Complete First For Schools Sample Lesson

SAMPLE
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Complete First for Schools

Student’s Book with answers
Complete First for Schools is an official preparation course for Cambridge

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Student’s Book with answers

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9781107661592 • Brooke-Hart • Complete First Student’s Book with ans C M Y K
Cambridge English: First for Schools.

Complete First for Schools Student’s Book with answers features:
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exam papers B2 English Profile
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Student’s Book
wi t h
OM
requirements of exam tasks CEFR level: Cambridge English exam:
• Speaking and Writing references which focus on key skills required for the C2 Cambridge English: Proficiency (CPE)
exam C1 Cambridge English: Advanced (CAE)

with answers
Brook-Hart with Tiliouine

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Cambridge English: First (FCE) for Schools
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B2
FIRST
for Schools 1
WITHOUT ANSWERS
AUTHENTIC EXAMINATION PAPERS FROM
For revised exam from 2015

CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT
© Cambridge University Press and UCLES

for revised exam from 2015
978-1-107-64703-9
SAMPLE
A family affair
Starting off
Work in pairs
• Which of the activities in the photos look the most fun? Why?
• Do you do any activities like these with your family?
• Write a list of five activities you enjoy doing with your family and a list
of five activities you enjoy doing with your friends. Then discuss: How
different are the two lists? Why do you think this is?
Listening Part 1
EXAM INFORMATION
In Listening Part 1, you:
listen to people talking in eight different situations which may be
either a conversation between two or more people, or just one
person speaking.
answer one question for each situation by choosing A, B or C;
hear each piece twice.
1 Work in pairs. You will hear people talking in eight different

situations. Before you listen, read questions 1–8 and underline the
main idea in each. An example has been done for you.
1 You hear part of a conversation with a boy called Patrick. He thinks
his mother helps him because
A she enjoys it.
B she worries about him.
C she has plenty of time.
2 You hear a girl called Tracey talking to a friend. What is her family
doing to the house at the moment?
A extending it
B painting it
C cleaning it

SAMPLE
A family affair
3 You hear a girl called Vicky taking part in a class Vocabulary

discussion. How often does she do sporting activities
with her father? Phrasal verbs
A more often than before
1 EP Match these phrasal verbs (1–6) from Listening
B the same as before
Part 1 with their definitions (a–f).
C less often than before
1 get on with a collect (or go and get)
4 You hear a boy called Kostas talking about family 2 do up someone or something
celebrations. How does he feel about them? 3 clear up b continue
A bored 4 go on c continue doing something,
B embarrassed 5 wear out especially work
C amused 6 pick up d make a place tidy by removing
5 You hear a boy called Rajiv talking to his sister on the things from it or putting them
phone. He is annoyed with her because where they should be
A she has taken something without permission. e make someone extremely
B she has gone out without telling him. tired
C she has lost something he needs. f repair or decorate a building
6 You hear a boy called Marco talking to a friend. He is so that it looks attractive
tired because he has done too much 2 Complete these sentences by writing a phrasal verb
A studying. from Exercise 1 in the correct form in each of the gaps.
B exercise. 1 I need to get on with my homework project, otherwise I
C travelling. won’t finish it for tomorrow.
7 You hear a girl called Samin leaving a telephone 2 Mati had a little sleep because she felt after
message for her mother. She is phoning to spending all morning the mess in her room.
A explain something.
B complain about something.
C ask permission for something.
8 You hear an interview with a young musician called Pau.
Why does he say he chose to play the trumpet?
A It was the only instrument available.
B It was his favourite instrument.
C It was a family tradition.
2 02 Listen and choose the best answer (A, B or C).
3 Work in pairs. Correct the mistakes in questions 1–6 on

the tablet.
1 How much you help around the house?

How much do you help around the house?
2 How often you all doing things together as a family?
3 You ever do sports with other people in your family?
4 Are you enjoy family celebrations?
5 How other members of the family annoy you? 3 I got bored with the film because it for too
6 You have any family traditions? long.
4 We’ll need to some more pots of paint if
we’re going to your room this weekend.
4 Now take turns to ask and answer questions 1–6
in Exercise 3.

SAMPLE
!
Unit
Reading and Use of English Part 6

nt s are
1 EP Work in pairs. You are going to read an article
Pare o
to
giving advice to teenagers about talking to adults.
Before you read, write these adjectives in the most
appropriate column below.
hu man s
aggressive anxious bad-tempered concerned
critical enthusiastic hard-working impatient
impolite mature organised reasonable
responsible self-confident sensitive strict
understanding unreliable Talking to parents, can be
difficult, but a little understanding
usually positive usually negative could be either
on both sides can make it easier.
aggressive
Do you ever get the feeling that your parents
just don’t listen to you? They’d rather discuss
how much you’re studying and how long
2 Add one of these prefixes dis-, un-, im-, ir-, in- to each It’s you’ve been playing computer games this
of these words to make opposites.
hard for evening than helping you book tickets to see
teenagers your favourite band. It’s not that your parents
to talk ignore you completely; it’s more that they
critical uncritical concerned enthusiastic mature to their don’t see things in quite the same way as
organised reasonable responsible sensitive parents. you. When you talk to them, they may give
the impression that they’re taking in what
page 181 Language reference: Word formation – adding you say. 1 It’s as if the words are going
prefixes in, but the meaning just isn’t getting through
to them. And this isn’t the only problem you
3 Work in pairs. Which of the adjectives in Exercise 2 may face.
describe typical attitudes of parents to teenagers?
Why? Which describe typical attitudes of teenagers to As you grow up, your personality is
parents? Why? developing and you’re trying to become more
independent, so naturally you have more
4 Work in groups. questions and opinions about all aspects of
your life. You start wondering whether your
• Make a list of things teenage children sometimes say
about their parents.
parents actually know what they’re talking
They never listen to me! about. 2 That’s often because it’s the first
They never let me do what I want! time they’ve been responsible for a teenager
They’re very unreasonable. and they’re learning to cope!
They work really hard. Obviously, it’s important to respect your
They help me when I have problems at school. parents and you should try to understand
• What can you do to live happily with your parents? why they might have a different point of view
Be honest with them and respect their point of view. from yours. Their priority is to provide you
with a structured environment, where they
5 Read the article carefully, ignoring the gaps, and make a
can guide and support you. It’s crucial for
note of the main idea of each paragraph.
them to know what you’re doing and that
An example has been done for you.
you’re safe. However, it’s vital that they
10

SAMPLE
A family affair
try and see your point of view. 3

After all, in only a few years you’ll probably
leave home and have to look after yourself!
Although this situation is absolutely
normal, it doesn’t make it any easier.
Ideally, your home should be a place
where things can be discussed reasonably
and constructively. However, parents are human
too and can be hurt by what you say to them. Try 6 Six sentences have been removed from the article.
to remember that in every family there are good Choose the correct sentence (A–G) which fits each gap
times and bad times, but your parents are there for (1–6). There is one extra sentence which you do not
you throughout. 4 You’ll be taking steps to earn need. Use the underlined words and phrases in the
their trust, and they might be prepared to be more sentences and in the text to help you.
tolerant.
A These doubts can lead to arguments and it’s hard for
Be sensitive! If there is something you really parents to know how to deal with this.
have to talk about, don’t bring it up just before B But that doesn’t mean they’re right on this occasion.
your Mum or Dad goes to work or just before C They also need to give you the freedom to make your
bedtime. Think about what you are going to say own decisions.
and during the discussion, keep calm and be D In fact they’re often not actually doing so at all.
open and honest. Avoid talking about how your E And don’t take yourself too seriously!
friends’ parents behave in similar situations. 5 F It won’t help your attempts to communicate and may
Reminding yourself that many other teenagers are only increase the frustrations you’re experiencing.
having the same problems can, however, offer the G As long as you show them that you appreciate this,
best way of coping with such feelings. they will begin to realise that you’re not trying to cause
trouble.
The important thing is to keep talking. 6
Remember that there’s no reason why people
should automatically understand all your views. EXAM INFORMATION
The more you can discuss things with your parents In Reading and Use of English Part 6, you read a text of
in a mature way, the happier you will feel. On the 500–600 words with six gaps where sentences have been
other hand, if you really find it impossible to talk removed. You choose one sentence from a list of seven
to your parents, it might be a good idea to find a sentences A–G for each gap; there is one sentence you
family member, teacher or professional counsellor will not need.
who can help you. Above all, stay positive and
remember that it won’t be long before you’ll be
able to make your own decisions.
11

SAMPLE
Unit 1
7 Work in groups of four. Two students should take the Grammar
role of parents and two students should take the role of
teenagers. Present perfect simple and continuous
• Work with the student who has the same role as you. 1 Look at each of the pairs of sentences in italics and
Read your role and prepare what you are going to say. answer the questions that follow.
• When you are ready, change partners and have your 1 a I’ve broken my personal record playing virtual tennis.
conversations. b I’ve been playing virtual tennis all evening.
Parents
Which sentence (a or b) talks about ...
Your son’s/daughter’s teacher has called you because
1 the result of an activity?
your son/daughter is not handing in their homework on
2 the length of an activity?
time. You are annoyed because:
• they spend ages in their room and you thought they 2 a I’ve been learning how to do carpentry.
were doing their homework. b I’ve phoned her more than six times, but she never
• you think they should have told you if they were answers the phone.
having problems with their school work.
Which sentence (a or b) talks about ...
Have a conversation with your teenage son/daughter.
1 how many times something has been repeated?
Find out what happened and decide how to avoid this
2 changes or developments which are not finished?
situation in the future.
3 a I’ve been helping my mum while her assistant is on
Teenage son/daughter holiday.
• You have not been handing in your homework on b We’ve lived in this house since I was a small child.
time recently.
Which sentence (a or b) talks about something
Have a conversation with your parents. Explain what has which is ...
been happening and discuss how to avoid this situation 1 temporary?
in the future. 2 permanent?
page 178 Language reference: Verb tenses – present perfect
simple and continuous
2 Complete these sentences by writing the verbs in

brackets in the correct form (present perfect simple or
continuous) in the gaps.
1 I ’ve been visiting (visit) friends, so I haven’t spoken to
my parents yet today.
2 My mum (ask) me to tidy my room
several times.
3 I (clean) the kitchen, so what would you
like me to do next?
4 Our neighbour (play) the violin for the
last three hours and it’s driving me mad!
5 Congratulations! You (pass) the exam
with really high marks!
6 Adriana doesn’t know many people in our town yet.
She (only live) here for a few weeks.
7 We (spend) every summer in Crete
since I was a child, so it’ll be sad if we don’t go there
this year.
8 I’m really tired because I (cook) all day!
12

SAMPLE
A family affair
3 Candidates often make mistakes with the present 4 Complete the text by writing one word in each gap.
perfect simple and continuous. Correct one of the Make sure that you spell the word correctly.
wrong underlined verbs in each of these sentences.
1 I was interested in it since I was a child. have been
2 In the last three weeks, I learned so many
Do you help with
interesting things which I didn’t know household chores?
how to do before.
3 This isn’t the first time I fix the brakes on
my bike.
4 My name is Hannah and I play tennis for
three years.
5 Since I started the project, I had been doing
research on someone famous from my country.
6 Vicky and Kostas are friends for many years.
They actually met at primary
school.
7 They had been talking
about it for weeks, but
nothing has been done
up to now.
8 I dance since I was very
young and now I am working
very hard to fulfil my
dream of becoming a
famous dancer.
If you help your parents with the housework, do you
just do it (0) for pocket money, or do you see
Reading and Use of English Part 2 it (1) a way of helping your busy parents?
According to a recent study of teenagers, many feel
1 Work in pairs. You will read an article about housework. they have a duty to help their parents because it is
Before you read, match the verbs (1–8) with the nouns fair, especially if their parents work.
(a–h) to make phrases for common household chores.
1 do a the beds More than two-thirds of the young people who were
2 do b the dinner ready surveyed, clean floors (2) least once a
3 dust c the floor week and more than 80% regularly set the table for
4 get d the furniture meals or (3) the washing-up. Girls are more
5 hang e the ironing likely than boys to wash (4) own clothes.
6 lay f the table
7 make g the washing out to dry
(5) are, however, a few teens who only do
8 sweep h the washing-up
the housework because they are made (6)
2 Work in groups. by their parents. They argue that they should
(7) be expected to help out at home
• Who does each of the chores in Exercise 1 in your
family, and why? because in their view, their teenage years are a
We all do our own ironing because we’re all very busy. My dad period which should be enjoyed (8) than
gets the dinner ready because he says it helps him relax. interrupted with household responsibilities. What do
• Which of the chores do you not mind doing? Which you think?
would you prefer to avoid?
3 Read the text quickly. Why do teenagers do

housework?
13

SAMPLE
Unit 1
5 Now check or complete your answers by using these Vocabulary
clues.
Collocations with make and do
1 This preposition is used with see to mean believe it
is (that thing). Other verbs which are followed by this 1 EP Complete the third column of the table below by
preposition are consider and regard. writing these words and phrases in the correct row.
2 In other words, they clean floors a minimum of once a
week. an activity an appointment an arrangement
3 Which verb do we use with washing-up?
the bed business a change a choice
4 Whose clothes do they wash?
the cleaning a course a decision an effort
5 This word is often used to introduce a sentence before
the verb be. an excuse (an) exercise a favour friends
6 Their parents make them do the housework = They are homework housework an impression a job
made do the housework by their parents. a mistake money a noise a phone call a plan
7 Do you understand that a minority of teens mentioned progress a promise the shopping (a) sport work
in this paragraph believe they should help?
8 This word is part of a two-word phrase which means
verb definition common collocation
instead of.
make to create or produce make an appointment
something
EXAM INFORMATION
do to perform an activity
In Reading and Use of English Part 2, you read a text of
or job
150 –160 words with eight gaps where words have been
removed. You write one word in each gap. You are given
an example (0). 2 Candidates often confuse make and do. Complete
these sentences by writing make or do in the correct
form in the gaps.
6 Work in pairs. Do you think what the text says about
teenagers and household chores is true in your country 1 According to a recent study of teenagers, most of them
as well? not do housework just for pocket money.
2 I always my own bed in the morning, but I don’t
any cleaning.
3 Our teacher said she had to a lot of phone calls
to all the arrangements for the school trip.
4 A few changes have been to the computer
game and the company say they’ll try to avoid
similar mistakes in the future.
5 People who language courses tend to a
lot of friends at the same time.
6 When my mum came back from the shopping,
she helped me to my homework.
3 Work in pairs. Each choose five words/phrases from the

box in Exercise 1 and think about when you did or made
each of these things. Then take turns to tell your partner
about each of them.
I had to make a choice between going away with my family, or doing
a language course during the summer. Although it was a difficult
choice to make, I decided to do the language course and miss my
holiday.
14

SAMPLE
A family affair
Speaking Part 1 4 Which of the phrases (a–l) can you use with … ?
It is … a large industrial city
EXAM INFORMATION It has …
In Speaking Part 1, the examiner asks you questions (In some cases, both are correct.)
about yourself. These may include questions about your
life or studies, your plans for the future, your family and 5 Pronunciation: word stress (1)
your interests, etc.
In the Speaking paper, you will get higher marks if your
pronunciation is clear. In words of more than one syllable,
1 Look at these two questions, which the examiner may one syllable is stressed more than the others. If you
ask you in Speaking Part 1. stress the wrong syllable, the word becomes difficult to
understand. In dictionaries the stressed syllable is marked
• Where are you from?
like this: in‘dustrial.
• What do you like about the place where you live?
1 Underline the stressed syllable in each of these words
1 Which question asks you to give your personal
and phrases.
opinion? Which asks you for personal information?
2 Which question can be answered with quite a short
phrase? Which question needs a longer answer? industrial relaxed atmosphere wonderful
facilities historic
2 03 Listen to two candidates, Irene and Peter,
answering the questions above. Who do you think gives
the best answers? Why? 2 04 Listen and check your answers. Then work in
pairs and take turns to read the words aloud.
3 In the exam, you will get higher marks if you use
a range of appropriate vocabulary. Work in pairs.
Which of these phrases can you use to describe
the place where you live?
a a large industrial city
b a relaxed atmosphere
c lively cafés
d in the middle of some great countryside
e a pleasant residential district
f good live music venues
g plenty of sports facilities
h a lot of historic buildings
i a lot of attractive buildings
j some pretty good shopping
k a busy city centre
l wonderful beaches nearby
15

SAMPLE
Unit 1
6 How can you extend your answers to these two
questions below? Think about Irene’s extended Writing Part 1 An essay
answers you heard in (Speaking) Exercise 2, and
use the frameworks given to help you. EXAM INFORMATION
Examiner: Where are you from? In Writing Part 1, you:
Student: I’m from … It’s a … which … write an essay in which you discuss a question or topic.
After the essay title, there are some notes which you
must use.
Examiner: What do you like about the place must also include your own ideas.
where you live?
must write between 140 and 190 words.
Student: Well, it’s … , so … , but … and …
Also …
1 Read this writing task and underline the points you must
7 Work in pairs. Take turns to ask and answer the deal with.
questions in Exercise 6. Use some of the vocabulary
from (Speaking) Exercise 3. In your English class, you have been talking about how
much teenagers and young people should help with the
8 Read questions 1–8. housework.
Now your English teacher has asked you to write an essay.
• Spend a little time thinking about how you can give Write an essay using all the notes and give reasons for
extended answers. your point of view.
• Work in pairs and take turns to ask and answer the Essay question
questions. Teenagers and young people should share housework
1 Do you come from a large family? equally with their parents. Do you agree?
2 What do you like about being part of a large/small Notes
family? Write about:
3 Who does the housework in your family?
1. who has more time for housework
4 What things do you enjoy doing with your family?
2. who does housework better
5 Tell me about your friends.
3. … (your own idea)
6 What things do you enjoy doing with your friends?
7 Which are more important to you: your family or your Write your essay.
friends?
8 Do you have similar interests to your parents? 2 Work in groups. Discuss the task and try to find two or
three things you can say about each of the notes 1–3.
page 194 Speaking reference: Speaking Part 1
16

SAMPLE
A family affair
3 Read Violetta’s answer to the task, ignoring the gaps. 5 It is important to express your opinions in an essay.
Which of her ideas do you agree with and which do you Find four phrases which Violetta uses to introduce her
disagree with? personal opinions.
(1) it is fashionable to say that everyone 6 When you write an essay, you should try to present
should share the housework equally, in many contrasting points of view. Complete Violetta’s essay
homes parents do most of it. (2) , I believe by writing although, however, on the other hand or
people of all ages should do their fair share.
whereas in each of the gaps 1–5. Then check your
It is true that young people spend most of the answers by reading the Language reference.
day at school or college and they also have large
amounts of homework to do when they come page 168 Language reference: Linking words for contrast
home. (3) , parents go out to work and
come home tired. In my view, family life is more 7 Complete these sentences by writing although,
pleasant when everyone shares the responsibility however, on the other hand or whereas in the gaps. In
for cleaning and tidying because it takes less time. some cases, more than one answer may be possible.
People often argue that parents do the cooking 1 Adults tend to worry more about their health,
and ironing better. (4) in my opinion,
young people are more concerned about money.
young people should learn to do them as
preparation for the future. 2 I am happy to do some of the cooking, I don’t
want to do it all.
Finally, housework is boring if you do it alone
3 My mum and dad have similar tastes. , mine are
(5) when families do it together, it gives
parents and children a chance to talk to each other completely different.
about the things that matter to them. This greatly 4 my parents give me a lot of freedom, I would
improves family life and makes young people prefer to have even more independence.
more cooperative and responsible. 5 Young people often spend many hours a week on their
For all these reasons, I think that family life is social life. , older people are often too busy.
more pleasant when everyone shares the chores. 6 I enjoy making beds. , I’m not at all keen on
doing the ironing.
4 Complete this plan for Violetta’s essay by matching the 8 Write your own answer to the writing task in Exercise 1.
Before you write, use the notes you made in Exercise 2
notes (a–e) with the paragraphs (1–5).
to write a plan. Write between 140 and 190 words.
Para. 1: intro: ......... • Use Violetta’s answer in Exercise 3 as a model, but
Para. 2: ......... express your own ideas and the ideas which came up
Para. 3: ......... during your discussion.
Para. 4: ......... page 186 Writing reference: Part 1 Essays
Para. 5: conclusion: .........
a life more enjoyable doing things together

b time: young people studying, parents working, chores
finished more quickly
c get practice – you improve
d sharing work together – better family life
e parents do most of it + my opinion
17

SAMPLE

Teacher’s Book

Complete
First
Teacher’s Book
for Schools
9781107683365 • Brooke-Hart • Complete First Teacher’s Book with ans C M Y K
Complete First for Schools Teacher’s Book features:
• extensive teaching notes on how to get the most out of the Student’s Book,
with suggestions for warmers and extension activities B2 English Profile
• a full answer key and recording scripts for the Student’s Book
Teachers also have online access to:
CEFR level:
C2
Cambridge English exam:
Cambridge English: Proficiency (CPE)

Teacher’s Book
• progress tests, each in two versions, to stop students sharing answers
• word lists with definitions C1 Cambridge English: Advanced (CAE)
Brook-Hart with Foufouti

• a range of photocopiable activities and teaching notes B2
• complete Cambridge English: First for Schools practice tests Cambridge English: First (FCE) for Schools
Cambridge English: Preliminary (PET)

B1
Guy Brook-Hart
Cambridge English: Key (KET)
with Katie Foufouti

A2
Cambridge English: Key (KET) for Schools
B2
For revised exam from 2015 © Cambridge University Press and UCLES
978-1-107-69267-1
SAMPLE
A family affair
Elicit that it is important to underline the key idea
Unit objectives
in the questions because it helps students to focus
• Reading and Use of English Part 6: on what they should be listening for. Tell them not
introduction to task type; skimming for main to underline the key ideas in the alternatives A–C
idea; using referencing and subject matter to because the different ideas may confuse them while
place sentences listening.
• Reading and Use of English Part 2:
introduction to task type; skimming for general Suggested underlining
ideas 2 doing to the house 3 How often, do sporting
Writing Part 1: introduction to task type; activities, father 4 family celebrations, feel
• 5 sister, annoyed 6 tired 7 message, mother
planning and writing an essay; expressing
personal opinions; using although, however, on the 8 chose, trumpet
other hand and whereas
Listening Part 1: introduction to task type; 2 Tell students:
•
identifying key ideas in questions; listening • not to choose an option until they have heard the
for gist and for specific information; asking whole piece
questions • to listen for specific words and phrases which give
• Speaking Part 1: introduction to task type; them the answer
giving personal information and personal
• to check their answers when they listen the second
opinions; giving extended answers
time.
• Pronunciation: word stress (1)
Alternative treatment Play the first piece only. Then
• Vocabulary: phrasal verbs, e.g. get on with, do elicit the correct answer from students and the words
up, etc.; adjectives describing personality and they heard which gave them the answer (I suspect she
behaviour; collocations describing housework; finds explaining algebra and things quite fun …). Point
collocations with make and do; phrases to out that the words in the answer (she enjoys it) will
describe districts and neighbourhoods probably not be the same as the words students hear.
• Grammar: contrasting present perfect simple To break up the listening activity, you can round up
and continuous after, say, question 4. To do this, ask students to work
in pairs and compare their answers before rounding
Starting off up with the whole class.
As a warmer With books closed, ask students to talk Answers
about common free-time activities in small groups. 1A 2B 3C 4A 5A 6B 7C 8C
They should say why people do them and who with.
With open books say: Look at the photos. What activities can Note: The words/sentences which give the answers to the
you see? Did you mention any of these in your discussion? questions in the main listening exercises are numbered and
underlined in the scripts for easy reference.
Give students three or four minutes to discuss the
questions and write their lists.
CD 1 Track 02
Extension idea Ask students: How important is family life in
Presenter: One. You hear part of a conversation with a
your country?
boy called Patrick.
Listening | Part 1 Friend: Do you help much around the house then,
Patrick?
1 As a warmer Go through the Exam information
box with students. Tell them that each piece is quite Patrick: Not much. I make my bed and occasionally
short and lasts about 30 seconds. do the washing-up, but I’m studying pretty hard
for my exams at the moment, so my mum ends up
This part tests students’ ability to understand gist,
detail, function, purpose, attitude, opinion, etc. doing most of the housework while I get on with my
Tell students that in the exam there will be no studying. Even so, she still finds time to give me a hand
relationship of subject matter between the different with my studies from time to time. She used to be a
extracts.

SAMPLE
Unit 1
maths teacher and she knows I’m getting a bit Lina: Yeah, why? We’re just playing some games.
nervous about the maths exam. 1 I suspect she finds Rajiv: Computer games? I’ve been looking for my
explaining algebra and things quite fun, and actually laptop – you wouldn’t have any idea what’s happened
she’s pretty good at it, too. to it, would you?
Presenter: Two. You hear a girl called Tracey talking to Lina: Oh, 5 I’ve just borrowed it for the evening. Hope
a friend. you don’t mind.
Friend: So, how often do you all do things together as a Rajiv: Oh, honestly! 5 You’re always using my stuff
family then, Tracey? without asking me, and I’ve got this really important
Tracey: Oh, all the time, I mean at least once a week, homework project! Now what am I going to do?
at weekends. You see, we live in this really old house Lina: Use Dad’s computer instead. He won’t mind.
which we’ve been working on together. In fact, we’ve
Rajiv: Look, I can’t do that – I’ve got everything saved
just finished doing up the kitchen. It’s been great fun
on mine and you’ve just walked off with it.
because we’ve all been doing it together. We made
a lot of mess, of course, which we had to clear up, Presenter: Six. You hear a boy called Marco talking to a
and 2 now we’re decorating it, so it’s looking nicer and friend.
nicer. We had lots of really big arguments about the Friend: Hi, Marco. What’s the matter? You look
colour, but in the end, I got my way. exhausted!
Presenter: Three. You hear a girl called Vicky taking Marco: I am! You see, we went on this family outing
part in a class discussion. yesterday. My mum said it’d be good for me to have
Teacher: Does anyone ever do sports with other people a break from all my school work – she says I’ve been
in their family? Yes, Vicky … working too hard. Anyway, we went down to the
seaside, which is quite a long way, as you know, and
Vicky: Well, my dad’s a fitness fanatic, so he’s always
then 6 my dad and I spent ages swimming and playing
running or cycling or doing something energetic.
3 in the sea. Mum had to drive us home, 6 we were both
I do sporty things with him now and again, more
so worn out by the time we came out!
often in the summer, though occasionally at other
times of the year as well. He’s always asking me to Presenter: Seven. You hear a girl called Samin leaving a
go out cycling with him, but I prefer watching music telephone message for her mother.
videos and things with my best friend when I don’t Samin: Hi, Mum! It’s Julia’s birthday today. Anyway, she’s
have schoolwork to get on with, so recently 3 I’ve been having a party, and I’ve been with Susana and Clare to
spending more time with her and not so much with buy her a present. We got her a really nice bag, but it
my dad. was a bit expensive. Anyway, 7 the reason I’m phoning
Presenter: Four. You hear a boy called Kostas talking you’s because she’s invited us to spend the night at her
about family celebrations. place. Is that all right, Mum? It is Friday night, so I don’t
have to get up early tomorrow or anything. I’ll give you
Friend: I take it you don’t enjoy family celebrations then,
a call when I want you to come and pick me up.
Kostas?
Presenter: Eight. You hear an interview with a young
Kostas: Not much, to be honest. I just feel 4 they go on
musician called Pau.
for too long and I’d prefer to be out doing other things
with my mates, not sitting around listening to my Interviewer: Pau, you play the trumpet in the town
uncles and aunts and that. Everyone’s always telling the band. Why did you go for that particular instrument?
same old jokes or singing the same old songs and I’ve Pau: Well, I don’t think I really had a choice. 8 There’ve
heard them all millions of times, so I guess 4 I’ve just lost always been trumpeters in the band from my family,
interest. I try not to show it, but, you know, I just wait and my granddad gave me his when he stopped
for things to end and then, when I get the chance, I go playing, so I think he’d have been shocked if I’d chosen
out with my friends. That’s what I really like. something else. I quite like it, but I think I’d prefer the
Presenter: Five. You hear a boy called Rajiv talking to his guitar because then I could play in a rock band instead.
sister on the phone. Perhaps I’ll learn that as well – you don’t have to just
choose one instrument. You can play others as well.
Lina: Hiya!
Rajiv: Are you still at Jasvinder’s house?

SAMPLE
A family affair
Extension idea 1 Print out and photocopy the recording Alternative treatment If you haven’t already done
scripts from the Teacher’s Resources website (see www. so, print out and distribute copies of the recording
cambridge.org/completefirstforschools) and ask students script for Listening Part 1 from the Teacher’s
to listen again, underlining the phrases which give the Resources website (see www.cambridge.org/
answers. completefirstforschools). Ask students to find the
verbs in the script so they can see them in context.
Extension idea 2 Write these headings on the board:
Giving children an education, A common project, Enjoying Answers
doing the same things, Family celebrations, Sharing, 2f 3d 4b 5e 6a
Having someone to care about you. Ask students in pairs
to match the headings with questions 1–8, pointing out 2 Answers
that some questions will share a heading. Then ask them 2 worn out; clearing up 3 went on
to discuss: Which aspect of family life do you think is the 4 pick up; do up
most important? Why?
Extension idea Ask students in pairs to write their own
3 You may need to remind students how to form example sentences for each phrasal verb.
questions in the present simple. The questions
contain common student mistakes. Reading and Use of English | Part 6
Answers 1 EP As a warmer Ask students to look at the photos
2 How often do you all do things together as a on page 11. Ask: What do you think these teenagers are
family? talking about with their parents?
3 Do you (ever) do/play sports with other people Ask students to work in small groups and make a
in your family? list of four or five adjectives that teenagers often use
4 Do you enjoy family celebrations? about their parents, e.g. helpful.
5 How do other members of the family annoy you? Write their adjectives on the board. Ask them which
6 Do you have / Have you got any family ones are positive and which ones are negative. If
traditions? there are many more of one than the other, ask them
why.
4 Extension idea Ask students to change partners and
Encourage students to copy useful or unfamiliar
report what they have discovered about the person they adjectives into their notebooks.
interviewed.
Then move on to the vocabulary exercises in the
book.
Vocabulary
Note: All the adjectives listed in this exercise are classified
Phrasal verbs in the English Vocabulary Profile at B2 level.
Note: All the phrasal verbs in this section are classified in
If you wish, you can print and distribute the Unit 1
the English Vocabulary Profile at B2 level. See page 4 for word list from the Teacher’s Resources website (see
information about the English Profile. www.cambridge.org/completefirstforschools) for
1 EP As a warmer With books closed, ask students in students to refer to as they do this exercise.
pairs to write down three or four phrasal verbs they Alternative treatment Ask students to use their
know. Round up with the whole class and write the dictionaries where necessary.
verbs on the board.
Answers
Elicit example sentences containing the phrasal usually positive: concerned, enthusiastic,
verbs and ask students what each one means. hard-working, mature, organised, reasonable,
Ask students to look at the picture on page 9. Ask: responsible, self-confident, understanding
Does your bedroom ever look like this? How often do usually negative: aggressive, anxious,
you tidy your bedroom? bad-tempered, critical, impatient, impolite, unreliable
could be either: sensitive, strict

SAMPLE
Unit 1
2 Go through the Language reference on page 181 with Suggested answers
students before they do this exercise. Para. 2: the relationship with your parents changes
Answers as you grow up
concerned – unconcerned Para. 3: it’s important to try and see both points of
enthusiastic – unenthusiastic view
mature – immature Para. 4: it’s great if you can discuss things with
organised – disorganised parents reasonably
reasonable – unreasonable Para. 5: ways to approach a discussion with parents
responsible – irresponsible Para. 6: it isn’t an impossible situation
sensitive – insensitive
6 As this is students’ first encounter with this type of
Extension idea Ask students to think of other words task, words and phrases have been underlined in the
which begin with dis-, un-, im-, ir- and in-. text and in the sentences to help them identify the
links between the two. Tell students that none of the
3 Answers text will be underlined in the exam.
Student’s own answers. These may depend very Alternative treatment Tell students that the correct
much on local culture. answer to question 1 is G and elicit why. (Answer: The
text says: … but really don’t “hear” anything you say,
4 To get them started, elicit a few more ideas from the
and the missing sentence follows with: And if they
whole class.
do, they always disagree, right?) Ask: Do your parents
Extension idea 1 Ask students to read out a sentence always disagree with you? What do you do to try to
from their list. Ask the other students to raise their hands if make them agree with you?
they sometimes say this about their parents. Ask students to work in pairs and decide on their
answers, giving reasons for them.
Extension idea 2 Ask students to practise saying the
phrases in Exercise 4 and their own phrases in pairs. Answers
Tell them to use an appropriate tone, e.g. an annoyed/ 1D 2A 3C 4G 5F 6E
angry tone for the first two phrases. If you wish, round up B is not needed.
afterwards with the whole class.
7 Before students start, ask them to read their roles
5 Point out to students that the reading task requires and then discuss with the class:
them to replace missing sentences in the numbered
gaps. The sentences are listed after the text. This • how the text says parents should react in this
task tests students’ ability to understand: situation, and how they think normal parents
would react in this situation
• how texts are structured and how the information
and argument of a text develops • how they personally would behave in this
situation as teenagers, and whether the average
• referencing within and around the missing teenager might behave differently.
sentences.
Tell students that there are clearly different ways
For this reason, good exam technique is to read the of playing these roles, e.g. angry, calm, worried,
main body of text first, identifying the main idea of apologetic, etc., so they can choose how to do it.
each paragraph.
Alternative treatment Tell students they are going
Tell students that by making notes next to each to do the role play twice – once where parent and
paragraph, they are seeing how the text is organised teenager have a bad relationship and once where
and structured. they have a good, respectful relationship.
When they have finished, ask them to compare their After they have played the two situations, select one
notes in pairs. or more pairs to act out each situation in front of the
whole class.
When they have finished, ask the rest of the class:
• how well each parent and each teenager handled
the situation
• how realistic these parent–teenager relationships
seemed to them.

SAMPLE
A family affair
Grammar Reading and Use of English | Part 2

Present perfect simple and continuous 1 As a warmer With books closed, ask students to
brainstorm different household tasks in small
1 Ask students which sentences are present perfect groups. Round up the activity by writing the ideas on
simple and which are continuous. When they the board, then ask students to work in their groups
have done the exercise, go through the Language and say which tasks they enjoy doing, which they
reference section on pages 178 and 179 with them. don’t mind doing and which they hate doing, and
Answers why.
1 1 a, 2 b 2 1 b, 2 a 3 1 a, 2 b Then ask them to do the exercise in the book.
2 Before students do the exercise, elicit why the Answers

example in question 1 is continuous (Answer: It 1e 2h 3d 4b 5g 6f 7a 8c
emphasises the activity). Ask students to check their
answers together in pairs and, where they disagree, 2 Alternative treatment Turn the first question
discuss. Encourage them to look at the Language into a class survey by getting students to compile
reference section when doing the exercise. details of who does each task in the family. This
can then be developed into a class discussion of any
Answers surprising trends or imbalances (e.g. one member of
2 has asked 3 have cleaned 4 has been playing the family doing many more of the household jobs
5 have passed 6 has only been living than other members), etc. This will then serve as an
7 have spent 8 have been cooking introduction to the next activity.
3 Tell students that exercises with this icon 3 Reading and Use of English Part 2, the open cloze,
contain mistakes frequently made by candidates in tests students’ knowledge of language structures
the exam and that it’s important to: and their understanding of the text. The words they
need will either be grammatical words, such as
• pay special attention when using the present articles, prepositions and auxiliary verbs, or lexico-
perfect to avoid these mistakes grammatical words, such as linking words, parts of
• be able to find and correct these mistakes if they phrasal verbs and fixed phrases. Extensive reading
make them themselves. outside the classroom is useful preparation for this
and other parts of the exam, as it builds up students’
Point out that in each sentence only one of the
knowledge of English.
underlined verbs is not correct. Use the example in
question 1 to elicit why the first was is wrong and Tell students that it is important to skim the text first
why it should be replaced by have been (Answer: to get an idea of the content and argument before
Because since indicates that it is something which they deal with the questions. Give students one
started in the past and is still true now). minute to skim the text.
Do questions 2 and 3 with the whole class so they see Answers
what they should be doing. They can do questions For pocket money, preparation for adult life, duty to
4–8 in pairs. parents, because it’s fair, their parents make them
Answers
4 You can help students with this type of exercise,
2 learned have learned / have been learning which they will find challenging to start with, by
3 fix have fixed 4 play have been playing eliciting or guiding them towards the answers,
5 had been doing have been doing 6 are have especially for the first few gaps. For the example (0):
been 7 had been talking have been talking
• ask them to look at the position of the gap in the
8 dance have been dancing sentence and say what type of word they need
(Answer: a preposition)
• elicit that the preposition is used to express
purpose, i.e. why do some teenagers do
housework? … for pocket money.

SAMPLE
Unit 1
Point out that they need to read around the gap and Answers
think about:
make: an appointment, an arrangement, the bed,
• the meaning of the sentence a change, a choice, a decision, an effort, an excuse,
• the type of word (preposition, auxiliary verb, etc.) friends, an impression, a mistake, money, a noise,
that they will need for the gap. a phone call, a plan, progress, a promise
For question 1, to guide them to the answer and do: an activity, business, the cleaning, a course,
to make them aware that they need to consider (an) exercise, a favour, homework, housework,
meaning as well as grammar, ask: a job, the shopping, (a) sport, work
• What does it refer to? (Answer: helping with the 2 Ask students to do this exercise without
housework) referring to the table from Exercise 1. When they
• What does see mean here? (Answer: consider/ have finished, they can then look at it to check their
regard) answers.
• What type of word will go between the pronoun
and the noun phrase? (Answer: a preposition). Answers
Students can do questions 2–8 alone and then 1 do 2 make; do 3 make; make 4 made; making
discuss their answers in pairs. 5 do; make 6 doing; do
Don’t go through all the answers until they have Extension idea If you have class sets of a good learner’s
used the clues in Exercise 5. dictionary, ask students to look up do and make in the
Answers dictionary and find other collocations which they can then
1 as 2 at 3 do 4 their 5 There 6 to 7 not add to the table.
8 rather 3 Alternative treatment Ask students to do the
exercise in small groups and take turns to ‘present’
5 Ask students to improve their answers by using what they did or made to the whole group. When
these clues. each student finishes, the group should ask two
or three questions to find out more about what the
6 Alternative treatment Do this activity briefly as a
student did or made.
whole-class discussion to round off the section.
Vocabulary Speaking | Part 1

1 As a warmer Refer students to the Exam
Collocations with make and do information box at the beginning of this section. Tell
As a warmer With books closed, elicit household them that in Part 1, the examiner asks questions
chores with make or do, e.g. make the bed, do the ironing, about the candidates themselves, and this is often
etc. Ask students if they can think of other phrases considered an opportunity to break the ice and put
with make or do, e.g. do homework, make friends, etc. the candidates at their ease.
Some of the questions may be predictable to some
1 EP Alternative treatment If everyone in the class extent, so students should ensure that they know the
speaks the same first language, ask them to suggest vocabulary to describe, for example, their studies,
a variety of collocations in their own language with their interests, their family and their neighbourhood.
verb–noun, adjective–noun and adverb–verb. However, they should not memorise pre-prepared
Tell students to keep a section of their notebooks answers, as the examiner will recognise these and
for collocations and to copy the table into their be unable to assess them: the examiner’s task is to
notebooks, where they should complete it. assess the quality of spontaneous speaking.
They should avoid one-word or very short answers
where possible, as they will be assessed on their
ability to express themselves grammatically, fluently
and with an appropriate range of vocabulary, so they
should aim to use longer sentences, and often more
than one sentence, to answer.
10

SAMPLE
A family affair
Point out that although this part of the Speaking

5 Pronunciation: word stress (1)
paper may be perceived as easier than the other
parts, it is assessed in the same way and so requires 1 Tell students that pronunciation accounts for
equally serious preparation. It is an opportunity to approximately 25% of the mark in the Speaking
make a good first impression. paper. The pronunciation syllabus in this course
covers aspects of discourse, including word stress,
Answers sentence stress, intonation, pausing and grouping,
1 What do you like about the place where you live? and linking. Pronunciation of phonemes is not
asks for a personal opinion; Where are you from? covered, as difficulties in this area often result from
asks for personal information. interference from students’ first language and vary
2 Where are you from? can be answered with a depending on first language.
short phrase; What do you like about the place
where you live? needs a longer answer. Answers
industrial, relaxed, atmosphere, wonderful,
2 Ask students to briefly discuss this question in facilities, historic
pairs first.
Extension idea 1 Ask students to read the complete
Suggested answer phrases from the list in Exercise 3, concentrating on
Irene: she answers in sentences, not single words; correct word stress.
she gives some extra details.
Extension idea 2 To accustom students to using their
dictionaries to check pronunciation, ask them to write
CD 1 Track 03 four or five other words of two or more syllables on a
Examiner: So, Irene, where are you from? piece of paper. They should then check how each word is
Irene: I’m from Llanes. It’s a small town on the north stressed in their dictionaries, but not mark the stress on
coast of Spain, which becomes quite a busy tourist their list. They then exchange lists with a partner and, in
resort in the summer. pairs, take turns to read the words aloud. Students should
correct and ‘teach’ their partners the correct stress for the
Examiner: And what do you like about Llanes?
words on their lists.
Irene: Well, it’s a fairly quiet place in the winter, so it has
2 You can point out that students can check
quite a relaxed atmosphere, but it’s got wonderful
pronunciation and stress online in the Cambridge
beaches nearby and it’s surrounded by lovely
online dictionaries.
countryside. Also, I’ve got lots of friends in the area,
so I have a very active social life. And of course, most CD 1 Track 04
of my family and relations live nearby, too.
It’s a large industrial city.
Examiner: And you, Peter, where are you from? It has quite a relaxed atmosphere.
Peter: Bremen, in northern Germany. It has some wonderful beaches nearby.
Examiner: And what do you like about Bremen? It’s an important business centre.
Peter: My friends, the shops, the sports centre … The city has some impressive architecture.
Examiner: Do you come from a large family? My town contains a lot of historic buildings.
Recently they have built several quite attractive
3 Tell students that the examiners are trained to buildings.
recognise their ability to use appropriate vocabulary,
I live in a pleasant residential district of the city.
including fixed phrases and collocations.
Extension idea Ask students to think of two or three
6 Tell students not to write out the sentences: they
other phrases with adjective(s) and a noun that they can
should rely on their ability to speak fluently without
add to the list. Round up ideas with the whole class and
referring to notes.
write appropriate phrases on the board for students to
copy into their notebooks.
4 Answers
It is: a, d, e
It has: b, c, e, f, g, h, i, j, k, l
11

SAMPLE
Unit 1
7 Ask students to change partners for this exercise. Suggested underlining
Teenagers and young people, share housework
8 Tell students that this is not a discussion activity,
equally with their parents, agree, has more time,
i.e. they should actually take turns to answer the
better, own idea
questions.
Alternative treatment Ask students to work in 2 Extension idea When students have finished discussing,
groups of three, with one student taking the role of ask them to work alone and quickly note down the main
examiner and asking the questions in turn to the points of their discussion alongside each of the points
other two students.
they underlined in the essay question.
After three or four questions, they can change roles
so that all students have practice at answering. Ask: Do you have notes for all the points? If there is
something you omitted in your discussion, what can you
say about it?
Writing | Part 1 An essay
As a warmer Ask students: What is an essay? (An essay 3 Also ask: Does Violetta express any ideas which did
is a formal piece of academic writing where you discuss not come up in your discussion?
a question or an issue, outline information or research
on the topic and argue your point of view, supporting it 4 Ask students: Why is it important to write a plan? Tell
with reasons and examples.) Do you ever have to write them that they will get higher marks if their essay
essays (in your own language)? has a clear, logical organisation and structure and is
divided clearly into paragraphs, each dealing with a
If so, ask: separate aspect of the subject.
• What sort of topics do you have to write about? Point out that the final paragraph of Violetta’s essay
• How long are the essays? is very short; the middle paragraphs, where she
• What things do you find difficult about writing an discusses the topic, are where most of the writing
essay? should take place.
• What do you learn from writing essays?
Answers
(Among points which might arise from the last Para. 1: e Para. 2: b Para. 3: c Para. 4: a
question are: the need to research, think about the Para. 5: d
question, form an opinion, structure an answer and
express the opinion convincingly; the ability to support 5 Ask students: Why is it important to express your
the opinion with reasons, facts and examples.) opinions in an essay? (Answer: Because if you don’t,
you haven’t answered the question or completed the
If not, ask: task, which asks: Do you agree?)
• What sort of writing do you have to do in your own Answers
language? I believe, In my view, in my opinion, I think
• How is it different from essay writing?
• What do you learn from doing formal writing as part of 6 Tell students that it’s important to be able to express
your school work? a balanced opinion, i.e. to be able to express ideas
that perhaps they don’t agree with and then contrast
(Some of the answers may be the same as the points them with the ideas they do agree with.
above.)
Ask them to look at how ideas are balanced and
1 With books open, ask: Why is it important to underline contrasted using these phrases.
the points you must deal with? (Answer: Because if Go through the Language reference on page 168 with
you omit any points, or if parts of your answer are students.
irrelevant, you will lose marks.)
Answers
When students have finished, ask them to compare 1 Although 2 However 3 On the other hand
in pairs what they have underlined. Then round up
4 However 5 whereas
with the whole class.
12

SAMPLE
A family affair
7 Answers
1 whereas 2 Although 3 However / On the
other hand 4 Although 5 On the other hand /
However 6 However / On the other hand
Extension idea Ask students to write three sentences

of their own using although, however, on the other hand
and whereas to express contrasting ideas which came up
during their discussion in Exercise 2.
8 Tell students that in the exam they will have

approximately 40 minutes for this writing task.
However, as this is the first writing task of the
course, it is more important to do things well than
to write to a time limit, and if they need to take a bit
longer, they can.
Alternative treatment 1 Although this task is
perhaps best done for homework, ask students to
write a plan for the essay in class. Give them three or
four minutes to do this.
When they are ready, ask them to compare their
plans in pairs. Then round up with the whole class.
Alternative treatment 2 Ask students to read
Violetta’s answer again and underline any useful
language which they could use in their own answers.
Again, round up with the whole class.
Sample answer
See sample in Exercise 3 in the Student’s Book.
13

SAMPLE

Workbook with answers

Complete
First
Workbook with answers

for Schools
9781107656345 • Brooke-Hart • Complete First Workbook with ans C M Y K

Complete First for Schools Workbook with answers with Audio CD features:
• topic-based units for homework which cover reading, writing and listening
skills B2 English Profile
• further practice in the grammar and vocabulary taught in the Student’s Book A u di o
Workbook
wit h
• an Audio CD containing all the listening material for the Workbook.
CD
CEFR level: Cambridge English exam:
Thomas and Thomas with Tiliouine

C2 Cambridge English: Proficiency (CPE)
C1 Cambridge English: Advanced (CAE)

with answers
B2
Cambridge English: First (FCE) for Schools
Barbara Thomas
Cambridge English: Preliminary (PET)
B1
A2
Cambridge English: Key (KET)
Cambridge English: Key (KET) for Schools and Amanda Thomas

with Helen Tiliouine
B2
For revised exam from 2015 © Cambridge University Press and UCLES
978-1-107-69267-1
SAMPLE
A family affair
Grammar
Present perfect simple and continuous
1 Read this email and put the verbs in brackets into the most appropriate form
(present perfect simple or continuous).
To: Stephanie
Hi Stephanie
How are you? I (1) ’ve been having (have) a lovely time with my family here in Spain. Sorry I
(2) (not write) to you for ages, but I (3) (work) hard here at my new
school since we arrived six weeks ago. My new teachers are all great and I (4) (meet)
some really nice Spanish people. Some of them (5) (invite) me round to their houses a few
times. I think my Spanish (6) (improve) a lot because I (7) (not have)
the opportunity to speak much English since I arrived, except to my family. It’s hard having all my lessons in
Spanish instead of English, but I’ll get used to it. It’s lucky my mum’s Spanish and made sure we all learnt
the language as we were growing up! She (8) (go) to Madrid this weekend to stay with her
sister, so Dad’s looking after us all. His mum, my English grandmother, is missing us a lot – she
(9) (phone) six times already! I (10) (look after) my little brother and
sister this morning to help Dad. They (11) (play) in the garden since breakfast though and
they’re quite happy so I (12) (write) emails all morning. I (13) (send) six
so far!
I (14) (wonder) what you (15) (do) since I left! Write back soon and tell
me all your news.
Love Emily
Asking questions (present perfect simple and continuous)

2 A week later, Stephanie phones Emily and asks her some questions. Use the
prompts to write her questions using the most appropriate form (present perfect
simple or continuous) in the speech balloons.
1 you visit / Madrid yet? 4 you learn / how to cook Spanish food?
Have you visited Madrid yet?
2 What time / you get up / every day? 5 How many times / you eat / paella?
3 you buy / anything? 6 you see / any films in Spanish yet?

SAMPLE
A family affair
Vocabulary Phrasal verbs

Collocations with make and do 3 Complete each gap with a phrasal verb which means
the same as the word(s) in brackets. Use the verbs in the
1 Complete each of the sentences below with the box in their correct form.
correct form of make or do.
1 Don’t worry about the exam. You can only do your clear up do up go for go on pick up wear out
best.
2 Carla dropped a whole bottle of olive oil and it When my cousin comes to stay in the holidays she shares
a mess. my room. Last summer I thought I’d give her a surprise and
3 Everyone was asleep when I came home so I tried not (1) do it up (decorate it) before she came. First of all, I
to a noise. had to (2) (tidy) and that took ages because it
4 My mum says I can a swimming course for a was a real mess. In fact, I was so (3) (tired) that
week this summer. I had to have a rest before going to the shop to buy the
5 I needed to have my hair cut so Dad rang the paint. I couldn’t decide whether to (4) (choose)
hairdresser to an appointment for me. green or blue but in the end blue seemed best. When
6 I often help my parents the shopping. I came out of the shop, I realised I couldn’t carry all
7 I missed school on Monday because I was ill so my the stuff I’d bought so my mum had to come and
friend a copy of all the notes for me.
(5) (collect me). Then I only had a day to get it
8 The sink was full of dirty dishes so I the washing
all done. I (6) (continue) painting nearly all night.
up.
The annoying thing was my cousin didn’t even notice when
9 I’ve been given some money for my birthday, but I’m
not sure whether to buy a computer game or some she arrived.
new trousers. It’s difficult to a decision!
2
10 My mum is going to a delicious meal for us
when we get home. Writing Part An article
Read part of an article written by a student for a magazine
Adjectives and correct the spelling and punctuation. There are 15
mistakes. The first one has been corrected for you.
2 For each of the sentences below, make an adjective
from one of the words in the box. Some gaps need a
negative adjective. Being a teenager
aggression criticism enthusiasm organise definitely
I definately think that teenage year’s should be the best
patience rely understand
in everyones life because you can have fun and you have
1 My aunt can be quite critical when I make fewer problems than adults teenagers know how to have a
mistakes but she always gives me good advice too.
good time. Most teenagers have a lot of freinds and they
2 Although Charlie wanted to see the show, he was too discuss things that they are interested in. Teenagers have
to stand in the queue for half an hour. to be in fashion wearing up-to-date cloths and listening to
3 Most animals will get if they feel their modern music. They also like to do sports and compete in
young are being threatened. matchs. But teenager’s parents sometimes have a difficult
4 Mark’s family are so they can never find time and they dont understand why? Wouldnt you feel angry
anything they need. if someone went into your room without permission. So do
teenagers. Teenagers stop thinking like children as they
5 When Petra explained why she was late, her teacher
was very and didn’t get angry. grow up and their believes and their interests change. My
opinion is that teenage years are magical and Id like to stay
6 Stacey is really . She promises to do
a teenager forever.
things but often changes her mind.
7 I thought you’d be really excited about going to

Amsterdam but you don’t seem very .
5

SAMPLE
Unit 1
Listening Part 3
EXAM ADVICE
02 You will hear five short extracts in which teenagers are
talking about a family day out. For questions 1–5, choose from Read A–H and listen carefully to each speaker. The
the list (A–H) what each speaker says about the day. Use the words you hear will be different from those below.
letters only once. There are three extra letters which you do
not need to use.
A I got bored with what we were doing after a while.
Speaker 1 1
B I enjoyed the day more than I had expected.
C I had a better time than some members of my family. Speaker 2 2
D I was disappointed about something.
Speaker 3 3
E I was annoyed about a change of plan.
F I didn’t have time to do everything I wanted. Speaker 4 4
G I regretted a decision I made.
Speaker 5 5
H I was relieved that the day was a success.
Reading and Use of English Part 7 EXAM ADVICE

You are going to read a newspaper article about people who have no Read the questions, then quickly read the
brothers or sisters. For questions 1–10, choose from the people (A–E). texts. When you find the part of a text which
The people may be chosen more than once. matches the question, underline it.
Which person
realises that the positive relationship they had with their parents isn’t shared by all only
children? 1
thinks people make a judgement about only children which is mistaken? 2
thinks they developed a better understanding of adults because of being an only child? 3
finds their present circumstances a challenge? 4
says that only children have needs which can be difficult for others to deal with? 5
realised at a particular point that they were happy being an only child? 6
was unaware that their reactions to being an only child were not unique? 7
had problems as a child because they lacked a necessary skill? 8
says they accept their situation because they don’t know anything different? 9
mentions a positive benefit of spending a lot of time alone? 10

SAMPLE
A family affair
Being an only child

“What’s it like to spend a lifetime without brothers and sisters?” asks Joanna Moorhead.
A Sam Thompson, aged 10

When my mum’s friend had a baby, it made me think about being an only child for
the first time. I thought, would I like to have brothers and sisters? But to be honest,
my friend’s sister looked quite annoying – he was always having to watch her and I
decided I was better off on my own. There are lots of good things about being an only
child. I have privacy, and I like that; some of my friends have to share a bedroom and
I know that will never happen to me. Plus I get time on my own with Mum and Dad,
and that’s very special.
B Jasmine Weller, aged 13

I always felt a bit different from other kids, and just thought it was something about
me. Then I made friends with three other people who are all only children. I suddenly
realised that they felt a lot like me. We all need to spend quite a lot of time on our
own, and some of our friends with brothers and sisters find that strange – they
think we don’t like them or something. However, there are pluses, too. I think it’s
good to be able to entertain yourself sometimes, and my mum says I’ve got a great
imagination.
C Bethany Shaw, aged 15

One of the bad things about being an only child when you’re young is the reaction you
get from other people. They think you’re spoilt – you see that look in their eyes. And
then you have to prove you’re not spoilt, although you know you’re not and nor are
most only children. In general, I think the negatives outweigh the positives, but on the
other hand it’s all I’ve known and I’m OK with it.
D Leah Mitchell, aged 29

I went away to school when I was seven, and the hardest thing I found was making
friends. Because I was an only child, I just didn’t know how to do it. The thing is that
when you’re an only child, often there aren’t any other children at a gathering. I found
being an only child interesting, in that it gave me a place at the grown-ups’ table and
gave me a view into their world that children in a big family might not get. And I know
it has, at least partly, made me into the person I am: I never like the idea of being
one of a group, for example. I’m not comfortable with being one of a gang.
E Laura Arnold, aged 36

I know some only children feel stifled by their parents’ constant demands and
worries, but that wasn’t my experience. I found being an only child enriching, which I
think is mainly because we get on so well. I’ve got two children now and I do find that
scary. The problem is I’ve absolutely no experience of this kind of situation; nothing in
my past has prepared me for having to divide myself between the needs of these two
little people, and the guilt is hard when I feel I’ve not been there enough for one of
them. And on a practical level, things like sibling rivalry are going to be a whole new
ball game.

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Complete First for Schools

Complete First for Schools

Complete First for Schools is an official preparation course for Cambridge

Student’s Book with answers

Cambridge English: First for Schools.

exam C1 Cambridge English: Advanced (CAE)

Brook-Hart with Tiliouine

study Cambridge English: Key (KET)

with Helen Tiliouine

AUTHENTIC EXAMINATION PAPERS FROM

For revised exam from 2015

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1 Work in pairs. You will hear people talking in eight different

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3 You hear a girl called Vicky taking part in a class Vocabulary

2 02 Listen and choose the best answer (A, B or C).

3 Work in pairs. Correct the mistakes in questions 1–6 on

1 How much you help around the house?

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Reading and Use of English Part 6

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try and see your point of view. 3

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2 Complete these sentences by writing the verbs in

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3 Read the text quickly. Why do teenagers do

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3 Work in pairs. Each choose ﬁve words/phrases from the

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a life more enjoyable doing things together

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Complete First for Schools

Complete First for Schools

Complete First for Schools is an official preparation course for Cambridge

Cambridge English: Proficiency (CPE)

Brook-Hart with Foufouti

Cambridge English: Preliminary (PET)

Cambridge English: Key (KET)

with Katie Foufouti

© Cambridge University Press and UCLES

© Cambridge University Press and UCLES

© Cambridge University Press and UCLES

© Cambridge University Press and UCLES

Grammar Reading and Use of English | Part 2

2 Before students do the exercise, elicit why the Answers

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Vocabulary Speaking | Part 1

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Point out that although this part of the Speaking

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Extension idea Ask students to write three sentences

8 Tell students that in the exam they will have

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Complete First for Schools

Complete First for Schools

Complete First for Schools is an official preparation course for Cambridge

Workbook with answers

guarantees teachers and students the most authoritative preparation for

Thomas and Thomas with Tiliouine