Teacher’s Notes & Keys

Test 1 Extension
Ask students to write three or four sentences using some of the
Reading and Use of English adjectives and prepositions from Exercises 3 and 4.
Part 1 Lead-in
Fixed phrases are often tested in Use of English Parts 1, 2 and 4. In
Task type:
Multiple-choice cloze with one example plus eight gaps. Part 1, the ‘lexical’ or ‘vocabulary’ words in the phrase (which are
There are four multiple-choice options for each gap. often nouns) are frequently tested.
5 Give pairs of students two or three sentences each to ‘research’.
Training First, they decide what the correct answer is. Then, using a
dictionary or online resources, they check their answers, before
Lead-in they check as a class.
Explain to students that collocations are a combination of two or
more words that are often used together. Ask students to think of 1 use 2 way 3 sudden 4 mind 5 heart 6 matter 7 sign
any collocations in their own language. 8 far 9 sight 10 term

1 Students complete the exercise individually, then check the

Extension
answers as a class.
Pairs of students look up the incorrect options in 1–4, to see how
1 take 2 keep 3 take 4 put 5 make 6 take 7 take 8 put they are used in sentences with similar meanings. For example,
in 1: It isn’t worth asking me again,... / There’s no point (in) asking
2 Students do the exercise individually, then check their answers me again,... This is not possible for all the incorrect options.
as a class.
2 By one means or another, ... 3 To my surprise, ...
1 kept an eye on 2 took into account 3 putting pressure on 4 In my opinion/view, ...
4 take the blame for 5 make use of 6 take advantage of
7 put an end to 8 take a risk 6 Students do the exercise individually, then check answers as
a class.
Extension
1 make 2 get 3 take 4 point 5 part 6 set 7 view
a Ask students to think of other verb collocations for the verbs in 8 do 9 lose 10 keep
the box, e.g. take the opportunity to, take an interest in, take /
keep charge / control, etc. Students can use a dictionary or look Lead-in
online. In pairs, students choose three or four phrases to write
In Reading and Use of English Part 1, candidates are often tested
sentences with.
on words similar in meaning. Texts A–D in Exercise 7 test this kind
b Put a table on the board with words from the box at the top of of words.
each column. You can also add more columns, e.g. have, hold,
7 Students look at text A and then discuss the answers as a class.
set. In teams, students think of as many phrases as possible to
Do the same for texts B–D.
go with each verb. Invite one member of each team in turn to
fill in a column of the table. A
1 means Only ‘means’ collocates with ‘transport’.
c Ask pairs of students to write three questions using these
2 way ‘process’ refers to a series of steps or something that takes
phrases for a mini quiz. For example, When was the last time time, so is wrong here.
you took a risk? / Do you ever have to keep an eye on someone 3 process ‘process’ is correct here because the time it takes is
younger than you? Put the questions from all the pairs on the referred to. A ‘means’ can’t be long or short.
board, put students with a different partner and let them ask 4 method Only ‘method’ can be followed by ‘for’. ‘a way to solve’
each other the questions. would be correct.
B
Lead-in 5 frequently ‘very frequently’ means ‘very often’. ‘constantly’ means
B2 First for Schools candidates are often tested on prepositions in ‘all the time’, so can’t be qualified by ‘very’.
6 actually Only ‘actually’ makes sense here, introducing an idea
the Use of English tasks, especially Parts 1, 2 and 4. Exercises 3 and
that might be a bit surprising: he felt he knew them quite well, even
4 focus on which prepositions are used with particular adjectives. though he didn’t see them very often.
3 Ask students to do this exercise in pairs. Then check the 7 mainly ‘mainly’ means ‘generally’, and ‘certainly’ doesn’t make
answers as a class. sense here, because the writer is not speculating about this: the
writer knows what the messages were about.
1 of 2 with / about 3 to 4 of 5 to / about 6 about 7 to 8 constantly ‘constantly’ fits here, whereas ‘mainly’ means
8 to 9 about ‘generally’, so doesn’t make sense here.
9 certainly If you are going to do something ‘one day’, then it is a
4 Students do this exercise individually, check their answers in single action, not something that you can repeat frequently (often).
pairs and then as a class. But Ivan’s parents are promising that they will certainly (definitely)
take him to see his cousins in the future.
1B 2C 3A 4C 5D 6A 7B 8A 9C

204 Teacher’s Notes Test 1 Reading and Use of English Parts 1–7
 C 1 Students complete the exercise individually, check their
10 threat If something is potentially dangerous to someone or answers in pairs and then as a class.
something, it is a ‘threat’. ‘uncertainty’ is followed by ‘about’ – we
could say ‘uncertainty about our planet’s future’. 1 throughout 2 at 3 against 4 from 5 beyond
11 uncertainty ‘uncertainty’ means people are not sure about 6 towards 7 by 8 Following 9 along
something. ‘risk’ doesn’t make sense here and can’t be followed by
‘about’. Extension
12 concern The phrase ‘cause for concern’ means that there are Groups of three or four students prepare short tests for other groups,
reasons to worry about something. ‘threat’ does not fit in this phrase.
by writing five sentences with gaps like in Exercise 1. The answers
13 risk ‘at risk’ means ‘in danger’. ‘concern’ doesn’t fit
grammatically.
are prepositions from the box or ones that were written on the board
14 danger ‘in danger’ means the same thing as ‘at risk’. during the lead-in.
D
15 conduct The verb that collocates with ‘experiment’ is ‘conduct’.
Lead-in
16 control ‘control’ means to limit something. Here, it means ‘to Candidates may be tested on some of these time expressions in Part 2,
make sure nothing dangerous happens during the experiment’. but they may also be tested in Parts 1 and 4.
17 guide ‘guide’ means to ‘lead’ or ‘show the way’, so makes sense Ask students to think of an exciting event from a school holiday. In
here.
pairs, they tell each other what happened.
18 direct ‘direct’ means to give directions so people can get
somewhere. Write these questions on the board:
Where was Ariana? [by the seaside, near a house where she was
Extension going to spend a week on holiday]
Text A focuses on transport and pollution. Ask students (in groups Was she there on her own? [No, she was with her family, including
of three or four) to discuss whether air pollution is a problem in big her little brother Damian.]
cities in their country. If it isn’t, what measures have been taken to Who fell into the water? [Damian]
keep it low, and if it is, what could be done about it?
Did Ariana’s parents help? [No, they didn’t know what was
For homework, students prepare a short talk (1 minute happening.]
approximately) on a problem in their local area and how it could
What is Ariana doing as a result of what happened? [She’s doing a
be solved. Ask them to include some of the words in Exercise 7.
junior life-saving course.]
In future classes, students could give their talks to the class.
2 Ask students to look at the text in Exercise 2 and answer the
Exam practice questions, ignoring the options. Students check their answers in
Tell students that the whole Reading and Use of English test takes pairs, then as a class.
1 hour and 15 minutes, including the time it takes to fill in the Now ask students to focus on the time expressions and decide
answer sheet. The paper contains seven parts. The Reading section in pairs what the correct answers are. Check as a class.
consists of Parts 1, 5, 6 and 7. The Use of English section consists
of Parts 2, 3, 4. 1 As soon as 2 By the time 3 already 4 Once 5 yet
6 still 7 in time 8 While 9 until 10 In the end
Remind students to always read the text for Part 1 quickly before
11 since 12 when 13 in the meantime
they look at the options, so they know what the text is about.
1C 2A 3D 4B 5D 6C 7D 8B Extension
For homework, students write a story using the time expressions
Part 2 in Exercise 2. Give students extra marks for using the time
expressions correctly.
Task type:
Open cloze with one example plus eight gaps.
Lead-in
Many candidates find these difficult. They’re tested either in Use of
Training English Part 2 or Part 4.
3 Students correct the sentences individually and check their
Lead-in answers as a class.
As mentioned in the notes for Part 1, candidates need to use
prepositions correctly. Ask students for examples of prepositions 1 There were a lot of people at the concert.
and write them on the board. Then ask them to look at the box in 2 Where’s the nearest bus stop?
3 That was an exciting day, wasn’t it?
Exercise 1. These are some of the prepositions listed at B2-level 4 Some films are more exciting than others.
on the English Vocabulary Profile, but students may be tested on 5 The Ebro is a river in Spain.
prepositions listed at lower levels in Part 2. 6 Look, there’s a little red bird in that tree!
7 My mother takes the same train every morning to go to work.
8 I haven’t got any photos worth showing you, unfortunately.
9 Have you got a pencil I could borrow?
10 There isn’t any milk in the fridge.

Reading and Use of English Parts 1–7 Teacher’s Notes Test 1 205
4 Ask students to find the correct sentences individually, and then Training
check as a class. If students think one of the incorrect sentences is In Part 3, candidates have to form words by, for example, changing
correct, tell them there is a mistake, but don’t correct the mistake. a verb into an adverb or an adjective into a noun. Students will need
Then students work in pairs to correct sentences 1, 2, 4, 7, 8 and 9. to add suffixes and/or prefixes to words. They must know about
spelling changes and irregular ways of changing parts of speech.
1 Few Little information is available about the plans for the new
sports centre, unfortunately.
2 They haven’t got as much many chairs as they need for my
Lead-in
grandmother’s party. Candidates decide what part of speech is needed in each gap. This
3 correct is usually a noun, an adjective, an adverb or a verb.
4 I’ve brought a few sandwiches and some water, so we won’t get
hungry or thirsty.
Write Parts of speech on the board, and underneath, write noun and
5 correct adjective. Students add to the list.
6 correct 1 In pairs, students write the parts of speech next to the words.
7 There’s a great deal of concern about all the plastic in our oceans. Ignore the suffixes for the moment. Then check answers as a
8 How many much do I owe you for the cinema tickets?
9 Plenty of people have also asked me about this. class. Now each student underlines the suffixes. Check answers
10 correct as a class.
1 observation (noun) 2 memorable (adjective) 3 simply (adverb)
Extension 4 partnership (noun) 5 suspicious (adjective) 6 criticise (verb)
When correcting students’ writing homework, select a few mistakes 7 sensitive (adjective) 8 doubtful (adjective) 9 assistance (noun)
with articles, quantifiers or determiners. In a subsequent class, write 10 shorten (verb)
four or five sentences on the board (without identifying the students
2 Students do this exercise in pairs, then check answers as a class.
who made the mistakes) so that the class can correct them.
1 adjective 2 noun 3 adjective 4 verb 5 verb 6 adjective
Lead-in 7 noun 8 adverb 9 adjective 10 noun
Candidates should revise auxiliary verbs and remind them that they
are often tested in Use of English Part 2. Ask students to think of 3 Students do the exercise individually, then check answers in
active verb tenses that require the auxiliary verbs ‘to be’ and ‘have’ pairs. They can check the spelling of the words in a dictionary.
in various forms (e.g. present and past perfect, present and past Check answers as a class.
continuous, etc.). Students don’t need to know the grammatical terms
for these tenses, they can give you examples. Remind students that 1 predictable 2 guidance 3 decisive 4 socialise 5 harden
6 peaceful 7 relationship 8 densely 9 ambitious 10 conservation
passive forms involve using the auxiliary verb be.
5 Students complete the exercise individually, and then check 4 Students work in pairs to decide the part of speech and then
answers in pairs and as a class. check answers as a class. Copy the table onto the board and ask
each student to write one or two suffixes in the correct column.
1 been 2 have, was 3 can 4 going 5 is 6 was 7 will 8 had
 cceptable adj, activate v, admiration n, adventurous adj, appearance
a
Exam practice n, bravery n, coastal adj, communicative adj, criticise v, evidence n,
friendliness n, identify v, involvement n, journalism n, marketing n,
Lead-in membership n, possibility n, skilful adj, starving adj, strengthen v,
survival n, typcially adv
Before students look at the task, write the title Skateparks on the
board. Ask students how popular they think skateboarding is and nouns verbs adjectives adverbs
if any of them have been to a skatepark. If they have, ask them to - al - ate -able -ly
tell the rest of the class what they like about skateparks. Students -ance -en -ial
who have never been to a skatepark, may have seen them in films -ence -ify -ful
or online. Ask these students what they think the main features of -ing -ise / -ize -ing
skateparks are and why skateboarders like to spend time at them -ion / -tion -ive
rather than just skateboard in public places. Then tell the students -ism -ous
-ity
to read the text quickly, ignoring the gaps. Check if the ideas that
-ment
students came up with are covered in the text. Then give students -ness
up to 15 minutes to do the task. They will have less time to do this -ship
task in the exam, but they shouldn’t worry about that at this stage. -ery / -y

9 which 10 as 11 would / ’d 12 between 13 each

14 than 15 why 16 make Extension
The table above is not complete. Suggest that they add to the table
Part 3 as they find more words with different suffixes. They can add
columns when they find suffixes that are used for more types of
Task type: word.
Word formation in a text with one example plus eight gaps.
Each gap corresponds to a word. 5, 6, 7, 8, 9 These exercises could be done for homework, or in class.
The stem of each missing word is given at the end of the line with 5
the gap in it.
1 difficulty 2 insurance 3 willingness 4 patience
5 requirement 6 disposal

206 Teacher’s Notes Test 1 Reading and Use of English Parts 1–7
6 Lead-in
1 educate 2 threaten 3 specify This is a short review of some passive forms. In the actual exam,
candidates gain two marks per sentence, so they must do a little more.
7 Ask students how passive verbs are formed and write examples on
1 worrying 2 mysterious 3 commercial 4 competitive
the board. Explain that when they do Exercise 1, they should pay
5 breakable 6 harmful attention to the tense in the first sentence, and use the same tense for
the verb be when they complete the second sentence.
8 1 Students complete the exercise individually, then check answers
1 extraordinarily 2 basically 3 thoroughly 4 gently as a class.

9 1 has been fixed 2 is being checked 3 are planted 4 is said to be

5 have been translated 6 is going to be taken 7 is known to be
1 thought 2 length 3 height 4 maintenance 5 anxiety 8 will be found (to be)
6 enthusiastically 7 proof 8 heat
Extension
Extension Ask pairs of students to write a short sentence on a piece of paper
Write a word on the board (e.g. amaze). Allow one minute or more for using a verb in the active form. It should be possible to rewrite this
students to work in groups and write down as many words as they can sentence using a passive form. Each pair passes their piece of paper
from the word. Ask teams to think of a word each that the other teams to the pair next to them, who rewrite the second sentence using the
have to form words from. passive. The pairs then pass the piece of paper to the pair next to
If there are words (e.g. from Exercise 9) they find difficult, remind them to correct it. Go round the class, helping students if they need it.
students of these words at the beginning of future classes by writing Lead-in
an anagram (e.g. thought can be written as O T G U H T H) of the
word on the board for them to solve the puzzle. Candidates are tested on these forms, especially in Part 4.
2 Students complete the exercise in pairs and then check answers
Exam practice as a class.
Prefixes are not practised until Test 2, but there is an example of
one in this exam task and it is mentioned in the tip. 1 helping 2 to charge 3 going 4 missing 5 to come 6 walking

17 handful Another noun is needed here. A handful of people means 3 Write sentences 1 and 2 on the board and ask what the
‘only very few people’ / ‘not many people at all’. difference in meaning is. Discuss with the class and ask
18 beneficial An adjective is needed here. An adverb wouldn’t make students to suggest other examples with ‘remember’.
sense in this sentence, because we need to describe ‘study skills’,
which most people find beneficial (meaning ‘useful’ / ‘helpful’), rather
Sentences 3–6: students discuss their meaning in groups of three or
than qualify the verb ‘find’. four. Ask groups to think of other examples using ‘try’ and ‘stop’.
19 productive (meaning ‘able to produce more’.) An adjective is
1b 2a 3c 4d 5e 6f
needed here to describe what people want to become.
20 concentration A noun is needed here after the verb ‘lack’.
21 impatient Another adjective is needed. The given word is an Extension
adjective. A prefix needs to be added to make another adjective with
In their vocabulary notebooks, students can create lists of verbs
opposite meaning.
22 basically An adverb is needed here. ‘base’ is changed to ‘basic’,
which are followed by other verbs in the infinitive with to or the
then ‘basic’ is changed to ‘basically’. -ing form. They can also list verbs which are followed by either
23 willing An adjective is needed here. A verb isn’t possible because form, sometimes with a change of meaning (as in Exercise 3).
of the grammar of the sentence.
24 prove A verb is needed here. Lead-in
Part 4 often tests conditional forms. Exercise 4 is not exactly the
Part 4 same as the Part 4 questions; it is here to provide grammar practice.
4 Students complete the exercise individually, before checking
Task type: answers as a class.
Key word transformation of six separate sentences.
Each pair of sentences consists of one full sentence followed by a 1 could sing 2 could afford / buy 3 have enough time, I’ll / I will
second sentence with a gap that can be filled with up to five words. 4 knew the answer(s)

Training
In Part 4, candidates are tested on a wide range of grammatical
structures, fixed phrases, phrasal verbs, etc. The following activities
practise some of the grammatical structures that are commonly
tested. Further revision of these structures will help with any
weaknesses students have.

Reading and Use of English Parts 1–7 Teacher’s Notes Test 1 207
Extension Part 5
Students should already be familiar with these forms, but if they
have any trouble, they should revise them in future lessons. Task type:
Text followed by six four-option multiple-choice questions.
Lead-in
Ask students if they have done anything recently that they regret. Training
Write ‘I wish...’, ‘I should...’ and ‘If I...’ on the board. Ask students
Lead-in
to use these to express regrets about the past. An example could be
someone forgetting to bring a sweater and then feeling cold. In Part 5, the questions often focus on the feelings, opinions or
attitudes of either the writer or someone in the text. Candidates
5 Students complete the exercise individually, and check answers
may also be asked what the writer is doing in one of the paragraphs
as a class. (e.g. explaining or criticising). The questions always follow the
1 hadn’t 2 wouldn’t have happened 3 I’d checked 4 I’d done order of the text, but there may occasionally be one question at the
5 she’d have loved 6 shouldn’t have gone ahead 7 have known end asking about the whole of the text. As with Parts 1, 2 and 3,
8 have been students should always read the text quickly before they answer
the questions, so they know what the text is about. There may be
Extension words in the text that they don’t know, but they shouldn’t worry
about this. Instead, they should try to work out the meaning from
Ask pairs of students to roleplay a dialogue between the writer in
the context (the text around the word and the topic of the paragraph
Exercise 5 and their brother / sister. The ‘writer’ should express
or the text as a whole).
their regrets and the ‘brother / sister’ should suggest solutions.
1 Students read the text and answer questions a and b. Check as a
Lead-in class.
Candidates may be tested on these verbs in Part 4 and in Part 1. Ask
a at the cinema
students to think of as many reporting verbs as they can and write
b with some friends
them on the board. Exercise 6 focuses on both their meaning and
their grammar. 2a Students think about this individually, then discuss in pairs.
6 Students complete the exercise individually and check answers as b Students decide in pairs what they think the correct answer is.
a class.
c Students do this in pairs. Check the answers to 2b and 2c as a class.
1 Jaime advised Ricardo to do more exercise.
bB
2 Karin denied giving / having given away Geri’s secret.
c It’s true I tend to keep most of my thoughts to myself, and that
3 Daryl offered to make a cake for Maddie’s party.
occasion was no different. I love spy thrillers, and had read some
4 Jake admitted (to) breaking / having broken Tatiana’s favourite mug.
good reviews of this one, but didn’t say anything about that to the
5 Ana refused to help her sister with her homework.
others, just in case it turned out to be awful.
6 Jin apologised to Liam for hurting / having hurt his feelings.
7 Marion insisted on seeing what was inside the box. 3 Ask students to decide in pairs why each of the other options is
incorrect, and match the reasons 1–3 with the incorrect options
Exam practice A, C and D.
Extension 1D 2C 3A
Write each of the reporting verbs from Exercise 6 on a small piece
of paper. Give each pair of students one or two pieces of paper. 4 Ask students to discuss this in pairs. Check the answers as a class.
They should think of something to say that could be reported
using the verb you gave them. Then ask a student from each pair A … we all saw each other every day at school anyway, and went
nearly everywhere together in our free time.
to say what they have prepared to the whole class (e.g. ‘I won’t
C I felt I could sit there for ever, watching people telling me which
let you use my phone!’). The other students (in pairs) write down shampoo to buy, or what phone I really really needed to have – that
a sentence using reported speech and a reporting verb (e.g. ‘X was all part of the experience for me, even though I know some
refused to let Y use her/his/their phone.’). people just wished they could press a fast-forward button and get
straight to the actual film. However, for me, it was an important
Exam practice element of a treat I didn’t get that often.
Remind students that they get two marks for each sentence in this D My sister always said she couldn’t understand why my friends had
part, so even if they make a mistake, they can still get one mark. to make all that noise and get so excited about everything …
Also point out that they can only write a maximum of five words
and that they must not change the given word. In the keys, the 5 Point at the image on page 26 and ask if there is an actor
part to the left of the ‘|’ is given one mark, and the part to the right students admire. If any students say there is, ask them if they
is given one mark. There is sometimes more than one possible would call themselves ‘fans’ of these actors? Ask how they
answer. think fans behave towards actors. What behaviour do they think
is good and what not so good?
25 since | I last saw
Students read the paragraph and try to answer the question
26 was given | to me by
individually. Then they check their answer in pairs, before
27 swam / could swim | as fast as / faster than
28 is believed | to be more checking as a class.
29 requested / asked to avoid | playing
C
30 have | run out of

208 Teacher’s Notes Test 1 Reading and Use of English Parts 1–7
6 & 7 Students do these exercises individually, then check 31 D 32 B 33 B 34 D 35 C 36 B
answers in pairs. Check as a class.
6 Part 6
What I don’t get is why his fans expect him to respond to every
Task type:
message they send him on social media and complain if he doesn’t.
A text with six sentences missing. Underneath the text, there are
It seems particularly unfair and fans are wrong to take advantage of
seven sentences. Six of these sentences fit in the gaps in the text.
his good nature, I think.

7 Lead-in
A He’s hugely popular and has loads of loyal fans, which he deserves.
In Part 6, candidates look for ways in which the ideas in the sentences
The writer doesn’t say that his fans shouldn’t be devoted; she says (A–G) may be linked to ideas in the text. They have to look for links
that the actor deserves his fans’ loyalty. to ideas in the text before or after each gap to see if a sentence can fit
B Many of them (his fans), after all, are mature adults and in other in the gap. So it’s important to know how to link ideas.
parts of their lives, probably behave rather differently. 1 Students complete the exercise individually, and then check
The writer suggests that some of his fans are in fact relatively
answers in pairs. Then, check as a class.
sophisticated.
D … in an industry that’s so full of talent, and where it can be hard to 1 That’s because 2 also 3 As a result 4 However
get to the top without being quite aggressive …
The writer says that many actors have to be competitive to succeed. 2 Ask students to do this exercise in pairs, then check as a class.
She isn’t talking about the fans here.
1 as a result 2 however 3 also 4 that’s because
Extension
3 Students complete the gaps in pairs, then check as a class.
Adjectives are often tested in Part 5. Students can record these
adjectives and their meanings. They could also write a sentence for 1 Nevertheless 2 Moreover 3 The reason for this is 4 therefore
each adjective to show how it is used.
8 & 9 Students do these exercises individually, then check as Extension
a class. For homework, ask students to look for examples of linking words
8 and phrases in English texts they read, either in books or magazines or
online. Ask each student to bring at least one example to the next class.
A
Lead-in
9 Recognising referencing is another important skill for Part 6. All
A is correct because the writer says she enjoys watching thrillers. She
the Part 6 exam tasks in this book give students the opportunity to
gives reasons why they are worth watching, even though some people practise this. There is also sometimes a question on referencing in
suggest they aren’t: she says they’re ‘a great way of taking one’s Part 5 (see Test 2 Part 5 practice for examples).
mind off everyday problems and worries’, they cover a wide variety of 4 Students complete the exercise individually before checking
subjects and situations, they are in fact different from one another, and answers in pairs. Then check answers as a class.
she finds it fascinating and entertaining to see how people at critical
times react to stress and danger. 1 (they thought) the food was awful
B is incorrect because though the writer says the film they saw that 2 (the day before the first match,) the coach lost his voice, the best
day wasn’t the greatest thriller ever, she’s still glad she went. player was injured and two other players had a big argument
C The writer says that she and her friends don’t agree on which are 3 Cats
the best ones, but she doesn’t actually criticise her friends’ tastes.
D The writer describes some of the audience’s reactions, but doesn’t Exam practice
explain how she feels about them.
Ask the class to look at the rubric and the title of the text. Ask students
if they know any people who are vegans. Also ask them if they have
Extension any ideas about why some people may be giving up meat, fish and
Ask students if they agree with what the writer says about thrillers, dairy products and following a vegan diet, and what they think might
and why. Ask the class to think of names of different types of film be good or bad about following a vegan diet. Then ask students to
(e.g. comedy, science fiction, historical drama, thriller). Write these quickly read the text to see if it mentions their ideas and what it says
on the board. Students could conduct a survey to see which types of about any good things or bad things that might be linked to veganism.
film are most popular. Give each pair of students one type of film to Check their answers before they do the exam task.
ask about, then ask them to stand up and find out how many students
like each genre. They can record the numbers on the board. 37 E 38 G 39 A 40 C 41 F 42 D

Exam practice Part 7

Ask students to read the text quickly to find out what it is about. Then
ask some general questions about the text, e.g. What sport is the text Task type:
about? [wheelchair rugby] Had the writer tried this sport before? [no] Ten multiple-matching questions above several short texts or one
Students answer the questions individually, underlining the parts of long text divided into sections.
the text which give them the answers. In the exam, they will have
about 15 minutes to do this part. Training
Check as a class, making sure they know which part of the text In Part 7, candidates need to find the answers to ten questions in four
justifies each correct answer. to six short texts or a longer text divided into sections. Students need
Reading and Use of English Parts 1–7 Teacher’s Notes Test 1 209
to be aware of paraphrasing, as well as ways in which attitude and Training
feeling can be expressed. This section prepares students for the compulsory Part 1 essay
Lead-in question.
Tell the class that in Part 7, they often need to look for ‘paraphrases’ – Lead-in
different ways of saying the same thing. The words will be different in Ask students if there are any dishes they can cook. Then ask
the question and in the short text or section of text which matches the if they think it’s important for teenagers to know how to cook.
question, but the idea will be the same. This is also useful for answering Divide the class into two groups. One group should brainstorm
some of the questions in Part 5 and for producing answers in Part 4. reasons why it’s a good idea for people to learn to cook at school.
1 Students match the sentences individually, then check answers The other group should brainstorm reasons why it’s not a good
in pairs. After that, discuss answers as a class. idea. One student in each group should write the ideas down.
Then write their ideas on the board under the headings ‘advantages’
1c 2d 3f 4b 5a 6e and ‘disadvantages’.
Now tell them they are going to look at a Part 1 essay task. In the
Extension exam, candidates always have to write an essay. The Part 1 question
Students underline any adjectives in Exercise 1 which helped them is compulsory and the format is always the same. The general topic
find the correct answers. They can record these adjectives in their is given in a sentence beginning: ‘In your English class you have
vocabulary notebooks. been talking about...’ There is a question, or a statement followed
by a question, which candidates have to answer.
Lead-in Underneath the question, there is a section with the heading
Ask the class if they have had a day out anywhere recently or been ‘Notes’. Candidates are given two points which they must cover
on a day trip while on holiday. Where did they go? Did they enjoy it? in their essay. There is also space for a third point. Candidates
must include a third point, but they have to think of this point
2 Write these questions on the board. Who wrote this text? [Fiona themselves.
McManus] Where did she go for the day? [to a beach] Did
1a Ask students to read the essay task.
she swim to the island? [no] Did she enjoy the day? [yes] Ask
students to read the text quickly and answer the questions. 1b Ask students where they will always find the general topic of
the essay. (At the end of the sentence ‘In your English class you
Then ask students to look at the adjectives in the box below
have been talking about _______.’)
the text and if there are any they don’t know the meaning of.
In groups of three or four, students check they know what the 1c Ask students what the actual essay they have to write is.
adjectives mean. They can help each other, ask you and/or b learning to cook c learning to cook at school
check in a dictionary.
Now students complete sentences 1–8 individually and check 1d Look at note 1 and find out whether students brainstormed it
answers as a class. earlier. Students discuss the questions in 1d in pairs. Students
may disagree, and that’s fine – they should write all their ideas
1 understandable 2 adventurous 3 unwilling 4 outstanding down.
5 relieved 6 unaware 7 witty 8 wise 1e & f Now look at note 2. Did anything about the school
timetable come up when students brainstormed their ideas
Extension earlier? If so, underline these on the board. If not, they need to
Students can record the adjectives from the box in their vocabulary think of at least one effect now.
notebooks and write sentences using three or four of them. Ask In pairs, students pick an idea from the board or think of
students to use some of these adjectives in the next story they write another idea. This third point must have nothing to do with
for homework. health or the school timetable.
Exam practice 2a Students complete the table, then check answers as a class.
Ask which students play a musical instrument and which one. Was
Column 1 Column 2 Column 3
it difficult for them to learn to play it? What advice would they give
someone learning to play an instrument? Paragraph 1 introduction
Then students answer the questions. Paragraph 2  dvantages /
a
disadvantages
43 C 44 D 45 B 46 A 47 B 48 C 49 B 50 D 51 A 52 C
Paragraph 3  dvantages /
a
disadvantages
Test 1 Paragraph 4 conclusion

Writing 2b, c, d, e, f, g Use the same procedure as above, making

Part 1 (essay) sure to check the answers with the class after each part so
students are confident of their answers before moving on
An essay of 140–190 words giving an opinion and providing reasons to the next part.
for the opinion.
Three points must be covered; two are given and the candidate must
think of a third point to include.

210 Teacher’s Notes Test 1 Reading and Use of English Parts 1–7
 b Before looking at the exercise, ask students to think of linking
words and phrases which connect contrasting ideas and of other
Column 1 Column 2 Column 3
phrases which ‘add’ another point without making a contrast. Put
Paragraph 1 introduction 5 their suggestions on the board.
Paragraph 2  dvantages of everyone
a 3, 4 5 Students complete the exercise individually before checking
learning to cook at school answers in pairs. Then check answers as a class. As you check
Paragraph 3  isadvantages of everyone
d 1 answers, check which ideas are contrasting [1, 3, 4, 5, 7, 9] and
learning to cook at school which are not (one idea is being ‘added’ after another) [2, 6, 8].
Paragraph 4 conclusion 2
1 While 2 Moreover 3 Nevertheless 4 whereas 5 however
c Sentence 4 is part of the writer’s ‘own idea’. Sentence 2 can’t be 6 In addition 7 Despite 8 also 9 In spite of
the point for the ‘own idea’ because your own idea can’t be what
you decide about the topic. It has to be a completely new point. Your Extension
opinion on the topic as a whole goes into the conclusion. Ask students to work in pairs in class (or set this for homework)
d Only sentence 2 could be an idea for note 3. The other two
and write two/three sentences using linking words or phrases they
sentences are part of the ideas for notes 1 (sentence 3) and
2 (sentence 1).
find difficult or are not confident about using correctly. Check
e Paragraph 1: C Paragraph 2: B Paragraph 3: D Paragraph 4: A answers.
f Yes, the idea for note 1 is covered in paragraph 2 (B) and the idea
for note 2 is covered in the second sentence of paragraph 3 (D).
Exam practice
g … people cook in different ways, so ... future generations. Ask students what they think of when they hear the words ‘fast food’
(this could be types of food, or what their opinions are). Tell them the
Extension statements in the essay questions are sometimes designed to provoke
When students write their next essay, ask them to write a plan a reaction and they are not expected to agree with every statement.
before they start to write the essay, with brief notes on what to put They can give their honest opinion in their essay. When the statement
in each paragraph and an idea for the third point. asks ‘Do you agree?’, their essay should clearly show whether they
agree or not.
Lead-in Ask students to look at the notes and think of a third point that is
Ask students if words like ‘cool’ and ‘stuff’ are appropriate to use not about convenience or quality (e.g. taste, price, health – even if
in an essay. [No, they are too informal.] Although candidates do not the ingredients are good, it may not be healthy to eat too much).
need to use very formal language in their essays, they should avoid In the exam, students should spend about 40 minutes planning,
using language that is too informal. writing and checking their essay.
3 Ask the class to look at the first phrase in Exercise 3 (appear to be). They can write the essay in class or for homework. After planning
Ask them which words in Lou’s answer they need to write next to the essay, they should spend about 30 minutes writing it. Then they
it. [look like] Ask students to do the rest of the exercise individually, use the checklist to check they have done what they need to do.
then check answers in pairs. After that, check as a class.
Sample answer
1 look like 2 in another 3 cool 4 when they are little According to people who disapprove of fast food, it is always a bad
5 In one way 6 plenty of stuff 7 I’ve just said 8 And thing to eat. Nevertheless, it is widely available and very popular in
9 But 10 when they are older many parts of the world.
One reason for this is that many people with busy lives lack the time
Lead-in to prepare all their meals themselves. Moreover, people frequently
study or work far from their homes. The convenience of being able to
Candidates should avoid using the words in the question in their buy fast food is therefore a great advantage.
answers (either in Part 1 or Part 2). Some words from the question Secondly, it is a mistake to assume that the ingredients in fast food
will need to be used, but students should be aware that they should are necessarily of poor quality. People often criticise fast–food
try to use other words and phrases. restaurants and stalls for being unhealthy, but many use excellent
fresh vegetables and meat produced in the local area.
4 Ask students to complete the exercise individually, and then check
Finally, one of the main appeals of fast food is its taste. Eating should
answers in pairs. After that, check answers as a class. be a pleasure, and having access to delicious meals at affordable
prices makes life not only easier but also more enjoyable.
1d 2c 3b 4e 5a
To sum up, I believe that fast food can be a very good thing to eat.
It would be a problem if people’s diets consisted only of this type of
Extension food, but that is not generally the case.
When students do any writing, they should avoid repeating the Commentary
same words, phrases or grammatical structures too often. Ask them • This is a very good answer.
to check this when they do any writing in class or for homework. • All content points are addressed: notes 1 and 2 + own idea (how
food tastes).
Lead-in • Reasons for opinions are given.
• It clearly answers the question ‘Do you agree?’. (The writer does
In the Writing paper, candidates are expected to link their ideas in not agree.)
a clear and logical way. This means using paragraphs appropriately • It uses an appropriate style (not too informal).
and also using a variety of suitable linking words and phrases. • Ideas are organised into logical paragraphs.
Exercise 5 reviews linking words and phrases and reminds students • Some linking words and phrases are used (all used correctly).
of some of the different ones they can use in their writing. • It uses a wide range of vocabulary (especially adverbs) and
grammatical structures.

Writing Parts 1–2 Teacher’s Notes Test 1 211

Part 2 (article) Extension
Ask students what the basic collocation rules are for ‘extreme’
Task type: adjectives such as ‘freezing’. [They can be used with ‘absolutely’ or
An article of 140–190 words giving opinions and / or providing
‘totally’, but they can’t be used with ‘very’ or ‘extremely’. We can
information, in response to an advertisement in a magazine/on a
website for teenagers. say ‘absolutely/totally freezing’, or ‘very/extremely cold’, but we
can’t say ‘absolutely/totally cold’ or ‘very extremely freezing’.]
Training You can set a short quiz in a future lesson to practise these
Make sure students know they must only answer one question in adjectives and adverbs.
Part 2. There will be three questions to choose from. The question Lead-in
types might be: an article, an email or letter, a review or a story.
Rhetorical questions can make the style of articles more direct and
Lead-in livelier.
In the article task, candidates need to think of who they are supposed 5 Students complete the exercise in pairs and check answers as
to be writing for. They should imagine they are writing for people a class.
who are their own age with similar interests. Their article should be
interesting for the reader and make the reader feel involved. Suggested answers:
1 What could/can/might that possibly be?
1 Students discuss this in pairs and check answers as a class.
2 And (what was/is/what about) the effect on my life?
1 quite informal language 2 a friend or someone your age 3 Are you wondering how that all turned out?
3 can use 4 can use 5 It’s OK 6 should have 4 So what happened next?

6 Students read the task, then check answers as a class. Think of

Extension someone you know that you think is interesting (it’s OK to invent
When students write an article in class or for homework, they should someone). Say why they are interesting and whether they have
look at the answers to Exercise 1 to remind themselves what to do. influenced you.
Lead-in I have to write an article aimed at teenagers about the most
Candidates should use a variety of vocabulary in the Writing paper. interesting person I know, including why I find them interesting and
For article tasks, adjectives can be particularly useful. Candidates saying whether they have influenced me.
need to make their articles interesting and engaging and one way is
to use a few dramatic adjectives. 7 Students read Keri’s answer, then discuss it in pairs. Check
answers as a class.
2 Students complete the exercise in pairs. Then check answers as
a class. Good points: Keri uses an informal style and covers all the points in
the task. She gives examples to show what she means.
Suggested answers: 1 tiny 2 freezing 3 boiling What could be improved: Using different adjectives would make
4 great, fantastic, amazing, wonderful, awesome, terrific, excellent,
the article more interesting to read. Keri uses ‘interesting’ three times
brilliant, incredible 5 awful, terrible 6 delighted 7 furious
in her article, and the word is in the title given in the exam task, too.
8 fascinating, amazing 9 terrified
Keri could also have used some rhetorical questions.
3 These adjectives are sometimes confusing for students, so this
8 Students do this individually, then check answers as a class.
short exercise reminds them how to use them correctly.
1 It’s unusual for anyone to be so good that they can live from selling
1 terrible 2 terrified 3 terrific their art.
2 Those were interesting times for me.
Extension 3 She’s also interesting because
4 She has influenced me a lot.
Ask students if there are any (other) adjectives they find confusing and
5 My aunt Sara’s a very interesting person.
to think of sentences using these adjectives. Write them on the board. 6 a very good
It would be useful for students to record these adjectives (and the
example sentences) in their vocabulary notebooks. Extension
4 This exercise focuses on which adjectives can and cannot be When you mark students’ articles for homework, underline repeated
used with different adverbs such as ‘absolutely’ or ‘extremely’. words for students to replace. Suggest where a rhetorical question
Students complete the exercise individually, then check answers might be appropriate.
in pairs. After that, check answers as a class.
Lead-in
1 correct
2 I’m always very delighted when I hear from my favourite cousin. Candidates should give their articles titles. It’s fine to use the title in
(or ‘very’ could be replaced by ‘absolutely’/ ‘really’) / I’m always very the exam question.
delighted happy when I hear from my favourite cousin. 9 Ask students to discuss this in pairs. After that, check as a class.
3 correct
4 The meals my grandfather cooks are usually extremely excellent. b is the best one because it doesn’t repeat the adjective ‘interesting’,
(or ‘extremely’ could be replaced by ‘absolutely’/ ‘really’) / The meals and unlike c, it is about a person, which is the topic of the article.
my grandfather cooks are usually extremely excellent good.
5 I’d expected the cinema to be huge, but in fact it was completely
tiny. (or ‘completely’ could be replaced by ‘absolutely’/ ‘really’) / I’d Extension
expected the cinema to be huge, but in fact it was completely tiny Ask students if they can think of their own title for the article.
very/really/extremely small.

212 Teacher’s Notes Test 1 Writing Parts 1–2

Exam practice Lead-in
Ask students to discuss the first question in pairs. They can think of Students need to use a variety of structures correctly in their emails
adjectives and nouns that describe people and their characteristics, or letters. Exercise 3 focuses on structures used for giving advice.
and also think of examples of how a good friend might behave. 3 Students complete the exercise individually and check answers
Remind students they need to address both questions in their article. in pairs. Then, check as a class.
Candidates should spend about 40 minutes planning, writing and
1 should go 2 I were you 3 looking 4 Would you like
checking their Part 2 task in the exam.
5 waiting 6 listening 7 I will 8 ask 9 checking
Students can write their article in class or for homework. They
should spend 30–35 minutes writing. 4 Students read the exam task, then answer the questions in pairs.
When they have finished writing, ask them to look at the checklist Ask students to give three pieces of advice to Sam, using three
and check that they have done everything on it. different structures.
Sample answer Sam is upset because he/she doesn’t want to move away from his/
Friendship her friends or their school.
What makes a good friend? I’ve often wondered – have you? I can’t
say I’ve managed to come up with a definite answer, but I suppose Suggested answers: You should keep in touch with all your friends
the qualities I value most in a friend are kindness, loyalty and most back home. / You could always come back to your old school next
importantly, sharing my sense of humour! year. / If I were you, I’d be excited about discovering Australia and all
its natural beauty!
My best friend, Avin, for instance, has always stood by me – even in
the toughest of times, like when my grandmother was ill and I was so
miserable I really wasn’t much fun to be with. I wouldn’t have blamed
Extension
Avin for spending time with someone a bit more entertaining, but that Students could roleplay a conversation between Sam and Sam’s friend.
didn’t happen. And as for the sense of humour thing, well … doesn’t Divide the class into groups of four or six. Pairs of students prepare
everybody need someone to laugh at their jokes? their dialogue and then ‘perform’ the dialogues to the other students in
Some people seem to be good friends with loads of people, but their group. Go round the class helping students if they need it.
personally, I think there’s a limit to the number of very close friends
one person can have. Apart from anything else, developing a Lead-in
friendship takes time and sometimes, a bit of effort. That’s what I’ve Candidates mustn’t use language that is too formal in their emails
found, anyway. What I do know for sure is that I’m lucky to have Avin, or letters. This exercise shows the kind of suitable language.
and hope that you can all find someone as great as that!
5 Ask students to read Nour’s reply to see if Nour’s advice is
Commentary similar to what they would have said.
• This is a very good answer.
• All the questions are addressed.
Then ask students to complete the exercise individually and
• It gives reasons for answers and some examples. check answers in pairs. After that, check answers as a class.
• It uses an informal style.
1i 2a 3g 4c 5e 6d
• It uses some rhetorical questions.
• The candidate writes as if speaking directly to the reader.
6 Discuss this as a class. Draw students’ attention to the more
• The candidate writes personally, but also makes some general
points. formal alternatives in options a–l. Can they match the pairs that
• Ideas are clearly organised into paragraphs. have similar meanings? [aj, bd, ch, el, fi, gk]
• A range of vocabulary and structures are used.
Because the language is informal.
Part 2 (email/letter) 7 Discuss this as a class.

Task type: Yes, the answer shows how Nour would react in this situation and
An informal email or letter of 140–190 words written in reply to an email gives Sam some advice.
or letter or part of an email or letter from an English-speaking friend.
Lead-in
Training Candidates should use a range of vocabulary in their writing.
The email/letter task usually involves giving information and/or 8 Students complete the exercise individually, then check answers
advice to an English-speaking teenager. in pairs. After that, check answers as a class.
Lead-in 1 miserable 2 have mixed feelings 3 tough 4 fly by
5 think things over
Candidates should start and finish their emails appropriately.
Exercises 1 and 2 focus on how to do this.
Extension
1 Students complete the exercise in pairs, then check answers as
a class. Students record these words and phrases in their vocabulary notebooks,
with an example sentence for each one.
1F 2S 3S 4F 5F 6S 7S 8F 9F 10 S
Exam practice
2 Discuss this as a class. Students read Corey’s email and discuss in pairs what advice they
would give Corey.
4 and 10 They are both too long and waste a lot of the 140–190 word
Students should spend about 30–35 minutes writing their answer
limit. You may lose marks for writing too much about something that
is not part of the exam. to Corey. In the exam, candidates should spend about 40 minutes
planning, writing and checking their email.
Writing Parts 1–2 Teacher’s Notes Test 1 213
When students have written their email, they should look at the options. Students compare answers with a partner and then check
checklist and make sure they have done everything on it. with the whole class. Now students underline words in the text that
relate to options B and C. In pairs they explain why the words they
Sample answer
have underlined show that B and C are incorrect. Then check with
Hi Corey!
Good to hear from you! But wow, what a surprise! Ever since I’ve the whole class. Words they should have underlined for B are: I
known you, swimming has played a huge part in your life. At one didn’t get lost or say the wrong thing. Check students understand
point, I even thought you might turn into a fish! the boy doesn’t say that he made any mistakes. And for C: Girl:
And now you want to give up … Well, fair enough, it’s your life, after Everyone liked yours! Boy: I wouldn’t say everyone! A few people
all. But your parents might not see it like that. They’ve spent so much looked bored stiff. Check students understand the boy says that
time making sure you could do what you loved, it’s part of their lives,
some students in his class didn’t seem to enjoy his presentation.
too. And they’ll worry that you may regret your decision.
So I think it’s worth remembering all that when you talk to them. You Suggested answer: I managed to speak as if I was reasonably cool
say you want to do other things – what exactly? I can guarantee that, about it and knew what I was talking about. Maybe I’m a good actor!
if your parents are anything like mine, they’ll want to know! I do think
you’re right to stop if you’re fed up with it, but have you thought about 4 This activity reinforces what students have practised for
asking to have a break, so you have time to think things over? After example 1. Students look at the instructions for example 2 and
all, maybe you just need a rest. underline the key words. They compare answers with a partner
I’m sure your parents will support you whatever you end up doing. and then check as a class.
Write back soon and let me know how it goes!
Jan  uggested answers: football coach, team, advises, notice, best
S
Commentary players, clear aims, each match, focus, fit as possible
• This is a very good answer. 5 Let students listen to the recording for example 2 for the first
• Both questions are addressed.
time. They compare answers with a partner before playing it for
• Reasons are given for the advice.
• The email starts and finishes appropriately. the second time. Then check answers. Students explain why they
• The style is very friendly and informal. think C is the correct answer and why A and B are incorrect.
• The email is easy to read because it is divided into clear paragraphs.
C
• Ideas are linked using suitable linking words and phrases.
• It uses a good range of vocabulary and structures. 6 Students read the audioscript for example 2 and underline key
words that show the correct answer is C. Remind students again
Test 1 that the words in the text are not exactly the same as the words
in the question and options. Students compare answers in pairs,
Listening then as a class. Now students underline words that relate to
Part 1 options A and B. Again, they compare answers in pairs, then
as a class. For A, they could have underlined playing like a top
Task type: football star. Draw attention to the fact that best players are
Multiple-choice. mentioned, but the coach doesn’t tell the team to notice what
Eight questions. they do. For B, they could have underlined you’re going to have
One multiple-choice question per text (short monologue or dialogue), to set some personal targets. Make sure students understand
each with three options.
the coach mentions targets, which are similar to aims, but she
doesn’t say they should have clear ones for each match.
Training
1 Students focus on preparing effectively before listening, so that C … doing exercises that build the strength of your muscles, heart,
and lungs … get you into shape for playing matches. There’s no
they think about what is important in the recording. Students
way anyone can even dream of playing like a top football star unless
read the context sentence in the example. Remind them that this they’re in fantastic physical condition. So that’s a priority.
sentence gives them a clear idea of what sort of text they will
hear, who the speaker(s) is/are, and what they will be talking 7 Sometimes the question and options in Part 1 will test students’
about. Ask: Who is talking? What are they talking about? Then understanding of what the function or purpose of the speaker’s
students look at the question and options and underline any words is. For example, in example 2, the question tested
words that seem important. whether the students can identify when the football coach
was advising something. Students complete the exercise with
Suggested answers: two students, presentations, gave in class, dictionaries if they need to, and compare answers with a partner
voice, calm, Nobody, noticed, mistakes, other students, enjoyed
before checking answers as a class.
2 Let students listen to the recording for example 1. They will hear
1f 2b 3a 4c 5e 6d
it twice. Students discuss with a partner what the correct answer
is. Then check their answers. Ask students to explain why they 8 Students complete the exercise individually and compare in
think A is correct and why they think B and C are incorrect. pairs. Then, check as a class.
A Suggested answers: A justifying, feelings, singer B confirming,
when, begins C recommending D highlighting, enjoyed
3 Students find out how the words used in the text are often different E encouraging, join her F advising, avoid, problems
from the words in the correct option but express the same idea.
Students read the audioscript and underline key words that show 9 Students listen once to the recording, then compare answers with
the correct answer. Remind students that the words used in the text a partner. Play the recording again and check answers as a class.
will not be exactly the same as the words used in the question and 1B 2F 3D 4A 5C 6E

214 Teacher’s Notes Test 1 Listening Parts 1–4

Exam practice Suggested answers: 1 a tent, a villa, a cottage, a hotel 3 a type of
Remind students that they will hear eight different recordings and animal, a type of natural scenery 5 places on a holiday site
to read the context-setting sentence, as this will give them useful (e.g. the coffee lounge, the games room)
information about what they will hear. Remind them, also, to read
the questions and options carefully before each text recording. 3 Tell students that they will hear the recording, but first they
Suggest that they underline key words to prepare. For the first one or should read two more sentences and prepare themselves to
two recordings, stop and let students compare their answers with a listen for the answers. After giving them some time to think
partner, to give them the confidence before answering the questions. what might go in the gaps and compare with a partner, ask
Remind them not to leave a multiple-choice question unanswered. questions about sentence 2. You could ask: What kind of word
If they are not sure what the correct answer is, they should try and might go here? [a noun] Could it be a word ending in –ing?
make a good guess. If there’s a word in the options they do not [Yes, it could.] For sentence 4, ask students if the word for
know, they should look for clues in the context around the words to the gap could be a noun or an adjective. It is likely to be an
help them guess the meaning. adjective because it is a descriptive word.
After listening Suggested answers: 2 walking, swimming, hiking, climbing, fishing
Check the correct answers and find the words in the text that give 4 dark, cold, wet
the correct answer. It may be useful to focus on any vocabulary
which caused problems for students. Encourage students to make a 4 Play the recording for students to fill the gaps. Play the
note of new words and phrases in their vocabulary records. recording twice. Students compare answers with a partner.

1C 2B 3C 4A 5B 6C 7C 8A 1 tent 2 swimming 3 eagles 4 damp 5 coffee lounge

Extension 5&6 Students read the audioscript to check their answers.

Then, ask them to underline words that could have fitted in the
Give students as much opportunity as possible to listen to short
extracts of dialogues or monologues spoken by native speakers of gaps but were incorrect. Remind them that they will usually
English at this level. hear some distractors (i.e. words that could tempt students as
answers, but are incorrect) as they listen, so they should try and
Part 2 identify why these are incorrect.
6
Task type:
Sentence completion. 1 cottage 2 fishing, hiking, skiing 3 lambs, foxes
Ten sentences to complete with between one and three words. 4 beautiful, warm, uncomfortable, chilly 5 movie room, games room
One speaker (monologue).
Exam practice
Training
The words that fit in the gaps will usually be concrete nouns. Remind Lead-in
students they do not need to change the words from what they hear Give students time to read the rubric, where the context is given,
on the recording in any way. Also, point that they will usually need and also to pay attention to the task title. All this will help prepare
one or two words to complete the gaps, but occasionally they might them for what they are about to hear. Ask some questions to
need to write three words. focus them on the context: Who are you going to hear speaking?
1 Start by getting students to read the context-setting sentence. You [a girl called Polly] What is she going to talk about? [the group
could ask: Who will you hear speaking? [a girl called Sophie] she started to clear rubbish off beaches] Ask them if they know
What will she talk about? [an activity holiday] Where did she go? anything about beach-cleaning events, and get them to predict
[Yorkshire, England] Who did she go with? [her family] some possible vocabulary they might hear (e.g. rubbish, trash,
2 Students predict the types of words that go in the gaps, both in litter, garbage, sand, coast, plastic, wildlife). Remind students
terms of meaning and grammar. Look at sentence 1 together and how important it is to use the time before the recording starts to
ask: What words could go in this gap? [a noun] What kind of read the sentences and try to guess what words might be used to
places might someone sleep in on an activity holiday? [a tent, a complete them. Remind them also that they should only write the
camper van, etc.] Ask students if the word that goes in the gap words they hear, no more than three, and usually one or two, and
should be singular or plural, and check they understand that it that they shouldn’t change the words at all.
should be singular because of the word a before the gap. Play the recording once. Students compare answers in pairs. Then,
Get students to look at sentences 3 and 5 and think of a few play it again. Check answers as a class and focus on spelling. Point
words that could go in each gap. Remind them to look carefully that certain incorrect spellings may be acceptable, but only if they
at the words both before and after the gap. This will help them are very minor.
decide on a likely meaning and also whether, if it is a noun, it
should be singular or plural. Get them to compare their ideas 9 lids 10 lifeguard 11 posters 12 ships 13 tides
with a partner before checking possible ideas. Ask students: 14 (protective) gloves 15 T-shirts 16 bottles 17 tyres
Should the word be singular or plural? [plural for sentence 18 documentary
3, singular/plural for sentence 5] Could it be uncountable?
Why? [Yes, because we’ve got some in sentence 3 and the in Extension
sentence 5.] Check they know that the word some is used before Suggest students note down useful new words whenever they
a plural or uncountable noun but not before a singular noun. listen to or watch things in English, and use dictionaries to check
Check whether it should be singular or plural. After the, both spelling. Point out that English words often sound different from
singular or plural are possible, and there is no verb before or after how they are written.
in the sentence to indicate whether the noun is singular or plural.

Listening Parts 1–4 Teacher’s Notes Test 1 215

Part 3 carpentry/woodwork, jewellery-making). Students talk in pairs
about whether they make anything with their hands and why. Get
Task type: feedback on their ideas.
Multiple matching. Read the instructions out loud and ask: How many people will you
Five short monologues. hear speaking? [five] Will they be speaking alone or with someone
Five correct answers. else? [alone] What will they talk about? [making things with their
Eight options to choose from.
hands in their free time] Students read the options carefully. Check
they understand them. Students underline key words and ideas.
Training At the end of the task, students compare their answers before feedback.
1 The aim of this exercise is to help students understand how
19 G 20 E 21 H 22 B 23 F
feelings, attitudes and opinions can be expressed in longer and
shorter ways. Write a few nouns that are used for feelings on
Extension
the board (e.g. anxiety, fascination, boredom) and tell students
Ask students to find a podcast or video online of someone talking
to write them down and add some more to their lists. They
in English about making something with their hands. Advise
could work in pairs to do this. Get feedback on what they have
them not to worry if they can’t understand it all, but to use it as an
in their lists and and write them on the board.
opportunity to practise listening and to learn some new vocabulary.
Suggested answers: confidence, stress, curiosity, happiness,
sadness, guilt, fear, worry
Part 4
2 Tell students that you will describe a time when you felt one of Task type:
the feelings in the list, but you will not say the word. Tell them a Multiple choice.
short story in no more than 30 seconds that represents one of the An interview or exchange between two speakers.
feelings. They must decide which feeling is represented by your Seven three-option multiple-choice questions.
story. Students take it in turns with a partner to choose a noun
from the board and describe a time when they had that feeling,
Training
without using the word for it. The partner must guess the noun. 1 To introduce the topic of painting, get students to discuss the
questions, and listen to what their partners say about paintings.
3 Students write the noun form of the adjectives. You could elicit
some common suffixes used for nouns (e.g. -ion, -ation, -ence, 2 Tell students to read the instructions. Ask: Who will you hear
-ity, -ment). Encourage students to use dictionaries to help with being interviewed? [a young painter called Marcus] What will
meaning and spelling. For feedback, provide a written record of he be talking about? [his painting exhibition] Students read the
the correct answers and use concept-check questions to check two multiple-choice questions and underline the words they
understanding. think are important. Before they listen to the recording, point
that the interviewer’s questions will help them to know which
Noun forms: satisfaction creativity patience motivation question to answer. Remind them also that the words Marcus
inspiration stress irritation determination confidence uses will be different from those in the options, although he will
relief depression
talk about similar things. Play the recording twice. Students
4 Students read the instructions carefully and underline key compare their answers.
words (e.g. confidence, abilities). Play the recording and let 1B 2A
students compare their answers with a partner. Before playing
the recording for a second time, explain they should use this 3 Now let students read the audioscript to check their answers.
opportunity to check and confirm the correct answer. 4 Students think about why the other options are incorrect and
underline the words in the audioscript that relate to the incorrect
C
options. The speaker will usually mention things related to all
5 Students read the audioscript and underline the part where the three options, but only one option will be correct.
correct answer is. 1A … spend time looking … boring. 1C I just see what happens …
It went pretty well, and although I didn’t win, I was pleased with how or anything. 2B I was shocked. Even … happen.
it went. 2C It was my mum … in me.

6 Remind students that the speaker will often mention things that 5 The aim of this activity is to raise students’ awareness of
relate to the other options (e.g. other performers, his abilities, structures used for emphasis. Look at question 1 together and
performing in public). Students should read the audioscript and ask how the two sentences are different. Tell them that the
identify where he does this and why it is an incorrect option. first sentence uses a structure to show emphasis, to give more
attention or importance to what is said. In the first sentence,
A I wasn’t convinced I had what it takes to win. B I didn’t feel that Marcus is emphasising what matters to him. Students read the
nervous before going on stage, which was surprising. I really enjoyed other sentences and notice the differences in terms of structure
being in front of an audience. D I was pleased with how it went. and emphasis. Write the frames for the structures on the board.
E I’d heard that some of the other entrants were pretty talented
The thing that … is …
Exam practice What …. is …
It was … who/that …
Lead-in Not only was/do/does/did + subject …
Elicit some ideas of activities in which people make things
The first sentence in each pair is more emphatic.
with their hands (e.g. cake-making, sewing, knitting, art, crafts,
216 Teacher’s Notes Test 1 Listening Parts 1–4
6 Students complete the second sentence in each pair so that it is a
more emphatic version of the first sentence. Play the recording for
Test 1
students to check their answers and give them a written record. Speaking
Point out that both who and that can be used in sentence 1.
Part 1
1 It was a friend of mine who/that encouraged me to take painting
seriously. Task type:
2 In the future, the thing I’d really like to try is sculpture. A conversation between one examiner, known as the interlocutor, and
3 What I want to become better and better at is painting people. each candidate. In Part 1, candidates answer questions on a variety of
4 Not only do I love bright colours, but I also find different shapes topics related to their everyday life. The interlocutor has three sets of
interesting. topics to choose from, and each topic has four questions. The questions
asked may be on the same topic, or they may be about different topics.
Extension
Students should listen to and watch videos online of interviews Training
with people talking in English. They will become familiar with the Lead-in
typical progress of an interview, from questions about how someone Before students open their books, ask questions: What do you talk
got started in their interesting activity, to questions about the high about in Part 1? Who do you talk to? to elicit the two points in the
and low points, the difficulties and successes and the interviewee’s summary of Part 1. Students discuss with a partner, then check.
advice for others and future goals.
1a
Exam practice In pairs, students each take one of the roles in the dialogue and read
it aloud.
Lead-in Give students two or three minutes to complete the exercise.
Prepare students for the topic of filmmaking by asking students: Check answers and ask students to identify which person in the
Have you ever been to a film studio? Do you know what a film set dialogue gives the information.
is? Do you know anything about how films are made? Would you
like to work in the film industry one day? Do you know what a 1 No (Flora). Discuss that the test set-up is usually two candidates,
runner does in a filmmaking team? You may need to explain that but may be three if there is an odd number of candidates at the
a film set is the place, either in a film studio or in another location, school or centre. Refer students to the tip and explain that the
where the filming takes place and that a runner is a junior assistant timings for the test are adjusted if there is a group of three, so that
who does general tasks to help the filmmaking team. each candidate still gets the same opportunities to speak.
2 No (Benny). Discuss that the focus of this part of the test is for
Remind students to listen to and read the context sentence to help candidates to settle in and get comfortable speaking in English. They
them think about and predict the topics of the interview. Ask some will have opportunities to talk together later in the test (Parts 3 and 4).
check questions: Who is being interviewed? [a teenager called 3 No (Benny). Discuss that the examiner who speaks to the
Max Wing] What is he being interviewed about? [his week of candidates is known as the interlocutor. The other examiner is the
work experience as a ‘runner’ or general assistant, helping at a film assessor, who notes down the marks.
studio] The interviewer’s questions will show them what question 4 No (Benny). Remind students that they should listen to what their
to focus on. The questions will come in the same order as they are partner says, as this may help them with vocabulary.
written. Students should use the second listening as a chance to 5 Maybe (Flora). This point shows why it is helpful to listen carefully
check and confirm their answers. to what your partner says, in case this helps you with vocabulary.
6 Maybe (Benny). Discuss that candidates do normally have the
After listening, students compare their answers in pairs before same number of questions, but they should not worry if the number
checking as a class. of questions is different. The interlocutor will make sure that each
Students then read the audioscript and underline the sections candidate has the same opportunity to speak.
which contain the correct answers. [24B The thing that … 7 Yes (Benny). Discuss that this is a good idea to be sure they are
myself? 25B What was ... to me. 26C … one minute … dullest answering the question correctly.
task, 27C They always … their lines 28B … you have to … sort 1b
of thing. 29A … but in fact, … with at times, 30B … express a
Students will hear two candidates, Jakub and Maria, doing Part 1.
particular … an active way. Highlight the structures for emphasis
While they listen, students make notes for questions 1–5.
used when answering the interviewer’s questions for questions 24,
25 and 30: 24 The thing that concerned me was how easy it’d be Students check their answers with a partner, then as a class.
to get the hang of things; 25 What was brilliant was that she made 1 Jakub: future plans / hobbies and interests / free-time activities.
a real effort to pass on tips about film production to me; 30 … the Maria: celebrations / special days / special events.
main thing about it is that it’ll help me to express a particular side 2 Yes, both candidates answered appropriately.
of my personality … 3 Because her responses were shorter. Maria needed to answer an extra
question so that she had the same amount of speaking time as Jakub.
24 B 25 B 26 C 27 C 28 B 29 A 30 B 4 The number of questions candidates have to answer is unlikely
to have a significant effect on the marks candidates get. Remind
students that in this part of the test, the main aim is for the candidates
to relax and for the examiners to start assessing their language. They
will have more opportunities to demonstrate their language in the
following parts. However, not giving extended answers may be taken
into consideration for Maria’s Discourse Management mark.
5 Maria could give longer answers. For example, she could give more
detailed reasons or examples to explain her points. She could also
connect her responses into longer sentences.

Speaking Parts 1–4 Teacher’s Notes Test 1 217

Extension Students work in pairs to ask and answer the questions. Monitor
Before students look at Exercise 2a, ask them to write down the while they are talking. In feedback, you can focus on the length
questions that Jakub and Maria were asked. To support them with of the answers that students gave.
this activity, write prompts on the board, (What/weekend; How/ 2 Play the recording and pause it for students to answer. An
birthday, etc.). This will give students useful practice in forming effective way to do this as a whole class is to ask students
questions, which they may need in Parts 3 and 4. to whisper their answers, so they don’t distract each other.
2a Alternatively, you can nominate one or two students to say their
answer out loud.
This task helps students extend their answers, for example by using
reasons and examples. Highlight the tip about giving extended Part 2
responses on page 55.
Students look at the questions Jakub and Maria were asked and Task type:
some sample responses which different candidates gave. Model An individual ‘long turn’ for each candidate, based on two photographs
the task with the first question: ask students to look at the answer and a related question. The ‘long turn’ candidate speaks for around one
to the first question and tell you which words introduce the reason minute. After each long-turn response, the second candidate answers a
(because) or example (like, such as). Tell students these are the question connected to one of the photographs. The second candidate
can speak for up to 30 seconds. If necessary, the interlocutor will
words they need to underline and then put in the table below.
ask a back-up question (Why? / Why not?) to encourage the second
Check answers with the whole class. Draw students’ attention to candidate to extend their response.
the difference between because (followed by a clause) and because
of (followed by a noun or noun phrase). Also note which words/ Lead-in:
expressions can be used at the start and in the middle of a sentence.
Before opening their books, put the four prompt words (talk,
compare, listen, answer) and ask students to use these to explain
Giving reasons Giving examples
what happens in Part 2.
 ecause
b like
1a
Since such as
as For example Students look at what Part 2 involves in terms of procedure
because of For instance (including timing), purpose and assessment. Students look at the
sentences. Check they understand them and that they are clear who
2b the interlocutor is.
Students work with a different partner and practise. Students complete the exercise individually, then check as a class.
3a 1c 2g 3b 4d 5h 6a 7i 8f 9e
Questions in Part 1 can be about a variety of topics. Elicit some
suggestions from students, then ask them to look at Exercise 3a, Extension
which has questions about weather, a possible topic. Students use the information from Exercise 1a to make a table or a
Students work on their own to complete the exercise. Explain that mind map which summarises the key elements of Part 2.
it may be possible to use more than one word or expression from 1b
Exercise 2a in some gaps.
Students work with a partner to discuss the situations in Exercise 1b.
Monitor while students are working on the exercise. Accept Check responses as a class and discuss the points listed in the key.
alternative suggestions if they fit the gap and make a note of these
to include in class feedback. Also note any common errors, for 1 No. Each candidate must have the same speaking opportunity, so
example because vs. because of, or incorrect prepositions. the examiner will make sure you are following the timing.
2 No. You each have one long turn and one short follow-up question
Students check in pairs, then as a class.
to answer. There is no opportunity to discuss with your partner.
1 d (because / since / as, such as / like) 2 a (because of) 3 Yes. The interlocutor will do this if you are talking for too long.
3 e (such as / like, For example / For instance) 4 b (for example / for 4 Not really. The task is to compare the two photographs and answer
instance, As / Since / Because) 5 c (since / because) the question. Just talking about one of the photographs means your
response is not completely appropriate.
3b 5 Yes. This may help you organise your ideas, which, in turn, could
help your Discourse Management assessment. However, remember
Ask students to work in groups of two or three to ask and answer that you only have one minute to talk, so don’t pause too long.
the questions from Exercise 3a. In a group of three, students play
the interlocutor in turns. 2a
Monitor and note common errors for whole class feedback. Also Students look at the photos on page C1. Elicit the topic (spending
note how students extended their answers for positive feedback. time outdoors). Go through the rubric and remind students that
Saleh is the candidate with the long turn here, while Miriam listens
Exam practice and answers a short question at the end. Then play the recording.
1 Remind students to spend around 20 seconds on each answer, Students make notes if they like.
or to say two sentences. You could encourage them to time each 2b
other’s answers, so that they get an understanding of what 20 Students work with a partner and discuss the questions. Check
seconds feels like. Draw students’ attention to the advice and answers as a class and ask students whether they think the candidates
point out that the follow-up question is normally only needed if performed well.
the student’s answer is too short.

218 Teacher’s Notes Test 1 Speaking Parts 1–4

 1 ‘What are the teenagers enjoying about spending time outdoors in Students work in pairs to complete the task. Monitor while students
these ways?’ are speaking and make sure they stick to the time limit for each
2 Yes. He compared the two photos, and he also answered the stage. Note any strong and weaker examples of language and
question about what the teenagers are enjoying about doing those techniques for class feedback.
things outside. He talked for nearly a full minute.
3 ‘Do you enjoying going to festivals?’ Sample answers
4 No. She focused more on the second picture, and she didn’t say
whether she enjoys going to festivals. Candidate A’s long turn
The pictures show people listening to music in very different ways.
3a
In the first picture, the woman is on her own and it looks like she’s
The text is Saleh’s long-turn response. Students will listen again in just finished jogging or doing some other exercise. I think the music
a moment to check what he said. Before they do, ask them to read is probably helping her to relax. I imagine it’s quite gentle music,
through the text and fill in any words they remember. Then play the nothing too loud. On the other hand, it seems like the music in the
recording again. After listening, students check with a partner. Then second photo is lively music. Maybe they’re at a party or a festival.
check as a class and pay attention to errors with agreement, e.g., They They’re enjoying listening to the DJ and everyone seems very happy.
appears to be instead of They appear to be and It look like instead of It looks like they’re dancing, and the man at the back seems to be
singing. I think the people in the second picture have chosen to listen
It looks like.
to music to have fun together, whereas the woman in the first photo
1 seem 2 some kind of 3 could 4 might 5 appear 6 probably is using music to help her feel calm and peaceful.
7 imagine 8 maybe 9 may 10 could 11 looks like Candidate B’s short response
Yes, I love going to concerts and festivals with my friends. We don’t
3b really like DJ music, though, we prefer listening to pop bands, but we
Point to the words used to complete Exercise 3a and ask the do love dancing to music together.
Candidate B’s long turn
questions in Exercise 3b. Discuss students’ responses. Elicit the
OK, so the first photo shows three men and I’d say they’re hiking
words guess and speculate, and discuss why these are useful in Part in the mountains. They’ve got a lot of things with them, so maybe
2. they’re hiking for a few days, and they’ll be camping overnight.
They’ve got a map which they’re looking at, so maybe the choice
They describe opinions. They are useful for guessing (speculating)
they have to make is which way to go, or perhaps where they’ll sleep
about details. They can be used to talk about what you can see in
for the night. These are both important choices to get right, otherwise
the photograph, and also to guess what happened before or after the
they might get lost or be in danger. On the other hand, the girl’s
photograph. This is a good way of giving an extended response.
choice in the second picture is not so serious. She only needs to
3c decide which things to put in her suitcase. She has to decide which
clothes to take, so she needs to think about where she’s going and
Students look at some more sentences used for speculating, which
how long she’ll be there. She seems quite happy and the women
have been split into two parts. They match the beginning and the behind her are also quite relaxed, so I think she’s not worried about
ending of each sentence. Complete the first match, then students the decision. If she forgets something, she can probably buy it.
work on their own to complete the rest. Candidate A’s short response
Students check in pairs, then as a class. For each sentence, draw I do like hiking, but I don’t like camping, so I wouldn’t be happy doing
students’ attention to the structures used, for example, to + what these men are doing. I prefer to walk somewhere and then
infinitive, bare infinitive, noun. Finally, they decide whether each sleep in a hotel at night. But the scenery in this photo looks beautiful,
so maybe I should try it!
sentence refers to the past, present or future. Check as a class.
1 e [present] Part 3
2 g [past]
3 a [present] Task type:
4 f [future] A two-way conversation between the candidates. The interlocutor
5 d [present] does not get involved in the discussion. The interlocutor introduces a
6 c [future] scenario and tells candidates what they need to discuss. They have
7 b [present] a sheet with the question and five prompts to guide the discussion.
After around two minutes, the interlocutor asks the candidates to try
3d to reach a decision about one aspect of the discussion topic. They
Mix students up so that they are working with a new partner. One have around one minute for this stage, and it doesn’t matter if the
student speaks for one minute about the photographs while the candidates don’t manage to make a decision in that time.
other student listens for how much language of speculation their
partner uses. The listening student can note down examples. 1a
Monitor while students are completing the activity. Make a note Students look at the overview of Part 2 and Part 3 at the beginning
of examples of language of speculation and also whether students of each section, then discuss the main difference between each part.
speculate about the past, present or future. In feedback, remind In Part 2, each candidate speaks independently. In Part 3, the
students that talking about different time periods gives more candidates work together to complete the task. The focus is on a
opportunities to demonstrate a range of language (see the tip). discussion/conversation, so they need to interact with each other.

Exam practice 1b
Students practise the strategies for Part 2 with a different topic. Students read the description of Part 3 and then use this information
Students look at the photos on pages C2 and C3. Elicit the two to discuss the situations with a partner. Check answers as a class
topics (listening to music; making choices) and ask students to read and discuss the points in the key below.
the instructions in their book.

Speaking Parts 1–4 Teacher’s Notes Test 1 219

 1 Likely to be a problem. The task requires you to answer a question Introducing a new point (initiating): Let’s; about; agree; connected;
which is connected to the prompts. Only discussing one of the Shall
prompts may make your discussion very limited or repetitive. Responding: only; but; saying; point; exactly; what; sense; true
However, this could be OK if you have lots of your own points to
make, as long as they are related to the central question. In class feedback, write the expressions on the board, in preparation
2 Yes. There are five prompts given which are there to help you develop for Exercise 3b.
your discussion. You do not have to talk about them all. In fact, it is
usually better to talk about three or four prompts in some detail than to Extension
talk about all five prompts but not say much about each one. Remove one word from each expression and invite students to
3 Yes. Maybe you think of another point to make about one of the come to the board and write in the missing word. You can remove
prompts as your discussion develops. This is an example of a natural any words and also use a wider range of expressions.
discussion.
4 No. Taking turns is a good way of not interrupting each other, 3b
but you need to show that you can interact with your partner(s) by Show students the completed expressions from Exercise 3a on the
listening and responding to what they say. For example, you can board. Model the activity by writing the first expression (Let’s start
ask your partner what they think, or you can comment on what your with …). Underline start and elicit an alternative word with the
partner says before moving on to the next point.
same meaning (begin).
5 Yes. There is no need to agree with your partner(s) and it is a good
way to demonstrate a wider range of language. Draw students’ Students now look at the exercise, cross out begin and write the
attention to the tip – they need to make sure they have ways of alternative expression below the box. They complete the exercise
disagreeing politely. individually and check with a partner. Then check as a class.
6 No. If you reach a decision too quickly, you may run out of things
to say. The first two minutes of Part 3 are for you to discuss the Lets start with ... > Let’s begin with...
question and the prompts. After that, the interlocutor will stop you What about ...? > How about ...?
and say that you have one more minute to make a decision about the Would you agree that ...? > Do you agree that ...?
topic. The decision will usually be to choose one or two of the most That’s connected to ... > That’s linked to ...
important points. Shall we move on to ...? > Why don’t we move on to ...?
I take your point. > I see your point. AND I know what you
2a mean. > I see what you mean.
Students look at the task on page C4 and think about which prompt That’s true. > That’s right.
would be a good one to start with. You can accept any answer here,
it’s a personal choice. Students explain their choice. Draw students’ Alternative/Extension activity
attention to the tip. Students work with a partner to think of substitutions without
referring to the suggestions in Exercise 3b. In class feedback, invite
Extension students to come to the board and write in their alternative word
Develop the tip about links. Students produce a mind map by drawing suggestions and encourage peer correction by asking Is that right?
lines between the prompts to show connections and by adding 3c
suggested words and expressions to explain the links (connectives and
related vocabulary). Pair students with a new partner. Set a two-minute time limit for
the pairs to discuss the task on page C4. Monitor while students are
2b speaking and make notes on how well they initiate and respond for
Students listen to two candidates discussing the first part of the class feedback.
task. The first time they listen, they note down the order in which
the candidates discuss the prompts and check whether they talked Exam practice
about all the prompts. Give students time to read through the task first. Inform students
of the time limits for the discussion (2 minutes) and the follow-up
1 developing skills for the future (Brit) question (1 minute).
2 feeling motivated (Felipe)
3 taking responsibility (Brit) Students complete the task in pairs. Tell them when the initial two
4 making progress (Felipe) minutes are over. Monitor and give feedback on what went well and
They don’t discuss the prompt ‘sharing knowledge’. what students need to work on. Focus on their interaction in particular.
Ask students what they can do if they have to take the test with
Notes someone they don’t know. Discuss how this can be a good
The candidates didn’t talk about ‘sharing knowledge’, although opportunity to develop interaction by asking and answering
Felipe said ‘Shall we move on to another point?’ so maybe he was questions to discover each other’s opinions.
about to discuss this point before the time ended. Remind students
that it is not a problem to miss out one or two points, as long as Part 4
they keep the discussion going for the full two minutes.
Task type:
3a Questions on topics related to the Part 3 collaborative task.
Students listen to the recording again to focus on how the speakers Candidates may be asked to answer questions individually, or the
move the discussion forward (introducing a new point) and interact interlocutor may prompt them to discuss a question together. When
with each other (responding – agreeing/disagreeing). Students one candidate is answering a question, the other candidate(s) should
listen carefully, because the interlocutor may ask a follow-up question,
complete the table and check in pairs.
such as ‘What do you think?’, ‘Do you agree?’ or ‘And you?’.

220 Teacher’s Notes Test 1 Speaking Parts 1–4

1 1 Not really; I’d rather; I can’t stand it
Elicit what students have to do in Part 4 [answer questions], and 2 I don’t mind; I’m really keen on
what the questions are about [they are related to the topic in Part 3]. 3 In my view there’s some truth in that
Explain that the interlocutor has six questions to choose from. The 4 I’m not a fan of
first questions are more closely linked to the Part 3 topic, and the 5 To my mind
later questions widen the discussion.
3b
Students look at the advice given by a teacher to his students.
Students work on their own to decide whether the situations written Look at the first underlined expression from Exercise 3a (I’d rather)
below the advice text are acceptable or not. and ask if it expresses a positive or negative opinion. Agree that it
is positive and tell students to write this in the first column of the
Students complete the exercise individually and check in pairs. table in Exercise 3b. Explain that some of the expressions may just
Then check as a class. Discuss the points in the key. be neutral or general, and it is what comes later in the comment that
1 No. You should avoid interrupting your partner. They need the shows whether the opinion is positive or negative. For example,
opportunity to answer a question or make a point. If you want to say In my view, homework is really useful vs. In my view, homework is
something, wait until they have finished and then make your comment. boring. Students complete the exercise in pairs. Then check as a class
2 Yes. If you are discussing a question with your partner, it’s OK to and point to the tip. Students can make a list of useful expressions.
ask them for their opinion.
3 No. Sometimes the interlocutor will ask one candidate a question. Positive opinion General opinion Negative opinion
Sometimes the interlocutor will ask the same question to both/all
candidates to encourage more interaction. I’d rather In my view Not really
4 It depends on the question. You can ask the interlocutor to repeat I don’t mind To my mind I can’t stand it
a question, but you should not ask them to explain something, and I’m really keen on I’m not a fan of
you should not try to get them involved in the discussion. If you ask a I think there’s some
question like this, the interlocutor will not be able to answer you. truth in that

2a
Ask what the topic of Brit and Felipe’s Part 3 task was [students
Extension
working together in groups] and elicit suggestions of what the topic To give students more practice in expressing opinions, you could
of Part 4 might be [questions about studying/working]. Point that the ask them to react to some strong statements, e.g. It’s impossible to
first one or two questions may be quite closely connected to Part 3, be friends with someone much older than you. / All children should
but the rest will be more general questions about studying/working. do sport at school every day. / Children should be allowed to leave
2b school when they are 14 years old. Write a selection of statements
on cards, one for each card.
Exercise 2b shows the Part 4 questions for Brit and Felipe. Students
complete the exercise in pairs, then check as a class. Discuss that Students work in small groups and give each group a pile of cards,
some questions will be direct, e.g. Do you think …?, and others face down on the desk. Students take turns to pick one card, read
may first describe a common opinion, e.g. Some people say …, the statement and give their opinion. They then ask the other
and then ask whether you agree or what you think. Draw students’ students whether they agree or disagree. At the end of the activity,
attention to the tip about asking the interlocutor to repeat a question they can report back how many people agreed or disagreed with
and remind them that this will not affect their marks. It is better to them.
ask and be sure than to give a wrong answer.
Exam practice
1c 2d 3a 4b Students work in groups of three. For each question, one student
has the role of interlocutor. The ‘interlocutor’ decides whether to
2c ask the question to one ‘candidate’ or to both of them. Remind
Students now listen to a recording of the two candidates, Brit and students that if the interlocutor asks one candidate, they can use
Felipe, doing Part 4. Ask students to read through the questions for What do you think? / Do you agree? / And you? to get the opinion
this task before they listen and tell them they can take notes while they of the other candidate. Also point out that the interlocutor can use
are listening. Students check their answers in pairs, then as a class. follow-up questions Why? / Why not? to get the candidate to extend
their answer.
1 Question 1 Felipe and Brit; Question 2 Brit; Question 3 Felipe (and
then Brit); Question 4 Felipe and Brit This part of the test normally lasts around four minutes, but you
2 The interlocutor encourages candidates to speak by using their will need to allow longer for this activity so that all students get a
names, by using follow-up questions (And you? / Do you agree?), and chance to answer.
by asking an open question so that both candidates can respond.
Monitor and make notes to give feedback on language and
3 The interlocutor asks Brit an extra question (Do you agree, Brit?)
because her responses to the earlier questions were short. The
techniques. Aim to give positive feedback as well as suggestions of
interlocutor is giving each candidate the same opportunity to speak. areas to work on.

3a Extension
Discuss that Part 4 is an opportunity for students to give their opinion Students think of one or two more questions for the topic of
and any opinion is acceptable, either agreeing or disagreeing. social media and communication. They work in small groups to
brainstorm ideas and then write their question(s). Then mix up the
Point to the comments from Brit and Felipe and do the first one
groups so that they can ask and answer the new questions.
together as a class to model the activity. Then students complete the
exercise in pairs. They may find it helpful for one student to read
out the comments and the other one to listen and spot the opinion.
Check answers as a class.

Speaking Parts 1–4 Teacher’s Notes Test 1 221

Test 2 6 The children were praised for their good manners.
8 Lucy was blamed for making a mess in the art room, but it wasn’t her.
Reading and Use of English 10 My parents advised us against spending / not to spend too much
time online.
Part 1
Exam practice
Task type:
Multiple-choice cloze with one example plus eight gaps. Students should spend a maximum of ten minutes on Part 1 in the
There are four multiple-choice options for each gap. exam.
1 A ‘make’ is the verb that collocates with ‘discovery’ (e.g. to make
Training a discovery).
2 C ‘remote’ means ‘far from where people live’.
Lead-in 3 D The verb is in the passive form here, and climate change
Candidates may be tested on phrasal verbs in Part 1. Phrasal verbs threatens the penguin colonies.
may also be tested in Parts 2 and 4, and knowing what they mean is 4 A This is another passive sentence, and sea ice loss ‘has an effect
necessary in all parts of the Reading and Use of English test. They on’/‘affects’ the region.
should also try to use some in their writing. 5 B ‘evidence’ means that there is something in the images which
shows the scientists that there are penguins on the ice.
8, 4 6 D ‘impact’ means ‘effect’.
7 C ‘take’ is the only verb which collocates with ‘action’.
1 Split students into three groups and ask each group to work on 8 A ‘how things will turn out’ means ‘what will happen in the end’.
one section of Exercise 1 (1–4, 5–8 or 9–12). Ask students in
each group to match the meanings individually, and then check Part 2
their answers with the rest of the group. Check as a class.
Task type:
1c 2d 3b 4a 5h 6g 7e 8f 9k 10 l 11 j 12 i Open cloze with one example plus eight gaps.
2 Ask each group to find the sentences in Exercise 2 where the verbs
they have worked on can fit. Remind them that they may need to Training
change the form of the verb. Students check their answers as a Students should read the text quickly before starting to think which
group, then as a class. words go in the gaps, so they have an idea of what the text is about.
Now form three new groups so that each new group contains Only one word fits in each gap. Contractions (e.g. don’t, she’ll, I’m)
at least one person from each of the three original groups. count as two words (do not, she will, I am), so these will never be a
Students should now do the questions from Exercises 1 and correct answer.
2 that they did not do originally and check their answers with
the student(s) from the group that first worked on these verbs. Lead-in
Listen to the students in the groups and help them if necessary. In Part 2, candidates are tested on prepositions in at least one of the
questions. It is important to notice phrases with prepositions and
1 look up to 2 stand out 3 came across 4 let (me) down learn them.
5 got away with 6 backed (me) up 7 turned out 8 call off
9 come up 10 making up 11 wore off 12 identify with read the whole text; only one

Lead-in 1 Ask students to complete the exercise individually. They may

find some of these phrases quite difficult, so perhaps suggest
Candidates are often tested on prepositions following verbs in
that they use a dictionary or check online. Then check answers
Parts 1, 2 and 4. In Part 1, an option that would otherwise make
sense in a gap may be incorrect because it can’t be followed by the as a class.
preposition that comes after the gap. 1 on 2 in 3 at 4 in 5 for 6 on 7 with
3 Students work individually to complete the exercise and check 8 at 9 on 10 by 11 in 12 on
answers in pairs. Then check as a class. 2 Students do this exercise in pairs. Then check as a class.
1 entitled 1 by far 2 on a daily basis 3 On behalf of 4 With respect to
2 Both options are possible. 5 in need of 6 on average 7 for real 8 in due course
3 Both options are possible. 9 on condition that 10 at risk 11 at all costs 12 in doubt
4 cope 5 deprive 6 congratulated 7 Both options are possible.
8 accused 9 Both options are possible. 10 discouraged
Extension
Extension Ask students which of the sentences in Exercise 2 are the most formal?
Where only one option is possible, ask students how they could 3, 4, 5, 8, 9
change the sentences to make the other option correct.
Lead-in
1 All students are allowed free software for their laptops.
4 Sometimes it’s hard to handle stressful situations. Candidates are often tested on these words in Part 2. They may also
5 Don’t try to remove the special blanket from the baby! need to use them in Part 4. The mistakes in Exercise 3 are quite
commonly made by candidates in their own writing.

222 Teacher’s Notes Test 2 Reading and Use of English Parts 1–7
3 Students look at these sentences in pairs, then check answers as 2 Go through each sentence and ask students what part of speech
a class. is needed to complete each sentence (don’t ask for the answers
at this stage) [1 adv 2 adj 3 adv 4 adj 5 adv 6 adj 7 n 8 n]. Tell
1 I’m so too tired to walk any further. students that they will have to add suffixes or change the end of
2 Do you think there is plenty enough food here for all the guests? the word in some way as well as adding prefixes. Students do
3 It was such a good film that I want to watch it again!
4 He was too so happy that he couldn’t stop smiling.
the exercise in pairs, then check as a class.
5 I’d love to visit too many different places when I grow up! 1 impatiently 2 misleading 3 irresponsibly 4 unattractive
6 Where did you find such a so cool pair of sunglasses?
5 illegally 6 inexperienced 7 disagreement 8 interaction
7 The light switch is very too high for my little brother to reach.
8 I’m not so strong enough to lift 100 kg!
Extension
4 Students do the task individually. Then they check answers in Students think of other words to add to these word families and use
pairs and as a class. three or four of them in sentences.
1 so 2 such 3 enough 4 too 5 such 6 very Lead-in
Candidates must spell the words in Part 3 correctly to get a mark.
Exam practice This exercise revises some common spelling rules in English.
In groups of three or four, students design a poster about the baobab 3 Students complete the exercise individually, and then check
tree, using information from books or the internet. Remind students that answers in pairs. After that, check as a class.
they should take a maximum of ten minutes to do this task in the exam.
1 unsuccessful 2 annually 3 unbelievable 4 laziness
9 by It completes the prepositional phrase ‘by far’. 5 hopeless 6 striking 7 automatically 8 encouragement
10 which A relative pronoun is needed here to refer to ‘leaves’. 9 independent 10 difficulties
11 well ‘As well as’ means ‘in addition to’.
12 be This is the passive infinitive form of the verb ‘use’. An infinitive
Lead-in
without ‘to’ is needed after ‘can’.
13 a An article is needed here to complete the phrase ‘a variety of + If the word needed to fill a gap in Part 3 is a noun, candidates have
plural noun’. to decide whether the noun is singular or plural. They should look
14 to It is the preposition that follows the verb ‘adapt’. for clues in the text before and after the gap to decide.
15 enough The structure being tested here is ‘enough’ + ‘of’ + noun / 4 Students do the exercise in pairs, then check answers as a class.
pronoun + ‘to’ + infinitive.
16 in It completes the prepositional phrase ‘in doubt’. 1 plural 2 singular or plural 3 plural 4 plural 5 singular or plural

Part 3 Extension
Ask students to think of different words that could fit in the gaps
Task type:
Word formation in a text with one example plus eight gaps.
(e.g. 1 researchers / scientists 2 researcher / researchers / scientist /
Each gap corresponds to a word. scientists 3 discoveries 4 discoveries 5 discovery / discoveries).
The stem of each missing word is given at the end of the line with the
Lead-in
gap in it.
If the word that candidates have to form in Part 3 is a verb, they
Training will have to think of what tense or form the verb should be in.
The word at the end of each line with a gap is the stem of the word 5 Ask students to look at the first sentence. Ask them what the verb
needed for that particular line. It can’t be used to form a word gapped is [identify] and write it on the board. Then ask students to do the
on a different line. The stem word in capitals must always be changed. rest of the exercise in pairs. After that, check answers as a class.

no; yes 1 identify 2 identified 3 Identifying 4 identifies

Lead-in Exam practice

Look at the title of the text and elicit the stem word for ‘deinfluencers’
In Part 3, candidates often have to add a suffix to the end of a word
or a prefix to the beginning of a word. Sometimes both a suffix and [influence]. Students read the text quickly to find out who or what
a prefix may be needed. deinfluencers are [online influencers that point out to people that
various products are not necessary]. In the exam, students should spend
Write the prefix ‘un-’ on the board. Ask students to think of as a maximum of ten minutes on Part 3. Remind them that nouns may
many adjectives, adverbs and verbs as possible which have this need to be plural, and some items may need a prefix as well as a suffix.
prefix. Give them two minutes to think, then write the words on the
board as they call them out. 17 followers A noun is needed here because the word before the
Now ask students to think of other prefixes. Ask them which ones gap is the possessive determiner ‘their’ and the deinfluencers are
are added to a word to create a new word that is opposite in meaning. pointing something out to someone. It needs to be plural because of
the word their.
Write these on the board and ask for an example or two for each prefix.
18 necessarily An adverb is needed here to qualify the verb ‘need’.
1 Students complete the exercise in pairs. After that, check 19 unlimited because if something is infinite, it has no limits: it is
answers as a class. Ask students what part of speech each of the unlimited. An adjective is needed here. The sentence means that
answers is [adjectives: 1, 2, 3, 4, 7 verbs: 5 and 6]. most people don’t have an infinite amount of money to spend.
20 popularity A noun is needed here. The way the deinfluencer’s
1 illegal 2 irregular 3 unavailable 4 impolite 5 misunderstand popularity is measured is by counting the number of views and ‘likes’
6 disapprove 7 informal her videos receive.

Reading and Use of English Parts 1–7 Teacher’s Notes Test 2 223
 21 mislead A verb is needed here after ‘want to’. Even though the Students do this task individually, then check answers in pairs
deinfluencer’s income depends on people buying things, she doesn’t before checking as a class.
want to make anyone believe something that is untrue.
25 have | let Lucy down
22 pressure A noun is needed here to complete the fixed phrase
The structure with ‘shouldn’t’ to express a regret about the past is
‘under pressure’.
shouldn’t + have + infinitive without ‘to’. The phrasal verb meaning
23 fashionable An adjective is needed here to describe the things
‘disappoint’ is ‘let down’.
that people buy.
26 asked us | to come
24 personally An adverb is needed here. ‘She personally’ means
The teacher asked ‘us’ for ideas. The phrasal verb meaning ‘suggest
‘she herself’.
/ have some new ideas’ is ‘come up with’.
27 was | looking forward to
Part 4 The past tense of the verb is needed after ‘said’ in reported speech
(here, we need the past continuous), and the phrasal verb meaning
Task type: ‘feel excited about something that is going to happen in the future’ is
Key word transformation of six separate sentences (with one example). ‘look forward to’.
Each pair of sentences consists of one full sentence followed by a 28 prevented him | (from) taking
second sentence with a gap that can be filled with up to five words. If something means you can’t do something, it ‘stops’/’prevents’ you
Students have to rewrite six sentences. (from) doing it. The verb form after ‘prevent’ is the -ing form.
The word in capital letters must not be changed in any way. 29 as full | as it
The word in capital letters counts as one of the words in the answer. The stadium is less full this week than last week, so the stadium is
‘not as full as’ it was last week.
Training 30 the tastier | the food will
The structure tested here is ‘the more ..., the more ...’.
six; no; yes
Part 5
Lead-in
Candidates may be tested on comparative forms in Part 4. These Task type:
forms may also be tested in Part 2 and a comparative adjective may Text followed by six four-option multiple-choice questions.
There are six questions to answer.
be tested in Part 3. Students should be familiar with these forms.
There are four options in each question.
Use Exercise 1 to check what students know and what they need to
The questions are in the same order as the text. If there is a question
practise more. about the whole text, it will always be question 6.
1 Students complete the exercise individually, then check answers in
pairs. After that, check answers as a class. Training
1 fewer 2 most 3 The more, the better 4 little six; four; yes
5 Many 6 as 7 the least 8 better than
Lead-in
Extension In Part 5, candidates may be asked to decide what a word in the
Students choose three or four structures they found difficult in text refers to. This word is often a pronoun (it/they/these, etc.) and
Exercise 1 and write sentences with them. They check answers in the answer options may be words or phrases from the text or close
pairs. Encourage students to try using some of these structures in paraphrases of these words or phrases.
their own writing.
1 Students complete the exercise in pairs, then check answers as
Lead-in a class.
Candidates are often tested on three-part phrasal verbs in Part 4. aB
These are also tested in Parts 1 and 2. b Only high levels of pollution can impact health and could be
2 Students decide on the meanings of the verbs in pairs, then reduced in the way mentioned in the text. The other options don’t
make sense.
check as a class.
2 & 3 Students do these exercises individually before checking
1 run out of 2 put up with 3 stand up for 4 cut down on answers in pairs. Then check as a class. Remind students to think
5 look forward to 6 come up with
carefully about what they are reading and make sure the sentence
3 Students do the exercise individually, then check answers in makes sense when they replace the pronoun with their chosen option.
pairs. Then check as a class. 2

1 cut down on 2 looking forward to 3 coming up with aA

4 stands up for 5 run out of 6 put up with b The only things that can be replaced are cars, so A is the only key
that makes sense.
Exam practice
3
Ask the class what the ‘rules’ are for this part [write between two
and five words; contractions count as two words; never change the aD
given word; spell everything correctly; make sure that the second b ‘the brown bear’ is the only option that could replace ‘it’ while
sentence means the same thing as the first sentence; remember that making sure that the passage still makes sense.
there are two marks for this question, so it’s possible to make a
mistake but still get one mark].

224 Teacher’s Notes Test 2 Reading and Use of English Parts 1–7
Lead-in Lead-in
In Part 5, candidates may be asked what a word or phrase in the These exercises encourage students to focus on how ideas are
text means. Candidates are not expected to already know this word linked in texts, which is useful practice for Part 6.
or phrase and should always be able to work out the answer from 1 Students complete the exercise individually, then check answers
the text around it. Ask students to read the text quickly to find out in pairs. After that, check answers as a class.
what it is about. [A boy called Louis who broke a neighbour’s
window with his football and then had to decide what to do next.] 1d 2b 3a 4e 5c
4 Students complete the exercise individually, then check answers 2 Ask students if they grow any plants (flowers/houseplants/
as a class. vegetables) indoors or outdoors. Do they enjoy looking
a A Instead of running away or pretending that someone else had after plants?
broken the window, which didn’t feel right to Louis, he decided Copy the sentences for the first paragraph onto six separate
to knock on the door and do the right thing: admit his mistake. strips of paper. Put students into small groups of three or four
However, the consequence of doing that would be that the neighbour and give each group a set of six sentences. Ask students to
would be angry with Louis and shout at him. So when he decided to
work together to put the sentences in the correct order. Check
knock on the door, he also decided to accept the neighbour’s anger
about the mistake.
answers as a class. Ask students if they also used referencing to
b B is incorrect because pretending another boy had done it didn’t help them and focus on any examples in the sentences. Repeat
feel right to Louis. for the second paragraph (with four separate strips of paper
C is incorrect because Louis had already used up all his pocket per group).
money for the next three months paying for the last broken window to
be fixed, so he couldn’t offer to pay immediately for this one to be fixed. Paragraph 1: 1 c 2 b 3e 4a 5f 6d
D is incorrect because ‘the music’ in the phrase ‘face the music’ Paragraph 2: 7 d 8 a 9c 10 b
doesn’t mean that music or any other noise was coming through the
window, and there is nothing to suggest this in the text. Also, Louis Extension
thought that running away or pretending someone else had broken Ask each group to write a paragraph about an activity (sport or
the window was the wrong thing to do morally, so he is unlikely to
hobby) using some of the linking words or phrases in Exercises 1
have decided to do another thing that was morally wrong instead.
and 2. Check as a class.
Extension Exam practice
Ask students if they think that Louis made the right decision. What do Ask whether bees are clever insects and elicit reasons for students’
they think Louis said to the neighbour when the door opened? What answers. Students read the text quickly, ignoring the gaps. Does
would the students themselves have done in that situation? Students any of the information about bees in the text surprise them?
could discuss the answer to these questions in small groups or in pairs. Students do the task individually. They should spend about 15 minutes
Working out meaning from context is a useful skill and students on this task in the exam. Suggest they underline linking words and
should not expect to understand every single word or phrase they phrases in the options, as well as reference words (e.g. they, this).
come across in Parts 5, 6 and 7 of the Reading and Use of English
paper. When students ask you what a word means in a text, always 37 D 38 A 39 F 40 B 41 G 42 E
encourage them to try and work out what it might mean from the
context, before they look the word up in a dictionary/online. Part 7
Exam practice Task type:
Ask students if they like being near, in or on water outdoors. Does Ten multiple-matching questions above several short texts or one
it affect the way they feel? Put students into small groups and ask long text divided into sections.
them to list some possible benefits. Then students read the text Students have to answer ten questions.
The questions are not in the same order as the information in the text(s).
quickly to see if any of the benefits they thought of are mentioned.
Students should spend approximately 10–15 minutes doing Part 5 Training
in the exam. They should underline the part of the text that gives
the answer. ten; no
31 B 32 A 33 A 34 C 35 B 36 C
Lead-in
Part 6 In Part 7, functional verbs such as ‘admit’, ‘criticise’ often appear
in the questions. Students need to know what these verbs mean and
Task type: recognise these functions in the text.
A text with six sentences missing. Underneath the text, there are Ask students whether they post pictures of food on social media
seven sentences. Six of these sentences fit in the gaps in the text, so and/or if they like looking at other people’s photos of food.
one of the options doesn’t fit anywhere in the text.
Tell students to read the texts quickly to find out which person
posts pictures of food [Arwa] and which person doesn’t like seeing
Training these pictures [Barney].
six; seven Ask students to look at questions 1–5. Which question have they
just answered? [Question 4]

Reading and Use of English Parts 1–7 Teacher’s Notes Test 2 225
1 Now ask students to answer the rest of the questions Lead-in
individually, underlining the parts of the text which give them Candidates need to use vocabulary that is relevant to the topic.
the answers. Then they check answers in pairs. After that, check
1 Students read the exam question and underline the general topic.
as a class.
It is in the first line of the task, after ‘In your English class you
1 Barney: And I do have regular breaks from it all too. Some people have been talking about’. Check answers as a class.
don’t understand that, but for me, it’s pretty much essential.
Otherwise, I think I’d go crazy! transport in your local area
2 Arwa: But I think that people who just waste hours and hours
looking at other people’s posts are being a bit silly. 2 Students underline the two topics in the notes. Check answers
3 Arwa: I have so many friends online who’ve really helped me as a class.
whenever I’ve had any problems. I honestly don’t know how I’d have
managed without them. the environment, where people live
4 Barney: But there is one thing I can’t stand, and that’s those
3 Students discuss their ideas for possible third points in pairs.
endless images of meals.
5 Barney: I use social media a lot of course, and without it, I’d soon Then write all their ideas on the board. Check they are all
start missing out on what all my friends are doing and my social life different from the ideas in notes 1 and 2. If any of the ideas on
would definitely suffer. I can’t think how else anyone really knows the board are connected to the environment of where people
what’s going on. live, cross them out.
2 Exercise 2 focuses on some more functional verbs often used in Suggested answers: safety; cost; time; how tiring walking/cycling is;
Part 7 questions. Students complete the exercise individually, the weather; space for storing bikes at school
by writing the correct functional verb in the gap, then check
4 Students look at some words and phrases they could use when
answers as a class.
writing about the ideas in notes 1 and 2. Students do the exercise
1 proposes 2 admits 3 recalls 4 justifies 5 highlights in pairs, then check answers as a class.
6 insists 7 approves
a1 b1 c2 d1 e2 f 1 and 2 g1 h2 i2 j1
Extension 5 Students complete the exercise individually, then check answers
In pairs, students choose one functional verb from Exercise 1 or in pairs. Check as a class.
Exercise 2 and write a sentence which is an example of the function
(like the sentences in Exercise 2). Then each pair in turn reads their 1 carbon footprint 2 public transport 3 Green 4 pollution
sentence to the class and other students guess what the functional 5 remote
verb is. 6 Students read the essay and find where Jan has addressed the
Exam practice ideas in notes 1 and 2. Check as a class. Then students look for
Jan’s ‘own idea’. They check answer in pairs before checking
Ask students if any of them like dancing or watching dance
performances. Ask them what jobs people can do connected with as a class.
dance.  ote 1: paragraph 2; note 2: paragraph 3; own idea: safety
n
Look at the tip box and ask students to try this way now. When they (paragraph 3)
are doing other Part 7 tasks in the practice tests, they can try other
approaches (e.g. reading all the questions first or all the texts first) 7 Students work individually, then check as a class.
to find out which approach works best for them and which makes risky, cycle lanes, overtake, narrow roads
the most efficient use of their time. They should spend about 15
minutes on this task in the exam. Extension
43 B 44 D 45 A 46 C 47 D 48 A 49 C 50 D 51 A 52 B Students look at the ‘own ideas’ that were written on the board for
Exercise 3. Ask them to think of three or four words or phrases that
would be useful to use when addressing each of the ideas.
Test 2
Lead-in
Writing Candidates need to use a range of structures, including some for
Part 1 (essay) expressing ideas in more formal language.
8 Discuss this as a class.
An essay of 140–190 words giving an opinion and providing reasons
for the opinion. more formal; yes
Three points must be covered; two are given and the candidate must
think of a third point to include. 9 Students complete the exercise individually, then check answers in
pairs. After that, check answers as a class.
Training 1 It has been suggested that this proposal may be unpopular.
2 It is often thought that cycling is an activity for sporty people.
yes; three; no – you have to think of one point yourself, 140–190 3 It could be argued that most buses and cars should be electric.
4 It is hoped that wearing bike helmets will be made compulsory.
5 It is expected that speed limits will be reduced soon.

226 Teacher’s Notes Test 2 Writing Parts 1–2

Extension  he principal reason people give for wanting car-free city centres is
T
Students use this structure once in their next essay. that it would reduce pollution in these areas. It is argued that cars
produce emissions which are harmful to human health. However, as
Lead-in more and more cars have electric rather than petrol engines, this is
proving less and less of an issue.
These phrases are useful for introducing and concluding their essays.
In my opinion, the greatest problem associated with cars is all the
10 Discuss this as a class. traffic jams they create. These are unpleasant for drivers, as well as
for cyclists and pedestrians. For this reason alone, I would support
People frequently suggest that ... , Having considered all of the above, ... the idea of a ban.
An important consideration, nevertheless, is the quality of public
11 Students complete the exercise individually, then check answers in transport in a city. Unless buses and trams run regularly and the
pairs. After that, check answers as a class. metro system is not too crowded, banning cars would remove the
option for people to travel around in comfort.
First paragraph Final paragraph All in all, however, I believe that banning cars in city centres would be
People frequently suggest that... Having considered all of the a great improvement.

The idea that … above, ... Commentary

It is widely believed that ... To sum up, ... • It is a good answer.
All in all, ... • All content points addressed: notes 1 and 2 in second and
There has been a great deal of
fourth paragraphs + own idea (traffic jams) in third paragraph.
discussion recently about ... On balance, ...
• Reasons are given for opinions.
It is often said that ... My personal view is that ... • The style is suitable.
In conclusion, ... • Ideas are organised into clear paragraphs (although the conclusion
is only one sentence).
• Linking words and phrases are used correctly.
Extension • It uses some vocabulary related to the topic and a range of
Students add other ways of starting introductory and concluding structures.
paragraphs.
Part 2 (review)
Lead-in
These are another two useful structures for students to use. Task type:
A review of 140–190 words giving information and opinions, usually
12 Discuss this as a class. in response to an advertisement in a magazine/on a website for
teenagers.
yes

13 Students complete the exercise individually before checking Training

answers in pairs. Then check answers as a class.
One; 140–190 words; three (Questions 2–4); no: The three questions
1 It was difficult for them to decide what to do. are chosen from these four options: a story / a review / an email (or
2 It can be wonderful to live in a big city. letter) / an article.
3 There are different opinions on this matter.
4 There will be a solution to/for this problem. Lead-in
5 It is always a good idea to discuss such issues carefully. Exercise 1 revises some of the structures using adjectives and
adverbs that candidates may want to use when they are writing
Extension reviews. These structures are useful for all the other Writing task
Students use one or both these structures in their next essay. types, too.
Exam practice 1 Look at the example as a class. Students complete the exercise
individually, then check answers in pairs. After that, check
Students work in groups of three or four. The essay is about answers as a class.
whether cars should be banned from city centres (general topic:
transport in cities). Ask students to think of the problems associated 1 as/so impressive as 2 the least reliable 3 clearly (enough)
with cars in city centres. As a class, check the ideas of each group. 4 more sophisticated 5 less interactive than 6 the most elegantly
Students look at notes 1 and 2. Ask the groups of students to think 7 so depressing 8 so vividly 9 such astonishing
of ideas for the third point. Then check as a class and write these 2 Discuss the example as a class. Then students do the exercise in
ideas on the board (possible ideas: traffic jams, where cars can park pairs or groups of three. Check as a class. [Students may think
in city centres, noise, safety for pedestrians and cyclists, streets
that sentence 4 in Exercise 1 could refer to a camera. Explain
could be for pedestrians only, safe cycle routes).
that ‘on previous models’ shows that the camera here is part
Students plan their essay individually and then write it in about 30 of another device. ‘on previous models’ means ‘on previous
minutes. After they have finished, they should use the checklist to models of this phone/laptop/tablet’, etc.]
make sure they have done what they need to do.
1 a film / TV programme / play 2 a website 3 a course 4 a phone
Sample answer / laptop / tablet / (personal) computer 5 a (computer / video) game
It is often said that cars should be banned from city centres. While 6 a shop / department store 7 a book / novel / short story 8 a
there are valid arguments in favour of this point of view, there would be music album / an album 9 a series (of [nature] documentaries)
drawbacks if people were no longer allowed to drive their cars in cities.

Writing Parts 1–2 Teacher’s Notes Test 2 227

Extension It felt really exciting to be in such a lively place. There were plenty of
Students, in groups of three or four, brainstorm ideas for other people my age and the staff were friendly and helpful. The building
things that could be (e.g. a particular film or website that they is modern and well-designed, with a large open reception area with
all know). Students could write sentences about these using the comfortable seats. It’s definitely a good place to hang out with friends!
structures in Exercise 1. The only thing I wasn’t so keen on was the café. I thought it was a
bit expensive, and the background music was really quiet. I think it
Lead-in would be an improvement, for teenagers at least, if there were a few
cheaper snacks available. Apart from that, it’s a great place and you
Candidates will need to use some of this language in their reviews. should certainly go and try all the facilities out for yourselves!
3 Students complete the exercise individually, then check answers in
Commentary
pairs. After that, check answers as a class. • This is a good answer.
• It gives information about what people can do at the sports centre
1 In 2 far 3 view 4 Personally 5 features 6 ideal 7 by
and what the atmosphere is like, and makes a suggestion for
8 thing 9 If 10 believe
improving the sports centre for teenagers.
• It gives reasons for opinions.
Extension • The candidate has given the review a title.
Ask the class to think of places they go to in your area. These could • It addresses the reader directly and makes a recommendation at
be parks, places to eat, cinemas, etc. Write them on the board. Then the end.
point to one of these places and students, in pairs, tell each other what • Ideas are organised into clear paragraphs.
they think about them, using the words and phrases in Exercise 3. • It uses adjectives and a few different structures correctly.

Lead-in Part 2 (story)

This exercise focuses on how to answer a review question in the exam.
Task type:
Ask students if they like shopping. Are there any shops that they
A story of 140–190 words following on from a given first sentence.
particularly like? In small groups, ask students to tell each other a The story must also include two elements specified in the question.
little about their favourite shop and why they like it.
4 Students complete the exercise individually, then check answers Training
in pairs. After that, check answers as a class.
Lead-in
a a shop (that the reviewer likes)
b No, it should be about just one shop. Candidates should be familiar with all these past tenses. This
c teenage users of an English-language website exercise revises the tenses and reminds students that they need to
d four be able to use them correctly in their stories.
e what the shop sells, why the reviewer likes going there, what could 1 Students complete the exercise individually, then check answers
make the shop (even) better, who the reviewer would recommend the
in pairs. After that, check answers as a class.
shop to
1 was playing, heard 2 arrived, had already started/was already
5 Students complete the exercise. starting 3 opened, shouted 4 got, was playing, had never heard
5 had been working / had worked, retired 6 danced 7 didn’t seem,
a a clothes shop b the style of the clothes, the prices, the atmosphere
told 8 said, had already seen 9 helped, went 10 had been
c the queue for the changing rooms d people her own age, as well
raining, were feeling, knocked
as people who like fun and unusual clothes e yes

Extension Lead-in
Students discuss in pairs what they would do if they could design Students should use a range of time expressions in their stories.
a clothes shop themselves. How would they make it a place that This exercise focuses on different time expressions and their use.
teenagers would like to go to? 2 Students complete the exercise individually, then check answers
in pairs. After that, check answers as a class.
Exam practice
Ask students if they ever go to a sports centre. What is good and 1 By the time 2 While 3 During 4 As soon as 5 Meanwhile
6 until 7 All of a sudden 8 finally 9 for
bad about the place that they go to? Now ask students to imagine
that a new sports centre has been built in their area. Ask them, in
pairs, to write a list of facilities that they would like this new sports Extension
centre to have. Can they think of a name for it? Write the time expressions on slips of paper, so there is one
Ask students to read the exam question and plan their review in pairs. expression on each one. Put the slips of paper into a cup and put
students into pairs. Go round the class asking each pair to take out
Students should write their review in about 30 minutes and then use
one slip of paper. Pairs write a sentence or sentences using the time
the checklist to make sure they have done what they should.
expression on their piece of paper. Help students as needed.
Sample answer
Riverside Sports Centre Lead-in
 ave you been to the new Riverside Sports Centre yet? Last
H Candidates need to plan their stories and organise them logically.
weekend, I went to see what it was like, so I could tell you all about it. They also need to use adjectives and adverbs to make their stories
As you walk towards the brightly-painted building, the swimming more interesting.
pool is the first thing you see through the enormous glass windows.
There are also badminton and squash courts, as well as a large gym.
Outside, there’s a small running track and a picnic area.

228 Teacher’s Notes Test 2 Writing Parts 1–2

3 Students read the story task. Then, in pairs, they discuss the
answers to the questions below the task. Check as a class.
Test 2
a no b no c no d a problem and a website e no
Listening
Part 1
4 Students should ignore the gaps in the sentences at this stage. For
each of paragraphs 1– 4 in turn, ask students to order the sentences Task type:
individually, check answers in pairs, then check as a class. Multiple-choice.
Eight questions.
Paragraph 1: 1 c 2b 3a One multiple-choice question per text (short monologue or dialogue),
Paragraph 2: 1 b 2c 3a each with three options.
Paragraph 3: 1 c 2b 3d 4a
Paragraph 4: 1 d 2b 3a 4c
Training
5 Discuss this as a class.
Lead-in
Yes, the problem is that Gary couldn’t buy the present for his The first activity reminds students what is expected in Part 1.
grandmother that he’d planned to buy and the website is the one that Students choose the correct words, and then check answers.
you can upload photos to.
eight; short; both monologues and dialogues; multiple-choice; twice
6 Students do this exercise in pairs. Then check as a class.
1 Students practise identifying language used to express
 aragraph 1: 2b rapidly 3a incredibly
P agreement and disagreement. When there are two speakers in
 aragraph 2: 1b totally, gorgeous 3c for ages 2a instead
P
a Part 1 recording, they may be tested on whether the speakers
Paragraph 3: 1c hard 2b Finally 4a by the time
Paragraph 4: 1d perfect 2b during 4c laughed agree or disagree about something. Play the recording for a–f
and ask students to decide if the speakers agree or disagree.
Exam practice Pause between each one for students to compare answers. Give
students a second chance to listen if they need it. Then check
Ask students to read the first sentence of the story [Sara replied to the
answers.
message immediately.] Ask students to discuss possible answers to the
following questions in pairs: How old is Sara? Who was the message a Disagree b Agree c Disagree d Agree e Agree f Agree
from? What was the message about? Why did Sara reply immediately?
Ask them to look at the two ideas they have to include, and discuss 2 Students complete the exercise individually and compare
(in pairs) how they could include these two ideas in their story. answers in pairs. (Some of the phrases are used in the Part 1
Stress that they should have an idea of how their story will task in Exercise 4.)
develop before they start writing. Ask students to think of a title 1A 2D 3A 4A 5A 6D 7A 8A 9D 10 A
for their story. 11 A 12 A 13 A 14 A 15 A 16 D
Now tell students to spend about 30 minutes writing their story.
They should use the checklist to check their work. 3 Students complete the sentences and compare answers with a
partner before listening to the recording. Give a written record of
Sample answer the missing words, which focus on comparatives.
Sara’s new friend
 ara replied to the message immediately. Then she rushed out to
S a more, than
catch a bus to her cousin’s house. Lucy had messaged her to find out b a lot better, than
where she was, because her birthday party was just about to start.
4 Remind students to read the question carefully, underlining
In fact, Sara had been trying on loads of different tops, but nothing
key words before listening. Play the recording twice. Students
seemed to go with her new jeans. So she just put on a white T-shirt with
‘Morning Sun’ across the front – it was the name of her favourite band. compare answers in pairs, then check as a class.
By the time she got to Lucy’s, loads of people had already arrived.
A
Sara knew a few of them, but not that many, as Lucy went to a different
school. Sara was looking around to see if she could find Lucy, when all 5 Students look at the audioscript. They should answer questions
of a sudden, she heard someone say, ‘Wow, what an incredible T-shirt!
I wish I had one of those!’
a, b and c and also identify key language used for the purpose
Sara stared at the stranger, a girl her own age smiling widely. ‘Most
of comparison or contrast. Students also identify phrases from
people have no idea who they are,’ Sara finally said, astonished. Exercise 2 used to express agreement and disagreement in the
‘Well I’m a fan,’ said the girl. ‘My name’s Kira, by the way.’ And that’s audioscript.
how Sara met the person who’s now her closest friend.
a The girl says the singer’s voice is equally controlled when singing
Commentary loud and quiet songs.
• It is a very good answer. … he does the loud, heavy songs just as well as the soft, quiet ones.
• The story starts with the given sentence. b The boy doesn’t think the words of the band’s songs are very original.
• Tthe story follows on logically from the first sentence. … although the words he writes are about the usual things: love, and
• The two ideas are included (a party and a new friend). stuff. Pretty similar to many other songs you hear.
• The story has a title. c The girl thinks the band’s guitarist plays less well than some other
• There is a clear beginning, middle and end to the story. guitarists she knows of.
• A range of past tenses is used. … the guitarist isn’t nearly as good as quite a few others I could
• Time expressions are used appropriately. name, you know.
• Some adjectives and adverbs are used, as well as a range of verbs.

Listening Part 1 Teacher’s Notes Test 2 229

Exam practice 4 Spelling correctly is important for Part 2. Minor misspelling
Remind students that they will hear eight different recordings, and may be acceptable, but not if the intended word is not clear
to pay attention to the context-setting sentence, which will prepare from the spelling. Students look at sentences a–f and decide
them for what they will hear. Encourage them to read the questions what letters are missing. Students compare answers in pairs,
and options carefully before each recording. then as a class.
Note common mistakes students make and create short tests from
After listening time to time to encourage students to keep working on spelling.
Students compare answers in pairs before checking answers as a
class. Encourage students to read the audioscript and underline the a museum b neighbour c accommodation d jewellery
key words that show the correct answer. You could also use this as e disciplined f whistle
a vocabulary development exercise, by asking students to note any
words or phrases that they were unsure about. Exam practice
1A 2B 3A 4B 5B 6C 7C 8A Lead-in
Lead into the topic of birds by asking students if they know the names
Extension of any birds in English (parrot, swan, eagle, owl, duck, chicken and
For further practice of comparing things, and expressing agreement turkey are all at level B2 or lower). Ask a few questions about what
and disagreement, give students some topics to discuss in pairs. they know about birds’ habits, how interested they are in birds, whether
Start with these ideas and get students to suggest others, or provide they have ever been birdwatching, etc.
them yourself: watching films at home / watching films at the Students look at the task instructions. Remind them to use the time
cinema; shopping online / going to the shops; travelling by car / before they listen to predict likely words or types of words that
travelling by public transport; eating at home / eating out; wearing could fit the gaps.
smart clothes / wearing casual clothes. Students discuss which of Play the recording twice, and then let students compare answers.
the two options they prefer and the reasons why, and whether they Write the correct answers on the board for students to check their
agree with their partner’s preferences. spelling. Suggest that they write down any words they misspelled
in their notebooks.
Part 2
9 calls 10 false face 11 feeding 12 breeding ground
Task type: 13 endangered 14 hunting 15 (early)(-)warning
Sentence completion. 16 insects 17 (super)(-)highway 18 power lines
Ten sentences to complete with between one and three words.
One speaker (monologue). Extension
Give students a topic, e.g. sports, cookery, animals, and tell them to
Training
look up three new nouns that are useful for talking about this topic.
Lead-in They could use bilingual dictionaries, or an online resource such
Students revise what is expected in Part 2. Give them time to as English Vocabulary Profile. Get them to share their words and
choose the correct words, then check answers together. explain them to each other. This will encourage them to build their
vocabulary and prepare them for possible Part 2 task topics.
one speaker; ten; twice
Part 3
1 Students can often use grammatical clues to predict the type of
words they need to write in the sentences in Part 2. Lead into Task type:
the topic of cookery by asking students if any of them have Multiple matching.
ever done a cookery course. Ask what sort of things someone Five short monologues.
might learn. Students think about what kind of noun could go Five correct answers.
Eight options to choose from.
into the gap. Draw their attention to the words ‘very little’ and
check whether students know if this ‘little’ is only used with
uncountable nouns. Training

Suggested answer: sugar, salt

Lead-in
Students revise what is expected in Part 3. They choose the correct
2 Tell students to look at sentences 2–4 of the same task. Again, words, then check answers as a class.
they should be encouraged to use words like ‘many’ and ‘no’,
and note where there is no article, to help them decide if the five; monologues; eight; twice
word in the gap is a singular, plural or uncountable noun.
1 Students see how the options in Part 3 paraphrase and summarise
2 plural noun 3 plural nouns/uncountable nouns 4 plural nouns the points and ideas expressed by the speakers in the recordings.
Ask students: Do you play any musical instruments? What
3 Play the recording for students to complete sentences 1–4 in are the benefits of learning to play one? What might be the
Exercises 1 and 2. Play the recording a second time. Students difficulties? Then get them to look at the Part 3 task shown.
compare their answers before checking as a class. Check the Remind them that adjectives for feelings are quite common in
correct spelling. Part 3 tasks. Play the recording for students to choose the
correct options.
1 meat 2 herbs 3 eggs 4 knives

230 Teacher’s Notes Test 2 Listening Parts 2–3

 Speaker 1: A Training
Speaker 2: B
Lead-in
2 Students look at the topic areas before they listen. Then play the Students revise what is expected in Part 4. Give them time to
recording. Students compare answers before checking as a class. choose the correct words, then check answers together.
Speaker 1: A, B, D, G an interview; seven; three; twice
Speaker 2: A, B, D, F
1 Remind students that when they listen to the interview in Part
3 Students read the audioscripts and identify whether the feeling 4, some of the questions will focus on whether the speaker has
matches the topic areas that the speakers mentioned. Although a positive, negative or neutral attitude to different things. Give
the speakers talk about several topic areas, they will express students time to complete the gaps with the words from the box.
different feelings, attitudes or ideas, except for the one option Encourage them to use dictionaries if necessary, and to record
that matches what they say correctly. words and phrases that are new to them in vocabulary notebooks.
Speaker 1 Speaker 2 a commitment b rewarding c thrill d enthusiastic
e inspired f dedicate g exceptionally
D satisfied? (their progress) ✗ A surprised? (the effort that is
G his potential? (realistic needed) ✗ 2 The aim of this activity is to develop students’ vocabulary for
about it) ✗ F determined? (not giving up) ✗
understanding when negative attitudes are being expressed. Give
A surprised? (the effort that D satisfied? (their progress) ✗
is needed) ✓ B optimistic? (public
students time to complete the gaps with words from the box.
B optimistic? (public performances) ✓ a disapprove b disaster c reluctant d put me off
performances) ✗ e bothered f unconvinced g dreading

3 This extract from a Part 4 task gives students practise of

Extension listening for positive or negative attitudes. Give students time to
Remind students that adverbs and adverbial phrases that indicate the read the question and options, and then allow them to listen to
speaker’s attitude are common in Part 3. You could get students to the recording twice. Let them compare answers before checking
identify all the adverbs/adverbial phrases used in the two recordings. which option is correct.
Speaker 1: unfortunately, hopefully, to be honest, understandably B
Speaker 2: obviously, fortunately
4 This is a second extract from the interview with Andy. Again,
give students time to read the question and options before
Exam practice playing the recording twice. Allow them to compare answers in
Lead-in pairs. After checking answers, you could ask students to look
Prepare students by giving them the topic of ‘living in the city vs. at the audioscripts for Exercises 3 and 4 on page 187, and to
living in the countryside’ and elicit topics that people might talk identify and underline key words that show why options are
about if comparing these two things (e.g. entertainment, nature, correct and incorrect.
transport). Students discuss whether they prefer to live in the city C
or the countryside, and why.
Remind students to read the task carefully and underline key ideas Extension
before they listen. Play the recording twice, and at the end of the
Give students lists of things that they might have negative or positive
task, give students time to compare their answers before feedback.
attitudes about (e.g. tennis, writing poetry, playing music, swimming
19 G 20 A 21 H 22 F 23 C in the sea, performing in front of an audience, yoga). Encourage them
to discuss their attitudes towards these things, giving reasons, while
trying to use a range of vocabulary, including any of the vocabulary
Extension used in this section (rewarding, enthusiastic, reluctant, etc.).
Ask students to find a podcast or video online of people talking
in English about life in the city or countryside. Remind them that Exam practice
some video channels have subtitles or captions that can help them
Lead-in
follow what is being said. Advise them not to worry if they can’t
understand it all, but to use it as an opportunity to practise listening, Prepare students for the topic of scuba diving. You could ask if
and to learn some new vocabulary. anyone has ever done this, what kind of equipment is involved
(masks, oxygen tanks, breathing equipment, etc.). Also, ask what
Part 4 kind of things divers might see under the water in the sea.
Students read the rubric to understand the context before listening. Tell
Task type: them to read the options before listening so that they know what to
Multiple choice. listen for. Play the recording twice. After listening, students compare
An interview or exchange between two speakers. their answers in pairs before checking as a class.
Seven three-option multiple-choice questions.
24 A 25 A 26 B 27 C 28 A 29 C 30 A

Listening Parts 3–4 Teacher’s Notes Test 2 231

Extension 1b Students listen to the recording. They complete the table with
Students read the audioscript and underline the sections which the candidate’s name, the problem they experience and the
contain the correct answers. language they use to deal with the problem. Play the recording
twice if needed. Students check with a partner before checking
Test 2 as a class.

Speaking Student Problem Language used

Paula You can’t think of an Oh, I haven’t really thought
Part 1 answer quickly. about that …
Hmm, let me think.
Task type:
Kris You don’t hear the Sorry, can you say that again?
A conversation between one examiner and each candidate. In Part 1,
question properly.
candidates are asked questions on a variety of topics related to
their everyday life. Candidates are assessed on their performance Paula You can’t remember a There’s a really good, um,
throughout the 14-minute test, so candidates’ performance in Part 1 word you want to use. thing for jumping in the water.
is taken into account when examiners decide on the final marks. It’s very high and we love
doing that.
[Paula is looking for the
Training
expression ‘diving board’.]
Lead-in Kris You don’t know the Oh, that’s a difficult question.
Students discuss the four questions in pairs. When they are ready, answer to a question. I’m really not sure.
open up the discussion to include the whole class and discuss the
points in the key below. Extension
1 personal Elicit other language for referring to things when you don’t know the
2 the examiner; In feedback, talk about the different roles and titles exact word, e.g. stuff, object, place + a description of what it is used
of the examiners: the interlocutor will ask the questions, the assessor for / what it does. This could be developed into an activity for pairs or
will listen. Note that the assessor will be sitting away from the small groups. Students can have cards with pictures of objects/places/
interlocutor and candidates. people, and they describe them to their partner(s) without using the
3 two; In feedback, elicit how long for groups of three (three minutes). actual words. The other students guess what is on the card.
4 different; In feedback, discuss how candidates will have the same
questions to start with, asking for their name and where they are 2a Discuss how some of the problems in the previous exercise may
from, but they will then be asked individual questions. lead students to hesitate. Explain that brief hesitation to search
for ideas is not a problem but too much hesitation may impact
1a If possible, ask students to move so that they are working with on the mark for Discourse Management. Students complete
someone different. the sentences individually, then check in pairs. When checking
Students discuss what they can do if they experience any of the as a class, elicit other words that could also fill the gaps,
difficult situations in Part 1 of the test. where possible.
When most students have had a chance to discuss all situations, 1 sure (certain would also fit the gap.)
invite suggestions for how to deal with each situation. Answers 2 can’t; probably (possibly would also fit the second gap.)
may vary, so accept any valid response. Then discuss the 3 be
guidance in the key. 4 exactly (precisely would also fit the gap.)
5 depends
1 Learn some useful phrases to give yourself thinking time. Try not 6 could (would, might and may would also fit the gap.)
to hesitate for too long, though, as this part of the test only lasts for 7 positive (sure and certain would also fit the gap. Note that the
two minutes, and the interlocutor will need to move on to the next meaning is the same as for sentence 1, but positive would not fit
question or the next part of the test. Ask Do you have any other there, because of for before the gap.)
suggestions?
2 You can ask the interlocutor to repeat the question. You won’t 2b Students practise asking and answering the questions in pairs.
lose marks if you do this. Learn some useful phrases to help you do
this naturally. Other suggestions of how to ask someone to repeat a Extension
question are: Sorry, could you say that again?
3 Use words you do know to explain what you mean. For example, if
Elicit from students the themes of the questions in Exercise 2b
you couldn’t remember the word telescope, you could say something (free-time activities and sport). Give students one or two minutes
like, a machine for looking at stars. to think of an extra question for each theme. Students stand up and
4 The questions in Part 1 are all on personal topics. The interlocutor move around the class to ask different students their questions.
doesn’t know anything about you, so don’t worry if you can’t remember
all the details. You can talk more generally about the subject. For Exam practice
example, if the interlocutor asks you about a really good present you 1 Students work in pairs to ask and answer the questions. Monitor
have received, you can say you can’t think of one right now, and then
carefully for use of language and to identify any problems they
talk about a present you have given, a present you’d like to receive or
even say that you and your family don’t give many presents. had. In feedback, discuss the problems and how they dealt with
5 The interlocutor is not allowed to tell you what a word means. You them. Did they use any of the language and techniques from the
can try answering the part of the question you do understand. If the Training tasks? Remind students that in the real test, there will
interlocutor sees that you are struggling to answer, he or she will ask be four different categories of questions, not just one, and that
you a new question. Note that the interlocutor’s aim is to provide questions may come from more than one category.
students with opportunities to speak, not to test knowledge.

232 Teacher’s Notes Test 2 Speaking Part 1

2 Put students in small groups and give each of them a letter i.e. beginning, followed by the three different responses.
A, B, C, D. Tell them you are going to play a recording with Students check with a partner before class feedback. When
some more Part 1 questions. Before each question, you will checking as a class, use question prompts to elicit ideas, e.g. Did
say a letter. Pause the recording after each question and the he/she answer the question? How many photos did he/she talk
nominated student gives their answer to their group. Ask the about? How long did he/she talk for?
other students to listen and give feedback.
When all the questions have been answered, discuss examples Candidate What was good What could be better
of strong answers that you and the other students heard. 1 He compared the He did not answer the
Point out the Remember! box and discuss why the interlocutor photographs, and he question. He talked
may ask Why? or Why not? [to encourage students to extend extended his response about the people getting
with examples and the help, not about the
their answer].
explanations. people giving the help.
Part 2 2 She gave an extended She only talked about
answer, with lots of one of the photographs.
Task type: details, and she used This task requires
An individual one-minute ‘long turn’ for each candidate, with a brief good language to candidates to compare
response from the second candidate lasting about 30 seconds. speculate about the the two photographs.
In all parts of the test, candidates are assessed on Grammar and photograph.
Vocabulary, Discourse Management, Pronunciation, Interactive 3 He answered the He stopped after a
Communication and Global Achievement, but Part 2 gives each question and compared short time. He needs to
candidate a good opportunity to demonstrate their Grammar and both photographs. keep talking for about a
Vocabulary, Pronunciation and Discourse Management in particular. His response was minute.
relevant.
Lead-in
Students choose the words on their own and then check in pairs. In Extension
class feedback, discuss points arising from the sentences.
Students use their notes from the previous task to think of advice
they can give someone doing Speaking Part 2, e.g. You should talk
1 two photographs; Note that in the task you need to compare the about both photos. You shouldn’t stop talking too soon, etc.
photos. If you only talk about one, then you are not completing the
task in full. 2a Ask students what information from the photos the speakers in
2 you need; Note that the task is to compare the two photos and to the recording mentioned [what the people are doing; where the
answer a question about them. The question will be written above people are; how the people are feeling]. Then draw the mind
the photos. You need to answer the question to complete the task map on the board and show that these are the three strands of
fully. the mind map. Under ‘People’ write ‘feelings’ and ‘nervous’,
3 different; Note that you should listen while your partner is talking as examples of two details from the audioscript. Students work
about their photos, so that you have some ideas ready for your short in groups, looking at the photos and adding more details to the
response.
mind map.
4 answer; Note that you will be asked a short question about
something connected with your partner’s photos, not about what Suggested answers:
your partner said. You are only expected to give a brief response to Photograph A: People – man/teacher; girl/student; feelings (happy;
this question. Your response can be up to 30 seconds long, so you worried/nervous); appearance (hair, clothes)
have some opportunity to demonstrate your language ability. Place and things – classroom; instruments
(trumpet); objects (blackboard, instruments)
1a Students discuss the first two photographs and question in the Activity – looking at a trumpet; teaching
appendix (page C6) in pairs. Encourage them to think of two Photograph B: People – woman/mother; boy/son; feelings (happy;
or three things they can say. Brainstorm some of their ideas on tired); appearance (hair, clothes)
the board. If possible, have a copy of the photos and task on Place and things – outside; weather (sunny);
the board and note down students’ suggestions as a mindmap objects (boxes, lorry/van)
around the photos. Use ideas in the key to elicit responses if Activity – carrying/lifting/passing boxes; smiling
students run out of ideas.
2b Write She look nervous on the board and ask students if
Suggestions may vary but could include any of the following points: this sentence is correct. Elicit the correct answer [She looks
Photograph A Why did the man decide to help? Because the nervous. or She is looking nervous.] and discuss how subject/
girl looks worried / he wants to show the girl the best way to play verb agreement is a common error.
the instrument / he is teaching the girl something new / there is a
Tell students that the exercise has other common errors, which
problem with the instrument
Photograph B Why did the boy decide to help? Because he wants
they need to correct. Students work on the exercise individually,
the job to be finished quickly / he’s excited about moving into the then check in pairs.
new house / the woman asked him to / because he wants to show Monitor while students are working and note any areas they
how strong or grown up he is struggled with. When checking answers as a class, add or elicit
other examples of any particularly difficult structures and
1b Students listen to three example responses to the task. As they
discuss the grammar/lexical rules as required (see notes in
listen, they note down what the speakers do well and what they
the key).
could do better.
Tell students they will hear the task instruction once at the

Speaking Part 2 Teacher’s Notes Test 2 233

 Photograph A anxious. In the other picture, the people don’t seem quite as
1 She looks like worried. [To describe appearance or feelings, you stressed, but the boy in the middle looks worried about what the man
can use look/seem + adjective. Compare with example 6 – look like is doing. Maybe the man will answer a question or move something
or seem + to + verb (It seems to be heavy); look like + clause (It looks on the board and that will make the boy lose the game.
like it’s heavy).] Candidate B’s short response.
2 The teacher stands is standing next to the girl. [Present continuous I don’t mind playing board games from time to time, they can be fun
to talk about what you can see people doing in a photo.] if there are a lot of people, but they’re not my favourite thing to do.
3 She is watching looking at the trumpet. [Different verbs to describe I’d rather play sport.
what you see with your eyes. Check the difference between watch Candidate B’s long turn
and look at. Elicit other verbs for looking and compare look for and These pictures show different ways to enjoy the end of the day.
look at.] The first one is more active, because the people are jogging on the
4 They are into in a classroom. [Different prepositions are needed for beach, whereas in the second one they’re sitting and eating. I think
place and movement.] both activities would be relaxing, though. The people are jogging in a
Photograph B beautiful place, so they can enjoy the view and it looks very peaceful.
5 She is having has short hair. [Use present simple to describe a fact The family who are having a meal together seem to be very happy
i.e. someone’s appearance.] and I imagine they’re chatting about their day. Another thing that the
6 The box seems to be heavy. [When you want to say that you think pictures have in common is that they seem to show families – I think
something is true, you can use seem + to + verb.] in the first photo it’s a father and son jogging together and in the
7 There are much many boxes. [Remind students to check whether second picture it looks like parents with their two children. It’s nice
a word is countable or uncountable. Elicit other examples of for families to get together at the end of the day.
uncountable nouns, e.g. hair in example 5.]
Candidate A’s short response
8 Perhaps he will taking take the boxes to the house. [Check form
If I had a beautiful place like in that picture, I would love to go
of will future – will + infinitive without to. Elicit other ways of talking
jogging! I don’t enjoy it on busy streets or when the weather is bad,
about the future and also using modals, e.g. may and might.]
though, so I think I can say I enjoy jogging sometimes!
2c Students use photograph C on page C6 (connected to the same
topic – helping people) to practise the language covered. One Part 3
student describes the photo while their partner listens and takes
notes of any errors. The listening student gives feedback before Task type:
they swap roles. A conversation between the candidates. Candidates receive spoken
instructions and written stimuli. There is a two-minute discussion
Monitor to support students with identifying errors. If you notice followed by a one-minute decision-making task. Occasionally, tests
any common errors that are missed, make a note for class feedback. need to be taken by three candidates together, in which case they
are given three minutes for the first discussion. Because candidates
Extension take part in a conversation in Part 3, this is when the skills associated
Draw attention to the tip and elicit examples of other tenses with Interactive Communication are easiest to assess, but all the
students could use to describe the photos. other assessment features (Grammar and Vocabulary, Discourse
Management, Pronunciation and Global Achievement) are also
2d Ask students to work with a new partner to practise comparing assessed in this part.
two of the photographs on page C6. Monitor for errors and
encourage peer-correction in class feedback. Lead-in
Extension Students discuss the three statements in small groups before
Remind students that in Part 2 of the test they will be asked a checking as a class. When checking as a class, draw their attention
short question after their partner’s long turn. The question will to the first tip and tell them that it is not necessary for candidates to
be about something that they can easily see in one of the photos. discuss all of the prompts. It may be better to discuss three or four
Ask students to look at the photos from the Training and Exam prompts in detail than to rush through all five prompts, because
practice tasks and think about a question that could be asked about this gives opportunities for them to share opinions in full instead of
each one, e.g. Do you play a musical instrument? [Note: the Exam having rather superficial exchanges.
practice task includes short response questions, but other questions 1 does not [Explain to students that the interlocutor will normally
are possible.] avoid eye contact to show that they are not part of the discussion. If
students need to have the question repeated, it is OK to ask for this.]
Exam practice 2 two tasks [Draw students’ attention to the first tip. Explain that the
Students work in pairs or groups of three to complete the task. second task usually asks them to choose one or two of the prompts
Make sure they stick to the time limit for each stage. Monitor for on the card, for example the best, the most important, the most
use of language and techniques. When you give feedback, pay useful, etc. They should try to avoid making this decision too quickly
particular attention to any common language errors. Also draw in the first discussion.]
students’ attention to the two tips. 3 three [Explain to students that the first stage of this part lasts
around two minutes, then there is another minute for them to decide
Sample answers about one element of the discussion.]
Candidate A’s long turn
Both pictures show a game, but the first picture seems to be some 1a Introduce the topic of nature. You can do this by showing
sort of sports match, maybe football, and the second picture is a several pictures connected to the topic. Elicit one or two
board game. The biggest difference is that in the first picture, the examples of how people can enjoy or learn about nature, then
people who are feeling nervous are watching the game, but in the ask students to work in small groups to think of some more
second picture, they’re playing the game. I think the people in the ideas. Write their ideas on the board.
first photo are nervous because the match is about to end, and
they’re worried that their team might lose – everyone looks very

234 Teacher’s Notes Test 2 Speaking Parts 2–3

Extension 1 run / provide / offer / plan
Draw students’ attention to the second tip and discuss some 2 plan
common themes for the Speaking test. Students can brainstorm 3 offer / give / provide
themes and related vocabulary to build up vocabulary sets. If you 4 provide
5 offer / give / hold / provide
have the same regular classroom, you can make a working wall of
vocabulary sets, which you can add to when new words are learned.
Extension
1b Students look at the example Part 3 question. Model the task
by filling in one of the prompt boxes. You can either use one Ask students to suggest other ways of phrasing the comments in
of the ideas students suggested in Exercise 1a or elicit another Exercise 2b, e.g. for comment 1 Students can go on trips.
suggestion from the class. 3a This activity develops the idea of expressing the same ideas in
Students work in small groups to fill in the other prompts. Ask different ways. The focus here is on the task discussion rather
students to show their completed task layout to other groups than on the prompts, and it brings in adjectives as well as verbs.
to compare ideas. You can either ask them to pass their books Model the first example as a class. Put students in pairs and ask
around the groups or leave the books on the tables and ask them to work together to complete the remaining sentences.
students to walk around and compare them. You can make it a race: the first pair to complete the sentences
Monitor while students are working on the task. Accept any correctly wins. Tell them they have to come and show you their
reasonable ideas, but note any language errors for feedback. answers. If anything is incorrect, you send them back to have
Also note whether prompts overlap or repeat the same ideas. another go. Check as a class.
In feedback, discuss how all prompts will be connected to the
1 essential 2 crucial 3 vital 4 key 5 principal 6 beats
same topic, but will each introduce a different element. 7 beneficial 8 effective 9 worthwhile
Suggested answers: picking up rubbish in a park; planting flowers 3b Students look at the task on page C9 again. Play the first part
at school; studying the effects of global warming; visiting a zoo;
of the recording, up to the end of the instruction and ask the
watching a documentary about wildlife
students to discuss the task with a partner.
1c Students compare their task with the sample on page C9. Monitor for common errors. Also note down missed
Discuss similarities and differences. Note that the same ideas opportunities to vary language. In class feedback, write errors
may be expressed in different ways. This will be the focus of and repeated words on the board. Ask students to correct errors
the following activities. and suggest alternative words and expressions for the repeated
2a Students look at the task and listen to two candidates discussing vocabulary.
it. Ask students to note down the words the candidates use to
refer to the prompts. Pause the recording after the first point is
Extension
introduced (Saskia) to model the task [Saskia says I do think it’s Draw students’ attention to the tip and discuss. Demonstrate how
a good idea to give students the chance to visit different places, stressing a word gives emphasis. Ask students to practise.
don’t you?].
Exam practice
Then re-start the recording and ask students to continue in the
Students work in pairs or groups of three to complete the task.
same way. Check answers with students. Draw attention to the
Make sure they stick to the time limit for each stage. Monitor
tip about varying the verb form. Prompts may use the gerund,
carefully for use of language and techniques. When you give
but candidates may need to use other verb forms to make their
feedback, pay particular attention to how well they managed
response grammatically accurate.
interactive communication.
Check answers with students. Draw attention to the tip about
varying the verb form. Prompts may use the gerund, but Part 4
candidates may need to use other verb forms to make their
response grammatically accurate. Task type:
A discussion on topics related to the Part 3 collaborative task. The
Taking students on school trips – give students the chance to visit assessor will continue to assess all the assessment criteria (Grammar
different places (Saskia) and Vocabulary, Discourse Management, Pronunciation and
Making a school garden – create a space for growing things (Nik) Interactive Communication), and the interlocutor will be getting ready
Inviting guest speakers to the school – schools ask people to come to give a Global Achievement mark.
to talk to students (Saskia)
Arranging science experiments – organising science experiments (Saskia)
Doing lessons outside – studying outdoors (Nik)
Lead-in
Ask students to look at the three statements about Part 4. Take a
2b Model the task by eliciting answers for the first comment. Note class vote. For each statement, ask students to put their hand up or
that more than one verb can fill the gap. Discuss any differences stand up if they agree with the first option, and then do the same
in meaning/usage, but note how using synonyms is a good way with the second option. Write or circle the most popular answers,
of demonstrating language range. then confirm the correct answer.
Students work on their own to complete the task, then compare
1 do not need [Note that the questions will be related to the general
with a partner. In feedback, discuss any incorrect answers and
topic of the discussion, but will move away from the specific details.]
compare differences in meaning when more than one verb choice 2 varies [Note that the number of questions is determined by the time
is possible. For example, hold and run both mean organise, but we available and how much each candidate has spoken. The interlocutor
say hold an event (like a party or a lesson) but run an activity (like needs to stick to the overall time allowed and also ensure that each
going on a trip). candidate has been given the same opportunity to speak.]

Speaking Parts 3–4 Teacher’s Notes Test 2 235

 3 may [Draw students’ attention to the tip and note that each if the word is followed by a preposition. Remind students that
candidate is asked different questions, but the interlocutor has the varying the expressions they use demonstrates a wider range of
choice of some follow-up questions (What do you think? Do you language.
agree? And you?) in order to encourage interaction.]
Suggested answers: as, since, owing to, due to, given that
1 Write two questions on the board: Do you like animals? and
Why do some people choose to have pets? Elicit the differences 3b Ask students to do this exercise on their own. They need to
[The first one is a closed question, which can be answered with choose the one correct answer from the three options. Remind
students to read the whole sentence to check that the word they
just one word. The second one is a more open question that
choose fits the structure. Students check with a partner before
invites an extended response]. Remind students that this is the
class feedback.
focus of Part 4 questions. The interlocutor will have the option
of asking candidates to say more with prompts, such as Why? / 1 given [Note that because would need to be followed by of, and
Why not? but it is a good idea to give a full response without owing would need to be followed by to.]
having to be prompted. 2 due [This is the only correct option because of to in the sentence.]
Students work with a partner to complete the gaps in the sample 3 because [This is the only correct option because of is in the
sentence.]
questions. Check answers as a class and discuss the learning
4 owing [This is the only correct option because of to in the sentence.]
points in the key. 5 As [This is the only correct option because the other two need to
be followed by to the fact that.]
1 better/more important [Draw attention to the or in the sentence,
6 as a result [This is only correct option because of the punctuation.]
which shows there is a comparison. Accept any suitable comparative
7 since [This is the only correct option because the other two need to
structure suggestions.]
be followed by a preposition.]
2 should/ought to/need to [Note that do would not fit, as we already
have the main verb teach.]
3c Move students so that they are sitting in groups of three. One
3 it
4 How [This is another example of the structure illustrated in the
student asks the questions to the other two students in turn.
sentence on the board.] After two or three questions each, the students swap roles, so
5 true [Accept other possible answers, e.g. correct, right.] that all students have a chance to ask and answer questions.
6 would/might/could [Accept any appropriate modal for this gap. While students are talking, monitor for common errors, paying
Draw students’ attention to the verb form after the gap (infinitive particular attention to how they express reasons to justify and
without to following modals).] extend their responses.
7 people [Another correct answer would be may/might/would.]
Exam practice
2 Students listen to two candidates answering the Part 4 questions
Students work in pairs or groups of three to complete the task.
from Exercise 1. Ask students to note down strengths and
Encourage them to respond enthusiastically to their partners’ points.
weaknesses in the responses. Play the recording all the way
Make sure they stick to the time limit for each stage. Monitor carefully
through once, then play it again, pausing after each response
for use of language and techniques. When you give feedback, pay
to give students time to write their notes. Students discuss their
particular attention to their interactive communication skills.
notes with a partner and then as a class. Ask them to decide
who the stronger candidate is.
Ask students to look at the tip and explain that one area of
Test 3
assessment is Discourse Management and relevance is one
feature of this assessment focus.
Reading and Use of English
Part 1
Suggested answers:
Mika is the stronger candidate. She gives extended answers to 1A 2D 3B 4B 5C 6A 7C 8D
the questions. For the final question, she brings the discussion
back on track when she responds to Joel’s comment about the Part 2
environment club.
9 not 10 their 11 As 12 what 13 up
Joel also gives some extended answers. However, his answers 14 to 15 through 16 there
are not completely relevant. Elicit examples of the irrelevance from
students, e.g. the first question is about learning about nature from
books or from spending time outdoors. Joel talks about his own Part 3
reading preferences (historical novels). He does mention learning 17 lengths 18 impressive 19 addition 20 occasionally
from books, but he does not link this to nature or compare it with 21 interaction 22 sights 23 freezing 24 painful
spending time outdoors. For the second question (learning about
wildlife in other countries), Joel talks about another country (Canada)
and wildlife (bears), but it is his own experience, not a comment on
Part 4
whether this is an important thing to learn about. In the final question, 25 if/whether Anil | lived close/near
which is about the government’s priority to protect nature, Joel talks 26 ’s/is thinking of/about | giving
about his own activities protecting nature. Mika notices this and 27 ’d/would | be able to / ’d/would have | been able to
attempts to bring the conversation back on track. 28 isn’t / is not (very/particularly/especially) popular with/among
29 is the | least interesting
3a Write on the board I like the beach because … and ask students 30 know | whose bag this
to turn to their partner and finish the sentence. Write some
responses on the board. Underline because and ask for words
or expressions that could replace it in a sentence. As you write
suggested ideas on the board, underline important elements, e.g.

236 Teacher’s Notes Test 3 Key

Part 5 But you must definitely come to my beautiful city, Padua. There’s
loads for visitors to do here, and of course I think it’s the most
31 C 32 B 33 B 34 A 35 A 36 D
wonderful place in Italy! I’d love to show you around. You could also
go to Verona and Vicenza, and of course you can’t miss Venice!
Part 6 There’s no need to bring me a present – it’ll be wonderful to catch up
37 C 38 F 39 B 40 G 41 E 42 A with you and I can’t believe I might see you very soon!
Love
Part 7 Anna
43 B 44 A 45 C 46 D 47 A 48 B 49 D 50 C 51 D 52 A Commentary
• It is a very good answer.

Writing • All questions are addressed, with reasons given.

• It is written in a suitable informal and friendly style; it reads
Part 1 very naturally.
• The email starts and finishes appropriately.
Sample answer • There are clear paragraphs.
Some people believe that all teenagers ought to learn to play a • Some linking words are used.
musical instrument. In my opinion, there are reasonable arguments • There is a range of structures, good use of modal verbs and a
both for and against this view. range of adjectives.
 usic is an important aspect of the culture of many countries and
M
regions. In order to keep local traditions alive all over the world, Question 3
people need to both learn about and participate in them. Teaching Amélie
all teenagers how to play the traditional instruments of an area is one I’ve watched the film Amélie about 20 times. Why do I love an old
way of making sure that this happens. French movie so much? Mainly because of the heroine, Amélie.
 n the other hand, not everyone is equally talented when it comes
O Amélie works as a waitress in Paris, where the film is set. She’s very
to playing musical instruments. It might therefore be better to shy and lives on her own. One day, she finds an old box by accident
identify young children who are naturally good at playing music and that had been hidden in her apartment by a young boy many years
encourage them to develop their skills as they grow up, rather than earlier. She finds the owner, who is now an old man, and returns the
insist on all teenagers having to play an instrument. Furthermore, box to him. After that, she decides to devote as much of her time as
teenagers all have different interests, and many would prefer to focus possible to helping people to be happy.
on other creative activities, such as art or drama, which are also What makes Amélie such an extraordinary character is her incredible
important culturally. imagination. Some of the ideas she comes up with to make people
In conclusion, I think that it is desirable for teenagers to learn to play happy are not only very complicated, but also extremely funny. Her
musical instruments. However, it does not seem necessary for all attitude to life is unlike most other people’s, which makes her really
teenagers to do so. special.
Commentary I’d recommend this film to anyone who likes stylish films with amusing
• It is a very good answer. plots. And if you prefer kindness to fighting, this is the film for you! I can
• The three points are addressed: notes 1 and 2 in second and third also guarantee that once you’ve seen it, you’ll want to go to Paris!
paragraphs + own idea (teenagers enjoy doing different things) in Commentary
third paragraph. • It is a very good answer.
• Reasons are given for opinions. • All points are addressed, it gives reasons for opinions, the reader
• It answers the question ‘Do you agree?’: it’s a good idea for is fully informed, it addresses the reader directly at the end and
teenagers to learn to play musical instruments, but not all teenagers makes a recommendation.
should have to do so. • The review has a title.
• It is written in an appropriate style. • It is organised in clear paragraphs.
• Ideas are organised in clear paragraphs: introduction, arguments • There is a good range of structures, many of which also link ideas
‘for’ the statement in second paragraph, arguments ‘against’ the appropriately, and a good range of vocabulary.
statement in third paragraph, conclusion.
• Linking words and phrases are used, as well as good referencing
Question 4
range of structures and vocabulary.
Charlie’s hat
The wind suddenly blew the hat off Charlie’s head. Charlie tried to
Part 2 catch it, but it flew straight up into a tree and stuck there. That was
Sample answers a disaster, because it was Charlie’s favourite hat. Unfortunately, the
Question 2 tree trunk was completely smooth, with no branches low enough for
Hi Chris Charlie to climb onto.
Thanks for your email. It’s so exciting to hear that you and your parents So Charlie sat down under the tree to think. All of a sudden, there was
want to have a holiday in Italy! I think you should come in spring, a noise above him. It was a little bird singing, right by his hat. Then
because in summer, it can get pretty hot. If you came during the Easter another, much larger bird appeared, and the little bird jumped into the
holidays, I’d be free to spend some time with you – I’d love that! hat. As it did so, the hat fell out of the tree and the little bird flew off.
There are so many fantastic places in my country, you won’t be able to At that point, Charlie heard someone laughing. Surprised, he turned
see them all in just one visit. I don’t think there’s anywhere you shouldn’t to see a boy of about 15 holding a phone. It turned out he’d been
go, to be honest, though Rome can get very crowded, especially at filming the tree and the birds in it for a school project when Charlie
Easter. So if you do come then, it might not be the ideal destination. appeared, so he’d captured the whole episode. ‘Let’s have a look!’
said Charlie, smiling. And by the time he got home, most of his family
had already seen the film on social media and were laughing too!

Key Teacher’s Notes Test 3 237

 Commentary Part 6
• It is a good answer.
• The story starts with the sentence given. 37 C 38 E 39 G 40 D 41 F 42 A
• The story follows on clearly from first sentence.
• Both ideas are included (bird and video). Part 7
• The story has a title.
• There is a clear beginning, middle and end. 43 D 44 B 45 A 46 C 47 A 48 D 49 B 50 C 51 B 52 C
• There is an appropriate use of past tenses.
• Suitable time expressions and linking words are used, as well as a
range of vocabulary and structures.
Test 4
Writing
Test 3 Part 1
Listening Sample answer
Part 1 There are those who say that learning foreign languages is a waste of
time. Not everyone agrees with them, however.
1A 2B 3B 4C 5B 6A 7A 8C It is certainly true that computers are becoming increasingly good at
translating both written and spoken language. It is therefore possible
to communicate with people all over the world without having to
Part 2 use anything other than one’s native tongue. In addition, learning a
language is a slow process for the majority of people and frequently
9 enthusiasm 10 (special) vocabulary 11 cosy 12 hot showers requires a great deal of effort. It is understandable that many prefer
13 stars / Milky Way 14 white beaches 15 polar 16 curiosity the convenience of using software instead.
17 storms / bad weather 18 teamwork / effective teamwork
Nevertheless, learning a language well can be a pleasure, despite the
hard work involved. Whether learning via an app or with a teacher,
Part 3 in a class or individually, language learning is frequently a very
satisfying experience. Learning languages develops one’s mind and
19 F 20 G 21 A 22 H 23 E can lead to a far better understanding of other cultures.
On balance, my personal view is that it is never a waste of time to
learn a foreign language. I must admit, however, that as it is impossible
Part 4 to learn every language in the world, apps can be very useful as well.
24 A 25 C 26 B 27 C 28 C 29 A 30 A Commentary
• It is a very good answer.
• All content points addressed: notes 1 and 2 in second and third
Test 4 paragraphs + own idea (how long it takes to learn a language) in
second paragraph.
Reading and Use of English • Reasons are given for opinions.
• It clearly answers the question ‘Do you agree?’ (the writer does not
Part 1 agree).
1D 2A 3C 4D 5B 6A 7D 8B • It uses a suitable style.
• Ideas are organised into logical paragraphs.
• A range of linking words and phrases are used.
Part 2 • There is a good range of vocabulary and grammatical structures.
9 have 10 as 11 few 12 why 13 with
14 whose 15 Not 16 that Part 2
Sample answers
Part 3 Question 2
A talented singer
17 behaviour 18 unexpected 19 lowered 20 response
Jay sang the song perfectly. The audience went crazy, standing up
21 explanations 22 conclusion 23 remarkable 24 themselves
and clapping for what felt like absolutely ages. Jay glanced at the
judges and saw that they were all smiling. Meanwhile, the other
Part 4 competitors sat in silence, looking totally shocked. It was obvious
that Jay had won, and no one had been expecting it.
25 ’d/had no idea | how
26 me to | focus (more) on A few minutes later, Jay was walking back towards her delighted
27 ’d/had | paid (more/closer) attention to parents, holding her prize, a small gold cup, close to her heart.
28 not tall enough | to Laughing and crying, they hugged one another and smiled at the
29 has | been seen by photographers.
30 can/may cycle / go cycling | unless they The thing was, until that evening, Jay had been completely unknown.
She’d practised in her room for hours, but hadn’t ever thought she
Part 5 was particularly talented. And now, she was being asked about her
plans. In fact, Jay had no idea what she was going to do after she
31 B 32 A 33 B 34 C 35 D 36 B left school. She’d always imagined she’d live close to her parents,
perhaps working in a local shop.

238 Teacher’s Notes Test 3–4 Key

 The following day, Jay received a message offering her a place at the Commentary
best music college in the capital city, 200 kilometres away. She had • It is a good answer.
two weeks to decide whether or not to accept. • It gives the information requested about the programme.
• It gives reasons for opinions.
Commentary
• The review has a title.
• It is a very good answer.
• At the end, the candidate addresses the reader directly and makes
• The story starts with given sentence.
a recommendation.
• The story follows on logically from the first sentence.
• Ideas are organised into clear paragraphs.
• The two ideas are included (a prize and a decision).
• The candidate uses a range of vocabulary and structures.
• The story has a title.
• There is a clear beginning, middle and end.
• A wide range of past tenses is used. Test 4
• Time expressions and linking words and phrases are used
appropriately.
• There is a very good range of structures.
Listening
Part 1
Question 3 1B 2C 3B 4C 5B 6A 7B 8C
Being indoors in Denmark
In my country, Denmark, even though people love being outdoors, Part 2
there are also plenty of times, especially in winter, when my fellow
Danes and I feel we’d rather stay inside, cosy and warm. And who 9 editing 10 social issues 11 factory 12 digital
can blame us? 13 black and/& white 14 decisive 15 speech bubbles
The weather has definitely had an impact on our customs and 16 art(s) centre 17 (creative) designer 18 positive
traditions. Meeting up with friends to spend hours chatting over a
hot drink, either at home or in a café, is common. Big family parties Part 3
are often held at home to celebrate birthdays or other occasions.
There are bakeries everywhere selling delicious pastries that people 19 F 20 H 21 E 22 G 23 D
buy to share with friends and family at home. And we’re famous for
decorating our dining tables with beautiful cloths and candles! Part 4
But of course, we’re all different, and just like people everywhere
24 A 25 C 26 B 27 B 28 C 29 A 30 A
else, Danes play video games for hours, go to shopping malls and
listen to music. There’s nothing special about that. As for myself,
on weekends when the sky is miserable and grey, and a cold wind
is blowing, I’m happy to wrap myself up in a nice warm blanket and
Test 5
watch a film on my laptop, preferably a murder mystery!
Reading and Use of English
Commentary
• It is a good answer.
Part 1
• All the points are addressed. 1A 2B 3C 4B 5D 6D 7C 8A
• It gives reasons for answers and some examples.
• The candidate uses an informal style.
• The candidate uses a rhetorical question.
Part 2
• The candidate makes general points but also gives some personal 9 in 10 well 11 that/which 12 with 13 have 14 a
information. 15 though/if 16 too
• Ideas are clearly organised into paragraphs.
• There is a range of vocabulary and structures. Part 3
Question 4 17 Unfortunately 18 depending 19 consequently 20 professional
Visiting the Caribbean 21 downloading 22 Moreover 23 viewers 24 memorable
I recently saw a fantastic travel programme about the Caribbean.
The two British presenters were a mother and daughter who had Part 4
ancestors from there. The episodes I saw were about three of the
25 having eaten / (that) she had eaten | the
islands, and I learned quite a lot about their history, as well as
26 few students | were able / managed
about the food and traditional culture, and how people live there
27 only | I hadn’t / had not forgotten
now. I loved the stunning scenery in the places they visited and the
28 out laughing | all of a
interviews with local people, including some of the presenters’ own
29 about | getting rid of / we get rid of
family.
30 tourists are | unfamiliar with
The relationship between the two presenters was an important part
of the programme’s appeal. Like many mothers and daughters, they
sometimes disagreed about things and got slightly irritated with
Part 5
one another. But both of them had a great sense of humour, so their 31 B 32 A 33 A 34 C 35 D 36 A
conversations were always amusing and entertaining. I could often
identify with them, too: when they went on a swimming trip and felt a
little scared beforehand, that’s exactly how I’d have felt!
Part 6
There’s really nothing I didn’t like – I just wish there were more 37 F 38 A 39 E 40 C 41 G 42 D
episodes available to watch! If you’re into travel and food, then I’m
sure you’ll love this programme as much as I did. Part 7
43 C 44 A 45 D 46 B 47 A 48 C 49 B 50 D 51 B 52 A

Key Teacher’s Notes Tests 4–5 239

Test 5 • The ideas are organised into clear paragraphs.
• Suitable linking words and phrases are used.
Writing • The candidate uses a good range of structures and appropriate
vocabulary.
Part 1
Question 3
Sample answer
The silver bracelet
Many films are based on novels, and many novels have been turned
Jo dived into the water. Small fish swam quickly away in all directions.
into films. Some people argue that there is no need to read the
The sea was clean and clear, and she could see right to the bottom. All of
novels from which these films have been made.
a sudden, she spotted something shiny among all the stones and plants.
Those who say this make the point that most of us do not have
She swam back up to the surface and took a deep breath before
time to read all the novels we would like to. If a film can tell a story
diving down again. She reached for the object and pulled it out of the
in under two hours, it seems unnecessary to spend several days
sand. Once she was back on the beach with her friends, she saw it
reading the same story in a book.
was a small silver bracelet, only just big enough to fit on a child’s wrist.
Others feel differently, highlighting the amount of imagination that
Jo’s friends were very excited, taking photos and posting them online.
readers have to bring to words on a page in order to make them come
Messages soon started arriving in response, including one from a
alive in their minds. Watching a film is a far more passive activity. In
local reporter. When Jo and her friends met him an hour later, he had
addition, films are made by directors, who understand the novels
a local history expert with him. As soon as she saw the bracelet, she
in their own way. The consequence of this is that audiences see a
told them it was probably over 800 years old!
particular version of the novel, sometimes with significant parts of the
plot or even characters missing. Jo often thinks about the child who lost that bracelet so long ago. Did
she drop it from a boat, or was she walking along the beach? We’ll
Personally, I have never regretted spending hours reading a good
never know.
novel. Moreover, for the reasons given above, I have occasionally
avoided going to see films based on novels I love. Commentary
Commentary • It is a very good answer.
• It is a very good answer. • The story starts with the sentence given and follows on from it logically.
• All points are addressed: notes 1 and 2 in second and third • Both elements included (a shiny object and a reporter).
paragraphs + own idea (films show the director’s version of the • The story has a title.
novel) in third paragraph. • There is a clear beginning, middle and end to the story.
• Reasons are given for opinions. • Suitable past tenses and time expressions are used appropriately.
• The style is suitably neutral. • The candidate uses a good range of descriptive vocabulary and
• Ideas are organised into clear paragraphs. structures.
• Linking words and phrases are used to connect ideas logically.
• The candidate uses a good range of vocabulary and structures. Question 4
The colour yellow
Do you have a favourite colour? Even though I love all bright colours,
Part 2 I do actually have a favourite: yellow. Why, I imagine you asking? Well,
Sample answers that’s not a hard question to answer, it’s because the sun looks yellow.
Question 2 That means it’s the colour of life itself, as almost everything on our
Dear Harper, planet needs the sun in one way or another to stay alive. Maybe
that’s why it makes me feel so warm and happy when I see it! I’m
Thanks for your email, it was a nice surprise to hear from you. How’s
greeted by yellow every morning when I wake up, because that’s
school going these days?
the colour of my bedroom walls. My phone cover is yellow, too! Few
Personally, I wish there were a few museums and art galleries near people seem to choose yellow when they’re buying clothes, but I
where I live. In my small town, there’s nothing like that at all, and have a wonderful yellow T-shirt that I wear as often as I can.
anyway, my parents aren’t very interested in cultural stuff. So we
I’m naturally quite a cheerful person, so maybe that’s why I love
don’t go to exhibitions in the nearest city, either.
yellow so much. Some of my friends love black and they’re very
But I can see that going every weekend could be a bit too much. You serious compared to me. Some of my environmentally conscious
love basketball, don’t you? Training for matches and getting your friends like blue and green. So it’s possible that people’s favourite
homework done must take up quite a lot of your time already, and colours say something about their character... What do you think?
you must also want to see your friends.
Commentary
If I were you, I’d ask to stay at home from time to time, because of all
the other things you also need to do. I think that would be better than • It is a good answer.
suddenly announcing to your parents that you want to stop going • All the questions are answered.
altogether. I’m sure there’ll occasionally be exhibitions you do want • Reasons for answers and some examples are given.
to see in the future, and you could always go with them to those. • The candidate uses a very informal, direct and natural style.
• The candidate uses some rhetorical questions and speaks directly
I hope they understand your point of view! to the reader.
Write soon, • The candidate writes personally.
Adam • Ideas are organised into paragraphs.
• A good range of vocabulary and structures are used.
Commentary
• It is a good answer.
• Harper’s question is answered. Test 5
• The candidate gives reasons for their advice and opinions.
• The email starts and finishes suitably. Listening
• The style is friendly and informal. Part 1
1B 2C 3A 4B 5C 6B 7A 8A

240 Teacher’s Notes Test 5 Key

Part 2 Secondly, skills developed thanks to these games mean that they are
rarely a complete waste of time. Players learn to react quickly, solve
9 storehouse 10 cottage 11 (site) tour 12 shoes
problems and cooperate with others. Some games teach teenagers
13 sun(-)hat 14 digging 15 pot 16 cleaning (up)
about subjects such as science. In addition, even games that teach
17 (finger)(-)nails 18 memorable
very little can be fun after a long day at school. In that sense, they are
similar to any other hobbies used for relaxing during free time.
Part 3 To sum up, I believe video games are less harmful than is often
19 H 20 E 21 F 22 G 23 B suggested. There is therefore no need for teenagers in general to play
them less.

Part 4 Commentary
• It is a very good answer.
24 A 25 C 26 A 27 C 28 B 29 C 30 B • All points are covered: notes 1 and 2 in third and second
paragraphs + own idea (computer games are like other relaxing
hobbies) in third paragraph.
Test 6 • Reasons are given for opinions.
• The style is appropriate.
Reading and Use of English • Ideas are organised into clear paragraphs.
• A variety of words and phrases are used to link ideas.
Part 1 • A range of vocabulary and structures are used.
1C 2A 3D 4A 5B 6B 7A 8A
Part 2
Part 2 Sample answers
Question 2
9 spite 10 for 11 to 12 such 13 It 14 up 15 the 16 whether
Concerts
Like most teenagers, I can’t imagine my life without music. Can you?
Part 3 One of my favourite things to do is watch my favourite rock bands
playing in concerts. I’ve never had the chance to actually go to a live
17 Unlike 18 production 19 preferable 20 familiar rock concert myself, but I hope that one day, I will. Though I don’t
21 outstanding 22 combination 23 consumers 24 evidence speak from experience, I think that being at a concert like that must be
totally awesome! I’ve played the guitar in small concerts at my school,
Part 4 and even that was pretty thrilling. So I can imagine that at a massive
concert, the audience must share some of the players’ excitement.
25 to be solved | at all
In the meantime, I’ll have to keep on watching concerts online. The
26 long as | I (can) choose
good thing about that is that you can watch them again and again,
27 a part/role in | his decision
and you don’t have to pay for a ticket! There’s another advantage,
28 can’t / cannot / couldn’t / could not have | handed in
for me at least, of being able to watch concerts this way: a few of
29 been/got in touch | for
the bands I like are so old that some of the musicians are no longer
30 is/’s more difficult | to play
alive, or don’t give concerts any more. When I can afford it, I’ll go and
watch their avatars!
Part 5 Commentary
31 D 32 A 33 B 34 C 35 B 36 D • It is a good answer.
• All the points are addressed.
• The candidate gives reasons for answers.
Part 6 • The candidate uses a suitably informal style and includes the reader
37 C 38 E 39 A 40 G 41 D 42 F at the beginning.
• The candidate writes personally.
• Ideas are organised into two paragraphs.
Part 7 • A range of vocabulary and grammatical structures are used.
43 D 44 B 45 C 46 A 47 B 48 A 49 D 50 C 51 A 52 C
Question 3
Stonehenge
Test 6 When I was on holiday in England with my family, we went to
Stonehenge. This group of enormous stones is estimated to be over
Writing 5,000 years old and is probably the UK’s most famous historical site.
Part 1 We went there and back by coach from London. The traffic was quite
bad in both directions, so the day was longer than I’d expected.
Sample answer It was worth it, though, because Stonehenge is so beautiful and
It is often said that teenagers spend too much time playing computer impressive. How it was built remains a mystery, because the stones
games. This assumes that computer games are bad for people or a had to be transported over great distances, and of course there
waste of time. Both ideas are worth exploring further. weren’t any lorries 5,000 years ago! So it’s a fascinating place, and
there’s plenty of information available for visitors about all aspects of
First of all, let us consider the claim that playing computer games
the site.
harms teenagers’ health. Most teenagers rarely spend long enough on
these games every day for it to have a significant impact. It is true that
sitting for extended periods of time is bad for you, but people often
spend longer sitting working at desks than playing video games.

Key Teacher’s Notes Tests 5–6 241

 Because it’s such a popular tourist attraction, it tends to get
extremely busy, and the day we went was no exception. Visitors are
not allowed to get close to the monument, which I found slightly
disappointing. I think the experience would be better if people could
go on a brief guided walk through the ancient stones. Even so, I can
highly recommend a visit to this amazing place.
Commentary
• It is a very good answer.
• Information is given about Stonehenge and the good and bad
things about their visit, and a suggestion is made for improving
visitors’ experience.
• Reasons are given for opinions.
• The review has a title.
• The candidate makes a recommendation at the end.
• Ideas are well organised in paragraphs.
• A range of vocabulary and structures is used.

Question 4
Hi Robin,
Of course I remember Linda! But I’m sorry to hear that you’re worried
about her. Have you talked to her about why she feels so shy, or are
you concerned that might make her feel even worse? Have you tried
asking her about how things are going for her at school?
To be honest, I think that plenty of kids go through phases like that.
I certainly did at about that age. Perhaps you didn’t, or you wouldn’t
feel so worried. What do your parents think about it? It may all
change naturally as she grows older.
Another thing you could do is invite a few of your friends round (but
not too many at once!) to spend time with Linda so she can get to
know them in a place where she feels comfortable. Then perhaps you
could meet up with those same friends in the park and play a game
she enjoys, and see if she feels at ease with them there.
Anyway, I hope these ideas help a bit and I’m looking forward to
hearing from you soon!
All the best,
Sam
Commentary
• It is a very good answer.
• The candidate responds to all Robin’s questions.
• Reasons are given for opinions and advice.
• The email starts and finishes appropriately.
• The style is informal, helpful and sympathetic.
• Clear paragraphs are used.
• Ideas are linked.
• The candidate uses a range of vocabulary and structures.

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

Part 2
9 (pouring) rain 10 solid 11 wind 12 speed 13 eagle
14 rainbows 15 rocks 16 dramatic 17 pepper 18 tough

Part 3
19 C 20 A 21 G 22 H 23 E

Part 4
24 A 25 B 26 A 27 C 28 B 29 B 30 C

242 Teacher’s Notes Test 6 Key