Gold Experience B1+ - Teacher's Resource Book

B1+ Pre-First
2ND EDITION for Schools
Engage and motivate students to build the language and skills they need in
2ND EDITION
the classroom, exams and their lives beyond school. Educate students about the
world around, and allow them to bring their own experience into learning English.
TEACHER’S RESOURCE BOOK 2ND EDITION
B1+
B1+ Pre-First for Schools

The B1+ level, improved and updated for the Preparing students for the
second edition, works towards an upper- Cambridge English Qualifications Pre-First
intermediate level of English, and starts across eight levels: for Schools
students on their journey towards the B2 First for A1 Pre-Key for Schools
Schools exam. A2 Key for Schools
A2+ Pre-Preliminary for Schools
• Extensive test package including: B1 Preliminary for Schools
- Diagnostic start-of-course test with A/B versions B1+ Pre-First for Schools
TEACHER’S RESOURCE BOOK

B2 First for Schools
- Language and skills unit tests with A/B versions
B2+ Pre-Advanced
- Review tests every three units with A/B versions C1 Advanced
- End of year test with A/B versions
• Full audioscripts and answer keys for all tests Other components
• Three photocopiable activities per unit, giving extra practice of • Student’s Book: thorough language skills and
grammar, vocabulary and exam skills exam preparation, presented through fun and
thought-provoking contexts
• Full teaching notes and answer keys for photocopiable activities
• Student’s App: access to audio and video, plus
extra vocabulary practice
Download all Teacher’s Resource Book material, including test
audio, editable versions of the tests, and versions for students • Workbook: practice of grammar, vocabulary
with dyslexia, from the Teacher’s online resource materials at and all skills, plus vocabulary extension work
english.com/login. You can access this site using the code inside • Online Practice: Workbook and Resources, with
the Teacher’s Book front cover. instant feedback and automatic grading to help
students and teachers monitor progress
• Teacher’s Book: teacher’s notes with an access
code to all of the online resource materials
Experience • Engage • Excel
pearsonELT.com/goldexperience
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2ND EDITION
B1+
TEACHER’S RESOURCE BOOK
Pre-First
for Schools
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CONTENTS 2ND EDITION B1+
Introduction4
Overview of the assessment package 4
Test format 5
Tests7
Diagnostic Test 7
Unit Tests 17
Review Tests 107
End of Year Test 132
Tests answer key 152
Speaking and Writing: mark schemes 171
Tests audioscripts 173
Photocopiable activities 180
Photocopiable activities: Teacher’s notes 207
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INTRODUCTION 2ND EDITION B1+
OVERVIEW OF THE ASSESSMENT PACKAGE

The Gold Experience Assessment Package provides a wide
range of tests which can be used at different points in the
Assessment for dyslexic
course. Each level has: students
• A and B Diagnostic Test One of the most effective ways of checking classroom work
• 9 x A and B Unit Tests and the teaching programme is through testing. Tests can
show which learning materials work best for individual
• 3 x A and B Review Tests students, so teachers need to be able to select the most
appropriate tests for their students. The two most important
• A and B End of Year Test
aspects of a test concern a) validity: whether or not the test
measures what it is supposed to measure and b) reliability:
Assessment of learning or whether it would produce similar results when used with a
similar group under the same conditions at a different time.
Assessment for learning? When we consider validity, it is evident that tests written to
Any test can be used either as assessment for learning or measure reading comprehension, vocabulary, grammar or
assessment of learning. Assessment of learning usually communication, will fail to obtain valid test results for dyslexic
takes place after the learning has happened and provides students. The type of reading difficulties dyslexic students
information about what the student is achieving. The student experience in processing print affects all language skills and
is usually given a mark or a grade. You can also use the tests consequently will not provide valid information about their
as assessment for learning by using the tests to provide actual knowledge or skills. The same problem affects the
information on how well students have understood new reliability of a test. Obviously, if the same written test is used
language or skills, and then providing them with specific with dyslexic students and non-dyslexic students from the
feedback and suggestions for improvement as part of the same class, the results will be significantly different for the
continual learning process. two groups.
A combination of both types of assessment can provide The Gold Experience Assessment Package offers alternative
powerful tools for helping your students’ progress. versions of tests for dyslexic learners. While the language
content and linguistic level of the material tested is the same
Teacher’s Resources site as in the main tests, a number of changes make it easier for
dyslexic students to process. For example, these tests have
In addition to the tests in this Teacher’s Resource Book, the
a larger point size with increased spacing between the lines,
tests are also provided on the Teacher’s Resources site in both
and tasks which require multi-tasking have been reduced in
PDF and Word format. We recommend using them in the PDF
complexity. See the introduction to the adapted tests for
version, as they are. However, if you do need to edit the tests,
more detail.
this should be possible in the Word version.
The audio files accompanying the listening exercises
in the Skills and End of Year tests can also be found on Exam preparation
the Teacher’s Resources site. As your students are going to be working towards a final high-
The access code for the Teacher’s Resources site is in the front stakes exam, the tests also provide regular opportunities for
of your Teacher’s Book. them to try exam-style tasks in a low-stakes test environment,
which should help them feel more confident going into the
Versions of tests final exam.

We would recommend using past papers or practice papers
Most tests have two versions: A and B. Versions A and B are in addition as you get close to the date of the exam. There
designed to be at exactly the same level of difficulty and is one full practice test in Unit 10 of the Workbook, and two
feature the same task types, however, the test items in each further complete practice exams are available in the Exam
are different. For listening tests, the tasks are different but Practice booklet.
the audio is the same in both A and B versions, making it easy
to administer.
You can use the A/B tests in two ways:
Expected outcomes
We would expect all students who have completed the
• give half of the class A versions and half of the class B
instructional material to score at least 50%, and the best
versions - this helps to deter cheating.
students to score 90-100% on any given test. We have
• give all students the A test and then use the B test either deliberately included more challenging questions in each test
for students who missed the test or as a re-test or remedial so as to help you identify students performing above the level.
work for students whose score shows they need a little more
work on the unit objectives.
On the Teacher’s Resources site, there is also a version of the
tests adapted for students with special educational needs.
See the next section for more information.
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TEST FORMAT
The Unit, Review and End of Year tests have several parts to them. This helps makes them flexible, and allows you to assign only
the parts you want to or have time to administer and mark. In addition to the tests in this Teacher’s Resource Book, the tests are
also provided on the Teacher’s Resources site in both PDF and Word format. We recommend using them in the PDF version, as
they are. However, if you do need to edit the tests, this should be possible in the Word version.
Assessment type Quantity Total marks Timing
Diagnostic Test (A/B) 1 (at start of course) 100 45 mins
Unit Tests
Language: Grammar, Vocabulary and Use of 9 (after each main unit) 50 25–30 mins
English (A/B)
Skills: Listening and Reading (A/B) 9 (after each main unit) 50 20–30 mins
Review Tests
Grammar, Vocabulary and Use of English (A/B) 3 (after every three units) 50 30 mins
Writing 3 (after every three units) 25 30 mins
Speaking (A/B/Teacher) 3 (after every three units) 25 10–15 mins per pair
End of year Test

Listening, Reading and Use of English (A/B) 1 (at end of course) 50 45 mins
Writing 1 (at end of course) 25 45 mins
Speaking (A/B/Teacher) 1 (at end of course) 25 10–15 mins per pair
For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets.
Diagnostic Test Unit Tests

The main purpose of the Diagnostic Test is to help you identify There are nine Unit Tests, which test the learning objectives
any general areas of strength or weakness across the class. from each main unit (after Unit 10, students would take the
This will help you tailor your lessons to your class and maximise End of Year test). These should be administered after each
your time with your students. The Diagnostic Test will also respective unit check.
help to place students at the right level of the Gold Experience Each Unit Test has two parts: Language (Grammar, Vocabulary
series. The test contains 100 multiple-choice questions and is and Use of English); and Skills (Listening and Reading). Both
designed to last for 45 minutes. parts have A and B versions. There is also a version of the A
To help score and analyse the Diagnostic Test, groups of tests for students with dyslexia.
questions are labelled by language topic in the answer key. You can assign both or neither of these, depending on the time
Mark your students’ test papers, and use the following guide to available. If you are including the listening test, it is best to run
help you decide what to do next: the listening audio first, and then students can do the other
• If students get fewer than 10 of the answers right, they may sections in their own time.
not have the basic language knowledge required for this The tests will take approximately:
level. Consider starting with the level below.
– Language: Grammar, Vocabulary and Use of English:
• If students get 10–49 correct, assess their answers to check 25–30 minutes
where remediation or extra help is required. Focus extra help
– Skills: Listening and Reading: 20–30 minutes
on topics from questions 1–25.
The Unit Test as a whole is out of 100 marks. The parts of the
• If students score 50–74, assess their scores and, if they score
test are split as follows:
at the upper end of this, consider an additional oral interview
to decide whether this is the most appropriate level for – Language: Grammar, Vocabulary and Use of English:
them, or whether they would gain more from the next level 50 marks
(perhaps with some additional help). – Skills: Listening and Reading: 50 marks
• If they get more than 75 of the answers right, consider
starting them at the level above.
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Review Tests End of Year Test

There are three Review Tests (one every three units). These The End of Year Test provides a skills-based test covering
are cumulative achievement tests, and so test the learning learning objectives from the whole course.
objectives from all units so far in the course, but with a heavier The test has three parts: Listening, Reading and Use of English;
focus on the most recent units: Writing; Speaking. Grammar, Vocabulary and Use of English
• Review Test 1: Units 1–3 papers have A and B versions, as well as a version of the A
tests for students with dyslexia. There is only one version of
• Review Test 2: Units 4–6
the Writing task. Students do the Speaking tasks in pairs, and
• Review Test 3: Units 7–9 there are separate materials for students A and B, as well as a
version for the teacher with questions.
Depending on your school year, you may wish to do all of these
or just some of them. You can assign all or none of the parts of the test, depending
on the time available.
Each test has three parts: Grammar, Vocabulary and Use of
English; Writing; Speaking. Grammar, Vocabulary and Use of The tests will take approximately:
English papers have A and B versions, as well as a version of the – Listening, Reading and Use of English: 45 mins
A tests for students with dyslexia. There is only one version of
– Writing: 45 minutes
the Writing task. Students do the Speaking tasks in pairs, and
there are separate materials for students A and B, as well as a – Speaking: 10–15 minutes per pair of students
version for the teacher with questions.
The End of Year Test as a whole is out of 100 marks. The parts
As with the Unit Tests, you can assign all or none of the parts of the test are split as follows:
of the test, depending on the time available.
– Listening, Reading and Use of English: 50 marks
The tests will take approximately:
– Writing: 25 marks
– Grammar, Vocabulary and Use of English: 30 minutes
– Speaking: 25 marks
– Writing: 30 minutes
– Speaking: 10–15 minutes per pair of students
Marking the tests
The Review Tests as a whole are out of 100 marks. The parts of
The Language test answer keys include references to specific
the test are split as follows:
Student’s Book pages for revision.
– Grammar, Vocabulary and Use of English: 50 marks
Writing and Speaking tests have detailed mark schemes out
– Writing: 25 marks of 25 (see pages 171–172), similar to the Cambridge mark
schemes, to help you mark consistently, and to help you give
– Speaking: 25 marks students meaningful feedback. If you prefer to use the actual
mark scheme for the exam your students will ultimately take,
these are available online.
Whichever mark scheme you use, it can be very useful to go
through it with your students before they take the test so
they know what they are going to be marked against. You can
then refer back to these marking criteria and bands in your
feedback.
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B1+ Name:
Class:
2ND EDITION Pre-First
for Schools
DIAGNOSTIC TEST A
Choose the correct answer (A, B, C or D) to complete the sentences.

1 They three or four hours a day playing video games.
A are spending B is spending C spends D spend
2 Why out the washing now? It looks like it’s going to rain.
A does she put B doesn’t she putting C is she putting D isn’t she putting
3 Somebody took her purse while she for directions.

A asked B was asking C ask D is asking
4 I’ve got a great app on my phone which helps me from Spanish to English.
A explain B pronounce C translate D understand
5 the right university can be complicated for school-leavers.

A Choosing B Choose C To choose D Chosen
6 We make a vegetable curry because we haven’t got the right ingredients.

A going to B ’re going to C not going to D aren’t going to
7 Do you know where the is? I want to change the channel on the TV.
A coffee maker B dishwasher C remote control D smart TV
8 about going to the cinema this evening? I fancy watching a film.

A How B Why C Shall D Let’s
9 I Fiona since she was a little girl and we’re still best friends.
A known B knew C have known D know
10 We the other team by five points so we’re in the next round of the tournament.
A beat B hit C scored D won
11 I’ve seen Holly in the supermarket. She was helping her mum with the shopping.
A ever B just C never D yet
12 When you this button, the machine starts working.

A press B pressed C will start D would start
13 If I connect my guitar to my computer, I can my songs straight onto my hard drive.

A book B entertain C record D review
14 If I more free time, I would learn to play the guitar.

A had B have C will have D would have
15 English by millions of school children all around the world.

A learn B learns C is learnt D are learnt
16 My auntie’s house is on the top of a high .

A beach B cliff C sea D waves
17 My parents had a new dining table by a local carpenter.

A made B make C making D makes
18 I’d like to find someone knows how to fix my computer.

A which B who C why D what
19 My dad’s away on a business at the moment. He’ll be back tomorrow.

A journey B travel C trip D tour
20 We pay a ten percent deposit when we booked the hotel.

A have to B had to C must D must have
Photocopiable © Pearson Education Limited 2018 7
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DIAGNOSTIC TEST A
21 I’m not really playing video games. I prefer doing something more energetic.
A about B into C of D with
22 They said they abroad last summer, but I think they stayed at home in the end.
A will go B go C would go D are going
23 Do you know how much for her new bicycle?

A she did pay B did she pay C paid she D she paid
24 to spend much time playing outside when you were younger?

A Did you use B Did you used C Used you D You did use
25 It’s normal to feel before an exam, but you should try to relax.
A annoyed B calm C confident D nervous
26 We carried out a to find out how often teenagers play sports.

A poverty B charity C volunteer D survey
27 Julian is always fun of me. I really don’t like it.

A make B making C makes D made
28 Harry looks really when he’s wearing a tie. He should wear one more often!
A casual B outfit C pale D smart
29 The show wasn’t very because the acting was terrible.

A enjoyable B fashionable C responsible D suitable
30 I’m sure they’ll finish soon. They since eight o’clock this morning.
A ’ve been working B were working C have worked D worked
31 We had an amazing time on holiday. The hotel and the beach were .
A awful B awesome C disgusting D terrifying
32 By the time we got home the programme so we didn’t see any of it.
A had finished B finished C was finished D would finish
33 My neighbourhood a small village, but now it’s part of the city.

A had been B would be C used to be D was being
34 We weren’t to get on the bus so we had to wait for the next one.
A too quick B as quick C enough quick D quick enough
35 She opened the parcel because she didn’t want to break it.
A badly B carefully C noisily D suspiciously
36 I at school for the rehearsal this evening so I’ll probably be home quite late.
A won’t stay B will be staying C will have stayed D stay
37 The weather should be much better by the time you to visit us.
A come B are coming C will come D will be coming
38 The debate is start at seven o’clock so we need to arrive by 6.45 p.m.

A about to B probably C due to D unlikely to
39 I couldn’t do my smartphone. I use it for everything.

A away B from C with D without
40 We need to this mess before my parents get home or they’ll be very cross.
A chop down B clean up C cut down D kill off
8 Photocopiable © Pearson Education Limited 2018
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DIAGNOSTIC TEST A
41 If you don’t understand the exercise, you to tell the teacher.

A can B don’t have C ought D should
42 I go skateboarding when I was younger. My dad thought it was too dangerous.

A wasn’t allowed to B shouldn’t C could D needn’t
43 I’m hopeless this game. I can never get past the first level.
A about B at C of D to
44 If you take this medicine, you feel better by the weekend.

A can’t B must C should D would
45 Your brother is very . He’s always playing sport or doing exercise.

A active B anxious C confident D creative
46 I’ve got a friend dad is a well-known TV actor.

A which B who C whose D that
47 We’d like to live in an area there are more parks and outdoors spaces.
A where B which C who D why
48 Mr Bowden is worried because Tim doesn’t seem to be in Geography.

A getting away B giving up C working out D keeping up
49 You just need to use your common to solve this problem.

A feeling B experience C meaning D sense
50 Some students to raise money for charity are organising a rock concert.
A hope B hoping C hopes D hoped
51 You shouldn’t throw that old vase away. It might be a lot of money.
A cost B earn C value D worth
52 My grandmother’s just got a smartphone, but she doesn’t know how it.
A use B to use C using D used
53 My dentist encouraged my teeth more often.

A to clean B to clean me C me to clean D clean
54 Rhinoceroses have very poor . They can only see clearly a few metres in front of themselves.
A hearing B sound C taste D vision
55 Some people believe that it is not acceptable to on animals in laboratories.

A experiment B explore C observe D research
56 I tried on two pairs of jeans, but of them looked very good on me.
A both B all C neither D none
57 I didn’t have any birthday cake because there was only left.
A few B a few C little D a little
58 When it’s hot in summer, we usually just have instead of blankets.

A carpets B cushions C rugs D sheets
59 We won’t be able to see the film unless we nearer the screen.

A sit B sat C will sit D would sit
60 Keira to the cinema if she’d known that it was a science fiction film.
A won’t have gone B won’t go C wouldn’t have gone D wouldn’t go
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DIAGNOSTIC TEST A
61 My jacket got soaked in the rain so I’d better to dry.

A hang it up B put it up C clear it up D tidy it up
62 If only I a book to read. I didn’t realise I’d have to wait so long.

A took B had taken C would take D would have taken
63 I’d rather not my parents for more money. They won’t want to lend it to me.
A ask B to ask C asked D asking
64 There are lots of jobs to do on a ship so the are usually quite busy.
A cabins B crew C decks D ports
65 The winner of the song contest on next week’s show.

A is announcing B announces C will announce D will be announced
66 We complained because we the wrong meal in the restaurant.

A had given B had been given C have given D have been given
67 According to some reports, the teenager spends at least two hours a day on social media.
A average B even C odd D positive
68 My hair’s really bothering me at the moment. I might off by my hairdresser.

A shave it off B shave off it C have it shaved D have shaved it
69 I managed to work out the answer, but it was a very difficult .

A calculate B calculator C calculating D calculation
70 Michael us he would be waiting outside the entrance to the theatre.

A told B said C explained D mentioned
71 Olivia only mentioned that she her purse at home after they took our order.
A left B had left C would leave D was leaving
72 I don’t want to the game because I’m terrible at volleyball.

A bring together B bring in C join together D join in
73 The training course wasn’t much fun, but it was a useful learning .
A art B culture C experience D skill
74 She asked me I felt about playing the lead role in the school play.
A how B that C whether D who
75 Brendan’s parents warned him so much time on the internet.

A spend B spending C to spend D not to spend
76 The older you are, it gets to stay awake in the evening.

A harder B hardest C the harder D the hardest
77 The problem with many of our high street shops is that they aren’t enough.
A compete B competition C competitive D uncompetitive
78 Ryan has got absolutely no sense of . Wherever he goes, he ends up completely lost.
A achievement B direction C freedom D rhythm
79 If you want people to listen to your message, you have to in a clear and interesting way.
A get it across B give it away C put it off D try it out
80 We all day so we were pleased to finally get a rest.

A have walked B have been walking C had been walked D had been walking
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DIAGNOSTIC TEST A
81 Neil didn’t pass his maths exam so he’s at the moment.

A blown away B down in the dumps C over the moon D into the swing of it
82 French are known all over the world for their sense of fashion.
A - B A C The D Some
83 By the time they their supper, it will be time for bed.

A had B are having C will have D have had
84 My father is going to take some from his job so we can go on holiday.

A time off B part-time C shifts D retirement
85 Billions of tonnes of food are produced every year, but of it gets thrown away.
A each B a great deal C a number of D several
86 There are some huge apartment in my neighbourhood. Some of them are more than fifteen storeys high.
A areas B blocks C spaces D spots
87 Provided that you all the grammar points, you won’t have any problems in the exam.
A will have revised B revised C will revise D have revised
88 Sometimes the buses are delayed, but the whole they arrive on time.
A at B by C in D on
89 We packed our bags last night so as ready to leave early this morning.
A be B to be C being D been
90 I regret to Sandra’s house last weekend. It sounds like they had a great time.
A to go B going C not going D not to go
91 My room is such a mess because I never get tidying it up.

A down B together C round to D back to
92 A man wanted for robbery to have escaped to the south of France.

A thought B is thought C is thinking D thinks
93 I’m afraid we’re so we won’t be able to pick you up until six o’clock.
A at the last minute B in time C in good time D running late
94 I hope they don’t our road. There’s far too much traffic already.
A width B widen C wide D wider
95 Her friends advised her in the exam because she would fail if she got caught.
A to cheat B against cheating C not cheating D against not cheating
96 I was surprised their failure to check our identification at the airport.

A of B to C at D in
97 They ought us that they were going away last weekend.

A to tell B have told C told D to have told
98 of being new in class, Donna seems to have fitted in very well with the other students.
A Despite B In spite C Though D Although
99 surprised me most was how quickly we managed to get home.

A What B Why C That D It
100 I was going to go out tonight, but I’m it because I’m really tired.
A speaking out about B sleeping on C weighing up D having second thoughts about
Total: 100
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DIAGNOSTIC TEST B
Choose the correct answer (A, B, C or D) to complete the sentences.

1 He the guitar for at least an hour every day.
A practises B is practising C practise D are practising
2 What ? It smells delicious.

A do you cook B are you cook C are you cooking D is you cooking
3 I fell off my bike when I home from school.

A cycle B cycling C was cycling D cycled
4 I don’t some German words very well so some people don’t understand me.
A explain B pronounce C repeat D speak
5 friends is easy when you’re young, but it gets more difficult when you’re older.
A Make B To make C Made D Making
6 The weather is really bad in the mountains so we cancel the excursion.

A not going to B aren’t going to C ’re going to D going to
7 I don’t like washing up so I’m glad we’ve got a .

A coffee maker B dishwasher C fridge-freezer D washing machine
8 we get the bus into town? I don’t feel like walking.

A Let’s B Shall C What D Why
9 I to Paris, but I would like to go one day.

A have never been B have ever been C have been D had been
10 Messi a goal in the last minute of the match, but Barça didn’t win.
A beat B hit C scored D won
11 A: Have you seen Laura? B: No. She hasn’t got home from school.
A already B just C still D yet
12 If you my diary, will you let me know?

A came across B come across C will come across D would come across
13 Have you still got your video camera? We’re looking for someone to the school concert.
A book B entertain C film D review
14 If I near the sea, I’d go surfing every day.

A live B lived C have lived D had lived
15 A lot of traffic accidents by people driving too fast.

A are caused B is caused C cause D causes
16 Weston is great for children because it’s got a lovely sandy .

A beach B cliff C path D sea
17 We need to get the house this year. It’s starting to look untidy now.
A paint B painter C painted D painting
18 These are the shoes I wore to my sister’s wedding. They’re nice, aren’t they?
A which B who C whose D where
19 I usually for a flight online because it saves time at the airport.

A check in B delay C land D take off
20 She leave her laptop at home because there wasn’t enough space in her bag.
A have to B must C had to D must have
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DIAGNOSTIC TEST B
21 I like to hang with my friends at the weekend. We usually go to the shopping centre.
A away B in C off D out
22 She said she help me because she was too busy.

A could B couldn’t C mustn’t D would
23 Did he tell you where my exercise book?

A he did leave B did he leave C he left D left he
24 Where to go on holiday when you were a child?

A you did use B used you C did you used D did you use
25 Eva’s a little because she gets her exam results tomorrow.

A calm B embarrassed C mad D worried
26 Our objective is to reduce the number of children living in .

A volunteer B charity C poverty D survey
27 Penny a bath at the moment so it’s better if you call back later.
A has B had C have D is having
28 We need a bright, design for our T-shirt so that people stop and look at it.
A bold B casual C dull D pale
29 George is usually very and he doesn’t tend to do silly things.

A comfortable B enjoyable C sensible D suitable
30 I hope you long – we’ve been very busy today.

A have waited B have been waiting C haven’t been waiting D waited
31 There was rubbish all over the beach. It was absolutely .

A awesome B disgusting C massive D terrific
32 It was the scariest film I . I had to cover my eyes for most of it.
A ever seen B ever saw C had never seen D had ever seen
33 We live in the city now, but we in the country.

A would live B had lived C were living D used to live
34 The water isn’t to make tea at the moment. Wait a few more minutes.
A too hot B as hot C hot enough D enough hot
35 We were waiting for a long time, but the shop assistant came over to us.
A badly B eventually C frequently D unfortunately
36 Don’t come to my house at eight o’clock. We our dinner at that time.

A will have B will have had C will be having D are having
37 By the time you my age, the world will be completely different.

A will be B are being C are D were
38 I was to close the door when I realised I didn’t have my keys.

A due B probably C unlikely D about
39 We don’t know where we’re going so it makes to ask for directions.

A idea B sense C sure D reason
40 It’s terrible that so many plastic packets are only used once before they’re thrown .
A away B down C over D up
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DIAGNOSTIC TEST B
41 My advice is that you go to the doctor’s if your leg still hurts.

A should B shall C don’t have to D can
42 We stay long at the library. I just need to return a few books.

A couldn’t B mustn’t C needn’t D should
43 Teresa has been really stressed her driving test. I hope she passes.
A about B at C of D to
44 If we leave now, we get to school by nine o’clock.

A should B mustn’t C must D couldn’t
45 Ottie is a very person. She’s good at using her imagination to make things.
A anxious B competitive C creative D unfriendly
46 The website, attracts hundreds of visitors every day, has been a great success.
A that B who C whose D which
47 Nelson Mandela was an activist work has inspired millions of people.

A where B which C whose D why
48 I nearly in the marathon, but I continued to the end.

A gave away B gave off C gave out D gave up
49 It’s very hard to focus my homework while you’re talking so loudly.

A to B on C by D at
50 Fruit and vegetables by local farmers are the key ingredients in our recipes.
A grew B grow C grown D growing
51 I was wondering if you could me a few euros for a bus ticket?

A afford B borrow C lend D spend
52 My parents still aren’t sure where on holiday this year.

A going B they go C go D to go
53 Belinda convinced at home and watch a film.

A to stay B us to stay C us stay D that we stay
54 Bats have excellent , which they use to help them find their way around.
A hearing B sound C taste D vision
55 Scientists that the Earth’s temperature is likely to continue rising in the future.
A experiment B observe C preview D predict
56 I tried on lots of clothes, but of them looked very good on me.

A both B all C neither D none
57 We’ve eaten most of the sandwiches, but there are left for you.
A few B a few C little D a little
58 Shall I close the ? It’s getting dark now.

A blankets B curtains C rugs D sheets
59 I think we’ll be late for the meeting unless we a taxi.

A will get B had got C got D get
60 If United had made a bit more effort, they the match.

A had won B will win C will have won D would have won
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DIAGNOSTIC TEST B
61 I made a poster at school today and the teacher on the classroom wall.
A cleared it up B put it away C put it up D sorted it out
62 I wish we about the traffic jams before we left. We could be stuck for hours.
A had known B know C would know D would have known
63 I’d rather a shower than a bath. It’s more refreshing.

A had B have C to have D having
64 Maurice is named his grandfather who was a famous artist.

A after B of C on D to
65 According to their email, we at the airport and taken to the hotel.

A will meet B will be met C will be meeting D will have met
66 They were upset because they to turn the television off.

A have told B have been told C had told D had been told
67 The of children who do physical exercise every day has risen steadily.
A average B fraction C percentage D series
68 I don’t know how to fix the screen on my phone. I’ll by a professional.

A look at it B have looked at it C have it looked at D be looked at
69 The government hopes to create more for young people in the next ten years.
A employ B employers C employment D unemployment
70 My parents the school that I was sick and would be staying at home.
A explained B informed C insisted D mentioned
71 Julie complained that her friends her any chocolate.

A saved B wouldn’t save C had saved D hadn’t saved
72 It’s important to your energy before you run a big race.

A bring together B build up C start out D try out
73 Owen seems to have a lot of artistic . He’s especially good at painting.

A character B culture C imagination D skill
74 Vanessa asked I wanted to go swimming with her so I agreed.

A how B that C whether D who
75 Ophelia begged me anything to John about the surprise party.

A to say B not to say C saying D not saying
76 The later you go to bed, you’ll be in the morning.

A more tired B most tired C the more tired D the most tired
77 It was trying to get to school. The roads were all closed because of the snow.
A hopeful B hoping C hopeless D unhopeful
78 I had a wonderful sense of after I completed the Athens Marathon.

A achievement B direction C freedom D rhythm
79 I wanted to have a barbecue this afternoon, but I had to because of the poor weather.
A get it across B give it away C put it off D try it out
80 They all morning so they decided to stop for a break.

A had cycled B had been cycling C have cycled D have been cycling
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DIAGNOSTIC TEST B
81 Carmel was to find out she had got a place at her first choice of university.
A down in the dumps B high in her list C over the moon D into the swing of it
82 I don’t think our government does enough to help poor.

A – B the C a D some
83 As soon as I watering the garden, I’ll come round to your house.

A have finished B am finishing C will have finished D finished
84 My mum works in a factory. Sometimes she works nights and sometimes she works days.
A time off B part-time C shifts D my own boss
85 of people reported seeing a strange object shooting across the sky.

A Each B A deal C A number D Several
86 What I like about my city is that there are plenty of play for children.
A areas B blocks C spaces D spots
87 As you long as you the truth, you haven’t got anything to worry about.
A had told B have told C will tell D will have told
88 Why are you shouting the top of your voice?

A at B by C on D with
89 In order money, the Falcon Heavy has rockets which are reusable.
A save B saving C to have saved D to save
90 My grandfather’s forgotten me last week. I’m afraid his memory is getting worse.
A to see B seeing C not seeing D not to see
91 It gets me when I hear about all the sad things happening in the world.
A down B together C round D back
92 It that global warming has been increasing faster than predicted.

A believes B is believing C is believed D was believed
93 Alan is really disorganised. He always does his homework .

A at the last minute B in time C in good time D running late
94 My neighbours are building a swimming pool whose is twenty metres.

A long B longer C length D lengthen
95 My teacher congratulated my Maths exam.

A me to pass B me passing C on passing D me on passing
96 My sister is very dedicated her voluntary work. She does it every weekend.
A of B to C at D in
97 We needn’t about not getting in to the exhibition. The museum was empty!
A to worry B worry C be worried D have worried
98 not knowing any of the other players, I enjoyed football training.

A Despite B In spite C Though D Although
99 was Wendy who recommended we check out this beach.

A What B Why C That D It
100 We’re the pros and cons of buying a smart TV. Dana thinks it’s a good idea, but I’m not sure.
A speaking out about B sleeping on C weighing up D having second thoughts about
Total: 100
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M01 Gold Exp B1+ 94745.indd 16 01/11/2018 13:31
B1+ Name:
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UNIT 1: LANGUAGE TEST A
VOCABULARY GRAMMAR
Task 1 Complete the text with the correct present or present
perfect form of the verbs in brackets. Sometimes more
Complete the sentences with the correct form of the words than one answer is possible.
in brackets.
1 It’s important to be relaxed for the yoga class so you
should wear (comfort) clothes.
The real Pete 4D
Over the last few years, Pete 4D (16)
2 The Lord of the Rings is one of the most
(become) one of the most loved DJs in the world.
(memory) books I’ve read.
He regularly (17) (play) his particular style
3 The librarian is (respond) for organising and of electronic music to crowds of young fans all over the
ordering the books in the library. world. He (18) (come back, just) from a
4 The children are usually quite (sense). month-long tour of Asia, where he entertained fans in
They won’t do anything silly. India, Japan and Vietnam and this weekend he will be in
5 I would like to have more (fashion) clothes, Las Vegas. What’s more, Pete is also a respected music
but I can’t afford it. producer. He (19) (work on) his third
studio album for the last few months. All of this at only
5 twenty-four years old.
Despite the apparently glamorous lifestyle, Pete

Task 2 (20) (come across) as a quiet, thoughtful
Choose the correct words to complete the sentences. young man. Although his DJ gigs are full of loud,
6 There are fewer people living in extreme charity / poverty fast-paced dance tunes, Pete (21)
today than there were thirty years ago. (not listen, only) to this type of music in his free time.
He is a collector of rare world music and an expert
7 The students in my class are trying to raise / help out
on South American folk music. At the moment,
money for a new classroom computer.
he (22) (write) a book about the history
8 She’s a really casual / cute baby. Everyone says how of Ecuadorian music. Pete 4D is definitely not your
pretty she is.
average dance music DJ!
9 Heather has been contributing / encouraging me to sign
up for the volleyball team. When Pete (23) (not be) on tour in the
world’s biggest cities, he prefers to spend his time in
10 It’s important to take pride in / on your appearance. It’s the
first thing people notice. the countryside. He has recently bought an old farm
in Cornwall, in the south west of England, where he
11 It started to rain so Kevin pulled his hood / sleeve up
(24) (spend) a lot of his time these days.
over his head.
At the moment, workmen (25) (repair)
12 There is a new government campaign / volunteer to the old farm buildings, but Pete (26)
persuade people to eat more healthily. (plan) to move into the farm in the near future.
13 The waiters were so rude. It really got me into / put me off Recently, he (27) (study) an online course
eating in that restaurant. in organic farming methods and when he finishes, he
14 I’ve been revising for my exams so it hasn’t been a very (28) (want) to start growing organic fruit
relaxing / stressful weekend. and vegetables on the farm.
15 I’ve got very bold / pale skin so I have to be careful in This (29) (not seem) like the type of thing
the sun. a twenty-something DJ would normally do. In fact,
10 it (30) (sound) more like someone’s
retirement plans. However, Pete hasn’t shown any signs
of wanting to retire, which is good news for his fans all
over the world.
15
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M01 Gold Exp B1+ 94745.indd 17 01/11/2018 13:31
B1+ Name:
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USE OF ENGLISH
Task 1
Complete the second sentence so that that is has a similar meaning to the first sentence using the word given.
Do not change the word given. Use between two and five words, including the word given.
31 She started to learn the violin when she was seven.
BEEN
She the violin since she was seven.
32 I don’t often get help from him with the washing up.
USUALLY
He with the washing up.
33 They came back from their holidays not long ago.
JUST
They back from their holidays.
34 It bothers me that Anita criticises the way I speak.
ALWAYS
Anita the way I speak – it really bothers me!
35 It has been at least two weeks since the last time Ingrid called me.
FOR
Ingrid at least two weeks.
36 A lot of my classmates have started to become interested in YouTuber books this term.
GETTING
A lot of my classmates YouTuber books recently.
12
Task 2
Read the article and decide which answer (A, B, C or D) best fits each gap.
The tracksuit is a(n) (37) which consists of a top and trousers. They were originally designed for athletes who needed
something (38) to wear for competitions. Tracksuits could be worn on top of shorts and vests. Sometimes they
also had a (39) to keep the athletes’ heads warm. Comfort is important (40) they are usually made of materials
which help the body ‘breathe’. The trousers are often loose and the tops usually have a (41) so it can be worn open
and taken off easily. Tracksuits first became popular outside of the sporting world in the 1970s. People realised that,
because they were (42) , tracksuits were ideal for wearing at home or at the disco. More people got (43) them
and tracksuits became a fashion item. Nike and Adidas are probably the most famous brands and they often use bright,
(44) colours.
37 A accessory B clothing C outfit D style

38 A suitable B understandable C memorable D responsible
39 A hair clip B hood C necklace D wig
40 A because B due to C owing to D so
41 A bow B button C strap D zip
42 A sensible B enjoyable C comfortable D incredible
43 A at B into C off D up
44 A bold B dark C dull D pale
Total: 50
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M01 Gold Exp B1+ 94745.indd 18 01/11/2018 13:31
B1+ Name:
Class:
for Schools
UNIT 1: LANGUAGE TEST B
VOCABULARY GRAMMAR
Task 1 Complete the text with the correct present or present
perfect form of the verbs in brackets. Sometimes more
Complete the sentences with the correct form of the words than one answer is possible.
in brackets.
1 It’s perfectly (understand) that Jack doesn’t
want to lend you his bike.
The real Shelly Smith
Shelly Smith (16) (win, just) her third
2 It would be (sense) to wear a raincoat.
Grammy award; this time for the best song. Her fast-
It’s looking very cloudy outside.
paced pop music is known all over the world and she
3 It was a very (memory) holiday. We some regularly (17) (entertain) her fans with
awesome sights. her electrifying concerts. She (18)
4 I don’t think that programme is very (suit) (visit, already) every continent and she plans to do
for young children. at least eighty concerts this year. Not only that,
5 Greta was (respond) for making the but currently she (19) (record) her fifth
sandwiches for the picnic. album, which will be released later this year. The most
incredible thing about Shelly is that she is still only
5 twenty-five years old.
There is no doubt that Shelly (20) (enjoy)

Task 2 the sort of lifestyle that many people can only dream
Choose the correct words to complete the sentences. of. She’s got an amazing voice, a modelling career and
6 Exams can be very relaxing / stressful so it’s important to she’s worth millions. On stage she sings high energy
find ways to relax. pop hits, but in her free time (21) (not
listen, usually) to pop music. Instead, her real interest
7 You need to take the strap / sticker off your T-shirt. It has
is jazz music. Although few fans will be aware of it,
the price on it!
she (22) (sing) in a little-known jazz
8 The government has started a campaign / charity to warn group for the last five years. In contrast to her pop
people to drive more carefully.
act, Shelly’s jazz group only performs small concerts,
9 I gave up on / got into that space documentary because it usually to less than 100 people.
was so boring.
Shelly tends to stay at home with her family when she
10 We carried out a charity / survey to find out what young
people like doing in their free time. (23) (not work). Although she has a flat in
New York, she (24) (not stay) there often.
11 If you have an interview, you should always wear something
In fact, she (25) (not visit) New York since
casual / smart.
last year. Shelly’s family all live in Manchester where
12 Marty has got a pool at his house so don’t forget your she was born and together they (26)
raincoat / swimsuit. (buy, just) a large house there. There’s enough room
13 The mountain walk was really scary / tiring. I went straight for her parents and sister and she (27)
to bed when I got home. (spend) her time with them whenever she can.
14 If you get a pet, you must care for / help out it. Shelly stays in touch with her old friends and she
(28) (go) out with them when she’s
15 I like to pull my hood / sleeve up when it’s cold. It keeps my
at home.
head warm.
At the moment, Shelly (29) (plan)
10
to stop entertaining her fans. In fact, her diary for
next year is already full of concert dates. However,
Shelly (30) (say, recently) that she would
like to stop touring in the future and move back to
Manchester. We hope it’s not too soon!
15
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M01 Gold Exp B1+ 94745.indd 19 01/11/2018 13:31
B1+ Name:
Class:
for Schools
USE OF ENGLISH
Task 1
Complete the second sentence so that that is has a similar meaning to the first sentence using the word given. Do not
change the word given. Use between two and five words, including the word given.
31 I find it annoying that Hector leaves his books all over the floor.
ALWAYS
Hector his books all over the floor – it’s so annoying!
32 I’ve had some help from my brother with my geography project for the last few weeks.
OUT
My brother has with my geography project for the last few weeks.
33 Lena isn’t a regular player in our netball team.
REGULARLY
Lena for our netball team.
34 It has been about a year since I last saw her.
FOR
I about a year.
35 We started to live here last Christmas.
BEEN
We last Christmas.
36 Their aeroplane landed in New York a few minutes ago.
JUST
Their aeroplane in New York.
12
Task 2
A good handbag is an essential (37) for many people nowadays. It’s the ideal way to carry your most important
possessions: keys, money, sunglasses, etc. People (38) used bags for thousands of years, but the modern handbag
only appeared a few hundred years ago. Before that, many people carried purses which they attached to their belts.
These were smaller and only (39) for carrying small amounts of money. These were used by both men and women,
but when pockets were invented, most men gave (40) using them. Soon after that, women started carrying purses
with a small (41) which they could attach to their wrist. Since then, styles have changed many times. They can
be worn across the shoulder or carried in the hand. Some of them have metal buttons to close them and others have
(42) . They are also made from all sorts of materials. Leather became especially popular (43) it is strong and lasts
a long time. Although handbags are not always expensive, the most (44) ones can costs thousands of pounds.
37 A accessory B dress C outfit D set

38 A had B have C haven’t D hadn’t
39 A enjoyable B responsible C memorable D suitable
40 A at B off C on D up
41 A bow B hood C strap D wig
42 A earrings B hair clips C stickers D zips
43 A because B due to C owing to D so
44 A sensible B fashionable C comfortable D understandable
8
Total: 50
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M01 Gold Exp B1+ 94745.indd 20 01/11/2018 13:31
B1+ Name:
Class:
for Schools
UNIT 1: SKILLS TEST A
DICTATION 3 You hear a boy discussing a show he has been to.

What complaint does he have?
A The first performer was only on stage for five minutes.
You are going to listen to a recording about a new charity.
Listen to the whole recording once. Then you will hear the B The second performer wasn’t any good at what they
recording again with pauses for you to write down what you were doing.
hear. Make sure you spell the words correctly. C Too many people were laughing at the wrong time.
4 You hear a news story about a girl who has done something
special. What has she done?
A been giving food to people who don’t have a home
B won an award from the Prime Minister
C organised a soup kitchen

5 You hear two friends talking about a tennis match.
What do they agree about the match?
A Gunter was more exciting than the other player.

B The players didn’t make much effort.
C It wasn’t a very good match.
6 You hear two friends talking about buying a present for

someone. What do they decide to buy?
A a handbag
B a purse

C a jacket
7 You hear a girl talking to her father about a concert.
What is the problem?

A Her father would like her to take care of her brother.
B Her father can’t take her to the concert.
C Auntie Sandra isn’t usually free on Friday evenings.
8 You hear two friends talking about one of their teachers.
What do they agree on?
A that they are disappointed with her
B that she’s a bit strange
10 C that her teaching style is better
9 You hear a woman talking about losing her wedding ring.
How does she feel?
LISTENING A sure that she needs to carry on looking for it

B not so worried about it any more
You are going to listen to people talking in ten different C afraid to say anything to her husband
situations. For questions 1–10, choose the answer (A, B or C) 10 You hear a boy talking to a friend about a new jacket he
which fits best according to what you hear. has bought. He is pleased because
1 You hear a mother talking to her daughter about the school A it’s not always easy to find the right size.
holidays. What does the girl’s mother suggest?
B he didn’t want a jacket with a hood.
A that the girl help her grandmother with the cleaning
C it’s smart enough to wear to school.
B that the girl take a friend to her grandmother’s house
20
C that the girl spend some time at her grandmother’s
house
2 You hear a boy talking about an exam he has taken.
Why is he unhappy?
A He didn’t do enough revision before the exam.
B He said very little in the speaking test.
C His partner in the speaking test was better than him.
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M01 Gold Exp B1+ 94745.indd 21 01/11/2018 13:31
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READING
Task 1
You are going to read an article about how four young people spend Saturday morning.
For questions 11–17, choose from people A–D. The people may be chosen more than once.
Which person/people:
11 thinks it is necessary to get some exercise on Saturday mornings?
12 would prefer not to get up early on Saturday mornings?
13 doesn’t have the same free time as some of their friends?
14 always looks forward to Saturday mornings?
15 does an activity because of someone’s advice?
16 doesn’t get paid for the work they do on a Saturday morning?
17 enjoys being outside when it’s quiet?
18 practises sports during the week?
19 was unhappy about starting their activity at first?
20 thinks they will benefit from their activity in the future?
10
Task 2
Read the article again and answer the questions in your own words.
21 What does Stuart think is good about the classes on Saturdays?
22 Why doesn’t Nadia spend much time at home after she goes jogging?
23 Why does Amelia think it’s important to relax at the weekend?
24 What does Tom find difficult about saving up money?
25 Which person can’t choose what they do on a Saturday morning? Why?
10
Total: 50
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M01 Gold Exp B1+ 94745.indd 22 01/11/2018 13:31
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The weekend starts here …

Four teenagers tell us how they spend their Saturday mornings.
A Stuart C Amelia
Unfortunately, I can’t just do what I want because In general, I prefer to keep my Saturday mornings
I have to go to school. It’s not usual for children free. We’re expected to work hard at school and we
to have school on Saturdays, but mine does things get a lot of homework. Therefore, it’s important to
differently. Tuesday and Thursday afternoons are relax at the weekend. My perfect Saturday would be
free so we can play sports, but there are classes on staying in bed late and then playing computer games
Saturdays instead. We have four and a half hours of with my friends. However, I’ve been working as a
lessons and this year we’ve got History, Science and volunteer on Saturdays for the last month so I don’t
Maths. The classes are all right and the teachers make have much free time. I’m helping out in an animal
an effort to make them interesting. The problem is sanctuary where we rescue dogs and cats that haven’t
that we’re all exhausted by Saturday and it’s really got a home. I have to do different jobs like cleaning
hard to pay attention in class. All of us have got the cages, feeding the animals and taking the dogs
friends who go to ‘normal’ schools and we know that for walks. I must admit that I don’t like getting up
they’re out having fun. If I had the choice, I would so early on Saturday. However, it’s worth it because
have extra classes during the week instead. I’m sure those poor animals need someone to care for them.
we would get more work done that way.
D Tom
B Nadia I’ve been saving up for a holiday with my friends, but
I can never wait for Saturdays to arrive. After a whole it hasn’t been easy. My parents give me a little money
week of sitting at my school desk, I have to get out every week, but I usually spend that in no time.
and use up some energy. For me, Saturday morning When I asked my dad for more money, he encouraged
is all about sports and having fun with my friends. me to earn the money instead. He said I could do
I usually get up around seven thirty and go for a jog little jobs for the neighbours on a Saturday morning.
around the park. I know it’s early, but I love that part At the beginning, I was disappointed because I
of the day. It’s so peaceful because most people are didn’t want to lose my free time. Then I realised that
still in bed at that time. After that, I go home and if I didn’t work, it would be impossible to save any
have some breakfast. I don’t stay there long though money. Basically, I’ve started washing the neighbours’
because I usually play football with my mates. cars and cutting the grass in their gardens. It’s not
We play in a local league and we have matches most exactly hard work and it’s not so bad really. I like
Saturdays. We don’t take it too seriously, but we enjoy talking to the neighbours and they pay me quite well.
having a good run around and chasing after the ball. Although I’ve lost my Saturday mornings, at least I’ll
By lunchtime, I’m usually exhausted and I go home be able to go on holiday with my mates.
for a rest!
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M01 Gold Exp B1+ 94745.indd 23 01/11/2018 13:31
B1+ Name:
Class:
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UNIT 1: SKILLS TEST B
DICTATION 3 You hear a boy discussing a show he has been to.

Why was he disappointed?
A The show was less than ninety minutes long.
You are going to listen to a recording about a new charity.
Listen to the whole recording once. Then you will hear the B The second act was extremely bad.
recording again with pauses for you to write down what you C None of the performers were very famous.
hear. Make sure you spell the words correctly. 4 You hear a news story about a girl who has done something
special. What has she done?
A worked hard for a local charity.

B recently met the Prime Minister.
C helped out in a new type of restaurant.
5 You hear two friends talking about a tennis match.

How did the match make them feel?
A disappointed
B excited

C exhausted
6 You hear two friends talking about buying a present for
someone. Why do they decide to buy a purse?

A Nancy already has a handbag.
B A handbag costs too much.
C Nancy has just lost a purse.
7 You hear a girl talking to her father about a concert.
What is the problem?
A Her father is planning to go out at the same time.
B The girl doesn’t think the band has been practising
enough.
C Her father doesn’t want her to go to the concert.
8 You hear two friends talking about one of their teachers.
Why do they say about her?
A The last teacher was more interesting.
B She has been quite disappointing so far.
10 C Her style of teaching is better than the last teacher’s.
9 You hear a woman talking about losing her wedding ring.
How does she feel about it now?
LISTENING A scared about telling her husband

B desperate to find it
You are going to listen to people talking in ten different C looking forward to getting a new one
situations. For questions 1–10, choose the answer (A, B or C) 10 You hear a boy talking to a friend about a new jacket he
which fits best according to what you hear. has bought. He’s happy because
1 You hear a mother talking to her daughter about the A he can wear it to school or out with his friends.
school holidays. What does the girl say about staying at her
B he often has a problem finding the right size.
grandmother’s house?
C he really wanted something sporty.
A She would be unhappy because she only watches
TV there. 20
B She would love to spend time there.
C She would prefer to go with someone else.
2 You hear a boy talking about an exam he has taken.
What was the problem?
A He was too nervous for the grammar and vocabulary part.
B He didn’t want to take the speaking test with a partner.
C He didn’t say enough in the speaking test.
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READING
Task 1
You are going to read an article about four young people spend Saturday morning.
11 would prefer not to do their activity at the weekend?
12 regularly takes part in a team sport?
13 thinks their Saturdays are different from those of most children?
14 takes part in an activity for fun?
15 would rather get up later on Saturday mornings?
16 finds it difficult to concentrate on their activity?
17 eventually followed someone else’s advice?
18 suggests their activity is better than they had expected?
19 has recently started doing their activity on Saturday mornings?
20 appreciates being outdoors early on a Saturday morning?
10
Task 2
21 Why does Stuart think it would be better to work during the week?
22 How does Nadia feel by the end of Saturday morning?
23 Why do the animals Amelia works with need help?
24 What did Tom think would happen if he didn’t work?
25 How will Tom’s activity benefit him in the future?
10
Total: 50
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The weekend starts here …

Four teenagers tell us how they spend their Saturday mornings.
A Stuart C Amelia
Unfortunately, I can’t just do what I want because In general, I prefer to keep my Saturday mornings
I have to go to school. It’s not usual for children free. We’re expected to work hard at school and we
to have school on Saturdays, but mine does things get a lot of homework. Therefore, it’s important to
differently. Tuesday and Thursday afternoons are relax at the weekend. My perfect Saturday would be
free so we can play sports, but there are classes on staying in bed late and then playing computer games
Saturdays instead. We have four and half hours of with my friends. However, I’ve been working as a
lessons and this year we’ve got History, Science and volunteer on Saturdays for the last month so I don’t
Maths. The classes are all right and the teachers make have much free time. I’m helping out in an animal
an effort to make them interesting. The problem is sanctuary where we rescue dogs and cats that haven’t
that we’re all exhausted by Saturday and it’s really got a home. I have to do different jobs like cleaning
hard to pay attention in class. All of us have got the cages, feeding the animals and taking the dogs
friends who go to ‘normal’ schools and we know that for walks. I must admit that I don’t like getting up
they’re out having fun. If I had the choice, I would so early on Saturday. However, it’s worth it because
have extra classes during the week instead. I’m sure those poor animals need someone to care for them.
we would get more work done that way.
D Tom
B Nadia I’ve been saving up for a holiday with my friends,
I can never wait for Saturdays to arrive. After a whole but it hasn’t been easy. My parents give me a little
week of sitting at my school desk, I have to get out money every week, but I usually spend that in
and use up some energy. For me, Saturday morning no time. When I asked my dad for more money,
is all about sports and having fun with my friends. he encouraged me to earn the money instead. He said
I usually get up around seven thirty and go for a jog I could do little jobs for the neighbours on a Saturday
around the park. I know it’s early, but I love that part morning. At the beginning, I was disappointed
of the day. It’s so peaceful because most people are because I didn’t want to lose my free time. Then I
still in bed at that time. After that, I go home and realised that if I didn’t work, it would be impossible
have some breakfast. I don’t stay there long though to save any money. Basically, I’ve started washing
because I usually play football with my mates. the neighbours’ cars and cutting the grass in their
We play in a local league and we have matches most gardens. It’s not exactly hard work and it’s not so
Saturdays. We don’t take it too seriously, but we enjoy bad really. I like talking to the neighbours and they
having a good run around and chasing after the ball. pay me quite well. Although I’ve lost my Saturday
By lunchtime, I’m usually exhausted and I go home mornings, at least I’ll be able to go on holiday with
for a rest! my mates.
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M01 Gold Exp B1+ 94745.indd 26 01/11/2018 13:31
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VOCABULARY GRAMMAR
Task 1 Task 1
Choose the correct words to complete the sentences. Choose the correct words to complete the sentences.
1 I felt amazing / ridiculous wearing that lion outfit. It looked 16 When I couldn’t do my homework, I was always asking /
really silly. would always ask my sister for help.
2 I can’t walk across that old bridge. It looks absolutely 17 By the time we got home, Briony has / had already gone
terrifying / terrific. to bed.
3 That new cake shop is awesome / awful. It’s got more types 18 We had / were having our lunch in the park when it started
of cake than you can imagine. to pour with rain.
4 They’re building a delicious / massive skyscraper in the city 19 It was lovely to see Joana because we hadn’t seen /
centre. It’s going to be fifty storeys high. weren’t seeing her for ages.
5 I tried to make a curry, but it was delicious / disgusting and 20 While we were coming / would come home from the
I had to throw most of it away. swimming pool, we saw a boy fall over.
6 We had a ridiculous / brilliant time at the amusement park. 21 Marga went / was going for a walk when we’d finished lunch.
We didn’t want to come home.
22 I used to / would live in a house with a garden, but now
7 That book was awful / fantastic. It was one of the worst I live in an apartment with a balcony.
books I’ve ever read.
23 Victor was playing on his computer when his mother
7 called / had called him down for lunch.
8
Task 2
Complete the sentences with the correct form of Task 2
these words.
Complete the sentences with the comparative or superlative
form of the words in brackets.
drop find get hang have spot turn wave
24 That has to be (ridiculous) film I’ve ever seen.
8 I’ve never a head for heights so I won’t go 25 Julio and Erica are just (annoying) as each
up the mountain. other. That’s why I can’t stand them.
9 I goodbye to my parents and I got on 26 The food in that restaurant was (bad) than
the train. the food in Paul’s Café.
10 I was around with my friends when my 27 My teacher said I had to work (hard) if
mum called me. I wanted to pass the course.
11 They up at our house a bit late, but we 28 Sapiens is one (interesting) books I’ve read.
didn’t have to wait too long.
29 My dad usually drives (careful) my mum,
12 If you can’t your way to my house, give me which is why I prefer my dad’s driving.
a ring and I’ll come and meet you.
30 They asked us to speak (quiet) because the
13 Try not to that box. It’s got glasses and children were sleeping.
plates in it.
14 I Tim on the other side of the park, talking 7
to his friends.
15 This question is really hard. I can’t my head
around it.
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USE OF ENGLISH
Task 1
31 I enjoyed the barbecue a lot more than I thought I would.
FAR
The barbecue was than I thought it would be.
32 David speaks German better than anyone I know.
WELL
No one I know speaks German David.
33 I haven’t tasted many things which are more disgusting in my life.
ONE
It was things I’ve ever tasted.
34 Steven didn’t use to be so nervous.
THAN
Steven is to be.
35 My mum’s car was too small for all of us to fit in.
ENOUGH
My mum’s car for all of us to fit in.
36 You’d think the journey to school is longer than it is.
LONG
The journey to school you’d think.
12
Task 2
Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line.
Moon landing
When the Apollo 11 spacecraft landed on the moon in 1969, around 600 million people were
(37) watching it on their TVs. This was a dangerous mission, but (38) NERVE, HOPE
this would be the first time men set foot on the moon. The landing went well and some
(39) pictures of the astronauts’ first steps on the moon were sent back to Earth. AMAZE
However, it wasn’t long before some people started to doubt the truth of the moon landings.
They became (40) about some of the photographs, saying that they were tricks. SUSPICION
They argued that NASA, along with a whole team of film directors and writers,
were (41) for it. According to them, there were problems with the light and RESPONSE
shadows in the pictures and that in (42) they had been taken in a studio. REAL
Over the years, NASA has (43) managed to convince most people that SUCCESS
the moon landings did take place. However, (44) they haven’t convinced FORTUNE
everyone and these stories continue to appear on the internet.
Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
1 Kyle has got an awesome / awful new game for his 16 We were going / went back to Nisa’s house when the film
computer. I can’t wait to play it. had finished.
2 It’s ridiculous / amazing news about your brother’s 17 The rain has / had already stopped by the time we
new job. He must be really pleased. got outside.
3 One of my favourite cities is Lisbon. It’s a fantastic / 18 My parents used to / would have a car, but they haven’t
terrifying place for families to spend their holiday. got one anymore.
4 The smell in the room was delicious / disgusting so we 19 They would always do / were always doing the washing
couldn’t stay in there. up after they had eaten their dinner.
5 The new stadium is brilliant / massive. To be honest, 20 I was waiting for the bus when I had got / got a message
I think it’s too big. from my mum asking me to get some bread.
6 I read a terrific / terrifying story about a man who got 21 I hadn’t heard / wasn’t hearing from Greg for ages so it
attacked by lions. It sounded really scary. was great to finally hear from him.
7 Why did you buy that silly souvenir? It’s a brilliant / 22 We were leaving / left the house when I realised I’d left
ridiculous waste of money. my bag upstairs.
7 23 Robbie found some money on the floor when he

would walk / was walking home from school.
Task 2 8
Complete the sentences with the correct form of these words.

Task 2
crash drop find get hang have stare yell Complete the sentences with the comparative or superlative
form of the words in brackets.
8 We were at them across the street, but they
still didn’t hear us. 24 My grandmother makes (delicious) pasta
dish I’ve ever tasted.
9 When I was younger, I used to out with some
kids from the next street. 25 You need to walk a bit (fast) if you want
to get to school on time.
10 I to laugh when the dog ran off with my
dad’s shoe. 26 Laurel and Hardy are just (funny) as each
other. They both make me laugh.
11 If you at this picture for a while, it looks
three dimensional. 27 Elia can kick the ball (hard) than anyone
I know.
12 It took me a long time to my head around
what the man was saying. 28 Katrina is very sensitive. You should speak to her
(gentle).
13 I my phone earlier, but luckily the screen
didn’t break. 29 Kabbadi is one (unusual) team sports
I’ve ever seen.
14 My grandmother has been driving for sixty years and she’s
never the car. 30 My mum tends to respond (positive)
my dad when I ask if I can stay out late.
15 I can never my way around new places. I
always seem to get lost. 7
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USE OF ENGLISH
Task 1
31 Louise can complete a Rubik’s Cube quicker than anyone I know.
AS
No one I know can complete a Rubik’s Cube Louise.
32 Vanessa didn’t use to be so relaxed.
THAN
Vanessa is to be.
33 The horror film terrified me a lot more than I expected.
MUCH
The horror film was than I expected.
34 My parent’s apartment isn’t big enough for a party.
TOO
My parent’s apartment have a party.
35 I thought this film would be more ridiculous than it is.
AS
This film I thought it would be.
36 I haven’t seen many pieces of art that are more brilliant.
ONE
It is pieces of art that I’ve ever seen.
12
Task 2
Mysterious crop circles

Crop circles are large patterns of circles which have been made in fields. The (37) LARGE
ones can be hundreds of metres long. Despite reports of crop circles for hundreds of years, weirdly,
many more started to appear in the 1970s and it’s not (38) that no one understood SURPRISE
what had caused them. It was clear that something had flattened the grass, but (39) FORTUNE
the cause was not always clear. The circles tended to appear (40) , often during SUDDEN
the night, and no one saw them being made. Many of the crop circles also had strange designs in
the middle of them. Some people argued that flying saucers or alien spaceships were
(41) for these circular shapes. However, the fact that crop circles often appeared RESPONSE
near roads and famous monuments made other people (42) . They argued that, SUSPECT
in (43) , the circles were being made by humans. This was confirmed when, in the 1990s, REAL
two British men (44) admitted they had made them. FINAL
Total: 50
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DICTATION LISTENING
You are going to listen to a recording about being honest. You are going to listen to five people talking about
Listen to the whole recording once. Then you will hear the situations when people didn’t tell them the truth.
recording again with pauses for you to write down what
you hear. Make sure you spell the words correctly. Task 1

For questions 1–5, choose from the list (A–H) with the
reasons the people didn’t tell them the truth.
A They didn’t want to hurt my feelings.

B They wanted to look better in front of me.
C They were trying to make me nervous.
D They were trying to avoid punishment.

E They thought it would embarrass me.
F They thought they were being funny.
G They wanted to avoid an argument.
H They didn’t want to make me worried.

Speaker 1 1
Speaker 2 2
Speaker 3 3
Speaker 4 4

Speaker 5 5
10

Task 2
For questions 6–10, choose from the list (A–H) how each
speaker felt in those situations.
A worried
B surprised
C disappointed

D embarrassed
E amused
10
F confused
G annoyed
H suspicious
Speaker 1 6
Speaker 2 7
Speaker 3 8
Speaker 4 9
Speaker 5 10
10
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M01 Gold Exp B1+ 94745.indd 31 01/11/2018 13:31
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READING
Task 1
Read the article and choose the answer (A, B, C or D) which you think fits best according to the text.
11 How did the writer feel about the book at their grandparents’ house?
A They thought it was terrible. C They used to get excited about reading it.
B It used to give them a headache. D They didn’t like it as much as the encyclopaedia.
12 What does the writer say about Nostradamus?
A He only made predictions about medicine. C He became famous for being a doctor.
B He talked mainly about the bad side of things. D His predictions have only just become popular.
13 According to the writer, what is the problem with Nostradamus’ predictions?
A Nobody likes reading them because they are poems. C We don’t always know what Nostradamus wanted to say.
B Most people find it difficult to read them because they are D We don’t know whether they are accurate or not.
in French.
14 What does the writer think about the disappearances in the Bermuda Triangle?
A It’s not unusual for planes to have communications C The newspapers have invented the stories about them to
problems. sell more.
B There’s probably a good explanation for many of them. D It’s surprising there aren’t more of them.
15 According to the writer, what is unusual about the Nazca Lines?
A They can only be seen properly from the air. C The lines in the ground are so straight.
B They were made from stones and sand brought from D A large amount of effort was needed to make them.
many kilometres away.
16 What does the writer say about the Loch Ness monster?
A Sightings of it have been bad for tourism. C Photographs of it were found to be true.
B Nobody had heard of it until the 1930s. D People are still keen to prove its existence.
12
Task 2
17 How do many people feel about Nostradamus’ predictions nowadays?
18 When were the first newspaper stories about the Bermuda Triangle published?
19 How long are some of the Nazca Lines?
20 When did stories of the Loch Ness monster first appear?
Total: 50
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Unexplained Mysteries?
When I was a kid, my grandparents had an awesome 3 Nazca Lines
book full of unexplained mysteries. Whenever I This collection of lines and designs covers a large
went to their house, I couldn’t wait to get that book area in the south of Peru. Historians believed they
out. It was like an encyclopaedia full of weird and were created by the Nazca civilization which lived
wonderful stories. There were people who could talk there until about 1,500 years ago, although it is now
to ghosts, alien visitors from outer space and strange thought that some of the lines may be even older.
symbols from the past. It was so hard to get my Due to their size, they cannot be seen easily from
head around these stories, but that was what I loved the ground. This meant that many of them were
about them! In this article, I’m going to briefly talk undiscovered until the 1920s when people started
about my favourite unexplained mysteries from that to use aeroplanes to investigate the area. What they
wonderful book … discovered were straight lines stretching for tens of
kilometres and designs of animals. They had all been
1 Nostradamus built very carefully by removing stones and sand from
Nostradamus was a French doctor who lived in the ground. The lack of wind and rain has meant
the first half of the sixteenth century. He became that the lines have survived for many years. There are
famous because people believed he could tell what many theories about why people put some effort into
would happen in the future. His predictions covered making them. However, the strangest one has to be
everything from diseases to inventions to the end of that they were runways for aliens. No one knows the
the world, but they were mostly negative! Although real reason for the Nazca Lines, but it’s unlikely they
his predictions have been popular for hundreds of were constructed by aliens.
years, people tend to be more suspicious about them
these days. The problem is that because they are 4 Loch Ness Monster
poems, it’s often unclear what Nostradamus actually The story of the Loch Ness Monster is famous all over
meant. They were also written in French and some the world. It’s especially popular with the hundreds
of the translations have been less than accurate. of thousands of tourists to Loch Ness annually.
For those reasons, critics argue that Nostradamus’ Many hope to spot Nessie, the legendary creature
poems can in fact be used to predict almost any event. said to live in the lake (‘loch’ is the Scottish word for
‘lake’). Locals had been talking about a sea monster
2 The Bermuda Triangle inhabiting the waters for hundreds of years. In
The Bermuda Triangle is the name given in 1964 fact, a sixth-century story talks about a man being
to a large area in the shape of a triangle which attacked by a creature from the water. However, in
connects Bermuda, Florida and Puerto Rico. Strange the 1930s, newspaper articles about recent sightings
stories appeared in the press in the 1940s after of Nessie attracted global interest. Photographs of
several aeroplanes went missing on a routine flight. this mysterious animal were published and one
One particular magazine article connected their investigator even claimed to have found footprints.
disappearance with other unexplained mysteries in However, none of this was found to be true. Despite
that area. Over the years, similar stories of missing this, there are several reported sightings every year.
ships and aircraft appeared in the news, talking about Scientists haven’t given up either. They’ve used all
communications equipment which mysteriously sorts of technology such as satellites and underwater
stopped working and ships found without any sign of sensors to try to locate Nessie. Sadly, however, there’s
life. Some people claimed that the pilots and sailors still no evidence that she actually exists.
had been kidnapped by aliens. No one knows the
truth, but it’s important to remember that a lot of
ships sail through the Bermuda Triangle so it’s not
surprising that there are more accidents than in other
places. The area is also particularly affected by storms
and hurricanes, so we should probably look for a more
natural explanation before blaming aliens or ghosts.
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M01 Gold Exp B1+ 94745.indd 33 01/11/2018 13:31
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DICTATION LISTENING
You are going to listen to a recording about being honest. You are going to listen to five people talking about
Listen to the whole recording once. Then you will hear the situations when people didn’t tell them the truth.
recording again with pauses for you to write down what
you hear. Make sure you spell the words correctly. Task 1

For questions 1–5, choose from the list (A–H) with the
reasons the people didn’t tell them the truth.
A They found it very funny.

B They wanted me to have a good opinion of them.
C They hoped to make me feel embarrassed.
D They wanted to make me feel guilty.

E They didn’t want me to be disappointed.
F They were afraid of causing anxiety.
G They were afraid of what would happen.
H They were trying to make me scared.

Speaker 1 1
Speaker 2 2
Speaker 3 3
Speaker 4 4

Speaker 5 5
10

Task 2
speaker felt in those situations.
A entertained
B anxious
C angry

D confused
E doubtful
10
F uncomfortable
G unsatisfied
H shocked
Speaker 1 6
Speaker 2 7
Speaker 3 8
Speaker 4 9
Speaker 5 10
10
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M01 Gold Exp B1+ 94745.indd 34 01/11/2018 13:31
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READING
Task 1
11 What does the writer say about the book at their grandparents’ house?
A The stories in it were difficult to understand. C It wasn’t as good as the encyclopaedia.
B Some of the stories in it were terrifying. D He didn’t read it very frequently.
12 Why do fewer people believe Nostradamus’ predictions these days?
A They were written by a doctor. C They aren’t easy to understand.
B They only involved negative things. D They don’t predict enough events.
13 What was interesting about the disappearance of the aeroplanes in the Bermuda Triangle?
A It was the first time this had happened there. C There were problems with the communications
B Other strange things had happened there before. equipment before it happened.
D Nobody had any explanation for it.
14 What makes the writer think there is a natural explanation for the Bermuda Triangle?
A There is no evidence that ghosts or aliens exist. C There are more accidents in other places.
B There is a great deal of bad weather in the area. D There is evidence for kidnappings in the area.
15 How do historians think the Nazca Lines were created?
A by aeroplanes flying over the area C by the effect of the wind and rain
B by animals leaving trails on the ground D by the removal of objects from the surface of the earth
16 What does the writer say about the Loch Ness Monster?
A No one had heard of it until the 1930s. C Scientists are no longer interested in finding it.
B It’s one of the reasons the area is so popular. D The footprints are good evidence that it exists.
12
Task 2
17 What is the problem with translations of Nostradamus’ predictions?
18 What were the aeroplanes doing in the Bermuda Triangle?
19 When were most of the Nazca Lines created?
20 How many people go to Loch Ness every year?
Total: 50
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M01 Gold Exp B1+ 94745.indd 35 01/11/2018 13:31
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Unexplained Mysteries?
When I was a kid, my grandparents had an awesome 3 Nazca Lines
book full of unexplained mysteries. Whenever I This collection of lines and designs covers a large
went to their house, I couldn’t wait to get that book area in the south of Peru. Historians believed they
out. It was like an encyclopaedia full of weird and were created by the Nazca civilization which lived
wonderful stories. There were people who could talk there until about 1,500 years ago, although it is now
to ghosts, alien visitors from outer space and strange thought that some of the lines may be even older.
symbols from the past. It was so hard to get my Due to their size, they cannot be seen easily from
head around these stories, but that was what I loved the ground. This meant that many of them were
about them! In this article, I’m going to briefly talk undiscovered until the 1920s when people started
about my favourite unexplained mysteries from that to use aeroplanes to investigate the area. What they
wonderful book … discovered were straight lines stretching for tens of
kilometres and designs of animals. They had all been
1 Nostradamus built very carefully by removing stones and sand from
Nostradamus was a French doctor who lived in the ground. The lack of wind and rain has meant
the first half of the sixteenth century. He became that the lines have survived for many years. There are
famous because people believed he could tell what many theories about why people put some effort into
would happen in the future. His predictions covered making them. However, the strangest one has to be
everything from diseases to inventions to the end of that they were runways for aliens. No one knows the
the world, but they were mostly negative! Although real reason for the Nazca Lines, but it’s unlikely they
his predictions have been popular for hundreds of were constructed by aliens.
years, people tend to be more suspicious about them
these days. The problem is that because they are 4 Loch Ness Monster
poems, it’s often unclear what Nostradamus actually The story of the Loch Ness Monster is famous all over
meant. They were also written in French and some the world. It’s especially popular with the hundreds
of the translations have been less than accurate. of thousands of tourists to Loch Ness annually.
For those reasons, critics argue that Nostradamus’ Many hope to spot Nessie, the legendary creature
poems can in fact be used to predict almost any event. said to live in the lake (‘loch’ is the Scottish word for
‘lake’). Locals had been talking about a sea monster
2 The Bermuda Triangle inhabiting the waters for hundreds of years. In
The Bermuda Triangle is a large area in the shape fact, a sixth-century story talks about a man being
of a triangle which connects Bermuda, Florida and attacked by a creature from the water. However, in
Puerto Rico. Strange stories appeared in the press the 1930s, newspaper articles about recent sightings
in the 1940s after several aeroplanes went missing of Nessie attracted global interest. Photographs of
on a routine flight. One particular magazine this mysterious animal were published and one
article connected their disappearance with other investigator even claimed to have found footprints.
unexplained mysteries in that area. Over the years, However, none of this was found to be true. Despite
similar stories of missing ships and aircraft appeared this, there are several reported sightings every year.
in the news, talking about communications Scientists haven’t given up either. They’ve used all
equipment which mysteriously stopped working sorts of technology such as satellites and underwater
and ships found without any sign of life. Some sensors to try to locate Nessie. Sadly, however, there’s
people claimed that the pilots and sailors had been still no evidence that she actually exists.
kidnapped by aliens. No one knows the truth, but
it’s important to remember that a lot of ships sail
through the Bermuda Triangle so it’s not surprising
that there are more accidents than in other places.
The area is also particularly affected by storms and
hurricanes, so we should probably look for a more
natural explanation before blaming aliens or ghosts.
www.frenglish.ru
M01 Gold Exp B1+ 94745.indd 36 01/11/2018 13:31
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VOCABULARY GRAMMAR
Task 1 Task 1
1 The number of British people choosing not to eat meat 16 I’m sure Harris will win / will be winning the match.
has been increasing / gaining in recent years. She’s playing much better than Singh.
2 We need to make sure / sense that the food is 17 My uncle stays / is staying with us this weekend.
properly cooked.
18 I can’t see you next week because I will study /
3 Some countries don’t have enough water and they will be studying for my exams.
have to import / export it from abroad.
19 I don’t think the UK is winning / will win the song contest
4 I like to do / make my bit for the environment so I recycle this year.
as much as possible.
20 He won’t be / isn’t happy when he finds out that you
5 We’ve had a fantastic tomato crop / growth this year have lost his book.
thanks to the good weather.
21 The bus is about / likely to go. The driver is shutting
6 When oranges are in season / time, I like to make my the doors.
own juice.
22 By the time my dad gets / will get home, we’ll all be in bed.
7 I love to look at all the fresh produce / production in my
23 Tina’s plane was due / likely to land at seven o’clock so it
local market.
must be delayed.
8 There isn’t any lemonade so we’ll have to make / make do
with water. 8
9 It’s important for consumers / users to think carefully
about the things they buy. Task 2
9 Complete the sentences with the correct form of these
words and phrases.
Task 2 enough not enough so so many

Complete the sentences with the correct form of such a lot such a(n) too much
these words.
24 There was big queue for the cinema that
we decided to leave it.
chop clean die get kill throw
25 There’s time to finish this game of Scrabble
10 We need to up this mess before dad this evening. Let’s finish it tomorrow.
gets home.
26 Don’t put milk in my tea. I prefer it to
11 A big poster would be the best way to our be strong.
message across.
27 It was hard to sleep last night because it was
12 Sea pollution is likely to off many species of hot in my room.
animals in the near future.
28 The company has made a public apology because
13 I never use this CD player so I’m it away. people complained.
14 The old tree in our garden was dying so we 29 Raynor has got of responsibility in his job.
it down. I don’t know how he copes.
15 A lot of sea creatures out if we keep 30 If you think we’ve made sandwiches,
polluting the oceans. we don’t need to make any more.
6 7
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USE OF ENGLISH
Task 1
Read the text and complete the gaps with one word only.
The end of food waste?

There are (31) a lot of advantages to buying your food from a supermarket that it is difficult to avoid
them. You can get cheap products all year round with everything you need in one place. Many of us couldn’t do
(32) them. However, this convenience has a price, which is a huge amount of food waste. The prices
are (33) low that consumers buy much more than they need. In fact, the average US consumer
(34) waste around twenty percent of all the food they buy. Supermarkets also throw (35)
large amounts of food which they haven’t been able to sell. At the same time, many people in the world don’t have
(36) to eat. Not only that, but food often has too (37) packaging, which is bad for the
environment. Not surprisingly, some people have been arguing that supermarkets should do more to reduce food waste.
Finally, it seems that the supermarkets have listened. One supermarket is due (38) start using an app
which will help it reduce its waste. It tells the supermarket how much food is left which can’t be sold. This food will then
be given to charities who can (39) sure that it gets to the people who need it most. If the app is a success,
it (40) likely that other supermarkets will also work to reduce food waste.
10
Task 2
The Cantabrian brown bear

The brown bear is found across North America, Europe and Asia. They can live in all sorts of places from the edges
of deserts to mountains if they have (41) food and somewhere to rest during the day. Although they are not
endangered, they have (42) in some parts of the world. The Cantabrian brown bear is one group that came very
close to disappearing. The Cantabrian bear lives in the mountains near the north coast of Spain, which has been their
(43) habitat for centuries. As a result of hunting and construction, bear numbers decreased rapidly during the
twentieth century. (44) the 1970s, there were only about eighty bears left in the region. (45) , they were made a
protected species in 1973. Since then, the number of bears in the region has (46) to around 200. The Cantabrian bear
is still in danger, but charities are trying to get the message (47) that they need to be protected. They say we can’t
do (48) them because they help to control other wild animal populations. Working with local governments, they have
created conservation areas, which provide a (49) home for the bears. They are also trying to convince local farmers
that they can live together. This means that the Cantabrian bear population is very (50) to grow in the future.
41 A too B such C enough D so

42 A chopped down B died out C killed off D thrown away
43 A natural B ordinary C physical D usual
44 A At B By C When D Since
45 A Although B Despite C However D In order that
46 A built B grown up C increased D raised
47 A through B up C over D across
48 A away B to C with D without
49 A safe B sure C clear D pure
50 A about B due C likely D possibly
10
Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
1 Strawberries are in time / season so they’re quite cheap 16 You should hurry up or you will miss / will be missing
at the moment. the bus.
2 Nowadays more consumers / users are doing their 17 My brother cooks / is cooking dinner for my family
shopping online. this evening.
3 Can you make sense / sure that the fridge is closed 18 Mum said she will work / will be working late this
properly please? evening so she can’t pick you up from swimming.
4 In my country, we import / export a lot of fruit from 19 I strongly believe that we are finding / will find a solution
South America. to climate change in the near future.
5 Our village greengrocer only sells local, organic 20 She won’t want / isn’t wanting to go to the party when
production / produce. she hears that Paula isn’t going.
6 My school is going to gain / increase the number of new 21 You’ll be exhausted by the time you will finish / finish
students this year. painting your room.
7 We can do / make without food, but we need to find 22 The advertisement says the band is likely / due to start
some water. at eight o’clock so we should get there by seven thirty.
8 Our potato crop / growth was completely destroyed in 23 I was about / likely to leave the house when I remembered
the cold weather. I didn’t have my keys.
9 They expect everyone who’s in the team to do / make 8
their bit.
9 Task 2
Complete the sentences with the correct form of these
Task 2 words and phrases.
Complete the sentences with the correct form of
these words. enough not enough so so many
such a lot such a(n) too much
chop clean die get kill throw
24 I think we’ve got chairs for everyone so we
don’t need any more.
10 We have to up the kitchen before Mum
gets home. 25 It was hot day that we could hardly move.
11 It’s difficult to your message across if no 26 The children were excited that they
one wants to listen to you. couldn’t sit still!
12 This species is out because too many 27 There was of rain that they had to cancel
people are hunting it. the football match.
13 Right now, rising sea temperatures off 28 Can you make some more sandwiches? That’s
plant and animal life in our oceans. for all of our guests.
14 I’m away this magazine because I’ve 29 I don’t think it’s good for children to spend
already read it twice. time watching the TV.
15 They down the trees so fast that the 30 We had problems with the internet that
forest is disappearing. my parents decided to change provider.
6 7
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M01 Gold Exp B1+ 94745.indd 39 01/11/2018 13:31
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USE OF ENGLISH
Task 1
Carrier bags
Carrier bags are those plastic bags which you are given in the supermarket. A lot of people can’t imagine having to
do (31) them. After all, how else are we supposed to carry our shopping home? However, carrier bags
are a huge problem for the environment. In fact, they are (32) a big problem that some governments
have decided to take serious action. The main problem is that they are very difficult to get rid of. After we’ve thrown
them (33) , they can stay in the ground for up to a thousand years. The other problem is that we use
so (34) of them. It is thought that around one trillion carrier bags are used every year! A lot of them
can also be found in the sea and, as a result, millions of sea birds and fish are killed off (35) year. People
started to protest about the dangers of plastic bags in the late 1990s, but it took several years to get their message
(36) . A few years later, some governments made shopkeepers charge customers for their bags.
They wanted people to recycle old bags or make (37) with paper ones. This did have an impact and
people started using fewer carrier bags. However, the change wasn’t big (38) for some governments.
In order to solve the problem, they decided to ban carrier bags altogether. Their objective is to (39) sure
that carrier bags stop being a danger to life on Earth. They argue that we have to change our habits now, before it’s
(40) late. Let’s hope more countries follow their example.
10
Task 2
The return of the lynx

The lynx is a type of wild cat which lives in various parts of Europe and Asia. They are most (41) to be found in
mountainous, forested areas. There are only around 50,000 of them in the world, but people think the number is (42) .
Sadly, the lynx (43) in the UK around 1,300 years ago, but now some scientists want to bring them back. These
scientists argue that the UK is a(n) (44) habitat for the lynx. They also say that it would have a positive (45) on
the British countryside. One problem in the UK is that there are (46) wild deer, which eat all the plants and trees. As
a result, forests aren’t growing (47) and other animals which depend on the forest can’t survive. Some bigger lynx
hunt deer so nature would provide a solution to this problem. (48) , some farmers do not agree that it would be good
to bring back the lynx. They say that the countryside has changed a lot over the last 1,300 years. For example, there are
a (49) more sheep than there used to be and they would make an easy meal for a hungry lynx. While some people
would like to see the return of the lynx, those farmers are waiting (50) to see what the government decides. For
them, its return could cost a large amount of money.
41 A about B due C likely D probably

42 A going B increasing C growing up D raising
43 A chopped down B cleaned up C died out D killed off
44 A natural B physical C ordinary D usual
45 A bang B crash C hit D impact
46 A enough B so C too many D too much
47 A too quickly B quickly enough C enough quickly D so quickly
48 A Because B As a result C While D However
49 A great B lot C many D much 10
50 A anxiously B badly C luckily D truthfully
Total: 50
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DICTATION LISTENING
You are going to listen to a recording about water. Listen to You are going to listen to a student called Liam talking
the whole recording once. Then you will hear the recording to his class about an activist called Wangari Maathai.
again with pauses for you to write down what you hear. For questions 1–10, complete the sentences with a word
Make sure you spell the words correctly. or short phrase.
1 Wangari went to live on a farm when she was
years old.

2 Liam explains that cutting down trees and growing more
crops had a negative effect on the in the
Rift Valley.

3 Wangari left Nigeria to take a course in
at a foreign university.
4 In the USA, Wangari became interested in ending

in the city.

5 Wangari was working at the university when she realised
that was not always good for everyone.
6 Kenyan women depended on to make
different things like buildings and fences.
7 Wangari felt that some of the country’s
weren’t dealing with the problems.

8 The aim of the Green Belt Movement was to teach people
about using their , such as trees and the
water supply

9 When Wangari was unhappy about a new building,
she started contacting and the government.
10 When Wangari was awarded the Nobel Peace Prize,

she said she wanted to encourage people to feel
responsible for their .
20

10
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READING
Task 1
Read the article. Choose from the sentences (A–G) the one which fits each gap (11–16).
There is one extra sentence which you do not need to use.
A For many of them, it’s been a long week worrying about their kids being away from home.
B A lot of the food comes from the camp’s own organic vegetable garden and everything you can imagine is recycled.
C He is about to open up skate camps in five new locations around the UK.
D Some of these take place on four wheels, such as the ‘penguin race’.
E Other classes include maintenance and the history of skateboarding.
F They also share their dreams about tomorrow, which usually means what new tricks they’re going to achieve.
G Jayden prefers them to be young adults who are good at relating to children.
12
Task 2
17 What is special about the children getting up at eight o’clock?
18 How do the children feel about making their own skateboards?
19 How many children do the camp leaders have to look after?
20 What do the children do when they have finished skating for the day?
Total: 50
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Skate Camp
It’s eight o’clock and Jayden is about to ring the bell It can be quite hard for the children when they first
to wake up the kids at his skate camp. He’s been up arrive at the camp. They might feel shy or nervous,
since six o’clock making sure breakfast is prepared and, for many of them, it’s likely to be their first time
and planning the day with the camp leaders. Most of away from home. Luckily for them, Jayden and his
the kids would be at school at this time, so for them team are used to dealing with these problems. Firstly,
it’s a treat to be allowed to stay in bed. ‘We don’t there are always enough leaders to take care of the
believe in getting up too early. Skaters need to get a children, with at least one leader for every six or seven
good night’s sleep and have plenty of energy for the children. (13) He wants the kids to think of their
day ahead,’ says Jayden. Most of the kids are so excited leader as their big brother or sister.
that by nine o’clock, they’ve got dressed, had their
breakfast and they’re waiting at the skate park. They also organise team-building activities
throughout the week which encourage the children
The children typically spend five to seven days at to respect and look after each other. (14) This
the camp, and the timetable changes from day to is when one child lies down on a skateboard and
day. On most mornings the kids have lessons with another one has to push them around a special
professional skateboarders who teach them how to course without them falling off. Others take place in
ride the board and do different tricks. (11) Lunch the common room, like when the kids have to design
is served at one o’clock, but there are no hot dogs or a skate park together.
chips in sight. At the skate camp, they believe that
it’s essential for skaters to eat healthily so it always The rest of the time is filled with trips to nearby skate
includes plenty of fresh fruit and veg. Surprisingly, parks and hanging out with newly-made friends.
perhaps, the kids don’t seem to have any problem Even after a whole morning of skateboarding, most
with that. of the kids can’t wait to get back outside with their
boards and practise what they’ve learnt. However,
Jayden started his skate camp five years ago and he by early evening, most of the kids are exhausted
has always been keen for it to be a positive experience and this is when they head to the campfire. All the
for the children. Situated in the middle of the kids and leaders gather around it and share their
countryside, Jayden has tried to make the camp as experiences from the day. (15)
environmentally-friendly as possible. (12) In the
workshop, children are even shown how to make At the end of the week, the parents arrive to pick their
skateboards from old skateboard parts. ‘The kids children up. (16) However, they soon realise that
love making their own boards – it makes them really they needn’t have worried. In fact, most of them are
proud,’ says Jayden. pleased to see how their children have grown up a bit.
They seem more confident and responsible than they
did before and they’ve even started eating vegetables!
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M01 Gold Exp B1+ 94745.indd 43 01/11/2018 13:31
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DICTATION LISTENING
You are going to listen to a recording about water. Listen to You are going to listen to a student called Liam talking
the whole recording once. Then you will hear the recording to his class about an activist called Wangari Maathai.
again with pauses for you to write down what you hear. For questions 1–10, complete the sentences with a word
Make sure you spell the words correctly. or short phrase.
1 Wangari moved to a in the Rift Valley when
she was three years old.

2 The land in the Rift Valley became very dry because farmers
were growing more .
3 Wangari was one of a number of who went

to university in the USA.

4 Wangari was the first female to receive
a Ph.D.
5 Wangari didn’t think that had made

everyone’s lives better.
6 Wangari talked to some Kenyan who were
worried because there was less food available.

7 People had less access to water because the
were becoming drier.
8 Wangari blamed some of the Kenyan for the

problems people were suffering from.

9 The Green Belt Movement has grown trees
across Kenya.
10 Wangari was awarded the Nobel Prize for trying to deal

with environmental problems and protect .

20

10
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READING
Task 1
A Luckily for them, Jayden and his team are used to dealing with these problems.
B In fact, most of them are pleased to see how their children have grown up a bit.
C In the workshop, children are even shown how to make skateboards from old skateboard parts.
D Jayden and his team hope to attract even more children next year.
E All the kids and leaders gather around it and share their experiences from the day.
F Lunch is served at one o’clock, but there are no hot dogs or chips in sight.
G Others take place in the common room, like when the kids have to design a skate park together.
12
Task 2
17 How do the children feel by the time they’ve finished breakfast?
18 Where is a lot of the camp’s food produced?
19 What do the camp leaders hope to achieve with the team-building activities?
20 What do the children visit on some of the afternoons?
Total: 50
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M01 Gold Exp B1+ 94745.indd 45 01/11/2018 13:31
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Skate Camp
It’s eight o’clock and Jayden is about to ring the bell It can be quite hard for the children when they first
to wake up the kids at his skate camp. He’s been up arrive at the camp. They might feel shy or nervous,
since six o’clock making sure breakfast is prepared and for many of them, it’s likely to be their first time
and planning the day with the camp leaders. Most of away from home. (13) Firstly, there are always
the kids would be at school at this time, so for them enough leaders to take care of the children, with at
it’s a treat to be allowed to stay in bed. ‘We don’t least one leader for every six or seven children.
believe in getting up too early. Skaters need to get a Jayden prefers them to be young adults who are
good night’s sleep and have plenty of energy for the good at relating to children. He wants the kids to
day ahead,’ says Jayden. Most of the kids are so excited think of their leader as their big brother or sister.
that by nine o’clock, they’ve got dressed, had their
breakfast and they’re waiting at the skate park. They also organise team-building activities
throughout the week which encourage the children
The children typically spend five to seven days at to respect and look after each other. Some of these
the camp, and the timetable changes from day take place on four wheels, such as the ‘penguin race’.
to day. On most mornings the kids have lessons This is when one child lies down on a skateboard and
with professional skateboarders who teach them another one has to push them around a special course
how to ride the board and do different tricks. without them falling off. (14)
Other classes include maintenance and the history
of skateboarding. (11) At the skate camp, they The rest of the time is filled with trips to nearby skate
believe that it’s essential for skaters to eat healthily parks and hanging out with newly-made friends.
so it always includes plenty of fresh fruit and veg. Even after a whole morning of skateboarding, most
Surprisingly, perhaps, the kids don’t seem to have of the kids can’t wait to get back outside with their
any problem with that. boards and practise what they’ve learnt. However,
by early evening, most of the kids are exhausted
Jayden started his skate camp five years ago and he and this is when they head to the campfire.
has always been keen for it to be a positive experience (15) They also share their dreams about
for the children. Situated in the middle of the tomorrow, which usually means what new tricks
countryside, Jayden has tried to make the camp as they’re going to achieve.
environmentally-friendly as possible. Much of the
food comes from the camp’s own organic vegetable At the end of the week, the parents arrive to pick their
garden and everything you can imagine is recycled. children up. For many of them, it’s been a long week
(12) ‘The kids love making their own boards – worrying about their kids being away from home.
it makes them really proud,’ says Jayden. However, they soon realise that they needn’t have
worried. (16) They seem more confident and
responsible than they did before and they’ve even
started eating vegetables!
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M01 Gold Exp B1+ 94745.indd 46 01/11/2018 13:31
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with the correct form of these Choose the correct words to complete the sentences.
words and phrases. 16 You can’t / needn’t eat food during the exam.
It’s not permitted.
company fall out with get away from
get on with mate referee role model 17 We need to get up early so you could / ought to go to
bed soon.
1 John Legend is a big for me. I want to be 18 In my last school, we weren’t allowed to / shouldn’t use
able to sing as well as him. our phones in class.
2 I don’t really Yasmina. We’ve got completely 19 Children may / might use the swimming pool if they are
different interests. supervised by an adult.
3 I don’t like being alone. I prefer to have some . 20 Harry is quite intelligent so he mustn’t / doesn’t have to
4 Leanne has been my best since we work very hard at school.
started school. 21 You have to / don’t need to show me how to use a washing
5 Frank and Pritti each other all the time, machine. I’ve used one loads of times.
but they always become friends again. 22 You don’t look very well at all. You couldn’t / had better
6 I want to those kids. Shall we walk not go to school today.
over there? 23 Kristen shouldn’t have laughed / shouldn’t laugh at Dan’s
7 If the sees you being aggressive, he’ll ask new earring. It was really mean of her.
you to leave the match. 24 Should / Would you take a seat in the waiting room? The
doctor will see you soon.
7
9
Task 2
Complete the sentences with the correct preposition.
Task 2
8 Wendy doesn’t seem very enthusiastic Complete the sentences with the correct form of these
being in our basketball team. words and phrases.
9 To be honest, I’m fed up listening to

can’t could may not must should shouldn’t
Oscar’s stories.
10 I’m quite happy staying at home this 25 You be hungry because you’ve just had
evening because I’m really tired. a huge lunch!
11 I like studying Japanese although I’m hopeless 26 Collecting coins be the most exciting hobby,
it! but I really enjoy it.
12 Irina’s a fantastic swimmer. She’s definitely capable 27 She be able to pass her driving test if she
winning the championship. gets a little more practice.
13 Thea is always eating chocolate. She must be addicted 28 Your mum be very tired because she’s
it. always rushing around.
14 I’m quite keen this pair of trainers. 29 My brother be really annoying when we
What do you think? were younger, but he’s okay now.
15 I love that film The Incredibles. I never get bored 30 I’ll ask my dad if we can give you a lift home.
watching it. It be a problem.
8 6
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USE OF ENGLISH
Task 1
31 Maradona is possibly the greatest footballer the world has ever seen.
MUST
Maradona of the greatest footballers the world has ever seen.
32 Opening that letter is a bad idea. It’s not addressed to you.
BETTER
You that letter. It’s not addressed to you.
33 I regret the fact that I was so impatient.
SHOULD
I so impatient.
34 I couldn’t hear what they were saying because I was too far away.
ABLE
I hear what they were saying because I was too far away.
35 You are not obliged to stay any longer. You can go home now.
NEED
You any longer. You can go home now.
36 Walking across the railway tracks is prohibited for members of the public.
TO
Members of the public across the railway tracks.
Task 2 12
My sister Clara was always getting into trouble when she was younger. She could never sit still at school
and she was always talking in class. Her teacher, Mr Franks, thought she was a (37) OBEDIENT
girl so my mum had to go to the school several times to talk about her behaviour. Clara behaved well at
home so mum was (38) to find out what was going on. In the first meeting, the teacher ANXIETY
explained that Clara hardly ever paid attention to his instructions and that it was becoming
(39) to control her. I think this surprised my mum because Clara had never been like POSSIBLE
this with her. She had always been a (40) girl who was interested in the world around her. CURIOSITY
At home, you could always have a good conversation with her.
For the next few weeks, my mum and Mr Franks paid special attention to Clara’s behaviour and they soon
realised that she was getting bored at school. Clara was good at Maths and reading, and the things she
was studying at school were too easy for her. She would often finish exercises before her classmates
and she would become (41) waiting for the others to finish. At first, my mum thought PATIENCE
the (42) solution would be to give her more work to do. However, Clara found it difficult LOGIC
to work alone and Mr Franks couldn’t spend all his time with her because the other children needed his
help as well. In the end, they took the (43) to move her into the next year at school DECISIVE
and things changed immediately. Clara became much more interested and her new teacher said she
was a very (44) student to have in class. PLEASURE
8 Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with the correct form of these Choose the correct words to complete the sentences.
words and phrases. 16 You might / may borrow books from the library for a
maximum of three weeks.
coach community fall out with
get away from get on with rival role model 17 If you feel hot, you shouldn’t / ought to go outside
for a while.
1 Some men tried to rob us last night, but we were able to 18 You needn’t / can’t do the washing up. I’ll put it in
them. the dishwasher.
2 The new has done a good job with the team. 19 They don’t have to / mustn’t tell Pippa about the party.
They’re winning matches for the first time! It’s going to be a surprise.
3 Ivy’s main is several years older than her, 20 We couldn’t / had better not leave too late. We’ve got
but she still hopes to beat him. a long journey ahead of us.
4 Gabby Douglas is a for a lot of children who 21 The students shouldn’t / weren’t allowed to leave during
dream of being gymnasts. lunch when I was at school.
5 I hope we don’t each other. I really enjoy 22 These shopping bags are quite heavy. Should / Would
her company. you help me, please?
6 My auntie has done a lot of work to help her . 23 I mustn’t / don’t need to get up early tomorrow. I can stay
She believes it’s important to help your neighbours. in bed all day if I want to!
7 I don’t Sammy very well. We’re always 24 You shouldn’t have lent / shouldn’t lend Laura your
arguing about something. umbrella. She left it on the bus.
7 9
Task 2 Task 2
Complete the sentences with the correct preposition. Complete the sentences with the correct form of these
8 Jamie’s brilliant surfing. He’s won lots words and phrases.
of competitions.
can’t could may not must should shouldn’t
9 I’m addicted those old series of X-Files.
They’re amazing.
25 Vera be very outgoing because she’s always
10 Marc’s fed up the other children being making new friends.
mean to him.
26 If you take this medicine, you feel better in a
11 He’s really proud his baby sister. few days. It works really well.
He tells everyone about her.
27 Tracy be quite aggressive as a child, but she’s
12 You seem quite stressed the test. much nicer nowadays.
Try to relax and not worry so much.
28 That be Sanjay over there. He’s on holiday
13 I’m quite keen this denim jacket. with his parents.
Do you like it?
29 We be going the right way. I’m not sure if
14 My dad’s curry was popular everyone at I’ve understood the directions correctly.
the party.
30 I just want to finish this email. It’s only a quick one so I
15 I’m hopeless this game. I can’t get past be long.
the first level.
6
8
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Class:
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USE OF ENGLISH
Task 1
Complete the second sentence so that that is has a similar meaning to the first sentence using the word given. Do not
change the word given. Use between two and five words, including the word given.
31 It’s a pity that you didn’t ask me to help you with your project.
SHOULD
You me to help you with your project.
32 There were no tickets left so we couldn’t see the concert.
ABLE
There were no tickets left so we the concert.
33 It can’t be easy to go and live in another country.
DIFFICULT
It to go and live in another country.
34 Jumping on the sofa is not a good idea. Mum will get really annoyed with us.
BETTER
We on the sofa. Mum will get really annoyed with us.
35 Children under twelve can’t go into the swimming pool without an adult.
ALLOWED
Children under twelve go into the swimming pool without an adult.
36 You are not obliged to show your passport to anyone when you travel inside the UK.
NEED
You your passport to anyone when you travel inside the UK.
12
Task 2
My cousin, Max, and I were the same age so we spent a lot of time together when we were growing up.
We were both (37) about the world around us so we had lots of adventures in the woods CURIOSITY
near our house. We used to climb trees and catch insects and we used to come home really dirty.
As we got older, I became more serious about school and I used to work hard. My parents were
(38) for me to get good marks at school and I wanted to please them. Max’s parents ANXIETY
were more relaxed than mine though and he was a lot more (39) than me. He didn’t DEPEND
seem to worry about school and he often spent time on his own in the woods. My parents used to say
that Max was (40) , but he never did anything wrong. He just didn’t work very hard. OBEDIENT
I often felt jealous of Max, but it seemed sensible to concentrate on my studies.
After university, I started looking for a job, but it was (41) to find anything that I was POSSIBLE
enthusiastic about. After months of searching for jobs, I started to lose my (42) . I realised PATIENT
that I could never work in some big office. I told Max about my problem and he looked at me with a big
smile on his face. He said he would hate it and that he couldn’t imagine anything more (43) PLEASE
than sitting at a desk all day. That was when I realised that I had to find a job working outdoors. I made
the (44) to train to be a gardener and, thanks to Max, I can spend all my time outside. DECISIVE
8 Total: 50
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M01 Gold Exp B1+ 94745.indd 50 01/11/2018 13:31
B1+ Name:
Class:
for Schools
DICTATION LISTENING
You are going to listen to a recording about how to talk You are going to listen to five people talking about
about problems. Listen to the whole recording once. Then making friends.
you will hear the recording again with pauses for you to
write down what you hear. Make sure you spell the words Task 1
correctly.

speaker feels about making friends.
A I prefer my friends to have similar interests to me.
B I’d rather spend my free time on my own.

C Making a new friend can change your life in different ways.
D It can be challenging to make friends in a new place.
E I like to find new friends on the internet.
F I need to be careful about what I say when I first
meet someone.
G I tend to be enthusiastic about meeting new people.
H I get anxious when I have to talk to new people.

Speaker 1 1
Speaker 2 2
Speaker 3 3
Speaker 4 4

Speaker 5 5
10

Task 2
For questions 6–10, choose from the list (A–H) what advice
each speaker gives for making friends.
A Starting an unexpected conversation can help you
make friends.

B I’d avoid trying to make friends on the internet.
C The best place to make new friends is at school.
D You’re more likely to make new friends where there are
10 people of your age.
E Discussing your problems can make people more
interested in you.
F Finding out about the other person can make you
more relaxed.
G Make sure you look at people if you are interested in
speaking to them.
H Try telling a joke to make the other person laugh.
Speaker 1 6
Speaker 2 7
Speaker 3 8
Speaker 4 9
Speaker 5 10
10
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M01 Gold Exp B1+ 94745.indd 51 01/11/2018 13:31
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READING
Task 1
11 What does it say in the second paragraph about the people arriving at the festival?
A They are people of all ages. C They don’t know where they’re going.
B They seem to be enthusiastic. D They are welcomed by John Steele in the car park.
12 What does the word ‘standards’ mean in line 34?
A the level of work C the level of quality
B the level of difficulty D the level of enjoyment
13 The festival organisers understand that the children
A won’t make much effort during the festival. C don’t spend enough time practising their instruments.
B need to have some time to relax during the festival. D won’t be interested in socialising with each other.
14 Before the festival, Blanca
A didn’t know if she should attend. C was unenthusiastic about going.
B had only just started playing the flute. D hadn’t hung around with other musicians.
15 What does Luigi hope to achieve by attending the festival?
A to learn some new skills C to meet other children with talent
B to play with famous musicians D to make a good impression
16 What does the writer say in the final paragraph?
A There wasn’t enough advice from professional musicians. C It’s been a fantastic experience for all the participants.
B People were mostly interested in having a good time. D The players didn’t make much effort for the final concert.
12
Task 2
17 How can the music festival help young people professionally?
18 Why are there such high standards at the festival?
19 When did Blanca start playing the flute?
20 What would Luigi like to achieve as a result of the festival?
50
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An alternative music festival

1 40 several hours a day to practice. This means that
The Slimden Music Festival is one of the longest- they have little time for socialising. Fortunately,
running musical festivals in the UK, but it’s likely the organisers realise this and they make sure
that you won’t have heard it. Unlike the Glastonbury that there are plenty of chances to have some fun.
or Reading music festivals, there’s no queuing to see There are daily trips to places of interest and there’s
5 your favourite bands, sleeping in tents or slipping 45 a disco every night.
around in the mud. That’s because Slimden is a
5
festival which is only open to classical musicians and
Fourteen-year-old Blanca picked up the flute when
it takes place in a holiday camp; the festival-goers all
she was six and has been a member of her school
sleep in relative luxury in caravans and cabins.
orchestra for a couple of years. Her teacher thought
2 she had something special and suggested that she
10 Founded in 1978, Slimden is a week-long festival 50 apply for a place. Blanca couldn’t decide whether to
for young musicians under the age of sixteen. go or not, but now she’s here, you can’t help noticing
There are children of all ages and they can play her enthusiasm. ‘I can’t believe I’m here with all these
every instrument you can imagine. It really is other amazing musicians,’ says Blanca. ‘I can’t always
something to see them arriving at the festival, find enough time for the flute at home, but here I can
15 streaming in from the car park with their trumpets, 55 play all week and hang around with other classical
double basses, guitars and drum sets. There’s a sense musicians. I should learn loads of new skills and meet
of excitement in the air as they head for the main some really inspirational people.’
concert hall where John Steele, the festival organiser
6
and world-famous pianist, will welcome them.
Many of the children at Slimden are looking forward
20 Everyone knows this is going to be a special week
to playing side-by-side with some of the most famous
which could help them launch a professional career.
60 classical musicians and directors in the country.
3 It’s well known that they will be searching for talent
All of these kids are promising musicians who have among the young players. If you’re lucky, you could
managed to catch the attention of a team of musical find yourself playing for one of the country’s
experts. There are children from prestigious music symphony orchestras in the future. ‘This is my second
25 schools, famous for training the best musicians in 65 festival and I want to be spotted by one of the musical
the world. There are others who are self-taught and directors,’ says Luigi. ‘I learnt a lot the last time I
haven’t had a music lesson in their lives. All of them, came and I’ve spent the last year developing those
however, have been recommended by someone skills. I really hope someone notices me and that I get
who has noticed their talent. Their performances offered a place in the national orchestra. That would
30 have been recorded and sent to the team of experts, 70 be my dream come true!’
who decide which lucky youngster will get a place.
7
Every year, more than ten thousand people apply,
Over the week, the children take part in various
but only five hundred are chosen.
workshops and work on learning new pieces of music.
4 They’ve also benefitted from personal feedback from
With that level of competition, standards are the professionals and had a laugh with their new
35 obviously high. No one is likely to get a place without 75 friends. Everyone’s had an incredible time and, on
making a serious effort. All of them are still at school the last night, the only way to celebrate is with a huge
and they are expected to spend seven or eight hours concert. Everyone takes part and they put everything
a day on their academic studies. However, to get this they’ve got into it. This has to be the most emotional
good at their instruments, they must also dedicate concert I’ve been to in my life.
www.frenglish.ru
M01 Gold Exp B1+ 94745.indd 53 01/11/2018 13:31
B1+ Name:
Class:
for Schools
DICTATION LISTENING
You are going to listen to a recording about how to talk You are going to listen to five people talking about
about problems. Listen to the whole recording once. Then making friends.
you will hear the recording again with pauses for you to
write down what you hear. Make sure you spell the words Task 1
correctly.

speaker feels about making friends.
A I’m generally keen to start new friendships.
B I try to find new friends on social networking sites.

C It’s better to have friends with shared interests.
D I prefer my own company to being with other people.
E Making new friends can bring different benefits.
F I often say silly things when I meet new people.

G I often get nervous when I have to talk to new people.
H Making friends in new places is not always easy.
Speaker 1 1
Speaker 2 2

Speaker 3 3
Speaker 4 4
Speaker 5 5

10

Task 2
For questions 6–10, choose from the list (A–H) what advice
each speaker gives for making friends.
A Making someone laugh is a great way to make them like you.

B It’s a good idea to talk to people wherever you are.
C Looking at people shows you might be interested in
talking to them

D Find places where there are people of a similar age to you.
E School is probably the best place to make new friends.
10
F Showing interest in the other person can help you feel
more relaxed.
G I wouldn’t recommend the internet for making new friends.
H It can be helpful to share your problems with people
you’ve just met.
Speaker 1 6
Speaker 2 7
Speaker 3 8
Speaker 4 9
Speaker 5 10
10
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M01 Gold Exp B1+ 94745.indd 54 01/11/2018 13:31
B1+ Name:
Class:
for Schools
READING
Task 1
11 What does the writer say about the Slimden festival in the first paragraph?
A It’s similar to the festivals at Glastonbury and Reading. C It takes place in muddy conditions.
B Its accommodation is worse than at other music festivals. D It’s older than many other musical festivals.
12 According to the article, why are the children excited about going to the festival?
A They are looking forward to seeing all the musical C They hope it will help them get work in the future.
instruments. D They have never been in a concert hall before.
B They are able to spend a week away from their parents.
13 How do the organisers decide who can attend the festival?
A They listen to different children and choose the best ones. C They only choose children who have taught themselves
B They visit music schools around the country looking for to play.
promising students. D They send out invitations to thousands of people.
14 What does ‘dedicate’ mean in line 39?
A to waste a lot of time and energy on something C to give a lot of time and energy to something
B to spend a lot of money on something D to use up all your energy doing something
15 Why did Blanca decide to ask for a place at the festival?
A It was something she had always wanted to do. C It was impossible to practise the flute at home.
B She was advised to do it by someone she knew. D Her teacher said that she had to go.
16 What does Luigi think the music festival can help him to do?
A meet other young musicians C develop new musical skills
B get a place in his country’s orchestra D be able to play with famous musicians
12
Task 2
17 How do the young musicians feel as they enter the festival?
18 What can the children do to relax at the festival?
19 How many times has Luigi been to the festival?
20 What event is organised for the end of the festival?
Total: 50
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M01 Gold Exp B1+ 94745.indd 55 01/11/2018 13:31
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An alternative music festival

1 40 several hours a day to practice. This means that
The Slimden Music Festival is one of the longest- they have little time for socialising. Fortunately,
running musical festivals in the UK, but it’s likely the organisers realise this and they make sure
that you won’t have heard it. Unlike the Glastonbury that there are plenty of chances to have some fun.
or Reading music festivals, there’s no queuing to see There are daily trips to places of interest and there’s
5 your favourite bands, sleeping in tents or slipping 45 a disco every night.
around in the mud. That’s because Slimden is a
festival which is only open to classical musicians and 5
it takes place in a holiday camp; the festival-goers all Fourteen-year-old Blanca picked up the flute when
sleep in relative luxury in caravans and cabins. she was six and has been a member of her school
orchestra for a couple of years. Her teacher thought
2 she had something special and suggested that she
10 Founded in 1978, Slimden is a week-long festival for 50 apply for a place. Blanca couldn’t decide whether to
young musicians under the age of sixteen. There go or not, but now she’s here, you can’t help noticing
are children of all ages and they can play every her enthusiasm. ‘I can’t believe I’m here with all these
instrument you can imagine. It really is something other amazing musicians,’ says Blanca. ‘I can’t always
to see them arriving at the festival, streaming in find enough time for the flute at home, but here I can
15 from the car park with their trumpets, double basses, 55 play all week and hang around with other classical
guitars and drum sets. There’s a sense of excitement musicians. I should learn loads of new skills and meet
in the air as they head for the main concert hall some really inspirational people.’
where John Steele, the festival organiser and world-
famous pianist, will welcome them. Everyone knows 6
20 this is going to be a special week which could help Many of the children at Slimden are looking forward
them launch a professional career. to playing side-by-side with some of the most famous
60 classical musicians and directors in the country.
3 It’s well known that they will be searching for talent
All of these kids are promising musicians who have among the young players. If you’re lucky, you could
managed to catch the attention of a team of musical find yourself playing for one of the country’s
experts. There are children from prestigious music symphony orchestras in the future. ‘This is my second
25 schools, famous for training the best musicians in 65 festival and I want to be spotted by one of the musical
the world. There are others who are self-taught and directors,’ says Luigi. ‘I learnt a lot the last time I
haven’t had a music lesson in their lives. All of them, came and I’ve spent the last year developing those
however, have been recommended by someone skills. I really hope someone notices me and that I get
who has noticed their talent. Their performances offered a place in the national orchestra. That would
30 have been recorded and sent to the team of experts, 70 be my dream come true!’
who decide which lucky youngster will get a place.
Every year, more than ten thousand people apply, 7
but only five hundred are chosen. Over the week, the children take part in various
workshops and work on learning new pieces of music.
4 They’ve also benefitted from personal feedback from
With that level of competition, standards are the professionals and had a laugh with their new
35 obviously high. No one is likely to get a place without 75 friends. Everyone’s had an incredible time and, on
making a serious effort. All of them are still at school the last night, the only way to celebrate is with a huge
and they are expected to spend seven or eight hours concert. Everyone takes part and they put everything
a day on their academic studies. However, to get this they’ve got into it. This has to be the most emotional
good at their instruments, they must also dedicate concert I’ve been to in my life.
www.frenglish.ru
M01 Gold Exp B1+ 94745.indd 56 01/11/2018 13:31
B1+ Name:
Class:
for Schools
VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with the correct preposition. Complete the sentences with a relative pronoun.
1 Hans is starting to fall at school because 16 There’s a new café in town you can eat as
he’s missed a lot of classes. much as you like.
2 I don’t know how Martha copes so 17 Nelson Mandela, was the president of
much homework. South Africa, is one of my role models.
3 Do you mind if I go to my room? I really need to revise 18 I’ve got a neighbour works as a police officer.
my exam.
19 That’s the woman children go to our school.
4 Helen has learnt the words to this song heart.
20 A thermos flask is a type of bottle can keep
5 You should try to sum your argument liquids hot or cold.
more clearly.
21 Interstellar, I saw twice at the cinema,
6 I find it hard to focus my work with so is one of my favourite films.
much noise.
22 Morning is the time of day I work best.
7 Richard’s giving tennis because he’s hurt
23 We’ve got an old car we use from time
his arm.
to time.
8 Umberto doesn’t pay attention his teacher
in class. He’s always chatting to his friends. 8
8
Task 2
Task 2 Choose the correct words to complete the sentences.
24 Jack is one of my classmates performs / performing in
Choose the correct words to complete the sentences. the concert this evening.
9 Brendan is going to borrow / lend me his sleeping bag for
25 Children giving / given too many sweets are likely to have
the camping trip.
problems with their teeth.
10 They gave me a ten percent cost / discount because the
26 My neighbours have got mice lived / living under the
box was damaged.
floor in their house.
11 Lilly reads the newspaper every day so she has good general
27 Snowdon is a mountain in Wales climbing /
knowledge / intelligence.
which I climbed last summer.
12 She’s been paying / saving a little money every week
28 The Sagrada Familia is a famous building in Barcelona
because she wants to buy a new tablet.
which he designed / designed by Antoni Gaudí.
13 You just need to use your common / practical sense to
29 The song played / playing on the radio at the moment
work out the answer.
is one of my favourites.
14 The currency / exchange rate in the USA is the dollar.
30 That oak tree, planting / which was planted by my great
15 Most companies will be interested in your advanced / grandfather, is nearly a hundred years old.
academic qualifications.
7
7
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M01 Gold Exp B1+ 94745.indd 57 01/11/2018 13:31
B1+ Name:
Class:
for Schools
USE OF ENGLISH
Task 1
Remembering vocabulary
I like English, but it’s not easy to remember all the new words we have to learn – something (31) is
very important if we want to do well. I’m not the only one – I’ve got a lot of friends (32) it difficult, too.
Next week, we’ve got a vocabulary test, (33) will be worth twenty percent of our marks for this term,
so we’ve been talking about how to prepare for it. We’ve all got a notebook (34) we write down new
words in class. However, although we’ve tried to learn the words in it (35) heart, it’s quite boring. One of
my friends, (36) is really good at English, suggested writing the words on one side of a card. On the other
side, you have to write the definitions. Then you look at the definitions and try to work (37) what the words
are. Another boy revising (38) the test told us about an app for learning vocabulary, which is a bit like the
word cards. The difference is that it knows (39) you have learnt a word. That means it can help you focus
(40) the words you still haven’t learnt. It sounds good so I think I’ll try it.
10
Task 2
Work experience abroad

If you are learning English and you want to get practical (41) of the language, you should think about getting a job in
an English-speaking country. It’s a great way to learn English and (42) some money too, which you can use to explore
the country. There are several companies which will organise everything for you. They normally give you a brochure
to (43) through so you can decide what job you want to do. When you’re doing this, it’s important to pay (44)
to where the job is. Make sure you go somewhere interesting as you’ll be there for some time. Once you’ve made your
decision of (45) you want to go, you should make some preparations. Start by working (46) what you need to take
with you. You’ll need smart clothes for an office job, but if you’ll be doing physical work, take something more suitable.
It’s (47) sense, really, but lots of people don’t think of these things beforehand. Another thing you should think about
is money. You’ll need enough money to (48) with any unexpected difficulties. You should also make sure that you have
the correct (49) for the country where you’ll be staying. Watch the exchange (50) so that you get the most for
your money.
41 A skill B level C experience D education

42 A afford B earn C pay D waste
43 A watch B see C stare D look
44 A attention B effort C focus D concentration
45 A which B that C where D there
46 A in B out C down D up
47 A common B normal C typical D usual
48 A cope B face C manage D survive
49 A receipt B voucher C discount D currency
50 A cost B price C rate D value
10
Total: 50
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M01 Gold Exp B1+ 94745.indd 58 01/11/2018 13:31
B1+ Name:
Class:
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with the correct preposition. Complete the sentences with a relative pronoun.
1 If you hurry, you should be able to catch 16 My brother’s got a friend plays in a
with the others. rock band.
2 Try to focus your own work and don’t worry 17 This is the computer I use for my homework.
about the other students. I play games on the console.
3 If you keep practising, I’m sure you’ll pick it 18 This summer I want to go to a country I can
in the end. practise my English.
4 Franz needs to work a bit harder because he’s starting to 19 A parasol is a type of umbrella protects you
fall the others. from the sun.
5 You always need to sum your arguments at 20 This is the lady handbag was stolen when
the end of an essay. she was on the train.
6 I can’t come out because I’m revising a 21 Bob Marley, is one of my heroes, was an
geography exam tomorrow. amazing songwriter.
7 This is a complicated piece of music. It’ll be difficult to learn 22 Spring is the time of year I am happiest.
it heart.
23 May 1968, is a painting by Miro, is one of
8 You’ll need a calculator to work the answer. my favourite pieces of art.
8 8
Task 2 Task 2
9 I’ve been paying / saving some money and soon I’ll have 24 The man taken / taking the photos at the wedding was
enough to buy a new bike. my uncle.
10 You can use our receipts / vouchers to buy anything from 25 Children helped / helping with their studies by their
the online store. parents are likely to do better at school.
11 Reading a newspaper every day can help you improve your 26 We’ve got some friends stayed / staying with us during
general experience / knowledge. the holidays.
12 I wanted to borrow / lend Sara’s computer, but she 27 James is a boy racing / who I raced against in the last
wouldn’t let me. athletics competition.
13 If you want to waste / earn a little money, you could get a 28 Cleopatra’s Needle is a monument in London which was
weekend job. constructed / constructing by the Ancient Egyptians.
14 It’s best to change your holiday money when the 29 Greta is one of the children prepares / preparing to take
exchange rate / currency is good. the exam in the summer.
15 My dad said we can’t afford / cost to stay in a hotel, 30 The Outsiders, writing / which was written by S.E. Hinton,
so we’re going camping instead. was published in 1967.
7 7
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M01 Gold Exp B1+ 94745.indd 59 01/11/2018 13:31
B1+ Name:
Class:
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USE OF ENGLISH
Task 1
Preparing for exams

Every teenager knows how stressful exams can be. If you are a student (31) it hard to prepare for
your exams, read this article because it might just help you! The most important thing is to organise your time well.
Students (32) are organised will be able to do more revision and be less stressed. Don’t decide to start
revising (33) your exam the night before. At least a month before the exams, create a study plan and
(34) sure you follow it. For some subjects, like History, you may need to learn facts by (35) .
If you have to remember a list of facts, you should prepare ‘flash cards’. These are small cards with the main information
on them, (36) you can carry in your pocket. Use any free moments to memorise the information on the
cards. For other subjects (37) you have to understand more general concepts, it’s important to have good
notes. Look (38) your class notes and if there’s something you don’t understand, try to find out more about
the subject. Finally, you need to be in good health (39) you have to take your exams. Eat healthily and don’t
go to bed too late. This is common (40) , but it’s worth remembering!
10
Task 2
After-school jobs
In many countries, children (41) are under sixteen are not allowed to work until they leave school. This is because
governments worry that they will be unable to (42) with their school work. In the UK, however, children can have
a part-time job if it’s for less than twelve hours a week. When I was a teenager I had various part-time jobs. My parents
wanted me to (43) my own money. They couldn’t (44) to buy all the things I wanted, but if I had a part-time job,
I could buy them myself. They also believed it was good to get practical (45) of working. My first job was delivering
newspapers. It sounds easy, but there was a lot to learn. First, I had to work (46) the best route around the houses so
I didn’t waste too much time. There was also a list of houses to remember and which newspapers they wanted. I had to
pay (47) because the customers would get annoyed if they got the wrong newspaper. I had that job for six months,
but then I started to fall (48) at school. I had to get up early every morning, which was making me tired at school.
I realised I had to (49) up my job. The money was useful, but it was more important to finish high (50) so I could
go to university.
41 A what B which C who D whose

42 A cope B face C manage D survive
43 A cost B earn C pay D win
44 A afford B save C spend D waste
45 A skill B level C experience D qualifications
46 A in B up C down D out
47 A attention B effort C focus D concentration
48 A away B in front C behind D ahead
49 A get B give C keep D make
50 A school B qualification C sense D education
10
Total: 50
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M01 Gold Exp B1+ 94745.indd 60 01/11/2018 13:31
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DICTATION 3 Why did Ivan decide to sell his company?

A He was offered a job with a fashion chain.
You are going to listen to a recording about learning. B He was worried about his studies.
Listen to the whole recording once. Then you will hear the C He was unhappy being a manager.
recording again with pauses for you to write down what you 4 What was the advantage to Ivan of making online videos?
hear. Make sure you spell the words correctly.
A He could avoid repeating his conversations.
B He could earn some extra money.
C He could use them to talk about his company.
5 How does Ivan make the videos more interesting for
young viewers?
A He talks about his business role models.
B He tells lots of business jokes.

C He makes sure they’re not too serious.
6 How are Ivan’s business videos different?
A They are aimed at young people and adults.

B They help young people understand business.
C They are available in different languages.
7 What advice does Ivan have for young people?
A Don’t worry about what other people believe.

B Try not to make too many mistakes.
C Make sure you listen to adults’ opinions.
Task 2
For questions 8–10, choose the answer (A, B or C) which
fits best according to what you heard in Task 1.

8 Which is the best summary of Ivan’s experience in business?
A He found it difficult to become successful because of
his age.

B He had a successful business, but he gave it up in order
10 to focus on other things.
C He found it less enjoyable than making videos
about business.
LISTENING 9 What is the main focus of Ivan’s online videos?

A people who have influenced him in business
You are going to listen to an interview with with Ivan Kiszka, B young people with stories about his business
who makes online videos giving advice to young people. C help for young people hoping to start a business
10 Which is the best description of how Ivan feels about
Task 1 young people with a business idea?
A They often lack the confidence which is necessary to
For questions 1–7, choose the answer (A, B or C) which fits
get started in business.
best according to what you hear.
B They are often persuaded not to start a business by
1 How did Ivan’s parents feel about his new business?
the adults around them.
A They were convinced it would be a success.
C They tend to worry too much about having the most
B They were angry because he didn’t sell much. successful business.
C They were not convinced that it was a good idea.
20
2 What lucky event helped Ivan sell more T-shirts?
A A magazine asked him to write an article.
B A famous designer offered to work with him.
C A celebrity made people more aware of them.
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READING
Task 1
A Of course, some accidents can’t be avoided; the children are constantly falling over branches and out of trees.
B The children at The Oak Tree seem to be happy and there aren’t many conflicts between them.
C In order to encourage development in these areas, the teachers create special outdoor challenges.
D However, there are no classrooms to speak of, just several large rooms, where the children gather at the beginning
and at the end of the day.
E Although the children never have to work at a desk, they have a notebook and pencil with them at all times.
F However, a few of the children have complained that the activities are boring and that they would prefer to be
in a classroom.
G Some take the opportunity to explore the woods around them, collecting rocks and leaves.
12
Task 2
17 What do the children talk about when they arrive at school in the morning?
18 What do the teachers hope to achieve by letting the children make their own decisions?
19 What organised activities do the children enjoy doing?
20 Why does Freddie Stewart think it is important for students to develop confidence at school?
50
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The Oak Tree

It’s ten o’clock in the morning and a group of At the same time, academic skills, like Maths, reading
six- and seven-year olds are searching for firewood. and writing, aren’t forgotten. (15) Sometimes
They skilfully choose the driest pieces and they use them for working out Maths problems,
take them back to the site where they’re building a like how many trees there are in a certain part of
small fire. This is the first ‘lesson’ of the day at the wood. They are also used for writing poems and
The Oak Tree school. stories about the woods or making drawings of the
insects and leaves they come across. By the end of
Unlike the majority of schools, The Oak Tree is a the morning, the children have usually filled several
forest school, which means that much of the school pages with their notes and calculations.
day is spent outdoors. The school itself is a beautiful
wooden building, constructed on the edge of a (16) When there are disagreements, the children
wood in the Welsh countryside. (11) In the are expected to talk to each other and find a solution
morning they discuss their learning objectives for the to the problem. ‘While a lot of teachers worry about
day and at lunch they share the experiences they’ve their students learning facts and figures, we’re more
had that morning. Unless the weather is too bad to worried about our pupils’ emotional development,’
go out, they will be outside for the rest of the time. says Freddie Stewart, the head teacher. ‘We strongly
believe that children should leave school with the
The teaching style at The Oak Tree is also different confidence to deal with all the problems life can
from some of the more traditional schools. Teachers throw at them. This means resolving conflicts and
here believe that children should be allowed to develop actively working with others to achieve our goals.
their natural curiosity about the world. This means Children who leave The Oak Tree are much more
that only around half of the activities are led by a capable of doing those things.’
teacher. The rest of the time, the children themselves
decide what to do. (12) Others invent their own Currently, there are a number of schools that
games or just sit quietly and enjoy their surroundings. offer a similar type of education to The Oak Tree.
Interest is also growing as parents begin to ask
Although the children are in charge at these times, whether a traditional education is relevant in the
safety is a priority. As a result, the teachers are never modern world. However, there are hardly any schools
far away and they check the area beforehand to make offering this type of outdoor education to teenagers.
sure there are no hidden dangers. (13) However, This is a pity because the skills learnt in schools
their teachers will be waiting somewhere nearby like The Oak Tree are probably just as important for
with plasters and sympathy. Any accidents are rarely teenagers as they are for younger children.
serious and the children are soon keen to get back to
their friends.
When the children aren’t involved in free play, the

teachers organise different activities designed to help
the children develop in different ways. For example,
there is a strong focus on personal skills like teamwork
and communication. (14) Building fires is a
big hit, but another popular activity is one where
the children have to build a shelter. They design it
themselves and decide what job each of them has to
do. It’s amazing how well they organise themselves
while the teacher just sits back and watches.
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DICTATION 3 How did Ivan feel when he sold his company?

A exhausted from all the work
You are going to listen to a recording about learning. B pleased with his achievement
Listen to the whole recording once. Then you will hear the C disappointed with his qualifications
recording again with pauses for you to write down what you 4 Why did Ivan decide to make online videos?
hear. Make sure you spell the words correctly.
A to become more popular
B to make some more money
C to help other young people
5 What does Ivan do to make his videos suitable for
young people?
A He makes sure they are not too serious.
B He tries to include jokes.

C He only gives business advice.
6 Why does Ivan think his videos are popular?
A They are unlike other videos on the internet.

B They are aimed at a certain group of people.
C They are liked by adults and teenagers.
7 What does Ivan think is a problem for young people
starting their own company?
A They find it hard to decide things.
B They don’t have enough money.
C They can’t cope with the success.

Task 2
For questions 8–10, choose the answer (A, B or C) which

fits best according to what you heard in Task 1.
8 Which is the best description of how Ivan feels about his
T-shirt company?

A He is pleased with its success, but it stopped him from
doing other things.
10
B He would rather have been selling something more
interesting than T-shirts.
LISTENING
C He was happy until his T-shirts started to appear in
fashion magazines.
9 Which of these phrases best describes what Ivan’s videos
You are going to listen to an interview with with Ivan Kiszka, are about?
who makes online videos giving advice to young people. A ideas and suggestions for young people hoping to start
up a business
Task 1 B amusing business ideas for young people
For questions 1–7, choose the answer (A, B or C) which fits C the dangers of starting up a business
best according to what you hear. 10 Which is the best summary of the way Ivan feels about
1 How did Ivan feel when he started his company? young people who want to get into business?
A sure it would be a success A They should pay attention to adults so they don’t make
B pleased he had the support of his parents too many mistakes.
C worried it was a crazy idea at first B They are too anxious about making mistakes.
2 How was Ivan helped by a magazine article? C They often make mistakes because they are too
enthusiastic about their ideas.
A He was offered a role in a Hollywood film.
B He was able to sell much more of his product. 20
C He was asked to write more articles for magazines.
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READING
Task 1
A Sometimes they use them for working out Maths problems, like how many trees there are in a certain part of the wood.
B In the morning they discuss their learning objectives for the day and at lunch they share the experiences
they’ve had that morning.
C However, their teachers will be waiting somewhere nearby with plasters and sympathy.
D Some of these conflicts have been so bad that the teachers didn’t know how to deal with them.
E Teachers here believe that children should be allowed to develop their natural curiosity about the world.
F When there are disagreements, the children are expected to talk to each other and find a solution to the problem.
G For example, there is a strong focus on personal skills like teamwork and communication.
12
Task 2
17 When do the children meet in the school building?
18 What is the main cause of accidents when the children are in the woods?
19 What academic skills do the teachers make sure the children learn at The Oak Tree?
20 According to the text, what group of people is unlikely to go to a school like The Oak Tree?
Total: 50
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The Oak Tree

It’s ten o’clock in the morning and a group of At the same time, academic skills, like Maths, reading
six- and seven-year olds are searching for firewood. and writing, aren’t forgotten. Although the children
They skilfully choose the driest pieces and never have to work at a desk, they have a notebook
take them back to the site where they’re building a and pencil with them at all times. (15) They
small fire. This is the first ‘lesson’ of the day at are also used for writing poems and stories about
The Oak Tree school. the woods or making drawings of the insects and
leaves they come across. By the end of the morning,
Unlike the majority of schools, The Oak Tree is a
the children have usually filled several pages with
forest school, which means that much of the school
their notes and calculations.
day is spent outdoors. The school itself is a beautiful
wooden building, constructed on the edge of a The children at The Oak Tree seem to be happy and
wood in the Welsh countryside. However, there are there aren’t many conflicts between them. (16)
no classrooms to speak of, just several large rooms, ‘While a lot of teachers worry about their students
where the children gather at the beginning and at the learning facts and figures, we’re more worried about
end of the day. (11) Unless the weather is too bad our pupils’ emotional development,’ says Freddie
to go out, they will be outside for the rest of the time. Stewart, the head teacher. ‘We strongly believe that
children should leave school with the confidence to
The teaching style at The Oak Tree is also different
deal with all the problems life can throw at them.
from some of the more traditional schools. (12)
This means resolving conflicts and actively working
This means that only around half of the activities
with others to achieve our goals. Children who
are led by a teacher. The rest of the time, the
leave The Oak Tree are much more capable of doing
children themselves decide what to do. Some take
those things.’
the opportunity to explore the woods around them,
collecting rocks and leaves. Others invent their own Currently, there are a number of schools that
games or just sit quietly and enjoy their surroundings. offer a similar type of education to The Oak Tree.
Interest is also growing as parents begin to ask
Although the children are in charge at these times,
whether a traditional education is relevant in the
safety is a priority. As a result, the teachers are never
modern world. However, there are hardly any schools
far away and they check the area beforehand to
offering this type of outdoor education to teenagers.
make sure there are no hidden dangers. Of course,
This is a pity because the skills learnt in schools
some accidents can’t be avoided; the children are
like The Oak Tree are probably just as important for
constantly falling over branches and out of trees.
teenagers as they are for younger children.
(13) Any accidents are rarely serious and the
children are soon keen to get back to their friends.
When the children aren’t involved in free play,

the teachers organise different activities designed to
help the children develop in different ways. (14)
In order to encourage development in these areas,
the teachers create special outdoor challenges.
Building fires is a big hit, but another popular activity
is one where the children have to build a shelter.
They design it themselves and decide what job
each of them has to do. It’s amazing how well they
organise themselves while the teacher just sits back
and watches.
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with these words. There are two Complete the sentences with the correct form of the verbs
extra words. in brackets (infinitive or –ing form).
16 This medicine will help you (get) better.
disconnect experiment plug in
predict
restart touch wear off 17 The instructions tell you what (do) in
an emergency.
1 Please do not the animals as they can 18 The science project involves (go) to a local
be dangerous! river to study the wildlife.
2 The effects of the medicine will in a 19 I didn’t mean (hurt) you – I’m really sorry!
few hours.
20 The children were encouraged (touch)
3 Don’t forget to the electric plug when you the animals.
go to bed.
21 You should avoid (restart) the machine
4 We had to try and how many insects there until the red light goes off.
were in the cage.
22 David didn’t know what (investigate) next.
5 You can with the camera settings you want
to use. 23 I get bored of (do) the same tasks every day.
5 8
Task 2 Task 2
6 The competitor / instructor told us how to use the 24 Every / All student I’ve spoken to was happy with
equipment. the course.
7 The adult bird is a fantastic sight / hearing when flying. 25 A little / Little rain would be very welcome right now –
it’s so hot and dry.
8 The two main actors have a great film / on-screen
relationship. 26 ‘Every / Each of you will need to decide on your project
soon,’ said the teacher.
9 The main character of the film is really amusing / dramatic –
you’ll never stop laughing! 27 Unfortunately, a few / the few colleges are still offering the
animal science course.
10 Washing your hands well prevents infection / substance.
28 Brian and Sue both attempted to reconnect the battery,
11 The children had to analyse / measure the length of the but either / neither could do it.
bird’s beak.
29 Ten years ago there were twenty-five of the species left;
12 The bird flew into the sky and reappeared / disappeared today there are neither / none.
from view.
30 The great thing about this invention is it uses little /
13 I remember a bit in the film when George’s car goes few energy.
through a tunnel / bridge.
14 I found it hard to follow the reality / plot of the film. 7
15 The teacher disagreed / disapproved with what Marie

was saying.
10
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USE OF ENGLISH
Task 1
31 I’m not sure if the microscope goes back in the cupboard or on the shelf.
PUT
I’m not sure the microscope when I’ve finished with it.
32 Mark likes to go skateboarding in his free time.
ENJOYS
Mark skateboard park in his free time.
33 My dream is to become famous as a scientist one day!
OF
I dream famous scientist one day!
34 The advice Tim has given me means I am studying more effectively.
HELPING
Tim’s advice more effectively.
35 Both of Sue’s cousins live far away, so she doesn’t see them very often.
EITHER
Sue doesn’t see cousins very often.
36 All the students in the class had a go, but nobody could solve the problem.
NONE
Everybody tried to solve the problem, but in the class succeeded.
12
Task 2
The Fly
In a 1950s novel of the same name, the character of The Fly entered the world of superheroes. But unlike
Batman, Wonder Woman and others, he never made it into comics or onto the small screen. The Fly
is a (37) for a television company who develops the (38) to fly after an RESEARCH, ABLE
accident affects part of his brain. The other (39) character is a mad scientist called CENTRE
Electro, a villain who has an energy field around him!
Like many superheroes, he has a dark, regretful side. A deeply (40) man who loves nothing ART
more than drawing and painting, he spends many hours locked away in his studio. Being shy and
peaceful, he is not a (41) superhero, so he finds his time as a superhero exhausting NATURE
and (42) . This is one of the main themes of the book. Like Superman and Batman, STRESS
he develops a strong (43) of the police and sometimes has to operate outside the law. TRUST
The (44) occurs mostly in the fictional US city of Soach (try reading it backwards!), ACT
which provides a dark and frightening setting, recalling Gotham City in Batman.
Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with these words. There are two Complete the sentences with the correct form of the verbs
extra words. in brackets (infinitive or –ing form).
16 Nobody in the class wanted (be) first to do
disconnect experiment
plug in the experiment.
predict restart sound touch wear off
17 My little brother really enjoyed (watch) the
1 I had to my computer for the updates monkeys at the zoo.
to work. 18 I’m not sure how (put) the batteries in safely.
2 You’ll need to the headphones if you want 19 I hope (finish) my science project by
to listen to the video. the weekend.
3 We were not allowed to the bird as it had 20 Being super-strong would be great, but I think I’d prefer
a very sharp beak. (be) invisible.
4 The feeling of sickness will eventually. 21 At first I was a bit worried about (use)
5 When you read aloud your own voice will the scanner.
strange at first. 22 ‘I expect you (behave) better than this,’
said the teacher.
5
23 Can you imagine (be) in a laboratory with
one of the world’s top scientists?
Task 2
8
Choose the correct words to complete the sentences.
6 For the Maths test we are allowed to use a
detector / calculator.
Task 2
7 Magnus is a new superhero with incredible vision / sound. Choose the correct words to complete the sentences.
8 Sue went out of the room and disappeared / reappeared 24 You can use either / neither of the printers – I don’t
a minute later. mind which.
9 The film has lots of fantasy / action scenes such as 25 Each / Every of the drinks in the experiment had a slightly
car chases. different taste.
10 Doctors say the infection / cloning may close the hospital. 26 None / All of the solutions you offered me has worked.
11 It’s a really powerful / romantic film about a woman 27 Two monkeys smelt the food, but either / neither of
who is always falling in love. them wanted to eat it.
12 The most amusing / thoughtful moment in the film is 28 A lot of people use the computer program, but a few / few
when Ted is pretending to be a dog! actually understand it.
13 The teacher disapproved / disagreed with what Johan 29 Unfortunately Mary made a few / few basic mistakes in
was saying. her experiment.
14 The stone dropped into the water with a splash / surface. 30 I contacted the researchers and they gave me a little / little
information, which was helpful of them.
15 The researchers are experimenting / investigating how
the disease spread. 7
10
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USE OF ENGLISH
Task 1
31 I’m not sure if the microscope goes back in the cupboard or on the shelf.
DO
I’m not sure what the microscope when I’ve finished with it.
32 Sophie and Khadra decided that the museum would be a good place to visit.
AGREED
Sophie and Khadra to the museum together.
33 If it makes you anxious to hold the bird, Mr Alton can give you some advice.
WORRIED
If you’re the bird, Mr Alton can give some advice.
34 When I saw pictures of Dolly the sheep, I wanted to become a vet!
MADE
Seeing pictures of Dolly the sheep to become a vet.
35 Vicky didn’t see the science programme on TV and Janet didn’t either.
NOR
Neither Vicky the science programme on TV.
36 When she retired, the teacher gave all the students in the class a present.
EACH
When she retired the teacher gave a present students in the class.
12
Task 2
The Fly
In a 1950s novel of the same name, the character of The Fly, sometimes also known as The Flying Man,
entered the world of superheroes. Unlike his more (37) colleagues, Batman and FAME
Wonder Woman, however, he never made it into comics or onto the small screen. By today’s standards,
the novel is extremely long and has a lack of what we would now regard as exciting, (38) DRAMA
parts. But the clever thing is that The Fly develops (39) qualities as a human that have HERO
nothing to do with his superpowers.
The Fly’s unlikely enemy is a crazy (40) named Electro, a villain who has an energy field INVENT
around him which causes (41) equipment to fail. Critics have not been kind to the book, ELECTRICITY
saying the plot is neither consistent nor (42) . But, in a sense, who cares? LOGIC
The (43) is that the novel is still a really good read if you are into the superhero genre! REAL
And apparently the (44) elements in it are largely correct – the author taught biology SCIENCE
for his main job.
Total: 50
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DICTATION LISTENING
You are going to listen to a recording about some research You are going to listen to a student called Sarah talking
about birds. Listen to the whole recording once. Then you to her class about some research into shark skin she has
will hear the recording again with pauses for you to write done for a school project. For questions 1–10, complete
down what you hear. Make sure you spell the words correctly. the sentences with a word or short phrase.
1 Sarah compares the bumps on a shark’s skin to
, in terms of their appearance.

2 Sarah says that shark’s skin feels similar to .

3 One disadvantage of shark-like bumps on
was that it was difficult to wash them.
4 Scientists disapproved of the idea that were

being achieved by swimmers using shark-skin technology.
5 Sarah uses the words ‘ ’ to describe the
design of the realistic shark-skin material Chinese scientists

have produced.
6 A new ‘shark-skin’ invention is being used in hospitals to
stop patients getting from bacteria.

7 The new shark-skin invention is put on the
inside hospitals.
8 The new shark-skin invention in hospitals is not designed to

the bacteria.

9 Sarah uses the word ‘ ’ to describe the
reaction of some medical staff to the new invention.
10 Sarah says that will soon be given a shark-

skin surface for use underwater.

20

10
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READING
Task 1
You are going to read an article about four people’s views on technology. For questions 11–17,
choose from the people A–D. The people may be chosen more than once.
11 likes the fact that technology gives people choices?
12 suggests that experts’ knowledge of some simple things is very limited?
13 mentions the amazing speed of technological change?
14 reminds us that technology is a wide term used in many areas of life?
15 gives an example of what can happen when technology fails?
16 talks about a negative effect of electronic devices on children who use them?
17 tells us what people had to do before a technological invention improved things?
18 says that one thing people fear with a new technology is not likely to happen?
19 says that some people who dislike technology benefit from it themselves?
20 talks about the benefits of technology from the point of view of students?
10
Task 2
21 According to Rajish, why do older people criticise new technology?
22 According to Rajish, what are two uses of scientific technology that benefit everyone in the world?
23 According to Teresa, why is internet shopping a good thing?
24 According to Courtney, why did people use to benefit from using maps?
25 What does Mikey say about medical technology?
10
Total: 50
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Is new technology a good thing?

A Rajish C Courtney
When we mention technology, we think immediately It’s weird – scientists claim they’re close to finding the
of computers, smartphones and iPads and we secrets of the universe. Yet they still can’t find simple
maybe think of kids who get addicted to them solutions to small things like a cure for the common
and who never go outside. But we shouldn’t forget cold. So maybe we’ve still got a lot to discover with
that technology is also things like cars, robots, technology in the future. I certainly don’t believe
printers: things that affect daily life in many ways. robots, even if they do become super-intelligent,
Scientists in laboratories use technology all the are capable of taking over the world, as some
time, for the good of humanity, trying to find cures people think. That’s pure science fiction – after all,
for diseases, trying to create crops which don’t get it’s humans who program them. I also have a general
diseases. They look at things under microscopes, distrust about how we collect information now: if you
through telescopes, and this way we can understand want to find something out you only need to ask
things better in our world. Some older people Google and not move from your chair. This means
disapprove of new technology, and I can understand you don’t really need to know much anymore,
their position. It is hard if you are not familiar with since you can always look things up. It’s the same
using it. But when they criticise young people for with sat-nav technology in cars – if it doesn’t work,
using their smartphones all the time, and blame people are completely lost. In the old days, people
technology, they are ignoring all the things that, used maps, and had to know and also research a
for example, help us survive disease … help them lot more. To me, that’s the biggest single issue with
survive disease as well. technology – what backup plans do we have in place
for when it all goes wrong?
B Teresa
Education has really benefited from technology. D Mikey
For one thing, word processing enables you to write Technology has advanced incredibly quickly and
much faster and more neatly, instead of using messy influenced everyone’s lives. Of course, there are
handwriting. And spell-checks correct your work both negative and positive sides, but in my view
for you, which is good because then it’s of a higher the negatives outweigh the positives. But it all
standard. In the world of work, computers have made comes down to the way a person uses technology.
job searching much easier. You can actually apply for Technology itself isn’t making our lives any better,
a job directly on a company’s website. But with some but anybody can take advantage of all the many
companies, if you prefer, you also have the option opportunities that technology has provided and
of sending in a paper CV. Going on social media improve themselves. Some technologies, particularly
gives you more ways of connecting with people those in medicine, are still improving our lives in
and finding your perfect friend. Before, your only a big way today. Having said that, I believe some
option was to meet people from your area. What else? technological improvements in other areas have gone
You don’t need to leave your house to go shopping as far as they usefully can, and further technological
any more, and that’s good because you free up time to advance just for its own sake is only raising new
do what you want. For me, that’s what it’s all about – problems rather than offering solutions. We’ve been
providing you with options. able to communicate instantly with anyone in the
world for many years and this area has not seen much
in the way of technical improvements recently.
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DICTATION LISTENING
You are going to listen to a recording about some research You are going to listen to a student called Sarah talking
about birds. Listen to the whole recording once. Then you will to her class about some research into shark skin she has
hear the recording again with pauses for you to write down done for a school project. For questions 1–10, complete the
what you hear. Make sure you spell the words correctly. sentences with a word or short phrase.
1 Sarah compares a shark’s skin to a in terms
of the way their design affects speed.

2 The shipping industry thought that having shark-like bumps
on ships meant that less was used.
3 Over time, scientists worldwide became less confident

about the that shark-like bumps gave
to ships.
4 Scientists said that swimsuits using shark-skin technology

needed to be more in order to have any
real effect.
5 Sarah says the shark-skin material Chinese scientists have

produced is more .
6 In Sarah’s opinion, the most use for shark-
skin technology is in the medical world.
7 A new ‘shark-skin’ invention made out of
is being used in hospitals to protect patients from bacteria.
8 Something similar to the new invention can be seen in the
of some people’s houses.

9 Sarah discovered that some have created
an alternative invention which destroys bacteria.
10 Sarah says doctors believe cleaning your

well is more effective against bacteria.

20

10
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READING
Task 1
You are going to read an article about four people’s views on technology. For questions 11–17,
choose from the people A–D. The people may be chosen more than once.
11 suggests that getting information online encourages people to be lazy?
12 says that there are more disadvantages than advantages to technology?
13 says that technology is more than just the gadgets we use at home?
14 mentions an alternative, non-technical way of doing something?
15 says that experts are near to having answers to big questions about life and the world?
16 thinks that future technological change in some areas will be limited?
17 talks about how technology has made looking for work much faster?
18 tells us what the word ‘technology’ makes us think of?
19 mentions a disadvantage of people easily getting facts and information online?
20 suggests that some people are wrong to dislike technology?
10
Task 2
21 According to Rajish, what do older people criticise teenagers for?
22 According to Teresa, why are spell-checks a good thing?
23 According to Courtney, why will robots not take over the world?
24 What major doubt does Courtney have about technology as a whole?
25 What problem does Mikey have with communications technology?
10
Total: 50
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Is new technology a good thing?

A Rajish C Courtney
When we mention technology, it immediately brings It’s weird – scientists claim they’re close to finding the
to mind computers, smartphones and iPads and we secrets of the universe. Yet they still can’t find simple
maybe think of kids who get addicted to them and solutions to small things like a cure for the common
who never go outside. But we shouldn’t forget that cold. So maybe we’ve still got a lot to discover with
technology is also things like cars, robots, printers: technology in the future. I certainly don’t believe
things that affect daily life in many ways. Scientists in robots, even if they do become super-intelligent,
laboratories use technology all the time, for the good are capable of taking over the world, as some people
of humanity, trying to find cures for diseases, trying think. That’s pure science fiction – after all, it’s
to create crops which don’t get diseases. They look humans who program them. I also have a general
at things under microscopes, through telescopes, distrust about how we collect information now: if you
and this way we can understand things better in want to find something out you only need to ask
our world. Some older people disapprove of new Google and not move from your chair. This means
technology, and I can understand their position. you don’t really need to know much anymore,
It is hard if you are not familiar with using it. since you can always look things up. It’s the same
But when they criticise young people for using their with sat-nav technology in cars – if it doesn’t work,
smartphones all the time, and blame technology, people are completely lost. In the old days, people
they are ignoring all the things that, for example, used maps, and had to know and also research a
help us survive disease … help them survive disease lot more. To me, that’s the biggest single issue with
as well. technology – what backup plans do we have in place
for when it all goes wrong?
B Teresa
Education has really benefited from technology. D Mikey
For one thing, word processing enables you to write Technology has advanced incredibly quickly and
much faster and more neatly, instead of using messy influenced everyone’s lives. Of course, there are
handwriting. And spell-checks correct your work both negative and positive sides, but in my view
for you, which is good because then it’s of a higher the negatives outweigh the positives. But it all
standard. Computers have also made job searching comes down to the way a person uses technology.
much easier. You can actually apply for a job directly Technology itself isn’t making our lives any better,
on a company’s website. But with some companies, but anybody can take advantage of all the many
if you prefer, you also have the option of sending in opportunities that technology has provided and
a paper CV. Going on social media gives you more improve themselves. Some technologies, particularly
ways of connecting with people and finding your those in medicine, are still improving our lives in
perfect friend. Before, your only option was to meet a big way today. Having said that, I believe some
people from your area. What else? You don’t need to technological improvements in other areas have gone
leave your house to go shopping any more, and that’s as far as they usefully can, and further technological
good because you free up time to do what you want. advance just for its own sake is only raising new
For me, that’s what it’s all about – providing you problems rather than offering solutions. We’ve been
with options. able to communicate instantly with anyone in the
world for many years and this area has not seen much
in the way of technical improvements recently.
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with the correct words. Use the Complete the sentences with the correct form of the verbs
first letter to help you. in brackets.
1 We had a great time in Egypt – I’ve never had so much f _ _ ! 16 If you (need) to change the time we’ve
arranged for any reason, just let me know.
2 Rod had to clean up his room because it was very m _ _ _ _ .
17 I really wouldn’t do that if I (be) you!
3 Covering much of the hard floor in the living room was the
most beautiful r _ _ I’d ever seen. 18 ‘If you (do) your homework as soon as
you came in from school, it wouldn’t be a pain later!’ said
4 Heather likes everything in her room to be n _ _ _ and tidy.
Angie’s mum.
5 There’s a l _ _ _ _ _ _ _ _ _ on the island to warn ships
19 If I (live) in a houseboat on a beautiful river,
about dangerous rocks in the sea nearby.
I’d be so happy!
6 Carol was impressed by the how friendly the c _ _ _ were
20 I’ll see you at 7.00, then, unless I (hear)
on the plane.
from you.
7 After a week on holiday in a great big villa, our own house
21 ‘If you (not go) to the training session this
felt really t _ _ _ in comparison!
evening, would it be a big problem?’ said Tim’s dad.
8 ‘Flight 287 to Majorca is ready to b _ _ _ _ ,’ said the
22 If David (not forget) his passport,
airport announcer.
we wouldn’t have been so late!
8
7
Task 2 Task 2
Complete the sentences with a preposition.
9 The tree house was built high the ground.
23 I’m not very good at maths. I wish I am / was / would be
10 We went customs about an hour before better at it.
our flight was due to leave.
24 I wish George says / will say / would say how he feels.
11 In Peru we came contact with some I never know what he’s thinking.
incredibly friendly people.
25 Our day out in the city was great, but there was too much
12 My mum prides herself keeping a really to see in one day. If only we have / we had / we’d had
tidy house. more time!
13 My grandmother is ninety-five and rarely goes 26 I sometimes wish my family don’t move / didn’t move /
of doors these days. hadn’t moved to England – it’s so cold and wet!
14 Thanks for your ideas on improving my swimming 27 I like being really comfortable in a house. So I’d rather live /
technique, but I think I’ll stick what I’ve to live / living in a palace than a tent!
been taught!
28 I’d rather not take / not to take / I’m not taking the bus
15 After ten days in Italy, my big brother is heading into town, if you don’t mind.
France on his train tour of Europe.
29 It takes so long to get to my uncle’s lovely house on the
island. If only there is / was / had been a way of getting
7
there quickly!
30 I wish I ’m not taking / wouldn’t take / wasn’t taking my
Russian exam this year. I’d prefer to wait until next year.
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USE OF ENGLISH
Task 1
31 Karim can speak four languages – if only I was like him!
WISH
I speak four languages like Karim!
32 I went to Morocco and I made friends with Ben.
IF
I wouldn’t have met my friend Ben to Morocco.
33 I really regret not going to Japan when I had the opportunity.
WISH
I to Japan when I had the opportunity.
34 A beach holiday is better for me than an adventure holiday.
HAVE
I’d a beach holiday than an adventure holiday.
35 I’d love to go out, but I have too much homework to do!
ONLY
If have so much homework to do! I would love to go out.
36 Sorry, but I don’t feel like going running today, if you don’t mind.
RATHER
Sorry, but go running today, if you don’t mind.
12
Task 2
Flying to England
I had an interesting experience on (37) a plane from my country last summer. I was on my (38) to England
with my family for a week’s holiday. When we got into the (39) , I noticed a girl with beautiful blonde hair and felt
I had seen her somewhere before. My seat turned out to be right next to hers, and I was waiting for a good moment to
(40) the ice and ask where I’d seen her before. I (41) myself on being very polite, so I didn’t want to just start
talking to her! I didn’t want to (42) her because she was watching a movie on her laptop while more passengers
boarded the plane. When the announcement came that we had to turn off our electronic devices before take off,
I (43) advantage of the situation, and asked about what she was watching. We started talking, and she told me that
she was English and was returning home from a visit to my city. Now, a year on, we are great friends and communicate
regularly. It’s always great to (44) into contact with people from different countries – wherever you are!
37 A deck B departure C board D guard

38 A direction B track C road D way
39 A cabin B lounge C platform D terminal
40 A cool B break C improve D get
41 A pride B put C head D stick
42 A settle B pain C bother D chat
43 A made B set C kept D took
8
44 A touch B have C come D stay
Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with the correct words. Use the Complete the sentences with the correct form of the verbs
first letter to help you. in brackets.
1 I put the c _ _ _ _ _ _ behind Grandma’s neck to make her 16 It would really annoy me if I (live) in a
comfortable. messy house!
2 Jimmy broke a dish yesterday when he was washing up in 17 You’ll find it helps the mattress if you just
the s _ _ _ . (turn) it around every few weeks!
3 I had to clean up my room because it was very m _ _ _ _ . 18 ‘If you (spend) a bit less time on your phone,
you’d have more time for housework!’ said Tim’s mother.
4 I thought my bedroom was big, but my friend’s is absolutely
e_______! 19 When you (build) an igloo, this is how
you start.
5 I found it very t _ _ _ _ _ looking after my little twin cousins
all day. They didn’t let me have any rest. 20 I’ll book the tickets for Friday, then, unless you
(have) another day you’d prefer.
6 We drove through a t _ _ _ _ _ that went under the
mountains. 21 If Brian (do) the job, it would have been
done properly!
7 I’m not very interested in art so I found our visit to an art
gallery rather b _ _ _ _ _ . 22 If you (not lose) the car keys, we would’ve
been back home in time to watch the match!
8 ‘The train for London departs from p _ _ _ _ _ _ _ six,’ said
the train station announcer. 7
8
Task 2
Task 2 Choose the correct words to complete the sentences.
Complete the sentences with a preposition. 23 I wish you don’t / stop / wouldn’t do that! It’s such an
annoying habit!
9 I live with my family in a block flats
in Budapest. 24 I have difficulty remembering new words I’ve learnt. I wish
I can / will / could remember them more easily.
10 My local park is named a famous musician
from two centuries ago. 25 We left too late to make the most of our day out in the city.
If only we leave / we’d leave / we’d left a bit earlier!
11 My big sister says she just can’t wait to settle
, get married and start her own family. 26 Thanks, but I don’t really like chocolate any more. I’d rather
have / to have / I have an ice-cream.
12 ‘Please can you tidy when I’m out so I can
come back to a nice clean house!’ said Sylvie’s mum. 27 If only we wouldn’t stay / weren’t staying / won’t stay in
a tent for our holiday!
13 My grandma is well-known her delicious cakes!
28 Dan is a really generous guy! If only there are / be / were
14 Chris decided to sort all her old toys and give
more people like him in the world.
away those she didn’t want.
29 It’s so dry and hot we really need some water. I wish it
15 After two weeks of being unable to play my drums, I just
rains / would rain / will rain.
want things to get back normal.
30 If only I didn’t eat / haven’t eaten / hadn’t eaten that
7 cheese last night. It always seems to give me a bad stomach!
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USE OF ENGLISH
Task 1
31 I can’t wait for Saturday, when I can go to the match!
WISH
I Saturday, so I could go to the match!
32 I didn’t need to take my duvet to my aunt’s house because she had one for me.
KNOWN
If had a duvet, I wouldn’t have taken mine to her house.
33 ‘You leave the house too late every morning!’ said Tom’s mum.
WISH
‘I leave the house so late every morning!’ said Tom’s mum
34 I like tennis, but I’m not keen on football.
PLAY
I’d tennis than football.
35 Sandy would be perfect for a career in acting, but she doesn’t have enough confidence.
CONFIDENT
If Sandy , she’d be perfect for a career in acting.
36 I’d love to buy that gold watch for my sister’s birthday, but it’s too expensive!
AFFORD
If to buy that gold watch for my sister’s birthday!
12
Task 2
Holiday in Scotland
My family and I had a very unusual summer holiday last year, (37) in a Scottish castle! My dad became very (38)
to the area after visiting a town not far from the castle for work. The castle itself was a really (39) , large old building,
and inside there were bedrooms and even some (40) .
To be honest, my room was rather small and (41) , and also the (42) didn’t close properly so it was very light in
the morning with the sun shining through. But at least the (43) was really comfortable to sleep on, and the view of
the sea from the window was amazing! My parents’ room was a lot more spacious, but their view of hills and a lake wasn’t
quite as nice as mine.
It was a great holiday and I will never (44) the absolutely enormous Scottish breakfasts, which filled me up for the
whole day!
37 A remaining B staying C keeping D sticking

38 A attracted B suited C held D pulled
39 A fun B impressive C alternative D similar
40 A apartments B caravans C blocks D cabinets
41 A massive B cramped C enormous D brilliant
42 A lampshades B rail C sheet D curtains 8
43 A mattress B duvet C rug D blanket
44 A lose B forget C improve D leave Total: 50
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DICTATION LISTENING
You are going to listen to a recording about houses. You are going to listen to five students talking about a time
Listen to the whole recording once. Then you will hear the they went abroad and used another language.
recording again with pauses for you to write down what you
hear. Make sure you spell the words correctly. Task 1

For questions 1–5, choose from the list (A–H) what each
speaker says about their experience of using the language.
A I found it hard to follow when people spoke quickly.

B It took me a while to get the confidence to speak.
C People were pleased when I tried to speak the language.
D I didn’t use the language as much as I wanted.

E I used another language with some success.
F I learned a lot from written signs.
G People didn’t understand my accent.
H My previous language learning wasn’t useful.

Speaker 1 1
Speaker 2 2
Speaker 3 3
Speaker 4 4

Speaker 5 5
10

Task 2
speaker felt about the accommodation.
A not spacious enough
B unusual
C futuristic

D impressive from the outside
E great fun to be in
10
F rather boring
G very tidy
H cosy
Speaker 1 6
Speaker 2 7
Speaker 3 8
Speaker 4 9
Speaker 5 10
10
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READING
Task 1
A What took him longer to become familiar with was the lifestyle.
B Apart from that, life went on as normal: job, computer, working out in the gym.
C He has also lost a lot of weight and feels fitter than ever before.
D Instead, he wanted a cheaper way, surrounded by trees and nature.
E The house is the very opposite of high-tech!
F It helped that Mark knew exactly what he was doing thanks to his professional qualifications.
G Some visitors, on the other hand, politely say the house is ‘very cosy’.
12
Task 2
17 What could Mark hear when he spent his first nights in the treehouse?
18 When and where did Mark go at one point when he couldn’t live in the treehouse?
19 What does Mark do with objects in his house to stop it getting untidy?
20 What does Mark not like very much about his new lifestyle?
Total: 50
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The man who lives in a treehouse

If you’ve ever dreamed of having a treehouse of your Mark describes his treehouse as his own personal
own, you’ll be interested to read about a young man palace, and says it beats living in a block of flats any
who is actually living in one … and built it himself! day. (14) Mark admits that they have a point. It is
Twenty-two-year-old Mark Tamperin came out of rather cramped and can easily become messy if he’s
university with a degree in engineering and design. not disciplined, but he likes that. Therefore he always
The cost of university had been very expensive, hangs up his clothes and never leaves them lying
so when he got his first job, he decided to build a around, putting things away as soon as he’s finished
simple wooden treehouse and see if he could live in with them.
it for a year.
Mark does have a few home comforts, like cushions,
Mark decided he didn’t want to live in a flat in the a rug, a bench. He also has a solar-powered charger
city and see most of the money he earned from which enables him to run a laptop, but that is
his job disappear on paying for that. (11) Mark basically the only twenty-first-century gadget he
aimed to live a simple life and, as far as possible, needs. (15) One thing he misses is water from
avoid spending lots of money on luxuries and a tap – he has to go to the farm most days to fetch
supermarket food. So he also grew a vegetable water in buckets. In the summer he washes in a
garden near his treehouse. nearby stream, at other times he uses a watering can
and bucket.
Mark built the treehouse on a farm, agreeing to do
some regular work for the farmer at weekends in Mark has noticed that living close to nature means
exchange for his free rent. The treehouse took three he is much more relaxed, in contrast with his work
weeks to build. (12) He drew up plans and made colleagues. When they visit his new home they
sure that nothing was wasted. It was a complex say they wish they’d had the same idea! Mark says
feat of engineering that Mark’s university teachers that his year has given him a wonderful feeling of
would have been proud of, especially as much of the self-confidence and happiness. (16) How much
material he used was second-hand. Mark needed to longer will he stay in his treehouse? ‘Well, I’ve settled
keep costs to a minimum and so got material from his down here and I intend to stick with my tree house
local recycling centre in the city. for at least another year,’ he says.
At first he was rather anxious about living there

with only a torch to provide light at night. But he
soon got used to all the sounds of the woodland and
farm animals at night. (13) He hadn’t realised
quite how hard it would be in the early stages of
his project – hunting and gathering food, cutting
firewood, looking after his vegetables. He admits that
he did spend two weeks at his parents’ house in the
depths of winter.
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DICTATION LISTENING
You are going to listen to a recording about houses. Listen to You are going to listen to five students talking about a time
the whole recording once. Then you will hear the recording they went abroad and used another language.
again with pauses for you to write down what you hear.
Make sure you spell the words correctly. Task 1

For questions 1–5, choose from the list (A–H) what each
speaker says about their experience of using the language.
A At first I was too shy to speak.

B My accent was too strange for people.
C It was difficult to understand when people spoke quickly.
D I got little chance to use the language

E Seeing written language helped me learn.
F My language studies didn’t prepare me.
G My efforts to speak made me popular.
H I spoke a different language and it worked!

Speaker 1 1
Speaker 2 2
Speaker 3 3
Speaker 4 4

Speaker 5 5
10

Task 2
speaker felt about the accommodation.
A a bit dull and uninteresting
B not typical
C cramped

D really tidy
E the best ever
10
F a great design from the outside
G futuristic
H nice and cosy
Speaker 1 6
Speaker 2 7
Speaker 3 8
Speaker 4 9
Speaker 5 10
10
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READING
Task 1
A This is because he prides himself on never allowing the house to get dirty in the first place.
B Especially as much of the material he used was second-hand and didn’t cost him anything at all.
C He aimed to live a simple life and, as far as possible, avoid spending lots of money on
luxuries and supermarket food.
D One thing he does miss, though, is water from a tap.
E Mark says that his year has given him a wonderful feeling of self-confidence and happiness.
F As a boy he’d always loved treehouses and his father had built him a very basic one in the garden
of the house where he grew up.
G He admits that he did spend three nights at his parents’ house when the whole experience tired
him out and he caught a cold.
12
Task 2
17 When he first started working, why did Mark not have much money?
18 In what way did Mark pay the farmer for using his land to build the treehouse?
19 Where did Mark go to get old and used things he needed to build the treehouse?
20 How do Mark’s work colleagues feel about his treehouse?
Total: 50
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The man who lives in a treehouse

If you’ve ever dreamed of having a treehouse of your It took Mark longer than he’d expected to get used
own, you’ll be interested to read about a young man to his new lifestyle. He hadn’t realised quite how
who is actually living in one … and built it himself! hard it would be in the early stages of his project –
hunting and gathering food, cutting firewood,
Twenty-two-year-old Mark Tamperin came out of looking after his vegetables. (14) He also had to
university with a degree in engineering and design. leave the treehouse for a fortnight in the winter when
The cost of university had been very expensive, temperatures dropped below freezing.
so when he got his first job, he decided to build a
simple wooden treehouse and see if he could live in Mark describes his treehouse as his own personal
it for a year. (11) So his decision seemed a natural palace, but admits that it is rather cramped and
and logical one. can easily become messy if he’s not disciplined.
Therefore he always hangs up his clothes and never
Mark decided he didn’t want to live in a rented flat leaves them lying around. This way he finds he
in the city and see most of the money he earned doesn’t needs periods of ‘tidying up’ – (when he
from his job go on paying for that. He wanted to be lived in a flat this was a Friday evening job).
surrounded by trees and nature. (12) So he also (15) Equally, he never really needs to deal with big
grew a vegetable garden near his treehouse, and tasks like sorting out and throwing out old things,
he promised himself to use recycled and natural because he has only what he absolutely needs.
materials wherever possible.
Mark has noticed that living close to nature means
Mark built the treehouse on a farm, agreeing to do he is much less stressed and more relaxed – by
some regular work for the farmer at weekends in comparison his work colleagues now strike him as
exchange for his free rent. The treehouse took three angry much of the time. When they visit his new
weeks to build. Any treehouse has to be built very home they say they wish they’d had the same idea!
carefully into the trees it sits on, so it was a complex (16) Also he has lost a lot of weight and feels fitter
feat of engineering that Mark’s university teachers than ever before. How much longer will he stay in his
would have been proud of! (13) Mark needed treehouse? ‘Well, I’ve settled down here and I intend
to keep costs to a minimum and so got lots of the to stick with my tree house for at least another year,’
material he needed free from builders’ yards and he says.
from his local recycling centre.
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with these words. Complete the sentences with the correct form of the verbs
in brackets in the passive.
area
average divided by
double estimate 16 ‘A tough decision (going to, make),’
fraction minus percentage said the billionaire.
1 ‘For the formula 15 – 7, you can say fifteen take away seven, 17 Was the number of insects (calculate)
fifteen subtract seven or fifteen seven,’ accurately?
said the teacher. 18 The match (play) at the moment.
2 ‘For the formula 24 / 6, you can say twenty-four over six, 19 John’s mobile (send) back to the
or six into twenty-four, or twenty-four six,’ manufacturer last week.
said the teacher.
20 The lights (will, turn) on when it gets dark.
3 What is the total of a triangle?
21 Junk emails (send) to me every day.
4 ‘A quarter, or ¼, is a , so is a half, which is ½,’
said the teacher. 22 Millions of dollars (lost) in the money
markets since last year.
5 ‘So let’s take a number, say, number three, and
it, then we get six,’ said the teacher. 23 The only bad thing about the party was that the pizza
(not divide) up fairly.
6 ‘The symbol is % and the word for this is ,’
said the teacher. 24 ‘Has the patient’s medication (increase) as
I requested?’ asked the doctor.
7 I spend an of three euros when I go to
the café. 9
8 There are too many little balls in the jar for us to count
them properly: we can only the number. Task 2
8 Put the words in the correct order to complete the sentences.
25 Monday / cut / his / hair / on / having
Task 2 Tom’s .
Choose the correct words to complete the sentences. 26 repaired / yesterday / mobile / phone / my / had
9 The calculation the teacher gave us was really tough / basic I .
and very few people could solve it. 27 had / the / campsite / from / our / stolen / tent
10 The instructions for how to put the model plane together We .
were very simple / confusing and I had to give up.
28 has / twice / repaired / had / this / car / her / year
11 Winning this match is going to be a struggle / tricky, but Sarah’s mum .
I think the team can do it.
29 had / tested / for / three / eyes / has / not / his / years
12 ‘I think your simple / basic idea for your project is a
Ali .
good one, but you need to think hard about the details,’
said the teacher. 30 her / hair / yet / your / sister / had / coloured
13 I agree this is a clear / tricky situation, but we must keep Has ?
very calm and positive.
6
14 Leanne makes things hard for herself because she’s always
so negative / tough about any situation.
15 In the end the puzzle was actually quite easy to
measure / solve.
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USE OF ENGLISH
Task 1
Security cameras
When security cameras are put in towns there is always (31) mixed reaction from the public. Some
people reckon that cameras improve their lives (32) of a greater feeling of personal safety. They argue
that cameras are only there (33) catch criminals, and therefore they support the idea that cameras
prevent crime, stopping it before it happens. Others struggle to see any benefit. They say that security cameras are not
particularly effective in preventing crime and create a ‘big brother’ atmosphere, where ordinary people feel they
(34) being watched and controlled. They think their privacy (35) being lost.
But experts have noticed something interesting. When security cameras (36) introduced five years ago
in a European city, forty-five percent (37) residents were against the cameras. But two years later, the
researchers (38) people answer the same question, and this time the figure fell to thirty-one percent.
‘Clearly an improvement has (39) seen in people’s opinion of the cameras over time,’ said the leader of
the research project. The crime rate in the city also fell in this period, but only very slightly. It seems people who are not
convinced about security cameras can change (40) minds about them.
10
Task 2
A week with no phone or internet

I’m writing about my experience of trying not to (41) any electronic devices for a week. For the first two days I just
kept thinking – this isn’t going to work, I can’t (42) without my phone and computer. I was beginning to (43) my
decision! The phone was the worst thing – mine is a smartphone, and it made me (44) just how long I spend texting
and on social media. I (45) it could be as much as two hours a day on (46) . I went to the library for the first time
in many years and came (47) a book all about one woman’s similar experiment: she was a writer and (48) to keep
her family off electronic devices for a whole year! This actually helped me get through my own experiment – compared to
hers mine was just a week – a (49) of cake! After that things became less (50) – a great improvement!
41 A find B use C happen D see

42 A succeed B put C manage D solve
43 A regret B wish C lose D subtract
44 A believe B listen C remember D realise
45 A related B measured C added D reckoned
46 A percentage B average C series D standard
47 A across B up C in D back
48 A calculated B employed C decided D improved
49 A bit B piece C slice D loaf
50 A basic B simple C tough D even
10
Total: 50
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VOCABULARY GRAMMAR
Task 2 Task 1
Complete the sentences with these words. Complete the sentences with the correct form of the verbs
in brackets in the passive.
angle average
double estimate 16 ‘OK, so now we’ve got a number, and, next, this number
multiplied by odd percentage plus (going to, divide) by four,’ said the teacher.
1 ‘For the sum 6 + 9, you can say six add nine, or six 17 In the final part of the 2007 research, the birds
nine,’ said the teacher. (test) for their mathematical ability.
2 ‘For the formula 6 X 7, this means six seven times, so you 18 An email (write) to all students right now.
can say six times seven, or you can say six 19 The security cameras at the airport
seven,’ said the teacher. (never, turn) off.
3 How can I work out this in the triangle? 20 Your projects (will, return) at some point
4 ‘Right, remember the number I gave you. Please could next week.
I have all the people with numbers standing 21 I (send) three junk emails yesterday.
on the left, and all the even numbers standing over there,’
said the teacher. 22 My essay (not mark) yet.
5 The score in the class test was 23 We (not teach) calculus so far in our
seventy-five percent. Maths course.
6 ‘Ok, so out of twenty-five in the class, fifteen agree and 24 ‘Could I just check which telescopes (use)
ten disagree. What of the class agree? in the experiment going on now in Room 8?’ said the
Head Teacher.
7 I would that this line is about
twenty-five centimetres. 9
8 My new bedroom is the size of my old one.
8
Task 2
Put the words in the correct order to complete the sentences.
Task 2 25 redecorated / bedroom / having / next / her / week
Sheila’s .
26 taken / her / palace / picture / outside / had / the
9 Sorry I’m in a bad mood, but I’ve had a really basic /
tough day Sue .
10 ‘Make sure you give very clear / tricky instructions to your 27 tested / my / eyes / tomorrow / getting / am
partner in the pairwork,’ said the teacher. I !
11 The traffic was terrible this morning. Getting to school was 28 three / shower / had / her / fixed / times / has
an absolute confusion / nightmare. Mrs Lynn .
12 ‘Look, it’s perfectly tricky / simple! Just take the second 29 did / taken / not / get / his / school / photograph / at
number away from the first!’
Finn .
13 ‘There are a few basic / confusing rules that everyone
30 her / hair / going / to / your / cousin / have / coloured
must learn from the start,’ said the instructor.
Is ?
14 It was a real struggle / survival getting Tom’s little
brother to understand the situation. 6
15 My maths is definitely measuring / improving, thanks to
my teacher.
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USE OF ENGLISH
Task 1
Security cameras
When crime rates go up in town centres, there is usually a big demand from the public to (31)
something done about it. However, when security cameras are put in towns, experience shows that a mixed reaction
will (32) shown by people. Some people reckon that cameras improve their lives because they
(33) them feel safer. They argue that cameras are only there to catch criminals, and therefore they
support the idea (34) cameras prevent crime, in other words they stop it (35) it happens.
Others struggle to see the benefits. They say that security cameras are not particularly effective in preventing crime and
create a ‘big brother’ atmosphere, where ordinary people feel they (36) being watched and controlled.
They think they are losing their privacy.
But experts have noticed something interesting. When security cameras were introduced five years ago in a
European city, forty-five percent of residents were against the cameras. But two years later, the researchers asked
(37) same question, and (38) time the figure had fallen to thirty-one percent. ‘Clearly there
(39) been an improvement in people’s opinion (40) the cameras over time,’ said the leader
of the research project.
10
Task 2
I’m writing about my (41) of trying not to use any electronic devices for a week. For the first two days I just kept
thinking – help, I’m really (42) without my phone and computer! I was beginning to regret my (43) ! Not using
my smartphone made me realise just how much (44) I spend texting and on social media. I (45) it could be two
hours a day, and possibly (46) that at weekends! I went to the library and (47) across a book all about a woman
who wanted to keep her family off electronic devices for a whole year! This actually (48) me get through my own
experiment – compared to hers mine was absolutely nothing! But it was still (49) to me that I needed to change my
behaviour slightly, so I set myself a target of (50) my time on my smartphone by a quarter during the week and by
half at weekends.
41 A experience B survival C employment D exercise

42 A managing B struggling C solving D putting
43 A purpose B calculation C result D decision
44 A moment B period C room D time
45 A related B estimated C measured D added
46 A average B percentage C double D positive
47 A came B made C went D got
48 A supported B turned C took D helped
49 A basic B clear C simple D even
50 A losing B forgetting C reducing D dividing
10
Total: 50
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DICTATION 3 You hear a girl talking about a class survey on sports.

She says that tennis was
You are going to listen to a recording about the importance A the boys’ second best sport to play.
of maths. Listen to the whole recording once. Then you will B the girls’ favourite sport to watch.
hear the recording again with pauses for you to write down C the favourite sport overall.
what you hear. Make sure you spell the words correctly.
4 You hear two students talking about climbing a mountain.
What is said about the trip?
A Going up was harder than coming down.
B The path was difficult to follow.

C The heat was a problem.
5 You hear two students talking about their class visit to
a space museum.

They agree that
A the space machine was too popular.
B the ‘Journey through Space’ was effective.

C more students wanted to try on the spacesuit.
6 You hear a boy talking about a presentation he had to give.
Just after finishing it, how did he feel?
A confident that it had been a big success

B aware that one thing had spoiled it
C happy that it was all over
7 You hear a boy talking about selling his old skateboard.

How much did he sell it for?
A ten euros
B twenty euros
C fifty euros

8 You hear two students talking about a Maths website.
What do they disagree on about the site?
A whether it is useful or not
10 B whether the speaker goes too fast
C whether it was designed for younger people
9 You hear a girl and a boy talking about a singing competition.
LISTENING What is the girl doing?
A encouraging him to take part
You are going to listen to people talking in ten different
B advising him to practise
situations. For questions 1–10, choose the answer (A, B or C)
which fits best according to what you hear. C telling him to be more realistic
1 You hear a girl talking about losing her handbag. 10 You hear a girl and boy discussing security cameras.
Where did she leave it? What is the girl’s attitude?
A in a café A happy to be persuaded she’s wrong
B at the train station B disappointed by the boy’s argument
C in a clothes shop C annoyed by some people’s point of view
2 You hear a boy telling a girl about a Maths day at their school. 10
Which part was the least successful, in his opinion?
A the experiments that were carried out
B the groupwork that was done
C the video that was shown
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READING
Task 1
11 When talking about maths in life, Bertillon suggests that
A adults and children use maths a little differently. C shopping is a good way for children to practise their maths.
B maths doesn’t always have to involve numbers. D mathematical solutions seem easy when you understand
them.
12 What does Bertillon say about our modern-day obsession with numbers?
A It is shared by people from all over the world. C It is not related to mathematical ability.
B It is not something we should be proud of. D It is quite a recent development.
13 In the fifth paragraph, the references to laptops and schools are both examples of
A the importance we put on size. C people using numbers in a way that isn’t useful.
B things we are obsessed with in society. D mathematics failing to solve human problems.
14 What point does Bertillon make in the sixth paragraph?
A Internet tools are only useful for certain tasks. C Experts learn to work with numbers.
B Many people get confused by numbers. D Quantity doesn’t mean quality.
15 In the seventh paragraph, Bertillon says that in Maths classes, some teachers
A give students the wrong message. C struggle to explain things in an easy way.
B encourage students to experiment. D relate their lessons to real-life situations.
10
Task 2
16 What does Bertillon say is a much-used example of people using maths in daily life?
17 Which parts of the body did early humans first try to count?
18 What does Bertillon say about strict maths teachers?
19 What did Bertillon like about understanding maths when he was at school?
20 What is the writer intending to do with her article?
Total: 50
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Maths and numbers in life

Journalist Juliana Hurst meets Professor Pierre Bertillon
1 Professor Pierre Bertillon is the presenter of a new we sometimes give students a number to represent
programme on maths in society, and I’m meeting him how good they are at a subject … the same thing
today at his base in the University of Paris. Bertillon is goes on in workplaces, but reducing everyone and
as fantastically enthusiastic to talk maths to me as he everything to a number is not helpful behaviour.’
appears on screen. 6 ‘But,’ I put to the Professor, ‘surely when you’re doing
2 ‘Maths is all around us,’ he tells me. We don’t think some research for a school project, say, you want to
about it, but all of us are using maths most of the get the best information available, so numbers help
time, in fact – when we work out prices if we’re you … when you use a search engine it comes up
shopping, for example. That’s an obvious thing … with the most popular websites first.’ He shakes his
a very standard example. But what we maybe don’t head. ‘Ah, but just because a website has the most
think of is the maths involved when, say, we’re just hits, it doesn’t mean it’s the best … in fact, it may
thinking and trying to solve a problem in our life… not be accurate or reliable at all. So you have to use
and that includes young children … we’re analysing your judgment to work out who the real experts are –
and calculating and trying to think logically … it’s all it’s becoming a vital skill in life these days.’
a form of maths in a wide sense of the word.’ 7 I tell him about my own experience of Maths at
3 ‘As we talk here together, OK, you’re not doing school, and my own nervousness with the subject.
mathematical sums directly, but you’re aware of your He agrees with me that some people can be turned
age and how much money you have, so you see the away from Maths for life because of things going
society you and I live in is obsessed with numbers. wrong for them at school – and regards this as a great
But this isn’t true of all cultures. There are hunter- pity. ‘Yes, Maths more than any subject must be
gatherers in Amazonia who only use terms similar taught in a sympathetic way, because it’s easy to just
to ‘a few’ and ‘some’. And historically speaking, it’s get into a situation where you accept that “Oh, Maths
people like you and me who are the unusual ones. isn’t for me … I just don’t get it.” And maybe the
For most of our species’ 200,000-year lifespan, there teacher kind of agrees, and you get the idea that you
was no way of accurately representing quantities.’ haven’t got a mathematical brain, and then you’re
4 Bertillon continues: ‘In most cultures, numbers missing so much!’

themselves have been present historically. To put 8 So what about the personality of the teacher, then?
it very basically, our distant ancestors noticed that Can this really shape a person’s view of maths and
they had the same number of fingers on each hand, numbers later in life? Bertillon tells me he doesn’t
and that they had more fingers than hands, so they think that a strict teacher is necessarily a bad thing,
developed a way of counting these and similar things. but he does agree with me that teachers are more
Scientists agree that this was a result of us of walking important in Maths than with other subjects. He
upright on two legs … if we’d been on all fours we continues: ‘When I was in school, I realised that if
wouldn’t have noticed!’ you understood the basic method in Mathematics,
then you didn’t have to remember facts like in other
5 So are we right to be so greatly concerned about
subjects such as History or Biology. In those subjects,
numbers? ‘Well, what happens is that we want to put
you had to learn a huge number of names and dates,
numbers to everything, whether or not that actually
matters. So, for example, if we’re buying a new laptop but not with Maths.’
we think too much about how many gigabytes it has, 9 So now my article is finished. As a journalist, I will
and we might buy such and such a product because of course put it online in the form of a blog. Then I
it has more of these than another, even though we will keep track of how many people have liked and
don’t really need so many. The trouble comes when commented on it, and if only a few have done so,
we rely on numbers to tell us everything. In schools, I will be upset. The bigger the number the better!
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DICTATION 3 You hear a girl talking about a class survey on sports.

She says that basketball was
You are going to listen to a recording about the importance A the favourite sport overall.
of maths. Listen to the whole recording once. Then you will B the boys’ favourite sport to watch.
hear the recording again with pauses for you to write down C the second favourite sport to take part in.
what you hear. Make sure you spell the words correctly.
4 You hear two students talking about climbing a mountain.
They agree that
A going up was harder than coming down.
B the surface was hard to walk on.

C the heat was a problem.
5 You hear two students talking about their class visit to
a space museum.

What does the girl say about it?
A The space machine was too popular.
B The ‘Journey through Space’ worried her.

C More students wanted to try on the spacesuit.
6 You hear a boy talking about a presentation he had to give.
After starting to speak, how did he feel?
A worried he would make a mistake

B confident that it was going well
C unsure how people would react
7 You hear a boy talking about selling his old skateboard.

What does he say about the price he got for it?
A He was pleasantly surprised by this.
B He’d hoped it might sell for a little more.
C He thinks somebody got a really good bargain.

8 You hear two students talking about a Maths website.
What do they agree on about the site?
A It is better for some things than others.
10 B The speaker goes too quickly some of the time.
C It’s easy to follow once you get used to the method.
9 You hear a girl and a boy talking about a singing competition.
LISTENING What is the girl doing?
A telling him to be more realistic
You are going to listen to people talking in ten different
B advising him to practise
situations. For questions 1–10, choose the answer (A, B or C)
which fits best according to what you hear. C suggesting a solution for him
1 You hear a girl talking about losing her handbag. 10 You hear a girl and boy discussing security cameras.
Who found it? What is the girl’s attitude?
A a member of the public A She’s disappointment at the boy’s argument.
B the girl herself B She’s frustrated at what some people think.
C one of the shop staff C She’s unwilling to accept the situation.
2 You hear a boy telling a girl about a Maths day at their school. 10
Which part was the most successful, in his opinion?
A the experiments that were carried out
B the groupwork that was done
C the video that was shown
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READING
Task 1
11 When talking about maths in life, Bertillon says that
A shopping is a good way for children to practise their maths. C we don’t always realise that we are using maths.
B maths means very different things to different people. D maths always involves numbers in some way.
12 What does Bertillon say about the hunter-gatherers in Amazonia?
A They are the ones who use typical ideas of quantity. C They have their own kind of mathematical ability.
B They are proud of their tradition regarding numbers. D They have many things in common with people in the
developed world.
13 In the fifth paragraph, the writer says that the way we use numbers
A is good for businesses, but not for schools. C is leading us to make bad decisions in life.
B is not correct according to mathematics. D is no longer as useful as it once was.
14 What point does Bertillon make about the internet in the sixth paragraph?
A There are a few tasks that it’s not suitable for. C It gives experts too much power.
B The way its search engines work is a problem. D It makes it too easy to use other students’ work.
15 In the seventh paragraph, Bertillon says that in Maths classes, some teachers
A forget their own experiences of the subject as children. C find it difficult to explain things clearly.
B relate their lessons to real-life situations. D say unhelpful things to students.
10
Task 2
16 What personal details about herself does Bertillon say the writer is aware of?
17 What two ideas do people with no numbers have words for?
18 According to Bertillon, why did early humans notice their hands and fingers?
19 What school subjects does Bertillon say are different from Maths in the amount of stuff that has to be remembered?
20 How will the writer react if only a few people comment on her article?
10
Total: 50
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Maths and numbers in life

Journalist Juliana Hurst meets Professor Pierre Bertillon
1 Professor Pierre Bertillon is the presenter of a new how good they are at a subject … the same thing
programme on maths in society, and I’m meeting him goes on in workplaces, but reducing everyone and
today at his base in the University of Paris. Bertillon is everything to a number is not helpful behaviour.’
as fantastically enthusiastic to talk maths to me as he
6 But , I put to the Professor, surely when you’re doing
appears on screen.
some research for a school project, say, you want to
2 ‘Maths is all around us,’ he tells me. We don’t think get the best information available, so numbers help
about it, but all of us are using maths most of the you … when you use a search engine it comes up
time, in fact – when we work out prices if we’re with the most popular websites first. He shakes his
shopping, for example. That’s an obvious thing … head. ‘Ah, but just because a website has the most
a very standard example. But what we maybe don’t hits, it doesn’t mean it’s the best … in fact, it may
think of is the maths involved when, say, we’re just not be accurate or reliable at all. So you have to use
thinking and trying to solve a problem in our life … your judgment to work out who the real experts are –
and that includes young children … we’re analysing
it’s becoming a vital skill in life these days.’
and calculating and trying to think logically … it’s all
7 I tell him about my own experience of Maths at
a form of maths in a wide sense of the word.’
school, and my own nervousness with the subject.
3 ‘As we talk here together, OK, you’re not doing
He agrees with me that some people can be turned
mathematical sums directly, but you’re aware of your
away from maths for life because of things going
age and how much money you have, so you see the
wrong for them at school – and regards this as a great
society you and I live in is obsessed with numbers.
pity. ‘Yes, Maths more than any subject must be
But this isn’t true of all cultures. There are hunter-
taught in a sympathetic way, because it’s easy to just
gatherers in Amazonia, who only use terms similar
get into a situation where you accept that “Oh, Maths
to “a few” and “some.” And historically speaking,
isn’t for me … I just don’t get it.” And maybe the
it’s people like you and me who are the unusual ones.
teacher kind of agrees, and you get the idea that you
For most of our species’ 200,000-year lifespan, there
haven’t got a mathematical brain, and then you’re
was no way of accurately representing quantities.’
missing so much!’
4 Bertillon continues: ‘In most cultures numbers
8 So what about the personality of the teacher, then?
themselves have been present historically. To put
Can this really shape a person’s view of maths and
it very basically, our distant ancestors noticed that
numbers later in life? Bertillon tells me he doesn’t
they had the same number of fingers on each hand,
think that a strict teacher is necessarily a bad thing,
and that they had more fingers than hands, so they
but he does agree with me that teachers are more
developed a way of counting these and similar things.
important in Maths than with other subjects. He
Scientists agree that this was a result of us of walking
continues: ‘When I was in school, I realised that if you
upright on two legs … if we’d been on all fours we
understood the underlying method in Mathematics,
wouldn’t have noticed!’
then you didn’t have to remember facts like in other
5 So are we right to be so greatly concerned about subjects such as History or Biology. In those subjects,
numbers? ‘Well what happens is that we want to put
you had to learn a huge number of names and dates,
numbers to everything, whether or not that actually
but not with Maths.’
matters. So, for example, if we’re buying a new laptop
we think too much about how many gigabytes it has, 9 So now my article is finished. As a journalist, I will
and we might buy such and such a product because of course put it online in the form of a blog. Then
it has more of these than another, even though we I will keep track of how many people have liked and
don’t really need so many. The trouble comes when commented on it, and if only a few have done so,
we rely on numbers to tell us everything. In schools I will be upset. The bigger the number the better!
we sometimes give students a number to represent
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with a collocation. Use a word from Complete the second sentence with reported speech.
A and a word from B. Use one or two words.
A 16 ‘You have to redo one of the songs,’ said my teacher.
My teacher told me that to redo one of
artistic box cartoon fantasy general learning spend
the songs.
B 17 ‘I’m organising a display of street art,’ explained Hannah.
Hannah explained that organising a display
characters experience office public skill time world
of street art.
1 I just want to with my family this weekend. 18 ‘You’ve won the competition!’ said Chrissy.
2 Bob Plessy created the famous , When Chrissy told me that won the
Axe and Legend. competition, I was over the moon!
3 My weekend at the jewellery workshop was a really useful 19 ‘I can’t hear the lyrics,’ said Katie.
for me. Katie complained that hear the lyrics.
4 Sue Shaker’s art is very unusual and so has little appeal to 20 ‘You may not like the first scene,’ said Mrs Lewin.
the .
Mrs Lewin warned us that not like the
5 I couldn’t believe how many people were already waiting first scene.
for tickets at the by the time we got there.
21 ‘Don’t sit right at the back of the theatre,’ Barry said to
6 My time at the painting exhibition was a good chance for Mrs Lynn.
me to show off my !
Barry advised Mrs Lynn sit right at the back
7 In his graphic novels, Plessy shows an amazing of the theatre.
where animals can talk.
6
7
Task 2
Task 2
Complete the sentences with the correct words.
22 Ann’s mum reminded her to do / that she did her ballet
Use the first letter to help you.
practice.
8 In the middle of the play there is an i _ _ _ _ _ _ _ when you
can go and get a drink. 23 The talent-spotter asked Maria’s mum if Maria comes /
could come to a trial at the football club.
9 I had to q _ _ _ _ for a long time to buy my ticket.
24 Will asked Tom what he will do / he was doing on Saturday.
10 My big sister has won a s _ _ _ _ _ _ _ _ _ _ to study at a
university in the USA. 25 The interviewer asked Margie what she had done / did in
her free time.
11 My seat was in a r _ _ right at the back of the theatre,
so I couldn’t really see what was going on. 26 Mary persuaded if her brother would take /
her brother to take her to the film.
12 The new version of the film is an improvement on the
o _ _ _ _ _ _ _ in some ways. 27 The director told us not to make / to don’t make any noise
as there was a rehearsal going on.
13 In the film, the r _ _ _ of Finnegan is played brilliantly by
Thomas Decker. 28 My friend asked me how I had been going / was going to
get to the festival.
14 Three of the actors had to miss today’s p _ _ _ _ _ _ _ _ _ _
of the play because they were ill with flu. 29 The director informed us that we would not / to don’t be
paid for the extra work we did.
15 The final rehearsal of the play went well, but everyone still
seemed really n _ _ _ _ _ _ about the opening night! 30 My dad warned us that the tickets would be / are being
very expensive.
8
9
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USE OF ENGLISH
Task 1
31 ‘I think I’ve made a horrible mistake!’ said Mark.
REALISED
Mark made a horrible mistake.
32 ‘Alan, don’t forget to book the tickets online,’ said Marta.
REMINDED
Marta go online and book the tickets.
33 ‘Where are you having your singing audition?’ Mike asked Sylvie.
WAS
Mike asked Sylvie where her singing audition.
34 Victor said to Elise: ‘I’ve never done anything like this before!’
TOLD
Victor never done anything like this before!
35 ‘Have you seen who’s directing the new school musical?’ Jenny asked Tom.
IF
Jenny asked Tom was directing the new school musical.
36 The director said to Mary that she’d be perfect for the role of Queen Alexandra, and she agreed to do it.
PERSUADED
The director the role of Queen Alexandra.
12
Task 2
Visit to an art exhibition

Recently my family persuaded me to go to an exhibition of artworks by (37) artists. My sister Jeanie is quite talented,
but I don’t really have a clue about art. My previous (38) of going round art galleries was of looking at endless
pictures of landscapes and flowers, so I was expecting something similar. On the contrary, I started to quite enjoy myself
looking at the modern artworks, and being told what it all meant by my sister. I (39) a long time looking at one picture
of a flower growing in a broken vase which represented an improving relationship.
As I got more into it, I (40) that the various pictures (41) the theme of the exhibition very well, which was ‘people
together’. A local artist was actually present, and was doing a little teaching workshop for anyone who (42) to learn.
She asked if asked if anyone would like to come and (43) , saying she needed one more person to help her. After a little
thought, my sister (44) her nerves and volunteered. Jeanie said she learnt a lot and couldn’t wait to get home to try
out some of the techniques.
37 A present B nowadays C contemporary D latest

38 A experience B information C commitment D belief
39 A involved B appeared C created D spent
40 A told B realised C insisted D warned
41 A took B made C pretended D suited
42 A included B wanted C knew D mentioned 8
43 A join in B start out C think up D build up
44 A admitted B persuaded C overcame D pretended Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with a collocation. Use a word from Complete the second sentence with reported speech. Use
A and a word from B. one or two words.
A 16 ‘… and also we’re having a party – Kate’s very welcome to
come!’ I said.
artistic box general opening perfect pop sold I added that we a party and Kate was very
welcome to come.
B
17 ‘You have to do your piano practice before you can go out,’
said Martin’s mum.
culture night office opportunity out public skill
Martin’s mum said that to do his piano
practice before he could go out.
1 The university science day is open to the
as well as to students. 18 ‘You’ve damaged the scenery!’ I said to my sister.
2 Tickets for the show are available at the When I told my sister that she .
from Monday. damaged the scenery, she was really embarrassed.
3 We were very disappointed as, when we heard about the 19 ‘No, please, I want to pay for the meal!’ said Neal.
play, the tickets were already . Neal insisted that to pay for the meal.
4 We are going to the of the play ‘Romeo and 20 ‘Mum, the seats near the stage aren’t very comfortable,’
Juliet’ this weekend. said Greg.
5 My uncle thinks that real music is Beethoven and Mozart Greg advised his mum that the seats near the stage
and that is just for teenagers! very comfortable.
6 My weekend as a film extra was a for me to 21 ‘Don’t make too much noise practising for the gig,’ said
get to know some famous actors! Mr Cooper.
7 Sue’s painting ‘Summer Garden’ shows incredible Mr Cooper warned us make too much noise
. practising for the gig.
7 6
Task 2 Task 2
Complete the sentences with the correct words. Choose the correct words to complete the sentences.
Use the first letter to help you.
22 Tom’s Dad asked if he did / if he had done his
8 A b _ _ _ _ of people turned up for the conference. drums practice.
9 I was very n _ _ _ _ _ _ when I got up on stage for the 23 Lily’s music teacher persuaded her to join /
first time. if she would join her local choir.
10 My mum and I sat in the front r _ _ of the theatre, so we 24 The talent-spotter asked Maria to come / that Maria comes
could see very well. to a trial at the football club.
11 We went to the Monday night p _ _ _ _ _ _ _ _ _ _ of 25 The interviewer asked Margie what animation experience
the show. she is having / she had.
12 I was surprised by how small the a _ _ _ _ _ _ _ was as 26 The director asked all the film extras will arrive / to arrive
I thought the play would be really popular. by eight o’clock.
13 Rocky says that his g _ _ _ _ _ _ _ is a creative form of 27 Kevin’s little sister begged that he took / him to take her
street art. to the film.
14 The huge park at Donsbury was a wonderful v _ _ _ _ 28 The director ordered us to pick up / us picking up all the
for the music festival. things left by the actors.
15 At the painting class they were all using a t _ _ _ _ _ _ _ _ 29 John asked the teacher whether the rehearsal was being /
I’d never seen before. would be in the same place as before.
8 30 Jean asked me if hoped / if I was hoping to go to the
comic convention.
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USE OF ENGLISH
Task 1
31 ‘You might find the ending of the film rather scary,’ Kamla’s friends told her.
WARNED
Kamla’s friends find the ending of the film rather scary.
32 ‘I’m sure it’ll be a long and tiring day,’ I said.
KNEW
I be a long and tiring day.
33 ‘Please don’t make any noise when the red light goes on,’ said the recording studio manager to the students.
TOLD
The recording studio manager make any noise when
the red light went on.
34 ‘Don’t speak too fast,’ said the director to Angie.
ADVISED
The director too fast.
35 ‘Did it take you long to write the song?’ the interviewer asked Renata.
WHETHER
The interviewer asked Renata a long time to write the song.
36 ‘I haven’t been fairly treated,’ said Mrs Davies.
THAT
Mrs Davies complained been fairly treated.
12
Task 2
Visit to an art exhibition

Recently my family persuaded me to go to an exhibition of artworks by contemporary artists. My sister Jeanie is quite
talented, but I don’t really have a (37) about art. My previous experience of going round art galleries was of looking at
endless pictures of landscapes and flowers, so I was expecting something similar. On the (38) , I started to quite enjoy
myself looking at the modern artworks, and being told what it all meant by my sister. I spent a long time looking at one
picture of a flower growing in a broken vase which (39) an improving relationship. As I got more into it, I started to
admire the skilful techniques on show, and I learned a lot. In fact, I couldn’t wait to get home and (40) some of them.
Jeanie and I bought a little souvenir each: she got a street art picture and I got a computer-animated design – but when
we got home we realised that we preferred each other’s picture and so we (41) ! We had been (42) to write what
we thought about the day, so we posted (43) afterwards on the exhibition’s website. We said some very (44)
things in our feedback.
37 A trial B sense C clue D cooperation

38 A opposite B other C side D contrary
39 A represented B understood C led D stood
40 A join in B try out C build up D start out
41 A took B pretended C suited D swapped
42 A included B invited C mentioned D wanted 8
43 A comments B sayings C instructions D imaginations
44 A common B mainstream C positive D classical Total: 50
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DICTATION 3 What does Laura say about her singing?

A She was successful in a competition.
You are going to listen to a recording about the opening B She hopes to perform in an outdoor festival.
night of a play. Listen to the whole recording once. C She listens to a lot of music in order to improve.
Then you will hear the recording again with pauses for 4 What do we learn about Laura’s acting ability?
you to write down what you hear. Make sure you spell the
A She finds it hard to play several different roles.
words correctly.
B She has improved over time.

C She recognises what she’s capable of.
5 What does Laura say about her dancing?
A She realises she needs to practise more.

B She’s unlikely to choose it on the course.
C She wishes she’d done more when she was younger.
6 How did Laura contact the film company she worked for?
A at her school

B by phone
C on the internet
7 When working as a film extra, Laura

A knew in advance what roles she was playing.
B had to start work later than the adults.
C saw some famous actors.
8 Laura can be seen in the film

A playing a member of a crowd.
B helping out with a race.
C looking after a horse.

Task 2
best according to what you heard in Task 1.
9 From the whole interview, we can see Laura as
A a very busy person with lots of different interests.
10
B someone who’s excellent at whatever she tries.
C a lucky girl who knows the right people.
LISTENING 10 From the whole interview, Laura seems to be

A very unsure about what she wants to do for a career.
You are going to listen to an interview with a girl called B very honest about her own strong and weak points.
Laura about her experiences as a young performer. C very aware of what people think about her.
Task 1 20

1 Laura says that as a child she
A loved it when her parents joined in her games.
B understood little about what college was.
C had a strong idea of what she wanted to be.
2 What does Laura say about her piano playing?
A It is becoming less important to her.
B It is not currently at a high level.
C It is something she has lost her commitment for.
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READING
Task 1
You are going to read an article about what four people say about different creative arts events they have attended.
11 mentions the different special interest of their mother?
12 had a family member who was at the event in a professional role?
13 suggests that too many people wanted to look at one exhibition?
14 mentions a difficulty that was easily solved?
15 says their reason for going was to help them personally?
16 mentions the pleasant feeling among fans of the event?
17 only went to one part of a much larger event?
18 mentions some souvenirs of the family’s visit?
19 mentions wanting to go to the event venue in the future?
20 spent time listening to people talking about their hobby?
10
Task 2
21 Why did Rajesh’s brother get actors to sign the T-shirt he’d bought?
22 What future developments does Rajesh say people were talking about?
23 Of all the photographs on display, which one did Alice like best?
24 What surprised Samara about the course for dancers?
25 In what ways had Will been involved in previous festivals?
10
Total: 50
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Creative arts events

A Rajesh C Samara
I went to a comic convention with my mother and My older sister is an excellent singer and dancer and
brother, who are mad keen fans of Superman and also wants to go to a college of performing arts. She was
of movies like Star Wars. My own interest was more invited to an open day, and my mum and dad and
to see and experience the atmosphere at one of these I went along as well. She did have an interview at
conventions, which everyone who attends them says one point, which obviously the rest of us couldn’t
is just the greatest thing. I spent several tiring days attend, but apart from that we were able to take part
walking slowly round the crowded venue, and what in everything and have a really good look round
I really found annoying was the amount of time I the college. My impression was that she would be
had to spend queuing … for example, to see a display really happy there; in fact I would quite like to be a
of bits of real scenery from movies. I did recognise student there myself one day! We went to lectures
some famous actors from science fiction movies, about the different courses you can do, and I hadn’t
and managed to get some autographs. My brother realised just what a big range of these there are,
bought a Star Wars T-shirt and eventually found four and also how flexible they are. We watched various
different actors from the movie to sign it. I realised displays and performances by the students, and one
that this would make it a collector’s item in years thing that really opened all our eyes to the reality of
to come, and it would therefore be quite valuable! training for performing arts was the amount of hard,
The conversation topics were all about things like the physical exercise the dance students had to do in
latest news on which comic books might be turned their first lesson of the day.
into movies.
D Will
B Alice Every summer there’s a two-week arts festival in
My parents had bought me a really nice camera for my town. Because my mum and dad both work in
my birthday, and took me to a nature photography the arts, we’ve always got involved in it in various
event so that I could learn how to operate it well. ways. One year my dad did a jewellery workshop
I really enjoyed looking at all the photographs on there. I’ve also been a volunteer doing little jobs
display, and in most cases the amateur photographers such as handing out paper maps of the venue and
who’d taken them were standing by, ready to explain showing cars where to park. This year I went to just
to anybody what special techniques or equipment one of the days, and that was to see my older sister
they’d used to achieve the effect in the photographs. perform in the music festival. She was brilliant and
The commitment of these guys is just incredible, did some folk music songs, accompanying herself
considering they’re unpaid. The action photos of on the guitar. There was just one problem, when her
animals were amazing, and my personal favourite microphone stopped working, but the technicians
was one of a young horse jumping into the air just soon put it right. Also the announcer got her name
for the joy of it! The thing I probably learnt most slightly wrong, which didn’t please my dad! She was
about, though, was how to take pictures of birds pleased with how it went, and quite a few people were
taking off and landing. This was a big learning dancing in front of the stage where she was singing,
experience for me. My mum is more into photos of so they obviously enjoyed her songs.
plants and flowers, but Dad and I share the same
interest in the animal side of wildlife. There were also
some more formal talks by a couple of professional
photographers. I tried one of these, but it was all a bit
too technical for me, rather above my level.
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DICTATION 3 What does Laura say about her singing?

A She listens to her own voice in order to improve.
You are going to listen to a recording about the opening B She regularly performs with a singing group.
night of a play. Listen to the whole recording once. C She has done a public performance.
Then you will hear the recording again with pauses for 4 What do we learn about Laura’s acting?
you to write down what you hear. Make sure you spell the
A She prefers roles where she can also sing.
words correctly.
B She is more confident now than she used to be.

C She has been unhappy with some of the roles
she’s performed.
5 What does Laura suggest about her dancing style?

A It reflects her body shape.
B It doesn’t have enough variety.
C It needs a lot of training for the course.

6 When someone from the film company came to Laura’s
school, Laura
A was unwell.

B was on holiday.
C was busy studying on the internet.
7 What surprised Laura when she worked as a film extra?
A having different working hours from the adults

B the lack of instructions in advance
C the attitude of the famous actors
8 Laura’s appearance in the film

A took place near the beginning.
B almost didn’t happen.
C was very short.
Task 2
best according to what you heard in Task 1.
10 9 From the whole interview, we can see Laura as someone who
A has lots of useful contacts.
B likes trying different things.
LISTENING C is excellent at everything she tries.
10 From the whole interview, Laura seems to be
You are going to listen to an interview with a girl called
A very anxious about what others think about her.
Laura about her experiences as a young performer.
B very uncertain about the future.
Task 1 C very aware of what she’s capable of.
For questions 1–8, choose the answer (A, B or C) which fits 20

1 Laura sees her time at the college as
A an amazing dream come true.
B an opportunity to make progress.
C a way of thanking her parents.
2 What does Laura say about her piano playing?
A It is better than her ability on another instrument.
B It is something she will have to improve.
C It has not changed much since she was very young.
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M01 Gold Exp B1+ 94745.indd 104 01/11/2018 14:07
B1+ Name:
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READING
Task 1
You are going to read an article about what four people say about different creative arts events they have attended.
For questions 11–17, choose from the people A–D. The people may be chosen more than once.
11 mentions finding one part of the event hard to follow?
12 says that something annoyed one of their parents?
13 didn’t enjoy having to wait for a long time to see certain things?
14 says they were not allowed to go to one bit of the event?
15 went to the event in order to use something for themselves?
16 felt differently about the event to its fans?
17 admired the attitude of certain people who spoke at the event?
18 was surprised by what was required of young people there?
19 admires the work done by a family member at the event?
20 says what they have in common with their father?
10
Task 2
21 Why would the T-shirt Rajesh’s brother bought be valuable?
22 What did Alice find difficult to understand?
23 What surprised Samara about the different courses at the college?
24 Why did Will’s family have a history of getting involved in the festival?
25 What evidence is there that Will’s sister gave a good performance?
10
Total: 50
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Creative arts events

A Rajesh C Samara
I went to a comic convention with my mother and My older sister is an excellent singer and dancer and
brother, who are mad keen fans of Superman and also wants to go to a college of performing arts. She was
of movies like Star Wars. My own interest was more invited to an open day, and my mum and dad and
to see and experience the atmosphere at one of these I went along as well. She did have an interview at
conventions, which everyone who attends them says one point, which obviously the rest of us couldn’t
is just the greatest thing. I spent several tiring days attend, but apart from that we were able to take part
walking slowly round the crowded venue, and what in everything and have a really good look round
I really found annoying was the amount of time I the college. My impression was that she would be
had to spend queuing … for example to see a display really happy there; in fact I would quite like to be a
of bits of real scenery from movies. I did recognise student there myself one day! We went to lectures
some famous actors from science fiction movies, about the different courses you can do, and I hadn’t
and managed to get some autographs. My brother realised just what a big range of these there are,
bought a Star Wars T-shirt and eventually found four and also how flexible they are. We watched various
different actors from the movie to sign it. I realised displays and performances by the students, and one
that this would make it a collector’s item in years to thing that really opened all our eyes to the reality of
come, and it would therefore be quite valuable! The training for performing arts was the amount of hard,
conversation topics were all about things like the physical exercise the dance students had to do in
latest news on which comic books might be turned their first lesson of the day.
into movies.
D Will
B Alice Every summer there’s a two-week arts festival in
My parents had bought me a really nice camera for my town. Because my mum and dad both work in
my birthday, and took me to a nature photography the arts, we’ve always got involved in it in various
event so that I could learn how to operate it well. ways. One year my dad did a jewellery workshop
I really enjoyed looking at all the photographs on there. I’ve also been a volunteer doing little jobs
display, and in most cases the amateur photographers such as handing out paper maps of the venue and
who’d taken them were standing by ready to explain showing cars where to park. This year I went to just
to anybody what special techniques or equipment one of the days, and that was to see my older sister
they’d used to achieve the effect in the photographs. perform in the music festival. She was brilliant and
The commitment of these guys is just incredible, did some folk music songs, accompanying herself
considering they’re unpaid. The action photos of on the guitar. There was just one problem, when her
animals were amazing, and my personal favourite microphone stopped working, but the technicians
was one of a young horse jumping into the air just soon put it right. Also the announcer got her name
for the joy of it! The thing I probably learnt most slightly wrong, which didn’t please my dad! She was
about, though, was how to take pictures of birds pleased with how it went, and quite a few people were
taking off and landing. This was a big learning dancing in front of the stage where she was singing,
experience for me. My mum is more into photos of so they obviously enjoyed her songs.
plants and flowers, but Dad and I share the same
interest in the animal side of wildlife. There were also
some more formal talks by a couple of professional
photographers. I tried one of these, but it was all a bit
too technical for me, rather above my level.
www.frenglish.ru
M01 Gold Exp B1+ 94745.indd 106 01/11/2018 13:31
B1+ Name:
Class:
for Schools
REVIEW (UNITS 1–3): LANGUAGE TEST A
VOCABULARY GRAMMAR
Task 1 Task 1
Complete the sentences with a suitable word. The first Choose the correct words to complete the sentences.
letter of each word is given. 16 Fiona helps / ’s helping her father out with the shopping
1 Briony spent a long time on her project, but it was w _ _ _ _ at the moment.
it because she got excellent marks.
17 How long have you learnt / have you been learning
2 At the conference I was given a s _ _ _ _ _ _ with my name the trumpet?
on it. I had to wear it on my jacket.
18 Jonathon was running around the park when he hurt /
3 I made a joke, but my friend just laughed n _ _ _ _ _ _ _ _ was hurting his ankle.
and looked away. I don’t think he liked it.
19 She used to / use to speak French, but she’s forgotten it
4 We didn’t know where Andy was until Harry s _ _ _ _ _ _ all now.
him in the café.
20 The TV news just started / had just started when someone
5 Cars are the main form of t _ _ _ _ _ _ _ _ in my town. knocked at the door.
There aren’t many buses or trains.
21 Nico spends / ’s going to spend next weekend at his
6 We need to get the m _ _ _ _ _ _ across that people need to friend’s house.
do more to protect the environment.
22 This time next week, we ’re getting / ’ll be getting on
7 I always buy o _ _ _ _ _ _ fruit and vegetables because they the aeroplane.
don’t contain pesticides.
23 By the time they find / ’ll find out about our plan, it’ll be
8 Erica doesn’t have a head for h _ _ _ _ _ _ so she didn’t too late to do anything.
come up the Eiffel Tower with us.
8
8
Task 2
Task 2
Complete the sentences with these words. There are three
Complete the sentences with these words and phrases. extra words which you do not need.
There are three extra words which you do not need.
as
due enough likely
most
more
awful
consumers cut down
enjoyable hang out slightly so such too
impact production season survey turn up
24 My dad says television comedies aren’t as funny
9 The builders were going to two trees, they were in the past.
but we managed to stop them.
25 Some of the beautiful beaches in the world
10 It’s best to buy your vegetables when they are in can be found in Greece.
. That’s when they taste best.
26 There’s a lot of traffic on the roads so they’re
11 Students had to answer ten questions in our to be delayed.
about their diets.
27 There was a lot of wind that we could hardly
12 I like to with my friends at the weekend. stand up.
13 The advantage of internet shopping is that 28 My new bedroom is smaller than the one in
can buy things cheaply and easily. my old house.
14 The government hopes its road safety campaign will have 29 I don’t think there’s room on the bus. Shall
a(n) on young people. we wait for the next one?
15 Our day out in the country was very . 30 The music was loud that I couldn’t hear my
I had a lovely time. friends talking.
7 7
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USE OF ENGLISH
Task 1
Do not change the word given. Use between two and five words.
31 Neil first played football when he was five and he still plays now.
BEEN
Neil he was five.
32 The music at the party was too quiet for us to hear it properly.
ENOUGH
The music at the party for us to hear it properly.
33 The price of chocolate probably won’t go down in the future.
LIKELY
The price of chocolate go down in the future.
34 I had expected the half marathon to be more difficult.
AS
The half marathon I had expected.
35 I enjoyed that day out so much that I’d definitely go to that beach again.
SUCH
It day out that I’d definitely go to that beach again.
36 I couldn’t understand the end of the film.
SENSE
The end of the film to me.
12
Task 2
Make your community beautiful

Do you ever think that your town could be more beautiful than it is? Do you want to (37) your bit for your
community? Why not organise an event to clean it (38) ? Firstly, decide how your community could be improved.
Maybe you don’t think there are (39) trees and plants. Or perhaps there is too (40) rubbish in the town centre.
Ask local people what they think and choose a project (41) they will want to get involved in. Once you’ve chosen
the event, you need to find (42) who don’t mind giving up their time. You can talk to neighbours, friends and family.
Try to get as many people as possible because they might not all (43) up. After that you need to make a plan for the
event. Think about what you need and what jobs everyone will be doing. You also need to make (44) people know
when the event is going to take place.
37 A do B give C help D make

38 A away B off C out D up
39 A enough B so C such D too
40 A big B many C much D little
41 A whose B which C who D why
42 A volunteers B consumers C employees D charities
43 A hang B give C turn D put
44 A sense B sure C do with D time
8
Total: 50
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REVIEW (UNITS 1–3): LANGUAGE TEST B
VOCABULARY GRAMMAR
Task 1 Task 1
letter of each word is given. 16 Carmen has just left / had just left when I called to tell
1 I don’t understand this question. I just can’t get my h _ _ _ her the good news.
around it.
17 We ’re eating / ’ll be eating ice creams and sunbathing
2 The company is planning to increase p _ _ _ _ _ _ _ _ _ on the beach this time tomorrow!
of their new smartphone because it has been so popular.
18 We were going / ’ve been going to the same campsite
3 I was really embarrassed when Calin y _ _ _ _ _ my name every summer since I was a baby.
across the café.
19 Anabelle tidies / is tidying her room at the moment,
4 Please make sure you t _ _ _ _ your rubbish away in one of but she won’t be long.
the bins.
20 By the time this programme will be / ’s over, it will be time
5 Darragh is hoping to r _ _ _ _ more than €500 for a charity for bed.
for dogs without homes.
21 They would / used to be vegetarian, but they started
6 It’s okay to wear c _ _ _ _ _ clothes to the meal. eating meat recently.
You don’t need to dress too smartly.
22 I can’t help you this evening because I ’m going out /
7 Working too many hours is an important cause will go out with my friends.
of s _ _ _ _ _ .
23 I came across / was coming across this interesting article
8 I try to buy things that haven’t got too much plastic when I was reading the newspaper.
p _ _ _ _ _ _ _ _ around them.
8
8
Task 2
Task 2
Complete the sentences with these words and phrases. extra words which you do not need.
There are three extra words which you do not need.
a bit as due enough likely most more so such too
charity
cut down die out laugh outfit
purchase sense sensible suitable volunteer 24 This part of town is quieter than the
centre because there’s not as much traffic.
9 My little sister is quite at bedtimes.
25 We haven’t got time to see everything in
She always goes straight to sleep.
the museum. Let’s come back another day.
10 I need one to help me water the plants.
26 It was cold last night that I had to wear a
Does anyone want to help me?
jumper to bed!
11 Simone’s comment was so ridiculous that I had to
27 The latest James Bond film isn’t as enjoyable
.
some of the earlier ones.
12 My mum wore a beautiful pink to my
28 England are to win the next match,
cousin’s wedding. She looked amazing.
but I don’t know if they’ll win the tournament.
13 We’re organising a campaign so they don’t
29 There was a lot of noise at the party that
the old tree in the centre of the village.
I couldn’t have a conversation with anyone.
14 Nowadays it’s very easy to whatever you
30 Lisbon is one of the attractive cities I’ve
want online.
ever visited.
15 Pete’s email didn’t make to me. I don’t know
what he meant. 7
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USE OF ENGLISH
Task 1
31 According to the timetable, the next train will be leaving at 6.15 p.m.
DUE
According to the timetable, the next train at 6.15 p.m.
32 I have such good memories of that day that I’ll never forget it.
SUCH
That was that I’ll never forget it.
33 I thought the concert would be better than it was.
AS
The concert I thought it would be.
34 I was really depressed when Belgium lost to France in the World Cup.
GOT
It really when Belgium lost to France in the World Cup.
35 Our teacher spoke too fast for us to understand him properly.
ENOUGH
Our teacher for us to understand him properly.
36 Florence started sleeping when she came home from school and she’s still asleep now.
BEEN
Florence she came home from school.
12
Task 2
Make your community a better place

Do you ever think your town could be a better place for the people (37) live there? Perhaps there aren’t (38)
playgrounds for children? Maybe there is too (39) traffic? We all talk about what’s wrong with our communities so
why not do something about it? Firstly, you have to decide what problem you want to solve. You’re (40) to have
several problems on your list. (41) your friends and neighbours and see what they think is the biggest problem.
Then you need to think about a solution. For example, if you think the town centre is very dirty, the solution might be
to clean it (42) . When you have decided, you should encourage other people to get involved. Organise a campaign
to help you get the message (43) and encourage people to help out. Remind them that a community can only be a
better place if everyone (44) their bit.
37 A what B which C whose D who

38 A enough B so C such D too
39 A big B many C much D most
40 A about B due C likely D unlikely
41 A Chat to B Laugh at C Wave to D Stare at
42 A away B off C out D up
43 A over B across C away D off
44 A does B gives C helps D makes
8
Total: 50
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REVIEW TEST 1 (UNITS 1–3): SPEAKING STUDENT A
Task 1
Your teacher will ask you some questions about yourself. Remember to give full answers.
Task 2
Look at these photos and answer the question your teacher asks you about the photos.
What do the people find exciting about these situations?
When Student B has finished talking about their photos, answer the question your teacher asks you about the photos.
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REVIEW TEST 1 (UNITS 1–3): SPEAKING STUDENT B
Task 1
Task 2
Student A will talk about their photographs first. When they have finished, answer the question about their photos that
your teacher asks you.
Now, look at these photos and answer the question your teacher asks you about the photos.
What are the people enjoying about learning in these ways?
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REVIEW (UNITS 1–3): SPEAKING TEACHER’S PAGE
Task 1
First of all I would like to know something about you.
Select one or more questions from the following as appropriate. (2 minutes)
• How do you like to spend your free time? (How long have you been into that?)
• Do you prefer to spend your free time inside or outside? (What do you do?)
• How often do you go to the cinema? (What films do you like watching?)
• Tell us about a book you’ve read recently. (Did you like it?)
• Do you prefer to buy clothes online or in shops? (How often do you buy new clothes?)
• What do you usually do in the school holidays? (Who do you spend them with?)
• Have you got any plans for this weekend? (What are you going to do?)
• What are you going to do this evening?
Task 2
In this part of the test, I’m going to give each of you two photographs. I’d like you to talk about your photographs
on your own for about a minute, and also to answer a question about your partner’s photographs.
Student A, it’s your turn first. Here are your photographs. They show people in different situations. I’d like you to
compare the photographs and say what you think the people find exciting about these situations.
All right? (1 minute)
Thank you.
Student B, do you prefer giving or receiving presents? Why? (Approximately 30 seconds)
Thank you.
Now, Student B. Here are your photographs. They show people learning in different situations. I’d like you to
compare the photographs and say what you think the people are enjoying about learning in these ways.
Thank you.
Student A, which do you think is the better way of learning? Why? (Approximately 30 seconds)
Thank you.
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REVIEW (UNITS 1–3): WRITING
Write 140–190 words in an appropriate style. Write your answer on a separate answer sheet.
Great ways to spend your free time
We are looking for articles about interesting things young people can do in their free time. What do you
do in your free time? Do any of your friends have interesting hobbies? What’s the best way for young
people to spend their free time?
We will publish the best articles in our next issue.
Write your article.

Write 140–190 words.
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VOCABULARY GRAMMAR
Task 1 Task 1
letter of each word is given. 16 You should have / had better spoken to the manager if you
1 I’m h _ _ _ _ _ _ _ at cooking. My dishes never taste very nice. were unhappy with the food.
2 The shop assistant gave me a r _ _ _ _ _ _ for the game so 17 It was a lovely day so I suggested going / to go for a walk
I can change it if you don’t like it. by the river.
3 We’ve got a new l _ _ _ _ _ _ _ _ _ at school where we can 18 Mrs Hopkins is the new teacher whose / who’s teaching
do science experiments. first year French.
4 The problem is easy to solve. You just need to use your 19 My mum made me tidy / to tidy up my bedroom before
common s _ _ _ _ . I could go out.
5 Krish has been looking a bit down lately. Let’s think of 20 You ought / must not to spend so much time watching
something to c _ _ _ _ him up. those awful TV series.
6 My tennis c _ _ _ _ has helped me improve a lot. 21 We visited several historic sites, that / which were
all fascinating.
7 The rescue team were very h _ _ _ _ _ . They were very
brave to save those children. 22 Why don’t you ask Umberto to help you. He knows how
write / to write computer programs.
8 Some scientists p _ _ _ _ _ _ that there’ll be flying taxis in
twenty years’ time. 23 Will you can / be able to find my house if I send you a map?
8 8
Task 2 Task 2
Complete the sentences with a preposition. Complete the sentences with these words. There are three
9 This maths problem is really hard. Can you help me work it extra words which you do not need.
?
can’t
couldn’t
either
had to
mustn’t
neither
none
10 Martin and I had an argument, but we talked it what where who
and we’re friends again now.
11 Your son should be very proud himself. 24 There were three or four nice tops on sale, but
He’s worked hard this term. of them fitted me.
12 Sometimes it’s hard to cope the noise in my 25 The hotel receptionist was very helpful. He showed us
house so I have to work in the library. to leave our bags.
13 Noah is very enthusiastic his new rock band. 26 There are a few people in my class have
He’s been practising the drums every day. never been abroad.
14 Ricky has fallen out Josh again. I can’t believe 27 Our teacher said we give him our essays by
they have so many arguments. next Monday.
15 I have to learn this poem heart in time for 28 I don’t really like of those photos. Shall we
the end of year show. take another one?
29 Can you sit down please? I see the screen.
7
30 Josh will know to do with your computer.
He’s studying electronics.
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USE OF ENGLISH
Task 1
Sleeping for a healthy body and mind

Sleep is essential for a healthy body and mind. If you don’t get (31) of it, it can have serious consequences.
It can make you ill and unhappy and you might not be (32) to cope with your daily routine.
Many adults joke about teenagers sleeping (33) much. The truth is that many (34) them
get less than eight hours’ sleep a night. The result is that they are tired at school and they fall (35) in their
work. Not only that, but it can also affect relationships at home. Teenagers (36) are suffering from a lack of
sleep are more likely to have arguments with their families. They will find themselves falling (37) with their
parents over the smallest things.
The main problem is that many adults don’t know (38) to solve the problem. However, the solution may be
simpler than we think. Teenagers’ sleep patterns are different from adult ones and they don’t (39) to go to
bed so early. On the other hand, we should (40) them sleep later in the morning if they want to.
10
Task 2
The need to be creative

Nowadays, many teenagers complain about the number of exams they have to take and there are
very few students who would (41) with that point of view. Parents and teachers tend AGREE
to believe that developing (42) is essential for future success in work. Students are INTELLIGENT
expected to become experts at Maths, languages and Science, as well as having good general
(43) . However, recent studies have shown that it may be time to (44) KNOW, THINK
this belief.
It is now thought that developing (45) may be just as important as academic success. CREATE
Being allowed to develop your (46) side can have many benefits, especially for teenagers. ART
For example, activities like dance or drama can help young people develop their social skills because
they learn to work in teams and become more (47) to the people around them. It can SENSE
also help develop awareness of space as well as helping you keep fit, in the case of dance. Other activities
like painting or playing a (48) instrument can help people express themselves better so MUSIC
it can help develop communication skills.
Apart from the obvious (49) that creative activities can bring, it also seems that they can PLEASE
even have benefits later in life. Many (50) now want more than just good qualifications. EMPLOY
They want workers who are confident and with good social skills.
10
Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
letter of each word is given. 16 My dad let me use / to use his computer so I could look
1 My little brother is f _ _ _ _ _ _ _ _ _ of the dark so he sleeps something up on the internet.
with the light on.
17 The children must / ought not to eat so many sweets now.
2 I bought these jeans because they had a twenty percent They won’t want their dinner.
d_______.
18 We need to find somebody who knows how to read / read
3 There are probably thousands of plant and animal a map.
s _ _ _ _ _ _ that scientists still haven’t discovered.
19 Will we can / be able to swim in the pool if we bring our
4 My objective is to achieve an advanced l _ _ _ _ of English swimming costumes?
by the time I go to university.
20 That’s the man who’s / whose daughter is a well-known
5 If you’re not getting on with Laura, you should t _ _ _ it over athlete.
with her.
21 They suggested visiting / to visit the museum, but we
6 The players complained to the r _ _ _ _ _ _ because they decided to go to the market instead.
didn’t agree with his decision.
22 Twelve Monkeys, that / which stars Brad Pitt, is one of my
7 My uncle works in a l _ _ _ _ _ _ _ _ _ where he does favourite films.
research into diseases.
23 I should have / had better tell my parents that I’ll be home
8 Some animals have night v _ _ _ _ _ so they can see in late this afternoon.
the dark.
8
8
Task 2
Task 2
Complete the sentences with a preposition. extra words which you do not need.
9 I would like to sum by saying that we need
to do more to protect our local libraries. can’t couldn’t
either
have to
mustn’t
neither none when where who
10 Phillip’s illness is really getting him . He just
wants to be well again. 24 You put your money in the machine and the
11 The decision to finish classes at 3 p.m. has been very ticket will come out.
popular the students and teachers. 25 I invited Vinnie and Kevin to my party, but
12 You need to focus this film or you won’t of them could come.
understand the story. 26 We find the bus stop so we had to ask
13 Clara’s anxious playing the violin in front someone for directions.
of so many people. 27 I don’t know to leave my bike. I can’t see
14 Let’s try to get away all these people. any places to lock it up.
15 Could you please stop talking and pay attention 28 I wonder if of my sisters has got a dress I
what I’m saying? can borrow?
29 1985 was the year my parents got married.
7
30 I’ve got a couple of friends still don’t know
how to swim.
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USE OF ENGLISH
Task 1
Eating for a healthy body and mind

Both your body and your mind need you to eat healthily. You will only be (31) to do your best if
you avoid junk food. But how can you tell what’s good for you when you are surrounded by so (32)
different products?
Firstly, you need (33) remember that foods with added sugar are rarely good for you. If you eat
(34) much of this type of food, it can make you overweight and cause diseases like diabetes. However,
if you feel like something sweet, there’s (35) natural sugar in fruit and vegetables to provide you with
what your body needs. These gifts from nature are packed with things like protein, (36) helps you grow,
and vitamins to keep you healthy. If given a choice, you (37) definitely go for a fruit salad instead of a
packet of biscuits!
Of course, we (38) like a plate of chips or a delicious kebab, don’t we? They’re cheap and you don’t
(39) to make them yourself. However, this also means that junk food can be addictive for some people.
In fact, many young people are already addicted and they don’t want to eat anything else. A (40) junk food
is okay occasionally, but it should be a small part of a balanced diet.
10
Task 2
How we should teach science

Recent surveys have shown that teenagers are more interested in science than you might expect. This is
good news because we will need more people to work in (41) research in the future. SCIENCE
The problem, however, is that they don’t believe that their Science classes are very effective. They argue
that lessons aren’t interesting enough and do little to encourage (42) . CURIOUS
What students seem to want is (43) experience rather than just working from textbooks. PRACTICE
Although teachers may think it’s (44) to learn the ideas behind the science before doing LOGIC
your own experiments, many students disagree. They think it’s (45) to learn about how POSSIBLE
things work without experimenting with them yourself. Like some of the greatest (46) , INVENT
they want to play around with things in order to understand what makes them work.
We used to think that schools were there to help students develop their (47) . INTELLIGENT
However, many people now believe that schools should actually help students to become motivated
learners so they want to keep learning long after they leave school. This belief is also supported by many
(48) who think it’s important for their workers to have a range of skills. For them, EMPLOY
(49) of your subject does not necessarily mean you can develop a new product or manage KNOW
a research project. It’s clearly necessary for us to (50) the way we teach science in schools. THINK
10
Total: 50
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REVIEW (UNITS 4–6): SPEAKING STUDENTS’ PAGE
Task 1
Your teacher will ask you to discuss this topic together.
music classes
sports
Is it useful for students

activities after school?
to take part in these
politics
drama
voluntary work
Task 2
Your teacher will ask you to discuss some questions together about the topic in Task 1.
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Task 1
I’d like you to talk about something together for about two minutes.
Here are some activities that students can take part in after school and a question for you to discuss.
First you have some time to look at the task. (15 seconds)
Now, talk to each other about which activities are useful for students to take part in and why. (2 minutes)
Thank you. Now you have one minute to decide which two activities are the most useful. (1 minute)
Thank you.
Task 2 (4 minutes)
Use the following questions, in order, as appropriate. Select any of the following
prompts, as appropriate:
1 Which of these activities do you think would be most popular with students?
(Why? / Why not?) • What do you think?
2 What is the advantage of taking part in after-school activities? • Do you agree?
3 What other useful activities can students take part in after school? (Why?) • How about you?
4 Do you think students have enough time to do all the things they would like to do?
(Why? / Why not?)
5 Some people say students are given too much homework. What do you think? (Why?)
6 What new subjects do you think schools should teach in the future? (Why?)
Thank you. That is the end of the test.
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TV series reviews
We are looking for reviews of TV series that young people might be interested in watching. Write a
review of a TV series you have seen recently, giving information about the story and main characters and
explaining what you liked and didn’t like about it.
The best reviews will be put on our website.
Write your review.

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VOCABULARY GRAMMAR
Task 1 Task 1
letter of each word is given. 16 I wish you wouldn’t / won’t leave the lid off the jam.
1 Versailles is a p _ _ _ _ _ near Paris where the king and It’s really annoying.
queen used to live.
17 Raquel asked me if I had / have ever been to Istanbul.
2 We couldn’t get tickets for the concert because they were
18 If the driver hadn’t / had braked so quickly, he would have
all s _ _ _ o _ _ .
crashed into the other car.
3 It was really cold last night so I had a b _ _ _ _ _ _ as well as
19 The dessert was / had subtracted from our bill because
a duvet.
they took so long to serve us.
4 In my town, the houses with e _ _ _ numbers are on one
20 I’d rather to visit / visit the museum than go to the beach.
side of the street and the odd ones on the other.
21 Kyle’s just got / had his hair cut at that new hairdressers.
5 The a _ _ _ _ _ _ age of the students in my class is fourteen
and a half. 22 My uncle convinced me apply / to apply for the part-time
job at the leisure centre.
6 I know some people think it’s messy and spoils buildings
and walls, but I love s _ _ _ _ _ art. 23 Unless you want / don’t want to miss the bus, you should
leave now.
7 The Maths exam is going to be a n _ _ _ _ _ _ _ _ . I’m sure
I’m going to fail it.
8
8 Do you know which p _ _ _ _ _ _ _ our train leaves from?
8 Task 2
Complete the sentences with the correct form of the verbs
Task 2 in brackets.
24 Yasmin asked me whether I (can) help her
Complete the sentences with a preposition. hang the washing out.
9 You should wash your eyes with cold water if they come
25 I asked Arjun what he (go) to do when he
into contact this cleaning product.
finished school.
10 I wish you would put your video games
26 The police officers warned us (stay) indoors
when you’ve finished with them.
while they made sure the street was safe.
11 If you are hoping to start in business,
27 My brother (name) after our grandfather
you need a strong business plan.
when he was born.
12 Do you want to join our game of cards?
28 If you want to go swimming, (forget) to
13 Five multiplied four is twenty. bring your swimming costume.
14 Rupert prides himself his smart appearance. 29 St Paul’s Cathedral in London (design) by the architect
Sir Christopher Wren in the seventeenth century.
15 If you walk instead of getting the bus, you’ll soon get fitter.
Why don’t you try it ? 30 If I had known it would be so hot, I (buy)
a fan.
7
7
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USE OF ENGLISH
Task 1
31 I asked the doctor to look at my eye because it was painful.
GOT
I by the doctor because it was painful.
32 They got lost because they didn’t take a map with them.
WOULD
If they had taken a map with them, they lost
33 ‘I’m afraid I didn’t lock the door when I went out,’ Belinda said.
HAD
Belinda admitted the door when she went out.
34 The government is very likely to ban petrol and diesel vehicles in the next twenty years.
BE
It’s very likely that petrol and diesel by the government
in the next twenty years.
35 You can only go out with your friends when you’ve organised your room.
UP
If you your room, you can’t go out with your friends.
36 ‘Can you hang up your shirts, please?’ my dad said.
COULD
My dad hang up my shirts.
12
Task 2
Dream Homes
My dream home would be a (37) on the river. I recently stayed on one in Amsterdam and it was a fantastic experience.
I loved the fact that, as soon as I stepped (38) , I could feel myself gently moving up and down with the water.
At first, I was surprised by how (39) it was inside. The lounge was much bigger than most and there was even a
grand piano. There was also some beautiful (40) on the walls, mostly paintings of life on the river and photographs of
the city. The owner had also (41) some interesting storage ideas which saved a lot of space, such as hidden (42) .
However, what really impressed me was the light, thanks to the tall windows all around. They also gave amazing views of
the river, with the city’s elegant townhouses in the (43) . In the evening, we would sit out on the (44) and watch
the small boats sail past, full of people enjoying the river. It was such a peaceful experience. I would give anything to live in
a place like that.
37 A caravan B houseboat C lighthouse D tent

38 A on board B on the way C out of doors D off the ground
39 A cramped B messy C spacious D tiny
40 A animation B creation C graffiti D artwork
41 A joined in B started out C built up D thought up
42 A cabinets B lights C benches D sinks
43 A behind B background C rear D back 8
44 A cabin B platform C deck D terminal
Total: 50
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VOCABULARY GRAMMAR
Task 1 Task 1
letter of each word is given. 16 The shop assistant persuaded me buy / to buy this book,
1 We usually got to a campsite on holiday. We stay in a which was on offer.
c _ _ _ _ _ _ because my mum doesn’t like sleeping in a tent. 17 I’d rather stay / to stay at home today because I’m not
2 I always have a d _ _ _ _ on my bed in winter, but in summer feeling too well.
I just have sheets. 18 If you hadn’t / ’d reminded me about mum’s birthday,
3 We need to collect the theatre tickets from the b _ _ I’d have forgotten.
o _ _ _ _ _ at least thirty minutes before the performance. 19 The price of the drinks was / had added to our bill at
4 We’d better check which t _ _ _ _ _ _ _ our plane leaves the end.
from before we get to the airport. 20 I wish she won’t / wouldn’t speak so fast. I can’t
5 We need to put all the even numbers here and all the understand her.
o _ _ ones there. 21 She’s just got / had her tablet repaired at that computer
6 I enjoyed taking part in the marathon, but it was a shop in the high street.
s _ _ _ _ _ _ _ towards the end. I thought I wouldn’t be able 22 Unless you aren’t / ’re an experienced climber, you shouldn’t
to finish it. try to climb this mountain.
7 The government might think the new law is good, 23 I asked Pilar if she have / had seen the new Star Trek film.
but I don’t think the g _ _ _ _ _ _ public will agree.
8 The a _ _ _ _ _ _ teenager probably watches two to three 8
hours of TV a day.
8 Task 2
Complete the sentences with the correct form of the verbs
Task 2 in brackets.
24 My tennis coach advised me (take) a break
Complete the sentences with a preposition. from playing in matches after I hurt my wrist.
9 The internet has helped companies build 25 (forget) to bring a camera on the trip if
knowledge of people’s spending habits. you’ve got one.
10 Ten divided two is five. 26 The Mona Lisa (paint) by Leonardo da Vinci
11 The music festival hopes to bring musicians in the early 16th century.
from all over the world. 27 She asked Otto what he (go) to study in
12 I’m going to hang my clothes in the the future.
wardrobe. 28 I told Martine that I (can) help with her
13 You have to go customs before you can leave homework because I was too busy.
the port. 29 The costs of the new sports centre (keep)
14 We stopped for a break the way to my to a minimum while it was being built.
cousins’ house. 30 If we had known there would be so much traffic, we
15 He’s going to put the poster on his (leave) earlier.
bedroom wall.
7
7
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USE OF ENGLISH
Task 1
31 ‘I definitely didn’t take the money,’ Eric said.
HAD
Eric insisted the money.
32 You can only watch the TV when those games have been tidied up.
HAVE
You can’t watch the TV if you away those games.
33 The new road is likely to improve the lives of people living in the area.
BE
It’s likely that the lives of people living in the area by the new road.
34 ‘Can you throw my old magazines away?’ my sister said.
COULD
My sister throw her old magazines away.
35 You made that mistake because you didn’t read the instructions first.
WOULD
If you had read the instructions first, you that mistake.
36 I asked a friend to fix my bike because it was cheaper than going to a shop.
GOT
I by a friend because it was cheaper than going to a shop.
12
Task 2
Dream Homes
My dream house would be a large (37) in the French countryside. I’m a music producer so it would be the perfect
place for my studio. In fact, I recently visited a friend who has one, which is why I became attracted (38) the area.
It was a wonderful old stone house, which was built in the 18th century. It was very (39) inside, with plenty of room for
music equipment. I imagine the stone walls would be great for the (40) when you’re recording songs. When my friend
bought his house, it was in very bad condition and it needed a lot of (41) I don’t think he realised how hard it would
be when he was (42) . However, he wanted to keep (43) to a minimum so he decided to do it himself. He’s just
finished working on it after three and a half years! The results were fantastic though, and I would love to live in a place like
that. The only problem is that I can’t imagine (44) an old house like that myself. I’d prefer it if the house was ready for
me to live in.
37 A hut B igloo C lighthouse D villa

38 A at B for C with D to
39 A cramped B messy C spacious D tiny
40 A acoustics B audience C interval D stage
41 A works B work C time D times
42 A joining in B starting out C building up D thinking up
43 A prices B values C costs D receipts
8
44 A experimenting B employing C improving D solving
Total: 50
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REVIEW (UNITS 7–9): SPEAKING STUDENT A
Task 1
What are the people enjoying about doing these activities?
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REVIEW (UNITS 7–9): SPEAKING STUDENT A
Task 2
revising for
an exam
moving
house
situations challenging?
How might young

people find these
new school
starting a
training for a
sports event
performing in
a concert
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REVIEW (UNITS 7–9): SPEAKING STUDENT B
Task 1
Student A will talk about their photographs first. When they have finished, answer the question about their photos
that your teacher asks you.
Why might people choose to live in these places?
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REVIEW (UNITS 7–9): SPEAKING STUDENT B
Task 2
revising for
an exam
moving
house
situations challenging?
How might young

people find these
new school
starting a
training for a
sports event
in a concert
performing
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Task 1
In this part of the test, I’m going to give each of you two photographs. I’d like you to talk about your photographs on
your own for about a minute, and also to answer a question about your partner’s photographs.
Student A, it’s your turn first. Here are your photographs. They show people being creative in different ways.
I’d like you to compare the photographs and say what you think the people are enjoying about doing these activities.
Thank you.
Student B, is it a good thing for young people to do activities like these? Why? (Approximately 30 seconds)
Thank you.
Now, Student B. Here are your photographs. They show different places where people live. I’d like you to compare
the photographs and say why you think people might choose to live in these places.
Thank you.
Student A, which of these places would you prefer to live in? Why? (Approximately 30 seconds)
Thank you.
Task 2
Here are some situations which young people might find challenging and a question for you to discuss. First you have
some time to look at the task. (15 seconds)
Now, talk to each other about how young people might find these situations challenging and why. (2 minutes)
Thank you. Now you have about a minute to decide which two activities are the most challenging for young people.
(1 minute)
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According to some reports, teenagers spend up to twenty percent of their time watching TV.
Is watching a lot of TV a good or a bad thing?
Write about:
1 effects on your body

2 social effects
3 your own idea
Write your essay.

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END OF YEAR TEST A
LISTENING
Task 1
You will hear a student, Francesca, talking to her class about a trip to Granada in Spain. For questions 1–10,
complete the sentences with a word or short phrase.
1 Francesca and her family stayed in a while they were in Granada.
2 She liked the accommodation because it wasn’t as as it was outside.
3 Granada has an average temperature of during the winter.
4 The Alhambra palace was rebuilt in the thirteenth century so that it would be more .
5 Water came from the for the baths and gardens in the palace.
6 Francesca could imagine spending their time in the summer palace at the Alhambra.
7 She recommends buying your tickets online in order to avoid the .
8 The original street market was built more than ago.
9 Francesca says the street market is a good place for buying unusual .
10 She preferred the to the different types of tea in the tea shops.
10
Task 2
You will hear five young people talking about things they are good at. For questions 11–15, choose from the list
(A–H) what each speaker says about the thing they are good at.
A I have doubts about doing this activity in the future.
B I understand that other teenagers find this activity difficult.
C I would get frustrated when I couldn’t do it properly.
D I used to enjoy doing an activity, but I enjoy it less now.
E I’m surprised I’ve been so successful.
F I hope to represent my country in the future.
G I wish my parents were prouder of my achievements.
H I’m pleased I didn’t stop doing this when I was a child.
Speaker 1 11
Speaker 2 12
Speaker 3 13
Speaker 4 14
Speaker 5 15
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END OF YEAR TEST A
USE OF ENGLISH
Task 1
Maps
Nowadays, if you don’t know where you’re going, you probably just turn on the GPS on your smartphone. At the touch
of a button, we (16) access detailed maps of the world. GPS is a relatively new invention (17)
first appeared in the 1980s. Before that, you would either have to ask someone for directions (18) use
a map.
People (19) used maps for thousands of years and the earliest written maps date from 2300 BC.
They (20) written on clay tablets so they wouldn’t have been easy to carry around. They also would have
been quite simple and only showed a relatively small area compared to the maps of today.
(21) , the invention of the printing press made it much easier to produce maps. At the same time,
people became more interested in discovering new places. Explorers would return home with new knowledge of the
world, which could be used to make more detailed maps. In the sixteenth century, the first world maps were created.
These maps were detailed (22) for sailors to find their way around the world.
Nowadays, most maps are made with computers and they even tell you what direction you should be going in. It makes
you wonder what maps will (23) like in the future.
Task 2
The Pink Fairy Armadillo

This (24) little creature is found in the grasslands of central Argentina. It is the MYSTERY
(25) member of the armadillo family, measuring around ten centimetres in length. SMALL
People think that it is cute due to its furry body, flexible pink shell, or covering, and big feet.
Unfortunately, very little is known about these armadillos and over the years there have been few
(26) studies of their behaviour. They are very hard to spot because they are nocturnal SCIENCE
animals, which means they are most (27) at night. Not only that, but they also spend ACT
most of their time underground, living in tunnels which they’ve dug with their impressively big feet.
It is a very (28) creature, which can only survive in certain places. It needs desert-like SENSE
conditions where it can dig into the sand and it must be able to keep warm. For that reason, it won’t
survive for long if it is taken from its (29) habitat. Although it is believed that one NATURE
armadillo may have lived for four years as a pet, most will only survive for a few days.(30) , FORTUNE
some will not even survive being transported from the wild.
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END OF YEAR TEST A
READING
Task 1
31 What does the writer say about travellers on the underground in paragraph 1?
A It’s surprising to see them using smartphones.
B They’re using their smartphones to find their way out of the station.
C They’re all concentrating hard on their smartphones.
D They’re only checking their messages on their smartphones.
32 What does the writer say about the telephone in paragraph 2?
A It had a number of different purposes.
B It changed significantly in the twentieth century.
C It had the same features as most modern smartphones.
D It helped us communicate with people who were far away.
33 What does the writer think about using smartphones for work?
A They make us less efficient at work.
B They make it difficult to stop working.
C They stop us from going home on time.
D They can be costly for companies.
34 Why does the writer mention an earthquake in paragraph 5?
A to show that some news might not be accurate
B to show how smartphones can help rescue operations
C to show that we are all interested in world news
D to show how long it takes us to get the latest news
35 How does the writer feel about smartphones in general?
A enthusiastic about what they’ll be like in future
B concerned about the negative aspects of their use
C fed up with people using them on public transport
D proud of the fact that he doesn’t use one
10
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END OF YEAR TEST A
Have smartphones changed our lives for the better?

1 4
It’s hard to believe that smartphones have only What about work? Surely, smartphones have made
been around for little over a decade. They’re now so us more efficient in our jobs? After all, we can
common that it’s surprising if someone doesn’t have send and receive emails at any time, organise our
one. As I sit on the underground in the mornings, schedules and make sure we don’t miss an important
all I see are tired-looking travellers staring at their call. That’s great for our companies, but not so
smartphones. When I step off the underground, great for us or our families. In the past, when we
others are navigating the platform, eyes still fixed finished work, we would go home and forget about
on their screens. Most of them will spend the rest of it. Nowadays, smartphones mean many people take
their day checking their messages and the latest news their work home with them so there is less time to
updates or keeping up on celebrity gossip. relax. Apart from making you more tired, this can
have a negative effect on your personal relationships,
2
with more arguments and misunderstandings.
There’s no doubt that the smartphone has changed
our lives significantly. For most of the twentieth 5
century, the telephone changed little. It only But smartphones are fantastic for knowing what’s
allowed us to talk to people over long distances and, going on in the world, right? Well, that’s true to a
later, send text messages to them. The smartphone, certain extent. In the past, we used to rely on papers
however, changed all of that by adding features or television and radio for our news. Sometimes,
such as cameras, GPS and sophisticated computer you had to wait for a whole day before hearing the
technology. They are multi-purpose tools, whose uses latest updates. However, the online newspapers
are only limited by the imaginations of computer and social networks which we use nowadays are
programmers. If you’re lost, your phone will help constantly updated. If there’s an earthquake on
you find your way. If you’re feeling lonely, it will an island on the other side of the world, we know
help you find the perfect friend. You can even do about it in minutes. But can we really trust the social
your shopping on it, without leaving the comfort of networks for our news? Were the reporters on the
your kitchen. The problem is that we’ve become so island when the earthquake happened? Or were they
dependent on this technology that we’ve failed to just repeating a story that they’d seen on another
notice the dangers. social network?
3 6
What worries me most is that we are now more I’m not trying to say that the smartphone was a bad
interested in our smartphones than in the people invention. I couldn’t imagine not being able to search
around us. How many of us check our phones before for a recipe or share my photos with my family and
we’ve even said ‘good morning’ to our families? friends. However, I strongly believe that we need to
How many of us are checking our friends’ online understand the risks related to their use. We should
profiles when we could be talking to them? Instead of ask ourselves whether working longer hours or
actually talking to people, we send them three-word having fewer ‘real’ conversations is a good thing. If we
messages or emojis. One advantage of the telephone disagree, then we must think carefully about the way
was that it helped us become more communicative. we use our smartphones.
Smartphones, on the other hand, have limited the
way we communicate with others.
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END OF YEAR TEST A
Task 2
Read the article. Choose from the sentences (A–F) the one which fits each gap (36–40). There is one extra sentence
which you do not need to use.
A They provide security, medical services, in case people get ill, and stewards who help people find their way around.
B Rubbish is also an important consideration for the organisers, with more than 15,000 litter bins being provided.
C However, Glastonbury is supposed to be a family festival so there has to be something for everyone,
from East African folk bands to the gospel choirs.
D In that time, some of the most famous names in contemporary music have played on the festival’s main stage,
from The Rolling Stones to Ed Sheeran.
E For that reason, the organisers decided that they would only use local acts at the festival.
F However, putting on an event of this size is far too much work for one person.
10
Total: 50
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END OF YEAR TEST A
How to organise a rock festival

Every summer, people of all ages pack up their tents Of course, the main focus of a festival like this is
and wet weather gear and make their way to the the music. Thousands of fans come together to
music festivals that take place in the UK. They go see famous bands, like The Chemical Brothers and
there to see their favourite music artists and to escape The xx. (39) Not only that, but there are
from reality for a few days. The festivals are all shapes open-air cinemas, theatres, talks and workshops, as
and sizes, from tiny events which people put on in well as play areas for the younger ones. A large part
their gardens to huge ones for tens of thousands of of the organisers’ time is spent in booking artists and
music fans. Whether it’s big or small, the organisers creating a varied programme of events.
will have been planning and working hard for
While this is probably the most important job,
months to make sure the event is a success. So how
accommodation is also a priority. Most of the
exactly do you organise a music festival?
festival-goers will stay on the site for the duration
The most famous festival in the UK is the Glastonbury of the festival, sleeping in their own tents. However,
Festival, which has been running for almost fifty setting up a campsite for a few hundred thousand
years. (36) The first Glastonbury festival people is no easy task. For example, more than 4,000
was attended by around 1,500 people and, although portable toilets are provided and specially-built
it was not free, it cost only £1 to get in. However, reservoirs, or lakes, supply more than 2,000,000 litres
over the years, the popularity, and the price, of of fresh water. (40) As they are keen for
the festival has increased dramatically. Nowadays, the festival to be eco-friendly, much of this waste is
it regularly attracts over 130,000 people, with tickets recycled. In 2014, nearly a thousand tonnes of plastic,
selling for more than £200 each. glass and other materials were separated to be used
again.
Glastonbury was the dream of one man, Michael Eavis,
in the early 1970s, and he has been involved in its There are many more things that the organisers have
organisation ever since then. (37) to take into account, such as transport and providing
In fact, it takes a team of organisers a whole year to places where people can eat. Every little detail has to
prepare for something like this. They need to decide be thought of in order for the festival to be a success.
what their budget is, how many people to invite and Organising a festival is far from easy and requires a lot
what acts to include. They also work closely with of hard work, but if it’s done properly, people might
different companies and charities to make sure that still be coming in fifty years’ time.
the event runs smoothly and safely.
If you include the army of volunteers who help out

at the event, thousands more people are involved in
the running of the festival. (38) Many
of these volunteers work for charities like Greenpeace
or Oxfam. They usually get free accommodation and
food and, in return for their help, the festival organisers
donate money to their charities. This means that
everyone gets to benefit from the festival.
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END OF YEAR TEST B
LISTENING
Task 1
You will hear a student, Francesca, talking to her class about a trip to Granada in Spain. For questions 1–10,
complete the sentences with a word or short phrase.
1 Francesca says that many of the cave houses were constructed in the .
2 From the cave house, Francesca could see the behind the Alhambra palace.
3 Francesca says that the lowest temperatures in Granada can be in winter.
4 The of Granada had the Alhambra palace rebuilt in the thirteenth century.
5 The palace had a canal which provided water for the located in the summer palace and the bath houses.
6 Francesca thinks the kings and queens would have liked the in the gardens.
7 She recommends buying tickets for the Alhambra online because there can be a .
8 You would expect to find many of the things from the street market in .
9 Francesca found it amusing to taste the different , called tapas, served in the restaurants.
10 She says Granada has been influenced by various from Europe, Africa and Persia.
10
Task 2
You will hear five young people talking about things they are good at. For questions 11–15, choose from the list
(A–H) what each speaker says about the thing they are good at.
A I’d like to have the chance to represent my country.
B I appreciate the encouragement my parents gave me.
C I used to get annoyed doing this, but I don’t anymore.
D I realise that this can be difficult for other teenagers.
E I’m amazed that I’ve had this much success.
F I don’t enjoy doing this as much as I used to.
G I’m disappointed that my parents didn’t support me.
H I’m not convinced that I want to do this in the future.
Speaker 1 11
Speaker 2 12
Speaker 3 13
Speaker 4 14
Speaker 5 15
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END OF YEAR TEST B
USE OF ENGLISH
Task 1
Money
Nowadays, many people use their smartphones to pay for their shopping. You can buy anything you want just by
touching your phone against a device in a shop. This (16) changed the way we buy things because we don’t
need to carry money anymore. (17) , we haven’t always been able to make our purchases as easily as that.
Thousands of years ago, there was no money, so people (18) exchange things they owned for the things
they wanted. The things they exchanged were usually either animals (19) crops. Later, they started to use
things like stones, (20) could be carried more easily.
Coins, and later paper money, appeared around 3,000 years ago and haven’t changed very much since then. Most countries
have their own form of money, or currency, such as the pound or rupee. Some currencies, such as the euro, (21)
even used by many countries as the main currency.
In recent years, though, people have argued that traditional money isn’t practical enough for our modern needs. They say
we need something (22) secure, which can be used anywhere in the world. By using technology, such as
smartphones or tablets, we can securely access all our money at any time. This has led to the appearance of new digital
currencies, such as Bitcoin. It’s unlikely that notes and coins (23) exist at all in the future.
Task 2
The Sumatran Rhinoceros

The Sumatran Rhinoceros is one of the (24) members of the rhinoceros family and measures RARE
two to three metres in length. Nowadays, they are only found in the rainforests and cloud forests of
Sumatra and Borneo. (25) , they are now critically endangered, although they once lived FORTUNE
across different parts of Asia.
This rhino tends to live alone, moving around the hilly forests looking for plants and small trees to eat.
It is most (26) early in the morning and in the evening. The rest of the time, it prefers to lie ACT
around in mud baths and puddles. In contrast to what some people say, they are (27) PEACE
creatures and there is little evidence of them fighting each other.
It is thought that fewer than 100 Sumatran Rhinos still survive in their (28) habitat. NATURE
Their numbers have decreased (29) in the last few decades due to hunting. Despite that, QUICK
(30) have been able to carry out various studies. They hope this information will help RESEARCH
them to increase Sumatran Rhino numbers in the future.
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END OF YEAR TEST B
READING
Task 1
31 What does the writer say about smartphones in paragraph 2?
A The invention of the telephone was more important.
B They only have a limited number of features.
C They have had an important effect on our lives.
D They aren’t suitable for long distance phone calls.
32 According to the writer, how have smartphones affected our relationships?
A They have helped us become more communicative.
B They have made it more difficult to communicate well.
C They have allowed us to spend more time with our families.
D They have stopped us making new friends.
33 What disadvantage of smartphones does the writer discuss in paragraph 3?
A We are not as efficient at work as we used to be.
B We find it harder to forget about our jobs at the end of the day.
C We spend more time chatting to friends than working.
D We no longer like to discuss our personal relationships.
34 The writer talks about an earthquake in the fifth paragraph to show that
A it can take a long time for us to get the latest news.
B we can’t trust any of the social networks.
C reporters aren’t interested in those types of stories.
D we should be careful about the news we read.
35 What it is the writer’s overall message about smartphones?
A We should be concerned about the negative effects on our lives.
B We must do everything we can to stop people using them.
C We ought to prohibit people from using them on public transport.
D We should be pleased that people are using them less than in the past.
10
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END OF YEAR TEST B
Have smartphones changed our lives for the better?

1 4
It’s hard to believe that smartphones have only What about work? Surely, smartphones have made
been around for little over a decade. They’re now so us more efficient in our jobs? After all, we can
common that it’s surprising if someone doesn’t have send and receive emails at any time, organise our
one. As I sit on the underground in the mornings, schedules and make sure we don’t miss an important
all I see are tired-looking travellers staring at their call. That’s great for our companies, but not so
smartphones. When I step off the underground, great for us or our families. In the past, when we
others are navigating the platform, eyes still fixed finished work, we would go home and forget about
on their screens. Most of them will spend the rest of it. Nowadays, smartphones mean many people take
their day checking their messages and the latest news their work home with them so there is less time to
updates or keeping up on celebrity gossip. relax. Apart from making you more tired, this can
have a negative effect on your personal relationships,
2
with more arguments and misunderstandings.
There’s no doubt that the smartphone has changed
our lives significantly. For most of the twentieth 5
century, the telephone changed little. It only But smartphones are fantastic for knowing what’s
allowed us to talk to people over long distances and, going on in the world, right? Well, that’s true to a
later, send text messages to them. The smartphone, certain extent. In the past, we used to rely on papers
however, changed all of that by adding features or television and radio for our news. Sometimes,
such as cameras, GPS and sophisticated computer you had to wait for a whole day before hearing the
technology. They are multi-purpose tools, whose uses latest updates. However, the online newspapers
are only limited by the imaginations of computer and social networks which we use nowadays are
programmers. If you’re lost, your phone will help constantly updated. If there’s an earthquake on
you find your way. If you’re feeling lonely, it will an island on the other side of the world, we know
help you find the perfect friend. You can even do about it in minutes. But can we really trust the social
your shopping on it, without leaving the comfort of networks for our news? Were the reporters on the
your kitchen. The problem is that we’ve become so island when the earthquake happened? Or were they
dependent on this technology that we’ve failed to just repeating a story that they’d seen on another
notice the dangers. social network?
3 6
What worries me most is that we are now more I’m not trying to say that the smartphone was a bad
interested in our smartphones than in the people invention. I couldn’t imagine not being able to search
around us. How many of us check our phones before for a recipe or share my photos with my family and
we’ve even said ‘good morning’ to our families? friends. However, I strongly believe that we need to
How many of us are checking our friends’ online understand the risks related to their use. We should
profiles when we could be talking to them? Instead of ask ourselves whether working longer hours or
actually talking to people, we send them three-word having fewer ‘real’ conversations is a good thing. If we
messages or emojis. One advantage of the telephone disagree, then we must think carefully about the way
was that it helped us become more communicative. we use our smartphones.
Smartphones, on the other hand, have limited the
way we communicate with others.
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END OF YEAR TEST B
Task 2
Read the article. Choose from the sentences (A–F) the one which fits each gap (36–40). There is one extra sentence
which you do not need to use.
A For that reason, he decided it would be better to organise everything himself.
B In fact, it takes a team of organisers a whole year to prepare for something like this.
C Not only that, but there are open-air cinemas, theatres, talks and workshops, as well as play areas for the younger ones.
D As they are keen for the festival to be eco-friendly, much of this waste is recycled.
E However, over the years, the popularity, and the price, of the festival has increased dramatically.
F They usually get free accommodation and food and, in return for their help, the festival organisers donate money
to their charities.
10
Total: 50
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END OF YEAR TEST B
How to organise a rock festival

Every summer, people of all ages pack up their tents Of course, the main focus of a festival like this is
and wet weather gear and make their way to the the music. Thousands of fans come together to
music festivals that take place in the UK. They go see famous bands, like The Chemical Brothers
there to see their favourite music artists and to escape and The xx. However, Glastonbury is supposed to
from reality for a few days. The festivals are all shapes be a family festival so there has to be something
and sizes, from tiny events which people put on in for everyone, from East African folk bands to the
their gardens to huge ones for tens of thousands of gospel choirs. (39) A large part of the
music fans. Whether it’s big or small, the organisers organisers’ time is spent in booking artists and
will have been planning and working hard for creating a varied programme of events.
months to make sure the event is a success. So how
While this is probably the most important job,
exactly do you organise a music festival?
accommodation is also a priority. Most of the
The most famous festival in the UK is the Glastonbury festival-goers will stay on the site for the duration
Festival, which has been running for almost fifty of the festival, sleeping in their own tents. However,
years. In that time, some of the most famous names setting up a campsite for a few hundred thousand
in contemporary music have played on the festival’s people is no easy task. For example, more than 4,000
main stage, from The Rolling Stones to Ed Sheeran. portable toilets are provided and specially-built
The first Glastonbury festival was attended by around reservoirs, or lakes, supply more than 2,000,000
a 1,500 people and, although it was not free, it cost litres of fresh water. Rubbish is also an important
only £1 to get in. (36) Nowadays, consideration for the organisers, with more than
it regularly attracts over 130,000 people, with tickets 15,000 litter bins being provided. (40)
selling for more than £200 each. In 2014, nearly a thousand tonnes of plastic, glass and
other materials were separated to be used again.
Glastonbury was the dream of one man, Michael
Eavis, in the early 1970s and he has been involved in There are many more things that the organisers have
its organisation ever since then. However, putting to take into account, such as transport and providing
on an event of this size is far too much work for one places where people can eat. Every little detail has to
person. (37) They need to decide what be thought of in order for the festival to be a success.
their budget is, how many people to invite and what Organising a festival is far from easy and requires a
acts to include. They also work closely with different lot of hard work, but if it’s done properly, people will
companies and charities to make sure that the event come back year after year.
runs smoothly and safely.
If you include the army of volunteers who help out

at the event, thousands more people are involved in
the running of the festival. They provide security,
medical services in case people get ill, and stewards
who help people find their way around. Many of
these volunteers work for charities like Greenpeace or
Oxfam. (38) This means that everyone
gets to benefit from the festival.
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END OF YEAR TEST: SPEAKING STUDENT A
Task 1
Task 2
Why might people choose to do these sports?
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END OF YEAR TEST: SPEAKING STUDENT A
Task 3
vegetable garden
having a
the environment
students about
teaching
environmentally friendly?
your school more
How might these

things make
for students
organising a
green club
putting up
posters
coursebooks
recycling
Task 4
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END OF YEAR TEST: SPEAKING STUDENT B
Task 1
Task 2
Student A will talk about their photographs first. When they have finished, answer the question about their photos that your
teacher asks you.
Why might the people be doing these activities in their free time?
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Class:
for Schools
END OF YEAR TEST: SPEAKING STUDENT B
Task 3
vegetable garden
having a
the environment
students about
teaching
your school more
How might these

things make
for students
organising a
green club
putting up
posters
coursebooks
recycling
Task 4
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B1+ Name:
Class:
for Schools
END OF YEAR TEST: SPEAKING TEACHER’S PAGE
Task 1: Interview (2 minutes)

First of all, I would like to know something about you.
• Select one or more questions from the following as appropriate.
• What do you like doing in your free time? (How long have you been doing that?)
• Do you prefer to spend your free time alone or with friends? (What do you like doing?)
• How often do you do sports? (What sports do you like doing?)
• Tell us about a film you’ve seen recently. (What was it about?)
• Do you watch much television? (What do you enjoy watching?)
• How do you usually spend the school holidays? (Who do you spend them with?)
• What did you do last weekend? (Where did you go?)
• What are your plans for this evening? (What do you usually do?)
(2 minutes)
Task 2: Long turn (4 minutes)

In this part of the test, I’m going to give each of you two photographs. I’d like you to talk about
your photographs on your own for about a minute, and also to answer a question about your
partner’s photographs.
Student A
It’s your turn first. Here are your photographs. They show people doing different sports. I’d like you
to compare the photographs and say why you think people might choose to do these sports.
Thank you.
Student B, which of these sports would you prefer to do? Why? (Approximately 30 seconds)
Thank you.
Now, Student B
Here are your photographs. They show people doing different activities in their free time. I’d like you
to compare the photographs and say why you think the people might be doing these activities in
their free time.
Thank you.
Student A, which of these activities would you find more relaxing? Why? (Approximately 30 seconds)
Thank you.
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B1+ Name:
Class:
for Schools
Task 3: Collaborative task (4 minutes)

I’d like you to imagine that your school wants to become more
environmentally friendly.
vegetable garden
Here are some ideas for things that the school could do. First you
have some time to look at the task.
(15 seconds)
having a
the environment
students about
teaching
your school more
How might these

things make
for students
organising a
green club
putting up
posters
coursebooks
recycling
Now, talk to each other about how each of these things might make
your school more environmentally friendly and why.
(2 minutes)
Thank you. Now you have about a minute to decide which two ideas
would be the most useful.
(1 minute)
Thank you.
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B1+ Name:
Class:
for Schools
Task 4: Discussion (4 minutes)

Use the following questions, in order, as appropriate.
Select any of the following

prompts, as appropriate:
• What do you think?

• Do you agree?
• How about you?
• Do you do any of these things at your school? (Why? / Why not?)

• Why is it important for schools to teach young people about the environment?
• What other ways can schools become more environmentally friendly?
• Do you think people are doing enough to protect the environment? (Why? / Why not?)
• Some people think we should do more to protect the oceans. What do you think? (Why?)
• What environmental problems do you think will exist in the future? (Why?)
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B1+ Name:
Class:
for Schools
END OF YEAR TEST: WRITING
Write your answer to one of the questions in this part. Write your answer in 140–190 words in an appropriate style.
Write your answer on a separate answer sheet.
In your English class, you have been talking about voluntary work. Now your English teacher has asked you
to write an essay. Choose one of the questions below.
1
Write your essay using all the notes and giving reasons for your point of view.
Some people think that doing voluntary work can be a positive experience for young people.
Do you agree?
Write about:
1 helping others
2 learning new skills
3 (your own idea)
Write your essay in 140–190 words.
2
Read part of an email you have received from an English-speaking friend.
From: Blanca
Subject: My visit
I can’t believe I’m coming to see you next week! It’ll be wonderful to spend some together and get to
know your country.
Can you tell me about what we can do in your town? What sort of clothes should I bring with me?
What’s the best way to get to your house from the airport?
Thanks,
Blanca
Write your email in 140–190 words.
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TESTS ANSWER KEYS 2ND EDITION B1+
Diagnostic Test A
No. Key Language Area
1 D Present simple 51 D Money (lexis)
2 C Present continuous 52 B Infinitives and -ing forms
3 B Past continuous 53 C Infinitives and –ing forms
4 C Language and communication (lexis) 54 D Senses (lexis)
5 A Gerunds (-ing forms) 55 A Science (lexis)
6 D Future forms 56 C Quantifiers and pronouns
7 C Smart homes (lexis) 57 D Quantifiers and pronouns
8 A Giving advice and making suggestions 58 D Furnishings (lexis)
9 C Present perfect 59 A First conditional
10 A Sports (lexis) 60 C Third conditional
11 B Present perfect simple with adverbs 61 A Phrasal verbs (lexis)
12 A Zero conditional 62 B Wishes, preferences and regrets
13 C Entertainment (lexis) 63 A Wishes, preferences and regrets
14 A Second conditional 64 B Words connected with travel (lexis)
15 C Passive 65 D The passive
16 B Adjective + noun 66 B The passive
17 A Have/get something done 67 A Maths (lexis)
18 B Defining relative clauses 68 C Have/Get something done
19 C Travel (lexis) 69 D Word building: -tion (lexis)
20 B Modals of obligation 70 A Reporting verbs
21 B Hobbies and interests (lexis) 71 B Reported speech
22 C Reported speech 72 D Phrasal verbs (lexis)
23 D Indirect questions 73 C Collocations (lexis)
24 A Used to 74 A Reporting questions
25 D Feelings (lexis) 75 D Reporting orders and requests
26 D Follow your dreams (lexis) 76 C Comparative forms
27 B Present continuous 77 C Word formation – suffixes (lexis)
28 D Clothes and accessories (lexis) 78 B Collocations (lexis)
29 A Adjectives with -able and -ible (lexis) 79 A Phrasal verbs (lexis)
30 A Present perfect continuous 80 D Past perfect continuous
31 B Strong adjectives (lexis) 81 B Idiomatic phrases and expressions (lexis)
32 A Past perfect 82 C Articles
33 C Used to 83 D Future time clauses
34 D So, such, too, enough 84 A Education and work (lexis)
35 B Adverbs of manner (lexis) 85 B Determiners with countable/uncountable nouns
36 B Future continuous 86 B Compound nouns (lexis)
37 A Future time clause 87 D Alternative conditional forms
38 C Phrases for talking about the future 88 D Prepositional phrases (lexis)
39 D Phrases with make and do (lexis) 89 B Infinitive and verb + -ing
40 B Phrasal verbs (lexis) 90 C Verb patterns with a change in meaning
41 C Modal verbs 91 C Phrasal verbs (lexis)
42 A Modal verbs 92 B The passive
43 B Adjectives + preposition (lexis) 93 D Time phrases (lexis)
44 C Modal verbs 94 B Word formation – irregular changes (lexis)
45 A Personality adjectives (lexis) 95 B Reporting verbs
46 C Defining relative clauses 96 C Adjectives + prepositions
47 A Defining relative clauses 97 D Modal verbs
48 D Phrasal verbs (lexis) 98 B Linking phrases
49 D Collocations (lexis) 99 A Cleft sentences
50 B Reduced relative clauses 100 D Fixed phrases (lexis)
Placement Guidance
• If students score fewer than 10 correct answers, consider starting in the level below.
• If students score between 10 and 40, start at the expected level and assess scores to check whether remediation is required.
• If students score between 50 to 75, assess scores and consider an additional oral interview to decide whether the expected
level or the upper level with some remediation would be more appropriate.
• Students who scored 75+ should be started at an upper level.
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Diagnostic Test B
No. Key Language Area
1 A Present simple 51 C Money (lexis)
2 C Present continuous 52 D Infinitives and -ing forms
3 C Past continuous 53 B Infinitives and -ing forms
4 B Language and communication (lexis) 54 A Senses (lexis)
5 D Gerunds 55 D Science (lexis)
6 C Future forms 56 D Quantifiers and pronouns
7 B Smart homes (lexis) 57 B Quantifiers and pronouns
8 B Giving advice and making suggestions 58 B Furnishings (lexis)
9 A Present perfect 59 D First conditional
10 C Sports (lexis) 60 D Third conditional
11 C Present perfect simple with adverbs 61 C Phrasal verbs (lexis)
12 B First conditional 62 A Wishes, preferences and regrets
13 C Entertainment (lexis) 63 B Wishes, preferences and regrets
14 B Second conditional 64 A Prepositions (lexis)
15 A Passive 65 B The passive
16 A Adjective + noun 66 D The passive
17 C Have/get something done 67 C Maths (lexis)
18 A Defining relative clauses 68 C Have / Get something done
19 A Travel (lexis) 69 D Word building: -ment (lexis)
20 C Modals of obligation 70 B Reporting verbs
21 D Hobbies and interests (lexis) 71 D Reported speech
22 B Reported speech 72 B Phrasal verbs (lexis)
23 C Indirect questions 73 D Collocations (lexis)
24 D Used to 74 C Reporting questions
25 D Feelings (lexis) 75 B Reporting orders and requests
26 C Follow your dreams (lexis) 76 C Comparative forms
27 D Present continuous 77 C Word formation – suffixes and prefixes
28 A Clothes and accessories (lexis) 78 A Collocations (lexis)
29 C Adjectives with -able and -ible (lexis) 79 C Phrasal verbs (lexis)
30 C Present perfect continuous 80 B Past perfect continuous
31 B Strong adjectives (lexis) 81 C Idiomatic phrases and expressions (lexis)
32 D Past perfect 82 B Articles
33 D Used to 83 A Future time clauses
34 C So, such, too, enough 84 C Education and work (lexis)
35 B Adverbs of manner (lexis) 85 C Determiners with countable/uncountable nouns
36 C Future continuous 86 A Compound nouns (lexis)
37 C Future time clause (present tense with 87 B Alternative conditional forms
future meaning) 88 A Prepositional phrases (lexis)
38 D Phrases for talking about the future 89 D Infinitive and verb +-ing
39 B Phrases with make and do (lexis) 90 B Verb patterns with a change in meaning
40 A Phrasal verbs (lexis) 91 A Phrasal verbs (lexis)
41 A Modal verbs 92 C The passive
42 C Modal verbs 93 A Time phrases (lexis)
43 A Adjectives + preposition (lexis) 94 C Word formation – irregular changes (lexis)
44 A Modal verbs 95 D Reporting verbs
45 C Personality adjectives (lexis) 96 B Adjectives + prepositions
46 D Non-defining relative clauses 97 D Modal verbs
47 C Defining relative clauses 98 A Linking phrases
48 D Phrasal verbs (lexis) 99 D Cleft sentences
49 B Learning skills (lexis) 100 C Fixed phrases (lexis)
50 C Reduced relative clauses
Placement Guidance
• If students score fewer than 10 correct answers, consider starting in the level below.
• If students score between 10 and 40, start at the expected level and assess scores to check whether remediation is required.
• If students score between 50 to 75, assess scores and consider an additional oral interview to decide whether the expected
level or the upper level with some remediation would be more appropriate.
• Students who scored 75+ should be started at an upper level.
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UNIT 1 Use of English

TASK 1
LANGUAGE TEST A (1 point for each correct part)
31 is/’s always // leaving/always // leaves
Vocabulary 32 been helping // me out
33 doesn’t/does not // regularly play/play regularly
TASK 1 34 haven’t/have not seen // her for
1 comfortable 2 memorable 3 responsible 4 sensible 35 have been living // here since
5 fashionable 36 (has) just // landed
For revision, go to Student’s Book: p13, p16 For revision, go to Student’s Book: p12, p15
TASK 2 TASK 2
6 poverty 7 raise 8 cute 9 encouraging 10 in 11 hood 37 A 38 B 39 D 40 D 41 C 42 D 43 A 44 B
12 campaign 13 put me off 14 relaxing 15 pale For revision, go to Student’s Book: p13, p16
For revision, go to Student’s Book: p13, p16
Grammar SKILLS TEST A

16 has become 17 plays 18 has just come back Dictation
19 has been working on 20 comes across
Several pop stars have created a charity to encourage young
21 doesn’t only listen 22 is/’s writing 23 isn’t/is not
people to become musicians. The charity will lend musical
24 spends 25 are repairing 26 is planning/plans
instruments to teenagers who can’t afford them. Schools across
27 has been studying 28 wants 29 doesn’t seem 30 sounds
the country have said they will take part in the project.
Listening
Use of English
1 C 2 B 3 B 4 A 5 C 6 B 7 A 8 C 9 B 10 A
TASK 1 Reading
(1 point for each correct part)
31 has been // learning TASK 1
32 doesn’t/does not usually // help (me) 11 B 12 C 13 A 14 B 15 D 16 C 17 B 18 A
33 have just // come/just // came 19 D 20 D
34 is always // criticising/always // criticises
35 hasn’t called // me for TASK 2
36 have been getting // into 21 The teachers try to make them interesting.
For revision, go to Student’s Book: p12, p15 22 She usually has a football match.
23 She works hard during the week.
TASK 2 24 He spends it quickly.
37 C 38 A 39 B 40 D 41 D 42 C 43 B 44 A 25 Stuart can’t choose because he has to go to school.
SKILLS TEST B
LANGUAGE TEST B Dictation
Vocabulary Several pop stars have created a charity to encourage young
people to become musicians. The charity will lend musical
TASK 1 instruments to teenagers who can’t afford them. Schools across
1 understandable 2 sensible 3 memorable 4 suitable the country have said they will take part in the project.
5 responsible
For revision, go to Student’s Book: p13, p16 Listening
1 C 2 C 3 B 4 A 5 A 6 B 7 A 8 C 9 C 10 B
TASK 2
6 stressful 7 sticker 8 campaign 9 gave up on 10 survey Reading
11 smart 12 swimsuit 13 tiring 14 care for 15 hood
For revision, go to Student’s Book: p13, p16 TASK 1
11 A 12 B 13 A 14 B 15 C 16 A 17 D 18 D
Grammar 19 C 20 B
16 has just won 17 entertains 18 has already visited
19 is/’s recording 20 enjoys 21 doesn’t usually listen TASK 2
22 has been singing 23 isn’t working 24 doesn’t stay 21 They would get more work done.
25 hasn’t visited 26 have just bought 27 spends 22 exhausted
28 goes 29 isn’t planning 30 has recently said 23 They haven’t got a home.
For revision, go to Student’s Book: p12, p15 24 It would be impossible to save any money.
25 He’ll be able to go on holiday with his friends.
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UNIT 2 Grammar
TASK 1
LANGUAGE TEST A 16 went 17 had 18 used to 19 would always do 20 got
21 hadn’t heard 22 were leaving 23 was walking
Vocabulary For revision, go to Student’s Book: p26
TASK 1 TASK 2
1 ridiculous 2 terrifying 3 awesome 4 massive 24 the most delicious 25 faster 26 as funny
5 disgusting 6 brilliant 7 awful 27 harder 28 more gently 29 of the most unusual
For revision, go to Student’s Book: p27 30 more positively than
For revision, go to Student’s Book: p29
TASK 2
8 had 9 waved 10 hanging 11 turned 12 find 13 drop Use of English
14 spotted 15 get
For revision, go to Student’s Book: p27, p30 TASK 1
Grammar 31 as // quickly as 32 more relaxed than // she used
33 much more // terrifying/frightening 34 is too small // to
TASK 1 35 is not/isn’t as // ridiculous as 36 one of the // most brilliant
16 would always ask 17 had 18 were having 19 hadn’t seen
20 were coming 21 went 22 used to 23 called
For revision, go to Student’s Book: p26 TASK 2
37 largest 38 surprising 39 unfortunately 40 suddenly
TASK 2 41 responsible 42 suspicious 43 reality 44 finally
24 the most ridiculous 25 as annoying 26 worse 27 harder
28 of the most interesting 29 more carefully than
30 more quietly
SKILLS TEST A
Use of English Dictation
Although most people think it is important to tell the truth,
TASK 1 many things we say are not true themselves. In fact, we often
(1 point for each correct part) make up stories about ourselves to make us look better or
sound more interesting to our friends.
31 far more // enjoyable
32 as well // as Listening
33 one of // the most disgusting
34 more nervous than // he used TASK 1
35 wasn’t/was not // big enough
1D 2A 3F 4B 5H
36 isn’t/is not // as long as
6 G 7 B 8 F 9 H 10 C
TASK 2
37 nervously 38 hopefully 39 amazing 40 suspicious Reading
41 responsible 42 reality 43 successfully
44 unfortunately TASK 1
For revision, go to Student’s Book: p27, p30 11 C 12 B 13 C 14 B 15 A 16 D
LANGUAGE TEST B TASK 2

17 They’re more suspicious about them. 18 the 1940s
Vocabulary 19 tens of kilometres 20 the sixth century
TASK 1
1 awesome 2 amazing 3 fantastic 4 disgusting 5 massive
6 terrifying 7 ridiculous
TASK 2
8 yelling 9 hang 10 had 11 stare 12 get 13 dropped
14 crashed 15 find
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SKILLS TEST B LANGUAGE TEST B

Dictation Vocabulary
Although most people think it is important to tell the truth,
many things we say are not true themselves. In fact, we often
TASK 1
make up stories about ourselves to make us look better or 1 season 2 consumers 3 sure 4 import 5 produce
sound more interesting to our friends. 6 increase 7 do 8 crop 9 do
Listening
TASK 2
TASK 1 10 clean 11 get 12 dying 13 are killing
1G 2E 3A 4B 5F 14 going to throw/throwing 15 are chopping
TASK 2
6 C 7 H 8 D 9 E 10 G Grammar
Reading TASK 1
16 will miss 17 is cooking 18 will be working 19 will find
TASK 1 20 won’t want 21 finish 22 due 23 about
11 A 12 C 13 B 14 B 15 D 16 B For revision, go to Student’s Book: p40
TASK 2 TASK 2
17 They’re not very accurate. 18 They were on a routine flight. 24 enough 25 such a 26 so 27 such a lot 28 not enough
19 about 1,500 years ago 20 hundreds of thousands 29 too much 30 so many
LANGUAGE TEST A TASK 1

31 without 32 such 33 away/out 34 many 35 every
Vocabulary 36 across 37 do 38 enough 39 make 40 too
For revision, go to Student’s Book: p40, p43, p44
TASK 1
1 increasing 2 sure 3 import 4 do 5 crop 6 season
TASK 2
7 produce 8 make do 9 consumers 41 C 42 B 43 C 44 A 45 D 46 C 47 B 48 D
For revision, go to Student’s Book: p41 49 B 50 A
For revision, go to Student’s Book: p43 and 44
TASK 2
10 clean 11 get 12 kill 13 throwing/going to throw
14 chopped 15 will die
SKILLS TEST A
For revision, go to Student’s Book: p44 Dictation
Even though we use water on a daily basis, we need to make
Grammar sure we use it sensibly. A lot of families waste thousands of litres
every year. For that reason, the government is encouraging
TASK 1 people to reduce the amount of water that they consume.
16 will win 17 is staying 18 will be studying 19 will win
20 won’t be 21 about 22 gets 23 due Listening
For revision, go to Student’s Book: p40 1 three 2 land 3 Biology/biology
4 (environmental) pollution 5 development 6 wood
TASK 2 7 leaders 8 (natural) resources 9 (foreign) businesses
24 such a 25 not enough 26 too much 27 so 10 own lives
28 so many 29 such a lot 30 enough
For revision, go to Student’s Book: p43 Reading
Use of English TASK 1
11 E 12 B 13 G 14 D 15 F 16 A
TASK 1
31 such 32 without 33 so 34 will 35 away/out TASK 2
36 enough 37 much 38 to 39 make/be 40 is 17 They would normally be at school. 18 proud
For revision, go to Student’s Book: p40, p43, p44 19 six or seven 20 They head to the campfire.
TASK 2
41 C 42 B 43 A 44 B 45 C 46 C 47 D
48 D 49 A 50 C
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SKILLS TEST B TASK 2

37 disobedient 38 anxious 39 impossible 40 curious
Dictation 41 impatient 42 logical 43 decision 44 pleasant
Although water surrounds us, we need to make sure we use it For revision, go to Student’s Book: p58
sensibly. A lot of families waste thousands of litres every year.
For that reason, the government is encouraging people to
reduce the amount of water that they consume.
LANGUAGE TEST B
Vocabulary
Listening
1 farm 2 (new) crops (like wheat) 3 students TASK 1
4 East African/east African 5 development 6 women 1 get away from 2 coach 3 rival 4 role model
7 streams 8 leaders 9 millions of 10 human rights 5 fall out with 6 community 7 get on with
Reading
TASK 2
TASK 1 8 at 9 to 10 with 11 of 12 about 13 on
11 F 12 C 13 A 14 G 15 E 16 B 14 with 15 at
TASK 2
17 excited Grammar
18 in the vegetable garden
19 that the children respect and look after each other TASK 1
20 nearby skate parks 16 may 17 ought to 18 needn’t 19 mustn’t
20 had better not 21 weren’t allowed to 22 Would
UNIT 4 23 don’t need to 24 shouldn’t have lent

TASK 2
LANGUAGE TEST A 25 must 26 should 27 could 28 can’t
Vocabulary 29 may not 30 shouldn’t
TASK 1
1 role model 2 get on with 3 company 4 mate
Use of English
5 fall out with 6 get away from 7 referee
TASK 1
TASK 2 31 should have // asked
8 about 9 with 10 about 11 at 12 of 13 to 32 weren’t/were not able // to see
14 on 15 of 33 must // be difficult
For revision, go to Student’s Book: p55 34 had/’d better // not jump
35 are not/aren’t allowed // to
Grammar 36 do not/don’t need // to show / need not/needn’t // show
TASK 1
16 can’t 17 ought to 18 weren’t allowed to 19 may
TASK 2
20 doesn’t have to 21 don’t need to 22 had better not 37 curious 38 anxious 39 independent 40 disobedient
23 shouldn’t have laughed 24 Would 41 impossible 42 patience 43 unpleasant 44 decision
For revision, go to Student’s Book: p54 For revision, go to Student’s Book: p58
TASK 2 SKILLS TEST A

25 can’t /shouldn’t 26 may not 27 should 28 must
29 could 30 shouldn’t Dictation
For revision, go to Student’s Book: p57 If you are unhappy, you should talk it over with someone you
trust. If you are too embarrassed to discuss it with your parents
Use of English or teacher, you ought to speak to a friend because they might
be able to help.
TASK 1
(1 point for each correct part) Listening
31 must be/one
32 had better/not open TASK 1
33 should not/shouldn’t/have been 1D 2A 3G 4C 5H
34 was not/wasn’t/able to
35 do not/ don’t need/to stay // need not/needn’t/stay TASK 2
36 are not/aren’t allowed/permitted/are forbidden/to walk 6 G 7 B 8 D 9 A 10 F
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Reading Use of English

TASK 1 TASK 1
11 B 12 C 13 B 14 A 15 D 16 C 31 which/that 32 finding 33 which 34 where 35 by
36 who 37 out 38 for 39 when/if 40 on
TASK 2 For revision, go to Student’s Book: p68, p71
17 It can help to start off their career.
18 There’s a lot of competition for places. TASK 2
19 when she was six 41 C 42 B 43 D 44 A 45 C 46 B 47 A 48 A
20 a place in the national orchestra 49 D 50 C
SKILLS TEST B
Dictation LANGUAGE TEST B
If you are unhappy, you should talk it over with someone you Vocabulary
trust. If you are too embarrassed to discuss it with your parents
or teacher, you ought to speak to a friend because they might TASK 1
be able to help. 1 up 2 on 3 up 4 behind 5 up 6 for 7 by 8 out
Listening For revision, go to Student’s Book: p69
TASK 2
TASK 1 9 saving 10 vouchers 11 knowledge 12 borrow 13 earn
1H 2C 3A 4E 5G 14 exchange rate 15 afford
6 C 7 G 8 D 9 B 10 F Grammar
Reading TASK 1
TASK 1 16 who/that 17 which/that 18 where 19 which/that
20 whose 21 who 22 when 23 which
11 D 12 C 13 A 14 C 15 B 16 B
TASK 2 TASK 2
17 excited 18 They can go on trips and go to the disco.
24 taking 25 helped 26 staying 27 who I raced
19 twice 20 a huge concert
28 constructed 29 preparing 30 which was written
31 finding 32 who 33 for 34 make 35 heart 36 which
Vocabulary 37 where 38 through/at 39 when 40 sense
TASK 1
1 behind 2 with 3 for 4 by 5 up 6 on 7 up 8 to TASK 2
For revision, go to Student’s Book: p69 41 C 42 A 43 B 44 A 45 C 46 D 47 A 48 C
49 B 50 A
9 lend 10 discount 11 knowledge 12 saving 13 common
14 currency 15 academic
SKILLS TEST A
Dictation
Grammar
Some say we stop learning when we finish school. However, we
TASK 1 should keep looking for opportunities to learn because it gives
us a greater understanding of the world. It can also help us
16 where 17 who 18 who/that 19 whose 20 which/that
achieve a better quality of life.
21 which 22 when 23 which/that
For revision, go to Student’s Book: p68 Listening
TASK 2 TASK 1
24 performing 25 given 26 living 27 which I climbed 1C 2C 3B 4A 5C 6B 7A
28 designed 29 playing 30 which was planted
8 B 9 C 10 A
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Reading Use of English

TASK 1 TASK 1
11 D 12 G 13 A 14 C 15 E 16 B (1 point for each correct part)
31 where // (I have/need/ought) to put/where // I (should) put
TASK 2 32 enjoys going // to the/a
17 their daily learning objectives 33 of becoming/being | a
18 for them to develop their natural curiosity 34 is helping me // (to) study
19 building fires and shelters 35 either of // her (two)
20 to be able to deal with life’s problems 36 none of // the students
Dictation 37 researcher 38 ability 39 central 40 artistic 41 natural
Some say we stop learning when we finish school. However, we 42 stressful 43 distrust 44 action
should keep looking for opportunities to learn because it gives For revision, go to Student’s Book: p83, p86
us a greater understanding of the world. It can also help us
achieve a better quality of life. LANGUAGE TEST B
Listening Vocabulary
TASK 1 TASK 1
1A 2B 3B 4C 5A 6B 7A 1 restart 2 plug in 3 touch 4 wear off 5 sound
TASK 2
8 A 9 A 10 B TASK 2
Reading 6 calculator 7 vision 8 reappeared 9 action
10 infection 11 romantic 12 amusing 13 disagreed
TASK 1 14 splash 15 investigating
11 B 12 E 13 C 14 G 15 A 16 F
TASK 2 Grammar
17 at the beginning and the end of the day TASK 1
18 falling over branches and out of trees
16 to be 17 watching 18 to put 19 to finish 20 to be
19 maths, reading and writing
21 using 22 to behave 23 being
20 teenagers
UNIT 6 TASK 2
24 either 25 Each 26 None 27 neither 28 few
29 a few 30 a little
LANGUAGE TEST A For revision, go to Student’s Book: p85
Vocabulary Use of English

TASK 1
1 touch 2 wear off 3 disconnect 4 predict 5 experiment TASK 1
For revision, go to Student’s Book: p83, p86 31 (I have/need/ought) to do // with/I (should) do // with
32 agreed // to go 33 worried about // holding
TASK 2 34 made me // want 35 nor Janet // saw
6 instructor 7 sight 8 on-screen 9 amusing 36 to // each of the
10 infection 11 measure 12 disappeared 13 tunnel For revision, go to Student’s Book: p82, p85
14 plot 15 disagreed
TASK 2
37 famous 38 dramatic 39 heroic 40 inventor
Grammar 41 electrical/electronic 42 logical 43 reality 44 scientific
TASK 1
16 (to) get 17 to do 18 going 19 to hurt 20 to touch
21 restarting 22 to investigate 23 doing
TASK 2
24 Every 25 A little 26 Each 27 few 28 neither
29 none 30 little
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SKILLS TEST A TASK 2

9 off/above 10 through 11 into 12 on 13 out
Dictation 14 with/to 15 for/to
Researchers from a university in Canada are trying to establish For revision, go to Student’s Book: p100
how birds know which way to fly. They have shown that birds
get information from things they see. They have observed
Grammar
certain species which follow roads to get around.
TASK 1
Listening 16 need 17 were 18 did 19 lived 20 hear
1 teeth 2 sandpaper 3 airplanes 4 (new) world records 21 didn’t go 22 hadn’t forgotten
5 much improved 6 infections 7 walls 8 kill 9 worried For revision, go to Student’s Book: p96
10 robots TASK 2
Reading 23 was 24 would say 25 we’d had 26 hadn’t moved
27 live 28 not take 29 was 30 wasn’t taking
TASK 1 For revision, go to Student’s Book: p99
11 B 12 C 13 D 14 A 15 C 16 A 17 B 18 C
19 A 20 B
Use of English
TASK 2 TASK 1
21 They are not used to using it. (1 point for each correct part)
22 looking for cures for diseases and making disease-free crops 31 wish (that) I // could/was able to
23 It gives you more free time. 32 if I hadn’t/had not // been/gone
24 They had to do more research. 33 wish (that) I // had/’d gone
25 It’s still making our lives better. 34 rather/prefer to // have
35 only I // didn’t
SKILLS TEST B 36 I’d rather // not
Dictation
TASK 2
Researchers from a university in Canada are trying to establish
37 C 38 D 39 A 40 B 41 A 42 C 43 D 44 C
how birds know which way to fly. They have shown that birds
get information from things they see. They have observed For revision, go to Student’s Book: p100
certain species which follow roads to get around.
Listening
LANGUAGE TEST B
1 golf ball 2 energy 3 benefits 4 rough 5 realistic Vocabulary
6 interesting 7 plastic 8 bathrooms 9 companies
10 hands TASK 1
1 cushion 2 sink 3 messy 4 enormous 5 tiring 6 tunnel
Reading 7 boring 8 platform
TASK 1
11 C 12 D 13 A 14 B 15 C 16 D 17 B 18 A TASK 2
19 C 20 A 9 of 10 after/for 11 down 12 up 13 for
14 out/through 15 to
21 using the phone too much
22 Your work is better quality. Grammar
23 They’re programmed by people.
24 What happens when it goes wrong TASK 1
25 It hasn’t offered many improvements recently. 16 lived 17 turn 18 spent 19 build 20 have 21 had done
22 hadn’t lost
UNIT 7 For revision, go to Student’s Book: p96
TASK 2
LANGUAGE TEST A 23 wouldn’t 24 could 25 we’d left 26 have
27 weren’t staying 28 were 29 would rain 30 hadn’t eaten
Vocabulary For revision, go to Student’s Book: p99
TASK 1
1 fun 2 messy 3 rug 4 neat 5 lighthouse 6 crew
7 tiny 8 board
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Use of English TASK 2

(1 point for each correct part) 17 being a student cost him a lot
18 He did some jobs for him at weekends.
TASK 1 19 his local recycling centre and builders’ yards
31 wish (that) it // was 20 They wish they had/could live in one.
32 I’d/had known // (that) my aunt
33 wish (that) you // wouldn’t/would not
34 rather/prefer to // play UNIT 8
35 was/could be // more confident
36 only // I could afford
LANGUAGE TEST A
Vocabulary
TASK 2
37 B 38 A 39 B 40 A 41 B 42 D 43 A 44 B TASK 1
For revision, go to Student’s Book: p97, p100 1 minus 2 divided by 3 area 4 fraction 5 double
6 percentage 7 average 8 estimate
SKILLS TEST A For revision, go to Student’s Book: p111
Dictation TASK 2
One aspect of modern life is greater choice, and some experts 9 tough 10 confusing 11 struggle 12 basic 13 tricky
would argue that this can now be seen in people’s houses. 14 negative 15 solve
People are attracted to the idea of being different and of For revision, go to Student’s Book: p114
experimenting with unusual ideas.
Grammar
Listening
TASK 1
TASK 1 16 is going to be made 17 calculated 18 is being played
1D 2C 3H 4A 5F 19 was sent 20 will be turned 21 are sent
22 have been lost 23 wasn’t/hadn’t been divided
TASK 2 24 been increased
6 G 7 D 8 F 9 H 10 B For revision, go to Student’s Book: p110
Reading TASK 2
25 (Tom’s) having his hair cut on Monday
TASK 1
26 (I) had my mobile phone repaired yesterday
11 D 12 F 13 A 14 G 15 E 16 C
27 (We) had our tent stolen from the campsite
TASK 2 28 (Sarah’s mum) has had her car repaired twice this year
29 (Ali) has not had his eyes tested for three years
17 animals from the forest and farm
30 (Has) your sister had her hair coloured yet
18 at winter, to his parents’ house
19 puts them away as soon as he’s used them For revision, go to Student’s Book: p113
20 having to go and get water from the farm Use of English
Dictation 31 a 32 because 33 to 34 are 35 is 36 were 37 of
38 had 39 been 40 their
One aspect of modern life is greater choice, and some experts For revision, go to Student’s Book: p110, p111, p113
would argue that this can now be seen in people’s houses.
People are attracted to the idea of being different and of TASK 2
experimenting with unusual ideas. 41 B 42 C 43 A 44 D 45 D 46 B 47 A 48 C
Listening 49 B 50 C
TASK 1
1D 2G 3F 4C 5E LANGUAGE TEST B
TASK 2 Vocabulary
6 D 7 F 8 A 9 H 10 B
TASK 1
Reading 1 plus 2 multiplied by 3 angle 4 odd 5 average
6 percentage 7 estimate 8 double
TASK 1 For revision, go to Student’s Book: p111
11 F 12 C 13 B 14 G 15 A 16 E
TASK 2
9 tough 10 clear 11 nightmare 12 simple 13 basic
14 struggle 15 improving
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Grammar Listening
1 B 2 A 3 C 4 B 5 A 6 B 7 A 8 B 9 C 10 B
TASK 1
Reading
TASK 2 (9 POINTS)
16 is going to be divided 17 were tested 18 is being written TASK 1
19 are never turned 20 will be returned 21 was sent 11 C 12 A 13 C 14 B 15 D
22 hasn’t been marked 23 haven’t been taught
24 are being used TASK 2
For revision, go to Student’s Book: p110 16 her age and how much money she has
17 ‘a few’ and ‘some’
TASK 2 18 because they stood up and walked (on two legs)
25 (Sheila’s) having her bedroom redecorated next week 19 History and Biology
26 (Sue) had her picture taken outside the palace 20 She’ll be upset.
27 (I) am getting my eyes tested tomorrow
UNIT 9
28 (Mrs Lynn) has had her shower fixed three times
29 (Finn) did not get his photograph taken at school
30 (Is) your cousin going to have her hair coloured
LANGUAGE TEST A
Use of English Vocabulary
TASK 1 TASK 1
31 get/have 32 be 33 make 34 that 35 before
1 spend time 2 cartoon characters 3 learning experience
36 are 37 the 38 this 39 has 40 of
4 general public 5 box office 6 artistic skill 7 fantasy world
TASK 2 TASK 2
41 A 42 B 43 D 44 D 45 B 46 C 47 A 48 D
8 interval 9 queue 10 scholarship 11 row 12 original
49 B 50 C
13 role 14 performance 15 nervous
SKILLS TEST A Grammar

Dictation TASK 1
It’s true that in most employment these days workers do not 16 I had 17 she was 18 I’d/had 19 she couldn’t/could not
have to struggle to do calculations. But maths is still important. 20 we might 21 not to
What companies want to see is people who have the ability to For revision, go to Student’s Book: p124
solve problems.
TASK 2
Listening 22 her to do 23 could come 24 he was doing 25 did
1 C 2 C 3 B 4 C 5 B 6 B 7 B 8 A 9 A 10 C 26 her brother to take 27 not to make 28 was going
29 that we would not 30 would be
Reading For revision, go to Student’s Book: p124, p127
TASK 1 Use of English
11 B 12 D 13 C 14 D 15 A
TASK 1
TASK 2 (1 point for each correct part)
16 working out prices when shopping 31 realised (that) // he’d/had
17 fingers and hands 32 reminded Alan // to 33 she // was having
18 This is not always bad. 34 told Elise (that) // he’d/had
19 he didn’t need to remember facts about it 35 if he’d/had // seen who
20 put it online as a blog 36 persuaded Mary // to take/do/accept
SKILLS TEST B
TASK 2
Dictation 37 C 38 A 39 D 40 B 41 D 42 B 43 A 44 C
It’s true that in most employment these days workers do not For revision, go to Student’s Book: p125, p128
have to struggle to do calculations. But maths is still important.
What companies want to see is people who have the ability to
solve problems.
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LANGUAGE TEST B TASK 2

21 it would be worth more money / it would become a
Vocabulary collector’s item
22 which comic books might become movies
TASK 1 23 a young horse jumping for joy
1 general public 2 box office 3 sold out 4 opening night 24 the amount of hard physical exercise every day
5 pop culture 6 perfect opportunity 7 artistic skill 25 he’d worked giving out maps and showing cars where to park
TASK 2 SKILLS TEST B

8 bunch 9 nervous 10 row 11 performance 12 audience Dictation
13 graffiti 14 venue 15 technique I went to the opening night of a play at the Classical Theatre.
For revision, go to Student’s Book: p125, p128 It’s a beautiful venue where the acoustics are particularly good.
Thanks to some world-class actors, it was sold out. The public
Grammar was looking forward to the performance.
TASK 1 Listening
16 were having 17 he had 18 ‘d/had 19 he wanted
20 were not/weren’t 21 not to TASK 1
For revision, go to Student’s Book: p124 1B 2B 3C 4A 5B 6A 7B 8C
TASK 2 TASK 2
22 if he had done 23 her to join 24 Maria to come 9 B 10 C
25 she had 26 to arrive 27 him to take 28 us to pick up
29 would be 30 if I was hoping Reading
TASK 1
Use of English 11 B 12 D 13 A 14 C 15 B 16 A 17 B 18 C
19 D 20 B
TASK 1
TASK 2
31 warned her (that) // she might 21 because it had signatures of movie actors
32 knew (that) it // would/was going to 22 the formal talks by professional photographers
33 told the students // not to 23 the wide range of them and how flexible they are
34 advised Angie // not to speak 24 his parents both work in the arts
35 whether it had // taken (her) 25 people were dancing in front of the stage
36 that she // hadn’t/had not been
TASK 2
REVIEW (UNITS 1–3)
37 C 38 D 39 A 40 B 41 D 42 B 43 A 44 C LANGUAGE TEST A
Vocabulary
SKILLS TEST A TASK 1
Dictation 1 worth 2 sticker 3 nervously 4 spotted 5 transport
I went to the opening night of a play at the Classical Theatre. 6 message 7 organic 8 heights
It’s a beautiful venue where the acoustics are particularly good. TASK 2
Thanks to some world-class actors, it was sold out. The public
was looking forward to the performance. 9 cut down 10 season 11 survey 12 hang out
13 consumers 14 impact 15 enjoyable
Listening Grammar
TASK 1
TASK 1
1C 2B 3A 4C 5B 6B 7C 8A
16 ’s helping 17 have you been learning 18 hurt
TASK 2 19 used to 20 had just started 21 ’s going to spend
9 A 10 B 22 ’ll be getting 23 find
Reading TASK 2
24 as 25 most 26 likely 27 such 28 slightly
TASK 1 29 enough 30 so
11 B 12 D 13 A 14 D 15 B 16 A 17 D 18 A
19 C 20 B
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Use of English 3 How often do you go to the cinema? (What films do you
like watching?)
TASK 1 I don’t go very often because I watch most films on the
internet. My favourite films are action ones.
4 Tell us about a book you’ve read recently. (Did you like it?)
31 has been playing football // since
I’ve just finished reading The Curious Incident of the Dog in
32 wasn’t/was not // loud enough
the Night-Time. It’s about a boy who becomes a detective to
33 isn’t/is not // likely to
solve a mystery.
34 wasn’t/was not // as difficult as
5 Do you prefer to buy clothes online or in shops? (How often do
35 was such // an enjoyable
you buy new clothes?)
36 didn’t/did not // make (any/much) sense / made // no sense
I tend to buy my clothes online because it’s cheaper and
TASK 2 easier. You can choose from lots of different styles and they
will deliver them to your house.
37 A 38 D 39 A 40 C 41 B 42 A 43 C 44 B
6 What do you usually do in the school holidays? (Who do you
LANGUAGE TEST B spend them with?)
Every summer, I go to my grandparents’ house in the country.
Vocabulary I usually spend two or three weeks there. It’s really nice to
spend time with them.
TASK 1 7 Have you got any plans for this weekend? (What are you
going to do?)
1 head 2 production 3 yelled 4 throw 5 raise 6 casual
I’m probably going out for dinner with my parents on
7 stress 8 packaging
Saturday evening because it’s my mum’s birthday. We haven’t
TASK 2 chosen a restaurant yet though.
9 sensible 10 volunteer 11 laugh 12 outfit 13 cut down 8 What are you going to do this evening?
14 purchase 15 sense I’ve arranged to meet a friend after school. I haven’t seen
him for ages so we’re going to go out for pizza and have
Grammar a good chat.
TASK 1 TASK 2
16 had just left 17 ’ll be eating 18 ’ve been going Sample answers
19 is tidying 20 ’s 21 used to 22 ’m going out Student A
23 came across The main similarity between the two photos is that the people
are excited. However, they’re excited for different reasons. In the
TASK 2 first photo, the girl is excited because she’s opening a present
24 a bit 25 enough 26 so 27 as 28 likely which her friends have given her. She probably didn’t know
29 such 30 most what was in the box so it was a nice surprise. However, in the
other photo, the people seem to be at a football match – or
Use of English maybe another sport. They’re probably excited because they’re
watching their favourite team. They might be shouting and
TASK 1 waving because their team is about to score a goal or because
(1 point for each correct part) they’ve won the match.
31 is due // to leave Student B
32 such a // memorable/good/great day Most of the time I prefer giving presents because I like to see
33 wasn’t/was not as // good as people’s faces when they open them. Of course, I also enjoy
34 got me // down receiving them, especially if it’s something I really want.
35 didn’t/did not speak / slowly enough Student B
36 has been sleeping/asleep // since
The photos show people in very different situations. In the
TASK 2 first one, there are some children looking at a model. It looks like
it’s a model of a town. They seem to be very interested in the
37 D 38 A 39 C 40 C 41 A 42 D 43 B 44 A
model and are enjoying themselves because they’re touching
SPEAKING as well as talking about it. In the second picture, however,

a group of students are studying outside. They must be working
on a project together. It looks like they have taken advantage
TASK 1 of the weather and wanted to be away from distractions, so
Sample answers they can focus on asking each other questions and completing
1 How do you like to spend your free time? (How long have you the project.
been into that?) Student A
I quite like reading and I really like science fiction so I spend For young people, it’s important to be able to touch things and
quite a lot of time reading. I probably read for about one or see them as in the first picture. It’s also important to help each
two hours every day. other and share our ideas so I’d say they’re both good ways of
2 Do you prefer to spend your free time inside or outside? learning.
(What do you do?)
It depends on the season. In winter I prefer to stay in and read
or watch TV. However, in the summer I’d rather be outside, in
a park or at the beach.
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WRITING TASK 2
9 up 10 down 11 with 12 on 13 about 14 from 15 to
Sample answer
Young people are always busy with school and homework so it’s Grammar
important to use your free time sensibly. But what activities can
you do? TASK 1
I used to watch a lot of TV, but I realised it was a waste of time 16 use 17 ought 18 to read 19 be able to 20 whose
so I decided to join a judo club. I’ve been doing judo for three 21 visiting 22 which 23 had better
years now and I love it. It’s a great way to keep fit and if you’re
good enough to enter competitions, you can even visit new TASK 2
places! 24 have to 25 neither 26 couldn’t 27 where 28 either
Most of my friends have got into some sort of team sports such 29 when 30 who
as football and cricket. Although I don’t do it myself, I can see
that’s also a fantastic way to spend your free time. Running Use of English
around a pitch helps you use up some energy and you can hang
around with your mates after the match. TASK 1
There are many different ways to enjoy your free time but I’d 31 able 32 many 33 to 34 too 35 enough 36 which
certainly recommend doing sports. After a day in the classroom, 37 should 38 all 39 have/need 40 little
it’s necessary to do some exercise and you can spend time
with people of your own age. So switch off your TV and do TASK 2
something more exciting! 41 scientific 42 curiosity 43 practical 44 logical
45 impossible 46 inventors 47 intelligence 48 employers
REVIEW (UNITS 4–6) 49 knowledge 50 rethink
SPEAKING
Vocabulary Sample answers
A: Shall we start with voluntary work?
TASK 1 B: Okay … I think it could be useful because it’s important to
1 hopeless 2 receipt 3 laboratory 4 sense 5 cheer help out your community.
6 coach 7 heroic 8 predict A: That’s true. Young people don’t always have much contact
with other members of the community so it’s a good way to
TASK 2 make a connection.
9 out 10 over/through 11 of 12 with 13 about B: And what about doing some sports?
14 with 15 by A: Well, sports are really useful because teenagers need to
Grammar keep fit.
B: Yes, and if it’s a team sport, they learn to work with other
TASK 1 people too.
16 should have 17 going 18 who’s 19 tidy 20 ought A: You’re right there. And what do you think about music
21 which 22 to write 23 be able to classes?
B: I’m not sure if they’re useful because not everyone can play
TASK 2 an instrument.
24 none 25 where 26 who 27 had to 28 either A: What do you mean?
29 can’t 30 what B: What I meant was I don’t think everybody has the ability to
play an instrument so I don’t think you should make people
Use of English have classes.
A: I see. But maybe they should try it. And what about drama
TASK 1
classes?
31 enough 32 able 33 too 34 of 35 behind 36 who
B: I think they can be useful because you learn to express
37 out 38 how 39 need/have 40 let
yourself in different ways.
TASK 2 A: Yes, that’s important for teenagers although I don’t know
41 disagree 42 intelligence 43 knowledge 44 rethink whether everyone would enjoy it.
45 creativity 46 artistic 47 sensitive 48 musical B: What do you think about politics?
49 pleasure(s) 50 employers A: Personally, I don’t think many teenagers would be interested
in that.
LANGUAGE TEST B
Vocabulary
TASK 1
1 frightened 2 discount 3 species 4 level 5 talk
6 referee 7 laboratory 8 vision
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You now have about a minute to decide which two activities are
the most useful. WRITING
Sample answer
A: So, which do you think are the most useful?
TV Series Review: Stranger Things
B: It’s a difficult question. I think that voluntary work is quite
useful because it helps prepare teenagers for work. Stranger Things is an American science fiction series with lots of
action and special effects. It’s quite frightening at times so it’s
A: Yes. I think that would be really good for them. I think sports
not a series for everyone.
are also useful because teenagers don’t do enough exercise.
It is about a group of teenagers who experience strange things
B: I don’t agree with you on that. Most of the teenagers I know
in their town. One of their friends disappears but when they
are always playing football and other sports.
look for him, the story becomes more mysterious. A girl called
A: What about drama then?
Eleven suddenly appears but no one knows who she is. The
B: I would probably choose that because it would help teenagers series follows the group of teenagers as they try to solve the
become more confident. mysteries.
A: Okay. So, do we agree on sports and drama? At times, it is difficult to follow the plot but the series is still
B: I think so. enjoyable. The actors are fantastic and the star for me is Gaten
Matarazzo, who plays Dustin Henderson. He is definitely the
TASK 2 funniest character and he makes some great jokes.
Sample answers In my view, Stranger Things, is much cleverer than most of the
Which of these activities do you think would be most popular other series that have been on the TV recently. The actors are
with students? fantastic and the story is also well-written. It always makes you
A: I think it would be sports. So many young people are into want to watch the next episode.
football and other sports.
B: I agree. I think most young people enjoy playing sports
because it’s good to do something energetic. REVIEW (UNITS 7–9)
What is the advantage of taking part in after-school activities?
B: In general, teenagers spend a lot of time studying so it’s LANGUAGE TEST A
important to take advantage of your free time.
Vocabulary
A: That’s true. Doing activities outside of school means you stop
thinking about your lessons and exams. TASK 1
B: And you also get to make new friends.
1 palace 2 sold out 3 blanket 4 even 5 average 6 street
A: Yes, you’re right. 7 nightmare 8 platform
What other useful activities can students take part in?
TASK 2
A: In my town, there are lots of different clubs for teenagers,
9 with 10 away 11 out 12 in 13 by 14 on 15 out
like a computer club, where they write programmes and
play games. Grammar
B: Yes. There’s also an outdoor activities club, which I go to.
We do different activities like climbing and canoeing. It’s a lot TASK 1
of fun. 16 wouldn’t 17 had 18 hadn’t 19 was 20 visit 21 had
Do you think students have enough time to do all the things they 22 to apply 23 want
would like to do?
TASK 2
B: Well, I think we get a lot of work at school but we still have
24 could 25 was going 26 to stay 27 was named
plenty of free time.
28 don’t forget 29 was designed 30 would have bought
A: That’s true. We’re always complaining about the amount of
homework but we still have plenty of time in the evening and Use of English
at the weekend.
Some people say students are given too much homework.
TASK 1
What do you think? (1 point for each correct part)
A: As we said, we do have enough time to relax but I still think 31 got my eye // looked at 32 would not/wouldn’t // have got
we get too much. 33 that she // had not/hadn’t locked 34 will be // banned
35 do not/don’t // tidy/clear up 36 asked (me) // if I could
B: I agree. I don’t think all our homework is necessary and
sometimes it feels like a waste of time. TASK 2
What new subjects do you think schools should teach in 37 B 38 A 39 C 40 D 41 D 42 A 43 B 44 C
the future?
B: That’s a good question. LANGUAGE TEST B
A: I think we’ll need to have more technology lessons because
we’ll all be working with computers in the future. Vocabulary
B: I’m not sure about that. I think computers will be doing all
the work so they won’t need us. Maybe we should have more
TASK 1
lessons in creative subjects like music or art instead. 1 caravan 2 duvet 3 box office 4 terminal 5 odd
6 struggle 7 general 8 average
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TASK 2 TASK 2
9 up 10 by 11 together 12 up 13 through Sample answers
14 on 15 up A: Shall we start with moving house? I think that’s quite hard.
Grammar B: I think it depends. If you were moving far away, it would be
more difficult because you’d have to leave your friends.
TASK 1 A: Of course, but if you stayed in the same area, it might
be easier.
16 to buy 17 stay 18 hadn’t 19 was 20 wouldn’t
B: And what about revising for an exam?
21 had 22 ’re 23 had
A: Personally, I find it hard to concentrate. How about you?
TASK 2 B: That’s true. It’s not easy when you have to organise your
24 to take 25 Don’t forget 26 was painted 27 was going studies. You can always find something more interesting
28 couldn’t 29 were kept 30 would have left to do.
A: What do you think about starting a new school?
Use of English B: It’s similar to moving house. If you’ve got friends at the new
school it’s not too bad.
TASK 1
A: Yes, but it would be really hard if you didn’t know anyone.
B: What’s your opinion about performing in a concert?
31 that he had not/hadn’t // taken
A: I play the cello in an orchestra and I get really nervous before
32 have not/haven’t // put/tidied
a concert. I think a lot of the other musicians do as well.
33 will be // improved
B: I can understand that. I suppose everyone has to play their
34 asked (me) // if I could
best so there’s a lot of stress.
35 would not/wouldn’t // have made
36 got my bike // fixed A: Definitely, although it’s okay when you start playing.
B: And what do you think about training for a sports event?
TASK 2 A: I imagine that the challenges are mostly physical.
37 D 38 D 39 C 40 A 41 B 42 B 43 C 44 C B: I agree with you there. If you’re trying to build up your
strength, you have to work on it all the time.
SPEAKING You now have about a minute to decide which two activities are
the most challenging for young people.
TASK 1
A: So, which do you think are the most challenging?
Sample answers
B: It’s hard to say. They are all difficult in different ways but I
Student A
think starting a new school might be the hardest.
In these photos, the people are doing creative activities. In
A: Why do you say that?
the first one, the boy is making a pot. I’m not sure what you
call the activity but you make things from a type of mud. You B: Because you’d probably have to make new friends, which isn’t
use a special wheel and you heat it in the oven. He seems to always easy.
be concentrating hard. He probably finds it enjoyable to make A: That’s true but I think moving house might be even more
things like this. In the second picture, the boy looks like he’s difficult because you have to make new friends and get used
practising the trumpet. He’s in a classroom so maybe he’s to living in a new place.
learning a new song. He might be enjoying the sounds the B: And what about the other situations?
trumpet is making and the fact he can play something new. A: I don’t think any of them are as challenging as moving house
Student B or starting a new school. They’re all stressful but not for such
I strongly believe that it’s important for young people to do a long time.
creative activities. We spend a lot of time studying subjects like B: That’s true and you can choose not to play in a concert or
Maths and languages so it’s good to have other interests like art take part in a sports event.
or music. A: So, perhaps we should make a decision now?
Student B B: Well, I’d say moving house and starting a new school.
The photos show two very different places. In the first picture, A: Me too.
there is a narrow village street with some old houses. It looks
quite peaceful, whereas in the second picture we can see a busy
city scene. There are lots of tower blocks and it looks like there’s
a sports stadium where people can run. People probably choose
these places for different reasons. If you live in a village, it’s more
peaceful and you might know all your neighbours. In the second,
the people probably want to live near the city centre because
there are facilities like the stadium or lots of shops, which you
don’t have in a village.
Student A
Personally, I’d prefer to live in a village because it’s more relaxing.
You probably don’t have so much traffic and pollution and you
can enjoy the outdoors. I love adventure sports and if I lived in a
village, I could do more of them.
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WRITING MAIN TEST B

Sample answer
Nowadays, some teenagers spend up to five hours a day
Listening
watching TV. Not surprisingly, some people think they are
TASK 1
watching too much TV.
1 19th/nineteenth century 2 (Sierra Nevada) mountains
On the one hand, this is time when you could be outside playing
3 2/two degrees 4 rulers 5 gardens 6 (cool) wind
sports and doing exercise, which is much better for your body.
7 (huge) queue/(long) wait 8 North Africa 9 (small) dishes
It can also have a negative effect on your social life because you
10 cultures
are not spending much time with your friends.
On the other hand, it is important for your mind and body to TASK 2
relax. There are some programmes, like comedies, which can 11 F 12 A 13 D 14 B 15 H
help you do this. It can also be enjoyable to watch a film with
your friends. Use of English
Unfortunately, most TV channels are only interested in making
us watch their programmes, so they encourage us to spend TASK 1
hours watching the latest series. They also want us to watch 16 has 17 However 18 would 19 or 20 which 21 are
lots of adverts. It is clear that watching too much TV or too 22 more 23 will
many adverts is not good for us.
In conclusion, teenagers should be careful about how much TASK 2
time they spend watching the TV. Above all, they should 24 rarest 25 Unfortunately 26 active 27 peaceful
make sure there is a balance between watching TV and doing 28 natural 29 quickly 30 researchers
other activities.
Reading
END OF YEAR TEST TASK 1
31 C 32 B 33 B 34 D 35 A
MAIN TEST A TASK 2

Listening 36 E 37 B 38 F 39 C 40 D
TASK 1 SPEAKING
1 cave (house) 2 hot 3 6/six degrees 4 spacious Sample answers
5 (nearby) countryside 6 kings and queens
7 (huge) queue/long wait 8 500/five hundred years
TASK 1
9 souvenirs 10 (small) (sweet) cakes 1 What do you like doing in your free time? (How long have you
been doing that?)
TASK 2 I play the drums and I’m in a band with my friends. I’ve been
11 D 12 F 13 B 14 H 15 A doing that for about three years.
2 Do you prefer to spend your free time alone or with friends?
Use of English (What do you like doing?)
It depends. Sometimes I like going out with my friends but if
TASK 1 I’m tired, I prefer to stay at home and read or watch TV.
16 can 17 which/that 18 or 19 have 20 were 3 How often do you do sports? (What sports do you like doing?)
21 However 22 enough 23 be I like swimming so I try to go two or three times a week.
4 Tell us about a film you’ve seen recently. (What was it about?)
TASK 2 I saw a film called Jaws last week. It’s an old film about a shark
24 mysterious 25 smallest 26 scientific 27 active which keeps attacking people. It’s quite scary but I enjoyed it.
28 sensitive 29 natural 30 Unfortunately 5 Do you watch much television? (What do you enjoy watching?)
Reading I usually watch two or three hours of TV every day. I like
watching detective series like Sherlock.
TASK 1 6 How do you usually spend the school holidays? (Who do you
spend them with?)
31 C 32 D 33 B 34 A 35 B
I have about six weeks of holiday so some of the time I’m at
TASK 2 home hanging out with my friends. I also go away with my
family for a week or two. We usually go camping.
36 D 37 F 38 A 39 C 40 B
7 What did you do last weekend? (Where did you go?)
I didn’t do anything special because it was raining. I stayed at
home most of the time, although I went to the supermarket
with my dad on Saturday morning.
8 What are your plans for this evening? (What do you
usually do?)
I’ll probably do some homework when I get home from
school. Then I’m going to play a new computer game.
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TASK 2 You now have about a minute to decide which two ideas would
be the most useful.
Student A
Both of these photos show people doing different sports. In A: So, which do you think are the most useful?
the first, there’s a man who seems to be climbing. He’s wearing B: I definitely think that recycling course books would be a
a helmet and he’s got some ropes and he looks a bit nervous. I good idea.
think rock climbing is quite difficult so people who choose this A: I agree with you because it would save a lot of paper.
sport probably like a challenge. On the other hand, the second B: Yes, and it would also be good for students who can’t afford
picture shows people playing a game of basketball. They all new course books.
look quite serious so maybe they’re playing in a match. I think A: Which other one would you say is most useful?
some people choose sports like basketball because they’re quite B: I agree with what you said about posters. I think they can be a
competitive and because they like playing with other people. great way of telling students about recycling.
Student B A: Okay. So, do we agree on recycling course books and putting
I would definitely prefer to play basketball. I don’t like heights so up posters?
rock climbing wouldn’t be very good for me. B: I think so.
Student B
The photos show people in very different situations. In the first TASK 4
one, there’s a man and a woman who seem to be playing a video Do you do any of these activities at your school?
game. They must be playing something quite exciting although A: As I said, we have posters at our school but we don’t really do
I’m not sure whether they’re playing together or against each anything else.
other. In contrast, the second picture shows a woman who’s
B: We have got a vegetable garden in our school where we grow
lying on the grass reading a book and listening to music. I think
organic vegetables. It’s mostly the younger children who work
she wants to relax on her own whereas the people in the first
on it though.
picture want to have fun together.
Student A Why is it important for schools to teach young people about the
Personally, I’d prefer to spend my time reading and listening to environment?
music because it’s much more relaxing than playing computer B: I think it’s important because we need to look after our planet
games. I just find them annoying and stressful. but sometimes young people don’t know how to do that.
A: That’s true. Some of my friends know about environmental
TASK 3 problems but a lot of them don’t know anything at all.
Talk to each other about how each of these ideas might make
your school more environmentally friendly and why. What other ways can schools become more environmentally
friendly?
A: Shall we start with teaching students about the
environment? A: Nowadays, a lot of schools do things to help the environment,
like using solar energy or using computers instead of books
B: Okay … I think this could be a good idea because some young
and paper.
people don’t understand the problems we are facing.
B: Yes, they do that in my school and it’s been really successful.
A: That’s true. If you don’t know about the problems, you can’t
It’s also allowed the school to save money, which they can use
deal with them.
for other things like school trips.
B: And what about having a vegetable garden?
A: Well, it would be quite nice but I don’t think it would make Do you think people are doing enough to protect the environment?
much difference to the environment. B: That’s an interesting question. People are doing more than
B: I’m not sure if I agree. If everyone grew their own vegetables, they used to but there’s still a lot more for us to do.
it would make a difference. A: I agree. I think we all recycle more but there’s still too much
A: I suppose so. And what do you think about organising a waste. This causes water and air pollution which is bad for the
green club? planet and for us.
B: What do you think a green club is? Some people think we should do more to protect the oceans.
A: I think that the members would do different activities related What do you think?
to the environment. A: I certainly agree with that. There are some areas of the
B: It sounds like a good idea but it might only attract people oceans which are full of plastic waste.
who are already interested in the environment. B: Yes and this can be terrible for the animals and plants which
A: I see your point. And what about recycling course books? live in the oceans. It can also affect sea birds as well because
B: That could be a really good idea because students only use they eat the plastic.
their books for a year. Then they throw them away.
What environmental problems do you think will exist in the
A: You’re right. It could make a big difference if they
future?
were reused.
B: What do you think about putting up posters? B: That’s a good question.
A: Personally, I think they can be really useful. We have them A: I’ve heard that we are currently polluting space. It sounds
at our school, reminding us to use less water or recycle food crazy but there’s lots of waste going around our planet.
packaging. B: I’m not sure if that will be a big problem though. I think
things like rising temperatures and sea level are going to be
the biggest problems. They will affect the lives of millions
of people.
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WRITING
Sample answers
1 (ESSAY)
Nowadays young people can do different types of voluntary
work, such as helping old people with their housework, teaching
other young people or helping out with community projects.
There are several reasons why young people should take part in
voluntary work.
The main reason for volunteering is to help other people who
need it. If you can help out by doing their shopping or tidying up
their garden, it will make their lives easier. It is important to help
each other because you might need help yourself one day.
Another reason is that you can learn new skills by doing
voluntary work. There are lots of skills we learn at school
but voluntary work can give you more practical experience.
For example, you might learn how to cook or how to make a
shopping list. These are all important skills for the future.
Finally, it can also help you meet new people. It is always
interesting to meet people with different points of view and you
might even make good friends.
To sum up, doing voluntary work can be a very positive
experience with benefits for everyone.
2 (E MAIL)
Hi Blanca,
Thanks for your email. It was great to hear from you.
I think you’ll like my town because there are lots of fun things to
do. There’s a cool open-air swimming pool that we can go to and
we can meet my friends there. In the evenings, we can either
watch a film at the cinema or play ten-pin bowling.
It’s quite hot here at the moment so you should bring
comfortable clothes, like shorts and t-shirts. You might need a
sweater or jacket in the evenings because it won’t be so warm.
Don’t forget to bring your swimming costume so we can go
swimming!
When you get to the airport, you should take the train to the
main station in my town. If you send me a message when you’re
on the train, I’ll come and meet you at the station and we can
get a bus to my house.
If you’ve got any other questions, please let me know. I can’t
wait to see you!
Love,
Claire
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SPEAKING
25 score points in total. Responses are scored according to how well students perform against the following criteria.
Task achievement SPOKEN PRODUCTION SPOKEN INTERACTION RANGE ACCURACY

AND FLUENCY Ability to maintain or Structure Structure
Length of contribution develop interaction Vocabulary Vocabulary
Intelligibility Coherence Discourse/communicative Appropriacy of
Pausing & hesitation Appropriacy functions vocabulary
Cohesion Pragmatic Strategies Functions
Repair strategies
5 All utterances Can present clearly Can present clearly Can express ideas, including Communicates with
are relevant to focused information focused information abstract ideas, and opinions accuracy on a wide
the task. All task and points of view using and points of view using with precision and present range of topics. Makes
requirements fully extended stretches extended stretches and respond to complex occasional errors when
completed. of language. Can talk of language. Can talk or hypothetical lines of dealing with complex
about a variety of about a variety of topics argument convincingly. Can abstract topics but
topics and effectively and effectively connect help develop discussions by these do not prevent
connect ideas and ideas and arguments following up statements understanding. Can
arguments with complex with complex language. and inferences. Can select self-correct. Errors may
language. Occasional Occasional hesitation; language appropriate to the be either fossilised L1
hesitation; uses stress uses stress and intonation context and audience and interference or reflect
and intonation to convey to convey meaning paraphrase where necessary. L1 identity.
meaning effectively. effectively. Only occasionally needs to
ask for clarification.
4 Candidates will demonstrate elements of 3 and 5.
3 Minor irrelevances Can present clear, Can present clear, detailed Can open or take the lead in Communicates with
and/or omissions detailed information information and points an exchange and is sensitive accuracy on most topics
may be present. and points of view of view on a wide range to turn-taking. Can expand and in most contexts.
Task requirements on a wide range of of familiar topics. Can use coherently and appropriately May make errors when
on the whole familiar topics. Can use functional language to on points and clearly express talking about very
completed. functional language to express evaluation, make and invite points of view unfamiliar or more
express evaluation, make supporting points and although this is not always abstract topics, but
supporting points and give relevant examples fluent when discussing these do not prevent
give relevant examples and to express feelings. unfamiliar topics. Can understanding. Can
and to express feelings. Can use cohesive devices reformulate responses with self-correct. Some errors
Can use cohesive to connect arguments ease and ask for clarification may be either fossilised
devices to connect though this may be for less familiar topics. L1 interference or
arguments though clumsy in places. There reflect L1 identity.
this may be clumsy are only minor hesitations
in places. There are and contributions
only minor hesitations are intelligible using
and contributions intonation and stress
are intelligible using to convey meaning,
intonation and stress though this is not always
to convey meaning, consistent.
though this is not always
consistent.
1 Irrelevances and Can communicate using Can maintain and Can maintain and develop Uses a range of
misinterpretation longer stretches of develop the interaction the interaction with relative words, structures and
of task may be connected clauses and with relative ease and ease and coherence on collocations. Can use
present. Task functional language coherence on familiar familiar topics, including functional language
requirements not (e.g. compare/contrast; topics, including some some abstract matters. Can to deal with unfamiliar
all completed. reason/explanation). May abstract matters. Can respond with some flexibility everyday topics but
pause when handling respond with some within familiar topic areas has a limited range
more complex matters flexibility within familiar and can reformulate simple of complex language.
and need to use repair topic areas and can responses but may need to Searches for unknown
strategies. reformulate simple ask for clarification in less words and/or uses
Is generally intelligible responses but may need familiar topic areas. repetitive paraphrases.
and can use basic stress to ask for clarification in
and intonation to less familiar topic areas.
support meaning.
0 Speech is irrelevant or incomprehensible.
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WRITING
25 score points in total. Responses are scored according to how well students perform against the following criteria.
Content Task achievement Organisation & Structure Range Accuracy

5 All content is Can write an essay, Can present clearly Uses a good and Communicates with accuracy
relevant to the proposal or report that focused information varied range on a wide range of topics.
task. Target reader develops an argument and points of view using of vocabulary, May still create some clumsy
is fully informed. systematically, with extended stretches of collocations and some expressions or structures
appropriate highlighting language. Can write complex functions. when writing about complex
of significant points and about a variety of topics Is able to express abstract topics but these do
relevant supporting detail. and effectively connect ideas and opinions on not prevent understanding.
Can evaluate different ideas and arguments with most topics without Generally accurate
ideas or solutions to a complex language. circumlocution. Can punctuation and spelling.
problem. Can summarise May use features of L1 exploit non-literal Learners with non-Latin L1
main points and arguments style to express identity. meanings of everyday alphabets may still make minor
from external sources. Can fixed phrases. Can use mistakes in spelling of less
write articles and reviews a variety of discourse frequent or longer words.
with good expression of devices within and
self that persuade and/ across paragraphs for
or engage. Can produce audience effect.
standard features of a
variety of texts.
3 Minor irrelevances Can write an essay or Can present clear, detailed Uses a good range Communicates with accuracy
and/or omissions report which develops information and points of vocabulary, on most topics and in most
may be present. an argument, giving of view on a wide range collocations and contexts. May make errors
Target reader reasons in support of or of familiar topics. Can use functions and can when dealing with very
is on the whole against a particular point functional language to express ideas and unfamiliar or abstract topics
informed. of view and explaining express evaluation, make opinions on some but these do not prevent
the advantages and supporting points and abstract and cultural understanding.
disadvantages of various give relevant examples topics. Can use Makes very few mistakes in
options. Can develop to express feelings. Can paraphrase to avoid punctuation and only with less
a clear description or use cohesive devices repetition. Has a good familiar formats and in spelling
narrative, expanding and to connect arguments range of discourse of less familiar words. Learners
supporting main points across paragraphs though devices but lexical with non-Latin L1 alphabets
with relevant supporting this may be awkward in gaps can still cause may make mistakes in spelling
detail and examples places. circumlocution. May of less frequent or longer
with good expression of Can produce standard have some features words.
self. Can write a simple features of different of style from L1
proposal on a familiar text types though not interference.
topic. Can summarise always appropriately
main points from external when dealing with more
sources. Can write a range complex topics.
of formal letters/emails
which have the desired
effect on the target
reader.
1 Irrelevances and Can write short simple Can write using longer Uses a good range Is reasonably accurate in
misinterpretation essays on topics of stretches of connected of vocabulary, familiar contexts. Generally
of task may be interest giving their clauses and functional collocations and good control of most basic
present. Target opinion; can convey language e.g. compare/ functions and can and some complex structures
reader is minimally information and ideas on contrast, reason/ express ideas and and functional language.
informed. some abstract as well as explanation. May mix up opinions on some Errors occur when attempting
concrete topics. Can write clause ordering when unfamiliar topics. Can more complex language,
articles and reviews which writing about more use paraphrase to especially in longer sentences
include some expression complex or abstract avoid repetition on and when writing about less
of self. Can write short matters. Can generally familiar topics. Has familiar topics. Generally uses
basic informational summarise, report and an adequate range of vocabulary appropriately for
reports. Can write longer give their opinion about discourse devices but the topic. May have some
formal emails and letters factual information has limited vocabulary features of style from L1
to express opinion and on familiar routine and expressions when interference.
complaint. Has a basic and some non-routine writing on more Makes mistakes in punctuation
understanding of features topics, including basic abstract topics. of less familiar formats and in
of texts when dealing with information from external spelling of less familiar words.
familiar topics or contexts. sources, and maintain Learners with non-Latin L1
logical ordering of alphabets may make mistakes
information or argument in spelling and/or orthography
across the whole text. of less frequent or longer words.
0 Content is totally irrelevant. Target reader is not informed.
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TESTS AUDIOSCRIPTS 2ND EDITION B1+
Unit 1 Skills Test Dictation A: I think that’s a bit unfair really. They’ve both played more
Several pop stars have created a charity to encourage young than fifteen matches in the last week so I’m sure they were
people to become musicians. The charity will lend musical exhausted.
instruments to teenagers who can’t afford them. Schools across B: That’s still not an excuse for playing bad tennis!
the country have said they will take part in the project. N: Six. You hear two friends talking about buying a present
for someone.
Unit 1 Skills Test Listening A: It’s Nancy’s birthday next week. Have you got any ideas for a
N: One. You hear a mother talking to her daughter about the nice present?
school holidays. What does the girl’s mother suggest? B: I’ve been thinking we should get her some accessories.
A: I’ve been talking to your grandmother about the holidays. She’s into fashion and there’s a lovely shop in the high street.
B: Are you suggesting that I go and stay with her? A: I know the one you mean. It sells things like hairclips and
A: The thing is, she hasn’t been very well lately, and she would like necklaces, doesn’t it?
someone to be with her. B: Yes, but not only that. They’ve also got some really nice
B: You know I love her to bits, but I always get so bored. handbags.
There’s nothing to do there except help her with the cleaning. A: Don’t you think that might be a bit expensive?
She hasn’t even got a TV! B: I guess you’re right … so, how about getting her a purse?
A: Look, I know it’s not very exciting, but it would be lovely for her That would be cheaper.
to have you around. A: Good idea. She keeps her money in her jacket and she’s always
B: Well, how about if one of my friends comes too? That way, losing it.
grandma won’t be alone, and I won’t get too bored. B: Great! We’ll get that then.
N: Two. You hear a boy talking about an exam he has taken. N: Seven. You hear a girl talking to her father about a concert.
A: How was your French exam last week? A: Hey Dad. Guess what? My band has been asked to give a
B: It’s difficult to say. I did plenty of revision so I think the concert next Friday!
grammar and vocabulary was okay. The trouble is, I’m not very B: That’s great, but I was hoping you could look after your brother.
good at speaking and I got really nervous before that part of I’ve got a meeting at the football club and I can’t miss it.
the exam. A: Oh, really? We’ve been practising for ages and it’ll be our first
A: Oh no. What happened? concert. Isn’t there someone else who can look after him?
B: Well, we had to take the test in pairs. My partner was really B: I don’t know. You know how difficult it is to find someone on
confident and I let her do most of the talking. I didn’t even a Friday evening, especially if it’s only next week.
listen properly to what she said. I just sat there and agreed with A: How about Auntie Sandra? She’s usually free and she loves
her from time to time. It was pretty embarrassing actually. looking after him.
N: Three. You hear a boy discussing a show he has been to. B: That’s a possibility, I guess. I’ll give her a call and see what
A: Did you enjoy that comedy show that you went to? she says.
B: To be honest, it was one of the worst shows I’ve ever been to! N: Eight. You hear two friends talking about their new teacher.
It was okay at the beginning and the first performer was quite A: What did you think of the Science class?
entertaining really. That act lasted five minutes, though, and
B: It was quite interesting really, although, at first, I didn’t know
the next ninety minutes were awful.
what to think about Miss Charles.
A: In what way?
A: That’s because she’s new though, isn’t it? It’s always a bit
B: Well, there was a guy on stage after that who was doing strange when you have a change of teacher.
impressions. You know, he tried to talk like famous people …
B: Yes, that’s true. Anyway, I wasn’t disappointed with her. She
but it was a disaster. He didn’t sound like any of the people he
teaches differently from Mr Hudson, but not in a bad way.
was trying to talk like. None of the audience was laughing and
A: I know what you mean. Mr Hudson used to like explaining
most people just looked confused. And then after him, well ...
things to us whereas Miss Charles encourages us to work things
N: Four. You hear a news story about a girl who has done
out for ourselves. Personally, I prefer that way of learning.
something special.
B: Me too.
… and finally tonight, local student, Marissa Hayes, will receive
N: Nine. You hear a woman talking about losing her
an award from the prime minister for her charity work. Fifteen-
wedding ring.
year-old Marissa has been helping out in a soup kitchen which
provides meals for the homeless. She has been working as a A: Did you ever find your wedding ring?
volunteer for the last two years and she has served more than B: I’ve searched everywhere, but I’ve got no idea where it is.
forty thousand meals in that time. The organisers of the soup To be honest, I’ve given up looking for it now.
kitchen say that she hasn’t missed a day since she started. A: Oh dear. You must be really upset about it.
Marissa is much loved by everyone there for her hard work and B: I was at first because it was really special to me. When I told
big smile. She knows all the clients by name and she even gave my husband, I was afraid he would be really annoyed, but he
them presents at Christmas. Marissa was selected from more was actually really nice about it. He said that worse things
than one hundred and fifty teenagers from across the country. can happen.
N: Five. You hear two friends talking about a tennis match. A: That sounds like a very sensible thing to say.
A: Did you see the tennis finals on the TV last night? B: Yes. So now we’re saving up for another one. That one was a bit
B: Yes, although I have to say it was one of the worst finals tight anyway so now I’ll get one which is more comfortable!
I’ve ever seen. N: Ten. You hear a boy talking to a friend about a new jacket he
A: That’s true, but it was certainly exciting at times, especially has bought.
when it looked like Gunter might win. A: Hey Karl. I like your new jacket.
B: I don’t know. I felt quite bored most of the time. Neither of B: Thanks. I’m really pleased with it actually. You know, as I’m tall,
them played like champions – they just didn’t seem to make it’s hard to find fashionable clothes which fit me.
any effort. A: Yes, it can’t be easy.
B: It’s not. I wanted something casual that I can wear when I’m
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out with my mates, but everything seemed a bit too smart. Unit 3 Skills Test Dictation
You know, the type of thing you have to wear to school or work. Even though we use water on a daily basis, we need to make sure
Then I tried on some more sporty ones. Generally, I’m not that we use it sensibly. A lot of families waste thousands of litres every
keen on sports clothing, but I was surprised how well this one year. For that reason, the government is encouraging people to
fitted me. I’m a bit disappointed that I couldn’t find one with a reduce the amount of water that they consume.
hood though …
Unit 3 Skills Test Listening
Unit 2 Skills Test Dictation
L = Liam
Although most people think it is important to tell the truth, many
L: For my project about inspirational people, I researched a
things we say are not true themselves. In fact, we often make up
Kenyan woman called Wangari Maathai. I didn’t know anything
stories about ourselves to make us look better or sound more
about her until I came across her on the internet, but as I read
interesting to our friends.
more about her, I realised what an amazing person she was. She
Unit 2 Skills Test Listening started up an important environmental movement which has
1: When I was a kid, I had this collection of model aeroplanes. improved the lives of thousands of people.
I used to make them myself and hang them from my ceiling. To give you some background information, Wangari was born
One day, I went into my room and saw that one of the planes in a part of Kenya called Nyeri. At the age of three, she moved
was on the floor and the wings had broken off. Immediately, to an area called the Rift Valley, where her father had got a
I called my little sister and asked her what had happened. job on a farm. In an interview, Wangari explained how she had
She went bright red and said she didn’t know anything about good memories of her time living there. She said that the area
it. I knew from her embarrassment that she’d done it. I got was really green and there were lots of roaring rivers with
really mad at her and told her to stop lying. Suddenly, she clean, fresh water.
started crying and I felt really bad. Eventually, she told me she’d She also explained how it had changed over the years and it
lied because she thought I’d stop her playing with my planes. was quite shocking, really. Basically, the farms got bigger and
She was right of course! they put more pressure on the local environment. More and
2: A few months ago, I bought myself a new T-shirt. It was bright more trees were cut down and new crops like wheat were
pink and it had the words ‘What are you looking at?’ written on introduced. This had a huge impact because the lack of trees
it. I thought it was great and I couldn’t wait to show it to my meant that the land became very dry. The water couldn’t move
best friend. When I showed it to her, she said it was really cool around properly and the streams and rivers dried up.
… so I was amazed when I found out from a friend that she Of course, this happened over many years. In that time,
didn’t like my new top. When I asked her why she had lied to Wangari grew up and eventually went to study for a Biology
me, she hesitated. Then she said she hadn’t wanted to make me degree in the USA. She was one of a few hundred students
unhappy because she knew how special it was for me. from that part of Africa chosen to participate in a special
3: Our teacher, Mr Phillips, was recently giving out the results of study programme. While she was there, a project to get rid
our Maths test in class. A lot of students were quite nervous, of environmental pollution in the city caught her attention.
but I was confident that I’d passed. I sat there quietly waiting However, she returned to Kenya, where she continued her
for my results as Mr Phillips read the list. Everyone had passed, studies at the University of Nairobi. In 1971, she became the
but when he came to mine, he suddenly looked away guiltily first East African woman to be awarded a Ph.D. That’s the
and said I’d failed. I just stared at him. It didn’t make sense highest university degree you can get - and pretty impressive
because the test had been really easy. Suddenly, I realised if you ask me!
Mr Phillips was laughing. While Wangari was working at the university, she started to
When he’d stopped, he said it was just a joke and that I’d think about how things had changed in Kenya. She had noticed
actually got top marks. To him it was very amusing, but I didn’t that development was actually making things worse for some
know what to think about it. people. People were becoming poorer and they seemed to
4: I was hanging out with my friend Darren and we were talking have less control of their everyday existence. She heard Kenyan
about a new online computer game we were both playing. women complaining about problems with food and resources.
I thought it was really difficult, but Darren said that he had They were finding it harder to get food and wood, which they
already completed it. I didn’t believe him at all so I started used for making fires and building houses and fences. They also
asking him questions about it and didn’t know what he was talked about how the streams were drying up so less water was
talking about. In fact, I think I’d completed more of the game available.
than him. Anyway, I suppose he wanted me to respect him or Wangari thought that some of Kenya’s leaders were not taking
something, but it made me doubt everything that he’d ever responsibility for these problems so she set up an organisation
told me. I need my friends to be honest with me and I don’t feel called the Green Belt Movement. The group tried to show
I can trust him anymore. people how to manage their natural resources by planting
5: A little while ago, my grandmother was ill and she was taken to more trees and looking after their water supply. The Green Belt
hospital. I didn’t know anything about it at first. The first thing I Movement worked closely with women’s groups and, over the
knew about it was when the hospital called. I got to the phone years, they have planted millions of trees throughout Kenya.
before my parents and found out the news. Luckily, they were They have worked with companies, schools and even the
phoning to say my grandmother was fine and that she could Kenyan army.
come home. The situation made me really unhappy, though, Although Wangari’s organisation had helped many poorer
because I felt my parents were keeping the truth from me. I Kenyans, she also managed to upset some people, especially
asked them about it later and they said they didn’t think I could some of the politicians. For example, in the 1980s she protested
cope if I knew my grandmother was ill. I can see their point of about plans to build a huge skyscraper in a public park in
view, but I’m sixteen now and I don’t want to be treated like a Nairobi. Wangari wrote letters to the government and to
child anymore. foreign businesses involved in the project. The government was
really annoyed with her and some of them said that she was
crazy. When construction workers arrived at the site, it looked
likely that the skyscraper would be built. However, Wangari
kept protesting and finally succeeded in convincing them to
stop the project.
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For the next fifteen years, Wangari kept working with the Green 5: I’ve always found it difficult to make new friends because I can
Belt Movement as well as many other organisations that helped never think of anything interesting to say. I worry so much
people and the environment. She also continued to bother the about what other people will think of me that I just stay silent.
government with her protests and she was arrested several My teacher noticed that I was spending a lot of time alone so
times. However, she was rewarded for her efforts. In 2004 I explained what the problem was. She thought I should try to
she became the first female African to win the Nobel Peace focus more on the other person and not worry so much about
Prize. She received it because of her efforts over many years myself. She suggested asking people about their weekends
to improve the environment and defend human rights. In her or what plans they’ve got for the holidays. It’s really made
speech when she got the award, Wangari said that she wanted a difference to me because a lot of people are happy to talk
to inspire people to take responsibility for the environment and about themselves. I don’t feel so embarrassed and I’ve started
also for their own lives. to become more sociable. I’d strongly recommend this for
Sadly, Wangari died in 2011, but the Green Belt Movement anyone like me.
carries on …
Unit 5 Skills Test Dictation
Unit 4 Skills Test Dictation Some say we stop learning when we finish school. However, we
If you are unhappy, you should talk it over with someone you should keep looking for opportunities to learn because it gives us
trust. If you are too embarrassed to discuss it with your parents or a greater understanding of the world. It can also help us achieve a
teacher, you ought to speak to a friend because they might be able better quality of life.
to help.
Unit 4 Skills Test Listening P = Presenter; I = Ivan
N = Narrator P: I’m joined today by seventeen-year-old Ivan Kiszka who makes
1: When we moved house last year, I had to go to a different online videos advising young people how to start up their own
school. It was hard to make new friends so I joined a local youth businesses. Ivan, how did you start out in the business world?
club. It’s like a social club where young people can hang around I: Basically, when I was fourteen I set up my own company selling
together. The thing is all the children seemed to have their own T-shirts online. I bought a load of plain T-shirts and I tried to
friends already. I felt lonely and disappointed because it seemed make them more interesting. I would print different designs
so hard to break into a group of friends. But, one day, one of on them, cut off the sleeves or make holes in them. My parents
the other kids said something really funny. I glanced at the boy thought I was crazy, but I was convinced that people would
next to me and we just started laughing. After that we hung want to buy them. For a while, I only sold one or two a week,
around together all the time. It may sound silly, but the best but then I had a bit of luck.
way to get someone’s attention is by making eye contact. It P: What was that bit of luck that helped you?
tells the other person that you might be interested in starting I: So, a Hollywood actress, I won’t say who, was spotted wearing
a conversation. You might not always become friends, but you one of my T-shirts by a fashion magazine. They decided that my
never know … T-shirts were the ‘must have’ fashion item and they printed an
2: People are always telling us how important it is to have lots article showing several of my designs. All of a sudden, everyone
of friends. There are loads of websites with articles and videos wanted one and there was an explosion in our orders. We had
showing you how to be the centre of attention. You have to new customers from all over the world and we were selling
be the most popular person at school or have a million friends thousands of the T-shirts every week.
on your social networking site. Personally, I’d rather have just a P: I believe you’ve recently sold the company. Is that right?
few close friends … you know, people who have something in
I: The company is doing really well, but I sold it to a high-street
common with me. I don’t want to spend my time talking about
fashion chain last year and nowadays I’m not involved in the
things that are dull and boring. I don’t think you can do that
management of it. I was really proud of what I’d achieved, but I
sitting at a computer, looking for people online. If you want to
was still at school and it was difficult to cope with all the work.
meet people who you’ll really get on with, you have to go out in
Some people couldn’t understand why I sold it, but I really
the real world and find them.
wanted to get some academic qualifications. I didn’t think I’d
3: I’ve always been quite a sociable person and I enjoy making pass my exams if I continued working for the company.
new friends. We need to try to get on with everyone and the
P: What made you start producing online videos?
only way to do that is by talking to different people.
I: Although I’d stopped running my own company, I found that
It’s true that you may find yourself talking to people who have
a lot of my friends were still interested in how you could start
completely different interests to you, but you don’t have to be
off in business. Some of the kids at school had some great
best friends. If you want to meet new people, you need to find
ideas for making money, but they didn’t know where to begin.
places where other young people hang around. I don’t mean
Because of my success, they would come to me for advice. I
school because you probably know everyone there already. I’d
thought that it made more sense to make online videos than
suggest going to a sports event or concert because there’ll
to keep saying the same thing over and over again. That way,
always be lots of other teenagers there.
when people asked me for tips, I could suggest watching one
4: A few months ago, I was on the bus and I noticed this girl of my videos.
drawing cartoon characters in a notebook. She saw me looking
P: Your videos are aimed at young people. So, what’s in
at her pictures and we started talking. It turned out that she
them exactly?
was really enthusiastic about manga comics and she was
I: Most of the time, I’m giving young people advice on starting
making her own designs. We stayed in touch and recently
their own business, although sometimes I focus on other
she’s been teaching me how to draw. Apart from making a new
things. For example, last week I did a video about one of my
friend, I’ve also got a new hobby, so meeting her has definitely
business role models. Whatever I’m talking about, though,
had a positive impact on me. My advice to everyone is that
I try to keep the video brief because people won’t pay attention
it’s worth talking to new people, even if you’re in an unusual
if it’s too long. Most of my viewers are quite young and they
situation.
don’t want anything too deep. I try to make sure they’re
amusing although I try to avoid telling jokes. That’s not one
of my strengths!
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P: Your videos have been extremely popular with teenagers on Recently, Chinese scientists have made a more realistic shark
the Internet. What is it that makes them so special? skin…well, when I say that, I don’t mean it literally because it’s
I: Well, I don’t think it’s because I’m saying anything new or still artificial, but it’s a much improved design. They’re hopeful
unusual. To be honest, there are loads of other videos like that it will prove to have more lasting success in the transport
mine out there. The difference is that, while the majority of industry, but the really interesting application is in the world of
them are aimed at adults, mine are for teenagers. Starting out health and medicine - especially hospitals. When the Chinese
in business can be pretty terrifying, especially for teenagers. scientists analysed real shark skin, they looked at the earlier
They need someone who speaks their own language and can research, and found that not only did it stay free from tiny sea
help them get their head around everything. I think that’s the creatures, it also had no bacteria on it. Now of course bacteria
main attraction of my videos. cause infections, so this discovery has led to something really
P: What’s the most valuable piece of advice you can give to a important, for hospitals in particular: a shark skin-inspired
young person thinking of starting their own company? surface that can stop bacteria from growing. And hospitals are
I: I think the most important thing is for them to believe in using it in the form of a plastic sheet which they hang from
themselves. Adults are always making the decisions and this walls to stop dangerous bacteria from reaching sick patients.
can have a negative impact on teenagers’ confidence. Lots A similar thing is also starting to appear in people’s bathrooms
of them are scared to make their own decisions about work in a few countries.
and money because they think they’ll get it wrong. As long as I looked at the research done in hospitals on this, and what I
you believe your idea can be a success, it doesn’t matter what found is that the material doesn’t actually kill the bacteria –
anyone else thinks. You might make some mistakes, but you some companies do have other material which will do this – but
should just go for it. it makes it difficult for bacteria to attach on to. Doctors seemed
P: That’s great advice Ivan. Thank you very much … a bit worried about this, claiming that the number one way for
passing on bacteria to patients is from nurses not washing their
Unit 6 Skills Test Dictation hands enough and then touching patients or their food.
Researchers from a university in Canada are trying to establish The latest shark-skin surface will soon be used for underwater
how birds know which way to fly. They have shown that birds get robots. These have bodies that move a bit like a fish, and it is
information from things they see. They have observed certain thought that adding the substance could make them move
species which follow roads to get around. more efficiently. They will not be ...
Unit 6 Skills Test Listening Unit 7 Skills Test Dictation

One aspect of modern life is greater choice, and some experts
S = Sara
would argue that this can now be seen in people’s houses. People
S: Hello, I’m going to talk about my research into shark skin for
are attracted to the idea of being different and of experimenting
our Year 9 project on nature and technology. Now the shark
with unusual ideas.
is so good at catching other smaller fish because it can reach
speeds of up to sixty kilometres per hour. So scientists have
always been interested in the shark’s skin, because it’s seemed
strange to them that such a big fish should be able to go so N = Narrator
quickly through water. They’ve found that its secret lies in little 1: Last year my school here in England organised an exchange
bumps on its skin called ‘denticles’ – actually if you look under programme with a school in Spain for students studying
a microscope at these you’ll find that they look a bit like teeth! Spanish. The family I stayed with were lovely and really kind,
These affect the flow of the water as the shark’s body moves but the only thing was the mother and father wanted to
through it – it’s all a bit like the way the little holes on a golf ball try out their English all the time, as they were both adult
make it go faster through the air … you can think of it that way. learners! They had an apartment in Madrid which was just
Anyway, it’s these denticles that make a real shark’s skin feel amazing inside – everything was so neat that at first I felt I
a bit like sandpaper – the stuff you rub over a rough wooden couldn’t relax, but I soon realised it was to give me a good first
surface to make it smooth. impression, so after that it began to feel more like home.
OK, now, several years ago scientists from the USA copied the 2: I went to Portugal on holiday with my family, and had a great
effect of the denticles and created a special extra layer on the time. We stayed in a villa which was lovely and cool and dark
surface of ships. They claimed that it made ships go faster, even though it was very hot outside.
and the shipping industry was enthusiastic too. They believed It was just a beautiful building to look at … really interesting
the material used saved energy because it made their ships architecture … and I took loads of photos of it from the garden.
go through the water so much more efficiently. The material My main contact with Portuguese people was the local shop
was used on aircraft as well, although the aircraft industry and I tried really hard to speak to the assistants in Portuguese.
later stopped using it – for one thing, it made the planes hard They were really grateful for this, and gave me lots of special
to wash. Manufacturers of swimwear became interested, and offers! I’d only taught myself from a Portuguese phrase book
started making swimming costumes with tiny bumps on to just for the holiday, so that was good!
make Olympic swimmers go faster. 3: My parents took us on a driving tour of Italy in a campervan.
As time went on, other scientists from all over the world They’re both fluent speakers of the language, but I’d only learnt
began to doubt the claims made about the material painted French at school. For some reason, I imagined that if I spoke
onto ships, and their research claimed that it did not offer French, that I’d be understood, as the two languages are quite
any benefits to the performance of ships. They also claimed similar. I soon realised I should let my parents do the talking!
that any effect on swimmers, such as new world records, was My little sister thought living in the campervan for two weeks
just accidental and had nothing to do with the bumps on was just the greatest experience of her life, but I wasn’t so
the swimsuits ... they were not rough enough to make any sure. It was actually surprisingly spacious. It was just that after
significant difference. But they did admit that the material a couple of days I’d got used to it, so it was no longer exciting
used on the ships stopped tiny sea creatures from attaching for me.
themselves to the surface of ships, something that would prove
valuable later.
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4: My parents took me to Germany on holiday so that I could N: Four. You hear two students talking about climbing a
practise the German I’d learnt at school. I knew the grammar mountain.
very well, but I was a bit worried before leaving that people A: We climbed up Scafell Pike last year on a school trip. It was a
wouldn’t be able to understand me because of my English really sunny day, and I remember being just so hot and tired I
accent. I needn’t have worried … so long as I spoke in a clear, could hardly walk another step.
confident voice, it was fine. The problem was more the other B: The path isn’t very steep … that wasn’t the problem … but it’s
way round, actually, in me trying to listen to fast speech. just such a long way. I actually found coming down was even
The hotel we stayed in was small, but comfortable, and my harder ‘cos my legs were so tired by then.
room was just the same – I really felt at home. Space wasn’t
A: Yes, and although it’s not that steep, it’s difficult underfoot,
a problem. It was probably rather too small for my parents,
as there are lots of little rocks.
as my dad is unusually tall!
B: Oh yes, I remember that. But the views were fantastic, and I
5: When I went to France, we stayed in a really wonderful old
took loads of pictures. My parents couldn’t believe we’d actually
house – it was a bit like being in a castle, as it had a circular
done it in one day!
staircase with stone steps, which I’d never experienced before
A: Oh, I’m glad I did it … but I won’t be doing it again in a hurry!
in a house. It was really different and much better than
something futuristic as far as I’m concerned. N: Five. You hear two students talking about their class visit to
a space museum.
On the walls of the rooms there was lots of information in
French, so, using my French/English dictionary, I actually took A: When we went to the space museum I really enjoyed sitting
advantage of that. My French is now better as a result. I guess inside the space machine because it made me feel like I was a
my French lessons at school were actually very good, if I think pilot on an actual space mission!
about it, but I was just never very keen on the subject. B: I really wanted to try that, but I never got the chance.
There were always too many people wanting to go in, so I gave
Unit 8 Skills Test Dictation up. But the ‘Journey through Space’ video … that kind of gave
It’s true that in most employment these days workers do not me the same feeling as you had.
have to struggle to do calculations. But maths is still important. A: It worked really well, didn’t it? And I thought Fernando was
What companies want to see is people who have the ability to really lucky – he was chosen to wear one of the real spacesuits
solve problems. worn by an astronaut on a moon mission.
B: Imagine how many people have tried it on, though! I wouldn’t
Unit 8 Skills Test Listening have liked to do that!
N = Narrator N: Six. You hear a boy talking about a presentation he had
N: One. You hear a girl talking about losing her handbag. to give.
I was at the shopping centre with three friends, and we’d had My dad and I are in this photography club, and once we were
an afternoon out looking for new clothes to buy. I had to catch asked to stand up in front of everyone and talk about our
a train home to where I live … about ten kilometres away. photos. Obviously I was a bit nervous beforehand as I’d never
We were sitting in a café waiting for the train, when suddenly I done anything like that before. But once we got started, I
realised I couldn’t find my handbag with my train ticket inside. was actually quite enjoying myself, and it wasn’t as tricky as
My friends told me to stay calm and think hard about where I I thought. I did make one rather silly mistake, but Dad made
might have left it. I remembered that I’d tried on a new shirt in a joke about it so nobody seemed to mind. But it was rather
the changing room of one shop, so we rushed back as quickly as on my mind for the rest of the presentation, which meant it
we could. I was just hoping that some kind person had noticed probably didn’t go as well as it might have done.
it there and handed it in to a shop assistant. In fact it was still N: Seven. You hear a boy talking about selling his old
lying on the chair … I was very, very lucky indeed! skateboard.
N: Two. You hear a boy telling a girl about a Maths day at their I was given a brand new skateboard for my birthday, so I
school. decided to sell my old skateboard on an online auction site. I’d
A: Can you tell me what happened at the Maths day, David? I was had it for a couple of years and not used it very much, so it was
ill and missed it. still in reasonable condition.
B: Well everyone said they learned most from this guy who came I specified that it had originally cost fifty euros, and said that
in from the university and showed us some experiments about I now wanted ten euros for it, not really knowing much about
numbers in space and the universe. the second-hand market for skateboards. But when people saw
A: That was the afternoon session wasn’t it? the photo of it and the name of the company that made it,
B: Yes and before that we watched a programme on twenty ways they really started bidding, and there was quite a competition
you use maths in life without knowing it! Which was just OK. to get it. In the end, I got double the price I wanted for it, so
I got more out of the groupwork we did to try and solve some that was a good deal!
brainteasers using maths. N: Eight. You hear two students talking about a Maths website.
N: Three. You hear a girl talking about a class survey on sports. A: I’m really struggling with the Maths homework project – do you
OK, just to speak about the results of our class survey on understand about fractions?
sports. For the first question, ‘Which sport do you prefer to B: Well I do, but only ‘cos I got some extra help from this website
play?’, the highest percentage … twenty-eight percent ... went my mum told me about. It’s called the mathsHelp website –
to football, with basketball a close second … nearly twenty-five it’s full of good tips and I often use it. The speaker does example
percent ... a quarter of the class. calculations and tells you how to do them at each stage.
Interestingly, when asked which sport you preferred to watch, A: I’ll give it another try. I didn’t get on with it when I tried it for
there was a difference between male and female answers advice on measurements and angles. He went too fast for me
which hadn’t been there in the previous question. The same and I couldn’t stop him and ask him what he meant.
two sports were still first and second among the boys, but B: I know what you mean about the speed, but the stuff on
thirty-one percent of girls preferred tennis, followed closely fractions is great, believe me.
by cycling. This shows a big difference between watching and A: Ok, that’s good.
playing sports among the girls, but none between the boys.
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N: Nine. You hear a girl and a boy talking about a singing I did study drama at school, and I had to act in things for it.
competition. I quite enjoyed that, but I don’t think it’s my strongest thing,
A: Are you going to enter the singing competition? if I’m honest with you. I haven’t quite got that ability to throw
B: I don’t know. I wouldn’t mind, but there are going to be twenty myself into a character and become that person.
or thirty people, so I’d have no chance of winning. I: And dance …, what about that?
A: But it’s not all about winning! You should give it a try. L: Well I really loved dance when I was younger, and I did
B: Yes, I don’t really mean it about winning ... it’s more that there’d ballet lessons as a very little girl. I think that kind of set me
be lots of brilliant singers and I’d get embarrassed. up to dance in a certain way. So I’ve got this influence, this
background in ballet, and when I dance now, whatever I dance
A: Well, you’ve got to start somewhere, otherwise you’ll never
in, whatever style, people say you can see the ballet training
have the confidence to perform on stage. You’ve got to decide
in me. But I think I’ve no longer got the right body shape for
by Friday. Why don’t you put your name down now, see how
dancing, and I’m probably a bit too tall, so maybe I’m just gonna
you feel, and then you can always cancel it?
keep that for a hobby.
N: Ten. You hear a girl and boy discussing security cameras.
I: I believe you’ve also done some work as a film extra.
A: Some people are really stupid! They say we shouldn’t have
L: Yes, I’m lucky enough to live quite near a famous forest, where
security cameras on the streets because that means we don’t
lots of movies get filmed. In the long summer holiday they
have any privacy.
came to film and they wanted local people of all ages to come
If the cameras stop a crime from happening, then it must be
and do little parts in it. They actually came to our school and
worth it. If you want to be private, stay at home!
talked to the drama classes, and asked if anybody would be
B: That’s a bit silly! Sometimes it is a bit worrying knowing that interested.
you’re being watched.
I was off that day with a cold, but a friend told me about it,
A: Yes, but you know what the cameras are there for ... obviously and I thought I’d like to give it a try and earn a bit of money.
they’re not there for the police to control you in some mysterious I tried to find them on a website, but there wasn’t anything
way in your life! Plus, if you don’t have cameras you have to spend about it. In the end I got a mobile number off one of my friends
loads to pay for more police officers walking round. and did it that way.
Unit 9 Skills Test Dictation I: Did you enjoy that?
I went to the opening night of a play at the Classical Theatre. It’s a L: It was great. There were six of us from the school and obviously,
beautiful venue where the acoustics are particularly good. Thanks being young, we weren’t allowed to work more than four hours
to some world-class actors, it was sold out. The public was looking a day. You had to get to the forest very early each day and then
forward to the performance. they decided who would do what parts from who was available.
I thought this was a bit strange. I got to see some big names
Unit 9 Skills Test Listening in the industry, although we weren’t really allowed to go up to
them and start chatting.
I = Interviewer; L = Laura
I: Now Laura, you’re leaving school soon, and going to performing I: So are you actually in the film?
arts college. How do you see your time at the college? L: Yes, it was a historical drama set in the 18th century. You can
L: Well ever since I was a little child, my dream has always been see my face for about two seconds … about an hour into the
to be a performer on stage … . When I was younger I loved film! I’m in this scene where there’s a horse race between some
being the centre of attention, I guess … you know, doing little of the people in the village and I’m in the background cheering
shows in front of my parents, playing my instruments for them. them on with lots of others!
I didn’t, of course, know how to become a real performer. I had to wear this old costume which was incredibly hot and
So getting on the course in the college … I guess, in a way, uncomfortable! I remember being desperate to get home and
that’s not the dream itself, that’s the real thing, and it gives me get into my shorts!
the chance now to try and make these dreams come true.
I: So at the college, you’ll be doing … what … drama,
End of Year Test Listening Task 1
singing, dance? F = Francesca
L: Yes, probably, and musical instruments as well, if I decide to do F: Good afternoon everyone. I’m going to tell you about my recent
that. I’m not sure yet … my piano playing is very basic, but I trip to Granada in Spain. I went there with my family and we
am quite good on the guitar …’cos I started learning that quite spent five amazing days there. I had already heard about the
early on. And if I want to do singing as my main thing, both city because it’s famous for the Alhambra, which is an ancient
of those instruments will be very useful. That does seem the palace and a World Heritage Site. However, there’s much more
obvious way for me to go on the course, because my singing to the city than I realised.
is probably my main thing. But, yes, I will have to get my piano For me, the coolest part of the trip was probably our
playing up to standard … something for me to work on before accommodation. While most tourists tend to stay in hotels or
the course starts. campsites, we had heard about some caves which had been
I: So tell us about your singing. turned into houses. They were mostly built in the 19th century
when they were dug out of the rock. Our cave house was
L: Yes, I’ve taken part as a young performer in a few shows, and
actually quite roomy inside and had wonderful views of the
I’ve got my own CD which I had recorded in a studio for my
Alhambra and the Sierra Nevada mountains in the background.
birthday! I was in my town’s summer pop concert …obviously
The best thing, though, was that it maintained a comfortable
I wasn’t one of the big acts, but I had a little ten-minute time
temperature, even when it was hot outside.
in the afternoon. And I was in a singing talent show … I was
one of fifteen singers from my region who got through to the We went there in July so it was pretty hot most days, although
national final. So yes, it’s really going well, thanks. that didn’t surprise me. After all, we were in Southern
Spain in the middle of summer. What I did find surprising is
I: What about your acting?
that Granada can get quite cold in winter. Apparently, the
L: I’d say I did more of that a few years ago, when I was younger. temperatures are usually around six degrees in January,
My school put on a performance of Grease: The Musical and I although they can sometimes be as low as two degrees.
was in that, but I think I’ve always preferred singing in musicals I was pleased we hadn’t gone in January because I wouldn’t
to traditional drama. have been prepared for those temperatures!
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As I mentioned, the most famous building in Granada is the 3: I’ve grown up speaking different languages at home because
Alhambra. The original palace was built in the 8th century on my parents moved to this country from abroad. My mother’s
the site of Roman ruins. However, in the 13th century, the Indian and my father’s French so I speak French, Hindi and,
rulers decided to make it more spacious. They rebuilt the palace of course, English. I’m also learning Spanish and German at
and added offices and bath houses. They also constructed a school. I speak English most of the time because that’s what
canal so that water could be easily brought from the nearby I use at school and with my friends. However, I tend to use
countryside into the palace. This was used for the bath French and Hindi at home so I speak them pretty well. Being
houses and the gardens of the summer palace, the Generalife, able to speak three languages has definitely helped me learn
which the Alhambra is so famous for. new languages at school. I think it’s easier for my brain to make
Although old buildings don’t usually interest me, I was really the connections. I know I’m lucky, though, because most of
impressed with the Alhambra. The rooms were beautifully my school friends struggle with languages. I try to help them
decorated with some amazing designs. It also felt like a very whenever I can!
calm place. It was easy to imagine kings and queens sitting 4: I’ve been playing the guitar for about nine years and I’ve just
in the summer palace, enjoying the cool wind from the hills. passed the grade eight music exam. That means that I should
The only negative thing was the huge queue of people waiting be able to get a place at music college when I leave school.
to buy tickets. If you don’t want to have a long wait, you should It hasn’t been easy to get to that level though. I’ve had to do
buy your tickets online. a lot of practice and, to be honest, I hated it at first. I started
Apart from the Alhambra, I also really enjoyed walking around playing when I was young and the strings used to hurt my
the narrow streets of the old town. One of the best things was fingers. My parents used to make me practise every day and
the street market, where you can find goods which are more I didn’t enjoy it at all. I was always telling them how much I
typical of North Africa than Spain. The market has been there hated it! My fingers don’t hurt anymore though and playing the
for at least 500 years, although the original one was destroyed guitar is one of my favourite things in the world. I’m grateful
by a fire about 200 years ago. The modern market is much that my parents didn’t let me give up.
smaller, but you can find some really original souvenirs there, 5: I think I’ve always had some artistic skill. I started out painting
such as rugs, leather products and spices. pictures with water colours, but I got into street art a couple
Another thing I loved was the food, like the tapas, or small of years ago. I’ve got a vivid imagination and I use lots of
dishes, which are so popular in Spain. It’s great fun going from bright colours, which people seem to like. I’ve done several
one restaurant to another trying out the various plates of food exhibitions and I’ve already started selling my work. The only
that were on offer. However, I also really liked the tea shops, problem is that I’m not sure if I want to do this forever. While
which are another North African tradition. My parents enjoyed I love the finished artwork, the process of making it can be
tasting the different types of tea, but my favourite things were really frustrating. If I can’t find the right colours, I get quite
the small sweet cakes made with honey and nuts. They were annoyed with myself. In my opinion, it doesn’t make sense to
absolutely delicious! do something that makes me frustrated.
Granada is a city which is full of surprises. One minute you’re
watching Spanish flamenco dancers and the next you’re eating
North African food. It’s fascinating to see the influence of
European, African and Persian cultures on the city. I would
strongly recommend visiting Granada if you’re wondering
where to go on your next holiday.
End of Year Test Listening Task 2

1: My parents noticed that I was good at maths when I was quite
young. By the time I was three, I could count to 100 and I loved
adding and subtracting numbers. However, when I started
school, I found the Maths lessons too easy and I started to
get bored. That was when my parents decided to get me a
private teacher. I have two classes a week and we work on more
complicated problems, like fractions and negative numbers.
The trouble is that I find it quite stressful. My teacher is strict
and she insists on me doing homework when I’d rather be
hanging out with my friends.
2: People are often surprised when they realise that I only started
running seriously last year. I’d always been a fast runner, but I’d
never been very competitive. Then, last year, all the students
at my school had to participate in the sports day. I chose to
run the 200 metres and I won the race. I even broke the school
record! After that, I decided to join an athletics club and I’ve run
in several national competitions. Things have been going well
so far and my coach has recommended me to join the national
team. I can’t wait to find out if I have been chosen! You never
know, you might see me in the next Olympics!
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PHOTOCOPIABLE ACTIVITIES 2ND EDITION B1+
1A DESCRIBING HABITS
Me My partner
go to bed late
function better in the morning
follow my dreams
take selfies and post them online
be online around bedtime
be full of energy at the weekend
get up early in winter
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1B DESCRIBING THINGS
comfortable sensible memorable
responsible understandable suitable
enjoyable scary stressful
incredible relaxing fashionable
sensible understandable tiring
shoes holiday job
adult bed clothes
meal film city
person day story
music backpack decision
choice feeling lesson
day position teacher
birthday jeans hobby
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1C CAN YOU TELL ME MORE?
Are you interested Are you a

Do you like chocolate?
in wildlife? fan of football?
Are you good Do you

Are you into sport?
at languages? like travelling?
Are you interested Are you keen Are you interested

in ballet? on reading? in history?
Do you like Are you interested in Do you like

collecting things? extreme sports? horror films?
Are you keen Do you like Are you a

on cooking? rap music? fan of opera?
Do you like Are you a fan of Are you keen on

? ? ?
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2A GRAMMAR AUCTION
Correct or Incorrect? Bid
1 I used to playing tennis every day when I was younger.
2 While I was doing my homework, I realised I needed some books from the library.
3 Had you ever went to Paris before last weekend?
4 I would to spend every weekend bike riding with my dad, when I was young.
5 Ten years ago, I would visit the Great Wall of China
6 I was taking a selfie when my phone started ringing and interrupted me!
7 It was the strangest ice cream flavour I had never tasted.
8 I had just started an online blog when I saw my best friend had one!
9 I used to had loads of hobbies, but I got bored of them all very quickly.
10 I was never travelled to a different country before, so I didn’t know I needed a passport!
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2B WHAT’S HAPPENING?
OFTEN ALWAYS
Cook for friends Laugh at a friend’s terrible joke
NERVOUSLY FINALLY
Wave your hands Watch a scary movie
NEVER CAREFULLY
Shower in the morning Swim into the deep sea
ANXIOUSLY HAPPILY
Give a presentation to the school Try food from all over the world
EASILY SOMETIMES
Learn a new language Tell small lies
FREQUENTLY SUSPICIOUSLY
Take an important exam Disappear from the classroom
TRUTHFULLY GUILTILY
Talk about a problem Avoid eye contact
QUICKLY
Avoid getting into an argument
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2C LINKING OPINIONS
Playing sport Going to a rock concert

vs. watching sport vs. going to the theatre
HOWEVER … THE MAIN DIFFERENCE IS …
Living in the countryside Doing a parachute jump

vs. living in the city from a plane vs. zip wiring
WHEREAS … … TOO …
Being truthful but hurting someone’s

Reading a newspaper
feelings vs. telling a small lie and not
vs. reading news online
hurting feelings
ANOTHER DIFFERENCE IS …
ALSO …
Waving at someone who

Going white water rafting
doesn’t see you vs. telling a joke
vs. doing a bungee jump
and nobody laughing
ANOTHER SIMILARITY IS …
THE MAIN SIMILARITY IS …
Watching a comedy film Studying maths

vs. watching a horror film vs. studying English
AS WELL AS … BOTH ARE …
Summer holidays Having a dog

vs. winter holidays vs. having a cat
IN ONE… BUT IN THE OTHER … THE PEOPLE WHO … MIGHT …
Studying for an exam a long time in

Spending the weekend with friends
advance vs. doing preparation the
vs. spending the weekend with family
night before
THEY BOTH …
BUT THE PEOPLE WHO …
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3A IN THE FUTURE …
One hundred years from now,
Next summer,
If I pass all my exams,
As soon as this lesson finishes,
By the year 3000,
When I go home,
When I’m older,
By the time I’m 30 years old,
In six months’ time,
This time next year,
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3B MAKE AND DO
make sure don’t forget do your/my bit
make do with do without make sense
SCORES
1 A teacher and a student discussing what the
A
student needs to do to pass the English test.
B
2 Two friends packing their backpacks to go on A

a camping expedition. B
3 Two friends discussing the surprise party they A

are organising for another friend. B
4 A parent and son/daughter having a conversation A

before the son/daughter goes off on a school trip. B
5 Two friends talking about how they are going to A

save money. B
6 Two schoolmates talking about their plans for A

improving the school garden. B
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3C PHRASAL VERBS
throw away
chop down
kill off
clean up
get (the message) across
cut down
die out
throw away
chop down
kill off
clean up
get (the message) across
cut down
die out
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4A WHAT’S MY MODAL?
Student A
1 I can play the piano very well.
2 You follow rules when you are at school.
3 When are you able to stay out until at the weekend?
4I do any jobs at home to help my parents.
5 I should revise before I take a test.
6 To stay healthy, you do exercise and eat well.
7 You are not permitted to walk on the grass.
8 Last year, I do it, but now I can.
Answers for Student B’s sentences: 1 am/’m able to 3 can/may

5 ought 7 must not/mustn’t/are not allowed to/aren’t allowed to/can’t/may not
Student B
1I to play the piano very well.
2 There are rules at school you have an obligation to follow.
3 What time you stay out until at the weekend?
4 There is no obligation at home to do jobs to help my parents.
5 Before I take a test, I to do some revision.
6 Eating well and doing exercise are things you need to do to be healthy.
7 You walk on the grass.
8 Last year, I wasn’t able to do it, but now I can.
Answers for Student A’s sentences: 2 must/have (got) to/need to 4 needn’t/don’t need to/don’t have to/haven’t got to
6 must/have to 8 couldn’t
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4B PREPOSITIONS QUIZ
Team A
1 I am really proud myself for winning the race.
2 My sister is so popular everyone at school.
3 I am just so embarrassed falling over in front of the whole class today!
4 I wish I was brilliant basketball like my older brother.
5 You shouldn’t be worried anything, I am here to help you!
6 I am absolutely addicted that new flavoured ice cream.
7 I’m so sad that character leaving my favourite TV show!
8 I am really afraid the dark so I’m not keen going in that scary room!
Team B
1 I am anxious the test next week.
2 I am so good running, I won the 100m race in school last year.
3 I am really fed up the bus being late every day.
4 I am totally hopeless tennis, I can’t hit the ball.
5 I am bored doing my homework – let’s go shopping!
6 Are you capable doing it?
7 I am happy this hot weather, it reminds me of being on holiday.
8 I’m frightened spiders, so I am stressed camping in the forest!
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4C NEGATIVE ADJECTIVES
1 2 3 4
…possible …honest …decisive …pleasant
5 6 7 8
…patient …helpful …regular …responsible
9 10 11 12
…logical …comfortable …prepared …obedient
IM- DIS-
UN- IN-
IR- IL-
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5A RELATIVE PRONOUNS
Relative pronouns:
that which where who whose when
learning new
English lessons speaking in English grammar
vocabulary
our English
my best friend the head-teacher my classmates
teacher
our English
the games hall the science lab the cafeteria
classroom
mathematics science history IT
the school
the end of term Monday Friday
holidays
playing video
working in pairs working alone doing tests
games
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5B QUIZ: WHAT KIND OF STUDENT

ARE YOU?
1 I find it easy to pay attention to what the teacher is saying.
A Yes, always.
B Nine times out of ten I do, but I daydream sometimes!
C No – I find it hard to focus.
D
2 At school, what challenge do you find hardest to cope with?

A I find it hard to cope with relaxation activities and free time – I’m always focused on learning!
B Sometimes I worry about falling behind with academic work.
C Getting up in the morning – I’m usually late!
D
3 Are you good at revising for exams?

A Yes! I’m great at learning things off by heart.
B If it’s a subject I don’t find too hard, then I’m okay.
C No, not really. Exams are one of the worst things about school!
D
4 How focused are you on your school work?

A Very focused. I know I want to progress to higher education.
B Quite focused, but school work isn’t the only thing in my life.
C Not very focused at all! Life’s too short for studying…
D
5
A
B
C
You’ll be surprised at what you can achieve!

Mostly Cs: You have a relaxed attitude to school – maybe a little too relaxed. Why not work a little harder?
your life out of school. Well done!
Mostly Bs: You’re hard-working and you usually try your best, but you always take time for your friendships and
Mostly As: Wow! You’re certainly a focused and hardworking student. Just make sure you don’t work too hard!
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5C MULTIPLE-CHOICE CLOZE
Part 1
1 My friend wanted to make money so she started her own film company. First of all, she (1) a camera from her dad.
Then she posted online, saying that she could film weddings, parties and any other (2) occasions. After her first two
or three bookings, she (3) really popular. It wasn’t long before she could (4) her own camera!
1 A lent B borrowed C paid D exchanged
2 A good B popular C exciting D special
3 A became B borrowed C made D turned
4 A pay B afford C spend D waste
2 For me, my hobby was a good way of (1) money. For years, I’ve been (2) making model aeroplanes.
I started to post reviews of the models I made online, where I (3) how to make the models, in a simple
step-by-step way. I soon had millions of subscribers and I now (4) about one hundred dollars a month!
1 A doing B making C receiving D winning
2 A onto B in C into D about
3 A told B explained C asked D accounted
4 A cost B worth C waste D earn
Part 2
Write a multiple-choice cloze text with gaps like the texts in Part 1. Use some of the words and expressions below
for the A, B, C and D choices.
Phrasal verbs: sum up, look through, catch up, make up, cope with, focus on
Shopping: bargain, currency, exchange rate, discount, receipt, voucher
Managing money: earn, win, afford, pay, lend, borrow, spend, waste, cost, worth, money management
Ideas and knowledge: creativity, idea, knowledge, information, practice, plan, intelligence, invent, construct, produce
1 A B C D
2 A B C D
3 A B C D
4 A B C D
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6A TO INFINITIVE AND BEYOND
want avoid involve
seem imagine promise
agree nervous about expect
would like make need
plan suggest ask (someone)
let (someone/
appear look forward to
something)
capable of interested in enjoy
hope dream of manage
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6B QUIZ: KEY WORD TRANSFORMATIONS

6 When I was young, I wanted to be a superhero.
DREAM
When I was young, I used to a superhero.
5 A silkworm moth can use its antennae to smell.

CAPABLE
A silkworm moth is with its antennae.
4 I have an interest in all areas of science.

SCIENTIFIC
All to me.
3 It is unlikely I will ever be able to fly.

HOPE
There is will ever be able to fly.
2 Discovering nature is something I’ve always enjoyed.

OUT
I’ve always enjoyed about nature.
1 I’d missed the beginning so I started the film again.

HAD
As I’d missed the beginning, I the film.
0 There hasn’t been a lot of research into cloning pets.

LITTLE
There has been little research into cloning pets.
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6C TWO SIDES TO EVERY ARGUMENT
The best invention in the last 100 years is the internet.
Every house in the future should have a robot to help them

do jobs that humans do not want to do.
Social media has made people less sociable.
Life is easier now than it was 100 years ago because of technology.
Science is the most important subject in school because it

helps us learn about the world around us.
We have invented enough technology that is necessary for our lives,

so we do not need to continue inventing technological products.
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7A IF I COULD LIVE ANYWHERE, …
1 If I could live anywhere in the world, I’d …
2 If my parents hadn’t decided to paint our living room

the colour it is now, I would’ve chosen …
3 If I’d been able to choose the place I lived,

I’d have chosen ….
4 If my room is untidy, I …
5 If you saw my room, you’d like …
6 If I could decorate my room any way

I wanted, I’d …
7 If I could choose to live in the town

or the countryside, I’d …
8 If I want to find a quiet space in my house, I …
9 I won’t feel comfortable in a room unless …
10 If my family had chosen to live in another country,

we’d probably have …
11 If I buy something for my room,

it’ll usually be …
12 If I could have one famous artwork in my home,

it’d be …
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7B: MY IDEAL HOLIDAY

ACCOMMODATION
My ideal holiday accommodation My partner’s ideal holiday accommodation
Where? countryside, city, village, small town, seaside, desert, in the mountains
What kind of accommodation? block of flats, caravan, castle, houseboat , hut, igloo, lighthouse,
palace, tent, villa
What is it like? massive, neat, spacious, tiny
What is in it? bench, blanket, cabinet, carpet, curtains, cushion, duvet, lampshade, mattress, rail, rug,
sheet, shelf, sink
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7C INTERVIEW
What’s your What’s your favourite

Where do you live?
house like? room in your house?
What do you like

about your garden?
How is your bedroom What do you do
If you don’t have one,
decorated? after school?
would you like one
and why?
What are your plans What would your ideal What do you like to do
for the future? house look like? at the weekend?
Would you rather

What do you think What’s your favourite
stay in an expensive
you’ll be doing this subject at school
hotel or go camping
time next year? and why?
and why?
What superpower Which is your favourite

What did you do last
do you wish you had season of the year
summer holiday?
and why? and why?
If you were an animal,

Tell me about the last What’s your biggest
which animal would
film you saw. regret and why?
you be and why?
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8A PASSIVES: TRUE OR FALSE?

1 Portugal / spoken / in / is / Spanish
True False
2 court / on / a / Football / played / is
True False
3 1995 / first / had / The / email / sent / before / been
True False
4 China / first / was / Ice / cream / in / made
True False
5 Mirrors / by / ancient / the / were / Egyptians / invented
True False
6 pilots / flown / are / by / Planes / not
True False
Bonus points:
7 1.5 / billion / the / world / The / which / speaks / been / English / population / of / has / to /
estimated / be
True False
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8B WHAT CAN YOU GET DONE?
1 2
At the hairdresser's At the dentist
3 4
At a technology repair shop At the hospital
5 6
At home At the vet's
1 2
3 4
5 6
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8C THE WRITING RACE

Adverbs Nouns Adjectives Phrases
caught on
surprisingly solution tricky
camera
sadly struggle furious break the law
fortunately decision odd a piece of cake
similarly experience tough left over
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9A SHE TOLD ME I OUGHT TO WRITE

A NOVEL
‘I’ve never been to the theatre before.’
‘You really should go to see an opera.’
‘The photography class meets here.’
‘My brother teaches drumming.’
‘I’m going to a creativity summer school this week.’
‘You ought to write a novel!’
‘You might find the trombone a difficult instrument to learn.’
‘I go to a life drawing class every week.’
‘I forgot to book our tickets for tonight’s show!’
‘The drama workshop wasn’t very interesting.’
‘I’ll pay for our cinema tickets.’
‘We’ll definitely go to the cinema next week.’
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9B CREATIVITY CLUB!
Imagine you are organising a week-long creativity club during summertime. What kind of club will it be and what
will students learn? Make notes under the headings below, using words from the grid.
1 Where will it take place?
2 When will it take place?
3 What skills will students need to have?
4 What will students learn?
5 What will they have produced by the end of the week?
cartoon
artist artwork creation design graffiti
characters
fantasy learning vivid

pop culture street art artistic skill
world experience imagination
bring
original represent join in think up try out
together
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9C HOW ABOUT YOU?

1
You are the editor of the school magazine. You think the extra money should be used to pay
for training for the magazine’s photographer and writers, and to buy a good quality camera.
Any leftover money could go towards paying for a new printer. You believe that the school
magazine gives students valuable work experience and deserves financial support.
You are the leader of the school drama group. You think the money should be used to help fund
a big musical production. The money would pay for costumes and building a set. You believe that
drama is a great way of building students’ confidence.
You love street art. You think that your school needs some bright and colourful wall paintings,
and that the money should be used for street art workshops led by experts. You think that this
project would have a positive effect on students and it would brighten up the school too.
You think the money should be used to have dancing lessons at lunch break. You are concerned
that many students are inactive. Dancing lessons would be a great way to build strength and
fitness and to help students to relax.
You think that money should be used to pay for music lessons for every student in the school.
At the moment, only some students can afford to pay for music lessons, but you believe that
they should be available to everyone.
You think the money should be used to take students to cultural events. Many students have
never experienced classical performance arts such as ballet or opera before, and a school trip
would open up a new world for them.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES 2ND EDITION B1+
1A Describing habits CLASSROOM DYNAMICS

Pairwork
AIM
To practise using present tenses and adverbs of frequency TIME TAKEN
10 minutes
ACTIVITY TYPE
A personalised communicative activity in which students WHEN TO USE
practise using present tenses and adverbs of frequency After Vocabulary: Follow your dreams, Exercise 5, page 13
CLASSROOM DYNAMICS PREPARATION

Pairwork You will need one copy of the activity per pair. Cut out the
words and make two separate piles of cards: a white pile and
TIME TAKEN a grey pile.
10 minutes
PROCEDURE
WHEN TO USE 1 Organise the students into pairs. Explain that they are
After Grammar: Present tenses, Exercise 5, page 12 going to practise using some of the adjectives they have
learned in the Student’s Book.
PREPARATION 2 Give each pair two sets of cards (one white, one grey)
You will need one copy of the activity per student. and lay them face down on the table.
3 Demonstrate the activity with two students. Student A
PROCEDURE should pick up a card from the white pile and lay it face
1 Organise students into pairs. Explain that they are going up on the table. Student B should pick up a card from the
to do an activity in which they will think about their own grey pile and lay it beside Student A’s card. Both students
habits, and predict the habits of their partner. should look at the two cards and decide if they collocate.
2 Elicit some adverbs and adverbial phrases of frequency 4 If the cards collocate, (e.g. ‘scary’/’film’) then the
from your students. Encourage students to come up students have to make a sentence using the collocation,
with more complex language than ‘usually’, ‘sometimes’, e.g. ‘I love watching scary films’. The first student to make
etc., referring back to the range of options in the a sentence keeps the grey card (the white card goes back
student’s book if necessary. in the pile). If the two cards don’t collocate, then they are
3 Focus students’ attention on the worksheet. Explain that both put back in the pile.
they have to read the prompts and write a sentence 5 Students continue the activity until all the grey cards
using an adverb or adverbial phrase which makes have been used. The student with the most grey cards
each sentence true for them. They should write these at the end of the activity is the winner.
sentences in the Me column.
4 Students should then use the prompts to make ADAPTATION AND EXTENSION
predictions about their partners. They should write these • You can increase the challenge of this game by asking
sentences in the My partner column. pairs to work with the white cards only. Students pick an
5 When students have completed their worksheet, adjective card from the pile and then have one minute
they should share their predictions with their partners. to write down as many nouns as they can think of which
For each prediction they get right, they should award collocate with it. The student with the highest number
themselves a point. of correct collocations wins the card.
6 The student with the most correct predictions at the • As an extension activity for higher ability classes, you
end of the activity is the winner. could challenge students to work with a partner and
make a story containing as many of the adjective/noun
ADAPTATION AND EXTENSION collocations from the activity as they can. Students can
then tell their stories to the rest of the class.
Fast finishers should be paired together and write three more
sentences about their partner’s habits, using their own ideas
with appropriate adverbs and adverbial phrases of frequency. 1C Can you tell me more?
They should then check with their partner to see if their
sentences are correct. Nominate a few students to share their AIM
predictions with the rest of the class. To improve conversational skills through giving extra
information
1B Describing things ACTIVITY TYPE
AIM A speaking activity in which students practise giving extra
To practise collocating adjectives and nouns information about their likes and dislikes
ACTIVITY TYPE CLASSROOM DYNAMICS

A matching game in which students collocate adjectives with Small groups
appropriate nouns and make sentences
TIME TAKEN
10 minutes
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WHEN TO USE PREPARATION

After Speaking, Exercise 7, page 17 You will need one activity sheet per pair and to draw one score
column on the board per pair.
PREPARATION
You will need one worksheet for each group, with the question PROCEDURE
cards cut out. 1 Divide students into pairs and give each a copy of the
activity.
PROCEDURE 2 Tell students they are going to play an ‘auction’ style
1 Organise students into small groups and give each game where they have 30 seconds to look at the
group a pack of cards which should be placed face sentences and decide if there are errors with the verb
down on the table. Explain that they are going to forms. Elicit or explain the word ‘auction’ if students
practise their conversational skills by giving more do not know it. The aim of the game is for pairs to put
information in their answers. forward an amount of points per sentence, depending
2 Demonstrate the activity by asking one of the students on how sure they are that there is an error or not. This is
to pick a card off the top of the pile and ask you the explained to the students as ‘a bid’. The pair wins or loses
question. Reply by giving a one-word answer, ‘No’ or ‘Yes’. the number of points in their bid depending on whether
Elicit what is wrong with your response (you need to give they are right or not about the sentence. The winning
more information to sound friendly). Demonstrate an team is the pair that has the most points at the end of
answer to the question which gives more information. the activity.
3 Point out that three of the cards have been left blank. 3 Each pair starts with 500 points. This should be written
Students should use these as prompts to ask their own in their column on the board. The pairs are given five
questions. minutes to look through all of the sentences on the
4 Students should take it in turns to pick a card from activity sheet, to decide if the sentences are correct and
the pile and ask a question to the student on their to make any corrections in the space below the sentence.
right. The student should answer the question, giving They must decide how many of their 500 points they
additional information. wish to bid on a sentence, depending on how sure they
are that there is a mistake in it, or that it is correct. If
5 Students continue until all the questions have been students are sure there is an error, or not, they may bid
asked. Monitor as students do this, offering support 50 points on the sentence; less sure students may bid 40,
where necessary. 30, 20 or 10 points. Explain that they should write their
bids in the space on their sheet.
ADAPTATION AND EXTENSION
4 Once time is up, you will need to go through the
• Adapt this activity for higher ability students by using
sentences as a whole class, taking note of each pair’s
the questions to prompt a ‘Just a Minute’ style speaking
response and bid. If they are right, they win that amount
activity, in which students have to give answers of
of points in their column on the board. If they are wrong,
one minute in length, trying not to hesitate, repeat
they do not win any points.
themselves or go off-topic.
5 Once points are awarded after each sentence, students
• Fast finishers should choose a topic which interests
should tell you what errors are in the sentence to ensure
them (music, art, film, etc.). They should think of three
understanding of the use and form of the past tenses.
questions they would like to ask another student
If a pair is able to give you the corrected sentence, they
and write them down. They should then work with
should be awarded 10 bonus points. The winning pair is
another fast finisher, taking it in turns to ask and
the team with the most points at the end of the activity.
answer questions and making sure that they give extra
information rather than ‘Yes/No’ answers.
ANSWER KEY
1 Incorrect – used to + infinitive- ‘used to play’; 2 Correct;
2A Grammar auction 3 Incorrect – ‘Had you ever been’- past participle; 4 Incorrect –
modal verb without to; 5 Incorrect – ‘visited’- would is for past
AIM actions, not states; 6 Correct; 7 Incorrect – ‘I had ever tasted’
To practise the correct use of past tenses and to recognise 8 Correct; 9 Incorrect – ‘Used to have’; 10 Incorrect – ‘I had
common errors never travelled’
ACTIVITY TYPE ADAPTATION AND EXTENSION

A game where students bid on the sentences they think have • To focus more closely on the grammar of the past
mistakes in the verb form and try to correct them for points forms, ask students to identify which tense is being
used and why.
CLASSROOM DYNAMICS • To extend the activity, students could try to write
Pairwork and whole class sentences for their classmates to guess and bid on.
• To reduce the activity time, put students into larger
TIME TAKEN
groups to produce fewer bids.
15 minutes
• Fast finishers can complete this as an activity sheet,
WHEN TO USE finding the correct or incorrect sentences and amending
After Grammar: Past tenses, Exercise 6, page 26 them where necessary.
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2B What’s happening? 2C Linking opinions

AIM AIM
To practise the meaning and use of adverbs of manner • To use vocabulary from the unit related to comparisons
and frequency and differences
• To practise vocabulary and skills for Speaking Part 2
ACTIVITY TYPE
A group activity where students either describe or act out an EXAM LINK
action to illustrate an adverb for the rest of the group to guess Speaking Part 2: Long turn
what the adverb is
ACTIVITY TYPE
CLASSROOM DYNAMICS A speaking activity where students compare aspects of or
Small groups express their opinions on a given topic for 30 seconds using
given linking phrases or words
TIME TAKEN
10 minutes CLASSROOM DYNAMICS
Pairwork
WHEN TO USE
After Use of English 2, Exercise 6, page 30 TIME TAKEN
10–12 minutes
PREPARATION
You will need one copy of the activity, cut up into a set of WHEN TO USE
cards, for each small group. After Speaking, Exercise 5, page 31
PROCEDURE PREPARATION
1 Divide students into small groups and give each group You will need one activity sheet per pair, cut up into cards.
a set of cards.
2 Explain that the cards contain adverbs that describe an PROCEDURE
action. Each student should choose a card in turn and 1 Divide students into pairs and give each pair a set of
they should then describe the adverb in the context of cards.
the action given on the card to the rest of their group, 2 Explain to students that in this activity they are going to
without using any words related to the given adverb. practise the skills required for Speaking Part 2. Remind
For example, they must not use the adjective form of them that in the exam they will be given two photos to
the adverb. You could give the following example to compare, but for this exercise they will compare and give
illustrate: ‘I’m learning a new language and it’s not hard their opinions on two situations instead.
at all; I’m learning it…’. Elicit the answer: ‘easily’.
3 Explain that Student A should pick up a card and show
3 Students take it in turns to describe their adverb, while it to Student B, who will have 30 seconds to compare
the rest of the group have 30 seconds to guess what it the situations using his or her own opinion. Tell students
could be. If they are unable to guess, the card is put to that they must include the word or phrase on the card
the side. After all of the students in the group have had in order to link their ideas and should also aim to include
one turn at describing, the next round should be acted any other linking words and phrases if possible. Once
out. The third round should be described, until all of the Student B has spoken, they should pick a new card
adverbs have been guessed. and it is then Student A’s turn to speak. This should be
4 Tell students that if it is not their turn, anyone in the repeated until all the cards have been used. The students
group can guess to win points. The student who has may time themselves for this activity.
correctly guessed the most adverbs when the cards 4 Monitor the pairs and provide help with vocabulary or
have run out is the winner. error correction if necessary..
ADAPTATION AND EXTENSION ADAPTATION AND EXTENSION
• You can extend the activity in terms of difficulty by • This could be adapted to allow students to practise for
asking the students to describe or act out both the Speaking Part 3: Collaborative task by discussing the
adverbs and the actions for other students to guess. situations together and collaboratively deciding which
An example should be given by acting: ‘I am, you are, he is best.
is, she is … Oh this isn’t difficult!’ Ask the students what
you are doing, (learning a language) and for an adverb to • For a quieter activity and one focused on writing, you
describe how you are doing it (easily). could give students a card each and they write their
opinion in a short paragraph, using the given linking
• The activity can be extended by asking students to think word or phrase.
of four or five of their own adverbs and actions that they
must describe or act out (or draw) for their teammates • To extend the activity, pairs could write two or three
more common comparisons to give to another pair
to discuss.
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3A In the future … 3B Make and do

AIM AIM
To give students practise in using future tenses To encourage students to use phrases and expressions with
make and do in everyday conversations
ACTIVITY TYPE
A personalised activity in which students make predictions ACTIVITY TYPE
about the future A competitive role-play activity in which students are
challenged to use expressions with make and do
CLASSROOM DYNAMICS
Individuals and small groups CLASSROOM DYNAMICS
Pairwork
TIME TAKEN
10 minutes TIME TAKEN
10 minutes
WHEN TO USE
After Grammar: Future forms, Exercise 7, page 40 WHEN TO USE
After Vocabulary: Food and transport, Exercise 5, page 41
PREPARATION
You will need a copy of the activity for each student. PREPARATION
You will need one copy of the activity for each pair.
PROCEDURE
1 Organise students into small groups and give them each PROCEDURE
a copy of the activity. Explain that they are going to 1 Organise students into pairs and give each pair a copy of
make some predictions about the future. the activity. Explain that students are going to practise
2 Ask students to close their Student’s Books. Challenge using expressions with make and do in short role-plays.
them to remember the eight different future forms that 2 Focus students’ attention on the role-plays and the
are mentioned in the grammar lesson. Collect answers expressions. Tell students that they are going to perform
from around the class, encouraging students to provide their role-plays with a partner. Allocate each partner the
examples of each form. Refer back to the Student’s Book letter ‘A’ or ‘B’: in the first role-play, Student A should play
if necessary. the part of the teacher and B the student; in the fourth
3 Focus students’ attention on the activity sheets. role-play Student A should play the part of the parent
Demonstrate the activity by using the first two prompts and B the son/daughter.
to make predictions which are true for you. 3 Students must compete to see who can use the most
4 Tell students that they are going to use the prompts to expressions in the box within the role-play. Stress that
make predictions which are true for them. Explain that the expressions must be used as naturally as possible,
their various predictions must contain as many different and that you can only use each expression once per
kinds of future forms as possible. sentence and once per conversation. Each time a student
uses an expression, they win a point. Students should
5 Give students about three to four minutes to make their
record their scores in the column beside the role-play
predictions. Monitor as students do this, offering support
prompts. The student with the most points at the end of
where necessary and encouraging the use of a variety of
the activity is the winner.
future forms.
4 Tell students they should allow about a minute for each
6 When students have had the chance to complete the
role-play. Alternatively, time each role-play and announce
sheet, allocate each group a leader. The group leader
to the class when it is time to move on the next one.
should collect the sheets and read predictions out in a
random order. Students should listen and guess who the 5 Circulate as students perform their role-plays, making
predictions belong to. sure that they are using the expressions naturally and
accurately.
7 Bring the class together again. Nominate a few students
to report back on any interesting, surprising or amusing 6 Establish which students achieved the highest scores.
predictions they heard. Establish which student managed Nominate a few pairs to perform their role-plays to the
to use the greatest variety of future forms in their rest of the class.
predictions.
ADAPTATION AND EXTENSION Higher ability students could be given the vocabulary prompts
Fast finishers should continue to work in groups and should without the role-play cards and be asked to think about
ask each other questions about the predictions they have a conversation which would be likely to contain all of the
made, e.g. ‘What kind of business will you have when you’re 30?’ expressions. They could then role-play the conversation with a
‘How are you going to travel to Venice next summer?’ partner, including as much of the target language as possible.
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3C Phrasal verbs EXAM LINK

Reading and Use of English Part 4: Key word transformations
AIM
To practise using phrasal verbs from the unit ACTIVITY TYPE
A speaking gap-fill activity where students must complete
ACTIVITY TYPE sentences using a range of modal verbs
A matching activity where students form phrasal verbs by
putting verbs together with particles and then make sentences CLASSROOM DYNAMICS
Pairwork
CLASSROOM DYNAMICS
Pairwork TIME TAKEN
10 minutes
TIME TAKEN
10 minutes WHEN TO USE
After Grammar: Modal verbs 1, Exercise 6, page 54
WHEN TO USE
After Use of English 2, Exercise 5, page 44 PREPARATION
You will need one copy of the activity for each pair, cut up into
PREPARATION Student A and Student B worksheets.
You will need one copy of the activity for every two pairs of
students, cut up into two sets of phrasal verbs, with the verb PROCEDURE
and particle cards shuffled together in each set. 1 Divide the students into pairs and designate them as
Student A or Student B. Distribute the corresponding
PROCEDURE activity sheet to each student.
1 Organise students into pairs and give each pair one set 2 Explain that for this activity they need to listen to
of phrasal verbs with the verb and particle cards well their partner’s sentences for a clue that will help them
shuffled. Explain that students are going to practise using complete their own sentences with the correct form of a
phrasal verbs to talk about environmental problems. modal verb. They will need to use a different modal verb
2 Give pairs 1 minute to match the verbs with the particles, to the one they have just heard in the sentence.
to form the phrasal verbs they have learned in the lesson. 3 Student A reads sentence number 1 to Student B.
They should check their answers in the Explore vocabulary Student B must listen carefully to identify the correct
2 box on page 44 of the Student’s Book. form of the modal verb they need to complete their own
3 Pairs should then take it in turns to make sentences sentence 1 on their sheet. Student B must ensure the
about environmental problems, e.g. ‘Lots of plants and sentence has the same meaning as Student A’s sentence.
animals are dying out’; ‘Trees are being chopped down’; 4 Student B then reads sentence number 2 to Student
‘It’s difficult to get the message across because people A, who completes his/her sentence 2 so that it has the
don’t want to listen’, etc. same meaning but uses a different modal verb. When the
4 Students should share their sentences with another pair. students have read and completed all of the sentences,
Students should listen to the problems described and try they can check their answers with their partner. Class
to offer possible solutions. feedback may be needed to address any errors or
questions and to discuss the possible alternatives.
5 Nominate a few students to report back on their
discussions, sharing both problems and possible solutions.
ANSWER KEY
ADAPTATION AND EXTENSION See the activity sheet.
• Challenge fast finishers to see how many more phrasal
verbs they can form using the verbs and particles from
the pack of cards. Ask them to write example sentences • If you have a strong group, to extend the activity each
containing each of the phrasal verbs they have found. pair can create one or two more pairs of sentences to
give to another group to try.
(Additional possibilities: chop up, clean off, clean out, cut out,
cut up, die down, die off, get down, get off, get out, get up, • This activity could be done in a ‘round robin’ style, where
throw down, throw out) Student A reads the first sentence to a Student B, then
Student B chooses a different Student A to read to
• To save paper, elicit the phrasal verbs presented in the and so on, in order to encourage students to work with
Student’s Book from the class and write them on the others in the class.
board. Then organise students into pairs and follow
steps 3–5 above. • The sentences could be used to encourage a discussion
in pairs, e.g. ‘What musical instruments can you play?’
‘What rules must you follow at school?’ ‘Do you have to
4A What’s my modal? do jobs at home to help your parents?’
AIM
• To practise using modal verbs
• To practise the transformation of key words (in this case,
modals) in preparation for Reading and Use of English
Part 4
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4B Prepositions quiz 4C Negative adjectives

AIM AIM
• To practise adjectives followed by particular prepositions • To elicit existing knowledge from students as a lead-in
from the unit activity
• To recognise the patterns in forming negative adjectives
ACTIVITY TYPE with prefixes
A competitive team game where students must guess the
correct preposition missing from the sentences they hear ACTIVITY TYPE
A competitive activity where students look around the room
CLASSROOM DYNAMICS for the correct prefixes to form negative adjectives
Two large groups
CLASSROOM DYNAMICS
TIME TAKEN Pairwork
15 minutes
TIME TAKEN
WHEN TO USE 15 minutes
After Vocabulary: Relationships, Exercise 5, page 55
WHEN TO USE
PREPARATION After Use of English 2, Exercise 1, page 58
You will need one copy of the activity for every two students
in the group, cut up into Team A and Team B sheets. You will PREPARATION
need to draw a score column for each team on the board. You will need one copy of the adjectives part of the sheet for
each pair. You will need to cut up one or two sets of the prefix
PROCEDURE cards and distribute them around the room before the activity
1 Divide the class into two large groups, Team A and Team starts, stuck onto the wall where possible.
B. Give each member of Team A the grey activity sheet,
and Team B the white sheet. PROCEDURE
2 Explain that this is a competitive quiz-style activity 1 Divide students into pairs and distribute a copy of the
where one student from Team A will read the first adjectives to each pair.
sentence on their sheet to Team B, but the preposition 2 Point out to students that there are prefixes around
will be missing. Team B must discuss together and then the room that can join an adjective to make it negative.
say what they think the missing preposition is, but they Explain to students that they will have to walk around
must be careful, as the first answer they give is the one the room to find the prefix which they think best suits
that is taken. If they are correct, the team gets a point on the adjectives on their activity sheet. Some prefixes will
the board. If they are incorrect, no point is awarded. You join with more than one adjective.
may need to provide the correct answers if the class is
3 Tell students that this activity will be done as a
unsure or at a lower level.
competition. In order for the students to win the activity,
3 Team B then reads aloud their first sentence to they must correctly put together the right prefix with
Team A, who will need to give the correct preposition. the corresponding adjective(s) and write the answer
Then Team A reads out their next sentence and so on. on their sheet. Once they think they have successfully
Ensure a different student has a chance at reading completed the activity, they should pass their sheet
for every turn, to ensure whole group participation. to you to check. If they have correctly completed the
Make students aware that in sentence 8, there are two activity, you may declare that pair the winner.
missing prepositions, worth 2 points.
4 At the end of the activity, ask for feedback from the
4 The activity continues until there are no more sentences. pairs. Which prefixes go with which adjectives? Can they
The team who has the most points at the end is find any patterns?
the winner.
ANSWER KEY
ANSWER KEY 1 Impossible; 2 Dishonest; 3 Indecisive; 4 Unpleasant;
Team A: 1 of; 2 with; 3 about; 4 at; 5 about; 6 to; 7 about; 5 Impatient; 6 Unhelpful; 7 Irregular; 8 Irresponsible;
8 of, on 9 Illogical; 10 Uncomfortable; 11 Unprepared; 12 Disobedient
Team B: 1 about; 2 at; 3 with; 4 at; 5 of; 6 of; 7 about;
8 of, about ADAPTATION AND EXTENSION
• This can be adapted to a more sedentary activity by
ADAPTATION AND EXTENSION individual students or pairs being given both parts of
• If you have a strong group, to extend the activity each the activity sheet and racing to be the first to correctly
group could create three to five more sentences to ask complete the negative forms.
the other team. • To extend the activity, ask students to think of two or
• For fast finishers, this can be done as an individual three more examples of adjectives for each prefix.
worksheet activity. • Alternatively, this activity could be done after Exercise 4,
to reinforce what they have just learnt.
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5A Relative Pronouns ADAPTATION AND EXTENSION

• Fast-finishing pairs should think of five more nouns
AIM related to school and learning. They should swap their
To practise using relative pronouns and defining and non- nouns with another pair and compete to see who can
defining clauses write down five sentences (with relative pronouns) in the
shortest amount of time.
ACTIVITY TYPE • As an alternative activity, organise students into pairs
A speaking activity in which students use relative clauses to and provide each with the entire sheet (not cut-up).
talk about people, places, subjects and activities at school Challenge them to see which pair can be the first to
write two sentences for each item connected to school
CLASSROOM DYNAMICS in the grid, one with a defining relative clause and one
Pairwork with a non-defining relative clause.
• Alternatively, give individual students or pairs a time limit
TIME TAKEN of five minutes and get them to write two sentences,
10 minutes one containing a defining and one containing a non-
defining relative clause, for as many items in the grid
WHEN TO USE as they can. Students should only be awarded a point
After Grammar: Defining/Non-defining relative clauses, for items which they managed to supply both types of
Exercise 5, page 68 clauses for.
PREPARATION 5B Quiz: What kind of student

You will need one sheet per pair with the item cards cut up
(the list of relative pronouns at the top should not be cut up; are you?
it should be left intact for students to be reminded of the
pronouns they can use). Each pair of students will need a coin. AIM
To practise topic-related vocabulary on the subject of
PROCEDURE learning skills
1 Organise students into pairs. Explain that they are going
to do an activity in which they use relative pronouns to ACTIVITY TYPE
talk about their school lives. A personality quiz which encourages students to think about
2 Distribute the list of pronouns and a set of cards to each their own attitudes towards their studies (while revising topic
pair of students. Explain that students have to take it vocabulary)
in turns to pick a card and provide a sentence giving
information about the words on the card using a relative CLASSROOM DYNAMICS
clause. Before they pick a card, each student should toss Pairwork
the coin. If they get heads, their sentence should include
a defining relative clause. If they get tails, their sentence TIME TAKEN
should include a non-defining relative clause. If necessary, 15 minutes
write ‘heads = defining’ and ‘tails = non-defining’ on
the board to remind students while they are doing the WHEN TO USE
activity. After Vocabulary: Learning skills, Exercise 7, page 69
3 Demonstrate the activity. Begin by tossing a coin to
determine whether you are going to use a defining or PREPARATION
non-defining relative clause. Then pick a card. If you get You will need a copy of the activity for every student.
heads and ’English lessons‘, for example, you could say,
‘English lessons are something that I really enjoy.’ If you PROCEDURE
get tails and ’The games hall‘, for example, you could say, 1 Focus students’ attention on the title of the worksheet:
‘The games hall, which is just over there, is my favourite What kind of student are you? Ask the question around
place in the whole school.’ the class, asking students to describe themselves in a
4 Tell students they should get a point for every correct couple of words. Tell students that they are going to
sentence they manage to make. Circulate as students complete a quiz and – at the same time – revise some
complete the activity, prompting and offering support important vocabulary from this unit.
where necessary. 2 Organise students into pairs. Ask students to read the
5 At the end of the activity, conduct feedback by questions and response options with their partner and
nominating a few pairs to share some of their most note down their partner’s choice of response. Allow three
interesting sentences with the rest of the class. Who to four minutes for this part of the activity.
won the most points? 3 Once they have both responded, students add up their
partner’s scores and read the verdict aloud to their
partner.
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4 Students should then write a fifth question for their PROCEDURE

partner. Tell them to ensure they use a similar response 1 Elicit the exam tip from the Student’s Book (when you
options structure to the one in questions 1–4. They learn a new word, write it down in the context of a
should try to use vocabulary from pages 68–69 when sentence, so you have an idea of what word(s) it usually
formulating their questions and options. If you think goes along with).
your students might struggle to think of questions
to ask, brainstorm some possible questions as a class 2 Organise students into pairs, preferably partnering
(getting students to formulate the response options by weaker with stronger students, and give them a time
themselves), e.g. ’What’s the best thing about school?’ limit of four minutes to complete the two cloze activities
‘What is the most important skill that school can teach in Part 1 of the sheet together.
you?’ ‘What’s your opinion about homework?’ Allow five 3 Check the answers as a class.
minutes for this part of the activity. 4 Ask the pairs to work together to write their own
5 Students ask their partner their new question and record multiple-choice cloze activity, using the words in the
their response. box. Explain that the cloze text should be on the theme
6 Conduct class feedback. Ask students whether or not of someone starting their own business, similar to those
they agree with the quiz verdict, and ask for volunteers in Part 1, and that the multiple-choice options for each
to read out their question 5 and their partner’s response. gap should be sourced from the same lexical set on the
activity sheet. Depending on the ability of your class,
ADAPTATION AND EXTENSION you may want to quickly brainstorm common business
start-up ideas.
• Fast-finishers should be asked to provide an alternative
response (D) to each question. They should share these 5 Circulate as students write their texts, offering support
alternative response options with their partner. where necessary. As you circulate, remind students about
the exam tip in the Student’s Book. Allow about six to
• Higher level students could complete the D answer
seven minutes for this part of the activity.
options and question 5 (together with answer options)
at the outset of the activity, before asking their partner 6 Get students to swap their cloze texts with another pair
the questions. to check, correct and complete and then return to the
original pair. If there is time, ask a couple of pairs to read
5C Multiple-choice cloze their completed cloze texts to the class.

AIM • This activity can be used for individual fast finishers.
• To practise using vocabulary related to money and
business from the unit • If you are doing this as a class activity, fast finishers could
compete with a partner to see who can be the first to
• To provide practice in completing Reading and Use of write sentences using all of the leftover words from the
English Part 1: Multiple-choice cloze texts Part 1 multiple-choice options.
EXAM LINK • If you find that the class is struggling, invite stronger
pairs to provide examples on the board at the front of
Reading and Use of English Part 1: Multiple-choice cloze
the class.
ACTIVITY TYPE • For weaker students, provide the first sentence for them
Students complete two short multiple-choice cloze texts and and elicit the answer (B).
then write their own for their partner to complete. ‘My friend and I wanted to (1) some money, so we
decided to start our own business.’ …
CLASSROOM DYNAMICS 1 A cost; B earn; C win; D waste
Pairwork
• Alternatively, get higher ability fast finishers to write a
TIME TAKEN second multiple-choice cloze activity using unused words
which you could photocopy and use in the next lesson.
15 minutes
• Higher ability students can be asked to write their own
WHEN TO USE multiple-choice cloze activity (step 4).
After Use of English 2, Exercise 6, page 72
ANSWER KEY
PREPARATION 1 1 B; 2 D; 3 A; 4 B
You will need a copy of the activity for each student. 2 1 B; 2 C; 3 B; 4 D
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6A To infinitive and beyond ADAPTATION AND EXTENSION

• Fast finishers can complete this as an activity sheet on
AIM their own, categorising each verb.
• To practise infinitive and -ing forms from the unit • A variation of the activity would be to ask students to
work in smaller groups to write a specific number of
ACTIVITY TYPE sentences with a given number of verbs. The first group
A group competitive activity where students race to write the to complete their sentences correctly wins.
correct word or phrase in the appropriate column on the board • To add difficulty for higher level classes, the column
‘infinitive OR –ing’ could be added with verbs such as
CLASSROOM DYNAMICS love, prefer, intend, remember.
Two large groups • As a quieter alternative, students can work in pairs
with the cards in a pile. Student A picks up a card to
TIME TAKEN show their partner, who then says if it is followed by an
15 minutes infinitive (with or without to), gerund (-ing), or both.
Student B then repeats this step, and so on until there
WHEN TO USE are no more cards left. They should check Student’s Book
After Grammar: Infinitives and –ing forms, Exercise 5, page 82 page 82 if they are unsure.
PREPARATION ANSWER KEY

You will need one copy of the activity with the cards cut up to + infinitive: agree, appear, ask (someone), expect, hope,
and divided equally into two sets of 12 cards, one for each manage, need, plan, promise,. seem, want, would like
team. You will also need two different coloured board pens. infinitive without to: let (someone/something), make
Draw 3 columns on the board with the following headers: ‘to +
infinitive’, ‘infinitive without to’, ‘-ing’. -ing: avoid, capable of, dream of, enjoy, imagine, interested in,
involve, look forward to, nervous about, suggest
PROCEDURE
1 Divide students into two large groups and then organise 6B Quiz: Key word
them into two lines, one student behind another.
Give the student at the back of each group a different transformations
coloured board pen as this will later distinguish which
team has written which verb, and a word card from
AIM
their set. • To practise using vocabulary associated with
superpowers and science from the unit
2 Explain that they will be racing to the board one at a
time, to write the verb or phrase on their card into the • To practise key word transformation for Reading and
correct column on the board. As a team, they can discuss Use of English Part 4
together which column they think the verb belongs to,
but they must remain in their lines. Once the student at EXAM LINK
the back has come to the board and written the verb, Reading and Use of English Part 4: Key word transformations
they then must be given a new word card from their pile
to take to the back of the line and to pass to the next ACTIVITY TYPE
person in their group, along with the board pen. That A quiz-style key word transformation where students complete
student then needs to race to write their verb on the sentences as a timed competition for points
board. The steps are repeated until there are no more
word cards for either group. CLASSROOM DYNAMICS
3 Remind students that it is a race so you will be watching Pairwork or groups of three
for which team completes the task first, but they should
also think back to the unit to help with where they are TIME TAKEN
putting each verb or phrase. 10–12 minutes
4 Once a team’s cards have been completed, the students
should sit down to show that their team has finished
WHEN TO USE
first. There should be one point allocated to this team. After Use of English 2, Exercise 6, page 86
When checking the verbs with the class after the activity,
points should be awarded for putting the verbs into the PREPARATION
correct columns. You should go through each group’s You will need one copy of the activity per pair or group, with
reasons for where they placed the verbs and error the activity sheet folded on each dotted line so only the
correct where necessary. example question shows. Students will need one or two blank
pieces of paper to write their answers. Alternatively, to save
paper, use mini-whiteboards if available.
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PROCEDURE CLASSROOM DYNAMICS

1 Divide students into pairs or groups of three, depending Pairwork or groups of four
on the size of the class. Explain to students they are
going to participate in a quiz-style activity where they TIME TAKEN
will have a set amount of time to complete a second 10–15 minutes
sentence using a given word in bold so that it has the
same meaning as the first sentence provided, and to WHEN TO USE
hold up the correct answer. If necessary, review the rules After Speaking, Exercise 6, page 87
of key word transformations and explain that answers
must use a minimum of one word and a maximum of PREPARATION
five to ensure both sentences have the same meaning. You will need one copy of the activity for each pair or group,
They must use the word in bold in the form given. cut up into strips. Alternatively, to save paper, write statements
2 Give each pair or group a copy of the folded key word on the board that you would like your students to debate.
transformations with example question 0 showing and
a blank sheet of paper or mini-whiteboard on which PROCEDURE
they will write their answers. Explain that they will be 1 Divide the class into pairs or groups of four. If in pairs,
told to unfold the paper so that only the next question each student will take one side of the argument. If in
is showing and will have 60 seconds to complete the groups, two students will take each side in the debate.
answer on their separate sheet. Explain students should 2 Distribute a pile of the debating topics, face down to
keep their answers a secret until you count down for each pair or group. Depending on the time available, you
them to hold them up to show you. can provide as many or as few statements as you prefer.
3 Repeat the steps for all six questions, awarding a point Tell students they are going to have a debate in their pair
for each pair or group if they get the answer correct. or group about the statements on the cards. Designate
Whilst going through the answers after each question, one student per pair, or two per group, as being ‘for’ the
provide error correction and an explanation using Unit 6 statements, and one student or pair ‘against’.
vocabulary or grammar if necessary. 3 In their argument, students should try to use phrases
4 The winners are the pair or team with the most correct to express and give reasons for their opinions. At this
answers at the end of the quiz. point, it may be helpful to review some phrases, e.g. ’In
my opinion …’, ‘I think …’, ‘As far as I know …’, etc (see
ADAPTATION AND EXTENSION Student’s Book page 59 as well as page 87). For weaker
• This activity can be done by individual fast finishers or in classes, these could be written on the board. You may
pairs without the quiz element. want to use one of the topics as an example to show
• For higher level classes, students can write two or three how students can include these in the debate.
of their own key word transformation exercises using 4 Allocate one student in each group or pair to keep time.
phrases from the activity and can swap with another pair Allow students one minute to prepare their arguments,
or small group for them to complete. then allow two minutes for each debate.
5 At the end of the activity, ask for feedback from the class.
ANSWER KEY What interesting opinions did students hear from their
1 had to restart; 2 finding out; 3 little hope I; 4 scientific areas partner or group? What were some of the strongest
are interesting; 5 capable of smelling; 6 dream of being arguments for or against a statement? Which topic did
they feel most strongly about? How did they incorporate
6C Two sides to every argument their phrases?
AIM ADAPTATION AND EXTENSION

• To practise giving reasons for opinions • This activity can be done in pairs, by small or large
groups, or as a class debate on a single subject.
• To practise discussion skills related to Speaking Part 4:
Discussion • This is a flexible activity, so you can ask students to
debate a number of statements or allow them to
EXAM LINK concentrate on one particular topic for the duration of
Speaking Part 4: Discussion the activity.
• The activity, focused on one or two topics, could be used as
ACTIVITY TYPE a lead-in or a follow-up class to revise expressing opinion.
Students debate statements using language learnt to express • The activity could also be used for students to practise
and explain opinion and/or two sides of an argument using phrases for giving two sides to an argument (see
Student’s Book page 87) by seeing both points of view
when discussing the statements.
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7A If I could live anywhere … • Fast finishers can write five of their own conditional
sentence heads (they should aim to include at least one
of each type of conditional) and give them to a partner
AIM
to complete.
To give students practice in using different forms of
conditionals ANSWER KEY
Types of conditionals: 1 second; 2 third; 3 third; 4 zero;
ACTIVITY TYPE
5 second; 6 second; 7 second; 8 zero; 9 first; 10 third;
Students complete and then match two halves of conditional
11 first; 12 second
sentences linked to the topic of home
CLASSROOM DYNAMICS 7B: My ideal holiday

Individuals and pairwork accommodation
TIME TAKEN AIM
10 minutes To use topic-related vocabulary to describe an imaginary room
WHEN TO USE ACTIVITY TYPE
After Grammar: Conditionals (0–3), Exercise 5, page 96 A drawing and speaking activity in which students describe
their drawing to a partner who draws what they hear
PREPARATION
You will need one copy of the activity per student. CLASSROOM DYNAMICS
Each student or pair will need scissors. Individuals and pairwork
PROCEDURE TIME TAKEN
1 Organise students into pairs. Explain that they are going 15 minutes
to do an activity in which they practise the four different
conditional forms. WHEN TO USE
2 Ask students to work on their own at first. They should After Vocabulary: Living accommodation and furnishings,
read the sentence beginnings and make sentences which Exercise 7, page 97
are true for them. Nominate a student to do the first
one as an example. Give a time limit of five minutes to PREPARATION
do this. You will need one copy of the activity for each student.
3 Circulate as students complete this part of the activity,
checking that they are forming their sentences correctly. PROCEDURE
4 When students have completed their sentences, they 1 Tell students to imagine their ideal holiday. Get them
should cut the sentences out of the worksheet and then to picture what kind of holiday it’d be (relaxing,
down the middle, separating the sentence beginnings cultural, adventurous, etc.) and to think about the
from the endings. They should shuffle the sentence cards accommodation they’d like to stay in. Encourage them
and give them to their partner to match the two parts to be creative.
up again. Give students a time limit of three minutes to 2 Focus students’ attention on the worksheet and prompts.
match the sentence halves. Tell them that they are going to draw in the first space
5 Bring the class back together again. Nominate students the room where they would sleep in their ideal holiday
to share one or two of their partners’ sentences. accommodation. Give them four minutes to do this.
3 Organise students into pairs. Get one student in each
ADAPTATION AND EXTENSION pair to describe their picture to their partner, who should
• To extend this activity, get students to identify what listen (without seeing the picture) and draw what they
types of conditional sentences they have created during hear in the second space on their sheet. Circulate as
the class feedback session at the end (answers below). students complete this activity, offering support where
• To adapt this activity, get students to complete the necessary. Allow three minutes for this.
sentences (up to step 3 above). You should then organise 4 Students then swap roles. Again, allow three minutes
students into small groups. One student in each group for Student B to describe their accommodation to
should collect in everyone’s worksheet and read the Student A.
sentences aloud at random: the rest of the group have 5 At the end of the activity, students should compare their
to guess who wrote each sentence. drawing with that of their partner.
6 Nominate a few pairs to share their drawings and talk
about their ideal holiday accommodation.
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ADAPTATION AND EXTENSION 5 Circulate as students complete the task, making a note
Adapt this activity by getting students to draw an of any students who are performing particularly well.
advertisement for holiday accommodation (encourage them 6 When time is up or all the cards have been used, bring
to make their drawings as attractive as possible). They should the class together again and find out which students
also write a few lines describing the accommodation. Display got the most points. Nominate one of the stronger
the adverts on the classroom wall, and get students to choose students to answer a question in front of the rest of the
their favourite one, giving reasons for their answer. class. Get other students to listen and comment on what
he/she has done well.
7C Interview ADAPTATION AND EXTENSION
AIM • To adapt and/or extend this activity, get each student to
write three of their own questions to use in the activity
To give students practice in giving longer answers.
or to add to the pile of cards.
EXAM LINK • Challenge stronger students by increasing the time limit
Speaking Part 1: Interview to one minute for one point and one minute 30 seconds
for two points.
ACTIVITY TYPE
A speaking activity in which students aim to give longer 8A Passives: true or false?
answers to questions
AIM
CLASSROOM DYNAMICS • To practise forming the passive
Small groups (max. six students per group)
ACTIVITY TYPE
TIME TAKEN A quiz activity where students rearrange words to form
12–15 minutes passive sentences, and answer true or false questions
WHEN TO USE CLASSROOM DYNAMICS

After Speaking, Exercise 5, page 101 Pairwork
PREPARATION TIME TAKEN

You will need one copy of the activity for each group, cut up 10–12 minutes
into cards. Groups will need the means to time answers.
WHEN TO USE
PROCEDURE After Grammar: The passive, be + past participle, Exercise 5,
1 Explain to students that they are going to practise giving page 110
longer answers: a very important exam skill. They will
also be timed and need to aim to speak for at least PREPARATION
30 seconds. You will need one copy of the activity sheet per pair.
2 Demonstrate the activity with a student. Get a student
to pick a card and ask you the question on it. Tell the PROCEDURE
student to time your response and let you know when 1 Divide students into pairs and distribute one activity
you have spoken for over 30 seconds. When you answer, sheet to each.
take care not to hesitate, repeat yourself or go off the 2 Explain to students that they will see six sentences
subject. with the words in the wrong order. In pairs, they must
3 Organise the class into groups and give each one a pile rearrange the words into the correct order to make
of well-shuffled cards which should be placed face down passive sentences. Tell students the sentences are true
on the desk. Tell students that they are going to take it in or false statements. After they have rewritten all the
turns to ask and answer questions. If a student manages sentences correctly in the passive they must then discuss
to talk for over 30 seconds without hesitating, repeating them in their pairs and decide if they are true or false.
themselves or going off topic they will get a point. If 3 Explain to students that this is a competitive task. One
they manage to do this for a whole minute, they’ll get point will be given for the correct order of the words in
two points. the passive sentence, and one point will be given for the
4 The first student should take a card from the top of the correct answer to the statement. This will be done as
pile and ask the question to the person on their left. class feedback once every pair has completed the task.
A third person in the group can time the student who Explain that there is a bonus sentence at the bottom
is talking and make a note of points scored. When the of the sheet for students to try. This can be used in the
student has finished talking, he or she should pick the event of a draw, or for students to earn two additional
next card from the pile and ask the person on their left, points by completing it correctly.
and so on. Allow eight to ten minutes.
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4 Once the task has finished, each pair should swap 3 Tell students they must work as a group and think of one
their sheet with another group to mark. As a class, sentence for each of the six locations and write them
error correct any mistakes in the passive sentences in the appropriate space at the bottom of their activity
and discuss the answers to the true/false statements. sheet. Tell students that this is a competitive activity,
The winning team is the pair with the most points at the where each group must try to think of a sentence that
end of the feedback. no other group in the class has. Explain that if another
group has the same or a very similar sentence, they do
ADAPTATION AND EXTENSION not get any points, while if they write a sentence that
• In pairs, students can write two or three more passive no other group has, they receive a point. Give students
sentences which they jumble to challenge other an example: ‘At the dentist, I get my teeth checked.’ is
pairs with. likely to be an idea common among the class, but ‘At the
• For higher level classes, rather than statements, pairs dentist, I get my teeth cleaned.’ is a sentence less likely to
can write quiz-style questions in the passive to challenge have been thought of by others. Allow five to six minutes
other pairs with e.g. ‘When was the first Harry Potter to complete the task, depending on the level of the class.
book written?’ Monitor for error correction where necessary.
4 Once the time has run out, choose one group to read
ANSWER KEY their first sentence to the class. Ask students to raise
1 Spanish is spoken in Portugal. FALSE – Portuguese their hands if they have the same sentence. Award a
point to each group with a unique sentence. Repeat
2 Football is played on a court. FALSE – Pitch/field
this step until all of the sentences have been read
3 The first email had been sent before 1995. TRUE aloud. Declare the group with the most points the
(in 1971) winning team.
4 Ice cream was first made in China. TRUE
5 Planes are not flown by pilots. FALSE ADAPTATION AND EXTENSION
6 Mirrors were invented by the ancient Egyptians. TRUE • To extend the activity, you could ask students to discuss
in pairs one thing that they personally get/have done
7 The population of the world which speaks English has for them in each of these places and one thing they do
been estimated to be 1.5 billion. TRUE themselves. For example, ‘At home I get my food cooked
by my mum, but I clean my own room.’. This can be
8B What can you get done? opened up into a whole class discussion.
• Fast finishers can do this task individually as an activity
AIM sheet. You may need to explain that students need to
• To practise forming the causative – have/get write one thing that they have/get done in each of
something done the places.
ACTIVITY TYPE 8C The writing race

A competitive activity where students write sentences about
what they have/get done in various locations AIM
To explore and practise using unit vocabulary in context
CLASSROOM DYNAMICS
Small groups of three or four EXAM LINK
Writing Part 1: Essay
TIME TAKEN
10–12 minutes ACTIVITY TYPE
A writing activity with the challenge to use as many given
WHEN TO USE words and phrases as possible
After Use of English 1, Exercise 2, page 113
CLASSROOM DYNAMICS
PREPARATION Pairwork or groups of three
You will need one copy of the activity for each group, or, to
save paper, write the six locations on the board and have TIME TAKEN
students write in their notebooks.
15 minutes
PROCEDURE WHEN TO USE
1 Divide students into small groups of three or four,
After Writing, Exercise 5, page 117
depending on the size of the class. Give each group
a copy of the activity sheet.
PREPARATION
2 Tell students they have six different places listed at the You will need one activity sheet per pair or group. Alternatively,
top of their activity sheet. In groups, they must decide to save paper, write the phrases in columns on the board and
what you can have/get done at each place. You may need have students write in their notebooks.
to provide an example, e.g. ‘At home, I get my laundry
done for me by my mum.’
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PROCEDURE TIME TAKEN

1 Divide students into pairs or groups of three and give 10 minutes
each pair or group a copy of the activity.
2 Tell students they have six minutes to write a text and WHEN TO USE
to include as many of the given words as possible. The After Grammar: Reported speech, Exercise 5, page 124
pair or group who has included the most words in their
text in the correct context by the end of the task is the PREPARATION
winner. Explain that they will need to write it in the style You will need one copy one of the activity for each small group,
of the main body of an essay. You may need to revise cut into cards.
the register required, the purpose of the main body
(advantages/disadvantages or arguments for/against) PROCEDURE
and format of this (as studied in Unit 1 of the Student 1 Explain to students that they are going to practise using
Book). Tell the students it is up to them to decide on reported speech.
the topic for the piece. This can be brainstormed on the 2 Demonstrate the activity with two students. Get one
board for lower levels, e.g. crime, films, etc. student to pick a card and whisper the line of direct
3 Give students a couple of minutes before the task begins speech to the other. Ask the listening student to tell you
to look at the words and to decide what their topic will what his/her partner just said. The listening student
be. They should also decide if they are going to write the should tell you using reported speech. If the student’s
text together, or if each person in the pair or group will sentence correctly reports what his/her partner said and
write part of the text to put together at the end. uses reported speech accurately, then he/she gets to
4 Tell students you are going to start the timer, and you keep the card. If not, give the card to another student
will tell them when the six minutes are up. Monitor and try again.
the students but try to let them complete the task 3 Point out that some of the cards contain advice,
autonomously. promises, warnings, admissions, information, offers,
5 At the end of the six minutes, students should swap their complaints, etc. Remind students that they should
text with another pair or group to count how many of use the appropriate reporting verbs in these cases. If
the words or phrases have been correctly used and to necessary, and according to the level of the class, elicit
correct any mistakes. and write some verbs on the board to remind students:
advise, promise, warn, admit, inform, offer, complain.
6 Once the corrected texts have been returned to the
To encourage their use, two points could be awarded if
original pair/group, conduct class feedback to determine
they are used accurately when reporting.
who has used the most words and phrases correctly and
to review any queries. 4 Organise students into groups. Make sure that each
group has a pack of cards. Students should take it in
ADAPTATION AND EXTENSION turns to be the person whispering the line of dialogue,
• To give more concrete feedback on students’ writing, the person reporting back on what has been said, and
collect in the texts to check, review and mark yourself. the student(s) judging whether or not the reported
speech has been accurately formed. Students who
• Fast finishers can do this task individually, using as many
report correctly keep the card; cards that are incorrectly
words as possible in their piece of writing. They can finish
reported are put to one side.
it for homework if necessary.
5 Circulate as students complete the task, arbitrating
• For further writing practice or to revise Writing Part 2,
where necessary, and making a note of any difficulties
this task can be adapted so students complete the task
students are having and noting down examples from
as above for an article, review or report.
students who are performing well.
6 Bring the class together again and elicit which student
9A She told me I ought to write has the most cards. Discuss any issues you have picked
a novel up on while circulating and share any good examples of
reported speech you have heard.
AIM
To give students practice in using reported speech
• To adapt this activity, organise students into pairs. Ask
ACTIVITY TYPE them to choose one of the cards. They should role-play
a whole conversation around this line of dialogue in
A speaking game in which students take turns to whisper
front of another pair of students. The listening students
lines of direct speech to a partner who then needs to report
should then report back on the conversation they have
it accurately
just heard.
CLASSROOM DYNAMICS • The activity could be used for individual fast finishers
Small groups (four per group would be ideal) who are given the whole sheet and report the speech in
written form. Higher ability students should be told to
ensure they use reporting verbs other than ‘say’ and ‘tell’
wherever possible.
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9B Creativity Club! 9C How about you?

AIM AIM
To give students practice in using words, phrasal verbs and • To give students practice in keeping a conversation
collocations from the unit on the theme of creativity going and managing a discussion
• To provide practice in skills, such as active listening and
ACTIVITY TYPE involving others in a conversation, required for Speaking
A group activity in which students work together to plan a Part 3: Collaborative task
creative summer club
EXAM LINK
CLASSROOM DYNAMICS Speaking Part 3: Collaborative task
Small groups
ACTIVITY TYPE
TIME TAKEN A role-play where students present the case that a particular
15 minutes creative project should be awarded some extra money from
the school’s budget.
WHEN TO USE
After Vocabulary: Visual arts, Exercise 6, page 125 CLASSROOM DYNAMICS
Pairwork and groups of four
PREPARATION
You will need one copy of the activity for each group. TIME TAKEN
15 minutes
PROCEDURE
1 Explain to students that they are going to practise some WHEN TO USE
of the new vocabulary they have been learning. Ask if any After Speaking, Exercise 7, page 129
have ever been to a creative club/summer school or if
they know anyone else who has. PREPARATION
2 Tell students that they are going to have the chance You will need one copy of the activity for each group, cut up
to plan their own creative club, following the prompts into cards.
given on the worksheet. They should aim to incorporate
as many of the words in the grid as they can in their PROCEDURE
plan (but they should feel free to include their own ideas 1 Tell students that they are going to practise keeping a
as well). conversation going and managing a discussion. Elicit
3 Organise students into groups and give them ten some of the language students will need to know to
minutes to discuss and note down their ideas. Monitor complete this task, e.g. ‘What do you think about…?’
as students do this, prompting and offering support ‘What about you?’
where necessary. 2 Explain to students they are going to do a role-play in
4 Ask a student from each group to report back on their pairs and then small groups. They need to imagine that
idea. Ask the rest of the class to give feedback on the their school has been awarded some money for creative
ideas they hear. projects in the school. The role cards will tell students
which creative project they are to represent.
ADAPTATION AND EXTENSION 3 Organise students into pairs and match each pair with
• To extend this activity, get students to write or film a another to form small groups of four. Distribute a set of
short advertisement for their creativity club. Students cards to each group. Get students to pick a card and read
should then watch/read the advertisements and vote on what it says. Give them a minute to plan what they are
the creativity club which sounds the most interesting. going to say according to their role.
• This activity could be adapted to allow students to 4 Tell students that they are going to discuss their ideas
practise their email writing skills for Writing Part 2. with their partner to begin with. Explain that the object
Tell students to imagine that they have received an of this activity is not to dominate the discussion, but to
email from a friend who wants to organise a summer manage the discussion well and put forward an opinion
creativity club and needs some ideas to help her prepare while respectfully listening to that of your partner.
the programme. Students should reply to their friend in 5 Monitor as students discuss their ideas. After a few
an email of 140–190 words, using the sheet as a prompt. minutes, ask pairs to work with the other pair from their
Organise students into pairs to conduct peer feedback group and continue the discussion as a whole group.
and copy the best email as a model.
6 Conduct class feedback and tell the class about any
• Alternatively, get students to write sentences containing particularly good discussions you have heard and
the words in the grid. Once they have written the observed. Point out any examples of good listening and
sentences, they should blank out the target language turn-taking skills.
and read the sentences to their partner, who should
listen and supply the missing word. ADAPTATION AND EXTENSION
To extend this activity, students could be asked to present
their own ideas about creative initiatives that could/should be
launched in their school.
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Pearson Education Limited
KAO TWO,
KAO Park
Hockham Way,
Harlow, Essex,
CM17 9SR
England
and Associated Companies throughout the world.
pearsonELT.com/goldexperience
© Pearson Education Limited 2018
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
Photocopying: The Publisher grants permission for the photocopying of those
pages marked ‘photocopiable’ according to the following conditions. Individual
purchasers may make copies for their own use or for use by the classes they teach.
Institutional purchasers may make copies for use by their staff and students, but
this permission does not extend to additional institutions or branches. Under no
circumstances may any part of this book be photocopied for resale
First published 2018
ISBN: 978-1-292-19474-5
Set in Camphor Pro
Printed and bound by CPI, UK
Acknowledgements
The publishers would like to thank the following people for their contribution to
this title: David Corp, Genevieve White, Billie Jago and Cait Hawkins.
Picture Credits
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
123RF.com: Antonio Balaguer Soler 126, Bernard Bodo 144, Christopher Howey
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Images 126.
Cover Image: Getty Images: Jordan Siemens
All other images © Pearson Education
Every effort has been made to trace the copyright holders and we apologise
in advance for any unintentional omissions. We would be pleased to insert the
appropriate acknowledgement in any subsequent edition of this publication.
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Gold Experience B1+ - Teacher&#39;s Resource Book

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B1+ Pre-First

2ND EDITION for Schools

TEACHER’S RESOURCE BOOK 2ND EDITION

B1+ Pre-First for Schools

TEACHER’S RESOURCE BOOK

Experience • Engage • Excel

Overview of the assessment package 4

Review Tests 107

End of Year Test 132

Tests answer key 152

Speaking and Writing: mark schemes 171

Tests audioscripts 173

Photocopiable activities 180

Photocopiable activities: Teacher’s notes 207

OVERVIEW OF THE ASSESSMENT PACKAGE

Versions of tests final exam.

Assessment type Quantity Total marks Timing

Diagnostic Test (A/B) 1 (at start of course) 100 45 mins

End of year Test

Diagnostic Test Unit Tests

Review Tests End of Year Test

Choose the correct answer (A, B, C or D) to complete the sentences.

3 Somebody took her purse while she for directions.

5 the right university can be complicated for school-leavers.

6 We make a vegetable curry because we haven’t got the right ingredients.

8 about going to the cinema this evening? I fancy watching a film.

12 When you this button, the machine starts working.

13 If I connect my guitar to my computer, I can my songs straight onto my hard drive.

14 If I more free time, I would learn to play the guitar.

15 English by millions of school children all around the world.

16 My auntie’s house is on the top of a high .

17 My parents had a new dining table by a local carpenter.

18 I’d like to find someone knows how to fix my computer.

19 My dad’s away on a business at the moment. He’ll be back tomorrow.

20 We pay a ten percent deposit when we booked the hotel.

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23 Do you know how much for her new bicycle?

24 to spend much time playing outside when you were younger?

26 We carried out a to find out how often teenagers play sports.

27 Julian is always fun of me. I really don’t like it.

29 The show wasn’t very because the acting was terrible.

33 My neighbourhood a small village, but now it’s part of the city.

38 The debate is start at seven o’clock so we need to arrive by 6.45 p.m.

39 I couldn’t do my smartphone. I use it for everything.

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41 If you don’t understand the exercise, you to tell the teacher.

42 I go skateboarding when I was younger. My dad thought it was too dangerous.

44 If you take this medicine, you feel better by the weekend.

45 Your brother is very . He’s always playing sport or doing exercise.

46 I’ve got a friend dad is a well-known TV actor.

48 Mr Bowden is worried because Tim doesn’t seem to be in Geography.

49 You just need to use your common to solve this problem.

53 My dentist encouraged my teeth more often.

55 Some people believe that it is not acceptable to on animals in laboratories.

58 When it’s hot in summer, we usually just have instead of blankets.

59 We won’t be able to see the film unless we nearer the screen.

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61 My jacket got soaked in the rain so I’d better to dry.

62 If only I a book to read. I didn’t realise I’d have to wait so long.

65 The winner of the song contest on next week’s show.

66 We complained because we the wrong meal in the restaurant.

68 My hair’s really bothering me at the moment. I might off by my hairdresser.

69 I managed to work out the answer, but it was a very difficult .

70 Michael us he would be waiting outside the entrance to the theatre.

Gold Experience B1+ - Teacher's Resource Book

Gold Experience B1+ - Teacher's Resource Book

Overview of the assessment package 4

Review Tests 107

End of Year Test 132

Tests answer key 152

Speaking and Writing: mark schemes 171

Tests audioscripts 173

Photocopiable activities 180

Photocopiable activities: Teacher’s notes 207

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12 Photocopiable © Pearson Education Limited 2018