i @V.0V 03,00 0 e) ORO Re DiceL Tinga tebe ot oe Cambridge English ey sy- [as eet LY for Schools BOE e lle Sue Elliott CNL Meld are oy CD) char Official preparation material for Cambridge English: Preliminary for Schools, Pee ere Aa A ell™ CAMBRI Bis Sib of CAMBRIDGE UNIVERSITY SEES aminations Cambridge English Compact Preliminary for Schools Sue Elliott and Amanda ThomasCAMBRIDGE UNIVERSITY PRESS ‘Cambridge, New York, Melbourne, Madrid, Cape Town, ‘Singapore, Sao Paulo, Delhi, Mexico City ‘Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9781107610279 © Cambridge University Press 2013 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, zo reproduction of any part may take place without the written permission of Cambridge University Press. First published 2013 i : Printed in Italy by LE.G.O. Sp.A. A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data ISBN 978-1-107-69409-5 Student's Book without answers with CD-ROM. ISBN 978-1-107-61027-9 Teacher's Book ISBN 978-1-107-63539-5 Workbook without answers with Audio CD ISBN 978-1-107-66714-3 Student's Pack |-107-63262-2 Class Audio CD 17-69233-6 Classware DVD-ROM Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external‘or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.All about me! Winning and losing i I BEBRVSKRO BBs SR Contents 31 All about me! Giving personal Present simple & ‘School subjects information resent continuous Sports facilities Being at school ing forms School rooms ‘School collocations 2 Winning & losing | Sport Past simple Phrasal verbs Hobbies & leisure Past continuous 3 Let's shop! Clothes Order of adjectives Shopping Comparing 4 Relax! Personal feelings Present perfect Entertainment & media 5 Extreme diets Food & drink Future forms Food & drink . Health Phrasal verbs with go 6 My home House & home used to Weather : Places & buildings ‘Verbs followed by People infinitive / -ing form Home do, make, go, have Places 7 Wild at heart The natural world Past perfect Animals Environment ‘Natural world Weather 8 We're off! ‘Transport First & second ‘Travel & holidays conditional 4 Map of the units1 Introduce the idea of e-pals and ask students if they've ‘got one or if they have ever thought of having one. Which ‘country wodld they like an e-pal from? What kind of information could they write about themselves? (e.g. family, home, school, hobbies and interests). Make a list ‘on the board, Students read about Mark to see iffhe wrote about any of the topics suggested on the board. 2 Ask them to read the text about Mark again and then, without looking, try to remember information about him. Get them to cover the text and see if they can answer the ‘questions about him in pairs without looking at the text Answers Age? 14 From? Canada ‘School? High school Favourite lesson? Art Wat 000 he ke cong in is ree time? drawing, using his ‘compute, wring songs on his gutar Wat sort of person is he? trendy, tidy 3 Ask students to describe the two pictures to each other in pairs. Put any keys words on the board, e.g dy / untidy. ‘They then decide which room is Mark’s. Ask them to give reasons e.g. [think Mark's room is B because it i tidy and there aren} many books on the shelves. Also there is a guitar ‘and paper and pens for drawing. I don think it's A Because ‘Mark is tidy and doesn like football. Answer Marks room is 8. 4. Students underline the details and then decide which of the three people is the most similar to Mark. Which one would bbe the best e-pal for him? (Cris) 6 Unit 1 All about me! Answers Tom: sending emails, playing computer games Cie: someone who's Ived ina diferent county, wring music, being a member of a band Sam: somecne who i friendly and loves animals Exam task Read the Exam tip with the students and remind them thatthe classmates’ requirements must match the e-pals’ ‘details completely. Asin the previous practice exercise, they should be able to underline three pieces of matching information in each answer they choose. Remind them that they won't necessarily find the answer by ‘wordspotting’, i.e. matching the same words in the people descriptors and inthe short text. Answers aeons omzon Further practice ‘When they have finished the exercise, ask students what they would write about themselves. Get them to discuss it in pairs, and then write a few lines about themselves ‘and their hobbies and interests. Mark describes himself as friendly. Which positive adjectives would they use ‘to describe themselves? Here are some examples ~ can students add any more? creative kind confident ‘easy going cheerful sociable ‘generous honest reliable ‘See the Workbook and CD ROM for further vocabulary practice. Being at school Listening Part 4 1 Read through the words with the students and check pronunciation, Let them workin pairs to classify the words. ‘When students have finshed the exercise, see what they can ‘add tothe lists, eg. Sport facilities: gym, athletics field Rooms: staff room, IT room, art room‘Check that they can spell the words correctly, and that they note down new words in a vocabulary record book. A few ‘spellings can be given atthe beginning of each lesson, as, part of a review. Answers ‘Subjects: history, maths, biology, languages, geography, IT. ‘Sports facilities: tennis courts, swimming pool, football pitch Rooms: office, canteen, hail, reception, science lab, brary. 2 Students work in pairs to describe their school. Monitor and ‘go over any mistakes at the end of the activity. 3 (@MEBD Read through the words in the chart with the ‘students and check they understand what they have to do. Play the CD. 4 (HEBD Play the CD again. Students check their answers in pair before you check answers a a clas. Answers 11 Incomact 2 Incomect 3 comect Further practice ‘Ask students to work in pairs and talk about the different ‘rooms in their school. They should say which ones they like ‘or don't like and why. Monitor as they are working, helping ‘where necessary. 'S Check students understand the words inthe exercise. ‘Students work in pairs to complete the exercise. Check answers as.a class. Answers attend classes each day work hard get good grades ‘wear a uniform every day lay football forthe team 90 to an aer-school chub arrive late for schoo! 6 PRED Ask students Do you wear a uniform 1 school? ‘Do you have fo arrive at school on time? Do you have to lay games or do gym? Students listen and find out about Sarah, Answers 1 Incomect 2 comect [3 incorrect ‘After the students’ discussions in pairs, elicit afew ‘examples from different pairs to write up on the board. Try to elicit a sentence with each verb to write on the board. Exam task (@MBD Read through the Exam tip with the class. ‘Encourage them to use the time they are given in the exam to read through the questions. They should underline important words to help them listen for the correct information. | Answers 1A. Jake says that because it wasnt finished before the ‘summer holidays, he clot know what it'd be ike. /2 8 Atnough Holy thinks the od nal was quite od, Jake liked it because of althe people that studied there, 90 he ‘was sad when they decided fo bull a new one. [3B Holly thought she'd miss i, but they clint use it very ‘much anyway, 90's been OK. 4A. Holly says the heating cost alt to install but 7 definitely ‘be worth it 15 8 Jake says he doesn't know if classical music Is rely for 16.A_ Jake wil consider it Holy goes, and she wouldn't miss it for anything. Unit 1 All about me! 7Speaking Part 1 1 Check students’ answers before they ask and answer the ‘questions in pairs. Then as a whole-class activity, give ‘students a question number and get them to choose other ‘lass members and ask the questions. Answers Saeatene Sceaszeo z 1 All about me! 2 Choose student to say the eters. Ask others ifthey are ‘correct. To help them remember the correct pronunciation, ask students to group the letters by sound: Al CGBEP IY W 3, PRED students work in pairs spell out the names. ‘Then play the CD so they can check their answers. Ask individuals to spell out the names afer they have listened. Help studens correct each other. 4 (RED students tisten and write down what they hear. Answers 1 Mr Broadstairs 22 Mrs Pemberton '3 John Faukener 4 Gary Jesse! sil Mearham ‘wes Delahaye ‘Spell out your surname to the class for them to write down. ‘Students workin pairs to write down all the words. Choose 1 few students to spell out their partner's details to the class. Encourage students to develop their answers to questions in Part One of the Speaking Test, rather than just giving short ‘answers, Remind them that the examiner can only judge their English on what they actually sy in the test, so they ‘must speak as much as they can. | Answers ‘Question A 8 Do you tke English? Yes ‘The grammars dificult, though. Were do you we? tay ‘na small town called Chiavar. ‘Titus about your Her name's She's young and friendly, English teacher Tina. land she makes us laugh. Wat do you ‘Watching My favourte programmes, enjoy doing inthe TV. ‘are music shows. evening? Tellus about your Therw.are_ My mum's a nurse and, fei, ‘three of us. my dad works in an office.7 This exercise works on encouraging students to develop their answers as fully as they can, e.g. I'm from Madrid in Spain. Madrid isthe capital of Spain and ir a beautiful city Exam task (6°MED Read the Exam tip with the class. Play the first question and pause the CD. Ask diferent students to respond. Encourage them to develop their answers as much 4 possible. Continue with the rest of the questions in the same way. Write up any useful phrases or vocabulary on the Further practice ‘Write the questions on the board and ask students to work in pairs to ask and answer them. Grammar Present simple & present continuous 1 Either ask the students to refer to the Grammar reference on Page 78 before they do the exercise or to use it to help them check their answers after they have finished. Answers. 1 routines - things we do every day 2 things that are happening now +1] the present continuous. 2. Tell students they should read through the complete text before they start the exercise. Give them three minutes toread it throagh silently. Tell them not to think about choosing the correct words at this stage — they should only try to understand the gist ofthe text. Ask them to say what itis about (what Amy is doing at the moment). Students then read it again and make their choices. They can ‘compare their answers with a partner before you check as a class. Choose students to read whole sentences aloud. Answers “These are the correct foes: 1 Fm siting 2 watehing 3 watch 4 Iget 5 Fm tying 8 Fm weiting 7 Mum's cooking 8 she usuaty makes, 19 shornover has. 10 we're working and studying 3 Monitor as students discuss what is happening in Amy's hhouse now. Then suggest some verbs to help students, describe what might be happening now or what happens ‘regularly in their house or school. sit watch cook * read talk 20 cat look listen visit meet wear Get them to also make some negative sentences, and ask their partner questions, e.g. What are you doing in the classroom at the moment? I'm not writing a diary. I'm talking to you. Say Amy is talking about a Friday evening. ‘What do you usually do then? 4 Students correct the sentences individually. Before they do the exercise, remind them that we use the present continuous to talk about what is happening now orto talk about a plan forthe future. The present simple is used to talk about routines or habits and is used with those verbs which are stative, ie. cannot be used in the continuous. Answers 2plan Siwant 4ihave Sliove 6fiishes ‘See the Workbook and CD ROM for further practice on these tenses. -ing forms 5 Students decide which words mean like and dislike, then ‘add the prepositions to the other words. Suggest that they lear the adjective plus preposition combinations. Answers Box One +:1e, don’t mind, gute fice, love, lok forward Box Two staidof interested in look forward fo ]worted about fond of 6 Point out the verbs used after these words take the «ing form or a preposition plus ing form. Answers ii See the Workbook for further practice. Further practice ‘Ask students to make sentences about themselves using the verbs. Unit 1 All about me! 9To give them prompts to talk about, you could write ‘examples like the following on the board or on cards between pairs: laying football eating ice cream getting low marks in Sse studying Hatory going to veatking home i the rain ‘rusoums Ieaming to crive getting up early arguing with ends coong tetping with caning my room housework getting home traveling alone remembering my ie by buaion train fends birthdays Reading Part 5 1. Get students to look carefully a the sentences in the ‘exercise, as they often find it difficult im a Part Fiveto—- fill gaps at the beginning of a sentence. If they find this difficult, look at how the sentence would have to change if the alternative word was used in the sentence, e.g. in number 1 Although instead of Because (with Although we need an opposite idea in one clause, e.g. Although I enjoy school, I dn’ look forward to going every day.). This will help to show the differences. Answer Remind students to read through the whole text before beginning to answer the questions. Students work alone to complete the task. Allow them 15 minutes. Check answers as aclass. Answers 1A 20 3D 4C 5B 6D 7B 8A 90 108 ‘3. Students work in pairs to answer the questions. Encourage them to give detailed answers. Monitor as they are speaking, helping where necessary. Ask the class how many cof them would like to goto such a school. 4 Discuss asa clas. Elicit differences from the class. 10. Unit 1 All about me! Ask students to do some research into what schoo! was like in the past in their country. It could just be ‘one of two generations back, i.e. parents and grandparents. ‘Ask them to see what they can fin out from the Intemet, ‘and also from interviewing people in their family on different aspects of schoo! life then, e.g. how they travelled 1o school, their classrooms, the subjects they studied, ‘what thei teachers were like, and how severe they were. Families may have some old photos of local schools that ‘could be scanned into the computer. Any photos or pieces of writing thatthe students do can then be made into a wall display, which will be useful for practising use of the past tense, particularly used fo. Writing Part 2- Notes & emails 1. Ask students to read through the note in pairs first and summarise what they have read, then answer the questions to test their understanding. Answers 1 The note isto Jenne. 2 The note rom Samantha. 2. Students now match two of the verbs in the box with the information in the note. Answers apologicng, explaining, ining (The writer is apologising that ‘she couldn't goto the party, explaining why she couldnt go and Inviting Jennie to her house) 3 Students read the note again and extract the correct phrases. You could then ask studens to look at page 86 to find out ‘more about this part of the exam. Answers {Explaining 1 wasn't very wel, 8 | had to stay at home. Inviting Woudd you like to come .. 4 Using the verbs in Exercise 2, students match them to the sentences. Answers 2 thanking 9 acting 4 describing 5 warring 6 7 ‘suggesting ‘apologising inviting 9 explaining Further practice ‘Asa follow-up, get each pair of students to write down ‘another example for each of the verbs. They could then read them to another pair, who have to identify which verb itis an example of.5 Elicit a couple of examples from the class. Then in pairs, they write their own examples. Choose pairs to read their notes aloud. ‘Suggested answers |A tm sory | couldn't meet you yesterday, but unfortunately fel! [> ott bike on the way to schoo! inthe moming and I hurt my leg. ‘Would you like to goto the cinema tomorrow? There's a good ‘fim on. 8 Lwent shopping yesterday and | bought a great skateboard with a picture of lon ont Is really cool Let's go to the skatoperk at 5.00 today, shall we? Then I can try it out! Linking words 6 Blicit examples with each linking word to make sure students understand them. Students complete the exercise in pairs. Check answers as a clas. Answers : 2 \arrved home and () opened the door 3 | shouted hello but no one was at home. 4 Iwas hungry #0 | made myselt a sandwich. [5 My sandwich wasn't very rice because 'd put lots of alt in t 6 | wanted.to make toast but 'd used al the bread. Further practice ‘Ask students to write some pairs of sentences that need linking words in pairs. Choose pupils to write their sentences on the board and forthe class to suggest the linking word. 7 Students work individually to complete the sentences before checking as a class. [Answers iF Beginnings & endings 8 Go through the phrases pointing out that some phrases you ‘would only use with fiends, but some are more formal and could be used to €.g. a teacher. The more formal ones are Dear Jan and Best wishes. Explain to students that these notes are shorter than the usual length required for Part 2 ~ they are just practising beginnings and endings of notes here. Get them to think about their answers in pairs before they put anything in writing. ‘Suggested answers 1 Doar Mrs Smith, "fm sony but | can't come to class today because I'm sick. Best wishes, Ben ‘ 2 HiSam, | think you borrowed my sunglasses yesterday — could | please have them back? ‘Thanks, James Punetuation 9 Read through the Exam tip with the class. Ask them to ‘explain when we use a full stop (atthe end of a sentence). ‘Ask What do we use at the end ofa question? (a question ‘mark). When do we use a capital letter? (atthe beginning of ‘sentence and for names) Ask students to read through the letter first and then add the punctuation. They can check with a partner before you ‘check as a class. Finally, point out the use of commas in this note. Answer Hi Robyn, rm sorry, but cant come tothe cinema tomorow. have to go to the dentist. torgotien al about it ui my mum reminded me. don’ think Fl be home in time for he fn, My appointment’ at two o'clock and the film starts at tree, dosen't i Maybe we could go on Saturday instead, What do you think? Let me know. ‘See you soon, Jennie. Exam task Read through the Exam tip with the students. Then read ‘through the Exam task. Ask students questions (they can imagine the answers): Where did you buy the poster? What is ita poster of? When can I come and see it? This should help them write a complete answer. Sample answer Hiden, Guess what? I've bought a new poster for my room! | got tin town yesterday, shows my favourte rock band performing ata concert = i's relly cool Could you come round tomorow anc see it? That would be great! See you nen, | Samantha Unit 1 Allabout me! 11In pairs or small groups, ask students to look atthe pictures ‘on page 14 of Olympic sports and name them (swimming, gymnastics, (field) hockey (synchronised) diving, cycling, running, horse jumping). They should make a list of as, many Olympic sports as they can. Make a list on the board of students’ suggestions. Pay attention to pronunciation ofthe words for sports. Ask students which Olympic sports they enjoy/don’t enjoy watching. Possible answers athetics,basketbal, voleyoal, ce skating (winter), saling, te. 2. Check students know the meaning of athlete, championship ‘and competition and ask them to complete the table in pairs. Drill the words paying attention to correct word stress. ‘3. Ask students to complete the exercise in pairs. Tell them to ‘identify what kind of word is missing. fit is a noun, should ithe singular or plural? If itis an adjective, what ending should it have? Remind students what a noun, a verb and ‘an adjective is. Explain that understanding how these word types are used will help them do Part 3 in the exam. Answers ‘athletes 2 championship S.competive 4 athletic Exam task Look at the instructions for Reading Part 3 with the class and the first two sentences. Give the class time to read the 12 Unit 2 Winning and losing ‘first paragraph of the text. Then ask them to discuss with a partner if sentences one and two are correct/incorrect. ‘Check the answers with the class and read through the Exam tip together Answers tA 2B ‘Ask the clas to read the rest of the text and do the task individually. Students check their answers with a partner. Itmay be a good idea to pair weak students with strong students so they can provide support. Ask students to identify wherein the text the information is given for each sentence. ‘Answers 3B 4A SA 6A 78 8B 9A 108 4 In pairs, students discuss the questions. Have a class discussion. ChecW/teach any new vocabulary. Grammar Past simple 1 Students work in pairs. If you have a weak class, it may be a good idea to elicit some examples of past simple forms ‘before doing the exercise. Give them a time limit of three Ra eS RE ee see as aclass. Answers 1 based, started, named, called, helped, attracted, wanted 2 began, bul, came out, was, had, won, became, rew '3 weren't many nationalities; BMX wasn’t just about racing 4 didnt become 2. In pairs, students choose the answers. Get them to check the Grammar Reference, SB page 79 when they have finished. ‘Check answers as a class. Ask students to explain why the other verbs are wrong. Answers ‘tke 2were Sbecame 4 won 3. Students do the exercise individually and then compare ‘with a partner. Check the answers with the class. If some students are having difficulty it may be necessary to give ‘them some remedial work on the past simple, ‘See the Workbook and CD ROM for further practice. 1 played 2 didn'Vdid not lear Swon 4 did Lauren buy [Answers }5Was 6 weren'vwere notPast continuous 4 Look at the examples withthe class. It may be helpful to draw timelines on the board to illustrate these concepts. awe bx x a DORA IES, Answers 2 bt od $Blicit the forms of the past continuous: was/were + ing, wasn Wweren t+ ing. Students do the exercise individually and then check their answers with a partner. Answers 11 Were you going: saw 2 were winning: scored {6 Students take turns asking and answering the questions with ‘partner. Monitor as they are working, taking note of any mistakes. Choose some pairs to ask and answer a question - in front of the class. Go over any mistakes with the class, asking them to try to correct them. See the Workbook and CD ROM for further practice, Listening Parts: 1 MEDD Explain that in Listening Part 3 it's often ‘necessary to write down numbers and/or spell names. ‘Ask students to say the numbers aloud before they listen, Highlight any pronunciation difficulties or problems with saying dates. Play the recording. Students compare answers with a partner. Then elicit the answers from the class. - ‘ives students practice in listening ‘to numbers in context. Ask them to read the information about Tyler Wright. Read through the Exam tip with the class and elicit suggestions about what kind of information they will need, e.g. | a date, 2@ number, 3a number, 48 year, 5 a number less than 20. Then play the recording. Students compare answers before listening again if necessary. Answers, 1 318t March 214 330,000 42009 817 3. Pre-eachzlem, luck, ambiion and then ask stents 19 discuss the questions in small groups. Ask one person in ‘each group to report back to the class on their group's ‘opinions. Exam task (PMEDD Look atthe listening task with the class. Explain that it’s not just numbers/spellings that are tested. Remind ‘the students of the Exam tip and then ask them to identify the kind of information that’s missing in the task with a partner Go over it as a class before they listen. (1 date, 2 sumame, 3 name of a sport, 4 something you have to doin school, ‘5 something you can train — a noun, 6 something you organise ~a noun) Play the recording twice. Studens compare answers before the second recording. Ifyou anticipate students will fnd the listening dificult, ‘students to read and listen. ‘Answers 122 Apel 2 Hawkins Shockey 4 homework 5 mind time4 Students discuss the questions in pars. Discuss withthe 000 GARI Ask students to do a short research project into l-known and well-established department store in their town, or their country. How did the store begin? Has it ‘changed a lot since it started? What did it sell when it first opened? Reading Part 1 1 Get students to complete the questionnaire individually and then compare answers with a partner. Get them to give ‘reasons for their answers. Encourage them to add further information as they would do in the Speaking test. 2 Encourage students to think where they might see signs ‘and notices around their town and what they might be for, ‘€.g. in the town — don’t drop litter, rules about dogs, traffic signs; in a shop ~ signs about where to pay, what’s on each oor, the caf, closing times, changing rooms. 3 Ask students to complete the task and then compare their ‘answers with a partner, and to discuss anywhere they disagree. Answers at a.cash desk A inside a fab food restaurant & at abus stop C Inside a changing room F ‘on a station platform D at acinema G Refer students to the Exam tip. Remind students of the differences between formal and informal language and that it is important that they get the correct tone in their writing. For example, inthe formal signs the word “depart’is used; if we were writing a note toa friend, we would say “leave". (Check answers asa clas. Answers 2d 31 4c Sa 6b Get students to look carefully at the email o that they're clear who itis to and from, and what it is about. Check that they agree about the answers. Answers 1 The oma sto Jane. 2 The mali rom Mai. 3 They could be tends, classmates or cousins, 4 The emalis about arrangements for «shopping Wp on Saturday, and buying present. '5 Theo are contraction: My de’, he, wo thee ro {incomplete sentences: OK7,~ any ideas: there's a phrasal vet: pick up. 6 oiving information, asking for a suggestion ‘Ask students to read the email again and choose the correct answer. Go through why the others are wrong. * Not 4 because Maria asks Jane for suggestion, she doesn't ‘give any. [Not C because Maria doesn't ask if Jane is still going shopping; she just says when she'll pick ber up. Answer 8 Exam task Read through the Exam tip wit the class and establish what each notice is doing: 1 telling; 2 telling; 3 telling, suggesting: 4 telling; Stelling, aking Tell them to read each notice carefully before they read ‘each choice, Students work individually to complete the ‘exercise. Check answers as a class. Answers 1B (the shop doesnt give refunds) '2 A ake and Dan won't be inthe café after 3 p.m) ‘3A. her's just been a delivery so students can buy items) 4B (a maximum of thee items only is alowed) 5 C_ (Harry wants to know which shop Dan bought them from) Unit 3 Let's shop! 19Writing Part3 1 Read through the Exam tip with the class. Encourage them to keep a list of things they should check when they are reading through their pieces of writing, e.g. do they always ‘write shen rather than thant; do they know the rule about doubling letters in comparative adjectives? etc. ‘Ask students to describe and compare the two photos, using the words in the box, e.g. The gir! is fashionable ‘and stylish. She is wearing comfortable clothes. She isn ‘wearing traditional clothes. The boy is casual but smart. He ‘is wearing fashionable clothes. Ask whether the teenagers in the photos are dressed in a similar way to how they themselves might dress. Refer students to the Writing file, page 88. 2. Ask the students to work in pairs to answer the questions. ‘Choose some pairs to give the lass their views. 4 3 Students read the description in pairs and decide how it relates to the place where they live. Elicit from the class what they think is fashionable in their town at the moment. 4 Put the following example on the board: [wanted 10 visi the ‘new store. but then I found out the new store isn¥ open yet. ‘Ask students what could replace the underlined words, and ‘why this is important. (it~ We use pronouns so we don’t ‘need to repeat things in sentences). Students answer the questions in pairs. Check answers as a class. Answers 1a 2b 3a ‘5 Ask students to read out the two versions of the first sentence (before and after adding pronouns), to compare the differences. Do they think the one with pronouns sounds betttr? Why? ‘Students complete the exercise in pairs. Check answers as a class. Answers 28he Sthem 4they Sit Sthere This Bhe Swe 10that 11 us, 6 Read the Exam tip about which, where and who. Why do ‘we use these words? (to link sentences so that we don’t ‘need to repeat things). Students find examples of sentences with which, where and who. Refer students to the Grammar reference, SB page 80. Answers so go shopping in my favourte shop, where I can get thngs | ice jewellery cheaply. [My older sister doesnt mind it borrow the clothes, which is cy ‘= then my dad leaves me to meet my frends, wha love ‘shopping n town, too... 20 Unit 3 Let's shop! 17 Ask students to read the sentences and underline the words tha are cut in the second sentences. What are they replaced by? ‘a: She ~ who; b: there — where; ¢: It which ‘Ask students to work individually to write complete sentences. ‘Remind them of the examples where they looked at words to c Answers 11.90 t0.a small shop near the market where you can buy great clot 2 1 bought a really pretty dress, which was quite lke one of Isabel | showed the dress to Isabelle, who thought it sufted me. 4 My sister liked my dress too, which surprised me/which was ‘aeurprise. 5 Then yesterday | saw one of my classmates who was wearing the same dress! 6 Next week we're going shopping together, which willbe fun. 8 In pairs, students discuss the exercise. Remind them that they ‘crossing out the word that is wrong. Check answers as a class. ‘Answers Words to cross out: 1iwho 2which Swho 4 which Swhich 6 who Twho 8 who ‘See the Workbook for further practice. Exam task Before they begin the tasks, students could be encouraged to ‘make brief notes on both questions to think about what they ‘could write. In the exam, they only have to choose one, but th ‘need to make sure they choose the one that they can write mon about. ‘Ask them to compare their notes for each one and say which o they would choose if they had to select only one. Sample answers 1 Hi Becky ‘Thanks for your eter: was great to hear from you. ‘Let me tell you about the clothes | ike wearing. usually wear quite ‘smart, casual clothes, tke jeans and nice T-ehrs. When | 90 out, | Prefer to wear a cress if t's not too cold. ' don't realy like schoo! uniforms, so 'm happy that we dont wear them at my school. | ike choosing my own colourtul clothes, and ‘uniforms are usually in really dark colours. | hate sweatshirts, too — at my brother's school they have to wear them every day. Hope that helps, and good luck with your project! Best wishes, ‘Sarah was excited about her fantastic costume as she set off to the party, Saran had made it herself, because she wanted to 1ook ike her favourite popstar. When Sarah arived, all her frends were ‘already there. Most of them were dressed as monsters or animals, ‘0 they were amazed when they saw Sarah! ‘But when she started to dance, her high shoos realy hurt her foot, ‘80 she had to sit down. She was just thinking she should go home ‘when she heard a voice, ‘And fist prize for tonight's best costume 900s to .. Sarah’ She had won a beaut bracelet to wear!Writing Parts 11 Read through the Exam tip with the class. Encourage them ‘to keep a list of things they should check when they are reading through their pieces of writing, e.g. do they always ‘rite chen rather than thar; do they know the rule about doubling letters in comparative adjectives?, etc. ‘Ask students to describe and compare the two photos, using the words in the box, e.g. The gir is fashionable and stylish. She is wearing ‘clothes. She isn ‘wearing traditional clothes. The boy is casual but smart. He is wearing fashionable clothes. Ask whether the teenagers in the photos are dressed in a similar way to how they themselves might dress. Refer students to the Writing ile, page 88. 2 Ask the students to work in pairs to answer the questions. ‘Choose some pairs to give the class their views. ‘3. Students read the description in pairs and decide how it relates tothe place where they live. Elicit from the class ‘what they think is fashionable in their town at the moment. ‘4 Put the following example on the board: ! wanted to visit the new store, but then 1 found out the new store isn ¥ open yet. ‘Ask students what could replace the underlined words, and ‘why this is important. (it~ We use pronouns so we don't ‘need to repeat things in sentences). ‘Students answer the questions in pairs. Check answers as a class. Answers 19 2b 30 5 Ask students to read out the two Versions ofthe first sentence (before and after adding pronouns), to compare the differences. Do they think the one with pronouns ‘sounds better? Wh? Students complete the exercise in pairs. Check answers as a class, Answers 28he Sthem Athey Sit Gthee 7his She Swe tOthat 1tus 6 Read the Exam tip about which, where and who. Why do ‘we use these words? (to link sentences so that we don’t need to repeat things). Students find examples of sentences ‘with which, where and who. Refer students to the Grammar reference, SB page 80. Answers, | also go shopping in my favourite shop, where I can get things ke jowellery cheaply. My older sister dogsn’t mind i | borrow the clothes, which ie tuck “= then my dad leaves me to meet my tends, whe tove ‘shopping in town, too. 20. Unit Let's shop! 7 Ask students to read the sentences and underline the words that are cut in the second sentences. What are they replaced by? ‘a: She — who; b: there — where; c: It which Ask students to work individually to write complete sentences. ‘Remind them of the examples where thty looked at words to cut. Answers 1 1 goto a email shop near the market where you can buy great clothes. 2 | bought a really petty dress, which was quite tke one of Isabel's. 31 showed the dress to Isabelle, who thought it sutted me. 4 My sister iked my dress too, which surprised me/which was suprise. '5 Then yesterday | saw one of my classmates who was wearing ‘the same dress! }6 Next week we're going shopping together, which willbe fun. {In pairs, students discuss the exercise. Remind them that they are ‘crossing out the word that is wrong. Check answers as a class. Answers Words to eros out: who 2which Swho 4which Swhich 6 who Twho 8 who See the Workbook for further practice. Exam task Before they begin the tasks, students could be encouraged to ‘make brief notes on both questions to think about what they ‘could write. In the exam, they only have to choose one, but they Fete gee ah cyt Sh tah ed ‘Ask them to compare their notes for each one and say which one they would choose if they had to select only one.” ‘Sample answers 1 Hi Book ‘Thanks for your tert was reat to ear rom yu ‘Let me tll you about the clothes | tke wearing. | usually wear quite ‘smart, casual cothes, fk Jeans and nice Tshirts. When | go out, refer to wear a dress if t's not too cold. don't really tke schoo! uniforms, 80 'm happy that we don't wear ‘them at my school. | ike choosing my own colourful clothes, and ‘uniforms are usually in realy dark colours. | hate sweatshirts, 100 ~ ‘at my brother's echool they have to wear them every day. Hope that helps, and good luck with your project! Best wishes, ‘Sarah was excited about her fantastic costume as she set off to he party. Sarah had made it hersel, because she wanted to !ook like her favourte pop star. When Sarah arved, all her fiends were ‘lady there. Most of them were dressed as monsters or animals, So they were amazed when they saw Sarah! ‘But when she started to dance, her high shoes really hurt her fet, ‘0 she had to st down. She was just thinking she should go homme When she heard voice, ‘And fist prize for tonight's best costume 9008 to .. Sarah" She had won a beauttl bracelet to wear!2 Elicit some examples of science fiction films, scary movies and comedies before students complete the table. You could ative some examples of your favourite films. Students then stand up and walk round the class asking, Do/Did you like -cex? asthe present perfect hasn't been introduced yet -s0 avoid Have you seen xxx? ‘As a class round-up, find out which are some of the class's favourite/least favourite films. Students work in pars to discuss the questions. Write some ‘of the student’ facts/opinions/feelings on the board and ask ‘the class to say whether each one is a fact, an opinion or a feeling. Monitor as they work, noting down any mistakes. Go over these when the students have finished the activity. This exercise will raise students’ awareness that Part 4 focuses on understanding the opinions, attitudes and feelings expressed in the text. ‘Students work in pairs to discuss the questions. Answers ‘tact 2 feeling tact 4.pinion opinion Exam task ‘Look at the instructions and the Exam tip. Then tell the organise I can to make > I can make Wil you can be > Wil you be some snack -> some snacks What about come > What about coming we could prepare > we can prepare Exam task Read through the task and the Exam tip with the clas. With «weak class elicit some of the phrases they could use for suggesting, recommending and offering. Tell students to check they have included all the necessary information and that they have written 35-45 words. ‘Sample answer Hi Stefan You should definitely go to Piza Palace. The pizzas are very '900d and nat too expensive. My favourite pizza is the seafood pizza It's delicious! | can show you where the restaurant is i ‘you ike 8 not far from my house, ‘See you soon Alex1 Ask students to describe the two photographs. Teach any new vocabulary. Ask a few students Where would you prefer to live? Encourage them to give a short comment ‘explaining why. Then students work in pairs to discuss the ‘advantages and disadvantages of living in each place. Ask them to make list, which they can then compare with the rest of the class. 2. Encourage students to use an English-English dictionary to ‘check any words that they don’t know, and record any new ‘words in their vocabulary notebook. 43, Students first work individually and then compare their lists in pairs. Suggested answers weather: airy, freezing, snowy, warm, windy Your vilage or town: cutural events, huge, lively, historical ‘ulcings, traditional, peaceful, busy, convenient, crowded, the coast quiet, inthe countryside, trendy, exciting ‘people: ively, elderly, sociable, smart, quit, kind, thendly ‘house or apartment: huge, a garden. a view, cosy, smart, Convenient, comfortable, quiet, plenty of space 4 Toreinforce some of the vocabulary on this page, ask students in pairs to choose a word and describe it to their partner, wino should say the word. This is also a quick and ‘easy way to revise previous vocabulary and can make a ‘g0od start to lessons. 'S_ Ask students to read through the text and see how much ‘they can understand without the words filled in. When ‘they've finished, ask them to briefly summarise what ‘they've read with their partner. This helps them to judge for ‘themselves how much they've understood and retained of the text, which is important when doing a Part 4 Reading task. ‘Students then complete the text with words from Exercise 2. They can check their answers in pairs. ‘Answers 1 freezing 2 convenient 3 coast 4 peaceful 5 space 6 cosy 7 sociable 8 lively 9 huge 10 smart 11 elderly 12 view 6 CORED Play the recording for students to check their ‘opinions Bea expresses, e.g. I's quite convenient to get to Paris by train.; The street she lives in is quiet and peaceful; There's plenty of space inside her house.; Her room feels really cosy:; Paris isa lively city: She loves shopping in Paris.; You get an amazing view ofthe city from her ‘grandparents window. ‘Then students make some notes individually before they begin talking to their partner, using the prompts in the exercise, and the language from the unit as far as possible. ‘They can then turn these notes into a short piece of writing for homework. ‘See the Workbook for further vocabulary practice. Unit Myhome 29Exam task Read through the Exam tip with the class. Remind students to read through the text quickly to get an idea of what is init They should then read the questions and read the text again more carefully to find the answers. |T Answers 10 2A 38 4B 5D ‘Ask students to think about any old buildings ‘windmills or watermills that did important jobs in their area in the past. As an example, show a cross-section of a ‘windmill to see how it worked, grinding com into flour. ‘Ask them also to think about the use of horses in their area, and to find any old photos of eg, well-known streets where people are using horses to get around rather than motorised vehicles. Discuss When did horses disappear completely? How much were they used on farms? Are they still used ‘now? Are there any areas in their country where horses have * tobe used as there litle acces fr cars? Grammar used to 1 Make sure students fully understand used to by asking some ‘concept-checking questions and getting them to give some ‘examples of things that they did regularly in the past, but don't do any more, for example, When J was five, J used to go to bed at 7 o'clock. What time did you use to go to bed? Elicit answer. Then ask Do you go to bed at 7 o'clock now? When did you go to bed at 7 o'clock? Elicit When Iwas a baby, I used to go to bed at 7 o'clock. ‘Students can complete the exercise and then check their answers with a partner. Refer students to the Grammar reference, SB page 83. Answers + 1 Did you use to 2 didn’t use to 3. used to 4 didn’t use to '5 Did she use to 6 used to 2. Use the prompts to tell the class about you and then ask a few students a question, eg. When I was younger, I used to ‘watch cartoons on TV. I didn use to watch the News. Did _you tse to watch the News when you were younger? In pais, students continue. Monitor as they are talking, noting down any errors they make to go over at the end of the activity. Verbs followed by infinitive / -ing form 3 Students find the sentences. Ask them to look at the ‘Grammar reference, SB page 83. Explain that they need to start learning these combinations and that they should start listing them in their vocabulary notebook. Ask them to ‘complete the table in pairs. Check the anwers as a class. Answers Verbs followed by ing Verbs folowed by infinitive (Check students understand all the verbs. You could give each verb to a pair and ask them to create a sentence (using a dictionary if necessary) to read aloud to the class. 4. Students work in pairs to correct the sentences. Check ‘answers asa class. Point out that if there are verbs + preposition, the verb after the preposition is always ~ing. In this exercise, fo in 3 and ofin 4 are prepositions. Answers 1 agrooto 90 2 tke going 3 look forward to seeing 4 consi of going 5 Ask students to complete the exercise individually and then ‘compare answers with a partner. Check answers as a clas, ‘See the Workbook and CD ROM for further practice. Answers i do, make, go, have 6 Introduce the exercise by putting up some words and ‘expressions on the board and asking them which verb goes with each one. They can then make some of their own ‘examples before moving on to the exercise. For example: ‘have a bath / shower /a good time / problems / fun / lunch -g0 climbing /swimming / shopping / home / out / away do the washing up / well / badly / something wrong / damage ‘make a mistake /a phone call /an appointment /a cake. ‘Students discuss the sentences in pairs. Refer students to the Grammar reference, SB page 83 to help them. Check. answers as a class. ‘See the Workbook and CD ROM for further practice. See the Workbook for further practice. 30 Unit6 Myhome Answers 1190 2do Shave 4make Sdo 6do 7havePlaces and buildings Reading Parts 1 Asa lead-in to the topic of the pyramids, get students to talk about some old buildings they might have visited. Are there any in the town where they live? Take some pictures into class of old places in their town / country and encourage them to talk about these places, even if they haven't been there — what do the students know about them? Exam task ‘Read through the Exam tip with the class. Remind the students to read the text through ignoring the gaps to begin with. They should try to understand the gist ofthe text. ‘Students then complete the exercise individually before ‘checking answers with a pariner. Check answers asa class , and discuss the other options with the students and why they are wrong. Answers ‘offered i the only one of the four tolowed directly by fo where is refering back toa place, Egypt ‘emind students of previous exercse ~ do your ‘homework al the nouns go with in but only fact has the comet ‘meaning {ves i for people or animals; exists can be used for things ‘consists isthe only verb here followed by of remind students of previous grammar used to means Ito longer happens ‘do damage to sth ~ it students don’t know this ‘expression, get them to record tin thelr vocabulary ‘notebooks short only collocates with cstance remind means hep you remember 2 Monitor as students discuss the questions in pairs. Note o @ > @00 Get the students to do some research on the Pyramids answering the questions: Who first opened ‘them and went inside? What did they find there? ‘The pyramids are described as one ofthe Seven Wonders of the World. Ask What were the others? Where were they? Do they still exist? Divide the class into seven groups and {get them to do a short presentation on one of the Seven Wonders. Writing Part3: 1 Get students to imagine somewhere they’d like to visit. ‘Then ask them to look at the photos and match them to the names. If possible, take in a world map and show students where the different countries are. Students then ask and ‘answer the questions in pairs. Choose some students to tell the class about their partner. « Answers 1 Buckingham Palace 2 the Taj Mahal 3 the Eifel Tower 4 the Leaning Tower of Pisa 5 the Groat Wall of China Get students to look in pairs at the different locations the first box and think about why they would / woulda’t like to go there, using the different adjectives inthe second bbox. Get some examples from around the class and write them up on the board, e.g. wouldn’ like to goto a desert because it is very hot inthe day and cold at night. Also 1 think it is boring Because there is nothing to see. ‘Ask students to read through the email, ignoring the underlined words. Ask them to tell you what it is about. ‘Then look atthe categories below te email. Talk about ‘each one, giving an example of each from the email. Ask students to continue the exercise in pairs. Ask What is each linker doing in the sentence? Remind students that we use although and despite in very different ways. Although it was raining, I went out Despite the rain, I went out. Go over the answers. Answers Time inks: frst, Then, in the evening, After that Links to explain reason and resut: because, 0 Links to acd a point: also, and Links to contrast a point: despite, Athough, but Using the list of linkers in Exercise 3, students complete ‘the email. When they've completed it, they can read out the ‘completed email to each other. Check answers as a class. Pine To prepare students for this, write up some sentences on the board, all joined by commas. Elicit from them some sentences about their day ~ they can also use the linkers, they've just practised, eg. / get up at 7 o'clock, I have ‘breakfast. This can change to I get up at 7 0‘clock. Ihave ‘breakfast. Or I get up at 7 o'clock and then I have breakfast. Read through the Exam tip with the students. Encourage Unit’ Myhome 31students to read out the sentences. Is there a full stop where they stop? Students write the sentences correctly. Answers 2 Its. going tobe great you can rng sandwiches. i's gona toe grst You an beng sandwiches. 4 Thanks for your lt sgood to hear rom you. ~Thanks for your let's ood to hear fom yu. 4 Vo wort o swe nthe ea, the day was ot and sunny. - We vento swim nthe sea. The day was hot and sunny. / We ‘rent to swim inthe sea because the day was Not and Sur 5 Kplenic inthe park sa good idea, vr bg. Apenc the parka 00d Kea because its very bg. A ini in the partis a goodies. ts very Dig. 6 My mote rang, twas Sarah, my best rend. - My mobile rang, was Sarah my best fend My mobia rang and was Sarah my best rend. 6 Ask students to try reading the story to each other. Where do they stop should there bea full stop there? Students inser the punctuation, They read i agin. Does it sound allright or have they put fll stops in the wrong place? I's ‘good way for students to check that they haven't written incomplete sentences, (See Recording script for answers.) 7 @RBD Students listen to the recording to check their answers, Afr listening, they add the paragraphs. Answers Recording seript ‘We set off eatin the morning. The sun was shining and it ‘was hot. We had brought a picnic wih us to eet on the beach. ‘We were qute hungry, 80 we were realy looking forward tt. Final, we artved atthe beach. The sea was realy blue and pe erate ch pa ee gees ce | down to the brother and | got changed and Hiss uachd ooicen ease oad We spent the whe day on the beach and then came home ra omen oe Aen Exam task Read through the Exam tip with the class. Ask students to ‘make some notes about the task before they begin, to make sure they have enough ideas to write about. Remind them that they have to make a choice between a letter and a story, so they should choose the one they can write about the most fully. Refer students to the Writing file, SB page 8. Sample answer Hisam, Thanks for your letter. Going to the mountains sounds great. My famity and | ll ove going into the countryside. We last ‘went there on Saturday because the weather was quite nice, though it was raining a bitin the morning. Fst we prepared a Plenic and then got into the car, which my dad drove. We went 10 anice place by the river, and had our picnic. Then we walked ‘along way, unt t got cold inthe evening. After that, we drove home again. was a great day! Best wishes 82 Unit My home Listening Part 1 ‘Exam task (RD Read through the Exam tip with the class. Ask the students to spend some time reading the questions and looking atthe pictures Answers 1B. She tikes the fact that there's somewhere to go after ‘School and meet friends — in the park. 2 A Her lamp's too big, so she wants to see there's anything ‘sho lees better. '3,A.Thore'l be falls of snow. 4 Che fan was so noisy that he had to switch it of '5 C The visitor works ina lab doing experiments. {6 B Tho or says the tea they had at the café was lovely. 7 A Theres a great necklace she's seen and she's going to get that Recording seript ‘There are seven questions in this part. For each question, there are three pictures and a short recording. For each ‘question, choose the correct answer A, Bor C. Before we start, here isan example. ‘What do the students agree needs replacing in thelr school? ‘The heed teachers asked us fr ideas on what we think needs replacing in the school. |What about an interactive whiteboard for every classroom? ‘Yeah there aren't enough. And everyone loves them, ‘especialy the teachers. ‘And that would be better than new computers ‘because everyone has ‘ive. And you can use them for everything - you don’t need to replace textbooks al the time I you ‘have one of those to look at inthe classroom, ‘because you can get digital books. ‘Boy: Exactly... well that was an easy decision. Look at the three pictures for question now. Now we recy to art ten carey: You wl ear each ecorarg 1 What does the git tke about her room? Gir: We've just moved to a new town, 80 | ‘my way around - but its nice. The town ‘before was bigger and there were some | buildings in the centre, and | quite miss atleast theres efege Gir Thanks, Mum =I know | meen. tm not sure the lamp is right for my desk, though ~ its too Gould we see if there's anything | ike better when ‘we next go shopping?Mum: Git: 3 ge ore Re aE Wel, we can have @ look when we go to the city contre tomorrow ~ | stil need a new duvet for your ‘brother's bed. (Ok, good idea. What will the weather be ike at the weekend? ‘Weather reporter: And now on to the weather for Saturday ‘and Sunday - and i's nt looking too ‘9004, '™ afraid, The showers that we'l ‘500 on Friday wil ie away during the ‘snow the following day, as the temperature ‘crops from lunchtime onwards. The good ‘news fs that the cold wind that we've had ‘over the past few days won't be with us by ‘the weekend, But the message is stil wrap ‘up warm and take an umbrolia. What cid the boy ostke about the hotel room he stayed in? ‘How was your family holiday, Josh? ‘Well, we stayed in a great hotel. My brother and 1 ‘had our own room next to our parents. It had big, thick curtains that made the room ice and dark in the mornings. 90! could sleep late instead of being ‘woken up by the sun, like at home. My brother ‘ound it too hot, though, 80 he kept switching the. ont was 60 noisy -| switched it off once he ‘asleep! Then | stayed up watching TV quietly. Coa Who came to tak to the gis class at school? How was school, Brigitte? Great, Mum! A woman came in to give a talk during ‘our science class and it was really interesting. Our ‘teacher said she's quite famous ~ he works ina ‘abn the city, doing al sorts of experiments about ‘how we catch nesses ike Colds. | spoke to her ‘afterwards about how | want to be an animal doctor when I'm older, and she was relly help, Fantastict \Whith drink did they neve during ther schoo! trip? ‘The school rip was good yesterday, wasn't? ‘Yeah ~| wish I'd taken more to crink with me on. the bus, though. twas quite a hot day, wasn't? ‘Mmm, and 'd drunk all my orange juice before we even lett. Stilt was great to go to that café ~ the tea they ‘served there was lovely. | think our teacher was, ‘uite surprised when we ordered it. | know ~ she probably expected us to have lemonade tke everyone else! Which binhday present wil the gin buy for her ‘sister? _ Hi Dadi I'm in town ~ I'm just trying to find ‘something for Maria's birthday. | know she was hhoping you and mum would buy the T-shirt she ‘saw last week, but mum says Auntie Val's got that so you've bought her a belt instead. Is that right? ‘Anyway, there's a great necklace in one shop I've just seen ~ I'm sure she'd like it, $0 I'l get that. ‘Can you pick me up when I've finished shopping? ‘Thanks, Dad! Speaking Part 2, 1 Remind students that in Part 2, they need to speak to each other about a subject supplied by the examiner. Explain that the phrases in the exercise will be useful. Students work in pairs to categorise them. Check answers asa class. Answers Giving opinions: | think .. would be more useful; I'd prefer to take. rather than ..: Fd rather take ‘Making suggestions: How / What about taking ..? ‘Asking for opinions: What do you think?; That's a good idea, ent i? 2. 6OREDD Ask students to compare their answers, before they listen and check their answers. Answers 1 a.good idea, en’ it? 2 how about taking '3 would be more useful 4 Vd prefer to take 5 rather than Recording seript, ‘i ‘Helen: Are you all ready for our trip to the museum, Tom? — ‘Tom: Yes, I've got everyting. I've put a guidebook in my bag. |Holen: That's a good idea, isn't it? And how about taking an ‘umbrela? Tom: Holon: I think a coat would be more useful t's going to be cold and windy ‘Ok, wel, prefer to take an umbrella | think, rather ‘than a coat. might put one in my bag. Tom: Fine. Exam task (PRED As preparation, you could ask students to think bout what they could use each item for, so that they already have some ideas when they begin their discussion. Read through the Exam tip with the class before they listen to the instructions and begin talking. Time them for three or four minutes as they talk. See if any of them can keep soing. Elicit some ideas from the class. Write some useful phrases on the board. Students then change partners and do the activity again. Recording script Imagine that you and your partner are preparing for a school ‘coach tnp to a castle. Talk together about the different things | you could take with you, and then decide which are the most. important. Here are some ideas to help you.1 Inpairs, students match the words and pictures. During, class feedback, focus on pronunciation. | Answers 1 gorila 2whale 3 spider 4 shark 5 penguin JSelephant 7bat Bcamel Ssnake 10 perot 2. Pre-teach any unfamiliar words inthis exercise and then let students discuss the questions in pairs. Answers 1 orl, camel 2 penguin, bat, parot 3 gorit, elephant, bat, [camel, parrot 4 whale, spider, shark, snake § snake 6 shark, snake 3 Ask students to complete the sentences with the words in the box. Ask them to read the sentences carefully and decide which pgrt of speech is missing (1 adjective, 2 verb, 3 adjective, 4 noun). They then identify the correct words: iin the box. They can check their answers using a dictionary. “Ask them if they agree with the statements and have a class 288 Answers: Vel 2protect rare 4 wife 4 Students work individually and then check their answers in pairs before class feedback. Answers: 16 2aAGE bD cB dE eD ‘5 Students compare ther recent experiences at 200s or safari parks in groups. Choose a representative from each group to summarise their thoughts, ‘See the Workbook and CD ROM for further vocabulary practice. 84 Unit 7 Wild at heart Listening Part 2 1 Read the first question with the class before the first part of the recording. Students discuss the answers in pairs. Play this part ofthe recording again if necessary. Go over the supplementary questions. Answers 1A 1 Al the animals are mentioned. 2 The interviewer says popular 3 Visitors come especialy to see ther, more than any other, ‘animal. 2. Students read and underline the key words in the Exam task, Exam task (PRED Look at the Exam tip and remind the class that paraphrases or synonyms are often used in this part of the ‘test, ic. they won't necessarily hear the same words on the ‘recording as in the options, A, B and C. (Although the words in the questions are often the same.) } Play the recording twice. Students should check their answers in pairs. ‘Answers 2A 3C 4c 5B; A lot of pats ‘cess z00A ot frre baby anal ‘were born there and it had already moved the Poy Sere tin hares pane ae: ‘variety.of animals ~ especially birds and ‘monkeys. So i's always changing relly. Interviewer: You obviously love your job ~ but what's the hardest thing about i? Martin: People often want to know fm scared of Paseo Darden nce thateot someting ever worry about ‘Sometimes | ‘that's the first thing we do every jand ‘to be at the 200 early in the morning with no ‘one else around, Interviewer: Some people say 2006 are cruel because the ‘animals are bored .. ‘Martin: Well actually, thebe days most 200s make a ‘huge effort to keep the animals busy. So, for ‘example, instead of giving them one big meal ‘every day, what we do is put small amounts of food in different places 80 they actually ‘have to find it. And we keep hiding it in + ferent places 80 they never know where i' be. Interviewer: And | believe you only work with gorilas at the moment. Is that because they're your favourite animals? weer (rt tanh rues St hac eget ay : ‘groups. ‘were always fighting. But they're realy quite ‘Geatie. | hadn't expected that. They're lovely ‘animals ~ so generous — always sharing takes hours. But at the same time i's great | 3 Check students understand the meaning of the adjectives in saying the same thing, working in pairs. Answers 2 something which lant safe 3 how you feel when you have othing to do 4 you have been doing something for along, time, you become experienced at it § something you Ike more tran anything else 6 someone who enjoys the company of other people 7 somewhere quiet 8 someone who tikes giving things to other people Grammar Past perfect 1 Go through the examples with the class and highlight the timeline. ; Answers, ‘belore ater 2. Students complete the rule individually. They can refer to the Grammar reference, SB page 84. Ask students for some ‘examples of their own about their school, e.g. The school ‘had built a swimming pool before I started here. I had realised English was so easy until started learning it at this school! [Answers had: past participle 3 COREE Ask the class to read the sentences and then play the recording. Students check their answers in pairs. Play the recording again if necessary. Answers 1F 2 st 4T Recording ‘Some visitors to Cty Zoo had a nasty shock yesterday. ei came ace fo ie shan tron The Zookeeper Eddie Hewson said they weren't sure how the tiger had escaped. None of the tigers atthe z00 had ever ‘escaped before. All the cage doors were locked so they think the tiger was somehow able to jump over the fence. ‘They also don't know exactly when the tiger escaped. ‘The last time he was seen was at 8.00 am. and he was found at 3.00 p»m., so he was probably missing for atleast {ive hours. The onl thing they are sure about is that the tiger defintely wasn't hungry because he'd eaten a large. 4 FREED students work in pars to choose the positive! negative form of the past perfect. Play the recording again for students to check their answers. Answers had 2hadh't Shadt 4 hadnt 5. Do the first sentence with the class as an example. Ask What happened first? (the tiger escaped) So which part uses ‘he past perfect? (the tiger had escaped). Students complete the exercise individually and then compare their answers ‘with a partner. Unit 7 Wild at heart 35Answers 1 discovered; had escaped 2 could not go; had seen '3 was; had appeared. 4 came; had not studied [Shad never seen; visited 6 went: had not been 6 Ask students to look atthe pictures and say what is happening in each one. Look atthe example with the class ‘and then elicit the other sentences. You could extend this ‘exercise by asking what other things the class thinks Super Sam had achieved by a very young age. Ask them to write three sentences in pairs. Answers ' By tho age of 10, Sam had sailed around the word © By the age of 12, Sam had left univer. 7 Students discuss the questions in pars. Highlight a few of the students’ correct and incorrect uses of the past perfect during feedback. ‘See the Workbook and CD ROM for further practice. (GARRMDD students could research some teenagers who have sailed around the world ata very young age, 8. Laura Dekker, Zac Sunderland, Jessica Watson. They could discuss the advantages and disadvantages of achieving so ‘much ata young age. Reading PartS 1 Check students know the meaning of the words before they do the task. They can use a dictionary if necessary. Read the Exam tip with the class and remind them to keep a * record of all new vocabulary including collocations. Answers 1 avoid, escape 2 cause, give 3 get, provide {4 tomng, escaping 2. Explain that three ofthese phrasal verbs have a similar ‘meaning and then get students to do the task in pairs. Answers 1 caried on; went on; kept on continued) 2 passed on (gave) Exam task ‘Tell the class to read the whole text before trying to do the task. Point out that they have already practised some of the ‘words in Exercises | and 2. Students check their answers in pairs [Answers 1C 2A 3B 4A 5C 6D 7C 8B 9D 10C 3 Students do the activity in pairs and then compare answers with another pair or as a whole class. 36 Unit? Wid at heart You could extend this activity by geting students to do a project on dangerous wild animals from their own country or from around the world. They could focus on the most dangerous insect, fish and animal and make a poster in small groups. * Environment Reading Part2 1. Discuss this question as a whole class. Decide together if liter is a big problem and what can be done about it 2. Students do the task individually and then compare with a partner. Ask students which words helped them to decide the answers: I on the streets, rubbish 2 sea levels, floods 3 run out of 4 local river, hardly any ish Answers ‘ter 2 ckmate change 30H 4 potion 3. Students do the task in pairs. They can add anything else they are worried about. During feedback, find out whi statement most students agree with and have a class discussion. Exam task Read the Exam task and the Exam tip withthe class. Check students understand the word charity; elicit some examples of charities from the students, Students do the task individually and then check their answers with a partner, Make sure they are underlining the key information. During feedback, get the class to check that their choice matches ‘exactly what each person requires, Answers 1D 2G 3C 4A SE 4 Students work in small groups and think of some ideas to help the local environment. Choose a representative from ‘each group to explain their ideas. The class can vote on the best idea. Speaking Part 3 1. Students tick the things they can seein the pictures. Check their answers paying attention to pronunciation. Check students understand all the words. If possible, bring in pictures to help explain the other words.1 tver ice 2. Explain that some of the adjectives can be used to describe ‘weather, some the sky and so on. They need to leam which adjectives are appropriate. Elicit the answers withthe ‘whole class. Check their understanding ofthese words by asking concept questions, e.g. /the sky is clear, are there any clouds? If freezing, is ita litle bi cold or very cold? Answers 1 freezing, humid, mild 2 clear calm, frozen ‘3. Students complete the sentences individually and then check with a partner. Explain that these phrases will be Useful for Part 3 of the Speaking exam. Answers must 2tke 9 probably 4 sure Exam task Read the Exam task and the Exam tip with the class. Then, ‘working in pais, get students to each describe one of the pictures. Encourage them to use words and phrases from Exercises 1-3. Monitor as they are working, noting down any mistakes and also phrases and vocabulary used. Go over these atthe end of the activity. (CORED Ask students to listen for phrases from Exercises }—3 in the recording. You could extend this activity by geting students todo the Exam task again with a different Srocrommets hecasune batse te ee ‘having a | think it must be very hot is) He looks folate he pot but he dover oom ald of er. Writing 1. Students do the matching task individually and then check ‘with a partner, Read through the Exam tip with the class. ‘Check answers with the class, asking them to explain the changes in the direct statements when they are reported: pronouns change, e.g. / > She; verbs go back in time, gam -> was, will > would, had -> had had, ‘have you had > had she had; some verbs do not change e.g. might have. ‘Ask students When do we use say, tell and ask? Say is used for a statement, fll for an imperative, ask for a question. Refer students to the Grammar reference, SB page 84. Answers 1d 2c 31 4b 5a 60 2 (OREDD Tell the class they are going to hear an examiner asking some Part | questions. Play the recording twice and ask students to write down the questions. Answers Have you always vein Mac? Do you tk thing inthe ct? Where co you think you wil ive in the future? Recording seript ‘Examiner: Have you always lived in Madtid? - Luis: Well, we moved here when | was two but | don't ‘remember ving anywhere else. Examiner: Do you tka living in the city? Lie: Yoo There are more interesting eeneoteeane Examiner: Whore do you think you wil ive in the future? ‘Lie: | would tke to travel. Maybe tive in another ‘country for afew years, 3 Students do the task individually and then compare with 4 partner. Refer students to the Grammer reference, SB age 84. Answers 41h ha always tved in 2 said he tked ving ‘3 Said he might ive in another country 4 This gives some extra practice for Speaking Part 1. Exam task Read the Exam task and the Exam tip with the clas. Students do the task individually and then check their ‘answers with a partner. ‘don't put 2have found 3 were used 4 had bult Answers 5 are more expensive 6 were interested in 5. Discuss some ideas for recycling plastic bottles withthe class. Unit 7 Wid at heart 371 Get students to think about the different ways they've travelled and what the advantages and disadvantages are of each one. [Now get students to do the same withthe means of transport shown in the photos, and then give personal ‘opinions about them. How would they feel about travelling by those means? 2 Get students to check that they know all the words in the ‘box. Ifthey don't, encourage them to use an English- English dictionary to check them, and record new words in their vocabulary notebooks. Can they add any more words to the lists for each category? Here are some suggestions: railway line, ferry, public transport, tunnel, van, make a reservation, crew, arival, cabin, port, route, fare, backpack, travel agent, wi Remind students that we get on / offa plane, train or ship; we get into /out of car or taxi. Answers car: motorway, roundabout, seat belt, speed imi, trafic jam, rac ights plane: aot, boarding card, check in, departure gate, fight ee mre ee ert e” train crowded, platform, station ship: crowded, fel seasick, harbour, rough, secur, waves, ‘3. Ask students to explain why they chose their answers. ‘Which words gave them clues? Sarah—car They looked at the map to help dad find his way. ‘Mark plane The attendant brought him a drink after he'd taken off, and his luggage wasn’t too heavy. James ship He watched big waves outside the window. 4 Students read the information again and choose true or false. Check answers as a clas. 38 Unit 8 We're off! Answers 1 (They looked at the map to help him find the way.) 2 F (His luggage wasn’ too heavy.) 3 T (He'd expected it to be unpleasant, but it was fine because he took a sickness tablet) Exam task ‘As preparation, get students to read through the text quickly ‘to check what itis about, and ask students to work in pairs and briefly say in their own words what they can remember ‘of the text. Read through the Exam tip with the class and encourage them to underline the correct sections. ‘Students work individually to do the task and then check their answers in pairs. Check answers as a class. Answers 1B 2B 3A 4B 5B 6A 7A 8A 9B 10A ‘5 Get students to think about what it would be like inside the ‘submarine, based on their reading. Would they enjoy i, or ‘would they be nervous? Why? 6 Try to give students an example of your own before they do the exercise. After they have discussed in pairs, ask a few students around the room to share their experiences of joumeys with the rest ofthe class. SARI 6c students to think of as many words as they ‘can connected with water, ¢.g. ways of travelling on/in ‘water, different watersports, places where we find water, verbs that describe water and what we do in it. ‘Then get students to devise a questionnaire about the different watersports they've done. Were they positive or negative experiences? Why? Put results on a bar chart, e.g. How many people have tried “swimming, windsurfing. canoeing, diving. Which is the most ‘popular watersport in the class? Which is the least popular? Grammar First & second conditional, 1 Read through the information with the class. Ask students ‘to say which tenses are used in each clause. Give some ‘examples of your own before students work in pairs to complete the sentences. Possible answers 11.90 with them. 2 ("watch some DVDs 3 L won't tidy my room 4 1 buy a computer game 51 getup early in the moming.. 6 want to buy something in town on Saturday2. Read through the information with the class. Ask students to say which tenses are used in each clause. Students work in pairs to complete the sentences. Refer students to the Grammar reference, SB page 85. Possible answers 1 was / were 2 wouldn't 3 saw / found / scovered / heard 4 would 5 had / won 6 saw 3 Ask students to say when we use will (not)/would (not) — ‘not with the ifclause. Answers 2 lost '3 won't go 4 woke '5 wouldn't be 6 wil ive "7 would’ watch 8 withelprt ep 4 Ask students to complete the exercise individually before ‘comparing their answers. Ask them to look carefully at ‘any answers where they disagree. I they have completed everything correctly, they can either check their answers ‘with another pair, or make some sentences of their own, using both conditionals. These can then be put on the board and checked by the whole class. Answers 1 wil be very happy i you come to my house. /| would be +. very happy Hf you came to my house, 2 think your family would be sed and worted if you ddn’t go. think your fay wil be sad and wonted i you don't go. I wore you, | would goto the large echo in the contre of tom. 4 It would be belter it you went to his house. /t wil be better ityou goto his house. 5 Hf youthelp me, it wil be better 56 Ifyou come, Fi bing someting to crink. if you came, ‘rng something to dik. '5 After working through these points in pars, students can ‘make their own questions in pair, writing them on a piece of paper. Give students examples of beginnings for their questions, ie. What will you do if... , What would you do {f... Discuss some examples and put them on the board before students begin to write their own. Then they walk ‘round the room asking different students their question, ‘and swap papers each time so that they don’t always ask the ‘same question. ‘To round off, you could do a class survey, asking them ‘Which item around their home (apart from a computer and ‘ mobile) they would miss if they didn’t have it and why. ‘Ask them if they think their parents would have the same opinion. ‘See the Workbook and CD ROM for further practice. Travel & holidays Reading Part 5 Exam task Ask students to look at the photo and think about what's happening ~ they may already know something about the topic from the news. Ask them to share any information they have with the rest ofthe class. Get students to take time to read through the text to see how ‘much they can already understand without the words in the aps. Answers 1G 2D 3B 4A 5A 6D 7C 8A 9B 100 11 When they’ve finished the task, ask them to briefly summarise in pairs what they've read about, in their own words. ‘Then ask them to discuss the points. Ask them the following. questions to help them: What might be exciting about the trip? Why might you feel nervous? What might you see from the windows? The ground? Clouds? A view of earth from a long ‘way up? Stars and planets? How would the view be different from the view out of an aeroplane window? Encourage students to follow the developments of ingin Galactic’s Spaceship Two on the Internet. They could make a timeline to chart its progress. Listening Part4 1 In pairs, get students to answer the questions and talk about ‘what they can see in cach picture. Ask them to also think about these two questions: What would you be able to do in each place? What might be a disadvantage of going there? Further practice ‘When students have finished discussing the photos, ask them ‘to talk about their own holidays and describe them to their partner. Where do you go? What do you do? Have you been to any of the places in the photos? They should make notes before they begin and use these to follow up with a piece of written work. Discuss as a clas. PRED Get students to listen carefully and tick the appropriate boxes. Point out that the items aren’t in the same ‘order as the recording, so they have to listen carefully. Answers coast mountains contr, a gle Zz Mara le fe iv 7 7 7 Unit 8 We're off! 39Recording seript Boy: Hi, Martal Where ci you go for you lst noi? To the coast wast Hove gong there! Git; The weather wasnt rita, though, 20 we couldn't do much To Behonest| ike gong tothe mountains. That's ‘whore we usualy go, and there are loads of things o 40, the sking and snowboarding. ‘Mmm, ow what you mean. We went ther last year, 10, anc everyone hada great ts, apart em my sce. ‘She always just warts to go shopping inact crire somewhere. cant stand doing that! ‘Me nether, especialy iI haver't got any money o spend Hmm ~ we cid go tea reat adventure park once. That was realy cool= there were ods of scary ides! ‘Oh, they ut not my ting at l= they make me fea realy it ‘Oh no Wel, el you what, maybe we coud sign up fr the ‘school sports camp dung the summer roldays = we'l get {o do loads of stu hero, ke sling. ‘Ar octal Great oa 1 ask my fait can got 3. When they've completed the task, ask students to give reasons for their answers, pointing out what each person said. Exam task (@MBD Read through the Exam tip and the instructions with the class first. Then get students to read quickly through the questions before they listen. If students are still struggling with their listening skills, ask them what they can remember about some of the following ‘before they try answering the exam questions, e.g: + where Joanna and Mark went + what they wore + how long they stayed + Mark's horse ‘their meals + Joanna’ first horse + who was there with them + Mark’s photos Answers |A. They both thought their parents would say no. ‘A. They had big meals, their own rooms and a pool. 8 “:teenagers) who hadn't been riding much before... tice ual 1B He dich’ realy think he might get hurt. ‘A. He went far too fast and scared her abit. B He's not sure they're bilant so he might change his mind ‘about aisplaying them. ‘Look at the six sentences for this part. ‘You will hear a conversation between a gi, Joanna, and her ‘brother, Mark, about a harse-ricing holiday that they've just ‘been on. Decide if each sentence is comect or incorrect. tits correct, put a tick inthe box under A for YES. tit is not ‘correct, puta tick in the box under B for NO. ‘Now we are ready to start. Listen carefuly. You will hear the recording twice. Gir: We had a great holiday, didn't we, Mark? t had a brillant time ~ a whole week just horse riding through ‘the countryside. 40 Unit8 Were offt g Fantastic, yeah. I'm glad mum and dad finally alowed 1s to go on holiday without them for once. Lreally. ‘thought they'd say no. ‘Metoo. But ! mean, it wasn't as if we weren't well looked after atthe riding school, with all the big meals. ‘and our own rooms ~ and the pool and stuf | know what you mean. But for me it was just good to 'be with lots of other teenagers our age, realy ~ ones. ‘who hadn’t been riding much before. ‘Like us! You could tell that from the new riding clothes we mea weer, cous you and new fog ‘Yeah ~ and it was good we had those. Every time we ‘went under some trees | seemed to get hit on the head ‘bya branch! | suppose it was a bit dangerous, really. ‘although | didn’ really think Lmight get hurt. with my hhelmet on. It happened so regulary, though, that | ‘actually began to wonder if my horse was doing it on Purpose! Hm, I'm not sure he was that clever! He was a lovely horse, anyway, very gentle. | mean, | know we were ‘each supposed to be matched with the best horse for us, but 'm quite glad | changed mine. ‘nad just wanted 0 90 far to fast ~he scared mea bit! | got a great photo of him, though ~ he was very ‘beautiful In fact, | took loads of shots with my new ‘camera. I'd thought | might get them printed and then ‘put them up on my wal. 'm not sure they/re brillant, though, 80 Well, just wait and see .. Speaking Part 4 1 Get students to talk about what’ happening inthe two pictures, and why they would / wouldn't enjoy taking Partin the two spots. Remind the students o take turns ‘speaking. Monitor and note down any problems to revise when they have finished the activity. Encourage them to describe as much as they can in the photos, e.g. the weather, background, what people are wearing. (FOREDD Ask students to read through the sentences. Play the recording twice so students can complete them. Check answers asa class. Answers 1 | profer going abroad to staying at home. 2.1 ike going somewhere in my country more than going ‘somewhere far away 3 | dont realty enjoy it as much as my parents do 4 going on holiday is much better than staying at homeBoy: No, wall, don't really enjoy it a8 much as my parents. do, because | miss my friends. But | read a lot and we 3 GORBED Play the recording again. Students compare their answers in airs, Then check answers asa class. Answer Tina proers going abroad bacause ts hot Greg doesn't ke going far away because it's tring. Tina proters lively places because she likes shopping and watching ive music. Greg misses his tends on holiday but he dows watersports. Tina and Greg agree staying at home is boring Exam task Go through the information provided. Ask a few students if they have ever been to any of the locations. Ask others to say what activities they do on holiday, apart from the ones mentioned. Encourage students to use the ways of expressing preferences that"they’ve just heard in the dialogue above. ‘You could tell pairs of students that you are going to give them a set amount of time (3 minutes) and that they have to try to keep talking during that time, You could put the students into groups of four, so that while one pair is talking, the other group is listening for examples of good language. This will help them prepare for being observed in the exam. Writing Part2 1 Ask students What kind of photos do you take on holiday - friends and family? views? wildlife? Do you use a camera or ‘your mobile? What do you do with your photos when you get ‘home? Encourage students to say as much as they possibly can about the photo, using the prompts. 2 Remind students that this isthe kind of check they should do om their own writing in the exam. It's particularly important to ensure that errors aren’t making the intended meaning unclear. Answer Hi Sarah, ‘You'l never guess what happened during my hoisay | was ‘waking along aroad in Groatia where there was m ts of water Sudden | saw a boy watersiny along the rand. tt was ‘amazing! Come to my house tommorrow so that | can te tell ‘you about my tp ~ and show you my ato! ‘See you soan, ‘3 Can students work out what the three points were from the text? It doesn't matter if their answers are not exactly the same as in the book, as long as they are possible. Answer 1 toll Sarah what you were doing when you took the photo / where ‘you were 2 explain what you saw / who you saw / what the person was doing ‘3 invite Sarah to come and vie you / arrange a time to show Sarah your photo 4 Asan introduction to this exercise, put some examples on the board, ¢g. ask students to say what they were doing when you walked into the classroom (J was talking to my friend. Iwas sitting quietly. I was eating a sandwich! Iwas looking at my English book.) Answers ' the road when I saw a man. ‘My phone rang wii to football practice. ‘past continuous. 2} 5 Students complete the sentences individually. Check answers as a class. Answers 1 saw 2was walking Sate 4 was siting S.arived were al taking: walked 7 were you doing 8 was buying ‘See the Workbook for more practice. 6 Put suggested endings to the sentences on the board. Ask them to follow the pattern i.e. heard/saw someone doing ‘something. Which ones do students like the best? 7. You could ask students to prepare in advance for this activity and bring in some unusual photos or pictures of places that they've visited. You could also use photos from ‘magazines and ask them to roleplay taking about taking the photos on holiday. Exam task Read through the instructions and the Exam tip with the class. You could ask the students to write the email in class ‘Sample answer Hi Marcos, {tm sending you a photo of me and my family on holiday in ‘Spain. | realy lke as my whole family looks happy. Can you ‘send me some of your holiday photos? I'd love to 908 them! Bost wishes, Unit 8 We're off! 41Unit 1 1’ Lis sitting 2 gets wp 3 We come; we're living; is working 4 says; cooks |S really wants 6 is studying; she's working 71'mnot enjoying 8 Do you like 2 Labout 2in 3to 4of Sat Gof 3 Lor 250 Sbecause 4Although § and Ghecause 7but 850 4 Lrecipe 2drama 3 watersports _4 volleyball Scanteen Guniform 7 gym 8 facilities Unit 2 11 did't arriveldid not arive 2 were 3 won 4 did Suzy find Sbecame Gpaid 7{felt 8 didn’t haveldid not have 2 A.were you talking 2 was always having 3 did you have 4 didot start S Was your dad going 6 was running 7 éid Emily xy 8 saw 3 Agives hand Sbelieve 4join Sstry 6 give Test B stay, 41A 2B 3C 4A SB 6B 7A 8A Unit 3 1 1 more interesting 2asbig the best 4more difficult worse than 6 more expensive 7 the cheapest 8 the most comfortable 2 Awhere 2who 3which 4 where Swhich 6 which where 8 who 3 I department store 2 fashionable 3 changing room size Sdesigns refund Tcashdesk 8 reduced 4 leather 2 Trainers 3plain 4 gloves 5 suit bracelet Tsandals Bsilver; gold Unit 4° 1 LI'veneverbeen 2 Did Victor go 3 have you known 4did youmeet SWe'vehad 6 they've ever eaten ‘7 My brother's always wanted 8 did your teacher find 21B 2B 3B 4C SA 6C 7A 8B 3 Lexciting 2disappointment 3 enjoyable 4 relaxed Sopinised 6 worry Tenterning 8 challenges 4 Lof 2of 3about 4about Swith 6by/at 7about Bby 42 Revision key Unit 5 4 1 1Could 2can't 3musin't 4 should Smight 6 could Twill 8 might 21A 2C 3B 4B 3 Leod 2eabbage 3 Peaches 4lettuce Sturkey Strawberry 7Beef 8Tuna 4 1 frozen 2rw 3 tied 4 boiled 5 Ibeck 20n 3 for 4up Unit 6 1 1 didn’t use to 2:Did you use to 3 didn't use to 4usedto SDid you useto 6usedto 2-1 Karl/him totake 2 forgeting 3tohelp 4 living ‘Sto take him /Harry 6 travelling 7 going $8 to buy him / Richard 3 1made 2made Shave 4g0 Sdo Ghad 4 Lfireezing 2windy 3rainy 4 warm Ssnowy 5 lively 2sociable 3 peaceful 4 elderly convenient Ghuge Ton the coast 8 an apartment Unit 7 1 Ahad never escaped 2had been 3were 4 had travelled Shadn'tdone 6 weren't 7 didn't find 8 had already made 2 Lhavel've never seen A 2 willl / are going to dov"re going to do. 3 Have You got ‘4anv'm going (to go) $ did you buy 6 don't use 3 Awhale 2snake 3 penguin 4camel Sspider 6parrot Tat 8 clephant 4 1.passon 2 provides 3carryon 4 escaped Sprotect 6 solve Unit 8 1 1won't 2Unless 3sees 4 might $ won't Gif Tis 8won't 2 Adidn’twant_2were 3 wouldn't 4 would Swon Gwouldn't Tasked 8 didn’t stay 3 Awasn't/ weren't 2didn't keep 3.unless 4 wouldn't Swould meet 6 don't go 4 Ltraffic lights _2joumey 3 platform 4 pilot Scrowded motorway check in Bluggage 9waves 10mapReading Part 1 BC 2B 3A 4A SC Reading Part 2 6C 7H 8D 9F 10B Reading Part 3 MB 12A BA M4B ISB 16 17B 18A 198 20A Reading Part 4 2A 2B 23B 246A 25A Reading Part 5 2%6B 27B 2%C 2D WA NC RD 3B MA SC Writing Part 1 1 Anma’s friends were 2 invite aso many 3 forthe 4 gohome / leave until 5 Did you enjoy Writing Part 2 6 HiSam, ‘ve just won an essay competition! I saw itin my favourite ‘magazine, My essay was all about the environment, and I got a ‘camera as a prize. I's really cool! See you soon. Best wishes, * Writing Part 3 7 Hi Denise, ‘Thanks for your letter. It sounds a good project. Why don't you go out and take some photos ofthe new buildings in your ‘ity? You should find the realy tall ones. Then you could go and find some old buildings. You could draw them. You could include pictures of your favourite shops and cafés too. And ‘don’t forget the people — if were you, I'd get pictures of them ‘0. Ifyou put them all in a book, it willbe really interesting. hope that helps! Good luck with your project! Best wishes 8 I got home from school at 4 o’clock yesterday as usual. When |Lopened the front door, I heard voices. Who was at home? Carefully 1 opened the door of the living room. Mum and dad were there — talking to Uncle Jim! He'd just come home from ‘Australia after seven years. He brought me ots of presents — a book about Australia, a DVD and a toy kangaroo! They were cool. Then we had some cake and some drinks, Uncle Jim is going back to Australia soon, and I'm going to visit him. 1 can’t wait! Listening Part 1 1C 2B 3B 4C SA 6C 7A Listening Part 2 8C 9C 10B 1A 12B 13B Listening Part 3 ‘14 pool 1Sthe USA/ America 16cousin 17 ship ‘18 dolphins 19 eleven / 11 Listening Part 4 20B 2B 2A 239A 4B 25A Recording script Port XB Practice test key & recording script 43gF° ‘What time cid the girs new swimming lesson finish? ‘You're late Michaola | was getting worried. 1 ‘thought you'd be home half an hour ago. {told you Dad. 'm in a new swimming class now which goes on until quarter to six. The other one finished at quarter past five s0 I could get the eater ‘bus. Now | have to rush out of the pool to make ‘sure leave the sports centre in time to get the one at quarter past six. Which animal was the fim about? | realy enjoyed itt was much better than the one ‘about sharks. eared a lot too. | didn't know there ‘weren't any polar bears in that part of the world, And | Cin reaiise it was the male penguins that sat on the 18998 for months in icy winds while the females went ‘to find food. They'e really funny to watch 2s well ~ they're so slow on land and 60 fast in the water. But {t's hard to imagine any creature being able to lve in such an environment. ‘What isthe boy going to buy atthe market? Can get some strawberries at the market, Mum? Well, there ae stil some in the fridge so we'll get ‘some more next time. Ineed a coconut because I'm ‘going to make a cury with that and some mango this | think wo've run out of apples. ‘You're right. Get a couple of kilos of those. A ‘Pineapple would be nice but | think you’ have ‘enough to carry, 80 don't worry about that. And I'l get ‘Some grapes from the supermarket tomorrow. OK. What wil the weather be like on Saturday? ‘So moving on to Saturday's forecast... By Saturday ‘the wind will drop and the weather should be calmer. It should remain dy and bright throughout most of ‘the day withthe chance of a few showers, Although ‘the rain won't last long, it could be heavy at times, 80 | no I ze = = = lofofe) ‘olz\—-fal= z\<|[oleJ-[o/z) > = 2[N[olole|sfe]o. iFENTE Hy ile i takeoff fit 6 colourful 52 Vocabulary extra key 1 Across 3 flute 6 trumpet Down 1 violin 2keyboard 4 drums 5 guitar 2 Lexcited 2worried 3 relaxing 4 entertainment Sorganisation 6 disappointment Tchallenge 8 worry Sgrapes 6 pear 2 [Meat ‘Vegetables Dairy sausage ‘broccoli cheese lamb cauliflower milk burger yoghurt 31E 2B 3F 4A SD 6C 1 Lkettle 2central heating 3 fridge 4 washing machine Sir conditioning 6 dishwasher 7 oven 8 microwave ceiling 2 tp 3basin 4rug_ Spillow 6cushion duvet Sdustbin 9 toilet 10-alcony 11 ladder 12 chest of drawers 13 wardrobe 14 cooker 1Sammehair 16 curtains 17 mirror 18 roof 19 stairs 20 sink 21 upsiairs 22 downstairs reception 2 laboratory 3.cotiage 4 fire station Studio 6 stadium1 Ukangaroo 2 frog 3donkey tiger $ irate 6 goat 2 [insect Baby animal | Bird mosquito fly 3 Across Adbreeze 4apeak Gbsand 7c stream Down 2frock 3gleaves Se cave 11d 2h 3i 4c Sg 6b 7j 8a 9e 10F 2 Loutof 2by 3on 4off Son Gon 7inlo Bon * 3 Aweigh 2crowded Ssecurity 4 deparure delayed Gtourd Tiakcoff Sfight Planded 10 lugeage Vocabulary extra key 531 Match answers a-f with 1-6. What's your favourite lesson’ ‘What do you like doing in your free time? Do you speak more than two languages? What's your favourite shop? Where do you live? oonone 3 Choose the best answer (a, bor c) to complete each sentence. 1 How do you get to school? Yes, Ido. bBy bus. el goto school. ‘Tell me about your brother. 2 Why didn't you phone me yesterday? a Yes, Ido, Ilearn English and French at school, alm sorry. and I speak Spanish. No, Ididn't. Playing my guitar and meeting my friends. Phoned you. ¢ In Sarcelles, near Paris in France. He's very friendly but he's really untidy! . ee ee aneen oe Ireally like English but [love Maths. oF £ Addepartment store in my town. It's got great Ebene clothes. eee 2 Complete the conversation with the 4 I tidy my room, my mother is very correct form of the verbs in brackets. Use the happy! present simple or the present continuous. Unless Luca: Hi, is that Bruno? It's Lucahere. b Although Bruno: Hi, Luca. What (1) (youldor? ol Luca: 1(2)______. (wattch) the TV but it's not ery Hale: 5 ___losing, Mark is still smiling. Bruno: (3) (you/want) to come round to ee ‘my house? My brothers and I (4) Soe (play) volleyball in the garden. efi Luca: Oh, thanks but I can't. 1(S). (isk) Slag Ia doe Aly cto Se es gas eae ciways (6) (visit) her sister f on Saturday afternoon and my father be often (7)... (work). My sister areata ee 7 can't come to the cinema this afternoon moment. [usually (9)... (make) her Tia geiig waa something to eat after that. as Bruno: aoe Pieadiee Luca: A cheese sandwich! = 8 My sister always... good grades in English. a performs bpasses cgets 54 Progress test 1. Units 1-2 ore Panay x Scrat Si Ekta Amara Tas © CarergeUventy Prs 2019 Petoople4 Choose the best word to complete the sentences. 1 She beat / won the gold medal. 2. The teacher wants us to hand in /from our homework tomorrow morning. 3. Ican'tfind my key so I can't stay / get in my house. 4 He wins because he gives / believes in himselt. 5. He'sa good goalkeeper. He defends / defeats very well. 6 Can your team succeed / achieve in winning the World Cup? 7 My team lost / failed in the final. 8 He's such a bad loser. He has a really positive / negative attitude. Complete the text with the correct form of the verbs in brackets. Use the past simple or the past continuous. Last Saturday morning I (I) (deel) very happy. My team (2) (play) in the final of a volleyball tournament and I @) (be) the captain. 1(4) (have) a large breakiast and then my parents: + ©. drive) me to the sports centre, Lots of people (6) _______ (wait) for the tournament to start. (7) (meet) my team and our coach, We (8) —— a= (pu!) on our trainers and shorts when our coach (8). (give) us some very good advice. Then it was time to start. (0)... (we/win)? Of course we did! (Cont array Sms ty Su Eke ru Arar Thres © Carerage Uwe ess 2013 Prateenoucie Progress test 1 6 Complete the sentences with the words in the box. fond airaid enjoy interested worried looking forward can'tstand good bt _--~- playing volleyball but I don't want to watch people playing it, 2 Im cf climbing trees. I dont like heights. 3. 1. wattching cricket. Ifs so boring. 4, Tm__about playing my tennis match tomorrow. I don't want to lose. 5 Tmvery. of cooking. I make cakes for my family every weekend. 6 min studying science. I'd like to be a sciontist 7 Tm ‘at swimming but I don't like sports like badminton. 8 Im to watching my favourite football team play tonight. Units 1-2 652. These sentences are comparing things. Complete ‘Complete these sentences with the words in the box. silver trainers gloves plain jacket suit 1 Myhands are cold. Where are my 2 My mother bought me a leather —___ the weekend. It looks good with my jeans. 3 Doyoulike my... bracelet? 4. My mother usually wears a to work - atjacket and skirt, not trousers, § Idon't like jumpers with stripes or spots. I prefer a epee SIE : 6 like running and these are my favourite 2 at the sentences with the correct form of the word in brackets. 1 Goldis silver. expensive) 2 My trainers are _— my school shoes. (comfortable) 8. My brother's shoos are... my shoes. (big) 4 Tlearn ten different subjects at school. ‘Choose the best word to complete the sentences. 1 My sister won a prize at school who / which was surprise! 2 often goto the library which / where Ican use the computers. 9. Thore are alot of students at my school who / where like sport. 4) My best friend lives in a house which / where is near the river. 5 Tlike TV programmes which / who are funny. 6 The teacher wanted to find astudent who/ which ‘was interested in fashion. 4 Complete the sentences with the correct form of the verb in brackets. Use the present perfect or past simple. 1 Mysister ______.._. (00) three scary movies so far this week. 2 Anew cinema. ‘week. 3 My mother ‘costume for the fancy dress party last month. 41 (read) all the Harry Potter books but I want to read them again. 5. My friends __.___ (come) to my house three hours ago. 6 My English teacher ______. (be) at our school since 2010. (go) to visit our grandmother for a few days. 9 ______.you/ever/have) a banana and chocolate milkshake? 10 At the weekend I visit to London. (rite) about my 5 Complete the sentences with the words in the box. excited disappointed serious worried jealous afraid annoyed surprised 1 Im. ‘of my best friend. She always has fantastic new clothes. 2. We watched the latest Batman film last night but we were very in it. 3. My sister has always been of spiders. 4 Tm about my pet cat Its reall ill. 5 Imreally with my brother. He's borrowed my iPod. 6 Areyou_. about going to the concert this evening? 7 We were all______by the ending of the movie. Itwasn't what we expected. 8 Isyourbrother about being an actor? I thought he wanted to be a pilot. 56 Progress test 2 Units 2-4 Compas reinwary tr Screk by Sue Er and Arend Thomas © Caroxcoe Uwe Fess 2019. Petscoiab6 Choose the best answer (a, b orc) to complete ‘each sentence. 1 We have this moming. qalready byet since had English and Maths 2 Weve. was scary! anever Dijust since been on the rollercoaster. It 3. My grandmother has seen scary movie. Can you believe that? ayet © bsince cnever 4) We've lived in this town six years. asince bago for S My mother wen! toHarrods a month ______.. aago bsince cyet 6 My football team haven't won a match ‘March. ator bsince just Have you been to London sea? ayet bago cnever Up. last month, I didn't like going on theme park rides. asince bunt chor Use a form of the words in capitals to complete each sentence. Ididn't do much at the weekend. It was very RELAX Atmy friend's party, there was an_ He was great! ENTERTAIN My most holiday was in Australia, ENJOY I wanted Nadal to win the tennis match but he didn't. It was such a. DISAPPOINT What was the most park? EXCITE ride at the theme The concert was excellent. The. very pleased. ORGANISE ‘Compact Protrinary for Schools by Sue EBM and Amanda Tromes © Camenage Unversty Press 2013 Phatocopiable — Progress test 2 Units3-4 571 Choose the best answer (a, b or c) to complete 8 We had a fantastic holiday in Scotland each sentence. the rain! 1 Tam very... Ican't run 20 metres! although afit bbut bfitness edespite unfit 9 Tlove fruit, especially —_____. z dict in your class? pineapple bspinach € lettuce 10. My favourite fish is —__ 3 carrots in my salad. I don't like com beod cheef 2. Choose the best form of the future verbs to complete the dialogues. 40 Yar gots aaa = lourtiing BASRA OR 1A: My plane leaves /is going to eave at 900 leave school. tomorrow. aback B: OK. I'm going to tarke / I'll take you to the | Blor airport. : See 2. A: [promise I'm giving /I'l give you back your biology book on Friday. - era Bs Good becouse I write / im welting sxy eeeay as a child. ; at the weekend. didn't use to omenee 3. A: What are you going to do/do you do when = ‘you get up tomorrow morning? B: I play/I'm playing tennis, 6 Iwent to India___I wanted to see the ‘Taj Mahal. 4. A: Next week, we'll start /we are starting adespite practising for the marathon. bbecause B: OK, I'm buying / I'll buy some new trainers. ebut 5 A: Ah, you've been tothe shope. What are we 7 We arrived at the cinema early we having / will we have for dinner tonight? went toacale. B: Pasta and chicken. aso s 6 A: What do you think you are studying / will — study when you go to university? B: I think I'll do / Ido English. 58 Progress test 3 Units 5-8 coreact Primary Scnct by Si» Bot and Aran Thora © Cambri Unters Press 2018 Photocoplatle3. Match sentence halves a-f with 1-6. Tm mad Tm always dying Tean't Tm really ‘There's no Thope we do ‘stand cocking. Ifs so boringl way Sam will get into the football team. about sport. ‘well in the volleyball tournament. {nto history. Ilove visiting castles. for a snack when I get horhe from school. onneoor senora 4 Complete the sentences with the words in the box. cosy freezing lively comfortable friendly view Last year we went skiing in France. The weather ‘was snowy and really (1). We were staying in a large (2) house. It had six bedrooms and a lovely lounge to relax in. My + bedroom wasn't very big but it was warm and oo" The () ___. from my bedroom window ‘was fantastic. Icould see the Alps! We stayed in «an interesting town. There was lots to do in the ‘evening so it was very (§) Everyone ‘was very (6)... and we met people from lots of different countries. 5. Choose the best word to complete the sentences. 1 A marathon runner should / can't eat pasta. 2. Students don't have fo / mustn't run in school. 3° We could / must go swimming tomorrow if its a nice day. Would you like to? 4 You shouldn't / can play on the computer for Jong time. Ifs bad for your eyes. 5. Do you want to play tennis in the park? You ‘mustn't / don't have to pay. I's free. 6 We must /can't give our homework to the teacher tomorrow or she'll get angry. 7 You can't/ should go to the shop now. It's closed. 8 Must /Can you take your iPod to school with you? (Our teacher told us not to. ‘Complete the sentences with the correct form of the verb in brackets. Use the infinitive or the -ing form. 1 Horgot (bring) my trainers to school today. 2 Tim looking forward to ..___.. visit) my friend who lives in a windmill. 9 Can you imagine _______ ive] on a boat? 4 Ipromise (tidy) my bedroom after ‘school. 5. My father offered _____ take) my friend and Ito the cinema. 6 Doyou intend ___ (go) to university? 7. Which theme park ride do you suggest ———_ try) ine 8 apologised to my teacher for... (be) late. 9 Ity (avoid) cycling in town. Its 80 busy. 10 My mother taught me how. (Cook) asia. Complete the sentences with the words in the box. ‘Some words will be used more than once, go do make have 1 When are you going to. your homework? 2 sometimes. ‘an argument with my sister. 3. When we goon picnic, my mother and father always delicious food. 4 We could ‘swimming in the seq if you want. 5S. Atthe restaurant, my parents had fish and I had chicken. Ididn't the right choice. It ‘wasn't very nice. 6 Doyou want to. ‘camping this summer? (Cons Perna or Schock ty Su Bt nc Aare Therras © Carts Uniersty Poss 2013 Phetacoplable Progress test Units 6-6 591 Choose the best answer (a, b or ¢) to complete 2 Complete the text with the correct form of the each sentence. verbs. Use the past simple or past perfect. 1 This animal has fur and wings. An unexpected trip aabat An 11-year-old boy, Liam, (1) ______. (have) baparrot an unexpected plane journey last Tuesday. capenguin He (2)______ (go) to the shops with his mother in the morning when he| 2 Ifyou are a vegetarian, you don't eat cn GI ee oars Manchester airport and he () jpbaebeie (decide) to go and see the planes. His mother meat s00n (6)... tel) the police that he ‘ i (7) isappeat). The British police 3. tis to s00 animals like white tigers (8) earch) everywhere but by because there are not many of them. 5.00 they still (9)___ (not find) him. Pethaete Then the police in Manchester (10) bora toed uptions call hea cerakilie pick Lise sie: (1) (board « plane and was flying 4. Ifyou have done a fob fora long time, you are Pe tee ee eee a 2) _-(see) him, they experienced (3) ...______. (think) he wass with a family generous so they (14)____ (not ask) him for his ¢ favourite: passport. “§ Thave a problem and Idon't know how to 3. Write these sentences in reported speech. Sasser is - a 1 "Tim having a great holiday” baolve nail me efind 6 My friend ‘on some good advice to me about the exam. passed bwent carried 4 “Thaven't been to Canada.” 7 “Are you going to Thailand?” she She said ey said Bosed 5. "Put your clothes away.” tod Meeting 4 eecteeeeiceie — 8 You don't usually see a lot of water in a : BE REI CRSSee alcke bbeach desert 60 Progress test 4 Units 7-8 conoac Pura Sorc by Sie Sot an rnc hanes © Cankree Unset Pes 2019, Phsooopable4. Complete the sentences with the words in the bbox. You don't need two of the words. think everyone was shopping! 9. Ididnt enjoy that boat trip. The ____ were really big. 4 How much does your suftcase. hope it's less than 23 kilos. §- Ishowed my boarding card to the Igoton the plane. 6 Every Friday evening there is ¢____... It takes my father a long time to drive home. 7. The ship sailed into the ‘and we all got off. 8 The ---—--n=-~-n the motorway in the UK is 10 kph, a1 5+ Match sentence halves a-f with 1-6. 1 If we don't hurry, Ttwe hurry, ItThad the choice, I{L have enough money, If saw my friend on holiday, If didn't have a computer, oanon Td go to New Zealand on holiday. Iwouldn't be able to do my homework. ‘we'll miss the plane, Td be very happy. ‘we won't miss the train. Til go to New Zealand on holiday. meaava 6 Choose the best word(s) to complete the sentences. 1 2 Twas walking to school when Isaw / was seeing my best friend. The students were working hard when the head teacher was coming / came in. took these photographs while I was flying / flew cover the Alps. Were you eating / Did you eat your dinner when I phoned you last night? walked / was walking in the mountains when it started raining. While I was sunbathing on the beach, a ball hit / was hitting me. We slept / were sleeping in our tent when we heard loud bang. ound some interesting flowers while | walked / was walking through the forest. coroac Pinay Sch by Sw Et ad Arar Tha © Carbrige rhe Pest 20'3 Photocopibie Progress test4 Units 7-8 61Progress test 1 1fie 2b 3a 4f Sc 64 2 | tare you doing 2°nvam watching 3 Do you want 4are playing S'm/amlooking 6 visits 7 works Sisdoing 9make 104do you usually cook 3]tb 22 3c dc Sa 6a 7b Bc ‘i Zin 3get 4believes Sdefends succeed Tlost 8 negative 5 [was feeling 2was playing 3was 4 had Sdrove 6were waiting 7met 8 were putting gave 10 Did we win? 6 [enjoy 2afraid 3can'tstand 4 worried Sfond 6 interested 7 good $ looking forward Progress test 2 ‘ee 2jacket 3silver 4 suit 5 plain 6 trainers 2 ]}1 more expensive than 2 more comfortable than 3 bigger than 4 the most interesting 5 the best 6 the worst 3 |iwhich 2where 3who 4which Swhich 6who 4] thasseen 2opened 3made 4 have read Scame Ghasbeen Tbought 8 has gone 9 Have youever had 10 wrote 5 | jealous 2diseppointed S.affaid 4 woried Sannoyed Gexcited Tsurprised 8 serious 61a 2b 3c 4c Sa 6b 7a 8b 7 | relaxing entertainer 3 enjoyable 4 disappointment S exciting 6 organisers 62 Progress tests key Progress test 3 1fic 2b 3b4e Sa 6b 7 8c 9a 10b 2 [ leaves; r'ltake 2 give; I'm writing 3 are you going to do; I'm playing 4 we'll start; I'll buy S are we having 6 will study; I'll do 3c 2 3a de Sb 6d 4 [freezing 2comforuble 3cosy 4 view S lively 6 friendly $ [1 should 2mustn't 3 could 4 shouldn't Sdon'thaveto 6must 7can’t Can 6 | tobring 2visiting 3 living 4totidy 5 totake J6togo Ttrying 8 being 9toavoid 1010 cook 7 [10 2have 3make 4 go Smake 6g0 Progress test 4 1fia 2c 3c 4a Sb 6a 7% Be 2] 1had 2hadgone 3 became 4was $ decided Gtold 7had disappeared 8 searched 9 hadn't found got IMhadboarded 12hadseen 13 thought 14 didn’t ask 3 ]1 She said she was having a great holiday. 2 He said he might come and see me. |3 She asked if I would help her. |4 She said she hadn't been to Canada. |S My mother told me to put my clothes away. 6 The boy said he had flown to Spain with his mother. 4 | platform 2 crowded 3 waves 4 weigh Slight attendant 6 traffic jam 7 harbour 8 speed limit S|ic 2¢ 3a 4f Sd 6b 6 [1saw 2came 3.was flying 4 Were you cating Swas walking Ghit 7were sleeping 8 was walkingFEPROOUCED WITH THE FERMSSON OF CMBROGEESCLOUGES 2:3 UNIVERSITY of CAMBRIDGE TEEPE EEE a Contre No, Candidate Signature Candidate No. |__| Examination Tite Examination Details Centre : : PET Paper 1 Reading and Writing Cani Perna Instructions 0 9 PENCIL (6 or HB). Rub out any answer you want to change with an eraser. For Reading: Mark ONE letter for each question For example, if you think A isthe right answer tothe question, mark Your answer shoet like ths Pai (rae) afAse] [s[AScOEFGN fs|AB co alee theeerersn ae s|ASS| |o[ABCOEF SH! [olAB CO] minke are 33 “4 aie ese Continue on the other side of this sheet —4 Ferns ‘Sample answer sheet 63For Writing (Parts 4 and 2): Write your answers clearly in the spaces provided. 64 Sample answer sheet FERCOUED WIM HEFEMSSONG CABROCEESOOUS 7:‘Answer only one of the two questions for Part 3. Tick the box to show which question you have answered. Write your answer below. Do not write on the barcodes. ‘You must write within the grey lines. | | Parts (Question 7 Question 8 FEPRCOUCED WITH THE PERMSSON OF CMEROGE ESOL OURS 20: IUNIVERSITY =f CAMBRIDGE Examination Tie Centre ‘Supervisor: {pe antiia ABSENT hn WITHORAWN ste re TEE ELL Candidate No. Examination Details ae Soin enue ene ‘You must transfer all your answers from the Listening Question Paper to this answer sheet. Instructions Use a PENCIL (B or HB). Rub out any answer you want to change with an erat For Parts 1, 2 and 4: Mark ONE letter for each question For example, if you think A isthe right answer to the ‘question, mark your answer sheet lke this: ForPart 3: Write your answers clearly in the spaces next to the numbers (14 to 19) lke this: a) DABS xy ee ao WA SS 7 are 12/4. 8 ©) |a8) ee [r[Aes 66 Sample answer sheet _FEPRODUCED WITH THE PERMISSION OF CAMBROGE ESOL OUCLES 2013UNIVERSITY of CAMBRIDGE ESOL Examinations Candidate Name HEE Contre No, Examination Title Examination 1 Details Contre Superior: sn cesses + ABSENT wh WITHORAWN ce PET Paper 3 Speaking Mark Sheet Date of test: Month 91 02.03 04 08 96 07 9¢ 09 10.1 12 Day 21.92 3 9408 06 o7 0808 30 11 12.13 14.15 16.17 40 90 20 24 2229 24 28 26 27 20 2930 31 Marks awarded: es a azaeeazess imemers tars maa eee nue number number - ‘2nd Candidate 3rd Candidate AVATSTRTATA] —[ATATETOTATA) caaminrs:Cancoates[ afeyaye 816 )1) 1/8) 8) eh) a)p, 1 1, etic (etetetalee oe i jo}. 3} 2) | 0. }O.0}.2)3).0).0) a 4. rlelelalele] {elels{afele 2 : n a /a)6) 6) a/c) aia} s}alaia 4 6. fitatalaa) [ablated ft : icpelafahcl) — [ificlafalatc ip Hi FEPRCOUOED WITH THEFERMSSONOF CAMEROGEESOLCUCLES 21° AUnit 2, Listening, Exam task Unit 4, Listening, Exam task ‘Recording script ‘You will hear @ man called Don Wood taking about a special spor choo! one reo. . For each question, fin the missing information in the ‘umbered space. ‘Thanks very much forthe opportunity to tell your stoners about the International Sports Academy or ISA in Forda, USA. My name's ‘Don Wood and 'm a senior coach at ISA, one of the best sports ‘Schools in the word. We have 500 talented young athletes aged 12, 10-18 studying with us from dozens of counties. You can find out i {you've got what I takes to join ISA by coming to an interview on ‘Apri 22 when we're going to select possibie new students for next ea The programme at ISA is busy and varied. You can choose one main sport from all the usual sports such as soccer or football, tennis, swimming, and also hockey which you can do from the start of the next school year. As well as doing normal school ae Sasa 2 ‘tournaments all over the USA. As well as your traning programme Semnecneemesaneretaras ee a ‘to control the mind, as wel as making sure they are strong and fit ‘enough to compete, ‘So if at ISA ls really busy. You need to enjoy a challenge and 'be very organised. But you don't need to worry about how you'l ‘mfanage being away from home forthe first time. Each student thas a personal coach who helps them manage thelr time and talks ‘about any problems they may have. youre talented, confident and believe in yoursl, give us a call year, which begins on September 15th f you'd lke to be there you |* Recording seript ‘What tre does the fm start this evening, Mum? "Not unt quarter to eight. started at quarter ‘bast sevon but that was another fm. Anyway we need ‘to be at the cinema by half past seven because there's always a queve to collect the tickets and get drinks. ‘So, we won't need to leave here until seven fifteen then. "No, That should give us plenty of time. 2 What cic Jenny buy atte fm fester? ‘Did you get that T-shirt atthe fm festival Jenny? "ve had this one for ages actualy. There were loads of ‘realy cool Tshirts there but al much too expensive. The ‘ony thing | could afford was a poster but haven’ put it ‘up on my wall yet. ‘Did you get any famous actors to sign it? | wanted No, rfocuray, 10 but they were only signing Which instrument has the bey recently started leaing? ‘So Jack, how are you geting on with your music Boy: Git 3 Woman Jack: Wel I'm fining the violin quite hard atthe moment. ‘was easy to begin with but now Ive got to a higher level, ts much more challenging. Woman: And you're also studying the trumpet, ight? Jack: That's what | wanted to lean but there wasn't a teacher available 30 | took up the fute a few months ago instead. "Fm enjoying it and | relly ike my teacher. 4 ‘How dk the family travel to the concert? ‘Woman: Did | tel you we almost missed the concer? I told re Ned ne ee ste bated about the trafic. So everyone was in the car vat? R woud’ tart Tout boeve Tere wasnt Which circus Sckets did the man decide to buy? ‘Mar: There wasnt much choice of circus tickets. There weren't ‘enough of the £12.50 seats forall of us, which is what ''was planning to buy. And although there were lots of ‘seats at £14.95, these were only on weekday aftemoons, |which | know wasnt an option for us. So Fm afraid "ve gone forthe ones at £17.00. know its more than we ‘wanted to pay, but atleast we won't be right atthe back. 68 Photocopiable resources ——_Corract Peirury er Sch by Sus Ee and Aranda Thomas © Carte Unversty Pass 2013 Photocoplale6 ‘What do the speakers decide to watch on TV? Git: | think ve alady seen it, Granddad. t's really good. | dont mind watching t again. But dont you want to ‘watch the football? Granddad: t's not on until very late. | may be too tred to watch it. Git: The Lenny Adams show is on at 9.0. He's very funny. ‘You ke him too, don’ you? ‘Who do the speakers think wil win the singing ‘competition? ‘Who do you think wil win the singing competition? | think the one with short dark hairs best. ‘Do you? think the tal one with the long curly hair has much better voice. ‘But he sang a realy boring song ~ and he cant dance. 000, wore they? Especial the one wth blond hai. Hes really annoying, He dossrt havea chance. | agree. But he ted realy hard. eg ef efe ~ Unit 5, Listening, Exam task Recording script, You wil heara man called Pete Russel giving a tak about an extreme ‘camping rp. For each question, fin the missing information inthe ‘numbered space. ‘0X everyone. Thanks for coming slong to nd out about our ‘extreme camping tp. Before I start, can I remind you about the ‘waning day? Because it wil probably rain tomorrow, we've decided ‘odo this on Saturday instead of Thursday. I you want to come ‘onthe tp, you myst attend. We're starting at 8.90, so make sure youre there on time. ‘There are diferent ways to experience extreme camping, but on our ‘rip it means bringing no food or water with you. We're going to et ‘ony what nature can provide. But dont wor 'm sure you won't be hungry We're camping at Sandy River and it's ee to find lots ‘of dalicious fut and vegetables nearby. which you can eat raw. ‘expect some ofthese willbe quite unfamitar to you, bik your uize wil make sure you only eat what's eae, ‘There are alo other types of food you can find. The guide wil show yu where to lok for eggs. Thee are other places you can ook {or these apart rom trees. For example, some bids leave them in oles in the ground or inthe grass tke snakes do. Something that's surisingly god to eat is insects. These are realy ood for you and actully ver tasty. And tm not talking ‘out fies and wasps - the ones fm taking about are much bigger. | promise you" ove them: ‘Because you realy have to be an expert to be succeestu, one thing you won't have to do on this tip is hunting, You dont want to waste time and end up with nothing to eat. ‘Covent Pinay Stuy Se Bk and Arena Treas © Cameroe Urry Press 209 Peteepiise Photocopiable resources 69 (Granddad: Thar an rtrestng documentry abou Sharks on in rat an hou : ‘That's true. | expect you'reight. The others weren't very] ese . Heder dds : ts abt slower than using a normal cooker but works surprisingly well "Now what about drinks? You'll have to five without juices and hot chocolate, tm afraid. You'l got all the water you need fom rivers ‘and streams but you must remember to boll for at feast three ‘minutes to make sure i's sae to crink. Fight, 0 before | continue, I'l answer any questions you've got about food. By the way there's avery good website which.Compact Preliminary for Schools BC aan lel Crea eae Re eeu Rea re eR authoritative exam preparation available! aE ae et) ee a a dge English: Preliminary for Schools Sage See eet ene three papers of Camby Per ne ea re eee Se maximise the performance of school-age learner The Teacher's Book includes: * Guidance for presenting and teaching all the material eapeen eR cee eee cc test stem eee ren (us ery Carpet ow neh eee eae kee ener: ohne oe w Sey tpt mt Te eRe eC eR eee ers eee eee Ret eet ad Ba een neat eet me rrs Oa ares Emst Kiet Sprachen GmbH AMM 978-3-12-540102-0