Annie Broadhead Ginni Light

Total FIRST New Edition

1
Student’s Book

FOR THE REVISED 2015 EXAM

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Total FIRST
Student’s Book
Contents
Reading and Use of
UNIT Page Vocabulary Grammar English 1, 2, 3, 4
Education & The Collocations: Present Simple and
1
RUE1: Trust the teacher
Mind adjective + noun Present Continuous RUE2: Studying with background
page 8 Education Articles: a/an/the/zero music
RUE3: Education can change lives

People & Success Describing people Past Simple and

2
RUE2: The meaning of success
page 18 Phrasal verbs Past Continuous RUE3: Going for Gold
RUE4: Key word transformation

Society & Equality Afixes: Sufixes and Present Perfect

3
RUE1: Politician lives as a migrant
page 28 Preixes Simple and for a day
Continuous RUE2: Getting closer to equal pay
Question tags for women in the US
RUE3: Exploring the different
experiences teenagers have

Entertainment & Confusing words Used to and would

4
RUE2: Technology is becoming
Sociability Comparatives and more human
page 38 superlatives RUE3: Video didn’t kill the radio
star
RUE4: Key word transformation

The Environment & Environmental Future forms 1

5
RUE1: Vertical farming
New Technologies phenomena Future forms 2 RUE2: Commuting by bike in
page 48 Linkers of cause and London
effect RUE3: Aren’t temperature
changes natural?

Fashion & Status Apostrophes and Zero, irst and second

6
RUE1: No one should die for
page 58 possessives conditionals fashion
Compound nouns RUE2: Allergic to woollen clothes?
Clothes Try alpaca
RUE3: Key word transformation

Sport & Sport Modal verbs to

7
RUE1: Is competitive eating the
Competition Phrasal verbs express ability and world’s strangest sport?
permission RUE2: The Eton Wall Game
page 68
RUE3: The history of the Olympic
Games

Crime & Crime 1 Be/Get used to +

8
RUE1: Pickpocket picks the wrong
Punishment Crime 2 verb + -ing person
page 78 Preixes Past Perfect Simple RUE2: A hair for a hair – the
and Continuous punishment to it the crime
Past Perfect and Past RUE4: Key word transformation
Simple

FIRST-style activities are labelled RUE (Reading and Use of English), W (Writing), L (Listening) and S (Speaking).
2 The number of the part is also given, e.g. L1 = Listening Part 1.
Reading and Use of
English 5, 6, 7
Writing Listening Speaking

Mind mapping Education Dialogues Talking about yourself

RUE5: Multiple choice W1: Essay L1: Multiple choice S1: Interview
Exam Tip! Exam Strategies Exam Strategies

George Dinning on being sent to An inspirational person The history of money Comparing photographs
outer Mongolia W2: Article L2: Sentence completion S2: Long turn
RUE6: Gapped text Exam Strategies Exam Tip!
Exam Tip!

Blogs An email to a pen friend Aspects of society A sense of community

RUE7: Multiple matching W2: Email L3: Multiple matching S3: Collaborative task
Exam Tip! Exam Tip! Exam Strategies

Secret Cinema Film review An interview with a rock Entertainment &

RUE5: Multiple choice W2: Review star Sociability
L4: Multiple choice S4: Discussion
Exam Strategies Exam Tip!

The ship that is drilling down into Protecting the local Dialogues Talking about where you
the Earth’s crust environment L1: Multiple choice live
RUE6: Gapped text W2: Report S1: Interview
Exam Strategies Exam Tip!

Proiles of four famous fashion An exciting evening Bamboo as a fabric Comparing photographs
designers W2: Story L2: Sentence completion S2: Long turn
RUE7: Multiple matching Exam Strategies
Exam Strategies

Sport – fun or stress? A new sport Sport Sports facilities

RUE5: Multiple choice W2: Email L3: Multiple matching S3: Collaborative task
Exam Strategies

Should teenagers be sent to jail? The punishment should An interview with a Pronunciation
RUE6: Gapped text it the crime criminologist S4: Discussion
Exam Strategies W2: Article L4: Multiple choice
Exam Tip!

3
Contents
Reading and Use of
UNIT Page Vocabulary Grammar English 1, 2, 3, 4
Food & Food Food Modal verbs of
9
RUE1: Does your food sound
Issues Collocations: verb + certainty/probability good?
page 88 dependent preposition RUE2: Keeping teenagers healthy
RUE3: Eat more algae

Nature & Animals Gerund and Ininitive

10
RUE2: The kakapo parrot
Endangered Linkers of sequencing RUE3: Shooting wildlife – with a
and addition camera
Species
Collective nouns RUE4: Key word transformation
page 98

Work & Job So and such Relative pronouns

11
RUE1: Are internships worth it?
Satisfaction Too and enough and relative clauses RUE3: Helpful advice on how to
page 108 Work make those dificult life
choices
RUE4: Key word transformation

Youth Culture & As long as, providing Third conditional

12
RUE1: The Technology Culture
and provided that Wish and if only and
Changing Values wish and would RUE2: How teenagers see
page 118 Commonly-used themselves
slang If and in case
Future in the past: RUE4: Key word transformation
Phrasal verbs
was/were going to

Festivals & Noun + noun The passive

13
RUE1: The changing attraction of
Globalisation expressions music festivals
RUE2: Mobile phone throwing
page 128 festival
RUE3: The advantages of
globalisation

Family & Friends Family and friends Indirect speech

14
RUE2: Identical twins – but
page 138 Idioms Indirect questions different personalities
Orders and requests RUE3: Talking at or with a friend?
in indirect speech RUE4: Key word transformation

Travel & Ecotravel Travel A lot of/much/many;

15
RUE1: Green Hotel Trend: Wooden
page 148 Countable and little/few Key Cards
uncountable nouns Modal verbs: RUE3: Bangladesh – visit before
Idioms connected obligation/deduction the tourists come
with travel RUE4: Key word transformation

Health & Health Causative

16
RUE1: The world’s happiest
Happiness Prepositional phrases country
page 158 Ways of laughing RUE2: Life lessons from the
World’s Happiest Man
RUE4: Key word transformation

FIRST overview page 6 Speaking Bank page 187

Reading and Use of English Bank page 168 Appendices page 188
Writing Bank page 178 Irregular verbs page 190
4 Listening Bank page 183
Reading and Use of
English 5, 6, 7
Writing Listening Speaking

Ban on ugly fruit and vegetables is Modern food production Dialogues Talking about food &
scrapped methods L1: Multiple choice eating
RUE7: Multiple matching W1: Essay Exam Tip! S1: Interview
Exam Strategies

The hunters that became the Nature programmes Wildlife conservation Comparing photographs
hunted W2: Review L2: Sentence completion S2: Long turn
RUE5: Multiple choice Exam Strategies
Exam Tip!

Getting the most from your job Interview preparation Job interviews Facilities for employees
RUE6: Gapped text W2: Report L3: Multiple matching S3: Collaborative task
Exam Strategies Exam Tip!

Teenagers in their own words on The views of young An interview with a Youth culture
the impact of TV people sociologist S4: Discussion
RUE7: Multiple matching W2: Story L4: Multiple choice Exam Strategies
Exam Tip!

The Sundance Film Festival Festivals and traditions Dialogues Festivals

RUE5: Multiple choice W2: Article L1: Multiple choice S4: Discussion
Exam Strategies Exam Tip!

Family relationships Listening to advice Genealogy Comparing photographs

RUE6: Gapped text W1: Essay L2: Sentence completion S2: Long turn
Exam Tip! Exam Strategies

Space Travellers Travel writing Ecotourism Ideas to attract more

RUE7: Multiple matching W2: Review L3: Multiple matching tourists
Exam Tip! Exam Strategies Exam Tip! S3: Collaborative task
Exam Strategies

The Power of Laughter Health and happiness An interview with a A healthy life
RUE5: Multiple choice W2: Report itness professional S4: Discussion
Exam Strategies Exam Strategies L4: Multiple choice Exam Strategies
Exam Strategies

5
 FIRST OVERVIEW
The FIRST Certiicate in English is a Cambridge ESOL exam. It is at level B2 of the Council of Europe
Common European Framework of Reference (CEFR) for languages and at level 3 of the Association of
Language Testers in Europe (ALTE) framework. It is divided into four papers as follows:
Reading and Use of English – 1 hour 15 minutes
Writing – 1 hour 20 minutes
Listening – approximately 40 minutes
Speaking – 14 minutes

What do you have to do in the FIRST Reading and Use of English test?
Part What you see The task What you do
RUE 1 A continuous piece of text. Answer eight multiple-choice Choose A, B, C or D.
questions. There are four choices
for each answer.
RUE 2 A continuous piece of text with 8 Think of the most appropriate word Write one word only for each gap.
gaps corresponding to one word. to fill each gap.
RUE 3 A continuous piece of text with 8 Change the stems of the words to Write one word only for each gap.
gaps corresponding to one word. form the missing words.
The stems of the missing words
are given beside the text.
RUE 4 Six separate sentences, each Complete the second sentence so Write your answer in 2-5 words.
followed by a similar sentence that it has a similar meaning to
with a gap and a key word. the first including the key word
given. You cannot change the key
word.
RUE 5 A continuous piece of text. Answer six multiple-choice Choose A, B, C or D.
questions on the text. There are
four choices for each answer.
RUE 6 A gapped continuous piece of text. Six sentences have been removed Choose a sentence A-G for each
from the text and placed in gap 37-42. There is one extra
jumbled order. sentence.
RUE 7 A text or several short texts. Answer ten questions on the Locate the specific information in
text(s). the text(s) which matches the
questions.

What do you have to do in the FIRST Writing test?

Part What you see The task What you do
W1 – this is A statement. Write an essay presenting your Write 140-190 words in an
compulsory argument. appropriate style.
W2 – choose A call for an article for an Write an article giving e.g. Write 140-190 words in an
one of the English-language magazine or descriptions, examples, and appropriate style.
following newspaper. anecdotes.
A situation outlining the context. Write an email or a letter in Write 140-190 words in an
response. appropriate style.
A situation outlining the context Write a report in response giving Write 140-190 words in an
(First Exam only). factual information and making appropriate style.
suggestions or recommendations.

6
 Health & Happiness
Total FIRST

A call for a review for an English-
language magazine, newspaper
or website.
Set text questions (First for
Schools only).
The beginning or end sentence of
a story (First for Schools only).
Write a review in response Write 140-190 words in an
describing e.g. a film and express appropriate style.
a personal opinion.
Write e.g. an article, essay, letter, Write 140-190 words in an
report or review on the set text. appropriate style.
Write a short story developing a Write 140-190 words.
clear storyline from the prompt
sentence.

What do you have to do in the FIRST Listening test?

Part What you hear The task What you do
L1 Eight short unrelated extracts from Answer a multiple-choice question Choose A, B or C.
monologues or exchanges about each text. There are three
between interacting speakers. choices for each answer.
L2 A longer monologue. Complete ten sentences with the Complete the ten sentences.
information you hear.
L3 Five short related monologues. Match five sentences to the Match the sentences to the
information you hear. speakers 1-5. There are three extra
sentences.
L4 An interview or an exchange Answer seven multiple-choice Choose A, B or C.
between two speakers. questions on the text. There are
three choices for each answer.

What do you have to do in the FIRST Speaking test?

Part What you talk to The task What you do
S1 The interlocutor. Examiner’s questions Two minutes
General questions about yourself, your
likes/dislikes/experience.
S2 The interlocutor and your partner. Two photographs on a theme e.g. people One minute for each
This is your individual ‘long turn’. making music, pointing out the candidate plus 30-second
similarities and differences while the response from the second
interlocutor and your partner listen. You candidate
will be asked to comment on your
partner’s photographs e.g. which type of
music would you prefer to listen to?
S3 Your partner. This is a two-way You maintain a conversation with your Four minutes
conversation between you and partner in response to written prompts
your partner. e.g. agreeing/disagreeing, exchanging
ideas/suggesting etc.
S4 The interlocutor and your partner. A more in-depth discussion of the topic Four minutes
This is a discussion related to the with your partner, responding to
Part 3 topic. questions asked by the interlocutor e.g.
expressing/justifying opinions etc.

7
 UNIT
1 Education &
The Mind

Vocabulary: Reading and Use of

Collocations: adjective English: Part 5
+ noun

Vocabulary: Education

Grammar: Present Simple

and Present Continuous

Grammar:
Articles: a/an/the/zero
Speaking: Part 1

Listening: Part 1

Writing: Part 1

READING AND USE OF ENGLISH: PARTS 1, 2, 3

Warmer
1 Look at these pictures. Which school subjects do 2 These are the most popular subjects to study at
they represent? university in the UK. The letters are jumbled up.
What are the subjects?

1 awl 4 agemmnetan (studies)

2 sidegn (studies) 5 essbiusn (studies)
3 ogychpsyol 6 terpumoc cenesci

3 In pairs, discuss these questions.

A B
1 What is your favourite school subject? Why?
2 Which subjects do you find easy/difficult?
Why?
3 Do you think it’s important to go to university?
Why/Why not?
4 Some people say that school is the happiest
time of your life. What do you think?
5 What’s your definition of a good teacher?

C D
8
 Education & The Mind

6 Choose the correct adjective for each sentence.

Vocabulary
1 Failing the exam was a ......... point that he didn’t
Collocations: adjective + noun like to talk about.
4 In the first paragraph of the text on page 10, you A sore C difficult
can find the words tough problem. This is a common B hard D hurtful
adjective + noun collocation. Collocations don’t
2 If you take the ......... cut, you will get to school
follow any grammatical rules.
much faster.
Work with a partner. Tick (✓) the adjective + noun A quick C easy
collocations which are commonly used. B narrow D short

✓
3 The student gave a ......... excuse for not handing
1 decision
in his homework.
times A binding C convincing
haircut B empty D fruitless
steak 4 Having ......... parents can be both a good and a
tough bad thing.
drink
A right C obsessed
pressure B protective D current
problem 5 Children who have ......... minds often do well at
music school.
A asking C requesting
2 wind ✓ B enquiring D demanding
exam
7 Discuss with your partner how you are going to
woman remember new vocabulary. Here are some ideas.
Then add two more ideas of your own.
lesson
strong
influence • Write a list either on paper or on your
cough computer.

cold • Use a card system and put the new

words/expressions onto the card. It’s a
argument good idea to put the new word/
expression into a sentence because it is
✓
3 easier to remember in context. You could
rain
also translate it into your own language
problem and put it on the back of the card.
breakfast
metal
heavy
week
fog
decision
traffic

5 Now write ten sentences using some of the

collocations from exercise 4.
 UNIT 1
Mind
Mapping
Education is the passport to a good job but
unbelievably, more and more young people are
leaving school without a good standard of literacy
or numeracy and many are also unable to hold a
basic conversation in a foreign language. This is a
tough problem that many governments are trying
to solve: in today’s world, what you know
determines what kind of job you can get and the
more you know, the more you earn. The same is
true for English – English is the language of
business, the Internet, and travel and without
having a reasonable linguistic level, it might be
more difficult to get an international job. But
how do you go about learning the language in an
effective way? One way you can help yourself
learn that tricky vocabulary is to use a technique
called mind mapping.
Mind maps have been used for centuries in
learning, memory, brainstorming, visual thinking,
and problem solving. The idea of representing
ideas or thoughts diagrammatically is not a new
one. As early as the third century, Porphyry of
Tyros, a philosopher, produced map-like images
to explain Aristotle’s philosophical concepts. In
recent times, some of the earliest examples of
mind maps were developed by Tony Buzan, a
British psychologist, who maintains he pioneered
contemporary mind mapping. He argues that
while traditional pages force readers to scan from
left to right, people actually tend to scan a page in
a non-linear fashion. While traditional learning
such as taking notes uses very few of the brain’s
resources, mind maps use all the skills, combining
logic, words, colour and images.
A mind map is often created around a single word
and you add associated ideas, concepts, or words.
To build a mind map, you first start with a blank
piece of paper on which you draw a picture of the
topic or write the topic word you are trying to
learn about. You can then draw up to nine lines
representing words or themes connected with the
topic, radiating out from the centre.
10
You can add another series of lines, representing
different associated ideas or themes, to the
original lines if you wish. You can also use colours,
symbols, or arrows to link ideas, depending on
how complex your original topic is.
After years of being regarded with scepticism by
educators, mind mapping is currently helping
dyslexics write and achieve high marks at school
and university. Dyslexia is a specific learning
difficulty which mainly affects the development
of literacy and language-related skills. It may
result in difficulties with reading, time
management, sequencing, organising thoughts
clearly, and spelling. Yet dyslexics are often
innovative, lateral thinkers, creative, good
troubleshooters, and great problem solvers. Mind
mapping can help people with dyslexia as it can
consist solely of images.
However, not everyone is a fan of mind mapping
and some researchers have found that it has a
limited impact on memory. Yet others have found
that learners prefer to use more conventional
methods such as taking notes and resist using
mind mapping because it is an unfamiliar
technique. Although the scientific community
remains divided, mind mapping has proved to be
helpful for some students – so why not try it and
see if it helps you to remember what can appear
to be illogical collocations.

Reading and Use of English
PART 5 – Multiple choice
8 You are going to read a magazine article about mind
mapping, which is a study technique. Before you
read the text, discuss these questions with a partner.
1 Do you know what mind mapping is? What do
you think it is?
2 Do you think it’s important to study foreign
languages at school? Why/Why not?
3 Do you think you need a good memory to study
languages? Why/Why not?
4 Do you think you have a good memory?
9 Read the text on page 10. For questions 1-6, choose
the answer (A, B, C or D) which you think fits best
according to the text.
1 How does the writer feel about the fact that some
teenagers leave school with few skills?
A anxious C surprised
B indifferent D irritated
2 In the second paragraph, what does the writer say
about Tony Buzan?
A He supports the traditional view of reading.
B He is the author of several books on
psychology.
C He uses mind maps frequently.
D He claims he developed modern mind
maps.
3 When working with mind maps, people have to
A have good reading skills.
B use the right-hand side of the brain.
C take extra notes.
D use a range of the brain’s resources.
grammar
aspects
of studying
English
pencil case
classroom
materials
Education & The Mind
4 According to the writer, building a mind map
often involves
A using complicated equipment.
B using good artistic skills.
C drawing lines from a central circle.
D drawing lines between unrelated
topics.
5 Teachers think that mind mapping
A can help people who have difficulty
spelling.
B is a waste of time for most people.
C can help learners express themselves.
D can get students into university.
6 The writer suggests that mind mapping
A will probably not help you learn new
vocabulary.
B may be a method to help you learn new
vocabulary.
C is the only way to learn new vocabulary.
D will definitely help you learn new
vocabulary.
10 Have you ever used mind maps? Do you think they
would be a useful way to remember information?
Vocabulary
Education
11 Use this simple mind map to help you remember
words connected with education. Write at least five
words for each category. Use different colours or
drawings to give your mind map impact.
places
chemistry
primary
school
school
education subjects
university
courses
economics
11
 UNIT 1
Articles: a/an/the/zero
Grammar
See page 15
Present Simple and Present Continuous
15 Read the following paragraph with your partner and
See page 15 insert articles a/an/the where you think it’s necessary.
12 Read the paragraph below about deciding on a
future career. Underline the verbs in the Present
Simple and circle the verbs in the Present
Continuous.

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.’ Let’s 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
So you’ve decided to make 1 ......... film. It looks
made. So you go out and buy yourself a camera
so easy when you watch them on TV but it turns
and start shooting a film; then you organise your
out to be incredibly difficult to make 2 ......... good
friends and write a script and make a short film. It’s
one. It’s 3 ......... lot harder than it looks to create
as simple as that. Or is it?
4  ......... interesting story. It’s also much harder
than it looks to get people to do what you want.
13 In pairs, answer the following questions. So you need to start reading books on how to
1 When do we use the Present Simple? make 5  ......... film and you also need to learn
about equipment you need to use to edit and
2 How do we form the interrogative and negative?
create 6 ......... special effects. 7 ......... good idea
3 When do we use the Present Continuous?
is to talk to people who actually make films – you
4 Can you think of five verbs we normally don’t use could get 8 ......... job at 9 ......... local TV station
in the Present Continuous? (be 10  ......... volunteer if necessary) or take
11  ......... tour there and meet 12  ......... few
14 Put the verbs into the correct tense, Present Simple people. If you really want to make films, this will be
or Present Continuous, in the sentences below.
13 ......... most fun and interesting thing you have
1 Every Monday, after school, I ...... basketball. (play) ever done and in time you will learn 14  .........
2 I usually ....... maths a lot but I ....... this lesson. skills you need. Suddenly you will find you have
(enjoy, not/enjoy) something that you might want to study, and most
importantly you will have started your career.
3 What ....... at the moment? ....... to come to the
cinema? (you/do, you/want)
4 Barack Obama ....... from Hawaii but ....... in 16 With your partner, think about and then write down
three rules for when we use a, an, the and the zero
Washington now. (come, live)
article.
5 The earth ....... the sun. (orbit)
6 She ....... playing double bass but she ....... the Frequent Mistakes
electric guitar. (like, prefer)
I come from Italy.
7 They ....... French at the moment but I ....... NOT I’m coming from Italy.
Mandarin ....... more useful. (study, believe, be) Oh no! It’s raining!
8 ....... anywhere interesting on holiday this year? NOT Oh no! It rains!
(you/go)

12

Speaking
PART 1 – Interview
Exam Strategies
1 At the beginning of the test, smile. It’ll make
you feel better and create a good first
impression.
2 In Part 1 you will be asked questions about
yourself so answer from your own
experience.
3 Relax and speak clearly and confidently.
4 Listen carefully and answer the interlocutor’s
questions fully, not with just one-word
answers.
5 Use fillers, e.g., mmm, let me think; oh yes ...
to give yourself thinking time if necessary.
17 Read these questions. Then ask and answer the
questions with a partner. Find out something new
about him/her.
1 Where are you from?
2 What do you like about living in ............?
3 Do you like studying English?
4 What’s your favourite book?
5 Where do you find it easy to study?
6 Who do you spend your free time with?
7 What sort of music do you listen to?
8 What’s an interesting thing you found out about
recently?
18 Tick the things you did in the task above. Which
things would you like to improve?
Checklist
1 I smiled.
2 I gave interesting answers.
3 I spoke clearly in English.
4 I didn’t make many grammatical mistakes.
5 I answered the question that was asked.
6 I didn’t repeat the same word several times.
I used a range of vocabulary.
7 I listened to my partner’s answers.
8 I didn’t just give one-word answers.
9 I didn’t hesitate too much.
10 I showed interest and enthusiasm.
Education & The Mind
19 Now work with a different partner. Ask and answer
four of the questions in exercise 17. This time try to
improve your performance by thinking about the
points in exßercise 18.
Listening
PART 1 – Multiple choice
Exam Strategies
1 You will hear the context sentence on the
recording first. Read the question and
options carefully.
2 Listen for paraphrases of the correct answers.
3 Check that the wrong answers are wrong by
thinking about why they are wrong.
4 Don’t keep thinking about a question when
the next question starts.
5 Don’t choose an answer just because you
hear the same word as you see on the paper.
2.A
20 You will hear people talking in eight different
situations. For questions 1-8, choose the best
answer – A, B or C.
1 You hear a student talking about his favourite
subject at school. Why does he like it?
A It challenges him intellectually.
B It can make a difference to the planet.
C It combines several topics that interest him.
2 You hear a woman talking about the human brain.
What is she doing as she speaks?
A explaining a theory
B criticising a theory
C justifying a theory
3 You overhear two young people talking about
their careers. What job do they both have?
A architect
B lawyer
C doctor
4 You hear two business students talking about
cultural differences. They agree that to be
successful in international business you have to
A be aware of different attitudes to time.
B learn a little of the other person’s language.
C make sure you address people in the correct way.
13
 UNIT 1
5 You hear a tennis coach talking about a young
player called Jack. Why did the coach doubt Jack
could become a good tennis player?
A He thought Jack’s stamina was limited.
B He thought Jack got a lot of injuries.
C He thought it would be financially difficult for
Jack’s parents.
6 You overhear a girl talking on the phone about
her new school. How does she feel about it?
A It’s better than she expected.
B It’s similar to her last school.
C It’s going to be a challenge.
7 You hear two friends talking about the school film
club. The girl joined the club in order to
A meet new people
B have opportunities to discuss films
C get ideas for a project she’s working on
8 You will hear a woman talking about competition
at school. Why does she think it’s a good thing?
A Because her daughter is doing better at sport
now.
B Because she believes competition is part of
everyday life.
C Because all children can show they are good
at something.
21 What is the most difficult aspect of this task for
you? How can you improve it?
14
Writing
PART 1 – Essay
See Writing Bank on page 178
22 You are going to write an essay. Before you start, put
these instructions for essay writing into the correct
order.
A Organise the main points into a logical order.
B Decide how many paragraphs you will write
and what goes into each one.
C Check for range and accuracy of grammar.
D Think about any examples or sub-points that
you can add.
E Read through the essay to make sure that
your ideas come across clearly.
F Decide what to write in the introduction.
G Decide what to write in the conclusion.
H Brainstorm the main points to include.
I Check you have answered the question.
J Check for range and suitability of vocabulary.
Have you repeated words?
K Decide if you should write in formal, informal
or neutral style.
23 In your English class you have been talking about
education. Now, your English teacher has asked you
to write an essay.
Write an essay using all the notes and give reasons
for your point of view. Write your essay in 140-190
words in an appropriate style.
Everybody needs a good education to make the
best of their life. Do you agree with this opinion?
Notes
Write about:
1 opportunities to go to college or university
2 choice of interesting employment
3 ........................................................................
(your own idea)
! Exam Tip!
In the exam, you will always be asked to write
an essay in Part 1. Write your essay in neutral
or formal style.
 GRAMMAR
Present Simple and Present
Continuous
The uses of the Present Simple and Present Continuous
are quite distinct and not interchangeable.
The Present Simple is used:
1 to describe a permanent state.
– My favourite subject at school is Maths.
2 to describe repeated or habitual actions.
– I always get up at seven.
3 to express general truths.
– Two plus two equals four.
4 to give instructions and describe procedures.
– You plug in the machine and then you press the
power button.
5 to express the future for timetables.
– The exam starts at 1 pm on Friday.
6 in conditional and time clauses referring to the future
(see Grammar Unit 6).
7 with certain verbs not normally used in the
continuous form:
A verbs describing states of mind, emotion, and
perception, e.g. think, believe, know, mean,
remember, forget, love, need, see, hear, feel, etc.
B verbs which refer to a permanent state, e.g. be, have,
belong, contain, consist, cost, equal, fit, depend, etc.
The Present Continuous is used:
1 to describe an action happening now.
– I am studying the present tenses at the moment.
2 to describe a temporary state or activity.
– My laptop isn’t working. It broke down this
morning.
3 to describe an action happening around the time of
speaking.
– We’ re studying Hamlet in English.
4 to describe the background to habitual actions.
– I listen to music while I’m doing my homework.
5 to describe changing situations.
– Is your English improving?
6 to express future arrangements.
– I am playing tennis at 5 p.m. today.
7 with always to describe irritating or surprising habits.
– He’ s always criticising people and making
inappropriate comments about them.
Articles: a, an, the and zero
(no) article
A countable noun is the name of something that can be
counted: one book, two books, etc. An uncountable noun
is the name of something that cannot be counted: milk,
money, freedom, justice, etc. An uncountable noun does
not take a or an and does not have a plural form.
Use a or an:
1 with a singular countable noun when you mean one
of many.
– Annie is a student (one of many students).
2 the first time you use a noun in a paragraph.
– I read a great book last night.
Use the:
1 with any noun when the meaning is specific; for
example, when the noun names the only one (or one)
of a kind.
– Neil Armstrong was the first man on the moon (the
only first man).
2 the second time you use that same noun in the same
paragraph.
– The book I read was about…
Don’t use a, an, or the:
1 with an uncountable noun when you mean in general.
– Higher education is expensive.
2 with a plural countable noun when you mean in
general.
– Classical music concerts are very relaxing (in
general).
1 Read the paragraph with your partner and insert
articles a/an/the where necessary.
Every animal you can think of, whether 1 .....
mammals, birds, reptiles, fish, etc, has 2 ..... brain. But
3 ..... human brain is unique. Although it’s not 4 .....
largest, it gives us 5 ..... power to speak, imagine and
problem solve. It is 6 ..... amazing organ.
7 ..... brain performs 8 ..... incredible number of
tasks, such as controlling your body temperature and
blood pressure. It also accepts 9 ..... flood of
information about 10 ..... world around you.
11 ..... human brain is 12 ..... knot of 100 billion
neurons and support cells where we can store 13 .....
lifetime of 14 ..... memories.
15
 READING AND USE OF ENGLISH
Part 1 – Multiple-choice cloze
Exam Strategies
• Read the title so that you understand what the text is going to be about.
• Read the whole text first to understand the main ideas expressed.
• Read the sentence where the gap is very carefully as well as the sentences before and after the gap.
• Think about each option carefully before choosing your answer.

For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an
example at the beginning (0).

Trust the teacher

C
Finland’s education (0) ................ is one of the best in the world – why? To a large (1) ................ it’s
because its teachers are trusted to do whatever it takes to turn young lives around. For example, Anneli
Kalas saw that one of her pupils, a recent immigrant from Kosovo, was (2) ................ all her attempts
to integrate him so she decided to do
something quite (3)  ................ . The
13-year-old boy received something
(4)  ................ different from most other
13-year-olds. Anneli took him (5) ................
as her private student. When the boy wasn’t
studying science, geography and maths, he
sat next to Anneli’s desk at the front of her
other classes, taking books from a tall
(6)  ................ , slowly reading one, then
another, then devouring them by the
dozens. By the end of the year, the son of
Kosovo war (7) ................ , had conquered
his (8)  ................ country’s vowel-rich
language and arrived at the realisation that
he could, in fact, learn.

0 A category B duty C system D arrangement

1 A amount B extent C range D level
2 A struggling B arguing C disapproving D resisting
3 A intense B ultimate C extreme D severe
4 A entirely B fully C perfectly D thoroughly
5 A off B out C at D on
6 A storey B pile C peak D summit
7 A settler B ancestors C refugees D companions
8 A adopted B legal C faithful D authentic

16
 UNIT 1
Part 2 – Open cloze
For questions 1-8, read the text below and think of the word which best fits each gap. Use only one word in each
gap. There is an example at the beginning (0).

Studying with background music

that
Research shows (0) .............................. music stimulates different parts of the brain. But does listening
to music while you study increase (1) .............................. reduce your ability to study? It seems that
(2) .............................. depends on the individual. Some students can study effectively while listening
to music whereas others are distracted (3) .............................. any external stimulus.
One recent experiment produced interesting results. Students who studied while listening to music had
lower average test scores (4) .............................. those who did (5) .............................. . However, the
scores varied depending on (6)  .............................. the students routinely played music while they
studied and the type of music played.
Many students claim that listening to classical music helps (7) .............................. concentrate. This is
called ‘the Mozart effect’; a set of research results assert that listening to classical music can have short-
term benefits (8)  .............................. as increased memory. In fact, many students report that they
study better while listening to music only when the music has no lyrics.

Part 3 – Word formation

For questions 1-8, read the text below. Use the word given in capital letters at the end of some of the lines to form a
new word that fits in the gap in the same line. There is an example at the beginning (0).

Education can change lives

children
For (0) .............................. living in many parts of Africa going to school is only a dream. CHILD
Education represents the only way out of a life of (1) .............................. for them. Across POOR
Africa millions of young people live on less than 1 Euro a day but if they can get
an education, they might be able to get a better (2) .............................. job later in life. But PAY
schools are also playing an (3) .............................. important role in helping young INCREASE
people protect (4) .............................. against diseases that can spread through poor THEM
communities. Simple information about hygiene can help the (5) .............................. of PREVENT
diseases and (6) .............................. saves lives. Many schools also provide a hot lunch DOUBT
and this may be the only meal many (7) .............................. youngsters get. GROW
Finally, going to school helps young people have more (8) .............................. . They CONFIDENT
are less likely to tolerate violence and abuse and more likely to invest in
improving their communities.

17
 UNIT
2 People & Success

Vocabulary: Reading and Use of

Describing people English: Part 6

Vocabulary: Phrasal verbs

Grammar: Past Simple and

Past Continuous
Writing: Part 2

Listening: Part 2

Speaking: Part 2

READING AND USE OF ENGLISH: PARTS 2, 3, 4

Warmer
1 Look at the pictures and talk about these questions.
1 What kind of success does each picture represent?
2 Which kind of success is the most important to you
and why?
3 Who is thinking what? Match the people in pictures
A-D to what they are thinking, 1-5. There is one extra
thought which you do not need to use.

1 Money doesn’t buy you happiness but it

certainly makes life a lot easier.
2 I hope I can inspire young people to follow their
dreams.
3 Seeing the fans relate to my music is a real
buzz.
A B
4 Education stays with you for life and is worth
every penny.
5 Can’t believe I did it. I’m the fastest man in the
world.

C D
18
 People & Success

6 Read this text about clothes and complete each gap

Vocabulary with a word from exercise 5.
Describing people
2 Put these words into the correct column. Put a People use clothes
minus sign (–) next to any words which you think to express their
have a negative connotation. personality, attitude,
and style. Take a look
teenager • tallish • frail • stocky • plump
at the 1970s and 80s.
short • well-built • toddler • elderly • slim
The Punk movement
middle-aged • thin • in his/her 20s • skinny
average height • adolescent • tiny was born in London
of medium build • fat and was anarchic and
aggressive. Punks
Height Build Age defined themselves as
tallish frail teenager an anti-fashion urban
youth street culture.
They were easily
recognised by their
1 ........... hair and
2 ........... clothes. In
3 Put these words into the correct column. Some fact, clothes were often ripped or torn to
words can go into two columns.
symbolise Punks’ empathy with the
round • bright • square • scarred • wrinkled unemployed. After Punk, there was a huge
cold • freckled • pale • narrow • sad • oval reaction in the 80s with two opposing
almond-shaped movements; Yuppies and New Romantics.
Yuppies worked in good jobs and wore
Face Eyes 3 ........... clothes because they were out to
round bright make money and impress. Women had ‘big’
hair, often 4 ..........., and they wore jackets
with padded shoulders to make them look
more powerful. In contrast, the New
Romantics wore loose, 5 ........... clothes.
Both men and women wore blouses with
4 Work with a partner and describe the people in the frills often made of fine fabrics.
photos on page 18.

5 Now put these words into the correct column. Some

words can go into two columns.

cool • curly • trendy • wavy • baggy

straight • dyed • shabby • permed • lank
tight • floaty • bald • greasy • casual
scruffy • smart • spiky • messy

Hair Clothes
cool cool
curly

19
 UNIT 2
Reading and Use of English George Dinning on
PART 6 – Gapped text being sent to Outer
7 You are going to read an article about a young
Mongolia
person who decided to do something extraordinary.
Do you know anyone who has done something George Dinning is an extraordinary 19-year-old
extraordinary that you admire? who has gone to great lengths to help others
less fortunate than himself. He explains what
! Exam Tip! made him do it.
Read the whole base text first to understand ‘As I was driving to college one day, I heard this
the general meaning of it. Remember to look radio program about people who were dying in
out for language and topic links between the Mongolia simply because they couldn’t get to a
gapped sections and the sentences which have
hospital on time. I found it really upsetting to
been removed.
hear that people living in the countryside had to
travel for two or three days to get to a hospital.
8 Six sentences have been removed from the article. 1 So I thought about what I could do to
Choose from the sentences A-G the one which fits
change this situation.
each gap (1-6). There is one extra sentence which
It suddenly came to me that if I could get the
you do not need to use.
money together, I could buy an old ambulance,
A In another, I suddenly saw a police car behind me
do it up, and drive it over to give to a rural
with flashing blue lights.
community. The sticking point was money of
B Having the ambulance there has cut down the course... so I decided to go knocking on doors to
time it takes to get people to hospital and it’s
see who would help out. 2 So some of the
already saved lives.
things we came up with were a karaoke night, a
C So I asked them to stop any speeding drivers that 60s disco and a mini-marathon. Then I did the
were trying to pass.
rounds of the local companies and managed to
D That is a very long time to have to wait if you are get some corporate sponsors. All in all, we got
ill and need urgent medical help. the money together amazingly quickly.
E I started with the students at my college and we
decided we had to put on some pretty big events
if we were going to come up with the kind of
funds we needed.
F The next thing was to buy the ambulance and do
it up – that was actually quite cheap.
G After that, we’re going to extend the project to
Nepal because, like Mongolia, the mountain
kingdom is not high on the list of countries that
receive international aid.

9 Talk to your partner about these questions.

1 What are older people’s attitudes to young
people’s behaviour in your country?
2 What’s your opinion of what George Dinning has
done?
3 Which charity would you like to support? Why?

20

3 A lot of my friends are car-crazy so we
had a team of people making the old car we’d
bought into a vehicle that could make the
journey. Finally, three months later, I set off.
The trip took me 32 hours – I covered 8,000
miles and crossed five mountain ranges. It was
an eventful trip – for example, in one country I
got arrested because I didn’t have the right visa.
4 I didn’t know what to do as I couldn’t
speak the language and was pretty sure I hadn’t
been speeding. Then I noticed that they were
driving an ancient car so I put my foot down. All
was going smoothly until I came round a bend
in the road and saw three police cars in front of
me blocking the road. They flagged me down
and I had no option but to stop. I remember
thinking – I hope they don’t take the ambulance
from me. As it turned out though, they simply
asked me for $2 for each policeman there, as a
fine for not having stopped when requested.
Obviously I had no choice but to pay up.
Anyhow, eventually I got to Mongolia and
dropped off the ambulance at a rural clinic. The
feedback I’ve had since is great. 5
Next on the agenda is to take some more
ambulances this year – we’ve already managed
to raise £22,000 in just three months so ten of us
will be going over and hopefully soon we’ll have
covered Mongolia with ambulances. 6 ‘ 4 .........................................................................
People & Success
Vocabulary
Phrasal verbs
See Appendix 1 on page 188
10 Look at sentences A-F from the text. Match the
underlined phrasal verbs to definitions 1-6 below.
A I could buy an old ambulance, do it up, and drive
it over to give to a rural community.
B So some of the things we came up with were a
karaoke night, a 60s disco and a mini-marathon.
C Finally, three months later, I set off.
D As it turned out though, they simply asked me for
$2 for each policeman there, as a fine for not
having stopped when requested.
E Anyhow, eventually I got to Mongolia and dropped
off the ambulance at a rural clinic.
F Having the ambulance there has cut down the
time it takes to get people to hospital.
1 to reduce
2 to have ideas
3 to deliver
4 to start a journey
5 to happen in the end
6 to repair
11 Work with a partner and answer these questions
about phrasal verbs. Answer true (T) or false (F).
1 Phrasal verbs can have two or three parts.
2 Phrasal verbs are followed by the -ing form when
the next word is a verb.
3 The meaning of a phrasal verb is exactly the
same as the meaning of each part of it.
4 Phrasal verbs are often used in informal English.
5 We can say do the car up or do up the car.
6 Set off is not followed by an object when it means
start a journey.
12 Choose five phrasal verbs from exercise 10. Write
five sentences using one phrasal verb in each.
1 .........................................................................
2 .........................................................................
3 .........................................................................
5 .........................................................................
21
 UNIT 2
Grammar
Past Simple
See page 25
13 Read about another extraordinary teenager.
Underline the Past Simple regular verbs.
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 didn’t expect him
to have an easy time but all the children
respected him, followed his instructions,
and didn’t 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.
22
14 Circle the Past Simple irregular verbs in the text in
exercise 13. Complete the table.
Past Simple Base Form
0 came come
1
2
3
4
5
6
15 Fill in the gaps.
1 We form the Past Simple negative with subject +
the auxiliary verb ......... + base form.
2 We form the Past Simple interrogative with the
auxiliary verb ........ + subject + base form.
Frequent Mistakes
He felt proud of his achievements.
NOT He fell proud of his achievements.
Did you graduate from university last year?
NOT Did you graduated from university last year?
16 Complete the sentences with the appropriate form
of the Past Simple.
1 He ............ to bed at 4 a.m. because he ............
to finish his project. (go, want)
2 She ............ from university in 2006 and ............
a millionaire by the end of 2009. (graduate, be)
3 I ............ trekking in the Himalayas – it ............
too much like hard work! (not/enjoy, be)
4 What ............ you ............ to the President when
you ............ him? (say, meet)
5 She ............ a shock when she ............ she ............
the winner of the competition. (get, see, be)
6 When exactly ............ you ............ round the
world single-handed? (sail)
7 She ............ any reason for cancelling the
concert. (not/give)
8 One man ............ 40 doughnuts in 30 minutes.
That’s a strange achievement! (eat)

Past Continuous
See page 25
17 Read the following introduction to a story and
underline the verbs in the Past Continuous.
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...
18 Why is the Past Continuous tense used here?
I was having a shower when my mobile rang.
! I was having a shower 
X Y X 5
Past # Present
my mobile rang
19 Look at the timeline above showing the difference
between the Past Simple and Past Continuous. Put
the verbs into the correct tense in these sentences.
1 He ................ (climb) Mount Everest when his
wife ................ (have) their baby.
2 The Formula One driver ................ (not/drive)
fast when the accident ................ (happen).
3 The ballerina ................ (go) off stage even though
the audience ................ still ................ (clap).
4 While we ................ (run) the final lap, the rain
................ (start).
5 What ................ (you/do) when they ................
(call) to tell you you had got your dream job?
6 He ................ (think) about how to raise money
for charity when his friend ................ (come up
with) a great idea.
People & Success
Writing
PART 2 – Article
See Writing Bank on page 181
20 Read the information and discuss questions 1-2
below with a partner. You are going to write an
article for a website about a person who has
inspired you. The person does not have to be
someone who is rich and famous. It can be, for
example, a member of your family, someone who
has helped the local community, or a historical
person.
1 Who do you think would be a good person to
write about and why?
2 What sort of articles do you like reading? Why?
21 Think about the structure of a good article. Tick (✓)
the statements you agree with.
1 It has an interesting headline.
2 There are no paragraphs.
3 It’s entertaining.
4 The writer uses linkers such as that’s why,
then, so, because, etc.
The writer uses a wide range of vocabulary.
6 It is written in the present tense.
7 Ideas are organised in a logical way.
8 The writer has to think about who is going to
read it.
22 The editor of an international website has invited
readers to send in articles. The articles must be
140-190 words. You have decided to write an article
about a person who has inspired you. Complete this
writing plan for your article.
1 Who is going to read the article?
2 How many words do you need to write?
3 What information do you want to include?
4 How many paragraphs do you need?
5 Write six linkers you can use in your article.
6 What tenses are you going to use?
23 Now write your article.
23
 UNIT 2
Listening Speaking
PART 2 – Sentence completion PART 2 – Long turn
24 You are going to listen to a talk on the history of
money. First discuss these questions in pairs. ! Exam Tip!
1 Has money always been a symbol of success and You have to compare two photos for about a
status? Why/Why not? minute and answer a question after your
2 What things have people used in the past for partner has spoken. Don’t forget to do both
money, for example, gold, feathers, etc.? parts of the task!

Exam Strategies 26 Look at photographs A and B. They show young

1 Read the sentences carefully. people in different situations. Compare the
2 Listen to the recording and write the words photographs and say what difficulties the people
you hear to complete the sentences. might face in each situation.
3 Now listen carefully to the recording again.
4 Then check the spelling, check each sentence
makes sense and is grammatically correct.
3.A

25 Listen to the talk. For questions 1-10,

complete the sentences with a word or short phrase.
The speaker gives the example of
1 as the first type of goods to
be used to barter with.
As farming developed, it became common to
exchange 2 .
In China, 3 were used as
‘money’ at first.
When people began to recognise the value of metal,
4 could be used as money. A
China was the first country to make a kind of coin
and 5 were put in them so
that they could be used more easily.
Silver coins, which had the image of
6 or heads of State, were
introduced in about 500 B.C.
The first form of money to resemble paper money
was made of 7 .
The phrase to pay through the nose comes from a
punishment for people who did not pay their
8 .
In 9 , paper money died out
in China.
In the 16th century, in North America, the currency
was called Wampum, which actually means
10 B
.

24
 GRAMMAR
Past Simple and Past 1 How do we form the Past Continuous? Fill in the
Continuous gaps with your own examples.

The Past Simple is used: Subject Auxiliary Main verb

1 to describe actions completed at a definite time in she was driving

+
the past. you were driving
– The elections took place last week. he 1…. 2….
–
2 to describe completed actions when the time is they 3…. 4….
understood but not mentioned, particularly in
narratives and when recounting anecdotes. Auxiliary Subject Main verb

– It took them three days to get to the charity in 5…. I 6….

Africa because first they took a flight, then hired a
car and drove for 150 miles.
3 to describe a definite period of time in the past.
2 Choose the most appropriate form of the verb in
– He spent two years at kindergarten.
4 to describe repeated or habitual past actions.
– She never arrived at school on time.
Alternatively, we can also say:
– She never used to arrive at school on time.
5 in second conditional sentences (see Grammar
Unit 6).
The Past Continuous is used:
1 to describe unfinished actions that were happening at
a certain time. The actions had begun before this
point in time.
– This time last year I was studying in the States.
2 to describe the background action when something
else interrupted it.
– I was watching a film when my friend rang.
3 to describe simultaneous actions that were
happening in the past.
– While he was brainstorming the vocabulary, I was
writing down some verbs we could use.
4 to set the scene for, say, a story.
– The wind was howling and the branches were
banging against the windows when she suddenly
heard a car door slam outside.
?
7…. you 8….
each sentence.
Tara: Hi Eric, 1 were you going/did you go to the
Young Inventor of the Year Awards last night?
Eric: Yes, Tara. It was fantastic. And while I
2 was waiting/waited for the ceremony to
begin, I 3 was starting/started talking to a guy
sitting next to me. He was 18 years old and
last year he 4 was inventing/invented a new
type of water pump.
Tara: 5 Was he explaining/Did he explain how it
works?
Eric: Yes, but I’m not sure that I 6 was
understanding/understood everything – I
7 wasn’t really concentrating/didn’t really
concentrate on what he said all the time
because everyone 8 was getting/got ready for
the awards.
Tara: Last year at college we 9 were having/had to
work in teams and try to invent something. We
10 were spending/spent ages trying to think
of a new idea. It was a lot harder than I
11 was thinking/thought.
Eric: Yes, and just imagine the guys who
12 were winning/won the awards last night.
They invent several things a year!

25
 READING AND USE OF ENGLISH
Part 2 – Open cloze
Exam Strategies
• Read the instructions carefully so that you know exactly what you have to do.
• Read the title and the whole text first quickly to understand the main ideas expressed.
• Read the sentence where the gap is very carefully, as well as the sentences before and after the gap.
• Think about what kind of word is needed carefully before writing your answer.

For questions 1-8, read the text below and think of the word which best fits each gap. Use only one word in each
gap. There is an example at the beginning (0).

The meaning of success

not
Being successful does (0) .................... mean the same thing to everyone. For some, a successful person
is someone (1) .................... earns a lot of money, for others success might be best exemplified in a
person working (2) .................... a volunteer.
What (3) .................... ourselves consider a success might be very different from other people’s ideas of
success. A parent might see their daughter getting a good grade and think she was successful in her
exam. The student, (4) .................... the contrary, might just think she was lucky.
The more areas of life a person tries to be
successful in, the more difficult
(5)   .................... becomes to achieve
their goals. Becoming successful could be
relatively easy, (6)  .................... staying
successful is a different story entirely.
Success is usually something we associate
(7)  .................... short-term achievement
in a certain field. Long-term success, on
the other hand, means you
(8)  .................... to keep up the good
work and stay at the same level over a
longer period.

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 UNIT 2
Part 3 – Word formation
For questions 1-8, read the text below. Use the word given in capitals at the end of some of the lines to form a new
word that fits in the gap in the same line. There is an example at the beginning (0).

Going for Gold

More and more young sports people are realising that their hopes of sporting
international stage of the Olympics are not just a dream. With
success on the (0)  ......................... NATION
the right opportunities there will be no limit to their (1)  ......................... . While many ACHIEVE
have the ability and (2)  ......................... to succeed, sometimes the lack of access to DEDICATE
training facilities has limited their progress in their (3)  ......................... field. The CHOOSE
Athletes Academy’s aim is to provide (4) ......................... sportspeople with free access TALENT
to cutting-edge facilities in a number of key cities. (5)  ......................... appropriate WITH
support, many young sportspeople’s potential will be wasted and it is (6) ......................... LIKE
that they will ever enjoy success at the very top.
(7) ......................... , in the future, several of the Academy’s students will be able to stand HOPE
on the podium (8) ......................... a gold medal. The Academy’s mission is simple – to HOLD
invest in young athletes and help them succeed.

Part 4 – Key word transformation

For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word given. You must use between two and five words, including the word given. Here is an
example (0).
0 Sarah has the determination to become a very successful business person.
THAT
determined (that) she
Sarah is so ................................................................................ could become a very successful business person.
1 This year was the first time someone from my country won a gold medal.
EVER
No one from my country ................................................................................ a gold medal before.
2 It took Martin longer to finish the test than his brother.
MORE
Martin’s brother finished the test ................................................................................ Martin.
3 I went to see the film a second time because it was so thrilling.
SUCH
It ................................................................................ that I went to see it a second time.
4 He is successful because he is hard working.
DUE
His success ................................................................................ hard work.
5 Although she felt ill, she went to college.
DESPITE
She went to college ................................................................................ ill.
6 David wouldn’t lend me his computer.
LET
David refused ................................................................................ his computer.

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 UNIT
3 Society & Equality

Vocabulary: Reading and Use of

Affixes: Suffixes and English: Part 7
Prefixes

Listening: Part 3
Grammar: Present Perfect
Simple and Continuous

Grammar: Question tags

Speaking: Part 3

Writing: Part 2

READING AND USE OF ENGLISH: PARTS 1, 2, 3

Warmer
1 Match these phrases to the pictures. 2 This is a definition of society: ‘an organisation to which people who
share similar interests can belong’. Think of the society you belong
1 the nuclear family
to and discuss these questions with a partner.
2 ancient civilisations
1 How much do you know about the history of the society you
3 health care
belong to? Is it important to know about its history? Why/Why not?
4 transportation
2 Do you think your society looks after people who need help, e.g.
people who are ill? Should society look after them?

A B C D

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 Society & Equality

6 Find nine of the words from the table in exercise 5.

Vocabulary
Affixes: Suffixes and Prefixes S I L N Q N Z N K K Y Q W
O G N C Y T I L A U Q E M
3 Suffixes are letters which are added to the end of a C O X F X G R Y C N R G J
word to make a new word, e.g. free – freedom. I V W T L T Y H S M W Z X
Prefixes are letters which are added to the
A E M J F U V S T H J W J
beginning of a word, e.g. advantage – disadvantage.
B R X C A R E F U L L Y P
Underline words which have suffixes in this text.
L N T G W C M N T M M N N
‘This is a really hard subject to talk about E M B Q C O L G T H G Q B
because it’s so complicated. I live in London, a T E R U D W G J T I G T C
huge multi-cultural city, and what I see that I Q N S E Y P T L F B A Z X
really like is people celebrating everyone else’s
L T E N V V A H M N H L X
customs. I mean, Chinese New Year is a huge
L R F T R E X K N Q C L R
event in most big cities around the world and
everyone joins in. And I think this is what’s F P T P H L I F E L E S S
important. Even if, as we say, we now live in a
global village, people should still celebrate 7 Put the correct form of the words in bold from the
New Year, Divali, and countless other events table into the sentences below.
wherever they are. They shouldn’t lose this.’
1 Tribes who ...................... throw rubbish into
rivers are in danger of polluting the water. CARE
4 Now change these words into nouns.
2 There are many charities working in developing
1 celebrate ................................................
countries to improve the ...................... of the
2 civilise ................................................
population. HEALTHY
3 global ................................................
3 The ...................... between men and women
4 know ................................................ often leads to women being paid less than men
5 complicated ................................................ for doing the same job. EQUAL
6 appear ................................................ 4 It is extremely hard to do well in ......................
7 vary ................................................ without access to education. LIVE
8 refer ................................................ 5 Everyone should have the ...................... to
practise their chosen religion. FREE
5 When you learn new vocabulary, it’s a good idea to
learn all the different forms of a word. Complete the 6 The family was so ...................... that the town
table below using prefixes and suffixes where possible. was named after them. INFLUENCE

Noun Adjective Verb Adverb

society, sociability, social, socialise socially, sociably
0 socialism, socialist, sociable/unsociable,
socialisation anti-social
1 equal
2 live
3 free
4 success
5 govern XX
6 care
7 healthy XX
8 influence

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 UNIT 3
Blogs
ANNEMARIE MICHAEL
This area is quite My day starts before C
remote and sometimes 7 a.m. and I’m woken
unsafe so we’ve hired up to the sound of
battered local trucks donkeys, camels, and
to reduce the risks birds. I don’t need an
of car-jacking. We’ve alarm clock! We have
been travelling from breakfast and then
one place to another, set off for the medical
vaccinating children facility. Today I’ve
against measles. I’m been on the wards
amazed how people with the doctors but
A can live in remote I’ve been trying to
places like this with take a backseat role
not much food and sometimes no water. so that the local nurses feel more able to contribute
Unsurprisingly, children often look very dirty. their ideas and suggestions. I take a note of what
We’ve been sleeping on mattresses out in the open drugs are needed where and do my best to make
in the villages so we’ve got quite close to the people. the children laugh.
We only have very limited amounts of water which The people here don’t have much in the way of
can be tough if, like me, you’re used to having a possessions so we might think it strange in the light
shower every day! My day typically starts at about of what they have suffered that they seem so happy.
5 when the sun rises. We wake up, pack up our beds, Perhaps when you live from day to day, not
check the truck for essentials, have breakfast, and preoccupied with getting the latest DVD or pair of
try to leave by 7 a.m. jeans, you appreciate the really important things in
life – the safety and welfare of your loved ones.
PAUL
B I’m haunted by the SABRINA
vision of the houses I’ve I’m woken up by the D
seen – some with only sounds of drums and
mattresses on the floor trumpets as the local
and the entire family band has taken over the
sleeping in one room. boats. The flooding here
I’m working here as a means that everyone has
psychiatrist in a war to walk along narrow
zone and I’ve had to wooden planks suspended
conduct sessions in so above the water level and
many unlikely places transport is by boat. This
such as under a tree or is one of the wettest
in the middle of a street. I don’t know who has places on earth.
affected the other’s life more, me or my patients. My job is to go into flooded houses and check how
One of my most powerful memories is of a young the people are and if they need medical treatment. I
girl who wanted to have her session in what was bang my head as I walk into one house and ask the
left of her house – we tried to find a seat on some people in it what we can do to help them. The
cement rubble and she showed me where her mother replies, ‘We’re fine,’ and I begin to think my
bedroom, kitchen, and the lounge had been. She language skills have deserted me. The whole
was looking at her room as if it was still there and I population here is determined to carry on as normal
could almost see her home through her eyes – it and are cheerful even though they’re living in the
was a truly humbling experience. worst conditions I’ve ever seen.

30