Sei sulla pagina 1di 121

TEACHERS BOOK

TEACHERS BOOK

CONFIGURAZIONE DELLOPERA
PER LO STUDENTE

LIBRO MISTO
LIBRO DI TESTO + EBOOK + INCLASSE + CONTENUTI DIGITALI INTEGRATIVI

Students Book + Language Maximiser + 1 CD audio ROM + 1 CD audio +


eBook (solo scaricabile) + InClasse + Contenuti Digitali Integrativi

978-88-530-1507-5

EBOOK

LIBRO DIGITALE SFOGLIABILE

LIBRO DI TESTO IN VERSIONE DIGITALE, SCARICABILE E INTERATTIVA

LIBRO DI TESTO IN FORMATO PDF

PDF sfogliabile
Students Book + Language Maximiser

978-88-530-4392-4

PER LINSEGNANTE
978-88-530-1508-2

Teachers Book + 2 CD audio per la classe

INCLASSE

CONTENUTI DIGITALI INTEGRATIVI

La nuova piattaforma De Agostini Scuola per


studenti e insegnanti. Una classe virtuale per
lapprendimento personalizzato.

Contenuti specifici correlati al corso su eBook


e InClasse e contenuti trasversali grazie al
progetto Language Plus: migliaia di attivit
per consolidare e approfondire la lingua.
Allinterno del volume maggiori informazioni.

Total FIRST - New Edition Teachers Book

eBook Students Book + Language Maximiser + InClasse +


Contenuti Digitali Integrativi
978-88-530-4391-7

Annie Broadhead Ginni Light Robert Hampton

Total FIRST New Edition

Annie Broadhead Ginni Light Robert Hampton

Total FIRST New Edition


FOR THE REVISED 2015 EXAM

Total FIRST: Teachers Book +


2 CD audio (elementi indivisibili)

COPIA FUORI COMMERCIO

MISTO
LIBRO MISTO LIBROE-BOOK

ZONA
CONTENUTI CONTENUTI
E-BOOK
MATEMATICA IN CLASSE
INTEGRATIVI INTEGRATIVI
INCLASSE

deascuola.it
BC_Total-First_COP_GUIDA_sviluppo_C.indd 1

14/01/15 10.24

Total FIRST
Teachers Book

BC_Total-First_COP_GUIDA_sviluppo_C.indd 3

14/01/15 10.27

BC13008_0100_U01_002-033.indd 2

13/01/15 15:23

Contents

Students Book
Teaching Notes & Key

Language Maximiser
Answer Key

1 Education & The Mind

72

2 People & Success

10

72

3 Society & Equality

14

73

4 Entertainment & Sociability

18

73

5 The Environment & New Technologies

22

74

6 Fashion & Status

26

74

7 Sport & Competition

30

74

8 Crime & Punishment

34

75

9 Food & Food Issues

38

75

10 Nature & Endangered Species

42

76

11 Work & Job Satisfaction

46

76

12 Youth Culture & Changing Values

50

76

13 Festivals & Globalisation

54

77

14 Family & Friends

58

77

15 Travel & Ecotravel

62

78

16 Health & Happiness

66

78

Unit Topic

Banks

70

Additional Exercises

79

Practice Tests

80

Exam Teaching Tips

81

Recording Scripts

85

86

Students Book
Language Maximiser
Practice Tests

Sample Answer Sheets

100
107
115

BC13008_0100_U01_002-033.indd 3

13/01/15 15:23

BC13008_0100_U01_002-033.indd 4

13/01/15 15:23

STUDENTS BOOK
and
LANGUAGE MAXIMISER
KEYS

BC13008_0100_U01_002-033.indd 5

13/01/15 15:23

UNIT

Education &
The Mind

Vocabulary areas

Collocations: adjective + noun; Education

Grammar

Present Simple and Present Continuous; Articles: a/an/the/zero

Reading and Use of English Mind Mapping Part 5: Multiple choice


Writing

Education W1: Essay

Exam Tip!

Listening

Dialogues L1: Multiple choice

Exam Strategies

Speaking

Talking about yourself S1: Interview

Exam Strategies

Reading and Use of English


Part 1: Trust the teacher
Part 2: Studying with background music
Part 3: Education can change lives

Warmer (page 8)

3 Students can work in small groups. After they have


discussed the questions, get different groups to
summarise their discussion for the whole class.

1 Depending on how much time you have and the level of


your class, you could add the following extra
information and vocabulary. Picture A is of a medieval
knight in a suit of armour. Picture B shows different
strata in rock formation. For pictures C and D you could
use the words microscope, culture dish, artists palette
and brushes.
Ask students to work in pairs.
A
B
C
D

Vocabulary (page 9)
4 Read the introduction to collocations in exercise 4.

history
geography/geology
science/chemistry/biology
art/painting

2 Some students find it much easier than others to find

the solutions to jumbled-letter tasks. If youd like to give


students a clue, give them the first letter of each word.
Students could work in pairs or groups of three.

1
2
3
4
5
6

Open answers

law
design (studies)
psychology
management (studies)
business (studies)
computer science

1 TOUGH: decision, times, steak, problem


2 STRONG: wind, woman, influence, argument
3 HEAVY: rain, breakfast, metal, week, traffic

5
6
7

Open answers
1A

2D

3C

4B

5B

Suggested answers:
draw a mind map
make a poster and put it somewhere where you see it
every day

BC13008_0100_U01_002-033.indd 6

13/01/15 15:23

Education & The Mind


University courses: law, design studies, medicine,
management studies, business studies, computer
science, environmental sciences, media studies,
engineering

Reading and Use of English


(page 11)

8 Give students enough time to discuss their answers to

Classroom materials: pens, pencils, markers, blackboard/


whiteboard/interactive whiteboard, rulers, note pads,
exercise books, text books

the questions.
Open answers

Aspects of studying English: grammar, vocabulary,


pronunciation, speaking, listening, reading, writing

9 Suggest that students read the questions and options

first, before reading the text. Encourage students to ask


you if there are any words that they dont understand.
Pre-teach the following if necessary:
Para 1
is the passport to
literacy and numeracy

Grammar (page 12)


12

Para 2
brainstorming
to pioneer something
to scan (a text)
non-linear
Para 3
a blank piece of paper
Para 4
arrows

13

Para 5
scepticism
dyslexics/dyslexia
sequencing
troubleshooters

1 C 2 D 3 D 4 C 5 A 6 B

10

Open answers

14

Vocabulary (page 11)


11 If possible, make sure in advance that students have

coloured pens/pencils. If you have any posters showing


examples of mind maps, bring them to the lesson. You
could get students to make the mind map on education
into a poster for the classroom.
Suggested answers:
Places: kindergarten/nursery school, secondary school,
college, university, polytechnic

15

You are sitting around on the couch one day watching


TV and the thought crosses your mind, This is so boring,
there must be better things to do with my time. Lets say
you want to improve your chances of getting a good job
in the future in something you really like. What you need
to do is to teach yourself a skill that is valuable and that
people are willing to pay for. For example, you like
watching films and you want to know how films are
made. So you go out and buy yourself a camera and start
shooting a film; then you organise your friends and write
a script and make a short film. Its as simple as that.
Or is it?
1 We use the Present Simple for facts, habits,
permanent states, giving instructions and future
meaning.
2 We use do/does for the interrogative and dont/
doesnt for the negative.
3 We use the Present Continuous:
to describe something that is happening at or
around the time of speaking
to talk about changing and temporary situations
to talk about the future for fixed arrangements.
4 Suggested answer: want, need, know, seem, belong
1 play
2 enjoy, am not/m not enjoying
3 are you doing, Do you want
4 come, is living/lives
5 orbits
6 likes, prefers
7 are studying, believe, is
8 Are you going
1 a 2 a 3 a 4 an 5 a 6 7 A 8 a
9 the 10 a 11 a 12 a 13 the 14 the

School subjects: English, IT, maths, chemistry, physics,


biology, history, geography, art, music, sport, food
technology, technical drawing
7

BC13008_0100_U01_002-033.indd 7

13/01/15 15:23

UNIT
16

Suggested answers:
1 Use a/an when the listener doesnt know which thing
we mean, for singular countable nouns and for jobs.
2 Use the when its clear which thing we mean, when
theres only one of something, e.g. the longest river in
the world and for nationality words.
3 Use the zero article when we mean something in
general, e.g. money is the root of all evil, for most
geographical names/cities, streets, stations, etc.
Go through the Frequent Mistakes and ask students to
explain why the wrong forms are wrong. They can refer
back to page 15 to do this.

recording again. This could be a good approach for


listening, especially at the beginning of your course.
Comparing answers allows students to build up
confidence and gives an opportunity for more discussion.
Use the recording script below with the answers
underlined, so that you can give reasons for answers or
you can ask students to give reasons for answers.
1 C 2 B 3 B 4 B 5 A 6 A 7 C 8 B

Recording script with answers underlined


1 You hear a student talking about his favourite
subject at school.

Speaking (page 13)


17 Explain that in some units, students will see Exam

Strategies and that this is advice on how to deal with a


particular part of the Cambridge English: FIRST exam.
Ask students to look at page 187 and together discuss
what they have to do in the Speaking test. On page 13,
go through the Exam Strategies 1-5. Then ask students
to work in pairs and to interview each other using
questions 1-8. As they are working, monitor and note
down any problem areas in speaking that you will have
to help your students with during the course.
Open answers

18 Ask students to do this on their own first and then to


show their ticks to their partner. Does their partner
agree with the ticks they have put?
Make sure you make this fun but at the same time,
make sure students know what they have to do to
improve their speaking.
Open answers

19 Its good practice to try out a task and then to have the

opportunity to repeat it so that it can be improved. Give


lots of praise after this activity because confidence
plays an important role in speaking.
Open answers

2.A

Listening (page 13)


20

Work through the Exam Strategies and


questions as they appear on pages 13 and 14. First ask
students to read question 1 and check that they
understand it. Play the recording once. Ask students to
compare their answers with a partner. Then play the

Weve started doing environmental science at school


and its really great. I didnt find it easy at first but
now I love it. Do you realise that if we investigated
the deep ocean more, we might be able to find ways
of producing enough high-protein food to feed the
whole world? Thats awesome in itself but the reason
I think Ive really taken to the subject is that it can
bring in elements of biology, other sciences and even
sociology. I find all these areas really fascinating.

2 You hear a woman talking about the human brain.


You often hear this idea that people who are good at
logical thinking use the left part of their brain and
that people who are creative and imaginative use the
right side of their brain. But where is the evidence for
this? In fact, if you look at a lot of famous musicians,
they are often very good at maths and music.
How do you explain that? I think its wrong to make
these sweeping generalisations and to pigeon-hole
someone, especially when they are still young.

3 You overhear two young people talking about their


careers.
Woman: I must admit that I chose this because you
can earn really good money.
Man: Does that mean that you dont really enjoy it?
Woman: The studies were hard but once I started
working and building up experience, I began to love it.
Man: I think, because were both working with
pharmaceutical companies helping them get patents
for new medicines, were doing something worthwhile.
Woman: I must admit I wouldnt like to work in a
court making judgements about peoples lives every
day. I much prefer dealing with patent offices.

4 You hear two business students talking about


cultural differences.
Boy: Id like to study more about cultural awareness
because when I go into business I dont want to make
some stupid mistake like hugging someone when I
should be shaking their hand!

BC13008_0100_U01_002-033.indd 8

13/01/15 15:23

Education & The Mind


Girl: What makes a big difference is when a business
person can say even just a few simple greetings in his
colleagues language.
Boy: hes taken the trouble to learn them, thats
what counts. He might then be forgiven for cultural
mistakes like not starting a meeting exactly on time.

5 You hear a tennis coach talking about a young

21
Open answers

Writing (page 14)


22 Ask students if they write/used to write essays for

school/college and what features they think/have been


taught essays should have.

player called Jack.


When I first saw him, I could hardly believe he was
serious about wanting to come to the sports
academy. He was tall and skinny, bandy-legged and I
thought hed never last 20 minutes, never mind a
whole game on court. I couldnt have been more
wrong. His parents had made the huge investment to
bring him to one of the most prestigious academies
and after a few months I could see that while others
had sore arms and backs, Jack was developing
steadily into a player with a future.

Suggested answers:
A 3 B 4 C 8 D 5 E 10 F 5 G 6 H 2 I 7
J 9 K 1

23 Go through the writing task with the class. Depending

on how much time you have, students could begin


planning their answers in class or the task could be set
as homework.

6 You overhear a girl talking on the phone about her


new school.
I dont really know what I expected before I started
this school but it wasnt this. I was worried about not
making new friends but they have this great system
where you have a buddy; someone in your class who
shows you where things are, explains how things
work and introduces you to everyone. They also have
a fantastic science block with all the latest equipment;
it looks complicated but in fact itll make lessons
more interesting.

Go through the Exam Tip! with students and make sure


that they understand what neutral or formal style
means, e.g. they should use neutral/formal vocabulary
(children not kids); use suitable grammatical forms, e.g.
passive form

Grammar (page 15)


1

7 You hear two friends talking about the school film


club.
Boy: Hi, Martha, did you enjoy the film club
yesterday?
Girl: Hi, Paul, yes. There are loads of new members,
arent there?
Boy: Yes, and that means theres a lot more
discussion of the film after weve seen it, which is
great.
Girl: And thats why I started going. I need a range of
opinions on films to include in my coursework.
Boy: Oh, yeah, of course. My projects on politics, so
in fact, I just sit back and enjoy the film!

8 You will hear a woman talking about competition at


school.
I dont know why some people say children shouldnt
be encouraged to be competitive at school. Can you
imagine if a school didnt have a sports day? My
daughter would really miss that and I know lots of
other children would, too. I think it would be unfair to
pretend that competition doesnt exist in the world;
its better to prepare children for it at school. Anyway,
a lot of the things they do when theyre in teams
teach them to cooperate with other people. Honestly!

Exam Tip!

1 2 a 3 the 4 the 5 the 6 an 7 The


8 an 9 a 10 the 11 The 12 a 13 a 14

Reading and Use of English


(pages 16-17)

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

Part 2
1 or 2 it 3 by 4 than 5 not 6 whether/if
7 them 8 such

Part 3
1 poverty
2 paid
3 increasingly
4 themselves
5 prevention
6 undoubtedly/doubtless
7 growing
8 confidence
9

BC13008_0100_U01_002-033.indd 9

13/01/15 15:23

UNIT

People & Success

Vocabulary areas

xDescribing people; Phrasal verbs

Grammar

xPast Simple and Past Continuous

Reading and Use


use of english
English xGeorge Dinning on being sent to outer Mongolia
Exam Tip!

6: xGapped text
Part x:
Writing

x inspirational person W2: Article


An

Listening

x history of money L2: Sentence completion


The

Exam Strategies

Speaking

x
Comparing
photographs S2: Long turn

Exam Tip!

Reading and Use


use of english
English
2: The
Part x:
x meaning of success
3: Going
for Gold
Part x:
x
4: xKey word transformation
Part x:

Warmer (page 18)

Height: tallish, short (), average height, tiny ()


Build: frail (), stocky, plump, well-built, slim, thin, of
medium build, skinny (), fat ()
Age: teenager, toddler, elderly, middle-aged, in his/her
20s, adolescent

1 Put students into small groups or pairs for the Warmer.


If you have extra time, ask students to write one
sentence similar to the ones in exercise 3, which says
what success means to them.

A
B
C
D

2
3

success in education
artistic success and/or fame
political success; power
success in a business career/making money

Open answers
1D

2C

3B

4
5

4A

5 No picture represents this idea.

Vocabulary (page 19)


2 Make sure students understand the meanings of the

adjectives. It might be useful to have some magazines


with lots of photos of people in them or photos taken
from the internet for this unit.
Also be aware of any students who may have issues
concerning body image in the class.

Face: round, square, scarred, wrinkled, freckled, pale,


narrow, oval, sad
Eyes: bright, cold, narrow, sad, oval, almond-shaped
Open answers
Hair: cool, curly, trendy, wavy, straight, dyed, permed,
lank, bald, greasy, spiky, messy
Clothes: cool, trendy, baggy, shabby, tight, floaty, casual,
scruffy, smart, messy

6 You could do a lead-in activity before this task.

Ask students if they choose clothes to express their


personality; how important fashion is to them, how
much they know about fashion styles such as Punk,
New Romantics. How would they describe this years
fashion style?

1 spiky

2 scruffy

3 smart

4 permed/dyed

5 floaty

10

BC13008_0100_U01_002-033.indd 10

13/01/15 15:23

People & Success

Reading and Use of English


(pages 20-21)

Grammar (pages 22-23)


13

7 Encourage students to talk about big successes, e.g.


Mahatma Gandhi, and more personal things, e.g. my
grandmother brought up 8 children.

Open answers

Exam Tip!
Although there is no right or wrong way of approaching
this task, many students find skimming the base text
first and then skimming the options A-H helps them be
aware of the text as a whole. They can then go through
each option carefully and highlight clues in each option
and in the text which help them find the correct option.
For example, That is a very long time in D refers to travel
for two or three days in the text. When checking
answers always ask students how they found the
answer. They should do this in the exam too.

14

8 Pre-teach these phrases if necessary:


to go to great lengths
the sticking point
an eventful trip
speeding
a bend in the road
to flag someone down
a fine
next on the agenda

15

1 D 2 E 3 F 4 A 5 B 6 G

9 Use this as a round-up of the reading task or as


additional speaking practice.
Open answers

10
11
12

17

1 F 2 B 3 E 4 C 5 D 6 A
1 T 2 T 3 F 4 T 5 T 6 T

18
Open answers

1
2
3
4
5
6

was be
can could
gave give
were be
became become
went go

1 didnt 2 did
Go through the Frequent Mistakes and ask students to
explain why the wrong sentences are wrong.

16

Vocabulary (page 21)

Another young man, who is severely physically disabled,


decided to be a sports coach. He decided to coach
others like him to play boccia a Paralympic sport that
originally came from Ancient Greece. He was determined
to show the world what he could achieve and, last year,
he coached more than a hundred disabled kids and
encouraged them to take part in sporting events.
When he first started out, adult resident coaches didnt
expect him to have an easy time but all the children
respected him, followed his instructions, and didnt play
around. He also gave advice on what games were
suitable for the disabled youngsters and along the way
became a computer expert. Last year, he went to college
to qualify in computer science and he intends to take part
in the Paralympics in the not too distant future.

1 went, wanted
2 graduated, was
3 didnt enjoy/did not enjoy, was
4 did you say, met
5 got, saw, was
6 did you sail
7 didnt give/did not give
8 ate
The man was driving through the town. It was raining
hard and a strong wind was blowing. Nobody was
walking along the streets when suddenly, passing by a
parade of shops, he saw the suspected murderer lighting
a cigarette in a shop doorway...
We use the Past Continuous to set the scene and
describe the background before the action begins.
All these actions are happening at the same time.

11

BC13008_0100_U01_002-033.indd 11

13/01/15 15:23

UNIT

19 Explain that the timeline shows how we use the Past

1
2
3
4
5
6

was climbing, had


wasnt driving/was not driving, happened
went, was/were still clapping
were running, started
were you doing, called
was thinking, came up with

Writing (page 23)


Refer to the Writing Bank on page 181 of the Students


Book, where there is guidance on how to write an article
and an example of the task.

20 Students should discuss 1 and 2 in small groups.


Open answers

21 Get students working in pairs. When you have checked

the answers, point out to students that they now have a


good checklist for writing an article. They must make sure
that their articles include the statements they have ticked.
Sentences 1, 3, 4, 5, 7 and 8 are elements of a good article.

22 Emphasise the importance of planning when writing.


You could also ask students to write six interesting
words or phrases they can use, such as:
charismatic
inspiring
has made a huge difference to my life
led me to believe in myself
a role model
to set an example

Suggested answers:
1 the editor of an international website
2 140-190
3 a description of the person; the reasons why the
person has inspired you
4 3 or 4
5 moreover, in addition, thats why, therefore, finally,
in conclusion
6 Present Simple and Continuous, Present Perfect,
Past Simple and Continuous, future forms

23
Open answers

Listening (page 24)


3.A

Simple and Past Continuous. The line between X and X


shows that the action of having a shower continued. Y
shows a specific point in time during the shower when
the mobile rang. Visual learners often find timelines
memorable and easy to understand.

See page 86 for the students recording script.

24
Open answers

25 Work through the Exam Strategies and the task. In the

first strategy, you could add that students should try to


think about what type of word would fit the gap, a noun,
an adjective, etc. Perhaps they could try to predict some
of the answers too.
As a round-up after the exercise, ask students what new
information they discovered from listening to the
recording.
1 sheep 2 crops 3 shells 4 tools 5 holes
6 gods 7 leather 8 tax 9 1455 10 white

Recording script with answers underlined


Today Im going to give you a brief history of money.
As you know, money has always been a symbol of
success and status, so lets look back and see how it
all started. The first people didnt buy goods from
other people with what we nowadays consider to be
money. They used barter. The barter system is where
you exchange valuable personal possessions for
other goods that you want. From 9,000-6,000 B.C.,
livestock, such as sheep, were often used as a unit of
exchange. This kind of exchange started at the dawn
of civilisation and is still used today. Later, as
agriculture developed, people used crops for barter.
For example, one farmer could ask another farmer to
trade a kilo of oranges for a kilo of bananas.
Moving on to something which is like money as we
know it today, in about 1200 B.C. in China, shells
became the first medium of exchange, or money.
These have served as money throughout history even
to the middle of the 20th century.
In 1,000 B.C., China began to produce mock versions
out of metal. They can be thought of as the original
development of coins. In addition, tools made of
metal were also used in China as money. From these
models, we developed todays round coins that we
use daily. The Chinese coins were usually made out
of base metals which had holes in them so that you
could put the coins together in units of ten, for
example, to make a chain.
In about 500 B.C., pieces of silver were made into
the earliest coins. Eventually, they took on the
appearance of todays coins and were imprinted with
various gods and emperors to mark their value.
These coins were then used in Turkey but the

12

BC13008_0100_U01_002-033.indd 12

13/01/15 15:23

People & Success


methods were used over and over again, and further
improved upon by the Greek, Persian, Macedonian,
and Roman Empires. Unlike Chinese coins, which
relied on base metals, these new coins were made of
precious metals such as bronze.
Then in 118 B.C., banknotes in the form of leather
money were used in China. One-foot square pieces of
white deerskin edged in bright colours were
exchanged for goods. We believe this is the beginning
of a kind of paper money.
During the ninth century A.D., the conquering Danes
in Ireland had an expression, To pay through the
nose. It comes from the practice of cutting the noses
of local people who didnt pay their tax to the Danes.
From the ninth century to the fifteenth century A.D.,
in China, the first actual paper currency was used.
Throughout this period the amount of currency
skyrocketed and led to severe inflation. Unfortunately,
in 1455, the use of the currency vanished from
China. European civilisation still would not have
paper currency for many years.
In 1535, though probably well before this earliest
recorded date, strings of beads, called wampum,
were used by Native Americans as money. Wampum
means white, the colour of the beads. These beads
were used by people living in the area which we now
know as New York Bay. The beads were offered at
important ceremonies such as weddings.

GRAMMAR (page 25)


1
2

(pages 26-27)

26 Monitor students as they do exercise 26 and make

notes. When they have finished give them a feedback


sandwich, i.e. positive feedback what needs
improving positive feedback.
Open answers

Part 2
1 who/that
2 as
3 we
4 on
5 it
6 but/whereas/while/whilst
7 with
8 have/need

Exam Tip!
Students might need you to remind them what they
have to do in the Speaking test, so look at page 7. Make
sure that they know that the examiner who tells them
what to do is called the interlocutor and the other one is
the assessor.
When one student takes on the role of interlocutor, it
helps them remember what they have to do in Speaking
Part 2.

1 did you go
2 was waiting
3 started talking
4 invented
5 did he explain
6 understood
7 wasnt really concentrating
8 was getting ready
9 had to work
10 spent
11 thought
12 won

Reading and Use of English

Speaking (page 24)

Open answers

Part 3
1 achievement(s)
2 dedication
3 chosen
4 talented
5 Without
6 unlikely
7 Hopefully
8 holding

Part 4
1 has ever/won
2 more quickly/than
3 was such/a thrilling film
4 is due/to his
5 despite/feeling
6 to let me/borrow

13

BC13008_0100_U01_002-033.indd 13

13/01/15 15:23

UNIT

Society & Equality

Vocabulary areas

Affixes: Suffixes and Prefixes

Grammar

Present Perfect Simple and Continuous; Question tags

Reading and Use of English Blogs


Part 7: Multiple matching

Exam Tip!

Writing

An email to a pen friend W2: Email

Exam Tip!

Listening

Aspects of society L3: Multiple matching

Speaking

A sense of community S3: Collaborative task

Exam Strategies

Reading and Use of English


Part 1: Politician lives as a migrant for a day
Part 2: Getting closer to equal pay for women in the US
Part 3: Exploring the different experiences teenagers have

Warmer (page 28)


1 Depending on the size of your class, it may be a good

idea to do the warmer as a whole-class activity to get


the students working together at the beginning of the
lesson. You could ask students to shout out the
answers. The first phrase may be the most unfamiliar to
your students so elicit what the nuclear family could
mean, i.e. only parents and children and not the
extended family. Make the connection to the word
nucleus, as in science, and nuclear as in nuclear power
and as in nuclear family.

1C

2A

3B

4D

2 You could do an optional introduction to this task by

asking students to work in pairs and to come up with


their own definition of society. Ask some pairs to give
their definitions and discuss them as a class.
Read the definition in the Students Book and then ask
students to discuss questions 1 and 2 in pairs.
Prepare some general questions about the history of
your society to help students if necessary, e.g. what are
some of the major milestones in your history? Is
healthcare accessible to everyone?
Allow students a couple of minutes to discuss these two
questions and then summarise the main points made.

Vocabulary (page 29)


3 Suffixes can be classified as lexical suffixes, e.g.

freedom, or as grammatical suffixes, e.g. celebrating,


elses. The main focus here is on lexical suffixes, which
are underlined in the key below. If you would also like to
focus on grammatical suffixes, they are marked with an
asterisk but if its inappropriate for your class to go into
such detail, then just focus on the lexical ones. Go
through the explanation of prefixes and explain that
they are usually used to make a word negative.

This is a really hard subject to talk about because its so


complicated. I live in London, a huge multicultural city,
and what I see that I really like is people celebrating
everyone elses customs. I mean, Chinese New Year is a
huge event in most big cities* around the world and
everyone joins* in. And I think this is whats important.
Even if, as we say, we now live in a global village,
people should still celebrate New Year, Divali, and
countless other events* wherever they are.
They shouldnt lose this.

4 N.B. American English (AmE) uses z and British English


(BrE) uses s in words like civilisation/civilization. In the
Cambridge English: First exam, it doesnt matter
whether candidates use AmE or BrE as long as theyre
consistent.

Open answers
14

BC13008_0100_U01_002-033.indd 14

13/01/15 15:23

Society & Equality

Reading and Use of English

1 celebration 2 civilisation/civilization 3 globalisation/


globalization
4 knowledge 5 complication 6 appearance
7 variation/variety 8 reference

(pages 30-31)

Exam Tip!
Make sure that students know that they only have 1hr15
mins for the Reading and Use of English paper so its
essential that they learn to scan texts quickly to find the
answers in Part 7.

5 Ask students to work in pairs to complete the table.

Check that they understand the meanings of any


additional words you choose to give them and that they
can pronounce them.

8 Before students start reading, ask them if they have ever


adjective

verb

1 (in)equality
equaliser/
equalizer
equaliser/
equalizer

equal
unequal

equalise/ equally
equalize unequally

2 life
lifer

lively
living
lifeless
lifelike
unlifelike

live

3 freedom
freebie

free

free

freely

4 success
succession
successor

successful
unsuccessful
successive

succeed

successfully
unsuccessfully

5 government
governor
governess

governmental
govern
non-government(-al)

thought about working for a charity and why/why not? If


they could work for any charity in the world, what would
it be, where and why?
You may also want to pre-teach some of the following
vocabulary.

adverb

Text A:
remote
battered
to vaccinate
mattress
tough

lifelessly

Text B:
haunted
cement

XX

6 care
careful
carer
careless
carefulness caring
carelessness

care

7 health
healthcare

healthy
unhealthy

XX

8 influence
influencer
influencee

influential
un-/non-influential

influence influentially

carefully
carelessly

for homework.

carefullylifelesssociable
healthinfluentialgovernment
successfreedomequal

7 For further practice, ask students to choose three new

words from the table in exercise 5 and to write their own


sentences using them.
1 carelessly 2 health 3 inequality 4 life
5 freedom 6 influential

Text D:
drums
flooding
to bang (ones head)
cheerful

Ask students to answer questions 1-10 on their own first.


They can then check their answers with a partner before
you go through the answers as a whole class.
1 B 2 A 3 D 4 C 5 A 6 C 7 C 8 D 9 A 10 B

9
1 car-jacking 2 essentials
3 haunted 4 rubble 5 humbling
6 ward 7 take a backseat role
8 welfare 9 plank 10 have deserted

healthily
unhealthily

6 If youre short of time, you could set exercises 6 and 7

Text C:
donkey
preoccupied

Listening (page 31)


4.A

noun

See page 87 for the students recording script.

10 Check that students understand the meaning of thriving

in option B.
As a pre-listening task, ask students to read options A to
H and to discuss in small groups which is the most
important aspect of society to them and why.
Play the recording once and ask students to compare
their answers in pairs. Then play it a second time and
check the answers as a whole class.
If you have time, as a post-listening activity, get
students to note the following useful expressions.
You could ask them to put them into their own
sentences.
15

BC13008_0100_U01_002-033.indd 15

13/01/15 15:23

UNIT

Speaker 1:
embrace everything thats new
look beyond our immediate surroundings
well lose our identity

Speaker 2:
hallmark of a civilised society
deprived/privileged background
ethnicity

Speaker 3:
sense of community
to be bothered

Speaker 4:
global village

Speaker 5:
a rich life
Im stating the obvious
to shout from the rooftops

past. But I go by what I see happening now to judge


whether a place has a sense of community or not.
Youve only got to look round any city, town or village
and to take a look at whats going on there to see if
that society has a sense of community. Have they
organised events such as music festivals and so on or
can no one be bothered?
Speaker 4
This is a really hard subject to talk about because its
so complicated. I live in London, a huge multicultural
city, and what I see that I really like is people
celebrating everyone elses customs. I mean, Chinese
New Year is a huge event in most big cities around
the world and everyone joins in. And I think this is
whats important. Even if, as we say, we now live in a
global village, people should still celebrate New Year,
Divali and countless other events wherever they are.
They shouldnt lose this.
Speaker 5
Ive had a long and rich life. And I dont mean rich in
the sense of wealth. I mean that Ive been lucky
enough all my life to live in places where democratic
rights are observed. It may sound as though Im
stating the obvious, but you havent got to go back far
in history to see what I mean. All women only got the
vote in England in 1929. And how did they get it?
They held rallies, they marched on parliament. You
ask me what society is? This is what it is the right to
shout for what you believe in from the rooftops.

1 H 2 G 3 B 4 C 5 F

11

Open answers

Recording script with answers underlined


Speaker 1
I think whats exciting these days is the feeling that
the whole concept of society is changing; and thats
good. I dont mean we should throw out our traditions
and only embrace everything thats new, but what I
do mean is that we have the opportunity now to see
the world as a whole, to take care of the earth and to
look beyond our immediate surroundings. I know
some people dont like this idea because they think
well lose our identity but I see it as the society of the
21st century.
Speaker 2
Theres no doubt whatsoever in my mind that the
hallmark of a civilised society is one where firstly,
education is freely available. Whether a person
comes from a deprived background or a privileged
one, that person has the right to free education,
which will allow him or her to make choices in life.
People should be able to study and work to the best
of their ability and no doors should be closed to
them because of their background, religion, or
ethnicity. I feel really strongly about this.
Speaker 3
I used to think that society meant knowing where
you came from and respecting that. You know,
wanting to hear stories from old folk about how life
was when they were young and reading about the

Grammar (pages 31-32-33)


12

At this level, the grammar work should be deductive not


inductive so only refer the students to the grammar on
page 35 if you really need to. Otherwise ask them to
study it for homework and to do the exercise.

1 ANo.
B We dont know.
C The speaker has no news from him.
2 Text A:weve hired, weve been travelling,
weve been sleeping, weve got
Text B: Ive seen, Ive had to, has affected
Text C:Ive been, Ive been trying, they have suffered
Text D: has taken over, have deserted, Ive seen
3 1B 2C 3A 4B
4 Suggested answers: yet, already, just, ever, never, for,
since, this is the first time, its the first time
5 You could, for example, write the question and these
two sentences on the board and ask the students to
discuss the difference in meaning in pairs. What have
you been doing this morning?

16

BC13008_0100_U01_002-033.indd 16

13/01/15 15:23

Society & Equality


13

A
Ive been writing an article = the article may or
may not be finished we are interested in the
action.
B Ive written an article = the article is finished we
are interested in the result.

Writing (page 34)


Go through the Writing bank on page 181 of the


Students Book.

20
1 have been working 2 Have you seen
3 Have you been reading 4 have been studying
5 has been travelling 6 have you been doing?
7 has never visited 8 have been reading, have already read

14

Line 4: havent they? Line 6: do we? Line 8: is there?

21

22

15

1 didnt they 2 isnt she 3 will she 4 werent you


5 was he 6 arent there 7 could you 8 dont they

16

We normally use a positive question tag with a negative


sentence and a negative question tag with a positive
sentence.
We normally use the same tense in the question tag as in
the main clause.

1 Did you? I didnt. 2 Do you? I dont.


3 Didnt you? I did. 4 Have you? I havent.
5 Havent you? I have.

18

The aim here is to make students aware of what is


required of them in the Writing test and to think about
their strengths and weaknesses. You could ask them to
brainstorm what they are going to do to improve their
weaknesses and put ideas on the board.

Exam Tip!

23 You could set this task for homework or as a timed


writing task in the classroom.

Grammar (page 35)


1
Open answers
Go through the Frequent Mistakes and ask students to
explain why the sentences are wrong.

You could ask the students to go through the grammar


and to do the exercise for homework.
1 have been looking at; have noticed 2 have been
calling; has gone 3 have you seen; have been looking
forward 4 have you been working; has been
5 has forgotten; have been waiting; has taken

Reading and Use of English

Speaking (page 33)


19 Work through the Exam Strategies and task carefully,

1 informal because youre writing to a friend.


2 4: these are very clearly indicated in the email. You
can add to practise a foreign language.

Read the tip out to the students and make sure that they
understand that for exam purposes they must follow this
advice. It allows the markers to give credit for good
language.

17 Make sure students practise the correct intonation for

these extended question tags. You could ask a student


to be A and you could model the intonation when you
take the part of A. Point out that you are disagreeing
with speaker A.

Open answers

(pages 36-37)

encouraging students to ask any questions they may


have about Speaking Part 3.

Open answers

Part 1
1 B 2 C 3 A 4 C 5 D 6 A 7 D 8 D
Part 2
1 for 2 as 3 far 4 has 5 their 6 as
7 out 8 to/for

Part 3
1 attention 2 pressure(s) 3 religious 4 unequal
5 mobility 6 Exploring 7 relationship 8 uncovering
17

BC13008_0100_U01_002-033.indd 17

13/01/15 15:23

UNIT

Entertainment
& Sociability

Vocabulary areas

Confusing words

Grammar

Used to and would; Comparatives and superlatives

Reading and Use of English Secret Cinema Part 5: Multiple choice


Writing

Film review W2: Review

Listening

An interview with a rock star L4: Multiple choice

Exam Strategies

Speaking

Entertainment & Sociability S4: Discussion

Exam Tip!

Reading and Use of English


Part 2: Technology is becoming more human
Part 3: Video didnt kill the radio star
Part 4: Key word transformation

Warmer (page 38)


1
1 A rock concert
B discos/clubbing
2 Open answers
3 Open answers

C opera/theatre
D cinema

Grammar (page 39)


2 Only refer the students to the grammar on page 45 if

necessary. Otherwise ask them to review the grammar


and do the exercises for homework.
Before you ask the students to read the text on social
networking, you could ask them in pairs to discuss:

what social networks they belong to, if any


how much time they spend on them
why they like/dislike them
if they think that digital social networks make people
spend less time with their friends/talk to them less on
the phone and why they think this is.

Then ask them to do the exercise individually.


As social networking grows, some young people are
beginning to suffer from online sociability fatigue. And its
hardly surprising as it has become almost impossible not

to be permanently connected. But it wasnt always like


that we didnt use to have the Internet for a start. We
would go out with our friends and have a good time
rather than sitting in front of a screen. We used to meet
up in parks and cafs and maybe we would play sport on
a regular basis instead of being hooked up to our
electronic devices. And the pressure to join the latest
network is increasing. So its no wonder that people are
becoming very fed up with always being in touch with the
wider world. Maria, aged 15, expresses the feelings of a
lot of people when she says, A good conversation with a
close friend makes me feel much better than a few
emoticon-filled lines in a tweet that anyone can read...
how special is that?

3 Students can work in pairs to do this exercise.

Point out that the pronunciation of use to and used to


can sound the same in connected speech,
e.g. I used to, I didnt use to

Negative: subject + the auxiliary didnt + infinitive


e.g. we didnt use to...
Interrogative: the auxiliary did + subject + infinitive
e.g. did you use to...?

4 Students can work in pairs for exercises 4-6.


1 many times

2 not exactly

3 no

18

BC13008_0100_U01_002-033.indd 18

13/01/15 15:23

Entertainment & Sociability


5

The writer also uses would + base infinitive to talk about


repeated actions in the past.
This construction cant be used in the negative and
interrogative form.
We have to use used to in these forms.
N.B. We cant use would + base infinitive with stative
verbs, e.g. not I would live in New York.

6 If youre short of time, exercises 6 and 7 can be set for

Go through the answers as a whole class checking that


the correct part of the text has been underlined.

10

Vocabulary (page 42)


11

homework.

A She used to/would study hard.


She used to/would go jogging.
She used to/would eat loads of fruit.
B She didnt use to go out all the time.
She didnt use to play handball.
She didnt use to eat hamburgers.

...but did you use to go dancing?


...but did you use to travel a lot?
...but did you use to read them a lot?
...but did you use to go a lot?

class.

1 raise 2 audience 3 for 4 beside 5 their


6 during 7 shade 8 whether 9 sensitive 10 so

13 This can be done individually and the answers

compared first in pairs and then with the whole class.

Go through the Frequent Mistakes with the students and


ask them to analyse whats wrong with the incorrect
sentences.

Last week my family spent the weekend at a music


festival. All of us are interested in camping so
we put up a tent large enough for us all. After dinner, my
father, who is keen on country music,
took my brother to see a band. While they were walking
there, they had to be careful of the
uneven ground. My mother got bored with waiting for
them so she went to sleep. I stayed behind
as well as I am not very enthusiastic about country and
western groups. I was worried about my
father and brother because they didnt get back till late.
Because of all the mosquitoes, my father
was afraid of us getting bitten to bits so he made us
sleep with all the tent flaps closed even
though it was boiling hot.

Reading and Use of English


(pages 40-41)

8 At this stage students dont know the answer to this

question. Get them to speculate using the phrase, It


could be. Come back to this question after they have
read the text and done exercise 9.
Open answers

1 D 2 A 3 C 4 D 5 B 6 B

14 It might be a good idea if students use a dictionary.

When students have finished and you have checked the


sentences, ask a few students to read out their
sentences.

You may want to pre-teach the following vocabulary.


Paragraph 3:
torch
possessed
staggering
glowing
to wrap oneself around

Paragraph 5:
to sip a drink

Ask students to answer questions 1-6 on their own first


and to underline where in the texts they found the
answers. They can then check their answers with a
partner.

Open answers

Listening (pages 42-43)


5.A

Suggested answers:
1 there/their/theyre, whos/whose, your/youre
2 excited/exciting, bored/boring, amused/amusing
3 hair/hare, stationary/stationery, principal/principle
4 affect/effect, raise/rise, beside/besides
5 camera, brave, eventually (answers will depend on
the mother tongue of your students)

12 This can be set for homework or done as pairwork in

As a follow-up, ask students what they used to do that


they dont do anymore.
1
2
3
4

Open answers

15

See page 88 for the students recording script.

Open answers
19

BC13008_0100_U01_002-033.indd 19

13/01/15 15:23

UNIT

16 Work through the Exam Strategies and the exercise. This

James: I think youve got to enjoy working with


words and feelings. Some would argue that music
has more capacity to unleash feelings and I can
understand that but dont necessarily agree. For me,
I love hearing songs in other languages; the sounds
are strange and exciting at the same time.

might be a good time to remind students about what


they have to do in the Listening test. Look at page 7 of
the Students Book.
Check that students understand all the words in the
questions before you play the recording.
At the end of the Listening test, candidates have five
minutes to copy their answers onto the answer sheet in
pencil. Its important they put the correct answer in the
correct place, especially if they leave one answer blank.
Follow-up: Put students into pairs and ask them to read
the interview from the recording script if possible.

Interviewer: Some people have suggested that you


have become too distant from your fans. How do you
feel about that?
James: Quite honestly the idea that Im now on
some lofty pedestal which distances me from my
audience is so far from reality I cant believe it! OK,
Ive been given this fickle title of celebrity but just
ask my friends and family and theyll tell you Im still
human! In fact, my mum just laughs at it and tells me
to turn the other cheek.

1 B (its implied that he was one of the objects of gossip


at school and we can infer that, as a celebrity, this is still
the case) 2 B 3 A 4 C 5 A 6 C 7 B

Interviewer: Is that why youve bought a house on a


remote Spanish island to escape from the limelight?

Recording script with answers underlined

James: The place Ive got is remote and beautifully


quiet. But I dont mean that Im fed up with my fans
or anything like that. Its just that I need tranquillity
to recharge my batteries and then Ill be ready to
start putting some words down to melodies again.

Interviewer: Well, James, I bet you can hardly believe


that just a few years ago you were still a college
student. Have you had to grow up fast?
James: The way I see it, we may get older, but
nothing changes much from elementary school. I
seem to be in exactly the same state as when I was 8
years old. In the school playground it was all who
said what about who. There were always huge
debates about who had the coolest clothes too, so
its kinda amusing to see that people copy what I
wear now as though Im some sort of style guru!

Interviewer: And finally, James, what are your plans


for the future?
James: Interesting that you should ask because
quite a few options have just landed on my desk.
One is to write with some other well-known
composers. Another is to pick up a violin that I
bought about 2 years ago and learn to play it. But
what Im actually going to do is travel to Africa to
learn about their music. I need to broaden my
musical education in that way.

Interviewer: Well, youve achieved such a lot in a


short time.
James: True. In the nearly three years since the band
released Back Stage weve sold 11 million CDs
worldwide with the album going to number 1 in 18
countries and getting into the top 10 in 35. It sounds
big-headed but our list of accomplishments goes on;
weve been nominated for five Grammies, and the
thing that I still cant believe is we got a single to
number 1 in the USA. Thats really something for a
British band! Oh, and we won two MTV awards.

Writing (page 43)


17

18 Go through the Writing Bank on page 179 of the

Students Book, where there is guidance on how to write


a review and a sample answer to the task set there.

Interviewer: And can I ask what inspired this latest


album?
James: Yes, can I just say it hasnt all been easy
though. Id only just started going out with my
girlfriend when all this happened. Suddenly I was left
with hardly any time to see her as I had to dash off to
Japan, or New York or Berlin. But I channelled all the
feelings and all the things that have happened to me
as I was going through my meteoric rise to stardom
and thats the basis of the album.

Open answers

Open answers

Speaking (page 44)


19

1 because 2 in order to/to 3 rather, than 4 prefer, to

Interviewer: Ive heard you say that you love


language is that what makes you such a good
songwriter?

20

BC13008_0100_U01_002-033.indd 20

13/01/15 15:23

Entertainment & Sociability

Exam Tip!
Its important that students know that in the Speaking
test they are expected to show that they can both
initiate and respond to questions and their partners
contributions. They should neither dominate discussions
nor always wait for their partner to speak first.

Grammar (page 45)


20 Monitor students and make notes of interesting reasons


they gave for their opinions. Tell them in advance that
you are going to do this. Then discuss some of these
ideas with the whole class.
Open answers

21 As a whole class discuss any issues that arose as a

Ask the students to go through the grammar and do the


exercises for homework.

1
2
3
4
5

would/used to
use to
use to
would/used to
use to

1 similar 2 different 3 different

3 If you have the time, you could extend this exercise by

asking students to write three sentences making similar


comparisons about e.g.,TV programmes, sports,
favourite musicians, etc.

result of answering questions 1-4.


Open answers

1 I dont play the violin as well as she does.


2 Watching TV at home is not as interesting as going
out to the cinema.
3 Seeing friends is more entertaining than playing
computer games.
4 Richard is not as easy to get on with as Paul.

Grammar (page 44)


22

23

Only refer the students to the grammar and exercises on


page 45 if necessary. Otherwise ask them to go through
the grammar and do the exercises for homework.

The Mona Lisa is arguably the most famous and best


known painting in the world, draws the largest crowds,
and has been a bigger hit than any Beatles song and for
much longer too in fact, for over 500 years! There are
many reasons why it is a part of popular culture. First, it is
probably used more widely in advertising than any other
image. Second, it attracts more visitors on its world tours,
infrequent as they are, than any other artist has ever
done alive or dead. Third, no other painting has ever
been as imitated and used in modern art by such artists
as Andy Warhol among others. You can see the Mona
Lisa on consumer goods as diverse as mugs, socks,
chocolate bars, and coffee packets.

Reading and Use of English


(pages 46-47)

1 just/only 2 this 3 Every/Each 4 to 5 like


6 It 7 will 8 all

frequently, so dont spend a lot of time on this.


1
2
3
4
5

more tenderly, the most tenderly


better, the best
worse, the worst
faster, the fastest
harder, the hardest

Part 3
1 increasing
2 choosing
3 popularity
4 illogical
5 population
6 inheritance/heritage
7 musicians
8 impression

1 worse, the worst 2 further, the furthest


3 less, the least 4 more, the most 5 more, the most

24 N.B. The superlative form of adverbs is not used very

Part 2

Part 4
1
2
3
4
5
6

would be/was//a good idea


its not worth going//it isnt worth//going
is looking forward//to studying
if she wanted//to know
not//call off
said//to have been invented

21

BC13008_0100_U01_002-033.indd 21

13/01/15 15:23

UNIT

The Environment
& New Technologies

Vocabulary areas

Environmental phenomena; Linkers of cause and effect

Grammar

Future forms 1 and Future forms 2

Reading and Use of English The ship that is drilling down into the Earths crust
Part 6: Gapped text
Writing

Protecting the local environment W2: Report

Listening

Dialogues L1: Multiple choice

Speaking

Talking about where you live S1: Interview

Exam Strategies
Exam Tip!

Reading and Use of English


Part 1: Vertical farming
Part 2: Commuting by bike in London
Part 3: Arent temperature changes natural?

Warmer (page 48)

4 This exercise takes the form of a drill. The idea is that

1 Write these words/phrases on the board so students can


use them to describe the photos:
arid parched land agricultural

grassland

Monitor students as they discuss questions 1 and 2 and


when they have finished, write useful words/phrases
they used on the board.
Open answers

1, 2 and 4 could be used to describe the photos.

Speaking (page 49)


3

Open answers

Exam Tip!
Go through the Exam Tip. Elicit from the students some
sentences which are good examples of expanding basic
information.

part of the sentence is already known so students only


have to concentrate on adding to that. This builds
confidence and also allows students to think more
about the ideas and pronunciation in longer sentences.
Open answers

Grammar (page 49)


5 You could have a discussion on the saying practise

what you preach. Do your students think its unfair for


politicians to ask people to reduce their energy
consumption if they dont do it themselves?

1 leaves 2 will attend 3 will use 4 is taking


5 will dine 6 are providing 7 will be able to
8 wont use 9 is going to convince 10 wont

6 Ask students to look for examples of will and to be going


to in the correct answers in the text, not in the wrong
forms.

1 Examples of the Future Simple will are: will attend,


will use, will dine, will be able to, wont use, wont
change. Examples of to be going to are: is going to
convince (there are other examples but they arent in

22

BC13008_0100_U01_002-033.indd 22

13/01/15 15:23

The Environment & New Technologies


Space exploration
Advantages: leads to more communication
possibilities, e.g. GPS leads to medical advances/
advances in technology
Disadvantages: cost could become reason for power
struggle/wars
2 Divide the class into two groups, each supporting one
of the research projects. Ask them to list the reasons
why they should get the government money. Then mix
up the students and they can debate/role-play the
task.

the correct form in the text). Will is used to make


predictions about future events; going to is used to
talk about future events based on present evidence
and arrangements.
2 Will can be used to offer, agree, refuse, promise to do
something.
3 The Present Continuous is used here to talk about an
event that is definitely going to happen in the future.
4 The Present Simple is used to talk about a timetable/
programme.

Reading and Use of English

Open answers

(pages 50-51)

Vocabulary (page 52)

Open answers

8 Set a time limit to encourage students to scan the text

12

for the information.

Its the name of a research ship that drills down into the
sea bed where tectonic plates meet in order to explain
why catastrophes occur.

13
14

9 Remind students to skim the base text first. Exercise 10


focuses on some vocabulary from the text so avoid
pre-teaching any.

15

1 G 2 C 3 B 4 F 5 A 6 D E is not needed

10

1 bread
2 the thing you use to lock/unlock something
3 carry out means do, carry on means continue
4 to solve
5 an apple or a pear
6 /k;tastrfi/
7 No. Therefore means that is why/how and moreover
means whats more/in addition.
8 on
9 uncountable (you can say pieces of information but
NOT informations)
10 be first to do something/make a discovery

11
1 Suggested answers:
Deep sea research
Advantages: find out more about cause of
earthquakes/tsunamis; predict when an earthquake
will happen; explore deep in the oceans, e.g. for info
on CO2 absorption
Disadvantages: cost; damage to sea bed/oceans

1 F 2 G 3 D 4 C 5 H 6 A 7 B 8 E
Open answers
1 drought 2 volcano 3 flood 4 tornado/hurricane
5 earthquake 6 tsunami 7 hot springs/geysers
8 avalanche
Open answers

Grammar (page 53)


16

17

Line 1: will be
Line 2: is going to put
Line 4: will face
Line 6: will have gone up, will be emitting
Line 8: will have
Line 9: will be supporting
Line 10: will have become
Line 12: will be recognized
Line 14: will be exporting
Line 17: will have met
The Future Continuous describes an action that is in
progress during a period of time in the future. It can
depend on where the speaker wants to put the emphasis
in the sentence, e.g. on the duration of the action.
The Future Perfect Simple describes an action that is
finished by a certain time in the future.

23

BC13008_0100_U01_002-033.indd 23

13/01/15 15:23

UNIT

5
Recording script with answers underlined

Vocabulary (page 53)


18 Check that students understand cause and effect. You

could follow this up with a discussion of the statement:


All advances in technology can be used for evil.
Line 1: Because of
Line 5: as a result
Line 8: Consequently
Line 9: therefore
Line 10: Due to this fact
Line 11: as a result

19
20

1 as 2 because 3 since 4 due to 5 otherwise


Open answers

Writing (page 54)


Work through the Writing Bank on page 182 of the


Students Book, where there is also an example of a
report. Then go on to exercise 21.

21 After students have written their first draft, you could

ask them to show it to another student to get feedback


before they work towards their final draft.
Open answers

Go through the Exam Strategies encouraging students


to discuss the ideas put forward.

6.A

Listening (page 54)


See page 88 for the students recording script.

22 Ask students to read the questions and options and to

ask you if there are any words they do not understand.


You may want to pre-teach the following words or to get
students to deduce their meaning from the context after
they have done questions 1-8: to moan, to circulate, to
commute, to clog up, a joint present, anti-consumerism,
fair-trade, loads of, to chill out to, it goes without saying,
eco-friendly lifestyle, greenhouse gas emissions, to
stipulate, user-friendly, convenient, to come at
something from a different angle, wind farm, noise
pollution, to donate, a relief, to get a project off the
ground, I hadnt bargained for, to weed, a pat on the
back, whale, keep your hair on, a dab of anti-wrinkle
cream
1 C 2 B 3 C 4 C 5 A 6 B 7 A 8 B

1 You hear a man telling a friend about a decision he


has made.

I dont just want to be one of those guys who just


moans about things but never does anything so Im
going to up my efforts as far as being green is
concerned. Ive found out about ways of saving
electricity at work and Im going to circulate it to
everyone. They already know Im keen on green
issues because I gave up using my car to commute
to work and started using my bike some time ago.
I guess the ideal is to work from home then youre
not clogging up the roads and it saves time too.

2 You hear a brother and sister talking about ecofriendly presents.


Girl: Lets get a joint present for Monica. Its hard to
get her something though because shes so anticonsumerism.
Boy: We just have to choose something that she will
appreciate, something fair-trade, green, organic,
recycled, you know. You can get great T-shirts that
shed like.
Girl: Yeah, but shes got loads. Youre right though,
she hardly ever goes shopping so theres not much
point in getting her one of those nice cloth bags.
I know, something to chill out to, candles made with
essential oils.
Boy: Yeah, she can use them at her party.

3 You hear a radio announcement about a


competition.
The Green Challenge is on again. The team with the
best idea will win 500,000 euros to execute the
winning planned invention. It goes without saying
that the invention must contribute to an eco-friendly
lifestyle and directly reduce greenhouse gas
emissions but this year were also stipulating that
the product must be user-friendly. Its got to be
practical and convenient. Last year the quality of the
competitors was extremely high and were expecting
this years to be even higher. Remember that wed
rather see inventions that meet the green
requirements than those that are purely innovative
in terms of design. Good luck!

4 You hear two people debating wind farms.


Man: well, there doesnt actually seem to be
evidence that they are a reliable source of energy.
But my main concern, as a botanist, is the damage
they will do to colonies of birds and bats
Woman: Well, Im coming at it from a different angle,
and that is, people who live near wind farms will find
that they wont able to sell their homes for the sort

24

BC13008_0100_U01_002-033.indd 24

13/01/15 15:23

The Environment & New Technologies


of prices they would have got before. People dont
always think about this, they worry that it may be
noisy but quite honestly most of us live with high
levels of noise pollution these days

You could stay in around the hours of sunrise and


sunset but that would significantly reduce the
benefits of being on holiday. What undoubtedly
works best is using a spray. Most good ones now can
give you at least ten hours protection. Wearing long
sleeves and long trousers helps to some extent but I
always find mosquitoes have an annoying habit of
getting down your collar, under your shirt, etc.

5 You hear a teacher talking about a school


environmental project.
A couple of years ago, I introduced the idea of
making a school garden and it was received very
positively with parents donating plants and even
trees. This was a relief because Id asked the Council
for some extra money to get the project off the
ground but they were, lets say, less than enthusiastic.
What I hadnt bargained for was the impact on the
children and their ability to concentrate better in
class after being out planting and weeding in the
garden for forty minutes. Ive been given a pat on the
back for our school results going up but I think its
more to do with the children enjoying being at school
more.

Grammar (page 55)


1

6 You hear two teenagers discussing a pop stars


involvement in a green campaign.
Girl: Did you read about Basha lending his voice to
the Save the Whale campaign?
Boy: Yeah, smart move. Got his name in lots of
papers. Bet he doesnt even know what a whale looks
like!

Open answers

Reading and Use of English

Girl: Youre so cynical. At least a lot more people all


over the world know about the issue now in more
detail.

(pages 56-57)

Boy: The Save the Whale campaign has been going


on for years. I think Basha should stick to what he
does best, write good songs and do great live
performances when hes on tour.

Girl: OK. Keep your hair on!

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

7 You hear a woman talking about advances in

Part 2
1 not 2 on 3 otherwise 4 what 5 such
6 more 7 would 8 had

science.
I saw this TV programme about advances in medical
science the other evening. It started out on a very
positive note looking at how a better understanding
of the human genetic code may lead to the elimination
of certain illnesses. Then it went on to examine the
possibility of people living on to be 110 quite easily.
What got me though was they didnt seem to discuss
what sort of quality of life these 110-year-olds could
hope to enjoy. Im all for giving nature a little helping
hand; Im not opposed to the odd dab of anti-wrinkle
cream myself, but I just thought mm

1 will help
2 will be exploring/will have explored
3 will change
4 will you be doing
5 will gain/is going to gain
6 will have stopped
7 is taking place/will take place/takes place
8 will be sitting
9 begins/is going to begin/will begin
10 is going to cut down on/will cut down on/is cutting
down on

Part 3
1 varied 2 emissions 3 naturally 4 stability
5 unexpectedly 6 eruptions 7 predictable
8 industrial

8 You hear a tour guide giving advice to tourists.


Now this area, although not traditionally a mosquitoinfested zone, is becoming one. Due to global
warming, mosquitoes are increasingly found here, so
protect yourself. There are several ways of doing this.

25

BC13008_0100_U01_002-033.indd 25

13/01/15 15:23

UNIT

Fashion & Status

Vocabulary areas

Apostrophes and possessives; Compound nouns; Clothes

Grammar

Zero, first and second conditionals

Reading and Use of English Profiles of four famous fashion designers


Exam Strategies

Part 7: Multiple matching


Writing

An exciting evening W2: Story

Listening

Bamboo as a fabric L2: Sentence completion

Speaking

Comparing photographs S2: Long turn

Exam Strategies

Reading and Use of English


Part 2: No one should die for fashion
Part 3: Allergic to woollen clothes? Try alpaca
Part 4: Key word transformation

Warmer (page 58)


1

Suggested answers:
1 A Hes got short dark hair and looks smart. He is
wearing a suit, shirt and tie and only the top
button of his jacket is done up.
B She looks cool and is wearing glasses, a cap, a
scarf, a T-shirt and jeans.
C Shes got shoulder-length dark hair and is wearing
a red satin evening dress. Shes probably in front
of an audience or photographers.
D He is a geeky-looking guy wearing glasses, a plain
sweater with two buttons at the neck, and a white
polo-necked T-shirt underneath shirt (hes got
straight hair).
2 A He works in an office.
B Hes a DJ.
C Its Michelle Obama, First Lady of the USA. Shes a
lawyer.
D He looks like a student.
3/4 Open answers

Vocabulary (page 59)


2 Use this as a diagnostic task to check how much your

students know about the use of the apostrophe. When


going through the answers, make sure the students
understand the rules for using the apostrophe.

1 yours > yours (it is a possessive pronoun)


2 childrens > childrens (children is an irregular plural)
3 Janes and Arthur > Jane and Arthurs (when we have
two people, we put the apostrophe only after the
second one).
4 Pauls > Pauls (there is only one Paul)
5 its > its (we need the possessive adjective here not
the contraction of it is)
6 1980s > 1980s (when we are making a plural form,
we dont need an apostrophe because nothing is
missing. However, you often see decades written like
this, e.g. the 1960s but its technically wrong!)

1
2
3
4

A
A
A
A

whose

There are

B
B
B
B

Whos

Theres

4 Pre-teach the following words:

catwalk
booming business
niche business
suburbs
Follow-up: Ask students what they think of clothes for
pets. Are they a waste of money or cute?

1 says 2 dogs 3 Chinas 4 shes 5 1990s


6 clients 7 suburbs 8 lots 9 sorts 10 dogs

26

BC13008_0100_U01_002-033.indd 26

13/01/15 15:23

Fashion & Status


Bamboo is the fastest-growing plant in the world,
mainly because it has extraordinary natural ability to
absorb water. This helps the plant grow fast.In fabric
form it retains this unique, remarkable property. It
draws moisture from the body which then evaporates,
keeping you naturally dry. Its three to four times
more absorbent than cotton.
Bamboo is remarkably breathable. In the heat,
bamboo is naturally cool to the touch and this
property is maintained in its fabric form.The crosssection of the bamboo fibre is filled with various
micro-holes which give it much better ventilation.Its
also very warm in cold weather, because of the same
micro-structure; as a base layer, warm air gets
trapped next to the skin.
In the wild, bamboo thrives naturally without using
any pesticides or fertilisers. It is seldom eaten by
pests or infected by bacteria.Why?Scientists found
that bamboo owns a unique bio-agent which means
that bacteria cant survive in bamboo. This natural
feature is retained in fabric form.
In addition, tests by the Japanese Textile Inspection
Association found that, even after putting bamboo
clothes through the wash fifty times, bamboo fabric
still possessed this function.
Bamboo clothing is strong and durable so it will
stand up to years and years of wear. Repeated tests
show this. The same bamboo is used for scaffolding
in the construction industry to build skyscrapers in
Hong Kong. That just shows how much trust you can
put in the strength of bamboo!
Now I know many people worry when a new wonder
fabric or fuel, Im thinking of bio-fuels, they worry
growing plantations and plantations of it will have a
negative impact on the local area. Again, not so with
bamboo. Bamboo actually makes the condition of
the soil better where it is grown. Bamboo also can
grow on hill slopes where nothing else is viable.
If organic clothing made from bamboo becomes
popular, it means more bamboo plantations, which
means more photosynthesis and fewer greenhouse
gases. The greatest challenge facing mankind would
just get a little easier.

7.A

Listening (page 59)


See page 89 for the students recording script.

Open answers

6 Pre-teach the following words/phrases:


garment
to my mind
to liken something to
itchy
to compare favourably
a rash
a drawback
moisture
to evaporate
absorbent
breathable (fabric)
a cross-section
to thrive
scaffolding
skyscrapers
hill slopes

Play the recording once and ask students to check their


answers with a partner. Play the recording a second
time and ask the students to double-check the spelling
of the words they have written.
1 silk 2 round 3 smell 4 dry 5 holes
6 bacteria 7 50/fifty 8 construction 9 soil
10 greenhouse gases

Recording script with answers underlined


Today Im going to talk to you about a comparatively
new type of fabric which is being used in the fashion
industry. Its a fabric made of bamboo. The first
quality that anyone touching a garment made of
bamboo will notice is its softness. To my mind its like
silk but other people have likened it to cashmerebut
actually I find cashmere too itchy to wear next to the
skin.
The reason for this softness becomes obvious when
you look at the fibre through a microscope. Whereas
cotton has long flat fibres, bamboo fibre has a round
surface and this is what gives it its smoothness and
feeling of luxury.
Bamboo compares with petrol-based synthetic fibres
extremely favourably too. For some people, wearing
a petrol-based material causes skin irritation and in
some cases a rash. Another distinct drawback to
petrol-based fabrics is not so much to the wearer as
to those around him or her the fabric starts to have
a nasty smell really, not long after youve put it on.

Reading and Use of English


(page 60)

Open answers

8 Explain that reading for gist means reading to get a


general understanding of a text.

1 Penelope Cruz 2 Vivienne Westwood


3 Coco Chanel 4 Gianni Versace
27

BC13008_0100_U01_002-033.indd 27

13/01/15 15:23

UNIT
9

1 C 2 B 3 C 4 C 5 A 6 C 7 A 8 D
9 B 10 D

15

A: I think I left my phone at your place last night. Have


you seen it?
B: No I havent but if I do, Ill let you know. We use the
first conditional to talk about possible future states or
events. There is a real possibility that B will find As
phone.

Elicit from the students what they think are good


strategies for doing a multiple matching task in the exam.
Go through the Exam Strategies with the students.

16

Vocabulary (page 60)


10

1 C 2 E 3 A 4 B 5 F 6 D

11

Paragraph A Vivienne Westwood:


rock music
punk movement
punk rock
school teacher

17

Paragraph B Coco Chanel:


signature perfume
love affairs
World War (x2)
society women
caf singer
Paragraph C Gianni Versace:
Versace boutiques
Paragraph D Penelope Cruz:
award ceremonies
daywear
celebrity-fashion
handbags
evening dresses
bathroom
fashion magazines

18

Open answers

19

unless = if not and we use it in the same way as we use if.

20
21

Open answers
1
2
3
4
5

fashion magazines
love affair/s
award ceremonies
school teacher
designer perfumes

Grammar (page 62)


14

We use if/when + Present Simple//Present Simple.


We use the zero conditional to talk about common states
or events.

Would you give this person a job?


Dress codes are more relaxed now than in the past but
where do the boundaries lie? If you saw someone looking
like this working in a bank, Im sure youd be very
surprised. If he was going to a rock concert or out with
his friends, he would be suitably dressed. But for work?
And what about the hairstyle? If he shaved all his hair off,
it would probably look better. As for the piercings, it
would be better if they were more discreet.
If + Past Simple/Past Continuous form + would/could/
should/might + base infinitive.

12
13

When I go shopping, Ill buy some new shoes = Im going


shopping, so Ill buy some shoes. Im sure Im going
shopping.
If I go shopping, Ill buy some new shoes = I may/might
go shopping. Im not sure its possible.

Open answers
1 would lend
2 were
3 will get
4 would you do
5 wont be able
6 reflect

Vocabulary (page 63)


22

additional adjectives in brackets


1 A (striking; wearing a flowing sari with an
embroidered border)
2 C (sensible; wearing practical clothes made from
stretchy material)
3 B (informal; wearing a plain top, ordinary trousers
and trainers)
4 D (elegant; wearing a wide-brimmed hat, a spotted
jacket, narrow-leg trousers and high heels)

28

BC13008_0100_U01_002-033.indd 28

13/01/15 15:23

Fashion & Status


23

24

Suggested answers:
Materials: denim, wool, cotton, silk, brocade, satin,
suede, leather, linen, polyester, lycra
Patterns: striped, checked, spotted, flowery, plain,
patterned

Grammar (page 65)


1 A 3 B 6 C 1 D 8 E 9 F 10
G 4 H 7 I 2 J 5
2 Open answers (make sure the students use the
correct conditional forms accurately)

Open answers

Writing (page 63)


Refer students to the Writing Bank on page 180 of the


Students Book, where there is guidance on writing a
story and a sample answer to the task set there.

25 Introduce the Writing task, a short story, by asking

Reading and Use of English


(pages 66-67)

Go through the Exam Strategies box for the open cloze


task and encourage students to ask any questions they
have.

Part 2

students which short stories they have read in both their


mother tongue and in English. You could also ask them
what makes a good short story.
Open answers

26

1 than
2 that/which
3 as
4 was
5 at
6 whose
7 by
8 like

Open answers

Speaking (pages 63-64)


27 Go through the Exam Strategies and answer any

questions that students have about the long turn. Look


at the linking words on page 189 of the Students Book.
All of these linkers will be very useful in Part 2 of the
Speaking test, in particular, linkers of contrast and
similarity. Monitor students as they work, and make
notes on their use of linkers and vocabulary.
Give feedback on the task and how students organised
their long turn. Give students any vocabulary which
would increase their range and comment on any
pronunciation points and grammatical accuracy and
range.
Open answers

Go through the notes on the zero, first and second


conditional with the class. If necessary to support
understanding, ask your class for more examples of
each form.

Part 3
1 descendant
2 primarily
3 valuable/invaluable
4 desirable
5 microscopic
6 unlikely
7 capacity/capability
8 warmth

Part 4
1
2
3
4
5
6

warned me//not to buy/warned me//off/against buying


couldnt/could not find//any jeans
didnt mean/dit not mean//to spill
if the law//doesnt
there were//too many people; too many people//were
were you,//Id /would find

29

BC13008_0100_U01_002-033.indd 29

13/01/15 15:23

UNIT

Sport
& Competition

Vocabulary areas

Sport; Phrasal verbs

Grammar

Modal verbs to express ability and permission

Reading and Use of English Sport fun or stress? Part 5: Multiple choice
Writing

A new sport W2: Email

Exam Strategies

Listening

Sport L3: Multiple matching

Speaking

Sports facilities S3: Collaborative task

Reading and Use of English


Part 1: Is competitive eating the worlds strangest sport?
Part 2: The Eton Wall Game
Part 3: The history of the Olympic Games

Warmer (page 68)

1
2
3
4
5
6

1 You might like to teach vocabulary related to sport, e.g.


Picture A:
racket
net
volley
forehand
backhand
serve
match point

Picture C:
speed skating
balance
aerodynamic
endurance

Picture B:
tackle
defend
score
foul

Picture D:
high jump
flexibility
strength
energy
power

go
playing
have been doing
is going/is going to go/will go
to play
went

3 Monitor the students for grammatical accuracy and


appropriate vocabulary use. Encourage pairs to
exchange their answers in groups of four.

Monitor the students and ask a few pairs to express


their opinions to the class.
Open answers

Vocabulary (page 69)


2 Explain that there are no grammatical rules for the use
of do, play and go. Students need to memorise which
verb goes with which sport.

Open answers

4 If youre short of time, you could ask the students to do

exercises 4 and 5 for homework or alternatively do them


as pairwork in class.

1E

A
B
C
D
E
F
G
H

2C

3A

4F

5G

6H

7B

8D

winner, win
loser, loss
, draw
supporter, support
trainer, training
participant, participation
competitor, competition
cheat, cheat

30

BC13008_0100_U01_002-033.indd 30

13/01/15 15:23

Sport & Competition

8.A

Listening (page 69)


I cant say that my job is stressful but there is a


drawback to it, and that is its sedentary. I began to
notice my waistline expanding so I decided to join
the local golf club. I know that its not the most
physical of sports but it works for me. I get out onto
the green most weekends and end up walking quite
a few miles. People keep asking me if I go there to
make more business contacts but I can honestly say
that wasnt my intention but I have made some good
new friends almost as an extra bonus!

See page 90 for the students recording script.

Open answers

7 You might like to pre-teach the following vocabulary


from the recording script.
to rocket
self-esteem
drawback
sedentary
telly
get-up and go

Recording script with answers underlined


Speaker 1
When I joined the company where I work now, I
realised that lots of my colleagues belonged to a
local gym and that the company paid for them to do
that. And at first I just thought, thats nice, we can all
have fun together and it might be a good way for me
to get to know new people. How wrong can you get?
After just a couple of weeks the pressure started
building up. I was expected to take on more and
more and I realised that if I didnt start playing
squash or something like that my blood pressure
would rocket!

Speaker 2
It was when I was a teenager. Looking back on it now,
I can see that it was just a phase I was going through.
Those teenage years are hard and I was beginning to
lose my self-esteem. Luckily for me we had a brilliant
sports teacher; she was always full of energy, so
made you feel good. She could also see and
understand what was happening to us. She suggested
I played tennis for the school because I was quite
good at it. I began to do well and even won a
championship and before I knew it, I had a very
positive outlook on life.

Speaker 4
I moved to a new town because of a fantastic job
opportunity. I knew I was going to have to work long
hours and that the job would be challenging. But I
was determined that wouldnt stop me from enjoying
my free time. I joined a dance class because someone
had told me that a really good crowd went there and
did lots of things together after the classes. That
sounded just the thing I was looking for and I havent
looked back since or had a night in in front of the
telly!

Remind students to read through the list carefully and


that there are three extra options that they dont need to
use.
After the students have done the listening, you could
give them a photocopy of the recording script (page 90)
and ask them to underline in the text where they find the
answers or you could discuss the reasons for the
answers with them.
1 G 2 F 3 B 4 E 5 C

Speaker 3

Speaker 5
I was finding I was sleeping more and more and just
couldnt be bothered to do much at all apart from
study, eat, and sleep. Then I went to stay with my
uncle and aunt for a holiday. Hes a keen runner and
he just wouldnt take no for an answer when he asked
me to go out running with him one morning. I
moaned and groaned but after a couple of days I
found I had loads of get-up and go and I was even
asking him to make the runs longer!

8 Put the students into small groups and ask them to

discuss the questions. If you have the time, you could


ask each group to give a mini-presentation of their
opinions to the class.
Open answers

Reading and Use of English


(pages 70-71)

9 Ask the students to do the task and you could then open
up the topic as shown in the headline of the article for
class discussion.
Open answers

10 Remind the students of the Exam Strategies on page 32


for Reading Part 5 before they start to read. You could
brainstorm the strategies with the students and then
write them up on the board.

31

BC13008_0100_U01_002-033.indd 31

13/01/15 15:23

UNIT

1 Read the title of the text to give you an idea of the


context.
2 Skim read the text for gist so that you know what its
about.
3 Read the first line of the question.
4 Locate the topic/idea in the text and read that part of
the text.
5 Choose the option which fits best.
6 Underline the text where you find the answer.
7 Check that the other options are wrong.
8 Repeat for each question.
1 D 2 D 3 C 4 A 5 C 6 B

Grammar (pages 72-73)


16 This exercise could be done individually.
When David was six he could already ride a horse he
had taken to horse-riding like a duck to water. By the time
he was 10, he could ride better and faster than many
adults and was fearless. His ambition was to become a
jockey and compete in the Grand National. Eight years
later he was able to achieve his dream and can now
outride virtually any jockey in the world.

17

1 No, e.g. He can.


2 We use the subject + modal verb + not
e.g. He may not.
3 We use the modal verb + subject
e.g. Can I ?

11 Encourage students to use vocabulary from the reading


text where possible.
Open answers

Vocabulary (page 72)

18

12 Ask the students to read the information about phrasal


verbs and check their understanding.

13 This could be done as pairwork.


Line 8 : ...your supporters are cheering you on...
Lines 9 - 10: ...you hate to let them down...
Lines 10 - 11: ...the referee has just sent you off...
Line 28: ...or gearing up for...
Line 31 : ...doesnt want to screw up.
Lines 46 - 47: ...nerves get to them...
Line 51: ...before heading for the field.
Line 52: ...melt away in the excitement...
Line 71: ...you may keep up your sport...
Line 73: ...it could be time to give up the sport...

14 If youre short of time, this could be done for homework


or do it as pairwork in class.
1
2
3
4
5
6
7
8
9

head for
keep up
get to you
give up
gear up for
let down
send off
screw up
melt away

15 If youre short of time, this could be done for homework.


Open answers

1 C 2 A 3 B
Go through the Frequent mistakes discussing why the
wrong versions are wrong.

19 This exercise could be set for homework if youre short


of time or done as pairwork in class.
1 can/may/will be able to
2 Can/Could
3 could
4 were able to
5 Can/Could/May
6 will be able to/can
7 may not/cant
8 may not/cant

20

1 can, could, may (might is very formal/old-fashioned)


2 cant/may not

21 Elicit why the language isnt appropriate. E.g. Sentence

one is too indirect, there is a lack of urgency and the


expressions are long-winded and formal. Sentence two
is impolite and overly direct. It is stating rather than
requesting.
Then ask the students to rewrite the sentences in pairs.
If you have the time, you could ask some of the pairs to
read out their sentences.
Suggested answers:
1 I need the fire brigade. Theres a fire in the gym. Can
you send a fire engine round? Its urgent. HELP!
2 Could I (possibly) hand in my homework tomorrow,
please? Ive got a really important rugby match
tonight.

32

BC13008_0100_U01_002-033.indd 32

13/01/15 15:23

Sport & Competition

Speaking (page 74)


22 Ask the students to read the task in 22. Then go through
exercise 23 with the class before they do the task as
outlined in 24.

23

Open answers

Grammar (page 75)


1
2
3

24 Monitor the groups and note down any good

expressions used or accurate grammatical structures


showing a wide range as well as any areas for
improvement. When the groups have finished the task,
give feedback on what went well, e.g. good use of
reasoning, exemplification, or linkers and also on
improvement areas. You could also write up, e.g. useful
vocabulary, expressing opinions, language of
comparison, etc.

1 may 2 may 3 could 4 can


1 B 2 B 3 A 4 C 5 D 6 A
Suggested answers:
1 Could I borrow your mobile, please?
2 May I open the window, please?
3 Can I have a look at your newspaper, please?
4 Can I make a copy of an article in your magazine,
please?

Reading and Use of English


(pages 76-77)

Open answers

Writing (page 74)


Look at the Writing Bank on page 181 of the Students


Book. Elicit what is expected from an email in terms of
organisation and cohesion, range, accuracy,
appropriacy of register and format and the target
reader.

1 A 2 B 3 D 4 A 5 B 6 C 7 D 8 A

26 You could ask the students to exchange their emails

with a partner and ask them to comment on each


others emails including the use of modal and phrasal
verbs and the second conditional. Discuss with the
students as a class what they would like to improve in
their second draft and then ask them to write it for
homework.

Part 2
1 more
2 in/at
3 into
4 other
5 until
6 against
7 which
8 are/get

25 Ask students to read the task, i.e. the email in exercise

26. Go through the Exam Strategies with the students


and then ask them to highlight the points they have to
address in the email. Confirm that they have to address
four points.

Part 1

Part 3
1 origin/s
2 Approximately
3 revival
4 belief
5 victorious
6 energetic
7 Unhappily
8 enthusiasm

Open answers

33

BC13008_0100_U01_002-033.indd 33

13/01/15 15:23

UNIT

Crime
& Punishment

Vocabulary areas

Crime 1 and Crime 2; Prefixes

Grammar

Be/Get used to + verb + -ing; Past Perfect Simple and Continuous


Past Perfect and Past Simple

Reading and Use of English Should teenagers be sent to jail?


Part 6: Gapped text

Exam Strategies

Writing

The punishment should fit the crime W2: Article

Exam Tip!

Listening

An interview with a criminologist L4: Multiple choice

Speaking

Pronunciation S4: Discussion

Reading and Use of English


Part 1: Pickpocket picks the wrong person
Part 2: A hair for a hair the punishment to fit the crime
Part 3: Key word transformation

Warmer (page 78)


1 The students could use dictionaries for this task but not
for part 2 of the warmer as that is an information
exchange.

Suggested answers:
1 Crimes: cybercrime, robbery, burglary, theft,
embezzlement, fraud, murder, kidnapping
Punishments: fine, community service, driving ban,
imprisonment/custodial sentence
2 Open answers

Vocabulary (pages 78-79)


2 Pairwork. You could set the students a time limit to

complete the crossword, e.g. ten minutes, and make it


into a competition. The first pair to complete it, wins.

1 pickpocket 2 murderer 3 hijacker 4 mugger


5 thief 6 kidnapper 7 arsonist 8 burglar

3 This exercise could be done in pairs.


1 pickpocket 2 murder 3 hijack 4 mug 5 steal
6 kidnap 7 set fire to something 8 burgle

4 Pairwork. If your students need help with some of these


words, you could give them the first letter or play
hangman to find the answer.

1
2
3
4
5

prosecute
jury
(lawyer for the) defence
police
prison

6
7
8
9
10

witness
commit
lawyer
fine
trial

5 This exercise could be done in pairs.


Suggested answers:
1 A mugger steals property from a person usually by
using or threatening violence. A pickpocket usually
steals money from a person but he/she does not
usually use violence.
2 A burglar breaks into someones house to steal
property. A thief steals property anytime anywhere.
3 A criminal court is used to try cases where a crime
has been committed. A civil court tries non-criminal
cases such as debt recovery.
4 A judge makes the final decision on sentencing in a
court but listens to the opinion of the jury who are
selected from the ordinary public.
5 A lawyer for the prosecution represents the State in
bringing a case against a person. A lawyer for the
defence represents the person accused.

34

BC13008_0200_U02_034-053.indd 34

13/01/15 15:27

Crime & Punishment

Grammar (page 79)


6 Ask the students to do this exercise individually. If
necessary, refer them to page 85.

Before I moved to New York, I was used to crossing the


road anywhere I wanted and I wasnt used to crossing at
designated crossings. At first in New York, I used to get
regularly told off by cops and I was told that I would get a
fine. However, after several months of living here, Ive got
used to not jaywalking and Im pleased to say I havent
been fined once. Im sure Ill get used to behaving like a
true New Yorker.

We use to be used to when we have experienced


something so often that it no longer seems strange.
We use to get used to when we become used to doing
something.

9.A

Listening (page 80)


See page 91 for the students recording script.

8 Monitor the students as they do this task and make

notes of good language use and areas which need


improving. Then give feedback, e.g. on expressing
opinions, balancing arguments, building on/disagreeing
with others contributions. You could then ask the pairs
to come together in groups of four to exchange ideas.
Open answers

9 You might like to pre-teach the following words which


come up in the recording script:
to weight
irrational
threshold
reluctant
root cause
scam
profusion
to tot up
disparity

Remind the students of the Exam Strategies which help


them tackle the multiple-choice section of the Listening
Test (See page 13 of the Students Book).
1 C 2 B 3 A 4 B 5 C 6 A 7 A

Recording script with answers underlined


Interviewer: With me in the studio today is Helen
Bywater, whos been looking at trends in crime rates.
Helen, I think that most people instinctively feel that
the crime rate is going up. Is that correct?
Helen: Well, over the last 25 years there has been a
general increase in crime in all European countries.

Although there have been plateaux where the crime


rate has levelled off in some countries for a few years
and occasional reductions, it is impossible to find any
European country where the crime rate is now lower
than it was ten or twenty years ago. On the plus side,
official government figures suggest that crime levels
went down slightly during the mid-1990s, after very
large increases in previous years.
Interviewer: I see. And how do we know how much
crime there is?
Helen: The most widespread method for measuring
crime levels is to use the records of crimes recorded
by the police. Of course, there are some variations in
recording methods between countries, but what
really makes the data not entirely reliable is that it
depends on someone reporting a crime. It has been
argued that, to some extent, the increase in crime
over the last twenty-five years is substantially
weighted by increases in reporting, rather than an
absolute increase in criminal events.
Interviewer: And have you noticed any change in
attitudes towards crime in, say, the last ten years?
Helen: Absolutely. Victims and witnesses nowadays
have easier access to the police, for example, because
of mobile phones. Also, insurance companies now
require victims to report losses they are claiming for.
These are just facts. But what is significant is that
there are lower thresholds of tolerance about
behaviour such as violence and drink-driving and the
public wont just stand by and watch this happen any
more.
Interviewer: So, going back to an earlier point, why
do you think crime is increasing?
Helen: Briefly, in my opinion, the real root cause of
the increase is the fact that people go to live in
different towns for jobs, etc. Now, leading to a decline
in traditional stable communities. Its also likely, but
I believe to a lesser extent, that the increase in drug
misuse and related offending has a part to play as
well as the profusion of portable consumer goods,
including cars and their contents.
Interviewer: And in England, what type of crime is
common?
Helen: There are significant variations between
countries according to the types of crime you risk
becoming a victim of. Ive just been looking at figures
for England and the Netherlands and the former,
closely followed by Italy, is the car crime capital of
Europe, whereas, unsurprisingly perhaps, the
Netherlands is top for bicycle theft. Whereas in
Poland, another country I looked at, pickpocketing is
the most popular pastime.
Interviewer: No wonder were all afraid of something
happening to us.
Helen: And therere some interesting studies on fear
of crime. The British are twice as worried about crime
as the Swiss, but they arent twice as likely to become

35

BC13008_0200_U02_034-053.indd 35

13/01/15 15:27

UNIT

victims. A Swiss study suggests that this disparity


may be partly to do with the medias coverage of
crimes. But all European countries are now looking at
tackling this important business of fear of crime, as
irrational levels of fear can seriously affect the level of
enjoyment that a person has in his life. For example,
more and more people are reluctant to go into city
centres at night. And this is the reason that I think we
have to do something about fear of crime.
Interviewer: But cybercrime is something that can
happen to any of us now, isnt it?
Helen: Its true to say that cybercrime is one of the
fastest-growing criminal activities on the planet. It
covers a huge range of illegal activities including
financial scams, for example if you totted up all the
money stolen from credit cards, itd run into the
millions. Then theres computer hacking, virus
attacks, stalking by email, and so on. And of course
by the very fact that its on the web, it means its an
international problem. And this is the real challenge
how exactly do you police this?

10 After you have given the groups a few minutes to

discuss the questions, you could open this up as a class


discussion.

Vocabulary (page 81)


14
1 F 2 L 3 C 4 H 5 M 6 G 7 K 8 B
9 A 10 E 11 D 12 J

15 This exercise could be done in pairs.


1 arrested
2 acquitted, court
3 juvenile, offence

Reading and Use of English


(page 82)

16 You could open up questions 1-3 into either a class


discussion or get students to work in small groups.
Open answers

17 You may wish to pre-teach the following vocabulary:


Paragraph 1: rock
oncoming
Paragraph 2:
re-enact

feats

swear profusely
Paragraph 3: to hit home

state residential treatment centre
windscreen
Paragraph 5: split
Paragraph 6: to jeopardize
Paragraph 8: to discard

rubbish

to drift into (crime)
Paragraph 9:
the driving force

Open answers

Speaking (page 81)


11 Ask the students to answer questions 1-5 individually.
When they have finished, they could discuss their
answers with a partner. Then go on to questions 6-8
which can either be done individually or in pairs.
1-5
6

7-8

Open answers
A investigate
B offence
C acquit
D unacceptable E vulnerable F coincidence
Open answers

12 Point out that in the exam the examiners are listening


out for the pronunciation of individual sounds, word
stress, sentence stress and intonation.

4 punishment
5 sentenced, jail/gaol/
prison

Go through the Exam Strategies with the students and


then ask them to do the task.
1 C 2 B 3 D 4 A 5 G 6 F You dont need to use E

18 Divide the students into groups of three and assign each

correct their pronunciation. If you find common


pronunciation problems, e.g. not sounding word
endings properly or inserting unnecessary vowel
sounds, you could write them on the board with
examples of mispronounced words and ask the class to
pronounce them correctly.

a role: Robert, Paul or Francis. In the preparation stage,


you could ask all the Roberts to get into one group to
prepare their roles. Do the same for the Francises and
the Pauls. Circulate and monitor and help the three
groups, as necessary. After approx. 10 minutes of
preparation time, ask the students to get back into their
original groups to do the role play. Monitor the groups
as they perform the role play. You could, for example,
note down two positive comments for each group and
two areas for improvement.

Open answers

Open answers

Open answers

13 Monitor the groups as they discuss these questions and

36

BC13008_0200_U02_034-053.indd 36

13/01/15 15:27

Crime & Punishment


just left, is used to explain that the two actions didnt
happen at the same time but that one action
happened before the other in the past.
2 A Was the policeman there when you got home?
B Yes, but he left soon afterwards.
The time reference soon afterwards is used so it
isnt necessary to use the Past Perfect.

Vocabulary (pages 82-83)


19

Undecided means not having made a decision yet.

20 Exercises 20 & 21 could be done for homework if youre


short of time or as pairwork in class.

1 unacceptable: un = not
2 bilingual: bi = two
3 amoral: a = without
4 anteroom: ante = before
5 superintendent: super = over/more than usual
6 disadvantage: dis = negation
7 enraged: en = make more intense
8 ex-wife: ex = former
9 inappropriate: in = not
10 overconfident: over = too

21

26

Suggested answers:
A The lawyer was tired because she had been working
hard = she was tired because she had been working
hard over a period of time. She may or may not be
working at that moment.
B The lawyer was tired because she was working hard =
she was tired because she was working hard during
that period of time.

Grammar (page 85)


1 dishonesty
2 impossible
3 outstanding
4 extraordinary

5 irregular
6 postgraduate
7 illegal
8 anticlimax

Writing (page 84)

1
2

1 read 2 getting 3 drink 4 driving


1 had been waiting 2 had already taken
3 had been invented 4 had been raining 5 had spent

1 had dispersed 2 managed 3 went

22 Ask the students to do this task individually and then

1 was running 2 had been waiting


3 were sitting; had been drinking

23 Go through the Exam Tip with the class. If youre short

1 was, had been looking 2 was, found out, had


happened 3 said, had been burgled 4 had already
worked, realised, had made 5 asked, had had
6 knocked, had been looking

discuss with the class how they can improve their writing.

of time, you could ask the students to do the writing task


for homework.
Open answers

Reading and Use of English

Grammar (page 84)


24 If necessary, refer the students to page 85.
Pairwork

(pages 86-87)

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

Suggested answers:
1 To demonstrate that the two actions did not happen
at the same time.
2 A No. B The robbers escaped.
3 The Past Simple
4 Open answers
5 The Past Perfect Continuous is used to emphasise
duration to talk about how long something had
been happening.

25

1 A Was the policeman there when you got home?


B No, he had just left.
The Past Simple, was, is used to talk about the past in
general; a past state. The Past Perfect Simple, had

BC13008_0200_U02_034-053.indd 37

Part 2
1 her
2 what

3 When
4 with

5 given
6 so

7 had
8 should

Part 4
1
2
3
4
5
6

had landed/had been//on time


away//even though
had//better get/have
succeeded in//finishing
was//the first time
not seen Robert//since
37

13/01/15 15:27

UNIT

Food
& Food Issues

Vocabulary areas

Food; Collocations: verb + dependent preposition

Grammar

Modal verbs of certainty/probability

Reading and Use of English Ban on ugly fruit and vegetables is scrapped
Part 7: Multiple matching
Writing

Modern food production methods W1: Essay

Listening

Dialogues L1: Multiple choice

Exam Tip!

Speaking

Talking about food and eating S1: Interview

Exam Strategies

Reading and Use of English


Part 1: Does your food sound good?
Part 2: Keeping teenagers healthy
Part 3: Eat more algae

Warmer (page 88)


1 You could ask students what type of food they like/think

is healthy as a lead-in.
Tell the students to look at the pictures because they
may find clues to the meaning of some of the
vocabulary in them. The aim here is to try to get
students to work out the meaning of vocabulary and not
to ask the teacher or use a dictionary when its not
necessary.
Students should do exercise 1 on their own.

Vocabulary (page 89)


4 This is a good opportunity to revise the vocabulary of

fruit and vegetables. Make sure students pay attention


to spelling. If you think its appropriate for your students,
ask them to repeat the words after you so that they
learn to pronounce the words correctly.

Suggested answers:
fruit
vegetables
apples
carrots
pears
peas
oranges
beans
grapes
cauliflower
lemons
(sweet) potatoes
plums
cabbage
grapefruits
tomatoes
pineapples
celery
bananas
cucumber
kiwis
peppers
strawberries
raspberries
blackberries

Open answers

2 Encourage students to find out the meanings of the

words from each other first before they ask you or use a
dictionary.

Open answers

3 Accept different answers as long as students can justify


them. For example, photograph C may represent
chickens that are raised like this to make into chicken
nuggets and others may see them as providing fresh
eggs.

5
6

1B

2F

3D

4A

5E

meat
beef
lamb
pork
bacon
venison
veal
chicken
turkey

fish
salmon
trout
cod
shrimps
prawns
lobster
sole
plaice

6C

Open answers

38

BC13008_0200_U02_034-053.indd 38

13/01/15 15:27

Food & Food Issues

Speaking (page 89)


7

Open answers

Vocabulary (pages 91-92)


12

8 Pre-teach the word brunch.

As a follow-up, ask students how to make scrambled


eggs or an egg-based dish.
1
3
4
7

her cooking ability


the meal she likes cooking
an example of what she cooks
peoples reactions to the meal

2.B

Recording script with answers underlined

13
14

Open answers

Grammar (pages 92-93)

Open answers

Go through the Exam Strategies box with the students


and encourage them to ask any questions they have
about Speaking Part 1.

16

Reading and Use of English


(pages 90-91)

10 This could be set up as a debate/mini-presentation.

Refer the students to page 95 to remind them of the


rules if necessary.

1 She cant write the cookbook by herself.


2 They must have been right as theyre the food
experts.
3 Our guests should be here by now.
4 They might have won the cookery competition.
5 She may not make the peach tart by herself.
6 This pizza could have been the winning recipe.

17

The present/future form is modal verb + base infinitive.


The past form is modal verb + have + past participle.

11 Pre-teach the following words/phrases:


Text A: over-regulation
curved
knobbly

red tape

to label
Text B: misshapen

in the long run

to stem from
Text C: to comply with
wonky
Text D: garlic head

garlic cloves
downright

1 about 2 in 3 for 4 from 5 to, about 6 to


7 with 8 to 9 to 10 to
are keeping vocabulary notes in a useful and
meaningful way.

Well, Im not a fantastic cook but I do like making


brunch at weekends, and I like doing something
special for that. For example, last weekend I cooked
scrambled eggs with some small pieces of salmon
mixed into it. Everyone said it was delicious.

Open answers

1 C 2 B 3 D 4 B 5 A

15 The aim of this exercise is to make sure that students

See page 91 for the students recording script.


1 They agreed on the fact that GM food could help to


feed the growing population.
2 If we compare GM plants with non-modified plants,
the GM plants are far more drought resistant.
3 More and more people are insisting on eating only
organic food.

18
19

1 A 2 B 3 A 4 C 5 B
Open answers.
Go through the Frequent Mistakes box asking students to
explain why the incorrect sentences are incorrect.

Writing (page 93)


Elicit from the students: who reads an essay, what


format it should be in and the type of language usually
used.

1 D 2 B 3 C 4 D 5 A 6 B 7 B 8 A 9 C 10 A
39

BC13008_0200_U02_034-053.indd 39

13/01/15 15:27

UNIT
20

9
extra hints. I just couldnt resist trying them out.
And the rest, as they say, is history.

Open answers

21 Its a good idea for students to get into the habit of


making similar plans for all writing tasks.
Open answers

3 You hear two students talking about their course in


food technology.

3.B

Listening (page 94)


22

See page 91 for the students recording script.

Open answers

Exam Tip!
Go through this and ask the students to highlight the
key words in the questions and options before they
listen.

4 You hear two friends talking about Japanese food.


23 Pre-teach the following words/phrases:


to have a sweet tooth; posh
1 A 2 B 3 A 4 B 5 B 6 A 7 C 8 C

Recording script with answers underlined


1 You hear a woman talking about a restaurant.

We went to a new restaurant called Foodies last


night. We were greeted by a very charming waiter.
Then a different person took our order and there
were lots of nibbles and things for us to munch on
while we waited. I was really enjoying myself. Then
my main course came; the meat was really chewy
and quite honestly I dont think it was one of the
better cuts of meat to start with. The pudding
wasnt exactly stunning either. You wouldnt mind so
much but it was really pricey. Wed been warned
about that and it was supposed to be my birthday
treat so we were pushing the boat out.

2 You hear a man talking about cooking.


I was brought up in a house of good cooks. You


should have tasted my grandmothers apple pie! I
thought everyone was a good cook so I couldnt
believe it when I met my girlfriend and she told me
that boiling an egg was the height of her culinary
skills! But I guess what got me into it was an old
battered-looking hardback I found in a junk shop. It
has really unusual recipes and its even got
someones handwritten notes in the margins with

Male: There was a lot of information to absorb in


that lecture on all the food additives, wasnt there?
Female: Youre not joking. I dont know how the
lecturer managed to pack so much into one hour! Ill
have to read up on it later though, because it was
all new to me. Still, by the time weve finished this
course, well be able to walk into any branch of
catering; were covering so many subject areas.
Male: Yeah, I hadnt realised wed have so many
options open to us with a degree in food technology.

Woman: Ive really got into Japanese cuisine


recently. And Ive made quite a few different dishes
already.
Man: Arent the recipes long and complicated?
Woman: Well, I guess like most cuisines, there must
be some that are but Im going for simpler ones
that I can prepare when I get home from work. The
presentation is important and thats what appeals.
All your senses should be involved in the enjoyment
of eating so your eyes are important too.
Man: And people say that things like rice and fresh
fish are good for you

5 You hear two friends talking about genetically


modified food.

Girl: Ive just been reading about genetically


modified foods such as rice and the fact that they
have more vitamins. But actually if you eat a
balanced diet, you dont need supplements...
Boy: Anyway, theres no evidence of nasty side
effects to consuming GM foods. But I do know
theres a strong anti-GM movement in the UK,
mainly coming from organic farmers who are
worried, quite rightly so, about how it will affect
agricultural land. Other people think its just
another way for big companies to make mega
bucks!

6 You hear a man talking about fast food.


As a student, I used to eat burgers and stuff like


that because it was cheap food or so I thought.
Actually its just as cheap to make a healthy bowl of
pasta and thats twice as satisfying. When I was
away for a couple of weeks last summer with some
mates from university, I slipped back into the habit
a bit. But I kept thinking this only tastes of salt and
sugar and wondered why I was eating it. I must
admit, if Im really pushed for time, like when I finish

40

BC13008_0200_U02_034-053.indd 40

13/01/15 15:27

Food & Food Issues


work at nearly 7 and want to get to see a film at
7.30, I do just grab something then. But its not
that often.

7 You hear a woman talking about her local


supermarket.

Grammar (page 95)


1
2

I know a lot of people complain about supermarkets


and they worry about whats happening to smaller
shops but I must say our local supermarket has
always been great. Often when you go in theres a
wonderful smell of baking; its really mouthwatering. But what theyve just started doing is
advertising food that comes from this region. I think
people are more aware of food miles these days and
they are less keen on beans that have been flown in
from the other side of the world so thats really
good.

they eat at home.

24

Girl: Mums cooked an Indian dish for dinner


tonight. Its got prawns in it.
Boy: Great. I love seafood. I wonder what spices
shes used. Anyway she always gets it just right.
Girl: Yeah, not too hot, not too mild. Its the same
with everything she cooks though its just so
yummy. Im going to make some bread at the
weekend with wholemeal flour and walnuts.
Boy: Wow! Sounds great! You could set yourself up
as a high-class chef when youve finished college.
Girl: You have to be amazingly good to get
anywhere in the catering business and its
seriously hard work.

Open answers

25 Ask the student who is listening to time the one minute.

1
2
3
4
5
6
7

This dessert may/might be too sweet for you.


The local farmer wont use that new pesticide.
These must be free-range eggs.
Mike will have put the ice cream in the freezer.
You cant find a good restaurant near here.
Susan must have eaten lunch at the cafeteria.
I mustnt have/might not have baked the cake for long
enough.
8 He must be fed up with all these cookery programmes
on TV.

Reading and Use of English

8 You hear a brother and sister talking about the food


1 C 2 F 3 A 4 D 5 B 6 E

(pages 96-97)

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

Part 2
1 since
2 to
3 Even
4 be

5 for
6 which
7 There
8 not

Part 3
1 shortage/s
2 grown
3 increasingly
4 sustainable

5 including
6 commercial
7 unquestionably
8 scientists

Its useful for students to get used to speaking for one


minute as they have to do this in Speaking Part 2.
Open answers

41

BC13008_0200_U02_034-053.indd 41

13/01/15 15:27

UNIT

10

Nature &
Endangered Species

Vocabulary areas

Animals; Linkers of sequencing and addition; Collective nouns

Grammar

Gerund and Infinitive

Reading and Use of English The hunters that become the hunted
Part 5: Multiple choice

Exam Tip!

Writing

Nature programmes W2: Review

Exam Strategies

Listening

Wildlife conservation L2: Sentence completion

Speaking

Comparing photographs S2: Long turn

Reading and Use of English


Part 2: The kakapo parrot
Part 3: Shooting wildlife with a camera
Part 4: Key word transformation

Warmer (page 98)

If you want to add to similar vocabulary:


duck
frog
mouse
bee
owl
snake
pig

1 Make sure that you are prepared to answer questions


about the names of different animals.

1 A panda
B blue whale
C polar bear
2 Open answers

D rhinoceros
E tiger
F chimpanzee (ape)

4.B

See page 92 for the students recording script.

2 Additional words which could be used are given in


brackets below.

Movement
climb, jump, pounce
jump, run (scamper)
gallop (trot, canter, walk)
run, pounce
hop
glide

quack
croak
squeak
buzz, drone, hum
hoot
hiss
runt, snort, squeal

Listening (page 99)

Vocabulary (page 99)

Animal
0 cat
1 dog
2 horse
3 lion
4 rabbit
6 swan

waddle
hop
scurry
fly, swarm
swoop, fly
slither
root, wallow

3
Sound
miaow, hiss (purr)
bark (growl, yelp, yap)
neigh
roar
thump
hiss (call)

1 Suggested answers:
loss of habitat, loss of food, climate change, pollution
2 Open answers
1
2
3
4
5

umbrella
ships
climate change
education
TRAFFIC

6
7
8
9
10

fingernails
32
forehead
magic/magical
visible

42

BC13008_0200_U02_034-053.indd 42

13/01/15 15:27

Nature & Endangered Species

Recording script with answers underlined


Today Im going to tell you a little bit about our
organisation which safeguards hundreds of species
around the world. We focus special attention on
giant pandas, tigers, polar bears, endangered whales
and dolphins, rhinos, elephants, marine turtles, and
great apes. These species not only need special
measures and extra protection in order to survive,
they also serve as umbrella species. Helping them
helps numerous other species that inhabit the same
environment.
Among marine wildlife, seven out of the 13 great
whale species are still endangered or vulnerable,
even after decades of protection. Whales, dolphins
and porpoises are succumbing to new and everincreasing dangers. For North Atlantic whales,
collision with ships has taken over as the greatest
risk rather than entanglement in fishing gear, while
the critically endangered Western North Pacific gray
whale is at serious risk because of intensive oil and
gas development in its feeding grounds.
While other organisations are focusing their research
on hazards such as toxic contamination or habitat
degradation, were currently looking at the effects of
climate change and what this means for marine
wildlife, in particular, mammals.
We are also combating risks to whales by lobbying to
bring whale hunting under the strict control of the
International Whaling Commission. However, we see
the best results from education, and I mean to
people of all ages and occupations, I dont just mean
children. We also hope to see improved national and
international action and agreements in the near
future.
We work in several areas of species protection
around the world that live within our priority ecoregions. Large predators like snow leopards and
grizzly bears, migratory species like songbirds, and a
host of other species facing threats also benefit from
our conservation efforts. Different groups work on
different projects. One group known as TRAFFIC
works to ensure that trade in wildlife products
doesnt harm a species, while also fighting against
illegal and unsustainable trade.
I work with the two main categories of whales: the
baleen whales, and toothed whales. The baleen
whales are named for their feeding apparatus,
baleen, which descend from the roof of the mouth.
Baleen is made of hard but flexible material, similar
to that of human fingernails, rooted in the animals
upper jaw. The baleen act like a sieve, allowing a
whale to strain food out of the water food which
includes small fish and plankton.
There are 13 species of baleen whales. They range in
size from the compact minke whale, whose average
length is around 8 metres, to the gargantuan blue

whale, which can reach lengths of over 33 metres


and weigh up to as much as 32 elephants. Thats
120 tons.
Of the toothed whales Narwhal whales are my
favourite. They are known more for their almost
unicorn-like tusk or tooth that springs from their
forehead in the male of the species. The tooth
actually grows from the left side of the upper jaw and
is twisted into a left-handed helix. The tooth can be
up to three metres long.
The tusk of the Narwhal was sold by Vikings and
other northern traders as the horns of the legendary
unicorn which were considered to have magic
properties. Reportedly, during the sixteenth century,
Queen Elizabeth bought a Narwhal tusk for the cost
of ten thousand pounds the cost of a castle. The
tusk was used as her sceptre.
Until recently, humankind seemed to view the ocean
as a source of infinite resources. The truth is that the
populations of many species are decreasing at an
unsustainable rate. The threats to marine species
are difficult to perceive because marine animals are
not as visible as animals on land. Animals that have
taken millions of years to evolve, that are invaluable
to all ecosystems, have vanished and continue to
vanish from places where they once flourished.

Open answers

Reading and Use of English


(pages 100-101)

Open answers

Exam Tip!
Its helpful for students to know that the questions follow
the order of the text. However, point out that sometimes
the last question could be a global question; a question
about the text as a whole.

7 Pre-teach these words, which do not come into


exercise 8.

Paragraph 1: hunter

hunted

to breed

to clone
Paragraph 2: stalk, prey
Paragraph 3: shrunk (shrink, shrank, shrunk)
Paragraph 4: to draw up

to found
Paragraph 5: boxed in

43

BC13008_0200_U02_034-053.indd 43

13/01/15 15:27

UNIT

10

1 D 2 D 3 C 4 B 5 A 6 B

13

1 on the brink of global extinction


2 turned down
3 decline / shrunk
4 suffer from
5 goal
6 survival

Vocabulary (page 102)

Grammar (pages 102-103)


14

9 When students have brainstormed possible linkers, ask


them to look at linkers of addition on page 189 of the
Students Book.
Suggested answers:
furthermore
also
too
in addition
besides
what is more
and
not to mention the fact that

10

1 Furthermore/further
2 In addition
3 Moreover
4 What is more
5 not only ... but also

11 When students have brainstormed possible linkers, ask


them to look at the linkers of sequencing on page 189
of the Students Book.
Suggested answers:
lastly
then
next
after that
afterwards
in conclusion
to summarise

12 You could set this for homework.


Open answers

1 First
2 Second/Further, Furthermore/In addition/Moreover/
What is more
3 Third/ Further, Furthermore/In addition/Moreover/
What is more
4 Finally/Lastly/in conclusion

15
16
17

18

Elephants have been so heavily poached that they are


extremely afraid of coming up close to humans. Each
time this herd of elephants saw us they ran away. We
desperately wanted some of the elephants to accept us
and we needed to know that our conservation
programme was working. Then, one afternoon, we heard
loud rustling noises and we watched in wonder as an
elephant stood right on the edge of camp. We had built
our camp here because the Marula trees offer shade in
the hot season, but this elephants family had probably
been coming to eat the fruits for many generations. Now
our camp stood in his way.
The elephant took one step toward the fruits. Then he
stopped and was obviously not prepared to risk coming
any further. We hoped hed keep on coming. For 20
minutes he stood there and then finally he dared to walk
quickly into the camp to within ten yards of the office
cottage, where he began feeding on the fruits.
That was just the beginning. The elephant started coming
every day. Seventy per cent of the elephants in this area
had been shot by poachers before we came. The ones
that remain are cunning, alert and worried about being
close to man. But this elephant had learned to trust us. He
represents hope for all elephants so we named him
Survivor.
Open answers
Open answers
1 the infinitive
2 the infinitive without to
3 Open answers
1 AI remembered to feed the parrot this morning = I
remembered and then I fed it.
B
I remember feeding the parrot its favourite food = I
fed it and then later I remembered the action.
2 AHe forgot to post the card = he didnt remember
and he didnt post the card.
BHell never forget posting the card = he posted the
card and will always remember it.

44

BC13008_0200_U02_034-053.indd 44

13/01/15 15:27

Nature & Endangered Species


3 AShe stopped the car to help the injured animal =
she interrupted an activity to help the animal and
then continued the previous activity (in this case,
driving).
BShe stopped going to wildlife parks = a past
activity.
4 AIf you seriously care about conservation, it means
taking the time to do something about it = it
involves taking the time.
BShe meant to take some photos of the elephants
but she ran out of time = it was her intention to
take some photos.
5 AThe speaker from the WWF went on talking about
the destruction of the forests until the end of his
speech = he continued to talk about the same
topic (the destruction of the forests).
B
The speaker from WWF then went on to talk about
the destruction of the forests until the end of his
speech = he stopped talking about one topic and
then started another topic (the destruction of the
forests).
6 AShe tried to take photographs of the giraffe = she
attempted to take photographs.
BShe tried photographing the giraffe = she
experimented with taking photographs.

23 Students read the task and discuss the Exam Strategies.


Open answers
Go through the Exam Strategies with the students and
encourage them to ask questions about writing reviews
for the exam.

Grammar (page 105)


1 pollluting
2 go
3 to work
4 worrying
5 read
6 not to feed

Reading and Use of English


(pages 106-107)

Go through the Frequent Mistakes box with the students.

20
21

Part 3
1 universally
2 endless
3 endangered/dangerous
4 rewarding
5 activity
6 competitive
7 professionals
8 preference

Open answers
Open answers


1 C 2 B 3 F 4 A 5 D 6 E

Writing (page 104)


5 were
6 had
7 Despite
8 so

Open answers

Vocabulary (page 104)


22

Part 2
1 but
2 no
3 for
4 not

Speaking (page 104)


19

7 watching
8 seeing
9 doing
10 asking
11 losing
12 wear

Look at the Writing Bank on page 179 of the Students


Book and elicit what type of language a review should
contain.

Part 4
1
2
3
4
5
6

anyone turned up//for/to//anyone turned out//for


not advisable//to keep
could be//difficult for/hard for
paid//the highest/the ones with the highest
hadnt/had not/been//paying attention
accused Mr Botes of//selling

45

BC13008_0200_U02_034-053.indd 45

13/01/15 15:27

UNIT

11

Work & Job


Satisfaction

Vocabulary areas

So and such; Too and enough; Work

Grammar

Relative pronouns and relative clauses

Reading and Use of English Getting the most from your job
Part 6: Gapped text
Writing

Interview preparation W2: Report

Listening

Job interviews L3: Multiple matching

Exam Strategies

Speaking

Facilities for employees S3: Collaborative task

Exam Tip!

Reading and Use of English


Part 1: Are internships worth it?
Part 3: Helpful advice on how to make those difficult life choices
Part 4: Key word transformation

Warmer (page 108)


students what sort of job they would like to do in the
future, what sort of jobs are regarded as good jobs in
their society and why.

1 A teacher B trader/dealer in the stock exchange


C pilot
2 Open answers
3 Suggested answers:
A calm, patient, open-minded, friendly, passionate
about education B someone with a lot of stamina,
good at maths, quick-witted, a risk-taker, ability to
work under pressure C calm, precise, level-headed,
eye for detail, not a risk-taker, good with people,
inspires confidence

2 You could put the students into teams to see which

team can find all the answers first. Make sure they use
the clues to help them.
*Note that increasingly we use a non-gender specific
word for jobs. We no longer say air stewardess, fireman
or chairman. But you do sometimes still hear people say
waitress.

5.B

1 As an additional lead-in to the topic, you could ask

Listening (page 109)


See page 93 for the students recording script.

3 After the pairs have done the activity, you could put
them into small groups to exchange information.

Open answers

4 Go through the Exam Strategies with the students. As a

post-listening task, if possible, ask the students to read


the recording script and find five words or expressions
that are new and that theyd like to remember. Some
possibilities are:
frown
gaze
a two-way process
blas
Ive done my homework on
coins
regain self-composure
begs the question
unbiased

1G

2B

3H

4A

5 D You dont need to use C, E, F.

1 builder 2 carpenter 3 chambermaid


4 chef 5 dentist 6 flight attendant*
7 nurse* 8 fire officer* 9 engineer
46

BC13008_0200_U02_034-053.indd 46

13/01/15 15:27

Work & Job Satisfaction

Recording script with answers underlined


Speaker 1
Before I went for the interview everyone I talked to
seemed to have really good advice and I was getting
stressed with all the new information. What Id
recommend though, because it actually helped me,
is make a short list of what you think the requirements
are in the position. For example, the ad might have
said something like, good communication essential.
So if you keep this in your head at interview, you can
bring in examples to demonstrate that you have the
ability to do this. Itll make them realise that youre
the right person for the job.
Speaker 2
A friend gave me a great tip. Before you leave the
house, do a quick search on Google to get latest
share prices, and any mention of the company in
Google news. Having fresh up-to-date information on
the company gives you extra points. But my tip is,
think about your whole appearance. Id put on a nice
suit, plain shirt, and tie. But I hadnt thought beyond
that. I just put all my papers in a plastic bag. When I
arrived, I saw the interviewers smile change to a
frown as his gaze went from my suit to what I was
holding in my hand!
Speaker 3
This is key to the process. And theres nothing wrong
with physically getting out your piece of paper when
you are at the interview. It shows you have prepared
and made an effort. Be careful not to ask about
things in a wooden way though and this can happen
if youre reading from your notes. Make sure you find
out exactly what the job involves, who youll be
working with, etc. All this shows that youre keen and
interested. And remember an interview is a two-way
process; they need you as much as you need them.
Speaker 4
Ive had quite a few interviews for, lets see, about 4
jobs. So I was getting a bit blas by the time I had my
last interview. I thought, well, Ive done my homework
on the company, I know what theyll ask me and what
Ill ask them. What I hadnt accounted for though was
I had to park my car on a meter and can you believe
it, I didnt have any change. It took quite a while to
find a caf where I could get the right coins. I ended
up flying through the door about five minutes late in
a right state. All I can say is dont do that. Its really
hard to regain your self-composure.

question why. If youre using an employment agency,


they might know. It could also be that as they
develop, they require people with different skills. Of
course the ideal situation is if you know someone
who already works there. But remember an employee
doesnt always have an unbiased view of things.

5
6

Open answers
Open answers

Vocabulary (pages 109-110)


7

10

11

A
B
C
D

We use such + uncountable noun.


We use such + a/an + singular countable noun.
We use so + adjective without a noun.
We use such (+ adjective) + uncountable noun.

1 He waited such a long time for the bus that he was


late for work.
2 She had such determination to become a ballerina
that she hardly went out.
3 I liked the interviewer she was such a friendly
person.
A
B
C
D

We use enough + noun.


We use adjective/adverb + enough.
We use too + adjective.
We use too + many + countable noun. N.B. the same
rule applies to few, i.e. too + few + countable noun.
E We use too + much + uncountable noun. N.B. the
same rule applies to little, i.e. too + little +
uncountable noun.
1 The train is too expensive for commuters to use it to
go to work.
2 She is too young to get a job.
3 He works too slowly to be able to achieve what he
needs to.
4 The office is too far for her to walk to work.
1 B 2 A 3 C

Speaker 5
This isnt always easy but if you know before the
interview, itll help you to refine your preparation
around their needs. One of the most common causes
is that someone is leaving. And that then begs the

47

BC13008_0200_U02_034-053.indd 47

13/01/15 15:27

UNIT

11

Reading and Use of English

Who is a subject pronoun when it is the subject of the


verb that follows.
E.g. the teenager who got a job.
Who is an object pronoun when it is the object of the verb
that follows.
E.g. the girl who I met at work.
You can omit who when it is an object pronoun, e.g. the
girl I met.
1 object 2 subject 3 object 4 subject

(pages 110-111)

12 Monitor the pairs for fluency and clear pronunciation.


Open answers

13 Elicit the Exam Strategies on how best to answer this


part of the Reading paper (Students Book page 82).
1 E 2 B 3 D 4 F 5 A 6 C
You do not need to use G.

14 Before you do this task, you could give different pairs of

17

18 Give an example, e.g. Ill never forget the time (when) I


fell asleep at work.

students one paragraph each and ask them to find new


or interesting vocabulary. They should find out what the
word/expression means (they can use dictionaries or ask
you) and then they have to present their one favourite
piece of new vocabulary to the rest of the class.
Once the students have underlined the appropriate
sentences, discuss how the sentences summarise the
main points of the paragraphs and how they prepare the
reader for what is to come or what they have just read
and add coherence and cohesion to the article and
make it easy to follow.

1 when, why, where, what


2 Why you can omit why because it functions as the
object of the clause.
E.g. The reason why Im phoning you is to ask you to
come in for interview.
Where you cant omit where because it is a relative
adverb and not a relative pronoun.
E.g. The desk where he sits is next to the window.
where = at which
What
Did you hear what I said? what = the thing that.
N.B. Dont confuse what and that.
When
Can you suggest when we can meet?
In this example you cant omit when. when = a time
at which

Paragraph 1 For many of us, the idea of having a job


that is truly satisfying the kind where work doesnt feel
like work anymore is the stuff of fantasies.
Paragraph 2 Whether you work on a fruit farm, in a
factory, in the smallest office in a skyscraper, or in a
sports centre, the secret is to understand what makes you
happy at work.

19 You may like to set some of exercises 19-23 as


homework if youre short of time.

Paragraph 3 People say that there are three basic


approaches to work and you need to ask yourself whether
it is a job, a career, or a passion.

Suggested answers:
1 An architect is someone who designs buildings.
2 A vegetarian is someone who doesnt eat meat.
3 A concert pianist is someone who plays the piano
professionally.
4 A physiotherapist is someone who treats people who
have muscle stiffness, pain or injury by rubbing and
moving the sore parts.
5 A psychiatric nurse is someone who looks after
people with mental illnesses.

Paragraph 4 Once you have identified the triggers that


work for you, you can improve your situation by making a
few minor adjustments.
Paragraph 5 Another change you can bring about is to
maintain a balanced lifestyle.
Paragraph 6 Finally, we all need to feel recognised and
rewarded for what we do.

15

Open answers

Grammar (pages 112-113)


16 Refer the students to Page 115 if necessary to remind
them of the rules regarding relative pronouns and
relative clauses.

1 whose 2 that/which/X 3 which 4 who 5 whose

20

1 You made an offer which/ I cant accept.


2 She recently went back to the town where she was
born.
3 I didnt get the job that/ I applied for.
4 We ordered a book on careers which was rather
pricey.
5 The woman who is sitting at the desk over there is
Mr Smiths secretary.

48

BC13008_0200_U02_034-053.indd 48

13/01/15 15:27

Work & Job Satisfaction


21

22

23

N.B. Some of these sentences could be defining or


non-defining relative clauses. For the purpose of this
exercise, ask the students to write non-defining relative
clauses.
1 She gave me the address of the company, which I
wrote down on a piece of paper.
2 Paola is going to work in Canada, where her sister
has been living for 5 years.
3 A friend of mine, whose father is the CEO of the
company, helped me get a job.
4 That man over there, whose name I dont remember,
is a famous artist.
5 The chef, who is usually on time, was late this
morning.
Go through the Frequent Mistakes with the class and
ask the students to analyse the mistakes.
N.B. Grammatically, none should be followed by a
singular verb but increasingly, in spoken English the
plural form is used.
1 I sent out two letters, neither of which arrived.
2 Six people applied for the job, none of whom were/
was sufficiently qualified.
3 Gina made a lot of suggestions, many of which were
very useful.
4 There were a lot of people at the conference, a few of
whom I knew.
5 He ordered two books, both of which came within a
week.

Open answers

25

Suggested answers:
1 I agree in principle but
2 Youre right, however
3 If there were, it would be (a better place to work).
4 Itd be good to because

Writing (page 114)

Refer the students to the Writing Bank on page 182 and


elicit who usually reads a report, its format/organisation
and the type of language generally used. There is also a
sample of a report on page 182 of the Students Book.

26
27
28

Open answers

1 that/which/0 2 where 3 who 4 whose 5 which


6 where 7 where 8 which/0 9 when 10 which
11 which 12 where 13 that/which 14 whose
15 who 16 who 17 which 18 what 19 when

(pages 116-117)

Speaking (page 114)

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

Go through the Exam Tip with the students.

Part 3
1 satisfaction 2 occupation 3 instructors
4 Interestingly 5 connection 6 miserable
7 evidence 8 unusually/usually

24 Monitor the students as they do the tasks and then give

them feedback when they have completed them.


Discuss as a whole class vocabulary that could be used
in this task that will make the examiner give them a
good mark for vocab, e.g. drinks-vending machine, and
discuss which different structures can be used, e.g.
conditional form, if a company provided a really
comfortable chill-out zone for staff, they would return to
work completely refreshed after a break. Point out the
importance of using adjectives and adverbs to make
language more natural and interesting.

Open answers

Reading and Use of English


Open answers

Grammar (page 115)

William Shakespeare, who was born in April 1564, was


the son of a farmer. He married Anne Hathaway in 1582,
with whom he had three children. In 1592 he went to
London, where he joined an acting company. In 1595 he
became a shareholder of the acting company, where he
wrote his famous sonnets and plays. In 1597 he bought a
house in Stratford, where he retired in 1610.

Exam Tip!

Remind students to incorporate the vocabulary and


grammar you have just discussed in Exercise 24.

Part 4
1 you hadnt/had not helped 2 was set up//by James
3 I wish//I had spoken/Id spoken 4 Maria// in charge of
5 is being opened//by 6 have//enough strength

49

BC13008_0200_U02_034-053.indd 49

13/01/15 15:27

UNIT

12

Youth Culture
& Changing Values

Vocabulary areas

As long as, providing and provided that; Commonly-used slang; Phrasal verbs

Grammar

Third conditional; Wish and if only and wish and would; If and in case;
Future in the past: was/were going to

Reading and Use of English Teenagers in their own words on the impact of TV
Part 7: Multiple matching
Writing

The views of young people W2: Story

Listening

An interview with a sociologist L4: Multiple choice

Exam Tip!

Speaking

Youth culture S4: Discussion

Exam Strategies

Reading and Use of English


Part 1: The Technology Culture
Part 2: How teenagers see themselves
Part 4: Key word transformation

Warmer (page 118)


1

1 Suggested answer: Definition C gives the most


information and is therefore most useful.
2 Suggested answers:
A: Japanese Punks: style and fashion important,
enjoy making a statement, interested in their own
genre of music, like participating in street theatre,
e.g. making music, dancing
B: young eco-warriors with political/ecological ideals:
possibly activists, likely to protest against new
motorways/airports, etc. being built, could camp out
to prevent road-building, etc.
C: skateboarders: casual clothes, interested in sport,
enjoy spending time together, maybe quite
competitive
3 Open answers
Suggested reasons for belonging to a subculture:
to experience a feeling of belonging
to rebel against authority
to express individuality or ideas overtly

2 This exercise could be done in pairs.


1 If he had wanted to fit in with the cool crowd, he
would have bought the same clothes as theirs.
If + past perfect, would have + past participle
2 the past
3 We use it to speak about imaginary states or events
in the past.

Grammar (pages 119-120)


Refer students to page 125 if necessary to remind them
of the rules.

1 hadnt told 2 wouldnt have exchanged


3 would have sent 4 had thought
1 She would have gone to the disco if she had had
enough money.
2 If I hadnt gone to a party last night, I wouldnt have
met lots of my friends.
3 They wouldnt have got into the band if they hadnt
played well at the audition.
4 If they hadnt worked hard to raise money for
teenagers in Africa, they wouldnt have built a school.
1 regret
2 You might like to write these rules and/or sample
sentences on the board.
We use wish + Past Perfect + would/might have +
bare infinitive, to talk about the past, e.g. sentence A.

50

BC13008_0200_U02_034-053.indd 50

13/01/15 15:27

Youth Culture & Changing Values

6
7

10

We use wish + Past Simple + would/could + bare


infinitive, to say we wish something was different in
the present, e.g. I wish I was on holiday then I could
go swimming every day.
If you prefer, you could leave the next explanation
until Exercise 7.
We use wish + would + bare infinitive, to talk about
the present or future. We often use it when we are
irritated, e.g. I wish he wouldnt wear Punk clothes.
Open answers

Suggested answers:
1 He is complaining; he feels fed up.
2 He wants his brother to get up later.

12

Listening (pages 120-121)


A Well get some more food if Anna comes = perhaps Anna


will come. If she comes, well get some more food.
B Well get some more food in case Anna comes =
perhaps Anna will come. Well get some more food
now whether she comes or not. Then well already
have the food if she comes.

1 behave according to your societys usual standards of


behaviour and expectations
2 criticism in the newspapers and on TV
3 a boring childhood
4 can have a permanent effect
5 become stronger than
6 torn jeans
7 putting rings, studs, etc. into parts of the body by
making a hole in that part of the body, e.g. pierced
ears/eyebrows
8 accepted standards or ways of behaving that most
people agree with
9 understand and accept
10 huge amount of

You can borrow my bike provided that you look after it =


you can borrow it but only if/on condition that you look
after it. Teenagers are allowed into the university library
as long as they dont make too much noise = they are
allowed in but only if/on condition that they dont make
too much noise.
Open answers

13 You could introduce this section by asking the students

to brainstorm in pairs what English slang expressions


they already know and write them up on the board. Then
ask them to find synonyms in standard English for them.
You could prompt them with, e.g. awesome; cool;
rammed (crowded); wicked etc.

Exam Tip!
Go through the Exam Tip with the students.

15
1 She phoned her parents in case they were worried.
2 Ill take an umbrella in case it rains at the
demonstration.
3 He took a map in case he got lost.
4 Ill wait for them in case they come later.

See page 94 for the students recording script.

14

1 I wish Paul would buy a new pair of jeans.


2 I wish they/my parents wouldnt criticise me for
spending too long on the computer.
3 I wish she/my mother wouldnt keep saying that my
hair is too short.
4 I wish hed/my father would allow me to have a tattoo.
5 I wish somebody would give me a summer job.

Vocabulary (page 120)


11

Suggested answers:
1 very good 2 stupid person 3 crazy 4 mistake
5 coward 6 studying all night/partying all night
7 undesirable/boring place 8 big fuss/protested
9 greatly impressed 10 did badly

6.B

1 A 2 B 3 B 4 A 5 C 6 C 7 A

Recording script with answers underlined


Interviewer: Welcome, James Cameron, to our
programme today. As an expert on youth culture
perhaps you could start off by telling us how you
define the word youth?
James: Im glad youve started with that because its
not as simple as you might expect. Some people use
the word to refer to those who are between, say, 13
and 18 because in many societies youre legally an
adult at 18. But in other countries it refers to people
a bit older, 16 to 21. Thats why I go for the more
fluid interpretation of people who are no longer kids
but they are not yet mature. Its more psychological
than purely age-related.
Interviewer: OK, good. Now, I did a bit of background
reading before our programme today and it seems to
me that youth culture is something that is always
changing. Why is that?
James: Another good question. And its too obvious
to say its because young people only have a brief

51

BC13008_0200_U02_034-053.indd 51

13/01/15 15:27

UNIT

12

time when they are old enough to start thinking for


themselves before they have to conform because
they start a job. I think its to do with having an open
mind. Youre prepared to look at things and think,
OK, thats interesting. Those who say that its a
period of discovering yourself are taking it too far. In
fact, thats a process that goes on throughout your
whole life anyway.

dont have to take on board all the norms of your


community. Its the constant bombardment from
advertising that youth cannot resist. Magazines, TV,
etc. have a lot to answer for in terms of creating
expectations among young people. It becomes very
difficult if your family cant meet those expectations.

16 Monitor students for clear pronunciation and good

vocabulary use. Encourage them to use some of the


vocabulary from exercise 15.

Interviewer: Some people say there is only one


youth culture and thats American culture. Whats
your view?
James: American youth culture gets a lot of bad
press. But if it werent for American movies, music
and TV shows, an awful lot of young people would be
having a very dull youth. And if Hollywood, for
example, has made a lot of money out of it, so be it.
Other countries or parts of the world are and will
make their mark when they can economically and at
some stage those ideas will overtake the, at the
moment, all-powerful USA.
Interviewer: So I guess were saying Western societies
have strong youth subcultures. Is this because there
are more young people in these countries?

Open answers

Vocabulary (page 121)


17 You could ask the students to write sentences using the
phrasal verbs for homework. Its much easier to
remember phrasal verbs when they are in context.
1 C 2 A 3 E 4 B

18 You could ask the students to find synonyms

for these phrasal verbs for homework. Using the


opposite preposition on with a verb does not
necessarilly mean that the phrasal verb has the
opposite meaning.

James: Quite the opposite. Western society is an


ageing society. 60 percent of young people live in
Asia, 23 percent in Africa and the Caribbean. The
UN predicts that by 2025 the number of young
people living in the South will rise to 85.5 percent.

1 (will) get on 2 turning on 3 puts on


4 brought on 5 take on

Interviewer: As far as I understand it we refer to


subcultures when were talking about a particular
style of clothes or music, right? Now, what is it that
drives a young person to become a part of a
subculture?
James: Well, its not so much a statement of look,
Im not the same as my parents but more how I
think, what I consider important is not the same. I
also think that each subculture sort of respects other
subcultures, so for example if youre an eco-warrior,
you might think yeah, he has the right to like a
certain sort of music or dress in a certain way.

Reading and Use of English


(pages 122-123)

19
20

Interviewer: And what is it that most influences


young people?
James: Well, until youre about 12, its undoubtedly
your family because thats all you really know. And
before you get a job and start your own family, you

1 B 2 C 3 D 4 A 5 A 6 C 7 A 8 D 9 B 10 C

21 Check that the students have transferred their answers


correctly. They must fill in one lozenge only per
question. When students leave an answer blank, its
very easy to put the rest of the answers in the wrong
place. They have to keep the shading inside the
lozenge.

Interviewer: This covers a huge range of topics then.


Is there any one area that interests you most?
James: Yes. When I was growing up I was aware that
different young people chose to listen to rap, reggae,
rock and so on. And it was obvious from the ripped
jeans or body piercing that some people were
different but what I wasnt aware of at all was that we
all spoke differently and that is what I focus a lot of
my studies on now.

Open answers

22

Suggested answers:
B Paul Green
Im tired of society blaming its problems on television.
How can teen pregnancy, child murderers, and drug
abuse caused by television? The problem occurs when
television sets start raising children, instead of parents.
Parents need to take responsibility for their children and
censor what they watch. When I was younger, It was my
parents who taught me right from wrong and not
television programmes.

52

BC13008_0200_U02_034-053.indd 52

13/01/15 15:27

Youth Culture & Changing Values


If youre really looking to point fingers, we should look not
only at our parents but at the leaders of developed
countries. Corrupt politicians are being exposed, warfare
is glorified, and our presidents are being accused of all
kinds of things. There are more important things to use
time, money, and effort on than censoring television. So,
take some responsibility and pass the remote control.
C Marcus Shawcross
In my opinion, TV takes centre stage in too many homes. It
also encourages senseless spending with hundreds of
home-shopping channels. If a viewer gets hungry, they
can use their TV to order a pizza or a whole grocery list.
And if you find you have any free time, the TV will
bombard you with 350 channels of mindless
programming.
What can be done to stop the spread of this horrid
creature? And does the public want it stopped? Maybe
thats the whole problem. The average person has turned
into a couch potato who is lured into the TV trap with the
deceptive label of interactivity, but the only interaction is
between the TV and the viewers wallet. Dont be fooled!
We should turn off our TV for a day and read a book or
take a walk and stop letting technology dominate us!
D Thomas Bidwell
I am not an idiot and am perfectly able to distinguish
between fantasy and reality. However, there are some
people out there who think my mind is equal to that of a
three-year-old. At 16, I am supposedly at that
impressionable age when I believe everything I see and
hear but, this just isnt true
There are still some adults who cant comprehend this
fact which is why television and movies are considered a
threat. They feel they are losing control over kids so they
call programs bad or controversial. Well, when a show is
dubbed controversial, more people tend to watch it.
These people are often teenagers who are watching for
information on a topical subject, not a lession in how to
act. The shows and movies wont affect the childrens
future, but the people trying to censor them might.

23

Writing (page 124)


27 Writing a story is an option ONLY in the Cambridge English:

First for Schools exam. However, it is always good practice


and appeals to students who enjoy creative writing.
Open answers

28

Speaking (page 124)


29 Go through the Exam Strategies with the students and
monitor them as they discuss the questions. Ask the
students to give feedback to each other.
Open answers

Grammar (page 125)


1
1 would have bought 2 would have been done
3 had been 4 had complained 5 hadnt dyed
6 had worked 7 would have taken 8 had left

2
1 If she had put/d put her keys on the table, she wouldnt
have forgotten them.
2 She wouldnt have been late if she had caught/d
caught an earlier bus.
3 His boss wouldnt have been angry if Peter had arrived
on time.
4 If he hadnt eaten five hotdogs, he wouldnt have been ill.
5 I wouldnt have had body piercings if I had known/d
known that companies didnt like it.
6 I would have picked you up if you had telephoned/d
telephoned me.

3
1 A 2 B 3 A 4 A 5 B

Open answers

Grammar (page 124)

Reading and Use of English


(pages 126-127)

24 This exercise could be done in pairs.


1 the past 2 No. He used was going to to express the
idea that in the past he thought something would happen
in the future. 3 No
1 Yes 2 No its a past habit 3 No its Past
Continuous 4 Yes 5 No its a past habit

26

Open answers

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

Part 2
1 in/to 2 which 3 were 4 when 5 their 6 much
7 on 8 why

25

Open answers

Part 4
1 (at) this time//last 2 looking forward to//going
3 see the/any point in//buying
4 was not//as/so expensive 5 wish//I could
6 sold out//of//sold out// of all the
53

BC13008_0200_U02_034-053.indd 53

13/01/15 15:27

13

UNIT

Festivals &
Globalisation

Vocabulary areas

Noun + noun expressions

Grammar

The passive

Reading and Use of English The Sundance Film Festival

Exam Strategies

Part 5: Multiple choice


Writing

Festivals and traditions W2: Article

Listening

Dialogues L1: Multiple choice

Speaking

Festivals S4: Discussion

Exam Tip!

Reading and Use of English


Part 1: The changing attraction of music festivals
Part 2: Mobile phone throwing festival
Part 3: The advantages of globalisation

Warmer (page 128)


1

1F 2D 3B 4E 5A 6C
Photo A Chinese New Year
Photo B Christmas Day
Photo C Valentines Day
Photo D Independence Day (US) or the Fourth of July

Question 5: savoury filling, to fast


Question 6: to flock to a place, sprawl
Question 7: thick (meaning stupid), to get something
(meaning to understand)
Question 8: a shift, fad
1C

2C

3B

4A

5A

6C

7C

8B

Recording script with answers underlined

Open answers

1 You hear an elderly man remembering New Years

7.B

Listening (page 129)


3

See page 94 for the students recording script.

1F

2T

3T

4T

5T

4 Pre-teach the following words/phrases or check

understanding of them after listening. You may prefer to


give your students the opportunity to do tasks as they
will in the exam, i.e. without help with vocabulary.
Question 1: lad, Auld Lang Syne (a Scottish song
traditionally sung at midnight on New Years Eve)
Question 2: May Pole
Question 3: to be living in cloud cuckoo land
Question 4: unspoilt, chain store

Eve when he was a child.


When I was a lad, I used to look forward to New
Years Eve just as much as I did to Christmas.
Christmas was about presents and eating till you felt
youd explode! What made New Years Eve special
was that most people in our village still carried out
an old ritual. A villager would knock on your door
just after midnight and hand you a piece of coal. It
was a symbol of prosperity for the coming year. I
dont really know why but I always found it exciting.
At midnight my mother would play Auld Lang Syne
on the piano and wed all sing as loudly as we could!

2 You hear two teenagers discussing traditional


events.
Girl: The only time Ive ever danced round a maypole
was when I was at school. We learnt how to do it.

54

BC13008_0300_U03_054-069.indd 54

13/01/15 15:29

Festivals & Globalisation


I think some places in the countryside might still do
it, you know, in villages, but most people these days
just dont care about it.

6 You hear two friends discussing the idea that the


world is a global village.
Boy: Ive just talked to my brother in Brazil; hes
working there for one year working on a water
treatment project. Thats the great thing nowadays,
isnt it? There are more opportunities to work
abroad.

Boy: Well I must admit, I dont see the point of it.


Whats it about anyway? We live in a different world
now. Apart from Christmas and New Year and
birthdays of course, my family doesnt really take
part in any traditional things.

Girl: Yes, as they say the worlds a global village. Its


a small world! Just look at our town its fantastic
you can meet people from all corners of the world.
I think this phenomenon will become more apparent
too.

Girl: Mine neither.

3 You hear a woman talking about globalisation.


All you hear about these days is globalisation. And
in most cases its people saying that its a good
thing; you can travel more easily, you can get to
know the cultures of other countries more easily. It
seems to me, though, that the only thing anyone is
really interested in is making a fast buck.
Businesses are looking for new markets to sell the
same old stuff. I read an interesting article about
globalisation and how in the future national borders
will disappear. I think whoever wrote it is living in
cloud cuckoo land!

Boy: Yes, as long as everyone doesnt flock to just


one or two places. It could have a serious impact on
a regions resources and mean that cities expand
and sprawl over valuable farmland.

7 You hear a man talking to a girl about Guy Fawkes


Night.
Girl: Is it only in Britain that people commemorate
Guy Fawkes?
Boy: Yeah, mostly. 1605, November the fifth,
London, Guy Fawkes was arrested for trying to blow
up the Houses of Parliament.
Girl: In class today we talked about it but Im not
sure I got it so we celebrate that Guy Fawkes
failed to do something?
Boy: Yeah, he failed to blow up the king. Look,
tomorrow Ill show you a display in the school
library which explains it simply.
Girl: Im not thick, I just didnt get it!
Boy: Yeah, right!

4 You hear a couple discussing a holiday theyve just


been on.
Man: That was a great holiday, wasnt it? I cant
believe Ive got to go back to work tomorrow.
Woman: I know what you mean. The town was lovely,
wasnt it? So unspoilt... by all the huge international
chain stores I mean.
Man: Yeah, the baker actually baked the bread
himself and that greengrocer who had produce
from local farms. Remember that delicious peach
dessert you had in that bistro in the market square?

8 You hear a woman giving a talk on globalisation.


and interestingly although the USA has enjoyed a
strong and wealthy economy for many years were
now seeing a shift to the East. China is seen by
many as a significant player on the world stage.
However, I cant emphasise strongly enough that
the spread of consumer products, the spread of fads
such as Facebook, etc. would not occur without
Internet access. It also means that an exchange of
views on a global level takes place. Of course, there
is the problem of policing the worldwide web and
lawyers are working day and night on copyright
issues and so on

Woman: Ill never forget it. We should go there again.


Its so much better than our last holiday where we
sat through some really touristy things like that folk
festival. The locals said theyd never even heard of
those songs that they were just for the tourists.

5 You hear a teacher talking about a lesson shes just


had.
Ive just had year 9 and I just happened to mention
that Id made some delicious pancakes both savoury
and sweet versions for my family on Tuesday and
they were all quite interested in the idea that you can
be creative and put what you like as a filling in them.
But what I couldnt get over was that not one of them
had the faintest idea about why we have that
tradition that Christians used to use up the eggs,
flour, milk and so on in the house before they fasted
for 40 days before Easter. In fact, they were really
interested so theyre going to look up Pancake Day
on the Internet and report back next lesson.

Open answers

Reading and Use of English


(pages 130-131)

Open answers

55

BC13008_0300_U03_054-069.indd 55

13/01/15 15:29

UNIT

13

7 Go through the Exam Strategies and then ask the

students to do the task on their own. Depending on the


level of your class, you could ask students to do this
task without pre-teaching any vocabulary so that they
get used to doing the task under exam conditions.
Alternatively, to promote learner independence ask
students to reread the text at home and to find eight
new words/phrases and to find out their meaning. In the
next class, you could ask some students to share the
new words they found.

Line 24: have... been boosted


Line 26: has... been increased
Line 27/28: have been reduced

12 Suggested answers:
1
2
3
4
5
6


1 C 2 D 3 B 4 A 5 C 6 A

Vocabulary (page 132)


8 Ask students to put the collocations into sentences to
show that they understand their meanings.


Suggested answers:
1 The USA is a world power.
2 The internet and mobile phones have become the
most popular forms of communication technology.
3 Some countries, e.g. the USA, impose trade barriers
to protect local products.
4 Consumer goods are anything from TVs to furniture.
5 Timberland is a famous shoe manufacturer.
6 Punk is one style of pop culture.

1
2
3
4
5

10

1
2
3
4
5

communication satellite
trade agreement
consumer confidence
clothes manufacturer
youth culture
sports events
air pollution
food fads
contact details
migration rates

Grammar (pages 132-133)


11

Line 3: was... held


Line 5: was... inspired
Line 8: were booked
Line 11: was known
Line 12: was paid
Line 17/18: was constructed
Line 19: was described
Line 20/21: to have been staged

8
9
10

been given a large donation.


were given free tickets to the festival.
being recorded by a leading music company.
all the food had been eaten.
The organiser will be asked to put on the festival next
year.
By 2020 music festivals will have become a common
event in many countries.
If the organisers had more sponsors, more events
would be held.
If the organiser had had more money, better bands
would have been booked.
The festival is to be banned on this site.
The organiser is believed to have been congratulated
on his success by some of the top music artists.

13

1 It is obvious to the reader or listener who the agent is,


i.e. security guards.
2 Its not important to know who the agent is.
3 The agent has already been mentioned, e.g. the EU
parliament.
4 People in general are the agents.

14

1
2
3
4
5
6

was applauded
has been heard
will be sent
would have been done
will have been held
be made

15

The two sentences mean the same, i.e. people say the
original organiser of Glastonbury is in his eighties now.

16

1 ...to be waiting for the tickets to go online.


2 ...that the festival has made/made half a million
euros.
3 ...that they would headline the festival.
4 ...that the festival organisers have stolen/stole the funds.
Go through the Frequent Mistakes box with the class.

Vocabulary (page 134)


17

1 F 2 D 3 C 4 B 5 E

56

BC13008_0300_U03_054-069.indd 56

13/01/15 15:29

Festivals & Globalisation


18 Explain that this task practises the language that

candidates might need to use in Speaking Part 4. Its


the chance to use the language of giving opinions,
agreeing/disagreeing, making suggestions and
negotiating.


Open answers

19 If possible get some/all groups to give quite formal

presentations of their ideas.


Remind students that they should show evidence of a
range of structures, appropriate vocabulary; extended,
relevant contributions, clear pronunciation and good
communication. If you have the time, you could include
a quick question and answer session at the end of each
presentation. Students could also vote for their favourite
festival.

1
2
3
4
5
6
7
8
9
10

Have enough chairs been put out for everyone?


An article for the website is written every week.
The guitar was being played in the courtyard.
Will you be given an English test?
The window should be opened.
He wasnt told which room to go to.
Our coffee hasnt been brought yet.
Julia was offered the job last week.
Alex will be lent all the equipment he needs.
A new theatre is going to be built by the Council.

Elicit from the students what is normally expected of an


article. See Writing Bank on page 181 of the Students
Book for suggested answers.
Open answers

Reading and Use of English

Writing (page 134)

has never been played


had been eaten
will be/are going to be/are to be discussed
will have died out
would/could be saved
had been organised

1 It is said to be the best film festival in the world.


2 It has been reported that people felt dizzy during the
light show.
3 It is believed that the organisers have made a lot of
money.
4 It is thought that local crafts are an important part of
the culture.
5 It is questioned whether the show will make a profit
or not.

Open answers

20

5
6
7
8
9
10

Exam Tip!
Go through this with the students. Point out that
handwriting has to be legible for the examiner to be
able to mark the answer fairly.

21

Open answers

(pages 136-137)

Part 1


1 B 2 A 3 C 4 D 5 C 6 A 7 B 8 D

Part 2


1 the 2 has 3 are 4 on 5 your 6 while
7 with 8 so

Speaking (page 134)


22


Open answers

Grammar (page 135)


1

1
2
3
4

is celebrated
is being made
was written
were being put up

Part 3


1 thoughts/thinking
2 employment
3 Another
4 endless
5 prosperity
6 international
7 disagreement
8 sociologists

57

BC13008_0300_U03_054-069.indd 57

13/01/15 15:29

UNIT

14

Family & Friends

Vocabulary areas

Family and friends; Idioms

Grammar

Indirect speech; Indirect questions; Orders and requests in indirect speech

Reading and Use of English Family relationships


Part 6: Gapped text
Writing

Listening to advice W1: Essay

Listening

Genealogy L2: Sentence completion

Exam Tip!

Speaking

Comparing photographs S2: Long turn

Exam Strategies

Reading and Use of English


Part 2: Identical twins but different personalities
Part 3: Talking at or with a friend?
Part 4: Key word transformation

Warmer (page 138)

3
G
R
E
A
T
G
R
A
N
D
F
A
T
H
E
R

1 Ask if there is a similar expression to that in question 1


in the students mother tongue.
Before they answer question 3, ask students to choose
one of the pictures on the left above or below the
Warmer and to describe it.

Open answers

Vocabulary (page 139)


2 Go through the words in the box first to make sure that

students understand them.


For question 2, explain that students need to take notes
because they will have to report what their partner said.
Encourage students to use some of the vocabulary from
the box.
Monitor students as they do the task in question 3; this
will tell you how well they can already use reported
speech. This will help you to decide how much of the
grammar section on indirect speech you need to cover.

Open answers

1
2
3
4
5
6
7
8
9
10

H
M
M
F
F
X
G
T
F
P
J
D
G
Z
G
Z

W
L
S
F
A
L
B
W
R
N
M
A
R
W
R
L

G
O
L
U
R
C
G
K
T
L
K
U
A
D
C
W

N
Z
N
D
O
G
N
T
P
T
K
G
N
U
V
P

R
T
J
U
K
P
C
E
K
C
H
H
D
N
D
N

N M N X V J
G I G R K Z
S N B X K T
K I N W T L
X E S L K Z
B C F T R W
N E C N E R
X N Z T B R
P T L G R F
Y H D K O H
R N E B T M
T E R W H P
M O T H E R
C L E N R D
N Y X P T G
V T D P B X

brother-in-law
sister-in-law
father-in-law
mother-in-law
stepmother
stepfather
stepbrother
stepsister
half-sister
half-brother

58

BC13008_0300_U03_054-069.indd 58

13/01/15 15:29

Family & Friends


5 You could compare idioms which have the same

meaning as A-H in the students mother tongue to see


how similar or different they are.

10

Suggested answers:
She explained that she and her friends were more likely
to eat together and spend time together than they did
with their family. She explained that they had already
been away on holiday together too and (that) sometime
soon they would most likely even spend special holidays
together such as Easter. She added that friends were the
new family and asked why and when it had happened.


1 B 2 F 3 D 4 C 5 E 6 G 7 H 8 A

Open answers

Grammar (pages 140-141)

Refer students to page 145 if necessary.

11

Open answers

12

We use a reporting verb, e.g. said, backshift the tense


e.g. Present Simple Past Simple, and we may or may
not use that.
1 Past Continuous
2 Past Perfect Simple
3 Past Perfect Continuous
4 Past Perfect Simple
5 Past Perfect Continuous
6 will would
7 am/are/is going to was/were going to
8 can could
9 must had to
10 We dont usually change may because if we do, it
changes the degree of probability.

A She added that she was also seeing Maria that day.
B He said that he had gone/been to see his best friend
the previous night/night before.
C She said that she had been walking to Davids house
when she (had) bumped into Marco.
D He added that he had seen her nearly every day since
he (had) met her.
E She insisted that she had not been arguing with her
sister.
F He promised that he would be there for my birthday
party.
G She said that she was going to arrange her sisters
graduation party the following/next day.
H He added that he could help me/us choose Janes
present.
I She said that I had to visit our aunt the following/next
week.
J He said he may/might go into the family business.

1 For yes/no indirect questions, we use if/whether and


the verb in the affirmative/negative position in the
sentence.
2 For how/wh questions, we use how/wh to introduce
the clause and the verb in the affirmative/negative
position in the sentence.

13

A Say is most often used without a personal object.


B Tell is usually used with a personal object, e.g. me. If
you know who Paolo is talking to, use tell. If you dont
say who Paolo told and there is no clause that
follows, use talk.
C Talk is often used to refer to conversational
exchanges.

1 told
2 said
3 told
4 talked

14

We use a reporting verb, e.g. tell/ask + infinitive and


make any necessary changes to personal pronouns or
time references.

15

Open answers
Go through the Frequent Mistakes box.

Reading and Use of English


(pages 142-143)

16

Open answers

17 After doing the exercise, check for any new vocabulary


e.g.

Paragraph 1:
No-Mans-Land
Paragraph 2:
in their heart of hearts

1 C 2 D 3 F 4 G 5 E 6 B A is not needed.

18 If necessary, give students phrases such as:


If I were Id
I think they should...
Perhaps the best thing would be to...
59

BC13008_0300_U03_054-069.indd 59

13/01/15 15:29

UNIT

14


Open answers

Writing (page 143)


19

Open answers

20 Elicit what is required in an essay and if necessary, ask


students to look at the Writing Bank on page 178 of the
Students Book.


Open answers

8.B

Listening (pages 143-144)


See page 96 for the students recording script.

21

Open answers

Exam Tip!
Go through this with the students. Emphasise the
reasons behind the tip it will help students to
remember it.

22 Give students time to work in pairs to try to predict what


the answers could be.
After doing the exercise, ask students to make notes on
the following useful expressions from the text:
from the outset
burial
fussy
nickname

1 journey
2 computer
3 yourself
4 birth
5 source
6 title
7 spelling
8 quotation marks
9 graduation
10 trail

Recording script with answers underlined


Good morning. Im Anthea Wilson and Im just going
to give you a few tips about genealogy. Few hobbies,
or perhaps I should say passions, offer the reward of

genealogy. The people who start looking into their


family history soon find themselves on what I would
say can be likened to a journey that takes them to
places they never before imagined including visits
to their familys homeland and learning who they
really were.
Im going to tell you, step-by-step, how to get started,
how to record the information you already know,
where to find the information you dont know, who
you can talk with to get help when the digging gets
tough. I must say at the outset that you must have
access to a computer and if you havent got one at
home most libraries have ones which the public can
use, often free of charge.
Genealogy is a subject or hobby that you will find
grows and grows as you find out more. So the first
step is to begin with yourself. Think of your genealogy
as a collection of individuals, your immediate family,
then your extended family and then you start going
back to your forefathers.
Each of the people you find out about has had a
series of easily identified life events. These events
include the obvious such as birth, christening,
education, marriage, military service, employment,
death, and burial. And it is the first of these that
gives you the best leads because you have records
which tell you about the family into which a person
was born.
When you begin your project, write down all the
important pieces of information you collect. This
includes who the person involved is, what the event
was and so on. You need evidence that the event
actually took place. What many people doing
genealogy for the first time dont remember to do is
to make a note of the source of the information. You
will need this later as you usually have to come back
to earlier information later in your research.
Now, when you gather information on a person, write
the persons full name, including all middle names
and in addition to the actual name any title that
might be relevant for example Doctor. This may help
you especially if it is a common name, for example,
John Smith. I know these details may sound
unnecessarily fussy but they really help in the long
run.
The other tip I have here is that spelling does matter.
The name should be exactly as it appears in the
records you find. In doing research, it is possible that
you may find a family name written in two, three, or
even more different ways. Make a note of any of
these variations; this information may prove valuable
at a later time. Always write a females name using
her family name, never her married name, as this is
how you will locate information about her prior to,
and after, her marriage. If you only know her married
name, then write this in parentheses.
Finally, make note of any nicknames that your

60

BC13008_0300_U03_054-069.indd 60

13/01/15 15:29

Family & Friends


research may uncover and write these in quotation
marks. If your Uncle Billy was really named William,
you should write this information as William,
quotation marks Billy, close quotation marks, Anders
Jones. Sometimes this can also serve as a clue to
other potential sources of information.
Then look for significant events in the persons life.
Identify the event as clearly as possible. Dont just
give the mere fact. For example, when listing
graduation as an event in a persons life, specify
which level of graduation is being documented. Of
course this isnt possible with all events such as
marriages. Use standard abbreviations for events
such as b for birth or bap for baptism. If you develop
your own abbreviations for events, make sure
someone reading your work one hundred years from
now will understand what you are writing about.
In addition to the event itself, record as much as you
know about the location of the event. For example, a
birth may have occurred in a hospital. When
recording the location of this birth, name the
hospital, the town or city, the county, the state, and
even the country if necessary. In following this
procedure, you will create what I call a trail that you
can follow to locate related sources of information.
You always have to think of the next part of the jigsaw
you want to find. So you can see that once started
this is research that will occupy you for years.

23

26

Grammar (page 145)


1
1 preferred 2 was revising 3 had met
4 was having /had been having 5 hadnt been
talking/hadnt talked 6 would send

2
1 Alice said she didnt know what I saw/see in Josh.
2 She said they wouldnt be able to come to the party.
3 He said his family had lived in a village before they
moved/had moved into the city.
4 She asked if/whether I was/we were going to
Dominics party.
5 He asked (me) where I had put his phone.
6 They asked how I knew his name.
7 She wanted to know if/whether I/we knew when the
next train to London left.
8 He asked who I was with last night.

Reading and Use of English


(pages 146-147)

1 Mr = Mister used for any adult man


2 Ms, pronounced mizz used for any adult woman
3 Miss used in the past for a young/unmarried girl
4 Dr = Doctor a person with a degree in medicine or a
PhD
5 Prof = Professor the highest rank of university
teacher

Part 2


1 Despite 2 own 3 until/till 4 so 5 which
6 of 7 the 8 not

Part 3


1 merely 2 satisfying/satisfactory 3 information
4 uninterested/disinterested 5 Anytime
6 participation 7 themselves 8 growth

24
Open answers

Open answers

Part 4

Speaking (page 144)


25 Go through the Exam Strategies with the students.

Open answers

1
2
3
4
5

not//to tell anyone


had spent//more time on
was backed//up by
to get//used to
spite of//his (young) age/youth/being so young/being
much younger
6 was called//off

61

BC13008_0300_U03_054-069.indd 61

13/01/15 15:29

15

UNIT

Travel & Ecotravel

Vocabulary areas

Travel; Countable and uncountable nouns; Idioms connected with travel

Grammar

A lot of/much/many; little/few; Modal verbs: obligation/deduction

Reading and Use of English Space Travellers

Exam Tip!

Part 7: Multiple matching


Writing

Travel writing W2: Review

Exam Strategies

Listening

Ecotourism L3: Multiple matching

Exam Tip!

Speaking

Ideas to attract more tourists S3: Collaborative task

Exam Strategies

Reading and Use of English


Part 1: Green Hotel Trend: Wooden Key Cards
Part 3: Bangladesh visit before the tourists come
Part 4: Key word transformation

Warmer (page 148)


1

Open answers

Vocabulary (page 149)


2

Hotel
receptionist
porter
conference facilities
en-suite
wellness centre

Across
3 excursion
4 boarding pass
6 reservation
9 passport
10 luggage
12 travel agent

Down
1 package holiday
2 cruise
5 vacation
7 destination
8 budget
11 ferry

Train
station
departure board
barrier
guard
driver
platform

Open answers

Reading and Use of English


(pages 150-151)

5
6

Suggested answers:
Air travel
purser
pilot
check-in
take off
turbulence
gate
air crew
ground crew

On holiday in general
foreign currency
safari
trekking
mountaineering
suitcase

Open answers
After students have read the article, check that they
understand the words below. Then ask them to write five
sentences of their own using any new vocabulary.
Text C:
Text A:
defining
underwent
saw action
clocked up
deadline
Text B:
Text D:
parachutist
was assigned
revered
tactical
1D

2B

3D

4A

5C

6B

7D

8C

9A

10 B

62

BC13008_0300_U03_054-069.indd 62

13/01/15 15:29

Travel & Ecotravel

Exam Tip!

14 After doing the listening task, check that students


understand the following vocabulary:

Make sure that students have read and understood the


tip.

Speaker 1:
kept that in mind
Speaker 2:
green
perched
steep
Speaker 3:
hoards
swarm
Speaker 4:
value-for-money
Speaker 5:
carbon footprint

7 Open answers

Vocabulary (page 151)


8
1 U 2 C 3 U 4 C 5 U 6 U 7 C 8 U (usually)
9 C 10 C

9
1 sadness 2 research 3 baggage 4 air 5 wealth

10
Open answers
Go through the Frequent Mistakes box with the class.

Grammar (page 152)


11 Refer the students to page 155 if necessary.

a lot of is used with countable and uncountable nouns in
the affirmative
much is used with uncountable nouns in the
interrogative/negative forms
many is used with plural countable nouns in the
interrogative/negative forms
little is used with uncountable nouns and expresses a
negative idea, e.g. little hope = not much hope
few is used with countable nouns and expresses a
negative idea, e.g. few companies = not many
companies
Note the difference between few and a few and little and
a little; see Students Book page 155.

12
Open answers

9.B

Listening (page 152)


See page 96 for the students recording script.

13

Statements 1, 2 and 4 are usually true.

Exam Tip!
Go through this with the students before they do the
listening task and make sure that they understand it.

1 D 2 A 3 G 4 E 5 C

Recording script with answers underlined


Speaker 1
A friend of mine had been talking about ecotourism
and the effect that mass tourism can have on a
particular environment, so when I started looking for
a holiday I kept that in mind. The company that I
ended up choosing talked a lot about how they
bought locally produced food and locally produced
crafts in their hotels. I liked this idea because it made
me think that at least part of what Id paid would be
going back into the local economy. The company also
offered holidays in some quite unusual locations so
that was an added bonus!
Speaker 2
I guess I am what youd call green so I didnt need
any persuading to look for an eco-holiday. I often go
on holiday with the same group of friends; about 6 of
us. Were all students so we havent got a lot of
money to spend on holidays but what we all look for
is a holiday thatll take us off the beaten track. We
found a great company that organises holidays to
places where you take a train, then bus, and then
trek for a few kilometres to get there. Perfect! We
ended up in a small mountain village perched on the
side of a cliff. We certainly got fit staying there
because if you went anywhere there was a steep walk
either there or back.
Speaker 3
Last year I went on a beach holiday and a) it was
boring and b) I felt a bit uncomfortable. You know, it
was one of these popular resorts where there are
hoards of holiday-makers who just seem to take over
the whole place. The result is theres very little left of
the real culture of the place. So this years priority

63

BC13008_0300_U03_054-069.indd 63

13/01/15 15:29

UNIT

15

was not to be part of a swarm of tourists but to look


for a company that organises holidays that appeal to
people who want to avoid the crowds. The interesting
thing is that you can often just go 20 kilometers
down the road and you find yourself in the real
Thailand, India, Spain, or wherever it is.
Speaker 4
When I was surfing the Internet I came across this
site which said they offered real value-for-money
holidays because you stayed with local families. And
I thought thatd be really cool. When I travel, Im
really into the food, the music, and the language of
the place Im visiting. And sometimes its hard to
access that you get shows and stuff thats really
just put on for the tourists. I didnt recognise the
name of the company so I didnt know what sort of
reputation they had so I phoned them up. After
chatting to them for about twenty minutes I knew
that we had similar ideas about what a holiday
should be like. So I booked it and it was great.
Speaker 5
I think its quite hard to choose a holiday these days.
Everything makes me feel so guilty. If I fly somewhere
Im increasing my carbon footprint, if I drive Im also
responsible for an increase in C02 emissions. So I
ended up going on this cycling holiday with my
husband. It was awful. Wed planned a route through
all these little villages and we had to cycle for about
6 or 7 hours every day just to get to the next one.
The roads were often full of other tourist traffic who
did not appreciate us being on the same road. By the
end of day three, I would have paid anything to
anybody just to get me off that bike into a luxury
hotel with a swimming pool and five-star service.

15

17

1 E 2 B 3 C 4 H 5 F 6 A 7 G 8 I
Open answers

Grammar (pages 153-154)


18

19
20

Women must cover up and not wear low tops or short


skirts.
Men should keep their tops on.
You shouldnt smoke, eat, or drink during daylight hours
in public during Ramadan.

Open answers

A I have to get up early tomorrow as my flight to


Johannesburg leaves at 6am = the speaker is
stating facts because if he or she doesnt get up
early, the flight will go without him/her. This
refers to external obligation the time of the flight
determines when the speaker gets up.
B The government must do more to protect national
treasures = the speaker is saying what he or she
personally feels/thinks the government must do. This
refers to internal obligation the speaker feels part of
a democratic government.

21

A You mustnt visit a church in a swimsuit = you are not


allowed to wear a swimsuit in a church.

B You dont have to wear formal clothes when you go to


the opera in Verona = it isnt necessary to wear
formal clothes.

22
23
24
25

We had to get up early to catch the ferry.


Open answers
A 6 B 5 C 3 D 1 E 2 F 4
Open answers

Writing (page 154)

Open answers

Vocabulary (page 153)


16

You must not use offensive language in public.


You ought to respect the culture at all times.

26

Suggested answers:
1 Make sure you answer the points in the question.
2 Organise the content logically into 3/4 paragraphs.
3 Write an interesting opening paragraph.
4 Write a closing paragraph with impact.
5 Use linkers so that your reader can follow your train of
thought.
6 Use a variety of verb tenses and make sure that there
arent any mistakes.
7 Write in an appropriate register.
8 Ensure you hold the attention of your reader.
Suggested answers for own tips: Write an interesting
description of the trip. Give your personal opinion of the
trip.

64

BC13008_0300_U03_054-069.indd 64

13/01/15 15:29

Travel & Ecotravel


27 The students also wrote reviews in Units 4 and 10. Ask
students to look at these pieces of writing and your
marks and comments so that they can take these into
consideration when writing this review.

Reading and Use of English


(pages 156-157)

1 C 2 A 3 D 4 A 5 D 6 B 7 D 8 B

Open answers

Speaking (page 154)


28

Part 1


1 ignored 2 adventurous 3 relatively
4 unforgettable 5 necessarily 6 hospitable
7 destination 8 attention

Go through the Exam Strategies with the students.

Open answers

29 You could ask the students to present their suggestions

in groups of six/eight or to the whole class. Monitor their


pronunciation, delivery and language use.

Part 3

Part 4


1 twice//as much 2 to//his advice
3 far as//Im/I am concerned 4 have//a tendency
5 made me//lose my 6 didnt/did not//run out of


Open answers

Grammar (page 155)


1

1 shouldnt/ought not to/mustnt 2 mustnt


3 dont have to 4 should/ought to/must
5 must/should 6 have to/must
1 will/must 2 must 3 may/might/could 4 may/might
5 must have

65

BC13008_0300_U03_054-069.indd 65

13/01/15 15:29

UNIT

16

Health &
Happiness

Vocabulary areas

Health; Prepositional phrases; Ways of laughing

Grammar

Causative

Reading and Use of English The Power of laughter


Part 5: Multiple choice

Exam Strategies

Writing

Health and happiness W2: Report

Exam Strategies

Listening

An interview with a fitness professional L4: Multiple choice

Exam Strategies

Speaking

A healthy life S4: Discussion

Exam Strategies

Reading and Use of English


Part 1: The worlds happiest country
Part 2: Life lessons from the Worlds Happiest Man
Part 3: Key word transformation

Warmer (page 158)


1 Open answers

10.B

Listening (page 159)


2

See page 97 for the students recording script.

Suggested answers:
1 wrist, elbow, knee, ankle, knuckles
2 Show biceps (upper arm), thigh or calf (lower leg)
muscles
3 breathing
4 backbone, spinal column, vertebral column
5 demonstrate stretching arms, standing up and
bending
6 treat an illness and cause it to go away
Open answers

4 Optional exercise. Photocopy the recording script and

after doing the exercise, ask the students to underline


any words or expressions they are not sure about in the
recording script. Ask them to discuss what they might
mean with a partner and then to check with you that
their definitions are right this can be done as a class
activity.

1C

2C

3B

4C

5B

6A

7A

Recording script with answers underlined


Interviewer: Thank you for coming in to talk to us
today, Donna, about getting fit. First, do you think
that most people should be doing more exercise?
Donna: Absolutely. I own a chain of gyms and we
have a lot of people coming to us for advice. And
what I see is people who have hectic schedules in
their lives. They have jobs where theyre being asked
to do more and more in the same amount of time.
Then they dash home to look after children or
grandparents. They spend hours driving their kids to
after-school activities. Its no wonder they feel under
pressure they are! And exercise relieves that.
Interviewer: So what do you say to convince people
that they have to do something about their health?
Donna: Well, when I start talking to people they
nearly always seem to know that inactivity can mean
that they start piling on the kilos. And theres a lot of
information around about looking after your heart. I
think the governments done a great job in raising
awareness about that. But what people dont seem
to realise is that insomnia can be cured by taking
appropriate exercise. This may seem a trivial problem
but if you cant get quality rest at night, the negative
effects are cumulative.

66

BC13008_0300_U03_054-069.indd 66

13/01/15 15:30

Health & Happiness


Interviewer: And is it getting harder to get children
to do exercise?
Donna: Before I started working in the health
business, I would have said that children who have
parents who are keen on tennis or golf would be the
most important factor in determining whether a child
takes up sport or not, but thats not the case.
Because many children have access to the Internet
and they watch TV, they know a lot about the top
sportspeople and a child only has to see a sportsperson as someone to admire and emulate and the
child wants to do sport. He or she will join the school
sports team and make friends with similar interests.

risk of injury, so following the rules makes you safer.


To my mind, its the less sensational injuries that are
caused by doing a sport badly that happen most
frequently. By that I mean not holding your body or
your equipment in the right way. Often its the
repetition of this faulty action that results in
excessive load on tissues and subsequent injury.
Interviewer: Thank you, Donna for all

Interviewer: Thats good because they learn how to


do it properly.
Donna: Yes. People are generally good about doing
some exercises before they start to get the joints and
muscles working. And in all honesty, with running for
example, you cant just go out and run a marathon,
so you increase your distance gradually. What I find
people overlook though is doing some bends and
stretches before they go and have their shower. This
is important to stop you feeling stiff the next day.
Interviewer: So would you say that running is a good
sport for all-round fitness?
Donna: Although its good for your lungs and
obviously your legs, I think other sports should be
considered, like swimming or playing football,
although the former is only good for you if you do it
properly with your head in the water and your spine
in a line otherwise you can get lower back problems.
A lot of people suggest walking but to me its a bit
like running only not as effective. So Id go for a
team sport like the one we mentioned. Its a good
all-body workout and you have fun.
Interviewer: And how do we know how much exercise
to do?
Donna: Good question. The government recommends
one hour of physical activity a day. And this activity
should be of at least moderate intensity. But I think
if you can manage something more strenuous, and
you can do that on two days a week, thats even
better. Activities that are weight-bearing are good.
Interestingly, a recent report by medical experts says
an hours activity a day isnt enough. If you want to
avoid heart disease and obesity, you need to do 90
minutes exercise a day.
Interviewer: And although I dont want to end on a
pessimistic note, whats the most common cause of
injury?
Donna: The ones we hear about in the news are
always traumatic injuries. These are usually the
result of impact and collisions, and generally theres
not much you can do to prevent them. But in most
games one of the aims of the rules is to reduce the

1 Read the instructions and the questions carefully.


2 Mark your answers lightly on the question paper.
Dont worry if youre not sure about an answer. You
will hear the recording again.
3 Check your first answers and answer all the
questions. If you have not answered one, guess. You
are not penalised for wrong answers.
4 You have to write a word or phrase you hear on the
recording as your answer for Part 2.
5 You can write your answers on the question paper
while you listen. At the end of the recording, you have
5 minutes to transfer them onto the Answer sheet.
You must use a pencil.

Vocabulary (page 160)


6 Depending on your class, you may be able to discuss
cancer, diabetes, SARS, EBOLA or AIDS.


Suggested answers:
toothache can be caused by tooth decay
measles and chicken pox are caused by viruses
a cough can be caused by an inflamed throat
an upset stomach can be caused by eating bad food

7 Some of these phrasal verbs are listed on page 188 of


the Students Book. Make sure that by the end of your
course, students know all the verbs on page 188.
Point out that nurse in answer A is a verb.


1 F 2 D 3 A 4 B 5 C

8 Point out to the students that these expressions are

usually preceded by the verbs given in the sentences. In


sentence 3 to black out is a verb.

1
2
3
4
5

was in really bad shape = in poor physical condition


looks like a bag of bones = extremely thin
blacked out = lost consciousness
I am feeling off colour = look/feel ill
they are back on their feet again = physically healthy
again
6 He looks run down = in poor physical condition
67

BC13008_0300_U03_054-069.indd 67

13/01/15 15:30

16

UNIT

Grammar (pages 160-161)

Reading and Use of English


(pages 162-163)

9 Refer the students to the Grammar Bank on page 165 of


the Students Book If necessary.

N.B. Very often have and get are interchangeable but get is
slightly less formal than have.

15

16 Ask the students to underline any words or expressions

in the reading text that they are not sure about. Ask
them to discuss what the words might mean with a
partner and then to check with you that their definitions
are right the latter could be done as a class activity.

1 The action is done by someone else.


2 + object + past participle

10

11

1
2
3
4

have/get it cleaned.
have/get your car serviced?
did you have/get it cut?
have/get her photograph taken.


1 A 2 C 3 B 4 C 5 C 6 D

17

Suggested answers:
1 Shes going to have/get her eyes checked/tested.
2 Im going to have/get my wisdom teeth looked at/
checked.
3 Shes going to have/get her blood tested.
OR Shes going to have/get a blood test taken.
4 She is going to have/get her ankle X-rayed.
5 Hes going to have his back looked at by a
chiropractor.

Vocabulary (page 161)


12 Point out to the students that you can also say by the
end but that this will not be practised in exercise 13.

14

1 on
2 to
3 in
4 at
5 by

6 in
7 at
8 in
9 at/in
10 at/in

1
2
3
4
5

6
7
8
9
10

to some extent
on purpose
by accident
At the end
at all

1 out
2 under
3 for
4 below

in hospital
in common
In the end
at the hospital
in any case

5 at
6 by
7 out
8 on

Open answers
Exam Strategies
1 There are 7 parts.
Part 1 is a multiple-choice cloze. It has 8 questions
and each question has 4 options.
Part 2 is an open cloze. There are 8 gaps. You have to
insert one word only for each gap.
Part 3 is word formation. There are 8 gaps - each one
corresponding to a word. The stem of the missing
word is given beside the text and must be changed to
form the missing word.
Part 4 is key word transformation. There are 6
separate items, each with a lead-in sentence and a
gapped second sentence to be completed in two to
five words, one of which is a given key word.
Part 5 is a multiple-choice task. It has 6 questions
and each question has 4 options.
Part 6 is a gapped text. You have to match sentences
to gaps in the text.
Part 7 is multiple matching. You have to match
prompts to elements in the text(s).
2 Parts 1-3: each correct answer receives 1 mark.
Part 4: each correct answer receives 2 marks.
Parts 5-6: each correct answer receives 2 marks.
Part 7: each correct answer receives 1 mark.
3 It is important to read the title of the texts because it
helps you predict the content; it gets you ready for
the text.
4 If you dont know the meaning of a word in a text, you
should try to deduce its meaning from the context.

Go through the Frequent Mistakes box with the class.

13

Open answers

Speaking (page 164)


18 Go through phrases A-D with the students checking that
they understand them all.


Open answers

68

BC13008_0300_U03_054-069.indd 68

13/01/15 15:30

Health & Happiness


19

Suggested answers:
1 Candidates take the test in pairs unless there is an
uneven number of candidates. In that case the last
test may be a group of three.
2 There are 4 parts.
3 Part 1 is a conversation between the interlocutor and
each candidate.
Part 2 is the individual long turn where each
candidate has to talk about a pair of pictures. The
candidate who is listening is also asked a question
and should give a brief response.
Part 3 is a two-way conversation between the
candidates. The candidates are given spoken
instructions with written stimuli, which are used in
discussion and decision-making tasks.
Part 4 is a more in-depth discussion of the topic of
Part 3 with your partner, responding to questions
asked by the interlocutor.
4 one minute
5 Grammar and vocabulary, discourse management,
pronunciation, and interactive communication. The
assessor gives individual marks for each of these
categories and the interlocutor gives a global mark.

organisation cohesion and coherence


appropriacy of register and style
the target reader being informed
5 & 6 Open answers

Grammar (page 165)


1

Writing (page 164)


20

Open answers

21 Ask the students to look at the Writing Bank on page

182 of the Students Book before they write the report.


You could also review the language of suggestions and
recommendations. For example:
If I were you, I would...
Have you considered/thought about...
I suggest/recommend you do/you should do/doing...
It would be better if we... etc.

had the hotel rebuilt


am having it repaired
had his mobile phone stolen
have just had the door painted
should have/get your hair cut
am having my laptop updated

1 playing
2 was walking, met
3 Have you ever been
4 has been running/ran
5 used to live, moved
6 is catching/is going to catch/will catch
7 wear, makes/itll make/will make
8 were/was, d buy/would buy
9 leave, well miss/were going to miss/we are going to
miss
10 passed/has passed, had/has been studying
11 I might/may/(could), m/am
12 Id applied/had applied, Id have got/would have got
an interview.
13 was written
14 Id seen/had seen
15 Its been/has been/was/is, have to/must /need to/
should/ought to
16 m having it cut/m going to have it cut/
m getting it cut

Reading and Use of English


(pages 166-167)


Open answers

22

1
2
3
4
5
6

Part 1

1 2
2 Yes, Part 1.
3 If you write too many words, it probably means you
are including material which is not relevant and you
could lose marks because of this. The examiner
draws a line at the approximate place where the
correct length is reached and directs close
assessment to what comes before this. However,
credit is given for relevant work which comes later. If
your answer is too short, the examiner adjusts the
maximum mark and the mark given proportionately.
4 You should answer the question and show evidence of:
accuracy and range of grammar
range and appropriacy of vocabulary

1 A 2 C 3 D 4 B 5 A 6 D 7 B 8 D

Part 2


1 that 2 off/out 3 as 4 out 5 have 6 downs
7 in 8 to

Part 4


1
2
3
4
5
6

to avoid//hitting
to prevent people//(from) walking
with so//much skill
ought//to have taken
from Robert//nobody (else) has
old enough//to look after
69

BC13008_0300_U03_054-069.indd 69

13/01/15 15:30

Banks
this huge bill Well, where did it say that? No,
thats not good enough, Im afraid. Im not paying
anything until someone can explain to me, in person,
why I should. Ill come by some time this afternoon. I
hope the manager is available, but Ill talk to
someone else if necessary.

Reading and Use of English


(pages 168-177)

Part 2
1 In 2 will 3 as 4 Moreover/Further/Furthermore
5 if 6 their 7 not 8 which

Part 3
1 education 2 enthusiastic 3 essential
4 underline 5 impossible 6 successful
7 themselves 8 completion

Part 4
1 apologised for//having been/being
2 would rather//eat
3 been put off/till/until
4 lorry was being driven
5 not having//been able to
6 looks up//to

Part 5
31 C 32 B 33 D

Part 6
37 D 38 C 39 E 40 A sentence B is not needed

Part 7
43 C 44 A 45 C 46 B 47 A 48 B

Listening (pages 183-186)


Part 1
1 C 2 B

11.B

1 Woman: So, how did it go?


Man: Well, I couldnt say really. I knew they were only
interviewing a few people for the post, so I thought I
stood a pretty good chance before it even started.
The interview went well, as far as I could tell there
werent too many awkward questions, either, which
certainly makes a change.
Woman: Well, that doesnt sound too bad, does it?
Man: I suppose not. But then, you know, the more I
found out about what the post actually involves, the
less appealing it sounded. So, I guess I might have to
keep looking after all.
2 Woman: Look, Im very sorry, but I just dont see what
you mean. When I got this new phone for my
daughter, which I thought was really good value at
the time, you told me the contract included all
charges. So I dont understand why Ive suddenly got

Part 2
9 critics 10 (great) economic decline 11 (museums)
construction 12 award-winning

12.B

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

Presenter: and with the time coming up to a quarter to


nine, its time to hear from Sean Ryan again, as he takes
a look at another of the worlds great architectural
masterpieces.
Sean Ryan: Few buildings exist which have an equally
high approval rating among critics, architects and the
general public. The Guggenheim Museum in Bilbao is
undoubtedly one. When the decision was taken in 1981
to ask the Guggenheim Foundation in New York to open a
museum in Bilbao, this once thriving industrial city was in
great economic decline. As the Basque government also
offered to fund the museums construction and subsidise
its running costs, it was a very risky but forward-thinking
undertaking. Set on the river and designed by the
award-winning architect, Frank Gehry, construction
began in 1993 and immediately caught the publics
attention. At first, people were unsure what to make of it.

Part 3
1 F 2 B 3 D A, C and E are not needed

13.B

1 
Man: Now that was a bad day! Id been with the kids
all morning and theyd been driving me crazy, as
usual! So Id taken them to the park to burn off some
of that energy. Id taken off my jacket and was sitting
on a bench, enjoying the sun Anyway suddenly
there was this yelling and shouting, so I raced over
it turned out to be nothing. of course, but by the time
I got back it had gone! I dont know how I could have
been so stupid. I mean, thats not like me at all! It had
everything in it my phone, cards, keys, everything.
My partner wasnt very impressed! It took me days to
sort out.
2 
Woman: I used to have a bracelet that I wore
everywhere. Friends were always teasing me about it,
saying that it had been permanently attached to me
at birth, like some sort of name tag or something.
Anyway, one afternoon I looked down and it wasnt
there. I looked everywhere but it had simply vanished.
I guess it must have got caught on something or just
fallen off somewhere without my noticing. It was just
very unlucky, but I was devastated still am in fact
Its silly really I doubt it was worth very much. Its

70

BC13008_0400_U04_070-120.indd 70

13/01/15 15:32

Banks

just that my aunt had given it to me, so it had a lot of


sentimental value.
3 
Man: I knew I shouldnt have trusted him. He promised
to look after it, but I had my doubts from the beginning
well, hes a good mate and everything, but being
careful with things is not one of his strong points, you
know what I mean? Anyway, sure enough, when I
asked for it back, he just looked at me blankly and
asked what I was going on about Well, I can laugh
about it now, but at the time it wasnt funny. Still, it
made me realise youve got to take responsibility for
looking after the things you value. You cant expect
other people to do it for you.
Part 4
24 B 25 A 26 C

14.B

Interviewer: And now Im very pleased to introduce David


Thomas and Megan Parker, two young actors in the
making, who have just completed a one-week intensive
course at the acclaimed Drama School here in town.
David, Megan, welcome. The Drama School has a

reputation for pushing participants to their limits; you


must both be exhausted.
David: Yeah, it was pretty intense, to tell the truth. I still
cant quite believe its over, actually. You know, I really
didnt know much about any of it when we started. Its
just amazing how much we covered in such a short
space of time, isnt it?
Megan: Oh absolutely! From acting to directing to editing,
we did it all. And I dont mean from the comfort of a
classroom, either, this was hands on stuff from Day one!
It would have all seemed a little scary if the teachers
hadnt been so experienced and supportive.
David: I couldnt agree more, all the staff there were
absolutely first class. I did feel though, that we could
have done a little more backroom technical work, like
lighting or sound, you know? That side of things really
interests me and, although what we did was probably
useful, it was a little bit basic, in my opinion.
Megan: Oh I dont know: first you have to master the
basics if you truly want to become a master yourself.
Wasnt that one of the key messages of the course?

71

BC13008_0400_U04_070-120.indd 71

13/01/15 15:32

Language Maximiser Answer key


Unit 1

Unit 2

(page 4)

(page 8)

Education & The Mind

People & Success

1 1 during the holidays 2 next 3 every night

4 whenever 5 when 6 every day 7 in the mornings


8 often

Page 8

1
1

B A

2 1 dont wear 2 think 3 complain

L D
A
G
I N E R S
K
E
P
B A G G Y
L
S
S
U F F Y
C A P
M
I
P I N K
R
K
T I N Y
P
T H
P
I
D Y E D
G H T
D
H
T
2

4 am using / is staying 5 are studying 6 smells


7 has 8 leaves / does it get

3 1 D 2 G 3 I 4 J 5 H 6 B 7 F 8 E 9 C 10 A

A
R
D A M
5

S C R
H
A
B A G
B
Y O U

10

4 1 a 2 - 3 - 4 - 5 - 6 a 7 a 8 - 9 an

10 - 11 - 12 a 13 - 14 the 15 a 16 - 17 the
18 - 19 a 20 a

14

5 1 C 2 A 3 E 4 G 5 I 6 B 7 H 8 J 9 F
10 D

16

11

12

13

15

17

18

6 1 out 2 off 3 for 4 after 5 up 6 out 7 after

19

8 on 9 off 10 up

Reading and Use of English


2 1 was singing 2 enjoyed 3 was having 4 started


5 were producing 6 thought 7 opened
8 wasnt breathing 9 turned 10 was feeling
11 was fixing 12 slipped 13 admired 14 found
15 were seeing

Part 4
1 the most interesting 2 such an untidy bedroom
3 cant/cannot wait to start 4 since Emily (last) saw
5 whose tablet 6 cant/cannot stand getting

3 1 set about 2 dropped off 3 came up 4 done up


5 cut down 6 turned out 7 put on 8 to put off

Listening

Part 3
1 B 2 D 3 A 4 G 5 E

Reading and Use of English


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

Reading and Use of English


Part 5
1 A 2 C 3 B 4 A 5 A 6 D

72

BC13008_0400_U04_070-120.indd 72

13/01/15 15:32

Language Maximiser Answer key

Unit 3

5 1 wasnt it? 2 didnt you? 3 doesnt he? 4 did

(page 12)

he? 5 can you? 6 wouldnt you? 7 hasnt it?


8 arent I?

Society & Equality

6 1 So do I. 2 So will I. 3 Nor can I. 4 So have I.

1 1 yet 2 How long 3 last week 4 How long

5 Nor will I. 6 Nor am I. 7 Nor did I. 8 So have I.

5 for two weeks 6 last year 7 since 8 for two weeks

2 1 didnt see 2 havent heard 3 has just gone/s just


gone 4 knew 5 didnt like 6 fancied 7 thought
8 wanted 9 has been living/s been living 10 have
been going out/ve been going out 11 have decided/
ve decided 12 have been playing/ve been playing/
have played/ve played

Reading and Use of English


3 1 impolite 2 anti-social 3 outlook 4 overslept


5 misinterpreted 6 unwise 7 disappeared
8 intolerant 9 irrelevant

Listening

4
ship
friendship
membership
citizenship

Unit 4

ness
happiness
sadness
baldness
kindness

ity
scarcity
ability
necessity
curiosity

dom
freedom
boredom
wisdom
kingdom

Part 3
1 known 2 essentially 3 followers 4 response
5 necessity 6 length 7 similarity 8 exchange

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

brotherhood
childhood
motherhood

al
arrival
denial
survival
removal

ance
irrelevance
brilliance
annoyance
acceptance

tion
aspiration
fascination
creation
narration

(page 16)

Entertainment
& Sociability
1 1 used to be 2 didnt use to go 3 used to have

4 use to sell 5 used to play 6 usually walks 7 used


to have 8 used to believe

5 1 stunning 2 creative 3 wooden 4 tedious

5 creative 6 gripping 7 disappointed 8 imaginary

2 1 more 2 most 3 as 4 much 5 worse 6 far

Reading and Use of English

7 younger 8 from

3 1 the town red 2 out of the loop 3 scared stiff 4 hair

stand on end 5 barking up the wrong tree 6 hair


down 7 in a cold sweat 8 no wonder

Reading and Use of English

4 1 film 2 audience 3 Channel 4 funny 5 fun

6 conductor 7 rehearsal 8 hero 9 performance


10 costumes

Part 2
1 in 2 who 3 takes 4 to 5 are 6 about/around
7 as 8 when/if

Part 7
1 D 2 B 3 B 4 C 5 D 6 A 7 C 8 B 9 A 10 D

73

BC13008_0400_U04_070-120.indd 73

13/01/15 15:32

Language Maximiser Answer key

Unit 5

(page 20)

The Environment
& New Technologies
1 1 is going to fall 2 will be able 3 are going to drive

3 1 G 2 A 3 F 4 H 5 C 6 D 7 B 8 E
4 1 its 2 parents 3 girls 4 elses 5 Marys
6 childrens

5 1 outfit 2 trouser-suit 3 linen/silk 4 linen/silk

5 shirt 6 plain 7 scarf 8 necklace 9 buttons


10 size 11 zip

4 will carry 5 will get 6 are meeting 7 Are you going


to paint 8 am seeing

2 1 will have eaten 2 will be flying 3 will be wearing

4 will have finished 5 will have planted 6 will still be


standing 7 will still be doing 8 will have spent

Reading and Use of English


3 1 J 2 F 3 G 4 E 5 A 6 D 7 C 8 B 9 H 10 I
4 1 icy 2 windy 3 showery 4 snowy 5 cloudy

Reading and Use of English

6 breezy 7 foggy 8 stormy 9 chilly 10 humid

5 1 put a severe strain on


2
3
4
5
6
7

hadnt bargained for


Keep your hair on
will have broken new ground
up your efforts
meet that target
get it off the ground

Reading and Use of English


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

Part 6
1 G 2 B 3 E 4 F 5 A 6 D

Unit 7

(page 28)

Sport & Competition


1 1 tennis, court 2 horse-riding, hard hat

3 skiing, slopes 4 hockey, pitch, sticks 5 golf,


course 6 swimming, goggles 7 squash, badminton
(in any order)

Part 4
1 used to go 2 thinks its/it is unlikely 3 since it
started 4 did not/didnt leave on 5 is the weather like
6 in case it

2 1 spectators 2 runner-up 3 break 4 competitors

Listening

3 1 nerves get the better of me 2 cant be bothered to

5 umpire 6 away 7 beat 8 love

3 feel uptight 4 have loads of stamina 5 bad news


6 moaning and groaning 7 havent looked back
8 wouldnt take no for an answer
9 driving himself into the ground

Part 4
1 A 2 C 3 A 4 C 5 B 6 B 7 C

4 1 be able to 2 was able to 3 couldnt 4 could

Unit 6

Fashion & Status


5 couldnt/wasnt able to 6 be able to 7 could


8 Could

(page 24)

5 1 B 2 C 3 A 4 B 5 A 6 C 7 A

Page 24

1 1 would 2 will never be 3 Ill fetch 4 lets 5 will

Reading and Use of English

wear

2 1 got undressed 2 changes into 3 wear suits


4 fit 5 dressed up wearing 6 grow out of
7 take off put (it) on 8 dressed 9 dress

Part 4
1 from Brenda, all 2 spite of the fact 3 level of
fitness/fitness level 4 has made a 5 see the point
of/much/any point in 6 totally worn out

74

BC13008_0400_U04_070-120.indd 74

13/01/15 15:32

Language Maximiser Answer key

Listening

Part 2
1 (swimming) coach/trainer 2 teamwork 3 eleven/11
4 approach 5 handstand 6 flight 7 toes 8 angle
9splash10hair(-)ties

Reading and Use of English


Part 3
1 worrying 2 Similarly 3 reduction 4 criminals
5 reliable 6 significance 7 unsafe 8 improvement

Listening

Unit 8

(page 32)

Part 3
1 H 2 G 3 A 4 B 5 F; C, D and E are not needed

Crime & Punishment


1a CRIME

1 shoplifting 2 vandalism 3 hijacking 4 forgery


5 smuggling 6 burglary 7 robbery 8 kidnapping
9 fraud 10 assault 11 murder
CRIMINAL
1 shoplifter 2 vandal 3 hijacker 4 forger
5 smuggler 6 burglar 7 robber 8 kidnapper
9 fraudster 10 assailant 11 murderer
VERB
1 shoplift 2 vandalise 3 hijack 4 forge
5 smuggle 6 burgle 7 rob 8 kidnap
9 defraud 10 assault 11 murder

1b 1 murder 2 kidnapping 3 mugging 4 burglary

5 robbery 6 hijacking 7 vandalism 8 shoplifting

2 1 reach 2 committed 3 dismissed 4 reported


5 imposed 6 received 7 arrest 8 Breaking

Unit 9

Food & Food Issues


1 1 kettle 2 blender 3 whisk 4 grinder 5 peeler
6 frying-pan 7 microwave 8 lid

2 preparing: chopsqueezegratecutpeelslice
melt
mixing: stirbeatwhiskadd
cooking: boilbakesteamfryheat

3 1 with 2 on 3 to for 4 in 5 for 6 in 7 on


4 1 go 2 pinch 3 cool 4 pod 5 piece 6 spill
5 1 B 2 A 3 C 4 D 5 D 6 B

3 1 had slept 2 had been running 3 had broken

4 had stolen had towed 5 had been using had


scratched 6 had got 7 had only piloted 8 had been
fighting

Reading and Use of English


4 1 get used to driving on the left 2 Im used to the birds


singing 3 got used to wearing high heels 4 get used
to wearing contact lenses 5 getting used to driving a
car with gears 6 get used to all the insects

5a 1 inappropriate 2 unacceptable 3 disadvantage


4 unlikely 5 re-offend 6 ex-policeman
7 encouraged 8 unconvinced 9 over-confident
10 disappeared 11 unclear 12 superintendent

(page 36)

Part 4
1 the first time (that)
2 had run out of
3 was fascinated by
4 to get used to
5 lay the table

Reading and Use of English


Part 5
1 B 2 C 3 B 4 D 5 A 6 A

5b 1 a 2 a 3 c 4 a 5 b 6 c 7 a 8 a 9 a
10 b 11 a 12 c

6 A 3 B 4 C 1 D 2 E 12 F 6 G 8 H 7 I 9
J 10 K 5 L 11

75

BC13008_0400_U04_070-120.indd 75

13/01/15 15:32

Language Maximiser Answer key

Unit 10

Reading and Use of English

(page 40)

Nature & Endangered


Species

1 1 Despite 2 due to 3 Although 4 as long as

Reading and Use of English

5 In addition to 6 Whilst 7 therefore 8 Whats


more 9 Unless

2 1 poses 2 drawn up 3 putting 4 gave in to

Part 2
1 what 2 yourself 3 off 4 way 5 give 6 in
7 do 8 so

5 raise 6 focused 7 adopt

Part 7
1 A 2 B 3 A 4 D 5 C 6 D 7 B 8 C 9 C
10 B

3 1 dog 2 pigeons 3 pigs 4 horse 5 sheep


6 bull 7 duck 8 wolf

Unit 12

4 1 working 2 smoking 3 to pick up 4 closing


5 taking 6 to meet 7 to take

5 1 with 2 on 3 about 4 with 5 of 6 about 7 of

Reading and Use of English


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

Listening

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

(page 48)

Youth Culture
& Changing Values
1 1 had known 2 wouldnt have gone 3 had read

4 would have put 5 hadnt drunk 6 wouldnt have met

2 1 hadnt eaten 2 could speak 3 hadnt told


4 had 5 had worked 6 wouldnt

3 1 as long as 2 in case 3 What if 4 If only


5 in case 6 unless

4 1 C 2 D 3 B 4 E 5 G 6 F 7 K 8 J 9 I
10 H 11 M 12 N 13 L 14 Q 15 O 16 P
17 R 18 V 19 U 20 T 21 S

5 1 took up 2 turned into 3 put off 4 setting aside

Unit 11

5 make out 6 taking on 7 looked after 8 put up with

(page 44)

Work & Job Satisfaction

6 1 C 2 E 3 F 4 G 5 D 6 B 7 A

1 1 overtime 2 a strike 3 retired 4 a job 5 the sack

Reading and Use of English

6 flexi-time

2 1 C 2 B 3 A 4 C 5 D
3 1 D 2 B 3 F 4 A 5 H 6 C 7 E 8 G
4 1 G 2 C 3 L 4 K 5 D 6 A 7 J 8 E 9 H
10 B 11 F 12 I

5 1 A 2 C 3 A 4 B 5 D

Part 3
1 behaviour 2 social 3 unacceptable 4 arguments
5 developments 6 thought 7 division 8 invention

Listening
1 Russia 2 sailors 3 chest 4 bravery 5 flash
6 hand 7 criminals 8 TV/television program(me)s
9 thirty-two/32 10 west

76

BC13008_0400_U04_070-120.indd 76

13/01/15 15:32

Language Maximiser Answer key

Unit 13

Unit 14

(page 52)

(page 56)

Festival & Globalisation

Family & Friends

1 1 was performed 2 has been practised 3 was built

1 1 neighbour 2 colleague 3 acquaintance

4 will be held 5 is grown 6 was founded 7 was


discovered 8 is being drunk/is drunk 9 was invented
10 have been served

4 sibling 5 in-law 6 pal 7 mate 8 nephew

2 Positive: get on with look up to take to

see eye to eye with be on the same wavelength


Negative: be at odds with split up go off
fall out fair-weather friend break up

2 1 road 2 need 3 event 4 fashion 5 nuisance


6 figures 7 quantity 8 exhibition

3 1 attendance rates 2 fuel bills 3 food fads

4 security risks 5 noise problem 6 sports events


7 crash helmets 8 blues festival

4 1 outcome 2 offbeat 3 uproar 4 uprising

5 outlet 6 outcry 7 outbreak 8 offspring 9 outline

3 1 fair-weather friend 2 being on the same wavelength


3 break up 4 took to 5 split up 6 see eye to eye
7 get on with 8 look up to 9 be at odds with
10 went off 11 fell out

4 1 tell said 2 havent spoken 3 said 4 asked


5 talked 6 speak saying

5 1 outlet 2 outbreak 3 offbeat 4 outline

5 uproar 6 outcry 7 uprising 8 offspring


9 outcome

5 1 David invited Lucas and his girlfriend to their

house-warming party the following Saturday.


2 Roberta threatened to ground her son for a week if he
didnt tidy up his room at once.
3 Mary reminded her friend to water the plants while
she was away.
4 Lucy offered to test Janet on her irregular French
verbs.
5 The policeman warned the motorist that there was a
big hold-up ahead and that all traffic must turn off
there.
6 Amy advised Peter to try to make up with Susan.

6 1 firework 2 bonfires 3 burning 4 effigy

5 conspiracy 6 blow up 7 gunpowder 8 attend


9 majority 10 involvement 11 assassinate

7 1 Christmas Day 2 Easter 3 Australia Day

4 Boxing Day 5 New Years Eve 6 Halloween


7 Thanksgiving

Reading and Use of English


Part 4
1 is being interviewed by 2 was awarded first
3 would not/wouldnt recognise Glenda 4 are not/arent
allowed to open 5 was delayed by 6 has been put off

Listening

Part 4
1 C 2 A 3 A 4 C 5 B 6 C 7 B

Reading and Use of English


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

Reading and Use of English


Part 7
1 D 2 C 3 B 4 A 5 D 6 C 7 B 8 A 9 A
10 C

77

BC13008_0400_U04_070-120.indd 77

13/01/15 15:32

Language Maximiser Answer key

Unit 15

Unit 16

(page 60)

(page 64)

Travel & Ecotravel

Health & Happiness

1 1 drive 2 long 3 flight 4 trip 5 crossing

1 Protection for injuries: plaster dressing bandage

6 way 7 Travel 8 route

Symptoms and problems: cough headache


runny nose sore throat fever rash swelling
Medicines: lozengepainkillerpilltabletsyrup
ointmentantibioticaspirin
Illnesses: chicken-poxpneumoniaflumeasles
mumps

2 1 B 2 B 3 A 4 B 5 C 6 D 7 D 8 A 9 D
3 1 mustnt

2 dont have to
3 must
4 must
5 shouldnt
6 mustnt
7 shouldnt

4 1 a few > few


2
3
4
5
6

much > plenty of


many > lots/a lot of
much > many
few > little
lots of > many

5 1 boarding card G
2
3
4
5
6
7
8

suitcase F
liquids H
security B
notice-board C
excess baggage costs D
shuttle A
departure lounge E

2 1 admitted 2 Accident & Emergency 3 temperature


4 pain 5 examined 6 surgery 7 ward 8 surgery
9 nurse 10 dressing 11 stitches 12 surgeon
13 check-up

3 1 I have had it extracted. 2 Im having my bedroom

redecorated. 3 Im having/going to have my ears


pierced. 4 He should have his eyes tested. 5 I had it
x-rayed. 6 I asked him if I could have them
photocopied. 7 I want to have the house cleaned from
top to bottom. 8 Why dont you have it dyed?

4 1 set off ones asthma 2 cut down on fats and sugars


3 go down with flu 4 come out in a rash 5 pick up a
virus 6 do in ones back 7 come round from an
anaesthetic

5 1 wouldnt have gone 2 will be holding 3 used to be


4 was having 5 will have 6 had only had
7 had taken 8 wasnt built 9 will have melted 10 is

Reading and Use of English


Part 2
1 get 2 more 3 as 4 Because 5 where
6 have 7 up 8 if

Reading and Use of English


Part 6
1 C 2 B 3 G 4 E 5 D 6 A

Reading and Use of English


Part 3
1 ensure 2 essential 3 residence 4 illness
5 challenging 6 (e)specially 7 medical 8 majority

Listening Part 2
1 non-contact (sport) 2 skipping rope 3 pointless
4 confidence 5 music 6 stomach pains 7 legs
8 seventy-five/75 pounds 9 a tracksuit 10 discipline

78

BC13008_0400_U04_070-120.indd 78

13/01/15 15:32

Additional exercises
Additional exercises (pages 68-73)
Verb Tenses
1 1 beat 2 got/disappeared 3 saw/decided

4 flooded/had 5 apologised/forgave 6 broke/fell


7 gave/forbade 8 insisted/knew/told

2 1 begun 2 brought 3 blew 4 bought 5 ridden


6 caught 7 shook 8 had 9 chosen 10 drawn

3 1 lent/forgotten 2 swum 3 threw 4 taught


5 swept 6 hung 7 hidden 8 stung

4 1 Greg picked it up for her.


2
3
4
5
6

He stayed at home to look after her.


So she turned it off again.
He decided to try them on.
She should throw them out.
Now she has got to pay him back.

5 1 turned down Ollies 2 to give up going 3 came

across a wasps nest 4 crossed out the information


5 give away 6 feel up to going 7 takes after her
mother 8 pick her up

6 1 up 2 out 3 off 4 away 5 in 6 down

4 1 is still doing/has still not finished doing

2 was Simons first 3 years since Sam went


4 did it take to drive 5 had never seen
6 was given a prize by

5 1 taught 2 brought 3 spelled/spelt 4 written

5 forbidden 6 thought 7 cut 8 led 9 built 10 fed

6 1 do you get 2 doesnt speak 3 is looking forward

4 gets a lift 5 Do you know 6 is trying 7 has been


making8 never enjoys9 was carrying10 is looking

7 1 Glen said (that) Tom was going to lend him a bike.

2 Rachel said (that) she thought the team would win


that day.
3 Ian asked Pete if he knew what time the film started.
4 Darius said (that) hed send Vera an attachment if
she gave him her email address.
5 Jerome said he wished hed been more polite to
Susie.
6 Kate said (that) shed only just got home before the
storm began/had begun.

8 1 had woken up in/on time 2 I had been invited to

3 unless you like 4 I had bought 5 in case it turns


cold 6 to have my computer repaired

Linking Words
1 1 in spite 2 in order 3 in contrast 4 in case
5 in other 6 in the same 7 In view 8 in fact

2 1 As well as 2 namely 3 After 4 so as 5 Although


6 Since 7 Whats more 8 On the contrary

3 1 addition 2 for 3 well 4 contrast 5 As

6 Although/While/Whilst 7 more, long 8 soon


9 longer 10 whereas/while/whilst

Idioms
1 1 mouth 2 eye 3 shoulder 4 finger 5 foot
6 nose 7 ears 8 neck 9 hand 10 tooth

2 1 rat 2 dog 3 larks 4 pig 5 bull 6 ox 7 whale


8 cat 9 mouse 10 mule

3 1 rock 2 silk 3 snow 4 a fox 5 a kite 6 ice


7 a flash 8 dust 9 a cucumber 10 a brush

4 1 out of 2 next to 3 up the 4 out for 5 down in


Phrasal Verbs

6 out of 7 up for 8 down to

1 1 out 2 up 3 out 4 down 5 up 6 up 7 down


8 with

2 1 let 2 get 3 worked 4 handed 5 caught


6 broken 7 gave 8 told

3 1 down 2 off 3 without 4 across 5 over 6 in


7 out 8 over

79

BC13008_0400_U04_070-120.indd 79

13/01/15 15:32

Practice Tests
Practice Test 1 (page 74)

Practice Test 2 (page 94)

Reading and Use of English

Reading and Use of English

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

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

Part 2
9 take 10 just/already 11 back 12 nothing
13 whose 14 only 15 was 16 mine

Part 2
9 on 10 with 11 which/that 12 as/because
13 each/every 14 were 15 first 16 Over

Part 3
17 CONTINUALLY/CONTINUOUSLY 18 REVEALED
19 UNSURPRISINGLY 20 LIKELY 21 EXPLANATION
22 MEMORY 23 EFFECTIVE 24 UNWANTED

Part 3
17 ELECTRICAL 18 BASIC 19 PERCEPTION
20 DISAGREE 21 DISTINCTIONS 22 UNEXPECTED
23 VARIATIONS 24 FACTOR

Part 4
25 get away (1) with cheating (1)
26 in comparison (1) with/to (1)
27 accused me (1) of breaking (1)
28 dont/do not fancy (1) going (1)
29 did the scientists (1) carry out (1)
30 you wish (1) you had/youd (1)

Part 4
25 is no/isnt any (1) point (in) studying (1)
26 takes after (1) her mum (1)
27 there (enough) (1) room for (1)
28 tent did (1) you borrow (1)
29 had their house (1) designed by (1)
30 Despite/In spite of (1) the rain (1)

Part 5
31 B 32 D 33 C 34 D 35 B 36 A

Part 5
31 C 32 B 33 B 34 D 35 A 36 C

Part 6
37 C 38 G 39 A 40 E 41 D 42 F
B is not needed

Part 6
37 B 38 G 39 D 40 C 41 F 42 A
E is not needed

Part 7
43 B 44 A 45 C 46 C 47 D 48 B 49 A
50 B 51 A 52 D

Part 7
43 A 44 C 45 D 46 B47 C 48 A 49 B
50 D 51 A 52 D

Listening

Listening

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

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

Part 2
9 fourteen/14 10 foreign language 11 agencies
12 wide choice 13 wont miss 14 the USA
15 learn and explore 16 volunteers
17 high level 18 (enthusiastic) beginners

Part 2
9 favourite foods 10 soft and fluffy 11 flour and water
12 30,000/thirty thousand 13 money 14 sunflower
15 (far) easier 16 time 17 200/two hundred
18 one loaf

Part 3
1 E 2 H 3 C 4 D 5 F A, B and G are not needed

Part 4
24 C 25 A

Part 3
19 F 20 H 21 B 22 C 23 G A, D and E are not
needed

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

26 B

27 C

28 B

29 A

30 B

80

BC13008_0400_U04_070-120.indd 80

13/01/15 15:32

Exam Teaching Tips


Remember that you can find more information on the
Cambridge ESOL Teacher Resource site. Just go to
http://www.cambridgeenglish.org/teaching-english/resourcesfor-teachers/
Explain to the students that there are free resources on
cambridgeenglish.org to help them prepare for the exam.

Countdown to the READING


AND USE OF ENGLISH paper
(Parts 1-4)

R emind them that in Parts 2 and 4 more than one

One year to go

E ncourage students to read extensively to broaden


their vocabulary range.

answer may be possible but they should only give one


answer.
In Part 3, remind them to look carefully at the text to
determine the grammatical form of the missing words.
R
 emind them that the prompt word in Part 4 should
remain unchanged and their answer must be no more
than five words. N.B. a contraction such as Im counts
as two words. The exception is cant which counts as
one word.
E xplain that each correct answer in Parts 1-3 receives
1 mark and each correct answer in Part 4 receives
2 marks.
Give students opportunities to do timed Reading and
Use of English papers in exam conditions.

E nsure they use monolingual and bilingual dictionaries


and have a good grammar reference book.

M
 ake sure they have an efficient system to record new
vocabulary.

A s students learn new words, ensure that they note

down e.g. adjectival, noun or verb forms from the same


stem word.
C
 orrect their grammar systematically.
M
 ake sure that their spelling is correct.
E ncourage them to paraphrase and to guess the
meanings of new words.
E nsure that their handwriting is legible.

Six months to go

F amiliarise your students with the first four parts of the

Reading and Use of English paper.


G
 ive them plenty of practice in the first four parts of the
paper.
C
 heck that their method of recording new grammatical
structures is effective.
C
 reate your own cloze tests, e.g. from a text they have
already read.
D
 o word-building exercises regularly to help students
with Part 3.
T ell your students to pay attention to the titles of the
texts in Parts 1-3 as the title sets the context.
T ell students to read through each text both extensively
and intensively before they answer the questions.

One month to go

G ive students timed practice in class.


E ncourage them to guess if they dont know the

One year to go

H ave a selection of graded readers (www.blackcat-

cideb.com) in the classroom and encourage students


to read them. This will help them to broaden their
vocabulary range and reinforce grammatical
structures.
M
 ake a chart where students give book ratings, e.g.
five stars for the best books.
C
 ollect magazine articles on students favourite topics,
copy them and share them.
If your students have email, encourage them to send
each other jokes in English.
D
 evelop an awareness of text structure titles,
paragraphing, topic sentences and linkers.
E ncourage an inquisitive attitude to vocabulary and
make sure students have an effective way of recording
new words and phrases.

Six months to go

E nsure that students develop the skills of skimming and


scanning give timed reading tasks.

E nsure that they understand the difference between

answers its better than leaving a blank answer.

they should rub it out and not put an alternative in


brackets.
E nsure that they copy their answers correctly onto the
answer sheet and that they write their answers in
capitals for Parts 2, 3 and 4.
R
 emind them to check their answers.

If students decide that one of their answers is wrong

Countdown to the READING


and Use of English paper
(Parts 5-7)

intensive and extensive reading give tasks for


intensive study of a text AND texts that are for reading
for pleasure.
F amiliarise students with multiple-choice, gapped text
and multiple-matching tasks.
M
 ake sure that they are aware of the purpose for
reading, e.g. reading for gist, detail, attitude, etc.
C
 heck that they are recording vocabulary in a
meaningful way: noting the different forms of words,
putting them into sentences, building up a bank of
idiomatic phrases, etc.
81

BC13008_0400_U04_070-120.indd 81

13/01/15 15:32

Exam Teaching Tips

B uild students awareness of sequencing of tenses and

R emind students of the importance of checking their

A llow students occasionally to write a second draft of

reference words in texts.


D
 evelop their ability to deduce the meaning of new
words from the context.

One month to go

G et students to use the answer sheet for recording

answers in pencil.
M
 ake sure that they know the format of the Reading
tasks and what is being tested in each part and in each
question.
R
 emind students that in Parts 5 and 6 each correct
answer is worth 2 marks and in Part 7, each correct
answer receives 1 mark.
R
 emind students to read titles and questions carefully
and to highlight key words.
C
 heck that students understand the strategies for doing
each task on the paper.
G
 ive students opportunities to do timed Reading and
Use of English papers in exam conditions.

Countdown to the WRITING


paper
One year to go

E ncourage students to exchange emails with an e-pal,

e.g. you could liaise with another school in a different


country.
M
 onitor tense usage, spelling and punctuation in all
written tasks carefully.
S et writing tasks on a regular basis both as class work
and homework tasks.
W
 ork on a project, e.g. local bands, which results in a
piece of writing and put the students work up on the
classroom walls.
U
 se the Internet as a resource to find good models of
e.g. articles or reviews on topics that interest your
students and encourage them to contribute to e.g.
blogs.

Six months to go

E nsure that students know that Part 1 of the paper is

mandatory and that they only need to choose one


question from Part 2.
F amiliarise students with the variety of writing tasks
and word length.
E xplore a range of functions such as giving opinions,
making suggestions, agreeing/disagreeing, etc.
F ocus on register in writing, e.g. formal/neutral vs
informal letters.
M
 ake sure students address and engage the reader.
E ncourage students to make a writing plan before they
start the task.

work.

their work incorporating your/peer feedback.

One month to go

S et timed writing tasks in class.


C heck students are using a variety of grammatical
structures.

M
 onitor that students are using a wide vocabulary
range.

R emind them that they must write their answers on the

lined pages following each question.


R
 einforce the fact that they will write most effectively if
they answer a question in Part 2 that most closely
matches their own interests and experience.
R
 emind them that they should not simply lift chunks of
language from the question prompt in Part 1 but
should paraphrase.
R
 emind them of the importance of clear handwriting.

Countdown to the LISTENING


paper
One year to go

U se English all the time in class.


M
 ake sure that you constantly model a range of

vocabulary and structures in class. From time to time


record your lesson and then analyse it to make sure
that you are demonstrating verb forms that Cambridge
English: First candidates typically find tricky,
e.g. suggest + -ing/suggest + object pronoun + base
infinitive, conditional forms, forms that follow wish, etc.
M
 ake sure that students are exposed to a range of text
types and accents.
G
 ive a little practice often. This is the key to successful
development of listening skills.
U
 se a range of sources for listening, e.g. DVDs, songs,
class discussions, TV news/culture programmes, the
Internet.
B uild awareness of pronunciation features such as
weak forms, word and sentence stress, and intonation
because this helps students decode listening texts.

Six months to go

M
 ake sure that students know the format and timing of

the Listening paper.


P rovide ample opportunities for students to practise
multiple-choice, sentence completion and multiplematching tasks.
E ncourage students to predict what they are going to
hear from the title or context sentence and to predict
answers by reading the questions carefully.

82

BC13008_0400_U04_070-120.indd 82

13/01/15 15:32

Exam Teaching Tips

R aise awareness of the different purposes for listening,

e.g. is the question asking students to listen for gist,


detail, function, purpose, attitude, opinion, etc.?
U
 se the recording scripts if possible, to show where
answers are located in texts and how distractors work.
E xploit the recording scripts for intensive study from
time to time, looking at structures, vocabulary,
functions for expressing opinions, agreeing/
disagreeing, etc.
M
 ake sure students recognise paraphrasing, e.g. they
may hear a phrase on the recording and have to
equate it with a paraphrase on the question paper.

One month to go

M
 ake sure that students get used to answering the

questions on the question paper and then transferring


their answers onto the answer sheet correctly in the
time given. They should pay particular attention to Part
2, where they must write their answers clearly in capital
letters.
R
 emind students that each correct answer gets one
mark.
E ncourage students to use the time before the
recording starts effectively, e.g. highlighting key words
in questions.
M
 ake sure that they learn to stop thinking about one
question when the recording has gone onto the next
question.
W
 arn them about word spotting: hearing a word on
the recording and seeing the same word in the
question and jumping to the conclusion that it must be
the answer. It could well be a distractor.
M
 ake sure that they get into the habit of checking that
their completed sentence in Part 2 makes sense.

Countdown to the SPEAKING


paper
One year to go

B e a good role model of a speaker of English in class.


B uild up students confidence in speaking by making

sure they have sufficient language input before they do


speaking tasks.
M
 ake sure you have a profile of most of your students:
what are their strengths and weaknesses in speaking?
And then make sure students are supported
appropriately.
E ncourage discussions on the reasons for speaking
English: travel, education, jobs, access to a wider
range of Internet sites, etc.
E ven if you have a big class, make sure that students
have plenty of opportunities to speak, e.g. by doing
pair work or small group work.

B e aware of when it is appropriate to correct speaking:

overcorrection can lead to students being afraid to


speak and undercorrection can lead to students
making unnecessary slips.
M
 ake sure that students take any opportunities that
there are for using English outside the classroom.

Six months to go

M
 ake sure that you help students with pronunciation.

There will probably be certain sounds, features of


intonation, etc. which are the result of L1 interference
so make sure that you tailor pronunciation practice to
those areas.
W
 hen teaching new language, make sure that students
can pronounce words correctly and that they can use
the contracted forms of structures such as, I wouldve
chosen that if Id
G
 ive students lots of opportunities to use a range of
linkers appropriately this will help them in both the
Speaking and Writing tests.
P lay games such as Just a minute, so that students
get used to speaking for one minute in Part 2.
E ncourage students to ask questions, give opinions
and comment on topics and tasks throughout their
course: this includes asking for their partners opinions.
D
 evise a system for marking/rewarding active
participation in classroom tasks.
E ncourage students to expand their answers/
contributions.

One month to go

M
 ake sure students know what they have to do in each

part of the test and what sort of language they will be


expected to produce, e.g. negotiation/collaboration in
Part 3.
T rain students to paraphrase if they do not know or
cannot remember a word.
R
 emind students that they can ask the interlocutor to
repeat a question if necessary.
If possible, show students a model of a good speaking
test; you could do this with a colleague or you could
get a Speaking Preparation pack from Cambridge
ESOL.
R
 aise students awareness of how much they should
contribute in Part 3, i.e. how much they should initiate
and how much they should respond. A balance of both
is ideal.
R
 emind students that they are not judged on their ideas
or opinions but on their grammar and vocabulary,
discourse management, pronunciation and interactive
communication.
There is an explanation of these terms and further
practice materials in the Cambridge English: First
Handbook for teachers and on the Cambridge website.
83

BC13008_0400_U04_070-120.indd 83

13/01/15 15:32

BC13008_0400_U04_070-120.indd 84

13/01/15 15:32

STUDENTS BOOK
and
LANGUAGE MAXIMISER
RECORDING SCRIPTS

BC13008_0400_U04_070-120.indd 85

13/01/15 15:32

2.A

Students Book Recording Scripts


Unit 1

(page 13, ex 20)

5 You hear a tennis coach talking about a young player


called Jack.

1 You hear a student talking about his favourite subject at

When I first saw him, I could hardly believe he was


serious about wanting to come to the sports academy. He
was tall and skinny, bandy-legged and I thought hed
never last 20 minutes, never mind a whole game on
court. I couldnt have been more wrong. His parents had
made the huge investment to bring him to one of the
most prestigious academies and after a few months I
could see that while others had sore arms and backs,
Jack was developing steadily into a player with a future.

school.

Weve started doing environmental science at school and


its really great. I didnt find it easy at first but now I love
it. Do you realise that if we investigated the deep ocean
more, we might be able to find ways of producing enough
high-protein food to feed the whole world? Thats
awesome in itself but the reason I think Ive really taken
to the subject is that it can bring in elements of biology,
other sciences and even sociology. I find all these areas
really fascinating.

6 You overhear a girl talking on the phone about her new


school.

2 You hear a woman talking about the human brain.


You often hear this idea that people who are good at
logical thinking use the left part of their brain and that
people who are creative and imaginative use the right
side of their brain. But where is the evidence for this? In
fact, if you look at a lot of famous musicians, they are
often very good at maths and music. How do you explain
that? I think its wrong to make these sweeping
generalisations and to pigeon-hole someone, especially
when they are still young.

3 You overhear two young people talking about their

I dont really know what I expected before I started this


school but it wasnt this. I was worried about not making
new friends but they have this great system where you
have a buddy; someone in your class who shows you
where things are, explains how things work and
introduces you to everyone. They also have a fantastic
science block with all the latest equipment; it looks
complicated but in fact itll make lessons more
interesting.

7 You hear two friends talking about the school film club.
Boy: Hi, Martha, did you enjoy the film club yesterday?

careers.

Girl: Hi, Paul, yes. There are loads of new members,


arent there?

Woman: I must admit that I chose this because you can


earn really good money.
Man: Does that mean that you dont really enjoy it?

Boy: Yes, and that means theres a lot more discussion of


the film after weve seen it, which is great.

Woman: The studies were hard but once I started working


and building up experience, I began to love it.

Girl: And thats why I started going. I need a range of


opinions on films to include in my coursework.

Man: I think, because were both working with


pharmaceutical companies helping them get patents for
new medicines, were doing something worthwhile.

Boy: Oh, yeah, of course. My projects on politics, so in


fact, I just sit back and enjoy the film!

Woman: I must admit I wouldnt like to work in a court


making judgements about peoples lives every day. I
much prefer dealing with patent offices.

8 You will hear a woman talking about competition at


school.

I dont know why some people say children shouldnt be


encouraged to be competitive at school. Can you
imagine if a school didnt have a sports day? My
daughter would really miss that and I know lots of other
children would, too. I think it would be unfair to pretend
that competition doesnt exist in the world; its better to
prepare children for it at school. Anyway, a lot of the
things they do when theyre in teams teach them to
cooperate with other people. Honestly!

4 You hear two business students talking about cultural


differences.

Girl: What makes a big difference is when a business


person can say even just a few simple greetings in his
colleagues language.
Boy: hes taken the trouble to learn them, thats what
counts. He might then be forgiven for cultural mistakes
like not starting a meeting exactly on time.

3.A

Boy: Id like to study more about cultural awareness


because when I go into business I dont want to make
some stupid mistake like hugging someone when I
should be shaking their hand!

Unit 2

(page 24, ex 25)

Today Im going to give you a brief history of money. As


you know, money has always been a symbol of success
and status, so lets look back and see how it all started.
The first people didnt buy goods from other people with

86

BC13008_0400_U04_070-120.indd 86

13/01/15 15:32

Students Book Recording Scripts

Moving on to something which is like money as we know


it today, in about 1200 B.C. in China, shells became the
first medium of exchange, or money. These have served
as money throughout history even to the middle of the
20th century.
In 1,000 B.C., China began to produce mock versions out
of metal. They can be thought of as the original
development of coins. In addition, tools made of metal
were also used in China as money. From these models,
we developed todays round coins that we use daily. The
Chinese coins were usually made out of base metals
which had holes in them so that you could put the coins
together in units of ten, for example, to make a chain.
In about 500 B.C., pieces of silver were made into the
earliest coins. Eventually, they took on the appearance of
todays coins and were imprinted with various gods and
emperors to mark their value. These coins were then
used in Turkey but the methods were used over and over
again, and further improved upon by the Greek, Persian,
Macedonian, and Roman Empires. Unlike Chinese coins,
which relied on base metals, these new coins were made
of precious metals such as bronze.
Then in 118 B.C., banknotes in the form of leather money
were used in China. One-foot square pieces of white
deerskin edged in bright colours were exchanged for
goods. We believe this is the beginning of a kind of paper
money.
During the ninth century A.D., the conquering Danes in
Ireland had an expression, To pay through the nose. It
comes from the practice of cutting the noses of local
people who didnt pay their tax to the Danes.
From the ninth century to the fifteenth century A.D., in
China, the first actual paper currency was used.
Throughout this period the amount of currency
skyrocketed and led to severe inflation. Unfortunately, in
1455, the use of the currency vanished from China.
European civilisation still would not have paper currency
for many years.
In 1535, though probably well before this earliest
recorded date, strings of beads, called wampum, were
used by Native Americans as money. Wampum means
white, the colour of the beads. These beads were used by
people living in the area which we now know as New York

Bay. The beads were offered at important ceremonies


such as weddings.

4.A

what we nowadays consider to be money. They used


barter. The barter system is where you exchange valuable
personal possessions for other goods that you want.
From 9,000-6,000 B.C., livestock, such as sheep, were
often used as a unit of exchange. This kind of exchange
started at the dawn of civilisation and is still used today.
Later, as agriculture developed, people used crops for
barter. For example, one farmer could ask another farmer
to trade a kilo of oranges for a kilo of bananas.

Unit 3

(page 31, ex 10)

Speaker 1
I think whats exciting these days is the feeling that the
whole concept of society is changing; and thats good. I
dont mean we should throw out our traditions and only
embrace everything thats new, but what I do mean is
that we have the opportunity now to see the world as a
whole, to take care of the earth and to look beyond our
immediate surroundings. I know some people dont like
this idea because they think well lose our identity but I
see it as the society of the 21st century.
Speaker 2
Theres no doubt whatsoever in my mind that the
hallmark of a civilised society is one where firstly,
education is freely available. Whether a person comes
from a deprived background or a privileged one, that
person has the right to free education, which will allow
him or her to make choices in life. People should be able
to study and work to the best of their ability and no doors
should be closed to them because of their background,
religion, or ethnicity. I feel really strongly about this.
Speaker 3
I used to think that society meant knowing where you
came from and respecting that. You know, wanting to
hear stories from old folk about how life was when they
were young and reading about the past. But I go by what I
see happening now to judge whether a place has a sense
of community or not. Youve only got to look round any
city, town or village and to take a look at whats going on
there to see if that society has a sense of community.
Have they organised events such as music festivals and
so on or can no one be bothered?
Speaker 4
This is a really hard subject to talk about because its so
complicated. I live in London, a huge multicultural city,
and what I see that I really like is people celebrating
everyone elses customs. I mean, Chinese New Year is a
huge event in most big cities around the world and
everyone joins in. And I think this is whats important.
Even if, as we say, we now live in a global village, people
should still celebrate New Year, Divali and countless other
events wherever they are. They shouldnt lose this.
Speaker 5
Ive had a long and rich life. And I dont mean rich in the
sense of wealth. I mean that Ive been lucky enough all
my life to live in places where democratic rights are
observed. It may sound as though Im stating the
87

BC13008_0400_U04_070-120.indd 87

13/01/15 15:32

Students Book Recording Scripts

James: Quite honestly the idea that Im now on some


lofty pedestal which distances me from my audience is
so far from reality I cant believe it! OK, Ive been given
this fickle title of celebrity but just ask my friends and
family and theyll tell you Im still human! In fact, my mum
just laughs at it and tells me to turn the other cheek.

5.A

obvious, but you havent got to go back far in history to


see what I mean. All women only got the vote in England
in 1929. And how did they get it? They held rallies, they
marched on parliament. You ask me what society is? This
is what it is the right to shout for what you believe in
from the rooftops.

Unit 4

Interviewer: Is that why youve bought a house on a


remote Spanish island to escape from the limelight?

(page 43, ex 16)

James: The place Ive got is remote and beautifully quiet.


But I dont mean that Im fed up with my fans or anything
like that. Its just that I need tranquillity to recharge my
batteries and then Ill be ready to start putting some
words down to melodies again.

Interviewer: Well, James, I bet you can hardly believe


that just a few years ago you were still a college student.
Have you had to grow up fast?
James: The way I see it, we may get older, but nothing
changes much from elementary school. I seem to be in
exactly the same state as when I was 8 years old. In the
school playground it was all who said what about who.
There were always huge debates about who had the
coolest clothes too, so its kinda amusing to see that
people copy what I wear now as though Im some sort of
style guru!

Interviewer: I see.
James: Ive been there quite a few times now and
something funny seems to happen each time. My family
still laughs about the time I was there on my own and I
locked myself out and had to sleep in the garden. And
the first time I went there the boiler broke down in the
middle of winter. I was freezing. I had to wear all my old
sweaters. And when the guy came to repair the boiler he
thought I was some sort of recluse or hermit. I just burst
into fits of laughter.

Interviewer: Well, youve achieved such a lot in a short


time.
James: True. In the nearly three years since the band
released Back Stage weve sold 11 million CDs worldwide
with the album going to number 1 in 18 countries and
getting into the top 10 in 35. It sounds big-headed but
our list of accomplishments goes on; weve been
nominated for five Grammies, and the thing that I still
cant believe is we got a single to number 1 in the USA.
Thats really something for a British band! Oh, and we
won two MTV awards.

Interviewer: And finally, James, what are your plans for


the future?
James: Interesting that you should ask because quite a
few options have just landed on my desk. One is to write
with some other well-known composers. Another is to
pick up a violin that I bought about 2 years ago and learn
to play it. But what Im actually going to do is travel to
Africa to learn about their music. I need to broaden my
musical education in that way.

James: Yes, can I just say it hasnt all been easy though.
Id only just started going out with my girlfriend when all
this happened. Suddenly I was left with hardly any time to
see her as I had to dash off to Japan, or New York or
Berlin. But I channelled all the feelings and all the things
that have happened to me as I was going through in my
meteoric rise to stardom and thats the basis of the
album.
Interviewer: Ive heard you say that you love language
is that what makes you such a good songwriter?
James: I think youve got to enjoy working with words and
feelings. Some would argue that music has more
capacity to unleash feelings and I can understand that
but dont necessarily agree. For me, I love hearing songs
in other languages; the sounds are strange and exciting
at the same time.
Interviewer: Some people have suggested that you have
become too distant from your fans. How do you feel
about that?

6.A

Interviewer: And can I ask what inspired this latest


album?

Unit 5

(page 54, ex 22)

1 You hear a man telling a friend about a decision he has


made.

I dont just want to be one of those guys who just moans


about things but never does anything so Im going to up
my efforts as far as being green is concerned. Ive found
out about ways of saving electricity at work and Im going
to circulate it to everyone. They already know Im keen on
green issues because I gave up using my car to commute
to work and started using my bike some time ago. I guess
the ideal is to work from home then youre not clogging
up the roads and it saves time too.

2 You hear a brother and sister talking about eco-friendly


presents.

Girl: Lets get a joint present for Monica. Its hard to get
her something though because shes so anticonsumerism.

88

BC13008_0400_U04_070-120.indd 88

13/01/15 15:32

Students Book Recording Scripts

Boy: We just have to choose something that she will


appreciate, something fair-trade, green, organic,
recycled, you know. You can get great T-shirts that shed
like.

6 You hear two teenagers discussing a pop stars


involvement in a green campaign.

Girl: Did you read about Basha lending his voice to the
Save the Whale campaign?

Girl: Yeah, but shes got loads. Youre right though, she
hardly ever goes shopping so theres not much point in
getting her one of those nice cloth bags. I know,
something to chill out to, candles made with essential
oils.

Boy: Yeah, smart move. Got his name in lots of papers.


Bet he doesnt even know what a whale looks like!
Girl: Youre so cynical. At least a lot more people all over
the world know about the issue now in more detail.
Boy: The Save the Whale campaign has been going on
for years. I think Basha should stick to what he does best,
write good songs and do great live performances when
hes on tour.

Boy: Yeah, she can use them at her party.

3 You hear a radio announcement about a competition.


The Green Challenge is on again. The team with the best
idea will win 500,000 euros to execute the winning
planned invention. It goes without saying that the
invention must contribute to an eco-friendly lifestyle and
directly reduce greenhouse gas emissions but this year
were also stipulating that the product must be userfriendly. Its got to be practical and convenient. Last year
the quality of the competitors was extremely high and
were expecting this years to be even higher. Remember
that wed rather see inventions that meet the green
requirements than those that are purely innovative in
terms of design. Good luck!

Girl: OK. Keep your hair on!

7 You hear a woman talking about advances in science.


I saw this TV programme about advances in medical
science the other evening. It started out on a very positive
note looking at how a better understanding of the human
genetic code may lead to the elimination of certain
illnesses. Then it went on to examine the possibility of
people living on to be 110 quite easily. What got me
though was they didnt seem to discuss what sort of
quality of life these 110-year-olds could hope to enjoy. Im
all for giving nature a little helping hand; Im not opposed
to the odd dab of anti-wrinkle cream myself, but I just
thought mm

4 You hear two people debating wind farms.


Man: well, there doesnt actually seem to be evidence
that they are a reliable source of energy. But my main
concern, as a botanist, is the damage they will do to
colonies of birds and bats

8 You hear a tour guide giving advice to tourists.


Now this area, although not traditionally a mosquitoinfested zone, is becoming one. Due to global warming,
mosquitoes are increasingly found here, so protect
yourself. There are several ways of doing this. You could
stay in around the hours of sunrise and sunset but that
would significantly reduce the benefits of being on
holiday. What undoubtedly works best is using a spray.
Most good ones now can give you at least ten hours
protection. Wearing long sleeves and long trousers helps
to some extent but I always find mosquitoes have an
annoying habit of getting down your collar, under your
shirt, etc.

Woman: Well, Im coming at it from a different angle, and


that is, people who live near wind farms will find that they
wont able to sell their homes for the sort of prices they
would have got before. People dont always think about
this, they worry that it may be noisy but quite honestly
most of us live with high levels of noise pollution these
days

5 You hear a teacher talking about a school environmental


A couple of years ago, I introduced the idea of making a
school garden and it was received very positively with
parents donating plants and even trees. This was a relief
because Id asked the Council for some extra money to
get the project off the ground but they were, lets say,
less than enthusiastic. What I hadnt bargained for was
the impact on the children and their ability to concentrate
better in class after being out planting and weeding in
the garden for forty minutes. Ive been given a pat on the
back for our school results going up but I think its more
to do with the children enjoying being at school more.

7.A

project.

Unit 6

(page 59, ex 6)

Today Im going to talk to you about a comparatively new


type of fabric which is being used in the fashion industry.
Its a fabric made of bamboo. The first quality that anyone
touching a garment made of bamboo will notice is its
softness. To my mind its like silk but other people have
likened it to cashmerebut actually I find cashmere too
itchy to wear next to the skin.

89

BC13008_0400_U04_070-120.indd 89

13/01/15 15:32

Students Book Recording Scripts

Bamboo compares with petrol-based synthetic fibres


extremely favourably too. For some people, wearing a
petrol-based material causes skin irritation and in some
cases a rash. Another distinct drawback to petrol-based
fabrics is not so much to the wearer as to those around
him or her the fabric starts to have a nasty smell really,
not long after youve put it on.
Bamboo is the fastest-growing plant in the world, mainly
because it has extraordinary natural ability to absorb
water. This helps the plant grow fast.In fabric form it
retains this unique, remarkable property. It draws
moisture from the body which then evaporates, keeping
you naturally dry. Its three to four times more
absorbent than cotton.
Bamboo is remarkably breathable.In the heat, bamboo
is naturally cool to the touch and this property is
maintained in its fabric form.The cross-section of the
bamboo fibre is filled with various micro-holes which
give it much better ventilation.Its also very warm in cold
weather, because of the same micro-structure; as a base
layer, warm air gets trapped next to the skin.
In the wild, bamboo thrives naturally without using any
pesticides or fertilisers. It is seldom eaten by pests or
infected by bacteria.Why?Scientists found that bamboo
owns a unique bio-agent which means that bacteria
cant survive in bamboo. This natural feature is retained
in fabric form.
In addition, tests by the Japanese Textile Inspection
Association found that, even after putting bamboo
clothes through the wash fifty times, bamboo fabric still
possessed this function.
Bamboo clothing is strong and durable so it will stand up
to years and years of wear. Repeated tests show this. The
same bamboo is used for scaffolding in the construction
industry to build skyscrapers in Hong Kong. That just
shows how much trust you can put in the strength of
bamboo!
Now I know many people worry when a new wonder
fabric or fuel, Im thinking of bio-fuels, they worry
growing plantations and plantations of it will have a
negative impact on the local area. Again, not so with
bamboo. Bamboo actually makes the condition of the
soil better where it is grown. Bamboo also can grow on
hill slopes where nothing else is viable.

Iforganic clothing made from bamboobecomes


popular, it means more bamboo plantations, which
means more photosynthesis and fewer greenhouse
gases. The greatest challenge facing mankind would
just get a little easier.

8.A

The reason for this softness becomes obvious when you


look at the fibre through a microscope. Whereas cotton
has long flat fibres, bamboo fibre has a round surface
and this is what gives it its smoothness and feeling of
luxury.

Unit 7

(page 69, ex 7)

Speaker 1
When I joined the company where I work now, I realised
that lots of my colleagues belonged to a local gym and
that the company paid for them to do that. And at first I
just thought, thats nice, we can all have fun together and
it might be a good way for me to get to know new people.
How wrong can you get? After just a couple of weeks the
pressure started building up. I was expected to take on
more and more and I realised that if I didnt start playing
squash or something like that my blood pressure would
rocket!
Speaker 2
It was when I was a teenager. Looking back on it now, I can
see that it was just a phase I was going through. Those
teenage years are hard and I was beginning to lose my
self-esteem. Luckily for me we had a brilliant sports
teacher; she was always full of energy, so made you feel
good. She could also see and understand what was
happening to us. She suggested I played tennis for the
school because I was quite good at it. I began to do well
and even won a championship and before I knew it, I had a
very positive outlook on life.
Speaker 3
I cant say that my job is stressful but there is a drawback
to it, and that is its sedentary. I began to notice my
waistline expanding so I decided to join the local golf
club. I know that its not the most physical of sports but it
works for me. I get out onto the green most weekends
and end up walking quite a few miles. People keep asking
me if I go there to make more business contacts but I can
honestly say that wasnt my intention but I have made
some good new friends almost as an extra bonus!
Speaker 4
I moved to a new town because of a fantastic job
opportunity. I knew I was going to have to work long
hours and that the job would be challenging. But I was
determined that wouldnt stop me from enjoying my free
time. I joined a dance class because someone had told
me that a really good crowd went there and did lots of
things together after the classes. That sounded just the
thing I was looking for and I havent looked back since
or had a night in in front of the telly!
Speaker 5
I was finding I was sleeping more and more and just

90

BC13008_0400_U04_070-120.indd 90

13/01/15 15:32

Students Book Recording Scripts

9.A

couldnt be bothered to do much at all apart from study,


eat, and sleep. Then I went to stay with my uncle and
aunt for a holiday. Hes a keen runner and he just
wouldnt take no for an answer when he asked me to go
out running with him one morning. I moaned and
groaned but after a couple of days I found I had loads of
get-up and go and I was even asking him to make the
runs longer!

Unit 8

misuse and related offending has a part to play as well


as the profusion of portable consumer goods, including
cars and their contents.
Interviewer: And in England, what type of crime is
common?
Helen: There are significant variations between countries
according to the types of crime you risk becoming a
victim of. Ive just been looking at figures for England and
the Netherlands and the former, closely followed by Italy,
is the car crime capital of Europe, whereas,
unsurprisingly perhaps, the Netherlands is top for bicycle
theft. Whereas in Poland, another country I looked at,
pickpocketing is the most popular pastime.

(page 80, ex 9)

Interviewer: With me in the studio today is Helen


Bywater, whos been looking at trends in crime rates.
Helen, I think that most people instinctively feel that the
crime rate is going up. Is that correct?

Interviewer: No wonder were all afraid of something


happening to us.
Helen: And therere some interesting studies on fear of
crime. The British are twice as worried about crime as
the Swiss, but they arent twice as likely to become
victims. A Swiss study suggests that this disparity may be
partly to do with the medias coverage of crimes. But all
European countries are now looking at tackling this
important business of fear of crime, as irrational levels of
fear can seriously affect the level of enjoyment that a
person has in his life. For example, more and more
people are reluctant to go into city centres at night. And
this is the reason that I think we have to do something
about fear of crime.

Helen: Well, over the last 25 years there has been a


general increase in crime in all European countries.
Although there have been plateaux where the crime rate
has levelled off in some countries for a few years and
occasional reductions, it is impossible to find any
European country where the crime rate is now lower than
it was ten or twenty years ago. On the plus side, official
government figures suggest that crime levels went down
slightly during the mid-1990s, after very large increases
in previous years.
Interviewer: I see. And how do we know how much crime
there is?

Interviewer: But cybercrime is something that can


happen to any of us now, isnt it?

Helen: The most widespread method for measuring crime


levels is to use the records of crimes recorded by the
police. Of course, there are some variations in recording
methods between countries, but what really makes the
data not entirely reliable is that it depends on someone
reporting a crime. It has been argued that, to some
extent, the increase in crime over the last twenty-five
years is substantially weighted by increases in reporting,
rather than an absolute increase in criminal events.

Helen: Its true to say that cybercrime is one of the


fastest-growing criminal activities on the planet. It covers
a huge range of illegal activities including financial
scams, for example if you totted up all the money stolen
from credit cards, itd run into the millions. Then theres
computer hacking, virus attacks, stalking by email, and
so on. And of course by the very fact that its on the web,
it means its an international problem. And this is the real
challenge how exactly do you police this?

Helen: Absolutely. Victims and witnesses nowadays have


easier access to the police, for example, because of
mobile phones. Also, insurance companies now require
victims to report losses they are claiming for. These are
just facts. But what is significant is that there are lower
thresholds of tolerance about behaviour such as violence
and drink-driving and the public wont just stand by and
watch this happen any more.

2.B

Interviewer: And have you noticed any change in


attitudes towards crime in, say, the last ten years?

(page 89, ex 8)

Well, Im not a fantastic cook but I do like making brunch


at weekends, and I like doing something special for that.
For example, last weekend I cooked scrambled eggs with
some small pieces of salmon mixed into it. Everyone said
it was delicious.

3.B

Interviewer: So, going back to an earlier point, why do


you think crime is increasing?
Helen: Briefly, in my opinion, the real root cause of the
increase is the fact that people go to live in different
towns for jobs, etc. Now, leading to a decline in
traditional stable communities. Its also likely, but I
believe to a lesser extent, that the increase in drug

Unit 9

Unit 9

(page 94, ex 23)

1 You hear a woman talking about a restaurant.


We went to a new restaurant called Foodies last night.
We were greeted by a very charming waiter. Then a
91

BC13008_0400_U04_070-120.indd 91

13/01/15 15:32

Students Book Recording Scripts

different person took our order and there were lots of


nibbles and things for us to munch on while we waited. I
was really enjoying myself. Then my main course came;
the meat was really chewy and quite honestly I dont
think it was one of the better cuts of meat to start with.
The pudding wasnt exactly stunning either. You wouldnt
mind so much but it was really pricey. Wed been warned
about that and it was supposed to be my birthday treat so
we were pushing the boat out.

Boy: Anyway, theres no evidence of nasty side effects to


consuming GM foods. But I do know theres a strong
anti-GM movement in the UK, mainly coming from
organic farmers who are worried, quite rightly so, about
how it will affect agricultural land. Other people think its
just another way for big companies to make mega bucks!

6 You hear a man talking about fast food.


As a student, I used to eat burgers and stuff like that
because it was cheap food or so I thought. Actually its
just as cheap to make a healthy bowl of pasta and thats
twice as satisfying. When I was away for a couple of
weeks last summer with some mates from university, I
slipped back into the habit a bit. But I kept thinking this
only tastes of salt and sugar and wondered why I was
eating it. I must admit, if Im really pushed for time, like
when I finish work at nearly 7 and want to get to see a
film at 7.30, I do just grab something then. But its not
that often.

2 You hear a man talking about cooking.


I was brought up in a house of good cooks. You should
have tasted my grandmothers apple pie! I thought
everyone was a good cook so I couldnt believe it when I
met my girlfriend and she told me that boiling an egg was
the height of her culinary skills! But I guess what got me
into it was an old battered-looking hardback I found in a
junk shop. It has really unusual recipes and its even got
someones handwritten notes in the margins with extra
hints. I just couldnt resist trying them out. And the rest,
as they say, is history.

7 You hear a woman talking about her local supermarket.


I know a lot of people complain about supermarkets and
they worry about whats happening to smaller shops but I
must say our local supermarket has always been great.
Often when you go in theres a wonderful smell of baking;
its really mouth-watering. But what theyve just started
doing is advertising food that comes from this region.
I think people are more aware of food miles these days
and they are less keen on beans that have been flown in
from the other side of the world so thats really good.

3 You hear two students talking about their course in food


technology.

Male: There was a lot of information to absorb in that


lecture on all the food additives, wasnt there?
Female: Youre not joking. I dont know how the lecturer
managed to pack so much into one hour! Ill have to read
up on it later though, because it was all new to me. Still,
by the time weve finished this course, well be able to
walk into any branch of catering; were covering so many
subject areas.

8 You hear a brother and sister talking about the food they
eat at home.

Male: Yeah, I hadnt realised wed have so many options


open to us with a degree in food technology.

Girl: Mums cooked an Indian dish for dinner tonight. Its


got prawns in it.

4 You hear two friends talking about Japanese food.

Boy: Great. I love seafood. I wonder what spices shes


used. Anyway she always gets it just right.

Woman: Ive really got into Japanese cuisine recently.


And Ive made quite a few different dishes already.

Girl: Yeah, not too hot, not too mild. Its the same with
everything she cooks though its just so yummy. Im
going to make some bread at the weekend with
wholemeal flour and walnuts.

Man: Arent the recipes long and complicated?


Woman: Well, I guess like most cuisines, there must be
some that are but Im going for simpler ones that I can
prepare when I get home from work. The presentation is
important and thats what appeals. All your senses should
be involved in the enjoyment of eating so your eyes are
important too.

5 You hear two friends talking about genetically modified


food.

Girl: Ive just been reading about genetically modified


foods such as rice and the fact that they have more
vitamins. But actually if you eat a balanced diet, you
dont need supplements...

Girl: You have to be amazingly good to get anywhere in


the catering business and its seriously hard work.

4.B

Man: And people say that things like rice and fresh fish
are good for you

Boy: Wow! Sounds great! You could set yourself up as a


high-class chef when youve finished college.

Unit 10

(page 99, ex 4)

Today Im going to tell you a little bit about our


organisation which safeguards hundreds of species
around the world. We focus special attention on giant
pandas, tigers, polar bears, endangered whales and
dolphins, rhinos, elephants, marine turtles, and great

92

BC13008_0400_U04_070-120.indd 92

13/01/15 15:32

Students Book Recording Scripts

which were considered to have magic properties.


Reportedly, during the sixteenth century, Queen Elizabeth
bought a Narwhal tusk for the cost of ten thousand
pounds the cost of a castle. The tusk was used as her
sceptre.
Until recently, humankind seemed to view the ocean as
a source of infinite resources. The truth is that the
populations of many species are decreasing at an
unsustainable rate. The threats to marine species are
difficult to perceive because marine animals are not as
visible as animals on land. Animals that have taken
millions of years to evolve, that are invaluable to all
ecosystems, have vanished and continue to vanish from
places where they once flourished.

5.B

apes. These species not only need special measures and


extra protection in order to survive, they also serve as
umbrella species. Helping them helps numerous other
species that inhabit the same environment.
Among marine wildlife, seven out of the 13 great whale
species are still endangered or vulnerable, even after
decades of protection. Whales, dolphins and porpoises
are succumbing to new and ever-increasing dangers. For
North Atlantic whales, collision with ships has taken over
as the greatest risk rather than entanglement in fishing
gear, while the critically endangered Western North
Pacific gray whale is at serious risk because of intensive
oil and gas development in its feeding grounds.
While other organisations are focusing their research on
hazards such as toxic contamination or habitat
degradation, were currently looking at the effects of
climate change and what this means for marine wildlife,
in particular, mammals.
We are also combating risks to whales by lobbying to
bring whale hunting under the strict control of the
International Whaling Commission. However, we see the
best results from education, and I mean to people of all
ages and occupations, I dont just mean children. We
also hope to see improved national and international
action and agreements in the near future.
We work in several areas of species protection around
the world that live within our priority eco-regions. Large
predators like snow leopards and grizzly bears, migratory
species like songbirds, and a host of other species facing
threats also benefit from our conservation efforts.
Different groups work on different projects. One group
known as TRAFFIC works to ensure that trade in wildlife
products doesnt harm a species, while also fighting
against illegal and unsustainable trade.
I work with the two main categories of whales: the
baleen whales, and toothed whales.
The baleen whales are named for their feeding
apparatus, baleen, which descend from the roof of the
mouth. Baleen is made of hard but flexible material,
similar to that of human fingernails, rooted in the
animals upper jaw. The baleen act like a sieve, allowing
a whale to strain food out of the water food which
includes small fish and plankton.
There are 13 species of baleen whales. They range in
size from the compact minke whale, whose average
length is around 8 metres, to the gargantuan blue whale,
which can reach lengths of over 33 metres and weigh up
to as much as 32 elephants. Thats 120 tons.
Of the toothed whales Narwhal whales are my favourite.
They are known more for their almost unicorn-like tusk or
tooth that springs from their forehead in the male of the
species. The tooth actually grows from the left side of the
upper jaw and is twisted into a left-handed helix. The
tooth can be up to three metres long.
The tusk of the Narwhal was sold by Vikings and other
northern traders as the horns of the legendary unicorn

Unit 11

(page 109, ex 4)

Speaker 1
Before I went for the interview everyone I talked to
seemed to have really good advice and I was getting
stressed with all the new information. What Id
recommend though, because it actually helped me, is
make a short list of what you think the requirements are
in the position. For example, the ad might have said
something like, good communication essential. So if you
keep this in your head at interview, you can bring in
examples to demonstrate that you have the ability to do
this. Itll make them realise that youre the right person for
the job.
Speaker 2
A friend gave me a great tip. Before you leave the house,
do a quick search on Google to get latest share prices,
and any mention of the company in Google news. Having
fresh up-to-date information on the company gives you
extra points. But my tip is, think about your whole
appearance. Id put on a nice suit, plain shirt, and tie. But
I hadnt thought beyond that. I just put all my papers in a
plastic bag. When I arrived, I saw the interviewers smile
change to a frown as his gaze went from my suit to what I
was holding in my hand!
Speaker 3
This is key to the process. And theres nothing wrong with
physically getting out your piece of paper when you are
at the interview. It shows you have prepared and made
an effort. Be careful not to ask about things in a wooden
way though and this can happen if youre reading from
your notes. Make sure you find out exactly what the job
involves, who youll be working with, etc. All this shows
that youre keen and interested. And remember an
interview is a two-way process; they need you as much
as you need them.

93

BC13008_0400_U04_070-120.indd 93

13/01/15 15:32

Students Book Recording Scripts

Speaker 4
Ive had quite a few interviews for, lets see, about 4 jobs.
So I was getting a bit blas by the time I had my last
interview. I thought, well, Ive done my homework on the
company, I know what theyll ask me and what Ill ask
them. What I hadnt accounted for though was I had to
park my car on a meter and can you believe it, I didnt
have any change. It took quite a while to find a caf
where I could get the right coins. I ended up flying
through the door about five minutes late in a right state.
All I can say is dont do that. Its really hard to regain your
self-composure.

James: American youth culture gets a lot of bad press.


But if it werent for American movies, music and TV
shows, an awful lot of young people would be having a
very dull youth. And if Hollywood, for example, has made
a lot of money out of it, so be it. Other countries or parts
of the world are and will make their mark when they can
economically and at some stage those ideas will overtake
the, at the moment, all-powerful USA.
Interviewer: So I guess were saying Western societies
have strong youth subcultures. Is this because there are
more young people in these countries?
James: Quite the opposite. Western society is an ageing
society. 60 percent of young people live in Asia, 23
percent in Africa and the Caribbean. The UN predicts that
by 2025 the number of young people living in the South
will rise to 85.5 percent.

6.B

Speaker 5
This isnt always easy but if you know before the
interview, itll help you to refine your preparation around
their needs. One of the most common causes is that
someone is leaving. And that then begs the question
why. If youre using an employment agency, they might
know. It could also be that as they develop, they require
people with different skills. Of course the ideal situation is
if you know someone who already works there. But
remember an employee doesnt always have an unbiased
view of things.

Unit 12

Interviewer: As far as I understand it we refer to


subcultures when were talking about a particular style of
clothes or music, right? Now, what is it that drives a
young person to become a part of a subculture?
James: Well, its not so much a statement of look, Im
not the same as my parents but more how I think, what I
consider important is not the same. I also think that each
subculture sort of respects other subcultures, so for
example if youre an eco-warrior, you might think yeah,
he has the right to like a certain sort of music or dress in
a certain way.

(page 121, ex 15)

Interviewer: Welcome, James Cameron, to our


programme today. As an expert on youth culture perhaps
you could start off by telling us how you define the word
youth?

Interviewer: This covers a huge range of topics then. Is


there any one area that interests you most?
James: Yes. When I was growing up I was aware that
different young people chose to listen to rap, reggae, rock
and so on. And it was obvious from the ripped jeans or
body piercing that some people were different but what I
wasnt aware of at all was that we all spoke differently and
that is what I focus a lot of my studies on now.

James: Im glad youve started with that because its not


as simple as you might expect. Some people use the
word to refer to those who are between, say, 13 and 18
because in many societies youre legally an adult at 18.
But in other countries it refers to people a bit older, 16 to
21. Thats why I go for the more fluid interpretation of
people who are no longer kids but they are not yet
mature. Its more psychological than purely age-related.

Interviewer: And what is it that most influences young


people?
James: Well, until youre about 12, its undoubtedly your
family because thats all you really know. And before you
get a job and start your own family, you dont have to take
on board all the norms of your community. Its the constant
bombardment from advertising that youth cannot resist.
Magazines, TV, etc. have a lot to answer for in terms of
creating expectations among young people. It becomes
very difficult if your family cant meet those expectations.

James: Another good question. And its too obvious to


say its because young people only have a brief time
when they are old enough to start thinking for themselves
before they have to conform because they start a job. I
think its to do with having an open mind. Youre prepared
to look at things and think, OK, thats interesting. Those
who say that its a period of discovering yourself are
taking it too far. In fact, thats a process that goes on
throughout your whole life anyway.
Interviewer: Some people say there is only one youth
culture and thats American culture. Whats your view?

7.B

Interviewer: OK, good. Now, I did a bit of background


reading before our programme today and it seems to me
that youth culture is something that is always changing.
Why is that?

Unit 13

(page 129, ex 4)

1 You hear an elderly man remembering New Years Eve


when he was a child.

When I was a lad, I used to look forward to New Years


Eve just as much as I did to Christmas. Christmas was

94

BC13008_0400_U04_070-120.indd 94

13/01/15 15:32

Students Book Recording Scripts

about presents and eating till you felt youd explode!


What made New Years Eve special was that most people
in our village still carried out an old ritual. A villager would
knock on your door just after midnight and hand you a
piece of coal. It was a symbol of prosperity for the
coming year. I dont really know why but I always found it
exciting. At midnight my mother would play Auld Lang
Syne on the piano and wed all sing as loudly as we
could!

2 You hear two teenagers discussing traditional events.


Girl: The only time Ive ever danced round a maypole was
when I was at school. We learnt how to do it. I think some
places in the countryside might still do it, you know, in
villages, but most people these days just dont care about
it.
Boy: Well I must admit, I dont see the point of it. Whats
it about anyway? We live in a different world now. Apart
from Christmas and New Year and birthdays of course,
my family doesnt really take part in any traditional things.
Girl: Mine neither.

3 You hear a woman talking about globalisation.


All you hear about these days is globalisation. And in
most cases its people saying that its a good thing; you
can travel more easily, you can get to know the cultures
of other countries more easily. It seems to me, though,
that the only thing anyone is really interested in is making
a fast buck. Businesses are looking for new markets to
sell the same old stuff. I read an interesting article about
globalisation and how in the future national borders will
disappear. I think whoever wrote it is living in cloud
cuckoo land!

4 You hear a couple discussing a holiday theyve just


been on.

Man: That was a great holiday, wasnt it? I cant believe


Ive got to go back to work tomorrow.
Woman: I know what you mean. The town was lovely,
wasnt it? So unspoilt... by all the huge international
chain stores I mean.
Man: Yeah, the baker actually baked the bread himself
and that greengrocer who had produce from local farms.
Remember that delicious peach dessert you had in that
bistro in the market square?
Woman: Ill never forget it. We should go there again. Its
so much better than our last holiday where we sat
through some really touristy things like that folk festival.
The locals said theyd never even heard of those songs
that they were just for the tourists.

5 You hear a teacher talking about a lesson shes just


had.

Ive just had year 9 and I just happened to mention that


Id made some delicious pancakes both savoury and
sweet versions for my family on Tuesday and they were all
quite interested in the idea that you can be creative and
put what you like as a filling in them. But what I couldnt
get over was that not one of them had the faintest idea
about why we have that tradition that Christians used to
use up the eggs, flour, milk and so on in the house before
they fasted for 40 days before Easter. In fact, they were
really interested so theyre going to look up Pancake Day
on the Internet and report back next lesson.

6 You hear two friends discussing the idea that the world
is a global village.

Boy: Ive just talked to my brother in Brazil; hes working


there for one year working on a water treatment project.
Thats the great thing nowadays, isnt it? There are more
opportunities to work abroad.
Girl: Yes, as they say the worlds a global village. Its a
small world! Just look at our town its fantastic you can
meet people from all corners of the world. I think this
phenomenon will become more apparent too.
Boy: Yes, as long as everyone doesnt flock to just one or
two places. It could have a serious impact on a regions
resources and mean that cities expand and sprawl over
valuable farmland.

7 You hear a man talking to a girl about Guy Fawkes


Night.

Girl: Is it only in Britain that people commemorate Guy


Fawkes?
Boy: Yeah, mostly. 1605, November the fifth, London,
Guy Fawkes was arrested for trying to blow up the Houses
of Parliament.
Girl: In class today we talked about it but Im not sure I
got it so we celebrate that Guy Fawkes failed to do
something?
Boy: Yeah, he failed to blow up the king. Look, tomorrow
Ill show you a display in the school library which explains
it simply.
Girl: Im not thick, I just didnt get it!
Boy: Yeah, right!

8 You hear a woman giving a talk on globalisation.


and interestingly although the USA has enjoyed a
strong and wealthy economy for many years were now
seeing a shift to the East. China is seen by many as a
significant player on the world stage. However, I cant
emphasise strongly enough that the spread of consumer
products, the spread of fads such as Facebook, etc.
would not occur without Internet access. It also means
95

BC13008_0400_U04_070-120.indd 95

13/01/15 15:32

Students Book Recording Scripts

Unit 14

find. In doing research, it is possible that you may find a


family name written in two, three, or even more different
ways. Make a note of any of these variations; this
information may prove valuable at a later time. Always
write a females name using her family name, never her
married name, as this is how you will locate information
about her prior to, and after, her marriage. If you only
know her married name, then write this in parentheses.
Finally, make note of any nicknames that your research
may uncover and write these in quotation marks. If your
Uncle Billy was really named William, you should write
this information as William, quotation marks Billy, close
quotation marks, Anders Jones. Sometimes this can also
serve as a clue to other potential sources of information.
Then look for significant events in the persons life.
Identify the event as clearly as possible. Dont just give
the mere fact. For example, when listing graduation as
an event in a persons life, specify which level of
graduation is being documented. Of course this isnt
possible with all events such as marriages. Use standard
abbreviations for events such as b for birth or bap for
baptism. If you develop your own abbreviations for
events, make sure someone reading your work one
hundred years from now will understand what you are
writing about.
In addition to the event itself, record as much as you
know about the location of the event. For example, a
birth may have occurred in a hospital. When recording
the location of this birth, name the hospital, the town or
city, the county, the state, and even the country if
necessary. In following this procedure, you will create
what I call a trail that you can follow to locate related
sources of information. You always have to think of the
next part of the jigsaw you want to find. So you can see
that once started this is research that will occupy you for
years.

(page 144, ex 22)

Good morning. Im Anthea Wilson and Im just going to


give you a few tips about genealogy. Few hobbies, or
perhaps I should say passions, offer the reward of
genealogy. The people who start looking into their family
history soon find themselves on what I would say can be
likened to a journey that takes them to places they never
before imagined including visits to their familys
homeland and learning who they really were.
Im going to tell you, step-by-step, how to get started,
how to record the information you already know, where
to find the information you dont know, who you can talk
with to get help when the digging gets tough. I must
say at the outset that you must have access to a
computer and if you havent got one at home most
libraries have ones which the public can use, often free
of charge.
Genealogy is a subject or hobby that you will find grows
and grows as you find out more. So the first step is to
begin with yourself. Think of your genealogy as a
collection of individuals, your immediate family, then
your extended family and then you start going back to
your forefathers.
Each of the people you find out about has had a series of
easily identified life events. These events include the
obvious such as birth, christening, education, marriage,
military service, employment, death, and burial. And it is
the first of these that gives you the best leads because you
have records which tell you about the family into which a
person was born.
When you begin your project, write down all the
important pieces of information you collect. This
includes who the person involved is, what the event was
and so on. You need evidence that the event actually
took place. What many people doing genealogy for the
first time dont remember to do is to make a note of the
source of the information. You will need this later as you
usually have to come back to earlier information later in
your research.
Now, when you gather information on a person, write the
persons full name, including all middle names and in
addition to the actual name any title that might be
relevant for example Doctor. This may help you especially
if it is a common name, for example, John Smith. I know
these details may sound unnecessarily fussy but they
really help in the long run.
The other tip I have here is that spelling does matter. The
name should be exactly as it appears in the records you

9.B

8.B

that an exchange of views on a global level takes place.


Of course, there is the problem of policing the worldwide
web and lawyers are working day and night on copyright
issues and so on

Unit 15

(page 152, ex 14)

Speaker 1
A friend of mine had been talking about ecotourism and
the effect that mass tourism can have on a particular
environment, so when I started looking for a holiday I
kept that in mind. The company that I ended up choosing
talked a lot about how they bought locally produced food
and locally produced crafts in their hotels. I liked this
idea because it made me think that at least part of what
Id paid would be going back into the local economy. The
company also offered holidays in some quite unusual
locations so that was an added bonus!
Speaker 2
I guess I am what youd call green so I didnt need any
persuading to look for an eco-holiday. I often go on

96

BC13008_0400_U04_070-120.indd 96

13/01/15 15:32

holiday with the same group of friends; about 6 of us.


Were all students so we havent got a lot of money to
spend on holidays but what we all look for is a holiday
thatll take us off the beaten track. We found a great
company that organises holidays to places where you
take a train, then bus, and then trek for a few kilometres
to get there. Perfect! We ended up in a small mountain
village perched on the side of a cliff. We certainly got fit
staying there because if you went anywhere there was a
steep walk either there or back.
Speaker 3
Last year I went on a beach holiday and a) it was boring
and b) I felt a bit uncomfortable. You know, it was one of
these popular resorts where there are hoards of holidaymakers who just seem to take over the whole place. The
result is theres very little left of the real culture of the
place. So this years priority was not to be part of a
swarm of tourists but to look for a company that
organises holidays that appeal to people who want to
avoid the crowds. The interesting thing is that you can
often just go 20 kilometres down the road and you find
yourself in the real Thailand, India, Spain, or wherever it
is.
Speaker 4
When I was surfing the Internet I came across this site
which said they offered real value-for-money holidays
because you stayed with local families. And I thought
thatd be really cool. When I travel, Im really into the
food, the music, and the language of the place Im
visiting. And sometimes its hard to access that you get
shows and stuff thats really just put on for the tourists. I
didnt recognise the name of the company so I didnt
know what sort of reputation they had so I phoned them
up. After chatting to them for about twenty minutes I
knew that we had similar ideas about what a holiday
should be like. So I booked it and it was great.
Speaker 5
I think its quite hard to choose a holiday these days.
Everything makes me feel so guilty. If I fly somewhere Im
increasing my carbon footprint, if I drive Im also
responsible for an increase in C02 emissions. So I ended
up going on this cycling holiday with my husband. It was
awful. Wed planned a route through all these little
villages and we had to cycle for about 6 or 7 hours every
day just to get to the next one. The roads were often full
of other tourist traffic who did not appreciate us being on
the same road. By the end of day three, I would have
paid anything to anybody just to get me off that bike into
a luxury hotel with a swimming pool and five-star
service.

10.B

Students Book Recording Scripts

Unit 16

(page 159, ex 4)

Interviewer: Thank you for coming in to talk to us today,


Donna, about getting fit. First, do you think that most
people should be doing more exercise?
Donna: Absolutely. I own a chain of gyms and we have a
lot of people coming to us for advice. And what I see is
people who have hectic schedules in their lives. They
have jobs where theyre being asked to do more and
more in the same amount of time. Then they dash home
to look after children or grandparents. They spend hours
driving their kids to after-school activities. Its no wonder
they feel under pressure they are! And exercise relieves
that.
Interviewer: So what do you say to convince people that
they have to do something about their health?
Donna: Well, when I start talking to people they nearly
always seem to know that inactivity can mean that they
start piling on the kilos. And theres a lot of information
around about looking after your heart. I think the
governments done a great job in raising awareness
about that. But what people dont seem to realise is that
insomnia can be cured by taking appropriate exercise.
This may seem a trivial problem but if you cant get
quality rest at night, the negative effects are cumulative.
Interviewer: And is it getting harder to get children to do
exercise?
Donna: Before I started working in the health business, I
would have said that children who have parents who are
keen on tennis or golf would be the most important factor
in determining whether a child takes up sport or not, but
thats not the case. Because many children have access
to the Internet and they watch TV, they know a lot about
the top sportspeople and a child only has to see a sportsperson as someone to admire and emulate and the child
wants to do sport. He or she will join the school sports
team and make friends with similar interests.
Interviewer: Thats good because they learn how to do it
properly.
Donna: Yes. People are generally good about doing some
exercises before they start to get the joints and muscles
working. And in all honesty, with running for example, you
cant just go out and run a marathon, so you increase
your distance gradually. What I find people overlook
though is doing some bends and stretches before they go
and have their shower. This is important to stop you
feeling stiff the next day.
Interviewer: So would you say that running is a good
sport for all-round fitness?
Donna: Although its good for your lungs and obviously
your legs, I think other sports should be considered, like
swimming or playing football, although the former is only
good for you if you do it properly with your head in the
97

BC13008_0400_U04_070-120.indd 97

13/01/15 15:32

Students Book Recording Scripts

water and your spine in a line otherwise you can get


lower back problems. A lot of people suggest walking but
to me its a bit like running only not as effective. So Id
go for a team sport like the one we mentioned. Its a
good all-body workout and you have fun.

2 You overhear a woman talking on the phone.

Look, Im very sorry, but I just dont see what you mean.
When I got this new phone for my daughter, which I
thought was really good value at the time, you told me
the contract included all charges. So I dont understand
why Ive suddenly got this huge bill Well, where did it
say that? No, thats not good enough, Im afraid. Im
not paying anything until someone can explain to me, in
person, why I should. Ill come by some time this
afternoon. I hope the manager is available, but Ill talk to
someone else if necessary.

Donna: Good question. The government recommends


one hour of physical activity a day. And this activity
should be of at least moderate intensity. But I think if you
can manage something more strenuous, and you can do
that on two days a week, thats even better. Activities
that are weight-bearing are good. Interestingly, a recent
report by medical experts says an hours activity a day
isnt enough. If you want to avoid heart disease and
obesity, you need to do 90 minutes exercise a day.

12.B

Interviewer: And how do we know how much exercise


to do?

Part 2
Presenter: and with the time coming up to a quarter to
nine, its time to hear from Sean Ryan again, as he takes
a look at another of the worlds great architectural
masterpieces.

Interviewer: And although I dont want to end on a


pessimistic note, whats the most common cause of
injury?

Sean Ryan: Few buildings exist which have an equally


high approval rating among critics, architects and the
general public. The Guggenheim Museum in Bilbao is
undoubtedly one.
When the decision was taken in 1981 to ask the
Guggenheim Foundation in New York to open a museum
in Bilbao, this once thriving industrial city was in great
economic decline. As the Basque government also
offered to fund the museums construction and subsidise
its running costs, it was a very risky but forward-thinking
undertaking.
Set on the river and designed by the award-winning
architect, Frank Gehry, construction began in 1993 and
immediately caught the publics attention. At first, people
were unsure what to make of it.

Donna: The ones we hear about in the news are always


traumatic injuries. These are usually the result of impact
and collisions, and generally theres not much you can
do to prevent them. But in most games one of the aims of
the rules is to reduce the risk of injury, so following the
rules makes you safer. To my mind, its the less
sensational injuries that are caused by doing a sport
badly that happen most frequently. By that I mean not
holding your body or your equipment in the right way.
Often its the repetition of this faulty action that results
in excessive load on tissues and subsequent injury.
Interviewer: Thank you, Donna for all

Part 1

1 You overhear a man and a woman talking about a job


interview.

Woman: So, how did it go?


Man: Well, I couldnt say really. I knew they were only
interviewing a few people for the post, so I thought I
stood a pretty good chance before it even started. The
interview went well, as far as I could tell. There werent
too many awkward questions, either, which certainly
makes a change.
Woman: Well, that doesnt sound too bad, does it?
Man: I suppose not. But then, you know, the more I found
out about what the post actually involves, the less
appealing it sounded. So, I guess I might have to keep
looking after all.

13.B

11.B

Listening Bank (pages 183-186)

Part 3
Speaker One
Now that was a bad day! Id been with the kids all
morning and theyd been driving me crazy, as usual! So
Id taken them to the park to burn off some of that energy.
Id taken off my jacket and was sitting on a bench,
enjoying the sun Anyway suddenly there was this
yelling and shouting, so I raced over it turned out to be
nothing, of course, but by the time I got back it had gone!
I dont know how I could have been so stupid. I mean,
thats not like me at all! It had everything in it my
phone, cards, keys, everything. My partner wasnt very
impressed! It took me days to sort out.
Speaker Two
I used to have a bracelet that I wore everywhere. Friends
were always teasing me about it, saying that it had been
permanently attached to me at birth, like some sort of

98

BC13008_0400_U04_070-120.indd 98

13/01/15 15:32

Students Book Recording Scripts

name tag or something. Anyway, one afternoon I looked


down and it wasnt there. I looked everywhere but it had
simply vanished. I guess it must have got caught on
something or just fallen off somewhere without my
noticing. It was just very unlucky, but I was devastated
still am in fact Its silly really I doubt it was worth very
much. Its just that my aunt had given it to me, so it had a
lot of sentimental value.

14.B

Speaker Three
I knew I shouldnt have trusted him. He promised to look
after it, but I had my doubts from the beginning well,
hes a good mate and everything, but being careful with
things is not one of his strong points, you know what I
mean? Anyway, sure enough, when I asked for it back, he
just looked at me blankly and asked what I was going on
about Well, I can laugh about it now, but at the time it
wasnt funny. Still, it made me realise youve got to take
responsibility for looking after the things you value. You
cant expect other people to do it for you.

Part 4
Interviewer: And now Im very pleased to introduce David
Thomas and Megan Parker, two young actors in the

making, who have just completed a one-week intensive


course at the acclaimed Drama School here in town.
David, Megan, welcome. The Drama School has a
reputation for pushing participants to their limits; you
must both be exhausted.
David: Yeah, it was pretty intense, to tell the truth. I still
cant quite believe its over, actually. You know, I really
didnt know much about any of it when we started. Its
just amazing how much we covered in such a short
space of time, isnt it?
Megan: Oh absolutely! From acting to directing to editing,
we did it all. And I dont mean from the comfort of a
classroom, either, this was hands on stuff from Day one!
It would have all seemed a little scary if the teachers
hadnt been so experienced and supportive.
David: I couldnt agree more, all the staff there were
absolutely first class. I did feel though, that we could
have done a little more backroom technical work, like
lighting or sound, you know? That side of things really
interests me and, although what we did was probably
useful, it was a little bit basic, in my opinion.
Megan: Oh I dont know: first you have to master the
basics if you truly want to become a master yourself.
Wasnt that one of the key messages of the course?

99

BC13008_0400_U04_070-120.indd 99

13/01/15 15:32

Unit 1

so I got a pleasant surprise to find it was all very modern


with internet access and everything even a free gym on
site. Id been trying to decide between this course and
another one in a big city university where you have to
find your own place to live. They offer similar courses and
the same mix of online and face-to-face lectures. So
going on the visit really helped me to make my decision.

(page 7)

One
It was really interesting going to visit the campus. For me,
the main attraction of this college is the fact that I can
get there by bus each day from my village, but it was still
interesting to go and see everything. The whole site was
much bigger than I expected and the layout is
complicated I kept getting lost trying to find my way
round! The buildings are all modern, though, which is
good. I want to study sciences, so up-to-date labs and
equipment are much more important to me than the all
historic libraries and stuff that some places have.
Two
Although they dont offer an enormous number of
different subjects at the college I visited, I was really
impressed with the way the programmes organised. You
do a lot of the work online and the teachers give you
feedback by email, so you dont have to go in for many
lectures, and you dont have to go and live on the
campus or anything like that. In fact, the college itself is
just part of a downtown skyscraper. For anyone who
associates doing a degree with medieval courtyards and
dusty old books, it would be no good at all!
Three
I didnt really know anything about the college before I
applied, so I hadnt realised that the buildings themselves
had won a big international prize for the way theyre
designed. Studying in such awesome surroundings must
be amazing, so for that reason alone, its definitely top of
my list. The range of courses on offer is pretty standard,
so Id have no problem finding one where I could
combine law and languages which is my aim, and the
quality of the teachings reckoned to be good. The
accommodation blocks looked pretty basic inside, but
fine.
Four
I knew what I was looking for in a college. I wanted one
which had a lovely old library where I could sit and lose
myself in my reading, surrounded by books that had been
used by generations of scholars before me. I guess thats
why Ive applied to do philosophy. People doing other
subjects might be looking for the latest equipment or
online course delivery, and theres nothing wrong with
that. The range of topics on the course is fairly limited,
but I can put up with that, and there are one or two things
Ive never heard of thats enough of a challenge for me.
Five
The fact that the campus is in the middle of the
countryside means that you have to live in student
accommodation. I was expecting it to be very basic,

3.A

2.A

Language Maximiser Recording Scripts

Unit 3

(page 15)

One
You hear two friends talking about a new sports centre
thats just opened in their area.
M: Have you been to the new sports centre yet?
F: Yeah, its great that the local councils willing to invest
so much money in a place like that for young people to
use. And the gyms just incredible, they havent bought
cheap equipment or anything its all the latest stuff. The
only thing that bothered me was that I thought the
membership fees were a bit high shouldnt it be free for
local people?
M: Oh come on theyve got to get some of the money
back somehow. Just think how much private gyms cost to
use especially if you want the latest equipment.
Anyway, it isnt only for kids, you know. Its for everybody.
Two
You hear part of an interview with a successful
businesswoman.
M: So whats it like being the only woman on the board?
F: Basically, when I go to meetings of the management in
the company, I make an effort to dress well and present
myself in a businesslike way which is more than can be
said of some of my male colleagues! And I have to say
that, on the whole, they treat me very well. The only way
that I feel Im not treated quite equally, and this amuses
me really, is that I always have the feeling that if I wasnt
there, theyd be a lot less polite in how they spoke. I wish
theyd forget I was a woman, but I guess they just cant!
Three
You hear a student who lives in Manchester talking about
life in the city.
Im really glad I decided to come to Manchester to do my
degree, rather than my local university in the West
Country. Its such a vibrant city, with so much going on.
Im never short of things to do in my free time. Ive made
lots of great friends here, though I guess that wouldve
happened wherever Id gone, because Im a sociable sort
of person. But I dont think Id have got the chance to get
involved in so many interesting projects at a smaller
university. Like, Im volunteering on a project to analyse
the effects of social media in kids in Africa this summer
how cool is that!

100

BC13008_0400_U04_070-120.indd 100

13/01/15 15:32

ts

Language Maximiser Recording Scripts

Four
You hear a teacher talking to her class.

day it is. Anyway, we were talking about buying him a


joint present so we could get something a bit bigger
do you remember? Its just that if were doing that, wed
better start thinking about what were going to get. OK?
Let me know what you think. Byeeeee.

OK class listen up. I want to tell you about the project


on the health service youre doing. Remember? Youve
got to design a survey to find out about patient
satisfaction with services they receive at the hospital.
Youre going to present the information in graphs, but Ill
explain about that later. For the moment, its best to just
think about your questions. You know, what are the most
important questions you want people to answer then
you can ask those same questions to as many people as
possible. Now, dont forget what happened with the last
survey we did when you all wrote far too many
questions. Please, dont repeat that mistake.

Eight
You hear two friends talking about a film they have just
seen.
M: Great film I really enjoyed that.
F: I liked all the dance music made me really want to be
there.
M: Really? I thought there was a bit too much of it,
actually as if theyd started with the music and written
the story around it.

Five
You hear the weather forecast on the radio.

Six
You hear two students talking about social issues.
M: The trouble with public spending is that everythings
important if the government spends money on
universities, then somebodys going to say it shouldve
been spent on building houses or buying equipment for
hospitals.
F: Well, all these things are important, but the thing to
remember is that if the government doesnt spend money
on these things, then private companies will especially
housing.
M: I guess youre right. And I think university education
actually gets a lot less than those other things at the
moment.
F: Exactly it shouldnt be a lower priority. I mean health
cares important too but that already eats up a lot of
our taxes.
M: Right.
Seven
You hear a boy leaving a voicemail message.
Hi there. Hope youve had a good time at the swimming
pool. Im down at the ten-pin bowling and I just thought
of something. Isnt it Dads birthday next week? I cant
remember the exact date, sorry! I know you write stuff like
this in your diary, so youll be able to check exactly what

M: Sure it was just a way of looking at the way people


behave in certain situations and the characters were
believable.
F: No doubt about that. The plot was silly, but that didnt
seem to matter really you really felt what they were
going through.
4.A

So, for those of you thinking of going to the pop festival


on Sunday, heres the weekend weather forecast. Sunday
should be a more settled day than Saturday, when there
will be a mixture of sunshine and showers, and any rain
should have cleared away before the festival begins on
Sunday morning. Temperatures will not be as high on
Sunday, though, as the wind is moving round to the east
bringing cold air in from the North Sea. But there should
be more breaks in the cloud compared to Saturday, so
there should be a bit of sunshine to enjoy at the festival.

F: Well that is what they did, actually. I mean, the story


wasnt meant to be realistic or anything.

Unit 5

(page 23)

Int: My guest today is Zoe Parsons, whos going to tell us


about the environmental organisation called Future
Watch which she belongs to. First of all Zoe, what
sparked your interest in the environment?
Zoe: Well, like a lot of kids, I grew up hearing all about
environmental issues on TV and we studied stuff like
climate change and pollution at school, but it always
seemed to be happening somewhere else. We lived in
town and I wasnt that interested in the countryside. Then
I took part in a bird survey you know counting how
many species visited the school grounds each day. Kids
had been doing it in the same week for like ten years,
and it was shocking to see how numbers had fallen.
Int: But Future Watch isnt only about birds, is it?
Zoe: Oh no in fact thats how its different from lots of
other groups. It isnt about just one thing. Like me, most
people start off being interested in one aspect of
ecology whether its renewable energy, recycling or
whatever but instead of joining a group where
everybodys passionate about that one issue, they join
Future Watch. I mean basically, its about sharing
ideas what we all have is a common belief in certain
environmental principles, but were actually all interested
in completely different things.
Int: So what happens you have meetings?
Zoe: Yes, there are meetings, but thats not what its all
101

BC13008_0400_U04_070-120.indd 101

13/01/15 15:32

about really. I remember the first one I went to, everyone


seemed very clever and much older than me and there
were some pretty heated discussions. I felt a bit out of my
depth, actually. I mustve looked rather frightened,
because a couple of other young people befriended me
and explained that it wasnt always like that. That was
lucky really, because I wouldnt have gone again
otherwise.
Int: And Future Watch organises campaigns?
Zoe: Thats right. Thats what its really about. In small
groups, you devote yourself to a particular issue and then
you report back to the main group on your progress. I
went with the idea of joining a wildlife group, but when I
saw the different campaigns on offer, I thought Id rather
look at a wider issue. Id read that birds were affected by
traffic pollution, so joining a group of people who actively
encouraged cycling seemed a good way of addressing
the cause of that problem.
Int: And is your aim to get people thinking about the
issue?
Zoe: Exactly. I mean, a lot of works done in schools
and colleges, and students are pretty environmentally
aware but once they leave full-time education, people
tend to forget about it because they have other priorities
in life. So, I go to places like car parks and give out leaflets
telling people that bikes are healthier, cleaner and so on.
This really works because you target car users and people
want to know who you are and why youre doing it.
Int: And when you go out campaigning how do people
react?
Zoe: Well, I dont say never use a car or anything
extreme more: Was your car journey today really
necessary? Most people are polite, even if they dont
agree but you do get people who want to argue
especially men with sports cars or motorbikes. But I dont
mind that in fact you really feel youre getting
somewhere if you get people to think about things and
have a discussion. Actually, the more argumentative
people are the more I like it it certainly doesnt upset
me.
Int: So what should people do if they want to find out
more about Future Watch?
Zoe: Well, you dont have to join a campaign until youre
sure. Theres a website where the different campaigns are
listed with contact details of people running them locally.
Theres also a magazine to download that reports on our
progress on different issues. But Id say the best way to
get involved is to join in one of our blogs. Get chatting to
members, see what people are doing and how youd feel
about joining them.
Int: Zoe, thank you. And if youd like to

5.A

Language Maximiser Recording Scripts

Unit 7

(page 31)

Hi. My names Emma Notley, and Im here to talk about


my sport, which is called synchronised diving. You may
have seen synchronised diving on the television, because
its now an Olympic sport. Basically, its just like
competitive diving, except that there are two divers who
have to do the same dive in exactly the same way, at the
same time. In other words what they do has to be
synchronised.
Ive always been a keen swimmer, but I was never really
good enough to win many races my style was good but
I didnt really have enough stamina. So it was my
swimming coach who suggested I go in for diving
instead. It was very good advice I really enjoyed it and
started doing well.
My cousin Rosies also a good diver, so when I was asked
to try synchronised diving, I talked her into being my
partner. Were really close and it worked well. Were still
partners now, and weve won lots of competitions
together. I think what I like best about synchro, as we
call it, is that it combines the need for perfect technique
with teamwork. Its really great that feeling of working
towards something together.
People always ask about the scoring in diving, because it
seems really complicated. In individual diving events,
there are usually up to seven judges and the marks
given by five of them count towards your score. Basically,
the highest and lowest dont count. In synchro, theres
two divers to mark, so you have the same system - but
there can be eleven judges in total.
So what are the judges looking for? Well, basically they
judge how good each dive is technically and then also
look for how well the two divers synchronise what they
do. The judges divide the dive into three stages, and
theyre looking for different things at each stage. Firstly,
they are giving you marks for whats known as your
approach, in other words what you do on the diving
board before you dive off.
For different dives this involves different moves maybe
standing on the edge or jumping. The trickiest one to get
right, especially in synchro, is when the dive starts with a
handstand and both of you have to do that perfectly at
the same time.
The judges then look at what you do while youre actually
in the air. This is what they call the flight. Theyre looking
for how far you are away from the board, the overall
height that you reach things like that. And, of course, in
synchro that means getting those distances more or less
in line with your partner. That takes lots of practice. And
the judges are looking at the tiniest details of your
technique as well. Like your toes have to be pointing in
the same direction all the time.
The third mark that the judges give relates to the way the
divers enter the water. Basically, theyre looking at the

102

BC13008_0400_U04_070-120.indd 102

13/01/15 15:32

Language Maximiser Recording Scripts

Unit 8

do. Im really nervous about leaving the car anywhere


now I mean theres no reason why I should be targeted
a second time, but I cant help thinking about it.
Four
Its an upsetting experience having your bag snatched.
When people say things like: Dont put all your valuables
in one place or Use a shoulder bag not the type you
have to put down in shops, you think: Yeah yeah, OK
because you think itll never happen to you. I learnt the
hard way. My friends were great one boy even chased
the thief down the street, but he got away. The police said
I was the fifth victim that afternoon in the same shopping
centre so there was obviously a gang at work. I dont
know if it was my own fault or not, but Im certainly more
careful now.
Five
When I answered the phone and a voice said that
somebody had been using my credit card illegally on the
internet, I panicked. I assumed it was the bank calling
me. As they usually do, this voice asked me to confirm my
card number and answer some security questions. I was
so worried about how much money I mightve lost, I told
them my password and everything. What a fool! I
shouldve asked them for proof of who they were because
it was a criminal calling me! Anyway, I quickly realised my
mistake and got the bank to block my card. The police
told me later that I was lucky because some people had
lost money.

(page 35)

One
We had a burglary last year. I suppose I shouldnt have
been surprised because other houses in the area have
been targeted in recent years. The strange thing is, we
were asleep in bed at the time. I woke up and heard a
noise downstairs. I thought it was one of the kids getting
a drink or something, but went to check just in case. By
the time I got downstairs, whoever it was had gone,
taking my laptop with him. Afterwards the police said he
was probably only inside for a couple of minutes
amazing, isnt it? Anyway, weve got a burglar alarm fitted
now so I dont think itll happen again.
Two
It was bad luck the way I lost my phone. We were on the
beach and decided to go in for a swim. We put all our
phones in one bag with loads of clothes and stuff on top
of them and left it where we could all see it. I mean, none
of us saw anybody go anywhere near the bag, but when
we came out of the water everyones phone was there
except mine. We searched everywhere, but itd gone. I
went to the police, but they werent much help. They said
it happens every day and if you leave stuff on the beach
like that, what do you expect?
Three
Like lots of other people, Ive been parking at the station
and getting the train to London every day for years. You
can imagine how I felt when I got off the train one evening
and found the car window smashed. I mean, Id followed
all the advice, there was nothing valuable inside, so I
couldnt see why theyd chosen to break into my car, and
nothing was missing. The police were great, they were
there within five minutes, but there was nothing they could

7.A

6.A

angle you know, whether youve managed to keep in a


straight line or not and naturally they expect the two
divers to enter the water at the same time, in the same
way.
I mean, you generally know immediately you leave the
board whether youre well synchronised with your partner,
but things can still go wrong at every stage. Like, in a very
good dive, the divers enter the water cleanly and quietly
and so the judges are also noticing how much splash is
created and they can give marks for that too.
In competitions, you also have to follow various other
rules, like what to wear and stuff. One of my friends was
disqualified because competitors with long hair have to
use hair ties and for some weird reason she didnt. I
mean her hair wasnt that long and she just forgot.
So theres a lot of things you have to get right in this
sport. I think thats why I love it so much. Ill stop there
because I can see that some of you have questions...

Unit 10

(page 43)

One
You hear a man talking about his work with animals.
In my job, I get to deal with lots of different animals. I
guess the difference between my work and, say, that of
somebody working in a zoo is that I have a much wider
responsibility. Im not just here to make sure the wild
animals are OK, but also to look after the natural
environment in which they live. I dont generally interfere
with the animals as long as theyre alive and well, I let
nature take its course. Im on the lookout for things like
diseases and other problems that might affect the whole
population, but if an individual animal is sick or injured,
thats not my concern.
Two
You hear a couple discussing solar energy.
M: Im not sure about getting solar panels put on the
roof theyd spoil the look of the house in my opinion.
F: Well, I dont think thats the main argument against
them, actually. I know they say that it doesnt have to be
sunny the whole time for them to work, but the days are
pretty short here in the winter, arent they?
103

BC13008_0400_U04_070-120.indd 103

13/01/15 15:32

Language Maximiser Recording Scripts

M: Well, I think they probably are worth having even up


here in the frozen north but its a big investment. They
reckon its about ten years before you really start saving
money on bills.

Six
You hear part of an interview with a game warden.

F: Well we might not be here for that long. Id like to move


down south.

M: Not at all often quite the opposite, actually. We get a


lot of retired people coming for the trip of a lifetime. We
have to make sure theyre fully prepared for a bit of
discomfort, because unless you go quite a long way off
the beaten track, youre not going to see many animals.
Indeed, you go for miles without seeing any at all, which
comes as a surprise to people. Still, its the wildlife
theyve come to see and as long as we go at their pace,
most of them go home satisfied.

M: Exactly.
Three
You hear part of a news item on the radio.
Its been a tough month for farmers with some very
unseasonal weather causing them some real problems. A
certain amount of rainfall is expected in this part of the
country in the summer months, but this year its been
exceptionally dry with just one big storm that didnt
actually produce that much rain. On top of that, some
fierce winds have combined with the dry conditions to
increase soil erosion in the area, which is not good news
at all for farmers. Temperatures, at least, have been
about normal in what has otherwise been quite an
untypical month for weather.
Four
You hear a teacher talking to his class about some
written work.
OK, so lets just talk for a moment about the written
assignment youve got to do this weekend. Remember
that I gave you a list of possible topics last week and
asked you to think about which one youd like to choose.
If anyone wants help with that, Ill be coming round in a
moment, so do ask. Also, I told you that you could do it
either as a report or as an essay and you still have the
choice. But thinking about it, perhaps the report format
would be better with sections under headings rather
than paragraphs. So Id say do that if you havent already
started.
Five
You hear two friends talking about a wildlife film they
have seen.
M: So what did you think of it? The baby kangaroos were
cute, werent they?

F: So who comes on these safari trips are they all


outdoor types up for a challenge?

Seven
You hear a man talking about a nature reserve he visited.
Id gone walking in the nature reserve because Id been
working too hard and needed some fresh air and
exercise. Its so peaceful there. Suddenly I turned a
corner and came across a big family having a barbecue.
They were making a complete mess plastic bottles
everywhere, kids playing football. I told them they
shouldnt be behaving like that in the nature reserve
that Id report them to the management. They looked a bit
shocked, but took no notice of me. Anyway, back at the
entrance, the manager explained that it was a special
family barbecue day and that poor families from the city
centre had been specifically invited. I felt such a fool.
Eight
You hear a tour guide talking to some tourists.
Now, I know youve all heard about the problems weve
been having with biting insects this year its been
widely reported in the press and there was a leaflet in
your welcome pack. Now, Im sure youll all agree that
prevention is better than cure. So, if you do sit outside in
the evening, then please be sure to use some of the
insect repellent that was recommended on the leaflet.
And please do also make sure that you keep the windows
closed in your rooms after dark. You have air
conditioning, and you can control the temperature with
that. Does anyone have any questions?

F: Yes, and the work of the rescue centre seemed very


true to life, you know, not glamorised at all. It was really
interesting seeing how dependent the little animals were
on the volunteers.
M: Sure. Although it was a bit of a well-worn storyline
the brave volunteers trying to keep the centre open with
no money and all sorts of obstacles to overcome.
M: Not very original, Ill grant you that. You knew thered
be a happy ending. Some of the animals didnt survive
though, so it wasnt happy all the way.
F: Yes, but you didnt see any suffering.
M: Thankfully!
104

BC13008_0400_U04_070-120.indd 104

13/01/15 15:32

Unit 12

Another interesting statistic involves the geographical


distribution of tattoos in the USA. You wouldnt think that
fewer people would have them in the east than in the
west, but that is actually the case. Strange, isnt it? Now I
wonder what wed find if we did the same sort of research
in our own country perhaps a north-south difference
would be more likely.
Anyway, before I go on to show you my slideshow of
tattoo designs, does anyone have any questions?

(page 51)

Hi. My names Fiona and Im going to tell you about a


project Ive done on the subject of tattoos by which I
mean the ink designs that people wear on, or rather
under, their skin.
Tattoos have a long history and evidence of them has
been found by archaeologists in pre-historic remains in
places as far apart as Polynesia, Russia and Egypt. In
modern times, tattoos have become very popular in
Europe and North America, but this is not where they
came from first of all, at least according to the websites
Ive been to.
The word tattoo comes from a South Pacific language
and both the word and the tattoos themselves were
brought back to Europe when explorers first visited that
area in the eighteenth century. Interestingly, it was the
ordinary sailors, rather than the explorers themselves,
who came back from islands such as Tahiti, Samoa and
Tonga with tattoos.
Tattoos became popular in 19th-century Europe, with
men mostly having them on their forearms, upper arms
or chest. These tattoos often bore the name of a loved
one or perhaps an artistic design or motto, and were
considered very manly. Which is interesting because in
traditional cultures, tattoos were often given to people
who had performed acts of bravery, rather than being
simply for decoration.
These days, you can get all sorts of designs, and indeed
have tattoos on various parts of the body. Tattoo artists,
as they are called, often buy designs which are
copyrighted and which go by the name flash. Often
artists have a vast number of these designs for their
customers to choose from. Artists also use tattoos as a
form of cosmetic surgery for people with certain kinds of
skin problems.
Generally speaking, tattoo artists use a special machine
for applying a tattoo, although in Japan there is still a
strong tradition of applying them by hand rather than by
machine. Whatever the method, ink is injected under the
skin, where it produces a more or less permanent image.
Tattoos have not always been socially acceptable in all
cultures, and in many peoples minds used to be linked to
people such as criminals. This is not really fair, as today
tattoos are worn by all sorts of people including some
leading celebrities. Indeed, in the USA, the current
popularity of tattoos can be traced back to rock singers
like Janis Joplin in the second half of the twentieth
century, as well as to more recent television programmes
that have been very widely broadcast.
Actually, it is estimated that, in the USA, around 15% of
all adults has at least one tattoo, whilst if we look at the
18-25 age group, this figure rises to 32% with men only
slightly more likely to have one than women. Thats quite
an incredibly large number, isnt it?

9.A

8.A

Language Maximiser Recording Scripts

Unit 13

(page 55)

F: My guest today is Barnaby Ingham, who successfully


organised a festival of local produce in his home area in
rural England. Barnaby, welcome, first of all, where did
this idea for promoting local produce come from?
M: Well, I studied geography at university, so I
understood how the production and distribution of food
and consumer goods is organised and how thats
changed in recent years. I mean, weve seen small family
shops closing down and the big retail chains taking
over everyones aware of that. But it was only when I
read a piece in a weekly magazine that I realised just
how far that process had gone and how difficult its
becoming for small local producers to sell the stuff they
produce.
F: Right so its what people sometimes call food miles.
M: Its partly that. You know, the fruit which consumers
buy at the supermarket has travelled halfway across the
world, etc. But its not their fault for wanting fresh fruit at
good prices, and this is the system that provides that
quite efficiently actually and Ive no argument with that.
But its not just about food. Its all products which are part
of the global economy. What Im saying is people should
have the chance to buy local produce if they want to if
thats their choice and this is getting harder to do.
F: And you and your family did a sort of experiment, didnt
you?
M: Thats right. We tried to go for a month consuming
only locally-produced stuff as far as we could tell. My
mum and dad, who live nearby, thought I was mad and
refused to join us, but they didnt try to talk me out of it. I
thought the kids would soon start complaining about not
having all their favourite branded stuff but I was wrong
there. It was my wife who complained, because it made
shopping really difficult, and she does most of that. But
we stuck with it.
F: And is that where the idea for the festival came from?
M: Not really. That came about by accident really. It was a
man I met at a local market. A friend of mine introduced
us in the coffee shop and she mentioned my experiment
and how keen I was on local produce. This chap, I forget
his name, had just come back from a holiday in Italy,

105

BC13008_0400_U04_070-120.indd 105

13/01/15 15:32

Language Maximiser Recording Scripts

where hed been to a cherry festival in a village where


they grow them. He was saying what fun it had been and
why didnt we do things like that here. Thats how I got
the idea.
F: So was it difficult getting the festival organised?
M: Well, there was lots to think about. I had no problems
raising the money because my father-in-law saw the
potential of it and gave us a loan. Finding the right place
to hold it was the tricky thing. Most good venues get
booked up for the best summer weekends, so we had to
find our own site and then convince people to come
along. Actually in the end that was the easy part.
Everyone round about was keen to promote the event,
because all the local farms and businesses had
something local they wanted to sell.
F: So were you surprised at how successful the event
was?
M: I guess it depends on how you measure success. Im
not sure how many people came in the end it was a
lovely day and we lost count. More important, actually,
was the fact that we got lots of coverage on TV and in the
press and thats something I hadnt anticipated. I think
the local traders and producers did well enough, and I
was able to repay my father-in-law. The real test will be
whether this has any long-term effect on the ability of the
small local businesses to survive in the modern world.
F: And how did you feel about the reaction of local
supermarkets?
M: Well, it came as a shock. As a result of the festival,
two of the big chains have started selling and labeling
local products. Its definitely a step in the right direction.
Some people say that its a cynical marketing move to try
and cash in on the success of the festival, but Im not
sure thats fair. Ill be sorry if it is just a short-term thing, if
theyre not serious about it. Only time will tell.

10.A

F: Barnaby, there we must leave it. Thank you.

Unit 16

(page 67)

Hi, everybody. My name, as you know, is Daniel and Im


going to tell you about boxercise, which is a fitness
routine based on boxing that I started doing last year.
So, first of all, what is boxercise? Well, basically its like
boxing, and makes use of the kind of training that boxers
do, but you dont hit anyone and, fortunately, nobody hits
you. Its whats called a non-contact sport. In boxercise,
when you do have a partner, you never actually touch
your opponent so its not like real boxing. But the skills
you develop are very similar. Actually, a lot of the
training you do on your own using a skipping rope or a
punchbag the sort of thing youll have seen boxers
doing in films and on TV when theyre training.

Lots of people think that boxing is a cruel and violent


sport, although I didnt necessarily agree. I must admit
that I thought it was a pointless one before I started doing
boxercise but now I can see that the training is actually
a great way to get in shape.
I started going to boxercise sessions, not because I was
overweight or particularly unfit, more because I was
lacking in confidence when it came to my physical
abilities. I really wanted to try extreme sports, especially
mountaineering, but wasnt sure that Id ever be able to
do it.
I didnt really know what to expect at first. I knew that
both men and women did boxercise, so I wasnt surprised
to see girls in my class during the first session. But I
wasnt expecting to train to music that did come as a
shock.
The session started with a warm-up, as they always do
and theres a cool-down at the end too and we were
given some advice before we started doing the actual
exercises. Like how boxers always sit down when they
have a drink between rounds, and they drink slowly
because drinking fast can give you stomach pains. The
other thing he warned us against was what he called
over-training. Some people apparently like the classes
so much that it becomes addictive and takes over their
lives, which of course is not a good thing.
In terms of injuries, youd think the hands would be the
most affected part of the body, but actually you are
always well protected by gloves and other straps and
things under them. No, actually, its your legs that are
most at risk, apparently, because you can easily damage
a muscle as you move around at speed.
So how much does it cost? Boxercise is not expensive,
each class costing around five pounds. But you generally
need to buy a course, which can cost up to one hundred
pounds per month, depending on the club. At the one I
go to, I pay for a monthly package, which costs seventyfive pounds, and allows me to go to as many sessions as
I like.
When it comes to the equipment and accessories,
obviously you need gloves, which you can get from
around thirty pounds, and a good pair of trainers, but silk
shorts are not required! I do most of my training in a
tracksuit. Whatever you wear, it mustnt be too tight
because that restricts your movements. A T-shirt and
leggings would be fine.
The trainer is always telling us that boxercise is more
about developing discipline than developing muscles
and that is why its useful training for other areas of life
like studying or jobs. Some people say that it also helps
things like decision-making in real life, but Im not so sure
about that.
Anyway, if youd like to know

106

BC13008_0400_U04_070-120.indd 106

13/01/15 15:32

Practice Tests Recording Scripts


2.B

Test 1
Part 1
Examiner: This is the Cambridge First Certificate in
English Listening test. Practice Test 1. Im going to give
you the instructions for this test. Ill introduce each part of
the test and give you time to look at the questions. At the
start of each piece you will hear this sound:
Youll hear each piece twice. Remember, while youre
listening, write your answers on the question paper. Youll
have 5 minutes at the end of the test to copy your
answers onto the separate answer sheet. Therell now be
a pause. Please ask any questions now, because you
must not speak during the test.
Examiner: Now look at Part 1. You will hear people
talking in eight different situations. For questions 18,
choose the best answer, A, B or C.
Examiner: One
You hear a woman talking.
Woman: Could you show me your finger? Hm. Its swollen
but I think thats probably the insect bite. You might be
slightly allergic to the bites of these particular insects.
This sort of thing is fairly common at this time of year,
and it doesnt look as though its anything serious. Id
suggest applying this cream twice a day and if it doesnt
show any signs of improvement after two days, perhaps
youd better make an appointment to see a doctor. This
cream should stop it itching and reduce the swelling, at
least. If thats all, thatll be one pound ninety, please.
Examiner: Two
You hear a phone conversation.
Woman: Could you help me, please? Id like to enrol for
the summer school course run by the Economics
department and I have to pay a deposit by Friday thats
tomorrow.
Man: Right. Have you filled in the form?
Woman: Ive enrolled online, actually. But the problem is
that my credit card has expired, so I need to know the
best way to pay before the deadline. I could arrange a
bank transfer or pay by cash...
Man: We can accept cash payments but youd have to go
to the accounts office in the main university building for
that. Thats your best bet. A bank transfer takes three
working days to come through.
Woman: Thanks.

Examiner: Three
You hear part of a radio programme.
Speaker: I always like to have lots of salad vegetables,
however, I think the same old lettuce and tomatoes can
get a bit boring. So this is what Im doing this year. In the
greenhouse, Ive planted various types of tomatoes:
some tiny cherry ones, Italian plum, vine and my
favourites, the traditional salad tomato. Here, Ive got six
different varieties of lettuce so that I can make a nice
mixed leaf salad. Then over there, youll see the spring
onions, radishes and herbs. Then in this area, Ive
planted some of those small potatoes that are so good
eaten cold. So, what could be healthier than a fresh
salad made with vegetables freshly picked from your own
back garden?
Examiner: Four
You hear a conversation.
Woman: Look at this! My new white jackets been ruined!
Theres a coffee stain right on the front of it!
Man: Im sure you can get that off. Its only coffee, after
all.
Woman: Ill have to take it to the cleaners and get it
removed professionally. I dont want to make it worse!
Man: Thats probably a good idea. How did it happen,
anyway?
Woman: Thats the worst part. I lent it to my sister for a
wedding. That was my first mistake! Shes so careless. I
should have known something like this would happen.
Man: Then she should pay for getting the stain removed.
Woman: Too right! Ill make sure she pays for that and Im
never going to lend her anything again!
Examiner: Five
You hear a telephone conversation.
Woman: Good morning. Daniel Smart?
Man: Yes, speaking.
Woman: This is Stanton Car Repairs here. We just wanted
to let you know that unfortunately your car wont be ready
for collection until tomorrow afternoon.
Man: Oh, no. Whys that?
Woman: Weve had to order a new part because we
werent able to repair the damaged one.
Man: Does this mean its going to cost more, too?
Woman: Im afraid it will put the price up by about thirty
pounds.
Man: I see. That means I wont have the car tomorrow
morning.
Woman: Im afraid not. Were doing our best. As soon as
the new part arrives, well fit it, but these things take time,
Im afraid.
Man: OK. Well, thanks for letting me know.
107

BC13008_0400_U04_070-120.indd 107

13/01/15 15:32

Examiner: Six
You hear a conversation about some shoes.
Girl: Hey, those trainers are so cool!
Boy: Do you like them? Theyre the latest design with lowimpact soles so they are really comfortable. Im ever so
pleased with them. They look pretty good, too. I mean I
could wear them with jeans, not just when Im doing
sport.
Girl: How could you afford them? I looked at a similar pair
a while back and when I saw the price, I changed my
mind.
Boy: Youre right, they do cost a fortune. I tried some on
in a sports shop and when I saw the price, I left them
there. I had a look round on the Internet and found these
for half price, A real bargain, I reckon!
Examiner: Seven
Listen to the extract.
Speaker: Whats in an ice core from the Antarctic? Do we
all see colours in the same way? Whats so special about
prime numbers? Come and find out the answers to these
questions and many, many more at the Science Festival
from 10 to 17 March. Exhibitions and displays are open
from 9.30 am to 6 pm every day of the week plus theres
a full programme of demonstrations, talks and workshops
throughout the week. Theres something for everyone
from 3-year-olds to university science students and
even adults! Come and find out how science affects our
everyday lives and what the next big breakthrough is
going to be. For more information, check out our website
at www.sciencefestival.org. Come and be amazed!
Examiner: Eight
Listen to the conversation at an airport.
Passenger: I just put it down on that table in the caf
there for a minute while I paid for my coffee and when I
looked round it had gone!
Security officer: Can you describe it?
Passenger: Its not very big, blue with a shoulder strap.
Its not new, in fact it looks rather well-used.
Security officer: What was in it?
Passenger: All my travel documents, of course, money,
credit cards and so on. Everything I need for my holiday
and the things I need for the flight face cream, water,
book, that sort of thing.
Security officer: Have you checked in the caf and asked
if its been handed in?

3.B

Practice Tests Recording Scripts

Part 2
Examiner: Now turn to Part 2. You will hear a short talk
about opportunities for teens to study abroad. For
questions 9-18, complete the sentences with a word or
short phrase. You now have 45 seconds to look at Part 2.
Presenter: How would you like to spend a few weeks or
even a year living in a different country?
Today were going to find out about the opportunities
available to the 14 to 18 age group. Susie Gillon has
been doing some research for us. So, Susie, what have
you found?
Susie: First of all, I want to say that theres a lot more out
there than just summer language courses! I think the first
thing you need to do if youre thinking about studying
abroad is to decide whether you want to learn or improve
a foreign language. If you do, the most popular option is
doing a summer course where you focus on language
learning, staying either with a host family or in college
accommodation. Alternatively, you can do an exchange
trip to a country of your choice. There are agencies that
will match you up with someone of your age, who has the
same interests as you. Youll then live with this family and
attend a local school with your exchange friend.
Exchanges like this often work well and can be repeated
for a number of years.
Presenter: OK. Now, what if youre not interested in
improving your language skills, but just want to
experience life in another country?
Susie: As I said, theres a surprisingly wide choice of
options for the under 18s. Heres one that I would have
loved to have done when I was at school: spend the
summer on an exchange trip to Australia or New Zealand.
You live with a family who has a teenager your age and
you go to school together. Remember that in the
southern hemisphere, July and August are winter months,
so schools are open. The great thing about this is that
you wont miss out on any of your schooling, and youll
get to know another way of life.
Presenter: That sounds fantastic, I wish I was back at
school! So thats only for Australia and New Zealand,
then?
Susie: No, there are also programmes in Canada and the
USA, but remember that their long summer holidays are
at the same time as ours, so if you want to attend school
over there, it would mean missing school here. However,
this is allowed and as long as you dont go in an exam
year, it can be arranged.

Passenger: Well, I looked around for it but I havent


asked anyone about it. You see, my flight is just about to
board...

Presenter: What else have you got?

Examiner: That is the end of Part 1.

Susie: Certainly, there are a number of organisations that


take 14 to 18 year olds during the long summer holidays,

Susie: How about working as a volunteer in Africa?


Presenter: Sounds interesting, but can teenagers do that?

108

BC13008_0400_U04_070-120.indd 108

13/01/15 15:32

Practice Tests Recording Scripts

not only to Africa, but also Latin America, India and Asia.
Volunteers help in primary schools, orphanages and on
community projects. They also learn about the countrys
culture and traditions. There are usually adventure trips to
discover the country as well. As the motto of one
organisation calls it help, learn and explore. Its a great
way to really get to know a country and its people while
at the same time having the support of an organisation to
look after you.

a big lunch or dinner with all the family at home never


in restaurant! I love these occasions, especially if its my
birthday as then I get to choose the menu thats part of
the tradition, the person whos celebrating can choose
the food. We all help either with the cooking or laying the
table and clearing up afterwards because its all part of
the fun. Now were older, we go out to celebrate with
friends as well, but theres something very special about
the family meal.

Presenter: Quite. I didnt know that such young people


could work abroad as volunteers.

Examiner: Speaker 2

Susie: Yes, but the youngsters are well-looked after and


their safety is the number one priority of all these
organisations. Right, on to the next one. If you are keen
on sport, music, art or the performing arts, there are a
number of summer schools organised in European
countries.
Some of these courses are at a high level and are aimed
at young people who have already developed skills in
their area of interest.
Presenter: So that would be for talented young
musicians, say, rather than people who fancy learning
the guitar.
Susie: Yes, also most of the sports camps are pretty
specialised: tennis, football, swimming and gymnastics
are popular sports. Thats not to say that there arent also
camps for enthusiastic beginners, but you need to look
around carefully.
Presenter: Thank you, Susie. Where can listeners find out
more about this?
Susie: On our website, Ive put links to the websites of all
the activities Ive mentioned, plus a few more that might
be of interest as well as a list of tips and other useful
information.
Examiner: Now youll hear Part 2 again. Thats the end of
Part 2.

Speaker 2: My friends and I love parties and thats how


we celebrate our birthdays, passing exams, end of term
you name it, well have a party! We enjoy having different
types of parties, so in the summer we have barbecues,
picnics and other outdoor celebrations. Fancy dress is
always very popular. We choose a theme and all the
guests have to come dressed accordingly. We also make
sure the music and food are linked to the theme I think
themed, fancy dress parties are the best. At the last party
we had, we decided to make it very formal with
everybody wearing long dresses and suits and ties. Its
our last year at university, so were planning a big leaving
party now.
Examiner: Speaker 3
Speaker 3: I dont like to admit it, but I dont like
celebrations much. Im not sure why, but I think its to do
with the fact that celebrations often never quite live up to
expectations. It probably goes back to my childhood
when I used to get incredibly excited about my birthday
and Christmas. I used to look forward to them for weeks
and then feel really down when the celebrations were
over. As you get older, friends and family dont make such
a fuss of birthdays and Christmas loses some of its
magic. Dont get me wrong, I join in with all the
celebrations, but I cant say that theyre my favourite
days. Often, the best times are just ordinary days.

4.B

Examiner: Speaker 4
Part 3
Examiner: Now turn to Part 3. You will hear five different
people talking about celebrations. For questions 19-23,
choose from the list A-H what each speaker says. Use the
letters only once. There are three extra letters which you
do not need to use. You now have 30 seconds to look at
Part 3.
Examiner: Speaker 1
Speaker 1: In my family, theres only one way of
celebrating and thats with a family meal. It doesnt
matter if its a birthday, anniversary, wedding or passing
a driving test, at some point in the proceedings therell be

Speaker 4: Last summer I went to the best celebration


Ive ever been to it was my cousins wedding. Now I
know that doesnt sound particularly exciting, but this
was something else! My cousin and her family live on a
farm, so they had enough space to invite as many guests
as they wanted. All the younger ones camped in a field.
My cousin and her husband both work in the music
business and theyd invited some bands and musicians to
come and play. So, in the end it turned out to be like a
music festival. What a great way to celebrate a wedding!
It was really informal and relaxed and everybody enjoyed
it immensely.

109

BC13008_0400_U04_070-120.indd 109

13/01/15 15:32

Practice Tests Recording Scripts

Examiner: Speaker 5
Speaker 5: The most recent celebration Ive been to was
with some colleagues from work. My team had just come
to the end of a very intense period of work building up to
winning a contract. We were all exhausted, but delighted
with the result, of course. Wed been working really long
hours, so we decided to go away to the coast for a
couple of days. I wasnt at all sure how wed all get on
outside the work environment and had dreaded non-stop
talk about business, but in the end it was good fun. No
one mentioned work and we spent a lot of time outside in
the fresh air. It turned out to be a good way to celebrate.

5.B

Examiner: Now youll hear Part 3 again. Thats the end of


Part 3.

Part 4
Examiner: Now turn to Part 4. You will hear two people
discussing an environmental problem caused by plastic.
For questions 24-30, choose the best answer, A, B or C.
You now have 1 minute to look at Part 4.
Girl: Thats incredible. Listen to this! Do you know that in
the Pacific Ocean there are millions of tonnes of plastic
floating around? The Ocean currents have brought all the
pieces of plastic together to the same area, which they
call a garbage patch. Have you heard about this?
Boy: No, I dont think I have. What else does it say?
Girl: Scientists have been monitoring the situation for the
past forty years and apparently the size of the garbage
patch has increased one hundred times and now covers
an area twice the size of France! They also reckon
another two garbage patches are forming in the North
and South Atlantic.
Boy: So you mean, all those plastic containers and
bottles that end up in the sea travel along the ocean
currents and end up in one place?
Girl: Yes, thats right. Look at this map. See, the garbage
patch is right in the middle of the Pacific Ocean, between
Asia and the USA, not far from Hawaii.
Boy: I see. Actually, I remember hearing about something
similar. A cargo of plastic toy ducks fell into the sea but
stayed together and floated round the world. In fact, I
think scientists monitored their movements to help them
understand ocean currents better.
Girl: Yes, I remember something about that. But the thing
that worries me most here is the pollution that plastic
causes.
Boy: Quite. Something like this is a real hazard for the
sea and wildlife. Cant they do anything about these
garbage patches?

Girl: Scientists are trying to find a way to break them up,


but its not easy because of their size.
Boy: I suppose the best way is to prevent plastic getting
into the sea in the first place.
Girl: Yes, thats what it says here. Eighty per cent of the
plastic in our seas comes from the land, so weve got to
stop it getting into the water.
Boy: Why does so much plastic end up in the sea?
Girl: It says here that some gets blown into the sea from
the land and the rest is thrown into the sea.
Boy: But thats terrible! It must be very harmful for fish
and other sea life. I know that plastic bags in the sea can
kill fish and sea birds through suffocation.
Girl: Thats right. They find a lot of fish with pieces of
plastic in their stomachs because they think its food and
eat it. Apparently, the plastic breaks down very gradually
into small pieces about one centimetre in size. It does an
immense amount of damage to the environment because
lots of chemicals are released into the sea through this
process. It also says here that plastic is difficult to recycle
because one object can be made from different types of
plastic and each type of plastic has to be recycled
separately. It gives the example of a sports drink bottle
with one of those special drinking tops. The bottle is
easily recycled, but the top has to be taken apart before it
can be dealt with.
Boy: I think we use too much plastic anyway. It would be
a good thing if we all reduced the amount of plastic we
use.
Girl: Thats so true. When I finish a bottle of shampoo or
shower gel, I always think how much better it would be to
re-fill that bottle rather than buy a new bottle. I mean, you
could take your empty bottle to the shop and re-fill it.
Whats the problem with that?
Boy: Youre right. Ive seen some shops that have a
system like that for liquid cleaning products. More shops
ought to do it. Another thing are the so-called disposable
plastic items that you use once and throw away.
Girl: Definitely. I try never to use them. Theyre such a
waste and now Ive read this article about plastic in the
sea, Im going to make sure I never buy disposable items
again!
Boy: Talking about the problem of plastic in the sea,
when you go to the coast, theres always litter on the
beach and you often find rubbish floating around in the
water, dont you?...
Examiner: Now youll hear Part 4 again.
Examiner: Thats the end of Part 4. Therell now be a
pause of 5 minutes for you to copy your answers onto the
separate answer sheet. Be sure to follow the numbering
of all the questions.

110

BC13008_0400_U04_070-120.indd 110

13/01/15 15:32

Practice Tests Recording Scripts

6.B

Test 2
Part 1
Examiner: This is the Cambridge First Certificate in
English Listening test. Practice Test 2. Im going to give
you the instructions for this test. Ill introduce each part of
the test and give you time to look at the questions. At the
start of each piece you will hear this sound:
Youll hear each piece twice. Remember, while youre
listening, write your answers on the question paper. Youll
have 5 minutes at the end of the test to copy your
answers onto the separate answer sheet. Therell now be
a pause. Please ask any questions now, because you
must not speak during the test.
Examiner: Now look at Part 1. Youll hear people talking
in eight different situations. For questions 18, choose
the best answer, A, B or C.
Examiner: One
You hear part of a lesson.
Speaker: Its important to know something about the
social background of the time because it allows you to
put Mackays work into context. His surroundings were an
important influence. He grew up on a remote island in the
Outer Hebrides. His life there would have been very
difficult and the weather would have affected the way he
lived, this is why its a constant theme in his work.
However, remember that his home was surrounded by
magnificent scenery and he spent much of his time out
in the open air. He lived in a very isolated community
there were only about thirty people living on the island at
this time. Some of his finest poetry was written during his
teenage years on the island.
Examiner: Two
You overhear two people discussing a party.
Girl: Weve got to do something really special this year.
Something a bit different from all the other years.
Boy: Definitely I mean its a once in a lifetime occasion!
Girl: Do you think we should accept Liams offer of
holding it at his house? Hes got plenty of room and we
could even go outside if its nice.
Boy: Well, its that or hiring the church hall, unless we
want to have it at school...
Girl: No, I dont think so. I mean theres the official
end-of-year ceremony with all the staff. This is meant to
be fun no adults, just our class and friends.
Boy: Youre right. I think we need to have a meeting with
everyone and work something out together.

Examiner: Three
You hear a boy talking about a school trip.
Boy: I would quite like to go, I suppose it would be fun,
but I have already been there twice. Admittedly, the first
time, I spent most of the time sitting in the hotel because
I twisted my ankle and it was really swollen and painful to
walk but its a lovely place. The thing is, my dads lost
his job and moneys a bit tight at the moment. I dont
really want to ask my parents to pay for things that arent
really essential. I could save up myself, but Id rather use
my money for the summer holidays, so thats why Im
going to give it a miss this year. Theres always next year!
Examiner: Four
You hear about a competition on the radio.
Speaker: Now heres something for all you Uncut
Diamond fans out there. Weve got twenty tickets to give
away absolutely free for the concert in the AZ Arena on
May 10th. During the week of 21st to 26th April, well be
giving away four tickets every day from Monday to Friday.
Well phone you and if you can answer our three quiz
questions, a ticket will be yours! So, send us a text or an
email, marked Uncut Concert with your name and phone
number, by and not after next Wednesday, thats April
16th. Well pick out names from the list and give you a
chance to win one of our free tickets.
Examiner: Five
You hear a mother talking to her son.
Mum: Well, its a pass, I suppose just. Im sure you
could have got a better mark, though, if youd done a bit
more revision and paid more attention in class.
Boy: Yes, but its difficult stuff and I do listen during
lessons most of the time.
Mum: Im sure it isnt easy, but I still think you could do
better. You need to make more of an effort. Youre a
bright boy and if you put your mind to it, you could do
really well, couldnt you?
Boy: I suppose so.
Mum: Well, come on then! If you spend a bit more time
on your homework, youll do really well in the exams and
youll feel proud of yourself!
Examiner: Six
You hear two people talking about a recent incident.
Girl: It was on Saturday evening when we came out of
the club. Id arranged for my dad to pick me up in the
central car park like he always does, but Millys mum was
nowhere to be seen. Milly tried to phone her but her
phone was off.
Boy: So what did you do?
Girl: We told my dad, but Milly was really worried about
her mum because she hadnt been feeling well earlier in
111

BC13008_0400_U04_070-120.indd 111

13/01/15 15:32

Practice Tests Recording Scripts

the day. We couldnt leave her in the centre of town on


her own at midnight, so we waited there with her. After
about ten minutes, Millys mum turned up. Shed fallen
asleep on the sofa, thats why she was late!
Boy: So Milly neednt have worried.
Examiner: Seven
You overhear a boy talking.
Boy: Sorry Im late but the rehearsal went on for longer
than planned. They wouldnt let us go until wed got the
last piece right. We had to do it from the beginning and, as
you know, Im singing the solo, so I couldnt leave before
wed all finished. Then, I had to drop off my tennis racket at
the sports shop as the strings have to be adjusted again. I
need it for a match on Sunday so I had to take it in today
or else it wouldnt be ready in time. Are you ready? We
dont want to be late for chess club as well!
Examiner: Eight
You overhear two girls in a shop.
Girl 1: I think the colour suits you and itd be ideal to wear
on your holiday.
Girl 2: Mm. Its a nice length and I like the design. Its just
the sort of thing I was looking for.
Girl 1: The price isnt bad, either, especially with 10%
discount. Are you going to buy it?
Girl 2: Im not sure. The fronts fine, but I dont like the
way the back crosses over. Its a bit uncomfortable.
Girl 1: Yeah, I see what you mean. It looks a bit baggy at
the back, now you mention it. You could always try on a
smaller size.
Girl 2: I think the waist would be too tight then. I think Ill
have another look round and see if theres anything else.
Examiner: That is the end of Part 1.

What is common to all types of bread is the basic recipe


of flour and water which is then baked. To this basic
recipe, yeast or baking powder is often added to make
the dough rise which produces a lighter loaf. Salt, seeds,
milk, butter, oil, eggs, sugar, spice, sultanas are some of
the other ingredients that can be added to produce
special types of bread.
Its a food we take for granted and its something most
homes are never without. Evidence has been found of
bread-making as far back as 30,000 years ago. This
would have been a simple flatbread made by pounding
grain, mixing the resulting flour with water and baking
over a fire. Later, ancient civilisations added a simple
form of yeast, derived from wine or beer, to make their
bread rise.
Bread has long had an important cultural significance
and we often use the word to mean more than mere
food: a bread-winner earns money to keep a family,
bread-basket is used to describe the productive
agricultural area of a country, bread is used as a slang
for money among some groups of people. We mustnt
forget that bread also has great significance in many
religions round the world. Id now like to introduce Mary
Curran, who describes herself as an expert baker. She
runs courses teaching people how to make bread and
has recently written a book on the subject. So, hello,
Mary. First of all can you describe to our listeners what
youve brought along to the studio today?
Mary: Hello, yes. Ive brought in some of the different
types of bread we make at my cookery school: heres a
traditional white loaf and some brown rolls with sunflower
seeds. This is some Italian focaccia and heres some pitta
bread from the Middle East. Over here, you can see some
French croissants.
Presenter: I must tell listeners that it all looks absolutely
delicious. Theres nothing quite like the smell of freshlybaked bread, is there?
Mary: No, I dont know anyone who can resist it!

7.B

Presenter: Mary, tell us, is it difficult to make bread?

Part 2
Examiner: Now turn to Part 2. You will hear an extract
from a radio programme about bread. For questions 9-18,
complete the sentences with a word or short phrase. You
now have 45 seconds to look at Part 2.
Presenter: Who doesnt enjoy a slice of freshly-baked
bread? Its high on my list of favourite foods. Bread is one
of our most basic foods nearly every culture round the
world makes a type of bread. Bread can vary widely from
country to country, the shape and ingredients change but
it is probably the one food that is common to all mankind.
Asian bread tends to be soft and fluffy, German
pumpernickel is heavy and dark, Indian naan bread is flat
and round the variety is infinite!

Mary: Not at all. I know most people think it is, but its far
easier than making a cake. You just need to remember
two things: bread likes to be kept warm. If you want your
loaf to rise and be light and crisp, you must leave it in a
warm place, and secondly, you have to allow it plenty of
time. But that doesnt mean itll take up a lot of your time.
You can mix the dough and then leave it in a warm place
and go off and do something else.
Presenter: How long can you leave it?
Mary: That depends on the temperature of the room and
type of mixture, but from between one and four hours, or
even overnight. Then, when its well-risen, you shape it
into rolls or loaves, put it in baking tins and leave it again
until it is nice and risen. So once again, while its rising,
you can go out and do something else. It needs to be

112

BC13008_0400_U04_070-120.indd 112

13/01/15 15:32

Practice Tests Recording Scripts

baked in a hot oven at least 200C, the length of time


depends on the size of the loaf, and thats all there is to it!

because I didnt get in and now I feel really embarrassed


about the whole thing! I was featured in the school
magazine, so everyone at school knew all about it and
the local newspaper even had an article and a photo
about me and my ambitions! I dont regret applying at all
because it was a useful experience and Ive now got a
place on a degree course here, but it was a big mistake
to tell anyone about what I was doing.

Presenter: Right. Ive noticed that bread machines have


become popular. What do you think of them?
Mary: Wonderful! You can put your flour and ingredients
in the machine before you go to bed and youll have fresh
bread for breakfast. The only thing is that most machines
only make one loaf at a time...

Examiner: Speaker 4

Examiner: Now youll hear Part 2 again. Thats the end of


Part 2.

Examiner: Speaker 1

Examiner: Speaker 5

8.B

Examiner: Now turn to Part 3. You will hear five different


people talking about some of the things they regret. For
questions 19-23, choose from the list A-H what each
speaker says. Use the letters only once. There are three
extra letters which you do not need to use. You now have
30 seconds to look at Part 3.

Speaker 4: My biggest regret at the moment is having


this tattoo on my shoulder done. Im going to get it
removed next week, but I could have avoided the pain
and expense by not having it done in the first place! I
shouldnt have listened to my friends! Id always said Id
never have anything permanent like that, in case I
changed my mind. I was out in town with them one
afternoon and they talked me into having a tiny butterfly
tattooed on my shoulder. I had it done there and then. My
mum wasnt too pleased when she saw it and my sister
doesnt like it much either. Luckily its small and should
be easy to remove!

Part 3

Speaker 1: Im just finishing a degree in Social Sciences,


which is great. The only thing is, Im thirty-five and I really
wish Id gone to university as soon as Id left school. Its
really hard studying at this age because Im working
part-time as well. I spend all my free time weekends
and evenings doing university work. Not only that, I
miss out on the social side of university. Ive made friends
with a group of other mature students, but I really envy
the twenty-year-olds and their lifestyle. I started work as
soon as I left school, but I soon realised that if I wanted
to progress in my career, I needed a professional
qualification, so thats why Im studying now.

Speaker 5: Id always wanted a sports car and Id


promised myself that as soon as I was earning a decent
salary, Id buy one. Six months ago I bought this secondhand car and instead of hours of enjoyable driving, Ive
had nothing but trouble with it and its cost me a
fortune in repairs! Things started off badly, when I
reversed into the pump the first time I filled up with petrol.
Then the engine started making a funny noise, and then
it was the brakes... I wont go on. Im going to sell it as
soon as I can and buy a sensible, reliable car thats
economical to run. Ive learnt my lesson!
Examiner: Now youll hear Part 3 again.
Thats the end of Part 3.

Speaker 2: There arent many things I regret and Im


pretty content with my life, but I refused a job offer a few
years ago and I still wonder if I did the right thing. A group
of people from my firm were setting up their own
business and asked me to join them. At the time, I
thought it was a high risk and I didnt really have the
capital to invest in the new venture, so I decided against
it. Two years on, their business is doing very well and is
expanding all the time. Im still at the old firm and
although Ive been promoted, I think that if Id accepted
the position with the new business, Id have a more
interesting and challenging job now.
Examiner: Speaker 3
Speaker 3: What do I regret? I know its not that
important, but I wish I hadnt told everyone that I was
going to apply to go to a top university in the USA

9.B

Examiner: Speaker 2

Part 4
Examiner: Now turn to Part 4. You will hear a radio
interview with a girl who has just paddled round the coast
of Ireland in a kayak. For questions 24-30, choose the
best answer, A, B or C. You now have 1 minute to look at
Part 4.
Presenter: Tonights guest is Tess Ashton who, at the age
of 17, has just finished paddling her way round the coast
of Ireland as part of a trio of kayaks. Not only did they
manage to complete the trip in close to record time but
they have also raised nearly ten thousand pounds for
charity. Tell us how it all started, Tess.
Tess: We got our original idea from a talk given by a man
113

BC13008_0400_U04_070-120.indd 113

13/01/15 15:32

Practice Tests Recording Scripts

who had sailed round the coast of Britain in a canoe,


single-handed. My brother Tom, our friend Laura and I
had been members of a kayak club for years and wed
already done a number of long trips by kayak, so we
thought wed like to have a go at something similar. What
prompted us to make a start was an appeal launched by
our local hospital to raise money for the childrens
cardiac unit. We were keen to help because Laura had
been successfully treated for a heart problem when she
was a child. We realised that the coast of Britain was too
long to do in our school summer holidays, so we chose to
paddle round the coast of Ireland instead.
Presenter: How long did it take you?
Tess: Its a one thousand-mile trip and we completed it in
28 days. We were very lucky with the weather because
we didnt lose any full days due to bad conditions. We
had to cut short the days paddling a couple of times
because the sea was too rough, but we paddled every
single day! We tended to stay near the coast as its more
sheltered than the open sea.
Presenter: You must have had a good support team.
Tess: Yes, our parents took it in turns to follow us by car,
set up the tent, buy and cook food, wash our clothes and
so on. We could never have done it without them! All we
had to do was to concentrate on the paddling.
Presenter: How long did your preparation and training
take?
Tess: As I said, we belong to a kayak club, so were out
on the water, usually the sea, three or four times a week.
We also started running and working out in the gym to
build up our fitness levels. We started training seriously
for the challenge six months before we set off.
Presenter: What was the most difficult part?
Tess: Obviously it was physically very demanding. We
were exhausted at the end of every day. We all had

problems with our hands, even though we wore gloves


when we were paddling plus the fact that youre sitting
down all the time in a kayak meant we felt very stiff. Its
also mentally very challenging. Wed be spending an
average of 8 hours a day in the kayak and boredom can
be a problem. It was difficult to talk to each other while
we were on the water, but we all had music to listen to
and we saw some fabulous scenery and wildlife sea
birds and seals. We also planned to make frequent short
stops and I think that helped a lot. Before we set off each
morning, we used to plan the days schedule and we
stuck to it rigidly. In the breaks, wed get out of the
kayaks, run around and stretch, grab some high energy
food, like chocolate, before setting off again. It was a
challenge, but we kept each others spirits up and
enjoyed it. I dont think Id like to do something like this on
my own though that would be really tough.
Presenter: The trip must have taken a lot of organisation.
Tess: Yes, it did. Our parents were a great help and
looked after most of the planning, so that we could
concentrate on our training. We had to transport a lot of
equipment to Ireland kayaks, paddles, mountains of
protective clothing, tents and so on.
Presenter: What next? Have you got any plans for
another trip?
Tess: Definitely, were all keen to take up another
challenge. Were thinking of paddling round Britain but
with a group of people from the kayak club, but were only
in the very early stages of planning...
Examiner: Now youll hear Part 4 again.
Thats the end of Part 4. Therell now be a pause of 5
minutes for you to copy your answers onto the separate
answer sheet. Be sure to follow the numbering of all the
questions.

114

BC13008_0400_U04_070-120.indd 114

13/01/15 15:32

SAMPLE
ANSWER SHEETS

BC13008_0400_U04_070-120.indd 115

13/01/15 15:32

Sample Answer Sheets

116

BC13008_0400_U04_070-120.indd 116

Reproduced with permission of Cambridge English Language Assessment UCLES 2015

13/01/15 15:32

Sample Answer Sheets

Reproduced with permission of Cambridge English Language Assessment UCLES 2015

BC13008_0400_U04_070-120.indd 117

117

13/01/15 15:32

Sample Answer Sheets

SAMPLE

118

BC13008_0400_U04_070-120.indd 118

Reproduced with permission of Cambridge English Language Assessment UCLES 2015

13/01/15 15:32

Sample Answer Sheets

SAMPLE

Reproduced with permission of Cambridge English Language Assessment UCLES 2015

BC13008_0400_U04_070-120.indd 119

119

13/01/15 15:32

Internet: www.blackcat-cideb.com
E-mail: info@blackcat-cideb.com
Development editor: Chiara Versino
Editors: Emma Berridge, Monika Marszewska
Book design and page layout: VisualGrafika Torino
Cover design: Simona Corniola, Carlo Cibrario-Sent
Design coordinator: Simona Corniola
Art director: Nadia Maestri

2015 Black Cat, Genoa, London


First Edition: January 2015

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.
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 previous written permission of the publisher.
Photocopies for the readers personal use can be made within a limit of 15% of each volume on payment to SIAE of the amount stipulated in
article 68, paragraphs 4 and 5 of law 633 of 22nd April 1941. Reproductions destined for professional, economical or commercial use or in any
case for non-personal use can be made only after obtaining specific authorisation from CLEARedi (Centro Licenze e Autorizzazioni per le
Riproduzioni Editoriali) Corso di Porta Romana, 108 20122 Milano email: autorizzazioni@clearedi.org; www.clearedi.org
In accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way be
interpreted as endorsement on the part of Black Cat of such products and/or brands.

Printed in Italy by: L.E.G.O. Lavis (TN)

Reprint I II III IV V VI
Year 2015 2016 2017 2018 2019 2020

BC13008_0400_U04_070-120.indd 120

13/01/15 15:32