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COMPACT

TEACHER'S BOOK
Sue Elliott and Amanda Thomas
For the revised exam from 2020
@ ENGLISH FOR SPANISH SPEAKERS
THE CAMBRIDGE TEACHER
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i» CAMBRIDGE
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Cambridge
Exam
Preparation

COMPACT PRELIMINARY
FOR SCHOOLS
SECOND EDITION

TEACHER'S BOOK
Sue Elliott and Amanda Thomas
For the revised exam from 2020
@® ENGLISH FOR SPANISH SPEAKERS
 Cambridge University Press
www.cambridge.org/elt

Cambridge Assessment English

www.cambridgeenglish.org

Information on this title: www.cambridge.org/9788490363027

© Cambridge University Press and UCLES 2019

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published 2013

Second edition 2019

20191817 161514131211 10987654321

Printed in Great Britain by CPI Group (UK) Ltd, Croydon CRO 4YY
Legal deposit: M-714-2019

_ Acatalogue record for this publication is available from the British Library

ISBN 978-8-490-36302-7 Teacher's Book (English for Spanish Speakers edition)

The publishers have no responsibility for the persistence or accuracy

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www.sachmoi24h.com
UNIT PAGE
Map of the units
1 All about me!
2 Winning & losing
3 Let's shop!
4 Star quality
5 Extreme diets
6 My home
7 In the wild
8 We're off!

Photocopiable resources
Revision answer key
Grammar reference answer key
Writing bank answer key
Speaking bank answer key
Phrasal verb builder answer key
Workbook answer key
Workbook audio scripts

www.sachmoi24h.com
Map of the units
UNIT TOPICS GRAMMAR VOCABULARY
All about me! Giving personal information Modals (have to, don't have School subjects
Being at school to, must, mustn't, can/can’t, Sports facilities
should/shouldn’t) School rooms
Present simple & School collocations
°

present continuous
-ing forms
Winning & Sport Past simple Phrasal verbs with in
losing Hobbies & leisure Past continuous Expressions for positive and o
negative character traits
©

Verbs for winning and losing

Let's shop! Clothes Order of adjectives Clothes, jewellery, colours &

Shopping Comparative & superlative materials
adjectives Places to shop
®

Star quality Personal feelings Adjectives with -ed & -ing endings Adjectives expressing emotion
Entertainment & media Present perfect Entertainment
© 9°

Extreme diets Food & drink Future forms Food & drink :
Health Modals Phrasal verbs with put

My home House & home used to Home

Places & buildings Verbs followed by infinitive / Places
-ing form
do, make, have, go
¢

In the wild The natural world Past perfect Animals

The environment Reported speech & commands The natural world
The passive Weather
°°

We're off! Transport, travel & holidays First & second conditional Places connected to travelling
Holiday activities

www.sachmoi24h.com
 SPEAKING
Part 1:
Questions — asking and
answering about school

Part 3:
A visit to a sports activity
centre
Agreeing and disagreeing

Part 4:
Talking about places to shop

~ Part 2:
Describing people

Part 1:
Questions — personal
information, preferences
~ &plans

Part 3:
Giving opinions, making
~ suggestions & asking for
~ opinions
~ Things to take on a school
trip
Part2:
Describing weather, animals
& places

~ Part4:
Talking about holiday
~ preferences

www.sachmoi24h.com
 All about me!
El Ask students to describe the two pictures to each other
UNIT OBJECTIVES in pairs. Put any key words on the board, e.g. tidy/untidy.
They then decide which room is Javi’s. Ask them to give
B1 PRELIMINARY FOR SCHOOLS TOPICS: personal
reasons, e.g. / think Javi's room is B because it's tidy and
identification, school
there aren't many books on the shelves. Also, there is a
GRAMMAR: present simple and present continuous, guitar and paper and pens for drawing. | don’t think it’s A
-ing forms, modals: have to, don't have to, must, mustn't, because Javiis tidy and doesn't like sports.
can/can't, should/shouldn’t
Sample answer |
VOCABULARY: words to describe selves, likes and I'think B is Javi's room because it's tidy, and there are some
books, some DVDs and a guitar.
dislikes and school
I' don't think it’s A because Javi doesn't like sport and he's tidy
READING PART 2: understanding the task ~ this room is untidy and has a football poster and a tennis
racket.
PART 5: using context to choose answers
WRITING PART 1: beginning
/ ending, linking and Students underline the details and then decide which of
punctuation the three people is the most similar to Javi. Which one
would be the best e-pal for him? (Conor)
LISTENING PART 2: understanding the task
Answers
SPEAKING PART 1: giving personal information
Saskia: sending emails, playing computer games
Conor: someone who's lived in a different country, loves music,
being in a band

Giving personal Ethan: someone who is friendly and likes animals

information & Exam task

Read the exam tip with the students and remind them that
Reading Part 2 the classmates’ requirements must match the e-pals’ details
completely. As in the previous practice exercise, they should
| STARTER be able to underline three pieces of matching information
Introduce the idea of finding e-pals on the internet in each answer they choose. Remind them that they won't
| and ask students if they've got one or if they have ever necessarily find the answer by ‘word spotting, i.e. matching
* thought of having one. Which country would they like the same words in the people descriptors and in the short
an e-pal from? What kind of information could they write texts.
| about themselves? (e.g. family, home, school, hobbies and
| interests). Make a list on the board. [Answers18 2G 3E 4H 5C ]

El Students read about Javi to see if he wrote about any of | FURTHER PRACTICE
the topics suggested on the board. Ask students to read | When they have finished the exercise, ask students what
the text about Javi again and then, without looking, try | they would write about themselves. Get them to discuss
to remember information about him. | itin pairs, and then write a few lines about themselves
Ed Get students to cover the text and see if they can answer | and their hobbies and interests. Javi describes himself
the questions about Javi in pairs without looking at the las friendly. Which positive adjectives would they use
text. to describe themselves? Here are some examples - can
| students add any more?
Answers | creative kind confident
Age: 15
easy-going cheerful sociable
From: Mexico
Type of school: high school | generous honest reliable
Favourite lesson: English patient positive polite
What does he like doing in his free time? watching American TV
shows, using his laptop (for playing games or contacting friends), BP See the Workbook and online resources for further practice.
writing songs, playing them on his guitar
What sort of person is he? tidy, friendly

unit 1 ALL ABOUT ME! www.sachmoi24h.com

Being at school Recording script
We go to school from 8.00 a.m. to 2.30 p.m. every day, with an hour
off at 12 when we eat our lunch. (1) We have to attend classes every
day unless we're sick, and (2) we have to get good grades if we can.
But (3) we don't have to wear a uniform — we can wear our own
[EB Read through the words with the students and check clothes. (4) We have to hand in homework on time, and our teachers
always tell us (5) we should do things outside of school, too - like
pronunciation. Let them work in pairs to discuss which
join an after-school club or play football. And one very important
places they have in their school. If there are any places thing - (6) we mustn't arrive at school late!
that they don't have, ask students whether they would
like to have them in their school and what they could do 4 | Students listen again and answer the question. Check
there. answers as a class.

Check students understand the words in the exercise. Answer B is correct. Sarah says she has an hour offat 12 when
Students work in pairs to complete the exercise. Check we eat our lunch.
answers as a class.
5 | After the students’ discussions in pairs, elicit a few
Answers examples from different pairs to write up on the board.
1 eata packed lunch at school Try to elicit a sentence with each verb to write on the
2 handin homework on time board.
3 arrive at school late
4 wear a uniform every day
5 attend classes & Exam task
6 perform on stage
7 work hard Read through the exam tip with the class. Encourage
8 take exams students to use the time they are given in the exam to read
9 goon school trips through the questions. Before playing the recording, give
10 get good grades
11 join an after-school club students one minute to read the questions. Ask them to
12 take up a new sport underline important words to help them listen for the correct
information. Tell them that they should do the same in the
PN 02]] Either ask the students to refer to the Grammar exam.
reference on page 78 before they do the exercise or
use it to help them check their answers after they | Answers 1A 2C 3A 4B 5C 6B
have finished. Ask students Do you wear a uniform to
school? Do you have to arrive at school on time? Check Recording script
that students understand that have to means that it is 1 You will hear two friends talking about their new school hall.
essential to do something. Remind them that should is F: Hi, Ben. What do you think of the new school hall?
used more for giving advice. We use mustn’t when we M: Well, it wasn't finished before the summer holidays, was it, so |
want to say that something is forbidden. Students listen really didn’t know what to expect. But it's much better!
and find out about the rules at Sarah's school (the first F: Ilove the colours they've used to paintit all.
answer has been given). M: Yeah, they're your favourites, aren't they? And now they‘ve put
in more windows, it's a bit brighter in there than in the old hall.
With a weaker class, you could provide gapped sentences But it's just so much larger than what we had before — incredible!
from the audio and ask students to listen and fill in the That means we'll be able to use it in lots of different ways!

gaps. F: Absolutely.
2 You will hear a girl talking to her brother about a concert.
| Answers F: Have you decided yet about going to the school concert, Jamie?
2 She has to get good grades (if she can).
M: Oh, I'll be there - but they're asking people to pay for concert
3 She doesn't have to wear a uniform.
tickets this year!
4 She has to hand in homework on time. / She has to hand
homeworkin on time. F: Well, it's to raise money for charity - and if money's a problem,
5 She should join an after-school club. | can get one for you. Anyway, if you took part, you could go for
6 She mustn't arrive at school late. free!
M: Is that what you're going to do, then?
F: Absolutely! I'm singing! Come on! Loads of your friends'll come
and watch - they love it when you play guitar.
M: Well, OK - but only if my mates get tickets!

www.sachmoi24h.com UNIT 1 ALL ABOUT ME! yy:

 3 You will hear two friends talking about the new school they've just
Ask individuals to spell out the names after they have
moved to. listened. Help students correct each other.
M: Do you like our new secondary school, Hazel?
Recording script
F: Yeah, it’s cool! The thing is, | came from a really small primary
school, so it’s taken me a while to feel at home here - but it's 1 5-M-I-T-H
better now than when | started. 2 J-0-H-N-5-0-N
M: Yeah, it’s a big place, isn't it? 3 W-Y-A-T-T
F: Huge! But at least they're not at all strict about our uniforms and 4 G-0-R-D-0-N
stuff. And my mum and dad said it was just like that when they 5 V-E-A-Z-E-Y
studied at the school, too — and they got really good results!
M: Well, that's good to hear, because that’s why my parents chose it After students have completed the exercise, check their
for me! answers and get them to ask and answer the questions
4 You will heara boy telling his friend about problems learning the piano. in pairs. Then, as a whole-class activity, give students a
F: How's the piano playing going, Mark? question number and get them to choose other class
M: Well, I'm really enjoying playing, but I'm not making much members and ask the questions.
progress. My teacher's a bit disappointed, | think.
F: Well, having a teacher is a great way to learn — but maybe you Answers 1is 2do 3is 4Do 5Have 6Are 7did
could try just taking a favourite song, say, and learn to play that 8 Can (Do is also possible, but both instances of do from the
really well, before you move on and try playing something else. word box have already been used)
| mean, you've got loads of piano music on your laptop - you're
always listening to that. So just choose something from there. Now get students to match their completed questions
M: Yeah, it'll be easy to find something | like. Thanks! from Exercise 3 with the likely answers.
5 You will hear two friends talking about a hockey match that the girl
played in. | Answers 1c 2g 3a 4f 5h 6e 7d 8b
M: How did the hockey match go, Karen?
F: Well, | arrived at the sports field late, so | didn't have much time
After checking answers to Exercise 4, ask students to
to prepare. But the match started and all of our team played come up with their own answers to the questions in
brilliantly — including me! | mean, we didn’t actually manage Exercise 3.
to beat the other team because no one scored. But that means
we're going to play them again next week — so you can be there Encourage students to develop their answers to
this time. It wasn’t the same without you in the crowd! questions in Part 1 of the Speaking Test, rather than just
M: | know - but don’t worry. I'm really looking forward to watching giving short answers. Remind them that the examiner
your next match! can only judge their English on what they actually say in
6 You will hear two friends talking about breaking up for the summer the test, so they must speak as much as they can.
holidays.
M: Wow! The school summer holidays start soon! Answers
F: know! I'm helping Dad in his shop, so I'll be really busy!
Question A B
M: Mm, I'm going to do something like that — I'm going to be bored
otherwise. And lots of people we know in our class are going. 1 Do you like Yes. The grammar is
away for the holiday, so it'll be really quiet. English? difficult, though.
F: 1know what you mean ...| hate not seeing them during the
2 Wheredoyou Italy. In a small town
holidays. Anyway, I'm just off to get the library books we need
live? called Chiavari.
for our school reading project. I'm looking forward to it!
M: Really? I've read most of them already - but I'll come with you! 3 Tell us about Her name's Tina. ~~ She's young and
your English friendly and she
teacher. makes us laugh!
Speaking Part 1
4 What do you Watching TV. My favourite
enjoy doing in programmes are
El Choose students to say the letters. Ask others if they the evening? music shows.
are correct. To help them remember the correct
pronunciation, ask students to group the letters by 5 Tell us about There are three My mum's a nurse
your family. of us. and my dad works
sound:
in an office.
Al CGBEP IY W

Answers Afer/ C/si/ G/dzi/ |/a/ B/biy E/fi/

V vii) J/dzer/ W/dabaljuy Y/war/ P/pi/ Z/zed/

B Students work in pairs to spell out the names.

Then play the recording so they can check their answers.

Eh, unr 1 ALL ABOUT ME! www.sachmoi24h.com |

 This exercise encourages students to develop their Answers
answers as fully as they can. These are the correct forms:
1 I'msitting
Sample answers 2 watching
1 I'm from Madrid in Spain. Madrid is the capital of Spain and 3 lwatch
it's a beautiful city. 4 lget
2 At the moment, I'm studying English, maths, science, art 5 I'mtrying
and lots of other subjects at school. But in the future, I'd 6 I'm writing
like to study art at college. 7 Mum's cooking
3 llive in Paris. It's a very big city — it's the capital of my 8 she usually makes
country — but | like it. 9 she never has
4 In my spare time, | go to an after-school club for tennis 10 we're working and studying
lessons. And on Saturdays | play football.
5 In my family, there are five people altogether - my mum 3] Listen to check for accuracy and understanding of the
and dad, my two brothers and me. task (monitor) as students discuss what is happening in
6 Last Saturday, | went shopping with my friends. Then we Tan's house now and what happens regularly.
went to the cinema to see a film. It was great!
Then suggest some verbs to help students describe what
might be happening now or what happens regularly in
& Exam task
their house or at school.
J) Read the exam tip with the class. Play the first
sit watch cook read
question and pause the recording. Ask different students to
talk go eat look
respond. Encourage them to develop their answers as much
listen visit meet wear
as possible. Continue with the rest of the questions in the
same way. Write up any useful phrases or vocabulary on the Get them to also make some negative sentences, and
board. ask their partner questions, e.g. What are you doing in
the classroom at the moment? I'm not writing a diary. I'm
Recording script talking to you. Say Tan is talking about a Friday evening.
Where are you from? What do you usually do then?
What are you studying?
Sample answer
Where do you live?
TVR

Happening now: writing this blog post, sitting on my bed,

What do you do in your spare time? watching TV, trying to drink something, writing at the same
f= SRT TR

Tell me about your family. time, cooking the dinner, working and studying hard
What did you do last Saturday? Happens regularly: watch it every Friday, get home from
swimming club, makes roast chicken every Friday, never has
time during the rest of the week
' FURTHER PRACTICE
| Write the questions on the board and ask students to work 4] Students correct the sentences individually. Before they
in pairs to ask and answer them. do the exercise, remind them that we use the present
continuous to talk about what is happening now or to
Grammar - Present simple & present talk about a plan for the future. The present simple is
continuous used to talk about routines or habits and is used with
those verbs which are stative, i.e. cannot be used in the
El Either ask the students to refer to the Grammar reference
continuous.
on page 79 before they do the exercise or use it to help
them check their answers after they have finished. Answers
2 organise - 're/are organising
|
Answers | 3 amgoing-go
1 things we do regularly (routines); something that is always 4 writting - writing
true | 5 are meeting — meet
2 things that are happening now 1
|
3 the present continuous | > See the Workbook and online resources for further practice.

2] Tell students they should read through the complete text

before they start the exercise. Give them three minutes
~ing forms
to read it through silently. Tell them not to think about [5 | Students decide which words mean like and dislike, then
choosing the correct words at this stage — they should add the prepositions to the other words. Suggest that
only try to understand the gist of the text. Ask them to they learn the adjective plus preposition combinations.
say what it is about (what Tan 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.
www.sachmoi24h.com UNIT 1 ALL ABOUT ME! yo
 Answers Ask students to do some research into other famous
+© -® people who were not successful students but who are/
were successful in life. Have them choose one and write
enjoy, like, love, quite like hate, can't stand, dislike
a short biographical profile of this person that mentions
afraid of
their experience in education and what they achieved in life
interested in
look forward to despite this.
worried about
fond of

I Point out the verbs used after these words take the -ing El Ask students to read through the email in pairs first
form or a preposition plus -ing form. and summarise what they have read, then answer the
Answers 1going 2togetting 3inlearning 4 cycling questions to test their understanding.
5atmaking 6 about failing
Answers
Students work in pairs. Monitor the students, checking 1 The email is from Sam. It's about going to a basketball game |”
together, how they'll get there, what they'll take and what
for correct use of the -ing form and prepositions. Then,
they'll do afterwards.
elicit some examples to write on the board. For example: 2 You have to cover four points, corresponding to the four
notes in red.
A: What kind of books are you interested in reading?
B: I'm interested in reading history books and | really B Students work in pairs to answer the questions,
like reading novels.
imagining what they would write to Sam. You could give
them the following examples: I'm so pleased that your dad
PB See the Workbook and online resources for further practice. is going to let you come. That's great! I'm really happy that...
I'd prefer to go on the bus because ... I'd rather cycle than go
on the bus, because ... Why don't we take ... Let's take some
..., shall we? How about taking some... ? I'm really sorry, but
[1] Encourage students to read through the sentences first, I'm afraid | can't...
and then before they look at the options, try to think of a
word that could fit the gap. Don't go over the answers yet. Sample answers
1 I'm so pleased that your dad is going to let you come.
B Students compare their answers to Exercise 1. Encourage That's great! I'm really happy that ...
students to talk about why their choice is correct and the 2 I'd prefer to go on the bus because ...
other options are wrong. Go over the exam tip, pointing I'd rather cycle than go on the bus because...
3 Whydon't we take...?
out that it is important to look at what comes both Let's take some ..., shall we?
before and after each gap. How about taking some ...?
4 I'mreally sorry, but I'm afraid | can't ... because ...
Answers
1 Cencouraged is followed by an object + to, which the other El students read Jake's reply and work in pairs to complete
verbs aren't. Here, shown would need to be used with how the exercise. Check where students have underlined the
to, e.g. He showed me how to do it.
text.
2 Alfyou getrid of something, you throw it away or give it
away, because you no longer need it. You can't use rid of
Answers
with the other verbs.
It should be underlined as follows:
3D Apitch is the part of a sports field where you play hockey
That's great! I'm so happy you're able to come! | know we'll
or football. You play golf on a course, you run on a track,
have a good time.
and you play tennis or basketball on a court.
I'd rather go on the bus than cycle, if that's OK with you,
because my bike is broken at the moment.
J Exam task Why don't we take some sandwiches with us? I'll ask my mum
to make some. Could you bring some bottles of water?
Remind students to read through the whole text before I'm really sorry, but I'm afraid | can't come to your house
afterwards, because my grandparents are coming to visit then.
beginning to answer the questions. Students work alone to
But thanks for asking me — maybe | could come next week
complete the task. Allow them ten minutes. Check answers instead?
as a class.
Beginnings & endings
| Answers 1C 2D 3B 4D 5A 6B
[4] Go through the beginnings and endings, pointing out
BE students work in pairs to answer the questions. that some phrases you would only use with friends, but
Encourage them to give detailed answers. Monitor as some are more formal and could be used with a teacher,
they are speaking, helping where necessary. for example. The more formal ones are Dear Sam and
EJ Discuss as a class. Elicit differences from the class. Best wishes. Before students do the exercise, ask them

Bh, unit 1 ALL ABOUT ME! www.sachmoi24h.com

 to look back at the two emails and tell you what the
FURTHER PRACTICE
relationship between Sam and Jake is. (They are friends,
but not very close friends — Jake says I'm really sorry, but Ask students in pairs to write two more sentences for each
I'm afraid... and if that’s OK with you, which are quite linking word. Choose students to write their sentences on
formal/polite structures. Therefore, Dear Sam, Sam and the board (leaving out the linking word) and ask the class
Best wishes are too formal and lots of love is too informal.) to suggest the missing linking word.

| Answers
El This exercise uses two linking words that weren't covered in
Jake could begin his email by saying: Exercise 7: although and despite. Elicit examples of sentences
Hi, Sam! using although and despite to check students’ understanding,
i Hello, Sam and tell them that they should use these linking words in their
| and end it by saying:
i See you soon answers. Then, students work individually to complete the
| Bye for now sentences before checking as a class.
| The other phrases are too formal for this situation.
{| Answers 1so0 2and 3because 4but 5 Although
a Check that students know what each of the verbs in the '|| 6 Despite
box means. Then, get students to match the verbs to the
sentences. Punctuation
EJ Ask students to explain when we use a full stop (at the end
! Answers 2 thanking 3 3 advising g 4describing
| 5suggesting 6 apologising 7 inviting 8 explaining of a sentence). Ask What do we use at the end of a question?
| 9 offering (a question mark). When do we use a capital letter? (at the
beginning of a sentence and for people's names, e.g. Amy. We
FURTHER PRACTICE also use a capital letter if we're talking about our own relatives
As a follow-up, get each pair of students to write down without using my, e.g. Mum said | can come or Granddad's
another example for each of the verbs. They could then sitting in the garden, but not when we use my, e.g. My mum
read them to another pair, who have to identify which said | can come or My granddad'’s sitting in the garden.)
verb it is an example of.
Ask students to read through the email first and then add
Bl Ask students to work in pairs and think about what they the punctuation. They can check with a partner before you
could say in each situation. (They don't need to write the check as a class.
whole email.) Elicit some answers from around the room,
{| Answers
and write some correct examples on the board. | Hi, Robyn
| I'm sorry, but | can’t come to the cinema tomorrow because
* Sample answers | I have to go to the dentist.I'd forgotten all about it until my
11 I'm so sorry | was late yesterday. | mum reminded me.l don’t think I'll be home in time for the
© 2 Shall we meet tomorrow at 5 p.m.? | film_My appointment’s at two o'clock and the film starts at
13 I'vejust gota new yellow T-shirt with a silver star on it. | three, doesn’t it? Maybe we could go on Saturday instead,
It's cool! | What do you think? Let me know, See you soon!
4 |can't go out at the weekend, because I'm visiting my
i grandparents. Really sorry! plete
| 5 Itwas really kind of you to invite me to your party!
| 6 Iflwere you, I'd try to hand in my homework on time. & Exam task
| 7 I'drather go to the cinema than stay at home tonight.
Read through the exam tip with the students. Then read
Linking words through the exam task. Ask students to imagine the answers to
the following questions to help them write a complete answer:
Elicit examples with each linking word (and, but, so
Which would you prefer — walking or horse riding? What would be
and because) to make sure students understand them.
useful to take? When could you meet?
Students complete the exercise in pairs. Check answers
as a class. Answers
Hi,Jo
R—

[Answers That's great news! I'm really glad you can come! | know we'll
grrr

2 | arrived home and (I) opened the door. have a great time.
i3 | shouted hello, but no one was at home. | I'd rather try horse riding than do some walking, because I've
| 4 I was hungry, so | made myself a sandwich. | never done it before and it sounds fun! What about you? What
15 My sandwich wasn't very nice because I'd put too much © would you like to do? Will your parents let you go horse riding?
| saltinit. | How about taking some snacks in case we get hungry? We |
i 6 |wanted to make toast, but I'd used all the bread. | should also pack a warm sweater in our bags, because it might
| be cold. And don't forget your camera
| Yes, it's a good idea to meet. How about next Saturday if you're
free then? Would that be OK for you?
| See you then!
(08 words)

www.sachmoi24h.com UNIT 1 ALL ABOUT ME! yo

 Winning & losing
Bl Check students know the meaning of athlete,
UNIT OBJECTIVES championship and competition and ask them to complete
the table in pairs. Drill the words paying attention to
B1 PRELIMINARY FOR SCHOOLS TOPICS: sport, hobbies correct word stress.
and leisure
1 Answers
GRAMMAR: review of past simple and past continuous | 1 champion 2athletics 3 competitor 4 competitive
tenses
El Ask students to complete the exercise in pairs. Tell them
VOCABULARY: sports, phrasal verbs with in, collocations for
to identify what kind of word is missing. If it is a noun,
phrases to do with winning/losing should it be singular or plural? If it is an adjective, what
READING PART 4: understanding the task ending should it have? Remind students what a noun, a
PART 5: understanding the task verb and an adjective is. Explain that understanding how
these word types are used will help them do Part4 in the
LISTENING PART 3: focus on numbers
Reading Test.
WRITING PART 2: planning a story
1 Answers
SPEAKING PART 3: phrases for agreeing and disagreeing in athletes 2 championship 3 competitive 4 athletic

EJ Ask students to complete the exercise in pairs. Tell them

Sport to decide which sentence, a—c, follows sentence 1-3. Tell
them to check their answers by reading all the sentences
in order to see whether they make sense as a coherent
paragraph.
STARTER | Answers 1c 2a 3b
Ask students to look at picture A on page 14. Elicit the
' name of the sport (swimming). In pairs or small groups, ask Bl students work in pairs. Make it clear that they should
. students to look at pictures B-F and name the Olympic look for the answers in sentences 1-3. Explain that being
sports. able to identify what words pronouns are referring to will
help students do Part 4 in the exam.
Answers
| Answers
TA

Bathletics Cgymnastics D cycling EBMX biking

| a Theserefers to events.
F (field) hockey
Ib trefers to the Olympic Games.
lc there refers to Athens.
El Ask students to make a list of as many Olympic sports as
they can.
& Exam task
Make a list on the board of students’ suggestions. Pay
attention to pronunciation of the words for sports. Ask Ask students if they know when football became an Olympic
students which Olympic sports they enjoy / don't enjoy sport for men and for women (1908 for men, 1996 for
watching. women). Tell them to read the text quickly to find out.
Look at the instructions for the Part 4 task with the class.
Answers The current list of Olympic sports is as follows. Sports
pmetreet

from the B1 Preliminary Vocabulary List are shown first. Other Give the class time to read the first two paragraphs of the
artes

sports are shown in italics. text. Then ask them to discuss with a partner which sentence
Summer: athletics, badminton, baseball, basketball, boxing, (A-H) fills gap 1. Check the answer with the class and elicit
Ee

(road and track) cycling, climbing, diving, (field) hockey,

the reasons why the answer (sentence E) is correct (the
football, golf, rugby (sevens), sailing, shooting, skateboarding,
surfing, swimming, table tennis, tennis, volleyball topic of the second paragraph is the first proper football
| archery, BMX, canoeing, equestrian (dressage, eventing, jumping), competition at the Olympics; sentence E uses the pronoun it,
| fencing, handball, judo, karate, modern pentathlon, mountain which refers to this football competition, and explains how
| biking, rowing, softball, synchronised swimming, taekwondo, the competition grew after this time).
trampolining, triathlon, water polo, weightlifting, wrestling
——

| Winter: skiing (Alpine, cross-country, freestyle, Nordic Read through the exam tip together. Ask the class to read the
combined) skiing, (figure) skating, ice hockey, snowboarding,
rest of the text and do the task individually, Students check
(speed) skating
he

biathlon, bobsleigh, curling, skeleton, ski jumping their answers with a partner. It may be a good idea to pair

BE uni 2 WINNING & LOSING www.sachmoi24h.com \

weaker students with stronger students so they can provide of any mistakes. Choose some pairs to ask and answer a
support. question in front of the class. Go over any mistakes with
the class, asking them to try to correct them.
| Answers1E 2F 3H 4B 5C
Answers
Grammar Past simple Were you having breakfast at 8.30 a.m.?

SEEN]
Were you studying maths at 10.30 a.m.?
El Students work in pairs. If you have a weak class, it may be Were you having lunch at 12.30 p.m.?
a good idea to elicit some examples of past simple forms Were you walking the/your dog at 2.30 p.m.?

[CE
before doing the exercise. Give them a time limit of Were you watching TV at 6 p.m.? |
three or four minutes to complete this task. Then check
PB See the Workbook and online resources for further practice.
answers as a class.

Answers Listening Part 3

1 Any three of: organised, included, defeated, changed,
helped, decided, happened, continued, impressed (NB [1] Explain that in Listening Part 3 it's often
attracted is not correct because it is part of the past necessary to write down numbers and/or spell names.
perfect, not the past simple.) .
2 Any three of: was, were, took part, won, had to, could,
Ask students to say the numbers aloud before they listen.
meant Highlight any pronunciation difficulties or problems with
3 wasn't saying dates. Play the recording.
4 Any one of: didn't become, didn't win, could not
Students compare answers with a partner. Then elicit the
Ed In pairs, students choose the answers. Get them to answers from the class.
check the Grammar reference on page 80 when they
have finished. Check answers as a class. Ask students to Recording script
explain why the other verbs are wrong. 1 My birthday’s on the 30th of April.
2 My brother was born in 1990.
| Answers 1like 2were 3won 4 became |
3 It costs £3.15.

EJ students do the exercise individually and then compare 4 We moved here in 2011.

with a partner. Check the answers with the class. If some 51'm 1.68 metres tall.
students are having difficulty it may be necessary to give B This exercise gives students practice in listening
them some remedial work on the past simple. to numbers in context. Ask them to read the information
PB See the Workbook and online resources for further practice.
about Simone Biles. Read through the exam tips with
the class and elicit suggestions about what kind of
Answers 1 played 2didn't/did notlearn 3 won information they will need, e.g. 1 a date, 2a number, 3 a
4 did Lauren buy 5Was 6 weren't/ were not year, 4 a number, 5 a number. Then play the recording.
Students compare answers before listening again if
Past continuous necessary.
Ed Look at the examples with the class. It may be helpful to
draw timelines on the board to illustrate these concepts. Answers
114(th) 215 32013 4142 562
a x
b) x Xx
Recording script
Q Xe Simone Biles was born on the 14th of March, 1997, in Columbus,
Ohio. She started having lessons in gymnastics when she was only
| Answers a sentence 2 bsentencel csentence3
six years old and entered her first competition in 2011. She became
national champion at the age of 15. She became world champion
BE Elicit the forms of the past continuous: was/were + for the first time in 2013. Many people agree that she is the most
-ing, wasn't/weren’t + -ing. Students do the exercise talented gymnast in history. Although she is only 1.42 metres tall,
individually and then check their answers with a partner. shes incredibly strong. The world really fell in love with her at the
D— - — 2016 Olympics, when she won five gold medals, scoring more than
Answers 62 points out of a possible 65.9.
Were you going; saw
=

were winning; scored Ell Pre-teach talent, luck and ambition and then ask students
Ah wWwN

was doing; was also watching to discuss the questions in small groups. Ask one person
UV

Was Dan singing; arrived in each group to report back to the class on their group's
was skiing; broke
walked; was talking
opinions.

[6 | Students take turns asking and answering the questions

with a partner. Monitor as they are working, taking note

www.sachmoi24h.com UNIT 2 WINNING & LOSING Piz

 & Exam task with a partner. You could allow students to check their
answers by using an L1 dictionary if available. Remind
Look at the listening task with the class. Explain that students to keep a note of new phrasal verbs they came
it's not just numbers/spellings that are tested. Remind the across.
students of the exam tips and then ask them to identify the
Answers
kind of information that’s missing in the task with a partner.
2 believedin 3joinin 4getin 5stayingin 6givein NB
Go over the answers as a class before they listen (1 a date, 2 a
surname, 3 the name of a sport, 4 something you have to do Students look at the two cartoons and say what is
in school, 5 something you can train — a noun, 6 something happening. Teach good/bad loser. Ask them to give you
you organise — a noun) some examples of good or bad losers. Give your own
Play the recording twice. Students compare answers before
example if they are struggling. Then either pre-teach any
the second recording. unfamiliar vocabulary or let students use dictionaries to
check the meaning of words and phrases in the activity.
If you anticipate students will find the listening difficult, Students work in pairs to complete it. Check answers as a
photocopy the recording script (see page 50) and allow class.
students to read and listen.
Answers
Answers A: 2,4,6,7,9
22(nd) April / April 22(nd) B: 1,3,58,10
—

Simpson
WN

hockey This exercise practises some common collocations for

homework phrases to do with winning/losing (in questions 1, 2
mind
Uh

and 5). Collocations are often tested in Reading Part 5. It

time
may be useful to encourage students to note down new
Recording script
words/phrases under the topic of Sport in a vocabulary
You will hear a man called Len Bartle talking about a special sports
notebook. Also remind students that there is a Wordlist
school on the radio. on page 118 for this unit which they need to learn.
Thanks very much for the opportunity to tell your listeners about
Students do the exercise individually before checking
the International Sports Academy, or ISA, in Florida, USA. My name's
Len Bartle and I'm a senior coach at the ISA, one of the best sports answers with a partner. Then check answers as a class.
schools in the world.We have 500 talented young athletes aged 12
to 18 studying with us from dozens of countries. If you're interested Answers
in starting here on September 18th, you'll need to have an interview, 1beat 2won 3failed 4 defeat 5 achieve 6 succeeded
either here at the Academy, or by phone, on (1) April 22nd. Please
arrange this with my assistant. Call him on 0998 354678. His name's | FURTHER PRACTICE
Jed (2) Simpson. That's S-1-M-P-5-O-N.
| Ask students to write sentences with the verbs which were
The programme at the ISA is busy and varied. You can choose one
| not used in the exercise. !
main sport from all the usual sports, such as soccer, football, tennis
and swimming, and also (3) hockey, which you can do from the start
of the next school year. As well as doing normal school lessons, you
spend ten hours a week practising your main sport after school. As Hobbies & leisure
well as your training programme, we expect you to find time for
(4) homework. And if you need extra help with English, we have
classes in that, too. Students also learn how to perform well in
competitions ~ that means learning to control the (5) mind, as well
as making sure they are strong and fit enough to compete.
Ask the class what team games they play, e.g. football or
So you need to be prepared to work very hard. But you don’t need to
hockey. Ask them if they prefer team games or individual
worry about how you'll manage being away from home for the first sports like tennis. Encourage them to give reasons for
time. Each student has a personal coach who helps them manage their answers.
their (6) time and talks about any problems they may have.
If you're talented, confident and believe in yourself, we'd love to hear Read the instructions and look at the first sentence with
from you. the class. Elicit which verb doesn’t go with the phrase
fit and healthy (reach). Tell the class that this exercise
El Students discuss the questions in pairs. Discuss with the practises collocations. Explain that collocations are
class what the advantages/disadvantages of going to a words which are used together very frequently. Point
school like this might be. out that collocations can have similar meanings but not
exactly the same meaning, e.g. get/stay fit and healthy.
Vocabulary Getting fit is the process of becoming fit, staying fit means
keeping the same level of fitness. Suggest that students
EJ Explain that it's important to learn phrasal verbs as they
learn common adjective-noun, noun-noun and verb-
can be tested in Reading Part 5. Ask students to work
adverb collocations, as well as verb-noun and adverb-

Ph, unir 2 WINNING & LOSING www.sachmoi24h.com |

 adjective collocations, as practised here, as set phrases/ | Answers
expressions. They should make a note of them in their ~ 1 it'smotlt wasn’t reallya letter, it's it was more like ... on
vocabulary notebooks whenever they find them. the first page of the card it say said ... The only thing on the
| card is was the address ... we all think thought it would be
Ask students to complete the exercise in pairs. Then | very adventurous ... We went in the house and took looked
check the answers with the whole class. around ...
| 2 recieved - received

|
| arrteved
- arrived
| Answers
| Verbs to be crossed out:
| Treach 2make 3 got 4ask 5make 6 supply
[El Ask students to read the exam task. Get them to think
about the ideas to help them plan their story with a
partner. Then discuss the ideas as a class.
& Exam task
Look at the exam tip together. Elicit some suggestions
Look at the instructions for the task and the exam tip from students on how to begin and end the story. You
together. Remind the class to read the whole text before can also refer students to the Writing bank, SB page 100.
trying to do the task. Students do the task individually and
then compare answers with a partner. Check answers as a EJ Ask students to complete the sentences individually and
class. Then ask the class if they agree with the opinions in this then compare with a partner. In class feedback, write
text. some good examples of students’ sentences on the
board.
| Answers Co oo
{1A 2C 3D 4B 5C 6B Sample answers
1 ..lknew that I was the best runner / chess player, etc.
You could ask the class to research an Olympic team 2 ..lsuddenly began to have a lot of doubts.
sport (current team sports include: water polo, football, field 3 ...enormous and very unfriendly / much older than me.
| 4 ... the other team’s best player fell over and hurt her leg /
hockey, basketball, volleyball and handball. Ice hockey and ] the lights went out and we couldn't see anything.
curling are in the winter Olympics. In the Paralympics, there is 5 ...my dad started crying.
wheelchair basketball and rugby, volleyball, five-a-side foot- © EOS
6 ..was too tired to Sys
feel anything.
ball and goalball. Baseball is included from the 2020 Summer
El Students write their story in class or for homework. Tell
Olympics). Each group could do a mini-presentation on a
them to make sure they follow the advice in the exam tip.
different team sport. They could find out when it became an
Olympic sport, which country has won the gold medal most | Sample answer
frequently, what the rules of the game are, etc. A debate | When | woke up, | was very nervous because | wanted to win
into whether other sports, such as cricket or squash, should © the competition so much. When | arrived at the swimming
' pool, | got changed and waited for my race. It felt like hours
become Olympic sports could also be fun. + and hours.
- Then it was my turn. Suddenly, | felt calm. ‘It's only a race,’ | said
to myself. | dived in. It was a perfect dive. Everything felt right
| as started to swim. | was enjoying myself. | forgot about the
EN Look at the instructions for the story in the exam task. . competition until the last second. Then it was over. | looked
up and saw that my opponents were all behind me. | was the
Explain that the story was written by a student and that
"winner!
it contains some mistakes. Ask the class to read the story | (104 words)
and then look at the teacher's comments (1-4). With a ||
partner, students decide whether the comments are true
EB Ask students to check each other's stories using the
or false.
questions. Tell them to count how many tenses and
Point out that although there are some basic mistakes, adjectives there are. Is it possible to include any more?
there is a good variety of adjectives and tenses in the They should think of alternatives if their partner has
student's story. repeated the same word several times.
| Answers | Ask students to discuss the questions in pairs. Encourage
1True 2True 3 False (The story is much too long, at more | them to give reasons for their answers. Ask a few
1 than double the required length - students won't be penalised students for their opinions in class feedback and find out
| in the exam for writing something which is a little over length,
i and it's more of a problem if they write too little.) 4 False if the majority think sports competitions at school are a
good/bad idea.
BJ Ask students to work in pairs and to find the mistakes in
the story. Check the answers with the class and elicit the Speaking Part 3
correct forms.
El Explain to the class that in this part of the test they have
to discuss something with their partner. They will need

www.sachmoi24h.com UNIT Z WINNING & LOSING

 to give their own opinions and respond to their partner's Recording script
opinions, which will involve agreeing/disagreeing. They
Your school is organising a visit to a large sports activity centre. Here
will need to listen carefully to what their partner is saying are the activities the students can try there. Talk together about the
in order to respond correctly. In pairs, students read the different activities they could try and say which the students would
phrases and put them under the correct heading. enjoy most.

Answers FURTHER PRACTICE

Agreeing: You're right; That's true; | think so too; | suppose so;
. Divide the class into seven groups. Give each of them one
That's how | feel.
Disagreeing: I'm not sure about that; | don't agree; Yes, but of the sports from the exam task. Each group creates a
don't you think... ? word web for their sport. Allow them to use dictionaries.
| They can write on large pieces of paper and then present
EY EBX
0] Tell the class they will hear two students talking their webs to the class. Then pin them to the classroom
about homework. The first time they listen they should wall so that all students have an opportunity to look at
decide whose opinion they agree with, Lina or Max. Then them.
they listen again and tick the expressions in Exercise 1
they hear.

Answers
Expressions used: I'm not sure about that; | suppose so; Yes,
but don't you think... ?; That's true.

Recording script
Lina: | don't think we get enough homework. Do you, Max?
Max: I'm not sure about that, Lina. | spend about two hours doing
homework every day. | think that's enough.
Lina: suppose so. But what about at weekends? | often don’t get
any. | think other schools get more homework than us and
they get better exam results.
Max: Yes, but don't you think it's important to have time for
hobbies and sports?
Lina: That's true. But most students just watch TV and play
computer games. That's just a waste of time,

Bl Individually, students prepare arguments agreeing or

disagreeing with the statements. Then ask them to
discuss each statement with their partner. Remind them
to use the expressions in Exercise 1. Ask students to write
out the expressions on a piece of paper and tick the
expressions every time their partner uses one of them,
Ask students to count the ticks at the end to find out
who used the expressions most. If time, the discussion
could be broadened to a whole-class discussion.

J Exam task
Play the instructions to the class. Ask them Do you
need to talk about each picture? (Yes) Do you have to find
more than one activity that students would enjoy? (No) Read
through the exam tip with the students before they do the
task in pairs. Elicit the sports shown in the pictures (surfing,
table tennis, rock climbing, horse riding, volleyball, sailing,
mountain biking). Remind students that they have to have
a conversation so both of them have to speak. Monitor as
they are working, noting down any errors. Give feedback on
the use of phrases for agreeing and disagreeing. Correct any
pronunciation errors.

Get the students to repeat the exercise with a different

partner.

16 UL 2 WINNING & LOSING www.sachmoi24h.com

 Let's shop!
Answers
UNIT OBJECTIVES Clothes and shoes: button, collar, dress, gloves, heel, jacket,
jeans, jumper, sandals, shirt, skirt, sleeve, suit, sweatshirt, top,
B1 PRELIMINARY FOR SCHOOLS TOPICS: clothes and T-shirt, trainers
Jewellery: bracelet, earrings, necklace, ring
shopping Colours: cream, dark green, gold, light blue, navy blue, pink,
GRAMMAR: comparative and superlative adjectives, purple, silver
Materials: cotton, gold, leather, silver, wool
pronouns, order of adjectives
VOCABULARY: words to describe clothes and shops EF Before they do the exercise, refer students to the
Grammar reference, SB page 82. Students may be unsure
READING PART 1: signs, notices and messages about the use of commas when they use several different
PART 5: using context to choose correct answers adjectives together. Tell them that if adjectives are of the
WRITING PART 2: using pronouns same type, we use commas, and if they're of different
types, we don't, e.g. old blue cotton shirt — the adjectives
LISTENING PART 4: understanding the task
are describing age, colour and material. In this exercise,
SPEAKING PART 4: talking together about opinions and all the adjectives are of different types, so students don't
preferences need to add commas.

Answers

Clothes 11
2
afashionable blue wool jumper
abeautiful new silver necklace
3 asmart dark-grey suit
| a pretty purple cotton dress

| STARTER Put students into groups and explain that Pp See the Workbook and online resources for further practice.

they're going to play a quick game. Give students the Put some adjectives on the board that can describe what
| name of a product. They write down four brands that students are wearing. Ask students to use them to describe
| make the product on a piece of paper and then raise what they're wearing in pairs. You could put adjectives and
their hand. For example, you could say ‘smartphones’ nouns on cards to stick to the board, and ask students to put
. and a possible answer would be Samsung, Motorola, them in the right order.
Apple, Sony. Other categories could include cars, trainers,
headphones, chocolate, fast-food restaurants, soft drinks,
Ba Get students to focus on the points they have
to listen for. Play the recording. Students compare their
| bicycles, etc. The first team to raise their hands and
answers. Then ask them to explain their answers by
| correctly answer scores a point. If a team gives an incorrect
answer, offer the question to another team to score the recalling what Marcia said about each thing.
| point. Answers
the department store v (It was their favourite store.)
EJ Let students work in pairs to talk about the clothes they the purple T-shirt with v (It looked great.)
enjoy wearing. Give them a few minutes to do this and silver stars
then go over the answers as a class. the navy-blue sandals v (They fitted her perfectly.)
| the silver bracelet X (Marcia didn't like it, but her
Ed Get students to workin pairs. First check that they are friend did.)
familiar with all the words in the box, then ask them the black cotton jeans X (She wasn't sure about them
and they didn't fit.)
to put the words into the correct categories. Write up
answers on the board - are there any items that students
don't agree about? Gold and silver can be colours or
materials.

BP See the Workbook and online resources for further practice.

www.sachmoi24h.com UNIT 3 LET'S SHOP! yi

 Recording script Recording script
Last Saturday, my friend and | went into town. | had some money You will hear an interview with two young teenagers, Zack Walker and
from my birthday, so | was looking forward to spending it! We set Tamsin Lee, who design and make their own clothes.
off early as we knew it would be crowded later. First, we went into
Interviewer: I'm with two teenagers, Zack Walker and Tamsin Lee,
our favourite department store and went to try on some jeans
who both design and make clothes. Zack, you design
and T-shirts. One T-shirt that | tried on was purple with silver stars.
your own T-shirts. What gave you the idea?
It looked great, so | got that. | wasn’t sure about the black cotton
jeans that I'd chosen, though. As soon as | put them on, | knew they Zack: Well, my grandma knew | loved art, so for my birthday
didn’t fit. But my friend decided to get a silver bracelet from there. | she gave me some plain T-shirts, with special pens for
wasn't keen on it, but she loved it! Then we went into a smaller shop drawing designs on them. But | didn’t really use them
that sold shoes and bags. | found some cool navy-blue sandals that until one day when (1) | was watching my favourite
fitted me perfectly, but when | took them off, | saw the price - really rock star on TV. He was playing at a concert in a T-shirt
expensive! Then | looked at some cheaper ones, but | didn’t see any he'd designed himself. So | thought I'd get my T-shirts
I liked - in fact, there wasn't much there for people our age. So we and pens out and do something similar. | looked
just came home with the things we'd already bought, which we were online for ideas and started experimenting!
really pleased with. Interviewer: So how did you put your designs onto your T-shirts?
Zack: Well, | tried drawing them straight onto the T-shirt,
Bl ERT) Ask students to read through the two questions but that didn’t work well, as my designs were really
and the options. Play the recording again. Get students complicated. Then | found out you can buy special
to listen carefully for the cues to show them they are paper that transfers your designs onto T-shirts if
moving onto the second question — ‘Then we went into (2) you iron over the top of it. It was great, as | was
worried | might have to sew them on, and I'm not very
a smaller shop that sold shoes and bags’. Ask them what good at that!
they heard that told them to move on to the second Interviewer: And what did your friends think of your T-shirts?
question. This is very important when they begin the Zack: Well, | didn't think they'd like them, but in fact (3) they
exam task. immediately started getting some designs together
and asking me how to produce their own T-shirts. They
Answers did some really good ones, and we took a photo of us
1 C (Theyboughta T-shirt and a bracelet.) wearing them. There was even an article about us in
2 B (There wasn't much there for people their age.) the school magazine!
Interviewer: Great! Now, Tamsin. You've made dresses for school
Remind students that the words they see in the options may parties, haven't you?
not be exactly the same as what they hear in the recording, Tamsin: That's right. Our school started an after-school
e.g. in the example they've just listened to. class with a teacher who designs and makes clothes
professionally. There are boys and girls of all ages in
the class, including older students who'll soon be
& Exam task leaving. (4) Some class members’ parents come in, too,
as the class has got quite big for one teacher to handle.
Give students time to read through the questions
Interviewer: So why do so many people come to the class?
and options quickly before they listen. Ask them to briefly
Tamsin: Well, | guess making your own clothes can be cheaper
summarise with a partner what they think the recording
than buying them, especially dresses, but (5) the main
is going to be about. Read through the exam tip with the thing they like is that no one else will be wearing the
students. Play the recording. same as them at a school party! | like letting other
students see what I've achieved, too, though! Some
When they've finished the task, ask them to compare students think I've bought the dresses I've made!
answers in pairs and then briefly explain why they put each Interviewer: So what next?
answer. Tamsin: Well, I've learned a lot about sewing, and I've really
enjoyed designing, too. (6) I'd like to get better at
Answers doing the drawings | need for that. I'm pleased with
1B (He saw his favourite rock star on TV, wearing a T-shirt the colours and materials I've chosen for my dresses,
he'd designed himself.) though - they've worked well.
2 A (He got special transfer paper to iron over.)
Interviewer: Well, good luck, Tamsin and Zack!
3 B (They got their own designs together and asked him
how to doit.)
After students have done the exam task, encourage
4 C (Some class members’ parents come in too, as the class
has got quite big for one teacher.) them to try watching a video clip on YouTube about
5 A (The main thing they like is that no one else will be designing their own T-shirts. They look on www.youtube,
wearing the same as them at the school party.) com or they can search for a suitable clip using ‘design your
6 C (She'd like to get better at doing the drawings she
own T-shirt youtube”.
needs.)
Students could also collect pictures and information about
different fashion designers. Ask them to think about which
international designers they know. Which designers are there
in their country? If they can put together some photos, they
can talk about which styles they like and dislike, and what

BBA, unm 3 LET'S SHOP! www.sachmoi24h.com

their personal tastes in clothes are. In groups, they could
also put together the information for a short powerpoint
& Exam task
presentation for their class. Read through the exam tip with the class. Remind
them that they need to answer the examiner's questions,
Speaking Part 4 and that this part will last for up to three minutes. Encourage
students to develop their answers rather than give short
EB In pairs, students describe what kind of shops they can answers, but remind them that Part 4 is a discussion, so they
see in the photos. (One is a market and one is a shop; the must also give their partner time to speak.
market is outside and sells clothes, and the shop is inside
Ask the students to work in pairs. Play the recording and
and also sells clothes.) Monitor as students are speaking,
pause it after each question. Students take turns to answer
helping where necessary. Write any new vocabulary up
on the board. Ask the class whether they would go to the question with their partner.
shop in these places. Try to monitor and note down any mistakes they make so
you can go over any problem areas. Write the questions on
El Askstudents to workin pairs and discuss where they buy
the board when you are going over students’ answers to
their clothes. Ask a few students to tell the rest of the
focus their attention on the questions.
class about their partner.

B Before the students listen to the conversation, Recording script

get them to speculate first about what could fill the gaps 1 Who do you prefer going shopping with — your family or your
in pairs. They can write a separate list. Students then friends?
listen to the recording and complete the conversation. Which kind of shops do you most enjoy going to, and why?
SA VN)

What other things can you do in town, apart from shopping?

LEI

They can then compare the answers before they listened

to see if they were correct. What are the best ways of travelling around where you live?
You need to get a birthday present for a close friend. What
Answers would you give them, and why?
Alternative possible answers (not used in the recording) given
in brackets. Ask students to do a class survey about the big clothes
1doyou 2keenon 3prefer 4 because (as/since) shops in their town or city. Which ones do they like? Ask
5 see (understand/agree) 6 how (what) 7 rather (prefer to)
them to collect information about e.g. styles of clothes,
8 Are 9think (believe) 10doyou 11 agree (think so too)
12 you're right 13 Really (Does she) prices, what the shop is like insicle, and the staff. They could
14 often (sometimes/always) put the results on a graph to compare results.

Recording script
Teacher: Jake, where (1) do you buy your clothes?
Shopping
Jake: Well, I'm not (2) keen on going to department stores. |
(3) prefer small shops to big places, really, (4) because
Grammar - Comparative & superlative
they're not so busy. adjectives
Teacher: 1(5) see. And (6) how about you, Tessa? El Describe your favourite shop to the students, using the
Tessa: Well, I'd (7) rather choose something online than goto a prompts in the box. Suggest some possible answers to
shop. Then my mum orders it for me. the points in the box:
Teacher: (8) Are your families good at choosing clothes for you to
wear, do you think? What it sells: what kind of clothes
Jake: No, not really - | (9) think it's better to let teenagers The prices: high, low, reasonable, cheap, expensive
choose their own clothes. What (10) do you think, Tessa?
Do you (11) agree? The size: huge, enormous, small
Tessa: Yes, | think (12) you're right - although my older sister
usually buys me cool things. The staff: helpful, polite, friendly
Jake: (13) Really? That's great! Students choose their favourite shop.
Tessa: Itis! Infact, | (14) often borrow her clothes — they're much
nicer than mine! [2 | Put students into pairs to talk about the favourite clothes
shop that they chose in Exercise 1, giving reasons for
their choice.
B Ask students to read through the list. Tell them to
listen carefully to the recording and tick the boxes. When
they've completed the listening, students compare their
answers. Check as a class.

www.sachmoi24h.com UNIT 3 LET'S stor! JT

 Answers | Answers 1 the most interesting 2 the nicest -est, most
Taylors Grants
cheap v
Recording script
big sizes available v
fashionable clothes v There's another store in the shopping centre, called C&B. They sell
comfortable changing rooms 4 (1) the most interesting books in town, | think, and their milkshakes
good sports clothes v are definitely (2) the nicest anywhere!
nice food in the café v
El In pairs, students compare the shop they chose in
Recording script Exercise 1 with another shop. Tell them to take turns
There are two big stores in my town, Taylors and Grants. I'd say giving a sentence comparing the two shops. Monitor
Grants probably has lower prices, but | don’t buy so many clothes as they are working, checking that they are using the
there. I'm really tall for my age, so | need big T-shirts and jeans, and comparative forms correctly.
Taylors has plenty of those, so | can choose some great clothes there.
They're not quite as fashionable as the clothes at Grants, but at least P- See the Workbook and online resources for further practice.
they fit me! Grants also has really big changing rooms, and even
armchairs in them, so your mum or friends can sit down while you
try things on! | prefer the sports stuffat Taylors, though - the shorts
| FURTHER PRACTICE
and tops are more comfortable, | think. And we always go there | Students could also compare their town with another
when we're hungry, too — the food in the café is fantastic, much
| town they've been to.
better than in Grants!

El Ask students to look at Theo's three sentences. Can they Reading Part 5
work out the grammar rules from the examples? After
checking answers, ask the students some questions to Bl Explain to students that it's important to become familiar
check their understanding: When do we add -er to an with the content of the text before they begin choosing
adjective? When do we need to use more? If students are their options. Get them to read through the text quickly
still not sure, put some more adjectives on the board, to see how much they can understand without the gaps
e.g. tall, cold, hot, careful, delicious, enjoyable. Ask them filled in. Then, ask them to think about what types of
what spelling changes are needed. words are missing from each gap. Tell them that thinking
about which type of word could fit the gap can help
| Answers 1-er 2more 3as..as 1]
them avoid making incorrect choices.
Bll Remind students about spelling changes in comparative
| Answers 1 adjective 2adverb 3verb 4-ly adverb
and superlative adjectives. Ask Which adjectives double
the middle letter when -er is added? (short adjectives with Ed Now that students have identified which types of words
a vowel + a consonant, e.g. hotter) they're looking for to fill the gaps, ask them to choose
which word from the box has the most suitable meaning
Answers
Adjective Comparative Superlative
to fit each gap. Look at the first gap together. What's
fashionable
the correct answer here? Which other words in the box
more fashionable the most fashionable
interesting
are adjectives? Why don't they fit the gap? For example,
more interesting the most interesting
we can't say ‘my best..." unless the thing we are talking
big bigger the biggest
about belongs to us, as in ‘my best shoes’ — and that
comfortable more comfortable the most comfortable
means the ones that are in the best condition or that
good better the best
you only wear on special occasions, but they're not
bad worse the worst
necessarily the ones you like the most. Favourite means
Bl Students use the information from the table and the one you like the most, which is the meaning needed
their answers to Exercise 3 to complete the exercise here. The other possible adjective is popular. A café
individually. They check their answers with a partner can be popular with other people, but you can't say My
before you check as a class. popular café.

Answers i
Students work individually to look at gaps 2-4 and
1 cheaper / more fashionable 2 bigger, than 3 as, as choose the correct words.
4 more comfortable than / bigger than / better than
5 better / more comfortable, than 6 as, as I Answers 1 favourite 2right 3 discuss 4 definitely

Give students two minutes, working in pairs, 3] Students compare their answers from Exercise 2 with
to come up with possible words to complete both a partner. Do they agree? If they've chosen different
sentences. Play the recording for students to check which answers, who is right? Which words have a similar
answers are correct. meaning to the answers? Why aren't they correct?

Eh, UNIT 3 LET'S SHOP! www.sachmoi24h.com

 Answers | Answers oo - ]
1 popular, best (Neither of these can follow My.) 2d 3f 4c 5a 6b
2 near, straight (Neither of these can be followed by by.)
3 talk, chat (Neither of these can take a direct object (here, El Get students to look carefully at the message so that
the kind of day we've had).) they're clear who it is to and from, and what it is about.
14 completely, perfectly (Neither of these make sense in the Check that they agree about the answers.
gap.) Ee 1
A
& Exam task 1
| 2 Maria
3 They could be friends, classmates or cousins.
Ask students about bookshops in their town. How often do
4 The message is about arrangements for a shopping trip on
they go there? What do they buy? Do they prefer to buy their Saturday to buy a present.
books online? 5 There are contractions: he'll, we'll; there are incomplete
J sentences: OK?, — any ideas?; there's an informal phrasal
Encourage students to look at the exam tip to remind them verb: pick up.
how to approach the task. | 6 Giving information, asking for a suggestion

Then read the title of the text (Going to bookshops) with El Ask students to read the message again and choose the
the students. Get the students to read through the whole correct answer. Go through why the others are wrong.
text quickly before they begin, to see how much they can
understand without the gaps filled in. Ask them to compare Not A because Maria asks Jane for suggestions; she
with a partner what they've understood from the text. doesn’t give any.
Depending on the level of the group, ask some questions Not C because Maria doesn't ask if Jane is still going
to check comprehension, e.g. What unusual locations does shopping; she just says when she'll pick her up.
the text mention for bookshops? How can you go inside the
bookshops on boats? What should you do if you can’t find what | Answer B .
you want? Then get them to complete the task.
& Exam task
f Answers
(1D 2A 3C 4B 5D 6B Read through the exam tip with the class and establish
what each notice is doing: 1 giving information; 2 giving
information; 3 giving information, making a suggestion;
Reading Part 1 : 4 giving information; 5 giving information, asking for
information
El Get students to complete the questionnaire individually
Tell students to read each notice carefully before they read
and then compare answers with a partner. Get them to
each choice. Students work individually to complete the
give reasons for their answers. Encourage them to add
exercise. Check answers as a class.
further information as they would do in the Speaking
Test. | Answers
| 1B (The shop doesn't give refunds on sale items.)
BEY Ask students to look first at sign B and think where they | 2A (Jake and Dan won't be in the café after 3 p.m.)
might see this (on a shop door). How do we know where || 3A (There's just been a delivery, so students can buy items.)
it comes from? Which word is the clue? Then ask students | 4B (A maximum of three items is allowed.)
© 5C (Harry wants to know which shop Dan bought his baseball
to complete the task and compare their answers with a
f hoots from.)
partner, and to discuss where they disagree.

| Answers Writing Part 2

| at a cash desk
TmNm>

| inside a fast-food restaurant

| ata bus stop
El Get students to think about where they might see
| inside a changing room articles. Where might they read one?
| on a station platform
i
ao

jata cinema | Answers newspapers, fashion magazines, news websites

El Refer students to the exam tip. Remind students of the El Ask students to read through the exam question and
differences between formal and informal language and discuss in pairs what they would want to include in their
that it is important that they get the correct tone in answers. During feedback, get the class to share their
their writing. For example, in the formal signs the word ideas.
‘depart’ is used; if we were writing a note to a friend, we EJ Ask students to read the article that Cassie wrote to
would say ‘leave’. Check answers as a class.

www.sachmoi24h.com UNIT 3 LET'S SHOP!

 answer the exam question in Exercise 2. Get them to Answers
consider whether she has answered all the questions. Whenever | go somewhere special, | ask my older sister if |
can borrow her clothes. She doesn’t mind if | borrow them,
Answers which is lucky - and they fit me perfectly! | also go shopping
She addresses all the points, but doesn’t answer the questions in my favourite shop, where | can get things like inexpensive
completely. She doesn’t say what the worst types of shops to jewellery that’s really fashionable. It is quite a long way from
go to are, and only talks about department stores. She also my home, so my dad usually drives me there in his car, and
doesn't say if it's easier to buy things online or go to the shops, then he leaves me to meet my friends, who love shopping in
just which people prefer. town, too - when we have money to spend. But that usually
only happens if our parents give us some!
Ask students to describe and compare the way the
teenagers in the two photos are dressed, using the [I] Ask students to work individually to rewrite the
words in the box, e.g. The girl is fashionable and stylish. sentences using who, which or where. Students compare
She is wearing comfortable clothes. She isn't wearing their answers before checking as a class.
traditional clothes. The boy is smart, not casual. He is Answers
wearing traditional clothes. Ask whether the teenagers 11go to a small shop near the market, where you can buy
in the photos are dressed in a similar way to how they great clothes.
themselves might dress. Refer students to the Writing 2 I bought a really pretty dress, which was quite like one of
Jan's.
bank, SB page 98.
3 I showed the dress to Jan, who thought it suited me.
Ask the students to work in pairs to answer the 4 My sister liked my dress too, which surprised me / which was
a surprise.
questions. Choose some pairs to give the class their 5 Then yesterday, | saw one of my classmates, who was
views, with reasons. This will help them with ideas when wearing the same dress!
they come to the exam task. 6 Next week, we're going shopping together, which will be
fun.
Students read the description in pairs and decide how
it relates to the place where they live. Elicit from the HH Students do the task in pairs. Encourage them to discuss
class what they think is fashionable in their town at the their answers while doing the task. Check answers as a
moment. class.
Put the following sentence on the board: | wanted to visit Answers 1which 2who 3which 4which 5who
the new store, but then | found out the new store isn't open 6 which 7who 8who
yet. Ask students what could replace the underlined
PB See the Workbook and online resources for further practice.
words, and why this is important. (it - We use pronouns
so we don't need to repeat things in sentences). Read
through the exam tip with the students. & Exam task
Students answer the questions in pairs. Check answers as Ask the students if they always make the same mistakes
a class. when they're writing. Do they always write then rather
than than? Do they know the rule about doubling letters in
| Answers la 2b 3a comparative adjectives? If so, tell them that they should keep
Ask students to look at the first sentence. Write it up a list so that they remember what to look for when they're
checking their work.
on the board, and fill the gap with my sister's. Then
elicit from the class what could fit in the gap (her). Read In the exam, students will have a choice of two tasks in
out the two versions of the first sentence — one with Writing Part 2 — an article or a story. Encourage them to think
the noun repeated and one with the pronoun. Which carefully before they begin writing, to make sure they have
one sounds better? Why? Remind students that using enough ideas to write about.
pronouns can help us avoid repetition in sentences.
Sample answer
Then ask students to complete the exercise in pairs.
Check answers as a class. Young people in my country usually wear fashionable clothes,
and if they're going out, they'll look smart. On the other hand,
if they're staying at home, they'll just wear jeans and a T-shirt.
Answers 1 her 2She 3them 4they 5I1t 6his It depends on the situation.
7he 8we 9that 10 us
Parents often give young people money to buy clothes, or
they get clothes as presents. Sometimes they borrow clothes
Read the exam tip about who, which and where. Why from friends, or if they're very clever, they even make their
do we use these words? (to link sentences so that we own clothes. What they make may not be the latest fashion,
don’t need to repeat things). Students find examples of but they're really original! So | don’t think it's important to be
sentences with which, where and who. Refer students to fashionable all the time. However, sometimes it's good to put
on nice clothes and really look your best.
the Grammar reference, SB page 84. (109 words)

2h, UNIT 3 LET'S SHOP! www.sachmoi24h.com

 Star quality
Bl Ask students to read the exam task quickly without
UNIT OBJECTIVES worrying about the gaps yet. Tell them to answer the
question in pairs and to find at least three reasons. In
B1 PRELIMINARY FOR SCHOOLS TOPICS: entertainment
feedback ask if students agree with the writer's opinions.
and media, personal feelings, opinions and experiences,
hobbies and leisure, free time i Answer The writer loves Spider-Man because he is clever and
| brave, he's like an ordinary person and he is a good example
GRAMMAR: present perfect, adverbs of indefinite time (just, | for everyone.
yet, already), adjectives with -ed and -ing endings
A Students answer the questions in pairs. If students find
VOCABULARY: adjectives expressing emotion, prepositions this difficult, try reading the first paragraph in the exam
following adjectives, entertainment task aloud with each of the options (A-H). Get the class
READING PART 4: understanding the task to decide which one makes sense.
PART 6: thinking about parts of speech
4 Answers
LISTENING PART 1: understanding the task | 1 His powers. The following sentence talks about his
5 abilities.
WRITING PART 2: checking for mistakes 2 OnlyF
SPEAKING PART 3: look / look like, speculating,
paraphrasing, dealing with unknown vocabulary & Exam task
Read through the instructions for the exam task and go

Personal feelings over the exam tip with the class. Students complete the task
individually and then compare answers in pairs.

| Answers i
IF 2A 3H 4D 5C

STARTER FURTHER PRACTICE

Elicit some examples of science fiction films, superhero You could ask students, What would you find difficult about
films and comedies. You could give some examples of your being a superhero? They discuss in pairs before feeding
favourite films. back to the class.
El Students complete the first column in the table Students complete the task in pairs. Check students’
individually, then stand up and walk round the class pronunciation of the adjectives during feedback,
asking, Do / Did you like xxx? As the present perfect hasn't especially word stress.
been introduced yet, avoid Have you seen xxx?
" Answers
As a class round-up, find out which are some of the ; Underline: younger, favourite, great, impressed, amazing,
class's favourite / least favourite films. ~ special, exciting, easy, normal, same, ordinary, shy, difficult,
| close, bad, true, brave, clever, huge, important, right, best,
B Students work in pairs to discuss the questions. Elicit * hard, limited
some suggestions for adjectives to describe superheroes fantastic = amazing
during feedback. ~ ordinary = normal
| real = true
BE Check students understand the meaning of ‘essential
ingredients’. Then elicit some suggestions from the class, Ed Read through the examples with the class. Check
e.g. A superhero must have a super power. Tell the class to the concept is clear and give some more examples
read the paragraph and then say if any of the ingredients if necessary, e.g. interesting/interested, frightening/
they suggested are missing. frightened, embarrassing/embarrassed, disappointing/
disappointed.
EB} students work individually and then compare their
answer in pairs. This is preparation for the Part 4 exam | Answers
—
task. | excited = feeling
| exciting = thing |
fl Answer Sentence B * Adjectives ending -ed describe feelings.
| Adjectives ending -ing describe things. |

www.sachmoi24h.com UNIT 4 STAR QUALITY

 [9 | Students complete the statements individually and then Answers
compare answers with a partner. How many films have you watched this week?

=
How many times have you been to the cinema this month?

wn
Answers Have you ever seen a film in another language?
Tinteresting 2 frightened 3 exciting” 4 surprised Which film have you seen more than five times?

awh
Have you ever cried while watching a film?
J Ask students to think of people who they think are What's the scariest film you have ever seen?
heroes in real life. You could give an example yourself.
It can be someone they know or a group of brave . FURTHER PRACTICE
individuals, e.g. firefighters, Students compare their ideas | Students think of one or two more questions to ask each
in pairs. | other / the class about films using the present perfect
| where possible, e.g. What's the best/worst/funniest film you
Grammar Present perfect | have ever seen? Who's your favourite actor/actress? Have you |
Bl Elicit from the class the answers to the rules for the use of seen all their films?
past simple / present perfect for finished and unfinished
time. Check students know how the present perfect is Reading Part 6
formed. Refer them to the Grammar reference, SB page
84. EJ Check students know the meaning of the adjectives.
Practise the pronunciation. Check answers as a class.
Answers
1c 2a 3b Answers
of about by with
Ed students work in pairs. If they find this tense difficult,
it may be worth comparing uses of past forms in their afraid amazed amazed annoyed
jealous | annoyed annoyed disappointed
language with the uses of the present perfect in English. anxious disappointed | impressed
disappointed excited satisfied
Answers excited impressed
1very recently 2 hasn't jealous satisfied
serious surprised
El In pairs, students complete the exercise. Point out surprised worried
that never has a negative meaning but is used with a worried
positive form. Give students an example: My mother has
never watched a science fiction film. = My mother hasn't El Students work in pairs to discuss the questions. They
ever watched a science fiction film. During feedback, tell can use some more of the adjectives in Exercise 1 to
students that contractions can be used in items 2-6 and ask further questions, e.g. Have you ever been afraid of
that the contractions make the sentences sound more anything?
natural.
El Read the instructions with the class. Check students
Answers understand the meaning of preposition, linking word and
1Have 2's/has 3've/have 4's/has comparative. Give examples if necessary. Ask students to
5hasn’t/ has not 6 haven't/ have not complete the sentences individually and then compare
Contraction isn't possible in item 1 as it's a question.
answers with a partner.
3 Students complete the exercise individually and then
Answers
compare answers with a partner. Elicit examples from 1 acomparative form: more/less
different students. 2 a preposition: about/before
3 alinking word: because/as/since
Bl Let students work in pairs to complete the exercise. Go
over any problem areas as you check answers as a class. Bl students discuss the statements in pairs. In feedback,
find out how many students think talking in front of an
Answers
audience is more or less frightening than taking an exam.
1I'veknown 2havelived 3 met 4llost 5have helped

Bl Check the word order once students have finished & Exam task
the first part of the exercise. Drill the questions, write
Look at the instructions for the exam task and go over the
prompts for each question on the board and see if
exam tip with the class. Explain that the missing words are
students can ask the questions in pairs from memory.
usually grammatical rather than lexical, for example, part of
PB See the Workbook and online resources for further practice. a comparative structure, an auxiliary verb, an article, a short
adverb, a pronoun, etc. Students often find this part of the
Reading Test the most difficult, so they may need a lot of
support.

ED), uni 4 STAR QUALITY www.sachmoi24h.com

Tell them to read the text first without trying to fill the gaps. Recording script
Then get them to do the task individually. They should read 1 What time does the film start?
the text again when they have finished to see if it makes Boy: What time does the film start this evening, Mum?
sense with the gaps filled. Mum: Not until guarter to eight. | thought it started at quarter

If students are finding this very difficult, you could write the past seven, but got that wrong. Anyway, we need to be
4 s at the cinema by half past seven because there's always a
missing words on the board in random order to help them. queue to collect the tickets and get drinks.
Answers 1them 250 3 because/since/as 4 most 5 how Boy: So, we won't need to leave here until seven fifteen, then.
6 few Mum: No. That should give us plenty of time.
oo 2 What did Jenny buy at the film festival?
BE Students discuss the questions in pairs. Boy: Did you get that T-shirt at the film festival, Jenny?
Students could choose a famous actor, musician or Jenny: I've had this one for ages, actually. There were loads of
sports personality and find out what makes them nervous really cool T-shirts there, but they were all much too
expensive. The only thing | could afford was a poster, but |
and what techniques they use for managing stress. haven't put it up on my wall yet.
Boy: Did you getany famous actors to sign it?
ha Jenny: No, unfortunately. | wanted to, but they were only signing
Entertainment & copies of their books.
®
m & d | Co | 3 Which instrument has the boy recently started learning?
Woman: So, Jack, how are you getting on with your music lessons?
. . Jack: Well, I'm finding the violin quite hard at the moment. It was
Listening Part 1 easy to begin with, but now I've got to a higher level, it's
much more challenging.
El Encourage
h
students
; to- get into the habit of identifying Woman: And you're also studying the trumpet, right?
things in the pictures in Part 1 during the preparation Jack: That's what | wanted to learn, but there wasn't a teacher
time before they listen. It will focus their attention on available, so | took up the flute last month instead. I'm
the information they need to understand. Go over ways enjoying it and | really like my teacher.
of saying the time, e.g. seven fifteen; a quarter past seven, 4 How did the family travel to the concert?
and the way we talk about money, e.g. twelve pounds fifty Woman: Did I tell you we almost missed the concert? | told
(£12.50). everyone to be ready really early because | was worried
about the traffic. So we were all in the car and guess what?
El Get students to underline the key words in the questions. It wouldn't start. | couldn't believe it. There wasn't a bus
Training them to do this is vital for successlikelyin Part 1 went as far as
until the following day, and the train only either,
b Il the it in the pictto b Lipton. There were no hire cars available so in the
ecause allthe items in the pic utes alc likely tone end our very kind neighbour lent us his and we just got
mentioned but only one option will actually answer the there in time.
question. 5 Which circus tickets did the man decide to buy?
S 1 1 Man: There wasn't much choice of circus tickets. There weren't
pe? ie cme he fil , | enough of the £12.50 seats for all of us, which is what | was
2 Tim er ad festival? planning to buy. And although there were lots of seats at
Fo, : : £14.95, these were only on weekday afternoons, which |
: FRIST IReA: has oe hs [REDCTSaIEe learning? | know wasn't an option for us. So I'm afraid I've gone for the
5 Vin pee et fas to buy? ones at £17.00. | know it's more than we wanted to pay, but
Fr. : t least we won't be right at the back.
6 What do the speakers decide to watch on TV? ° era ae
7 Who do the speakers think will win the singing 6 What do the speakers decide to watch on TV?
competition? och] Grandad: There's an interesting documentary about sharks on in
half an hour.
&~ Exam task Girl: I think I've already seen it, Grandad. It's really good.|
don't mind watching it again. But don’t you want to
0) Read the instructions and the exam tip as a class. watch the football?
Students listen and then check with a partner before Grandad: It's noton until very late. | may be too tired to watch it.
the second listening. With a weaker class, it's worth Girl: Star Search is on at 9.00. You like talent shows, don't you?

photocopying the recording script (see pages 50-1) and Grandad: Umm, I'd rather watch the documentary if you're sure
you don’t mind seeing it again.
allowing them to read and listen a third time. You should
Girl: No, that’s fine, Grandad.
remind students, however, that in the exam they will hear
each piece only twice and will not have access to the
recording script. EL
[Answers1C 2B 3B 4A 5C 6B 7A

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 7 Who do the speakers think will win the singing competition? & Exam task
Girl: Who do you think will win the singing competition?
Look at the instructions and the exam tip as a class before
Boy: |think the one with short dark hair is best.
Do you? | think the one with long curly hair has a much better
students do the task in pairs. When they have finished, elicit
Girl:
voice. descriptions from the students to build a model answer.
Boy: But he sang a really boring song — and he can't dance.
Girl: That's true. | expect you're right. The others weren't very
good, were they? Writing Part 2
Boy: Especially the one with blond hair and glasses. He's really
annoying. He doesn't have a chance. El Go over the exam task as a class. Ask students to read the
Girl: | agree. But he tried really hard. story and then to discuss the questions in pairs. Explain
that the story was written by a student and contains
some mistakes.
Speaking Part 2
Answers 1 It's a good story— there are some mistakes butit
[1] Ask students to make some sentences describing has a good beginning and ending and it is easy to read.
other students in the class. They should talk about their 2 Lisa isn't shy. She's confident, determined and competitive.
clothes, what they are saying and what they are doing.
BE Explain that these are notes the teacher made to help the
Explain that look is followed by an adjective and fook
like is followed by a noun, e.g. He looks funny. She looks student improve the story. Then ask students to do the
exercise in pairs. With a weaker class, it may be better to
beautiful. He looks like a famous actor. She looks like a
do this exercise in open class.
model.
BN
Students listen to Marco doing the exam task. Discuss Answers
1 joineeHratatent show took part in a talent show / joined
the answer as a class. show took part in another talent show
anothertatent
cormpetetion competition
| Answer 1C isa she
VV

stitt very/quite/really |
SS

Recording script hashad had

o WU, J

justwerk just work hard

The people in the picture look very excited. | think they're waiting for
‘Hew-cantbe-asinger. ‘How can | be a singer?
a famous actor. It looks like a special day ... when ...| don’t know the
fo BRN

She chamicerrn; Satane WASSER UL SAREE She

word ... the first time a film is shown and all the stars come to see it.
Some of the people are shouting and waving ... didn’t win, but she was second. However, Lisa never .

E1 Elicit the answer from the students, playing the recording Phrasal verbs with fake
again if necessary. You could give the students some
EB Read the instructions and look at the sentences with the
words in their own language that they don't know
class. Elicit the meaning of the phrasal verbs in brackets
the English for. Ask them to explain them as simply
from the context. Point out that it's a good idea to
as possible, e.g. a kettle — this is something that makes use some phrasal verbs in stories if possible. Then ask
water hot. Other words could be a stapler, a golf tee, a
students to write the correct form of the verbs. To help
bandage.
them, you can ask what tense each phrasal verb should
Answers | don’t know the word ... the first time a film is shown be in (1, 3 the past simple; 2 the present perfect).
and all the stars come to see it. (It's a premiere.)
[ Answers 1tookup 2's/hastaken part 3 took place
Bl Ask students to complete the sentences without
EJ Students discuss the questions in pairs. In feedback, find
listening again.
out what hobbies students have taken up and/or given
| Answers 1 look 2 looks like ] up.

Ed Students complete the sentences with the correct form ever, never, just, yef, already & just /
of the verbs and then check their answers in pairs. Check since & for
answers as a class, asking students to read the complete B Read the sentences with the class. Explain that the
sentences aloud.
underlined adverbs are often used with the present
Answers 1cansee 2is 3isplaying 4was | perfect. Ask students if sentences 1 and 3 have the
5arewalking 6iswearing 7is 8looks . them to find out by matching the
same meaningTell
sentences with the definitions.

www.sachmoi24h.com
 | Answers 1b 2c 3a |

a Elicit a couple of examples with the class. Then tell

students to think of some more ideas in pairs. Encourage
them to use their imagination because this will help
them in writing tasks.

Tell students to read the story and choose the correct

words. They can do this individually and then check
their answers in pairs. Explain that students often make
mistakes with these words in writing tasks.

Answers 1Since 2for 3already 4never 5worried |

6just 7yet 8excited 9amazing |

& Exam task

Read the instructions and the exam tip with the class. Explain
that it's important to include varied language in their stories
because this makes the stories more interesting. It also shows
the examiner that they can use a variety of tenses, etc.
Students write the story in class or for homework.

[sample answer
When he read the message from his friend, Matthew felt
both excited and very nervous. He had never been in a plane
before, so he couldn't believe that he had been chosen to do
a parachute jump! On the day of the jump, Matthew woke up
very early, but he was too nervous to eat any breakfast. On
the way to the airport, he looked up at the sky, thinking, ‘Soon
I'll be up in those clouds! ... Four hours later, Matthew was on
his way home again. He was exhausted, but still very excited.
The jump had been a huge success and he had raised £250 for
charity. Now he was planning his next one...
(115 words)

B Students check their work for spelling and punctuation

mistakes. Remind them to always check their work
carefully to make sure it's easy to understand. It's
important for them to do this in the exam.

www.sachmoi24h.com UNIT 4 STAR quauty JETS

 Extreme diets
questions individually. Check answers as a class. Students
UNIT OBJECTIVES then work in pairs to ask and answer the questions.
Monitor as they are talking, noting any mistakes to
B1 PRELIMINARY FOR SCHOOLS TOPICS: food and drink, go over at the end of the activity. Ask Which words are
health, daily life, free time negative? (unhealthy, unfit). How do you know? (prefix un).
GRAMMAR: future forms, modals: can (permission), must
Answers 1 healthiest 2health 3fitness 4 unhealthy
(obligation), should (advice), could and may (possibility) Sunfit 6fit
VOCABULARY: food and drink, phrasal verbs with put
EJ students can do this in pairs and then pool their
READING PART 1: identifying target audience knowledge during feedback. Tell the class to keep a
WRITING PART 1: phrases for suggesting, requesting record of all new vocabulary and to learn it. Highlight
pronunciation of difficult items, e.g. salmon (silent /).
LISTENING PART 3: predicting types of missing information
SPEAKING PART 1: expressing preferences, likes and Answers

dislikes, future plans Fruit Vegetables Fish Meat

grape, peach, | cabbage, cod, salmon, | beef, chicken,
pineapple, carrot, corn, tuna lamb, turkey
strawberry lettuce, spinach

Bl Students brainstorm extra food words and then compare

Food & drink likes and dislikes with a partner. You could give them the
following examples:
A: |like cherries.
B: Sodol./Do you? | don't.
A: ldon't like bananas.
| STARTER B: Neither dol./ Don’t you? | do.
| Ask the class about what time they had breakfast/dinner
If they are unsure of the difference between fruit and
this morning / last night. Ask them to compare meal times |
vegetables, remind them that fruit have seeds.
| with a partner.
Sample answers
El Ask students to look at the photos and ask Would you Fruit: apple, banana, cherry, raspberry
like to do any of these jobs? Why? / Why not? Students then Vegetables: broccoli, potato, beans
work in small groups to match the jobs shown in the Fish: haddock, prawns, mackerel, sardines
Meat: pork
photos with the diets. Encourage them to explain their
choices. Also encourage them to guess the meaning of Bd Students match the questions and answers with a
unknown food items, e.g. fried, raw from the context. partner. Encourage students to give extended answers as
in the model. Highlight useful phrases, e.g. / couldn't
live
Bp See the Workbook and online resources for further practice.
without ...
Answers
1 C (Jockeys need to keep their weight very low.) [Answers 1d 2b 3a 4c ]
2B (Polar scientists need a lot of energy to keep warm. It’s
difficult to get fresh vegetables in Antarctica.) Listening Part 3
3 A{(Marathon runners need food which is easy to digest and
which releases energy slowly.)
Bl Exercises 1 and 2 give students practice in dealing
Ed This exercise clarifies the new B1 vocabulary. Ask with distractors, i.e. when two words could possibly be
students What do you eat that is frozen/raw/fried/boiled? the answer but only one is correct in the recording in
Help students with any new food vocabulary. Listening Part 3. Explain that Karen is the jockey in the
photo on page 38. Students complete each sentence
{ Answers 1c 2a 3d 4b
with two possible words.
B Check students understand fit (strong and able to
Answers 120072009 2 chips, ice cream 3 53,50 |
do physical exercise without getting very tired) and 4 a fried egg, fruit 5 shoulder, knee I
healthy (physically strong and not ill). They complete the eed]

ED), unm 5 EXTREME DIETS www.sachmoi24h.com

 Students listen and choose the correct word in Recording script
Exercise 1. Remind them that they will hear both answers You will hear a man called Tony James giving a talk about an extreme
each time but that only one is correct. They should check camping trip.
with a partner before listening a second time. OK, thanks for coming along to find out about our extreme camping
trip. Before | start, can | remind you about the training day? Because
| Answers 12009 2chips 353 4fruit 5 shoulder it may rain tomorrow, we've decided to do this on (1) Saturday
instead of Thursday. If you want to come on the trip, you must
attend.
Recording script
There are different ways to experience extreme camping, but for us
Being a jockey was always my dream. | started training to be a jockey
it means bringing no food or water with you. But don’t worry, you
in 2007, but | didn’t take part in a race until 2009. | came last, by the
won't be hungry. We're camping at Sandy River and it's easy to find
way! The hardest thing about being a jockey is having to stay slim.
lots of delicious fruit and vegetables nearby, which you can eat raw.
That means | can’t eat a lot of things like ice cream - but | don't really
There are also other types of food you can find. The guide will also
like that anyway. | can’t eat chips either, and they're my favourite!
show you (2) where to look for eggs. You can find these in trees, of
| have to do a lot of exercise to stay fit. Today, | weigh 53 kilos, but
course, but some birds leave them in holes in the ground or in the
before a race | try to get down to 50 kilos. | keep my weight down by
grass, like snakes do.
eating healthily. I've got used to that, so | don’t mind too much. So,
for example, | never have a fried egg for breakfast. Just fruit and one Something that’s surprisingly (3) good to eat is insects. These are
slice of toast. People say racing is too dangerous, but | love it. I've really good for you and actually very tasty. And I'm not talking about
been injured once or twice, though. A couple of years ago, | broke flies and wasps — the ones I'm talking about are much bigger.
my shoulder, and two years before that | broke my knee. | promise you'll love them!
Because you really have to be an expert to be successful, one thing
B Students predict information about Lee Martin you (4) won't have to do on this trip is hunting. You don’t want to
(the polar scientist in the photo on page 38). Explain that waste time and end up with nothing to eat.
this is a useful thing to do in gap-fill tasks. Write possible Now of course we're not bringing any cooking equipment like a
camping cooker or a frying pan, so you're going to learn how to
answers on the board before they listen and then see if
cook your food on (5) a hot rock. It’s a bit slower than using a normal
anyone predicted correctly. cooker, but works well.
What about drinks? You'll have to live without juices and hot
Answers 1four/4 2lips 3strong winds 4 raw fish |
chocolate, I'm afraid. You'll get all the (6) water you need from rivers
5 curry | and streams, but you must remember to boil it for at least three
minutes to make sure it’s safe to drink.
Recording script
OK, before | continue, any questions?
I work as a scientist and spend about ten weeks every year in
Antarctica. Most of the time, we're in the science lab, but we often go EJ Students discuss the question in pairs / small groups.
on trips to study the ice. The longest I've spent camping on the ice
Elicit thoughts from the students to discuss as a class.
was ten days, but | only did that once. Usually our trips last
(1) four days. It's a very beautiful environment, but it can be Ask students to think about where in their country they
dangerous. I've seen a lot of people with frozen toes, which is very could go for an extreme camping trip.
painful. The worst that's happened to me is getting dry (2) lips -
which can get very sore. Grammar Future forms
We have to eat a lot when we're outside because it’s so cold, and
eating hot food is the best way to stay warm. But sometimes it's hard
El Look at the picture and the first question with the class.
to cook because of the (3) strong winds. We eat a lot of high-energy Establish that the boy is talking to his grandfather about
biscuits, and some of my colleagues eat (4) raw fish, but | hate the a future fishing trip. Students complete the rest of the
taste, so | always refuse. We often eat the same thing every day. A lot activity in pairs.
of soup, for example, so it can be a bit boring. (5) What | really look
forward to is having a curry at my favourite Indian restaurant. | miss Go through the answers and elicit the names of the
that a lot while I'm away from home. future forms used in each sentence (1 present continuous
2 will 3 be going to 4 be going to 5 will).
& Exam task
Answers
[EFI1] Look at the exam tip with the class to remind them The future; yes
=

to be aware of distraction in Part 3. Give them some time to The future; no

wn

The future; yes

read the exam task. Ask them to try and guess what kind of The future; yes
information is missing. Students listen and compare with a
uh

The future; a promise

partner before listening a second time.
Ed students do the exercise in pairs. Tell them to look back
With a weaker class, it may be useful to photocopy the at the sentences in Exercise 1 to see examples of the
recording script (see page 51) so that students can read and present continuous, be going to and will in use. This will
listen to check their answers. help them complete the rules. Look at the exam tip with
the class and perhaps compare future forms in English
Answers 1 Saturday 2eggs 3 Insects 4hunting
5 hotrock 6 boil water with students’ own language(s). Refer students to the
Grammar reference, SB page 86.

www.sachmoi24h.com UNIT 5 EXTREME DIETS EVR

 Answers El students choose the correct modal for each text and
1 will then do the rest of the task individually before checking
2 begoing to
with a partner. Refer students to the Grammar reference,
3 the present continuous
4 the present simple SB page 78.

El Students do the exercise individually and then compare BP See the Workbook and online resources for further practice.
answers in pairs.
| Answers Tmust-a 2may-b 3should-b 4could-a ]
Answers
you'll love & Exam task
=

I'm seeing
bh WwWwN
Nou

I'll make Look at the exam task with the class and elicit what students
starts
have to do. Tell the class to read the information in the texts
I'm going to do
We're driving, are you going and options very carefully. Students do the task individually
we're going to miss, leaves, we'll get and then compare with a partner. ”

Ed Students do the task individually and then compare with [ Answers 1C 2B 3B 4A 5C ]

a partner. Check the sentences are correct and drill the
questions, focusing on intonation. Then ask students to Reading Part 6
take turns to ask and answer the questions.

Answers Tare 2will 3Are 4Will Sare 6Will

Ell Look at the photos and ask the class to describe the three
7will 8is breakfasts. Students ask and answer the questions in
pairs.
B Give some examples of your own plans and then elicit
some ideas from the class. Students complete the Ed Ask the class to read the text quickly without worrying
sentences individually, then compare in pairs. about the missing words. Students answer the questions
in pairs. Discuss question 2 with the whole class.
> See the Workbook and online resources for further practice.
Answers 1 Pupils missing breakfast (so they eat unhealthy
snacks, put on weight and have poor concentration); too
FURTHER PRACTICE
much sugar in breakfast cereals (bad for teeth, makes you feel
| Extend Exercise 5 by eliciting the question forms from the hungry more quickly)
| sentences, e.g. What are you doing this weekend? Then get
| the class to work with a different partner and take turns J Exam task
| asking and answering the questions.
Read through the instructions with the class. Tell them to
read the whole text before trying to do the task. Students
Health do the task individually and then compare answers with a
partner.

Answers 1 ever 2 of 3 on 4the 5 much 6 such ]

Ell The sentences in this exercise are typical of the B Read through the exam tip with the class. Ask how many
information in Part 1: Signs, labels and messages. They of the missing words were prepositions in the exam task
express permission, obligation, advice, prohibition and (two — of, on). Ask which one was part of a phrasal verb
lack of necessity. Students work individually and then (one - put on). Then ask students to match the phrasal
compare answers with a partner. Encourage students to verbs with the verbs with similar meanings.
note down language for permission, etc., e.g. may, are
allowed. | Answers 1b 2a 3c ]

| Answers 1c 2c 3b 4c 5a 6b 7b 8d 9d 10a | [4] Students complete the exercise in pairs and then
compare answers.
B Look at the exam tip with the class and then ask them to —
work out where the notices in Exercise 1 come from. Find | Answers 1b 2b 3a 4a 5b
out if there are any similar notices in students’ classrooms
Students could do some research into statistics on
or school.
breakfast in other countries. Each group could choose a
Sampleanswers 1A/B 2C 3C 4A/B 5B 6A/B different country. They could find out which countries
7C 8A/B/D 9B 10A/B have the healthiest breakfast. Each group could do a mini-
presentation on their findings.

30 NUL 5 EXTREME DIETS www.sachmoi24h.com

 Speaking Part 1 (Phase 2) &J Exam task

[1] Play the recording twice. Students listen to note =) Read through the exam tip with the students. Play
down the information. the recording, pausing to give time for students to answer
each question in pairs. Give feedback, focusing on any
Answers 1 pasta 2fish 3 goto the beach/go surfing common pronunciation errors.
4 becoming a doctor
Students could swap partners and role-play the interview
Recording script using the same or new questions. Write the questions on the
I love food and I'm mad about cooking, so | like most things. I'm board.
always dying for some (1) pasta when | get home from school, so
you could say that’s one of my favourite foods. (2) | can’t stand fish Recording script
though. That's the only thing | really hate! 1 Where do you usually go on holiday?
(3) 'm really into surfing, so I'm hoping to go to the beach this 2 Tell me something about your family.
weekend. | usually go with my friends to the beach near where we 3 What's your favourite subject at school?
live. | might go shopping on Sunday, but | haven't decided yet. oy SE Fs
| don't really know what | want to do as a job. (4) Perhaps I'll become 4. Tek ie something Aout yourirencs.
a doctor if | do well in my exams, but I'm not sure yet. | know | want
to stay in this town forever. | love it here because all my friends and (Writing Part] ~~
family are here. There's no way I'll ever leave.

Ed EB22] Students complete the sentences in pairs. Play El Check students understand what a modal verb is. Elicit
the recording again so that they can check their answers. some examples. Students choose the correct modals
Students practise saying the sentences with the correct and decide whether the phrases are used to make a
stress and intonation. suggestion or a request. They can do this individually
oo and then check their answers with a partner. Refer them
Answers 1 mad 2dying 3stand 4into 5noway 1 to the Grammar reference on page 78. Encourage them
to add more phrases to the list.
Recording script
| love food and (1) I'm mad about cooking, so | like most things. Answers
(2) I'm always dying for some pasta when | get home from school, 1 can 2 could 3 could 4 should
so you could say that’s one of my favourite foods. Oh, and (3) L can’t Suggesting Requesting
stand fish. That's the only thing | really hate! —
3 : Ni . you can always go climbing | Could you help me?
(4) 'm really into surfing, so I'm hoping to goto the beach this we could go and see Would you mind -ing?
weekend. | usually go with my friends to the beach near where we I think you should go It would be great
if you could...
live. | might go shopping on Sunday, but | haven't decided yet. Why don't we/you...? Will you... ?
| don't really know what | want to do as a job. Perhaps I'll become a How/What about -ing? Couldyou...?
doctor if | do well in my exams, but I'm not sure yet. | know | want We/You could... Would you beable to... ?
to stay in this town forever. I love it here because all my friends and It mightbe a good idearto ...
family are here. (5) There's no way I'll ever leave.
(Suggested additional phrases shown in italics)
El students work in pairs to put the questions in the correct 2)
order. Check answers as a class, then drill the questions. Bsksturcl ants pian San semi La nu hen kink sams
ideas to expand the notes. Ask for their suggestions in
Answers feedback.
1 What's your favourite restaurant? _ . . . .
5 What A my Sai to do this weekend? EJ students compare their ideas with the ideas in Frankie's
3 Tell me something about your plans for the future. email. Ask if they think Frankie has included all the
4 What do you enjoy doing after school? necessary information. Then tell them to find the six
5 Doyou like cooking? ee grammar mistakes.
EJ students read the answers silently. Then they take i Answers
turns to ask the questions in Exercise 3 and read the 1 isagood idea having a barbecue - it's a good idea to have
answers aloud. They could then answer the questions for a barbecue
themselves. Encourage them to give extended answers if you will like — if you like
watch the movie — watch a movie
where possible. Monitor and note down any mistakes
Why don’t watch —- Why don't we watch
you hear to revise with the class at the end of the activity. everyone love — everyone loves
one of the best film — one of the best films
| Answers1D 2C 3A 4F 5B ]

www.sachmoi24h.com UNIT 5 EXTREME DIETS pi

 & Exam task
Read through the task and the exam tip with the class.
Tell students to make sure they give reasons for their
suggestions, include all the necessary information and write
approximately 100 words.

Sample answer
Hi, Mateo
Thanks very much for the invitation. I'd love to come for a meal
with you and your family on Saturday. There are lots of good
pizza restaurants in the centre of the city, but my favourite is
Joe's Pizza Place. It's a really big restaurant and it has a great
atmosphere. | think the pizzas are excellent and they're not too
expensive. I'll come to your house first, if that's OK. I'm going
to my grandma's for lunch, so it will be easier to go to your
house from there.
See you on Saturday
(96 words)

32 SUL 5 EXTREME DIETS www.sachmoi24h.com

 Students complete the text with words from Exercise 2. They
UNIT OBJECTIVES check their answers in the next exercise.

B1 PRELIMINARY FOR SCHOOLS TOPICS: house and home, | Answers

i Possible alternative answers not in the recording for Exercise 4
places and buildings
i are given in brackets.
GRAMMAR: used to, verbs followed by infinitive or -ing form, 1freezing 2convenient 3coast 4peaceful 5 space
| 6 cosy (comfortable) 7 lively (crowded) 8 huge
do, make, have, go | 9 balcony 10 view
VOCABULARY: words to describe buildings, homes, their
[4] Play the recording for students to check their
locations and people who live in them, linking words
answers. Gaps 6 and 7 have two possible correct
READING PART 3: identifying key information answers, but only one is used in the recording.
PART 5: predicting possible answers
Recording script
WRITING PART 2: using linking words
I live with my parents and twin brotherin a small town near our
LISTENING PART 1: multiple-choice questions capital city. We're in the north of the country, so it can be (1) freezing
in winter, but the summers are warm. There are trains that run from
SPEAKING PART 3: opinions and suggestions my town straightto the capital, so it's quite (2) convenient to get
there, We can also drive to the (3) coast if we want to spend time at
the beach, although it’s a long journey.

House & home Our house is in a narrow street, which | think makes the house a bit
too dark inside. But it also means there aren’t many cars driving past,
which is great, as the street is quiet and (4) peaceful. Our house has
quite a lot of (5) space and | have my own room. It’s the smallest
room in the house, but it feels really (6) cosy. My parents are very
sociable people, so the house is always full of visitors, and life is
STARTER rarely dull!
Ask students to think of all the possible different places The capital is a big, (7) lively city with lots to do. My parents love
that people might live. If students can't think of many, all the cultural events like exhibitions, and | love shopping in the
put the initial letter of some of the words on the board to department stores. They're (8) huge —- much bigger than the shops
in my town - but also much more expensive, so | can't really afford
give them a clue. Suggestions include: tent, apartment, to buy anything there. My grandparents live in the heart of the city,
cottage, castle, farm, hostel, hotel, palace. in one of the luxury apartments that were recently built there. They
have a lovely big (9) balcony outside, where you get an amazing
[1] Ask students to describe the two photographs. Teach (10) view of the city. My brother's not a city person, though - when
any new vocabulary. Ask a few students Where would you we're there, he's always keen to get home again as quickly as
prefer to live? Encourage them to give a short comment possible!

explaining why. Then students work in pairs to discuss [p> See the Workbook and online resources for further practice.
the advantages and disadvantages of living in each
place. Ask them to make a list, which they can then Bl Read through the exam tip with the class. Ask students to
compare with the rest of the class. look carefully at the text, and answer the three multiple-
choice questions. When they have chosen their answers,
Ed This is intended as a quick exercise to give students ask them to mark the places in the text where they found
some practice with the words about places to live. It the answers. Go through the answers with students
also gives them some valuable practice in learning to be and ask them to say where in the text they located the
precise with their language. Encourage students to use answer. Remind students that Part 3 multiple-choice
a monolingual English dictionary to check any words questions in the exam will have four answer options
that they don't know, and record any new words in their rather than three. Students will practise these questions
vocabulary notebook. in the exam task.
El Ask students to read through the text quickly before they
i Answers
add any words, to get a sense of what the text is about. | 1 C(..inasmall town near our capital city ... There are trains
When they've finished, ask them to briefly summarise | that run from my town straight to the capital, so it’s quite
what they've read with their partner. This helps them to | convenient to get there)
judge for themselves how much they've understood and 2B (Our houses in a narrow street, which | think makes the
| house a bit too dark inside. But ... the street is quiet and
retained of the text, which is important when doing a i peaceful. Our house has quite a lot of space...)
Part 3 Reading task. 13 A(..inthe heart ofthe city, in one of the luxury apartments
that were recently built there.)

www.sachmoi24h.com UNIT 6 MY HOME

 Bl Encourage students to talk about where they live their vocabulary notebook. Ask them to complete the
first of all. Is it a town, city or village? Or is it out in the table in pairs. Check the answers as a class.
countryside and a long way from anywhere? Do they
have any shops and other facilities nearby? Is it easy to [ Answers 1-ing form 2infinitive
_
travel around? Do they travel by car, public transport or Check students understand all the verbs. You could give
by bike and on foot? Do they like the area/street they live each verb to a pair and ask them to create a sentence
in, or do they wish they lived somewhere quieter or more (using a dictionary if necessary) to read aloud to the class.
lively?
EJ Students work in pairs to correct the sentences. Check
Then get them to focus on what kind of home they have. answers as a class.
Is it a house, a flat or something different? What do they
particularly like or dislike about it? Answers
1 forget go - forget to go
2 tosee- seeing
& Exam task 3 working - to work
4 to make - making
Remind students to read through the text quickly to get an
idea of what is in it. They should then read the questions and El Ask students to complete the exercise individually and
read the text again more carefully to find the answers. then compare answers with a partner. Check answers as
a class.
{Answers1B 2A 3A 4B 5D
BP See the Workbook and online resources for further practice.
Ask students to think about any old buildings like
windmills or watermills that did important jobs in their area Answers
in the past. As an example, show a cross-section of a windmill 1todrive 2losing 3breaking 4totake 5going 6togo
to see how it worked, grinding grain into flour.
do, make, have, go
Ask them also to think about the use of horses in their area,
IB Introduce the exercise by putting up some words and
and to find any old photos of e.g. well-known streets where
expressions on the board and asking students which
people are using horses to get around rather than motorised
verb - do, make, have or go — goes with each one.
vehicles. Discuss: When did horses disappear completely? How
much were they used on farms? Are they still used now? Are They can then make some of their own examples. For
example:
there any areas in your country where horses have to be used as
there's little access for cars? do the washing up / well / badly / something wrong /
damage
Grammar wvsed fo make a mistake / a phone call / an appointment / a cake
have a bath / shower / a good time / problems/ fun / lunch
El Make sure students fully understand used to by asking
go climbing / swimming / home / out / away.
some concept-checking questions and getting them to
Students discuss the sentences in pairs. Refer students to
give some examples of things that they did regularly in
the Grammar reference, SB page 89 to help them. Check
the past, but don’t do any more, for example, When | was
answers as a class.
five, | used to go to bed at 7 o'clock. What time did you use
to go to bed? Elicit answers. Then ask Do you go to bed at p> See the Workbook and online resources for further practice.
7 o'clock now? When did you go to bed at 7 o'clock? Elicit
When I was a baby, | used to go to bed at 7 o'clock. Answers
1make 2have 3have 4go 5go 6have 7do
Students complete the exercise and then check their
answers with a partner. Refer students to the Grammar
reference, SB page 87. Places & buildings
Answers Tusedto 2Didyouuseto 3didn'tuseto
4didntuseto 5Didsheuseto 6usedto
Hl As a lead-in to the topic of the Taj Mahal, get students
Pp See the Workbook and online resources for further practice.
to talk about some famous old buildings around the
world that they know. What do they know about these
Verbs followed by infinitive / -ing form
buildings? Why were they built and what are they used
B Students read the sentences. Elicit how the verbs in the for now?
sentences go together differently, i.e. verb + infinitive
in the first sentence, verb + -ing form in the second EB] students match the names with the photos. If possible,
sentence. Ask students to look at the Grammar reference, take in a world map, and show students where the places
SB page 88. Explain that they need to start learning these are.
combinations and that they should start listing them in

ED, unit 6 MY HOME www.sachmoi24h.com

 Answers
A Buckingham Palace (Originally called Buckingham House,
it was built in 1703, and eventually became the home of
British kings and queens, after Queen Victoria made it her
El Read through the exam tip with the students. Tell them
homein 1837) that their plan for a Part 2 story should answer the
B the Pyramids (They were places to bury the dead following questions: How will you begin your story after
pharaohs, or rulers, of Egypt. The earliest was thought to the first sentence? Who will be in it? What will it be about?
be built in 2630 BC.)
C the Eiffel Tower (It was originally built as the entrance to
How will it develop? What will happen at the end?
the World's Fair in 1889. It's the tallest structure in Paris.) Get students to imagine which places in the box they
D the Leaning Tower of Pisa (The bell tower of the cathedral
in Pisa, Italy. The tower started to tilt because it was built
would like to go to, what they could do there and who
on ground that was too soft to support it on one side.) they would go with. Discuss answers as a class.
E the Great Wall of China (It was originally built to defend
the country from enemies, and was also used to allow the B This is important preparation for planning and writing
collection of taxes on goods being transported along the a story. Give students a time limit of a few minutes, and
famous Silk Road.) then see what ideas they have. Remind them that they
You could ask students to find out more information about have a choice of writing an article or a story in Part 2, and
the buildings for homework. they must make sure they have enough to write about
before they choose.
& Exam task
Linking words
Read through the exam tip with the class. Remind the El Ask students to read through the story, ignoring the
students to read the text through, ignoring the gaps to underlined words. Ask them to tell you what it is about.
begin with. They should try to understand the gist of the Then look at the categories below the story. Talk about
text. Students then complete the exercise individually before each one, giving an example of each from the story. Ask
checking answers with a partner. Check answers as a class students to continue the exercise in pairs. Ask Whatis
and discuss the other options with the students and why each linking word doing in the sentence? Remind students
they are wrong. that we use although and despite in very different ways:
Although it was raining, | went out.
Answers
1D Many people agree that the Taj Mahal is one of the most Despite the rain, | went out.
magnificent buildings they've ever seen. It's an opinion that Go over the answers.
many people share.
2 AThe colour of the walls depends on the amount of light | Answers
on them - how much light is shining on them,
Time links first, in the evening, then, after
3 DThe gardens surround the building - they're all around
that
the outside of it; they don't support (A) the building, i.e.
hold it up. And B would need to be followed by of, and also Links to explain reason | because
has the wrong meaning. Links to explain result 50
4 CThe building attracts visitors — it brings people there to
see it. The building can’t actively find (B) visitors itself. Links to add a point and, also
5 C We talk about the levels of pollution when we want to | Links to contrast a point | despite, although, but
suggest how much there is. And there is only one type (B)
of pollution mentioned, from vehicles.
6 B Anissueis a problem, so the pollution is becoming a El Using the list of linking words in Exercise 3, students
serious problem. complete the story. When they've completed it, they
can read out the completed story to each other. Check
Monitor as students discuss the questions in pairs. Note answers as a class.
down any mistakes they make to go over with the class
| Answers
after they have finished. Choose some students to talk 1so 2Although 3First 4then 5because 6 Although
about anywhere interesting they have visited. | 7and 8so 9but 10because

For question 2, you could put up prompts: /'d really like to EF To prepare students for this, write up some sentences on
go to ...; I've always wanted to go to ...;I'd love to see ... Elicit the board, all joined by commas. Elicit from the students
ideas from the class. some sentences about their day — they can also use the
Get the students to do some research related to the linking words they've just practised, e.g. getup at 7
buildings in the photos. For example, the pyramids are o'clock, | have breakfast. This can change to I getup at 7
described as one of the Seven Wonders of the Ancient World. o'clock. | have breakfast. Or | get up at 7 o'clock and then
Ask What were the others? Where were they? Do they still exist? I have breakfast. Read through the exam tip with the
Divide the class into seven groups and get them to do a short students. Students write the sentences correctly.
presentation on one of the Seven Ancient Wonders.

www.sachmoi24h.com UNIT 6 MY HOME S90

 Answers Sample answer
2 Iwant to inform you that we're going to the Odeon Jack and his dad took their backpacks and started walking
cinema. towards the mountain. They wanted to go hiking and get
3 The bride and groom's family will invite their friends and some exercise in the fresh air, and the mountain wasn't far
relatives to the ceremony. from where they lived. The weather was quite nice, and they'd
4 lam not coming to the class tomorrow. | can’t come packed some food and drink in their backpacks.
because I'm going to the dentist. / | can’t come. I'm going They climbed up the steep paths for a couple of hours, but
to the dentist. then Jack started to feel hungry, so they stopped and had
5 Centre Park is beautiful and there are a lot of animals their picnic. Suddenly, Jack's dad noticed that the weather was
(which/that) you can feed because they are very friendly. changing, and some dark clouds were coming towards them.
So they finished their picnic, tock some photos of the view,
Bl Ask students to try reading the story to each other. and then went back down the mountain. Despite the weather,
Where do they stop - should there be a full stop there? they'd still had a good day!
(119 words)
Students insert the punctuation. They read it again. Does
it sound all right or have they put full stops in the wrong
Listening Part 1
place? It's a good way for students to check that they
haven't written incomplete sentences. During feedback,
focus on punctuation only — the next exercise looks at & Exam task
paragraphing.
Read through the exam tip with the class. Ask the
Answers students to spend some time reading the questions and
We put everything into the car and set off early in the morning. looking at the pictures.
The sun was shining and it was hot. We had brought a picnic
with us to eat on the beach. We were quite hungry, so we were Answers
really looking forward to it. 1 B (She likes the fact that there's somewhere to go after
Finally, we arrived at the beach. The sea was really blue and school and meet friends - in the park.)
it was a beautiful day. We got everything out of the car and 2 A(Her lamp's too big, so she wants to see if there's
raced down to the sea. My brother and | got changed and anything she likes better.)
went swimming immediately. Then we ate the picnic. It was 3 A{There'll be falls of snow on Saturday, but the wind and
delicious! rain will have passed.)
We spent the whole day on the beach and then came home as C (The fan was so noisy that he had to switch it off)
ow; bh

the sun was going down and just as it began to get cold. It was C (The visitor works in a lab doing experiments.)
a great day! B (The girl says the tea they had at the café was lovely.)
A (There's a great necklace she’s seen and she’s going to
~N

EBX5] Students listen to the recording to check their get that.)

answers. After listening, they add the paragraphs. Ask
students to look at the text that they've just added Recording script
punctuation to, and get them to think about what's still 1 What does the girl like about her town?
missing (paragraphs). Tell them that in the exam, their Girl: We've just moved to a new town, so I'm still finding my way
answers should be well organised and easy to read. around - but it’s nice. The town we lived in before was bigger
How do paragraphs make a piece of text easier to read? and there were some lovely old buildings in the centre, and
| quite miss those. But at least here there's somewhere | can
Remind them that each time the subject, time, action or
go after school and meet friends, in the park. It's usually
scene changes, we can add a new paragraph. quiet then and we can walk around. I've heard there's a great
shopping mall, too — that's further out of town, though, so |
Where will they break this text into three paragraphs? haven't had a chance to see it yet.
(See above for answers.) 2 What would the girl like to buy?
Mum: Your bedroom’s locking quite good now, Callie. I'm glad we
& Exam task were able to buy that rug in the sales — it looks perfect on
your floor!
Read through the exam tip with the class. Ask students to Girl: Thanks, Mum — | know what you mean. I'm not sure the lamp
make some notes about the task before they begin, to make is right for my desk, though — it’s too big. Could we see if
sure they have enough ideas to write about. Remind them there's anything | like better when we next go shopping?
that in the exam they have to make a choice between an Mum: Well, we can have a look when we go to the city centre
article and a story, so they should choose the one they can tomorrow - | still need a new duvet for your brother's bed.
write about the most fully. Refer students to the Writing Girl: OK, good idea.
bank, SB page 98.

Ph, UNIT 6 MY HOME www.sachmoi24h.com

3 What will the weather be like at the weekend? Answers
And now on to the weather for Saturday and Sunday; it's not looking Giving opinions Making Asking for
too good, I'm afraid. The showers that we'll see on Friday will die suggestions opinions
away during the night, but they'll be replaced by falls of snow the I'think... would be How/What What do you think?
following day, as the temperature drops from lunchtime onwards. more useful for them. | about taking That's a good idea,
The good news is that the cold wind that we've had over the past I think they should ? isn't it?
few days won't be with us by the weekend. But the message is still take ... rather than ...
wrap up warm and don't drive unless you have to. {| They'd probably
4 What did the boy dislike about the hotel room he stayed in? take...
Girl: How was your family holiday, Josh?
Boy: Well, we stayed in a great hotel. My brother and | had our own
B Ask students to compare their answers, before
room next to our parents. It had big, thick curtains that made they listen again and check their answers. Tell them that
the room nice and dark in the mornings, so | could sleep what about taking could also be correct for gap 2.
late instead of being woken up by the sun, like at home. My
brother found it too hot, though, so he kept switching the fan Answers
on. It was so noisy — | switched it off once he was asleep! Then a good idea, isn't it?

PV Np
| stayed up watching TV quietly. how about taking

[CEN
Girl: Cool. would be more useful for them
I think they should take
5 Who came to talk to the girl's class at school?
rather than
Mum: How was school, Bryony?
Girl: Great, Mum! A woman came in to give a talk during our
Recording script
science class, and it was really interesting. Our teacher said
she’s quite famous — she works in a lab in the city, doing all Saskia: What do you think they should take with them on the trip,
sorts of experiments about how we catch ilinesses like colds. Oscar?
| spoke to her afterwards about how | want to be a vet when Oscar: | think it would be useful to take a guidebook.
I'm older, and she was really helpful. Saskia: That's (1) a. good idea, isn't it? And (2) how about taking an
Mum: Fantastic! umbrella?
6 Which drink did the boy and girl have during their school trip? Oscar: | think a coat (3) would be more useful for them. It could be
Boy: The school trip was good yesterday, wasn't it? cold and windy!

Girl: Yeah —1 wish I'd taken more to drink with me on the bus, Saskia: OK, well, (4) | think they should take an umbrella (5) rather
though. It was quite a hot day, wasn't it? than a coat.

Boy: Mmm, and I'd drunk all my orange juice before we even left. Oscar: Fine.
Girl: Still, it was great to go to that café — the tea they served there
was lovely. | think our teacher was quite surprised when we & Exam task
ordered it.
Boy: |know -she probably expected us to have lemonade like F200 26 As preparation, you could ask students to think
everyone else! about what they could use each item for, so that they already
7 Which birthday present will the girl buy for her sister? have some ideas when they begin their discussion. Read
Hi, Dad! I'm in town - I'm just trying to find something for Maria's through the exam tip with the class before they listen to the
birthday. | know she was hoping you and Mum would buy the T-shirt instructions and begin talking in pairs. Time them for three or
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
four minutes as they talk. See if any of them can keep going.
necklace in one shop I've just seen — I'm sure she'd like it, so I'll get Elicit some ideas from the class. Write some useful phrases on
that. Can you pick me up when I've finished shopping? Thanks, Dad! the board. Students then change partners and do the activity
again.
Speaking Part 3 Tell students that although there are six items shown in the
picture here, there will generally be seven items to talk about
El Remind students that in Part 3, they need to talk
in the exam.
together with another student about a situation
described by the examiner. Explain that the phrases Recording script
in the exercise will be useful. Students work in pairs to
Some students are going on a coach trip to a castle. Here are some
categorise them. Check answers as a class. things they could take with them. Talk together about the different
things they could take and say which is the most important.

www.sachmoi24h.com UNIT 6 MY HOME Yair |

 In the wild
adjective, 3 noun, 4 adjective). They then identify the
UNIT OBJECTIVES correct words in the box. They can check their answers
using a dictionary. Ask them if they agree with the
B1 PRELIMINARY FOR SCHOOLS TOPICS: the natural world, SAREE ERE Havas Hass die Ossian;
the environment, free time
RAMMAR: = Answers
GRAM : past perfect, reported speech and commands, 1protect 2cruel 3wildlife 4 rare
the passive
B Bl Students work individually. Point out that there can be
VOCABULARY: animals, the natural world, weather, more than one answer in question 2a. Students check
adjective-noun collocations their answers in pairs before class feedback.
READING PART 6: reported speech Answers
PART 2: matching people and activities 1E 2a ABE bD cC dE eD
WRITING PART 2: grammatical and lexical range BA Students compare their recent experiences at zoos or
LISTENING PART 4: using paraphrasing and synonyms safari parks in groups. Choose a representative from each
group to summarise their thoughts.
SPEAKING PART 2: speculating, using the passive
> See the Workbook and online resources for further practice.

The natural world Listening Part 4

Vocabulary [1] Read the instructions and the first question in
the exam task with the class before playing the first part
| STARTER of the exam task recording. Students discuss the answers
| to the questions in Exercise 1 in pairs. Play the recording
| Ask the class if they like animals, Do they have any pets? again if necessary. Go over the answers.
| Do they enjoy going to zoos?
rs : Answers
El In pairs, students match the words and pictures. During 1 Yes
class feedback, focus on pronunciation. 2 Theinterviewer says popular.
3 Visitors come especially to see them, more than any other
Answers animal.
1gorilla 2whale 3 spider 4shark 5 penguin
6elephant 7bat 8camel 9snake 10 parrot
Recording script
B Pre-teach any unfamiliar words in this exercise and then Interviewer: Martin Williams, a zoo keeper from Harland Zoo, is
let students discuss the questions in pairs. here to tell us about the important work being done
at the zoo. First of all, Martin, can you tell us what the
Answers NB most popular animal at the zoo is?
1 bat, camel, gorilla Martin: People love our zoo because some of the animals are
2 bat, parrot, penguin free to go where they want — obviously not animals
3 camel, elephant, gorilla, parrot which can be dangerous, like lions, or animals which
4 bat, penguin, shark, snake, spider, whale could escape easily, like monkeys. The penguins
5 shark, snake aren't shy and they follow people around - that's why
visitors come especially to see them, more than any
B Elicit the names of more species and write them on the other animal.

board, Remember to practise the pronunciation of any EJ Students read and underline the key words in the exam
task.
Sample answers
insect: mosquito, butterfly, fly, etc.
bird: duck, canary, flamingo, etc.
fish: salmon, plaice, tuna, etc.

Bl Ask students to complete the statements with the words

in the box. Ask them to read the sentences carefully
and decide which part of speech is missing (1 verb, 2

EO, unit 7 IN THE WILD www.sachmoi24h.com |

 Sample answers Martin: People often want to know if I'm scared of working
2 How has the zoo changed in the last25 years? with such dangerous animals, but that's not
A There is a wider range of animals. something | ever worry about. Sometimes (3) ldo
B The animals have more space. get a bit tired of cleaning - that’s the first thing we
C More of the animals have babies. do every morning and it takes hours. But at the same
3 What's the most difficult part of his job? time, it's great to be at the zoo early in the morning
A being in dangerous situations when there's no one else around.
B getting up early Interviewer: Some people say zoos are cruel because the animals
C spending so much time cleaning are bored ...
4 To stop the animals from getting bored, the zookeepers
Martin: Well, actually, these days most zoos make a huge
A change the animals’ diet.
B play games with them. effort to keep the animals busy. So, for example,
C change where they put the animals’ food. instead of giving them one big meal every day, what
5 Martin mainly works with gorillas because they we do is put small amounts of (4) food in different
A need an experienced person to look after them. places so they actually have to find it. And we keep
B like to have regular contact with the same people. hiding it in different places, so they never know where
C are his favourite animals. itll be. 3
6 Martin was surprised that gorillas are so Interviewer: And | believe you only work with gorillas at the
A frightening. moment. Is that because they're your favourite
B peaceful. animals?
C sociable. Martin: Well, I do love gorillas, but that's not the reason.
They're very intelligent and they like to form a
& Exam task relationship with the zookeepers - so (5) they don't
want to see different people every day. They're
Look at the exam tip and remind the class that fantastic. I've learned so much in the last five years.
paraphrases or synonyms are often used in this part of the Interviewer: Have you learned anything surprising about them?

test, i.e. they won't necessarily hear the same words on the Martin: Well, | already knew that gorillas were sociable and
recording as in the options, A, B and C (although the words in lived in big family groups. But | had thought they
. would always be fighting amongst themselves. After
the questions are often the same). all, they are big and strong and can be quite scary. In
fact, most of the time, the opposite is true — they're
Play the recording
y
twice. Students should check their really quite calm and (6) gentle. | hadn't expected that
answers in pairs. at all. They're lovely animals — always sharing things
with each other.
Answers
Interviewer; So tell us what's ...
1A 2A 3C 4C 5B 6B

Recording script El Check students understand the meaning of the

You will hear an interview with a man called Martin, who works in a zoo. adjectives. Then get them to think of different ways of
Interviewer: Martin Williams, a zoo keeper from Harland Zoo, is saying the same thing, working in pairs.
here to tell us about the important work being done
at the zoo. First of all, Martin, can you tell us what the Sample answers
most popular animal at the zoo is? 2 something which isn't safe
3 how you feel when you have nothing to do
Martin: People love our zoo because some of the animals are
4 If you have been doing something for a long time, you
free to go where they want - obviously not animals
become experienced at it.
which can be dangerous, like lions, or animals which
5 something you like more than anything else
could escape easily, like monkeys. (1) penguins
The
6 feeling pleasure or satisfaction
aren't shy and they follow people around — that’s why
7 quiet
visitors come especially to see them, more than any 8 willing to give money, help, kindness, etc.
other animal.
Interviewer: You've worked at the zoo for 25 years. What changes IE} Ask students to correct the spelling of the adjectives in
have you noticed there? pairs. Write the correct spellings on the board and check
Martin: When | joined Harland, it was a very successful zoo students’ pronunciation of the adjectives.
that had seen many improvements. For example,
it was the only zoo in the area where a lot of rare Answers
baby animals were being born and cared for, and beatiful - beautiful
=

many of the larger animals had already been moved confortable - comfortable
oun
ph wn

into bigger areas so they had space to run and play. diffrent — different
(2) Since then, however, | guess the main change is exellent - excellent
the greater variety of animals they've introduced awsome — awesome
— especially birds and monkeys. But it's always tipical — typical
changing, really.
Interviewer: You obviously love your job — but what's the hardest Grammar Past perfect
thing about it?
EB Go through the examples with the class. Draw students’
attention to the timelines and highlight the use of the

www.sachmoi24h.com UNIT 7 IN THE WILD Pao

 past perfect and past simple in the examples. Students Answers
do the task individually and then compare with a partner. discovered, had escaped

=
Check answers as a class. could not / couldn't, had seen

wn
was, had appeared
came, had not / hadn't studied
Answers

ous
'd/had never seen, visited
1 before
went, hadn't / had not been
2 after

EJ Students complete the rule individually. They can refer BA Ask students to look at the pictures and say what is
to the Grammar reference, SB page 89. Ask students for happening in each one. Look at the example with the
some examples of their own about their school, e.g. The class and then elicit the other sentences. You could
school had built a swimming pool before | started here. | extend this exercise by asking what other things the class
hadn't realised English was so easy until | started learning it thinks Super Sam had achieved by a very young age. Ask
at this school! them to write two sentences in pairs.

I Answers have; past participle | Answers

By the age of ten, Super Sam had sailed round the world.
B Ask the class to read the sentences. Then play By the age of 12, Super Sam had left university.
the recording. Students check their answers in pairs. Play
Students discuss the questions in pairs. Highlight a few
the recording again if necessary.
of the students’ correct and incorrect uses of the past
Answers perfect during feedback.
1 F (The tiger was found by a mother (Elaine Wilson) and her
two children.) Pp See the Workbook and online resources for further practice.
2 F (The tiger was found at the lake in the zoo.)
37
Students could do a project on dangerous wild animals
4 T from their country or from around the world. They could
focus on the most dangerous insect, fish and animal and
Recording script make a poster in small groups.
Some visitors to City Zoo had a nasty shock yesterday when they
came face to face with an adult male tiger. The tiger was found by a Reading Part 6
mother and her two small children yesterday afternoon. The mother,
Elaine Wilson, had gone down to the lake to take a photo when she Reported speech
saw the tiger, who was coming out of the water. She phoned the
police, and within five minutes they arrived with a zookeeper. The El Explain that reported speech is used to report what
tiger was soon caught and luckily hadn't attacked anyone. someone says. Go through the Grammar reference on
Zookeeper Eddie Hewson said they weren't sure how the tiger had page 90 with the class. Then ask them to complete the
escaped. None of the tigers at the zoo had ever escaped before. All
reported statements in pairs. Go through the answers
the cage doors were locked, so they think the tiger was somehow
able to jump over the fence. with the class. Point out that 4 is a reported question,
They also don’t know exactly when the tiger escaped. The last time 5 is a reported imperative and 6 is a reported negative
he was seen was at 8.00 a.m. and he was found at 3.00 p.m., so he imperative.
was probably missing for at least five hours. The only thing they are
sure about is that the tiger definitely wasn’t hungry because he'd Answers 1was 2had 3'd/would 4if/whether 5to
eaten a large breakfast. 6 not

[4] Students work in pairs to choose the positive/negative BJ Students complete the sentences individually and then
form of the past perfect. Play the recording again for compare answers in pairs.
students to check their answers.
[ Answers Tnot 2it 3 whether 4 to
| Answers 1had 2hadn't 3hadn't 4hadn't ]

Bl Do the first sentence with the class as an example. Ask Exam task
What happened first? (the tiger escaped) So which part Read the instructions and the exam tip with the class. Ask
uses the past perfect? (the tiger had escaped). Which part them to read the text quickly first and to identify which gap
uses the past simple? (the zookeeper discovered). Students is missing an auxiliary verb (1).
complete the exercise individually and then compare
their answers with a partner. Students complete the task individually and then compare
answers in pairs.

ER, uni 7 IN THE WILD www.sachmoi24h.com

 Answers BJ Explain that some of the adjectives can be used to
‘d/had describe weather, some the sky and some the sea or
SE

not
Lo) NV, I-VI

a river. Students need to learn which adjectives are

somewhere/someplace/anywhere
from
appropriate to describe each thing. Elicit the answers
because/as/since with the whole class. Check their understanding of these
than words by asking concept questions, e.g. If the sky is clear,
are there any clouds? If the weather's freezing, is it a little bit
El Ask students to work in pairs. Encourage them to think
cold or very cold?
of some other reasons which are not stated in the text,
e.g. seeing lots of penguins, having adventures, helping Answers
to protect the environment, missing friends and family, 1 freezing, humid (clear is also sometimes used, e.g.on a
clear day)
being in a dangerous environment, etc.
2 clear
3 calm, frozen

The environment El Students complete the sentences individually and then ~~

check with a partner. Explain that these phrases will be
useful for Part 2 of the Speaking Test.

El Discuss this question as a whole class. Decide together if [ Answers Tmust 2like 3 probably 4 sure |
litter is a big problem and what can be done about it.
El Read the exam tip with the class. Students do the task
EJ Students do the task individually and then compare with individually and then compare answers. They can refer to
a partner. Ask students which words helped them to the Grammar Reference on page 92.
decide the answers: 1 on the streets, rubbish 2 sea levels,
floods 3 run out of, oil 4 local river, hardly any fish. Answers
1 was left (past because this was a specific event)
| Answers 1litter 2 climate change 3 oil 4 pollution 1 2 are probably made (present because this is general
information)
El students do the task in pairs. They can add anything 3 aretaken
4 were fed
else they are worried about. During feedback, find out
which worry most students agree with and have a class
discussion. & Exam task
Read the exam task with the class. Then, working in pairs,
& Exam task get students to each describe one of the pictures. Encourage
Read the exam task and the exam tip with the class. Students them to use words and phrases from Exercises 1-4.
do the task individually and then check their answers with a Monitor as they are working, noting down any mistakes
partner. Make sure they are underlining the key information. and also phrases and vocabulary used. Go over these at the
During feedback, get the class to check that their choice end of the activity and highlight good examples as well as
matches exactly what each person requires. mistakes.

| Answers 1D 2G 3F 4E 5H 1 B Ask students to listen for phrases from Exercises

1-4 in the recording. You could extend this activity
EJ Students work in small groups and think of some ideas
by getting students to do the exam task again with a
to help the local environment. Choose a representative
different partner. They shouldn't describe the same
from each group to explain their ideas. The class can vote
picture again.
on the best idea.
Answers
Speaking Part 2 I'm not sure, but | think this photo was probably taken ...
1 think the water is probably ...
The elephants look like they are having a really good time.
El students tick the things they can see in the photos.
I think it must be very hot because ...
Check their answers paying attention to pronunciation. I (don't) think ...
Check students understand all the words. If possible, I think it was taken in Antarctica...
bring in pictures to help explain the other words. ... so it must be really cold.
They could be living ...
Answers ice, ocean, river | I think they're made of special material ...
... he doesn’t seem afraid of them.

www.sachmoi24h.com UNIT 7 IN THE wi

 Recording script
J Exam task
Boy: I'm not sure, but think this photo was probably taken in
Thailand because | know that there are a lot of elephants Read the instructions for the exam task and the exam tip with
there, and | think they're often washed in rivers. There is
the class. Elicit a list of structures that students should try
more than one person washing each elephant. Everyone's
getting very wet! The men are either standing or sitting on to include, e.g. past simple, present perfect, a comparative
the elephants. | think the water is probably too deep for them form, used to, a modal, etc. Elicit some ideas from the class
to stand in. The elephants look like they're having a really for different seasons. Students write the article in class or for
good time. | think it must be very hot because the men are all
homework. Remind them to check their work carefully
for
wearing hats and shorts.
spelling and punctuation mistakes.
Girl: This is a really amazing photo. | think it was taken in Antarctica
because that's where penguins live and also the sea has
Sample answer
turned into ice, so it must be really cold. | think the men are
My favourite season is spring. Although | love the heat of
scientists who've just arrived in Antarctica. They could be
summer, there's something special about seeing nature
living on the ship. The men are all wearing the same jackets —
coming back to life after the snow and freezing temperatures
I think they're made of special material for very cold
of winter. There's nothing better than walking in the woods on
conditions. The penguin is very funny. | don’t think he wants
a warm spring day and seeing all the new leaves on the trees
the men to take his photo, but he doesn’t seem afraid of them.
and the beautiful flowers which are growing beside the path.
It's also a great time to go cycling because you don't get too
hot and there aren't too many insects! Of course, you still get
cold, rainy days in spring, but you know that better weather
El Elicit words to describe the weather in the photos. Ask will soon return, so you don't mind.
(105 words)
learners to describe the weather today and to give a
description of yesterday's weather in detail. Ed Ask students to check their articles using the list. Remind
If you have a strong class, you could get them to write a them that using more advanced language like this will
forecast for the weekend. help them get a better mark.

Sample answers
A sunny, dry, warm, sunshine, hot, heat, clear sky
B cold, icy, snowy, snow, blizzard, cloudy, freezing, frozen

EJ Read the exam task with the class. Explain that there is
more than one answer to match the teacher's comments
1 and 2. Students work individually and then compare
answers in pairs.

Answers
1 nice, good
2 used to be, didn't have to
3 picked us up
4 which

El students rewrite the article in class or for homework.

Sample answer
We went to a lot of rice amazing places in Ireland, but my
favourite day was when we rented bicycles. We cycled on a
path which used to be a railway. Now it's just for bikes and
walkers, not cars. The weather was very-geed mainly dry and
sunny with the occasional shower. We saw lots of birds and
flowers and mountains. We had a picnic by a river. We cycled
30 km and I've never felt so tired in all my life. | was really
happy that we didn’t have to cycle back again because a
bus picked us up. f
backagain:
(97 words)

2, unit 7 IN THE WILD www.sachmoi24h.com

 | Answers
UNIT OBJECTIVES | Car Plane Train Ship
{| motorway | airport crowded | crowded
B1 PRELIMINARY FOR SCHOOLS TOPICS: transport, travel | | roundabout | boarding card | platform feel seasick
and holidays | seat belt checkin security harbour
| | speed limit | departure gate |speed limit |rough
GRAMMAR: first and second conditional | traffic jam | flight attendant | station security
| traffic lights | hand luggage waves
VOCABULARY: places connected to travelling, holiday
§ land
activities f pilot
§ seat belt
READING PART 3: identifying paraphrase and synonyms
| security
PART 4: looking for context clues J take off |
weigh |
WRITING PART 2: past tenses and complex sentences
LISTENING PART 2: identifying key words in the options El Ask students to complete the exercise individually and
then compare with a partner. Do they agree? If not,
SPEAKING PART 4: stating preferences
can they work out what the correct answer should
be? Remind them to look carefully for the clues in the

Travel & transport sentences that tell them which form of transport, etc. it's
about, e.g. in question 1, where would you find a check-
in desk?

f Answers 1 weigh 2 harbour 3 seatbelts) 4 platform oo

| Strafficjam 6gate 7rough 8motorway
STARTER
Get students to think about the different ways people El Ask students to explain why they chose their answers.
can travel. Make a list on the board. As a class, discuss the Which words gave them clues?
advantages and disadvantages of each one.
| Answers
El students discuss the questions in pairs. For question 2, | Molly - car (They looked at the map to help her dad find his
they should look at the means of transport shown in the | way, and they got in (not on board).)
| Samir - plane (His luggage wasn't too heavy, he had a snack
photos (submarine, hovercraft, hot-air balloon, | and a drink after he'd taken off, and he watched a film.)
motorbike), and give personal opinions about them. | Jude — ship (He took a tablet to avoid sea sickness and he
During feedback, ask them How would you feel about | watched big waves outside the window.)
travelling by submarine / hovercraft / hot-air balloon /
Bl Students read the information about Molly again and
motorbike?
choose the correct answer as a lead-in to the multiple-
BJ Get students to check that they know all the words in the choice exam task. Check answers as a class.
box. If they don't, encourage them to use a monolingual
English dictionary to check them, and record new words : Answers B (We knew when we all got in (tothe car) that we |
| had a long journey ahead.) |
in their vocabulary notebooks. Can they add any more
words to the lists for each category? Here are some
suggestions: railway line, ferry, tunnel, van, crew, arrival, & Exam task
cabin, port, route, fare, windscreen. Remind students
Ask students to look at Exercise 4 again and whether the
that we get on/off a plane, train or ship; we get into/out of
same words in the correct answer (B) are used in the text (no).
a car or taxi.
Point out that the correct multiple choice options are usually
paraphrases or use synonyms of the words used in the main
text. Then read through the exam tip with the class and
encourage them to underline the sections where they find
the correct answers.
Students work individually to do the task and then check
their answers in pairs. Check answers as a class.

[Answers 1C 2A 3B 4D 5D |
www.sachmoi24h.com UNIT 8 WE'RE OFF!
 a Get students to think about what it would be like to walk El Ask students to complete the exercise individually before
across a high bridge based on their reading. Would they comparing their answers. Ask them to look carefully at
enjoy it, or would they be nervous? Why? any answers where they disagree. If they have completed
everything correctly, they can either check their answers
For the second question, try to give students an example
with another pair, or make some sentences of their own,
of your own before they answer. After they have
using both conditionals. These can then be put on the
discussed in pairs, ask a few students around the room to
board and checked by the whole class.
share what they know about high bridges and buildings
in their country with the rest of the class. Answers
1 We'll / We could go shopping if you want, because | love
What famous bridges are there in the country where shopping!
the students are studying? If the students can't find one, 21f I were you, | would go to the large school in the centre
ask them to look for information about the highest bridge of town.
they can find, and use the information to prepare a group 3 What would you do if you found something that you'd lost?
41 have always wondered what | will say if | see him again. / |
presentation to the class.
have always wondered what | would say if | saw him again.
5 You will be surprised if you come to my room. / You would
Grammar ~- First & second conditional be surprised if you came to my room.
6 It would be wonderful if you bought me one of them. / It
[1] Read through the example sentences with the class. Ask
will be wonderful if you buy me one of them.
students to say which tenses are used in each clause (the
present simple is used in the conditional (if) clauses, and IB After working through these questions in pairs, students
will/lwon't/might+ infinitive is used in the main clauses). can make their own questions in pairs, writing them on
Point out that might in the third sentence is a modal verb a piece of paper. Give students examples of beginnings
with future meaning. Give some examples of your own for their questions, i.e. What will you do if ... , What would
before students work in pairs to complete the sentences. you do if .... Discuss some examples and put them on the
Sample answers
board before students begin to write their own. Then
11 go with them they can walk around the room asking different students
2'll watch some DVDs their question, swapping papers each time so that they
3 won't tidy my room don't always ask the same question.
4'll buy a computer game
5'll get up early and do it tomorrow morning To round off, you could do a class survey, asking them
6 I want to buy something in town on Saturday which item around their home (apart from a computer
EJ Read through the information with the class. Ask and a mobile) they would miss if they didn’t have it, and
students to say which tenses are used in each clause (the why. Ask them if they think their parents would have the
past simple is used in the conditional (if) clauses, and same opinion.
would+ infinitive is used in the main clauses). Students p> See the Workbook and online resources for further practice.
work in pairs to complete the sentences.
Elicit when we use the first and second conditionals by
referring students to the example sentences here and
Travel & holidays
in Exercise 1 (we use the first conditional to talk about
likely situations/actions; we use the second conditional
to talk about unlikely situations/actions, and to imagine
situations in the present or future). Refer students to the & Exam task
Grammar reference, SB page 92.
In this task, students have to select five missing sentences
Sample answers 1 was/were 2 ’'d/would from a choice of eight different options to fill the gaps in
3 saw/found/discovered/heard 4'd/would 5 had/won a longer text. Before students try to answer this task, they
6 walked/came should look at the title and read through the text ignoring
B Check students’ understanding by asking them to say
the gaps, to make sure they understand what it is about
generally. Encourage them to think about what kind of
when we use will (not) / would (not), i.e. not with the
information they might expect to find in the gap. Remind
conditional (if) clause. Students work in pairs to complete
the sentences. them that the options they choose must fit with whatever
comes before and after the gap. Therefore, they need to look
Answers 2 lost 3 willnotgo/won'tgo 4 woke up carefully at features such as linking words, personal pronouns
5 would notbe /wouldn'tbe 6 will drive /’ll drive and tenses, to make sure these features in the options fit in
7 would not watch / wouldn't watch 8 will help / ll help with the rest of the text.

ED unit 8 WE'RE OFF! www.sachmoi24h.com

Ask students to look at the photo and think about what they Recording script
can see — they may already know something about the topic You will hear a girl talking to a friend about the place she went to for a
(the Northern Lights). Ask them to share any information they holiday.
have with the rest of the class. M: How was your weekend break with your family?
F: It was really good. | mean, | thought the place might be boring -
Get students to take time to read through the text to see how
I'd read about it online and couldn't see anything I'd enjoy — but
much they can already understand without the sentences in when we got there, it was fantastic - we went out and explored
the gaps. every day. And the cafés were great. We sat outside in the
sunshine — and they served amazing pizza!
| Answers 1G 2D 3B 4E 5H Distractors: ACF M: | bet you'd eat that every day if you could!

El When they've finished the exam task, ask students to F: You're right! We went to an exhibition, too — perfect for my
school project.
briefly summarise in pairs what they've read about, in
M: Cool!
their own words. Then ask them to discuss the questions.
F: Yeah. The only problem was, we didn’t have enough time there —
Ask them the following additional questions to help
but we're going again soon!
them: What might be exciting about the trip? What might
be difficult about it?
& Exam task
You can see the Northern Lights in other countries such as
Finland, Norway, Canada, Greenland, Denmark and Alaska. Read through the exam tip and the instructions with
the class first. Then get students to read quickly through the
Encourage students to find out more about the questions before they listen. Students underline key words in
Northern Lights on the internet. They could make a display of
the questions and answer options.
the different pictures they find. Get them to find out why the
Lights appear. When they've completed the task, ask students to compare
answers and give reasons for their answers, pointing out
Listening Part 2 what each person said. Students should be given the chance
to listen to each recording twice, as in the exam. Depending
B In pairs, get students to answer the questions and talk on the level of the class, decide whether, after the first couple
about what they can see in each picture. Ask them to of questions, you want to play the recording twice as in
also think about these two questions: What would you be the exam, without giving students the chance to compare
able to do in each place? What might be a disadvantage of between each listening.
going there?
[Answers1C 2A 3B 4C 5B 6A 1
' FURTHER PRACTICE
Recording script
When students have finished discussing the photos, ask
1 You will hear two friends discussing different holidays they've been on.
. them to talk about their own holidays and describe them
M: Hil How was your holiday at the coast?
| to their partner. Where do you go? What do you do? Have
F: OK, thanks. The weather wasn't brilliant, though, so we couldn't
' you been to any of the places in the photos? do much. To be honest, | prefer taking the train up into the
They should make notes before they begin and use these mountains. There are loads of things to do, like skiing and
snowboarding.
to follow up with a piece of written work.
M: know what you mean. We went there last year, and everyone
Discuss as a class. had a good time — apart from my sister. She always just wants to
go shopping in a city centre somewhere. | can't stand doing that!
B Go over the question and answer options with | just go to the cinema instead.
the students. Ask students to listen carefully to the F: Oh, quite like it. I've just never got any money to spend!
recording and choose the correct option. Students
compare answers in pairs, then listen again. Elicit the
correct answer and reasons why the other answers are
incorrect. B is correct because she says the pizzas were
amazing, and the boy responds, | bet you'd eat that every
day if you could! Ais not correct because she didn't
manage to learn much - we didn’t have enough time. C
is not correct because she was concerned about what
there was to do before they left — but when we got there
... we went out and explored every day.

[ Answer B ~ i

www.sachmoi24h.com UNIT 8 WE'RE OFF! Pa

 2 You will hear a girl telling a friend abouta plane journey she took with 6 You will hear a girl telling her friend about a trip she wenton in a
her family. submarine.
M: How was your flight to the States, Joanna? M: How was your ride in the submarine, Sarah? It sounds really
F: Well, before we left, | wasn't really looking forward to iit. It's so far exciting!
away, and | imagined the journey would take ages. BE Oh, it was while we were on holiday by the sea — Dad saw it and
thought we'd all enjoy it. He said we'd get a really good view of
M: Sure...
the fish swimming in the sea, through the windows. My brother
F: Anyway, | took loads of books and stuff, but then I got really thought that sounded fantastic — although | immediately started
interested in the film they were showing, and because there wondering about whether the submarine would be really small
weren't many people on board, | had two seats to myself, so and we'd have no room to move. It was actually fine, though, and
was really comfortable. And we were in the States almost before
I ended up loving every minute of it!
| realised it — amazing! But | might try and persuade my family to
go somewhere nearer next year! M: Great!

3 You will hear a brother and sister talking about their stay at a horse-
riding camp. Speaking Part 4
F: | had a brilliant time on holiday — did you? A whole week just
horse riding through the countryside. Bl Get students to talk about what's happening in the two
M: Fantastic, yeah. I'm glad Mum and Dad let us go on holiday photos, and why they would/wouldn't enjoy taking
without them for once. | really thought they'd say no.
part in the two activities. Monitor and note down any
F: Me too. But I mean, it wasn't as if we weren't well looked after at
the riding school, with all the big meals and our own rooms —
problems to revise when they have finished the activity.
and the pool and stuff. Ed Check students know the meaning of the words before
M: Well, for me, it was just good to be with lots of other teenagers they do the task. Get them to express their preferences
really - and ones who hadn't been riding much before.
about which activities they would/wouldn't like to try.
F: Justlike us!
Tell them to give reasons for their answers.
4 You will hear a bay talking to a friend about his photos from a recent
trip to a forest. B Ask students to read through the sentences. Play
F: Can | see your photos from your forest trip, Mark? the recording twice so students can complete them.
M: Well, | didn’t take loads of selfies this time — I'm bored with those Check answers as a class.
now. Have a look. | took some shots of animals with my new
camera - see? Answers 1 going abroad, staying at home
F: Wow! You've made lots of progress since you starting going to 2 somewhere in my country, somewhere far away
that after-school photography club. 3 lively, quiet 4 it, my parents do
5 Going on holiday, staying at home
M: Well, the teacher's really good ...
F: You're being too modest, Mark. You took these photos without
his help. | think they show it's you who has the real talent. Put Recording script
them on the internet — people will love them. Teacher: Where do you normally go on holiday, Karina?
M: Well, 'm not sure they're that brilliant — but | might print them F: Well, to be honest, (1) | prefer going abroad to staying at
and put them on my wall. home, because we always go somewhere hot - a beach,
usually.
5 You will hear a boy asking his friend about good holiday
destinations. Teacher: How about you, Miguel?
M: Where's the best place you've ever been on holiday? M: Well, (2) | like going somewhere in my country more than
going somewhere far away. That's really tiring! So we go to
F: Well, we went to a great adventure park once. That was really
our summer house by a lake.
cool - there were loads of scary rides! It was right by the coast,
too. Teacher: Karina, would you rather be somewhere quiet, or
somewhere lively?
M: Really? They're just not my thing at all - they make me feel
really ill! F: (3) I'd rather be somewhere lively than somewhere quiet
because | enjoy things like going shopping and watching
F: Yeah, my sister's like that. Well, tell you what, maybe you could
live music. You can’t do that in the countryside,
sign up for the school sports camp during the summer holidays
-you'll get to do loads of watersports, like sailing. There's a huge Teacher: Do you prefer going to the countryside, Miguel?
lake there. M: Well, (4) | don't really enjoy it as much as my parents do,
M: Great idea -I'll ask my family if | can go! because | miss my friends. But | read a lot and we do some
watersports together, like sailing.
Teacher: Sos it better than staying at home?
M: Oh, (5) going away on holiday is much better than staying
at home! That's really boring!
F: lagree!

IP UNIT 8 WE'RE OFF! www.sachmoi24h.com

El Play the recording again. Students compare their - Spelling: holydays - holidays, remmember — remember,
answers in pairs. Then check answers as a class. sudenly - suddenly, foto - photo, competion —- competition
Punctuation: i've - I've, Theyre — They're, its — it’s, croatia —
Answers - Croatia, road it - road. It
Miguel doesn't like going far away because it's really tiring. ~ Grammar: | was walked - | was walking, a lots of water - lots
Karina prefers lively places because she likes going shopping - of water / a lot of water, | quickly take — | quickly took, pleased
and watching live music. _ the result - pleased with the result
Miguel doesn't like going to the countryside because he | Its is considered a punctuation mistake here, but it could also
misses his friends. * be a grammar mistake (using a possessive pronoun instead of
Karina and Miguel prefer going away on holiday because ~ a pronoun + verb contraction).
staying at home is boring.
B As an introduction to this exercise, put some examples
on the board, e.g. ask students to say what they were
& Exam task doing when you walked into the classroom (/ was talking
If necessary, check after playing each question that to my friend. | was sitting quietly. | was eating a sandwich! |
students have understood it. You could write the question on was looking at my English book.)
the board. During feedback, elicit suitable answers to each | Answers 1 past continuous 2 past simple
question from around the class. Remind students that in Part
4 the examiner will ask question45s, but they could be for E38 Students complete the sentences individually. Check
only one candidate to answer, or both together. The students answers as a class.
should be prepared to talk about their likes and dislikes, and
i Answers 1saw 2waswalking 3waseating 4 was sitting
their preferences.
| 5arrived 6 were all talking, walked 7 were you doing
Questions 2 and 3 are not typical of the exam because they 1 8 was buying
are not completely personal. They are used here to provide
PB See the Workbook and online resources for further practice.
additional challenge to students.
B Put suggested endings to the sentences on the board.
Recording script Ask students to follow the pattern, i.e. / heard/saw
1 Where is your favourite place to go on holiday? Why? someone doing something. Which ones do students like
2 What are the advantages of staying at home instead of going away the best?
on holiday?
3 Some families like to go to the same place on holiday every year. ample answers
What do you think of this? my friends all whispering about the new teacher.
4 Do you think you have enough school holidays during the year? | 2my friend Andy eating a huge slice of chocolate cake.
Why or why not?
Bl You could ask students to prepare in advance for this
5 Do you think having holidays is important? Why or why not?
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 role-play talking about
taking the photos on holiday.
El 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 & Exam task
get home? Encourage students to say as much as they Read through the instructions and the exam tip with the
possibly can about the photo, using the prompts. class. You could ask the students to write the article in class
Ed Remind students that this is the kind of check they time under exam conditions. In this case, allow them around
should do on their own writing in the exam. It's 20 minutes.
particularly important to make sure that mistakes aren't
| Sample answer I've got lots of different photos that | really |
making the intended meaning unclear. | like — some are ones I've taken, and others are on posters on
my wall. But my favourite photo is one that my father took of
i Answer | I my family on holiday. We were all standing outside our hotel
| I've always taken loads of photos during my holidays, with the when he took it. | was smiling happily, even though I was
| phone on my camera. They're great to look at when you come | feeling tired, because we'd just driven a long way to get there.
* home, and remmember where you were - and it’s even better © And my younger sister wasn't looking at the camera - she was
i if you can photograph something really unusual. too busy playing. But | love the photo because it was a special
I Anyway, during my last holiday, | was walking along a road in moment in our lives, and I'll always keep it.
i Croatia where there was a lots of water. Suddenly | saw a boy | (102 words)
© waterskiing along the road.It was amazing!
| So | quickly took a photo and | was really pleased with the
| result. In fact, | entered it in a competition - and | actually won!

www.sachmoi24h.com UNIT & WE'RE OFF!

 Photocopiable resources
Unit 2 Unit 4

Recording script 1 What time does the film start?

You will hear a man called Len Bartle talking about a special sports Boy: What time does the film start this evening, Mum?
school on the radio. Mum: Not until quarter to eight. | thought it started at quarter past
Thanks very much for the opportunity to tell your listeners about seven, but | got that wrong. Anyway, we need to be at the
the International Sports Academy, or ISA, in Florida, USA. My name's cinema by half past seven because there's always a queue to
Len Bartle and I'm a senior coach at the ISA, one of the best sports collect the tickets and get drinks.
schools in the world. We have 500 talented young athletes aged 12 Boy: So, we won't need to leave here until seven fifteen, then.
to 18 studying with us from dozens of countries. If you're interested
Mum: No, That should give us plenty of time.
in starting here on September 18th, you'll need to have an interview,
either here at the Academy or by phone, on April 22nd. Please 2 What did Jenny buy at the film festival?
arrange this with my assistant. Call him on 0998 354678. His name's Boy: Did you get that T-shirt at the film festival, Jenny?
Jed Simpson. That's S-I-M-P-5-O-N.
Jenny: I've had this one for ages, actually. There were loads of really
The programme at the ISA is busy and varied. You can choose one cool T-shirts there, but they were all much too expensive.
main sport from all the usual sports, such as soccer, football, tennis The only thing | could afford was a poster, but | haven't put it
and swimming, and also hockey, which you can do from the start up on my wall yet.
of the next school year. As well as doing normal school lessons, you
Boy: Did you get any famous actors to sign it?
spend ten hours a week practising your main sport after school. As
well as your training programme, we expect you to find time for Jenny: No, unfortunately. | wanted to, but they were only signing
homework. And if you need extra help with English, we have classes copies of their books.
in that, too. Students also learn how to perform well in competitions 3 Which instrument
has the boy recently started learning?
- that means learning to control the mind, as well as making sure Woman: So, Jack, how are you getting on with your music lessons?
they are strong and fit enough to compete.
Jack: Well, I'm finding the violin quite hard at the moment. It
So you need to be prepared to work very hard. But you don’t need to was easy ta begin with, but now I've got to a higher level,
worry about how you'll manage being away from home for the first it's much more challenging.
time. Each student has a personal coach who helps them manage
Woman: And you're also studying the trumpet, right?
their time and talks about any problems they may have.
Jack: That's what | wanted to learn, but there wasn't a teacher
If you're talented, confident and believe in yourself, we'd love to hear
available, so | took up the flute last month instead. I'm
from you.
enjoying it and | really like my teacher.
4 How did the family travel to the concert?
Did | tell you we almost missed the concert? | told everyone to be
ready really early because | was worried about the traffic. So we were
all in the car and guess what? It wouldn't start. | couldn't believe it.
There wasn't a bus until the following day, and the train only went as
far as Lipton. There were no hire cars available either, so in the end
our very kind neighbour lent us his and we just got there in time.
5 Which circus tickets did the man decide to buy?
There wasn’t much choice of circus tickets. There weren't enough
of the £12.50 seats for all of us, which is what | was planning to buy.
And although there were lots of seats at £14.95, these were only
on weekday afternoons, which I know wasn’t an option for us. So
I'm afraid I've gone for the ones at £17.00. | know it's more than we
wanted to pay, but at least we won't be right at the back.
6 What do the speakers decide to watch on TV?
Grandad: There's an interesting documentary about sharks on in
half an hour.
Girl: | think I've already seen it, Grandad. It's really good. | don’t
mind watching it again. But don’t you want to watch the
football?
Grandad: It's not on until very late. | may be too tired to watch it.
Girl: Star Search is on at 9.00. You like talent shows, don't you?
Grandad: Umm, I'd rather watch the documentary if you're sure you
don’t mind seeing it again.
Girl: No, that's fine, Grandad.

3nd Edificiy © Cambridge University Press 2019

Th), PHOTOCOPIABLE RESOURCES Compact Preliminary foi S¢hédls
7 Who do the speakers think will win the singing competition?
Girl: Who do you think will win the singing competition?
Boy: | think the one with short dark hair is best.
Girl: Do you? | think the one with long curly hair has a much better
voice.
Boy: But he sang a really boring song — and he can’t dance.
Girl: That's true. | expect you're right. The others weren't very
good, were they?
Boy: Especially the one with blond hair and glasses. He's really
annoying. He doesn’t have a chance.
Girl: 1agree. But he tried really hard.

Unit 5

You will hear a man called Tony James giving a talk about an extreme
camping trip.
OK, thanks for coming along to find out about our extreme camping
trip. Before | start, can | remind you about the training day? Because
it may rain tomorrow, we've decided to do this on Saturday instead
of Thursday. If you want to come on the trip, you must attend.
There are different ways to experience extreme camping, but for us
it means bringing no food or water with you. But don’t worry, you
won't be hungry. We're camping at Sandy River and it’s easy to find
lots of delicious fruit and vegetables nearby, which you can eat raw.
The guide will also show you where to look for eggs. You can find
these in trees, of course, but some birds leave them in holes in the
ground or in the grass, like snakes do.
Something that's surprisingly good to eat is insects. These are really
good for you and actually very tasty. And I'm not talking about flies
and wasps — the ones I'm talking about are much bigger. | promise
you'll love them!
Because you really have to be an expert to be successful, one thing
you won't have to do on this trip is hunting. You don't want to waste
time and end up with nothing to eat.
Now of course we're not bringing any cooking equipment like a
camping cooker or a frying pan, so you're going to learn how to cook
your food on a hot rock. It’s a bit slower than using a normal cooker,
but works well.
What about drinks? You'll have to live without juices and hot
chocolate, I'm afraid. You'll get all the water you need from rivers and
streams, but you must remember to boil it for at least three minutes
to make sure it’s safe to drink.
OK, before | continue, any questions?

PHOTOCOPIABLE RESOURCES Compact Prefiniinasy

foi cdblio2nd Edition © Cambridge University Press 2019 Pao
 Revision answer

UNIT 1 UNIT 4
[1] 1issitting 2getsup 3 We come, we're living El 1/'ve neverbeen 2DidRaygo 3 have you known
4 says, cooks 5 really wants 6 is, she's working 4didyoumeet 5We'vehad 6 they've ever eaten
7 I'm not enjoying 8 Do you like 7 My brother's always wanted 8 did your teacher find

El1to 20of 3at 4in El 1since 2for 3since 4for 5for 6since
BEl19ym 2canteen 3ITroom 4 science lab El 1 excited 2disappointed 3 jealous 4 worried
5 sports field 6 playground 7 classroom 5 surprised
8 hall 9 reception 10 tennis courts
EY 1 satisfied 2jealous 3 serious 4 anxious 5amazed
El 1 wear 2join 3eat 4get 5handedin
6 take up 7 going 8take
B1part 2up 3place

UNIT 2 UNIT 5
El 1 did the film finish 2 bought 3 were, passed El1A 28 3B 4cC
4 didn't like, didn't dance 5 didyougo 6 wanted El 2I'mgoingto 3willwin 41 5I'm going to
BEd 1 stopped, arrived 2 lost, was cycling 6 they're going to
3 was waiting, saw 4 were eating, started El 1 strawberry 2 carrot 3 spinach 4 pineapple
5 did you see, went 6 was working, hurt 5 lettuce 6 grape 7 peach 8corn
E18 2C 3A 4B 5B 6A Ed 1turkey 2chicken 3Salmon 4Beef 5lamb
Ed 1stay 2get 3give 4believe 5join 6 hand 6 Tuna 7 Cod

Bl 1 competition 2 competitive BE 1 Frozen 2Raw 3Fried 4 Boiled

3 athlete, championship(s) 4 athletics B1out 2on 3away 4down 5off 6up
5 athletic, champion 6 competitors

UNIT 6
UNIT 3
El 1usedto 2didntuseto 3Didyouuseto 4 used to
[Ell 1 cheaper than 2 the biggest (school) 3 better 5didn'tuseto 6 used to
4 more expensive than 5 the most fashionable
6 more interesting than 7 more comfortable than El 1himtotake 2forforgetting 3tohelp 4living
8 the worst 5to take him 6 travelling 7 going 8 to buy him

E18 2A 3B 4C 5C 68 BE 1have 2go 3going 4do 5having 6 making

El 1ring 2leather 3casual 4 cotton 5gold Ed 1 mountain 2 convenient 3 peaceful 4 cosy
6 suit 7 wool 8 pink, purple 5 castle 6beach 7view 8lively 9jungle
10 balcony
El 1 smartnew gold 2 beautiful light-blue cotton
3 stylish small cream 4 casual dark-red
5 comfortable pink wool 6 fashionable online

IT) REVISION ANSWER KEY www.sachmoi24h.com

SES alm DD EEE
UNIT 7
B 1 wasn't, 'd/had just had 2 ‘'d/had never eaten, went
3 arrived, had already left 4 had never received, didn’t /
did not know 5 looked, 'd/had just come back
6 was, had been/gone

Bl 1 've/have never seen 2'll/will do 3 Have you got

4'm/am going 5didyoubuy 6 don‘t/do not use

1bat 2camel 3elephant 4 parrot 5 spider

6 whale 7 penguin 8shark 9gorilla 10 snake

El 1 pollution 2sunset 3rare 4freezing 5 protect

6 litter 7 waterfall 8ocean 9jungle 10 cruel

UNIT 8
El 1 practise, will select 2 will take, do
3 Will you help, give 4 snows, will 5 will drive, passes
6 don't run, ‘ll miss

El1A 2B 3B 4C 5C 6C 7A 8B
Bl 1 traffic lights 2 harbour 3 platform 4 pilot
5 crowded 6 motorway 7 checkin 8seat belt
9 waves 10 boarding pass

Bl 1 trafficjam 2 airport 3 roundabout 4 weigh

5security 6gate 7takeoff 8rough 9land

www.sachmoi24h.com REVISION ANSWER KEY Fs

 Grammar reference answer key
UNIT 1 2 arrived, haven't / have not seen her yet

El 1 mustn't 2must, can't 3can 4 can't/ mustn't 3 've/have already seen, saw
5can’t/ mustn't 4 've/have ever bought, cost, 've/have never spent
5 Have you ever done, 've/have never done
El1didn'thaveto 2could 3hadto 4hadto
5could 6 didn't have to
6 did you go, went, ‘'ve/have never visited

Bl 1aretakingup 2helps 3useup 4walk 5lgo IE A: Have you heard? My oldest sister's getting married.
6 I'm training 7 I'm spending
B: Who to?
A: A guy called Elliot.
EX 1 do, weigh, prefer 2 helps 3 smell 4's/is having B: Really! How long diet-sheknow has she known him?
5 costs, think 6 owns, wants
A: Only six months. Apparently theyve-met they met at work,
Hl 1 are doing 2'm/amfillingin 3 meeting B: Have you met Elliot already yet?*
4 hangingout 5meet 6doing 7 doing A: No, not yet, but my sister's told me a lot about him.
8Do, like 9 watching 10 don't/ do not feel like B: When was the last time yot''ve-seen you saw her?
A: tveseen | saw her last week. She drove me to school one
day.
UNIT 2
* Note that Have you met Elliot already? would be correct in
[1 | was watching 2 often phoned 3 realised American English.
4 was shining, were singing 5 won

BY 1 was tidying, found 2 was leaving, realised UNIT 5

3 was watching, was cooking 4 heard, stopped, were
doing, walked 5 crashed, was updating ll 1 Were goingtosee 2Illbe 3 I'm going to go
4leaves 51M go

Bl 1 couldn't 2 May/Can/Could 3 may/might/could

UNIT 3 4 could/should/can 5 could/might 6 Can/Could
[El 2 a lovely old Spanish car
3 a new red and white Danish flag
4 a short blue cotton skirt
UNIT 6
5 an interesting long historical novel [1 | My brother used to play football (regularly) (until he broke
his leg).
6 my favourite blue leather jacket
3 My hair used to be brown (but now it's black).
Bl 1 the thinnest 2worse 3lazy 4 more comfortable 4 When | was younger, | didn't use to get up late.
5the best 6 nicer 7 far
5 Did you use to go on holiday with your parents (when you
El the wettest 2 further/farther 3 heavier 4 better were a child)?
5 worse 6 the most beautiful
Ed1g0ing 2tohave 3 going
Bl 1who 2which/who 3which 4where 5which 4togo 5doing 6 living
7 tohave 8 spending

UNIT 4 H1/
2v
[El 1 interesting, interested 2 relaxed, relaxing
3 In A, Ben stopped what he was doing in order to phone; in
3 annoying, annoyed 4 excited, exciting
B, Ben no longer phones his parents.
BEl1just 2already 3already 4vyet 5 yet 47
El1for 2since 3since 4for 5since 5/
6 In A, the next thing they told us about was their holiday; in
[4] 1 went, ‘ve/have just woken up B, they didn't stop telling us about their holiday.

*)\, GRAMMAR REFERENCE ANSWER KEY www.sachmoi24h.com

 3 1 was played, was watched 2 are taken, are driven
3 was written, were predicted
1making 2go 3had 4Do
5 making 6 having 1 Our cat is seen by a vet twice a year. / Our cat is seen twice
a year by a vet.
2 The roads were closed (by the police) last night because
UNIT 7 of the accident. / Last night, the roads were closed (by the
El 1 had rained, had stopped, was 2 had planned, had to police) because of the accident.
3 had been, started 4 couldn't
/ could not, had made* 3 The book was written by a famous author.
5 went, had seen
4 Cricket is played in Australia.
* The past simple (made) would also be possible here.
5 | was taught how to sing by my father.
Bl 2 I'm sorry, but | can't lend her/you any more money.’
3 | still feel ill” 4'I'm older than you."
5 ‘We'll come and see you later” 6 I left yesterday.’ UNIT 8
7 'Stop worrying!’ Elid 2g 3a 4h 5c 6b 7e 8f
El 1 He said (that) he was leaving school at the end of the E1 2 If she spoke English, she'd / she could study in Canada.
following year. 3 If | had more/enough free time, I'd / | would learn to play a
2 She said (that) she'd got / had got a surprise for me/us/ musical instrument.
him/her/them. 4 If my uncle were/was fitter / less unfit, he'd / he would be
3 She told him to shut the door. a firefighter.
4 They said (that) they'd / they had all passed their English 5 If 1 had enough/more money, I'd / | would (like to) buy a
exam. laptop.
5 He said (that) it was his birthday the next/following day.
6 She said (that) I/he/she was the only person she knew
who liked* classical music.
7 He told Max not to drink any more coffee.
8 They said (that) they had been/gone** to Morocco for
their holiday the year before / the previous year.
* The present simple (likes) is also possible here.
** Been is more usual, but gone is also possible, as it's
obvious that they've come back.

[3 2 ‘Are you enjoying your new course?’

3 ‘Has anyone found my keys?’
4 'What did you do yesterday?’
5 ‘Can you come to my party this evening / tonight?’
6 ‘Can you tell us where the station is? / Where's the
station?’
7 'Who's
/ Who is your favourite actor?’
8 ‘Did you try / Have you tried to phone me?’

El 1 My mum asked (me) why | was wearing my best clothes.

2 My dad asked (me) where | was going.
3 My brother asked (me) what | was going to do there.
4 My sister asked (me) if/whether | was going with anyone.
5 My dad asked (me) if/whether he knew who | was going
with.
6 My mum asked (me) what time I'd / | would be back.
7 My brother asked (me) how I'd / | would get home.
8 My sister asked (me) what I'd / | would do if | missed the
last bus.
www.sachmoi24h.com GRAMMAR REFERENCE ANSWER KEY Feo
 Writing bank answer key
Making your writing more interesting
Elib7 c1 d5 e2 f4 g6 hs Sample answer
Hi, Logan
I think a barbecue sounds like a great idea, and I'd love to comel
Adjectives | Adverbs Linking | Time expressions It will be lovely, especially if the weather's going to be warm and
words sunny.
beautiful, completely, |and, later that day, Why don’t we have some salads and potatoes to go with the
delicious, easily, because, | the next day, meat?
modern, loudly, but, this morning, Also, make sure you remember that some people in our class are
wonderful quickly 50 yesterday vegetarians, so you'll need some special dishes for them.
El (other possible answers in brackets) I agree that games are fun after a barbecue. We could play
1 suddenly (finally) badminton. It's a very easy game, so everyone can play.
2 but See you on Saturday!
Eva
3 early the next morning (the next day, later that day)
4 large (delicious, small) [91 words]
5 really (very, extremely)
Writing Part 2: An article
IE 11 was very tired, so | went straight to bed.
2 We all went to the party and everyone had a great time.
Your article should be about your favourite city. It should say
3 Paul wanted to come with us, but he couldn't.
why the city is special and what city you'd like to travel to in the
4 We all laughed because it was so funny. future.

BElic 2e 3d af 5a 6b
Writing Part 1: an email
1 There are many benefits to keeping fit.

You need to react to his news, say which month you'd like to 2 The internet has changed people's lives in many ways.
go in, say which sport you want to see and suggest which 3 Teaching is a very difficult job.
souvenirs to buy.

BEl1d(R 2a) 3b(0) 4c(p) Clothes Films Food Countryside | Weather

El 1 'm afraid | won't be able to come to your party. old-fashioned, | amusing, delicious, | peaceful, freezing,
2 Guess where I'm going next week! tight frightening | tasty quiet stormy
3 I'm sorry, but Dan won't be here when you visit.
4 You'll be pleased to hear that I've now finished all my The article should be about your perfect job. It should describe
exams! what the job involves and say whether you think it's important to
earn a lot of money.
El1so 2also 3but 4because 5and

You need to react to his invitation and say which day you'd
like to go, tell him what kind of food you think everyone
would like and suggest some games for them to play.

2. WRITING BANK ANSWER KEY www.sachmoi24h.com

Sample answer
For me, an architect is the perfect job because it is
interesting, creative, and very challenging.
For an architect, every day is different. You might design
a modern house, then a new classroom for a school, then
change an old factory into flats. So this job is never boring,
because every building you work on is different. | think it
would also be very satisfying to create beautiful buildings for
people to live or work in.
| would say it is important to earn enough money so you
don't have to worry about it. But if you enjoy your job, you
don't have to be rich to be happy.
(109 words)

Writing Part 2: A story

El 2 is the best way to continue. It refers back to the letter
and the cousins, and suggests that something is going to
happen in the story.

El 1 called 2was waiting 3 had/d passed

4 was walking 5 had/'d forgotten 6 closed

El1First 2Then 3 Next 4Anhourlater 5 Finally

Ed 1 messy 2smart 3spicy 4entertaining 5 curly
6 disappointed

Sample answer
Our day at the zoo began quite well. | was there with some
friends, and the sun was shining.
First, we saw some baby elephants. Then we watched some
very funny penguins. By midday, we were getting hungry,
so we decided to go for lunch. As we were walking towards
the café, we suddenly heard people shouting. A tiger had
escaped! We immediately ran to the café and shut the door
behind us. It was quite scary, but fortunately the tiger was
caught quickly and no one was hurt.
Finally, the café offered a free meal to everyone, so the day
ended very well.
(104 words)

www.sachmoi24h.com WRITING BANK ANSWER KEY Ps

 Speaking bank answer key
Speaking Part 1 2d(h) 3a(f) 4e(j) 5c(g
Il Yes, she does.
E<) ED
Examiner: Tell us about your English teacher.
<p)
Pablo: My English teacher is called Mr Adams, and he's from
| Examiner: What's your name?
Manchester. He's really funny, and | like him because he
Maria: My name’s Maria. always makes our lessons interesting. | think he’s a really
Examiner: What's your surname? good teacher.
Maria: It's Moretti. | Examiner: Would you like to live in a different country?
Examiner: Where do you come from? Pablo: I'd like to visit different countries, for example the United
Maria: | come from Rome, in Italy. States or maybe Australia, to get some experience of
what life is like there. But | wouldn't like to for long,
Examiner: Do you work, or are you a student?
| because I'd miss my family and friends at home.
Maria: I'm a student.
Examiner: Can you tell us about your home town?
Pablo: My home town is Barcelona, in the north-east of Spain.
It's a big city, and there are lots of beautiful buildings
which are very famous. | like it because it's very friendly,
[vo Examiner: What did you do yesterday evening?
and there are lots of cafés where you can meet your
friends. Also, it's on the coast, so you can go to the beach
in the summer,
Maria: Yesterday evening | went to the cinema with some | Examiner: How do you usually travel to school or work?
friends. | often watch films with my friends because we
Pablo: usually catch the bus to school. It takes about half an
all enjoy the same kinds of films.
hour for me to get there. I'd prefer to walk, but it's too far
Examiner: Do you think that English will be useful to you in the | for me to walk every day.
future?
Examiner: What did you do last weekend?
Maria: Yes, | think it will be very useful. | want to work for an
Pablo: On Saturday | played football for my team. We usually
international company, so | hope I'll travel to different
have a match every Saturday. Unfortunately, we didn’t
countries with my job, and I'm sure | will need English.
win last week. Then on Sunday | met my friends, and we
Examiner: Tell us about a place you would like to visit in the future. went to the beach because it was very hot.
Maria: Id love to go to New York one day because it looks such
an exciting city. Actually my uncle lives there, so | hope
can go and visit him soon. BA 1 because 2forexample 3 which 4but
Examiner: Can you describe your house or flat?
5 Unfortunately
Maria: My flat is quite small, because | just share it with one Speaking Part 2
friend. The kitchen is very small, but the living room is
quite big. Also, it’s got a balcony, and | really like sitting
there in the evening.
He guesses where they are (they might be in a car park or
| Examiner: What do you enjoy doing in your free time?
something like that), the temperature (it doesn't look very
Maria: Well, I'm quite into sport, so | do quite a lot of sport in warm), what the buildings are (they look like garages or sheds,
my free time. For example, | sometimes go running in
the evenings and | often play tennis at the weekend. |
something like that), the relationship between the boys (they
also like spending time with friends. My friends are very don’t look like brothers).
important to me.

El 1 often 2and 3because 4Actually 5but 6 Also

|
Pablo: The picture shows two teenagers playing basketball
750 8Forexample outdoors. | think they might be in a car park or something
like that. Itisn't a very attractive place, because there are
no flowers, and there isn’t any grass. It’s a cloudy day, and it
Present simple Past simple be going to doesn’t look very warm because one of the boys is wearing
long sleeves. The two boys are at the front of the photo, in
always, last night, next weekend, the middle, and at the back we can see a basketball net, and
sometimes, last weekend, tomorrow, tonight some buildings. They look like garages
usually when | was
younger

TED), SPEAKING BANK ANSWER KEY www.sachmoi24h.com

 or sheds, something like that. On the left, you can see | agree with you. And | don’t think flowers are a good idea
because they're a bit boring, in my opinion.
| some houses in the background. The boys aren‘t actually
| playing a game, but they're practising. One of the boys Pablo: That's true. In my opinion, people buy flowers if they can’t
is wearing a stripy top, with a hood, and he’s holding the think of any other ideas. Would a T shirt be a good idea?
Most people wear T shirts.
ball above his head. He seems to be aiming for the net,
which is quite a long way away. The other boy, who's ia: Well, 1 don't really like it when people buy me clothes,
short and has dark hair, is running forwards. | think maybe because | prefer to choose them myself.
l he’s going to catch the ball. | guess the two boys are Pablo: OK, so not a T-shirt. Would a concert ticket be a good idea?
probably friends because they don't look like brothers. ia: Yes, | think that's a great idea. Everyone loves listening to live
| music.
Bl 1atthefront 2right 3left 4 behind | Pablo: No, | disagree. There's only one ticket, and | don't thinkit
| would be fun to go to a concert on your own.
5 In the background
ja: Yes, you're right. But there are two cinema tickets, so maybe
1aretravelling 2aresmiling 3 is showing they might be a better choice.
4 is looking; is thinking 5 is standing; is talking | Pablo: Yes, | agree they would be a good choice. So, what else is
| there? | think a mug is boring, and chocolates seem quite a

lo 0 Pablo: The picture shows some people who are travelling by bus.
- ja:
cheap present. What do you think?
Yes, agree. And I'm sure she'd love to get a necklace, so
| that’s a possibility.
| There are two women at the front of the picture, on the left.
| | Pablo: OK. So, it's time to decide. What do you think?
They're smiling, and one woman is showing the other one
| something on her phone. On the right, there's an older man. | Maria: Well, | would say either the cinema tickets or the necklace.
He's looking forwards. I'm not sure what he’s looking at, i Do you agree?
but maybe he’s thinking about where to get off the bus. In : Yes, but the necklace might be too expensive, so maybe we
the background, at the back of the bus, theres a man. He's should choose the cinema tickets. Are you OK with that?
standing up and he’s talking on his phone. Yes, good idea. We'll go for that one, then.

E31 probably 2might 3looks 4seem 5 guess Bl1think 2sure 3agree 4opinion 5idea 6s0
70K 8go
a
Eid 2f 3a 4b 5c 6e
<) 3
| Maria: The photo shows two people sitting in a living room in a
house, a teenager and an older man. | think they're probably
father and son. The teenager, who's on the right, is wearing
a pullover and jeans, and the older man is wearing a blue
shirt and jeans. He's got grey hair. The sitting room looks | Pablo: So, shall we talk about the barbecue first? | think it's a good
idea. A barbecue is relaxing, and everyone can enjoy it. What
quite modern, and the sofa looks very comfortable. In the
background, on the left, you can see some photos on a do you think?
table. On the right, you can see some books. They might | Maria: Yes, | agree with you. The only problem is that someone has
be watching TV because you can see that they're looking to organise everything, like buying the food and cooking
at something, and there is a remote control, or something it, so it's quite a lot of work. In my opinion, eating in a
like that on the sofa on the right. They're eating something restaurant would be better, because no one would have to
from a box, some kind of a takeaway. It looks like pizza. They cook.
seem to be quite relaxed. | guess they're probably having a : Yes, that’s a good point. Buta meal in a restaurant might be
relaxing evening at home. too expensive for some people. What do you think about
going to watch a football match?
Speaking Part 3 : Well, it would be perfect for me, because I'm a football
fan, but 1 don't think it's a good idea for a class celebration,
[1] { because not everyone likes football.
Yes, they talk about all the options. They agree on the | Pablo: That's true. So, would the beach be a good idea? Everyone
cinema tickets. likes going to the beach. Do you agree?
I'm not sure. What if the weather's bad?
| BQ Pablo: Yes, you're right. The beach is great if the weather's good,
Maria: So, shall we start with the book? What do you think about
but it's really boring if it's raining. So, what else is there?
I don’t think hiking is a good idea, because some people
| thatidea?
| might not be fit enough to enjoy it.
| Pablo: I'm not sure. Some people enjoy reading, but a lot of people
don't like it. And it’s difficult to choose a book for someone | Maria: Yes, | agree. What about going to a theme park? I'm sure
people would enjoy that.
else.

www.sachmoi24h.com SPEAKING BANK ANSWER KEY ys

 | Pablo: Yes, that's a good idea. There are different rides, too, so not B11 buying 2issometimes 3 usually get 4to get
everyone has to go on the really scary ones. It's definitely 5 getting
more fun than a boat trip. That would be really boring, in my
opinion. BE 1 Do you agree? 2That'strue. 3 What do you
| Maria: | agree, because on a boat you're just sitting there for a few think? 4 That's an interesting question.
| hours, but | prefer to be active.
| Pablo: What about the zoo? That could be fun. And there are things
to do indoors if it's wet.

| Pablo:
Maria: Yes, that's true. And everyone loves animals.
So, it’s time to decide. | would choose the theme park or the
|
| Examiner: Would you like to have more social events with your
|
zoo because | think everyone would enjoy them. class?
| Maria: Yes. | think the theme park would be more fun, so | would Pablo: Yes, | think that more social events would be great,
|
choose that. because it would be an opportunity to get to know other
| Pablo: OK. We'll go for that one, then students in the class better. | would like some trips to the
cinema, or maybe visits to other towns and cities. What
do you think?
Speaking Part 4
| Maria: Yes, | agree. | think it would be fun to have more social
events, and in my opinion it would also help us to study,
because it’s easier to study when you're with people that
They give reasons for their answers, ask for each other's
you know, because you're more relaxed. | agree with you
opinion s, disagree with each other and use an expression to that trips to the cinema would be fun, because then we
allow time to think about the answer. could talk about the films together.
Examiner: Do you think watching sports events can be more fun
1» 6 than taking part?
| Examiner: Who do you most enjoy buying presents for? Maria: I'm not sure about that. | love sport, and in my opinion
it's always more fun to take part than to watch. When
Maria: Let me see. | would say my cousins. One is 14 years old,
you play a game like tennis or football, for example, you
and the other is 12.1 love buying presents for them
really want to win, so it's very exciting and it encourages
because there are so many fun things that you can
you to make an effort and do your best. Do you agree?
choose for children, like toys or games. What do you
think? Pablo: Yes, | do. I'm really into sport, too, and | agree that it's
exciting when you play a match and you really want
Pablo: Yes, | agree with you, and it’s also fun buying presents
to win. But when | watch my favourite football team |
for children because they're always so excited when they
also want them to win, so that's exciting too. | also love
open them. I've got a cousin who's ten, and | really enjoy
watching really good players, who are much better than
buying things for him. He's really into football so it's easy
mel!
to find things he likes. It's great.
Maria: Yes, that's true, It's exciting to watch good players, but |
Examiner: Which people in your family are the most difficult to
would still prefer to take part.
choose presents for?
Examiner: Do you prefer cooking a meal for friends or eating out in
Pablo: That's an interesting question. My dad is definitely the
arestaurant?
most difficult to choose presents for. He never seems to
want anything, and he doesn’t have any hobbies, so | Pablo: I think it depends. | enjoy cooking, and | often cook
usually end up buying him something really boring, like meals for a few friends. But if | want to have a big meal
socks. Do you agree that it’s difficult to buy things for with a lot of friends, | prefer to go to a restaurant. What
your parents? do you think?
Maria: Yes, | completely agree. It's much easier to buy things for Maria: Yes, | think you're right. It would be very stressful to cook
people your own age, because you know what they like a meal for 15 or 20 people. But cooking for a few friends
and what they're interested in. is fun, and it's nice because you're at home and you're
relaxed.
| Examiner: Do you like receiving money instead of presents?
Pablo: Yes, | agree with you. The only problem is that you have
| Mari ia: Hmm, that’s a difficult question. It's sometimes nice to
to do the washing up.
receive money, because then you can buy something
you really want, or you can save up to buy something Maria: That's true. | think it's only fun if you have a dishwasher!
bigger, like a new tablet. What do you think?
Pablo: Hmm, I'm not sure about that. When it's my birthday, |
usually get money from three or four relatives, and it’s
good because | can use the money to buy something
more expensive for myself. But in my opinion it's a bit
boring if you don’t get any presents on your birthday,
just money. Do you agree?
Mari ia: Yes, |do.llove getting presents, but | think when it’s
relatives who don’t know you very well it's better to get
money, because sometimes they can give you things you
don’t really want.
Pablo: That's true. | prefer to get money from people who don’t
know me very well, but it’s nice to get presents from
people who know what I like.

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Phrasal verb builder answer key
Relationships
[1] 1 bring up someone 2 get on with someone
3 get together 4 go out with someone
5 look after someone 6 split up with someone

El 1 gettogether 2geton 3 broughtup 4 look after

5 split up

Travel B
El 1 break down 2checkin 3 getback 4 set off
5 take off 6 turn up

B 1setoff 2 broke down; turned up 3 checked in

4 took off 5 got back

Communication
El 1 call someone back 2 fill in something 3 hang up
4 ring up someone 5 switch something off

El 1 switched itoff 2rangup 3hungup 4 called back

5fill in

Daily routines
[1 |] getup 2 picksomeoneup 3 putsomethingon
4tidyup 5 wake someone up

Bl1tidyup 2wakehimup 3getsup 4putson

5 picks him up

www.sachmoi24h.com PHRASAL VERB BUILDER ANSWER KEY 00s

 Workbook answer key
Unit 1 brother's room, so there's no space. I'm Reading Part 4
really sorry about that, but we can meet
Grammar 1 H 3 A 5 E
at the bus stop at 9.30 a.m.
2D 4 B
See you on Saturday.
Listening Part 3
=

organises Pablo
1 September 4 gymnastics
are staying
Reading Part 2 2 indoor 5 volleyball
WN

try, don’t have / do not have

1 F 3D 5 A 3 hockey 6 50%/ fifty
are ... doing, ‘'m/am revising
2 H 4 B percent
SER

works, goes
Listening Part 2 Reading Part 5
is ... speaking
1B 3 B 5 1C 3D 5B
2 C 4 C 6 B 2 A 4 C 6 D
at 3 about 5 of
Reading Part 5
Writing Part 2 Sample answer
NMEUN=SEN-

in 4 to 6 of
18 3 A 5A This was the most important game of
2D 4 C 6 C the season and we were losing. The
get 6 being match had started off badly, with the
Unit 2
starting 7 get other team, Braxton, scoring two goals
Grammar in the first ten minutes. Luckily, we had
relaxing 8 notdoing
managed to score one, too, just before
not doing 9 finish
half-time. But, at the beginning of the
have 10 lying bought
al

second half, one of our players got a red

Vocabulary did ... learn
card, so we only had ten players on the
weren't / were not pitch.
- |

organised Then, with only two minutes of the

mo QO

I >»

became match left, our captain got the ball and

tala
[= JY,

oN
mm

Nn
Sa

Was ran with it towards Braxton’s goal. She

kicked it from about three metres away
—-

WO

didn't
/ did not take part, was
- and missed! Suddenly, the match was
did, won
over. We had lost!
a new sport
an after-school club 2 Unit 3
1 4 were
he

was sitting
a school trip
sunbathing
Grammar
2 were eating
good grades
- |

3 was shining 5 was talking

packed lunch
6 were laughing new black leather boots, f
on stage
A

cheap old cotton jacket, b

el

hard
was 5 was running beautiful red silk shirt, e
a uniform
chad

2 were losing 6 slipped old-fashioned grey wool jumpers, a

LE

late
3 had 7 fell over interesting big silver earrings, c
10 homework
4 saw 8 didn'twin valuable pale gold bracelet, d
11 classes
12 exams Vocabulary
Writing Part 1 Sample answer better 5 mostimportant
Hi Toby, cheaper 6 worse than
Lh

e 3 f 5 a
I'm really pleased you can come to the more 7 more sensible
2 4 d 6 b comfortable than
video game fair!
I'd rather take a packed lunch than buy than 8 bigger than
4 more 9 less expensive
food there because it'll be cheaper.
1 beat/ defeated 4 succeeded fashionable 10 best
Lets go by bus. The number 57 goes
2 won 5 lost
from the stop in my street directly to the
exhibition centre where the fair is. 3 beat/defeated 6 achieve B
1 which 3 who 5 who
I'm afraid you can't stay on Saturday 2 where 4 where 6 which
night because my uncle and aunt are 1 athletic 3 competition
visiting this weekend. They're going to 2 athletics 4 competitive
sleep in my room and I'm sharing my

TT), WORKBOOK ANSWER KEY www.sachmoi24h.com

Vocabulary 2 've/have lived suddenly, the lights became really bright
3 ’s/hasgone and music started to play.
[1] 4 haven't/have not finished ‘We are pleased to announce that the
1 earring 10 sweatshirt winner of this year's Young Film-maker
5 's/has played
2 top 11 T-shirt of the Year Award is ... Jessica Brown!’
6 Have ..seen She had won!
3 necklace 12 jeans
7 haven't / have not decided
4 dress 13 trainers Listening Part 1
8 ‘ve/have played
5 bracelet 14 jacket 1 A 3 C 5 C 7 B
6 gloves 15 collar 2 C 4 B 6 A
7 skirt 16 shirt yet 5 just
already 6 just Unit 5
8 sandals 17 sleeve
3 since 7 for Grammar
9 heel 18 jumper
4 for 8 since
2]

~fg**“""B"*"“""H
1 7 A 3 arewe having 6 'm going
N
@

will be 7 'mgoing to be
uh

2 1 saw -'ve/have seen

®@
Nn

2 five - 've/have lived Il have 8 have

3
@w

a
>

3 decide - 've/have decided does 9 won't pass

3] 4 moved - 've/have moved re finishing 10 ‘m going to get
1 pink — it's a colour and the rest are
5 receive - 've/have received
adjectives to describe the style or fit of
clothes 6 ‘ye-visited — visited "re going to 5 will
2 traditional - it's an adjective to 7 havebuy -'ve/have bought 's going to 6 won't, ll
describe the style of clothes and the 8 want - 've/have wanted ll 7 isn'tgoingto
rest are places to buy clothes Vocabulary 's having 8 areyougoingto
3 casual - it's an adjective to describe the
style of clothes and the rest are colours [1
1 amazing 5 surprised ‘m/am going to train
4 skirt - it's an item of clothing worn on
the lower half of the body and the rest 2 frightened 6 excited will /is going to stop
are worn on the upper half 3 disappointed 7 annoying ‘re/are not going / 're/are not going
Ww

Listening Part 4 4 interested 8 worried to go

4 ‘'refare..doing/ going todo
1C
2 A
3B
4 A
5
6
B
C
(2) 5 ‘s/is going to fall in
1 about 6 with
6 leaves
Reading Part 5 2 about 7 about
Vocabulary
1 8B 3 C 5 B 3 by 8 with
2 A 4B 6 4 of 9 of
Reading Part 1 5 about 1 corn - it's a vegetable and all the
others are types of fruit
18
2 A
3
4
B
C
5 C
(3 2 cabbage - it's a vegetable and all the
1 takeup 3 took place others are types of fish
Writing Part 2 Sample answer 2 taken part 3 lettuce - it's a vegetable and all the
In my country, it is difficult for young Reading Part 4 others are types of meat
people to find a part-time job, so we
have to depend on our parents to give us
1 F 3 B 5 G 4 chicken - it's a type of meat and all
money. My parents give me 10 euros each 2 E 4 H the others are vegetables
week for pocket money as long as | help Reading Part 6
around the house, for example, by laying 1 to 3 most 5 whose 1 raw 3 fried
the table for meals and doing the washing
2 of 4 be 6 on 2 frozen 4 boiled
up.
Writing Part 2 Sample answer
| spend most of my money on going out
She and the other competitors were
(3
with my friends, but | also love buying 1 away 4 off 7 on
clothes when | can afford it. | think it is waiting to hear the result of the film
competition. She was feeling very
2 up 5 on 8 down
important to try and save money, but it's
excited. If she won, she would get the 3 on 6 out
difficult to do that when you don’t have
very much!
chance to go to a festival to show her Reading Part 6
film. All that work — writing the story, 1 as 3 the 5 with
Unit 4 finding the actors, filming the movie -
2 all 4 in 6 has
would be worth it.
Grammar Reading Part 1
She sat on the stage with the other
contestants, watching the judges, 1 C 3 C 5B
1 ‘ve/have.. woken up waiting nervously for the results. Then, 2B 4 A

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 Listening Part 3 Reading Part 3
1 8.45 4 (delicious) beans 1c 3D 5 8B 1 clear 3 rare 5 calm
2 money 5 cheese 2B 4 A 2 humid 4 frozen
3 rabbits 6 chalcotts Reading Part 5
Writing Part 1 Sample answer 1A 3 C 5 A 1 protect 3 pollution 5 Climate
Hi Ana, 2 C 4 D 6 C 2 litter 4 oil change
A picnic with our friends is a great ideal Writing Part 2 Sample answer
Yes, I'm free on Saturday.
Listening Part 4
When | looked out of the window, |
| think the park would be a good place to 1 B 3 A 5 B
couldn't believe it. It had been dark
go because it's easy for everyone to get when we arrived at our holiday home 2 C 4 B 6 C
to and it has that special area for picnics the night before, and very late. | hadn't Reading Part 6
with tables and seats. really noticed much about the house or 1 were 4 this /it
I can come and help you make the the area as | was very tired and had gone
2 up/for 5 not
sandwiches. It will be quicker if we do it to bed almost straight away.
3 when/as/while 6 made
together. But now, this morning, the view from my
I would preferto play football after the window was amazing. | could see the Writing Part 2 Sample answer
picnic, and | think most of our friends will coast in both directions, with long, sandy In the city where | live, there are lots of
want to do that, too, so I'll bring a ball beaches and a calm, blue sea. Behind people who have to sleep on the streets
with me. the beaches, there was countryside, with because they haven't got anywhere to
fields and tall trees. And, best of all, there live. | feel very sorry for them and I'd like
I'm looking forward to seeing you on
was a castle not far away on top of a hill. | to join a volunteer organisation to help
Saturday,
couldn't wait to have breakfast and to go homeless people in some way.
Fabiola out and explore! This type of volunteering would help
Unit 6 Listening Part 1 provide homeless people basic things
such as food and warm clothes. I'm not
Grammar 1A 4 C 7 B
bad at cooking, so | would be able to
2 A 5 A help prepare meals for them, too. | could
- |

3 B 6 A also collect old clothes from my family

used to play
and friends to give to them.
didn’t / did not use to like Unit 7
Grammar | strongly believe everyone should have
used to be
somewhere safe to sleep.
Did ... use to have
— |

Reading Part 2
IR

didn’t / did not use to let

went 6 spent 1G 3 F 5 A
didnt / did not use to get / be
told 7 hadn't/had not 2 C 4 D
did ...use to go ‘d/had been wanted
aaa

had changed 8 told / had told

Unit 8
[~

Grammar
1 tokeep 5 doing said 9 ‘d/had been
2 toplay 6 going 10 'd/had seen
|

3 toplay 7 living 17 4 would 7 wouldn't

4 getting up hadn't seen 2 won't 5 may 8 will
was ... enjoying 3 4d 6 d
1 did 5 go would go
2 going 6 do wanted 1 hadto 5 knew
3 make 7 have ‘d/had finished 2 finish 6 didn'tgetup
4 have to pick up, ‘d/had ... dropped 3 don'tget 7 practised
I

Vocabulary not to be 4 were 8 pay

to go Vocabulary
Vocabulary
1 mountain 5 lake [1]
2 coast 6 island [1 1 traffic lights 7 seatbelt
3 beach 7 forest 1 ¢ 2 motorway 8 weighed
4 countryside 2 d 3 airport 9 security
3b 4 checked in 10 gate
|

4 a 5 boarding 11 land
convenient 5 cosy
traditional 6 huge 2] 6 pilot
a

peaceful 7 crowded 1
2
waterfall
jungle
4
5
river
ice
7 sunset
2]
lively 1 rough 3 crowded
3 desert 6 ocean 2 waves 4 harbour
73, WORKBOOK ANSWER KEY www.sachmoi24h.com
Writing Part 2 Sample answer Unit 3 Vocabulary Extra 3 bitter 6 barbecued
The best journey I've been on was to Ba 4 delicious 7 ripe
visit my grandparents in the south of 5 fresh, frozen 8 sour
my country. | travelled on a high-speed 1 socks 5 slippers Unit 6 V bul Ext
train service that goes to my granny and 2 backpack 6 hoodie ni ocabuliary EXira
grandpa’s town. Usually | go with my 3 pullover 7 scarf [1 |
parents but they decided | was old enough 4 Lytton 8 zip 1 hob 5 freezer
to catch the train by myself. | didn’t mind 9 )
travelling alone, but, in general, I think it [2] oven 6 Boller
would be more fun to travel with friends. 1 doesn’tfit 4 take 3 microwave 7 dishwasher
The journey took three hours, but the time 2 don't match 5 Fold...up 4 sink 8 kettle
passed quickly. | really enjoyed lookingout ~~ 3 suit 6 go..with B
of the window, watching everything go by
so fast at 350 km per hour. EB 1 ‘ges 5 wardrobe
Listening Part 2 Across 2 plug 6 rug
Istening Far leather, jacket, shirt, cotton, trousers 3 chestof 7 sheet
1C 3 cC 5B Down drawers 8 pillow
2 B 4 A 6 C belt, jeans, wool, silk, trainers 4 duvet 9 switch

Reading Part 3 Unit 4 Vocabulary Extra |g

: 5 3c 5A [1] 1 garage 5 town hall
- 4 1 thriller 6 drama 2 pavement 6 gallery
Reading Part 2 chat show 7 soap opera 3 cashpoint 7 crossroads
18 36 5 A 3 documentary 8 science fiction 4 crossing 8 clinic
.
2 C
*
D
& romedy 9 hoe Unit 7 Vocabulary Extra
Vocabulary Exira 5 game show 10 news [1]

Unit 1 Vocabulary Extra EH - 6 donkey

[1] 1 brilliant/excellent/wonderful 2 mosquito 7 ant
1 secondary 5 state 2 billie enti innderiul 3 butterfly 8 giraffe
2 primary 6 public 3 flim eseelient wens 4 frog 9 duck

3 sixth form 7 private 4 eanfysng 5 dolphin 10 goat

4 boarding 8 nursery 5 Terrible/Awful B
6 terrible/awful
B 1 e 3 a 5 d
7 original
1 degree 4 certificate 8 unusual 2 c 4 b
2 curriculum 5 qualifications 5) B
3 fields
1 thriller, confusing 1 peak 5 rock
ER : 2 hill 6 stream
2 soap operas, terrible 3 di 4 bush

1b 3 e 5c 3 documentary, excellent en us
2 d 4 a Ex 4 cave
4 original, drama .
Unit 2 Vocabulary Extra 5 chat show, awful Unit 8 Vocabulary Extra
[1] 6 game show, unusual [1 |
1 changing 5 boxing Unit 5 Vocabulary Exira 1 immigration 5 abroad
2 running 6 hockey [1] 2 border 6 customs
3 football 7 golf 1 bake 4 gil 7 slice 3 duty-free 7 exchange rate

4 basketball 8 track 2 roast 5 weigh 8 bum 4 currency 8 embassy

B 3 pour 6 cutup
1 A 46 7 E 2) B
2 C 5B 8 F 1 milk 6 biscuits off : me : off )
3 H 6 D 2 jam 7 bread up own aroun

B 3 tuna 8 soup B
1b 3 a 5 d 4 chocolate 9 water 1 windscreen 5 horn
2 e 4 f 6 ¢ 5 bananas 10 soft drink wipers 6 brakes
B 2 windscreen 7 wheel
. . 3 mirror 8 tyre
1 spicy 2 Dairy 4 steering wheel

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Workbook audio scripts
Unit 1, Listening Part 2 Boy: Who doesn't? The only part of the trip that I'm not so sure
about is the project we have to do. Why do we have to work
1 You will hear a girl trying to persuade her friend to join a school
while we're there?
drama club.
Girl: Oh, I think it's good. That way, we'll concentrate better on
Girl: Have you decided about the drama club yet, Seb? Are you
everything we're seeing.
going to join? We need more people for the summer show.
Boy: Hmm, I'm still thinking about it. I'm not sure it's my kind of 6 You will hear a girl telling her friend about a summer camp she went
thing. | mean, I've never done any acting before.
on.
Girl: Well, I'm sure you'd be excellent at it. And, anyway, there are Boy: So how did it go at camp, Jo?
other ways you can help, like making costumes, lighting, doing Girl: Well, when | arrived and saw that | had to sleep in a tent with
the make-up, that sort of thing. five other girls, | thought | was going to hate it! But it was
Boy: Oh really? I'd be interested in helping with the costumes. OK,
actually fun.
I'll come and see what it's like. It's on Tuesdays, right? Boy: |bet! So you were doing German classes, weren't you?
Girl: That's what | signed up for, but not enough people wanted to
2 You will heara girl talking to her brother about her new school
do it, which was a pity as | was looking forward to them. So, |
uniform.
ended up doing lots of sport - not that that really bothered
Boy: [think it looks great. What do you think?
me.
Girl: Well, I'd prefer to be wearing jeans, obviously! But it could be
worse, | suppose. Unit 2, Listening Part 3
Boy: The grey top looks good on you.
You will hear a woman called Susan Chapman telling a group of
Girl: Thanks. | think the skirt is really nice. It's a much better style
secondary school pupils about a sports centre.
than the one | had at my last school.
Susan: Good morning. My name’s Susan Chapman, I'm the manager
Boy: That's true. Well, | thought it was fine, but | know you didn't
of the Westfield Sports Centre, and I'm here today to tell you
like it. Now, what about the jacket? Aren't you going to put that
all about it.
on?
Now, as some of you may know, the Centre was closed for a
Girl: Right, yes, the jacket. That's the part of the uniform that I'm not
few months for improvements. We were hoping to be able to
so keen on!
open again last July, but the work took longer than planned
3 You will hear a boy telling his friend about a new teacher. and we have only just opened now, in September. We were
Boy: Did | tell you that we've got a new teacher for Maths? lucky as we got a grant from the local council, and, with this
Girl: No. What's she — or he - like? money, we were able to build a separate gym just for young
Boy: She. Mrs Brown. She's really nice. And | like Maths much better people aged 12 to 16. And, now, as well as the old outdoor
now. swimming pool for the summer, we have a new indoor one.
Girl: That's good, because you didn't like it last term, did you? It's 50 metres long and 25 metres wide, so perfect for serious
Boy: No, but it's different with Mrs Brown. She explains everything swimmers to practise for competitions.
really well, it's all clear, not like Mr Johnson. He was a nice As well as the gym and the pool, we have a whole range of
person, but not a great teacher, and he gave us a lot of other sports and activities that you might be interested in.
homework. Mrs Brown gives us just as much as he did, but | We have several team sports. In addition to basketball and
don’t mind if | know how to do it! football, which we've always had, we are now offering hockey
4 You will hear two classmates talking about a recent exam in which the on Saturday mornings. We also have individual sports. We're
girl got a high mark. continuing our programme of classes for badminton, tennis
Boy: | don't believe it! You got 90% in the Biology project. How did and squash, and we've just opened a new one for gymnastics.
you do it? Oh, and | forgot to mention before that next to our tennis
Girl: | can't believe it myself! | think | was lucky. But | did do a lot courts we now have a couple of courts for volleyball, a game
of research and planning. | went over everything that we had which is becoming very popular.
done in class. And | looked things up online when | wasn't sure And we have various dance and fitness classes for people of
about them. all ages, both young and old.
Boy: 1did all that, too, and I only got 60%! In case you're wondering how much it costs to sign
Girl: When you did your research, did you make any notes? up to Westfield, the good news is — it's not very much!
Boy: No, I just read through everything and then wrote my project. To encourage young people to get fit, there is a 50%
Girl: Ah, well, that’s probably it. You can explain things better if you membership fee discount for anyone under 18. And it's 25%
make good notes. You should try that next time. for over 18s, so tell your parents!
5 You will hear two classmates talking about their end-of-year trip.
Girl: So what do you think about the trip?
Boy: lt sounds great. I've always wanted to go to Italy. Just think of
all those famous places that we're going to see!
Girl: know. I've never been to Italy either. | can’t wait to see Rome!
And the food is going to be fantastic. | love pizza!

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 2 How old was the man when he started making films?
ON 01} Unit 3, Listening Part 4 Man: | made The Lost Dog when | was eleven, but that wasn't my first
Interviewer: Hello. Today, we have 16-year-old Ella McHugh here, film. | remember going to the cinema with my parents when |
who runs a business selling ‘upcycled’ products, was seven, and then really wanting a camera, but | didn't get one
which is a bit like recycling, but, rather than throwing until my tenth birthday. And it was that summer, with my sister,
things away, you make something old or used into a that we made The Family Secret and posted it on YouTube.
new object, often one of higher value. Ella, what gave
3 Which instrument does the girl still play?
you the idea for the business?
Man: So are you still playing the guitar, the drums and the violin? | don't
Ella: My dad told me about someone who'd invented a
know how you find the time to practise all of them.
way to use plastic bottles as a sort of light bulb in
Girl: Well, actually, Grandpa, | don't, that's the problem.
places where people don't have electricity, and |
Man: So why don't you give one of them up?
thought that was really clever. So | started thinking
Girl: I've given up two! | was going to give up the guitar and just
about what materials | had around me that | could try
concentrate on the drums and the violin. But, in the end, |
and make into something useful.
realised that | loved playing it too much to stop, and | gave up
Interviewer: And what was the first product that you made?
the drums and violin instead!
Ella: Abag out of some old jeans. | also made a lamp using
an old bottle. 4 Who won the young film-maker competition? y
Interviewer: What did people think of the first products you Girl: | thought the very tall boy with the fair hair was going to win.
made? His film was really good. Amazing that someone so young could
Ella: People weren't keen on the lamp, but they were make a film like that. But the documentary by the girl with the
positive about the bag and said | should make some long dark hair was excellent. | can see why they chose her as the
more using other old clothes and try and sell them. winner. | felt sorry for that other boy, though, the short one with
Interviewer: And how long ago did you start the business? the long curly hair, but | wasn't surprised that his film lost.
Ella: Well, | started making the bags around this time 5 When do the girls decide to go to the concert?
last year, but | didn't sell many. | needed to setup a Girl 1: What days are the band playing?
website to be able to sell stuff, and it took me a few Girl 2: The tour is from the eighteenth to the twenty-eighth of
months to learn how to do that. So I'd say it was when November, but they're only playing here on the twentieth,
it went online about six months ago that the business twenty-first and twenty-second.
started properly. Girl 1: Right, so what day of the week is the twentieth?
Interviewer: And do you have any help making all the products Girl 2: Hang on, ll have a look on my phone. (short pause) Thursday.
that you sell? Girl 1: OK, so that means the twenty-first is a Friday and the twenty-
Ella: Ididn't at the beginning, and managed it alone for second a Saturday. I'd prefer to go on the Saturday night.
the first few months, but about a month ago, | asked Girl 2: Yes, me too. Let's see if there are any tickets left for then.
a couple of friends if they wanted to help me. It’s just 6 What did the woman buy her niece for her birthday?
too much work now for one person. Man: So did you finally choose a present for your niece?
Interviewer: How do you feel about working with other people? Woman: Yes, but it wasn't easy. | thought about earrings - she lost her
Ella: I'm really happy about it, because, although I'm the favourite pair the other week, so | looked round all the shops
one who's in charge of the business, I'm not the only but couldn't find any that were quite right. So then | thought
one responsible for having ideas and being creative, about a T-shirt — | know she needs a red one to go with a new
so it's less stressful for me! skirt that she’s got. Then there was the book idea — she loves
Interviewer: And what do your parents think about you running a that series about the girl and the monkey, and a new book's
business? just come out. But they had sold out at the bookshop. So | got
Ella: At first, they were worried that it would take up all her the T-shirt in the end.
my time and that | wouldn't do my homework, and
7 What time do the boys need to leave to get to the cinema?
that my marks would go down. But they've seen that
Boy 1: So what time do we need to get there?
this hasn't happened, and, in fact, they think it’s good
Boy 2: Well, the film starts at 6 o'clock, but let's get there a bit before
that I'm learning about business and design, subjects
it starts, say at a quarter to six, so we can buy popcorn and
that | don't do at school.
stuff.
Interviewer: Thank you, Ella!
Boy 1: Yeah, OK. So we should leave here around 5 o'clock, then.
Unit 4, Listening Part 1 Boy 2: |don't think we need to leave until a quarter past five. It'll only
1 How is the girl going to celebrate her birthday? take us half an hour to walk there.
Boy: So have you decided what you're going to do for your Boy 1: OK.
birthday?
Girl: Well, | wanted to see a film, but there's not really anything
interesting on.
Boy: Right. So what other options are there?
Girl: Mum said | could have a party at home, but only if | do all the
tidying up afterwards.
Boy: That sounds like a lot of work! | know, what about going for
lunch at that new Italian place?
Girl: That's a great idea! I'll start calling people.

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 Unit 5, Listening Part 3 4 What will the weather be like in the north today?
Woman: So what can we expect from the weather today? Well,
Woman: Listen everyone! We're going on our class trip to a local
starting in the north of the region, the sunshine and warm
farm tomorrow and | just wanted to give you a bit more
temperatures that we've been enjoying are now over, I'm
information about it.
sorry to say. They're being replaced by darker conditions
If you remember, for our trip to the TV studio last year, we
including regular showers through the afternoon. Further
had to leave really early, at about 7.30, because it was so
south, things are looking better, which is good news for
far away. For this one, though, it's fairly near so we won't
anyone planning a day out by the sea. You can expect
set off until 8.45, but please be here at 8.30 so | can check
sunshine and fairly warm temperatures, although it will be
you're all here first.
quite windy, so perhaps not a great day for a picnic on the
The owners of the farm are providing lunch for everyone,
beach.
so you don’t need to worry about taking any food.
However, it's worth bringing some money, as they have a 5 What does the girl still need for her room?
small shop where you can buy souvenirs and sweets. Boy: So have you finished decorating your room yet?
There's lots to do at the farm, of course, and the owner has Girl: Almost. My mum and | painted the walls last weekend - a
told me that after you've given the rabbits their morning really nice blue. And then there was the new furniture that we
meal, you'll be able to ride on the horses and even learn needed to buy - the bed and the desk — but we orderedall
how to get milk from the goats. that a couple of weeks ago and it arrived yesterday, so that's
They grow lots of fresh food on the farm to sell to local allin place. The only thing we haven't done yet is put up the
shops. You're actually going to be able to pick something curtains. You could help with that, if you like?
delicious to take home with you. The strawberries won't 6 Which was the last place that they visited on the school trip?
be ready yet, unfortunately, but according to the farmer, Boy: The plan was to go to the history museum first, but, with the
there are plenty of beans ready for us to collect. coach breaking down, we were late arriving, so we had to go
The farm also makes other things that it sells. They're straight to the castle as we were booked for a visit there at 12
hoping to start making ice cream in the near future but o'clock. That lasted about two hours, and we were all really
we'll be able to have a taste of the cheese they produce. hungry by then, so we took our packed lunches to the castle
You'll also watch the jam being made, which should be gardens, not to the picnic area by the river as planned. We then
really interesting. went to the museum later in the afternoon.
| you or your parents want to find out more about the farm 7 Where did the boy stay on holiday?
before we go, there's loads of information on their website Girl: So, what was the hotel like? You said your parents had booked
at www.chalcotts.com. I'll spell that for you... it's C-H-A-L- a really nice one.
C-O-double T-S dot com. Boy: They did, but something went wrong with the booking. When
Does anyone have any questions? we arrived, they didn't have any rooms.
Unit 6, Listening Part 1 Girl: Oh no! What did you do?
Boy: The receptionist tried to find us another hotel, but there was
1 Where is the girl moving to?
nothing available. He tried looking for holiday apartments, too,
Boy: So have your parents decided which place they're going to but with no luck. All he could find was a cabin on a camp site! It
buy? was right next to the beach, though, so it wasn't so bad in the
Elena: Well, they really liked the flat in the town centre, and | did, end.
too, but then we thought that we would miss having space
outside — a balcony just isn't the same as a garden.
Unit 7, Listening Part 4
Interviewer: Today I'm talking to sixteen-year-old Rick Faraday
Boy: So is it going to be that cottage, then, with the beautiful
garden? who works as a volunteer at an animal rescue centre.
Rick, can you tell us why you chose to volunteer at the
Elena: We all loved that place. It was just a bit too far from things
centre?
though. So, they've finally decided on the modern house
Rick: | had three months of school holidays coming up, so |
with a garden and somewhere to keep the car.
applied for a few jobs, and was waiting to hear back,
2 What job is the boy's mother doing now? when | heard they were looking for volunteers here.
Girl: Your mum owns a restaurant, doesn’t she? Does that mean you My dream is to become a vet, so | thought that this
don't see much of her if she has to work in the evenings? would be a great opportunity to get some experience
Boy: She used to work most evenings, but she wanted to spend of working with animals.
more time with my sister and me, so she decided to sell the Interviewer: And what have you found the most interesting part of
restaurant and do something else and now she's teaching at a the work?
cookery school. Rick: There are over 100 dogs here and we help train
Girl: Hasn't she ever thought about writing a cookery book? them by playing with them, and that's fun. We also
Boy: Oh yes. She plans to do that in the summer holidays. have open days where people come to the centre if
3 Where is the girl now? they're thinking of giving a home to an animal, and
Girl: Mark, where are you? Didn't we arrange to meet at the library? it's interesting talking to them. | also learn a lot from
| was waiting for ages there, but then thought maybe I'd got it watching how sick animals are looked after. In fact, |
wrong and you'd said the sports centre. Weren't you playing can't think of anything better than that.
tennis before coming to meet me? So | went there, but they Interviewer: Is there anything about the work here that you find
said that you'd left about halfan hour before. Anyway, I've hard?
just arrived at the department store in the centre of town. Rick: Most of the animals are shut in at night and we have
| remembered that | needed to get my cousin a birthday to start the day by cleaning their pens, and that's not
present. Call me when you get this message, OK? my favourite job! After that, we feed them, which |

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 enjoy, although some of the dogs get very excited and 4 You will heara girl talking about a coach journey she has been on.
jump up at me, which | don’t like much. We also have Boy: How was the coach journey down to your grandparents’ place?
to take the dogs out for a walk and some of them are Girl: Oh, not great. | got really bored. | couldn't read a book, or use
really big, and it can be really difficult to control them, my smartphone, because doing so when | travel by road makes
so that's the most challenging thing. me travel sick. The funny thing is, it doesn't affect me on a
Interviewer: Tell us something about the other volunteers. train. It's such a pity because otherwise the bus was great. It
Rick: There are some other teenagers, although I think I'm was a bit longer than by train, but not by much and the ticket
probably the youngest, and there are some older was cheaper. The bus even had lovely big seats, like nice soft
people who have retired, but are still active and who armchairs. But the fact that | couldn't read or watch anything
come to help a couple of days a week. Everyone's without feeling ill ruined the whole experience. Next time | go
really nice and friendly. to see my grandparents, | think | will probably have to go by
Interviewer: And how do you feel about animals being left without train, or even by plane!
a home by people? 5 You will hear a boy telling his friend about his recent ‘staycation’.
Rick: Well, | would never be able to do it, but | think that Girl: How did your 'staycation’ go, Alex? You weren't looking
sometimes people just can’t manage to look after an forward to it much.
animal — maybe they've lost their job and can't afford Boy: | know. I'd been a bit upset that we couldn't go away as
the food - and feel they haven't got any other option. planned, but, with grandpaill ...
| think it's really sad. Girl: Yeah, | think your parents made the right decision. So was it
Interviewer: Have you got any plans yourselfto offer an animal boring staying at home?
from the centre a home? Boy: We were hardly at home, actually. We went on lots of
Rick: Well, I'd love to, but we already have a dog, and our interesting day trips, to places I'd never been before. | didn't
house isn't very big. | think, though, that | could know there was so much stuff to do around here!
possibly persuade my parents to let me get a cat. They Girl: Great, you can show me some new places!
don't take up much space, after all!
6 You will hear a boy and girl talking about holidays.
Unit 8, Listening Part 2 Girl: What do you think is the best kind of holiday?
1 You will hear a girl telling her friend about a train journey.
Boy: Well, you can't really go wrong with a nice hotel somewhere,
can you? But, personally, what | like best is camping.
Girl 1: How was the journey back from London, Ruth?
Girl: Really? I'm not sure. I've never been, but sleeping in a tent on
Girl 2: Not great! To start with, the ticket was really expensive, but
Mum had said it was going to be, buying it at the last minute the hard ground can’t be very comfortable.
like | did. And then the train was late leaving, but that wasn't
Boy: Well, that might have been true in the past, but nowadays, you
can go luxury camping - ‘glamping’ it’s called — where you
unusual, | mean, they always seem to run late. No, what |
have proper beds, a bathroom, almost like a hotel.
hadn't expected was that, after paying all that money for the
Girl: Oh yes, that sounds more my thing!
ticket, there wouldn't be anywhere to sit down! | had to stand
all the way to Brighton.
Girl 1: That's terrible!
2 You will hear a brother and sister talking about taking holiday photos.
Girl: You're not taking that old camera on holiday with us, are you,
Dave?
Boy: Yes, | am! It takes really good photos.
Girl: Not as good as the ones | take on my phone. Look at these
ones | took yesterday.
Boy: Hmm, they're not bad, but they're all close ups of you and your
friends. What about when you want to take pictures of views,
from a distance, like people often do on holiday?
Girl: Well, yeah, my phone's not so good for that, it's true. OK, you
can take the camera!
3 You will hear two friends talking about a recent school trip.
Girl: It was a good trip, wasn't it?
Boy: Oh yes, it was brilliant, although it's a pity that the trip didn’t
include Venice.
Girl: Really? We went to five different cities in ten days! | think six
would have been too many.
Boy: You're probably right. Anyway, what amazed me about it all
was how the teachers let us go off on our own to explore
places. | thought we'd have to be with them the whole time.
Girl: Yeah, | know what you mean. | wasn't expecting that either. |
also thought the hotels were pretty good. Well, expect for that
one in Rome.
Boy: Yeah, that was horrible. But the rest were OK.

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 Acknowledgements
Author acknowledgements
Sue Elliot and Amanda Thomas would like to thank each other as co-authors, and would also like to extend their thanks
to their families for all their help and support.

Publishers acknowledgements
The authors and publishers are grateful and would like to extend a special thanks to Lorraine Poulter, Sarah Dev-
Sherman (Project Manager — for holding everything together so brilliantly), Rob Vernon and Sarah Curtis (Editors).

In addition, the publishers and authors would like to thank the following for their role in reviewing the material in
general and in particular those who participated in the development of the exam tasks: Jane Coates, Sara Georgina
Vargas Ochoa, Cressida Hicks, Judy Alden, Carole Bartlett, Tom Bradbury, Mark Little, Marla Del Signore, Bartosz
Michatowski, Lucy Mordini, Claire Nielsen-Marsh, Rebecca Rayne, Ingrid Solberg and Catriona Watson-Brown.

Development of this publication has made use of the Cambridge English Corpus (CEC). The CEC is a computer database
of contemporary spoken and written English, which currently stands at over one billion words. It includes British
English, American English and other varieties of English. It also includes the Cambridge Learner corpus, developed in
collaboration with the University of Cambridge ESOL examinations. Cambridge University Press has built up the CEC in
order to provide evidence of authentic language use to better inform the production of learning materials.

This product is also informed by English Profile, a collaborative programme designed to enhance the learning, teaching
and assessment of English worldwide. Its main partners are Cambridge University Press and Cambridge ESOL exams
and its aim is create a profile for English usage based on the Common European Framework of Reference for Languages
(CEFR). English Profile outcomes, such as the English Vocabulary Profile provide detailed information based on language
level and help inform the language that learners can be expected to demonstrate at each CEFR level, offering a clear
benchmark for learner's proficiency. For more information, please visit www.englishprofile.org.

The authors and publishers acknowledge the following sources of copyright material and are grateful for the
permissions granted. While every effort has been made, it has not always been possible to identify the sources
of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will
be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital
edition, as applicable.

Photography
The following images are sourced from Getty Images.

Front cover photography by William King/The Image Bank/Getty Images; Sir Francis Canker Photography/Moment/Getty
Images; vladj55/iStock/Getty Images Plus/Getty Images; fitopardo.com/Moment/Getty Images; EnginKorkmaz/iStock
Editorial/Getty Images Plus/Getty Images; Laurie Noble/DigitalVision/Getty Images; Pawel Toczynski/Photographer’s
Choice/Getty Images.

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