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TH
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B2
TEACHER'S BOOK

With

Digital Pack Jessica Smith

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B2 FIRST
THIRD EDITION

B2
TEACHER’S BOOK
Jessica Smith

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Cambridge University Press

www.cambridge.org/elt
Cambridge Assessment English
www.cambridgeenglish.org
Information on this title: www.cambridge.org/ 9781108921978
© Cambridge University Press and Cambridge Assessment 2021
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 2012

Second edition 2014
Third edition 2021

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2

Printed in Mexico by Editorial Impresora Apolo, S.A. de C.V.

A catalogue record for this publication is available from the British Library
ISBN 978-1-108-92197-8 Teacher’s Book

The publishers have no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and do 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 the
publishers do not guarantee the accuracy of such information thereafter.

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Contents
UNIT PAGE
Map of the units 4
Compact components 6
B2 First exam information 7

1 Living day to day 8

2 Differing tastes 14
3 Changing places 19
4 Getting creative 26
5 Making your way 32
6 Setting the pace 38
7 Feeling the heat 44
8 Moving ahead 50
9 Breaking news 56
10 Shopping around 62

Revision answer key 68

Grammar reference answer key 70
Writing bank answer key 73
Speaking bank answer key 76
Workbook answer key 81
Workbook audio scripts 89

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Map of the units

UNIT TOPICS GRAMMAR VOCABULARY READING
Living day Daily life Present tenses Adjectives ending in -ed Part 7:
to day People Present simple in time and -ing multiple matching
clauses Character adjectives
1 Adjective prefixes and
su xes: -able, -al, dis-,
-ful, -ic, im-, -ish, -itive, -ive,
-ous, un-, -y
Differing Food and drink Past tenses Fixed phrases Part 6:
2 tastes Restaurants gapped text
Relationships
Changing Travel and tourism Modal verbs Dependent prepositions Part 5:
places Transport Adverbs of degree multiple-choice questions
3 Festivals and customs + long text

Getting Entertainment Verbs followed by to + Phrasal verbs with on Part 6:

creative (film, music, arts) infinitive or -ing gapped text
4 Leisure Too and enough
Present perfect
Making Education, study and Future forms Phrasal verbs with take Part 7:
your way learning Countable and Noun suxes: -ant, -er, multiple matching
5 Careers and jobs uncountable nouns -ian, -ist, -or

Setting Health and fitness Relative clauses (defining Medical vocabulary Part 5:
6 the pace Sport and non-defining) Phrasal verbs with up multiple-choice questions
Purpose links Sports vocabulary + long text
Feeling The environment Conditionals 1–3 Phrases with in Part 6:
the heat The weather Mixed conditionals gapped text
7 Comparative forms
Contrast links
Moving Science Passive forms Communications Part 5:
ahead Technology Articles vocabulary multiple-choice questions
8 Science and technology + long text
vocabulary
Collocations
Breaking The media Reported speech Media vocabulary Part 7:
9 news Celebrities Noun su xes multiple matching

Shopping Shopping and Adverbs of manner and Clothing and shopping Part 6:
around consumer goods opinion vocabulary gapped text
10 Fashion Wish and if only Phrasal verbs with out
Causative have and get Extreme adjectives

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USE OF ENGLISH WRITING LISTENING SPEAKING

Part 3: Part 2 informal letter: Part 1: Part 1:
word formation getting ideas, informal multiple-choice questions talking about yourself
language + short texts

Part 2: Part 2 article: Part 2: Part 2:

open cloze narrative linking expressions sentence completion giving opinions, comparing

Part 1: Part 1 essay: Part 3: Part 3:

multiple-choice cloze linking expressions, for and multiple matching turn taking, suggesting,
against speculating

Part 4: Part 2 review: Part 4: Part 4:

key word transformation descriptive adjectives, multiple-choice questions + asking for and justifying
recommendations long text opinions

Part 3: Part 2 formal letter of Part 2: Part 1:

word formation application: sentence completion talking about future plans
formal expressions,
achieving aims
Part 2: Part 2 letter: Part 1: Part 3:
open cloze informal language, multiple-choice questions + agreeing and
purpose links short texts politely disagreeing
Part 4: Part 1 essay: Part 3: Part 2:
key word transformation contrast links, for and against multiple matching comparing: -er, more, (not) as
… as, etc.

Part 1: Part 2 article: Part 2: Part 4:

multiple-choice cloze reason and result links, sentence completion adding more points
involving the reader

Part 3: Part 2 report: Part 4: Part 2:

word formation recommending and multiple-choice questions + keeping going
suggesting long text
Part 4: Part 1 essay: extreme Part 3: Parts 3 and 4:
key word transformation adjectives, for and against multiple matching decision-making

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Compact Components
WORKBOOK WITH AND WITHOUT ANSWERS TEST AND TRAIN
WITH AUDIO
Ensure your students are exam-ready with authentic B2
2 Differing tastes 2 Choosethecorrect answerto completethetext.
First practice tests to develop exam strategies and skills.
Listening Grammar Photographs of food
Part2
1
Past tenses
Correct themistakesin thesesentencesusing
Exam Practice:
• Two full practice tests
1 Lookat theexamtask. Answerthesequestions.
suitablepast tenses. Insentences3 and 8 morethan
1 Look at theinstructions.Who is thespeaker in this oneansweris possible.
task?What is thereview about?
1 When wechatted in ht ecafé,I didn’t notice
2 Look at thegaps for questions 1–10.Which gapor
gaps can befilled by thefollowing? someonestealingmybag.
2 Duringthephonecall, Felicity wasaskinghim togo

• Reading, Use of English and Listening online; mobile

a a role campingatthe weekend.
b a place 3 BeforeI had a computer,I was lookingthings upin
c aproduct books.
d a lengthoftime 4 I ran to thecinema and arrived at 7.15but thefilm
e an adjective alreadystarted.
5 My dad didn’t used to havedinner with us very

friendly with automated marking hints and tips

2 02 Now listenand do theexamtask. oftenbecause he worked longhours.
Need help? Goto Quickstepspage 16 intheStudent’sBook 6 My aunt’sbeautiful antiquevasebrokewhile I
washedit.
Exam task 7 Theglass on thetablewas containinga strange

• Speaking Test in video format with hints and tips

greenliquid.
You will hear a radio presenter reviewinga biography of 8 After Greghad workingin theshopfor several years, WhenIput‘photosof desserts’into calledRogerFenton (6) would (9) would be taken / were taken
a chef.For questions 1–10,completethesentences with hebecamethemanager. a search enginethis morning,I got photograph / had photographed from thepoint ofview oftheeater.
awordor shortphrase. 9 When Nick arrived at theparty it was lateand most hundreds ofmillions ofresults.When richly detailed scenes offood,which Food was laid out on thetable,
oftheother guests went home. I (1) washaving / had had dinner imitated the‘still life’displays of andphotoswereshotfromabove,
1 Thepresenter thinks that everyonewill find Kwame’s
with a friend last week,hedid not objects so brilliantly painted by the lookingdown,with theplates

• Writing paper with model answer

biographya very
2 Kwamestudied for a whileat a
which hewas forced to leave.
3 When hewent to Louisiana,hewas hired to work in
thekitchens ofa
wherehebegan his career in cooking.
book.
start eatingeach dish until he
,
(2) had taken / tookendlessshots
ofit.Whereas thefocus ofdining
(3) wasbeing / used to be thetaste
,which was
ofthefood,its appearanceand
Dutchmasters.He (7) produced /
had been producing largeprints
oftheseto behungas decorative
works ofart.Upuntil the20th
century and theriseofmass-
clearlyseparated.Towardstheend
ofthecentury,romantic lighting,
loweranglesandaddingdecorative
objects (10) had been / was the
trend.Nowadays,a lot ofWestern

• Teacher sets tasks or students work at their own pace

presentationhasbecomemoreand producedphotographicprints,this foodphotographyaimstodisplay
4 In 2010,Kwamewent back to New York and became
moreimportant.Takingphotosof typeofprint (8) had been selling / foodassimplyand naturallyas
a inarestaurant.
food has becomepart ofthedining had been sold well.However,with possible,with very few objects
5 Kwameset upa cateringbusiness with money
experience,andmany restaurants thisandotherdevelopmentsin included.
he earnedfrom selling on
usephotos as a key marketingtool. technology,thestyleand function
the subway.
So how (4)was all thisstarting / offoodphotographybeganto
6 Kwame’s restaurant,Shaw Bijou,was only open for
did all thisstart? changedramatically.
beforeit went out ofbusiness.
7 Shaw Bijou had a key whowas Theearliest photos offood dateback Rather than beingworks ofart,
responsiblefor thedecision to closeit down. totheearlydaysof photography photos offood in thebeginning

Practice Test:
8 Thespeaker says that what motivated Kwamewas a in thenineteenth century.At that and middleofthetwentieth
that was always with him. time,photographers( 5) were trying centurymorecommonlyhad
9 Kwame’s current restaurant is in a / triedto establishphotography functionalpurposessuchas
inWashington. as a serious art form.Duringthe illustrationsinrecipebooks.For

• One full practice test

10 Next week on ht is programme,thetype ofbook 1860s,forexample,a photographer manyyears,thesephotos
being er viewed will be a ,
written by an Italian chef.

10 UNIT2 DIFFERING TASTES UNIT2 DIFFERING TA

STES 11

• Assign when you want students to experience a timed

Each unit has four pages of activities providing further and controlled test
practice and consolidation of the language and exam skills Test and Train allows you to easily check your students’
presented in the Student’s Book. Students can access and progress and scores via the teacher view. See the f irst and
download audio files and grammar animations using the best attempted scores.
QR codes or via the code at the front of the Workbook.
TEACHER’S CAMBRIDGE ONE DIGITAL PACK
STUDENT’S CAMBRIDGE ONE DIGITAL PACK Use the code in the front of the Teacher’s Book to access your
Cambridge One Digital Pack where you will find:
With
• All course audio and animation files plus answer keys and
scripts
Digital Pack • Extra photocopiable worksheets with audio including
Speaking test videos
Students access their Cambridge One Digital Pack using the • Teacher access to student Test and Train Exam Practice and
code in the front of the Student’s Book for: Practice Test and Practice Extra grammar and vocabulary
• animations activities with gradebook to monitor students’ progress
• class audio • Teacher access to assign Test and Train Practice Test
• eBook
Plus we have exclusive online language and exams practice TEST GENERATORS
with the digital tools in Cambridge One:
The Test Generators allow you to build your own tests
PRACTICE EXTRA for each unit, term and end-of-year assessment. Tests are
available at two levels: Standard and Plus.
• Designed specifically with smartphones in mind
• Practice Extra allows you to set additional vocabulary
and grammar homework for each unit PRESENTATION PLUS
• Students can access anytime on their mobile devices Presentation Plus is easy-to-use, interactive classroom
• Fun language-focused game for every unit presentation software that helps you deliver effective
and engaging lessons. It includes the Student’s Book and
Workbook content and allows you to present and annotate
content and link to the online resources.

6 COMPACT COMPONENTS

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B2 First Exam Information

Part/Timing Content Exam focus
Reading and Use of Part 1 A modified cloze text containing eight gaps and Candidates are expected to demonstrate
English followed by eight multiple-choice items. the ability to apply their knowledge of the
1 hour 15 minutes Part 2 A modified open cloze text containing eight gaps. language system by completing the first
Part 3 A text containing eight gaps. Each gap four tasks; candidates are also expected to
corresponds to a word. The stems of the missing words show understanding of specific
are given beside the text and must be changed to form information, text organisation features,
the missing word. tone, and text structure.
Part 4 Six separate questions, each with a lead-in
sentence and a gapped second sentence to be completed
in two to five words, one of which is given as a ‘key word’.
Part 5 A text followed by six multiple-choice questions.
Part 6 A text from which six sentences have been
removed and placed in a jumbled order after the text.
A seventh sentence, which does not need to be used, is
also included.
Part 7 A text, or several short texts, preceded by ten
multiple-matching questions.
Writing Part 1 One compulsory essay question presented Candidates are expected to be able to
1 hour 20 minutes through a rubric and short notes. write using different degrees of formality
Part 2 Candidates choose one task from a choice of three and different functions: advising,
task types. The tasks are situationally based and comparing, describing, explaining,
presented through a rubric and possibly a short input expressing opinions, justifying,
text. The task types are: persuading, recommending and
• an essay suggesting.
• an article
• a letter or email
• a review
• a report.
Listening Part 1 A series of eight short unrelated extracts from Candidates are expected to be able to
Approximately 40 minutes monologues or exchanges between interacting speakers. show understanding of attitude, detail,
There is one three-option multiple-choice question per function, genre, gist, main idea, opinion,
extract. place, purpose, situation, specific
Part 2 A short talk or lecture on a topic, with a sentence information, relationship, topic,
completion task which has ten items. agreement, etc.
Part 3 Five short related monologues, with five multiple-
matching questions.
Part 4 An interview or conversation, with seven multiple-
choice questions.
Speaking Part 1 A conversation between the examiner (the Candidates are expected to be able to
14 minutes ‘interlocutor’) and each candidate (spoken questions). respond to questions and to interact in
Part 2 An individual ‘long turn’ for each candidate, with a conversational English.
brief response from the second candidate (visual and
written stimuli, with spoken instructions).
Part 3 A discussion question with five written prompts.
Part 4 A discussion on topics related to Part 3 (spoken
questions).

B2 FIRST EXAM INFORMATION 7

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1 Living day to day

Answers
UNIT OBJECTIVES A travelling, going to the gym and having breakfast
B attending classes
TOPIC: daily life, people C having lunch and seeing a friend
D studying and working
GRAMMAR: present tenses, present simple in time E studying, running, having dinner and chatting
clauses
4 This task introduces the idea of ‘distractors’ for students
VOCABULARY: adjectives ending in -ed and -ing, by illustrating how words or phrases in more than one
character adjectives, adjective prefixes and suffixes text (or section of text) may seem to connect to the
READING & USE OF ENGLISH PART 3: using context to question but need to be read around carefully to identify
the correct answer. Ask students to read parts A, B and
choose answers
E more carefully, focusing on the sentences which make
PART 7: understanding the task reference to physical exercise. Allow a few minutes for
WRITING PART 2: using paragraphs students to identify the words which help them answer
the question. Elicit the meanings of demanding, stroll and
LISTENING PART 1: listening for detailed understanding
gentle and the similarity or difference with intensive .
SPEAKING PART 1: giving extended answers, tenses
Answers
A a fairly demanding workout is a form of intensive physical
exercise
Reading and Use of English B plenty of time to stroll or jog indicates exercise that is not
intensive
E a long gentle run is not intensive
STARTER
With books closed ask the question How do you spend your 5 Go over the Quick steps box with the class and check
free time? Hold a brainstorm session to elicit responses understanding before allowing around 10 minutes for
from the class and write any useful vocabulary on the students to do the exam task under exam conditions, i.e.
board. individually, without conferring. When they have finished,
point out the Exam tip box. Students compare their
1 Read through the list of ideas with the class and elicit
underlined sentences and answers with a partner before
suggestions about one of the photos. Encourage
class feedback. Point out that underlining where they find
students to speculate using modal verbs such as might
the answer is a good habit to get into so that they can
and could and say why they think what they do. Accept
easily check their answers in the exam. If time allows, when
all suggestions and help with vocabulary as necessary.
going over answers elicit some of the distractors present in
Then put students in pairs to make similar suggestions
the other texts to give further examples of how the task is
about the people in the other photos.
designed and the strategies students need to use.
Part 7 Answers
1 C 2 A 3 C 4 D 5 B 6 A 7 E 8 A 9 B 10 A
2 Before drawing attention to the exam task, elicit anything Underlining
1 except on Wednesdays, when I have a three-hour sports
students know or remember about Reading and Use of
psychology lecture in the evenings.
English Part 7. Ask what the task looks like and what they 2 Before becoming … which seemed to make everything
have to do. Students look at the exam task in the book to simpler.
check their ideas and then work through the questions 3 If I have left my lunch at home or was too busy (lazy?) to
prepare food, I will grab a bite to eat at one of the many
with a partner. Go over the answers with the class.
eateries
4 I feel confident I can balance the time commitment with
Answers
my course.
1 one 5 You might be wondering why I am taking a Spanish
2 one text in sections
literature course
3 one person’s day 6 the norm here rather than the head-down mutterings
4 In which section does the writer …?
common in other countries; another wonderfully
5 ten Canadian practice
6 yes
7 I am unlike most of my peers in going to bed this early,
but sleep is crucial to my overall well-being
3 Ask students to scan the texts for gist without worrying 8 Breakfast varies, in terms of when, if and what I eat.
about understanding the detail at this stage. Set a time 9 a stunning site sticking out into the ocean
limit to encourage them to do this fairly quickly. 10 I like to think that I have finally mastered it.

8 UNIT 1 LIVING DAY TO DAY

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also take this opportunity to suggest to students that

FURTHER PRACTICE
when they read the questions through before listening,
Using the ideas and vocabulary in the reading text, they could underline the key words in each question and
students tell a partner about a typical day in their life now answer option to help them focus on the main ideas.
or when they were younger. Read through the questions with the class and check
understanding of the words in question 2. Then allow
Adjectives ending in -ed and -ing students time to carefully read question 1 in the exam
task individually before discussing their answers with a
6 Ask students to find the four adjectives listed in the partner. Elicit answers from the class.
texts and then read the sentences around them. Elicit
the meaning of stunning. In pairs, students complete Answers
1 one speaker, talking about her sleeping habits
sentences 1 and 2 before checking answers as a class. If
2 detail
necessary, ask one or two follow-up questions to check
understanding, e.g. How do you feel if you have to read 3 Point out that all three answer options are often
a book you don’t like: boring or bored? (bored), What mentioned in the recording, so students need to be
adjective can you use to describe a film: exciting or excited? able to understand why each one is right or wrong. It’s
(exciting). important they are not distracted by similar words or
phrases to the answer options. Encourage them to read
Answers
the recording script and answer the questions. Elicit the
1 -ed
2 -ing explanations.

7 This exercise is an introduction to the task type in Answers

B correct: ‘I can manage on’ means it’s enough for me to have
Reading and Use of English Part 3 which students will do
and ‘far less than that’ refers back to ‘the recommended
later in the unit. Tell students that in the Reading and Use eight hours’ sleep’.
of English paper all words need to be spelled correctly. A ‘lying awake’ is the opposite of ‘falling asleep’.
Students complete the sentences and then write answers C ‘in case I’m still asleep’ means she may not be awake by
then.
to the questions. Encourage pairs to ask and answer the
questions before checking answers as a class. 4 01 Students work in pairs to ask and answer
the questions in Exercise 2 for each of the exam task
Answers
1 relaxed 2 amusing 3 stressed 4 depressing questions. Move around the classroom offering support
5 motivated 6 worried 7 surprising 8 puzzling as required before checking answers as a class. Point
out that in the exam, students should concentrate on
8 Hold a brief brainstorming session to find out how much identifying the context or situation (question 1) and
the class remembers about Becky’s typical day. Then the focus of each question (question 2) as they read the
ask one or two students to talk about something they questions before listening.
typically do each day. Ask them how they feel about it,
reminding them to use the words from Exercises 6 and Answers
7. Finally, students work in pairs to describe a typical day 2 two, they’re talking about weather conditions; gist
3 one, she’s talking about her new home; opinion
in their own lives and how they feel about what they do.
4 one, he’s talking on the radio; topic
Move around the classroom monitoring and providing 5 one, he’s talking about his work; detail
support as necessary. 6 two, he’s telling a friend about a mistake he made; attitude
7 one, she’s making a phone call; purpose
Listening 8 two, they’re talking about travelling into the city centre;
agreement
Part 1
Exam task
1 Draw attention to the photos and ask students to work in
pairs to answer the questions. Elicit feedback from a few Read through the Quick steps with the class and remind
different pairs. Finish by asking the class whether they them that each recording is played twice. Students listen to
think they have a good balance between relaxation/fun the recording and answer the questions by working on their
and study/work. own under exam conditions. Point out the information in the
Exam tip box before checking answers with the class. Try to
2 Direct students’ attention to the exam task and ask them elicit why the other answer options are wrong in each case.
some questions to elicit what they already know about
it. For example, How many recordings do you hear? (eight), Exam task answers
Are the recordings connected to each other? (no), How many 1B 2C 3A 4C 5A 6B 7C 8B
speakers do you hear in each recording? (one or two), How
many times do you hear each recording (twice). You could

UNIT 1 LIVING DAY TO DAY 9

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FURTHER PRACTICE 6 You hear a man telling a friend about a mistake he made.
Man: I realised I’d locked myself out when I got home yesterday.
Students read the recording script and underline the I’d left the key hanging on a hook next to the front door.
sentences which correspond to the two incorrect options Woman: So what did you do?
as in Exercise 3. Man: I went round to the estate agency. It was late on Friday but
fortunately they were still open and I asked if they had a
spare key.
Recording script
Woman: What did they say?
You will hear people talking in eight dierent situations. For questions
1–8, choose the best answer A, B or C. Man: I think someone laughed. But I was quite concerned at the
time and I knew I’d have to pay them a fee, so I didn’t find
1 You hear a woman talking about her sleeping habits.
it very funny. In the end, though, they found one.
Back in my student days, I of ten stayed up until well after midnight.
Woman: So you got into your flat?
I needed the recommended eight hours’ sleep, so I had trouble
getting up the next day and I’d sometimes be late for lessons. Man: Yes. I’m so glad about that because otherwise I’d be
Nowadays I can manage on far less than that but I need an alarm looking for somewhere else to stay this weekend.
clock in case I’m still asleep at six. I also need to stick to a regular 7 You hear a woman making a phone call.
bedtime, switching off my laptop and phone well before then, or I’m calling about my order for a living-room rug, which I asked to
else I end up lying awake for ages.
be delivered to my home address between three and four o’clock
2 You hear two people talking about weather conditions. today. The thing is I’ve just f ound out I have to be elsewhere all
Woman: It’s freezing, isn’t it? afternoon, so today’s out, I’m afraid. Normally you could leave it with
my next-door neighbour, but he’s working night shifts all this week
Man: Yes, and every winter that north wind brings snow.
and would certainly complain if he were woken up by the doorbell.
Woman: Have you been here long? So rather than cancel the order completely, could we arrange this for
Man: Over half an hour. The 92 is running very late. another day?
Woman: It’s about time there was a proper shelter here, like the 8 You hear two people talking about travelling into the city centre.
one outside the sports centre. They’re always talking Man: On the map the best route into town is along the road by
about building more, but it never actually happens. the canal.
Man: Definitely. People shouldn’t have to stand around in Woman: Well, it may not be the shortest but it’s the quickest, and
weather like this. that’s what matters, surely? In the rush hour there’ll be
Woman: It might be better to take the train. traffic jams and parking will be a nightmare once we
Man: I don’t know. If there’s more snow they might stop running actually get there.
completely. Man: So let’s leave the house earlier, say at 6.30.
Woman: Though at least at the station it wouldn’t be cold and Woman: And arrive an hour before the office opens? I’d rather not.
windy like here. Man: How about going by bus then? At least they can use the
Man: And you could get a coffee. They sell hot food, too. bus lanes.
3 You hear a teenager talking about her new home. Woman: Yes, but they’re always full. At that time most of them go
straight past the stop in our street – they don’t even slow
It took me a while to get used to being in the centre of things with so
down.
many people around, but my room itself is quiet and I love stepping
out of my building straight into such a lively area. I’ve also had to Man: So there’s really no alternative to driving.
adapt to living in a flat rather than a house and I sometimes miss Woman: No, there isn’t.
having a garden, though there is a lovely park nearby. I also wish
I were a little nearer my friends and all the places we used to go
together. And school, of course. But the art college is just down the Grammar
road from here so when I start there next year I’ll be fine.
4 You hear part of a radio programme about a coastal area. Present tenses
This stunning part of the coast, once famous for the many seals on Students can use the QR code to access Grammar On the
its white sands and exclusive properties with magnificent views from Move, a short, animated video with explanations and
the top of its massive white cliffs, is under attack from ever higher
tides and increasingly severe weather as our planet heats up. The
examples of the grammar focus of this unit. If you wish, you
area has been abandoned by its seal population, and the remaining can ask students to watch the video before the lesson or
human inhabitants are starting to follow as storm waves eat away at it could be used as a follow-up for reinforcement or extra
the land in front of their homes, sending huge rocks crashing down practice. Students do not need to have seen the video in
the cliffs. Until relatively recently these houses were worth a fortune,
but now the moment when they finally collapse onto the shore
order to do the tasks in the book.
below draws closer every day.
1 Encourage students to read through the rules 1–7 before
5 You hear a man talking about his work.
matching them with extracts a–g. Students compare
I used to spend most of the day visiting potential clients in their
their answers with a partner before class feedback.
offices, but now that I can do almost everything online I mainly work
from home. I’m still doing what I like best, which is talking to lots of
Answers
different people, but I no longer have to waste half the day travelling
1e 2c 3a 4f 5g 6d 7b
between appointments. The organisation I work for provides
language courses for office staff, and I find it just as easy to persuade
company managers to sign up on-screen as in person. It helps, of
Read through the Note with the class and elicit or explain
course, that I once worked as an English teacher in Spain, where I the meaning of the example sentence when compared to
quickly realised the importance of learning another language. a sentence with I think (e.g. I think you are very clever). Refer
students to the Grammar reference on page 99 as necessary.

10 UNIT 1 LIVING DAY TO DAY

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2 Point out that being able to spot mistakes in their

Speaking
own work is a useful skill that students need to develop.
Allow students time to work through the exercise before Part 1
comparing their answers with a partner; encourage
students to say why the sentence is wrong, using the 1 Before focusing attention on the task, elicit anything
rules in Exercise 1. Elicit answers from around the class. students know or remember about Speaking Part 1. If
necessary, ask questions such as How long is this part? (two
Answers minutes), Who do you speak to? (the examiner), What types
1 are knowing know
2 have are having of topics might be covered in the questions? Read through
3 are hating hate questions 1–6 with the class before eliciting answers to
4 wait ’m/am waiting the questions. Point out that candidates are always asked
5 ’m preferring prefer to say their name and answer the first question in the list,
6 having have
7 stand ’m/am standing but then they will be asked a few other questions about
studies/work, leisure time and future plans.
3 Remind students to read the whole sentence before
deciding which verb form to use. Check answers as a Answers
1 your town
class and elicit which verbs are stative verbs. 2 what you like about your town
3 your family
Answers
4 your favourite season, and why
1 ’s/is talking 5 what you like doing on holiday
2 are rising 6 what you use the internet for
3 quite often goes (all questions are about you)
4 always listen You would use the present simple to reply, although in some
5 belongs cases you may also need to use the present continuous, for
6 ’m/am living example to say a relative is studying abroad.
7 sets
8 ’s/is waving 2 Draw attention to the conversation and elicit what is
wrong with the answers. If necessary, say that the two
Present simple in time clauses mistakes are to do with verb tenses. Point out the Quick
4 Refer students to the Grammar reference on page 99, if steps and allow students time with a partner to make
necessary, before going over the sentences. suggestions to improve the replies.
Answers Answers
Yes, they all refer to the future. We use the present simple after 1 One-word answer. He gives examples when asked in what
time expressions such as when. ways? but he could have done this without being prompted.
2 The verb form should be I stay.
5 Students choose the correct options before class 3 She doesn’t give a reason. She could reply as she does after
feedback. the examiner asks Why? without being prompted.
4 The verb form should be I go.
Answers 5 Not polite. He could say Could you repeat that, please?
1 ’ll buy, go 6 He doesn’t give a reason for not liking newspapers. He
2 ’ll wait, come could say something like because there’s too much in them
3 finishes, ’ll call about politics , or I listen to the radio news so I don’t need to .
4 won’t, start
5 arrive, ’ll be 3 Go over the task with the class before allowing them
6 ’ll take, get a few minutes to answer the questions individually.
Feedback as a class, eliciting some more examples of
6 Draw attention to the time expressions in the sentences
frequency expressions, e.g. twice a day, once a month, etc.
and then allow students a few minutes to complete
them. After students have read their sentences to their Answers
partner, ask different students around the class to read a 1 at the end (hardly ever goes before the verb)
sentence out. 2 hardly ever
3 from time to time / now and then
Suggested answers
1 I get home.
4 Read the Exam tip box with the class and remind them
2 I go to town. that the exam is an opportunity to demonstrate to the
3 I’m thirty. examiner how much they know. They will get a better
4 I have enough money. result if they use a variety of structures and words. Put
5 I finish my homework.
6 I go for a walk.
students in pairs to do the task. Encourage students
to think about whether their partner gave extended
answers with reasons or examples and not just one- or
two-word responses, and whether they used a range

UNIT 1 LIVING DAY TO DAY 11

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of grammar and vocabulary. Elicit any suggestions of Answers

good words students heard their partner use to share (un)adventurous, aggressive, anxious, artistic, cautious, cheeky,
with the whole class. Remind students to be polite and competitive, (un)emotional, energetic, (un)enthusiastic,
foolish, generous, greedy, (un)helpful, pessimistic, impolite,
give positive comments as well as to give ways that their unpopular, (un)reliable, respectful, (un)sympathetic
partner could improve. Refer students to the Speaking
bank on pages 128 and 138 for further information and FURTHER PRACTICE
practice.
Ask students to describe people they know using the
Character adjectives adjectives.
5 Go over the instructions and allow time for students to 3 If necessary, point out that each sentence uses the
ask and answer the questions in the quiz. wrong form of an adjective. Students work individually
6 Students work in pairs to do the task and discuss their before checking answers as a class.
answers to the questions. Answers
1 stressful 2 charming 3 healthy 4 disorganised
Answers 5 sociable 6 impolite
1 thoughtful 2 optimistic 3 childish 4 bossy
5 practical 6 impatient 7 ambitious 8 sensitive 4 Encourage students to read the whole sentence before
9 decisive 10 unpredictable
completing the gaps with the correct form of the words.
Check answers by asking students to say and spell the
FURTHER PRACTICE
words they added. For further practice, students can be
Ask students to talk about people they know, saying which asked to write a sentence with each of the adjectives.
adjectives describe them and giving examples of why.
Answers
1 depressed 2 pessimistic 3 challenging 4 refreshed
Reading and Use of English 5 unenthusiastic 6 unsympathetic

Forming adjectives
Part 3
STARTER
Write the word impatient from Speaking Exercise 6 on the 5 Direct students’ attention to the exam task and allow
board. Ask the class how many other words they can make them a few minutes to answer the questions. Go over the
by adding or removing prefixes and suffixes. You should answers with the class.
be able to elicit patient, patiently, impatiently, patience by
asking them for the adjective, noun and adverb. You can Answers
1 eight
point out that patient is a noun (a person in hospital) and 2 a word formed from the word in capitals at the end of the
an adjective (a person who has patience). same line
3 mainly vocabulary (especially prefixes and suffixes)
1 Remind students that in the exam they may have to
transform the words into nouns, adjectives or other parts 6 Read through the Quick steps with the class, checking
of speech, but in this exercise the focus is on adjectives understanding. Then tell them they should always use this
only. Students work in pairs to complete the task. Once approach when doing a word formation task and should
students have identified and underlined all the words work through the exam task using these steps. Students
in Speaking Exercise 6, elicit the word which has both a work in pairs to answer the questions before checking as
prefix and suffix. a class.

Answers Answers
ambitious, bossy, childish, decisive, impatient, optimistic, To argue that people can become close friends despite having
practical, sensitive, thoughtful, unpredictable different characters.
para 1 Our ideas about who become close friends might be
Unpredictable has both a prefix and suffix.
wrong.
para 2 Different personalities complementing each other.
FURTHER PRACTICE para 3 Friends becoming more alike as they get to know each
other better.
Ask students to identify the base word for each of the
adjectives they have formed and which part of speech they 7 Go through the example with the class, checking
are, e.g. reason (noun), practice (noun), organise (verb), etc. understanding at each stage. Point out that sometimes
it is necessary to read the sentences before or after the
2 Go over the first word with the class and point out
gap in order to decide on the answer. Give students ten
the spelling change that is necessary, before putting
minutes to work through the task individually under
students in pairs to complete the task. When checking
exam conditions, reminding them that in the exam they
answers, ask students to spell the words they have listed.

12 UNIT 1 LIVING DAY TO DAY

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should always write their answers in capital letters. When 3 Students work individually or in pairs to make notes.
checking answers, encourage students to explain their Encourage them to refer back to the character adjectives if
choice by asking them what part of speech is needed necessary.
and why, as well as by eliciting the prefix and suffix
4 Refer back to Lydia’s email and point out the different
which is used in each case. Ask students to spell the
topics which are included in each paragraph. Then read
words to the class.
through the instructions and explain that the headings
Answers here will be different paragraphs when they start writing.
1 adjective Monitor students as they complete their notes, offering
2 what causes a feeling support as necessary.
3 -ing
4 it drops the final e 5 Read through the Exam tip box and the checklist, pointing
out that the examiner will be checking all these aspects of
Exam task answers their writing in the exam. Allow no more than 40 minutes
1 romantic 2 popularity 3 confidence 4 addition 5 alike
6 adventurous 7 cautious 8 competitive for students to complete their writing, including time for
checking their work using the checklist at the end. Point
Writing out that this checklist can be used every time students
do a piece of exam writing. Students can write the email
Part 2 informal email at home or in class. They can exchange their work with
a partner for peer feedback (using the checklist) before
1 Ask students to read through the exam task and then handing it in. Refer students to the Writing bank on page
summarise what they have to do. Allow students a few 120 for more information and practice.
minutes to answer the questions with a partner before
class feedback. Model answer
Hi Alex,
Answers It’s always great to hear from you!
1 an English friend, Alex You’re absolutely right about how much friendship matters.
2 write an email in reply saying: how important friends are to Life just wouldn’t be the same if we didn’t have friends, would
you, who your best friend is, what you like about him or her it?
3 informal My very best friend is called Luis and we’ve grown up together,
a I’ve, don’t, I’d, Who’s really. We first met at primary school and he’s been my best
b kid, do mate ever since. We’re quite similar in a lot of ways. For
c So, and instance, we’re the same age, almost exactly the same height
d exclamation mark and weight, and we’re both crazy about sports, especially
e Looking forward to hearing from you basketball and swimming.
Like me, he can be rather shy at times, though he’s perhaps a
2 Read through the Quick steps with the class. Elicit little more talkative than me. He’s also someone you can rely
on to help you if you’re in trouble or worried about something.
suggestions from the class to respond to the prompts He’s a fantastic friend and I’m sure you’d get on really well with
in the box. Then read questions 1–8 with the class, him.
checking understanding. Ask students to read Lydia’s Hope to hear from you again soon!
email and answer the questions. Check answers with Bye for now,
Enrique
the class.

Answers DIGITAL CLASSROOM

1 yes
2 no Practice Extra Unit 1
3 Dear Alex, Best wishes
4 Introduction: she thanks Alex for his/her message and
comments on this. Test Generator Unit 1 test
Conclusion: she talks about the future and asks Alex to
write back soon and give her more information. Test and Train Exam Practice
5 Yes: the importance of friends in the first main paragraph,
who her best friend is in the second main paragraph, a
description of her friend’s personality in the third main
paragraph.
6 Informal expressions such as thanks, just down the road ,
mates, a bit ; dash and exclamation marks; contracted
forms: they’re, who’s, we’ve, she’s; linkers: and, but; friendly
expressions: It was great to hear from you, Write soon
7 indecisive, practical, bossy, thoughtful, sympathetic
8 Many thanks for your message; It was great to hear from
you; Please tell me more in your next email; Write soon;
Best wishes, etc.

UNIT 1 LIVING DAY TO DAY 13

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2 Differing tastes
Answers
UNIT OBJECTIVES 1 an article with six sentences removed
2 the missing sentences
TOPICS: food and drink, restaurants, relationships 3 no – only six of them

GRAMMAR: past tenses 3 Go over the questions with the class, checking
VOCABULARY: words relating to food, fixed phrases understanding. Set a time limit for students to read the
text to encourage them to read quickly. Tell them not
READING & USE OF ENGLISH PART 2: understanding
to worry about understanding every word at this stage,
the task but just to get a general idea and find the answers to the
PART 6: fixed phrases questions.
WRITING PART 2: using linking expressions Answers
LISTENING PART 2: learning to predict answers before 1 The original chef left at very short notice.
2 It has greatly improved.
listening
4 Go over the Quick steps. Point out that they have already
SPEAKING PART 2: making comparisons between two
studied the instructions and read the text for general
photos, giving your opinion
understanding or gist, so now they should look at
sentences A–G. Read through the questions with the class
and elicit answers.
Reading and Use of English
Answers
STARTER Her refers back to she, favourites and those refer back to
YouTube videos, and the chef Ying Sak is referred to by him.
To introduce the topic of the unit, initiate a brief class Sentence E describes a process (the meals were being
discussion to elicit whether students prefer eating at prepared ), which would not make sense in the context of
home or in a restaurant and why. paragraph 2.

1 Draw attention to the photos on page 14 and put students 5 Remind students to underline the words and phrases in
in pairs to ask and answer the questions. Move around sentences A–G and in the main text that help them identify
the class helping with vocabulary as students speak. Ask the correct answers. This helps them justify their answers
different pairs to tell the class their answers to round off and, in the exam, check their answers more quickly.
the task, writing any new vocabulary on the board. Remind students that they should never leave questions
without an answer in the exam. It’s worth trying to answer
Suggested answers every question. Point out the Exam tip and explain that
1 location, quality of food, quality of service, value for money,
checking that the extra sentence doesn’t fit is another way
decor, cleanliness, online reviews
2 They can try new dishes and flavours, these restaurants of confirming answers. Allow ten minutes for students to
tend to be reasonably priced, they are often open longer complete the task under exam conditions.
hours, they attract a diverse clientele.
4 You can repeat watch as often as you like, take notes, check Answers
details online, watch anywhere, make the meal anytime, 1 E 2 C 3 A 4 G 5 F 6 B not needed: D
find out how to cook a particular type of food by doing an Underlining:
online search and finding a relevant video. 2 very hot food / It / too spicy / such strong flavours;
man / him
3 very popular, so many / all; customers / them; let them all
Part 6 down / not about the money
4 critic Marina O’Loughlin / Other reviewers; most exciting /
2 Ask students what they remember or know about Reading flawless; dishes / These
and Use of English Part 6. Read through the questions 5 struggle; repossessed / relief; May / her; building / location /
premises; YouTube / the comp any / its; her / she
with the class and elicit any suggestions students make 6 her / she; didn’t take very much interest / amazed; growing
to answer them. For question 1 ask them to suggest what up / since then
type of texts they may read in this part. Note down their
ideas on the board before allowing a few minutes for 6 Encourage students to read through all the definitions
students to read the exam task instructions to check their before looking back at the text and suggesting possible
answers. Underline the ideas on the board which were answers. When they have checked the text, allow them to
correct and add any other missing information. compare their answers in pairs before class feedback.

14 UNIT 2 DIFFERING TASTES

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Paquete Vuelo + Hotel

Answers Answers
1 recipes 2 cuisine 3 ready meals 4 critics 5 struggle 1 a noun, a place
6 premises 7 counter 8 tips 9 reviewers 10 authentic 2 2 person 3 person 4 object 5 a verb 6 objects
7 people 8 places/events 9 objects 10 objects
FURTHER PRACTICE
Encourage students to check grammar and spelling carefully,
Ask students to write some sentences of their own using especially focusing on singular/plural agreement. When
the words in Exercise 6. If there is time, they could read going over answers with the class, remember to check the
their sentences to a partner, leaving out the key word, and predicted answers on the board and point out, if possible,
the partner can suggest the word which is missing. that it is sometimes possible to predict the correct answer
before listening.
Listening
Exam task answers
1 (shopping) mall 2 businesswoman 3 partner 4 website
STARTER 5 sleep 6 sandwiches 7 office staff 8 festivals 9 trays
Elicit examples of some of the terms used in the questions 10 profits
and the words in the vocabulary list. For example, street
food (food cooked outdoors to be eaten immediately), Recording script
junk food (unhealthy food that is quick to eat), a takeaway You will hear a young man called Dave Simpson talking about selling
meals from a foo d truck. For ques tions 1–10, complete the sentences
meal (a meal cooked in a restaurant but taken to eat at
with a word or short phrase.
home or elsewhere), convenience food (food which can be So, I’ll tell you how my business of selling food from a food truck
prepared easily and quickly). Elicit the difference between started. For some time I’d been taking an interest in the food trucks
vegan (no animal products) and vegetarian (no meat or parked close to my flat; from my window I would try to work out
fish). Note any new vocabulary on the board. whether they were selling enough meals to make a decent living.
By my calculations it seemed unlikely, and the same was true of
1 Go over the questions with the class and encourage the trucks by the local station. On that evidence I didn’t feel it was
worth getting myself one, but (1) that all changed when I n oticed all
them to use the words on the board as they discuss their those by the shopping mall had queues stretching right along the
answers in pairs. Round off the discussion by asking pavement.
students where and when they might see food trucks or Once I’d made that decision, the nex t step was to raise the mon ey
street food in their country. to get started. My first thought was to try a bank, but a chat with a
(2) businesswoman who had recently done just that q uickly put me
off the idea. She was, though, quite impressed with my project and
Part 2 agreed to invest a sufficient amount to get it off the ground. That
was a relief, as the onl y alternative would have been to ask a r elative.
2 02 Draw attention to the exam task and ask a few When I was drawing up my plans, (3) I felt i t was essential to find a
questions to elicit information about Listening Part 2. business partner. I had no experience of things like doing accounts
For example, How many people do you hear? (1), How so I asked my friend George, who used to run a market stall with
many spaces are there? (10), How many words can you a neighbour, what he thought about it. He said that working with
someone you don’t really know can be risky, so I decided to drop the
write in each space? (1–3), etc. Then initiate a brief class idea and go it alone instead.
discussion on the best strategy for approaching this type Getting publicity was a priority but I didn't have any real IT skills.
of listening activity. Remind students that they have 45 I’d found setting up a blog pretty straightforward but to reach a
seconds to read through the task before the recording wider market and give updates on our location, menu and opening
starts. Ask them what they should do while they are times (4) I needed my own website. After many setbacks and hold-
ups, I eventually managed to build one, and our customers really
reading (try to predict the answers by deciding what appreciate knowing where and when they can find me.
type of word goes in each gap). Of course, some parking spots are far better for sales than others
Read through the Quick steps with the class to check and (5) the only way to make sure you're in a top city-centre location
when opening at, say, seven am is to find one the night before and
understanding, and then allow students some time to try leave the truck there. Or even sleep in it, which can get a bit cold in
to identify the kind of information (person, place, object, the middle of winter.
etc.) and, if possible, some suggestions of the possible I’d expected my biggest-selling dish to be burgers, or possibly pizzas
answers for each gap. Point out the Exam tips, telling – which many other trucks sell in huge numbers. (6) But perhaps
students they will hear the exact word on the recording surprisingly, it’s my sandwiches that regularly come out on top,
with pancakes almost as popular in winter, and steadily increasing
and they do not need to change the form of any words demand for vegetarian meals.
they hear to fit the text. That’s particularly true in the middle of the day, when most of my
Before listening, elicit students’ suggestions and write sales are either to those studying at the city’s two universities or to
people who don’t get enough time to have a sit-down restaurant
them on the board. Point out that the answers in Part 2 meal, unlike many of the shoppers or tourists. (7) In other words
are usually nouns or noun phrases. office staff, who tend to take their food back with them and carry on
working.

UNIT 2 DIFFERING TASTES 15

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Being able to go where the customers are gives me a huge 2 Point out that students need to get used to checking
advantage ove r fixed-site restaurants. (8) Whenever the city through their own work to try to correct any mistakes.
puts on festivals, there are lots of hungry people around and the Students work individually before checking their answers
atmosphere’s great. I also do fairly well at pop concert venues,
though strong competition and heavy security has made them a bit with a partner.
less appealing these days.
Answers
One environmentally challenging aspect of food truck meals is that
1 carried was carrying
they’re all takeaways, meaning that they use single-use packaging
2 left ’d / had left
and cutlery. (9) So, my first step has been to replace plastic trays
3 used to be was
with new ones made of materials which can be processed and used
4 organised ’d / had been organising
again. My longer-term aim is to replace plastic forks and spoons with
5 was had been
recyclable ones, and to use things like recycled oil in all our cooking.
6 walked was walking
(10) With growing competition as more and more pe ople go into the 7 didn’t used to didn’t use to
food truck industry, plus low running costs now a thing of the past, 8 used to wanted used to want
substantial profits are rare, with many owners barely making enough
to live on. It’s certainly not a way to get rich quick, and a high 3 Encourage students to refer back to Exercise 1 and the
percentage quickly go out of business. But it’s nearly always fun. different uses of each of the verb forms before working
through the task. Remind them to read the whole
Giving your opinion sentence before choosing the option. When checking
3 Ask students in which part of the Speaking test they answers, elicit the reasons why each answer is correct.
will be asked to give their opinions (Parts 3 and 4). Point
out that there is not a correct or incorrect opinion, but Answers
1A 2B 3C 4C 5B 6C
students should be able to justify what they think by
giving reasons and explanations. Read through the 4 Point out that students have to use the verb form given
questions with the class and elicit one or two answers, and choose an appropriate verb. There may be more
encouraging students to use the expressions in the box. than one correct answer. Check answers as a class.
Then allow them time to continue the discussion in
pairs. You could brainstorm a few expressions to express Possible answers
1 was walking along the road.
agreement and disagreement and ask students to say
2 had been crying.
whether they agree or disagree with their partner’s ideas 3 used to eat a lot of junk food.
and why. 4 was doing a summer job.
5 had gone back to the office.
6 would play lots of games.
Grammar

Past tenses Speaking

Students can use the QR code to access Grammar On the
STARTER
Move, a short, animated video with explanations and
Ask the class what they know or remember about
examples of the grammar focus of this unit. If you wish, you
Speaking Part 2. Try to elicit the key points by asking
can ask students to watch the video before the lesson or
questions if necessary. For example, What do you have
it could be used as a follow-up for reinforcement or extra
to talk about? (two pictures), How long do you have to
practice. Students do not need to have seen the video in
speak for? (one minute), What do you have to say about the
order to do the tasks in the book.
pictures? (compare them and answer the question at the
1 Ask individual students to read out the extracts from top of the page), What happens when you finish your turn?
the recording and say the name of the underlined verb (your partner is asked a question about your pictures and
forms. Then allow students some time to answer the has to speak for up to 30 seconds).
questions below. Check answers as a class, eliciting more
examples of each past tense form. Refer students to the 1 Remind students that they always have to compare the
Grammar reference on page 100, as necessary. two photographs and point out that there are different
ways of making comparisons. It’s important for students
Answers to understand that some of the expressions in this
1 d past simple exercise can be useful in introductory sentences when
2 e past continuous
they are comparing the two photographs in the exam,
3 a past perfect
4 f past perfect continuous but they should not be encouraged to list differences
5 b used to and similarities. One strategy could be to make an initial
6 c would comparison of the photos and then to focus on answering
the question at the top of the page for the first photo,
then the other one. This will elicit longer stretches of
discourse. Alternatively, they could choose to speak for

16 UNIT 2 DIFFERING TASTES

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around 15 seconds about one photo, remembering to 7 Students should consider the following questions. Did
answer the question rather than describe what they can your partner compare the photos and answer the question?
see, before moving on to the second photo. Encourage Did they continue speaking for a minute without too much
students to read through all the sentences before hesitation? Did they spend too much time describing
completing them with words from the list. Check answers the photos? You could also ask students whether their
as a class. partner used any interesting vocabulary. Elicit some
feedback from the class and address any particular
Answers
2 other 3 similar 4 similarity 5 both 6 di fferent difficulties they had. Refer students to the Speaking
7 difference 8 other bank on pages 130 and 138 for further information and
practice.
2 Focus attention on the photos and allow students a few
minutes to answer the questions in pairs. Reading and Use of English
Answers
a different Fixed phrases
b different 1 Explain that these expressions are the kinds of phrases
c different
that may be tested in Reading and Use of English
d different
e different Part 2. Give students time to complete the task, and after
f similar checking answers, elicit more example sentences with
one or more of the expressions.
3 Give pairs a few minutes to note down their answers and
then elicit suggestions from the class, making sure that Answers
students use the language from Exercise 1 to make the 1 at ease 2 get on my nerves 3 lose touch
4 at first sight 5 break my heart 6 takes me for granted
comparisons.
7 is attracted to 8 propose to someone 9 leave me alone
10 keep you company
Part 2

4 Refer the class to the instructions in the exam task and Part 2
the Quick steps before checking answers.
2 Before focusing attention on the exam task, elicit what
Answers students know or remember about Reading and Use
Photographs 1 and 2 of English Part 2. Then ask pairs to work through the
Candidate A: Talk for a minute, comparing their two photos.
Say why they think people choose to buy food there.
questions together. Check answers as a class.
Candidate B: Say whether they like to go food shopping.
Photographs 3 and 4 Answers
Candidate B: Talk for a minute, comparing their t wo photos. 1 eight
Say what they think would be enjoyable about having a meal 2 one
there. 3 no – you must think of them for yourself
Candidate A: Say which of the two kinds of place they prefer to
go to and why. 3 Before reading the Quick steps, ask students for some
ideas as to how best to approach the task. If necessary,
5 Focus on the Exam tip and point out that if they describe ask some guiding questions such as What should you read
the pictures they will not have time to make comparisons first? What can help you choose the correct answer? Give
and answer the question. students time to read the text through for gist to answer
Explain that one student in each pair will play the the questions. Then put them into pairs to decide which
‘examiner’ and one the ‘candidate’ so that they each type of word (noun, preposition, etc.) goes in each space.
have a turn to talk about the photographs. The examiner Answers
reads out the instructions and listens to their partner to 1 How the writer and Mateo became a married couple.
check they are making comparisons and answering the Yes: I don’t regret a thing.
question. They can also keep an eye on the time to make 2 a first-person narrative
sure their partner speaks for one minute. When they Go over the Exam tips with the class before asking them
have finished, the listening partner has to speak for up to to complete the text under exam conditions in about ten
30 seconds when answering the follow-up question. minutes.
6 Students swap roles and repeat the task. Remind the
Exam task answers
listening student to focus on whether their partner 1 my 2 had 3 been 4 at 5 me 6 would 7 on 8 to
is answering the question appropriately and not just
describing the pictures.

UNIT 2 DIFFERING TASTES 17

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4 Students work through the task in pairs before checking Answers

answers as a class. Explain any problematic words or 1 yes
phrases if necessary. 2 Neutral. Although the model answer uses some informal
features such as conversational expressions to address the
reader, words such as fun, kid and sure, and exclamation
Answers
marks, there are no contracted forms and it is written in
Fixed phrases: 0, 1, 4, 5, 8.
complete sentences, some of them quite complex.
Past tenses: 2, 3, 6
3 The mystery of who is at the door arouses their curiosity
and creates suspense.
FURTHER PRACTICE 4 The person who sent the text was someone mentioned in
the previous paragraph.
Students tell a partner how and when they met their best 5 I sat at home watch watching TV, how delighting delighted
friend or partner. They should try to use some of the fixed I was, meeting with people, inviting me out for a dinner
phrases from Exercise 1.
4 Give students time to read the article more carefully on
Writing their own and ask them to underline or circle their answers
to the questions. Point out that these are all characteristics
Linking expressions of a good article and that students should include them in
their articles.
1 Tell the class that these are expressions which will be
useful when writing an article about a series of events. Answers
They should know them, but you may want to point out 1 Have you ever felt, You can imagine, I think you will agree
that they are all expressions which refer to time with the 2 past continuous: was going; past perfect: had given, had
exception of one (to my amazement). Give students a few been; past perfect continuous: had been talking
3 a at the moment b before long c eventually
minutes to do the exercise before checking answers.
5 Go over the ideas in the Quick steps and the Exam tip
Answers
with the class before reading Exercise 5. Students can
1 At first
2 Between those two times write their articles in class or as homework. Remind them
3 As soon as to plan what they are going to write in each paragraph
4 Immediately before they start and to check their writing carefully when
5 at the same time
they finish. In the exam they will have 40 minutes to plan,
6 very surprisingly
write and check their work. Refer students to the Writing
bank on page 124 for further information and practice.
Part 2 article
Model answer
2 Ask students if they know or remember anything about Out at night
Writing Part 2. Use some questions to elicit general I’ve had several great nights out in my life, but one that sticks
in my memory is when I did actually have a great night out –
information. For example, What is the difference between
and I mean out!
Part 1 and Part 2? (Part 1 is compulsory and in Part 2 there I was sixteen years old. My parents couldn’t a fford holidays
is a choice), What type of writing might you have to write? abroad, so they encouraged me to go camping overnight
(an article, a report, a review, a letter or email), How many with three friends. I’d never been camping before and we
immediately got off to a bad start. We couldn’t read a map, so
words do you have to write? (140–190) How much time do
we lost our way. Then my feet began to hurt, so we arrived late
you have in the exam? (about 40 mins – there is one hour and in the dark at the place where we had decided to camp.
20 mins for two pieces of writing). You might think that the whole trip was a disaster but as soon
as we put the tents up, things changed. We cooked a meal
Focus attention on the exam task and allow students a on our stove and made a hot drink. Then Lorenzo got out his
minute or so to look for the answers to the questions. guitar and we started singing. Can you imagine singing ‘Starry,
Elicit answers from the class. Suggest that students Starry Night’, lying on your back and looking at the stars above
you? We never got into our sleep ing bags. It was a great night
should ask themselves questions like these when they out!
first read a Part 2 writing article task.

Answers DIGITAL CLASSROOM

1 young people who read an international website
2 the past Practice Extra Unit 2
3 140–190
Test Generator Unit 2 test
3 Encourage students to read through the questions before
studying the model answer and finding the answers in
Test and Train Exam Practice
pairs. Suggest they underline their answers to 2 and 5.

18 UNIT 2 DIFFERING TASTES

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3 Changing places
students why they should read the questions without the
UNIT OBJECTIVES answer options initially (because three of the options are
wrong and in fact are written to distract students, so they
TOPICS: travel and tourism, transport, festivals and may relate to the text but give incorrect information).
customs
Point out that the questions are always in the same order
GRAMMAR: modal verbs, adverbs of degree as the information in the text with the exception of the last
VOCABULARY: dependent prepositions question, which sometimes asks about the theme or ideas
in the text as a whole.
READING & USE OF ENGLISH PART 5: reading for
detailed understanding, focusing on the writer’s Answers
purpose 1 a single article
2 direct questions, incomplete statements, questions on
PART 1: dependent prepositions reference words, questions on the meaning of particular
words
WRITING PART 1: essay, understanding the task, using 3 three
linking expressions
3 Ask if anyone knows where the Faroe Islands are (north
LISTENING PART 3: identifying key words
of Scotland between Norway and Iceland, but they are
SPEAKING PART 3: understanding the task, making Danish). Set a time limit for students to skim read the
suggestions and using modal verbs to speculate article to encourage them to read quickly.

Answer
B
Reading and Use of English
4 Students read the first two paragraphs after reading
STARTER question 1. Tell them to underline the information which
Brainstorm suggestions to explain the term sustainable gives the correct answer in the text and discuss with a
tourism. If necessary, point out that sustainable here partner why the other answers are wrong.
does not just refer to not damaging or changing the
Answers
environment but actually having a positive impact on the C is correct: without the tunnel it (i.e. the village of Gásadular)
place, its economy and society. would probably have become one of the Faroes’ abandoned
villages.
1 This task introduces the topic of the reading text, which A There is no suggestion of this.
focuses on sustainable tourism. Draw attention to the B The people had to do this before it was built, but not after.
D There already was boat service, although it was infrequent
photo and allow students a few minutes to discuss the
and there were cliffs to climb.
questions with a partner. If appropriate, students can talk
about tourism in the area where they live. Elicit feedback Read through the Exam tips, checking understanding and
by asking some pairs to tell the class their ideas. pointing out questions 2 and 4 in the exam task, which focus
on vocabulary. Encourage students to underline the words
Part 5 in the text which help them identify the answers to each
question. Remind students that in the exam there are no
2 Ask students to look at the exam task for a few minutes negative marks for incorrect answers, so they should always
and think about how they should approach it. Discuss write an answer by eliminating the options they can and
suggestions as a class. If the following points don’t come then using the information they have to select one. Allow
up in the discussion, explain that they should always read 15 minutes for students to complete the task under exam
the rubric and the introductory phrase, which tells them conditions. Go over answers with the class, asking students to
the topic of the text (in this case, an article about tourists explain their choices.
doing conservation work). Then they should read through
Exam task answers
the text quickly to get a general idea of the content before
1C 2A 3B 4D 5C 6C
focusing on the questions.
5 Students re-read the text to find the answers. Check as a
Give students a few minutes to answer the questions.
class. If there is time, ask them to make their own sentences
After checking answers, go over the Quick steps and ask
with the words.

UNIT 3 CHANGING PLACES 19

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Answers ph e nd omp e hem w h que on he h n

1 initiative 2 renovated 3 sustainable 4 in collaboration u o u ng on nd du wo d
(with) 5 asset 6 flattered 7 lose sight of 8 adamant
9 tangible P he e o d ng nd en ou ge uden o d u
he n we w h p ne be o e en ng o
6 Hold a class discussion to answer the questions. e ond me Che n we po b e e
Encourage students to give reasons for their ideas and e p n on o he n we ho en
opinions.
ugg d n w
FURTHER PRACTICE m m w
w
If time allows, students could research some of the C
negative aspects of voluntourism and then hold a debate
to discuss the pros and cons of this type of volunteering. D ffi m m m
w

Listening ff
w m
STARTER G w m m
Ask students to tell the class about the most impressive m mm
places they have visited or seen on TV. Encourage them to H m
think about natural landscapes or scenery. Note any new m m w
m n w
vocabulary on the board. D G C A H

1 Focus attention on the photos and ask if anyone

recognises the places shown. Read the instructions and FURTHER PRACT CE
match the names to the photos as a class. Students work Pu uden n o m g oup nd hem o e e h
in pairs to discuss the other questions before repor ting one o he p e n he pho o o one o he o he p e
their ideas back to the class. men oned n he n d u on o n n we o
que on 4 n e e 1 The ou d hen g e ho
Answers p e en on bou o he n ou ge hem o u e
1 Victoria Falls 2 Manarola 3 The Uxmal Pyramid 4 Harbin
5 The Wave rock formation
he u e u o bu on he bo d nd o u e d on e
o oo up o he wo d ne e

Part 3
R d ng p
2 Check whether students are familiar with the
03 w w
m
format of Listening Part 3. If necessary, ask questions to
m H ffi
elicit details. For example, How many recordings do you w U w
hear? (5), How many people are speaking in each recording?
(1), What do they have in common? (They are all talking O
about the same topic.), How many questions are there? w w W
(the same question for all speakers with eight answer m m A U A A
options to choose from), How many times do you hear the m w m
w m
recording? (twice). mm
m w w m m w
Go over the Quick steps with the class, using the exam
w w
task to illustrate each point. Referring back to the idea w w w m
of key words in the answer options, read answer option w
A with the class. Point out that identifying key words W w w w
helps them understand what to focus on when listening, w
and thinking about synonyms and antonyms of these w H m
may help them predict the words used in the recording. w m
O w
Students work through the task in pairs before checking m m m w
ideas as a class. w m A m m
m m m
Go over the Exam tips box and point out that it w m w m
is important for student o en o de ed A w
unde nd ng he h n u nd du wo d wh h w
m N w w w
m be u ed d on n ome e o d ng
w
mpo n o he eu o he me n ng o who e

20 UNIT 3 CHANGING PLACES

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m
m w
w m
m w w m
w
w w M m w m
m
m m
w m
m m w
Te uden o do h nd du be o e
w m m omp ng he n we w h p ne When he ng
w w e e p n on om uden

An w
w
O
m
m w m
m m
m m m M w
w m
m w m m
m w m
m w
w m m mm
w m
mm m
m
m m
m m m

w w M M
m w A e ow ng me o omp e e he on e on
w m UN OW H en ou ge uden o o e p o o u on n on on
U m A m
np u
M m m
w w w m
m U m w w An w
w w m
m m
m M
m

G amma w
m w ff
Moda ve bs m
m
uden n u e he QR ode o e G amma On h
Mo ho n m ed deo w h e p n on nd Go o e he ommen e ng m n n we
e mp e o he g mm o u o h un ou w h ou po b e o he unde nd ng o he nd
n uden o w h he deo be o e he e on o h gh gh h he e mo e h n one po b e n we
ou d be u ed o ow up o e n o emen o e e g h mu b a d mu b h mo h aun
p e uden do no need o h e een he deo n mu b a a o h mu b om on om h
o de o do he n he boo am e Te uden o do he np w h
e h pe on g ng d e en n we o e h que on
G e uden p en o me o e d he G mm
e e en e on p ge 101 e e he o e op on nd ugg d n w
d u he n we w h p ne When ou go m
h ough he n we m e u e uden ne p n
w m
wh he o he op on w ong n e h e m m
m m
An w
w w
m
m
Po n ou h he e mod e b n be u ed when
m
ng bou he pho o n pe ng P 2 o pe u e
m bou he u on hown nd ome me o n we
que on u h How do ou h n h m gh b ng

m w uden wo n p ng u n o pe u e bou
m m he u on n he p u e ome e mp e
n we om ound he

UN 3 CHANG NG P AC S 21

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Speak ng A e uden h e he ed he n we u ng he
pe ng b n on p ge 134 n we n que on he
Adve bs o deg ee m h e
uden n u e he QR ode o e G amma On h
An w
Mo ho n m ed deo w h e p n on nd
e mp e o he g mm o u o h un ou w h ou m w m
n uden o w h he deo be o e he e on o m
w w m m
ou d be u ed o ow up o e n o emen o e
p e uden do no need o h e een he deo n
o de o do he n he boo o u en on on he e m nd e n we om
he Po n ou h uden on h e wo m nu e
o e p n he ue o u ng d e b o deg ee n
o d u he que on be o e he e m ne op hem
pe ng nd w ng The ow u o be mo e pe
o m no be po b e o d u he op on
bou me n ng nd dd de n he pe ng e
nd he mu ow me o he p ne o pe
uden n demon e w de nge o ngu ge
u u be e uden e e one de ng
nd e p e mo e p e e me n ng Go o e he u e n
whe e e he w n nd hen g e he op n on b
he G mm e e en e e on on p ge 103 nd ow
g ee ng nd d g ee ng w h e h o he be o e mo ng
uden me o omp e e he d ogue Don go o e
on o no he de nd o on un he e m ne e
he n we e
hem he me up
P he e o d ng o uden o he
he n we nd hen pu hem n p o ugge An w
w w m
en e d e b o deg ee o e h n we e ep
w m
5 me ow uden ou d o e p he d ogue w m m
o u ng on n on on m w w
w m w
An w
n odu e he e o d ng nd uden o
e d he que on Po n ou h he hou d oo
m he e m m e wh e he en n o de o
o ow he on e on A e en ng e n we
om he

An w
m
m
m m w
m m C
 Recording script
Sam: So how was your journey to the mountains?
Jess: It was pretty good, overall. The train was slightly late, though
only ten minutes, and I was rather tired after quite a long day,
but once we got out into the countryside I really started to
relax.
Sam: Yes, sometimes I’m a bit surprised to find that I rather enjoy
train journeys, though the bus is much cheaper.
Jess: Yes, you’re quite right, but it was totally impossible to get a
bus ticket, because we booked the trip so late.
Sam: I know what you mean. I was absolutely astonished to see
how quickly tickets for the mountain bus sell out on a Friday
evening. But, anyway, it sounds like the train was fairly
comfortable.
Jess: Actually, it was extremely comfortable! I slept most of the way.
Part 3
3 Hold a brief brainstorming session to elicit what students
know or remember about Speaking Part 3 before
focusing attention on the exam task and the questions.
22 UNIT 3 CHANGING PLACES
AD
Recording script
Teacher: Now, I’d like you to talk about something together for
about two minutes. I’d like you to imagine that a town
wants to attract more tourists. H ere are some things that
may help make a town more attractive to visitors. You now
have some time to look at the task . Now talk to each other
about how each of these things can make a town more
attractive to visitors.
Carlos: Right, shall I start?
Elisa: Yes, go ahead.
Carlos: Well , first there’s the outdoor sports. I think that could
be quite a good one, because in most towns, there’s
somewhere you can go running, cycling or walking. It’s
the sort of thing people do in a town to get some exercise.
Elisa: Yes, but that’s the sort of thing people are probably
already doing wherever they live – why should they go to
another town to do it?
Carlos: That’s true. I hadn’t thought about that. I mean tourists
might still want to do it, but it’s not why you choose a
place to go, is it?
Elisa: Not really. So how about the next one, the music
festival? Think of all the people who go to Coachella or
Glastonbury. Maybe the town would g et crowds like that.
Or a bit like them, anyway.
Carlos: Er, well, the weather has to be pretty good in summer for
that, I mean it rains at Glastonbury sometimes.
Elisa: Yeah – that’s true … Talking about summer, the theme
park’s probably a good idea for the town. It could be
based on a local legend, say. That would look pretty good
in the town’s brochure: rides that tell an exciting story;
young people and kids laughing and having fun in the
sunshine. Stuff like that.
Carlos: Yeah – but not everyone likes theme parks. I mean, they’re
all the same really. The local cooking might work better.
If there’s some really tasty traditional dishes from the
local region and if they’ve got good chefs working in the
restaurants. They could include some great photos of the
meals, and of visitors enjoying them.
Elisa: Yes, and they could then use social media, especially
Instagram, to get people’s attention. Although there’d be
a lot of competition from other places out there.
Carlos: Hmm, you may be right, but even so ... OK, that’s four of
them done. Let’s look at the last one, the museum of local
culture.
Elisa: I quite like that one. Maybe the town’s produced some
wonderful musicians and writers – or famous artists?
Carlos: Yeah, and maybe some of them have painted local scenes
– they’re always popular with tourists.
Elisa: Right.
Teacher: Thank you. Now you have a minute to decide which two
things would attract most visitors to the town.
Elisa: OK, I’ll start this time if you like.
Carlos: Fine.
Elisa: Which two shall we choose? I’d go for the museum of local
culture and the music festival. I think that would make a
lot of people want to come to the town. And you?
Carlos: Definitely the museum of local culture. But instead of the
music festival, I’d choose the local cooking. It’s a bit easier
to organise, I think.
Elisa: OK, so we agree on one but not the other. That’s fine.
Carlos: I agree.
AD
word/phrase + of:
ashamed, capable, conscious, in need, in place, in terms, in
view, informed, sort (also afraid, approve, aware, jealous, no
sign, proud, take care)
2 In Reading and Use of English Part 1, dependent
prepositions are sometimes tested. This task gives
students a chance to practise some exam-style
multiple-choice questions. Check answers as a class.
Answers
1C 2A 3D 4A 5B 6D
Part 1
3 Focus attention on the exam task and elicit answers to
the questions from the class.
Answers
1 eight
2 four
3 All four are the same kind of word with some kind of link in
meaning.
4 Set a time limit to encourage students to read the text
for gist without trying to complete the gaps initially. Go
over the Quick steps with the class. Look at the example
together and elicit an explanation for the correct answer
(the battle is held is an example of a collocation – words
which often go together). Read the Exam tip and allow
time for students to complete the task before reading
through the whole text. As you check answers, elicit
explanations from the students for each answer.
Answers
A traditional Italian festival which involves people throwing
oranges at each other.
Exam task answers
1C 2D 3B 4A 5D 6C 7A 8B
5 Brainstorm the names of different carnivals or other
special events in the students’ country/countries or
region(s) before putting them into pairs to compare their
event to the Ivrea carnival. Elicit feedback by asking two
or three pairs to report their ideas to the class.
Writing
Part 1 essay
1 Explain that linking words and expressions help organise
ideas clearly and make it easier for the reader to follow
the argument. Students work in pairs to complete the task
before checking answers as a class.
Answers
1 First of all, For one thing, In the first place
2 For another thing, Next
3 Lastly
4 On balance, To conclude
24 UNIT 3 CHANGING PLACES
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Sears
¡Festeja a papá con hasta 50% de descuento más 20 Meses Sin I…
5 and 6 Go over the Quick steps and the Exam tip with the
class, checking understanding. If necessary, you could
elicit some suggestions on how students should write a
plan for their essay. Remind them to use notes rather than
complete sentences, to think about how to organise their
ideas into paragraphs, and to brainstorm some useful
words and expressions on the topic.
Students can do the writing in class or at home. They
should check their work as mentioned in Exercise 6, but
there could also be a peer-correction activity, giving
pairs a few minutes to check each other’s work and give
feedback. Refer students to the Writing bank on page 118
for further information.
Model answer
These days many people are choosing not to travel abroad for
their holidays. There are several reasons for this.
The main reason i s financial. In the current economic climate,
people have less money for their leisure pursuits. Holidays
abroad are not cheap. Additional expenses include the
purchase of a visa for some countries, and the need to buy
travel insurance and foreign currency.
Another important reason for holidaying at home is the effect
foreign travel has on the environment. Air travel produces
more pollution than any other form of transport, so is the least
green.
People also feel safer in their own country. They are used to
the food and water, so they feel they are less likely to become
ill. And, if necessary, they can more easily return home.
This year I have decided to stay at home. In fact, I’m going to
sleep in my own bed every night. There are many beautiful
places in my country which foreign visitors come to see. I want
to enjoy these places too. And some of them, I can visit by bike!
DIGITAL CLASSROOM
Practice Extra Unit 3
Test Generator Unit 3 test
Test and Train Exam Practice
AD
4 Getting creative
UNIT OBJECTIVES
TOPICS: entertainment (film, music, arts), leisure
GRAMMAR: verbs followed by to + infinitive or -ing,
too and enough, present perfect
VOCABULARY: phrasal verbs with on
READING & USE OF ENGLISH PART 6: understanding
the task
PART 4: focus on tenses
WRITING PART 2: review, descriptive adjectives and
giving recommendations, organisation and style
LISTENING PART 4: listening for detailed understanding
SPEAKING PART 4: asking for and justifying opinions
Reading and Use of English
STARTER
Write the heading The Arts on the board and ask students
what it refers to. Encourage them to give as many ideas as
possible for expressions of creativity which come under
the heading, e.g. painting, sculpture, dance, film, literature,
photography, architecture, etc. Model the pronunciation of
some of the more challenging words if necessary. Then ask
them to say the name of the person who creates each of the
art forms (e.g. painter, filmmaker, photographer, architect, etc.).
1 Focus attention on the photos and elicit answers from the
class. Explain any vocabulary from the list as necessary.
Students may also use the words on the board from the
Starter activity.
2 Put students in pairs to discuss their answers to the
questions. Elicit feedback from two or three pairs.
Part 6
3 Ask students what they remember or know about
Reading and Use of English Part 6. Ask some questions to
elicit information, e.g. What do you have to read? (one text
such as an article from a magazine), What do you have
to do? (choose six sentences from the seven options to
complete the gaps in the text), What can help you choose
the correct option? (reading before and after the gap to
look for pronouns, referencing, linking and checking for
general coherence and cohesion).
Encourage students to read the text quickly to get a
general idea of the main message of the text. Check
answers as a class.
26 UNIT 4 GETTING CREATIVE
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Part 4
2 06 Elicit anything students know or remember
about Listening Part 4. If possible, establish that this is a
long, single recording in the form of an interview with
seven multiple-choice questions.
Go over the Quick steps information with the class. Ask
why they think they are advised to read only the stem of
each question rather than the answer options (because
two of the options are incorrect so will be distracting
and also they may not have time to read them all in the
exam). It’s worth pointing out that words from all the
answer options will be mentioned in the recording and
students need to understand the detail in order to select
the correct answer. In the exam they have one minute to
read the questions before listening to the recording.
Focus attention on the key words which have been
underlined in question 1 in the exam task, and ask
students which words they would underline in question
2 to remind them of the concept of key words (they are
the words which are most important to the meaning of
the phrase).
Allow students time to read the exam task instructions
and the questions i n Εxercise 2 before playing the
first part of the recording. Play the recording again for
students to check their answers, and then elicit feedback
from the class.
Answers
1 become: start, do this job; critic: reviews, writing; must:
essential, have to, need
2 B: listening to new albums, following music-related news,
reading reviews are all kinds of research, and put in long
hours means spend a lot of time.
3 A: the writer excludes this by saying rather than any
particular ability to play or perform. C: He says some say this,
but dismisses it by adding personally I´m not convinced it´s
worth all the time and expense involved .
Recording script
Interviewer: Today I’m talking to music critic Leo Clemson, and my
first question is: what does it take to become a critic? A
background in music, pr esumably?
Leo: Well, an appreciation of music is certainly essential,
rather than any particular ability to play or perform.
You also have to be prepared to put in long hours
listening to new albums, following music-related news
and reading reviews in online magazines like Pitchfork
and Rolling Stone, and all that’s before you start doing
any actual writing. Of course, some say you need to be
a graduate in journalism or English literature to do this
job, though personally I’m not convinced it’s necessary
to go to university.
3 07 After focusing on the Exam tips, allow students
some time to read the questions and underline key
words. Check which words students have underlined
for each question. Play the recording, and after students
AD
Interviewer: What does it take to make a success of music reviewing?
Leo: Keeping an eye and an ear on the latest news about
your branch of music is certainly impor tant, as is
getting to know as many people as possible working in
music publishing, but (4) unless you learn how to grab
readers’ attention and make them want to carr y on
reading, you won’t get anywhere. That ability is what
editors are really looking for, and is – so I’m told – one
of my strengths.
Interviewer: Interesting. And do you think, as a critic, you’ve got any
weaknesses?
Leo: Probably too many to mention! (5) I do tend to get a
bit carried away when I receive par ticularly positive
responses to something I’ve written, and that does
bother me. Also to a smaller degree I worry about my
tendency to get a bit too upset if I receive negative
comments from other critics, or have doubts about
whether I’ve been objective enough in a particular
review – for instance, in a piece about an album by a
singer who I don’t much like, p erhaps because of views
they’ve expressed on social media.
Interviewer: You work from home, doing long hours. Is there a
downside to your job?
Leo: My working hours are certainly unusual, though in part
that’s down to the fact I often review concerts that
go on until ten pm or later, but given my passion for
music that’s hardly a drawback. (6) I do, though, miss
having colleagues to chat with or even argue with,
as I had when I used to work nine t o five in an o ffice,
and contact with my editor is mainly by email so there
aren’t really enough opportunities to t alk to her, either.
Interviewer: Would you like to work as a magazine editor?
Leo: Definitely.
Interviewer: Any particular reason?
Leo: Well, the extra money would be nice, though my
main motivation for working lies elsewhere. It’s about
creativity and sharing my enjoyment of great music
with others, so (7) being able to choose from so many
excellent pieces of writing out there would make it my
dream job. There’s also the added extra that I might
get to interview some of the biggest stars in the music
world. And who wouldn’t e njoy doing that?
Grammar
Verbs followed by to + infinitive or -ing
Students can use the QR code to access Grammar On the
Move, a short, animated video with explanations and
examples of the grammar focus of this unit. If you wish, you
can ask students to watch the video before the lesson or
it could be used as a follow-up for reinforcement or extra
practice. Students do not need to have seen the video in
order to do the tasks in the book.
1 Refer students to the Grammar reference on page 104
and allow them time to do the exercise before checking
answers.
Answers
1 to + infinitive: a need, b start, d agree;
-ing: c start, e miss, f enjoy
2 start with no change in me aning
28 UNIT 4 GETTING CREATIVE
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Speaking
Too and enough
Students can use the QR code to access Grammar On the
Move, a short, animated video with explanations and
examples of the grammar focus of this unit. If you wish, you
can ask students to watch the video before the lesson or
it could be used as a follow-up for reinforcement or extra
practice. Students do not need to have seen the video in
order to do the tasks in the book.
1 With a weaker group it may be helpful to do this exercise
as a class, otherwise allow a few minutes for students to
complete the extracts from the recording. If students
did the further practice task after the listening and have
a photocopy of the recording script, they can look for
the answers in pairs. Then go over the questions with
the class. Encourage them to try to answer using the
example sentences a–e. Refer them to the Grammar
reference on page 104 for more explanations.
Answers
a too b too c too d enough e enough
1 before, no 2 after, before 3 to + in finitive
2 Point out that this is another area in which students
often make mistakes. Allow a few minutes for students to
correct the sentences before checking answers.
Answers
1 too many people 2 too lazy 3 very bad news
4 enough leisure time 5 The streets here are too narrow
6 early enough
3 Go over the examples with the class and check
understanding. Students complete the exercise
individually before checking answers with a partner.
Answers
2 The DVD was too expensive for me to buy.
The DVD wasn’t cheap enough for me to buy.
3 It was too dark for us to see what was going on
It wasn’t light enough for us to see what was going on.
4 There were too many meetings for me to finish my project.
There wasn’t enough time to finish my project because I
had so many meetings.
5 The hotel was too noisy for me to sleep in last night.
The hotel wasn’t quiet enough to sleep in last night.
Part 4
STARTER
Elicit what students know or remember about Speaking Part
4. Elicit or provide information using questions, e.g. How long
is Part 4? (4 mins), Who asks the questions? (the examiner), Is
Part 4 connected in any way to Part 3? (the topic is similar; in
Part 4 the questions are more open), What type of question
do you have to answer?(questions asking for opinions and
evaluations). Explain that students should answer together if
the interlocutor demands this but shouldn’t interrupt if their
partner has been asked to address a question alone.
AD
Raffaele: Well, I don’t know anyone else who wants to try it and I
don’t want to go on my own.
Teacher: Anna, do you think that in the future people will stop
reading books?
Anna: I’m not sure, but in some ways I think books are becoming
more interesting, more relevant to young people than
older books. There are more novels about modern society
coming out now, and people will want to b uy them, I
think. Also it is very easy t o find any book you like on the
internet, in online bookshops or auction sites, and they
will send it to you quickly by post. So no, I don’t believe
that people will stop reading them. What do you think?
Raffaele: Well I don’t think people will stop reading books
completely, but maybe they won’t read so many ... I mean,
there are more and more magazines and newspapers and
articles that you can read on the internet. There just won’t
be enough time to read books too.
Anna: Maybe people will read books at different times. For
instance, on the metro, or on a sunny beach. You can’t
read a screen properly there. Also, some people say that
after spending all day staring at a computer screen you
need to give your eyes a rest, and that it’s much better
for them if you read a book in the evening. What’s your
opinion?
Raffaele: Actually, that may be true. In my new job I work online all
day and I’ve been getting headaches since I started there
last month. So I’ve already begun taking a break every half
hour.
Teacher: Thank you, that’s the end of the test.
7 Go over the Exam tip before setting up this activity.
Encourage students to make groups with different
partners to usual. Tell the ‘candidates’ to close their books
so that they have to listen carefully to the questions.
Remind them they can ask for the question to be repeated
if they don’t understand it, but it cannot be rephrased and
the examiner cannot explain any vocabulary. Encourage
the ‘candidates’ to use the language listed in their answers,
where possible.
Before starting the task, elicit some suggestions from
the class as to the criteria the ‘examiner’ can use to give
feedback. Elicit or provide answers: giving opinions
should be extended with reasons and examples,
‘candidates’ should include some of the language in the
list, and they should respond to what their partner says
by agreeing/disagreeing, adding more examples, or
asking questions about what they say.
In the exam this part will last four minutes, but here
students can continue for longer to give them more
opportunity to practise answering the questions.
Students then exchange feedback. Refer students to
the Speaking bank on pages 136 and 139 for further
information and practice.
Reading and Use of English
Present perfect
Students can use the QR code to access Grammar On the
Move, a short, animated video with explanations and
examples of the grammar focus of this unit. If you wish, you
30 UNIT 4 GETTING CREATIVE
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6 05 Check understanding of speculate (to guess
possible answers to a question when you do not have
enough information to be certain). Before playing the
recording for the second time, ask students to try to
complete the expressions. If possible, they can check
their answers by looking at the recording script. In some
cases, there may be other possible correct answers. For
example, 1 Can I start? / Would you like (me) to start? / Do
you want to start? etc. If time allows, students could be
asked to suggest other answer options for each gap.
Answers
1 shall I
2 that could be
3 how about
4 probably a good idea
5 Let’s look at
6 I’d go for
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7 For this first practice of the exam task you could, if
you wish, ask students to speak for a little longer than
the two minutes allowed in the exam to give them
an opportunity to practise, including some of the
expressions and discussing as many of the ideas as
possible. For the second phase, where they have one
minute in the exam, it is probably more useful for them
to get used to speaking for the correct amount of time as
it requires some practice to be able to complete the task
effectively in one minute.
Go over the Quick steps information before students
start, and remind them to listen carefully to what their
partner says and to respond to that by giving their
opinion rather than just taking turns to speak. Remind
students not to choose the best, worst, etc. during the
initial two-minute phase; if they do so, they may end up
repeating themselves in the second phase. If possible,
students should also try to include some of the adverbs
of degree.
Students need to learn to be aware of how long their
turns are and whether they are doing enough to
encourage their partner to contribute, so they need to
listen to what their partner says. They should both be
speaking for approximately the same amount of time.
Elicit some suggestions for what they can do if this was
not the case. For example, remember to ask questions.
Refer students to the Speaking bank on pages 128 and
138 for further information and practice.
Reading and Use of English
Dependent prepositions
1 Dependent prepositions are those which always follow
a verb, noun or adjective. They are often either not
translated or used differently in other languages, so
students need to learn expressions and phrases as fixed
‘chunks’ of language. Use the examples given from the
recording to highlight this.
Students then work in pairs to match the correct
prepositions with the expressions listed. It’s useful for
students to understand that if they don’t know the
answer there is no rule to help them. It ’s just a matter
of learning them. Go over the answers and, if time
allows, encourage students to make a sentence for each
expression. Then elicit any other phrases they know
which use the same prepositions.
Answers
word/phrase + to:
in relation, in response, obliged, prepared, required, sensitive,
supposed, with regard (also about, belong, bound, compared,
object, opposed, tend, thanks)
word/phrase + with:
familiar, fed up, in connection, involved, (have) nothing to
do, obsessed, the trouble (also agree, along, associated,
beginning, compared, disappointed, have a word, pleased,
satisfied)
UNIT 3 CHANGING PLACES 23
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2 Tell students they have to write an essay in Writing
Part 1. Ask some questions to elicit anything they know
about the question format. For example: What register
or style should you use? (you should write a formal essay),
How many words do you have to write? (140–190), How
much time do you have in the exam? (approx. 40 mins –
one hour 20 minutes for two pieces of writing), What
must you include in your answer? (two points which are
listed and another idea of your own).
Focus attention on the exam task instructions. This may
be the first time students have seen a Part 1 Writing
task so allow plenty of time for them to read it carefully
and answer the questions. Point out that the format is
always the same, with a question to answer, two points
to include and another point to add. It’s important to
underline that students have to include an idea of their
own, otherwise they will lose marks in the exam. After
checking answers as a class, elicit suggestions for the
‘your own idea’ prompt.
Answers
1 you have had a discussion in an English class and you
have been asked to write an essay: the advantages and
disadvantages of taking holidays near home rather than
travelling abroad
2 your teacher
3 whether it is better to have holidays near home rather than
travel abroad
4 which is cheaper, which is better for the environment, and
your own idea
5 reasons for your point of view
3 Ask students to read the model answer quickly to identify
the extra idea that the writer added (young people want
to travel to learn about other cultures and problems in
other societies). Then read through the questions with
the class and check understanding. Give students time
to read the model essay and then answer the questions
with a partner. Go through these, taking any additional
questions that come up. Point out that the way the points
are separated into paragraphs here is a good model for
any answer to the Part 1 Writing essay task.
Answers
1 holidays abroad
2 2nd: cheaper, 3rd: better for the environment, 4th: own idea
3 to begin with, secondly, finally, to sum up
4 First of all, Next, Then, Lastly, In conclusion, To conclude, On
balance, etc.
4 Encourage students to suggest formal alternatives to the
words and expressions listed before re-reading the essay
to find the answers.
Answers
1 should not
2 however
3 locations
4 inexpensive (also: budget, economical)
5 can be done
6 cannot
7 I am absolutely convinced (that)
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25
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Answer
B
4 Go over the Quick steps with the class, reminding them
to be careful about making decisions without carefully
reading the text both before and after the gap. Point out
that they should read the options A–G before reading
the first paragraph. Elicit answers from the class before
allowing them time to complete the exam task. When
checking answers, make sure students can explain their
answers, saying why the option connects to other parts
of the text.
Answers
1 F During that time
2 Land an agent, work on various sets in a range of roles and
have my own projects in development are all examples of
breaking into the industry.
Exam task answers
1 F 2 C 3 G 4 A 5 E 6 B not needed: D
Phrasal verbs with on
5 If necessary, explain to students that phrasal verbs are a
combination of a verb and a particle (in these examples,
the preposition on) which sometimes have a different
meaning from the separate verb and/or preposition. Allow
time for students to read the phrasal verbs in context and
then ask them to suggest meanings.
Answers
1 gave a lot of attention to
2 begin to do
3 need or trust
6 Go over the example sentence with the class. Then
students work individually to complete the exercise
before checking answers with a partner.
Answers
2 jumped on 3 carried on 4 depend on 5 sit on
6 played on 7 turned on 8 based on 9 count on
10 keeps on
FURTHER PRACTICE
If time allows, ask students to make more example
sentences using each of the phrasal verbs.
Listening
1 After eliciting answers to the question from the class,
open the discussion up by asking them where they
can find reviews. If possible, elicit the names of some
music magazines/websites as these will come up in
the listening (Pitchfork and Rolling Stone). Ask whether
students have ever written reviews (on apps or websites,
for example).
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have listened twice, allow them to discuss their answers
with a partner. Remind them that in the exam it is
important to choose an answer even if they are not sure
it is correct. They should try to eliminate any options they
are sure are incorrect before choosing. With a weaker
class the recording can be repeated and paused after
each section when going over answers.
FURTHER PRACTICE
If time allows, the recording script could be photocopied
and students asked to underline the sections that give the
answers in one colour and the reasons why the other two
answer options are wrong in another colour. This can help
them understand more about the mechanism of this type
of listening task and the way words and phrases can be
used to try to distract them from the correct answers.
Suggested answers
2 start, critic
3 first, published
4 critic, need, successful
5 greatest, weakness
6 aspect, work, dislike
7 appeals, most, editor
Exam task answers
1B 2C 3A 4B 5C 6A 7C
Recording script
You will hear part of an interview with a music critic called Leo Clemson.
For questions 1–7, choose the best answer A, B or C.
Interviewer: Today I’m talking to music critic Leo Clemson, and my
first question is: what does it take to become a critic? A
background in music, presumably?
Leo: Well, an appreciation of music is certainly essential,
rather than any particular ability to play or perform.
(1) You also have to be prepared to put in long hours
listening to new albums, following music-related news
and reading reviews in online magazines like Pitchfork
and Rolling Stone, and all that’s before you start doing
any actual writing. Of course, some say you need to be
a graduate in journalism or English literature to do this
job, though personally I’m not convinced it’s necessary
to go to university.
Interviewer: So how did you get into reviewing?
Leo: Well, (2) I’d been blogging for some time, doing opinion
pieces about albums I’d listened to and concert s I’d
been to. I was learning on the job, really, and the
number of positive comments posted on my site
started to grow steadily. Then, when an article in the
local newspaper about popular bloggers compared my
writing quite favourably to that of professional critics, I
decided it was time I started earning something from it.
Interviewer: Was it easy to get a publisher?
Leo: Not at first, though I’d expected that from what I’d read
online. I realised, for instance, that I was too unknown
to get anywhere simply by emailing an application
plus CV to music magazine editors, or – as someone
optimistically suggested – to the repr esentatives
of famous bands offering to write reviews for their
publicity material. (3) Instead, by checking out
comments by established critics on Twitter and
Facebook, I found a magazine that was hiring writers
and the editor agreed to take me on.
UNIT 4 GETTING CREATIVE 27
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2 Put students into pairs to do the exercise. Suggest they
try to make phrases or sentences with the verbs to help
them remember which form they are followed by. Point
out that get round to is similar to look forward to in that it
is followed by -ing and the to is part of the phrasal verb. If
time allows, when checking answers ask each student to
use the verb in a sentence to demonstrate the form it is
followed by.
Answers
to + infinitive: appear, expect, learn, manage, offer, promise,
refuse, seem, tend, threaten, want
-ing: avoid, bother, dislike, enjoy, finish, get round to, imagine,
insist on, keep (on), mind, miss, suggest
3 Remind students that some verbs can be followed
by the infinitive or -ing form but there is a change in
meaning. Go over the first sentence with the class,
eliciting explanations and checking understanding as
necessary. Then allow time for the students to complete
the exercise with a partner. Go over the answers with the
class, eliciting further examples with each form.
Answers
1 a-ii (you’re sorry about a past action), b-i (you’re sorry about
what you’re going to have to say)
2 a-ii (you haven’t wanted to speak to them since then), b-i
(you were walking but you stood still and spoke to them)
3 a-i (remember something from the past), b-ii (remember to
do something in the future)
4 a-i (something that stays in your memory for a long time),
b-ii (something you should do)
5 a-ii (continued the same activity), b-i (changed activity)
6 a-ii (as an experiment), b-i (it was impossible)
4 Point out that students at this level often make
mistakes with these forms. Students complete the task
individually before checking as a class.
Answers
1 agreed to help 2 suggested buying 3 forgot to ask
4 remember being 5 mind showing 6 carry on talking
5 Give the students a minute or so to read the text and
summarise what the main idea is before completing
the gaps.
Answers
1 to show 2 to indicate 3 going 4 to spend
5 to see 6 rising
6 Encourage students to make complete questions using
the expressions given and then have them work in pairs
to ask and answer them. They can talk about TV series
or books if they don’t watch many films. Make sure they
give reasons and explanations for their answers as they
are expected to do in the speaking test. Monitor the pairs
as they speak and offer feedback to individuals or the
class as appropriate.
7 Put students into new pairs to complete the task, again
giving them the option to describe a TV series or book if
necessary.
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4 Read through the Quick steps with the class before
focusing attention on the expressions in the box. Allow
time for students to categorise the expressions in pairs.
Check answers as a class, then encourage students to
add other expressions to each of the lists.
Answers
1 Asking for opinions: What’s your opinion?, What do you
think?, What are your feelings about this?, How do you fe el
about … ?
2 Asking for reasons: Why do you think so?, Is that
because … ?, Could you tell me why?, Any particular reason?
3 Giving reasons: because … , for one thing … , so … , The
main reason is that …
4 Giving examples: for example … , for instance … , like … ,
such as …
5 08 Read through the instructions and the questions
with the class before playing the recording. Encourage
students to identify some examples of what Anna does
better, repeating the recording if necessary.
Answers
The teacher asks questions 1, 3 and 6. Anna does this part of
the Speaking test better because she gives fuller answers,
responding to what Ra ffaele says in her comments, giving
reasons and examples. She also asks her partner for his
opinions, and the reason for them.
6 08 Refer students back to the expressions and ask
whether they heard Anna or Raffaele use any of them.
Then play the recording again to check answers. If
necessary, pause the recording each time Anna uses one
of the expressions in the list.
Answers
because …, The main reason is that …, Could you tell me
why?, So …, What do you think?, For instance …, What’s your
opinion?
Recording script
Teacher: Raffaele, how important do you think it is to have a lot of
free time?
Raffaele: Err, it’s important because you can do many things, like
go to the cinema, or look at things on the internet. But
you can also get quite bored if there isn’t much to do, and
maybe spend too much time watching TV.
Anna: Yes, you can waste your time, especially if you don’t plan
your free time well. But everyone needs to have leisure
time because often they do too much work and it’s not
good only to work or study all the time. You can use it to
learn to do new things, too.
Teacher: If you had more free time, what would you do with it,
Anna?
Anna: I’d take up dancing, salsa dancing. I’ve been thinking of
doing that for years. The main reason is that it’s pretty
simple to learn, and it ’s lots and lots of fun. Salsa music is
fantastic, too. Actually, I’ve just downloaded some onto
my phone.
Teacher: And what would you most like to do, Raffaele?
Raffaele: I’d like to go rock climbing. It looks exciting, but I haven’t
tried it yet …
Anna: Could you tell me why?
UNIT 4 GETTING CREATIVE 29
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can ask students to watch the video before the lesson or
it could be used as a follow-up for reinforcement or extra
practice. Students do not need to have seen the video in
order to do the tasks in the book.
1 Students can be referred to the Grammar reference on
page 105 before or after doing this exercise. Go over
the questions about tenses with the class, eliciting one
or more example sentences for each tense. Then put
students in pairs to do task 2. Check answers as a class.
Answers
1 a past simple
b present perfect continuous
c present perfect
2 a already b for c yet d since e just
2 Students correct the mistakes individually before
checking answers with a partner. When going over
answers, ask students to explain why the sentence is
wrong using the information in Εxercise 1.
Answers
1 for two months
2 I’ve been learning
3 what I did last week
4 hasn’t ended yet
5 I’ve / I have already finished
6 We’ve been waiting
Part 4
3 Point out that the differences in use between present
perfect and past simple is an example of what may be
tested in Reading and Use of English Part 4.
Focus attention on the exam task instructions. Ask
some questions to check understanding (e.g. How many
words do you have to use in your answer? What must you
include? ). Tell students that for each answer there are two
possible marks, which means that there are usually two
changes that have to be made from the original sentence
in the answer. This also means that in the exam, if they
are unsure of the answer, it’s always worth making an
attempt as they could potentially get one mark if at least
one part of their answer is correct.
Draw attention to the example. Allow students a minute
or so to read both the original sentence and the answer
before going through the questions with the class.
Answers
1 for
2 past simple to present perfect (negative)
3 last is not used
4 1 haven’t / have not seen Julia = 1 mark, for = 1 mark
4 Go over the Quick steps and work through question 1
with the class, using the steps as a guide. Read through
the Exam tips and check understanding. Advise students
to look back at the original sentence each time to check
they have included all the ideas and that the second
sentence has the same meaning. They should also check
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