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Total FIRST - New Edition Teacher’s Book

eBook Student’s Book + Language Maximiser + InClasse + Contenuti Digitali Integrativi 978-88-530-4391-7

Annie Broadhead Ginni Light Robert Hampton

Total FIRST New Edition

Annie Broadhead Ginni Light Robert Hampton

Total FIRST New Edition FOR THE REVISED 2015 EXAM

Total FIRST: Teacher’s Book + 2 CD audio (elementi indivisibili)

COPIA FUORI COMMERCIO

MISTO LIBRO MISTO LIBROE-BOOK

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Total FIRST Teacher’s Book

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Contents

Student’s Book Teaching Notes & Key

Language Maximiser Answer Key

 1 Education & The Mind

 6

72

 2 People & Success

10

72

 3 Society & Equality

14

73

 4 Entertainment & Sociability

18

73

 5 The Environment & New Technologies

22

74

 6 Fashion & Status

26

74

 7 Sport & Competition

30

74

 8 Crime & Punishment

34

75

 9 Food & Food Issues

38

75

10 Nature & Endangered Species

42

76

11 Work & Job Satisfaction

46

76

12 Youth Culture & Changing Values

50

76

13 Festivals & Globalisation

54

77

14 Family & Friends

58

77

15 Travel & Ecotravel

62

78

16 Health & Happiness

66

78

Unit Topic

Banks

70

Additional Exercises

79

Practice Tests

80

Exam Teaching Tips

81

Recording Scripts

85



86

Student’s Book Language Maximiser Practice Tests

Sample Answer Sheets

100 107 115

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STUDENT’S BOOK and LANGUAGE MAXIMISER KEYS

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UNIT

1

Education & The Mind

Vocabulary areas

Collocations: adjective + noun; Education

Grammar

Present Simple and Present Continuous; Articles: a/an/the/zero

Reading and Use of English Mind Mapping Part 5: Multiple choice Writing

Education W1: Essay

Exam Tip!

Listening

Dialogues L1: Multiple choice

Exam Strategies

Speaking

Talking about yourself S1: Interview

Exam Strategies

Reading and Use of English Part 1: Trust the teacher Part 2: Studying with background music Part 3: Education can change lives

Warmer (page 8)

3 Students can work in small groups. After they have discussed the questions, get different groups to summarise their discussion for the whole class.

1 Depending on how much time you have and the level of your class, you could add the following extra information and vocabulary. Picture A is of a medieval knight in a suit of armour. Picture B shows different strata in rock formation. For pictures C and D you could use the words microscope, culture dish, artist’s palette and brushes. Ask students to work in pairs. A B C D

Vocabulary (page 9) 4 Read the introduction to collocations in exercise 4.

history geography/geology science/chemistry/biology art/painting

2 Some students find it much easier than others to find

the solutions to jumbled-letter tasks. If you’d like to give students a clue, give them the first letter of each word. Students could work in pairs or groups of three.

1 2 3 4 5 6

Open answers

law design (studies) psychology management (studies) business (studies) computer science

1 TOUGH: decision, times, steak, problem 2 STRONG: wind, woman, influence, argument 3 HEAVY: rain, breakfast, metal, week, traffic

5 6 7

Open answers 1A

2D

3C

4B

5B

Suggested answers: • draw a mind map • make a poster and put it somewhere where you see it every day

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Education & The Mind University courses: law, design studies, medicine, management studies, business studies, computer science, environmental sciences, media studies, engineering

Reading and Use of English (page 11)

8 Give students enough time to discuss their answers to

Classroom materials: pens, pencils, markers, blackboard/ whiteboard/interactive whiteboard, rulers, note pads, exercise books, text books

the questions. Open answers

Aspects of studying English: grammar, vocabulary, pronunciation, speaking, listening, reading, writing

9 Suggest that students read the questions and options

first, before reading the text. Encourage students to ask you if there are any words that they don’t understand. Pre-teach the following if necessary: Para 1 … is the passport to … literacy and numeracy

Grammar (page 12) 12

Para 2 brainstorming to pioneer something to scan (a text) non-linear Para 3 a blank piece of paper Para 4 arrows

13

Para 5 scepticism dyslexics/dyslexia sequencing troubleshooters

1 C  2 D  3 D  4 C  5 A  6 B

10

Open answers

14

Vocabulary (page 11) 11 If possible, make sure in advance that students have

coloured pens/pencils. If you have any posters showing examples of mind maps, bring them to the lesson. You could get students to make the mind map on education into a poster for the classroom. Suggested answers: Places: kindergarten/nursery school, secondary school, college, university, polytechnic

15

You are sitting around on the couch one day watching TV and the thought crosses your mind, ‘This is so boring, there must be better things to do with my time.’ Let’s say you want to improve your chances of getting a good job in the future in something you really like. What you need to do is to teach yourself a skill that is valuable and that people are willing to pay for. For example, you like watching films and you want to know how films are made. So you go out and buy yourself a camera and start shooting a film; then you organise your friends and write a script and make a short film. It’s as simple as that. Or is it? 1 We use the Present Simple for facts, habits, permanent states, giving instructions and future meaning. 2 We use do/does for the interrogative and don’t/ doesn’t for the negative. 3 We use the Present Continuous: – to describe something that is happening at or around the time of speaking – to talk about changing and temporary situations – to talk about the future for fixed arrangements. 4 Suggested answer: want, need, know, seem, belong 1 play 2 enjoy, am not/’m not enjoying 3 are you doing, Do you want 4 come, is living/lives 5 orbits 6 likes, prefers 7 are studying, believe, is 8 Are you going 1 a  2 a  3 a  4 an  5 a  6 –  7 A  8 a  9 the  10 a  11 a  12 a  13 the  14 the

School subjects: English, IT, maths, chemistry, physics, biology, history, geography, art, music, sport, food technology, technical drawing 7

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UNIT 16

1

Suggested answers: 1 Use a/an when the listener doesn’t know which thing we mean, for singular countable nouns and for jobs. 2 Use the when it’s clear which thing we mean, when there’s only one of something, e.g. the longest river in the world and for nationality words. 3 Use the zero article when we mean something in general, e.g. money is the root of all evil, for most geographical names/cities, streets, stations, etc. Go through the Frequent Mistakes and ask students to explain why the wrong forms are wrong. They can refer back to page 15 to do this.

recording again. This could be a good approach for listening, especially at the beginning of your course. Comparing answers allows students to build up confidence and gives an opportunity for more discussion. Use the recording script below with the answers underlined, so that you can give reasons for answers or you can ask students to give reasons for answers. 1 C  2 B  3 B  4 B  5 A  6 A  7 C  8 B

Recording script with answers underlined 1 You hear a student talking about his favourite subject at school.

Speaking (page 13) 17 Explain that in some units, students will see Exam

Strategies and that this is advice on how to deal with a particular part of the Cambridge English: FIRST exam. Ask students to look at page 187 and together discuss what they have to do in the Speaking test. On page 13, go through the Exam Strategies 1-5. Then ask students to work in pairs and to ‘interview’ each other using questions 1-8. As they are working, monitor and note down any problem areas in speaking that you will have to help your students with during the course. Open answers

18 Ask students to do this on their own first and then to show their ticks to their partner. Does their partner agree with the ticks they have put? Make sure you make this fun but at the same time, make sure students know what they have to do to improve their speaking. Open answers

19 It’s good practice to try out a task and then to have the

opportunity to repeat it so that it can be improved. Give lots of praise after this activity because confidence plays an important role in speaking. Open answers

2.A

Listening (page 13) 20

Work through the Exam Strategies and questions as they appear on pages 13 and 14. First ask students to read question 1 and check that they understand it. Play the recording once. Ask students to compare their answers with a partner. Then play the

We’ve started doing environmental science at school and it’s really great. I didn’t find it easy at first but now I love it. Do you realise that if we investigated the deep ocean more, we might be able to find ways of producing enough high-protein food to feed the whole world? That’s awesome in itself but the reason I think I’ve really taken to the subject is that it can bring in elements of biology, other sciences and even sociology. I find all these areas really fascinating.

2 You hear a woman talking about the human brain. You often hear this idea that people who are good at logical thinking use the left part of their brain and that people who are creative and imaginative use the right side of their brain. But where is the evidence for this? In fact, if you look at a lot of famous musicians, they are often very good at maths and music. How do you explain that? I think it’s wrong to make these sweeping generalisations and to pigeon-hole someone, especially when they are still young.

3 You overhear two young people talking about their careers. Woman: I must admit that I chose this because you can earn really good money. Man: Does that mean that you don’t really enjoy it? Woman: The studies were hard but once I started working and building up experience, I began to love it. Man: I think, because we’re both working with pharmaceutical companies helping them get patents for new medicines, we’re doing something worthwhile. Woman: I must admit I wouldn’t like to work in a court making judgements about people’s lives every day. I much prefer dealing with patent offices.

4 You hear two business students talking about cultural differences. Boy: I’d like to study more about cultural awareness because when I go into business I don’t want to make some stupid mistake like hugging someone when I should be shaking their hand!

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Education & The Mind Girl: What makes a big difference is when a business person can say even just a few simple greetings in his colleague’s language. Boy: … he’s taken the trouble to learn them, that’s what counts. He might then be forgiven for cultural mistakes like not starting a meeting exactly on time.

5 You hear a tennis coach talking about a young

21 Open answers

Writing (page 14) 22 Ask students if they write/used to write essays for

school/college and what features they think/have been taught essays should have.

player called Jack. When I first saw him, I could hardly believe he was serious about wanting to come to the sports academy. He was tall and skinny, bandy-legged and I thought he’d never last 20 minutes, never mind a whole game on court. I couldn’t have been more wrong. His parents had made the huge investment to bring him to one of the most prestigious academies and after a few months I could see that while others had sore arms and backs, Jack was developing steadily into a player with a future.

Suggested answers: A 3  B 4  C 8  D 5  E 10  F 5  G 6  H 2  I 7  J 9  K 1

23 Go through the writing task with the class. Depending

on how much time you have, students could begin planning their answers in class or the task could be set as homework.

!

6 You overhear a girl talking on the phone about her new school. I don’t really know what I expected before I started this school but it wasn’t this. I was worried about not making new friends but they have this great system where you have a ‘buddy’; someone in your class who shows you where things are, explains how things work and introduces you to everyone. They also have a fantastic science block with all the latest equipment; it looks complicated but in fact it’ll make lessons more interesting.

Go through the Exam Tip! with students and make sure that they understand what neutral or formal style means, e.g. they should use neutral/formal vocabulary (children not kids); use suitable grammatical forms, e.g. passive form

Grammar (page 15) 1

7 You hear two friends talking about the school film club. Boy: Hi, Martha, did you enjoy the film club yesterday? Girl: Hi, Paul, yes. There are loads of new members, aren’t there? Boy: Yes, and that means there’s a lot more discussion of the film after we’ve seen it, which is great. Girl: And that’s why I started going. I need a range of opinions on films to include in my coursework. Boy: Oh, yeah, of course. My project’s on politics, so in fact, I just sit back and enjoy the film!

8 You will hear a woman talking about competition at school. I don’t know why some people say children shouldn’t be encouraged to be competitive at school. Can you imagine if a school didn’t have a sports day? My daughter would really miss that and I know lots of other children would, too. I think it would be unfair to pretend that competition doesn’t exist in the world; it’s better to prepare children for it at school. Anyway, a lot of the things they do when they’re in teams teach them to cooperate with other people. Honestly!

Exam Tip!

1 –  2 a  3 the  4 the  5 the  6 an  7 The  8 an  9 a  10 the  11 The  12 a  13 a  14 –

Reading and Use of English (pages 16-17)

Part 1 1 B  2 D  3 C  4 A  5 D  6 B  7 C  8 A



Part 2 1 or  2 it  3 by  4 than  5 not  6 whether/if  7 them  8 such



Part 3 1 poverty 2 paid 3 increasingly 4 themselves 5 prevention 6 undoubtedly/doubtless 7 growing 8 confidence 9

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2

UNIT

People & Success

Vocabulary areas

xDescribing people; Phrasal verbs

Grammar

xPast Simple and Past Continuous

Reading and Use use of english English xGeorge Dinning on being sent to outer Mongolia Exam Tip!

6: xGapped text Part x: Writing

x inspirational person W2: Article An

Listening

x history of money L2: Sentence completion The

Exam Strategies

Speaking

x Comparing photographs S2: Long turn

Exam Tip!

Reading and Use use of english English 2: The Part x: x meaning of success 3: Going for Gold Part x: x 4: xKey word transformation Part x:

Warmer (page 18)

Height: tallish, short (–), average height, tiny (–) Build: frail (–), stocky, plump, well-built, slim, thin, of medium build, skinny (–), fat (–) Age: teenager, toddler, elderly, middle-aged, in his/her 20s, adolescent

1 Put students into small groups or pairs for the Warmer. If you have extra time, ask students to write one sentence similar to the ones in exercise 3, which says what success means to them.

A B C D

2 3

success in education artistic success and/or fame political success; power success in a business career/making money

Open answers 1D

2C

3B

3

4 5

4A

5 No picture represents this idea.

Vocabulary (page 19) 2 Make sure students understand the meanings of the

adjectives. It might be useful to have some magazines with lots of photos of people in them or photos taken from the internet for this unit. Also be aware of any students who may have issues concerning body image in the class.

Face: round, square, scarred, wrinkled, freckled, pale, narrow, oval, sad Eyes: bright, cold, narrow, sad, oval, almond-shaped Open answers Hair: cool, curly, trendy, wavy, straight, dyed, permed, lank, bald, greasy, spiky, messy Clothes: cool, trendy, baggy, shabby, tight, floaty, casual, scruffy, smart, messy

6 You could do a lead-in activity before this task.

Ask students if they choose clothes to express their personality; how important fashion is to them, how much they know about fashion styles such as Punk, New Romantics. How would they describe this year’s fashion style?

1 spiky

2 scruffy

3 smart

4 permed/dyed

5 floaty

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People & Success

Reading and Use of English (pages 20-21)

Grammar (pages 22-23) 13

7 Encourage students to talk about ‘big’ successes, e.g. Mahatma Gandhi, and more personal things, e.g. my grandmother brought up 8 children.

!

Open answers

Exam Tip! Although there is no right or wrong way of approaching this task, many students find skimming the base text first and then skimming the options A-H helps them be aware of the text as a whole. They can then go through each option carefully and highlight clues in each option and in the text which help them find the correct option. For example, That is a very long time in D refers to travel for two or three days in the text. When checking answers always ask students how they found the answer. They should do this in the exam too.

14

8 Pre-teach these phrases if necessary: to go to great lengths the sticking point an eventful trip speeding a bend in the road to flag someone down a fine next on the agenda

15

1 D  2 E  3 F  4 A  5 B  6 G

9 Use this as a round-up of the reading task or as additional speaking practice. Open answers

10 11 12

17

1 F  2 B  3 E  4 C  5 D  6 A  1 T  2 T  3 F  4 T  5 T  6 T 

18 Open answers

1 2 3 4 5 6

was – be can – could gave – give were – be became – become went – go

1 didn’t  2 did Go through the Frequent Mistakes and ask students to explain why the wrong sentences are wrong.

16

Vocabulary (page 21)

Another young man, who is severely physically disabled, decided to be a sports coach. He decided to coach others like him to play boccia – a Paralympic sport that originally came from Ancient Greece. He was determined to show the world what he could achieve and, last year, he coached more than a hundred disabled kids and encouraged them to take part in sporting events. When he first started out, adult resident coaches didn’t expect him to have an easy time but all the children respected him, followed his instructions, and didn’t play around. He also gave advice on what games were suitable for the disabled youngsters and along the way became a computer expert. Last year, he went to college to qualify in computer science and he intends to take part in the Paralympics in the not too distant future.

1 went, wanted 2 graduated, was 3 didn’t enjoy/did not enjoy, was 4 did you say, met 5 got, saw, was 6 did you sail 7 didn’t give/did not give 8 ate The man was driving through the town. It was raining hard and a strong wind was blowing. Nobody was walking along the streets when suddenly, passing by a parade of shops, he saw the suspected murderer lighting a cigarette in a shop doorway... We use the Past Continuous to set the scene and describe the background before the action begins. All these actions are happening at the same time.

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UNIT

2

19 Explain that the timeline shows how we use the Past

1 2 3 4 5 6

was climbing, had wasn’t driving/was not driving, happened went, was/were still clapping were running, started were you doing, called was thinking, came up with

Writing (page 23)

Refer to the Writing Bank on page 181 of the Student’s Book, where there is guidance on how to write an article and an example of the task.

20 Students should discuss 1 and 2 in small groups. Open answers

21 Get students working in pairs. When you have checked

the answers, point out to students that they now have a good checklist for writing an article. They must make sure that their articles include the statements they have ticked. Sentences 1, 3, 4, 5, 7 and 8 are elements of a good article.

22 Emphasise the importance of planning when writing. You could also ask students to write six interesting words or phrases they can use, such as: charismatic inspiring has made a huge difference to my life led me to believe in myself a role model to set an example

Suggested answers: 1 the editor of an international website 2 140-190 3 a description of the person; the reasons why the person has inspired you 4 3 or 4 5 moreover, in addition, that’s why, therefore, finally, in conclusion 6 Present Simple and Continuous, Present Perfect, Past Simple and Continuous, future forms

23 Open answers

Listening (page 24) 3.A

Simple and Past Continuous. The line between X and X shows that the action of having a shower continued. Y shows a specific point in time during the shower when the mobile rang. Visual learners often find timelines memorable and easy to understand.



See page 86 for the student’s recording script.

24 Open answers

25 Work through the Exam Strategies and the task. In the

first strategy, you could add that students should try to think about what type of word would fit the gap, a noun, an adjective, etc. Perhaps they could try to predict some of the answers too. As a round-up after the exercise, ask students what new information they discovered from listening to the recording. 1 sheep  2 crops  3 shells  4 tools  5 holes 6 gods  7 leather  8 tax  9 1455  10 white

Recording script with answers underlined Today I’m going to give you a brief history of money. As you know, money has always been a symbol of success and status, so let’s look back and see how it all started. The first people didn’t buy goods from other people with what we nowadays consider to be money. They used barter. The barter system is where you exchange valuable personal possessions for other goods that you want. From 9,000-6,000 B.C., livestock, such as sheep, were often used as a unit of exchange. This kind of exchange started at the dawn of civilisation and is still used today. Later, as agriculture developed, people used crops for barter. For example, one farmer could ask another farmer to trade a kilo of oranges for a kilo of bananas. Moving on to something which is like money as we know it today, in about 1200 B.C. in China, shells became the first medium of exchange, or money. These have served as money throughout history even to the middle of the 20th century.  In 1,000 B.C., China began to produce mock versions out of metal. They can be thought of as the original development of coins. In addition, tools made of metal were also used in China as money. From these models, we developed today’s round coins that we use daily. The Chinese coins were usually made out of base metals which had holes in them so that you could put the coins together in units of ten, for example, to make a chain. In about 500 B.C., pieces of silver were made into the earliest coins. Eventually, they took on the appearance of today’s coins and were imprinted with various gods and emperors to mark their value. These coins were then used in Turkey but the

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People & Success methods were used over and over again, and further improved upon by the Greek, Persian, Macedonian, and Roman Empires. Unlike Chinese coins, which relied on base metals, these new coins were made of precious metals such as bronze. Then in 118 B.C., banknotes in the form of leather money were used in China. One-foot square pieces of white deerskin edged in bright colours were exchanged for goods. We believe this is the beginning of a kind of paper money. During the ninth century A.D., the conquering Danes in Ireland had an expression, ‘To pay through the nose’. It comes from the practice of cutting the noses of local people who didn’t pay their tax to the Danes. From the ninth century to the fifteenth century A.D., in China, the first actual paper currency was used. Throughout this period the amount of currency skyrocketed and led to severe inflation. Unfortunately, in 1455, the use of the currency vanished from China. European civilisation still would not have paper currency for many years. In 1535, though probably well before this earliest recorded date, strings of beads, called wampum, were used by Native Americans as money. Wampum means white, the colour of the beads. These beads were used by people living in the area which we now know as New York Bay. The beads were offered at important ceremonies such as weddings.

GRAMMAR (page 25) 1 2

(pages 26-27)

26 Monitor students as they do exercise 26 and make

notes. When they have finished give them a ‘feedback sandwich’, i.e. positive feedback – what needs improving – positive feedback. Open answers

Part 2 1 who/that 2 as 3 we 4 on 5 it 6 but/whereas/while/whilst 7 with 8 have/need

Exam Tip! Students might need you to remind them what they have to do in the Speaking test, so look at page 7. Make sure that they know that the examiner who tells them what to do is called the interlocutor and the other one is the assessor. When one student takes on the role of interlocutor, it helps them remember what they have to do in Speaking Part 2.

1 did you go 2 was waiting 3 started talking 4 invented 5 did he explain 6 understood 7 wasn’t really concentrating 8 was getting ready 9 had to work 10 spent 11 thought 12 won

Reading and Use of English

Speaking (page 24)

!

Open answers



Part 3 1 achievement(s) 2 dedication 3 chosen 4 talented 5 Without 6 unlikely 7 Hopefully 8 holding



Part 4 1 has ever/won 2 more quickly/than 3 was such/a thrilling film 4 is due/to his 5 despite/feeling 6 to let me/borrow

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3

UNIT

Society & Equality

Vocabulary areas

Affixes: Suffixes and Prefixes

Grammar

Present Perfect Simple and Continuous; Question tags

Reading and Use of English Blogs Part 7: Multiple matching

Exam Tip!

Writing

An email to a pen friend W2: Email

Exam Tip!

Listening

Aspects of society L3: Multiple matching

Speaking

A sense of community S3: Collaborative task

Exam Strategies

Reading and Use of English Part 1: Politician lives as a migrant for a day Part 2: Getting closer to equal pay for women in the US Part 3: Exploring the different experiences teenagers have

Warmer (page 28) 1 Depending on the size of your class, it may be a good

idea to do the warmer as a whole-class activity to get the students working together at the beginning of the lesson. You could ask students to shout out the answers. The first phrase may be the most unfamiliar to your students so elicit what the nuclear family could mean, i.e. only parents and children and not the extended family. Make the connection to the word nucleus, as in science, and nuclear as in nuclear power and as in nuclear family.

1C

2A

3B

4D

2 You could do an optional introduction to this task by

asking students to work in pairs and to come up with their own definition of society. Ask some pairs to give their definitions and discuss them as a class. Read the definition in the Student’s Book and then ask students to discuss questions 1 and 2 in pairs. Prepare some general questions about the history of your society to help students if necessary, e.g. what are some of the major milestones in your history? Is healthcare accessible to everyone? Allow students a couple of minutes to discuss these two questions and then summarise the main points made.

Vocabulary (page 29) 3 Suffixes can be classified as lexical suffixes, e.g.

freedom, or as grammatical suffixes, e.g. celebrating, else’s. The main focus here is on lexical suffixes, which are underlined in the key below. If you would also like to focus on grammatical suffixes, they are marked with an asterisk but if it’s inappropriate for your class to go into such detail, then just focus on the lexical ones. Go through the explanation of prefixes and explain that they are usually used to make a word negative.

‘This is a really hard subject to talk about because it’s so complicated. I live in London, a huge multicultural city, and what I see that I really like is people celebrating everyone else’s customs. I mean, Chinese New Year is a huge event in most big cities* around the world and everyone joins* in. And I think this is what’s important. Even if, as we say, we now live in a global village, people should still celebrate New Year, Divali, and countless other events* wherever they are. They shouldn’t lose this.’

4 N.B. American English (AmE) uses ‘z’ and British English (BrE) uses ‘s’ in words like civilisation/civilization. In the Cambridge English: First exam, it doesn’t matter whether candidates use AmE or BrE as long as they’re consistent.

Open answers 14

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Society & Equality

Reading and Use of English

1 celebration  2 civilisation/civilization  3 globalisation/ globalization 4 knowledge  5 complication  6 appearance 7 variation/variety  8 reference

!

(pages 30-31)

Exam Tip! Make sure that students know that they only have 1hr15 mins for the Reading and Use of English paper so it’s essential that they learn to scan texts quickly to find the answers in Part 7.

5 Ask students to work in pairs to complete the table.

Check that they understand the meanings of any additional words you choose to give them and that they can pronounce them.

8 Before students start reading, ask them if they have ever adjective

verb

1 (in)equality equaliser/ equalizer equaliser/ equalizer

equal unequal

equalise/ equally equalize unequally

2 life lifer

lively living lifeless lifelike unlifelike

live

3 freedom freebie

free

free

freely

4 success succession successor

successful unsuccessful successive

succeed

successfully unsuccessfully

5 government governor governess

governmental govern non-government(-al)

thought about working for a charity and why/why not? If they could work for any charity in the world, what would it be, where and why? You may also want to pre-teach some of the following vocabulary.

adverb

Text A: remote battered to vaccinate mattress tough

lifelessly

Text B: haunted cement

XX

6 care careful carer careless carefulness caring carelessness

care

7 health healthcare

healthy unhealthy

XX

8 influence influencer influencee

influential un-/non-influential

influence influentially

carefully carelessly

for homework.

carefully  lifeless  sociable health  influential  government success  freedom  equal

7 For further practice, ask students to choose three new

words from the table in exercise 5 and to write their own sentences using them. 1 carelessly  2 health  3 inequality  4 life 5 freedom  6 influential

Text D: drums flooding to bang (one’s head) cheerful

Ask students to answer questions 1-10 on their own first. They can then check their answers with a partner before you go through the answers as a whole class. 1 B  2 A  3 D  4 C  5 A  6 C  7 C  8 D  9 A  10 B

9 1 car-jacking  2 essentials 3 haunted  4 rubble  5 humbling 6 ward  7 take a backseat role 8 welfare  9 plank  10 have deserted

healthily unhealthily

6 If you’re short of time, you could set exercises 6 and 7

Text C: donkey preoccupied

Listening (page 31) 4.A

noun

See page 87 for the student’s recording script.

10 Check that students understand the meaning of thriving

in option B. As a pre-listening task, ask students to read options A to H and to discuss in small groups which is the most important aspect of society to them and why. Play the recording once and ask students to compare their answers in pairs. Then play it a second time and check the answers as a whole class. If you have time, as a post-listening activity, get students to note the following useful expressions. You could ask them to put them into their own sentences. 15

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3



Speaker 1: embrace everything that’s new look beyond our immediate surroundings we’ll lose our identity



Speaker 2: hallmark of a civilised society deprived/privileged background ethnicity



Speaker 3: sense of community to be bothered



Speaker 4: global village



Speaker 5: a rich life I’m stating the obvious to shout from the rooftops

past. But I go by what I see happening now to judge whether a place has a sense of community or not. You’ve only got to look round any city, town or village and to take a look at what’s going on there to see if that society has a sense of community. Have they organised events such as music festivals and so on or can no one be bothered? Speaker 4 This is a really hard subject to talk about because it’s so complicated. I live in London, a huge multicultural city, and what I see that I really like is people celebrating everyone else’s customs. I mean, Chinese New Year is a huge event in most big cities around the world and everyone joins in. And I think this is what’s important. Even if, as we say, we now live in a global village, people should still celebrate New Year, Divali and countless other events wherever they are. They shouldn’t lose this. Speaker 5 I’ve had a long and rich life. And I don’t mean rich in the sense of wealth. I mean that I’ve been lucky enough all my life to live in places where democratic rights are observed. It may sound as though I’m stating the obvious, but you haven’t got to go back far in history to see what I mean. All women only got the vote in England in 1929. And how did they get it? They held rallies, they marched on parliament. You ask me what society is? This is what it is – the right to shout for what you believe in from the rooftops.

1 H  2 G  3 B  4 C  5 F

11

Open answers

Recording script with answers underlined Speaker 1 I think what’s exciting these days is the feeling that the whole concept of society is changing; and that’s good. I don’t mean we should throw out our traditions and only embrace everything that’s new, but what I do mean is that we have the opportunity now to see the world as a whole, to take care of the earth and to look beyond our immediate surroundings. I know some people don’t like this idea because they think we’ll lose our identity but I see it as the society of the 21st century. Speaker 2 There’s no doubt whatsoever in my mind that the hallmark of a civilised society is one where firstly, education is freely available. Whether a person comes from a deprived background or a privileged one, that person has the right to free education, which will allow him or her to make choices in life. People should be able to study and work to the best of their ability and no doors should be closed to them because of their background, religion, or ethnicity. I feel really strongly about this. Speaker 3 I used to think that society meant knowing where you came from and respecting that. You know, wanting to hear stories from old folk about how life was when they were young and reading about the

Grammar (pages 31-32-33)

12

At this level, the grammar work should be deductive not inductive so only refer the students to the grammar on page 35 if you really need to. Otherwise ask them to study it for homework and to do the exercise.

1 A No. B  We don’t know. C  The speaker has no news from him. 2 Text A: we’ve hired, we’ve been travelling, we’ve been sleeping, we’ve got Text B:  I’ve seen, I’ve had to, has affected Text C: I’ve been, I’ve been trying, they have suffered Text D:  has taken over, have deserted, I’ve seen 3 1 B  2 C  3 A  4 B 4 Suggested answers: yet, already, just, ever, never, for, since, this is the first time, it’s the first time 5 You could, for example, write the question and these two sentences on the board and ask the students to discuss the difference in meaning in pairs. What have you been doing this morning?

16

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Society & Equality



13

A  I’ve been writing an article = the article may or may not be finished – we are interested in the action. B  I’ve written an article = the article is finished – we are interested in the result.

Writing (page 34)

Go through the Writing bank on page 181 of the Student’s Book.

20 1 have been working  2 Have you seen  3 Have you been reading  4 have been studying  5 has been travelling  6 have you been doing?  7 has never visited  8 have been reading, have already read

14

Line 4: haven’t they?  Line 6: do we?  Line 8: is there?

21

22

15

1 didn’t they  2 isn’t she  3 will she  4 weren’t you 5 was he  6 aren’t there  7 could you  8 don’t they

16

!

We normally use a positive question tag with a negative sentence and a negative question tag with a positive sentence. We normally use the same tense in the question tag as in the main clause.

1 Did you? I didn’t.  2 Do you? I don’t.  3 Didn’t you? I did.  4 Have you? I haven’t. 5 Haven’t you? I have.

18

The aim here is to make students aware of what is required of them in the Writing test and to think about their strengths and weaknesses. You could ask them to brainstorm what they are going to do to improve their weaknesses and put ideas on the board.

Exam Tip!

23 You could set this task for homework or as a timed writing task in the classroom.

Grammar (page 35)

1 Open answers Go through the Frequent Mistakes and ask students to explain why the sentences are wrong.

You could ask the students to go through the grammar and to do the exercise for homework. 1 have been looking at; have noticed  2 have been calling; has gone  3 have you seen; have been looking forward  4 have you been working; has been  5 has forgotten; have been waiting; has taken

Reading and Use of English

Speaking (page 33) 19 Work through the Exam Strategies and task carefully,

1 informal because you’re writing to a friend. 2 4: these are very clearly indicated in the email. You can add to practise a foreign language.

Read the tip out to the students and make sure that they understand that for exam purposes they must follow this advice. It allows the markers to give credit for good language.

17 Make sure students practise the correct intonation for

these extended question tags. You could ask a student to be A and you could model the intonation when you take the part of A. Point out that you are disagreeing with speaker A.

Open answers

(pages 36-37)

encouraging students to ask any questions they may have about Speaking Part 3.



Open answers



Part 1 1 B  2 C  3 A  4 C  5 D  6 A  7 D  8 D Part 2 1 for   2 as  3 far  4 has  5 their   6 as 7 out  8 to/for



Part 3 1 attention  2 pressure(s)  3 religious  4 unequal 5 mobility  6 Exploring   7 relationship  8 uncovering 17

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UNIT

4

Entertainment & Sociability

Vocabulary areas

Confusing words

Grammar

Used to and would; Comparatives and superlatives

Reading and Use of English Secret Cinema Part 5: Multiple choice Writing

Film review W2: Review

Listening

An interview with a rock star L4: Multiple choice

Exam Strategies

Speaking

Entertainment & Sociability S4: Discussion

Exam Tip!

Reading and Use of English Part 2: Technology is becoming more human Part 3: Video didn’t kill the radio star Part 4: Key word transformation

Warmer (page 38) 1 1 A rock concert B discos/clubbing 2 Open answers 3 Open answers

C opera/theatre D cinema

Grammar (page 39) 2 Only refer the students to the grammar on page 45 if

necessary. Otherwise ask them to review the grammar and do the exercises for homework. Before you ask the students to read the text on social networking, you could ask them in pairs to discuss: • • • •

what social networks they belong to, if any how much time they spend on them why they like/dislike them if they think that digital social networks make people spend less time with their friends/talk to them less on the phone and why they think this is.

Then ask them to do the exercise individually. As social networking grows, some young people are beginning to suffer from online sociability fatigue. And it’s hardly surprising as it has become almost impossible not

to be permanently connected. But it wasn’t always like that – we didn’t use to have the Internet for a start. We would go out with our friends and have a good time rather than sitting in front of a screen. We used to meet up in parks and cafés and maybe we would play sport on a regular basis instead of being hooked up to our electronic devices. And the pressure to join the latest network is increasing. So it’s no wonder that people are becoming very fed up with always being in touch with the wider world. Maria, aged 15, expresses the feelings of a lot of people when she says, ‘A good conversation with a close friend makes me feel much better than a few emoticon-filled lines in a tweet that anyone can read... how special is that?’

3 Students can work in pairs to do this exercise.

Point out that the pronunciation of use to and used to can sound the same in connected speech, e.g. I used to, I didn’t use to

Negative: subject + the auxiliary didn’t + infinitive e.g. we didn’t use to... Interrogative: the auxiliary did + subject + infinitive e.g. did you use to...?

4 Students can work in pairs for exercises 4-6. 1 many times

2 not exactly

3 no

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Entertainment & Sociability 5

The writer also uses would + base infinitive to talk about repeated actions in the past. This construction can’t be used in the negative and interrogative form. We have to use used to in these forms. N.B. We can’t use would + base infinitive with stative verbs, e.g. not I would live in New York.

6 If you’re short of time, exercises 6 and 7 can be set for

Go through the answers as a whole class checking that the correct part of the text has been underlined.

10

Vocabulary (page 42) 11

homework.

A She used to/would study hard. She used to/would go jogging. She used to/would eat loads of fruit. B She didn’t use to go out all the time. She didn’t use to play handball. She didn’t use to eat hamburgers.

7



...but did you use to go dancing? ...but did you use to travel a lot? ...but did you use to read them a lot? ...but did you use to go a lot?

class.

1 raise  2 audience  3 for  4 beside  5 their 6 during  7 shade  8 whether  9 sensitive  10 so

13 This can be done individually and the answers

compared first in pairs and then with the whole class.

Go through the Frequent Mistakes with the students and ask them to analyse what’s wrong with the incorrect sentences.

Last week my family spent the weekend at a music festival. All of us are interested in camping so we put up a tent large enough for us all. After dinner, my father, who is keen on country music, took my brother to see a band. While they were walking there, they had to be careful of the uneven ground. My mother got bored with waiting for them so she went to sleep. I stayed behind as well as I am not very enthusiastic about country and western groups. I was worried about my father and brother because they didn’t get back till late. Because of all the mosquitoes, my father was afraid of us getting bitten to bits so he made us sleep with all the tent flaps closed even though it was boiling hot.

Reading and Use of English (pages 40-41)

8 At this stage students don’t know the answer to this

question. Get them to speculate using the phrase, ‘It could be…’. Come back to this question after they have read the text and done exercise 9. Open answers



1 D  2 A  3 C  4 D  5 B  6 B

14 It might be a good idea if students use a dictionary.

When students have finished and you have checked the sentences, ask a few students to read out their sentences.

You may want to pre-teach the following vocabulary. Paragraph 3: torch possessed staggering glowing to wrap oneself around



Paragraph 5: to sip a drink



Ask students to answer questions 1-6 on their own first and to underline where in the texts they found the answers. They can then check their answers with a partner.

Open answers

Listening (pages 42-43) 5.A

9

Suggested answers: 1 there/their/they’re, who’s/whose, your/you’re 2 excited/exciting, bored/boring, amused/amusing 3 hair/hare, stationary/stationery, principal/principle 4 affect/effect, raise/rise, beside/besides 5 camera, brave, eventually (answers will depend on the mother tongue of your students)

12 This can be set for homework or done as pairwork in

As a follow-up, ask students what they used to do that they don’t do anymore. 1 2 3 4

Open answers



15

See page 88 for the student’s recording script.

Open answers 19

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UNIT

4

16 Work through the Exam Strategies and the exercise. This

James: I think you’ve got to enjoy working with words and feelings. Some would argue that music has more capacity to unleash feelings and I can understand that but don’t necessarily agree. For me, I love hearing songs in other languages; the sounds are strange and exciting at the same time.

might be a good time to remind students about what they have to do in the Listening test. Look at page 7 of the Student’s Book. Check that students understand all the words in the questions before you play the recording. At the end of the Listening test, candidates have five minutes to copy their answers onto the answer sheet in pencil. It’s important they put the correct answer in the correct place, especially if they leave one answer blank. Follow-up: Put students into pairs and ask them to read the interview from the recording script if possible.

Interviewer: Some people have suggested that you have become too distant from your fans. How do you feel about that? James: Quite honestly the idea that I’m now on some lofty pedestal which distances me from my audience is so far from reality I can’t believe it! OK, I’ve been given this fickle title of celebrity but just ask my friends and family and they’ll tell you I’m still human! In fact, my mum just laughs at it and tells me to turn the other cheek.

1 B (it’s implied that he was one of the objects of gossip at school and we can infer that, as a celebrity, this is still the case)  2 B  3 A  4 C  5 A  6 C  7 B

Interviewer: Is that why you’ve bought a house on a remote Spanish island – to escape from the limelight?

Recording script with answers underlined

James: The place I’ve got is remote and beautifully quiet. But I don’t mean that I’m fed up with my fans or anything like that. It’s just that I need tranquillity to recharge my batteries and then I’ll be ready to start putting some words down to melodies again.

Interviewer: Well, James, I bet you can hardly believe that just a few years ago you were still a college student. Have you had to grow up fast? James: The way I see it, we may get older, but nothing changes much from elementary school. I seem to be in exactly the same state as when I was 8 years old. In the school playground it was all who said what about who. There were always huge debates about who had the coolest clothes too, so it’s kinda amusing to see that people copy what I wear now as though I’m some sort of style guru!

Interviewer: And finally, James, what are your plans for the future? James: Interesting that you should ask because quite a few options have just landed on my desk. One is to write with some other well-known composers. Another is to pick up a violin that I bought about 2 years ago and learn to play it. But what I’m actually going to do is travel to Africa to learn about their music. I need to broaden my musical education in that way.

Interviewer: Well, you’ve achieved such a lot in a short time. James: True. In the nearly three years since the band released Back Stage we’ve sold 11 million CDs worldwide with the album going to number 1 in 18 countries and getting into the top 10 in 35. It sounds big-headed but our list of accomplishments goes on; we’ve been nominated for five Grammies, and the thing that I still can’t believe is we got a single to number 1 in the USA. That’s really something for a British band! Oh, and we won two MTV awards.

Writing (page 43) 17

18 Go through the Writing Bank on page 179 of the

Student’s Book, where there is guidance on how to write a review and a sample answer to the task set there.

Interviewer: And can I ask what inspired this latest album? James: Yes, can I just say it hasn’t all been easy though. I’d only just started going out with my girlfriend when all this happened. Suddenly I was left with hardly any time to see her as I had to dash off to Japan, or New York or Berlin. But I channelled all the feelings and all the things that have happened to me as I was going through my meteoric rise to stardom and that’s the basis of the album.

Open answers

Open answers

Speaking (page 44) 19

1 because  2 in order to/to  3 rather, than  4 prefer, to

Interviewer: I’ve heard you say that you love language – is that what makes you such a good songwriter?

20

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Entertainment & Sociability

!

Exam Tip! It’s important that students know that in the Speaking test they are expected to show that they can both initiate and respond to questions and their partner’s contributions. They should neither dominate discussions nor always wait for their partner to speak first.

Grammar (page 45)

1

20 Monitor students and make notes of interesting reasons they gave for their opinions. Tell them in advance that you are going to do this. Then discuss some of these ideas with the whole class. Open answers

21 As a whole class discuss any issues that arose as a

2

Ask the students to go through the grammar and do the exercises for homework.

1 2 3 4 5

would/used to use to use to would/used to use to

1 similar  2 different  3 different

3 If you have the time, you could extend this exercise by

asking students to write three sentences making similar comparisons about e.g.,TV programmes, sports, favourite musicians, etc.

result of answering questions 1-4. Open answers

1 I don’t play the violin as well as she does. 2 Watching TV at home is not as interesting as going out to the cinema. 3 Seeing friends is more entertaining than playing computer games. 4 Richard is not as easy to get on with as Paul.

Grammar (page 44)

22

23

Only refer the students to the grammar and exercises on page 45 if necessary. Otherwise ask them to go through the grammar and do the exercises for homework.

The Mona Lisa is arguably the most famous and best known painting in the world, draws the largest crowds, and has been a bigger hit than any Beatles’ song and for much longer too – in fact, for over 500 years! There are many reasons why it is a part of popular culture. First, it is probably used more widely in advertising than any other image. Second, it attracts more visitors on its world tours, infrequent as they are, than any other artist has ever done alive or dead. Third, no other painting has ever been as imitated and used in modern art by such artists as Andy Warhol among others. You can see the Mona Lisa on consumer goods as diverse as mugs, socks, chocolate bars, and coffee packets.

Reading and Use of English (pages 46-47)

1 just/only  2 this  3 Every/Each  4 to  5 like 6 It  7 will  8 all

frequently, so don’t spend a lot of time on this. 1 2 3 4 5

more tenderly, the most tenderly better, the best worse, the worst faster, the fastest harder, the hardest

Part 3 1 increasing 2 choosing 3 popularity 4 illogical 5 population 6 inheritance/heritage 7 musicians 8 impression

1 worse, the worst  2 further, the furthest 3 less, the least  4 more, the most  5 more, the most

24 N.B. The superlative form of adverbs is not used very

Part 2



Part 4 1 2 3 4 5 6

would be/was//a good idea it’s not worth going//it isn’t worth//going is looking forward//to studying if she wanted//to know not//call off said//to have been invented

21

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UNIT

5

The Environment & New Technologies

Vocabulary areas

Environmental phenomena; Linkers of cause and effect

Grammar

Future forms 1 and Future forms 2

Reading and Use of English The ship that is drilling down into the Earth’s crust Part 6: Gapped text Writing

Protecting the local environment W2: Report

Listening

Dialogues L1: Multiple choice

Speaking

Talking about where you live S1: Interview

Exam Strategies Exam Tip!

Reading and Use of English Part 1: Vertical farming Part 2: Commuting by bike in London Part 3: Aren’t temperature changes natural?

Warmer (page 48)

4 This exercise takes the form of a drill. The idea is that

1 Write these words/phrases on the board so students can use them to describe the photos: arid parched land agricultural

grassland

Monitor students as they discuss questions 1 and 2 and when they have finished, write useful words/phrases they used on the board. Open answers

2

1, 2 and 4 could be used to describe the photos.

Speaking (page 49) 3

!

Open answers

Exam Tip! Go through the Exam Tip. Elicit from the students some sentences which are good examples of expanding basic information.

part of the sentence is already ‘known’ so students only have to concentrate on adding to that. This builds confidence and also allows students to think more about the ideas and pronunciation in longer sentences. Open answers

Grammar (page 49) 5 You could have a discussion on the saying ‘practise

what you preach’. Do your students think it’s unfair for politicians to ask people to reduce their energy consumption if they don’t do it themselves?

1 leaves 2 will attend 3 will use 4 is taking 5 will dine 6 are providing 7 will be able to 8 won’t use 9 is going to convince 10 won’t

6 Ask students to look for examples of will and to be going to in the correct answers in the text, not in the wrong forms.

1 Examples of the Future Simple will are: will attend, will use, will dine, will be able to, won’t use, won’t change. Examples of to be going to are: is going to convince (there are other examples but they aren’t in

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The Environment & New Technologies Space exploration Advantages: leads to more communication possibilities, e.g. GPS leads to medical advances/ advances in technology Disadvantages: cost could become reason for power struggle/wars 2 Divide the class into two groups, each supporting one of the research projects. Ask them to list the reasons why they should get the government money. Then mix up the students and they can debate/role-play the task.

the correct form in the text). Will is used to make predictions about future events; going to is used to talk about future events based on present evidence and arrangements. 2 Will can be used to offer, agree, refuse, promise to do something. 3 The Present Continuous is used here to talk about an event that is definitely going to happen in the future. 4 The Present Simple is used to talk about a timetable/ programme.

Reading and Use of English

Open answers

(pages 50-51)

7

Vocabulary (page 52)

Open answers

8 Set a time limit to encourage students to scan the text

12

for the information.

It’s the name of a research ship that drills down into the sea bed where tectonic plates meet in order to explain why catastrophes occur.

13 14

9 Remind students to skim the base text first. Exercise 10 focuses on some vocabulary from the text so avoid pre-teaching any.

15

1 G  2 C  3 B  4 F  5 A  6 D  E is not needed

10

1 bread 2 the thing you use to lock/unlock something 3 carry out means do, carry on means continue 4 to solve 5 an apple or a pear 6 /kə;tastrəfi/ 7 No. Therefore means that is why/how and moreover means what’s more/in addition. 8 on 9 uncountable (you can say pieces of information but NOT informations) 10 be first to do something/make a discovery

11 1 Suggested answers: Deep sea research Advantages: find out more about cause of earthquakes/tsunamis; predict when an earthquake will happen; explore deep in the oceans, e.g. for info on CO2 absorption Disadvantages: cost; damage to sea bed/oceans

1 F  2 G  3 D  4 C  5 H  6 A  7 B  8 E Open answers 1 drought  2 volcano  3 flood  4 tornado/hurricane 5 earthquake  6 tsunami  7 hot springs/geysers 8 avalanche Open answers

Grammar (page 53) 16

17

Line 1: will be Line 2: is going to put Line 4: will face Line 6: will have gone up, will be emitting Line 8: will have Line 9: will be supporting Line 10: will have become Line 12: will be recognized Line 14: will be exporting Line 17: will have met The Future Continuous describes an action that is in progress during a period of time in the future. It can depend on where the speaker wants to put the emphasis in the sentence, e.g. on the duration of the action. The Future Perfect Simple describes an action that is finished by a certain time in the future.

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UNIT

5 Recording script with answers underlined

Vocabulary (page 53) 18 Check that students understand cause and effect. You

could follow this up with a discussion of the statement: All advances in technology can be used for evil. Line 1: Because of Line 5: as a result Line 8: Consequently Line 9: therefore Line 10: Due to this fact Line 11: as a result

19 20

1 as  2 because  3 since  4 due to  5 otherwise Open answers

Writing (page 54)

Work through the Writing Bank on page 182 of the Student’s Book, where there is also an example of a report. Then go on to exercise 21.

21 After students have written their first draft, you could

ask them to show it to another student to get feedback before they work towards their final draft. Open answers



Go through the Exam Strategies encouraging students to discuss the ideas put forward.

6.A

Listening (page 54)

See page 88 for the student’s recording script.

22 Ask students to read the questions and options and to

ask you if there are any words they do not understand. You may want to pre-teach the following words or to get students to deduce their meaning from the context after they have done questions 1-8: to moan, to circulate, to commute, to clog up, a joint present, anti-consumerism, fair-trade, loads of, to chill out to, it goes without saying, eco-friendly lifestyle, greenhouse gas emissions, to stipulate, user-friendly, convenient, to come at something from a different angle, wind farm, noise pollution, to donate, a relief, to get a project off the ground, I hadn’t bargained for…, to weed, a pat on the back, whale, keep your hair on, a dab of anti-wrinkle cream 1 C  2 B  3 C  4 C  5 A  6 B  7 A  8 B

1 You hear a man telling a friend about a decision he has made.

I don’t just want to be one of those guys who just moans about things but never does anything so I’m going to up my efforts as far as being green is concerned. I’ve found out about ways of saving electricity at work and I’m going to circulate it to everyone. They already know I’m keen on green issues because I gave up using my car to commute to work and started using my bike some time ago. I guess the ideal is to work from home then you’re not clogging up the roads and it saves time too.

2 You hear a brother and sister talking about ecofriendly presents. Girl: Let’s get a joint present for Monica. It’s hard to get her something though because she’s so anticonsumerism. Boy: We just have to choose something that she will appreciate, something fair-trade, green, organic, recycled, you know. You can get great T-shirts that she’d like. Girl: Yeah, but she’s got loads. You’re right though, she hardly ever goes shopping so there’s not much point in getting her one of those nice cloth bags. I know, something to chill out to, candles made with essential oils. Boy: Yeah, she can use them at her party.

3 You hear a radio announcement about a competition. The Green Challenge is on again. The team with the best idea will win 500,000 euros to execute the winning planned invention. It goes without saying that the invention must contribute to an eco-friendly lifestyle and directly reduce greenhouse gas emissions but this year we’re also stipulating that the product must be user-friendly. It’s got to be practical and convenient. Last year the quality of the competitors was extremely high and we’re expecting this year’s to be even higher. Remember that we’d rather see inventions that meet the green requirements than those that are purely innovative in terms of design. Good luck!

4 You hear two people debating wind farms. Man: … well, there doesn’t actually seem to be evidence that they are a reliable source of energy. But my main concern, as a botanist, is the damage they will do to colonies of birds and bats… Woman: Well, I’m coming at it from a different angle, and that is, people who live near wind farms will find that they won’t able to sell their homes for the sort

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The Environment & New Technologies of prices they would have got before. People don’t always think about this, they worry that it may be noisy but quite honestly most of us live with high levels of noise pollution these days…

You could stay in around the hours of sunrise and sunset but that would significantly reduce the benefits of being on holiday. What undoubtedly works best is using a spray. Most good ones now can give you at least ten hours’ protection. Wearing long sleeves and long trousers helps to some extent but I always find mosquitoes have an annoying habit of getting down your collar, under your shirt, etc.

5 You hear a teacher talking about a school environmental project. A couple of years ago, I introduced the idea of making a school garden and it was received very positively with parents donating plants and even trees. This was a relief because I’d asked the Council for some extra money to get the project off the ground but they were, let’s say, less than enthusiastic. What I hadn’t bargained for was the impact on the children and their ability to concentrate better in class after being out planting and weeding in the garden for forty minutes. I’ve been given a pat on the back for our school results going up but I think it’s more to do with the children enjoying being at school more.

Grammar (page 55) 1

6 You hear two teenagers discussing a pop star’s involvement in a green campaign. Girl: Did you read about Basha lending his voice to the Save the Whale campaign? Boy: Yeah, smart move. Got his name in lots of papers. Bet he doesn’t even know what a whale looks like!

2

Open answers

Reading and Use of English

Girl: You’re so cynical. At least a lot more people all over the world know about the issue now in more detail.

(pages 56-57)

Boy: The Save the Whale campaign has been going on for years. I think Basha should stick to what he does best, write good songs and do great live performances when he’s on tour.



Girl: OK. Keep your hair on!



Part 1 1 C  2 D  3 A  4 B  5 C  6 A  7 D  8 B

7 You hear a woman talking about advances in

Part 2 1 not  2 on  3 otherwise  4 what  5 such 6 more  7 would  8 had

science. I saw this TV programme about advances in medical science the other evening. It started out on a very positive note looking at how a better understanding of the human genetic code may lead to the elimination of certain illnesses. Then it went on to examine the possibility of people living on to be 110 quite easily. What got me though was they didn’t seem to discuss what sort of quality of life these 110-year-olds could hope to enjoy. I’m all for giving nature a little helping hand; I’m not opposed to the odd dab of anti-wrinkle cream myself, but I just thought mm…

1 will help 2 will be exploring/will have explored 3 will change 4 will you be doing 5 will gain/is going to gain 6 will have stopped 7 is taking place/will take place/takes place 8 will be sitting 9 begins/is going to begin/will begin 10 is going to cut down on/will cut down on/is cutting down on



Part 3 1 varied  2 emissions  3 naturally  4 stability 5 unexpectedly  6 eruptions  7 predictable 8 industrial

8 You hear a tour guide giving advice to tourists. Now this area, although not traditionally a mosquitoinfested zone, is becoming one. Due to global warming, mosquitoes are increasingly found here, so protect yourself. There are several ways of doing this.

25

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UNIT

6

Fashion & Status

Vocabulary areas

Apostrophes and possessives; Compound nouns; Clothes

Grammar

Zero, first and second conditionals

Reading and Use of English Profiles of four famous fashion designers Exam Strategies

Part 7: Multiple matching Writing

An exciting evening W2: Story

Listening

Bamboo as a fabric L2: Sentence completion

Speaking

Comparing photographs S2: Long turn

Exam Strategies

Reading and Use of English Part 2: No one should die for fashion Part 3: Allergic to woollen clothes? Try alpaca Part 4: Key word transformation

Warmer (page 58) 1

Suggested answers: 1 A He’s got short dark hair and looks smart. He is wearing a suit, shirt and tie and only the top button of his jacket is done up. B She looks cool and is wearing glasses, a cap, a scarf, a T-shirt and jeans. C She’s got shoulder-length dark hair and is wearing a red satin evening dress. She’s probably in front of an audience or photographers. D He is a geeky-looking guy wearing glasses, a plain sweater with two buttons at the neck, and a white polo-necked T-shirt underneath shirt (he’s got straight hair). 2 A He works in an office. B He’s a DJ. C It’s Michelle Obama, First Lady of the USA. She’s a lawyer. D He looks like a student. 3/4 Open answers

Vocabulary (page 59) 2 Use this as a diagnostic task to check how much your

students know about the use of the apostrophe. When going through the answers, make sure the students understand the rules for using the apostrophe.

1 your’s > yours (it is a possessive pronoun) 2 childrens’ > children’s (children is an irregular plural) 3 Jane’s and Arthur > Jane and Arthur’s (when we have two people, we put the apostrophe only after the second one). 4 Pauls’ > Paul’s (there is only one Paul) 5 it’s > its (we need the possessive adjective here not the contraction of it is) 6 1980’s > 1980s (when we are making a plural form, we don’t need an apostrophe because nothing is missing. However, you often see decades written like this, e.g. the 1960’s – but it’s technically wrong!)

3

1 2 3 4

A A A A

✓ … whose ✓ There are…

B B B B

Who’s… ✓ There’s… ✓

4 Pre-teach the following words:

catwalk booming business niche business suburbs Follow-up: Ask students what they think of clothes for pets. Are they a waste of money or cute?

1 says 2 dogs 3 China’s 4 she’s 5 1990s 6 clients 7 suburbs 8 lots 9 sorts 10 dogs’

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Fashion & Status Bamboo is the fastest-growing plant in the world, mainly because it has extraordinary natural ability to absorb water. This helps the plant grow fast. In fabric form it retains this unique, remarkable property. It draws moisture from the body which then evaporates, keeping you – naturally – dry. It’s three to four times more absorbent than cotton.  Bamboo is remarkably breathable.  In the heat, bamboo is naturally cool to the touch and this property is maintained in its fabric form. The crosssection of the bamboo fibre is filled with various micro-holes which give it much better ventilation. It’s also very warm in cold weather, because of the same micro-structure; as a base layer, warm air gets trapped next to the skin. In the wild, bamboo thrives naturally without using any pesticides or fertilisers. It is seldom eaten by pests or infected by bacteria. Why? Scientists found that bamboo owns a unique bio-agent which means that bacteria can’t survive in bamboo. This natural feature is retained in fabric form. In addition, tests by the Japanese Textile Inspection Association found that, even after putting bamboo clothes through the wash fifty times, bamboo fabric still possessed this function. Bamboo clothing is strong and durable so it will stand up to years and years of wear. Repeated tests show this. The same bamboo is used for scaffolding in the construction industry to build skyscrapers in Hong Kong. That just shows how much trust you can put in the strength of bamboo! Now I know many people worry when a new wonder fabric or fuel, I’m thinking of bio-fuels, they worry growing plantations and plantations of it will have a negative impact on the local area. Again, not so with bamboo. Bamboo actually makes the condition of the soil better where it is grown. Bamboo also can grow on hill slopes where nothing else is viable. If organic clothing made from bamboo  becomes popular, it means more bamboo plantations, which means more photosynthesis and fewer greenhouse gases. The ‘greatest challenge facing mankind’ would just get a little easier.

7.A

Listening (page 59)

5

See page 89 for the student’s recording script.

Open answers

6 Pre-teach the following words/phrases: garment to my mind to liken something to itchy to compare favourably a rash a drawback moisture to evaporate absorbent breathable (fabric) a cross-section to thrive scaffolding skyscrapers hill slopes



Play the recording once and ask students to check their answers with a partner. Play the recording a second time and ask the students to double-check the spelling of the words they have written. 1 silk  2 round   3 smell  4 dry  5 holes 6 bacteria  7 50/fifty  8 construction  9 soil 10 greenhouse gases

Recording script with answers underlined Today I’m going to talk to you about a comparatively new type of fabric which is being used in the fashion industry. It’s a fabric made of bamboo. The first quality that anyone touching a garment made of bamboo will notice is its softness. To my mind it’s like silk but other people have likened it to cashmere but actually I find cashmere too itchy to wear next to the skin. The reason for this softness becomes obvious when you look at the fibre through a microscope. Whereas cotton has long flat fibres, bamboo fibre has a round surface and this is what gives it its smoothness and feeling of luxury. Bamboo compares with petrol-based synthetic fibres extremely favourably too. For some people, wearing a petrol-based material causes skin irritation and in some cases a rash. Another distinct drawback to petrol-based fabrics is not so much to the wearer as to those around him or her – the fabric starts to have a nasty smell really, not long after you’ve put it on.

Reading and Use of English (page 60)

7

Open answers

8 Explain that reading for gist means reading to get a general understanding of a text.

1 Penelope Cruz  2 Vivienne Westwood 3 Coco Chanel  4 Gianni Versace 27

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UNIT 9

6

1 C  2 B  3 C  4 C  5 A  6 C  7 A  8 D 9 B  10 D

15

A: I think I left my phone at your place last night. Have you seen it? B: No I haven’t but if I do, I’ll let you know. We use the first conditional to talk about possible future states or events. There is a real possibility that B will find A’s phone.

Elicit from the students what they think are good strategies for doing a multiple matching task in the exam. Go through the Exam Strategies with the students.

16

Vocabulary (page 60) 10

1 C  2 E  3 A  4 B  5 F  6 D

11

Paragraph A – Vivienne Westwood: rock music punk movement punk rock school teacher

17

Paragraph B – Coco Chanel: signature perfume love affairs World War (x2) society women café singer Paragraph C – Gianni Versace: Versace boutiques Paragraph D – Penelope Cruz: award ceremonies daywear celebrity-fashion handbags evening dresses bathroom fashion magazines

18

Open answers

19

unless = if not and we use it in the same way as we use if.

20 21

Open answers 1 2 3 4 5

fashion magazines love affair/s award ceremonies school teacher designer perfumes

Grammar (page 62) 14

We use if/when + Present Simple//Present Simple. We use the zero conditional to talk about common states or events.

Would you give this person a job? Dress codes are more relaxed now than in the past but where do the boundaries lie? If you saw someone looking like this working in a bank, I’m sure you’d be very surprised. If he was going to a rock concert or out with his friends, he would be suitably dressed. But for work? And what about the hairstyle? If he shaved all his hair off, it would probably look better. As for the piercings, it would be better if they were more discreet. If + Past Simple/Past Continuous form + would/could/ should/might + base infinitive.

12 13

When I go shopping, I’ll buy some new shoes = I’m going shopping, so I’ll buy some shoes. I’m sure I’m going shopping. If I go shopping, I’ll buy some new shoes = I may/might go shopping. I’m not sure – it’s possible.

Open answers 1 would lend 2 were 3 will get 4 would you do 5 won’t be able 6 reflect

Vocabulary (page 63) 22

additional adjectives in brackets 1 A (striking; wearing a flowing sari with an embroidered border) 2 C (sensible; wearing practical clothes made from stretchy material) 3 B (informal; wearing a plain top, ordinary trousers and trainers) 4 D (elegant; wearing a wide-brimmed hat, a spotted jacket, narrow-leg trousers and high heels)

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Fashion & Status 23

24

Suggested answers: Materials: denim, wool, cotton, silk, brocade, satin, suede, leather, linen, polyester, lycra Patterns: striped, checked, spotted, flowery, plain, patterned

Grammar (page 65)

1 A 3  B 6  C 1  D 8  E 9  F 10 G 4  H 7  I 2  J 5 2 Open answers (make sure the students use the correct conditional forms accurately)

Open answers

Writing (page 63)

Refer students to the Writing Bank on page 180 of the Student’s Book, where there is guidance on writing a story and a sample answer to the task set there.

25 Introduce the Writing task, a short story, by asking

Reading and Use of English (pages 66-67)

Go through the Exam Strategies box for the open cloze task and encourage students to ask any questions they have.



Part 2

students which short stories they have read in both their mother tongue and in English. You could also ask them what makes a good short story. Open answers

26

1 than 2 that/which 3 as 4 was 5 at 6 whose 7 by 8 like

Open answers

Speaking (pages 63-64) 27 Go through the Exam Strategies and answer any

questions that students have about the long turn. Look at the linking words on page 189 of the Student’s Book. All of these linkers will be very useful in Part 2 of the Speaking test, in particular, linkers of contrast and similarity. Monitor students as they work, and make notes on their use of linkers and vocabulary. Give feedback on the task and how students organised their long turn. Give students any vocabulary which would increase their range and comment on any pronunciation points and grammatical accuracy and range. Open answers

Go through the notes on the zero, first and second conditional with the class. If necessary to support understanding, ask your class for more examples of each form.



Part 3 1 descendant 2 primarily 3 valuable/invaluable 4 desirable 5 microscopic 6 unlikely 7 capacity/capability 8 warmth



Part 4 1 2 3 4 5 6

warned me//not to buy/warned me//off/against buying couldn’t/could not find//any jeans didn’t mean/dit not mean//to spill if the law//doesn’t there were//too many people; too many people//were were you,//I’d /would find

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7

UNIT

Sport & Competition

Vocabulary areas

Sport; Phrasal verbs

Grammar

Modal verbs to express ability and permission

Reading and Use of English Sport – fun or stress? Part 5: Multiple choice Writing

A new sport W2: Email

Exam Strategies

Listening

Sport L3: Multiple matching

Speaking

Sports facilities S3: Collaborative task

Reading and Use of English Part 1: Is competitive eating the world’s strangest sport? Part 2: The Eton Wall Game Part 3: The history of the Olympic Games

Warmer (page 68)

1 2 3 4 5 6

1 You might like to teach vocabulary related to sport, e.g. Picture A: racket net volley forehand backhand serve match point

Picture C: speed skating balance aerodynamic endurance

Picture B: tackle defend score foul

Picture D: high jump flexibility strength energy power

go playing have been doing is going/is going to go/will go to play went

3 Monitor the students for grammatical accuracy and appropriate vocabulary use. Encourage pairs to exchange their answers in groups of four.

Monitor the students and ask a few pairs to express their opinions to the class. Open answers

Vocabulary (page 69) 2 Explain that there are no grammatical rules for the use of do, play and go. Students need to memorise which verb goes with which sport.

Open answers

4 If you’re short of time, you could ask the students to do

exercises 4 and 5 for homework or alternatively do them as pairwork in class.

1E

5

A B C D E F G H

2C

3A

4F

5G

6H

7B

8D

winner, win loser, loss –, draw supporter, support trainer, training participant, participation competitor, competition cheat, cheat

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Sport & Competition

8.A

Listening (page 69)

6



I can’t say that my job is stressful but there is a drawback to it, and that is it’s sedentary. I began to notice my waistline expanding so I decided to join the local golf club. I know that it’s not the most physical of sports but it works for me. I get out onto the green most weekends and end up walking quite a few miles. People keep asking me if I go there to make more business contacts but I can honestly say that wasn’t my intention but I have made some good new friends almost as an extra bonus!

See page 90 for the student’s recording script.

Open answers

7 You might like to pre-teach the following vocabulary from the recording script. to rocket self-esteem drawback sedentary telly get-up and go







Recording script with answers underlined

Speaker 1 When I joined the company where I work now, I realised that lots of my colleagues belonged to a local gym and that the company paid for them to do that. And at first I just thought, that’s nice, we can all have fun together and it might be a good way for me to get to know new people. How wrong can you get? After just a couple of weeks the pressure started building up. I was expected to take on more and more and I realised that if I didn’t start playing squash or something like that my blood pressure would rocket!



Speaker 2 It was when I was a teenager. Looking back on it now, I can see that it was just a phase I was going through. Those teenage years are hard and I was beginning to lose my self-esteem. Luckily for me we had a brilliant sports teacher; she was always full of energy, so made you feel good. She could also see and understand what was happening to us. She suggested I played tennis for the school because I was quite good at it. I began to do well and even won a championship and before I knew it, I had a very positive outlook on life.

Speaker 4 I moved to a new town because of a fantastic job opportunity. I knew I was going to have to work long hours and that the job would be challenging. But I was determined that wouldn’t stop me from enjoying my free time. I joined a dance class because someone had told me that a really good crowd went there and did lots of things together after the classes. That sounded just the thing I was looking for and I haven’t looked back since – or had a night in in front of the telly!

Remind students to read through the list carefully and that there are three extra options that they don’t need to use. After the students have done the listening, you could give them a photocopy of the recording script (page 90) and ask them to underline in the text where they find the answers or you could discuss the reasons for the answers with them. 1 G  2 F  3 B  4 E  5 C

Speaker 3

Speaker 5 I was finding I was sleeping more and more and just couldn’t be bothered to do much at all apart from study, eat, and sleep. Then I went to stay with my uncle and aunt for a holiday. He’s a keen runner and he just wouldn’t take no for an answer when he asked me to go out running with him one morning. I moaned and groaned but after a couple of days I found I had loads of get-up and go and I was even asking him to make the runs longer!

8 Put the students into small groups and ask them to

discuss the questions. If you have the time, you could ask each group to give a mini-presentation of their opinions to the class. Open answers

Reading and Use of English (pages 70-71)

9 Ask the students to do the task and you could then open up the topic as shown in the headline of the article for class discussion. Open answers

10 Remind the students of the Exam Strategies on page 32 for Reading Part 5 before they start to read. You could brainstorm the strategies with the students and then write them up on the board.

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UNIT

7

1 Read the title of the text to give you an idea of the context. 2 Skim read the text for gist so that you know what it’s about. 3 Read the first line of the question. 4 Locate the topic/idea in the text and read that part of the text. 5 Choose the option which fits best. 6 Underline the text where you find the answer. 7 Check that the other options are wrong. 8 Repeat for each question. 1 D  2 D  3 C  4 A  5 C  6 B

Grammar (pages 72-73) 16 This exercise could be done individually. When David was six he could already ride a horse – he had taken to horse-riding like a duck to water. By the time he was 10, he could ride better and faster than many adults and was fearless. His ambition was to become a jockey and compete in the Grand National. Eight years later he was able to achieve his dream and can now outride virtually any jockey in the world.

17

1 No, e.g. He can. 2 We use the subject + modal verb + not e.g. He may not. 3 We use the modal verb + subject e.g. Can I …?

11 Encourage students to use vocabulary from the reading text where possible. Open answers

Vocabulary (page 72)

18

12 Ask the students to read the information about phrasal verbs and check their understanding.

13 This could be done as pairwork. Line 8 : ...your supporters are cheering you on... Lines 9 - 10: ...you hate to let them down... Lines 10 - 11: ...the referee has just sent you off... Line 28: ...or gearing up for... Line 31 : ...doesn’t want to screw up. Lines 46 - 47: ...nerves get to them... Line 51: ...before heading for the field. Line 52: ...melt away in the excitement... Line 71: ...you may keep up your sport... Line 73: ...it could be time to give up the sport...

14 If you’re short of time, this could be done for homework or do it as pairwork in class. 1 2 3 4 5 6 7 8 9

head for keep up get to you give up gear up for let down send off screw up melt away

15 If you’re short of time, this could be done for homework. Open answers

1 C  2 A  3 B Go through the Frequent mistakes discussing why the wrong versions are wrong.

19 This exercise could be set for homework if you’re short of time or done as pairwork in class. 1 can/may/will be able to 2 Can/Could 3 could 4 were able to 5 Can/Could/May 6 will be able to/can 7 may not/can’t 8 may not/can’t

20

1 can, could, may (might is very formal/old-fashioned) 2 can’t/may not

21 Elicit why the language isn’t appropriate. E.g. Sentence

one is too indirect, there is a lack of urgency and the expressions are long-winded and formal. Sentence two is impolite and overly direct. It is stating rather than requesting. Then ask the students to rewrite the sentences in pairs. If you have the time, you could ask some of the pairs to read out their sentences. Suggested answers: 1 I need the fire brigade. There’s a fire in the gym. Can you send a fire engine round? It’s urgent. HELP! 2 Could I (possibly) hand in my homework tomorrow, please? I’ve got a really important rugby match tonight.

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Sport & Competition

Speaking (page 74) 22 Ask the students to read the task in 22. Then go through exercise 23 with the class before they do the task as outlined in 24.

23

Open answers

Grammar (page 75) 1 2 3

24 Monitor the groups and note down any good

expressions used or accurate grammatical structures showing a wide range as well as any areas for improvement. When the groups have finished the task, give feedback on what went well, e.g. good use of reasoning, exemplification, or linkers and also on improvement areas. You could also write up, e.g. useful vocabulary, expressing opinions, language of comparison, etc.

1 may  2 may  3 could  4 can 1 B  2 B  3 A  4 C  5 D  6 A Suggested answers: 1 Could I borrow your mobile, please? 2 May I open the window, please? 3 Can I have a look at your newspaper, please? 4 Can I make a copy of an article in your magazine, please?

Reading and Use of English (pages 76-77)

Open answers

Writing (page 74)

Look at the Writing Bank on page 181 of the Student’s Book. Elicit what is expected from an email in terms of organisation and cohesion, range, accuracy, appropriacy of register and format and the target reader.



1 A  2 B  3 D  4 A  5 B  6 C  7 D  8 A

26 You could ask the students to exchange their emails

with a partner and ask them to comment on each other’s emails including the use of modal and phrasal verbs and the second conditional. Discuss with the students as a class what they would like to improve in their second draft and then ask them to write it for homework.

Part 2 1 more 2 in/at 3 into 4 other 5 until 6 against 7 which 8 are/get

25 Ask students to read the task, i.e. the email in exercise

26. Go through the Exam Strategies with the students and then ask them to highlight the points they have to address in the email. Confirm that they have to address four points.

Part 1



Part 3 1 origin/s 2 Approximately 3 revival 4 belief 5 victorious 6 energetic 7 Unhappily 8 enthusiasm

Open answers

33

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UNIT

8

Crime & Punishment

Vocabulary areas

Crime 1 and Crime 2; Prefixes

Grammar

Be/Get used to + verb + -ing; Past Perfect Simple and Continuous Past Perfect and Past Simple

Reading and Use of English Should teenagers be sent to jail? Part 6: Gapped text

Exam Strategies

Writing

The punishment should fit the crime W2: Article

Exam Tip!

Listening

An interview with a criminologist L4: Multiple choice

Speaking

Pronunciation S4: Discussion

Reading and Use of English Part 1: Pickpocket picks the wrong person Part 2: A hair for a hair – the punishment to fit the crime Part 3: Key word transformation

Warmer (page 78) 1 The students could use dictionaries for this task but not for part 2 of the warmer as that is an information exchange.

Suggested answers: 1 Crimes: cybercrime, robbery, burglary, theft, embezzlement, fraud, murder, kidnapping Punishments: fine, community service, driving ban, imprisonment/custodial sentence 2 Open answers

Vocabulary (pages 78-79) 2 Pairwork. You could set the students a time limit to

complete the crossword, e.g. ten minutes, and make it into a competition. The first pair to complete it, wins.

1 pickpocket 2 murderer 3 hijacker 4 mugger 5 thief 6 kidnapper 7 arsonist 8 burglar

3 This exercise could be done in pairs. 1 pickpocket 2 murder 3 hijack 4 mug 5 steal 6 kidnap 7 set fire to something 8 burgle

4 Pairwork. If your students need help with some of these words, you could give them the first letter or play hangman to find the answer.

1 2 3 4 5

prosecute jury (lawyer for the) defence police prison

6 7 8 9 10

witness commit lawyer fine trial

5 This exercise could be done in pairs. Suggested answers: 1 A mugger steals property from a person usually by using or threatening violence. A pickpocket usually steals money from a person but he/she does not usually use violence. 2 A burglar breaks into someone’s house to steal property. A thief steals property anytime anywhere. 3 A criminal court is used to try cases where a crime has been committed. A civil court tries non-criminal cases such as debt recovery. 4 A judge makes the final decision on sentencing in a court but listens to the opinion of the jury who are selected from the ordinary public. 5 A lawyer for the prosecution represents the State in bringing a case against a person. A lawyer for the defence represents the person accused.

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Crime & Punishment

Grammar (page 79) 6 Ask the students to do this exercise individually. If necessary, refer them to page 85.

Before I moved to New York, I was used to crossing the road anywhere I wanted and I wasn’t used to crossing at designated crossings. At first in New York, I used to get regularly told off by cops and I was told that I would get a fine. However, after several months of living here, I’ve got used to not jaywalking and I’m pleased to say I haven’t been fined once. I’m sure I’ll get used to behaving like a true New Yorker.

7

We use to be used to when we have experienced something so often that it no longer seems strange. We use to get used to when we become used to doing something.

9.A

Listening (page 80)

See page 91 for the student’s recording script.

8 Monitor the students as they do this task and make

notes of good language use and areas which need improving. Then give feedback, e.g. on expressing opinions, balancing arguments, building on/disagreeing with others’ contributions. You could then ask the pairs to come together in groups of four to exchange ideas. Open answers

9 You might like to pre-teach the following words which come up in the recording script: to weight irrational threshold reluctant root cause scam profusion to tot up disparity



Remind the students of the Exam Strategies which help them tackle the multiple-choice section of the Listening Test (See page 13 of the Student’s Book). 1 C  2 B  3 A  4 B  5 C  6 A  7 A

Recording script with answers underlined Interviewer: With me in the studio today is Helen Bywater, who’s been looking at trends in crime rates. Helen, I think that most people instinctively feel that the crime rate is going up. Is that correct? Helen: Well, over the last 25 years there has been a general increase in crime in all European countries.

Although there have been plateaux where the crime rate has levelled off in some countries for a few years and occasional reductions, it is impossible to find any European country where the crime rate is now lower than it was ten or twenty years ago. On the plus side, official government figures suggest that crime levels went down slightly during the mid-1990s, after very large increases in previous years. Interviewer: I see. And how do we know how much crime there is? Helen: The most widespread method for measuring crime levels is to use the records of crimes recorded by the police. Of course, there are some variations in recording methods between countries, but what really makes the data not entirely reliable is that it depends on someone reporting a crime. It has been argued that, to some extent, the increase in crime over the last twenty-five years is substantially weighted by increases in reporting, rather than an absolute increase in criminal events. Interviewer: And have you noticed any change in attitudes towards crime in, say, the last ten years? Helen: Absolutely. Victims and witnesses nowadays have easier access to the police, for example, because of mobile phones. Also, insurance companies now require victims to report losses they are claiming for. These are just facts. But what is significant is that there are lower thresholds of tolerance about behaviour such as violence and drink-driving and the public won’t just stand by and watch this happen any more. Interviewer: So, going back to an earlier point, why do you think crime is increasing? Helen: Briefly, in my opinion, the real root cause of the increase is the fact that people go to live in different towns for jobs, etc. Now, leading to a decline in traditional stable communities. It’s also likely, but I believe to a lesser extent, that the increase in drug misuse and related offending has a part to play as well as the profusion of portable consumer goods, including cars and their contents. Interviewer: And in England, what type of crime is common? Helen: There are significant variations between countries according to the types of crime you risk becoming a victim of. I’ve just been looking at figures for England and the Netherlands and the former, closely followed by Italy, is the car crime capital of Europe, whereas, unsurprisingly perhaps, the Netherlands is top for bicycle theft. Whereas in Poland, another country I looked at, pickpocketing is the most popular pastime. Interviewer: No wonder we’re all afraid of something happening to us. Helen: And there’re some interesting studies on fear of crime. The British are twice as worried about crime as the Swiss, but they aren’t twice as likely to become

35

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UNIT

8

victims. A Swiss study suggests that this disparity may be partly to do with the media’s coverage of crimes. But all European countries are now looking at tackling this important business of fear of crime, as irrational levels of fear can seriously affect the level of enjoyment that a person has in his life. For example, more and more people are reluctant to go into city centres at night. And this is the reason that I think we have to do something about fear of crime. Interviewer: But cybercrime is something that can happen to any of us now, isn’t it? Helen: It’s true to say that cybercrime is one of the fastest-growing criminal activities on the planet. It covers a huge range of illegal activities including financial scams, for example if you totted up all the money stolen from credit cards, it’d run into the millions. Then there’s computer hacking, virus attacks, stalking by email, and so on. And of course by the very fact that it’s on the web, it means it’s an international problem. And this is the real challenge – how exactly do you police this?

10 After you have given the groups a few minutes to

discuss the questions, you could open this up as a class discussion.

Vocabulary (page 81) 14 1 F  2 L  3 C  4 H  5 M  6 G  7 K  8 B  9 A  10 E  11 D  12 J

15 This exercise could be done in pairs. 1 arrested 2 acquitted, court 3 juvenile, offence

Reading and Use of English (page 82)

16 You could open up questions 1-3 into either a class discussion or get students to work in small groups. Open answers

17 You may wish to pre-teach the following vocabulary: Paragraph 1: rock oncoming Paragraph 2: re-enact feats swear profusely Paragraph 3: to hit home state residential treatment centre windscreen Paragraph 5: split Paragraph 6: to jeopardize Paragraph 8: to discard rubbish to drift into (crime) Paragraph 9: the driving force

Open answers

Speaking (page 81) 11 Ask the students to answer questions 1-5 individually. When they have finished, they could discuss their answers with a partner. Then go on to questions 6-8 which can either be done individually or in pairs. 1-5 6 7-8

Open answers A investigate B offence C acquit   D unacceptable E vulnerable F coincidence Open answers

12 Point out that in the exam the examiners are listening out for the pronunciation of individual sounds, word stress, sentence stress and intonation.

4 punishment 5 sentenced, jail/gaol/ prison



Go through the Exam Strategies with the students and then ask them to do the task. 1 C  2 B  3 D  4 A  5 G  6 F  You don’t need to use E

18 Divide the students into groups of three and assign each

correct their pronunciation. If you find common pronunciation problems, e.g. not sounding word endings properly or inserting unnecessary vowel sounds, you could write them on the board with examples of mispronounced words and ask the class to pronounce them correctly.

a role: Robert, Paul or Francis. In the preparation stage, you could ask all the ‘Roberts’ to get into one group to prepare their roles. Do the same for the ‘Francises’ and the ‘Pauls’. Circulate and monitor and help the three groups, as necessary. After approx. 10 minutes of preparation time, ask the students to get back into their original groups to do the role play. Monitor the groups as they perform the role play. You could, for example, note down two positive comments for each group and two areas for improvement.

Open answers

Open answers

Open answers

13 Monitor the groups as they discuss these questions and

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Crime & Punishment just left, is used to explain that the two actions didn’t happen at the same time but that one action happened before the other in the past. 2 A  Was the policeman there when you got home? B  Yes, but he left soon afterwards. The time reference ‘soon afterwards’ is used so it isn’t necessary to use the Past Perfect.

Vocabulary (pages 82-83) 19

Undecided means not having made a decision yet.

20 Exercises 20 & 21 could be done for homework if you’re short of time or as pairwork in class.

1 unacceptable: un = not 2 bilingual: bi = two 3 amoral: a = without 4 anteroom: ante = before 5 superintendent: super = over/more than usual 6 disadvantage: dis = negation 7 enraged: en = make more intense 8 ex-wife: ex = former 9 inappropriate: in = not 10 overconfident: over = too

21

26

Suggested answers: A The lawyer was tired because she had been working hard = she was tired because she had been working hard over a period of time. She may or may not be working at that moment. B The lawyer was tired because she was working hard = she was tired because she was working hard during that period of time.

Grammar (page 85) 1 dishonesty 2 impossible 3 outstanding 4 extraordinary

5 irregular 6 postgraduate 7 illegal 8 anticlimax

Writing (page 84)

1 2

  1 read  2 getting  3 drink  4 driving   1 had been waiting  2 had already taken 3 had been invented  4 had been raining  5 had spent

3

  1 had dispersed  2 managed  3 went

22 Ask the students to do this task individually and then

4

  1 was running  2 had been waiting  3 were sitting; had been drinking

23 Go through the Exam Tip with the class. If you’re short

5

  1 was, had been looking  2 was, found out, had happened  3 said, had been burgled  4 had already worked, realised, had made  5 asked, had had  6 knocked, had been looking

discuss with the class how they can improve their writing.

of time, you could ask the students to do the writing task for homework. Open answers

Reading and Use of English

Grammar (page 84) 24 If necessary, refer the students to page 85. Pairwork

(pages 86-87)

Part 1 1 A  2 D  3 D  4 C  5 B  6 C  7 A  8 D

Suggested answers: 1 To demonstrate that the two actions did not happen at the same time. 2 A No. B The robbers escaped. 3 The Past Simple 4 Open answers 5 The Past Perfect Continuous is used to emphasise duration – to talk about how long something had been happening.

25

1 A  Was the policeman there when you got home? B  No, he had just left. The Past Simple, was, is used to talk about the past in general; a past state. The Past Perfect Simple, had

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Part 2 1 her 2 what



3 When 4 with

5 given 6 so

7 had 8 should

Part 4 1 2 3 4 5 6

had landed/had been//on time away//even though had//better get/have succeeded in//finishing was//the first time not seen Robert//since 37

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UNIT

9

Food & Food Issues

Vocabulary areas

Food; Collocations: verb + dependent preposition

Grammar

Modal verbs of certainty/probability

Reading and Use of English Ban on ugly fruit and vegetables is scrapped Part 7: Multiple matching Writing

Modern food production methods W1: Essay

Listening

Dialogues L1: Multiple choice

Exam Tip!

Speaking

Talking about food and eating S1: Interview

Exam Strategies

Reading and Use of English Part 1: Does your food sound good? Part 2: Keeping teenagers healthy Part 3: Eat more algae

Warmer (page 88) 1 You could ask students what type of food they like/think

is healthy as a lead-in. Tell the students to look at the pictures because they may find clues to the meaning of some of the vocabulary in them. The aim here is to try to get students to work out the meaning of vocabulary and not to ask the teacher or use a dictionary when it’s not necessary. Students should do exercise 1 on their own.

Vocabulary (page 89) 4 This is a good opportunity to revise the vocabulary of

fruit and vegetables. Make sure students pay attention to spelling. If you think it’s appropriate for your students, ask them to repeat the words after you so that they learn to pronounce the words correctly.

Suggested answers: fruit vegetables apples carrots pears peas oranges beans grapes cauliflower lemons (sweet) potatoes plums cabbage grapefruits tomatoes pineapples celery bananas cucumber kiwis peppers strawberries raspberries blackberries

Open answers

2 Encourage students to find out the meanings of the

words from each other first before they ask you or use a dictionary.

Open answers

3 Accept different answers as long as students can justify them. For example, photograph C may represent chickens that are raised like this to make into chicken nuggets and others may see them as providing fresh eggs.

5 6

1B

2F

3D

4A

5E

meat beef lamb pork bacon venison veal chicken turkey

fish salmon trout cod shrimps prawns lobster sole plaice

6C

Open answers

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Food & Food Issues

Speaking (page 89) 7

Open answers

Vocabulary (pages 91-92) 12

8 Pre-teach the word brunch.

As a follow-up, ask students how to make scrambled eggs or an egg-based dish. 1 3 4 7

her cooking ability the meal she likes cooking an example of what she cooks people’s reactions to the meal

2.B

Recording script with answers underlined

13 14

9

Open answers

Grammar (pages 92-93)

Open answers



Go through the Exam Strategies box with the students and encourage them to ask any questions they have about Speaking Part 1.

16

Reading and Use of English (pages 90-91)

10 This could be set up as a debate/mini-presentation.

Refer the students to page 95 to remind them of the rules if necessary.

1 She can’t write the cookbook by herself. 2 They must have been right as they’re the food experts. 3 Our guests should be here by now. 4 They might have won the cookery competition. 5 She may not make the peach tart by herself. 6 This pizza could have been the winning recipe.

17

The present/future form is modal verb + base infinitive. The past form is modal verb + have + past participle.

11 Pre-teach the following words/phrases: Text A: over-regulation curved knobbly red tape to label Text B: misshapen in the long run to stem from Text C: to comply with wonky Text D: garlic head garlic cloves downright

1 about  2 in  3 for   4 from  5 to, about  6 to 7 with  8 to  9 to  10 to are keeping vocabulary notes in a useful and meaningful way.

Well, I’m not a fantastic cook but I do like making brunch at weekends, and I like doing something special for that. For example, last weekend I cooked scrambled eggs with some small pieces of salmon mixed into it. Everyone said it was delicious.

Open answers

1 C  2 B  3 D  4 B  5 A

15 The aim of this exercise is to make sure that students

See page 91 for the student’s recording script.

1 They agreed on the fact that GM food could help to feed the growing population. 2 If we compare GM plants with non-modified plants, the GM plants are far more drought resistant. 3 More and more people are insisting on eating only organic food.

18 19

1 A  2 B  3 A  4 C  5 B Open answers. Go through the Frequent Mistakes box asking students to explain why the incorrect sentences are incorrect.

Writing (page 93)

Elicit from the students: who reads an essay, what format it should be in and the type of language usually used.

1 D  2 B  3 C  4 D  5 A  6 B  7 B  8 A  9 C  10 A 39

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UNIT 20

9 extra hints. I just couldn’t resist trying them out. And the rest, as they say, is history.

Open answers

21 It’s a good idea for students to get into the habit of making similar plans for all writing tasks. Open answers

3 You hear two students talking about their course in food technology.

3.B

Listening (page 94)

22

!

See page 91 for the student’s recording script.

Open answers

Exam Tip! Go through this and ask the students to highlight the key words in the questions and options before they listen.

4 You hear two friends talking about Japanese food.

23 Pre-teach the following words/phrases: to have a sweet tooth; posh 1 A  2 B  3 A  4 B  5 B  6 A  7 C  8 C

Recording script with answers underlined 1 You hear a woman talking about a restaurant.

We went to a new restaurant called Foodies last night. We were greeted by a very charming waiter. Then a different person took our order and there were lots of nibbles and things for us to munch on while we waited. I was really enjoying myself. Then my main course came; the meat was really chewy and quite honestly I don’t think it was one of the better cuts of meat to start with. The pudding wasn’t exactly stunning either. You wouldn’t mind so much but it was really pricey. We’d been warned about that and it was supposed to be my birthday treat so we were pushing the boat out.

2 You hear a man talking about cooking.

I was brought up in a house of good cooks. You should have tasted my grandmother’s apple pie! I thought everyone was a good cook so I couldn’t believe it when I met my girlfriend and she told me that boiling an egg was the height of her culinary skills! But I guess what got me into it was an old battered-looking hardback I found in a junk shop. It has really unusual recipes and it’s even got someone’s handwritten notes in the margins with

Male: There was a lot of information to absorb in that lecture on all the food additives, wasn’t there? Female: You’re not joking. I don’t know how the lecturer managed to pack so much into one hour! I’ll have to read up on it later though, because it was all new to me. Still, by the time we’ve finished this course, we’ll be able to walk into any branch of catering; we’re covering so many subject areas. Male: Yeah, I hadn’t realised we’d have so many options open to us with a degree in food technology.

Woman: I’ve really got into Japanese cuisine recently. And I’ve made quite a few different dishes already. Man: Aren’t the recipes long and complicated? Woman: Well, I guess like most cuisines, there must be some that are but… I’m going for simpler ones that I can prepare when I get home from work. The presentation is important and that’s what appeals. All your senses should be involved in the enjoyment of eating – so your eyes are important too. Man: And people say that things like rice and fresh fish are good for you…

5 You hear two friends talking about genetically modified food.

Girl: I’ve just been reading about genetically modified foods such as rice and the fact that they have more vitamins. But actually if you eat a balanced diet, you don’t need supplements... Boy: Anyway, there’s no evidence of nasty side effects to consuming GM foods. But I do know there’s a strong anti-GM movement in the UK, mainly coming from organic farmers who are worried, quite rightly so, about how it will affect agricultural land. Other people think it’s just another way for big companies to make mega bucks!

6 You hear a man talking about fast food.

As a student, I used to eat burgers and stuff like that because it was cheap food – or so I thought. Actually it’s just as cheap to make a healthy bowl of pasta and that’s twice as satisfying. When I was away for a couple of weeks last summer with some mates from university, I slipped back into the habit a bit. But I kept thinking this only tastes of salt and sugar and wondered why I was eating it. I must admit, if I’m really pushed for time, like when I finish

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Food & Food Issues work at nearly 7 and want to get to see a film at 7.30, I do just grab something then. But it’s not that often.

7 You hear a woman talking about her local supermarket.

Grammar (page 95) 1 2

I know a lot of people complain about supermarkets and they worry about what’s happening to smaller shops but I must say our local supermarket has always been great. Often when you go in there’s a wonderful smell of baking; it’s really mouthwatering. But what they’ve just started doing is advertising food that comes from this region. I think people are more aware of food miles these days and they are less keen on beans that have been flown in from the other side of the world – so that’s really good.

they eat at home.

24

Girl: Mum’s cooked an Indian dish for dinner tonight. It’s got prawns in it. Boy: Great. I love seafood. I wonder what spices she’s used. Anyway she always gets it just right. Girl: Yeah, not too hot, not too mild. It’s the same with everything she cooks though – it’s just so yummy. I’m going to make some bread at the weekend with wholemeal flour and walnuts. Boy: Wow! Sounds great! You could set yourself up as a high-class chef when you’ve finished college. Girl: You have to be amazingly good to get anywhere in the catering business – and it’s seriously hard work.

Open answers

25 Ask the student who is listening to time the one minute.

1 2 3 4 5 6 7

This dessert may/might be too sweet for you. The local farmer won’t use that new pesticide. These must be free-range eggs. Mike will have put the ice cream in the freezer. You can’t find a good restaurant near here. Susan must have eaten lunch at the cafeteria. I mustn’t have/might not have baked the cake for long enough. 8 He must be fed up with all these cookery programmes on TV.

Reading and Use of English

8 You hear a brother and sister talking about the food

1 C  2 F  3 A  4 D  5 B  6 E

(pages 96-97)

Part 1 1 A  2 D  3 D  4 B  5 C  6 A  7 B  8 C



Part 2 1 since 2 to 3 Even 4 be



5 for 6 which 7 There 8 not

Part 3 1 shortage/s 2 grown 3 increasingly 4 sustainable

5 including 6 commercial 7 unquestionably 8 scientists

It’s useful for students to get used to speaking for one minute as they have to do this in Speaking Part 2. Open answers

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UNIT

10

Nature & Endangered Species

Vocabulary areas

Animals; Linkers of sequencing and addition; Collective nouns

Grammar

Gerund and Infinitive

Reading and Use of English The hunters that become the hunted Part 5: Multiple choice

Exam Tip!

Writing

Nature programmes W2: Review

Exam Strategies

Listening

Wildlife conservation L2: Sentence completion

Speaking

Comparing photographs S2: Long turn

Reading and Use of English Part 2: The kakapo parrot Part 3: Shooting wildlife – with a camera Part 4: Key word transformation

Warmer (page 98)

If you want to add to similar vocabulary: duck frog mouse bee owl snake pig

1 Make sure that you are prepared to answer questions about the names of different animals.

1 A panda B blue whale C polar bear 2 Open answers

D rhinoceros E tiger F chimpanzee (ape)

4.B

See page 92 for the student’s recording script.

2 Additional words which could be used are given in brackets below.

Movement climb, jump, pounce jump, run (scamper) gallop (trot, canter, walk) run, pounce hop glide

quack croak squeak buzz, drone, hum hoot hiss runt, snort, squeal

Listening (page 99)

Vocabulary (page 99)

Animal 0 cat 1 dog 2 horse 3 lion 4 rabbit 6 swan

waddle hop scurry fly, swarm swoop, fly slither root, wallow

3 Sound miaow, hiss (purr) bark (growl, yelp, yap) neigh roar thump hiss (call)

4

1 Suggested answers: loss of habitat, loss of food, climate change, pollution 2 Open answers 1 2 3 4 5

umbrella ships climate change education TRAFFIC

6 7 8 9 10

fingernails 32 forehead magic/magical visible

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Nature & Endangered Species

Recording script with answers underlined Today I’m going to tell you a little bit about our organisation which safeguards hundreds of species around the world. We focus special attention on giant pandas, tigers, polar bears, endangered whales and dolphins, rhinos, elephants, marine turtles, and great apes. These species not only need special measures and extra protection in order to survive, they also serve as umbrella species. Helping them helps numerous other species that inhabit the same environment. Among marine wildlife, seven out of the 13 great whale species are still endangered or vulnerable, even after decades of protection. Whales, dolphins and porpoises are succumbing to new and everincreasing dangers. For North Atlantic whales, collision with ships has taken over as the greatest risk rather than entanglement in fishing gear, while the critically endangered Western North Pacific gray whale is at serious risk because of intensive oil and gas development in its feeding grounds. While other organisations are focusing their research on hazards such as toxic contamination or habitat degradation, we’re currently looking at the effects of climate change and what this means for marine wildlife, in particular, mammals. We are also combating risks to whales by lobbying to bring whale hunting under the strict control of the International Whaling Commission. However, we see the best results from education, and I mean to people of all ages and occupations, I don’t just mean children. We also hope to see improved national and international action and agreements in the near future. We work in several areas of species protection around the world that live within our priority ecoregions. Large predators like snow leopards and grizzly bears, migratory species like songbirds, and a host of other species facing threats also benefit from our conservation efforts. Different groups work on different projects. One group known as TRAFFIC works to ensure that trade in wildlife products doesn’t harm a species, while also fighting against illegal and unsustainable trade. I work with the two main categories of whales: the baleen whales, and toothed whales. The baleen whales are named for their feeding apparatus, baleen, which descend from the roof of the mouth. Baleen is made of hard but flexible material, similar to that of human fingernails, rooted in the animal’s upper jaw. The baleen act like a sieve, allowing a whale to strain food out of the water – food which includes small fish and plankton. There are 13 species of baleen whales. They range in size from the compact minke whale, whose average length is around 8 metres, to the gargantuan blue

whale, which can reach lengths of over 33 metres and weigh up to as much as 32 elephants. That’s 120 tons. Of the toothed whales Narwhal whales are my favourite. They are known more for their almost unicorn-like tusk or tooth that springs from their forehead in the male of the species. The tooth actually grows from the left side of the upper jaw and is twisted into a left-handed helix. The tooth can be up to three metres long. The tusk of the Narwhal was sold by Vikings and other northern traders as the horns of the legendary unicorn which were considered to have magic properties. Reportedly, during the sixteenth century, Queen Elizabeth bought a Narwhal tusk for the cost of ten thousand pounds – the cost of a castle. The tusk was used as her sceptre. Until recently, humankind seemed to view the ocean as a source of infinite resources. The truth is that the populations of many species are decreasing at an unsustainable rate. The threats to marine species are difficult to perceive because marine animals are not as visible as animals on land. Animals that have taken millions of years to evolve, that are invaluable to all ecosystems, have vanished and continue to vanish from places where they once flourished.

5

Open answers

Reading and Use of English (pages 100-101)

6

!

Open answers

Exam Tip! It’s helpful for students to know that the questions follow the order of the text. However, point out that sometimes the last question could be a global question; a question about the text as a whole.

7 Pre-teach these words, which do not come into exercise 8.

Paragraph 1: hunter hunted to breed to clone Paragraph 2: stalk, prey Paragraph 3: shrunk (shrink, shrank, shrunk) Paragraph 4: to draw up to found Paragraph 5: boxed in

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UNIT

10

1 D  2 D  3 C  4 B  5 A  6 B

8

13

1 on the brink of global extinction 2 turned down 3 decline / shrunk 4 suffer from 5 goal 6 survival

Vocabulary (page 102)

Grammar (pages 102-103) 14

9 When students have brainstormed possible linkers, ask them to look at linkers of addition on page 189 of the Student’s Book. Suggested answers: furthermore also too in addition besides what is more and not to mention the fact that

10

1 Furthermore/further 2 In addition 3 Moreover 4 What is more 5 not only ... but also

11 When students have brainstormed possible linkers, ask them to look at the linkers of sequencing on page 189 of the Student’s Book. Suggested answers: lastly then next after that afterwards in conclusion to summarise

12 You could set this for homework. Open answers

1 First 2 Second/Further, Furthermore/In addition/Moreover/ What is more 3 Third/ Further, Furthermore/In addition/Moreover/ What is more 4 Finally/Lastly/in conclusion

15 16 17

18

Elephants have been so heavily poached that they are extremely afraid of coming up close to humans. Each time this herd of elephants saw us they ran away. We desperately wanted some of the elephants to accept us and we needed to know that our conservation programme was working. Then, one afternoon, we heard loud rustling noises and we watched in wonder as an elephant stood right on the edge of camp. We had built our camp here because the Marula trees offer shade in the hot season, but this elephant’s family had probably been coming to eat the fruits for many generations. Now our camp stood in his way. The elephant took one step toward the fruits. Then he stopped and was obviously not prepared to risk coming any further. We hoped he’d keep on coming. For 20 minutes he stood there and then finally he dared to walk quickly into the camp to within ten yards of the office cottage, where he began feeding on the fruits. That was just the beginning. The elephant started coming every day. Seventy per cent of the elephants in this area had been shot by poachers before we came. The ones that remain are cunning, alert and worried about being close to man. But this elephant had learned to trust us. He represents hope for all elephants so we named him Survivor. Open answers Open answers 1 the infinitive 2 the infinitive without to 3 Open answers 1 A I remembered to feed the parrot this morning = I remembered and then I fed it. B  I remember feeding the parrot its favourite food = I fed it and then later I remembered the action. 2 A He forgot to post the card = he didn’t remember and he didn’t post the card. B He’ll never forget posting the card = he posted the card and will always remember it.

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Nature & Endangered Species 3 A She stopped the car to help the injured animal = she interrupted an activity to help the animal and then continued the previous activity (in this case, driving). B She stopped going to wildlife parks = a past activity. 4 A If you seriously care about conservation, it means taking the time to do something about it = it involves taking the time. B She meant to take some photos of the elephants but she ran out of time = it was her intention to take some photos. 5 A The speaker from the WWF went on talking about the destruction of the forests until the end of his speech = he continued to talk about the same topic (the destruction of the forests). B  The speaker from WWF then went on to talk about the destruction of the forests until the end of his speech = he stopped talking about one topic and then started another topic (the destruction of the forests). 6 A She tried to take photographs of the giraffe = she attempted to take photographs. B She tried photographing the giraffe = she experimented with taking photographs.

23 Students read the task and discuss the Exam Strategies. Open answers Go through the Exam Strategies with the students and encourage them to ask questions about writing reviews for the exam.

Grammar (page 105) 1 pollluting 2 go 3 to work 4 worrying 5 read 6 not to feed

Reading and Use of English (pages 106-107)

Go through the Frequent Mistakes box with the students.

20 21



Part 3 1 universally 2 endless 3 endangered/dangerous 4 rewarding 5 activity 6 competitive 7 professionals 8 preference

Open answers Open answers

1 C  2 B  3 F  4 A  5 D  6 E

Writing (page 104)

5 were 6 had 7 Despite 8 so

Open answers

Vocabulary (page 104) 22

Part 2 1 but 2 no 3 for 4 not

Speaking (page 104) 19

7 watching 8 seeing 9 doing 10 asking 11 losing 12 wear

Look at the Writing Bank on page 179 of the Student’s Book and elicit what type of language a review should contain.

Part 4 1 2 3 4 5 6

anyone turned up//for/to//anyone turned out//for not advisable//to keep could be//difficult for/hard for paid//the highest/the ones with the highest hadn’t/had not/been//paying attention accused Mr Botes of//selling

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UNIT

11

Work & Job Satisfaction

Vocabulary areas

So and such; Too and enough; Work

Grammar

Relative pronouns and relative clauses

Reading and Use of English Getting the most from your job Part 6: Gapped text Writing

Interview preparation W2: Report

Listening

Job interviews L3: Multiple matching

Exam Strategies

Speaking

Facilities for employees S3: Collaborative task

Exam Tip!

Reading and Use of English Part 1: Are internships worth it? Part 3: Helpful advice on how to make those difficult life choices Part 4: Key word transformation

Warmer (page 108) students what sort of job they would like to do in the future, what sort of jobs are regarded as good jobs in their society and why.

1 A teacher B trader/dealer in the stock exchange C pilot 2 Open answers 3 Suggested answers: A calm, patient, open-minded, friendly, passionate about education B someone with a lot of stamina, good at maths, quick-witted, a risk-taker, ability to work under pressure C calm, precise, level-headed, eye for detail, not a risk-taker, good with people, inspires confidence

2 You could put the students into teams to see which

team can find all the answers first. Make sure they use the clues to help them. *Note that increasingly we use a non-gender specific word for jobs. We no longer say air stewardess, fireman or chairman. But you do sometimes still hear people say waitress.

5.B

1 As an additional lead-in to the topic, you could ask

Listening (page 109) See page 93 for the student’s recording script.

3 After the pairs have done the activity, you could put them into small groups to exchange information.

Open answers

4 Go through the Exam Strategies with the students. As a

post-listening task, if possible, ask the students to read the recording script and find five words or expressions that are new and that they’d like to remember. Some possibilities are: frown gaze a two-way process blasé I’ve done my homework on coins regain self-composure begs the question unbiased

1G

2B

3H

4A

5 D You don’t need to use C, E, F.

1 builder 2 carpenter 3 chambermaid 4 chef 5 dentist 6 flight attendant* 7 nurse* 8 fire officer* 9 engineer 46

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Work & Job Satisfaction

Recording script with answers underlined Speaker 1 Before I went for the interview everyone I talked to seemed to have really good advice and I was getting stressed with all the new information. What I’d recommend though, because it actually helped me, is make a short list of what you think the requirements are in the position. For example, the ad might have said something like, good communication essential. So if you keep this in your head at interview, you can bring in examples to demonstrate that you have the ability to do this. It’ll make them realise that you’re the right person for the job. Speaker 2 A friend gave me a great tip. Before you leave the house, do a quick search on Google to get latest share prices, and any mention of the company in Google news. Having fresh up-to-date information on the company gives you extra points. But my tip is, think about your whole appearance. I’d put on a nice suit, plain shirt, and tie. But I hadn’t thought beyond that. I just put all my papers in a plastic bag. When I arrived, I saw the interviewer’s smile change to a frown as his gaze went from my suit to what I was holding in my hand! Speaker 3 This is key to the process. And there’s nothing wrong with physically getting out your piece of paper when you are at the interview. It shows you have prepared and made an effort. Be careful not to ask about things in a wooden way though and this can happen if you’re reading from your notes. Make sure you find out exactly what the job involves, who you’ll be working with, etc. All this shows that you’re keen and interested. And remember an interview is a two-way process; they need you as much as you need them. Speaker 4 I’ve had quite a few interviews for, let’s see, about 4 jobs. So I was getting a bit blasé by the time I had my last interview. I thought, well, I’ve done my homework on the company, I know what they’ll ask me and what I’ll ask them. What I hadn’t accounted for though was I had to park my car on a meter and can you believe it, I didn’t have any change. It took quite a while to find a café where I could get the right coins. I ended up flying through the door about five minutes late in a right state. All I can say is don’t do that. It’s really hard to regain your self-composure.

question why. If you’re using an employment agency, they might know. It could also be that as they develop, they require people with different skills. Of course the ideal situation is if you know someone who already works there. But remember an employee doesn’t always have an unbiased view of things.

5 6

Open answers Open answers

Vocabulary (pages 109-110) 7

8

9

10

11

A B C D

We use such + uncountable noun. We use such + a/an + singular countable noun. We use so + adjective without a noun. We use such (+ adjective) + uncountable noun.

1 He waited such a long time for the bus that he was late for work. 2 She had such determination to become a ballerina that she hardly went out. 3 I liked the interviewer – she was such a friendly person. A B C D

We use enough + noun. We use adjective/adverb + enough. We use too + adjective. We use too + many + countable noun. N.B. the same rule applies to few, i.e. too + few + countable noun. E We use too + much + uncountable noun. N.B. the same rule applies to little, i.e. too + little + uncountable noun. 1 The train is too expensive for commuters to use it to go to work. 2 She is too young to get a job. 3 He works too slowly to be able to achieve what he needs to. 4 The office is too far for her to walk to work. 1 B  2 A  3 C

Speaker 5 This isn’t always easy but if you know before the interview, it’ll help you to refine your preparation around their needs. One of the most common causes is that someone is leaving. And that then begs the

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UNIT

11

Reading and Use of English

Who is a subject pronoun when it is the subject of the verb that follows. E.g. the teenager who got a job. Who is an object pronoun when it is the object of the verb that follows. E.g. the girl who I met at work. You can omit who when it is an object pronoun, e.g. the girl I met. 1 object  2 subject  3 object  4 subject

(pages 110-111)

12 Monitor the pairs for fluency and clear pronunciation. Open answers

13 Elicit the Exam Strategies on how best to answer this part of the Reading paper (Student’s Book page 82). 1 E  2 B  3 D  4 F  5 A  6 C You do not need to use G.

14 Before you do this task, you could give different pairs of

17

18 Give an example, e.g. I’ll never forget the time (when) I fell asleep at work.

students one paragraph each and ask them to find new or interesting vocabulary. They should find out what the word/expression means (they can use dictionaries or ask you) and then they have to present their one favourite piece of new vocabulary to the rest of the class. Once the students have underlined the appropriate sentences, discuss how the sentences summarise the main points of the paragraphs and how they prepare the reader for what is to come or what they have just read and add coherence and cohesion to the article and make it easy to follow.

1 when, why, where, what 2 Why – you can omit why because it functions as the object of the clause. E.g. The reason why I’m phoning you is to ask you to come in for interview. Where – you can’t omit where because it is a relative adverb and not a relative pronoun. E.g. The desk where he sits is next to the window. where = at which What Did you hear what I said? what = the thing that. N.B. Don’t confuse what and that. When Can you suggest when we can meet? In this example you can’t omit when. when = a time at which

Paragraph 1  For many of us, the idea of having a job that is truly satisfying – the kind where work doesn’t feel like work anymore – is the stuff of fantasies. Paragraph 2  Whether you work on a fruit farm, in a factory, in the smallest office in a skyscraper, or in a sports centre, the secret is to understand what makes you happy at work.

19 You may like to set some of exercises 19-23 as homework if you’re short of time.

Paragraph 3  People say that there are three basic approaches to work and you need to ask yourself whether it is a job, a career, or a passion.

Suggested answers: 1 An architect is someone who designs buildings. 2 A vegetarian is someone who doesn’t eat meat. 3 A concert pianist is someone who plays the piano professionally. 4 A physiotherapist is someone who treats people who have muscle stiffness, pain or injury by rubbing and moving the sore parts. 5 A psychiatric nurse is someone who looks after people with mental illnesses.

Paragraph 4  Once you have identified the triggers that work for you, you can improve your situation by making a few minor adjustments. Paragraph 5  Another change you can bring about is to maintain a balanced lifestyle. Paragraph 6  Finally, we all need to feel recognised and rewarded for what we do.

15

Open answers

Grammar (pages 112-113) 16 Refer the students to Page 115 if necessary to remind them of the rules regarding relative pronouns and relative clauses.

1 whose  2 that/which/X  3 which  4 who  5 whose

20

1 You made an offer which/– I can’t accept. 2 She recently went back to the town where she was born. 3 I didn’t get the job that/– I applied for. 4 We ordered a book on careers which was rather pricey. 5 The woman who is sitting at the desk over there is Mr Smith’s secretary.

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Work & Job Satisfaction 21

22

23

N.B. Some of these sentences could be defining or non-defining relative clauses. For the purpose of this exercise, ask the students to write non-defining relative clauses. 1 She gave me the address of the company, which I wrote down on a piece of paper. 2 Paola is going to work in Canada, where her sister has been living for 5 years. 3 A friend of mine, whose father is the CEO of the company, helped me get a job. 4 That man over there, whose name I don’t remember, is a famous artist. 5 The chef, who is usually on time, was late this morning. Go through the Frequent Mistakes with the class and ask the students to analyse the mistakes. N.B. Grammatically, none should be followed by a singular verb but increasingly, in spoken English the plural form is used. 1 I sent out two letters, neither of which arrived. 2 Six people applied for the job, none of whom were/ was sufficiently qualified. 3 Gina made a lot of suggestions, many of which were very useful. 4 There were a lot of people at the conference, a few of whom I knew. 5 He ordered two books, both of which came within a week.

Open answers

25

Suggested answers: 1 I agree in principle but… 2 You’re right, however… 3 If there were…, it would be (a better place to work). 4 It’d be good to… because…

Writing (page 114)

Refer the students to the Writing Bank on page 182 and elicit who usually reads a report, its format/organisation and the type of language generally used. There is also a sample of a report on page 182 of the Student’s Book.

26 27 28

1

Open answers

1 that/which/0  2 where  3 who  4 whose 5 which  6 where  7 where  8 which/0  9 when  10 which  11 which  12 where  13 that/which  14 whose  15 who  16 who  17 which  18 what  19 when

(pages 116-117)

Speaking (page 114)

Part 1 1 D  2 C  3 B  4 C  5 D  6 B  7 C  8 A



Go through the Exam Tip with the students.

Part 3 1 satisfaction  2 occupation  3 instructors 4 Interestingly   5 connection  6 miserable 7 evidence  8 unusually/usually

24 Monitor the students as they do the tasks and then give

them feedback when they have completed them. Discuss as a whole class vocabulary that could be used in this task that will make the examiner give them a good mark for vocab, e.g. drinks-vending machine, and discuss which different structures can be used, e.g. conditional form, if a company provided a really comfortable chill-out zone for staff, they would return to work completely refreshed after a break. Point out the importance of using adjectives and adverbs to make language more natural and interesting.

Open answers

Reading and Use of English

!

Open answers

Grammar (page 115)

William Shakespeare, who was born in April 1564, was the son of a farmer. He married Anne Hathaway in 1582, with whom he had three children. In 1592 he went to London, where he joined an acting company. In 1595 he became a shareholder of the acting company, where he wrote his famous sonnets and plays. In 1597 he bought a house in Stratford, where he retired in 1610.

Exam Tip!

Remind students to incorporate the vocabulary and grammar you have just discussed in Exercise 24.



Part 4 1 you hadn’t/had not helped  2 was set up//by James 3 I wish//I had spoken/I’d spoken  4 Maria// in charge of 5 is being opened//by  6 have//enough strength

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UNIT

12

Youth Culture & Changing Values

Vocabulary areas

As long as, providing and provided that; Commonly-used slang; Phrasal verbs

Grammar

Third conditional; Wish and if only and wish and would; If and in case; Future in the past: was/were going to

Reading and Use of English Teenagers in their own words on the impact of TV Part 7: Multiple matching Writing

The views of young people W2: Story

Listening

An interview with a sociologist L4: Multiple choice

Exam Tip!

Speaking

Youth culture S4: Discussion

Exam Strategies

Reading and Use of English Part 1: The Technology Culture Part 2: How teenagers see themselves Part 4: Key word transformation

Warmer (page 118) 1

1 Suggested answer: Definition C gives the most information and is therefore most useful. 2 Suggested answers: A: Japanese Punks: style and fashion important, enjoy making a statement, interested in their own genre of music, like participating in street theatre, e.g. making music, dancing B: young eco-warriors with political/ecological ideals: possibly activists, likely to protest against new motorways/airports, etc. being built, could camp out to prevent road-building, etc. C: skateboarders: casual clothes, interested in sport, enjoy spending time together, maybe quite competitive 3 Open answers Suggested reasons for belonging to a subculture: – to experience a feeling of belonging – to rebel against authority – to express individuality or ideas overtly

2 This exercise could be done in pairs. 1 If he had wanted to fit in with the cool crowd, he would have bought the same clothes as theirs. If + past perfect, would have + past participle 2 the past 3 We use it to speak about imaginary states or events in the past.

3

4

5

Grammar (pages 119-120) Refer students to page 125 if necessary to remind them of the rules.

1 hadn’t told 2 wouldn’t have exchanged 3 would have sent 4 had thought 1 She would have gone to the disco if she had had enough money. 2 If I hadn’t gone to a party last night, I wouldn’t have met lots of my friends. 3 They wouldn’t have got into the band if they hadn’t played well at the audition. 4 If they hadn’t worked hard to raise money for teenagers in Africa, they wouldn’t have built a school. 1 regret 2 You might like to write these rules and/or sample sentences on the board. We use wish + Past Perfect + would/might have + bare infinitive, to talk about the past, e.g. sentence A.

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Youth Culture & Changing Values



6 7

8

9

10

We use wish + Past Simple + would/could + bare infinitive, to say we wish something was different in the present, e.g. I wish I was on holiday then I could go swimming every day. If you prefer, you could leave the next explanation until Exercise 7. We use wish + would + bare infinitive, to talk about the present or future. We often use it when we are irritated, e.g. I wish he wouldn’t wear Punk clothes.   Open answers

Suggested answers: 1 He is complaining; he feels fed up. 2 He wants his brother to get up later.

12

Listening (pages 120-121)

A We’ll get some more food if Anna comes = perhaps Anna will come. If she comes, we’ll get some more food. B We’ll get some more food in case Anna comes = perhaps Anna will come. We’ll get some more food now whether she comes or not. Then we’ll already have the food if she comes.

!

1 behave according to your society’s usual standards of behaviour and expectations 2 criticism in the newspapers and on TV 3 a boring childhood 4 can have a permanent effect 5 become stronger than 6 torn jeans 7 putting rings, studs, etc. into parts of the body by making a hole in that part of the body, e.g. pierced ears/eyebrows 8 accepted standards or ways of behaving that most people agree with 9 understand and accept 10 huge amount of

You can borrow my bike provided that you look after it = you can borrow it but only if/on condition that you look after it. Teenagers are allowed into the university library as long as they don’t make too much noise = they are allowed in but only if/on condition that they don’t make too much noise.   Open answers

13 You could introduce this section by asking the students

to brainstorm in pairs what English slang expressions they already know and write them up on the board. Then ask them to find synonyms in standard English for them. You could prompt them with, e.g. awesome; cool; rammed (crowded); wicked etc.

Exam Tip! Go through the Exam Tip with the students.

15 1 She phoned her parents in case they were worried. 2 I’ll take an umbrella in case it rains at the demonstration. 3 He took a map in case he got lost. 4 I’ll wait for them in case they come later.

See page 94 for the student’s recording script.

14

1 I wish Paul would buy a new pair of jeans. 2 I wish they/my parents wouldn’t criticise me for spending too long on the computer. 3 I wish she/my mother wouldn’t keep saying that my hair is too short. 4 I wish he’d/my father would allow me to have a tattoo. 5 I wish somebody would give me a summer job.

Vocabulary (page 120) 11

Suggested answers: 1 very good  2 stupid person  3 crazy  4 mistake 5 coward  6 studying all night/partying all night 7 undesirable/boring place  8 big fuss/protested 9 greatly impressed  10 did badly

6.B



1 A  2 B  3 B  4 A  5 C  6 C  7 A

Recording script with answers underlined Interviewer: Welcome, James Cameron, to our programme today. As an expert on youth culture perhaps you could start off by telling us how you define the word youth? James: I’m glad you’ve started with that because it’s not as simple as you might expect. Some people use the word to refer to those who are between, say, 13 and 18 because in many societies you’re legally an adult at 18. But in other countries it refers to people a bit older, 16 to 21. That’s why I go for the more fluid interpretation of people who are no longer kids but they are not yet mature. It’s more psychological than purely age-related. Interviewer: OK, good. Now, I did a bit of background reading before our programme today and it seems to me that youth culture is something that is always changing. Why is that? James: Another good question. And it’s too obvious to say it’s because young people only have a brief

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UNIT

12

time when they are old enough to start thinking for themselves before they have to conform because they start a job. I think it’s to do with having an open mind. You’re prepared to look at things and think, OK, that’s interesting. Those who say that it’s a period of discovering yourself are taking it too far. In fact, that’s a process that goes on throughout your whole life anyway.

don’t have to take on board all the norms of your community. It’s the constant bombardment from advertising that youth cannot resist. Magazines, TV, etc. have a lot to answer for in terms of creating expectations among young people. It becomes very difficult if your family can’t meet those expectations.

16 Monitor students for clear pronunciation and good

vocabulary use. Encourage them to use some of the vocabulary from exercise 15.

Interviewer: Some people say there is only one youth culture and that’s American culture. What’s your view? James: American youth culture gets a lot of bad press. But if it weren’t for American movies, music and TV shows, an awful lot of young people would be having a very dull youth. And if Hollywood, for example, has made a lot of money out of it, so be it. Other countries or parts of the world are and will make their mark when they can economically and at some stage those ideas will overtake the, at the moment, all-powerful USA. Interviewer: So I guess we’re saying Western societies have strong youth subcultures. Is this because there are more young people in these countries?

  Open answers

Vocabulary (page 121) 17 You could ask the students to write sentences using the phrasal verbs for homework. It’s much easier to remember phrasal verbs when they are in context. 1 C  2 A  3 E  4 B

18 You could ask the students to find synonyms

for these phrasal verbs for homework. Using the opposite preposition on with a verb does not necessarilly mean that the phrasal verb has the opposite meaning.

James: Quite the opposite. Western society is an ageing society. 60 percent of young people live in Asia, 23 percent in Africa and the Caribbean. The UN predicts that by 2025 the number of young people living in the South will rise to 85.5 percent.

1 (will) get on  2 turning on  3 puts on 4 brought on  5 take on

Interviewer: As far as I understand it we refer to subcultures when we’re talking about a particular style of clothes or music, right? Now, what is it that drives a young person to become a part of a subculture? James: Well, it’s not so much a statement of ‘look, I’m not the same as my parents’ but more how I think, what I consider important is not the same. I also think that each subculture sort of respects other subcultures, so for example if you’re an eco-warrior, you might think yeah, he has the right to like a certain sort of music or dress in a certain way.

Reading and Use of English (pages 122-123)

19 20

Interviewer: And what is it that most influences young people? James: Well, until you’re about 12, it’s undoubtedly your family because that’s all you really know. And before you get a job and start your own family, you

1 B  2 C  3 D  4 A  5 A  6 C   7 A  8 D  9 B  10 C

21 Check that the students have transferred their answers correctly. They must fill in one lozenge only per question. When students leave an answer blank, it’s very easy to put the rest of the answers in the wrong place. They have to keep the shading inside the lozenge.

Interviewer: This covers a huge range of topics then. Is there any one area that interests you most? James: Yes. When I was growing up I was aware that different young people chose to listen to rap, reggae, rock and so on. And it was obvious from the ripped jeans or body piercing that some people were different but what I wasn’t aware of at all was that we all spoke differently and that is what I focus a lot of my studies on now.

  Open answers

22

  Suggested answers: B Paul Green I’m tired of society blaming its problems on television. How can teen pregnancy, child murderers, and drug abuse caused by television? The problem occurs when television sets start raising children, instead of parents. Parents need to take responsibility for their children and censor what they watch. When I was younger, It was my parents who taught me right from wrong and not television programmes.

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Youth Culture & Changing Values If you’re really looking to point fingers, we should look not only at our parents but at the leaders of developed countries. Corrupt politicians are being exposed, warfare is glorified, and our presidents are being accused of all kinds of things. There are more important things to use time, money, and effort on than censoring television. So, take some responsibility and pass the remote control. C Marcus Shawcross In my opinion, TV takes centre stage in too many homes. It also encourages senseless spending with hundreds of home-shopping channels. If a viewer gets hungry, they can use their TV to order a pizza or a whole grocery list. And if you find you have any free time, the TV will bombard you with 350 channels of mindless programming. What can be done to stop the spread of this horrid creature? And does the public want it stopped? Maybe that’s the whole problem. The average person has turned into a couch potato who is lured into the TV trap with the deceptive label of interactivity, but the only interaction is between the TV and the viewer’s wallet. Don’t be fooled! We should turn off our TV for a day and read a book or take a walk and stop letting technology dominate us! D Thomas Bidwell I am not an idiot and am perfectly able to distinguish between fantasy and reality. However, there are some people out there who think my mind is equal to that of a three-year-old. At 16, I am supposedly at that impressionable age when I believe everything I see and hear but, this just isn’t true There are still some adults who can’t comprehend this fact which is why television and movies are considered a threat. They feel they are losing control over kids so they call programs bad or controversial. Well, when a show is dubbed controversial, more people tend to watch it. These people are often teenagers who are watching for information on a topical subject, not a lession in how to act. The shows and movies won’t affect the children’s future, but the people trying to censor them might.

23

Writing (page 124) 27 Writing a story is an option ONLY in the Cambridge English:

First for Schools exam. However, it is always good practice and appeals to students who enjoy creative writing.   Open answers

28

Speaking (page 124) 29 Go through the Exam Strategies with the students and monitor them as they discuss the questions. Ask the students to give feedback to each other.   Open answers

Grammar (page 125) 1 1 would have bought  2 would have been done  3 had been  4 had complained  5 hadn’t dyed  6 had worked  7 would have taken  8 had left

2 1 If she had put/’d put her keys on the table, she wouldn’t have forgotten them. 2 She wouldn’t have been late if she had caught/’d caught an earlier bus. 3 His boss wouldn’t have been angry if Peter had arrived on time. 4 If he hadn’t eaten five hotdogs, he wouldn’t have been ill. 5 I wouldn’t have had body piercings if I had known/’d known that companies didn’t like it. 6 I would have picked you up if you had telephoned/’d telephoned me.

3 1 A  2 B  3 A  4 A  5 B

  Open answers

Grammar (page 124)

Reading and Use of English (pages 126-127)

24 This exercise could be done in pairs. 1 the past  2 No. He used was going to to express the idea that in the past he thought something would happen in the future.  3 No 1 Yes  2 No – it’s a past habit  3 No – it’s Past Continuous  4 Yes  5 No – it’s a past habit

26

  Open answers

Part 1  1 D  2 A  3 A  4 C  5 A  6 D  7 C  8 B



Part 2  1 in/to  2 which  3 were  4 when  5 their  6 much 7 on  8 why



25

  Open answers

Part 4  1 (at) this time//last  2 looking forward to//going 3 see the/any point in//buying 4 was not//as/so expensive  5 wish//I could 6 sold out//of//sold out// of all the 53

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13

UNIT

Festivals & Globalisation

Vocabulary areas

Noun + noun expressions

Grammar

The passive

Reading and Use of English The Sundance Film Festival

Exam Strategies

Part 5: Multiple choice Writing

Festivals and traditions W2: Article

Listening

Dialogues L1: Multiple choice

Speaking

Festivals S4: Discussion

Exam Tip!

Reading and Use of English Part 1: The changing attraction of music festivals Part 2: Mobile phone throwing festival Part 3: The advantages of globalisation

Warmer (page 128) 1

2

1F 2D 3B 4E 5A 6C Photo A Chinese New Year Photo B Christmas Day Photo C Valentine’s Day Photo D Independence Day (US) or the Fourth of July

Question 5: savoury filling, to fast Question 6: to flock to a place, sprawl Question 7: thick (meaning stupid), to get something (meaning to understand) Question 8: a shift, fad 1C

2C

3B

4A

5A

6C

7C

8B

Recording script with answers underlined

Open answers

1 You hear an elderly man remembering New Year’s

7.B

Listening (page 129) 3

See page 94 for the student’s recording script.

1F

2T

3T

4T

5T

4 Pre-teach the following words/phrases or check

understanding of them after listening. You may prefer to give your students the opportunity to do tasks as they will in the exam, i.e. without help with vocabulary. Question 1: lad, Auld Lang Syne (a Scottish song traditionally sung at midnight on New Year’s Eve) Question 2: May Pole Question 3: to be living in cloud cuckoo land Question 4: unspoilt, chain store

Eve when he was a child. When I was a lad, I used to look forward to New Year’s Eve just as much as I did to Christmas. Christmas was about presents and eating till you felt you’d explode! What made New Year’s Eve special was that most people in our village still carried out an old ritual. A villager would knock on your door just after midnight and hand you a piece of coal. It was a symbol of prosperity for the coming year. I don’t really know why but I always found it exciting. At midnight my mother would play Auld Lang Syne on the piano and we’d all sing as loudly as we could!

2 You hear two teenagers discussing traditional events. Girl: The only time I’ve ever danced round a maypole was when I was at school. We learnt how to do it.

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Festivals & Globalisation I think some places in the countryside might still do it, you know, in villages, but most people these days just don’t care about it.

6 You hear two friends discussing the idea that the world is a global village. Boy: I’ve just talked to my brother in Brazil; he’s working there for one year – working on a water treatment project. That’s the great thing nowadays, isn’t it? There are more opportunities to work abroad.

Boy: Well I must admit, I don’t see the point of it. What’s it about anyway? We live in a different world now. Apart from Christmas and New Year and birthdays of course, my family doesn’t really take part in any traditional things.

Girl: Yes, as they say the world’s a global village. It’s a small world! Just look at our town – it’s fantastic – you can meet people from all corners of the world. I think this phenomenon will become more apparent too.

Girl: Mine neither.

3 You hear a woman talking about globalisation. All you hear about these days is globalisation. And in most cases it’s people saying that it’s a good thing; you can travel more easily, you can get to know the cultures of other countries more easily. It seems to me, though, that the only thing anyone is really interested in is making a fast buck. Businesses are looking for new markets to sell the same old stuff. I read an interesting article about globalisation and how in the future national borders will disappear. I think whoever wrote it is living in cloud cuckoo land!

Boy: Yes, as long as everyone doesn’t flock to just one or two places. It could have a serious impact on a region’s resources and mean that cities expand and sprawl over valuable farmland.

7 You hear a man talking to a girl about Guy Fawkes Night. Girl: Is it only in Britain that people commemorate Guy Fawkes? Boy: Yeah, mostly. 1605, November the fifth, London, Guy Fawkes was arrested for trying to blow up the Houses of Parliament. Girl: In class today we talked about it – but I’m not sure I got it – so we celebrate that Guy Fawkes failed to do something? Boy: Yeah, he failed to blow up the king. Look, tomorrow I’ll show you a display in the school library which explains it simply. Girl: I’m not thick, I just didn’t get it! Boy: Yeah, right!

4 You hear a couple discussing a holiday they’ve just been on. Man: That was a great holiday, wasn’t it? I can’t believe I’ve got to go back to work tomorrow. Woman: I know what you mean. The town was lovely, wasn’t it? So unspoilt... by all the huge international chain stores I mean. Man: Yeah, the baker actually baked the bread himself… and that greengrocer who had produce from local farms. Remember that delicious peach dessert you had in that bistro in the market square?

8 You hear a woman giving a talk on globalisation. … and interestingly although the USA has enjoyed a strong and wealthy economy for many years we’re now seeing a shift to the East. China is seen by many as a significant player on the world stage. However, I can’t emphasise strongly enough that the spread of consumer products, the spread of fads such as Facebook, etc. would not occur without Internet access. It also means that an exchange of views on a global level takes place. Of course, there is the problem of policing the worldwide web and lawyers are working day and night on copyright issues and so on…

Woman: I’ll never forget it. We should go there again. It’s so much better than our last holiday where we sat through some really touristy things like that folk festival. The locals said they’d never even heard of those songs – that they were just for the tourists.

5 You hear a teacher talking about a lesson she’s just had. I’ve just had year 9 and I just happened to mention that I’d made some delicious pancakes both savoury and sweet versions for my family on Tuesday and they were all quite interested in the idea that you can be creative and put what you like as a filling in them. But what I couldn’t get over was that not one of them had the faintest idea about why we have that tradition – that Christians used to use up the eggs, flour, milk and so on in the house before they fasted for 40 days before Easter. In fact, they were really interested so they’re going to look up Pancake Day on the Internet and report back next lesson.

5

Open answers

Reading and Use of English (pages 130-131)

6

Open answers

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UNIT

13

  7 Go through the Exam Strategies and then ask the

students to do the task on their own. Depending on the level of your class, you could ask students to do this task without pre-teaching any vocabulary so that they get used to doing the task under ‘exam conditions’. Alternatively, to promote learner independence ask students to reread the text at home and to find eight new words/phrases and to find out their meaning. In the next class, you could ask some students to share the new words they found.

Line 24: have... been boosted Line 26: has... been increased Line 27/28: have been reduced

12 Suggested answers: 1 2 3 4 5 6

1 C  2 D  3 B  4 A  5 C  6 A

7

Vocabulary (page 132)  8 Ask students to put the collocations into sentences to show that they understand their meanings.

Suggested answers: 1 The USA is a world power. 2 The internet and mobile phones have become the most popular forms of communication technology. 3 Some countries, e.g. the USA, impose trade barriers to protect local products. 4 Consumer goods are anything from TVs to furniture. 5 Timberland is a famous shoe manufacturer. 6 Punk is one style of pop culture.

 9

1 2 3 4 5

10

1 2 3 4 5

communication satellite trade agreement consumer confidence clothes manufacturer youth culture sports events air pollution food fads contact details migration rates

Grammar (pages 132-133) 11

Line 3: was... held Line 5: was... inspired Line 8: were booked Line 11: was known Line 12: was paid Line 17/18: was constructed Line 19: was described Line 20/21: to have been staged

8 9 10

…been given a large donation. …were given free tickets to the festival. …being recorded by a leading music company. …all the food had been eaten. The organiser will be asked to put on the festival next year. By 2020 music festivals will have become a common event in many countries. If the organisers had more sponsors, more events would be held. If the organiser had had more money, better bands would have been booked. The festival is to be banned on this site. The organiser is believed to have been congratulated on his success by some of the top music artists.

13

1 It is obvious to the reader or listener who the agent is, i.e. security guards. 2 It’s not important to know who the agent is. 3 The agent has already been mentioned, e.g. the EU parliament. 4 People in general are the agents.

14

1 2 3 4 5 6

was applauded has been heard will be sent would have been done will have been held be made

15

The two sentences mean the same, i.e. people say the original organiser of Glastonbury is in his eighties now.

16

1 ...to be waiting for the tickets to go online. 2 ...that the festival has made/made half a million euros. 3 ...that they would headline the festival. 4 ...that the festival organisers have stolen/stole the funds. Go through the Frequent Mistakes box with the class.

Vocabulary (page 134) 17

1 F  2 D  3 C  4 B  5 E

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Festivals & Globalisation 18 Explain that this task practises the language that

candidates might need to use in Speaking Part 4. It’s the chance to use the language of giving opinions, agreeing/disagreeing, making suggestions and negotiating.

Open answers

2

19 If possible get some/all groups to give quite formal

presentations of their ideas. Remind students that they should show evidence of a range of structures, appropriate vocabulary; extended, relevant contributions, clear pronunciation and good communication. If you have the time, you could include a quick question and answer session at the end of each presentation. Students could also vote for their favourite festival.

3



1 2 3 4 5 6 7 8 9 10

Have enough chairs been put out for everyone? An article for the website is written every week. The guitar was being played in the courtyard. Will you be given an English test? The window should be opened. He wasn’t told which room to go to. Our coffee hasn’t been brought yet. Julia was offered the job last week. Alex will be lent all the equipment he needs. A new theatre is going to be built by the Council.

Elicit from the students what is normally expected of an article. See Writing Bank on page 181 of the Student’s Book for suggested answers. Open answers

Reading and Use of English

Writing (page 134)

!

…has never been played …had been eaten …will be/are going to be/are to be discussed …will have died out …would/could be saved …had been organised

1 It is said to be the best film festival in the world. 2 It has been reported that people felt dizzy during the light show. 3 It is believed that the organisers have made a lot of money. 4 It is thought that local crafts are an important part of the culture. 5 It is questioned whether the show will make a profit or not.

Open answers

20

5 6 7 8 9 10

Exam Tip! Go through this with the students. Point out that handwriting has to be legible for the examiner to be able to mark the answer fairly.

21

Open answers

(pages 136-137)

Part 1

1 B  2 A  3 C  4 D  5 C  6 A  7 B  8 D

Part 2

1 the  2 has  3 are  4 on  5 your  6 while  7 with  8 so

Speaking (page 134) 22

Open answers

Grammar (page 135) 1

1 2 3 4

…is celebrated …is being made …was written …were being put up

Part 3

1 thoughts/thinking 2 employment 3 Another 4 endless 5 prosperity 6 international 7 disagreement 8 sociologists

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UNIT

14

Family & Friends

Vocabulary areas

Family and friends; Idioms

Grammar

Indirect speech; Indirect questions; Orders and requests in indirect speech

Reading and Use of English Family relationships Part 6: Gapped text Writing

Listening to advice W1: Essay

Listening

Genealogy L2: Sentence completion

Exam Tip!

Speaking

Comparing photographs S2: Long turn

Exam Strategies

Reading and Use of English Part 2: Identical twins – but different personalities Part 3: Talking at or with a friend? Part 4: Key word transformation

Warmer (page 138)

3 G R E A T G R A N D F A T H E R

1 Ask if there is a similar expression to that in question 1 in the students’ mother tongue. Before they answer question 3, ask students to choose one of the pictures on the left above or below the Warmer and to describe it.

Open answers

Vocabulary (page 139) 2 Go through the words in the box first to make sure that

students understand them. For question 2, explain that students need to take notes because they will have to report what their partner said. Encourage students to use some of the vocabulary from the box. Monitor students as they do the task in question 3; this will tell you how well they can already use reported speech. This will help you to decide how much of the grammar section on indirect speech you need to cover.

Open answers

4

1 2 3 4 5 6 7 8 9 10

H M M F F X G T F P J D G Z G Z

W L S F A L B W R N M A R W R L

G O L U R C G K T L K U A D C W

N Z N D O G N T P T K G N U V P

R T J U K P C E K C H H D N D N

N M N X V J G I G R K Z S N B X K T K I N W T L X E S L K Z B C F T R W N E C N E R X N Z T B R P T L G R F Y H D K O H R N E B T M T E R W H P M O T H E R C L E N R D N Y X P T G V T D P B X

brother-in-law sister-in-law father-in-law mother-in-law stepmother stepfather stepbrother stepsister half-sister half-brother

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Family & Friends 5 You could compare idioms which have the same

meaning as A-H in the students’ mother tongue to see how similar or different they are.

10

Suggested answers: She explained that she and her friends were more likely to eat together and spend time together than they did with their family. She explained that they had already been away on holiday together too and (that) sometime soon they would most likely even spend special holidays together such as Easter. She added that friends were the new family and asked why and when it had happened.

1 B  2 F  3 D  4 C  5 E  6 G  7 H  8 A

6

Open answers

Grammar (pages 140-141)

Refer students to page 145 if necessary.

11

Open answers

12

7

We use a reporting verb, e.g. said, backshift the tense e.g. Present Simple ➞ Past Simple, and we may or may not use that. 1 Past Continuous 2 Past Perfect Simple 3 Past Perfect Continuous 4 Past Perfect Simple 5 Past Perfect Continuous 6 will ➞ would 7 am/are/is going to ➞ was/were going to 8 can ➞ could 9 must ➞ had to 10 We don’t usually change may because if we do, it changes the degree of probability.

8

9

A She added that she was also seeing Maria that day. B He said that he had gone/been to see his best friend the previous night/night before. C She said that she had been walking to David’s house when she (had) bumped into Marco. D He added that he had seen her nearly every day since he (had) met her. E She insisted that she had not been arguing with her sister. F He promised that he would be there for my birthday party. G She said that she was going to arrange her sister’s graduation party the following/next day. H He added that he could help me/us choose Jane’s present. I She said that I had to visit our aunt the following/next week. J He said he may/might go into the family business.

1 For yes/no indirect questions, we use if/whether and the verb in the affirmative/negative position in the sentence. 2 For how/wh questions, we use how/wh to introduce the clause and the verb in the affirmative/negative position in the sentence.

13

A Say is most often used without a personal object. B Tell is usually used with a personal object, e.g. me. If you know who Paolo is talking to, use tell. If you don’t say who Paolo told and there is no clause that follows, use talk. C Talk is often used to refer to conversational exchanges.

1 told 2 said 3 told 4 talked

14

We use a reporting verb, e.g. tell/ask + infinitive and make any necessary changes to personal pronouns or time references.

15

Open answers Go through the Frequent Mistakes box.

Reading and Use of English (pages 142-143)

16

Open answers

17 After doing the exercise, check for any new vocabulary e.g.

Paragraph 1: No-Man’s-Land Paragraph 2: in their heart of hearts 1 C  2 D  3 F  4 G  5 E  6 B  A is not needed.

18 If necessary, give students phrases such as: If I were… I’d… I think they should... Perhaps the best thing would be to... 59

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UNIT

14

Open answers

Writing (page 143) 19

Open answers

20 Elicit what is required in an essay and if necessary, ask students to look at the Writing Bank on page 178 of the Student’s Book.

Open answers

8.B

Listening (pages 143-144)

See page 96 for the student’s recording script.

21

!

Open answers

Exam Tip! Go through this with the students. Emphasise the reasons behind the tip – it will help students to remember it.

22 Give students time to work in pairs to try to predict what the answers could be. After doing the exercise, ask students to make notes on the following useful expressions from the text: from the outset burial fussy nickname

1 journey 2 computer 3 yourself 4 birth 5 source 6 title 7 spelling 8 quotation marks 9 graduation 10 trail

Recording script with answers underlined Good morning. I’m Anthea Wilson and I’m just going to give you a few tips about genealogy. Few hobbies, or perhaps I should say passions, offer the reward of

genealogy. The people who start looking into their family history soon find themselves on what I would say can be likened to a journey that takes them to places they never before imagined – including visits to their family’s homeland and learning who they really were. I’m going to tell you, step-by-step, how to get started, how to record the information you already know, where to find the information you don’t know, who you can talk with to get help when the ‘digging’ gets tough. I must say at the outset that you must have access to a computer and if you haven’t got one at home most libraries have ones which the public can use, often free of charge. Genealogy is a subject or hobby that you will find grows and grows as you find out more. So the first step is to begin with yourself. Think of your genealogy as a collection of individuals, your immediate family, then your extended family and then you start going back to your forefathers. Each of the people you find out about has had a series of easily identified life events. These events include the obvious such as birth, christening, education, marriage, military service, employment, death, and burial. And it is the first of these that gives you the best leads because you have records which tell you about the family into which a person was born. When you begin your project, write down all the important pieces of information you collect. This includes who the person involved is, what the event was and so on. You need evidence that the event actually took place. What many people doing genealogy for the first time don’t remember to do is to make a note of the source of the information. You will need this later as you usually have to come back to earlier information later in your research. Now, when you gather information on a person, write the person’s full name, including all middle names and in addition to the actual name any title that might be relevant for example Doctor. This may help you especially if it is a common name, for example, John Smith. I know these details may sound unnecessarily fussy but they really help in the long run. The other tip I have here is that spelling does matter. The name should be exactly as it appears in the records you find. In doing research, it is possible that you may find a family name written in two, three, or even more different ways. Make a note of any of these variations; this information may prove valuable at a later time. Always write a female’s name using her family name, never her married name, as this is how you will locate information about her prior to, and after, her marriage. If you only know her married name, then write this in parentheses. Finally, make note of any nicknames that your

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Family & Friends research may uncover and write these in quotation marks. If your Uncle Billy was really named William, you should write this information as William, quotation marks Billy, close quotation marks, Anders Jones. Sometimes this can also serve as a clue to other potential sources of information. Then look for significant events in the person’s life. Identify the event as clearly as possible. Don’t just give the mere fact. For example, when listing graduation as an event in a person’s life, specify which level of graduation is being documented. Of course this isn’t possible with all events such as marriages. Use standard abbreviations for events such as b for birth or bap for baptism. If you develop your own abbreviations for events, make sure someone reading your work one hundred years from now will understand what you are writing about. In addition to the event itself, record as much as you know about the location of the event. For example, a birth may have occurred in a hospital. When recording the location of this birth, name the hospital, the town or city, the county, the state, and even the country if necessary. In following this procedure, you will create what I call a trail that you can follow to locate related sources of information. You always have to think of the next part of the jigsaw you want to find. So you can see that once started this is research that will occupy you for years.

23

26

Grammar (page 145) 1 1 preferred  2 was revising  3 had met  4 was having /had been having  5 hadn’t been  talking/hadn’t talked  6 would send

2 1 Alice said she didn’t know what I saw/see in Josh. 2 She said they wouldn’t be able to come to the party. 3 He said his family had lived in a village before they moved/had moved into the city. 4 She asked if/whether I was/we were going to Dominic’s party. 5 He asked (me) where I had put his phone. 6 They asked how I knew his name. 7 She wanted to know if/whether I/we knew when the next train to London left. 8 He asked who I was with last night.

Reading and Use of English (pages 146-147)

1 Mr = Mister – used for any adult man 2 Ms, pronounced mizz – used for any adult woman 3 Miss – used in the past for a young/unmarried girl 4 Dr = Doctor – a person with a degree in medicine or a PhD 5 Prof = Professor – the highest rank of university teacher

Part 2

1 Despite  2 own  3 until/till  4 so  5 which  6 of  7 the  8 not

Part 3

1 merely  2 satisfying/satisfactory  3 information  4 uninterested/disinterested  5 Anytime  6 participation  7 themselves  8 growth

24 Open answers

Open answers



Part 4



Speaking (page 144) 25 Go through the Exam Strategies with the students. Open answers

1 2 3 4 5

not//to tell anyone had spent//more time on was backed//up by to get//used to spite of//his (young) age/youth/being so young/being much younger 6 was called//off

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15

UNIT

Travel & Ecotravel

Vocabulary areas

Travel; Countable and uncountable nouns; Idioms connected with travel

Grammar

A lot of/much/many; little/few; Modal verbs: obligation/deduction

Reading and Use of English Space Travellers

Exam Tip!

Part 7: Multiple matching Writing

Travel writing W2: Review

Exam Strategies

Listening

Ecotourism L3: Multiple matching

Exam Tip!

Speaking

Ideas to attract more tourists S3: Collaborative task

Exam Strategies

Reading and Use of English Part 1: Green Hotel Trend: Wooden Key Cards Part 3: Bangladesh – visit before the tourists come Part 4: Key word transformation

Warmer (page 148) 1

Open answers

Vocabulary (page 149) 2

3

Hotel receptionist porter conference facilities en-suite wellness centre

Across 3 excursion 4 boarding pass 6 reservation 9 passport 10 luggage 12 travel agent

Down 1 package holiday 2 cruise 5 vacation 7 destination 8 budget 11 ferry

4

Train station departure board barrier guard driver platform

Open answers

Reading and Use of English (pages 150-151)

5 6

Suggested answers: Air travel purser pilot check-in take off turbulence gate air crew ground crew

On holiday in general foreign currency safari trekking mountaineering suitcase

Open answers After students have read the article, check that they understand the words below. Then ask them to write five sentences of their own using any new vocabulary. Text C: Text A: defining underwent saw action clocked up deadline Text B: Text D: parachutist was assigned revered tactical 1D

2B

3D

4A

5C

6B

7D

8C

9A

10 B

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Travel & Ecotravel

!

Exam Tip!

14 After doing the listening task, check that students understand the following vocabulary:

Make sure that students have read and understood the tip.

Speaker 1: kept that in mind Speaker 2: green perched steep Speaker 3: hoards swarm Speaker 4: value-for-money Speaker 5: carbon footprint

 7 Open answers

Vocabulary (page 151)  8 1 U  2 C  3 U  4 C  5 U  6 U  7 C  8 U (usually)  9 C 10 C

 9 1 sadness  2 research  3 baggage  4 air  5 wealth

10 Open answers Go through the Frequent Mistakes box with the class.

Grammar (page 152) 11 Refer the students to page 155 if necessary. a lot of is used with countable and uncountable nouns in the affirmative much is used with uncountable nouns in the interrogative/negative forms many is used with plural countable nouns in the interrogative/negative forms little is used with uncountable nouns and expresses a negative idea, e.g. little hope = not much hope few is used with countable nouns and expresses a negative idea, e.g. few companies = not many companies Note the difference between few and a few and little and a little; see Student’s Book page 155.

12 Open answers

9.B

Listening (page 152)

See page 96 for the student’s recording script.

13

!

Statements 1, 2 and 4 are usually true.

Exam Tip! Go through this with the students before they do the listening task and make sure that they understand it.

1 D  2 A  3 G  4 E  5 C

Recording script with answers underlined Speaker 1 A friend of mine had been talking about ecotourism and the effect that mass tourism can have on a particular environment, so when I started looking for a holiday I kept that in mind. The company that I ended up choosing talked a lot about how they bought locally produced food and locally produced crafts in their hotels. I liked this idea because it made me think that at least part of what I’d paid would be going back into the local economy. The company also offered holidays in some quite unusual locations – so that was an added bonus! Speaker 2 I guess I am what you’d call green so I didn’t need any persuading to look for an eco-holiday. I often go on holiday with the same group of friends; about 6 of us. We’re all students so we haven’t got a lot of money to spend on holidays but what we all look for is a holiday that’ll take us off the beaten track. We found a great company that organises holidays to places where you take a train, then bus, and then trek for a few kilometres to get there. Perfect! We ended up in a small mountain village perched on the side of a cliff. We certainly got fit staying there because if you went anywhere there was a steep walk either there or back. Speaker 3 Last year I went on a beach holiday and a) it was boring and b) I felt a bit uncomfortable. You know, it was one of these popular resorts where there are hoards of holiday-makers who just seem to take over the whole place. The result is there’s very little left of the real culture of the place. So this year’s priority

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UNIT

15

was not to be part of a swarm of tourists but to look for a company that organises holidays that appeal to people who want to avoid the crowds. The interesting thing is that you can often just go 20 kilometers down the road and you find yourself in the real Thailand, India, Spain, or wherever it is. Speaker 4 When I was surfing the Internet I came across this site which said they offered real value-for-money holidays because you stayed with local families. And I thought that’d be really cool. When I travel, I’m really into the food, the music, and the language of the place I’m visiting. And sometimes it’s hard to access that – you get shows and stuff that’s really just put on for the tourists. I didn’t recognise the name of the company so I didn’t know what sort of reputation they had so I phoned them up. After chatting to them for about twenty minutes I knew that we had similar ideas about what a holiday should be like. So I booked it and it was great. Speaker 5 I think it’s quite hard to choose a holiday these days. Everything makes me feel so guilty. If I fly somewhere I’m increasing my carbon footprint, if I drive I’m also responsible for an increase in C02 emissions. So I ended up going on this cycling holiday with my husband. It was awful. We’d planned a route through all these little villages and we had to cycle for about 6 or 7 hours every day just to get to the next one. The roads were often full of other tourist traffic who did not appreciate us being on the same road. By the end of day three, I would have paid anything to anybody just to get me off that bike into a luxury hotel with a swimming pool and five-star service.

15

17

1 E  2 B  3 C  4 H  5 F  6 A  7 G  8 I Open answers

Grammar (pages 153-154) 18

19 20

Women must cover up and not wear low tops or short skirts. Men should keep their tops on. You shouldn’t smoke, eat, or drink during daylight hours in public during Ramadan.

Open answers

A I have to get up early tomorrow as my flight to Johannesburg leaves at 6am = the speaker is stating facts because if he or she doesn’t get up early, the flight will go without him/her. This refers to external obligation – the time of the flight determines when the speaker gets up. B The government must do more to protect national treasures = the speaker is saying what he or she personally feels/thinks the government must do. This refers to internal obligation – the speaker feels part of a democratic government.

21

A You mustn’t visit a church in a swimsuit = you are not allowed to wear a swimsuit in a church.

B You don’t have to wear formal clothes when you go to the opera in Verona = it isn’t necessary to wear formal clothes.

22 23 24 25

We had to get up early to catch the ferry. Open answers A 6  B 5  C 3  D 1  E 2  F 4 Open answers

Writing (page 154)

Open answers

Vocabulary (page 153) 16

You must not use offensive language in public. You ought to respect the culture at all times.

26

Suggested answers: 1 Make sure you answer the points in the question. 2 Organise the content logically into 3/4 paragraphs. 3 Write an interesting opening paragraph. 4 Write a closing paragraph with impact. 5 Use linkers so that your reader can follow your train of thought. 6 Use a variety of verb tenses and make sure that there aren’t any mistakes. 7 Write in an appropriate register. 8 Ensure you hold the attention of your reader. Suggested answers for own tips: Write an interesting description of the trip. Give your personal opinion of the trip.

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Travel & Ecotravel 27 The students also wrote reviews in Units 4 and 10. Ask students to look at these pieces of writing and your marks and comments so that they can take these into consideration when writing this review.

Reading and Use of English (pages 156-157)



1 C  2 A  3 D  4 A  5 D  6 B  7 D  8 B

Open answers

Speaking (page 154)

28

Part 1

1 ignored  2 adventurous  3 relatively  4 unforgettable  5 necessarily  6 hospitable  7 destination  8 attention

Go through the Exam Strategies with the students.

Open answers

29 You could ask the students to present their suggestions

in groups of six/eight or to the whole class. Monitor their pronunciation, delivery and language use.

Part 3



Part 4

1 twice//as much  2 to//his advice  3 far as//I’m/I am concerned  4 have//a tendency 5 made me//lose my  6 didn’t/did not//run out of

Open answers

Grammar (page 155) 1

2

1 shouldn’t/ought not to/mustn’t  2 mustn’t  3 don’t have to  4 should/ought to/must  5 must/should  6 have to/must 1 will/must  2 must  3 may/might/could  4 may/might  5 must have

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UNIT

16

Health & Happiness

Vocabulary areas

Health; Prepositional phrases; Ways of laughing

Grammar

Causative

Reading and Use of English The Power of laughter Part 5: Multiple choice

Exam Strategies

Writing

Health and happiness W2: Report

Exam Strategies

Listening

An interview with a fitness professional L4: Multiple choice

Exam Strategies

Speaking

A healthy life S4: Discussion

Exam Strategies

Reading and Use of English Part 1: The world’s happiest country Part 2: Life lessons from the World’s Happiest Man Part 3: Key word transformation

Warmer (page 158) 1 Open answers

10.B

Listening (page 159) 2

3

See page 97 for the student’s recording script.

Suggested answers: 1 wrist, elbow, knee, ankle, knuckles 2 Show biceps (upper arm), thigh or calf (lower leg) muscles 3 breathing 4 backbone, spinal column, vertebral column 5 demonstrate stretching arms, standing up and bending 6 treat an illness and cause it to go away Open answers

4 Optional exercise. Photocopy the recording script and

after doing the exercise, ask the students to underline any words or expressions they are not sure about in the recording script. Ask them to discuss what they might mean with a partner and then to check with you that their definitions are right – this can be done as a class activity.

1C

2C

3B

4C

5B

6A

7A

Recording script with answers underlined Interviewer: Thank you for coming in to talk to us today, Donna, about getting fit. First, do you think that most people should be doing more exercise? Donna: Absolutely. I own a chain of gyms and we have a lot of people coming to us for advice. And what I see is people who have hectic schedules in their lives. They have jobs where they’re being asked to do more and more in the same amount of time. Then they dash home to look after children or grandparents. They spend hours driving their kids to after-school activities. It’s no wonder they feel under pressure – they are! And exercise relieves that. Interviewer: So what do you say to convince people that they have to do something about their health? Donna: Well, when I start talking to people they nearly always seem to know that inactivity can mean that they start piling on the kilos. And there’s a lot of information around about looking after your heart. I think the government’s done a great job in raising awareness about that. But what people don’t seem to realise is that insomnia can be cured by taking appropriate exercise. This may seem a trivial problem but if you can’t get quality rest at night, the negative effects are cumulative.

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Health & Happiness Interviewer: And is it getting harder to get children to do exercise? Donna: Before I started working in the health business, I would have said that children who have parents who are keen on tennis or golf would be the most important factor in determining whether a child takes up sport or not, but that’s not the case. Because many children have access to the Internet and they watch TV, they know a lot about the top sportspeople and a child only has to see a sportsperson as someone to admire and emulate and the child wants to do sport. He or she will join the school sports team and make friends with similar interests.

risk of injury, so following the rules makes you safer. To my mind, it’s the less sensational injuries that are caused by doing a sport badly that happen most frequently. By that I mean not holding your body or your equipment in the right way. Often it’s the repetition of this ‘faulty’ action that results in excessive load on tissues and subsequent injury. Interviewer: Thank you, Donna for all…

5

Interviewer: That’s good because they learn how to do it properly. Donna: Yes. People are generally good about doing some exercises before they start to get the joints and muscles working. And in all honesty, with running for example, you can’t just go out and run a marathon, so you increase your distance gradually. What I find people overlook though is doing some bends and stretches before they go and have their shower. This is important to stop you feeling stiff the next day. Interviewer: So would you say that running is a good sport for all-round fitness? Donna: Although it’s good for your lungs and obviously your legs, I think other sports should be considered, like swimming or playing football, although the former is only good for you if you do it properly with your head in the water and your spine in a line – otherwise you can get lower back problems. A lot of people suggest walking but to me it’s a bit like running – only not as effective. So I’d go for a team sport like the one we mentioned. It’s a good all-body workout and you have fun. Interviewer: And how do we know how much exercise to do? Donna: Good question. The government recommends one hour of physical activity a day. And this activity should be of at least moderate intensity. But I think if you can manage something more strenuous, and you can do that on two days a week, that’s even better. Activities that are ‘weight-bearing’ are good. Interestingly, a recent report by medical experts says an hour’s activity a day isn’t enough. If you want to avoid heart disease and obesity, you need to do 90 minutes’ exercise a day. Interviewer: And although I don’t want to end on a pessimistic note, what’s the most common cause of injury? Donna: The ones we hear about in the news are always traumatic injuries. These are usually the result of impact and collisions, and generally there’s not much you can do to prevent them. But in most games one of the aims of the rules is to reduce the

1 Read the instructions and the questions carefully. 2 Mark your answers lightly on the question paper. Don’t worry if you’re not sure about an answer. You will hear the recording again. 3 Check your first answers and answer all the questions. If you have not answered one, guess. You are not penalised for wrong answers. 4 You have to write a word or phrase you hear on the recording as your answer for Part 2. 5 You can write your answers on the question paper while you listen. At the end of the recording, you have 5 minutes to transfer them onto the Answer sheet. You must use a pencil.

Vocabulary (page 160) 6 Depending on your class, you may be able to discuss cancer, diabetes, SARS, EBOLA or AIDS.

Suggested answers: toothache can be caused by tooth decay measles and chicken pox are caused by viruses a cough can be caused by an inflamed throat an upset stomach can be caused by eating bad food

7 Some of these phrasal verbs are listed on page 188 of the Student’s Book. Make sure that by the end of your course, students know all the verbs on page 188. Point out that nurse in answer A is a verb.

1 F  2 D  3 A  4 B  5 C

8 Point out to the students that these expressions are

usually preceded by the verbs given in the sentences. In sentence 3 to black out is a verb.



1 2 3 4 5

was in really bad shape = in poor physical condition looks like a bag of bones = extremely thin blacked out = lost consciousness I am feeling off colour = look/feel ill they are back on their feet again = physically healthy again 6 He looks run down = in poor physical condition 67

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16

UNIT

Grammar (pages 160-161)

Reading and Use of English (pages 162-163)

9 Refer the students to the Grammar Bank on page 165 of the Student’s Book If necessary.

N.B. Very often have and get are interchangeable but get is slightly less formal than have.

15

16 Ask the students to underline any words or expressions

in the reading text that they are not sure about. Ask them to discuss what the words might mean with a partner and then to check with you that their definitions are right – the latter could be done as a class activity.

1 The action is done by someone else. 2 + object + past participle

10

11

1 2 3 4

have/get it cleaned. have/get your car serviced? did you have/get it cut? have/get her photograph taken.

1 A  2 C  3 B  4 C  5 C  6 D

17

Suggested answers: 1 She’s going to have/get her eyes checked/tested. 2 I’m going to have/get my wisdom teeth looked at/ checked. 3 She’s going to have/get her blood tested. OR She’s going to have/get a blood test taken. 4 She is going to have/get her ankle X-rayed. 5 He’s going to have his back looked at by a chiropractor.



Vocabulary (page 161) 12 Point out to the students that you can also say by the end but that this will not be practised in exercise 13.



14

1 on 2 to 3 in 4 at 5 by

6 in 7 at 8 in 9 at/in 10 at/in

1 2 3 4 5

6 7 8 9 10

to some extent on purpose by accident At the end at all

1 out 2 under 3 for 4 below

in hospital in common In the end at the hospital in any case

5 at 6 by 7 out 8 on

Open answers Exam Strategies 1 There are 7 parts. Part 1 is a multiple-choice cloze. It has 8 questions and each question has 4 options. Part 2 is an open cloze. There are 8 gaps. You have to insert one word only for each gap. Part 3 is word formation. There are 8 gaps - each one corresponding to a word. The stem of the missing word is given beside the text and must be changed to form the missing word. Part 4 is key word transformation. There are 6 separate items, each with a lead-in sentence and a gapped second sentence to be completed in two to five words, one of which is a given ‘key’ word. Part 5 is a multiple-choice task. It has 6 questions and each question has 4 options. Part 6 is a gapped text. You have to match sentences to gaps in the text. Part 7 is multiple matching. You have to match prompts to elements in the text(s). 2 Parts 1-3: each correct answer receives 1 mark. Part 4: each correct answer receives 2 marks. Parts 5-6: each correct answer receives 2 marks. Part 7: each correct answer receives 1 mark. 3 It is important to read the title of the texts because it helps you predict the content; it gets you ‘ready’ for the text. 4 If you don’t know the meaning of a word in a text, you should try to deduce its meaning from the context.

Go through the Frequent Mistakes box with the class.

13

Open answers

Speaking (page 164) 18 Go through phrases A-D with the students checking that they understand them all.

Open answers

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Health & Happiness 19

Suggested answers: 1 Candidates take the test in pairs unless there is an uneven number of candidates. In that case the last test may be a group of three. 2 There are 4 parts. 3 Part 1 is a conversation between the interlocutor and each candidate. Part 2 is the individual long turn where each candidate has to talk about a pair of pictures. The candidate who is listening is also asked a question and should give a brief response. Part 3 is a two-way conversation between the candidates. The candidates are given spoken instructions with written stimuli, which are used in discussion and decision-making tasks. Part 4 is a more in-depth discussion of the topic of Part 3 with your partner, responding to questions asked by the interlocutor. 4 one minute 5 Grammar and vocabulary, discourse management, pronunciation, and interactive communication. The assessor gives individual marks for each of these categories and the interlocutor gives a global mark.

organisation – cohesion and coherence appropriacy of register and style the target reader being informed 5 & 6 Open answers

Grammar (page 165) 1

2

Writing (page 164) 20

Open answers

21 Ask the students to look at the Writing Bank on page

182 of the Student’s Book before they write the report. You could also review the language of suggestions and recommendations. For example: If I were you, I would... Have you considered/thought about... I suggest/recommend you do/you should do/doing... It would be better if we... etc.

had the hotel rebuilt am having it repaired had his mobile phone stolen have just had the door painted should have/get your hair cut am having my laptop updated

1 playing 2 was walking, met 3 Have you ever been 4 has been running/ran 5 used to live, moved 6 is catching/is going to catch/will catch 7 wear, makes/it’ll make/will make 8 were/was, ’d buy/would buy 9 leave, we’ll miss/we’re going to miss/we are going to miss 10 passed/has passed, had/has been studying 11 I might/may/(could), ’m/am 12 I’d applied/had applied, I’d have got/would have got an interview. 13 was written 14 I’d seen/had seen 15 It’s been/has been/was/is, have to/must /need to/ should/ought to 16 ’m having it cut/’m going to have it cut/ ’m getting it cut

Reading and Use of English (pages 166-167)

Open answers

22

1 2 3 4 5 6



Part 1



1 2 2 Yes, Part 1. 3 If you write too many words, it probably means you are including material which is not relevant and you could lose marks because of this. The examiner draws a line at the approximate place where the correct length is reached and directs close assessment to what comes before this. However, credit is given for relevant work which comes later. If your answer is too short, the examiner adjusts the maximum mark and the mark given proportionately. 4 You should answer the question and show evidence of: accuracy and range of grammar range and appropriacy of vocabulary

1 A  2 C  3 D  4 B  5 A  6 D  7 B  8 D

Part 2

1 that  2 off/out  3 as  4 out  5 have  6 downs  7 in  8 to

Part 4

1 2 3 4 5 6

to avoid//hitting to prevent people//(from) walking with so//much skill ought//to have taken from Robert//nobody (else) has old enough//to look after 69

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Banks this huge bill… Well, where did it say that?… No, that’s not good enough, I’m afraid. I‘m not paying anything until someone can explain to me, in person, why I should. I’ll come by some time this afternoon. I hope the manager is available, but I’ll talk to someone else if necessary.

Reading and Use of English (pages 168-177)



Part 2 1 In  2 will  3 as  4 Moreover/Further/Furthermore  5 if  6 their  7 not  8 which



Part 3 1 education  2 enthusiastic  3 essential  4 underline   5 impossible  6 successful  7 themselves  8 completion



Part 4 1 apologised for//having been/being 2 would rather//eat 3 been put off/till/until 4 lorry was being driven 5 not having//been able to 6 looks up//to



Part 5 31 C  32 B  33 D



Part 6 37 D  38 C  39 E  40 A  sentence B is not needed



Part 7 43 C  44 A  45 C  46 B  47 A  48 B

Listening (pages 183-186) Part 1 1 C  2 B

11.B



1 Woman: So, how did it go? Man: Well, I couldn’t say really. I knew they were only interviewing a few people for the post, so I thought I stood a pretty good chance before it even started. The interview went well, as far as I could tell – there weren’t too many awkward questions, either, which certainly makes a change. Woman: Well, that doesn’t sound too bad, does it? Man: I suppose not. But then, you know, the more I found out about what the post actually involves, the less appealing it sounded. So, I guess I might have to keep looking after all. 2 Woman: Look, I’m very sorry, but I just don’t see what you mean. When I got this new phone for my daughter, which I thought was really good value at the time, you told me the contract included all charges. So I don’t understand why I’ve suddenly got



Part 2 9 critics  10 (great) economic decline  11 (museum’s) construction  12 award-winning

12.B

Part 1 1 D  2 C  3 B  4 D  5 A  6 C  7 C  8 B



Presenter: …and with the time coming up to a quarter to nine, it’s time to hear from Sean Ryan again, as he takes a look at another of the world’s great architectural masterpieces. Sean Ryan: Few buildings exist which have an equally high approval rating among critics, architects and the general public. The Guggenheim Museum in Bilbao is undoubtedly one. When the decision was taken in 1981 to ask the Guggenheim Foundation in New York to open a museum in Bilbao, this once thriving industrial city was in great economic decline. As the Basque government also offered to fund the museum’s construction and subsidise its running costs, it was a very risky but forward-thinking undertaking. Set on the river and designed by the award-winning architect, Frank Gehry, construction began in 1993 and immediately caught the public’s attention. At first, people were unsure what to make of it.

Part 3 1 F  2 B  3 D  A, C and E are not needed

13.B





1  Man: Now that was a bad day! I’d been with the kids all morning and they’d been driving me crazy, as usual! So I’d taken them to the park to burn off some of that energy. I’d taken off my jacket and was sitting on a bench, enjoying the sun… Anyway suddenly there was this yelling and shouting, so I raced over… it turned out to be nothing. of course, but by the time I got back it had gone! I don’t know how I could have been so stupid. I mean, that’s not like me at all! It had everything in it – my phone, cards, keys, everything. My partner wasn’t very impressed! It took me days to sort out. 2  Woman: I used to have a bracelet that I wore everywhere. Friends were always teasing me about it, saying that it had been permanently attached to me at birth, like some sort of name tag or something. Anyway, one afternoon I looked down and it wasn’t there. I looked everywhere but it had simply vanished. I guess it must have got caught on something or just fallen off somewhere without my noticing. It was just very unlucky, but I was devastated… still am in fact… It’s silly really – I doubt it was worth very much. It’s

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Banks

just that my aunt had given it to me, so it had a lot of sentimental value. 3  Man: I knew I shouldn’t have trusted him. He promised to look after it, but I had my doubts from the beginning – well, he’s a good mate and everything, but being careful with things is not one of his strong points, you know what I mean? Anyway, sure enough, when I asked for it back, he just looked at me blankly and asked what I was going on about… Well, I can laugh about it now, but at the time it wasn’t funny. Still, it made me realise you’ve got to take responsibility for looking after the things you value. You can’t expect other people to do it for you. Part 4 24 B  25 A  26 C

14.B



Interviewer: And now I’m very pleased to introduce David Thomas and Megan Parker, two young actors in the making, who have just completed a one-week intensive course at the acclaimed Drama School here in town. David, Megan, welcome. The Drama School has a

reputation for pushing participants to their limits; you must both be exhausted. David: Yeah, it was pretty intense, to tell the truth. I still can’t quite believe it’s over, actually. You know, I really didn’t know much about any of it when we started. It’s just amazing how much we covered in such a short space of time, isn’t it? Megan: Oh absolutely! From acting to directing to editing, we did it all. And I don’t mean from the comfort of a classroom, either, this was hands on stuff from Day one! It would have all seemed a little scary if the teachers hadn’t been so experienced and supportive. David: I couldn’t agree more, all the staff there were absolutely first class. I did feel though, that we could have done a little more ‘backroom’ technical work, like lighting or sound, you know? That side of things really interests me and, although what we did was probably useful, it was a little bit basic, in my opinion. Megan: Oh I don’t know: first you have to master the basics if you truly want to become a master yourself. Wasn’t that one of the key messages of the course?

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Language Maximiser – Answer key Unit 1

Unit 2

(page 4)

(page 8)

Education & The Mind

People & Success

1 1 during the holidays  2 next  3 every night 



4 whenever  5 when  6 every day  7 in the mornings  8 often

Page 8

1 1

B A

2 1 don’t wear  2 think  3 complain 

L D A  G I N E R S K E P B A G G Y L S  S U F F Y  C A P M I  P I N K  R K T I N Y P  T H P I  D Y E D G H T D H T 2

3

4 am using / is staying  5 are studying  6 smells  7 has 8 leaves / does it get

4

6

3 1 D  2 G  3 I  4 J  5 H  6 B  7 F  8 E  9 C  10 A

T

R

A R  D A M 5

7

8

9

 S C R H A  B A G B  Y O U

10

4 1 a  2 -  3 -  4 -  5 -  6 a  7 a  8 -  9 an 

10 -  11 -  12 a  13 -  14 the  15 a  16 -  17 the 18 -  19 a  20 a

14

5 1 C  2 A  3 E  4 G  5 I  6 B  7 H  8 J  9 F  10 D

16

11

12

13

15

17

18

6 1 out  2 off  3 for  4 after  5 up  6 out  7 after 

 L

19

8 on  9 off  10 up

Reading and Use of English

I

2 1 was singing  2 enjoyed  3 was having  4 started  5 were producing  6 thought  7 opened  8 wasn’t breathing  9 turned  10 was feeling  11 was fixing  12 slipped  13 admired  14 found  15 were seeing

Part 4 1 the most interesting  2 such an untidy bedroom   3 can’t/cannot wait to start  4 since Emily (last) saw  5 whose tablet  6 can’t/cannot stand getting

3 1 set about  2 dropped off  3 came up  4 done up  5 cut down  6 turned out  7 put on  8 to put off

Listening

Part 3 1 B  2 D  3 A  4 G  5 E

Reading and Use of English

Part 1 1 B  2 C  3 A  4 D  5 B  6 C  7 D  8 B

Reading and Use of English

Part 5 1 A  2 C  3 B  4 A  5 A  6 D

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Language Maximiser – Answer key

Unit 3

5 1 wasn’t it?  2 didn’t you?  3 doesn’t he?  4 did

(page 12)

he?  5 can you?  6 wouldn’t you?  7 hasn’t it?  8 aren’t I?

Society & Equality

6 1 So do I.  2 So will I.  3 Nor can I.  4 So have I. 

1 1 yet  2 How long  3 last week  4 How long 

5 Nor will I.  6 Nor am I.  7 Nor did I.  8 So have I.

5 for two weeks  6 last year  7 since  8 for two weeks

2 1 didn’t see  2 haven’t heard  3 has just gone/’s just gone  4 knew  5 didn’t like  6 fancied  7 thought  8 wanted  9 has been living/’s been living  10 have been going out/’ve been going out  11 have decided/ ’ve decided  12 have been playing/’ve been playing/ have played/’ve played

Reading and Use of English

3 1 impolite  2 anti-social  3 outlook  4 overslept  5 misinterpreted  6 unwise  7 disappeared  8 intolerant  9 irrelevant

Listening

4 ship friendship membership citizenship

Unit 4

ness happiness sadness baldness kindness

ity scarcity ability necessity curiosity

dom freedom boredom wisdom kingdom

Part 3 1 known  2 essentially  3 followers  4 response  5 necessity  6 length  7 similarity  8 exchange

Part 1 1 A  2 C  3 B  4 B  5 C  6 A  7 B  8 B hood

brotherhood childhood motherhood

al arrival denial survival removal

ance irrelevance brilliance annoyance acceptance

tion aspiration fascination creation narration

(page 16)

Entertainment & Sociability 1 1 used to be  2 didn’t use to go  3 used to have 

4 use to sell  5 used to play  6 usually walks  7 used to have  8 used to believe

5 1 stunning  2 creative  3 wooden  4 tedious 

5 creative  6 gripping  7 disappointed  8 imaginary

2 1 more  2 most  3 as  4 much  5 worse  6 far 

Reading and Use of English

7 younger  8 from

3 1 the town red  2 out of the loop  3 scared stiff  4 hair



stand on end  5 barking up the wrong tree  6 hair down  7 in a cold sweat  8 no wonder

Reading and Use of English

4 1 film  2 audience  3 Channel  4 funny  5 fun 

6 conductor  7 rehearsal  8 hero  9 performance  10 costumes

Part 2 1 in  2 who  3 takes  4 to  5 are  6 about/around  7 as  8 when/if



Part 7 1 D  2 B  3 B  4 C  5 D  6 A  7 C  8 B  9 A  10 D

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Language Maximiser – Answer key

Unit 5

(page 20)

The Environment & New Technologies 1 1 is going to fall  2 will be able  3 are going to drive 

3 1 G  2 A  3 F  4 H  5 C  6 D  7 B  8 E 4 1 its  2 parents’  3 girls  4 else’s  5 Mary’s  6 children’s

5 1 outfit  2 trouser-suit  3 linen/silk  4 linen/silk 

5 shirt  6 plain  7 scarf  8 necklace  9 buttons  10 size  11 zip

4 will carry  5 will get  6 are meeting  7 Are you going to paint  8 am seeing

2 1 will have eaten  2 will be flying  3 will be wearing 

4 will have finished  5 will have planted  6 will still be standing  7 will still be doing  8 will have spent

Reading and Use of English

3 1 J  2 F  3 G  4 E  5 A  6 D  7 C  8 B  9 H  10 I 4 1 icy  2 windy  3 showery  4 snowy  5 cloudy 

Reading and Use of English

6 breezy  7 foggy  8 stormy  9 chilly  10 humid

5 1 put a severe strain on 2 3 4 5 6 7

hadn’t bargained for Keep your hair on will have broken new ground up your efforts meet that target get it off the ground

Reading and Use of English



Part 1 1 A  2 B  3 C  4 D  5 A  6 C  7 D  8 B



Part 6 1 G  2 B  3 E  4 F  5 A  6 D

Unit 7

(page 28)

Sport & Competition 1 1 tennis, court  2 horse-riding, hard hat 

3 skiing, slopes  4 hockey, pitch, sticks  5 golf, course  6 swimming, goggles  7 squash, badminton (in any order)

Part 4 1 used to go  2 thinks it’s/it is unlikely  3 since it started  4 did not/didn’t leave on  5 is the weather like  6 in case it

2 1 spectators  2 runner-up  3 break  4 competitors 

Listening

3 1 nerves get the better of me  2 can’t be bothered to

5 umpire  6 away  7 beat  8 love

3 feel uptight  4 have loads of stamina  5 bad news 6 moaning and groaning  7 haven’t looked back 8 wouldn’t take no for an answer 9 driving himself into the ground

Part 4 1 A  2 C  3 A  4 C  5 B  6 B  7 C

4 1 be able to  2 was able to  3 couldn’t  4 could 

Unit 6

Fashion & Status

5 couldn’t/wasn’t able to  6 be able to  7 could  8 Could

(page 24)

5 1 B  2 C  3 A  4 B  5 A  6 C  7 A

Page 24

1 1 would  2 will never be  3 I’ll fetch  4 lets  5 will

Reading and Use of English

wear 

2 1 got undressed  2 changes into  3 wear… suits  4 fit  5 dressed up… wearing  6 grow out of  7 take off… put (it) on  8 dressed  9 dress



Part 4 1 from Brenda, all  2 spite of the fact  3 level of fitness/fitness level  4 has made a  5 see the point of/much/any point in  6 totally worn out

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Language Maximiser – Answer key

Listening

Part 2 1 (swimming) coach/trainer  2 teamwork  3 eleven/11  4 approach  5 handstand  6 flight  7 toes  8 angle  9 splash 10 hair(-)ties

Reading and Use of English

Part 3 1 worrying  2 Similarly  3 reduction  4 criminals  5 reliable  6 significance  7 unsafe  8 improvement

Listening

Unit 8

(page 32)

Part 3 1 H  2 G  3 A  4 B  5 F; C, D and E are not needed

Crime & Punishment 1a CRIME

1 shoplifting  2 vandalism  3 hijacking  4 forgery  5 smuggling  6 burglary  7 robbery  8 kidnapping  9 fraud  10 assault  11 murder CRIMINAL 1 shoplifter  2 vandal  3 hijacker  4 forger  5 smuggler  6 burglar  7 robber  8 kidnapper  9 fraudster  10 assailant  11 murderer VERB 1 shoplift  2 vandalise  3 hijack  4 forge  5 smuggle  6 burgle  7 rob  8 kidnap  9 defraud  10 assault  11 murder

1b 1 murder  2 kidnapping  3 mugging  4 burglary

5 robbery  6 hijacking  7 vandalism  8 shoplifting

2 1 reach  2 committed  3 dismissed  4 reported 5 imposed  6 received  7 arrest  8 Breaking

Unit 9

Food & Food Issues 1 1 kettle  2 blender  3 whisk  4 grinder  5 peeler  6 frying-pan  7 microwave  8 lid

2 preparing: chop squeeze grate cut peel slice  melt mixing: stir beat whisk add cooking: boil bake steam fry heat

3 1 with  2 on  3 to  for  4 in  5 for  6 in  7 on 4 1 go  2 pinch  3 cool  4 pod  5 piece  6 spill 5 1 B  2 A  3 C  4 D  5 D  6 B

3 1 had slept  2 had been running  3 had broken 

4 had stolen… had towed  5 had been using… had scratched  6 had got  7 had only piloted  8 had been fighting

Reading and Use of English

4 1 get used to driving on the left  2 I’m used to the birds singing  3 got used to wearing high heels  4 get used to wearing contact lenses  5 getting used to driving a car with gears  6 get used to all the insects

5a 1 inappropriate  2 unacceptable  3 disadvantage  4 unlikely  5 re-offend  6 ex-policeman  7 encouraged  8 unconvinced  9 over-confident  10 disappeared  11 unclear  12 superintendent

(page 36)

Part 4 1 the first time (that) 2 had run out of 3 was fascinated by 4 to get used to 5 lay the table

Reading and Use of English

Part 5 1 B  2 C  3 B  4 D  5 A  6 A

5b 1 a  2 a  3 c  4 a  5 b  6 c  7 a  8 a  9 a  10 b  11 a  12 c

6 A 3  B 4  C 1  D 2  E 12  F 6  G 8  H 7  I 9  J 10  K 5  L 11

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Language Maximiser – Answer key

Unit 10

Reading and Use of English

(page 40)

Nature & Endangered Species



1 1 Despite  2 due to  3 Although  4 as long as 

Reading and Use of English

5 In addition to  6 Whilst  7 therefore  8 What’s more  9 Unless

2 1 poses  2 drawn up  3 putting  4 gave in to 

Part 2 1 what  2 yourself  3 off  4 way  5 give  6 in  7 do  8 so



5 raise  6 focused  7 adopt

Part 7 1 A  2 B  3 A  4 D  5 C  6 D  7 B  8 C  9 C  10 B

3 1 dog  2 pigeons  3 pigs  4 horse  5 sheep  6 bull  7 duck  8 wolf

Unit 12

4 1 working  2 smoking  3 to pick up  4 closing  5 taking  6 to meet  7 to take

5 1 with  2 on  3 about  4 with  5 of  6 about  7 of

Reading and Use of English

Part 1 1 B  2 A  3 B  4 C  5 D  6 A  7 C  8 B

Listening

Part 1 1 C  2 A  3 A  4 C  5 B  6 C  7 C  8 B

(page 48)

Youth Culture & Changing Values 1 1 had known  2 wouldn’t have gone  3 had read 

4 would have put  5 hadn’t drunk  6 wouldn’t have met

2 1 hadn’t eaten  2 could speak  3 hadn’t told  4 had  5 had worked  6 wouldn’t

3 1 as long as  2 in case  3 What if  4 If only  5 in case  6 unless

4 1 C  2 D  3 B  4 E  5 G  6 F  7 K  8 J  9 I  10 H  11 M  12 N  13 L  14 Q  15 O  16 P  17 R  18 V  19 U  20 T  21 S

5 1 took up  2 turned into  3 put off  4 setting aside 

Unit 11

5 make out  6 taking on  7 looked after  8 put up with

(page 44)

Work & Job Satisfaction

6 1 C  2 E  3 F  4 G  5 D  6 B  7 A

1 1 overtime  2 a strike  3 retired  4 a job  5 the sack 

Reading and Use of English

6 flexi-time

2 1 C  2 B  3 A  4 C  5 D 3 1 D  2 B  3 F  4 A  5 H  6 C  7 E  8 G 4 1 G  2 C  3 L  4 K  5 D  6 A  7 J  8 E  9 H  10 B  11 F  12 I

5 1 A  2 C  3 A  4 B  5 D



Part 3 1 behaviour  2 social  3 unacceptable  4 arguments  5 developments  6 thought  7 division  8 invention

Listening 1 Russia  2 sailors  3 chest  4 bravery  5 flash  6 hand  7 criminals  8 TV/television program(me)s  9 thirty-two/32  10 west

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Language Maximiser – Answer key

Unit 13

Unit 14

(page 52)

(page 56)

Festival & Globalisation

Family & Friends

1 1 was performed  2 has been practised  3 was built 

1 1 neighbour  2 colleague  3 acquaintance 

4 will be held  5 is grown  6 was founded  7 was discovered  8 is being drunk/is drunk  9 was invented  10 have been served

4 sibling  5 in-law  6 pal  7 mate  8 nephew

2 Positive: get on with  look up to  take to 

see eye to eye with  be on the same wavelength Negative: be at odds with  split up  go off  fall out  fair-weather friend  break up

2 1 road  2 need  3 event  4 fashion  5 nuisance  6 figures  7 quantity  8 exhibition

3 1 attendance rates  2 fuel bills  3 food fads 

4 security risks 5 noise problem  6 sports events  7 crash helmets  8 blues festival

4 1 outcome  2 offbeat  3 uproar  4 uprising 

5 outlet  6 outcry  7 outbreak  8 offspring  9 outline

3 1 fair-weather friend  2 being on the same wavelength  3 break up  4 took to  5 split up  6 see eye to eye  7 get on with  8 look up to  9 be at odds with 10 went off  11 fell out

4 1 tell  said  2 haven’t spoken  3 said  4 asked  5 talked  6 speak  saying

5 1 outlet  2 outbreak  3 offbeat  4 outline 

5 uproar  6 outcry  7 uprising  8 offspring  9 outcome

5 1 David invited Lucas and his girlfriend to their

house-warming party the following Saturday. 2 Roberta threatened to ground her son for a week if he didn’t tidy up his room at once. 3 Mary reminded her friend to water the plants while she was away. 4 Lucy offered to test Janet on her irregular French verbs. 5 The policeman warned the motorist that there was a big hold-up ahead and that all traffic must turn off there. 6 Amy advised Peter to try to make up with Susan.

6 1 firework  2 bonfires  3 burning  4 effigy 

5 conspiracy  6 blow up  7 gunpowder  8 attend  9 majority  10 involvement  11 assassinate

7 1 Christmas Day  2 Easter  3 Australia Day 

4 Boxing Day  5 New Year’s Eve  6 Halloween  7 Thanksgiving

Reading and Use of English

Part 4 1 is being interviewed by  2 was awarded first  3 would not/wouldn’t recognise Glenda  4 are not/aren’t allowed to open  5 was delayed by  6 has been put off

Listening

Part 4 1 C  2 A  3 A  4 C  5 B  6 C  7 B

Reading and Use of English

Part 1 1 B  2 C  3 D  4 A  5 D  6 B  7 C  8 A

Reading and Use of English

Part 7 1 D  2 C  3 B  4 A  5 D  6 C  7 B  8 A  9 A  10 C

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Language Maximiser – Answer key

Unit 15

Unit 16

(page 60)

(page 64)

Travel & Ecotravel

Health & Happiness

1 1 drive  2 long  3 flight  4 trip  5 crossing 

1 Protection for injuries: plaster  dressing  bandage

6 way  7 Travel  8 route

Symptoms and problems: cough  headache  runny nose sore throat  fever  rash  swelling Medicines: lozenge painkiller pill tablet syrup  ointment antibiotic aspirin Illnesses: chicken-pox pneumonia flu measles mumps

2 1 B  2 B  3 A  4 B  5 C  6 D  7 D  8 A  9 D 3 1 mustn’t

2 don’t have to 3 must 4 must 5 shouldn’t 6 mustn’t 7 shouldn’t

4 1 a few > few 2 3 4 5 6

much > plenty of many > lots/a lot of much > many few > little lots of > many

5 1 boarding card G 2 3 4 5 6 7 8

suitcase F liquids H security B notice-board C excess baggage costs D shuttle A departure lounge E

2 1 admitted  2 Accident & Emergency  3 temperature  4 pain  5 examined  6 surgery  7 ward  8 surgery  9 nurse  10 dressing  11 stitches  12 surgeon  13 check-up

3 1 I have had it extracted.  2 I’m having my bedroom

redecorated.  3 I’m having/going to have my ears pierced.  4 He should have his eyes tested.  5 I had it x-rayed.  6 I asked him if I could have them photocopied.  7 I want to have the house cleaned from top to bottom.  8 “Why don’t you have it dyed?”

4 1 set off one’s asthma  2 cut down on fats and sugars  3 go down with flu  4 come out in a rash  5 pick up a virus  6 do in one’s back  7 come round from an anaesthetic

5 1 wouldn’t have gone  2 will be holding  3 used to be  4 was having  5 will have  6 had only had  7 had taken  8 wasn’t built  9 will have melted  10 is

Reading and Use of English

Part 2 1 get  2 more  3 as  4 Because  5 where  6 have  7 up  8 if

Reading and Use of English

Part 6 1 C  2 B  3 G  4 E  5 D  6 A

Reading and Use of English

Part 3 1 ensure  2 essential  3 residence  4 illness  5 challenging  6 (e)specially  7 medical  8 majority

Listening Part 2 1 non-contact (sport)  2 skipping rope  3 pointless  4 confidence  5 music  6 stomach pains  7 legs  8 seventy-five/75 pounds  9 a tracksuit  10 discipline

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Additional exercises Additional exercises (pages 68-73) Verb Tenses 1 1 beat  2 got/disappeared  3 saw/decided 

4 flooded/had  5 apologised/forgave  6 broke/fell  7 gave/forbade  8 insisted/knew/told

2 1 begun  2 brought  3 blew  4 bought  5 ridden  6 caught  7 shook  8 had  9 chosen  10 drawn

3 1 lent/forgotten  2 swum  3 threw  4 taught  5 swept  6 hung  7 hidden  8 stung

4 1 Greg picked it up for her. 2 3 4 5 6

He stayed at home to look after her. So she turned it off again. He decided to try them on. She should throw them out. Now she has got to pay him back.

5 1 turned down Ollie’s  2 to give up going  3 came

across a wasp’s nest  4 crossed out the information  5 give away  6 feel up to going  7 takes after her mother  8 pick her up

6 1 up  2 out  3 off  4 away  5 in  6 down

4 1 is still doing/has still not finished doing 

2 was Simon’s first  3 years since Sam went  4 did it take to drive  5 had never seen  6 was given a prize by

5 1 taught  2 brought  3 spelled/spelt  4 written 

5 forbidden  6 thought  7 cut  8 led  9 built  10 fed

6 1 do you get  2 doesn’t speak  3 is looking forward 

4 gets a lift  5 Do you know  6 is trying  7 has been making 8 never enjoys 9 was carrying 10 is looking

7 1 Glen said (that) Tom was going to lend him a bike.

2 Rachel said (that) she thought the team would win that day. 3 Ian asked Pete if he knew what time the film started. 4 Darius said (that) he’d send Vera an attachment if she gave him her email address. 5 Jerome said he wished he’d been more polite to Susie. 6 Kate said (that) she’d only just got home before the storm began/had begun.

8 1 had woken up in/on time  2 I had been invited to 

3 unless you like  4 I had bought  5 in case it turns cold  6 to have my computer repaired

Linking Words 1 1 in spite  2 in order  3 in contrast  4 in case  5 in other  6 in the same  7 In view  8 in fact

2 1 As well as  2 namely  3 After  4 so as  5 Although  6 Since  7 What’s more  8 On the contrary

3 1 addition  2 for  3 well  4 contrast  5 As 

6 Although/While/Whilst  7 more, long  8 soon  9 longer  10 whereas/while/whilst

Idioms 1 1 mouth  2 eye  3 shoulder  4 finger  5 foot  6 nose  7 ears  8 neck  9 hand  10 tooth

2 1 rat  2 dog  3 larks  4 pig  5 bull  6 ox  7 whale  8 cat  9 mouse  10 mule

3 1 rock  2 silk  3 snow  4 a fox  5 a kite  6 ice  7 a flash  8 dust  9 a cucumber  10 a brush

4 1 out of  2 next to  3 up the  4 out for  5 down in  Phrasal Verbs

6 out of  7 up for  8 down to

1 1 out  2 up  3 out  4 down  5 up  6 up  7 down  8 with

2 1 let  2 get  3 worked  4 handed  5 caught  6 broken  7 gave  8 told

3 1 down  2 off  3 without  4 across  5 over  6 in  7 out  8 over

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Practice Tests Practice Test 1 (page 74)

Practice Test 2 (page 94)

Reading and Use of English

Reading and Use of English



Part 1 1 C  2 A  3 C  4 A  5 D  6 A  7 B  8 B



Part 1 1 B  2 D  3 D  4 A  5 C  6 D  7 C  8 B



Part 2 9 take  10 just/already  11 back  12 nothing  13 whose  14 only  15 was  16 mine



Part 2 9 on  10 with  11 which/that  12 as/because  13 each/every  14 were  15 first  16 Over



Part 3 17 CONTINUALLY/CONTINUOUSLY  18 REVEALED  19 UNSURPRISINGLY  20 LIKELY  21 EXPLANATION  22 MEMORY  23 EFFECTIVE  24 UNWANTED



Part 3 17 ELECTRICAL  18 BASIC  19 PERCEPTION  20 DISAGREE  21 DISTINCTIONS  22 UNEXPECTED  23 VARIATIONS  24 FACTOR



Part 4 25 get away (1) with cheating (1) 26 in comparison (1) with/to (1) 27 accused me (1) of breaking (1) 28 don’t/do not fancy (1) going (1) 29 did the scientists (1) carry out (1) 30 you wish (1) you had/you’d (1)



Part 4 25 is no/isn’t any (1) point (in) studying (1) 26 takes after (1) her mum (1) 27 there (enough) (1) room for (1) 28 tent did (1) you borrow (1) 29 had their house (1) designed by (1) 30 Despite/In spite of (1) the rain (1)



Part 5 31 B  32 D  33 C  34 D  35 B  36 A



Part 5 31 C  32 B  33 B  34 D  35 A  36 C



Part 6 37 C  38 G  39 A  40 E  41 D  42 F  B is not needed



Part 6 37 B  38 G  39 D  40 C  41 F  42 A  E is not needed



Part 7 43 B  44 A  45 C  46 C  47 D  48 B  49 A  50 B  51 A  52 D



Part 7 43 A  44 C  45 D  46 B 47 C  48 A  49 B  50 D  51 A  52 D

Listening

Listening



Part 1 1 B  2 C  3 C  4 A  5 B  6 C  7 B  8 A



Part 1 1 B  2 B  3 A  4 C  5 C  6 B  7 A  8 C



Part 2 9 fourteen/14  10 foreign language  11 agencies   12 wide choice  13 won’t miss  14 the USA 15 learn and explore  16 volunteers   17 high level   18 (enthusiastic) beginners



Part 2 9 favourite foods  10 soft and fluffy   11 flour and water 12 30,000/thirty thousand  13 money   14 sunflower 15 (far) easier  16 time   17 200/two hundred  18 one loaf



Part 3 1 E  2 H  3 C  4 D  5 F  A, B and G are not needed





Part 4 24 C  25 A 

Part 3 19 F  20 H  21 B  22 C  23 G  A, D and E are not needed



Part 4 24 B  25 B  26 C  27 A  28 B  29 C  30 A

26 B 

27 C 

28 B 

29 A 

30 B

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Exam Teaching Tips Remember that you can find more information on the Cambridge ESOL Teacher Resource site. Just go to http://www.cambridgeenglish.org/teaching-english/resourcesfor-teachers/ Explain to the students that there are free resources on cambridgeenglish.org to help them prepare for the exam.

Countdown to the READING AND USE OF ENGLISH paper (Parts 1-4)

• R emind them that in Parts 2 and 4 more than one • •

•

One year to go

• E ncourage students to read extensively to broaden their vocabulary range.

answer may be possible but they should only give one answer. In Part 3, remind them to look carefully at the text to determine the grammatical form of the missing words. R  emind them that the prompt word in Part 4 should remain unchanged and their answer must be no more than five words. N.B. a contraction such as I’m counts as two words. The exception is can’t which counts as one word. E xplain that each correct answer in Parts 1-3 receives 1 mark and each correct answer in Part 4 receives 2 marks. Give students opportunities to do timed Reading and Use of English papers in exam conditions.

• E nsure they use monolingual and bilingual dictionaries and have a good grammar reference book.

•M  ake sure they have an efficient system to record new vocabulary.

• A s students learn new words, ensure that they note • • • •

down e.g. adjectival, noun or verb forms from the same stem word. C  orrect their grammar systematically. M  ake sure that their spelling is correct. E ncourage them to paraphrase and to guess the meanings of new words. E nsure that their handwriting is legible.

Six months to go

• F amiliarise your students with the first four parts of the • • • • • •

Reading and Use of English paper. G  ive them plenty of practice in the first four parts of the paper. C  heck that their method of recording new grammatical structures is effective. C  reate your own cloze tests, e.g. from a text they have already read. D  o word-building exercises regularly to help students with Part 3. T ell your students to pay attention to the titles of the texts in Parts 1-3 as the title sets the context. T ell students to read through each text both extensively and intensively before they answer the questions.

One month to go

• G ive students timed practice in class. • E ncourage them to guess if they don’t know the

•

One year to go

• H ave a selection of graded readers (www.blackcat-

• • • • •

cideb.com) in the classroom and encourage students to read them. This will help them to broaden their vocabulary range and reinforce grammatical structures. M  ake a chart where students give book ratings, e.g. five stars for the best books. C  ollect magazine articles on students’ favourite topics, copy them and share them. If your students have email, encourage them to send each other jokes in English. D  evelop an awareness of text structure – titles, paragraphing, topic sentences and linkers. E ncourage an inquisitive attitude to vocabulary and make sure students have an effective way of recording new words and phrases.

Six months to go

• E nsure that students develop the skills of skimming and scanning – give timed reading tasks.

• E nsure that they understand the difference between

answers – it’s better than leaving a blank answer.

•

they should rub it out and not put an alternative in brackets. E nsure that they copy their answers correctly onto the answer sheet and that they write their answers in capitals for Parts 2, 3 and 4. R  emind them to check their answers.

•

• If students decide that one of their answers is wrong – •

Countdown to the READING and Use of English paper (Parts 5-7)

•

intensive and extensive reading – give tasks for intensive study of a text AND texts that are for reading for pleasure. F amiliarise students with multiple-choice, gapped text and multiple-matching tasks. M  ake sure that they are aware of the purpose for reading, e.g. reading for gist, detail, attitude, etc. C  heck that they are recording vocabulary in a meaningful way: noting the different forms of words, putting them into sentences, building up a bank of idiomatic phrases, etc. 81

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Exam Teaching Tips

• B uild students’ awareness of sequencing of tenses and

• R emind students of the importance of checking their

•

• A llow students occasionally to write a second draft of

reference words in texts. D  evelop their ability to deduce the meaning of new words from the context.

One month to go

• G et students to use the answer sheet for recording • • • • •

answers in pencil. M  ake sure that they know the format of the Reading tasks and what is being tested in each part and in each question. R  emind students that in Parts 5 and 6 each correct answer is worth 2 marks and in Part 7, each correct answer receives 1 mark. R  emind students to read titles and questions carefully and to highlight key words. C  heck that students understand the strategies for doing each task on the paper. G  ive students opportunities to do timed Reading and Use of English papers in exam conditions.

Countdown to the WRITING paper One year to go

• E ncourage students to exchange emails with an e-pal, • • • •

e.g. you could liaise with another school in a different country. M  onitor tense usage, spelling and punctuation in all written tasks carefully. S et writing tasks on a regular basis both as class work and homework tasks. W  ork on a project, e.g. local bands, which results in a piece of writing and put the students’ work up on the classroom walls. U  se the Internet as a resource to find good models of e.g. articles or reviews on topics that interest your students and encourage them to contribute to e.g. blogs.

Six months to go

• E nsure that students know that Part 1 of the paper is • • • • •

mandatory and that they only need to choose one question from Part 2. F amiliarise students with the variety of writing tasks and word length. E xplore a range of functions such as giving opinions, making suggestions, agreeing/disagreeing, etc. F ocus on register in writing, e.g. formal/neutral vs informal letters. M  ake sure students address and engage the reader. E ncourage students to make a writing plan before they start the task.

work.

their work incorporating your/peer feedback.

One month to go

• S et timed writing tasks in class. • C heck students are using a variety of grammatical structures.

•M  onitor that students are using a wide vocabulary range.

• R emind them that they must write their answers on the • • •

lined pages following each question. R  einforce the fact that they will write most effectively if they answer a question in Part 2 that most closely matches their own interests and experience. R  emind them that they should not simply ‘lift’ chunks of language from the question prompt in Part 1 but should paraphrase. R  emind them of the importance of clear handwriting.

Countdown to the LISTENING paper One year to go

• U se English all the time in class. •M  ake sure that you constantly model a range of

• • • •

vocabulary and structures in class. From time to time record your lesson and then analyse it to make sure that you are demonstrating verb forms that Cambridge English: First candidates typically find tricky, e.g. suggest + -ing/suggest + object pronoun + base infinitive, conditional forms, forms that follow wish, etc. M  ake sure that students are exposed to a range of text types and accents. G  ive a little practice often. This is the key to successful development of listening skills. U  se a range of sources for listening, e.g. DVDs, songs, class discussions, TV news/culture programmes, the Internet. B uild awareness of pronunciation features such as weak forms, word and sentence stress, and intonation because this helps students ‘decode’ listening texts.

Six months to go

•M  ake sure that students know the format and timing of • •

the Listening paper. P rovide ample opportunities for students to practise multiple-choice, sentence completion and multiplematching tasks. E ncourage students to predict what they are going to hear from the title or context sentence and to predict answers by reading the questions carefully.

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Exam Teaching Tips

• R aise awareness of the different purposes for listening, • •

•

e.g. is the question asking students to listen for gist, detail, function, purpose, attitude, opinion, etc.? U  se the recording scripts if possible, to show where answers are located in texts and how distractors work. E xploit the recording scripts for intensive study from time to time, looking at structures, vocabulary, functions for expressing opinions, agreeing/ disagreeing, etc. M  ake sure students recognise paraphrasing, e.g. they may hear a phrase on the recording and have to equate it with a paraphrase on the question paper.

One month to go

•M  ake sure that students get used to answering the

• • • •

•

questions on the question paper and then transferring their answers onto the answer sheet correctly in the time given. They should pay particular attention to Part 2, where they must write their answers clearly in capital letters. R  emind students that each correct answer gets one mark. E ncourage students to use the time before the recording starts effectively, e.g. highlighting key words in questions. M  ake sure that they learn to stop thinking about one question when the recording has gone onto the next question. W  arn them about ‘word spotting’: hearing a word on the recording and seeing the same word in the question and jumping to the conclusion that it must be the answer. It could well be a distractor. M  ake sure that they get into the habit of checking that their completed sentence in Part 2 makes sense.

Countdown to the SPEAKING paper One year to go

• B e a good role model of a speaker of English in class. • B uild up students’ confidence in speaking by making •

• •

sure they have sufficient language input before they do speaking tasks. M  ake sure you have a profile of most of your students: what are their strengths and weaknesses in speaking? And then make sure students are supported appropriately. E ncourage discussions on the reasons for speaking English: travel, education, jobs, access to a wider range of Internet sites, etc. E ven if you have a big class, make sure that students have plenty of opportunities to speak, e.g. by doing pair work or small group work.

• B e aware of when it is appropriate to correct speaking:

•

overcorrection can lead to students being afraid to speak and undercorrection can lead to students making unnecessary slips. M  ake sure that students take any opportunities that there are for using English outside the classroom.

Six months to go

•M  ake sure that you help students with pronunciation.

•

• • • • •

There will probably be certain sounds, features of intonation, etc. which are the result of L1 interference so make sure that you tailor pronunciation practice to those areas. W  hen teaching new language, make sure that students can pronounce words correctly and that they can use the contracted forms of structures such as, ‘I would’ve chosen that if I’d …’ G  ive students lots of opportunities to use a range of linkers appropriately – this will help them in both the Speaking and Writing tests. P lay games such as ‘Just a minute’, so that students get used to speaking for one minute in Part 2. E ncourage students to ask questions, give opinions and comment on topics and tasks throughout their course: this includes asking for their partner’s opinions. D  evise a system for marking/rewarding active participation in classroom tasks. E ncourage students to expand their answers/ contributions.

One month to go

•M  ake sure students know what they have to do in each

• • •

•

•

part of the test and what sort of language they will be expected to produce, e.g. negotiation/collaboration in Part 3. T rain students to paraphrase if they do not know or cannot remember a word. R  emind students that they can ask the interlocutor to repeat a question if necessary. If possible, show students a model of a good speaking test; you could do this with a colleague or you could get a Speaking Preparation pack from Cambridge ESOL. R  aise students’ awareness of how much they should contribute in Part 3, i.e. how much they should initiate and how much they should respond. A balance of both is ideal. R  emind students that they are not judged on their ideas or opinions but on their grammar and vocabulary, discourse management, pronunciation and interactive communication. There is an explanation of these terms and further practice materials in the Cambridge English: First Handbook for teachers and on the Cambridge website. 83

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STUDENT’S BOOK and LANGUAGE MAXIMISER RECORDING SCRIPTS

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2.A

Student’s Book – Recording Scripts Unit 1

(page 13, ex 20)

5 You hear a tennis coach talking about a young player called Jack.

1 You hear a student talking about his favourite subject at

When I first saw him, I could hardly believe he was serious about wanting to come to the sports academy. He was tall and skinny, bandy-legged and I thought he’d never last 20 minutes, never mind a whole game on court. I couldn’t have been more wrong. His parents had made the huge investment to bring him to one of the most prestigious academies and after a few months I could see that while others had sore arms and backs, Jack was developing steadily into a player with a future.

school.

We’ve started doing environmental science at school and it’s really great. I didn’t find it easy at first but now I love it. Do you realise that if we investigated the deep ocean more, we might be able to find ways of producing enough high-protein food to feed the whole world? That’s awesome in itself but the reason I think I’ve really taken to the subject is that it can bring in elements of biology, other sciences and even sociology. I find all these areas really fascinating.

6 You overhear a girl talking on the phone about her new school.

2 You hear a woman talking about the human brain. You often hear this idea that people who are good at logical thinking use the left part of their brain and that people who are creative and imaginative use the right side of their brain. But where is the evidence for this? In fact, if you look at a lot of famous musicians, they are often very good at maths and music. How do you explain that? I think it’s wrong to make these sweeping generalisations and to pigeon-hole someone, especially when they are still young.

3 You overhear two young people talking about their

I don’t really know what I expected before I started this school but it wasn’t this. I was worried about not making new friends but they have this great system where you have a ‘buddy’; someone in your class who shows you where things are, explains how things work and introduces you to everyone. They also have a fantastic science block with all the latest equipment; it looks complicated but in fact it’ll make lessons more interesting.

7 You hear two friends talking about the school film club. Boy: Hi, Martha, did you enjoy the film club yesterday?

careers.

Girl: Hi, Paul, yes. There are loads of new members, aren’t there?

Woman: I must admit that I chose this because you can earn really good money. Man: Does that mean that you don’t really enjoy it?

Boy: Yes, and that means there’s a lot more discussion of the film after we’ve seen it, which is great.

Woman: The studies were hard but once I started working and building up experience, I began to love it.

Girl: And that’s why I started going. I need a range of opinions on films to include in my coursework.

Man: I think, because we’re both working with pharmaceutical companies helping them get patents for new medicines, we’re doing something worthwhile.

Boy: Oh, yeah, of course. My project’s on politics, so in fact, I just sit back and enjoy the film!

Woman: I must admit I wouldn’t like to work in a court making judgements about people’s lives every day. I much prefer dealing with patent offices.

8 You will hear a woman talking about competition at school.

I don’t know why some people say children shouldn’t be encouraged to be competitive at school. Can you imagine if a school didn’t have a sports day? My daughter would really miss that and I know lots of other children would, too. I think it would be unfair to pretend that competition doesn’t exist in the world; it’s better to prepare children for it at school. Anyway, a lot of the things they do when they’re in teams teach them to cooperate with other people. Honestly!

4 You hear two business students talking about cultural differences.

Girl: What makes a big difference is when a business person can say even just a few simple greetings in his colleague’s language. Boy: … he’s taken the trouble to learn them, that’s what counts. He might then be forgiven for cultural mistakes like not starting a meeting exactly on time.

3.A

Boy: I’d like to study more about cultural awareness because when I go into business I don’t want to make some stupid mistake like hugging someone when I should be shaking their hand!

Unit 2

(page 24, ex 25)

Today I’m going to give you a brief history of money. As you know, money has always been a symbol of success and status, so let’s look back and see how it all started. The first people didn’t buy goods from other people with

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Student’s Book – Recording Scripts

Moving on to something which is like money as we know it today, in about 1200 B.C. in China, shells became the first medium of exchange, or money. These have served as money throughout history even to the middle of the 20th century.  In 1,000 B.C., China began to produce mock versions out of metal. They can be thought of as the original development of coins. In addition, tools made of metal were also used in China as money. From these models, we developed today’s round coins that we use daily. The Chinese coins were usually made out of base metals which had holes in them so that you could put the coins together in units of ten, for example, to make a chain. In about 500 B.C., pieces of silver were made into the earliest coins. Eventually, they took on the appearance of today’s coins and were imprinted with various gods and emperors to mark their value. These coins were then used in Turkey but the methods were used over and over again, and further improved upon by the Greek, Persian, Macedonian, and Roman Empires. Unlike Chinese coins, which relied on base metals, these new coins were made of precious metals such as bronze. Then in 118 B.C., banknotes in the form of leather money were used in China. One-foot square pieces of white deerskin edged in bright colours were exchanged for goods. We believe this is the beginning of a kind of paper money. During the ninth century A.D., the conquering Danes in Ireland had an expression, ‘To pay through the nose’. It comes from the practice of cutting the noses of local people who didn’t pay their tax to the Danes. From the ninth century to the fifteenth century A.D., in China, the first actual paper currency was used. Throughout this period the amount of currency skyrocketed and led to severe inflation. Unfortunately, in 1455, the use of the currency vanished from China. European civilisation still would not have paper currency for many years. In 1535, though probably well before this earliest recorded date, strings of beads, called wampum, were used by Native Americans as money. Wampum means white, the colour of the beads. These beads were used by people living in the area which we now know as New York

Bay. The beads were offered at important ceremonies such as weddings.

4.A

what we nowadays consider to be money. They used barter. The barter system is where you exchange valuable personal possessions for other goods that you want. From 9,000-6,000 B.C., livestock, such as sheep, were often used as a unit of exchange. This kind of exchange started at the dawn of civilisation and is still used today. Later, as agriculture developed, people used crops for barter. For example, one farmer could ask another farmer to trade a kilo of oranges for a kilo of bananas.

Unit 3

(page 31, ex 10)

Speaker 1 I think what’s exciting these days is the feeling that the whole concept of society is changing; and that’s good. I don’t mean we should throw out our traditions and only embrace everything that’s new, but what I do mean is that we have the opportunity now to see the world as a whole, to take care of the earth and to look beyond our immediate surroundings. I know some people don’t like this idea because they think we’ll lose our identity but I see it as the society of the 21st century. Speaker 2 There’s no doubt whatsoever in my mind that the hallmark of a civilised society is one where firstly, education is freely available. Whether a person comes from a deprived background or a privileged one, that person has the right to free education, which will allow him or her to make choices in life. People should be able to study and work to the best of their ability and no doors should be closed to them because of their background, religion, or ethnicity. I feel really strongly about this. Speaker 3 I used to think that society meant knowing where you came from and respecting that. You know, wanting to hear stories from old folk about how life was when they were young and reading about the past. But I go by what I see happening now to judge whether a place has a sense of community or not. You’ve only got to look round any city, town or village and to take a look at what’s going on there to see if that society has a sense of community. Have they organised events such as music festivals and so on or can no one be bothered? Speaker 4 This is a really hard subject to talk about because it’s so complicated. I live in London, a huge multicultural city, and what I see that I really like is people celebrating everyone else’s customs. I mean, Chinese New Year is a huge event in most big cities around the world and everyone joins in. And I think this is what’s important. Even if, as we say, we now live in a global village, people should still celebrate New Year, Divali and countless other events wherever they are. They shouldn’t lose this. Speaker 5 I’ve had a long and rich life. And I don’t mean rich in the sense of wealth. I mean that I’ve been lucky enough all my life to live in places where democratic rights are observed. It may sound as though I’m stating the 87

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James: Quite honestly the idea that I’m now on some lofty pedestal which distances me from my audience is so far from reality I can’t believe it! OK, I’ve been given this fickle title of celebrity but just ask my friends and family and they’ll tell you I’m still human! In fact, my mum just laughs at it and tells me to turn the other cheek.

5.A

obvious, but you haven’t got to go back far in history to see what I mean. All women only got the vote in England in 1929. And how did they get it? They held rallies, they marched on parliament. You ask me what society is? This is what it is – the right to shout for what you believe in from the rooftops.

Unit 4

Interviewer: Is that why you’ve bought a house on a remote Spanish island – to escape from the limelight?

(page 43, ex 16)

James: The place I’ve got is remote and beautifully quiet. But I don’t mean that I’m fed up with my fans or anything like that. It’s just that I need tranquillity to recharge my batteries and then I’ll be ready to start putting some words down to melodies again.

Interviewer: Well, James, I bet you can hardly believe that just a few years ago you were still a college student. Have you had to grow up fast? James: The way I see it, we may get older, but nothing changes much from elementary school. I seem to be in exactly the same state as when I was 8 years old. In the school playground it was all who said what about who. There were always huge debates about who had the coolest clothes too, so it’s kinda amusing to see that people copy what I wear now as though I’m some sort of style guru!

Interviewer: I see. James: I’ve been there quite a few times now and something funny seems to happen each time. My family still laughs about the time I was there on my own and I locked myself out and had to sleep in the garden. And the first time I went there the boiler broke down in the middle of winter. I was freezing. I had to wear all my old sweaters. And when the guy came to repair the boiler he thought I was some sort of recluse or hermit. I just burst into fits of laughter.

Interviewer: Well, you’ve achieved such a lot in a short time. James: True. In the nearly three years since the band released Back Stage we’ve sold 11 million CDs worldwide with the album going to number 1 in 18 countries and getting into the top 10 in 35. It sounds big-headed but our list of accomplishments goes on; we’ve been nominated for five Grammies, and the thing that I still can’t believe is we got a single to number 1 in the USA. That’s really something for a British band! Oh, and we won two MTV awards.

Interviewer: And finally, James, what are your plans for the future? James: Interesting that you should ask because quite a few options have just landed on my desk. One is to write with some other well-known composers. Another is to pick up a violin that I bought about 2 years ago and learn to play it. But what I’m actually going to do is travel to Africa to learn about their music. I need to broaden my musical education in that way.

James: Yes, can I just say it hasn’t all been easy though. I’d only just started going out with my girlfriend when all this happened. Suddenly I was left with hardly any time to see her as I had to dash off to Japan, or New York or Berlin. But I channelled all the feelings and all the things that have happened to me as I was going through in my meteoric rise to stardom and that’s the basis of the album. Interviewer: I’ve heard you say that you love language – is that what makes you such a good songwriter? James: I think you’ve got to enjoy working with words and feelings. Some would argue that music has more capacity to unleash feelings and I can understand that but don’t necessarily agree. For me, I love hearing songs in other languages; the sounds are strange and exciting at the same time. Interviewer: Some people have suggested that you have become too distant from your fans. How do you feel about that?

6.A

Interviewer: And can I ask what inspired this latest album?

Unit 5

(page 54, ex 22)

1 You hear a man telling a friend about a decision he has made.

I don’t just want to be one of those guys who just moans about things but never does anything so I’m going to up my efforts as far as being green is concerned. I’ve found out about ways of saving electricity at work and I’m going to circulate it to everyone. They already know I’m keen on green issues because I gave up using my car to commute to work and started using my bike some time ago. I guess the ideal is to work from home then you’re not clogging up the roads and it saves time too.

2 You hear a brother and sister talking about eco-friendly presents.

Girl: Let’s get a joint present for Monica. It’s hard to get her something though because she’s so anticonsumerism.

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Boy: We just have to choose something that she will appreciate, something fair-trade, green, organic, recycled, you know. You can get great T-shirts that she’d like.

6 You hear two teenagers discussing a pop star’s involvement in a green campaign.

Girl: Did you read about Basha lending his voice to the Save the Whale campaign?

Girl: Yeah, but she’s got loads. You’re right though, she hardly ever goes shopping so there’s not much point in getting her one of those nice cloth bags. I know, something to chill out to, candles made with essential oils.

Boy: Yeah, smart move. Got his name in lots of papers. Bet he doesn’t even know what a whale looks like! Girl: You’re so cynical. At least a lot more people all over the world know about the issue now in more detail. Boy: The Save the Whale campaign has been going on for years. I think Basha should stick to what he does best, write good songs and do great live performances when he’s on tour.

Boy: Yeah, she can use them at her party.

3 You hear a radio announcement about a competition. The Green Challenge is on again. The team with the best idea will win 500,000 euros to execute the winning planned invention. It goes without saying that the invention must contribute to an eco-friendly lifestyle and directly reduce greenhouse gas emissions but this year we’re also stipulating that the product must be userfriendly. It’s got to be practical and convenient. Last year the quality of the competitors was extremely high and we’re expecting this year’s to be even higher. Remember that we’d rather see inventions that meet the green requirements than those that are purely innovative in terms of design. Good luck!

Girl: OK. Keep your hair on!

7 You hear a woman talking about advances in science. I saw this TV programme about advances in medical science the other evening. It started out on a very positive note looking at how a better understanding of the human genetic code may lead to the elimination of certain illnesses. Then it went on to examine the possibility of people living on to be 110 quite easily. What got me though was they didn’t seem to discuss what sort of quality of life these 110-year-olds could hope to enjoy. I’m all for giving nature a little helping hand; I’m not opposed to the odd dab of anti-wrinkle cream myself, but I just thought mm…

4 You hear two people debating wind farms. Man: … well, there doesn’t actually seem to be evidence that they are a reliable source of energy. But my main concern, as a botanist, is the damage they will do to colonies of birds and bats…

8 You hear a tour guide giving advice to tourists. Now this area, although not traditionally a mosquitoinfested zone, is becoming one. Due to global warming, mosquitoes are increasingly found here, so protect yourself. There are several ways of doing this. You could stay in around the hours of sunrise and sunset but that would significantly reduce the benefits of being on holiday. What undoubtedly works best is using a spray. Most good ones now can give you at least ten hours’ protection. Wearing long sleeves and long trousers helps to some extent but I always find mosquitoes have an annoying habit of getting down your collar, under your shirt, etc.

Woman: Well, I’m coming at it from a different angle, and that is, people who live near wind farms will find that they won’t able to sell their homes for the sort of prices they would have got before. People don’t always think about this, they worry that it may be noisy but quite honestly most of us live with high levels of noise pollution these days…

5 You hear a teacher talking about a school environmental A couple of years ago, I introduced the idea of making a school garden and it was received very positively with parents donating plants and even trees. This was a relief because I’d asked the Council for some extra money to get the project off the ground but they were, let’s say, less than enthusiastic. What I hadn’t bargained for was the impact on the children and their ability to concentrate better in class after being out planting and weeding in the garden for forty minutes. I’ve been given a pat on the back for our school results going up but I think it’s more to do with the children enjoying being at school more.

7.A

project.

Unit 6

(page 59, ex 6)

Today I’m going to talk to you about a comparatively new type of fabric which is being used in the fashion industry. It’s a fabric made of bamboo. The first quality that anyone touching a garment made of bamboo will notice is its softness. To my mind it’s like silk but other people have likened it to cashmere but actually I find cashmere too itchy to wear next to the skin.

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Bamboo compares with petrol-based synthetic fibres extremely favourably too. For some people, wearing a petrol-based material causes skin irritation and in some cases a rash. Another distinct drawback to petrol-based fabrics is not so much to the wearer as to those around him or her – the fabric starts to have a nasty smell really, not long after you’ve put it on. Bamboo is the fastest-growing plant in the world, mainly because it has extraordinary natural ability to absorb water. This helps the plant grow fast. In fabric form it retains this unique, remarkable property. It draws moisture from the body which then evaporates, keeping you – naturally – dry. It’s three to four times more absorbent than cotton.  Bamboo is remarkably breathable. In the heat, bamboo is naturally cool to the touch and this property is maintained in its fabric form. The cross-section of the bamboo fibre is filled with various micro-holes which give it much better ventilation. It’s also very warm in cold weather, because of the same micro-structure; as a base layer, warm air gets trapped next to the skin. In the wild, bamboo thrives naturally without using any pesticides or fertilisers. It is seldom eaten by pests or infected by bacteria. Why? Scientists found that bamboo owns a unique bio-agent which means that bacteria can’t survive in bamboo. This natural feature is retained in fabric form. In addition, tests by the Japanese Textile Inspection Association found that, even after putting bamboo clothes through the wash fifty times, bamboo fabric still possessed this function. Bamboo clothing is strong and durable so it will stand up to years and years of wear. Repeated tests show this. The same bamboo is used for scaffolding in the construction industry to build skyscrapers in Hong Kong. That just shows how much trust you can put in the strength of bamboo! Now I know many people worry when a new wonder fabric or fuel, I’m thinking of bio-fuels, they worry growing plantations and plantations of it will have a negative impact on the local area. Again, not so with bamboo. Bamboo actually makes the condition of the soil better where it is grown. Bamboo also can grow on hill slopes where nothing else is viable.

If organic clothing made from bamboo becomes popular, it means more bamboo plantations, which means more photosynthesis and fewer greenhouse gases. The ‘greatest challenge facing mankind’ would just get a little easier.

8.A

The reason for this softness becomes obvious when you look at the fibre through a microscope. Whereas cotton has long flat fibres, bamboo fibre has a round surface and this is what gives it its smoothness and feeling of luxury.

Unit 7

(page 69, ex 7)

Speaker 1 When I joined the company where I work now, I realised that lots of my colleagues belonged to a local gym and that the company paid for them to do that. And at first I just thought, that’s nice, we can all have fun together and it might be a good way for me to get to know new people. How wrong can you get? After just a couple of weeks the pressure started building up. I was expected to take on more and more and I realised that if I didn’t start playing squash or something like that my blood pressure would rocket! Speaker 2 It was when I was a teenager. Looking back on it now, I can see that it was just a phase I was going through. Those teenage years are hard and I was beginning to lose my self-esteem. Luckily for me we had a brilliant sports teacher; she was always full of energy, so made you feel good. She could also see and understand what was happening to us. She suggested I played tennis for the school because I was quite good at it. I began to do well and even won a championship and before I knew it, I had a very positive outlook on life. Speaker 3 I can’t say that my job is stressful but there is a drawback to it, and that is it’s sedentary. I began to notice my waistline expanding so I decided to join the local golf club. I know that it’s not the most physical of sports but it works for me. I get out onto the green most weekends and end up walking quite a few miles. People keep asking me if I go there to make more business contacts but I can honestly say that wasn’t my intention but I have made some good new friends almost as an extra bonus! Speaker 4 I moved to a new town because of a fantastic job opportunity. I knew I was going to have to work long hours and that the job would be challenging. But I was determined that wouldn’t stop me from enjoying my free time. I joined a dance class because someone had told me that a really good crowd went there and did lots of things together after the classes. That sounded just the thing I was looking for and I haven’t looked back since – or had a night in in front of the telly! Speaker 5 I was finding I was sleeping more and more and just

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9.A

couldn’t be bothered to do much at all apart from study, eat, and sleep. Then I went to stay with my uncle and aunt for a holiday. He’s a keen runner and he just wouldn’t take no for an answer when he asked me to go out running with him one morning. I moaned and groaned but after a couple of days I found I had loads of get-up and go and I was even asking him to make the runs longer!

Unit 8

misuse and related offending has a part to play as well as the profusion of portable consumer goods, including cars and their contents. Interviewer: And in England, what type of crime is common? Helen: There are significant variations between countries according to the types of crime you risk becoming a victim of. I’ve just been looking at figures for England and the Netherlands and the former, closely followed by Italy, is the car crime capital of Europe, whereas, unsurprisingly perhaps, the Netherlands is top for bicycle theft. Whereas in Poland, another country I looked at, pickpocketing is the most popular pastime.

(page 80, ex 9)

Interviewer: With me in the studio today is Helen Bywater, who’s been looking at trends in crime rates. Helen, I think that most people instinctively feel that the crime rate is going up. Is that correct?

Interviewer: No wonder we’re all afraid of something happening to us. Helen: And there’re some interesting studies on fear of crime. The British are twice as worried about crime as the Swiss, but they aren’t twice as likely to become victims. A Swiss study suggests that this disparity may be partly to do with the media’s coverage of crimes. But all European countries are now looking at tackling this important business of fear of crime, as irrational levels of fear can seriously affect the level of enjoyment that a person has in his life. For example, more and more people are reluctant to go into city centres at night. And this is the reason that I think we have to do something about fear of crime.

Helen: Well, over the last 25 years there has been a general increase in crime in all European countries. Although there have been plateaux where the crime rate has levelled off in some countries for a few years and occasional reductions, it is impossible to find any European country where the crime rate is now lower than it was ten or twenty years ago. On the plus side, official government figures suggest that crime levels went down slightly during the mid-1990s, after very large increases in previous years. Interviewer: I see. And how do we know how much crime there is?

Interviewer: But cybercrime is something that can happen to any of us now, isn’t it?

Helen: The most widespread method for measuring crime levels is to use the records of crimes recorded by the police. Of course, there are some variations in recording methods between countries, but what really makes the data not entirely reliable is that it depends on someone reporting a crime. It has been argued that, to some extent, the increase in crime over the last twenty-five years is substantially weighted by increases in reporting, rather than an absolute increase in criminal events.

Helen: It’s true to say that cybercrime is one of the fastest-growing criminal activities on the planet. It covers a huge range of illegal activities including financial scams, for example if you totted up all the money stolen from credit cards, it’d run into the millions. Then there’s computer hacking, virus attacks, stalking by email, and so on. And of course by the very fact that it’s on the web, it means it’s an international problem. And this is the real challenge – how exactly do you police this?

Helen: Absolutely. Victims and witnesses nowadays have easier access to the police, for example, because of mobile phones. Also, insurance companies now require victims to report losses they are claiming for. These are just facts. But what is significant is that there are lower thresholds of tolerance about behaviour such as violence and drink-driving and the public won’t just stand by and watch this happen any more.

2.B

Interviewer: And have you noticed any change in attitudes towards crime in, say, the last ten years?

(page 89, ex 8)

Well, I’m not a fantastic cook but I do like making brunch at weekends, and I like doing something special for that. For example, last weekend I cooked scrambled eggs with some small pieces of salmon mixed into it. Everyone said it was delicious.

3.B

Interviewer: So, going back to an earlier point, why do you think crime is increasing? Helen: Briefly, in my opinion, the real root cause of the increase is the fact that people go to live in different towns for jobs, etc. Now, leading to a decline in traditional stable communities. It’s also likely, but I believe to a lesser extent, that the increase in drug

Unit 9

Unit 9

(page 94, ex 23)

1 You hear a woman talking about a restaurant. We went to a new restaurant called Foodies last night. We were greeted by a very charming waiter. Then a 91

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different person took our order and there were lots of nibbles and things for us to munch on while we waited. I was really enjoying myself. Then my main course came; the meat was really chewy and quite honestly I don’t think it was one of the better cuts of meat to start with. The pudding wasn’t exactly stunning either. You wouldn’t mind so much but it was really pricey. We’d been warned about that and it was supposed to be my birthday treat so we were pushing the boat out.

Boy: Anyway, there’s no evidence of nasty side effects to consuming GM foods. But I do know there’s a strong anti-GM movement in the UK, mainly coming from organic farmers who are worried, quite rightly so, about how it will affect agricultural land. Other people think it’s just another way for big companies to make mega bucks!

6 You hear a man talking about fast food. As a student, I used to eat burgers and stuff like that because it was cheap food – or so I thought. Actually it’s just as cheap to make a healthy bowl of pasta and that’s twice as satisfying. When I was away for a couple of weeks last summer with some mates from university, I slipped back into the habit a bit. But I kept thinking this only tastes of salt and sugar and wondered why I was eating it. I must admit, if I’m really pushed for time, like when I finish work at nearly 7 and want to get to see a film at 7.30, I do just grab something then. But it’s not that often.

2 You hear a man talking about cooking. I was brought up in a house of good cooks. You should have tasted my grandmother’s apple pie! I thought everyone was a good cook so I couldn’t believe it when I met my girlfriend and she told me that boiling an egg was the height of her culinary skills! But I guess what got me into it was an old battered-looking hardback I found in a junk shop. It has really unusual recipes and it’s even got someone’s handwritten notes in the margins with extra hints. I just couldn’t resist trying them out. And the rest, as they say, is history.

7 You hear a woman talking about her local supermarket. I know a lot of people complain about supermarkets and they worry about what’s happening to smaller shops but I must say our local supermarket has always been great. Often when you go in there’s a wonderful smell of baking; it’s really mouth-watering. But what they’ve just started doing is advertising food that comes from this region. I think people are more aware of food miles these days and they are less keen on beans that have been flown in from the other side of the world – so that’s really good.

3 You hear two students talking about their course in food technology.

Male: There was a lot of information to absorb in that lecture on all the food additives, wasn’t there? Female: You’re not joking. I don’t know how the lecturer managed to pack so much into one hour! I’ll have to read up on it later though, because it was all new to me. Still, by the time we’ve finished this course, we’ll be able to walk into any branch of catering; we’re covering so many subject areas.

8 You hear a brother and sister talking about the food they eat at home.

Male: Yeah, I hadn’t realised we’d have so many options open to us with a degree in food technology.

Girl: Mum’s cooked an Indian dish for dinner tonight. It’s got prawns in it.

4 You hear two friends talking about Japanese food.

Boy: Great. I love seafood. I wonder what spices she’s used. Anyway she always gets it just right.

Woman: I’ve really got into Japanese cuisine recently. And I’ve made quite a few different dishes already.

Girl: Yeah, not too hot, not too mild. It’s the same with everything she cooks though – it’s just so yummy. I’m going to make some bread at the weekend with wholemeal flour and walnuts.

Man: Aren’t the recipes long and complicated? Woman: Well, I guess like most cuisines, there must be some that are but… I’m going for simpler ones that I can prepare when I get home from work. The presentation is important and that’s what appeals. All your senses should be involved in the enjoyment of eating – so your eyes are important too.

5 You hear two friends talking about genetically modified food.

Girl: I’ve just been reading about genetically modified foods such as rice and the fact that they have more vitamins. But actually if you eat a balanced diet, you don’t need supplements...

Girl: You have to be amazingly good to get anywhere in the catering business – and it’s seriously hard work.

4.B

Man: And people say that things like rice and fresh fish are good for you…

Boy: Wow! Sounds great! You could set yourself up as a high-class chef when you’ve finished college.

Unit 10

(page 99, ex 4)

Today I’m going to tell you a little bit about our organisation which safeguards hundreds of species around the world. We focus special attention on giant pandas, tigers, polar bears, endangered whales and dolphins, rhinos, elephants, marine turtles, and great

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which were considered to have magic properties. Reportedly, during the sixteenth century, Queen Elizabeth bought a Narwhal tusk for the cost of ten thousand pounds – the cost of a castle. The tusk was used as her sceptre. Until recently, humankind seemed to view the ocean as a source of infinite resources. The truth is that the populations of many species are decreasing at an unsustainable rate. The threats to marine species are difficult to perceive because marine animals are not as visible as animals on land. Animals that have taken millions of years to evolve, that are invaluable to all ecosystems, have vanished and continue to vanish from places where they once flourished.

5.B

apes. These species not only need special measures and extra protection in order to survive, they also serve as umbrella species. Helping them helps numerous other species that inhabit the same environment. Among marine wildlife, seven out of the 13 great whale species are still endangered or vulnerable, even after decades of protection. Whales, dolphins and porpoises are succumbing to new and ever-increasing dangers. For North Atlantic whales, collision with ships has taken over as the greatest risk rather than entanglement in fishing gear, while the critically endangered Western North Pacific gray whale is at serious risk because of intensive oil and gas development in its feeding grounds. While other organisations are focusing their research on hazards such as toxic contamination or habitat degradation, we’re currently looking at the effects of climate change and what this means for marine wildlife, in particular, mammals. We are also combating risks to whales by lobbying to bring whale hunting under the strict control of the International Whaling Commission. However, we see the best results from education, and I mean to people of all ages and occupations, I don’t just mean children. We also hope to see improved national and international action and agreements in the near future. We work in several areas of species protection around the world that live within our priority eco-regions. Large predators like snow leopards and grizzly bears, migratory species like songbirds, and a host of other species facing threats also benefit from our conservation efforts. Different groups work on different projects. One group known as TRAFFIC works to ensure that trade in wildlife products doesn’t harm a species, while also fighting against illegal and unsustainable trade. I work with the two main categories of whales: the baleen whales, and toothed whales. The baleen whales are named for their feeding apparatus, baleen, which descend from the roof of the mouth. Baleen is made of hard but flexible material, similar to that of human fingernails, rooted in the animal’s upper jaw. The baleen act like a sieve, allowing a whale to strain food out of the water – food which includes small fish and plankton. There are 13 species of baleen whales. They range in size from the compact minke whale, whose average length is around 8 metres, to the gargantuan blue whale, which can reach lengths of over 33 metres and weigh up to as much as 32 elephants. That’s 120 tons. Of the toothed whales Narwhal whales are my favourite. They are known more for their almost unicorn-like tusk or tooth that springs from their forehead in the male of the species. The tooth actually grows from the left side of the upper jaw and is twisted into a left-handed helix. The tooth can be up to three metres long. The tusk of the Narwhal was sold by Vikings and other northern traders as the horns of the legendary unicorn

Unit 11

(page 109, ex 4)

Speaker 1 Before I went for the interview everyone I talked to seemed to have really good advice and I was getting stressed with all the new information. What I’d recommend though, because it actually helped me, is make a short list of what you think the requirements are in the position. For example, the ad might have said something like, good communication essential. So if you keep this in your head at interview, you can bring in examples to demonstrate that you have the ability to do this. It’ll make them realise that you’re the right person for the job. Speaker 2 A friend gave me a great tip. Before you leave the house, do a quick search on Google to get latest share prices, and any mention of the company in Google news. Having fresh up-to-date information on the company gives you extra points. But my tip is, think about your whole appearance. I’d put on a nice suit, plain shirt, and tie. But I hadn’t thought beyond that. I just put all my papers in a plastic bag. When I arrived, I saw the interviewer’s smile change to a frown as his gaze went from my suit to what I was holding in my hand! Speaker 3 This is key to the process. And there’s nothing wrong with physically getting out your piece of paper when you are at the interview. It shows you have prepared and made an effort. Be careful not to ask about things in a wooden way though and this can happen if you’re reading from your notes. Make sure you find out exactly what the job involves, who you’ll be working with, etc. All this shows that you’re keen and interested. And remember an interview is a two-way process; they need you as much as you need them.

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Speaker 4 I’ve had quite a few interviews for, let’s see, about 4 jobs. So I was getting a bit blasé by the time I had my last interview. I thought, well, I’ve done my homework on the company, I know what they’ll ask me and what I’ll ask them. What I hadn’t accounted for though was I had to park my car on a meter and can you believe it, I didn’t have any change. It took quite a while to find a café where I could get the right coins. I ended up flying through the door about five minutes late in a right state. All I can say is don’t do that. It’s really hard to regain your self-composure.

James: American youth culture gets a lot of bad press. But if it weren’t for American movies, music and TV shows, an awful lot of young people would be having a very dull youth. And if Hollywood, for example, has made a lot of money out of it, so be it. Other countries or parts of the world are and will make their mark when they can economically and at some stage those ideas will overtake the, at the moment, all-powerful USA. Interviewer: So I guess we’re saying Western societies have strong youth subcultures. Is this because there are more young people in these countries? James: Quite the opposite. Western society is an ageing society. 60 percent of young people live in Asia, 23 percent in Africa and the Caribbean. The UN predicts that by 2025 the number of young people living in the South will rise to 85.5 percent.

6.B

Speaker 5 This isn’t always easy but if you know before the interview, it’ll help you to refine your preparation around their needs. One of the most common causes is that someone is leaving. And that then begs the question why. If you’re using an employment agency, they might know. It could also be that as they develop, they require people with different skills. Of course the ideal situation is if you know someone who already works there. But remember an employee doesn’t always have an unbiased view of things.

Unit 12

Interviewer: As far as I understand it we refer to subcultures when we’re talking about a particular style of clothes or music, right? Now, what is it that drives a young person to become a part of a subculture? James: Well, it’s not so much a statement of ‘look, I’m not the same as my parents’ but more how I think, what I consider important is not the same. I also think that each subculture sort of respects other subcultures, so for example if you’re an eco-warrior, you might think yeah, he has the right to like a certain sort of music or dress in a certain way.

(page 121, ex 15)

Interviewer: Welcome, James Cameron, to our programme today. As an expert on youth culture perhaps you could start off by telling us how you define the word youth?

Interviewer: This covers a huge range of topics then. Is there any one area that interests you most? James: Yes. When I was growing up I was aware that different young people chose to listen to rap, reggae, rock and so on. And it was obvious from the ripped jeans or body piercing that some people were different but what I wasn’t aware of at all was that we all spoke differently and that is what I focus a lot of my studies on now.

James: I’m glad you’ve started with that because it’s not as simple as you might expect. Some people use the word to refer to those who are between, say, 13 and 18 because in many societies you’re legally an adult at 18. But in other countries it refers to people a bit older, 16 to 21. That’s why I go for the more fluid interpretation of people who are no longer kids but they are not yet mature. It’s more psychological than purely age-related.

Interviewer: And what is it that most influences young people? James: Well, until you’re about 12, it’s undoubtedly your family because that’s all you really know. And before you get a job and start your own family, you don’t have to take on board all the norms of your community. It’s the constant bombardment from advertising that youth cannot resist. Magazines, TV, etc. have a lot to answer for in terms of creating expectations among young people. It becomes very difficult if your family can’t meet those expectations.

James: Another good question. And it’s too obvious to say it’s because young people only have a brief time when they are old enough to start thinking for themselves before they have to conform because they start a job. I think it’s to do with having an open mind. You’re prepared to look at things and think, OK, that’s interesting. Those who say that it’s a period of discovering yourself are taking it too far. In fact, that’s a process that goes on throughout your whole life anyway. Interviewer: Some people say there is only one youth culture and that’s American culture. What’s your view?

7.B

Interviewer: OK, good. Now, I did a bit of background reading before our programme today and it seems to me that youth culture is something that is always changing. Why is that?

Unit 13

(page 129, ex 4)

1 You hear an elderly man remembering New Year’s Eve when he was a child.

When I was a lad, I used to look forward to New Year’s Eve just as much as I did to Christmas. Christmas was

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about presents and eating till you felt you’d explode! What made New Year’s Eve special was that most people in our village still carried out an old ritual. A villager would knock on your door just after midnight and hand you a piece of coal. It was a symbol of prosperity for the coming year. I don’t really know why but I always found it exciting. At midnight my mother would play Auld Lang Syne on the piano and we’d all sing as loudly as we could!

2 You hear two teenagers discussing traditional events. Girl: The only time I’ve ever danced round a maypole was when I was at school. We learnt how to do it. I think some places in the countryside might still do it, you know, in villages, but most people these days just don’t care about it. Boy: Well I must admit, I don’t see the point of it. What’s it about anyway? We live in a different world now. Apart from Christmas and New Year and birthdays of course, my family doesn’t really take part in any traditional things. Girl: Mine neither.

3 You hear a woman talking about globalisation. All you hear about these days is globalisation. And in most cases it’s people saying that it’s a good thing; you can travel more easily, you can get to know the cultures of other countries more easily. It seems to me, though, that the only thing anyone is really interested in is making a fast buck. Businesses are looking for new markets to sell the same old stuff. I read an interesting article about globalisation and how in the future national borders will disappear. I think whoever wrote it is living in cloud cuckoo land!

4 You hear a couple discussing a holiday they’ve just been on.

Man: That was a great holiday, wasn’t it? I can’t believe I’ve got to go back to work tomorrow. Woman: I know what you mean. The town was lovely, wasn’t it? So unspoilt... by all the huge international chain stores I mean. Man: Yeah, the baker actually baked the bread himself… and that greengrocer who had produce from local farms. Remember that delicious peach dessert you had in that bistro in the market square? Woman: I’ll never forget it. We should go there again. It’s so much better than our last holiday where we sat through some really touristy things like that folk festival. The locals said they’d never even heard of those songs – that they were just for the tourists.

5 You hear a teacher talking about a lesson she’s just had.

I’ve just had year 9 and I just happened to mention that I’d made some delicious pancakes both savoury and sweet versions for my family on Tuesday and they were all quite interested in the idea that you can be creative and put what you like as a filling in them. But what I couldn’t get over was that not one of them had the faintest idea about why we have that tradition – that Christians used to use up the eggs, flour, milk and so on in the house before they fasted for 40 days before Easter. In fact, they were really interested so they’re going to look up Pancake Day on the Internet and report back next lesson.

6 You hear two friends discussing the idea that the world is a global village.

Boy: I’ve just talked to my brother in Brazil; he’s working there for one year – working on a water treatment project. That’s the great thing nowadays, isn’t it? There are more opportunities to work abroad. Girl: Yes, as they say the world’s a global village. It’s a small world! Just look at our town – it’s fantastic – you can meet people from all corners of the world. I think this phenomenon will become more apparent too. Boy: Yes, as long as everyone doesn’t flock to just one or two places. It could have a serious impact on a region’s resources and mean that cities expand and sprawl over valuable farmland.

7 You hear a man talking to a girl about Guy Fawkes Night.

Girl: Is it only in Britain that people commemorate Guy Fawkes? Boy: Yeah, mostly. 1605, November the fifth, London, Guy Fawkes was arrested for trying to blow up the Houses of Parliament. Girl: In class today we talked about it – but I’m not sure I got it – so we celebrate that Guy Fawkes failed to do something? Boy: Yeah, he failed to blow up the king. Look, tomorrow I’ll show you a display in the school library which explains it simply. Girl: I’m not thick, I just didn’t get it! Boy: Yeah, right!

8 You hear a woman giving a talk on globalisation. … and interestingly although the USA has enjoyed a strong and wealthy economy for many years we’re now seeing a shift to the East. China is seen by many as a significant player on the world stage. However, I can’t emphasise strongly enough that the spread of consumer products, the spread of fads such as Facebook, etc. would not occur without Internet access. It also means 95

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Unit 14

find. In doing research, it is possible that you may find a family name written in two, three, or even more different ways. Make a note of any of these variations; this information may prove valuable at a later time. Always write a female’s name using her family name, never her married name, as this is how you will locate information about her prior to, and after, her marriage. If you only know her married name, then write this in parentheses. Finally, make note of any nicknames that your research may uncover and write these in quotation marks. If your Uncle Billy was really named William, you should write this information as William, quotation marks Billy, close quotation marks, Anders Jones. Sometimes this can also serve as a clue to other potential sources of information. Then look for significant events in the person’s life. Identify the event as clearly as possible. Don’t just give the mere fact. For example, when listing graduation as an event in a person’s life, specify which level of graduation is being documented. Of course this isn’t possible with all events such as marriages. Use standard abbreviations for events such as b for birth or bap for baptism. If you develop your own abbreviations for events, make sure someone reading your work one hundred years from now will understand what you are writing about. In addition to the event itself, record as much as you know about the location of the event. For example, a birth may have occurred in a hospital. When recording the location of this birth, name the hospital, the town or city, the county, the state, and even the country if necessary. In following this procedure, you will create what I call a trail that you can follow to locate related sources of information. You always have to think of the next part of the jigsaw you want to find. So you can see that once started this is research that will occupy you for years.

(page 144, ex 22)

Good morning. I’m Anthea Wilson and I’m just going to give you a few tips about genealogy. Few hobbies, or perhaps I should say passions, offer the reward of genealogy. The people who start looking into their family history soon find themselves on what I would say can be likened to a journey that takes them to places they never before imagined – including visits to their family’s homeland and learning who they really were. I’m going to tell you, step-by-step, how to get started, how to record the information you already know, where to find the information you don’t know, who you can talk with to get help when the ‘digging’ gets tough. I must say at the outset that you must have access to a computer and if you haven’t got one at home most libraries have ones which the public can use, often free of charge. Genealogy is a subject or hobby that you will find grows and grows as you find out more. So the first step is to begin with yourself. Think of your genealogy as a collection of individuals, your immediate family, then your extended family and then you start going back to your forefathers. Each of the people you find out about has had a series of easily identified life events. These events include the obvious such as birth, christening, education, marriage, military service, employment, death, and burial. And it is the first of these that gives you the best leads because you have records which tell you about the family into which a person was born. When you begin your project, write down all the important pieces of information you collect. This includes who the person involved is, what the event was and so on. You need evidence that the event actually took place. What many people doing genealogy for the first time don’t remember to do is to make a note of the source of the information. You will need this later as you usually have to come back to earlier information later in your research. Now, when you gather information on a person, write the person’s full name, including all middle names and in addition to the actual name any title that might be relevant for example Doctor. This may help you especially if it is a common name, for example, John Smith. I know these details may sound unnecessarily fussy but they really help in the long run. The other tip I have here is that spelling does matter. The name should be exactly as it appears in the records you

9.B

8.B

that an exchange of views on a global level takes place. Of course, there is the problem of policing the worldwide web and lawyers are working day and night on copyright issues and so on…

Unit 15

(page 152, ex 14)

Speaker 1 A friend of mine had been talking about ecotourism and the effect that mass tourism can have on a particular environment, so when I started looking for a holiday I kept that in mind. The company that I ended up choosing talked a lot about how they bought locally produced food and locally produced crafts in their hotels. I liked this idea because it made me think that at least part of what I’d paid would be going back into the local economy. The company also offered holidays in some quite unusual locations – so that was an added bonus! Speaker 2 I guess I am what you’d call green so I didn’t need any persuading to look for an eco-holiday. I often go on

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holiday with the same group of friends; about 6 of us. We’re all students so we haven’t got a lot of money to spend on holidays but what we all look for is a holiday that’ll take us off the beaten track. We found a great company that organises holidays to places where you take a train, then bus, and then trek for a few kilometres to get there. Perfect! We ended up in a small mountain village perched on the side of a cliff. We certainly got fit staying there because if you went anywhere there was a steep walk either there or back. Speaker 3 Last year I went on a beach holiday and a) it was boring and b) I felt a bit uncomfortable. You know, it was one of these popular resorts where there are hoards of holidaymakers who just seem to take over the whole place. The result is there’s very little left of the real culture of the place. So this year’s priority was not to be part of a swarm of tourists but to look for a company that organises holidays that appeal to people who want to avoid the crowds. The interesting thing is that you can often just go 20 kilometres down the road and you find yourself in the real Thailand, India, Spain, or wherever it is. Speaker 4 When I was surfing the Internet I came across this site which said they offered real value-for-money holidays because you stayed with local families. And I thought that’d be really cool. When I travel, I’m really into the food, the music, and the language of the place I’m visiting. And sometimes it’s hard to access that – you get shows and stuff that’s really just put on for the tourists. I didn’t recognise the name of the company so I didn’t know what sort of reputation they had so I phoned them up. After chatting to them for about twenty minutes I knew that we had similar ideas about what a holiday should be like. So I booked it and it was great. Speaker 5 I think it’s quite hard to choose a holiday these days. Everything makes me feel so guilty. If I fly somewhere I’m increasing my carbon footprint, if I drive I’m also responsible for an increase in C02 emissions. So I ended up going on this cycling holiday with my husband. It was awful. We’d planned a route through all these little villages and we had to cycle for about 6 or 7 hours every day just to get to the next one. The roads were often full of other tourist traffic who did not appreciate us being on the same road. By the end of day three, I would have paid anything to anybody just to get me off that bike into a luxury hotel with a swimming pool and five-star service.

10.B

Student’s Book – Recording Scripts

Unit 16

(page 159, ex 4)

Interviewer: Thank you for coming in to talk to us today, Donna, about getting fit. First, do you think that most people should be doing more exercise? Donna: Absolutely. I own a chain of gyms and we have a lot of people coming to us for advice. And what I see is people who have hectic schedules in their lives. They have jobs where they’re being asked to do more and more in the same amount of time. Then they dash home to look after children or grandparents. They spend hours driving their kids to after-school activities. It’s no wonder they feel under pressure – they are! And exercise relieves that. Interviewer: So what do you say to convince people that they have to do something about their health? Donna: Well, when I start talking to people they nearly always seem to know that inactivity can mean that they start piling on the kilos. And there’s a lot of information around about looking after your heart. I think the government’s done a great job in raising awareness about that. But what people don’t seem to realise is that insomnia can be cured by taking appropriate exercise. This may seem a trivial problem but if you can’t get quality rest at night, the negative effects are cumulative. Interviewer: And is it getting harder to get children to do exercise? Donna: Before I started working in the health business, I would have said that children who have parents who are keen on tennis or golf would be the most important factor in determining whether a child takes up sport or not, but that’s not the case. Because many children have access to the Internet and they watch TV, they know a lot about the top sportspeople and a child only has to see a sportsperson as someone to admire and emulate and the child wants to do sport. He or she will join the school sports team and make friends with similar interests. Interviewer: That’s good because they learn how to do it properly. Donna: Yes. People are generally good about doing some exercises before they start to get the joints and muscles working. And in all honesty, with running for example, you can’t just go out and run a marathon, so you increase your distance gradually. What I find people overlook though is doing some bends and stretches before they go and have their shower. This is important to stop you feeling stiff the next day. Interviewer: So would you say that running is a good sport for all-round fitness? Donna: Although it’s good for your lungs and obviously your legs, I think other sports should be considered, like swimming or playing football, although the former is only good for you if you do it properly with your head in the 97

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water and your spine in a line – otherwise you can get lower back problems. A lot of people suggest walking but to me it’s a bit like running – only not as effective. So I’d go for a team sport like the one we mentioned. It’s a good all-body workout and you have fun.

2 You overhear a woman talking on the phone.

Look, I’m very sorry, but I just don’t see what you mean. When I got this new phone for my daughter, which I thought was really good value at the time, you told me the contract included all charges. So I don’t understand why I’ve suddenly got this huge bill… Well, where did it say that?… No, that’s not good enough, I’m afraid. I‘m not paying anything until someone can explain to me, in person, why I should. I’ll come by some time this afternoon. I hope the manager is available, but I’ll talk to someone else if necessary.

Donna: Good question. The government recommends one hour of physical activity a day. And this activity should be of at least moderate intensity. But I think if you can manage something more strenuous, and you can do that on two days a week, that’s even better. Activities that are ‘weight-bearing’ are good. Interestingly, a recent report by medical experts says an hour’s activity a day isn’t enough. If you want to avoid heart disease and obesity, you need to do 90 minutes’ exercise a day.

12.B

Interviewer: And how do we know how much exercise to do?

Part 2 Presenter: …and with the time coming up to a quarter to nine, it’s time to hear from Sean Ryan again, as he takes a look at another of the world’s great architectural masterpieces.

Interviewer: And although I don’t want to end on a pessimistic note, what’s the most common cause of injury?

Sean Ryan: Few buildings exist which have an equally high approval rating among critics, architects and the general public. The Guggenheim Museum in Bilbao is undoubtedly one. When the decision was taken in 1981 to ask the Guggenheim Foundation in New York to open a museum in Bilbao, this once thriving industrial city was in great economic decline. As the Basque government also offered to fund the museum’s construction and subsidise its running costs, it was a very risky but forward-thinking undertaking. Set on the river and designed by the award-winning architect, Frank Gehry, construction began in 1993 and immediately caught the public’s attention. At first, people were unsure what to make of it.

Donna: The ones we hear about in the news are always traumatic injuries. These are usually the result of impact and collisions, and generally there’s not much you can do to prevent them. But in most games one of the aims of the rules is to reduce the risk of injury, so following the rules makes you safer. To my mind, it’s the less sensational injuries that are caused by doing a sport badly that happen most frequently. By that I mean not holding your body or your equipment in the right way. Often it’s the repetition of this ‘faulty’ action that results in excessive load on tissues and subsequent injury. Interviewer: Thank you, Donna for all…

Part 1

1 You overhear a man and a woman talking about a job interview.

Woman: So, how did it go? Man: Well, I couldn’t say really. I knew they were only interviewing a few people for the post, so I thought I stood a pretty good chance before it even started. The interview went well, as far as I could tell. There weren’t too many awkward questions, either, which certainly makes a change. Woman: Well, that doesn’t sound too bad, does it? Man: I suppose not. But then, you know, the more I found out about what the post actually involves, the less appealing it sounded. So, I guess I might have to keep looking after all.

13.B

11.B

Listening Bank (pages 183-186)

Part 3 Speaker One Now that was a bad day! I’d been with the kids all morning and they’d been driving me crazy, as usual! So I’d taken them to the park to burn off some of that energy. I’d taken off my jacket and was sitting on a bench, enjoying the sun… Anyway suddenly there was this yelling and shouting, so I raced over… it turned out to be nothing, of course, but by the time I got back it had gone! I don’t know how I could have been so stupid. I mean, that’s not like me at all! It had everything in it – my phone, cards, keys, everything. My partner wasn’t very impressed! It took me days to sort out. Speaker Two I used to have a bracelet that I wore everywhere. Friends were always teasing me about it, saying that it had been permanently attached to me at birth, like some sort of

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name tag or something. Anyway, one afternoon I looked down and it wasn’t there. I looked everywhere but it had simply vanished. I guess it must have got caught on something or just fallen off somewhere without my noticing. It was just very unlucky, but I was devastated… still am in fact… It’s silly really – I doubt it was worth very much. It’s just that my aunt had given it to me, so it had a lot of sentimental value.

14.B

Speaker Three I knew I shouldn’t have trusted him. He promised to look after it, but I had my doubts from the beginning – well, he’s a good mate and everything, but being careful with things is not one of his strong points, you know what I mean? Anyway, sure enough, when I asked for it back, he just looked at me blankly and asked what I was going on about… Well, I can laugh about it now, but at the time it wasn’t funny. Still, it made me realise you’ve got to take responsibility for looking after the things you value. You can’t expect other people to do it for you.

Part 4 Interviewer: And now I’m very pleased to introduce David Thomas and Megan Parker, two young actors in the

making, who have just completed a one-week intensive course at the acclaimed Drama School here in town. David, Megan, welcome. The Drama School has a reputation for pushing participants to their limits; you must both be exhausted. David: Yeah, it was pretty intense, to tell the truth. I still can’t quite believe it’s over, actually. You know, I really didn’t know much about any of it when we started. It’s just amazing how much we covered in such a short space of time, isn’t it? Megan: Oh absolutely! From acting to directing to editing, we did it all. And I don’t mean from the comfort of a classroom, either, this was hands on stuff from Day one! It would have all seemed a little scary if the teachers hadn’t been so experienced and supportive. David: I couldn’t agree more, all the staff there were absolutely first class. I did feel though, that we could have done a little more ‘backroom’ technical work, like lighting or sound, you know? That side of things really interests me and, although what we did was probably useful, it was a little bit basic, in my opinion. Megan: Oh I don’t know: first you have to master the basics if you truly want to become a master yourself. Wasn’t that one of the key messages of the course?

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Unit 1

so I got a pleasant surprise to find it was all very modern with internet access and everything – even a free gym on site. I’d been trying to decide between this course and another one in a big city university where you have to find your own place to live. They offer similar courses and the same mix of online and face-to-face lectures. So going on the visit really helped me to make my decision.

(page 7)

One It was really interesting going to visit the campus. For me, the main attraction of this college is the fact that I can get there by bus each day from my village, but it was still interesting to go and see everything. The whole site was much bigger than I expected and the layout is complicated – I kept getting lost trying to find my way round! The buildings are all modern, though, which is good. I want to study sciences, so up-to-date labs and equipment are much more important to me than the all historic libraries and stuff that some places have. Two Although they don’t offer an enormous number of different subjects at the college I visited, I was really impressed with the way the programme’s organised. You do a lot of the work online and the teachers give you feedback by email, so you don’t have to go in for many lectures, and you don’t have to go and live on the campus or anything like that. In fact, the college itself is just part of a downtown skyscraper. For anyone who associates doing a degree with medieval courtyards and dusty old books, it would be no good at all! Three I didn’t really know anything about the college before I applied, so I hadn’t realised that the buildings themselves had won a big international prize for the way they’re designed. Studying in such awesome surroundings must be amazing, so for that reason alone, it’s definitely top of my list. The range of courses on offer is pretty standard, so I’d have no problem finding one where I could combine law and languages which is my aim, and the quality of the teaching’s reckoned to be good. The accommodation blocks looked pretty basic inside, but fine. Four I knew what I was looking for in a college. I wanted one which had a lovely old library where I could sit and lose myself in my reading, surrounded by books that had been used by generations of scholars before me. I guess that’s why I’ve applied to do philosophy. People doing other subjects might be looking for the latest equipment or online course delivery, and there’s nothing wrong with that. The range of topics on the course is fairly limited, but I can put up with that, and there are one or two things I’ve never heard of – that’s enough of a challenge for me. Five The fact that the campus is in the middle of the countryside means that you have to live in student accommodation. I was expecting it to be very basic,

3.A

2.A

Language Maximiser – Recording Scripts

Unit 3

(page 15)

One You hear two friends talking about a new sports centre that’s just opened in their area. M: Have you been to the new sports centre yet? F: Yeah, it’s great that the local council’s willing to invest so much money in a place like that for young people to use. And the gym’s just incredible, they haven’t bought cheap equipment or anything – it’s all the latest stuff. The only thing that bothered me was that I thought the membership fees were a bit high – shouldn’t it be free for local people? M: Oh come on – they’ve got to get some of the money back somehow. Just think how much private gyms cost to use – especially if you want the latest equipment. Anyway, it isn’t only for kids, you know. It’s for everybody. Two You hear part of an interview with a successful businesswoman. M: So what’s it like being the only woman on the board? F: Basically, when I go to meetings of the management in the company, I make an effort to dress well and present myself in a businesslike way – which is more than can be said of some of my male colleagues! And I have to say that, on the whole, they treat me very well. The only way that I feel I’m not treated quite equally, and this amuses me really, is that I always have the feeling that if I wasn’t there, they’d be a lot less polite in how they spoke. I wish they’d forget I was a woman, but I guess they just can’t! Three You hear a student who lives in Manchester talking about life in the city. I’m really glad I decided to come to Manchester to do my degree, rather than my local university in the West Country. It’s such a vibrant city, with so much going on. I’m never short of things to do in my free time. I’ve made lots of great friends here, though I guess that would’ve happened wherever I’d gone, because I’m a sociable sort of person. But I don’t think I’d have got the chance to get involved in so many interesting projects at a smaller university. Like, I’m volunteering on a project to analyse the effects of social media in kids in Africa this summer – how cool is that!

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Four You hear a teacher talking to her class.

day it is. Anyway, we were talking about buying him a joint present – so we could get something a bit bigger – do you remember? It’s just that if we’re doing that, we’d better start thinking about what we’re going to get. OK? Let me know what you think. Byeeeee.

OK class – listen up. I want to tell you about the project on the health service you’re doing. Remember? You’ve got to design a survey to find out about patient satisfaction with services they receive at the hospital. You’re going to present the information in graphs, but I’ll explain about that later. For the moment, it’s best to just think about your questions. You know, what are the most important questions you want people to answer – then you can ask those same questions to as many people as possible. Now, don’t forget what happened with the last survey we did – when you all wrote far too many questions. Please, don’t repeat that mistake.

Eight You hear two friends talking about a film they have just seen. M: Great film – I really enjoyed that. F: I liked all the dance music – made me really want to be there. M: Really? I thought there was a bit too much of it, actually – as if they’d started with the music and written the story around it.

Five You hear the weather forecast on the radio.

Six You hear two students talking about social issues. M: The trouble with public spending is that everything’s important – if the government spends money on universities, then somebody’s going to say it should’ve been spent on building houses or buying equipment for hospitals. F: Well, all these things are important, but the thing to remember is that if the government doesn’t spend money on these things, then private companies will – especially housing. M: I guess you’re right. And I think university education actually gets a lot less than those other things at the moment. F: Exactly –it shouldn’t be a lower priority. I mean health care’s important too – but that already eats up a lot of our taxes. M: Right. Seven You hear a boy leaving a voicemail message. Hi there. Hope you’ve had a good time at the swimming pool. I’m down at the ten-pin bowling and I just thought of something. Isn’t it Dad’s birthday next week? I can’t remember the exact date, sorry! I know you write stuff like this in your diary, so you’ll be able to check exactly what

M: Sure – it was just a way of looking at the way people behave in certain situations – and the characters were believable. F: No doubt about that. The plot was silly, but that didn’t seem to matter really – you really felt what they were going through. 4.A

So, for those of you thinking of going to the pop festival on Sunday, here’s the weekend weather forecast. Sunday should be a more settled day than Saturday, when there will be a mixture of sunshine and showers, and any rain should have cleared away before the festival begins on Sunday morning. Temperatures will not be as high on Sunday, though, as the wind is moving round to the east bringing cold air in from the North Sea. But there should be more breaks in the cloud compared to Saturday, so there should be a bit of sunshine to enjoy at the festival.

F: Well that is what they did, actually. I mean, the story wasn’t meant to be realistic or anything.

Unit 5

(page 23)

Int: My guest today is Zoe Parsons, who’s going to tell us about the environmental organisation called Future Watch which she belongs to. First of all Zoe, what sparked your interest in the environment? Zoe: Well, like a lot of kids, I grew up hearing all about environmental issues on TV and we studied stuff like climate change and pollution at school, but it always seemed to be happening somewhere else. We lived in town and I wasn’t that interested in the countryside. Then I took part in a bird survey – you know counting how many species visited the school grounds each day. Kids had been doing it in the same week for like ten years, and it was shocking to see how numbers had fallen. Int: But Future Watch isn’t only about birds, is it? Zoe: Oh no – in fact that’s how it’s different from lots of other groups. It isn’t about just one thing. Like me, most people start off being interested in one aspect of ecology – whether it’s renewable energy, recycling or whatever – but instead of joining a group where everybody’s passionate about that one issue, they join Future Watch. I mean basically, it’s about sharing ideas – what we all have is a common belief in certain environmental principles, but we’re actually all interested in completely different things. Int: So what happens – you have meetings? Zoe: Yes, there are meetings, but that’s not what it’s all 101

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about really. I remember the first one I went to, everyone seemed very clever and much older than me – and there were some pretty heated discussions. I felt a bit out of my depth, actually. I must’ve looked rather frightened, because a couple of other young people befriended me and explained that it wasn’t always like that. That was lucky really, because I wouldn’t have gone again otherwise. Int: And Future Watch organises campaigns? Zoe: That’s right. That’s what it’s really about. In small groups, you devote yourself to a particular issue and then you report back to the main group on your progress. I went with the idea of joining a wildlife group, but when I saw the different campaigns on offer, I thought I’d rather look at a wider issue. I’d read that birds were affected by traffic pollution, so joining a group of people who actively encouraged cycling seemed a good way of addressing the cause of that problem. Int: And is your aim to get people thinking about the issue? Zoe: Exactly. I mean, a lot of work’s done in schools and colleges, and students are pretty environmentally aware – but once they leave full-time education, people tend to forget about it because they have other priorities in life. So, I go to places like car parks and give out leaflets telling people that bikes are healthier, cleaner and so on. This really works because you target car users and people want to know who you are and why you’re doing it. Int: And when you go out campaigning – how do people react? Zoe: Well, I don’t say ‘never use a car’ or anything extreme – more: ‘Was your car journey today really necessary?’ Most people are polite, even if they don’t agree – but you do get people who want to argue – especially men with sports cars or motorbikes. But I don’t mind that – in fact you really feel you’re getting somewhere if you get people to think about things and have a discussion. Actually, the more argumentative people are the more I like it – it certainly doesn’t upset me. Int: So what should people do if they want to find out more about Future Watch? Zoe: Well, you don’t have to join a campaign until you’re sure. There’s a website where the different campaigns are listed with contact details of people running them locally. There’s also a magazine to download that reports on our progress on different issues. But I’d say the best way to get involved is to join in one of our blogs. Get chatting to members, see what people are doing and how you’d feel about joining them. Int: Zoe, thank you. And if you’d like to…

5.A

Language Maximiser – Recording Scripts

Unit 7

(page 31)

Hi. My name’s Emma Notley, and I’m here to talk about my sport, which is called synchronised diving. You may have seen synchronised diving on the television, because it’s now an Olympic sport. Basically, it’s just like competitive diving, except that there are two divers who have to do the same dive in exactly the same way, at the same time. In other words – what they do has to be synchronised. I’ve always been a keen swimmer, but I was never really good enough to win many races – my style was good but I didn’t really have enough stamina. So it was my swimming coach who suggested I go in for diving instead. It was very good advice – I really enjoyed it and started doing well. My cousin Rosie’s also a good diver, so when I was asked to try synchronised diving, I talked her into being my partner. We’re really close and it worked well. We’re still partners now, and we’ve won lots of competitions together. I think what I like best about ‘synchro’, as we call it, is that it combines the need for perfect technique with teamwork. It’s really great that feeling of working towards something together. People always ask about the scoring in diving, because it seems really complicated. In individual diving events, there are usually up to seven judges – and the marks given by five of them count towards your score. Basically, the highest and lowest don’t count. In synchro, there’s two divers to mark, so you have the same system - but there can be eleven judges in total. So what are the judges looking for? Well, basically they judge how good each dive is technically and then also look for how well the two divers synchronise what they do. The judges divide the dive into three stages, and they’re looking for different things at each stage. Firstly, they are giving you marks for what’s known as your ‘approach’, in other words what you do on the diving board before you dive off. For different dives this involves different moves – maybe standing on the edge or jumping. The trickiest one to get right, especially in synchro, is when the dive starts with a handstand – and both of you have to do that perfectly at the same time. The judges then look at what you do while you’re actually in the air. This is what they call the ‘flight’. They’re looking for how far you are away from the board, the overall height that you reach – things like that. And, of course, in synchro that means getting those distances more or less in line with your partner. That takes lots of practice. And the judges are looking at the tiniest details of your technique as well. Like your toes have to be pointing in the same direction all the time. The third mark that the judges give relates to the way the divers enter the water. Basically, they’re looking at the

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Unit 8

do. I’m really nervous about leaving the car anywhere now – I mean there’s no reason why I should be targeted a second time, but I can’t help thinking about it. Four It’s an upsetting experience having your bag snatched. When people say things like: ‘Don’t put all your valuables in one place’ or ‘Use a shoulder bag – not the type you have to put down in shops’, you think: ‘Yeah yeah, OK’ – because you think it’ll never happen to you. I learnt the hard way. My friends were great – one boy even chased the thief down the street, but he got away. The police said I was the fifth victim that afternoon in the same shopping centre – so there was obviously a gang at work. I don’t know if it was my own fault or not, but I’m certainly more careful now. Five When I answered the phone and a voice said that somebody had been using my credit card illegally on the internet, I panicked. I assumed it was the bank calling me. As they usually do, this voice asked me to confirm my card number and answer some security questions. I was so worried about how much money I might’ve lost, I told them my password and everything. What a fool! I should’ve asked them for proof of who they were because it was a criminal calling me! Anyway, I quickly realised my mistake and got the bank to block my card. The police told me later that I was lucky because some people had lost money.

(page 35)

One We had a burglary last year. I suppose I shouldn’t have been surprised because other houses in the area have been targeted in recent years. The strange thing is, we were asleep in bed at the time. I woke up and heard a noise downstairs. I thought it was one of the kids getting a drink or something, but went to check just in case. By the time I got downstairs, whoever it was had gone, taking my laptop with him. Afterwards the police said he was probably only inside for a couple of minutes – amazing, isn’t it? Anyway, we’ve got a burglar alarm fitted now – so I don’t think it’ll happen again. Two It was bad luck the way I lost my phone. We were on the beach and decided to go in for a swim. We put all our phones in one bag with loads of clothes and stuff on top of them and left it where we could all see it. I mean, none of us saw anybody go anywhere near the bag, but when we came out of the water everyone’s phone was there except mine. We searched everywhere, but it’d gone. I went to the police, but they weren’t much help. They said it happens every day and if you leave stuff on the beach like that, what do you expect? Three Like lots of other people, I’ve been parking at the station and getting the train to London every day for years. You can imagine how I felt when I got off the train one evening and found the car window smashed. I mean, I’d followed all the advice, there was nothing valuable inside, so I couldn’t see why they’d chosen to break into my car, and nothing was missing. The police were great, they were there within five minutes, but there was nothing they could

7.A

6.A

angle – you know, whether you’ve managed to keep in a straight line or not – and naturally they expect the two divers to enter the water at the same time, in the same way. I mean, you generally know immediately you leave the board whether you’re well synchronised with your partner, but things can still go wrong at every stage. Like, in a very good dive, the divers enter the water cleanly and quietly and so the judges are also noticing how much ‘splash’ is created – and they can give marks for that too. In competitions, you also have to follow various other rules, like what to wear and stuff. One of my friends was disqualified because competitors with long hair have to use hair ties – and for some weird reason she didn’t. I mean her hair wasn’t that long and she just forgot. So there’s a lot of things you have to get right in this sport. I think that’s why I love it so much. I’ll stop there because I can see that some of you have questions...

Unit 10

(page 43)

One You hear a man talking about his work with animals. In my job, I get to deal with lots of different animals. I guess the difference between my work and, say, that of somebody working in a zoo is that I have a much wider responsibility. I’m not just here to make sure the wild animals are OK, but also to look after the natural environment in which they live. I don’t generally interfere with the animals – as long as they’re alive and well, I let nature take its course. I’m on the lookout for things like diseases and other problems that might affect the whole population, but if an individual animal is sick or injured, that’s not my concern. Two You hear a couple discussing solar energy. M: I’m not sure about getting solar panels put on the roof – they’d spoil the look of the house in my opinion. F: Well, I don’t think that’s the main argument against them, actually. I know they say that it doesn’t have to be sunny the whole time for them to work, but the days are pretty short here in the winter, aren’t they? 103

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M: Well, I think they probably are worth having – even up here in the frozen north – but it’s a big investment. They reckon it’s about ten years before you really start saving money on bills.

Six You hear part of an interview with a game warden.

F: Well we might not be here for that long. I’d like to move down south.

M: Not at all – often quite the opposite, actually. We get a lot of retired people coming for the trip of a lifetime. We have to make sure they’re fully prepared for a bit of discomfort, because unless you go quite a long way off the beaten track, you’re not going to see many animals. Indeed, you go for miles without seeing any at all, which comes as a surprise to people. Still, it’s the wildlife they’ve come to see and as long as we go at their pace, most of them go home satisfied.

M: Exactly. Three You hear part of a news item on the radio. It’s been a tough month for farmers with some very unseasonal weather causing them some real problems. A certain amount of rainfall is expected in this part of the country in the summer months, but this year it’s been exceptionally dry – with just one big storm that didn’t actually produce that much rain. On top of that, some fierce winds have combined with the dry conditions to increase soil erosion in the area, which is not good news at all for farmers. Temperatures, at least, have been about normal in what has otherwise been quite an untypical month for weather. Four You hear a teacher talking to his class about some written work. OK, so let’s just talk for a moment about the written assignment you’ve got to do this weekend. Remember that I gave you a list of possible topics last week and asked you to think about which one you’d like to choose. If anyone wants help with that, I’ll be coming round in a moment, so do ask. Also, I told you that you could do it either as a report or as an essay – and you still have the choice. But thinking about it, perhaps the report format would be better – with sections under headings – rather than paragraphs. So I’d say do that if you haven’t already started. Five You hear two friends talking about a wildlife film they have seen. M: So what did you think of it? The baby kangaroos were cute, weren’t they?

F: So who comes on these safari trips – are they all outdoor types up for a challenge?

Seven You hear a man talking about a nature reserve he visited. I’d gone walking in the nature reserve because I’d been working too hard and needed some fresh air and exercise. It’s so peaceful there. Suddenly I turned a corner and came across a big family having a barbecue. They were making a complete mess – plastic bottles everywhere, kids playing football. I told them they shouldn’t be behaving like that in the nature reserve – that I’d report them to the management. They looked a bit shocked, but took no notice of me. Anyway, back at the entrance, the manager explained that it was a special family barbecue day and that poor families from the city centre had been specifically invited. I felt such a fool. Eight You hear a tour guide talking to some tourists. Now, I know you’ve all heard about the problems we’ve been having with biting insects this year – it’s been widely reported in the press and there was a leaflet in your welcome pack. Now, I’m sure you’ll all agree that prevention is better than cure. So, if you do sit outside in the evening, then please be sure to use some of the insect repellent that was recommended on the leaflet. And please do also make sure that you keep the windows closed in your rooms after dark. You have air conditioning, and you can control the temperature with that. Does anyone have any questions?

F: Yes, and the work of the rescue centre seemed very true to life, you know, not glamorised at all. It was really interesting seeing how dependent the little animals were on the volunteers. M: Sure. Although it was a bit of a well-worn storyline – the brave volunteers trying to keep the centre open with no money and all sorts of obstacles to overcome. M: Not very original, I’ll grant you that. You knew there’d be a happy ending. Some of the animals didn’t survive though, so it wasn’t happy all the way. F: Yes, but you didn’t see any suffering. M: Thankfully! 104

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Unit 12

Another interesting statistic involves the geographical distribution of tattoos in the USA. You wouldn’t think that fewer people would have them in the east than in the west, but that is actually the case. Strange, isn’t it? Now I wonder what we’d find if we did the same sort of research in our own country – perhaps a north-south difference would be more likely. Anyway, before I go on to show you my slideshow of tattoo designs, does anyone have any questions?

(page 51)

Hi. My name’s Fiona and I’m going to tell you about a project I’ve done on the subject of tattoos – by which I mean the ink designs that people wear on, or rather under, their skin. Tattoos have a long history and evidence of them has been found by archaeologists in pre-historic remains in places as far apart as Polynesia, Russia and Egypt. In modern times, tattoos have become very popular in Europe and North America, but this is not where they came from first of all, at least according to the websites I’ve been to. The word tattoo comes from a South Pacific language and both the word and the tattoos themselves were brought back to Europe when explorers first visited that area in the eighteenth century. Interestingly, it was the ordinary sailors, rather than the explorers themselves, who came back from islands such as Tahiti, Samoa and Tonga with tattoos. Tattoos became popular in 19th-century Europe, with men mostly having them on their forearms, upper arms or chest. These tattoos often bore the name of a loved one or perhaps an artistic design or motto, and were considered very manly. Which is interesting because in traditional cultures, tattoos were often given to people who had performed acts of bravery, rather than being simply for decoration. These days, you can get all sorts of designs, and indeed have tattoos on various parts of the body. Tattoo artists, as they are called, often buy designs which are copyrighted and which go by the name ‘flash’. Often artists have a vast number of these designs for their customers to choose from. Artists also use tattoos as a form of cosmetic surgery for people with certain kinds of skin problems. Generally speaking, tattoo artists use a special machine for applying a tattoo, although in Japan there is still a strong tradition of applying them by hand rather than by machine. Whatever the method, ink is injected under the skin, where it produces a more or less permanent image. Tattoos have not always been socially acceptable in all cultures, and in many people’s minds used to be linked to people such as criminals. This is not really fair, as today tattoos are worn by all sorts of people including some leading celebrities. Indeed, in the USA, the current popularity of tattoos can be traced back to rock singers like Janis Joplin in the second half of the twentieth century, as well as to more recent television programmes that have been very widely broadcast. Actually, it is estimated that, in the USA, around 15% of all adults has at least one tattoo, whilst if we look at the 18-25 age group, this figure rises to 32% with men only slightly more likely to have one than women. That’s quite an incredibly large number, isn’t it?

9.A

8.A

Language Maximiser – Recording Scripts

Unit 13

(page 55)

F: My guest today is Barnaby Ingham, who successfully organised a festival of local produce in his home area in rural England. Barnaby, welcome, first of all, where did this idea for promoting local produce come from? M: Well, I studied geography at university, so I understood how the production and distribution of food and consumer goods is organised – and how that’s changed in recent years. I mean, we’ve seen small family shops closing down and the big retail chains taking over – everyone’s aware of that. But it was only when I read a piece in a weekly magazine that I realised just how far that process had gone and how difficult it’s becoming for small local producers to sell the stuff they produce. F: Right – so it’s what people sometimes call ‘food miles’. M: It’s partly that. You know, the fruit which consumers buy at the supermarket has travelled halfway across the world, etc. But it’s not their fault for wanting fresh fruit at good prices, and this is the system that provides that – quite efficiently actually – and I’ve no argument with that. But it’s not just about food. It’s all products which are part of the global economy. What I’m saying is people should have the chance to buy local produce if they want to – if that’s their choice – and this is getting harder to do. F: And you and your family did a sort of experiment, didn’t you? M: That’s right. We tried to go for a month consuming only locally-produced stuff – as far as we could tell. My mum and dad, who live nearby, thought I was mad and refused to join us, but they didn’t try to talk me out of it. I thought the kids would soon start complaining about not having all their favourite branded stuff – but I was wrong there. It was my wife who complained, because it made shopping really difficult, and she does most of that. But we stuck with it. F: And is that where the idea for the festival came from? M: Not really. That came about by accident really. It was a man I met at a local market. A friend of mine introduced us in the coffee shop and she mentioned my experiment and how keen I was on local produce. This chap, I forget his name, had just come back from a holiday in Italy,

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where he’d been to a cherry festival in a village where they grow them. He was saying what fun it had been and why didn’t we do things like that here. That’s how I got the idea. F: So was it difficult getting the festival organised? M: Well, there was lots to think about. I had no problems raising the money because my father-in-law saw the potential of it and gave us a loan. Finding the right place to hold it was the tricky thing. Most good venues get booked up for the best summer weekends, so we had to find our own site – and then convince people to come along. Actually in the end that was the easy part. Everyone round about was keen to promote the event, because all the local farms and businesses had something local they wanted to sell. F: So were you surprised at how successful the event was? M: I guess it depends on how you measure success. I’m not sure how many people came in the end – it was a lovely day and we lost count. More important, actually, was the fact that we got lots of coverage on TV and in the press – and that’s something I hadn’t anticipated. I think the local traders and producers did well enough, and I was able to repay my father-in-law. The real test will be whether this has any long-term effect on the ability of the small local businesses to survive in the modern world. F: And how did you feel about the reaction of local supermarkets? M: Well, it came as a shock. As a result of the festival, two of the big chains have started selling and labeling local products. It’s definitely a step in the right direction. Some people say that it’s a cynical marketing move to try and cash in on the success of the festival, but I’m not sure that’s fair. I’ll be sorry if it is just a short-term thing, if they’re not serious about it. Only time will tell.

10.A

F: Barnaby, there we must leave it. Thank you.

Unit 16

(page 67)

Hi, everybody. My name, as you know, is Daniel and I’m going to tell you about boxercise, which is a fitness routine based on boxing that I started doing last year. So, first of all, what is boxercise? Well, basically it’s like boxing, and makes use of the kind of training that boxers do, but you don’t hit anyone and, fortunately, nobody hits you. It’s what’s called a ‘non-contact’ sport. In boxercise, when you do have a partner, you never actually touch your opponent – so it’s not like real boxing. But the skills you develop are very similar. Actually, a lot of the training you do on your own using a skipping rope or a punchbag – the sort of thing you’ll have seen boxers doing in films and on TV when they’re training.

Lots of people think that boxing is a cruel and violent sport, although I didn’t necessarily agree. I must admit that I thought it was a pointless one before I started doing boxercise – but now I can see that the training is actually a great way to get in shape. I started going to boxercise sessions, not because I was overweight or particularly unfit, more because I was lacking in confidence when it came to my physical abilities. I really wanted to try extreme sports, especially mountaineering, but wasn’t sure that I’d ever be able to do it. I didn’t really know what to expect at first. I knew that both men and women did boxercise, so I wasn’t surprised to see girls in my class during the first session. But I wasn’t expecting to train to music – that did come as a shock. The session started with a warm-up, as they always do – and there’s a cool-down at the end too – and we were given some advice before we started doing the actual exercises. Like how boxers always sit down when they have a drink between rounds, and they drink slowly because drinking fast can give you stomach pains. The other thing he warned us against was what he called ‘over-training’. Some people apparently like the classes so much that it becomes addictive and takes over their lives, which of course is not a good thing. In terms of injuries, you’d think the hands would be the most affected part of the body, but actually you are always well protected by gloves and other straps and things under them. No, actually, it’s your legs that are most at risk, apparently, because you can easily damage a muscle as you move around at speed. So how much does it cost? Boxercise is not expensive, each class costing around five pounds. But you generally need to buy a course, which can cost up to one hundred pounds per month, depending on the club. At the one I go to, I pay for a monthly package, which costs seventyfive pounds, and allows me to go to as many sessions as I like. When it comes to the equipment and accessories, obviously you need gloves, which you can get from around thirty pounds, and a good pair of trainers, but silk shorts are not required! I do most of my training in a tracksuit. Whatever you wear, it mustn’t be too tight because that restricts your movements. A T-shirt and leggings would be fine. The trainer is always telling us that boxercise is more about developing discipline than developing muscles – and that is why it’s useful training for other areas of life like studying or jobs. Some people say that it also helps things like decision-making in real life, but I’m not so sure about that. Anyway, if you’d like to know…

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Practice Tests – Recording Scripts 2.B

Test 1 Part 1 Examiner: This is the Cambridge First Certificate in English Listening test. Practice Test 1. I’m going to give you the instructions for this test. I’ll introduce each part of the test and give you time to look at the questions. At the start of each piece you will hear this sound: You’ll hear each piece twice. Remember, while you’re listening, write your answers on the question paper. You’ll have 5 minutes at the end of the test to copy your answers onto the separate answer sheet. There’ll now be a pause. Please ask any questions now, because you must not speak during the test. Examiner: Now look at Part 1. You will hear people talking in eight different situations. For questions 1–8, choose the best answer, A, B or C. Examiner: One You hear a woman talking. Woman: Could you show me your finger? Hm. It’s swollen but I think that’s probably the insect bite. You might be slightly allergic to the bites of these particular insects. This sort of thing is fairly common at this time of year, and it doesn’t look as though it’s anything serious. I’d suggest applying this cream twice a day and if it doesn’t show any signs of improvement after two days, perhaps you’d better make an appointment to see a doctor. This cream should stop it itching and reduce the swelling, at least. If that’s all, that’ll be one pound ninety, please. Examiner: Two You hear a phone conversation. Woman: Could you help me, please? I’d like to enrol for the summer school course run by the Economics department and I have to pay a deposit by Friday – that’s tomorrow. Man: Right. Have you filled in the form? Woman: I’ve enrolled online, actually. But the problem is that my credit card has expired, so I need to know the best way to pay before the deadline. I could arrange a bank transfer or pay by cash... Man: We can accept cash payments but you’d have to go to the accounts office in the main university building for that. That’s your best bet. A bank transfer takes three working days to come through. Woman: Thanks.

Examiner: Three You hear part of a radio programme. Speaker: I always like to have lots of salad vegetables, however, I think the same old lettuce and tomatoes can get a bit boring. So this is what I’m doing this year. In the greenhouse, I’ve planted various types of tomatoes: some tiny cherry ones, Italian plum, vine and my favourites, the traditional salad tomato. Here, I’ve got six different varieties of lettuce so that I can make a nice mixed leaf salad. Then over there, you’ll see the spring onions, radishes and herbs. Then in this area, I’ve planted some of those small potatoes that are so good eaten cold. So, what could be healthier than a fresh salad made with vegetables freshly picked from your own back garden? Examiner: Four You hear a conversation. Woman: Look at this! My new white jacket’s been ruined! There’s a coffee stain right on the front of it! Man: I’m sure you can get that off. It’s only coffee, after all. Woman: I’ll have to take it to the cleaner’s and get it removed professionally. I don’t want to make it worse! Man: That’s probably a good idea. How did it happen, anyway? Woman: That’s the worst part. I lent it to my sister for a wedding. That was my first mistake! She’s so careless. I should have known something like this would happen. Man: Then she should pay for getting the stain removed. Woman: Too right! I’ll make sure she pays for that and I’m never going to lend her anything again! Examiner: Five You hear a telephone conversation. Woman: Good morning. Daniel Smart? Man: Yes, speaking. Woman: This is Stanton Car Repairs here. We just wanted to let you know that unfortunately your car won’t be ready for collection until tomorrow afternoon. Man: Oh, no. Why’s that? Woman: We’ve had to order a new part because we weren’t able to repair the damaged one. Man: Does this mean it’s going to cost more, too? Woman: I’m afraid it will put the price up by about thirty pounds. Man: I see. That means I won’t have the car tomorrow morning. Woman: I’m afraid not. We’re doing our best. As soon as the new part arrives, we’ll fit it, but these things take time, I’m afraid. Man: OK. Well, thanks for letting me know. 107

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Examiner: Six You hear a conversation about some shoes. Girl: Hey, those trainers are so cool! Boy: Do you like them? They’re the latest design with lowimpact soles so they are really comfortable. I’m ever so pleased with them. They look pretty good, too. I mean I could wear them with jeans, not just when I’m doing sport. Girl: How could you afford them? I looked at a similar pair a while back and when I saw the price, I changed my mind. Boy: You’re right, they do cost a fortune. I tried some on in a sports shop and when I saw the price, I left them there. I had a look round on the Internet and found these for half price, A real bargain, I reckon! Examiner: Seven Listen to the extract. Speaker: What’s in an ice core from the Antarctic? Do we all see colours in the same way? What’s so special about prime numbers? Come and find out the answers to these questions and many, many more at the Science Festival from 10 to 17 March. Exhibitions and displays are open from 9.30 am to 6 pm every day of the week plus there’s a full programme of demonstrations, talks and workshops throughout the week. There’s something for everyone from 3-year-olds to university science students – and even adults! Come and find out how science affects our everyday lives and what the next big breakthrough is going to be. For more information, check out our website at www.sciencefestival.org. Come and be amazed! Examiner: Eight Listen to the conversation at an airport. Passenger: I just put it down on that table in the café there for a minute while I paid for my coffee and when I looked round it had gone! Security officer: Can you describe it? Passenger: It’s not very big, blue with a shoulder strap. It’s not new, in fact it looks rather well-used. Security officer: What was in it? Passenger: All my travel documents, of course, money, credit cards and so on. Everything I need for my holiday and the things I need for the flight – face cream, water, book, that sort of thing. Security officer: Have you checked in the café and asked if it’s been handed in?

3.B

Practice Tests – Recording Scripts

Part 2 Examiner: Now turn to Part 2. You will hear a short talk about opportunities for teens to study abroad. For questions 9-18, complete the sentences with a word or short phrase. You now have 45 seconds to look at Part 2. Presenter: How would you like to spend a few weeks or even a year living in a different country? Today we’re going to find out about the opportunities available to the 14 to 18 age group. Susie Gillon has been doing some research for us. So, Susie, what have you found? Susie: First of all, I want to say that there’s a lot more out there than just summer language courses! I think the first thing you need to do if you’re thinking about studying abroad is to decide whether you want to learn or improve a foreign language. If you do, the most popular option is doing a summer course where you focus on language learning, staying either with a host family or in college accommodation. Alternatively, you can do an exchange trip to a country of your choice. There are agencies that will match you up with someone of your age, who has the same interests as you. You’ll then live with this family and attend a local school with your exchange friend. Exchanges like this often work well and can be repeated for a number of years. Presenter: OK. Now, what if you’re not interested in improving your language skills, but just want to experience life in another country? Susie: As I said, there’s a surprisingly wide choice of options for the under 18s. Here’s one that I would have loved to have done when I was at school: spend the summer on an exchange trip to Australia or New Zealand. You live with a family who has a teenager your age and you go to school together. Remember that in the southern hemisphere, July and August are winter months, so schools are open. The great thing about this is that you won’t miss out on any of your schooling, and you’ll get to know another way of life. Presenter: That sounds fantastic, I wish I was back at school! So that’s only for Australia and New Zealand, then? Susie: No, there are also programmes in Canada and the USA, but remember that their long summer holidays are at the same time as ours, so if you want to attend school over there, it would mean missing school here. However, this is allowed and as long as you don’t go in an exam year, it can be arranged.

Passenger: Well, I looked around for it but I haven’t asked anyone about it. You see, my flight is just about to board...

Presenter: What else have you got?

Examiner: That is the end of Part 1.

Susie: Certainly, there are a number of organisations that take 14 to 18 year olds during the long summer holidays,

Susie: How about working as a volunteer in Africa? Presenter: Sounds interesting, but can teenagers do that?

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not only to Africa, but also Latin America, India and Asia. Volunteers help in primary schools, orphanages and on community projects. They also learn about the country’s culture and traditions. There are usually adventure trips to discover the country as well. As the motto of one organisation calls it ‘help, learn and explore’. It’s a great way to really get to know a country and its people while at the same time having the support of an organisation to look after you.

a big lunch or dinner with all the family at home – never in restaurant! I love these occasions, especially if it’s my birthday as then I get to choose the menu – that’s part of the tradition, the person who’s celebrating can choose the food. We all help either with the cooking or laying the table and clearing up afterwards because it’s all part of the fun. Now we’re older, we go out to celebrate with friends as well, but there’s something very special about the family meal.

Presenter: Quite. I didn’t know that such young people could work abroad as volunteers.

Examiner: Speaker 2

Susie: Yes, but the youngsters are well-looked after and their safety is the number one priority of all these organisations. Right, on to the next one. If you are keen on sport, music, art or the performing arts, there are a number of summer schools organised in European countries. Some of these courses are at a high level and are aimed at young people who have already developed skills in their area of interest. Presenter: So that would be for talented young musicians, say, rather than people who fancy learning the guitar. Susie: Yes, also most of the sports camps are pretty specialised: tennis, football, swimming and gymnastics are popular sports. That’s not to say that there aren’t also camps for enthusiastic beginners, but you need to look around carefully. Presenter: Thank you, Susie. Where can listeners find out more about this? Susie: On our website, I’ve put links to the websites of all the activities I’ve mentioned, plus a few more that might be of interest as well as a list of tips and other useful information. Examiner: Now you’ll hear Part 2 again. That’s the end of Part 2.

Speaker 2: My friends and I love parties and that’s how we celebrate our birthdays, passing exams, end of term – you name it, we’ll have a party! We enjoy having different types of parties, so in the summer we have barbecues, picnics and other outdoor celebrations. Fancy dress is always very popular. We choose a theme and all the guests have to come dressed accordingly. We also make sure the music and food are linked to the theme – I think themed, fancy dress parties are the best. At the last party we had, we decided to make it very formal with everybody wearing long dresses and suits and ties. It’s our last year at university, so we’re planning a big leaving party now. Examiner: Speaker 3 Speaker 3: I don’t like to admit it, but I don’t like celebrations much. I’m not sure why, but I think it’s to do with the fact that celebrations often never quite live up to expectations. It probably goes back to my childhood when I used to get incredibly excited about my birthday and Christmas. I used to look forward to them for weeks and then feel really down when the celebrations were over. As you get older, friends and family don’t make such a fuss of birthdays and Christmas loses some of its magic. Don’t get me wrong, I join in with all the celebrations, but I can’t say that they’re my favourite days. Often, the best times are just ordinary days.

4.B

Examiner: Speaker 4 Part 3 Examiner: Now turn to Part 3. You will hear five different people talking about celebrations. For questions 19-23, choose from the list A-H what each speaker says. Use the letters only once. There are three extra letters which you do not need to use. You now have 30 seconds to look at Part 3. Examiner: Speaker 1 Speaker 1: In my family, there’s only one way of celebrating and that’s with a family meal. It doesn’t matter if it’s a birthday, anniversary, wedding or passing a driving test, at some point in the proceedings there’ll be

Speaker 4: Last summer I went to the best celebration I’ve ever been to – it was my cousin’s wedding. Now I know that doesn’t sound particularly exciting, but this was something else! My cousin and her family live on a farm, so they had enough space to invite as many guests as they wanted. All the younger ones camped in a field. My cousin and her husband both work in the music business and they’d invited some bands and musicians to come and play. So, in the end it turned out to be like a music festival. What a great way to celebrate a wedding! It was really informal and relaxed and everybody enjoyed it immensely.

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Examiner: Speaker 5 Speaker 5: The most recent celebration I’ve been to was with some colleagues from work. My team had just come to the end of a very intense period of work building up to winning a contract. We were all exhausted, but delighted with the result, of course. We’d been working really long hours, so we decided to go away to the coast for a couple of days. I wasn’t at all sure how we’d all get on outside the work environment and had dreaded non-stop talk about business, but in the end it was good fun. No one mentioned work and we spent a lot of time outside in the fresh air. It turned out to be a good way to celebrate.

5.B

Examiner: Now you’ll hear Part 3 again. That’s the end of Part 3.

Part 4 Examiner: Now turn to Part 4. You will hear two people discussing an environmental problem caused by plastic. For questions 24-30, choose the best answer, A, B or C. You now have 1 minute to look at Part 4. Girl: That’s incredible. Listen to this! Do you know that in the Pacific Ocean there are millions of tonnes of plastic floating around? The Ocean currents have brought all the pieces of plastic together to the same area, which they call a ‘garbage patch’. Have you heard about this? Boy: No, I don’t think I have. What else does it say? Girl: Scientists have been monitoring the situation for the past forty years and apparently the size of the garbage patch has increased one hundred times and now covers an area twice the size of France! They also reckon another two garbage patches are forming in the North and South Atlantic. Boy: So you mean, all those plastic containers and bottles that end up in the sea travel along the ocean currents and end up in one place? Girl: Yes, that’s right. Look at this map. See, the garbage patch is right in the middle of the Pacific Ocean, between Asia and the USA, not far from Hawaii. Boy: I see. Actually, I remember hearing about something similar. A cargo of plastic toy ducks fell into the sea but stayed together and floated round the world. In fact, I think scientists monitored their movements to help them understand ocean currents better. Girl: Yes, I remember something about that. But the thing that worries me most here is the pollution that plastic causes. Boy: Quite. Something like this is a real hazard for the sea and wildlife. Can’t they do anything about these garbage patches?

Girl: Scientists are trying to find a way to break them up, but it’s not easy because of their size. Boy: I suppose the best way is to prevent plastic getting into the sea in the first place. Girl: Yes, that’s what it says here. Eighty per cent of the plastic in our seas comes from the land, so we’ve got to stop it getting into the water. Boy: Why does so much plastic end up in the sea? Girl: It says here that some gets blown into the sea from the land and the rest is thrown into the sea. Boy: But that’s terrible! It must be very harmful for fish and other sea life. I know that plastic bags in the sea can kill fish and sea birds through suffocation. Girl: That’s right. They find a lot of fish with pieces of plastic in their stomachs because they think it’s food and eat it. Apparently, the plastic breaks down very gradually into small pieces about one centimetre in size. It does an immense amount of damage to the environment because lots of chemicals are released into the sea through this process. It also says here that plastic is difficult to recycle because one object can be made from different types of plastic and each type of plastic has to be recycled separately. It gives the example of a sports drink bottle with one of those special drinking tops. The bottle is easily recycled, but the top has to be taken apart before it can be dealt with. Boy: I think we use too much plastic anyway. It would be a good thing if we all reduced the amount of plastic we use. Girl: That’s so true. When I finish a bottle of shampoo or shower gel, I always think how much better it would be to re-fill that bottle rather than buy a new bottle. I mean, you could take your empty bottle to the shop and re-fill it. What’s the problem with that? Boy: You’re right. I’ve seen some shops that have a system like that for liquid cleaning products. More shops ought to do it. Another thing are the so-called disposable plastic items that you use once and throw away. Girl: Definitely. I try never to use them. They’re such a waste and now I’ve read this article about plastic in the sea, I’m going to make sure I never buy disposable items again! Boy: Talking about the problem of plastic in the sea, when you go to the coast, there’s always litter on the beach and you often find rubbish floating around in the water, don’t you?... Examiner: Now you’ll hear Part 4 again. Examiner: That’s the end of Part 4. There’ll now be a pause of 5 minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions.

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6.B

Test 2 Part 1 Examiner: This is the Cambridge First Certificate in English Listening test. Practice Test 2. I’m going to give you the instructions for this test. I’ll introduce each part of the test and give you time to look at the questions. At the start of each piece you will hear this sound: You’ll hear each piece twice. Remember, while you’re listening, write your answers on the question paper. You’ll have 5 minutes at the end of the test to copy your answers onto the separate answer sheet. There’ll now be a pause. Please ask any questions now, because you must not speak during the test. Examiner: Now look at Part 1. You’ll hear people talking in eight different situations. For questions 1–8, choose the best answer, A, B or C. Examiner: One You hear part of a lesson. Speaker: It’s important to know something about the social background of the time because it allows you to put Mackay’s work into context. His surroundings were an important influence. He grew up on a remote island in the Outer Hebrides. His life there would have been very difficult and the weather would have affected the way he lived, this is why it’s a constant theme in his work. However, remember that his home was surrounded by magnificent scenery and he spent much of his time out in the open air. He lived in a very isolated community – there were only about thirty people living on the island at this time. Some of his finest poetry was written during his teenage years on the island. Examiner: Two You overhear two people discussing a party. Girl: We’ve got to do something really special this year. Something a bit different from all the other years. Boy: Definitely – I mean it’s a once in a lifetime occasion! Girl: Do you think we should accept Liam’s offer of holding it at his house? He’s got plenty of room and we could even go outside if it’s nice. Boy: Well, it’s that or hiring the church hall, unless we want to have it at school... Girl: No, I don’t think so. I mean there’s the official end-of-year ceremony with all the staff. This is meant to be fun – no adults, just our class and friends. Boy: You’re right. I think we need to have a meeting with everyone and work something out together.

Examiner: Three You hear a boy talking about a school trip. Boy: I would quite like to go, I suppose it would be fun, but I have already been there – twice. Admittedly, the first time, I spent most of the time sitting in the hotel because I twisted my ankle and it was really swollen and painful to walk – but it’s a lovely place. The thing is, my dad’s lost his job and money’s a bit tight at the moment. I don’t really want to ask my parents to pay for things that aren’t really essential. I could save up myself, but I’d rather use my money for the summer holidays, so that’s why I’m going to give it a miss this year. There’s always next year! Examiner: Four You hear about a competition on the radio. Speaker: Now here’s something for all you Uncut Diamond fans out there. We’ve got twenty tickets to give away absolutely free for the concert in the AZ Arena on May 10th. During the week of 21st to 26th April, we’ll be giving away four tickets every day from Monday to Friday. We’ll phone you and if you can answer our three quiz questions, a ticket will be yours! So, send us a text or an email, marked Uncut Concert with your name and phone number, by and not after next Wednesday, that’s April 16th. We’ll pick out names from the list and give you a chance to win one of our free tickets. Examiner: Five You hear a mother talking to her son. Mum: Well, it’s a pass, I suppose – just. I’m sure you could have got a better mark, though, if you’d done a bit more revision and paid more attention in class. Boy: Yes, but it’s difficult stuff and I do listen during lessons – most of the time. Mum: I’m sure it isn’t easy, but I still think you could do better. You need to make more of an effort. You’re a bright boy and if you put your mind to it, you could do really well, couldn’t you? Boy: I suppose so. Mum: Well, come on then! If you spend a bit more time on your homework, you’ll do really well in the exams and you’ll feel proud of yourself! Examiner: Six You hear two people talking about a recent incident. Girl: It was on Saturday evening when we came out of the club. I’d arranged for my dad to pick me up in the central car park like he always does, but Milly’s mum was nowhere to be seen. Milly tried to phone her but her phone was off. Boy: So what did you do? Girl: We told my dad, but Milly was really worried about her mum because she hadn’t been feeling well earlier in 111

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the day. We couldn’t leave her in the centre of town on her own at midnight, so we waited there with her. After about ten minutes, Milly’s mum turned up. She’d fallen asleep on the sofa, that’s why she was late! Boy: So Milly needn’t have worried. Examiner: Seven You overhear a boy talking. Boy: Sorry I’m late but the rehearsal went on for longer than planned. They wouldn’t let us go until we’d got the last piece right. We had to do it from the beginning and, as you know, I’m singing the solo, so I couldn’t leave before we’d all finished. Then, I had to drop off my tennis racket at the sports shop as the strings have to be adjusted again. I need it for a match on Sunday so I had to take it in today or else it wouldn’t be ready in time. Are you ready? We don’t want to be late for chess club as well! Examiner: Eight You overhear two girls in a shop. Girl 1: I think the colour suits you and it’d be ideal to wear on your holiday. Girl 2: Mm. It’s a nice length and I like the design. It’s just the sort of thing I was looking for. Girl 1: The price isn’t bad, either, especially with 10% discount. Are you going to buy it? Girl 2: I’m not sure. The front’s fine, but I don’t like the way the back crosses over. It’s a bit uncomfortable. Girl 1: Yeah, I see what you mean. It looks a bit baggy at the back, now you mention it. You could always try on a smaller size. Girl 2: I think the waist would be too tight then. I think I’ll have another look round and see if there’s anything else. Examiner: That is the end of Part 1.

What is common to all types of bread is the basic recipe of flour and water which is then baked. To this basic recipe, yeast or baking powder is often added to make the dough rise which produces a lighter loaf. Salt, seeds, milk, butter, oil, eggs, sugar, spice, sultanas are some of the other ingredients that can be added to produce special types of bread. It’s a food we take for granted and it’s something most homes are never without. Evidence has been found of bread-making as far back as 30,000 years ago. This would have been a simple flatbread made by pounding grain, mixing the resulting flour with water and baking over a fire. Later, ancient civilisations added a simple form of yeast, derived from wine or beer, to make their bread rise. Bread has long had an important cultural significance and we often use the word to mean more than mere food: a ‘bread-winner’ earns money to keep a family, ‘bread-basket’ is used to describe the productive agricultural area of a country, ‘ bread’ is used as a slang for money among some groups of people. We mustn’t forget that bread also has great significance in many religions round the world. I’d now like to introduce Mary Curran, who describes herself as an expert baker. She runs courses teaching people how to make bread and has recently written a book on the subject. So, hello, Mary. First of all can you describe to our listeners what you’ve brought along to the studio today? Mary: Hello, yes. I’ve brought in some of the different types of bread we make at my cookery school: here’s a traditional white loaf and some brown rolls with sunflower seeds. This is some Italian focaccia and here’s some pitta bread from the Middle East. Over here, you can see some French croissants. Presenter: I must tell listeners that it all looks absolutely delicious. There’s nothing quite like the smell of freshlybaked bread, is there? Mary: No, I don’t know anyone who can resist it!

7.B

Presenter: Mary, tell us, is it difficult to make bread?

Part 2 Examiner: Now turn to Part 2. You will hear an extract from a radio programme about bread. For questions 9-18, complete the sentences with a word or short phrase. You now have 45 seconds to look at Part 2. Presenter: Who doesn’t enjoy a slice of freshly-baked bread? It’s high on my list of favourite foods. Bread is one of our most basic foods – nearly every culture round the world makes a type of bread. Bread can vary widely from country to country, the shape and ingredients change but it is probably the one food that is common to all mankind. Asian bread tends to be soft and fluffy, German pumpernickel is heavy and dark, Indian naan bread is flat and round – the variety is infinite!

Mary: Not at all. I know most people think it is, but it’s far easier than making a cake. You just need to remember two things: bread likes to be kept warm. If you want your loaf to rise and be light and crisp, you must leave it in a warm place, and secondly, you have to allow it plenty of time. But that doesn’t mean it’ll take up a lot of your time. You can mix the dough and then leave it in a warm place and go off and do something else. Presenter: How long can you leave it? Mary: That depends on the temperature of the room and type of mixture, but from between one and four hours, or even overnight. Then, when it’s well-risen, you shape it into rolls or loaves, put it in baking tins and leave it again until it is nice and risen. So once again, while it’s rising, you can go out and do something else. It needs to be

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baked in a hot oven – at least 200°C, the length of time depends on the size of the loaf, and that’s all there is to it!

because I didn’t get in and now I feel really embarrassed about the whole thing! I was featured in the school magazine, so everyone at school knew all about it and the local newspaper even had an article and a photo about me and my ambitions! I don’t regret applying at all because it was a useful experience and I’ve now got a place on a degree course here, but it was a big mistake to tell anyone about what I was doing.

Presenter: Right. I’ve noticed that bread machines have become popular. What do you think of them? Mary: Wonderful! You can put your flour and ingredients in the machine before you go to bed and you’ll have fresh bread for breakfast. The only thing is that most machines only make one loaf at a time...

Examiner: Speaker 4

Examiner: Now you’ll hear Part 2 again. That’s the end of Part 2.

Examiner: Speaker 1

Examiner: Speaker 5

8.B

Examiner: Now turn to Part 3. You will hear five different people talking about some of the things they regret. For questions 19-23, choose from the list A-H what each speaker says. Use the letters only once. There are three extra letters which you do not need to use. You now have 30 seconds to look at Part 3.

Speaker 4: My biggest regret at the moment is having this tattoo on my shoulder done. I’m going to get it removed next week, but I could have avoided the pain and expense by not having it done in the first place! I shouldn’t have listened to my friends! I’d always said I’d never have anything permanent like that, in case I changed my mind. I was out in town with them one afternoon and they talked me into having a tiny butterfly tattooed on my shoulder. I had it done there and then. My mum wasn’t too pleased when she saw it and my sister doesn’t like it much either. Luckily it’s small and should be easy to remove!

Part 3

Speaker 1: I’m just finishing a degree in Social Sciences, which is great. The only thing is, I’m thirty-five and I really wish I’d gone to university as soon as I’d left school. It’s really hard studying at this age because I’m working part-time as well. I spend all my free time – weekends and evenings – doing university work. Not only that, I miss out on the social side of university. I’ve made friends with a group of other mature students, but I really envy the twenty-year-olds and their lifestyle. I started work as soon as I left school, but I soon realised that if I wanted to progress in my career, I needed a professional qualification, so that’s why I’m studying now.

Speaker 5: I’d always wanted a sports car and I’d promised myself that as soon as I was earning a decent salary, I’d buy one. Six months ago I bought this secondhand car and instead of hours of enjoyable driving, I’ve had nothing but trouble with it – and it’s cost me a fortune in repairs! Things started off badly, when I reversed into the pump the first time I filled up with petrol. Then the engine started making a funny noise, and then it was the brakes... I won’t go on. I’m going to sell it as soon as I can and buy a sensible, reliable car that’s economical to run. I’ve learnt my lesson! Examiner: Now you’ll hear Part 3 again. That’s the end of Part 3.

Speaker 2: There aren’t many things I regret and I’m pretty content with my life, but I refused a job offer a few years ago and I still wonder if I did the right thing. A group of people from my firm were setting up their own business and asked me to join them. At the time, I thought it was a high risk and I didn’t really have the capital to invest in the new venture, so I decided against it. Two years on, their business is doing very well and is expanding all the time. I’m still at the old firm and although I’ve been promoted, I think that if I’d accepted the position with the new business, I’d have a more interesting and challenging job now. Examiner: Speaker 3 Speaker 3: What do I regret? I know it’s not that important, but I wish I hadn’t told everyone that I was going to apply to go to a top university in the USA

9.B

Examiner: Speaker 2

Part 4 Examiner: Now turn to Part 4. You will hear a radio interview with a girl who has just paddled round the coast of Ireland in a kayak. For questions 24-30, choose the best answer, A, B or C. You now have 1 minute to look at Part 4. Presenter: Tonight’s guest is Tess Ashton who, at the age of 17, has just finished paddling her way round the coast of Ireland as part of a trio of kayaks. Not only did they manage to complete the trip in close to record time but they have also raised nearly ten thousand pounds for charity. Tell us how it all started, Tess. Tess: We got our original idea from a talk given by a man 113

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who had sailed round the coast of Britain in a canoe, single-handed. My brother Tom, our friend Laura and I had been members of a kayak club for years and we’d already done a number of long trips by kayak, so we thought we’d like to have a go at something similar. What prompted us to make a start was an appeal launched by our local hospital to raise money for the children’s cardiac unit. We were keen to help because Laura had been successfully treated for a heart problem when she was a child. We realised that the coast of Britain was too long to do in our school summer holidays, so we chose to paddle round the coast of Ireland instead. Presenter: How long did it take you? Tess: It’s a one thousand-mile trip and we completed it in 28 days. We were very lucky with the weather because we didn’t lose any full days due to bad conditions. We had to cut short the day’s paddling a couple of times because the sea was too rough, but we paddled every single day! We tended to stay near the coast as it’s more sheltered than the open sea. Presenter: You must have had a good support team. Tess: Yes, our parents took it in turns to follow us by car, set up the tent, buy and cook food, wash our clothes and so on. We could never have done it without them! All we had to do was to concentrate on the paddling. Presenter: How long did your preparation and training take? Tess: As I said, we belong to a kayak club, so we’re out on the water, usually the sea, three or four times a week. We also started running and working out in the gym to build up our fitness levels. We started training seriously for the challenge six months before we set off. Presenter: What was the most difficult part? Tess: Obviously it was physically very demanding. We were exhausted at the end of every day. We all had

problems with our hands, even though we wore gloves when we were paddling plus the fact that you’re sitting down all the time in a kayak meant we felt very stiff. It’s also mentally very challenging. We’d be spending an average of 8 hours a day in the kayak and boredom can be a problem. It was difficult to talk to each other while we were on the water, but we all had music to listen to and we saw some fabulous scenery and wildlife – sea birds and seals. We also planned to make frequent short stops and I think that helped a lot. Before we set off each morning, we used to plan the day’s schedule and we stuck to it rigidly. In the breaks, we’d get out of the kayaks, run around and stretch, grab some high energy food, like chocolate, before setting off again. It was a challenge, but we kept each other’s spirits up and enjoyed it. I don’t think I’d like to do something like this on my own though – that would be really tough. Presenter: The trip must have taken a lot of organisation. Tess: Yes, it did. Our parents were a great help and looked after most of the planning, so that we could concentrate on our training. We had to transport a lot of equipment to Ireland – kayaks, paddles, mountains of protective clothing, tents and so on. Presenter: What next? Have you got any plans for another trip? Tess: Definitely, we’re all keen to take up another challenge. We’re thinking of paddling round Britain but with a group of people from the kayak club, but we’re only in the very early stages of planning... Examiner: Now you’ll hear Part 4 again. That’s the end of Part 4. There’ll now be a pause of 5 minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions.

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