Cambridge English First MASTERCLASS «+ Fully-revised for the 2015 Cambridge English: First (FCE) exam Races rete ae o eeeeche cei) Brena ce tears POON et acted rad OXFORDContents Word building p12 Part 7 ~ Multiple matching p22 Part 2 - Open cloze p25 Part 3 — Word formation p30 Phrasal verbs: turn p22 Part 6 ~ Gapped text p38 Part 5 ~ Multiple choice p46 allocations with have and take p47 Part 2 — Open cloze pad Part 4 —Key word transformation p52 Part 7 ~ Multiple matching p58 Part 3 — Word formation p62 Croan) contents pss Part 6 - Gapped text 9100 ‘so and such p10 ec (Part 4) pi2t. Part 6 - Gapped text p130 Extra material p53 2 Part 6 ~ Gapped text p74 Part 5 ~ Multiple choice p82 Part 1.—Multiple-choice cloze | Part 5 - Multiple choice p106 | Word building p107 Part 7 - Multiple matching p118 Parts 2 & 4 - Open cloze (Part 2) & Key word transformation Part 7 ~ Multiple matching p142 Crime vocabulary 9142 Grammar reference p158 Pee heceac) Part 1 - Multiple-choice cloze piS Part 4 - Multiple eens Part 5 - Multiple choice p12 choice p10 Part 2 - Sentence completion p31. Adjective prefixes: extra, hyper, over, under p31 Part 4 ~ Multiple shoice p34 Part 3 - Muttiple matching p50 Pronunciation: Stressed sylables p50 Part 4 — Multiple choice p63. Part 2 - Sentence completion p70 Personal qualities p70 Part 4 ~ Multiple choice p88 Part 3— Multiple matching p94 Part 4 — Multiple choice p113 Travel collocation 0113, Part 2 - Sentence ‘completion p124 Part 1.~ Multiple choice p36 Part 3 ~ Multiple matching pi46 Overview of exam tips p175 Part 4.— Conversation with interlocutor p17 Pronunciation: Sentence stress p17 Part 2 - Individual long turn p27 Pronunciation: Sentence stress p27 Part 3 ~ Collaborative task pat Part 2 - Individual long turn p53 Parts 3 & 4 — Collaborative task (Part 3) & Discussion on topics of collaborative task (Part 4) p65 Pronunciation: Opinion language p65 Parts 3 & 4 Collaborative task (Part 3) & Discussion on topics of collaborative task (Part 4) p73 Pronunciation: Linking words p73 Part 3 ~ Collaborative task p87 Pronunciation p87 Part 2 - Individual long turn p97 Part 1 — Conversation with interlocutor p112 Pronunciation: Intonation in sentences pi12 Part 2 — Individual long turn p122 Parts 3 & 4 Collaborative task (Part 3) & Discussion on topics of collaborative task (Part 4) pi34 Collocations with say, speak, talk and tell p134 Confusing verbs: hope, wait, expect, look forward to p134 Showing you are listening p34 Question tags p135 Pronunciation: Sentence intonation p135 Parts 1, 2, 3 & 4 ~ Conversation with interlocutor (Part 4), Individual long turn (Part 2), Collaborative task (Part 3) and Discussion ‘an topics of collaborative task (Part 4) 9147 Writing guide pi78 —Audioscript p85wing enna Tien = Part 4 ~ Essay p18 Part 2 — Email p28 Formal and informal language p28 Meanings of get p29 Part 2 ~ Article pa2 Creating interest p42 Part 4 ~ Essay p54 Linking words p55 Part 2 ~ Review p66 Evaluative adjectives p66 Compound adjectives p67 Language of recommendation p67 Part 1 - Essay p78 Part 2 ~ Letter p90 Formal vocabulary pot. ‘Word building p94 Part 4 - Essay p102 ‘Connecting ideas p103 Avoiding repetition p103 Part 2 Report p14 Impersonal language p15 Part 2 - Review p126 Evaluative adjectives p127 Part 2- Article p138 Part 2 ~ Report p50 ‘Complex sentences p15 Modal verbs of obligation pit Present tenses pd Adverbs pid can / be able to and other ability structures p24 Comparatives and superlatives p26 Habits and typical behaviour p35 used to and would p35 Part 2.~ Open cloze p36 Countable / uncountable nouns p36 The future p48 Part 2 - Open cloze p49 Future continuous and future perfect pao bound to / likely to p49 Past time p60 Gerunds prt Gerunds and infinitives p74 Part 4 — Key word transformation p72, Passive verbs p84 have / get something done p85 Part 2 ~ Open cloze p85 Reporting statements p95 Reporting questions p95 Time references p95 Other references p95 Reporting functions p96 Part 4 — Key word transformation p96 Relative clauses p108 Part 2 - Open cloze p109 Wishes and regrets p120 1d rather and it’s time p20 Conditionals 0, 1 and 2 p132 Conditional 3 p132 Mixed conditionals p133 unless, as long as, provided that p133 Part 4 — Key word transformation 133 Probability and possibility p144 Articles p48, Parts of the body p16 Seeing verbs p16 Phrasal verbs p29 Phrasal verbs p37 Phrasal verbs with give p37 Pronunciation: Phrasal verbs p37 ‘Adverbs p40 Phrasal verbs with bring p51 ‘Words with several mesnings p51. Travel phrasal verbs p61 Part 4 — Key word transformation p61. Words often confused p64 Extreme adjectives p64 Collocations p76 Part 1 - Muttiple-choice cloze p77 Sports vocabulary p86 Compound nouns pgs Pronunciation: Stress in compound nouns p99 Word formation p99 Dependent prepositions 110 Part 4 ~ Key word transformation pitt Adjective suffixes p123 Part 3 - Word formation p123, Compound adjectives p125 Pronunciation: Compound adjectives p25 Positive or negative? p137 Part 4 ~ Multiple-choice cloze p149 p20 p32 pad p56 p80 p92 pio4 plié pi28 pia. pis2 squaquoointroduction and exam overview Introduction and exam overview [About First Masterclass This fullyupdated and revised edition of First Masterclass provides material which gives prospective candidates appropriate preparation and practice for the 2015 Cambridge English: First exam. The material In this course also provides opportunities for candidates to develop their English on a broader level for success in the real world beyond the exam. ‘The units in this Student’s Book contain practice of examtype tasks forall the parts of ‘each paper in the exam. Vocabulary and grammar at a B2 level are develooed throughout the course, with the latter being supported by the Grammar reference section (page 188} ‘The Writing guide (page 178} further supports preperation for the Writing paper. ‘The Online Practice (unique access code on the card at the back of this book} contains exercises which bulld on and extend the language and skills covered in the Student’s Book. It includes: + skillstraining exercises forall the task types in the exam + exam practice tasks for each part of the four papers in the exam, including speak-and- record tasks + Oxford Advanced Learner's Dictionary search box + feedback on your answers. (Available if your teacher sets assignments from your Online Practice ‘with help’ or with self-study use.) ‘The access code for your Online Practice also gives access to a full Cambridge English: First online practice test. We hope you enjoy using First Masterclass to help you to prepare for the Cambridge English: First exam. ‘About the exam Cambridge English: First exam tests English at Level B2 on the CEFR scale. The exam consists of four papers covering all four skills and it also tests understanding of the structure of English. The Cambridge English Fist certificate is proof of the fact that a candidate has a B2 level of English, For more information about the exam go to www.cambridgeenglish.orgAbout the papers Reading and Use of English This paper consists of-7 parts and takes one hour 15 minutes. In Parts 1-4, candidates are tested on their knowledge of the structure of English with a focus on vocabulary and grammar, while Parts 5-7 include longer texts with related comprehension tasks focusing (on reading skills. This paper includes 52 questions in total Task type Multiple-choice cloze Open cloze ‘Number of questions and | What you do marks | 8 questions; 4 mark each | Choose one word from a set of four options to complete the gaps in a shor text. 8 questions; 4 mark each | Think of a single word that best fits each of the eight gaps in a short text | What it tests ] Accuracy with vocabulary — including knowledge of | phrasal verbs, idioms, and | | collocations. | — — | Knowledge of grammar | [in context, as well as vocabulary, | Word formation Part 4 | Key word transformation | Part 5 Part 6 Multiple choice Gapped text 8 questions; 1 mark each | Use a given root word to form another word that fits appropriately in 2 gapped text 6 questions; up to 2 marks | There are six unrelated each sentences each followed bya single word and a apped sentence. Use the word given to complete the gapped sentence so that it means the same as the frst sentence, about a long text by choosing one option from a set of four. 6 questions; 2 marks each | Choose sentences to complete a long gapped text Accuragy in word building, including compound words, prefixes and suffixes. pL - Control of a wide range of | structures, vocabulary and | | callocetion. 6 questions; 2 marks each | Answer each question | Understanding of tex, including detail, purposo, | opinion, gist, implication, | main idea, meaning from context and text organization features. | Understanding of how texts | are structure, including cohesion and coherence, | Part 7 | Multiple matching +10 questions; 1 mark each | Match ten prompts to elements in a long text or several short texts. Ability to locate detail or specific information and Understand opinion and implication, Remember! + Read and follow all instructions carefully. + Read each text through quickiy before doing the related tasks. + If there is a question you can’t answer, don’t waste time worrying about it. Go on to the next question, + You will not have time to read all texts in detail, and it isn’t necessary. Skim and scan texts for answers where possible. Find more tips for the Reading and Use of English paper on page 175. malAsono WeXO pue UO!JoNPOLyULintroduction and exam overview Writing This paper takes one-hour 20 minutes and consists of two parts. In Part 1, you must answer the question, which is always an essay. In Part 2, you must choose one of three questions, These may include articles, letters or emails, reports end reviews. Each task carries equal marks. | Task type. [Number of words [What you do [What it tests Part. | Write an essay using the ideas given and an idea of | your own, Part 2 | Choose one question from questions 2-4, These can | include an article, a letter | | orem a report ora reviow. Remember! 140-190 words | instructions. Write your | | answer, making sure you use all the notes given and | that you give reasons for | your opinion 140-190 words ead the task instructions | ‘and write your answer. | reasons for your opinion in a clearly structured piece of writing in an appropriate register. The range and accuracy of your | grammar and vocabulary, | and whether you have structured piece of writing in an appropriate style for | the intended reader. The range and accuracy of your grammar and vocabulary, and whether you have _[ancwered the question. ‘Spend a few minutes making a simple plan for each piece of writing, Decide on an appropriate style, layout and organization, Think about the content of paregraohs and the language you will use, e.g. verb tenses. Keep your plan in mind while writing. + Don’t spend more than half the time on your frst answer. + Make sure you answer all the points in the question appropriately. + Check your writing by reading it through. Try to hear your own voice and ‘listen’ for mistakes. Check grammar, spelling, and punctuation. Find more tips for the Writing paper on page 176. Read the context and task | Abilty to give opinions and Ability to produce a clearlyListening This paper consists of four parts and takes about 40 minutes. The recorded texts may include the following: Single speakers: answerphone messages, public announcements, anecdotes, lectures, news reports, radio programmes, stories, talks. Two or more speakers: conversations, discussions, interviews, radio plays. The speakers will have @ variety of accents. Background sounds may be included before the speaking begins to provide contextual information. Candidates are given time to read through the questions after they listen to the instruction. They also have five minutes at ‘the end to transfer their answers to the answer sheet. They hear each recording twice. There are 30 questions in this paper. ‘What it tests [Trask type Number of questions and | What you do | | marks i "Part 4 | Multiple choice S questions; 8 marks | Listen to eight short Understanding of detail, | unrelated extracts. For each | gist, feeling, attitude, | ‘one, answer a question by | purpose, agreement | | choosing one option from a | between speakers. | | set of three. ‘Part 2 | Sentence completion | 10 questions; 10 marks | Listen to one monologue | Ability to identify detail, | and complete each of the | specif information and | ten sentences with a word | opinion of the speaker. | | cr short phrase from the | | ‘monologue. | | [Part 3 | Multiple matching, 5 questions; 5 marks Listen to five short | Ability to identify main) | | ‘monologues with a common | points, detail, gist, | | theme or link. Match each | purpose, attitude, opinion | | speakerto one of eight and feeling. | options. | Part 4 | Multiple choice TT questions; 7 marks Listen to an interview or | Ability to identify main iscussion (two speakers) idea, gist, attitude, | and answer each of the opinion, detail and specific | questions by choosing one | information. option from a set of three. | | Remember! + Listen carefully to the instructions on the recording. + Tryto predict as much as you can about the recording from the questions on the question paper, before you listen. + Don't panic if you don’t understand much the first time, + Answer all the questions, even if you are not sure of your answer, Find more tips for the Listening paper on page 176, maynsano Wexe pue UO!}INpOLIUintroduction and exam averview ‘Speaking ‘This paper consists of four parts and takes approximately 14 minutes. There are normally two candidates and two examiners. One examiner just listens and assesses, while the other assesses, gives instructions and talks to the candidates. You will be assessed on: - Accurate use of grammar, and range and use of vocabulery = Pronunciation ~ Interactive communication ~ Discourse management | Task type [Timing ‘What you do ~_| What it tests Part 1 | Interview 2 minutes ‘Answer the examiner's _| Ability to interact in general | questions about personal | and social situations. information | Part 2. | Individual ‘long turn’ 4 minutes | Speak individually for Ability to speak at length, | | | fone minute about two express opinions, describe | | photographs you are given | and compare. | and give a 30-second | response to questions | | | about your partner's | photos, | Part 3 | Twoway conversation | 4 minutes You are given witten Ability to interact with | | | prompts to discuss with | another speaker, give and | | | your partner for two | ask for opinions and justify | minutes according to the | them, speculate, make ‘examiner's instructions. ‘suggestions and work | This is followed by a one- | towards a decision with minute decision-making | your partner. | | “task TE OL | Part 4 | Follow-up discussion 4 minutes ‘Answer questions related to | Ability to give opinions and | | | the topic of the Part 3 task | justify them, speoulate and | that the examiner asks. | agree or disagree with your | tL __|partner. + At first, the examiner will ask you @ few general questions about yourself. This is to help you relax. + In Part 2, when you are given the pictures, don't spend too long talking about the physical details. Move on to the theme of the pictures. + Don't dominate the conversation. Allow your partner the opportunity to talk. + Invall parts, take the opportunity to show the examiner how good your English is. Do this by using a wide range of vocabulary and grammar, and by speaking fluently and with good pronunciation. + Keep talking until the examiner asks you to stop, and stay calm. Find more tips for the Speaking paper on page 177.Introduction 1 Look at the photos. Which people do you think are being described in the statements below? She looks rather cheeky. 11 imagine he’s very confident. She's probably quite easy-going | reckon he's really moody She could be falrly shy 2 Underline the adjectives in 4. Circle the modifiers. Example: She looks ather)cheeky, Appearance and identity ‘3. Work with a partner. Now, take turns to describe the people In the photos, Use the language in italics in 4. and the language below. Modifiers: abit extremely fairly notatall quite rather really very Adjectives: cheerful friendly goodnatured honest, insecure outgoing reserved sensitive serious sociable sophisticated trustworthy 4 Which people in the photos would you + invite to a party? + lend money to? + tella secret to? + ask for advice? le run seadunit 1 appearance and identity a Listening Part 1 Think ahead 1 Complete sentences a-e with the correct prepositions. Say whether you agree or disagree. I think looks are important. | take great pride ‘my appearance. b | don't care what people think First impressions _— people are always misleading, me, 4 Don't worry identity thet; it doesn't happen many people. Putting personal informetion on social networking sites leads ___problems. Parcs — Exam practice }— nanee PTT ITI ‘Multiple choice 2 4) 1,04 You will hear people talking in eight different situations, For questions 4-8, Sa oS comeee Before you listen to the recording, read the question and the three options. As you listen for the first time, mark the option which you think is correct. L Over to you 10 1. You hear @ man telling a friend about an email he has received. How did the man respond to the email? A He gave the information he was asked for. B He checked the authenticity of the email © He realized immediately that someone was trying to trick him. 2 You hear someone talking about her first impressions of someone. How cid she react when he suggested meeting for a drink? A She agreed immediately. B She refused. © She hesitated but then agreed. 3 You hear a conversation between a young man and an older relative. What does the young man say he’s going to do at the weekend? A go fora job interview B send the company his CV © find out more about the company 4 You hear someone deseribing how he heard about winning a competition for a mobile phone. What does the speaker now regret? {A going in for the competition B gving personal information © ‘forgetting to charge the phone 5 You hear two fiends talking about tennis. What do we find out about the speakers? {A They've been playing tennis for the same length of time. B They've often played each other at tennis. Neither woman knew that the other played tennis, 6 You hear someone talking about a bad experience on a social networking site. What is the speaker's advice to other people? {A Don't put personal details on social networking sites. B Ignore offensive messages after two weeks. © Report offensive messages to the police. 7 You hear @ message on an answering machine. Why is the speaker apologizing? [A She didn't speak to the friend she is calling, B She didn't recognize a relative ofthe friend. She was too busy shopping to call her friend earlier. 8 You hear a politician talking about his appearance. What does he say about the kind of clothes he wears? {A He wears formal clothes when he is involved in official duties. B Ho wears formal clothes for work and at home. © He wears informal clothes when he's meeting members of the public. 3 Can you relate to any of the experiences or events described by the speakers?Grammar (1) Modal verbs of obligation 1 + Grammar reference page 159 & | have ta verify my account information, You must look smart at the interview. You strould contact them directty You must carry ID at all times. You don't have to give any personal details. You mustn't wear jewellery at work. | must get @ new suit for work, Look at the words in italics in sentences a-g. Match them to the meanings in 1-7. 1 Rule: I'm telling you to do this. 2 Advi 3 Rule: | was told to do this, 4 Advice: it's a good idea to do 5 Not a rule: this is my own personal Wish. 6 Not a rule: it's not necessary. 7 Rule: you're not allowed to do this. 2 Look back at 4. What are the future forms of the language in sentences a, d and ©? 3 In the following pairs of sentences is the meaning the same or different? 2. There is no need to dress up. /| mustn't dress up. b [needn't ess up. / I don't have to dress up. « | must dress up. / | have to dress up. 4 What isthe difference in meaning between these two sentences? a There was plenty of time so | didn’t need to hurry. b There was plenty of time so we needn't have hurried. 5 Read the text below about preparing for a job interview. For 1-42, choose the correct ‘modal verb. More than one answer may be possible. Appearances count Fisstofll, clothes You ) must nee to look sonar a) need must ear your most formal clothes, butyou (3) don’ ane to mustitlookasif you've just got out of bed Arrive on time. You (4) need fo / must allow ‘more time than you think in case there are ‘unexpected hold-up, You 6) hae fo should do everythingyou can {oprepare You (6) must should think fa few ‘questions to ask about the company: Job advertisements nomally say that you (7) mast should provide references when applying fo ajob. you have sled sent these, ake them othe inten: You 8) hae to/ should have extra copiesof your CV with you. Ifyou ae offered the job, you () must have to ty lofind out anythingyeu (0) need o/needht ddoeforeyoustart, For example, expect you (I) lhe fo /should havea medical eeamination. nemember I (12) must had to have one forthe lstjb l went fo. Over to you 6 Think about the past, Discuss with a partner what you had to do or didn't have to do .. ‘as a secondary school student. » if you went out for the evening when you were under the age of sixteen. «if you wanted extra pocket money from your parents. 7 Think about a recent event in your life. Complete these sentences. Ididn't need to a b needn't have 'S a very good idea to do this. Ayquap! pue aueseadde 1 yunappearance and identity unit 1 | Reading and Use of English part -fiy— | reste vietectwoen | t uickly before you Think ahead 4. Discuss these questions. What do you understand by the phrase ‘identity theft’? In what situations or circumstances can peaple become vietims of identity theft? 2 Quickly read the text on page 43. Answer these questions. Was Mr Bond a fraudster or not? Is identity crime inoreasing or decreasing? —{ Exam practice | ‘Multiple choice start the task. Don't stop to think | about individual words you | don't know. 2 = 2 L The writer says that reablife fraudsters A are not qualified to do ordinary jobs. B live a glamorous lifestyle. are criminals who cheat other people. D are not as bad as they seem. 3 For quostions 1-6, choose the answer (A, B, Cor D) which you think fits best according to the text. In Cape Town, it was difficult for Derek Bond to establish his innocence because A his correct details were in a police file. B he had a bad reputation there. © there was proof that he was a criminal D nobody knew him personally there. Describing something as ‘not rocket science’ in lines 63-64 means that itis A very difficult, B incomprehensible, © complicated, D straightforward, Criminals commonly collect information about individuals by A stealing their credit cards. B reading their telephone bills. © going through things people have thrown awey. D contacting a credit checking agency. People should be partioularly careful about using credit or debit cards because A criminals may find a way of stealing them. B corrupt staff may pass on their details to criminals. © online systems may not be secure. D criminals may listen to people giving their details on the phone. The main purpose of this article is to A tell the story of Derek Bond. B describe the dangers of identity theft. C explain how to steal someone's identity. D advise readers how to avoid having their identity stolen, Word building 4 Complete these sentences with a word related to the word in italics. b We describe a person who has no quelifcations as ‘Someone with a job in financial services works in The activities of a person who commits fraud are A retired person is someone who has taken ‘Someone who impersonates another person is an ‘A person who commits theft is a______. (noun) ‘The immigration officers checked the identity ofall Someone involved in organized crime works for a criminal _____..ladiective) {noun} (adjective) {noun} . (noun) as they arrived. (noun (noun)“Today, we frequent read newspaper stories of unqualified people who are convicted of posing as surgeons, dentists, airline pilots or financial experts. These people are sometimes portrayed as amiable eooks, but in reality, they re notamiable; hey ave fraudsters who prey (on people's good nature. Fraudsters can do more than usttriek you orsteal your ‘ash; they can steal your identity, too. Some years ago, Derek Bond, a seventy tweo-year-old retired civ servant, found ‘out for himselfhow dreadful modern fraud can be. Ashe stepped affa pane st Cape Town aport,he was arrested and putin prison. Irwas worrying enough tha he cold have been mistaken fora “mosewanted’ criminal, but what made matters worse was that, despite having an impeccable repattion in his hometown, Ittook three weeks for Mr Bond's family to convince the authorities tha they had ‘made a mistake. Away from people who ‘new him, Mr Bond's reputation was based solely on the contents ofa police file, tha fle said that Mr Derek Bond, man of medium helght and build, was actualy Derek Loyd Syces,aconman responsible fora multi-million dolar fraud in Texas hen who could prove that ‘Me Bond was the victim of identity theft, where a thief assumes another person's Sdontity and uses io steal direetty {rom that person orto commit erimes ‘sing that person's name. Inthe world of organized erie, fr those involved in drug-traficking, money laundering, illegal immigration or benefit fraud, a {ake ID isa licence to print money. Even smore worrying is the fact that there is now a ready market for stolen identities among the world’s terrorists. More and more people are shopping and banking ‘online orby phone these days, so the ‘opportinites forthe fraudulent use of credit ards or other persona information are increasing rapidly Infact, its true to say that identity thefts hooming, and for those affected by it, the consequences are often catastrophic. ‘Under existing financial regulations, ‘banks and credit organizations are required 1 ‘know their customers before they are allowed to open an account This means that they have to request specific proofs of entity before they allow them tostart spending: usually proof of mame and address and a photo ID such asa passport ora driver’ licence. ‘This sounds satisfactory, but in eaityit is far from foolproof. The problem is chat stealing someone's identity i not rocket Science, In cheory, allan unscrupulous thief needs to star using a person's name isa few snippets of information, such as ‘discarded phone bill ora creditcard receipt Over to you § Discuss these questions. ‘a What precautions do you take to make sure nobody steals your identity? What should happen to someone who steals another person's identity? Iehasbeen claimed thar ‘bin diving" isacommon way for thieves to get information. In an extensive survey, & cxedichecking agency examined the contents of 400 rubbish bins. They found tha one in five ofthese contained enough sensitiv information to commit ‘identity fraud. Everytime people buy orsell goods, individuals are providing information about themselves on paper. Receipis, invoices and bills all contain personal information thats useful toa fraudster, Burideniy thieves dan’t even need to get their bands dirty. How often do people hand over their eed or debit cardsin shops? How many people buy something aver the phone or shop online? Allittakesis one dishonest employee and people can say goodbye o their hard-earned cash. Today, sophisticated criminals also se computer sofware packages to hack into the systems of banks and other organizations to seal lit of thei customers identities, lists ‘which can sometimes run to millions of individuals There sno daub that well need to be careful about who we share personal ‘information with and, without being suspicous of everyone we meet, we should remember that criminals are always ooking for an opportunity to ‘make easy money.appearance and identity unit 1 | Grammar (2) Present tenses 4. Look at these extracts from the text on page 13. Choose the correct verb forms. » Grammar reference page 159 Adverbs » Grammar reference page 161 Over to you 14 5 7 ‘a More and more people shop / are shopping online or by phone these days. b Identity theft booms / is booming, and for those affected by it, the consequences are often catastrophic. © Every time people buy / are buying or sell / are selling goods, individuals provide information about themselves on paper. Receipts, invoices and bills contain / are containing personal information. Today, sophisticeted criminals use / are using computer software packages to hack Into the systems of banks, Now, decide which sentences in refer to... current trends of temporary ongoing actions. habitual actions, © facts that are always true, ‘What is the difference in meaning between these pairs of sentences? a 4 | live in Madre 2 I'm living in Madrid, b 4 Shh Can't you see I'm watching the news? 2. These days I'm watching a lot of documentaries. © 4 They always forget my name. 2 Theyte always forgetting my name, Correct any wrong verb forms in these sentences. I'm having three brothers and one sister 'b She's understanding Spanish very well, but she can’t speak it. © Can you explain? What exactly are you meaning? 4d Could you phone him later? He's having dinner at the moment. € I'm believing we've met before somewhere. Look at the list of adverbs below. For each one, decide itt can be used with the present ‘simple, the present continuous or both. Write two lists atpresent atthe moment currently every day every 0 often most weekends never now occasionally often rarely sometimes this week today twice aweek usually Example: Present simple: every day Present continuous: at present Decide where each of the adverbs in 5 can be used in the two sentences below. Some ‘can be used in more than one position. I near bright clothes. bb I'm wearing bright clothes. ‘Work in pairs or small groups. Tell each other about ... f things you do in your spare time, using the language in exercise 5. bb things you never do if you can possibly help it. © ongoing situations or activities that you are involved with at the moment. ends that are currently affecting you, your family or your friends.Reading and Use of English part 1 Exam skills 4. Collocation is one aspect that is tested in Reading and Use of English Part 1. Complete the following word combinations with the correct part of speech. —ajectivé + noun a mutual friend / a fake identity __+noun bank account / a sense of humour at noun make @ mistake / take a photograph verb# come into fashion / mistake someone for someone else + verb deeply regret something / distinetly remember something 3 2 Make common collocations by combining a word from list A with a word or phrase from Suiinenauner | Iist B. There are five words in A that do not combine with anything in B. general understanding before Azact close conceal confidential cover friend judge peer perform rank you look at the four optio B: information pressure sb by their appearance suspiciously your true identity for e —{ Exam practice } — Multiple-choice cloze 3 For questions 1-8, read the text below and decide which answer (A, B, C ot D) best fits each gap. There is an example at the beginning (0), Tern e RolgT Colca re Umecree) La Col In Britain, the issue of whether or not children should be By contrast, Japanese schools are very (6) _____ about. (0) made __ to wear schoo! uniform has been ‘the wearing of uniform. Bays in secondary schools wear a dark a __— debated for many years. Newspapers jacket with buttons down the front, while girls wear a blue and 8 frequently include reports of children being (2) —___ white uniform (7) ____ on a nineteenth-century sailor ‘home for wearing the wrong (3) _of shoes or the suit. There is correct length for girls’ skirts, and teachers will wrong colour of pullover. Britain has no national uniform sometimes use @ tape measure to check ths. In Japan, asin many (4) ___:it isthe responsibilty of each head teacher to other counties, cilen find ways of (8) the decide whether their students should wear a uniform, and to uniform rules. (5) down exactiy what that uniform should be © A encouraged —_—B allowed & made D persuaded 1A strongly B hotly © heavily D powerfully 2 A sent B directed © shown D lead 3 A fashion B mode © model D style 4 A policy B principle © strategy D procedure 5 A put B ly C le D decide 6 A heavy B stern © strong D strict 7 A founded B related © based D associated 8 A changing B adapting © bending D twisting ‘Over to you 4 Discuss these questions, 1 How do you feel about uniforms that students and others have to wear? Do you think uniforms help to create a strong group identity or crush individuality? 15Vocabulary Parts of the body appearance and identity unit 1 Seeing verbs 16 4. Name the parts of the body A-U in these photos. 5900000008080 2 Complete these sentences with the correct body words. a When | asked her the time, she just shrugged her and said she didn’t know. | went upstairs in a hurry and stubbed my (on one of the stairs. © Some fortune-tellers read people's dT always wear my watch on my left Babies crawl around on their hands end t He sat with his oon the table and his in his hands. 3 Complete these sentences with the correct form of a verb from the list below. More than one answer may be possible. gaze look notice see stare watch a She ___exaetly ike my sister. | couldn't take my eyes off her. She must have wondered why | was —_ at her b Many teenagers spend more time playing computer games than television. c | There's a fantastic rainbow in the sky. He's my greatest hero, but when I tried to get his autograph, he didn’t even me, e The couple lovingly at their newborn baby. They couldn't believe he was theirs. f I oould just about the station through the fog. 4 The eyes in some paintings appear to follow the viewer around the room. How do you think artists achieve this Illusion? When you have discussed this, turn to page 153 for an explanation.Speaking Part 1 Think ahead 4. Look at this list of possible Part 4 topics. For each one, think of two or three questions you might be asked. clothes education family and friends free time work 2 Work with a partner. Take turns to ask and answer the questions you have thought of. 3-4) 1.02 Listen to two candidates doing a Part 4 task. Does the examiner ask any of the questions you thought of? If so, which ones? 4 4) 1.02 Listen again. Which candidate, George or Adriana, do you think gives the better answers? Give reasons. '5 +4) 4.02 Complete these extracts from the interview with one or more words. Then, listen again and check. a lam from Patras it's a _— town in the southavest of Greece. b read cl \'m elso____keen on all kinds of, sport. | play football, basketbell and tennis, sport takes most of my spare time, © have two brothers and a sister and we all get on — 4. We'e in the same ciass at college, _____we've been ____ friends since we were about twelve. z e ___, we have different characters. I'm sociable, whereas Anatol's __shy. When Iirst met him, he seemed very unftiendly, —_ vwe get on extremely wel, g Yes, for example for special family occasions like weddings. 6 Look at the answers in italfes to questions a-c. How would you give fuller answers? ‘a What kind of clothes do you fee! most comfortable in? Tshirt, jeans and trainers. 'b Are there occasions when you like to weer smart clothes? Yes, there are. © When was the last time you wore smart clothes? Last weekend. Sentenee stress 7 49 4.03 In English, one word in a sentence is usually more stressed than the other ‘words, Listen and underline the word in each candidate's response which is most stressed. @ I went tothe cinema, bb I've been studying English for four years. I swim quite a lot. d e f | spend most of my spare time with my friends. I'd have to say casual clothes. My best friend is called Antonio. sahewihl| mnonees to the | 8 Why are the words you underlined stressed? questions, Don't just answer | with a few words or short skied —{ Exam practice } ————_—_— ee Short exchanges 9 +) 1.04 Listen to these Part 4 questions. First, make a note of the questions. Then, l take tums to ask and answer them with a partner.ity Writing Part 1 Think ahead 4. Discuss these questions. ‘2 Why do you think the people in the photographs wear special clothes for work? bb Why do you think some people enjoy wearing a uniform for work? Exam skills 2 Read the Writing Part 4 task below. Answer these questions. ‘a Who are you writing for? b What must you include in your answer? In your English clas, you have been talking about the advantages and disadvantages of having to wear a uniform or other special clothes for work. Now; your English teacher has asked you to write an essay. ‘Write an essay using all the notes and give reasons for your point of view. Write your essay in 140-190 words, Essay question Notes 8 z= e ‘Things to write about: 1. uniform for identification 2. uniform for protection 3._____ (your own idea) Uniforms should be worn by people doing certain jobs. Do you agree? 3. Read these four possible introductions to the essay question above. Decide how Interesting or appropriate each one Is. Then, choose the most suitable. ate meant by the word The main reason people wa unforma ieso that other people, ‘urfor\? In any oprion 2 for rxarple he general publi, ‘uiiornt means epecal dates can set kt teir pb isos by ite those wor by 2 paler locking, This i very important officer or a fighter pica, for pole officers or firefighters. uniforms are rade of dark material and fe have badges Tho re very fora and et atracine a al And pope ho ‘wear unfres et vert. 18 1 rever want a job were had to wear a uriorm. Uni are co boc vn obra fete orang li tha Un every couniy, certain peopl or example nurses and fighters, wear unions fo i. they Have no choice in this4 Now read the continuation of the essay. Answer these questions. a Do you agree with the writer's ideas? b Has the writer answered the question in full? ‘he mo commen eaton for () Hi / whic is tat uniforms allow tad chore themselves, Amore serius problem may befor soldiers wearers to be seen and identi by the public. (2) For example / Lite, who artfrting Thr unform gies the enemy acer target and if yu are ving someone in hospital ou need to know who 3 rurse may (6) actly / probably cost soldiers ter lives, ney enperen, or doctor and vo isan ordinary mernber ofthe pic. (2) Anotter / rae found that peopl in uniform ae fen given more respect than Other reasons include peoteting wears fram danger order oc people in ordinary clots, (4) For insane A evap, it vec be vamp Greighters at a bane, or nurses woking ina hspial dif for someone in ordinary cates Yo are another person Howeve, urs have disadvantages for sore people. They make {ln concsion / 7 ered wi, wold sag that here arctan jobs everyone look the some (A) Because: / 0 that people cannot express for wich wang a unform ie eer, heir individual in oe sore way a8 oy wer wearing cabs they 5 Read the essay again and divide into paragraphs. 6 Choose the correct words in italics to complete the text. =| Bxamipractes |} $$$ << ) Essay 7 You are going to write an essay. First, read the task below carefully Then work through 5 Witing guidepage37® stages a. 2 i. 5 Before writing an essay, make In your English class, you have been talking about whether people should be required to 2 @ paragraph plan. This should ‘wear smart clothes for work. 3 include an introduction which 3 ‘Now, your English teacher as asked you to write an esa a is as interesting as you can api ae et E make it. ‘Write an essay using all the notes and give reasons for your point of view: Write your essay 3 a in 140-190 words. a Essay question Everyone should have to wear smart clothes for work if they come into contact with ‘members ofthe public. Do you agr*=? Notes ings to write about: 1. jos which equive smart clothes 2. what smart clothes show 3 (your own idea) ‘Discuss these questions with a partner. + What is your first reaction to the essay question? + What are your first thoughts about 4 and 2 in Notes? b Think about the topic, Discuss the following in pairs and make brief notes. + What clothes are considered smart in your country? Who wears these clothes? + What do clothes say about someone's personality / how god they are at their job? + Think of ‘your own idea’. For example: clothes and working conditions / respect. Pian each paragraph, using some of the words and phrases you chose in 6 If possible. d Write your essay, Refer to your notes. Check you've answered the question in ful @ When you have finished writing, check your grammar, spelling and punctuation. 1gUnit 1 Review t each gap. There 1 1908, the Converse Rubber Shoe Company began trading in the USA. inital the company made simple rubber-soled footwear for men, women and children, By 1910, Converse was (0) producing 4,000 pairs a day. The company’s main turning (1)_____ came in 1917, when the red-and-white basketball shoe was introduced This was a real innovation, (2)_____the sport was nits infancy. Then, in 1921, ‘Chuck Taylor, a basketball player, a _the company complaining of sore feet. Converse immediately (4) him asa representative, and he promoted their shoes for the (5) _of his career. In 1941, when the USA became involved in the Second World War, Converse shifted production to manufacturing boots, and protective (6)___for plots and soliers read the text below and decide which answer (A, B, C or D) best fits ‘an example at the beginning (0). Converse shoes were hugely popular with teenagers during the 1950s, and in 1966 the 2 ‘company added a range of new colours. They remained populer until the (7) e 1980s, but lost large proportion oftheir (8)______ share during the 1990s with the 2 appearance of trainers. g & 0 A preparing @ producing) ¢ creating constructing 5 1A point B place © pot D situation g 2 A accounting B considering C viewing —_D bearing S 3A communicated B wrote © contacted D spoke 4A employed ——B ocoupled ~—C worked © imited Zz 5 A remains B surplus rest D remnants 5 6 A dress B oloth © attire D clothing 7A young B primary early D frst 8 A shop B sales © retail D market 2 Complete these sentences using the verb in brackets and the negative form of a modal verb from the list have to / must / need. More than one answer may be possible. 28 Children in Britain go to school from Mondey to Friday, but they (go) on Saturdays. These tablets are very strong. You (take) more than eight a day. | wish I'd known the train was going to be ite. | (hurry). You (tire) yourself out. You've got a busy day tomorrow. | had just tumed on the computer when she phoned, which meant that I (send) her b ° q e 3 Choose the correct verb form to complete these sentences. ‘a Has the post been yet? ! expect / I’m expecting a parcel bb Paul normally works / 7s normally working in New York, but this week he visits /he is visiting offices in other parts ofthe country. © Doyou have / Are you having a calculator? | try / I'm trying to work out how much money I've spent. 4 I don't usually ke / fm not usualy liking horror stories, but atthe moment | read / ‘Im reading the new novel by Stephen King and | enjoy / m enjoying i. The Nile flows / is flowing into the Mediterranean Sea. 201 Look at the photographs. Discuss these questions. ‘2 What talents or qualities do you think the people in the photos have which enable them to do these jobs or activities well? 'b Which of these jobs or activities could you do? Which couldn't you do? Explain why.talents unit 2 Reading and Use of English Part 7 pe Exam skills 4. In Reading and Use of English Part 7, its useful to look for words and phrases in the text which have similar meanings to words and phrases in the questions, Match words a-f with two synonyms from the list below, a accidentally ¢ currently participate b ability d cover (sth) up pressure be involved by chance conceal demands hide presently take part talent these days skill stress unintentionally 2 Look at the underlined words in questions 4 and 7 in the Exam practice task below. How could you paraphrase them? | Exam practice Multiple matching 3. You are going to read an article about four extraordinary people on page 23. For questions 1-10, choose from the people A-D. The people may be chosen more than once. CO — | Which person Undertine key words and : 4 did not complete his education? a phrases in the questions sii Roicomoters tne extioation2, before you read the text 2 gets away with the odd mistake? 2 | check you understand what accepts the fact that his career is dangerous? a[_] they mean, Then think of 4 took a long time to develop his abilities? fal je weis wich Ne | pasture sess dsp aig by? 5 altematively, think about | ‘improves his skil by doing something else at the same time? |_| how the words could be | 7 seceived tution to help him improve his talent? aL] paraphrased. | 8 doesn’t do anything to protect himself? 3 9 changed his goel in life? (al passes his skills on to other people? 400 Phrasal verbs: turn 4 Match the phrasal verbs in italics in a-f with their meanings 1-6. Ron White has trained up to six hours a day to turn his brain into a supercomputer. bb The snow started to fall heavily so we decided to tum back. © She was offered a post with more responsibilty but she turned it down. d_ Everyone thought she was innocent but she turned out to be the thie, Jack always turns up at parties when everyone Is leaving, £ When I can’t do my homework, | turn to my mother for help. 4 arive 2 prove to be sth 3 not accept a proposal or offer 4 go to someone for advice, etc 5 become sth 6 stop and return to the place you started from 22f +A Derek Paravicini Derek Paravicini was born Blind, with severe learning difculties and autism. He practice ands considered tobe the leading has limited verbal sills, poorshort-term expert on bees inthe United States. As + memory and cannot read even Braille, but _ such, his skills were sought by the likes of hehasan amazing talent: he can play any Hollywood film producer Chris Carte for piece of musie after only onehearing, He scene in the movie The X-Files. Despite could play a toy organ when hewas two, © havingbeen stung around 75,000 times, and when he was five his musical genius Norman does not consider what he does as se Was tecognized bymusicteacher Adam _especially dangerous, explaining that bees Ockelford quite by chance when his parents only become aggressive when they fest threatened. using food (a sugar solution) and scent. He acquired these skils after years of ‘went round the school forthe blind, where ‘Adam gave lessons In the folowing years, @ Ron White ‘Adam painstakingly taught Derek how to «splay properly and, at nine, Derek gave his Ron White cals himself a ‘brain athlete’, buthe’s not your average memory master, despite earning the title of USA Memory Champion. A high-school dropout, Ron first of many major public performances Detek —whose nickname is ‘The Human iPod! is able to play any songin any key and in any gente, He does occasionally ~ play the vrong note, but because he is able «o discovered his amazing talent when he enrolled in a memory class and noticed that not only did he have a passion for this skill, bue that he could also beat everyone in the class Since then he has ‘to improvise, he can cover it up without anyone even noticing. B Dr Norman Gary Norman Gary's interest in bees started 2s when he was fifteen. His ambition was to become a professional bee-keeper butinstead he ended up becoming an academic, doing research in the field of apiculture (bee keeping). Norman's unique lity is that he is able to coverhis body with thousands of bees; he can also control the bees to make them do what he wants ss trained up to six hours a day to tum, his brain into a supercomputer, ‘enabling him to memorize and recall data at record speeds. Ron says the key to his training isto be se distracted while memorizing things; this gives his brain incredible i | . focus. For example, to become the USA Memory Champion +he memorized cards while wal XTRAORDINARY DLOD «= snorkelling, Ron currently teaches memory techniques to people all over the United States, During conferences, he manages tolearn the names of everyone inthe audience that he has shaken hands with — ‘up to 200 people. D Eskil Ronningsbakken ‘Norwegian Eskil Ronningsbakken is an extreme artist knowt forthe super human balancing acts he performs in locations vs around the world. Eskil, whose love for heights stems from a childhood passion for climbing tres in the Norwegian ‘countryside, was fascinated at an early age by a TY programme which featured ‘» an Indian yogi doing balancing acs. He decided that this was what he wanted todo and joined the cireus atthe age of eighteen, where he perfected his skills. Yoga and meditation naturally pay an ss important role in what he does, too, He practises hem regulatiy in order to better his focus and concentration, Eskil’sjaw- dropping acts include doing a handstand ona pile of chairs precariously balanced ve above a 300-metre drop. He performs all his feats without safety netor harness, (One slip and he would fal to his death, ski is well aware of the rsks involved in hat he does. ‘feel fear, ofcourse Ido, We ss are humans and we have a natural sense of Over to you & Which of the four people described in the text do you most admire? Why? 23Grammar (1) can, be able to » Grammar reference page 160 Other ability structures Over to you 24 1. Can and be able to are often interchangeable. Rewrite these sentences using the ‘other form, a Derek Paravicini cannot read even Braille, but he has an amazing talent; he can play any piece of musie after only one hearing, b He could play a toy organ when he was two. 2 Why isi ‘a To be able to do what he does, you need a special talent. b Ron White has been able to turn his brain into @ supercomputer. impossible to use can in these sentences? 3. Rewrite these sentences using can ot could, making any other necessary changes. ‘He's able to run 100 metres in just over twelve seconds, 'b When | was younger, | was able to run up a hill without getting cut of breath © They had eaten such a big breakfast that they weren't able to finish their lunch. He would probably be able to touch his toes if he lost weight. e Even if Id been stranger, | wouldn't have been able to lift those heavy weights. 4 Could or be able to are both possible in sentences a and b. Why is could not possible in sentence ¢? fa Before Dave started smoking, he could / was able to hold his breath for three minutes. b The doctors coulan't / weren't able to save the woman's life. Aller five hours, the firefighters eould / were able to put out the fre. 5 Which sentences in 4 can be rephrased with manage to / succeed in? 6 Complete these sentences with the correet form of the verb in brackets and another verb. You may sometimes need to use the negative Example: He managed to wir the election despite strong opposition. (manage) ‘a Although they searched for several hours, the rescue party (succeed) the climbers. b He did his best but he _ (be able to) all his work before the boss got back. © Daniel was thrilled when he ____ (succeed) his driving test fist time. Although | was at home, the burglar ___ (manage) and steal my laptop without being seen. Melanie ____{he able to) three lengths of the pool when she was William's age. Pauls interview was this afternoon. | wonder if he ___{ manage) the job. & Iwas so tense that | {be able to} asleep, despite being tired. h Although he didn’t have a corkscrew, he — (suoceed) the bottle. you ___ (manage) any weight since you started your diet? 7 Which sentences in 6 could be rewritten using could or couldn't? 8 Discuss these questions. ‘a What can you do now that you couldn't do when you were a child and vice versa? b What diffcurt things have you managed to do in your life? (e.g. pass your driving, ‘est; save up enough money for something expensive) © What abilities do you (or someone you know) have? d_ What would you like to be able to do that you can't?Reading and Use of English part 2 Exam skills Open cloze o- Look at the words which come before and after the Bap to decide what kind of word is missing Over to you 1 Quickly read the text in 2. Choose the most suitable title for the text, ‘a How to find out what kind of learner you are b How different learners learn best © What determines the kind of leamer you are 2 Read the text again. Choose the correct word in each pair to fill the gaps. What clues in the text helped you to choose your answer? but / however for/ because have/has many / lots must / need order / fact the /an they / there to/from what / how Everyone (1) ____a different learning style and knowing what style may help you to earn most effectively can, according to some experts, optimize yout learning experience. Although there are many different views on the subject, there is general agreement that @ are three basi styles: auditory, visual and kinaesthetic. Apparently if you ate (3) aucltory learner you learn best by hearing and listening, so you will ddo:well in formal lectures. Visual learners learn by seeing and looking. (4) of this, they will react best (5) _ images and written information, Kinaesthetie learners learn by touching and doing things. They (6) todo hands-on activities in (7) ____tolearn mast successfully. Most people, (8) tend to fall nto mote than one category though one style tends to be more prevalent than the others. I'you are unsure (9) _____kind of learner you are, there are (10) ‘online questionnaires you can do to find out. —{ Exam practice }— 3 For questions 1-8, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). Strategies for improving how you learn ‘As soon (0) __48_you have found out what your earning styles, there are (1) _______ number of strategies you can put into practice to improve how you learn. if you are a visual learner, you should take notes in class or in lectures (2) you are not provided with handouts. You will find it helpful to use a highlighter pen (B)____ emphasize the most important information. Also, tr to find sources of information (a) _____ are illustrated. Visual stimuli, whether in @ book ora video, \will help you understand and remember things. f you ere an auditory learner, you might benefit from recording a lecture (5) than taking notes. You wil earn from dlscussing your ideas with others, too. Kingesthetic learners find it hard to sit stil or long sof you are studying (6) an exam, you will benefit from frequent break. Moving around (7) ______ trying to mernorize something or doing another acti at the same time will also (8) _ beneficial. 4 Discuss these questions. ‘a What kind of learner do you think you are? b What strategies do you use to help you understand and memorize new things? 5 8| Grammar (2) Comparatives and superlatives 1. Read the text below, How similar or different are secondary schools in your country? »Grammarreferencepagei6i What changes have there been in the last fifty years? Classrooms have changed considerably in the last hundred years, n the early 1900s, the average class in England was twice as big as the average in the 119605 sixty pupils per class compared with thirty. Nowadays, the average class size in a secondary school is twenty-three, which is still higher than in many other countries. A hundred years ago, teachers were stricter than today. Punishment was also more severe: pupils were often hit for bad behaviour ~a practice not allowed in schools today. The curriculum in the past was also less extensive and concentrated on the three Rs ~ Reading, Writing and Arithmetic — whereas today’s curriculum includes everything from business studies to philosophy. Some people think that the teaching methods used in schools today are not as effective as those used in the past but, given the wide range of interactive tools available today, the 21st century is definitely the most interesting time to be in the classroom for teachers and pupils alike. 2 Read the text again. Underline seven comparative and superlative structures. 3 What are the comparative and superlative forms of these adjectives and adverbs? Think of other examples of each type. 8 a long / short 6 heawy / funny & good / bad ‘a. b large / late important / independent h well / badly Z © flat thin f clever / narrow 1 quickly / carefully 5 4 What form does the adjective and adverb take when used in the structure as... as? 5 Complete these sentences with the correct form of the adjective In brackets. a The film was just as (good) as | expected it to be. This producti a little _____ (cheap) than that one, © must admit that my ___(young) brother is __ (clever) than me. 4 Helena is by far (unlucky) person I've ever met. @ Im feeling a bit___ (good) today, thank you. The weather is much __{hot) today than anyone expected, g Today's exam was no (dificult) than yesterday's. h Sara writes slightly__(legibiy) than me. i. It considerably ___ (easy) to contact people nowatlays than it was twenty years ago. j The (fast) you work, the (s00n) you'l finish, 6 Look at this list of modifiers used in 5 and answer questions a-c below. Modifiers: abit alittle alot considerably far / bytar just (as ... a8) much no not nearly (as... as) slightly ‘Which modifiers show ... a nodifference? b a small difference? _c a big difference? Over to you 7 Write a paragraph comparing yourself with someone you know well. Try to use a range of modifiers 26Speaking Part 2 Exam skills 4. 4) 4.05 Listen to the Speaking Part 2 task instructions. Answer these questions, ‘How many photographs is each candidate given? b What do the candidates have to do first? © What do the candidates have to do next? 2 Before you listen to the candidates’ answer, look at the photographs and discuss with a partner what you would say. 3 4) 1.06 Now, listen to the candidates’ answers and complete the table below. Contrasting words but Words which give more information | gn Words which express preference fd prefer to do .. than 4 Can you add any mote examples to the table above? Pronunciation 5 +) 1.07 Using stress appropriately gives meaning to what we say and makes us sound ‘more interested. Listen and underline the word which is stressed most in a-d. The lecture hall is much bigger than the classroom. bb Teachers aren't nearly as strict as they used to be. ¢ It's just as hard to spell a word in English as to pronounce it. d Class sizes are considerably smaller these days, 6 Underline the word which would usually have the most stress in these sentences. ‘a Mysister’s only a bit older than me. She's lot cleverer than me though b This car's not neerly as expensive as that one. And it's far cheaper to run, ¢ This lecture is just as hard to follow as yesterday's. Physics is by far the most @ Italian is no more difficult to lear than Spanish. n you're comparing 09k for 7 4 1.08 Listen, check and repeat, imilarities and differences | eee Exam practice | Long tum 8 Work in pairs. Turn to page 153 and follow the instructions, 27 © nunit 2. talents Writing Part 2 - Letter / email Think ahead 1 Discuss these questions. ‘2 How much of your correspondence Is through email compared with letters? 'b Do you approach emails differently from letters? Does it depend who you ere writing to? Exam skills 2. Read this Writing Part 2 task. What points need to be addressed in the reply? ‘This i part of an email you have received from your English friend, Charlie Black, Prom: Charlie Black Subject: Last night ‘What happened to yo lastnight? We waited ages for you! I hope you have a good excuse! (Just joking ;-)) Seriously though, hope nothing is wrong! Let me know when youl ike to meet up and we can reschedule - OK? Charlie Write your emaillin 140-190 words. 3 Read these two answers to the task above. Which one is more appropriate and why? evo Ghats Black Subject: Last right HiChatle, Sorry about last right. No, nothing's wrongl The thing is {was held up. My tutorial went over time and I dnt get intl haf six. I got changed and had a bite to eat, then | ‘vied to got you on your mobile, but it was switched of 0 texted you just to let you know | was going to be late. | know you didn't getit’cos by the time | got there you'd obviously given up and gone home. Sori! Hope you're not too mad at me? ''m pretty free next weekend, except for Saturday night when I'm going to party, so Fridey night or any time on ‘Sunday would be good for me. Let me know i either of those days suits you. If you fancy eating out we could go to ‘Mario's’. The pizzas are supposed to be very good. | can book us a table ‘cost tends to be busy at the weekend. Can't wait to hear all about your holiday. ‘Speak soon, Andreas Fs icicnaresaacissint saa RT Coie Back —s ‘Subject: Lastright Dear Charlie Black, | am writing to apologize for yesterday evening. Unfortunatly, | was delayed as my tutorial overran and di¢ not arive home until 6.30. | changed, nad a snack and attempted to contact you on your mobi phone, but it was switched off. | therefore sent you a text message to inform you that I was going to be let. | realize that you did not receive my message because, by the time | arrived, you had obviously decided | was not ‘coming and had returned home. | do apologize. Could we reschedule for next weekend? | have several commitments already but | have a window on Sunday evening. Would Sunday be convenient for you? | have heard they serve excellent pizzas at ‘Mario's’. | could reserve a table for us unless you would prefer to go elsewhere, | ook forward to hearing from you. Yours sincerely, ‘Andreas Lombardi Formal and informal language 4 Say whether formal (F) or informal (INF) writing is more likely to... ‘have short sentences. b have an impersonal tone. ¢ use contractions (e.g, didn't). — 4 include polite phrases. 28 use passive verbs. 1 use phrasal verbs. & leave out words (e.8. pronouns}. fh use very simple words or slang.Note down some ideas for all the questions before you start writing your answer. 5 How many of the informal features from the list above can you find in the first emall? 6 Here are some typical ways of starting and ending an email or letter. Which phrases ‘are informal (INF) and whiich are more formal (F)? Best wishes Cheers DearSam Dear Sir Good tohearfrom youl Hello Hil Hiyal_ How ate things with you? I'm writing to... Jo Jo Hunter (Ms) Regards Thanks for your email Thenk you for your email of 15/12. You asked me about... Yours faithfully Yours sincerely 7 Which words or phrases are used in the second email on page 28 instead of these informal words and phrases in the first email? a abite to eat d_ [texted you € gone home b tried e toletyouknow hb Sorry! © so f ‘cos '& Which words or phrases ate used in the second email on page 28 instead of the phrasal vers held up and get in in the first email? Why? {9 Replace the words and! phrases in italics wit the correct form of one of these phrasal verbs. back down bring up bump into call off put (sb) down put up with 2 My boyfriend refuses to admit he's wrong even when he knows I'm right b I wish people wouldn't eat at their desks. | just can't tolerate it. ¢ wish you wouldn't cnticize me in public — it's really embarrassing. Quite by chance | met someone | was at school with yesterday. fe Have you heard about Tim and Jan? They've cancelled their wedding! My grandparents raised five children on a very low income. ‘Meanings of get 410 Get has many meanings in informal English. Underline the examples of get in the fist ‘email on page 28. Then, find the more formal equivalents in the second email. Exam practice } —— Email 14 You are going to answer an email, First, read the task. Then, work through stages a-d » Whiting guide page 181 i. below. “This part ofan email you hve received from your English frend, Sam, From: Sem, So, you've started studying English again! Thats great news, But you didat tell me anything about your classes"! Are they interesting? What sort of things do you do in class? Are you learning lot? Sam ‘Write your email in 140-190 words. ‘a Which points must you address in the answer? 'b Who is the target reader? Will your answer be written in a formal or informal style? ¢ Plan your answer before you start writing. Remember to use informal language. Finally, read through your email, checking grammar, spelling and punctuation, a ee 29 zquntalents unit 2 | Reading and Use of English Part 3 topic, 30 Exam skills First, road the text quickly to gel a general idea of the Word formation Over to you 4. Choose from the list the correct part of speech needed to complete these sentences. What clues helped you to decide? adjective advero noun verb a Atthe __ of their career, top professional footballers earn in a year more ‘than most people earn in a lifetime. HIGH b Some people __ that top sports personalities are worth every penny they ‘earn and think they are grossly overpaid. AGREE © He can pass the ball very __. SKILL d IF you want to get to the top in any sport you need to be. —. AMBITION 2 Now, complete the sentences above with the correct form of the word in capitals. 3 Use the suffixes in A to form nouns from the verbs in B, making any necessary spelling changes. Aval ance /-ence -er/-or jon/-ation ity -ment Br arrive complete employ expect improve inform perform predict prosper protect refuse reject work 4 Quickly read the text below. Think of a suitable title for it. { Exam practice 5 Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Nowadays, prize money for women tennis (0) Player's _, at PLAY least in the major (1) is equal to men's. But some COMPETE male players do not think this is fair. Their (2) ARGUE is that as men spend more time on the court per match, they should get paid more. Probably, and not surprisingly, many women tennis players (3) . Saying that they AGREE ‘vain just as hard as the men, are just as shilled and the 4 _ they provide is the same. However, and like ENTERTAIN many athletes, most of their income does not come from official prize money. Instead, it comes from (5) ___ contracts ‘SPONSOR with fashion and sportswear companies, tuming some sports stars into millionaires at a very young and vulnerable age. Its ) surprising then that some sports stars are HARD am _1o cope with the pressure that goes hand in ABLE hhand with being (8) ‘and consequently become FAME victims of their own success, 6 Discuss these questions. ‘a Who are the highest-earning sportspeople in your country? Do they deserve the money they earn? b Do you agree that women sports players should earn the same as men? © Do you know any sportsmen or women who have become victims of their own success?Listening Part 2 Think ahead Tip Read the sentences you have to complete before the recording starts. Decide what kind of information you need to listen for. Sentence completion Adjective prefixes: extra, hyper, over, under 41 You are going to hear someone talking about ‘hyper-parenting.. What do you think this {s? Before you listen, discuss these questions. ‘a When you were a child, did your parents encourage you to take part in any activities ‘outside school, such as sport or music? Did you enjoy them? b Are there any other extra-curricular activities which you wish you had had the ‘opportunity to do? 2 Look at questions 4-40 in the text below. What words could go In the spaces? —{ Exam practice }- ae ULL 3 4) 4.09 You wil hear a man talking about hyper parenting. For questions 4-10, complete the sentences with a word or short phrase. Lae kl) Cathy Hagner’s children have soccer and piano practice after school. Cathy admis that everyone inthe fail suffering fiom [because of their ifesyle Hyperparenting affects Eibparents in the United States and Britain. Expectant mothers are told that theyhavetoeat’ EM) More and mote children are getting Fi because they are so stressed and tired Many children have to attend [ i stter schoo! because both parents work: Some ofthe chitin who do aciities ouside school are only [ Bayes of age Parents worry that they are{____—_—_—_(E§ their children if they don’t give them every ‘opportunity Terri Apter has found thal many teenagers can't cope with | ______[e they have when they start college ‘Apter advises that, along with organizing extra-curricular actives for ther children, parents should aive them enough time fo[ my 4 Match the adjective prefixes extra, hyper, over and under with the adjectives below. More than one answer may be possible. active curricular indulgent optimistic populated priced sensitive staffed terrestrial used valued 5 Complete these sentences with the correct prefix + adjective. ‘a Some children are __1 they can't sit still for a minute. b Some parents are _: they give their children everything they ask for. © One of my friends is ____: she bursts into tears at the smallest cvticism d Mary people would agree that hospitals in the UK are this is because there is a shortage of doctors and nurses. e Anumber of activities are reported in the USA every year: there hs been sightings of fying saucers and strange goings-on. 53 « Unit 2 Review 4 For questions 4-8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). HOUDINI Harry Houdini (1874-1926) was one of the most (0) famous eseapologsts stunt performers and (1) of al time, Born in Hungary, he emigrated with his family tothe USA atthe age of four. AS a child, Erich Weiss, as he was (2) until he changed his name in 1891, did a (3) of obs, Including being a trapeze artist But he soon moved on to doing escape acts and leemed to free himself ‘rom handcuffs, chains, eo, in full view ofan audience. VARY Houdini expained some ot his ticks in books writen (4) his career. ©» THROUGH He was not double jointed, as was sometimes reported, but was extemely 8) being able to cislocate his shoulders at wil ATHLETE BA ironically, Houcini cc die curing the (6) of one of his more PERFORM | E (7) _____stunts but as the result of a ruptured appendix. He is, even today, DANGER one of the ten most recognized (8) _____names inthe world CELEBRATE | 2 Complete these sentences with the correct forms of can, be able to, manage or succeed. @ ___you speak Italian before you went to lve in Italy? b We ___{not) to persuade Charlotte to come. © After ten minutes of manoeuvring, | finally _ in parking my car. d I'm sory but|___ (not) to contact Gill yet. She isn't answering her phone. e you whistle? My brother taught me how to. i (not) swim to the shore because of the strong currents. € win the race if you really wanted to, hn Instead of calming the situation, he only _ in making it worse. 3 Choose the correct word to complete the phrasal verbs in these sentences. ‘a Nobody thought he would be a success, but he turned out / into to be one of the most successful stars ever. bb They were on their way to the airport when Mary realized she had forgotten her passport, so they had to turn up / back. ¢ I nas surprised to hear she had turned up / down his proposal of marriage. He always tums to / into his manager for advice on what to do. e It started as a difference of opinion, but turned to / into a full-scale argument. Hundreds of people tured up / over to see the stars at the film premiere. 32Introduction 1 Look at the photographs. Discuss these questions, ‘a What is the connection between the unit title, ‘Compulsion’ and these photographs? b Which of the activities shown in the photographs do you do or have you done’? Why do you do them? ¢ Which things have you never done, or would you never do? Why not? d Which activities can cause serious problems for individuals who do them regularly? What problems can they cause? 2 Now discuss these questions. ‘Do you think some people have a tendency to become addicted to activities more quickly than others? If so, do you think it is something in a person's character that causes this tendency? b What can or should be done to help young people to avoid becoming addicted to substances or activities? equn W039| Listening Part 4 Think ahead 1. Discuss these questions with a partner. ‘a How much time do you spend in an average day on the following activities? + talking to friends on your mobile phone + sending text messages + keeping in touch with friends on social networking sites + reading and replying to emails 'b Do you think you spend too much time on these activities? Are you a ‘digital addict’? ¢ How easy would it be for you to go without your computer and mobile for a week? {Exam practice } —— a sR UEC ‘Multiple choice 2 4) 1.10 You will hear part ofa radio phone-in programme on the subject of people's L = use of digital technology. For questions 4-7, choose the best answer (A, B or C). 4. What are James’ parents worried about? Before you listen for the frst AA that their son does not have many friends | | ud time, read the questions B that thelr son spends too much time with internet fends the three options carefully, € that thelr son goes out with his friends too often underining key word 2. When does James spend the most time talking to virtual fiends? © ‘A when he is going to college 2 B when he first wakes up 3 © when he isn't at college E 3. What is James’ own opinion of his behaviour? & ‘A He doesn’t think it is unusual. w B He realizes that it is antisocial © He knows his behaviour will have to change. 4 What generalization does James make about adults? A They don't understand young people. B They are too serious-minded. © They are always busy. 5 What does Evan, the child psychologist, think about James’ problem? A He supports James’ parents’ views. B He sympathizes with James. © He understands both points of view. 6 What does Joanne Carter, the head teacher, suggest James should do? A get professional treatment for his addiction B take up new sports and other activities © gradually reduce the time he spends on virtual friends 7 On what does Liz Winslett base her advice to James? A her professional experience B what happened in the case of ane of her children © her observations of other teenagers she knows Mo Over to you 3 Discuss these questions. ‘a Who are you more sympathetic to — James or his parents? Give reasons. b What advice would you give to parents who are worried about their children’s use of digital technology? © What advice would you give to teenagers about how to deal with their parents’ concerns? 34