ESL Preparation and Practice

Cambridge IGCSE®
English as a
Second Language
Exam Preparation and Practice
Katia Carter and Tim Carter
WM C a m b r id g e
U N IV E R S IT Y PRESS
C a m b r id g e
UNIVERSITY PRESS
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne,VIC 3207, Australia

4843/24,2nd Floor; Ansari Road, Daryaganj, Delhi - I 10002, India
79 Anson Road, #06-04/06, Singapore 079906
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.
www.cambridge.org
Information on this title: www.cambridge.org/97813 16636787
© Cambridge University Press 2017
This publication is in copyright Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2017
20 19 18 17 16 15 14 13 12 I I 109 8 7 6 5 4 3 2 I
Printed in Dubai by Oriental Press
A catalogue record for this publication is available from the British Library
ISBN 978-13 1-663678-7 Paperback
Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter
IGCSE® is the registered trademark of Cambridge International Examinations
All examination-style questions, sample mark schemes, solutions and/or comments that
appear in this book were written by the author. In examination, the way marks would be
awarded to answers like these may be different.
N O T IC E T O T E A C H E R S IN T H E U K
It is illegal to reproduce any part of this work in material form (including

photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence,
and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for
example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.
Table of Contents
Progress chart - tracking sheet iv

How to use this book vi
Assessment criteria for writing and speaking viii
Section 1: Reading and writing 1

Unit 1: About the exam 1
Unit 2: Exam strategies 5
Unit 3: Language focus 48
Unit 4: Test yourself 82
Section 2: Listening 93
Section 3: Speaking 139

Answer key 162

Exam at a glance and weighting of papers 202
Acknowledgements 205
Progress chart - tracking sheet
READING AND Unit 2 -Test 1 Unit 2 -Test 2 Unit 3 -Test 3 Unit 4 -Test 4 What do you need to do
WRITING PAPER next?*
You’re ready to take the exam.
You need a bit more practice
before you can take the exam,
You need a lot more practice
before you can take the exam.
Exercise 1 - reading
comprehension
Exercise 2 - multiple
matching
Exercise 3 - note-making
Exercise 4 - summary
writing
Exercise 5 - informal
emails
Exercise 6 - discursive
writing (report/review/
article)
LISTENING PAPER Unit 2 -Test 1 Unit 2 -Test 2 Unit 3 -Test 3 Unit 4 -Test 4 What do you need to do
next?*
Questions 1- 4 -
Question-Answer
Question 5 - gap-fill
Question 6 - multiple
matching (talks)
Question 7 - multiple
choice (interviews)
Extended Question
8A - gap-fill (formal talk)
Extended Question
8B - gap-fill (informal
conversation)
SPEAKING PAPER Unit 2 -Test 1 Unit 2 -Test 2 Unit 3 -Test 3 Unit 4 -Test 4 What do you need to do
next?*
Part D conversation
iv
*How do you know what to do next? Here's a little help:
Progress chart - tracking sheet

SKILLS: You’re ready to take the exam.1 You need a bit more practice You need a lot more practice
before you can take the exam.2 before you can take the exam.3
READING You score between 100% and 80% You score between 80% and 60% You score less than 60% in all
in all reading exercises.You can also in all reading exercises.You find it reading exercises.You take a very
manage this within the time limit. difficult to complete some of the long time to complete these
exercises within the time limit. exercises.
WRITING You write at the correct length, You write at the correct length, Your answers are quite short and
within the time limit. You but sometimes take longer you take a long time to finish.
always answer ail the points than the time limit.You include all You don't always include all the
from the question.Your ideas the points from the question, points from the question.You still
are well developed and you but some are not always well make a lot of mistakes which
use complex sentences with developed.You use some make your writing difficult to
appropriate linking words complex sentences with some understand.Your sentences are
and phrases.You make very appropriate linkers.You still make mostly short, but sometimes you
few mistakes and the reader can mistakes, but the reader can use very simple linking words.
always understand what you write understand what you write about. Your grammatical structures and
about.You also use a wide range You use a reasonable range vocabulary are very simple.
of grammatical structures and of grammatical structures and
vocabulary. vocabulary.
LISTENING You score between 100% and 90% You score between 90% and 70% You score less than 70% in all
in all listening exercises. in all listening exercises. listening exercises.
SPEAKING You can speak fluently and You can speak fluently and You sometimes have to pause
clearly about a range of clearly about a range of and think how to say things in
everyday and abstract topics. everyday topics.You sometimes English.You can only talk about
Other people can always struggle when the subjects are simple everyday topics. Other
understand what you are saying. more abstract. Other people can people sometimes don’t
You develop and link your mostly understand what you understand what you are saying.
ideas well with a range of are saying.You develop and link You talk in simple sentences
appropriate linking words and your ideas reasonably well with some simple linking words
phrases.You can also use a wide with appropriate linking words and use easy vocabulary.
range of grammatical structures and phrases.You use a range
and precise vocabulary. of grammatical structures and
vocabulary.
1Please note that the advice under‘You're read/ to take the exam' in the table above is for extended candidates only.
2Core candidates are ready for the core version of the exam when they reach the level of the advice under'You need a bit
more practice before you can take the exam'.
3It is not advisable to take the exam at this stage.
■
How to use this book
Learn from mistakes

Learn from mistakes Assess the sample answer
sections show Before you work on your second draft of the summary, look at the following exercise.
common errors real It includes one Core candidate’s answer and one Extended candidate's answer to
candidates make Test 3, Exercise 4.
in listening, reading, Core candidates read the ‘How many languages can you speak?’ summary.
writing and speaking Extended candidates read the ‘Photography in the wild’ summary.
exams.These
Then complete the tick sheet below.
sections also contain
real students’ sample * What did the candidate do well?
answers. * What do they still need to improve?
* What are their weakest areas?
The first tick has been done for you as an example.
. _ _ ^
Focus on the language
Find the paragraph where Harrison talks about his companions. Find the verbs
^which tell you what his companions were expected to do.
These Focus on the language boxes identify key vocabulary and grammar You will
also find language hints to help you answer exam questions.
Icons
® Core © Extended Audio 0 Video I Video

(You will need to play each recording twice.)
vi
Complete these Make your vocabulary grow
Make your vocabulary Track 14
grow sections
\ Now listen again to this part of the listening test.You are going to focus on the vocabulary.
to practise the
vocabulary you will
Words and phrases with a similar meaning
need to answer
questions in exams The words and phrases listed below are taken from the questions. Find the words,
most effectively. phrases or ideas in the recording that have the same or very similar meaning. Write
these in the spaces provided.
Use linking words and phrases to join ideas

together (See Exercise A for more practice.)
Q Model answer (Core)
▼
Ulhen the w rite r wasleocnmg-Russian^she had difficulty understanting songs because
The ideas in your summary
can be in a different order -4W-r£55urCeS to practise listening were ver^ limited a t th a t time. T h a t is why she was Model answers
from the order they appear excited when she was given a record with songs sung in Russian and used it repeatedly provide good
in the original text
to practise her listening. UJhat is more, the w rite r loved her tea ch er and enjoyed the
examples of student
lessons very much. However, this wasnt the case with her English lessons, which were all
about grammar Consequently, she didnt find them very exciting. work that you can
(83 words, 6 content points) use to construct
your own answers.
Paraphrase the ideas in your summary as much as you can.This means
you should express the same dea, but use different words/phrases in your Each tip links to at
summary from the words/phrases used in the original text (See Exercise B
for more practice.) least one assessment
objective.
Model answer (Extended)

Verging with animals brings a lot o f challenges fo r wildlife photographers. The w rite r
Assessment criteria for writing and
speaking
The following criteria are designed to help you and your students when grading oral and written w ork W e have
simplified the grading criteria used by Cambridge Assessment International Education in the Cambridge IGCSE
English as a Second Language exam so that they are accessible for students to understand.
If you wish to see the official grade criteria for Cambridge IGCSE English as a Second Language, please visit the
Cambridge Assessment International Education website.
Writing marking criteria (Exercise 4 - Summary writing)*

1 Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)
7-8 • Includes 7-8 content points 7-8 • Content points in the summary are organised very
well.
• All content in the summary is relevant to the task
• Appropriate linking words/phrases are used clearly
to connect ideas.
• The summary is written using own words as much
as possible
• Almost no errors in vocabulary and grammar
5-6 • Includes 5-6 content points 5-6 • Content points in the summary are well organised
• Most content in the summary is relevant to the • Appropriate linking words/phrases are used to
task connect ideas
• The summary is written using mostly own words
• Very few errors in vocabulary and grammar
3 -4 • Includes 3-4 content points 3 -4 • Content points in the summary are partially
organised
• Only some content in the summary is relevant to
the task • Appropriate linking words/phrases are sometimes
used to connect ideas
• The summary is written using some own words
and some words taken from the original text
• Some errors in vocabulary and grammar; but the
content of the summary can be understood.
1-2 • Includes 1-2 content points 1-2 • Content points in the summary are poorly
organised
• Very little content in the summary is relevant to
the task • Linking words/phrases are rarely used or used
incorrectly
• The summary is written mostly using words taken
from the original text
Frequent errors in vocabulary and grammar
0 • No content in the summary is relevant to the task 0 • Very inaccurate language is used
OR OR
• No attempt at the summary task • No attempt at the summary task
*Th e top mark for extended candidates is 8 for both content and language.The top mark for core candidates is 6 for
both content and language.
W riting - Exercises 5 and 6
Assessment criteria for writing and speaking

Give a separate Content mark and Language mark by deciding which band is the best fit for each. (The Content and Language
marks can be different if necessary.) If all of the criteria of the band are met, give the upper mark; if it meets some of the criteria,
give the lower mark. If the writing is very short (below 105 words), deduct I or 2 marks.
1 Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)

7-8 Relevance 7-8 Range and complexity
• Question is answered fully • Wide range of vocabulary
• Style and register are appropriate for the text • Wide range of simple and complex structures
type
Accuracy
• Excellent understanding of purpose and
• Easy to understand
audience
• Errors are in less common vocabulary and
Development of ideas (detail)
complex structures
• Content is very well developed
Organisation
• Ideas are communicated clearly and effectively
• Ideas are organised effectively in a logical order
I • Wide range of linking words

• Question is answered fully • Range of common vocabulary. Some less
common vocabulary
• Style and register are mostly appropriate for the
text type • Range of simple structures. Some complex
structures
• Good understanding of purpose and audience
Accuracy
Development of ideas
• Mostly easy to understand
• Content is developed
• Errors are mostly in less common vocabulary
and complex structures
Organisation
• Ideas are well organised
• Range of linking words
• Most of the question is answered • Mainly common vocabulary
• Style and register are quite appropriate for the • Mainly simple structures
text type most of the time
Accuracy
• Some understanding of purpose and audience
• Sometimes difficult to understand
• Some errors in common vocabulary and simple
• Some development of content, but with some structures
gaps or repetition
Organisation
• Sometimes unclear
• Reasonably well organised
............L • Some linking words. Not always used well
ix
Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)
Assessment criteria for writing and speaking

• Only some of the question is answered • Limited vocabulary
• Style and register are inappropriate for the text • Limited structures
type
Accuracy
• Limited understanding of purpose and audience
• Difficult to understand
• Errors in common vocabulary and simple
• Missing content, irrelevance and/or repetition structures
• Often unclear Organisation
• Poor organisation. Few linking words
0 No marks can be given 0 No marks can be given
Speaking
Give a mark out of 10 for each category (structure, vocabulary development and fluency), and then add these marks to give a
total out of 30.
1 Mark Structure Vocabulary Development and fluency

9-10 Uses a range of structures with Uses a range of vocabulary, to Can hold a long conversation. Can
accuracy and confidence communicate sophisticated ideas expand and develop the topic with
with precision original ideas
Pronunciation is clear
7-8 Uses a range of structures with Uses enough vocabulary to Can hold a conversation. Responds
accuracy and confidence, but there communicate well relevantly with original ideas
are errors when using complex
Pronunciation is generally clear
sentences
5-6 Uses simple structures with very Communicates simple ideas, not Responds to questions and prompts,
few errors always successfully but sometimes needs help to
continue with the conversation
Pronunciation is understandable
3-4 Uses very simple, limited structures Limited vocabulary makes it difficult Responses are brief with pauses.
with errors. Communication is to communicate simple ideas, there is Conversation is difficult
difficult repetition and/or searching for words
Pronunciation is not always
understandable
1-2 Rarely achieves communication Cannot communicate simple ideas Very brief responses
Pronunciation difficult to understand
0 No response No response No response
Disclaimer; Please note that these m ark schem es have not been produced by Cambridge International Exam inations. The
grade descriptors are based on Cambridge’s descriptors but have been written by the authors o f this resource.
I f you wish to see the official grade criteria for Cambridge IGCSE English as a Second Language, please visit the Cambridge
Assessm ent International Education website.
Section I: Reading and writing
How much do you already know about ...?
the reading and writing exam
How much do you already know about the format of the reading and writing exam
E X A M IN ER T IP
and what happens during the exam? Can you answer the questions below?
If you are new to the
reading and writing How many parts are there in the reading and writing exam?
exam, first go to Unit Core / Extended [I]
4 and look at the
complete test to see How long does the whole reading and writing exam take?
what each section
looks like. Core / Extended [I]
Look at the tables below. Can you draw a line to match each exercise (1-6) with
the correct type of exam task?
[6]
Extended paper
Exercise 1 Informal email
You write an informal email to a friend. As part of the task, there are three bullet points with
three ideas which you must include in your email.There are also two pictures which will help you
think of some ideas for your own written answer
Exercise 2 Summary writing
First you read a text.Then you write a summary about a certain aspect discussed in the text
(e.g. benefits, difficulties, etc.). You should include eight examples of this aspect in your summary.
Exercise 3 Reading comprehension / Question-answer
You read a text and answer questions. Most questions require one detail (e.g. time, name, place,
activity etc.).The last question always requires four details, which appear throughout the text
(e.g. problems, uses, aims, etc.).
Exercise 4 Discursive writing (report/review/article)
You write an article, a review or a report. Apart from the task, there are also two prompts
connected to the task.These two prompts will help you think of some ideas for your own written
answer
Exercise 5 Note-making
You read a text and take notes under given headings.There will usually be two or three headings.
Each heading may require two or three ideas, which you will find in the text. You need to include
nine ideas/examples in total.
Exercise 6 Multiple matching
You usually read four short articles on the same topic (e.g. about people’s hobbies) in which
four different people express their opinions, feelings or attitudes.You then have to answer ten
questions by selecting the correct article, A, B, C or D,
Core paper
Unit I How much do you already know about ...? the reading and writing exam
Exercise 1 Informal email
You write an informal email to a friend. As part of the task, there are three bullet points with
three ideas which you must include in your email.There are also two pictures which will help
you think of some ideas for your own written answer.
Exercise 2 Summary writing
First you read a text.Then you write a summary about a certain aspect discussed in the text
(e.g. reasons, advantages, etc.). You should include six examples of this aspect in your summary.
Exercise 3 Reading comprehension / Question-Answ er
You read a text and answer questions. Most questions require one detail (e.g. time, name, place,
activity, etc.). Sometimes there might be one question which requires two details.
Exercise 4 Discursive writing (report/review/article)
You write an article, a review or a report. Apart from the task, there are also four prompts
connected to the task.These four prompts will help you think of some ideas for your own
written answer.
Exercise 5 Note-making
You read a text and take notes under given headings.There will usually be two or three
headings. Each heading may require two or three ideas, which you will find in the text. You need
to include seven ideas/examples in total.
Exercise 6 Multiple matching
You usually read three short articles on the same topic (e.g. about people's hobbies) in which
three different people express their opinions, feelings or attitudes.You then have to answer eight
questions by selecting the correct article A, B or C.
W hat is the total number of marks you can get?
Core / Extended [ i]
EX A M IN ER T IP Do you have to answer all the questions on the exam paper?
.[i]
At the start of the
exam, when the Do you lose marks if your answer is wrong?
teacher says that you
are allowed to open ■[ i]
the question paper
Can you use a dictionary during the exam?
always look quickly
through the whole [ i]
paper it is important
to know how many Do you have to transfer your answers onto a separate answer sheet at the end of
the exam?
parts there are and
how difficult each
part is.This will allow
you to plan how Now go to the answer key for Section I , Unit I and check your answers.
much time you should Your score: / 13
spend on each pari/
exercise/ouestion.
J Now look at the complete exam in Unit 4 of this reading and writing section and add
the missing information to the table below.
2
Core paper
Total mark W hat is tested: Do you: Word limits (writing
reading or writing? parts of the exam
a find answers in the text
only)
and copy them?
b find answers in the text,

but paraphrase the idea
in your answer? (To
paraphrase means to
iu already know abo u t...! the readin;

express the same idea
but in your own words)
c write your own
answer?
W rite a, b or c in the
boxes below.
Exercise 1
Exercise 2
...........
Exercise 3
I
Exercise 4
Exercise 5
Exercise 6
Extended paper
Total mark What is tested: Do you: Word limits (writing
reading or writing? parts of the exam
a find answers in the text
only)
and copy them?
but paraphrase the idea
in your answer? (To
paraphrase means to
express the same idea
but in your own words)
c write your own
answer?
W rite a, b or c in the
boxes below.
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5
Exercise 6
3
Self-assessment
Unit I How much do you already know about ...? the reading and writing exam
Was there anything you didn’t know about the reading and writing exam? Now test
yourself to see if you can remember everything mentioned in the previous exercises.
Are the following statements true (T) or false (F)? Circle the correct letter for each
statement.
The Core paper has fewer parts than the Extended paperT / F
Core candidates answer fewer questions than Extended candidates.T / F
3 If you don't understand a word in the reading part, you can use a dictionary to
find the meaning.T / F
You have to answer all the questions in the reading part, but you can choose
which writing question - Exercise 5 or Exercise 6 - you want to answerT / F
3 In Exercise I , some questions may need more than one answerT / F
In Exercise 2, you have to match all the questions to the texts.There are no spare
questions.T / F
In Exercise 3, there is only one example for each heading.T / F
In Exercise 3, you should paraphrase the answers that you find in the text.T / F
Exercise 4 is only for Extended candidates.T / F
Exercise 4 is only marked for content, but not for language.T / F
In Exercise 4, candidates should paraphrase their answers.T / F
12 In Exercises 4 , 5 and 6, candidates receive more marks for the language they use
than for the content of their writing.T / F
13 In Exercises 5 and 6, the word limit for Extended candidates is always higher than
for Core candidates.T / F
In Exercise 5, candidates are sometimes asked to write a formal letterT / F
In Exercise 6, candidates have to write their answers in a more formal tone than in
Exercise 5.T / F
16 In Exercise 6, candidates always have to write a rep o rtT / F
Now go to the answer key for Section I , Unit I and check your answers.
Your score: / 16
4
Exam strategies for
0 0 Test I
Exercise I
Read the article about a modern art competition called the Turner Prize and then
answer the following questions.
The Turner Prize

There are many arts competitions held globally, ranging from
photography to sculpture. One of the most famous visual arts
competitions in Europe is the Turner Prize, which has been held
in Britain since 1984. It was originally the idea of a group called
the Patrons of New Art.The group itself came together only
two years before the first Turner Prize competition, in 1982The
founders wanted to make the public more interested in modern
artThey disagreed with the critics who said that artists shouldn't
compete against one anotherThe competition was also set up
with the intention of obtaining new artworks fortheTate Gallery
in London, which now organises the contest.
-■S'
The competition was named after William Turner an English
painter from London, who was born in 1775 and died in
Apart from the prestige that winning this competition carries,
1851. Like most artists of that time,Turner focused on painting
there is also a financial award of £40,000, which is divided among
landscapes, but his way of painting was seen as rather controversial
all the finalists.The artist that comes first receives £25,000 and
by many of his contemporaries.This was something that did not
the other shortlisted artists get £5,000 each.The jury's decision
go unnoticed by the founders of the competition when they were
about who the winner is has often been questioned by the public
thinking about a name for the contest.
because not everybody sees the winning artwork as original or
A t the beginning of the competition anyone who made an impact exciting.The critics also dislike the fact that the selection process
in art could have been awarded the prize.This included managers isn't dear.The public's divided opinion over modern art led a
o f galleries, curators, or art critics.The only restriction was that group called the 'K foundation' to award an anti-Turner prize to
these people had to be born, live or work in Britain, which is still the worst artist in Britain. In 1994 this prize was given to an artist
valid today. In 1988 it was decided that the range of people who that also won the Turner prize in 1993 for her sculpture called
could get nominated would be limited to contemporary artists 'House'.
only. A further change, concerning the age limit, was introduced a
The finalists exhibit their artwork at an exhibition, which is
few years later All artists who are now interested in entering the
traditionally hosted by theTate Britain gallery in London. In the
competition have to be 50 years old or younger
past it was pointed out that there was a lack o f space for the
Each year a panel of judges chooses the winner from four exhibits. Since then a few galleries, situated in other British cities,
shortlisted artists. After the competition was founded, people have been selected to host the Turner Prize starting with theTate
disapproved of the absence of women on the shortlist and it Liverpool gallery in 2007.This gallery was once a warehouse and
wasn't until 1987 that the first two female artists were finally is situated in an area that used to be part of a busy harbour It was
shortlisted. the perfect setting for the finalists' artwork.
I When did the competition first take place?
Unit 2 Exam strategies for the reading and writing exam
E X A M IN E R T IP
■[i]
tn Exercise i ,
questions 1-8 come 2 What were the main aims of the competition? Give two details.
in the same order as
the answers in the
text. •P]
In this reading
3 W hat did the founders of the competition find interesting about Turner's paintings?
exercise you get I
mark for each correct ........................................................................................................................... [I]
detail you provide.
The marks at the end 4 W hat is the most recent requirement for artists who enter the competition?
of each line tell you
how many details are ■[ I ] ,
required, 5 How many artists are in the final stage of the competition?
.[i]
6 How much money does the winner receive?
■[i ]
7 W ho decided to give awards for poor artwork?
[I]
8 W here was the first Turner Prize competition held outside London?
................. [i]
Core [Total: 9]
9 W hat has the competition been criticised for? Give four details.
...................................[4]
Extended [Total: 13]
E X A M IN E R T IP
The last question in Exercise I for Extended candidates always asks for four details.The
answers ane found throughout the text, When you do Exercise I, first answer questions
I -8, then read the text again and find the answers to question 9.
There might be more than four details in the text. However, you only need to
include four in your answer. You won't receive extra marks for giving any extra
. details.
V_____________________________________________ _______________ J
6
E X A M IN E R T IP
If you are unsure about some of your answers, put a question mark next to these
and have a look at them again once you have completed the whole exercise.
However don't spend too long on questions you don't know how to answer If you
do, you might not have enough time to complete other exercises in the rest of the
paper.
v_________________________________________________________________________________
When you have finished doing this part of the test, go to the answer key for Section I ,
Unit 2 and check your answers.
Your score (Core): 19 Your score (Extended): /13
DID YOU...?
Now think about the way you did Test I , Exercise I , and answer the following
questions.
Before you started reading

! Did you read the questions first before reading the text?
E X A M IN E R T IP I
Read the questions first.You need to know what details to look for before you
start reading.You should;
• look at question I
EX A M IN ER T IP 2 • read the text
• find the answer to question I
Highlight important
words in the question • highlight the answer in the text
to remind you what
• write your answer on the line provided.
detail you are looking
for (e.g. the year of Then do the same for question 2 and so on.
'--------------------------------------------------------------
the first discovery).
2 Did you highlight the important words in each question?
3 Did you notice how many details are required for each question?
EX A M IN ER T IP 3
Most questions in W h ile you were reading

Exercise I require 4 Did you underline the answers when you found them in the text?
one detail. However;
in some questions
E X A M IN E R T IP 4
you may have to find
more than one detail. Sometimes you need to look at the text again to check that you have selected the
Make sure you know correct detail. It is easier to check your answers if you underline them in the text, if
how many details are you don't underline your answers, you might have to read some parts of the text
required before you again and waste your time during the exam.
start reading.
5 Did you transfer your answers from the text onto the line provided on the
opposite page?
6 Did you transfer the necessary details only, not the whole sentence or irrelevant
EX A M IN ER T IP 6 information?
Keep your answers 7 Did you transfer the answer as it is written in the text?
short Select only the
correct phrase, not E X A M IN E R T IP 7
the whole sentence.
There is no need to paraphrase your answers in Exercise I . Copy the answer as it
By writing a lot you
is written in the text. By paraphrasing the answer, you might change the meaning
waste time in the
exam. and lose marks.
V__________________________________________________________________________________________ -
8 Did you check that you didn’t select any distracting information as part of your
EX A M IN ER T IP 8 answer?
If you include a 9 Extended candidates: Did you answer questions 1-8 first and then scan the text
distracting detail to find answers to question 9?
together with a
correct detail, the EX A M IN ER T IP 9
whole answer would
be wrong and It is very difficult to find answers to question 9 (Extended paper) while you are
wouldn’t be given any answering questions I -8. It is easier to read the text again after you have answered
marks. questions l~8,You can scan read the text much more quickly the second time and
focus on the four details.
After you finished reading

10 Did you check that you included the correct number of details required for each
question?
If you answered ‘No’ to any of the questions in the ‘Did you ... ?’ section, try to follow
all the tips from this section when you do Test 2, Exercise I .
Learn from mistakes

Before you do Test 2, Exercise I , look at the following exercise. It includes one
candidate’s responses to Test I , Exercise I .What did the candidate do wrong?
1 Response to Question 1 When did the jcompetition! first take place?
2 Answer to Question 1 nS2_
3 Answer to Question 2 obtain new artworks
4 Answer to Question 3 Turner was ani English painter from London.
5 Answer to Question 4 contemporary artists 5 0 years old Or younger
6 Answer to Question 5 There are four artists ir* the final stage of the
competition.
H
7 Answer to Question 6 $2.5,000
8 Answer to Question 7 (public) K. foundation
9 Answer to Question 8 zooi
10 Answer to Question 9 artists shouUnt compete

(Extended paper) absenCe
o f wOmen
jur^s decision
selection process isnt clear
lacl^ of space
Now do Test 2, Exercise I, and remember to follow all the tips from the ‘Did you ... ?'
section forTest I .
0 Q Test 2
Exercise I
Read the article about a dinosaur called the Archaeopteryx and then answer the
following questions.
expected in these
Is Archaeopteryx the types of dinosaurs,
like teeth in the
birds’ direct ancestor? jaw, claws or a long
bony tail, the fossils
W e all learn at school that dinosaurs walked the Earth for 165 also showed marks
million years until they became extinct - something that scientists that resembled
believe was the result of a huge asteroid crashing with our planet feathers, which
65 million years ago. However it is less known that one group of was a real thrill
dinosaurs managed to survive, including the Archaeopteryx - a for the scientific
dinosaur which was half dinosaur; half bird. community. Many
In 1860 scientists found a fossilised feather which may have people refused
to believe that
come from the Archaeopteryx dinosaurThe more exciting find
these fossils were
was made in the following year, in 1861, when the first bones of
genuine, but
Archaeopteryx were discovered, just over a decade later; in 1874,
scientists started to think that this dinosaur might have been a link
another Archaeopteryx's skeleton was found - this time even
between dinosaurs and birds. Howeven this dinosaur had a long
more complete than the first one.
way to go before it would look like the birds we know nowadays.
All three finds were made in Germany and it is also where The question was, though, what Archaeopteryx needed feathers
the complete skeleton of Archaeopteryx can be seen - in the for if it wasn't for flying.The most obvious reason would be for
Humbold Museum in Berlin.The first skeleton was used as payment body temperature control. However, it is also possible that their
and given to a doctor but luckily the Natural History Museum in feathers, which developed from scales, played a role in their
London managed to purchase it and it is here that it can be found communication with one another
to this day.The dinosaur was given the name Archaeopteryx, which
Archaeopteryx wasn't a large dinosaur compared to other; much
means 'ancient' and 'feather' in Greek. It is also sometimes referred
larger ones, which were as heavy as 14 African elephants put
to by its German name 'Urvogel'which stands for'first bird'.
together W ith its I kilogram of weight and body length of 50
All the fossils of the Archaeopteryx dinosaur were invaluable centimetres, the Archaeopteryx wasn't much bigger than a pigeon.
to scientists.They noticed that apart from the usual features And just like these birds, Archaeopteryx probably exploited its
piumage to attract females. It’s also possible that the feathers played reason would be to escape from danger and that is when their
an important role in providing shade for the eggs and young. feathers must have been useful to help them blend into their
surroundings.
Scientists don't know a lot about the Archaeopteryx’s diet, but they
believe it mainly consisted of small reptiles. It is also believed to have It took a long time before dinosaurs could fly properly and had the
occasionally substituted these for small mammals or even insects. same features as birds, like a beak without teeth.The change that
Despite having feathers, Archaeopteryx did not fly in the sky, but helped them to become lighter; so that they could take off more
some scientists think that the dinosaur attempted very short flights easily, was a shorter tail. Once all the necessary changes had taken
near the ground, for example, to hunt more effectively. Another place, it was only a matter of time before dinosaurs took to the sky.
0 0 I When was the first skeleton of the Archaeopteryx dinosaur found?
• [ i]
2 W ho owns the first skeleton of the Archaeopteryx dinosaur nowadays?
■[ i]
3 W hat does the German name for this dinosaur mean?
■[ i]
4 W hat did scientists find exciting about the Archaeopteryx’s fossils?
• [ i]
5 What is the size of the Archaeopteryx’s body similar to?
■[i]
6 What did the Archaeopteryx eat most of the time?
[i ]
7 W hy did the Archaeopteryx probably try to fly? Give two examples.
■P]
8 How did the bodies of some dinosaurs change before they started flying?
....................................................................................................................................................[i]
Core [Total: 9]
0 9 What did the Archaeopteryx dinosaur use feathers for? Give four details.
............................................................................................................................... [4]
Your score (C o re ):_______ /9_ Your score (Extended): / 13
10
I Self-assessment

Now think about your progress so far and answer the following questions:
* Was your score in Test 2, Exercise I higher than in Test I , or not? W hy do you think
this is?
■ After doing the 'Did you ... ?' section for this part of the test, did you find it easier to
do Test 2? W hat tips did you find helpful?
■ Is there anything you still find difficult? What are you going to do to improve this?
M m ....
EX A M IN ER T IP
It is important to reflect on your own progress as you learn,This will help you
identify which areas are your strengths or weaknesses. If you can identify your
weaknesses, you will then know what you need to revise more before the exam
The self-assessment boxes, and the progress chart at the beginning of the book,
will help you to do that.
After you have checked your answers, look at your mistakes and think why you
made them.Try to avoid making this type of mistake in the future.
Develop your skills - what next?

In Exercise I you are tested on whether you can select the correct details when reading a longer piece of text.
These texts can be taken from leaflets, magazine articles, or from a website, etc.
Try some of the following to improve your skills in reading for detail:
Select a short piece of text (leaflets are the best for this activity) and make a list of some question words
(e.g. who, when, what, how often, how much, etc.).Then scan read the text and see how many answers you
can find.
Select an article and highlight random nouns, names or numbers in the text (e.g, 28%, John Burnes, Victoria
Square, in January, etc.).Then read the text around these details and find out what they refer to (e.g. the
price of houses has risen by 28%, etc.).
To practise your scan reading for detail, use materials like leaflets,TV guides, cinema programmes, the phone
book, etc. For example, you could scan read aTV guide and find how many, and what, films are being shown
on one evening.You can scan read cinema programmes and try and find out if there are any comedy films
and what time they're shown, etc.
In the exam you're not allowed to use a dictionary.That is why it is important that you learn to guess the
meaning of unknown vocabulary from the context when you are reading. Choose a short newspaper
article, then scan it and underline all the words that you don’t understand.Then read the text around
each word and look for clues which might help you guess the meaning. When you have finished, check the
meaning in an English—English dictionary to see if you were right.
II
0 Test I
Exercise 2
Read the magazine article about three students (A -C ) and their experience of
studying,Then answer questions 9a-9h.
EXPERIEN C E O F STU DYIN G
Three students share their thoughts about studying
Q Test I
Exercise 2
Read the magazine article about four students (A -D ) and their experience of studying.
Then answer questions I Oa-1 Oj.
EXPERIEN C E O F STU D YIN G

Four students share their thoughts about studying
E X A M IN E R T IP A Hoda Abdulahi
My favourite subjects at school are languages. I'm studying French, Russian and English because I’m
There are usually hoping to become an interpreter However; I don't have the same interest in subjects which involve
three articles for practical experiments.This doesn’t mean, though, that I neglect my homework for these subjects. I
Core candidates to always try my best at whatever I do.That's why I like my tutor, who’s very experienced. He shows me
how to do things properly so that I don't pick up any bad habits, for example with my pronunciation.
read and one extra When I started learning French the pronunciation was very tricky, but once I got the hang of it,
article for Extended everyone commented on how good my accent was. I’ve also learnt that there are more ways of
candidates.You have studying things.This means that I can experiment to see what works for me, so I get the best results.
to match each correct For example, now I know I can memorise new vocabulary better if I use pictures or put words into
categories while my friend prefers to write down definitions. She says she finds that more useful.
opinion, from the list
on the opposite page,
to the correct article.
V........... .. .... J B Kim Young
I’ve recently changed schools, so I haven't fully settled in yet It takes some time to get to know a new
place, but the teachers have been very welcoming.They say I’m doing rather well and won’t need any
extra tuition to catch up with the others, as my parents had originally thought. I’m really happy that
we’re encouraged to work in groups. Not only does this give me a chance to meet new classmates,
but we also think of interesting ideas together; so it’s easier to complete the tasks our teacher sets us.
The only thing I find quite demanding is the timetable.Twice a week, were asked to study very long
hours, which affects my concentration.Then, when I get home, doing homework is a real challenge,
but I noticed that if I get up before everybody else does, I get a lot of schoolwork done then. I’ve
even put together my own revision timetable to see what I need to do and when. It definitely works
for me.
12
C Kinga Zibowska

I'm in my final year of college and planning to start a law degree at university next year Getting
ready for this involves a lot o f research and I'd be lost if I couldn’t access all the resources available
online. O ur school also provides a lot of support for students. Some of my school friends go to
study groups, which focus on different subjects, like science, history, or geography. I’ve tried this way
of studying a few times because I’m rather behind with my maths. A t first I thought it might work,
but then I got frustrated with some o f the people there who just turned it into a conversation club.
Others got distracted and we never got any work done.That's when I realised I was better off doing
some self-study So, that's what I like to do in the school library these days, straight after my classes
finish in the afternoon. W hile I'm there, I can also read about other things that interest me.
D Miguel Perez
W hen I was younger I got into all sorts of trouble at school. I tended to disrupt the class a lot by
making my school friends laugh or by asking silly questions. My parents didn't know what to do with
me. but I guess I was just a bit bored because I found everything rather easy.Then I started a new
school and I began to get more involved in my studies.There was so much more to do and there still
is, so, to cope with the amount of information, I take things down, which is really invaluable for my
revision. Even some of my classmates have asked me if I could share my notes with them after their
own approach to studying didn't bring the expected results. Recently, I got into science thanks to all
the experiments we do. Sometimes we go on trips and we learn about real science in everyday life. I
just wish we could do more things like this in other subjects.
For questions 9a-9h below, choose from the people (A-C). For each question write
the correct letter A, B or C on the line provided.
Which person...
9a thinks learning with a good teacher is important?
9b prefers studying with other students?
9c relies on the internet for information?
9d finds it hard to focus sometimes?
9e tends to study better early in the day?
9f needs help with some aspects of their studies?
9g enjoys doing extra work after school?
9 h tries different approaches to learning?
[Total: 8
When you have finished doing this part of the test, go to the answer key for Section I
Your score (Core): /8
For questions I Oa- I Oj below, choose from the people (A-D). For each question write
the correct letter A, B, C or D on the line provided.
Which person...
10 a thinks learning with a good teacher is important? • Cl ]
10 b prefers studying with other students? ■[I]

10 c says writing things down helps them?
10 d relies on the internet for information?
10 e finds it hard to focus sometimes?
10 f tends to study better early in the day?
10 g needs help with some aspects of their studies?
10 h enjoys doing extra work after school?
10 i would like more practical lessons?
10 j tries different approaches to learning?
[Total: 10
When you have finished doing this part of the test, go to the answer key for
Section I , Unit 2 and check your answers.
Your score (Extended): /IO
D ID Y O U ...?
Now think about the way you did Test i , Exercise 2, and answer the following
questions.
B e fo re you s ta rte d reading

I Did you read the opinions before reading the articles?
E X A M IN E R T IP
• The order of the opinions on the list is not always the same as the order they
appear in the articles.
• The vocabulary used in the opinions is not always the same as the vocabulary
used in the text.The ideas are often paraphrased,
v ________________________________________________________________________________
2 Did you highlight the important words in each opinion?
Highlight important wo rds in the question to remind you what detail you are
^looking for (e.g.‘good t€sacher’ and ‘important’). ^
W hile you were reading

3 Did you read each article one at a time?
Read one article at a tinne.Then select all the opinions from the list that this article
êxpresses before you mtove on to the next article.
................... . ............... J
D
4 Did you underline the answers when you found them in the text?

>
Check that the opinion you find in the text matches the idea in the opinion from
the list completely. If on y part of the idea is the same, it might not be the correct
answer, but a wrong distracting detail. If you underline the ideas in the text, it will
^ be easier for you to chc;ck them against the opinions from the list ^
A fte r you finished reading

5 Did you match all the opinions from the list?
Don't leave any spaces jlank. If you don't know the answer guess it.There are no
^ extra opinions on the li a. All of the opinions are expressed in one of the articles. ^
6 Did you use each article (and the appropriate letter) more than once?
There is usually more thlan one opinion expressed in each of the articles. This
means that, for example!, you may have to use article A twice or even three times
^ as your answer.
J
If you answered 'No' to any of the questions in the 'Did you... ?' section, try to follow
all the tips from this section when you do Test 2, Exercise 2.
Learn from mistakes

Before you do Test 2, Exercise 2, look at the following exercise. It includes one
candidate’s answers to Test I, Exercise 2. W hat did the candidate do wrong?
1 Which person thinks learning with a good teacher is important? ...A/C... [I]
2 Which person prefers studying with other students? .. .v...... [ I ]
3 Which person relies on the internet for information? ............[ I ]
4 Which person finds it hard to focus sometimes?
K.W .Young.................................................................................................. [ I]
Now do Test 2, Exercise 2, and remember to follow all the tips from the 'Did you... ?'
section forTest I.
I
0 Test 2
Exercise 2
Read the magazine article about three people (A -C ) and what they say about their
jobs.Then answer questions 9a-9h.
A R E YO U HAPPY IN YO U R JOB?
Three people share their thoughts about jobs
0 Test 2
Exercise 2
Read the magazine article about four people (A -D ) and what they say about their
jobs.Then answer questions ! Oa- I Oj.
ARE YOU HAPPY IN YO U R JOB?
Four people share their thoughts about jobs
A Alice Finn
I've been working for a major publishing company for over a decade now. When I started there, I had
to work very hard to get noticed. I wasn't necessarily trying to get a higher position, but I wanted my
manager to see I could be relied on. With time I was asked if I'd be interested in being in charge of
some projects, it’s all the opportunities I'm given that make my job so interesting.The only downside
of my work is how long it takes to get there in the morning. Some days I get stuck in traffic, which
wastes a lot of my valuable time.That’s why I recently requested if 1could do some of my work from
home and, to my surprise, my boss said yes. I actually get more things done at home compared to
the days in the office. I suppose this is also a good way to avoid arguments with difficult colleagues.
Fortunately, that's not an issue for me - I work with a team of people who are really friendly.
B Bruno Ferreira
I teach history and geography at a local college near my house. In this respect I’m lucky - I can
avoid the morning rush hour and traffic jams because I walk to school.The working week goes by
very quickly for me because I really enjoy my job, but there is no denying that teaching doesn't suit
everybody. Without enough patience and love for this job, some people decide to leave and look
for a completely different job in other areas after just a year or two. I admit it might have crossed
my mind a few times when I was a newly qualified teacher; but not any more. What makes me sad
though is when a good teacher leaves because of financial reasons.Teachers are hard-working people
and deserve a pay rise.The school where I work is relatively modern and has a fantastic library and
gym. However, the computer lab could do with some updating.Technology evolves so quickly that
what may have been cutting-edge technology five years ago, now seems very dated.
m
C Celine Pontaux
I trained as a chef five years ago. I've always enjoyed cooking and, as a small girl, when I had a birthday
party, I'd insist on preparing the food for it. So, I thought this would be my ideal job, but I've come to
the conclusion that while I enjoy cooking for my family, I don't want to do this for a living. I had the
wrong expectations o f this kind of work. Plus, I can't see myself being promoted any time soon either
Having said that, the place where I work has the latest equipment, so this makes all the difference. I
have no complaints about that, but the same can't be said about the schedule. I'm an early bird so I
tend to wind down in the evening, but that's the time when the restaurant kitchen gets the busiest.
The team are very friendly on the whole and I've made quite a few friends there. I feel though that
one of the supervisors often unfairly criticises me, which makes the job unnecessarily stressful.
@ D Daniel Valinski
Two years ago I took on a job for a large company dealing with computers. I used to dream
of running my own company, but I've come to realise that it’d take a lot of money to do this -
something which I don't have at the moment. I also feel I still have a lot to learn and that is why my
new role was totally unexpected. I'm now managing a team of five people and couldn’t be happier
My family often complains though that I’m not at home with them enough because quite a few
meetings I have to attend are held abroad. My son thinks it’s quite exciting to stay in different hotels
each time, but it's not always as great at it may sound. Some of them are really outdated and could
do with a bit of refurbishment. On the other hand, one of the perks is that I get quite long holidays,
so I can make it up to my family then.
0 For questions 9a-9h below, choose from the people (A-C). For each question write
Which person...
9a suggests that people in this job are underpaid? ........
9b is thinking of a career change? ........
9c doesn't get on with one of the staff? .........
9d feels that the working hours don't suit them? .........
9e thinks that people doing this job need to have certain qualities? .........
9f enjoys the variety of responsibilities this job offers? .........
9g would like to have some facilities at their workplace improved? .........
9 h doesn’t have to commute to work every day? .........
[Total: 8
When you have finished doing this part of the test, go to the answer key for Section I,
For questions I Oa-1 Oj below, choose from the people (A-D). For each question write
Which person...
10 a suggests that people in this job are underpaid? ■[I]

10 b is thinking of a career change? ■[I]
17
10 c is surprised by their recent promotion?
10 d doesn’t get on with one of the staff?
10 e feels that the working hours don’t suit them?
thinks that people doing this job need to have certain qualities?
10 g enjoys the variety of responsibilities this job offers?
10 h would like to have some facilities at their workplace improved?
says the job involves a lot of travelling?
doesn't have to commute to work every day?
[Total: 10
Your score (Extended) /IO
Self-assessment
• Was your score in Test 2, Exercise 2, higher than in Test I , or not? W hy do you think
this is?
* After doing the ‘Did you . . . T section for this part of the exam, did you find it easier
to doTest 2? What tips did you find helpful?
; Is there anything you still find difficult? What are you going to do to improve this?
D e v e lo p y o u r skills - w h a t next?
In Exercise 2 you are tested on whether you can select the correct ideas/opinions and understand the
connections between them,The ideas and opinions are either directly stated or implied, which means not stated
directly
Try the following activity to improve these reading skills:
Try to read a range of articles where the author expresses their opinions (e.g. film/play/video game reviews,
customer reviews online about various products, blogs, etc.).
Find what the writer is writing about (e.g. a film review - acting, directing, screenplay, etc.) and what the
writer’s opinion is (i.e. positive, negative or mixed).
Find the phrase that expresses this opinion (e.g. it was a complete let-down, it didn’t come up to our
expectations, it is one of a kind, etc.).
Then think of different ways of saying the same thing - try to paraphrase the same idea by using similar
phrases.This will also help you improve your writing skills.
D
0 © Test I

Exercise 3
Read the article about CYTECH, a company that designs wearable technology for
cyclists, and then complete the notes on the following page.
C YTEC H - wearable
technology for cyclists
CYTECH, which stands for cycling and technology, is a relatively young company.
It was only set up in 2015, but it has already found a place in the market of
wearable technology.The founder; Jessica Curtis, is a keen cyclist, but is also a
clothes designer. So, it came as no surprise to many when she founded this new
company to combine her two biggest passions in life: cycling and designing.
In recent years we have seen a huge increase in people taking up cycling, not
only for pleasure, but also as a more reliable and environmentally friendly means of transport.The rise in cyclists on the road has brought
the need to improve road safety more into the spotlight.This was something that also played a vital role in Jessica's decision to go into
this business.
She was almost hit by a car herself a few years earlier; when cycling to work. After this, it was only a matter of time before the idea of
visible clothing for cyclists was born. Jessica presented her plans to a friend who specialises in LED lighting, which is a type of low-energy
lighting, and together they came up with a new clothing item for cyclists. It is surprising that in this day and age, most manufacturers of
wearable technology don’t focus on clothing for cyclists, but on gadgets, like smart watches, instead. Jessica's intention was to fill this gap
in the market.
Since setting up her company, Jessica has been getting feedback from her friends, who are mostly young professionals.They tend to cycle
to work and often complained that they couldn’t find a visibility jacket which would be both sleek and functional. And that is what Jessica
has achieved with her latest clothing line for cyclists, which consists of jackets, hats and trousers.The LED lighting, which is used on these
items, is hidden and this unique feature is proving a hit with the wearers who can switch it on or off whenever they need to. Most cyclists
appreciate the fact that the battery life is about 14 hours, W hen tested, the clothing was visible as far as 400 metres.The fabric that is
used to make the clothes is both waterproof and machine washable - two practical facts that can't be overlooked.
Currently Jessica is looking into working wrth energy-harvesting fabrics. Energy harvesting is a way of storing power from external
sources like wind or the sun and then using the small sources of energy to, for example, charge your phone. Jessica believes this will be
possible in the next few years and is very excited by the prospect. In the meantime Jessica is playing with the idea of designing a similar
clothing range for joggers or skiers.
Jessica has become a role model for other aspiring entrepreneurs and is often asked what the secret of her success is. She believes
that there is no harm in aiming high, but urges anyone who wants to follow in her footsteps to invest in thorough market research.The
bottom line is - the customer comes first.
You are going to give a talk about the CYTECH company and their products to your
class at school. Prepare some notes to use as the basis for your talk.
Make short notes under each heading.
10 Reasons why Rebecca started designing clothing for cyclists
[2]
9
1
II Benefits of C Y T E C H products
[3]
12 Advice for success

*
• ................... [2]
[Total: 7]
Your score (Core): 17
^ You are going to give a talk about the C YTEC H company and their products to your
II Reasons why Rebecca started designing clothing for cyclists
[3]
12 Benefits of C Y T E C H products
•
•
.............................. P]

9
•
............................[2]
[Total: 9]
Your score (Extended): 19
20
DIDYOU...?

Now think about the way you did Test I , Exercise 3, and answer the following
questions.
Before you started reading

Did you read the instructions and the headings for your notes carefully?
■\
The order of the headings for your notes may not always be the same as the order
they come in the text.
>
---------------------------------------------------------------- -
EX A M IN ER T IP 2 2 Did you highlight the important words in each heading?
Highlight important W h ile you were reading

words in the question 3 Did you underline the details/answers in the text required for each heading?
to remind you what
detail you are looking
for (e.g. 'reasons' and
'starting'). Read the text and unde:rlme all the examples required for the first heading.Then
transfer the correct nurnber of examples onto the lines provided under the first
^heading. Repeat the sanne for the second heading, and so on. j
EX A M IN ER T IP 4 4 Did you transfer the answers as they are worded in the text?
Don't paraphrase After you finished reading

your answers.You are
5 Did you include the correct number of details under each heading?
tested on whether
you can find the
correct details By
changing the answer
The number of marks shown under each heading tells you how many details are
you might also change
required.You get one miark for each correct detail.There are usually more details in
the meaning and lose
the text than you need. Also make sure that each idea is written on a separate Ime^
marks. Use the same
wording as in the text.
Did you check that you didn't include the same idea twice?
\
Sometimes there are tv\.to details that talk about the same idea. If you include both
EX A M IN ER T IP 7 of these similar ideas, yo>u will only get one mark. For example: improve road safety'
and almost hit by a car' both express very similar reasons for starting to design
If you include the ^ clothing for cyclists.
correct detail, but J
write it under the 7 Did you check that you included the details under the correct heading?
wrong heading, this
detail won't receive a If you answered 'No' to any of the questions in the 'Did you ... ?’ section, try to follow
mark. all the tips from this section when you do Test 2, Exercise 3.
Learn from mistakes
Before you do Test 2, Exercise 3, look at the following exercise. It includes one
candidate’s answers to Test I , Exercise 3. What did the candidate do wrong?
Reasons why Rebecca started designing clothing for cyclists
* she was almost hit by a car
* to improve road safety .............. ■• R1
2 Reasons why Rebecca started designing clothing for cyclists
* hit by a car
* her biggest passions ................ • m
3 Benefits of C YTEC H products
* it filled a gap in the market .............. •T41
4 Benefits of C YTEC H products
* sleek
* functional
* waterproof
* people can charge their phone ................ • [41
* aim high
*
■R1
* be determined
• be polite to yOur Customers ................ • m
# Jessica has become a role model for other aspiring entrepreneurs and is
often asked what the secret of her success is. She believes that there is no
harm in aiming high, but urges anyone who wants to follow in her footsteps
to invest in thorough market research. The bottom line is — the Customer
COmes f ir s t . ■R1
Now do Test 2, Exercise 3, and remember to follow all the tips from the ‘Did you ... ?’
section forTest I .
0 0 Test 2
Exercise 3
Read the article about how to become an astronaut and then complete the notes on
the following page.
22
Cou!d you be a
future astronaut?
In the past decade we have seen an increased interest in space and space
exploration. However humans have been looking to space for answers for over
half a century. Becoming an astronaut has always been a dream of many young
boys and girls.The question is though - how do you become an astronaut?
The NTV television channel is launching a reality series which may help to answer
this question. It will offer people, who think they have what it takes to become
an astronaut, the opportunity to try out what it is really like to go through a
selection process and a space preparation programme.TheTV channel has asked
a former astronaut, who also used to be in charge of the International Space Station, to oversee this process to make sure it is as close to
the real thing as possible. According to him, unless you are self-disciplined and good at making quick decisions, you shouldn’t even hand in
your application. No one will argue with the fact that the real process is very physically demanding so good physical health is a must, but
that alone wouldn't be enough without determination as it’s a really tough process and each applicant has to compete with thousands of
other hopefuls.
There are no universities which offer degree courses for astronauts, so people who have been selected to go to space and to work at
the International Space Station have had varied backgrounds. A t the beginning of space exploration, astronauts often came from an army
background, for example army pilots.These days, successful applicants usually have a previous career in medicine, computing or maths.
However people with degrees and experience in science and engineering have an advantage over others. During the preparation stage,
future astronauts are quizzed on subjects like physics and their spatial awareness is tested too.
The space programme is also suited to people who can stay calm under pressure. Astronauts need to be able to rely on each other and
somebody who gets easily stressed is not the kind of person that you need around you.
This gruelling process is absolutely necessary since the range o f tasks performed by astronauts, once they are on board the International
Space Station, is huge. In addition to the difficulty of the tasks, they have to deal with zero gravity, which is the lack of force which pulls
objects to the ground, something we experience on Earth, but not in space. Astronauts in space need to be careful not to crash into
flying objects.They should also be able to predict in which direction the objects are likely to move. It might sound like fun to float around
in zero gravity, but one of the downsides is also the loss of muscle and bone mass. On return to Earth, it takes astronauts some time to
get back to normal and to get their strength back.
Different space missions focus on different scientific experiments.The successful completion of these tasks is only possible through
working as a team. Apart from all this, then there is everyday maintenance, sometimes informally called ‘the housework', to make sure
that all the technical equipment is functioning correctly.
The reality show starts on the 3rd March, but if you think you have what it takes already, you can try applying directly to the International
Space Station;
Ijgfr You are going to give a talk about how to become an astronaut to your science class
at school. Prepare some notes to use as the basis for your talk.
10 Skills and personal qualities needed to become an astronaut
•[4]
23
11 W hat is expected of astronauts while they are in space
[3]
[Total: 7]
Your score (Core): 17
You are going to give a talk about how to become an astronaut to your science class
at school. Prepare some notes to use as the basis for your talk.
II Skills and personal qualities needed to becom e an astronaut
[5]
12 W h a t is expected of astronauts while they are in space
[4]
[Total: 9]
Your score (Extended) 19
Se lf-asse ssm e n t
* Was your score in this test, higher than in Test I Why do you think this is?
* After doing the ‘Did you ... ?’ section for this part of the exam, did you find it easier
to doTest 2? W hat tips did you find helpful?
* Is there anything you still find difficult? What are you going to do to improve this?
B
In Exercise 3 you are tested on whether you can select the correct details and ideas/opinions and understand
the connections between these ideas.
Try the following activity to improve these reading skills:
Try to read a range of articles where the author writes about advantages and disadvantages, success and
failure, difficulties, etc.You might find these ideas in texts like travel blogs, online articles about various
projects, magazine articles about history/nature/science. Don't choose articles that are too long.The articles
you choose should be of a similar length to the articles in the real exam - one A4 page.
• First quickly skim the text to get the general idea and see whether it contains ideas like reasons, results,
pros/cons, etc.
Select one of the ideas (e.g. reasons), scan read the text again and find examples of reasons. Ignore all the
other information.
When you get better at these reading skills, time yourself each time you read a new article to see if your
reading speed is improving too.
Test I
Exercise 4
W h a t are the exam in ers looking for?
E X A M IN E R T IP The list below shows features that the examiners will be looking for in your summary.
Look at the list and decide whether the features are connected with content or language.
In Exercise 4 you
Then complete the table below by listing the features under the correct heading,
are tested on note
taking and then using how accurate the grammar is the amount of irrelevant information
these notes to write
use of own words how many relevant points there are
a summary. Both
Core and Extended how well the points are organised accurate use of vocabulary
candidates' summaries
use of linking words and phrases
are marked for the
language used as well
Content (include two points) Language (include five points)
as the content points.
25
Look at the phrases below, which describe how well you can do things when you
write your summary. Can you put them next to the correct marks in the following
table? Use this table as a simplified mark scheme to mark your own summary in other
units.
A a lot of irrelevant information / very little attempt at organising content points

/ linking words are used poorly or not at all / very few own words are used /
poor grammar and vocabulary
B very little irrelevant information / content points are well organised /
appropriate linking words and phrases / own words are used / generally
accurate grammar and vocabulary
C no irrelevant information / content points are organised extremely well /

appropriate linking words and phrases are used very well / own words are
used extremely well / very accurate grammar and vocabulary
D some irrelevant information / some attempt at organising content points
/ some linking words are used / some own words are used / reasonably
accurate grammar and vocabulary
Marks How well it is done

7-8 (Extended
candidates only)*
5-6
3-4 '
1-2
*NB:The top marks for Core candidates are 5 and 6.
Test I
Exercise 4
||| Read the following blog written by one of the film crew who filmed penguins on the
Zavodovski Island.
E X A M IN ER T IP W rite a summary of the difficulties the film crew experienced during
their expedition to Zavodovski island.
Core candidates have
Your summary should be about 80 words long (and no more than
a different text to
90 words long).You should use your own words as far as possible.
read for the summary
task from Extended You will receive up to 6 marks for the content of your summary and up to 6 marks
candidates. for the style and accuracy of your language.
^ ................. ...................... J
Filming penguins on
Zavodovski Island
Today were leaving Zavodovski Island, where we've spent
almost three weeks filming penguins.This island in the
South Atlantic Ocean is uninhabited and hosts the largest
penguin colony in the world.The species that lives on this
island is called the Chinstrap penguin, named after the
black line that runs from ear to ear underneath its beak
The island is located in such extreme conditions that

life for the penguins here is very dangerous. W hile
there are plenty of fish in the ocean surrounding the
island, getting to it is not an easy task.The waves are
huge and smash against the rocks with great power
The rough sea was also one of the obstacles for our
filming crew when we came to film the Chinstrap
penguins here in their natural habitat. Getting the
filming gear onto the island was hard enough, pulling it
up a cliff to the exact location was even harder
It's been an amazing experience, but it is definitely not for the faint-hearted.The weather can change very quickly, which made filming
rather tricky at times. Sometimes we had to walk through muddy land carrying the equipment on our shoulders. But you tend to forget
all this when you see the penguins.They resemble funny little people in dinner jackets. And they're very curious too, which meant they
interfered with us setting up the filming equipment. W e couldn't stay on one spot for too long because of the strong biting winds. You
have to admire how the little creatures can live in such harsh conditions.
W hen it was time to leave, the area was hit by a huge storm, which meant we had to extend our stay for a couple of days. Saying our
goodbyes isn't proving nearly as easy as we thought it would be because we've certainly grown close to the penguins. O ur cameraman
even has his favourite ones and has given each of them a name.
Core [Total: 12]

When you have finished doing this part of the test, go to the answer key for Section i,
Unit 2 and check that you included the correct content points.
Your score for content (Core): /6

Read the model answer in the answer key for Section I, Unit 2 and compare the
language used in this summary with the language in the original text. Focus on the
paraphrased words and phrases.Then look at the simplified mark scheme in the 'What
are the examiners looking for?’ section and try to guess what mark you might get for
your summary.
Your score for language (Core): /6
Test I
Exercise 4
© Read the following article written by a psychologist.
W r it e a sum m ary of the benefits of being bilingual.
27
Your sum m ary should be about 100 words long (and no m ore than
120 words long). You should use your own words as far as possible.
You will receive up to 8 marks for the content of your summary and up to 8 marks for
the style and accuracy of your language.
W hy we should all learn

another language
According to the statistics more than half of the world’s population is bilingual, which means
they can speak two languages. In some cases people can speak more than two, which makes
them multilingual.There are even countries with more than one official language, for instance
India, South Africa, Switzerland or Canada, to name a few. Also, with more and more families
moving and living abroad, children are often brought up in a multilingual environment. In
fact, one American survey revealed that one in five children over the age of five speak another language at home in addition to English.
However what are the actual advantages of such an up bringing? Are people who can only speak one language, their mother tongue,
really losing out?
One obvious advantage for a bilingual child is the range of schools and universities they can choose from. If they can’t find a course they
want to study in their area or country, they can easily relocate abroad. I, myself, chose to study a degree course abroad in a language that
wasn’t my mother tongue. It was very hard at first, as this experience took me far out of my comfort zone, but I can say that being able
to achieve something in a second language definitely makes you a stronger person. Needless to say, the more languages a person speaks
as an adult, the greater the job opportunities.
Extensive research into bilingualism has shown that individuals who speak more than one language have better listening skills than people
who only speak one language. One study carried out among young children in a nursery school has revealed that bilingual children can
come up with solutions to problems much more quickly And if that wasn’t enough, it has also highlighted the fact that they don't find it
as difficult to make new friends compared to other children.
Another study, which was carried out at various secondary schools, showed that students in bilingual classrooms found it easier to
concentrate as opposed to monolingual classes. Many schools have used this outcome to their own advantage and included more foreign
languages in their curriculum. In addition, students who were from a monolingual background were less successful in adapting to sudden
changes - a skill that is becoming more and more invaluable thanks to the increasing pace of life we have nowadays. With our faster
pace of life we are also becoming increasingly reliant on technology, something which is a cause of concern for many scientists. According
to them, our ability to remember things may be affected by this reliance, something that can be improved by being able to speak more
than one language. However the pros don't just apply to us at a younger age. In older generations scientists noticed that certain types of
deterioration of the human brain can be avoided for longer in people who can speak another language on top of their mother tongue.
All this research into bilingualism is certainly very encouraging for scientists and all of us alike.

Your score for content (Extended): /8
Read the model answer in the answer key for Section I , Unit 2 and compare the
paraphrased words and phrases.Then look at the simplified mark scheme in the ‘What
your summary
Your score for language (Extended): /8
DIDYOU...?

Now think about the way you did Test I , Exercise 4, and answer the following
questions.
Before you started writing

Did you read the instructions carefully and highlight the important information?
>
• Pay attention to the information in the instructions which tells you how many
words you have to vvrite, what you should write (e.g. a summary) and what you
should focus on (e.g difficulties, benefits, etc.)
• You are usually aske<d to focus on one aspect in the summary (e.g. difficulties).
However, sometime ; there might be two (e.g. advantages and disadvantages),
So. don’t forget to c over both in your summary. ^
EX A M IN ER T IP 2 2 Did you read the text and highlight the relevant content points?
3 Did you look at the content points you found in the text and plan in what order
Highlight the content
you wanted to include them in your summary?
points in the text so
that you can look
at them when you
are planning in what
You are also marked on how well you organise the content points in your
order to use them
summary.This means that you don't have to use them in the same order as they
in your summary.
appear in the text. You c:an organise them in a way that you think is more logical
There are usually
and join the ideas with appropriate linking words and phrases (e.g. however for
more content points
êxample, what's more, e*c). J
in the text than you
need to include in
the summary. Core W h ile you were writing
candidates need to
4 Did you try to use your own words to paraphrase as much as you could?
include six ideas and
Extended candidates
EX A M IN E R T IP 4
eight ideas.
You won’t be able to paraphrase every single word or phrase used in the original
text. However you should try and use your own words as much as you can.
5 Did you use any linking words and phrases to link ideas in your summary more
clearly?
Use linking words and phrases to make your sentences more complex and show
the links between ideas. A summary with linkers sounds more natural and is easier
for the reader to follow the ideas.
29
6 Did you count the words as you were writing?
EX A M IN ER T IP 6
Keep an approximate count as you are writing,This will help you to see how many
words you still have to write. It will also help you to see if you have enough words
left to use for the remaining content points.
I
After you finished writing
7 Did you check that you have the correct number of content points in your
summary;
Core candidates should include six content points and Extended candidates should
include eight You can include more content points if you wish, but you won’t get
any extra marks for these. Make sure that your content points don't repeat the
same idea. If you include the same idea twice, you will only be given one mark for
these.
EX A M IN ER T IP 8 8 Did you check that your summary is within the word limit?
If your summary is If you answered ‘No' to any of the questions in the Did you ,.. ?’ section, try to follow
not within the word all the tips from this section when you doTest 2, Exercise 4.
limit and it’s either
too short or too long, Learn from mistakes
you may lose marks. Before you doTest 2, Exercise 4, look at the following exercise. It includes one Core
candidate’s and one Extended candidate’s answer to Test I , Exercise 4. Read the
summaries carefully and count how many different content points the candidates
included.Then read the summary again and look at the language. How many marks
would you give the summary? Don’t forget to refer back to the simplified mark
scheme for Exercise 4 in the ‘What are the examiners looking for?’ section.
The Crew filming penguins spent almost three weeks On the Zavodovsk] Island, which is
ihe largest penguin colony in the world. The life for the penguins is very dangerous there,
because of the wild weather Even Crew had difficulties to get On the island. The weather
changed very ûickjy which made filming rather tricksy at times. But even through these
hard circumstances it was great experience for all members of Crew to see these funny
and cute animals. The cameraman even named his favourite Ones.
It has been proven that there are many benefits of being bilingual. First of all, knowing
more than One language gives yOung people a broad&r choice at schools Or universities
they could potentially attend. Also, speaking different languages could increase the
chances of getting a good job. Moreover, it has been proven that bilingual students
are more flexible in adapting to different circumstances and that they tend to be more
focused and memorise things better Finally, another important aspect of being bilingual
pertains to the older generations — a study has shown that speaking different languages
is a factor in postponing age-related brain deterioration.
Now doTest 2, Exercise 4, and remember to follow all the tips from the ‘Did you ... ?’
section forTest I .
30
Test 2

Exercise 4
'" I Read the following blog written by Tom Curtis, who participated in a reality TV show
about life in 19th-century London.
W r it e a sum m ary of the difficulties Tom experienced during the reality

show.
Your sum m ary should be about 80 words long (and no more than 90
words long).You should use your own words as far as possible.
the style and accuracy of your language,
Life in 19th-century London

W hen i agreed to take part in this reality show about life in 19th-century London, I thought
it'd just be a bit of fun. i couldn’t have been more wrong.The producers of the series took
great care to re-create every single detail of what life was like in 19th-century London.
For three weeks we had to do everything that the people back then would have done.
The first days were really hard. W e were a group of 21st-century people and looking
back we took a lot of things, like running water; for granted. You don't know what you’ve
got until it's taken away from you. W e had to try hard to earn a living through selling
things we made, for example clothes or candles. Learning the skills of tailoring and
candle-making was quite a challenge, but earning enough money for food and rent was
even more daunting.
The house we were staying in was built in 1877. At that time safety for the residents couldn't be guaranteed but, obviously for us, the
producers made sure that the house met 2 1st-century safety regulations.The house had a huge courtyard which was filled with 3 tons
of mud specifically for this programme to re-create the living conditions of that time.This meant we were always dragging ourselves
through the mud.This proved tough for me because I always like to look clean and presentable.
Inside the house there was no toilet - this was only available outside, which was okay during the day, in nice weather W hen it was raining,
or at night, this was a completely different matter Space was also limited so the sleeping arrangements took some time to get used to -
there were several families sleeping in the same room.
Free time was very precious and a working day started very early because things just had to be done. For someone like me who isn't an
early bird, this took some getting used to. W hen we did manage to have some time off, we made sure we didn't waste a single minute o f it.
I'm probably painting a very gloomy picture, but there were also happy moments. W e all bonded really well and I think I made friends for
life on this programme, which just goes to show that hardship brings people more closely together
----------------------------------------------------------------------------------------------------------------------I
Core [Total: 12]
are the examiners looking for?' section and try to guess what mark you might get for
your summary.
3
I
Test 2
Exercise 4
0 Read the following article from a webpage written by a sociology student
W rite a sum m ary about the advantages of having a twin brother or sister.
W h a t is it like to have a twin?

The dictionary entry for'twins' gives us the following definition - two children
born to the same mother on the same occasion. And while 100 years ago families
with twins may have been less common, over the last few decades there has been
a 79% rise in the number of twins being born.
I have always been really fascinated by stories about twins, especially identical
ones., who got separated at birth but later found each other only to realise they
had been leading very similar lives. For example, the bizarre case of the twins who
got adopted by different parents, but were given the same name.They then each
got married to women with exactly the same name and also gave their sons the
same names.
O f course many twins grow up together; which means they develop a very strong
connection between each other and, in most cases, become best friends. Your
twin is someone you can trust with your secrets.This is something that other
children have to work very hard on while growing up - finding a best friend
can take years and sometimes involves some disappointment too.The closeness
between twins leads to less competition, especially during their early age. While you can see other siblings fighting over toys, or fighting
with each other; this is less of a problem in twins.This may change, however; during their teenage years.
Having someone near you most of the time gives the other twin a sense of security, which also helps in developing the other twin’s
confidence. Nevertheless, this also brings a few drawbacks.Twins are expected to share everything, even their special day and the
birthday cake.The worst thing you can do, though, is to give twins the same presents.
Parents often make the mistake of looking at their twins as one person.They need to bear in mind that twins, no matter how similar they
may seem, are two individuals and they should be treated that way. tt is absolutely essential that parents spend enough time with each
twin separately so that the twins don't have to compete for their attention. Even though twins offer each other emotional support over
failures, parents are warned not to compare the twins' abilities and skills.
A study of twins' lives that was carried out in Denmark recently has come up with very interesting results.The most fascinating one was
regarding the connection between twins and life expectancy. Compared to other people, twins tend to live longer and this is even more
apparent in identical twins.
When twins are asked what it is like to have a twin sibling, they often say they get tired of silly questions like ‘Can your parents tell you
apart?' or'Have you ever pretended to be your twin at school?'. However; they say it's great to have a study buddy and prepare for a
difficult exam together It is also very practical to have someone to borrow clothes from when growing up.


Your score for content (Extended): 18
are the examiners looking for?' section and try to guess what mark you might get for
your summary.
Self-assessm ent
Was your score in Test 2, Exercise 4, higher than in Test I, or not? W hy do you think
this is?
• After doing the ‘Did you ... ?’ section for this part of the exam, did you find it easier
to doTest 2? What tips did you find helpful?
• Is there anything you still find difficult? W hat are you going to do to improve this?
Develop your skills - w hat next?

In Exercise 4 you are tested on your note-taking reading skills and summary writing skills.
The note-taking reading skills include:
• selecting the correct details and ideas/opinions from a text

• understanding the connections between the ideas.
The summary writing skills include:
• communicating the ideas from the text clearly in your own words
• organising them and linking them logically
• using accurate grammar vocabulary, punctuation and spelling.

Try the following activities to improve these reading and writing skills:
1
• Read a range of articles or blogs about people's experiences (e.g. travelling, doing a project, starting a new
business, etc.).You can search for these online. Read the text quickly to see whether the writer mentions any
aspects like difficulties, benefits, rewards, advantages, etc.
• Then read the text again and highlight examples of that aspect.
• W rite a summary of the examples using your own words.
2
• Find a text online and print it out twice. Read the text and use correction fluid to delete all the linking
words/phrases (e.g. for instance, whenever; which, however for this reason, etc.).
■ Then read the text again after a few days.Try to complete it with the correct linking words and phrases. Use
the other copy to check your answers.
33
* Finally, copy the linking words/phrases onto a blank piece of paper in the same order as they appear in the
text.Try to write the text in between the linkers using your own words. When you have finished, read the
original text to see if you used the linkers correctly.
3
* Find a short article and highlight the words that you think you can paraphrase (e.g. adjectives, verbs).Then
use an online collocation dictionary, for example http://www.freecollocation.com, to see what words you
could use instead of the words used in the original text. For example, to paraphrase ‘rough sea', put ‘sea’ in
the search box to find other adjectives that can describe ‘sea’ (e.g. choppy).
Test I
Exercise 5
EX A M IN ER T IP W hat are the examiners looking for?

The list below shows features that the examiners will be looking for in your writing.
In Exercise 5 you are Look at the list and decide whether the features are connected with content or
only tested on your language.Then complete the table below by listing the features under the correct
writing skills. You will heading.
receive marks for
the content of your
how well you organised ideas the range of linking words and
email and also for the
phrases
language that you use. how accurate the language (i.e.
grammar and vocabulary) is how well you developed ideas
how well you completed the task the range of grammatical structures
(e.g. tenses, conditionals, relative
the range of vocabulary
clauses, etc.)
paragraphs
appropriate register for the given
the correct length audience (i.e. informal, formal and
appropriate style (e.g. a letter* a semi-formal)
review)
Content (Include five points) Language (include six points)
HHHHH
Now look at the phrases below, which describe how well you can do things. Can you
put them next to the correct marks in the following table? Use this table as a simplified
mark scheme to mark your own writing in other units.
A C o n te n t the task may not be fully completed with some details missing / the
appropriate style and register is rarely achieved / the ideas are rarely developed,
some information is irrelevant and there is repetition
Language: ideas are poorly organised, with no, or very limited, paragraphs / no,
or very few simple, linking words are used / poor grammar and vocabulary are
used / frequently inaccurate / it is often difficult for the reader to understand the
text because of the number of errors
B Content: the task is fully completed / the style and register is appropriate
throughout the answer / well-developed ideas at correct length
Language: ideas well organised into paragraphs / a wide range of linking words
and phrases / a wide range of grammar and vocabulary / very accurate - there
are only occasional errors in more difficult, high-level language
C Content: the task is completed on the whole, but some small details may be
missing / the appropriate style and register is only partially achieved / the ideas are
developed, but there is some repetition
Language: ideas mostly organised, paragraphs are attempted / some, mostly
simple, linking words and phrases are used / mostly simple grammar and
vocabulary are used / sometimes inaccurate / sometimes the reader may not
understand the text because of the errors
D Content: the task is fully completed / the style and register is appropriate in
most of the answer / ideas are mostly developed at correct length
Language: ideas are organised into paragraphs / a range of linking words and
phrases / a range of simple grammar and vocabulary / some examples of more
difficult language / mostly accurate / there are some errors in more difficult, high-
level language

7-8 (Extended
candidates only)*
5-6
3^
1-2
*NB:The top marks for Core candidates are 5 and 6.
0 Test I
Exercise 5
Your family has recently got a new pet.
W r it e an email to a friend telling them about the pet.
In your email, you should:
* describe the new pet
* explain how you look after your new pet

* say how the pet makes you feel and why.
The pictures above may give you some ideas, and you can also use some ideas
of your own.
Your email should be between 100 and 150 words long.
You will receive up to 6 marks for the content of your email, and up to 6 marks for
the language.
0 Test I
Exercise 5
Your family has recently got a new pet
W rite an email to a friend telling them about the pet.
* describe the new pet
* explain how you look after your new pet
* say how the pet makes you feel and why.

The pictures above may give you some ideas, and you can also use some ideas of
your own.
the language.
Core [Total: 12]

Unit 2. Read the model answer and compare the content and language used in this
email with your email.Then look at the simplified mark scheme for Exercise 5 in the
‘What are the examiners looking for?' section.Try to guess what mark you might get
for the content and language in your email.

D ID Y O U ,.,?
N ow think about the way you did Test I, Exercise 5, and answer the following
questions.
B
Before you started writing

I Did you read the instructions carefully and highlight the important information?
EX A M IN ER T IP 2 E X A M IN E R T IP I
Spend a few Pay attention to the information in the instructions which tells you what you have
moments thinking to do:
about how you are
• what style you should write (e.g. an email)
going to organise
your email, how • who you are writing to (e.g. a friend)
many paragraphs to • what points you need to include (e.g. describe your new pet). Remember - you
include and what need to cover all three points in your email
ideas you want in
each paragraph. Only • how many words you should write.
x s
make quick notes of
these ideas (e.g. cat/ 2 Did you plan your answer before you started writing?
rescue home, brown,
feed and play/ happy, W hile you were writing
mischievous). Don't 3 Did you refer to your notes from the planning stage?
spend too much time
writing your notes in
long sentences.
Your notes will save you time when you start writing your answer You will already
know what information you need to include and in which order
4 Did you develop the ideas from the bullet points?
EX A M IN ER T IP 4
Don't just include short answers to the bullet points. Develop your ideas by adding
examples, comparing things that are happening now with something in the past, or
comparing your situation with somebody else's (e.g. a friend or family member).
EX A M IN ER T IP 6 S Did you make sure you divided your email into paragraphs?
Connect your ideas

in sentences within
paragraphs (e.g. when, Start with three paragraphs ( I. introduction, 2. giving information, 3. conclusion). If
but, that's why, which). you write about more topics, you can add more paragraphs in the middle.
You also need linkers v___________________________________________ ' ____________________
to introduce a new
6 Did you make sure you used linking words and phrases to connect ideas?
idea at the start of
a paragraph (e.g. ~ Did you make sure your email is informal?
anyway, that reminds
me). Without any EX A M IN E R T IP 7
linkers your writing
will sound very simple Always check who you are writing to before deciding what register you need. If
and unnatural. you are writing to a friend, you need an informal register
37
8 Did you try to use a range of grammatical structures?
EX A M IN ER T IP 8
Use a range of structures - such as tenses (e.g. I was so happy because my parents
had got me a pet.), or conditionals (e.g. If I hadn’t been asking every single day. my
parents wouldn't have agreed to getting me a pet).
EX A M IN ER TIP 9 9 Did you check that you covered all three points from the question?
! 0 Did you check that your email is within the word limit?
You might lose marks
for content if you
don't cover all three
points from the
If you write too little, your answer won't be developed enough and you might lose
question.
marks for content If you spend too much time on your answer and it is too long,
you might not have enough time for the other parts of the test,
v _______ ;.................................... ~.....................................................................................................................^
Learn from mistakes

Before you do Test 2, Exercise 5, look at the following exercise. It includes one Core
candidate’s and one Extended candidates answer to Test I , Exercise 5. Read the emails
carefully.Then look at the simplified mark scheme for Exercise 5 in the ‘What are the
examiners looking for?’ section. How many marks do you think the candidates would
receive for the content and language of their email? Then check your suggestions for
the marks in the answer key for Section I , Unit 2.
0 A C o re candidate’s email
Dear Elein,
How are you doing? I’m fine. Recently an amazing thing happened on my family. So
I’m writting to tell you about that You know we have a cat which is named Elle.
Elle is a girl, 10 years old who has gray hair colour; who was rescued from pet shop.
One day my father knocked my door He said something was moving in Elle’s bed. It
was a kitten.
I couldn’t believe it. We hadn’t realised about her pregnancy until she gave birth. So
w e’ve got a new kitten.
W e named him Chopper cause I really like the name ‘Chopper who is a character
o f‘One Piece’, which is famous Japanese manga. Chopper has light brown hair
colour I attach his pictures. Its so funny and cute.
38
He has slept with Elle until his eyes opened. But he has always been next to me and
following me everywhere now.
Although we were surprised that new family increased suddenly, we are so happy
to see Chopper growing up. I’d love you to see him! Let me know if you can come
over here! Hope you'll be happy.
See you soon,
Risa xxx
An Extended candidate’s email

------------------------------------------------------------
Hello Mia,
How are you? How is your family? I have very exciting news! Are you ready to hear
it? You won't believe it! My family has got a brand new member in it - a new pet!
Last weekend we decided to go to the pet shop to finally get a cat! I got inside the
store and immediately saw the cutest kitten I had ever seen! From the moment I
noticed her blue eyes and silky soft and shiny fur that was mostly black and white, I
fell in love with herThe most goofy thing on her was her little black nose, I couldn't
resist her lovely face! I called herTrina.
I wake up every day at 5 o’clock, I play with her for fourty five minutes and I give
her her breakfast as soon as we finish playing. I really miss her when I’m at school,
but when I return in the afternoon, I can’t stop playing with her! Her favorite toy
is a squishy plastic mouse. As soon as I throw it away, she starts chasing it and
sometimes she brings it back.The most important thing is that she seems to have
endless energy and never gets bored when it comes to playing.Tryna makes me feel
happy and secure because she's always enthusiastic. I love her so much.
I hope you’ll be able to come to my house and meet her because I know you'll
definitely adore her!
W rite back soon, love you,
Despoina
Now do Test 2, Exercise 5, and remember to follow all the tips from the ‘Did you ... ?'
section forTest I .
Test 2
Exercise 5
You have just finished working on a school project.
W r it e an email to a friend telling them about the project.

• say what the project was and who helped you
• say how successful the project was, and why
• explain what you would have done differently.
39
The pictures above may give you some ideas, and you can also use some ideas of
your own.
the language.
@ Test 2
Exercise 5
You have just finished working on a school project.
W rite an email to a friend telling them about the project.
* say what the project was and who helped you
* say how successful the project was, and why
* explain what you would have done differently.
The pictures above may give you some ideas, and you can also use some ideas of your
own.
the language.
Core [Total: 12]

Extended [Total: I 6]
Unit 2.
Read the model answer and compare the content and language used in this email
with your email.Then look at the simplified mark scheme for Exercise 5 in the ‘What
are the examiners looking for?’ section.Try to guess what mark you might get for the
content and language in your email.
Your score for content (Core): __ 16
Your score for language (Core): 16
Your score for language (Extended): 18
S e lf-a sse ssm e n t

* Was your score in Test 2, Exercise 5, higher than in Test I , or not? W hy do you think
this is?
* After doing the ‘Did you ... ?’ section for this part of the exam, did you find it easier
to do Test 2? W hat tips did you find helpful?
In Exercise 5 you are tested on your writing skills.These include:
• communicating the ideas from the text clearly, in your own words
• organising your ideas and linking them logically
• using accurate grammar; vocabulary, punctuation and spelling
• using appropriate style and register
Try the following activities to improve your writing skills:
W rite in English as much as you can (e.g. emails to friends, text messages, keep a diary, your school notes,
memos, etc.)
Find examples of different writing styles online (e.g. cover letters, essays, reports, customer reviews, blogs,
complaint letters, etc.) and notice the different language they use. Also think whether this language sounds
more formal (e.g. a cover letter; report), semi-formal (customer reviews), or informal (blogs).Then try to
rewrite these texts using a different style and register For example, rewriting a formal report as an informal
email.
• Find a text online. Cut and paste it as a document and remove all the paragraphs so that the text is not
divided into sections at all.Then read the text and try to divide it into logical paragraphs.
Find a short text online and cut and paste it as a document.Then remove all the punctuation (e.g. commas,
full stops).Then rewrite the text putting the correct punctuation back in. Compare your rewritten text with
the original one to check your answers.
Keep a notebook with your own common spelling mistakes. Every time you misspell a word, write it down
a few times.Then close your eyes, try to visualise the word spelt correctly and spell it out loud several
times.Then write it down again and check the spelling.Test yourself each week on these words to see if you
can spell them correctly.
You can also use some of the ideas about how to improve your writing skills in the ‘Develop your skills’
section for Exercise 4 summary writing.
Test I
Exercise 6
E X A M IN ER T IP
Your class recently went on a trip to your capital city.Your teacher has now asked you
The mark scheme to write a report about the trip and make some recommendations.
for Exercise 6 is the Here are some comments from other students:
same as the one for
Exercise 5. Taking a coach was a mistake. 1loved the visit to the museum.
A 7/
Everyone was so relaxed. W e There wasn’t enough time to
had such a good time. see everything.
41
W rite a report for your teacher.
E X A M IN E R T IP
The comments above may give you some ideas, and you can also use some ideas of
The prompts in your own.
Exercise 6 give you Your report should be between 100 and 150 words long.
ideas for your writing.
You will receive up to 6 marks for the content of your report, and up to 6 marks for
If you choose to
the language.
use these ideas, you
should paraphrase
them and develop
them in your answer. Test I
However, you can Exercise 6
use other ideas
Your class recently went on a trip to your capital city Your teacher has now asked you
of your own, or a
to write a report about the trip and make some recommendations.
combination of both.
V __________ _ Here are some comments from other students:
Taking a coach was a mistake.

Everyone was so relaxed. We
y
had such a good time.

your own.
Your report should be between 150 and 200 words long.
the language.
Core [Total: 12]

report with your reportThen look at the simplified mark scheme for Exercise 5 in the
W h at are the examiners looking for?’ section.Try to guess what mark you might get
for the content and language in your report
Your score for content (Extended): IQ

D ID Y O U ...?
N o w think about the way you did Test I , Exercise 6, and answer the following
questions.
42
B efore you started writing

J Did you read the instructions carefully and highlight the important information?
............................................. A
Pay attention to the infcDonation in the instructions which tells you what you have
to do:
• what style you shou d write (e.g. a report)

• who you are writing to (e.g. a teacher)
• what you need to inelude (e.g. make some recommendations)
^ • how many words yo u should write.

J
2 Did you plan your answer before you started writing?
Spend a few moments thinking about how you are going to organise your report,
how many paragraphs to include and what ideas you want in each paragraph. Only
make quick notes of the:se ideas (e.g. coach - bad traffic, delays / ran out of time to
see more /' museum - ood, but guided tour would be better / recommendations
- students vote on what to see, more careful planning next time, by train.) ^
W h ile you were writing

3 Did you refer to your notes from the planning stage?
4 Did you paraphrase the ideas from the speech bubbles (if you used them)?
EX A M IN ER T IP S 5 Did you develop your ideas?
Develop your ideas Did you divide your report into paragraphs?
by adding examples, 7 Did you introduce the topic of the report in the first paragraph?
or writing about the
positive and also the A
negative aspects (e.g.
what was good about To introduce your repot•t, use phrases like 'The aim of this report is to ...', o r‘This
the museum and ^ report provides informaition about...'.
what wasn't).
V______ _______J
8 Did you provide information about the trip in the middle paragraph?
9 Did you make recommendations for improvements in the last paragraph?
~\
To make recommendations in the final paragraph of your report, use phrases like 'I
therefore suggest (+ -ing form)', or'I would like to recommend that..
43
10 Did you label paragraphs/report sections with headings?
To make it easier for the reader to find the necessary information in reports,
we use headings for paragraphs (e.g. !. Introduction, 2. The trip, 3, Conclusion /
Recommendations),
Did you use linking words and phrases to connect ideas?
In reports we often use linking words and phrases to add more examples (e.g. in
addition to that), contrast (e.g. however) and result (e.g. therefore).
J
EX A M IN ER T IP 12 Did you make sure your report is semi-formal?
Always check who Did you try to use a range of grammatical structures?
you are writing to
before deciding on E X A M IN E R T IP 13
the register: If you
are writing to your Use a range of structures, like tenses (e.g. We had been driving on the
teacher, you need to motorway for an hour when we experienced bad traffic and we were delayed
use a semi-formal as a result.), or conditionals (e.g. If we hadn't taken a coach, we would have had
register. more time to see the city centre properly).
It is common to use the passive voice in reports.This makes them a bit more
formal. For example, rather than writing they were renovating one section of
the museum’, you can write one section of the museum was being renovated.

Did you check that your report is within the word limit?
If you answered ‘No’ to any of the questions in the ‘Did you .. . ?’ section, try to follow
Learn from mistakes

Before you do Test 2, Exercise 6, look at the following exercise. It includes one Core
candidate’s and one Extended candidate’s answer to Test I , Exercise 6. Read the reports
carefully Then look at the simplified mark scheme in Exercise 5. How many marks do
you think the candidates would receive for the content and language of their report?
Then check your suggestions for the marks in the answer key for Section I , Unit 2.
44
@ A Core candidate’s report

This report is about my class recently went on a trip to Seoul. Seoul is South
Kpreas capital. VJe planned to visit three tourist attractions.
First, we visited Gyeong B>ok. Gung Palace. This traditional palace is located in
Centre of Seoul. The palace was really beautiful and exotic. I enjoyed the palace
view. Also, we went to the National Palace museum. I love the visit to the museum.
Second place is Insa-dong. The Ihsa-dong is traditional culture area. The Insa—dong
was closed to the palace. V!e moved to the Insa-dong by walk.. There were many
restaurants, shops, s tre e t shops. VJe ate Korean traditional foods, DulgOgi and
Bibimhap. I t was really ta sty. Some students bought a Y^precu\ traditional souvenir
here. VJe wanted to stay longer, but there wasnt enough time to see everything.
Finally, we moved to Han-river Parl^. VJe took, a coach to go there. However, we

spent much time On the roads. There was a lot of tr a ffic . Taking a coach was
a mistake. A fte r arrived the Han—rive r Parkj we rode a bydes. I t was really
exciting. Vihat is more, view of the Han—rive r P a r k is very nice. Also, we laid picnic
mat On the grass. Everyone was so relaxed. VJe had a good time.
^ An Extended candidate’s report
Introduction
The principal aims of this report are to describe how the school trip was and
explain how people enjoyed as well as things they did not like.
Students opinions about the firs t moments
Having made a survey with 30 students we could see many different opinions about
the trip. No sooner had we arrived to the firs t city th a t a group of students were
complaining about the coach. The fa c t th a t this did not have toilet, fo r a long trip,
was a big issue. However, sOme students saw here a possibility to stop freCuently
and chat with other student different than the Ones around them.
The visit
Most of them, nearly three quarters, enjoyed the trip in general. The best part
was the museum, however some of them did not have enough time to visit everything
because some roads were closed. In addition, we missed the main square of the city.
Recommendations
In light of the results above, I recommend the following:
• to check. e ve ry road b efo re leaving in Order to kjiOw th e ro u te we should follow.
• to re n t a coach w ith to ile t and stop less freC uently using th is tim e to v is it th e
City.
Followihg these recommendations, next trips will be improved as well as the number
of participants.
45
© Test 2
Exercise 6
In your lesson you were talking about libraries. Your teacher has asked you to write a
report about your school library and suggest what improvements can be made.
Here are some comments from other students:
The library gets noisy at The library needs redecorating.

certain times.
There are a lot of different The library offers extra help to

books to choose from. students with their studies.
W r ite a report for your teacher.

your own.
the language.
0 Test 2
Exercise 6
In your lesson you were talking about libraries.Your teacher has asked you to write a
report about your school library and suggest what improvements can be made.
The library needs redecorating. The library offers extra help to

students with their studies.
^ ------------------------------
your own.
the language.
Core [Total: 12]

46

report with your report.Then look at the simplified mark scheme for Exercise 5 in the
‘W hat are the examiners looking for?' section.Try to guess what mark you might get
for the content and language in your report.
Your score for content (C o re):_______/6_

Your score for language (Extended): 18
Self-assessm ent
• Was your score in Test 2, Exercise 6, higher than in Test I, or not? Why do you think
this is?
• After doing the ‘Did you... ?' section for this part of the exam, did you find it easier
to do Test 2? What tips did you find helpful?
• Is there anything you still find difficult? What are you going to do to improve this?

In Exercise 6 you are tested on the same writing skills as in Exercise 5.These include:
• communicating the ideas from the text clearly, in your own words
• organising your ideas and linking them logically
• using accurate grammar; vocabulary, punctuation and spelling
• using appropriate style and register
Try the same activities as in the ‘Develop your skills - what next?' section for Exercise 5 to improve these
writing skills.
EX A M IN ER T IP
You learn most from your own mistakes! To improve your writing in general, alway
try to rewrite your first drafts after they have been corrected by your teacher
47
Language focus on
® @ Test 3
Look at reading Exercise I and answer all the questions for this exercise.
After you have finished doing the whole of Exercise I , look at the ‘Focus on the
language’ sections.These contain guidance which will help you focus on the important
grammar and vocabulary in the text so that you select the correct answer
Read the text again and check that you have selected the correct answ ers.
E x e rc ise I
Read the article about the two largest caves in the world and then answer the
The largest caves in the

world are in Asia
Caves, which are hollow spaces under the ground or inside
mountains, are very exciting places for scientists. For example,
the most recent scientific discovery in a Siberian cave revealed
unknown bacteria that may be used to develop new antibiotics.
Son Doong Cave in Vietnam

Son Doong Cave is situated in the middle of a national park in
central Vietnam and was discovered by a local man called Ho
Khanh in 1991. Ho often liked to trek through the national park.
One day he thought he could hear a river from inside a hill, which,
on its own, isn’t unusual. When he came closer; however; he could
feel wind blowing from an opening in a diff.This suggested that the
opening wasn’t just a small hole, but something much bigger On his
return to the village, he forgot all about his find. It wasn’t until 2008
when Ho came across the same opening again.This time he took
careful notes of the location and passed them on to the caving
professionals who carried out their initial research of the cave in inside the cave were created by a river about 300,000 years
2009.They looked at the structure of the cave, but the cave was ago. In some parts of the cave the ceiling of these hollow spaces
so large they couldn't finish mapping it This was completed during collapsed which allowed the direct sunlight in. It was just a matter
2010 when the expedition had to climb an 80 metre high wall of time before plants and animals made it their home, but the
before reaching the other end of the cave.That's when they realised result completely amazed the experts - the cave contains its own
Son Doong was the largest cave ever found. From 2013 onwards, jungle.This unique ecosystem has been carefully examined by
apart from the experts, the public could also come and explore this scientists as it may reveal new life forms.
5 kilometre long and 200 metre tall cave. In fact, the cave is so huge
The life of the locals remained unchanged before the discovery
that a block of several skyscrapers could easily be built inside it
of Son Doong Cave.They made their living by collecting wood.
After studying the rocks scientists were able to determine the With more people coming to see the cave, there are more job
cave’s age. While other cave systems in the area of the national opportunities for the villagers.These are mainly to protect and
park date back to 450 million years ago, Son Doong is relatively conserve the local area including the cave.That is why access to
young and goes back only 3 million years. New hollow spaces Son Doong is restricted to a certain number of visitors each year
48
Unit 3 Language focus on the reading and writing exam
and draws crowds of over 25,000 visitors each year Tourists are
Deer Cave in Malaysia especially drawn to the 30 species of bats that have made the
D eer Cave, which is the second-largest cave in the world, was cave their home. Scientists also took photos of and documented
first explored in 1961.The name for the cave didn't come from other living organisms inside the cave.To reach the cave visitors
the appearance of it or a special feature inside it. It is believed take a three-kilometre walk through the surrounding jungle, which
that deer came to lick salt off the rocks, which are found at the is home to various species of monkeys, rhinos and over 250 types
entrance of the cave.The cave is a popular tourist attraction of birds.
® 0 I How did the local hunter know there was a cave?
•[I]
EX A M IN ER TIP There are two situations mentioned. Which situation made Ho think there might
be a cave?
Which phrase tells you that?
2 When did experts explore Son Doong Cave for the first time?
■[I]
There are several years mentioned in the text. However; which year did 'experts'
start with their explorations?
'Experts' is paraphrased in the text. What word is used?
Which phrase in the text means 'explore for the first time’?
3 What does the writer compare the size of Son Doong Cave to?
•[I]
Find the part of the text where the writer talks about how big the cave is.
The writer gives facts, but also a comparison of how huge the cave is. W hat is the
comparison?
How do you know this comparison is not a fact?
V----------------------------------------------------------------
4 How old is Son Doong Cave?
■[I]
"A
There are three details referring to how old something is. W hat do these details
refer to? Which one refers only to Son Doong Cave?
49
5 W hat made it possible for a jungle to grow inside Son Doong Cave? Give two
details.
■P]
Find the reference to the ‘jungle’ in the textTh e sentence says the jungle is the
result of something. What is it? Which phrase tells you that?
v ____________________ I_______ ______________ ___________ __________________________________
6 How do the local people benefit from the discovery of Son Doong Cave?
•[ i]
-\
Find the reference to ‘local people’.

The text gives two details about what the locals do. Which one happened after the
discovery of the cave? Which phrase tells you that?
7 How did Deer Cave get its name?
[I]
Find the reference to the ‘name’.There are three details, but only one is correct.
Which phrase tells you which two are wrong?
8 What is Deer Cave most famous for?
[ i]
The phrase ‘most famous' in the question is important. How is it paraphrased in

the text? The answer comes straight after this phrase.
Core [Total: 9]
9 What types of research work did the caving experts do inside the two caves? Give
four details.
•[4]
50
■\

Think of synonyms (i.e. similar words) for'to research something’ and “experts’.
These synonyms will help you to find some of the answers in the text.Your
answers also have to be activities that only experts did, not the public or the locals.^

Your score (Core): 19 Your score (Extended): /13
Self-assessm ent
• Did you remember to use all the exam techniques you learnt in Unit 2, Exercise I ?
• Was your score in Exercise I in this unit better or worse than your scores in
Exercise I in Unit 2? W hy do you think this is?
• After looking at the 'Focus on the language' sections for this part of the exam, did
you find it easier to find the correct answers? Are you now better at recognising
what the correct detail is and what the distracting information is?
• Is there anything that you still find difficult? What are you going to do to improve
this?
0 Test 3
Look at reading Exercise 2 and then answer the exam-style questions.
After you have finished doing the whole of Exercise 2, look at the ‘Focus on the
language' sections.These contain guidance which will help you select the correct
opinions.
Read each text again and check that you have selected the correct answers.
Exercise 2
Read the magazine article about three people (A-C) and what they say about sports
facilities and exercising.Then answer questions 9a-9h.
DO YOU LIKE TO EXERCISE REGULARLY?

Three readers share their thoughts about exercising and sports facilities
Q Test 3
Look at reading Exercise 2 and do the exam-style questions first.
After you have finished doing the whole of Exercise 2, look at the ‘Focus on the
language' sections.These contain guidance which will help you select the correct
opinions.
Read each text again and check that you have selected the correct answers.
51
E x e rc ise 2
Read the magazine article about four people (A -D ) and what they say about sports
facilities and exercising.Then answer questions I Oa- I Oj.
D O YO U L IK E T O EXERCISE REGULARLY?
Four readers share their thoughts about exercising and sports facilities
E X A M IN ER T IP A Abhay Sadana
In the past I used to go skiing or play baseball, but that was just once in a while during my holidays. I
The number of texts was never one for going to the gym or exercising regularly. My wife and kids tried to persuade me to
in Exercise 2 may vary go to the local sports centre more often, but I’d always come up with the excuse that these facilities
cost too much to join.This was all before I was involved in a skiing incident one winter and needed
from one long text to
physiotherapy, My doctor also suggested going to the gym, so I did. My family have noticed that I
six short paragraphs. don't get so stressed out and I think they’re right The added benefit is that I’ve made some new
The Core paper friends there, too. At work I don’t really have time to socialise, but at the gym it’s a different story My
usually has fewer texts wife can’t understand why I resisted going to the gym for so long. I definitely want to keep it up and
disagree with anybody who says that our local sports centre is not worth the money.
than the Extended
paper
B Bibi Kazem i
I really take pride in looking my best.To achieve this I’m very particular about what I eat, but also
about my fitness regime. I try to keep active as often as I can, even though it’s a real challenge to
motivate myself sometimes, especially when I get home tired after work. I wish I had a personal
trainerto push me, but I find monthly gym fees really high. Some of my work colleagues go to the
gym and say it’s a good place to switch off after work and meet someone else rather than the people
you spend all day with. However I think I’ve found a good alternative, which I’ve grown to like much
more than going to the gym. I go jogging in my local park four times a week. My friend thinks that I
overdo the jogging and that it’s boring. I disagree - there’s the local wildlife to watch or sometimes I
have a chat with the other joggers about the routes they take and how demanding they are.
C C on o r O ’Sullivan
These days I think it’s very important to make sure everyone gets enough exercise because most
people have jobs where they don’t move enough all day long. However; I feel everything should be
done in moderation, unlike quite a few of my colleagues who are obsessed with extreme work-outs.
I’ve recently started cycling to work. I also go swimming twice a week with a friend of mine who
got me into it a few years back. Swimming was recommended to him as part of his recovery after
falling off his bike and hurting himself. He felt a bit anxious about going on his own, so asked me to
come along and I agreed. At the time, I thought it’d be good for me to get a bit more active because
I noticed that I got quite breathless and had put on a bit of weight too. As a result of our swimming
practice, I improved my stamina and my friend made a full recovery, which made me think I should
have taken up swimming ages ago.
D Dana Kaiser
I enjoy sports and other outdoor activities and take looking after my health very seriously. I read lots
of articles related to exercising and how it impacts on people’s well-being. In the summer I do loads
of outdoor activities from beach volleyball to trekking and, when the weather gets bad, I do indoor
activities like squash or Zumba. However it took me a while to find a sports centre close to my
house. I think this is one thing that puts off people joining sports centres. Some of my friends also say
the cost is an important factor when choosing a gym.That's why when I pay my annual membership I
expect the best in return, for the entire year; which hasn’t been the case this year I think it should be
the local council’s priority to encourage everybody to take up some sort of sport. I visited a friend
last year and the centre she goes to has a range of activities to choose from - there’s something for
everyone.
52
0 For questions 9a-9h below, choose from the people (A-C). For each question write

Which person...
9a says they started working out after an injury? ..........
9b regrets not starting exercising earlier in life? ..........
9c claims it is more difficult to exercise on their own? ..........
9d thinks a lot of people exercise too much these days? ..........
9e feels exercising positively affects their mood? ..........
9f prefers to do their exercises outdoors? ..........
9g suggests sports facilities are too expensive? ..........
9h thinks going to the gym is a good way of meeting people? ..........
[Total
Q For questions I Oa-1 Oj below, choose from the people (A-D). For each question wr
Which person...
10 a says they started working out after an injury? .......
10 b regrets not starting exercising earlier in life? .......
10 c claims it is more difficult to exercise on their own? .......
10 d suggests there are not enough local sports facilities? .......
10 e thinks a lot of people exercise too much these days? .......
10 f feels exercising positively affects their mood? .......
10 g prefers to do their exercises outdoors? .......
i0 h suggests sports facilities are too expensive? .......
10 i is disappointed with the service at their sports centre? .......
10 j thinks going to the gym is a good way of meeting people? .......
[Total: 10
When you read the four texts for the second time, consider the options on the
next page.The texts mention all these options, but only some are correct.The
other options are there to distract you. Which ones are the correct answers and
which are the distractors?
Before you make your final choice, make sure that the whole idea in the sentence
is expressed in the text. If only one word, or part of the idea, is expressed in the
text, this means it is probably not the correct answer
53
Text A Abhay Sadana
Extended 1Oa / Core 9a says they started working out after an injury?
Extended 10b / Core 9b regrets not starting exercising earlier in life?
Extended 1Of / Core 9e feels exercising positively affects their mood?

Extended 1Oh / Core 9g suggests sports facilities are too expensive?
Extended lOj / Core 9h thinks going to the gym is a good way of meeting people?
Text B Bibi Kazem i
Extended 1Oc / Core 9c claims it is more difficult to exercise on their own?

Extended 1Oe / Core 9d thinks a lot of people exercise too much these days?
Extended 1Og / Core 9f prefers to do their exercises outdoors?
Extended 1Oh / Core 9g suggests sports facilities are too expensive?
Extended 1Oj / Core 9h thinks going to the gym is a good way of meeting people?
Text C Con o r O ’Sullivan
Extended 1Oa / Core 9a says they started working out after an injury?
Extended 1Ob / Core 9b regrets not starting exercising earlier in life?
Extended 1Oc / Core 9c claims it is more difficult to exercise on their own?
Extended 1Oe / Core 9d thinks a lot of people exercise too much these days?
Text D Dana Kaiser
Extended lOd suggests there are not enough local sports facilities?
Extended lOf feels exercising positively affects their mood?
Extended lOg prefers to do their exercises outdoors?
Extended I0i is disappointed with the service at their sports centre?
Extended lOh suggests sports facilities are too expensive?
Your score (Core) /8 Your score (Extended): / 10
• Did you rememberto use all the exam techniques you learnt in Unit 2, Exercise 2?
# Was your score in Exercise 2 in this unit better or worse than your scores in
Exercise 2 in Unit 2? Why do you think this is?
• After looking at the ‘Focus on the language' sections for this part of the exam, did
what the correct opinion is and what the distracting information is?
* What do you still find difficult? What are you going to do to improve this?
54
Make your vocabulary grow

Now read the texts in Test 3, Exercise 2 again, You are going to focus on the
vocabulary. Find the words and phrases in the texts that express a very similar idea to
the opinions in the list below.
EX A M IN ER T IP Text A Abhay Sadana
a an injury - .............................
In Exercise 2
b I started working out - ...........
questions, most of the
c positively affects their mood - .
ideas and opinions
in the texts will be d I feel that - .............................
implied and not e meeting people - ...................
directly expressed.
f there - ...................................
This means that the
g it is a good way of - ...............
language used in the
text won't be the
exact synonym of the Text B Bibi Kazemi
words/phrases given a it's more difficult - ...
in the opinions in the
b on their own - .........
list.
c prefers - ..................
d outdoors - ...............
e sports facilities - ......
f too expensive - .......
EX A M IN ER TIP
Text C C onor O ’Sullivan
The vocabulary
a regrets not starting - .......
m the 'Make your
b exercising - .....................
vocabulary grow'
sections is useful for c earlier in life - .................
your own speaking d a lot of people - ..............

and writing. For e exercise - ........................
example, use the
f too much - .....................
vocabulary from
this 'Make your
vocabulary grow’ J j| | Text D Dana Kaiser
to talk about your a there are not enough - ...........
own experience of
b local sports facilities - ..............
keeping fit and using
c is disappointed with the service -
the sports centre.
0 0 Test 3
Look at reading Exercise 3 and then do the note-taking exercise.
After you have finished doing the whole of Exercise 3, look at the 'Focus on the language'
sections.These contain guidance which will help you focus on the important grammar
and vocabulary in the text so that you select the correct ideas for each heading.
Read the text again and check that you have selected the correct answers.
55
E x e rc ise 3
Read the following blog, written by Harrison Green, about his trek along the edge of
the Himalayas, and then complete the notes that follow.
Trekking in the Himalayas

This is the beginning of my journey along the edge of the highest
mountain range in the world - the Himalayas.
Afghanistan and Pakistan

I started my trek with two close friends of mine, Arzad and Sadiq. It’s
always important to have someone with you in case of emergency. I
also appreciated the fact that someone was there to keep me company
during the journey. Plus, we relied on Arzad, who is native to this part of
the world, to interpret for us when communicating with the locals.
We began in the Wakhan Corridor in north-east Afghanistan.The rugged and mountainous landscape makes it extremely difficult to live
in for the people who've made this valley their home. We walked for miles before we came across anybody. Luckily for us, we met the
Whaki nomads - a very friendly tribe. I’d love to put all the information I collect about this tribe, and other people I meet on the way,
into a book once I retum.The Whaki people were more than happy to give us some advice about the mountain crossing to Pakistan that
lay ahead of us.They warned us not to go ahead, as there was still too much snow and ice in the mountains. However; we decided to set
out the following morning anyway. After a few hours, I realised that the nomads were right.The thin air at this high altitude also made it
almost impossible for me to breath breathe. Despite all of this, we finally made it across to Pakistan, but I definitely want to come back to
this part of the world one more time.
India and Nepal

One day, while we were crossing the mountains from Pakistan to India, we got lost just before dusk and only had about an hour of
daylight left This is not a good combination in this part of the world, considering the real possibility of meeting a roaming bear or wolf.
Fortunately, we managed to find a hut built by nomadic goat herders and that’s where we spent the night.The following morning, after
finding the trail again, we descended to a village in the next valley, where we topped up our food supplies.The villagers advised us not
to carry on with our journey down the tarmac road because of charging elephants. However we took our chances and continued as
planned. We didn't meet any elephants that day.
The danger came much later when we were walking through the Bardia National Park in Nepal. We set up our camp for the night, close
to a river I was totally unaware of the heavy rain that came that night until I heard my friends shouting.The river expanded and we had to
leave in a hurry. In the morning, the sun came out again and the temperature reached 35°C later that day which slowed us down massively.
The locals often talked about extreme weather changes in the area - something I'm hoping to raise awareness about back home.
Our final destination - Bhutan - was still several hundred miles away. Next time I'd better bring a spare pair of walking boots.
You are going to give a talk about Harrison Green’s Himalayan trek to your classmates.
Prepare some notes to use as the basis for your talk.
E X A M IN ER T IP
The answers in the
text can sometimes
appear in a different
order from the order
of the headings.
Some ideas can even
be mixed together
with other ideas
throughout the text.
56
which teil you what his companions were expected to do.
II Difficulties Harrison had on his trek
[3]
Look for examples of difficult situations that Harrison experienced. Ignore the
difficulties that might have happened, but didn’t, or difficulties other people had.
There are some phrases which tell you that something is / may be difficult or
negative and these will help you find the answers. What are they?
The heading wants you to focus on future plans/intentions. Which phrases tell you
what Harrison would like to do? Which time phrases tell you that the activity is
going to happen in the future?
[Total: 7]
Your score (Core): n
Q You are going to give a talk about Harrison Green's Himalayan trek to your classmates.
Prepare some notes to use as the basis for your talk.
II Responsibilities of Harrison’s companions
[2]
57
which tell you what his companions were expected to do,
Look for examples of difficult situations that Harrison experienced. Ignore the
difficulties that might have happened, but didn’t, or difficulties other people had.
There are some phrases which tell you that something is/may be difficult or
negative and these will help you find the answers. What are they?
13 W h a t Harrison would like to do in the future
[2]
The heading wants you to focus on future plans/intentions. Which phrases tell you
what Harrison would like to do? Which time phrases tell you that the activity is
^going to happen in the future?
[Total: 9]
Your score (Extended): 19
Self-assessm en t
* Did you rememberto use all the exam techniques you learnt in Unit 2, Exercise 3?
* Was your score in Exercise 3 in this unit better or worse than your scores for
* After looking at the ‘Focus on the language’ sections for this part of the exam, did
you find it easier to find the correct answers?
* Is there anything that you still find difficult? What are you going to do to improve this?
58
@ Test 3

E xercise 4
Read the following blog written by a woman who can speak several languages.
W rite a summary of the difficulties the woman has experienced when

learning languages and what motivated her.
EX A M IN ER TIP
The summary can be about one or two aspects. For example, in this task, there
are two aspects to write about: the difficulties the woman experienced and what
motivated her You should mention both in your summary.
V ____________________________________r
How many languages can you speak?

Ever since I can remember I've been fascinated by languages.The first foreign language
I learnt at school was Russian. I was 9 years old and couldn't wait to start. I adored my
Russian teacher and she made the lessons very exciting. After one yean I could read and
write in a foreign language! I was very young, so didn’t get intimidated by the difficult
pronunciation, like some adults do. W ith time, I became more and more confident and
could even read short stones in Russian, something which gave my confidence a real
boostThis was before the internet, so I couldn't just go online to practise listening.You
can imagine my joy when I got a record with Russian songs for my birthday, by a singer
called Alla Pugacheva. I couldn't get enough of it. I struggled to understand what Alla was
singing about, but wouldn't stop playing it until I did.
I didn't start learning English until I was 14.1can't say I enjoyed my English lessons as much
as I did my Russian. It felt like all we did were grammar exercises and never got onto
speaking the language. Everything changed when my grandad told me his story about how
he went to live in London when he was my age. I set out to do the same and, when I turned 18 ,1applied to study English in the United
Kingdom. I got into a school in Manchester and couldn’t wait to learn the language in the country where it's spoken. A t first, the accent
made English sound a bit alien, but after a few weeks I noticed I could understand more and more and began to enjoy myself. I also
made new friends from all over the world and being able to communicate with them in English was a dream come true. W hen my best
friend asked me to come to Switzerland with her for a holiday, I jumped at the chance. I loved the country so much that I decided to
stay longer to learn Italian, French and German - the languages spoken in Switzerland. It was the start o f a very exciting journey.
Core [Total: 12]


Read the Core model answer in the 'Focus on the language’ section and compare the
paraphrased words and phrases.Then look at the simplified mark scheme in the 'What
your summary.
Test 3
Exercise 4
Read the following blog written by a professional photographer
W rite a summary of the challenges the photographer has experienced
and how he overcomes these challenges.
EX A M IN ER T IP
The summary can be about one or two aspects. For example, in this task, there
are two aspects to write about: the challenges the photographer faces and how
overcomes them. You should mention both in your summary
Photography in the wild

I've been a wildlife photographer for over two decades and I wouldn’t swap
my job for anything in the world. Our planet provides an endless source of
inspiration and I have nothing but respect for all it has to offer
A lot of people think, however; that this occupation is a glamorous one. Far from
it! When I was working on a series of photos about wetland areas, for example,
I spent most of the day standing in mud, or freezing water What people often
don't realise is that most of a wildlife photographer’s time is taken up by waiting
for the right moment. You need a great deal of patience and curiosity to be able
to put up with the discomfort, but nothing beats the moment when you’re finally
rewarded by that special shot when an animal looks straight into your camera
and you can capture this unique connection.
I’m often asked whether I’ve ever been attacked by a wild animal. In all honesty,
animals rarely attack humans.They just want you to think they're going to attack you, especially when they feel threatened.This behaviour
is just to give you a warning and tell you to keep your distance. Last yean in Africa, a female elephant started charging at our car; but
stopped just a few metres away from us.Then we noticed her offspring not far from her She was clearly just letting us know that we
should go away. One of my colleagues told me that when he stumbles unexpectedly across animals, he tends to talk to them to reassure
them he means no harm. At first, I thought this was a bit wacky, but I tried it once and, to my amazement, the animal I’d encountered
calmly walked away! Some animals, on the other hand, are quite shy and run away the moment you make a sound.
To really understand the animals you’re going to focus on, it always pays off to read and study about their habits. Foxes, for example, hunt
mostly at dusk or dawn, but they also like to sunbathe.This means you’re more likely to capture them leaving their den just before the sun
sets as they’re trying to take advantage of the sunlight before it fades.
However; in every photographer's career comes a moment when they feel unhappy with their own approach. It happened to me a few
years ago. I realised that I needed to start experimenting more. When I travelled to Tanzania, I took some photos from a plane just before
it landed - something I’d never tried before.The shots were really exciting. Just one piece of advice - the windows on planes can be quite
dirty so if you want to take photos you’ll need some wipes with you to clean the window first. On another occasion, I took a photo of a
leopard, but the shot just wasn’t dramatic enough. I lay down on the ground and managed to take the same shot again, but this time, the
results were breathtaking.
60

Read the model answer in the 'Focus on the language’ section and compare the
your summary.
When you finish writing your summary, read the model answer below. W hat
content points can you find? Look at the answer key to check that you found the
correct content points.
Then look at the tips in the boxes.These tips give you information about important
language features to include when you write a summary Check that you have
included all the suggestions from the tips in your summary. If not, or if you find any
of the things mentioned in the tips difficult, go to the appropriate exercise in this
'Focus on the language’ section to practise them.
Use linking words and phrases to join ideas

together. (See Exercise A for more practice.)
0 Model answ er (C o re )
I
VIhen the w r ite r wasJegjaai»g-Rtrssteh^she had difficulty understanding songs because
The ideas in your summary
can be in a different order --- th e r ^ C u rC e s T o ^ p r a c tis e listening were very limited a t th a t tim e . T h a t is why she was
from the order they appear excited when she was given a record with songs sung in Russian and used it repeatedly
in the original text.
to p ra ctise her listening. V Jhat is m ore, th e w rite r loved her te a c h e r and enjOyee the
lessons very much. H ow ever, th is wasnt the Case with her English lessons, which all
about gram mar Consequently, she didnt find them very exciting.
(83 words, 6 content points)
Paraphrase the ideas in your summary as much as you can.This means

you should express the same idea, but use different words/phrases in your
summary from the words/phrases used in the original text. (See Exercise B
for more practice.)
Model answ er (Extend ed )

VJorkjng with animals brings a lot of challenges fo r wildlife photographe s. T h e w rite r
61
photographers have to be prepared difficult conditions, like walking through
Paraphrase the ideas in your

summary as much as you mud in very cold tempâittrg-sTTKis job also involves a lot of waiting for animals to
can.This means you should appeary which means photographers need to be patient. Another possible danger is a
express the same idea, but
photographers doubts about their Own worl^. The writer suggests trying out new ways of
use different words/phrases
in your summary from the taking photos. For example, its a good idea to iake pictures from ground level, or from
words/phrases used in the above, while flying.
original text. (See Exercise B
for more practice.) (117 words, 9 content points)
® 0 E x e rc ise A - Linking ideas

a Look at the model answer again and find examples of linking words/phrases for
the following categories.The linking words and phrases have been underlined for
you.
* Adding more similar ideas

* Contrasting ideas
* Explaining why something happened
* Giving results
* Giving examples
* Saying when something happened
* Giving extra details about something
b Now look at the list of more linking words and phrases below, and add them to
the correct categories.
before that as a result despite this thanks to furthermore where

who for instance because of nevertheless after that
c Can you complete the following sentences with the correct linking word/phrase?
Sometimes there is more than one possible answer Don’t forget to check the
punctuation (e.g. commas and full stops) before you decide which linker to use.
Q I She loved her teacher.......................... she enjoyed the lessons too.
2 She didn't like her English lessons............................ she learnt the language quite well.
3 Her grandad told her a story..........................she wanted to go to the United

Kingdom as well.
4 There was no internet when she was learning Russian...........................this, it was

extremely difficult to practise listening.
5 Manchester;........................ the woman was studying English, is popular with

students.
6 The woman found it difficult to understand the local people in Manchester

.........................the accent was rather difficult.
7 You can take very interesting photos from different levels............................ lying down
on the ground.
62
8 photographers are waiting for an animal to appear; they can be

standing in mud or in freezing water
9 Photographers...................are patient, are rewarded by amazing shots of wildlife.
10 The windows on planes are sometimes dirty.................. ,the photo, taken

through the window, can be blurred.
I I The photographer wasn’t happy with his first photo, so he took the shot while he
was lying down...................the photo looked more dramatic.
12 Some animals...................elephants, can charge at cars because they're scared.
13 the dangers, the photographer loves his job.
d Complete the following sentences. Choose the most suitable linking word/phrase
and complete the sentences with your own ideas. Make sure the linkers in your
sentences fit grammatically.
1 Learning languages isn't easy...
2 Pronunciation is sometimes difficult to master...
3 People say that learning a language in the country where it is spoken is the best
way...
4 Studying abroad is a good experience...
5 Learning grammar is important...
0 6 Wildlife photographers spend a lot of their time outdoors...
7 Some animals are very shy...
8 The photographer wasn't happy with his photo...
9 The photograph wasn’t very clear...
10 It is natural to have doubts sometimes...
e Read the model answer below.The linking words and phrases have been removed.
Can you rewrite the summary and put the linkers back in? You can also use
other linkers with the same meaning. Make sure that the surrounding text is
grammatically correct.
0 Model answ er
The w rite r was learning Russian. She had difficulty understanding songs. The resources
to practise listening were very limited a t th a t time. She was excited. She was given a
re.COri with songs sung in Russian. She used it repeatedly to practise her listening. The
w rite r loved her teacher She enjoyed the lessons very much. This wasnt the case with
her English lessons. They were all about grammar She didnt find them very exciting.
63
\
0 Model answer (Extended)

V)Orbing with animals brings a lot of challenges for wildlife photographers. The writer
has experienced problems with animals running angrily towards his car The writer has
experienced problems with timid animals running away from him. They were disturbed by a
noise. Photographers have to be prepared to wOrl^ in difficult conditions. Photographers
walk-through mud in very cold temperatures. This job involves a lot of waiting for animals
to appear Photographers need to be patient. A possible danger is a photographers
doubts about their Own wOrl^. The writer suggests trying out new ways of taking photos.
Its a good idea to take pictures from ground level. It s a good idea to take pictures
frOm above - flying*
Exercise B - Paraphrasing ideas

a Look at the phrases below taken from the model answer Then read the original
text again (Core:'How many languages can you speak?’, Extended:‘Photography in
the wild’). W hat ideas do these words and phrases paraphrase? W rite down the
words/phrases used in the original text.
0 For example:
had difficulty understanding - struggled to understand
1 she was excited when she was given a record - .........................................
2 used it repeatedly - ........................................
3 loved - .........................................
4 her lessons were all about grammar - .........................................
5 she didn't find her lessons very exciting - .........................................
Here are some more words and phrases from the original text. Can you think of ways
to paraphrase them?
6 I set out to do the same - ........................................
7 when I turned 18 - ........................................
8 I got into a school - ........................................
9 I couldn’t wait to learn - ........................................
10 the accent made English sound a bit alien - .........................................
For example:
running angrily towards his car— charging at our car
1 timid - .........................................
2 have to be prepared to tolerate - .........................................
64
3 difficult conditions - ............................

4 this job involves a lot of waiting - ............................
5 have doubts about - ............................
6 trying out new ways - ............................
Here are some more words and phrases from the original text. Can you think of ways
to paraphrase them?
7 he tends to talk to them to reassure them
8 read about the animals' habits
9 the windows can be quite dirty
10 the shot wasn’t dramatic enough
b Now answer the following questions. In your answers try to use a different word/
phrase which has the same meaning as the word/phrase in the question.
1 0 For example:
Question: What do you struggle with?
Answer: I have real difficulty waking up early in the morning.
1 What gives you joy? Why?
2 What did you receive for your last birthday?
3 When you were little, what would you do repeatedly that may have got on other
people's nerves? Do you still do this nowadays?
4 What celebrity did you adore when you were younger? W ho do you like these
days? Why?
5 What subjects in primary school did you find boring? Why? What were the lessons
all about?
For example:
Question: W hat would you do if a wild animal started charging at you?
Answer: I f I noticed an angry animal running towards me, I wouldn't wait around.
I d definitely panic and s t a r t running away myself.
1 Do you think shy people are less successful in life?
2 For how long could you put up with discomfort (e.g. no hot water or no smart
phones)? Do you think people these days are a bit spoilt? Why?
3 What takes up most of your time after school? Is that a good thing?
4 Do you feel unhappy with any of your recent decisions? Why?
5 Have you ever experimented with a new way of doing something? What
happened?
65
Learn from mistakes
Assess the sample answer

Before you work on your second draft of the summary, look at the following exercise.
It includes one Core candidate’s answer and one Extended candidate’s answer to
Test 3, Exercise 4.
Core candidates read the ‘How many languages can you speak?’ summary.
Extended candidates read the ‘Photography in the wild’ summary.
Then complete the tick sheet below.

* What did the candidate do well?
* W hat do they still need to improve?
* What are their weakest areas?

How well did the candidate OK, some improvement Poorly, a lot of
do in the following areas? Very well still needed improvement needed
There is the correct number /
of content points (Core 6
points / Extended 8 points)
There is no irrelevant
information
The content points are well
organised
There are appropriate linking
words
The candidate uses own
words/phrases as much as
possible
The grammar and vocabulary
are used accurately
This woman is keen On languages since she was a child. VJhen she started learning Russian
she was really young, so she didnt care about the hard pronunciation. Then she started
learning English, but she found it boring because she studied Only grammar So, some
gears later, she moved to Manchester for improving her speaking. It wasnt easy because
of the accent but after few weeks she felt more confident. She really enjoyed herself
and for her speaking with people from different country was exciting.
Photography in the wild
The man has been a wildlife photographer for over two decades and he wants others to
learn about his experiences. The vast majority of people dont realise the time taken
up of any wildlife photographer He also noticed how animals attack^ human beings and
their reactions. But some of them seem shy, so they run avoay fast hearing a noise. To
comprehend animals its important concentrate On books containing their habits. Finally,
in every photographers career we can learn that without struggling no photographer
could have good results. That is why the man tried again and again to achieve his goal.
66
C o rre c t the m istakes

Now look at the same summary again. Some of the more serious mistakes in grammar
and vocabulary have been highlighted by a teacherThe boxes tell you what type of
mistake the candidate made. Can you correct the mistakes?
Wrong tense
This wDmah iSj kêen On languages since she was a child. When she started learning Russian
she was really young. so shg didnt care about? the hard pronunciation. Then she
Is this the right paraphrase stchcted learning English, but she found it boring because she studied 0nly4 grammar So,
fo r‘get intimidated'?
some years la te r, she moved to Manchester fo r improving^ her speak.ing>tt wasnt easy
because dj\the accent , L u t- o fta r ? few weeks % s h ^ fe lt more Confident. 5|ie really
country xciting.
Wrong orderThis phrase

needs to go somewhere else Wrong order:This word
in the sentence. needs to go somewhere
else in the sentence.
The phrase 'taken up' is used

wrongly here.This whole part
of the sentence needs to be
Photography in th e wild rewritten with the verb 'spend'.
\
The man has been a wildlife photographer fo r Over two decades and wants others to
learn about his experiences. The vast majority of people dont realise the time taken
The use of'their’ is confusing
up of any wildlife photographer!. He also noticed how animals attacl^hum an beings and
here. It is not clear if the
candidate means 'animals' or their., reactions. B u t, some of them seem shy, so they run away fast 4 hearing a
‘human beings'. Needs to be noise. To C0mprehendJpnijB®is 5 its important fc concentrate On books Containing their
replaced by a noun.
habits: RQal!y7^rfeverry photographers ca re er\te can learn th at withe >
iut struggling no
—pkotographer could-, hiwe good results. T hat is why th e man tried agaiin and again to
Missing punctuation
achieve his
‘But’ shouldn't be used at the start of a

A word is missing here.
Is this verb form correct here? Do sentence. Replace by a linker with the
same meaning, which can be used at the
we need a different tense?
start of a sentence.
Second draft
Now you are ready to work on the second draft of your summary. Rewrite your first
attempt at this exam-style question and try to improve it. When you are rewriting
your summary, remember everything you have learnt in this section.
Self-assessm ent
• When you were writing your summary, did you remember to use all the exam
techniques you learnt in Unit 2, Exercise 4?
• When you were writing your second draft, did you remember to use the language
features that you learnt about in Exercise 4 in this unit?
• Was your score in Exercise 4 in this unit better or worse than your scores in
Exercise 4 in Unit 2? W hy do you think this is?
67
* After doing the ‘Learn from mistakes’ section, do you now know which areas of your
own writing you are good at and which ones you need to improve?
Is there anything that you still find difficult? What are you going to do to improve this?
For more exam practice go to Unit 4.
% Test 3
Exercise 5
You recently met someone new.
W rite an email to a friend telling them about the person.
/ y yC f p * describe how you met

_Q
* explain why you like him/her
* say what you’re looking forward to doing with him/her next.
The pictures may give you some ideas, and you can also use some ideas of
your own.
the language.
@ Test 3
Exercise 5
You recently met someone new.
W rite an email to a friend telling them about the person.
* describe how you met
* explain why you like him/her
___Q
* say what you’re looking forward to doing with him/her next.
The pictures may give you some ideas, and you can also use some ideas of
your own.
Your email should be between ISO and 200 words long.
the language.
Core [Total: 12]

When you have finished doing this part of the test, look at the model answer below.
Read the model answer and compare the content and language used in this email with
your email.Then look at the simplified mark scheme in the W hat are the examiners
looking for?' section.Try to guess what mark you might get for the content and

language in your email.

When you finish writing your email, read the model answer below. Also look at
the tips in the boxes.These tips give you information about important language
features needed when you write an email to a friend. Check that you have included
all the suggestions from the tips in your email. If not, or if you find any of the things
mentioned in the tips difficult, go to the appropriate exercise in this ‘Focus on the
language' section to practise them.
Only use the first name in the opening greeting.
00 Model answ er
(See Exercise A for more practice.)
Ask your friend how she/he

is in the first paragraph. (See
Exercise B for more practice.)
Hi Jane,
Divide your writing into
paragraphs.
How are you getting on in your new school? Hope all is going well and you're
Before you start writing, look
settling in OK. I miss chatting with you every day. W e should ring each other up
at the question and highlight more often.
what you need to include in
your answer.Then plan what "*Anyway, I’m sure I’ve already told you I visited my grandma in Shanghai last month.
information and ideas you are It’s a beautiful city, you'd like it too. Maybe next time you can join me.You know me
going to include.
r I just love walking around and getting to know the city. On one of these walks, I
Finally, plan how you are going
got lost and, if it hadn’t been for this girl who helped me get back to my grandma’s
to organise your ideas and
how many paragraphs you
house, I dor^t know what I'd have done. Her name isYing and while she was walking
need. me back, we got talking and really hit it off. She’s so easy to get on with and really
funi^y'Plus, we have so much in commonfclike the music we listen to and our fashion
Use short forms in informal sense. ,
writing.
/ We/het up several times after that and since\left Shanghai we've kept in touch.
Use a range of language And guess what - she’s coming to see me next snonth - I can't wait to show her
structures, including tenses. (See
my city. I think it'd be really nice if you could get to%(fieet her too and all three of
Exercise E for more practice.)
us could go out. W hat do you reckon? Let me know when you’re free and we'll
definitely have to arrange something.
Use linking words and phrases
Use idiomatic language, like phrasal verbs, to make
to join ideas together. (See Hope to see you soon! t your writing sound more informal.You should
Exercise D for more practice.) You can use
choose the right words to match the formality and
rBest wishes, informal
punctuation like tone of different writing styles. (See Exercise C for
.Lizzie exclamation more practice.)
Use an appropriate sentence marks and
and a greeting to finish your dashes in this
Suggest or ask when you could
writing. (See Exercises A and B type of writing.
meet your friend, or what you
for more practice.)
could do next time you meet,
in the last paragraph.
Use only your first name in an

informal letter/email.
69
Exercise A - Opening and closing greetings
EX A M IN ER T IP
Look at the following greetings and decide whether you would use them to start or
Be careful which end an email or letter Think who you would be writing to and put the greeting under
greeting you choose. the correct heading in each table.
Your choice of Hi there, Love, Yours sincerely, Hi Fiona,
greeting will tell the
Dear John, All the best, Dear Ms Henderson,
reader the formality
of your writing, and Regards, To whom it may concern: Dear Sir/Madam,
it will show the Best wishes, Kind regards, Yours faithfully, Cheers,
relationship between
A Informal (a friend, or someone you know very well, e.g. your sister or brother)
you and the reader.
Opening greetings Closing greetings
EX A M IN ER T IP
Only use the greeting

‘Yours faithfully,’ if you
don't know the name
of the person you
B Semi-formal (someone you know, but who is not a close friend)
are writing to. When
you know the name, Opening greetings Closing greetings J
use ‘Yours sincerely,’
instead.
i ............. ............................-..................................
C Formal (someone you don’t know at all, or someone who you need to show
respect to)
EX A M IN ER T IP
Exercise B - Fixed expressions commonly used in opening and
These fixed closing paragraphs and the functions of these expressions
expressions will make a Look at the sentences on the right in the table, which have common fixed
your email to a friend expressions in them.These expressions are underlined.Think about why we use
sound more natural. them and then match them to their correct function on the left.
70
Functions Com m on fixed expressions

A To ask someone how they are or how 1 Hope to see vou soon.
they are coping with something 2 How are vou doing?
3 I've got to apologise about last time.
The reason why I didn’t phone was
that I'd lost your number. Sorry
B To apologise for something and give about that.
an explanation 4 How about coming with me to see
the new movie tomorrow?
5 Sorry about last time. I didn’t mean
C To invite somebody to meet you or to upset you.
to do something with you 6 Can’t wait to see you again.
7 How are things with you and your
family?
D To say that you are excited about
something that is going to happen 8 Hope you're not angry with me for
not writing to you for so long.
9 Fancy coming to my party on
E To ask what your friend thinks about
Saturday?
something
10 Looking forward to going skating
with you next week.
11 Sorry for taking so long with my
answer but I've been very busy at
school.
12 What do you reckon?
13 How are you getting on with your
exams?
14 Let me know which one you prefer
b Now complete the sentences below with your own ideas.
1 How are you getting on w ith ............................ ?
(e.g. How are you getting on with your school project?)
2 How are things.................................................?
3 Sorry fo r........................................ . b u t..........
...................................................................................................?
4 Hope you’re not angry with me fo r...................
5 Fancy ..................
6 Let me know.......
7 Looking forward to
8 Can’t wait t o .......
71
Exercise C - Phrasal verbs and other fixed expressions
The phrasal verbs and fixed expressions on the left in the table are taken from the model
answer in this section. Look back at the model answer and find the sentences with these
expressions in them. Read the sentences very carefully and try to guess the meaning.Then
match each expression on the left with the correct meaning in the table on the right.
EX A M IN ER T IP
There are a lot of phrasal verbs and fixed expressions in English. However, you
shouldn’t try and study long lists of these. Instead, learn them when you see them,
or hear them, in a certain situation. It will be easier for you to remember them in
the future if you learn them this way It is also a good idea to keep a notepad to
record this type of vocabulary.
EX A M IN ER T IP Phrasal verbs and fixed

expressions Meanings
Most phrasal verbs A How are you getting o n. . 1 W e started chatting.
are used in informal 2 It’s easy to be with this person because
B ... settling in O K
English, for example he/she is very easy-going.
when you are talking C ... getting to know the city
3 How are you coping?
or writing to a friend, D W e got talking... 4 to stay in contact
but be careful not to
overuse them as this E W e hit it off 5 to start feeling comfortable somewhere,
won't sound natural. especially in a new place (e.g. a new school)
F She’s so easy to get on with
Phrasal verbs are 0 W hat is your opinion?
G W e’ve kept in touch
usually not suitable 7 to become friends with someone quickly
for more formal H What do you reckon? and easily
occasions, such as job 8 to discover more information about a
interviews or formal place and to become more familiar with it
essays and letters.
Exercise D - Linking ideas together using appropriate linking

EX A M IN ER T IP
words and phrases
a First look back at the model answer in this section and find the linking words and
It is important to phrases used in the email.Then put each of them in one of the categories below
link your ideas in
paragraphs or in Adding information
sentences. If you don't
use linking words and Saying when something happens/happened
phrases, your writing
won't sound fluent
and may be confusing Giving an example
for the reader to
follow.
Changing the topic / starting a new topic
• Giving surprising news
72
b Now look at the model answer in this section and check how the linking words
EX A M IN ER T IP
Upit 3 Language focus on the reading and writing exam

and phrases are used.Then use them to talk, or write, about the following:
In your email to a 1 Talk about all the things you did last weekend and say
friend, make sure that when you did these things.
you use linking words
and phrases that (e.g. I had a lot of homework, so I spent Sunday afternoon doingjust that. While I
was looking for some information online, I came across a very useful website. Plus.
are appropriate for
on Sunday evening we had some guests over, so I had to help out with the dinner.)
the register Linkers
like 'moreover' or 2 Say if you enjoy sports and give examples.
'for instance’ are
too formal and are 3 Talk about something surprising that has happened to you.
inappropriate for this
4 Talk about what you are doing this week and, then, about
style of writing.
your plans for the future
Exercise E - Language structures

EX A M IN ER TIP
a Look again at the model answer Find the language structures that are used to
Use a range of answer each of the bullet points in the exam-style question (Test 3, Exercise 5).
language structures, Then write them under the correct bullet point in this exercise.
including tenses, in
your writmg.The EX A M IN ER T IP
examiner will be
looking at your range The first bullet point tells you to talk about a past event.This means you should
of structures and use a range of past tenses in your answer
how well you can use
them. Describe how you met.
Eg. I got lost...
EX A M IN ER TIP
The second bullet point asks you to explain why you like the person.This means
you should use some adjectives and phrases to describe the person's personality.
Explain why you like him/her

Eg. She's so easy to get on with...
EX A M IN ER TIP
The third bullet point asks you to talk about something you are excited about
doing with your new friend in the future.This means you need to use structures to
talk about future possibility or plans - and to express your excitement.
73
* Say what you're looking forward to doing with him/her next.
Eg. I think it’d be really nice if you could get to m eet her too. ..
b Now use the structures (e.g. the same tenses, phrasal verbs, etc.) you found in the
model answer to talk about the following points:
1 Describe how you met your best friend.
2 Describe your journey to school this morning.
3 Describe what happened on your holiday.
4 Explain why you like your best friend.
5 Explain why you like one of your teachers.
6 Explain why you don’t like a character in a film you’ve seen recently.
7 Say what you’re looking forward to doing with your best friend this weekend.
8 Say what you’re looking fonA/ard to doing on your next holiday.
9 Say what you’re looking forward to doing when you grow up.
0 © Learn from mistakes

Before you work on the second draft of your email, look at the following exercise. It
includes one candidate’s answer to Test 3, Exercise 5.
Read the candidate’s answer and then complete the tick sheet below
• What did the candidate do well?
• What do they still need to improve?
• What are their weakest areas?
How well did the candidate do in Very well OK, some Poorly a lot of
the following areas? improvement still improvement needed
needed
All points from the question are /
covered
All points from the question are
developed
The ideas are communicated
clearly and the reader will
understand all of them
The answer is of the appropriate
length
74
How well did the candidate do in Very well OK, some Poorly, a lot of

the following areas? improvement still improvement needed
needed
Appropriate style (e.g. an email)
Appropriate register
A wide range of vocabulary
A wide range of grammatical

structures
Ideas are organised into
paragraphs
Complex sentences / ideas are
linked with a range of linking words
and phrases
Very few mistakes
Dear Lucie,
Hope you're doing well.Thank you for your email. I'm fine, and I'm enjoying my new
school and life in Birmingham.
I've met many brilliant people. In particular; I get on well with one girl,The first
time we met each other was funny! I was in the queue in the school canteen and I
started to talk with one girl, after we sat down at the same table and she introduced
me to her friend, Simona. Simona and I discovered we had a lots of in common, for
example we both like going to the cinema! So, we decided to keep in touch. And
now we often go out together and we organized many activities.
That reminds me, our friendship. She's like you - very easy-going and interesting in
everything.This may surprise you, but I've already planned activities till the end of the
August.You know, I've never did such a thing before! As a consequence, my agenda
has plenty of appointments.
I hope you can come to visit me here next month so I can introduce you to her I
can't wait to see you again.
Love,
Valerie
C o rre c t the m istakes

Now look at the same email again. Some of the more serious mistakes in grammar
and vocabulary have been highlighted by a teacherThe boxes tell you what type of
mistake the candidate made, Can you correct the mistakes?
75
r
Dear Lucie, Register is too formal for this type of email.

This sentence is too long. Divide it
into two shorter sentences. Hope you're doing well.Thank you for your email. I’m fine, and I’m enjoying my new
scheojând life in Birmingham. Something is missing here.
This phrase is used wrongly
here. I’ve met mahy-hqjliant people here. In particular, Jj^ tro n well with one girl.The
first time we met each other was funny! I was in the queue in the school canteen
and I started to talk with orte-girl, after 2 we sat down at the same table and she
ntroduced me to her friend, Simofta.3 Simona and I discovered we had a lots of4 in
common, for example we both like going to the cinema! So, we decided to ke#p in
The verb form is wrong
here. uch. And now we often go out together and we organized,, many activities.
* / I
That reminds me6, our friendship. She’s like you - very easy-going and interesting7
jria y surprise you, but I’ve already planned activities till toe end of
Is this article used correctly? the8August.You know, I ve" such a thing before! As a consequence my
__agenda,, has plenty of appointments. “ rongtense
Wrong word
I hope you can come to visit me here next month so I can ntroduce you to h
can’t wait to see you again.
This phrase isn't grammatically
Love, The form doesn't fit in grammatically here.The
correct.
suffix is wrong.
Valerie
Register is too formal for this type
of email.
Second draft
Now you are ready to work on the second draft of your email to a friend. Rewrite
your first attempt at this exam-style question and try to improve it When you are
rewriting your email, remember everything you have learnt in this section.
Core [Total: 12]
* When you were writing your email, did you remember to use all the exam
techniques you learnt in Unit 2, Exercise 5?
* When you were writing your second draft, did you remember to use the language
features that you learnt about in Exercise 5 of this unit?
* Was your score in Exercise 5 in this unit better or worse than your score in
* After doing the ‘Learn from mistakes’ section, do you now know which areas of your
* Is there anything that you still find difficult? What are you going to do to improve
this?
76
0 Test 3

Exercise 6
You have just finished reading a book that your friend gave you for your birthday.You
W r it e a review for your school magazine.

your own.
Your review should be between 100 and 150 words long.

You will receive up to 6 marks for the content of your review, and up to 6 marks for
the language.
Q Test 3
Exercise 6
You have just finished reading a book that your friend gave you for your birthday. You
found out that a few other students read the same book and you talked to them
about it.You now decide to write a review of the book for your school magazine.
W r it e a review for your school magazine.

your own.
Your review should be between 150 and 200 words long.
You will receive up to 8 marks for the content of your review, and up to 8 marks for
the language.
Core [Total: 12]
77
When you have finished doing this part of the test, look at the model answer below.
Read the model answer and compare the content and language used in this review
with your review.Then look at the simplified mark scheme in the 'What are the
examiners looking for?' section.Try to guess what mark you might get for the content
and language in your review.
Your score for content (Core): _________ /6_
When you finish writing your review, read the model answer below, and the tips
in the boxes.These tips give you information about important language features
you should use when you write a review. Check that you have included all the
suggestions from the tips in your review. If not, or you find any of the things
mentioned in the tips difficult go to the appropriate exercise in this focus on the
language’ section to practise them.
Introduce the book in the

first paragraph.You should EX A M IN ER T IP
mention the name of the book
and the author Other useful These tips on how to write a book review can also be used when you write a film
information can be when and
where the story happens and
review. When you write a review of a place, like a restaurant or an event like a
who the main characters are. concert you should: I . introduce the place/event 2. say what happened when you
(See Exercise A for more ^ w ere there, 3 whether you would/wouldn't recommend the place/event to other's.
practice.)
Use adjectives to describe the story. (See Exercise
You can include one or two Q M odel a n sw e r B for more practice.)
more main events from the
story. Don't describe the whole The Woman inxWhite is a mystery novel by Wilkie Collins, published in 155*1. The story,
story.The main aim of a review
set in l^th-Centur^.England, revolves around five characters - an a rt teacher Called
is to tell the reader what you
think of the book and whether \aJalter Hartright, twQ^h^ff—sisters Marian and Laura, the villain Sir Percival and the
you would recommend it. mysterious wOman in whit In the second paragraph describe how the story starts.
Use the present tense to talk

At the sta rt of the story,^the ghostly figure of a wOman dressed in white appears to
about the plot. V!alter She tries to te/il him sOmetlatng-'Wf-Or^ for Cumberland, in north—west
England, to sta rt a job as a private a rt teacher When he arrives in Cumberland, hes
Use adjectives to describe the
surprtSe^LiJaat one of/his students, Laura, is very similar to the woman in white. Laura
characters. (See Exercise B for
more practice.) -~andJ\AJalter fall in love, but cant stay together because Laura is to be married to Sir
Tkrcival, a cruel and dishonest man who also hides a terrible secret.
Keep the reader interested in /
your review, e.g. ask questions. -►What is the secret? Who is the wOman in white and what is sj^trying to wam'^Walter
about? These questions keep readers guessing. However ,^dnen I first read the qpokj
Give a personal opinion of the felt like giving Up after the first few pages, which^tfOuld have been a mistake,
book you are reviewing. (See
Exercise C for more practice.) was just Collins clever way of making readers wQlt^befOre unfoldm^-jLh^gripping mystery.
atsollhcov^r^thfe truth about the morals of Victorian
Use adjectives to describe the England. Its definitely well worth reading.
writer or the writer’s style. Use a range of interesting expressions.
(See Exercise B for more Don’t tell the reader how the book ends!
practice.)
Summarise your opinion of the book at the end of your review. Give
an overall recommendation.
78
Exercise A - Inform ation in the opening paragraph

Look at the following phrases.They can be used in the opening paragraph of a book or
film review. First decide what type of information goes in each gap.Then complete the
gaps with information about a book or a film you know.
1 It is set in ............................ during...............................
EX A M IN ER TIP 2 It has received.............................

3 It was written/directed by..............................
You don’t have to use
all of these phrases 4 It takes place o n ............................ /in...............................
in the opening 5 It is about.............................
paragraph. 6 It is a .............................
Exercise B - A djectives
a Look at the following adjectives. Would you use them to describe the plot,
characters, or the author of a book or film? Put the adjectives into the correct
category in the table. Decide if the adjectives have a positive or negative meaning.
Some of the adjectives can be used in more than one category.
gripping clever far-fetched original inspirational

likeable dull creative touching absorbing
imaginative entertaining believable talented slow-paced
confusing witty dreadful realistic deceitful
Category Adjectives
Positive Negative
The plot
The characters
The author
b Now think of a book you have read or a film you have seen, and use the adjectives
to write a few sentences to say something about the plot, the main characters and
the author/the director
EX A M IN ER TIP
Exercise C - Personal opinion and recom m endations
Your review can be
a The following phrases can be used to say what you think about a book or a film.
positive, negative, or a
Can you match the correct beginnings and endings together? Would you use each
^combination of both. ^
of these phrases to say you enjoyed or didn’t enjoy the book/film?
1 If 1were you, A put the book down. It's a real page-turner

2 1was sitting B will enjoy it, but for me it was a real let-down.
3 1couldn't C 1was this impressed.
4 I’d definitely recommend D miss the chance to see/read this one. It’s thoroughly
enjoyable.
S 1suppose people who like this genre E 1wouldn't waste my money on this.
6 It's been a long time since F on the edge of my seat throughout the entire film.
7 You definitely shouldn't G bored in my life. Avoid at all costs.
8 I’ve never been so H reading this novel. It’s worth every penny.
79
b Then watch a few trailers of the latest films online and use the appropriate
phrases to write a paragraph to say what you think of them.
Learn from mistakes

A ssess the sam ple answ er
Before you work on the second draft of your review, do the following exercise. It
includes one candidate's answer to Test 3, Exercise 6. Read the candidate’s answer and
complete the tick sheet below.
* What did the candidate do well?
* What do they still need to improve?
* W hat are their weakest areas?
How well did the candidate do in the Very well OK, some Poorly, a lot of
following areas? improvement still improvement needed
needed
developed
The ideas are communicated clearly and
the reader will understand all of them
The answer is of the appropriate length
Appropriate style (e.g. an email)
Appropriate register
A wide range of vocabulary
A wide range of grammatical structures
Ideas are organised into paragraphs
Complex sentences / ideas are linked

with a range of linking words and
phrases
Very few mistakes
i.................... ............................................ ..................... 1
® © I would like to introduce a book^which is called 0 0 7 Goldfinger About the plot, the
whole story was tense and exciting. We can see James Bond how he solved so many
Crises again and again. It was really entertaining. I believe that audiences will can not
to continue to watch it!
Needless to say, the characters personality are also important for a story. The
main acior James Bond was loyal and clever, in this book^ although James Bond was
captured by the villain Goldfinger However, James never gave up Or betrayed his
country. Furthermore, just like a detective, he could notice details that normal people
could not. As for Goldfinger, he had a lot of resources to use to do lots of bad
things. Also, Goldfinger was not smart, he was fooled by James Bond many times,
which is funny for audience.
80
Nowadays, audiences Can See many modern 0 0 7 movie adaptations, but sometimes they

are too commercial. Vie can find 0 0 7 books more origin.
The opening paragraph C o rre c t the m istakes

contains some information that
is more suitable for the last Now look at the same answer again. Some of the more serious mistakes in grammar
paragraph. Which sentences and vocabulary have been highlighted by a teacherThe boxes tell you what type of
would you move to the last mistake the candidate made. Can you correct them? Wrong tense
paragraph?
■I, would like to introduce a booK which is Called 0 0 7 Goldfinger About th^/ptot, the
This structure isn't grammatically ohole story was tense and exciting. \*Je can see Jam es Bond how he solved^ so many
correct. C rises -agiatn-and~âtm--tt-TOasT'-ea41y--entisr4-aifii-ng^--4--be4teve--4-ha4-ûdieti€»6 will can not?
__t#- continue to jatch5-«U~ The form of the verb doesn't fit grammatically here.
Wrong word
Needless t o sqy,jbhej^3jaactg<cs-pgrsDnffittyfc are also important fo r a story. The main
Is the singular form correct ---- actor^ "James Bond was? loyal and clever, in this booko although Jam es Bond^ wasr
here? Captured by the villain goldfinger However, Jam es never gaveM up Or b e l‘rayed^ ifcs
country. Furthermore, ju st like a detective, he COuldj3 notic^ details thai normal people
Wrong tense — couldw hot. As fo r Goldfinger, he had)5 a lot of resources tip use to do lots ofl bad
things. AlsoT’ GDtdfiirgef' was|fc ns>t s ^ a r t, he was|7 fpoled by Jam es Bond nany t|ime^,
which is funny fo r|g audience. Wrong tense
Wrong tense Wrong tense
Nowadays, audiences\can see many modern 0 0 7 movie adaptations, but sometimes they
are too commercial. VJe can find|G 0 0 7 books more Origin^.
4 4
Repeating the same words doesn't
Something is missing here. / sound natural. Can we replace the
name with a pronoun here?
The form of the word doesn't fit grammatically here.
Second draft
Now you are ready to work on the second draft of your review. Rewrite your first
attempt at this question and try to improve it. When you are rewriting your review,
remember everything you have learnt in this section.
Core [Total: 12]

Self-assessm ent
• When you were writing the second draft of your review, did you remember to use
the language features that you learnt about in Exercise 6 in this unit?
• After doing the 'Learn from mistakes' section, do you now know which areas of your
• Is there anything that you still find difficult? What are you going to do to improve
this?
81
Test yourself
0 Q Test 4
Exercise I
Read the article about the history of the Gold Rush and an expedition inspired by the
original Gold Rush, and then answer the following questions.
The Gold Rush

Before the Gold Rush, the Klondike region in the north-west of
Canada was just wilderness.There was little more than a tiny camp
built for fishermen, who came every year to fish for salmon in the
local rivers.That all changed with the discovery of gold in 1896. It-
was this year that saw the beginning of what became known as
the Klondike Gold Rush. However; this was not the first Gold Rush
that North America had seen.The Gold Rush in California, for
example, started much earlier - in 1848 in fact.
In this day and age, we have become used to receiving news almost
instantly. Back then, it took several months before the outside world
learnt that gold had been found in the Klondike because the region
was so remote.
After the news became public, many people gave up their jobs
to go and look for gold and wealth. It is believed that as many
as 100,000 people decided to make this extremely long and
dangerous journey. However a lack of experience in coping with
such extreme conditions meant that many turned back. Finding
gold wasn’t easy and, out of the 30,000 who made it all the way
to their destination, only 4,000 were lucky enough to find some
gold.To accommodate all the new arrivals, so-called boom towns
started to appear all over the place. One example of such a town
was Dawson City, also known as the city that never slept. However;
after the Gold Rush was over in 1899, all these places went into
decline.
and this created a bit of a friction between the two. In the end,
The Gold Rush era has inspired and fascinated many people. Steve the whole team agreed to travel in the boat. During the night the
Daniels, a historian, decided to make a documentary about the team siept in tents on the river bank where, one morning, they
Gold Rush and called it simply Expedition Gold Rush. He picked had a nasty shock when they had a close encounter with a Grizzly
a team consisting of a polar explorer and a doctor and, together; bear Their rowing skills were also tested to the limit during a
they retraced the steps of the original gold seekers and relived sudden storm.
their experiences. Before reaching Canada, they first had the risky
When they finally reached Dawson City, just like many gold
task of crossing the mountains in Alaska, which were still covered
seekers, they had the task of setting up a camp.They were only
in snow.To make matters worse, during the crossing some
given a few days to complete their final quest of finding gold
members of the team got lost in the fog.
using traditional methods. It was very hard physical labour; but
Once the team got to the Yukon River Steve decided that they their perseverance paid off when they found a tiny piece of gold.
would build a boat themselves following some of the original The team were exhausted, but said they had enjoyed the whole
designs from the Gold Rush times.They managed to build it after a experience.They all agreed that there were moments that made
lot of effort, but the boat didn’t look very safe, something that one them question whether they wanted to continue, like climbing
of the members of the team was rather concerned about. Steve, steep icy rocks. However, the stunning scenery more than made
however thought it was solid enough to take them down the river up for everything.
m
0 @ When did the Klondike Gold Rush begin?
Unit 4 Test yourself the reading and writing exam

.....................................................................................................................................................[I]
2 W hy did the newspapers take so long to publish the news about the discovery of
gold?
.....................................................................................................................................................[I]
How many people arrived in the Klondike region during the Gold Rush?
.....................................................................................................................................................[I]
4 What were the new towns in the Klondike region known as?
.....................................................................................................................................................[I]
5 W ho joined Steve Daniels on Expedition Gold Rush? Give two details.
•P]
W hat did Steve Daniels and one of the members of the expedition disagree
about?
.....................................................................................................................................................[I]
7 What was the last task the members of the expedition had to do?
.................................................................................................................................................... [I]
8 What did the members of the expedition enjoy most during their journey?
.................................................................................................................................................... [I]
Core [Total: 9]
9 What dangerous situations did the members of Expedition Gold Rush experience?
Give four details.
...................................................................................................................[4]

Your score (Core): /9 Your score (Extended): /13
83
0 Test 4
Exercise 2
Read the magazine article about three people (A -C ) and the books they have recently
read.Then answer questions 9a-9h.
What do you think of the book you have just read?
Three readers share their thoughts about books
@ Test 4
Exercise 2
Read the magazine article about four people (A -D ) and the books they have recently
read.Then answer questions I Oa- I Oj.
What do you think of the book you have just read?
Four readers share their thoughts about books
A A licia Roznecka
I love reading. Ever since I learnt to read, books have been an important part of my life and they
often help me relax and even give me inspiration from time to time. When I’m reading, it feels like I
can become someone else for a while. When I was growing up, I was a bit of a tomboy, pretending
I was an adventurer exploring foreign lands.This was also reflected in my choice of reading material. I
was never one for love stories until my friend made me read one. I gave it a go, not expecting much
of it, but it turned out to be a well-written story. Normally, I would hate having more than a handful
of main characters, but not here. Somehow, all the characters fitted well in the story. Nevertheless,
the author saved the best for last with a twist in the story, which I didn't see coming. Some people
say it might even be shortlisted for the National Best Read Prize.
B Ben Park
I read a lot - about two books a week. People often wonder how I manage to read so many, but my
job involves a lot of travelling, so I have time to read on the train or while waiting for a connecting
flight.The last book I read was a real-life story about a man who relocates to a new country to start
over. I generally enjoy this genre because the stories are so inspiring, but I was surprised what a
let-down this one was. I don’t think the writer did much research on what happens in real life and it
certainly didn’t convince me.The book was generally an easy read, but at times I got lost because of
all the names. I found myself going back to check who was who. However it wouldn’t surprise me if
this book got picked by the critics as their favourite in the Bronte Sisters Competition. It often seems
to me that critics tend to praise books that I don’t enjoy.
C C arlaV e lez
Unlike many of my friends, I don’t read a lot of books.That is not to say that I don’t read at all, but
the only time I have time to read a book or two is during my summer holidays. I look at the books
that have received some awards, or are recommended by other readers, before I make my final
selection, just as I did with the last one I read. At first I thought I’d made a mistake with my choice. It
was a novel set in France, in the 1940s, an era which I love, but the story was interspersed with these
long philosophical passages.They were quite hard to get through, but I stuck at it because I was eager
to find out what happened to the main heroine. One of my friends couldn't believe I liked this kind
of story, but when I was reading about the main character’s life, I found myself thinking how similar it
was to mine. In the end, it even gave me the idea of visiting France and learning French.
84
© D Dabir Issa

W hen I read a book, I usually expect to learn something new from it, to give me new ideas. For this
reason, I often go for non-fiction titles. This doesn't mean, however; that I avoid fiction altogether I
finished reading one novel just last week. It was advertised in the national newspaper as one of the
best novels of the year by an upcoming author - and one that the whole family will thoroughly enjoy,
i'm not quite sure if many teenagers would really agree with that statement. W hen I finished reading
it, I had mixed feelings about the book. I thought the storyline had potential because it dealt with the
topic of trust and friendship, but I felt the writer could have exploited it a bit more. Nevertheless, the
w riter clearly spent time researching the characters, who were totally believable. Sometimes I had
the feeling that I knew the vast majority of them from real life. I believe that this author shows great
promise and, with time, will produce some award-winning titles.
For questions 9a-9h below, choose from the people (A-C). For each question write
Which person...
9a says the book inspired them to do something? .........
9b suggests the book would benefit from fewer characters? .........
9c claims the ending was unexpected? .........
9d says the book reminded them of their own experiences? .........
9e thinks the book will get an award? .........
9f mentions the book was sometimes a bit boring to read? .........
9g is surprised they enjoyed this style of book? .........
9h says the story was hard to believe? .........
[Total: 8’
For questions I Oa-I Oj below, choose from the people (A-D). For each question write
the correct letter A, B, C or D on the line provided,
Which person...
10 a says the book inspired them to do something? .........
10 b suggests the book would benefit from fewer characters? .........
10 c claims the ending was unexpected? ........
10 d says the book reminded them of their own experiences? .........
10 e thinks the book will get an award? .........
10 f doubts if the book is suitable for younger readers? .........
!0 g mentions the book was sometimes a bit boring to read? ........
10 h finds most of the characters in the book familiar? .........
85
10 i is surprised they enjoyed this style of book? .............. [I]
10 j says the story was hard to believe? .............. [I]

[Total: 10]
Your score (Extended): /IO
e © Test 4
E x e rc ise 3
Read the article about Mars and Mars preparation projects, and then complete the
notes below.
Are we going to
Mars soon?
People have always had a desire to explore unknown
territories. After the first man landed on the Moon in
1969, people’s attention turned to Mars. While going
to Mars sounded like a fantasy a few decades ago, it is
starting to look more within reach in the 2 1st century.
Thanks to technological advances, scientists now

have more information about Mars, which is the
most comparable planet to Earth we currently know.
For example, the temperature on Mars can reach
24°C which would be ideal for humans, but we
wouldn’t be able to survive the lowest temperatures
there, which can drop to - 140°C, something we
don’t experience on Earth. With 687 days, the ” ” "
Martian year is much longer than on Earth. One day, on the other hand, lasts 24 hours, just like the day we are used to.The air on Mars,
however, is unbreathable because 95% of it consists of carbon dioxide compared to only 0.04% in our atmosphere. Another feature of
the atmosphere on Mars is that it’s much thinnen which means that when people land on Mars they will definitely need very effective
protection from the higher doses of radiation. Another obstacle that future inhabitants will have to overcome is the lower gravity levels. It
is only a third of the gravity that we experience on our planet.
A mission to Mars wouldn’t be as quick as a journey to the Moon, which took astronauts only four days. It is estimated that it’ll take
about nine months just to reach the planet.To be able to return to Earth, they will have to wait for the planet to be in a suitable position,
which may take between two and three years.
Preparations for future missions have already begun and there have been several projects involved. In 2007 some European countries,
Russia and China started a project called Mars 500.This project took four years and focused on people’s ability to cope with living in
isolation. Six volunteers stayed in a compound for 520 days with very little contact with the outside world.The current record for the
longest time spent in space is held at 437 days.This project also tested how isolation affects people’s stress levels. It was interesting to see
that some volunteers started to avoid their peers and failed to follow their regular exercising routine. Scientists also collected important
data on the impact of isolation on sleeping patterns. Four of the volunteers said they had difficulty sleeping at times. Future missions to
Mars will also have to think about practical issues like food supplies. Mars 500 also assessed food supplements and their effectiveness.
The University of Hawaii carried out another simulation of Mars-like living conditions in 2 0 16.The simulation was to assess the
volunteers’ ability to live together in a place with very limited space. A remote station in Antarctica, called Concordia, is another place
where similar experiments were performed.The extreme conditions there, which are comparable to the ones on Mars, proved ideal to
see whether any bacteria could survive in such harsh conditions. With each new project we are a small step closer to a trip to Mars.
0 You are going to give a talk about Mars and Mars preparation projects to your science

10 Exam ples of how different Mars is from Earth
[3]
I 1 W h a t the Mars preparation projects tested
[4]
[Total: 7]
Your score (Core): n

0 You are going to give a talk about Mars and Mars preparation projects to your science
iI Exam ples of how different Mars is from Earth
[4]
12 W h a t the Mars preparation projects tested
[5]
[Total: 9]
87

Your score (Extended): /9
0 Test 4
Exercise 4
Read the following blog written by a woman who likes to run marathons.
W rite a summary of the advice the woman gives to people about
training for a marathon.
D o ’s and don’ts of training

for a marathon
I ran my first marathon, which is a long-distance race of just over 42 kilometres,
when I was 23 years old. I was no expert back then and made a lot of mistakes.
Most of them could have been avoided if I’d done better research beforehand.
I thought I was fit and that, since I enjoyed running, that would be enough to
ZURICH
see me through.The result of my inexperience was sore feet and an unfinished
marathon. Now I can say, I’ve learnt from my mistakes and, having completed
five marathons since then, I feel experienced enough to pass on my knowledge.
It is absolutely vital that, before you even begin training for a marathon, you get
a medical check-up, no matter how fit you feel. Based on what your doctor tells
you, you can put together your training plan. It might be very tempting to run
a lot, especially if your fitness levels are high, but remember - less is more. If
you’re a complete beginner and haven’t done much exercising before, it’s really
important to start with brisk walking before moving on to gentle jogging. Once
you’ve built up your stamina, you can try hill running. It’s a very vigorous way to
push yourself, but it’s very satisfying.
If you’re like me and the motivation to train doesn’t come easily to you, I
recommend getting yourself a running buddy. It’s extremely helpful to have
somebody there to encourage you.This also goes for the day of the marathon.
If you can persuade your whole family and friends to be there and cheer you
on, you'll be surprised what results this can produce.
When you are training don’t forget to think about safety too. If you’re training
after dusk, make sure you wear good-visibility clothing. In places where there’s not enough public light, you should consider getting yourself
a head torch, otherwise you might trip and cause yourself an unnecessary injury. And remember; it is not just about running! You need to
think about your diet and keep yourself fully hydrated. So now you’re ready for your marathon.
Core [Total: 12]

Your score for content (Core): _______ /6
m

paraphrased words and phrases.Then look at the simplified mark scheme in the‘What
are the examiners looking for?' section in Section I, Unit 3 and try to guess what mark
you might get for your summary.
HI Test 4
Exercise 4
Read the following blog written by a surfing instructor
W r it e a sum m ary of the advice the surfing instructor gives to new
surfers before they start their first lesson.
Are you thinking of

taking up surfing?
My name is Dave Scott and I’ve been surfing ever since I can
remember W hen I started, I was very lucky because my father
was there to teach me. Since then I've become a surfing
instructor myself and have opened up my own school where I
teach surfing enthusiasts how to get the best out of this sport.
N ow I want to share my experience and knowledge with
those of you who are new to surfing, or are still considering
whether or not to take it up.
First of all, you have to be absolutely sure that surfing is what

you really want to do. I always tell new surfers to read some
blogs or talk to experienced surfers. Just like with anything
in life if you’re not committed, you won't get the results you're after Beginners on my courses often come to their first lesson and are
rather disappointed when I say they've wasted a lot of money on the wrong surfing gear.The best thing to do is to just hire what you
need, in case you decide that surfing is not for you after all. Also make sure your first board is as big as possible.This ensures that you can
surf big waves much more easily. Also, if you can find a board with foam, get it. Most beginners usually have great difficulty standing up for
a very long time, so a board with foam will protect you from getting too many bruises when you fall. Depending on where you decide
to surf and the temperature of the sea, you might also need a wetsuit to protect you from the cold.There's nothing more annoying than
when a surfer gets cold, has to get out of the water and misses out on some really good waves. Most other equipment is not so essential,
apart from one more thing - a surfboard leash.The leash is attached to the board and surfers put it over their foot to make sure that
they don't get separated from their board after they fall.The leash shouldn't be too short or you might end up hitting yourself on the
board. If you have any doubts, I'm sure you can get good suggestions from your local surfing shop.
Before taking your first lesson, you might also consider looking up a few surfing terms online. N ot only will you talk like a real surfer but
you'll also be able to understand what your instructors, or other surfers, are talking about. So, for example, if someone talks about a ding,
you'll know that it means they've damaged their surfing board. And one more thing - get a head start by learning about surfing etiquette.
This is a set of important do's and don’ts that every surfer needs to follow. If you do, you'll be well-equipped for your first lesson and you
won't get yourself in trouble with your fellow surfers. So, good luck and I hope you can get straight into the action and enjoy catching
some really good waves very soon!

Your score for content (Extended): _______ /8
paraphrased words and phrases.Then look at the simplified mark scheme in the W hat
are the examiners looking for?’ section in Section I , Unit 3 and try to guess what mark
you might get for your summary
Test 4
Exercise 5
Recently, you had to make an important decision about something.
W rite an email to a friend telling them about the decision.
* explain what the decision was about
* say what or who helped you in making this decision
* give examples of how this decision will change your life.

The pictures may give you some ideas, and you can also use some ideas of your own.
the language.
Q Test 4
Exercise 5
Recently, you had to make an important decision about something.
W rite an email to a friend telling them about the decision.
* explain what the decision was about
* say what or who helped you in making this decision
* give examples of how this decision will change your life.
The pictures may give you some ideas, and you can also use some ideas of your own.
the language.
Core [Total: 12]
90

email with your email.Then look at the simplified mark scheme in the ‘W hat are the
examiners looking for?’ section in Section I , Unit 3.Try to guess what mark you might
get for the content and language in your email.

Your score for language (Core): ______ /6_
0 Test 4
Exercise 6
In your lesson you were talking about how students spend their free time.Your teacher
has asked you to write an article about how the school can encourage more students
to get involved in voluntary work.
Students are too busy doing Some volunteers could come

their school work. to school to talk to students.
Voluntary work could help Some students would have to

students with their career travel very far to do voluntary
choice. work.
W r it e an article for your teacher.

your own.
Your article should be between 100 and 150 words long.

You will receive up to 6 marks for the content of your article, and up to 6 marks for
the language.
0 Test 4
Exercise 6
In your lesson you were talking about how students spend their free time. Your teacher
has asked you to write an article about how the school can encourage more students
to get involved in voluntary work
91
Voluntary work could help Some students would have to

students with their career travel very far to do voluntary
choice. work,
X 7 "
W rite an article for your teacher.
your own.
Your article should be between 150 and 200 words long.
You will receive up to 8 marks for the content of your article, and up to 8 marks for
the language.
Core [Total: 12]

article with your article.Then look at the simplified mark scheme in the ‘What are the
examiners looking for?' section in Section I , Unit 3.Try to guess what mark you might
get for the content and language in your article.

92
Section 2: Listening
How much do you already know about ...?
the listening exam
How much do you already know about the format of the exam and what happens
E X A M IN E R T IP during the exam? Can you answer the questions below?
If you are new to the How many parts are there in the listening exam?. [I]
listening exam, first go Core / Extended
to Unit 4 and look at
the complete test to Look at the table below. Can you draw a line to match each question with the
see what each section correct type of exam task?
looks like. ‘Task’ means an activity or exercise
Core: [4]
Extended: [6]
Exercise 1 1 Multiple matching

(Questions 1-4)
You listen to six short monologues.You have to choose the correct statement from a
selection of seven and match it to the correct speaker based on the opinion that each
speaker expresses.
Exercise 2 2 Gapped text
(Question 5)
You listen to a formal talk and complete five gapped sentences.
Exercise 3 3 Multiple choice
(Question 6)
You listen to an interview and choose the correct answer from three options - a, b or c.
There are eight questions in this part of the exam.
(Question 7)
You listen to an informal conversation on a similar topic as the previous talk in the previous
question and complete five gapped sentences.
Exercise 5 5 Question-Answer
(Question 8) A
You listen to four short dialogues or monologues and answer two questions about each of
them.
(Question 8) B
You listen to a formal talk and complete eight gapped sentences.
Exercise 1 1 Multiple choice

(Question 1-4)
You listen to an interview and choose the correct answer from three options a, b or c.
There are eight questions in this part of the exam.
Exercise 2 2 Multiple matching
(Question 5)
You listen to six short monologues.You have to choose the correct statement from a
selection of seven and match it to the correct speaker based on the opinion that each
speaker expresses.
Core paper
Unit I How much do you already know about...? the listening exam

(Question 6)
You listen to a formal talk and complete eight gapped sentences.
Exercise 4 4 Question-Answer
(Question 7) You listen to four short dialogues or monologues and answer two questions about each of
them.
How long does the whole listening exam take?. [ i]
Core / Extended
What is the total number of marks you can get?. [ i]
Core / Extended
How many times do you hear each part of the listening exam?.
Do you have to answer all the questions on the exam paper?__
Do you lose marks if your answer is wrong?________
8 Can you use a dictionary during the exam?_______
Can you ask for the recording to be paused during the exam? _
0 Do you have time to read the questions before each recording starts?_____
1 Do you have to transfer your answers onto a separate answer sheet at the
end of the exam?______ [ i]
Now go to the answer key for Section 2, Unit I and check your answers.
Your score (Core): / 14 Your score (Extended): / 16
Self-assessment
Was there anything you didn’t know about the listening exam? Now test yourself to
see if you can remember everything mentioned in the previous exercises.
Are the following statements tru e T or false F? Circle the correct letter for each
statement.
Core candidates answer the same number of questions as Extended
candidates.T / F
I. In Exercise I (Questions 1-4), you answer two questions for each short recording
that you hearT / F
In Exercise 2 (Question 5), you complete ten gapped sentences.T / F
I* In Exercise 3 (Question 6), there is one extra statement that you don’t need.T / F
In Exercise 4 (Question 7), there are four options to choose from.T / F
Exercise 5 (Questions 8A and 8B) is only for Extended candidates.T / F
94
7 The recordings in the listening paper could be formal as weli as informal.T / F 3
c
3
8 Extended candidates hear each recording only once.T / F f*
I
You shouldn’t leave any blank spaces. You should try and answer all questions.T / F 0
S
If you don’t understand something during the exam, you can ask the teacher to 3
c
n
pause the recording.T / F ir
a.
o
Now go to the answer key for Section 2, Unit I and check your answers. o
c
Your score: /I0 EL
-*
CJ
CL
7C
3
o
CJ
cr
o
c
r»
r»
rr
ro
r»
ro
r?
3*
OQ
n>
X
cu
3
95
Exam strategies for
the listening exam
0 3 Test I
Exercise I (Questions 1-4)
EXAMINER TIP
CD I Track 2 ©
You will hear four short recordings. Answer each question on the line provided. W rite
no more than three words, or a number; for each detail.
You will hear each recording twice.
What time does the boy have to be at the airport?
................................................................................................................................................[i]
W ho is going to drive him to the airport?
What is the local council planning to build in the town centre?
•[I
When will the building works start?
•[i
How many exams is the girl preparing for?
What subject does she need help with?
At what age did the woman start running professionally?
What does the woman want to do next year?
[Total: 8
When you have finished doing this part of the test, go to the answer key for Section 2,
Your score: /8
96
D ID Y O U ...?
Now think about the way you did Test I, Exercise ! (Questions I—4), and answer
the following questions.
Before you listened

Did you read the questions carefully before listening?
Did you highlight the important words in each question before listening?
EX A M IN ER T IP 2
important words in questions This will help you to select

i t he correct detailwhile you're listening.
W h ile you were listening
EX A M IN ER T IP 3 Did you write your answer on the line provided?

k. ^
After you listened
Did you make sure that your answer matches the question word? For example, if
the question word is ‘who’, your answer needs to be a person.
have to make sure r

EX A M IN ER T IP 4
L. j
the line provided for

only one will be the cor
Did you keep to the word limit?

V J r i
EX A M IN ER T IP 5
L J
Did you check the spelling of your answer?
EX A M IN ER T IP 6
If you answered ‘No’to any of the questions in the ‘Did you ... ?' section, try to follow
all the tips from this section when you do Test 2, Exercise I (Questions 1-4).
Learn from mistakes
Unit 2 Exam strategies for the listening exam
Before you doTest 2, Exercise I (Questions 1-4), look at the following exercise. It
includes one candidate’s answers to Test I , Exercise I (Questions I-4). W hat did the
candidate do wrong?
1a Vlhat time does the boy have to be at the airport?
2 1b His elder sister is going to drive him to the airport.
3 2a restaurants, bus station
4 2a station
5 2b December
6 3a subject and studies
7 4a IS
8 4b ritaire
Now doTest 2, Exercise I (Questions 1-4), and remember to follow all the tips from
the ‘Did you ... ?' section forTest I .
e e Test 2
0 CD I T r a c k 3
What does the girl want to buy?
................................................................................................................................................[i]
Where does she decide to buy it?
................................................................................................................................................[i]
2a What is the customer unhappy about?
............................................................................................................................................... [i]
2b What does the waitress offer to the customer?
................................................................................................................................................ [I]
3a What is the most exciting new exhibit in the museum?
................................................................................................................................................[i]
98
3b How much is the admission fee to the museum for students?

■[I]
4a W h o are the couple going to visit?
•[I]
4b How does the woman prefer to travel?
[I]
[Total: 8]
W hen you have finished doing this part of the test, go to the answer key for Section 2,
Your score: /8
Self-assessment
• W as your score in Test 2, Exercise I (Questions I -4), higher than in Test I, or not?
W h y do you think this is?
• After doing the 'Did you ... ?' section for this part of the exam, did you find it easier
• Is there anything that you still find difficult? W hat are you going to do to improve this?
s\
EX A M IN ER TIP
It is important to reflect on your own progress as you learn.This will help you decide
which areas are your strengths or weaknesses. If you can identify your weaknesses, you
will then know what you need to revise more before the exam.The self-assessment
boxes, and the progress chart at the beginning of this book, will help you to do that.
After you have checked your answers, look at your mistakes. Listen again to the
part of the test where you made a mistake and think why you made it. Try to avoid
making this type of mistake in the future.You can also read the transcript to see
^why you made that mistake._____________________________________________________^

In Exercise I (Questions 1-4) you are tested on selecting the correct detail when listening to short dialogues,
monologues, announcements, etc.
Try the following to improve your skills in listening for detail:
• Make a list of question words (e.g. who, when, what, what time, how much, etc.).
• Listen online to a range of audio recordings of different situations (e.g. news headlines, short interviews,
public announcements,TV advertisements, songs). You can search for these online.
• W rite down correct answers to your question words (e.g. who - the prime minister / when - yesterday /
what - a meeting, etc.).
99
0 0 Test I
Exercise 2 (Question 5)
E X A M IN E R T IP
CD I Track 4 <g)
You will hear each
You will hear a tour guide called Javier Rodriguez giving a talk about the floating islands
recording twice.
on LakeTiticaca in South America. Listen to the talk and complete the sentences
Before the recording below W rite one or tw o words, or a number; in each gap.
starts for the second
time, use this time to You will hear the talk twice.
check your answers
and spelling. At the
end of the second
recording, look at The floating islands on LakeTiticaca
the next question
and read it carefully Titicaca is th e ........................ lake in the world, on which boats can sail.
before the recording
Javier was surprised that even th e ........................ is made of reed.
^starts again.
c The reed houses don’t offer protection against........................
d Javier compares the ground of the islands to a ........................
Nowadays, the Uro people get a little bit of money from ........................
The inhabitants on the island Javier went to have different.......................

from the ones on other islands.
The Uros only e a t........................ from time to time.

E X A M IN E R T IP
Javier had never expected to find a on one of the islands.
The sentences on the [i
question paper are [Total: 8
in the same order as
you hear the answers/ When you have finished doing this part of the test, go to the answer key for
Section 2, Unit 2 and check your answers.
information in the
recording. Your score: /8
D ID Y O U .* .?
N ow think about the way you did Test I , Exercise 2 (Q uestion 5), and answer the
Before you listened

Did you read the sentences carefully before listening?
Try and predict the
kind of information words that come after the gap, not just before the gap.
you will need in each
gap.This will help you 2 Did you highlight the important words in each sentence?
to hear and select the
correct answer 3 Did you predict what sort of information you need in each gap? For example, a
number; a name, a type of food, an adjective, etc.

Did you make sure that the answer you wrote in the gap doesn’t contain any
words or ideas that are already used in that sentence?
After you listened

Did you check that your answer fits in the gap grammatically? For example, if it's a
singular or plural noun that is needed.
EX A M IN ER T IP 5
The words before and after the gap may give you a clue about whether you need
a singular or plural noun. For example.'a(n)' before the gap and 'is' after the gap
means that the noun in the gap has to be in the singular form (e.g. tent, nor tents).
The answer that you need to write in the gap is exactly what you hear in the
recording.You don't need to change it.
v---------------------------------------------------------- -
EX A M IN ER T IP 6 6 Did you keep to the word limit?
Did you check the spelling of your answer?

Remember - you can
only write one or two
EX A M IN ER T IP 7
words, or a number in
each gap.
V ________ J You should make sure you spell your answers correctly, especially easy words that
are frequently used in everyday English
V J
If you answered 'N o' to any of the questions in the 'Did you ... ?' section, try to follow
all the tips from this section when you do Test 2, Exercise 2 (Question 5).
Learn from mistakes

Before you do Test 2, Exercise 2 (Question 5), look at the following exercise. It shows one
candidate's answers to Test I , Exercise 2 (Question 5). W hat did the candidate do wrong?
5a Ugh
2 5b construction o f fu rn itu re
3 5c sun
4 5d bed
5 5e Ceiling C ra fts
6 5f (dances) costumes
7 5g lake
8 5h a radio statio n
Now doTest 2, Exercise 2 (Question 5), and remember to follow all the tips from the
‘Did you...?' section.
101
9 0 Test 2
® CD I Track 5
You will hear a science teacher called Mustafa Karim giving a talk about the history and
production of chocolate. Listen to the talk and complete the sentences below. W rite
one or tw o words, or a number; in each gap.
You will hear the talk twice.
The story of chocolate

The ancient cultures linked to chocolate mostly lived in the area which
became the state o f...................... in modern times. [i]
It is said that it was thanks t o ...................... that the Olmecs found
out they could eat cocoa beans. [ I]
Mustafa wasn’t aware that the Olmecs and the Mayans added
to their chocolate drinks. [I]

Mayan...................... drank chocolate too, which would be a very unusual
activity nowadays. [I]
e Cocoa beans became a .......................because of their value. [i]

f The first chocolate bar was made in England in ...................... [i]
Young cocoa trees need ...................... for them to grow well. [i]
Cocoa tree farms in the Gola Rainforest provide a safe location for one
type o f...................... [ I]
[Total: 8]
When you have finished doing this part of the test, go to the answer key for
Your score: /8
Self-assessment
Was your score in Test 2, Exercise 2 (Question 5), higher than in Test I, or not? W hy
do you think this is?
After doing the ‘Did you ... ?' section for this part of the exam, did you find it easier
Is there anything that you still find difficult? What are you going to do to improve this?
102
In Exercise 2 (Question 5) you are tested on:
• understanding expressed opinions
• selecting correct details to fill gaps in sentences when listening to a long recording (a formal talk).
You can do the following to improve these listening skills:
a Watch documentaries about various topics (e.g. animals, countries, groups of people, buildings, projects,
etc.). Only watch a short part of around 2-3 minutes,
b Then write down eight words that you hear during this clip that are connected with the topic of the
documentary —focus mainly on nouns or numbers (e.g. lift, 120 metres, office, roof, builders, etc.).
c Finally, listen again to the same clip and write down more detailed information connected to these key
words (e.g. lift - can fit 20 people, 120 metres - the highest block in the city centre, etc.).
or
a Ask someone else to watch a documentary first and then write each of the eight words on eight separate
pieces of paper for you.
b Then watch the documentary yourself and put the words in the correct order
c Listen again and write some extra details about each word.You can do this with a classmates,
or
a Listen to your classmates giving a presentation and take rough notes,
b Then tell your classmates what the presentation was about using your notes,
c Your classmates will listen and tell you what information you got wrong or left out.
e o Test I
3 C D I Track 6
You will hear six people talking about shopping. For each speaker (1-6), choose from
the list (A - G ) which opinion each speaker expresses. W rite the letter in the appropriate
box. Use each letter only once.There is one extra letter which you do not need to use.
You will hear the recording twice.
Speaker 1
□ A 1always spend too much when 1go shopping.
Speaker 2 □ B Buying things online is so much better than going to shops.
C 1rarely buy anything, 1just look for inspiration.

Sp e a k e r 3 □ D 1don't enjoy shopping, but need to do it.
Speaker 4 □ E 1look for a good price first before buying anything.
Speaker 5 □ F Going shopping with somebody is a must for me.
S p ea k er 6 □ G The way 1shop has changed.

[Total: 6]
103
Your score: /6
D ID Y O U ..,?
Now think about the way you did Test I, Exercise 3 (Question 6) and answer the
Before you listened

1 Did you read the seven opinions carefully before listening?
E X A M I N E R T IP 2 2 Did you highlight the important words in each statement before listening?
Highlight the While you were listening

important words in
3 Did you find the opinion/idea in the recording that matches the one expressed on
the opinions.This will
the question paper during the first listening?
make it easier for you
to match the opinion
to each speaker while
you're listening to the
Remember that the op mon/idea in the recording is always expressed using
recording.
different words and phi'ases from the one on the question paper Take notes of
these words/phrases w lile you are listening and then match these to the correct .
ôpinion on the questiori paper before you listen for the second time. ^
4 Did you check your choices for each speaker during the second listening?
E X A M I N E R T IP 4
If you are not sure A fte r you listened

about some of your 5 Did you use each letter only once?
answers during the
first listening, put a
question mark next
to them.You will then |^Be careful not to use the same letter more than once.
know which answers ........ .. .. J
you need to focus 6 Did you fill in all six boxes?
on during the second
listening. \
If you miss any of your ainswers in this listening exercise, never leave any boxes
êmpty.Just guess the an?>wer
... ................... .. J
If you answered ‘No’to any of the questions in the ‘Did you ... ?’ section, try to follow
all the tips from this section when you doTest 2, Exercise 3 (Question 6).
104
Learn from mistakes
Before you do Test 2, Exercise 3 (Question 6), look at the following exercise. It includes
four candidates’ notes and answers to Test I , Exercise 3 (Question 6). W h at did these
candidates do wrong? W h y are their answers wrong?
1 2 3 4
E E [d c ~
E
E E E E
0 E E E
0 E E E
E E E E
E E 1
E E
Speaker 1 — unusual job wear buy reasonably priced malls
accompanied interested bored adulthood necessity
Now doTest 2, Exercise 3 (Question 6), and remember to follow all the tips from the
‘Did you’ section.
ee Test 2
® C D I Track 7
You will hear six people talking about their families. For each speaker ( I -6), choose
from the list (A - G ) which opinion each speaker expresses. W rite the letter in the
appropriate box. Use each letter only once.There is one extra letter which you do not
need to use.
Sp ea k er 1 □ A I keep in touch with my parents regularly.
Sp e a k e r 2 □ B I didn't use to get on with some of my relatives.
Sp e a k e r 3 □ C
D
I love getting together for special occasions.
Nowadays I spend most of my time with friends.

Sp ea k er 4 □ E My parents are my biggest role models.
Sp ea k er 5 □ F I couldn't bear moving away from my family.
Sp ea k er 6 □ G I’ll never forget our family holidays.
[Total: 6]
Your score: /6
Self-assessment
• Was your score for Exercise 3 (Question 6) in Test 2 higher than in Test I, or not?
W hy do you think this is?
• After doing the ‘Did you ... ?' section for this part of the exam, did you find it easier
• Is there anything that you still find difficult? W hat are you going to do to improve
this?

In Exercise 3 (Question 6), you are tested on selecting the correct ideas/opinions and understanding the
connections between them. Remember - the opinions and ideas are sometimes not stated directly, but are
only implied.
Try the following to improve these listening skills:
* After you have listened to this type of listening test, look at the transcript.Try to find words and phrases that
paraphrase the idea/opinion on the question paper For example, in Test I .Sp eaker I says:*... incredibly
bored / buy things out of necessity.. .’.This matches opinion D 1 don’t enjoy shopping, but need to do it.’
• Watch/listen to debates on a range of topics/issues (e.g. advertising to children, small shops in city centres,
road safety, etc.). Mute the beginning so that you don't hear the interviewer’s question.Then listen to the
rest and try to work out the topic/question from what the other speakers are saying.Then listen to the
beginning and check. Also notice what phrases the speakers use to show they agree or disagree with the
question/issue.
In the 'Develop your skills* section, only listen to short extracts of between 2-3
minutes ~ a similar lengl:h to the extracts used in the test. You can listen to a
short extract more thari once without getting tired and focus more easily on the
^language used.
........................... J
>
Watching or listening tc►debates will also help you with your speaking test. You can
^learn some useful langu age and see how each speaker develops their answers. ^
106
Test I
EX A M IN ER T IP C D I Track 8 ®
You will hear a journalist talking to Jessica Smith, who has just crossed the Pacific
The questions appear
Ocean in a rowing boat. Listen to the interview and look at the questions. For each
in the same order on question, choose the correct answer (A, B or C) and put a tick (/ ) in the appropriate
the question paper box.
as in the recording.
Listen carefully to You will hear the interview twice.
the interviewer’s a W h at record did the women break?
questions.They
the smallest number of crew members i
are similar to the
questions on the B the fastest time to cross the Pacific | j
question paper and
will guide you through the shortest number of stopovers ' [I]
the interview. The
b The main reason why jessica decided to take part was
interviewee's answers
are expressed by A to raise awareness of a charity. ,
one of the options.
B to test her own capabilities. !
However; the ideas
in the recording will C to make new friends. j_ | [I]
have different wording
from the language c W hat was most unusual about the boat?
used in the options
A the size ! __ j
ôn the question paper^
B the name J
C the colour [I]

EX A M IN ER TIP
d W hy did the crew have to learn to read each other's body language?
All three options will
be mentioned in the A to avoid having arguments 1 ;
recording, but only
B to build up trust with the others \
one will be directly
linked to the question. to spot the signs of extreme tiredness [I]
The rest of the
Jessica would have loved to spend more time preparing for
information is meant
to distract you.This is A the lack of sleep.
to see whether you
can select the correct B the lack of space on the boat. [
detail and understand
C the lack of contact with the outside world. □ [I]
the connections
between ideas and W hat was the most difficult aspect for the crew during the journey?
opinions. Underscore
A boredom 1 [
the key words in the
question should help B physical injuries !
you stay focused on
the right information C extreme conditions [I]
in the recording.
107
g W hy did the crew finish the journey with a delay?
A One of the members became seriously ill.
B The crew had very little energy left.
C There were very strong winds. | 1 [ I]
h Now, more than ever before, Jessica enjoys
A eating fresh food.
B having running water
C sleeping in a bed. 1 1 [I]
[Total: 8]
Your score: /8
D ID Y O U ...?
N o w think about the way you did Test I, Exercise 4 (Q uestion 7) and answer the
Before you listened

Did you read the eight questions carefully before listening?
E X A M IN E R T IP 2 Did you highlight the important words in each question (not in the options A, B
and C) before listening?
Only focus on the
questions before you
While you were listening
listen for the first
time. Listen to the 3 Did you take notes of the answer for each question?
speaker and their
4 Did you check your choices for each question a-h during the second listening?
answer. When you
hear the answer, note
it down. Before you
After you listened
listen for the second 5 Did you tick only one box for each question?
time, quickly scan the
6 Did you make sure that you answered all the questions?
options and circle the
one that is the closest
to your notes.Then E X A M IN E R T IP
listen for the second
If you miss any of your answers in this listening exercise, never leave any boxes
time and check that
empty. Just guess the answer.
you have ticked the
right option for each
question.
all the tips from this section when you do Test 2, Exercise 4 (Question 7).
108
Learn from mistakes
Unit 2 Exam
Before you do Test 2, Exercise 4 (Question 7), look at the following exercise. It includes
three candidates’ answers to Test I , Exercise 4 (Question 7), part a. W hat did each
candidate do wrong?
strategies for the listening exam

1 a W hat record did the women break?
A the smallest number of crew members □

B the fastest time to cross the Pacific □
C the shortest number of stopovers □ [I]
2 a W hat record did the women break?
A the smallest number of crew members
B the fastest time to cross the Pacific
C the shortest number of stopovers [i]

3 a W h at record did the women break?
A the smallest number of crew members
B the fastest time to cross the Pacific
C the shortest number of stopovers [i]
amcîng 2-0^ days
just a few weeks
Now do Test 2, Exercise 4 (Question 7), and remember to follow all the tips from the
‘Did you ... ?' section.
0 0 Test 2
Q) C D I Track 9
You will hear a radio presenter talking to Darren Biggs, who travels around the world,
about his job as a blogger Listen to the interview and look at the questions. For each
question, choose the correct answer (A , B or C ) and put a tick (/ ) in the appropriate box.
You will hear the interview twice.
a W h y did Darren quit the job he had in New Zealand?
A He didn't like the job routine.
B He had no time for his hobbies.
C He was disappointed with his career [ | [I]
b How did Darren's family react to his decision?
A They were worried about his safety.
B They tried to change his mind.
C They were shocked. [ [ [I]
109
c Before leaving New Zealand, Darren had most trouble with
A saying goodbye to his friends. 1 1
B leaving his family behind. 1 1
C selling his possessions. 1 1 [I]
d How did Darren choose his first destination?
A He had been there before. 1 1
B It was a spontaneous decision. 1 1
C A friend had recommended it. 1 1 [I]
e How does Darren earn extra money on his travels?
A He advertises different sportswear 1 1
B He sells his photos to a magazine.
C He gets various seasonal jobs. | 1 [ I]
f W hy did Darren briefly return to New Zealand last year?
A He needed to see a doctor after he had had an injury 1 1
B He wanted to check he had made the right choice.
C He really missed being with his friends and family [ 1 [I]
g The most memorable moment for Darren so far has been
A diving in the ocean.
B trekking in the jungle.
C meeting an aboriginal tribe. [ 1 [I]
h This experience has taught Darren to be
A modest.
B stronger I I
C open-minded. [ [ [I]
[Total: 8]
Your score: /8
Self-assessment

N ow think about your progress so far and answer the following questions:
W as your score in Exercise 4 (Question 7) in Test 2 higher than in Test I , or not?

W h y do you think this is?
• After doing the ‘Did you ... ?' section for this part of the exam, did you find it easier
Is there anything that you still find difficult? W h at are you going to do to improve
this?
"\
EX A M IN ER TIP
Remember in interviews the answers often contain extra information, in

addition to the actual answer/opinion.This is to make the answer more interesting,
to provide the background to the issues, to support the opinion with facts, to
introduce other people's opinion on the same issues, etc.

In Exercise 4 (Question 7) you are tested on selecting and understanding relevant ideas and opinions.
Remember - the opinions and ideas are sometimes not stated directly, but are only implied.
Try the following to improve these listening skills:
After you have listened to this type of listening test, look at the transcript. Highlight the phrases which tell
you that the idea/opinion is the correct/relevant one for that question (e.g.'and for me it was no different' —
Question (b) / 'was a bit out of the ordinary’ - Question (c), etc.).
OR
a Watch / listen to TV or radio interviews with various people (e.g. actors, scientists, singers, explorers, etc.).
b Before you listen, make two headings on a piece of paper - ‘Interviewee’s answer/opinion’ and ‘Extra
information'.
c Listen to the interviewer's question and then the interviewee’s answer W hile you are listening, take notes
under the correct heading.
d Then listen to the answer again and write down the phrase that introduces the speaker's opinion (e.g. As
for me / I’d say, etc.) and other people’s opinion (e.g. According to, etc,).
EX A M IN ER TIP
Exercise 5 (Question 8) is similar to the format of Exercise 2 (Question 5).You

will have to complete gapped sentences or gapped notes. However; there are
some differences:
• There are tw o recordings to listen to: a formal talk and an informal

conversation.
• The level of difficulty is higher than in Exercise 2 (Question 5).

@ Test I
Exercise 5 (Question 8), Part A

<D CD I Track 10
You will hear a teacher giving a talk about Muzak, which is a type of music. Listen to
the talk and complete the sentences in Part A. W rite one or tw o words only in each
gap. You will hear the talk twice.
The story of Muzak

a The teacher was surprised to learn that people’s ......................... can also
be influenced by Muzak. [I]
The inventor of Muzak founded a company called.......................... [ I]
c In more recent times, Muzak has mostly been applied in ......................... [I]
d The claim that Muzak can increase......................... in work places

sometimes proved to be false. [I]
e During research into Muzak, it was found th at............. ........... didn't make
as many mistakes when Muzak was being played. [I]
[Total: 5]
Test I
Exercise 5 (Question 8), Part B
CD i Track I I
Now listen to a conversation between two students about a charity called Sistema
Scotland which uses music to change children’s lives. Listen to their conversation and
complete the sentences in Part B. W rite one or tw o words, or a number; in each gap.
You will hear the conversation twice.
Sistema Scotland
......................... is the name of the programme that the charity offers to
children. [I]
Both students think that .......................... skills are the most important that
children learn from being involved with music. [I]
c Volunteers spend...........................hours a year helping the charity. [I]
d Apart from music lessons, volunteers help with tasks lik e ........................... [I]
e Some children have been taught at home by a well-known...........................

[I]
[Total: 5]
W hen you have finished doing both parts of the test, go to the answer key for
Your score: /I0
DIDYOU...?
EX A M IN ER T IP I N o w think about the way you did Test I , Exercise 5 (Questions 8A and 8B), and
answer the following questions.
Don't forget to read
the words that come
Before you listened
after the gap, not just
hpforp thf> oa n Did you read the sentences carefully before each listening?
2 Did you highlight the important words in each sentence?
EX A M IN ER T IP 3 EX A M IN ER T IP 2 1
Pay attention to words such as se, iniNuence, call).The nouns that

predict the sort ot you use to fill in the gap shoulcf make; a grammatically1correct phrase with that
information you will ifluenc■£ your decision. etc.),
need in each gap, this
will make it easier for Did you predict what sort of information you need in each gap? For example, a
you to hear and select person, a number; a name, a singular noun, an adjective, etc.
the correct answer
4 Did you make sure that the answer you wrote in the gap doesn’t contain any
EX A M IN ER T IP 6 words or ideas that are already printed in that sentence?
Did you write the word you heard in the recording?
sometimes give you EX A M IN ER T IP 5

a clue about whether
you need a singular The answer that you write in the gap should be exactly what you hear in the
or plural noun. For recording. You should not change it. If you write another word with a similar
example, 'a(n)' before meaning instead of the word you hear (e.g. group’ instead o f'organisation'), you
the gap and 'is' after might lose a mark if the meaning is not exactly the same.
the gap means that
the noun in the gap
After you listened
has to be in the
singular form (e.g. 6 Did you check that your answer fits in the gap grammatically? For example, if it is a
tent, not tents). singular/plural noun,
113
7 Did you keep to the word limit?
8 Did you check the spelling of your answer?
Remember - you can
only write one or two E X A M IN E R T IP 8
words, or a number in
each gap. You should make sure you spell your answers correctly, especially easy words that
are frequently used in everyday English,
If you answered ‘No’ to any of the questions in the Did you ... ?’ section, try to follow
all the tips from this section when you do Test 2, Exercise 5 (Questions 8A and 8B).
Learn from mistakes

Before you doTest 2, Exercise 5 (Questions 8A and 8B), look at the following exercise.
It includes one candidate’s answers to Test I, Exercise 5 (Questions 8A and 8B). Which
answers are correct and which ones are wrong, and why?
1 8A(a) behavior 8B(a) The Big Noise
2 8A(b) wired radio 7 8B(b) social
3 8A (c) supermarket 8B(c) Ohe hundred and fifty
4 8A(d) e ffo rts 9 8B(d) c ra ft
5 8A (e) tipists 10 8B(e) famous violinist
Now doTest 2, Exercise 5 (Questions 8A and 8B), and remember to follow all the tips
from the ‘Did you ... ?’ section.
0 Test 2

0 CD I Track 12
You will hear a zoologist called Peter Krain giving a talk about a national park in Nepal
called Bardia National Park. Listen to the talk and complete the sentences in Part A.
W rite one or tw o words, or a number; in each gap.
Bardia National Park in Nepal

a Bardia became a national park in ......................... [I]
b While Peter was in Bardia National Park, seeing......................... was an

unforgettable experience. [ I]
The wildlife is kept safe within the park area thanks to a ..........................
that was created. [I]
d Outside Bardia National Park some wild animals, like elephants, cause harm
t o ........................... [I]
e To watch animals in the park, Peter recommends the time before the
.......................... [I]
[Total: 5]
'% Test 2
C D I Track 13
N ow listen to a conversation between two students about an endangered bird called
the Bengal florican. Listen to their conversation and complete the sentences in Part B.
W rite one or tw o words only in each gap.
Bengal florican
a The female Bengal floricans’ ...........................don’t differ from the male
ones. [I]
b In warmer months, the Bengal florican also e a ts...........................on

occasion. [I]
c During seasonal floods in Cambodia, the Bengal florican tends to choose

...........................as their habitat for a short period of time. [ I]
d Both students are surprised that the threat fro m ...........................also plays
a role in the decline of the Bengal florican. [I]
e In Cambodia, new Bengal florican sites were found thanks

t o ........................... [I]
[Total: 5]
W hen you have finished doing both parts of the test, go to the answer key for Section
2, Unit 2 and check your answers.
Your score: /10
Self-assessment
* W as your score in Exercise 5 (Questions 8A and 8B) in Test 2 higher than in Test I ,
or not? W h y do you think this is?
* After doing the 'Did you ... ?' section for this part of the exam, did you find it easier
to do Test 2? W h at tips did you find helpful?
* Is there anything that you still find difficult? W hat are you going to do to improve this?
115

In Exercise 5 (Question 8) you are tested on whether you can:
• select the correct detail
• select the correct ideas/opinions and understand the connections between them
• select relevant ideas and opinions
• understand ideas, opinions and attitudes which are either expressed directly or indirectly.
You can use the activities from the previous ‘Develop your skills’ sections to help improve your listening skills.
Improving your knowledge of vocabulary and pronunciation will also help improve your listening skills.The
following activities can help you with this.
• After you have listened to this type of listening test, look at the transcript. Highlight the phrases which
paraphrase ideas from the sentences on the question paper (e.g.‘taken aback’ means the same as ‘surprised’,
etc.).
• Listen to formal and informal types of speaking (e.g. speeches,TV debates, dialogues in films, etc.). Notice
how the choice of words is different in each (e.g. two friends having a chat (informal words), two politicians
discussing an issue (formal), your classmate giving a presentation (semi-formal)).
• When you are watching a film, put the subtitles on (but don’t do this all the time). Notice what is said/
written and how it is pronounced. When we speak in English, some sounds disappear (e.g.‘I don’t like’
becomes‘I donlike'), some sounds change (e.g.‘handbag’ becomes ‘hambag’) and sometimes there is an extra
sound (e.g.‘law and order becomes‘lawrand order).
116
Language focus on
the listening exam
00 Test 3
CD C D I Track 14
no more than th re e words, or a number; for each detail.
After you have listened to each question, 1,2,3 and 4, for the first time, look at the
Focus on the language boxes.These boxes contain guidance which will help you focus
on the important vocabulary and grammar from the recordings so that you select the
correct answerThen listen to the same section again, for the second time, and check
that you have selected the correct answer
How did the woman get to the open-air concert?
[I]
There are three means of transport mentioned. W hich two are only plans and
which one did the woman really take to the concert?
*«......................... ............. -.... — ____________
b W hat was the weather like during the concert?
[I]
The woman says They weren't wrong.'What is she referring to? Also, you need to
focus on the weather during the concert - which two, from the three mentioned,
are wrong answers? W hy?
V-------- J_____________ _________________________________________________________
2a W hen did the photographer win her award?
[I]
There are four time references, but listen carefully to what each of them refers to.
2b W hat does the winning photo show?
................................................................................................................ [I]
117
Unit 3 Language focus on the listening exam
Focus on th e language
There are three subjects mentioned, but which one is the subject of the winning
photo?The photographer says The picture is very special to me.. .’.What picture
does she mean? What does this picture show?
3a W hat did the boy enjoy most about the book he read?
[i]
The boy mentions four things that he enjoyed about the book. Which one did he
enjoy most? How do you know?
3b When do the students have to hand in their homework?
[i]
There are three days mentioned. Listen carefully to the verbs and what happened /
should happen on each day.
4a W hat is the new course this winter?
[I]
There are three courses mentioned, but which one is new this winter? How do you
know?
4b What do students have to bring with them?
[i]
There are three things mentioned, but which two will be provided and which one
do people have to bring?
[Total: 8]
Your score: 18
118
Self-assessm ent

• Did you remember to use all the exam techniques you learnt in Unit 2?
• W as your score in Exercise I (Questions 1-4) in this unit better or worse than
your scores in Exercise I (Questions I -4) in Unit 2? W h y do you think this is?
• After looking at the ‘Focus on the language' sections for this part of the exam, did
what the correct detail is and what the distracting information is?
Make /our vocabulary grow

CD I T rack 14
Now listen again to this part of the listening test. You are going to focus on the vocabulary.
E X A M IN E R T IP W o rd s and phrases w ith a sim ilar m eaning
The words and phrases listed below are taken from the questions. Find the words,
The words and phrases or ideas in the recording that have the same or very similar meaning. W rite
phrases in questions these in the spaces provided.
don t appear in the
Q u estio n 2
transcript. Instead you
hear other words and a win an award - .....................................
phrases which have
b a photo - .....................................
the same or very
similar meanmg.This is c the photo shows - ......................................
called paraphrasing.
Q u estio n 3
a I enjoyed - .....................................
b most - .....................................
Q u estio n 4
a the new course - .....................................
b have to - .....................................
E X A M IN E R T IP
O th e r useful phrases
Some phrases in the

CD I T ra ck 14 ©
recording will tell
you which answer is Listen to the recordings one more time. W rite down phrases with a similar meaning.
correct and which Q u estio n I
answer is wrong. For
a I wanted to do something, but then I didn’t - .....................................
example.‘above all'
tells you that what is b my choice was - .....................................
coming is the most
important thing. c it was almost necessary to do this - .....................................
d it seemed it might happen, but it wasn't actually happening at the time -
119
Q u estio n 2
E X A M IN E R T IP
a I only won then, not before - .....
If you found doing Q uestion 3
the ‘Make your
vocabulary grow' a have it ready for a certain time -
section difficult b write it / work on it - ...............
and didn’t hear the
correct phrases, Q uestion 4
you can read the a we’ve offered it before - ...........
transcript of the
recordings for these b it wasn’t popular - ...................
questions. However; c you can hire it - .......................
don't do this too
often because it won’t
help to improve your © T est 3
listening skills.
© Exercise 2 (Question 5)
Q) CD I Track 15
You will hear an expert in agriculture, called Carlo Moretti, giving a talk about
underwater farming in Italy. Listen to the talk and complete the sentences below. W rite
one or tw o words, or a number, in each gap.

After you have listened to Exercise 2 (Question 5) for the first time, look at the ‘Focus
on the language’ boxes.These boxes contain guidance which will help you focus on
the important vocabulary and grammar in the listening so that you select the correct
answerThen listen to the same section again, for the second time, and check that you
have selected the correct answer
Underwater farming
a The idea of underwater farming was developed by a [i]
The key words in the sentence are ‘the idea' and ‘developed’. Focus on who was
actually responsible for the development of this idea,
v__________________________________________ _______________________
b The project was given the name o f ...................... [i]
The key words in the sentence are ‘project1and 'name'. Focus on the actual name
that the project was given.
120
c Carlo compares the underwater structures to enormous . made of

see-through material. [I]
The key words in the sentence are 'underwater structures’ and 'compares to’. Focus
on what the structures look like, not what they actually are.
d At the start of the project there were sometimes problems

w ith ...................... [I]
The key words in the sentence are 'start','the project' and 'problems'. Focus on the
problems connected with the underwater project.
e Carlo gives a . as an example of a benefit of underwater

farming. [I]
The key words in the sentence are 'Carlo','benefit' and 'underwater'. Focus on what
Carlo says the advantage is compared to more traditional ways of growing plants,
v_______________________________________________________________ ________________ *
( The red spectrum in light, which is necessary for plants to grow, can reach a
maximum depth o f ...................... [I]
The key words in the sentence are 'red spectrum’ and 'maximum depth'. Focus on
the red spectrum in light and the depth it can reach.
Carlo was surprised that . can also be grown in undeiwater

greenhouses. [I]
" 'N
The key words in the sentence are 'surprised' and 'also grown'. Focus on something
that is already grown in the underwater greenhouses, but is surprising to see there.
h The lo cal..... . seem very interested in the underwater

greenhouses. [I]
The key words in the sentence are local’ and 'interested'. Focus on what, or who,
from the local area was interested.
[Total: 8]
121

Your score: /8
Learn from mistakes

<D CD I Track 15
Now look at the following exercise. Answers a-h are one candidate’s wrong answers
to Exercise 2 (Question 5). Listen again to this question and say why these answers
are wrong.
a The idea of underwater farming was developed by a marine scientist.
b The project was given the name of Ocean Reef.
c Carlo compares the underwater structures to enormous balloons made of

see-through material.
d At the start of the project there were sometimes problems with insects.
e Carlo gives a direct sunlight as an example of a benefit of underwater farming.
f The red spectrum in light, which is necessary for plants to grow, can reach a
maximum depth of 8 metres.
g Carlo was surprised that wasabl can also be grown in underwater greenhouses.
The local newspapers seem very interested in the underwater greenhouses.
Self-assessment
* Did you rememberto use all the exam techniques you learnt in Unit 2?
* Was your score in Exercise 2 (Question 5) of this unit better or worse than your
scores in Exercise 2 (Question 5) in Unit 2? W hy do you think this is?
* After looking at the ‘Focus on the language’ sections for this part of the test, did you
find it easier to find the correct answers?
* After doing the 'Learn from mistakes’ section, are you now better at recognising the
correct detail and the distracting information?
* Is there anything that you still find difficult? What are you going to do to improve
this?

O CD I Track 15
Now listen again to this part of the test. You are going to focus on the vocabulary
The words and phrases listed are taken from the sentences a-h in Test 3, Exercise 2
(Question 5). Find the words, phrases or ideas in the recording with the same or
similar meaning. W rite these in the spaces provided.
122
S e n te n ce a S en te n ce e

a developed by - ........................... a a benefit o f - ........................
b the idea o f - ........................... b underw ater-.........................
Sen te n ce b S e n te n c e f
a was given the name of — ................... a is necessary for plants to grow -
S e n te n ce c b reach a depth o f - ..................
a compare something to something else • c maximum - ...........................
S e n te n c e g
b enormous - ...........................
a can also be grown - ...............
c see-through - ...........................
b was surprised - ......................
S en te n ce d
S e n te n c e h
a at the start - ...........................
a local - ...........................
b there were problems - ......................
b very interested - ....................
c sometimes - ...........................
@ @ Test 3
CD C D I Track 16
You will hear six people talking about keeping in touch with friends. For each speaker
(1-6), choose from the list (A - G ) which opinion each speaker expresses. W rite the
letter in the appropriate box. Use each letter only once.There is one extra letter
which you do not need to use.
Speaker 1 □ A
B
I still write letters to my friends.
Calling my friends from abroad can be costly.
Speaker 2 □ C I only text my closest friends from time to time.
Speaker 3 □ D I often go to social media sites to see what my

friends are doing.
Speaker 4 □ E I feel nervous when I call friends I haven’t seen for a

long time.
Speaker 5 □ F I should make more effort to call or write to friends
when I'm away.
Speaker 6 □ G Receiving photos from friends is more exciting than
reading emails.
[Total: 6]
After you have listened to all six speakers for the first time, look at the 'Focus on
the language’ section below.This contains guidance which will help you focus on the
important vocabulary and grammar from the recording so that you select the correct
opinion.Then listen to the same section again, for the second time, and check that you
have selected the correct answer
123
<D CD I Track 16
Unit 3 Language focus on the listening exai
When you listen for the second time, consider the options below,The speakers
mention all these options, but only one is correct The other options are there to
distract you. Before you make your final choice, make sure that the whole idea in
the sentence is expressed in the recording. If only one word, or pari; of the idea, is
expressed in the recording, this means it is not the correct answer
v_______________________ I _______________________________________________ ____ '
Sp e a k e r I A I still write letters to my friends.

B Calling my friends from abroad can be costly.
D I often go to social media sites to see what my friends are doing.
G Receiving photos from friends is more exciting than reading
emails.
Speaker 2 A I still write letters to my friends.

S p ea k er 3 B Calling my friends from abroad can be costly.
E I feel nervous when I call friends I haven’t seen for a long time.
G Receiving photos from friends is more exciting than reading
emails.
Sp e a k e r 4 C I only text my closest friends from time to time.
Speaker 5 B Calling my friends from abroad can be costly.
C I only text my closest friends from time to time.

F I should make more effort to call or write to friends when I'm
away.
Sp e a k e r 6 D I often go to social media sites to see what my friends are doing.
F I should make more effort to call or write to friends when I’m
away.
Your score: /6
124
Self-assessment

• Did you remember to use all the exam techniques you learnt in Unit 21
• W as your score in Exercise 3 (Question 6) in this unit better or worse than your
scores in Exercise 3 (Question 6) in Unit 2? W h y do you think this is?
• After looking at the 'Focus on the language' sections for this part of the exam, did

EX A M IN ER TIP C D I T ra ck 1 6 ©
Now listen again to this part of the test. You are going to focus on the vocabulary.
Remember •
The words and phrases listed below are taken from the sentences on the question
m Exercise 3
paper: Find the words, phrases or ideas in the recording with the same or similar
(Question 6), most of
meaning.Write these in the spaces provided.
the ideas and opinions
in the recording will S p ea k er I
be implied and not a costly - ......................................
directly expressed.
This means that the b calling - ......................................
language used in
S p eak er 2
the recording won't
always be the same a write letters to someone —.....................................
as the word/phrase
S p ea k er 3
given in the opinion
ôn the question paper^ a is more exciting than - .....................................
b receiving photos - .....................................
EX A M IN ER T IP Sp e a k e r 4
a to see - ......................................
In this section you
learnt a lot of new b what my friends are doing - .....................................
words and phrases c often - ......................................
which will improve
your writing and d social media sites - .....................................
speaking skills.
S p ea k er 5
However, if you don't
use this vocabulary, a my closest friends - .....................................
you may forget it.To b I only text from time to time - .....................................
activate your new
vocabulary, choose a Sp e a k e r 6
few phrases you like a friends I haven't seen for a long time - .....................................
and try to use them
in your writing or b I call - ......................................
when you speak. c feel nervous - .....................................
125
® @ Test 3
CD I Track 17
You will hear a radio presenter talking to a
businesswoman called Fatima Karimi,who started
an online language school. Listen to the interview
and look at the questions. For each question,
choose the correct answer (A, B or C ) and put a
tick (/ ) in the appropriate box.
After you have listened to the interview for the first time, look at the ‘Focus on
the language' boxes. Each box contains guidance which will help you focus on the
important vocabulary and grammar in the listening so that you select the correct detail
or opinion.Then listen to the interview again, for the second time, and check that you
have selected the correct answer.
a W hy did Fatima learn languages when she was little?
A Her mother made hen □

B She dreamt of travelling. □
C The family moved around a lot. □
j Focus on the language 1 ■ ,
The key words in the question are why' and little’. Focus on Fatima s reason for
^learning languages when she was little.
b Just before starting her online language school, Fatima was
A unemployed. □
B studying at university. □
C working for a successful company. □
j Focus on the language 1 :
The key words in the question are ‘just before’. Focus on what happened last
^before she started her new business.
c W hat inspired Fatima to offer online language courses?
A Her daughter didn’t complete a course because of the timetable. □

B Her friend had a bad experience with a language school. □
C Her relative couldn’t find the right teacher □
r 'Mj • ......
Focus on the language ~ --
JMm
The key words in the question are ‘what inspired Fatima’. Focus on what inspired
^her, not what other people say.
J
126
d How does Fatima prefer to choose her future employees?

A after reading their applications and CVs
B after a personal recommendation
C after a face-to-face interview
The key words in the question are ‘how’ and 'choose employees’. Focus on Fatima's
favourite way of choosing her employees. W hat is the phrase that tells you that?
N-------------------- ---------- -------------------------------------- ^
e Most of Fatima's customers find the online language courses attractive because
A they can study wherever and whenever they want.
B it feels like more than just learning a language.
C the lessons are similar to an online conversation.
The key words in the question are 'most customers’ and ‘attractive’. Focus on a
similar idea in the recording,
v._____________________ ___________________________________________
f W h y did Fatima take a course using her own online language school?
A She wanted to test the system.
B She wanted to learn a new language.
C She wanted to check the teaching quality.
The key words in the question are 'why' and 'her own school'. Focus on the real
reason behind her decision.
V______________________________________________________________________________
g W hat is the biggest benefit of the online language school for Fatima?
A She can often travel abroad.
B She has become more confident.
C She loves working with an international team.
The key words in the question are 'biggest benefit' and 'for Fatima’. Focus on the
phrase that expresses the idea of the biggest benefit.
127
h W hat is Fatima planning to do next?
A She hopes to expand the range of courses she provides.
B She wants to focus more on language courses for companies.
C She aims to make her online language school known world-wide. [
The key words in the question are ‘WhatV planning and ‘next’. Focus on the idea
which is about the future. Listen to which tenses Fatima uses with each idea.
When you have finished doing this part of the test go to the answer key for Section 2,
Your score: /8
Self-assessment
* Did you rememberto use all the exam techniques you learnt in Unit 2?
* Was your score in Exercise 4 (Question 7) in this unit better or worse than your
scores in Exercise 4 (Question 7) in Unit 2? W hy do you think this is?
* After looking at the ‘Focus on the language’ sections for this part of the exam, did
* Is there anything that you still find difficult? What are you going to do to improve this?

<D CD I Track 17
Now listen again to this part of the test You are going to focus on the vocabulary.
paper Find the words, phrases or ideas in the recording with the same or similar
meaning. W rite these in the spaces provided.
Q u estion a, option C Q u estion d, option C
a little - .................. a face-to-face - ........
b moved around - b an interview -
Q u estion b, option A c her future employees -

a unemployed - .......
Q u estion e, option B
b starting an online language school a most - ......................
Q u estio n c, option C
b find something attractive -
a her relative- . . . . .....................
c more than just learning a language
b not the right teacher -
c inspired - .................
128
Q u estion (f), option A Q u estion (h ), option A

a test the system - ............... a to expand the range of courses -
b she wanted - ..................... b planning to do - .........................
Q u estion (g), option B c next - ...........................
a has become more confident
b the biggest benefit - ..........
0 Test 3
O C D 2 Track I
You will hear a historian called Lars Olsen giving a talk about Maud, a ship used by a
famous polar explorer in the early 20th century. Listen to the talk and complete the
sentences in Part A. W rite one or tw o words, or a number; in each gap.
After you have listened to Exercise 5 (Question 8), Part A for the first time, look at
the 'Focus on the language' boxes.These boxes contain guidance which will help you
focus on the important vocabulary and grammar in the listening so that you select the
Maud - the Arctic queen
a Maud was officially launched in Non/vay in [i]
The key word in the sentence is 'launched'. Focus on the year when the ship was
introduced to the world.
J
b Maud was used in an expedition which focused mainly on [I]
The key words in the sentence are 'expedition' and ‘focused mainly'. Focus on what
was the most important aim of the expedition.
129
c Maud was used as a ............................. after it was bought by a new
owner [ I]
----------------------------------------------------
The key words in the sentence are ‘used’ and ‘after it was bought'. Focus on what
happened to Maud, not other ships, after someone else bought it
d The team from Norway decided to use .to lift Maud

from the bottom of the bay [i]
The key words in the sentence are ‘decided’,‘lift’ and ‘bottom of the bay'. Focus on
what the team decided to use during the first stage of lifting the ship.
e The onlookers were surprised by Maud’s [i]
The key words in the sentence are ‘onlookers’ and ‘surprised’. Focus on what the
people who came to watch found surprising.
[Total: 5]
When you have finished doing this part of the test, < •to the answer key for Section 2,
Your score: /5
Learn from mistakes

CD 2 Track !
Now look at the following exercise. It includes one candidate’s wrong answers to
Exercise 5 (Question 8), Part A. Listen again to this question and say why these
answers are wrong.
a Maud was officially launched in Norway in 1^15.
b Maud was used in an expedition which focused mainly on geographical exploration.
c Maud was used as a polar ship after it was bought by a new owner
d The team from Now ay decided use another ship to lift Maud from the bottom of
the bay.
e The onlookers were surprised by Mauds condition.

CD 2 Track I
The words and phrases below are taken from the sentences on the question paper
Find the words, phrases or ideas in the recording with the same or similar meaning.
W rite these in the spaces provided.
130
S e n te n ce a S e n te n c e d

a launched - ........................ a lift Maud - ........................
S e n te n ce b b decided - .........................
a focused on - .............................................................. S e n te n ce f
b m ainly-......................................................................a o n lo o kers-th e.........................
S en te n ce c b were surprised - .........................
a was used as - ........................
b it was bought by - ........................
Q Test 3
© C D 2 Track 2
Now listen to a conversation between two students about a training course preparing
people for polar expeditions. Listen to their conversation and complete the sentences
in Part B, W rite one or tw o words only in each gap.
After you have listened to Exercise 5 (Question 8), Part B for the first time, look at
the ‘Focus on the language' boxes.These boxes contain guidance which will help you
focus on the important vocabulary and grammar in the listening so that you select the
Training for polar expeditions
a According to the girl................................ is the most important thing to have on

the training course. [I]
The key words in the sentence are 'the girl' and 'most important'. Focus on the
quality that is the most important, which is also the quality the girl agrees with.
W hich two phrases help you to select the correct answer?
b The training course takes place in [I]
The key words in the sentence are 'course' and 'takes place'. Focus on the country/
area which has already been chosen for the training course.
10
c The boy is surprised that a .............................is also included in the
equipment provided. [I]
The key words in the sentence are ‘boy’,'surprised' and ‘also included’. Focus on
what item the boy is surprised to be given on the course. Ignore the items that he
expects to get.
d Participants learn about th e .............................at the beginning of the

course. [I]
The key words in the sentence are learn' and ‘the beginning’. Focus on what people
learn at the beginning of the course, not later in the course.
e The boy is curious about th e .............................in the polar region. [I]
The key words in the sentence are ‘boy’ and ‘curious about’. Focus on what the boy
wants to experience, not other people.
[Total: 5]
Your score: /5
Learn from mistakes

CD 2 Track 2
Now look at the following exercise. It includes one candidate’s wrong answers to
Exercise 5 (Question 8), Part B. Listen again to this question and say why these
answers are wrong.
a According to the girl, stamina is the most important thing to have on the training
course.
b The training course takes place in Canada.
c The boy is surprised that a compass is also included in the equipment provided,
d Participants learn about the basic principles at the beginning of the course,
e The boy is curious about the icecaps in the polar region.
132

© C D 2 Track 2
paper Find the words, phrases or ideas in the recording with the same or similar
meaning. W rite these in the spaces provided.
S e n te n ce a Sen ten ce d
a according to the girl a at the beginning -
b the most important b learn - ...............
S e n te n ce b Sen te n ce e
a takes place in - ..... a is curious about -
S e n te n c e c
a is included - .........
b also - ...................
c is surprised - .........
Self-assessment
• Did you remember to use all the exam techniques you learnt in Unit 2?
• W as your score in Exercise 5 (Question 8) in this unit better or worse than your
scores in Exercise 5 (Question 8) in Unit 2? W h y do you think this is?
• After looking at the ‘Focus on the language' sections for both Parts A and B of
Exercise 5 (Question 8), did you find it easier to find the correct answers?
• After doing the two 'Learn from mistakes’ sections, are you now better at
recognising what the correct detail is and what the distracting information is?
• is there anything that you still find difficult? W hat are you going to do to improve this?
Good luck!

N ow go to Unit 4 and try to do Test 4 under exam conditions to see how well you do. Remember to:
• use all the exam techniques you learnt in Unit 2
• focus on the language that leads you to the correct answer
• avoid the distracting information which is wrong.
133
Test yourself
the listening exam
00 Test 4
CD 2 Track 3

I a Where is the boy going this afternoon?
i]
I b W ho is coming with him?
2a W hat magazine does the girl want to subscribe to?
2b Which gift does the girl choose?
3a Which part of the new brick is the most surprising?
3b How long does it usually take to make this type of brick?
4a W hat type of work is the artist famous for nowadays?
4b Where can people see the artist’s latest work?
[i
[Total: I
Your score: 18
9 0 Test 4
Unit 4 Test yourself the listening exam

d) C D 2 Track 4
You will hear a clothes designer called Lee Chan giving a talk about the Macintosh
raincoat and the invention of waterproof fabric. Listen to the talk and complete the
sentences below. W rite one or tw o words only in each gap.
The Macintosh Raincoat

a Charles Macintosh was first employed as a ..............................
b At the beginning of the 19th century, not many people owned an
c The paste that made fabrics waterproof was produced from a type of
Early waterproof material w a s ..............................in warmer weather
.............................. refused to use Macintosh's waterproof material.
f After Macintosh joined up with another company, their first big product was
The waterproof clothing became popular and was worn by many, including
.............................. in the early 20th century.
Lately, the Macintosh raincoat has become very popular

in ..............................
[Total: 8
Your score: /8
Test 4
CD C D 2 Track 5
You will hear six people talking about their last holidays. For each speaker (1-6),
choose from the list (A - G ) which opinion each speaker expresses. W rite the letter in
the appropriate box. Use each letter only once.There is one extra letter which you do
not need to use.
135
A It was just a waste of money.
Speaker 1
B The locals were very friendly.
Speaker 2
C I thought the accommodation was bad.
Speaker 3
D There were a lot of things to do.
Speaker 4
I tried to learn the language.
Speaker 5
u E
F I regret going alone.

Speaker 6
□ G The weather was really disappointing.
[Total: 6]
Your score: 16
© @ Test 4
C D 2 Track 6
You will hear a journalist talking to Michael Vitko, a young adventurer who has travelled
to the Arctic Circle on his motorbike. Listen to the interview and look at the questions.
For each question, choose the correct answer (A, B or C ) and put a tick (/ ) in the
appropriate box.
a What gave Michael the idea to ride a motorbike to the Arctic Circle?
A a documentary he watched about a similar trip
B a conversation he had with a friend
C a book he read as a small child □ in

b Michael says that the most important part of the preparation for the journey was
A planning the route carefully.
B checking the motorbike was in order
C making sure he had enough money. □ [I]

c W hy did another motorcyclist join Michael in Lithuania?
A Michael was feeling lonely.
B Michael wanted someone to film him.
C They were both going in the same direction, [I]

d Michael didn’t worry when his motorbike broke down because
A he had prepared an alternative route.
B he was able to obtain spare parts.
C he had somewhere to stay. | | [ I]

e W hat did Michael find most challenging on his journey?
A the extreme weather
B the communication , 1
C the ferry crossings | [ [I]
f W hat made the biggest impression on Michael during his journey?
A the silence he experienced in the wild | |
B the varied landscape he witnessed
C the kindness of the people he met | | [I]
g How did Michael feel as soon as he returned home?
A exhausted
B confused !
C disappointed | | [I]
h In Michael’s opinion, riding his Jawa motorbike has
A allowed him to have new experiences.
B given him ideas about what to do next. [
C helped him overcome some difficulties. | | [I]
[Total: 8]
Your score: /8
Q Test 4
C D 2 Track 7
You will hear a zoologist called Nura Wasem giving a talk about the Arabian Oryx, an
animal that lives in the Arabian Peninsula. Listen to the talk and complete the sentences
in Part A. W rite one or tw o words only in each gap.
The Arabian Oryx

a This animal can also be referred to as th e .............................. Oryx. [I]
b The influence of the Oryx can often be seen in ..............................

produced by Arabic artists. [ I]
c It is believed that living in groups can help the O ry x .............................. [I]

.was the main reason for the serious decrease in Oryx
Unit 4 Test yourself the listening exam
populations. [i]
e At the moment the Oryx is in the category of
endangered animals. [I]
[Total: 5]
Your score: /5
U| Test 4
CD 2 Track 8
Now listen to a conversation between two students about a bird of prey called
the Peregrine Falcon, which lives in New York City Listen to their conversation and
complete the sentences in Part B. W rite one or tw o words only in each gap.
The Peregrine Falcon in

New York City
a The release of young birds back into their natural habitat is called
[i]
b The Peregrine Falcon likes tall buildings in New York City because they’re
similar t o ............................ [I]
c Peregrine Falcons can sometimes e a t............................ as part of

their diet [I]
d Limited bridge............................ is permitted unless it disturbs the

falcons in their nests. [ I]
e The girl suggests that ............................. can be used to find out more
about nesting falcons. [ I]
[Total: 5]
Your score: /5
Section 3: Speaking
How much do you already know about...?
the speaking exam
EX A M IN ER T IP How much do you already know about the format of the speaking exam and what
happens during the exam? Can you answer the questions below?
I How many parts are there to the speaking exam?
Core / Extended [I]

2 How many candidates are examined at the same tim e?. [I]
3 How many examiners are present during the exam?__ [I]
4 Look at the table below. Can you match each part of the exam (A-D )
with the correct activity ( I-4)? [4]
Part A Warm-up
The examiner asks the candidate a few questions about their free time, hobbies, future plans,
etc.This gives the candidate a chance to get used to talking to the examiner and relax before
the conversation starts.
Part B 2 Conversation
(2-3 minutes) • The candidate keeps the topic card so that they can look at it during this part.
• The examiner and the candidate have a conversation on the topic given to the candidate
earlier. The candidate is given marks for this part only,
• It does not matter who starts the conversation, but the candidate must not give a long
monologue,
• The examiner can ask extra questions related to the topic or related to what the candidate
has said.
The candidate can agree or disagree with the ideas on the topic card.They can also talk
about things related to the topic (e.g. their own experience).
• During the conversation, the examiner and the candidate should cover all five bullet points
in the orderthey are printed on the topic card.
Part C 3 Welcom e and brief explanation
(2-3 minutes) The examiner welcomes the candidate, states the candidate's name and numberThen the examiner
gives the candidate a brief explanation of what happens during all parts of the speaking exam.
Part D 4 Preparation
(6-9 minutes) • The examiner selects a topic card for the candidate.
• The candidate looks at the card and thinks about what to say during the conversation.
• The candidate can ask questions about any unknown/difficult vocabulary on the topic card.
• The candidate cannot write anything down.
The candidate should not start the conversation before the end of the time limit for this
part of the exam.
* All of the speaking exam is recorded.
139
5 How long does the whole speaking exam last?.
Unit I How much do you already know about ...? the speaking exam
6 What is the total number of marks you can get?.
7 Can you use a dictionary during the exam?____
Are you allowed to speak in your first language with the examiner during the
exam?______
Are you told how well you have done at the end of the exam?______
Now watch the complete test on the DVD (Recording I ,‘Feeling stressed’) and check
© your answers. If you are still unsure about the answers after you have watched the test,
go to the answer key for Section 3, Unit I. For the answers to questions 5 and 6, go
straight to the answer key.
Your score: /12.
Self-assessment
Was there anything you didn’t know about the speaking exam? Now test yourself to
see if you can remember everything mentioned in the previous exercise.
Are the following statements true (T) or false (F)? Circle the correct letter for each
statement.
The speaking exam is shorter for Core candidates.T / F
2 If there are a lot of candidates, sometimes two candidates can take the speaking
exam in pairs.T / F
3 Candidates cannot use a dictionary or ask the examiner how to say some words
in English.T / F
4 The examiner tells candidates what the exam involves at the start of the
exam.T / F
5 The questions the examiner asks in part B, the warm-up, are about the candidate’s
everyday life.T / F
At the end of part B, the warm-up, candidates are shown all available topic cards
and can choose one that they like.T / F
7 During part C,the preparation stage, candidates cannot write anything down.T / F
8 The examiner takes the topic card back at the end of part C, the preparation
stage.T / F
- Only part D, the conversation, is recorded.T / F
0 Candidates should start part D.the conversation, on their own and cover all five
bullet points.The examiner then asks extra questions at the end of this part.T / F
Candidates don’t have to agree with'the ideas printed on the topic card.T / F
! 2 Candidates should develop their answers, for example, by talking about their own
experience related to the topic.T / F
140
If the examiner asks candidates extra questions, this means that the candidates are
not doing well in the exam.T / F
4 If candidates don’t know what else to say, they can talk about whatever topic they
w antT / F
There is a time limit to the speaking exam and the examiner will stop candidates
when this time limit is reached at the end of the exam.T / F
Candidates are marked on their performance in parts B and D.T / F
Candidates are told how well they have done at the end of the exam.T / F
Now go to the answer key for Section 3, Unit I and check your answers.
Your score: /17
141
Exam strategies for
the speaking exam
W hat are the examiners looking for?

In the speaking exam you are marked on:
• structure
• vocabulary
• development and fluency
a The list below shows features that the examiners will be looking for in your
speaking, Look at the list and decide whether the features are connected with
structure, vocabulary or development and fluency.Then complete the table by
listing the features under the correct heading.
* maintaining a conversation
* precise use of vocabulary
* the length of a candidate’s answers
* intonation
* complex sentences with linking words/phrases
* a range of vocabulary
* a range of grammatical structures
* how well ideas are developed
* pronunciation
* grammatical accuracy
* the ability to talk about a range of ideas
Structure Vocabulary Development and fluency
142
b Look at the descriptions below, which tell you how well you can do things when
Unit 2 Exam strategies for the speaking exam

you speak. Can you put them next to the correct marks in the table below? Use
this table as a simplified mark scheme to assess your own speaking.
Only simple grammatical structures with a lot of errors are used.This makes
communication difficult.The range of vocabulary is limited and the candidate
finds it difficult to talk about even simple ideas. Conversation is rarely
maintained because of very short and often widely spaced answers. It is often
difficult to understand the candidate.
The candidate does not speak at all.
A range of complex grammatical structures is used accurately, with

appropriate linking words and phrases. A range of precise vocabulary is used
most of the time.The candidate can maintain a conversation and talk about a
wide range of ideas.The ideas are well developed at appropriate length.The
candidate sounds very clear
The candidate rarely answers the examiner's questions.There are no

complete structures, only random words used very occasionally. Conversation
breaks down completely because the candidate says very little. It is extremely
difficult to understand the candidate.
E A range of grammatical structures is used accurately, most of the time, with

some linking words and phrases. Some more complex structures are also
used, but not always accurately. A reasonable range of vocabulary is used.The
candidate can maintain a conversation.The ideas are reasonably developed at
some length.The candidate sounds clear most of the time.
Simple grammatical structures are used accurately with some very simple
linking words. A reasonable range of simple vocabulary is used.The candidate
sometimes finds it difficult to maintain a conversation and to talk about some
ideas. Some answers are short and the candidate has to be helped by the
examiner from time to time.The candidate doesn't always sound clear
Marks Description
9-10
7-8
5-6
3-4
1-2
■M i
Test 1 00
E X A M IN E R T IP
a Look at the topic card ‘Music’. First spend 2-3 minutes thinking about what you
Remember that in the want to say about each prompt.Then use a timer and spend 6-9 minutes giving
real exam you mustn’t your answers to each prompt
deliver a monologue.
When you practise
answering the bullet Music
points on the topic Music is an important part of many people's lives.
card, you can ask Discuss this topic with the examiner
someone to act as
Use the following prompts, in the order given below, to develop the conversation:
the examiner to read
out the bullet points what music you enjoy, and why
and ask you extra • times when people listen to music

questions, • the opinion that people’s taste in music changes with age
• the view that a world without music wouldn’t be the same
• the suggestion that music is a powerful tool.

E X A M IN E R T IP
You may introduce related ideas of your own to expand on these prompts.
It is a good idea to Remember you are not allowed to make any written notes.
record yourself when
you are practising
b When you have finished giving your answers to all the prompts on the topic card
answering the topic
‘Music’, look at the simplified mark scheme in the ‘W hat are the examiners looking
card. When you watch
for?’ section. W hat marks do you think you would get for your speaking?
your performance
again, you can see Your score for structure: /IO
better what you did
Your score for vocabulary: /IO
well and what you
need to improve. Your score for development and fluency: /IO
[Total: 30]
D ID Y O U ...?
N o w think about the way you did the Test I topic card ‘M usic’, and answ er the
During Part C - the preparation part

Did you read all the bullet points very carefully?
MSIVHNVHW
— ' ............. '
In the real exam, ask the examiner if you don't understand any of the vocabulary
on the topic card. Without properly understanding the ideas on the topic card, you
^w ont be able to prepare well for part D, the conversation._____________________
2 Did you think of possible answers to each bullet point and also other related ideas
on that topic?
144
3 Did you spend 2-3 minutes thinking about your answers?

EX A M IN ER T IP 3
During Part D - the conversation
Don't rush the
preparation part. 4 Did you answer all five bullet points?
Make sure you think
5 Did you answer the bullet points in the order printed on the topic card?
about all five bullet
points before you
EX A M IN ER T IP 5
start Part D, the
conversation.
It is important to follow the order of the bullet points.The points are arranged
from easier everyday ideas to more abstract ideas to help the conversation
between you and the examiner develop naturally.
6 Did you develop your answers?

EX A M IN ER T IP
EX A M IN ER T IP 6
Use a timer to see
how long you take Examiners won’t be able to assess your speaking from very short answers. It is
to answer each therefore important to give answers with well-developed ideas.To develop your
bullet point, to know ideas, you can:
whether you need to
• speak about your own experience or the experience of somebody you know
say a bit more about
(e.g. a friend)
each point, or not.
v _____________________y • speak about something related to the topic that you have read / heard about
(e.g. a project)
• compare what is happening now to what used to happen in the past.

v ______________________________________________________________________________
7 Did you link your ideas logically using appropriate linking words and phrases?
EX A M IN ER T IP 7
EX A M IN ER T IP 9
To make leas sour complex, use ii or example:
You don’t have however. ;h means....
to speak like a it wasn't i
native speaker but
you're expected to 8 Did you use a range of grammatical structures and vocabulary?
sound clear so that
other people can EX A M IN ER T IP 8 1 | | | |
understand you. It
is also important to The wider range of orammatic;jl structures (e.g. ten ses. conditionals, relative clauses,
use rising and falling etc.) and vocabulary (adjective’ verbs, phrasal verbs etc.) you use, the better the
intonation and to mark you'll receive.
pause now and again
so that you don't 9 Did you speak clearly?
sound monotonous
If you answered ‘N o’ to any of the questions in the ‘Did you ... ?' section, try to follow
or bored.
all the tips from this section when you do the Test 2 topic card Television’.
145
Learn from mistakes
Before you do the Test 2 topic card ‘Television’, watch one candidate doing the Test
I topic card ‘Music’ (Recording 2). Does the candidate in the recording give similar
answers to yours?
Now look at the simplified mark scheme in the ‘What are the examiners looking
for?’ section. Answer the following questions and fill out the candidate’s mark card.
What marks would the candidate get?

* What does the candidate do well?
* W hat does the candidate need to improve?
Candidate A - Peter
Structure:
Vocabulary:
Development and fluency:
Total m ark:
Strengths:
Weaknesses:
The weakest area in the candidate’s

performance in Part D.the conversation,
is development To see how to develop
your ideas, look back at the examiner’s
tip for Question 6 in the ‘Did you ... ?’
section. Now look at some sample
answers given by candidates.They are
very short Can you develop them?
I love pop music because I To develop this answer, you can:

love dancing to it*
* compare your interest in music with your other friends
* contrast what music relaxes you and what music makes you
bored/annoyed, and say why.
146
People listen to music when To develop this answer, you can talk about:
they’re commuting to work. yourself and other people you know (e.g. friends, parents, older
people, etc.)
different times of day
celebrations (e.g. weddings, parties, religious events, etc.).
My father told me, he used To develop this answer, you can:

to listen to rock music. N ow
• contrast your interest in music with your grandparents’
he only listens to more
serious music like blues. • explain the reasons why different generations listen to music
• talk about what you noticed when watching films from/about different
eras (e.g. the 1960s)
• try to predict what music you might listen to in the future.
think the world would be To develop this answer, you can:

very boring.
• say what activities you would find difficult without music and why
• talk about a time that this happened and how you felt
• explain how easy it is nowadays to listen to music compared to the

past.
I think music can be used not To develop this answer, you can:
only to affect our mood, but
• talk about something you read/heard about and how important
also our actions.
music is (e.g. helping people feel better, music in films and advertising,
etc.)
• give an example from your own experience of when music affected

you a lot or influenced your behaviour.
Q c Now watch Part D in Recording 2 again. W hen Peter gives his answers, pause the
recording and develop his answers with extra ideas of your own.
N ow do the Test 2 topic card ‘Television’, and remember to follow all the tips from the
‘Did you section forTest I .
147
9@ Test 2
Television
Nowadays people can’t imagine their life without television.
Discuss this topic with the examiner
• TV programmes you like watching, and why
• whether the quality ofTV programmes is getting worse
• the pros and cons of children watching television
• the suggestion that television has become a companion to many people
• the view that television shouldn’t be used by politicians to promote their opinions.
Remember you are not allowed to make any written notes.
When you have finished giving your answers to all the prompts on the topic card
Television’, look at the simplified mark scheme in the ‘What are the examiners looking
for?’ section. W hat marks do you think you would get for your speaking?
Your score for structure: /I0
Your score for vocabulary: !\0
Your score for development and fluency: no
[Total: 30]
Self-assessment
* Was your score in Test 2 higher than in Test I, or not? W hy do you think this is?
* After doing the ‘Did you... ?' section, did you find it easier to do Test 2? W hat tips
did you find helpful?

In the speaking exam you are tested on the following skills:
* expressing ideas clearly
* developing ideas and linking them appropriately
* using a range of grammatical structures and vocabulary
* using clear pronunciation and intonation
* taking part in and maintaining a conversation.
148
Try the following activities to improve these speaking skills:
• W atch different TV or online debates on a range of topics (e.g. art, sport, the environment) and notice what
phrases people use to express their opinions, agree or disagree, clarify their answers, etc.Then discuss the
same topic with a friend.Try to use the same phrases in your discussion.
• W o rk together with a friend and choose a topic.The first person to start should say a few sentences about
the topic.The second speaker should continue with the topic and try to add a few more sentences to what
has already been said. Continue like this until one speaker has nothing else to say about the topic.The other
speaker is the winner
• Collect a few newspaper headlines about a range of topics.Try to talk about each headline for a few minutes,
expressing your opinion about the topic and developing your ideas. W hen you finish talking about each
headline, read the article that came with the headline to get more idea of what the topic is about.Then
decide whether you agree or disagree with the ideas in the article and explain why.
• W rite down a range of linking words/phrases (e.g. that’s why, as a result of this, however what's more, it
wasn’t until I got home that.... etc.) or a range of vocabulary (e.g. opinion phrases) on cards. Spread the
cards so that you can see what's written on them. Choose a topic and discuss it together with a friend. W hile
you discuss the topic, try to use the linkers or other words and phrases written on the cards. Each time you
use a word/phrase on the card, take the card away. After a few minutes, stop and count the words/phrases
you have used.The person with the most cards wins.Then discuss the same topic again, but without looking
at the cards. Can you still use the same words/phrases?
• To practise your pronunciation and intonation, you can use the book'English Pronunciation in Use',
Intermediate level (CUP).
149
Language focus on
the speaking exam
00 Test 3
Look at the topic card ‘Making friends’ and spend 2-3 minutes thinking about what
you can say.Then go to the ‘Focus on the language’ section below and follow the
instructions before you start giving your answers to each bullet point
Making friends
In life we meet a lot of people, but only some of these people become our friends.
• who your best friend is and how you met
• what makes a good friend
people nowadays have a lot of casual friends, but not enough very close friends
• the view that we shouldn't make friends online
the suggestion that a life without friends would be like a garden without flowers.
%
E X A M IN ER T IP Focus on th e language
The speaking exam Look at bullet point I and give your answer
is not a knowledge
test. The mam aim is Bullet point I : who your best friend is and how you met
to test your language This bullet point focuses on something that happened in the past - how
speaking skills. Each you met your best friend,This means you should use a range of narrative
bullet point on the ^tenses.
topic card focuses
on certain language For example: Uhen I was walking down ihe sia irs io ihe school canieen, I dropped
features (e.g. narrative some books. One fjuy came up io me and helped me pici^ ihem up. / had never seen him
tenses when talking before, b u i he seemed really nice and weve been friends ever since.
about past events) to
see how well you can
use them. EX A M IN ER T IP
V ....... ............. J
You can record yourself giving your answers to individual bullet points on the topic
card.Then you can watch the recordings later to assess your own performance.
You can also compare your performance before and after doing the ‘Focus on the
language’ section to see if your speaking has improved.
C o m m e n t: For more practice on narrative tenses go to Exercise I later in this unit.
Unit 3 Language focus on the speaking exam

^ N ow watch two candidates answering bullet point I (Video recordings 3 and 4). W hat
narrative tenses do they use? Do the candidates always use the tenses correctly?
Complete the table below.
Candidate A - Begum Candidate B - Harkomal

Narrative tenses
Now do bullet point I again. Remember what you have learnt in this section and try
to use it in your answer
Look at bullet point 2 and give your answer
Bullet point 2: what makes a good friend
This bullet point focuses on the qualities of a good friend.This means

you should use a range of positive adjectives describing your friend’s
^ personality.You might also use longer phrases and relative clauses.________________
F o r exam ple: I u a n i my frie n d s io be re lia b le and tru stw o rth y . I a lso enjoy spending
tim e w ith som ebody who h a s a g o o d sen se o f hum our and can laugh a t th in gs. T&Ople who
a re to o se rio u s m ake me d ep ressed . A ll o f mg g o o d frie n d s a re ve ry happy p e o p le .
C o m m e n t: For more practice on adjectives and other phrases used to describe

somebody’s personality, go to Exercise 2 later in this unit.
© Now watch two candidates answering bullet point 2 (Video recordings 5 and 6). W hat
adjectives and phrases do they use? Complete the table below.
Candidate A - Lucy Candidate B - Nawon

r
Adjectives and
phrases used to
describe a good
friend
Now do bullet point 2 again. Remember what you have learnt in this section and try
151
E X A M IN E R T IP Focus on th e language
Bullet points 3,4 and Look at bullet point 3 and give your answer
5 are usually about Bullet point 3: people nowadays have a lot of casual friends, but not enough very
more abstract ideas close friends
than the ideas in
bullet points I and In this bullet point you should agree or disagree with the idea and give reasons
2.This means that why.This means you should use a range of phrases to give your opinion, agree or
you are asked to give disagree. You should also use a range of linking words/phrases to give the reasons
your opinion, agree and results.
_________________ -------------- -------------- ----------------------r--------------
or disagree with the
ideas on the topic F o r exam ple: / couldni agree m ore. These days people have a lo i o f casu al frie n d s
card, and explain why ihanks io so cia l m edia. In my view, we a re a ll very busy and doni have enough iim e io
you think that. ,
y e i io knOw each o ih e r SO O ur Only so cia l c irc le CO nsisis o f ih e people we siu d y w iih O r
,
w ork w iih . F o r ih is reason we have a lo i o f aC tjuainianC es, b u i we fin d i i much h ard er
io m eei someone new who would also become o u r b e s i frien d .
C o m m e n t: For more practice on phrases used to give an opinion, agree or disagree,

go to Exercise 3 later in this unit
Now watch two candidates answering bullet point 3 (Video recordings 7 and 8). What
phrases and linking words do they use? Complete the table below.
Candidate A -Jacky Candidate B - Harkomal

Opinion
Agreement
Disagreement
Linking words
(reason and result)
to use it in your answer.
— — —— — — .
Look at bullet point 4 and give your answer.
Bullet point 4: the view that we shouldn't make friends online
In this bullet point you can talk about why you should or shouldn't make friends
online.This means you will probably give reasons for but also against this view.To
link these ideas you should use linking words of contrast
152
F o r exam ple: T k rsO n a llg , a l l ih e fr ie n d s I h a v e a r e fr ie n d s I f i r s i m e i f a c e - io - f a c e .

I c a n i im agine c a llin g so m e b o d y a g o o d fr ie n d i f I c a n i b e s u r e w ho ih e g r e a llg a r e . / i s
SO e a s g io fa k e g O u r id e n iiig O nline. H o w e v e r, s o c ia l m ed ia h a s h e lp e d m e io g e i in io u c h
w iih lo n g —l o s i fr ie n d s a g a in . Ne v e r ih e le s s , I u O u ld n i re c o m m e n d m a k in g f r ie n d s O nline
u n le s s ih is i s a p a r t o f a s c h o o l e xch a n g e p ro g ra m m e , f o r e x a m p le .
C o m m e n t: For more practice on linking words of contrast, go to Exercise 4 later in

the unit.
© N ow watch two candidates answering bullet point 4 (Video recordings 9 and 10). Do
they mention ideas for or against the view in the bullet point? W h at linking words of
contrast do they use? Complete the table below.
Candidate A - Jacky Candidate B - Lucy

Ideas for
Ideas against
j Linking words
(contrast)
N ow do bullet point 4 again. Remember what you have learnt in this section and try
Look at bullet point 5 and give your answer
Bullet point 5: the suggestion that a life without friends would

be like a garden without flowers
In this bullet point you can speculate.This means you can give different possible
explanations of what you think the idea means.
F o r exam ple: I su p p o se we c a n ih in k o f O u r fr ie n d s a s d if f e r e n i flo w e r s . A n d j u s i

a s flo w e r s m a k e a g a rd e n a m o re in ie r e s iin g a n d b e a u iifu lp la c e i o b e , o u r fr ie n d s ca n
m a k e O u r lif e m o re e x c iiin g a n d i i w O uldni b e ih e sa m e w iih o u i ih e m .
C o m m e n t: For more practice on phrases used to speculate about ideas, go to

Exercise 5 below. Also look at Exercise 5 later in this unit, to practise other phrases
used to maintain a conversation.
© Now watch two candidates answering bullet point 5 (Video recordings I I and 12). Do
they use any words/phrases to speculate about the idea in bullet point 5? Complete
the table below.
Candidate A - Peter Candidate B - Melida

Words/
phrases to
speculate
153
Exercise I: Narrative tenses

a Look at the short paragraph below. Underline all the narrative tenses,Then match
the name of each tense in the table with the correct situation when you should use
it W rite examples of each tense from the paragraph in the last column of the table.
When I started my new school, I didnt kriOw anybody. One day 1 was doing my
homework. in the school lib rary when One of my classm ates askêd me if I could help
him with his homework^. I hadnt seen this guy before so 1 asked him which class he
was in. He told me he was new, ju st like me. As you can imagine, we had loads to
talk, about and became really good friends.
Narrative tenses When to use them Examples

Past simple A This tense is used to say something
happened or started before
another event in the past.
.............. 11
Past continuous B This tense is used to talk about
events that happened in the past.
Past perfect C This tense is used to introduce or

describe a scene.
b Complete the gaps with the correct tense. Use the verbs in the brackets.
1 I ...................... (try) to concentrate on my homework, but my brother

...................... (talk) on the phone so loud that I ........................(have to)
leave the room.
2 My sister...................... (be) so happy when she........................(get) the

email saying that sh e...................... (pass) all her exams.
3 I ...................... (feel) so exhausted, but happy. I ........................(never

work) so hard in my entire life.
4 Tom and I ...................... (be) friends for many years, so when he

...................... (tell) me he was moving to Australia, I ........................(be)
really shocked.
5 I ...................... (walk) to school when I ....................... (realise) I

...................... (leave) my wallet at home.
c Now complete the sentences below with your own ideas. Which tense do you
need to use?
1 When I ...................... I realised that I ........................
2 When I was younger I .......................
154
3 I’d n ever....................... before, but then I ..........................

4 I was very happy because........................
5 Just as I was leaving home..........................
6 W hile I ........................ my sister.........................
Exercise 2:Adjectives and other phrases to describe

somebody’s personality
a Do the following adjectives and phrases have a positive or negative meaning?
W rite them in the correct column in the table.Then look up the meaning of those
you don’t know in an English dictionary.
generous moody somebody who likes to gossip clever
reliable easy-going somebody who has a good sense of humour
bossy we have a lot in common they never let me down greedy
judgemental somebody who looks down on people honest
patient somebody who can keep a secret pig-headed humble
somebody I can look up to encouraging arrogant
Positive meaning Negative meaning
I B B
H B |
b Answer the following questions using some of the words and phrases from part a)
above. Don't forget to give reasons or include examples of people's behaviour
1 W hat are your siblings like? Does their behaviour annoy you sometimes?
2 W hat makes a good teacher?
3 W h at makes a bad colleague at work?
4 If you owned a company, what kind of people would you employ?
5 W hat can you say about your classmates?
Exercise 3: Giving an opinion, agreeing and disagreeing

a Look at the phrases listed below. W here necessary, complete the phrases with
the missing words (two of the phrases don't need any completion).Then decide if
these are used to give an opinion, agree or disagree.
feel definitely agree sure think right see

agree think seems point support
1 I ...................... the same way.
2 The way I ...................... it,...
3 Forme...
4 not.
5 I feel that...
6 I ...................... to some extent, but... (quite formal)
7 That’s (absolutely) .......................
8 I t ...................... to me that...
9 I’m not s o ...................... about that
10 I ....................... so too.
II I couldn’t ....................... more.
12 Personally, I ...................... that...
13 I can’t ...................... this opinion, I’m afraid, (quite formal)
14 From m y............. ........ of view... (quite formal)
b Look at the statements below. First, agree or disagree with each statement and
explain why.Then give your opinion about the idea.
1 Friends are m ore im portant than family.
2 Childhood friendships are stronger than friendships made later in life.
3 True friends never argue.
4 Successful people have m ore friends.
5 Good friends always share the same hobbies and interests.
6 Close friends should know everything about each other.
7 The m ore friends you have, the happier you are.
8 O nce a friend betrays you, you can’t tru st them again.
Exercise 4: Linking words and phrases of contrast

a Match the correct beginnings and endings in the table to make sentences or pairs
of sentences.Then underline the linking word/phrase in each sentence and think
about how it is used.
Beginnings Endings
1 On the one hand, life nowadays is very hectic. A he only had a handful of friends.
2 To live in a city like London, you need a lot of money. B they both grew up to be very different people.
3 In spite of his easy-going personality, C whereas, in the past, it required much more effort,
like writing letters by hand.
4 Despite having the same upbringing, D On the other hand, thanks to advances in
technology, life is much easier
5 It is true that keeping in touch couldn’t be easier E However; you’ll never get bored because of all the
these days, museums and galleries and other things you can do.
156
b Now use the statements below.Talk about the positive and negative aspects of

EX A M IN ER TIP each statement. Don't forget to link your ideas with linking words/phrases of
contrast.
To maintain a
conversation, it is F o r exam ple: Having a lot of money makes life easier. However, money can sometimes
important to say make people selfish and arrogant.
when you don't 1 Learn in g how to use com p u ters from an e a rly age
understand the other
speaker or when you 2 H aving a lot o f friends on social m edia
don't know what
3 Being p a rt o f an extended fam ily
to say. If you just
stay quiet, the other 4 Travelling on yo u r own
speaker won't know
5 Earnin g a lo t o f m on ey
what is going on and
the conversation may 6 Living in a city
break down.
Exercise 5: Phrases used to speculate about ideas and to maintain a
conversation
a Look at the statements below about friendship and underline the words and
phrases that are used to speculate.
1 Perhaps we could live without friends for a short while, but...
2 Life may/might/could be very boring without friends.
3 I suppose we need friends to have a happy life,
4 I guess our lives would feel very empty without friends.
5 If we had no friends, we would (we'd) feel very lonely.
b Now look at other phrases used to maintain a conversation.The words in the

phrases below have been mixed up. First put the words in the correct order;Then
match each phrase to the correct function on the right.
W rite one or tw o examples of phrases for each function.
Phrases
--------------------------------------- ______
1 that, thought really never about but I've ... A Phrases used when you can’t think of what to say
2 trying I’m to W hat is that say ...
3 following not Sorry, I'm. B Phrases used when you don't understand
4 put How can this 1?
5 how do Sorry, mean you? (informal) C Phrases used when you want to say something
6 see me Let ... again in a clearer way
7 comes mind nothing Sorry, to. D Phrases used when you need a bit of time to think
8 it put To way another ... before answering
157
c Discuss the statements below. If possible, ask someone else to discuss the ideas
with you (e.g. a classmate, a friend).Try to use the phrases you have learnt in this
exercise.
[ People w ho don’t recycle and w aste resources should be fined.
2 O ld e r generations can n ever understand young people.
3 People never stop learning thro u g h o u t th e ir w h o le life.
4 T h e hardest job in th e w o rld is to be a parent.
5 Having a pet m akes o u r lives richer.
6 W e all tell lies som etim es.
Learn from mistakes

^ a Now watch all nine video recordings from Unit 3 again (Video recordings 4-12).
Use the tick sheet below to assess the candidates' answers to individual bullet
points on the topic card ‘Making friends’. Put a tick (/ ) if the candidate does
something well and a cross (X) if the candidate needs to improve that area. W ho is
better at answering each bullet point? Why?
b Look at the simplified mark scheme you worked on at the beginning of this unit
and guess what mark each candidate might get for their performance.Then check
what mark each candidate was given, and why, in the answer key for Section 3,
Unit 3.
Candidate A Candidate B
Structure complex sentences with
linking words/phrases
a range of grammatical
structures
grammatical accuracy
Vocabulary a range of vocabulary
precise use of vocabulary
Development and fluency maintaining a conversation
the ability to talk about a
range of ideas
the length of a candidate’s
answers
how well ideas are
developed
pronunciation
intonation
158
c The candidates in the recordings make some common errors in their speaking.

Look at the errors in the sentences below and correct them.The mistakes have
been underlined for you.
1 Firstly we didn't love each other; she looks so stubborn.
2 My best friend is living in Italy,
3 She was next on mv desk.
4 W e can go restaurant together
5 I also like go to travel, so I want someone who has lots of common with me.
6 The most important thing when I make a friends the first we can trust each
other
7 That's why just they want to look like they're independent.
8 W e have a lot of electronical devices so that’s why they are always attached
with their mobile phones.
9 One of my best British friend that who I met hjm online.
10 I can see the relation of these statement.
Second a tte m p t
Now you are ready to answer the whole topic card 'Making friends’.Try to avoid the
mistakes the candidates in the recordings make. Also try to use the new language
you have learnt in this unit. If possible, record your second attempt.Then watch the
recording of yourself. W h at marks do you think you would get for your speaking?
Your score for structure: /IO
Your score for vocabulary: /IO
Your score for development and fluency: /IO
[Total: 30]
Self-assessm ent
• W hen you were doing the topic card for the second time, did you remember to
use the language features that you learnt about in this unit?
• After doing the 'Learn from mistakes' section, do you know which areas of your own
speaking you are good at and which ones you need to improve?
• Is there anything that you still find difficult? W h at are you going to do to improve
this?
159
Test yourself
the speaking exam
Test 4
Before you start talking about the bullet points on each topic card, spend 2-3 minutes
r thinking about what you can say about each bullet point Then spend 6-9 minutes
EX A M IN ER TIP giving your answers.
To practise the
warm-up part of the Being different
exam, watch Part
The world would be a very boring place if we all looked and behaved the same way.
B of the complete
exam (Video Discuss this topic with the examiner
recording I). Listen Use the following prompts, in the order given below, to develop the conversation:
to the examiner’s how different you are from your siblings and friends
questions and pause
• times when you wanted to be different and why
the recording after
each question. • the best friendships are with people who are different from us
Then give your own • the view that to become successful, people have to be different from others
answers. • the suggestion that our society still finds it difficult to accept differences.
Sports and games

Some people like to do sports and games actively. Other people watch sports and games on
television or at live events.
• your favourite sport or game and why you like it
• whether people prefer going to a sporting event or watching sports on television
• the opinion that some sports and games are only suited to boys and some to girls
• the view that professional sportsmen and sportswomen make the best role models
professional sports events are no longer about sport.

Unit 4 Test yourself the speaking exam
Animals
There are a lot of different animals that live in the wild, on farms or in our homes as pets.
Discuss this topic with the examiner.
• a time you saw an animal and what happened
• how different animals can help people and what we can learn from animals
• the pros and cons of keeping wild animals in zoos
• the view that all children should have a pet at home
• the suggestion that every country should make the protection of all animals their priority.
W hen you have finished doing each topic card, look at the simplified mark scheme in
Section 3, Unit 3. W h at marks do you think you would get for your speaking?
Your score for structure: /10
Your score for vocabulary: /I0
Your score for development and fluency: no

[Total: 30]
161
Answer key
4 Core paper - 60 marks (30 for the reading part and 30 for the
Section I writing part)
Unit I Extended paper - 80 marks (40 for the reading part and 40 for
the writing part)
1 Six parts.The number of parts (called exercises in the reading
and writing exam) is the same for both the Core and Extended 5 Yes.You should attempt all the exercises on the question
papers. paper You should also try and answer all the questions in each
exercise. However; if you don't know one or two answers in
2 Core paper - I hour and 30 minutes
the reading section, this doesn’t mean that you will fail the
Extended paper - 2 hours whole reading and writing exam.
3 The answers are the same for both papers 6 No.

(Core and Extended).
7 No. If you don't know a word in the reading section, try and
Exercise I guess it. If you don’t know the word you want to use in English
in the writing section, use similar words that you know.
Exercise 2
8 No.You write your answers on the question paper. In the
Exercise 3
writing section, don’t spend time redrafting your answerThere
Exercise 4 isn’t time for this. First plan your answer and then write it
straight away in the space provided on the question paper
Exercise 5
Exercise 6
Core paper
......
Total mark What is tested: reading Do you: Word limits (writing
or writing? a find answers in the text parts of the exam only)
and copy them?

but paraphrase the idea in
. your answer?
c write your own answer?

Exercise 1 9 R a
Exercise 2 8 R a
: Exercise 3 7 R a
| Exercise 4 12 R+W b 80-90
j Exercise 5 12 W c 100-150
, Exercise 6 12 W c 100-150
Core paper: in Exercises 4-6, candidates get 6 marks for the content and 6 marks for the language they use.
Extended paper
Answer key
Total mark What is tested: reading Do you: Word limits (writing
or writing? a find answers in the text parts of the exam only)
and copy them?

but paraphrase the idea in
your answer?
c write your own answer?

Exercise 1 13 R a
Exercise 2 10 R a
Exercise 3 9 R a
Exercise 4 16 R+W b 100-120
Exercise 5 16 W c 150-200
Exercise 6 16 W c 150-200
Extended paper: in Exercises 4-6, candidates get 8 marks for the content and 8 marks for the language they use.
Self-assessm ent Unit 2

1 False.
2 True. Test 1
3 False. E x e rcise 1
C o re and Ex te n d e d
4 False.
1 1984 / nineteen eighty-four
S True.
2 make the public more interested in modern art
6 True.
obtain new artworks (for the Tate Gallery)
7 False.
3 (they were) controversial
8 False.
4 they have to be 50 or younger / they can't be over
9 False. limit / (or any reasonable paraphrase)
10 False. 5 4 / four
11 True. 6 £25,000 / twenty-five thousand pounds
12 False. 7 (the) K foundation
13 True. 8 (at the) Tate Liverpool (gallery) / (in) Liverpool
14 False.
Ex te n d e d
15 True.
9 artists shouldn't compete
16 False.
absence of women (on the shortlist)
jury's decision (about who the winner is) / not everybody sees
the winning artwork as original or exciting
the selection process isn't clear
a lack of space
(any four details)
163
Learn from mistakes Test 2
Answer key
1 Ineffective highlighting Exercise I

This candidate used too many different ways of highlighting the C o re and Ex te n d e d
important words in the question and it is ineffective. Choose only 1 1861/ eighteen sixty-one
one way - for example, circle the key words or use a highlighter
2 the Natural History Museum in London
pen. Also, the candidate selected some words that are not
important The words that should have been highlighted are ‘When’, 3 first bird
'competition' and 'first'.
4 the fossils showed marks that resembled feathers
2 W ro n g answer
5 a pigeon
The candidate included the distracting information which is the
6 small reptiles
wrong detail.The correct answer here is ‘ 1984'.The year can be
written as a number' 1984’ or as words 'nineteen eighty-four'. 7 to hunt more effectively AND to escape from danger
3 W ro n g number of details 8 (became) lighter / a shorter tail
Question 2 requires two details.The candidate only included one

Ex te n d e d
of the correct details and would have been given only I mark for
this answerThe other required detail is ‘to make the public more 9 body temperature control
interested in modern art'. communication
4 Irrelevant information to attract females
The candidate included extra details which are not the answer. to provide shade for the eggs and young
Question 3 asks for what the founders found interesting about
Turner’s paintings.The question doesn't ask for who Turner was or to blend into their surroundings
where he came from.
(any four details)
5 The correct answer together with a wrong detail
The candidate selected the correct detail ‘50 years old or younger’
but also included 'contemporary artists' which is the wrong detail. Test 1
'Contemporary artists’ is not the most recent requirement This Exercise 2
candidate wouldn’t get any marks for this answer
C o re
6 C orrect answer - whole sentence copied 9a A
This answer is correct. However the candidate copied the whole 9b B
answer which makes the answer unnecessarily long. In this case just
the number of artists would be enough - ‘4 / four’. 9c C
7 C orrect answer - wrongly copied 9d B
The candidate selected the correct detail in the text, but included 9e B
the wrong currency The answer is ‘£25,000’. not ‘$25,000’. 9f C
8 W ro n g answer not crossed out clearly
9g C
The candidate changed the answer from ‘public’to ‘K foundation’ 9h A
which is the correct answer However they put brackets () around
the wrong answer Wrong answers should be clearly crossed out like
E x te n d e d
this ‘public’. Otherwise the examiner doesn't know which answer the
candidate intends as their final choice. 10 a A
9 W ro n g answer - doesn’t match the question 10 b B
Question 8 asks for a place ‘where'.The candidate included the year 10 c D

which is wrong. 10 d C
10 C orrect answers - unnecessary number of details lO e B
The candidate included all five details from the text. However they lO f B
will only be given four marks as the question asks for four details only.
There is no need to include more than four details in Question 9. 10 g C
D
10 h c 10 g A
Answer key
10 i D 10 h B
10 j A 10 i D
lO j A
Learn from m istakes
Two answers included
Test I
Even though answer A is correct, the candidate also included C as
E x e r c is e 3
their answerTwo answers together can't be given any marks as one of
them is wrong. Only include one answer for each opinion in this type Core
of exercise. 10 combine her two biggest passions in life (cycling and designing)
2 A n s w e r u nclear improve road safety / almost hit by a car
The candidate has written the correct answer B over the first wrong fill a gap in the market
choice A.This answer is not clear and can't be given any marks.The
(any two details)
candidate should have clearly crossed out the wrong answer and
written the correct answer next to it. ’I sleek and functional
N o answ er given - blank space The LED lighting is hidden / the wearers can switch the lighting
on or off (whenever they need to)
The candidate didn't know the correct answer; so chose to leave the
space blank. Instead they should have guessed the answer the battery life is about 14 hours
4 T h e nam e of the person used instead o f a le tte r visible as far as 400 metres
The candidate has written the name of the person who wrote the the fabric is waterproof and machine washable
article‘Kim Young’.This answer would probably be given a mark as
(any three details)
the candidate identified the correct article. However; candidates
should always include the letters as their answer as per instructions 12 aim high
for this part of the exam.
invest in thorough market research
the customer comes first

Test 2
(any two details)
E x e r c is e 2
Core Extended
9a B II combine her two biggest passions in life (cycling and designing)
9b C improve road safety / almost hit by a car
9c C fill a gap in the market
9d c (any three details)
9e B I 2 sleek and functional
9f A The LED lighting is hidden / the wearers can switch the lighting
on or off (whenever they need to)
9g B
the battery life is about 14 hours
9h A
visible as far as 400 metres
Extended the fabric is waterproof and machine washable
10 a B
(any four details)
10 b C
IJ aim high
10 c D
invest in thorough market research
10 d C
the customer comes first
10 e C
(any two details)
10 f B
165
tough
Answer key
degrees / experience in science and engineering / good at

Two ideas with similar meaning
physics
The candidate included two details, as necessary. However; these
spatial awareness
two details express the same idea, so the candidate would only get
one mark. can stay calm under pressure
2 Incomplete answers - change of meaning need to be able to rely on each other
The candidate identified two correct details, but didn’t include all not easily stressed
the necessary information.The incomplete details express slightly
(any four details)
different ideas from the expected answers.
II deal with zero gravity
3 C orrect detail under the wrong heading
careful not to crash into flying objects / predict in which
This detail should go under the heading‘Reasons why Rebecca
direction the objects are likely to move
started designing clothing for cyclists’.
scientific experiments
4 W ro n g detail
working as a team
The candidate included three correct details, but the fourth detail
‘people can charge their phone’ is a wrong distracting detail. It is everyday maintenance / ‘the housework’ / make sure that all
something that Rebecca is thinking of for the future.The candidate, the technical equipment is functioning correctly
therefore, would only receive 3 marks.
(any three details)
5 One detail missing - blank space
The candidate only included one detail so would only receive one
Extended
mark for this answer II self-discipline
6 W ro n g paraphrasing - change of meaning good at making quick decisions
The first paraphrased detail ‘be determined' is supposed to express good physical health
the same idea as ‘aim high’. However the new phrasing does not have
determination
exactly the same meaning.This answer wouldn’t receive a markThe
second paraphrased detail ‘be polite to your customers' is not exactly tough
the same as ‘the customer comes first', but it implies something similar;
degrees / experience in science and engineering / good at
so it would probably receive a mark.
physics
7 Unnecessarily long answer
spatial awareness
The candidate has written out the whole paragraph with all three
can stay calm under pressure
details in it This answer would probably receive marks, but it is an
ineffective way of answering this type of question.The candidate is need to be able to rely on each other
not sure which exact details are needed and doesn’t show the skill
not easily stressed
of selecting the correct detail.
(any five details)
12 deal with zero gravity

Test 2
careful not to crash into flying objects / predict in which
Exercise 3 direction the objects are likely to move
Core scientific experiments
10 self-discipline
working as a team
good at making quick decisions
everyday maintenance / ‘the housework’ / make sure that all
good physical health the technical equipment is functioning correctly
determination (any four details)
m
Test I
Answer key
Ex e rcise 4
W h a t are th e exam iners looking for?

Content Language
• the amount of irrelevant information • how accurate the grammar is
• how many relevant points there are ■ use of own words
• how well the points are organised
• use of linking words and phrases
• accurate use of vocabulary
7-8 (Extended C no irrelevant information / content points are organised extremely well / appropriate linking words and
candidates only)* phrases are used very well / own words are used extremely well / very accurate grammar and vocabulary
5-6 B very little irrelevant information / content points are well organised / appropriate linking words and phrases /
own words are used / generally accurate grammar and vocabulary
D some irrelevant information / some attempt at organising content points / some linking words are used /
some own words are used / reasonably accurate grammar and vocabulary
1-2 A a lot of irrelevant information / very little attempt at organising content points / linking words are used poorly
or not at all / very few own words are used / poor grammar and vocabulary
*NB: Marks 7 and 8 are only awarded to Extended candidates.The top marks for Core candidates are 5 and 6.
Core: content points The Crew had real difficulty getting all th e ir filming equipment onto
• huge waves / waves smash against the rocks with great power / the island,. This was mainly due to the severe weather conditions, in
rough sea th a t area. For example, the crew had to deal with the storm y sea? ,
blustery winds^ and freezing tem peratures5. The sudden changes in
• Getting the filming gear onto the island / pulling the filming gear
weather, also made the filming hard and the Crew had to k^&p m0ving7.
up a cliff to the exact location
A t the end of th e ir stay On the island, a te rrib le storm came,, so
• The weather can change very quickly the Crew had to stay longer than theyd planned,,.
• walk through muddy land (8 1words, 9 content points)
• carrying the equipment on our shoulders

Extended: content points
• penguins interfered with us setting up the filming equipment the range of schools and universities
• couldn't stay on one spot for too long can easily relocate abroad
• strong biting winds makes you a stronger person
• a huge storm greater job opportunities
• had to extend our stay better listening skills
• Saying our goodbyes come up with solutions to problems much more quickly
(any six details) they don't find it as difficult to make new friends
Model answer easier to concentrate
The paraphrased content points are highlighted in the following successful in adapting to sudden changes
copy of the model answerThe model answer would get full marks
• improved ability to remember things
for content and language.
deterioration of the human brain can be avoided for longer
(any eight details)
167
M odel answ er C om m ents: This candidate identified six content points.There is
no irrelevant information included in this summary.The ideas from
Answer key
The paraphrased content points are highlighted in the model answer

the text are well organised, and expressed, using own words as far
below.The model answer would get full marks for content and
as possible.The language and paraphrased vocabulary (e.g. increase
language.
the chances of, memorise, postpone) are used very accurately.
being able to speak, two languages has many advantages. Tkople who are The linking words and phrases (e.g. first of all, moreover) are
bilingual have more, possibilities in life. For example, they can go and appropriate and used well.
study, or wOrl^ in another co u n try,. Knowing the language of the country
makes it easier to live th ere?. Such experience makes people tougher4
and they cope b e tte r with unexpected things5 th a t may happen to
them in life. The positive e ffe cts can also be seen in peoples ab ility to
Test 2
concentrate^, remember things^ and get to knOw new people and become E x e r c is e 4
friends with thew y VJhat is more, it is believed th a t being bilingual helps
C ore: con tent points
US to keep our brains in b e tte r condition fo r longer^.
no running water
( 106 words, 9 content points)
earn a living through selling things we made / earning enough
money for food and rent
Le arn from m istakes learning the skills of tailoring and candle-making
A C o re can didate’s sum m ary dragging ourselves through the mud
The Crew filming penguins spent almost th re e weeks On the Zavodovskj inside the house there was no toilet / toilet only available outside
Island, which is the largest penguin colony in the world. The life fo r
space was also limited
the penguins is very dangerous there, because of the wild weather(.
Even Crew had difficulties to get On the island^. The weather sleeping arrangements / several families sleeping in the same
3
changed very £juick]y which made filming ra th e r trick y a t times, room
b u t even through these hard circumstances it was great experience
free time was very precious
fo r all members of Crew to see these funny and Cute animals. The
cameraman even named his favourite Ones. (85 words) working day started very early
Content mark; 3 (any six details)
Language mark: 4
M odel answ er
Total mark: 7 The paraphrased content points are highlighted in the model answer
Com m ents:This candidate only identified three content points below. The model answer would get full marks for content and
and included some irrelevant information, which is not about the language.
difficulties that the crew experienced.The candidate also used quite During the filming, Tom realised how much he was used to a modem way
a lot of the original text. However there are some examples of the of life, fo r example, having w ater, Or to ilets available in the house^.
candidate’s own words (e.g. wild weather; hard circumstances) with We also found it difficult when he had to share the bedroom with other
appropriate linkers (e.g. because of, but even) and the ideas are well peOple3 because there wasnt enough space4 to have his Own rOOm. To
organised. earn money to pay fo r things5, he had to learn how to mak,e clothes and
candles^ which he then had to sell. Tom also struggled to get up early^
A n Extended candidate’s sum m ary because th a ts not what he usually does.
I t has been proven th a t there are many benefits of being bilingual.
F irst of all, knowing more than one language gives young people a
broader choice a t schools Or universities they COuld potentially
Extended: con tent points
attend,. Also, speaking different languages could increase the chances
of getting a good job^. Moreover, it has been proven th a t bilingual develop a very strong connection between each other /
students are more flexible in adapting to different CirCumstanCes and 3 become best friends
th a t they tend to be more focused 4and memorise things b e t t e r 5. someone you can trust with your secrets
Finally, another important aspect of being bilingual pertains to
the older generations - a study has shown th a t speaking different
the closeness between twins leads to less competition / fighting
languages is a fa c to r in postponing age-related brain deteriOratiOnfc.
with each other is less of a problem in twins
having someone near you most of the time gives a sense of

( 103 words)
security
Content mark: 8
developing the other twin’s confidence
Language mark: 6
offer each other emotional support
Total mark: 14
168
twins live longer Twins Seem to have a very close relationship, with each other,
have a study buddy / prepare for a difficult exam together something th a t is not always Seen in a relationship between siblings
th a t are not twins. One of the pros is th a t being so close weans
have someone to borrow clothes from
th a t twins often tell each other secrets^. Because of this, they
(any eight details) understand each others feelings and Can advise the other twin b e tte r ,
than somebody else, being SO close with somebody helps them to
Model answer feel safe4 and gain self-esteem 5. On top of th a t, when twins are
a t school, they can study together when revising fo r a t e s t fc. As
teenagers, twins can wear each others clothes7. Raving a twin also
seems to have a positive impact on life expectancy,..
language.
Test I
Ex e rcise S
W h a t are the exam iners looking for?

Content Language
• how well you completed the task • how well you organised ideas
I • the correct length • how accurate the language (i.e. grammar and vocabulary) is
• appropriate style (e.g. a letter a review) • the range of vocabulary
• how well you developed ideas • paragraphs
• appropriate register for the given audience (i.e. informal, formal • the range of linking words and phrases
and semi-formal)
• the range of grammatical structures (e.g. tenses, conditionals,
relative clauses, etc.)
How well it is done
7-8 (Extended B C o n ten t: the task is fully completed / the style and register is appropriate throughout the answer /
candidates only)* well-developed ideas at correct length
Langusage: ideas well organised into paragraphs / a wide range of linking words and phrases / a wide range
of grammar and vocabulary / very accurate - there are only occasional errors in more difficult, high-level
language
5-6 D C o n ten t: the task is fully completed / the style and register is appropriate in most of the answer / ideas are
mostly developed at correct length
Language: ideas are organised into paragraphs / a range of linking words and phrases / a range of simple
grammar and vocabulary / some examples of more difficult language / mostly accurate / there are some
errors in more difficult, high-level language
3-4 C C o n te n t: the task is completed on the whole, but some small details may be missing / the appropriate style
and register is only partially achieved / the ideas are developed, but there is some repetition
Language: ideas mostly organised, paragraphs are attempted / some, mostly simple, linking words and
phrases are used / mostly simple grammar and vocabulary are used / sometimes inaccurate / sometimes the
reader may not understand the text because of the errors
1-2 A C o n ten t: the task may not be fully completed with some details missing / the appropriate style and register
is rarely achieved / the ideas are rarely developed, some information is irrelevant and there is repetition
Language: ideas are poorly organised, with no, or very limited, paragraphs / no, or very few simple, linking
words are used / poor grammar and vocabulary are used / frequently inaccurate / it is often difficult for the
reader to understand the text because of the number of errors
*NB: Marks 7 and 8 are only awarded to Extended candidates.The top marks for Core candidates are 5 and 6.
Answer key
s~
Hi there,
How are you getting On? Hope your exams went OK,. S o rry , I havent been in touch fo r a while, but I ve been really busy.
Anyway, I ve got to tell yOU the biggest news - 1 ve got a pet! I ve been asking my parents if I could get One anti last week,
they finally agreed. I t s a ham ster and I call him Charlie. Hes got brown f u r with blacky patches anti a white tummy. H es ju s t
a little c re a tu re , about 10 Centim etres long, but he’s got so much c h a ra c te r My s is te r anti I let him Out of his cage every
evening. Vie then sit and let Charlie en tertain us with his tric k s . Vie even made him a slide from an ironing board anti he
really loves it. E v e ry tim e we watch him slide down, we ju s t cant stop laughing. However, having Charlie also means we have
responsibilities - I feed him with dry food, but also with fr u it and veg. 1 also have to make sure he has fresh w a te r in the
fee d e r every day.
Talking of which, why dont you come down to visit us fo r a couple of days and you can meet Charlie. L e t me kr>0w what you think,.
Love,
Helena
(2-02- wOrds)
An Extended candidate’s email

Content marlc 7
A Core candidate’s email
Language mark: 7
Content mark: 3
Total mark: 14
Language mark: 4
Comments: This candidate develops most of their ideas really well,
Total mark: 7 but some could be developed a bit more (e.g. how the pet makes
Comments: This candidate attempts the task relatively well and them feel and why).The style is consistently appropriate and the
develops some of the ideas. However; they don’t mention anything about candidate makes a good attempt at informal register:
how they look after their petThe point about how their pet makes them The ideas are well organised into paragraphs with a good range of
feel is only partially developed.The register and style ane appropriate. linking words to link sentences together (e.g. From that moment,
The candidate attempts to organise their ideas into paragraphs, but when, as soon as, because).The email could be improved by adding
not always successfully.There are some linking words (e.g. recently, a few more linking phrases to connect ideas within paragraphs
who, which, ’cause), but the sentences and ideas could have been and to introduce new ideas at the start of paragraphs (e.g. you’ll
linked better: Most of the sentences are simple.The candidate never believe this, but..., actually).The candidate uses a range of
attempts a range of grammatical structures (e.g. was rescued, was grammatical structures (e.g. I couldn’t resist, we decided, finish
moving, he has been following me), but not all of them are used playing, you’ll be able to), but this range is not wide and the
consistently and correctly.There are a few less common words (e.g. structures are not very complex. However; the candidate attempts
rescued, attach, cute), but most of the vocabulary is simple.There are more precise, high-level, vocabulary when talking about the pet (e.g.
a number of errors (e.g. an amazing thing happened on my family, I’m brand new, silky soft, squishy, endless energy).There are only minor
writting, He has slept with Elle until his eyes opened), but the reader errors (e.g. fourty five minutes, as soon as I throw it away... .meet
would be able to understand most of the text. hen_because I know...).
170
Test 2
Answer key
E x e r c is e 5
Hi Giuseppe,
Hows life? You must be -thinking I ve completely forgotten about you, but I ve just been busy with this project called Natures
calling.
Anyway, le t me te ll yOU more a b o u t th e p ro je c t. I t ’s run by th e local COUnCil and it encourages everybody t o help th e local wildlife.
O u r t e a c h e r thought it'd be g re a t i f we did Our p a r t a s well. My f a t h e r gave me a hand with th e re s e a rc h and I decided t o fo cu s On
b irds. Sin ce it’s w in te r tim e , I made a pledge t o keep th e b ird s in Our a r e a well fe d . I bought d iffe re n t b ird fe e d e rs w ith vario u s
seeds f o r Our garden, b u t f o r th e f i r s t few w eeks nothing happened. Once th e b ird s had found th e fe e d e rs though, t h e r e w ere so
many, SO I can say I ve achieved my goal. Now I have t o ke e p a t it b ecau se th e b ird s re ly On th is food and come e v e ry day.
Actually, this project made me realise that we just keep talking away from nature, but its our responsibility to give something
back too. When I started, I didnt realise that different species of birds need different seeds. I should ve done more research,
but I guess, I've been learning as I go along and now I m totally hooked and want to carry On looking afte r the wildlife.
That reminds me - didnt you do something similar at your school? How did it go?
Hope t o S e e you next week-
Cheers,
VinCe
<.Z3°l words)
Test I Opening times should be checked before departure to avoid any future
disappointment.
E x e r c is e 6 (2 13 words)
M odel answ er (Ex te n d e d )
Introduction
As requested, I have prepared a repo rt On the trip to London Cur

Le arn from m istakes
class went On last Friday. The repo rt Highlights both the positive and A C o re candid ate’s re p o rt
negative points of the trip and suggests what could be improved in the
Content mark: 3
fu tu re .
Tj-ie trip
Language mark: 4
Total mark: 7
The destination of Our trip was the capital citi^ - London. Despite the
coach setting o ff a t the scheduled time of 7-Ôam, the journey took_ C o m m en ts: This candidate makes a reasonable attempt at the
longer than planned. This was due to heavy t r a f f ic On the motorway report.The introduction tells us what the report is about and there
during the rush hour, between Saw and ‘'law. However, the coach was is a lot of information about the trip. However; the candidate doesn't
com fortable and well-equipped. make any recommendations at the end.The semi-formal register
is not always successful because of the simple language used.The
On arriva l in London, the students visited the Science Museum
report could be improved by adding headings. Also, the ideas used
in South Kensington. Unfortunately, the Robot exhibition was
from the speech bubbles are not paraphrased.
temporarily closed to the public, which was a huge disappointment fo r
SOme students. Nevertheless, the other p arts of the museum were The ideas are organised into paragraphs, but there is some
extremely interesting and proved a very useful source of information repetition. However each paragraph begins with an appropriate
fo r students science projects. The Fly Ône simulators and science linker (i.e. First, Second, Finally).There is a range of other linkers
films in 3D , however, were the students favourites. too (e.g. also, but, however what is more), but these tend to be
simple linking words. Most sentences are also simple with limited
Recommendations
grammatical structures (e.g. we went, we ate, it was) and mostly
I am of the opinion th a t many students enjoyed the trip On the whole. low-level adjectives (e.g. beautiful, tasty, exciting, nice).There are rare
However, I would suggest talking a tra in next time to avoid any attempts at more sophisticated and precise language (e.g. we laid
loss of time during the journey. In addition to th a t, I feel th a t all picnic mat on the grass).There are several errors but only a few that
171
make it difficult for the reader to understand the text (e.g.The Insa- Suggestions
Answer key
dong was closed to the palace. / we rode a bycles).

Taking everything into account, I believe the lib ra ry provides an
The answer is over the word limit, but the candidate did not lose excellent service fo r students. N evertheless, food and brinks should
marks for this. However in the exam this may result in the candidate be banned from the prem ises. In addition, I would suggest purchasing
not having enough time to complete other parts of the test. more com puters o r startin g a ro ta fo r students to talê tu rn s On the
An Extended candidate’s report com puters.
Content mark: 6 (2 10 words)
Language mark: 5
Total mark: I I Unit 3

Comments: This candidate completed the task.The style is very
appropriate and the register is mostly appropriate.The report has Test 3
headings and, in the last paragraph, there are also bullet points.
Exercise I
All these features make the report very clear The ideas from the
1 he could feel wind blowing (from an opening in a cliff)
speech bubbles are paraphrased in the candidate's report. Some
ideas are really well developed (e.g. the coach), but some are only 2 in 2009
partially developed with not much extra detail (e.g. the museum
visit). However the candidate provides a very clear introduction and 3 a block of several skyscrapers
makes very good recommendations at the end of the report. 4 3 million years
The ideas are well organised into clear paragraphs with a range 5 the ceiling of the hollow spaces collapsed A N D allowed the
of linkers (e.g. as well as, however in addition, in orderto).The direct sunlight in
candidate attempts a range of complex, high-level grammatical
structures (e.g. no sooner had we arrived) and vocabulary (e.g. 6 there are more job opportunities
the principal aims for this report, in general, in light of the results 7 deer came to lick salt off the rocks (which are found at the
above). However some of the more complex phrases are not used entrance of the cave)
correctly and the reader may be slightly confused (e.g. we missed
the main square / next trips will be improved as well as the number 8 30 species of bats
of participants).There are also a few other basic errors (e.g. having 9 looked at the structure of the cave
made a survey, we arrived to the first city, a coach with _ toilet,
frequently). mapping the cave
studying the rocks (to determine the cave's age)
this unique ecosystem has been carefully examined

Test 2
documented other living organisms inside the cave
Exercise 6
Model answer (Extended) took photos of the cave
Introduction
(any four details)
In this re p o rt I will evaluate the Current school lib ra ry and provide Focus on the language
suggestions fo r improvements.
1 ... he could feel wind blowing (from an opening in a cliff) -
Po sitive aspects this suggested that the opening wasn't just a small hole, but
something much bigger
The school lib rary is in a spacious room located on the ground flo o r I t
is very popular with students thanks to the extensive range of books and 2 experts - caving professionals / explore for the first time -
other resources, such as dictionaries, D V D s in foreign languages, e tc. initial research
The lib rary s ta ff On duty are very knowledgeable and always ready to
3 facts about the size of the cave - 5 kilometre long cave, 200
help. Furtherm ore, the lib rary o ffe rs after— school clubs where students
metre tall cave
meet and are offered help with th e ir schoolwork^. For example, students
can receive advice On how to improve th e ir writing Or grammar Students comparison - a block of several skyscrapers - the use o f‘could’
are also given information On interesting projects in the local area. in the text means it is an imaginary idea (i.e. comparison), not a
real fact
Negative aspects
4 450 million years - other caves in the national park
Due to its popularity, a t tim es, the lib ra ry is overcrowded and there
are no available com puters fo r all the students who need to use them. 3 million years - Son Doong
Some students also bring th e ir lunch with them to the lib ra ry while
300,000 years - some hollow spaces created inside Son Doong
they are doing th e ir homework^. Consequently, some tab le s have greasy
stains and spills on them. 5 The jungle (plants and animals started to live in the cave)
appeared after the ceiling collapsed and the direct sunlight got
172
in.The phrase 'It was just a matter of time before.explains I Oh / core 9g suggests sports facilities are too
the result and the beginning of the jungle. expensive?
6 'collecting wood' - . before the discovery of Son Doong It was the man's excuse for not going, but he thinks the local
Cave' sports facilities are worth the money (are reasonably priced).
'more job opportunities' - 'with more people coming to see

B B ib i K a z e m i
the cave' - suggests this must have been after the discovery of
I Oe / core 9d thinks a lot of people exercise too much
the cave
these days?
7 'the appearance','a special feature inside' are preceded by the
phrase 'didn't come from' It is her friend who thinks Bibi exercises too much.
I Oj / core 9h thinks going to the gym is a good way of

8 '... are especially drawn to'
meeting people?
9 to research something - look at, study, carefully examine
It is her work colleagues who go to the gym to meet new
experts - caving professionals, scientists people.
C C o n o r O ’S u lliv a n
Test 3 I Oa / core 9a says they started working out after an
injury?
Exercise 2
C o re It was his friend who had an injury.
9a A I Oc / core 9c claims it is more difficult to exercise on

their own?
9b C
It was his friend who was nervous to exercise on his own, so
9c B
he asked Conor to join him.
9d C
E x te n d e d
9e A
D D a n a K a is e r
9f B
I Of feels exercising positively affects their mood?
9g B
Dana mentions how exercising affects other people's health
9h A and mind.
I Og prefers to do their exercises outdoors?

E x te n d e d
10 a A Dana mentions outdoor and indoor sports, but she doesn't say
she prefers doing sports outdoors.
10 b C
I Oh suggests sports facilities are too expensive?
10 c B
It is her friends who think about how expensive a gym is
10 d D before they join.
10 e C
10 f A
M ake you r vo cab u lary grow
lO g B
A A bhay Sadana
10 h B a an injury - a skiing incident
10 i D b I started working out -■my doctor suggested going to the gym,
10 j A so I did
c positively affects their mood - I don't get so stressed out

d I feel that - my family noticed that... and I think they're right
Distractors and why they are the wrong answers:
e meeting people - I've made some new friends / socialise
A A bhay Sadana
f there - the gym
I Ob / core 9b regrets not starting exercising earlier in life?
g it is a good way of - the added benefit is
He didn't start earlier in life because he didn't want to. It is his
wife who can't understand why he didn't.
B Bibi Kazemi 12 W h a t H arrison would like to do in the future
Answer key
a it's more difficult - it’s a real challenge / 1wish I had put all the information I collect (about this tribe, and other
people I meet on the way) into a book
b on their own - to motivate myself / a personal trainer to push
me come back (to this part of the world) one more time
c prefers - I’ve found a good alternative / I’ve grown to like (The locals often talked about) extreme weather changes in
the area - (something I’m hoping to) raise awareness about
d outdoors - my local park / the local wildlife
back home
e sports facilities - (the) gym
bring a spare pair of walking boots
f too expensive - monthly fees really high
(Core/Extended - any two details)
C Conor O'Sullivan
a regrets not starting - I should have taken up
10 have someone with you, keep me company, interpret
b exercising - swimming
II something is / may be difficult or negative - too much, made
c earlier in life - ages ago it impossible, despite all of this, we only had, heavy, leave in a
hurry
d a lot of people - quite a few of my colleagues.
12 future plans/intentions - I’d love to, I want to, I’m hoping to, I’d
e exercise - work-outs
better
f too much - are obsessed / extreme
future time phrases - once I return, one more time, next time
Extended
D Dana Kaiser
Test 3
a there are not enough - it took me a while to find
E x e rcise 4
b local sports facilities - a sports centre close to my house
C ore: con tent points
c is disappointed with the service - I expect the best... which • I adored my Russian teacher (motivation)
hasn’t been the case
• she made the lessons very exciting (motivation)
• I could even read short stories in Russian (motivation)

Test 3 • I couldn’t just go online to practise listening (difficulty)
E x e rcise 3 • I got a record with Russian songs for my birthday (motivation)
10 Responsibilities of Harrison’s companions
• I struggled to understand what Alla was singing about (difficulty)
have someone with you in case of emergency
• I can’t say I enjoyed my English lessons / all we did were grammar
keep me company during the journey
exercises / we never got onto speaking the language (difficulty)
to interpret for us
• my grandad told me his story (motivation)
(Core/Extended - any two details)
• learn the language in the country where it's spoken (motivation)
I I Difficulties Harrison had on his trek • the accent made English sound a bit alien (difficulty)
(there was) still too much snow and ice (in the mountains) • I could understand more and more (motivation)
(the) thin air (at this high altitude also) made it almost • be able to communicate with new friends in English (motivation)
impossible for me to breathe
(any six details)
we got lost just before dusk
we only had about an hour of daylight left Extended: co n ten t points

• standing in mud / standing in freezing water / discomfort
heavy rain
(challenge)
The river expanded / we had to leave in a hurry
• waiting for the right moment (challenge)
the temperature reached 35 °C / the temperature slowed us
• You need a great deal of patience and curiosity (overcoming a
down massively
challenge)
(Core - any three details, Extended - any five details) • a female elephant started charging at our car (challenge)
• talk to animals to reassure them (overcoming a challenge)
174
• Some animals are quite shy and run away (challenge) Explaining why something happened - because (Core/Extended),
Answer key
thanks to (extra) / because of (extra)
• read and study about animals’ habits (overcoming a challenge)
Giving results - that is why (Core), consequently (Core), as a result
• feel unhappy with my own approach (challenge)
(extra)
• experimenting more / took some photos from a plane
Giving examples - like (Extended), for example (Extended), for
(overcoming a challenge)
instance (extra)
• windows on planes can be quite dirty (challenge)
Saying when something happened - at that time (Core), when
• need some wipes to clean the window (overcoming a challenge) (Core), while (Extended), before that (extra), after that (extra)
• the shot just wasn't dramatic enough (challenge) Giving extra details about something - which (Core/Extended -
used with things, animals, situations, etc.), who (extra - used with
• I lay down on the ground and managed to take the same shot
people), where (extra - used with places)
again (overcoming a challenge)
(any eight details) c Core

1 What is more / In addition / Furthermore / Consequently / As
M odel an sw er (C o re ) a result (we can't use That is why' here because this linker is
The paraphrased content points are highlighted in the model answer not followed by a comma)
2 However / Despite this / Nevertheless
language.
3 That is why (we can't use ‘Consequently / As a result' here
When the w rite r was learning Russian, she had difficulty understanding
because these linkers are followed by a comma)
songs, because the resources to practise listening were very limited.,
a t th a t time. T hat is why she was excited when she was given a 4 Thanks to / Because of
record^ with songs sung in Russian and used it repeatedly to practise
5 where
her listening. V h a t is more, the w rite r loved her teacher4 and enjoyed
the lessons very much5. However, this wasnt the case with her English 6 because
lessons, which were all about grammar^. Consequently, she didnt find
them very exciting. Extended
(83 words, 6 content points) 7 for example / for instance
8 W hen/W hile
M o d el a n s w e r (E x te n d e d )
9 who
below.The model answer would get full marks for content and 10 Consequently /As a result (we can't use 'That is why' here
language. because this linker is not followed by a comma)
Vlorking with animals brings a lot of challenges fo r wildlife II That is why (we can't use 'Consequently /As a result' here
photographers. The w rite r has experienced problems not Only with because these linkers are followed by a comma)
animals running angrily towards his carj, but also, timid animals running
12 like / for example / for instance
a w a ^ from him because they were disturbed by a nOise. In addition,
photographers have to be prepared to wOrk in difficult conditions^, like 13 Despite
walking through mud in very cold temperatures^*-. This job also involves
a lot of waiting4 fo r animals to appear, which means photographers d Core - possible answers
need to be patient^. Another possible danger is a photographers
1 Learning languages isn't easy. What is more, it is very time<onsummg.
doubts about th e ir Own wOrl^. The w rite r suggests trying Out new
ways of taking photos.,. For example, its a good idea to take pictures 2 Pronunciation is sometimes difficult to master However, these
from ground level5, Or from above, while flying.,. days there are a lot of applications to help students with this.
(117 words, 9 content points) 3 People say that learning a language in the country where it
is spoken is the best way. Consequently, a lot of students study
*Some ideas are very similar and will only get one mark for content.
English in Australia, the States and the UK.
Here ‘mud/cold temperatures’ are both examples of‘difficult
conditions’, so they are expressing the same idea. 4 Studying abroad is a good experience and can help students
with a lot of things. For example, how to be independent and more
E x e r c is e A - L in k in g id e a s confident
a and b 5 Learning grammar is important. Despite this, it is not always

popular with students.
Adding more similar ideas - and (Core), what is more (Core), in
addition (Extended), also (Extended), another + noun (Extended),
furthermore (extra) Extended - possible answers
6 Wildlife photographers spend a lot of their time outdoors, like
Contrasting ideas - however (Core), despite this (extra),
in forests and mountains.
nevertheless (extra)
175
7 Some animals are very shy. Thanks to this, they often run away 8 she was accepted by a school
Answer key
when they hear a noise. 9 she was looking forward to learning

8 The photographer wasn’t happy with his photo. However, he
10 the woman had difficulty understanding what the people were
didn't give up and tried again.
saying because of their accent
9 The photograph wasn’t very clear because the photographer
took it through a dirty window on the plane. Extended summary
10 It is natural to have doubts sometimes. Also, photographers 1 shy

sometimes run out of inspiration. 2 to be able to put up with
Exercise B - Paraphrasing ideas 3 discomfort
a C ore summary 4 most of a wildlife photographer’s time is taken up by waiting

you can imagine my joy when I got a record / 1couldn't get 5 feel unhappy with
enough of it
6 experimenting
2 I wouldn’t stop playing it
3 adored Possible answers

7 to make them calm, he usually speaks with them
4 all we did were grammar exercises
8 look in books to find out about animals' behaviour
5 I can’t say I enjoyed my English lessons
9 the windows don't get cleaned very often
Possible answers
10 he wasn't happy because the photo lacked tension
6 she decided to follow in her grandads footsteps
7 after her 18th birthday
Learn from mistakes

Assess the sample answer - C o re
How well did the candidate do OK, some improvement still Poorly, a lot of improvement
in the following areas? Very well needed needed
| There is the correct number of /T h ere are only five content
content points (Core 6 points / points.
Extended 8 points)
There is no irrelevant / Some information at the start
| information of the summary is irrelevant
The content points are well /
! organised
There are appropriate linking / For example: then, but, after a
: words few weeks, because, etc.
The candidate uses own words/ /
| phrases as much as possible
i The grammar and vocabulary
1 are used accurately
Content: 5 Language: 6 Total: I I
176
A sse ss the sam ple answ er - Extended
Answer key
I How well did the candidate do O K, some improvement still Poorly, a lot of improvement
I in the following areas? Very well needed needed
There is the correct number of /There are only six content
content points (Core 6 points / points.
! Extended 8 points)
! There is no irrelevant /
information
The content points are well /
organised
There are appropriate linking / For example: also, but, finally,
words that is why, etc.
The candidate uses own words/ /
phrases as much as possible
The grammar and vocabulary /
are used accurately
Content: 6 Language: 6 Total: 12
C o rr e c t the m istakes - C o re C o rre c t th e m istakes - Extended

1 has been how much time wildlife photographers spend waiting for a
good photo opportunity
2 When she started learning Russian, she was really young
2 the animals' reactions
3 she wasn't scared of
3 However;
4 she only studied
4 after/when
S to improve
S To comprehend animals, it's important
6 because of the accent, but
6 it's important to concentrate
7 after a few weeks
7 can
8 ...weeks,she felt...
9 speaking ... was exciting for her
10 countries
Test 3 - Focus on th e language

E x e rcise A - O pening and closing greetings
A In fo rm a l

• Hi there, Love, (e.g. used with family members or very close female
friends)
Hi Fiona,
Cheerio, (e.g, used between friends)
• All the best, (e.g. used between friends)
Best wishes, (e.g. used between friends)
Cheers, (e.g. used between male friends)
177
B Semi-formal
Answer key

* Dear John, (e.g. used between work colleagues) Regards,
Kind regards,
C Formal

• Dear Ms Henderson, Yours sincerely, (used when we know the name of the person
we are writing to)
• To whom it may concern:
* Yours faithfully, (used when we don't know the name of the
• Dear Sir/Madam,
person we are writing to)
Exercise B - Fixed expressions com m only • after that

used in opening and closing paragraphs and • when
the functions of these expressions
Giving an example:
A To ask someone how they are or how they are coping with
something: 2,1, 13 (used in the opening paragraph) • like
B To apologise for something and give an explanation: 3,5, 8, II Changing the topic / starting a new topic:
(usually used in the opening paragraph)
• anyway
C To invite somebody to meet you or to do something with you:
Giving surprising news:
1,4, 9 (used in the closing paragraph)
• and guess what
D To say that you are excited about something that is going to
happen: 6, 10 (used in the closing paragraph)
Exercise E - Language structures
E To ask what your friend thinks about something: 12, 14 (used in
a
the closing paragraph)
Describe how you met:
Exercise C - Phrasal verbs and o ther fixed • I got lost
expressions
A • if it hadn't been for this girl
B • who helped me get back
C
• I don’t know what I’d (would) have done
D • while she was walking me back
E • we got talking
F Explain why you like him/her:
G • she’s so easy to get on with
H • so funny
• we have so much in common

Exercise D - Linking ideas together using
appropriate linking words and phrases Say what you’re looking forward to doing with him/her next:
• I think it’d be really nice if you could get to meet her too
Adding information: • And guess what - she's coming to see me next month
• and • I can’t wait to show her my city
• plus • I think it’d be really nice if... all three of us could go out
Saying when something happens/happened:
• next time
• while
178
Learn from mistakes
Answer key
I How well did the candidate do O K , some improvement still Poorly, a lot of improvement
1 in the following areas? Very well needed needed
covered
All points from the question are / Point 1- is really well
developed developed.
Point 2 - is reasonably developed.
Point 3 - the information isn't

clear (doing activities together;
introducing the two friends).The
reader may have to guess what
the writer is trying to say.This
point needs to be improved.
The ideas are communicated / See comments about point 3 in
clearly and the reader will box above.
understand all of them
The answer is of the /
appropriate length
Appropriate style (e.g. an email) /
Appropriate register /T h e email is mostly informal,

but there are a few words
(especially linkers) that are too
formal for this type of email.
A wide range of vocabulary /There is a good range of
vocabulary, e.g. have something in
common, keep in touch, this may
surprise you. However the range
is not wide.The candidate could
include a few more phrasal verbs,
for example.
A wide range of grammatical / There is a good range of
structures grammatical structures, e.g. I've
met, we decided, However the
range is not wide.The candidate
could include the past continuous
(■while 1was standing in the
queue), relative clauses and the
past perfect (1 started to talk with
one eirl. who 1hadn't seen there
before).
Ideas are organised into /
paragraphs
Complex sentences / ideas are /
linked with a range of linking
words and phrases
Very few mistakes / See the next section 'Correct
the mistakes' for more detail.
The email is very easy to follow,

but the reader may be a bit
confused by the information in
the third paragraph.
This candidate would probably be awarded the following marks: Content - 6 marks / Language - 5 marks.
179
C o rre c t the mistakes 9 I’ve never done - W e need the past participle form of the verb
Answer key
‘do’.
1 Especially/really - I get on especialIv/realiv well with one girl
10 So, my diary has plenty of appointments. /That’s why my diary
2 after that - ‘after’ always needs to be used with another word
has plenty of appointments.
or phrase, e.g. after a while, after talking to hen etc.
11 The candidate is trying to say ‘my diary'.
3 I was in the queue in the school canteen and I started to talk
with one girl. After that we sat down at the same table and she
introduced me to her friend, Simona. - It is important to use
complex sentences, but don’t make them too long.The reader Test 3 - Focus on the language
may find it difficult to understand long sentences. It would be
Exercise A - Inform ation in the opening
like talking without pausing.
paragraph
4 lots of / a lot of 1 It is set in America (place) during the 18th century (time). O R
5 And now we often go out together and we organize many It is set in the 19th century (time) during the revolution (more
activities.-The tense of the second example in the sentence specific time/event)
‘organize’ has to be the same as the tense of the first example 2 It has received many awards / an Oscar for best picture (prizes/
‘go out'. awards).
6 She / Meeting her reminds me of our friendship. -The 3 It was written/directed by leanne Boulle (name of a person).
candidate confused the phrase ‘something reminds me of
something else’ (used to say that two things are similar) with 4 It takes place on board a commercial plane O R on March 20th /
That reminds me' (used to show you want to change the topic). in the distant future O R in Beijing (place or time).
7 interested - She’s like you - very easy-going and interested in 5 It is about the relationship between two friends (general topic).
everything. 6 It is a science-fiction novel (genre).
8 till the end of August - W e don’t use articles with months.
Exercise B - Adjectives
a
The plot
Positive gripping, clever; original, touching, absorbing, imaginative, entertaining, believable, witty, realistic
Negative far-fetched, dull, slow-paced, confusing, dreadful
The characters
Positive original, inspirational, likeable, believable, realistic

Negative dull, deceitful
The author
Positive eleven original, inspirational, creative, imaginative, talented, witty

Negative dull, dreadful
Exercise C - personal opinions and 4 H (only for books)

recom m endations 5 B (can be used for books or films)
6 C (can be used for books or films)

1 E (can be used for books or films)
7 D (can be used for books or films)
2 F .(only for films)
8 G (can be used for books or films)
3 A (only for books)
180
Learn from mistakes
Answer key
1 How well did the candidate do OK, some improvement still Poorly, a lot of improvement
1 in the following areas! Very well needed needed
developed
The ideas are communicated / The reader would be
clearly and the reader will reasonably informed about
understand all of them the book. However; they might
sometimes be confused because
of the organisation of the ideas
and some grammatical errors.
The answer is of the appropriate /
length
Appropriate style (e.g. an email) /
Appropriate register / The candidate keeps a semi-

formal tone throughout the review.
A wide range of vocabulary / There is a good range of
very precise and descriptive
vocabulary (e.g. tense, never
gave up, betrayed, 1believe), but
the rest of the text is relatively
simple.The vocabulary is very
appropriate for a review.
A wide range of grammatical / Most of the grammatical
structures structures are quite simple (e.g.
we can find, he solved so many
crises, etc.)
Ideas are organised into / There are three clear
paragraphs paragraphs. However; the
information needs to be
organised better; e.g. the
recommendations/opinions
appear in all three paragraphs,
Also, the introduction in the first
paragraph only gives the name
of the book.
Complex sentences / ideas are S There is a wide range of linking
linked with a range of linking words and phrases (e.g. Needless to
words and phrases say, however, also, which, nowadays)
Very few mistakes / The candidate uses the past
simple tense to describe the plot
Also, there are a few mistakes that
may confuse the reader
See the next section 'Correct

the mistakes’ for more detail.
This candidate would probably be awarded the following marks: Content - 6 marks / Language - 5 marks
181
C o rrect the mistakes (a) close encounter with a Grizzly bear
Answer key
1 There is not enough information when introducing the book (a) sudden storm
(e.g. the author the type of book/story). Also, the personal
climbing steep icy rocks
opinion about the book should go in the last paragraph.
(any four details)
2 solves
3 won’t be able
4 stop Test 4
5 watching Exercise 2
6 personalities (it talks about more than one character’s personality) Core
7 it’s a book, not a film 9a c
8 is 9b B
9 he 9c A
10 is 9d C
11 gives 9e B
12 betrays 9f C
13 can 9g A
14 can 9h B
15 has
Extended
16 is
10 a C
17 is
10 b B
18 the
10 c A
19 the
10 d C
20 original
lOe B
10 f D
Unit 4 10 g C
Test 4 10 h D
E x e rcise I 10 i A
Core and Extended 10 j B
1 1896
2 the region was so remote

Test 4
3 30,000 / thirty thousand
E x e rcise 3
4 boom towns
Core
5 (a) polar explorer AND (a) doctor 10 the lowest temperatures
6 the boat (didn't look very safe) the Martian year is much longer
7 finding gold (using traditional methods) The air on Mars, however is unbreathable
8 stunning scenery 95% of air consists of carbon dioxide
Extended the atmosphere on Mars is much thinner
9 crossing the mountains in Alaska, (which were still covered in higher doses of radiation
snow)
gravity levels / a third of the gravity that we experience
some members of the team got lost in the fog
(any three details)
182
II people's ability to cope with living in isolation • think about your diet
Answer key
how isolation affects people’s stress levels • keep yourself fully hydrated
(any six details)
the impact of isolation on sleeping patterns
food supplements and their effectiveness Model answer (C ore)

the volunteers’ ability to live together in a place with very The paraphrased content points are highlighted in the model answer
limited space below. The model answer would get full marks for content and
language,
whether any bacteria could survive in such harsh conditions
Before anybody s t a r t s training, they should have th e ir health checked
(any four details) by a Aociorr A ft e r th a t, people can prepare a training schedule
based On th e ir general h e a lth ,. I t is important to s t a r t with more
Extended gentle exercise before doing more demanding training,, fo r example,
II the lowest temperatures running up a hill4. However, training fo r a marathon is not ju s t about
running, it is also about eating properly5 and drinking enough water^.
the Martian year is much longer
fiople, who find it difficult to stay focused, are advised to train
The air on Mars, however, is unbreathable together with someone else-,.
95% of air consists of carbon dioxide (82 words, 7 content points)
the atmosphere on Mars is much thinner

Extended: content points
higher doses of radiation • be sure that surfing is what you really want to do
gravity levels / a third of the gravity that we experience • read some blogs or talk to experienced surfers
(any four details) • if you’re not committed, you won't get the results you're after
12 people's ability to cope with living in isolation • wasted a lot of money on the wrong surfing gear
how isolation affects people's stress levels • hire what you need
the impact of isolation on sleeping patterns • make sure your first board is as big as possible
food supplements and their effectiveness • find a board with foam
the volunteers' ability to live together in a place with very • might need a wetsuit
limited space • a surfboard leash /The leash shouldn't be too short
whether any bacteria could survive in such harsh conditions • you can get good suggestions from your local surfing shop
(any five details) • look up a few surfing terms online
• learn about surfing etiquette / learn about surfing do's and don'ts
Test 4 (any eight details)
E x e r c is e 4 Model answer (Extended)

Core: content points The paraphrased content points are highlighted in the model answer
• get a medical check-up below. The model answer would get full marks for content and
language.
• put together your training plan
• less is more Before yOU s t a r t surfing, you need to be 100% sure th a t youre really
interested,. Vou wOnt get good results if you arent determined^.
• start with brisk walking before moving on to gentle jogging
To help you make your decision, yOu can chat with other su rfe rs so
• built up your stamina th a t you kfiOw what surfing involves,. The next step is to get the
correct equipment, which you can rent4 so th a t yOu dont spend too
• try hill running
much money. The board fo r beginners should be bigger5 than the One
• get yourself a running buddy / have somebody there to experienced su rfe rs use. It's also a good idea if its padded with foam
encourage you to prevent any injuries^. In addition to th a t, surfers who su rf in
• think about safety colder climates might require a wetsuit^. V h a ts more, beginners are
advised to study some of the language th a t su rfers use? .
• wear good-visibility clothing
• get yourself a head torch (118 words, 8 content points)
183
Test 4
Answer key
Exercise 5
Hi Yumt,
I havent hearti frow you for a while. t4ope youre and all is going well at school. Its such a shame that I cani phone you. I had io make a
decision about what university to go to and I wanted to chat with you about it so much.
Anyway, in the end I had a chat with my elder sister - she’s doing her first year in Maths. She decided to study abroad in the UK^. I must say I
fancy it too, so I thought I ’d picl^her brains to see if studying abroad is the right idea. If I could get into the same university, I wOuldnt be so
alone and she could help me. Plus, studying in the UK^ would give me a b etter chance of getting a job bacl^home. I also had a chat with Mum and
she reckons its a brilliant idea, so I might go for it. I guess itll also teach me to be more independent. Do yOU think. I ve made the right decision?
Speaking of which, I really hope yOure coming home fo r the half-term holidays. L e t me knOw what yOur plans are and whether we can meet up.
Wope to see you soon.
All the best,
Karina
(209 words) .•
Test 4
Exercise 6
I t is generally believed th a t yOung people should do voluntary worl^to learn important new skills they may need la te r in th e ir life. Rowever, does
this expectation put to o much pressure On young people nowadays?
On the One hand, yOung people gain invaluable experience, which is extremely helpful fo r th e ir resume. Not Only is this experience useful fo r their
future ca re e r, but it also helps them with other skills, fo r example, people skills Or becoming mOre independent. In addition to th a t, they do
something to help th e ir local community.
On the other hand, a lot of yOung people go to school and a school day is often very long. When they arrive home, there is homework^to be done
and other chores around the house. This does not leave much time to devote to any extra activities lik.e voluntary wOrl^. However, it is crucial
fo r yOung people to have enough fre e time fo r their Own hobbies and to meet th e ir peers.
All n all, yOung people and the whole community benefit enormously from voluntary wOrk^ but the issue is finding enough time. In my view, schools
should consider making voluntary wOrk^part of their curriculum so th a t students are able to do this type of work, within th e ir school hours.
(2 10 words)
m
5 False.There are only three options - A, B and C.
Section 2
Answer key
6 True.
Unit I 7 True.
I Core paper - four parts
8 False. Every part of the listening test is heard twice.
Extended paper - five parts (the last part is divided into
9 True.
parts A and B)
10 False.The recording can't be paused and you mustn't talk to
Core japer anybody during the exam.
Exercise 1 (Questions 1-4) 4
Exercise 2 (Question 5) 3
Exercise 3 (Question 6) 2 Unit 2
Exercise 4 (Question 7) 1
Test I
Ex e rcise I (Q u e stio n s 1-4)
Extended paper
1a (around) 12 (pm) / (around) twelve (pm)
Exercise 1 (Questions 1—4) 5
Exercise 2 (Question 5) 6 1b (his elder) sister
Exercise 3 (Question 6) 1 2a (a / new) bus station

Exercise 4 (Question 7) 3 2b (in) March
Exercise 5 (Question 8) A 2 3a four / 4
..........
: Exercise 5 (Question 8) B 4 3b Maths
3 Core paper - approximately 40 minutes
4a 18 / eighteen
Extended paper - approximately 50 minutes
4b retire (from running)
4 Core paper - 30 marks
Extended paper - 40 marks
5 Twice.
Learn from mistakes
1 Ineffective highlighting
6 Ideally, yes, especially in Exercises 3 and 4 (Questions 6 and 7).
If you miss some of the answers, you should guess.You shouldn't The student underlined, highlighted and circled all the words in
leave any blank spaces. the question. It is not clear which words are important and won't
help the student to focus on the right words during listening. What
7 No.
is more, it is likely to confuse the student.The only words the
8 No. student should have marked as important are the words that they
underlined.
9 No.
2 Answer over the word limit
10 Yes.There is a short pause before the next recording starts.You
should use this time to read the questions for the next part of The student wrote their answer as a full sentence.The student
the test.There is more guidance on this in Unit 2. probably didn't read/listen to the instructions at the start of this part
of the test properly.The word limit is up to three words only.This
II No.You write your answers in the spaces provided on the
answer contains I I words and is therefore too long. Don't write
question paper. If you need to write some notes while you are
your answers as full sentences.This part of the test checks that you
listening to individual questions, there are some blank pages to
can find the correct detail, so only write the correct detail - here it
do this. However; don't forget to write your final answer in the
is 'his elder sister’.
spaces provided.
3 Correct answer and wrong answer written together
This student included the wrong answer and the correct answer; It
Self-assessment shows that the student didn’t understand properly which detail is
the correct one. Answers that contain the correct detail but also the
1 False.The Core paper finishes with Exercise 4 (Question 7).
wrong detail can't be allowed.
It doesn’t have Exercise 5 (Questions 8A and 8B).
4 Incomplete answer
2 True.
'Station' on its own is not enough.There are a lot of different
3 False.There are only eight gapped sentences. Sometimes there
stations (e.g. train station, petrol station).This answer wouldn't be
may be some more text, but this wouldn't be gapped.
allowed because the student didn't give the whole answer, only part
4 True. of it.
185
5 Distracting detail given as the answer 2 Repetition of words / over the word limit
Answer key
The answer should be a month, but‘December’ is wrong.The The answer contains the phrase ‘construction o f which the student
student wrote the distracting information, which tests if students can heard in the recording. It is the same meaning as ‘is made’ printed in
select the correct detail.‘December’ is wrong because it is when the the sentence. Also, the whole answer contains three words, which is
council will finish their plans.The building works will start in March. over the word limit.
6 The question word in the question and the answer don’t 3 Selecting distracting information as the answer
match
The reed houses offer protection against sun, so this answer is
The question asks for a number - ‘How many exams.. .?’.The wrong.The sentence says ‘don't offer protection’, so the only correct
student answered ‘subject and studies’, which is not a number answer is ‘humidity’.
7 Unclear handwriting / wrong answer not clearly crossed out 4 Incomplete answer
This student wrote ‘ 16' and then wrote the number‘8’ over the ‘6’. The answer is not correct because it only contains half of the
If you change your mind about the answer cross it out clearly and correct information.‘Bed’ on its own is not enough.
write it again: +6 I 8. If your answer is not clear it may not be allowed.
5 Misspelt answer
8 Misspelt answer
The student probably didn’t know how to spell ‘selling’ and tried to
This candidate misspelt the answer Even if you try to say it the way spell it phonetically. However the new spelling created a new word
it is written, it doesn’t sound like ‘retire’ so it probably wouldn’t be - ceiling, as in a room - which makes no sense here, so the whole
allowed as the correct answer answer is wrong.
6 Wrong answer not clearly crossed out
Test 2 If you change your mind and want to correct your answer you
should cross it out clearly like this: dances.You shouldn’t use brackets
E x e rcise I (Q u estio n s 1-4) to do that If it is not clear which answer is your final choice, you
I a (a Spanish) dictionary might not get any marks for this answer
I b online 7 Answer doesn’t make sense
2a (the) air-conditioning (is on) / he’s cold This student clearly didn't read the sentence properly - you can’t
eat ‘lake’, so the answer doesn’t make any sense in this gap. It is
2b free hot drink
obvious from the sentence that you have to listen for a type of food
3a (rare) swords because the verb before the gap is ‘eat’.
3b £4.50 / four pounds fifty 8 Repeated words from the sentences included in the gap as
4a (her / the woman's) relatives part of the answer
4b by car You shouldn’t include the words that are already printed in the
sentence on the question paper in your answer
Test I
Test 2
E x e rcise 2 (Q u estio n 5)
a highest
Ex e rcise 2 (Q u estio n 5)
a Mexico
b furniture
b rats
c humidity
c chillies
d waterbed
d soldiers
e selling crafts
e currency
f costumes
potatoes f 1830 / eighteen thirty

g
h radio station g shade
h African elephant
Learn from mistakes

I Not a grammatical fit
The article before the gap tells you that you need the superlative
form ‘highest’.
186
Test I Test I
Answer key
E x e r c is e 3 (Q u e s t io n 6) E x e r c is e 4 (Q u e s t io n 7)
Spare statement = C a C
b B
Answer Distractor
Speaker 1 D C, E.F c C
i
Speaker 2 G B d A
Speaker 3 A D, F e C
Speaker 4 F D.B f A
Speaker 5 E A, B
g C
Speaker 6 B C
h B
Learn from mistakes Learn from mistakes

1 The same letter used twice
1 No answer given
This candidate didn’t get any marks for speaker I and 3 because
they used the same letter twice. Even though the correct answer for This student wasn't sure about the answer; so they decided not to
speaker I is D.the candidate didn't get any marks for this answer. fill in any of the boxes for question (a).This is wrong - if you don't
know, or are unsure, you should always guess. Never leave any of the
2 One box not filled in boxes empty in this part of the listening test.
Never leave any boxes empty in this listening exercise. If you are not 2 Two answers given
sure about the answer; guess,
This student ticked two boxes in question (a). Answers like these
3 Two answers in the same box won't be allowed even if one of them is correct. Don't forget to
cross out clearly the answer that you want to cancel. Do not use a
This candidate put two answers in the box.They probably weren’t
rubber-the wrong tick may still be visible and it may still look as if
sure during the first listening which one to choose, D or C, and
you ticked two boxes.
wrote down both,They then forgot to delete one to show their
final choice. 3 Underlining wrong key words, wrong detail selected
4 Unclear letter formation This student didn't listen carefuliy.The question asks what record the
women broke, but the student only highlighted'record'. As a result,
This candidate put a letter in the box for speaker 2 and it is not clear
they focused on the wrong information in the recording and wrote
whether it is a letter C or a letter G. Make sure that your letters are
a record made by someone else, a man called John Beeden, which is
clear and easy to read. Unclear answers may not be given a mark.
the distracting information.This meant that they selected the wrong
5 Unhelpful notes option.The correct key words in this question should be 'record /
women'.Then when you listen, the signal that the correct answer is
In this part of the test, it is useful to take notes. However these
coming is 'We', referring back to the women.The notes should say
notes need focus on the main topic, which is what the speaker
‘only three stages' so the student should have selected option C.
says about their attitude to shopping.This student included a lot
of irrelevant information, which probably didn't help them at all in
finding the correct opinion.The correct notes should have been
'incredibly bored/buy things out of necessity’. Test 2
E x e r c is e 4 (Q u e s t io n 7)
a A
Test 2
b A
E x e r c is e 3 (Q u e s t io n 6)
Spare statement = C c C
d B
Answer Distractor
Speaker 1 B A e B
Speaker 2 F B f C
Speaker 3 A G g A
Speaker 4 D G h A
Speaker 5 E B
Speaker 6 G D
187
Test I Test 2
Answer key
Exercise 5 (Q uestion 8), P a rt A Exercise 5 (Q uestion 8), P a rt A

a behaviour / behavior (American spelling) a 1988
b W ired Radio b river dolphins (Note that the verb ‘was’ after the gap refers to
‘experience’.The answer in the gap has to be in the plural form
c supermarkets
because the speaker saw more than one dolphin.)
d productivity
c zone
e typists
d rice fields
e sunset
Test I
Exercise 5 (Q uestion 8), P a rt B Test 2
a Big Noise
Exercise 5 (Q uestion 8), P a rt B
b emotional
a legs / strong legs / long legs (Note that the adjectives ‘strong’
c 150 / a hundred and fifty / one hundred and fifty and ‘long’ are optional.)
d craft making b lizards
e violinist c forests
d predators
e satellite transmitters / monitoring (Note that ‘monitoring’ is

Learn from mistakes also a possible answer It is implied in the text that it is also the
J Correct - American spelling is allowed. activity of monitoring that led to the discovery of new habitats.)
2 Correct - although ‘W ired Radio’ is a name and should be

capitalised, lower case letters - ‘wired radio’ - are fine.
3 W rong - this is not a grammatical fit. It needs the plural form

U n it 3
‘supermarkets’.
Test 3
4 W rong - the candidate chose to write a word that they
thought had the same meaning as ‘productivity’. However; this
Exercise I (Q uestions 1-4)
synonym doesn’t express the same idea as ‘productivity’. i a (by/the) train
5 Correct - the spelling tipist’ is not correct, but the 1b sunny

pronunciation of the word doesn’t change so the answer
2a (in) 2016
would probably be allowed. However; remember that using the
correct spelling is always better because some words that are 2b (my/her) family
used frequently should be spelt correctly. In this section it would
3a (the) ending
probably be words like‘radio’,‘supermarkets’ and ‘Big Noise’.
3b (next/on) Thursday
6 W rong - ‘Big Noise’ is the name of the programme, so any
additional words make the whole answer wrong. 4a snowboarding
7 W rong - the student selected the distracting information instead 4b proper clothing
of the correct detail ‘emotional’. Remember - the sentence on
the question paper asks fo r‘the most important skills'. Focus on the language
8 Correct - this student wrote the number as a word. However; For answers to the questions in these boxes, see the transcript
it is better to write numbers as figures (e.g. 150) to make sure
you don't go over the word limit.The word limit for Question 8
is two words. Make your vocabulary grow
9 W rong - incomplete answerThe whole answer is ‘craft making’. W o rd s and phrases w ith a sim ilar m eaning
10 W rong - the student included ‘famous’ as part of the answer Question 2
This is wrong because ‘well-known’ is already used in the
a win an award - receive a prize
sentence on the question paper; so repeating the same idea is
wrong.The correct answer is ‘violinist’ only. b a photo - a picture
c the photo shows - a photo of
188
Q u estion 3 c balloons - Balloons were actually used to act as an underwater
Answer key
greenhouse, but Carlo thought they looked like 'golf balls'.
a I enjoyed - I’d recommend
d insects - It is one of the problems that traditional farmers on
b most - in particular
land have to deal with, but underwater farming doesn't have
Q u estion 4 this problem.
a the new course - can now look forward to snowboarding e direct sunlight -This answer doesn't fit grammatically ('sunlight' is
an uncountable noun so can't be used together with 'a'). Also, it
b have to - is a must
is not an example of a benefit of underwater farming, but one of
the worries of people who don't believe in underwater farming.
Other useful phrases
Q uestion I
f 8 metres - It is the maximum depth the underwater
greenhouses are at, not how deep the light can reach.
a I wanted to do something, but then I didn't - I was going to .,,
g wasabi - It is a vegetable that might be grown in the
b my choice was - I decided on underwater greenhouse in the future, not something that is
c it was almost necessary to do this - I thought we might have to already grown underwater
h newspapers - Although newspapers are interested in the

d it seemed it might happen, but it wasn't actually happening at
project, they are leading newspapers.This means they are
the time - it looked like
national newspapers, not local.
Q u estion 2
a I only won then, not before - 1didn't receive a prize for it till...
Q u estio n 3
Se n te n ce a
a have it ready for a certain time - do it for
a developed by - be behind it all
b write it / work on it - put it together
b the idea of - the concept of
Q u estion 4
Se n ten ce b
a we've offered it before - our usual
a was given the name of - became known as
b it wasn't popular - lack of interest
Sen ten ce c
c you can hire it - will be on loan
a compare something to something else - are similar to
b enormous - huge / gigantic / massive

Test 3 c see-through - transparent
Se n te n ce d
a scuba diver
a at the start - initially
b Nemo's Garden
b there were problems - caused some difficulty
c golf balls
c sometimes - at times
d flooding
Se n te n ce e
e stable temperature
a a benefit of - advantage
f 15 metres / fifteen metres /American spelling 'meters'
b underwater - sea water
acceptable
Se n te n ce f
g strawberries
a is necessary for plants to grow - encourages growth
h sea life
b reach a depth of-filter down
Focus on the language c maximum - as far as
For answers to the questions in these boxes, see the transcript.
Se n te n ce g
a can also be grown - even had a good harvest of
Learn from mistakes b was surprised - which I never thought would be possible
a marine scientist -This is what many people wrongly think. Se n te n ce h
b Ocean Reef - It is the name of the founder's company, but not a local - surrounding
the name of the project. b very interested - attracts lots of curiosity from
189
c C
Test 3
Answer key
d C
Exercise 3 (Q uestion 6)
e B
Spare statement = F.
f A
Answer Distractors
g B
Speaker 1 B A, G
Speaker 2 A D h A
........... . ..... ..... i
Speaker 3 G B
Speaker 4 D C
a Only option C is Fatima's reason.
Speaker 5 C F
Option A is wrong because Fatima’s mother inspired her; she
Speaker 6 E D
didn’t make her
Focus on the language Option B is wrong because Fatima says she wants to travel
now as an adult, not when she was little.
For answers to the questions in this box, see the transcript
b Option A refers to the last thing Fatima did before she decided
to set up her online school. She decided to take some time out
Make your vocabulary grow of work and handed in her notice, so she was unemployed for
some time.
Speaker I
Option B is wrong. Fatima talks about studying linguistics at
a costly - I have to watch my spending / running up a huge bill university, but she did that when she was younger before
b calling - ringing up
getting a job.
Speaker 2 Option C is wrong because we know she stopped working for

a big company, but didn't set up her school straight away. She
a write letters to someone - put down on paper / mail took some time out first.
Speaker 3 c Option C is the only idea that refers to what inspired Fatima.
a is more exciting than - I’m not very patient / 1appreciate it Option A is wrong because it only refers to a friend’s daughter
more w hen...
not being happy with this aspect of her course. However this
b receiving photos - I get snaps did not inspire Fatima.
Speaker 4 Option B is wrong because it talks about other people being

disappointed with a language course, but this did not inspire
a to see - to follow
Fatima either
b what my friends are doing - what they're up to
d Option C is introduced by the phrase ‘Nothing beats.w hich
c often - every day tells us that this way is Fatima's favourite.
d social media sites - posts online Option A is wrong because this is what Fatima has to do, but
Speaker 5 she doesn't say whether this is her preferred way.
a my closest friends - friends who I can trust Option B is wrong because people sometimes try to do that,
but Fatima doesn’t pay much attention to this.
b I only text from time to time - with the exception of an
occasional message e Option B is the only option that deals with the majority of
Fatima’s customers and what they like.
Speaker 6
Option A is wrong. Even though Fatima's customers like this
a friends I haven’t seen for a long time - over time we drifted
aspect, we know they aren’t the majority.
apart / but managed to renew old friendships
Option C is wrong. W e hear the word 'skype' in the recording,
b I call - ring up
but this is only a fact referring to how students and teachers
c feel nervous - it’s not easy for me / I’m rather shy communicate.
f Option A is the only one with Fatima’s real intention.
Test 3 Option B is wrong because this was a coincidence, not a reason.
Exercise 4 (Q uestion 7) Option C is wrong because this wasn't her intention. However
she was worried some teachers might wrongly think that.
a C
g Option B is the biggest benefit.The phrase that tells us this is
b A
'.. .which must be the top gain for me’.
190
Option A is wrong. Fatima lists this as one of the advantages, Q uestion (h), option A
Answer key
but not as the biggest benefit.
a to expand the range of courses - our classes should not stop
Option C is wrong. Fatima talks about meeting a lot of with languages
international people, but not necessarily working with them.
b planning to do - that's the aim of my project
' Option A is the only option that talks about the future.
c next - upcoming
Option B is wrong because Fatima's school has been doing that
recently.
Option C is wrong because Fatima’s school is already becoming Test 3

a recognised name. Also, Fatima says it is like a dream come E x e r c is e 5 (Q u e s t io n 8), P a r t A
true', which means it must have already happened.
a 1917/ nineteen seventeen
b scientific research
Make your vocabulary grow c warehouse
Q uestion a, option C d air bags
a little - a kid e size
b moved around - lived in different countries
F o c u s on th e la n g u a g e
Q uestion b, option A
For answers to the questions in these boxes, see the transcript.
a unemployed - handed in my notice / took some time out
b starting an online language school - do something more creative

Learn from mistakes
Q u estion c, option C
a 19 18 - It was the year when Amundsen set off on his
a her relative - my son
expedition on Maud, not when it was launched.
b not the right teacher - tutors didn’t manage to motivate him /
b geographical exploration - Even though the expedition focused
tutors should be carefully matched
on this too, it wasn't their main focus.
c inspired - that got me thinking
c polar ship - Maud was used as a polar ship before, not after it
Q u estion d, option C was sold to somebody else.
a face-to-face - meet in person d another ship - Another ship was used during the second stage
to complete the lift from just below the surface to all the way
b an interview - speak to
to the top.
c her future employees - potential teaching staff
e condition -The rescue team were surprised by this, not the
Q u estio n e, option B people who stopped to look.
a most - the vast majority
b find something attractive - value (note that this word supports Make your vocabulary grow
the correct answer) / they appreciated that (note that this
phrase has the same meaning, but doesn't support the correct Sen ten ce a
answer) a launched - christened / touched water for the first time
c more than just learning a language - find out more about Se n te n ce b
things like...
a focused on - (Amundsen's) attention turned to
Q u estion f, option A
b mainly - more than
a test the system - sorting out any possible issues
Se n te n ce c
b she wanted - was vital for me
a was used as - ended its days as
Q u estio n g, option B
b it was bought by - sell off the ship to
a has become more confident - has been a real boost to my
confidence Se n te n ce d
b the biggest benefit - the top gain a lift Maud - bring Maud to the surface
b decided - opted for
191
Sentence (f) Sentence (d)
a onlookers - passers-by a at the beginning - starts off
b were surprised - couldn’t believe / astonished b learn - going through / find out
Sentence (e)
a is curious about - were eager to / I’m dying to
Test 3
Exercise S (Question 8), Part B
a determination Unit 4
b Greenland
c satellite phone
Test 4
d safety procedures
C ore and Extended
e daylight hours / daylight
1a (to a) football match
Focus on the language 1b (his/your/a) cousin

For answers to the questions in these boxes, see the transcript 2a (a) science (magazine) / (a)
2b (gift) voucher(s)
Learn from mistakes 3a bacteria
a stamina - This is also important according to the girl. However; 3b five days
the phrase 'above all’tells us that the quality that comes after
this phrase is the correct answer because it is more important 4a modern oil painting(s)
than the previous one. 4b (the) Urban Hall
b Canada -The girl’s father was thinking of doing the course in
Canada, but it didn’t happen.
Test 4
c compass -The phrase ‘I gather’tells us that the boy expected
this piece of equipment to be included. Exercise 2 (Question 5)
C ore and Extended
d basic principles -The participants on the course learn about
basic principles later on the course - in the transcript it says ‘in a clerk
the following couple of days’. b umbrella
e icecaps - It wasn’t the boy who was curious about icecaps, but c rubber
other people who had done the course before him.The boy
d sticky
read about this in their blogs.
e Tailors
f riding coats
g Arctic explorers
Sentence a
h Japan
a according to the girl - and I’d have to agree with him
b the most important - above all
Sentence b Test 4
a takes place in - the basecamp which lies in (NB this phrase is Exercise 3 (Question 6)
not the exact meaning of‘takes place’ - the idea is only implied C ore and Extended
and not directly stated) Spare statement = A.
Sentence c
Answer Distractor
a is included - you’ll be supplied with Speaker 1 D B, E
b also - as well Speaker 2 F B
c is surprised - Never! (N B this is an exclamation used informally Speaker 3 C A, G
when somebody is surprised by something) / 1wouldn’t have Speaker 4 E B
guessed that
Speaker 5 G A, D
Speaker 6 B C, F
5 11-16 minutes.This includes the welcome and brief
Test 4
Answer key
explanation at the start of the exam provided by the examiner
E x e r c is e 4 (Q u e s t io n 7) The actual exam takes 10-15 minutes,
C ore and Extended 6 30 marks - 10 marks for structure, 10 marks for vocabulary,
a A 10 marks for development and fluency (for more details,
go to ‘W hat are the examiners looking for?' in Unit 2 of this
b C
section).
c C
7 No. If a candidate doesn't know a word, or can't remember
d B a word, they should try to paraphrase (use similar words and
e C phrases that express the same idea). However, if a candidate
doesn’t understand any words on the topic card, they can
f A ask the examiner for clarification of that word during the
g B preparation part.
h A 8 No (see number 7).
9 No.The recording of a candidate's performance in the

exam is listened to several times after the exam before
Test 4 the final mark is awarded. In the 05 10 syllabus, candidates
are awarded a separate certificate for the speaking exam.
E x e r c is e 5 (Q u e s t io n 8), P a r t A However, in the 051I syllabus, a candidate's mark in the
Extended speaking exam contributes towards 20% of the overall
a White grade in the IGCSE English as a Second Language exam.
The reading and writing exam counts towards 60% and the
b poetry listening towards 20%,
c reduce stress
d uncontrolled hunting Self-assessment

e vulnerable 1 False.
2 False.
Test 4 3 True.
E x e r c is e 5 (Q u e s t io n 8), P a r t B 4 True.
Extended 5 True.
a hacking 6 False.
b cliffs 7 True.
c bats 8 False.
d maintenance work 9 False.
e webcams / web cameras 10 False. It is important that the conversation between the
candidate and the examiner takes place right from the start of
part D.The candidate should not deliver a long monologue.
Section 3 II True.
12 True.
U n it I
13 False.The examiner is expected to ask extra questions on
Four parts.The number of parts is the same for both the Core
the topic, or about what the candidate has said, as this is a
and Extended papers.
natural part of a conversation. Extra questions also help the
2 One. All candidates are examined individually. conversation to develop.
3 One.The examiner is often a teacher from the candidate's 14 False. Candidates are allowed to introduce new ideas. However,
school.The examiner conducts the whole exam. these must be related to the topic on the card.
15 True.
Part A 3
16 False. Only part D, the conversation, is assessed.
Part B 1
17 False.
Part C 4
Part D 2
193
Topic card used in Unit I:
Answer key
Feeling stressed
Peopie experience stress when they are under a lot of pressure. * the opinion that life is more stressful nowadays
Discuss this topic with the examiner * the suggestion that schools should always provide a stress-free
environment
Use the following prompts, m the order given below, to develop the
conversation * the view that stress in small doses can be beneficial.
* what situations make you stressed You may introduce related ideas of your own to expand these
prompts.
* how different people you know deal with stress
The candidate would probably get the following marks: chaotic, grumpy, subjective, some people could argue that,
pamper myself, etc.).
Candidate A Melida - 8 marks for structure, 9 marks for
vocabulary, 10 marks for development and fluency [Total: 27] The conversation is well maintained and a range of ideas, from
everyday situations to more abstract ideas and opinions, is
Comments:
discussed.
• This candidate uses a reasonable range of complex structures
The candidate also gives a lot of examples to support her
with good linking words (e.g. whereas).However there are
opinion and develop the ideas really well at appropriate length.
occasional errors.
The candidate sounds clear throughout the conversation.
• The candidate uses a good range of vocabulary and expresses
her ideas with some more precise words and phrases (e.g.
Unit 2
W hat are the examiners looking for?
a
Structure Vocabulary Development and fluency

* complex sentences with linking words/ * precise use of vocabulary * maintaining a conversation
phrases
* a range of vocabulary * the length of a candidate's answers
* a range of grammatical structures
* intonation
* grammatical accuracy
* how well ideas are developed
* pronunciation
* the ability to talk about a range of ideas
b
| Marks How well it is done
9-10 C A range of complex grammatical structures is used accurately, with appropriate linking words and phrases.
A range of precise vocabulary is used most of the time.The candidate can maintain a conversation and talk
about a wide range of ideas.The ideas are well developed at appropriate length.The candidate sounds very
clear
7-8 E A range of grammatical structures is used accurately, most of the time, with some linking words and phrases.
Some more complex structures are also used, but not always accurately. A reasonable range of vocabulary
is used.The candidate can maintain a conversation.The ideas are reasonably developed at some length.The
candidate sounds clear most of the time.
5-6 F Simple grammatical structures are used accurately with some very simple linking words. A reasonable range
of simple vocabulary is used.The candidate sometimes finds it difficult to maintain a conversation and to talk
about some ideas. Some answers are short and the candidate has to be helped by the examiner from time to
time.The candidate doesn’t always sound clear
Answer key
3—4 A Only simple grammatical structures with a lot of errors are used.This makes communication difficultThe
range of vocabulary is limited and the candidate finds it difficult to talk about even simple ideas. Conversation
is rarely maintained because of very short and often widely spaced answers. It is often difficult to understand
the candidate.
1-2 D The candidate rarely answers the examiner's questions.There are no complete structures, only random
words used very occasionally. Conversation breaks down completely because the candidate says very little. It
is extremely difficult to understand the candidate.
0 B The candidate does not speak at all.
Learn from mistakes

a The candidate would probably get the following marks:
Candidate A Peter - structure 8, vocabulary 9, development and fluency 8 [Total: 25]
Com m ents
• This candidate links his ideas with mostly simple linking words (e.g. because, but). He occasionally tries to use more complex structures with
higher-level linkers (e.g. therefore).
• There are occasional errors, but these are in more complex structures and don't obscure the meaning of the candidate's ideas.
• Vocabulary is the strongest area of the candidate’s performance. He expresses his opinions with some more precise vocabulary (e.g. with a
twist, to judge someone, to strengthen/weaken emotions, etc.). He also uses some phrasal verbs appropriately (e.g. cheer up, look forward
to, look back on, etc.).
• Development and fluency is the candidate’s weakest area. Although he always gives relevant answers, his ideas are not always well
developed.The examiner has to help him at times to make sure the conversation doesn't break down. If the candidate had developed his
answers more, he could have gained more marks for his performance.
• However the candidate improves in the second half of the conversation and sounds clear throughout the exam.
U n it 3
N a r r a t iv e te n s e s
Candidate A - Begum Candidate B - Harkomal
Narrative tenses met / was studying / didn't love / looked met / was / began to speak / talked /
(the candidate uses the wrong form looks') introduced / became (the candidate uses the
/ discussed / were sitting (the candidate uses wrong form ‘become’)
the wrong form ‘are sitting') / passed / got to
know (the candidate uses the wrong form 'get
to know') / became (the candidate uses the
wrong form 'become')
Comment This candidate makes quite a few errors. This candidate is mostly accurate.
A d je c t iv e s a n d p h ra s e s u se d to d e s c r ib e a g o o d frie n d
Candidate A - Lucy Candidate B - Nawon
Adjectives and phrases used to describe someone who likes food / sharing the same we can trust each other / we have the same
a good friend interests / someone who has a lot in common interests / generous
with me (the candidate uses the wrong
preposition ‘of’) / somebody who makes me
laugh
195
Opinion, agreem ent, disagreem ent, linking words (reason and result)
Answer key
Candidate A - jacky Candidate B - Harkomal

Opinion seems to me
Agreement 1agree with that /1 totally agree with that 1agree with this
Disagreement 1would doubt that (the candidate uses an
extra preposition 'with', which is wrong)
Linking words (reason and result) so because / that’s why / so
Ideas for and against, linking words (co n trast)

Candidate A - Jacky Candidate B - Lucy
Ideas for we helped each other with English and
Mandarin (the candidate uses the wrong
preposition ‘about’) / share a lot of things
with each other / even help ... to solve
some personal issues
Ideas against could be dangerous first they’re really kind but then they turn...
Linking words (contrast) but but
W o rd s and phrases to speculate

Candidate A - Peter Candidate B - Melida
----- -—.... - —....... ■ ■■
■............................. i
Words/phrases to speculate if you think o f... as ... / you could say... it wouldn't be the same without... / it
/ without having them, life would be a bit would be really ... if you didn't ...
more boring
Exercise I : N a rra tive tenses
Narrative tenses When to use them Examples

Past simple B This tense is used to talk about events that started / didn’t know / was / asked / could / had /
happened in the past. asked / told / was / became
Past continuous C This tense is used to introduce or describe a scene. was doing
Past perfect A This tense is used to say something happened or hadn’t seen
started before another event in the past
b I was trying / was talking / had to 3 past perfect (e.g. learnt to swim) / past simple (e.g. signed
up for lessons)
2 was / got / had passed (!d passed)
4 past perfect (e.g. I’d just got some good news) OR past
3 felt / had never worked (d never worked)
continuous (e.g. we were going to the seaside)
4 had been ('d been) / told / was
past simple (e.g. my phone started to ring)
5 was walking / realised / had left (‘d left)
6 past continuous (e.g. was watching TV) / past simple
c 1 past continuous (e.g. was waiting for the bus) OR past (e.g. came in) OR past continuous (e.g. was chatting on the
simple (e.g. got on the bus) / past perfect (e.g. I hadn't phone)
switched off the TV)
2 past simple (e.g. loved listening to pop music)
m
E x e rcise 2 :A d jectives and o th e r phrases to d escrib e som ebo dy’s p ersonality
Answer key
a
Positive meaning Negative meaning
generous / clever / reliable / easy-going / somebody who has a moody / somebody who likes to gossip / bossy / greedy /
good sense of humour / we have a lot in common / they never let judgemental / somebody who looks down on people / pig-headed /
me down / honest / patient / somebody who can keep a secret / arrogant
humble / somebody 1can look up to / encouraging
E x e rcise 3: G iving an opinion, agreeing and disagreeing

a
Opinion Agree Disagree
2 The way 1see it,... 1 1feel the same way. 4 Definitely not.
3 Forme... 7 That's (absolutely) right. 6 1agree to some extent but...

(quite formal)
5 1feel that... 10 1think so too.
9 I'm not so sure about that
8 It seems to me that... 11 1couldn't agree more.
13 1can't support this opinion. I'm afraid,
12 Personally, 1think that...
(quite formal)
14 From mv point of view...
(quite formal)
E x e rcise 4: Linking w ords and phrases of co n trast

a
1 On the one hand, life nowadays is very hectic. D On the other hand, thanks to advances in technology, life is
much easier
2 To live in a city like London, you need a lot of money. E However vou'll never set bored because of all the museums and
galleries and other things you can do.
3 In spite of his easy-going personality. A he only had a handful of friends.
4 Despite having the same upbringing. B they both grew up to be very different people.
5 It is true that keeping in touch couldn't be easier C whereas, in the past, it required much more effort, like writing
these days, letters by hand.
E x e rcise 5: P h rases used to speculate about ideas and to m aintain a conversation

a
1 Perhaps we could live without friends for a short while, but...
2 Life may/might/could be very boring without friends.
3 I suppose we need friends to have a happy life.
4 I guess our lives would feel very empty without friends.
5 if we had no friends, we would (we'd) feel very lonely, (the second conditional used to talk hypothetically about situations/ideas)
Phrases Functions
7 Sorry, nothing comes to mind. A Phrases used when you can't think of what to say
3 Sorry, I'm not following. B Phrases used when you don’t understand
5 Sorry, how do you mean? (informal)

2 What I'm trying to say is that... C Phrases used when you want to say something again in a clearer
way
8 To put it another way...
197
Phrases Functions
Answer key
1 I've never really thought about that, but... D Phrases used when you need a bit of time to think before
answering
4 How can 1put this?
6 Let me see...
Learn from mistakes

B u lle t point I
The candidates would probably get the following marks for each of the video recordings:
Candidate A Begum - Video 3 - structure 5, vocabulary 5, development and fluency 7 [Total: 17]
Candidate B Harkomal - Video 4 - structure 6, vocabulary 6, development and fluency 7 [Total: 19]
b The candidates are assessed below:
......................... 1
Structure complex sentences with linking
X X
words/phrases
X X
structures
grammatical accuracy X (More errors than Candidate B) X
Vocabulary a range of vocabulary X X
precise use of vocabulary X
* ......._.... _....... ...... ^ .... ............
Development and fluency maintaining a conversation / /
the ability to talk about a range
X X
of ideas
/ /
answers
how well ideas are developed / /
pronunciation / (Generally clear) /
intonation / /
B u llet point 2
a The candidates would probably get the following marks for each of the video recordings:
Candidate A Lucy - Video 5 - structure 7, vocabulary 6, development and fluency 7 [Total: 20]
Candidate B Nawon - Video 6 - structure 6, vocabulary 5, development and fluency 5 [Total: 16]
/ X
words/phrases.
X X
structures
grammatical accuracy X X
Vocabulary a range of vocabulary X X
precise use of vocabulary X X
m
i
Answer key
Development and fluency maintaining a conversation /
*
X X
of ideas
the length of a candidate's
/ X
answers
how well ideas are developed / X
pronunciation / /
intonation / /
B ullet point 3
C an d id ate A Jack y - V id eo 7 - structure 7, vocabulary 8, development and fluency 7 [Total: 22]
C an d id ate B H ark o m al - V id e o 8 - structure 7. vocabulary 8, development and fluency 8 [Total: 23]
1 !
/ /
words/phrases
X X
structures
grammatical accuracy X
*
Vocabulary a range of vocabulary / y

X X
of ideas
the length of a candidate's
/ /
answers
pronunciation X /
intonation / /
B ullet point 4
C an d id ate A Ja c k y - V id eo 9 - structure 7, vocabulary 7, development and fluency 7 [Total: 21]
C an d id ate B Lu cy - V id e o 10 - structure 5, vocabulary 5, development and fluency 7 [Total: 17]
199
Answer key

/ X
words/phrases
X X
structures
grammatical accuracy X X
Vocabulary a range of vocabulary / X
X X
of ideas
/ /
answers
1 ............. .............................
pronunciation X /
intonation / /
B u lle t point 5
Candidate A Peter - Video I I - structure 9, vocabulary 8, development and fluency 9 [Total: 26]
Candidate B Meiida - Video 12 - structure 8, vocabulary 8, development and fluency 9 [Total: 25]
/ /
words/phrases
/ X
structures
grammatical accuracy / /
Vocabulary a range of vocabulary / /
/ /
of ideas
/ /
answers

pronunciation / /
intonation / /
200
In the real exam, candidates are marked on their overall 6 The most important thing when I make a friend is, first of all,
Answer key
performance in all five prompts, not just on individual prompts. that we can trust each other
c 7 That's why they just want to look like they're independent.
1 At first we didn't like each other she looked so stubborn. 8 W e have a lot of electronic devices so that's why they are
always on their mobile phones,
2 My best friend lives in Italy.
9 One of my best British friends who I met online.
3 She was sitting at the desk next to me.
10 I can see the relation between these and the statement.
4 W e can go to restaurants together
5 I also like to go travelling, so I want someone who has lots in

common with me.
201
Exam at a glance and
Weighting of papers
Reading and w riting

Students will take either:
I*aper I ( C<>t - I hour 30 minutes - 60 marks in total - Grades C-G
or Paper 2 (Extended) - 2 hours - 80 marks in total - Grades A*-E
Exercise Type of Total marks

number exercise Description Core Extended
Exercise 1 Reading Students read a text and answer a series of questions 9 13
which require single word/phrase answers.
Exercise 2 Multiple Students read a text and answer a series of questions 8 10
matching testing more detailed comprehension. Students match the
correct answer to the question.
Exercise 3 Note-making Students make brief notes on a text under a supplied 7 9
heading or headings.
Exercise 4 Summary Students write a summary of 80 words (Core) or 100 j 12 16
words (Extended) about an aspect or aspects of a text.
The text will be a different text from Exercise 3, for both
Core and Extended.
Exercise 5 Writing Students write 100-150 words (Core) or 150-200 words 12 16
(Extended) of continuous prose in response to a short
stimulus and/or short prompts.The purpose, format and
audience are specified.
Exercise 6 Writing Students write a report, review or article of 100-150 16
12
words (Core) or 150-200 words (Extended) in response
to a short stimulus.The purpose, format and audience are
specified and will be different from Exercise 5.
Listening
Students will take either:
e?) - Approximately 40 minutes - 30 marks in total - Grades C-G

or !' per I ( Extended) - Approximately 50 minutes - 40 marks in total - Grades A*-E

Exercise 1 Short Students listen to four short extracts of dialogue 8 8
extracts or phone messages and answer questions on each.
Questions require short answers, no longer than three
words each.
Exercise 2 Note-making Students listen to a formal talk and complete gaps in 8 8
notes/sentences.
202
Exercise 3 Multiple Students listen to six short, informal monologues and 6 6
matching match each speaker to appropriate content.
Exercise 4 Multiple- Students listen to an informal discussion between two 8 8
choice speakers and answer 3-option multiple-choice questions.
questions
Exercise 5 Completing Students listen to a talk and complete gaps in notes/ 10
(Extended notes sentences.Then they listen to a short discussion based
only) on this talk, and complete sentences using no more than
three words.
Speaking
Approximately 10-15 minutes - 30 marks in total (syllabus 051I) or grades I -5 (syllabus 0510)
Students take part in a discussion with the teacher on a set topic. After a short warm-up which is not assessed,
students are allowed 2-3 minutes to read the speaking test card which has been selected from a range of cards.The
cards include prompts to guide the discussion. Students are not allowed to make written notes.The conversation
itself should last 6-9 minutes. In syllabus 0510 marks for the Speaking component do not contribute to the overall
grade. Instead, students will be marked from I (high) to 5 (low).
W e ig h tin g and A ssessm ent O b jectives

Weighting for qualification
Assessment objective 051 1 0510
A O 1: Reading 30% 35%
A02:W riting 30% 35%
A03: Listening 2096 30%
A04: Speaking 20% Separately endorsed
Assessment objectives
A O I : Reading Rl identify and select relevant information
R2 understand ideas, opinions and attitudes
R3 show understanding of the connections between ideas, opinions and attitudes
R4 understand what is implied but not directly stated, e.g. gist, writer's purpose, intention and
feelings
A02: Writing Wl communicate information/ideas/opinions clearly, accurately and effectively
W2 organise ideas into coherent paragraphs using a range of appropriate linking devices
W3 use a range of grammatical structures and vocabulary accurately and effectively
W4 show control of punctuation and spelling
W5 use appropriate register and style/format for the given purpose and audience
203
Skill Assessment objectives
Exam at a glance and weighting of papers
A03: Listening LI identify and select relevant information

L2 understand ideas, opinions and attitudes
L3 show understanding of the connections between ideas, opinions and attitudes
L4 understand what is implied but not directly stated, e.g. gist, speakers purpose, intention
and feelings
A04: Speaking SI communicate ideas/opinions clearly, accurately and effectively
S2 develop responses and link ideas using a range of appropriate linking devices
S3 use a range of grammatical structures and vocabulary accurately and effectively
S4 show control of pronunciation and intonation patterns
S5 engage in a conversation and contribute effectively to help move the conversation
fon/vard
The information in this section is taken from the Cambridge syllabus document
Teachers should refer to the appropriate syllabus document for the year that their students are entering for examination to confirm the details.
More detailed information about the Cambridge IGCSE English as a Second Language examination, including support available for teachers and
students, can be obtained from Cambridge International Examinations, I Hills Road, Cambridge CBI 2EU, United Kingdom, and online at www.
cie.org.uk
204
Acknowledgements
The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions
granted. While every effort has been made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate
acknowledgements on reprinting.
Thanks to the following for permission to reproduce images:
Cover Piriya Photography/Getty Images; inside in order of appearance Adrian Dennis/AFP/Getty Images; Education
Images/UIG/Getty Images; CTK/Alamy Stock Photo;Vincent Capman/Paris Match/Getty Images; EikoTsuchiya/
Shutterstock; Everett Historical/Shutterstock; Koraysa/iStock/Getty Image Plus; Media Drum World/Alamy Stock
Photo; Punnawit Suwuttananun/Moment/Getty Images; Izf/iStock/Getty Images Plus; H. Armstrong Roberts/
ClassicStock/Getty Images; Sebastien Micke/Paris Match via Getty Images; Josep Lago/AFP/Getty Images; Specker/
Vedfelt/Taxi/Getty Images; pikselstock/Shutterstock; ac_bnphotos/iStock/Getty Images Plus; Daily Herald Archive/
SSPL/Getty Images; Jeff J Mitchell/Getty images;TB Photo/UIG via Getty Images; Olivier Morin/AFP/Getty Images;
Melanie Stetson Freeman/The Christian Science Monitor/ Getty Images; Bettmann/Getty Images;Victoria Nicholson/
W W T W /G e tty Images; Christian Vierig/Getty Images; Michal Vojtech; Nature Picture Library/Alamy Stock Photo;
Hans Neleman/Taxi/Getty Images; karelnoppe/Shutterstock; Robert Daly/OJO Images/Getty Images.

ESL Preparation and Practice

Uploaded by

Copyright:

Available Formats

You might also like

ESL Preparation and Practice

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ESL Preparation and Practice

Uploaded by

Copyright:

Available Formats

Cambridge IGCSE®

University Printing House, Cambridge CB2 8BS, United Kingdom

One Liberty Plaza, 20th Floor, New York, NY 10006, USA

477 Williamstown Road, Port Melbourne,VIC 3207, Australia

79 Anson Road, #06-04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of

© Cambridge University Press 2017

This publication is in copyright Subject to statutory exception

Printed in Dubai by Oriental Press

ISBN 978-13 1-663678-7 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy

IGCSE® is the registered trademark of Cambridge International Examinations

It is illegal to reproduce any part of this work in material form (including

Progress chart - tracking sheet iv

Section 1: Reading and writing 1

Section 3: Speaking 139

Answer key 162

Progress chart - tracking sheet

3It is not advisable to take the exam at this stage.

Learn from mistakes

® Core © Extended Audio 0 Video I Video

Use linking words and phrases to join ideas

Model answer (Extended)

Writing marking criteria (Exercise 4 - Summary writing)*

Assessment criteria for writing and speaking

1 Mark Content (maximum 8 marks) Mark Language (maximum 8 marks)

I • Wide range of linking words

............L • Some linking words. Not always used well

1-2 Relevance 1-2 Range and complexity

1 Mark Structure Vocabulary Development and fluency

Exercise 1 Informal email

W hat is the total number of marks you can get?

EX A M IN ER T IP Do you have to answer all the questions on the exam paper?

b find answers in the text,

iu already know abo u t...! the readin;

Core candidates answer fewer questions than Extended candidates.T / F

3 In Exercise I , some questions may need more than one answerT / F

In Exercise 3, there is only one example for each heading.T / F

Exercise 4 is only for Extended candidates.T / F

Exercise 4 is only marked for content, but not for language.T / F

In Exercise 4, candidates should paraphrase their answers.T / F

In Exercise 5, candidates are sometimes asked to write a formal letterT / F

16 In Exercise 6, candidates always have to write a rep o rtT / F

The Turner Prize

6 How much money does the winner receive?

7 W ho decided to give awards for poor artwork?

Extended [Total: 13]

Your score (Core): 19 Your score (Extended): /13

Before you started reading

Most questions in W h ile you were reading

After you finished reading

Learn from mistakes

1 Response to Question 1 When did the jcompetition! first take place?

2 Answer to Question 1 nS2_

3 Answer to Question 2 obtain new artworks

4 Answer to Question 3 Turner was ani English painter from London.

5 Answer to Question 4 contemporary artists 5 0 years old Or younger