next to
6. Very often, the Andersons can be heard q ——— r ————— g loudly amongst themselves. arguing
7. There was a ——— e opportunity to sample local cuisine during our tour of France. plenty of
8. The l — y ——t of the rooms in the property was designed to maximise space. arrangement
9. As y ——— g ———— s, my brother and I were forever playing pranks on one another. children
D. Circle the correct options.

1. Graham would prefer it if you renovated / to renovate the building before the guests arrive in September.
2. I wish I didn’t drop / hadn’t dropped out of university; I wouldn’t be having so much trouble earning a reasonable living now.
3. It’s high time we had decorated / decorated the children’s room.
4. He looked as if he hadn’t / hadn’t had a bath in days!
5. The hotel manager had the decorator repaint / to repaint the hall a brighter colour.
6. I wish you couldn’t / wouldn’t tell me off all the time about the state of my room.
7. Have you / Do you have your highlights done by Maureen’s hairdresser?
8. The company has its website redesigned / has redesigned its website by a different freelancer every year.
9. I would sooner / would prefer you hadn’t baked that cake, because I ended up eating the whole thing on my own.
10. Please, get / have Nigel to put out some more chairs in the concert hall before the performance tomorrow.
E. Complete the sentences with the correct phrases in the box.
would have preferred high time would rather would prefer time for
managed to have as though won’t have
1. It’s you to prepare your exhibition.

2. The mural Sandra painted in Casey’s bedroom looks it were done by a professional
artist.
3. Ian we didn’t put any pictures up in this room.
4. I you spoiling the plans for the student event this weekend!
5. Chloe it if they had allowed us to stay an extra night.

6. We to have done the job ourselves. Their translation was full of mistakes.
7. She her father’s portrait painted in time for his birthday.
8. It’s you cleaned your studio; it’s in a terrible mess.

F. Rewrite the sentences using the words given.
1. Inger is translating the book into Swedish for me. am
2. A dressmaker made Margaret’s wedding dress. had
3. I remember that Paul fixed the air conditioner for us last summer. having
4. Neil doesn’t want us to include a Chinese bridge in the new garden design. rather
5. I wish the rain would stop! if
6. If asked, the chefs at this Japanese restaurant will prepare the food in front of customers. have
Listening
You will hear five short extracts in which artists are talking about their artwork. You will hear the recording twice.
While you listen, you must complete two tasks.
TASK ONE TASK TWO

Choose from the list (A-H) what each speaker seeks to Choose from the list (A-H) what advice each speaker has
accomplish through their artwork. for attaining success in the art world.
A. to provide an engaging experience A. publicise one’s artwork widely

Speaker 1 Speaker 1
B. to surprise the viewer B. strive for originality
Speaker 2 Speaker 2
C. to express their own thoughts C. make useful contacts in the industry
Speaker 3 Speaker 3
Speaker 4 D. to elicit an emotional response Speaker 4 D. sharpen one’s skills
Speaker 5 E. to raise awareness Speaker 5 E. remain persistent
F. to be controversial F. embrace new technologies
G. to make a profit G. learn to deal with criticism
H. to entertain H. respond to customers promptly

Speaking
Student A
Selecting a new teacher for the art department
• You work at a high school that is planning to employ a • You will need to describe the two candidates on your
new teacher to join the art department. information sheet to each other, so that you are both
• You are on the interview board which will decide on the familiar with the four candidates.
new teacher. • Then you will select one candidate which you will both
• Four candidates have made it to the final selection present to a superior (principal), each presenting two
process. different points/reasons.
• Each of you will be given descriptions of two of the four • Finally, you will be questioned about your choice, which
candidates. you have to justify and defend.

Read through the information sheet below with the descriptions of two candidates. Take a few minutes to think about
how you will present them to Student B, and make notes if you like.
INFORMATION SHEET 1
KATHLEEN WALKER The following EDWARD GRANGER The following
list provides some of Ms Walker’s list provides some of Mr Granger’s
personal characteristics and some personal characteristics and some
comments made by her former tutors: comments made by his former
• 25 years old employers:
• MA in Digital Arts • 43 years old
• excelled in teacher training course • PhD in Fine Arts
• work featured in art magazine • has taught at high school and university level
• upbeat and lively personality • skilled potter and sculptor
• very good organisational skills • published book on teaching art
• no experience in paid teaching position • enthusiastic and approachable
• changes jobs frequently
Step 2 (5 minutes) Step 4 (5 minutes)

Take turns doing the following: Take a few minutes to further discuss the candidate you
• When presenting information: have selected and to plan a short presentation of this
- Without showing your information sheet to your partner, option. You may both look at the information sheet. Each
present the two candidates, summarising the points in of you must choose to present two different reasons why
your own words as far as possible and elaborating on some you have chosen the particular candidate and explain why
of them. these reasons are important. This is also a good time to
- Silently, choose one of your own candidates. discuss how you will deal with the negative point on the
information sheet. The main aim of this step is to convince
Remember: all options are possible as long as you can
a third person, usually in a superior position, that the
support why your choice is the best.
candidate you have chosen is the best one. Present the
• When receiving information: candidate formally to that person, summarising the points
- Listen carefully to your partner’s presentation. Keep notes in your own words as much as possible and elaborating on
throughout as you are not permitted to look at your them. You can include further arguments and examples to
partner’s information sheet. support your decision and convince the third person.
- At the end of your partner’s presentation, recommend
the better option of the two presented by your partner. Step 5 (5 minutes)
Be ready to justify and defend your choice, as you will be
Step 3 (5 minutes) questioned about the option you have chosen and the
Look at your information sheet again and think of reasons reasons you have given. The aim of this step is to address
in support of the candidate you have chosen. Student B will the challenges and support the chosen option. You may
also do the same for one of his/her candidates. Together, even be asked about the negative point on the information
compare and contrast your individual choices, discussing sheet.
the advantages and disadvantages of each, before reaching
suitable. During this discussion, use your notes; do not look

Speaking
Student B
Selecting a new teacher for the art department
• You work at a high school that is planning to employ a • You will need to describe the two candidates on your
new teacher to join the art department. information sheet to each other, so that you are both
• You are on the interview board which will decide on the familiar with the four candidates.
new teacher. • Then you will select one candidate which you will both
• Four candidates have made it to the final selection present to a superior (principal), each presenting two
process. different points/reasons.
• Each of you will be given descriptions of two of the four • Finally, you will be questioned about your choice, which
candidates. you have to justify and defend.

Read through the information sheet below with the descriptions of two candidates. Take a few minutes to think about
how you will present them to Student A, and make notes if you like.
INFORMATION SHEET 2
GEORGE VECCHIO The following ANDREA HALL The following list
list provides some of Mr Vecchio’s provides some of Ms Hall’s personal
personal characteristics and some characteristics and some comments
comments made by his former
made by her former employers:
employers:
• 36 years old
• 54 years old
• MA in Contemporary Art
• 25 years experience teaching
• specialised in painting
art in schools
• has had work chosen for national art exhibitions
• metalwork artist
• described as inspirational by past students
• involves schools in art competitions
• volunteer teacher at local creative arts centre in
• excellent classroom management skills
free time
• motivating and encouraging
• cannot take on position before middle of academic
• often ignores curriculum
year
Step 2 (5 minutes) Step 4 (5 minutes)

Take turns doing the following: Take a few minutes to further discuss the candidate you
• When presenting information: have selected and to plan a short presentation of this
- Without showing your information sheet to your partner, option. You may both look at the information sheet. Each
present the two candidates, summarising the points in of you must choose to present two different reasons why
your own words as far as possible and elaborating on some you have chosen the particular candidate and explain why
of them. these reasons are important. This is also a good time to
- Silently, choose one of your own candidates. discuss how you will deal with the negative point on the
Remember: all options are possible as long as you can information sheet. The main aim of this step is to convince
support why your choice is the best. a third person, usually in a superior position, that the
candidate you have chosen is the best one. Present the
candidate formally to that person, summarising the points
• When receiving information:
in your own words as much as possible and elaborating on
- Listen carefully to your partner’s presentation. Keep notes
them. You can include further arguments and examples to
support your decision and convince the third person.
- At the end of your partner’s presentation, recommend
the better option of the two presented by your partner.
Step 5 (5 minutes)
Step 3 (5 minutes) Be ready to justify and defend your choice, as you will be
questioned about the option you have chosen and the
Look at your information sheet again and think of reasons reasons you have given. The aim of this step is to address
in support of the candidate you have chosen. Student A will the challenges and support the chosen option. You may
also do the same for one of his/her candidates. Together, even be asked about the negative point on the information
compare and contrast your individual choices, discussing sheet.
the advantages and disadvantages of each, before reaching
suitable. During this discussion, use your notes; do not look
M ate ra
ul l
od ria Vocabulary & Grammar
0
M Ex t
e1 A. Read the text and choose a, b, c or d.
The pocket
money debate
Pocket money refers to the allowance that some children receive from their parents or
caregivers. It is often a fixed amount given on a regular basis and is used by children
and teenagers to 1 their various entertainment needs as well as for buying
clothes and toys. Yet views on whether or not giving pocket money is
advantageous for the young 2 widely.
Those in support maintain that giving pocket money inevitably 3

to increased awareness of the value of money from a young age. This is
because, rather than being given money 4 demand, children are
responsible for ensuring that a lump sum lasts for a specific time. This
way, young people not only learn how to budget their money, but are
also encouraged to be independent, as they are the ones who decide
on how the money should be spent and what should be prioritised.
Moreover, some parents actively encourage children to 5 money aside
or even open a bank account, both of which help youngsters to become more
financially responsible.
In contrast, others take a rather different 6 on pocket money, claiming that it does
little to foster a positive attitude in children and may even encourage the opposite. It is common
practice that pocket money has to be ‘earned’, with children obliged to complete homework or certain chores around the
house in exchange for money. Seeing that children come to associate the completion of such activities with a financial
reward, this is seen to set a bad 7 . The concern is that children may become 8 to cooperating voluntarily, on
account of their expectation that every one of their actions should be rewarded.
While important arguments are presented on both sides of the pocket money debate, whether or not the benefits of giving
pocket money 9 the disadvantages is a matter of personal 10 .
1. a. reach b. meet c. fix d. match

2. a. alter b. differ c. oppose d. contract
3. a. results b. guides c. directs d. leads
4. a. on b. at c. with d. of
5. a. manage b. raise c. set d. throw

6. a. stance b. sentiment c. forethought d. disposition
7. a. mindset b. precedent c. attribute d. morality
8. a. resistant b. confined c. devoted d. exposed
9. a. surpass b. balance c. outweigh d. prevail
10. a. alternative b. motive c. objective d. perspective

B. Circle the correct options.
1. Imprinted / Lamented / Implanted on the ancient 6. The corporation has never been transparent / obligated /
coin was an unusual symbol that experts claimed influential, so there are serious concerns about its
never to have seen before. financial dealings.
2. Everyone heartily / relatively / solely agreed with the 7. Frustratingly, the portrait we were most interested in
idea of extending the sailing trip by an extra night or seeing had been removed from the gallery because it was
two. having some hibernation / restoration / deterioration
3. A lack of ambiguity / clarity / visibility in the work done on it.
teacher’s instructions meant that most students 8. I can’t imagine living anywhere other than Cornwall – I’m
performed the science experiment incorrectly. so very attached / secured / locked to this part of the
4. His refusal to keep his bedroom tidy contaminates / country.
infuriates / anticipates his mother. 9. There was a clear resemblance / distinction / comparison
5. I really don’t think I’m fully recovered yet from that between the two men’s views; one was in favour of the
bout of food poisoning. I still feel terribly adverse / proposal, whereas the other firmly opposed it.
timid / frail and fatigued. 10. Allan has always lived his life in the quick / fast / bus lane.
C. Complete the sentences with the correct form of the words in capitals.
1. It was her to live in Europe which led her to apply for a ASPIRE
teaching position in France.
2. Mr Walker was advised by his lawyer to say nothing more on the subject, so as to avoid CRIME
himself further.
3. His of a famous celebrity was so authentic that no one ever suspected for PERSON
a moment he was a fraud.
4. Having proved highly by misplacing parcels on numerous occasions, the TRUST

delivery company lost many customers to a rival firm.
5. A number of in Jack’s story led us all to question his honesty. CONSIST
6. is a quality that may drive people to extreme forms of behaviour. COMPETE
7. In her latest novel, rather than events being presented in order, the story CHRONOLOGY
jumps back and forth in time.
8. The politician’s radio interview did little to the public on how the new LIGHT
legislation is likely to affect lower-income families.
9. Arguably, it was the nation’s oil reserves which helped to bring to the country. PROSPER
10. Whether this painting is a masterpiece is a highly issue, and the artist’s SUBJECT
intended meaning is a topic of heated discussion.
D. Circle the correct options.

1. He stopped trying to fix the computer himself for fear that / of / to making things worse.
2. Unusual although / as / whereas this approach may seem, it has actually yielded some remarkable results.
3. So little / As little / Little resemblance did they bear to each other that we could not believe they were twins.
4. Not until / On no account / Not once they had received concrete evidence did they take a clear position on the issue.
5. You should delegate some of your responsibilities, so as to / with a view to / owing to start empowering some of the
new team members.

6. They had enough money, so / so as / so that they bought it.
7. The amusement park was closed off on the grounds that / of / for safety concerns.
8. Little / Not only / Never could they understand what the subtle distinction between the two varieties was.
9. Seeing so as / as yet / as how you were the one at fault, you should be the one who resolves the matter.
10. Although / Though / Whatever some analysts claim, most indicators show there has been little detrimental impact on
the company’s overall profitability.

E. Choose a, b, c or d.
1. The meeting turned out to generate at lot of interesting 6. We should have a backup plan our main proposal
ideas, at first it looked like it wouldn’t. meets with resistance.
a. despite c. because a. for fear of c. whereas
b. so that d. although b. in case d. only then
2. You should carry on, what anybody tells you. 7. It was no surprise they stopped running the course,
a. in case c. even though few people could meet the entrance requirements.
b. in spite of d. seeing as a. with the aim of c. owing to
3. It is noble an aspiration that you must persist at all b. in order for d. seeing that
costs. 8. They made a concerted effort to modernise
a. such c. so increase their competitiveness.
b. for d. too a. so as to c. with a view to
4. He said that would the monthly instalments be b. owing to d. on the grounds of
increased. 9. The company decided to discontinue the product
a. on no account c. only when a chronic lack of demand from the public.
b. no sooner d. nevertheless a. since c. because of
5. She missed her sister she spent all her money on b. with the aim of d. in order to
a train ticket to go and visit her. 10. He said that had the lightning stopped than his
a. for c. because mood started lightening.
b. so much that d. no matter how a. not until c. no sooner
b. no matter what d. never before
Lost property
We have all, at some point in our lives, lost or misplaced a valued possession. 1 you one day be travelling
on the London Underground and suddenly realise you’ve left one of your possessions on a train, Transport for London’s lost
property office (LPO) is the place to go. The LPO receives, catalogues and returns items left by passengers on all London’s
buses and trains, and 2 many objects find their way to its storerooms (252,832 in 2014 alone) that it needs
39 full-time employees to process everything.
While it may be 3 surprise that people forget such everyday objects as books, umbrellas and keys, the LPO’s
records prove that people also leave behind the most unlikely things. From lawn mowers, skis and wedding dresses to
replacement limbs and even human skulls, people have left pretty much anything behind. 4 after three
months are unclaimed belongings sold at auction or disposed of – something which is done mainly 5
account of the lack of storage space.
6 pressing the need for more room may be, though, there is one type of lost item that, 7
not claimed, is never sold or thrown away: any object relating to Arsenal Football Club. 8 is the staff’s
dedication to its local team that a permanent collection of anything bearing the club’s logo is lovingly housed in a special corner.

Speaking
Read the two tasks below. In pairs, decide who will be Student A and Student B. Then do the tasks.
1 2
Student A: Look at the question on the prompt card and Student B: Look at the question on the prompt card and
say what you think. If you like, you can use the ideas on say what you think. If you like, you can use the ideas on
the card. Talk for approximately 2 minutes. the card. Talk for approximately 2 minutes.
How does being part of a close community benefit What should be done to address the issue of
people? inequality in society?
• sense of belonging • wealth

• mutual support • education
• shared knowledge • health
Student B: Answer the following question. Student A: Answer the following question.
What would your ideal community be like? If you could change one thing in your community,
Student A: Answer the following question. what would it be?
How about you? Student B: Answer the following question.
Do you agree?

Reading
You are going to read a newspaper article about hoarders. Seven paragraphs have been removed from the extract.
Choose from the paragraphs A-H the one which fits each gap (1-7). There is one extra paragraph which you do not
need to use.
How much stuff is too m u c h ?

The desire to accumulate possessions is not only natural 44
but also something which is actively encouraged in this
age of consumerism. One of the most fascinating human ‘One of the main problems we see with hoarding behaviour
phenomena, and perhaps the ultimate expression of is that the individual is unable to sort out in their mind
consumerism, is collecting. Collecting can be emotionally what is worth keeping and what isn’t. This is something
driven (think of fans collecting sports merchandise) or that most people do without thinking: if we order a cup of
financially driven (antiques are perhaps the most common), coffee, we throw the paper cup in the recycling bin because
but the typical collector, whatever the motivation, looks upon our subconscious mind knows that we have no need for it.
and tends his or her collection with pride. Hoarding happens when this process breaks down and the
individual can no longer distinguish between things they
1 need, things they may need one day, and things they will
probably never need.’
Although the root of these feelings is different for each
individual, there are certain trends that appear among 55
those who become hoarders. The desire to hoard is often
a psychological reaction to a personal loss of some sort: in The most common emotional link is simply a memory
some cases the death of a close family member, in others the associated with that item. In some cases, though, the
loss of something material, such as a house or a lifestyle. The hoarder projects their own feelings onto an object. If, for
distress that follows an event of this nature often results in a example, they feel a sense of abandonment or loneliness,
desire to ensure that such an experience is never repeated. their unwillingness to throw things away can actually be a
reflection of their own feelings. In other words, they view the
22 object as being abandoned and lonely.
Whatever its justification, this behaviour can become an 66

unhealthy obsession. Among the items typically saved by
hoarders, we see paper towels, food containers, newspapers To those outside the situation, the solution may seem simple:
and clothes. Eventually the hoarder runs out of storage space throw everything out and start again. What these people don’t
and the items begin to encroach on living space, creating fire realise is that if the emotions that caused the behaviour are
hazards and even becoming a risk to health and hygiene. In not addressed, the hoarding will simply continue. The hoarder
extreme cases, the hoarder is unable to clean around the piles is likely to experience great stress, and even something akin
of objects, and their home falls into disrepair. to grief, if their hoard is removed but their psychological need
for the items is not. Furthermore, the loss of their possessions
33 may even call to mind the original loss that initiated the
behaviour, and further reinforce the desire to hoard.
According to clinical psychologist Dr Gerard Paylor, the
answer is: not even close. ‘Of course, everybody can point to 77
something they’ve hoarded – I myself have an entire drawer
in my house filled with broken, and extremely outdated, The best way to help those who show signs of hoarding is to
electronic devices. This is a normal human habit, if a bit talk to them, and try to help them understand their behaviour
of a bad one. What we’re talking about here though is the and deal with their anxiety in a more productive way. Friends
obsessive collecting and purchasing of items, which starts to and family can be of invaluable support, especially when it
affect the way an individual lives – over-cluttering the house comes to giving companionship and helping hoarders deal
to the extent that they can’t cook, or can’t sleep on their bed. with their feelings of loneliness.
That sort of thing.’

A It is, in many ways, a logical response. Individuals
who have experienced material loss may rationalise
their behaviour as a way of ensuring they avoid financial
E In some cases, however, collecting can be related
to less healthy emotions such as anxiety, fear and
loneliness. In these cases, ‘collecting’ can turn into
difficulty in the future. Consequently, they stock up on ‘hoarding’, where an individual collects excessive
disproportionate amounts of anything that might come amounts of objects, simply because the process of
in handy one day. Those who have experienced the loss acquiring, collecting and keeping helps them alleviate
of a person may find comfort and reassurance in objects, these negative feelings.
subconsciously aware that they have a permanence
which human beings do not. Many simply need to feel
in control of some aspects of their life when faced with
wider circumstances beyond their control. F Now, most of us will, at some point in our lives, have
collected something that many people would view
as worthless. We may be guilty of putting a dusty old
paperback back on the bookshelf because we ‘might
B In cases like these where hoarding begins as a way

of compensating for an individual’s own feelings
of negativity, it essentially reinforces these emotions.
read it again someday’, even though, if we’re honest,
we know we never will. We may have taken home an
item that we would usually have thrown away, telling
Each time the individual engages in hoarding, they are ourselves that we would do something with it, or simply
subconsciously reminded of the particular anxiety that wishing to possess it because it was pretty. This probably
activated the behaviour in the first place; as hoarding sounds familiar; you might now be asking, does this make
becomes habitual, both the emotional root and the me a hoarder?
behaviour itself are strengthened, making it even more
difficult to break out of the cycle.
G So if this is not the solution, what is? The truth is that

this desire is difficult to break. Often the hoarder
C With the advent of technology, a new phenomenon

has emerged: digital hoarding. A common example
is never deleting old emails. While it may lack some of
does not even view their behaviour as a problem, even
if to the outside world it seems to be seriously damaging
their quality of life. Many hoarders have a completely
the health and safety risks of physical hoarding, data different perspective, and even those who realise their
hoarding is still motivated by the same anxious need to lifestyle is damaging are often too embarrassed to ask
collect against the possibility of a future need. for help. Many more are simply unwilling, fearing that
any help would first involve throwing out the things they
have collected.
D ’Really though,’ he says, ‘the problem is not about

acquiring “stuff” at all. Hoarding problems are not
really about buying too many things. It’s more of an
inability to let go of things. Obsessive hoarders can
exhibit severe anxiety, even panic, when faced with
H This is why, to those outside the mind of the hoarder,
many of the items collected seem to be nothing but
junk. To the hoarder, however, each and every object
throwing something away. It’s a complex pattern of holds emotional significance, simply because it has come
behaviour that goes far beyond the act of buying or into their possession.
acquiring.’

ir al
K e y
a te
tr am b. This will hurt only if you move. which is likely a skill from her
x / Only if you move will this hurt. advertising career. It appears
oe
6. a. Supposing there were an she also donates her time to
t
earthquake here, would you charity organisations, which
know what to do? means that even in her free
b. In case of an earthquake time, she’s gaining experience
here, would you know what to in the field. Now, as for personal
Module 6 do? / Would you know what to characteristics, she seems
methodical and organised, which
do in case of an earthquake
Vocabulary & Grammar happening/occurring here? are necessary qualities if you’re
A. E. handling multiple projects.
1. but for 1. finish / have finished Unfortunately, she also has a
2. acclaimed reputation for not working well
2. had moved
3. bombarding in a team. So, which of the two
3. would tell / would have told
4. rapid candidates do you prefer?
4. weren’t leaving
5. put B: Mr Osborne seems like the
5. had known obvious choice, what with all the
6. dimension 6. were experience and recognition he
7. Owing to F. has in the industry.
8. must-have 1. whether A: OK. So, what are your two
9. confidentially 2. on options?
10. make 3. after B: The first of my candidates is
B. 4. long Bridget Lawson. She recently
1. undeniably 5. at graduated from college, so her
2. scientifically 6. without only experience is the six months
3. marketing 7. even she spent as an intern. That said,
4. movement she was placed at one of the
8. means
5. persuasive biggest advertising companies
6. obsession and she has already shown
Speaking
signs of being successful — she
7. criticism Suggested answers came second in the International
8. varied Step 2 Design Competition for Students
C. A: OK, so the first candidate I have in 2016. Apparently, making
1. c 2. b 3. c 4. b 5. c is Ralph Osborne. Mr Osborne animations is her strong point.
6. a 7. b 8. d 9. c 10. b has a lot of experience; he’s Also, she said that she’s willing to
D. been working in web design work extra hours, which shows
1. a. If (you are) in doubt, don’t do it for 12 years, and has personally that she’s eager to please and has
at all. worked on quite a few popular a strong work ethic. It appears
b. If (you are) uncertain, don’t do websites. He’s also taught web she likes to take risks to see what
it at all. design at university, which works, but doesn’t work well
2. a. I’ll download the app unless I means that he’s probably good under pressure.
have to pay for it. at explaining things. It also says My second candidate is Alvin
b. I’ll download the app provided that he’s good with people. He’s Fletcher. Mr Fletcher has been
(that) I don’t have to pay for it. known for his problem-solving working in web design for five
skills, and he’s reliable when it years, and a lot of his work has
3. a. If it hadn’t been for your advice,
comes to meeting deadlines. revolved around designing
I would have failed miserably.
The only downside is that he has online shopping sites, so he’s
b. But for your advice, I would
requested quite a high salary and more specialised in that. He also
have failed miserably.
multiple benefits. has his own web design tutorial
4. a. We wouldn’t have been able to
My second candidate is Diane blog which has attracted a lot of
pay the rent without the money
Jones. Ms Jones only has 2 years’ followers, and he takes on work
Patrick lent us.
experience in the industry, but as a freelancer. I think both facts
b. Had it / If it had not been for that’s because she had a job in show that he is willing to take the
Patrick lending us the money, we advertising before she became initiative to generate business. He
wouldn’t have been able to a web designer. I think this has is adept at multitasking, but that
pay the rent. / Had Patrick not lent benefits for us because she’s doesn’t seem to affect the quality
us the money, we wouldn’t have able to bring her knowledge of his work, because he’s known
been able to pay the rent. from advertising into web for being careful and noticing
5. a. As long as you don’t move, this design. For example, it says minor details. The drawback?
won’t hurt. / This won’t hurt as here that she is experienced at He seems to sometimes have a
long as you don’t move. giving presentations to clients, problem getting to work on time.

Key to extra material
Who sounds best to you? of livelihood. renewable resource.

A: I’m going to say Mr Fletcher 2. They accused him of parking / A: Yes, but there are other points
because I think Ms Lawson’s having parked somewhere he to bear in mind, such as how
inability to work to a tight wasn’t supposed to. water is treated. The water in
deadline is a big problem in this 3. He reminded Cole to give him the hosepipe has probably been
industry. back the book when he’d finished through chemical purification
reading it. and filtration – so while water
Reading 4. Heather volunteered to help Rose generally is renewable, clean
1. G 2. A 3. D 4. F 5. C 6. B clean up the next / following day. water is a resource we shouldn’t
5. Miss Beech insisted on Hazel be wasting. Hosepipes use far
organising all the books in more water than you really need
Module 7 alphabetical order. to wash your car.
B: You’re absolutely right. Using a
6. Mr Hawthorn apologised for
Vocabulary & Grammar bucket of water would be much
making us / them wait there so
A. less wasteful.
long.
1. c 2. b 3. a 4. a 2.
7. Mr Almond invited Terry to (go
5. c 6. c 7. d 8. b and) stay with them in their B: Picture C shows food waste,
B. cottage by the sea. which I think is something that’s
1. desertification 8. Ivy hoped to be living in France very common in our country. As
2. voluntary by the / that same time the next / consumers, we buy more food
3. unwillingness following year. than we need, and a lot of it
4. shrinking gets thrown away. Supermarkets
9. Dr Reed advised Harry to stay
also contribute to food waste by
5. relocate in bed if he didn’t want to get
throwing out products that are
6. affordability worse.
past their sell-by date or, as in the
7. irreparable 10. Holly blamed Rosemary for
case of fruit and vegetables, are
8. related/relative tearing her scarf.
an unusual shape or an imperfect
9. pollutant colour.
10. unlimited/limitless Speaking
A: I’d say the exact opposite; I don’t
C. Suggested answers think that food waste is all that
1. c 2. b 3. d 4. a 1. common nowadays, because
5. d 6. a 7. c 8. c A: So, pictures B and D show two people are aware that this is a
D. cases where resources are problem and they’re trying to
1. promised... would be being wasted. Picture B shows fix it. For example, there are
a house with excessive lighting schemes for recycling waste food
2. would go on to visit / were going
and picture D shows someone and turning it into compost or
on to visit / would be going on to
washing a car with a hosepipe. fuel – so while it is technically
visit
B: Exactly. So the pictures represent still being thrown away, it isn’t
3. didn’t think... would
the waste of electricity and water. being wasted.
4. regretted having
Let’s talk about picture B first, B: That’s a good point. Anyway, let’s
5. advised... letting move on to picture E. This shows
shall we?
6. not stop working / shouldn’t stop a beach covered in litter. I would
A: Sure. Obviously, leaving lights on
working / didn’t stop working say that this isn’t a common
like this uses a lot of electricity.
7. begged... to allow This harms the environment scene, to be honest. Most public
8. threatened not to tell because many means of places have teams of workers or
E. producing electricity have volunteers who keep them clean
1. cleaning negative side effects, such as and tidy, and it would be very
2. have been releasing greenhouse gases or unusual to see litter lying around
3. not using fossil fuels, which are a like that.
4. to our spending non-renewable source of energy. A: That’s true. Aside from that,
B: I think the picture might also people are usually careful to take
5. him to pick
be referring to light pollution their rubbish with them because

6. To be
which can be harmful to wildlife, there are high fines for being
7. me from opening caught littering.
and definitely affects the
8. to find B: Oh yes, that too.
environment in the long run.
9. type Moving on to picture D, we see 3.
10. having water being wasted. However, I A: Well, the simplest change that
F. don’t believe this is as harmful people can make to minimise
1. He demanded that the farmers be for the environment as wasting environmental damage is simply
compensated that month for loss electricity, because water is a to cut down on these behaviours.

B: That’s true, but in some cases that having a seminar, you wouldn’t won’t come overnight, I think we
isn’t possible. Flying, in picture mention picture A – flying. I don’t can all be confident that there will
A, for example, is one of the least think it makes a huge impact be noticeable improvement in the
eco-friendly ways of travelling and because it’s something that city’s air quality; at the very least, it
has a huge carbon footprint, but the majority of people don’t do certainly won’t become any worse.
it’s not something that people can regularly. This should have a huge impact
easily give up. A: True, yet if we look at it from on peoples’ health, as exposure to
A: You’re right. Few people would another angle, it is actually one exhaust fumes puts people at risk
give up foreign travel, and many of the most damaging because of a whole range of illnesses. In the
people need to fly for business the scale is so enormous. What’s long term, the new road should make
reasons. worse, doing something really the city a cleaner, safer place for
B: Also, we shouldn’t forget about harmful now and then, or doing everyone, from urban locals to all
goods that are imported by plane. something slightly harmful every the many commuters travelling in
That’s one way that people could day? and out of the downtown area each
help; they could buy more local B: Which one would you not day. Not to forget all the runners and
produce. mention, then? cyclists who are especially vulnerable
A: I think that, for some issues, while A: Probably picture F. I think to the harmful effects of exhaust
people can help reduce damage, it depicts failing to recycle emissions since, with rapid breathing,
the responsibility ultimately lies electronics, and although it’s one inhales even more pollutants.
with the authorities. For example, becoming an increasingly Genevieve: Clearly, there’s a lot to
people can install solar panels, complex problem, we don’t really gain here. However, I suppose the
energy-efficient lighting or reuse throw away our devices that main criticism is that, to make way
their leftovers, but what would often, so it’s not something that for the new road, green areas have
really make a difference is, say, affects our everyday life. been destroyed, local ecosystems
a food recycling system like the B: I’ll go along with that. Shall we disrupted and animal habitats
one we mentioned earlier, or a choose pictures A and F to omit, interfered with. Surely, in trying to
move to green energy sources in then? solve one problem, haven’t we just
general. A: I think so, yes. created another?
B: You’ve certainly raised an Morgan: The truth is there can
important issue. However, every never be road construction with
Listening
little bit matters, wouldn’t you zero environmental damage, but we
1. c 2. a 3. c 4. b 5. c
say? Certainly, as individuals, can certainly strive to reduce the
we can be responsible with our Listening transcript impact as much as possible, and
electricity and water use. I think Presenter: With excessive numbers one of the best ways to guarantee
it’s the everyday habits that we of cars on the roads, poor air quality this is through optimal route design.
have to be more aware of, like is a serious issue that many cities The new road has been designed
leaving devices on at night, or around the world are struggling with. to be as direct as possible and,
letting the tap run while we’re Genevieve Miller reports. consequently, we have managed to
brushing our teeth. Genevieve: Air pollution is a keep land damage to a minimum.
A: Yes, definitely. Many times we concern throughout the globe, and Actually, this was one of several
think that our individual actions there’s certainly no exception for attempts to incorporate a more
cause minimal harm in the grand the residents here. While the local ‘think green’ approach into the road
scheme of things, but combine council has tried several approaches design itself; for instance, some of the
everybody’s behaviours and you to help reduce pollution levels building materials used are, in fact,
get big problems. It would help over the years, updating the public recycled. We also did our utmost to
if we always thought in personal transportation network being a get the job done in as short a time
terms; for example, in picture E, case in point, there have been no as possible in order to limit the noise
you could say to yourself, ‘what observable results. Now, a team of and inconvenience generated by the
if my discarded plastic bag is the engineers has constructed the city’s construction work. The main difficulty
one that wraps around a turtle’s first ever beltway. Supervising the was trying to maintain an adequate
neck and suffocates it?’ project is chief engineer Morgan distance from biodiversity hotspots,
B: Nice idea. And perhaps if we are Roberts. Mr Roberts, what sort of particularly those areas already
more active in things like clean-up effect can we expect the new road to classified as sensitive or under threat
days or reforestation efforts, it’ll have on air quality? in some way.
be easier to see how much effort Morgan: Well, the new road Genevieve: Well, we’re all keen to
it takes to counteract our bad encircles the city and redirects traffic see how much of an improvement
habits. away from the downtown area, the the new beltway will have on both
A: Absolutely. So, now we have to rationale being that, in reducing congestion levels and air quality.
decide which two are the least traffic congestion, we limit the levels In the meantime, for anyone either
harmful. What do you think? of pollutants being discharged working or living in the city who
B: Personally, I think if you were into the atmosphere. While results might be concerned about air

pollution and its effects on health, the more remote regions where in business and the economy.
local council has released a report on infrastructure is poor or roads are It has created millions of jobs
the new road with more details on the non-existent. It seems to me that and enabled the increased
subject. an explorer must be physically globalisation of business and
fit and well prepared before trade. Not all the changes have
embarking on any expedition. been positive, though; increased
Module 8 Secondly, relations between business and tourism has led
different countries can also be to greater commercialisation
an obstacle to exploration. Let worldwide, often at the expense
A. me explain. Gaining permission of the natural world and local
1. b 2. d 3. a 4. b 5. c 6. a 7. d 8. a to conduct exploration work communities… and, of course,
B. in a foreign country, or even burning aircraft fuel releases
1. outrun gaining permission to enter huge quantities of greenhouse
2. renewable that country on a visa, could gases into the environment,
3. letdown be denied if poor diplomatic which has contributed
4. subsequently relations exist between countries. significantly to climate change.
5. cutbacks Lastly, a further barrier concerns A: Well, I would imagine that we
how much certain types of will see high-speed aeroplanes
6. prerequisite
expeditions cost. Exploration developed. For instance, in a
C.
teams must take into account few years it might be possible
1. a 2. a 3. c 4. b 5. d the cost of long-distance travel to travel from London to Tokyo
6. b 7. a 8. c 9. d 10. c and the purchasing of expensive in six hours, whereas today it’s
D. high-tech equipment. almost a 12-hour journey.
1. replacing / to be replaced B: As a naturally curious person, I B: I definitely agree. Generally,
2. supposed would quite like to be an explorer. technology is developing rapidly.
3. What / What was it that For me, exploring uncharted In fact, I wouldn’t be at all
4. shouldn’t / had better not territory, or discovering an surprised if the first unmanned
5. advisable entirely new species of plant or aircraft was developed in my
6. needn’t animal would be thrilling. What’s lifetime.
more, because exploration work
7. Remember / Do remember
can be tough and both mentally Reading
8. might / could
and physically demanding, it
9. Whatever 1. d
would be the perfect way to
10. It’s doubtful / There’s a good 2. b
really challenge myself.
chance 3. c
A: Personally speaking, I would
E. 4. c
have loved to have been an
1. a 2. a, b 3. a 4. b 5. a, b explorer a few centuries ago 5. c
6. b 7. a, b 8. b 9. a 10. a, b when the world was largely
F.
1. these/such
undiscovered. In my view, this is
when embarking on exploration Module 9
2. not expeditions was truly exciting, Vocabulary & Grammar
3. must because there were still entire A.
4. what continents and oceans that we
1. a 2. b 3. d 4. b
knew nothing about.
5. it 5. c 6. d 7. b 8. a
Task 2
6. may/can/do/will/could B.
B: If you ask me, there are few
7. has/is 1. stands
inventions that have changed
8. able/willing/prepared/eager/keen 2. replica
the world quite so much as
the aeroplane. First of all, it 3. dark
Speaking has obviously revolutionised 4. pinpoint
Suggested answers tourism, making it far easier for 5. alienated
Task 1 people to travel further away 6. petrifying
A: First of all, I’d say that a main from home. This has changed 7. hang
barrier to exploring the world is people’s social options, their 8. aesthetically
the environment itself. I mean, leisure expectations and their C.
expeditions often take explorers exposure to other cultures, and
1. accelerated
through some of the planet’s has brought business, money and
2. foundation
most inaccessible terrain – for jobs to many tourist hotspots.
3. negotiating
example, through rainforests This brings me to my next point,
where vegetation is thick and which is that air travel has 4. observer
difficult to penetrate, or through brought about many changes 5. adjacent

6. quarrelling Speaker 3: A preferred means of expression.

7. ample Speaker 4: D I’ve been at it for the best part of
8. layout Speaker 5: G twenty years now, and I’m often
9. youngsters asked about how I’ve managed to
attain such longevity in what is a
D. Listening transcript
famously insecure profession. What
1. renovated Speaker 1
my experience has taught me is
2. hadn’t dropped As a painter, I’m interested in
that talent alone will not suffice; it’s
3. decorated depicting pressing issues, such
imperative that an artist becomes
4. hadn’t had as poverty or animal rights. I see
well acquainted with the principles
5. repaint myself as an educator, because I’d
of marketing — setting up a website
6. wouldn’t like to think that my artwork brings
and exhibiting your pieces at art
important concerns into the public
7. Do you have exhibitions and festivals can really
consciousness and, hopefully, helps
8. has its website redesigned help to raise your profile. It sounds
both to encourage and to inform
9. would sooner obvious, but if people are unaware
discussion. It’s true I’ve made a
10. get of your existence, then how can they
rather successful career as a painter,
be expected to buy your art?
E. but it hasn’t been easy – this is
Speaker 4
1. time for a hugely competitive industry
where only a handful of painters As a modern stained glass artist,
2. as though
ever truly make it. I think the only I mostly design and manufacture
3. would rather
reason I managed to get ahead was windows for people’s homes or
4. won’t have businesses. While the finished
5. would have preferred because I understood the value of
networking. A big part of an artist’s product must reflect a client’s
6. would prefer needs, at the same time I always
success depends on who they know,
7. managed to have aim to produce something that
whether it be gallery curators or
8. high time more influential artists who are will trigger distinctive feelings in
F. able to open doors that would have the observer, and that’s something
1. I am having Inger translate the book otherwise remained firmly closed. that stained glass achieves like no
into Swedish for me. / I am having other art form. It’s so mesmerising
Speaker 2
the book translated into Swedish by to see — when the sun’s rays hit
So many people dream of becoming
Inger. the window, flooding the room in
a cartoonist, yet so few ever break
2. Margaret had her wedding multicoloured light and engulfing
into this industry. I’m really grateful
dress made (by a dressmaker). / you in it, I think you can’t help but
that I’ve been able to make a
Margaret had a dressmaker make feel awe and warmth. Becoming a
dignified living out of it. As a young
her wedding dress. first-rate stained glass artist, though,
and aspiring cartoonist, I sent my
is not as simple as ABC. It requires
3. I remember having Paul fix the sketches to countless magazine
both artistic flair and competence in
air conditioner last summer. editors before anyone expressed an
the crafting of the window itself; you
/ I remember having the air interest in my work. Today, I have a
must really learn and practise the
conditioner fixed by Paul last weekly comic strip for a magazine
craft diligently in order to excel.
summer. and a steady flow of freelance
Speaker 5
4. Neil would rather we didn’t work, which just goes to show how
include a Chinese bridge in the critical it is to not be discouraged by In my work as an installation artist,
new garden design. rejection – which, unfortunately, is I create art by carefully placing
an unavoidable part of the process. mixed-media objects together in
5. If only the rain would stop! / If
All I ever wanted to achieve was to various spaces, mostly in galleries.
only it would stop raining!
bring a bit of brightness into people’s These objects can be anything, from
6. If they ask, customers at this
days, making them laugh. I’ve never furniture and bricks to paper flowers
Japanese restaurant can have the
consciously tried to convey any and sea shells. What’s important is
food prepared in front of them (by
political messages or use sarcasm that the objects themselves take
the chefs).
against someone – I like keeping on a symbolic meaning which the
Listening audience is then challenged to
TASK ONE things light and humorous.
interpret. What I strive to offer is an
Speaker 1: E Speaker 3
intriguing environment, where the
Speaker 2: H I never seemed to be able to pour
viewer literally steps into the artwork
my ideas out onto paper; words
Speaker 3: C and interacts with it on some level.
aren’t for me. But physically creating
Speaker 4: D Now, I’ve had to endure my fair share
something, something three-
Speaker 5: A of negative reviews over the years and,
dimensional and alive, allowed me
TASK TWO since this type of contemporary art is
to communicate my ideas about
certainly not for everyone, it’s essential
Speaker 1: C the world in a far more meaningful
to develop a thick skin and realise that
Speaker 2: E way, which is why sculpting is my
it’s unrealistic to expect everyone to be

appreciative of your work. an art teacher for 25 years. a tremendous amount of

With so much experience, it’s experience, and I particularly
Speaking not surprising that he is able to like his desire to get children
Suggested answers manage a classroom effectively. involved in art competitions. I
Step 2 As far as his own art goes, he think it would be good for them
works with metal, which sounds to have something to work
A: The first of my candidates is
like a fascinating medium. He towards and would help motivate
Kathleen Walker. She seems
is also apparently very keen on them in the subject generally
to be a newly trained teacher;
getting the children to take part if they could see their work
she’s quite young – only 25 – and
in art competitions, which would intended for something other
she’s never held a paid teaching
definitely give the students than exams. It also would be
position before. However, she
a goal to work towards, and good for the school to get some
did extremely well on her
perhaps even raise the school’s extra publicity.
training course, and she has an
profile if they did well. His former A: I would suggest Kathleen Walker
impressive list of achievements
employers say that his students from my two candidates. I think
for someone her age: she has a
feel motivated and encouraged, her personal qualities more
master’s degree in Digital Arts,
but they did also point out his than compensate for her lack
and she has already had some of
one negative tendency, which of formal experience, and I
her artwork published. Her tutors
is that he doesn’t always stick agree with what you said earlier,
have described her as a lively
to the agreed curriculum in his that her qualification in digital
and cheerful person, and they
class. arts would bring something
also mentioned that she is very
organised. For my second candidate, I have interesting and useful to her
36-year-old Andrea Hall. She students.
My second candidate is a Doctor
studied Contemporary Art at B: I’m inclined to agree with you.
of Fine Arts. His name is Edward
postgraduate level. She focuses While George Vecchio has an
Granger and he’s 43. He has a lot
on painting, and she appears interesting specialisation too,
of teaching experience and he’s
to be a very successful artist – with his focus on metalwork,
worked with children of different
she has had work displayed at I believe digital arts will be
age groups, from high shool to
national exhibitions, which is far more relevant to students
college students. He’s not only
quite an achievement. Despite in the future. It sounds like
a published author, but his book
this, she also seems to love something that would actively
was specifically about teaching
her role as a teacher, as she help them in their work, even if
art, so he is probably very
volunteers her time to teach they pursue a career outside of
knowledgeable on the matter. As
at an art centre outside of the art world. I also agree that
far as skills go, he specialises in
school. I think it would be quite her lack of experience is not
pottery and sculpture, which are
motivating for the students to necessarily a problem; in fact, I
rather advanced art forms. They
have a teacher who has had believe it means she will be more
would definitely be something
noticeable success in her field. enthusiastic and more open to
interesting and different for our
Indeed, this is probably why new ideas.
students. His previous employers
employers at her previous A: Exactly. Also, while Kathleen
describe him as an approachable
schools report that her students Walker has had her own work
teacher with a lot of enthusiasm,
viewed her as an inspiration. published, I don’t believe you
but they did also note that he
However, there is one drawback: mentioned anything about Mr
doesn’t tend to stay in one job for
she will not be available to join Vecchio as a professional artist.
very long.
our department at the beginning Am I right?
What do you think? Which one
of the semester, which would B: That’s true. His experience seems
would you prefer as our new art
mean that we would have to find to be only as an art teacher, not
teacher?
a temporary teacher for a while. as an artist.
B: I think, personally, I would choose
So, which one would you prefer? A: I think it’s important that a
Kathleen Walker. Her age and
A: I think I would suggest Andrea teacher is proficient in their
inexperience could actually be
Hall. She sounds like a more subject. With Ms Walker, we
an advantage because she would
animated and involved teacher have evidence that she is an
bring a fresh perspective to the

and, even if she can’t start accomplished artist in her own
department. I also like the fact
immediately, her professional right.
that she’s trained in digital art…
record sounds quite impressive. B: You’re right. Are we agreed on
that would be something new and
She might be worth waiting for. Kathleen Walker, then?
modern for the children to learn.
Step 3 A: I think so, yes.
However, I also have two
candidates to discuss. The B: From my two candidates, I Step 4
first one I have here is George believe George Vecchio would
A: So, how can we present Ms
Vecchio. He’s 54, and he’s been be the better choice. He has
Walker as the most attractive

candidate? put more effort into her class. with her personality. Besides, the
B: Well, I think we should start by She is also highly organised, teachers in our school are always
emphasising her interest in digital which is an excellent quality in a supportive of one another and
arts. I think that’s one of the teacher. will surely be able to give her
strongest points in her favour. We A: In addition, we feel that her advice.
can talk about the importance professional record qualifies her Teacher: OK, thank you both. We
of helping children to become for the position. Unlike some will take your arguments into
familiar with digital technology. I of the other candidates, she consideration when we make our
can present that point, if you like. has had her artwork published decision.
A: Sure. I can talk about her professionally. We believe it is
published work, and mention that important that an art teacher
we think it important that our new can speak with authority about Module 10
art teacher be a professional artist the professional art world and
with experience of art outside the prepare and guide students
who show interest in going A.
school.
professional themselves. Our 1. b 2. b 3. d 4. a 5. c
B: Great. We should also mention
that she has great personal final point regards her age, which 6. a 7. b 8. a 9. c 10. d
qualities for a teacher – she’s we also believe is a point in her B.
organised and she has a dynamic favour. She is very young for a 1. Imprinted
personality, which means the teacher, and we feel that this will 2. heartily
students are sure to like her. What help her relate to and understand 3. clarity
else can we say about her? her students. Furthermore, as a 4. infuriates
A: I think we should also mention teacher just out of training, she
5. frail
her age. The way I see things, a will be bringing all the latest
6. transparent
younger art teacher would be able and most modern teaching
7. restoration
to build stronger relationships approaches to our school.
8. attached
with the students because she Step 5
9. distinction
would be able to relate to them Teacher: Thank you for your
more. presentation. You both raise 10. fast
B: That’s a good argument. OK, some excellent points about Ms C.
we have our four points. What Walker. However, I do have a 1. aspiration
about her negative quality, that few concerns about her lack of 2. incriminating
she hasn’t officially worked as a experience. You have explained 3. impersonation
teacher before? that you believe she will bring 4. untrustworthy
A: As we discussed before, this isn’t a fresh approach to teaching; I 5. inconsistencies
necessarily negative. Because do wonder, however, how well a 6. Competitiveness
she is new, she won’t be stuck in new and inexperienced teacher
7. chronological
a certain way of teaching and she like Ms Walker would be able
8. enlighten
will probably have a more modern to cope with a classroom full of
misbehaving teenagers. 9. prosperity
approach to her work.
A: You raise a good point. Well, 10. subjective
B: Ah yes. We also said that she is
handling a classroom full of D.
more likely to bring new ideas into
teenagers is a challenge for 1. of
the school.
any teacher, irrespective of 2. as
A: That’s right. OK, shall we begin?
experience. Ms Walker will 3. So little
B: Yes, I’ll start. We would like to
have to face the same situation 4. Not until
suggest Kathleen Walker as the
any teacher new to our school 5. so as to
new art teacher for our school.
would have to face, which is 6. so
We believe that, with her training
getting to know the students and
in digital arts, she will bring an 7. of
what classroom management
interesting new angle to the art 8. Never
techniques work best with them.
department and equip students 9. as how
But we’re sure that Ms Walker can
with useful, practical skills in 10. Whatever
adjust and learn the ropes.
this area. This is just the kind of E.
education our students need to B: I believe that classroom control
is not only about experience; it is 1. d
succeed in the modern world.
also about the personality of the 2. b
We believe that her personality
is extremely well-suited to our teacher and their ability to deal 3. c
school; she is lively and dynamic, with people and, in particular, 4. a
so she will get on well with to relate to teenagers. So, what 5. b
teenagers and motivate them to she lacks in experience I think 6. b
that Ms Walker makes up for

7. d 2.
8. a B: I think one of the simplest ways
9. c to address inequality is to share
10. c out the wealth. Perhaps this
would mean an even higher
F.
tax rate for people on large
1. Should salaries, or a tax on inheritance
2. so or property. Of course, this would
3. no not be enough on its own; I think
4. Only we also need to make some
5. on changes to the education system
6. However so that all schools offer their
students the same advantages
7. if
and the same high quality of
8. Such teaching. Perhaps we need more
schools and more teachers for
Speaking areas with high populations. I
Suggested answer also believe that free healthcare
1. is very important for everyone;
A: I think that being a member of finding good medical care
a close community can benefit should not depend on money or
us in a number of ways. Firstly, I connections. To that end, I think
think it provides us with a sense we should train more doctors
of belonging and security. People and nurses across the country.
are, by nature, social beings. A: If I could change one thing in
This means that they need to be my community, I would provide
loved, accepted and cared for, and greater support for people who
have an inner drive to connect are struggling. For example, I
and interact with others to fulfill would like to see more help for
these needs. Being a member of people who work in minimum-
a close community proides us wage jobs.
with the unique opportunity to B: Yes, I agree. I think we need to
build meaningful relationships do something to combat poverty,
with others, and makes us feel as especially when the people who
though we belong. In addition, are struggling are working full-
members of a close community time.
tend to support one another.
This means that, when in need, Reading
members of a community 1. E 2. A 3. F 4. D
always have someone to turn
5. H 6. B 7. G
to, someone they can rely on for
some sound advice and valuable
assistance. A community brings
together different people with
different life experiences and
different levels of knowledge, and
lets them share that knowledge
and experience to the benefit of all.
B: For me, an ideal community
would be void of social injustices.
Members of the community
would have equal access to
opportunities and resources, and
that they would work together for
the good of the whole.
A: I think that an ideal community
would provide its members with
a lot of opportunities for personal
growth and development. The
self-fulfilment of individual
members of a community is often
the key to a happier and more
productive whole.

Pioneer level C1/C1+ b
Extra Material
H. Q. Mitchell - Marileni Malkogianni
Published by: MM Publications

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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without permission in writing from the publishers.
We would like to thank Shutterstock for permission to reproduce copyright photographs.
The publishers have tried to contact all copyright holders, but in cases where they may have failed, they
will be pleased to make the necessary arrangements at the first opportunity.
Produced in the EU
ISBN: 978-618-05-1890-0
ISBN: 978-618-05-1890-0
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b le

It is recommended that teachers assign these worksheets

Each module consists of:

followers of the healthy eating 4 . By attaching words such as ‘nutrient MOVE

powerhouse’ and ‘antioxidants’ to certain foods, a strong and 5 argument PERSUADE

PIONEER LEVEL C1/C1+ b 3

4. As I didn’t want to be a(n) on my family, I got a job b. stabilisation d. adjustment

as soon as I finished school. 9. In Mrs Benson’s class, the subject of cyberbullying

5. They asked her to bring in some more documents, so b. voiced d. introduced

D. Rewrite each sentence twice, using the words/phrases given.

1. If you aren’t certain, don’t do it at all.

2. I won’t download the app if I have to pay for it.

3. Without your advice, I would have failed miserably. 

5. If you don’t move, this won’t hurt.

6. Were there to be an earthquake here, would you know what to do?

4 – PIONEER LEVEL c1/C1+ b

2. He would be much happier today if he (move) to Portugal like he wanted to when he

3. If I trusted them, I (tell) them our plans.

F. Complete the gaps in the text with one word only.

Does every cloud have

PIONEER LEVEL C1/C1+ b 5

Step 1 (4-5 minutes)

DIANE JONES The following list provides some of Ms Jones’s

6 – PIONEER LEVEL c1/C1+ b

Step 1 (4-5 minutes)

Alvin Fletcher The following list provides some of Mr Fletcher’s

The changing faces

Although expert opinion is still sought after and published 5

passed profound judgement on the crispiness of the bread.

8 – PIONEER LEVEL c1/C1+ b

PIONEER LEVEL C1/C1+ b 9

1. The livelihood of many people working in agriculture is already being threatened by

in some parts of the world. DESERT

3. Unfortunately, a(n) to recycle still exists in many households. WILL

4. Deforestation is a main cause of habitats around the world. SHRINK

5. Communities living in low-lying regions of the world may be forced to

travels and the size of the engine. RELATE

9. Carbon dioxide is the primary environmentalists are battling against. POLLUTE

the freedom I desired. LIMIT

10 – PIONEER LEVEL c1/C1+ b

1. a. prime b. wooden c. picturesque d. aesthetic

advise – let beg – allow go on – visit promise – be

4. ‘I wish I didn’t have to leave so early.’ [ She to leave so early.

5. ‘You shouldn’t lend it to anybody.’ [ I was against anyone borrow it.

PIONEER LEVEL C1/C1+ b 11

F. Rewrite the sentences using the introductory verbs given.

2. ‘He parked somewhere he wasn’t supposed to,’ they said. accused

4. ‘I’ll help you clean up tomorrow, Rose,’ said Heather. volunteered

10. ‘Rosemary tore my scarf,’ said Holly. blamed

12 – PIONEER LEVEL c1/C1+ b

Environmental awareness event – Safeguarding Our Planet

PIONEER LEVEL C1/C1+ b 13

3. Who is probably most at risk from the harmful effects

14 – PIONEER LEVEL c1/C1+ b

Exploring your own

1. a. hereafter b. continually c. thereafter d. continuously

out of. NEW

and the food that was offered was tasteless. DOWN

returned to her distraught parents. SEQUENCE

PIONEER LEVEL C1/C1+ b 15

16 – PIONEER LEVEL c1/C1+ b

Metal detecting 101

How has the invention of the aeroplane changed the

3. Without your advice, I would have failed miserably.