t MACMILLAN EXAMS Ready for a= coursebook with key Roy NorrisLW TS 7 Ready for coursebook Updated for TMT f9| FCE examUnit Language focus 4 wee 1 Habitual behaviour td to ecueney Page? adverbs used to and woud 2 be used to, get used to and used to High eneray 1 sta at etn 2 ee 2 Gerunds ad ini 3. Gerunds and i ines 5 3 Asha ort beter 4 Comparisons Fage 18 2 Arties ola res Pe A Asmisey 1 Sand such Page a2 2 Past tenses Doing your duty (Obligation, necessity and permission 5 Roe Aelative eationships 1 Too and enough Page 66 2 Defining relative clauses 53 Non-defnin relative causes ean Page 78 7 aestermoney 1 The present perfect Page 82 2 Contrasting ideas 3: Expressing preferences Time trovel The future and tie inkers Page 38 Factor fiction? 1 Modal vets of speculation Page 106 2 Question tags Passives Past necessity 10 sting tte ttn Page 122 aie, Earths going on? 1 2 tes ter youself Conditionals So, neither and nor Countable and uncountable nouns A Countable and uncountable nouns 8 Reported speech Reporting verbs Reported questions rn 13 a 2 Vat loloned by pepostins Maes Hypothetical situations SS Expressing purpose a Pri Vocabulary 1 Clothes 2 Got Expressions and meanings Reading Gapped tent (FCE Part 2) 1 Music ‘Mulile matching (CE Part 3), 2 Sports Machines and devices ‘Muitiple choice (FCE pat 1) Word parerships ei 1 Films ‘Gapped text (FCE Part 2) 2. Take: Expressions and phrasal ves Recotting prepositions Multiple matching (FCE Pat 3) ‘The word of work 4 Phrasal ves Mule matching (FCEPart3) 2 have ‘Rock of ages 3 Describing people 1 Shopping Gapped text (FCE Part 2) 2 Come: Expression and phrasal bs we 3 Towns and vilages peti Tae! FCE Part 2) Phrasal verbs tiple ch Sue Ft Pat) Give: Expressions and phrasal verbs 1. Multiple choice (FCE Part 1) 2 Gapped text FCE Fart 2) 1 Gime and punishment Mulipe choice (FCE Part 1) 2 Phrasal verbs 1 Weather Multiple matching (FCE Part 3) 2 Pat: Expressions and phrasal verbs Text about Christina Tugwell Health mates Maliple matching (FCE Part 3) 1 Money 1 Multiple choice (FCE Part 1) 2 Make and do 2 Gapped text FCE Part 2) 3 Ways of looking 1 Theans 1 Gapped text (FE Part.2) 2 Animals 2 Multiple matching (FCE Part 3) 3 Television 4 Phrasal verbs 1 Multiple choice (FCE Part 1) 2 Gapped tert FCE Pa. 2) 1 Phrasal vers with tim 2 Abbreviations 3 American English; Education ‘Additional material Page 200 Wirdlist Page 202 ‘Grammar reference Page 206Writing Informal letters 1 Letters: Asking for information (FCE Pare) 2 Articles (FCE Part 2) Essays (FCE Part 2) Use of English Transformations (FCE Part 4) Nord formation: fixes Word formation (FCE Part 3) Word formation: Sixes ful and fess ‘Word formation (FCE Pat 3) Listening ‘Multiple matching (FE Part 3) 1 Sentence completion (FCE Part 2) 2 Multiple choice (FCE Part 4) 1 Multiple matching (FCE Part 3) 2 Multiple choice (FCE Part 4) Speaking Talking about photos (FCE Part 2) 1 Collaborative task (FCE Part 3) 2 Further discussion (FCE Pat 4) Pat 3: Multiple matching 1 Reviews (FCE Pat 2) 2. Short stories (FCE Part 2) fers: An application (FCE Part2) Descriptions (FCE Part 2) Word formation: Adjectives ending in ing and -ed Transformations (FCE Part 4) Word formation (FCE Pat 3) 1 Word formation (FCE Part 3) 2. Multplechoicecloze (FCE Part 1 tractors Multiple choice (FCE Part 1 1 Trolfalse 2 Sentence comy Open cloze: Prepositions (FCE Part 1) Word formation: Nouns and a Open doze: Relative clauses Transformations (FCE Pat 4) es 4. Multiple matching (FCE Part 3) StatediNot stated Preparing fr listening: Focus on dis Talking about photos (FCE Fart 2) 1 Talking about photos (FCE Part 2) 2 Collaborative task (FCE Part 3) 1 Collaborative task (FCE Part 3) 2 Interview (FCE Pat 1), Emails (FCE Pat 1 Essays (FCE Part 2) Articles (FCE Part 2) Informal letters (FCE art 2) Short stories (FCE Part 2) ‘Open cloze (FCE Part 2) Transformations (FCE Pat 4) Word formation: en sufi Transformation: Future forms (FCE Pata Word formation (CE Par 3) Multpl-choicecoze (FCE Part 1) Open coz (CE Part 2) Word fermaton: Adjectives ‘Word formation (FCE Part 3) Transarmations (FE Par.) 2 Mille cee Fe Part) Muhiple choice (FCE Part 1) Multiple choice (FCE Part 4) entence completion (FCE Part 2) Serna ploy 1 Intervi ow (Fe Part 1), 2 Taking about pts FE Pa 2) 1 Interview (FCE Part 1) 2 Talking about photos (FCE Part 2) 4 Collaborative task (FCE Part 3) 2. Further discussion (FCE Part 4) 1 An ati story (FCE Pat 2) 2 Arles (FCE Part 2) Essays (FCE Part 2) Formal letters (FCE Part 1) 1 Reports (FCE Part 2) 2 Letters: Giving information (FCE Patt 1) Part 3: Multiple matching Formal eters: An application (FCE Part 2) Set books (FCE Patt 2) 2 Essays (FCE Part 2) tiles (FE Part 2) Multiple choice claze (FCE Part 1) (Open cle (FCE Part 2) Transformations (FCE Part 4) 1) Multiple-hoic cloze (FCE Part 1) 2. Word formation (FCE Part 3) Open cle FCE Part 2), ‘Transformations (FCE Pat 4) Word formation (FCE Pat 3) ‘Word formations (FCE Part 3) Transformations (FCE Part 4) Wor formation: Adjective suffixes i and able (ord formation (FCE Part 3 Transformations: Hypothetical stue tions (FCE Part 4) ‘Moltple-choice lze (FCE Part 1) Transformations (FCE Pat 4) 1 Sentence completion (FCE Part 2) 2 Multiple matching (FCE Part 3) 1 Sentence completion (FCE Part 2) 2 Multiple choice (FCE Part 1) Multiple matching (FCE Part 3) Pre ed 1 Sentence: 2 Multiple choice (FCE Pat 1) ible Multiple choice (FCE Part 4) Multile matching (FCE Part 3) pletion (CE Prt 2) 1 Collaborative task (FCE Part 2 Further discussion (FCE Part) Collaborative task (FCE Part 3) Talking about photos Collaborative tas (FCE Part 3)Welcome to Ready for FCE, a course which is designed to help you prepare for the Cambridge First Certificate in English examination, This book contains a wide range of activities aimed at improving your English and developing the language and skills which you will need to pass the examination, As well as providing relevant practice in reading, writing, listening and speaking, each unit of Ready jor FCE includes one or more Language focus sections, which revise the main grammar areas, together with Vocabulary slots which will help you to increase your word store. A significant feature of the Use of English syllabus in the book is the systematic approach to Word formation. At regular intervals you will find special sections which focus on the most important aspects of word building, ensuring that you are properly prepared for this part of the examination At the end of every unit there is a two-page Review section, which enables you to revise and practise the new language you have encountered in the unit. Throughout the book you will find the following boxes, which are designed to help you when performing the different tasks: * What to expect in the exam: these contain useful information on what you should be prepared to see, hear or do in a particular task in the examination. + How to go about it: these give advice and ielines on how to deal with different task types and specific questions. + Don’t forget!: these provide a reminder of important points to bear in mind when answering a particular question. Further information and advice is included in the five supplementary ‘Ready for...’ units, one for each of the five papers in the examination. These are situated after every third unit in the book and can be used at appropriate moments during the course. At the end of the book you will find detailed explanations of the grammar areas seen in the units in the Grammar reference, together with a topic- based Wordlist. Overview of the examination The Cambridge First Certificate in English examination consists of five papers, each of which carries 20% of the total marks. A low mark in one paper does not necessarily mean a candidate will fail the examination; it is the overall mark which counts. A, Band C are pass grades; D and E are fail grades. Paper 1: Reading 1 hour There are three parts to this paper, with a total of 30 questions. Each question in Parts 1 and 2 carries 2 marks; each question in Part 3 carries 1 mark. Texts are taken from a variety of sources including newspaper and magazine articles, fiction, advertisements and brochures. For more information and advice on appropriate reading strategies for each part, see the Ready for Reading unit on pages 38 to 4, as well as the relevant sections in the main units of the book. Part Task Type Number Task Format of questions 1 Multiple 8 A text followed by mltiple- choice choice questions with four options A, B, Cor D. A text from which sentences have been removed. Candidates replace each of these in the 2 Gapped text 7 appropriate part of the text. 3 Multiple 15 A text preceded by multiple matching matching questions which require candidates to find specitic information in a text or texts, Paper 2: Writing 1 hour 20 minutes ‘There are two parts to this paper, each of which carries the same number of marks. Part 1 is compulsory, so must be answered by all candidates, whereas in Part 2 candidates choose one from four tasks. Candidates are required to write between 120 and 150 words for Part 1, and between 120 and 180 for Part 2. For more information and advice on the questions in this paper, see the Ready for Writing unit on pages 118 to 121, as well as the relevant sections in the main units of the book. Part Task Type Number Task Format of Tasks 1 Letteror 1 Candidates write a letter or an email (compulsory). email in response to a given situation. Prompts are provided in ‘the form of written input material such asa letter an advertisement andlor notes. 2 4 A situation-based writing task with (candidates a clear context, purpose for writing choose one) and target reader. Candidates write one of the following: ~ article ~ essay - letter = report ~ review ~ short story ‘The last question has two options, each based on one of the two set reading texts, Candidates write either an article, an essay, a letter, a report or a review.Paper 3: Use of English 45 minutes This paper consists of four parts with a total of 42 questions, which test grammar and vocabulary. Each question in Part 4 carries up to 2 marks; questions in all other parts each carry 1 mark. For more information on this paper, see the Ready for Use of English unit on pages 78 to 81, as well as the relevant sections in the main units of the book. Number of Questions 1 Multiplechoice 12 cloze (Emphasis Part Task Type ‘Task Format A text with 12 gaps; there is a choice of 4 answers (on vocabulary) for each gap. 2 Open cloze 2 A text with 12 gaps, (Grammar and each of which must be vocabulary) completed with one word, 3 Word formation 10 A text containing 10 gaps. (Wocabulary) The task isto complete each gap with the correct form of a given word. 4 Key word 8 Gapped sentences which transformations must be completed using (Grammar and a given word. vocabulary) Paper 4: Listening about 40 minutes This paper consists of four parts with a total of 30 questions, each of which carries one mark. Each part contains one or more recorded texts, which are heard twice. Candidates are tested on their ability to understand, for example, opinions, gist, the main points or specific information. For more information on this paper, see the Ready for Listening unit on pages 158 to 161, as well as the relevant sections in the main units of the book, Part Task Type Number Task Format ‘of Questions 1 Multiple 8 Short unrelated extracts of choice approximately 30 seconds each with one or more speakers, ‘Multple-choice questions have 3 options, A,B or C. One or mote speakers taking for approximately 3 minutes. Candidates write a word or short phrase to complete sentences. Five short monologues, each lasting approximately 30 seconds. ‘The extracts are all related to ‘a common theme. Candidates match extracts with prompts One or more speakers talking for approximately 3 minutes. Multiple-choice questions have 3 ‘options, A,B or C. 2 Sentence 10 completion 3 Multiple 5 matching 4 Multiple 7 choice Introduction Paper 5: Speaking 14 minutes There are four parts to this paper. There are usually two candidates and two examiners. Candidates are given marks for range and correct use of grammar and vocabulary, pronunciation, communication and successful completion of tasks. For more information on this paper, see the Ready for Speaking unit on pages 196 to 199, as well as the relevant sections in the main units of the book. Part Task Type Time Task Format 1 Interview 3 minutes Candidates give personal information in response ‘to questions from the interviewer 2 Talking about 4 minutes Each candidate talks about photographs two pictures for about 1 ‘minute, and comments briefly con the other candidate's pictures. 3 Collaborative 3 minutes Candidates are given visual Task ‘material and then speak to each other about it in oder to complete a task 4 Further 4 minutes The interviewer leads a discussion dliscussion which i elated to the topic of Part 3. Rey NoreisVocabulary 1: Clothes Find the following items of clothing and accessories in the pictures above. Which item is not there? What other items can you see? waistcoat jumper dungarees tracksuit bottoms bracelet trainers blazer dinner jacket scarf cardigan bow tie igh-heeled shoes The following adjectives can be used to describe clothes. Which of them can you match to the pictures above? tight-fitting formal tasteful trendy baggy colourful unfashionable shabby casual plain smart waterproof In exercises A and B, put the correct form of the appropriate verb in each space. A fit suit match — gowith Personally, I don't think those shoes (1) that dress, I mean red and blue just don't (2) do they? And as for those earrings, well they really don’t @) her ~ someone with short hair should not be wearing long ones like that, He looks alright though, except perhaps for those trousers. Do you think they (4)___ him properly? They look a little tight on him to me. B wear puton get dressed As it was Sunday I got up and had breakfast in my dressing gown. I didn't a) until well after 11 o'clock. I (2) ‘a long-sleeved jumper at first, but immediately changed my mind. It was far too hot outside and I spent the whole day (3) st a short-sleeved cotton shirt and shorts.oOo (Reading an Using the vocabulary from exercises 1, 2 and 3, describe what the people are wearing, in the photographs on page 2 Describe the clothes that you most like wearing. Use the vocabulary from exercises 1, 2 and 3 and the Wordlist on page 202 to help you. Say why you like them, when you wear them and when you wouldn't wear them. Gapped text You are going to read a written account by a woman whose job it once was to models, such as those in the photographs ‘care for and protect’ teena What do you imagine the lifestyle of teenage fashion models is like? How do you think they spend a typical week? What do they need protection from? Read the article on the next page quite quickly. Do you think the writer would ns for this Part 3 Reading task. Read the following instruc Seven sentences have been removed from the article. Choose from the sentences A-H the one which fits each gap (1-7). There is one extra sentence which you do not need to use. ‘a What pronouns could be used in the missing sentence to refer to ‘our girls’? jole sentence fits in with text before and after Check that the w the meaning of t the gap. To help you do this, parts of the text are variten in bold. These showy connections between the language in the text and the language in the missing sentences. In addition, connections between pronouns and other words are shown in italics Now look at gap number 1 and answer the following questions b Which sentence (A-H) contains one of these pronouns and mentions ‘talking’ and ‘getting a job’? © When you think you have found the sentence, read the whole paragraph again to check that it fits Now complete the rest appropriate sentence of the gaps with anHandle with care After recent accounts of drug-taking amongst teenage models in the care of their model agencies, the catwalk world has once again come under public scrutiny. Jess Hallett used to be a booker, taking bookings for models, organizing their itineraries and generally running their lives. She talks about the lengths she went to in order to protect her girls. While bad behaviour in the modelling world evidently exists, there are many in the fashion industry who work very hard to try and make sure it doesn't. | spent almost ten yecrs as a booker, and became emotionally involved with almost every girl in my care. Bookers care for and protect these young models fo such a point that they are offen too tired at the end of the day even to go home. We did all kinds of things for our girls. [7 Sometimes we had to talk to them and cheer them up even when they did get the job they wanted; such os, the cover of ltsion Vogue’ or the Chanel show in Paris. They were terified they were going fo do it badly and the booker would reassure them ond tll them they looked fantastic. The trend of using girls as young as 14 or 15 means a lot of responsibilly. The consequences of not taking good care of them ore too huge for any agency to consider 2 Backstage at any show in New York, Paris or Milan, you see bookers from all over the word, there to support their girls and moke sure that another agency doesn't fry 0 alract them with a betler contract G Il never forget he time when Charles de Gaulle cirport was closed down because of a sirike ond Kate ‘Moss had to get to Paris for a very important job. The Channel Tunnel hadn't been built then, so | flew with her 1o Brussels with the idea of getting the train from here The whole journey took 12 hours, bu! wih 6 studio fill of people waiting for her at the other end, we had no choice, ‘One danger we had to protect models from was their parents. [5 It was quite clear that she was humiliated by Fis Behaviour and wasn't at all interested in being a model. There were some parents who would let their daughter go alone fo fashion shoots iit meant fame and fortune iG ‘A the model agency where | worked, parents were usually encouraged to get involved in their daughters’ careers and travelled with them whenever they could. The fact is that the majority of girls love the lifestyle. [7] The Russion model lida Egorova told me recenlly how happy she was, working wih creative and talented people. She was wealthy and living in Paris; and the night before she had met Madonna ot a party. What more could any gil want? A One father insisted that his daughter was better-looking than anyone in ‘Vogue’ and complained about me to my boss because I wouldn't employ her. B Ifyou don't look after them properly, then someone else will. € Others never allowed them to go anywhere unaccompanied. D Whether it was because they were having a hard time at school, had split up with their boyfriend, or hadn't got a job they really wanted, their booker was the one they talked to. E And considering how many of them there are nowadays, you don't hear many complaints. F However, it seemed that the rest of Europe had the same idea, so we had to persuade a taxi driver to take us all the way to Paris. G She said she was having a wonderful time and couldn't imagine doing any other job, H Models tend to travel a lot and whenever necessary a booker will accompany them on a trip. When you have finished, check that the sentence which you have not used does not fit into any of the gaps. Reacting to the text > Jess Hallett finishes with the words: ‘What more could any girl want?’ Do you agree with this assumption? Do you think that children who are encouraged to step into adult roles, such as c: ‘walk modelling, are being exploited? Do you think it is right that models should be so highly paid?1: Habitual behaviour A General tendencies 1 Which ofthe alternatives in this sentence is not possible? ‘Models tend toluse tolusually travel a lot. Look in the Grammar reference on page 206 to see how tend to is used 2. Make three general statements about the habits of the following groups of people in your country using tend to. # pop stars teenagers old people teachers people in big cities Example: Pop stars in my country tend to arrive late for concerts and interviews. I's very irritating, especially as you have to pay s0 much to go and see them perform. B Frequency adverbs 1 Look at the following extracts from the text. They are often too tired at the end of the day even to.go home. Sometimes we had to talk to them and cheer them up even when they did get the job they wanted. Ii never forget the time when Charles de Gaulle airport was closed down. Parents were usually encouraged to get involved in their daughters’ careers... Others never allowed them to go anywhere unaccompanied. 2. Whats the normal position in the sentence for frequency adverbs with the following? a main verbs b the verb tobe —¢ auxiliary verbs, Practice 1 For sentences 16, decide ifthe position of the adverb is possible. fit is not possible, correct the sentence. 1 | hardly ever get clothes for my birthday or for Christmas. 2 [have sometimes breakfast in my pyjamas. 3 Always | fold my clothes up before I go to bed. 4 Someone in my family is always borrowing my clothes = it's so irritating! 5 When | go shopping for clothes, I rarely can find jeans which fit me perfectly. 6 Occasionally | wash my own clothes, but normally my mum or dad does it ©} heck your ideas on page 206 of the Grammar reference. 2 © say whether oF not the sentences in exercise 1 are true for you. Use frequency adverbs and tend to. Example: Well, unfortunately number 1 is not true for me. My aunt often buys me clothes but they’re usually not very tasteful or fashionable, so I don’t tend to wear them often. C Used to and would 1. Used to and would can be used to talk about past habits. Look at these sentences from the reading text a The booker would reassure them and tell them they looked fantastic. bb There were some parents who would let their daughter go alone to fashion shoots. Jess Hallett used to be a booker. 2. Insentences a and b used to is also possible. n sentence ¢ would is not possible. Why is this? Check your ideas on page 206 of the Grammar reference. Practice 1 In the following paragraph, decide whether the underlined verbs can be used with: a both used to and would b only used to neither used to nor would From a very early age | often (1) looked at models in catalogues and (2) said: like to do that! | (3) was a very small child so one day my mum (4) gave me one of her tops to wear as a dress and on sunny days | (5) walked up and down the garden path as if was modelling it on the catwalk. | (6) loved that top and | realy (7) believed that one day I'd be a model. | (8) found it recently when | was cleaning the house and | (9) smiled to myself 2. Write six sentences comparing your life now with your life five years ago. Write about things which have changed. Example: I didn’t use to have a job, but now I work on Saturdays so 1 hhave more money.Vocabulary 2: Get Expressions with get The following sentences all contain phrasal verbs or expressions with get. Decide which answer A, B, C or D best fits each gap and underline it. There is an example at the beginning (0). 0 That jumper looks so old and dirty. When are you going to get of it? A away B throw C waste D 1 Here's my telephone number. If you have any problems, just get in with me. A talk B speak € touch D tact 2 Theard she was a lovely woman. Unfortunately, I never got the to meet her A occasion B opportuniti C possibilities D chance 3 Tasked him how much he got but he refused to tell me. A paid B earned © money D salary 4 Come on, hurry up and get ! Your bus leaves in five minutes. A ready B ordered c fit D prepare 5 His parents are worried about his behaviour. He's always getting into at school, A problems B trouble C difficulty D punishment 6 His girlfriend left him in March and he still hasn't got__it A by B over C off D past 7 Ican't speak French very well, but I always manage to get _ with a dictionary and a few gestures. A by B over € across D through 8 He wanted to get to the town centre but he got the wrong bus and ended up at the station, Ain B outof Con D off Meanings of get Get can have many different meanings. Look at the uses of get (1-8) and match each one with an appropriate equivalent (a-h). The first one has been done for you. Deer better: a receive 2 get the bu: B ask 3 get to the become 4 get a headache become ill with 5 get somebody to do something —_e catch 6 get something for Christmas f arrive at/reach 7 get a newspaper g go out 8 get out of the house h buy Look back at the text on teenage models and find examples of get. Decide on the meaning in each case. Discuss the following questions. * How long does it take you to get to work/school? * When did you last get away for the weekend? * What presents did you ger for your last birthday? * Do you often get angry? * Where do you usually get your clothes?Multiple matching @ 1.1-15 ‘You will hear five people talking about occasions when a person's clothes and guest spectator audience competitor witness star candidate host invigilator ‘opponent 1 appearance caused surprise or concern, Match the speaker to the correct 0c the list A-F, Use the letters only once. There is one extra letter which you do not need touse. Before you do the task... What to expect in the exam © You will have 30 seconds to read the ‘descriptions. Use this time to try to predict some of the ideas and language you might hear (see below). ‘© You are not expected to understand everything you hear. Prediction Maich each of the people inthe box to. | 2 the appropriate occasion A-F in the listening activity below. More than one word may be used for each occasion and some words may be used twice. 3 eg A wedding: guest, witness What other people might you also find in each of the situations? eg Ata wedding the people who get married are the bride and groom. ‘© Some of the extracts may contain distractors ‘ey words or expressions which could cause you to make the wrong decision). © Pay close attention the second time you hear ‘the recording, You may discover that you need to change your answers. Where does each occasion take place? eg A wedding usually takes place in a church or a registry office. What clothes would you wear on the occasions A-F mentioned in the listening task below? eg If Iwas going to a wedding I would buy an expensive dress. I would probably wear high-heeled shoes. Now you are ready to do the task. a wedding Speaker 1 [___] a birthday party Speaker 2 [___] a job interview Speaker 3 [___] Speaker 4 [___] Speaker 5 [___] a sporting event a film premiere an examination amo OUP ©) iave you ever been in a situation where someone's appearance caused surprise?Language focus 2: Be used to, get used to and used to 1. Look at the following sentences from the listening, In which of them does used to ‘a -mean ‘accustomed to’? bb refer to a past state which has now finished? 1 Her unconventional, yet practical clothing shocked spectators, who were used to seeing women play in the long, heavy dresses which were typical of that period. 2 And he used to live in France, which means he probably wouldn't mind changing countries if we needed him to. 3 ...he will have to get used to wearing something a little more formal. 2. Whats the difference in meaning between be used to and get used to? 3. What form of the verb is used after be used to and get used to? ©D} check your answers on page 206 of the Grammar reference Practice 1 © Ark aboutal the things you have to get used to in the following situations. © you get your first job * + you become famous + you go on a diet * you get married * you have children * you retire Example: Ina new job, you might have to get used to working together with other people. 2a Ifyou went to live in Britain, what aspects of life there would you find it dificult to get used to? bb Read the following text about Juan, who moved from Spain to live in England. ignore the gaps for the moment. How many of the things which you spoke about ina are mentioned? ‘Now that Juan has been living in England for five years he (0) i used to doing (do) things differently, but it hasn’t always been the case. When he first moved there he couldn't (1) (have) lunch at 1pm, so he often (2) (cook) for himself in his flat and eat at 3pm, as his family does in Spain, Even now I don't think he (3)___(eat) English food, because when he comes home to Madrid, he buys Spanish ‘delicacies’ to take back with him. | remember how he (4) (write) to me and complain about the shop closing times. It took him a long time to (5) the fact that you can't buy anything after about five o'clock. Most shops in Spain close at eight in the evening. He bought an English car a year ago, so he should 6) (drive) on the left by now. 1 wonder if he'll ever be able to (7) (drive) on the right again when, or if he comes back to live in Spain! Read the text again and complete each ofthe gaps using the correct form of used to, be used to or get used to. Ifa verb is given in brackets you should write the appropriate form. There isan example at the beginning (0). dQ) Wat cio you think a British person coming to your country might find it dificult to get used to? Talking about photos (> Look at the four photographs on page 9. They s siyles. Before you do the speaking tas li how people who have different . read the How to go about it box below. How to go about it Student A "© In Part 2 of the speaking exam you are not asked to describe the photographs in detail, but to compare them. When doing this, comment on the similarities and differences: Similarities: ‘Both pictures show ...” Differences: ‘tn the first picture the second one ..." whereas in ‘© Useful language for speculating: I get the impression it's a stressful lf expect / imagine he travels a fot. He probably spends a lot of time working. Perhaps she doesn’t have her own home. She might / may have a wide circe of fiends. “© Give reasons for your opinions. ‘© When talking about what kind of lives you think the people lead, comment on some of Student B the following: ‘When you say which person you would prefer daily routine working hours leisure time to change with, don’t forget to give your eating habits health travel reasons family fe type ofhome clothesStudent A: Compare photographs 1 and 2 and say what kind of lives you think these people lea Student B: When your partner has finished, say which person you would prefer to change places with for a month if you had to choose What kind of lives do the people lead? Now change roles. Follow the instructions above using photographs 3 and 4. © The second part of Student A\s task, which begins ‘and say’, is reproduced as a question above the photographs.Informal letters 1 10 Read the following letter, which you have received from your English penfriend, Mark. What two things does he ask you to tell him? Would you accept Mark's invitation? Why/Why not? Dear ‘ 0) Many thanks for your last letter The nen house sounds brilliant — how are you setting tn? b) Lin sorrg Lhavent written sooner, but Ive been reall busy helping tng parents out on the fark. Ls great fan, though I shill havent got used fo getting up at six every morning to pailé the cows! We offen have the radio on while were doing it $0 it's not feo bad. Then, ence we're had breakfast; we Pend fe spend the rest of the day outside, etter tn the fields or looking after the sheep. ¢) That reminds wre, do you remensber lady, our eldest sheepdog? Well, she’s just had puppies! IF youre free tn the sumnaer, you could cone ond see thera all and help with the harvest as nell. a) Ler ine know if you can make i we'd love to see gou again Angway, @) Lraust 90, a5 it getting late and Pomorron weve got another early start A) Cont wait to hear trope you. 9) Best wishes Mark What is the purpose of each of the four paragraphs? Example: Paragraph 1: To say thank you for the letter and to apologize for not writing before. Match each underlined expression a~g from Mark’s letter with an appropriate alternative from 1-10. Which three phrases cannot be used and why are they inappropriate? Example: 1 e) 1 Td betier close now 6 I would be most grateful if you could inform me 2 Thanks a lot for the letter 7 I look forward to your prompt reply 3 Yours sincerely 8 Please write and tell me 4 By the way 9 I'm sorry it’s taken me so long to write to you 5 Allthe best 10 I'm looking forward to hearing from you Notice the use of contractions in Mark’ letter: J’m, it’ and haven't. These are typical of informal writing. Find and circle tlie following linking words in Mark's letter. Then use an appropriate linker from the box to complete the gaps in sentences 1-6, Each linker can be used more than once. but while so and aswell as 1 You'll never guess what happened to me I was shopping in the centre of town the other day! 2. I'm writing to ask you to do me a favour Ive got myself into trouble.3 We're having a party next Saturday we were wondering if you'd like to come. Bring a friend 4 Td love to accept your invitation, T'm afraid I'm going to be busy. 5 Thaven't got any plans___I'll certainly be able to go. 6 I'm very sorry, I'm aft Tost your camera Twas in the disco on Friday. Match each of the following six reasons for writing with an appropriate sentence 1-6 from exercise 4. inviting accepting an invitation giving news asking for help apologizing refusing an invitation Read the following instructions. Six months ago you moved to a new house in another part of your country. Write a reply to Mark's letter giving news about how you are settling in to your new surroundings and what a typical day is like. You should also say whether or not you can accept his invitation to go and stay on his farm in the summer. Write your letter. You should write 120-180 words. Before you write your letter... Planning Look at the following paragraph plan. In each paragraph decide which points would be relevant in your letter. Tick (V) those which are relevant and put a cross (X) next to those which are not. The first one has been done for you. Thank Mark for his letter. 7 Make a friendly comment about his life on the farm. Tell him you have moved. Give a detailed description of the house. Paragraph * Paragraph 2 Mention what you have/haven't got used to. Say whether you have made any friends. Give details of their names, ages and jobs. Say two or three things about your daily routine. ‘Mention how long it takes to get to schoolwork. Describe your school/workplace in detail. Paragraph 3 Refuse the invitation but don't say why. * Accept or refuse the invitation and give a reason. Paragraph 4 Talk about what you did last Christmas. © Explain why you have to finish the letter. Refer to a possible future meeting/letter. Not all of the points that you ticked have to be included in the letter and you may also add relevant points of your own. DY Ts ‘© Organize your letter into paragraphs using Your answer must be relevant to the the plan above. question. ‘© The language of your letter should be '® Write between 120 and 180 words. informal. Use some of the informal language and linkers that you have just studied 11Use of English: Transformations an 12 For questions 1-9, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0). 0 How long was your journey from London to Manchester? take How long _did it take you to get from London to Manchester? 1 Rick is making a slow recovery from his illness. getting Rick his illness. 2 Why dont you throw away that old blouse? How about that old blouse? 3 We usually buy our food from the local market. tend We our food from the local market. 4 He never asks when he borrows my things! always He is asking! 5 When I was younger we often used to go on holiday abroad, would When I was younger on holiday abroad. 6 I'm sure I won't have any problems sharing a flat after a couple of weeks. get Tm sure I'l a flat after a couple of weeks. 7 [still find it difficult to work with a computer used T still haven’ with a computer, 8 I can't wait to see you again. forward Tm really you agai 9 Lought to phone my dad to tell him I've arrived safely. better I my dad to tell him I've arrived safely. Vocabulary Clothes For questions 1-6, decide which of the three words is not normally used with the word in capitals at the end of the line. The first one has been done for you. 1 evening afternoon fancy DRESS 2 colourful smart bagey BOW-TIE 3 waterproof expensive tasteful NECKLACE 4 shabby plain tight-fitting SCARF 5 high-heeled long-sleeved trendy SHOES 6 dinner casual waist JACKETReview B Expressions crossword Expressions for use in informal letters Across 1 Many for your letter. 5. I'm looking to hearing from you. 8 By the how did the exam go? 9 Write back soon. Susie 12. T'm sorry it’s me so long to write to you Down 2 Let me if you can make it. 7 Anyway, Pd close now 11 Can't wait to from you. Expressions with ger Across 3 Chewing gum is forbidden in class ~ get of it now! 4 Ifyou don't get the train now, itll leave without you! 10. They said they'd get in _ __ with me, but so far they haven't written or phoned, 13. How much do you get a week in your job? Down 1 He's always getting into with the police. 3. Turn off your PlayStation now and get for school. 6 Thad a shower, got and then went out for a walk, People ach of the words for people 1-6 has a relationship of some kind with one of the s a-£. Match the words and then use them to complete the sentences below: You may need to use plural forms. 1 invigilator a groom 2 host b spectator 3 bride © patient 4 competitor di audience 5 performer e candidate 6 doctor £ guest 1 The youngest in the stadium surprised the by winning the 400 metres in record time. 2 The only person I recognized at the party was the ; I didn't know any of the other 3 The and looked very happy as they walked back down the aisle after the ceremony. 4 Many members of the left the theatre before the end of the play, disappointed at the acting of some of the _ 5 After a thorough examination the _ could find nothing wrong with his, 6 One of the _ ‘was caught cheating in the exam by the 13play (v) rack | lead (adi) in instrument live (adj) a song musician 14 Vocabulary 1: Music Would you go to see any of these musicians or singers perform? What would be the ingredients of the ideal concert for you? Who would you see? Where would the concert be? What would you wear? a How many of the musical instruments in the photographs can you name? b All the words in each of the groups below can be used in combination with one of the words in the box. Write an appropriate word from the box in each of the gaps. There is an example at the beginning (0). 0 band 3 talented 6 album rock singer rock performance star session music 1 vocalist. 4 tour 7 the charts stage concert guitarist the radio tune 8 musical 2 sing 5 a track wind - perform atune stringed mime a record Study the word combinations in exercise 2 for two minutes. Then look at the words in the box and cover the exercise. How many word combinations can you remember? Imagine that you are the organizing committee for a charity and you want to make a CD to raise money, Try to agree what the title of the CD will be, which musicians you will include and which tracks would be best. Where would you advertise it?Highenergy @& listening FCE Part Sentence completion 2D 1.6 @O 1 Doyou enjoy going to discos? What type of music do you prefer to dance to? How important is the DJ? 2 You will hear a radio interview with Brad Andrews, a club DJ. For questions 1-10, complete the sentences which summarize what he says. Before you do the task, ‘@ You don’t normally need to write more than three words for each answer ‘¢ You hear the answers in the same order as the questions. ‘© The words you read in the question may not be the same as the words you hearin the recording, eg Question 1 You read: Ding ist the same as it was in. You hear: ‘DJ-ing has changed an awful lt since. © However, the word or words you need to write are actually spoken on the cassette You will hear the recording twice @ You have 45 seconds to read the questions before you listen. Use this time to try to predict the type of information you might hear Example: Question 1: We might hear the name of a town or country. The present and past tenses in the question make me think it might be comparing Dlsing now with Di-ing in the past, so perhaps it's a year 3 Look at the other questions and try to predict the information you might hear for each one. Then listen to the recording and complete the sentences. 1 DJ-ing isn't the same as it was in 2 DJs often use ____ turntables at the same time 3 Many DJs are also 4 Their job consists mainly of ___ 5 They can earn as much as___ pounds for a performance. 6 Fans can see their favourite DJs perform every — 7 For Brad, performing a gig is like taking people 8 To prepare himself mentally, Brad practises 7 before 9 In the future DJs may use instead of vinyl records. 10 DJs are employed by famous groups to help them attract __ ©) ssps.ing something you would like to try? What do you think are the positive and negative aspects of the job? 15High energy 1 Language focus 1: Indirect ways of asking questions Questions can be asked in a more indirect way by introducing them with certain expressions, as in these two ‘examples from the listening, Would you mind telling us how much you earn for @ single gig? Could you tell us what the future of dance music is? ‘Asking questions in this way can make them sound more polite. a How are indirect questions formed? Think about: '* word order + auxiliary verbs b What happens when there is no question word such as when, how, what, where etc? Rewrite the following question to make it indirect, Does a gig require much preparation? Ved like to know ? ©} check your ideas on page 206 of the Grammar reference, Practice Rewrite the following questions to make them indirect, Choose an appropriate phrase from the box to begin each question I'd be interested to know... Could you explain... Would you mind telling us... We'd lke to know. | was wondering if you could tell me... Could you tellus... 1. Why is dance music so popular? 2 What does a clubber have to pay to see you perform? 3 When did you do your frst gig? 4 Doyou plan to work with any famous groups? 5 What do you like most about DJ-ing? 6 How did you become a DJ? 7 Has anything ever gone wrong ata gig? 16 You are interested in going to En; Letters: Asking for information Read the following Writing Part 1 instructions, .d to study music in the summer and you have seen this advertisement in a magazine. Using the notes you have made, write to Charlesworth House as STUDY MUSIC IN STYLE you playa musical instrmant and would ‘ihe to beef frm exper tation in an Elise speaking eminent, come and spend the Summer at Charlesworth Howse. Situated inthe beaut Suffolk countryside lose tothe delightful town of Ipsuich, the sohoo offers peace, nanguity and inspiration + Accommodation available + Weekly excursions to London (inching trips to concerts) ete of ont ort to igh, 17, Sato, For ore information eewoth Ho ing for more information. J Jedi ed ow © eral 16th — August 15th jinchued Chest oo 2 in price? hae ‘ual or groups? askt ask for ply materiel Write a letter of between 120 and 150 words in an appropriate style. Do not write any postal addres es,2 3 times? Highenergy @& Would it be more appropriate to write the letter using formal or informal language? Read the example letter below and for questions 1-8, underline the most appropriate word or phrase. There is an example at the beginning (0). Dear Sir/Madam, I'm writing about/l i your advertisement, which appeared in peal last week's edition of ‘international Musician’. | am interested in having violin lessons at your ‘chool in the summer and | (1) would like/want further information about your courses. Firstly, (2) you could give me a few/l would be grateful for details about the classes, (®) Iwoulditd be interested to know how many hours of leesone there are each day and whether tuition is individual or In groups, | aloo have (4) a couple of questions/eome queries regarding costa, In parvicular, | would lke to know the price of one-month course from July 16th to August 15th, Could you aleo (©) let. me knowlindicate whether the cost of excursions is included? IFyou have a brochure with photographs of the school, (6) send me/l would be pleased ‘to receive a copy. Thank you in advance for your assistance. (7) | looklt'm looking forward to (8) getting your answer/receiving your reply. Youre faithfully, Marianna llyina a You will lose marks if you do not answer the question fully. Does this example answer cover all the notes in the question? b Candidates who write good answers build on the information given and add relevant points of their own. Find examples of this in the model. ¢ Avoid copying phrases or sentences from the input material. Find examples of how the writer of the model has rephrased language from the notes in the question. Now do the following Writing Part 1 task. You and two of your friends would like to go to a rock music festival in July and you have seen this advertisement in a magazine. Using the notes you have made, write a letter to Melody Tours and ask for more information. Spend a weekend of summer fun at THE BENNINGTON ROCK FESTIVAL ee ee 7 “Arrive Heathrow late Fri night i we at Park, ‘Oxford. Pridi * a loa ge Last fight bk if Ooo occ Hak on Sunday: 9.15p% ey oe. = Room for three if possible everything for you. : Write a letter of between 120 and 150 oral three days. words in an appropriate style. Do not 2 Transport to and from London's Heathrow airport _ write any postal addresses. ‘+ Accommodation for two nights * Halfboard. cheaper for just Toulon two days? ‘© Write in a formal style and try to use indirect @ You should not copy phrases or sentences rather than direct questions. from the question. © Cover all the notes in the question, ‘© Write between 120 and 150 words © Good answers build on the information Given in the notes and other materials. 7High ene: Reading: Multiple matching ©) 1 _ Tre pictures above all show extreme or dangerous sports Student A: Compare two of the sports and say which of them you think is more enjoyable. Student B: Compare the remaining two sports and say which sport you think is more difficult to learn 2 Read the magazine article about extreme sports on page 19 quite quickly and match each paragraph to a picture. Have you changed your ideas about each sport? 3 You are going to read the article again. For questions 1-15, choose from the sports (A-D). The sports may be chosen more than once. When more than one answer is required, these may be given in any order: How to go about it ‘© Read all the questions to see the kind of @ Do the same for the other three texts. information you are looking for. Underline the relevant parts of the texts © Read text A, then look again at the as you answer the questions. questions, answering any that you can. ‘© If there are any questions you have not To help you, parts of text A have been ‘answered, scan the texts again, looking underlined, Match these parts to the for the specific information you need. appropriate questions 18A Street luge B Ice-climbing C Base-jumping D Zorbing Which text(s) mention(s) the following? ‘You need to be both physically and psychologically prepared. It was not at first intended as a land-based sport. The equipment Slow speeds represent a isk. usually specially made to suit the pa You do not need to have any special abilities. The sport goes by other nam It can be practi din an ay as well, cially created environment. Participants are protected from serious injury. It demands previous experience in a related sport. The equipment required depends on the conditions. Tthas caused deaths. There is a less se variation on the basic sport. Your feet play an important role in reducing speed. Participants often break the law. High eneray @& Going to extre:-- Alex Benton takes a look at four extreme sports which are guaranteed to add a bit of spice to life — for those intrepid enough to want to try them. street luge STO Also known as oad luge o and luge, street luge was Born jn California in the 1970s, when slateboarders found they could 40 faster by lying flat on their back. In this postion plots can reach up to 130 kilometres er hour, but the sport is ‘equally thrilling at much lower speeds, And i's suprisingly Safe, 0. Being so low to the round means there’ far less distance to fal, and even if you zo, your crash helmet and f protective leathers prevent any. smal hasm coming fo you. Street luges are around two metres long and most are custom- Iuilt by the pilots themselves, although some commercial ‘models ate now available. You can steer them round bends by shifting your bodyweight to one side, and the only way to slow own of stop is by slamming down the thick heaw rubber soles of your boots onto the ground ~ not exactly a state-of- the-art braking system, but very fective nonetheless! ‘As the name suggests, practitioners of this sport clamber up ice formations, usually with an ice axe in each hand and in the case of steeper slopes, campons ~ metal spikes which grip the ie ~ on the bottom of their boots. The type of ice you climb also determines the tools you take with you. Water ic, such as that found in fozen waterfalls, ‘is formed from water and is colder and more brittle than alin ice, the frozen snow that foums glaciers. Whatever the canditons, the sport requires you to he mentally toush and have the agility and upper-body strength of a monkey. But you don't alnays need to go to ‘the great outdoors to do your iee-climbing, Just as there are ‘indoor limbing walls for rock climbers, you can also find specially built ice walls which recreate the basic conditions but take the unpleasant chill, factor out of the experience Reacting to the text > Which of these extreme sports would you most and least like to do? Give reasons for your answers. Have you ever tried any unusual sports? BASE is an acronym for Building, Antenna, Span (2 bridge, arch or dome) and Earth (a mountain or cliff), ‘and was coined in 1978, when parachutists first began jumping systematically from fixed objects, either man- made structures or natural formations. Since then, the sport has claimed over 100 lives, the details of which are all rather morbidly recorded on the Internet. Indeed, so dangerous is it that before making your fist jump, experts recommend you should do around 250 skydves in order to get fully used to the feeling of freefalting. But even this does not prepare you for the dangers ‘involved in falling at such a relatively low velocity, and so close both to the fixed objects and to the ground. Be warned ‘00 that jumping from buildings {usually illegal, since gaining access to the top of them usually involves some form of unlawful entry. Developed in New Zealand in the 1990s, originally as 2 means of crossing water, this sport involves rolling downhill {naa large PVC ball, an activity ‘which requires no more sill than that of a hamster running inside its wheel. The three- metre zorb has two skins, with the area between them inflated to provide effective cushioning ‘and so prevent zorbonauts from hurting themselves as they hurtle along at speeds of Up to 50 kilometres per hour. Zorbers are also harnessed inside the ball to stop them moving around, although in “*Hydrozorbing’ you can do away with the straps and slide around i a bucket or two of water. This version can be enjoyed ‘lone, or you can share the experience with up to two other people inside the same zorb. But don't be surprised if you get the odd bump or bruise! 19High energy Language focus 2: Gerunds and infinitives A 1 Look at the following sentences from the reading text. Do you remember which sport each one refers to? 2 This sport involves rolling downhill in a large PVC ball, b Gaining access to the top of them usually involves some form of unlawful entry. Before making your first jump experts recommend you should do around 250 skydives. 2 The words written in bold in exercise 1 are all gerunds. Match each of these gerunds with the appropriate explanation for its use, 1-3. 1as the subject of a clause or sentence 2 after prepositions 3 after certain verbs 3. Look at the following sentences from the text. What verb form follows each of the verbs in bold? 2 But you don’t always need to go to the great outdoors to do your ice-climbing. b [The acronym] was coined in 1978, when parachutists first began jumping systematically from fixed objects. «Your crash helmet and full protective leathers prevent any real harm coming to you. 4 Certain verbs are usually followed by either the gerund or the infinitive. Which of the verbs in bold in exercise 3 can be used with either the gerund or infinitive without a change in meaning? Practice 1 Complete each of the following sentences using the gerund or the infinitive ofthe verbs in brackets. One verb will be in the gerund and the other in the infinitive 1 When | suggested (go) skiing she was extremely enthusiastic and we arranged (meet) at seven o'clock on Saturday morning. 2 I can't help (smile) when | see my dad playing tennis. He's had hundreds of lessons but he stil hasn't learnt (hit) the ball property. 3 Playing with golfers better than myself has certainly helped (improve) my game. Now W'm even considering (take) golf up professionally. 4 One of my cousins has promised (take) ‘me windsurfing with him as soon as Ive finished (study). 5 At frst my parents refused to karate lessons, but | kept eventually they agreed (led) me g0 (ask) and ©QD cheek your answers on page 206 of the Grammar reference 2 5 The vetbs in the box can be used to talk about our likes and dislikes. They are all usually followed by the gerund, Wirite each verb in an appropriate place on the line below according to the strength of its meaning, really enjoy don’t mind quite ike detest can't stand don't like love absolutely adore hate STRONG DISLIKE STRONG LIKE detest absolutely adore Certain adjectives followed by a preposition and the gerund «an also be used to talk about what does and doesn't interest you. Study the following table and complete each space with a preposition from the box. The fist one has been done for you. atin about with of adjective noun or gerund + preposition Vm (really) keen an sportécinema etc Y'm not (really) interested listening to... ete t've never been fond watching... I've always been good/bad playing I get (really) bored doing, I never get excited going... Wirite eight sentences about your likes and dislikes using the language you have just studied. Examples: Preposition + gerund: I never get excited about going to the cinema, Verb + gerund: Gerund as subject: | quite like listening to jazz Collecting postcards is one of my favourite pastimes ©) Compare your sentences with your partners. Ask questions about each others likes and dislikes. Example: ‘A: I've always been keen on going to the cinema. B: How often do you go? ‘A: | tend to go once every two weeks or so. B: And what are your favourite fils? ‘A: Well | really enjoy watching science fiction, but | don’t like films with a lot of violence. | get bored very easily if there are lots of deaths. You may be asked to talk about your interests in Part 1 of the Speaking Test. Make sure you develop your answers, explaining and justifying your opinions. 20