Formula c1 Teachers Book

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CONTENTS
INTRODUCTION
Formula 3
The C1 Advanced level 3
The principles and methodology 3
Course components 4—5
HOW THE CORE COMPONENTS WORK

How the Coursebook works 6—9
How to use the Exam file 10—11
How the Exam Trainer works 12—13
CREATE YOUR OWN FORMULA

Formula’s building blocks 14
How to use Formula for around 30 hours 15—17
How to use Formula for around 100+ hours 24—27
CLASSROOM TEACHING IDEAS

How to teach for exams 28—29
How to encourage independent learning 30—31
Well-being: mindfulness for exams 32—33
TEACHING NOTES AND ANSWER KEYS

Unit 1 34—50
Unit 2 51—66
Unit 3 67—83
Unit 4 84—99
Unit 5 100—114
Unit 6 115—130
Unit 7 131—146
Unit 8 147—162
C1 ADVANCED EXAM INFORMATION

Speaking success criteria 163—166
Writing success criteria 167—181
2
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INTRODUCTION
Formula and allows reflection on current performance. A teach

section provides practice of strategies and skills to improve
Formula is the flexible, unique and enjoyable route to
students’ performance and allows them to approach the
Cambridge exam success. Using Pearson’s trusted exam know-
exam with confidence. The final exam-compliant exam task
how, Formula C1 Advanced takes a fresh approach to topics,
tests how well they can apply the strategies and skills they
units and components to create an exam-focused package
have practised.
whatever your teaching and learning scenario. Its truly flexible
learning materials are designed to work independently for
short and intensive preparation or in combination for longer The principles and methodology
exam courses. Adaptable for the classroom, independent Achieving exam success
study and blended learning to fully digital environments –
First and foremost, Formula will enable students’ core aim
create your own Formula for exam success.
of passing the Cambridge C1 Advanced exam at their
Unlike most traditional exam preparation courses, Formula desired grade. Formula’s syllabus is based on the exam
is distinctive in that it has two core components — the requirements and created by a team of authors and exam
Coursebook and the Exam Trainer. By having two core consultants to ensure comprehensive, authentic and
components, there is a choice of starting points: the rigorous exam preparation and practice.
Coursebook or the Exam Trainer or a combination of both.
This way, you can decide what to focus on in class and what Keeping students engaged
to focus on for homework.
Formula takes a completely different approach to
organising topics to avoid that well-known feeling of ‘topic
C1 ADVANCED
C1 ADVANCED
C1
ADVANCED
fatigue’. Each level of the Coursebook is organised around
a general theme — for C1 Advanced, the theme is numbers
C1 C1
d enjoyable route to Cambridge exam success. Using Pearson’s trusted FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
— with each of its units based on a different number. This

VANCED takes a fresh approach to topics, units and components to exam know-how, FORMULA C1 ADVANCED takes a fresh approach to topics, units and components to
kage whatever your teaching and learning scenario. Its truly flexible create an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible
COURSEBOOK and Interactive eBook
EXAM TRAINER and Interactive eBook
dependently for short and intensive preparation or in combination components are designed to work independently for short and intensive preparation or in combination
for the classroom, independent study and blended to fully digital for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital
own FORMULA for exam success. ADVANCED
learning environments – create your own FORMULA for exam success. ADVANCED
theme becomes the prism through which a number of

k and Interactive eBook include eight units with each unit linked to a different FORMULA C1 ADVANCED Exam Trainer and Interactive eBook are unique, full colour components which
heme, the topic changes lesson by lesson making learning more dynamic can be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
ughout the course, as well as providing a more authentic exam experience. Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
to see what they already know and allows reflection on current performance. A teach section provides
practice of strategies and skills to improve learner performance and allows them to approach the exam
different topics are covered from different angles, ensuring

ebook with key provides: with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
paration with • Review sections including six, full length Use of they have practised.
English tasks.
with an Exam • A Vocabulary file practising topic vocabulary and FORMULA C1 Advanced Exam Trainer with key provides:
the material remains fresh, giving a sense of momentum

formance and lexical sets for each unit.
• Easy-to-use preparation in the order of the exam • Speaking boost tasks provide extra practice for
with key
• A Grammar file including both reference and

with key
from Reading and Use of English Part 1 to the Speaking paper.

the book practice for each unit.
Speaking Part 4. • Tips from exam experts on how to approach
n and Are you • A Writing file providing models and exam tasks
• A Test, Teach, Test, approach for each part of the exam.
for each part of the Writing paper.
and maintaining everyone’s interest throughout the course.

each paper. • Smart answer key* for all exam task exercises.
g exam and
n.
• Smart answer key* for all exam task exercises. FOR EXAM SUCCESS
• About COURSEBOOK
the exam sections give comprehensive
with key
• A complete digital package including fully
FOR EXAM SUCCESS EXAM TRAINER with key
• A complete digital package including fully information about each exam part.
ach skills Interactive eBook, Digital Resources and App
Interactive eBook, Digital Resources and App
rs for class or containing course audio, exam videos and
• How did you do? sections and Interactive eBook
help students identify
containing course audio, exam videos and
and Interactive eBook
where they are in their learning. grammar practice activities.
grammar practice activities.
o, full length • Detailed Strategies and skills input and activities * with key only
* with key only
to boost exam performance Part-by-Part.
Sheila Dignen & Jacky Newbrook
Flexible exam preparation

Helen Chilton & Lynda Edwards
For students For teachers For students

ool, • Coursebook and Interactive eBook*,
• Teacher’s Book with Presentation Tool, • Coursebook and Interactive eBook*,
ng: Digital Resources and App
Digital Resources and App including: Digital Resources and App
• Exam Trainer and Interactive eBook*, - Test package • Exam Trainer and Interactive eBook*,
Digital Resources and App
- Photocopiable activities Digital Resources and App
• Coursebook Interactive eBook*, Digital Resources
The configuration and structure of Formula’s two core

- Grammar presentations • Coursebook Interactive eBook*, Digital Resources
and App
and App
• Exam Trainer Interactive eBook*, Digital Resources - Guides on dyslexia, classroom
r exams
Mark Little
management and mindfulness for exams • Exam Trainer Interactive eBook*, Digital Resources
and App
and App
* available with and without key
pearsonenglish.com/formula Helen Chilton & Lynda

pearsonenglish.com/formula Edwards Mark Little components allows teachers to flex the course depending
Formula_C1_ETKEY_CVR.indd All Pages 16/12/2020 10:08 15/12/2020 11:34 on the time available and different learning goals.
Exam focused
The C1 Advanced level Around 30 hours — Use the Exam Trainer in class or for
The C1 Advanced level Coursebook is designed for classes self-study.
where most students are preparing for the Cambridge C1 Exam focused with language revision and consolidation
Advanced exam. It is aimed at students who are already
Around 50 hours — Use the Coursebook main lessons
at the required language level. It provides thorough and
in class and the additional bank of material (Grammar,
targeted exam preparation, with each of its eight units
Vocabulary, Writing and Exam file) for homework.
covering at least one part of each exam paper in detail.
Exam focused with language development
The Coursebook Around 80 hours — Use the Coursebook main lessons, the
This component includes eight units with each unit linked to a additional bank of material (Grammar, Vocabulary, Writing
different number. With numbers as the broad theme, the topic and Exam file) and Digital resources in class and the Exam
changes lesson by lesson making learning more dynamic and Trainer for homework.
maintaining students’ interest throughout the course as well Extensive exam and language development
as providing a more authentic exam experience. Around 100+ hours — Use all the Coursebook content and
The main units focus on exam training and link to the Test and Teach sections from the Exam Trainer and Digital
Grammar file, the Vocabulary file, the Writing file and the resources in class and final Test sections at home.
fold-out Exam file in the back of the book for language
See the Create your own Formula section for detailed
development and further exam-focused information.
information on how to use Formula for different course
lengths.
The Exam Trainer
This component uses a Test, Teach, Test approach to exam
preparation for each part of the exam. An introductory
practice task tests students to see what they already know
3
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COURSE COMPONENTS
Coursebook with Exam file, Digital resources and App

FOR STUDENTS
• Eight units with each lesson covering one 3 READING AND USE OF ENGLISH – Part 7 Gapped text
EXAM FILE p15
3
part of each paper from the Cambridge 1 Some people say that ‘Good things come in threes.’
In pairs, discuss how true you think this is and give
examples.
EXAM BOOST p14
Complete Exam file SECTION A on page 14.
C1 Advanced exam and with an exam 2 3.3 Listen to the beginning of a talk. The speaker uses
sets of three ideas to exemplify what she talks about.
What are they?
4 Read the article about the Rule of Three, ignoring the
gaps, and discuss what might be included in the missing
paragraphs.
focus and authentic practice task in each.

THREE RULES OK?
EXAM FOCUS EXAM TASK
Using content clues
•
5 Read the article again. Six paragraphs have been
A fold-out Exam file booklet in the back There will be content and language links between different
sentences and paragraphs to establish coherence and guide
the reader through a text.
removed from the article. Choose from the paragraphs
A–G the one which fits each gap (1–6). There is one extra
paragraph which you do not need to use.
of the Coursebook containing Exam

1 Reference devices link back or forward to another
A Public speakers like this can take advantage of the Rule of ‘Stop, look and listen.’ It’s the age-old mantra about crossing roads taught to generations of children by parents,
sentence or paragraph. Specific items or clauses can be
Three in several ways. I recently had to give a presentation teachers and safety campaigners around the world. Imagine instead, if you will, that the mantra was ‘Stop, look,
referred to or substituted: them / it / this / this one, etc.
to my colleagues and, heeding advice, I focused on three listen, think and cross.’ Would it be such a successful phrase? Would it stick in young minds? Probably not, but why?
2 Linkers, discourse markers or comment adverbs can
boost exercises for improving exam

main messages only, with three supporting points for
help sequence sentences or paragraphs: As a result, / each. It worked. Not a glazed look in the room!
Logically, / Finally, …
B Going beyond this, with an additional fourth or fifth 1 4
3 Words or clauses can be paraphrased in following element could (according to those in the know) mean that
performance.
sentences or paragraphs to avoid repetition: an effective such messages would be forgotten or ignored. Our brains If you look at the structure of my last sentence, you’ll see an example How often have you seen a similar reaction on the
presentation = a talk which achieves its aim have to work harder to remember more than three items of what is called ‘The Rule of Three’, and it’s related to the way our faces of audiences at talks? An awareness of the
and if there’s no real need, they won’t! Of course, if we brains instinctively search for patterns, three being the smallest Rule of Three is vital for a successful speechmaker
4 Ideas can be expanded or exemplified in following
number necessary to form one. It’s a combination of brevity and to maintain interest. Politicians are masters. A prime
•
sentences or paragraphs: knowledge is key = read up have to process longer lists, we can, but it takes a lot
The Grammar file gives a full page

of concentration. rhythm, and as the Latin phrase ‘omne trium perfectum’ says – minister once said to emphasise a point: ‘Education!
about a topic and check out as many sources as you can
anything in a set of three is perfect. Our short-term memories can Education! Education!’ People sat up and took notice.
so that you can deal with any queries with confidence. C Apparently, there is an extremely good reason for this and
process and retain chunks of three easily, and this can be used to It was a powerful message which would have been
it’s down to the way we group words, sentences or ideas
influence our buying decisions. diluted had he reduced his ‘Educations’ by one or
into sets of three. This can have a powerful impact on
of detailed grammar and language 3 Read the Exam focus and look at the highlighted sections added a fourth!
multiple aspects of our lives including how we approach 2
in paragraph B below. Find the words and/or phrases persuasion, how we react to storytelling and how we 5
these sections relate to in paragraph A. interact with others on a daily basis. Viewing them all through my new ‘rule of three’ mind frame it became
clear that the product claims were grouped cleverly, to achieve Something else I also use in talks is humour, and
explanation, plus a full page of practice

D An example was when I was recently talking about the
A It is vital for public speakers to be aware that the maximum persuasive effect. This cereal bar will tickle your taste oddly this also often follows the Rule of Three.
introduction of closed-door offices. I phrased it thus:
buds, keep your energy boosted and can be eaten on the go! Have Comedians traditionally set up a punch line by using
effectiveness of the message they are conveying ‘These mean that employees benefit from increased
one on the train, as a snack at work or add to your packed lunch. two elements to build expectation and then thwart this
in their talk is not restricted to their words alone, but in privacy, better conditions for concentration and [pause
Three promises, three situations, three linguistic bullets to the brain expectation with a twist. If presenters do the same
activities for every unit.

their use of the space available, their stance and their for effect] the opportunity to shout as long and loudly
and it’s in our memory. and then deliver something surprising as the third
gestures. A listener will soon lose interest if a speaker at their PCs as they wish.’ I got my laughs and kept my
element, they’ll get a reaction, and the message will
looks uncomfortable, doesn’t vary their intonation, audience’s attention! 3
be remembered.
•
stands in the same position and looks down all the time. E With this in mind I decided to note down sets of three in
The Vocabulary file provides a

Another interesting reason that our brains shy away from too much 6
advertising slogans that I encountered during my morning
information goes back a long way, to when our ancestors had to
B In contrast, one who makes eye contact with commute. In just one hour I was exposed to a whole range
make life or death choices in dangerous situations. Their survival was Three is definitely the magic number and its effect is
their audience and uses notes as a guide and of subtle tecāiques – on TV, on social media and on public
dependent on making the right choice, but an overload of options felt from the cradle. Can you imagine a fairytale where
transport. And without thinking, I’ve just done that very
comprehensive wordlist for the whole

not a reading text will be far more engaging, and body could have resulted in decision paralysis. Three choices was the the hero was granted two wishes, and not three?
thing myself.
language should be utilised to maximum effect. Facial maximum our brains could deal with. And so the pattern developed. It just wouldn’t sit right, would it? Now, we know why.
F It also affects drama. What is a traditional theatre play
expressions, open arm movements and a refusal to
made up of? Three acts. In children’s fiction the hero often
remain rooted to one spot all help exude confidence
unit as well as further practice activities.

has to face three challenges or meets three animals and so
and support the words that are uttered. Attention also
on. Once you start looking you can find the power of three
Speaking or writing
needs to be paid to vocal delivery. Who wants to be nearly everywhere.
lectured to in a monotone? That is surely one of the 6 Answer the questions. 7 Write an email to a friend who is worried
G Thankfully without the same possible repercussions,
•
about giving a presentation in class or
The Writing file provides both example

quickest ways to bore an audience. going beyond three elements can also affect everyday 1 Discuss the questions in pairs. Would the prospect of giving a talk to a
at work. Tell him or her about the article
conversations. People will listen to a list of events, and large group concern you? Why? / Why not? How would you prepare?
you have just read and give some advice
even anticipate a third component to complete the 2 Choose a topic you’ve discussed in class or at work recently. Plan a short
about planning the presentation.
pattern. However, if we add more items, they are likely presentation on the topic, using the advice on structure and using the rule
exam questions and model answers for

to interrupt. Or their eyes go vacant. of three. Using your notes, give your talk to your partner or in small groups.
pp38–39
28 EXAM TRAINER p40 Ex 3
29
each Writing part, as well as extra help Formula CB C1 WKey 20267_4p.indb 28-29 13/10/2020 16:37
and practice.
• Each exam part lesson links to the Exam Trainer component for more focused
skills and strategies building in that same exam part.
• Access to Digital resources, including course audio and video, as well as the
Pearson Practice English App and the Coursebook Interactive eBook.
Exam Trainer with Digital resources and App

• Works either as a standalone component READING AND USE OF ENGLISH – Part 7 Gapped text READING AND USE OF ENGLISH – Part 7 Gapped text
or in combination with the Formula C1

ABOUT THE TASK Strategies and skills
TEACH
In Reading and Use of English Part 7 you read one long You have to decide which of the seven paragraphs fits Using content clues
text which has six gaps in it. each of the six gaps. To decide whether a sentence fits a gap, you need to understand how a long text is organised. Ways of
Advanced Coursebook.
The missing paragraphs that fill these gaps are written To do the task, you need to understand the flow of a text, linking sections of text include the use of pronouns, linkers and other discourse markers, paraphrases in
below the text, but not in the correct order. and understand how sentences refer back to earlier ideas in adjacent paragraphs and the addition of examples and other means of expanding on ideas.
There is also a seventh paragraph which does not fit any of the paragraph or text, and forward to ideas which follow.
the gaps in the text – this is called a distractor. Each question is worth two marks. 1 Look at the bold phrases in the second part of each 2 Look at the words in bold in the extracts again.
• Its structure follows the Cambridge C1 Practice task

extract (1–6) below. Match them with the words or
ideas they refer back to in the previous sentence.
a
Which ones refer to
concepts?
TEST
A The need for one arises not only from recent b places?
TIP: Some pronouns and reference words can refer
Advanced exam, working systematically

1 Read an extract from an article about the rules of good scandals concerning restaurant owners keeping
backwards or forwards to a whole idea, not just a c things?
behaviour in restaurants. Two paragraphs have been all the money allotted for service on credit card
single word. d qualities?
removed from the extract. Choose from the paragraphs bills, but also from reports that some waiters are
disingenuously asking for their 10-20 percent in cash e activities?
(A–C) the one which fits each gap (1 and 2). There is
through each paper and part, from one extra paragraph which you do not need to use. in order to avoid sharing it.
B While this is all very admirable, there’s much talk
1 5
The new rules of dining out within the restaurant trade of the need to bring in
After four hours walking in torrential rain, I wouldn’t It’s fairly safe to say that most people have little idea of
Reading and Use of English Part 1 to

new legislation to protect both staff and customer
The modern restaurant scene is more casual and have been wetter if I’d thrown myself in a lake. which direction they’re facing when placed in unfamiliar
interests. Were this to become a reality, issues such
popular than ever before. Formal etiquette is, I reminded myself never to come on an expedition surroundings. Deciding whether it’s north, south, east or
as these would become rarer.
thankfully, history. But in this newly democratic realm like this again. west would be little more than a guess.
C However, many are failing to provide even this basic
Speaking Part 4.
there are still ways in which we can behave for the But I undoubtedly will. I tend to have the same People in certain societies, however, instinctively
courtesy, leading increasingly to restaurants
good not just of our fellow diners, but also restaurant thought during any difficult moment while I’m away. know their orientation in relation to the points of the
demanding credit card details when booking and
staff and the venues we love. compass, even in rooms without windows.
charging if prospective diners fail to appear without
With most restaurants facing tough trading conditions,
•
explanation. It is not personal. It is survival.
Uses a Test, Teach, Test approach. Each

no-show bookings that leave tables empty may
2
make the difference between profit and loss. Should
There were so many of the huge crabs making their 6
customers need to cancel, simply letting the restaurant How did you do? way through the forest that it took extreme vigilance At the time of construction, the theatre was considered
know as early as possible so it can reallocate the table
section starts with a mini practice task

on my part to avoid treading on them. a masterpiece of modernist architecture. It was thought
is surely not too much to ask. 2 Check your answers.
This careful consideration, however, was not such a futuristic building would never date.
1 3 Find phrases a and b in missing paragraphs A–C. reciprocated and I could feel hard, sharp feet on my Clearly, we see the world through different eyes these
shoes and ankles the moment I stopped walking. days as the style no longer lives up to its name.
(Test) that reflects the Cambridge C1

Match them with the words and ideas they refer back
Many restaurants resent having to ask but feel they to in the paragraph they follow in the article.
have no choice. ‘I was nervous about doing it,’ said
a ‘this basic courtesy’
Helen Davies, manager of the Happy Frog Restaurant. 3
b ‘The need for one’
Advanced exam, which is followed

‘It made me feel as though I was running a travel
Monika’s description of the town as a creative
agency, but it’s been a great deterrent. The no-shows 4 Find phrases a and b in the article. Match them with watering hole in the centre of a large desert seemed
stopped immediately.’ Helen also has a very clear the words and ideas they refer back to in the missing particularly harsh on the surrounding villages.
view about another issue close to both staff and paragraph they follow.
by extensive and focused strategies

Many of them, in fact, were home to artists’ studios
customers’ hearts: tipping. ‘There must be a clear,
a ‘having to ask’ and there was even the odd gallery here and there.
honest and open system so that everyone involved
knows what the score is,’ she says. b ‘the machinations of a business’
and skills exercises for improving 2
Customers are meanwhile advised to tip however they

see fit, but shouldn’t feel that they need to start trying
4
The scientists have been programming the robots to
carry out a range of domestic tasks in order to
performance in the exam (Teach) and

demonstrate how adaptable and useful they can be.
to understand the machinations of a business every
As I watch, one expertly manipulates a dustpan
time they eat out. Perhaps the sooner others follow
and brush to clean up a broken plate.
one restaurant’s policy of increasing staff wages and
ends with a full-length, authentic-style

discouraging tips, the better.
exam task (Test). 38 39
• Includes a full, authentic-style Formula C1 ET 4p book.indb 39 28/09/2020 17:57
Cambridge C1 Advanced exam paper,

with audio.
• Access to Digital resources, including course audio and video, as well as the
Pearson Practice English App and the Exam Trainer Interactive eBook.
Pearson Practice English App

The App gives access to videos about the C1 Advanced exam as well as Speaking test
videos and the extensive Coursebook and Exam Trainer audio. It also includes
fun interactive practice of the course grammar. It can be accessed via the code in
the Coursebook and Exam Trainer.
4
www.frenglish.ru
Course components
Teacher’s Book with Presentation tool, Digital resources and App
FOR TEACHERS
• Teaching notes with a wealth of additional 1 ONE
and alternative classroom ideas, including OPENER p5 3 Put students into pairs or small groups to discuss the
ways space travel has affected life on Earth. Circulate to
Fast finishers
Ask fast finishers to write two new sentences for the
listen and contribute to discussions. Students share their
warmer and cooler tasks, flexible follow-up

DYSLEXIA FOCUS text using the two phrasal verbs from Ex 5 that were not
ideas as a class and compare their thoughts.
Dyslexic students may take longer to complete Ex 6. used. After checking answers to Ex 6, ask fast finishers
1 ONE You could ask other students to do the fast finishers

activity while dyslexic students complete Ex 6.
Possible answers for their sentences.
tasks and ideas for fast finishers.

Communication: camera phones, laptops and mice
Health/medicine: scratch-resistant lenses (specs), CAT 7 Read the question and check for understanding
scans, X-rays, foil blankets, water-purification systems, ear
before students do the task. Circulate and contribute where
thermometers, artificial limbs
Warmer appropriate. Note any interesting points to raise in
• Dyslexia focus boxes identify course

Food: freeze-dried food, baby formula
Books closed. Write the word ONE on the board and open-class discussion when taking feedback.
Exercise: athletic shoes
OVERVIEW
UNIT OVERVIEW ask for an example of a phrase, famous saying or song Technology in the home: LEDs, satellite TV, GPS, hand-held
title including the word ONE. Write it on the board. Answers
Opener vacuums, home insulation, wireless headsets, memory foam,
Give students a few minutes in pairs to think of some Students’ own answers
resources and give ideas for alternative

adjustable smoke detectors
• Language focus: Phrasal verbs others. These could be phrases, e.g. one of a kind, one
• Topic: One small step … day, once upon a time, etc. Or they could be titles/
4 1.2 Play the rest of the recording for students to
Reading and Use of English — Reading
famous quotes — one ring to rule them all, etc. Go
check their ideas. Discuss any similarities or differences as
Cooler
around the class asking for a contribution from each
treatment of tasks.
a class. Ask why the things mentioned have become useful Ask students to write three sentences about themselves
• Part 5 Multiple Choice pair. Tell students that ONE is the title of the first unit.
using three of the phrasal verbs from the lesson. They
for us.
• Topic: Travelling solo Give students a few minutes to discuss in pairs what can either be true or made up, including at least one
topics related to the word ONE might come up in Answers of each. Their partner must guess which are true and
Reading and Use of English — Vocabulary
•
the unit. Ask for their ideas as a class and ask them to
Full answer key, including smart answers for

which are false. Ask for examples as a class.
• Part 1 Multiple-choice cloze keep a record of their predictions to check at the end He mentions satellites (imagery/TV), camera phones, water-
purification systems, freeze-dried foods and trainers.
• Language focus: Fixed phrases of the unit.
• Topic: One-hit wonders 5 1.3 Ask students if they can remember what words
exam tasks. Listening VOCABULARY: Phrasal verbs the reporter used in the first extract to quote Armstrong
(came out with). Elicit that this is a phrasal verb. Students
• Part 1 Multiple Choice 1 Ask students to look at the picture and elicit what they complete the task individually and then check with a
• Topic: Fake news
•
know about the Moon landing, and what the quote means. partner. Play the recording again for them to check. You
‘How to’ sections giving advice on using the Reading and Use of English — Grammar
• Part 2 Open Cloze
• Language focus: Perfect and continuous tenses
Discuss the questions as a class and note any interesting
ideas on the board.
Answers
may wish to pause the recording after the examples of each
phrasal verb.
Answers
Exam file, using Formula for different course • Topic: Identity

Speaking
Students’ own answers
2 1.1 Tell students they are going to hear a short

1 come out with
3 move on
5 throw yourself into
2 associate with
4 devote yourself to
6 catch on
• Part 1 Interview
lengths, teaching for exams, developing

extract about Armstrong’s words. Ask them to listen and 7 put forward 8 spring up
• Topic: First conversations summarise what the reporter says. Tell students that they can
take notes while they listen if they wish. Play the recording 6 Ask students to imagine the challenges of living in
Writing
and ask students to give a summary as a class. a weightless environment, for example how eating and
• Part 1 Essay
your students as independent learners and

drinking would be different. Put them into pairs and give
• Topic: Pet hates Answer them two minutes to note down some ideas then share with
They may have been misquoted. They don’t carry the the class. Students then read the text, ignoring the gaps, to
Extra resources meaning Armstrong intended, and suggest humans made compare their ideas. Then, ask students to complete the task
mindfulness for exams.

only a small amount of progress and a large amount at the individually. Remind them to check the forms of the phrasal
(See lesson overviews for details)
same time. verbs they use. Check answers as a class.
• C1 Advanced Exam Trainer
• Pearson Practice English App: Unit 1 activities Answers
• Speaking and writing success criteria at Digital resources

• Presentation tool Unit 1
• Unit 1 Language test
Alternative
Ask the class the following questions to check
understanding:
1
2
3
4
thrown themselves
moved on
put forward
associated with
• When was the moon landing? (1969)
the back of the book to help you and your • Unit 1 Language test for dyslexic students
• Unit 1 Photocopiable activities
• Unit 1 Grammar presentation
• What did Armstrong actually say? (one small step
for a man)
• How does this change the significance? (the more
5
6
devote themselves to
springing up/to spring up (also possible: catching on)
famous quote is illogical)
students understand what a solid answer, a

• Video: C1 Advanced About the exam
• Video: C1 Advanced Speaking Test
• Cambridge C1 Advanced practice exam papers
good answer and an ‘acing it’ answer in the 34 35
C1 Advanced exam looks like. M01_FORMULA_C1_TB.indd 34-35 04/12/2020 14:26
• Access to Digital resources and Pearson

Practice English App.
Digital resources
• Teaching notes for the Exam Trainer.
• Detailed grammar PowerPoint presentations
for use with each unit’s grammar points.
• Four photocopiable worksheets (two for
Vocabulary and two for Grammar) per
Coursebook unit, with full teaching notes and
answer key.
• Coursebook and Exam Trainer audio.
• Extensive test package to use throughout the
course, including Diagnostic, Unit, Progress
and End of level tests.
• Dyslexia-friendly versions of each test.
• Both the standard and dyslexia-friendly
versions of the test package available as
editable Word documents or ready-to-print
PDFs.
• Two full practice exams.
• Answer keys and audio files.
Presentation tool
• Front-of-class teacher’s tool with fully
interactive version of the Coursebook
(including the practice activities from the
Grammar file, the Vocabulary file and the
Exam file).
• Static activities from the Exam Trainer with
embedded audio and answer key.
• The Coursebook is interleaved with the
relevant sections of the Exam Trainer
for an easy back-and-forth between the
components.
• Provides a planning mode, including
teaching notes, as well as a teaching mode.
• Provides time-coded scripts for audio
embedded in the activities.
• Easy navigation via either the book page or
lesson flow.
• Score and timer tools for teacher-led activities.
5
www.frenglish.ru
HOW THE COURSEBOOK WORKS
Each unit is based around the overall theme of the C1

Advanced Coursebook, numbers. There are seven separate
lessons in each unit: a general introductory lesson followed
by six more, each of which is focused on an exam part from
the C1 Advanced paper. Each unit follows the structure
of Opener page, Reading and Use of English — Reading, 1 | ONE
Reading and Use of English — Vocabulary, Listening,
Reading and Use of English — Grammar, Speaking and VOCABULARY: Phrasal verbs 6 Complete the text about creativity in space with the
correct form of phrasal verbs from Ex 5. There are two
Writing.
which you do not need to use.
one small step for man,
That’s
one giant leap for mankind. While many have 1 into protecting our
1 Why do you think this line from the first Moon landing is so planet and making the way we live more sustainable,
famous? What do you know about the first Moon landing? some scientists say it’s inevitable that one day far in the
future, we’ll have to move to another planet.
2 1.1 Listen to an extract from a news report. What does We’ve 2 from wondering about how
the reporter say about Armstrong’s words after the first to build structures and keep ourselves alive in space,
Moon landing? to thinking about actual life in space. How would things
like creative pursuits work without gravity?
3 How has space travel affected life on Earth since the first
Moon landing? The Space Exploration Initiative 3
Each unit starts with an Opener 4 1.2 Listen to the rest of the news report. How many
of your ideas from Ex 3 does the reporter mention?
the idea of zero-gravity experiments to see how we’d
cope with the challenges. So far, the programme has
recruited people who work in fields not traditionally
page, with a lead-in photo and

What else does she mention? 4
space, including lab scientists, chefs
and artists. One designer who’s already taken part
5 1.3 Complete the phrasal verbs from the recordings was fascinated by how weightlessness affects not only
with the correct preposition. Then listen again and check. the art itself but the artist, too. While creating a 3D
discussion questions to get forward into on (x2) to up with (x2)

‘drawing’ in the air using a hot glue gun, she realised
that creative people will always find a way to express
themselves, and will 5 the invention of
come out
students thinking about the unit

1
new materials and tecāiques.
2 associate
New cultures and ways of doing things would
3 move undoubtedly start 6 if we lived in a
theme and introduce related

4 throw yourself weightless environment. Things like ‘Space Art’ perhaps!
5 devote yourself
6 catch 7 Work in pairs. If you could be the first person to do
vocabulary.
7 put something, what would it be?
8 spring
Formula CB C1 WKey 20267_4p.indb 5 13/10/2020 16:36
The six core lessons in each unit are based on a part from The texts for Reading and Use of English
one of the Cambridge C1 Advanced exam papers. There Parts 5, 6, 7 and 8 have been recorded to offer
is an introduction via either listening or speaking with a additional support to dyslexic students. These
partner before focusing in on the exam part and the skills recordings are indicated in the teaching notes.
required to complete it successfully.
1 READING AND USE OF ENGLISH – Part 5 Multiple choice 1

EXAM FILE p11
1 Complete the travel survey. Then discuss your answers. EXAM BOOST p10 Speaking or writing
WHEN PLANNING YOUR HOLIDAY, HOW IMPORTANT IS Complete Exam file SECTION A on page 10. 7 Discuss the questions. 8 Write the itinerary for a solo travel experience of seven
the weather of the it to consider the days to your country or area. Give:
1 What does the blog tell us about how the writer’s attitude
destination? environment? 5 You are going to read an article about a solo traveller. to solo travelling changed? • reasons for your choice of accommodation, visits,
having the opportunity the choice of travel Why did the writer end up travelling solo and how did
to relax? company? 2 What would you say are the main advantages and transport, etc.
the trip go?
disadvantages of doing other things alone? • advice about what to avoid.
2 1.4 Listen to one person’s response to one of the
EXAM TASK
questions in the survey and answer the questions below.
GO ON. GO SOLO.
I had ventured out of my comfort zone
1 Which different types of holiday does the speaker mention? 6 Read the article again. For questions 1–6, choose and survived.
2 What reasons does she give for going on different the answer (A, B, C or D) which you think fits best With that confidence I never looked back.
holidays with different people? according to the text. It was bravado at first, born of a desire to lacking the confidence to organise the It was empowering to realise that I was
1 How did the writer feel about her friends’ decision put my friends’ backs up. In retrospect, whole trip myself. I booked on a group tour no longer dependent on the availability or
3 Do you agree with her final comment?
I don’t believe there was any real intention for solos, relying on the travel company to preferences of friends, and I became ever
about their planned holiday?
3 Read a comment on a travel site. Why was the trip a disaster? of following through on my decision, organise accommodation, meals, guides more adventurous. Inevitably there have
A reluctant to go without her friends
but there again, perhaps it was my and any transfers necessary. All I had to been the mistakes; getting stung by taxi
B annoyed by their change in attitude subconscious talking when I announced do was get myself to the starting point drivers when I didn’t know the language
Weeks of planning and anticipation and then what happens? C dismissive of their concerns about the proposed that I would do the trip solo. I was feeling of the trip and dutifully read up on all the well; having to ditch half my clothes
The dream road trip with a college friend proves to be a step holiday let down. A lot of time and energy had gone advice about preparation. Like, wearing because I couldn’t carry my backpack and
too far for friendship and ends up with the two of us travelling into discussing how best to profit from our in new walking boots beforehand and not more … But I’ve learnt from them. About
D appreciative of their honesty
in utter silence. It wasn’t as though we didn’t know each other hard-earned holiday, and I’d thought it was packing them in hold baggage, in case it staying safe, about reading people and
2 What contributed to the writer’s determination to
well, but he certainly showed a different side of his character settled. The three of us had been back and all got lost; everything being replaceable knowing who to trust. And knowing that
travel alone?
on the trip. He disagreed with every suggestion I made. If I forth over the destination, the timing, and apart from those boots! The website I found the only person you can totally rely on is
bought croissants for a makeshift breakfast after a night in the A a certainty that she had the courage to face the of course the cost, and all that remained was littered with similarly useful little tips yourself. There isn’t always someone there
tent, he’d go out to a pricey café. We didn’t quite come to challenge was to make the booking. At which point that a potential adventurous solo traveller to lift your luggage! And yes, there might be
blows but it was close – and I couldn’t wait for him to drop me B a fear of missing out on a great opportunity my two travelling companions got cold might hoard away for future reference. a few lonely times and no one there to relive
off at home. I really wished I’d gone on my own! C a desire to prove her friends wrong feet. Walking the Great Wall of China had My excitement grew. the memories with you on your return.
D a previous experience of a similar holiday sounded a fun challenge while it was still And then, at the airport, reality hit, and the But pitch all this against the freedom and
a dream, but when faced with the reality apprehension took over. I’d never travelled the independence, and there’s no contest!
3 The writer views the online advice given as they backed down and opted instead for a
EXAM FOCUS long-haul before or experienced that panic I am now a seasoned solo traveller.
A useful information when considering solo travelling. beach package on a Greek island. I couldn’t of possibly missing a connection. Struggling The stigma that used to be attached to people
B necessary advice for members of a group tour. believe it. My reaction was a grumpy ‘Well, to find the right queue in a heaving, noisy travelling alone has gone. We are no longer
Understanding inference and implication C particularly valuable for people visiting China. I’ll go on my own!’ And I did. sea of passengers was daunting, and seen as people with no friends, or easy
A writer will often not say things directly in a text but will make D optional reading for the inexperienced traveller. I can’t say that I didn’t have second thoughts. the second, third and fourth thoughts targets for the unscrupulous. And although
implications. We might need to use synonyms, paraphrasing, Yes, I was apprehensive and the ‘what-ifs’ were coming thick and fast. Even when the more adventurous might choose to
4 In paragraph 3 we learn that the writer
exemplification and logic to interpret underlying meaning. crowded in the more I thought about it. successfully boarded on the final leg of the organise their own trips in far-flung places,
A had an ingrained fear of flying.
Text: The kitchen hygiene was quite disgusting and would never However, my friends’ conviction that I would journey, the apprehension didn’t subside. there are many other options out there;
B had regrets about her decision to go on this trip. back down and a weird sense of elation I scanned the other passengers, wondering travel operators are addressing this growing
have passed any type of inspection.
C was concerned about some of the other passengers. combined to boost my determination to see who might be in my group. Would we get trend and offer a wide range of holidays for
Implication: Customers risked getting ill after eating there. D caught the wrong connection at one airport. it through. And determined I was, although along? Was I going to regret the whole the individual traveller, from group camping
Text: Unfortunately, I disregarded the negative customer 5 The writer uses the example of being ‘stung by taxis’ to thing? The happy truth is that I had the tours in the Arctic to group luxury sunshine
comments; I assumed the writers had it in for the hotel. time of my life. Walking the Great Wall was breaks in the Caribbean.
A warn people against travelling solo in certain
as fascinating as I could possibly have I am very glad that my show of bravado
Implication: It was my own fault that we’d chosen a hotel that had countries.
imagined. And I made friends. I came back didn’t end up being just a ‘show’. It not only
a lot wrong with it. B describe an unavoidable occurrence when from that trip with promises to keep in opened my eyes to learning more
travelling. touch with a host of lovely, interesting about the world, but also to
C show how she has profited from experience. people. I savoured my achievement. learning more about myself and
4 Read the Exam focus. Choose which statements A–G are D indicate why people should speak other languages. I hope that some of you reading
implied in the comment in Ex 3. this might be encouraged to do
6 What point is the writer making in the final
A The writer had doubts about travelling with their friend paragraphs? the same.
before
READING AND USE OF ENGLISH – Part 5 the trip.
Multiple choice A Solo travellersREADING
need to be AND
aware USE OF ENGLISH – Part 5 Multiple choice
of their
B An experience like this tests the strength of a relationship. vulnerability.
ABOUT THE TASK C The trip was decided at the last minute. B Travelling soloStrategies andthan
is more rewarding skills
in organised
SPEAKING BOOST
TEACH
groups.
In Reading and Use of English Part 5, you read D The
a long travellersQuestions
text. had different opinions
can also anddetails
be about didn’tand
compromise.
ideas in the text, Understanding inference and implication Discuss or answer.
or the writer’s attitude, opinion or purpose. C More unusual travel experiences are the most
There are six multiple-choice questions with four
E options.
The writer thought their friend’s attitude was unreasonable. Some questions rely on working out implied meanings in the text:
exciting. 1 Would you ever eat in a restaurant by yourself?
You have to choose the correct options based on Some questions test implied meaning, your understanding meaning which is not directly stated, but is still clear to the reader.
F The travellersofused campwords
sites and
rather than hotels. Why? / Why not?
information in the text. unfamiliar expressions in context and the use D Attitudes to solo travellers have changed for
of examples, comparisons and reference words 2 If a solo traveller visited your country or region,
G The
The questions can be about the general meaning of the writer regrets their decision to go on this road trip.in the text. the better. 1 Read the short texts and choose the correct answers (A–D).
what would you recommend they do?
whole text, or paragraphs within it. Each question is worth two marks. How do you know?
p24
6 1 It was often difficult to stop Phil going on about how EXAM TRAINER 7
Understanding purpose and attitude p25 Ex 1
important his team’s contribution to the project was.
Practice task Questions often ask about the attitude of the writer.
TEST
When the issue of overspending on the budget came up

ONE SPECIES, A LOT OF NOISE at the meeting, however, he remained unusually quiet. This is not usually stated directly in the text, but is
1 Read the first two paragraphs of an article about
Formula CB noise
C1 WKey 20267_4p.indb 6-7
expressed using different words to the questions. 13/10/2020 16:36
pollution. Ignore the highlighting. For questions 1 and 2,
The world is a far noisier place than it once was.
It’d take a solo voyage an awfully long way from The writer is suggesting that
choose the answer (A, B, C or D) which you think fits best 2 Read the extracts from reading texts and
civilisation to find the kind of peace that once A Phil is an especially difficult person to work with.
according to the text. answer the questions.
B Phil does an excellent job of managing his team.
1 The writer mentions both humans and wildlife in the first existed almost everywhere. Inevitably, humans are
C Phil is responsible for the overspending on the budget.
paragraph in order to responsible for this turning up of global volume, 1 While Madison’s book is hardly short of
D Phil takes all the credit while his team do all of the work.
A suggest one is more seriously affected by noise pollution which is causing chaos in the natural world. fascinating anecdotes about the more
than the other. 2 Many fans of Heywood’s writing remain hopeful that a unusual applications of virtual reality,
Exam Trainer references at the end of each

Stressed insect pollinators, seed dispersers such it’s surprisingly thin on the ground when
B contrast the specific effects of noise pollution on each sequel to her ground-breaking 2008 novel The First Kick
as birds, and the predators that feed on both have it comes to diagnosing the technology’s
group. will hit the shelves one day. I suspect that there’s more
been forced to flee to avoid chronic noise levels, chance of me going for a picnic on the sun than this potential drawbacks.
C illustrate the scope and scale of the issue of noise pollution.
D outline the historical growth and development of noise thus altering not just the distribution of wildlife in happening.
lesson take students to the relevant pages in the

pollution. Was the reviewer more impressed by Madison’s
many areas, but the shifting of entire ecosystems.
The writer is suggesting that anecdotes or the analysis of any drawbacks?
2 What point does the writer make about noise pollution in the Although people may seem to have become How do you know?
second paragraph? A there will never be a sequel to The First Kick.
remarkably adept at consciously filtering out excess
A People feel powerless to start tackling the problem. B the sequel to The First Kick isn’t as good as the original book.
noise, there’s a well-documented public health 2 I suspect that my fellow travellers’
Exam Trainer where they can find further intensive

B Public awareness of the issue is beginning to rise. C the sequel to The First Kick will be published quite soon. enthusiasm for being at the ruins had more
crisis looming for us too. Stress, disrupted sleep D Heywood’s fans talk too much about a sequel to The First Kick.
C It’s easy to identify the organisations which cause it. to do with the number of likes they might
D There’s a lot of denial about the scale of the problem. patterns and high blood pressure are just a few of get online from friends back home than
the symptoms. 3 While the tour guide was friendly enough, he seemed any genuine interest in the history of this
to have certain favourites within the group to whom
practice of the exam part. (See pages 12—13 for

fascinating ancient settlement.
How did you do? While other environmental issues such as climate all of the most interesting information was directed.
change are increasingly in the public eye, noise Altogether, not the kind of person I could ever imagine
2 Check your answers. Did the writer visit the ruins for the same reason
going out for a coffee with.
pollution is seldom discussed. Why? Although as his fellow travellers? How do you know?
more details of how the Exam Trainer works.)

3 Read the options for question 1 in Ex 1 again and answer the
1
it’s undoubtedly easier for everyone from
The writer is suggesting that 3 The developers claim that there are many
questions. government level down to individuals to pretend A the tour guide didn’t take them to enough cafés or psychological benefits to be gained by
1 For A, the writer mentions ways in which animals and humans that it doesn’t exist, this seems an unlikely restaurants. using their particular methodology. I have
are affected by noise pollution, but do they suggest which reason. 2A few conveniently blame business and B it’s unlikely that she and the tour guide will ever be friends. no issue with their assertions, but would
group is affected more seriously? industry, but the truth of the matter is that we’re all C some members of the tour group disliked the tour guide. argue that the same can be said about
2 For B, does the writer contrast the different ways in which animals D a few group members shared an interest with the tour guide. every apparently revolutionary technique
contributing to it. This raises a dilemma for each of that came before this one, and probably
and humans are affected by noise pollution or list them?
us, which also serves as an explanation as to why 4 Despite the company president’s repeated insistence all of those yet to come.
3 For C, does the writer refer to both animals and humans
we’re so reluctant to talk about the issue: 3how do that equality amongst his staff is paramount, he has
to compare them or to show that noise pollution affects all singularly failed to put anything into place that would
we as individuals even begin Does the writer use the word ‘revolutionary’ in
living things? actually help to bring it about. Action, or in this case a positive or dismissive way? How do you know?
to deal with something that
4 For D, does the writer mention both animals and humans to make a lack of action, speaks louder than words.
a point about how noise pollution has worsened and spread? everyone on the planet is 4 When the music emerges from the
responsible for? Yet 4facing The writer is suggesting that the company president speakers, contrary to the composer’s
4 Look at the four highlighted sections in paragraph 2 of up to this and arriving at a A doesn’t have time to do all aspects of his job. claims, it’s just about possible to discern
the article. B gets very little help and support from his staff.
that every sound on the recording is,
solution is the only way to in fact, a human voice. What I could never
a Match each highlighted section (1–4) with the option it improve the situation. C claims he’s better at his job than he actually is.
have been prepared for is the richness
relates to (A–D) in Ex 1 question 2. D doesn’t genuinely believe in equality for his staff.
that this gives the composition.
b Which of the options matches the meaning of the
highlighted text exactly? What is the writer surprised by? How do you know?
c Why don’t the others match?
24 25
Formula C1 ET 4p book.indb 25 28/09/2020 17:55
6
www.frenglish.ru
How the Coursebook works
1 READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze LISTENING – Part 1 Multiple choice 1
References at the top of the lesson page to the Exam file booklet
EXAM FILE p3 EXAM FILE p29
VOCABULARY: Fixed phrases EXAM TASK 1 The photo shows the kind of thing that EXAM TASK
might happen on 1 April. What do you
1 What does the expression ‘one-hit wonder’
mean? What reasons do you think contribute
to only having one hit?
5 For questions 1–8, read the text below and decide which answer (A, B,
C or D) best fits each gap. There is an example at the beginning (0). in the back of the Coursebook take you to a reference page which
know about this day? Do you find this
kind of joke funny?
4 1.8 You will hear three
different extracts. For questions
1–6, choose the answer (A, B or
students can fold out alongside the main unit pages. This provides
2 1.7 Listen to a psychologist talking
One-novel wonders
C) which fits best according to
2 1.5 Listen to someone who became an
about laughter and jokes. What role do
what you hear. There are two
overnight success by winning a TV talent they play in our lives?
questions for each extract.
an overview of the exam part in question and explains what is being

show. What happened in the year following First-time novelists are often one-time novelists. They (0) B everyone’s Extract One
her win? Why didn’t she go on to have a attention with a best-selling debut and shoot to literary fame – take EXAM FOCUS
successful singing career? You hear two friends talking
The Great Gatsby by F. Scott Fitzgerald, for example. Having (1)
Understanding attitude and about April Fools’ Day jokes.
their expectations, many are either boosted by their success or struck
3
1
1.6 Listen again and complete the
sentences containing fixed phrases.
I wasn’t convinced my singing would
by writer’s block, (2) that the public are expecting a follow-up to
hit the shelves almost immediately. This perceived pressure can result in
writers feeling (3) of repeating their success, sometimes leaving
opinion
tested. There is also a checklist which students can go through to
Speakers don’t always indicate that they’re
about to offer an opinion by using phrases
1 According to the woman, the spaghetti on trees story shown on TV
A made people who believed the story look silly.
B was not well received by some viewers.
2
the public’s attention.
It was the live final and I smashed it! I
definitely my expectations!
fans waiting decades for their next book.
But there are also writers who have no intention of putting pen to paper –
or fingers to keyboard – ever again after (4) their ambition to
ensure they are exam ready. (See pages 10—11 for more information
like ‘In my opinion’ or ‘I think’. You may
therefore have to listen for the gist of their
argument, and work out what the speaker
2
C should have been shown on a different programme.
The man thinks that April Fool’s Day
A helps us deal with unreleased energy.
about how to use the Exam file with your classes.)

become a published author. (5) of their success, these writers thinks from the whole of what they say. B reminds us to be cautious about the kind of joke we play.
3 I was definitely to my new
are often happy enough to have got their ‘own’ story out there but do not Listen out for synonyms and paraphrasing.
lifestyle! C provides us the opportunity to get revenge on others.
(6) to spending their lives writing. And then there are writers who The following parts of speech can signal
4 I really felt like I’d made it, attitude and opinion. Extract Two
just (7) to produce something that (8) with a new trend
of the fact that …
or philosophy. Timing can be everything, but one thing’s for certain: the Adverbs You hear two journalists talking about fake news.
5 I was of doing anything reasons for having a one-hit wonder are as individual as the stories – Interestingly, … 3 What does the woman say about fake news?
about it. and writers – themselves.
Perhaps … A It does less damage than people believe.
6 I’m to think that shows
Adjectives B It can be divided into distinct categories.
like that are more about creating short-term
C Its concept is a relatively recent one.
celebrities. It can be very embarrassing …
4 How does the man feel about it?
7 All things , my fifteen Modal verbs
A fortunate not to have been deceived by it
minutes of fame was an incredible We shouldn’t pretend … ENGLISH – Part 1 Multiple-choice cloze
READING AND USE OF B embarrassed to have repeated incorrect information READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
experience.
C surprised so many people are convinced it is trustworthy
8 Not many people get to
3 Read the Exam focus then match NUMBER OF
an ambition so young! SECTION C
Extract Three
QUESTIONS
EXAM BOOST
the sentences 1–6 with their ABOUT THE TASK
8
4 Match the fixed phrases 1–8 in Ex 3 to their You hear
Phrasal two financial experts talking about avoiding being a victim of fraud.
verbs (with 4 options
paraphrases a–f.
to choose from)
definitions a–h.
SECTION A intended it as a light-hearted joke.
1 They
5
YouWhat
needis to
thechoose
man doing?
the answer which fits the context. All four • You will read a short text with eight questions.
A describing some of the latest cons TASK
a achieve something that you were hoping
Fixed phrases
2 It provides an outlet for stress.
options may be similar in meaning, so think carefully about the
B highlighting the importance of internet security
• You choose the word or phrase that best fits each gap from four
to achieve exact meaning of each word. multiple-choice questions. Short reading text
You may3be Itrequired
would falltoshort
chooseof expectations.
a word or C pointing out the challenge of recognising cons
b not able to do something
words to4complete a phrase,
Within reason, or select the most
of course! 6 4 The woman
Match thesuggests
phrasal that
verbslisteners
1–6, with their definitions, A–F.
• Only one of the options will fit each gap. SCORING
c when you weigh up all the parts or events
of a situation
appropriate phrase.
5 This
about the
poses It’sa helpful to think carefully
real threat. A pause before taking action.
1 come across A start 1 mark per
question
0 A fascinate B capture C excite D seize 6 meaning of the text, and the sentence learn from previous mistakes.
B
d hold a particular opinion, but not
I’d be pretty
you have to taken
complete.
red-faced at being
2 C come on from recognised
seek advice B become conscious again
institutions. What is being tested?
1 A excelled B beaten C exceeded D bettered in.
very strongly 3 come over C experience something unpleasant This part of the exam focuses on your knowledge of vocabulary.
2 A persuaded B convinced C determined D minded
EXAM REFERENCE
e make someone feel very interested 1 Complete the ficause
a It could xed phrases with words from
serious problems. Speaking or writing
4 come round D move from one place to another The questions may test your knowledge of:
in something 3 A helpless B unable C lacking D incapable
the box.
b It won’t be as good as you thought.
f without being affected or influenced 4 A attaining B realising C succeeding D performing
come under
5 5 Discuss the questions.
E happen • collocations, e.g. vitally important • precise meaning, e.g. Humans have evolved from
c As long as it’s fair. ape-like ancestors.
by something 5 A Albeit B Nonetheless C Regardless D Notwithstanding event light matter question
d It was supposed to be amusing. •
6 come up F seem to have particular qualities
How sceptical are you about what you read online? • fixed phrases, e.g. do your utmost
g be acceptable or convenient for a particular 6 A desire B aspire C inspire D require • 5 Have you everthe
Complete been taken in by
sentences fake
with news
the items?
correct Howofdid
form thethat make you feel? • phrasal verbs, e.g. read up on • linking words, e.g. Alternatively,
1 a e It would be embarrassing
of course to be fooled.
person or in a particular situation 7 A result B fancy C arise D happen phrasal verbs from Ex 4.
f It helps you deal with pressure. 6 Some people think fake news is harmful but others see it as a joke. Grammatical knowledge may be involved, too:
h do better than you hope to do 8 A coincides B occurs C equals D coordinates
2 in any
I’ve do
1 What gotyou
a cold . I don’t
think? Write your opinion, givingthink I’ll come
reasons, out
and then
3 in of
EXAM BOOST p28 this evening
compare afterwith
your ideas all. a partner. • what preposition follows a verb, e.g. be impressed by
EXAM BOOST p2 Speaking or writing 4 be a of 2 When I after the operation, I felt a bit
Complete Exam file SECTION A on
sick. How do you do it?
Go to page 92 for these exercises. 2 Match the fixed
page 28. phrases in Ex 1 with their
definitions (A–D). 3 Has your family from the USA for your BEFORE THE TASK
p7 brother’s wedding?
8 EXAM TRAINER p8 Exs 1–2 A If something is done or happens in
4 The same problems have been
EXAM TRAINER pp71–72
again
9 • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
consideration of the facts, it is done or
and again with this programme. • Don’t look at the options at this point.
happens because of those facts.
Formula CB C1 WKey 20267_4p.indb 8-9
B used to say that something will definitely 5 Jenna as a warm and genuine kind of 13/10/2020 16:36 • Look at the example given and think about why the answer is correct.
person.
happen or be true in spite of anything else DURING THE TASK
that may happen 6 I’ve a lot of pressure at work recently.
It’s been a stressful period. • Read the text again carefully, stopping at each gap and reading the four options.
C the correct and usual thing to do in a
particular situation
• If you think you know the answer, check your idea against the four options and choose the one that is closest.
•
The Exam boost refers students D used to say what the most important fact,
SECTION D Check the words before and after each gap. You are looking for clues such as words that are followed by
a particular preposition, or words that form part of a fixed phrase.
part, or feature of something is Easily confused words
You may have to choose between words which are similar in • If the gap includes linking words, make sure you read all the sentences around the gap.
to the Exam file where they SECTION B •

meaning but not the same. If you’re not sure of an answer, cross out the options that are definitely wrong.
Collocations • If you are still not sure, choose the one that seems the most likely answer. You should always put an answer,
6 Complete the sentences with each pair of words. as your guess may be right!
You may have to choose the word which collocates
can find additional exercises to

Use each word once only.
with a word in the text. The other three options • Choose ONLY one of the four options: do not write your own word, even if it may fit the sentence.
will have similar meanings, but will not fit the 1 sympathy / empathy
is when you’re able to imagine what AFTER THE TASK
meaning of the sentence.
enhance their performance on 3 Choose the word that does NOT collocate
with the adverb in each case.
it must be like to be in someone’s situation, whereas
someone’s problems.
is understanding and caring about
•
•
Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
Make sure you have chosen an answer for each gap. No marks are lost for incorrect answers, so make a
sensible guess.
the exam part in question. 1 highly controversial / efficient / held /

sophisticated
2 discrete / discreet
means separate or different, whereas
means being careful not to cause
Are you exam-ready?
2 widely available / held / similar /
understood embarrassment or attract too much attention. Did you …
3 deeply crafted / offended / regretful / upset 3 illicit / elicit … read the text through quickly to get a general understanding? .............................................................................
To something is to ask the right
4 broadly accepted / attached / interpreted / … stop at each gap and think about what word might be missing? ...........................................................................
questions to get the information you want, whereas
similar … check your idea against the four options? .................................................................................................................
means something that is illegal or
5 strongly attached / available / implied /
disapproved of. … cross out the options that are definitely wrong if you are not sure? .......................................................................
opposed
4 alternately / alternatively … choose the most likely answer if you are still not sure? ............................................................................................
6 heavily built / guarded / involved / offended
means one out of every two (e.g. days, … answer every question? ................................................................................................................................................
7 finely balanced / crafted / controversial / weeks, months), whereas is used to give
tuned … remember to read the text again at the end, to make sure it makes sense? .........................................................
a second possibility.
2 Are you ready for Reading and Use of English Part 1? Identify an area to improve. 3
M01 FMLA C1 EF 20267 U01_4p.indd 2-3 13/10/2020 16:43
1 READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze LISTENING – Part 1 Multiple choice 1
All audio tracks areEXAM FILE p3 EXAM FILE p29 Each lesson provides a
1 The photo shows the kind of thing that
VOCABULARY: Fixed phrases
clearly
EXAM TASK
identified via might happen on 1 April. What do you
know about this day? Do you find this
EXAM TASK
full exam task. These are
1 What does the expression ‘one-hit wonder’ 5 For questions 1–8, read the text below and decide which answer (A, B, 4 1.8 You will hear three
mean? What reasons do you think contribute
to only having one hit?
the listening icon.
C or D) best fits each gap. There is an example at the beginning (0). kind of joke funny? different extracts. For questions
1–6, choose the answer (A, B or
clearly indicated on the
2 1.7 Listen to a psychologist talking
One-novel
Full audioscriptswonders
are page and reflect the C1
C) which fits best according to
2 1.5 Listen to someone who became an
about laughter and jokes. What role do
what you hear. There are two
overnight success by winning a TV talent they play in our lives?
questions for each extract.
show. What happened in the year following
her win? Why didn’t she go on to have a available at the back
First-time novelists are often one-time novelists. They (0) B everyone’s
attention with a best-selling debut and shoot to literary fame – take EXAM FOCUS
Extract One
You hear two friends talking
Advanced exam layout.
successful singing career? The Great Gatsby by F. Scott Fitzgerald, for example. Having (1)
3 1.6 Listen again and complete the

of the Coursebook.
their expectations, many are either boosted by their success or struck
by writer’s block, (2) that the public are expecting a follow-up to
Understanding attitude and
opinion 1
about April Fools’ Day jokes.
According to the woman, the spaghetti on trees story shown on TV
sentences containing fixed phrases. hit the shelves almost immediately. This perceived pressure can result in Speakers don’t always indicate that they’re A made people who believed the story look silly.
1 I wasn’t convinced my singing would writers feeling (3) of repeating their success, sometimes leaving about to offer an opinion by using phrases B was not well received by some viewers.
the public’s attention. fans waiting decades for their next book. like ‘In my opinion’ or ‘I think’. You may C should have been shown on a different programme.
2 It was the live final and I smashed it! I But there are also writers who have no intention of putting pen to paper – therefore have to listen for the gist of their 2 The man thinks that April Fool’s Day
definitely my expectations! or fingers to keyboard – ever again after (4) their ambition to argument, and work out what the speaker A helps us deal with unreleased energy.
become a published author. (5) of their success, these writers thinks from the whole of what they say. B reminds us to be cautious about the kind of joke we play.
3 I was definitely to my new
are often happy enough to have got their ‘own’ story out there but do not Listen out for synonyms and paraphrasing.
lifestyle! C provides us the opportunity to get revenge on others.
(6) to spending their lives writing. And then there are writers who The following parts of speech can signal
4 I really felt like I’d made it, attitude and opinion. Extract Two
just (7) to produce something that (8) with a new trend
of the fact that …
or philosophy. Timing can be everything, but one thing’s for certain: the Adverbs You hear two journalists talking about fake news.
5 I was of doing anything reasons for having a one-hit wonder are as individual as the stories – Interestingly, … 3 What does the woman say about fake news?
about it. and writers – themselves.
Perhaps … A It does less damage than people believe.
The Exam focus draws

6 I’m to think that shows
Adjectives B It can be divided into distinct categories.
like that are more about creating short-term
C Its concept is a relatively recent one.
celebrities. It can be very embarrassing …
students’ attention to the

4 How does the man feel about it?
7 All things , my fifteen Modal verbs
A fortunate not to have been deceived by it
minutes of fame was an incredible We shouldn’t pretend …
B embarrassed to have repeated incorrect information
specific demands of the

experience.
C surprised so many people are convinced it is trustworthy
8 Not many people get to
an ambition so young! 3 Read the Exam focus then match Extract Three
4 Match the fixed phrases 1–8 in Ex 3 to their exam task in question and the sentences 1–6 with their
paraphrases a–f.
5
You hear two financial experts talking about avoiding being a victim of fraud.
What is the man doing?
definitions a–h.
a achieve something that you were hoping
to achieve
strategies to enhance their 1
2
They intended it as a light-hearted joke.
It provides an outlet for stress.
A describing some of the latest cons
B highlighting the importance of internet security
chances of success. ‘Speaking or writing’

3 It would fall short of expectations. C pointing out the challenge of recognising cons
b not able to do something
4 Within reason, of course! 6 The woman suggests that listeners
c when you weigh up all the parts or events
5 This poses a real threat. A pause before taking action.
d
of a situation
hold a particular opinion, but not
0
1
A fascinate
A excelled
B capture
B beaten
C excite
C exceeded
D seize
D bettered
6 I’d be pretty red-faced at being
taken in.
B learn from previous mistakes.
C seek advice from recognised institutions.
questions in the Reading
very strongly
e make someone feel very interested
in something
2
3
A persuaded B convinced
A helpless B unable
C determined
C lacking
D minded
D incapable
a It could cause serious problems. Speaking or writing and Use of English and
b It won’t be as good as you thought.
f without being affected or influenced
by something
4
5
A attaining
A Albeit
B realising
B Nonetheless
C succeeding
C Regardless
D performing
D Notwithstanding
c As long as it’s fair.
5 Discuss the questions.
• How sceptical are you about what you read online?
the Listening lessons
d It was supposed to be amusing.
g be acceptable or convenient for a particular
person or in a particular situation
6
7
A desire
A result
B aspire
B fancy
C inspire
C arise
D require
D happen
e It would be embarrassing to be fooled.
It helps you deal with pressure.
• Have you ever been taken in by fake news items? How did that make you feel?
offer opportunities for
f 6 Some people think fake news is harmful but others see it as a joke.
personalisation and
h do better than you hope to do 8 A coincides B occurs C equals D coordinates
What do you think? Write your opinion, giving reasons, and then
EXAM BOOST p28 compare your ideas with a partner.
EXAM BOOST p2 Speaking or writing
Complete Exam file SECTION A on page 2. Go to page 92 for these exercises.
Complete Exam file SECTION A on
page 28.
discussion using new
8 EXAM TRAINER
p7
p8 Exs 1–2
EXAM TRAINER pp71–72 9 language.
CB C1 WKey 20267_4p.indb 8-9 13/10/2020 16:36
7
www.frenglish.ru
Every grammar lesson Each unit has one page of

includes a reference to reference and one page of practice,
1 READING AND USE OF ENGLISH – Part 2 Open cloze
the Grammar file at the
SPEAKING – Part 1 Interview 1
which can be used for remediation
EXAM FILE p5
GRAMMAR FILE pp98–99 back of the Coursebook.
1 What impression do you think you might make
EXAM FILE p37
or extra practice.
FIRST CONVERSATIONS
GRAMMAR: Perfect and continuous tenses
on someone who meets you for the first time?
1 We’re all ‘one of a kind’, they say. But, what makes each EXAM BOOST p4 Is this a true reading of your personality? Why? /
of us unique? Why not? 1 Do you often strike up conversations with strangers, for example
when travelling?
2 1.9 Listen to a scientist talking about fingerprints. 2 Do the quiz and compare your answers with a) Yes, I think it’s a great way to pass the time.
What, in his opinion, is the most likely reason that we EXAM TASK your partner. If you choose ‘it depends’, explain
b) No, I like to keep myself to myself because I’m a bit shy.
have them? on what.
c) It depends.
6 For questions 1–8, read the text below and think of the
3 1.10 Listen again and answer the questions. word which best fits each gap. Use only one word in each 3 1.11 Listen to two candidates in the speaking
2 When you’re introduced to someone for the first time, do you
test answering a question from Part 1. Which is
UNIT 1 GRAMMAR FILE

gap. There is an example at the beginning (0). find it easy to maintain a conversation? PRACTICE 3 Choose the correct alternatives.
GRAMMAR FILE | UNIT 1

1 Why have scientists dismissed the idea that fingerprints the more appropriate answer, A or B? Why?
help us grip things? a) Very easy. I’m never lost for words!
How ears (or stripes) can 4 Read the Exam focus and check your ideas. b) Not really. It’s OK if I find some common ground between us. PERFECT AND CONTINUOUS TENSES
Wor king freelance

2 What happens as our fingerprints glide over surfaces?
c) It depends.
3
4
What does this do?
Why doesn’t it matter how we hold something?
identify individuals REFERENCE
EXAM FOCUS
to talk about an unfinished period of time up to the present,
past or future (often with for / since, this week / month / year).
3 Would you say that you tend to dominate conversations
1 Complete the sentences using the
correct present form of the verbs in
PERFECT AND CONTINUOUS TENSES
Irene has lived in Abu Dhabi for just over a year.
in general? brackets.
Humans are (0) NOT the only mammals
Before going freelance, I 1was / ’d been travelling to work for
4 Complete the sentences from the talk with the correct Simple Answering
aspect personal questions They had been married
a) Perhaps. since
Once you getearly that year.
me started on something, it’s sometimes 1 I a lot of headaches over a decade. I 2was trying / ’d tried doing the journey by train.
form of the verbs in brackets. to have features that uniquely identify individuals.
The actionAvoid short,as
is viewed abrupt
a fact.answers by extending
We use this for routineyour
or We won’thard havetoseen
get me to for
him stop!
a couple of months. over the last couple of months. (get)
Other primates also have finger and toe prints, no two of There was a lot of staring out of windows and waiting because
1 This is a question that scientists have long responses
regular repeated in different
actions, habitsways.
and for permanent situations. b) It’s probably the opposite. It takes a while for me to come out 2 Karl from home at the
which are the same. Scientists (1) recently signals 3had failed / been failing or other trains 4had broken
(ponder). • meat.
Explain your reasons: I sometimes get stuck for Continuous of my shell – I think I come over as uninterested in people from moment. (work)
discovered that koalas have fingerprints, too, which are just I don’t eat down / been breaking down. Once we 5were waiting / waited
words … time to time.
We use the perfect continuous:
2 But scientists have (dismiss) this theory. (2) individual. And now, the stripes and I usually got the tram to work. 3 Rafaella in Sweden for
c) It depends. for the train to leave when the station announcer said, ‘No trains
3 Although it was something that had spots of animals such as cattle and zebra, which zoologists • Give an interesting example: Like at a social event to talk about a recent activity when the effects of that activity six months next year because of her job.
They will live in a side street off the Ramblas. at all 6will be running / have run for the next four hours!’ Fury
and we both know the host … can stillDo
beyouseen
(puzzle) scientists for a long time … of the past (3) , until recently, only ever 4 useinhumour
the present or past.
to break the ice when talking to someone (live)
thought of as camouflage, are being used in conservation Continuous aspect
• Give a contrasting idea to show balance: A: Whyfor are you crying? B: I’ve been chopping onions.
all round! But now, for at least the forseeable future, I 7work /
4 Scientists who were (work) in the first time? 4 My neighbours cut down two tall
Paris conducted an experiment … projects to track the movements of individuals. … at other times, like at a work interview … a) Yes, Ithe
do.length
If you can make someone trees last month because people am working from home. I 8think / am thinking that being alone,
The action is continuous. We use the present continuous to emphasise or repetition of an laugh,
action.it makes them feel
5 They had (work) on their experiment for Perhaps humans will be tracked in future, too. Our faces, when we •useUse linkers(action)
dynamic to clarify what
verbs toyou’re saying:
talk about: more relaxed. that they were without distractions, 9has benefitted / benefitted me considerably
I’ve been trying to get through to Max all morning, but he
a while when they discovered that … heartbeats and even the shape of our ears are also unique, Whereas … b) Wow, no! I can never remember jokes. And if you don’t know dangerous. (always complain) over the last few weeks. I am more productive and I feel that
actions happening at a particular moment. doesn’t have his phone switched on.
and these features could have wider biometric applications. someone well, the jokes could fall flat! 5 They the results of friends and family respect the fact that I 10have / am having
6 This helps us to sense what we’re (hold). A: Where’s Terry?
(4) you’re anything like most people, you’ve c) It he’ll
In January have been working there for six years.
depends. the survey by the end of next week. certain hours in the day when I am ‘at work’ so to speak, and
5 Complete the sentences about unusual animals and probably (5) using the same passwords for B: She’s in the kitchen – she’s making a cup of tea. I’d been working on the essay for over two weeks. (publish)
EXAM BOOST p36 they 11don’t always ask / aren’t always asking me out. By the
their unique characteristics. Use an appropriate form the last few years, and (6) now becoming When Sam called, I was eating. 5 In a first conversation with someone, are there any topics you
to suggest the short-term nature of an activity. 6 I the strangest end of this week I 12’ll have been working / ’ll work from
of the verbs in brackets. There may be more than one concerned that someone will eventually crack your ‘code’ Complete the Exam file exercises on page 36. would steer clear of?
changing/developing situations. I’ve been message from Karen about her plans for
correct answer. and steal your identity. But biometric authentication is likely a) Iworking
think mostin topics
advertising
are fairfor the past
game for a ten
firstyears but
conversation. I can home for two months and I’m guessing I13’ll have got through /
Inma was 5
improving now feel it’s time for apretty
change. the summer. (just have)
(7) be at the forefront of rapid advances 1.12her English.
Work in pairs. Read the Part 1 questions read people well and usually know what to avoid. ’m getting through 20 percent more work by then than I used
1 Manx cats, which (live) on the Isle of 7 Where of travelling to
in IT security, and rely on unique personal data to confirm and listen to two candidate responses to
temporary situations. b) I’dthat
to suggest avoid
ananything
action iscontroversial
not complete.– like politics, or very personal to get through in the office. So, I 14’m not returning / won’t be
Man for at least 200 years, have little or no tail due to a next? (you / think)
questions areas, to
like relationships.
naturally occurring genetic mutation. identity (8) the use of He will be working as a 1 and 2.until
cleaner Discuss howfithe
he can nd acandidates
better job. I’d been trying teach myself to play the piano but I’m still returning to the daily commute any time soon!
touchscreens or other recognition devices. could have extended their answers. pretty c) It depends.
terrible. 8 I revising but I still
2 As we (peer) into the depths of annoying or surprising habits with always. went out with my friends. (not finish)
the ocean, we noticed the natural ‘headlights’ of the 1 Would you say that you lead a healthy lifestyle? We tend to prefer the perfect simple for talking about more
I’m always forgetting to charge my mobile.
(Why? / Why not?) 6 Readsituations.
the full set of questions in Ex 5 again. Which questions ask 2 Five of these sentences contain errors.
pinecone fish, which lights up its prey with its jaw
present plans andyou
arrangements forweek
the future.
permanent Pronunciation
when hunting. 2 Do feel that your includes as much about
She’s lived inthese
Rometopics?
since she was a child. Find the errors and correct them.
3 I (film) in the mountains of Central Asia Are you doingfree
anything
time asnext weekend?
you’d like? (Why? / Why not?) 4 Mark the three main stresses in each sentence.
We preferpast
to use the perfectplans
continuous 1 I’m loving living in London at the
for weeks before I finally spotted a snow leopard – unlike 3 What childhood memory still makes you smile? experience for the for moreroutine
future temporary
PERFECT ASPECT situations. moment. It’s great. 1 What have you been doing since I last saw you?
other large cats, they can’t roar, so you’d never hear one (Why?)
She’d been living out of suitcase for months, so she was 2 They’re having three children: Hanna, 2 How have you been feeling over the last few days?
approaching! Simple 4 What has been your most interesting holiday 7 In pairs, think of another question that could be asked about each
glad to get home. Charlie and Aurora. 3 Where had you been working before coming here?
4 Leafy sea dragon fish (evade) capture experience?
The action happened (Why?)
at some unknown time between then, of these topics. Exchange your questions with another pair and
STATIVEanswer them. ThenVERBS
AND DYNAMIC share your questions with the class and find 3 She denies having had anything to do 4 How will you be commuting when the job hours change?
by predators for centuries with their camouflaged form the past, and
5 now, thewould
Where present
betime
yourof speaking;
ideal a point
place to live? (Why?)
the most interesting question. with the robbery.
that looks just like seaweed. before a time 5 What’s been the most important thing you’ve learnt today?
6 in the do
What past; the
you present
see and
yourself a point
doing of time in
in five There are two categories for verbs in English: stative verbs
5 Fran (just, finish) photographing a the future. 4 This soup tastes a bit strange.
years’ time? and dynamic verbs. 6 How much will you have earned by the end of the year?
horned lizard when it suddenly squirted at her from its I have eaten EXAM TASK 5 He’s not understanding anything about
7 aIflot
youtoday.
could learn another language, what Dynamic verbs can be used in simple and continuous
5 1.1GF Listen and check. Then listen again and repeat
eyes – one of the stranger traits of this particular animal! technology.
would Iithad
I overslept because be?forgotten
(Why?) to set my alarm. aspects. Stative verbs cannot normally be used in the
the sentences.
6 Is that a mimic octopus? What 8 Work in pairs and take turns to ask and answer the remaining
continuous. 6 I have a break at the moment in the
(it, disguise) itself as? I know it can mimic a lot of other Speaking or writing We’ll have8finished
Whicheating
of yourby the time
plans you
for the getfew
next here.
weeks do Part 1 questions in Ex 5. Remember to expand your answers using garden, so I’ll get back to you a bit later.
you think will prove to be most interesting?
We use the perfect simple:
Some verbs have both
information fromstative and dynamic
the Exam meanings.
focus box. 6 Make questions from the prompts. Put the verbs in the correct forms.
sea creatures as a defence mechanism but I’ve no idea 7 We were thinking about whether to visit
Go to page 92 for these exercises. (Why?) We only use them in continuous forms with their dynamic
what that is! to talk about states, single or repeated actions over a long you while in London, but decided there 1 What you / work on / when / the computer / crash?
meaning, but not with their stative meaning.
p11 period of time up to the present (often with ever / never, wasn’t enough time. 2 How long / plane fly / before / they serve / dinner?
10 EXAM TRAINER I was feeling a bit rundown. (dynamic; feel = experience
EXAM TRAINER pp88–90 11
p12 Ex 1 often / always). 8 I’ll believe it when I am seeing it! 3 How much / report / you complete / by the time / you leave /
a feeling or emotion)
I’ve always dreamt of visiting New York later today?
I feel that the situation will improve in the near future.
It was only the second time I had travelled by plane. (stative; feel = have an opinion) 13/10/2020 16:36 4 How / you / commute / when / train strike / happen / next week?
He will have missed at least ten of the classes this term. 5 How long / you / not sleep / well?
to talk about recent single actions with a present or past 6 How many people / you / discuss / the problem with / last week /
result (often with just, already, yet). before / you / get a result?
I’ve already started making spaghetti for dinner, so I don’t 7 Why / he / always complain / about the food in our canteen?
want to go out. It / usually be / fantastic.
I’d just got back from Australia so I was tired.
98 99
Formula CB C1 WKey 20267_4p.indb 98-99 13/10/2020 16:40
Editable PowerPoint
presentations for
each grammar area
save valuable
preparation time, Additional fun
bring grammar to life interactive practice
and can aid dyslexic of each unit’s
students through their grammar is available
explicit, scaffolded on the App, accessed
presentation. via the Coursebook.
SPEAKING – Part 1 Interview 1

EXAM FILE p5 EXAM FILE p37
GRAMMAR FILE pp98–99 1 What impression do you think you might make
OST p4
on someone who meets you for the first time?
Is this a true reading of your personality? Why? /
FIRST CONVERSATIONS
Why not? 1 Do you often strike up conversations with strangers, for example
m file SECTION A on page 4.
when travelling?
2 Do the quiz and compare your answers with a) Yes, I think it’s a great way to pass the time.
your partner. If you choose ‘it depends’, explain
b) No, I like to keep myself to myself because I’m a bit shy.
on what.
c) It depends.
1–8, read the text below and think of the
est fits each gap. Use only one word in each 3 1.11 Listen to two candidates in the speaking
2 When you’re introduced to someone for the first time, do you
n example at the beginning (0). test answering a question from Part 1. Which is
find it easy to maintain a conversation?
the more appropriate answer, A or B? Why?
a) Very easy. I’m never lost for words!
(or stripes) can 4 Read the Exam focus and check your ideas. b) Not really. It’s OK if I find some common ground between us.
c) It depends.
y individuals
NOT the only mammals
EXAM FOCUS 3 Would you say that you tend to dominate conversations
in general?
All Speaking lessons
Answering personal questions
have accompanying
a) Perhaps. Once you get me started on something, it’s sometimes
hat uniquely identify individuals.
Avoid short, abrupt answers by extending your hard to get me to stop!
so have finger and toe prints, no two of
responses in different ways. b) It’s probably the opposite. It takes a while for me to come out
e. Scientists (1) recently
• Explain your reasons: I sometimes get stuck for of my shell – I think I come over as uninterested in people from
Speaking test videos

oalas have fingerprints, too, which are just
words … time to time.
individual. And now, the stripes and
c) It depends.
uch as cattle and zebra, which zoologists • Give an interesting example: Like at a social event
, until recently, only ever and we both know the host …
4 Do you use humour to break the ice when talking to someone
ouflage, are being used in conservation
he movements of individuals.
will be tracked in future, too. Our faces,
•
•
Give a contrasting idea to show balance:
… at other times, like at a work interview …
Use linkers to clarify what you’re saying:
for the first time?
a) Yes, I do. If you can make someone laugh, it makes them feel
more relaxed.
which are available to
download from the
en the shape of our ears are also unique, Whereas … b) Wow, no! I can never remember jokes. And if you don’t know
s could have wider biometric applications. someone well, the jokes could fall flat!
you’re anything like most people, you’ve c) It depends.
using the same passwords for
Digital resources or
EXAM BOOST p36
and (6) now becoming 5 In a first conversation with someone, are there any topics you
meone will eventually crack your ‘code’ Complete the Exam file exercises on page 36. would steer clear of?
ntity. But biometric authentication is likely a) I think most topics are fair game for a first conversation. I can
via the App.

be at the forefront of rapid advances 5 1.12 Work in pairs. Read the Part 1 questions read people pretty well and usually know what to avoid.
rely on unique personal data to confirm and listen to two candidate responses to b) I’d avoid anything controversial – like politics, or very personal
the use of questions 1 and 2. Discuss how the candidates areas, like relationships.
ther recognition devices. could have extended their answers. c) It depends.
1 Would you say that you lead a healthy lifestyle?

(Why? / Why not?) 6 Read the full set of questions in Ex 5 again. Which questions ask
2 Do you feel that your week includes as much about these topics?
free time as you’d like? (Why? / Why not?)
3 What childhood memory still makes you smile? past experience plans for the future routine
(Why?)
4 What has been your most interesting holiday 7 In pairs, think of another question that could be asked about each
experience? (Why?) of these topics. Exchange your questions with another pair and
5 Where would be your ideal place to live? (Why?) answer them. Then share your questions with the class and find
the most interesting question.
6 What do you see yourself doing in five
years’ time?
EXAM TASK
7 If you could learn another language, what
would it be? (Why?)
8 Work in pairs and take turns to ask and answer the remaining
writing 8 Which of your plans for the next few weeks do Part 1 questions in Ex 5. Remember to expand your answers using
you think will prove to be most interesting? information from the Exam focus box.
for these exercises. (Why?)
p11
EXAM TRAINER p12 Ex 1
EXAM TRAINER pp88–90 11
13/10/2020 16:36
Example answers for the Speaking

lesson exam tasks are provided in
the Answer key.
8
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1 WRITING – Part 1 Essay WRITING – Part 1 Essay 1
Every Writing lesson includes a reference to the Vocabulary

EXAM FILE p19
VOCABULARY FILE pp114–115 7 Read the Exam focus and choose which would be a better EXAM TASK
introduction (A or B) and conclusion (C or D) for the essay.
file at the back of the Coursebook. Here students can find a

WRITING FILE p130
8 Read the essay task and choose which two points to
Introductions write about. Note down ideas to include for the different
6 Read the body of a student’s essay and compare
paragraphs. Compare your choice and ideas with your
your ideas. A A lot of people are not happy with aspects of their
comprehensive wordlist of all the vocabulary covered in the

partner’s.
working lives. This is because of things like constant
INTRODUCTION connectivity – always being at the end of a phone – You have listened to a radio discussion about factors that
and commuting to work, with all the delays there are people think are important for a happy life.
unit, as well as additional exercises to practise and extend their

today. I think both these things are concerning today,
MAIN PARAGRAPH 1 but the worst, in my opinion, is constant connectivity. What is important for a happy life:
Let’s consider constant connectivity. Whether B Working life has changed significantly over the last few • close friends
language for success in the exam. There is also a dedicated focus

people work regular or flexible office hours, decades. Advanced communications technology has • good level of health and fitness
constant connectivity means that they are improved efficiency at work and faster transport systems
• money
potentially always available and unable to have allowed people to move out of cities and towns and Some opinions expressed in the discussion:
completely switch off. Work can intrude on free commute to work, giving them a greater choice of where ‘Friends are there to support you whenever
1 What do you think is happening in the picture? Which person would
you be in this situation?
time and personal lives. While the ability to get
immediate feedback or answers to questions can
be important, people also need space to develop Conclusions
on pronunciation.
to make their home. But what about the downsides? you need them.’
‘You feel good in yourself if you’re fit and
healthy.’
2 1.13 Listen to a teacher explaining a game called Room 101.
What does the game involve? a good work–life balance, which in turn makes C For me, the more serious concern is the intrusion of ‘If you haven’t got enough money, you
workers more productive in the long term. constant connectivity on people’s work–life balance. worry all the time.’
3 Work in pairs. Why might people want to put these things in Whereas commuting can be seriously frustrating, systems
Room 101? Which would you choose? MAIN PARAGRAPH 2 can be improved with investment, and journey times Write an essay discussing two of the factors in your notes.
Another concern is the frustration caused by the You should explain which factor is the most important,
can be staggered to spread the congestion. Constant
cold callers computer viruses English grammar daily commute. With increased pressure on both connectivity, on the other hand, seems to have become giving reasons in support of your answer.
homework plastic packaging queues rudeness road and public transport systems, delays and widely accepted as part and parcel of the working day You may, if you wish, make use of the opinions expressed
social media winter traffic jams are inevitable. Driving to work risks and needs to be addressed and limited by those in
UNIT 1 VOCABULARY FILE

in the discussion, but you should use your own words as
4 Match the adjectives in the wordlist with their 7 I know you like playing jokes on me, but throwing eggs
VOCABULARY FILE | UNIT 1

encountering hold-ups due to road works or authority before it dominates people’s lives completely. far as possible.
increasingly heavy traffic. And taking trains leaves definitions. at my windows is just .
4 Write down three more things people might want to put in. Swap D So, to conclude, I think constant connectivity is the
with another pair. Choose one item from the list and one of you talk passengers vulnerable to delays caused by worst issue because people can’t switch off and this 9 Write your essay in 220–260 words, remembering the 1 behaving in an unfair or dishonest way 8 What a brilliant name for your company. It just
for a minute saying why it should go in. Your partner should talk for signal failures or weather-related problems. WORDLIST means they don’t have a good work–life balance, which advice from the Exam focus.
2 deserving or able to be believed or trusted
and is really memorable.
a minute about why it shouldn't go in. is very important. Commuting to work every day can
CONCLUSION 3 worried or nervous about something you are going
Phrasal verbs
be frustrating, too, andNouns Adjectives + prepositions
wastes a lot of time, but overall, Fixed phrases to do
Pronunciation
5 Read the essay task and discuss what you might include in it. associated it’s
with constant connectivity that is most concerning. incapable of
bravado a step too far
4 made to be used for only a short time when nothing 7 1.2VF Match the word stress patterns to the words
Your class has had a discussion about aspects of working life today back down camouflage regardless of all things considered better is available (o = weak, 0 = strong). Then listen and check.
that concern many people. You have made the notes below:
catch on EXAM BOOST p18 fingerprint suited to at the forefront 5 frightening in a way that makes you less confident
EXAM FOCUS
come out with leap be inclined to think 0o o0o 0oo oo0o o0oo ooo0o
Things that concern many people about Verb + noun collocations 6 tending to disagree with what other people tell you
Structuring an essay Complete
devote (yourself) to Exam file SECTION
outlet A on page 18. capture the public’s
working life today: boost your determination 7 giving someone more control over their own life 0 ambition o0o 5 traveller
Structure your essay clearly so that the target reader fall for (nonsense) practical joke attention
• constant connectivity dismiss a theory or situation
1 suited 6 tension
is taken logically through your ideas. Think about: follow through on primate come to blows about
• commuting exceed (your) expectations 8 likely to make someone believe something that is
get cold feet 2 incapable 7 determination
Some opinions expressed in the discussion: Introduction: This should engage the reader and move on (with) ridge not true
• hot desking play a joke on 3 regardless 8 theory
outline or give background to the issues you will pay someone back for segment get stuck for words
‘You can never get away from work these days.’
be dealing with, but not go into details of what you pose a threat to
get stung by 5 Complete the text with verb + noun collocations from 4 expectation
‘Sitting in traffic jams is so frustrating.’ put (yourself) forward for stigma
will include in the main paragraphs, or your final realise an ambition the wordlist.
put forward (someone’s) take in retrospect 8 1.3VF Listen again and repeat the words, using the
‘Never knowing where you’ll be working is really decision. release tension
off-putting.’ read up on on (something) in the same breath correct word stress. Then write one more word or phrase
Main paragraphs: These should develop the outline seasoned traveller I’m not a particularly
1
, but I have
spring up let alone from the word list which has the same word stress as the
in the introduction and deal with separate points, Adjectives been on a few holidays abroad with family and friends. patterns below.
Write an essay discussing two of the concerns in your notes. including your reasons for an opinion, with examples take (someone) in out of your comfort zone
You should explain which concern is the most serious, giving apprehensive Holidays are the perfect opportunity to relax, unwind
where possible. throw (yourself) into play on ignorance 1 0o 4 oo0o
reasons in support of your answer. credible and 2 that’s built up over months of
Conclusion: This should review or summarise the roll off the tongue work or study. I’m not what you might call adventurous, 2 o0o 5 o0oo
You may, if you wish, make use of the opinions expressed in the daunting
main points you have made, but not repeat the while I’m on the subject and I tend to choose organised package holidays 3 0oo 6 ooo0o
discussion, but you should use your own words as far as possible. same examples or use the same words. It should be empowering
that don’t 3 to my confidence –
balanced, but still clarify your point of view, giving a makeshift
travelling solo would be my worst nightmare! So, it
reason for your final decision. misleading
may come as a bit of a surprise to you that I recently VOCABULARY BOOST
sceptical 4
of mine without dragging anyone
pp52–53
12 unscrupulous EXAM TRAINER 13
else along to accompany me. It involved joining
p54 Exs 6–7 9 Complete the verbs with these prepositions. Which
a tour to base camp on Mount Everest. I actually verbs + prepositions are separable?
PRACTICE 13/10/2020 16:36
5
my own and not
only managed to make the journey without too much at from on to
1 Complete the sentences with the 2 Replace the phrases in bold with the correct form of these phrasal verbs. of a struggle, but I made some great friends, too.
correct form of verbs from the wordlist. It’s really 6 my to 1 Residents of the town objected the
back down devote (yourself) to follow through on do some other interesting trips in the future, too. plans for a new motorway nearby.
1 Suzie is with her life
put forward spring up take (someone) in throw (yourself) into 2 I’m sorry but I’ve no idea what you’re hinting
now, after being off sick for a while.
2 I totally for this . Why don’t you just tell me straight
1 I’ve really put a lot of effort and energy into my new job – I love it.
ridiculous story my classmate told me 6 Complete the sentences with the correct form of useful what it is you want?
2 The team have given a lot of time and attention to the project and phrases from the wordlist.
and felt really silly! 3 Junior politicians should abstain
we’ve made great progress.
3 I’ve been on British 1 I’m having second thoughts about moving to the USA criticising the government.
3 Zeke suggested the idea of holding a talent contest and everyone
history and it’s really interesting. now. It’s a bit scary and I’ve . 4 We’ve consented act as guarantors
thought it would be a success.
4 Who put salt in my coffee?! I’ll 2 Extreme sports are totally ! I’d much for our daughter, so that she can get a loan to set up her
4 New restaurants are appearing all over the town now it’s becoming business.
you rather do something safer indoors.
more prosperous.
for that when I find out! 3 I just do not know what to say! I’m completely 5 I pride myself meeting work
5 It’s OK making promises but you need to carry them out. deadlines, no matter how challenging it is to do so.
5 I don’t think the technology !
on until it’s more 6 Jenny never admits to being wrong in an argument. It’s really frustrating. 6 The council have imposed a ban
4 That taxi driver charged me an absolute fortune. I’ve
affordable. 7 I was completely deceived by the guy’s story and gave him my last really by him. people riding bicycles through the park.
6 Our brand is with few coins. 7 I’ve no idea how Nicola inferred all that
5 My flatmate and I who should clean
luxury. the dishes yesterday. We’ve made up now, though. what I said. She’s got the wrong end
3 1.1VF Listen and decide what noun from the wordlist is being
of the stick.
7 Daniel with this really described by each person. 6 , I should have studied tourism
funny joke the other day – we couldn’t instead of history at university. It would’ve helped me 8 What are you peering through the
1 4 7
WRITING FILE
stop laughing. window? The neighbours will think you’re spying
get a job as a holiday rep more easily. Part 2 Informal email or letter
WRITING FILE
8 Sam’s thinking about 2 5 8 on them!
himself for president 3 6 EXAMPLE QUESTION
114 of the chess club. Part 1 Essay EXAM HELP 115 Unit 3 pp34–35
• Reword others’ opinions if used as support. Read part of an email from a friend who is planning to visit your cou
EXAMPLE QUESTION • Add reasons to support your opinions and
Formula CB C1 WKey 20267_4p.indb 114-115 Unit 1 pp12–13, Unit 6 pp66–67 13/10/2020Of course,
16:40 I’d really like to see as much as I can but with so little
examples to justify your arguments.
You have listened to a radio discussion on how to get communities more • Use linking expressions to connect ideas a week) I wonder if that’s feasible. Do you have any suggestions
involved in environmental issues. You have made the notes below: within and across paragraphs. to go and what to do in your country?
• Try and make your conclusion persuasive.
Ideas for making communities more Reply to the email offering your friend some advice.
There is also a reference to the Writing file OVER TO YOU

aware of environmental issues Read the task carefully. Write your email in 220–260 words.
Be careful to include
• easy recycling system Now write your own answer to the task.
the correct number of
• ‘clean-up’ groups
Include everything required in the task and EXAMPLE ANSWER
points from the notes.
at the back of the Coursebook. This provides

use the Exam help to check your work. Beg
• leaflets Hi Sam, you
Some opinions expressed in the discussion: I thought I’d better reply as quickly as possible since I you
USEFUL LANGUAGE
example questions and answers for all options in

‘The recycling system is so complicated at the to w
see you’re actually leaving next Monday. I’m so excited.
moment. If the council could make it easier to Introduction I can’t wait to see you.
follow, …’ Exp
Many people today think …
You’re right that in such a short time it won’t be the
‘I think distributing advice leaflets to people’s
each exam part, as well as additional exam help

Nowadays there is a problem with …
homes is the best system.’ possible to see everything. What I would do is to explore
It could be said that … Div
‘Surely, we need something active to appeal one area in depth. I have to say that Victoria, where I
lett
to young people like small groups in schools Presenting an argument live, would be an excellent choice. par
and useful language to support students’ writing. and colleges.’
Write an essay for your tutor discussing two of the ideas from your notes.
For this reason, …
As a result, …
This is due to …
Although …
While …
Many people feel …
You could start by spending a couple of days in
Melbourne and then rent a car and head for the Great
Ocean Road. It’s a really spectacular road that follows
eac
sho
ad
You should explain which idea would be more effective in making elem
communities more aware of environmental issues, giving reasons to On the other hand, … According to … the coastline and stretches for over 250 kilometres. If
the
support your opinion. In contrast, … I were you, I’d plan to spend a couple of days driving
You may make use of the opinions expressed in the discussion, but you along, stopping for the night in Lorne or Apollo Bay.
Conclusion
should use your own words as far as possible. You asked about things to do and I have to say it’s hard
I am in favour of … On the whole, …
Write 220–260 words.
to know where to begin. While you’re in Melbourne, I’d
It seems to me that … Overall, …
definitely try to visit the National Gallery of Victoria
EXAMPLE ANSWER Clo
and the South Bank complex which is nearby. There are
em
some great bars and restaurants there. On your drive
There is a one-page Practice tasks section after each odd unit

Everyone is very concerned about the environment nowadays, but not everyone Use your introduction to by m
considers the environment on a daily basis. In fact, sometimes it is quite the opposite, so explain what the essay will along the Ocean Road you’ll see all the famous surf the
we need to look at how we can get everyone actively involved with environmental issues. discuss in general terms. beaches but it’s also a great area for walking. There are you
hundreds of tracks through the tropical rain forest.
and a three-page Review section after each even unit. These

spe
I think we can try and make it easier for people to contribute to helping improve their Remember to use
I think you’d really enjoy that, too. per
environment. Firstly, I believe it would be a good idea to create very straightforward topic sentences at the writ
leaflets with some clear and simple advice that everyone can follow. These could be beginning of each Well, I’d better stop now. Give me a call as soon as you
provide additional practice of the language of the preceding

dropped directly into people’s homes. In this way, local residents will definitely see them paragraph. get in and we’ll meet up somewhere. I might even join
Use
and may even, for example, keep the leaflet in their kitchen as a checklist to follow. you on the Ocean Road trip. app
When you are explaining All the best, info
Another immediate way to involve communities would be to set up ‘clean-up’ groups.
units through Use of English style tasks. Every section is

why your chosen idea phr
These groups could not only do occasional cleaning of neglected areas such as parks but is the most effective, Alex
clos
members could also train to become mentors who go into schools and make students remember not to repeat em
aware of how they can help. the same points you made
EXAM HELP
cumulative so that language is recycled throughout the course.
about this idea in earlier
Overall, I would suggest that having clean-up groups may be the most effective route
paragraphs. • Use appropriate informal conventions to start/end your email/le
to involving people more widely in environmental issues because it is is very active and
• Group ideas into paragraphs and link them with informal connec
so likely to encourage young people’s involvement. And these people will be the next • Use language that is appropriate for the person you’re writing to
generation who will be responsible for the environment, so to train them is vital.
130
PRACTICE TASKS
PRACTICE TASKS
READING AND USE OF ENGLISH – PART 1 READING AND USE OF ENGLISH –

PART 2
1 Read the text below and decide which answer (A, B, C or D) best
fits each gap. 2 Read the text below and think of the word
which best fits each gap. Use only one word
BUILDING ON
MARS
in each gap.
REVIEW | UNITS 1–2 READING AND USE OF ENGLISH – PART 3 READING AND USE OF ENGLISH –
REVIEW | UNITS 1–2
REVIEW | UNITS 1–2
If NASA’s proposed 2030s mission to Mars becomes a reality,

HOW TO MAKE THE 3 Read the text below. Use the word given in capitals at the end
PART 4
of some of the lines to form a word that fits in the gap in the
astronauts will (0) A need a base. All things (1)
transporting building materials 225 million kilometres across
,
MOST OF YOUR READING AND USE OF ENGLISH – PART 1 same line.
4 Complete the second sentence so that it
has a similar meaning to the first, using the
‘STAYCATION’ The secret languages of twins

1 Read the text below and decide which answer (A, B, C or D) best fits word given. Do not change the word given.
space would not only be impractical, but phenomenally
each gap. You must use between three and six words,
expensive, too. So, how could living spaces feasibly be created Secret languages have (0) UNDENIABLY DENY
been around for as long as secrets themselves, including the word given.
on the Red Planet? Why we shouldn’t regret decisions
with some speakers deliberately playing on the 0 The workings of the brain were puzzling
For those who may be (2) of the idea, it isn’t actually If you are (0) NOT travelling They say it’s better to regret things we’ve done than things we haven’t. (1) of others to communicate with IGNORE for scientists for a long time until research
this summer, you might want to consider a While you may be in two (0) A about that, there are arguments in
as much of a (3) into science fiction as it sounds. Mars their confidante. Secret languages between twins helped them understand it.
support of the idea that we shouldn’t regret decisions we’ve made at all. are different, developing early in childhood. From
has an abundance of regolith, a layer of crushed rock found staycation instead: a week or two staying HAD
This may be in our (1) interests, as regret is an emotion which can their first (2) , many twins begin to UTTER
throughout the solar system. It’s certainly useable, but scientists at home (1) no contact cause a great deal of unpleasant psychological (2) . This mental How THE BRAIN WORKED HAD PUZZLED
develop what later becomes a language that only
have (4) difficulties in developing technology that can from work or college. It might sound torment can prevent us from (3) with our lives, as we get caught in they understand. scientists for a long time until research
bind it together successfully. Doing so would make it more boring but if you follow our tips, it’ll be far the ‘if only’ trap. helped them understand it.
It may seem (3) that toddlers LOGIC
(5) to 3-D printing, the proposed building technique that (2) it. You can have a ‘real’ At certain points in our lives, we seem to be (4) of deciding what communicate in a language different from the 1 We really need to determine the cause of this
would be carried out by robots. holiday in your own home and don’t need to do for the best. (5) as we may to come to the ‘right’ conclusion, (4) they’re receiving. It isn’t the result PUT leaking tap!
What also (6) a challenge is creating a material to spend a penny (3) you the truth is there’s no way of knowing the (6) of an option until we of an (5) to reproduce their mother ABLE BOTTOM
try it. This is where we should be kinder to ourselves: we make choices tongue, although a not (6) number SIGNIFY
that allows structures to stand the test of time. The most likely want to. We really must get to
based on information available at the time, and that’s why we shouldn’t READING AND USE OF of twin languages begin with a mispronunciation of
contender is a concrete-like substance, similar to conventional The most crucial aspect of any holiday is regret decisions, (7) of how things turn out. Releasing ourselves the language(s) they hear. It’s a natural consequence of
causing this
construction materials used on Earth. Though the (7) from regret is perhaps one of the most (8) things we can do
ENGLISH – PART 2 them developing psychologically and linguistically at
tap to leak.
getting some quality rest and relaxation.
hasn’t occurred yet, scientists are on their way to creating such for ourselves. the same rate. 2 We discussed at length how to approach the
You can’t completely switch off when 2 Read the text below and think of the
materials, and life on Mars may not actually (8) too There is no deliberate attempt to (7) LEAD problem of things being mislaid in the office.
your phone’s pinging every ten seconds, 0 A minds B heads C thoughts D opinions word which best fits each gap. Use only
far ahead. one word in each gap. caregivers as twins grow up, either. But because twins DISCUSSION
(4) why not unplug and 1 A highest B first C biggest D best
understand each other when their parents don’t, errors We how
unwind? Catch up on those novels that have 2 A discomfort B disadvantage C disorder D disability Double acts can be reinforced. Without intervention, this can cause to approach the problem of things being
0 A undoubtedly B nevertheless C indeed D utterly kept (5) put to one side, 3 A going about B moving on C coming along D getting up What (0) HAVE Laurel and Hardy, (8) in language development, though SET mislaid in the office.
French and Saunders and Ant and Dec got the vast majority of twins have no difficulty in acquiring
1 A examined B considered C decided D evaluated or start that craft project you’ve been planning 4 A unable B ineffective C incapable D unfit 3 Our parents appreciated the time and effort
in common? Even (1) you their mother tongue while continuing to use their
2 A pessimistic B dubious C sceptical D hesitant
but never quite got round to. 5 A Exert B Urge C Pursue D Strive haven’t the faintest idea who they are, the that we put into organising their party.
secret language between themselves, occasionally
3 A leap B spring C fall D skip Once refreshed, go out and about. 6 A outcome B finding C product D conclusion clue lies (2) the pairing of even into adulthood! OF
Expose (6) to things you names: they are – or were – ‘double acts’. Our parents
4 A come round B come down C come up D come 7 A notwithstanding B otherwise C regardless D nonetheless
haven’t done before: find a new walking A double act (3) also the time and effort that we put into
to with against out in 8 A persuasive B empowering C forceful D convincing
known as a comedy duo, a form of comedy organising their party.
5 A proper B suited C capable D accepted route or discover a new place to hang
performance traditional in the UK and USA.
out. Have a break from anyone who gets 4 We hope that customers’ enjoyment of our
6 A describes B exhibits C displays D presents Two artists perform (4)
products will continue for many years to
(7) your nerves and seek one, either on stage or on screen. Many
7 A breakthrough B discovery C outcome D progress come.
out those (8) company you (5) so for their entire
8 A rest B lay C sit D lie working lives, forming a close bond with STILL
enjoy. You may never leave home again!
each other and establishing themselves as a We hope that our products
mainstay of TV entertainment. Traditionally, by our
one of the performers is the ‘straight’ customers for many years to come.
man – or woman – who sets up the jokes for
5 There was some misinformation surrounding
the ‘comic’, but there are other variations
the rescheduling of the event.
(6) less defined roles.
Why has this perhaps odd-sounding form ABOUT
of comedy long (7) We
such a success? Maybe because we see rescheduled.
two good mates having a laugh together, 6 I did far better than I expected in my exams
and it reminds us of our own friendships. this year!
14 (8) the reason, the double
MY
act, it seems, is here to stay.
I in my exams
this year!
24 25
9
www.frenglish.ru
HOW TO USE THE EXAM FILE
What is the Exam file? READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
EXAM BOOST
SECTION C
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
ABOUT THE TASK

NUMBER OF
QUESTIONS
Phrasal verbs
8 (with 4 options
The Exam file is the fold-out booklet in the back of the Coursebook. It contains all the
to choose from)
SECTION A You need to choose the answer which fits the context. All four • You will read a short text with eight questions.
options may be similar in meaning, so think carefully about the • You choose the word or phrase that best fits each gap from four TASK
Fixed phrases Short reading text
exact meaning of each word. multiple-choice questions.
You may be required to choose a word or
•
information you and your students need about each exam task in one place, making
Only one of the options will fit each gap. SCORING
words to complete a phrase, or select the most 4 Match the phrasal verbs 1–6, with their definitions, A–F.
appropriate phrase. It’s helpful to think carefully
about the meaning of the text, and the sentence
1 come across A start 1 mark per
question
you have to complete. 2 come on B become conscious again What is being tested?
revision easy. 3 come over C experience something unpleasant This part of the exam focuses on your knowledge of vocabulary.
EXAM REFERENCE
1 Complete the fixed phrases with words from 4 come round D move from one place to another The questions may test your knowledge of:
the box.
5 come under E happen • collocations, e.g. vitally important • precise meaning, e.g. Humans have evolved from
ape-like ancestors.
event light matter question
6 come up F seem to have particular qualities • fixed phrases, e.g. do your utmost
For each exam task, there’s a reference page with information about what the task is, • linking words, e.g. Alternatively,
5 Complete the sentences with the correct form of the • phrasal verbs, e.g. read up on
1 a of course
phrasal verbs from Ex 4.
2 in any Grammatical knowledge may be involved, too:
1 I’ve got a cold . I don’t think I’ll come out
and the skills that are being tested in that task. There are also tips for completing the
3 in of this evening after all. • what preposition follows a verb, e.g. be impressed by
4 be a of 2 When I after the operation, I felt a bit
sick. How do you do it?
2 Match the fixed phrases in Ex 1 with their
task successfully and a checklist to help students evaluate their skills in completing the
definitions (A–D). 3 Has your family from the USA for your BEFORE THE TASK
brother’s wedding?
A If something is done or happens in
4 The same problems have been again
• Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
and again with this programme. • Don’t look at the options at this point.
task. B used to say that something will definitely 5 Jenna as a warm and genuine kind of • Look at the example given and think about why the answer is correct.
person.
happen or be true in spite of anything else DURING THE TASK
that may happen 6 I’ve a lot of pressure at work recently.
For each exam task, there’s also an Exam boost page

READING AND USE OF ENGLISH – Part 1 Multiple-choice
SECTION D cloze • READING
Check the words AND
before USE OFeach
and after ENGLISH
gap. You–are
Part 1 Multiple-choice
looking cloze
for clues such as words that are followed by
D used to say what the most important fact,
part, or feature of something is Easily confused words
• If the gap includes linking words, make sure you read all the sentences around the gap. NUMBER OF
SECTION
You may C between words which are similar in
have to choose QUESTIONS
ABOUT THE of TASK
with additional exercises designed to help students

EXAM B BOOST
SECTION meaning but notverbs
the same. • If you’re not sure an answer, cross out the options that are definitely wrong.
Collocations
SECTION A
Phrasal
You needthe
6 Complete to choose thewith
sentences answer
eachwhich fitswords.
pair of the context. All four
• If you are still not sure, choose the one that seems the most likely answer. You should always put an answer, to choose from)
• You will read a short text with eight questions. 8 (with 4 options
as your guess may be right!

Useoptions may be
each word similar
once only.in meaning, so think carefully about the • You choose the word or phrase that best fits each gap from four TASK
Fixed phrases •
prepare for that exam task. These exercises provide
with a word in the text. The other three options exact meaning of each word. Choose ONLY one of the
multiple-choice four options: do not write your own word, even if it may fit the sentence.
questions. Short reading text
Yousimilar
will have may be requiredbut
meanings, to choose
will not afitword
the or 1 sympathy / empathy
words to sentence.
complete a phrase, or select the most is whenverbs
you’re able to their
imagine
defiwhat
• OnlyTHE
AFTER one of the options will fit each gap.
TASK SCORING
meaning of the 4 Match the phrasal 1–6, with nitions, A–F.
appropriate phrase. It’s helpful to think carefully it must be like to be in someone’s situation, whereas • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
1 mark per
ple-choice cloze additional practice of what is taught inREADINGthe main AND USE OF ENGLISH – Part 1 Multiple-choice cloze
1 come across A start question
3 Choose
about the word
meaning
thatof theNOT
does text, collocate
and the sentence is understanding and caring about • Make sure you have chosen an answer for each gap. No marks are lost for incorrect answers, so make a
youthe
with have to complete.
adverb in each case. 2 comeproblems.
someone’s on B become conscious again What is being tested?
sensible guess.
2 3 come
discrete over
/ discreet C experience something unpleasant This part of the exam focuses on your knowledge of vocabulary.
1 highly controversial / efficient / held /
EXAM REFERENCE
1 Complete the fixed phrases with words from 4 come roundmeans separate
D move from onewhereas
or different, place to another The questions may test your knowledge of:
Are you exam-ready?
sophisticated
lessons, with some extension of language and skills

the box.
2 widely available / held / similar / 5 come undermeans being careful not to cause
E happen • collocations, e.g. vitally important • precise meaning, e.g. Humans have evolved from
understood embarrassment
6 come up or attract too
F much
seemattention.
to have particular qualities Did•you … phrases, e.g. do your utmost ape-like ancestors.
fixed
NUMBER OF
event light matter question
3 illicit / elicit get a general understanding?•.............................................................................
linking words, e.g. Alternatively,
3 deeply crafted / offended / regretful / upset • phrasal
… read the textverbs,
through
e.g.quickly
read uptoon
ON C
To 5 Complete the sentencessomethingwith
is tothe
askcorrect
the rightform of the
work too. Where an exam task appearsABOUTin the THE

book
4 1 a accepted / attached
broadly of course
/ interpreted / … stop at each gap and think about what word might be missing? ...........................................................................
QUESTIONS
questions phrasal verbs
to get the from Ex 4. you want, whereas
information
TASK
similar
2 in any Grammatical knowledge may be involved, too:
1 I’ve got a cold means something that . I is illegal
don’t or I’ll come out
think … check your idea against the four options? .................................................................................................................
5 strongly
3 in attached / available
of / implied / • what
out preposition
the options follows
that areadefinitely
verb, e.g. wrong
be impressed bynot sure? .......................................................................
8
disapproved of. after all.
this evening … cross if you are
al verbs
4 be opposed
(with 4 options
a of
four times, such as Reading and Use of English Parts

4 alternately
2 When / alternatively
I after the operation, I felt a bit … choose the most likely answer if you are still not sure? ............................................................................................
sick. means one out of every two (e.g. days, How do you do it?
7 2 Match
finely the fixed
balanced phrases
/ crafted in Ex 1 with their
/ controversial /
… answer every question? ................................................................................................................................................
to choose from)
weeks,
3 Hasmonths), whereas
your family is the
from used to give
USA for your
• You will
defituned
nitions (A–D). BEFORE
… remember THE
to read the TASK
text again at the end, to make sure it makes sense? .........................................................
ed to choose the answer which fits the context. All four read a short text with eight questions. a second possibility.
brother’s wedding?
1—4, the Exam boost will have four sections (A, B, C

A If something is done or happens in
4 The same problems have been again
2 and again with this programme. • Don’t look at the options at this point.
Are you ready for Reading and Use of English Part 1? Identify an area to improve. 3
TASK
may be similar in meaning, so think carefully about the • You choose the word or phrase that best fits each gap from four B used to say that something will definitely 5 Jenna as a warm and genuine kind of • Look at the example given and think about why the answer is correct.
meaning of each word. and D). Where a task appears twice, e.g. multiple-choice
Listening questions.
person.
M01 FMLA C1 EF 20267happen or2-3
U01_4p.indd be
true in spite of anything else DURING THE TASK 13/10/2020 16:43
6 I’ve a lot of pressure at work recently.
Short reading text
that may happen
Parts 1—4, the Exam boost will have two sections

SECTION D • Check the words before and after each gap. You are looking for clues such as words that are followed by
•
D used to say what the most important fact,
Only one of the options will fit each gap. part, or feature of something is Easily confused words
•
SCORING
If the gap includes linking words, make sure you read all the sentences around the gap.
atch the phrasal verbs 1–6, with their definitions, A–F.

You may have to choose between words which are similar in
1
SECTION B • If you’re not sure of an answer, cross out the options that are definitely wrong.
(A and B), and so on. There is one dedicated Exam

meaning but not the same.
Collocations
6 Complete the sentences with each pair of words.
•
as your guess may be right!
mark per
If you are still not sure, choose the one that seems the most likely answer. You should always put an answer,
me across A start with a word in the text. The other three options
Use each word once only.
• Choose ONLY one of the four options: do not write your own word, even if it may fit the sentence.
question
reference and Exam boost page for each possible will have similar meanings, but will not fit the 1 sympathy / empathy
AFTER THE TASK
What is being tested?

meaning of the sentence. is when you’re able to imagine what
• Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
me on B become conscious again
it must be like to be in someone’s situation, whereas
3 Choose the word that does NOT collocate is understanding and caring about • Make sure you have chosen an answer for each gap. No marks are lost for incorrect answers, so make a
me over
writing text type.
C experience something unpleasant This part of the exam focuses on your knowledge of vocabulary.
1
with the adverb in each case.
highly controversial / efficient / held /
sophisticated
2
someone’s problems.
discrete / discreet
means separate or different, whereas
sensible guess.
Are you exam-ready?
EXAM REFERENCE
2 widely available / held / similar / means being careful not to cause
The questions may test your knowledge of: understood embarrassment or attract too much attention. Did you …
me round D move from one place to another 3

4
deeply crafted / offended / regretful / upset
broadly accepted / attached / interpreted /
3 illicit / elicit
To something is to ask the right
… read the text through quickly to get a general understanding? .............................................................................
… stop at each gap and think about what word might be missing? ...........................................................................
questions to get the information you want, whereas
similar
me under happen • •
… check your idea against the four options? .................................................................................................................
E collocations, e.g. vitally important precise meaning, e.g. Humans have evolved from
5 strongly attached / available / implied /
disapproved of. … cross out the options that are definitely wrong if you are not sure? .......................................................................
opposed
4 alternately / alternatively … choose the most likely answer if you are still not sure? ............................................................................................
ape-like ancestors.
me up seem to have particular qualities •

means one out of every two (e.g. days,
F fixed phrases, e.g. do your utmost 7 finely balanced / crafted / controversial /
tuned
weeks, months), whereas
a second possibility.
is used to give
… remember to read the text again at the end, to make sure it makes sense? .........................................................
omplete the sentences with the correct form of the • phrasal verbs, e.g. read up on 2
• linking words, e.g. Alternatively, Are you ready for Reading and Use of English Part 1? Identify an area to improve. 3
M01 FMLA C1 EF 20267 U01_4p.indd 2-3 13/10/2020 16:43
rasal verbs from Ex 4.

Grammatical knowledge may be involved, too:
e got a cold
s evening after all.
How tothinkuse
. I don’t the
I’ll come out Exam reference
• what preposition follows a verb, e.g. be impressed by
hen I Encountering
after the operation, I felt a an
bit exam task for the first time
How do you do it?
k.
as your family It’s a good idea
from the USA tofor encourage
your students to use the Exam reference in the Exam file from
BEFORE THE TASK
other’s wedding? the start of the course. When you first encounter each exam task in the Coursebook, you
e same problems havecould
been ask students again
to look at the task and guess both whatatthey
• Don’t look at the options have to do and what they
this point.
d again with this programme.
nna
are being tested on.
as a warm and genuine kind of
You could then ask
• them
Look at to
the read
example the
givenAbout
and the
think task
about whyand Whatis correct.
the answer is being
rson. tested? sections to check their ideas. Asking them
DURING THE TASK
to predict makes reading the reference
e information
a lot more
of pressure at work attractive.
recently.
been a stressful period. • Read the text again carefully, stopping at each gap and reading the four options.
Before students do the exam task, you•could ask you
If you think them knowto thepredict
answer, check what they
your idea think they
against the fourshould
options and choose the one that is closest.
ON D do before they do the task (e.g. select •answers), whilebefore
Check the words theyand do the
after task
each gap.and after
You are they’ve
looking for clues such as words that are followed by
confused words done the task. Then, ask them to read thea particular preposition, or words that form part of a fixed phrase.
tips to confirm their ideas. When students do the
exam
y have to choose between task,
words whichencourage • If the gap includes linking words, make sure you read all the sentences around the gap.
are similar in them to follow each tip to ensure they take the right approach.
g but not the same. • If you’re not sure of an answer, cross out the options that are definitely wrong.
On the other hand, you may want to ask • Ifstudents
you are still to
not complete
sure, choose the theonetask and the
that seems check answers,
most likely answer. You should always put an answer,
omplete the sentences with each pair of words.
and then come up with a list of tips for before, during
as your guess may beand after completing the task. This is
right!
e each word once only.
more of a discovery approach which may • Choose
be more ONLY one of the four options:
meaningful do notclass.
for your write your own word,
It can also even
be if it may fit the sentence.
mpathy / empathy
easier to come up
is when you’re able to imagine what with tips after you’ve given
AFTER a task
THE a try.
TASK Once students have come up with
their tips,
must be like to be in someone’s theywhereas
situation, can compare them to those • Readinthrough
the Exam the textreference.
again quickly with the words in place. Does it make sense? Can you see any mistakes?
is understanding and caring about • Make sure you have chosen an answer for each gap. No marks are lost for incorrect answers, so make a
meone’s problems. The next step is to ask students to sensible guess.
screte / discreet use the checklist to evaluate their
means skills — or
separate the checklist
different, includes
whereas Are you exam-ready?
means being careful not to cause
reference to both
mbarrassment or attract too much attention.
language skills
Did you …
cit / elicit needed to complete the task and
examisskills.
something They
to ask the rightcan discuss the
… stop at each gap and think about what word might be missing? ...........................................................................
estions to get the information you want, whereas
results in pairs, and you can use … check your idea against the four options? .................................................................................................................
sapproved of. this to create a class discussion … cross out the options that are definitely wrong if you are not sure? .......................................................................
ernately / alternatively about what it is important to … choose the most likely answer if you are still not sure? ............................................................................................
means remember totwo
one out of every do(e.g.
with this task and
days, … answer every question? ................................................................................................................................................
eeks, months), whereas is used to give
econd possibility.
what in particular students feel … remember to read the text again at the end, to make sure it makes sense? .........................................................
they need to do better next time.

10
www.frenglish.ru 13/10/2020 16:43

How to use the Exam file
You may want to wait until closer to the exam to use this checklist, so that students don’t get
exam-weary too early in the course. If so, it’s probably best if you do it early in the second
half of the book, to give students time to use the checklist to adjust their approach before
the exam.
Encountering an exam task after the first time

Most exam tasks appear at least twice in the book (Speaking Part 1 appears once), with
some appearing more often. When encountering an exam task for the second time, you
might want to elicit from your class what tips they can remember from the Exam reference.
They can then read the Exam reference again to check if necessary. After that, you may
simply want to encourage them to use the tips to do the task. The more they use the tips,
the more likely they are to adopt those strategies.
As you get closer to the actual exam, you may want students to do tasks without referring
to the tips. You could then simply point out tips that students need to remember but often
don’t, for example reading quickly through a Part 1 Reading and Use of English text when
finished to check it makes sense with their answers and to spot any errors.
You might want to ask students to use the checklist to assess their skills and check that
they’re doing everything they should be doing during the course. It can help them to
recognise progress, although you may not want to use it every time a task appears if it
appears often, like Reading and Use of English Part 1.
Just before the exam, students can use the Exam reference pages to review the exam tasks
to remind themselves of what they should do.
How to use the Exam boost

USE OF ENGLISH – lesson,
In each Part 5there’s
Multiple choice
an Exam boost subheading with a reference to the correct section
and page number in the Exam file. EXAM FILE p11
hen discuss your answers.

EXAM BOOST p10 Speaking or writing
DAY, HOW IMPORTANT IS Complete Exam file SECTION A on page 10. 7 Discuss the questions.
it to consider the 1 What does the blog tell us abou
environment? These subheadings5may direct
You you toto
are going the Exam
read boost in
an article the middle
about of a lesson or at the
a solo traveller.
end. If you’re directed there in the middle of a lesson, the additional exercise(s) to solo travelling changed?
the choice of travel Why did the writer end up travelling solo and how did in the Exam
company? boost may well help students to complete the exam task at the end of that lesson more 2 What would you say are the mai
the trip go?
successfully. If it comes at the end, it may be that the exercise extends the focus in the book disadvantages of doing other th
which
s response to one of the is not necessarily tested in that particular exam task, but may be in others.
EXAM TASK
nswer the questions Wherever
below. the Exam boost subheading appears in the lesson, you can either ask students to
complete the exercise(s) in class or you can set them for homework. You could also set them
ay does the speakerasmention?
for going on different
6 so
self-directed study, Read
the
the article
students
answer (A, B,
again.the
can select
C or
Forexercises
D)
questionsthey
which
most. They could choose them after reflecting on their performance you
1–6,feel
think
choose
fi
would benefit them the
ts best
in exam tasks.
GO ON.
e? according to the text. It was bravado at first, born of a desir
If you ask students to complete the exercises in your lesson, then it’s likely that you’ll ask
omment? students to complete How individually,
1 them did the writer feel about
perhaps checkheranswers
friends’with
decision
a partner, and then put my friends’ backs up. In retrospec
I don’t believe there was any real inte
you’ll check answers with about
the their
class.planned holiday?
If students complete them at home, you can either
site. Why was the trip a disaster? of following through on my decision,
check the answers in class the next to
A reluctant daygoorwithout
supplyherthe friends
answers so that students can check
but there again, perhaps it was my
their own. You can download
B annoyed the Answer
by theirkey from the
change Digital resources found in the
in attitude subconscious talking when I announce
tion and then what Presentation
happens? tool. Alternatively,
C dismissive you can copyconcerns
of their the key in the Teacher’s
about the proposedBook.
that I would do the trip solo. I was fee
ge friend proves toStudents
be a stephave access to the audio through the App and Digital resources.
holiday let down. A lot of time and energy had
up with the two of us travelling into discussing how best to profit from
D appreciative
If you’re going to ask students to checkoftheir
theirown
honesty
answers at home, you might want to
gh we didn’t know each other hard-earned holiday, and I’d thought i
set aside two minutes2 of classcontributed
What time in theirtonext lesson to
the writer’s find out how to
determination students got on
different side of hiswith
character
these exercises and if they have any questions or would like further practice in any settled. The three of us had been back
travel alone?
very suggestion I made. If I area(s).
particular forth over the destination, the timing,
ft breakfast after a night in the A a certainty that she had the courage to face the of course the cost, and all that remain
As you can see, the Exam challenge
file offers students the opportunity to understand the exam tasks was to make the booking. At which po
é. We didn’t quite come to
better and develop their B a fearskills,
exam leaving
of missing outtheonmain lessons
a great for sub-skills and language
opportunity my two travelling companions got col
uldn’t wait for him to drop me
development. By encouraging students to use the
C a desire to prove her friends wrong
Exam file, you can help them build feet. Walking the Great Wall of China h
one on my own!
confidence and work towards a positive outcome in the exam. sounded a fun challenge while it was
D a previous experience of a similar holiday
a dream, but when faced with the real
3 The writer views the online advice given as they backed down and opted instead f
A useful information when considering solo travelling. beach package on a Greek island. I co
B necessary advice for members of a group tour. believe it. My reaction was a grumpy ‘
nd implication C particularly valuable for people visiting China. I’ll go on my own!’ And I did.
irectly in a text but will make D optional reading for the inexperienced traveller. I can’t say that I didn’t have second tho
se synonyms, paraphrasing, Yes, I was apprehensive and the ‘what-
pret underlying meaning. crowded in the more I thought about it.
te disgusting and would never However, my friends’11 conviction that I w
B had regrets about her decision to go on this trip. back down and a weird sense of elation
on. www.frenglish.ru
C was concerned about some of the other passengers. combined to boost my determination to
tting ill after eating there.
F01_FMLA_TB_C1GLB_20328_PLIM.indd 11 D caught the wrong connection at one airport. it through. And determined I was, altho
19/01/2021 09:17
HOW THE EXAM TRAINER WORKS
WRITING – Part 2 Report LISTENING – Part 1 Multiple choice
Using formal language The first page Making ofrecommendations

each exam part begins ABOUT THE TASK
with a section
Reports generally contain formal language.
entitled ABOUT THE
Part 2 report-writing tasks often ask you to make recommendations. In Listening Part 1 you listen to three short dialogues,
each with a different topic focus.
The questions can be about the purpose or function of
the conversation, the main idea of what the speakers are
8 Complete each second (formal) sentence with 10 Choose the correct verb forms to complete the recommendations.
a suitable phrase in the boxTASK. This provides information about There are two multiple-choice questions on each of the talking about, or what they agree or disagree about.
so it has a similar 1 I would strongly advise offering / to offer customers a refund if their dialogues. The questions can also be about one or both of the
meaning to the first (informal) sentence.
the exam task and its key testing aims.
food takes too long to prepare.
2 I suggest to organise / that we organise a party as an excellent way
Each question has three options, and you must choose the
correct one based on what you hear.
speakers’ opinions, attitudes or feelings.
You will have time to read the questions before you hear
cause of dissatisfaction
of welcoming the international students to the college. the recording, and you will hear each dialogue twice.
fortunate enough has proved
in favour of insufficient funds 3 I would highly recommend to put / putting details of the event on
seriously concerned that social media as soon as possible.
4 Free gifts could be given / to give out as a way of attracting potential Practice task How did you do?
TEST
1 Almost everyone hated the high ticket prices. customers to the new shop.
1 L01 You will hear a conversation between 2 Check your answers.
The high ticket prices were a major 5 The furniture and the way that the café is decorated should make /
two teachers who are discussing the idea of
amongst theatre-goers. should be made more appealing to attract more young customers.
using rap music in teaching. For each question, 3 Read the audioscript for Ex 1 question 1. Match each
2 Parents with children really love the café. 6 Above all, I would propose / it would be proposed investing in really highlighted part with the topic of one of the options (A–C)
choose the best answer (A–C).
The café especially popular effective advertising. in question 1.
The first TEST section starts with a mini
amongst parents with children.
1 How does the woman feel about using rap music
in her own lessons?
… 1but they’re generally far more up for new methods of
3 Some people are very worried that buses A convinced of its educational value
EXAM TASK
won’t come so often. exam Practice task, which is a reduced B cautious about over-using it in class
learning than teachers, in my experience. So, there was
TEST
little chance they’d find it a waste of time. 2 It’s too early to

Some people are the C concerned about students’ reaction to it tell whether it’s as good as other ways of developing their
version
frequency of bus services will be reduced. of what is found in the actual
Read the task below and write your report. Write your answer in
220–260 words in an appropriate style. 2 The man mentions an activity he did with students understanding, but 3 I want to avoid a mistake I always make,
4 There wasn’t enough money to pay for student about rap music in order to which is to include a new technique I’ve learnt in every class.
transport. C1 Advanced exam.
You have just returned from a three-week trip to an English-speaking
A make a point about rap music’s ability to The novelty soon wears off and students get as fed up with it
as the old ones.
Students complained that there were engage learners.
to pay for their transport.
country organised by the private language school you attend.
B suggest some learners may benefit more
The director of the language school has asked you to write a report than others.
5 Luckily, we saw lots of animals on the walk. TIP: There will always be incorrect information in the recording
about the trip. In your report, you should evaluate the study programme C question the validity of a teaching method.
We were to see a wide that relates to two of the three options. These are known as
you did while you were there, comment on the accommodation and
variety of wildlife during the walk. distractors. As you listen, rule out the incorrect information as well
suggest any changes you would recommend for next year’s trip.
6 Everyone loved the idea of doing a sponsored as choosing the correct answer.
run to get the money we needed.
Write your report.
Everyone was doing a 4a Read the audioscript for Ex 1 question 2. Match each
sponsored run to raise the required amount highlighted part with the topic in one of the options (A–C)
of money.
The TEACH section provides detailed
Using passive constructions is a good way of
in question 2. One option has two sections connected to it.
practice of the strategies and skills

making the language in a report more formal. I had a class discussion about rap a few weeks ago. 1What
took me aback was the passion it generated throughout the
required to perform well in the exam

9 Complete the sentences using a passive
form of the verb in brackets.
group. 2 I half expected it not to work as a whole-class activity,
as 3 I thought the minority who have no interest in it would
withdraw from the debate. They had just as much to say as its
1 Insufficient tasks
part.(give)The exercises develop the
to participants during the work experience
greatest advocates, though, 4which suggests it’s a powerful
vehicle for getting across the things we want to teach.
programme.
strategies and skills in a systematic,
2 The most frequent criticism that
supervision by managers. step-by-step way.

(mention) was a lack of 4b Which highlighted part of the audioscript gives you the
answer to Ex 1 question 2? Why are the other options wrong?
3 The company (consider) to Answer the questions to help you.
be one of the best employers in the local area. 1 Does the man think that his activity was unsuccessful?
4 Participants on the scheme 2 Does he think that some students were left out of the discussion?
(expect) to behave in a professional manner.
5 It (suggest) recently that
paying for the participants’ travel would be
a good idea.
LISTENING – Part 1 Multiple choice LISTENING – Part 1 Multiple choice
6 Overall, the work experience scheme
(not think) to be a success. Strategies and skills Identifying purpose and function Identifying feeling
TEACH
Understanding attitude and opinion 3 Read what the speakers (1–8) say. What are they doing? 4 L04 Listen to some speakers (1–8). Ho
Speakers will rarely state that they are going to offer an Choose the correct option (A, B or C). they feel? Choose the correct option (A–C
70 opinion. You must therefore listen carefully to identify when 71
1 ‘They had every intention of paying but if the ticket office was
the opinion is given. In addition, the language used in the closed and the machine was out of order, what else were they TIP: Remember that a word such as ‘insecure
options will always be paraphrased in the recording. supposed to do?’ can have a slightly different meaning in a diffe
Formula C1 ET 4p book.indb 71 28/09/2020 17:58 context. As you listen, make sure that you thin
A advising B defending C describing
TIP: In the exam, you have some time before each about the context and not just about the word
2 ‘It might be an idea for you to think about what training you’ll
conversation to look at the options for each question.
need in the next few months and come up with a list.’ 1 A frustrated B insecure C protecti
Use this time to familiarise yourself with the options and
A suggesting B requesting C explaining
2 A respectful B impatient C astonish
The practice task is followed 3 A content B bitter
prepare yourself for what you are likely to hear.
3 ‘If the management devoted as much energy to putting what
C self-con
we recommended into action as they do to writing reports
1 L02 Listen to some speakers (1–3). What is their
attitude or opinion? Choose the correct option (A–C).
by a series of ‘How did you 45 AA determined
about it, we wouldn’t be facing this dilemma.’
A emphasising B recommending C complaining eager
B desperate
B irritated
C dissatisf
C realistic
Highlight the section of the audioscript where the
correct option is paraphrased.
4 do?’
‘Personally, questions
I think that kind of music that
would be encourage
street and, after all, the tickets are only £10.’
right up your 6 A stubborn B arrogant
7 A sympathetic B unsure
C suspicio
C enthusia
1 The glossy leaflet describing how great it would

5
students
A accepting
to reflect
B persuading
on their
C highlighting
‘As soon as I’d told you I’d be able to finish the work on time,
8 A doubtful B concerned C impatien
be was some distance from the reality, I’m afraid.
I was seriously hoping that a course with as many
sessions as this one would be able to explore the
performance.
the director asked me to meet some clients and take them out
for lunch, so it’s going to be a little late, I’m afraid.’ SPEAKING BOOST
issue in the kind of detail I enjoy. However, the A justifying B offering C reassuring
Discuss or answer.
opposite was the case. 6 ‘So the play’s about a woman who was separated from her twin
1 Do you think we would be more productiv
sister at birth. It explores all the ways it has affected her and her
studied or worked fewer but longer days?
What did the man think of the course? determination to find her twin.’
A It was too long. A summarising B identifying C demanding 2 What’s your most productive time of day?
B It lacked depth. 2 L03 Listen to some speakers (1–3). What is their
7 ‘I’d seriously think twice about taking the car out in this weather.
think why this might be?
C It met his expectations. attitude or opinion? Choose the correct option (A–C).
Even where there isn’t snow on the road, there’s black ice,
This time, you do not have the audioscript to help you. which you can’t even see.’
2 In my day, school seemed to reward those who A emphasising B warning C agreeing
were good at academic theory and didn’t TIP: You will hear each speaker twice. Use the second
address the needs of those who were good at time you listen to check your answers. 8 ‘That’s incredibly kind of you – it’s such a privilege to
practical applications. I was in the latter group, witness two people who are clearly in love getting
of course, and although I suppose some staff tried 1 When talking about the new gym she uses, the woman is married. I’m actually going to be away on holiday when
to make the lessons as interesting as they could, A impressed by the equipment. that’s all happening, though.’
I still left with very little to show for it, despite many B critical of how it’s managed. A refusing B praising C enquiring
years of consistent effort. C surprised at the cost.
2 What does the man say about his new boss?
When talking about her schooldays, the speaker reveals
A She has a lot of relevant experience.
A her respect for the teachers.
B She consults with staff effectively.
B regret at not having worked harder.
C resentment with the education system.
C She organises her time well. In Reading and Use of English
3 In the woman’s opinion, travel companies are offering
3 In some ways, the majority of modern movies are ecotourism
A to improve their corporate image.
and Listening exam parts, there
extremely clever. They contain both visual and
verbal in-jokes that appeal in different ways to
different age groups. What’s turned me away
B to broaden their product range.
C to increase their profits.
are optional Speaking boost
from going to the cinema so often, though, is that
the idea of ‘good guy is threatened by a powerful tasks. These help develop
bad guy but eventually wins’ has become almost SPEAKING BOOST
universal. I just really crave something that doesn’t
Discuss or answer.
students’ communicative
use that same tired formula.
1 What do you think ‘critical thinking’ is? How important
is it?
skills by prompting speaking
What does the man think about most new movies?
A They share a common theme.
B They lack a moral message.
2 What’s the best way to tackle fake news? practice in class. Alternatively,
C They contain unconvincing dialogue. the questions can be answered
individually at home for writing
72
practice.
Formula C1 ET 4p book.indb 73
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How the Exam Trainer works
LISTENING – Part 1 Multiple choice
Identifying purpose and function Identifying feeling

3 Read what the speakers (1–8) say. What are they doing? 4 L04 Listen to some speakers (1–8). How do
Choose the correct option (A, B or C). they feel? Choose the correct option (A–C).
1 ‘They had every intention of paying but if the ticket office was
closed and the machine was out of order, what else were they TIP: Remember that a word such as ‘insecure’ There are TIPS which
can have a slightly different meaning in a different
give targeted advice on
supposed to do?’
A advising B defending C describing context. As you listen, make sure that you think
about the context and not just about the word itself.
2 ‘It might be an idea for you to think about what training you’ll
need in the next few months and come up with a list.’ 1 A frustrated B insecure C protective how to approach the
A suggesting B requesting C explaining
3 ‘If the management devoted as much energy to putting what
we recommended into action as they do to writing reports
2
3
A respectful
A content
B impatient
B bitter
C astonished
C self-conscious
particular exam part.
about it, we wouldn’t be facing this dilemma.’ 4 A determined B desperate C dissatisfied
A emphasising B recommending C complaining 5 A eager B irritated C realistic
4 ‘Personally, I think that kind of music would be right up your 6 A stubborn B arrogant C suspicious
street and, after all, the tickets are only £10.’ 7 A sympathetic B unsure C enthusiastic
A accepting B persuading C highlighting
8 A doubtful B concerned C impatient
5 ‘As soon as I’d told you I’d be able to finish the work on time,
the director asked me to meet some clients and take them out
for lunch, so it’s going to be a little late, I’m afraid.’ SPEAKING BOOST
A justifying B offering C reassuring
Discuss or answer.
6 ‘So the play’s about a woman who was separated from her twin
1 Do you think we would be more productive if we
sister at birth. It explores all the ways it has affected her and her
studied or worked fewer but longer days?
determination to find her twin.’
A summarising B identifying C demanding 2 What’s your most productive time of day? Can you
eakers (1–3). What is their think why this might be?
7 ‘I’d seriously think twice about taking the car out in this weather.
se the correct option (A–C).
Even where there isn’t snow on the road, there’s black ice,
the audioscript to help you. which you can’t even see.’
A emphasising B warning C agreeing
er twice. Use the second
answers. 8 ‘That’s incredibly kind of you – it’s such a privilege to
witness two people who are clearly in love getting
w gym she uses, the woman is married. I’m actually going to be away on holiday when
pment. that’s all happening, though.’
ged. A refusing B praising C enquiring
out his new boss?

t experience.
effectively.
well.
vel companies are offering
ate image.
ct range.
.
thinking’ is? How important
kle fake news?
73
28/09/2020 17:58
Each strategy, skill or language focus is clearly labelled All the exam tasks are
and there is a variety of exercise types throughout. clearly flagged like this for
each exam paper and part.
LISTENING – Part 1 Multiple choice LISTENING – Part 2 Sentence completion
Identifying agreement EXAM TASK The final TEST section is a

ABOUT THE TASK
TEST
5 Read six short conversations. Do the In Listening Part 2, you listen to one long monologue. Most answers are concrete pieces of inform
speakers agree or disagree?
L05 You will hear three different extracts. For questions 1–6, choose
the answer (A, B or C) which fits best according to what you hear. There
full-length exam task. This asspeaker’s
The speaker is usually giving a presentation or talk on
a particular subject.
nouns, although the sentence may tell yo
opinion or attitude towards the to
A: The new system means anywhere that
provides students with
1 are two questions for each extract. There are eight sentences, each one with one gap. You must complete the gap with the exact w
serves food is inspected every year
You listen and complete these gaps in the sentences with you hear, not a paraphrase, and the words y
and has to put a sticker in the window
saying what their hygiene rating is. It’s a
great idea.
an opportunity to put the should
a word or a short phrase.
The sentences provide a kind of summary of what the speaker
fit the sentence grammatically.
You’ll have time to read the questions befor
B: I worry that establishments will make sure
everything’s perfect when the inspectors
strategies and skills they
says, and are in the same order as the information you hear.
You won’t hear the actual sentences on the recording as
recording, and you’ll hear the recording twi
have studied into practice.

are there, though, then do exactly what they paraphrase the information given by the speaker.
they want for the rest of the year.
It alsotask gives students

2 A: Gym membership’s never what it seems.
I thought I’d be able to go whenever Practice How did you do?
TEST
I wanted, but there are apparently

limitations on the times I can use it in the
terms and conditions.
1 valuable
L06
experience
You will hear a student called Darren Jones
giving a presentation about gold. For questions 1–4,
of the
2 Check your answers.
3
B: Those documents are so long that no
one ever bothers to read them, and
kind of task they can expect
complete the sentences with a word or short phrase. L07 A student wrote the wrong answe
Read their answers, then listen again. Dec
think they made these mistakes.
F Ato C Tfind inOthe Cambridge
then everyone gets caught out by some
regulation at the bottom of page seven.
Extract One S AB U T GOLD
Darren says that gold is found in a
C1 says Advanced
that gold is found in a (1) exam.
3 A: I didn’t actually have very high
expectations of the course, but have been You hear a scientist being interviewed about plastic pollution.
Darren , (1) mine , unlike most o
thoroughly impressed by how it was run 1 What is the man doing? unlike most other metals. Darren points out that gold (2) c
and by how much of the content will be A explaining how the problem can be solved
useful for work. Darren points out that gold (2) found in caves are evidence that human
B identifying who is primarily to blame for the problem
B: I’ve actually put some of the principles
C emphasising that the problem must be addressed
found in caves are evidence that humans used gold 40,000 years ago.
we discussed in several of the seminars 40,000 years ago.
2 Why does the man use the examples of plastic bags and bottles? Darren mentions that (3) the United S
into practice already and I’m keen to
implement others when I have more time. A to support the main point he’s making Darren mentions that (3) is the the country that produces the majority o
4 A: The book falls into the trap of many B to highlight a popular misconception country that produces the majority of gold these days. days.
popular psychology titles in that it C to introduce a new argument Darren was surprised to learn that quite a lot of gold is Darren was surprised to learn that quite
overgeneralises what people are like, used in the (4) industry. building
Extract Two is used in the (4)
so they end up being put into broad
categories. You hear two friends talking about a place where they spent a lot of
B: That’s a common approach, and one which time as children. TIP: There will usually be incorrect infor
many readers tend to like. I found that 3 The woman is reluctant to return there because recording that can fit in each of the gaps
most of the chapters managed to steer
A she’s worried it will ruin her memories of the area. as distraction. As you listen, rule out the
clear of doing anything like that, though.
B she’d rather not meet some of the people there. information as well as choosing the corre
5 A: In my opinion, studying philosophy’s
C she’s convinced she won’t like how it’s changed.
as relevant today as it’s always been. If
anything, given the increasingly volatile 4 How does the man respond to the woman’s concerns?
world we live in, it could even be made a A He attempts to persuade her to go anyway.
mandatory school subject. B He suggests they’re unlikely to be valid.
B: I can certainly see the benefit of getting C He admits he feels the same way as her.
students to think about things a little more
Extract Three
deeply. Forcing it universally onto the
curriculum is perhaps going a little too far. You hear two scientists talking about food hygiene in restaurants.
6 A: City living’s slowly become more intense, 5 They both think that
to my mind, but because the changes are A current laws are insufficient.
relatively gradual, few people living there B more inspections are needed.
actually notice.
B: I’m sure residents would say the cities
6
C owners don’t take the issue seriously.
How does the woman feel about advising the government on food
The audioscripts and
they live in are pretty much the same as
ten years ago, apart from a few cosmetic
changes, which isn’t the case to an
hygiene issues?
A uncomfortable at how critical she needs to be
answer key are provided at
objective observer. B
C
frustrated by the response to her suggestions
cautious about appearing overenthusiastic
the back of the book and in
74 the Digital resources.
Formula C1 ET 4p book.indb 75
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CREATE YOUR OWN FORMULA
Formula’s building blocks Building block 1 COMPONENTS

You can customise Formula depending on the length of Choose the most suitable component or combination of
your course and the language and skills your students need components for your course length.
to develop. In this section, we have a selection of ‘How to’ Exam Trainer
guides for around 30, 50, 80 and 100+ hours to help give
Coursebook
you suggestions on how you might customise Formula for
your classes. Coursebook and Exam Trainer
Formula consists of four building blocks:
Building block 2 SECTIONS IN CLASS
• Block 1 — choose your component.
• Block 2 — choose which section(s) of the component(s) Choose the most suitable sections to use in class.
you want to use in class. Coursebook Exam Trainer
• Block 3 — choose which section(s) of the component you Main units Test
want to use for homework. Reviews Teach
• Block 4 — choose which digital resources will help you
Grammar file Test
keep students engaged, help them best reach their
goals and provide a change of pace during class or Vocabulary file Full practice exam
at home. Writing file
Exam file
How it works
Building block 3 SECTIONS FOR HOMEWORK
Use the following steps to help you decide how you can
meet the specific needs of your group. Read about each Choose the most suitable sections to use for homework.
building block and create the Formula that is right for Coursebook Exam Trainer
your class. Main units Test
Reviews Teach
Super (intensive 1—2 months)
Grammar file Test
C1 ADVANCED
C1
Vocabulary file Full practice exam
ADVANCED
C1 Exam-focused
FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
exam know-how, FORMULA C1 ADVANCED takes a fresh approach to topics, units and components to
create an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible
components are designed to work independently for short and intensive preparation or in combination
for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital
FORMULA C1 ADVANCED Exam Trainer and Interactive eBook are unique, full colour components which
Writing file
can be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners
with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
Exam Trainer
they have practised.
FORMULA C1 Advanced Exam Trainer with key provides:

with key

Exam file
• About the exam sections give comprehensive • A complete digital package including fully
information about each exam part.
20—30 hours
• How did you do? sections help students identify
where they are in their learning.
• Detailed Strategies and skills input and activities * with key only
For teachers For students

- Test package • Exam Trainer and Interactive eBook*,

and App
- Guides on dyslexia, classroom
Mark Little
Building block 4 DIGITAL RESOURCES

and App
pearsonenglish.com/formula Mark Little
Formula_C1_ETKEY_CVR.indd All Pages 15/12/2020 11:34
Choose the most suitable digital resources for the specific

C1 ADVANCED
C1
Exam-focused with language

ADVANCED
C1 needs of your class.

revision and consolidation

FORMULA C1 ADVANCED Coursebook and Interactive eBook include eight units with each unit linked to a different
number. With numbers as the broad theme, the topic changes lesson by lesson making learning more dynamic
and maintaining students’ interest throughout the course, as well as providing a more authentic exam experience.
FORMULA C1 Advanced Coursebook with key provides:
Specific need Digital resource

• A dynamic approach to exam preparation with • Review sections including six, full length Use of
new topics lesson-by-lesson. English tasks.
• A part of each paper in each unit with an Exam • A Vocabulary file practising topic vocabulary and
focus, strategies for improving performance and lexical sets for each unit.
full exam task.
Coursebook
with key

• A fold-out Exam file in the back of the book practice for each unit.
with bite-size exam part information and Are you • A Writing file providing models and exam tasks
exam-ready? checklists. for each part of the Writing paper.
• Exam boost sections consolidating exam and
language focuses from every lesson.
• Smart answer key* for all exam task exercises. FOR EXAM SUCCESS COURSEBOOK with key
Recycling Photocopiables
• A Speaking or writing activity in each skills Interactive eBook, Digital Resources and App
lesson offering flexibility to teachers for class or containing course audio, exam videos and and Interactive eBook
homework activities. grammar practice activities.
• Practice task sections including two, full length * with key only
Use of English tasks.
40—80 hours

Language development Grammar presentations

and App
and App
pearsonenglish.com/formula Helen Chilton & Lynda Edwards
Formula_C1_CBKKEY_CVR.indd All Pages 16/12/2020 10:08
Checking progress Unit test

C1 ADVANCED
C1
Progress test
C1 ADVANCED
C1
ADVANCED
ADVANCED
C1
Exam-focused with language
C1
for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
End of level test

number. With numbers as the broad theme, the topic changes lesson by lesson making learning more dynamic for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital
and maintaining students’ interest throughout the course, as well as providing a more authentic exam experience. learning environments – create your own FORMULA for exam success. ADVANCED
development
FORMULA C1 Advanced Coursebook with key provides: can be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
• A part of each paper in each unit with an Exam • A Vocabulary file practising topic vocabulary and with confidence. The final exam-compliant exam task tests how well they can apply the strategies and skills
focus, strategies for improving performance and lexical sets for each unit. they have practised.
full exam task.
with key

exam-ready? checklists. for each part of the Writing paper. • Easy-to-use preparation in the order of the exam • Speaking boost tasks provide extra practice for
with key
Dyslexia-friendly tests
• Exam boost sections consolidating exam and • Smart answer key* for all exam task exercises. FOR EXAM SUCCESS
from Reading and Use of English Part 1 to
COURSEBOOK
the Speaking paper.
with key
Coursebook and Exam trainer

language focuses from every lesson. Speaking Part 4.
• A complete digital package including fully • Tips from exam experts on how to approach
• A Speaking or writing activity in each skills Interactive eBook, Digital Resources and App • A Test, Teach, Test, approach for each part of the exam.
lesson offering flexibility to teachers for class or containing course audio, exam videos and each paper. • Smart Interactive eBook
andanswer key* for all exam task exercises.
homework activities. grammar practice activities. • About the exam sections give comprehensive • A complete digital package including fully
• Practice task sections including two, full length * with key only information about each exam part. Interactive eBook, Digital Resources and App
For teachers For students • Detailed Strategies and skills input and activities * with key only


80—100 hours
Change of pace About the exam videos

and App
- Guides on dyslexia, classroom - Test package • Exam Trainer and Interactive eBook*,
and App - Photocopiable activities Digital Resources and App
* available with and without key - Grammar presentations • Coursebook Interactive eBook*, Digital Resources
and App
Mark Little
and App
Writing development Writing success criteria

Speaking development Speaking test videos

C1 ADVANCED
C1
Extensive exam
C1 ADVANCED
C1
ADVANCED
C1 ADVANCED
C1
ADVANCED
C1
Speaking success criteria

C1
ADVANCED
focus and language

for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
number. With numbers as the broad theme, the topic changes lesson by lesson making learning more dynamic for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted
and maintaining students’ interest throughout the course, as well as providing a more authentic exam experience. learning environments – create your own FORMULA for exam success. exam know-how, FORMULA ADVANCED
C1 ADVANCED takes a fresh approach to topics, units and components to
C1
FORMULA C1 ADVANCED Exam Trainer and Interactive eBook are unique, full colour components which create an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible
TEACHER’S BOOK with Presentation Tool, Digital Resources and App
FORMULA C1 Advanced Coursebook with key provides: can be used independently or in combination with the Coursebook. The Exam Trainer uses a Test, Teach,
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital
• A dynamic approach to exam preparation with • Review sections including six, full length Use of learning environments – create your own FORMULA for exam success.
development
• A part of each paper in each unit with an Exam • A Vocabulary file practising topic vocabulary and FORMULA C1 ADVANCED Teacher’s Book with Presentation Tool, Digital Resources and App gives
Quick homework App activities

focus, strategies for improving performance and lexical sets for each unit. they have practised.
teachers the flexibility to create dynamic lessons and courses from 30 to 100 hours and beyond. Teachers ADVANCED
full exam task. are given guidance and support on how to use the two core components either separately or together,
with key

along with a range of resources to customise classes depending on course length and specific exam and
with bite-size exam part information and Are you FORMULA C1 Advanced Exam Trainer with key provides: language needs.
• A Writing file providing models and exam tasks
exam-ready? checklists. for each part of the Writing paper. • Easy-to-use preparation in the order of the exam • Speaking boost tasks provide extra practice for
with key

• Smart answer key* for all exam task exercises.
Speaking Part 4.
FOR EXAM SUCCESS
from Reading and Use of English Part 1 to
COURSEBOOK
the Speaking paper.
with key
FORMULA C1 Advanced Teacher’s Book with Presentation Tool, Digital Resources and App
• A complete digital package including fully • Tips from exam experts on how to approach provides:
• A Speaking or writing activity in each skills Interactive eBook, Digital Resources and App • A Test, Teach, Test, approach for each part of the exam.
lesson offering flexibility to teachers for class or containing course audio, exam videos and each paper. • Interactive eBook
andanswer key* for all exam task exercises.
Smart
• An introduction to the course and how it works • Downloadable teacher’s notes for the Exam Trainer
homework activities. grammar practice activities. • About the exam sections give comprehensive • A complete digital package including fully
• Classroom teaching ideas with methodology FOR EXAM SUCCESS EXAM
• Coursebook and TRAINER
Exam Trainer audio and with key
Coursebook and
• Practice task sections including two, full length information about each exam part. sections including mindfulness for exams audioscripts
* with key only Interactive eBook, Digital Resources and App
• Teaching notes with extra ideas for fast finishers,
alternative approaches and suggestions for
• Test package
• Grammar presentations
• Detailed Strategies and skills input and activities * with key only dyslexic students
• Photocopiable activities
to boost exam performance Part-by-Part. • Integrated answer key with smart answers for all
• Teacher’s Book with Presentation Tool, • Coursebook and Interactive eBook*, • Accessibility and inclusion resources
exam task exercises

• About the C1 Advanced exam videos and sample
FOR EXAM SUCCESS TEACHER’S BOOK
- Test package • Exam Trainer and Interactive eBook*, • Speaking and writing success criteria to help
determine what makes a ‘solid’, ‘good’ and speaking test videos with Presentation Tool, Digital Resources and App
- Photocopiable activities
• Teacher’s Book with Presentation Tool, • Coursebook and Interactive eBook*, ‘acing it’ exam answer • Pearson Practice English App containing
Exam Trainer
Digital Resources and App including: Digital Resources and App course audio, exam videos and grammar
and App • Presentation Tool for the Coursebook and
- Guides on dyslexia, classroom - Test package • Exam Trainer and Interactive eBook*,
• Exam Trainer Interactive eBook*, Digital Resources Exam Trainer practice activities
management and mindfulness for exams Digital Resources and App
and App - Photocopiable activities
* available with and without key - Grammar presentations • Coursebook Interactive eBook*, Digital Resources
and App For students
Mark Little
Lynda Edwards & Jacky Newbrook
management and mindfulness for exams • Exam Trainer Interactive eBook*, Digital Resources • Coursebook and Interactive eBook*,
and App
• Exam Trainer and Interactive eBook*,
pearsonenglish.com/formula • Coursebook Interactive eBook*, Digital Resources Mark Little

and App 16/12/2020 10:08
100+ hours
Formula_C1_CBKKEY_CVR.indd All Pages
• Exam Trainer Interactive eBook*, Digital Resources

and App
Formula_C1_ETKEY_CVR.indd All Pages

* available with and without key 15/12/2020 11:34
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pearsonenglish.com/formula Lynda Edwards & Jacky Newbrook
Extensive (full academic year)

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HOW TO USE FORMULA FOR
AROUND 30 HOURS
ABOUT THE TASK
In Reading and Use of English Part 1, you read a short text They may also test your understanding of verb patterns,
EXAM FOCUSED Around 30 hours

with eight gaps. for example whether a verb is followed by an infinitive
Building block 2 SECTIONS IN CLASS

There are four multiple-choice options for each gap. or a clause.
You choose the word or phrase that best fits each gap. The gaps may also test your understanding of
complementation, for example which preposition certain
The gaps can test your knowledge of differences in precise
words are followed by.
Use the Exam Trainer in class or for self-study

meaning between similar words, of collocations, or of
Some gaps may test your knowledge of phrasal verbs an
Use Test and Teach sections.
words that occur in fixed phrases.
linking words.
Each question is worth one mark.
• Test — An
FORMULA C1 ADVANCED Exam Trainer and Interactive introductory practice
Practice task How did you do?
TEST
1 Read the first paragraph of a text about an animal 2 Check your answers.
eBook are unique, full colour components which can task tests learners
called an octopus. Choose the correct answer (A, B,
C or D). There is an example at the beginning (0). 3 Read the five answers for Ex 1 again, including
the example.
be used independently or in combination with the to see what they THE OCTOPUS: 1 Which answer tests your knowledge of a phrasal verb?
2 Which answer tests your knowledge of the patterns of
Coursebook. The Exam Trainer uses a Test, Teach, Test already know and
an extraordinarily talented animal
3
words that typically follow a vocabulary item?
Which answer tests your knowledge of a fixed phrase?
Octopuses are far from the one-hit wonders of the animal
approach to exam preparation for each part of the exam. allows reflection on
kingdom, having (0) C the world’s oceans
for the past 300 million years. They are especially well
4
5
Which answer tests your knowledge of collocation?
Which answer tests your knowledge of precise meaning
known for their astonishing intelligence and ability to
4 Look at the four sets of words in context. What do you
There are different ways that you can teach from the Exam current performance. change colour in order to blend in with their surroundings.
The (1) majority of species live in
notice about how each one is used? Then look at the
gaps in the text in Ex 1 again. Can you see why the
surface waters but a small number are found in the ocean
Trainer depending on the overall length of your exam depths. They have an amazing ability to squeeze into
and through the smallest of holes and spaces, and live 1
answers are correct?
The vast majority of the population agreed with the
preparation course and how much class contact time you

government’s policy.
a largely (2) existence, only meeting
up with others of their species to breed. Octopuses are, An enormous number of people came out to watch
the fireworks.
for the most (3) , predatory animals.
have available. If you have longer courses (40—60 hours), Their diet is largely (4)
crabs, shellfish and worms.
up of small fish, The announcement attracted an immense amount of
publicity.
you might decide to work through each complete exam • Teach — This section
A gigantic statue appeared in the empty square overnig
0 A existed
READING B resided
AND USE C inhabited
OF ENGLISH dwelt
– Part 1 DMultiple-choice A lone figure appeared on the horizon, slowly moving
2cloze
1 A vast B enormous C immense D gigantic nearer.
part from the Exam Trainer in class. For shorter courses provides practice of Strategies
2 A lone andBskills
solitary C lonely D unsociable James liked the solitary life that living on the island
TEACH
necessitated.
Fixed phrases 3 A measure B amount C share D part
(20—40 hours), you can choose which elements of the Test, strategies and skills Gaps 4 in A made and Use
Reading taken
B of builtare often D put
C texts
English Part 1
filled by words that are found in fixed phrases.
Leanne felt lonely once the children had gone.
Fiona felt unsociable that evening so decided to stay in
Teach, Test and full practice exam you use in class or for
3 The reviews serve as a measure of how good this film i
to improve learner 1 Use the nouns in the box to complete the fixed phrases
in the sentences below.
No amount of persuasion could convince Martin to
change his mind.
homework. Here we are providing an example for around performance and balance desire hesitation horizons
notice power room things
We’ve had our fair share of bad weather lately.
Good luck had a part to play in the team’s success.
30 hours. enables them to 1 All considered, third place in the

competition was perhaps a fitting result.
4 The team is made up of both men and women.
No one has taken up my offer of a lift to work.
2 I don’t know why the concert was cancelled at such short
approach the exam 3

.
As an actor, it’s not always possible to strike a
Collocations The new teacher really helped to build up her confidenc
A shopping
Gaps often test knowledge centre is being
of collocations: putthat
words up where the old factory
Building block 1 COMPONENTS between work and home life. usedMany

naturally go together. to be.of the collocations are formed
with confi
READING dence.
AND USE OF ENGLISH – Part 1 Multiple-choice cloze
4 Max had a burning
a young age.
to be famous from with verbs. It is important to learn as many of these as
you can.
5 Kelly did everything in her to get a deal
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M01 FMLA ETC1 WKey 20298.indd 7
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with Digital resources and App

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Use the final Test sections with some exam tasks carried out
2 Seven shows in one week really had / took / put / made some people.
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Speaking Part 4.
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• Tips from exam experts on how to approach
• A Test, Teach, Test, approach for each part of
each paper. •
the exam.
Smart answer key* for all exam task exercises.
their toll on Gina’s health.
• About the exam sections give comprehensive FOR EXAM SUCCESS EXAM TRAINER with key
5 I can’t always the difference between
under exam conditions.

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4 He couldn’t envision to make / making so much money
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EXAM TRAINER TEACHER’S NOTES
5 Staff were instructed to avoid / avoiding talking to the in (3) had to be ‘deliberate’ practice.
M01 FMLA ETC1 WKey 20298.indd 8 09/12/2020 12:33
media about the issue.
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6 The director was invited to give / for giving a presentation (4) this requirement.
at the event.
However, recent research into deliberate practice has
Linking words (5) to some intriguing conclusions.
Louise Manicolo
Some questions test your knowledge of linking words The study (6) that even in something as
and phrases. traditionally practice-based as learning a musical instrument,
deliberate practice (7) for just 21 percent
Example teaching scenario

of the observed improvement. When it comes to professions
The notes for each exam part provide: 10 Complete the sentences with the linking words in the box.
such as business, in which the skills are (8)
consequently interestingly nonetheless less tangible and more difficult to define, the figure falls to
• an Exam part overview which summarises the content in Depending

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Use of English — Part 1 Multiple-choice cloze
The water temperature was only 6°C, but she went
swimming .
cautiously uncertainly doubtfully
8 arguably
A B C D
ready for the lesson ahead, and a cooler task to round (1 hour) and Speaking — Part 1 Interview (1 hour).
10
off the exam part at the end A lesson of this type would enable a brief introduction
• detailed teacher’s notes for each exercise as well as to each part of the exam and some input and practice.
embedded answer keys
• alternative approaches to some exercises
• ideas for using the Speaking boost questions, as
well as extension ideas if you wish to enhance the
communicative aspect of your exam classes
15
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Create your own Formula
READING AND USE OF ENGLISH — Part 1

Multiple choice cloze (1 hour)
Use the Exam Trainer Presentation tool for each page.
ABOUT THE TASK
In Reading and Use of English Part 1, you read a short text They may also test your understanding of verb patterns,
with eight gaps. for example whether a verb is followed by an infinitive
There are four multiple-choice options for each gap. or a clause.
You choose the word or phrase that best fits each gap. The gaps may also test your understanding of
complementation, for example which preposition certain
The gaps can test your knowledge of differences in precise
meaning between similar words, of collocations, or of
words that occur in fixed phrases. Some gaps may test your knowledge of phrasal verbs and
linking words.
Use Exam Trainer Teacher’s Notes for Warmer and ABOUT THE TASK to

TEST
start the lesson.

1 Read the first paragraph of a text about an animal 2 Check your answers.
called an octopus. Choose the correct answer (A, B,
C or D). There is an example at the beginning (0). 3 Read the five answers for Ex 1 again, including
the example.
THE OCTOPUS: 1
2
Which answer tests your knowledge of a phrasal verb?
Which answer tests your knowledge of the patterns of
an extraordinarily talented animal words that typically follow a vocabulary item?
3 Which answer tests your knowledge of a fixed phrase?
kingdom, having (0) C the world’s oceans 4 Which answer tests your knowledge of collocation?
for the past 300 million years. They are especially well 5 Which answer tests your knowledge of precise meaning?
Students carry out the Practice task and try the reduced length task to
change colour in order to blend in with their surroundings.
depths. They have an amazing ability to squeeze into
1 The vast majority of the population agreed with the
become familiar with the task type.

and through the smallest of holes and spaces, and live
the fireworks.
Their diet is largely (4) up of small fish, The announcement attracted an immense amount of
publicity.
A gigantic statue appeared in the empty square overnight.
0 A existed B resided C inhabited D dwelt 2 A lone figure appeared on the horizon, slowly moving
2 A lone B solitary C lonely D unsociable James liked the solitary life that living on the island
necessitated.
3 A measure B amount C share D part
Students carry out How did you do? activities and reflect on the task they
4 A made B taken C built D put
Fiona felt unsociable that evening so decided to stay in.
3 The reviews serve as a measure of how good this film is.
change his mind.
have just completed.

The new teacher really helped to build up her confidence.
A shopping centre is being put up where the old factory
used to be.

Use Exam Trainer Teacher’s Notes to go through the How did you do?
activities.
Students carry out the Strategies and skills activities. Strategies and skills
TEACH
Fixed phrases
Gaps in Reading and Use of English Part 1 texts are often
filled by words that are found in fixed phrases.
1 Use the nouns in the box to complete the fixed phrases

in the sentences below.
balance desire hesitation horizons

notice power room things
Use Exam Trainer Teacher’s Notes to provide guidance

1 All considered, third place in the
competition was perhaps a fitting result.
2 I don’t know why the concert was cancelled at such short
. Collocations
3 As an actor, it’s not always possible to strike a Gaps often test knowledge of collocations: words that
on how to approach each task.

between work and home life. naturally go together. Many of the collocations are formed
4 Max had a burning to be famous from with verbs. It is important to learn as many of these as
a young age. you can.
5 Kelly did everything in her to get a deal
with a publisher. 3 Choose the verb which best completes each sentence.
6 There was definite for improvement in 1 She told her daughter to close her eyes and
Danny’s performance. a wish.
7 The judges had no in awarding the A get B make C do D have
prize to Olivia Hanrahan. 2 The teacher asked the students to
8 Reece decided to expand her by note of the new lesson times.
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze applying for work in other countries. A take B use C put D write
3 Fiona Max making the dinner and went
Phrasal verbs Prepositions 2 Choose the correct option to complete each sentence. swimming.
1 It was sometimes difficult to hold / grab / seize / grasp A left B allowed C let D sent
Pick and choose which sections

Some questions test your knowledge of phrasal verbs. The correct choice for a gap sometimes depends on
the complexities of the plot. 4 Playing the piano really naturally to
Sometimes the whole phrasal verb is missing, or sometimes correctly matching the option with the preposition after
2 Seven shows in one week really had / took / put / made some people.
just the verb or the particle. the gap.
their toll on Gina’s health. A appears B develops C arrives D comes
TIP: Make sure you learn as many phrasal verbs as you can. 7 Choose the correct option to complete
3 Thethe sentences,
singer even broke / smashed / cracked / split a few 5 I can’t always the difference between
to focus on in class depending

paying attention to the preposition injokes
boldbetween songs.
that follows. a true masterpiece and a fake.
What prepositions are the other words followed A state B reveal C tell D say
5 Choose the option which best completes each sentence. 4 What drove by?
/ sent / pressed / steered her to give up
Which words are not usually followedacting
by a preposition?
remains a mystery. 6 Appearing on TV allowed Nathan to
1 Madeleine into an old school friend a lifelong ambition.
1 The prices were I had no
5to those the he believed / maintained / held / felt such
on idea
while she was visiting the city. A fulfil B complete C conclude D finalise
internet. strong opinions on the issue.
on the strengths and weaknesses

A bounced B knocked C bumped D collided
A consistent B matching C comparable D alike headline really activated / caught /
6 The newspaper
2 After reading the article, Rick decided to 4 Choose the correct word to complete the collocations
2 motivated
to popular belief, bread encouraged
is not /the best her attention.
Practice task red meat from his diet. in the sentences.
TEST
food for birds. 7 The test didn’t really present / award / donate / raise any
Verb patterns A cut out B take away C give up D keep off 1 The film is being shot on site / location / position / set at
EXAM TASK 1 Read the first paragraph of a text about a project A Contrary B Opposing C Contrasting D Distinctive
great difficulties to Diana.
3 Ruth found it hard to work out what the writer was the Great Barrier Reef in Australia.
of the group. Students can

Sometimes you need to think about what kind of pattern
TEST
monitoring animals called humpback whales. Think of 3 The company was fined because its8 actions
These were not in
technical flaws create / cause / offer / pose very
at in the poem. 2 There’s a need for trained mechanics in the country’s
follows a verb, e.g. an infinitive, a noun, an -ing form or For questions 1–8, read the text below and decide which with the law. real threats to the film’s success.
the word which best fits each gap. Use only one word in A intending B trying C pushing D getting
a that clause. work / job / labour / occupation market.
answer (A, B, C or D) best fits each gap. There is an example each gap. There is an example at the beginning (0). A contract B accordance C duty D assurance
at the beginning (0). 4 It took a while before the effects of the medication started 3 There’s nowhere near / close / like / approaching enough
4 He decided to write to the manager in
9 Choose the correct verb pattern to complete each to in. SPEAKING BOOST news on TV these days.
IS THE 10,000 HOUR RULE A MYTH? of the staff member’s behaviour.
complete the sections they are

sentence. A shoot B kick C jump D hit
A concern B regard C connection D respect
Discuss or answer. 4 Ecotourism is a real growth trade / business / industry /
1 It’s anticipated that prices will rise / prices rising as a result 5 The management put several proposals corporation these days.
For a number of years, there has been a 5 The videos are for
1 anyone
If there’swho
onewants to
goal you’d want to achieve, what would it
of the decision. for staff to discuss and vote on. 5 He promised me he’d come, so I hope he keeps his
widely-(0) D belief that practising a A forward B out C through D over
learn to play the guitar. be? What would you do to achieve it?
2 Consumers should beware to spend / of spending truth / fact / talk / word.
particular skill for 10,000 hours will turn anyone into a A aimed B intended C directed
2 What doDyou focused
think the phrase ‘15 minutes of fame’
6 Andy’s uncertainty about what to do
familiar with at home.

beyond what they earn. world-class expert. Perhaps unsurprisingly, few have been 6 There’s no need for you to be with your
the opinion of celebrity culture? 6 The receptionist spoke only broken / damaged / spoiled /
from a lack of experience. means? What’s
3 The bank’s policy just seems to complicate matters injured English so I couldn’t understand him.
sufficiently (1) to put this theory to the A appeared B approached C created D stemmed
arrangements for the meeting.
further / further matters. A disturbed B troubled C worried D concerned
test. The (2) originally appeared in a
4 He couldn’t envision to make / making so much money popular psychology title, Outliers, by Malcolm Gladwell.
in a single deal. Easily confused words 8 Complete the sentences with the 8prepositions in the box.
A key stipulation of the concept was that the practice
5 Staff were instructed to avoid / avoiding talking to the Sometimes you need to choose between words with similar
in (3) had to be ‘deliberate’ practice. meanings. about in of on to with
media about the issue.
A casual half hour a day strumming a guitar would not M01 FMLA ETC1 WKey 20298.indd 8 09/12/2020 12:33
6 The director was invited to give / for giving a presentation (4) this requirement. 1 I realised I was completely dependent
TIP: Think carefully about the particular meaning
at the event. Alice to translate everything for me.
each word has, and also think about the prepositions,
However, recent research into deliberate practice has
collocations and patterns each word is used with. 2 Professor Atkins had dedicated her life
Linking words (5) to some intriguing conclusions. the study of these fascinating creatures.
Some questions test your knowledge of linking words The study (6) that even in something as
6 Choose the correct word to complete the sentences. 3 Please leave the building by the nearest exit in the event
and phrases. traditionally practice-based as learning a musical instrument, a fire.
deliberate practice (7) for just 21 percent 1 The president condemned the shocking response as an
4 There’s certainly no harm applying for
Students can complete the

10 Complete the sentences with the linking words in the box. of the observed improvement. When it comes to professions act of violence / force / aggression / fighting.
the talent show.
such as business, in which the skills are (8) 2 The acclaimed / commended / admired / applauded
5 I’m in two minds learning to dive.
consequently interestingly nonetheless less tangible and more difficult to define, the figure falls to violinist played some of her most popular pieces.
or owing to whereas 6 I couldn’t keep pace the fastest runner,
a tiny one percent. So, if practice is responsible for such a small 3 Despite being favourites, the team were systematically /
so ended up coming second.
proportion of the improvement, what is causing the rest? comprehensively / broadly / exhaustively beaten in
Exam task at home using what

1 Healthcare has improved dramatically although, the final.
, life expectancy has remained about
the same. 0 A kept B said C thought D held
4 He was alarmed to discover that $4,000 had been SPEAKING BOOST
subtracted / detached / extracted / withdrawn from his
2 The outward journey took three hours 1 A disciplined B controlled C restricted D ordered Discuss or answer.
account without his consent.
the return was more than double this.
they have covered in class to

2 A deduction B principle C value D regulation 1 What is the greatest challenge sport has faced recently in
5 There was a lot of assumption / speculation / deduction /
3 He must have enjoyed the performance 3 A request B demand C subject D question supposition about who would be the next party leader. your opinion?
he wouldn’t have stayed for the whole thing. 2 Apart from physical fitness, what do you think the benefits
4 A complete B succeed C meet D reach 6 Temperatures at the research station plunged / dived /
4 He’d spent all his money by the end of the first week and crashed / collapsed as soon as night fell. of exercise are?
had nothing left for the rest of the holiday.
help them.
6 A uncovers B reveals C exposes D releases
5 Four extra concert dates have been announced
high demand for tickets. 7 A amounts B accounts C generates D justifies
6 The water temperature was only 6°C, but she went 8 A cautiously B uncertainly C doubtfully D arguably
swimming .
10 9
M01 FMLA ETC1 WKey 20298.indd 10 09/12/2020 12:33 M01 FMLA ETC1 WKey 20298.indd 9 09/12/2020 12:33
Before class Why not try? C1

ADVANCED Grammar
Video: About C1 A photocopiable activity from

1D Perfect and continuous tenses — This is me
1 Talk about one of the 2 Talk about one of the 3 Talk about one of the
following: following: following:
Advanced: Overview, the Digital resources.

A something you have A a place you have visited A Something that will have
changed in your house many times in your town/ changed in your home
recently city town/city by the time you
B something you are B a place you are visiting in have retired
changing in your house your town/city in the near B Something that is
About C1 Advanced:
at the moment future changing in your town/
C something you will have C a place you have been city
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze changed in your house in visiting in your town/city C Something that has
the next year since you were a child changed in your town/
city in the last ten years
Use of English, About C1

ABOUT THE TASK 4 Talk about one of the 5 Talk about one of the 6 Talk about one of the
In Reading and Use of English Part 1, you read a short text They may also test your understanding of verb patterns, A a tradition the people in A something you have A something you’ve been
with eight gaps. for example whether a verb is followed by an infinitive your country will still be been planning to do for a spending a lot of time on
or a clause. upholding long into the while
Advanced: Reading and

B something you are
There are four multiple-choice options for each gap. future B something you planned spending a lot of time on
You choose the word or phrase that best fits each gap. The gaps may also test your understanding of B a tradition the people in to do in the past, but at the moment
complementation, for example which preposition certain your country have started never did C something you will be
The gaps can test your knowledge of differences in precise upholding in recent years C something you have spending a lot of time on
meaning between similar words, of collocations, or of C a tradition the people always planned to do in the future
Use of English Part 1. words that occur in fixed phrases. Some gaps may test your knowledge of phrasal verbs and in your country have that you will have done
linking words. stopped upholding by this time next year
recently
A something in your life A a group or society you A something you have
Practice task How did you do? you have wanted to give are part of in your town/ done for your community
TEST
up recently city that you are proud of
1 Read the first paragraph of a text about an animal 2 Check your answers. B something in your life B a group or society you B something you are doing
Less time
you are giving up have been part of since for your community that
called an octopus. Choose the correct answer (A, B, C something in your life you were young you are proud of
C or D). There is an example at the beginning (0). 3 Read the five answers for Ex 1 again, including you will have given up in C a group or society you C something you will have
the example. 20 years’ time will be part of in the near done for your community
future in five years’ time that will
THE OCTOPUS:
Ask students to complete the first
1 Which answer tests your knowledge of a phrasal verb? make you proud
2 Which answer tests your knowledge of the patterns of

an extraordinarily talented animal words that typically follow a vocabulary item?
3 Which answer tests your knowledge of a fixed phrase?
practice task at home and do How

PHOTOCOPIABLE © Pearson Education Limited 2020 4
kingdom, having (0) C the world’s oceans 4 Which answer tests your knowledge of collocation?
for the past 300 million years. They are especially well 5 Which answer tests your knowledge of precise meaning?
did you do? activities in class.

change colour in order to blend in with their surroundings.
Quick homework
depths. They have an amazing ability to squeeze into
1 The vast majority of the population agreed with the
Pearson Practice English

and through the smallest of holes and spaces, and live
the fireworks.
Need something extra or a change

App activities.
Their diet is largely (4) up of small fish, The announcement attracted an immense amount of
publicity.
A gigantic statue appeared in the empty square overnight.
of pace
0 A existed B resided C inhabited D dwelt 2 A lone figure appeared on the horizon, slowly moving
2 A lone B solitary C lonely D unsociable James liked the solitary life that living on the island
necessitated.
Video: About C1 Advanced:

3 A measure B amount C share D part
4 A made B taken C built D put
Fiona felt unsociable that evening so decided to stay in.
3 The reviews serve as a measure of how good this film is.
Overview, About C1 Advanced:

change his mind.
Use of English, About C1 Advanced:

The new teacher really helped to build up her confidence.
Reading and Use of English Part 1. A shopping centre is being put up where the old factory
used to be.
16
www.frenglish.ru
SPEAKING — Part 1 Interview (1 hour)

SPEAKING – Part 1 Interview

Use the Exam Trainer Presentation tool for each page.
TEACH
In Speaking Part 1, the examiner asks you some questions Tell the examiner if you don’t understand any of the Extending your answers
about you and your opinions. questions, but remember that you can only ask for
This allows you a little time to settle into the test before repetition, not explanation. TIP: If you practise adding phrases to your answers
you do more challenging tasks. Listen to what your partner says, because you can which allow you to give reasons and add information,
comment briefly on this if the examiner then asks you the this will encourage you to say more.
It tests your ability to use general social and interactional
language. same question.
The first few questions ask for information about you. You shouldn’t talk to your partner in this part, so remember
The following questions ask for your opinions about not to interrupt them, or agree or disagree with what they
everyday topics. are saying.
The examiner will ask you and your partner questions You should give interesting answers, but don’t speak for
Use Exam Trainer Teacher’s Notes for Warmer and

individually. too long.
This part of the test takes about two minutes.
Practice task 5 What did you most like about the area where you grew up?
ABOUT THE TASK to start the lesson.

TEST
A I think it’s one of the best places in the world. I love it.
1 S01 Listen to these Speaking Part 1 questions. B I liked the city, the different facilities there, and I also
Think about the best way to respond to them, then loved the beach, the landscape and the climate.
answer them. C I really liked the fact that it’s a small city – not so
big that it’s stressful, but big enough that you have
everything you need and can get to know people 1 Complete the responses to Part 1 questions with
How did you do? quite well. the words in the box.
2 Read the questions from Ex 1 again and some answers 6 How important is it for you to earn lots of money?
to them (A–C). Choose the best answer for each A For many people it’s very important, which is addition fact hard opportunity other plan
question. why they get jobs that guarantee they’ll make
a lot of money, even though they might not be 1 It’s to choose just one place, but if
1 Where are you from? I had to, I’d say that visiting Japan would be top of
that interested in the work. For others, it’s the job
A Venezuela. It’s in South America. satisfaction that’s more important than the salary. my list. It seems like such an interesting country in so
Students carry out the Practice task and get familiar

B I’m from a city called Bucharest, which is the capital city B I want to make enough to be able to live on, of many ways: the landscape, the people, the cities –
of Romania. course, but I’m not especially interested in getting everything!
C I’ve lived the whole of my life in a large city called rich for the sake of it. Particularly if it means doing 2 On the one hand, there wasn’t a great deal to do
Valencia, which is on the south-east coast of Spain. something I don’t really enjoy. in the area where I grew up because it was a small
It has a population of around two million people. C Not very. The field I’m aiming to work in isn’t very well village, but on the hand, it was very
with the types of questions asked in the interview.

2 What do you do? paid, so it’s quite fortunate really. safe as there weren’t any busy roads at all.
A Well, I work and then in the evenings I usually I go out 7 Which famous person would you most like to meet? 3 I have several news apps on my phone that I use
with my friends. I play quite a lot of sport too, especially A I think it’d be pretty interesting to meet an astronaut to get notifications about interesting stories. In
at weekends. like Tim Peake or Chris Hadfield. I’d want to know to that, I watch the news on TV in
B I’m a receptionist. how it felt being in space and whether they were the evening as it tends to go into more detail.
C Currently, I’m studying for a degree in politics and scared or not during the mission. 4 Given the , I’d definitely learn how
history at university, and I also work part-time in a café B I’d be worried about being disappointed. I mean, to scuba dive. I’m fascinated by what lives under the
at weekends. what if your hero turned out to be someone you water and I think seeing it first-hand rather than on
3 How long have you been studying English? didn’t actually like very much? documentaries would just be amazing.
A I started when I was eight years old, I think, and studied C Cristiano Ronaldo, I guess. I love football and he’s the
5 If everything goes to , I’m going to
it all through secondary school, so for about ten years best player.
study mechanical engineering at university. Once I’ve
now – I really enjoy it. 8 What do you hope to be doing in ten years’ time? finished that, I’ll find a really good job with a major
Use Exam Trainer Teacher’s Notes to follow the

B I have classes twice a week, on Monday and A My dream would be to have my own fashion design company, either here or in another country.
Wednesday evenings, and each one lasts for two hours, company. I’d like to specialise in men’s fashion.
so four hours a week in total. 6 I’d say that the person I admire more than anyone
I don’t know how realistic that is, to be honest, but else is my dad, due to the that,
C Nine years altogether. that’s ideally what I’d like to be doing. despite balancing a demanding job with family life,
4 What do you most enjoy about learning English? B I’ll probably be teaching English somewhere, maybe he’s always so positive, which is not something many
process through the How did you do? activity.

A We often have class discussions and debates in English in another country. I hope so. people manage.
about lots of different topics, most of which are really C Ten years is a long time to think into the future,
interesting. They’re usually very lively and great fun to especially as I quite often don’t know what’s going to 2 What question do you think each person was
take part in. happen next week! answering?
B I really need it for my job. The people I email and talk
to don’t speak the same language as me so we use 3 What is wrong with the other answers in Ex 2? 3 In what way does each speaker extend what they say?
English instead.
C Definitely not writing or grammar exercises!
88
Students carry out the Strategies and Strategies and skills Adding examples
TEACH
Extending your answers 4 Choose the correct option to complete the responses to
Part 1 questions.
skills tasks.
TIP: If you practise adding phrases to your answers
which allow you to give reasons and add information, 1 I use lots of different methods for keeping in touch with
this will encourage you to say more. friends, actually. For instance / As well as that, I spend an hour
or so a day on social media.
2 We went to some really interesting places while we were
there, then again / such as the royal palace and the gardens.
3 I didn’t especially enjoy joining in the sports like / as football
and tennis that my friends used to play.
4 A lot of the things we do in class, perhaps / say, giving
presentations and reading out our work, are really good for
developing my confidence.
Giving reasons
7 Complete the answers to the questions using ideas of your own.

Give examples, reasons and other information.
Asking for repetition
Use Exam Trainer Teacher’s Notes to 5 Complete the sentences with the words for giving reasons
in the box.
due grounds owing reason

If you have not heard or fully understood a
provide guidance on how to approach

1 Is there a film you’ve particularly enjoyed seeing recently? question, you can ask the examiner to repeat it. result seeing start view
1 Complete the responses to Part 1 questions with
Yes, the one I’ve most enjoyed in the last few weeks was … the words in the box.
TIP: Remember that the examiner can 1 Richard couldn’t climb the mountain to
2 What would your ideal holiday be? being very unfit.
only repeat the question to help you, not
Well, my favourite type of holiday is … addition fact hard opportunity other plan
each task. Pick and choose which sections

rephrase it. 2 Valerie gave up learning English for the that
3 How important is it to have friends who share the same interests as you? she didn’t have time.
1 It’s to choose just one place, but if
I think it’s fairly important, but … I had to, I’d say that visiting Japan would be top of 3 They didn’t go for a picnic as planned to the
10 Match the beginning of a request to
4 Would you say you’re a well-organised person? my list. It seems like such an interesting country in so wind and rain.
repeat the question (1–6) with its ending
(a–f) to make phrases you can use to ask many ways: the landscape, the people, the cities – 4 In of how much work he had to do, Marcin
I’m not sure I’d exactly describe myself as that, but …
to focus on in class depending on the

everything! decided to start work early.
for repetition.
TIP: It’s good to think about the types of questions you may be asked, 2 On the one hand, there wasn’t a great deal to do 5 The level of the river was lower than usual as a
1 I’m sorry, but would you mind
but never rehearse answers. It shouldn’t sound like you prepared them in the area where I grew up because it was a small of the recent dry weather.
before the exam. 2 Could you please village, but on the hand, it was very 6 Gina refused to go on the that it was too
3 I’m not sure what you Practice task safe as there weren’t any busy roads at all.
TEST
strengths and weaknesses of the group.

dangerous.
4 I’m afraid I 3 I have several news apps on my phone that I use
8 S02 Listen to some students responding to the questions in Ex 7 1 Look at the pictures below. They show pairs of people performing in different situations. 7 I’m unlikely to get the job as I don’t have any
5 Sorry, but is it possible to get notifications about interesting stories. In relevant experience.
and compare your answers with theirs. Compare the pictures, and say why the people might have chosen to perform in these
to that, I watch the news on TV in
6 I beg your pardon, but situations and how the people might be feeling. 8 I can’t go to the cinema tonight. I’ve got too much homework
the evening as it tends to go into more detail.
Using a range of language for a .
a to repeat the question, please? Talk about them on your own for about a minute. 4 Given the , I’d definitely learn how
It is important not to repeat words too much, and to use a range of language. b saying that again, please? to scuba dive. I’m fascinated by what lives under the There are other ways of adding reasons using a single word.
• Why have the people chosen to perform in these situations? water and I think seeing it first-hand rather than on
c I’m afraid I didn’t catch what you said.
9 Replace one of the highlighted words in each sentence with the words • How might the people be feeling? documentaries would just be amazing. 6 Complete the answers with ideas of your own.
in the box. d repeat the question, as I didn’t hear it
properly? 1 What new things would you like to learn in the future?
accomplish affordable exceptionally hysterical illustrate e didn’t hear the question – sorry! finished that, I’ll find a really good job with a major I’d really like to learn more languages since …
imaginative immediately substantially f said, I’m afraid. company, either here or in another country. 2 Which of your teachers at school will you always remember?
6 I’d say that the person I admire more than anyone I’ll never forget my music teacher at secondary school as …
1 Transport where I live is quite cheap. It’s cheap to travel anywhere in
else is my dad, due to the that, 3 How important to you is it to have a healthy lifestyle?
the city. EXAM TASK despite balancing a demanding job with family life, It’s extremely important to me because …
2 I admire her because she’s extremely hard-working, and also she’s
TEST
he’s always so positive, which is not something many

extremely generous. S03 Read and listen to the questions. people manage. 4 If you could try any sport you’ve never done before, what
3 Some days it feels as though I achieve very little when I actually achieve Answer them so that they are true for you. would you choose?
a lot. 2 What question do you think each person was I’d definitely choose … as …
First of all, we’d like to know something about you.
4 I like to be creative in my free time. I’m actually quite a creative person. answering?
• Where are you from?
5 I like keeping fit a lot more than I used to, so I do a lot more exercise
than before.
• What do you do there? 3 In what way does each speaker extend what they say?
• How long have you been studying English?
6 It’s hard to explain what I mean, so perhaps it’s better to explain it with
• What do you most enjoy about learning 89
Students can either complete the Exam task

an example.
English?
7 The last film I saw was very funny indeed. Everyone in the cinema clearly
thought it was funny. • Do you prefer spending time with a large M04 FMLA ETC1 WKey 20298.indd 89 09/12/2020 12:36
8 I got a job just after leaving university, and then got my first flat just group of friends, or just one or two? (Why?)
after that. • What’s the best thing about the town or city
in class or record their responses at home

you live in? (Why?)
• Who was the biggest influence on you when
you were a child? (Why?)
• Would you prefer to have a job you really
using what they have covered in class to help

enjoy or one which pays very well? (Why?)
• Do you think you spend too much time on
the internet?
• How do you hope to use your English skills
them give the most comprehensive answers.

in the future?
• Is there a festival or celebration you
particularly enjoy? (Why?)
• What’s the most interesting aspect of trying
new things?
90
Before class Why not try?

C1 Vocabulary
ADVANCED
1B Sneaky speeches
Video: About C1 Advanced: A photocopiable activity from the

Speaking, About C1 Digital resources.
all things be inclined to
a step too far at the forefront
considered think
Advanced: Speaking Part 1, SPEAKING – Part 1 Interview capture the

public’s attention
come to blows
about
get cold feet
get stuck for
words
C1 Advanced Speaking Strategies and skills

ABOUT THE TASK
TEACH
Test 1, Part 1.
you do more challenging tasks. Listen to what your partner says, because you can which allow you to give reasons and add information, in the same
get stung by in retrospect let alone
this will encourage you to say more. breath
It tests your ability to use general social and interactional comment briefly on this if the examiner then asks you the
You should give interesting answers, but don’t speak for out of your play on roll off the while I’m on the
The examiner will ask you and your partner questions
too long. comfort zone ignorance tongue subject
individually.
Less time Practice task 5 What did you most like about the area where you grew up?
TEST
realise an exceed my
1 S01 Listen to these Speaking Part 1 questions. B I liked the city, the different facilities there, and I also pose a threat to release tension
ambition expectations
Ask students to complete the first Think about the best way to respond to them, then
answer them.
loved the beach, the landscape and the climate.
C I really liked the fact that it’s a small city – not so
big that it’s stressful, but big enough that you have
everything you need and can get to know people
How did you do? 1 Complete the responses to Part 1 questions with
practice task at home and do How

quite well. the words in the box.
Quick homework
2 Read the questions from Ex 1 again and some answers 6 How important is it for you to earn lots of money?
to them (A–C). Choose the best answer for each A For many people it’s very important, which is addition fact hard opportunity other plan
why they get jobs that guarantee they’ll make
did you do? activities in class.

question.
a lot of money, even though they might not be 1 It’s to choose just one place, but if
1 Where are you from?
Pearson Practice English

that interested in the work. For others, it’s the job I had to, I’d say that visiting Japan would be top of
A Venezuela. It’s in South America. satisfaction that’s more important than the salary. my list. It seems like such an interesting country in so
B I’m from a city called Bucharest, which is the capital city B I want to make enough to be able to live on, of many ways: the landscape, the people, the cities –
of Romania. course, but I’m not especially interested in getting everything!
C I’ve lived the whole of my life in a large city called rich for the sake of it. Particularly if it means doing
App grammar activity.

2 On the one hand, there wasn’t a great deal to do
Valencia, which is on the south-east coast of Spain. something I don’t really enjoy. in the area where I grew up because it was a small
It has a population of around two million people. C Not very. The field I’m aiming to work in isn’t very well village, but on the hand, it was very
2 What do you do? paid, so it’s quite fortunate really. safe as there weren’t any busy roads at all.
A Well, I work and then in the evenings I usually I go out 7 Which famous person would you most like to meet?

3 I have several news apps on my phone that I use
at weekends. like Tim Peake or Chris Hadfield. I’d want to know to that, I watch the news on TV in
B I’m a receptionist. how it felt being in space and whether they were the evening as it tends to go into more detail.
C Currently, I’m studying for a degree in politics and scared or not during the mission.
of pace
4 Given the , I’d definitely learn how
history at university, and I also work part-time in a café B I’d be worried about being disappointed. I mean, to scuba dive. I’m fascinated by what lives under the
at weekends. what if your hero turned out to be someone you water and I think seeing it first-hand rather than on
3 How long have you been studying English? didn’t actually like very much? documentaries would just be amazing.
Video: About C1 Advanced:

now – I really enjoy it. 8 What do you hope to be doing in ten years’ time? finished that, I’ll find a really good job with a major
Wednesday evenings, and each one lasts for two hours, company. I’d like to specialise in men’s fashion.
Speaking, About C1 Advanced:

so four hours a week in total. 6 I’d say that the person I admire more than anyone
I don’t know how realistic that is, to be honest, but else is my dad, due to the that,
C Nine years altogether. that’s ideally what I’d like to be doing. despite balancing a demanding job with family life,
4 What do you most enjoy about learning English? B I’ll probably be teaching English somewhere, maybe he’s always so positive, which is not something many
A We often have class discussions and debates in English in another country. I hope so.
Speaking Part 1, C1 Advanced

people manage.
about lots of different topics, most of which are really C Ten years is a long time to think into the future,
interesting. They’re usually very lively and great fun to especially as I quite often don’t know what’s going to 2 What question do you think each person was
take part in. happen next week! answering?
Speaking Test 1, Part 1. 88

to don’t speak the same language as me so we use
English instead.
C Definitely not writing or grammar exercises!
3 What is wrong with the other answers in Ex 2? 3 In what way does each speaker extend what they say?
17
www.frenglish.ru
AROUND 50 HOURS
EXAM FOCUSED WITH LANGUAGE Building block 2 SECTIONS IN CLASS
REVISION AND CONSOLIDATION Use the main lessons.
• Introduce students to the
Around 50 hours
unit topic.
Use the Coursebook in class • Introduce students to the
1 | ONE
relevant exam part for the
FORMULA C1 ADVANCED Coursebook and Interactive
lesson and refer to the VOCABULARY: Phrasal verbs 6 Complete the text about creativity in space with the
eBook can be used in different ways depending on the

one small step for man,
That’s
Exam file.
1 Why do you think this line from the first Moon landing is so planet and making the way we live more sustainable,
overall length of your exam preparation course and how

famous? What do you know about the first Moon landing? some scientists say it’s inevitable that one day far in the
Moon landing?
much class contact time you have available. If you have a

to thinking about actual life in space. How would things
1 READING AND USE OF ENGLISH – Part 5 Multiple choice 3 How has space travel affected life on Earth since the first 1
EXAM FILE p11 Moon landing? The Space Exploration Initiative 3
1 Complete the travel survey. Then discuss your answers. EXAM BOOST p10 Speaking or writing 4 1.2 Listen to the rest of the news report. How many cope with the challenges. So far, the programme has
course of around 50—60 hours, you might decide to use

of your ideas from Ex 3 does the reporter mention? recruited people who work in fields not traditionally
WHEN PLANNING YOUR HOLIDAY, HOW IMPORTANT IS Complete Exam file SECTION A on page 10. 7 Discuss the questions. What else does she mention? 8 Write the itinerary for a solo travel 4experience of sevenspace, including lab scientists, chefs
the weather of the it to consider the days to your country or area. Give:and artists. One designer who’s already taken part
destination? environment? 5 You are going to read an article about a solo traveller. 5
to solo travelling changed? 1.3 Complete the phrasal verbs from the
• reasons forrecordings
your choice of accommodation, visits, by how weightlessness affects not only
was fascinated
having the opportunity the choice of travel Why did the writer end up travelling solo and how did
2
with the correct preposition. Then listen
What would you say are the main advantages and
againetc.
transport, and check. the art itself but the artist, too. While creating a 3D
to relax? company?
the main lessons in class and use the additional bank of

the trip go?
disadvantages of doing other things alone? • advice about what to avoid. ‘drawing’ in the air using a hot glue gun, she realised
forward into on (x2) to up with (x2)
2 1.4 Listen to one person’s response to one of the that creative people will always find a way to express
EXAM TASK
questions in the survey and answer the questions below. themselves, and will 5 the invention of
GO ON. GO SOLO.
1 come out I had ventured out of my comfort zone
1 Which different types of holiday does the speaker mention? 6 Read the article again. For questions 1–6, choose new materials and techniques.
2 associate and survived.
material from the Grammar, Vocabulary, Writing and Exam

2 What reasons does she give for going on different the answer (A, B, C or D) which you think fits best NewI never
With that confidence cultures andback.
looked ways of doing things would
according to the text. 3 move undoubtedly start 6
if we lived in a
holidays with different people? It was bravado at first, born of a desire to lacking the confidence to organise the It was empowering to realise that I was
1 How did the writer feel about her friends’ decision 4 throw yourself
put my friends’ backs up. In retrospect, whole trip myself. I booked on a group tour no longer dependent on the availability
weightless environment. or Things like ‘Space Art’ perhaps!
3 Do you agree with her final comment?
I don’t believe there was any real 5 intention for solos, relying on the travel company to
devote yourself preferences of friends, and I became ever
3 Read a comment on a travel site. Why was the trip a disaster? of following through on my decision, organise accommodation, meals, guides more adventurous. Inevitably there have
A reluctant to go without her friends
but there again, perhaps it was 6 my catch and any transfers necessary. All I had to 7 Work
been the mistakes; gettinginstung
pairs.byIf taxi
you could be the first person to do
file for homework. Here we are providing an example for

B annoyed by their change in attitude subconscious talking when I announced do was get myself to the starting point drivers when I didn’t know the language
Weeks of planning and anticipation and then what happens? 7 put something, what would it be?
C dismissive of their concerns about the proposed that I would do the trip solo. I was feeling of the trip and dutifully read up on all the well; having to ditch half my clothes
The dream road trip with a college friend proves to be a step holiday let down. A lot of time and energy spring
8 had gone advice about preparation. Like, wearing because I couldn’t carry my backpack and
too far for friendship and ends up with the two of us travelling into discussing how best to profit from our in new walking boots beforehand and not more … But I’ve learnt from them. About
in utter silence. It wasn’t as though we didn’t know each other 5
hard-earned holiday, and I’d thought it was packing them in hold baggage, in case it staying safe, about reading people and
well, but he certainly showed a different side of his character settled. The three of us had been back and all got lost; everything being replaceable knowing who to trust. And knowing that
around 50 hours.
travel alone?
on the trip. He disagreed with every suggestion I made. If I forth over the destination, the timing, and apart from those boots! The website I found the only person you can totally rely on is
bought croissants for a makeshift breakfast after a night in the A a certainty that she had the courage to face the M01 Formula
of course the cost, and all thatCBremained
C1 WKey 20267_4p.indd
was 5littered with similarly useful little tips yourself. There isn’t always someone there 09/12/2020 12:28
tent, he’d go out to a pricey café. We didn’t quite come to challenge was to make the booking. At which point that a potential adventurous solo traveller to lift your luggage! And yes, there might be
blows but it was close – and I couldn’t wait for him to drop me B a fear of missing out on a great opportunity my two travelling companions got cold might hoard away for future reference. a few lonely times and no one there to relive
off at home. I really wished I’d gone on my own! C a desire to prove her friends wrong feet. Walking the Great Wall of China had My excitement grew. the memories with you on your return.
D a previous experience of a similar holiday sounded a fun challenge while it was still And then, at the airport, reality hit, and the But pitch all this against the freedom and
3 The writer views the online advice given as they backed down and opted instead for a
EXAM FOCUS long-haul before or experienced that panic I am now a seasoned solo traveller.
A useful information when considering solo travelling. beach package on a Greek island. I couldn’t of possibly missing a connection. Struggling The stigma that used to be attached to people
B necessary advice for members of a group tour. believe it. My reaction was a grumpy ‘Well,
Building block 1 COMPONENTS

Understanding inference and implication to find the right queue in a heaving, noisy travelling alone has gone. We are no longer
C particularly valuable for people visiting China. I’ll go on my own!’ And I did. sea of passengers was daunting, and seen as people with no friends, or easy
A writer will often not say things directly in a text but will make D optional reading for the inexperienced traveller. I can’t say that I didn’t have second thoughts. the second, third and fourth thoughts targets for the unscrupulous. And although
implications. We might need to use synonyms, paraphrasing, Yes, I was apprehensive and the ‘what-ifs’ were coming thick and fast. Even when the more adventurous might choose to
exemplification and logic to interpret underlying meaning. crowded in the more I thought about it. successfully boarded on the final leg of the organise their own trips in far-flung places,
Text: The kitchen hygiene was quite disgusting and would never However, my friends’ conviction that I would journey, the apprehension didn’t subside. there are many other options out there;
B had regrets about her decision to go on this trip. back down and a weird sense of elation I scanned the other passengers, wondering travel operators are addressing this growing
C was concerned about some of the other passengers. combined to boost my determination to see who might be in my group. Would we get trend and offer a wide range of holidays for
Implication: Customers risked getting ill after eating there. D caught the wrong connection at one airport. it through. And determined I was, although along? Was I going to regret the whole the individual traveller, from group camping
Text: Unfortunately, I disregarded the negative customer 5 The writer uses the example of being ‘stung by taxis’ to thing? The happy truth is that I had the tours in the Arctic to group luxury sunshine
Students
comments; I assumed the writers had it in for the hotel. time of my life. Walking the Great Wall was breaks in the Caribbean.
A warn people against travelling solo in certain
Implication: It was my own fault that we’d chosen a hotel that had countries.
a lot wrong with it. B describe an unavoidable occurrence when from that trip with promises to keep in opened my eyes to learning more
travelling.
C1 ADVANCED
C1
touch with a host of lovely, interesting about the world, but also to
C show how she has profited from experience. people. I savoured my achievement. learning more about myself and
4 Read the Exam focus. Choose which statements A–G are D indicate why people should speak other languages. I hope that some of you reading
ADVANCED
implied in the comment in Ex 3.

6 What point is the writer making in the final this might be encouraged to do
• Coursebook or the Interactive eBook

A The writer had doubts about travelling with their friend paragraphs? the same.
C1
before the trip. A Solo travellers need to be aware of their
exam know-how, FORMULA C1 ADVANCED takes a fresh approach to topics, units and components to B An experience like this tests the strength of a relationship. vulnerability.
C The trip was decided at the last minute. B Travelling solo is more rewarding than in organised
for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital groups.
learning environments – create your own FORMULA for exam success. ADVANCED D The travellers had different opinions and didn’t compromise.
C More unusual travel experiences are the most
with Digital resources and App

FORMULA C1 ADVANCED Coursebook and Interactive eBook include eight units with each unit linked to a different E The writer thought their friend’s attitude was unreasonable. exciting.
number. With numbers as the broad theme, the topic changes lesson by lesson making learning more dynamic
and maintaining students’ interest throughout the course, as well as providing a more authentic exam experience. F The travellers used camp sites rather than hotels. D Attitudes to solo travellers have changed for
Use some of the additional bank

G The writer regrets their decision to go on this road trip. the better.
FORMULA C1 Advanced Coursebook with key provides:
p24
new topics lesson-by-lesson. English tasks. 6 EXAM TRAINER p25 Ex 1
7
focus, strategies for improving performance and lexical sets for each unit.
full exam task.
with key
of material not completed in the

• A fold-out Exam file in the back of the book practice for each unit. M01 Formula CB C1 WKey 20267_4p.indd 6 09/12/2020 12:28 M01 Formula CB C1 WKey 20267_4p.indd 7 09/12/2020 12:28
exam-ready? checklists. for each part of the Writing paper.
• Smart answer key* for all exam task exercises. FOR EXAM SUCCESS COURSEBOOK with key
• A Speaking or writing activity in each skills Interactive eBook, Digital Resources and App
lesson offering flexibility to teachers for class or containing course audio, exam videos and and Interactive eBook
homework activities. grammar practice activities.
lesson.
• Practice task sections including two, full length * with key only


• Complete the relevant Grammar,


and App
and App
EXAM FILE
Vocabulary, Writing file or Exam

boost sections.
• ‘Speaking or writing’ from the
Teachers
C1 ADVANCED
C1
ADVANCED
main lesson — ask students to

C1 • Presentation tool and/or Coursebook carry out the writing task.

learning environments – create your own FORMULA for exam success.
Teacher’s Book and Digital resources

FORMULA C1 ADVANCED Teacher’s Book with Presentation Tool, Digital Resources and App gives Formula_C1_CBK_EF_CVR.indd 1 23/09/2020 16:16
teachers the flexibility to create dynamic lessons and courses from 30 to 100 hours and beyond. Teachers ADVANCED
are given guidance and support on how to use the two core components either separately or together,
along with a range of resources to customise classes depending on course length and specific exam and
language needs.
FORMULA C1 Advanced Teacher’s Book with Presentation Tool, Digital Resources and App
provides:
• An introduction to the course and how it works • Downloadable teacher’s notes for the Exam Trainer
• Classroom teaching ideas with methodology • Coursebook and Exam Trainer audio and
sections including mindfulness for exams audioscripts
UNIT 1 GRAMMAR FILE PRACTICE 3 Choose the correct alternatives.

• Teaching notes with extra ideas for fast finishers, • Test package
alternative approaches and suggestions for • Grammar presentations PERFECT AND CONTINUOUS TENSES
dyslexic students
• Integrated answer key with smart answers for all
exam task exercises
•
•
Photocopiable activities
Accessibility and inclusion resources
REFERENCE to talk about an unfinished period of time up to the present,
Working freelance
FOR EXAM SUCCESS TEACHER’S BOOK PERFECT AND CONTINUOUS TENSES
• Speaking and writing success criteria to help Irene has lived in Abu Dhabi for just over a year. brackets.
speaking test videos with Presentation Tool, Digital Resources and App Before going freelance, I 1was / ’d been travelling to work for
determine what makes a ‘solid’, ‘good’ and Simple aspect They had been married since early that year. 1 I a lot of headaches over a decade. I 2was trying / ’d tried doing the journey by train.
‘acing it’ exam answer • Pearson Practice English App containing
The action is viewed as a fact. We use this for routine or We won’t have seen him for a couple of months. over the last couple of months. (get)
• Presentation Tool for the Coursebook and course audio, exam videos and grammar There was a lot of staring out of windows and waiting because
practice activities regular repeated actions, habits and for permanent situations. 2 Karl from home at the
UNIT 1 VOCABULARY FILE

Exam Trainer Continuous signals 3had failed / been failingthe
4 Match or other trainsin4had
adjectives broken with their
the wordlist 7 I know you like playing jokes on me, but throwing eggs
I don’t eat meat. moment. (work)

down / been breaking down. Once we 5were waiting / waited
definitions. at my windows is just .
We use the perfect continuous: 3 Rafaella in Sweden for
For students I usually got the tram to work. for the train to leave when the station announcer said, ‘No trains
1 behaving in an unfair or dishonest way 8 What a brilliant name for your company. It just
to talk about a recent activity when the effects of that activity six months next year because of her job.
They will live in a side street off the Ramblas.
can still beWORDLIST
• Coursebook and Interactive eBook*,

seen in the present or past.
at all 6will be running / have run for the next four hours!’ Fury and is really memorable.
(live) 2 deserving or able to be believed or trusted
Digital Resources and App all round! But now, for at least the forseeable future, I 7work /
Continuous aspect A: Why are you crying? B: I’ve been chopping onions. 4 My neighbours cut down two tall 3 worried or nervous about something you are going
• Exam Trainer and Interactive eBook*, Phrasal verbs Nouns Adjectives + prepositions
trees lastFixed phrasespeople
month because am working from home. I 8to think
do
/ am thinking that being alone, Pronunciation
Digital Resources and App The action is continuous. We use the present continuous to emphasise the length or repetition of an action.
associated with bravado incapable of a step toothat
far they were without distractions, 9has benefitted / benefitted me considerably
• Coursebook Interactive eBook*, Digital Resources when we use dynamic (action) verbs to talk about: I’ve been trying to get through to Max all morning, but he 4 made to be used for only a short time when nothing 7 1.2VF Match the word stress patterns to the words
back down camouflage regardless of dangerous. (alwaysconsidered
all things complain) over the last few weeks. I am moreis productive
better available and I feel that (o = weak, 0 = strong). Then listen and check.
and App actions happening at a particular moment. doesn’t have his phone switched on.
catch on fingerprint suited to They
5 at the forefrontthe results of friends and family respect5 the
frightening I 10ahave
fact that in / ammakes
way that having
you less confident
• Exam Trainer Interactive eBook*, Digital Resources A: Where’s Terry? In January he’ll have been working there for six years.
and App come out with leap the surveybeby the endtoofthink
inclined next week. certain hours in the day when I am ‘at work’ so to speak, and 0o o0o 0oo oo0o o0oo ooo0o
B: She’s in the kitchen – she’s making a cup of tea. Verb + noun collocations 6 tending to disagree with what other people tell you
WRITING FILE
I’d been working on the essay for over two weeks. (publish) they 11don’t always ask / aren’t always asking me out. By the Part 2 Informal email or letter OVER TO
WRITING FILE
* available with and without key devote (yourself) to outlet capture the public’s
When Sam called, I was eating. boost your determination 7 giving someone more control over their own life 0 ambition o0o 5 traveller
to suggest the short-term nature of an activity. 6 I attention the strangest end of this week I 12’ll haveorbeen working / ’ll work from
fall for (nonsense) practical joke situation
changing/developing situations. I’ve been working in advertising for the past ten years but dismiss a theory messagecomefrom Karen about her plans for 1 suited 6 tension Now write you
Inma was improving her English.
follow through on
now feel it’s time for a change.
primate to blows
exceed (your) expectations the summer. (just have)
about home for two months and I’m guessing I13’ll have got through /
8 likely to make someone believe something that is
2 incapable 7 determination
EXAMPLE QUESTION Make sure tha
move on (with) ridge get cold feet ’m getting through 20 percentnot truemore work by then than I used
Lynda Edwards & Jacky Newbrook temporary situations. to suggest that
payansomeone
action is not
backcomplete.
for segment
play a joke on 7 Where
get stuck for words
of travelling to
to get through in the office. So, I 14’m not returning / won’t be Part 13Essay
regardless 8 theory EXAM HELP Unit 3 pp34–35 required in the
pearsonenglish.com/formula next? (you / think)
I’d been trying pose a threat to 5 Complete the text with verb + noun collocations from expectation help to check
putto(yourself)
teach myself to play
for the piano but I’m still
He will be working as a cleaner until he can find a better job. get stung by returning to the daily commute any time soon! 4 • Reword others’ opinions if used as support. Read part of an email from a friend who is planning to visit your country.
forward stigma
annoying or surprising habits with always.
pretty terrible.
put forward (someone’s) take
realise an ambition 8 I
in retrospect
revising but I still the wordlist. EXAMPLE
8
QUESTION
1.3VF Listen again and repeat the words, using the • Add reasons to support your opinions and
release tension went out with my friends. (not finish)
I’m always forgetting to charge my mobile. We tend to prefer
read uptheon
perfect simple for talking
on about more
(something) in the same breath Unit 1 pp12–13, Unitstress.
correct word 6 pp66–67
Then write one more word or phrase examples to justify your arguments. Of course, I’d really like to see as much as I can but with so little time (only USEFUL LA
seasoned traveller 2 Five of these
permanent situations.
spring up
sentences contain errors.
let alone Pronunciation I’m not a particularly 1 , but I have from the word list which has the same word stress as the • Use linking expressions to connect ideas a week) I wonder if that’s feasible. Do you have any suggestions on where
She’s lived in Rome since she was a child. Adjectives
C1_TBK_CVR.indd All Pages 15/12/2020 11:34
present plans and arrangements for the future. Find the errors and correct them. been on a few holidays abroad with family and friends.You have listened to a radio discussion on how to get communities more
patterns below.
Are you doing anything next weekend? take (someone) in apprehensive
out of your comfort zone
4 Mark the three main stresses in each
Holidays the perfect opportunity to relax, unwindinvolved in environmental issues. You have made the notes below:
aresentence. within and across paragraphs. to go and what to do in your country? Beginning
We prefer to throw
use the perfect continuous
(yourself) into for more temporary 1 I’m lovingplay
living
onin London at the
ignorance 1 0o 4 oo0o
PERFECT ASPECT credible moment.rollIt’s off
great. 1 andsince I last saw you?that’s built up over months of
What have you been doing
2 • Try and make your conclusion persuasive. Thanks so m
situations. the tongue work or study. I’m not what you might call adventurous,Ideas 2foro0o 5 o0oo
making communities more Reply to the email offering your friend some advice.
The notes for each lesson provide:

daunting They’re having three 2 How have you been feeling over the last few days? It was really
Simple She’d been living out of suitcase for months, so she was 2 onchildren: Hanna,
glad to get home. empowering
while I’m
Charlie and Aurora.
the subject
3
and I tend to choose organised package holidays
Where had you been working before coming here?
3 0oo
aware of environmental issues
6 ooo0o Read the task carefully. OVER TO YOU Write your email in 220–260 words. Sorry not to
The action happened at some unknown time between then, that don’t
3
to my confidence – Be careful to include
makeshift 3 She denies having had anything to do Now write your own answer to the task.
the past, and now, the present time of speaking; a point STATIVE AND DYNAMIC VERBS 4 How will you be commuting whensolo
travelling the job hours
would change?
be my worst nightmare! So, it • easy recycling system for so long/s
the correct number of
before a time in the past; the present and a point of time in
misleading
There are two categories for verbs in English: stative verbs
with the robbery.
5 may come
What’s been the most important as ayou’ve
thing bit of learnt
a surprise to you that I recently
today? VOCABULARY BOOST
• ‘clean-up’ groups
Include everything required in the task and EXAMPLE ANSWER really busy l
sceptical 4 This soup tastes a bit strange. points from the notes.
the future. and dynamic verbs. 6 How much will you have earned by the endof
4
ofmine without dragging anyone
the year? use the Exam help to check your work. Begin by telling I thought I’d
I have eaten a lot today.
unscrupulous
Dynamic verbs can be used in simple and continuous
5 He’s not understanding anything about else along to accompany me. It involved joining • leafl
9etsComplete the verbs with these prepositions. Which Hi Sam, your friend why
• a Unit overview which summarises the content in each

technology. 5 1.1GF Listen and check. Then
a tour listencamp
to base again on
andMount
repeatEverest. I actually write to let y
I overslept because I had forgotten to set my alarm. aspects. Stative verbs cannot normally be used in the verbs + prepositions are separable?
the sentences. Some opinions expressed in the discussion: USEFUL LANGUAGE I thought I’d better reply as quickly as possible since I you’ve decided
continuous.PRACTICE my own and not
5
We’ll have finished eating by the time you get here.
6 I have a break at the moment in the
to write. Ending th
garden, so I’ll get back to you a bit later. only managed to make the journey without too much at from on‘The
to recycling system is so complicated at the see you’re actually leaving next Monday. I’m so excited.
Some verbs1have both stative
Complete the and dynamic
sentences withmeanings.
the 2 Replace the phrases in bold with the correct form of these phrasal verbs. 6 Make questions from theofprompts. Put the verbs in the correct forms. I think that’s
We only use them in continuous formsfrom
withthe
their dynamic 7 We were thinking about whether to visit a struggle, but I made some great friends, too. moment. If the council could make it easier to Introduction I can’t wait to see you.
to talk about states, single or repeated actions over a long correct form of verbs wordlist. 1 It’s /really
What you / work on / when the computer
6 / crash? my to 1 Residents of the town objected the Expand upon moment. Do
meaning, but not with their stative meaning. you while in London, but decided there
back down devote (yourself) to follow through on
follow, …’ Many people today think …
plans for a new motorway nearby.
period of time up to the present (often with ever / never, 1 Suzie is with her life
I was feeling a bit rundown. (dynamic; feel = experience
wasn’t enough time. 2 do some
How long / plane fly / before other
/ they interesting
serve / dinner?trips in the future, too. You’re right that in such a short time it won’t be the task input. know what y
often / always). now, after being off sick for a while.
put forward spring up take (someone) in throw (yourself) into 2 I’m sorry but I’ve‘Ino
think
ideadistributing advice leaflets
what you’re hinting to people’s Nowadays there is a problem with …
a feeling or emotion) 8 I’ll believe it when I am seeing it! 3 How much / report / you complete / by the time / you leave /
homes is theyou
. Why don’t best
just system.’
tell me straight
possible to see everything. What I would do is to explore Can’t wait to
I’ve always dreamt of visiting New York
unit
2 I totally for this 1 I’ve really put a lot of effort and energy into my new job – I love it. later today? It could be said that … Divide your
It was only the second time I had travelled by plane.
ridiculous story my classmate told me 6 Complete the sentences with the correct form of useful what it is you want?
‘Surely, we need something active to appeal one area in depth. I have to say that Victoria, where I week in Cam
(stative; feel = have an opinion) 2 The team have given a lot of time and attention to the project and 4 How / you / commute / when / train strike / happen / next week? letter into
and felt really silly! phrases from the wordlist. 3 Junior politicians should abstain Presenting an argument live, would be an excellent choice. Don’t forget
He will have missed at least ten of the classes this term. we’ve made great progress. 5 How long / you / not sleep / well? to young people like small groups in schools paragraphs,
to talk about recent single actions with a present or past 3 Zeke suggested the idea of holding a talent contest and everyone 6 How many people / you / discuss / the problem with / last week / and colleges.’ For this reason, … Although … You could start by spending a couple of days in each of which Give my lov
result (often with just, already, yet). thought it would be a success. before / you / get a result? should cover
4 Who put salt in my coffee?! I’ll 2 Extreme sports are totally ! I’d much for our daughter, so that she can get a loan to set up her As a result, … While … Melbourne and then rent a car and head for the Great Apologisi
I’ve already started making spaghetti for dinner, so I don’t 4 New restaurants are appearing all over the town now it’s becoming 7 Why / he / always complain / about the food in our canteen? Write an essay for your tutor discussing two of the ideas from your notes.
business. a different
rather do something safer indoors. Ocean Road. It’s a really spectacular road that follows
• a list of extra Formula Digital resources

want to go out.
you
more prosperous. It / usually be / fantastic. This is due to … Many people feel … I’m really/te
for that when I find out! 3 I just do not know what to say! I’m completely 5 Iexplain
You should which idea would meeting
pride myself be more effective in making
work element from
I’d just got back from Australia so I was tired. 5 It’s OK making promises but you need to carry them out. communities more aware
deadlines, of environmental
no matter how challenging itissues, giving reasons to
is to do so. On the other hand, … According to … the coastline and stretches for over 250 kilometres. If what happe
5 I don’t think the technology ! the task input.
6 Jenny never admits to being wrong in an argument. It’s really frustrating. support your
6 The opinion.
council have imposed a ban In contrast, … I were you, I’d plan to spend a couple of days driving
98 on until it’s more 4 That taxi driver charged me an absolute fortune.99 I’ve Inviting
affordable. 7 I was completely deceived by the guy’s story and gave him my last really by him. people
You may make useriding
of thebicycles through
opinions the park. in the discussion, but you
expressed along, stopping for the night in Lorne or Apollo Bay.
6 Our brand is with few coins. I’ve noown
7 your idea words
how Nicola inferred all that
Conclusion How about m
5 My flatmate and I who should clean should use as far as possible. You asked about things to do and I have to say it’s hard
Formula CB C1 WKey 20267_4p.indb 98-99 luxury. the dishes yesterday. We’ve made up now, though.
13/10/2020 16:40 what I said. She’s got the wrong end I am in favour of … On the whole, … coffee some
3 1.1VF Listen and decide what noun from the wordlist is being Write 220–260 words.
to know where to begin. While you’re in Melbourne, I’d
• a dyslexia focus which highlights tasks which dyslexic

7 Daniel with this really of the stick. Why don’t w
described by each person. 6 , I should have studied tourism It seems to me that … Overall, …
funny joke the other day – we couldn’t instead of history at university. It would’ve helped me 8 What are you peering through the definitely try to visit the National Gallery of Victoria
stop laughing. 1 4 7
get a job as a holiday rep more easily.
EXAMPLE ANSWER
window? The neighbours will think you’re spying Close your
I was wonde
2 5 8 on them! and the South Bank complex which is nearby. There are get togethe
8 Sam’s thinking about email or letter
himself for president 3 6 Everyone is very concerned about the environment nowadays, but not everyone Use your introduction to some great bars and restaurants there. On your drive
by mentioning Respondi
114 of the chess club.
considers the environment on a daily basis. In fact, sometimes
115 it is quite the opposite, so explain what the essay will along the Ocean Road you’ll see all the famous surf the next time Thanks very
we need to look at how we can get everyone actively involved with environmental issues. discuss in general terms. beaches but it’s also a great area for walking. There are you will see or your party. W

hundreds of tracks through the tropical rain forest. speak to the to it.
I think we can try and make it easier for people to contribute to helping improve their
13/10/2020 16:40
Remember to use
I think you’d really enjoy that, too. person you are
environment. Firstly, I believe it would be a good idea to create very straightforward topic sentences at the writing to. Making a
leaflets with some clear and simple advice that everyone can follow. These could be beginning of each Well, I’d better stop now. Give me a call as soon as you
I was wonde
dropped directly into people’s homes. In this way, local residents will definitely see them paragraph. get in and we’ll meet up somewhere. I might even join anywhere in
Use an
and may even, for example, keep the leaflet in their kitchen as a checklist to follow. you on the Ocean Road trip. appropriate If you’ve got
making suitable adjustments

When you are explaining All the best, informal think you co
why your chosen idea phrase for music festiva
closing your
members could also train to become mentors who go into schools and make students remember not to repeat email or letter. Referring
aware of how they can help. the same points you made letter
about this idea in earlier EXAM HELP
• a warmer task to focus students’ attention and get them

Overall, I would suggest that having clean-up groups may be the most effective route You said in y
paragraphs. • Use appropriate informal conventions to start/end your email/letter. thinking of a
to involving people more widely in environmental issues because it is is very active and
• Group ideas into paragraphs and link them with informal connectors. You know th
so likely to encourage young people’s involvement. And these people will be the next • Use language that is appropriate for the person you’re writing to. applied for?
130
ready for the lesson ahead, and a cooler task to round Formula CB C1 WKey 20267_4p.indb 130-131
off the lesson

• detailed teacher’s notes for each exercise as well as Example teaching scenario
• alternative approaches to some exercises Depending on the number of classes within the
• flexible follow up to extend the previous activity 50-hour course, you could provide single skill or
multiple skill lessons. For example, you may have
For the fastest path, use the basic notes; to extend the around 60 × 45—60-minute classes.
lessons, use the activities in the tinted boxes.
A 60-minute class may consist of the following: Unit
opener and Reading and Use of English — Part 5
Multiple-choice. A lesson of this type would enable a
brief introduction to each part of the exam and some
input and practice.
18
www.frenglish.ru
UNIT OPENER (15 mins)

Use the Coursebook Presentation tool for each page.
Use the Coursebook teacher’s notes found in the Presentation

tool for Warmers and alternative ways to approach the material.
1 | ONE
VOCABULARY: Phrasal verbs 6 Complete the text about creativity in space with the
That’s one small step for man,
1 Why do you think this line from the first Moon landing is so
famous? What do you know about the first Moon landing?
planet and making the way we live more sustainable,
some scientists say it’s inevitable that one day far in the Or, books closed. Use activity 1 as the warmer.
Moon landing? to thinking about actual life in space. How would things
3 How has space travel affected life on Earth since the first
Moon landing? The Space Exploration Initiative 3
4 1.2 Listen to the rest of the news report. How many
of your ideas from Ex 3 does the reporter mention?
What else does she mention?
cope with the challenges. So far, the programme has
recruited people who work in fields not traditionally
4
space, including lab scientists, chefs
Students carry out activities 2—7.
and artists. One designer who’s already taken part
5 1.3 Complete the phrasal verbs from the recordings was fascinated by how weightlessness affects not only
with the correct preposition. Then listen again and check. the art itself but the artist, too. While creating a 3D
‘drawing’ in the air using a hot glue gun, she realised
forward into on (x2) to up with (x2)
that creative people will always find a way to express
Use the teacher’s notes to go through each activity.

themselves, and will 5 the invention of
1 come out
new materials and techniques.
2 associate
New cultures and ways of doing things would
3 move undoubtedly start 6 if we lived in a
4 throw yourself weightless environment. Things like ‘Space Art’ perhaps!
5 devote yourself
6 catch 7 Work in pairs. If you could be the first person to do
7 put something, what would it be?
8 spring
M01 Formula CB C1 WKey 20267_4p.indd 5 09/12/2020 12:28
READING AND USE OF ENGLISH — Part 5 Multiple-choice (45 mins)

1 READING AND USE OF ENGLISH – Part 5 Multiple choice
READING AND USE OF ENGLISH – Part 5 Multiple choice EXAM FILE p11
ABOUT THE TASK

NUMBER OF
QUESTIONS
6 (with 4 options to
choose from)
Use the Coursebook Presentation tool for 1 Complete the travel survey. Then discuss your answers.
WHEN PLANNING YOUR HOLIDAY, HOW IMPORTANT IS

EXAM BOOST p10

• You will read a long text which is followed by six multiple-choice questions.
each page.
the weather of the it to consider the
• Each question has four options to choose from. TASK destination? environment? 5 You are going to read an article about a solo traveller.
One long text having the opportunity the choice of travel Why did the writer end up travelling solo and how did
• The questions come in the same order as the information in the text. to relax? company?
SCORING the trip go?
• Some questions focus on a sentence or phrase in the text.
•
•
Other questions ask about a longer section of text.
It is always clear which part of the text the question refers to. You should not bring
2 marks per
question 2 1.4 Listen to one person’s response to one of the
questions in the survey and answer the questions below.
EXAM TASK
information from other parts of the text into your answers.
1 Which different types of holiday does the speaker mention? 6 Read the article again. For questions 1–6, choose
EXAM REFERENCE
2 What reasons does she give for going on different the answer (A, B, C or D) which you think fits best
holidays with different people? according to the text.
Students read through the Exam reference

In this part of the exam, the multiple-choice questions focus on different aspects of reading. They may ask about: 3 Do you agree with her final comment? 1 How did the writer feel about her friends’ decision
• the writer’s attitude or opinion, or the writer’s message • the writer’s purpose in part or all of the text. 3 Read a comment on a travel site. Why was the trip a disaster? A reluctant to go without her friends
or purpose in writing.
• something that is implied in the text rather than stated. B annoyed by their change in attitude
• your detailed understanding of one part of the text.
• Weeks of planning and anticipation and then what happens?
in the Exam file before starting this part of

some features of text organisation, such as reference C dismissive of their concerns about the proposed
The dream road trip with a college friend proves to be a step
• the writer’s use of a particular expression or phrase, or comparison.
too far for friendship and ends up with the two of us travelling
holiday
or its meaning in context. D appreciative of their honesty
in utter silence. It wasn’t as though we didn’t know each other
well, but he certainly showed a different side of his character
How do you do it?
the lesson. This will give them information

travel alone?
on the trip. He disagreed with every suggestion I made. If I
bought croissants for a makeshift breakfast after a night in the A a certainty that she had the courage to face the
BEFORE THE TASK
tent, he’d go out to a pricey café. We didn’t quite come to challenge
• Read the context sentence, as this tells you what type of text it is and what it’s about.
blows but it was close – and I couldn’t wait for him to drop me B a fear of missing out on a great opportunity
about the specific exam part as well as which

off at home. I really wished I’d gone on my own! C a desire to prove her friends wrong
• Read the questions to identify what you’re looking for. Underline key words. Find the paragraphs in the text that D a previous experience of a similar holiday
each question refers to. 3 The writer views the online advice given as
• Read the paragraphs you have identified again to see if you can find the answer before necessarily looking at the options. EXAM FOCUS A useful information when considering solo travelling.
particular strategies and skills are important.

B necessary advice for members of a group tour.
DURING THE TASK Understanding inference and implication C particularly valuable for people visiting China.
• Read the options for each question and underline key words. A writer will often not say things directly in a text but will make D optional reading for the inexperienced traveller.
• Read each relevant paragraph again and choose the option that is closest to answering the question. implications. We might need to use synonyms, paraphrasing,
Remember that you may not see the same words in the text and the options, as they may be paraphrased. exemplification and logic to interpret underlying meaning.
• Check that the other options are definitely wrong. Text: The kitchen hygiene was quite disgusting and would never B had regrets about her decision to go on this trip.
• If a question asks about the meaning of a particular vocabulary item or a reference, make sure that you read have passed any type of inspection.
C was concerned about some of the other passengers.
the sentences before and after it carefully, as these will help you find the answer. Implication: Customers risked getting ill after eating there. D caught the wrong connection at one airport.
• If you’re not sure of an answer, leave it and move on – you can go back to it later. If you are still not sure, Text: Unfortunately, I disregarded the negative customer 5 The writer uses the example of being ‘stung by taxis’ to
identify the options that are definitely wrong and choose from the others the one that seems most likely. comments; I assumed the writers had it in for the hotel. A warn people against travelling solo in certain
Implication: It was my own fault that we’d chosen a hotel that had
Students carry out activities 1—4 in the main

AFTER THE TASK countries.
a lot wrong with it. B describe an unavoidable occurrence when
• Check your answers quickly to make sure you are happy with them.
travelling.
• Make sure you have answered all the questions, even if you are not sure of the answers.
C show how she has profited from experience.
4 Read the Exam focus. Choose which statements A–G are
unit including reading the Exam focus box.

D indicate why people should speak other languages.
Are you exam-ready? implied in the comment in Ex 3.
6 What point is the writer making in the final
A The writer had doubts about travelling with their friend paragraphs?
Did you …
before the trip. A Solo travellers need to be aware of their
… read the first whole text to get a general understanding? .......................................................................................
B An experience like this tests the strength of a relationship. vulnerability.
… read the questions and identify the paragraph where each answer will be? ........................................................ B Travelling solo is more rewarding than in organised
C The trip was decided at the last minute.
… underline key words in the questions to help you find the correct information? ................................................. groups.
D The travellers had different opinions and didn’t compromise.
… read the relevant paragraph carefully to find the information you need? ............................................................. C More unusual travel experiences are the most
E The writer thought their friend’s attitude was unreasonable. exciting.
… choose the option that is closest to the meaning? ...................................................................................................
F The travellers used camp sites rather than hotels. D Attitudes to solo travellers have changed for
… answer all the questions, even if you are unsure of the answers? ..........................................................................
Use the teacher’s notes to give you some 6
READING AND USE OF ENGLISH – Part 5 Multiple choice

INS Formula EF B2 20267 Booklet_4p.indd 11 09/12/2020 12:45
ideas on how to check their understanding.

SECTION B
EXAM BOOST
Understanding purpose and attitude
SECTION A You may need to answer questions relating to the writer’s intention;
how they want the reader to be affected by a piece of writing,
Understanding inference and
implication
If time, go to the fold-out Exam file and
or a paragraph or extract. You will often need to read beyond one
or two sentences to decide what this is.
The multiple-choice questions and
options usually target implied but not 2
complete Exam boost Section A on page 10
Choose from the writer’s intentions, 1–6, regarding extracts A and B.
stated meaning in the text.
1
The writer wants to
in class; alternatively, students can complete
reassure people about the efforts to eliminate phone scamming.
1 Read the paragraph and answer the
questions. Find clues in the text for
your answers.
2
3
this section at home.
familiarise people with how to detect phone scammers.
correct an assumption related to phone scamming.
A 4 look at phone scamming from a humorous angle.
The following morning the 5 warn people about falling for phone scams.
ground was damp underfoot
6 explain why some people are more likely to be targeted than others.
and Joe needed to wear boots
to collect water from the stream. A
The clouds were hurtling across
the sky and he nearly got hit scammers as they have less experience of dealing with the tricks
Students can now complete the Exam task
It is often thought that elderly people are the main targets for phone
by a broken branch as he
stumbled in his hand-me-down
that are used by these criminals, unaware of the number and
type of scams being perpetrated these days. This is, however, a in the main unit, using the guidance they
generalisation and a misconception. Many older people, quite the
boots that were too big for him
along the track back up to the opposite, are extremely unwilling to interact with unknown callershave found in the fold-out Exam file and
tent, clutching his thin jacket and distrust anyone purporting to be a random computer engineer
to his chest with one hand and
swinging the bucket of water in
or bank official. Exam focus to help them.
the other. He hoped the weather B
forecast of torrential rain later Hannah looked across at Josh as his fingers flew over the
that morning would prove to keyboard. ‘You appear to be inspired.’
be wrong, as his parents had ‘Yes,’ Josh muttered, not wanting his flow to be interrupted. ‘It’s the
promised him a trip to the local article on scamming. I just want to get the right balance between
fairground and the attraction of informing and panicking. No point in scaring people half to death,
riding the big wheel had kept is there? And I don’t want to come across as critical of how some
him awake through much of the people believe anything they’re told.’
noisy night.
‘Even though that’s what it comes down to, isn’t it – gullibility?’
The phone started to ring, and Hannah answered it. ‘Hannah
1 What is implied about Barnes speaking.’ She frowned and passed it to Josh. ‘I don’t
a the weather when Joe went to believe it!’ she whispered. ‘Apparently there’s a problem with our
the stream? internet connection. The guy wants to talk you through …’
Josh disconnected the phone and smiled. ‘What were you saying
b the weather the previous night?
about gullibility?’
2 What can we infer about the

financial status of Joe’s family?
19
3 What is implied about Joe’s age
and interests?
www.frenglish.ru
Students can complete ‘Speaking or writing’ Speaking or writing
activity 7 and do activity 8 for homework 7 Discuss the questions.

to solo travelling changed?
8 Write the itinerary for a solo travel experience of seven
•
days to your country or area. Give:
reasons for your choice of accommodation, visits,
along with the Exam boost activity. 2 What would you say are the main advantages and
disadvantages of doing other things alone? •
transport, etc.
advice about what to avoid.
GO ON. GO SOLO.
I had ventured out of my comfort zone
and survived.
With that confidence I never looked back.
It was bravado at first, born of a desire to lacking the confidence to organise the It was empowering to realise that I was
put my friends’ backs up. In retrospect, whole trip myself. I booked on a group tour no longer dependent on the availability or
I don’t believe there was any real intention for solos, relying on the travel company to preferences of friends, and I became ever
of following through on my decision, organise accommodation, meals, guides more adventurous. Inevitably there have
but there again, perhaps it was my and any transfers necessary. All I had to been the mistakes; getting stung by taxi
subconscious talking when I announced do was get myself to the starting point drivers when I didn’t know the language
that I would do the trip solo. I was feeling of the trip and dutifully read up on all the well; having to ditch half my clothes
let down. A lot of time and energy had gone advice about preparation. Like, wearing because I couldn’t carry my backpack and
into discussing how best to profit from our in new walking boots beforehand and not more … But I’ve learnt from them. About
hard-earned holiday, and I’d thought it was packing them in hold baggage, in case it staying safe, about reading people and
settled. The three of us had been back and all got lost; everything being replaceable knowing who to trust. And knowing that
forth over the destination, the timing, and apart from those boots! The website I found the only person you can totally rely on is
of course the cost, and all that remained was littered with similarly useful little tips yourself. There isn’t always someone there
was to make the booking. At which point that a potential adventurous solo traveller to lift your luggage! And yes, there might be
my two travelling companions got cold might hoard away for future reference. a few lonely times and no one there to relive
feet. Walking the Great Wall of China had My excitement grew. the memories with you on your return.
sounded a fun challenge while it was still And then, at the airport, reality hit, and the But pitch all this against the freedom and
they backed down and opted instead for a long-haul before or experienced that panic I am now a seasoned solo traveller.
beach package on a Greek island. I couldn’t of possibly missing a connection. Struggling The stigma that used to be attached to people
believe it. My reaction was a grumpy ‘Well, to find the right queue in a heaving, noisy travelling alone has gone. We are no longer
I’ll go on my own!’ And I did. sea of passengers was daunting, and seen as people with no friends, or easy
I can’t say that I didn’t have second thoughts. the second, third and fourth thoughts targets for the unscrupulous. And although
Yes, I was apprehensive and the ‘what-ifs’ were coming thick and fast. Even when the more adventurous might choose to
crowded in the more I thought about it. successfully boarded on the final leg of the organise their own trips in far-flung places,
However, my friends’ conviction that I would journey, the apprehension didn’t subside. there are many other options out there;
back down and a weird sense of elation I scanned the other passengers, wondering travel operators are addressing this growing
combined to boost my determination to see who might be in my group. Would we get trend and offer a wide range of holidays for
it through. And determined I was, although along? Was I going to regret the whole the individual traveller, from group camping
thing? The happy truth is that I had the tours in the Arctic to group luxury sunshine
time of my life. Walking the Great Wall was breaks in the Caribbean.
from that trip with promises to keep in opened my eyes to learning more
touch with a host of lovely, interesting about the world, but also to
people. I savoured my achievement. learning more about myself and
I hope that some of you reading
this might be encouraged to do
the same.
p24
EXAM TRAINER p25 Ex 1
7
Before class Need something extra or a C1

ADVANCED Vocabulary
Video: About C1 change of pace 1A Phrasal verbs on the spot

Student A
Advanced: Overview, A photocopiable activity from

1 Italy is associated many types of food, such as pasta, pizza and ice cream.
2 Everyone in the group had to put some ideas for how to solve the problem.
3 In her later years, she devoted herself writing her autobiography.
4 This new type of wearable technology will never catch !
About C1 Advanced: the Digital resources. 5
6
Now that it’s early spring, flowers have begun to spring
my garden!
When she got a promotion, she really threw herself
sometimes worked 14 hours a day!
everywhere in
her work — she
Reading,
1
About C1
READING AND USE OF ENGLISH – Part 5 Multiple choice 7 It’s the exam tomorrow, so don’t forget to read up phrasal verbs!
8 Don’t forget to pay your brother back the meal; he paid for everything on
EXAM FILE p11 his credit card!
9 My father is so stubborn! Even when he knows he’s wrong, he never backs !
Advanced: Reading and

10 The man was totally taken by the scam and lost a lot of money as a result.
1 Complete the travel survey. Then discuss your answers.
EXAM BOOST p10 11 My little sister is always coming out such funny words — she’s only four so
she invents most of them!
WHEN PLANNING YOUR HOLIDAY, HOW IMPORTANT IS 12 When I’m playing with my dog, sometimes I pretend to throw the ball but really, I hide it.
Use of English Part 5. Complete Exam file SECTION A on page 10. He falls it every time!
the weather of the it to consider the Student B

destination? 5 environment? You are going to read an article about a solo traveller. 1 Many people associate studying architecture a lot of hard work.
having the opportunity the choice of travel Why did the writer end up travelling solo and how did 2 His boss put him for a promotion thanks to his fantastic work.
to relax? company? 3 He devoted himself his family and spent every possible moment with them.
the trip go?
4 He worked hard on designing his new gadget, but it never really caught .
5 Have you noticed how many new coffee shops have sprung in the town
2 1.4 Listen to one person’s response to one of the
EXAM TASK 6
centre recently?
Whenever I take up a new hobby, I always throw myself it for a few months,
questions in the survey and answer the questions below. but I usually end up losing interest.
7 Before playing Charles Darwin in a play, the actor decided to read up the
1 Which different types of holiday does the speaker mention? 6 Read the article again. For questions 1–6, choose biologist’s life.
8 My friend never pays me back anything when we go out together — I hate it!
2 What reasons does she give for going on different the answer (A, B, C or D) which you think fits best 9 When the boy realised he had made a mistake, he reluctantly backed and
holidays with different people? according to the text. accepted his friend was right.
10 Don’t be taken by his stories — he exaggerates so much!
3 Do you agree with her final comment? 1 How did the writer feel about her friends’ decision 11 I like spending time with her, but she does come out some strange ideas
sometimes!
about their planned holiday? 12 It can be very difficult to avoid falling an internet scam — they can be so
3 Read a comment on a travel site. Why was the trip a disaster? A reluctant to go without her friends convincing!
Less time
B annoyed by their change in attitude
Weeks of planning and anticipation and then what happens? C dismissive of their concerns about the proposed
Quick diagnostic test
Name: _________________________________
The dream road trip with a college friend proves to be a step holiday
Ask students to complete the
too far for friendship and ends up with the two of us travelling
GRAMMAR AND VOCABULARY
Why not try?

Choose the correct option (A, B or C) to complete the sentences.
in utter silence. It wasn’t as though we didn’t know each other 1 We ____ married for 30 years next month. I can’t believe how time flies!
well, but he certainly showed a different side of his character
exam task at home.
A ’ll be B ’ll have been C ’ve been
travel alone?
on the trip. He disagreed with every suggestion I made. If I
The quick placement test
2 The issue of extended shopping hours ____ discussed in government, so we’ve no clear guidance yet.
bought croissants for a makeshift breakfast after a night in the A a certainty that she had the courage to face the
A will have been B has already been C is still being
tent, he’d go out to a pricey café. We didn’t quite come to challenge

B a fear of missing out on a great opportunity
to find out the group’s

3 Have you heard? The stolen masterpiece from the National Gallery ____ in a warehouse in the city.
blows but it was close – and I couldn’t wait for him to drop me
A was found B is to be found C have been found
off at home. I really wished I’d gone on my own! C a desire to prove her friends wrong
D a previous experience of a similar holiday 4 Higher levels of education within a country are often associated ____ financial growth and improved
strengths and areas to

living conditions.
3 The writer views the online advice given as A with B of C to
EXAM FOCUS A useful information when considering solo travelling. 5 You can come on the hike with us, ____ you don’t start complaining about the distance!
improve.
B necessary advice for members of a group tour. A unless B as long as C if only
Understanding inference and implication C particularly valuable for people visiting China. 6 ____ the reporter announced the road closure, did I realise how bad the accident had been.
A writer will often not say things directly in a text but will make D optional reading for the inexperienced traveller. A While B Only when C Not only
implications. We might need to use synonyms, paraphrasing,
4 In paragraph 3 we learn that the writer 7 Bacterial growth in foods often impairs flavour. ____, it can also lead to food poisoning.
exemplification and logic to interpret underlying meaning.
A had an ingrained fear of flying. A Consequently B In contrast C Besides
Text: The kitchen hygiene was quite disgusting and would never B had regrets about her decision to go on this trip. 8 In order to run a successful company, it is essential to ____ track of your income and expenditure.
C was concerned about some of the other passengers. A keep B follow C have
Implication: Customers risked getting ill after eating there. D caught the wrong connection at one airport.
9 The judge asked ____ the witness had not come forward earlier.
Text: Unfortunately, I disregarded the negative customer 5 The writer uses the example of being ‘stung by taxis’ to A whether B why C if
comments; I assumed the writers had it in for the hotel. A warn people against travelling solo in certain 10 The company had to apologise ____ consumers on the safety of their product range.
Implication: It was my own fault that we’d chosen a hotel that had countries. A that they mislead B for misleading C to mislead
a lot wrong with it. B describe an unavoidable occurrence when
11 They were asked to give the name of the perpetrator but they refused ____ it.
travelling. A to do B doing C to doing
C show how she has profited from experience.
4 Read the Exam focus. Choose which statements A–G are D indicate why people should speak other languages.
implied in the comment in Ex 3.
6 What point is the writer making in the final PHOTOCOPIABLE © Pearson Education Limited 2021
A The writer had doubts about travelling with their friend paragraphs?
B
before the trip.
An experience like this tests the strength of a relationship.
A Solo travellers need to be aware of their
vulnerability. Quick homework Fast finishers
Fast finishers activity from
B Travelling solo is more rewarding than in organised
C The trip was decided at the last minute. Fast finishers should try to deduce the meanings of
groups.
D The travellers had different opinions and didn’t compromise. unfamiliar lexical items in paragraphs 1 and 2 from the
C More unusual travel experiences are the most
the Teacher’s Book.

E The writer thought their friend’s attitude was unreasonable. exciting. context. If there is still time, they can check meanings
F The travellers used camp sites rather than hotels. D Attitudes to solo travellers have changed for
in a dictionary.
20
www.frenglish.ru
AROUND 80 HOURS
EXAM FOCUSED WITH LANGUAGE Building block 2 SECTIONS IN CLASS
DEVELOPMENT Around 80 hours Use the main lessons, the additional 1 WRITING – Part 1 Essay
EXAM FILE p19
VOCABULARY FILE pp114–115
WRITING FILE p130
bank of material and Digital

Use the Coursebook in class and the
your ideas.
INTRODUCTION
WRITING – Part 1 Essay resources. 1 MAIN PARAGRAPH 1

Let’s consider constant connectivity. Whether
Exam Trainer for homework 7 Read the Exam focus and choose which would
people work regular or flexible office hours,
constant connectivity means that they are
potentially always available and unable to
• beIntroduce
completely switch off. Work can intrude on free
students to the
1 What do you think is happening in the picture? Which person would time and personal lives. While the ability to get
you be in this situation?
2 1.13 Listen to a teacher explaining a game called Room 101. be important, people also need space to develop
a better EXAM TASK

What does the game involve?
3 Work in pairs. Why might people want to put these things in

a good work–life balance, which in turn makes
workers more productive in the long term.
relevant exam part for the lesson

MAIN PARAGRAPH 2
introduction (A or B) and conclusion (C or D) for the essay. Room 101? Which would you choose?
cold callers computer viruses English grammar

Another concern is the frustration caused by the
daily commute. With increased pressure on both
FORMULA C1 ADVANCED Coursebook andIntroductionsExam Trainer

homework plastic packaging queues rudeness road and public transport systems, delays and

social media winter traffic jams are inevitable. Driving to work risks
encountering hold-ups due to road works or
and referwrite toabout.

the Exam file.
4 Write down three more things people might want to put in. Swap increasingly heavy traffic. And taking trains leaves
with another pair. Choose one item from the list and one of you talk
Note down ideas to include for the different

passengers vulnerable to delays caused by
for a minute saying why it should go in. Your partner should talk for signal failures or weather-related problems.
a minute about why it shouldn't go in.
can be used in different ways depending onA the overall

CONCLUSION
paragraphs. Compare your choice and ideas with your 5 Read the essay task and discuss what you might include in it.
• Integratepartner’s.
A lot of people are not happy with aspects of their Your class has had a discussion about aspects of working life today
Grammar,
EXAM FOCUS

Things that concern many people about
length of your exam preparation course and how connectivitymuch

working life today: Structuring an essay
• constant connectivity Structure your essay clearly so that the target reader
– always being at the end of a phone – You have listened to a radio discussion about factors that • commuting
is taken logically through your ideas. Think about:
Vocabulary, people Writing and Exam

Some opinions expressed in the discussion: Introduction: This should engage the reader and
• hot desking outline or give background to the issues you will
‘You can never get away from work these days.’
and commuting to work, with all the delays there are think are important for a happy life. ‘Sitting in traffic jams is so frustrating.’
be dealing with, but not go into details of what you
class contact time and homework time you have available.

will include in the main paragraphs, or your final
‘Never knowing where you’ll be working is really decision.
off-putting.’

Main paragraphs: These should develop the outline
file reference andforpractice.

in the introduction and deal with separate points,
Write an essay discussing two of the concerns in your notes. including your reasons for an opinion, with examples
What is important a happy life: EXAM FILE

You should explain which concern is the most serious, giving where possible.
but the worst, in my opinion, is constant connectivity. reasons in support of your answer.
If you have a course of around 80—100 hours, youlife might

Conclusion: This should review or summarise the
You may, if you wish, make use of the opinions expressed in the main points you have made, but not repeat the
discussion, but you should use your own words as far as possible. same examples or use the same words. It should be
B Working has changed significantly over the last few • close friends balanced, but still clarify your point of view, giving a
reason for your final decision.
decades. Advanced communications technology has

12
• good level of health and fitness

decide to use the Coursebook main lessons and improvedtheefficiency at work and faster transport systems
• money

have allowed people to move out of cities and towns and Some opinions expressed in the discussion:
additional bank of material (Grammar, Vocabulary, Writing

1 Complete the sentences using the Working freelance
commute to work, giving them a greater choice of where
Irene has lived in Abu Dhabi for just over a year. brackets.
‘Friends are there to support you whenever

Simple aspect They had been married since early that year. 1 I a lot of headaches over a decade. I 2was trying / ’d tried doing the journey by train.
There was a lot of staring out of windows and waiting because
to make their home. But what about the downsides?

and Exam file) in class and use the Exam Trainer page
regular repeated actions, habits and for permanent situations. 2 Karl from home at the
you need
UNIT 1 VOCABULARY them.’
FILE Continuous signals 3had failed / been failingthe
4 Match or other trainsin4had
adjectives broken with their
the wordlist 7 I know you like playing jokes on me, but throwing eggs

I usually got the tram to work. Formula_C1_CBK_EF_CVR.indd 1
for the train to leave when the station announcer said, ‘No trains
23/09/2020 16:16
They will live in a side street off the Ramblas.
can still beWORDLIST
seen in the present or past.
at all 6will be running / have run for the next four hours!’ Fury and is really memorable.
(live) 2 deserving or able to be believed or trusted
‘You feel good in yourself if you’re fit and Continuous aspect A: Why are you crying? B: I’ve been chopping onions.
4 My neighbours cut down two tall 3 worried or nervous about something you are going
Phrasal verbs Nouns Adjectives + prepositions
trees lastFixed phrasespeople am working from home. I 8to think / am thinking that being alone, Pronunciation
Conclusions
The action is continuous. We use the present continuous to emphasise the length or repetition of an action. month because do
references from the Coursebook to consolidate and extend

associated with bravado incapable of a step toothat
far they were without distractions, 9has benefitted / benefitted me considerably
when we use dynamic (action) verbs to talk about: I’ve been trying to get through to Max all morning, but he 4 made to be used for only a short time when nothing 7 1.2VF Match the word stress patterns to the words
healthy.’
back down camouflage regardless of dangerous. (alwaysconsidered
all things complain) over the last few weeks. I am moreis productive
better available and I feel that (o = weak, 0 = strong). Then listen and check.
catch on fingerprint suited to They
5 at the forefrontthe results of friends and family respect5 the
frightening I 10ahave
fact that in / ammakes
way that having you less confident
A: Where’s Terry? In January he’ll have been working there for six years.
come out with leap the surveybeby the endtoofthink
inclined next week. certain hours in the day when I am ‘at work’ so to speak, and 0o o0o 0oo oo0o o0oo ooo0o
WRITING FILE
B: She’s in the kitchen – she’s making a cup of tea. Verb + noun collocations 6 tending to disagree with what other people tell you
I’d been working on the essay for over two weeks.
Part 2 Informal email or letter
WRITING FILE
(publish) they 11don’t always ask / aren’t always asking me out. By the
devote (yourself) to outlet capture the public’s
‘If you haven’t got enough money, you

When Sam called, I was eating. boost your determination 7 giving someone more control over their own life 0 ambition o0o 5 traveller
to suggest the short-term nature of an activity. 6 I attention the strangest
C For me, the more serious concern is the intrusion of

fall for (nonsense) practical joke end of this week I 12’ll haveorbeen working / ’ll work from
situation
dismiss a theory
changing/developing situations. I’ve been working in advertising for the past ten years but
follow through on primate
messagecomefrom Karen about
to blows her plans for
about home for two months and I’m guessing I13’ll have got through /
1 suited 6 tension
EXAMPLE QUESTION
lessons for homework. Here we are providingconstant

an example
now feel it’s time for a change. exceed (your) expectations the summer. (just have) 8 likely to make someone believe something that is
Inma was improving her English. 2 incapable 7 determination
move on (with) ridge get cold feet ’m getting through 20 percentnot truemore work by then than I used
Part 13Essay EXAM HELP Unit 3 pp34–35
worry all the time.’

to suggest that play a joke on 7 Where of travelling to regardless 8 theory
payansomeone
action is not
backcomplete.
connectivity on people’s work–life balance.

temporary situations. for segment get stuck for words to get through in the office. So, I 14’m not returning / won’t be
pose a threat to next? (you / think) 5 Complete the text with verb + noun collocations from • Reword others’ opinions if used as support. Read part of an email from a friend who is planning to visit your country.
He will be working as a cleaner until he can find a better job. I’d been trying
putto(yourself)
teach myself to play
for the piano but I’m still get stung by returning to the daily commute any time soon! 4 expectation
pretty terrible.
forward stigma
realise an ambition 8 I
in retrospect
revising but I still the wordlist. EXAMPLE QUESTION • Add reasons to support your opinions and
put forward (someone’s) take
Unit 18pp12–13,
annoying or surprising habits with always. went out with my friends. (not finish) 1.3VF Listen again and repeat the words, using the
We tend to prefer theon
perfect simple for talking
on about more release tension Unit 6 pp66–67 examples to justify your arguments. Of course, I’d really like to see as much as I can but with so little time (only
Whereas commuting can be seriously frustrating, systems

I’m always forgetting to charge my mobile. read up (something) in the same breath correct word stress. Then write one more word or phrase
seasoned traveller 2 Five of these
permanent situations.
spring up
sentences contain errors.
let alone Pronunciation I’m not a particularly 1 , but I have from theto
You have listened word list which
a radio has the same
discussion wordto
on how stress
getascommunities
the more • Use linking expressions to connect ideas a week) I wonder if that’s feasible. Do you have any suggestions on where
She’s lived in Rome since she was a child. Adjectives
for around 80 hours.

present plans and arrangements for the future. Find the errors and correct them. been on a few holidays abroad with family and friends.
out of your comfort zone patterns below. within and across paragraphs. to go and what to do in your country?
the perfect opportunity to relax, unwindinvolved in environmental issues. You have made the notes below:
Are you doing anything next weekend? take (someone) in 4 Mark the three main stresses in each
apprehensive Holidays aresentence.
Write an essay discussing two of the factors in your notes.

We prefer to throw
use the perfect continuous for more temporary 1 I’m lovingplay
living
onin London at the • Try and make your conclusion persuasive.
can be improved with investment, and journey times

(yourself) into ignorance 1 0o 4 oo0o
PERFECT ASPECT credible moment.rollIt’s off
great. 1 What have you been doingandsince
2
I last saw you?that’s built up over months of
situations.
daunting
the tongue work or study. I’m not what you might call adventurous,Ideas 2foro0o making communities 5 more
o0oo Reply to the email offering your friend some advice.
Simple She’d been living out of suitcase for months, so she was
glad to get home. empowering
2 They’re having three
while I’m
Charlie and Aurora.
onchildren: Hanna,
the subject 2 How have you been feeling over the last few days?
and I tend to choose organised package holidays aware3 of0ooenvironmental issues 6 ooo0o Read the task carefully. OVER TO YOU Write your email in 220–260 words.
You should explain which factor is the most important,

3 Where had you been working before coming here? Be careful to include
can be staggered to spread the congestion. Constant

The action happened at some unknown time between then, that don’t
3
to my confidence –
makeshift 3 She denies having had anything to do 4 How will you be commuting whensolo
the job hours change? • easy recycling system Now write your own answer to the task.
STATIVE AND DYNAMIC VERBS travelling would be my worst nightmare! So, it the correct number of
the past, and now, the present time of speaking; a point
misleading with the robbery.
5 may come
What’s been the most important as ayou’ve
thing bit of learnt
a surprise to you that I recently
today? • ‘clean-up’ groups BOOST
VOCABULARY
before a time in the past; the present and a point of time in There are two categories for verbs in English: stative verbs points from the notes.
sceptical 4 This soup tastes a bit strange. use the Exam help to check your work. Begin by telling
How much will you have earned by the endof
ofmine without dragging anyone
giving reasons in support of your answer.

4
the future. and dynamic verbs. 6 the year?
connectivity, on the other hand, seems to have become unscrupulous 5 He’s not understanding anything about else along to accompany me. It involved joining • leaflets Hi Sam, your friend why
I have eaten a lot today. Dynamic verbs can be used in simple and continuous 9 Complete the verbs with these prepositions. Which
technology. 5 1.1GF Listen and check. Then
a tour listencamp
to base again on
andMount
repeatEverest. I actually
Some
verbs + prepositions areopinions expressed
separable? in the discussion: you’ve decided
I overslept because I had forgotten to set my alarm. aspects. Stative verbs cannot normally be used in the
the sentences. USEFUL LANGUAGE I thought I’d better reply as quickly as possible since I
continuous.PRACTICE my own and not
5
6 I have a break at the moment in the to write.
We’ll have finished eating by the time you get here. ‘The recycling system is so complicated at the see you’re actually leaving next Monday. I’m so excited.
widely accepted as part and parcel of the working day
Building block 1 COMPONENTS
garden, so I’ll get back to you a bit later. only managed to make the journey without too much at from on to
You may, if you wish, make use of the opinions expressed

Some verbs1have both stative
Complete the and dynamic
sentences withmeanings.
the 2 Replace the phrases in bold with the correct form of these phrasal verbs. 6 Make questions from theofprompts. Put the verbs in the correct forms.
a struggle, but I made some great friends, too. moment. If the council could make it easier to Introduction
We only use them in continuous formsfrom
withthe
their dynamic 7 We were thinking about whether to visit I can’t wait to see you. Expand upon
to talk about states, single or repeated actions over a long correct form of verbs wordlist. 1 It’s /really
What you / work on / when the computer
6 / crash? my to 1 Residents of thefollow, …’
town objected the
meaning, but not with their stative meaning. you while in London, but decided there Many people today think …
period of time up to the present (often with ever / never, back down devote (yourself) to follow through on do some other interesting
/ dinner?trips in the future, too. plans for a new motorway nearby. You’re right that in such a short time it won’t be the task input.
and needs to be addressed and limited by those in

1 Suzie is with her life wasn’t enough time. 2 How long / plane fly / before / they serve ‘I think distributing advice leaflets to people’s
I was feeling a bit rundown. (dynamic; feel = experience Nowadays there is a problem with …
in the discussion, but you should use your own words as
put forward spring up take (someone) in throw (yourself) into
often / always). now, after being off sick for a while.
a feeling or emotion) 8 I’ll believe it when I am seeing it! 3 How much / report / you complete / by the time / you leave / 2 I’m sorry but I’ve no idea what you’re hinting
homes is the best system.’ possible to see everything. What I would do is to explore
I’ve always dreamt of visiting New York later today? . Why don’t you just tell me straight It could be said that … Divide your
2 I totally for this
I feel that the situation will improve in the near future. 1 I’ve really put a lot of effort and energy into my new job – I love it.
6 Complete the sentences with the correct form of useful ‘Surely,
what it is you want? we need something active to appeal one area in depth. I have to say that Victoria, where I
It was only the second time I had travelled by plane. ridiculous story my classmate told me 4 How / you / commute / when / train strike / happen / next week? letter into
authority before it dominates people’s lives completely. Presenting an argument live, would be an excellent choice.
(stative; feel = have an opinion) 2 The team have given a lot of time and attention to the project and phrases from the wordlist. toshould
youngabstain
people like small groups in schools
far as possible.
and felt really silly! 3 Junior politicians paragraphs,
He will have missed at least ten of the classes this term. we’ve made great progress. 5 How long / you / not sleep / well?
criticising the government.
and colleges.’
to talk about recent single actions with a present or past
3 I’ve been on British
3 Zeke suggested the idea of holding a talent contest and everyone 6
1 I’m having second thoughts about moving to the USA
How many people / you / discuss / the problem with / last week /
For this reason, … Although … You could start by spending a couple of days in each of which
result (often with just, already, yet). thought it would be a success. before / you / get a result? As a result, … While … Melbourne and then rent a car and head for the Great should cover
Write an essay for your tutor discussing two of the ideas from your notes.
D So, to conclude, I think constant connectivity is the
I’ve already started making spaghetti for dinner, so I don’t 7 Why / he / always complain / about the food in our canteen? a different
you
4 New restaurants are appearing all over the town now it’s becoming
rather do something safer indoors. business. This is due to … Many people feel … Ocean Road. It’s a really spectacular road that follows
want to go out. more prosperous. It / usually be / fantastic. You should explain which idea would be more effective in making element from
the coastline and stretches for over 250 kilometres. If
9 Write your essay in 220–260 words, remembering the

for that when I find out! 3 I just do not know what to say! I’m completely 5 I pride myself meeting work On the other hand, … According to …
I’d just got back from Australia so I was tired. 5 It’s OK making promises but you need to carry them out. communities more aware
deadlines, of environmental
no matter how challenging itissues, giving reasons to
is to do so. the task input.
In contrast, … I were you, I’d plan to spend a couple of days driving
worst issue because people can’t switch off and this on until it’s more 6 Jenny never admits to being wrong in an argument. It’s really frustrating. support your opinion.
6 The council have imposed a ban
4 That taxi driver charged me an absolute fortune.
99 I’ve
Students C1
98
affordable. 7 I was completely deceived by the guy’s story and gave him my last You may make useriding
people of the opinions
bicycles expressed
through the park. in the discussion, but you along, stopping for the night in Lorne or Apollo Bay.
really by him. Conclusion
advice from the Exam focus.
6 Our brand is with few coins.
5 My flatmate and I who should clean should use
7 your
I’ve noown
idea words as far
how Nicola as possible.
inferred all that You asked about things to do and I have to say it’s hard
I am in favour of … On the whole, …
means they don’t have a good work–life balance, which

Formula CB C1 WKey 20267_4p.indb 98-99 luxury. 13/10/2020 Write
the dishes yesterday. We’ve made up now, though. 16:40 220–260 words. what I said. She’s got the wrong end
of the stick. to know where to begin. While you’re in Melbourne, I’d
7 Daniel with this really described by each person. 6 , I should have studied tourism It seems to me that … Overall, …
definitely try to visit the National Gallery of Victoria
C1 ADVANCED
funny joke the other day – we couldn’t

1 4 7
instead of history at university. It would’ve helped me EXAMPLE ANSWER
8 What are you peering through the
Close your
stop laughing. window? The neighbours will think you’re spying and the South Bank complex which is nearby. There are
is very important. Commuting to work every day can
8 Sam’s thinking about 2 5 8 on them! email or letter
Everyone is very concerned about the environment nowadays, but not everyone Use your introduction to some great bars and restaurants there. On your drive
ADVANCED himself for president 3 6 by mentioning
114 of the chess club. considers the environment on a daily basis. In fact, sometimes
115 it is quite the opposite, so explain what the essay will along the Ocean Road you’ll see all the famous surf the next time
be frustrating, too, and wastes a lot of time, but overall,

• Coursebook or the
we need to look at how we can get everyone actively involved with environmental issues. discuss in general terms. beaches but it’s also a great area for walking. There are you will see or
hundreds of tracks through the tropical rain forest. speak to the
C1
Formula CB C1 WKey 20267_4p.indb 114-115 I think we can try and make it easier for people to contribute to helping improve their
13/10/2020 16:40
Remember to use
I think you’d really enjoy that, too. person you are
it’s constant connectivity that is most concerning.

exam know-how, FORMULA C1 ADVANCED takes a fresh approach to topics, units and components to environment. Firstly, I believe it would be a good idea to create very straightforward topic sentences at the writing to.
create an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible leaflets with some clear and simple advice that everyone can follow. These could be beginning of each Well, I’d better stop now. Give me a call as soon as you
dropped directly into people’s homes. In this way, local residents will definitely see them paragraph. get in and we’ll meet up somewhere. I might even join
C1 ADVANCED
C1
for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital Use an
learning environments – create your own FORMULA for exam success. ADVANCED and may even, for example, keep the leaflet in their kitchen as a checklist to follow. you on the Ocean Road trip. appropriate
Interactive eBook with

FORMULA C1 ADVANCED Coursebook and Interactive eBook include eight units with each unit linked to a different When you are explaining
number. With numbers as the broad theme, the topic changes lesson by lesson making learning more dynamic ADVANCED Another immediate way to involve communities would be to set up ‘clean-up’ groups. All the best, informal
and maintaining students’ interest throughout the course, as well as providing a more authentic exam experience. why your chosen idea phrase for
closing your
FORMULA C1 Advanced Coursebook with key provides: members could also train to become mentors who go into schools and make students remember not to repeat email or letter.
EXAM BOOST p18

C1
• A dynamic approach to exam preparation with • Review sections including six, full length Use of aware of how they can help. the same points you made
new topics lesson-by-lesson. English tasks. FORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted about this idea in earlier EXAM HELP
Digital resources
create an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible paragraphs. • Use appropriate informal conventions to start/end your email/letter.
focus, strategies for improving performance and lexical sets for each unit. to involving people more widely in environmental issues because it is is very active and
components are designed to work independently for short and intensive preparation or in combination • Group ideas into paragraphs and link them with informal connectors.
full exam task.
with key

for longer exam courses. Adaptable for the classroom, independent study and blended to fully digital so likely to encourage young people’s involvement. And these people will be the next • Use language that is appropriate for the person you’re writing to.
with bite-size exam part information and Are you generation who will be responsible for the environment, so to train them is vital.
• A Writing file providing models and exam tasks
exam-ready? checklists. FORMULA C1 ADVANCED Exam Trainer and Interactive eBook are unique, full colour components which
for each part of the Writing paper.
• Smart answer key* for all exam task exercises. FOR EXAM SUCCESS COURSEBOOK
Test approach to exam preparation for each part of the exam. An introductory practice task tests learners with key
and App
• A complete digital package including fully to see what they already know and allows reflection on current performance. A teach section provides 130
• A Speaking or writing activity in each skills Interactive eBook, Digital Resources and App practice of strategies and skills to improve learner performance and allows them to approach the exam
lesson offering flexibility to teachers for class or containing course audio, exam videos and with confidence. The final exam-compliant exam task tests how and Interactive eBook
well they can apply the strategies and skills
homework activities. grammar practice activities. they have practised.
• Practice task sections including two, full length * with key only Formula CB C1 WKey 20267_4p.indb 130-131
• Exam Trainer or the

with key

• Teacher’s Book with Presentation Tool, • Coursebook and Interactive eBook*, Speaking Part 4. • Tips from exam experts on how to approach
Digital Resources and App including: Digital Resources and App • A Test, Teach, Test, approach for each part of the exam.
- Test package • Exam Trainer and Interactive eBook*, each paper. • Smart answer key* for all exam task exercises.
Digital Resources and App FOR EXAM SUCCESS EXAM TRAINER with key

- Photocopiable activities • About the exam sections give comprehensive • A complete digital package including fully
- Grammar presentations • Coursebook Interactive eBook*, Digital Resources information about each exam part. Interactive eBook, Digital Resources and App
and App
management and mindfulness for exams

and App • Detailed Strategies and skills input and activities * with key only
* available with and without key to boost exam performance Part-by-Part.
pearsonenglish.com/formula For teachers For students Helen Chilton & Lynda Edwards
Digital resources
Use the Exam Trainer page


and App
Mark Little
and App WRITING – Part 1 Essay
and App
TEACH
references from the Coursebook.

Writing Part 1 is compulsory, so you have no choice in what You can include the two opinions you are given about the Structuring an essay
you write about. bullet points you choose, but you do not have to. You can Structure your essay clearly so that the reader is taken
The task asks you to write an essay on a given topic. also add new opinions of your own.
logically through your ideas. Your introduction should engage
The task includes a question or statement with three bullet You should organise your essay into clear paragraphs and the reader and outline the issues you will be discussing.
points that relate to it. have an introduction and a conclusion. Don’t include specific details, as these should be included in the
• Use selected exercises from

You are then given a set of three opinions about the Your essay should be written in a formal or neutral style. main paragraphs.
question or statement, one about each of the bullet points. You should try to use a variety of vocabulary and
You have to discuss two of the bullet points in your response. language structures. 1 Read the exam task below and choose the best
introduction (A–C).
It is essential to include ideas that are relevant to the topic. You need to write between 220 and 260 words.
Your class has attended a panel discussion on increasing
Teachers the Test, Teach, Test sections.

Practice task How did you do? government funding for certain university courses. You have
TEST
made the notes below:

1 Read the essay task and write a first draft of your essay. 2 Read the example essay and
notes below and compare it with
C1 ADVANCED
C1
your draft. Which university subjects should
Your class has watched a documentary on the impact of tourism on
a city. You have made the notes below: receive increased government funding?
3 How could you improve your draft?
ADVANCED • business studies
• art Some opinions expressed in the
• Presentation tool and/or Coursebook

Concerns about the impact of tourism on a city discussion:
• teacher training
• economic dependence on ttourism ‘Business is the future of
• quality of life for rresidents Some opinions expressed in the documentary: employment in this country.’
C1
create an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible ‘We want industries other than tourism to thrive.’ ‘Many people see art as a luxury,
• the envir
environment
‘The city’s always so busy!’ but I think it’s essential.’

learning environments – create your own FORMULA for exam success. ‘Air pollution and litter are becoming a real problem.’ ‘Schools should be responsible for
Teacher’s Book and Digital resources

training teachers, not universities.’
pp52–53
FORMULA C1 ADVANCED Teacher’s Book with Presentation Tool, Digital Resources and App gives
teachers the flexibility to create dynamic lessons and courses from 30 to 100 hours and beyond. Teachers ADVANCED Write an essay discussing two of the concerns about tourism in your notes. You should
EXAM TRAINER 13
are given guidance and support on how to use the two core components either separately or together,
along with a range of resources to customise classes depending on course length and specific exam and explain which issue is more important
important, giving reasons in support of your answer.
p54 Exs 6–7

language needs. Write your answer in 220–260 words in an appropriate style. A Government funding for university courses is essential.
This is because without it, very few people would be able to
FORMULA C1 Advanced Teacher’s Book with Presentation Tool, Digital Resources and App go to university as they would have to pay the whole cost
provides: The first paragraph is Tourism is one of the fastest growing industries worldwide, generating vast The second
of the course, whether they are studying business studies
a general introduction paragraph
• An introduction to the course and how it works • Downloadable teacher’s notes for the Exam Trainer amounts of money for cities that prove popular with tourists. However, as well or training to be a teacher.
• Classroom teaching ideas with methodology • Coursebook and Exam Trainer audio and which gives a brief discusses the first
sections including mindfulness for exams audioscripts summary of the
as the benefits that it brings, tourism can also have undesirable consequences. of the bullet point
• Teaching notes with extra ideas for fast finishers, • Test package topic. The main argument used to defend large-scale tourism is how much issues that you B The government has limited resources to spend on
alternative approaches and suggestions for
dyslexic students
•
•
Grammar presentations
Photocopiable activities
M01 Formula CB C1 WKey 20267_4p.indd 13 09/12/2020
The third paragraph
12:28
wealth it brings to the local area. The principal beneficiaries are hotels, chose to write
about.
education. It must therefore think carefully about which
university courses will benefit the country most, and target
• Integrated answer key with smart answers for all shops, restaurants, museums and local transport operators. Whilst tourism
• Accessibility and inclusion resources discusses the funds towards these. It’s my opinion that business studies
exam task exercises
FOR EXAM SUCCESS TEACHER’S BOOK can benefit the area, it can also lead to the local economy becoming
• Speaking and writing success criteria to help • About the C1 Advanced exam videos and sample second of the bullet The writer adds is the most appropriate course to increase funding for.
determine what makes a ‘solid’, ‘good’ and speaking test videos with Presentation Tool, Digital Resources and App
point issues that
dependent on one sector, rather than a broad range of industries. reasons to support
you chose to write Additionally, although tourism provides jobs for local people, it can their opinions.
Governments face a difficult task when deciding which
• Presentation Tool for the Coursebook and course audio, exam videos and grammar C
practice activities about. This will often negatively affect their quality of life. Cities that are popular with tourists
Exam Trainer university courses should receive increased financial
be a contrast to the are busy all year round, so residents must cope with constantly crowded support. As the world changes, so do the needs of the
other one, so you The final paragraph
For students roads and public transport systems. The popularity of the city pushes country. Therefore, careful consideration should be given to
can put forward is the conclusion. how universities can best help meet these needs.
• Coursebook and Interactive eBook*,

both sides of an up prices, not only for day-to-day goods such as food and clothing, but
• Exam Trainer and Interactive eBook*, argument. also for housing. So, although residents may make money as a result of
Digital Resources and App tourism, they have to spend more because of it. In the conclusion,
2 Read the opinions expressed in the task Ex 1 again. Which
• Coursebook Interactive eBook*, Digital Resources Linking words opinions do you think are most convincing? Which two
On balance, it could be argued that tourism has more positive consequences the writer gives
and App
introduce contrasting subjects would you choose to discuss in your essay?
than negative. The wealth it brings is beyond doubt. However, efforts their opinion on
ideas. the issues that
and App should be made to relieve the hardships faced by local people as a result. TIP: You can use examples in your essay to support your
were discussed.
Controlling housing costs, for example, would be a step in opinions and to help give reasons for what you discuss.
226 words
the right direction.
Lynda Edwards & Jacky Newbrook 52

Formula_C1_TBK_CVR.indd All Pages 15/12/2020 11:34
The notes for each lesson provide: Building block 4 DIGITAL RESOURCES
• a Unit overview which summarises the content in Grammar presentations, photocopiable worksheets, tests,
each unit
videos, app
• a list of extra Formula Digital resources
• a dyslexia focus which highlights tasks which dyslexic
students might find challenging and provides ideas for Example teaching scenario
making suitable adjustments Depending on the number of classes within the
• a warmer task to focus students’ attention and get them 80-hour course, you could provide single skill or
ready for the lesson ahead, and a cooler task to round multiple skill lessons. For example, you may have
off the lesson 60 × 90-minute classes.
• detailed teacher’s notes for each exercise as well as
A 90-minute class may consist of the following:
Writing — Part 1 Essay. A lesson of this type would
• alternative approaches to some exercises
enable recycling of language from previous lessons, a
• flexible follow up to extend the previous activity
full introduction to this part of the exam and extensive
For the fastest path, use the basic notes; to extend the language input and practice.
lessons, use the activities in the tinted boxes.
21
www.frenglish.ru
WRITING — Part 1 Essay (90 mins)

C1 Grammar
Use Photocopiable 1C to
ADVANCED
1C Perfect and continuous tenses — Match Dash!

recycle language from earlier
a
They (travel) around
b
Currently, I (work)
c
Recently, I (reading) a
d
At the moment I in the unit.
the country … double shifts … novel, … (read) …
e f g h
This month I (start) At half past twelve At this time on Saturday I (finish) this work
going to the gym … tomorrow I (prepare) we (already arrived) … project …
lunch …
i j k l
I (sit) on a beach in the I (study) extra hard over I (sleep) really badly Before I turn 60 …
Caribbean … the last few weeks … lately …
1 2 3 4
… for my whole family — … in a van right now. … to get fit. … I (bought) my own
I hope they like it! home.
5 6 7 8
… to earn some extra … but I haven’t finished … a book about … because I have an
cash for the holidays. it yet. dinosaurs. exam coming up.
9 10 11 12
… so I’m exhausted … at the holiday house … by this time next … for my boss by next
today! in Crete. week — hopefully week.
a
relaxing in the sunshine!
Watch the About C1
b
c Advanced: Writing Part 1
d
e
f
video in the Digital resources.
g
h
i
j
k
l
Use the Coursebook Presentation tool

1 WRITING – Part 1 Essay
EXAM FILE p19
VOCABULARY FILE pp114–115
WRITING – Part 1 Essay
ABOUT THE TASK

TIMING
Approximately
for each page. Use the Coursebook WRITING FILE p130
teacher’s notes for Warmer.

45 minutes your ideas.
• This task is compulsory. TASK
• An essay is usually written for a teacher, and uses formal or semi-formal language. Write a discursive INTRODUCTION
essay in 220–260
• In this task you read an input text which gives a discussion situation, a question, three
words.
points to consider and three opinions expressed in the discussion.
• You are required to write a discursive essay based on two of the points given, explaining SCORING MAIN PARAGRAPH 1
which of the points are more important and why. Half the available Let’s consider constant connectivity. Whether
marks in the people work regular or flexible office hours,
• You can use some of the opinions expressed in the discussion. Writing paper
constant connectivity means that they are
potentially always available and unable to

Students read through the Exam 1 What do you think is happening in the picture? Which person would
completely switch off. Work can intrude on free
EXAM REFERENCE
time and personal lives. While the ability to get

The main purpose of the essay is to write about relevant issues related to the stated topic and to support an argument you be in this situation?
with reasons and examples. You are marked on a scale of 1–5 in the following areas:
reference in the Exam file before 2 1.13 Listen to a teacher explaining a game called Room 101. be important, people also need space to develop
• Content: This must be relevant, and use the ideas given. Address all parts of the task. What does the game involve? a good work–life balance, which in turn makes
workers more productive in the long term.
• Communicative achievement: Your essay must have a clear structure leading to a logical conclusion, and deal
3 Work in pairs. Why might people want to put these things in
starting this part of the lesson. This

effectively with straightforward and complex ideas. The reader must be able to understand the argument.
Room 101? Which would you choose? MAIN PARAGRAPH 2
• Organisation: Organise your ideas into clear paragraphs including an introduction and conclusion, and use linking Another concern is the frustration caused by the
words to connect your ideas. cold callers computer viruses English grammar daily commute. With increased pressure on both
• Language: Use formal or semi-formal language in your essay. Use a range of vocabulary and grammatical forms.
will give them information about the

homework plastic packaging queues rudeness road and public transport systems, delays and
social media winter traffic jams are inevitable. Driving to work risks
How do you do it? encountering hold-ups due to road works or
4 Write down three more things people might want to put in. Swap increasingly heavy traffic. And taking trains leaves
specific exam part as well as which

BEFORE THE TASK with another pair. Choose one item from the list and one of you talk passengers vulnerable to delays caused by
• Read the task carefully so that you know what you need to include. for a minute saying why it should go in. Your partner should talk for signal failures or weather-related problems.
a minute about why it shouldn't go in.
• Think about your own opinions about the topic.
CONCLUSION
•
particular strategies and skills are
Decide which two points you will consider.
5 Read the essay task and discuss what you might include in it.
• Plan how you will divide your ideas into paragraphs. Think about what will go in the introduction, main body
Your class has had a discussion about aspects of working life today
and the conclusion.
important.
DURING THE TASK EXAM FOCUS
Things that concern many people about
• It is sometimes a good idea to note down points in a rough plan before starting to write the final version.
working life today: Structuring an essay
• Make the introduction engaging for the reader and present some background to the issues.
• constant connectivity Structure your essay clearly so that the target reader
• Develop your main points with reasons and examples.
• commuting
is taken logically through your ideas. Think about:
• Write a conclusion that reviews and summarises what you have written and clarifies your point of view.
• hot desking
Some opinions expressed in the discussion: Introduction: This should engage the reader and
outline or give background to the issues you will
AFTER THE TASK ‘You can never get away from work these days.’
be dealing with, but not go into details of what you
Read through the essay again and make sure that: ‘Sitting in traffic jams is so frustrating.’ will include in the main paragraphs, or your final
‘Never knowing where you’ll be working is really
• it is coherent and logical, uses formal or semi-formal language, and check for any mistakes. decision.
• you have done everything the task requires and rephrased any information from the input text in your own words.
Are you exam-ready?

Students carry out activities 1—7 in off-putting.’
Write an essay discussing two of the concerns in your notes.

Main paragraphs: These should develop the outline
in the introduction and deal with separate points,
including your reasons for an opinion, with examples
You should explain which concern is the most serious, giving
the main unit including reading the

where possible.
reasons in support of your answer.
Conclusion: This should review or summarise the
Did you … You may, if you wish, make use of the opinions expressed in the main points you have made, but not repeat the
... spend enough time planning? ..................................................................................................................................... discussion, but you should use your own words as far as possible. same examples or use the same words. It should be
... include all the information required? ..........................................................................................................................
... use the right tone? .........................................................................................................................................................
... check for mistakes in grammar, spelling and punctuation? .....................................................................................
Exam focus. balanced, but still clarify your point of view, giving a
reason for your final decision.
12
... write the correct number of words? ............................................................................................................................
Are you ready for Writing Part 1? Identify an area to improve. 19

WRITING – Part 1 Essay 1
7 Read the Exam focus and choose which would be a better
EXAM TASK Use the teacher’s
Introductions
A A lot of people are not happy with aspects of their
write about. Note down ideas to include for the different
paragraphs. Compare your choice and ideas with your
notes to give you
partner’s.
some ideas on how

connectivity – always being at the end of a phone – You have listened to a radio discussion about factors that
and commuting to work, with all the delays there are people think are important for a happy life.
but the worst, in my opinion, is constant connectivity.
B Working life has changed significantly over the last few
decades. Advanced communications technology has
What is important for a happy life:
• close friends
• good level of health and fitness
to approach the
activities.
improved efficiency at work and faster transport systems
• money
WRITING – Part 1 Essay have allowed people to move out of cities and towns and
commute to work, giving them a greater choice of where
Some opinions expressed in the discussion:
‘Friends are there to support you whenever
to make their home. But what about the downsides? you need them.’
SECTION B Conclusions healthy.’
EXAM BOOST
Complex sentences C For me, the more serious concern is the intrusion of
constant connectivity on people’s work–life balance.
worry all the time.’
SECTION A In addition to ensuring your essay has a clear structure Whereas commuting can be seriously frustrating, systems
Write an essay discussing two of the factors in your notes.
can be improved with investment, and journey times
and appropriate tone, it is important to use a range of
Structuring an essay can be staggered to spread the congestion. Constant You should explain which factor is the most important,
vocabulary and grammatical forms. One way to achieve connectivity, on the other hand, seems to have become giving reasons in support of your answer.
You are required to address certain points. this is to use complex sentences to communicate your widely accepted as part and parcel of the working day You may, if you wish, make use of the opinions expressed
and needs to be addressed and limited by those in in the discussion, but you should use your own words as
ideas clearly and effectively. authority before it dominates people’s lives completely. far as possible.
1 Discuss the essay task below and say which D So, to conclude, I think constant connectivity is the
sentences A–D would be relevant when writing it. 9 Write your essay in 220–260 words, remembering the
3 Read two extracts from candidates’ essays about worst issue because people can’t switch off and this
means they don’t have a good work–life balance, which advice from the Exam focus.
Why are the other sentences irrelevant? ways to keep fit. Which is more appropriate, A or B? is very important. Commuting to work every day can
A ‘I train at least twice a week at my tennis club and Why? be frustrating, too, and wastes a lot of time, but overall,
it’s constant connectivity that is most concerning.
am looking forward to taking part in their annual A
competition at the end of June.’ Kids need to learn how to keep fit. Lots of them EXAM BOOST p18
B ‘The cost of using the swimming pool has doubled just hang out with their mates after school and
C
over the last year.’
‘It can be alarming to find out what is actually in
Students go to the
don’t work out at all, so they don’t get into the
habit. Once you get into something and you get
fold-out Exam file

much of the ready meals sold in supermarkets.’
hooked on it, like skateboarding, which is pretty
D ‘Another useful thing could be to introduce cookery
cool after all, then you’re going to keep at it,
classes at secondary schools so that students can
cook cheap meals when they leave home.’
You have had a class discussion on what could be
park in the park. and carry out Exam
aren’t you? I vote for building a skateboarding
done by the council in your area to help improve

people’s health and fitness levels. You have made
B boost Section A on
What is really important is for adults to be role
the notes below.
How to help improve local people’s health and

page 18.
models for their children, and if they eat healthily
and use sporting facilities, their children will follow
suit and feel that a healthy lifestyle is normal.
fitness levels. EXAM TRAINER
pp52–53
13
However, the leisure centre, although offering p54 Exs 6–7
• Subsidise membership of leisure centre a wide range of facilities for both families and
• Distribute nutrition leaflets through the individuals, is relatively expensive. Therefore,

local surgery I believe that providing cheaper access to the
• Organise fun runs and outdoor group exercise leisure centre is definitely the way forward,
sessions in local park and would be welcomed by the community.
Some opinions expressed in the discussion? 4 Read the more appropriate extract again and
highlight examples of how the writer has created
‘A lot of people would like to use the centre but complex sentences.
the fees are too high.’
‘Many people aren’t really aware of the nutrition
values of different foods.’
‘People often enjoy exercising with other people
rather than on their own.’
Write an essay discussing two of the points in your

notes. You should explain which idea would be
more effective, giving reasons in support of your
22 answer.
You may, if you wish, make use of the opinions
expressed in the discussion, but you should use
your own words as far as possible.
2 Plan your essay. Decide how many paragraphs

www.frenglish.ru
and what each will contain.
F01_FMLA_TB_C1GLB_20328_PLIM.indd
18
22 19/01/2021 09:17
Refer students to the Writing file WRITING FILE Part 2 Informal email or
WRITING FILE
EXAMPLE QUESTION
on page 130 and go through the Part 1 Essay
EXAMPLE QUESTION
EXAM HELP
• Reword others’ opinions if used as support.
Unit 3 pp34–35
Read part of an email from a friend
content focusing on audience,

• Add reasons to support your opinions and
Unit 1 pp12–13, Unit 6 pp66–67 examples to justify your arguments. Of course, I’d really like to see as
WRITING – Part 1 Essay 1 You have listened to a radio discussion on how to get communities more • Use linking expressions to connect ideas a week) I wonder if that’s feasible
involved in environmental issues. You have made the notes below: within and across paragraphs. to go and what to do in your cou
structure and tone and highlighting

• Try and make your conclusion persuasive.
7 Read the Exam focus and choose which would be a better EXAM TASK Ideas for making communities more Reply to the email offering your frie
aware of environmental issues Read the task carefully. OVER TO YOU Write your email in 220–260 words
8 Read the essay task and choose which two points to Be careful to include
Now write your own answer to the task.
key language they may want to use

• easy recycling system
Introductions write about. Note down ideas to include for the different the correct number of
paragraphs. Compare your choice and ideas with your • ‘clean-up’ groups points from the notes.
A A lot of people are not happy with aspects of their use the Exam help to check your work.
partner’s. • leaflets Hi Sam,
in their essay.
connectivity – always being at the end of a phone – You have listened to a radio discussion about factors that Some opinions expressed in the discussion: USEFUL LANGUAGE I thought I’d better reply as quick
and commuting to work, with all the delays there are people think are important for a happy life. ‘The recycling system is so complicated at the see you’re actually leaving next M
today. I think both these things are concerning today, moment. If the council could make it easier to Introduction I can’t wait to see you.
but the worst, in my opinion, is constant connectivity. What is important for a happy life: follow, …’ Many people today think …
• close friends You’re right that in such a short t
B Working life has changed significantly over the last few ‘I think distributing advice leaflets to people’s Nowadays there is a problem with …
decades. Advanced communications technology has homes is the best system.’ possible to see everything. What I
• good level of health and fitness It could be said that …
improved efficiency at work and faster transport systems ‘Surely, we need something active to appeal one area in depth. I have to say th
• money
have allowed people to move out of cities and towns and Some opinions expressed in the discussion: to young people like small groups in schools Presenting an argument live, would be an excellent choice.
commute to work, giving them a greater choice of where and colleges.’
‘Friends are there to support you whenever For this reason, … Although … You could start by spending a cou
to make their home. But what about the downsides? you need them.’ As a result, … While … Melbourne and then rent a car an
Conclusions
C For me, the more serious concern is the intrusion of
healthy.’
Students can then return to the main Write an essay for your tutor discussing two of the ideas from your notes.
You should explain which idea would be more effective in making
communities more aware of environmental issues, giving reasons to
This is due to …
On the other hand, … According to …
Many people feel … Ocean Road. It’s a really spectacu
the coastline and stretches for ov
I were you, I’d plan to spend a cou
support your opinion. In contrast, …
unit and work in pairs to plan their

constant connectivity on people’s work–life balance. worry all the time.’
You may make use of the opinions expressed in the discussion, but you along, stopping for the night in Lo
Whereas commuting can be seriously frustrating, systems Conclusion
should use your own words as far as possible. You asked about things to do and
can be improved with investment, and journey times Write an essay discussing two of the factors in your notes. I am in favour of … On the whole, …
Write 220–260 words.
can be staggered to spread the congestion. Constant You should explain which factor is the most important, to know where to begin. While you
essay which they can do for homework.

connectivity, on the other hand, seems to have become giving reasons in support of your answer. definitely try to visit the National
widely accepted as part and parcel of the working day
EXAMPLE ANSWER
You may, if you wish, make use of the opinions expressed and the South Bank complex whi
and needs to be addressed and limited by those in in the discussion, but you should use your own words as some great bars and restaurants
Everyone is very concerned about the environment nowadays, but not everyone Use your introduction to
authority before it dominates people’s lives completely. far as possible.
considers the environment on a daily basis. In fact, sometimes it is quite the opposite, so explain what the essay will along the Ocean Road you’ll see a
D So, to conclude, I think constant connectivity is the
9 Write your essay in 220–260 words, remembering the we need to look at how we can get everyone actively involved with environmental issues. discuss in general terms. beaches but it’s also a great area
worst issue because people can’t switch off and this
advice from the Exam focus. hundreds of tracks through the tr
means they don’t have a good work–life balance, which I think we can try and make it easier for people to contribute to helping improve their Remember to use
is very important. Commuting to work every day can I think you’d really enjoy that, too
environment. Firstly, I believe it would be a good idea to create very straightforward topic sentences at the
be frustrating, too, and wastes a lot of time, but overall, leaflets with some clear and simple advice that everyone can follow. These could be beginning of each Well, I’d better stop now. Give me
it’s constant connectivity that is most concerning. paragraph. get in and we’ll meet up somewh
dropped directly into people’s homes. In this way, local residents will definitely see them
EXAM BOOST p18

For homework, students can write their and may even, for example, keep the leaflet in their kitchen as a checklist to follow.
When you are explaining
why your chosen idea
you on the Ocean Road trip.
All the best,
These groups could not only do occasional cleaning of neglected areas such as parks but Alex
essay using activity 9 and the Writing

Complete Exam file SECTION A on page 18. is the most effective,
members could also train to become mentors who go into schools and make students remember not to repeat
aware of how they can help. the same points you made
about this idea in earlier EXAM HELP
file p130 to help them. to involving people more widely in environmental issues because it is is very active and
so likely to encourage young people’s involvement. And these people will be the next
paragraphs. • Use appropriate informal conven
• Group ideas into paragraphs and
• Use language that is appropriate
130
pp52–53
EXAM TRAINER p54 Exs 6–7
13
UNIT 1 VOCABULARY FILE 4 Match the adjectives in the wordlist with their 7 I know you like playing jokes on me, but throwing eggs

WORDLIST 2 deserving or able to be believed or trusted
and is really memorable.
3 worried or nervous about something you are going

Phrasal verbs Nouns Adjectives + prepositions Fixed phrases to do
Pronunciation
associated with bravado incapable of a step too far 7 1.2VF Match the word stress patterns to the words
4 made to be used for only a short time when nothing
back down camouflage regardless of all things considered better is available (o = weak, 0 = strong). Then listen and check.
catch on fingerprint suited to at the forefront 5 frightening in a way that makes you less confident
come out with leap be inclined to think 0o o0o 0oo oo0o o0oo ooo0o
Verb + noun collocations 6 tending to disagree with what other people tell you
devote (yourself) to outlet capture the public’s
boost your determination 7 giving someone more control over their own life 0 ambition o0o 5 traveller
fall for (nonsense) practical joke attention
dismiss a theory or situation
1 suited 6 tension
follow through on primate come to blows about
exceed (your) expectations 8 likely to make someone believe something that is
get cold feet 2 incapable 7 determination
move on (with) ridge not true
play a joke on 3 regardless 8 theory
pay someone back for segment get stuck for words
pose a threat to
get stung by 5 Complete the text with verb + noun collocations from 4 expectation
put (yourself) forward for stigma
realise an ambition the wordlist.
put forward (someone’s) take in retrospect 8 1.3VF Listen again and repeat the words, using the
release tension
read up on on (something) in the same breath correct word stress. Then write one more word or phrase
seasoned traveller I’m not a particularly 1 , but I have
spring up let alone from the word list which has the same word stress as the
Adjectives been on a few holidays abroad with family and friends. patterns below.
take (someone) in out of your comfort zone
apprehensive Holidays are the perfect opportunity to relax, unwind
throw (yourself) into play on ignorance 1 0o 4 oo0o
credible and 2 that’s built up over months of
roll off the tongue work or study. I’m not what you might call adventurous, 2 o0o 5 o0oo
daunting
Students now have the opportunity

while I’m on the subject and I tend to choose organised package holidays 3 0oo 6 ooo0o
empowering
makeshift
misleading
may come as a bit of a surprise to you that I recently VOCABULARY BOOST
to review vocabulary from the whole sceptical

unscrupulous
4
else along to accompany me. It involved joining
a tour to base camp on Mount Everest. I actually
9 Complete the verbs with these prepositions. Which
verbs + prepositions are separable?
unit and carry out some practice PRACTICE 5

my own and not
only managed to make the journey without too much at from on to
1 Complete the sentences with the 2 Replace the phrases in bold with the correct form of these phrasal verbs. of a struggle, but I made some great friends, too.
correct form of verbs from the wordlist. It’s really 6 my to 1 Residents of the town objected the
activities using the Vocabulary file 1
2
Suzie is with her life
now, after being off sick for a while.
I totally for this
back down devote (yourself) to follow through on
put forward spring up take (someone) in throw (yourself) into
do some other interesting trips in the future, too.
2
plans for a new motorway nearby.
I’m sorry but I’ve no idea what you’re hinting
. Why don’t you just tell me straight
pages 114—115. ridiculous story my classmate told me 6 Complete the sentences with the correct form of useful what it is you want?
2 The team have given a lot of time and attention to the project and phrases from the wordlist.
and felt really silly! 3 Junior politicians should abstain
3 Zeke suggested the idea of holding a talent contest and everyone
4 New restaurants are appearing all over the town now it’s becoming business.
you rather do something safer indoors.
more prosperous.
for that when I find out! 3 I just do not know what to say! I’m completely 5 I pride myself meeting work
5 It’s OK making promises but you need to carry them out. deadlines, no matter how challenging it is to do so.
on until it’s more 6 Jenny never admits to being wrong in an argument. It’s really frustrating. 6 The council have imposed a ban
4 That taxi driver charged me an absolute fortune. I’ve
affordable. 7 I was completely deceived by the guy’s story and gave him my last really by him. people riding bicycles through the park.
luxury. the dishes yesterday. We’ve made up now, though. what I said. She’s got the wrong end
of the stick.
7 Daniel with this really described by each person. 6 , I should have studied tourism
stop laughing. 1 4 7 window? The neighbours will think you’re spying
8 Sam’s thinking about 2 5 8 on them!
himself for president 3 6
114 of the chess club. 115


TEACH
you do more challenging tasks. Listen to what your partner says, because you can which allow you to give reasons and add information,
comment briefly on this if the examiner then asks you the this will encourage you to say more.
It tests your ability to use general social and interactional
The examiner will ask you and your partner questions You should give interesting answers, but don’t speak for
individually. too long.
Before class Practice task

5 What did you most like about the area where you grew up?
TEST
1 S01 Listen to these Speaking Part 1 questions. B I liked the city, the different facilities there, and I also Unit 1 language test
Think about the best way to respond to them, then loved the beach, the landscape and the climate. Name: _________________________________
answer them. C I really liked the fact that it’s a small city – not so
Exam Trainer Test section of pace

big that it’s stressful, but big enough that you have promote your determination with the knowledge that
VOCABULARY: Phrasal verbs
everything you need and can get to know people 1 Complete the responses to Part 1 questions with
How did you do? quite well. Complete the sentences with the correct every year more and more people are thinking about
the words in the box.
6 How important is it for you to earn lots of money? prepositions. how they can care for the environment. It’s worth
2 Read the questions from Ex 1 again and some answers
to them (A–C). Choose the best answer for each A For many people it’s very important, which is addition fact hard opportunity other plan making an effort to recycle and reuse and cut down
1 Javi never does anything half-heartedly. He always
question. why they get jobs that guarantee they’ll make throws himself ______ new experiences and on travel. You might exceed your 15 expectations /
on p52. Unit 1 test from the Digital resources.

a lot of money, even though they might not be 1 It’s to choose just one place, but if adventures.
1 Where are you from? I had to, I’d say that visiting Japan would be top of projections and find it’s easier than you think.
that interested in the work. For others, it’s the job
A Venezuela. It’s in South America. satisfaction that’s more important than the salary. my list. It seems like such an interesting country in so 2 Many people devote themselves ______ their work
B I’m from a city called Bucharest, which is the capital city __/5
B I want to make enough to be able to live on, of many ways: the landscape, the people, the cities – because they see it as a reflection of their success in
of Romania. life. VOCABULARY FILE
course, but I’m not especially interested in getting everything!
C I’ve lived the whole of my life in a large city called Complete the sentences with the words from the
rich for the sake of it. Particularly if it means doing 2 On the one hand, there wasn’t a great deal to do
Valencia, which is on the south-east coast of Spain. 3 There are a number of health problems associated box.
something I don’t really enjoy. in the area where I grew up because it was a small ______ poor diet, such as cholesterol and diabetes.
It has a population of around two million people. C Not very. The field I’m aiming to work in isn’t very well village, but on the hand, it was very blows breath considered feet forefront
2 What do you do? paid, so it’s quite fortunate really. safe as there weren’t any busy roads at all. 4 Many new businesses sprung ______ quickly joke step stigma words zone
A Well, I work and then in the evenings I usually I go out 7 Which famous person would you most like to meet? earlier this year when they relaxed tax regulations.
3 I have several news apps on my phone that I use
at weekends. 5 As the reporter knew little about football, he read 16 I don’t mind lending my brother things but asking
like Tim Peake or Chris Hadfield. I’d want to know to that, I watch the news on TV in
B I’m a receptionist. up ______ the club before interviewing the manager. for that amount of money is a ____________ too far.
how it felt being in space and whether they were the evening as it tends to go into more detail.
C Currently, I’m studying for a degree in politics and scared or not during the mission. 4 Given the , I’d definitely learn how 6 Research has shown that people who were eldest 17 It’s not unusual for people to get cold
history at university, and I also work part-time in a café B I’d be worried about being disappointed. I mean, children are more likely to put themselves forward ____________ when they’re about to do something
to scuba dive. I’m fascinated by what lives under the
at weekends. what if your hero turned out to be someone you ______ management roles than people who were that scares them, like bungee jumping or even
water and I think seeing it first-hand rather than on
3 How long have you been studying English? didn’t actually like very much? middle or youngest children. getting married.
documentaries would just be amazing.
5 If everything goes to , I’m going to 7 Phone companies are always coming out ______ 18 The players were both so angry about the incident
study mechanical engineering at university. Once I’ve new updates and versions of their phones. It’s hard that they came to ____________ on the pitch just
now – I really enjoy it. 8 What do you hope to be doing in ten years’ time? to keep up! before half time.
finished that, I’ll find a really good job with a major
Wednesday evenings, and each one lasts for two hours, company. I’d like to specialise in men’s fashion. 8 Unfortunately, the elderly are far more likely to fall 19 The United Nations has been at the
6 I’d say that the person I admire more than anyone
so four hours a week in total. I don’t know how realistic that is, to be honest, but ______ internet scams than any other demographic. ____________ of international cooperation for the
else is my dad, due to the that, last seventy years.
C Nine years altogether. that’s ideally what I’d like to be doing. despite balancing a demanding job with family life, 9 Frank always promises the world but every time he
4 What do you most enjoy about learning English? B I’ll probably be teaching English somewhere, maybe he’s always so positive, which is not something many fails to follow through ______ what he says. He just 20 Harry had a terrible accident last month, but he’s
A We often have class discussions and debates in English in another country. I hope so. people manage. can’t be trusted. back at work and doing quite well, all things
about lots of different topics, most of which are really C Ten years is a long time to think into the future, ____________
____________.
interesting. They’re usually very lively and great fun to especially as I quite often don’t know what’s going to 2 What question do you think each person was 10 Backing ______ from an argument doesn’t
Why not try?

take part in. WRITING happen
– Partnext 1 Essay
week! answering? necessarily prove that you’re wrong. It can often
show a high level of maturity and compromise.
21 While some people may enjoy a practical
____________ I believe they are just a mean way of
____________,
to don’t speak the same language as me so we use 3 What is wrong with the other answers in Ex 2? making fun of other people.
3 In what way does each speaker extend what they say? __/10
88
English instead.
C Definitely not writing or grammar exercises! EXAM BOOST
SECTION B
Complex sentences
Cooler VOCABULARY: Fixed phrases
Choose the correct options to complete the text.
22 It is beneficial to go out of your comfort
____________ when you are a young adult, by
perhaps travelling to faraway countries.
Cooler activity Students check back on the predictions regarding unit Climate change poses a 11
dangerous / threat to
SECTION A In addition to ensuring your essay has a clear structure 23 In the same ____________ as saying how
M04 FMLA ETC1 WKey 20298.indd 88 09/12/2020 12:36 everybody on this planet, yet many people do little to tolerant he was, my manager then began to explain
and appropriate tone, it is important to use a range of
Structuring an essay
Less time
everything I hadn’t done to his st
standard in the past
You are required to address certain points.

vocabulary and grammatical forms. One way to achieve
this is to use complex sentences to communicate your
topics that they made at the beginning of the unit and help the situation. In fact, some even 12 dismiss /
release the theory and evidence on this matter. We
week.
see how many came up. Ask students to look back probably all know one or two 13
hardened / 24 When Joaquin won the scholarship over all the
ideas clearly and effectively.
from the Teacher’s

other students in the region, he got stuck for
1 Discuss the essay task below and say which seasoned travellers who don’t give a second thought ____________
____________.
sentences A–D would be relevant when writing it. 3 Read two extracts from candidates’ essays about
over the unit and note down three interesting things about the damage their travel does to the
Ask students to complete the Exam

Why are the other sentences irrelevant? 25 Perhaps in the past there was a ____________
ways to keep fit. Which is more appropriate, A or B? environment. about eating at a restaurant alone, but I think today
they learned during the unit. They compare their

A ‘I train at least twice a week at my tennis club and Why? Sometimes this kind of attitude makes it feel like you that isn’t really the case.
__/10
Book.
am looking forward to taking part in their annual A can’t make a difference. However, you can 14
boost /
__/25
B
competition at the end of June.’
‘The cost of using the swimming pool has doubled
Kids need to learn how to keep fit. Lots of them
just hang out with their mates after school and
choices as a class. PHOTOCOPIABLE
PIABLE © Pearson Educa
Education
ation Limited 2021
boost, Grammar or Vocabulary file

over the last year.’ don’t work out at all, so they don’t get into the
C ‘It can be alarming to find out what is actually in habit. Once you get into something and you get
much of the ready meals sold in supermarkets.’
hooked on it, like skateboarding, which is pretty
D ‘Another useful thing could be to introduce cookery
cool after all, then you’re going to keep at it,
at home.
classes at secondary schools so that students can
cook cheap meals when they leave home.’ aren’t you? I vote for building a skateboarding
park in the park.
You have had a class discussion on what could be
done by the council in your area to help improve B
people’s health and fitness levels. You have made What is really important is for adults to be role
the notes below. models for their children, and if they eat healthily
and use sporting facilities, their children will follow
How to help improve local people’s health and
suit and feel that a healthy lifestyle is normal.
PERFECT AND CONTINUOUS TENSES fitness levels.

REFERENCE to talk about an unfinished period of time up to the present, 1 Complete the sentences using the Working freelance However, the leisure centre, although offering
• Subsidise membership of leisure centre
past or future (often with for / since, this week / month / year). correct present form of the verbs in
UNIT 1 VOCABULARY FILE a wide range of facilities for both families and
Irene has lived in Abu Dhabi for just over a year. brackets. 4 Match the adjectives in the wordlist with their 7 I know you like playing jokes on me, but throwing eggs

Simple aspect They had been married since early that year. definitions. at my windows is just .
1 I a lot of headaches over a decade. I 2was trying / ’d tried doing the journey by train.
The action is viewed as a fact. We use this for routine or
regular repeated actions, habits and for permanent situations.
We won’t have seen him for a couple of months.
Continuous
2
over the last couple of months. (get)
Karl from home at the
WORDLIST
signals 3had failed / been failing or other trains 4had broken
1
2
behaving in an unfair or dishonest way
deserving or able to be believed or trusted
8 What a brilliant name for your company. It just
and is really memorable. • Distribute nutrition leaflets through the individuals, is relatively expensive. Therefore,
I don’t eat meat. moment. (work) 3 worried or nervous about something you are going
local surgery I believe that providing cheaper access to the
Quick homework
down / been breaking down. Once we 5were waiting / waited Pronunciation
I usually got the tram to work.
We use the perfect continuous: 3 Rafaella in Sweden for Phrasal verbs Nouns Adjectives + prepositions Fixed phrases to do
to talk about a recent activity when the effects of that activity six months next year because of her job. associated with bravado incapable of a step too far 7 1.2VF Match the word stress patterns to the words
They will live in a side street off the Ramblas. at all 6will be running / have run for the next four hours!’ Fury 4 made to be used for only a short time when nothing
Continuous aspect
can still be seen in the present or past.
A: Why are you crying? B: I’ve been chopping onions. 4
(live)
My neighbours cut down two tall
back down
catch on
am working from home. I 8think / am thinking that being alone,
camouflage
fingerprint
regardless of
suited to
all things considered
at the forefront 5
better is available
frightening in a way that makes you less confident
(o = weak, 0 = strong). Then listen and check.
• Organise fun runs and outdoor group exercise leisure centre is definitely the way forward,
and would be welcomed by the community.
trees last month because people 0o o0o 0oo oo0o o0oo ooo0o
sessions in local park
The action is continuous. We use the present continuous to emphasise the length or repetition of an action. come out with leap be inclined to think 6 tending to disagree with what other people tell you
that they were without distractions, 9has benefitted / benefitted me considerably Verb + noun collocations
when we use dynamic (action) verbs to talk about: I’ve been trying to get through to Max all morning, but he devote (yourself) to outlet capture the public’s
dangerous. (always complain) over the last few weeks. I am more productive and I feel that boost your determination 7 giving someone more control over their own life 0 ambition o0o 5 traveller
actions happening at a particular moment. doesn’t have his phone switched on. fall for (nonsense) practical joke attention
dismiss a theory or situation
5 They the results of friends and family respect the fact that I 10have / am having come to blows about
1 suited 6 tension
A: Where’s Terry? In January he’ll have been working there for six years. follow through on primate 8 likely to make someone believe something that is
the survey by the end of next week. certain hours in the day when I am ‘at work’ so to speak, and exceed (your) expectations 2 incapable 7 determination
B: She’s in the kitchen – she’s making a cup of tea. I’d been working on the essay for over two weeks. move on (with) ridge get cold feet not true
4 Read the more appropriate extract again and
(publish) they 11don’t always ask / aren’t always asking me out. By the play a joke on 3 regardless 8 theory

When Sam called, I was eating. pay someone back for segment get stuck for words
Some opinions expressed in the discussion?
to suggest the short-term nature of an activity. 6 I the strangest end of this week I 12’ll have been working / ’ll work from pose a threat to 5 Complete the text with verb + noun collocations from
get stung by 4 expectation
changing/developing situations. I’ve been working in advertising for the past ten years but message from Karen about her plans for put (yourself) forward for stigma
the wordlist.
Inma was improving her English. now feel it’s time for a change. the summer. (just have)
home for two months and I’m guessing I13’ll have got through /
put forward
’m getting through 20 percent more work by then than I used
(someone’s) take
realise an ambition
release tension
in retrospect 8 1.3VF Listen again and repeat the words, using the highlight examples of how the writer has created
‘A lot of people would like to use the centre but
7 Where of travelling to read up on on (something) in the same breath correct word stress. Then write one more word or phrase
complex sentences.
temporary situations. to suggest that an action is not complete. to get through in the office. So, I 14’m not returning / won’t be seasoned traveller I’m not a particularly 1 , but I have
next? (you / think) spring up let alone from the word list which has the same word stress as the
He will be working as a cleaner until he can find a better job. I’d been trying to teach myself to play the piano but I’m still returning to the daily commute any time soon! Adjectives been on a few holidays abroad with family and friends. patterns below.
8 I revising but I still take (someone) in out of your comfort zone
the fees are too high.’
pretty terrible. apprehensive Holidays are the perfect opportunity to relax, unwind
annoying or surprising habits with always. went out with my friends. (not finish) play on ignorance 1 0o 4 oo0o
throw (yourself) into credible and 2 that’s built up over months of
I’m always forgetting to charge my mobile. We tend to prefer the perfect simple for talking about more
roll off the tongue work or study. I’m not what you might call adventurous, 2 o0o 5 o0oo
permanent situations. 2 Five of these sentences contain errors. Pronunciation daunting
present plans and arrangements for the future.
Are you doing anything next weekend?
She’s lived in Rome since she was a child. Find the errors and correct them.
4 Mark the three main stresses in each sentence.
empowering
while I’m on the subject and I tend to choose organised package holidays
3 0oo 6 ooo0o
‘Many people aren’t really aware of the nutrition
Unit 1 activities.
We prefer to use the perfect continuous for more temporary 1 I’m loving living in London at the makeshift
PERFECT ASPECT situations.
She’d been living out of suitcase for months, so she was 2
moment. It’s great.
They’re having three children: Hanna,
1
2
What have you been doing since I last saw you?
How have you been feeling over the last few days?
misleading
sceptical
may come as a bit of a surprise to you that I recently VOCABULARY BOOST values of different foods.’
Simple 4
glad to get home. Charlie and Aurora. 3 Where had you been working before coming here? unscrupulous else along to accompany me. It involved joining 9 Complete the verbs with these prepositions. Which
‘People often enjoy exercising with other people
The action happened at some unknown time between then,
STATIVE AND DYNAMIC VERBS 3 She denies having had anything to do 4 How will you be commuting when the job hours change? a tour to base camp on Mount Everest. I actually
the past, and now, the present time of speaking; a point verbs + prepositions are separable?
with the robbery.
before a time in the past; the present and a point of time in There are two categories for verbs in English: stative verbs 5 PRACTICE
What’s been the most important thing you’ve learnt today? 5
my own and not
the future.
I have eaten a lot today.
and dynamic verbs.
4
5
This soup tastes a bit strange.
He’s not understanding anything about
6 How much will you have earned by the end of the year?
1 Complete the sentences with the 2 Replace the phrases in bold with the correct form of these phrasal verbs.
only managed to make the journey without too much
of a struggle, but I made some great friends, too.
at from on to
rather than on their own.’
technology. 5 correct
1.1GF Listen and check. Then listen formand
again of verbs
repeatfrom the wordlist. It’s really 6 my to 1 Residents of the town objected the
I overslept because I had forgotten to set my alarm. aspects. Stative verbs cannot normally be used in the back down devote (yourself) to follow through on
the sentences. 1 Suzie is with her life do some other interesting trips in the future, too. plans for a new motorway nearby.
We’ll have finished eating by the time you get here. put forward spring up take (someone) in throw (yourself) into
garden, so I’ll get back to you a bit later. now, after being off sick for a while. 2 I’m sorry but I’ve no idea what you’re hinting
Some verbs have both stative and dynamic meanings. 6 Make questions from the prompts. Put the verbs in the correct forms.
to talk about states, single or repeated actions over a long
We only use them in continuous forms with their dynamic 7 We were thinking about whether to visit
you while in London, but decided there 1
2 I totally
What you / work on / when / the computer
ridiculous/ crash?
for this
story my classmate told me
6 Complete the sentences with the correct form of useful what it is you want?
Write an essay discussing two of the points in your
. Why don’t you just tell me straight
meaning, but not with their stative meaning. 2 The team have given a lot of time and attention to the project and
period of time up to the present (often with ever / never,
often / always).
8
wasn’t enough time.
I’ll believe it when I am seeing it!
2
3
How long / plane fly / before / theyand
How much / report / you complete
serve
/ bybeen
3 I’ve
felt/really
dinner?
silly!
the time / you leave / on British
1
phrases from the wordlist.
I’m having second thoughts about moving to the USA
3 Junior politicians should abstain
criticising the government.
notes. You should explain which idea would be
a feeling or emotion) 3 Zeke suggested the idea of holding a talent contest and everyone
I’ve always dreamt of visiting New York
It was only the second time I had travelled by plane.
4
later today? history and it’s really interesting.
How / you / commute / when /4train strike
Who put/ happen
salt in my/ next week?
coffee?! I’ll
2
now. It’s a bit scary and I’ve
Extreme sports are totally
.
! I’d much
4 We’ve consented
more effective, giving reasons in support of your
act as guarantors
for our daughter, so that she can get a loan to set up her
(stative; feel = have an opinion) 4 New restaurants are appearing all over the town now it’s becoming
He will have missed at least ten of the classes this term. 5 How long / you / not sleep / well? you
for that when I find out!
more prosperous.
3
rather do something safer indoors.
I just do not know what to say! I’m completely 5
business.
I pride myself meeting work
answer.
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13/10/2020 16:40
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EXAM FILE p5
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EXTENSIVE EXAM
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of us unique?
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Use the 1Coursebook in class and the

What, in his opinion, is the most likely reason that we EXAM TASK
have them?
gap. There is an example at the beginning (0).

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Why have scientists dismissed the idea that fingerprints

Trainer and Digital resources.
1 Why have scientists dismissed the idea that fingerprints
help us grip things?
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3 What does this do?
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Formula_C1_CBK_EF_CVR.indd 1 23/09/2020 16:16
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see them to the five questions in Ex 1 again. get in and we’ll meet up somewhere. I might even join
Teachers
the word fits each Use an
answer (A, B, C or D) best fits each gap. There is an example and may even, eachforgap.example,
There iskeep the leaflet
an example at in
thetheir kitchen(0).
beginning Which answer
as a checklist to follow. you on the Ocean Road trip. appropriate
at the beginning (0). When youthat’s
is a dependent preposition are explaining
used with an adjective?
by predators for centuries with their camouflaged form Another immediate way to involve communities would be to set up ‘clean-up’ groups.
a All the best, informal
IS THE 10,000 HOUR RULE A MYTH? THE WHALE TAIL DATABASE why your chosen idea
b is a relative pronoun? phrase for
Test sections.
C1 ADVANCED
C1
c is a pronoun in a fixed phrase? closing your
For a number of years, there has been a membersEachcould also face
human trainistounique,
become mentors
making whofor
it easy gous
into schools and make students remember not to repeat email or letter.

• Presentation tool and/or Coursebook
DVANCED d is a phrasal verb particle?
widely-(0) D belief that practising a aware oftohow they can(0)
differentiate help. BETWEEN people we the same points you made
particular skill for 10,000 hours will turn anyone into a e is an adverb used about
in a fixed
thisexpression?
idea in earlier EXAM HELP
Overall,know and
I would those we
suggest have
that never
having previously
clean-up met.may be the most effective route
groups
world-class expert. Perhaps unsurprisingly, few have been When comes to attempting paragraphs. • Use appropriate informal conventions to start/end your email/letter.
ORMULA is the flexible, unique and enjoyable route to Cambridge exam success. Using Pearson’s trusted to involving (1) more widely in environmental
people issuesto
because it is is very
4 active
Matchand
the sections of the text with their paraphrases a–e.
sufficiently (1) to put this theory to the • Group ideas into paragraphs and link them with informal connectors.
Fran (just, finish) photographing a

identify a humpback whale, however, we have to turn
5
xam know-how, FORMULA C1 ADVANCED takes a fresh approach to topics, units and components to
C1
reate an effective exam-focused package whatever your teaching and learning scenario. Its truly flexible so likely to encourage young people’s involvement. And these people will be theSection
next of text • Use language that is appropriate for the person you’re writing to.
test. The (2) originally appeared in a (2) an alternative means of recognition.
Teacher’s Booksquirted
and Digital
at her fromresources
omponents are designed to work independently for short and intensive preparation or in combination
or longer exam courses. Adaptable for the classroom, independent study and blended to fully digital generation who will be responsible for the environment, so to train them is vital. When (1) comes to
earning environments – create your own FORMULA for exam success. popular psychology title, Outliers, by Malcolm Gladwell. Research teams worldwide have long used the whales’
A key stipulation of the concept was that the practice to turn (2)
horned lizard when it suddenly its

ORMULA C1 ADVANCED Teacher’s Book with Presentation Tool, Digital Resources and App gives
eachers the flexibility to create dynamic lessons and courses from 30 to 100 hours and beyond. Teachers ADVANCED tails to identify whether individuals they encounter are new
re given guidance and support on how to use the two core components either separately or together, in (3) had to be ‘deliberate’ practice. 130 familiar (3)
long with a range of resources to customise classes depending on course length and specific exam and to the area or are whales that they are already familiar
anguage needs. A casual half hour a day strumming a guitar would not (3) . An increasing number of teams in (4) the
this requirement.
(4) are now contributing to an international database, so (5) to
ORMULA C1 Advanced Teacher’s Book with Presentation Tool, Digital Resources and App
rovides:
However, recent research into deliberate practice has in (4) the main resource is
An introduction to the course and how it works • Downloadable teacher’s notes for the Exam Trainer Paraphrase
(5) to some intriguing conclusions. photos of humpback whales’ tails. This is done
Classroom teaching ideas with methodology • Coursebook and Exam Trainer audio and a look for help from
sections including mindfulness for exams audioscripts
The study (6) that even in something as so (5) to monitor population

Teaching notes with extra ideas for fast finishers, • Test package
size, migratory routes and the distribution of b in order to
traditionally practice-based as learning a musical instrument,
Speaking or writing
alternative approaches and suggestions for • Grammar presentations
dyslexic students individuals in resting, calving and feeding c on the subject of
Integrated answer key with smart answers for all
• Photocopiable activities deliberate practice (7) for just 21 percent
areas around the world. d know about
exam task exercises • Accessibility and inclusion resources
FOR EXAM SUCCESS TEACHER’S BOOK of the observed improvement. When it comes to professions
(it, disguise) itself as? I know it can mimic a lot of other

Speaking and writing success criteria to help
speaking test videos with Presentation Tool, Digital Resources and App such as business, in which the skills are (8) e that contains
determine what makes a ‘solid’, ‘good’ and
course audio, exam videos and grammar
less tangible and more difficult to define, the figure falls to
Presentation Tool for the Coursebook and
practice activities

Exam Trainer

or students

Coursebook and Interactive eBook*,

0 A kept B said C thought D held
what that is!

Exam Trainer and Interactive eBook*,
1 A disciplined B controlled C restricted D ordered
Coursebook Interactive eBook*, Digital Resources
and App 2 A deduction B principle C value D regulation
Exam Trainer Interactive eBook*, Digital Resources
and App 3 A request B demand C subject D question
p11
* available with and without key 4 A complete B succeed C meet D reach
10 EXAM TRAINER
6 A uncovers B reveals C exposes D releases
p12 Ex 1
pearsonenglish.com/formula Lynda Edwards & Jacky Newbrook
7 A amounts B accounts C generates D justifies
8 A cautiously B uncertainly C doubtfully D arguably
CVR.indd All Pages 15/12/2020 11:34
11
The notes for each lesson provide:

• a Unit overview which summarises the content in each Building block 4 DIGITAL RESOURCES
unit
• a list of extra Formula Digital resources Grammar presentations, photocopiable worksheets, tests,
• a dyslexia focus which highlights tasks which dyslexic videos, app
making suitable adjustments Example teaching scenario
• a warmer task to focus students’ attention and get them
Depending on the number of classes within the
ready for the lesson ahead, and a cooler task to round
100—120-hour course, you could provide single or
off the lesson
multiple skill lessons. For example, you may have
• detailed teacher’s notes for each exercise as well as
60 × 2-hour classes.
• alternative approaches to some exercises A 2-hour class may consist of the following: Reading
• flexible follow up to extend the previous activity and Use of English — Part 2 Open cloze. A lesson of
this type would enable recycling of language from
For the fastest path, use the basic notes; to extend the previous lessons, a full introduction to this part of the
lessons, use the activities in the tinted boxes. exam and extensive language input and practice.
24
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READING AND USE OF ENGLISH — Part 2 Open cloze

C1 Grammar
Use Photocopiable 1C to recycle ADVANCED
language from earlier in the unit. 1C Perfect and continuous tenses — Match Dash!
a b c d
They (travel) around Currently, I (work) Recently, I (reading) a At the moment I
the country … double shifts … novel, … (read) …
e f g h
This month I (start) At half past twelve At this time on Saturday I (finish) this work
going to the gym … tomorrow I (prepare) we (already arrived) … project …
lunch …
i j k l
I (sit) on a beach in the I (study) extra hard over I (sleep) really badly Before I turn 60 …
Caribbean … the last few weeks … lately …
1 2 3 4
5 6 7 8
… to earn some extra … but I haven’t finished … a book about … because I have an
cash for the holidays. it yet. dinosaurs. exam coming up.
9 10 11 12
… so I’m exhausted … at the holiday house … by this time next … for my boss by next
today! in Crete. week — hopefully week.
a
b
c
d
e
f
g
h
i
j
k
l
READING AND USE OF ENGLISH – Part 2 Open cloze
ABOUT THE TASK
In Reading and Use of English Part 2, you read a short text The gaps test your understanding of different kinds of
Use the Exam Trainer Presentation tool
for the page.
which has eight gaps in it. You have to think of the word grammar, e.g. auxiliary and modal verbs, dependent
that best fits each gap. prepositions, relative pronouns, articles, etc.
There are no options to choose from. They also test your knowledge of phrasal verbs, linking
You have to think about the structure of the language in words and expressions and fixed phrases.
the text and the meaning of the text. The answer is always a single word.
The word you write must be spelled correctly, and must fit Occasionally, there is more than one possible correct answer.
the gap grammatically. Each question is worth one mark.
You cannot write contractions such as don’t or won’t.

Use Exam Trainer Teacher’s Notes for
TEST
M TASK 1 Read the first paragraph of a text about a project 2 Check your answers.
Warmer, ABOUT THE TASK and

TEST
monitoring animals called humpback whales. Think of

estions 1–8, read the text below and decide which the word which best fits each gap. Use only one word in 3 Read the answers to the five questions in Ex 1 again.
r (A, B, C or D) best fits each gap. There is an example each gap. There is an example at the beginning (0). Which answer
activities 1—4.
beginning (0). a is a dependent preposition that’s used with an adjective?
THE 10,000 HOUR RULE A MYTH? THE WHALE TAIL DATABASE b is a relative pronoun?
c is a pronoun in a fixed phrase?
number of years, there has been a Each human face is unique, making it easy for us
d is a phrasal verb particle?
y-(0) D belief that practising a to differentiate (0) BETWEEN people we
ular skill for 10,000 hours will turn anyone into a e is an adverb used in a fixed expression?
know and those we have never previously met.
-class expert. Perhaps unsurprisingly, few have been When (1) comes to attempting to 4 Match the sections of the text with their paraphrases a–e.
ently (1) to put this theory to the identify a humpback whale, however, we have to turn
Section of text
The (2) originally appeared in a (2) an alternative means of recognition.
When (1) comes to
Students carry out the Test activities 1—4

ar psychology title, Outliers, by Malcolm Gladwell. Research teams worldwide have long used the whales’
stipulation of the concept was that the practice to turn (2)
tails to identify whether individuals they encounter are new
had to be ‘deliberate’ practice. familiar (3)
to the area or are whales that they are already familiar
as a quick introduction to the exam task.

ual half hour a day strumming a guitar would not (3) . An increasing number of teams in (4) the
this requirement. are now contributing to an international database, so (5) to
ever, recent research into deliberate practice has in (4) the main resource is
Paraphrase
to some intriguing conclusions. photos of humpback whales’ tails. This is done
a look for help from
tudy (6) that even in something as so (5) to monitor population
ionally practice-based as learning a musical instrument,
individuals in resting, calving and feeding c on the subject of
erate practice (7) for just 21 percent
e observed improvement. When it comes to professions
as business, in which the skills are (8) e that contains
angible and more difficult to define, the figure falls to
one percent. So, if practice is responsible for such a small
rtion of the improvement, what is causing the rest?
kept B said C thought D held

disciplined B controlled C restricted D ordered
deduction B principle C value D regulation
request B demand C subject D question
complete B succeed C meet D reach
pointed B finished C decided D achieved
uncovers B reveals C exposes D releases
amounts B accounts C generates D justifies
cautiously B uncertainly C doubtfully D arguably
11
Use the Coursebook Presentation GRAMMAR: Perfect and continuous tenses

EXAM FILE p5
tool for the page. 1 We’re all ‘one of a kind’, they say. But, what makes each
of us unique?
EXAM BOOST p4

2 1.9 Listen to a scientist talking about fingerprints.
What, in his opinion, is the most likely reason that we EXAM TASK
have them?
3 1.10 Listen again and answer the questions. word which best fits each gap. Use only one word in each
1 Why have scientists dismissed the idea that fingerprints
How ears (or stripes) can
Students carry out activities 1—5. 2
3
What happens as our fingerprints glide over surfaces?
What does this do?
4 Why doesn’t it matter how we hold something?
(ponder).
Use the teacher’s notes to give you

(puzzle) scientists for a long time … of the past (3) , until recently, only ever
4 Scientists who were (work) in thought of as camouflage, are being used in conservation
some ideas on how to check their

6 This helps us to sense what we’re (hold).
understanding.
(4) you’re anything like most people, you’ve
5 Complete the sentences about unusual animals and probably (5) using the same passwords for
Man for at least 200 years, have little or no tail due to a in IT security, and rely on unique personal data to confirm
naturally occurring genetic mutation. identity (8) the use of
2 As we (peer) into the depths of
when hunting.
approaching!
5 Fran (just, finish) photographing a
horned lizard when it suddenly squirted at her from its
(it, disguise) itself as? I know it can mimic a lot of other Speaking or writing
what that is!
p11
25
www.frenglish.ru
If students are struggling with the UNIT 1 GRAMMAR FILE PRACTICE 3 Choose the correct alternatives.

grammar, you might like to use the REFERENCE

to talk about an unfinished period of time up to the present,
brackets.
Working freelance
Grammar presentation 1: perfect and

regular repeated actions, habits and for permanent situations. 2 Karl from home at the signals 3had failed / been failing or other trains 4had broken
Continuous
continuous tenses or direct students to

I usually got the tram to work. for the train to leave when the station announcer said, ‘No trains
can still be seen in the present or past. (live)
the Grammar file on page 98 and carry Continuous aspect A: Why are you crying? B: I’ve been chopping onions.
4 My neighbours cut down two tall
trees last month because people am working from home. I 8think / am thinking that being alone,
The action is continuous. We use the present continuous to emphasise the length or repetition of an action.
when we use dynamic (action) verbs to talk about: that they were without distractions, 9has benefitted / benefitted me considerably
I’ve been trying to get through to Max all morning, but he
out the practice exercises on page 99.

dangerous. (always complain) over the last few weeks. I am more productive and I feel that
5 They the results of friends and family respect the fact that I 10have / am having
the survey by the end of next week. certain hours in the day when I am ‘at work’ so to speak, and
B: She’s in the kitchen – she’s making a cup of tea. I’d been working on the essay for over two weeks. (publish) they 11don’t always ask / aren’t always asking me out. By the
When Sam called, I was eating. to suggest the short-term nature of an activity. 6 I the strangest end of this week I 12’ll have been working / ’ll work from
changing/developing situations. I’ve been working in advertising for the past ten years but message from Karen about her plans for
to suggest that an action is not complete. 7 Where of travelling to
temporary situations. to get through in the office. So, I 14’m not returning / won’t be
next? (you / think)
He will be working as a cleaner until he can find a better job. I’d been trying to teach myself to play the piano but I’m still returning to the daily commute any time soon!
pretty terrible. 8 I revising but I still
annoying or surprising habits with always. went out with my friends. (not finish)
permanent situations. 2 Five of these sentences contain errors. Pronunciation
present plans and arrangements for the future. Find the errors and correct them.
She’s lived in Rome since she was a child.
Are you doing anything next weekend? 4 Mark the three main stresses in each sentence.
We prefer to use the perfect continuous for more temporary 1 I’m loving living in London at the
Simple
glad to get home. Charlie and Aurora. 3 Where had you been working before coming here?
The action happened at some unknown time between then,
STATIVE AND DYNAMIC VERBS 3 She denies having had anything to do 4 How will you be commuting when the job hours change?
with the robbery.
before a time in the past; the present and a point of time in There are two categories for verbs in English: stative verbs 5 What’s been the most important thing you’ve learnt today?
the future. 4 This soup tastes a bit strange.
and dynamic verbs. 6 How much will you have earned by the end of the year?
I have eaten a lot today. 5 He’s not understanding anything about
technology. 5 1.1GF Listen and check. Then listen again and repeat
the sentences.
garden, so I’ll get back to you a bit later.
to talk about states, single or repeated actions over a long you while in London, but decided there 1 What you / work on / when / the computer / crash?
period of time up to the present (often with ever / never, wasn’t enough time. 2 How long / plane fly / before / they serve / dinner?
always).
often / always 8 I’ll believe it when I am seeing it! 3 How much / report / you complete / by the time / you leave /
It was only the second time I had travelled by plane. (stative; feel = have an opinion) 4 How / you / commute / when / train strike / happen / next week?
to talk about recent single actions with a present or past 6 How many people / you / discuss / the problem with / last week /
result (often with just, already, yet). before / you / get a result?
I’ve already started making spaghetti for dinner, so I don’t 7 Why / he / always complain / about the food in our canteen?
98 99
EXAM BOOST
SECTION C Students can go to the fold-out
SECTION A
Exam file and carry out Exam
Conditional forms
You have to decide which grammatical word fits in each
Perfect and continuous tenses boost
of the gaps. This may includeSection
conditional forms.A on page 4.
You may need to complete a verb form, such as an 3 Complete the conditionals with a suitable word.
auxiliary verb used to form a particular tense. Think You may need to use a contracted form.
carefully about the time references in the text as a whole,
1 If Joe studied harder, he might
which will help you determine which word you need.
have a better job now.
1 Complete the sentences with an appropriate 2 Watch the About C1
Had I learnt to cook professionally,
auxiliary verb or verbs. I been able to make you
1 I expecting a phone call any

Advanced: Reading and Use
a restaurant-standard dinner.
3 If I have to go to the dentist
tomorrow,of English Part
today. 2 video in the
minute now. Can I get back to you later?
I wouldn’t be so worried
2 Jodie never met anyone quite
4 If Jenny were here, she’d shown
us how toDigital
play this game. resources.
like Stephanie before and was intrigued to find
out more.
5 If I had more free time, I definitely
3 They just put the finishing touches
go to more gigs with you.
to the decorations, so the room will be ready shortly.
6 If I going to visit my grandma
4 José working on his assignment
at the weekend, I’d have planned to go shopping
all afternoon and hopes to finish it by the end of
with Bernie.
the day.
7 Had Danny going to the
5 Sara waiting in the queue for two
conference, he’d be packing his bags right now.
hours before she decided to give up and go home.
8 If you’d recorded that programme about veganism,
SECTION B we put it on.
Conjunctions SECTION D
You may have to use a conjunction to link clauses or
Future tenses
sentences. It’s important to understand how the different
conjunctions are used, so you can choose one that fits the You may have to complete tenses. You will usually
meaning of the sentence. be tested on the auxiliary elements of the tense,
rather than the main verb.
2 Complete the sentences with a word or phrase from
the box. There is one word or phrase that you do not 4 Complete the sustainability plan using an
need to use. appropriate auxiliary verb or verbs.
Students read through the Exam reference READING AND USE OF ENGLISH – Part 2 Open cloze
as though as yet not only since
How I plan to be more sustainable
whatever whereas while in the Exam file before starting this part of ABOUT THE TASK
NUMBER OF
QUESTIONS
I’m 1
to buy one of those 8
thehave lesson. This coffeewill give them information • You will read a short text with eight gaps.
1 do triplets look alike, they reusable cups made of bamboo. • You have to think of the word that best fits each gap. There are no options to TASK
choose from. Short reading text
identical brain wave patterns, too.
about theofspecific
I
exam part
mend all my clothes instead
as well as which •
2 The answer is ALWAYS a single word. SCORING
2 some non-identical triplets look
buying new ones.
• The word you write must be spelled correctly, and must fit the grammar and meaning
of the sentence. 1 mark per
question
very different from each other, other non-identical
particular Bystrategies
this time next year, I and skills got ridare important.
• Very occasionally, there may be more than one correct answer.
sets can look remarkably similar. 3
EXAM REFERENCE
3 Identical triplets have the same blood type and of my car and 4 riding a bicycle. What is being tested?
eye colour, their teeth marks This part of the exam focuses on your knowledge of grammar and your understanding of how a text is organised.
I5 already reducing household The questions may test your knowledge of, for example:
and fingerprints are different. • prepositions, e.g. within, towards • determiners, e.g. some, much
energy by installing energy-efficient appliances.
4 It seems the DNA of triplets • pronouns, e.g. its, oneself • relatives, e.g. what, which, who, how
may not be 100 percent identical. I6 using far more Fairtrade™ • auxiliary and modal verbs, e.g. have, can, must • conjunctions, e.g. or, although
• articles, e.g. a/an, the • phrasal verb particles, e.g. come over, do away with,
5 only 150 sets of triplets are born products in the future. draw on
in the UK each year, this means that only 1 in 5,000 How do you do it?
In a year’s time, I 7 planted
births results in triplets. BEFORE THE TASK
several more trees in my garden. • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
6 the gender, it’s fairly common to
• Don’t focus on the gaps at this point.
find that one triplet writes with a different hand to • Look at the example given and think about why the answer is correct.
the others. DURING THE TASK
• Read the text again carefully, stopping at each gap.
• Think about what type of word is missing, e.g. is it a pronoun, a preposition, an article?
• Read the whole sentence containing the gap. Is the missing word part of a verb, and is it singular or plural,
4 passive or active, an auxiliary verb?
• Check the words before and after the gap. The missing word may be a dependent preposition or part of
a fixed phrase.
• Read the sentences before and after the one with the gap. The missing word may be linking to ideas in the
INS Formula EF B2 20267 Booklet_4p.indd 4 09/12/2020 12:45 same sentence, or in different sentences.
AFTER THE TASK

• Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
• If you still don’t know the answer, make a sensible guess. No marks are lost for incorrect answers, so don’t leave
any empty gaps.
Are you exam-ready?
Did you …
… stop at each gap and think about what type of word might be missing? ..............................................................
… check the words before and after the gap carefully? ...............................................................................................
… read the sentence before and after the gap if the missing word is a linking word? ............................................
… remember to read the text again at the end, to make sure it makes sense? .........................................................
26
www.frenglish.ru
READING AND USE OF ENGLISH – Parts 1, 2, 3 and 4 Speaking or w
Unit 1 Unit 3
READING AND USE OF ENGLISH – PART 1 READING AND US
(page 8) (page 30)
Students can now complete the
EXAM FILE p5
Speaking or writing Speaking or writing
1 We’re all ‘one of a kind’, they say. But, what makes each
of us unique?
EXAM BOOST p4

Exam task in the main unit using
6 Can you think of any one-hit wonders? Tell your partner 7 Answer the question
2 1.9 Listen to a scientist talking about fingerprints.
What, in his opinion, is the most likely reason that we
have them?
EXAM TASK the guidance they have found about them.
6 For questions 1–8, read the text below and think of the • What would you like
3
1
1.10 Listen again and answer the questions.
Why have scientists dismissed the idea that fingerprints

word which best fits each gap. Use only one word in each
gap. There is an example at the beginning (0). in the Exam file, the Exam focus 7 Have you ever done anything that you were really proud • Is there anything you
2
3
What happens as our fingerprints glide over surfaces?
What does this do?
How ears (or stripes) can
and the video to help them. of that you’ve never achieved again? How bothered • Do you think it’s mor
4 Why doesn’t it matter how we hold something? were you / would you be about that? Write a paragraph knowledge or wealth
form of the verbs in brackets. to have features that uniquely identify individuals. explaining your feelings.
8 What is the most incr
(ponder).
you’ve seen or would
READING AND USE OF ENGLISH – PART 2
(puzzle) scientists for a long time … of the past (3) , until recently, only ever impressive about it, o
4 Scientists who were (work) in thought of as camouflage, are being used in conservation (page 10)
Speaking or writing READING AND US
6 This helps us to sense what we’re
5 Complete the sentences about unusual animals and

(hold).
(4) you’re anything like most people, you’ve Students can complete (page 32)
7 What makes you individual? Tell your partner.
probably (5) using the same passwords for
‘Speaking or writing’ activities

Speaking or writing
8 In what ways do you like to be the same as other people?
with a partner.
Man for at least 200 years, have little or no tail due to a in IT security, and rely on unique personal data to confirm
2
naturally occurring genetic mutation.
As we (peer) into the depths of
identity (8) the use of
touchscreens or other recognition devices. In which ways are you happy to differ? Think about: 6 What would you like
pinecone fish, which lights up its prey with its jaw • opinions and beliefs. How important do yo
when hunting.
something people w
for weeks before I finally spotted a snow leopard – unlike • fashion sense.
4
approaching!
Leafy sea dragon fish (evade) capture
• musical taste. 7 The Brontës were ve
messages across in t
5 Fran (just, finish) photographing a
horned lizard when it suddenly squirted at her from its Unit 2 place of artists such a
6
Is that a mimic octopus? What
(it, disguise) itself as? I know it can mimic a lot of other Speaking or writing
Use the Coursebook teacher’s READING AND USE OF ENGLISH – PART 3
to causes?
Write a short essay, o
notes for Cooler.
what that is!
(page 18)
p11

Speaking or writing Unit 4
6 Tell your partner about a time when you misplaced
READING AND USE OF ENGLISH – Part 2 Open cloze READING AND US
something important. What were the consequences? (page 40)
ABOUT THE TASK
7 How can you avoid misplacing important or valuable

In Reading and Use of English Part 2, you read a short text The gaps test your understanding of different kinds of
which has eight gaps in it. You have to think of the word
that best fits each gap.
grammar, e.g. auxiliary and modal verbs, dependent
prepositions, relative pronouns, articles, etc.
Speaking or writing
things, such as your passport
There are no options to choose from. Theyor
alsoitems of jewellery?
test your knowledge Write
of phrasal verbs, linking
6 Do you consider you

words and expressions and fixed phrases.
You have to think about the structure of the language in
a list of suggestions and then
the text and the meaning of the text. share
The answer it with
is always your partner.
a single word.
The word you write must be spelled correctly, and must fit
the gap grammatically.
Occasionally, there is more than one possible correct answer.
things have happene
experiences in small
READING AND USE OF ENGLISH – PART 4
(page 20)
TEST
EXAM TASK 1 Read the first paragraph of a text about a project 2 Check your answers. 7 Do you think people
TEST
example, by working
For questions 1–8, read the text below and decide which
Speaking or writing
the word which best fits each gap. Use only one word in 3 Read the answers to the five questions in Ex 1 again.
Strategies and skills 3 Choose the correct words inisthe

answer (A, B, C or D) best fits each gap. There is an example each gap. There is an example at the beginning (0). Which answer
at the beginning (0). box to complete
Write a short article,
TEACH
a dependent preposition that’s used with an adjective? a
IS THE 10,000 HOUR RULE A MYTH? THE WHALE TAIL DATABASE

the activities
sentences (1–7) in Ex 2. Add capital letters
7 Which
b is a relative pronoun?
Perfect and continuous tenses do you think

c is are generally
a pronoun in a fixed phrase? more
own life if possible.
For a number of years, there has been a
where necessary.
Each human face is unique, making it easy for us
widely-(0) D belief that practising a successful with two people?
to differentiate (0) BETWEEN Why?
people we
The gaps sometimes test your knowledge of present verb tenses. particular skill for 10,000 hours will turn anyone into a e is an adverb used in a fixed expression?
know and those we have never previously met.
world-class expert. Perhaps unsurprisingly, few have been When (1) comes to attempting to 4 Match the sections of the text with their paraphrases a–e.
The gapped word is often an auxiliary verb, for example a form
8 What addition although considering READING AND US
For homework, students can complete
sufficiently (1) to put this theory to the
test. The (2) originally appeared in a (2) are the pros and cons of playing sport with a partner
identify a humpback whale, however, we have to turn
an alternative means of recognition.
Section of text
of the verbs be, do or have. The verb may use the perfect aspect despite far provided When
whilst
(1) comes to
popular psychology title, Outliers, by Malcolm Gladwell.
A key stipulation of the concept was that the practice as opposed to doing individual
to turn sports?
Research teams worldwide have long used the whales’
(2) (page 42)
and/or be in the active or passive form.
Reading and Use of English — Part 2 Open
in (3) had to be ‘deliberate’ practice. familiar (3)
to the area or are whales that they are already familiar
A casual half hour a day strumming a guitar would not
(4) this requirement.
(3) . An increasing number of teams in (4)
so (5)
the
to Speaking or writing
1 Complete the sentences
are now contributing to an international database,
cloze p11, p12 Ex 1 in the Exam Trainer. However,with oneintoword

recent research inpractice
deliberate each has gap. in (4)
SPEAKING BOOST
the main resource is
photos of humpback whales’ tails. This is done
Paraphrase
1 The team has

(5)
The study (6)
to some intriguing conclusions.
monitoring the group of whales
that even in something as so (5) to monitor population
6 The fourth dimension
traditionally practice-based as learning a musical instrument, Discuss or answer.
for several years. deliberate practice (7) for just 21 percent
individuals in resting, calving and feeding c on the subject of What do you think th
2 The waters there
of the observed improvement. When it comes to professions
believed to be where female
such as business, in which the skills are (8)
1 Does art imitate life, or lifee imitate
that contains
art? your partner.
whales give birth to their young. less tangible and more difficult to define, the figure falls to
2 ‘Writing is the most important human invention
3 The extent to which the whales’ habits
been of all time.’ To what extent do you agree with this
altered by human activity
0 A kept
is unclear.
B said C thought D held argument?
4 So what reason 2 researchers give for the

A deduction B principle C value D regulation
92
3 A request B demand C subject D question
whales returning to4the area each
A complete B succeedyear?
C meet D reach Conditional forms
5 After photographed,
6 A uncovers B reveals the whale’s
C exposes D releases tail is
The gaps sometimes test your knowledge of
uploaded to the database.
conditionals. Make sure you know the more complex
8 A cautiously B uncertainly C doubtfully D arguably
6 The database Formula CB C1 WKey

been added to by research 20267_4p.indb
conditional 92-93
forms, and learn the difference between if
teams from all around the world. and unless. The gaps may also test your knowledge of
11
structures with wish. M01 FMLA ETC1 WKey 20298.indd 11 09/12/2020 12:33
Conjunctions
Some gaps test your knowledge of linking words. 4 Choose the correct words (A–C) to complete the
sentences.
READING AND USE OF ENGLISH — Part 2 Open cloze
TIP: Think about what the linking word is doing in the sentence:
3 Write the conjunction despite on the board and elicit
1 If I hadn’t
Extra
gone back to sleep, I from students its function (contrast). Tell students that they

Ask students to invent a sentence for phrases 1—5 in must also pay attention to the form or verb patterns that
is it adding similar information or ideas, giving a reason, be really tired now.

Ex 4. Tell them to use the paraphrases (a—e) to help. follow the conjunctions. Elicit that the conjunction despite
Provide an example first: I wasn’t familiar with the new is followed by the fact + clause, or (object) -ing. In the same
software system the IT department had introduced. pairs, ask students to discuss the meaning (function) of the
contrasting ideas, etc.? A could B will C would

conjunctions in the box and the verb patterns that follow
them. Once completed, tell them to complete the gaps in
Strategies and skills Exam Trainer p12 Ex 2. Nominate students to read the answers to the class and
TEACH
write them on the board. Ask students to make a note of any
2 You Perfect and continuous tenses have avoided all the traffic if
Ask students to close their books. Write the following
errors they made with conjunctions and the verb patterns
that follow them.
gapped sentences on the board: Before ____ used officially,
2 Look at the gaps in the sentences (1–7) and think about what you’d set off an hour earlier.
newly written exams ____ tested by control groups. By the
time they end up on your exam desk, exam papers ____ been
Answers
1 Although 2 Far 3 addition 4 despite
tried and tested numerous times. Why ____ you think this
A will B should C could
5 provided 6 whilst 7 considering
is missing. Answer the questions (a–d).

____ done? Put students into pairs and ask them to complete
Before class Need something extra or a change of pace

the gaps with one word in each gap. Once completed,
READING AND USE OF ENGLISH – Part 2 Open cloze elicit the answers to the board (being, are, have, do, is). SPEAKING BOOST
3 I might have passed my driving test Ask students what tenses these sentences/questions are in
1 many residents are happy with the standard

ABOUT THE TASK 1 Does art imitate life, or life imitate art?
(present) and whether they are active/passive (all passive
In Reading and Use of English Part 2, you read a short text The gaps test your understanding of different kinds of except the auxiliary ‘do’ in the question). Elicit the fact that Elicit which types of arts students are most interested in
I not made one silly mistake.

Exam Trainer Test section Use the Speaking boost from the Exam
which has eight gaps in it. You have to think of the word grammar, e.g. auxiliary and modal verbs, dependent
that best fits each gap. prepositions, relative pronouns, articles, etc. all the missing words are auxiliary verbs and explain that and why. Write these on the board (e.g. photography,
There are no options to choose from.
You have to think about the structure of the language in
They also test your knowledge of phrasal verbs, linking
words and expressions and fixed phrases. of maintenance in the complex, others feel it is poor, given the in this exam part, when testing tenses, it’s the grammatical
words which are often omitted.
music, dance, etc.). Put students into pairs and ask them
to discuss the question. Tell them to decide whether their
A had B would C if
the text and the meaning of the text. The answer is always a single word.
opinions differ depending on the art form. Get some
high service charges. 1 Ask students to read and complete the gaps with one
The word you write must be spelled correctly, and must fit Occasionally, there is more than one possible correct answer.
the gap grammatically. Each question is worth one mark.
feedback from the students.
word before comparing their answers in pairs. Ask students
on p11. Trainer p12theand the Speaking 4 boost

to tell each other what kind of word is missing and why it 2 ‘Writing is the most important human invention of all
2 from allowing experience to put him off I wonder where I would ended up takes that form (e.g. 1 been = auxiliary verb be in the past
participle because the sentence uses the present perfect
time.’ To what extent do you agree with this argument?
TEST
EXAM TASK
On the board, create a list with the students of some of
1 Read the first paragraph of a text about a project 2 Check your answers. continuous). Encourage students to make a list of present
if I’d continued driving along that little road. the biggest benefits of writing and why it is so important.
TEST

tenses in their notebooks and highlight the auxiliary verbs
kite surfing, it actually made him more determined to succeed.
3 Read the answers to the five questions in Ex 1 again. Put students into small groups and ask them to discuss the
extension from the Exam Trainer Teacher’s

For questions 1–8, read the text below and decide which the word which best fits each gap. Use only one word in
answer (A, B, C or D) best fits each gap. There is an example each gap. There is an example at the beginning (0). Which answer used in each tense, both in the active and passive voice. question and to provide reasons for their arguments. Elicit
at the beginning (0).
A had B have C be
a is a dependent preposition that’s used with an adjective?
some ideas from the students during feedback, including
IS THE 10,000 HOUR RULE A MYTH? THE WHALE TAIL DATABASE b is a relative pronoun? Answers
ideas for some other important inventions.
3 Expanding on answers at an interview demonstrates good
c is a pronoun in a fixed phrase?
For a number of years, there has been a Each human face is unique, making it easy for us
1 been (present perfect continuous)
widely-(0) D belief that practising a to differentiate (0) BETWEEN people we 2 are (present simple passive)
Extension
5 You’ll lose your job you stop
is an adverb used in a fixed expression?
Notes.
particular skill for 10,000 hours will turn anyone into a know and those we have never previously met.
e
SPEAKING BOOST
3 have (present perfect passive)
subject knowledge in to giving the speaker
world-class expert. Perhaps unsurprisingly, few have been When (1) comes to attempting to 4 Match the sections of the text with their paraphrases a–e.
sufficiently (1) to put this theory to the identify a humpback whale, however, we have to turn
Section of text
4 do, did (present simple interrogative or past simple Put students into pairs and ask them to think of any other
test. The (2) originally appeared in a (2) an alternative means of recognition.
interrogative)
sending so many personal emails from work.
popular psychology title, Outliers, by Malcolm Gladwell. When (1) comes to inventions they think are as important or more important
confidence.
Research teams worldwide have long used the whales’
A key stipulation of the concept was that the practice to turn (2) 5 being (-ing form is used following ‘after’ and ‘before’) than writing. Tell students to create a short survey from
in (3) had to be ‘deliberate’ practice. to the area or are whales that they are already familiar
familiar (3) 6 has (present perfect passive) which they can determine the views of their friends/
A casual half hour a day strumming a guitar would not in (4) the
A if B because C unless
(3) . An increasing number of teams family when it comes to important inventions. Ask
(4) this requirement. are now contributing to an international database, so (5) to
students to present their surveys to the class and/or, if
4 The participants in the experiment actually put on weight, Conjunctions
However, recent research into deliberate practice has in (4) the main resource is
Paraphrase
(5) to some intriguing conclusions. photos of humpback whales’ tails. This is done they have managed to carry out their surveys, to present
The study (6) that even in something as so (5) to monitor population Focus students’ attention on the TIP and explain that their findings to the rest of the class.
6 If I the lottery,Conditional
I would probably
conjunctions or parts of them are commonly omitted in this
the fact that they were doing more exercise.
traditionally practice-based as learning a musical instrument,
individuals in resting, calving and feeding c on the subject of
deliberate practice (7) for just 21 percent part of the exam.
of the observed improvement. When it comes to professions forms
give a 2lot of the money to charity.
such as business, in which the skills are (8) e that contains
Put students into pairs. Ask them to look at questions Ask students to close their books. Give them a few minutes
less tangible and more difficult to define, the figure falls to
5 The new electric car is expected to go into production soon,

a tiny one percent. So, if practice is responsible for such a small C1 a—d and list any conjunctions they know with these functions
Grammar to tryC1 to recall as many conditional structures as Grammar they can
ADVANCED ADVANCED
proportion of the improvement, what is causing the rest? (e.g. However, Although, Despite, Moreover, In addition, remember. Write these sentences on the board: I wish the
won
1CAPerfect B win winning
C continuous
since, because, due to, etc.). Ask students to read gapped
and continuous tenses — Match Dash! 1D Perfect and tenses — This is me
teacher ____ speak more slowly. If I hadn’t studied this last
that any design faults are rectified quickly.

0 A kept B said C thought D held sentences 1—7 and match them to the functions in questions weekend, I ____ be lost now! Elicit the missing words (would,
a—d. Check answers as a class. would) and what kind of structures these are (wish + would,
2 A deduction B principle C value D regulation
a b c d
You really should set off now

7
3 A request B demand C subject D question mixed conditional). Tell students that conditional and wish
Why not try?

They (travel) around Answers
Currently, I (work) Recently, I (reading) a At the moment I
6 Being able to hold down a demanding full-time job

4 A complete B succeed C meet D reach
the country … double shifts … novel, … (read) … structures
A something you have are often
A atested
place youin
havethis exam Apart,
visited but itthatiswill
Something usually
have
5 A pointed B finished C decided D achieved a 1, 2, 4 changed in your house
the grammatical words many times in your town/
(auxiliary verbs, verb changed in your home
to be) that are
recently city town/city by the time you
you want to be home before 11 p.m.

6 A uncovers B reveals C exposes D releases e f b 3 g h omitted.
B something you areAsk students
B a placeto you
look back inat the have
are visiting listsretired
of conditionals
also studying is a combination that few

This month I (start) c 5, 7
At half past twelve At this time on Saturday I (finish) this work
they inhave
changing made andyour
your house indicate
town/city inwhat
the nearthe auxiliary
B Somethingverbs that is are in
8 A cautiously B uncertainly C doubtfully D arguably going to the gym … tomorrow I (prepare) we (already arrived) … project … at the moment future changing in your town/
d 6
lunch … each youstructure. city
Less time
C something will have C a place you have been
A unless B although C if
A photocopiable activity
i j k l changed in your house in visiting in your town/city C Something that has
SECTION C
achieve without some difficulty.
11 the next year since you were a child changed in your town/
I (sit) on a beach in the I (study) extra hard over I (sleep) really badly Before I turn 60 … city in the last ten years
EXAM BOOST Caribbean … the last few weeks … lately …
Conditional forms
8 I would have chosen to go by train if I had

1 2 3 4 11
A a tradition the people in A something you have A something you’ve been
7 She did extremely well in her first professional game, especially

Ask students to
your country will still be been planning to do for a spending a lot of time on
SECTION A You have to decide which grammatical word fits in each
from howthe
nervousDigital
she had beenresources.
upholding long into the while B something you are
the choice.
future B something you planned spending a lot of time on
of the gaps. This may include conditional forms. 5 6 7 8
Perfect and continuous tenses
B a tradition the people in to do in the past, but at the moment
beforehand. … to earn some extra … but I haven’t finished … a book about … because I have an your country have started never did C something you will be
cash for the holidays. it yet. dinosaurs. exam coming up. upholding in recent years C something you have spending a lot of time on
You may need to complete a verb form, such as an 3 Complete the conditionals with a suitable word.
C a tradition the people always planned to do in the future
A got B had C have

in your country have that you will have done
9 10 11 12
complete the
stopped upholding by this time next year
auxiliary verb used to form a particular tense. Think You may need to use a contracted form. … so I’m exhausted
today!
… at the holiday house
in Crete.
… by this time next
week — hopefully
… for my boss by next
week.
recently
carefully about the time references in the text as a whole,

Which ones need a word to express contrast?
a
1 If Joe studied harder, he might
which will help you determine which word you need. a A something in your life
you have wanted to give
A a group or society you
are part of in your town/
A something you have
done for your community
have a better job now. b
c up recently city that you are proud of
Grammar file Which one needs a word to introduce a similar idea or

B something in your life B a group or society you B something you are doing
b
d
1 Complete the sentences with an appropriate 2 Had I learnt to cook professionally, e
you are giving up
C something in your life
have been part of since
you were young
for your community that
you are proud of
f
auxiliary verb or verbs. I been able to make you g
you will have given up in C a group or society you C something you will have
information?
20 years’ time will be part of in the near done for your community
a restaurant-standard dinner. h
i
future in five years’ time that will
make you proud
1 I expecting a phone call any
activities and the

j
3 If I have to go to the dentist
minute now. Can I get back to you later? k
cshownWhich ones introduce a reason or explanation?

l
tomorrow, I wouldn’t be so worried today.
2 Jodie never met anyone quite
PHOTOCOPIABLE © Pearson Education Limited 2020 3 PHOTOCOPIABLE © Pearson Education Limited 2020 4
4 If Jenny were here, she’d

like Stephanie before and was intrigued to find
us how to play this game.
d Which one needs a time expression?
Exam boost at
out more.
5 If I had more free time, I definitely
3 They UNIT just put the finishing
1 GRAMMAR FILEtouches PRACTICE 3 Choose the correct alternatives.
go to more gigs with you.

to the decorations, REFERENCE

so the room will be ready shortly. to talk about an unfinished period of time up to the present, 1 Complete the sentences using the Wor king freelance
6 If I going to visit my grandma
Quick homework
home.
brackets.
4 José working on his assignment
The action is viewed as a fact. We use this for routine or We won’t have seen him for a couple of months.
at the weekend, I’d have planned to go shopping
all afternoon and hopes to finish it by the end of regular repeated actions, habits and for permanent situations.
Continuous
2 Karl from home at the signals 3had failed / been failing or other trains 4had broken
with Bernie.
We use the perfect continuous:
the day.
I usually got the tram to work. 3 Rafaella in Sweden for
can still be seen in the present or past. (live)
7 Had Danny going to the

12
Continuous aspect A: Why are you crying? B: I’ve been chopping onions.
4 My neighbours cut down two tall
5 Sara waiting in the queue for two trees last month because people am working from home. I 8think / am thinking that being alone,

The action is continuous. We use the present continuous to emphasise the length or repetition of an action.
that they were without distractions, 9has benefitted / benefitted me considerably
conference, he’d be packing his bags right now.

when we use dynamic (action) verbs to talk about: I’ve been trying to get through to Max all morning, but he
dangerous. (always complain) over the last few weeks. I am more productive and I feel that
hours before she decided to give up and go home.

5 They the results of friends and family respect the fact that I 10have / am having
the survey by the end of next week. certain hours in the day when I am ‘at work’ so to speak, and
8 If you’d recorded that programme about veganism,

B: She’s in the kitchen – she’s making a cup of tea. I’d been working on the essay for over two weeks. (publish) they 11don’t always ask / aren’t always asking me out. By the
When Sam called, I was eating. to suggest the short-term nature of an activity. 6 I the strangest end of this week I 12’ll have been working / ’ll work from
changing/developing situations. I’ve been working in advertising for the past ten years but message from Karen about her plans for
we put it on.
SECTION B
to suggest that an action is not complete. 7 Where of travelling to
temporary situations. to get through in the office. So, I 14’m not returning / won’t be
next? (you / think)
Unit 1 activities.
He will be working as a cleaner until he can find a better job. I’d been trying to teach myself to play the piano but I’m still returning to the daily commute any time soon!
pretty terrible. 8 I revising but I still
Conjunctions
annoying or surprising habits with always. went out with my friends. (not finish)
SECTION D
permanent situations. 2 Five of these sentences contain errors. Pronunciation
present plans and arrangements for the future. Find the errors and correct them.
She’s lived in Rome since she was a child.

Are you doing anything next weekend? 4 Mark the three main stresses in each sentence.
You may have to use a conjunction to link clauses or We prefer to use the perfect continuous for more temporary 1 I’m loving living in London at the
Future tenses
Simple
sentences. It’s important to understand how the different The action happened at some unknown time between then,
glad to get home.
STATIVE AND DYNAMIC VERBS 3

Charlie and Aurora.
She denies having had anything to do
3
4
Where had you been working before coming here?
How will you be commuting when the job hours change?
You may have to complete tenses. You will usually

with the robbery.
conjunctions are used, so you can choose one that fits the
before a time in the past; the present and a point of time in There are two categories for verbs in English: stative verbs 5 What’s been the most important thing you’ve learnt today?
the future. 4 This soup tastes a bit strange.
and dynamic verbs. 6 How much will you have earned by the end of the year?
5 He’s not understanding anything about
be tested on the auxiliary elements of the tense,

I have eaten a lot today. Dynamic verbs can be used in simple and continuous
5
meaning of the sentence.
technology. 1.1GF Listen and check. Then listen again and repeat
the sentences.
rather than the main verb.

garden, so I’ll get back to you a bit later.
to talk about states, single or repeated actions over a long you while in London, but decided there 1 What you / work on / when / the computer / crash?
2 Complete the sentences with a word or phrase from

period of time up to the present (often with ever / never, wasn’t enough time. 2 How long / plane fly / before / they serve / dinner?
often / always). 8 I’ll believe it when I am seeing it! 3 How much / report / you complete / by the time / you leave /
4 Complete the sustainability plan using an

the box. There is one word or phrase that you do not

It was only the second time I had travelled by plane. (stative; feel = have an opinion) 4 How / you / commute / when / train strike / happen / next week?
need to use.
to talk about recent single actions with a present or past
result (often with just, already, yet).
I’ve already started making spaghetti for dinner, so I don’t
appropriate auxiliary verb or verbs. 6
7
How many people / you / discuss / the problem with / last week /
before / you / get a result?
Why / he / always complain / about the food in our canteen?
98 99
as though as yet not only since

whatever whereas while
How I plan to be more sustainable 13/10/2020 16:40
I’m 1 to buy one of those

1 do triplets look alike, they have reusable coffee cups made of bamboo.
identical brain wave patterns, too.
I2 mend all my clothes instead
2 some non-identical triplets look
of buying new ones.
27
very different from each other, other non-identical
sets can look remarkably similar. By this time next year, I 3 got rid
3 Identical triplets have the same blood type and of my car and 4 riding a bicycle.
eye colour, their teeth marks
I5 already reducing household
and fingerprints are different.
energy by installing energy-efficient appliances.
4
5
It seems the DNA of triplets
may not be 100 percent identical.
only 150 sets of triplets are born
I6
www.frenglish.ru
using far more Fairtrade™
products in the future.
in the UK each year, this means that only 1 in 5,000
In a year’s time, I 7 planted
births results in triplets.
several more trees in my garden.
6 the gender, it’s fairly common to
find that one triplet writes with a different hand to
F01_FMLA_TB_C1GLB_20328_PLIM.indd 27 the others.
19/01/2021 09:18
HOW TO TEACH FOR EXAMS
What do teachers need to consider? • What is the grammar syllabus for the exam?
• How are the skills tested — multiple choice questions,
How is teaching for exams different from gap-fill, … ? What techniques are required for dealing
with each one?
teaching general English classes?
• Exam classes often place more emphasis on reading, The practicalities of taking the exam
writing and grammar. General courses often include • How much time is allowed for each part of the exam?
more speaking activities and general listening tasks that How should students balance their time?
aim to develop communicative skills and fluency. • Where do students write their answers? Is there transfer
• An exam course is fixed, with an exam syllabus that time?
must be completed. This means the teacher may feel How the exam is marked
there’s little time to do many extension activities from • What is the weighting of different papers?
the Coursebook that are either optional or not in exam • How many marks are there for each question?
format, even though these are clearly useful. When • What are the assessment criteria for each part where
doing these activities, it’s important that teachers there is no ‘right’ answer, i.e. when testing the productive
explain their value clearly to the students so that they skills of writing and speaking?
understand how they relate to the exam.
• Exam students may not be interested in learning What happens after the exam?
English for its own sake — they may simply want to pass • How are the results presented? Do students receive
the exam. This means they may be keen to do exam feedback? Are the grades linked to the CEFR? What
practice but may not see the value of spending time on level are they linked to?
communicative or fluency activities. However, if there are • What can your students do with the qualification? Is it
non-exam students in your class, they may want to do recognised internationally?
fluency work that improves their communicative ability. • What is the next exam that your students should
• Students may feel under pressure to succeed. This could progress to?
be because they need to pass the exam to continue their
What makes a successful exam teacher?
studies or to succeed in the career of their choice. This
pressure can lead to a feeling of frustration if students Teaching for an exam is very rewarding, but it is also
aren’t doing well. challenging. A good exam teacher:
• There can be problems if students are not at the level • knows and understands the exam well, including the
of the exam they’re studying for. Students can become testing focus of each part and what techniques students
demotivated and teachers can feel frustrated. need to deal with each one
• There is a very clear end goal which creates a shared • understands how to achieve a balance between
bond among exam students. Non-exam students may developing skills and doing exam practice in lessons so
also see a clear progression through the course and as to engage all students in the work
gain a sense of progress and achievement in their • enjoys teaching towards a goal
overall ability. • manages their own and their students’ time effectively
and efficiently
What do exam teachers need to know at • listens to students’ concerns and worries
the start of a course? • gives honest and direct feedback on students’
performance
It’s vital that teachers know about the exam before they
• motivates students and fosters confidence and
start the course, so they can make crucial decisions about
independent learning
how much time to spend on the different aspects of the
exam, when to start exam practice and so on. They also How important is balancing teaching
need to know the balance of exam and non-exam students.
and testing?
Teachers should find out about students’ priorities and how
Students enrolled on an exam course will expect to go
many students intend to take the exam. They should then
through a lot of practice tests and exam practice. However,
find out about individual students’ respective strengths and
if this is all you do, you will produce excellent test takers but
weaknesses in order to focus as much time as possible on
poor language users! You may also risk losing the interest
those areas that students have trouble with. Information
of any non-exam students. When time is restricted you
they need includes:
need to make the most of the time you choose to teach and
The format and content of the exam the time you need to be testing. This balance is different
• How many papers are there and what skills does each with every class.
one test?
• How many different parts are there in each paper? Are
they all compulsory or is there a choice?
28
www.frenglish.ru
How to teach for exams
How does Formula help with exam Focus on speaking

teaching? Throughout the Coursebook there are discussion questions
and tasks that encourage students to talk about ideas related
Each lesson in Formula is designed to help learners
to topics they have heard or read about. This helps students
develop the skills, language and strategies they need
to prepare for the speaking exam and helps them develop
to communicate effectively in English and pass the
real-world speaking skills. In sections specifically devoted to
Cambridge C1 Advanced exam. They will learn about each
exam tasks, there are model answers for students to analyse.
part of the exam, what to expect and how to do it well.
These answers give clear models for long turns and give
examples of the best ways to interact with a partner.
Development of skills
Exam tasks require students to demonstrate a range of Explanatory answer keys
language at the appropriate level. Use of English lessons There are clear answer keys provided for the exam tasks. In
with a grammar and vocabulary focus develop this range the reading and listening tasks the lines where the answers
unit by unit, which makes it easy for students to apply them can be found are quoted. In the Use of English tasks there
to exam tasks and to the real world. A Grammar file and are explanations for the answers.
Vocabulary file for each unit provides additional practice
too, for use both in class and out. Practice exam
Development of language As well as working through regular unit tests, there are also
two further practice exams in the Digital resources found in
Each skills lesson focuses on a sub-skill or strategy, with
the Presentation tool as well as a full practice exam in the
exercises to help students develop that sub-skill. Students
Exam Trainer, which they can check against the Answer key.
then apply it in an exam task. In Use of English lessons with
a grammar or vocabulary focus, students see the language Resources for self-study
in context and practise using it before they apply their There are a number of resources which provide
knowledge of the language to an exam task. opportunities for self-study and also give supplementary
information and further practice. These can be used in class
Building exam skills or at home. They include:
Exam file with Exam reference • The Grammar file at the back of the Coursebook
Formula comes with a fold-out Exam file in the back of the • A Wordlist and extended Vocabulary section in the
Coursebook which provides a reference page for each Vocabulary file at the back of the Coursebook
exam task. It gives information about what the exam task • The Writing file at the back of the Coursebook
is and what it tests, and provides tips for students on what • A full practice exam in the Exam Trainer
to do before the task, during the task and after the task to • The Exam file booklet in the back of the Coursebook
make sure they use the best strategies possible. As they • Audioscripts for the listening tasks
work through the Coursebook and become familiar with • The Exam Trainer
the tips, the tasks will become easier.
Exam boost section
The Exam file includes an Exam boost page for every exam
task. These pages provide additional practice of the skill
or language being taught in the main lessons, with some
language extension too. This extra practice helps learners
to work towards greater success in exam tasks.
Focus on the process

Learners are helped to understand not just the point of
what they are doing but also how to complete each part
well. Understanding what each task type is testing and the
process they need to follow in order to complete it enables
students to reach their overall goal.
Focus on the process of writing

To help students identify good practice in writing tasks,
lessons in the Coursebook provide model answers. There
are also tasks that encourage students to analyse the model
answers, giving them greater understanding of how to
complete the tasks themselves. These analytical tasks focus
on the approach, content and language required by the
different writing genres. Students are asked to review their
own and other students’ work. The Writing file provides
further tips on how to approach the tasks, with further
models.
29
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HOW TO ENCOURAGE
INDEPENDENT LEARNING
What is it and why is it important? Provide opportunities for reflection on learning
Self- and peer-assessment of performance, as well as
Independent learning is ‘a process, a method and a
reflection on whether learning goals have been met, all
philosophy of education whereby a learner acquires
help students to become more aware of their strengths,
knowledge by his or her own efforts and develops the
weaknesses and progress.
ability for enquiry and critical evaluation’ (Philip Candy,
1991). In a language learning context, independent Recognition of progress helps to build confidence and
learners are those who are able to recognise their learning motivation. Opportunities for assessment and reflection
needs, locate relevant information about language and need not take too much time. Just two minutes after a task
develop relevant language skills on their own or with or at the end of a lesson answering the question What
other learners. The responsibility for learning is no longer can you do better now that you couldn’t at the start of the
with the teacher but with the learner, who is more actively lesson? can give students time to develop important
involved in decision-making. meta-cognitive skills.
Reviews of both literature and research suggest that Provide feedback on learning
independent learning can result in the following: ‘Feedback is one of the most powerful influences on
• increased recognition of strengths, weaknesses and learning and achievement’ (Hattie & Timperley, 2007)
progress and it is certainly something considered to be important
• increased levels of confidence in helping learners to develop the skills they need to
• increased motivation become independent. Feedback does not only have to
• better management of learning come from the teacher though. Peers can often provide
• improved performance. useful feedback and suggestions when encouraged to
do so in a supportive and sensitive manner. Hattie &
It therefore appears that being an independent learner can
Timperley suggest that for feedback to be effective, it must
be extremely beneficial for students, both at school and
help learners to understand where they are now in their
beyond. Learning is, of course, lifelong.
learning, where they are going and how to get there.
Current best practices and methods Gradually transfer learning decisions to students
To help students become more independent, teachers can Students cannot become independent learners if all of their
support them in a number of ways. learning decisions are made for them. Allowing students in
a class the opportunity to make some decisions about how
Make intended learning goals clear to learners they learn gives them a greater level of autonomy. Start
Sharing intended learning goals with a class helps students with small decisions at first, for example asking students to
to see what they are trying to achieve and then later assess decide whether to
whether they have achieved it. Sharing goals can be done • do a task alone or in pairs;
at the beginning of a lesson or series of lessons, or as a • use a set of useful phrases for support or not in a
lesson progresses. They can be given by the teacher or, speaking task;
if the latter, elicited from the students. Note that they are • discuss questions about one topic or a different topic.
described as intended learning goals. This is because
This transfer of responsibility built up over time will help
teachers cannot fully determine what students will actually
learners to become more independent.
learn in a lesson. However, an intended learning goal can
help students to understand what desired goals should be. Of course, as with any approach or strategy that you
introduce, it is always beneficial to receive some feedback
Help learners to personalise learning goals
from learners during and at the end of a course to find out
This does not mean that every learner will be working on a
if they have been helpful.
different goal in each lesson but instead that they are given
the opportunity to set goals relevant to their own needs You could ask your students to rate the following according
before working outside the classroom or when doing tasks to how useful they have been (1 = not useful, 5 = very
in the classroom. For example, before completing an exam useful) or rank them according to which they have found
task in a speaking lesson, students could set their own goal the most useful (1 = most helpful).
in relation to an area of weakness, e.g. In this task, my goal • Clarity of learning goals
is to speak more fluently/use a wider range of vocabulary/ • Self-reflection opportunities
use the third conditional accurately. • Ability to personalise learning goals
Focus on the process as well as the goal
• Feedback on learning from the teacher
Learners understand not just what their learning goal is but
• Ability to make some decisions about the learning
process
also how to achieve it. Understanding what success looks
like and the process they need to follow in order to be Their ratings or rankings can then be a springboard for
successful will facilitate achieving the goal. further discussion.
30
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1 Work in pairs and discuss your answers to EXAM FOCUS
the questions.
1 How would you feel if you found someone on social How to encourage independent learning
Comparing
media who When comparing pictures, mention both what is similar and what
had exactly the same name as you?
Howa)does Formula help me with that? differences
To take there are between
it further ... the pictures.
b) looked very similar to you? Balance your answertowith references to both pictures, rather than
w Formula provides a number of resources that will help you 2Try these activities help your students become
Has this
to develop ever
more happened to
independent you? What did / would
learners. talking about them
independent learners.one after the other.
you do? Where possible, try to extend the comparisons through your
d additional
Clear learning
82 Read goals and models for success 1 Confidence scale
Do theyouexam task.that
believe Thinkeach
aboutof what the review
us has should include.
a doppelganger, answers to the specific questions asked, in order to make your long
in the review Learning
Has goals
the for
writer ofeach
the skill
review are
in Exoutlined
5 covered atwhat
theisbeginning
asked for in Write the intended learning goal of the lesson on the
someone who is a mirror copy of ourselves? turn not appear disjointed.
of each
the unit
task?in the Teacher’s Book. These describe what board (e.g. understand inference and implication). Check
Why do
the3 student willyou
be think some
able or betterpeople
able are
to dosoat
interested
the end of in Useful
studentsphrases
understand it, then draw a confidence scale like
You see the following announcement on an international student
finding
the lesson. their doppelganger that they go
website.The language or skills focus of every lesson is
on special the one below. Ask students
Similarities Differences to note down the number
clearly
CONTENTSwebsites
set out intothe
find them? page of the Coursebook.
Contents that reflects how confident they arethat
that… they can achieve
Similarly, … Having said
atic language thatLISTENING
goal now. Monitor and assess theSPEAKING
confidence levels of
HOW GOOD IS THE SEQUEL?
UNIT OPENER READING AND USE OF ENGLISH — READING READING AND USE OF ENGLISH — VOCABULARY READING AND USE OF ENGLISH — GRAMMAR WRITING
ant to give the 1 2 2.9 How likely do you think it is to find an

Language focus: Phrasal
verbs p5
Part 5 Multiple choice pp6—7
Skill focus: Understanding inference and
The
themain
class.focus
Part 1 Multiple-choice cloze p8
Language focus: Fixed phrases At theofend of Athe major/significant
lesson, ask students
Part 1 Multiple choice p9
Skill focus: Understanding
difference
to assess
Part 2 Open cloze p10between the
Language focus: Perfect and continuous tenses
Part 1 Interview p11
Skill focus: Answering
Part 1 Essay pp12—13
Skill focus: Structuring an essay
bject under review.

ONE
exact doppelganger? Listen to an expert on facial
Topic: One small step… implication
Topic: Travelling solo both
Topic: One-hit wonders
pictures is … photos
attitude and opinion
is …
their confidence levels again, writing the new number next
Vocabulary file pp114—115 Topic: Fake news
Topic: Identity
Grammar file: Perfect and continuous tenses pp98—99
personal questions
Topic: First conversations
Topic: Pet hates
Writing file: Essay p130
Pronunciation: Word stress Pronunciation: Stress
ter’s reactions as We’re recognition
Exam file — Exam
putting
reference on a radio
together p11
a listprogramme
of must-see talking
or must-avoid about
p3
What
to theboth
old pictures
one. Again, monitor
p29
The pictures differ quite
confidence p5
significantly
levels. In some in that … p37 p19
p14 Practice tasks (READING AND USE OF ENGLISH: Parts 1—2)
word limit. A focussequels. on process
doppelgangers,
Send us a review and check of a film your answer.
sequel you’ve seen, cases,
have in they
common might is go
… down! That’s fine, as some students
2 Language focus: Nouns from Part 6 Cross-text multiple matching pp16—17
phrasal verbs p15 Skill focus: Identifying contrasting opinions
Part 3 Word formation p18
Language focus: Prefixes
Part 2 Sentence
On the face of it … but …
completion p19
Part 4 Key word transformations p20
Language focus: Passive forms
Part 2 Individual long
turn p21
Writing Part 2 Review p22—23
Skill focus: Using descriptive and
s To
TWO help students identify good practice in speaking and
recently or in the past, to put on the website.
Topic: K2 Topic: In two minds? Topic: Socks
realise something is more challenging than they first
Vocabulary file pp116—117
Skill focus: Identifying cues
Topic: Second place
Topic: Life on two wheels
Grammar file: Passive forms pp100—101
Skill focus: Comparing
Topic: Doppelgangers
dramatic language
Topic: Sequels
3fileHow
writing tasks, there arerelate
example … but, looking more closely Writing file: Review p135
Lookdid at two pictures of theanswers
to pairs for
of people Didthe Writing
Pronunciation: Word stress
who have
Pronunciation: Phonemes
describe Exam — Exam the
reference sequel p13 original? it live p7 up to thought. Ask students to work in pairs and discuss how they
p31 p9 p39 p29
and your reaction: paper ain the

similar Writing
appearance file at the
and back
pp24—26 Review: Units 1—2 (READING AND USE OF ENGLISH: Parts 1—4)
expectations or was it even better? Would you watch it again?read of the
the Coursebook
question. as can gain further confidence. While …
ng. There are 3
well
THREE as
furtherin
verbs p27
Discuss example
Topic: what3words pairs what
Part 7 Gapped text pp28—29
answers pointsfor Speaking

Skill focus: Using content clues
Topic: Three Rules OK? you might include
and Writing
Language focus: Collocations
Topic: Third rock from the sun
Skill focus: Identifying
agreement and
Part 2 Open cloze p32
Language focus: Conjunctions
Topic: The Brontës
Part 3 Collaborative
task p33
Skill focus: Interacting in a
Part 2 Email or letter pp33—35
Skill focus: Using correct register
Topic: Triathlons
tasks in the Answer key. Furthermore, the Coursebook Not confident

Vocabulary file pp118—119 disagreement
Very confident
Grammar file: Conjunctions pp102—103 two-way conversation Writing file: Email or letter pp131—132
when answering the question. Your pictures show

/s/ or /z/ Pronunciation: Topic: The third place Pronunciation: Pauses and intonation Topic: Three cheers!
9 file In
Exam pairs
— Exam complete
reference an exam
p15 task for a review. Think of three p3 things p33 p5 p41 p23
ition: the provides exercises throughout its
p36 Practice
youpeople
tasks (READING
want who
AND
the USE OF
look
ENGLISH:
reviewers similar
Parts 3—4)
to include. to lessons
each other thatfor encourage
different 1 EXAM BOOST 2 p38 3 4 5
d desolate / we 4
students
to analyse
reasons.
verbs p37
Compare
Topic: Afternoon tea
Part 8 Multiple matching pp38—39
the answersthe pictures to better
andunderstand
Skill focus: Identifying paraphrase
Topic: Seasonal shift say what the
how
Language focus: Suffixes
Topic: Luck
Part 4 Multiple
matching p41
Part 4 Key word transformation p42
Language focus: Reported speech
Topic: The fourth dimension
Part 4 Discussion p43
Skill focus: Justifying your
opinions
Part 2 Proposal p44—45
Skill focus: Writing an effective
proposal
ain and again. FOUR
You might choose to leave this activity until the end of a
ALBUM REVIEWS WANTED!
the main point
to complete the tasks successfully. theseAnalysis
pairs of focuses on
Vocabulary file pp120—121 Grammar file: Reported speech pp104—105 Topic: 24-hour charity Topic: National celebrations
relationships between people might Complete Exam file SECTION A on page 38.
Pronunciation: Silent consonants Topic: Sense of direction Pronunciation: Stress and intonation challenges Writing file: Proposal p133
ariety: a Exam file — Exam reference

approach, content and
p17
language.
p7
unit. Write all the intended learning goals on the board and
p35 p9 p43 p25
-jerking scene be like and how the people

We're looking for reviews of favourite albums albums to put on might be feeling. ask students to rate their confidence levels in each one. You
5 Language focus: Body
idioms p49
Part 5 Multiple choice pp50—51
Skill focus: Understanding purpose and attitude
EXAM
Language focus: Phrasal verbs
TASK
Skill focus: Identifying
Language focus: Conditional forms
turn p55
Part 2 Report pp56—57
Skill focus: Structuring a report
drama: the waves FIVE our website. Send us ….

Topic: High five Topic: The perfect fifth? Topic: The Olympics
can then lead a class discussion on how they can gain more
purpose and function Topic: The superfood myth Skill focus: Speculating Topic: Hotels
4
Vocabulary file pp122—123 Topic: The work week Grammar file: Conditional forms pp106—107 Topic: Coins Writing file: Report p134
rushing him 2.10 Listen to a student answering the question /s/ or /k/
Pronunciation: The letter ‘c’ — Pronunciation: Schwa /ə/
Exam file — Exam reference p11 p3 confidence in certain areas and use this information to plan
p29 p5 p39 p27
p58 Practice and compare the points you discussed.

tives for tasks (READING AND USE OF ENGLISH: Parts 1—2)
6 Work
future in pairs. Student A, turn to page 96 and do the task for
lessons.
engrossed for 6 Language focus: Fixed
EXAM
phrases p59
BOOST
Topics: Dominoes
Part 6 Cross-text multiple matching pp60—61
p26
Skill focus: Identifying similar opinions
Topic: Empathy — our sixth sense?
Language focus: Internal word changes
Topic: Braille / Graffiti for the blind
Part 2 Sentence
Unit 2. Student B, listen and answer the question below the

completion p63
Language focus: Verb and noun phrases
Topic: Hexagons
Part 3 Collaborative
task p65
Skill focus: Evaluating,
Part 1 Essay pp66—67
Skill focus: Complex sentences
Topic: Historical dates
SIX
5 2.11 Read the Exam focus. Then listen again and 2 Selecting the feedback focus
Vocabulary file pp124—125 specific information and Grammar file: Verb and noun phrases pp108—109 referring, reassessing Writing file: Essay p130
Complete Exam file SECTION A on page 26. pictures. Then go to page 97 and change roles.
Pronunciation: Silent consonants stated opinion Pronunciation: Word stress Topic: Being organised
Before students complete a writing task, ask them to

Topic: Route 66
hs to give discuss
Exam file — Exam reference whether the student followed the advice in
p13 p7 p31 p9 p41 p25
m. The viewer is
the Exam focus. identify a personal learning goal, e.g. I’d like to write an
rld, where even
7
EXAM TASK
SEVEN
verbs p71
Topic: Nitrogen
Part 7 Gapped text pp72—73
Skill focus: Understanding the structure of a text
Topic: Tell me a story!
Topic: The future of broadcasting

essay that is structured effectively. Encourage them to look

Language focus: Easily confused words Skill focus: Understanding
feeling
Language focus: Future tenses
Topic: Sustainability
Part 4 Discussion p77
Skill focus: Developing the
discussion
Part 2 Review pp78—79
Skill focus: Engaging the reader
Topic: Espionage
Vocabulary file pp126—127 Topic: Overpopulation Grammar file: Future tenses pp110—111 Topic: ‘7 Up’ Writing file: Review p135
ogical inventions
Review
Exam file — Examtasks in Writing lessons back at your feedback on previous written work to help
Pronunciation: Schwa /ə/ Pronunciation: Silent ‘h’
rilliantly written. 10 Readreference the exam task in Ex

p15
8 again. Write a plan for your review.
p80 Practice tasks (READING AND USE OF ENGLISH: Parts 3—4)
p3 p33
them identify this. Tell them to write this goal at the top of
p5 p43 p29
In each Make Writing

notes about lesson, what students
to include are
in asked to review
each section of the theirreview.
8
own Refer
Language focus:
Collocations p81
workback or a to partner’s
Skill focus: Avoiding distraction
Language focus: Compounding
Part 4 Multiple
their work when they submit it and that you will provide
matching p85
Language focus: Clause patterns
turn p87
Part 2 Email or letter pp88—89
Skill focus: Writing a formal email or
EIGHT Topic: Umbrellas
Ex 4 and work the Exam
Topic: Phobias andfocus.provide
Thinkfeedback.
about: Topic: Infinity Skill focus: Understanding Topic: Clouds Skill focus: Structuring a letter
feedback specifically on that goal when you mark it.

Vocabulary file pp128—129 gist Grammar file: Passive forms pp112—113 long turn Topic: Coming of age
the correct Scaffolded tasks help students to develop the skills they Pronunciation: Syllable stress and rhythm Topic: Sleep Pronunciation: Rising and falling intonation Topic: Music Writing file: Email or letter pp131—132
Exam file — Exam reference p17 p7 p35
EXAM TRAINER p9 pp91–92 21 p39 p23
need tothe
pp90—91 Review:
do structure
Units 1—8 (READING ANDthe
this effectively. content
USE OF the language
ENGLISH: Parts 1—4)
3 Record and reflect
pp92—93 Speaking or writing questions | pp94—95 Reading and Use of English texts | pp96—97 Speaking images EXAM FILE REFERENCE: pp2—17 Reading and Use of English Parts 1—7 | pp18—27 Writing Parts 1 and 2 | pp28—35 Listening Parts 1—4
Ask students to use their mobile phones to record

pp98—113 GRAMMAR FILE | pp114—129 VOCABULARY FILE | pp130—135 WRITING FILE | pp136—160 AUDIOSCRIPTS | pp161—189 ANSWER KEY pp36—43 Speaking Parts 1—4 | pp44 Exam overview
tional
11 Write your review in 220–260 words. Check your review against themselves completing a speaking task so they can listen
ting 13/10/2020 16:3
the advice in Exam focus and Exam boost.
back and compare their performance to a model answer. 13/10/2020 16:36
talent, and Recording apps are usually free to download or are pre-
12 Share your reviews with the class. Which review would most
encourage you to see the film? Why? loaded onto a smartphone.
ottish accent is
4 Written feedback
ust have been
Resources for self-study When marking students’ work, provide one comment
There are a number of resources to help learners to achieve under each of the headings below to help learners identify
he way the plot
their goals. These can be used in class if the teacher wants where they are in their learning now, where they need to
.
to allocate part of a lesson to self-study or they can be used go next and how to get there, as well as recognise that they
very well-
at home. They include: have made progress to boost students’ confidence.
chases are
• The Vocabulary file at the back of the Coursebook which • A key strength • An area to work on
sing, and some of includes a wordlist for each unit • An area of progress • How you can work on it
and will have • The Writing and Grammar files at the back of the
5 Regular reflection
Coursebook
Put aside regular time for reflection in your lessons.
cated and some • The Exam file with an Exam reference and an Exam
For example:
and boost page for every exam task
• Ask students to predict how well they think they’ll do in a
• The Exam Trainer
task. Afterwards, they can discuss if they were right and
EXAM TRAINER pp62–63 23 why / why not.
• After speaking and/or writing tasks, ask students to make
a list of common language errors for future reference.
13/10/2020 16:37
• Ask students to share exam or writing task strategies so
they can learn from each other.
• At the end of a lesson, ask students to say 3 words they
want to review and remember, 2 things they felt they did
well and 1 thing they’d like to improve next time.
31
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WELL-BEING: MINDFULNESS
FOR EXAMS
What is mindfulness? Mindfully making a drink
To introduce your students to the concept of mindfulness,
Mindfulness is essentially awareness. It is about training
you might like to ask them to think about something they
the attention to notice our thoughts, feelings, emotions,
do several times every day, like making a drink. Rather than
sensations, physical reactions and anything around us that
the very mechanical doing mode which they will typically
is happening right now, without judging them. This can
use, ask them to try and ‘experience’ each element of the
help us to make better, more skilful decisions. The brain
task and be fully present throughout and to think about
can be ‘rewired’ to work in more helpful or skilful ways. In
some of the following:
many ways it’s like brain training. Just as people go to the
gym and lift weights regularly to build muscle, mindfulness • What can you hear? For example, when making a drink,
helps train the brain by doing the practices daily. notice the sound of pouring the drink or boiling water.
• What can you smell? For example, for tea, coffee or juice,
Preparing for exams notice how the smells change as you make the drink.
Neuroscientists are starting to understand more about how • What can you see? For example, notice the colours and
mindfulness practice can help. Studies indicate that it helps how they change.
in two main ways, especially when it comes to exams. • What can you feel? For example, the warmth or coolness
of the drink in your hands.
1 It helps to increase the density in the front of your brain.
• What can you taste? For example, when taking a sip
This is the part of the brain associated with memory, our
of the drink, notice how it first tastes and any changes
ability to solve problems and to manage distraction.
in taste.
2 It helps us to manage strong or difficult emotions. • Enjoy being in the moment as you consume your drink.
Feeling some stress and anxiety around exams is natural
This simple exercise can have a big impact. Many people
and, indeed, can help boost performance. It’s when this
find they notice and taste far more. When you take time to
becomes too much that it becomes a problem.
slow down and live in a more moment-to-moment way, you
Mindfulness helps to calm activity in the bit of the brain are able to experience life more fully and appreciatively.
associated with worry. This can then help to create a greater sense of calm.
Doing and being Being kind to yourself

Very often, you might find that your students want to get Exam preparation can be a stressful time, so it’s important
straight into doing a task like revision just to get it finished to encourage your students to take some time out regularly
and out of the way. This is called doing mode — it helps to to be kind to themselves: to recharge their batteries, give
get things done, but not always to consider the best way of their brain some breathing space and acknowledge all the
tackling the task. Mindfulness helps by giving your students good preparatory work they’re putting in. Remind your
a moment to pause and enter being mode. This allows students to take regular breaks and enjoy some ‘downtime’
them time to ground themselves and to be fully focused with friends and family to help recharge.
on the present moment, so they experience things more These mindfulness practices can help your students to stay
fully. Usually this will help them to take a calmer and wiser calm and focused as they revise for their exams.
approach to a task, which will mean they’re more effective.
The pressures of revision and exams may make them feel Important
that taking ‘time out’ from revision to do these practices is If you suspect that stress and anxiety are getting on top
not possible. However, regularly doing even short practices of your students, encourage them to speak to someone
where they can drop into being mode can begin to give they trust. Opening up about how they feel can really
them greater mental space or clarity. help in dealing with what can be an intense time. If they
have recently experienced the loss of a loved one, a
traumatic event, have been diagnosed with a mental
illness or have any ongoing physical pain, it’s really
important that they check in with someone (such as
a parent, counsellor, doctor or you, their teacher) before
doing these practices.
32
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Well-being: Mindfulness for exams
Practising mindfulness
Just like learning any new skill, for example playing a sport
or an instrument, mindfulness is something that has to be
practised daily to have richer benefits. Doing daily practices
of 10 minutes or so can really help your students to move
their awareness to be fully in the present moment in a
non-judgemental way, helping them to avoid overthinking,
which can lead to worry, anxiety and stress.
Good posture for practice
Getting your posture correct for doing mindfulness practice
is really important. These practices are designed to be
done in a seated position. The Body Scan can also be done
lying down. Tell students to try to find a chair they can sit in
that allows their feet to rest fully on the ground with their
ankles, knees and hips all at right angles and with their
back slightly away from the back of the chair. The room
you choose should be somewhere you won’t be disturbed.
Make sure that students put their phones into silent or Practice 2: The three-step breathing space
flight mode. Let other teachers that you work with know The benefits
that you’ll be doing mindfulness practice so that they do Worrying about what has gone on in the past or what might
not disturb you. Mindfulness can help your students to take happen in the future cannot change events and distracts
a healthy, effective approach to revision. But ensure they you from the present — from what you are doing now. The
remember they will still need to plan and revise! present is something that you can change, so that is where
your focus should be. For example, you can explain to your
Practice 1: Mindfulness of breath and body students that worrying about their exams in several months’
The benefits time won’t be as helpful as them revising now!
Very often our minds like to wander. In this practice, your The three-step breathing space practice can help your
students focus their attention on their breathing and students to fully ground themselves in the present and
on different parts of their body. It’s a bit like shining a gives them a few moments to rest and recharge. The
torchlight so that they focus on just one thing at a time, practice is structured a bit like an hourglass. The three-
feeling the sensations that arise. Practising this regularly step breathing space is a very useful practice if ever your
helps the mind wander less, which leads to less worrying students start to feel stressed and want a pause to help
and helps with concentration. Remind your students that it them step back and get perspective.
is normal for the mind to wander while you are meditating
Guidance on the practice
as that is what minds do! They are just trying to train it. The
Mindfulness of breath and body practice will help your The great thing about this practice is that you can do it in
students to develop their awareness and focus, which can three minutes or less. Use it with your students to take a
help with revision. In addition, focusing on breath also has break in class to ‘recharge’ themselves while revising. Or,
a calming effect (great if they’re worrying about exams). your students might find it a useful exercise to help ground
Moving the focus to the body can also help to identify themselves just before or even during an exam.
physical feelings caused by stress. Examples of stress in the 1 Firstly, students do a ‘weather check’ of the mind, to
body might be ‘butterflies’ or cramps in the stomach, hands see what’s going on by observing their thoughts, giving
shaking, getting sweaty or the mouth going dry. them a more objective viewpoint of how busy or calm
Guidance on the practice their mind is.
Explain to your students that if their mind wanders, they 2 Then, students turn their attention to their breath,
should try to bring it back with a sense of kindness. It doesn’t helping them to focus in the present moment.
matter how many times the mind wanders, it’s bringing 3 Finally, students expand out that awareness to
it back each time to the focus on the breath or the body sensations in the rest of their body, becoming aware of
that’s important, as they are increasing their concentration where they may be holding any emotions in the body as
and training their attention each time. Tell them not to get stress or tension.
frustrated as it is just part of training the brain.
To access the audio file for Practice 2, please use the App.
To access the audio file for Practice 1, please use the App.
33
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OPENER p5
DYSLEXIA FOCUS
Dyslexic students may take longer to complete Ex 6.
1 ONE You could ask other students to do the fast finishers

Warmer
Books closed. Write the word ONE on the board and
UNIT OVERVIEW
OVERVIEW ask for an example of a phrase, famous saying or song
title including the word ONE. Write it on the board.
Opener
Give students a few minutes in pairs to think of some
• Language focus: Phrasal verbs others. These could be phrases, e.g. one of a kind, one
• Topic: One small step … day, once upon a time, etc. Or they could be titles/
famous quotes — one ring to rule them all, etc. Go
Reading and Use of English — Reading around the class asking for a contribution from each
• Part 5 Multiple Choice pair. Tell students that ONE is the title of the first unit.
• Topic: Travelling solo Give students a few minutes to discuss in pairs what
topics related to the word ONE might come up in
Reading and Use of English — Vocabulary the unit. Ask for their ideas as a class and ask them to
• Part 1 Multiple-choice cloze keep a record of their predictions to check at the end
• Language focus: Fixed phrases of the unit.
• Topic: One-hit wonders
Listening VOCABULARY: Phrasal verbs
• Part 1 Multiple Choice 1 Ask students to look at the picture and elicit what they
• Topic: Fake news know about the Moon landing, and what the quote means.
Reading and Use of English — Grammar Discuss the questions as a class and note any interesting
ideas on the board.
• Part 2 Open Cloze
• Language focus: Perfect and continuous tenses Answers
• Topic: Identity Students’ own answers
Speaking
2 1.1 Tell students they are going to hear a short
• Part 1 Interview extract about Armstrong’s words. Ask them to listen and
• Topic: First conversations summarise what the reporter says. Tell students that they can
take notes while they listen if they wish. Play the recording
Writing
and ask students to give a summary as a class.
• Part 1 Essay
• Topic: Pet hates Answer
They may have been misquoted. They don’t carry the
Extra resources meaning Armstrong intended, and suggest humans made
only a small amount of progress and a large amount at the
(See lesson overviews for details)
same time.
• Pearson Practice English App: Unit 1 activities
Alternative
Digital resources
Ask the class the following questions to check
• Presentation tool Unit 1 understanding:
• Unit 1 Language test • When was the moon landing? (1969)
• Unit 1 Language test for dyslexic students • What did Armstrong actually say? (one small step
• Unit 1 Photocopiable activities for a man)
• Unit 1 Grammar presentation • How does this change the significance? (the more
famous quote is illogical)
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M01_FMLA_TB_C1GLB_20328_U01.indd 34 19/01/2021 09:20
1 ONE
3 Put students into pairs or small groups to discuss the

ways space travel has affected life on Earth. Circulate to
Fast finishers
listen and contribute to discussions. Students share their Ask fast finishers to write two new sentences for the
ideas as a class and compare their thoughts. text using the two phrasal verbs from Ex 5 that were not
used. After checking answers to Ex 6, ask fast finishers
Possible answers for their sentences.
Communication: camera phones, laptops and mice
Health/medicine: scratch-resistant lenses (specs), CAT 7 Read the question and check for understanding
scans, X-rays, foil blankets, water-purification systems, ear
before students do the task. Circulate and contribute where
thermometers, artificial limbs
appropriate. Note any interesting points to raise in
Food: freeze-dried food, baby formula
open-class discussion when taking feedback.
Exercise: athletic shoes
Technology in the home: LEDs, satellite TV, GPS, hand-held
Answers
vacuums, home insulation, wireless headsets, memory foam,
adjustable smoke detectors Students’ own answers
4 1.2 Play the rest of the recording for students to

check their ideas. Discuss any similarities or differences as
Cooler
a class. Ask why the things mentioned have become useful Ask students to write three sentences about themselves
for us. using three of the phrasal verbs from the lesson. They
can either be true or made up, including at least one
Answers of each. Their partner must guess which are true and
which are false. Ask for examples as a class.
He mentions satellites (imagery/TV), camera phones, water-
purification systems, freeze-dried foods and trainers.
5 1.3 Ask students if they can remember what words

the reporter used in the first extract to quote Armstrong
(came out with). Elicit that this is a phrasal verb. Students
complete the task individually and then check with a
partner. Play the recording again for them to check. You
may wish to pause the recording after the examples of each
phrasal verb.
Answers
1 come out with 2 associate with
3 move on 4 devote yourself to
5 throw yourself into 6 catch on
7 put forward 8 spring up
6 Ask students to imagine the challenges of living in

a weightless environment, for example how eating and
drinking would be different. Put them into pairs and give
them two minutes to note down some ideas then share with
the class. Students then read the text, ignoring the gaps, to
compare their ideas. Then, ask students to complete the task
individually. Remind them to check the forms of the phrasal
verbs they use. Check answers as a class.
Answers
1 thrown themselves
2 moved on
3 put forward
4 associated with
5 devote themselves to
6 springing up/to spring up (also possible: catching on)
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1 ONE
READING AND USE OF ENGLISH — 1 Have a short class discussion about a holiday that
Part 5 Multiple choice pp6—7 students have been on recently, whether it was good or bad,
and where they would like to go next. Students complete
the survey individually and then compare answers with a
LESSON OVERVIEW
partner. Take feedback as a class and ask for reasons for
• Topic: Travelling solo their answers.
EXAM FILE p11 Answers

Learning objective: Students will be better able to
understand inference and implication in an article.
Flexible follow-up
Extra resources
Students write another two questions that could be
C1 Advanced Exam Trainer added to the survey.
• Reading and Use of English — Part 5 Multiple
choice p24, p25 Ex 1
2 1.4 Explain that students are going to listen to
Digital resources someone answering one of the questions. Read through the
• Presentation tool pp6—7 questions with the class. Play the recording. Students give
• Video: About C1 Advanced: Overview their answers as a class. Discuss whether students agree
with the speaker or not, and why.
• Video: About C1 Advanced: Reading
• Video: About C1 Advanced: Reading and Use of Answers
English Part 5
1 fun-filled break; skiing holiday; city break; beach holiday
2 different fitness levels; preference for different
BEFORE YOU START temperatures; preference for relaxing or active holidays;
relationships with family and friends
Read through the Exam reference on page 11 of the Exam 3 Students’ own answers
file before starting the lesson. This will give you information
about the specific exam part as well as which particular 3 Ask students as a class to predict what might go wrong
strategies and skills are important. when two people go on a road trip. They then read the
comment to compare ideas and answer the question. Ask
for a specific example of something the people disagreed
DYSLEXIA FOCUS about (where/what to eat). Students discuss the questions:
Dyslexic students may struggle with the Exam task
• Have you experienced a similar situation?
reading text (Ex 6) on pp6—7. You can allow students to
• Have you, or would you ever travel alone?
listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask Answers
students to read the text in advance of the lesson, but
not to do any related activities. Allow enough time for
all students to read and assign fast finisher activities to
those who finish early. EXAM FOCUS
Dyslexic students may also benefit from the structured
checklist in the Exam file (p11) to check their 4 Explain to students that they are going to do a Reading
preparedness for this exam part. and Use of English Part 5 exam task. Ask students whose
car the friends in Ex 3 went in (the writer’s friend’s). Ask if
this was stated in the text directly (no). Elicit that it is implied
Warmer in the text with the phrase for him to drop me off at home.
Read through the Exam focus with the class and then put
Put students into pairs and ask them to list what they
students into pairs to do the task. Take feedback as a class.
think are the five most popular holiday destinations
in the world, and to rank them. They then compare
Answers
their ideas as a class and see if there are any surprises.
Have a brief discussion about why the top three are B (‘The dream road trip with a college friend proves to be a
so popular. Ask the students how they think holidays step too far for friendship …’)
might link to the ONE theme of the unit. D (‘He disagreed with every suggestion I made.’)
F (‘… after a night in the tent …’)
G (‘I really wished I’d gone on my own!’)
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1 ONE
EXAM TASK
Flexible follow-up
Write the following statement on the board: 1.0 This reading text has been recorded. To help
My grandmother was feeling her age. Explain that there support them in this task, you can allow dyslexic students to
is an implication of previous information and elicit some listen as they read the text.
examples from the class as to what this might be, e.g.:
My grandmother could no longer walk for very long 6 Ask students to cover their books. Read out the
without sitting down for breaks from time to time. questions, but not the options, and elicit students’ initial
ideas about the answers. Do not say whether they are right
Write the following statements on the board and put
students into pairs to think of a previous sentence or wrong at this stage. Then ask them to uncover the text
(there could be many possibilities) from which the and do the task. Allow ten minutes, or slightly longer if you
implication could be made or inferred. feel it is appropriate, as this is their first reading task. They
should highlight the parts of the text that helped them
1 He was an exceptionally good driver. (I always felt
with their answers. If possible, do not restrict their time.
safe when I was in the car with him.)
This will allow weaker or dyslexic students enough time
2 She didn’t have much cooking experience. (The
sauce was lumpy and over-salted.) to complete the task. Check answers as a class and ask
3 He was a very nervous airline passenger. (He clung for justifications for them. In a weaker class, students can
to the arm rests with white-knuckled hands.) compare answers in pairs first.
4 He didn’t have his phone with him. (He asked to
borrow my phone.) Answers
5 I could tell she owned a dog or a cat. (Her black coat 1 B (‘I was feeling let down … My reaction was a grumpy
was covered with small white hairs.) “Well, I’ll go on my own!” And I did.’) A is incorrect as
reluctance is not mentioned — in fact, the opposite. C is
incorrect as the writer mentions that they backed down
EXAM BOOST EXAM FILE Section A p10 from ‘the reality’ but doesn’t comment on this. D is
incorrect as the writer only mentions her ‘grumpy’ reaction.
The exercise in Section A of the Exam boost provides more 2 C (‘However, my friends’ conviction that I would back
practice of understanding inference and implication in a down and a weird sense of elation combined to boost
text. This could be done in class or for homework. my determination to see it through.’) A is incorrect as
she was apprehensive and had second thoughts. B is
Answers incorrect as it is not mentioned. D is incorrect as this
1 a it was windy (‘The clouds were hurtling across the experience would be new for her.
sky …’) 3 A (‘The website I found was littered with similarly useful
b it rained a lot (‘… the ground was damp underfoot …’) little tips that a potential adventurous solo traveller might
2 They don’t have a lot of money (‘hand-me-down boots’) hoard away for future reference.’) B and C are incorrect
3 He’s young (‘boots that were too big for him’) and he as the writer’s comment is broadened to include ‘solo
likes thrills (‘his parents had promised him a trip … the traveller[s]’ in general. D is incorrect as the examples she
attraction of riding the big wheel had kept him awake’.) gives imply the information is important, i.e. not optional.
4 B (‘the second, third and fourth thoughts were coming thick
5 Students read the text to answer the two parts of the and fast’.) A is incorrect as her apprehension and panic
question. Allow enough time for all students to read the were not about flying, but going solo. C is incorrect as she
text carefully. Faster readers can underline or highlight was not concerned about other passengers, but wondering
unfamiliar words or phrases in the text. Check answers as if any of them would be on her group tour, and what they
a class. would be like when she met them. D is incorrect as she
mentions the ‘possibility of missing a connection’, but it
Answers didn’t happen.
Her friends decided not to go on the trip and, although she 5 C (‘Inevitably there have been the mistakes; getting stung
was nervous, the holiday went well. by taxi drivers when I didn’t know the language well …
But I’ve learned from them’.) A is incorrect as it serves as
an example of a mistake she made, not as a warning. B is
incorrect as she implies that knowing the language well
can help avoid this problem. D is incorrect as the example
just shows what happened to her: it doesn’t imply that
everyone should learn the languages of all the countries
they get taxis in.
6 D (‘The stigma that used to be attached to people
travelling alone has gone. We are no longer seen
as people with no friends, or easy targets for the
unscrupulous.’) A is incorrect as this is how solo travellers
used to be considered. B is incorrect — she mentions
both, but does not favour one over the other. C is
incorrect as no preference is given.
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1 ONE
Fast finishers Cooler

Fast finishers should try to deduce the meanings of Return to the list of top five holiday destinations from
unfamiliar lexical items in paragraphs 1 and 2 from the the beginning of the lesson and discuss how suitable
context. If there is still time, they can check meanings in these destinations would be for solo travellers.
a dictionary.
Extra practice
Flexible follow-up
Ask students to look at paragraphs 3, 4 and 5. Put EXAM TRAINER pp24—25
them into pairs to highlight unfamiliar lexis and try For further practice of the skills presented in
to deduce their meaning from the context. Circulate this lesson for Reading and Use of English
and give guidance and clues where appropriate. Take Part 5 we recommend students complete the
feedback as a class, including any ideas from the fast Practice task and How did you do? section
finishers in the previous task, and clarify any unfamiliar on page 24 and Strategies and skills Ex 1 on
words or phrases that prove difficult. Give examples page 25 of the C1 Advanced Exam Trainer.
personalising the items to make them memorable, e.g.:
let down — I felt very let down when the person who’d There is a full practice exam included on pages
agreed to repair my TV never turned up. 106—129 of the C1 Advanced Exam Trainer. There are
also two full practice exams included in the Digital
resources. For further practice, you can use Reading
Speaking or writing and Use of English Part 5.
Both exercises 7 and 8 could be used in longer classes.

Otherwise, use one or the other as time allows.
7 Ask the first question to the class. Extend by asking if
they know any people who have travelled solo, and what
their experiences have been like. Then put students into
pairs to discuss question 2. Circulate and contribute to
discussions where appropriate. Take feedback as a class and
find out whether students prefer to do these things alone
or with others. Students could also research an interesting
solo travel experience at home and share with the class in
a future lesson. Websites such as ‘Lonely Planet’ may be
useful.
Answers
1 At first she was very nervous about going, but she
enjoyed the trip and has now travelled solo many times.
2 Students’ own answers
8 Students can either do the writing task in class or at

home. If it is to be done at home, put students into pairs to
discuss the points and come up with some ideas. Monitor
and help with some suggestions to encourage weaker
students. Take feedback as a class.
Answers
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1 ONE
READING AND USE OF ENGLISH — VOCABULARY: Fixed phrases

Part 1 Multiple-choice cloze p8 1 Write one-hit wonder on the board and elicit its
meaning. You could give the name of a very famous pop
LESSON OVERVIEW song that students are likely to have heard of, and ask what
• Topic: One-hit wonders is unusual about it (the singer never had other successes).
As a class, discuss the possible reasons for someone having
EXAM FILE p3 only one hit or one moment of fame.
Learning objective: Students will be better able to use Answers

fixed phrases. A group or singer that only has one hit song.
Extra resources
C1 Advanced Exam Trainer 2 1.5 Play the recording for students to answer the
• Reading and Use of English — Part 1 Multiple-choice questions as a class.
cloze p7, p8 Exs 1—2
Answers
Digital resources She was recognised everywhere she went, she could always
• Presentation tool p8 get a table at a restaurant, she got lots of free stuff from
• Video: About C1 Advanced: Use of English fashion labels and she recorded her first album.
• Video: About C1 Advanced: Reading and Use of She didn’t become a successful singer because things went
English Part 1 cold once the new series came out, and she felt as though
her fans had abandoned her.
BEFORE YOU START 3 1.6 Focus students’ attention on the first gapped
sentence. Ask them how confident the speaker felt about
Read through the Exam reference on page 3 of the Exam winning (not very). Ask them why and elicit the response
file before starting the lesson. This will give you information (She didn’t think her singing would capture the public’s
about the specific exam part as well as which particular attention). Write the phrase on the board. Elicit that another
strategies and skills are important. verb such as catch or attract cannot replace capture in this
phrase. It is therefore a fixed phrase.
DYSLEXIA FOCUS A stronger class may be able to complete the task first and
If possible, pair dyslexic students with non-dyslexic then listen to check. In weaker classes, play the recording
students so that the definitions in Ex 4 can be read out again for students to do the task, pausing after each fixed
to them by their partner. expression if necessary. Students do the task individually.
Dyslexic students may also benefit from the structured Check answers as a class.
checklist in the Exam file (p3) to check their
preparedness for this exam part. Answers
1 capture 2 exceeded 3 suited
4 regardless 5 incapable 6 inclined
7 considered 8 realise
Warmer
Put students into pairs and ask them to think of a
4 Put students into pairs to do the matching task. Check
popular TV talent show (past or present) that their
answers as a class.
partner is likely to know. They should then come
up with at least three clues to describe it without
Answers
mentioning the name, e.g.:
1 e 2 h 3 g 4 f 5 b 6 d 7 c 8 a
There are three judges.
It's a singing competition., etc.
Their partner has to guess which show they are talking
Flexible follow-up
about, then they change roles.
Put students into pairs. They take turns to read out one
Allow two or three minutes for this stage, then students
of the fixed phrases in Ex 3 to their partner, who must
can share their best clues with the class. You could
make up a correct sentence using the phrase. Monitor
widen this to include any reality TV show, if more
and give help or swift corrections if necessary. Students
suitable for your class.
share some of their sentences with the class.
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1 ONE
Flexible follow-up Fast finishers

Write on the board: Fast finishers can check through the other options in
• A time I did something that exceeded my expectations the question and determine why they are not correct.
• A goal or ambition I’d like to achieve in the future Ask them to think of ways to change the sentence so
• An activity or career I might be interested in that one of the incorrect options would work.
Give an example of your answer to one of these, e.g.:
At secondary school I’d hoped to get a pass in biology Speaking or writing
but in fact I got a distinction!
6 Put students into pairs to tell each other about any
Put students into pairs and ask them to tell their
other one-hit wonders they know. You could extend this to
partners something true about themselves in answer
to the questions. Circulate, contribute and note include novelists known for just one book, painters known
interesting points for class feedback. for just one painting, etc. They share their ideas with the
class and find the most popular and the most unusual.
Write on the board: winning an Olympic medal, writing
a successful novel, becoming prime minister, having a Answers
successful film career
Put students into pairs or small groups to discuss how
difficult it is to achieve these things, what qualities are
needed to be successful, and what challenges the 7 Tell students something you did that you were really
people might face. Monitor and give help and ideas proud of but never achieved again, e.g. I once conquered
where necessary. Raise any interesting points in class my fear of heights and jumped off the very highest diving
feedback. board. Never again! Ask for any similar examples they have.
Then give them time in class to write a short paragraph
about it, or set this for homework.
EXAM BOOST EXAM FILE Section A p2 Answers

The exercises on page 2 in Section A of the Exam boost Students’ own answers
provide more practice of additional fixed phrases. These
could be done in class or for homework.
Cooler
Answers Dictate or write the following points on the board.
1 1 matter 2 event 3 light 4 question Put students into pairs to discuss them.
2 1 C 2 B 3 A 4 D Name:
• one thing you’ve done this week that you’ve never
done before
EXAM TASK
• one new thing you want to do by the end of the week
5 Explain to students that they are going to do a Reading • one fact you’ve learned in this lesson that you didn’t
and Use of English Part 1 task. Ask students to read the know before
title and elicit predictions of what the text might be about. • one word or phrase you’ve learned in this lesson that
you’ll definitely use again
They then read the text, ignoring the gaps, and answer the
question: According to the text, why do some authors only
• one thing you’ve done recently that you regret
write one book? (They feel pressure to write a follow-up;
they are happy to have been published once; they wrote
something for a particular trend.) Students complete the Extra practice
task individually. Allow about ten minutes for this. Suggest
that they try to guess the answers themselves before EXAM TRAINER pp7—8
looking at the options. Allow time for all students to finish For further practice of the skills presented in
before checking answers as a class. this lesson for Reading and Use of English
Part 1, we recommend students complete the
Answers Practice task and How did you do? section on
1 C (‘exceed your expectations’ is a fixed phrase) page 7 and Strategies and skills Exs 1—2 on
2 B (‘convinced’ fits the context, meaning ‘certain’) page 8 of the C1 Advanced Exam Trainer.
3 D (‘incapable of’ followed by the -ing form of the verb)
There is a full practice exam included on pages
4 B (‘realise an ambition’ is a fixed phrase)
106—129 of the C1 Advanced Exam Trainer. There are
5 C (‘regardless of’ is a fixed phrase)
6 B (‘aspire to’ fits the context, meaning ‘hope to’)
7 D (‘happen to’ fits the context, meaning ‘do by chance’)
and Use of English Part 1.
8 A (‘coincide with’ fits the context, meaning ‘happen at the
same time as’)
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1 ONE
LISTENING — Part 1 Multiple 1 Focus students’ attention on the photo and elicit
choice p9 what it shows. Write 1 April on the board and elicit what
significance it has in some countries (it’s a day when people
play practical jokes on one another). Find out if it has the
LESSON OVERVIEW
same significance in students’ own countries.
• Topic: Fake news
Explain that these types of jokes are called practical jokes
or pranks. Discuss whether students find them funny or not,
EXAM FILE p29
and any other examples they have of similar pranks. This
Learning objective: Students will be better able to can lead into a general discussion about what makes them
understand speakers’ attitude and opinions. laugh, with more examples.
Answers
Extra resources
It is an old custom in some countries for people to play
C1 Advanced Exam Trainer tricks on others on this day. Its origin is unknown.
• Listening — Part 1 Multiple choice pp71—72 Students’ own answers
Digital resources
2 1.7 Tell students that they’re going to hear a
• Presentation tool p9 psychologist talking about why and when people laugh.
• Video: About C1 Advanced: Listening Ask them to predict what they think they might say. Play the
• Video: About C1 Advanced: Listening Part 1 recording to check their ideas.
Answers
BEFORE YOU START They ease social situations and relationships, and release
tension, making light of awkward situations.
Read through the Exam reference on page 29 of the Exam
about the specific exam part as well as which particular Flexible follow-up
strategies and skills are important.
Ask more specific questions about the information in
the recording.
DYSLEXIA FOCUS 1 What significance do the numbers 10 and 17 have
Dyslexic students might find the reading load in the first sentence? (we only really find 10 percent
challenging in the exam task. If appropriate, give these of what we laugh at funny; we laugh on average 17
students extra time to read through the questions, or times a day)
ask them to focus on the first two extracts only. 2 Why do we sometimes laugh at our own jokes?
Dyslexic students may also benefit from the structured (it strengthens our relationships; to show they
checklist in the Exam file (p29) to check their should be amusing)
preparedness for this exam part. 3 Why do we sometimes laugh at inappropriate
moments? (it’s subconscious; it happens when
we’re nervous; it releases tension)
4 Why should we not force laughter? (people know
Warmer when we’re faking)
Tell students a practical joke or prank you’ve been 5 Why did households use to employ ‘fools’?
involved in or heard about, e.g.: (to entertain the household with jokes, storytelling,
singing, acrobatics and tricks)
There’s the one when a whole class of schoolchildren
hid in the empty cupboards underneath the science
tables in a school laboratory and the teacher was
looking for them all over the school. They had magically EXAM FOCUS
reappeared at their seats when she returned!
Ask for other examples from the class. Don’t discuss 3 Explain to students that they are going to do a Listening
types of humour at this point — just share jokes. Part 1 task. Read through the Exam focus with the class,
then put students into pairs to do the matching task. Check
answers as a class.
Answers
1 d 2 f 3 b 4 c 5 a 6 e
Fast finishers
Fast finishers can choose three of the sentences
and write another paraphrase. They can share their
sentences with the class when checking answers.
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1 ONE
6 A (‘A good rule of thumb is to take a deep breath

EXAM BOOST EXAM FILE Section A p28
and think “Does this sound too good to be true?” Be
The exercise on page 28 in Section A of the Exam boost suspicious … think rationally.’)
provides more practice of understanding attitude and B is not correct because she says people shouldn’t be
opinion. This could be done in class or for homework. hard on themselves for falling for a scam, and C is not
correct because although she mentions companies, her
Answers point is that we think we know them, not that we ought to
go to them for advice.
1 a Students’ own answers
1 b 1 fascination 2 regret 3 gratitude
4 uncertainty 5 sensitivity
Alternative
Before listening, ask students to read the questions but
EXAM TASK not the options, and to predict what the people might
discuss. Play the recording for them to compare ideas
4 1.8 Please note that in the C1 Advanced exam the and summarise the content of the discussions.
themes of the three extracts will not be linked as they are in
Then, ask students to read the options carefully on
this task.
their own and note down any possible answers that
Advise students to read through the questions carefully in immediately come to their minds. Play the recording
the 15 seconds they are allowed before each set of two again for them to complete the task. Put students into
questions, and suggest highlighting important words in the pairs to compare their answers before taking feedback
question and options so that they know what to listen for. as a class.
The recording is repeated in the track as in the exam. Check
answers as a class.
Speaking or writing
Answers
5 Put students into pairs to discuss the questions. Ask
1 B (It was ‘intended as a light-hearted joke but not them to give examples. Monitor and contribute where
everyone took it that way … people objected to being appropriate and make a note of any interesting points to
taken in like that’.) raise in general feedback. Extend by asking the following
A is not correct because the woman says it was ‘only questions:
a bit of fun’, but not that it made people look silly; C
is not correct because although she mentions that • How do you respond to scam phone calls?
people didn’t like the story being broadcast on a serious
• How can we recognise whether an email is a scam or not?
documentary, this was the viewers’ opinion, not hers. Answers
2 C (He says ‘you can pay people back for jokes they’ve
played on you in the past.’)
A is not correct because the man talks about stress but
this does not equate to energy; B is not correct because 6 Students can do the task in class or for homework. Put
he says practical jokes can be funny. students into pairs to gather some ideas before they write.
3 B (‘There’s information that’s put out there with the The writing activity could be extended to give students
intention of being misleading … Then there’s information essay writing practice. Ask them to write a formal essay,
that journalists … circulate in the belief that it’s the truth.’) making notes for separate paragraphs and writing about
A is not correct because she says that that people’s 220—260 words.
careers have been finished by fake news, and C is not
Answers
correct because she says fake news has actually been
around for some time. Students’ own answers
4 A (‘… my reporter’s instinct to dig out the truth has so far
kept me from falling for nonsense, thankfully.’)
B is not correct because he says that he would have been Cooler
ashamed if he had been taken in, but he hasn’t. Put students into pairs to come up with a dramatic
C is not correct because he understands why people are headline for a news article that they would want to click
convinced by what seem to be reliable sources. on if they saw it online. They share ideas as a class and
5 C (He says that in the past ‘it was easier to identify a vote on the most interesting or eye-catching headline.
fraudster’ but that ‘their tricks are becoming increasingly If there is time, students could choose a headline and
difficult to spot.’) invent the story to go with it in class or at home.
A is not correct because he describes some scams but
these were ones that occurred in the past. B is not correct
because he does not go into detail about internet security.
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READING AND USE OF ENGLISH —

Extra practice
EXAM TRAINER pp71—72
LESSON OVERVIEW
For further practice of the skills presented
in this lesson for Listening Part 1, we • Topic: Identity
recommend students complete the Practice
task and How did you do? section on page 71 EXAM FILE p5
and Strategies and skills Exs 1 and 2 on page
72 of the C1 Advanced Exam Trainer. Learning objective: Students will be better able to
understand and use perfect and continuous tenses.
106—129 of the C1 Advanced Exam Trainer. There are Extra resources
C1 Advanced Exam Trainer
resources. For further practice, you can use Listening
Part 1. • Reading and Use of English — Part 2 Open
cloze p11, p12 Ex 1
Digital resources
• Presentation tool p10
• Grammar presentation 1: Perfect and continuous
tenses
• Video: About C1 Advanced: Reading and Use of
English Part 2
The Grammar reference and exercises on pages 98—99

of the Grammar file provide more practice of perfect
and continuous tenses. This could be done in class or for
homework.
BEFORE YOU START

about the specific exam part as well as which particular
DYSLEXIA FOCUS
Some students might find the reading load in the exam
task in Ex 6 difficult. You can give them a little longer
(two or three more minutes) to complete the task. You
could also ask students to do the task orally first, as this
can help when they come to write their answers. Give
students the first few answers as prompts which they
can match to the correct gap, then read each sentence
aloud. Students work in pairs to complete them.
Dyslexic students may benefit from the more explicit
presentation of the grammar in this lesson in the
PowerPoint presentation that can be found in the
Digital resources.
preparedness for this exam part.
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Warmer Flexible follow-up

Ask students if they ever watch crime shows such as Write the following sentence on the board:
CSI where detectives use forensic evidence. What The programme showed a person being given a skin
things might forensic specialists use to identify a implant. I’d never seen that before.
criminal? Put students in pairs and give them one
Point out how the tense in the second sentence (past
minute to write as many things as they can think of.
perfect) relates to that in the first (past simple). Write
Some examples could be fingerprints, clothing fibres,
the following sentences on the board and tell students
or DNA from blood, hair or skin cells, etc. Check as a
that these are second sentences. Ask them in pairs to
class and see which pair has written the most ideas.
discuss and write down what the preceding sentence
might be. They could write another two second
GRAMMAR: Perfect and continuous tenses sentences using a perfect or continuous form to swap
with another pair to complete. Students share some
1 Focus students’ attention on the picture of the examples with the class.
fingerprint and read the question. Ask for examples of how 1 … I hadn’t been listening. (e.g. The teacher gave us
each human being is different from another physically, e.g. some instructions, but I didn’t know what to do.)
our fingerprints, our irises and retinas, our voices and voice 2 … It’s being done as we speak. (e.g. I’m having a
patterns, the lines on the palms of our hands, etc. To answer new kitchen installed.)
the question, students should also think about the non- 3 … I’ve been aware of it ever since. (e.g. A friend
once told me I repeat the word ‘like’ a lot when I’m
physical ways in which we are unique (e.g. our memories).
speaking.)
Answers
Students’ own answers 5 Write Manx cat, pinecone fish, snow leopard, leafy sea
dragon, horned lizard and mimic octopus on the board
2 1.9 Ask students why they think human beings and ask whether students know anything unusual about
have fingerprints. Elicit some suggestions from the class these creatures. If you have time, you could find and show
before playing the recording for students to compare their students some images of them. Ask students to read the
ideas. sentences to check their ideas. They then complete the
sentences. Check answers as a class. Elicit any other unusual
Answers characteristics of different animals that they might know.
to sense what we are touching and detect texture
Answers
3 1.10 Write words related to fingerprints on the 1 have lived / have been living
board: ridge, valley, arch, loop, whorl (a type of spiral) and 2 were peering / peered
explain that these terms are all used to describe fingerprint 3 had been filming
patterns. Play the recording again for students to answer the 4 have been evading
questions. A stronger class may be able to answer without 5 had just finished
a second listening. After checking answers, put students 6 has it disguised / is it disguising
into pairs to compare their own fingerprints and see how
different they are.
Answers
The exercise on page 4 in Section A of the Exam boost
1 Because the ridges and valleys probably minimise grip
provides more practice of using perfect and continuous
rather than maximise it.
tenses. This could be done in class or for homework.
2 They vibrate.
3 This allows us to sense what we’re holding and detect
Answers
texture.
4 Because the features of our fingerprints point in different 1 am/’m 2 had 3 have/’ve
directions, they allow us to feel things however we hold 4 has/’s been 5 had/’d been
them.
4 Students complete the task individually. Check answers

as a class. If students are confused about using perfect and
continuous tenses, put them into pairs to discuss the
different examples of uses as shown in the sentences. Then
refer to the exercises in the Grammar file.
Answers
1 been pondering 2 dismissed 3 puzzled
4 working 5 been working 6 holding
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EXAM TASK Alternative

6 Note that in the actual exam task, there would not be so Put students into pairs. One student closes their eyes.
many gaps which test perfect and continuous tenses. In this Their partner chooses an object and holds it up for
them to touch for a few seconds. They have to try to
case, this task focuses on the grammar from the lesson.
identify the object correctly. Students then swap roles.
Explain to students that they are going to do a Reading
and Use of English Part 2 task. Read the instructions for the
task with the class and remind students to read through the
whole text first to gain an understanding of the topic before Extra practice
focusing on the gaps. Refer students to the tips in the Exam
reference notes on page 5 of the Exam file if necessary. EXAM TRAINER pp11—12
Allow ten minutes. Monitor and help weaker students if For further practice of the skills presented in
necessary by pointing out clues in the context to consider. this lesson for Reading and Use of English
Check answers as a class and ask how students decided on Part 2, we recommend students complete the
the words they chose. Practice task and How did you do? section
on page 11 and Strategies and skills Ex 1 on
Answers page 12 of the C1 Advanced Exam Trainer.
0 not (negative of the phrase ‘the only’)
1 have (present perfect simple auxiliary verb) There is a full practice exam included on pages
2 as (comparison — koalas’ fingerprints are as individual as 106—129 of the C1 Advanced Exam Trainer. There are
primate prints) also two full practice exams included in the Digital
3 had (past perfect simple) resources. For further practice, you can use Reading
4 If (conjunction)
5 been (present perfect continuous auxiliary)
6 are (present continuous auxiliary)
7 to (before infinitive and following the phrase ‘be likely’)
8 through/with (preposition)
Speaking or writing
7 Tell students about something that makes you
individual, e.g. I can touch my nose with the tip of my
tongue! Write party trick, handwriting and talent on the
board and put students into pairs to discuss what makes
them individual in these three areas, or any others they can
think of. They then share their ideas with the class.
Answers

question and then share their ideas as a class. Extend
by asking if there are other ways in which they like to be
different or similar, and why. This could also be used as a
writing activity. Students choose one of the topics discussed
and write about their ideas for an online post.
Answers
Cooler
Students close their books and see how many
interesting or unusual facts they can remember from
the lesson. Which did they find the most surprising?
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SPEAKING — Part 1 Interview p11 2 Ask students to do the quiz about first conversations
individually and then put them into pairs to compare
LESSON OVERVIEW their answers. If necessary, check meanings of strike up a
conversation (start one), keep myself to myself (don’t interact
• Topic: First conversations
with others), come out of my shell (stop being shy), fall flat
EXAM FILE p37 (get no response, not be funny). Circulate and contribute
where appropriate. Discuss students’ responses as a class
Learning objective: Students will be better able to and give your own responses too, if appropriate.
extend answers to personal questions.
Answers
Extra resources Students’ own answers
• Speaking — Part 1 Interview pp88—90
Flexible follow-up
Digital resources Ask students in what situations making small talk is
common (e.g., at parties, before a video conference or
meeting, at the beginning of a job interview). Ask them
• Video: About C1 Advanced: Speaking to think of any tips they could give shyer people who
• Video: About C1 Advanced: Speaking Part 1 want to improve their small talk skills.
• Video: C1 Advanced Speaking Test 1, Part 1
3 1.11 Remind students that Part 1 of the Speaking
BEFORE YOU START test involves answering personal questions. Play the
recording and elicit which is the more appropriate answer
Read through the Exam reference on page 37 of the Exam and why.
about the specific exam part as well as which particular Answer
strategies and skills are important. A is more appropriate because it is a fuller answer without
being overly long, or obviously prepared. It also gives an
example and reasons.
DYSLEXIA FOCUS
The quiz in Ex 2 might prove difficult. Allow additional
time for dyslexic students to complete the quiz and ask EXAM FOCUS
fast finishers to think of another possible question for
the survey. 4 Explain to students that they are going to do a
Dyslexic students may also benefit from the structured Speaking Part 1 task. Read through the Exam focus with
checklist in the Exam file (p37) to check their students to check their ideas for Ex 3. Point out that this is
preparedness for this exam part. an opportunity to make a good first impression with their
language ability. They will already know the answers to the
questions and can relax.
Warmer Answers
Write first impressions on the board and ask the class Students’ own answers
how important they think first impressions are. Give
an example of how your first impression of someone
turned out later to be wrong, e.g.: EXAM BOOST EXAM FILE p36
When I first met my brother’s fiancée I thought she was
a little cold, but later I realised she was just shy. The exercises on page 36 of the Exam boost provide more
Put students into pairs to tell each other about first practice of dealing with Part 1 questions. These could be
impressions they have had of people that proved to done in class or for homework.
be right or wrong.
Answers
1 1 B — A is too short; C is too short and has basic
1 Put students into pairs to discuss the question and see if grammar mistakes
they agree or disagree. 2 C — A doesn’t answer the question; B is too short
3 A — B is too short; C is too long, too detailed and
Answers
possibly prepared
Students’ own answers 4 A — B is not answering the question; C is too short
2 1 could 2 again 3 Having
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5 1.12 Read the first two questions with the class

and explain to students that they’re going to hear two
Flexible follow-up
candidates answering these questions. Play the recording Tell the class:
and put students into pairs to discuss possible extensions Some people find it easier to write to someone they
each candidate could have made to their responses. Remind don’t know rather than talking to them face to face.
them to use the tips from the Exam focus. Ask for examples Put students into pairs or small groups to discuss
as a class. whether they agree or not, why this might be true and
to give examples. Ask them to consider things such as
Suggested answers social media, online forums, parties, conferences, etc.
1 Candidate A could give an example of what he does that Take feedback as a class.
is healthy, e.g. exercise or nutrition. Candidate B could
say what prevents her from leading a healthy lifestyle, e.g.
habit, work, lack of time or interest. Cooler
2 Candidate A could explain how he has a good work-life Ask students as a class about a recent time when they
balance, e.g. how much time he has at work and at home. had to make small talk. How easy, difficult or interesting
Candidate B could say what prevents her from having was it, and why?
free time, e.g. too much work or other commitments.
6 Read through the remaining questions with the class to

check understanding. Put students into pairs to do the task Extra practice
and then share their ideas as a class.
Answers For further practice of the skills presented in
routine: 1, 2 this lesson for Speaking Part 1 and additional
past experience: 3, 4 strategies and skills to improve performance
plans for the future: 5, 6, 7, 8 in the exam, we recommend students
complete the Practice task and How did you
do? section on page 88 and Strategies and
7 Put students into pairs to write new questions before
skills Exs 1—9 on pages 89—90 of the C1
asking them to swap their questions with another pair and
Advanced Exam Trainer. Once completed,
do the task. Ask for examples of questions and answers as a
they can attempt the Exam task on page 90.
class.
Answers
Students’ own answers also two full practice exams included in the Digital
resources. For further practice, you can use Speaking
Part 1.
EXAM TASK
8 Please note that in the C1 Advanced exam, only one

or two questions are asked with a time limit of two to three
minutes. In this case, there are more questions to practise
this part of the exam.
Put students into pairs to ask and answer the questions. The
listening student could note down which of the expanding
techniques their partner uses, but consider whether this
might be off-putting for weaker speaking students. Monitor
and encourage more extended responses if students
answer too abruptly. Do not correct any mistakes at this
point, but note down any common errors to address in class
feedback later. Ask the class which questions they thought
were the easiest and most difficult to deal with, and why.
Answers
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WRITING — Part 1 Essay pp12—13

Warmer
LESSON OVERVIEW Ask students if they are generally optimistic or
pessimistic people. Give an example of your own, e.g.:
• Topic: Pet hates I’m usually quite optimistic. For example, I tend to think
that a film I’m going to see will be good, rather than
EXAM FILE p19 believe any bad reviews I read.
Write work, the environment, health and relationships
• Writing file: p130
on the board. Put students into pairs and ask them
• Vocabulary file: pp114—115 to come up with one optimistic and one pessimistic
Learning objective: Students will be better able to comment for each topic. (E.g., optimistic: Although
write appropriate introductions and conclusions in increasing use of technology will mean a lot of people
an essay. will lose their jobs in the future, I think that jobs in
other sectors will open up. Pessimistic: I believe that
Extra resources robots will take over many people’s jobs in the future
C1 Advanced Exam Trainer and everyone will have to get used to living on lower
incomes.) Students share their ideas as a class.
• Writing — Part 1 Essay pp52—53, p54 Exs 6—7
Digital resources 1 Focus students’ attention on the picture and ask for
• Presentation tool pp12—13 comments from the class. Point out the difference between
• Video: About C1 Advanced: Writing empathise (understand a person’s feelings and put yourself
• Video: About C1 Advanced: Writing Part 1 in their shoes) and sympathise (understand and feel sorry
for a person), and encourage students to come up with
sentences describing the picture using these verbs.
The Writing file on page 130 provides an example and
exam help for Writing Part 1 Essay. Answers
The Wordlist on page 114 of the Vocabulary file is compiled Students’ own answers
from vocabulary from all the lessons covered in this unit.
Once you have completed this Writing lesson, the exercises 2 1.13 Write Room 101 on the board and ask if any
on pages 114—115 provide more practice of the vocabulary students know what it relates to. They may know the TV
from this unit. These could be done in class or for homework. series, or the original book 1984 by George Orwell. Do not
comment on any suggestions at this stage. Tell students
BEFORE YOU START they are going to listen to a teacher explaining the game.
Play the recording for students to answer the question.
Elicit answers from the class. If necessary, ask more detailed
questions, e.g. What was the name of the book in which
Room 101 was first mentioned? (1984) Who wrote it?
(George Orwell) What happened there? (People confronted
their worst nightmares.) Which character goes there?
DYSLEXIA FOCUS (Winston Smith) Why did Orwell use this number? (It’s the
Dyslexic students might find the reading load heavy in name of a BBC meeting room.)
Ex 6 and Ex 7. You could allow these students to focus
on either the introductions or conclusions in Ex 7, but Answers
not both. It involves choosing a pet hate, explaining why it should be
Dyslexic students may also benefit from the structured got rid of, and defending your argument against others.
preparedness for this exam part. 3 Put students into pairs to discuss why people might
want to put these things in Room 101, and which one they
would choose themselves. Then, share ideas as a class.
Answers
4 Still in their pairs, ask students to think of and write down

three more things. After swapping they take turns talking
for a minute about reasons for and against one of the three
things going into Room 101. If you have a weaker class, allow
the students time to think about their reasons for opposing
or defending an item before they start talking. Circulate and
note down interesting points to raise in class feedback. Take
a class vote on the most interesting reasons given.
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Answers EXAM BOOST EXAM FILE Section A p18

The exercise on page 18 in Section A of the Exam boost
provides more practice of structuring an essay. This could be
5 Take this opportunity to familiarise students with the
done in class or for homework.
essay task. Tell students that the essay task in the exam
always has the same form: some notes about a specific topic,
Answers
some opinions about different aspects of the topic, and
instructions about what needs to be covered in the essay. 1 B and C are the relevant sentences. A includes too
much personal detail and isn't arguing a point and D is
Read through the task with the class and emphasise that
providing a solution rather than summarising a problem.
they need to cover only two of the points, then they should
prioritise one of these and give reasons. Check the meaning
of constant connectivity (always available to be connected
or contacted), commuting (travelling to and from work) and EXAM TASK
hot desking (not having a fixed office desk). Put students
For guidance on marking Writing Part 1 Essay, please refer
into pairs to discuss what they might include and then ask
to the Writing success criteria on pp167—169.
them to share ideas as a class.
8 Focus students on the Exam task. Refer them to the
Answers tips in the Exam reference notes on page 19 of the Exam
Students’ own answers file if necessary. Give students time to read the task,
choose which two points to write about and write some
6 Elicit from the class what sections an essay is usually notes, making sure they are grouped into paragraphs.
structured into (introduction, main paragraph(s), conclusion). They compare with a partner and can add or change ideas.
Point out that the student’s essay is missing its introduction Monitor and help if necessary.
and conclusion. Ask students to read the main paragraphs Answers
and compare their own ideas with those of the essay writer.
Allow enough time for all students to read through.
Answers 9 Students write their essay in class or for homework. They

should allow 45 minutes in total, including planning time and
time at the end to read through their essays. Remind them
of the advice in the Exam focus and encourage them to read
EXAM FOCUS through their essays carefully, checking content, structure,
linking devices and grammar.
7 Elicit ideas on what an introduction and a conclusion
should and should not contain (e.g. an introduction should Example answer
engage, outline and give background but should not give Happiness is not easy to quantify, and a happy life equally
details or a final decision; a conclusion should review, hard to define. However, most people would probably
summarise main points, be balanced, clarify a point of view aspire to lead a life which allows them some sense of
and give a reason but should not repeat the same examples fulfilment and gives them a feeling of contentment. To this
or use the same words). Do not say whether any suggestions end, there are different factors that can contribute, both on
are right at this stage. Then ask students to read the Exam a material and emotional level.
focus and highlight important things to remember about Having a steady income to deal with all the necessary
what each section in an essay should and should not do. financial obligations we encounter in our daily lives can
Ask students to cover their books and tell you what they ensure peace of mind, reducing anxiety and stress. When a
remember. bill arrives and we can pay it, we may not celebrate wildly, but
we do not despair. Windfalls of large amounts of money can
Students read the pairs of introductions and conclusions
help change people’s lives radically, whether it means buying
individually, then in pairs they consider which would be a new house or travelling more. But does the happiness it
better for the essay in Ex 6. If necessary, let weaker students brings last or does it make us want more?
focus on either the introductions or the conclusions. Monitor
Another factor that can contribute to a happy life is clearly
and encourage students to give reasons.
the people around you, and the people you consider your
friends. Real friends offer support and help during the difficult
Answers
times, and also provide camaraderie when they share the
B is the better introduction. good ones. They sometimes know you better than you know
A gives away the final decision and details from the later yourself and are invaluable for their loyalty and advice.
paragraphs.
To conclude, I would have to say that although both money
C is the better conclusion.
and friendship figure strongly in how contented or happy
D repeats the same ideas and wording, and doesn’t give
we feel, for me it is friendship that is more important. Money
reasons for the final decision.
can make people too materialistic and lead to bitterness
and disappointment. Having enough income is important,
but if we get into trouble, it is our friends who will be there
to help us out.
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PRACTICE TASKS p14

Flexible follow-up
Students play a type of reverse game to Room 101. Ask Answers
them to think of some of life’s little pleasures. They then 1 1 B 2 C 3 A 4 C 5 B 6 D 7 A 8 D
need to explain to their group why they think everyone 2 1 with 2 from 3 unless/until
should be given this pleasure. Give an example,
4 so 5 being/getting 6 yourself
e.g. a bar of chocolate every day. Students can either
7 on 8 whose
discuss their ‘pleasures’ in small groups, or play the
Room 101 game with this twist. Students share
interesting points from the activity with the class. Vote
on the most popular ‘little pleasure’.
Cooler
Students check back on the predictions regarding unit
topics that they made at the beginning of the unit and
see how many came up. Ask students to look back over
the unit and note down three interesting things they
learned during the unit. They compare their choices as
a class.
Extra practice

in this lesson for Writing Part 1 Essay, we
task and How did you do? section on page 52
and Strategies and skills Exs 1—7 on pages
53—54 of the C1 Advanced Exam Trainer.

resources. For further practice, you can use Writing
Part 1 Essay.
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2 TWO
OPENER p15
DYSLEXIA FOCUS
Students may need additional time to read the
2 TWO questions in Ex 3. You could give those students only

four of the eight questions to complete.
Warmer
Books closed. Ask students what they usually drink at
UNIT OVERVIEW breakfast. Tell them that you (or a friend) like a double
espresso. Write the word DOUBLE on the board. Put
Opener students in pairs to think of other collocations with
the word double (double trouble, double whammy/
• Language focus: Nouns from phrasal verbs
blow (two problems one after the other), roll a double
• Topic: K2 six (with dice), double bass (an instrument), double
Reading and Use of English — Reading bill, double take (see something, and then realise
something and look again), double entendre (double
• Part 6 Cross-text multiple matching meaning — a word or phrase that may be understood
• Topic: In two minds? in two different ways), double-decker (bus), double-
booked (two appointments at the same time)). Check
Reading and Use of English — Vocabulary ideas as a class.
• Part 3 Word formation Give students a few minutes to discuss in pairs what
• Language focus: Prefixes topics related to the word or notion of TWO might
• Topic: Socks come up in the unit. Ask for their ideas as a class and
ask them to keep a record of their predictions to check
Listening at the end of the unit.
• Part 2 Sentence completion
• Topic: Second place VOCABULARY: Nouns from phrasal verbs
Reading and Use of English — Grammar
1 Ask the class to give the name of the tallest building
• Part 4 Key word transformations
they have ever been up and to explain why they climbed
• Language focus: Passive forms it and what the experience was like. Ask if they know the
• Topic: Life on two wheels current tallest building in the world (in 2020 this is the
Jeddah Tower/Kingdom Tower, Saudi Arabia, at 1008 m),
Speaking
and/or the tallest building in their country or area.
• Part 2 Individual long turn
Focus students’ attention on the picture and ask if they know
• Topic: Doppelgangers where it is (the Himalayas), how the picture makes them feel
Writing (e.g. calm, peaceful, impressed, scared) and what adjectives
they would use to describe it (e.g. beautiful, impressive,
• Part 2 Review dangerous).
• Topic: Sequels Put students into pairs to think of as many famous mountains
as they can in one minute. Then go around the class asking
Extra resources for one from each pair. Ask if they know the countries these
(See Lesson overviews for details) mountains are located in.
Answers
Digital resources
• Presentation tool Unit 2 2 2.1 Tell students the mountain in the photo is called
• Unit 2 Language test K2 and elicit any information or guesses about how it was
named. Do not say whether they are right or wrong at this
• Unit 2 Language test for dyslexic students stage. Play the recording for students to check their ideas.
• Unit 2 Grammar presentation Answers
• Video: C1 Advanced About the exam Students’ own answers
• Video: C1 Advanced Speaking Test K for ‘Karakoram Range’ and 2 because it was the second
mountain surveyed in the range.
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Flexible follow-up
Ask additional questions to check understanding
Part 6 Cross-text multiple
of the audio. matching pp16—17
1 Which other mountains does the lecturer mention?
(Everest, The Matterhorn, Siula Grande) LESSON OVERVIEW
2 What does he say the name sounds like? (A
• Topic: In two minds?
mathematical formula.)
3 When was it named? (1856) EXAM FILE p13
4 What is another reason K2 is famous? (It’s very
dangerous.) Learning objective: Students will be better able to
5 What are the ‘eight thousanders’? How many are there? identify contrasting opinion.
(Mountains over 8,000 metres high. There are 14.)
6 When was K2 first climbed? (1954)
7 How many people have reached the summit? (300)
Extra resources
8 Why does the lecturer mention oxygen? (Many C1 Advanced Exam Trainer
climbs were completed without oxygen because it • Reading and Use of English — Part 6 Cross-text
was too heavy to carry. Now it’s easier to carry and multiple matching pp32—33
used more frequently.)
Digital resources
• Presentation tool pp16—17
3 Write the word take on the board. Then write in before
and after it (in take in). Cover the first in and elicit that take
English Part 6
in is a phrasal verb meaning to be fooled (She was taken in
by the salesman) or to adopt (She took in a stray cat). Then
circle the first in and take and write the phrasal noun (intake). BEFORE YOU START
Elicit that this means a new group of students enrolling at
a school (Next September’s intake will be bigger than last Read through the Exam reference on page 13 of the Exam
year’s) or when we breathe in (an intake of breath). Read file before starting the lesson. This will give you information
through the task and put students into pairs to complete the about the specific exam part as well as which particular
sentences. Check as a class. strategies and skills are important.
Answers
DYSLEXIA FOCUS
1 input 2 outset 3 pushover 4 outbreak
5 backup 6 Breakthroughs 7 setbacks 8 outcome Dyslexic students may struggle with the exam task
reading text (Ex 5) on pp16—17. You can allow students
to listen to the audio recording of the text to help
4 Students complete the task individually and check support them in this task. Alternatively, if appropriate,
answers as a class. Put them into pairs to discuss how true ask students to read the text in advance of the lesson,
the statements are for themselves. Monitor and contribute, but not to do any related activities. Allow enough time
giving your own examples. Students report on their for all students to read and use fast finisher activities for
discussions as a class. those who finish early.
Answers
1 outbreak 2 breakthrough 3 outcome preparedness for this exam part.
4 setback 5 input 6 backup
5 Explain the task and go through the example. Put

Warmer
students into pairs to do the task and then share their
situations as a class. Write chocolate or biscuits? on the board. Ask the class
for a quick response. Put students into pairs to continue
Answers the game. They give their partner a choice between
two options. The partner makes the choice as quickly as
possible and then thinks of a choice themselves. Write
some words on the board to help: winter (winter or
summer), tea (tea or coffee), cats (cats or dogs), seaside
Cooler (seaside or mountains), etc. As a class, discuss any
Put students into pairs to create new phrasal nouns interesting choices as well as choices that were difficult
from verbs and prepositions and then check in a to make. Write be in two minds on the board and elicit
dictionary to see if their new word exists or not, (e.g. an the meaning (not being able to decide).
upset, a comeback, a downpour, an uptake, the output,
a putdown, etc.). They can ask other students to guess
if their words are real or not and explain any unfamiliar
meanings.
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2 TWO
1 Read through the questions and put students into pairs

to discuss them. Ask them to give reasons for their answers.
Fast finishers
Monitor and prompt where necessary. Note any interesting Fast finishers can write their own short post about
points to bring into a class discussion. the value of seeking help with a decision, giving their
reasons and examples.
Answers
Flexible follow-up
2 2.2 Tell students they are going to hear three
Ask students to find synonyms in the texts for the
people answering one of the questions from Ex 1. If
following: ask for someone’s opinion (run something
appropriate for your class, write cut straight to the chase
past someone); more than one opinion is better (two
(go directly to the important point), in my book (in my heads are better than one); persuaded (swayed); meant
opinion), and ramifications (consequences) on the board (entailed); talked about a problem (opened up); with
and elicit the meanings before playing the recording. no personal interest in the outcome (no agenda of their
Students answer as a class. own).
Answers
Question 3, Jessie and Ben agree that the morning is the
best time to make decisions because that is when your mind
is fresher. The exercises on page 12 in Section A of the Exam boost
provide more practice of identifying contrasting opinions.
EXAM FOCUS These could be done in class or for homework.
Answers
3 Explain to students that they are going to do a
Reading and Use of English Part 6 task. Write Anna’s got 1 Writers A, B and D are all against.
a point, but … on the board. Elicit that this phrase clearly Writers C and E are both in favour.
signals a contrasting opinion. Explain that sometimes we 2 A — ‘I consider the current plans unsuitable for the
need to work harder to identify contrasting opinion in texts location, and it is pointless putting forward a planning
as it is not always so clear. Read through the Exam focus application …’
with the class. Then ask them to read the three texts and B — ‘… by all accounts … they require further work to be
identify the one with the different opinion. Monitor and acceptable by the planning authorities.’
help where necessary. Check answers as a class and ask C — ‘… people argue that the new centre will look out of
any fast finishers to read out their posts. place … not enough thought has gone into the design.
I would take issue with that.’
Answers D — ‘… I tend to concur with the general feeling that more
B (They believe that in the end we need to ‘trust our own work needs to be done …’
judgement’.) E — ‘… and they are impressive.’
A There are those crossroads we come to at various points
when a decision can be life-changing. On those occasions 4 Discuss the question as a class. Students read the texts
I would definitely advise running options past someone, to check their ideas. If the exam task in Ex 5 is to be
or some people, whose opinions you respect. Two heads completed under exam conditions, you can skip this
are often better than one and although you may not exercise.
necessarily eventually follow what they suggest, it can
sometimes give you a new way of looking at the situation. Answers
B Some people turn to others when they have to make an Students’ own answers
important decision; they might ask a family member, a The term ‘decision fatigue’ refers to it being harder to
friend or even a teacher for advice. While I’m appreciative make decisions (and how the quality of your decisions
of other’s support when deciding something big, I feel deteriorates) if you’ve already made a lot in the period prior
that in the end, it is down to us as individuals, and we to this.
shouldn’t let ourselves be swayed by others’ points of
view, however well-meaning they might be. We need to
trust our own judgement. Flexible follow-up
C I was recently offered promotion at work, which entailed
In pairs, ask students to discuss briefly how they might
working abroad for six months of the year. I spent ages
be able to avoid ‘decision fatigue’ in their daily lives.
chasing the pros and cons around in my head, wanting
Give your own example, e.g.:
to take the responsibility for making the decision myself.
Every weekend I decide what to eat for the whole week
Eventually I opened up to a really good friend, who
ahead, so that I don’t have to decide what I feel like
talked the whole thing through with me. I truly believe
every day — and I’m less likely to just order a pizza!
that people who know you well, with no agenda of
their own, can help you look at things from different Allow two or three minutes for the discussion, then
perspectives, and, while not making the decision for pairs can share their ideas with the class.
you, help you to decide what’s in your best interests.
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2.0 This reading text has been recorded. To help Students who would benefit from practice for the C1
support them in this task, you can allow dyslexic students to Advanced Speaking Part 3 task could do this task in
pairs. Write the following on the board:
listen as they read the text.
Here are some important decisions people sometimes
5 Read through the Exam reference section on page 13 of need to make in their lives. What do people need to
the Exam file with the class. Focus their attention on the four consider when making these decisions and why? Which
questions of the exam task and point out the importance of decision do you think will have the most long-term
the following verbs and phrases: have a different opinion; consequences?
share an attitude; have a different view; express a different future career moving to a different country
opinion. These are key phrases for expressing opinions. getting married having children buying a house
Also, point out the important key words to consider in the
questions: structured; credibility of research; impact on
habits; anticipation of a subsequent programme. Remind 7 Put students in pairs to discuss what they might say
students that there will be distraction. in their comment about the way decision fatigue does or
Students do the task individually. Allow 10—15 minutes for does not affect them. They then write their comment for
this. Monitor and help if necessary by indicating sections of the website (70—90 words). This can be done in class or at
the texts that students should be contrasting. Put students home.
into pairs to compare answers and elicit phrases that helped
Answers
them find the answers. Take feedback as a class.
Answers
1 D (The technical information ‘should have come at the
end, rather than the beginning.’ Reviewer A says the Cooler
documentary was a ‘carefully planned and well-filmed Tell students about a bad choice or decision you’ve
sequence …’ Reviewer B refers to it as ‘well-linked’ and made because you were too hasty. This can be true or
‘logical’. Reviewer C was ‘impressed by the way the invented, e.g.:
documentary was put together’.) I bought some jeans online without looking in detail at
2 B (‘The attention to detail was impeccable … survey the delivery dates. It took two months for them to arrive!
sources online … were totally accurate’ which agrees with Put students into pairs to tell each other about some
Reviewer C who says there were ‘pretty sound statistics bad choices or decisions they’ve made and regretted.
to back up their theories’. Reviewer A doesn’t think there Take feedback as a class.
was any ‘real evidence’ behind the claims, while Reviewer
D does not mention the issue.)
3 A (‘I am sure it will be of help to many people … I shall
definitely try to alter my work plan’ disagrees with Extra practice
Reviewer B’s opinion that most people ‘will eventually
fall back into old routines’. Reviewer C doesn’t think that EXAM TRAINER pp32—33
the documentary would be ‘life-changing for anyone’. For further practice of the skills presented in
Reviewer D does not mention the issue.) this lesson for Reading and Use of English
4 C (‘The lack of an original approach has, unfortunately, Part 6, we recommend students complete the
put me off watching the rest of the series …’, which Practice task and How did you do? section on
disagrees with Reviewer D who says ‘I am definitely page 32 and Strategies and skills Exs 1—2 on
looking forward to the next instalment.’ Reviewer B page 33 of the C1 Advanced Exam Trainer.
suggests it would be interesting to ‘hear what else they
mention in the next programmes’, while Reviewer A does There is a full practice exam included on pages
not mention the issue.) 106—129 of the C1 Advanced Exam Trainer. There are
Speaking or writing and Use of English Part 6.
questions. Circulate and contribute where appropriate.
Raise any interesting points as a class.
Answers
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2 TWO
READING AND USE OF ENGLISH — 2 2.3 Play the recording for students to answer the
Part 3 Word formation p18 questions. Take answers as a class and ask whether they
think the expert’s advice is good. Ask students whether they
know someone who is really bad at forgetting where they
LESSON OVERVIEW
put things and encourage a few students to relate some
• Topic: Socks amusing or unusual places where they eventually find them.

The caller feels frustrated/upset/annoyed. He thinks there
Learning objective: Students will be better able to use may be something wrong with him.
prefixes.
The expert says that the caller isn’t paying attention to what
he does with his things when he comes home because he’s
Extra resources tired and/or distracted.
C1 Advanced Exam Trainer She suggests that the caller makes himself more aware of
• Reading and Use of English — Part 3 Word his surroundings and puts his things in the same place every
formation p16, p17 Exs 1—2 time as soon as he enters his house.
Digital resources 3 2.4 Write the word impossible on the board.

• Presentation tool p18 Underline im and elicit what we call this (a prefix) and what
• Video: About C1 Advanced: Reading and Use of it does to the word (it makes it negative). Then ask students
English Part 3 to call out any other prefixes that they know and write them
on the board. Focus students’ attention on the question and
compare the prefixes to their list on the board. Students do
BEFORE YOU START the matching task in pairs, then listen to check.
Read through the Exam reference on page 7 of the Exam Answers

file before starting the lesson. This will give you information 1 illogical 2 insignificant 3 dismiss
about the specific exam part as well as which particular 4 interact 5 irregular 6 misplacing
strategies and skills are important. 7 unnoticed 8 impossibly 9 reconsider
DYSLEXIA FOCUS 4 Read through the question and the words in the box.
For the Flexible follow-up activity after Ex 5, dyslexic Point out that some answers appeared in the audio track
students could be asked to write their own sentences, for Ex 3, but that there are others which are new. Put
rather than find them in the reading texts. students into pairs to complete the task. Monitor and help
where necessary, for example by pointing out where a
checklist in the Exam file (p7) to check their further change to the root word might be needed. Check
preparedness for this exam part. answers as a class.
Answers
Additional words from the audio: insane, disorganised,
Warmer inability, irresponsible, undoubtedly, misleading, mislaying,
Tell students about something small you’ve lost reorganisation
recently (e.g. your sunglasses) and whether this was Other possibilities: discomfort, disable, disabled, disability,
due to carelessness, forgetfulness, distraction or disorganisation, illegal, impersonal, inactive, interact,
something else. Put students into pairs to tell each interactive, interpersonal, irresponsible, react, re-enact, relay,
other about the types of things they tend to lose and reorganise, unable, uncomfortable, undeniable, unresponsive
why. Ask for feedback as a class.

VOCABULARY: Prefixes
The exercises on page 6 in Section A of the Exam boost
1 List items on the board that complete the following: provide more practice of using prefixes. These could be
a pair of … (scissors, socks, trousers, etc.). Then brainstorm done in class or for homework.
things that come in twos with the class.
Answers
Possible answers 1 G 2 C 3 F 4 A 5 D 6 B 7 E
shoes, shoelaces, earrings, socks, twins, sports doubles 2 1 imperfection 2 readjust 3 unreasonably
players, eyes, ears, skis, chopsticks, etc. 4 inadequate 5 irregularity 6 misinform
7 disadvantaged
Opposites: imperfection, unreasonably, inadequate,
irregularity, disadvantaged
‘Readjust’ means to adjust very slightly.
‘Misinform’ means to give false information.
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5 Explain to students that they are going to do a Reading This task could be carried out as a C1 Advanced
and Use of English Part 3 task. Read through the Exam Speaking Part 3 task. Put students in pairs and write the
following on the board:
reference on page 7 of the Exam file with the class. Read the
title of the text with the students and ask if this is a familiar Which of these things would concern you most if you
problem to them, and elicit some reasons why it might lost it/them? Why?
happen. Then students read the text, ignoring the gaps, to your mobile phone your house keys your bank card
find out what the solution to the apparent mystery might your glasses a memory stick with your assignments on
be (the socks are missing before they go in the wash in the
first place). Students complete the task individually and then
check their answers in pairs. Allow ten minutes for the task. Cooler
Check answers as a class.
Books closed. Go round the class, giving each student
Answers a prefix which they must use to produce a word formed
with it, e.g. un — undeniable/unintended/unfriendly.
1 illogical 2 insignificant Give students three or four seconds to answer and if
3 interaction(s)/activities 4 irregular they take too long, they drop out. The last student left
5 unnoticed 6 overlook in the game wins. If this is not appropriate for your
7 impossibly 8 underestimate class, students can test each other in pairs.
Flexible follow-up
Extra practice
Put students into pairs. Ask them to find four sentences
(or clauses) from the texts in the Reading lessons which
contain a word formed from a root word using a prefix.
One student looks for two sentences in Unit 1 (p7); the For further practice of the skills presented in
other for two sentences in Unit 2 (p17). They write the this lesson for Reading and Use of English
sentence on a piece of paper, replacing the prefixed Part 3, we recommend students complete the
word with a gap, then write the root word in capitals Practice task and How did you do? section on
on the next line. They swap with another pair and page 16 and Strategies and skills Exs 1—2 on
complete the sentences. page 17 of the C1 Advanced Exam Trainer.
Give an example from the Reading text in Unit 1, e.g. There is a full practice exam included on pages
’empowering’: 106—129 of the C1 Advanced Exam Trainer. There are
It was to realise that I was no longer also two full practice exams included in the Digital
dependent on the availability or preferences of friends. resources. For further practice, you can use Reading
POWER and Use of English Part 3.
Speaking or writing
6 Put students in pairs to tell each other about what
happened. To make this more engaging, encourage
student to think of amusing stories. They can choose to say
something real or invented, and their partner must guess
whether the story is true. If time permits, students can write
an online post about the loss and the consequences of it.
Answers
7 Put students into pairs to discuss the questions and

come up with some tips. Take feedback as a class and
compare tips. Find out which tip is the most popular and
would be the best advice.
Answers
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2 TWO
LISTENING — Part 2 Sentence 2 2.5 Play the recording for students to answer the
completion p19 questions. Extend with some extra questions, e.g.:

• What is her business? (a small catering company
LESSON OVERVIEW specialising in Japanese food)
• Why did she become interested in her business’s speciality
• Topic: Second place in the first place? (She travelled to Japan after college.)

She was very excited and grateful to everyone who supported
them. Her business has been recognised for its contribution
understand speakers’ attitude and opinion.
and they will be able to expand into another area of business.
Extra resources
EXAM FOCUS
• Listening — Part 2 Sentence completion p75, p76 3 Explain to students that they are going to do a Listening
Exs 1—3 Part 2 task. Read through the Exam reference section on
Digital resources page 31 with the class, and check they understand what the
task type involves. Then, go through the Exam focus with
• Presentation tool p19 the class. Students read through the questions and highlight
• Video: About C1 Advanced: Listening Part 2 important words or phrases. Elicit the types of words and
phrases they will be listening for.
BEFORE YOU START Suggested answers
Read through the Exam reference on page 31 of the Exam 1 Chloe explains that the main objective of the awards is to
file before starting the lesson. This will give you information boost the … of family companies. (noun)
about the specific exam part as well as which particular 2 Chloe says that … is their principal business goal, which
strategies and skills are important. won her company its award. (noun)
3 Chloe advertises her company’s dishes as … (adjective/
noun)
DYSLEXIA FOCUS 4 Chloe hopes her business will be involved in … in the
Dyslexic students could be given additional time to future. (noun)
read through the exam task sentences before listening
or be advised to read it in preparation before the 4 2.6 Play the recording again for students to
lesson. complete the sentences in Ex 3 with the correct words.
They may also benefit from the structured checklist in Remind them that the actual words they need are used in the
the Exam file (p31) to check their preparedness for this recording, so they should not paraphrase. Students compare
exam part. answers in pairs. Check as a class, writing the answers on the
board so that students can check their spelling.
Answers
Warmer
1 profile 2 sustainability
Choose a famous winner of an award or medal that you 3 a sensory feast 4 corporate hospitality
think the class will know. Describe them for students to
guess, e.g.:
5 Put students into pairs to do the matching task. Check
He was a famous runner. He’s won gold at the Olympics answers as a class. If necessary, play the recording again to
several times. His name is … (Usain Bolt) clarify.
Put students into pairs to test their partners in the
same way. Ask for examples from the class. Then, ask if Answers
anyone can name a famous runner-up. 1 E 2 D 3 A
4 B
5 C
1 Put students into pairs to discuss the statements. After

a couple of minutes, ask each pair to report briefly on their
Flexible follow-up
discussions. Write the following sentences from the recording on
the board:
Answers 1 Small companies like mine are an undervalued
Students’ own answers sector of the national economy.
2 We think visual elements are equally as important as
taste and smell.
Still in their pairs, ask students to write their own
paraphrase for each sentence. Take feedback as a class.
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EXAM BOOST EXAM FILE Section A p30 Speaking or writing

7 Tell students about the first time you won something,
The exercises on page 30 in Section A of the Exam boost e.g. I won first prize in an art competition when I was six.
provide more practice of identifying cues in the sentence I won a book of cartoons. Put students in pairs to discuss the
completion task. These could be done in class or for questions, adding what prize they were given, if anything.
homework. Take feedback as a class. As a writing task, students could
plan and write a short story (260—280 words) entitled
Answers
The winner.
1 Suggested answers:
1 It is said that coming … in a race can be more Answers
rewarding than winning. Students’ own answers
2 Those who finish in this position usually feel … to have
achieved something.
3 We sometimes get stuck in a ‘…’ which perpetuates
Flexible follow-up
negative feelings.
Tell students that at some English secondary schools,
4 Petra wondered why many runners were using
when students leave at sixteen they are given fun
valuable … during the warm-up period.
certificates such as ‘the student with the biggest smile’,
5 Petra expected not to win the race because of her …
‘the student most likely to become prime minister’, etc.
and lack of height.
Put students in pairs to think of five of these ‘awards’
6 Petra says that she did not feel … about coming last in that could be given out at the end of the year. They
the run. share their ideas with the class. Take a vote on the most
2 1 an ordinal number popular ‘award’.
2 an adjective related to feelings
3 a noun or noun phrase
4 a noun or noun phrase 8 Students discuss the question in pairs or small groups.
5 a noun or noun phrase Circulate, contribute and note interesting points to raise in
6 an adjective related to feelings feedback. They could use the points they discuss to write an
3 1 third 2 grateful 3 thought loop essay for homework on the following topic:
4 energy (reserves) 5 short stride 6 embarrassed There are too many demands put on young people to be the
best these days.
EXAM TASK Answers
6 Read through the task instructions with the class. Give Students’ own answers
students time to read through the sentences, encouraging
them to highlight important words or phrases. Then play the
recording for them to complete the task individually. The Alternative
recording is repeated in the track as it is in the real exam. This task could be carried out as a C1 Advanced
With a weaker class, pause the recording in appropriate Speaking Part 3 task. Put students in pairs and write the
places. Then, play the recording a second time for them to following on the board:
check their answers. Check answers as a class. Here are some areas of our lives in which we sometimes
feel the need to be competitive. How important is it to
Answers be competitive in these areas of our lives?
1 scrutiny (‘will always come under a lot of scrutiny because work sport with family with friends
the public upholds them as the ideal.’) at school or college
2 recognition (‘there’s recognition of your achievements
from the sporting community’)
3 life expectancy (‘coming second is actually beneficial in
Cooler
some ways, not least of which is life expectancy — the
difference between those who come first and those who Ask students as a class what competitions they are
come second is remarkable.’) looking forward to taking part in or watching in the
near future. Do they prefer to watch or to take part?
4 health (‘trying to win every competition is harmful to the
Why?
health of those who pursue victory at all costs.’)
5 optimistic (‘many second-finishers may feel optimistic’)
6 demands (‘there are a lot of demands placed on them’)
7 experimentation (‘those still trying to reach first position
… relishing the opportunity for experimentation’)
8 hero(es) (‘Many highly respected sportspeople never get
first place, but are, in my opinion, still heroes … are often
influential in their field.’)
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Extra practice
LESSON OVERVIEW
in this lesson for Listening Part 2, we • Topic: Life on two wheels
task and How did you do? section on page 75 EXAM FILE p9
and Strategies and skills Exs 1—3 on page 76
of the C1 Advanced Exam Trainer. Learning objective: Students will be better able to use
passive forms.
Part 2. • Reading and Use of English — Part 4 Key word
transformations p20, p21 Ex 1
Digital resources
• Grammar presentation 2: Passive forms
English Part 4

of the Grammar File provide more practice of passive forms.
This could be done in class or for homework.
BEFORE YOU START

DYSLEXIA FOCUS
You could allow dyslexic students additional reading
time for the exam task (Ex 6). You could extend the
reading time to about five minutes before students do
the task.
Digital resources.
Warmer
Books closed. Ask students to guess what you’re
drawing. Draw the individual parts of a bicycle on the
board starting with one circle, then handlebars, etc.,
leaving the second circle until last. When they have
guessed bicycle, add a second saddle to the parts
you have drawn and ask if students know what this
kind of bike is called (a tandem). Ask about students’
experience with cycling as a class — can they ride, when
did they learn, where did they learn, do they ride now,
etc.
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GRAMMAR: Passive forms Possible answers

The bike shop is a social enterprise which works with the
1 Discuss what the phrase might mean as a class and
local community and charities. It aims to have a positive
elicit examples of when it could be used (for example,
impact rather than generating a profit. They have a coffee
starting a job again after an absence or picking up an
shop and have written a guide to local bike routes.
instrument again having not played it for a while). Ask
students if they have any similar examples.
5 Students do the task individually and then compare
Answer answers with a partner. Monitor and help with any problems
related to the passive.
It means that once you have learnt how to do something, it
is easy to remember and do it again.
Answers
1 Maddie’s/The second-hand bikes are priced for any
2 Read through the questions with the class and see if
budget.
they already know any answers. Then students read the text
2 Hundreds of bikes have been donated to overseas
on page 94 individually to find the answers, before checking
communities.
as a class.
3 These communities had never been given access to
Answers bikes before.
4 You can have a coffee while your bike is being fixed.
1 the first documented bicycle design (though this is not
5 Hopefully it will still be being said that the bike shop is
confirmed)
the best in the area in another ten years.
2 mountain bikes and BMXs
6 Maddie heard about a tandem bike ride that was being
3 the running machine
organised.
4 the boneshaker
7 A lot of money was raised for the charity by people who
5 the safety bicycle
sponsored the participants.
8 Campaigns have been being held around the country to
make cycling proficiency part of the curriculum.
Flexible follow-up
Divide the class into two groups (A and B). Students in
group A look at the first two paragraphs of the text on Fast finishers
p94, while students in group B look at the final three
Fast finishers can write two more sentences using an
paragraphs. They highlight three unfamiliar words or
active continuous form that can be rewritten in the
phrases in their paragraphs, check their meanings
passive. Ask the class to transform them to the passive
in a dictionary and then write a synonym. Then, pair
during class feedback.
students from A with students from B to exchange their
synonyms, which they use to find the words/phrases
that their partner highlighted in the text. Circulate and
give help where necessary and ask for examples of EXAM BOOST EXAM FILE Section A p8
synonyms and words in class feedback.
provide more practice of passive forms. These could be
3 Look at the first passive form in bold in the text on done in class or for homework.
page 94 as a class and elicit the time reference (past).
Students do the rest of the task individually. Take feedback Answers
as a class. 1 1 was recorded 2 have been included
3 is estimated, is made 4 be prosecuted
Answers 2 1 would have been taken away 2 will be repaired on
Past: was attributed, had already been spotted, was being
developed
Present: has never been confirmed, are ridden, have been EXAM TASK
being built, is being dreamt up
Future: will be riding 6 Explain to students that they are going to do a Reading
and Use of English Part 4 task. Read through the Exam
4 2.8 Play the recording for students to answer the reference section on page 9 of the Exam file with the class.
questions. Check answers as a class. Ask whether there is Check through the rubric with the class, emphasising that
a need for Maddie’s type of job in their area, whether they the key word must not be changed in any way, and that
would enjoy Maddie’s job themselves and why or why not. contractions count as two words. Allow ten minutes for
Also, ask if they agree that all school-age children should students to do the task individually. Go through answers as a
be taught to ride. If time permits you could extend the class, explaining why any incorrect answers are wrong. This
discussion to talk about the advantages and disadvantages could be because of incorrect grammar, the new sentence
of cycling (fresh air, exercise, speed, dangers, etc.). not being logical, or having a different meaning to the first.
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Answers SPEAKING — Part 2 Individual

1 are not included long turn p21
2 it is / has been built into / they build it into
3 was being fixed by LESSON OVERVIEW
4 will be / is going to be / will get dismissed from
5 will be (being) talked
• Topic: Doppelgangers
6 hadn’t grown up EXAM FILE p39
Speaking or writing Learning objective: Students will be better able to

compare pictures.
7 Put students into pairs to discuss the question. Take
feedback as a class and compare ideas. You could extend
this by asking pairs to design a Speaking Part 3 task about Extra resources
the value of working in pairs. They need to think of a central C1 Advanced Exam Trainer
question and five prompts or options. They can then swap • Speaking — Part 2 Individual long turn pp91—92
with another pair and do their task.
Digital resources
Answers • Presentation tool p21
Students’ own answers • Video: About C1 Advanced: Speaking Part 2
• Video: C1 Advanced Speaking Test 1, Part 2
8 Students discuss the question in pairs. Monitor,
contribute and note points for later full-class discussion.
Echo-correct any errors involving passive forms. They could BEFORE YOU START
also write a pros and cons essay for homework using the
points they have discussed.
Answers about the specific exam part as well as which particular
DYSLEXIA FOCUS
Flexible follow-up Dyslexic students may struggle with reading the Exam
Put students into pairs to discuss, plan and write a short Focus box. You could read through it with the class to
web article advertising Maddie’s bicycle shop. Then help them.
they share their articles with the class. Dyslexic students may also benefit from the structured
Cooler
Put students into pairs to think of two ways to make
their area more cycle-friendly. Take feedback as a class
Warmer
and compare ideas. Tell students who you are most similar to in your family
and how, e.g. I’m very similar to my elder sister. We
both have the same hair and eye colouring, and we’ve
got a similar sense of humour. Put students into pairs to
Extra practice tell each other who they themselves are similar to. They
should think about physical appearance, temperament,
EXAM TRAINER pp20—21 abilities, etc. Take feedback as a class.
For further practice of the skills presented in
this lesson for Reading and Use of English 1 Draw 12 dashes on the board to represent the letters of
Part 4, we recommend students complete the a word. Tell students you are going to write a word related
Practice task and How did you do? section
to physical appearance very slowly and they must try to
on page 20 and Strategies and skills Ex 1 on
guess what the word is. Write DOPPELGANGER letter by
page 21 of the C1 Advanced Exam Trainer.
letter in a random order. If they do not know the meaning
of the word, ask for guesses and give them a sentence
106—129 of the C1 Advanced Exam Trainer. There are showing the meaning, e.g. I’ve been told that I have a
also two full practice exams included in the Digital doppelganger in my area, but I have never seen them. I
resources. For further practice, you can use Reading think it might be strange to meet them — like looking in a
and Use of English Part 4. mirror. Put students into pairs to discuss the three questions.
Circulate, contribute and then ask for comments as a class.
Answers
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2 TWO
2 2.9 Students give their answers as a class, with EXAM BOOST EXAM FILE Section A p38
reasons. Elicit what a facial recognition expert might do and
then play the recording for students to check their ideas. The exercises on page 38 in Section A of the Exam boost
provide more practice of comparing pictures. These could
Answers be done in class or for homework.
One in a trillion. Answers
1 1 these 2 the 3 one 4 top
5 underneath 6 on 7 middle
Flexible follow-up 2 1 left-hand 2 the 3 other 4 these
Ask further questions about the recording: 5 first 6 second
1 What can you do on some websites? (Enter your
facial details and search for a double.) EXAM TASK
2 How many special measurement requirements must
be met for someone to be a doppelganger? (eight) For guidance on marking Speaking Part 2, please refer to
3 What are the odds of finding a ‘look-alike’? (1 in 135) the Speaking success criteria on pp163—164.
4 Why do our brains think we see doubles? (They look
at a whole face, not the individual parts, and adjust 6 Put students into pairs to take turns to do the exam
what we see to fit an expected pattern.) tasks. Remind them that they have about one minute to talk
about the pictures, but do not be too strict about timing at
this stage. Allow students to focus on their talks without the
3 Students look at the pictures and do the task in pairs. distraction of you circulating or monitoring, unless a student
Ask for their ideas as a class and write them on the board. particularly needs your help or freezes. Prompt with points
they could talk about. When all students have finished, ask
Answers
them to report on their partner’s talk and say what points
Students’ own answers they mentioned.
4 2.10 Play the recording for students to compare the Example answers
candidate’s points with those the class came up with in Ex 3. Student A (page 96)
Check through them with the class after the recording and I’d like to talk about the tennis players and the chess
add any others the candidate mentioned. Play the recording players. The tennis players look as if they’ve just won a
again if necessary. competition and as they’re holding hands, I’d say that
they are a team. The chess players, on the other hand, are
Answers opponents, so they won’t be working together, but against
Students’ own answers each other. A major difference between both photos is
the type of dependency they show. The tennis players
depend completely on each other to engage in the game.
They probably know exactly where the other person is at
Alternative
all times, and if one can’t return a ball, the other will! The
If you play the recording a second time, you could chess players cannot play alone, so they depend on their
stop at points to see if students can supply what comes partner to give them a good game. Regarding the level of
next, e.g. They are probably brothers, and very likely … challenge these activities might present, the tennis players
(twins), etc. If students have access to the script they are in wheelchairs, so they have undoubtedly overcome a
could do this themselves in pairs, i.e. one student reads lot of physical difficulties to reach this level of competition.
the script aloud and stops for their partner to supply The chess players, however, face mental challenges,
the next phrase, then they swap roles halfway through although unlike the tennis players they have time to think
the script. rather than responding to events immediately. They do not
seem to be involved in a competition, so the pressure is
probably less for them too.
EXAM FOCUS Student B
In my opinion, the tennis players will probably get the most
5 2.11 Explain to students that they are going to do satisfaction, as they have clearly worked hard to gain their
a Speaking Part 2 task. Read through the Exam reference medal — and they look extremely happy.
section on page 39 with the class. Then go through the Student B (page 97)
Exam focus with students. Put students into pairs to discuss I’ll go for the picture of the young boys and the couple who
whether the candidate followed the advice, and if possible, look as if they’re putting together some flat pack furniture.
have them justify their answers with examples. The main focus of both pictures is on working together in
different situations, but the boys are working to complete
Answer a classroom task, using their brains, whereas the couple
The candidate follows all of the advice. are doing something quite physical. Working in pairs in
a classroom brings a lot of benefits to students as they
can help each other to understand things. And as for the
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2 TWO
couple, well, they definitely need each other to construct WRITING — Part 2 Review pp22—23
the furniture and one person alone would find this sort of
thing very hard! Two pairs of hands are nearly always better
LESSON OVERVIEW
than one in this type of situation, so the benefits of working
together are clear here too. Regarding the likelihood of • Topic: Sequels
repeating the experiences, I’d say it’s highly likely that
pairwork is common for the boys, so they’ll be doing this EXAM FILE p27
sort of activity again soon, but whether the couple will is
debatable! It looks quite complicated and they appear to • Writing file: p135
be frustrated or puzzled. They might just buy ready-made • Vocabulary file: pp116—117
instead next time! Learning objective: Students will be better able to use
Student A descriptive and dramatic language in a film review.
That’s difficult to say. Probably the boys, because they look
quite involved in what they’re doing. The couple could well Extra resources
be fed up and for the chefs it’s work, and they might have to
do the same thing every day.
• Writing — Part 2 Review pp62—63
Digital resources
Alternative
If they are confident enough and have access to their
phones, students could record their discussions to play • Video: About C1 Advanced: Writing Part 2
back and analyse later.
exam help for Writing Part 2 Review.
Cooler The Wordlist on page 116 of the Vocabulary file is compiled

Ask students whether they think other students would from vocabulary from all the lessons covered in this unit.
recognise them from their baby or toddler photos. Once you have completed this Writing lesson, the exercises
Elicit why or why not, and ask for comparisons between on pages 116—117 provide more practice of the vocabulary
how they looked then and how they look now. from this unit. These could be done in class or for homework.
BEFORE YOU START

Extra practice Read through the Exam reference on page 27 of the Exam
EXAM TRAINER pp91—92 about the specific exam part as well as which particular
For further practice of the skills presented strategies and skills are important.
in this lesson for Speaking Part 2, we
recommend students complete the Practice DYSLEXIA FOCUS
Dyslexic students may need more time to read through
the example review. You could suggest they read it
of the C1 Advanced Exam Trainer.
before the lesson but not look at any associated tasks.
There is a full practice exam included on pages Dyslexic students may also benefit from the structured
106—129 of the C1 Advanced Exam Trainer. There are checklist in the Exam file (p27) to check their
also two full practice exams included in the Digital preparedness for this exam part.
Part 2.
Warmer
Ask students about their favourite film this year so far,
encouraging them to give reasons. Ask them if they
think it should win any awards and, if so, for what.
Write the name of a famous film that has a sequel (and
possibly a prequel too) that students will know on the
board (not Blade Runner). Elicit the word used for the
next film (sequel), and the previous film (prequel), e.g.
Star Wars: first film — A New Hope (1977); sequel — The
Empire Strikes Back (1980); a prequel — The Phantom
Menace (1999). Ask if students know any famous book
sequels or prequels too.
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2 TWO
1 Give an example of your own first. This could be 5 Ask students if they know the films Blade Runner or
something like The Hobbit, Star Wars, an Avengers film, etc. Blade Runner 2049, and what they can remember about
Describe the film without giving the name away for the class them. Then they read the review individually and work with
to guess. a partner to find examples of the points in Ex 4. Check ideas
Put students into pairs to do the task. Once completed, ask as a class. Ask the class if they would go to see the film
for examples as a class. based on this review, and why or why not.
Answers Answers
Students’ own answers 1 ‘Not only does it maintain the underlying menace of
the first film … it moves the viewer on 30 years with a
2 Put students into pairs to name as many sequels as storyline that both extends from the original and also
stands on its own.’
they can in a minute, keeping a record. Check with the class
2 ‘The original film explored questions related to
which pair has named the most. Extend by asking whether
developing AI.’
students think sequels are generally better, as good as, or
4 ‘The action is generally slow moving, allowing focus on
worse than the originals.
great performances by Ryan Gosling and Ford among
Answers others, and includes jaw-dropping visual sequences …’
7 ‘The film is stunning.’
9 ‘I would encourage both fans of the first Blade Runner
and those who are new to the concept to watch it’
3 2.12 Play the recording for students to answer the
questions as a class. Ask for reasons and examples.
Answers EXAM FOCUS

6 Explain to students that they are going to be doing
a Writing Part 2 Review task. Ask students if they notice
Flexible follow-up anything particular about these aspects of the review in
Write the following words on the board: minds, bring, Ex 5: adjectives, sentence length, adverbs. Then go through
expectations, proved, line, spin. Ask students if they the Exam focus box with the class. Put students into pairs to
can remember the full phrases and the contexts from go through the review to find more examples of the devices.
the recordings (in two minds about sequels; bring out Take feedback as a class.
a sequel; never lives up to expectations; hope to be
proved wrong; the characters develop down the line; Answers
there will be spin-offs). 1 stunning, mesmerised
Ask the class to come up with more sentences using 2 explored questions, interrogation
these phrases. 3 mind-blowing, slow-moving, jaw-dropping
4 drenched
5 totally blown away
4 Ask students the last time they read a review of a film 6 The film is stunning. Not only does it maintain the
or a book, and whether in general they are swayed by a underlying menace of the first film with the dark, futuristic
reviewer’s point of view, and why. Put students into pairs to city drenched by relentless rain or sleet, but it moves the
do the task. Remind them that in the C1 Advanced exam, viewer on 30 years with a storyline that both extends from
their review should be no longer than 260 words. Take the original and also stands on its own.
feedback as a class.
7 Students complete the task individually. Take feedback
Answers
as a class. When complete, put students in pairs to tell each
1, 2, 4, 7, 9 other about a film they have seen recently, using each of the
adjectives.
Answers
1 exceptional 2 dreadful
3 riveting
4 high-speed
5 hilarious 6 complex
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2 TWO
8 Read through the Exam reference section on page 27

of the Exam file with the class. Then go through the
Cooler
instructions for the exam task. Students highlight the main Put students in pairs to tell each other the next film(s)
points and check them against the Blade Runner review. they’d like to see and why. Take feedback as a class.
Students check back on the predictions regarding unit
Answers topics that they made at the beginning of the unit and
Students’ own answers see how many came up. Ask students to look back over
Yes, the writer has covered what is asked for in the task. the unit and note down three interesting things they
learned. They compare their choices as a class.
9 Put students into pairs to complete the exam task
instructions. Circulate and help with ideas for what they
think should be included in the review. Take class feedback Extra practice
and choose the top three ideas from the class.
Answers
in this lesson for Writing Part 2 Review, we
The exercises on page 26 in Section A of the Exam boost of the C1 Advanced Exam Trainer.
provide more practice of using descriptive and dramatic
language in a review. These could be done in class or for
homework.
Answers
Part 2 Review.
1 1 B, C 2 A, E, H 3 D, F, G
EXAM TASK
For guidance on marking Writing Part 2 Review, please refer

10 Students make notes and a plan. Circulate and prompt,
giving help where necessary.
Answers
11 Students write their reviews in class or at home. They

should take about 45 minutes for this task. Remind them to
check through their reviews once they’ve written them for
punctuation, structure, grammar and spelling errors.
Answers
See the example review in Ex 5.
12 Students share their reviews and vote on which film

they would most like to see based on the reviews.
Answers
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2 TWO
Review Units 1—2 pp24—26
AIM
• To revise grammar and vocabulary covered in
Units 1—2.
Digital resources
Ask students to complete the exercises, then check answers

as a class. Alternatively, set the exercises as a homework
activity and check answers in the next lesson.
Answers
1 1 D 2 A 3 B 4 C 5 D 6 A 7 C 8 B
2 1 if 2 in/with 3 is 4 as 5 do 6 with
7 been 8 Whatever
3 1 ignorance 2 utterance(s) 3 illogical 4 input
5 inability 6 insignificant 7 mislead 8 setbacks
4 1 the bottom of what is/what’s
2 had a lengthy/long discussion of/about / discussion as
to
3 were appreciative of
4 will still be (being) enjoyed
5 were misinformed about the event being
6 (far) exceeded my expectations
5 1 D 2 C 3 B 4 A 5 C 6 D 7 B 8 C
6 1 would 2 them 3 was 4 in
5 what 6 own 7 rather 8 No
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3 THREE
OPENER p27
DYSLEXIA FOCUS
Dyslexic students may find the reading load in Ex 4
3 THREE difficult. You could ask other students to do the fast

finishers activity while dyslexic students complete Ex 4.
Warmer
Books closed. Write the word THREE on the board
UNIT OVERVIEW and then the expression pros and cons. Point out that
this is a three-word fixed phrase using the word and.
Opener Ask students when they might use this three-word
fixed phrase (when talking about the advantages and
• Language focus: Phrasal verbs
disadvantages of something). Write two more three-
• Topic: what3words word fixed phrases with and on the board e.g. come
Reading and Use of English — Reading and go, fish and chips, wear and tear. Put students in
pairs and ask them to think of some others. Go round
• Part 7 Gapped text the class asking for a contribution from each pair, who
• Topic: Three rules OK? should also explain the meaning or use of their phrase
(e.g. bread and butter, ups and downs, ins and outs,
Reading and Use of English — Vocabulary back and forth, trial and error, flesh and blood, down
• Part 1 Multiple-choice cloze and out, by and large, black and white, odds and ends,
• Language focus: Collocations rights and wrongs, tried and tested, hide and seek, wait
• Topic: Third rock from the sun and see).
Give students a few minutes to discuss in pairs what
Listening topics related to the word THREE might come up in the
• Part 3 Multiple choice unit. Ask for their ideas in open group and ask them to
• Topic: The third place keep a record of their predictions to check at the end
of the unit.
• Part 2 Open cloze VOCABULARY: Phrasal verbs
• Language focus: Conjunctions
• Topic: The Brontës 1 Ask students if they have a good sense of direction
and/or spatial awareness. Ask if they find their way around
Speaking new places easily and if they have ever got lost in a new
• Part 3 Collaborative task place. Put students into pairs to share any funny stories
• Topic: Three cheers! about getting lost. Elicit any interesting stories to share
with the class. Elicit any advantages and disadvantages
Writing for having a navigation app on your phone, and find out
• Part 2 Email or letter if students have one or if an app like this would ever have
• Topic: Triathlons been useful to them. Put students into pairs and ask them to
discuss the question. Take brief feedback as a class.
Extra resources Answers
(See Lesson overviews for details)
• Pearson Practice English App: Unit 3 activities 2 3.1 Tell students they’re going to listen to a
conversation about a new app. Write the name of the app
Digital resources
on the board (what3words) and ask students how they think
• Presentation tool Unit 3 it might work. Play the recording and ask them to write
• Unit 3 Language test down the uses of the app that the speakers mention. Check
• Unit 3 Language test for dyslexic students their answers, and then ask students which uses they think
• Unit 3 Photocopiable activities would be most useful and why.
• Unit 3 Grammar presentation Answers
• Video: C1 Advanced About the exam emergency services, mountain rescue, aid organisations,
• Video: C1 Advanced Speaking Test postal services, space tourism
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3 THREE
3 3.2 Remind students that we often use phrasal

verbs in informal conversations. Put them into pairs to
Alternative
complete the sentences from the recording. Then play the Do Ex 6 as a whole class activity. Put students into pairs
recording again for them to check their answers. and ask them to move around the room, asking other
pairs for their answers. They note down any interesting
Answers ideas. After five minutes take feedback, and write the
most interesting or amusing ideas on the board.
1 refer to 2 get, out 3 come about
4 stemmed from 5 set, back 6 gone into
7 mess about with 8 do away with
Cooler
4 Ask students to look at the exercise and check they Ask students to think of three tips they would give
understand the task. If necessary, do the first one as a class, someone to avoid getting lost in a new city if they don’t
then ask students to complete the exercise individually. have a navigation app on their phone.
Put students into pairs to compare their answers before
checking answers as a class.
Suggested answers
1 I think they’re going to do away with printed tickets
soon …
2 I’m always messing / I mess about with …
3 The blue dot is meant to refer to …
4 My lateness stems from …
5 A lot of my time and effort goes into planning …
6 A lot of technological progress has come about in
recent years.
7 Not planning in advance sets me/my journeys back.
8 Let’s get out of here and …
Fast finishers
Ask fast finishers to write two new sentences using
two phrasal verbs from the box in Ex 3. After checking
answers to Ex 4 with the class, ask fast finishers to read
out their sentences.
Flexible follow-up
Ask students to choose a phrasal verb from the box
and write a sentence, leaving a gap where the phrasal
verb should be. Put students into pairs to swap and
complete the sentences with the correct phrasal verbs.
5 Put students into pairs to discuss the first question.

Monitor and contribute where appropriate. Choose a few
pairs to report back on what they discussed, then discuss
the second question as a class.
Answers
6 This is a fun way to finish the section. Put students into

pairs to compare their ideas. Take class feedback and make
a note of any interesting or funny suggestions on the board.
Answers
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3 THREE
READING AND USE OF ENGLISH — 2 3.3 Tell students they will hear a talk about giving
Part 7 Gapped text pp28—29 effective presentations. Before they listen, ask them to write
down three things they think make a presentation effective
(e.g. clear planning, good slides, speaking clearly). Write
LESSON OVERVIEW
their suggestions on the board. Play the recording and ask
• Topic: Three rules OK? students to write down the sets of three ideas they hear.

notebooks, coffee, questions
types of research, structuring a talk, effective delivery
understand text organisation using content clues.
checked, checked and checked again
reverse image tracing, checking other reports, looking at
Extra resources the website
• Reading and Use of English — Part 7 Gapped text
EXAM FOCUS
pp38—39, p40 Ex 3
Digital resources 3 Explain to students that they are going to do a Reading

and Use of English Part 7 task. Ask students what devices
• Presentation tool pp28—29 they know about for organising texts (e.g. paragraphs,
• Video: About C1 Advanced: Reading and Use of linking words, etc.). Then go through the Exam focus to see
English Part 7 if their ideas were correct. Check that they understand each
point.
BEFORE YOU START Put students into pairs and ask them to look at the two
paragraphs and do the exercise. Take feedback as a class,
Read through the Exam reference on page 15 of the Exam and ask students to explain how they reached their answers.
about the specific exam part as well as which particular Answers
strategies and skills are important. one: ‘a speaker’
makes eye contact: ‘looks down all the time’
open arm movements: ‘gestures’
DYSLEXIA FOCUS rooted to one spot: ‘stands in the same position’
Dyslexic students may struggle with the exam task monotone: ‘doesn’t vary their intonation’
reading text (Ex 5) on pp28—29. You can allow students bore an audience: ‘lose interest’
to listen to the audio recording of the text to help
support them in this task. Alternatively, if appropriate,
ask students to read the text in advance of the lesson, EXAM BOOST EXAM FILE Section A p14
but not to do any related activities. Allow enough time
for all students to read and use fast finisher activities for The exercise on page 14 in Section A of the Exam boost
those who finish early. provides more practice of understanding text organisation
Dyslexic students may also benefit from the structured using content clues. This could be done in class or set for
checklist in the Exam file (p15) to check their homework.
Answers
A 3 B 2 C 1
Warmer
4 Ask students to read the article on page 29 quickly
Books closed. Give students an example of something
and discuss what it is about in pairs. Elicit suggestions for
good that has happened recently e.g. a visit from an
what kind of information might be included in the missing
old friend or an unexpected present you received.
Then put students into pairs to discuss any good paragraphs. As a follow-up, ask students to cover their
things that have happened to them recently. Take brief books. Can they remember the three claims in the cereal
feedback from the class. bar advert that are mentioned in the second paragraph?
(‘This cereal bar will tickle your taste buds, keep your
energy boosted and can be eaten on the go!’)
1 Write Good things come in threes on the board. Ask the
class what they think it means and whether they have the Answers
same expression in their language. Put students into pairs to Students’ own answers
discuss the question, and take a quick vote on whether they
think that the saying is true.
Answers
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3 THREE
Fast finishers Fast finishers

Fast finishers can think of a word or short phrase to Ask fast finishers to read the text again, highlight any
summarise the main idea(s) covered in each paragraph words they didn’t know and see if they can work out
of the article. their meanings. If there’s time, they can check the
meanings in a dictionary.
Flexible follow-up
Write the following four tips for doing the Part 7 task on Flexible follow-up
the board. Ask students which tip is not as useful as the Tell students that there are some useful idioms in the
others, and why. text. Write eat on the go on the board. Ask students
1 read the whole text before looking at the options what it means, and ask them to suggest a sentence
2 think about the ways a text is organised and look for using it, e.g.:
these features I’m so busy at work that I don’t have time to sit in a
3 read the whole text again once the paragraphs have restaurant for lunch, so I just eat on the go between
been inserted to check it makes sense meetings.
4 look at the options before reading the text Write the following idioms on the board, and ask
(Tip 4 is not as useful. It’s better to understand what the students to underline them in the text. Then put
whole text is about first so that it is easier to see how students in pairs to think about the meaning of each
the options are connected to it.) idiom and to write a sentence using it. They can use the
text to help them. Take class feedback.
tickle your taste buds linguistic bullet
EXAM TASK shy away from those in the know
3.0 This reading text has been recorded. To help Speaking or writing
support them in this task, you can allow dyslexic students to
listen as they read the text. 6 For the first question, put students into pairs to discuss
the ideas, and take class feedback. Ask what people
5 If you didn’t do the Flexible follow-up, ask students to might be concerned about when they have to give a talk
suggest three tips for doing the exam task. Suggestions: to a large group and how they can set themselves up for
read the whole text before looking at the options, think success. Focus on positive strategies such as good planning,
about the ways a text is organised and look for these practising the talk, speaking clearly, etc.
features, read the completed text to check it makes sense.
Keep students in the same pairs for the second question
Refer students to the tips in the Exam reference on page 15
and allow time for them to think about their topic and plan
of the Exam file if necessary.
what they want to say. Give them a time limit for their talk —
Do the first gap as a class, and elicit why the answer is two minutes is long enough.
correct. Then ask students to complete the rest of the exam
task individually, underlining words and phrases that helped Answers
them decide where each paragraph fits. Allow ten minutes, Students’ own answers
then put students into pairs to discuss their answers. Finally,
check answers as a class. If there is any disagreement, ask
7 Ask students to think about the ideas they discussed
students to justify their ideas.
in Ex 6 and to reread the article for further ideas. This could
be done in 220—260 words (as in the Writing Part 2 task) or
Answers
fewer. If students do this task in class they could exchange
1 C (‘there is an extremely good reason for this’ in C refers
their email with a partner who could check it for ideas and
back to ‘Probably not, but why?’ before the gap.)
grammar. It could also be given as homework.
2 E (‘our buying decisions’ before the gap links to ‘in
advertising slogans’ in E. ‘advertising slogans’ also links Answers
to ‘Viewing them all … product claims’ in the paragraph
after the gap)
3 B (‘three linguistic bullets’ before the gap links to
‘… Going beyond this with an additional fourth or fifth
Cooler
element’ in B.)
4 G (‘without the same possible repercussions’ in G refers Put students into small groups. Give each group a
back to ‘life or death choices’ in the previous paragraph. product, e.g. chocolate, apples, eggs. Ask them to
make up a slogan for their product using just three
‘a similar reaction’ in the paragraph after the gap also
words or ideas, for example:
refers back to ‘their eyes go vacant’ in G.)
5 A (‘public speakers like this’ in A links back to ‘Politicians’ • Chocolate: the feel-good food!
in the previous paragraph.) • Apples: good for you!
6 A (‘An example’ in D refers back to ‘Something else I also • Eggs: easy to cook!
use in talks is humour’ in the previous paragraph.) Have the class vote on the best slogan.
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3 THREE

Extra practice
LESSON OVERVIEW
this lesson for Reading and Use of English • Topic: Third rock from the sun
Practice task and How did you do? section EXAM FILE p3
on page 38 and Strategies and skills Exs 1—3
on pages 39—40 of the C1 Advanced Exam Learning objective: Students will be better able to
Trainer. understand collocations.
There is a full practice exam included on pages Extra resources

resources. For further practice, you can use Reading • Reading and Use of English — Part 1 Multiple-choice
and Use of English Part 7. cloze p8 Exs 3—4
Digital resources
English Part 1
BEFORE YOU START

DYSLEXIA FOCUS
Dyslexic students may struggle with the collocations,
so you could read these with them before asking them
to do Ex 4. They may also need extra time to read the
text before completing Ex 5. For the exam task (Ex 6),
if necessary, go through the options with them before
asking them to complete it.
Warmer
Ask students if they are interested in space or if they
have ever seen anything interesting in the night sky.
Give examples to help them, e.g. comets, shooting
stars, satellites. Then, give them two minutes to write
down the names of as many planets in the Solar System
as they can. Check their ideas. (Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus and Neptune. There is
also Planet Nine, which is thought to exist but has not
yet been observed. Note that Pluto is now designated
as a dwarf planet.)
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3 THREE
VOCABULARY: Collocations
Alternative
1 Elicit the answer to the question from the whole class, Organise the class into four groups, and give each
and ask why the Earth is sometimes called this. Ask if group one of the paragraphs. Students complete their
students can think of any other descriptions or nicknames paragraph individually and then check their answers
for Earth (e.g., The Blue Planet, The Blue Marble, The Blue with others in their group. When the whole class has
Sphere, Mother Earth, Terra, etc.). finished, one student from each group reads their
completed text to the class.
Answers
The Earth
Fast finishers
2 Put students into small groups to discuss the question Ask students to think of another natural mystery that
for a few minutes. Encourage them to make notes on their they know of, or if they have access to their phones
ideas because they will need to refer to them in the next they could quickly look one up. Ask them to write a
exercise. Monitor, helping out where appropriate, but do short description of the mystery using two collocations
not confirm any answers at this stage. from Ex 4.
Answers
Students’ own answers EXAM BOOST EXAM FILE Section B p2
3 3.4 Explain the task and tell students to make notes The exercise on page 2 in section B of the Exam boost
on the different things mentioned as they listen. Play the provides more practice of collocations. This could be done
recording once, and allow students to compare their ideas in class or for homework.
with a partner. Then play the recording a second time for
them to check their answers. Ask students to compare what Answers
they heard on the recording with their own notes from Ex 2 1 held 2 similar 3 crafted 4 attached
and ask whether they found any of them surprising. Take 5 available 6 offended 7 controversial
quick feedback from the class.
Answers
Being able to see people.
4 3.5 Tell students that we often use collocations with

adverbs and adjectives when talking about surprising or
impressive things. Write The view was _____ spectacular on
the board and elicit words that could complete the gap
(e.g. completely, totally, really, absolutely). Ask students to
match the words to form collocations, then put them into
pairs to compare their answers. Play the recording again for
students to check their answers.
Answers
1 d 2 a 3 f 4 g 5 h 6 c 7 e 8 b
5 Write natural mysteries on the board and elicit some

examples of these from the class (e.g. crop circles, ball
lightning). Put students into pairs and explain the task. Allow
five minutes, then take feedback from the whole class.
Answers
1 unsolved mystery
2 deepened, understanding
3 remarkably beautiful/highly symmetrical
4 highly symmetrical/remarkably beautiful
5 distinctive feature
6 exceptionally difficult
7 complicate matters
8 accumulated knowledge
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3 THREE
EXAM TASK Speaking or writing

7 Organise the class into small groups to discuss the
6 Please note that in the C1 Advanced exam, this task questions. Go round and monitor their discussions and
would contain a wider variety of language. In this case, bring up any interesting ideas you hear with the class
it focuses on the language from the lesson. Explain to afterwards. Point out that these are the kind of questions
students that they are going to do a Reading and Use of that appear in Speaking Part 4 and that it is useful to think
English Part 1 task. Refer students to the tips in the Exam about how to answer questions like these.
reference notes on page 3 of the Exam file if necessary.
Focus students on the title and ask them if they know Answers
anything about the topic. Tell them to read the text quickly, Students’ own answers
ignoring the gaps, and ask what the Richat structure is
and how it got its name the ‘eye’ of the Sahara (it’s a rock 8 You can add this question to the group discussion in
structure in the Sahara desert, visible from space, that Ex 7. Alternatively, put students into pairs and ask them to
looks like an eye). Go through the example with the class discuss some ideas they could include in a short paragraph.
and discuss why B is the correct answer and why the other Then ask students to write their paragraph for homework.
options are incorrect. Remind them to always look at the
words that come both before and after each gap to decide if Answers
the missing word is part of a collocation or a vocabulary item. Students’ own answers
Allow ten minutes for students to complete the rest of the
task individually, without looking back at Ex 4. They check
their answers in pairs. Take feedback as a class, and discuss Cooler
any items they got wrong or found difficult. Put students into pairs. Ask them to tell each other
about something they’ve done that was exceptionally
Answers
difficult, a place they think is remarkably beautiful,
0 B (A ‘feature’ of the landscape is a part of the land, or something they would like to accumulate more
especially a part that you can see. A, C and D do not knowledge of. Take brief feedback from each pair.
collocate with ‘landscape’.)
1 B (‘highly’ collocates with ‘symmetrical’; the other words
do not.)
2 A (‘remarkably’ collocates with ‘beautiful’; the other Extra practice
words do not.)
3 D (‘abandoned’ means to stop having a particular idea, EXAM TRAINER p8
belief or attitude. It is the only word which fits the context. For further practice of the skills presented in
You can ‘abandon’ a hypothesis, but not ‘deny’, ‘release’ this lesson for Reading and Use of English
or ‘discharge’ one.) Part 1, we recommend students complete
4 C (‘deepen’ collocates with ‘understanding’ and means Strategies and skills Exs 3—4 on page 8 of the
‘become stronger or greater’. The other words do not fit C1 Advanced Exam Trainer.
the context.)
5 B (‘determine’ means to find out the facts about
something. It is the only word which fits the meaning of
the sentence.)
6 D (‘matters’ collocates with ‘complicate’ before the gap.
The other words do not fit the meaning of the sentence.)
7 C (‘accumulate’ collocates with ‘knowledge’ and means
to gradually get more and more of something. It is the
only word which collocates correctly.)
8 A (‘unsolved’ collocates with ‘mystery’, and is the only
word which is correct in the context.)
Flexible follow-up
Ask students to see if they can find any other examples
of collocation in the text (easily visible; volcanic
eruption; exceptionally difficult; perfectly circular;
geological structure).
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3 THREE
LISTENING — Part 3 Multiple 1 Ask the question to the whole class, and write their
choice p31 suggestions on the board.
Answers
LESSON OVERVIEW
• Topic: The third place
EXAM FILE p33

2 3.6 Explain the task and check that students
understand what they are listening for (how the woman felt
about the café at first). After listening, check whether the
Learning objective: Students will be better able
to identify agreement and disagreement between answers you wrote on the board in Ex 1 were correct.
speakers.
Answers
Third place: somewhere a variety of people meet and talk.
Extra resources
Somewhere that feels personal and where you can come
C1 Advanced Exam Trainer and go as you wish.
• Listening — Part 3 Multiple choice pp78—79, p80 The woman felt intimidated by the idea of going inside,
Ex 4 even though she really wanted to.
Digital resources
• Presentation tool p31 EXAM FOCUS
• Video: About C1 Advanced: Listening Part 3
3 Explain to students that they are going to do a Listening
Part 3 task. Point out that at least one of the questions in
BEFORE YOU START this exam task will focus on agreement or disagreement
between speakers, but that they may not directly express
Read through the Exam reference on page 33 of the Exam this. Ask students to suggest ways of agreeing or
file before starting the lesson. This will give you information disagreeing without being explicit (e.g. agreement: you can
about the specific exam part as well as which particular add more information to what the other speaker has said;
strategies and skills are important. disagreement: you can give information that opposes what
the other speaker has said).
DYSLEXIA FOCUS Go through the Exam focus with the class and check for
Dyslexic students may find it difficult to process all the understanding. Then, read through the question and options
options in the exam task (Ex 5). You could go through as a class. Ask students to refer to the audioscript for track
these with them or give them extra time to read all the 3.6 on page 142 to help them choose the correct option,
questions and options before playing the recording. and to highlight the parts of the script that show agreement.
After completing the task, ask them about any Take class feedback.
difficulties they had with it.
Dyslexic students may also benefit from the structured Answers
checklist in the Exam file (p33) to check their D
preparedness for this exam part. M: Great, so what you’re actually doing by visiting the
café is all about getting some social contact. You could
probably just make your own cheese toastie, maybe
even a better one!
Warmer
W: Right, that’s interesting. It was actually the first café I
Tell students about one of your favourite places and went to after I moved here. And I almost didn’t go in at
how much time you spend there, e.g: first, cos I could see what appeared to be an established
One of my favourite places is a little park in my group of friends hanging out, laughing and chatting.
neighbourhood. It’s very peaceful and I spend a few It was a bit intimidating but I so wanted to be part of it.
hours there every Saturday. Maybe you’re onto something!
Put students into small groups to tell one another M: You wanted to belong. Most likely you hadn’t
about places they really like and why. They can be local, established firm connections yet if you’d only just moved
or further away. Take quick feedback and see if the to the area.
reasons are shared. F: Apart from a couple of good friends, not really.
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3 THREE
Flexible follow-up EXAM TASK

Write some simple sentences on the board, e.g.: 5 3.8 Focus students’ attention on the context
• Football is a great game. sentence and elicit who the speakers are and what they are
• Television is boring. talking about (two sociologists talking about third places).
• Exercise is a waste of time. Ask students to read through the questions quickly, ignoring
Put students into pairs and ask them to agree or the options, and identify which two questions are related to
disagree with these statements without saying I agree agreement (questions 3, 4 and 6, even though questions 4
or I think the same (or similar phrases). Then, ask the and 6 do not actually use the word agree).
class to think about what technique they were using. Play the recording for students to complete the task, then
pause it before it repeats and ask students to check their
4 3.7 Explain the task and point out to the class that answers with a partner. Play the recording a second time
they just have to listen and decide whether the speakers and check answers as a class, focusing on any answers
agree or disagree, and what they agree or disagree students got wrong and why. You could refer weaker
about. Remind them that they won’t hear any agreement students to the audioscript on page 142 if necessary.
expressions, so they should listen carefully to find out
Answers
what the speakers are really saying. In weaker classes, you
could ask students to look at the audioscript on page 142 1 B (‘You can come and go without anyone taking
to highlight words the speakers use to agree or disagree. exception to that. If you don’t turn up for a few weeks, it’s
Check answers as a class. no big deal … That’s key to their success.’ This indicates
that this is the characteristic he finds most important.)
Answers 2 D (‘Let me just set one thing straight. Many assume
1 They agree about how difficult it can be to deal with third places are the physical places themselves. On the
change. contrary, it’s …’)
2 They agree about the need to be better connected with 3 B (Julia says that ‘people from different backgrounds who
the place in which we live. get to know each other develop trust’ and Adam says
3 They disagree about the man’s third place being the ‘we’re more likely to encounter people from different
streets in his neighbourhood. walks of life. That’s the perfect learning opportunity in
terms of cultural awareness and sensitivity to people from
different social groups.’ This is what both speakers agree
EXAM BOOST EXAM FILE Section A p32 about.)
4 C (Julia says ‘I must admit though, I’m unconvinced that a
The exercise on page 32 in Section A of the Exam boost place within the work building offers the same freedoms
provides more practice of identifying agreement and as those elsewhere.’ and Adam says ‘Personally, I think
disagreement. This could be done in class or for homework. you need to get away from the office altogether. Third
places in the public domain are better for the individual’s
Answers development,’ indicating their agreement.)
1 disagree 2 agree 3 agree 5 A (‘The screen creates a physical barrier, which doesn’t
exist at actual third places in the real world’ and ‘That isn’t
enough in my opinion.’)
6 C (Julia says ‘I’m so far unconvinced about this but I
might be persuaded, given time’ and Adam says ‘I’ve yet
to come round to the idea’, indicating his agreement.)
Flexible follow-up
On the board, write the main ideas about the common
characteristics of third places from the recording.
• Third places are unprejudiced and without social
status.
• The social aspect of third places is more important
than their location.
• Third places should be introduced into workplaces.
• Social media cannot be a third place.
Put students into small groups to discuss whether they
agree with these ideas or not. Ask them to avoid using
explicit words or phrases that indicate agreement or
disagreement. You could then have a vote on each one
to get a class consensus.
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3 THREE
Speaking or writing READING AND USE OF ENGLISH —

6 Put students into pairs to discuss the questions and Part 2 Open cloze p32
make brief notes on their ideas. Take feedback from them if
you feel it is appropriate. LESSON OVERVIEW
Answers • Topic: The Brontës
Students’ own answers EXAM FILE p5
7 If time allows you could do the writing task in class; Learning objective: Students will be better able to
otherwise, set it for homework. If for homework, then understand conjunctions and how they function in text
it could be written as an article in 180—220 words. Tell organisation.
students that they can refer to the notes they made in Ex 6
to help them with this task. Extra resources
Answers
• Reading and Use of English — Part 2 Open cloze
p12 Exs 2—3
Digital resources
Cooler • Presentation tool p32
Put students into pairs and ask them to imagine they • Grammar presentation 3: Conjunctions
had a spare room where they live. What would they use
it for? Why?
• Video: About C1 Advanced exam: Reading and
Use of English Part 2

Extra practice of the Grammar file provide more practice of conjunctions.
For further practice of the skills presented BEFORE YOU START
in this lesson for Listening Part 3, we
task and How did you do? section on page
78 and Strategies and skills Exs 1—4 on pages
There is a full practice exam included on pages DYSLEXIA FOCUS

Dyslexic students may find it hard to process the
gapped text in the exam task (Ex 5) and need extra
time. You could ask them to do the exam task in
Part 3.
pairs so that they can help each other, or ask them to
work only on questions 1—4 in the given time. After
the answers have been checked, they can read the
completed text for homework.
Digital resources.
Warmer
Ask students whether they read physical books, or
prefer to read them on e-readers/tablets. Take a class
vote on which format students prefer. Ask for reasons.
Then ask students what kind of books they enjoy
reading most, and why. Write their suggestions on the
board. Ask the class to vote for the three most popular
kinds of book. Finally, ask if they ever read a book after
seeing the film, and which they tend to prefer.
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3 THREE
GRAMMAR: Conjunctions EXAM BOOST EXAM FILE Section B p4

1 Elicit examples of famous brothers and sisters and write The exercise on page 4 in Section B of the Exam boost
some suggestions on the board (e.g. Venus and Serena provides more practice of using conjunctions. This could be
Williams, Jake and Maggie Gyllenhaal, Liam and Noel done in class or for homework.
Gallagher). Ask students if they know of any famous siblings
from the past. Answers
1 Not only 2 While/Whereas 3 while/whereas
Possible answers
4 as though 5 Since 6 Whatever
the Kardashians, the Jenners, the Kennedys, the Gallaghers,
the Olsens, the Jonases, etc.
EXAM TASK
2 3.9 If students didn’t mention the Brontë sisters
in Ex 1, write their names on the board and elicit any 5 Note that in the actual exam task, there would not be
information students know about them (students may have so many gaps testing conjunctions. In this case, this task
heard of Jane Eyre or Wuthering Heights, which have also focuses on the grammar from the lesson.
been adapted as films). Read through the question and Explain to students that they are going to do a Reading
options with the class then play the recording. Discuss the and Use of English Part 2 task. Ask students to read the
answer with the class, and why the other options are wrong title. Elicit some ways in which the Brontë sisters might
(the speaker states ‘Today, I’d like to compare two of the continue to influence writers today. Ask them to read the
sisters’ most famous and widely read novels’; the sisters’ whole text (ignoring the gaps) to check whether their ideas
lives are not mentioned in any detail and the speaker says were right or wrong, and to think about whether any of
she has ‘found it impossible to say’ which she prefers). If the information in the text surprises them. Then look at the
necessary, play the recording again. example as a class and elicit why ‘be’ is the correct answer
(it is part of the modal ‘may be’).
Answer Ask students to complete the rest of the task individually,
A reminding them to look at the words before and after each
gap. Refer students to the tips in the Exam reference notes
3 This exercise focuses on conjunctions. Options a—f on page 5 of the Exam file if necessary. Allow ten minutes
give explanations of how some conjunctions are used, or for students to do the task, and then ask them to compare
synonyms which show the meaning of the conjunction. Put their answers with a partner. Take class feedback.
students into pairs and ask them to cover the options a—f.
They then read the sentences together, and try to think of Answers
their own synonym or explanation for each conjunction. 1 from 2 if/though
After a few minutes, they can uncover the options and 3 far 4 but
choose the correct meanings. Take feedback from the whole 5 among(st) 6 Whatever
class. 7 while/(al)though 8 it
Answers Speaking or writing

1 e 2 b 3 d 4 c 5 a 6 f
6 Discuss the first question briefly as a class. Then, put
students into groups to think of reasons for and against the
4 Put students into pairs to complete the exercise. Each importance of creating a legacy. Take feedback as a class so
pair should compare their answers with another pair, and
that all students hear all the ideas, as they may be useful for
explain the reasoning behind their answers if they disagree.
the writing activity in Ex 7.
Finally, check answers as a class.
Answers
Answers
1 or 2 While 3 However 4 Either
5 Since 6 as though
7 Discuss the question with the whole class, and make
notes of ideas on the board. Then set the essay task for
homework, asking students to write 220—260 words.
Flexible follow-up
Ask students to read the sentences again and make Answers
brief notes on what they have learnt from them about Students’ own answers
each sister.
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3 THREE
SPEAKING — Part 3 Collaborative

Cooler
Put students into small groups and ask them to think
task p33
of one famous person who is no longer alive and who
they think has left a strong legacy. Each group should LESSON OVERVIEW
tell the class who they have chosen, and why. • Topic: Three cheers!
EXAM FILE p41

Extra practice Learning objective: Students will be better able to ask
for and give opinions and refer to their partner’s points.
EXAM TRAINER p12
For further practice of the skills presented in Extra resources
this lesson for Reading and Use of English
Part 2, we recommend students complete
Strategies and skills Exs 2—3 on page 12 of • Speaking — Part 3 Collaborative task p98, p99
the C1 Advanced Exam Trainer. Exs 1—4

Digital resources
106—129 of the C1 Advanced Exam Trainer. There are • Presentation tool p33
also two full practice exams included in the Digital • Video: About C1 Advanced: Speaking Part 3
resources. For further practice, you can use Reading • Video: C1 Advanced Speaking Test 1, Part 3
BEFORE YOU START

DYSLEXIA FOCUS
Dyslexic students may struggle to process the mind
map in the exam task (Ex 7). Go through the mind map
with them, or allow extra time for them to read the
prompts. Check that they understand the mind map
before asking them to do the task.
Warmer
Write the following sentence on the board:
is a better form of motivation than
for achieving success.
Ask students to suggest words to complete the
sentence (e.g., financial reward, praise, competition,
prizes, encouragement, etc.). Write their suggestions
on the board, then have the class vote for the best one.
1 Give students an example of your own for the first

question to start the discussions (e.g. I was watching my
football team win a match). After students have discussed
the three questions in pairs, take class feedback.
Answers
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3 THREE
2 Discuss the question as a class for around two minutes.

After the class vote, ask students if they think it’s important
Flexible follow-up
to come up with creative ideas for celebrating success, Put students into pairs. Ask them to think of one extra
or whether there are other more mundane ideas such as phrase for each heading in the Exam focus. They
bonuses that might be more popular. should then write a four-line conversation using their
phrases and read it to the class.
Answers
3 Focus students’ attention on the blog extract and
The exercises on page 40 in Section A of the Exam
explain the task. Ask them to make sure they think about
boost provide more practice of interacting in a two-way
why the celebration is taking place, and what the
conversation. These could be done in class or for homework.
celebration will be. Find out if they think this is a realistic
result and ask for reasons for their opinions. Answers
Answers 1 1 said 2 think 3 spot

4 coming 5 view 6 raised
7 reasonable 8 with 9 along
10 ways 11 convinced 12 concerned
4 Explain the task and put students into pairs to discuss 2 A 5, 10, 12 B 1, 2, 5, 11 C 3, 4, 6, 7, 9
the factors. Circulate, helping with ideas where necessary 3 Students’ own answers
and encouraging students to keep notes of their ideas. Get
some brief feedback from the class.
EXAM TASK
Answers
Students’ own answers For guidance on marking Speaking Part 3, please refer to
the Speaking success criteria on p165.
5 3.10 Play the recording of two candidates 7 Go through the task as a class, and look at the first
discussing two of the factors. Ask which factors they discuss prompt. Ask students to suggest some things they could
(teamwork and motivation). Put students into pairs to say, backing up their ideas with reasons. Then put students
discuss how the candidates interacted, then take class into pairs to do the rest of the task. Remind them of the
feedback. Ask students to give examples of interactions they importance of taking turns, and of asking for their partner’s
thought were good. opinions. Monitor while they talk, then stop them after two
minutes and discuss how easy or difficult they found the
Answers task. Discuss any prompts they found challenging or didn’t
Students interact well, not dominating the conversation and have time to talk about. Then, focus students’ attention on
asking and giving opinions, while referring to each other’s the decision question below the diagram. Ask them to talk
points throughout, showing they are listening to each other. about this for a minute in their pairs. Monitor and make
notes of any issues you would like to address after the task.
EXAM FOCUS Example answer
6 3.11 Explain to students that they are going to do a A: OK, so when thinking about what contributes to getting
Speaking Part 3 task. Write the two headings from the Exam a promotion at work, I guess that it’s really down to hard
focus on the board (Ask for and give opinions; Refer to your work and getting results, don’t you think?
partner’s points). Ask students for language suggestions to B: You’re right, but it’s also about relationships with
write under each heading. Read through the information colleagues I think, and whether you show leadership
in the Exam focus with the class. Play the recording for qualities.
students to complete the task. Take class feedback. A: That’s true. It depends on the type of job really. What
about passing a driving test?
Answers B: Well, personally, I’d say that you need to have had good
All points are covered. training — a real driving instructor, not just your dad! And
I couldn’t agree more.; That’s a great way of putting it!; loads of experience.
… don’t you think?; That’s true, but …; You’ve got a point, A: I couldn’t agree more. The more practice the better!
but …; You’re right, but …; Don’t you agree?; I don’t entirely Also, you need to have driven in a variety of different
agree with you there …; Very nicely put! places — like on country lanes — where you might meet
sheep or tractors, and city centres where the traffic can
be horrendous.
B: That is so right. Moving onto learning a language, I
really believe that to do that successfully you need to
have a gift! Some people just have a talent for picking
up a new language, other people can struggle for ages.
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3 THREE
A: You’ve got a point. Some people — who I really envy — 10 In their pairs, students discuss ideas they could include
have no trouble learning a language, but I think if you in their article. Then set the task for homework. Students
really need to learn, you will. Like — if you’re living in should write their article in 220—260 words.
the country and you have to communicate, I think you’ll
learn. People learn differently, and at different speeds, Answers
that’s all. Students’ own answers
B: Very nicely put! I also think it helps if you have a good
ear — that is, you can remember and reproduce sounds
well. And the best thing is if you have parents of different
Cooler
nationalities — so you learn another language when
Put students into small groups. Ask them to think of
you’re very young!
the three best ways to celebrate an achievement. Take
A: Perfect!
feedback. The class could vote on the best idea.
(Decision question)
A: Right, looking at which achievement might affect
someone’s life most, my view is that it’s passing a driving
test. When you can drive and have a car, it gives you so Extra practice
much independence and changes your life, really. How
do you feel about that? EXAM TRAINER pp98—99
B: I couldn’t agree more. But also, I’d think that winning an For further practice of the skills presented
Olympic medal might also change your life significantly. in this lesson for Speaking Part 3, we
Afterwards you will always be remembered and you recommend students complete the Practice
become a celebrity — you’ll get asked on game shows task and How did you do? section on page 98
and write books and so on! and Strategies and skills Exs 1—4 on page 99
A: Yes, you’re right. And earn a lot of money for doing all of the C1 Advanced Exam Trainer.
those things. Obviously getting a promotion also brings
you a lot of money, but may not change your life that There is a full practice exam included on pages
much. It’s not quite as significant as winning the medal. 106—129 of the C1 Advanced Exam Trainer. There are
OK, let’s go for that. also two full practice exams included in the Digital
Part 3.
Alternative
After discussing the first prompt with the class, put the
students into groups of three. Two students do the
task while the third listens and takes notes. After two
minutes, stop the discussion and ask the students to
discuss the decision question for a minute. After this
the third student in each group gives feedback on
the ideas and language used. The students can then
swap roles and try the task again, discussing different
prompts.
8 Ask the pairs of students to work with another pair to

explain their decisions in the exam task in Ex 7 (or another
group, if you chose to use the alternative task). Encourage
them to justify their decisions to each other.
Answers
Speaking or writing
9 Put students into pairs. Give half the pairs the first
question to discuss and the other half the second question.
Monitor their discussion, making suggestions if students
need ideas. After a few minutes, feed back as a class so that
they can share their ideas.
Answers
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3 THREE
WRITING — Part 2 Email or 1 Put students into pairs to discuss the sports, then take
letter pp34—35 class feedback. Find out which one most students would like
to try.
LESSON OVERVIEW
Answers
• Topic: Triathlons Students’ own answers
EXAM FILE p21

2 3.12 Tell students they are going to do a quiz about
triathlons. Put them into pairs to discuss the answers. Then
• Writing file: pp131—132
play the recording for students to check.
• Vocabulary file: pp118—119
Learning objective: Students will be better able to Answers
understand and use appropriate register in their 1 (in order) E, C, A 2 A 3 B 4 C 5 B 6 C
writing.
Extra resources Alternative

C1 Advanced Exam Trainer Ask students to close their books. Divide the class into
• Writing — Part 2 Email or letter p59, p60 Exs 1—3 teams of three or four. Read the questions, and allow
time for teams to discuss their answers. Then play the
Digital resources recording so that they can check their answers. Find
• Presentation tool pp24—35 out which team got the most right.
• Video: About C1 Advanced: Writing Part 2
The Writing file on pages 131—132 provides an example EXAM FOCUS

and exam help for Writing Part 2 Email or letter.
The Wordlist on page 118 of the Vocabulary file is compiled
3 Explain to students that they are going to do a Writing
Part 2 Email or letter task. Write these two sentences on the
from vocabulary from all the lessons covered in this
board:
unit. Once you have completed this Writing lesson, the
exercises on pages 118—119 provide more practice of the • I believe it is possible that it will rain.
vocabulary from this unit. These could be done in class or for • It’s on the cards that it’ll rain.
homework. Ask students what the difference is. Elicit that the first is
formal and the second is informal. Tell students that using
BEFORE YOU START the right register is very important in writing: it can be
impolite to be too informal in a formal letter, and writing
Read through the Exam reference on page 23 of the Exam formally in an informal letter can seem cold. Put students
file before starting the lesson. This will give you information into pairs and ask them to think about what the main
about the specific exam part as well as which strategies and differences are between formal and informal English. Take
skills are important. feedback, then read through the Exam focus with the class.
Tell students that they are going to read two extracts from
DYSLEXIA FOCUS different types of texts. Ask where they might find them.
Dyslexic students may struggle to complete the exam
Suggested answers
task (Ex 9) and check their work for mistakes in the time
given. Allow extra time for the checking phase. A from a blog
Dyslexic students may also benefit from the structured B from a training manual or an advice sheet to participants
preparedness for this exam part. 4 Put students into pairs. Ask them to read the two texts
again and identify the differences, then to refer back to the
Exam focus and underline examples. Take feedback from
the class.
Warmer
Write the following sentence on the board: Sport is Answers
more than a pastime: it unites people. Coming up = approaching
Put students into small groups and ask them to come remember = bear in mind
up with three reasons why this is true, and three most important = extremely valuable
reasons why it is not true (e.g. it gives a common no late night or partying = avoid going to bed too late
purpose, players train together, it gives a sense of watch your food = pay attention to your nutrition
belonging and identity, it can divide people into those Cut down on = reduce your intake of
who are athletic and those who aren’t, it can be tribal, it sugary stuff = foods with a high sugar content
can be expensive, etc.). give your body plenty of time = allow sufficient time for
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3 THREE
7 Put students into pairs to think about their email

Alternative question. After they have written it, ask them to exchange
Divide the class into two teams and allocate each team their email question with another pair to review. Take class
one of the texts. Each team should read their allocated feedback on the three questions pairs included in their
text, identify whether it’s formal or informal and identify emails, and write the three best suggestions on the board.
the language features that helped them decide. Then
put students into pairs, one from each team. Pairs work Answers
to compare the different features in the two texts.
EXAM BOOST EXAM FILE Section A p20 Flexible follow-up

The exercises on page 20 in Section A of the Exam boost Put students into pairs and ask them to write a short
provide more practice of using correct register. These could email in response to the questions on the board. Allow
20 minutes for this, then ask students to share their
be done in class or for homework.
emails with another pair.
Answers
1 1 please contact 2 announced 8 Allow students five minutes to discuss their ideas of
3 should you require 4 we would like to inform you points to include, making some brief notes.
5 entertaining 6 purchased
7 the many 8 will automatically receive Answers
2 Students’ own answers Students’ own answers
3 1 a F b I 2 a I b F
3 a I b F 4 a I b F
5 a I b F EXAM TASK
For guidance on marking Writing Part 2 Email or letter,

5 Go through the exam task with the class. Put students
please refer to the Writing success criteria on pp170—172.
into pairs to make notes on what they might include in their
own email. Then ask them to read the candidate’s answer to 9 You can either do this in class as a timed activity of
the task and to compare this with their own ideas, referring 35 minutes, or set it for homework. Students should use
to the Exam focus on the previous page. Give students five their notes from Ex 8 to write their email.
minutes to come up with some ideas for what the candidate
did well and anything they could improve on, then take class Example answer
feedback. Hi Sammy,
Thanks for the email — great to hear from you. And yes, I
Answers know the feeling! I do a lot of sport but whenever I come
The student has answered well and covered all the points in back from holiday I feel so unfit. It’s the lack of routine and
the Exam focus. However, the email is only 212 words long all the food I’ve been eating! It can take a lot of effort to get
and should be 220 words minimum. back into training.
Students’ own answers I remember you doing a lot of swimming years ago, and
my advice would be to get back in the pool. Really, believe
6 Put students into pairs to discuss the alternative reply, me, it’s one of the best forms of exercise you can do to
improve your fitness quickly. You don’t need to splash out(!)
which has been written in response to a different task on the
on any fancy equipment, and if you join a club, you’ll get
same topic. Students should identify what task the candidate
loads of cheap sessions in the pool. That way you’ll also be
was answering, and compare the language features across
swimming with others, which does tend to spur you on and
both emails. Take class feedback.
keep you motivated. If I were you, I’d find a leisure centre
quite close to your work, then you can pop in for an hour
Answers
before work starts or when you finish. You could even grab
The candidate has been asked to contact a hotel manager half an hour at lunchtime!
about their upcoming stay, asking questions about the
I’d also recommend running or walking, as that’s great
hotel.
exercise and costs nothing, but with winter on its way it might
This reply uses formal language throughout. not be that much fun. It’s a bit too easy to look at the weather
Students’ own answers and think ‘no, I’ll give it a miss today’. Then before you know it
you get out of the habit. Also, it can be quite solitary and it’s
better to have other people around, as you say.
So, take my advice and find your swimsuit. And keep me
updated on your progress!
Speak soon,
Danny
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3 THREE
10 Ask students to exchange their emails, and comment PRACTICE TASKS p36
on them. Elicit any common problems or queries. If the
exam task is completed for homework, students can Answers
exchange their emails at the start of the next lesson. 1 1 nationalities/nations 2 insight
3 geographical 4 unpredictable
Answers 5 expectations 6 unseasonable
Students’ own answers 7 overcome 8 interaction(s)
2 1 whereas pronouncing them was
2 queried who would be
Cooler 3 is alleged to have been
Ask students what sports they or a member of their 4 is being discussed by
family are keen on, or would like to learn. If they don’t 5 has not been identified as
like sport very much but had the chance to be good at 6 apologised for not having informed us
just one, what would it be? Why?
Students refer back to the unit topic predictions that
they made at the beginning of the unit and see how
many came up. Ask students to look back over the unit
and note down three interesting things they learned.
They compare their choices as a class.
Extra practice

this lesson for Writing Part 2 Email or letter, we
of the C1 Advanced Exam Trainer.

Part 2 Email or letter.
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OPENER p37
DYSLEXIA FOCUS
4 FOUR You could ask fast finishers to do the flexible follow-up

Warmer
Books closed. Write the word FOUR on the board.
UNIT OVERVIEW Tell students you want them to make up a saying or
phrase with only four words that they think would be
inspirational for other people. Write some examples on
Opener
the board, e.g. You can do it; You are not alone; Make a
• Language focus: Phrasal verbs change today. Ask students to work in pairs and think
• Topic: Afternoon tea of their own ideas. Take feedback and get the class to
vote on the most inspirational ideas.
Reading and Use of English — Reading
• Part 8 Multiple matching topics related to the word FOUR might come up in the
• Topic: Seasonal shift unit. Ask for their ideas as a class and ask them to keep
a record of their predictions to check at the end of the
Reading and Use of English — Vocabulary unit.
• Part 3 Word formation
• Language focus: Suffixes
• Topic: Luck VOCABULARY: Phrasal verbs
Listening 1 Ask students what their favourite meal is. Find out if
• Part 4 Multiple matching they prefer traditional food from their countries or like to try
• Topic: Sense of direction food from other countries. Draw their attention to the photo
and elicit what it shows (British afternoon tea). Discuss the
Reading and Use of English — Grammar question and ask whether they have any similar traditions in
• Part 4 Key word transformations their country.
• Language focus: Reported speech Answers
• Topic: The fourth dimension Students’ own answers
Speaking
• Part 4 Discussion 2 4.1 Ask students to read the questions and see if
they already know any answers. Then play the recording and
• Topic: 24-hour charity challenges
ask them to answer the questions and then compare them
Writing with a partner. Take feedback as a class and ask if they learnt
• Part 2 Proposal anything surprising.
• Topic: National celebrations Answers

1 It generally consists of tea and biscuits mid-afternoon
Extra resources (around four o’clock), or a more formal version consists
(See Lesson overviews for details) of scones, sandwiches and cakes at a hotel. The Duchess
• C1 Advanced Exam Trainer of Bedford began this tradition in 1840 when she wanted
some food mid-afternoon as she was hungry.
2 Le goûter is the French equivalent. It’s more substantial
Digital resources and is usually sweeter.
• Presentation tool Unit 4 3 Second breakfast in Poland, as lunch is much later;
midnight breakfast in the USA, to keep students going
• Unit 4 Language test while studying.
• Unit 4 Language test for dyslexic students
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4 FOUR
3 4.2 Explain to students that the sentences form a READING AND USE OF ENGLISH —
summary of the recording about afternoon tea. Put students
into pairs and ask them to read the sentences, ignoring
the gaps, and to think about their meanings. They should
LESSON OVERVIEW
underline the verbs and add the preposition that completes
each verb. Play the recording for them to check their • Topic: Seasonal shift
answers.
EXAM FILE p17
Answers
1 off 2 down 3 back 4 over
to understand how to identify different ways of
5 back 6 up 7 with 8 on
expressing ideas and how paraphrase works when
9 on 10 up
expressing ideas in a text.
4 Ask students to rewrite the questions using the phrasal Extra resources
verbs from Ex 3, then compare their answers with a partner.
Take class feedback. Ask students to discuss what they
would say in answer to each question with their partner. • Reading and Use of English — Part 8 Multiple
Take feedback on some of the answers and ask which was matching pp44—46
the easiest/most interesting question.
Digital resources
Answers • Presentation tool pp38—39
1 dates back to 2 tide you over 3 rustle up • Video: About C1 Advanced: Reading and Use of
4 lay on 5 set you back 6 pass on English Part 8
BEFORE YOU START

Flexible follow-up
Ask students to write their own questions using the Read through the Exam reference on page 17 of the Exam
remaining phrasal verbs from Ex 3. They can share their file before starting the lesson. This will give you information
questions with the class, or discuss them with a partner. about the specific exam part as well as which particular
5 Write the following on the board, and ask students to

complete the sentence: DYSLEXIA FOCUS
I find the healthiest way to stave off hunger pangs between Dyslexic students may struggle with the exam task
meals is to … (e.g. eat an apple; drink a glass of milk; go for reading text (Ex 5) on p39. You can allow students to
a walk) listen to the audio recording of the text to help support
them in this task. Alternatively, if appropriate, ask
Then go through the example in Ex 5 with the class. Put
students to read the text in advance of the lesson, but
students into pairs and ask each student to write the first
part of their sentence. They can either read their sentence all students to read it and use the fast finisher activity
half for their partner to complete orally or they can for those who finish early.
exchange their sentences to write their answers. Monitor,
helping where necessary before taking class feedback.
Answers
Warmer
Cooler Books closed. Write these two questions on the board:
Ask students to write two sentences about their own 1 Which season do you prefer?
meals, using two of the phrasal verbs from the section. 2 If the seasons didn’t change and the weather was the
One sentence should be true, and the other should same all through the year, do you think this would
be made up. Put students into pairs to read their have a positive or negative effect on people’s moods?
sentences to their partner, who should guess which Put students into small groups to discuss the questions.
one is true. Take brief feedback from the class.
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4 FOUR
1 Focus students’ attention on the picture on page 39 and

elicit what they can see (polar bears walking across pieces
Flexible follow-up
of ice floating in the sea). Put students into pairs to discuss Write the following sentences on the board. Ask
the questions. For the second question, encourage them students what the writer is doing in each case.
to think about both their own country and other countries 1 It was the worst meal I’ve ever eaten. (complaining
around the world. Take brief feedback from each pair. about the meal)
2 The show was spectacular. (praising the show)
Answers 3 I’m not sure how good a job the builder did on
Students’ own answers the house. (questioning the quality of the building
work)
4 What you do first is read the text. (explaining a
2 4.3 Tell students they are going to listen to a talk
process)
by an environmental reporter. Before they listen, ask them
to read the questions and write down one thing they think
the speaker will mention for each one. Write their ideas on
the board. Play the recording, and get students to make EXAM BOOST EXAM FILE Section A p16
brief notes for each question based on what they hear. If
necessary, play the recording a second time. Then, ask them
provide more practice of identifying paraphrase. These
to compare their notes first with their own ideas from Ex 1,
and then with their predictions.
Answers
Answers
1 1 questions 2 criticises 3 compliments
1 Four distinct seasons north and south of the tropics.
4 compares
Two seasons in the tropics: hot and dry, hot and rainy.
2 Possible answers:
2 Planting and harvesting, animal life cycles
‘because of their job’ — ‘for work purposes’
3 In four-season countries, summers are longer and winters
the ‘people’ who live in these houses — ‘the residents’
are shorter — almost two main seasons with transitional
‘the council’ — ‘the authorities’
months.
‘congestion charge for through-traffic’ — ‘traffic control
initiative’
EXAM FOCUS ‘city-centre hotels’, ‘bed and breakfast places’ —
‘accommodation’
3 Explain to the students that they are going to do a ‘nearby’ — ‘in the same location’
Reading and Use of English Part 8 task. Tell students that this
is a scanning activity and they have to identify information 4 Focus students’ attention on the texts on page 39.
quickly. Explain that the information will not be expressed Explain the task, pointing out that they should scan the texts
in the same way in the text as it is in the options. Go through quickly for the answers rather than reading them in detail.
the Exam focus with the class. Look at the exercise and Put students into pairs to compare their answers. Check
do the first one together, then put students into pairs to answers as a class, encouraging students to justify them.
complete the exercise. Take feedback and ask them to
explain how they reached their answers. Answers
A and B
Answers
1 b The reporter refers to changes in the way scientists
describe the seasons.
2 b The speaker blames people for creating the current
problems.
3 b The speaker points out how personal experience is
bringing the issues home to us.
4 b The speakers warns of the extensive impact if seasonal
shift disrupts natural cycles.
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4 FOUR
EXAM TASK
Flexible follow-up
4.0 This reading text has been recorded. To help Pick out the following phrases from the text and ask
support them in this task, you can allow dyslexic students to students what they mean.
listen as they read the text. Text A:
5 Ask students what they think would be the best way of knock-on effect (the consequences of something)
approaching the task (e.g. read the options before looking Text B:
at the texts; look at the function words to identify what kind distinct season (each season is clearly different from the
of information they’re looking for; go through each option others)
with each text one by one). Refer students to the tips in Text D:
the Exam reference notes on page 17 of the Exam file if
snow-reliable (you can be sure that there will be snow)
necessary.
seasonal shifts (changes in the timing of the seasons)
Do the first question as a class, and discuss why the answer
viable business (a business that is capable of being
is correct. Then put students into pairs to complete the
successful)
exam task. Allow 10—15 minutes for this. Encourage them to
highlight the words or phrases in the text that helped them
decide on their answer. When students have finished, check Speaking or writing
answers as a class and ask students to justify their choices.
6 Put students in pairs to discuss the two questions.
Answers Monitor the discussions, then elicit the overall class opinion
on what the focus should be. Encourage students to justify
1 D (‘… obviously involves higher costs, and smaller
their arguments with examples.
resorts have had to close; … resorts have refocused
and are promoting activities less dependent on reliable Answers
snowfall …’)
2 B (‘(that is — a large region on the planet with its own
range of living things)’)
3 A (‘… that this is only the most obvious and well-known
indication of the hardship …’) Alternative
4 C (‘… such as Dr Leslie Field’s research into sprinkling a Divide the class into three or four groups. Each group
particular type of sand over the Arctic ice to prevent the discusses the two questions, then one student from
shrinking. The idea of using sand to reflect the sun …’) each group briefly summarises the main opinions
5 A (‘… guided by the names of the months which were expressed.
taken from the weather; the name for March meaning
hot and dry, for example. Now sadly, that correlation is 7 Tell students they are going to write a short report on
gone.’) climate change. Put students into pairs to discuss the effects
6 B (‘… and this has, in effect, slowed down global of climate change on their own area (either where they live
warming for us.’) or where they are from) and make notes on information they
7 A (‘… increased numbers of pests and weeds that thrive could include in their report. Students write their report in
in the hot conditions.’) pairs. They then exchange their report with another pair
8 D (‘… “snow-reliable” resorts. To those not in the know, to comment on the ideas and the language. If time allows,
these are resorts providing a continuous 100-day ski discuss the most important effects mentioned with the
season with at least 30 centimetres of snow …’) whole class.
9 C (‘… showing how scientists are trying to find ways
through the problems — such as Dr Leslie Field’s Answers
research into sprinkling a particular type of sand over
the Arctic ice to prevent the shrinking. The idea of using
sand to reflect the sun links ideally to basic physics
lessons, too … a real life-changing application of
Cooler
scientific theory!’)
10 B (‘You’re much better informed than I was before Ask students to suggest a phrase or title they know
starting a project last month.’) which includes either the word season(s) or the name
of one of the seasons (autumn, winter, summer, spring).
This could be from music, film titles or everyday life
(e.g. Vivaldi’s Four Seasons; football season; flu season;
Fast finishers season ticket; Shakespeare’s The Winter’s Tale).
Ask students to read the texts again to check their Do this as a quick brainstorm in small groups, or with
answers. Encourage them to highlight any words they the whole class.
don’t know and see if they can work out their meaning
from the context. If there’s time, they can check in a
dictionary.
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4 FOUR

Extra practice
LESSON OVERVIEW
this lesson for Reading and Use of English • Topic: Luck
Practice task and How did you do? section EXAM FILE p7
on page 44 and Strategies and skills Exs 1—4
on pages 45—46 of the C1 Advanced Exam Learning objective: Students will be better able to
Trainer. understand the meaning and use of suffixes and the
importance of identifying the correct form of words.
and Use of English Part 8. • Reading and Use of English — Part 3 Word
formation p17 Exs 3—5, p18 Exs 6—9
Digital resources
English Part 3
BEFORE YOU START

DYSLEXIA FOCUS
Dyslexic students may struggle with spelling in this
lesson. If necessary, ask them to complete only
questions 1—4 of the exam task (Ex 5) in the given time,
to allow them extra time to check their spelling. They
can go through the completed task for homework.
Warmer
Ask if students know of any celebrities or sports stars who
are known to be superstitious and, if so, what they do.
VOCABULARY: Suffixes
1 Put students into pairs to discuss the question. Take

class feedback and see if they all agree. Ask students to
think about why these superstitions might have started, and
how common they are. Ask them whether they think older or
younger people are generally more superstitious and why.
Answers
Lucky: crossing your fingers, finding a four-leaved clover,
the number seven
Unlucky: breaking a mirror, a black cat crossing your path,
Friday 13th, opening an umbrella indoors, walking under a
ladder
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4 FOUR
2 4.4 Allow students some time to read the questions EXAM BOOST EXAM FILE Section B p6
before you play the recording. Encourage them to make
notes as they listen. Check answers as a class. The exercise on page 6 in Section B of the Exam boost
provides more practice of using suffixes. This could be done
Answers in class or for homework.
1 The history and significance of the four-leaved clover.
2 to bless marriages, in medicine, placed in shoes to help Answers
the wearer find true love, passed on to others to double 1 pointless 2 constructive 3 priceless
your luck 4 courageous 5 lengthy
3 Because they are so rare, and rare things are considered ‘Priceless’ means the opposite of ‘worthless’.
special.
EXAM TASK
3 4.5 Write the following sentence on the board:
The book about superstitions was unusual. 5 Please note that in the C1 Advanced exam, this task
Elicit the type of word needed for the gap (an adverb). would contain a wider range of language. In this case, it
Then ask students to suggest words that could complete focuses on language from the lesson.
the sentence (e.g. distinctly, really, definitely, etc.). Remind Explain to students that they are going to do a Reading and
students that when they do a Reading and Use of English Use of English Part 3 task. Ask them to read the title and find
Part 3 task they need to think about the form of the word out if they know anything about the topic (they could refer
needed in the gap. Write the word distinct on the board back to their ideas in the warmer, if appropriate). Then ask
and ask students to call out other forms of the word (noun: them to read the text quickly, ignoring the gaps, so that they
distinction; adverb: distinctly). know what it is about. Check the main points with the class
Put students into pairs and ask them to match the words (athletes who are superstitious and some of the things they
with the suffixes. Then play the recording again for them to do). Go through the example with the class and make sure
check their answers. they know why ‘undoubtedly’ is the correct answer (it’s the
adverb form of ‘doubt’ and is also negative to make sense in
Answers the context).
commonly, dependent, discovery, distinctive, healing, Ask students to complete the rest of the task individually
prosperity, rational, thankful without looking back at Ex 3 or Ex 4. Allow ten minutes.
Once they’ve finished, put them into pairs to compare their
answers. Take class feedback, and discuss any they got
Alternative wrong or found difficult.
Put students into pairs and give each pair two words
from the list. They have to think of as many different Answers
forms of the words as they can. If suitable for your 1 repeatedly/repetitively 2 dependent/depending
class, you can set a time limit of two minutes for this 3 distinctive 4 irrational
task. They share their ideas with a partner. Take class 5 probability 6 skilful/skilled
feedback. 7 commonly 8 Ultimately
4 Ask students to read the title and elicit some ideas

about what the text might be about. They then skim it
Flexible follow-up
quickly to see if they were right. Put students into pairs to Ask students to find other examples of suffixes in the
complete the task. Check answers as a class. text and to identify what word forms they are. They
can share these with the class at the end of the task
Answers (spectators (noun), compelling (adjective), preparations
(noun), purely (adverb), confidence (noun)).
1 non-existent 2 subjective 3 doubtless
4 mentality 5 countless 6 Similarly
7 eagerness 8 unhelpful Speaking or writing
6 Put students into small groups to discuss the questions.
Go round and monitor their discussions, and bring up any
Fast finishers
interesting ideas you hear with the class during feedback.
Ask students if they can think of another explanation If time allows, add the question in Ex 7 to the group
for things that might appear to be lucky or unlucky discussion and remind students that discussing these
(e.g. a coincidence). If there is time, they could share
questions is useful practice for Speaking Part 4.
their ideas with the class.
Answers
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4 FOUR
7 Put students into pairs to discuss ideas, if they haven’t LISTENING — Part 4 Multiple
already been discussed in Ex 6. Then ask them to write a
matching p41
short article for homework in 220—260 words. This is good
practice for Writing Part 2.
LESSON OVERVIEW
Answers • Topic: Sense of direction
EXAM FILE p35

Cooler identify and understand the main point a speaker is
Ask students if they are superstitious and, if so, what making.
kinds of things they do to bring themselves luck. Have
a brief class discussion and write any interesting points
Extra resources
on the board.
• Listening — Part 4 Multiple matching pp82—84
Extra practice Digital resources

EXAM TRAINER pp17—18 • Video: About C1 Advanced: Listening Part 4
Part 3, we recommend students complete BEFORE YOU START
Strategies and skills Exs 3—9 on pages 17—18
of the C1 Advanced Exam Trainer. Read through the Exam reference on page 35 of the Exam
There is a full practice exam included on pages about the specific exam part as well as which particular
106—129 of the C1 Advanced Exam Trainer. There are strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may need longer to process the two
parts of the exam task (Ex 5). To help them with this,
use the audioscript on p146 when checking answers.
Alternatively, you could allow them to read the
audioscript before the lesson.
Warmer
Write the following statement on the board:
There’s no need for anyone to learn map-reading skills
in the modern world.
Put students into small groups to discuss whether they
agree or disagree with it. Take feedback as a class and
have a quick vote on whether they agree or not.
1 Put students into pairs to discuss the question, then take

class feedback to see whether the majority of students think
it’s important or not.
Answers
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4 FOUR
2 4.6 Ask students to think of two reasons why EXAM BOOST EXAM FILE Section A p34
people might have a good sense of direction. Focus
students’ attention on the two questions. Encourage them The exercise on page 34 in Section A of the Exam boost
to make notes for each question as they listen. Play the provides more practice of understanding a speaker’s main
recording and put students into pairs to check their answers. point. This could be done in class or for homework.
Take feedback as a class.
Answers
Answers 1 B 2 D 3 A 4 E
1 Bad. He can’t find his way no matter how many times he’s
done the same journey.
2 She mentions being observant. EXAM TASK
5 4.9 Go through the instructions with the class to

EXAM FOCUS identify what the speakers are going to talk about. Focus
on the instructions and options for Task One. Check that
3 4.7 Explain to students that they are going to do a students understand what they are listening for. Do the
Listening Part 4 task. Point out that in this part of the exam, same with Task Two. Point out that the two tasks focus on
students need to identify the main point that speakers make, different aspects of the same topic. Elicit that it’s better to
so they’re not listening for specific paraphrase or vocabulary do both tasks at the same time so that students have an
items. Go through the information in the Exam focus with opportunity to check both tasks on the second listening.
the class. Ask students to read the question and options in Play the recording of Speaker 1 once, pausing before the
Ex 3. Play the recording and ask students which option best speaker is repeated, and ask students to choose the answer
summarises what the woman is doing and why. for both tasks. Allow students to compare their answers with
a partner briefly, then play the same speaker a second time
Answer
to check. Discuss any problems with the class. Then play
A (Option A is the gist of the whole section. The woman the rest of the recording without stopping (they will hear
cites examples of how poor observation skills can impede each speaker twice). Ask students to compare their answers
someone’s ability to get a sense of where they’re going or with a partner, then take class feedback. Discuss any wrong
have been and contrasts them with a programme explaining answers and refer students to the audioscript on page 146 if
how some cultures come to have a better sense of direction necessary.
than others. B is not correct because her comment on him
not having a good sense of direction is connected to how Answers
his brain is wired rather than his level of intelligence. C is not
1 H (‘After getting lost down one backstreet too many, I
correct as she explains that technology could be considered
decided to do something about it. … I haven’t had a
a distraction rather than an aid.)
sleepless night since.’)
2 E (‘… I had a flashback — I’d spent my childhood
4 4.8 Ask students to read the question and the
somewhere with similar architecture — that brought a
options. Play the recording. Put students into pairs to
sense of nostalgia — I’d loved it there.’)
compare their answers, then check as a class. If necessary,
3 B (‘… the person I got talking to was actually a friend of
refer students to the audioscript on page 146.
the person I was trying to locate, heading the same way.
So I gave her a lift and we’ve now become good mates.’)
Answer
4 D (‘My lengthy walk gave me a bit of space to think and
C (Option C is the gist of the whole section. A is not correct
I came up with a solution to a work problem that had
because although she mentions visual cues, she does
been bugging me — very helpful!’)
not suggest that these are minor details — rather, they are
5 F (‘At least my newly acquired Spanish got a workout …’)
important ones. B is not correct because she says that
6 D (‘Requesting the specifics of where I’m going in
people are generally aware of whether they have a good
advance ensures I don’t revisit those backstreets!’)
sense of direction or not.)
7 F (‘I resolved to take note of distinctive buildings and
forks in the road, so I didn’t have to take an hour to do a
five-minute journey from the bus stop!’)
Alternative
8 G (‘I knew I’d just have to swallow my pride and
Put students into groups of three. Allocate one of the approach someone for help — something I never fail to
options (A—C) to each student in each group that they
do now cos it avoids the frustration.’)
will listen for. Play the recording, then ask them to
9 A (‘I know where I went wrong on my walk now, and
discuss whether they think their option is the correct
look out for particular landmarks that point me in the
answer, giving reasons.
right direction.’)
10 E (‘There was a passage that seemed to cut out a lot of
walking, so I followed that. It’s a mistake I’ve never made
again …’)
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Flexible follow-up Extra practice

Put students into small groups. Write four possible
challenges that students might experience when doing EXAM TRAINER pp82—84
Listening Part 4 on the board. Ask students to suggest For further practice of the skills presented
ways of dealing with them. Then discuss possible in this lesson for Listening Part 4, we
solutions with the class. recommend students complete the Practice
1 It was too fast. (Make sure you read the options task and How did you do? section on pages
before the recording is played so that you understand 82—83 and Strategies and skills Exs 1a—4b on
exactly what you’re listening for. If you’re not sure page 84 of the C1 Advanced Exam Trainer.
what you’re listening for then it will seem fast.)
2 I couldn’t do both tasks together. (The answers to There is a full practice exam included on pages
each task may not come in the same order, so be 106—129 of the C1 Advanced Exam Trainer. There are
alert and listen for both tasks at the same time.) also two full practice exams included in the Digital
3 I chose the same option twice. (When you listen the resources. For further practice, you can use Listening
first time, mark any answers lightly in pencil. Before Part 4.
you listen the second time, check whether you have
marked the same answer twice so you can check this
when you listen again.)
4 It was difficult to identify the speaker’s main point.
(Think about what the speaker is actually saying, and
don’t get distracted by details, reasons or examples
they might give. The main point is what the option is
summarising.)
Speaking or writing
6 Read the questions with the class and give an example
of your own, e.g.:
I was driving one night while it was raining and I got lost. I
ended up going back home and I missed my friend’s party.
Put students into pairs to discuss the questions. Take class
feedback and ask for any amusing or interesting anecdotes.
Answers
7 Students should write their directions individually as

bulleted notes, then exchange them with a partner. Allow
about five minutes for this. Encourage students to include as
many landmarks as possible.
Answers
Cooler
Ask students if they have their own ways of avoiding
getting lost in situations where they can’t use a sat-nav
or navigation app (e.g. writing a list of directions in
advance; asking passers-by; reading road signs; using
a compass; observing the position of the sun). Take
brief feedback, writing any interesting points on the
board.
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4 FOUR
READING AND USE OF ENGLISH — GRAMMAR: Reported speech

Part 4 Key word transformations p42 1 Ask the class if they’ve ever seen a film in 3-D, and how
different it was from a 2-D film. Which did they prefer? Then
LESSON OVERVIEW ask what they think the fourth dimension might be. Write
• Topic: The fourth dimension their ideas on the board.

to understand reported speech and how it affects
2 4.10 Tell students they’re going to listen to an
sentence formation.
explanation of the fourth dimension. They should listen and
see whether their ideas in Ex 1 were correct. After listening,
Extra resources ask them to describe the fourth dimension in their own
C1 Advanced Exam Trainer words, if appropriate. Check answers as a class.
• Reading and Use of English — Part 4 Key word
transformations p21 Ex 2 Answers
1-D: a line; 2-D: paper; 3-D: objects around us in real life;
Digital resources 4-D: a geometrical concept of space in four dimensions
• Grammar presentation 4: Reported speech 3 Explain that the sentences are based on the recording
• Video: About C1 Advanced: Reading and Use of in Ex 2 and point out that in this exercise there are two
English Part 4 possible verbs for each sentence. Put students into pairs
to complete the exercise, then compare their answers with
The Grammar reference and exercises on pages 104—105 of another pair.
the Grammar file provide more practice of reported speech.
Suggested answers
1 clarified/pointed out 2 acknowledged/recognised
BEFORE YOU START 3 encouraged/prompted 4 conceded/admitted
Read through the Exam reference on page 9 of the Exam 4 Explain the task, pointing out that the sentences are
file before starting the lesson. This will give you information examples of the reporting verbs in the box. Put students into
about the specific exam part as well as which particular pairs and ask them to match the reporting verbs with the
strategies and skills are important. sentences. If there is any disagreement, they should justify
their answers with reasons. Take class feedback.
DYSLEXIA FOCUS Answers
Allow dyslexic students to work in pairs to do the exam
1 contradict — say that what someone has just said is wrong
task (Ex 5) so that they can discuss the manipulation of
2 compliment — praise or express admiration for someone
language required.
3 assert — say something is certainly true
Dyslexic students may benefit from the more explicit 4 exaggerate — make something seem better, larger, worse,
etc. than it really is
5 reassure — say something to stop someone from worrying
Digital resources.
6 query — ask for confirmation that something is correct
Dyslexic students may also benefit from the structured because you believe it may not be
Fast finishers
Ask fast finishers to think of other common reporting
Warmer verbs, and what they mean (e.g. complain, cite, state,
Ask the class to put their hands up to name and advise, etc.).
describe different 2-D and 3-D shapes, e.g. a square
has four equal sides, a triangle has three sides, a
sphere is completely round, etc. The other students
should draw each shape that is described.
Flexible follow-up
Put students into pairs and ask them to rewrite the
Ask students to open their books to p42 and look at
main ideas in the sentences in Ex 4 using the reporting
the shapes in the picture at the top of the page. How
verbs. They should begin each sentence with Anna …
would they describe them? (Suggested answers:
Use the second statement as an example:
tesseracts, rectangles, squares, cubes, cuboids, etc.)
Anna complimented me on my way of viewing the
world.
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4 FOUR
EXAM BOOST EXAM FILE Section B p8 Extra practice

The exercise on page 8 in Section B of the Exam boost
provides more practice of reported speech. This could be
EXAM TRAINER p21
done in class or for homework. For further practice of the skills presented in
Answers Part 4, we recommend students complete
1 threaten 2 remind 3 deny Strategies and skills Ex 2 on page 21 of the
C1 Advanced Exam Trainer.
4 warn 5 acknowledge 6 dismiss
EXAM TASK 106—129 of the C1 Advanced Exam Trainer. There are
5 Note that in the actual exam task, there would not be resources. For further practice, you can use Reading
so many questions testing reported speech. In this case, this and Use of English Part 4.
task focuses on the grammar from the lesson.
Explain to students that they are going to do a Reading and
Use of English Part 4 task. Go through the example with the
students and elicit why the answer is correct. Then ask them
to complete the rest of the task. Refer students to the tips
in the Exam reference notes on page 9 of the Exam file if
necessary. Put students into pairs to compare their answers
with a partner. Encourage them to check for grammatical
accuracy, spelling and to make sure that the second
sentence has a similar meaning to the first. Check answers
as a class.
Answers
1 wondered whether / if it would be possible
2 know why we are / were unable to
3 concluded that (using) the drug was
4 reassured us that it wasn’t / was not
5 queried how we were / the way (in which) we were
6 complimented her on coming / having come up with
Speaking or writing
6 Put students into pairs to discuss the question. Go
round and monitor their discussion, helping them with ideas
and language if necessary. After students have discussed
the question in pairs for two or three minutes, take class
feedback. Discuss any different ideas and see if students can
agree on the concept.
Answers
7 Students should only write a short paragraph of around

100 words, which they can exchange with their partner. Ask
students to summarise the advice their partner was given,
then the class can vote on the best one.
Answers
Cooler
Put students into pairs to discuss one interesting fact
or idea they learned in the lesson. Take brief feedback
from each pair.
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4 FOUR
SPEAKING — Part 4 Discussion p43 Answers

cleaning out the shark tank; warming up the studio
LESSON OVERVIEW audience; performing in a musical; sous-chef; window
• Topic: 24-hour charity challenges cleaning; train platform announcing; shoe shining;
receptionist; barista
EXAM FILE p43 She took on the challenge to raise awareness of the work
small charities do.
justify their opinions in extended answers, giving 3 Explain the task. Once students have roughly estimated
examples and anecdotes to support their views.
the length of time they spent engaged in each of the
activities, encourage them to evaluate how they feel
Extra resources about the results (e.g. whether they spent too much or too
C1 Advanced Exam Trainer little time on each activity). Then put students into pairs
• Speaking — Part 4 Discussion pp102—103, p104 to compare their ideas. This is useful preparation for the
Exs 4—6 discussion coming up in Ex 4.
Digital resources Answers

• Presentation tool p43 Students’ own answers
• Video: About C1 Advanced: Speaking Part 4
• Video: C1 Advanced Speaking Test 1, Part 4 4 Explain to students that in Speaking Part 4 they are
asked more abstract questions based on the topic just
discussed in Part 3, and that this is a typical Part 4 question.
BEFORE YOU START The topics in the box will help them think of ideas for their
answers. Ask students to stay in their pairs and discuss each
Read through the Exam reference on page 43 of the Exam one, giving reasons and examples for their opinions. Go
file before starting the lesson. This will give you information round and monitor their discussions, helping with ideas or
about the specific exam part as well as which particular language as necessary.
Answers
DYSLEXIA FOCUS Students’ own answers
Dyslexic students may benefit from the structured
preparedness for this exam part. Alternative
Allocate one topic to each pair, and let them discuss
it fully. Then either give each pair another topic, or
discuss all the topics as a class.
Warmer
Put students into pairs and ask them to discuss any
strange challenges they have heard of people doing
EXAM FOCUS
e.g. the ice bucket challenge (in which someone pours
a bucket of iced water over you), wearing ten layers
5 4.12 Explain to students that they are going to do
of clothing at once, running several marathons in a
a Speaking Part 4 task. Point out that they should always
day, etc. Take class feedback and write any interesting
give full answers to the questions they’re asked in this
challenges on the board.
part, and that there is no right answer. Ask for suggestions
about how they can extend their answers. Then, go through
1 Put students into pairs to complete the survey and add the information in the Exam focus with the class. Read
ideas of their own. After the activity, find out which was the the question, then play the recording of three students
most popular challenge. Then, compare any extra ideas with answering it. Give students time to discuss which is the best
those on the board from the warmer. answer and why. Take class feedback.
Answers Answers
Students’ own answers B is the best answer (she adds detail and examples, and
personal experience)
2 4.11 Ask students to listen to a reporter talking
A (too short and direct, undeveloped)
C (doesn’t actually answer the question — the speaker
about a recent challenge. As they listen, they should write
provides more background information instead of their own
down all the jobs they hear. Ask students to compare their
opinion)
notes with a partner, then play the recording again so they
can check their answers to both questions.
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4 FOUR
EXAM BOOST EXAM FILE Section A p42 Speaking or writing

8 Give an example for the students (e.g. this person gets
The exercises on page 42 in Section A of the Exam boost up early, practises tennis, goes to the gym, rests before a
provide more practice of justifying opinions. These could be big match, phones his family in Mallorca, then wins a tennis
done in class or for homework. championship: Rafael Nadal).
Answers Put students into pairs, and tell them they have 30 seconds
to talk about their famous person. They should swap roles as
1—2 Students’ own answers
soon as their partner guesses correctly, or when 30 seconds
3 1 one 2 look 3 personally, common
has passed. Allow three or four minutes for this task.
4 then 5 sorts
4 1 matter 2 depends 3 case Answers
4 chance 5 Looking back 6 time
EXAM TASK 9 If done in class, students should write a paragraph of

around 100 words, then exchange it with a partner for peer
For guidance on marking Speaking Part 4, please refer to correction. Alternatively, set the task for homework and ask
the Speaking success criteria on p166. students to write an article in 220—260 words.
6 Remind students that the questions in Part 4 expand
Answers
on the topic they have already discussed in Part 3. This part
lasts around five minutes and in the C1 Advanced exam they Students’ own answers
may only be asked two or three questions. They can answer
individually or discuss them together with their partner.
Here there are more questions than there are typically in the Cooler
exam, to provide extra practice. Put students into small groups, and ask them to think
Put students into pairs to ask and answer the questions. of four tips they could give someone who is trying to
Questions 1—4 can be discussed individually, then questions achieve a better work/life balance. Take class feedback
5—7 can be discussed together. Go round and monitor and have a vote on the four best tips.
their discussions, making a note of any common language
errors to point out to the class. Allow ten minutes for this,
so that they can discuss all of the questions. When they Extra practice
have finished, take class feedback on any they had difficulty
answering. Discuss ideas they could have included or EXAM TRAINER pp102—104
examples they could have given to extend their answers,
and review any common language errors.
this lesson for Speaking Part 4, we recommend
students complete the Practice task and
Answers
How did you do? section on page 102 and
Students’ own answers Strategies and skills Exs 1—6 on pages
Alternative There is a full practice exam included on pages

This alternative activity would work well with a stronger 106—129 of the C1 Advanced Exam Trainer. There are
class. After discussing the first question with the whole also two full practice exams included in the Digital
class, put the students into groups of three. One resources. For further practice, you can use Speaking
student asks a question from the list and listens while Part 4.
the other two students discuss it. After this the first
student in each group gives feedback on the ideas and
language used. The students can then swap roles and
discuss a different question.
7 Ask each pair to tell the class about some examples or

anecdotes their partner gave.
Answers
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4 FOUR
WRITING — Part 2 Proposal pp44—45 1 4.13 Ask students to look at the picture at the
bottom of page 45 and discuss the questions. Then play the
LESSON OVERVIEW recording for them to check their ideas.
• Topic: National celebrations
Answer
EXAM FILE p23 4th July Independence Day celebrations in the USA.
• Writing file: p133
• Vocabulary file: pp120—121 2 4.14 Put students into pairs and ask them to make
notes on what they can remember from the recording. Then
understand how to write an effective proposal, using play the recording for them to check. Take class feedback
appropriate language and a clear structure. and elicit any other information they may know about
4th July celebrations.
C1 Advanced Exam Trainer picnic; dressing up; games; flags; balloons; live music;
• Writing — Part 2 Proposal pp56—58 firework display; performance by an orchestra
Digital resources
3 Ask students to do the quiz in pairs, then take class
• Presentation tool pp44—45 feedback.
• Video: About C1 Advanced: Writing Part 2
Answers
The Writing file on page 133 provides an example and 1 South Korea 2 Hong Kong 3 Finland
exam help for Writing Part 2 Proposal. 4 Russia 5 Spain 6 Canada
unit. Once you have completed this Writing lesson, the Alternative
exercises on pages 120—121 provide more practice of the Ask students to close their books. Divide the class into
vocabulary from this unit. These could be done in class or for two teams. Write the countries from the answer key on
homework. the board. Read the descriptions one by one, and let
the teams discuss which country the description fits.
Then check the answers and see which team got the
BEFORE YOU START
most right.
4 Either put the students into groups of three so that the
third student can time the talk and give feedback, or ask
pairs to work simultaneously while you time them. Once
complete, ask if they had any difficulty speaking for a whole
DYSLEXIA FOCUS minute, and why this might have been.
Dyslexic students may need longer to write their
proposal in Ex 11. Answers
Dyslexic students may also benefit from the structured Students’ own answers
preparedness for this exam part. 5 Put students into small groups to discuss question 1.
Monitor their discussions, then ask them to discuss
question 2, making notes of reasons for and against
maintaining regional traditions. Take class feedback, then
Warmer ask the class to vote on the most important reasons.
Ask students if they enjoy big celebrations, and what
kind of celebrations they prefer. Put them into small Answers
groups and ask them to come up with ideas for what
makes a celebration successful. You could give each
group a particular kind of celebration to think about,
e.g.: 6 Go through the task with the students and ask them
to think about ideas they could include. They can also look
• A national holiday
back at the ideas originally discussed in the warmer for this
• A football club success
lesson. Take class feedback and write ideas on the board.
• An 18th birthday party
Take feedback from all the groups, and identify any Answers
similarities between the different types of celebration.
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4 FOUR
7 Allow students sufficient time to read the proposal town council outlining a way of stopping trucks from
and put them into pairs to discuss the question. Take class travelling through the village, giving your reasons
feedback. Ask them to look at the proposal again and elicit and explaining why it needs to be given priority.
what they think the main features of a proposal like this are. 2 1 A, B 2 B, C 3 A 4 C
Write their ideas on the board so that they can check them Reasons why: Students’ own answers
later (e.g. headings, formal language, clear paragraphs, 3 1, 2, 3, 4, 5, 10
an introduction stating aims, a conclusion making 4—5 Students’ own answers
recommendations, etc.).
EXAM TASK
Answers
Students’ own answers For guidance on marking Writing Part 2 Proposal, please
refer to the Writing success criteria on pp173—175.
8 Briefly ask students what ideas they would personally
10 Go through the task with the class. Put students into
add to the proposal and take feedback.
pairs and ask them to brainstorm ideas to include. Allow five
Answers minutes, then take general feedback from students.
Students’ own answers Answers

EXAM FOCUS
11 Ask students to suggest a plan for the proposal,
9 Explain to students that they are going to do a Writing including headings. Write their ideas on the board and
Part 2 Proposal task. Go through the Exam focus with the discuss which headings might be best. Then ask students
class and compare the points with the ideas on the board to write their proposals individually using the suggested
from Ex 7. Using those ideas, ask them to look back at the headings. If students write their proposals in class, give
proposal in Ex 7, and identify the features of an effective them a time limit of 45 minutes.
proposal in that example.
Example answer
Answers Introduction
Students’ own answers The purpose of this proposal is to suggest some activities
to celebrate New Year’s Eve in Halford Town, using the
allocated council funding. The proposal will describe
EXAM BOOST EXAM FILE p22 possible activities, explain the reasoning behind the choices
and outline how these will benefit the town.
The exercises on page 22 of the Exam boost provide more
Activities
practice of writing an effective proposal. These could be
The town square would be an ideal venue for a seasonal
done in class or for homework.
market during the day of New Year’s Eve. Stalls could sell a
range of local foods as well as arts and crafts. Following this,
Answers
in the early part of the evening the garden in the centre of
1 1 Your local town council is planning to sell the site of a the square could be used for an outdoor music and dancing
disused factory for development as a retail park. You display, and choirs and dance groups from local schools
feel the land could be used for purposes that would would be invited to participate. Following this, in the lead-
better benefit the community. Write a proposal to the up to midnight, a well-known band could be booked to play
council explaining why the retail park is not a good live in the square, attendance free. At midnight there would
use of the site and offering alternative suggestions, be a fireworks display, again financed by the council.
saying how they could benefit the community. Benefits
2 Your college is planning its yearly budget and asked Such a range of activities would benefit the town in many
students to submit proposals for which departments ways. The market would showcase local produce and skills,
require additional funding. Write a proposal on behalf and the music evening would prove motivational for local
of the students in your Media department, requesting children and clubs. Many towns provide activities over the
funding and outlining why extra money is important midnight period alone, but our proposed activities would
and what it could be used for. Mention the benefits for encourage visitors to spend a full day and evening in
both students and teachers in the department. Halford, which would profit financially from the visitors.
3 Your manager is looking for ideas for a team-building Conclusion
weekend. He has asked for proposals for the I hope that you will give this proposal your attention and
weekend, offering a choice of two ideas which you come to a favourable decision. The earlier local people can
are to evaluate, saying which would most benefit be informed of the plans, and marketing for the event can
the employees and why. begin, the more successful it is likely to be.
4 You live in a small village with very narrow winding
roads. Heavy trucks regularly drive through the village
and you are concerned about the congestion they cause
and dangers to pedestrians. Write a proposal to the
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4 FOUR
Alternative Review Units 1—4 pp46—48

Write the five stages for planning a proposal on the
board in a mixed order, and ask students to order AIM
them in the way they would approach the task. As a
• To revise grammar and vocabulary covered in
class, discuss any differences between and reasons for Units 1—4.
students’ approaches.
Possible order: Digital resources
1 Identify the main points to include
2 Write headings
3 Plan ideas under each heading
4 Decide on the main conclusions Ask students to complete the exercises, then check answers
5 Write the proposal as a class. Alternatively, set the exercises as a homework
12 Put students into small groups to share their proposals. Answers

Then, each group should share the best one with the class 1 1 B 2 D 3 B 4 C 5 D 6 A 7 D 8 A
and answer the question. If students write their proposals 2 1 about 2 has 3 as 4 its
for homework, they can share their ideas at the start of the 5 a 6 addition 7 that 8 to
next lesson. 3 1 unreasonable 2 compelling
3 availability 4 establishments
Answers 5 belongings 6 primal
Students’ own answers 7 undervalued/valueless 8 definite
4 1 only did he love
2 conceded that he’d/he had underestimated
Cooler 3 as though he hadn’t/had not slept
Put students into small groups and ask them to suggest 4 thought to have been brought
a holiday which they think would be fun to go on as a 5 pointed out that I’d/I had made
celebration. They should think about what they would 6 had/’d completed three questions before realising/
be celebrating, where they would go and what they I realised
would do. The groups should then share their ideas 5 1 bodily 2 personality 3 unbalanced
with the class. 4 mysterious 5 reflection 6 irrational
7 unchanging 8 accessible
6 1 think theatres will get rid of
2 complimented Clara on doing well / having done well
Extra practice 3 as long as there are no / as long as nobody has any
4 lived up to his/Jack’s expectations
EXAM TRAINER pp56—58 5 make eye contact (with people) / look someone/
For further practice of the skills presented people in the eye
in this lesson for Writing Part 2 Proposal and 6 makes it impossible for us to
additional skills and strategies to improve
performance in the exam, we recommend
of the C1 Advanced Exam Trainer. Once
completed, they can attempt the Exam task
on page 58.

Part 2 Proposal.
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OPENER p49
DYSLEXIA FOCUS
Dyslexic students may need longer to complete Ex 6.
5 FIVE In this case, ask other students to do the flexible

follow-up activity.
Warmer
Books closed. Write the word FIVER on the board.
UNIT OVERVIEW Either show students a five-pound note (or an image
of one) or elicit its meaning and ask for equivalent
Opener values in their own currencies. Ask what they can buy
with a ‘fiver’ today. Give an example of amusing items
• Language focus: Body idioms
if possible, e.g. one and a half sandwiches; three bars
• Topic: High five of chocolate, etc. Ask the class how much these items
Reading and Use of English — Reading would have cost 5 or 25 years ago.
• Part 5 Multiple choice
topics related to the word FIVE might come up in the
• Topic: The perfect fifth unit. Ask for their ideas as a class and ask them to keep
Reading and Use of English — Vocabulary a record of their predictions to check at the end of the
unit.
• Part 1 Multiple-choice cloze
• Topic: The Olympics VOCABULARY: Body idioms
Listening 1 Ask students to stand. Go round the class and ask each
• Part 1 Multiple choice student to name a different part of the body in five seconds.
• Topic: The work week If a student cannot give an answer, they sit down. Keep
moving round until only one student remains. As a class ask
Reading and Use of English — Grammar students how much they, or their partner (or you!) use hand
• Part 2 Open cloze gestures while they’re talking. Ask for students’ answers to
the questions.
• Language focus: Conditional forms
• Topic: The superfood myth Answer
Speaking Well done! Yay! You did it! Nice one!
It is used to congratulate someone/each other.
• Part 2 Individual long turn Students’ own answers
• Topic: Coins
Writing 2 Write the word emoji on the board. Elicit different
emojis from the class — you could ask a few students to
• Part 2 Report
come in turn to the board to draw their favourite one/the
• Topic: Hotels one they use the most, if appropriate. Put students into pairs
to answer the question, pointing out that many emojis can
Extra resources have more than one meaning. Take feedback as a class.
(See Lesson overviews for details)
Answers
1 openness or hug (though people also use it to dismiss
something or when they don’t want to do a task)
Digital resources 2 up / one / question / idea
3 high five / talk to the hand / stop / question
• Presentation tool Unit 5
4 joy / celebration of success
• Unit 5 Language test 5 fist bump (greeting or high five meaning) / punch
• Unit 5 Language test for dyslexic students 6 pump fist — celebration / zero (and sometimes defiance/
• Unit 5 Photocopiable activities resistance)
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5 FIVE
3 Put students into pairs to discuss the questions.

Circulate and prompt if necessary. Ask the class for
Flexible follow-up
examples of these and of other common gestures students Put students into pairs to think of a sentence using
use or have noticed. Discuss how using gestures can vary each idiom. Ask for examples as a class.
from country to country or even between different parts of a
single country.
7 Students discuss the questions in pairs. Circulate and
contribute to discussions. Note any interesting points to
Suggested answers
bring up in class feedback.
hug; air kisses; handshake
handshake, high five, fist bump, hug Answers
same as greetings, also wave goodbye
Flexible follow-up Cooler

Put students into pairs to try to have a conversation
Ask students to write the beginning of a sentence for
with each other without speaking, using only gestures.
their partner to finish with an idiom from the lesson,
Circulate and join in where appropriate. Ask for reports
e.g.:
of any successful interactions as a class.
My brother always plays his music very loudly when I’m
trying to do my homework. He’s … (a real pain in the
4 5.1 Ask students why they think some people use neck.)
gestures when they are talking. Then play the recording for
them to compare their ideas with what they hear. Take class
feedback.
Answer
They help us communicate our thoughts and feelings more
clearly.
5 5.2 Write on the board: Keep your chin up!

Underline chin and elicit what this means (the front part
of your face below your mouth), then ask students in what
situation you might say this (when someone needs to be
courageous in difficult circumstances). Play the recording
again for students to listen for the three body idioms. Elicit
from the class the context in which they are used and ask
students to explain the meaning by rephrasing the idioms.
Ask for examples of things that go hand in hand, someone
in the public eye, and a rule of thumb.
Answers
be in the public eye — be famous and often featured in the
media
rule of thumb — calculate something, not exactly but
correctly enough, based on experience
go hand in hand — existing together and connected to each
other
6 Students complete the sentences and do the matching

task individually. Check answers as a class.
Answers
1 face, b 2 eye, e 3 head, c
4 eye, f 5 neck, a 6 face, d
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READING AND USE OF ENGLISH — Answers

Part 5 Multiple choice pp50—51 Students’ own answers
LESSON OVERVIEW 2 Discuss what students know about Paris as a class.

If they have already discussed Paris in Ex 1, you can skip
• Topic: The perfect fifth
this task.
EXAM FILE p11
Answers
Learning objective: Students will be better able to Students’ own answers
understand purpose and attitude.
3 5.3 Read through the questions with the class and
Extra resources ask students if they already know any of the answers. Then
C1 Advanced Exam Trainer play the recording for students to answer. You may need to
play it twice. Ask for answers as a class. You could extend
• Reading and Use of English — Part 5 Multiple choice
this by asking students how the districts of their city are
p25 Ex 2, pp26—31
named or numbered.
Digital resources
Answers
1 In a spiral, like a snail’s shell.
• Video: About C1 Advanced: Reading and Use of 2 Napoleon III redesigned the districts in 1860.
English Part 5
3 It’s home to the Latin Quarter, an area where students
and artists go that’s full of narrow lanes, cheap
BEFORE YOU START restaurants and small shops.

file before starting the lesson. This will give you information EXAM FOCUS
strategies and skills are important. 4 Explain to students that they are going to do a Reading
and Use of English Part 5 task. Students read the first few
lines of the extract to see if they can identify where the text
DYSLEXIA FOCUS might have come from (an article). Go through the Exam
Dyslexic students may struggle with the exam task focus with the class. Students then read the text quickly
reading text (Ex 6) on p51. You can allow students to to answer the first question. Check the answer as a class.
listen to the audio recording of the text to help support Students read the text again individually, and then work in
them in this task. Alternatively, if appropriate, ask pairs to answer the remaining questions. Check answers as a
students to read the text in advance of the lesson, but class and ask for reasons for their choices.
all students to read and use fast finisher activities for Suggested answers
those who finish early. 1 B
Dyslexic students may also benefit from the structured 2 To persuade the reader to do something.
checklist in the Exam file (p11) to check their 3 It shows the shop owner’s sympathy.
Fast finishers
Warmer Fast finishers can highlight and guess or check in
Write the letter A on the board and write Athens beside dictionaries the meaning of any unfamiliar vocabulary.
it. Write the rest of the alphabet on the board with space Check through these when you discuss answers to the
next to each letter, then elicit names of capital cities from task.
the class. See if students can name one for each letter of
the alphabet (there aren’t any for E or X).
Ask if students have a favourite capital city, one that Flexible follow-up
they know well or one they would like to visit for a
Ask students for examples of an article they have
particular reason.
recently read and to say what the purpose of the article
was. Encourage them to think about whether it was to
1 Write London on the board and ask if students can inform, persuade, raise awareness, entertain, etc. Ask
whether the article was successful in its purpose or not,
name an area in London and why it is famous (e.g. the West
and why.
End — theatres). Focus students’ attention on the features in
the box and put them into pairs to discuss what they know
about areas of London or another capital that they both
know. If you’d like to do Ex 2 as a separate task, tell them not
to discuss Paris for now. Ask for ideas as a class.
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6 C (He mentions that it is a symbol of recovery. A is not

EXAM BOOST EXAM FILE Section B p10
stated. B is incorrect as his reaction is more positive. D is
The exercise on page 10 in Section B of the Exam boost incorrect as he doesn’t comment on the topic, just that it
provides more practice of understanding purpose and will be a record.)
attitude. This could be done in class or for homework.
Answers Fast finishers

A 3 B 4 Fast finishers can write the first paragraph of a blog
about a memorable visit they have made to a town or
5 Tell students the article is about a trip to Paris. They city. They can share this with the class after the reading
read the title and speculate what it might mean. Then read questions have been checked.
through the definition of the perfect fifth at the bottom with
them and see if this helps them to answer the question. Speaking or writing
Ask them to read through the text to check their ideas. Take
feedback as a class. 7 Ask for some examples of famous landmarks or
buildings that students know about. Put students into pairs
Answers and ask them to take turns talking about their landmark for
Students’ own answers one minute. The student listening should time the talk. Note
that this is useful practice for Speaking Part 2. Circulate, but
do not interrupt. Use the second question for students to
EXAM TASK discuss as a class. They might wish to consider factors such
as amenities, parks, public transport, pollution, etc.
5.0 This reading text has been recorded. To help
support them in this task, you can allow dyslexic students to Answers
listen as they read the text. Students’ own answers
6 If you are treating this as an exam task to be completed
under exam conditions, ask students to do the task 8 Students can discuss what they might include in the
individually and then check answers as a class. Allow ten proposal, which then could be written in class or for
minutes for the task. Otherwise, give students some time homework. Review what is important to include in a
to read the questions and highlight the important words proposal by looking back at Writing Part 2 on pages 44—45
before doing the task on their own and then checking in Unit 4 or in the Writing file on page 133.
answers with a partner.
Answers
Answers Students’ own answers
1 B (He questions ‘Why, for instance, do our memories …’
A is incorrect as the ‘darker memories’ don’t fade; they
are ‘only ready for scrutiny should we wish to go there’. Cooler
C is not a concern he mentions. D is incorrect as he Put students into pairs. They take it in turns to imagine
remembers both.) that they are tourist guides for a well-known place or
2 A (He says ‘I would normally have reacted to this landmark in their area. They talk about the location
unwanted contact …’ B is incorrect as he mentions the without mentioning the name and their partner has to
situation but not his reaction to it. C is incorrect as he guess the place or landmark.
only resents the taxi driver’s trying to overcharge. D is not
stated.)
3 B (Moving the cases ‘in and out of the boot’ implies that
there is some threat being made to not take the taxi. A is
Extra practice
incorrect as we do not learn how much luggage there is,
only that there are at least two cases. C is incorrect as he EXAM TRAINER pp25—31
does not refer to who takes the cases in and out. D is not For further practice of the skills presented in
stated.) this lesson for Reading and Use of English
4 D (It refers to something the writer is not looking forward Part 5 and additional strategies and skills
to seeing (‘the damage’). A is incorrect as the direction is to improve performance in the exam, we
only mentioned with reference to something he sees. B is recommend students complete Strategies
incorrect as only the journey to the hotel is mentioned. and skills Exs 2—10 on pages 25—29 of the C1
Advanced Exam Trainer. Once completed, they
C is incorrect as we never learn the details of this.)
can attempt the Exam task on pages 30—31.
5 C (He focuses on the atmosphere: the store was gone
but the atmosphere remained. A is incorrect as he
mentions the type of store but not the people who used 106—129 of the C1 Advanced Exam Trainer. There are
them. B is incorrect as his memory is quite clear on this. also two full practice exams included in the Digital
D is incorrect as he doesn’t judge, just describes.) resources. For further practice, you can use Reading
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Flexible follow-up
Part 1 Multiple-choice cloze p52 Ask if students have ever watched the Olympics and, if
so, put them into pairs to list as many Olympic sports as
LESSON OVERVIEW they can in two minutes. Check who has the most. They
• Topic: The Olympics then rank the sports (e.g. the top three) that they would
most enjoy watching.
EXAM FILE p3
Learning objective: Students will be better able to use 2 5.4 Play the recording for students to answer the
phrasal verbs. question. They make notes individually and compare with a
partner. Check answers as class.
They must be recognised internationally as a sport. Sports
• Reading and Use of English — Part 1 Multiple-choice must comply with rules of the Olympic Charter. A sport must
cloze p9 Ex 5 be practised by men in over 75 countries on four continents
and by women in at least 40 countries on three continents.
Digital resources They should be modern and have wide appeal. They cannot
• Presentation tool p52 be a mind sport. There should be suitable venues in the
• Video: About C1 Advanced: Reading and Use of host country. There should be sufficient media and public
English Part 1 interest in the sport and manageable costs. It should fit in
with Olympic values and have a good image. It must be
practised by enough people. It’s helpful if it appeals to
BEFORE YOU START young people.

3 5.5 Students complete the task individually. Play
the recording again to check answers, pausing after each
answer if necessary. With a weaker class, you may need to
play the recording before they attempt to answer the
questions.
DYSLEXIA FOCUS
Answers
Dyslexic students may struggle with reading the
questions in Ex 3. If necessary, you could read the 1 up 2 into 3 forward 4 on
sentences aloud before they do the task. 5 up 6 under 7 up 8 in
Dyslexic students may also benefit from the structured 9 for 10 off
Flexible follow-up
Put students into pairs to think of a sport that is not
currently an Olympic sport but that they think should
Warmer
be. They discuss why it should be included. Students
Tell students that you are going to draw a famous present and defend their choice of sport to the class.
symbol on the board and they should guess what it is. Take a class vote after the discussions.
Start by drawing one circle, then the second and so
on until they guess the Olympic rings. Elicit what the
colours of the Olympic rings are (blue, yellow, black, 4 Focus students’ attention on the text on page 94
green, red). and ask them to read it, ignoring the gaps. Ask them to
summarise in one sentence what the text is about (the
benefits and challenges associated with hosting the
VOCABULARY: Phrasal verbs Olympics). They then do the task individually. Check
answers as a class.
1 Discuss the questions with students as a class. Ask if
they remember where recent Summer Olympic Games have Answers
been held (Sydney in 2000; Athens in 2004; Beijing in 2008;
1 put, forward 2 take, on 3 comes off 4 come up
London in 2012; Rio de Janeiro in 2016).
5 rushed into 6 cater for 7 drawn up
Answers
The continents (North and South America, Europe, Asia,
Africa and Australia). The six colours, including the white
background, symbolise the common colours on the flags of
the nations that competed in the first five Olympics.
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EXAM BOOST EXAM FILE Section C p2 7 Ask for ideas about different types of small sports
events and list them on the board. Put students into pairs to
The exercises on page 2 in Section C of the Exam boost discuss which event they could write about and what they
provide more practice of phrasal verbs. These could be might include. Ask them to consider factors such as age
done in class or for homework. groups, location, costs involved, advertising, etc. Students
can write their proposal in class or for homework.
Answers
4 1 F 2 A 3 D 4 B 5 C 6 E Answers
5 1 coming on 2 came round 3 come over Students’ own answers
4 coming up 5 comes across 6 come under
Alternative
EXAM TASK
This task could be carried out as a C1 Advanced
5 Explain to students that they are going to do a Reading Speaking Part 3 task. Put students into pairs and write
the following on the board:
and Use of English Part 1 task. Read the title of the text and
ask the following: What does the International Olympic Committee need
to take into consideration when choosing a venue for
• Do you know any famous sports team mascots?
the Olympics?
• Have you ever had a mascot that you took with you to
competitions or tests? size of country accessibility for visitors from abroad
weather reliability politics
Remind students to read the whole text first, ignoring the
experience of hosting large events
gaps and to see if any words immediately come to mind.
Students complete the task individually. Check answers as a Circulate and contribute or prompt where necessary.
Students share their comments as a class. They could
class and ask for reasons for their choices. You could extend
then write a blog or article about choosing an Olympic
by asking for example sentences using the wrong options if
venue for homework.
time allows.
Answers
0 B (‘pops up’ means ‘appears’, which fits the context.) Cooler
1 D (‘be referred to’ is the only option which fits both Check through the phrasal verbs covered in the
grammatically and in meaning.) lesson. Give students a verb and ask for a particle or
2 B (‘build’ in this sense means increase or develop, so the preposition that can follow it, and an example of how
character attracted interest in the merchandise.) to use it, e.g. come … (up: Something interesting came
3 A (‘put forward’ means ‘to propose an idea’ and is the up in conversation).
only phrasal verb which fits the context.)
4 C (‘come off’ means that it was successful and is the only
option which fits the meaning of the sentence.)
5 B (‘never looked back’ means they were successful from
Extra practice
that point onwards and did not doubt their decision.
This fits the meaning of the sentence, whereas the other
EXAM TRAINER p9
options do not.) For further practice of the skills presented in
6 A (‘make’ collocates with ‘an appearance’ to mean this lesson for Reading and Use of English
‘appear’.) Part 1, we recommend students complete
7 D (‘cater for’ means to provide what’s wanted by the Strategies and skills Ex 5 on page 9 of the C1
crowd (in this case photos with the mascot).) Advanced Exam Trainer.
8 C (‘strike a pose’ means ‘pose in a particular position’, in
this case ready for a photo.)
Speaking or writing resources. For further practice, you can use Reading
6 Ask students as a class about which sports they like and Use of English Part 1.
to watch, if any, and whether they usually watch them with
anyone. Put them into pairs or small groups to discuss the
question and then share ideas as a class.
Answers
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LISTENING — Part 1 Multiple 1 Discuss the questions as a class. Extend by asking:

Choice p53 • How many hours do you study per week? Do you think
this is enough?
LESSON OVERVIEW • Do you think we would be more productive if we studied
or worked fewer but longer days?
• Topic: The work week • What do you think is your most productive time of day?
Why?
EXAM FILE p29
Answers
identify purpose and function.
Extra resources EXAM FOCUS

• Listening — Part 1 Multiple choice pp73—74
a Listening Part 1 task. Write some example sentences on
Digital resources the board and elicit the functions: If you don’t slow down
at work, you’ll get ill (warning); I’d check out the company
before applying if I were you (advising). Read through the
• Video: About C1 Advanced: Listening Part 1 Exam focus with the class and point out that a function
question in the exam does not always relate to a particular
phrase, but sometimes to a whole section, or even a whole
BEFORE YOU START
text. Play the recording for students to answer the question.
file before starting the lesson. This will give you information Answer
about the specific exam part as well as which particular She is explaining how to become more productive.
Flexible follow-up
DYSLEXIA FOCUS
Explain that the questions in Listening Part 1 often use
Students might find the reading load challenging in
verbs to ask about function and purpose. Write the
the exam task (Ex 3). If appropriate, give these students
following functions on the board: exemplify; reinforce;
extra time to read through the questions, or ask them
acknowledge; dismiss.
to focus on the first two extracts only.
Elicit some examples. For example, for dismiss students
could say John mentioned asking everyone to stay an
extra two hours to deal with the backlog. It’s ridiculous.
I can’t see why he brought that up. Put students into
pairs and ask them to think of some more functions
(e.g. generalise, convey, question, suggest, etc.) and
Warmer share as a class. They should choose three and write
Write nine to five on the board and elicit what it might one or two sentences to show each function. They then
refer to (usual daily working hours). Write the following exchange their sentences with another pair to guess
countries underneath: the functions, or read them out for the class to guess.
Germany Greece Italy Japan Mexico Russia

South Korea Spain UK
Put students into pairs to rank the countries according
to the number of hours worked per year. The exercises on page 28 in Section B of the Exam boost
(Acccording to a 2018 survey: Mexico 2255; provide more practice of identifying purpose or function.
South Korea 2069; Greece 2035; Russia 1974; These could be done in class or for homework.
Italy 1730; Japan 1713; Spain 1695; UK 1676;
Germany 1363) Answers
2 a reinforce b generalise c convey
d exemplify e illustrate f dismiss
g acknowledge h determine
3 Possible answers:
1 illustrating 2 acknowledging 3 conveying
4 generalising 5 dismissing
4 1 defining the meaning of productivity
2 interpreting some figures
3 reinforcing an idea
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EXAM TASK Flexible follow-up

3 5.7 Give students time to read through the Students discuss as a class how they feel about
questions and then play the recording for them to choose Mondays. Ask them if they would prefer to have two
days off in the week (instead of a weekend), but not
the correct option. Pause before the recording is repeated
consecutively, or not. Encourage them to give reasons
and let them compare their answers with a partner. They
for their answers.
can check their ideas when they are listening for the
second time.
Check answers as a class. Ask students for reasons for their Speaking or writing
choices. You may wish to check through possibly unfamiliar 4 Ask the class for a brief summary of what each job
phrases: went through the roof (increased dramatically), entails. Then put them into pairs. Ask half the pairs to list
can’t live on fresh air (live with no income), iron out the positive aspects of each job, and the other half to list the
glitches (solve the tricky problems), get my teeth into (take negative aspects. They then share their ideas as a class.
on an enjoyable challenge), work flat out (work as hard as Have a vote on the overall best and worst jobs.
possible), back to earth with a bump (return to reality). A
weaker class may need to go through these phrases before Answers
the task.
Answers
5 Read through the task with the class and give an
1 C (He says that Ford’s changes were reported to be
example of your own productivity, e.g. I’m quite productive
successful, and if that was the case, it’s impressive.
at the weekends with chores around the house, although
A is not correct because he doesn’t express an opinion
I could be more productive during the week. Students
either for or against a four-day week. He also recently
note down points about themselves and then share with a
learned about the Ford Motor company, but the
partner. They then write some advice for each other. Monitor
five-day week is already the industry standard and he
and help where necessary and note any interesting points to
is not promoting it. B is not correct because he is not
bring up during class feedback.
talking about his own workplace.)
2 A (‘I can’t see that benefiting productivity. To my mind, Answers
reducing hours would only work if people continued
to receive the same salary. Whether that’s sustainable
or not, though …’ B is not correct because she doesn’t
talk about how the idea might work, and C is not correct
because she doesn’t talk about the best hours to work, Cooler
only about time off.) Put students into pairs. They take it in turns to choose
3 B (‘Well, if you had been involved, you’d realise how a job and describe their working day without naming
impressive this new version is in comparison. … The the job. Their partner has to guess what job they are
sequel, on the other hand, is far superior in graphics and describing, e.g.:
everything.’ A is not correct because she doesn’t mention I get up at 6.30 every morning and put on my uniform. I
specific errors for him to work on, and C is not correct catch the bus to work, which is in a very large building.
because, although she says it took a while to fix, she isn’t I leave my coat and bag in my locker and then check
complaining about it.) what has happened overnight to the people I look after.
4 A (‘That’s what I heard — hence my request to join this (nurse or doctor)
team. I’d got a bit bored where I was and was desperate
for a new challenge; something to get my teeth into.’
B is not correct because he only mentions features it has, Extra practice
and C is not correct because although he had heard the
game was good, he isn’t convinced it’s as good as he had
been led to believe.)
5 B (‘Like the day after your birthday. How can anything
this lesson for Listening Part 1 and additional
live up to the fun you’ve just had? I suppose if we weren’t
strategies and skills to improve performance
to have Mondays, we wouldn’t enjoy Saturday and
in the exam, we recommend students
Sunday so much!’ A is not correct because he is making
complete Strategies and skills Exs 3—5 on
a comparison with days he does like (the weekend), and
pages 73—74 of the C1 Advanced Exam
C is not correct because he’s actually talking about why Trainer. Once completed, they can attempt
people enjoy the weekend, not birthdays.) the Exam task on page 74.
6 C (A is not correct because the woman points out that
the alternative she mentions (having ‘different days There is a full practice exam included on pages
off’) wouldn’t actually make any difference, so she is 106—129 of the C1 Advanced Exam Trainer. There are
not suggesting it. B is not correct because she doesn’t also two full practice exams included in the Digital
advocate a different approach to work; she just describes resources. For further practice, you can use Listening
the psychology.) Part 1.
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READING AND USE OF ENGLISH — GRAMMAR: Conditional forms

Part 2 Open cloze p54 1 Discuss the questions as a class. Extend by asking
students how common veganism is in their culture, whether
LESSON OVERVIEW any of them are vegan, or if they know anyone who is vegan,
• Topic: The superfood myth and what they like to eat. Ask whether they think veganism
is healthy, a trend that will soon fade, or a change that will
EXAM FILE p5 be adopted by more and more people. Encourage them to
justify their opinions.
Learning objective: Students will be better able to use
conditional forms. Answers
Extra resources
C1 Advanced Exam Trainer 2 5.8 Play the recording for students to answer the
• Reading and Use of English — Part 2 Open cloze question. Take feedback as a class.
p12 Ex 4
Answer
Digital resources the environment would be better off and greenhouse gas
• Presentation tool p54 emissions would drop; vegetables are cheaper to produce
• Grammar presentation 5: Conditional forms than meat; fruit and vegetables are good for us and contain
all the nutrients we need; vegans live longer and have a
• Video: About C1 Advanced: Reading and Use of reduced risk of developing serious disease; vegans smell
English Part 2
better; the food can be just as tasty as non-vegan food

3 5.9 Students complete the task individually and
of the Grammar file provide more practice of conditional
compare answers in pairs. With a strong class the students
forms. This could be done in class or for homework.
could try to complete the sentences before listening. With
a weaker class you may need to pause the recording at
BEFORE YOU START relevant points. Take feedback as a class. Ask if any other
Read through the Exam reference on page 5 of the Exam conditional forms could be used in any of the sentences
file before starting the lesson. This will give you information (e.g. 2 If we all went vegan … ; 6 If we were all to switch … ,
about the specific exam part as well as which particular etc.).
Answers
1 haven’t, have 2 were, would 3 are, might
DYSLEXIA FOCUS 4 will 5 had, be 6 switched, would
Allow students who need longer to read more time 7 happen, give
for Ex 4. Other students could think of additional
questions as suggested. 4 Students complete the task individually. Check answers
Dyslexic students may benefit from the more explicit as a class. Put students into pairs and ask them to think of
presentation of the grammar in this lesson in the another question in a conditional form that they could ask
PowerPoint presentation that can be found in the on the forum. Take feedback as a class.
Digital resources.
Dyslexic students may also benefit from the structured Answers
checklist in the Exam file (p5) to check their 1 would 2 don’t 3 will 4 won’t 5 would
preparedness for this exam part. 6 were 7 Won’t 8 had
EXAM BOOST EXAM FILE Section C p4

Warmer
Ask students to tell the class about their ideal meal. The exercise on page 4 in Section C of the Exam boost
Give an example of your own: My ideal meal would provides more practice of conditional forms. This could be
start with a small bowl of mussels … They then discuss done in class or for homework.
whether their meals are healthy or not, giving reasons.
Suggested answers
1 had 2 would have
3 didn’t 4 have
5 would/could 6 wasn’t/weren’t
7 been 8 could’ve/might’ve
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EXAM TASK Extra practice

5 Note that in the actual exam task, there would not be so
EXAM TRAINER p12
many gaps testing conditional forms. In this case, this task
focuses on the grammar from the lesson. For further practice of the skills presented in
Explain to students that they are going to do a Reading
Part 2, we recommend students complete
and Use of English Part 2 task. Students complete the task.
Strategies and skills Ex 4 on page 12 of the
Remind them that they should only use ONE word in each C1 Advanced Exam Trainer.
gap and to avoid contractions as they count as two words.
Allow ten minutes. Check through answers as a class. There is a full practice exam included on pages
Answers also two full practice exams included in the Digital
1 should 2 might/may 3 were/was 4 in resources. For further practice, you can use Reading
5 it 6 unless 7 nothing 8 only and Use of English Part 2.
Alternative
Before students do the exam task, read the title of the
text and elicit the names of some superfoods from the
class. Ask them what they think the myth might refer to.
Speaking or writing
6 Read through the question with the class. Tell them
three foods you love and which one you could manage
without if you had to, giving a reason. Students write their
lists individually and discuss with a partner. Circulate and
note any common answers or interesting points to raise
during feedback.
Answers
7 Students discuss the question as a class. They plan and

write a short article (200 words) to be written in class or at
home. If completed in class, monitor and prompt or help
where necessary.
Answers
Flexible follow-up
Read students the following statement:
Food is one of the most important pleasures in life and
we should allow ourselves to indulge.
As a class, discuss students’ opinions. Encourage them
to justify them with reasons.
Cooler
Write on the board:
If I were to open a restaurant, …
Students complete the sentence individually and then
extend it with three or more sentences, using a range
of conditional forms. They share their ideas as a class.
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SPEAKING — Part 2 Individual long 2 5.10 Play the recording for students to answer the
turn p55 questions. Check answers as a class. Extend by asking why

the coin collector loves coins (they think it’s amazing that we
carry round pieces of history), what is special about the two
LESSON OVERVIEW
he mentions (a crown is big and chunky, a new one is made
• Topic: Coins every year, they celebrate events; the 50p piece was the first
with a seven sided shape), and whether they are valuable
EXAM FILE p39 or not (crowns are only valuable to special collectors; some
rare 50p pieces are worth a lot of money).
speculate about pictures. Answers
Five Pound coin/crown; 50p piece
Extra resources Their size; what they commemorate; whether they are in
C1 Advanced Exam Trainer circulation
• Speaking — Part 2 Individual long turn p93
Digital resources EXAM FOCUS

• Presentation tool p55 3 5.11 Explain to students that they are going to do a
• Video: About C1 Advanced: Speaking Part 2 Speaking Part 2 task. Read through the Exam focus with the
• Video: C1 Advanced Speaking Test 2, Part 2 class and then focus students’ attention on the pictures. Ask
them to make speculations about the pictures, encouraging
them to use phrases from the Exam focus. Then play the
BEFORE YOU START recording for them twice, firstly to compare their ideas and
Read through the Exam reference on page 39 of the Exam then to complete the sentences. This can be done as a class.
file before starting the lesson. This will give you information Ask what similarities and what differences the candidate
about the specific exam part as well as which particular mentioned. Play the recording again if necessary to check.
Answers
1 would 2 probability 3 may
DYSLEXIA FOCUS 4 way 5 assume 6 guess, probably
Dyslexic students may benefit from the structured
preparedness for this exam part. EXAM BOOST EXAM FILE Section B p38
The exercise on page 38 in Section B of the Exam boost

provides more practice of ways of speculating. This could be
Warmer done in class or for homework.
Ask the class if anyone has a coin on them. See what
range of coins the class have between them. Tell Answers
students that some people collect coins when they are 1 strong 2 all, get 3 could, there’s 4 hazard
children, and even continue as adults. Ask if students
have or used to have a passion for collecting, what they
collect(ed) and why. EXAM TASK
For guidance on marking Speaking Part 2, please refer to

1 With any coins they might have shown during the the Speaking success criteria on pp163—164.
warmer back in their pockets, put students into pairs to
discuss the questions. Circulate and prompt where
4 Put students into pairs to do the speaking task. If
necessary. Students share ideas as a class. appropriate, ask the listening student to time the speaking
student for one minute. Point out that the listening
Answers candidate should not speak for longer than 20 seconds
when answering the follow-up question. Monitor but do not
The following can usually be found on coins: the value of
the coin, the ruler, the date the coin was made, a symbol or interrupt to correct or advise. Note any points to pick up on
emblem, a latin phrase, etc. later during feedback.
Students’ own answers After the activity, students can report back to the class on
Commemorative coins are issued to remember an event, points their partner spoke about. If you wish to assess the
and have a distinct design related to the event. They are students in pairs, you could set other work for students
usually issued in limited quantities. (e.g. the writing task in Ex 7) while you listen to individual
pairs.
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Example answers Speaking or writing

Student A (page 96) 5 Put students into small groups and read through the
OK, so I’m going to talk about the first two pictures — that task with them. Use a coin that they have, or provide one of
is, the one with the children and the other with the two your own. Circulate and prompt or help where necessary.
elderly men. Clearly one of the major differences between Students summarise their stories for the class and vote on
the pictures is the age groups. Another difference is in the the most interesting one.
reasons for these people to have the coins. The children
look as if they’re counting coins, so they may well be saving Answers
up for something. I would imagine that they’ve been Students’ own answers
keeping their pocket money and want to know if they’ve
got enough to buy something. The elderly men, on the
other hand, appear to be putting coins in a folder. My guess 6 Ask students as a class what (if anything) they still use
would be that they’re collecting coins that have some value cash for. Then put them into pairs to brainstorm some ideas
or significance. It’s probably a hobby of theirs. As for how before discussing the questions as a class. Ask who might
long the people might keep the coins, I would say that be most affected. Take a vote on how quickly they think cash
the men will be keeping theirs for quite a while, unless will completely disappear, if at all.
they decide to trade them in at some point for other coins
or money, whereas I can’t see the children keeping their Answers
money very long at all. They could well be out spending it Students’ own answers
tomorrow!
Student B 7 Ask students to use their ideas from the discussion in
All the people appreciate their coins for different reasons, Ex 6 to make notes for the essay. Remind the class that their
but in my opinion the men probably appreciate theirs most, essay should have a clear structure with an introduction,
as they have a lot of knowledge about those particular main paragraphs and a conclusion. They then write the
coins, and have chosen to keep and display them. essay (200 words) in class or at home.
Student B (page 97)
The pictures I’m going to talk about are quite different — Answers
some people buying tickets from machines and a woman Students’ own answers
buying something online. As you say they are all paying for
something in different ways, but what they have in common
is that they are not using the traditional handing over of Cooler
money as a way of buying goods. The passengers could
Ask students to imagine that there is going to be a new
have gone to a ticket office perhaps, and the woman could
symbol or picture on a coin or note in their country.
have gone to a shop, but they have chosen the quicker,
Put students into pairs to discuss what symbol or
more convenient ways of paying. It looks as if the woman
picture they would like to be used and why. They share
is working on her laptop, and rather than stop work and
ideas with the class. Take a vote on the favourite.
go out to buy something, she is quickly using a card to buy
online. Most likely she’ll return to work very soon. The men
are similarly using the machines to avoid queues, although
it’s possible that there may not actually be an office where Extra practice
they are. Whether they change these ways of paying for
things another time would depend on several things. If the
EXAM TRAINER p93
machines were out of order, the passengers might have to
use another method, and as for the woman, if she’s unhappy For further practice of the skills presented
with the product she’s bought, she might go to a physical in this lesson for Speaking Part 2, we
shop next time. recommend students complete Strategies
and skills Exs 5—6 on page 93 of the C1
Student A
Advanced Exam Trainer.
I would say that the ticket machine payment will be the first
to change in the future, as we can do more and more things
with phones. Tickets could be bought with a quick click on a
phone, so there would be no time wasted at all.
Part 2.
Flexible follow-up
Put students into pairs. They find a picture in a previous
unit which allows for some form of speculation, then
write a question about it similar to those in the exam.
They change partners and ask their new partner their
question(s) about the picture.
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WRITING — Part 2 Report pp56—57 1 Discuss the questions as a class and elicit the last
reviews students wrote or read (if any). Note down the
LESSON OVERVIEW percentage of students who usually:
• Topic: Hotels • leave feedback
• read other reviews before using a service
EXAM FILE p25
Answers
• Writing file: p134 Students’ own answers
Learning objective: Students will be better able to 2 5.12 Play the recording for students to answer the
write a report. question and discuss how far they agree as a class. Compare
the percentages the speaker gives (70 percent; 50 percent)
Extra resources with the class results in Ex 1.
C1 Advanced Exam Trainer Answer

• Writing — Part 2 Report pp67—70 It’s growing in popularity and is important for consumer
power.
Digital resources
• Video: About C1 Advanced: Writing Part 2 3 Ask students to read the two extracts and answer the
question. Discuss their ideas as a class, encouraging them to
The Writing file on page 134 provides an example and justify their answers.
exam help for Writing Part 2 Report.
Answer
A is from a review (colloquial language, including a personal
experience and recommendation)
B is from a report (formal language, mentioning ‘addressing
exercises on pages 122—123 provide more practice of the
delays’ and a possible star rating application (possible
vocabulary from this unit. These could be done in class or for
reason for report) as well as reference to other points)
homework.
BEFORE YOU START EXAM FOCUS
Read through the Exam reference on page 25 of the Exam 4 Explain to students that they are going to do a Writing
file before starting the lesson. This will give you information Part 2 Report task. Elicit what students already know about
about the specific exam part as well as which particular writing a report, e.g. the type of language used, the format,
strategies and skills are important. what is usually included, etc. Read through the Exam focus
with the class and check their ideas. Read through the
task with students and ask what key words they would
DYSLEXIA FOCUS
highlight (e.g. your stay, any problems, recommendations for
Dyslexic students may struggle with reading the two improvements, etc.). Students then read the example report
reports in this lesson (in Ex 4 and Exs 5—6). Allow them
and discuss in pairs which point(s) in the Exam focus have
to read both in advance of the class.
not been addressed. Check ideas as a class.
checklist in the Exam file (p25) to check their Answers
preparedness for this exam part. Some language is too personal or idiomatic, e.g. ‘I loved
the lounge’, ‘for whatever reason’. The report includes
information about accommodation under the ‘Staff’
Warmer heading; this should be separated into its own paragraph.
Ask students about any holiday accommodation
they’ve stayed in recently and what they would 5 Draw students’ attention to the report and the
expect from a hotel, a guesthouse and a self-catering questions and ask them to do the task. Check answers as
apartment. Write the phrase secret shopper on the a class.
board and ask the class what they think this means and
what it would entail (a person hired to visit a shop or a Answers
similar establishment to report on the services without 1 the council
the staff knowing that they are not normal customers). 2 to report on the state of the local parks from a local
Ask students where they think secret shoppers might resident’s point of view
be used and whether they might like to have this job. 3 four or five, based on the conclusion
Encourage them to give reasons.
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5 FIVE
6 Put students into pairs to read the five sentences and Basic services
decide where they fit in the report. Take feedback as a class The apartment was fully equipped with everything
necessary for a short stay, and all appeared to be in good
and ask what helped them make those choices.
working order apart from the shower, which did not
Answers consistently provide hot water; and two bedside lamps,
which both required new bulbs. The range of cooking
1 E 2 B 3 C 4 D 5 A
equipment available was excellent. There was good wi-fi
access in the property and the phone signal was strong.
EXAM BOOST EXAM FILE p24 Decor and furnishings
The apartment was well-furnished and decorated
The exercises on page 24 of the Exam boost provide more throughout in a minimalist, modern style. Sofas and beds
practice of report writing. These could be done in class or were comfortable and seemed to be new, and on my arrival,
for homework. I found the whole property spotless.
Recommendations
Answers I would like to see the provision of some essential food
1 Students’ own answers items in the kitchen cupboards. Some visitors will want to
2 1 C 2 R 3 I 4 C 5 A 6 R cook, and currently there is a total lack of basics, such as
7 I 8 C 9 I 10 A 11 A 12 T flour, rice, salt, etc. Clearly, providing perishables can pose
3 1 C 2 R 3 T 4 R 5 C 6 A health and safety issues, but at the very least, some coffee or
4 1 majority 2 considerable 3 stated tea should be provided.
4 According 5 conducted 6 indicate Conclusion
I experienced a comfortable stay at Apartment 6 and with
7 Read through the exam task in Ex 8 with students and the minor improvements suggested above, feel it would
certainly meet the required standards.
focus their attention on the three points. Put students into
pairs to discuss what details might have been given in the
report. Students share their ideas as a class.
Fast finishers
Answers Fast finishers could write a short review post about the
1–3 Students’ own answers same experience (around 50—75 words), to be posted
online for potential guests to read. Their post can be
either positive or negative.
EXAM TASK
Remind them that this time they should use more
informal language, but that they should still structure
For guidance on marking Writing Part 2 Report, please refer
their post clearly.
8 Ask students to write their reports. Allow 45 minutes.
Remind them to plan first and group their notes into 9 Students check their partner’s report, checking whether
paragraphs. They should check the Exam focus again and all the points in the exam task instructions have been
also incorporate useful phrases from the report in Ex 4. covered, and the Exam focus tips followed. Remind them to
Circulate and give advice or help where necessary. be polite when giving feedback and to find points to praise.
Monitor and help out as necessary with feedback.
Example answer
Answers
Report on Apartment 6, Harvey House
Introduction Students’ own answers
The aim of this report is to record details of my stay at
Apartment 6, pointing out how far the property meets
the requirements laid down by the renting company and Flexible follow-up
making recommendations for necessary improvements or Write the following question on the board:
follow-up visits.
Some people say that you cannot trust reviews to give
Location and amenities true feedback. Why do you think this is and do you agree?
The property was as advertised; a second floor, two-
Students discuss it in their pairs, making sure they justify
bedroom apartment. It was implied that there is a view of
their opinions. If appropriate for your class, you can
the River Hart; however, the river could only be seen in the
support students by asking these follow-up questions:
distance by leaning out of the second bedroom window.
The flat was quite far from the town centre, and the closest • Why might people write a review?
shops and restaurants were at least 20 minutes away on • Would you be more likely to write a review about a
foot. good experience or a bad one?
• Would you be more likely to write a review about an
experience with a large multinational company or a
small local one?
Students then share their ideas with the class.
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5 FIVE
PRACTICE TASKS p58

Cooler
Books closed. Check back to students’ original Answers
predictions about which topics might be included in 1 1 D 2 A 3 C 4 B 5 A 6 D 7 B 8 C
this unit. 2 1 were 2 had 3 is 4 could
Elicit what students can remember about the following 5 have 6 should 7 if 8 be
topics from the unit:
• body idioms
• facts about the fifth arrondissement in Paris
• phrasal verbs
• verbs used in listening questions
• myths about superfoods
• phrases for speculating
You could ask about these things as a class, or pairs
could test each other, with one student referring back
to the relevant page while the other answers.
Extra practice

in this lesson for Writing Part 2 Report and
of the C1 Advanced Exam Trainer. Once
completed, they can attempt the Exam task
on page 70.

Part 2 Report.
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6 SIX
OPENER p59
DYSLEXIA FOCUS
Students may need additional time to read the
6 SIX questions in Ex 4. You could give those students only

four of the six questions to complete.
Warmer
Books closed. Write SIX on the board. Ask students to
UNIT OVERVIEW imagine they have just been invited somewhere for the
weekend and they can only take a small bag. Ask them
Opener what SIX items they would take. Students write their six
items individually, then compare their lists in pairs. Ask
• Language focus: Fixed phrases
for ideas as a class and find the six most popular items
• Topic: Dominoes in the class.
Reading and Use of English — Reading Give students a few minutes to discuss in pairs what
topics related to the word SIX might come up in the unit.
• Part 6 Cross-text multiple matching
Ask for their ideas as a class and ask them to keep a
• Topic: Empathy — our sixth sense? record of their predictions to check at the end of the unit.
• Part 3 Word formation VOCABULARY: Fixed phrases
• Language focus: Internal word changes
• Topic: Braille / Graffiti for the blind 1 Focus students’ attention on the picture and elicit that
the people are playing dominoes. Ask whether students
Listening have ever played and if so, what the rules are.
• Part 2 Sentence completion As a class, discuss the attractions of playing traditional
• Topic: Route 66 games. Then put students into pairs to describe a traditional
Reading and Use of English — Grammar game for their partner. They then share the games they
described with the class.
• Part 4 Key word transformations
• Language focus: Verb and noun phrases Answers
• Topic: Hexagons Students’ own answers
Speaking
• Part 3 Collaborative task Flexible follow-up
• Topic: Being organised Put students into pairs to name as many computer
or video games as they can in two minutes. They can
Writing
include games played on a mobile phone. Compare
• Part 1 Essay lists as a class to see who has the most. Ask for short
• Topic: Historical dates descriptions of those that might be unfamiliar to other
students.
Extra resources Find out:
(See Lesson overviews for details) • what the first game students played was
• what their favourite game is right now
• how much time they devote to playing these days
Digital resources 2 6.1 Elicit predictions about what the researcher

• Presentation tool Unit 6 might mention. Play the recording for students to compare
ideas and answer the question.
• Unit 6 Language test
• Unit 6 Language test for dyslexic students Answers
• Unit 6 Photocopiable activities Students’ own answers
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6 SIX
3 Put students into pairs to answer the question and then 6 Put students into pairs. Ask half the pairs to note
share ideas as a class. If appropriate, play the recording down some points to support the idea of computer games
again to check, pausing after each point. A weaker group outlasting board games. The other half note down points
may need to listen to the recording before they do the task. supporting the opposite view. Students then discuss the
question as a class, defending their points.
Answers
all accounts — when talking about the origin of dominoes Answers
first glance — when talking about how simple it may seem Students’ own answers
loose end — when talking about when people play them
my element — when talking about his research
no means — when talking about his attitude to computer Cooler
games, and whether things will go to plan
Put students into pairs to think of more uses for
no time — when talking about the speed of the spread of
dominoes and then take feedback as a class. Students
popularity
vote on the most interesting idea (for example, making
stretch — when talking about the possibility of playing with
chunky jewellery or using them as building blocks for
multiple tiles
toddlers, etc.).
4 Students complete the task individually and check their

answers in pairs. Check answers as a class.
Answers
1 in 2 in 3 By, at 4 in 5 by 6 in
Flexible follow-up
Ask students to supply synonyms for the phrases
in Ex 4 (e.g., in vain — unsuccessfully; in no time —
immediately; by no means — it’s impossible; at short
notice — without a lot of time to prepare; in turn —
consequently; by default — without having to do
something; in your element — doing what you love).
5 Go through the example with the class to clarify what

they need to do. Put students into pairs to do the task.
Monitor and prompt where necessary. Take feedback as
a class.
Answers
1 theory 2 stretch 3 glance 4 loose
5 action 6 accounts
Fast finishers
Fast finishers can write three more B sentences using
other phrases from the recording that came up in
Exs 3 and 4. As a class, students then try to create an A
sentence for the new B sentences.
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6 SIX
READING AND USE OF ENGLISH — 1 Write sixth sense on the board and ask the class for
Part 6 Cross-text multiple examples of what they think it means (a special ability to
know things without using any of your five ordinary senses
matching pp60—61 such as your hearing or sight).
Put students into pairs to discuss the question. Take
LESSON OVERVIEW
feedback as a class.
• Topic: Empathy — our sixth sense?
Answers
EXAM FILE p13 Students’ own answers

2 6.2 Play the recording for students to compare their
identify similar opinions.
ideas from Ex 1. Ask them which speaker they most agree
with and why.
Extra resources
C1 Advanced Exam Trainer Answers
• Reading and Use of English — Part 6 Cross-text Students’ own answers
multiple matching pp34—37
Digital resources
Flexible follow-up
Ask students whether they have any similar examples or
• Video: About C1 Advanced: Reading and Use of interesting stories about a possible ‘sixth sense’, either
English Part 6
from their own experience or someone they know.
BEFORE YOU START

EXAM FOCUS
file before starting the lesson. This will give you information 3 Explain to students that they are going to do a Reading
about the specific exam part as well as which particular and Use of English Part 6 task. Remind them how the Part 6
strategies and skills are important. Cross-text multiple matching task works and refer them to
the Exam reference on page 13 of the Exam file if necessary.
You may also wish to look again at pages 16 and 17 in
DYSLEXIA FOCUS Unit 2 to revise identifying contrasting opinion. Point out
Dyslexic students may struggle with the texts in Ex 3 that in this exam task they will also need to identify similar
and Ex 5 on pp60—61. You can allow students to listen opinions across the four texts. Read through the Exam focus
to the audio recording of the exam task texts to help with the class.
support them in this task. Alternatively, if appropriate,
ask students to read the texts in advance of the lesson, Students then read the two comments in Ex 3 to answer the
but not to do any related activities. Allow enough time question, and highlight synonyms and paraphrases. Check
for all students to read and use fast finisher and flexible answers as a class.
follow-up activities for those who finish early.
Answers
checklist in the Exam file (p13) to check their They agree.
preparedness for this exam part. A — ‘I have my reservations. While I would go along with
the possibility that we can pick up clues from people’s
behaviour … I wouldn’t go so far as to say this is something
extraordinary.’
Warmer B — ‘I don’t want to disagree completely. There may
Ask students to close their eyes. Tell them you are be something in the idea that body language or voice
going to write and draw some things and they have inflections can subconsciously alert us … I can’t see it being
to concentrate and try to see what you are writing or linked to …’
drawing in their minds. First, write a number
(e.g. 5) on a piece of paper, making sure that only
you can see it. Ask students to write down the same Fast finishers
number. Repeat this with a shape (e.g. a triangle) and
Ask fast finishers to identify unfamiliar words in the
finally a simple picture (e.g. a tree). Ask students to
two comments and to try to guess their meaning from
compare their ideas briefly and then stick the pieces
the context. Check these words as a class after going
of paper with the number, shape and picture on the
through Ex 3.
board and see if anyone got any of the items correct.
Ask what this activity is testing (telepathy).
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EXAM BOOST EXAM FILE Section B p12 Answers

1 A (‘… may potentially hold the answer to the question
The exercises on page 12 in Section B of the Exam boost of that extra sense. In that I applaud her thinking.’ B is
provide more practice of identifying similar opinions. These incorrect as the reviewer says ‘… she goes too far …
could be done in class or for homework. to give extreme empathy this title is awarding it too
much significance.’ C is incorrect as the reviewer says
Answers
that considering empathy a sixth sense is a ‘… clear-cut
3 2 and 5 attempt to get a book on the best-sellers list … The idea
School curriculums need to cover a wealth of different is, unfortunately, laughable.’ D is incorrect as the reviewer
topics and can sometimes squeeze out certain subjects says that the book did ‘… little to satisfy this quest [the
which may be felt to be no longer vital for a student’s search for a sixth sense]’.)
education. Disciplines such as drama, art and music 2 B (‘… the book is well-constructed and easy to follow …’
could be considered by some as extras which can be A is incorrect as the reviewer says ‘… the logical structure
taken up as interests in after school clubs or societies. of the book seemed flawed’. Reviewer C says the book
This is an extremely short-sighted approach and one took ‘… the reader off on tangents and, in particular, her
that should be reversed. What is to be admired is the chapter on hunches seems disconnected from the main
time given to helping students develop life skills such as thrust of her arguments.’ Reviewer D does not mention
presentations or debating abilities. Whereas many might the structure of the book.)
consider this a waste of time, they should realise the 3 A (‘… the research was not sound … confused by a sea of
value of these skills when students leave the protected anecdotal evidence’ which agrees with Reviewer D ‘… the
school life and need to survive in the real adult world. book has been compiled without any proper scientific
4 Modal verbs, verbs and adjectives studies’. Reviewer B suggests that the book offers ‘…
5 1 is incorrect because the writer refers to considering some convincing evidence for her claims …’, so this is
drama, art and music as ‘… an extremely short-sighted incorrect, while Reviewer C does not mention the issue.)
approach and one that should be reversed’.
4 D (‘This publication is just the most recent in a long line of
3 is incorrect because the writer refers to debating as a
many on the popular topic of empathy, …’ Reviewer B says
‘life skill’.
it’s about ‘a topic that people actually haven’t considered
4 is incorrect because the writer focuses on ‘the time
before’, while Reviewer A does not mention it.)
given’ and the ‘value of these skills’ without referring to
those who teach them in any way.
4 Write sympathy and empathy on the board and elicit

Alternative
the difference in meaning. Read through the definitions with Before students attempt the full task, divide the class
students to check their ideas. Ask the class for an example into four groups and assign each group a text to read.
situation for each word. They should discuss what their text says in relation to
questions 1—4, if anything. Students share their findings
Answers as a class, then complete the task individually.
Flexible follow-up
EXAM TASK
Put students into pairs and allocate texts A and B to
half the pairs, and C and D to the other half. They
6.0 This reading text has been recorded. To help
should highlight unfamiliar vocabulary items, then
check the meanings in a dictionary and think of
synonyms. They then exchange synonyms with a pair
5 Before doing the task, remind students to first read from the other half of the class and find the vocabulary
all the texts, then to read the questions and highlight the items they relate to.
relevant sections in the texts before reading in detail again If appropriate, review the following items as a class:
and making their choices. Also, remind them that there will proponents (those who put forward a belief or theory);
be distraction, so they need to think carefully about the applaud someone’s thinking (admire it); good investment
meaning of what they are reading. Students do the exam of my time (worth doing); squeamish (easily disgusted or
task individually. Allow 10—15 minutes. Check answers made to feel sick); threshold (a level at which something
together as a class and ask students to identify the sections starts to happen); yours truly (me); go out on a limb
of the texts that helped them find the answers. (make a point very different to others); warrant (deserve);
in my estimation (in my opinion); clear-cut (obvious);
take off on a tangent (to suddenly start talking about
something that is only slightly related/not at all related to
the original subject); central premise (main belief).
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6 Students discuss the question as a class. Give an Part 3 Word formation p62
example of your own, e.g.:
When I was a teenager I got a job in a café. After the LESSON OVERVIEW
interview I had a hunch that the boss might be a difficult • Topic: Braille / Graffiti for the blind
person, but I needed the job so I took it anyway. I was right –
he turned out to be a nightmare! EXAM FILE p7
Answers Learning objective: Students will be better able to form

Students’ own answers words using internal word changes.
7 Students write the post in class or at home. Ask them to Extra resources
aim to write 150 words. Tell them to give examples to back C1 Advanced Exam Trainer
up their arguments, but that they can be invented. Students
• Reading and Use of English — Part 3 Word formation
share their posts with the class and see who agrees and who pp18—19 Exs 10—12
disagrees, and if they’ve given examples, whether they are
invented or real. Digital resources
Answers
Students’ own answers English Part 3
Cooler BEFORE YOU START

Put students in pairs or small groups to discuss the
following question:
Are you sensitive to the feelings of others? Give an about the specific exam part as well as which particular
example or anecdote illustrating why or why not.
DYSLEXIA FOCUS
Extra practice
Some students may need additional time to read and
understand the sentences in Ex 4. You could ask them
EXAM TRAINER pp34—37 to focus on four out of the eight sentences only.
For further practice of the skills presented in Dyslexic students may also benefit from the structured
this lesson for Reading and Use of English checklist in the Exam file (p7) to check their
Part 6 and additional skills and strategies preparedness for this exam part.
to improve performance in the exam, we
recommend students complete Strategies
and skills Ex 3—7 on pages 34—37 of the C1
Advanced Exam Trainer. Once completed, they Warmer
can attempt the Exam task on pages 36—37. Write sign language on the board and elicit any signs
the class already know. Ask where people who do not
There is a full practice exam included on pages have hearing impairments might regularly see people
106—129 of the C1 Advanced Exam Trainer. There are signing (e.g. on TV, news programmes, films, theatres,
also two full practice exams included in the Digital etc.).
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6 SIX
VOCABULARY: Internal word changes

Flexible follow-up
1 Write the word braille on the board and ask students Ask students to scan the reading text on page 61 in this
what they know about it as a class. Put students into pairs to unit and find examples of words that have undergone
come up with other ways in which people who have visual internal changes. After two minutes, check words they
or hearing impairments can better communicate or be able have found together as a class and write them on the
to be independent (e.g. guide dogs, assistance dogs, sign board. Identify which ones have undergone the most
language, on-screen subtitles, voice recognition, hearing changes.
aids, dictation software, etc.). Circulate and contribute.
Students share their ideas as a class.
EXAM BOOST EXAM FILE Section C p6
Suggested answers
visual impairments: spelling out letters on the person’s The exercises on page 6 in Section C of the Exam boost
palm, 3-D sound maps, voice-activated technology provide more practice of forming words using internal
hearing impairments: lip reading, sign language changes. These could be done in class or for homework.
Answers
2 Ask students for some examples of where braille is
used today (e.g. on packaging, on menus, on lift buttons, 4 1 noticeable 2 debatable 3 justifiable
etc.). Students read the text on page 95 to check their ideas. 4 edible 5 profitable 6 defensible
Check answers as a class. Extend by asking who invented 5 1 alternatively 2 assumption 3 beneficial
Braille (Louis Braille), when it was invented (1824), and 4 endurance 5 implication 6 removal
what was it based on (a simplified military code for silent
communication).
Flexible follow-up
Answers
In pairs, ask students to identify any common patterns
novels, printed materials, packaging, magazines, in how internal word changes are applied to words with
instructions, music, braille e-readers, spelling bricks for different endings. Take feedback as a class, asking each
children pair to suggest one rule.
3 Check through the words in bold in the text on page 95 Suggested answers
with the class. If necessary, write them on the board and 1 Root word ends in -ce or -ge: retain final -e before
elicit the root words from the class, highlighting the changes adding -able, e.g. noticeable, changeable, manageable
made. 2 Root words which end in -e: remove final -e before
adding -able, e.g. disposable, debatable, comparable
Answers 3 Root words which end in -y: change to -i before adding
1 vary (change y to i and add -ation) -able, e.g. justifiable, reliable, variable
2 simple (remove e and add -ify) 4 If the root word is a whole word: add -able, e.g. directly
3 able (add prefix -in, remove le and add -ility) 5 If you need to change the root word completely,
4 deny (add prefix -un, change y to i and add -able) so that it is not recognisable: add -ible, e.g. edible,
5 vision (remove on and add -ble) visible, defensible, intelligible
6 compare (remove e and add -able)
7 assure (remove e and add -ance)
8 rely (change y to i and add -able, then change e to y)
EXAM TASK
4 6.3 Play the recording and ask what aspects of 5 If necessary, elicit what students can remember about
braille the two people are talking about (Speaker 1: the Reading and Use of English Part 3 task from Units 2
people’s sense abilities; decline of skill. Speaker 2: and 4. Remind students to read the whole of the text first
technology and braille). Students do the task individually before focusing on the words to be formed. Also, they
and check answers as a class. Explain the difference should read the text through carefully afterwards to check
between dependent (relying on; depending on) and that it makes sense. Students do the task individually. Allow
dependant (a person who depends on someone; note that ten minutes. Check answers as a class.
American English uses dependent for both meanings), and
continually (repeatedly) and continuously (uninterruptedly). Answers
1 visual 2 inscriptions
Answers
3 undeniably 4 composition
1 sighted 2 memorisation/memorization 5 illegal/unlawful 6 undignified
3 significance 4 literacy, dependence 7 initiative 8 provocative/provoking
5 technological, invariably 6 curiosity
7 visually, tolerance 8 continuously
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Speaking or writing LISTENING — Part 2 Sentence

6 Put students into small groups to discuss the question. completion p63
Elicit examples to consider e.g. art galleries, concert halls,
sculpture parks, etc. Circulate and prompt or contribute LESSON OVERVIEW
where appropriate. Students share ideas as a class.
• Topic: Route 66
Answers
EXAM FILE p31
7 Students carry out the research and write the article in understand specific information and stated opinion.
class (if they are able to carry out research) or at home. They
should write about 200 words. Students then share their Extra resources
articles with the class and discuss what interesting points C1 Advanced Exam Trainer
they have learned from reading their classmates’ work.
• Listening — Part 2 Sentence completion p76
Answers Exs 4—8, p77
Students’ own answers Digital resources

Flexible follow-up • Video: About C1 Advanced: Listening Part 2
Put students into pairs to take turns talking for one
minute about an artist that they like or who is well- BEFORE YOU START
known (a painter, a sculptor, a musician, an actor, etc.).
Their partner should time them. This is useful practice Read through the Exam reference on page 31 of the Exam
for Speaking Part 2. file before starting the lesson. This will give you information
Cooler
Write some root words, e.g. create, size on the board DYSLEXIA FOCUS
and elicit as many different words that can be formed Dyslexic students may struggle with the reading load
from them as possible. This can be done as a group in Ex 4. Allow them to read the sentences before the
activity or in pairs as a timed competition. lesson. Also, read through the text of the exam task
before playing the recording to ensure all students
have understood it.
Extra practice
Part 3, we recommend students complete Warmer
Strategies and skills Exs 10—12 on pages Write Champs-Élysées, Fifth Avenue and Abbey Road
18—19 of the C1 Advanced Exam Trainer. on the board and elicit where they are (Paris, New York
City and London) and whether students know why they
There is a full practice exam included on pages are famous. Ask for examples of famous (or infamous)
106—129 of the C1 Advanced Exam Trainer. There are roads or streets in students’ countries
also two full practice exams included in the Digital (e.g. the M25 is the circular motorway around London
resources. For further practice, you can use Reading and has been called ‘the biggest car park in the UK’
and Use of English Part 3. because it’s very often at a standstill).
1 Write Route 66 on the board and elicit any information

students know about it. Extend to ask the class about any
other roads or routes people like to travel in their country
or in the world (e.g. the Inca trail, Peru; the Camino de
Santiago, Spain, etc.).
Answers
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2 6.4 Read through the questions and play the EXAM TASK
recording for students to answer them. Check answers as a
class. 4 6.5 If necessary, refer students to the Exam
reference on page 31 of the Exam file to remind them how
Answers to approach the task.
People used it to travel to other parts of the country to Play the recording for students and pause it before it repeats
find work. so they can complete the task and check answers in pairs.
New faster roads were built.
Play the recording a second time for students to confirm
It is undergoing a revival.
their answers. Check answers as a class.
If necessary, play the recording a third time or refer students
EXAM FOCUS to the audioscript on page 152 to show where the answers
were found, and also to illustrate possible distractions which
3 Explain to students that they are going to do a Listening are especially clear in questions 2 (distraction — root beer), 6
Part 2 task. Remind them that in this part of the exam, (sidewalk highway) and 7 (blue whale; rocking chair).
completing the sentences sometimes requires focusing on
specific information and/or stated opinion. Answers
Read through the Exam focus and point out that the 1 diversions (‘We’d prepared in advance, painstakingly
examples given are typical of the kinds of sentences found researching directions … especially if we were to make
in the Part 2 task. Students do the task individually. Check any diversions …’)
answers as a class, asking for reasons. 2 (fried) pastries (‘I opted for fried pastries I couldn’t
pronounce the name of — they were superb’)
Answers 3 (truly) authentic (‘… its inclusion on the National Register
1 F 2 F 3 O 4 O 5 F of Historic Places, which meant we were in for a truly
6 F 7 O 8 F 9 O 10 F authentic experience. It really was.’)
4 memorabilia (‘… memorabilia from the early days of
Route 66. Those were what really captured my attention’)
5 deserted village (‘… if we hadn’t gone off track, we’d
Flexible follow-up
never have come across what we’ve since nicknamed the
Ask students to write three sentences of their own “deserted village” … We got some brilliant photos …’)
which give either a fact or an opinion. This could be 6 Ribbon Road (‘For those of you with an interest in the
about where they live or the surrounding areas. Put
construction of the route, you might be fascinated, as I
them into pairs. They exchange their sentences and
was, by … more frequently the “Ribbon Road” …’)
decide if they show fact or opinion.
7 Painted Desert (‘We travelled through every kind of
landscape on our trip … What made the greatest
impression on me was the Painted Desert …’)
EXAM BOOST EXAM FILE Section B p30 8 monotonous (‘we’d survived a month on the road … the
driving was, at times, monotonous’)
The exercise on page 30 in Section B of the Exam
boost provides more practice of understanding specific
information and stated opinion. This could be done in class
Speaking or writing
or for homework. 5 Put students into pairs to discuss ideas. First, they
should think about which five countries they would like
Answers to pass through and then plan their route and what
4 a Students’ own answers preparations they would need to make, e.g. tickets to book,
4 b 1 (relevant) documents places to stay, money to take, clothes to pack, etc. Circulate
2 menus and prompt where necessary. Take feedback as a class and
3 (fascinating) conversations compare students’ plans. Have a class vote on who made
4 wood(-)carving festival the most thorough preparations.
5 chess
Answers
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6 Students think of a memorable journey, make notes
and then write a short paragraph about it, making sure they Part 4 Key word transformations p64
cover all the points in the question. They then read or tell
their partner about it. Circulate and help where necessary, LESSON OVERVIEW
noting interesting points to bring up in group feedback. • Topic: Hexagons
If students have not travelled much they could describe
something interesting or unusual that happened on a EXAM FILE p9
journey, e.g. on a train ride, on a walk, etc.
Answers verb and noun phrases.
Extra resources
Alternative • Reading and Use of English — Part 4 Key word
Put students into pairs. They take turns answering the transformations p22 Exs 5—6
following questions and discussing with their partner.
Students then share opinions as a class. Digital resources
1 What, in your opinion, are the best ways to protect • Presentation tool p64
ancient landmarks? • Grammar presentation 6: Verb and noun phrases
2 Would you say it’s better to see a lot of places for
a short time on a road trip, or stay in one place for English Part 4
several days?
3 Is it better to share an experience like driving Route
66, or to do it alone? Why? The Grammar reference and exercises on pages 108—109
of the Grammar file provide more practice of verb and noun
phrases. This could be done in class or for homework.
Cooler BEFORE YOU START

Books closed. Go round the class and see how many
facts about Route 66 students can remember from the Read through the Exam reference on page 9 of the Exam
lesson. file before starting the lesson. This will give you information
Extra practice
DYSLEXIA FOCUS
EXAM TRAINER p76 Allow dyslexic students to read the text about
For further practice of the skills presented in hexagons on page 95 before the lesson to prepare
this lesson for Listening Part 2 and additional for Ex 4.
skills and strategies to improve performance Dyslexic students may benefit from the more explicit
in the exam, we recommend students presentation of the grammar in this lesson in the
complete Strategies and skills Exs 4—11 on PowerPoint presentation that can be found in the
pages 76—77 of the C1 Advanced Exam Digital resources.
Trainer. Once completed, they can attempt Dyslexic students may also benefit from the structured
the Exam task on page 77. checklist in the Exam file (p9) to check their
resources. For further practice, you can use Listening Warmer
Part 2. Elicit as many shapes as possible from the class and
write them on the board (e.g. oblong, square,
rectangle, hexagon, etc.). Ask students to close their
eyes. Then ask each of them in turn to name something
in the classroom that is e.g. oblong, square, etc. See
how many items they can name for each shape as a
class. Students open their eyes and in pairs add to the
list. They share ideas as a class.
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GRAMMAR: Verb and noun phrases EXAM BOOST EXAM FILE Section C p8
1 Focus students’ attention on the picture at the bottom The exercise on page 8 in Section C of the Exam boost
of the page and elicit that a snowflake is hexagonal. Discuss provides more practice of using verb and noun phrases.
the question as a class and write their ideas on the board This could be done in class or for homework.
(see the Ex 2 answer key for possible answers).
Answers
Answers
1 explanation was given as
Students’ own answers 2 in terms of
3 mistakenly believe that
2 6.6 Play the recording for students to answer the 4 is a sense of harmony / a harmonious sense
question. Check answers as a class. Play the recording again
to check. Extend by asking why six-sided shapes are useful
(hexagons are strong, efficient, symmetrical and simple; EXAM TASK
they tessellate (fit together) without overlapping).
5 Explain to students that they are going to do a Reading
Answers and Use of English Part 4 task. Remind students of the
honeycomb, plants, fruit, dragonfly eyes, human carbon number of words allowed in each gap, and that contractions
atoms, crystals, snowflakes, water molecules, the hexagon count as two words. Also, point out that there will often be
clouds at Saturn’s north pole more than one change necessary: they must therefore check
all aspects of their answer so that it is logical in meaning as
well as grammatically correct. Allow about ten minutes for
3 Remind students that in Reading and Use of English
students to do the task individually, then they can compare
Part 4 they need to rewrite sentences while keeping the
answers with a partner. Check as a class.
same meaning. Look at question 1 with the class and elicit
that a passive is needed to complete the sentence. Point Answers
out that this is a common structure used in this exam part.
1 are rigid and that/this is / are rigid which is
Students complete the exercise individually and then check
2 deal of strength in
with a partner. Monitor and prompt where necessary. Check
3 measurements of a circle
answers as a class.
4 common for homes to be constructed/built / common to
Answers construct/build homes
5 main usage of
1 is stored 2 become interlocked
6 be defined very precisely
3 experience 4 an expectation
5 formation of 6 not change
Speaking or writing
4 Read the first line of the text on page 95 with the class 6 Ask students to name as many different fabric patterns
and ask if they can think of any examples. Note any ideas as they can. List them on the board. Discuss the questions
on the board. Ask students to read the rest of the text and with the class and extend by asking if they remember
write a one sentence summary of what it is about. Ask for having a favourite item of clothing when they were younger
examples from the class. that had a memorable pattern on it.
Extend by asking what particular examples are given in
Answers
the text (nuts and bolts, footballs, pencils). Students then
transform the phrases individually and compare sentences Students’ own answers
with a partner. Check answers as a class.
7 Put students into pairs to discuss the question and share
Answers ideas before writing the paragraph in class or at home.
1 tighten
2 prevalence Answers
3 be densely packed Students’ own answers
4 creation of a sphere / the ball
5 prevents it from
6 are being manufactured Alternative
If the topic in Ex 7 is too abstract, ask students to
list different types of art (impressionism, surrealism,
Fast finishers cubism, etc.) with examples of artists for each type.
Ask fast finishers to find one other sentence or phrase They can then discuss and write about the following:
in the text that can be transformed. Check through Geometrical shapes and patterns often feature in
these while monitoring. After feedback on the task, ask paintings. Are you interested in this form of art or do
them to write their examples on the board for the rest you have a preference for something different? Why?
of the class to transform.
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SPEAKING — Part 3 Collaborative

Flexible follow-up
Point out that many (board) games are based on
task p65
geometrical shapes. Give chess as an example of one
that uses squares. Elicit names of others (e.g. Hex LESSON OVERVIEW
(hexagons), Rubik’s Cube (cube), dominoes (oblongs), • Topic: Being organised
noughts and crosses (squares), Chinese Checkers
(star), etc.). If you have time to prepare, you could EXAM FILE p41
download and copy sheets with the Hex game board
template and students can play in pairs. Alternatively, Learning objective: Students will be better able to deal
put students into pairs to design a game that uses with the decision question in Speaking Part 3.
triangles.
Extra resources
Cooler • Speaking — Part 3 Collaborative task p99 Ex 5,
Ask students as a class what new facts they’ve learned pp100—101
during the lesson and which they find the most
interesting. Digital resources
Extra practice • Video: C1 Advanced Speaking Test 2, Part 3
EXAM TRAINER p22

BEFORE YOU START
this lesson for Reading and Use of English Read through the Exam reference on page 41 of the Exam
Part 4, we recommend students complete file before starting the lesson. This will give you information
Strategies and skills Exs 5 and 6 on page 22 about the specific exam part as well as which particular
of the C1 Advanced Exam Trainer. strategies and skills are important.

106—129 of the C1 Advanced Exam Trainer. There are DYSLEXIA FOCUS
also two full practice exams included in the Digital Dyslexic students may benefit from the structured
resources. For further practice, you can use Reading checklist in the Exam file (p41) to check their
and Use of English Part 4. preparedness for this exam part.
Warmer
Ask students to imagine their room or study as they left
it this morning (or before the lesson). Describe yours.
e.g.:
The bed is made but on the desk there’s a pile of
papers that I need to file. There are sticky notes on my
computer and a book on the floor by my bed.
Put students into pairs to tell each other about their
living or work spaces. Ask for examples as a class and
see if the majority of students would say they are tidy
or not.
1 Focus students’ attention on the picture and put them

into pairs to discuss the questions. Ask for comments as a
class.
Answers
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6 SIX
2 6.7 Ask students what being untidy might indicate EXAM FOCUS
about someone’s personality. Write their suggestions on the
board. Play the recording for students to check their ideas 6 6.9 Explain to students that they are going to do
and answer the questions. Check answers as a class. a Speaking Part 3 task. Read through the first paragraph
of the Exam focus with the class. Ask students if they
Answers can remember any phrases from the conversation that
1 paper clutter on his desk; not planning ahead when are related to evaluating, reassessing, or referring to the
having people over for dinner previous discussion. Then compare with the phrases given
2 being disorganised is a sign of intelligence and creativity in the Exam focus. Play the recording again for students to
and can indicate high energy levels check, or to answer the question.
Answers
3 Read through the questions in the survey with the class
Taking everything we said into consideration … ; I appreciate
and ask them to complete it individually. Put students into
that we said … but on reflection; If I remember rightly, we
pairs to compare their answers and discuss how similar they
agreed that …
are. Students report back as a class, giving examples. Find
out how the majority of the class answered. If appropriate,
give your own responses too. EXAM BOOST EXAM FILE Section B p40
Answers The exercise on page 40 in Section B of the Exam boost
Students’ own answers provides more practice of evaluating, referring and
reassessing. This could be done in class or for homework.
4 Tell students to imagine that they are sharing a flat or
Answers
a house (this could be at university or after leaving home)
and that one of the housemates is very disorganised. Put 1 looking 2 talked 3 being 4 compare
students into pairs to discuss what issues this might cause 5 go 6 appreciate 7 reflection 8 Taking
for the other housemates. Pairs exchange and compare 9 previously 10 far
ideas with another pair. Ask for suggestions from the class
and list these on the board. As a class, discuss how serious EXAM TASK
the consequences could be.
Answers the Speaking success criteria on p165.
7 If necessary, refer students back to Unit 3 for advice
on how to approach a Speaking Part 3 task. Put students
5 6.8 Remind students that after the Part 3 discussion
into pairs to complete the task. To be exam compliant,
based around several prompts, they will be asked a decision
read the interlocutor’s part to the whole class and time the
question and they need to reassess the points. Tell them
initial discussion. Stop after three minutes and read the
that they are going to listen to two candidates discussing
decision question. Students resume their discussion, then
a decision question: Which problems caused by living with
stop them after a minute. Ask for feedback from the class
a very disorganised person would be the hardest to deal
on their discussions and conclusions. Ask them how many
with? Play the recording for them to listen for the problems
(and which) phrases from the Exam focus they managed to
mentioned. Take feedback and compare with the list on the
use in their conversations. If you need to assess students,
board from Ex 4.
arrange to listen to individual pairs while other students are
completing some written work, for example the writing task
Answers
in Ex 9.
being messy in the bedroom; keeping smelly stale food;
not doing their fair share of buying food and cooking; a Example answer
messy/dirty bathroom; security
A: Right, let’s look at being organised at work or college.
For me, I think it’s vital to be organised to a certain
degree. At college you need to have your notes filed,
and keep a record of what you need to do and so on,
whilst at work, if you’re not organised you won’t really
succeed, will you?
B: I completely agree. You need to keep and update
records, reports and know what’s in your diary. It’s sort of
OK being disorganised when you’re a student, but once
you get to work, that needs to change! How about in our
personal spaces?
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6 SIX
A: Well. I’d say it depends on the person? For example, Speaking or writing
some people can live with one level of disorganisation —
like my sister, who really has a messy room, but is happy 8 Ask students whether they are good at multitasking,
with it, and she knows exactly where things are! But and what sort of things they can do at the same time as
others get stressed out if their personal spaces aren’t something else. Give an example of how you multitask
neat and tidy. yourself, and whether it’s successful or not, e.g. Sometimes I
B: You’re absolutely right. It’s down to the individual. How try to talk on the phone while I’m cooking but I often end up
about with financial matters? Personally, I think you making a silly mistake or burning the food. Put students into
need to be organised — money, or the lack of it, is very pairs or small groups to discuss the question, giving reasons
important for all aspects of our lives and we need to and examples. Ask for comments as a class.
know what we’ve got, haven’t got, what our plans are,
Answers
you know?
A: That is so true. And this is something that I’d say people Students’ own answers
get better at when they’re older. They appreciate how
important it is. When you’re a student, you don’t have 9 Set the task to be done in class or at home. Suggest
so much to consider, but once you start working or get about 200 words and remind students to make notes about
married, have children, you need to think about financial what they will include before starting. Students swap emails
demands and you’ve got to be organised, no question. in pairs and compare any advice given.
B: And what about when socialising? I guess it’s important
here too. If you make social plans you’ve got to keep Answers
records so that you turn up to things when you’re Students’ own answers
expected and don’t let people down. Some people I
know seem to just be so laid-back that they arrive late to
social events, or simply don’t come at all — and that’s not Alternative
fair on other people, is it? Put students into pairs to discuss some typical
A: You are so right! Speaking Part 4 questions.
(Decision question) 1 Do you think that becoming more organised is
A: OK, so we need to decide in which aspect of our lives something we can learn, or is it just part of our
it is most important to be organised. I know we talked nature?
about several aspects being important, but if we have to 2 Do you find it distracting or helpful to share an
choose the most important, which would you go for? office or study space? Why?
B: It’s tricky, but taking everything into consideration I would 3 How important do you think it is to be punctual? Why?
say it’s work. If you’re not organised, you’ll lose your job
and that affects everything else, wouldn’t you say?
A: That’s very true. And I appreciate that we said that it’s Cooler
vital to be organised regarding socialising — but I think
Put students into pairs or small groups to discuss
I agree that it’s at work when it is most important. If I
whether they would prefer to share a house or flat with:
remember rightly, we agreed that being organised in
our personal spaces depends on the individual. And as • a family member
we said before it’s important with financial matters, but if • a friend
we’re not organised at work — we won’t have any money • someone they’ve never met before
to be concerned with, will we?! Encourage them to justify their answers and take brief
B: I couldn’t have put it better! feedback from each group.
Alternative Extra practice

This could be done as a non-compliant timed task.
Being flexible with the time allowed will give students EXAM TRAINER pp99—101
enough time to fully discuss the topic. Monitor, but only
interrupt if asked for help. Note any interesting points
this lesson for Speaking Part 3 and additional
or common errrors to bring into a full class discussion.
skills and strategies to improve performance
Trainer. Once completed, they can attempt
the Exam task on page 101.
There is a full practice exam included on pages 106—129

of the C1 Advanced Exam Trainer. There are also two
full practice exams included in the Digital resources. For
further practice, you can use Speaking Part 3.
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6 SIX
WRITING — Part 1 Essay pp66—67 1 Focus students’ attention on the picture and ask if
they recognise where the picture comes from (the Bayeux
LESSON OVERVIEW tapestry, which dates from the eleventh century). Tell
students that 1066 is a date most British people will know:
• Topic: Historical dates
this was when the French conquered Britain. Their army was
EXAM FILE p19 led by William of Normandy, who thus became William I.
Students answer the questions and compare in pairs. Ask for
• Writing file: p130 examples and comments from the class.
Answers
complex sentences in an essay.
2 Put students into pairs to do the task. Ask them to

Extra resources
suggest two additional important dates that should join the
C1 Advanced Exam Trainer list. Take feedback as a class and ask for their suggestions.
• Writing — Part 1 Essay p54 Exs 8—9, p55 Find out if all students know the significance of the extra
dates suggested.
Digital resources
• Presentation tool pp66—67 Answers
• Video: About C1 Advanced: Writing Part 1 1 1989 2 1969 3 1066 4 1789
5 2560 (BCE) 6 1953 7 776 (BCE) 8 1945
The Writing file on page 130 provides an example and 9 1564 10 1891
exam help for Writing Part 1 Essay.
3a Remind students of the format of the essay task in
Writing Part 1 and read through the instructions in Ex 4 with
them. Ask students as a class which points and opinions they
Once you have completed this Writing lesson, the exercises
would include.
on pages 124—125 provide more practice of the vocabulary
from this unit. These could be done in class or for homework. Answers
BEFORE YOU START
Read through the Exam reference on page 19 of the Exam 3b 6.10 Play the recording for students to compare
file before starting the lesson. This will give you information their points with what the speaker discusses.
strategies and skills are important. Answers
DYSLEXIA FOCUS
4 Students plan and write their essay. If doing this in
Some students may need more time to read the
class, allow 45 minutes for students to complete it. If time
example essay in Ex 5 than allowed for in the lesson.
is limited, you can ask students to write a detailed plan
You could let them read it in their own time before
including points for each paragraph, then they can use their
class. Students must also understand the essay tasks
plan to compare with the example answer in Ex 5.
in Exs 4 and 7. You could read through them with the
students in class.
Answers
Students’ own answers; example answer in Ex 5, page 67 of
the Coursebook.
EXAM FOCUS
Warmer
Put students into pairs and ask them to tell each other
Part 1 Essay task. Tell them that they should try to use
about a period of history they would like to travel back
complex sentences in their essays for several reasons: they
to for a day and why. They share their ideas with the
can make the essay more interesting and varied, they guide
class.
the reader through the points more easily, and they can
serve to focus attention on the main points.
Read through the Exam focus and look at the examples.
Then, students read the example essay and highlight
examples of words and phrases used to create more
complex sentences. Monitor and prompt where necessary.
Check suggestions as a class.
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In conclusion, I would like to say that in my opinion

Answers
understanding how another country’s culture has
Students’ own answers developed can only bring countries closer and closer in
and yet; In light of this; Firstly, while it is true that; the future. Surely learning about the past serves mainly to
One example could be; Likewise; What is also engaging; contribute to a better future for everyone.
To conclude; what is equally important; Together with
EXAM BOOST EXAM FILE Section B p18 Fast finishers

Fast finishers can revisit the point in the question that
The exercises on page 18 in Section B of the Exam boost they did not use and write an additional paragraph to
provide more practice of using complex sentences. These submit separately.
Answers 8 Put students into pairs. They exchange essays and

evaluate the complexity of the sentences. Ask them to
3 B is more appropriate. A is too informal and colloquial,
identify two or three complex sentences and analyse what
and also subjective.
cohesive devices have been used. Together students can
4 ‘What is really important is …’; ‘However, …’;
discuss where more simple sentences in the essays could be
‘… although …’; ‘Therefore, …’
made more complex. Circulate and help where necessary,
writing useful phrases on the board if appropriate.
6 Put students into pairs to read the essay task in Ex 7
and discuss which points they would include with examples. Answers
Circulate and contribute, helping with ideas where
necessary.
Answers
Flexible follow-up
Students discuss the following statement as a class:
It is more important to look forward to the future than
EXAM TASK focus on the past.
For guidance on marking Writing Part 1 Essay, please refer

Cooler
7 Students make notes, plan and then write the essay
Books closed. Write some of the dates discussed
in class or at home. Allow 45 minutes. If they are writing
during the lesson on the board, or read them out,
in class, monitor and give help where necessary. Remind
and see how many of the events that relate to them
them to always reread their writing and check for grammar, students can remember.
punctuation, spelling, paragraphing and (particularly in this
Check unit topics against the predictions that students
case) the complexity of the sentences.
made at the start of the unit. Ask which topic they
Example answer enjoyed most and why.
While it is generally accepted that studying history at school

is important, opinions remain divided about the importance
of students only learning about their own country as Extra practice
opposed to looking at events and historical trends across
the globe. I would say that having a wider approach to EXAM TRAINER pp54—55
history can definitely benefit us in several ways.
To begin with, it is surely undeniable that everyone needs to in this lesson for Writing Part 1 Essay and
understand why our world has developed in the way it has. additional skills and strategies to improve
The reasons are clearly not confined to the historical events performance in the exam, we recommend
of one single country. Learning about interactions with students complete Strategies and skills
other countries, battles over borders, transfer of influence Exs 8—10 on pages 54—55 of the C1
from one power to another and the effects of exploration, Advanced Exam Trainer. Once completed,
discovery and trading in the past all have a relevance to the they can attempt the Exam task on page 55.
world as we know it now.
What is also important and linked to this is that we are now There is a full practice exam included on pages
living in a world where it has become vital to understand 106—129 of the C1 Advanced Exam Trainer. There are
and appreciate other cultures. Studying the history of those also two full practice exams included in the Digital
countries can make everyone more culturally aware and bring resources. For further practice, you can use Writing
us closer together. It can also help us understand the reasons Part 1 Essay.
why other nationalities might have different approaches to
global issues and therefore how to deal with them.
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6 SIX
Review Units 1—6 pp68—70
AIM
• To revise grammar and vocabulary covered in Units
1—6.
Digital resources
Ask students to complete the exercises, then check answers

as a class. Alternatively, set the exercises as a homework
Answers
1 1 B 2 D 3 A 4 C
5 A 6 B 7 D 8 C
2 1 can 2 in 3 were/is
4 give 5 has 6 making/doing
7 never 8 is
3 1 attractions 2 diversion 3 unheard
4 lodgings 5 unmanageable 6 seasoned
7 accessible 8 thankful
4 1 known as/called velocipedes and were
2 did you publish a book but
3 complimented (me on) my choice
4 put forward the suggestion/idea
5 if we were (all) to / were we (all) to
6 committed to the prevention
5 1 inclusively 2 feasibility
3 uplifting 4 irrelevant
5 undeniably 6 reassurance
7 incomprehensible 8 diversity
6 1 been misplaced by students is not
2 must have liked your article or
3 encouraged me to take
4 have (just/recently) taken on / recently took on
5 hugely if we all went
6 a naturally hexagonal
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7 SEVEN
OPENER p71
DYSLEXIA FOCUS
Dyslexic students may need longer to complete Ex 4.
7 SEVEN In this case, ask other students to do the fast finishers

task.
Warmer
Books closed. Write the word SEVEN on the board.
UNIT OVERVIEW Ask students to suggest words and phrases in which
the number seven appears, and anything else they
Opener know about it. Write a couple of suggestions on the
board (e.g. 24–7 shops, 7–11 shops, 7Up (a soft drink),
seven-a-side football). Put students into pairs to think
• Topic: Nitrogen of some more ideas and take feedback (e.g. it’s often
Reading and Use of English — Reading considered a lucky number, it’s a prime number,
it appears in some film titles, e.g. The Magnificent
• Part 7 Gapped text Seven).
• Topic: Tell me a story! Give students a few minutes to discuss in pairs what
Reading and Use of English — Vocabulary topics related to the word SEVEN might come up in
the unit. Discuss their ideas as a class and ask them to
• Part 1 Multiple choice cloze keep a record of their predictions to check at the end
• Language focus: Easily confused words of the unit.
• Topic: The future of broadcasting
Listening VOCABULARY: Phrasal verbs
• Part 3 Multiple-choice
• Topic: Overpopulation 1 Tell students they’re going to learn about the chemical
element nitrogen. If it hasn’t already been mentioned in
Reading and Use of English — Grammar the warmer, explain that it’s a chemical element with the
• Part 2 Open Cloze atomic number 7. Ask students to read the fact file and
• Language focus: Future tenses complete any answers they are already sure of. Go through
• Topic: Sustainability any answers they did not know and point out that they could
have matched many answers using language skills and
Speaking without knowing much about nitrogen (e.g. for question 3
• Part 4 Discussion demolish collocates with buildings).
• Topic: ‘7 Up’ Answers
Writing 1 colour 2 poisonous 3 buildings 4 air
• Part 2 Review 5 computers 6 anaesthetic 7 liquid
• Topic: Espionage
2 7.1 Ask students to look at the list of industries and
predict what they think nitrogen might be used for in each
Extra resources of them. They can refer back to the fact file to help them.
(See Lesson overviews for details) Play the recording for them to check their ideas and briefly
• C1 Advanced Exam Trainer discuss as a class whether they found any of the information
• Pearson Practice English App: Unit 7 activities surprising.
Digital resources Answers

• Presentation tool Unit 7 Medicine: drugs, conserving blood and biological
• Unit 7 Language test specimens, anaesthesia and cryogenics
Electronics: cooling computers and machines like X-ray
• Unit 7 Language test for dyslexic students machines, used in other electrical components, aircraft
• Unit 7 Photocopiable activities systems and high-voltage equipment to combat fire hazards
• Unit 7 Grammar presentation Food: keeps food fresh, used to create effects when serving
• Video: C1 Advanced About the exam food
Motorsports: inflating tyres
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7 SEVEN
3 7.2 Before they begin the exercise, put students

into pairs. Ask them to ignore the verbs in the box and see
Cooler
if they can predict what could fill the gaps. Students then Write the following gapped sentence on the board:
complete the exercise using words from the box. Remind A lot of work scientific research.
them to think about the meaning of each verb: this is a good Elicit what phrasal verb from Ex 3 could complete
technique when doing Reading and Use of English Part 1, the sentence (goes into). Ask students to write two
as it helps to differentiate between options if they are all sentences individually which incorporate a phrasal verb
phrasal verbs. Play the recording again for them to check from Ex 3, leaving a gap where the verb should be.
their answers. Then, in pairs they exchange their sentences with their
partner and complete them.
Answers
1 makes up 2 kicks in 3 goes into
4 disposing of 5 keeps, from 6 draw on
4 This matching activity focuses on the meaning of the

verbs in Ex 3. Encourage students to use the sentences in
Ex 3 to help them match the verbs and meanings. Take class
feedback.
Answers
1 b 2 e 3 c 4 d 5 f 6 a
Fast finishers
Ask fast finishers to choose two phrasal verbs from Ex 3
and write a new sentence to show the meaning of each.
5 Put students into pairs for their discussion and encourage

them to try to use the phrasal verbs they have just worked
with in Ex 3 and Ex 4. Go round and monitor their discussion,
then take class feedback.
Answers
Flexible follow-up
Put students into small groups. Read the first question
aloud or write it on the board. Ask students to discuss
the question for two minutes. Circulate and monitor,
making a note of any interesting points or ideas to
address after the activity. After two minutes, stop
students and read or write the next question. When
all five questions have been discussed, give brief
feedback on the discussions. Finish by asking students
which was the most interesting question to discuss. If
time is short then choose just one or two questions.
• How should we dispose of things like oil or plastic at
home?
• What sources do you draw on to keep informed of
scientific advances or research?
• How do you keep food from going off?
• When do you think children’s interest in science kicks
in?
• Do you think enough effort goes into the teaching
of science in your country?
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7 SEVEN
READING AND USE OF ENGLISH — Answers

Part 7 Gapped text pp72—73 Students’ own answers
LESSON OVERVIEW 2 7.3 Ask students if they’ve heard that there are
only seven basic story plots in the world. Give them one as
• Topic: Tell me a story!
an example (overcoming the monster). Ask them to predict
EXAM FILE p15 what the others might be, writing their ideas on the board.
Then play the recording for students to check their ideas
Learning objective: Students will be better able to and answer the questions. If necessary, play the recording
understand the logical structure of a text through the twice. Check answers as a class.
expansion of ideas, comment, opinion and example.
Answers
Extra resources 1 overcoming the monster, rags to riches, the quest,
C1 Advanced Exam Trainer voyage and return, rebirth, comedy and tragedy
2 He thinks the book is interesting but many of the plots
• Reading and Use of English — Part 7 Gapped text
overlap with each other, and the ideas don’t seem
p40 Ex 4, pp41— 43
applicable to some very modern novels.
Digital resources
• Presentation tool pp72—73 Flexible follow-up
• Video: About C1 Advanced: Reading and Use of Put students into pairs or small groups. Each pair
English Part 7 should think of a book they have read or film they have
watched recently, and try to identify which of the seven
basic plots it could be categorised as.
BEFORE YOU START
Pairs can share their ideas with the class and feed back
Read through the Exam reference on page 15 of the Exam on whether they found this task easy or difficult, and why.
3 Put students into pairs to do the task. They should
identify and highlight parts of the texts that helped them
decide on the order. Check answers as a class.
DYSLEXIA FOCUS
Answers
Dyslexic students may struggle with the texts in Ex 3
and Ex 5 on pp72—73. You can allow students to listen 1 B 2 C 3 A
to the audio recording of the Ex 5 text to help support Students’ own answers
them in this task. Alternatively, if appropriate, ask
students to read the texts in advance of the lesson, but
not to do any related activities. Allow enough time for EXAM FOCUS
all students to read and use fast finisher activities for
those who finish early. 4 Explain to students that they are going to do a Reading
and Use of English Part 7 task. Go through the Exam focus,
explaining that these are ways of identifying expansion,
comment, opinion and example. Explain that thinking about
how these techniques relate to the single main point of each
paragraph helps with completing the task.
Put students into pairs to summarise the focus of each
Warmer
paragraph in Ex 3. Take feedback.
Books closed. Put students into pairs to discuss what
kind of books they have to read, and what kind of Example answers
books they choose to read. Allow around two minutes,
B: To most people the idea of earning a living from telling
then take class feedback. Have a brief discussion on
stories is strange, but it is becoming very popular and
how similar or different the choices of books are across
clearly there is a gap in the market for this.
the class.
C: Story-tellers tap into our natural desire for escapism; they
can make the experience of being told a story an amazing
1 Put students into pairs to discuss the question. Take one.
feedback (e.g., interesting characters, exciting plot, A: The story-teller has a special talent for bringing a story to
suspense, etc). Then ask students to tell one another about life, taking anyone into a magical world where anything can
happen.
their favourite stories from their childhood or teenage years,
and why they like them. Take feedback and see if the class
has any shared favourite stories.
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7 SEVEN
EXAM BOOST EXAM FILE Section B p14 EXAM TASK
The exercise on page 14 in Section B of the Exam boost 7.0 This reading text has been recorded. To help
provides more practice of understanding the structure of a support them in this task, you can allow dyslexic students to
text. This could be done in class or for homework. listen as they read the text.
Answers
5 Remind students about the Reading and Use of English
Part 7 task and elicit their top three tips for doing it
1 B 2 A 3 D 4 C
(e.g. look for ways a paragraph develops through examples,
B Today many people visit parks and gardens to relax and
comment, etc.; check tenses; look for references or
get away from busy streets and offices. However, all too
referents; think about the main focus or summary of each
often they are finding that the parks they visit are busy
paragraph; read the base text before the options). Write
and noisy places themselves, and the opportunity to
these on the board. Refer students to the tips in the Exam
find peace and quiet is getting progressively more and
reference notes on page 15 of the Exam file if necessary.
more difficult.
A As a result of this, a project has been started to try to As this is the second time students are doing this exam task,
ensure that there are places of solitude for those who ask them to do it under exam conditions and allow them
really want it. Silent Space hopes to introduce areas in 10—15 minutes. Put students into pairs to compare their
public parks and gardens where people turn off phones answers before checking as a class. Ask students to identify
and stop talking for certain periods each day. which parts of the text and paragraphs helped them find
D Some places have already made the move, an example their answers.
of which is at the University of East Anglia. Students who
Answers
want to get away from their labs and study rooms are
encouraged to spend time in an area called ‘The Dutch 1 C (‘ “I’ve always loved stories and storytelling ever since I
Garden’ where they can sit in complete silence and was a little girl,” she recalls.’)
appreciate the natural beauty. 2 B (‘With a couple of hours to kill before her evening
C It is believed that this can benefit us in many ways. It can performance of ghost stories, she leads me over to … ‘;
contribute significantly to our well-being and general ‘continues to explain how she reached this point in her
health. Apparently, just five minutes sitting quietly life.’)
looking at nature can have an effect and help us to relax. 3 G (‘Bombay to Yorkshire might seem an unlikely path
It is hoped that this idea will be implemented more to tread‘; ‘ “ … I thought, this is where I want to live”, she
widely in public spaces in the coming years. says.’)
4 A (‘In addition to this she thought she would be doing
something that would genuinely add to… ‘; ‘Before
settling there … ‘)
5 E (‘Part of that meandering took her … ‘)
6 F (‘As an example, she points out that many of the classic
stories … ‘)
Fast finishers
Ask students to highlight any examples of expansion
of ideas, comments, opinions or examples in the text.
If time allows, go through these with the class after the
reading task has been completed.
Flexible follow-up
Ask students to write headings to summarise the
main ideas of paragraphs 1—6 of the main text. Take
feedback and share their ideas with the class.
Possible answers:
1 First meeting with Brand
2 Brand’s background
3 Why she chose to settle in Yorkshire
4 Jobs Brand has done
5 Who Brand writes for
6 The writing process
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7 SEVEN

6 Put students into pairs to discuss the question, then take Part 1 Multiple-choice cloze p74
class feedback.
LESSON OVERVIEW
Answers
• Topic: The future of broadcasting
EXAM FILE p3
7 Put students into pairs to tell their stories. Take feedback
from each pair on how good they thought their partner was Learning objective: Students will be better able to
as a storyteller. Ask the whole class what they did or didn’t understand the meaning of easily confused words and
enjoy about their story-telling. If time allows, ask a few how to differentiate between them.
confident students to retell their stories to the class.
Extra resources
Answers
• Reading and Use of English — Part 1 Multiple-choice
cloze p9 Exs 6—8, p10
8 Tell students that they are going to write a story with
four paragraphs. Put students into groups of four, and then Digital resources
divide the groups into two pairs. Each pair should write their • Presentation tool p74
opening paragraph on a separate piece of paper (around
two to three sentences). After they have finished, they English Part 1
exchange their opening paragraph with the other pair in
their group and each pair writes a second paragraph. They
exchange their stories again to write the third paragraph. The BEFORE YOU START
final exchange allows them to complete the story with the
fourth paragraph. Students review the completed stories and Read through the Exam reference on page 3 of the Exam
describe what is good about them. If time allows, pass the file before starting the lesson. This will give you information
completed stories round the class for all the pairs to read. about the specific exam part as well as which particular
Answers
Students’ own answers DYSLEXIA FOCUS
Allow dyslexic students five minutes longer to
complete the exam task (Ex 6). Other students can
Cooler complete the fast finishers task during this time.
Put students into small groups. Ask them to briefly Dyslexic students may also benefit from the structured
discuss any films they have seen that were adaptations checklist in the Exam file (p3) to check their
of books and to think about which version they thought preparedness for this exam part.
was better — the book or the film. Take brief feedback
from the class.
Warmer
Ask students if anyone that they know of has a
Extra practice long-held ambition that they have or have not
managed to achieve. This could be someone they
EXAM TRAINER pp40—43 know, a fictional character or a celebrity.
For further practice of the skills presented in Discuss the following questions as a class:
Part 7 and additional skills and strategies
• If the person did achieve their ambition, what factors
do you think might have been important?
• If they didn’t achieve their ambition, why might this
be?
and skills Exs 4—7 on pages 40—41 of the C1
Advanced Exam Trainer. Once completed, they
• How might the person feel about their ambition now?
can attempt the Exam task on pages 42—43.

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7 SEVEN
VOCABULARY: Easily confused words Answers

1 pursue 2 recount 3 historic
1 Put students into pairs. Ask them to focus on the
4 principle 5 comprised 6 further
photos and discuss the questions. Take class feedback.
Answers
Students’ own answers Flexible follow-up
Put students into pairs and ask them to discuss whether
2 7.4 Explain to students that they will listen to a they enjoy watching vlogs. Ask them to think about
short news programme about the man in the photo in Ex 1. what they would like to vlog about and why. Take
Play the recording for them to answer the question. Take feedback and see what the most popular ideas are.
class feedback and compare the answers to their ideas in
Ex 1.
EXAM BOOST EXAM FILE Section D p2
Answers
He had been broadcasting to his wife on Radio 77 since The exercise on page 2 in Section D of the Exam boost
1974 and was eventually tracked down and offered a real provides more practice of dealing with easily confused
slot on a radio station. words. This could be done in class or for homework.
Answers
3 Write the word illusion on the board and ask students
what type of word it is and what it means (a noun which 1 Empathy; sympathy 2 Discrete, discreet
means something that is not real). Then write allusion next 3 elicit, illicit 4 Alternately, alternatively
to it and ask the same question (the noun form of the verb
allude, which means refer indirectly).
EXAM TASK
Look at the first sentence together and ask students to
choose the correct word (illusion). Point out that this is also a 6 Please note that in the C1 Advanced exam, this task
collocation (to be under no illusion about something, which would contain a wider range of language. In this case, it
means you see the reality and are not misled in any way). focuses on language from the lesson.
Ask students to read through the rest of the sentences and Explain to students that they are going to do a Reading
choose the correct alternatives. If they are not sure, they can and Use of English Part 1 task. Before students do the task,
look the words up in a dictionary. Take class feedback and remind them to read the title and the whole text before they
highlight any collocations (e.g. 1 under no illusion; 4 to great look at the options. Point out that they should take care with
effect). Discuss the meaning of the incorrect words. words that look similar but have different meanings (e.g. in
question 5). Students complete the task individually. If doing
Answers the task under timed conditions, allow ten minutes. Remind
1 illusion 2 continuously 3 implied students to read the complete text at the end to review their
4 effect 5 assured 6 compliment answers, before comparing with a partner. After checking
the answers with the class, ask students if they agree with
the conclusions reached about broadcasting in the text.
Alternative
Answers
Put students into pairs and give each pair one sentence
to think about. They have to choose the right word in 1 D (‘notable change’ is a fixed phrase)
their sentence, and explain their answer to the rest of 2 A (‘on the decline’ is a fixed phrase)
the class. They should also explain what the other word 3 B (‘infer’ is the only option that can be followed by ‘from’
means, and why it is incorrect. to mean ‘conclude (something) from the evidence’)
4 A (‘adjusting’ is the only option that fits the context)
5 C (‘subscribe’ fits the context, meaning ‘arrange to use
4 Put students into pairs to discuss the questions. You something regularly by paying in advance’)
could point out that this is a typical type of question in 6 D (‘continually’ collocates with ‘update’ and means
Speaking Part 1. Ask a few pairs to feed back. ‘regularly; repeated frequently in the same way’)
7 A (‘air’ fits the context, meaning ‘broadcast a programme
Answers
on TV’)
Students’ own answers 8 C (‘ensure’ is the only option that fits the context)
5 Ask students to look at the words in the box, and make

sure that they understand the meaning of each one. Point Fast finishers
out the easily confused pairs of words, and check that they Ask fast finishers to check for any words they didn’t
understand the differences in meaning. Then put them into know, either in the text or the options, and to look up
pairs to complete the text on page 95. Check answers as a their meanings. They can explain them to the class
class. when all students have finished the exam task.
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7 SEVEN
Speaking or writing LISTENING — Part 3 Multiple

7 Put the class into small groups to discuss the questions. choice p75
Go round and monitor their discussions and draw on any
interesting ideas you hear during the group discussions to LESSON OVERVIEW
discuss with the whole class.
• Topic: Overpopulation
Answers
EXAM FILE p33
8 Put students into pairs to think about what their vlog identify and understand the feelings expressed by a
would be about, how long it would last, who might watch speaker.
it, how it could be amusing and engaging, etc. Allow ten
minutes for students to prepare their vlog, then ask them to Extra resources
share it with the class. The class can vote on the one they’d C1 Advanced Exam Trainer
most like to subscribe to.
• Listening — Part 3 Multiple choice p80 Exs 5—6, p81
Answers Digital resources
• Video: About C1 Advanced: Listening Part 3
Cooler
Put students into pairs to suggest two tips they think BEFORE YOU START
are helpful for dealing with Reading and Use of English
Part 1 (e.g. read the title and whole text first; think Read through the Exam reference on page 33 of the Exam
about the meaning of the missing word; check all the file before starting the lesson. This will give you information
options; always put an answer even if you’re not sure). about the specific exam part as well as which particular
Take feedback from each pair. strategies and skills are important.
DYSLEXIA FOCUS
Extra practice Allow dyslexic students extra time to read the questions
and options in the exam task (Ex 5). Other students can
EXAM TRAINER pp 9—10 mark any words they are not sure of to discuss later in
For further practice of the skills presented in the lesson during this time. Alternatively, ask dyslexic
this lesson for Reading and Use of English students to read the questions and options before the
Part 1 and additional skills and strategies lesson.
to improve performance in the exam, we Dyslexic students may also benefit from the structured
recommend students complete Strategies checklist in the Exam file (p33) to check their
and skills Exs 6—10 on pages 9—10 of the C1 preparedness for this exam part.
There is a full practice exam included on pages Warmer

106—129 of the C1 Advanced Exam Trainer. There are Ask students if they know what the approximate
also two full practice exams included in the Digital population of their village/town/city is, and what the
resources. For further practice, you can use Reading total population of their country is. Then, put students
and Use of English Part 1. into pairs and give them two minutes to guess which
five countries are predicted to have the highest
populations in 2050 (they don’t need to put the
countries in order). Take suggestions from each group.
Once complete, read out the answers. Were their
guesses correct? Do they find any of the answers
surprising?
Answers (listed by population size): India, China,
Nigeria, the USA, Indonesia
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7 SEVEN
1 Write the headings Underpopulation and

Overpopulation on the board. Then write Challenges and
Alternative
Reasons under each one as subheadings. Put students into Put the students into groups of three and allocate
pairs and ask them to discuss the questions. different words from the box to each group. They have
to come up with sentences showing the meanings of
Take feedback as a class and write ideas on the board under the words.
the appropriate heading.
Suggested answers
Flexible follow-up
Underpopulation
Challenges: shortage of workers, not enough of the In their pairs, students choose a new feeling that is not
population paying tax to support the economy, etc. in the box, and think of two or three explanations or
Reasons: low birth rate, emigration, aging population, etc. sentences illustrating it. They then join into groups of
four to guess each other’s words.
Overpopulation
Challenges: strain on resources and services. etc.
Reasons: baby boom, advances in medicine, etc.
2 7.5 Tell students they will hear two students talking The exercises on page 32 in Section B of the Exam boost
about overpopulation. Play the recording and ask students provide more practice of understanding the feelings
about the causes of overpopulation the boy mentions. expressed by speakers. These could be done in class or for
Check answers as a class. Then compare these ideas with homework.
the ones students suggested in Ex 1.
Answers
Answers
2 1 d 2 a 3 c 4 e 5 b
decreased mortality rates (adults and children), better food 3 1 grumpy 2 appalled 3 overwhelmed
production and access to food, better medicine and access 4 alarmed 5 insecure
to medicine, lack of education about overpopulation
3 7.6 Explain that students will now listen to the girl. EXAM TASK
Play the recording and ask what effects of overpopulation
she mentions. Check answers as a class, and compare her 5 7.7 Before doing the exam task, ask students to
ideas with those the students suggested in Ex 1. quickly read the rubric to identify what the speakers are
going to talk about (global population). Emphasise the
Answers importance of knowing the context of what they will be
depletion of resources; pollution; deforestation; damaged listening to. Focus their attention on the questions and the
air quality and increased CO2 emissions; global warming options. Ask them to identify three questions about feelings
and climate change; possible increase in conflict, disease (1, 4 and 5). Remind them that at least one question will be
and starvation; unemployment; poverty; increase in crime; an agreement question, so for this one they need to ensure
higher cost of living they listen to both speakers.
Allow students 30 seconds to read through all the questions
and options. Play the recording twice. The recording is
EXAM FOCUS repeated as in the real exam; allow students a little time
after the second listening to review their answers before
4 Explain to students that they are going to do a Listening
going through them as a class. Discuss any incorrect
Part 3 task. Go through the Exam focus and the examples of
answers, referring students to the audioscript on
feelings being expressed directly and indirectly. Check that
pages 155—156 if necessary.
students understand the differences between the two.
Review the example in Ex 4 with the class, and ask them to Answers
suggest what bothers means and how the person is feeling. 1 A (‘People do challenge me when I attempt to put my
Point out that this word could include more than one feeling arguments forward on this matter, but I’m prepared for
(e.g. worried, anxious, unhappy, etc.), and elicit which feeling the onslaught!’ B is not correct because he does not
in the box it matches with (troubled). Put students into pairs express frustration; C is not correct because he does not
and ask them to explain the feelings in the box to each mention getting into arguments about it; and D is not
other, without saying the word. Take feedback by asking a correct because he doesn’t suggest that he can’t get his
pair to give one of the explanations they came up with. The point across.)
rest of the class guesses which feeling it relates to. 2 C (‘People have made use of technologies and
engineering — from as far back as the earliest stone tools
Answers — to manage ecosystems and sustain populations.’ A is
Students’ own answers not correct because he doesn’t say their needs change;
B is not correct because he says it’s taken a long time
(‘thousands of generations’); and D is not correct
because he says humanity isn’t sustained naturally.)
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7 SEVEN
3 C (‘Well, I’ll concede that species do naturally die out.’ A 7 Students make notes on pros and cons indvidually and
is not correct because he does counter her argument; then write their paragraph. In pairs, they then summarise
B is not correct because they do agree on one point in their main points for their partner. Alternatively, ask students
the end; and D is not correct because they do not say to write a full article in 220—260 words for homework.
anything that suggests they’re annoyed.)
4 B (‘People living in overcrowded places are becoming Answers
more and more vulnerable and that’s a terrible state of Students’ own answers
affairs. They lack fresh water, safe housing, they live in
polluted environments … That’s an unacceptable fact for
too many people.’ A is not correct because although she
Cooler
mentions megacities, she doesn’t refer to them rapidly
Put students into small groups. Ask them to come up
developing; C is not correct because she suggests
with one reason to be pessimistic about the future and
action; and D is not correct because she does not talk
one reason to be optimistic. Share suggestions with the
about her personal impact.)
class, and carry out a class vote on the best optimistic
5 A (‘Some commentators say there won’t be enough
reason.
food in future — or that there isn’t enough food now.
Population doesn’t outrun the food supply as some
would have you believe.’ B is not correct because he says
we are able to sustain ourselves; C is not correct because Extra practice
he only says that technology needs to improve, not that
it’s slow; and D is not correct because he says there is EXAM TRAINER pp80—81
enough space and that we just need to use it better.) For further practice of the skills presented in
6 D (‘I think that our food choices do have an impact this lesson for Listening Part 3 and additional
on nature’ … ‘We overfish, too. Not enough of what skills and strategies to improve performance
we do protects water, soil or animals, making current in the exam, we recommend students
practices unsustainable for the large part.’ A is not complete Strategies and skills Exs 5—7 on
correct because Hugo is not convinced about this; B is pages 80—81 of the C1 Advanced Exam
not correct because neither of them actually says this, Trainer. Once completed, they can attempt
though Bethany says there are already other crops we the Exam task on page 81.
could eat but don’t; C is not correct because only Hugo
mentions different food sources (insects) and he is not There is a full practice exam included on pages
convinced that this would work for everybody (along with 106—129 of the C1 Advanced Exam Trainer. There are
veganism).) also two full practice exams included in the Digital
Part 3.
Flexible follow-up
Put students in pairs and ask them to suggest their top
three tips for approaching the Listening Part 3 task.
Suggestions:
1 Read the general instructions and the information
about the speakers.
2 Read the questions and all the options quickly
before you listen.
3 Listen the first time and mark answers you are
sure of.
4 Listen the second time to confirm your answers,
and to fill in any you missed.
5 Always choose an option because there is no
negative marking.
Speaking or writing
6 Put students into small groups to discuss the question.
Monitor the discussions and take class feedback at the end.
Ask students which solutions they thought were most
interesting and most achievable.
Answers
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7 SEVEN
READING AND USE OF ENGLISH — GRAMMAR: Future tenses

Part 2 Open cloze p76 1 Give an example of something you do to lead a
sustainable lifestyle (for example, carrying a reusable bag
LESSON OVERVIEW with you). Put students into pairs to discuss the first question.
• Topic: Sustainability Take feedback as a class, then ask students to estimate how
many years ‘seven generations’ means (roughly 140—210
EXAM FILE p5 years). Discuss the second question as a class.
Learning objective: Students will be better able to Answers

understand and use different future forms. Students’ own answers
Extra resources
C1 Advanced Exam Trainer Flexible follow-up
• Reading and Use of English — Part 2 Open cloze Dictate the following questions to students, or write
pp13—15 them on the board. Put students into small groups to
answer the questions. They then report back to the
Digital resources class on the most common answers in their group and
• Presentation tool p76 discuss how sustainable they think their lifestyles are.
• Grammar presentation 7: Future tenses 1 Do you repair clothes or buy new ones? Why?
• Video: About C1 Advanced: Reading and Use of 2 How do you travel to your place of work or study:
English Part 2 on foot/by bike/by public transport/by car? Why?
3 If you have food that is about to go off, what do you
do with it: bin it, compost it or eat it as soon as you
The Grammar reference and exercises on pages 110—111 can?
of the Grammar file provide more practice of future tenses. 4 Do you leave your appliances on standby when
This could be done in class or for homework. you’re out? Why? / Why not?
5 How often do you buy carrier bags at the
BEFORE YOU START supermarket?
6 Do you air dry your clothes or use a tumble dryer?
Read through the Exam reference on page 5 of the Exam Why?
strategies and skills are important. 2 7.8 Tell students they’re going to listen to a
description of a company called Seventh Generation. Play
the recording for students to listen and answer the question.
DYSLEXIA FOCUS
Take feedback as a class and briefly discuss what they think
Dyslexic students may benefit from the more explicit of the company’s plans.
PowerPoint presentation that can be found in the Answers
Digital resources.
They aim to become a zero-waste company, reduce
Dyslexic students may also benefit from the structured products and packaging that end up in landfill, use one
checklist in the Exam file (p5) to check their hundred percent bio-based ingredients, reduce the amount
preparedness for this exam part. of palm oil they use, produce more sustainable packaging,
reduce their greenhouse gas emissions and make sure the
water cycle is not contaminated.
Warmer
Put students into small groups, and write the following 3 7.9 Point out that the sentences provide a summary
questions on the board: of the recording they have just heard in Ex 2. Put students
into pairs to do the exercise. Play the recording for students
• What kind of things can people recycle where you
to compare their answers, then check answers as a class.
live?
Discuss any that students weren’t sure of.
• Is recycling popular?
• How can people be encouraged to recycle more? Answers
Allow three or four minutes for discussion, then take
1 doing
class feedback.
2 will include
3 will be
4 been working, have replaced
5 going to ensure
6 not leaving (also possible: not going to leave)
7 be following (also possible: have followed)
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7 SEVEN
Speaking or writing
Fast finishers
Ask fast finishers to choose the most sustainable and
6 Tell students that you are planning to buy fewer new
clothes in order to lead a more sustainable lifestyle. Put
the most achievable ideas. If there is time at the end of
the activity, ask them to outline their ideas for the rest students into pairs to discuss the question. Take quick class
of the class. feedback from each pair and take a class vote on the best
ideas.
4 This activity focuses on the form of future verbs. Put Answers

students into pairs to complete the texts. If they disagree on Students’ own answers
an answer, encourage them to explain their reasons to each
other. Take class feedback. 7 Although students should only write a short paragraph,
allow them time to brainstorm ideas before they start to
Answers
write. After finishing their paragraph they should exchange
1 ’m going to 2 ’ll 3 ’ll be it with their partner to check. Alternatively, set it as an essay
4 ’ll have been 5 won’t for homework and ask students to write 220—260 words.
Answers
Flexible follow-up Students’ own answers
Put students into small groups to suggest any other
ways these two people could lead even more
sustainable lives. Ask them to vote on which person Cooler
they think will lead the most sustainable life in future,
Put students into pairs and ask them to consider the
and why.
most interesting or useful idea about sustainability they
learned from the lesson. Take feedback.
The exercise on page 4 in Section D of the Exam boost Extra practice

provides more practice of future tenses. Do this in class or
set it for homework. EXAM TRAINER pp13—15
Answers this lesson for Reading and Use of English
1 going 2 will 3 will/’ll have 4 will be Part 2 and additional skills and strategies
5 am/’m 6 will/’ll be 7 will/’ll have to improve performance in the exam, we
EXAM TASK Advanced Exam Trainer. Once completed,
5 Note that in the actual exam task, there would not be
so many gaps testing future tenses. In this case, this task There is a full practice exam included on pages
focuses on the grammar from the lesson. 106—129 of the C1 Advanced Exam Trainer. There are
Explain to students that they are going to do a Reading and also two full practice exams included in the Digital
Use of English Part 2 task. Remind them to quickly read the
title and the whole text before filling in any of the gaps.
Refer students to the tips in the Exam reference on page 5
of the Exam file if necessary. Students complete the task. If
they do this exam task under timed conditions, allow them
ten minutes. Ask students to exchange their answers with a
partner, checking for grammatical accuracy, spelling and so
on. Check answers as a class.
Answers
1 have/need 2 (al)though, while 3 in
4 be 5 going 6 is
7 must 8 more
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7 SEVEN
SPEAKING — Part 4 Discussion p77 2 Put students into pairs to read the blog and answer
the first question. Allow about five minutes (weaker classes
LESSON OVERVIEW might need a little longer) before asking them to read out
their summary sentences. Decide which pair’s sentence is
• Topic: ‘7 Up’
the best as a class, then discuss questions 2 and 3 with the
EXAM FILE p43 whole class, writing any useful ideas or vocabulary on the
board.
interrupt a discussion politely, add their own opinion to Answers
what another person has said, and ask for clarification. Possible answers:
1 ‘7 Up’ was a TV programme which followed a group
Extra resources of seven-year-olds from different backgrounds to
investigate how their future lives would be affected.
It has followed the children until the age of 56 so far, and
• Speaking — Part 4 Discussion p104 Exs 7—8, p105 overall it has found that having a privileged or unprivileged
Digital resources background has a significant influence on success.
2—3 Students’ own answers
• Video: About C1 Advanced: Speaking Part 4 3 Tell students that this activity is quite similar to
• Video: C1 Advanced Speaking Test 2, Part 4 Speaking Part 3, although it would be laid out differently
in the real exam. To illustrate this, write the question on
the board in the centre of a spider diagram and write the
BEFORE YOU START prompts around it. Point out that in a Speaking Part 3 task
Read through the Exam reference on page 43 of the Exam there would only be five prompts.
file before starting the lesson. This will give you information Put students into pairs, and allow five minutes for their
about the specific exam part as well as which strategies and discussion. Monitor and make notes on any language points
skills are important. you would like to pick up on. Take class feedback to find
out which ideas they discussed and which they think is most
important in a child’s development.
DYSLEXIA FOCUS
Dyslexic students may benefit from the structured Answers
checklist in the Exam file (p43) to check their Students’ own answers
Alternative
Warmer Put students into pairs and allocate three prompts
Put students into small groups. Ask them to discuss to each pair to discuss. After five minutes, stop the
things from their childhood that have influenced them discussion and take class feedback on how easy the
in their lives, for example hobbies they have taken up, prompts were to talk about and what ideas they had
skills they have developed, etc. Give an example to about them. Then ask each pair to think about whether
start their discussion, e.g.: they would have chosen to discuss the prompts they
When I was young I went to a football match with a were allocated, or whether they would have preferred
relative and I have supported that team ever since. to talk about different ones. Remind them that in
Take class feedback. the Speaking Part 3 task they should talk about the
prompts they have most ideas about first.
1 Read the quote aloud and ask students to suggest what

it means (if you begin training a child at a young age, you
4 7.10 Play the recording and ask for class feedback
on the first question. Put students into pairs to discuss
can influence the kind of adult they become).
whether the discussion was smooth or not, giving reasons.
Answers Take class feedback.
Answers
1 Do you think a child’s family and friends have less
influence on them as the child grows older? Why?
2 No, it isn’t. Jeanne interrupts quite impolitely before
Marius has finished. She also expresses herself very
directly and asks for explanations rudely.
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7 SEVEN
EXAM FOCUS Alternative

After discussing the first question with the class, put
students into groups of three. Two students should
a Speaking Part 4 task. With books closed, write the three
close their books. The third student asks a question and
headings from the Exam focus on the board and ask for
listens while one of the other two students answers it.
language suggestions for each one. Then go through the
The third student then gives feedback on the ideas and
information in the Exam focus with the class.
language used. Students then swap round and discuss
Play the recording. Give students time to discuss the a different question, and so on.
questions, then take class feedback. Monitor their discussions, and make notes on any
language points you would like to highlight with the
Answers
whole class.
Yes. The candidates are polite. Hans does not interrupt but
waits until Marta has finished and comments on her points.
Marta asks for an example politely. They do not talk over
each other. Cooler
Put students into small groups to discuss what age they
think is the most fun to be. Encourage them to give
EXAM BOOST EXAM FILE Section B p42 reasons for their opinions. After two or three minutes,
take class feedback and see if students have the same
The exercise on page 42 in Section B of the Exam boost opinion.
provides more practice of developing the discussion. This
Answers Extra practice

1 This is something
2 Could you give an example EXAM TRAINER pp104—105
3 If I could expand on that a little For further practice of the skills presented in
4 So, when you say this lesson for Speaking Part 4 and additional
5 I guess I’m talking about strategies and skills to improve performance
6 Before you go on in the exam, we recommend students
EXAM TASK Trainer. Once completed, they can attempt
the Exam task on page 105.
the Speaking success criteria on p166. There is a full practice exam included on pages
6 Remind students that the questions in Part 4 expand on
the topic they have already discussed in Part 3. In the exam
they may only be asked two or three questions, and they
Part 4.
can answer individually or discuss them together with their
partner. Here they will work on all the questions for practice.
Put students into pairs to think about and discuss the
questions, answering the first four questions individually
and the final two together. As this is an exam task, don’t
interrupt their discussion but listen and make notes on any
common errors or difficulties they may have had. When they
have finished, take class feedback on any questions they
had difficulty answering, and give class feedback from your
own notes.
Answers
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7 SEVEN
WRITING — Part 2 Review pp78—79 1a Ask the whole class to suggest numbers (e.g. 007
James Bond, The 39 Steps, Three Days of the Condor,
LESSON OVERVIEW The Third Man, MI5, MI6, etc.).
• Topic: Espionage
Answers
EXAM FILE p27 Students’ own answers
• Writing file: p135 1b Divide the class into two groups. Ask one group to
• Vocabulary file: pp126—127 discuss the qualities of a good spy and the other group
Learning objective: Students will be better able to to discuss the differences between the life of a real spy
understand how to engage a reader and keep their and a fictional one. Put two columns on the board with the
attention. headings Qualities and Differences. Ask one student from
each group to write the ideas they discussed in the relevant
column.
Extra resources
C1 Advanced Exam Trainer Answers
• Writing — Part 2 Review pp64—66 Students’ own answers
Digital resources
2 Put students into pairs to complete the titles.
• Presentation tool pp78—79 Alternatively, you could also do this as a quick quiz to see
• Video: About C1 Advanced: Writing Part 2 who finishes first. Check answers as a class and find out
which, if any, of the films are popular with the class.
exam help for Writing Part 2 Review. Answers
The Wordlist on page 126 of the Vocabulary file is compiled 1 Solace 2 Bridge 3 Impossible 4 Soldier
from vocabulary from all the lessons covered in this 5 Bourne 6 Golden
exercises on pages 126—127 provide more practice of the 3 7.12 Allow students 30 seconds to read the
vocabulary from this unit. These could be done in class or for questions, then play the recording and ask them to make
homework. notes on the answers. Put them into pairs to compare
their notes. Play the recording again if necessary, then
BEFORE YOU START check answers as a class. Ask students if they ever listen to
podcasts themselves.
file before starting the lesson. This will give you information Answers
about the specific exam part as well as which particular 1 We know the terminology and what goes on in the world
strategies and skills are important. of spies.
2 They once worked in the secret services themselves.
3 To advertise the speaker’s book.
DYSLEXIA FOCUS
Allow dyslexic students to read the review (Ex 4) before
the lesson so they can focus on the questions in class.
Alternatively, allow them extra time to read the review
Alternative
in the lesson while the other students complete the fast Divide the class into three groups, and allocate one
finishers task. question to each group. Play the recording, then each
group gives feedback to the other two groups on
what was said that relates to their question. Play the
recording a second time so that students can listen for
the answers to all the questions.
Warmer
Flexible follow-up
Put students into pairs. Ask them to brainstorm
Put students into small groups. Write the following
different genres of films, and discuss which genre they
questions about podcasts on the board and give
personally prefer (e.g. action, adventure, comedy,
students a few minutes to discuss them:
crime/gangster, drama, epics/historical, horror,
musicals, sci-fi, etc.). Write the genres on the board and 1 What do you think of podcasts?
establish the most popular genre in the class. 2 What kinds of podcasts do you listen to and why?
3 How is listening to podcasts different from listening
to the radio?
Take brief feedback.
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7 SEVEN
4 Ask students whether they ever read reviews. If they EXAM BOOST EXAM FILE Section B p26
do, find out if they are reviews of films, video games, things
to buy, holidays or books. Find out how useful they find The exercise on page 26 in Section B of the Exam boost
reviews for these things. Then ask them to read the book provides more practice of engaging the reader. This could
review and use the questions to discuss how effective it is. be done in class or for homework.
Take class feedback and encourage students to justify their
answers. Answers
1 B (immediately draws the reader in)
Answers 2 A (directs a question to the reader)
1 Paragraph 1: introduces the main characteristics of the 3 B (more informal, less complex, easier to follow, slight
book humour)
Paragraph 2: briefly covers the main character and plot 4 A (leaves something for the reader to consider)
points
Paragraph 3: discusses why the writer enjoyed the book 6 Put students into pairs. Ask them to think of a book, and
Paragraph 4: a recommendation then discuss the ideas in the box in relation to that book.
2 It focuses on the spy instead of moving at a ‘breakneck
pace from one chase to another’. Answers
3 The writer says ‘The book … has been described as one Students’ own answers
of the best English novels of the 20th century, and I can
absolutely see why …’
7 Keep students in the same pairs and ask them to
4 Possible answer: Yes, because the writer lists many
complete the sentences referring to the book they chose in
positive aspects of the book, and says it is ‘worth the time
Ex 6. Take feedback from each pair.
and effort’.
Answers
Fast finishers
Ask fast finishers to identify and look up any unknown 8 Ask students what they can remember about the
words. important things to include in a review. Refer them back to
Unit 2 page 22 if they need help.
EXAM FOCUS Answers

Part 2 Review task. Go through the techniques in the Exam
focus with the class. Ask them to identify instances of EXAM TASK
these in the review they have just read in Ex 4. Take class
feedback. For guidance on marking Writing Part 2 Review, please refer
Suggested answers
9 Ask students to read the task to find out how many
Ensure the first sentence has impact: ‘If you’re looking for things they should include in their review (a brief description
a …’ of the book, an explanation of why it was compulsive
Delay mentioning the subject of the review immediately:
reading, and a comparison with at least one popular book
‘spy fiction that doesn’t simply move at breakneck speed
of the same genre). Put students into pairs to discuss some
from one chase to another, but focuses on the spy himself
ideas they could write about in their review. After two or
… then ‘A Perfect Spy’ by John Le Carré has got to …’
three minutes, ask them to write their review. If students do
Use direct or rhetorical questions: ‘… where were his true
this exam task under timed conditions, allow 45 minutes.
loyalties?’; ‘Is this what made him the Perfect Spy?’
Don’t give long, complex explanations or lengthy
Example answer
descriptions: ‘We are taken through the life of Sir Magnus
Pym, a British agent.’ See the review in Ex 4 on page 78.
Use semi-formal language, which is livelier: ‘I can absolutely
see why’ 10 Put students into pairs and allow them to read each
Use humour where possible: not used other’s reviews. After students have shared their reviews,
Leave the reader with something to think about: ‘Not only discuss which one was most engaging and held their
does it …, it also encourages us to question who WE truly attention best, and which book they would most like to read.
are and why.’
Answers
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7 SEVEN
11 Tell students that you are always influenced by a proper PRACTICE TASKS p80
review written by a critic. Put them into pairs and ask them
to discuss which of the options in the question would Answers
influence them to buy or read a book. Encourage them to 1 1 viewpoint 2 robotic 3 infiltration
justify their answers and take class feedback. 4 sophistication 5 detectable 6 underlying
7 infinitely 8 shortcomings
Answers 2 1 to feel the effect(s)
Students’ own answers 2 time you arrive we shall/will have
3 sooner had Alice finished dinner than
4 confirmed that he/she would be performing
Cooler 5 knowing how (well) he did / knowing whether he did
Put students into pairs, and ask them to think about well
why fictional novels about espionage are so popular 6 despite/in spite of its increase in / increasing its
and often make good films. Take class feedback.
Extra practice

in this lesson for Writing Part 2 Review and
students complete Strategies and skills
Exs 5—12 on pages 64—66 of the C1

Part 2 Review.
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8 EIGHT
OPENER p81
DYSLEXIA FOCUS
8 EIGHT You could ask other students to do the fast finishers

Warmer
Books closed. Write the word EIGHT on the board.
UNIT OVERVIEW Put students into pairs and tell them to imagine that
every week had an eighth day. Ask them to discuss
Opener whether they would like this and what they would do
• Language focus: Collocations with the extra day and why. Take feedback and get the
class to vote on the most interesting ideas.
• Topic: Umbrellas
Give students time to discuss in pairs what topics
Reading and Use of English — Reading related to the word EIGHT might come up in the unit.
• Part 8 Multiple matching Discuss their ideas as a class, and ask them to keep a
record of their predictions to check at the end of the
• Topic: Phobias
unit.
• Part 3 Word formation VOCABULARY: Collocations
• Language focus: Compounding
• Topic: Infinity 1 Ask students if they can think of any films or TV shows
featuring umbrellas (possible answers: Mary Poppins, The
Listening Umbrella Academy). Put students into pairs to discuss the
• Part 4 Multiple matching questions and take feedback. Find out what films, songs or
• Topic: Sleep paintings were identified and how umbrellas were used in
them. Elicit whether any of them is a class favourite.
• Part 4 Key word transformations Answers
• Language focus: Clause patterns Students’ own answers
• Topic: Clouds
2 8.1 Ask students to read the questions, then
Speaking play the recording. Put them into pairs to discuss what
• Part 2 Individual long turn they heard with a partner and answer the questions. Take
• Topic: Music feedback from the class and find out if they found any of the
information surprising.
Writing
• Part 2 Formal email or letter Answers
• Topic: Coming of age 1 They are small yet big; they have versatile designs; they
are still similar to the original design.
2 Umbrellas developed from parasols, which were used
Extra resources
around 4,000 years ago as protection from the sun.
(See Lesson overviews for details) These were later made waterproof and adopted first by
• C1 Advanced Exam Trainer women, and eventually by men.
• Pearson Practice English App: Unit 8 activities 3 similar design today to original; many interesting types;
handles could carry other small objects; over 100,000
Digital resources brollies found on London Underground annually; most
• Presentation tool Unit 8 produced in China — in one city in China there are more
• Unit 8 Language test than 1,000 umbrella factories.
• Unit 8 Language test for dyslexic students
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8 EIGHT
3 8.2 Remind students that collocations are words

that go together naturally such as make a difference (a verb
Flexible follow-up
and a noun). Explain that there are other collocations which Ask students to think of another common item used
link adverbs and adjectives, e.g. absolutely correct, evenly in modern life and to make suggestions on how to
balanced, greatly discounted. Ask students to suggest some improve it.
more and write these on the board.
Then, ask students to read through the collocations in Ex 3 6 This is a quick way to finish the lesson. Students may
and check that they understand them. If appropriate, ask already have thought about this, so use it as a brief recap of
students to explain the meaning or give a synonym, e.g. the ideas in the lesson with the class.
universally known means very well-known or famous. Play
the recording for them to do the task. Check answers as a Answers
class. Students’ own answers
Answers
1 the term ‘brolliologist’ Cooler
2 umbrella design Put students into small groups to tell each other about
3 modern and original umbrellas a time when they didn’t have the right clothes or
4 when the first parasols were used equipment for the weather. Take brief feedback from
5 people who used umbrellas — women each group and find out the most amusing story.
6 using a brolly rather than getting drenched
7 buying umbrellas at auctions
8 to find some old umbrellas
4 Put students into pairs to complete the questions.

They then take it in turns to ask each other the questions
and answer them. Take class feedback.
Answers
1 universally known 2 notoriously difficult
3 fiercely competitive 4 infinitely preferable
5 widely believed 6 endlessly versatile
Fast finishers
Ask fast finishers to write new questions using the two
collocations from Ex 3 that were not used in Ex 4. They
could ask the rest of the class these questions when
the activity has been finished.
Flexible follow-up
Ask students to close their books. Call out the second
part of a collocation from Ex 3 and see if students can
remember the first part. You could also do this as a
competitive game between teams.
5 Put students into pairs or discuss the questions with the

whole class. Question 3 could be done as a quick activity
where students draw the improved umbrella or make
suggestions, then the class could vote on the best idea.
Answers
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8 EIGHT
READING AND USE OF ENGLISH — 1 Put students into pairs to discuss the questions, which
Part 8 Multiple matching pp82—83 introduce the topic of the reading text, and then take
feedback as a class. Identify any unusual phobias students
know about and write some ideas on the board. Write any
LESSON OVERVIEW
causes students suggest for question 3 on the board too, as
• Topic: Phobias this will help them with the listening exercise to follow.

understand how to identify necessary information in a
text, and avoid distraction. 2 8.3 Tell students they will hear a vlog about why
people have phobias. Play the recording and ask students
to make brief notes on the causes they hear and answer the
Extra resources
question. If necessary, play the recording twice. Then ask
C1 Advanced Exam Trainer them to compare their notes with the ideas on the board
• Reading and Use of English — Part 8 Multiple from Ex 1.
matching pp47—51
Answer
Digital resources
People get panicked by the two loops and a fear of being
• Presentation tool pp82—83 trapped.
English Part 8 3 Give students 30 seconds to scan the two website posts
and identify the phobias mentioned. Check their answers,
and take feedback on which phobia students find the
BEFORE YOU START
strangest.
Answers
about the specific exam part as well as which particular A: a fear of cotton wool
strategies and skills are important. B: a fear of buttons
DYSLEXIA FOCUS EXAM FOCUS

Dyslexic students may struggle with the texts in Ex 3
and Ex 5 on pp82—83. You can allow students to 4 Explain to students that they are going to do a Reading
listen to the audio recording of the text in Ex 5 to help and Use of English Part 8 task. Remind students that this
support them in this task. Alternatively, if appropriate, is a scanning activity and they have to identify specific
ask students to read the texts in advance of the lesson, information quickly. Go through the advice in the Exam
but not to do any related activities. Allow enough time focus and emphasise the need to be aware of distraction,
for all students to read and use the fast finisher and i.e. information that may seem to answer the question
flexible follow-up activities for those who finish early. correctly but does not.
Dyslexic students may also benefit from the structured Students then complete the task on their own and can
checklist in the Exam file (p17) to check their highlight the relevant parts of the text as they do it. Allow
preparedness for this exam part. three or four minutes for this. Put them into pairs to compare
their ideas, before checking as a class.
Warmer Answers
Write the words stage fright on the board. Elicit what 1 A (‘… people out there … might go slightly pink if it’s
it means and what students think could cause it (an mentioned, but me — I go brick red …’ While B makes
actor being too frightened to go on stage, or panicking a comparison with his mother ‘I’m like my mother in
while on stage and freezing; this could be caused by this’ and another comparison with the past ‘Unlike
shyness/overthinking/a bad experience on stage, etc.). before …’, neither of these comparisons are to do with
Put students into pairs to discuss what they think stage embarrassment.)
fright might feel like, and whether they have ever 2 B (‘After some hesitation about getting some help … I’d
experienced it or know anybody who has. Take brief honestly recommend it.’ A mentions that she has had
feedback. ‘suggestions to get therapy’, but she hasn’t done so yet.)
3 B (He says ‘… I guess these things can run in families’,
although he is unsure about whether this is the cause in
his case. A says that while most people can ‘trace their
phobias back to an event or something’, this is not the
case for her.)
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4 B (‘… the idea of seeing the occupant as I dispose

Fast finishers of the rubbish inspires an uncontrollable shiver.
Ask students to underline any useful collocations they Arachnophobia, which is one of the 10 most common
can identify in the posts (e.g. useful commodity, good phobias listed on anxiety websites, is among those
company, honestly recommend). suspected of having an evolutionary origin.’)
5 C (‘… physiological changes, such as sweating and an
increased heart rate.’)
EXAM BOOST EXAM FILE Section B p16 6 D (‘I gain a lot of satisfaction from the thought that there
is a very modern answer to a possibly very old problem!’)
The exercise on page 16 in Section B of the Exam boost 7 A (‘Do we take on our parents’ fears …’)
provides more practice of avoiding distraction. This could 8 C (‘Our environments, meanwhile, have changed far
be done in class or for homework. faster than the pace of evolution can keep up with …’)
9 B (‘… the more we learn about our supposedly irrational
Answers fears, the more rational they seem to become.’)
1 B 10 D (‘… would be never to leave their house.’)
Keywords: has a tendency to be overconfident?
Distractors: It’s important to present a good image during
the interview and I hope I manage to give the impression Flexible follow-up
that I’m self-assured and that I know what I’m talking Go through the questions again with the class and
about, although usually I’m shaking inside. explain that identifying function words will help students
2 A to identify the required information. Ask students to
Keywords: is unsure of the importance of appearance in an highlight these (1 refer to; 2 mention; 3 describe;
interview? 4 use a personal example; 5 detail; 6 express an
Distractors: The self-help books on how to get through an admiration; 7 wonder whether; 8 suggest; 9 explain;
interview talk about keeping calm, doing your research, 10 exemplify).
getting there on time but I don’t remember them making
Ask students to highlight any other information in the
much mention of what to wear. I guess it depends what
questions that gives the specific information they need
the job is, but as far as I’m concerned, looking as good as
to look for (1 general coping strategy; 2 different types
you can helps make that first impression, and smart clothes
of phobias … possible impacts? 3 results of giving in
and clean shoes are a must.
… minimised? 4 personal example … preface a theory;
5 common physical symptoms; 6 admiration … particular
EXAM TASK solution; 7 subconsciously be copied;
8 mental development … not kept up … changes;
8.0 This reading text has been recorded. To help 9 not as inexplicable; 10 an extreme effect).
Speaking or writing
5 Ask students what they can remember about how to
do the Reading and Use of English Part 8 task and elicit 6 This gives students the chance to think about the
some tips for approaching it (e.g., read the questions before content of the texts in more detail. Put students into pairs
looking at the texts, look at the function words to identify and allow five minutes for discussion. Tell students they can
the kind of information required, don’t try to understand look back at the texts if they like, to help with ideas. Take
every word, underline key words, go through each question class feedback.
with each text one by one). Write their suggestions on the
board. Refer students to the tips on page 17 of the Exam file Answers
if necessary. Students’ own answers
Tell students they are going to do the Exam task under
timed conditions. Allow ten minutes, and then stop them. 7 Put students into pairs to discuss the different phobias.
Go through the answers with the class and ask students to First, ask them to rank the phobias in terms of how unusual
read out the relevant part of the text which helped them they think each one is. Take class feedback, then ask
decide. students to discuss each one in their pairs, answering the
three questions. Tell each pair to choose the one they find
Answers most interesting and write their short post together in class.
1 D (‘A simple avoidance method used by many works If time allows, they can share their posts with the class.
when there is an alternative …’)
2 A (‘Phobias can be crippling in the effect they have on Answers
people, whether it’s a fear of something others view as Students’ own answers
innocent like ants or clouds, or perceived dangers that
can be potentially serious such as heights or, as above —
anaesthetics.’)
3 C (‘A doctor friend even used to use a feather to help
detect breathing, to keep her nocturnal investigations
brief.’)
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Cooler
Tell students that one of your friends is afraid of
heights. Put students into pairs and ask them to come
up with suggestions of how your friend could manage LESSON OVERVIEW
and overcome their phobia. Take feedback and vote on • Topic: Infinity
the best idea.
EXAM FILE p7

Extra practice understand how to form and use compound words.
EXAM TRAINER pp47—51 Extra resources

Part 8 and additional skills and strategies • Reading and Use of English — Part 3 Word
to improve performance in the exam, we formation p19 Exs 13—15, Exam task
Digital resources
Advanced Exam Trainer. Once completed, they • Presentation tool p84
can attempt the Exam task on pages 50—51. • Video: About C1 Advanced: Reading and Use of
English Part 3
also two full practice exams included in the Digital BEFORE YOU START
and Use of English Part 8. Read through the Exam reference on page 7 of the Exam
DYSLEXIA FOCUS
Dyslexic students may struggle with the concept of
compound words. Allow them extra time to complete
Ex 4, while the other students complete the fast
finishers task.
Warmer
Write Space: the final frontier on the board and ask the
class if they know where this expression comes from
(it features in the title sequence of the Star Trek series).
Put students into pairs to briefly discuss what the
expression means (it refers to exploration and the last
place that remains to be explored). Find out if students
enjoy TV shows, films or books about science and
science fiction.
VOCABULARY: Compounding
1 Put students into pairs to discuss their ideas, then ask

each pair for their explanations. The class could choose the
best explanation. Ask the class how they think the shape of
the symbol links to the idea it represents.
Answers
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2 8.4 Ask students what they think of when they hear

the word infinity. Play the recording, and check answers as
Flexible follow-up
a class. Compare the ideas in the recording with students’ Put students into pairs and ask them to discuss how they
ideas about infinity before they listened. feel when they think about the concept of infinity. Does
it excite them, or scare them, or something else? Ask
Answers them to write a short paragraph summarising their ideas.
mathematics, physics and cosmology, art, chess, computer
coding, jewellery
3 Tell students they are going to focus on the use of
compound words. Put a couple of examples on the board The exercise on page 6 in Section D of the Exam boost
and check that students understand what they mean provides more practice of compounding. This could be
(e.g. makeup – substances that are put on your face to done in class or for homework.
improve or change your appearance; turnout – the number
of people who go to an event; brainstorm – an activity in Answers
which people suggest a lot of ideas or solutions). 1 counterpart 2 guideline 3 spokesperson
4 workshop 5 breakdown
Put students into pairs to complete Ex 3. Take class
feedback, and ask students if they can think of any other
compound words. Write their suggestions on the board. EXAM TASK
Answers 6 Please note that in the C1 Advanced exam, this task

1 overview would contain a wider range of language. In this case,
2 viewpoint it focuses on the language from the lesson. Explain to
a viewpoint students that they are going to do a Reading and Use of
b overview English part 3 task. Draw students’ attention to the title and
ask them if they know anything about positive thinking.
Elicit some ideas from the class.
4 Remind students that when they do a Reading and Use
of English Part 3 task, they are given a base word which may Ask students to read through the text quickly, ignoring the
be part of a compound word. Put students into pairs to do gaps, so that they understand the main ideas. They then do
the matching exercise. Check answers as a class. the task individually. If students complete it under timed
conditions, allow them ten minutes. Once they’ve finished,
Answers put them into pairs to compare their answers. Check
a downside b shortcoming c meantime answers with the class, and discuss any they got wrong or
d overcome e upbeat f breakdown found difficult.
g outlook h drawback
Answers
1 Doubtless/Undoubtedly 2 upbeat
Fast finishers 3 downside 4 drawback/setback
5 bypass 6 ownership
Ask students to think of any other compound words
7 meantime 8 forego
they can make from the words in the first column in
Ex 4 and elicit what they mean and their word form.
Give an example, e.g.:
out-take – a scene from a film that is not used (noun)
Flexible follow-up
Ask students to suggest two tips for dealing with
short-change – to cheat someone, originally by not
Reading and Use of English Part 3 (e.g. read the title
giving them enough change after they buy something
and the whole text first; think about the meaning of the
(verb)
text; decide on the form of the word, check spelling).
upside – an advantage or benefit (noun)
break-up – the end of a relationship (noun)
Speaking or writing
7 Put students into pairs to discuss the question. Circulate
5 Write Why can’t we imagine infinity? on the board
and monitor without interrupting. Make a note of any errors
(the title of the text on page 95). Ask the class to suggest
or interesting ideas to address afterwards. You could point
answers to the question. Students read the text quickly to
out that this is a typical Speaking Part 4 question and discuss
see if their ideas were similar, then complete the text in
it with the whole class after the pair discussion.
pairs. Check answers as a class.
Answers
Answers
1 troublesome 2 never-ending 3 overcome
4 lifetimes 5 shortcomings 6 outlook
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8 Conduct a short whole-class discussion about how LISTENING — Part 4 Multiple

students feel about people they perceive as optimistic,
matching p85
pessimistic or realistic. Elicit reasons for their feelings.
Then, put students into small groups to discuss the LESSON OVERVIEW
questions. Tell them to make notes on their ideas as they will
be doing a follow-up writing activity on the topic. Take brief • Topic: Sleep
class feedback, then put students into pairs and ask them to
EXAM FILE p35
plan and write a short essay of around 150 words. Allow 15
minutes, then ask them to share their ideas with the class. Learning objective: Students will be better able to
Alternatively, ask students to write a full essay for homework identify and understand the gist of what a speaker says.
in 220—260 words. Point out that this is good practice for the
Writing paper.
Extra resources
Answers C1 Advanced Exam Trainer
Students’ own answers • Listening — Part 4 Multiple matching pp85—87
Digital resources
Cooler • Presentation tool p85
Put students into pairs to discuss any other advice they • Video: About C1 Advanced: Listening Part 4
could give to people who are trying to think positively.
Take class feedback and vote on the best idea.
BEFORE YOU START
Extra practice file before starting the lesson. This will give you information
EXAM TRAINER p19
this lesson for Reading and Use of English DYSLEXIA FOCUS
Part 3 and additional skills and strategies Dyslexic students may struggle with processing the
to improve performance in the exam, we amount of information required to complete the exam
recommend students complete Strategies task (Ex 4). Suggest that they read the options before
and skills Exs 13—15 on page 19 of the C1 the lesson to reduce the reading load during the
Advanced Exam Trainer. Once completed, listening task.
they can attempt the Exam task on page 19. Dyslexic students may also benefit from the structured
There is a full practice exam included on pages preparedness for this exam part.
and Use of English Part 3. Warmer
Do a quick class survey to find out what time students
went to sleep the night before and what time they
got up in the morning. Ask them to work out the class
average for hours of sleep, then ask if they think this is
too much, or too little.
1 Put students into pairs to discuss the questions. Don’t

take class feedback at this point, but ask the whole class two
more questions:
• Does the amount of sleep people need change at
different ages?
• Is getting the right amount of sleep more or less of a
problem nowadays than in the past?
Answers
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2 8.5 Put students into pairs and ask them to write EXAM TASK
down two reasons why sleep is important. Explain that
they are going to listen to a talk about the importance of 4 8.7 Focus students on the instructions and check
sleep, and they should note down the theories they hear with them what the speakers are going to talk about. Then
the speaker mention. Play the recording, then ask students ask them to read the instructions for task one, and all the
to compare the notes they have just made with their initial options. Check that they understand what they are listening
ideas. Don’t take class feedback at this stage. for, and how the options relate to this. Do the same with task
two. Point out that the two tasks focus on different aspects of
Answers the same topic, and that in this case task two is focused on a
Four theories are mentioned: inactivity/evolutionary theory, single benefit rather than gist.
energy-conservation theory, restorative theory, brain Play the recording straight through (the task is repeated as
plasticity theory
in the real exam). Put students into pairs to compare their
answers, then take class feedback. Discuss any incorrect
EXAM FOCUS answers, and see if other students can explain why they
are wrong. Refer students to the audioscript on page 158 if
3 8.6 Explain to students that they are going to do necessary.
a Listening Part 4 task. Remind them that they will need to
identify the gist of what speakers say. Answers
Ask students what they think the differences are between 1 F (‘… it’s difficult to grasp the idea that others suffer
listening to a recording to identify details or specific from things like insomnia. I simply can’t imagine being
information versus listening for gist. Take brief feedback, anxious about going to bed in case it strikes.’)
then go through the Exam focus with the whole class. 2 G (‘Anyway, if I suffer from block, I turn to my notes and
Emphasise that when they are listening for gist it’s important they often spark an idea which gets me going again.’)
not to choose answers until they’ve heard everything that 3 E (‘Apparently, I quote lines from films when I’m asleep.
the speaker says. I’ve woken up hearing myself saying stuff! I’m not a film
buff, so who knows what’s going through my mind at
Put students into pairs and play the recording. Students can
the time — I’ve never got to the bottom of the whole
look back at their notes on the theories they noted down
thing.’)
in Ex 2 to help them write their summary sentences. When
4 A (‘It doesn’t bother me cos I don’t remember it the
they have finished, ask a few students to read out their
next day, though I know my sister’s often on high alert
sentences.
because of it, waiting for sounds from the kitchen. I’ve
tried to cook while I’m asleep and she’s concerned
Suggested answers
about me injuring myself, …’)
The inactivity/evolutionary theory says that staying quiet and 5 B (‘For years I was blissfully unaware of my snoring. As I
still during darkness helped species survive/evolve.
got older, my big snorts started waking me up! And on
The energy-conservation theory says animals that rest are
occasion I noticed I had a sore throat. I still get that after
more efficient in terms of energy, especially when they have
a particularly heavy snoring session!’)
to compete for resources.
6 D (‘I did start suffering from headaches at one point …
The restorative theory says that we need to sleep in order to
I now go to bed a bit later and wake a little earlier and
repair and rejuvenate our bodies.
The brain plasticity theory says that sleep enables our brains so far, so good. The headaches haven’t returned …’)
to develop. 7 H (‘Now that I’ve started writing stuff down when I wake
up, I know I’ll be able to fill the next chapter. I have to
get one a day done or I won’t meet my self-imposed
EXAM BOOST EXAM FILE Section B p34 weekly target …’)
8 F (‘I thought it might help to keep myself cooler — so
The exercises on page 34 in Section B of the Exam boost tried what’s known as the Egyptian method — sleeping
provide more practice of understanding gist. These could between slightly damp sheets. There must be
be done in class or for homework. something in it cos I’ve never been so alert on waking
and I just get on with the day ahead.’)
Answers 9 B (‘I’ve realised the constant pressure of my workload
2 a Students’ own answers might’ve been having an effect on my sleep too,
2 b b though. I’ve been sticking to my new routine and I
3 a Students’ own answers seem to be managing things better at work for the time
3 b Speaker 1: 1 A 2 A being.’)
Speaker 2: 1 C 2 B 10 A (‘I took his advice about exercising more and sleeping
on my side. Reports from flatmates are that it works. I
still snore if I’m exhausted, much to their amusement,
though problems shouldn’t reoccur if I carry on as I
have been.’)
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Flexible follow-up
Put students into pairs to discuss their two top tips
for doing the Listening Part 4 task. Take feedback and
vote on the best ideas (e.g., read all the instructions LESSON OVERVIEW
and options for both tasks; listen the first time and • Topic: Clouds
mark answers you are sure of; use the second listening
to confirm your answers; always put an answer even EXAM FILE p9
if you’re not sure; remember you can only use each
option once). Learning objective: Students will be better able to
understand clause patterns and how to use them in
sentence transformations.
Speaking or writing
5 Put students into pairs to discuss. Circulate, monitor and Extra resources
contribute as appropriate, then take class feedback. Find out C1 Advanced Exam Trainer
how similar students’ ideas were and have a class vote on
the best ideas for passing the time.
• Reading and Use of English — Part 4 Key word
transformations p22 Ex 7, p23
Answers Digital resources
• Grammar presentation 8: Clause patterns
6 This is a useful writing activity, but don’t let it go on for
too long — ten minutes is enough. Allow students three or
English Part 4
four minutes to write their email explaining their problem
and asking for advice. Students then swap emails with their
partner. They spend five or six minutes writing an email The Grammar reference and exercises on pages 112—113 of
reply giving advice to their partner. Students compare their the Grammar file provide more practice of clause patterns.
emails and discuss how useful the advice was. Finally, This could be done in class or for homework.
students spend a minute or so checking through their emails
for any grammar or spelling mistakes. BEFORE YOU START
Answers Read through the Exam reference on page 9 of the Exam

Cooler
Put students into pairs and ask them to discuss whether DYSLEXIA FOCUS
they think getting enough sleep will become easier Allow dyslexic students an extra five minutes to
or more difficult in the future, and why. Take brief complete the exam task (Ex 5). Other students can
feedback as a class. complete the fast finishers task during this time.
Extra practice Digital resources.
For further practice of the skills presented in preparedness for this exam part.
this lesson for Listening Part 4 and additional
skills and strategies to improve performance
complete Strategies and skills Exs 5—11 on Warmer
pages 85—86 of the C1 Advanced Exam Write the following two sentences on the board:
Trainer. Once completed, they can attempt When it’s sunny, I feel happy and when it’s raining I
the Exam task on page 87. feel sad.
I never notice the weather — it doesn’t matter to me
There is a full practice exam included on pages at all.
also two full practice exams included in the Digital Put students into pairs to discuss these two points of
resources. For further practice, you can use Listening view. Then take a quick class vote on which attitude
Part 4. most students agree with.
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GRAMMAR: Clause patterns EXAM BOOST EXAM FILE Section D p8

1 Read some sentences containing the idioms to the The exercise on page 8 in Section D of the Exam boost
class, and see if they can explain their meaning: provides more practice of understanding clause patterns
• That student has his head in the clouds — he’ll never be a and how to use them in sentence transformations. This could
famous singer. be done in class or for homework.
• Although it was a bad thing to happen, every cloud has
a silver lining. Answers
• Because of his actions, the employee left the company 1 should there be
under a cloud. 2 if listened to
Elicit suggestions from the class. 3 do the best they can
Answers
be out of touch with the everyday world EXAM TASK
there’s usually something positive in every situation
not be trusted or popular 5 Note that in the actual exam task, there would not be so
many questions testing clause patterns. In this case, this task
focuses on the grammar from the lesson.
2 8.8 Ask students whether they’ve ever heard of
the oktas chart. Tell students they’re going to listen to an Explain to students that they are going to do a Reading
explanation of what it is, and how it relates to clouds and and Use of English Part 4 task. Remind students that they
weather. Play the recording for students to answer the must not change the given word in any way. If necessary, go
question. Check the answer as a class. through the example with students and refer them to the
tips on page 9 of the Exam file.
Answers Ask students to complete the exam task. If students do this
A chart which measures cloud cover, with eight oktas being task under timed conditions, allow them ten minutes. When
complete cloud cover, and zero oktas being a completely they’ve finished, they should exchange their answers with a
clear sky. partner and check them for grammatical accuracy, spelling
and so on. Check the answers with the class and discuss any
3 8.9 Put students into pairs to complete the queries.
sentences. Play the recording, then ask students to check
their answers with a partner. Go through the answers with Answers
the class and discuss any questions students may have. 1 compared to the thickness of
2 had I known how / if I had known how
Answers 3 and you’ll / you will probably
1 If studied 2 the best they can 3 Based on 4 receiving/getting/having enough rain has led
4 Should there be 5 Not having 5 trying/doing their best to find
6 appear/be rainbow coloured / appear to be rainbow
coloured if/when seen
Flexible follow-up
In their pairs, ask students to discuss whether they used
to believe anything amusing when they were children. Fast finishers
Ask fast finishers to exchange their answers with a
partner for checking, and identify any sentences they
4 Ask students what they think the title of the text means thought were difficult. They can raise these with the
and what the text will be about. Ask them to skim it quickly class in the follow-up discussion to the task.
to check their ideas. Then ask them to complete the text
using the words from Ex 3. Check answers as a class.
Speaking or writing
Answers
6 Put students into pairs to discuss the questions and then
1 Based on 2 Should you 3 and take class feedback. Discuss any different ideas, and ask if
4 doing 5 needed students know of any other ways of predicting the weather.
These can be as strange as they like, including old wives’
tales (e.g. aching legs mean a storm is coming; cows sitting
down means it’s going to rain; red sky at night means good
weather the next day, etc.). The class could vote on what they
consider the least effective way of predicting the weather.
Possible answers
flat white cloud in complete cover can indicate snow; white
fluffy clouds indicate fine weather; high wispy clouds mean
a storm is approaching, etc.
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7 Put students into pairs to discuss the questions. Take SPEAKING — Part 2 Individual long
brief feedback before setting the writing task. Students
turn p87
should only write a short paragraph, which they can present
to the class. Encourage students to be imaginative.
LESSON OVERVIEW
Answers • Topic: Music
EXAM FILE p39

Cooler structure their long turn in order to compare two
Put students into pairs and ask them to discuss how photographs and deal with two questions about them.
they find out about the weather, and how often they
check it. Ask whether they think it is important to have
Extra resources
accurate forecasts and what they think is the most
reliable way of finding out. Take brief feedback from C1 Advanced Exam Trainer
the class. • Speaking — Part 2 Individual long turn pp94—97
Digital resources
Extra practice
EXAM TRAINER pp22—23 • Video: C1 Advanced Speaking Tests 1 and 2, Part 2
this lesson for Reading and Use of English BEFORE YOU START
Part 4 and additional skills and strategies
to improve performance in the exam, we Read through the Exam reference on page 39 of the Exam
recommend students complete Strategies file before starting the lesson. This will give you information
and skills Exs 7—9 on pages 22—23 of the C1 about the specific exam part as well as which strategies and
Advanced Exam Trainer. Once completed, skills are important.

DYSLEXIA FOCUS
106—129 of the C1 Advanced Exam Trainer. There are Suggest that dyslexic students read the model answer
also two full practice exams included in the Digital from audio 8.12 in the audioscript after doing the exam
resources. For further practice, you can use Reading task (Ex 7) in class, to reinforce the language used to
and Use of English Part 4. structure the long turn.
Warmer
Put students into small groups. Ask them to discuss the
following questions:
• Who was your favourite singer/band when you were
12 years old, and why?
• Who is your favourite singer/band now, and why?
Take class feedback and find out whether the class
have any similar reasons. Conduct a vote on the most
interesting reason for a singer’s popularity.
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1 Put students into pairs to discuss the questions. After a

few minutes, take quick class feedback on the first question
Alternative
and find out how many students notice another person’s Read the task to the whole class and ask them how
voice when they first meet. many things they have to do (three: comparing the
pictures and then answering the two questions). Then
Answers ask them to suggest and make notes of points they
could include in their answer.
5 8.12 Play the recording of the student completing

Flexible follow-up the Speaking task given in Ex 4. Put students into pairs to
Discuss the following questions as a class: compare their notes from Ex 4 with what the students said in
• What kinds of people might do voice training to the recording. Take class feedback and discuss how good an
alter their speaking voice or accent rather than their answer it was, eliciting reasons for their opinions.
singing voice? (e.g. politicians, actors, etc.)
• Why might they do this? (e.g. to sound more Answers
authoritative, to project their voices better) Students’ own answers
• Can you think of any celebrities that have very
recognisable or appealing voices? How would you
describe their voices? EXAM FOCUS

a Speaking Part 2 task. Remind them that it is important that
Alternative they organise their answer clearly so that it is easy to follow,
Divide the class into four groups. Give two groups and that they do all three things in the task. Then go through
question 1 to discuss and the other two groups the Exam focus as a class. Play the recording again for
question 2. Allow two minutes for discussion, and then students to identify the phrases the student used in his long
ask the groups to report back on their ideas. Then turn.
discuss question 3 as a class. Don’t give them the
answer yet. Answer
Starting with a comparison
Going back to the first picture
2 8.10 Play the recording for students to check their
Moving on to
ideas in Ex 1.
As to
Answers
Flexible follow-up
3 8.11 Put students into pairs to discuss the four In pairs, ask students to make two or three more
questions based on what they can remember from the sentences. They should use the phrases that the
recording they have just heard. Then play it again for them student didn’t use, and the ideas they came up with in
to check their answers. Take class feedback. Ex 4. Take feedback briefly as a class and correct any
errors.
Answers
1 one and a half octaves
2 six octaves EXAM BOOST EXAM FILE Section C p38
3 it is too low for the human ear to hear
4 he has a range of 12.5 octaves, but this is only a claim The exercise on page 38 in Section C of the Exam boost
provides more practice of structuring a long turn. This could
be done in class or for homework.
4 Remind students that in Speaking Part 2 they have to
choose two out of a set of three pictures, compare them and
Answers
answer two further questions about them. In this exercise
there are only two pictures, so students don’t have a choice 1 Firstly 2 spite
as they do in the exam. 3 Regarding 4 question
5 back 6 should
Ask students to look at the questions and the pictures and 7 Which 8 finish
put them into pairs to think about what they could say.
Answers
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8 EIGHT
Student A
EXAM TASK
For me, I would think that the sound quality is best at
the concert. Technicians take a long time to set up good
acoustic systems so that the audience has a great musical
the Speaking success criteria on pp163—164.
experience. Unless you have an extremely modern and
7 Go through the instructions and refer students to expensive radio system in a car, the sound isn’t going to be
the correct pages for their pictures. Then ask them to do anything like as good as at a live gig.
the exam task. If students do this under timed conditions,
allow them one minute for the first part and 30 seconds
for the follow-up question. Circulate and monitor, and give Alternative
feedback to the class afterwards. After discussing the first question with the class, put
the students into groups of three. Assign the students
Example answers in each group roles A, B and C. Student A reads the
Student A (page 96) instruction for the task and listens while Student B
I’ll discuss pictures 1 and 3, the children playing instruments completes it. Student A then reads the follow-up
in class and the people playing drums, or something similar. question for Student C to answer. Student A then
I’d like to start by pointing out that although all the people gives feedback to Students B and C on how well their
are playing instruments both the types of instruments and answers were structured. They then swap roles and
the situations are very different. The children in class are repeat the task.
playing quite simple instruments that they probably learn
at school, whereas the performers’ instruments are no
doubt really tricky to play. And the reasons for playing these Speaking or writing
instruments are very different too. Although both pictures 8 Put students into pairs to discuss the questions. Point
show people performing in some way, the children are out that they are similar to those in Speaking Part 4 as
probably performing for the rest of their class, whereas the
they all ask for opinions. Without interrupting, monitor the
drummers could be performing for very large numbers of
students as they do the task. Make notes of any errors or
people. The children are showing how good they are at
interesting ideas, and address these during class feedback.
using their instruments — very likely in a music class, but the
drummers have an important role in some important event.
Answers
Moving on to the difficulty of the experiences, I would say
that all the players will be under pressure of some type — the Students’ own answers
children may be embarrassed because their classmates are
watching them, and they’re nervous about playing a wrong
note. The drummers are all in a large group, so they have to Cooler
keep in time with each other, and they might be concerned Put students into pairs. Ask them to tell their partner
about getting things right. about a musical instrument they would like to be able
Student B to play, and why. Find out if they would rather be really
The drummers mainly look confident and happy. I would good at playing a musical instrument or singing, and
think that it’s an amazing experience for them and I can why.
imagine the incredible sound of all those drums. So, I’d say
the drummers are probably enjoying the experience more
than the others.
Extra practice
Student B (page 97)
To begin with, as you say, both pictures show people EXAM TRAINER pp94—97
listening to music, and I imagine they’re all having a good
time, but whereas the middle photograph was taken at a
this lesson for Speaking Part 2 and additional
live concert, the one on the right was taken in a car, and the
strategies and skills to improve performance
type of music and experiences are quite different. First of
all, the music at the concert will be loud and the band might
well improvise depending on how they’re feeling and the
audience reaction. The girls in the car, however, are listening
Trainer. Once completed, they can attempt
to music which is on the radio or a CD or downloaded, and
the Exam task on pages 96—97.
is therefore recorded, probably in a studio. The girls and
the audience could well be listening to the same songs, but
different versions. On the other hand, while we can see that
there is a band onstage at the concert, so they are probably
playing rock music, we can’t tell what genre of music the girls
might be listening to. As for how memorable the moments
Part 2.
might be, I guess the girls possibly enjoy music in the car
regularly, whereas concerts tend to be pricey and people
don’t go that often. In which case they are more likely to
remember the experiences they have when they do go.
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8 EIGHT
WRITING — Part 2 Formal email or 1 Put students into pairs to do the quiz and compare their
letter pp88—89 answers. Find out how many they got right.
Answers
LESSON OVERVIEW
1 Greece 2 New Zealand 3 16
• Topic: Coming of age 4 1991 5 18 6 1918
EXAM FILE p21

Flexible follow-up
• Writing file: pp131—132
Ask students to discuss in their pairs which quiz
answers they found most surprising and why. Take
Learning objective: Students will be better able to feedback as a class.
understand the conventions of formal letters and
emails, and be able to make references, give opinions
and express concerns. 2 8.14 Ask students whether they know anything
about the suffragette movement and if so, encourage them
Extra resources to work in pairs to make some brief notes. Then play the
C1 Advanced Exam Trainer recording for them to answer the questions. Put students
into pairs to retell the story of the suffragette movement.
• Writing — Part 2 Formal email or letter p60 Exs 4—5,
p61 Answers
Digital resources Key dates:
1832 — women started campaigning
• Presentation tool pp88—89 1897 — formation of the National Union of Women’s
• Video: About C1 Advanced: Writing Part 2 Suffrage
1903 — Women’s Social and Political Union formed (by
The Writing File on pages 131—132 provides an example Emmeline Pankhurst)
and exam help for Writing Part 2 Formal email or letter. 1918 — women over 30 given the right to vote
1928 — equal rights
Once you have completed this Writing lesson, the exercises
3 Put students into pairs to discuss the questions. Take
on pages 128—129 provide more practice of the vocabulary class feedback and write any interesting ideas on the board.
from this unit. These could be done in class or for homework.
Answers
BEFORE YOU START
file before starting the lesson. This will give you information Alternative
about the specific exam part as well as which particular This task can be done as a class debate. Write the
strategies and skills are important. following sentence on the board:
The legal age for voting and holding a driving licence is
DYSLEXIA FOCUS too low.
Allow dyslexic students to read the example letter Divide the class into two groups: one group should
on p88 before the lesson. Allow them extra time to argue in favour of the statement and the other against.
complete the exam task (Ex 9) if done in class. Other Give students time to think of ideas, then run a debate.
students should use this time to check and correct
their work.
4 Go through the task with the class, and check that
students understand what they have to write about (they
preparedness for this exam part. have to justify raising the age for driving a car or moped, or
object to raising the age, with reasons).
Put students into pairs. Give them time to read the example
Warmer answer and discuss how well the writer has written the
letter and any improvements they could make. Elicit ideas
Ask students how interested they are in politics. Find
from the class. Note that a more detailed evaluation of the
out if they often watch the news or discuss politics with
example letter will be carried out in Ex 5.
their friends. Have a brief class discussion and put any
useful vocabulary on the board.
Answers
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8 EIGHT
EXAM FOCUS 7 Put students into pairs to discuss the questions. Take
feedback as a class. Take a vote on the age restriction that
5 Explain to students that they are going to do a Writing should be changed as soon as possible, and what the
Part 2 Formal email or letter task. Go through the Exam change should be.
focus with the class. You could ask students to make more
suggestions for formal phrases under the three headings. Answers
You could also go back to the example letter they read in Students’ own answers
Ex 4 and ask them to identify any examples of useful
language. 8 Put students into pairs to discuss ideas for their
letter. After five minutes, take general feedback. Remind
Answers students of the importance of grouping their ideas in clear
Paragraph breaks — break the first paragraph at ‘I started paragraphs to make their letter clear and coherent.
driving’; break the second paragraph at ‘If road safety
concerns’ Answers
Cut clause to reduce sentence length — remove ‘and’ before Students’ own answers
‘I also find’
Formality — change abbreviations ‘I’d’ to ‘I would’, ‘doesn’t’
to ‘does not’, ‘I’ve got to say’ to ‘I have to say’ EXAM TASK
For guidance on marking Writing Part 2 Formal email or

Flexible follow-up letter, please refer to the Writing success criteria on
pp170—172.
Read out some informal expressions and ask students
to call out a more formal alternative. Suggestions: 9 Remind students of the word count (220—260 words)
I think (In my honest opinion) and the need to refer to their plans before they start writing.
Ask them to write their letter. If students do this exam task
It bothered me (I was alarmed about)
under timed conditions, allow them 45 minutes.
In your advert you said (With reference to your advert)
Example answer
Dear Sir/Madam,
EXAM BOOST EXAM FILE Section B p20 With reference to your request for reactions to the idea of
lowering the voting age to 16, I must say that I, and I am
The exercises on page 20 in Section B of the Exam boost sure the vast majority of my peers, would most certainly be
provide more practice of writing a formal email or letter. in favour of such a change. I am writing to give my reasons.
These could be done in class or for homework. In my honest opinion, young people aged 16 are definitely
mature enough to make an informed decision about which
Suggested answers political party they would like to see in power; they are well
4 1 I was pleased to receive your email/letter. aware of the issues facing the country and have opinions
2 I am writing to inform you that I received your email/ about how these should be tackled. This generation is as
letter. equally affected as other age groups by the decisions made
3 With reference to the suggestions regarding a new by governments, and also brings to the political table its
play area, I’m afraid I do not agree with the idea. own experiences of problems that older people may not be
4 I would agree with you regarding the need for a so aware of. With many issues it may be that young people,
shorter school day. including 16-year-olds, are in fact best placed to understand
5 1 Could you give me some advice about getting fitter them.
for the competition? In addition to this, I truly believe that it is a 16-year-old’s
2 I really think a job like that wouldn’t be right for you. right to be able to vote in an election or referendum. It is
3 Thinking about everything you’ve said, I’d go for the their future that is at stake and they should have a say in how
second option. that develops, whether we are talking about environmental
4 On second thoughts, it might be better if you got here issues or employment laws.
earlier in the evening. I would like to finish by pointing out that if 16-year-olds are
old enough to be employed and pay taxes, they are old
6 Do the first sentence orally with the class, so that they enough to help choose the people who decide how to use
have some ideas (e.g., In my opinion, the proposition is those taxes. The sooner the age for voting is changed, the
better, as far as I am concerned.
forward-thinking and clearly thought out). Put students into
pairs to rewrite extracts 2—4. Take class feedback. Yours faithfully,
Sandra Browne
Answers
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8 EIGHT
Review Units 1—8

10 If time allows, students can read their letters to the class
or exchange them with a partner to read. If the latter, remind pp90—91
them to check the grammar, spelling and register of their
partner’s letter. They should also assess whether the opinion AIM
being put forward is clear. At the end, elicit the overall
• To revise grammar and vocabulary covered in Units
opinion of the class about the topic. 1—8.
Answers
Digital resources
11 Ask students to vote on which statement they would
like to discuss. Put students into pairs and ask half the pairs Ask students to complete the exercises, then check answers
to think of three reasons for the statement and the other half as a class. Alternatively, set the exercises as a homework
to think of three reasons against it. Then, run a class debate activity and check answers in the next lesson.
with a vote at the end. Alternatively, put students into small
groups to discuss the statement. In this case, go round and Answers
monitor their discussions, making a note of any interesting 1 1 C 2 D 3 B 4 A 5 C 6 A 7 D 8 C
ideas. Then finish the discussion with the class by comparing 2 1 It 2 orw 3 rather 4 According
students’ ideas and addressing any common errors. 5 is 6 forw 7 which 8 will/’ll
3 1 overestimate 2 irrational 3 noticeable
Answers
4 unnecessarily 5 likelihood 6 attentive
Students’ own answers 7 applicable 8 tendency
4 1 be under no illusion that the
2 food based on the number of
Cooler 3 taken Denny’s advice I would/could/might have
Put students into small groups and ask them to discuss 4 wondered whether/if Katy had researched
whether things like films, video games and television 5 were being cleaned when it started
programmes should be age-restricted. What about 6 in case one (of them) has/I have
books and podcasts? Tell them to think of reasons for
their opinions. Take class feedback.
Extra practice

in this lesson for Writing Part 2 Formal email
or letter and additional skills and strategies

Part 2 Formal email or letter.
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SPEAKING SUCCESS CRITERIA
The following information aims to help teachers and students gain a better understanding of what Cambridge Advanced
candidates need to do in order to achieve a pass in the exam (Solid), or higher grades (Good and Acing it!) in the Speaking
paper. The categories are based on the marking criteria for the Cambridge Advanced exam. These tables can be used by
teachers when assessing speaking, or by students when peer- or self-assessing their performance in speaking tasks. They can
also use them to set goals to help them advance their speaking skills.
Part 2 Individual long turn

+ = Solid plus whatever is in the Good or Acing It! box.
ACING IT!
GOOD
SOLID
GRAMMATICAL RESOURCE
Range Uses simple and some complex + Uses a good range. + Uses a wide range.
structures (e.g. relative/noun
clauses (e.g. It looks as if he’s
someone who enjoys what he
does for a living), contrast of
tenses (They might have just
received some good news, or
perhaps they’re looking forward
to something about to happen),
passive forms (e.g. The children
are being taught about cooking.)).
Accuracy Uses grammar to convey meaning + Only minor errors or slips. + Only very minor errors or slips.
with a good level of accuracy.
LEXICAL RESOURCE
Function Speculates, compares, contrasts + Uses a range of phrases + Uses a wide range of phrases
and gives opinions about the appropriately and accurately appropriately and accurately (e.g.
photos. (e.g. It looks as if … ; Both photos It looks as if … ; Both photos show
show … ; While the person in this … ; While the person in this photo
photo … , the person in the … , the person in the other … ;
other … ; What strikes me about What strikes me about this photo
this photo is that …). is that …).
Range and Uses a range of vocabulary + Uses a good range + Uses a wide range
accuracy appropriately to talk about familiar appropriately. appropriately.
and unfamiliar topics related to
the photos e.g. words, collocations
(e.g. laughing hysterically; a sense
of community), fixed expressions
(e.g. having a go at something;
bear in mind that).
DISCOURSE MANAGEMENT
Fluency Can talk about the photo for an + Often speaks with ease. + Consistently speaks with ease.
extended stretch with very little
hesitation.
Relevance and The content is relevant to the + Content is coherent or varied. + Content is coherent and varied.
organisation photos and ideas are organised.
Cohesion Uses a range of cohesive devices + Uses a good range. + Uses a wide range.
to connect ideas about the photos
(e.g. Having said that, on top of
that, as a result), discourse markers
(e.g. you know, you see, I mean,
anyway), related vocabulary
(e.g. I was cycling home when I got
a puncture and had to use a pump)
and referencing/substitution (e.g.
it, this, one).
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PRONUNCIATION
Clarity of Sounds are pronounced clearly; + Pronunciation is used to help + Pronunciation is used to help
pronunciation stress is placed correctly in words convey meaning. convey and make meaning
and sentences; intonation is clearer.
appropriate. Overall, the speaker
is intelligible to the listener.
INTERACTIVE COMMUNICATION
Response Listens and responds to the + Refers to something their + The response is fully related to
examiner’s question about their partner said, e.g. As Ana said … their partner’s description, e.g.
partner’s two photos. Ana said … and that’s why I’d
choose … because I agree with
her that …
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Part 3 Collaborative task

ACING IT!
GOOD
SOLID
Range Uses both simple and complex + Uses a good range. + Uses a wide range.
structures (e.g. relative/noun
clauses (e.g. What you just said was
interesting), contrast of tenses (e.g.
People once wrote letters regularly
but they’ve become redundant),
passive forms (e.g. Now, letters are
only written in the business world.)).
LEXICAL RESOURCE
Function Gives and justifies opinions about + Uses a range of phrases + Uses a wide range of phrases
the given prompts; speculates, appropriately and accurately appropriately and accurately
suggests and evaluates. (e.g. As far as I’m concerned; (e.g. As far as I’m concerned;
The reason for that is …; it could The reason for that is …; it could
be that …; The most useful is … be that …; The most useful is …
because …). because …).
Range Uses a range of vocabulary + Uses a good range. + Uses a wide range.
appropriately to talk about the
prompts, e.g. words, collocations
(e.g. be of central importance; come
to an agreement), fixed expressions
(e.g. come to mind; so to speak).
Fluency Can talk about the prompts for + Often speaks with ease. + Consistently speaks with ease.
extended stretches with very little
hesitation.
Relevance and The content is relevant to the + Content is coherent or varied. + Content is coherent and
organisation prompts and ideas are organised. varied.
Cohesion Uses cohesive devices to connect + A good range of language is + A wide range of language is
ideas about the prompts (e.g. Having used. used.
said that, on top of that), discourse
markers (e.g. you know, you see, I
mean), related vocabulary (e.g. Public
transport is cheap but you have to
wait at bus stops) and referencing/
substitution (e.g. it, this, one).
PRONUNCIATION
pronunciation stress is placed correctly in words convey meaning. convey meaning and make
and sentences; intonation is meaning clearer.
appropriate. Overall, the speaker is
intelligible to the listener.
Initiation and Starts discussion and responds to + Usually interacts with ease. + Consistently interacts with
response partner’s contributions appropriately ease.
to sustain interaction, e.g. by agreeing
or disagreeing, adding a further point
or asking a follow-up question.
Negotiation Discusses some or all of the prompts + Widens and develops the + Widens and develops the
and negotiates towards an outcome. interaction. interaction fully.
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Part 4 Discussion
ACING IT!
GOOD
SOLID
Range Uses both simple and complex + Uses a good range. + Uses a wide range.
structures, e.g. relative/noun clauses
(e.g. Whatever we do on social media,
it’s in the public domain), contrast of
tenses (Before messaging apps had
been created, everyone used email),
passive forms (e.g. The internet was
invented as a communication tool).
LEXICAL RESOURCE
Function Gives and justifies opinions + Uses a range of phrases + Uses a wide range of phrases
in response to the questions; appropriately and accurately appropriately and accurately
speculates, agrees and disagrees. (e.g. As far as I’m concerned; (e.g. As far as I’m concerned;
It could be that …). It could be that …).
Range Uses a range of vocabulary + Uses a good range. + Uses a wide range.
appropriately to talk about the
prompts, e.g. words, collocations
(e.g. be of central importance; come
to an agreement), fixed expressions
(e.g. come to mind; so to speak).
Fluency Talks for an extended stretch + Often speaks with ease. + Consistently speaks with ease.
with very little hesitation; ideas
and opinions are developed and
organised.
Relevance and Content is relevant to the discussion. + Content is coherent or varied. + Content is coherent and
organisation varied.
Cohesion Uses cohesive devices to connect + Uses a good range. + Uses a wide range.
ideas (e.g. Having said that, on top
of that), discourse markers (e.g. you
know, you see, I mean), related
vocabulary (e.g. Social media helps
people create a network of contacts
online) and referencing/substitution
(e.g. it, this, one).
PRONUNCIATION
pronunciation stress is placed correctly in words convey meaning. convey meaning and make
and sentences; intonation is meaning clearer.
appropriate. Overall, the speaker is
intelligible to the listener.
Initiation and Starts discussion and responds to + Usually interacts with ease. + Consistently interacts with
response partner’s contributions appropriately ease.
which sustains interaction, e.g. by
agreeing or disagreeing, adding a
further point or asking a follow-up
question.
Negotiation Discusses the question and + Widens and develops the + Widens and develops the
negotiates towards an outcome, e.g. interaction. interaction fully.
agreement or disagreement.
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WRITING SUCCESS CRITERIA
The following information aims to help teachers and students gain a better understanding of what Cambridge Advanced
candidates need to do in order to achieve a pass in the Writing paper (Solid), or higher grades (Good and Acing it!). The
categories are based on the marking criteria for the Cambridge Advanced exam. This information can be used by teachers when
marking written work, or by students when peer- or self-assessing written work. They can also use it to set goals to help them
advance their written skills.
Part 1 Essay
The examples given in this table come from the example Solid, Good and Acing it! essays that follow.
+ = Solid plus whatever is in the Good or Acing it! box.
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment Discusses two of the points, + Develops the ideas in sound + Develops the ideas in good
explains which point is more depth. depth. The reader is fully
important and why. The reader is informed.
generally informed.
Relevance The content is relevant to the + Few irrelevances or omissions. + No irrelevances or omissions.
question.
COMMUNICATIVE ACHIEVEMENT
Introduction Starts with an introduction + States what the essay will + Gives some background
which introduces the topic (e.g. discuss (e.g. A change in food information to the topic and states
Leading a healthy lifestyle can be labelling and healthy eating what the essay will discuss (e.g.
challenging.). lessons in schools will persuade Living a healthy lifestyle when fast
people to eat more healthily.). food is everywhere is a challenge.;
It would be possible to persuade
people to eat more healthily by …).
Conclusion Ends with a conclusion which + Summarises both stated options + Leaves the reader with a final,
states the most important option and reasons why (e.g. To sum lasting impression (e.g. Should
and the main reason why (e.g. I up, …). this be achieved, the cycle of
believe the lessons will be more unhealthy eating within families
effective …). described above would be
broken; a vital goal.).
Tone Uses formal or neutral language to + Tone is mostly consistent + Tone is consistent throughout
present opinions and reasons e.g. throughout the essay. the essay.
by avoiding the use of we/I through
use of the passive (e.g. a new
system is needed), not using
contractions (e.g. it is not easy),
using noun phrases (e.g. A new
system of food labelling could help).
Conveying ideas Conveys straightforward ideas + Conveys some complex ideas + Consistently conveys complex
clearly; holds the reader’s clearly. ideas; easily holds the reader’s
attention. attention.
ORGANISATION
Paragraphing The text is organised well into + The text is almost a coherent + The text is a coherent whole,
paragraphs which are in turn whole, i.e. ideas flow logically i.e. ideas flow logically from
logically organised. from beginning to end. beginning to end.
Cohesion Sentences are linked through + The linking is usually + The linking is almost always
the use of linkers (e.g. However), appropriate and accurate. appropriate and accurate.
organisational patterns (e.g. It is for
this reason that), referencing and
substitution (e.g. All of these things;
that system; more likely to do it).
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Writing success criteria
LANGUAGE
Vocabulary Uses common and less common + Uses it accurately. + Uses it effectively and
vocabulary appropriately (e.g. accurately.
lead a longer life; healthy lifestyle;
food product; food ingredients;
healthier options; healthy diet;
change the habits).
Grammar Uses a range of grammar mostly + Uses a range of complex + Uses a wide range of grammar
accurately (e.g. It is for this reason grammar mostly accurately and fully accurately and flexibly (e.g.
that a new system is needed; so flexibly (e.g. may claim to be; which claim to be; Should this
they understand it better; about which can then help; it is far easier be achieved); errors are related
what a healthy diet is). to influence); errors don’t affect to less common language or are
understanding. only minor slips.
Essay task
Your class has listened to a debate about ways that encourage people to eat more healthily.
You have made the notes below:
• advertising rules
• food packaging
• education in schools
Some opinions expressed in the discussion:
‘It’s not always easy to understand food labels.’
‘It’s hard to know what’s in food these days.’
‘People could learn how to cook at school.’
Write an essay for your teacher discussing two of the ways to encourage people to eat more healthily in your notes. You
should explain which way would be more effective, giving reasons in support of your answers.
Example answer — Solid

In today’s society, leading a healthy lifestyle can be challenging. People sit at a desk all day, move around less and do
only a bit of exercise. In addition, there is the consumption of fast food, sweets, chocolate and fizzy drinks. All of this such
things are bad for your health. A healthy diet is much more desirable because it leads to a better life.
When we see ‘low fat’ on a food product, the product is not always as healthy as we think. Often it has high amounts
of sugar in it. It is for this reason that a new system is needed. A new system of food labelling could help people when
they’re shopping to make better choices. They will be able to identify food ingredients more easily and choose better.
At the moment, not all children are taught about a healthy diet, because their parents aren’t always aware on it
themselves. Schools could give young people lessons about healthy eating, so that they know what a healthy diet is and
understand it better. It’s important to know about a healthy diet.
A new system of food labelling and healthy eating lessons in school may persuade people to have better diets. I believe
the lessons will be more effective because it’s far easier to change the habits of young people than adults.
Examiner comments
Content Discusses two points and says why one would be more effective but the food labelling idea isn’t developed
fully (what kind of system?) and there’s some repetition (make better choices when shopping/choose better).
Some of the information in the introduction is irrelevant as it does not specifically talk about diet (People sit at
a desk all day/move around less).
Communicative There’s an introduction, a main body and a conclusion. The introduction introduces the topic but doesn’t state
achievement what the essay will say. The conclusion states the most important option and a reason why. The tone is usually
formal but it is not always consistent (as regards the use of contractions, choice of words, objectivity (e.g. a bit
of, aren’t, It’s).
Organisation The essay is divided into paragraphs but the information within the paragraphs could be organised better.
Ideas are generally linked within paragraphs (e.g. In addition, It is for this reason that, it has high amounts of
sugar in it) but paragraphs themselves aren’t linked (e.g. paragraphs 2 and 3) and the conclusion could be
introduced more clearly (e.g. To conclude).
Language A range of simple structures and some complex structures (e.g. what a healthy diet is); some collocations
(e.g. healthy diet, leading a healthy lifestyle, food labelling, low fat, make better choices); errors don’t affect
communication (e.g. All of this such things, aware on it).
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Example answer — Acing it!
Healthy eating is desirable as it leads to a longer life. However, in today’s society, living a healthy lifestyle is a challenge
as people are attracted by less healthy fast food. It would be possible to persuade people to eat more healthily if food
labelling laws were changed, and healthy eating lessons were introduced into schools.
A new system of food labelling could ensure consumers makes more informed choices when food shopping. Food
products which claim to be low fat, for example, often contain large amount of sugar but a traffic light system on
packaging allows consumers to see when a product is healthy (green label) and unhealthy (red label). Such packaging
could influence consumers’ purchasing habits, and subsequently their eating habits.
In addition to this, schools could deliver healthy eating lessons for primary age children in order to educate them about
healthy diets. Currently, some parents are uneducated about this themselves and pass this poor education onto their
children. Healthy eating lessons would enable children to grow up with greater awareness of eating healthily.
To conclude, initiatives such as a new food labelling system and heathy eating lessons in schools are likely to result on
better educated people who make better choices about the food they eat. It is the opinion of this writer that education in
schools would have a greater impact as it is easier to influence the habits of children than the habits of adults. Should this
be achieved, the cycle of unhealthy eating described above would be broken; a vital goal.
Examiner comments
Content Discusses two points and says why one would be more effective. These ideas are developed well. All the
information is relevant to the task.
Communicative There’s an introduction, a main body and a conclusion. The introduction introduces the topic, gives
achievement background knowledge about the topic and states what the essay will say. The conclusion restates the two
ideas, says why they could be effective, says which idea will be most effective and why, and leaves the reader
with a lasting impression (breaking the cycle). The tone is formal throughout (as regards the use of objective
language (e.g. It is the opinion of this writer that), no contractions, passive forms (e.g. Should this be achieved)
and selection of vocabulary (e.g. desirable, enable).
Organisation The essay is divided into paragraphs and each paragraph has a topic statement and then supporting points.
Ideas are linked within paragraphs and also between paragraphs (e.g. subsequently, Such packaging).
Language A wide range of simple structures and complex structures (e.g. It would be possible to, which claim to be,
Should this be achieved); a range of collocations (e.g. purchasing habits, poor education, greater impact). The
errors are very minor and don’t affect communication (e.g. large amount of sugar, consumers makes, result on).
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Part 2 Email or letter

ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment Responds accordingly to the + Develops the ideas in sound + Develops the ideas in good
information in the email prompt depth (e.g. Congratulations on depth (e.g. Congratulations on
and covers all the points (e.g. getting into university. It’s great getting into university. It’s great
Congratulations on getting into news! You’ll learn loads and make news! You’ll learn loads and make
university. It’s great news!). new friends too.). new friends too. It might be hard
to move away but I’m sure you
won’t regret going.).
question and clear to the reader.
Opening and Opens and closes the letter As Solid. As Solid.
closing appropriately (e.g. Dear Mr Smith;
Hi Kerry; Yours sincerely; All the
best). The purpose for writing is
made clear (e.g. I am writing to
apply for …; I’ve got some exciting
news for you).
Tone Selects an appropriate tone, + The tone is mostly consistent + The tone is consistent
depending on the writer’s throughout the letter/email but throughout the letter/email.
relationship to the reader (e.g. I there may be some
wish to complain about a product inconsistencies.
sold at your store (formal); You’ll
never guess what happened to me
last week! (informal)).
Functions Uses phrases to convey functions + The phrases are mostly used + The phrases are always used
such as complaining, thanking, appropriately and accurately. appropriately and accurately.
suggesting where appropriate
(e.g. I am very concerned about …;
Many thanks for the gift you sent;
The best thing you can do is …).
ORGANISATION
Paragraphing The text is organised well, e.g. + The text is almost a coherent + The text is a coherent whole
into paragraphs which are in turn whole i.e. ideas flow logically from i.e. ideas flow logically from
logically organised. beginning to end. beginning to end.
Cohesion Sentences are linked through + The linking is mostly + The linking is always
the use of linkers (e.g. Anyway, appropriate and accurate. appropriate and accurate.
Mind you), organisational patterns
(e.g. One such advantage is …),
referencing and substitution (e.g.
it, this, one).
LANGUAGE
vocabulary appropriately. accurately.
Grammar Uses a range of grammar, mostly + Uses a range of complex + Uses a wide range of grammar
accurately. grammar, mostly accurately fully accurately and flexibly;
and flexibly; errors don’t affect errors are related to less common
understanding. language or are only minor slips.
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Email or letter task
Your town or region has applied to be included in an international database on language learning. You have been asked
by the president of the local council to write a letter to the person in charge of the database, explaining why your town or
region should be included. You should explain:
• what languages are spoken in your town or region and why they are important.
• what facilities there are for learning these languages.
• what opportunities there are for leisure and cultural activities to help students practise these languages.
Write your letter in 220—260 words in an appropriate style.

Dear Sir or Madam,
I am writing to you to explain the reasons why Azana should be in your language learning database. French is the official
language of our town, however Italian is also spoken here. This is because our region is very close to the Italian border
and as a consequent has an amount of Italian speakers. Italian is important for our background.
In order to be sure that people speak French and Italian, it is taught from an early age in school. These lessons keep
going until we are teenagers. In local government, Italian is used on officiel documents and many of the place names are
Italian. You can also see it on billingual signs, so it’s possible to learn it just by walking around.
As well as learning Italian, there are activities which refer to our connection with Italy. Several summer events are about
historical past times and we celebrate these each year. Our town is also paired with a town just over the border in Italy
and twice a year or more a group of people from our town and the twin town meet and share cultural information.
Azana is a wonderfull place which brings together both French and Italian languages and culture. I very much hope that
you will consider to include us in your database. I look forward to hearing from you.
Yours faithfully,
Thomas Billier
Examiner comments
Content All bullet points are addressed although there are minor omissions — namely, why Italian is important for the
town’s cultural heritage and how Italian is practised in the summer events. On the whole, however, the reader
is informed.
Communicative The letter is laid out appropriately and is generally formal throughout with no contractions and more formal
achievement language selected (e.g. I look forward to hearing from you, I very much hope). There are a few inconsistences
(e.g. keep going, it’s) but in general though, the letter holds the reader’s attention.
Organisation The letter is divided into paragraphs. It would be normal to separate the first sentence of the letter from the
rest of that paragraph. However, the information is generally organised clearly. It is also linked appropriately
but with minor errors (e.g. As a consequent and an unclear use of ‘it’— You can also see it on bilingual signs).
The lack of linking in the final sentence makes the ending less effective.
Language A range of simple structures and some complex structures are used. There are examples of less common
vocabulary (e.g. refer to). There is occasional poor word choice (e.g. an amount of) and some spelling errors
(i.e. officiel, billingual, wonderfull) but these don’t affect communication.
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Dear Sir or Madam,
As requested, I am writing to you to provide further information about our town Azana and why it should be included in
your language learning database. French is the official language of our town and it is vital for everyday communication.
However, as we are significantly close to the Italian border, there are a large number of Italian speakers here too. For that
reason, Italian is important for both communication and our cultural heritage.
Both Italian and French are taught from a young age. This is to ensure everyone in the community can communicate and
we can also converse when we travel just a short time to Italy. By the time students enter their teenage years, they can
usually speak Italian to a good degree. Because of our heritage, Italian is actually used in official documents alongside
French, and many signs are in both languages too.
As well as learning Italian, there are annual cultural events that brings in both our French and Italian history. These include
a summer festival where our costumes marry French and Italian culture. We also play games from both cultures. In
addition to this festival, our town has a twin town in Italy which means that people from both communities meet regularly
and speak both languages.
Azana is a fantastic town where language helps us to maintain our history and communicate with each other successfully.
I believe its inclusion will benefit your database. I hope you agree and I look forward to hearing from you soon.
Yours faithfully,
Maria Cours
Examiner comments
Content All bullet points are addressed, the content is fully relevant to the task and the reader is fully informed.
Communicative The letter is laid out appropriately with a formal tone which is appropriate throughout. The letter holds the
achievement reader’s attention with ease.
Organisation The letter is divided into paragraphs. There are a variety of cohesive devices including linkers and discourse
markers (e.g. As requested, For that reason) and the use of other organisational devices such as pronouns
(e.g. This is to ensure everyone …). These are all used well.
Language A range of simple structures and some complex structures are used (e.g. By the time students enter their
teenage years). There are examples of less common vocabulary (e.g. to a good degree, marry French and
Italian culture). There are very minor errors (i.e. significantly close, events that brings in) but these don’t affect
communication.
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Part 2 Proposal
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment Makes one or more suggestions, + Develops the ideas in sound + Develops the ideas in good
depending on the task, and depth (e.g. An after-school depth (e.g. An after-school
supports them with persuasive volleyball club will encourage volleyball club will encourage
reasons and factual information more students to take up sport. more students to take up sport.
(e.g. An after-school volleyball This will provide them with This will provide them with
club will encourage more students opportunities to be fit and opportunities to be fit and healthy,
to take up sport.). healthy.). as well as develop vital life skills
such as teamwork and working
towards a goal.).
Introduction Starts with an introduction to + Is mostly organised coherently + Is organised coherently so the
introduce the topic, state what so the reader understands it. reader fully understands it.
is being proposed and states
the proposal aim (e.g. There
is a significant lack of sports
facilities at our school. It has been
suggested that a volleyball club
will help to solve this issue. This
proposal will outline two key
reasons why such a club will be
beneficial to the school.).
Conclusion and Ends with a conclusion which + Is mostly organised coherently + Is organised coherently so the
recommendations restates what is being proposed so the reader understands it. reader fully understands it.
and why, and makes further
recommendations (e.g. It is highly
recommended that … ; As stated
earlier, …).
Tone Uses a formal, neutral tone (e.g. + The tone is mostly consistent + The tone is consistently formal
The purpose of this proposal is throughout the proposal but there throughout the proposal.
to …). may be some inconsistencies.
Recommending Uses phrases to politely + The phrases are mostly used + The phrases are always used
and suggesting recommend and suggest (e.g. It is appropriately and accurately. appropriately and accurately.
highly recommended that …).
ORGANISATION
Heading/ The proposal has a heading (e.g. + The sections and subheadings + The sections and subheadings
subheadings Proposal for the creation of a …). are mostly appropriate and are always appropriate, describe
The proposal is divided into describe what is in the section. what is in the section and are
sections, with each section sitting consistent across the proposal.
under a subheading (e.g. Benefits,
Costs, Things to consider.).
Paragraphing The text is organised well, e.g. into + The text is almost a coherent + The text is a coherent whole
sections/paragraphs which are in whole i.e. ideas flow logically from i.e. ideas flow logically from
turn logically organised. beginning to end. beginning to end.
Cohesion Sentences are linked through the + The linking is mostly + The linking is always
use of formal linkers (e.g. However, appropriate and accurate. appropriate and accurate.
Furthermore), organisational
patterns (e.g. The key reasons are
as follows. Firstly …), referencing
and substitution (e.g. it, this, one).
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LANGUAGE
accurately. grammar mostly accurately fully accurately and flexibly;
Proposal task
Your local council is looking for ways to increase the volume of visitors to the centre of your town or city so that more
people make greater use of shops, restaurants, cafés and entertainment facilities there. Submit a proposal for the local
council. Suggest how they can bring more people into the town or city, giving reasons and explaining how this will
benefit the area.
Write your proposal in 220—260 words.

Introduction
The aim of this proposal is to suggest ways that our town council can persuade more visitors to come to our town. This is
vital because more visitors means more money for our businesses.
Parking
One problem in our town is the parking. The only car park is always super busy which means the roads are full of drivers
looking for somewhere to park. If the town council built a car park on the edge of town, people would not need to drive
into the town centre. They would have a place to park and the roads in the town would be relatively quieter. Parking
spaces could go to local residents.
Shopping area
Because the main shopping street sees considerable traffic congestion, the experience for shoppers isn’t always very
positive. It can be hard to cross the road and the noise from the traffic can create a stressful environment. Visitors do not
always stay for long time. If we made this street for pedestrians and cyclists only, it would be a much quieter area.
Conclusion
It is recommended that the town council erect a multi-storey car park just outside the town and lower the number of cars
in the town centre to stop the centre from being so busy. This will persuade more visitors to come to the area which is
what the local council would like.
Examiner comments
Content All points are addressed, although the link between getting visitors to the area and them spending money is
mentioned only in the introduction and not developed elsewhere. The point about parking spaces for local
residents is irrelevant. The reader is generally informed, however.
Communicative The proposal is divided into sub-sections with appropriate subheadings which describe the content of those
achievement sections. The tone is generally formal but there is the occasion less formal choice (e.g. super busy). The
proposal holds the reader’s attention.
Organisation The proposal is divided logically into sections and the information in each section is generally organised
appropriately. The ideas are generally linked well with the use of reference pronouns in particular (e.g. This
will …).
Language A range of simple and complex structures are used. There are examples of less common vocabulary
(e.g. considerable traffic congestion, erect a multi-storey car park). There are some errors in grammar and
vocabulary (i.e. visitors means, relatively quieter, stay for long time) but these don’t affect communication.
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Introduction
The aim of this proposal is to suggest ways that our town council can encourage more visitors to our town. It will suggest
an increase in parking facilities and a greater area for pedestrians in the town centre.
Parking
One reason why people in the region avoid entering our town is the lack of parking facilities. Currently, there is only one
car park which is almost always full. As well as that, the traffic becomes extremely congested in the town centre when
vehicles travel through the town to reach the car park. It is therefore suggested that an additional, significantly larger car
park is built on the outskirts of the town and a bus service is provided to bring drivers into the centre. This will make the
town more accessible and attractive for visitors.
Pedestrianisation
Currently, only one street is pedestrianised and this is not our main shopping area. Shoppers have to deal with the noise
and pollution that traffic brings. It is recommended that the council invest in making the main street pedestrianised so
that only shoppers and cyclists are permitted to use it. It will significantly reduce noise pollution and make the experience
of shopping more enjoyable. Visitors will then remain in town for longer, using more facilities.
Conclusion
In conclusion, in order to attract more people to our beautiful town, we suggest making the experience more appealing
by creating a large car park and making more of the town pedestrianised. Visitors will then have the opportunity to enjoy
our facilities in peace and quiet.
Examiner comments
Content All points are addressed, the content is fully relevant to the task and the reader is fully informed.
Communicative The proposal is divided into sub-sections with appropriate headings which are consistent (i.e. one-word
achievement subheadings). The tone is formal throughout, and both simple and complex ideas are conveyed effectively
while holding the reader’s interest.
Organisation The proposal is divided logically into sections and the information in each section is organised appropriately.
The ideas are generally linked well using a range of devices — linkers (e.g. so), discourse markers (e.g.
Currently), other organisational patterns (e.g. This will make …).
Language A range of simple structures and complex structures are used. There are examples of less common vocabulary
(e.g. pedestrianised, in peace and quiet). There is the occasional high-level structure or punctuation which
could be more accurate (i.e. one car park which is almost always full, It is therefore suggested that an … is built)
but these are minor and don’t affect communication.
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Part 2 Report
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment Includes all information required + Develops the ideas in sound + Develops the ideas in good
in the task, e.g. ‘Say what aims the depth. depth.
club has met, how it met them
and what you recommend for the
future’.
Introduction Starts with an introduction which + Is mostly organised coherently + Is organised coherently so the
states the aim of the report and so the reader understands it. reader fully understands it.
how data was collected (e.g. The
aim of this report is to present an
analysis of the performance of our
club over the last year. In order to
prepare for the report, a survey
was administered to all students.).
Conclusion and Ends with a conclusion which + The conclusions and suggestions + The conclusions and
recommendations restates, draws conclusions and are mostly drawn from the main suggestions are fully drawn from
makes suggestions. body of the report. They are mostly the main body of the report so the
organised coherently so the reader report is a coherent whole. The
understands them. reader fully understands them.
Tone Uses a formal, neutral tone (e.g. + The tone is mostly consistent + The tone is consistently formal
This report is designed to evaluate throughout the report but there throughout the report.
the performance of …). may be some inconsistencies.
Evaluation Evaluates as well as describes e.g. + The evaluation is mostly + The evaluation is fully supported
benefits, issues, solutions. supported with examples and with examples and reasons.
reasons.
ORGANISATION
Heading/ The report has a heading (e.g. + The sections and subheadings + The sections and subheadings
subheadings Report evaluating the impact of …; are mostly appropriate and are always appropriate, describe
Report on the impact of …). The describe what is in the section. what is in the section and are
report is divided into sections, consistent across the report.
with each section sitting under a
subheading.
use of formal linkers (e.g. However, appropriate and accurate. appropriate and accurate.
Furthermore), organisational
patterns (e.g. The key reasons are
as follows. Firstly …), referencing
and substitution (e.g. it, this, one).
LANGUAGE
Grammar Uses a range of grammar, mostly + Uses a range of complex + Uses a wide range of grammar
accurately. grammar, mostly accurately fully accurately and flexibly;
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Report task
Your local council is conducting an enquiry into the volume of visitors to the centre of your town or city with a view to
encouraging more people to make greater use of shops, restaurants, cafés and entertainment facilities there. You agree
to write a report describing the existing situation, including factors which discourage people from coming to the city
centre and recommending ways of attracting more visitors.
Write your report in 220—260 words.

Visitors to our city centre
Introduction
Our city centre is full of wonderful things to enjoy. But not everyone enjoys them. The main aims of this report are to give
information about the number of visitors who use facilities in our city centre and to identify reasons why they fail to use
them.
The situation now

I interviewed a number of different shoppers and custumers of local shops and cafés in order to gain the information.
Less than half of the people I talked to regularly visit the city centre. The people that visit often say their favourite area is
Mitchell Mall because it is significantly less busy than Holmes Square.
Why people fail to visit

People who do not visit the city centre regularly had very different views from those people who come often which I
found very interesting. They feel that problems with the traffic and the high price of parking stop them from coming. The
people who come say the major attractions are the pedestrianised shopping area and outdoor cafés.
Recommendations
To encourage more people to come to our city regularly, the following recomendations are made. Firstly, to create a ‘park
and ride’ car park near the motorway so that visitors can park easily and take a short bus ride into the centre. Secondly, to
make this car park free so that drivers are persuaded to go there. Finally, to build a bus lane so that the bus can travel fast
from the car park to the city centre.
Examiner comments
Content All points are covered and the reader is informed, although the report begins with irrelevant information about
the writer’s views of the city centre, and the comment about the writer finding the information interesting in
the third section is not very appropriate for this kind of report.
Communicative The report is laid out appropriately with a clear introduction and conclusion in the form of recommendations.
achievement The final paragraph could lay information out in bullet points to make the points easier to read. However, they
are still clear to follow. The tone is generally consistent. It’s neutral rather than formal. It holds the reader’s
attention.
Organisation The report is organised appropriately, with linkers used to connect ideas. Articles and relative pronouns
(e.g. The people who …) help with this in particular.
Language There are examples of simple and complex structures in this report. There are examples of less common
vocabulary such as collocations (e.g. The main aims, high price). There are also a few small errors or poor word
choices (e.g. gain the information) although these don’t affect communication.
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Visitors to our city centre
Introduction
The principal aims of this report are to provide an overview of the volume of visitors using services in our city centre and
to identify factors which deter people from using them. The final section makes recommendations as to how the situation
could be improved.
Current situation
I conducted interviews with a random selection of shoppers and customers in local restaurants and cafés. Fewer than half
visited the city centre regularly. Among those who did make frequent use of the facilities, most cited the pedestrianised
Holmes Square as their favourite area. Smaller numbers enjoyed shopping or dining around Mitchell Mall, with several
people say they found the traffic noise uncomfortable.
Factors preventing greater use of city-centre services

There was a clear division between those who regularly visited the city centre and those who did so infrequently. The
latter cited traffic congestion and pollution along with inflated prices for goods as deterrents. For those who frequently
came into town on the other hand the pedestrianised area and the outdoor cafés were a major attraction.
Recommendations
Clearly, more could be done to attract people to our city centre. I would make the following recommendations:
• Extend the pedestrianised area to include the streets surrounding Holmes Square so as to capitalise on what is already
an attractive area.
• Encourage shops, cafés and restaurants to offer discounts to regular customers.
• Maintain access to the pedestrianised areas for cyclists.
This final recommendation will encourage those who cycle currently into town to continue to do so, while reducing noise
and pollution from motor traffic.
Examiner comments
Content All points are addressed, the content is fully relevant to the task and the reader is fully informed.
Communicative The report is organised appropriately into sub-sections with appropriate headings. Bullet points are used to
achievement list ideas. Simple and complex ideas are conveyed well using a formal tone which is maintained throughout.
The reader’s interest is held with ease.
Organisation The report is organised logically throughout the report. The ideas are linked well, with some examples of
higher level linking (e.g. so as to, those who did so).
Language A wide range of simple structures and complex structures are used. There are many examples of less common
vocabulary (e.g. deter people from, a random selection of). There are a few very small errors which don’t affect
communication including a lack of punctuation (i.e. around on the other hand).
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Part 2 Review
ACING IT!
GOOD
SOLID
CONTENT
Task fulfilment Includes all information required + Develops the ideas in sound + Develops the ideas in good
in the task, e.g. What did you learn depth. depth.
from the film? Did it help you to
understand the reasons for the
main characters’ actions?
Target reader Ideas are selected with the target + Most of the ideas are relevant to + All of the ideas are relevant to
reader in mind. the target reader. the target reader.
Introduction Attracts the reader’s attention + Is mostly organised coherently + Is consistently organised
from the start by asking a so the reader understands it. coherently so the reader fully
rhetorical question or making a understands it.
bold statement (e.g. What’s the
greatest love story ever told?; The
greatest love story ever told is not
the one you think it is.).
Evaluation Evaluates as well as describes, i.e. + The evaluation and opinions are + The evaluation and opinions are
strengths and weaknesses, giving mostly supported with examples fully supported with examples and
personal opinions. and reasons. reasons.
Summary and Ends with a summary of the + The summary and + The summary and
recommendation main points of the review and a recommendation mostly draw on recommendation fully draw on
recommendation (e.g. This is the the main body of the review. The the main body of the review.
best film I’ve ever seen. Make sure conclusion is mostly organised The conclusion is fully organised
you don’t miss it.). coherently so the reader coherently so the reader
understands it. understands it.
Tone Uses an informal tone to engage + The tone is mostly consistent + The tone is consistently informal
the reader through a variety throughout the review but there throughout the review.
of modifiers and adjectives, may be some inconsistencies.
emphasis and rhetorical questions
(e.g. The main character’s
motivations were totally unclear.
The impact was that we didn’t care
about her and yet it’s vital that we
care about the lead, isn’t it?).
ORGANISATION
Heading The review has a heading. + The heading is mostly + The heading is fully appropriate
appropriate to the content of the to the content of the review and
review and attracts the reader’s fully attracts the reader’s attention.
attention.
use of informal linkers (e.g. What’s appropriate and accurate. appropriate and accurate.
more), organisational patterns
(e.g. Can you guess why that is?
It’s because …) referencing and
substitution (e.g. it, this, one).
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LANGUAGE
accurately. grammar mostly accurately and fully accurately and flexibly;
flexibly; errors don’t affect errors are related to less common
Review task
The editor of your college English language magazine has asked you to write a review of two films you have seen
recently, saying why one of the films is likely to be of particular relevance and interest to students at the college and why
you believe the other is not worth watching.
Write your review in 220—260 words in an appropriate style.

End-of-course film night: my recommendations
I have seen two films that I consider as possible choices for our end-of-term film night: ‘Life before Life’ and ‘No More
Midnight’. I enjoyed watching them both, but only one of them is right for our end-of-term film night.
‘Life before Life’ has many positive aspects but it is not the best film for our particular purposes. It has had rave reviews,
partly because it stars Edwin Kamashila and the director, Sam Pickering. The trouble is that the film is extremely slow for
a group of students at the end of the academic year. I worry that the film would cause many students to sleep with the
discussions of the main characters.
On the other hand, ‘No More Midnight’, was thrilling from start to finish. The cast are not as well known as Kamashila,
but they do a great job anyway. There’s a lot of excitement and action throughout the film, but there is humour too. This
makes the film both gripping and extremely entertaining.
I am a big fan of Pickering’s films and I liked ‘Life before Life’ but ‘No More Midnight’ was much more enjoyable. If we
want students relaxing and forgetting about exam, this is the film we should watch. Let’s keep ‘Life before Life’ for the
beginning of next semester.
Examiner comments
Content The points are addressed and the information is relevant to the task. The ideas are mostly developed, but the
opinion of the main characters’ conversations in ‘Life before Life’ could be explained further.
Communicative The style is fairly consistent although the use of contractions is probably not necessary. The reader’s interest is
achievement held although the introduction and final sentence could be more engaging.
Organisation The information is organised into paragraphs and information within the paragraphs is organised
appropriately. The ideas are linked sufficiently with linking words and the use of pronoun references.
Language There are examples of complex structures (e.g. If we want students relaxing …) and less common vocabulary
(e.g. had rave reviews) although there is not a particularly wide range. The accuracy is generally good with a
few minor errors that do not affect communication (e.g. want students relaxing and forgetting about exam).
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End-of-course film night: my recommendations
Which would you prefer: a predictable comedy or a challenging thriller? That sums up two films that I’ve seen recently:
‘Star Spies’ and ‘Sounds of the Night’. While both have merits, I suggest that only one would be suitable for our
end-of-course film night.
‘Star Spies’ is a so-called sci-fi comedy which charts the adventures of a bunch of misfits as they travel across the galaxy.
Their mission is to go undercover and spy on various planet governments. While the film made me laugh out loud
sometimes, much of the humour was silly and childish. The story was predictable too, with little to keep my attention.
‘Sounds of the Night’ on the other hand, had me on the edge of my seat from start to finish. It’s a much more serious
tale of two children on the streets of an anonymous city when they search for their mum over the period of one night.
We follow them as they experience and try to escape from various dangers. The fact that this tale is based on real events
makes for an even more gripping experience.
Of course, some students will be keen to watch something mindless to celebrate the end of their exams, but I’d say
that ‘Sounds of the Night’ is more likely to engage all kinds of people, and despite its sombre nature, there is at least a
positive ending. It might not be as funny as ‘Star Spies’, but it’s certainly more thrilling and I found the time flew by in a
flash.
Examiner comments
Content The content fully informs the reader and is relevant to the task. There’s no irrelevant information and no
omissions.
Communicative The review has an appropriate tone which is consistent throughout. The introduction poses a question which
achievement gets the reader’s attention and that attention is then held easily until the end.
Organisation The review is organised into paragraphs with the information organised within each paragraph logically.
Sentences and ideas within sentences are linked using a variety of features (e.g. While both, much of the
humour, on the other hand).
Language A wide range of structures are used and there is evidence of a wide range of less common vocabulary too
(e.g. mindless, sombre nature, edge of my seat, chart the adventures). There are a few small errors in
vocabulary or grammar which do not affect communication (i.e. the use of sometimes in paragraph 2, planet
government instead of planetary government).
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28
53114 53114
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
Do not write
Part 3 below here
17 1 0
17
Candidate Candidate 18 1 0
Z01_FMLA_TB_C1GLB_20328_EI.indd 183
Name Number 18
Centre Centre 19 1 0
Name Number 19
20 1 0
Examination Examination 20
Title Details
21 1 0
Candidate Assessment 21
Signature Date 22 1 0
22
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 23 1 0
23
Advanced Reading and Use of English Candidate Answer 24 1 0
Instructions Sheet 24
Part 1
A B C D Use a PENCIL (B or HB). Do not write
1 Rub out any answer you want to change using an eraser. Part 4 below here
A B C D 25 2 1 0
2 Parts 1, 5, 6, 7 and 8: 25
Mark ONE letter for each question.
A B C D For example, if you think A is the right answer to 26 2 1 0
3 the question, 26
mark your answer 27 2 1 0
A B C D sheet like this:
4 27
A B C D 28 2 1 0
5 Parts 2, 3 and 4: Write your answer clearly 28
A B C D in CAPITAL LETTERS. 29 2 1 0
6 29
For parts 2 and 3, write
A B C D one letter in each box. 30 2 1 0
7 30
A B C D
8 Part 6
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Part 5 Part 8
Do not write B C D
A B C D 37 A A B C D E F
Part 2 below here 31 47
9 1 0 B C D
9 A B C D 38 A A B C D E F
32 48
10 1 0
B C D
10 33 49
B C D
11 1 0
34 50
11
A B C D Part 7 A B C D E F
12 1 0 35 51
12 A B C D E F G
A B C D 41 A B C D E F
36 52
13 1 0 A B C D E F G
13 42 A B C D E F
53
A B C D E F G
Reproduced with permission of Cambridge Assessment English © UCLES 2021

14 1 0 43 A B C D E F
14 54
A B C D E F G
15 1 0 44 A B C D E F
55
15 A B C D E F G
45 A B C D E F
16 1 0 56
16 Continues over A B C D E F G
46
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
53114 53114
Exam answer sheets
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Exam answer sheets
You must write within the grey lines.

Answer Sheet Page 2
Part One Answer

You must write within the grey lines.

Answer Sheet Page 1
Part One Answer
52 Reproduced with permission of Cambridge Assessment English © UCLES 2021
184
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1036 1036
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
Part 1
A B C
1
Candidate Candidate A B C
Name Number 2
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A B C
Centre Centre 3
Name Number A B C
4
Examination Examination A B C
Listening-cambridge-english-advanced-handbook-3.indd 1
Title Details 5
A B C
Candidate Assessment 6
Signature Date
Do not write
Part 2 (Remember to write in CAPITAL LETTERS or numbers) below here
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 7 1 0

7
8 1 0
8
Advanced Listening Candidate Answer Sheet
9 1 0
9
10 1 0
10
Instructions
11 1 0
Use a PENCIL (B or HB).
11
Rub out any answer you want to change using an eraser.
12 1 0
12
Parts 1, 3 and 4: Part 2: 13 1 0
Mark ONE letter for each question. Write your answer clearly in CAPITAL LETTERS. 13
14 1 0
For example, if you think A is the Write one letter or number in each box. 14
right answer to the question, mark If the answer has more than one word, leave one
your answer sheet like this: box empty between words.
Part 3 Part 4
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For example:
A B C D A B C D E F G H
15 21
16 22
17 23
18 24
19 25
20 26
A B C D E F G H
Listening Answer sheet Reproduced with permission of Cambridge Assessment English © UCLES 2021
Turn this sheet over to start 27
A B C D E F G H
28
A B C D E F G H
29
A B C D E F G H
30
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Paper 3
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Paper 4
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OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 1
Candidate Candidate
Name Number
Centre Centre
Name Number
Examination Examination
Title Details
Assessment
Date
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Advanced Speaking Mark Sheet

Date of test:
1 2 3 4 5 6 7 8 9 10 11 12
Month:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Day:
Marks Awarded:
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
Grammatical Resource
0 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Formula c1 Teachers Book

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HOW THE CORE COMPONENTS WORK

CREATE YOUR OWN FORMULA

CLASSROOM TEACHING IDEAS

TEACHING NOTES AND ANSWER KEYS

C1 ADVANCED EXAM INFORMATION

Formula and allows reflection on current performance. A teach

— with each of its units based on a different number. This

EXAM TRAINER and Interactive eBook

theme becomes the prism through which a number of

different topics are covered from different angles, ensuring

the material remains fresh, giving a sense of momentum

• A Grammar file including both reference and

from Reading and Use of English Part 1 to the Speaking paper.

and maintaining everyone’s interest throughout the course.

Flexible exam preparation

For students For teachers For students

The configuration and structure of Formula’s two core

pearsonenglish.com/formula Helen Chilton & Lynda

Coursebook with Exam ﬁle, Digital resources and App

Complete Exam file SECTION A on page 14.

focus and authentic practice task in each.

Using content clues

of the Coursebook containing Exam

boost exercises for improving exam

The Grammar ﬁle gives a full page

explanation, plus a full page of practice

activities for every unit.

The Vocabulary ﬁle provides a

comprehensive wordlist for the whole

unit as well as further practice activities.

The Writing ﬁle provides both example

exam questions and model answers for

Exam Trainer with Digital resources and App

or in combination with the Formula C1

• Its structure follows the Cambridge C1 Practice task

Advanced exam, working systematically

Reading and Use of English Part 1 to

Uses a Test, Teach, Test approach. Each

section starts with a mini practice task

(Test) that reflects the Cambridge C1

Advanced exam, which is followed

by extensive and focused strategies

and skills exercises for improving 2

Customers are meanwhile advised to tip however they

performance in the exam (Teach) and

ends with a full-length, authentic-style

exam task (Test). 38 39

• Includes a full, authentic-style Formula C1 ET 4p book.indb 39 28/09/2020 17:57

Cambridge C1 Advanced exam paper,

Pearson Practice English App

Teacher’s Book with Presentation tool, Digital resources and App

warmer and cooler tasks, flexible follow-up

1 ONE You could ask other students to do the fast finishers

tasks and ideas for fast finishers.

• Dyslexia focus boxes identify course

resources and give ideas for alternative

Full answer key, including smart answers for

Exam file, using Formula for different course • Topic: Identity