Unidades 1 2 3

(TEACHER NOTE: BEFORE YOU BEGIN THIS CLASS GIVE STUDENTS A COPY OF THIS
HANDOUT TO ATTACH TO THE FRONT PAGE OF THEIR STUDENT BOOKS FOR FUTURE
REFERENCE THROUGHOUT THE COURSE)
STUDENT HANDOUT REFERENCE

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PRESENT SIMPLE & CONTINUOUS

SPEAKING PART 1
WRITING ESSAY
COMPARISONS
ED or ING ENDINGS
SPEAKING PART 2
ARTICLES 1
PAST TENSES & USED TO
ED SPELLING RULES
AT, IN, ON PREPOSITIONS OF TIME
PAST PERFECT TENSES
SPEAKING PART 3
WRITING REPORT
SO and SUCH
TOO and ENOUGH
SPEAKING PART 4
WRITING REVIEW
CONDITIONALS
LINKING WORDS & PHRASES
COUNTABLE & UNCOUNTABLE NOUNS
ARTICLES 2
WRITING LETTER / EMAIL
SPELLING ED, ING, ER, EST
INFINITIVES & GERUNDS
LINKING WORDS FOR CONTRAST
AT, IN, ON PREPOSITIONS OF PLACE
REPORTED SPEECH
MODAL VERBS
RELATIVE CLAUSES AND PRONOUNS
WISH, IFONLY & HOPE
CAUSATIVE HAVE/GET
PASSIVE VOICE
LOOK, SEEM and APPEAR
FORMING PERSONAL NOUNS
USING COMMAS
USING IT, THIS, THAT OR THEY
Lesson 1: Exam Information

Callan style - students to repeat
EXAM LEVEL CEFR
SCALE
Cambridge English First is targeted at / Level

B2 on the CEFR Scale / with a 60% Grade C
pass mark
Parts 1 to 4 are Use of English tasks and

Parts 5 to 7 are Reading tasks
+ WHICH PARTS ARE USE OF ENGLISH TASKS AND WHICH
PARTS ARE READING TASKS?
PART 1 READING AND USE OF ENGLISH
The task type for Part 1 / is a Multiple-choice
Cloze with 8 questions.
WHAT LEVEL IS THE EXAM?
+ WHATS THE TASK TYPE FOR PART 1?
FCE is an international exam / recognised by

15,000 institutions and employers / as a
qualification / in upper-intermediate English.
The format is a cloze test / containing 8

gaps / with 4-option multiple choice items for
each gap.
WHO RECOGNISES THE EXAM?
+ WHATS THE FORMAT OF PART 1?
GRADING
PASS MARK
A pass mark of 140-159 / achieves Level B1.

+ WHAT DOES A PASS MARK OF 140 159 ACHIEVE?
A pass mark of 160-172 achieves Grade C B2.
+ WHAT DOES A PASS MARK OF 160-172 ACHIEVE?
PART 1: USE OF ENGLISH PRACTICE ACTIVITY

TYPE OF ACTIVITY
Small group activity based on choosing the correct
words to complete a gapped sentence and
rearranging sentences so that they tell a story.
PREPARATION
A pass mark of 173-179 / achieves Grade B

B2.
Copy and cut up the MIXED UP STORY on the

following page one set per group of 3 to 4
students.
METHOD
A pass mark of 180-190 / achieves Grade A

C1.
Introduce the activity by writing the following

sentence and words on the board, and asking the
class to choose the correct word to complete the
sentence.
Preparing for an interview is ..

preparing for an exam
EXAM CONTENT
There are 4 Papers in the FCE Exam / Reading
and Use of English / Writing / Speaking / and
Listening
+ HOW MANY PAPERS ARE THERE IN THE FCE EXAM?
Lesson 2: Reading and Use

of English Paper
READING AND USE OF ENGLISH
FORMAT
The timing for Reading and Use of English / is
1 hour and 15 minutes and carries 40% of the
total marks.
AS
SAME
LIKE
SIMILAR
(Answer = like)
Divide the class into groups of 3 or 4.
Give each group a set of cards.
Explain that they must work together to choose
the correct word to complete each sentence on the
cards. Tell them to ignore the numbers
(these are a quick reference for you to check
below).
They must then rearrange the cards so that they
tell a story.
After 20 minutes stop the activity and ask the class

+ WHATS THE TIMING AND PERCENTAGE FOR READING AND
for (a) the correct order of the story and (b) the
USE OF ENGLISH?
correct answers.
There are 7 Parts and 52 Questions.

+ HOW MANY PARTS AND
QUESTIONS ARE THERE?
Parts 1
7 are R
ALTERNATIVE ACTIVITY
For smaller classes make 1 copy of the mixed-up

There are 7 Parts and 52 story and cut it into cards. Divide the class into 3
Questions
groups and give each group 5 cards. In their
groups they should complete their sentences, then
The ta
with 8
The fo
option
get together and check.

The task type for Part 2 / is an Open Cloze with 8 questions.
The task type for Part 2 is an Open Cloze with 8

questions.
The format is a cloze test containing 8 gaps.

PART 2 CLASS PRACTICE ACTIVITY

The task type for Part 3 / is Word Formation.
Ask your class to decide which of the prefixes and

suffixes can be added to the word ABLE to make
different forms of the word.
(Answers = disable, unable, ability, inability,
disability, disabled)
The format is a text containing 8 gaps / with

a missing word beside the text / and must be
changed to form the missing word.
Divide the class into groups of 5.
Give each group a copy of the playing board, a

dice and two coloured counters.
PART 3 PRACTICE ACTIVITY
Tell each group to divide themselves into a

REFEREE and teams of 2 people. The teams will
be playing against each other.
Give the referee a copy of the REFEREE SHEET.
These contain the answers so he/she should not
show it to the others in the groups.
BACKSLIDE
TYPE OF ACTIVITY
Group activity based on changing the base form of
a word so that it is structurally accurate in a
sentence.
They must spell the word correctly. The Refere

should tell them if they are right or wrong.
PREPARATION
Copy the BACKSLIDE PLAYING BOARD 1 copy per
5 students. Also copoy the REFEREES SHEET 1
copy per 5 students.
A dice and 2 differently coloured counters per 5

students.
METHOD
Introduce the activity by writing the following on
the board:
Able:
un-ent
re-
ir-
pre-
-ility
If they are right, they stay where they are while the
other team plays, and then they roll their dice
again.
If they are wrong, they must move back DOUBLE
the number on their dice. The Refere must tell
them that they are wrong, but CANNOT give them
the correct answer.
OTHER MATERIALS
disness
Explain that each group must roll the dice and

move their counter along the board, following the
arrows. Each time they land on one of the spaces,
they must say the correct form of the word in bold.
If they land on a space which has already been

answered, they do not have to give the word form
again. Instead, they move forward to the next
unanswered space. If they get this wrong, they
move back DOUBLE the number of their last roll of
the dice.
The winning team is the first team to reach the end
of the board.

The task type for Part 4 / is Key Word
Transformation / with 6 lead-in sentences.
The format is to complete the second

sentence / so that it has a similar meaning to
the first / using the word given
TAKE
2. Richard . his
father in any way
DOES
LIKE
AFTER
TAKE
NOT
SIMILAR
Elicit students to complete the second sentence

using the key word TAKE and some of the other
words underneath the sentence.
They must use between 2 and 5 words.
You must use between 2 and 5 words /

including the word given
+ HOW MANY WORDS MUST YOU USE?
They should not change the key word.

Discuss and elicit the answer (Richard does not
take after his father in any way).
You must NOT change the word given

PRACTICE:
+ WHAT MUST YOU NOT DO?
Divide the class into pairs.
JUMBLED TRANSFORMATIONS
Preparation
Copy the Jumbled Transformation sentences and
answers below 1 COPY PER PAIR.
Method
the board:
1. Richard is nothing like his father
Give each pair a copy of the Jumbled

Transformation sentence sheet and tell them that
one student in each pair is STUDENT A and the
other is STUDENT B. They must take it in turns to
complete the second gapped sentences on the
sheet using the key words and some of the other
words from the boxes below the sentences.
STUDENT A completes the Student A answers and
STUDENT B completes the Student B sentences.
They have 1 minute for each sentence and their
partner should time them. They then mark each
others answers - 2 points for a correct answer.

The task type for Part 5 / is Reading Multiple
Choice / with 6 questions.
Pollution, poisonous gases, ozone layer, global

warming, acid rain, rainforests destroyed, disaster,
protect, conserve/natural energy, recycle, wildlife,
Greenpeace
PRACTICE
Divide the class into pairs (or individually if a small
class).
The format is a text / followed by six 4-option

/ multiple-choice questions.
Give each pair/student a copy of the text and

questions.

Explain that they should read the text and answer
the questions that follow it.
They should then take the letters in BOLD at the

end of their chosen answers and write them in the
appropriate space in the grid at the bottom of the
question sheet.
IDENTIFY THE ORGANISATION

Method
Introduce the activity by asking the students about
the current state of the environment. What are the
problems, causes etc. What can we do to reduce
the damage to the environment. Write some
useful words on the board.
If their answers are correct, the letter they have

written in the grid, together with the letters that
are already there will form the name of an
international organisation.
KEY:
1 = ii, 2 = I, 3 = iv, 4 = ii, 5 = ii, 6 = iii,
7 = I, 8 = iv, 9 = I, 10 = iii, 11 = iv, 12 = ii, 13
= I, 14 = iii
Friends of the Earth

The task type for Part 6 / is Reading Gapped
Text with 6 questions.
show anyone the answers. Explain that for each

sentence 1-21, there is an appropriate follow-on
sentence on the playing grid. The students should
be able to match these sentences together by
using linking devices (conjunctions, pronouns and
key vocab items).
Explain the aim of this game is :
The format is a text / with missing

sentences / and a choice of 7 option
sentences / but one sentence is not needed.
PART 6 PRACTICE ACTIVITY FOLLOW ON

CONNECTIONS
PREPARATION
Copy the sentences below, the answers and the
playing grid ONE COPY per 3 students.
Two students to collect rows of 3 spaces,

horizontally, vertically and diagonally.
To do this they match a sentence on the grid with
the preceding sentence on the sentence sheet.
Also, they will have to try and prevent the other
student from collecting a row of 4.
TO START
One student chooses a sentence on the playing
grid and says which they think the preceding
sentence is from the list of sentences 1-21. The
referee then asks why they choose that sentence
(what words helped them to link them together).
The referee then says if its correct or incorrect.
METHOD
Introduce the activity by asking students about
todays weather. Whats their favourite type of
weather. In which situations can the weather be
dangerous.
Divide the class into groups of 3 give each group
a copy of sentences 1 -21. Tell them to read the
sentences and check the meanings of any unusual
words (as a class). Give each group a copy of the
playing grid and give them a few minutes to read
the sentences etc.
Tell each group to choose a REFEREE. Give the
referee a copy of the answers. He/she should not
If CORRECT, the student wins that space they

tick it off with a pen.
If INCORRECT, the space is left blank. The
student can either try and win it back on their next
turn or it can be passed to the second student.
The second student then does the same thing.
Repeat until 1 student has a row of 3 spaces. The
winner is the student with the most rows of 3
spaces.
If a student wins a space next to, above or below
the FREE SQUARE space, they can also win that
FREE SQUARE space.

The task type for Part 7 is Multiple
matching with 10 questions.
The format is a text / of several short texts /
with multiple matching questions / and the

texts may be chosen more than once.
The fo
multip
chose
Part Seven: Multiple Matching

You are going to read a selection of letters from a driving magazine.
For questions 1-10, choose from the people (A-E). The people may be
chosen more than once.
Your Letters
This month we feature your early driving experiences:
A
I'd been taking lessons for a year before I passed my driving test at the age of
eighteen, but my dad never gave me any help. Even after I'd passed he never let
me use the car. So I used to take my dad's keys before leaving the apartment
block where we lived and would run round to the car park at the back where my
father left the car at night. He hardly ever used the car after getting in from
work. I used to go and see my girlfriend or just drive around and then come back
and leave the car in exactly the same place. One night though, I got back at
around ten thirty only to find there were no parking spaces left. I suppose
because I went in and told my dad the truth straight away he was quite good
about it. Although he did stop my allowance for four weeks.
Terry
B
My most unfortunate driving experience happened ages ago, before I'd actually
passed my driving test. My girlfriend's father used to let her borrow his car
whenever we were going to the cinema or something. Anyway, I'd been thinking
about learning to drive and I persuaded her to let me have a go. We took the car
down to the beach on the sand where no one could see us and she let me take
the wheel. We were having such fun that we didn't notice the tide was coming in
until the car was actually swimming in the water. We had to leave the car where
it was and catch the bus back to tell her dad. By the time the three of us
returned, the car was almost covered in water. Needless to say, her father wasn't
too pleased. The funny thing is her dad ended up selling me the car after I
passed my test.
Carl
C
I was teaching my mum to drive and we were coming down a rather narrow road
which had cars parked on both sides. Suddenly, from nowhere there was a young
man on a bike coming towards us. Mum slammed the brakes on but he crashed
into us, landed on the car and then rolled off. My mother and I both jumped out
of the car to see if he was all right. Fortunately, he stood up and said he was OK,
just a little shaken. My mum offered to give him some money for the repair of
the bike, and then an old lady came along. When she saw what had happened,
she began shouting at my mother, saying she must have been driving too fast
and that it was a bad example to set her young daughter. Poor old mum didn't
say a word and I had to explain that she was still learning to drive.
Sarah
D
My advice about learning to drive would be to have proper lessons from a
qualified instructor and never to let a friend or family member try to teach you.
It's a guaranteed way to spoil a good relationship. Every Sunday, when the traffic
was quieter, my father would pick me up and take me for a drive along the
streets of our hometown and give me a lecture on how to drive, explaining

everything he was doing and why. Eventually it was my turn to have a go. My
dad was so nervous that he panicked before I'd even started up the engine. He
used to shout at the slightest mistake, and when the lesson was finally over he'd
come home and have a large glass of whisky to calm down.
Karen
E
I didn't start learning to drive until I was twenty one. I'd spent lots of money on
lessons but I was a terrible driver, I must admit. The first time I took my driving
test nobody expected me to pass. But after failing another four times the
pressure was really on. I took my test for a sixth time and failed yet again, but I
was too embarrassed to admit it to my family, so I just pretended that I'd passed
after all. My family were delighted and my father went out and bought me a car
the next day. I didn't know what to do so I just got in and drove. I continued to
drive - illegally - for three months. Fortunately I was never stopped by the police
and the next time I took my driving test I passed.
Mike
Which person('s)
1) father was accused of driving dangerously?
2) bought a car?
3) drove his girlfriends dads car?
4) drove alone without a license?
5) had to defend one of their parents?
6) drove their fathers car without permission?
7) used to make their father nervous?
8) paid for driving lessons?
9) had no driving instruction from their father?
10) was given driving lessons by their father?
Lesson 3: Writing Paper

WRITING
FORMAT
The timing for Writing / is 1 hour and 20

minutes and carries 20% of the total marks.
+ WHATS THE TIMING AND PERCENTAGE FOR WRITING?
PART 1
Paragraph 1 is an INTRODUCTION / 2 is the MAIN

BODY presenting a viewpoint supported by reasons
/ 3 presents the opposing viewpoint / and reasons /
4 a CONCLUSION in which you / restate your
opinion / using different wording.
+ WHAT ARE THE 4 PARAGRAPHS?
WRITING ESSAY
The task type for Part 1 Writing / is to write

an Essay
+ WHATS THE TASK TYPE FOR PART 1 WRITING?
WRITING PART 1 PRACTICE ACTIVITY

JUMBLED COMPOSITIONS
PREPARATION
You will be asked to write one of two types of

essay \ a For and Against essay / or an
Opinion essay.
+ WHAT TYPES OF ESSAY WILL YOU BE ASKED TO WRITE?
Copy the Jumbled Composition Student A and

Student B sheets one copy of each per pair.
METHOD
Introduce the activity by asking the class to
brainstorm words connected with education.
Write them on the board.
The style of language required is formal,

impersonal / and you must not use
contractions.
+ WHAT STYLE OF LANGUAGE IS REQUIRED?
Give each student in each pair a copy of the

Student A and Student B sheet.
They SHOULDNT show them to each other.
You have to write between 140 and 190

words
+ HOW MANY WORDS DO YOU HAVE TO WRITE?
In a FOR AND AGAINST essay / 4 paragraphs
are required. /
Explain that they have both got compositions in

which the sentences (with the exception of the first
sentence) are in the wrong order.
Individually, they must decide on the order of the
sentences in their compositions (eg, which comes
second , third and so on) and write the numbers in
the boxes at the end of each sentence.
+ HOW MANY PARAGRAPHS

ARE REQUIRED IN A FOR AND
AGAINST ESSAY?
You have to prepare 4 When they have finished, they should get together
paragraphs in a FOR ANDwith their partner and check their answers.
AGAINST essay.
(The answers are at the bottom of their sheets).

ARE REQUIRED FOR AN
OPINION ESSAY
You have to prepare 4

paragraphs for an
OPINION essay
The student with the most correct answers is the

winner.
Parag
prese
prese
CONC
using
PART 2
WRITING
The task type for Part 2 Writing / is to write

one of the following / an Article / an Informal
Email or Letter / a Formal Email or Letter / a
Report or a Review.
+ WHATS THE TASK TYPE FOR PART 2 WRITING?
PRACTICE ACTIVITY PART 2 WRITING AN

ARTICLE
PREPARATION
Copy the articles on Maltese Food and Improving
your English below .
One copy per pair of students.
ARTICLE
An Article is a piece of writing / for
publication in a magazine / newspaper /
brochure or leaflet etc.
+ WHAT IS AN ARTICLE?
The style of language required for an Article /

may be formal or informal / depending on its
intended readership.
METHOD
Introduce the activity by writing the word
PARAGRAPHS on the board.
Ask the students if they can explain what the word
means and why they are important in a piece of
written text.
(they break the text up into individual units with
each unit covering a particular aspect of the text,
and they make it easier for the reader to follow).
+ WHAT STYLE OF LANGUAGE IS REQUIRED FOR AN

ARTICLE?
You can use contractions in an Article.
Give 1 student in each pair a copy of the article

Maltese Food.
+ CAN YOU USE CONTRACTIONS IN AN ARTICLE?

Its purpose may be / to provide information /
describe a place, event, experience etc.
Give the other student a copy of the article

Improving Your English.
They SHOULDNT show them to each other.
+ WHATS THE PURPOSE OF AN ARTICLE?
You must present an opinion or balanced

argument, offer advice, suggestions etc.
+ WHAT MUST YOU PRESENT IN AN ARTICLE?
A successful Article should consist of / an eye

catching TITLE or HEADLINE / which suggests
the topic of the Article.
+ WHAT SHOULD A SUCCESSFUL ARTICLE CONSIST OF?
Ask them to look at their articles and identify what

is wrong with them (there are no paragraph
breaks).
Explain that their articles can be divided into 6
paragraphs.
The text therefore, contains 5 paragraph breaks
between some of the words in BOLD.
They must identify where the breaks come and
write the words that they come between in the
table at the bottom of their sheet.
The students must work on their own.
An Article should have 4 paragraphs / a short

Introduction using a rhetorical question /
Paragraph 2 for one aspect / Paragraph 3 for
another aspect / Paragraph 4 Conclusion or
Recommendation.
+ HOW MANY PARAGRAPHS MUST AN ARTICLE HAVE?
When they have finished, they get together to see

who correctly identified the most breaks.
(They have each others answers at the bottom of
their sheets).
Ask the students how they were able to identify
their paragraph breaks (each paragraph begins
with a paragraph statement, which briefly
summarises what that paragraph is going to be
about).
REPORT
USE IN A REPORT?
A Report is an informative, formal piece of

writing concerning a particular person, place
or situation. You cannot use contractions in a
report.
+ WHAT IS A REPORT?
REPORT PRACTICE ACTIVITY

A Report is an informative,
formal piece of writing
concerning a particular person, PREPARATION
place or situation. You cannot
use contractions in a report.
Copy the report and the playing grid below.
A Report should have a TITLE and 3 subtitle

sections; INTRODUCTION, MAIN BODY and
CONCLUSION or RECOMMENDATION.
+ HOW MANY
SECTIONS SHOULD A
REPORT HAVE AND WHAT
ARE THEY?
to include personal opinion

and bullet points may be
used.
Put in pairs and one copy per pair.

Give each pair a copy of the report and playing
grid.
A Report should have a TITLE

and 3 subtitle sections;
INTRODUCTION, MAIN BODY andExplain that the words and expressions in BOLD in
the report are ALL INAPPROPRIATE because they
CONCLUSION or
are TOO INFORMAL.
RECOMMENDATION.
The Introduction should express the aims of

the Report.
The appropriate expressions can be found on the

playing grid.
+ WHAT SHOULD THE

The Introduction should expressOne student in each pair must begin the game by
INTRODUCTION
the aims of the Report.
reading the beginning of the report and pausing at
EXPRESS?
the end of the first inappropriate section (1. Why
The Main Body should express the positive
dont we go to ).
and negative features and linking devices
must be used.
They should find a more suitable alternative on the
+ WHAT SHOULD THE
The Main Body should express grid. In some cases more than one alternative
MAIN BODY EXPRESS?
the positive and negative
may be possible.
features and linking devices
must be used.
They then write the number at the beginning of the
inappropriate section in the small box below the
The Conclusion or Recommendation should
suitable alternative on the grid.
summarise the information given and may
include an opinion, suggestion or
In the larger box, they write their name.
recommendation.
+ WHAT SHOULD THE
CONCLUSION OR
RECOMMENDATION
EXPRESS?
The Conclusion or
Recommendation should
summarise the information
given and may include an
opinion, suggestion or
recommendation.
Its important to use formal language,

passive voice, not to include personal
opinion and bullet points may be used.
+ WHAT IS IT
IMPORTANT TO TRY AND
The second student in the pair repeats the process.

Repeat until all of the inappropriate sections have
been matched with a suitable alternative on the
grid.
Allow your students about 15 minutes for this.
At the end of that time, discuss the answers.
The student in each pair who has matched the

Its important to use formal
most matches is the winner.
language, passive voice, not
And then do the following activity to enable students to see a full report example.
Students are required to put the missing parts of the text into the correct spaces.
FCE REPORT
WRITE A REPORT SUGGESTING IMPROVEMENTS TO CLASSES AT ILKESTON GRAMMAR SCHOOL
RECOMMENDED IMPROVEMENTS FOR ILKESTON GRAMMAR SCHOOL
Introduction
The aim of this report is to compare different ideas to make classes in Ilkeston Grammar School more
enjoyable for students while learning at the same time. A large number of students were interviewed to
find out differing opinions.
Classroom Activities
Some of the students suggested using more videos and songs during the classes and some even
mentioned that parties with alcohol would be a good idea. A few of them gave reasons why they
preferred these activities:
Pop music and films are interesting and topical.

Alcohol makes people relax and talk more.
Outside Class
The majority of students mentioned that homework should be reduced drastically whereas others
expressed a preference for doing excursions in English, giving the following reasons:
Too much homework makes students stressed.

Excursions are a fun way of putting into practice what is learnt.
Recommendations
Some of the ideas have benefits, however, suggestions to allow alcohol and reduce homework should
be immediately discarded. On the other hand, it is felt the majority of students would take advantage
of more pop videos and excursions and so these suggestions are recommendable.
RECOMMENDED IMPROVEMENTS FOR ILKESTON GRAMMAR SCHOOL

_________________________________
________________________________ compare different ideas to make classes in Ilkeston
Grammar School more enjoyable for
students while learning at the same time. _________________________________ find out
_____________________
_________________________________
______________________________ using more videos and songs during the classes and some
even mentioned that parties with
alcohol would be a good idea. __________________________
they preferred these activities:
Pop music and films are interesting and topical.

Alcohol makes people relax and talk more.
___________________________________
__________________________ that homework should be reduced drastically
____________________________________ doing
excursions in English, ______________________________
Too much homework makes students stressed.

Excursions are a fun way of putting into practice what is learnt.
___________________________________
__________________________________________ allow alcohol and reduce homework
___________________ immediately
discarded. ____________________________________________________________ take advantage of
more pop videos and
excursions and _________________________________________
The aim of this report is to
A large number of students were

interviewed to
differing opinions.
Some of the students suggested
A few of them gave reasons why
The majority of students mentioned
whereas others expressed a preference for
giving the following reasons:
Some of the ideas have benefits, however,

suggestions to
should be
. On the other hand, it is felt the majority of

students would
so these suggestions are

recommendable.
Introduction
Classroom Activities
Outside Class
Recommendations
A Review is a personal opinion / information

piece of writing / and you CAN use
contractions.
+ WHAT IS A REVIEW?
A Review is a personal opinion /

information piece of writing / Copy the gapped sentences and word grid below.
and you CAN use contractions
The structure of a Review should be the title

of the book, film or restaurant / and 3
sections / Overview / Pros and Cons / and a
Verdict.
+ WHATS THE
STRUCTURE OF A
REVIEW?
Who are the main characters/leading man, leading

lady?
What are they like (the hero/heroine, the baddie
etc).
Give each student a copy of the gapped sentences

and word grid.
The Pros and Cons of a Review
should give detailed comments Explain that the sentences all contain missing
on the successful and
words which can be found in the grid. The first and
unsuccessful features of the
last letter of each word has already been given to
subject.
them.
The Verdict of a Review should summarise

your opinion and recommendation.
+ WHAT SHOULD THE
VERDICT SUMMARIZE?
METHOD
The Overview should express

what it is about / what kind of
book, etc, it is / and where it is Why did you like it?
situated.
Who is the author/director?
The Pros and Cons of a Review should give

detailed comments / on the successful and
unsuccessful features of the subject.
+ WHAT SHOULD THE
PROS AND CONS GIVE?
One copy per student.
Introduce the activity by asking your students

about a film or book they like.
The structure of a Review
should be the title of the book,
What is the story/plot about?
film or restaurant / and 3
sections / Overview / Pros and
Cons / and a Verdict.
Where is it set?
The Overview should express what it is about

/ what kind of book, etc, it is / and where it is
situated.
+ WHAT SHOULD THE
OVERVIEW EXPRESSS?
REVIEW PRACTICE ACTIVITY

PREPARATION
In their groups, they work together to identify and

find the missing words in the grid.
The Verdict of a Review should

Allow them 10 minutes.
summarise your opinion and
recommendation
The group with the most words is the winner.
EMAILS
The structure of an email and a letter is
informal so you can use phrasal verbs,
informal vocabulary, contractions and
question tags if appropriate for the target
reader.
+ WHATS THE STRUCTURE
OF AN EMAIL AND A LETTER ?
If you dont know the person well, you start

a letter with Dear + Mr/Mrs/Ms + surname if
you know the persons name OR Dear + Sir
or Madam if you dont know the persons
name.
+ HOW DO YOU START A

The structure of an email
LETTER IF YOU DONT KNOW
is informal so you can use
THE PERSON WELL ?
phrasal verbs, informal
vocabulary, contractions
and question tags if
appropriate for the target
reader.
The expected word length of an email and a

letter is 140-190 words.
If you dont know the

person well, you start a
letter with Dear +
Mr/Mrs/Ms + surname if
you know the persons
name OR Dear + Sir or
Madam if you dont know
the persons name.
If you dont know the person well, you finish

a letter with Yours sincerely, or Yours, if you
know the persons name OR Yours faithfully,
+ WHATS THE EXPECTED
The expected word lengthif you dont know the persons name.
WORD LENGTH OF AN EMAIL?
is 140-190 words.
+ HOW DO YOU FINISH A
Starting an email. If you know the person
LETTER IF YOU DONT KNOW
person well, you finish a
well, you start with Dear/Hello or Hi + name
THE PERSON WELL?
letter with Yours sincerely,
.
or Yours, if you know the
persons name OR Yours
+ HOW DO YOU START AN
If you know the person
faithfully, if you dont
EMAIL IF YOU KNOW THE
well, you start with
know the persons name.
PERSON WELL ?
Dear/Hello or Hi + name
Finishing an email. If you know the person
well, you finish the email with Best wishes or
All the best.
+ HOW DO YOU FINISH AN
EMAIL IF YOU KNOW THE
PERSON WELL?

well, you finish with Best
wishes or All the best.
If you dont know the person well, you start
an email with Dear + first name or Dear +
surname if you dont feel comfortable using
their first name.
+ HOW DO YOU START AN
EMAIL IF YOU DONT KNOW
THE PERSON WELL?

person well, you start an
email with Dear + first
name or Dear + surname
if you dont feel
comfortable using their
first name
If you dont know the person well, you finish

an email with Best wishes or Kind regards.
+ HOW DO YOU FINISH THE
EMAIL IF YOU DONT KNOW
THE PERSON WELL?

person well, you finish an
email with Best wishes or
Kind regards.
LETTERS
If you know the person well you start a letter
with Dear + first name.
+ HOW DO YOU START A
LETTER IF YOU KNOW THE
PERSON WELL?

well, you start a letter
with Dear + first name.
If you know the person well you finish a
letter with Best wishes, Love or With love.
+ HOW DO YOU FINISH A
LETTER IF YOU KNOW THE
PERSON WELL?

well, you finish a letter
with Best wishes, Love or
With love.
LETTER WRITING ACTIVITY
Lesson 4: Listening Paper

The timing for the Listening part of the exam
/ is approximately 40 minutes / and carries
20% of the total marks.
Explain that you are going to read a short passage

and the students should decide what the weather
was like, choosing from the options on the board.
(Read the following passage twice, at normal

speed)
+ WHATS THE TIMING AND PERCENTAGE FOR LISTENING?
A light wind picked up and for a while it looked like
it was going to rain, but the sky cleared and the
There are 4 Parts and 30 Questions.
breeze did little to take the edge off the terrible
heat.
+ HOW MANY PARTS AND QUESTIONS ARE THERE?
Ask students what the weather was like (it was
hot).
LISTENING PART 1
The task type for Listening Part 1 / is a
Multiple-choice with 8 questions.
+ WHATS THE TASK TYPE FOR LISTENING PART 1?
The format is a series of short unrelated
extracts / of approx. 30 seconds each / with a
multiple-choice question and 3 options.

Give each group a copy of the pictures and
questions. In their groups they should look at the
pictures and decide what they can see and what is
happening in each one.
+ WHATS THE FORMAT OF LISTENING PART 1?
Explain that they are going to hear 12 short

passages and a question (which they have a copy
of).
LISTENING PART 1 PRACTICE ACTIVITY
For each passage, they should find a picture on

their sheet which most closely matches the answer
to that question. They then write the number in
the space next to each question.
PREPARATION
Copy the pictures and the questions below.
One copy per 3 to 4 students.
Copy and cut up the SITUATION CARDS and put
them in an envelope.
METHOD
Introduce the activity by writing the following
sentences on the board:
It was hot
windy
It was raining
It was very
Begin the game by taking a card at random from

the envelope, giving the students the number of
the question that the card corresponds to, and
then read the passage. Read it twice at normal
speed. Repeat this method until you have used up
all the cards OR until you have been playing for
about 15 minutes.
Check their answers as a class. The group that
identifies the most correct pictures is the winner.
KEY:
A=13 / B = 15 / C = 6 / D = 4 /E = 24 /
F = 26 / G = 9 / H = 29 / I = 17 / J = 33 / K =
11 / L = 18
LISTENING PART 2
Divide class into groups of 3.

sentence completion / lasting about 3 to 4
minutes / with 10 questions.
Give each group a question sheet and give them a

few minutes to read through the questions.
Whilst they are reading, stick the individual articles

on the board. Read the passage aloud to the class.
Speak clearly at normal speed and repeat twice.
The format is to complete the sentences /

with information from the recording.
While they are listening the students work together

to answer the questions on their sheet. One of
them should write the answers in the appropriate
box.
LISTENING PART 2 ACTIVITY
When you have finished, explain that on the board

there are 7 magazine articles based on the
information they have just heard. However, only 1
of the articles is correct the others contain small
factual mistakes.
PREPARATION
Copy the question sheet below.
1 copy per group of 3.
The students should find the correct article, using

the answers on their question sheet to help them.
The winning group is the first to find the correct
article. (ARTICLE F)
Also copy and cut into separate sections the

articles (1 copy only).
METHOD
Introduce the activity by telling the students that
they are going to hear a passage in which a rock
star talks about himself and the group he plays for.
Ask them to predict some of the words/expressions
he might use and;
Would you like to be a rock star or a famous
person?
What are the advantages/disadvantages of being
famous?
KEY:
1 = Edward Bevdown.
2 = The Happy Lights.
3 = the guitar.
4 = Eight years.
5 = six.
6 = Waiting for Nothing to Happen.
7 = Rock Music.
8 = they didnt like it.
9 = Canada.
10 = the USA.
11 = passionate/likes it a lot.
12 = in restaurants.
13 = taxi/cab.
LISTENING PART 3
The task type for Listening Part 3 / a multiple
matching / with 5 short monologues / lasting
about 30 seconds each / with 5 questions.
The format is to select a correct option from

a list of 8.
Each team places their counter in one of the

shaded START boxes at the top and bottom of the
board.
Explain that they are going to hear me talking
about 5 people talking about a film they have all
seen and they must decide what these people are
saying choosing from the options A F on their
question papers.
LISTENING PART 3 ACTIVITY
They must roll their dice and move their counter

along the playing board towards the box containing
the letter they think is correct. They can move
vertically or horizontally, or a combination of the
two. (e.g., if they roll a 6 they can move ALONG 4
and UP 2). They CANNOT move diagonally. They
may not move across the black areas.
PREPARATION
Explain that there is one extra option which is not

described by any of the speakers.
Copy the playing grid and questions below. One

copy per 4 students. Copy the Teachers Script
One copy only.
REQUIRE
Dice and counters
METHOD
Introduce the activity by asking the class about
the kinds of films they enjoy. Discuss for 5 minutes
(check genre knowledge).
Divide the class into groups of 4 and then divide
those groups into teams of 2. Give each group a
copy of the playing board, a dice and 2 counters.
Read the teachers script through once at normal

speed. In their teams of 2 the students decide
what the correct answers are. Read the script
again this time stopping after the FIRST SPEAKER.
The teams take it in turns to roll their dice and
move their counter towards the correct box. The
first team to reach a box writes their initials in it.
DONT TELL THEM AT THIS STAGE IF THEY ARE
CORRECT OR INCORRECT.
As soon as one team in each group has reached a
box and written their initials, continue reading the
script, stoping it after the SECOND SPEAKER.
Repeat as above.
Give the answers and the team who reached the
most correct boxes first is the winner.
KEY:
1 = C. 2 = E. 3 = A. 4 = F. 5 = D.
LISTENING PART 4
multiple choice / featuring an interview or
exchange / between 2 speakers / lasting 3 to
4 minutes / there are 7 questions.
The format is 7 multiple choice questions

choosing the correct option out of 3 options.
Write Parachuting on the board. Divide the class

into pairs. Give each a copy of the multiple-choice
questions and allow them a minute to read
through. They should ignore the words in BOLD
which follow each answer.
Explain that they are going to hear me say a
passage in which somebody talks about making a
parachute jump for the first time. They will hear it
twice. The first time they hear it, they should
decide on the correct answers to the questions on
their question sheet. The second time they should
check their answers.
Read the parachuting passage on the teachers

script aloud to the class. Read through once then
again, stopping briefly after each paragraph to
allow students to check their answers.
LISTENING PART 4 PRACTICE ACTIVITY
Next, explain that if they take the word in BOLD

after each answer they have chosen, then put
those words together in the table at the bottom of
their question sheets, they should reveal an
important piece of advice that the parachuting
instructor gave to his students during their training
session. (only revealed if their answers are
correct).
PREPARATION
Copy the multiple-choice questions below one
copy per pair and the Teachers Script.
METHOD
Introduce the activity by asking your class about
the most exciting sports they have watched or
taken part in. Have any of them ever done any
dangerous sports? Are there any sports they
wouldnt do because they consider them too
dangerous (extreme)?
The winning pair is the first to discover what the

advice is.
KEY:
B.
1 = C. 2 = B. 3 = C. 4 = A. 5 = A. 6 =
7=C
Dont forget to put your feet together
Lesson 5: Speaking Paper

The timing for the Speaking part of the exam
/ is 14 minutes / and carries 20% of the total
marks.
Copy and cut up the WATCH YOUR LANGUAGE card

sheets below one copy per 2 students (you need
a stopwatch or watch).
METHOD
+ WHATS THE TIMING AND PERCENTAGE FOR LISTENING?Divide the class into pairs.
There are 4 Parts in total.

+ HOW MANY PARTS ARE THERE IN TOTAL?
SPEAKING PART 1
The task type for Speaking Part 1 / is a
conversation between the examiner and each
candidate.
+ WHATS THE TASK TYPE FOR SPEAKING PART 1?
The timing for Speaking Part 1 is 2 minutes.
+ WHATS THE TIMING FOR SPEAKING PART 1?
The focus for Speaking Part 1 is general
interactional and social language.
+ WHATS THE FOCUS FOR SPEAKING PART 1?
SPEAKING PART 1 PRACTICE ACTIVITY

PREPARATION
Give each pair a set of cards which they should

place face down on the table. Explain that they
are going to ask each other questions, and must
respond to questions that they themselves are
asked.
They will need to speak for 1 MINUTE for each
question they are asked. While they are speaking,
they should try to avoid using any Spanish words
(pues, eh, erm, well, you know, etc).
They should also avoid pausing for more than 5
seconds. Each time they do this their partner will
tick off the words on their cards if they tick them
off 3 times, they must stop speaking.
The students then start the game, with one
student turning over the top card on the set,
asking their partner the question and then
monitoring them to check they dont overuse the
taboo words.
Their partner then does the same, and this process
is repeated until all the cards have been used up.
Walk around the class and monitor the pairs pay
attention to students repeating what they have
already said to fill in the time. Check results at the
end and see which student did the best.
SPEAKING PART 2
The task type for Speaking Part 2 / is an individual long turn / for each candidate / with a
response from the second candidate/ In turn the candidates / are given a pair of photographs / to
talk about.
The task type for Speaking Part 2 is an individual

long turn for each candidate with a response from
the second candidate. In turn the candidates are
given a pair of photographs to talk about.

The focus for Speaking Part 2 comparing / describing / and expressing opinions.
The focus for Speaking Part 2 comparing

describing and expressing opinions.
PREPARATION
Copy and cut out the FIND THE DIFFERENCE pictures below one set of pictures per pair of students.
METHOD
Introduce the activity by asking about the different things they would expect to see/do on the beach. Write
them on the board.
Give one student in each pair a copy of PICTURE A, and one student in each pair a copy of PICTURE B.
They SHOULD NOT show these to each other.
Explain that their pictures are similar but there are 10 small differences. The first pair in the class to find all
10 differences is the winner.
Then they have to describe the differences to the class.
SPEAKING PART 3
Divide class into groups of 4.
The task type for Speaking Part 3 / is a 2

way interaction / between the candidates /
with given spoken instructions / with written
stimuli.
Give each group a set of SITUATION CARDS and an

OBJECTS SHEET.

They should place the cards face down on the

table.
Explain that the aim of this game is for the
students to collect different items on the OBJECTS
SHEET by explaining WHY they would use those
items in different situations.
HOW TO PLAY
The focus for Speaking Part 3 is exchanging

ideas / expressing and justifying opinions /
agreeing / disagreeing, suggestions and
negotiation.
Each group nominates a student to start the game.

That student then chooses an item from the
OBJECTS SHEET.
He/she then picks a SITUATION CARD from the top

of the pile and tries to explain why they use the
item they have chosen in the situation they have
picked. The other students in the group must then
decide whether or not that students explanation is
reasonable.

PREPARATION
Copy and cut out the SITUATION CARDS below
one set per 4 students. Also copy the OBJECTS
SHEET one copy per 4 students.
METHOD
the board.
You are going to school / work
Pen
MP3 Player
Mobile Phone
Knife
Cat
Ask for reasons WHY they might take each of the

objects to work / school with them.
They do this individually and then vote: YES if they

think its reasonable and: NO if they dont.
If all 3, or 2 out of 3 of them vote YES, the student
writes his initials next to the item they have won.
This object is now DEAD and cant be chosen
again.
If all 3, or 2 out of 3 vote NO, no initials are put
down and that item can be chosen again later on.
The SITUATION CARD is put to the bottom of the
set, and the above procedure is repeated.
The winner is the first student in each group to win
5 items.
SPEAKING PART 4
discussion / on topics related to Part 3.
The focus for Speaking Part 4 is expressing
and justifying opinions / agreeing /
disagreeing and speculating.
interviewer. Give the interviewer in each group a

copy of the TOPIC CARDS.
Explain that the interviewer is going to ask each
team of two to talk about some subjects that are
typical in the speaking test of the FCE Exam.
For each subject, the teams will have to talk for 2
MINUTES.
The interviewer should take a card at random from
the set of TOPIC CARDS, and read the question to
one of the teams.
He/she should NOT SHOW THE CARD TO THE
TEAMS.
The two members from that one team should talk
together for 2 minutes.

PREPARATION
Copy the TOPIC SHEETS below and cut into cards
one set per 5 students.
METHOD
Introduce the activity by asking students to think
about some topics they might be asked to discuss
in the final part of the speaking test. (tourism/ the
environment / work / travel and holidays /
celebrations / technology / entertainment /
education /) put on the board.
Divide the class into 2 groups of 5 (if small class
one group and one interviewer) and elect one
While they are doing this, the interviewer will be

listening for ke words that are in the grid below
each topic.
Each time the interviewer hears the students use
one of the key words, he/she ticks it on the grid.
At the end of the 2 minutes, they must stop talking
and the interviewer awards them 1 point for each
key word they spoke.
Repeat with the second team using a different
topic card.
Repeat until each team has talked about 5
different topics.
The winning team is the team that accumulates
the most points by using the most key words.
Affair
A family
Unit objectives
Reading and Use of English Part 6:
Writing Part 1:
Listening Part 1:
You will hear people talking in eight different

situations.
Before
you listen,
1-8referencing and
Introduction
to task type;
skimming
for read
mainquestions
idea; using
and underline
main idea in each. An example
subject matter
to place the
sentences
has been done for you.
Introduction to task type; skimming for general ideas
This part tests your ability to understand a
variety of things; the general idea being
expressed,
a detail,
a reason
a purpose.
Introduction
to task type:
planning
andor
writing
an essay; expressing
personal opinions; using
whereas First, read the questions as a class and elicit the
KEY WORDS and suggest synonyms or
Introduction
to task type;
keythem
ideasfocus
in questions;
listening for
paraphrasing,
asidentifying
this will help
on
gist and for
specific
information;
askingfor.
questions
what
they should
be listening
Speaking Part 1:
Introduction
to task
type;
giving personal
information
and personal
Explain
that
the students
have time
to do this
opinions; before
giving extended
answers
the exam.
Pronunciation:
Word stress (1)
Vocabulary:
Phrasal verbs, e.g.

Unit
1: Exercise
2.describing
Tell
personality
and behaviour;
collocations
housework; collations
Students:
with
Starting Off
Work in Pairs
As a Warmer: with books closed, ask students to

note down three activities they do with their
family. In pairs, they should compare their
activities and say why and when they do them
(15 minutes)
ASK:
What aspects of family life do each of the photos
show?
Which of these activities do you most enjoy doing
with members of your family? Which do you
prefer to do with friends? Why?
How important is it for families to spend their
time together? Why?
Unit 1: Exercise 1: Listening

Part 1
Not to choose an option until they have heard

the whole piece
To listen for specific words and phrases which

give them the answer
To listen the second time to check their

answers
Play the first piece then elicit the correct answer

and the words they heard which gave them the
answer (I suspect she finds explaining algebra
and things quite fun ).
Then play each piece pause elicit answer etc.
Suggested Underling:
1. You hear part of a conversation with a boy
called Patrick. He thinks his mother helps
him because
A
B
C
She enjoys it (fun, likes) = the correct

answer
She worries about him (thinks about)
She has plenty of time (finds time = she
doesnt have time)
2. You hear a girl called Tracey talking to a

friend. What is her family doing to the
house at the moment?
A
B
C
Extending it (too small / not big enough)

Painting it (doing up / decorating) = the
correct answer
Cleaning it (tidy up\clean up)
3. You hear a girl called Vicky taking part in a

class discussion. How often does she do
sporting activities with her dad.?
A
B
C
more often than before (a lot more)

the same as before (still do now)
Less often than before (not so much
now) = the correct answer
4. You hear a boy called Costas talking about

family celebrations. How does he feel
about them?
A
B
C
bored (fed up / lost interest) = the

correct answer
embarrassed (red in the face)
amused (funny/good fun)
5. You hear a boy called Rajiv talking to his

sister on the phone. He is annoyed with her
because
A. She has taken something without
permission (borrowed) = the correct
answer
B She has gone out without telling him (sneaked
out/walked out)
C She has lost something he needs
6. You hear a boy called Marco talking to a
friend. He is tired because he has done too
much
A
B
C
answer
CD 1
Listen and choose the best answer (A, B or C)
Presenter: One. You hear part of a conversation

with a boy called Patrick.
Friend:
Do you help much around the house
then, Patrick?
Patrick: Not much. I make my bed and
occasionally do the washing-up, but Im
studying pretty hard for my exams at
the moment, so my mum ends up doing
most of the housework while I get on
with my studying. Even so, she still
finds time to give me a hand with my
studies from time to time. She used to
be a maths teacher and she knows Im
getting a bit nervous about the maths
exam. I suspect she finds explaining
algebra and things quite fun and
actually shes pretty good at it, too.
Presenter: Two. You hear a girl called Tracey
talking to a friend.
Friend
So, how often do you all do things

together as a family then, Tracey?
Tracey
Oh, all the time. I mean at least once a

week, at weekends. You see, we live in
this really old house which weve been
working on together. In fact, weve just
finished doing up the kitchen. Its been
great fun because weve all been doing
it together. We make a lot of mess, of
course, which we had to clear up, and
now were decorating it, so its looking
nicer and nicer. We had lots of really
big arguments about the colour, but, in
the end, I got my way.
Studying
Exercise = the correct answer
Travelling
7. You hear a girl called Samin leaving a

telephone message for her mother. She is
phoning to
A
B
C
Explain something
Complain about something (listen for negative
voice tone)
ask permission for something = the
correct answer
8. You hear an interview with a young musician

called Pau. Why does he say he chose to play
the trumpet?
A
B
C
It was the only instrument available

It was his favourite instrument
It was a family tradition = the correct
Track 02
Presenter: Three. You hear a girl called Vicky

taking part in a class discussion.
Teacher: Does anyone ever do sports with other
people in their family? Yes, Vicky.
Vicky:
Well, my dads a fitness fanatic, so hes

always running or cycling or doing
something energetic. I do sporty things
with him now and again, more often in
the summer though occasionally at
other times of the year as well. Hes
got a few days holiday at the moment,

so hes probably doing something
sporty right now. Hes always asking
me to go out cycling with him, but now
Ive got a boyfriend, so recently Ive
been spending more time with him and
not so much with my dad.
Friend: Hi, Marco. Whats the matter? You look

exhausted!
Marco:
Presenter: Four. You hear a boy called Kostas

talking about family celebrations.
Friend
I take it you dont enjoy family

celebrations then, Kostas?
Kostas
Not much, to be honest, I just feel they

go on for too long and Id prefer to be
out doing other things with my mates,
not sitting around listening to my uncles
and aunts and that. Everyones always
telling the same old jokes or singing the
same old songs and Ive heard them all
millions of times, so I guess Ive just lost
interest. I mean, its just not much fun
any more. I try not to show it, but, you
know, I just wait for things to end and
then, when I get the chance, I go out
with my friends. Thats what I really
like.
Presenter: Seven. You hear a girl called Samin

leaving a telephone message for her
mother.
Samin:
Presenter: Five. You hear a boy called Rajiv

talking to his sister on the phone.
Lina:
Hiya!
Rajiv:
Are you still at Jasvinders house?
Lina:
Yeah, why? Were just playing some

games.
Rajiv:
Computer games? Ive been looking for

my laptop you wouldnt have any idea
whats happened to it, would you?
Lina:
Oh, Ive just borrowed it for the evening.

Hope you dont mind.
Rajiv:
Oh, honestly! Youre always using my

stuff without asking me, and Ive got
this really important homework project!
Now what am I going to do?
Lina:
Use Dads computer instead. He wont

mind.
Rajiv:
Look, I cant do that Ive got

everything saved on mine and youve
just walked off with it.
Presenter: Six. You hear a boy called Marco

talking to a friend.
I am! You see, we went on this family

outing yesterday. My mum said itd be
good for me to have a break from all my
school work she says Ive been
working too hard. Anyway, we went
down to the seaside which is quite a
long way, as you know, and then my
dad and I spent ages swimming and
playing in the sea. Mum had to drive us
home, we were both so worn out by the
time we came out!
Hi, Mum! Its Julias birthday today.

Anyway, shes having a party, and Ive
been with Susana and Clare to buy her
a present. We got her a really nice bag,
but it was quite expensive. Anyway, the
reason Im phoning yous because shes
invited us to spend the night at her
place. Is that all right, Mum? It is
Friday night, so I dont have to get up
early tomorrow or anything. Ill give
you a call when I want you to come and
pick me up.
Presenter: Eight. You hear an interview with a

young musician called Pau.
InterviewerPau, you play the trumpet in the
town band. Why did you go for that
particular instrument?
Pau:
Well, I dont think I really had a choice.

Thereve always been trumpeters in the
band from my family and my granddad
gave me his when he stopped playing,
so I think hed have been shocked if Id
chosen something else. I quite like it,
but I think Id prefer the guitar because
then I could play in a rock band instead.
Perhaps Ill learn that as well you dont
have to just choose one instrument.
You can play others as well.
Unit 1: Exercise 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?
How often DO you all DO things together as a
family? (Pres.Simple)
3. You ever do sports with other people in your
family?
DO you ever do sports with other people in
your family?
Unit 1: Exercise 1.
Match these phrasal verbs from Listening Part 1
with their definitions.
1
get on with
(c) = continue doing something, especially
work
2.
do up
(f) = Repair or decorate a building so that it
looks attractive
3.
clear up
(d) = make a place tidy by removing things
from it or putting them where they should be
4.
go on
(b) = continue
5.
wear out
(e) = make someone extremely tired
6.
pick up
(a) = collect (or go and get) someone or
something
4. Are you enjoy family celebrations?

DO you enjoy family celebrations?
5. How other members of the family annoy you?
How DO other members of the family annoy
you?
6. You have any family traditions?
DO you have any family traditions?
Unit 1: Exercise 4.
Now take turns to ask and answer questions 1 6
in Exercise 3.
Unit 1: Exercise 2.
Complete these sentences by writing a phrasal
verb from Exercise 1 in the correct form in each of
the gaps.
Vocabulary
Phrasal Verbs
1.
AS A WARMER With books closed, ask students

in pairs to write down 3 or 4 phrasal verbs they
know. Round up with the whole class and write the
verbs on the board.
I need to get on with my homework project,

otherwise I wont finish it for tomorrow.
2.
Mati had a little sleep because she felt worn

out after spending all morning clearing up the
mess in her room.
Elicit example sentences containing the phrasal

verbs and ask students what each one means.
3.
I got bored with the film because it went on

for too long.
4.
Well need to pick up some more pots of paint

if were going to do up your room this
weekend.
ASK: Why are phrasal verbs difficult to learn?

(Suggested Answer: Because it is often difficult to
see the relation between the parts of a phrasal
verb and its meaning particles/prepositions are
difficult to remember)
HOMEWORK FOLLOWING PAGE (remind

students to use a dictionary)
Phrasal Verb Practice

Rewrite each sentence so that it contains the phrasal verb in brackets. You
may have to change the form.
Sorry, but I haven't found time to fix your bike yet.

(get round to)
Sorry, but I havent got round to fixing your bike yet.
Oh bother, we don't have any milk
left.
(run out of)
.
It took me a long time to recover from my illness. (get over)
..
d) Julie must be too old to bite her
nails.
(grow out of)
..
e) I think we've found an answer to the
problem.
(come up with)
..
f) I don't think I'm well enough to play football today. (feel up to)
..
Ann is someone I really
respect.
(look up to)
.
h) I must arrange to have the kitchen
painted.
(see about)
.
i) Please help me. I'm relying on you.
(count on)
.
j) Peter is just like his father!(take after)
Unit 1: Reading and Use

of English Part 6
+ WHATS THE TASK
TYPE FOR PART 6?
The task type for Part 6 is

Reading Gapped Text with 6
questions.
+ WHATS THE
FORMAT OF PART 6?
The format is a text with

missing sentences and a
choice of 7 option sentences
but one sentence is not
needed.
AS A WARMER: Ask students to look at the

photos on pages 10 and 11.
critical uncritical concerned unconcerned

enthusiastic unenthusiastic mature immature
organised unorganised reasonable
unreasonable responsible irresponsible
sensitive insensitive
PREFIXES AND SUFFIXES

Prefixes
You can give some words the negative meaning by
adding a prefix (e.g. dis + like = dislike) to the
beginning of a word. Here are some common
prefixes which give a negative meaning:
dis-:
ASK: What do you think these teenagers parents

would say about each of the teenagers in the
photos?
in-:
un-:
Ask students to work in small groups and make a

list of 4 or 5 adjectives that parents often use
about their teenage children, e.g. untidy.
Before many words beginning with :
Write their adjectives on the board.
m and p we add the prefix im : impatient
Ask them which ones are positive and which ones

are negative. If there are many more of one than
the other, ask them why.
r we add the prefix ir : irresponsible
Encourage students to copy useful or unfamiliar

adjectives into their notebooks.
TELL ME 3 COMMON PREFIXES THAT GIVE A

NEGATIVE MEANING
Then move on to the vocabulary exercises in the

book.
+ DIS, IN and UN
Note: All the adjectives listed in this exercise are

classified in the English Vocabulary Profile at B2
level.
Unit 1: Exercise 1:
discourage
inexperienced
unbelievable
I we add the prefix il : illegal
(CALLAN STYLE)
WHAT PREFIX DO WE ADD TO WORDS

BEGINNING WITH I
We add the prefix il to words beginning with I
GIVE ME AN EXAMPLE PLEASE
Illegal
Work in pairs. You are going to read an article

giving advice to Parents. Before you read, write
these adjectives in the most appropriate column
below.
ANSWERS
Usually Positive: concerned, enthusiastic, hardworking, mature, organised, reasonable,
responsible, self-confident, understanding
Usually Negative: aggressive, anxious, badtempered, critical, impatient, impolite, unreliable
Could be either: sensitive, strict
Unit 1: Exercise 2:
Add one of these prefixes dis-, un-, im-, ir-, in- to
each of these words to make opposites.
ANSWERS:

BEGINNING WITH m and p
We add the prefix im
Impatient
BEGINNING WITH r
We add the prefix ir
Irresponsible
Other prefixes and their meanings:
mis-: usually means wrongly or badly:

misunderstand
re-:
usually means do again and is
often added to verbs: rewrite = write again
Work in groups.
1.
inter-: means between or among:

interact
Make a list of things that parents

sometimes say about their teenage
children.
Hes so bad-tempered! He gets angry
whenever I ask him to tidy his room!
Shes very hard-working. She spends
hours studying in her room.
Note: When you add a prefix to a word, the

spelling of the original word does NOT change
(CALLAN STYLE)
mis usually means wrongly or badly
What do you think parents can do to

live happily with their teenage
children?
Listen to what their children say.
WHAT DOES THE PREFIX mis MEAN?
Misunderstand
WHAT DOES THE PREFIX re MEAN?
re usually means do again
Rewrite
WHAT DOES THE PREFIX inter MEAN
Inter means between or among
Interact
2.
To get them started elicit a few more ideas from

the whole class.
Extension Idea 1: Ask: Do you think parents and
children have always had the same attitudes
towards each other, or are they changing? Why?
Extension Idea 2: If your students are from
different countries, ask some of these questions as
appropriate:
How do the attitudes vary between the different
nationalities in this class?
Are there some things which are the same for all
nationalities?
WHEN YOU ADD A PREFIX TO A WORD, DOES

THE SPELLING OF THE ORIGINAL WORD
CHANGE?
Why do you think this is?
No, the original word doesnt change
SUGGESTED HOMEWORK ACTIVITY FOR

USE OF ENGLISH PART 6 ON NEXT PAGE
ADDING SUFFIXES
You can form verbs, nouns, adjectives and adverbs
from other related or base words by adding a
suffix to the end of a word (e.g., appear + ance =
appearance)
There are no clear rules each word and the words
which can be formed from it must be learned
individually.
REFER STUDENTS TO PAGE 195 IN THEIR
STUDENT BOOK FOR A LIST OF SOME OF THE
MOST COMMON SUFFIXES
Unit 1: Exercise 3:
Work in pairs. Which of the adjectives in Exercise 2
describe typical attitudes of parents to teenagers?
Why? Which describe typical attitudes of
teenagers to parents? Why?
Students own answers. These may depend very
much on local culture.
Unit 1: Exercise 4:
A These two interests come together in The

Wisdom of Birds
B The Wisdom of Birds concludes with a striking
image.
C Much the same could be said today.
D Some of them come in for particular criticism in
the book.
E These, and the fine production of the book
itself, add immensely to the readers
satisfaction.
F The subject was neglected for decades.
G The names they come up with are strong
contenders.
H Instead, Birkhead explores ornithological

themes such as birdsong, the breeding cycle
and migration, moving back and forth across
Unit 1: Exercise 5:
Point out to students that the reading task requires
them to replace missing sentences in the
numbered gaps. The sentences are listed after the
text. This task tests students ability to
understand:
1.
how texts are structured and how the

information and argument of a text
develops.
2.
referencing within and around the missing

sentences.
For this reason, good exam technique is to read

the main body of the text first, identifying the
main idea of each paragraph.
Tell students that by making notes next to each
paragraph, they are seeing how the text is
organised and structured.
When they have finished, ask them to compare
their notes in pairs.
Suggested answers:
Para.2: trust teenagers to behave responsibly
Para 3: brain development
Para 4: scientific findings about teenage behaviour
Para 5: negotiation and compromise
Para 6: concentrate on your goal
SURVIVING TEENAGERS
It might be difficult to accept, but a new approach
to living happily with teenagers is for parents to
look at their own behaviour.
The key to getting teenagers to respect you is to
respect them first, says Penny Palmano, who has
written a best-selling book on teenagers. You
cant continue to treat them the same way that
you have been treating them for the previous 12
1G
years: they have opinions
that count.
Youd be very upset. Youd never say that to an
adult, because it shows a total lack of respect.
Palmano, who has a daughter aged 19 and a 16
year-old stepdaughter, has even allowed the
children to hold several teenage parties at her
home. They passed without problems. Ive found
that if you have brought them up to do the right
thing, and then trust them to do it, usually theyll
behave well, she says. I make them sandwiches
and leave them alone. But I make it2E
clear that
they have to clear up any mess
She agress that teenagers can be irritating:
enjoying a world that is free of responsibility, yet
desperate for independence. She doesnt think,
however, that they are trying to annoy you. Until
recently, scientists assumed that the brain

finished growing at about the age of 13 and that
teenage problems were a result of rising hormonex
and a desire for independence.
This would explain why many teenagers cant

make good decisions, control their emotions,
prioritise or concentrate on
4
several different things at the
same
time.
It means that they do not intentionally do the
wrong thing just to annoy their parents, says
Palmano.
The key to happiness for all, Palmano believes is

calm negotation and compromise. If you want
your teenagers to be home by 11pm, explain why,
but listen to their counter-arguments. If
its a Saturday, you might consider
5B
agreeing to midnight (rather than 1am,
which is what they had in mind).
Instead, ask if theyve had a problem with public
transport and let it pass: theyve almost managed
what you asked. She urges a bit of perspective
about other things, too. There have been times
when my daughters room has not been as tidy as I
expected, but as she said once, Im a teenager
what do you expect? Im not turning into a
criminal, its just clothes on the floor.
Its vital to choose your battles carefully; dont
criticise teenagers for having an untidy room, then
suddenly criticise them for other things.
6F
One minute, its about an untidy room and the
next,
yourre saying, And another
thing and criticising them for everything.
(D - is not needed)
Adapted from The Daily Telegraph
Unit 1: Exercise 6:
Six sentences have been removed from the article.
Choose the correct sentence from A-G which fits
each gap (1-6).
There is one extra sentence which you do not
need.
Use the underlined words and phrases in the
sentences and in the text to help you (however, in
the exam nothing is underlined).
A
But it turns out that the region of the brain

that controls common sense and emotions
is not fully mature until the early twenties.
If they are up to 20 minutes late , dont

react angrily.
For example, they may find it difficult to

make the right decision between watching
television, ringing a friend or finishing their
homework.
decide how to avoid this situation in the

future.
Parents often complain that teenagers can

be charming to people outside the home
but irritating to their family.
It is Saturday night. You went out with your

friends, but you promised your parent(s) you
would be back by midnight. However, you got
home half an hour late.
Ive never had a problem; in fact, the

kitchen was sometimes cleaner than Id
left it.
On these occasions, parents tend to

mention all the other things that they
may or may not have done wrong.
Imagine if youd spent two hours getting

ready to go out for the evening and
someone said, Youre not going out
looking like that, are you? (lack of respect)
Teenage Son/Daughter
Have a conversation with your parents.

Explain what happened and discuss how to
avoid this situation in the future.
Unit 1: Grammar:
Present Perfect Simple and
Continuous
CALLAN METHOD
Unit 1: Exercise 7:
Work in groups of four. Two students should take
the role of parents and two students should take
the role of teenagers.
Before students start, ask them to read their roles
and then discuss with the class:
The grammar rule for Present Perfect Simple

is : HAS/HAVE plus PAST PARTICIPLE
+ WHATS THE GRAMMAR RULE FOR PRESENT PERFECT
SIMPLE?
How the text says parents should react in this

situation, and how they think normal parents
would react in this situation
The difference between the Present Perfect

Simple / and the Present Perfect
Continuous /is that the Present Perfect
Simple emphasizes the RESULT of an action /
whilst the Present Perfect Continuous
emphasizes the ACTION / ACTIVITY
How they personally would behave in this

situation as teenagers and whether the
average teenager might behave differently.
Accin que comenz en el pasado y que acaba de

finalizar. Pone el nfasis en el resultado.
Tell students that there are clearly different ways

of playing these roles, so they can choose how to
do it.
Work with the student who has the same role

as you. Read your role and prepare what you
are going to say.
When you are ready, change partners and
have your conversations.
Parents
It is Saturday night and your teenage
son/daughter has gone out with friends. You
are annoyed because:
o
You asked them to be back by

midnight and they came home half an
hour late
You phoned their mobile but they did

not answer
This has already happened once

before this month.
Have a conversation with your teenage

son/daughter. Find out what happened and
+ WHATS THE DIFFERENCE BETWEEN THE PRESENT

PERFECT SIMPLE AND THE PRESENT PERFECT
CONTINUOUS?
The gr
HAS/HA
The Pres
an action
emphasi
We CANNOT use specific time expressions /

with the Present Perfect Simple.
+ WHAT CANT WE USE WITH PRESENT PERFECT SIMPLE?
We can
Present
Some examples of specific time expressions

are: yesterday / one year ago / last week /
when I was a child / at that moment / one day
/ that day etc.
+ GIVE ME SOME EXAMPLES OF SPECIFIC TIME EXPRESSIONS
Yeste
child
We CAN use unspecific time expressions /

with the Present Perfect Simple.
+ WHAT CAN WE USE WITH PRESENT PERFECT SIMPLE?
Some examples of unspecific time

expressions are: ever, never, / once, many
times, / several times / before, so far, /
already, yet etc.
We can
Present
+ GIVE ME SOME EXAMPLES OF UNSPECIFIC TIME

EXPRESSIONS
The grammar rule for Present Perfect
Continuous is : HAS/HAVE plus BEEN plus
PRESENT PARTICIPLE
PRINT OFF THE FOLLOWING PRESENT

PERFECT SIMPLE AND CONTINUOUS
HANDOUT 1 - FOR THE STUDENTS HANDOUT
FILE (FOR TEACHERS: SUGGESTED PRESENT
PERFECT TENSE HOMEWORK ACTIVITY):

CONTINUOUS?
We CAN use durations / with the Present
Perfect Continuous / such as / for 5 minutes /
for 2 weeks / since Tuesday / recently / lately
etc.
+ WHAT CAN WE USE WITH PRESENT PERFECT CONTINUOUS?
We use the Present Perfect Simple / to say

HOW MUCH has been completed / or HOW
OFTEN something has been done / to often
DESCRIBE AN ACTION that is now completed
and a PERMANENT SITUATION
Tambin se utiliza para indicar cuantas acciones se
han realizado.
+ WHEN DO WE USE THE
PRESENT PERFECT SIMPLE?
We use the Present

Perfect Simple to say
how much has been
completed or how often
something has been
done, to often describe
an action that is now
completed and a
permanent situation
An example of Present Perfect Simple is: I

ve phoned my friends and theyre coming to
the party
+ GIVE ME AN EXAMPLE OF THE PRESENT PERFECT SIMPLE
We use the Present Perfect Continuous / to

say HOW LONG one activity has been
happening / to show that an activity has
CONTINUED FOR A PERIOD OF TIME /and may
mean that it is STILL CONTINUING / and a
TEMPORARY SITUATION.
Destaca la accin en si misma ms que el
resultado. Tambin la duracin de una accin que
comenz en el pasado y que acaba de finalizar o
continua.
+ WHEN DO WE USE THE PRESENT PERFECT CONTINUOUS?
An example of Present Perfect Continuous is:

/ Ive been phoning my friends. Thats why I
havent done my homework
+ GIVE ME AN EXAMPLE OF THE PRESENT PERFECT
CONTINUOUS
PRESENT PERFECT SIMPLE & CONTINUOUS

STUDENT HANDOUT
An example of Present Perfect Continuous is: / Ive been

phoning my friends. Thats why I havent done my
homework
The grammar rule for Present Perfect Simple is :

HAS/HAVE plus PAST PARTICIPLE
+ GIVE ME AN EXAMPLE OF THE

PRESENT PERFECT CONTINUOUS
+ WHATS THE GRAMMAR RULE FOR PRESENT PERFECT SIMPLE?

The difference between the Present Perfect Simple / and
the Present Perfect Continuous /is that the Present
Perfect Simple emphasizes the RESULT of an action /
whilst the Present Perfect Continuous emphasizes the
ACTION / ACTIVITY Accin que comenz en el pasado y que
acaba de finalizar. Pone el nfasis en el resultado.
+ WHATS THE DIFFERENCE BETWEEN THE PRESENT PERFECT SIMPLE AND
THE PRESENT PERFECT CONTINUOUS?
We CANNOT use specific time expressions / with the
Present Perfect Simple.
+ WHAT CANT WE USE WITH PRESENT PERFECT SIMPLE?
Some examples of specific time expressions are:
yesterday / one year ago / last week / when I was a child /
at that moment / one day / that day etc.
+ GIVE ME SOME EXAMPLES OF SPECIFIC TIME EXPRESSIONS
We CAN use unspecific time expressions / with the Present
Perfect Simple.
+ WHAT CAN WE USE WITH PRESENT PERFECT SIMPLE?
Some examples of unspecific time expressions are: ever,
never, / once, many times, / several times / before, so far, /
already, yet etc.
+ GIVE ME SOME EXAMPLES OF UNSPECIFIC TIME EXPRESSIONS
The grammar rule for Present Perfect Continuous is :
HAS/HAVE plus BEEN plus PRESENT PARTICIPLE
+ WHATS THE GRAMMAR RULE FOR PRESENT PERFECT CONTINUOUS?
We CAN use durations / with the Present Perfect
Continous / such as / for 5 minutes / for 2 weeks / since
Tuesday / recently / lately etc.
+ WHAT CAN WE USE WITH PRESENT PERFECT CONTINUOUS?
We use the Present Perfect Simple / to say HOW MUCH
has been completed / or HOW OFTEN something has been
done / to often DESCRIBE AN ACTION that is now
completed and a PERMANENT SITUATION Tambin se utiliza
para indicar cuantas acciones se han realizado.
PRESENT PERFECT SIMPLE?
We use the Present Perfect

Simple to say how much has
been completed or how often
something has been done, to
often describe an action that
is now completed and a
permanent situation
An example of Present Perfect Simple is: Ive phoned my

friends and theyre coming to the party
+ GIVE ME AN EXAMPLE OF THE PRESENT PERFECT SIMPLE
We use the Present Perfect Continuous / to say HOW LONG
one activity has been happening / to show that an activity
has CONTINUED FOR A PERIOD OF TIME /and may mean
that it is STILL CONTINUING / and a TEMPORARY
SITUATION. Destaca la accin en si misma ms que el
resultado. Tambin la duracin de una accin que comenz en el
pasado y que acaba de finalizar o continua.
PRESENT PERFECT CONTINUOUS?
We use the Present Perfect

Continuous to say how long
one activity has been
happening, to show than an
activity has continued for a
period of time and may mean
that it is still continuing and a
temporary situation.
An example of Present
Perfect Continuous is Ive
been phoning my friends.
Thats why I havent done
my homework.
(g)
Did you two meet / Have you to

met before? Eric, this is Amanda.
(h)
Did you meet / Have you met

anyone interesting at the
reception?
3.
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.
(a)
Steve started learning the violin a

month ago.
1. Underline the most suitable verb

f or m in each sentence.
LEARNING
Steve
....
....... the violin for a month.
(a)
Did you see / Have you seen my
bag anywhere? I cant find it.
(b)
Larry is writing / has been
writing / has written his novel for the
last two years.
(c)
(d)
(e)
(f)
(b)
From the minute he got up this

morning, Gary asked / has
asked / has been asking silly
questions.
Have you given / Did you give
Helen my message when you
have seen / saw her?
Sorry, could you say that again? I
didnt listen / havent listened /
havent been listening to you.
The police think that they found /
have found your wallet, so call
this number.
I havent been to an Indian

restaurant for ages.
SINCE
Its ages
. to an Indian restaurant.
(c)
When she heard the results, Mary

began to feel more confident.
BECOME
Since hearing the results,
more confident.
Task 2 - Write the suitable signal words on the lines. There are sentences where more signal words can b
1) Sally has _________ finished his last book. I have _________ read such an interesting novel _________.
2) We _________ havent received their invitation card.
3) * What a great smell! * I have _________ baked a cake for my children.
4) Our team has had more trainings _________.
5) My mum hasnt had an accident _________ she got her driving licence.
6) Has the prime minister _________ travelled to the USA?
7) Theyve been on holiday _________ a fortnight.
8) Steve has _________ tried to cheat on a test. He studies hard.
Susan V Toth
9) I have _________ thought about our possibilities.
Unit 1: Exercise 1:
10) She hasnt played tennis _________ then.
11) We can have lunch. I have _________ set the Ask
table.
students which sentences are present perfect
12) His uncle has written two books _________. simple and which are continuous.
13) Ms Greene has acted in our theatre _________ a season.
14) My neighbours _________ havent cut the grass.
15) Dave has _________ been late. He is always on time.
17) Have they taken some photos _________?

18) Have you _________ told a lie to your mum?
_________
foundin
his
pen. and
Look at each19)
of He
the has
pairs
of sentences
italics
6
20) Jane has
seen
the doctor _________.
answer the questions
that
follow.
1
a Penny Palmano has written a bestselling book on teenagers.

b Shes been writing books for more than
20 years
Which sentence (a or b) talks about
1. the result of an activity (1a)

(emphasises the RESULT = PS)
2. the length of an activity (2b)
(emphasises the ACTIVITY=PC)
2
a Ive been learning how to do things like
carpentry and so on.
b Ive phoned her more
than six times, but she never answers the phone.
1. how many times something has been
repeated? (2b)
2. changes or developments which are not
finished? (2a)
3
a Ive been helping my mum while her

assistance is on holiday.
b Weve lived in this house since I was a
small child
something which is
1. temporary? (3a)
2. permanent? (3b)
Unit 1: Exercise 2:
Before students do the exercise, elicit why the
example in question 1 is continuous (it
emphasises the activity) Ask students to check
their answers together in pairs and, where they
disagree, discuss. Encourage them to look at the
Language Reference Section on page 195 when
doing the exercise.
Complete these sentences by writing the verbs in
brackets in the correct form (present perfect
simple or continuous) in the gaps.
1
We cant leave Adrianna to run the shop.

She has only been working (only work)
here for a few days.
We have spent (spend) every summer

in Crete since I was a child, so itll be sad if
we dont go there this year.
Im really tired because I have been

cooking (cook) all day!
Unit 1: Exercise 3:
Tell students that candidates frequently make
mistakes in the exam and that its important to:
pay special attention when using the present

perfect to avoid these mistakes
be able to find and correct these mistakes if

they make them themselves
Use the example in question 1 to elicit WAS is

wrong and should be replaced by HAS BEEN
(Answer = because SINCE indicates that it is
something which started in the past and is
still true now).
Do questions 2 and 3 with the whole class so
they see what they should be doing. The can do
questions 4-8 in pairs.
Spanish speaking exam candidates often make
mistakes with the present perfect simple and
continuous. Correct one mistake with a verb
tense 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 have learned

so many interesting things which I didnt
know how to do before.
This isnt the first time I work have

worked at a camp.
My name is Sarah Beauland, Im 25 years

old and I play have been playing tennis
since 1990.
5.
Since I started the project, I had have

been doing research on someone famous
from my country.
I ve been visiting (visit) friends,
I
Task 1 -soChoose
the correct answer.
havent spoken to my parents1)yet
today
Why
havent you called
the
doctor
_____?are friends have been
6.
Vicky
and Kostas
2) Have you _____ been to the
Bahamas?
friends
for many years. They actually met
I have asked (ask) him to tidy his room
3) I have _____ read your e-mail.
at primary school.
several times.
4) We havent met _____ the summer festival.
had have
been
The manager
_____ 7.
hasntThey
decided
what to
do.talking about it for
I have cleaned (clean) the 5)
kitchen,
so
years, but nothing has been done up to
6)
Have
you
seen
him
_____?
what would you like me to do next?
now.
7) They have had their house
_____ two and a half years.
8) Dan
has _____ climbed a mountain. (This is the first time.)
My neighbour has been playing
(play)
I dance
havedrug
been
dancing but
since
I was to write one abou
9)
I
have
_____ written8an article
about
addiction
I have
the violin for the last three hours and its
very
young
and
now
Im
working
very
hard
10) Prices have gone up _____.
driving me mad!
to fulfil my dream of becoming a famous
dancer.
Congratulations! You have passed
(pass) the exam with really high marks!

of English
Part 2
7 make (=a)
g the washing out to dry
8 sweep (=c)
h the washing-up
Unit 1: Exercise 2:
Who does each of the chores in Exercise 1 in your
family, and why?
CALLAN METHOD EXAM INFORMATION

The task type for Part 2 / is an Open Cloze
with 8 questions.
We all do our own ironing because were all very

busy. My dad gets the dinner ready because he
says it helps him relax.
Which of the chores do you not mind doing? Which

would you prefer to avoid?
Unit 1: Exercise 3:
In Reading and Use of English Part 2, you read a

text of 150-160 words with 8 gaps where words
have been removed.
You write 1 word in each gap, (You have to think of
the word there are no given options in Part 2).
This part tests your knowledge of grammar, e.g.
articles (a, the, an), prepositions (to, with, by, etc),
modal verbs (can, must, should, etc), auxiliary
verbs (do, did, have, etc), pronouns (it, them,
which, etc), conjunctions (and, although, but, etc),
quantifies (much, few, a little etc).
Reading and Use of English Part 2, the open cloze,

tests students knowledge of language structures
and their understanding of the text. The words
they need will either be grammatical words, such
as, articles, prepositions and auxiliary verbs,
or lexico-grammatical words, such as linking
words, parts of phrasal verbs and fixed
phrases. Extensive reading outside the
classroom is useful preparation for this and other
parts of the exam, as it builds up students
knowledge of English.
Tell students it is important to skim the text first
to get an idea of the content and argument
before they deal with the questions. Give students
one minute to skim the text.
AS A WARMER: With books closed, ask students

to brainstorm different household tasks in small
groups (or as a class).
Answers:
For pocket money, preparation for
adult life, duty to parents, because its fair, their
parents make them
Round up the activity by writing the ideas on the

board, then ask students to work in their groups
and say which tasks they enjoy doing, which they
dont mind doing and which they hate doing and
It is used in affirmative
why.
Unit 1: Exercise 4:
You can help students with this type of exercise,

which they will find challenging to start with, by
eliciting
guiding
them towards the
sentences in present perfect. It goes between have/has and
the past or
participle
form.
answers,
especially
for
the first few gaps. For the
e.g.:
I
have
just
heard
it.
Then ask them to do the exercise in the book.
Meaning: ____________
example (0):
Unit 1: Exercise 1:
Work in pairs. You will read an article about
housework. Before you read, match the verbs (18) with the nouns (a-h) to make phrases for
common household chores.
ask them to look at the position of the

gap in the 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? . pocket money.
1 do (=e)
a the beds
2 do (=h)
b the dinner ready
3 dust (=d)
c the floor
4 get (=b)
d the furniture
the meaning of the sentence
5 hang (=g)
e the ironing
the type of word (preposition, auxiliary verb,

etc) that they will need for the gap.
6 lay (=f)
f the table
Point out that they need to read around the gap

and think about:
For question 1, to guide them to the answer and to

make them aware that they need to consider
MEANING as well as grammar, ask:
what does it refer to? (doing household

chores)
what does SEE mean here (consider /

regard)
what type of word will go between the

pronoun and a noun phrase? (a preposition)
DONT GO THROUGH ALL THE ANSWERS UNTIL

THEY HAVE USED THE CLUES IN EXERCISE 5
NOW WORK THROUGH EXERCISE 5, PAGE 14
(SEE BELOW) THEN COME BACK TO
EXERCISE 4
Now check or complete your answers by using
these clues:
1.
2.
3.
This preposition is used with see to mean

believe it is (that thing). Other verbs which
are followed by this preposition are
consider and regard.
8.
This word is part of a two-word phrase

which means instead of.
Complete the text bySince

writing
one word
in eachtime.
gap.
is used
for a specific
since 8correctly.
oclock
Make sure that you spell e.g.:
the word
Meaning: ________________
According to a recent study of teenagers, most of

them do not do housework just FOR pocket
money (for = to express
purpose)
For is used
for general periods of time.
e.g.: for two weeks
While many do household

because they see
Meaning:chores
__________
it (1) AS a way of (a preposition goes
between a pronoun and a noun phrase)
getting ready for adult life, others feel they have a
We use it in affirmative statements.
duty toIt help
parents
because
it is
fair,
goes their
between
the auxiliary
verb
and
the perfect participle form.
especially
if
their
parents
work.
e.g.: Mary has already baked a cake.
Meaning: ____________
More than two-thirds of the young people who

were surveyed clean floors (2) AT least once a
week and more than 80% regularly set the table
for meals or (3) DO the washing-up. Girls are
more likely than boys to wash (4) THEIR
adjective
+ own)
clothes. It goes at the end of the sente
We(possessive
use it in interrogative
and negative
sentences.
e.g.: Have you seen it yet?
(5) THERE
are, however, a few teens who only
Meaning:
______________
do the housework because they are made (6) TO

by their parents. They argue that they should (7)
NOT be expected to help out at home because in
In other words, they clean floors a
their view, their teenage years are a period which
minimum of once a week.
You can make the
should be enjoyed (8) RATHER than (same as
sentence negative if you INSTEAD
put never between
have/has and
the household
past participle form of the verb. This time
OF) interrupted
with
Which verb do we use withe.g.
washing-up?
I have never been here. responsibilities.
Meaning: _______________
4.
Whose clothes do they wash?
5.
This word is often used to introduce a

sentence before the verb be.
6.
Their parents make them do the

housework = They are made .. do the
housework by their parents.
7.
Do you understand that a minority of teens

mentioned in this paragraph believe they
should help?
Unit 1: Exercise 6:
Work in pairs. Do you think what the text says
about the teenagers and household chores is true
Mostly
used in
in your country as
well?
interrogative sentences.
It goes
between
have/has and the past participle form.
Do this briefly,
5 minutes
maximum
e.g. Have you ever been here?
Meaning:
____________ USE OF ENGLISH
PRINT OFF
THE FOLLOWING
PART 2 HOMEWORK ACTIVITY
It is used in negative
sentences in present perfect. It goes before the negative form of the auxiliary
e.g.: I still havent done it.
Meaning: ____________
We use it in each
sentence. It goes at the end of the sentence.
e.g.: She hasnt been here lately
Meaning: ____________
Unit 1: Vocabulary
Collocations with make and
do
As a warmer: With books closed, elicit household
chores with make or do, e.g. make the bed, do
the ironing, etc. Ask students if they can think of
other phrases with make or do, e.g. do homework,
make friends, etc.
Tell students to keep a section of their notebooks
for collocations and to copy the table into their
notebooks, where they should complete it.
Unit 1: Exercise 1:
Complete the third column of the table below by
writing these words and phrases in the correct row
Answers:
Make: an arrangement, the bed, a change, a
choice, a decision, an effort, an excuse,
friends, an impression, a mistake, money,
a noise, a phone call, a plan, progress, a
promise
Do:
business, the cleaning, a course, (an)

exercise, a favour, homework, housework,
a job, the shopping, (a) sport, work
Unit 1: Exercise 3:
Work in pairs. Each choose five words/phrases
from the box in Exercise 1 and think about when
you did or make 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.
Unit 1: Speaking Part 1

+ WHATS THE TIMING AND
PERCENTAGE FOR LISTENING?
+ HOW MANY PARTS ARE

THERE IN TOTAL?
Ask students to do this exercise without referring

to the table from Exercise 1. When they have
finished, they can look at it to check their answers.
Spanish-speaking exam candidates often confuse
make and do. Complete these sentence by writing
make or do in the correct form in the gaps.
1 According to a recent study of teenagers, most
of them [do] not do housework just for pocket
money.
2 I always [make] my own bed in the morning,
but I dont [do] any cleaning.
3 He had to [make] a phone call in order to
[make] the arrangements.
4 Essential changes should be [made] so that we
avoid [making] the same mistake in the future.
5 People who [do] language courses tend to
[make] a lot of friends at the same time.
6 This weekend, as well as [doing] the shopping,
Im hoping to [do] some outdoor activities as
well.
SPEAKING PART 1
+ WHATS THE TASK TYPE
FOR SPEAKING PART 1?
The task type for

Speaking Part 1 is a
conversation between the
examiner and each
candidate.
+ WHATS THE TIMING FOR

SPEAKING PART 1?
The timing for Speaking

Part 1 is 2 minutes.
+ WHATS THE FOCUS FOR

SPEAKING PART 1?
Unit 1: Exercise 2:
The timing for the

Speaking part of the
exam is 14 minutes and
carries 20% of the total
marks
The focus for Speaking

Part 1 is general
interaction and social
language.
In Speaking Part 1, the examiner asks you

questions about yourself. These may include
questions about your life, your work or studies,
your plans for the future, your family and your
interests, etc.
This part is intended to break the ice and tests
your ability to interact with the examiner and use
general social language.
As a warmer: Some of the questions may be
predictable to some extent, so students should
ensure that they now the vocabulary to describe,
for example, their studies, their interests,
their family and their neighbourhood.
However, they should not memorise preprepared answers, as the examiner will recognise
these and be unable to assess them: the
examiners task is to assess the quality of
spontaneous speaking.
The 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.
Point out that although this part of the Speaking

paper may be perceived as easier than the other
parts, it is assessed in the same way and so
requires equally serious preparation. It is an
opportunity to make a good first impression.
Discuss the question above and then ask a few

comprehension questions:
1.
Where is Irene from? (Llanes, north coast

of Spain)
Unit 1: Exercise 1:
2.
What does she like about Llanes? (quiet

place in the winter; relaxed atmosphere;
wonderful beaches; surrounded by lovely
countryside;)
3.
What does Peter like about Bremen and

where is Bremen? (his friends, the shops,
the sports centre northern Germany)
Look at these two questions, which the examiner

may ask you in Speaking Part 1.
Where are you from?

What do you like about the place where you
live?
1.
2.
Which question asks you to give your

personal opinion? (2nd) Which asks you for
personal information (1st)
Which question can be answered with quite
a short phrase? (1st) Which question needs
a longer answer? (2nd)
Unit 1: Exercise 2: Listening

CD1 Track 03
Listen to two candidates, Irene and Peter,
answering the questions above. Who do you think
gives the best answers? Why?
Suggested Answer: Irene: she answers in
sentences, not single words; she gives some
extra details.
CD1 Track 03
Examiner:
Irene:
Im from Llanes. Its a small town on the

north coast of Spain, which becomes
quite a busy tourist resort in the summer.
Examiner:
Irene:
So, Irene, where are you from?
And what do you like about Llanes?
Well, its a fairly quiet place in the winter,

so it has quite a relaxed atmosphere, but
its got wonderful beaches nearby and its
surrounded by lovely countryside. Also,
Ive got lots of friends in the area, so I
have a very active social life. And, of
course, most of my family and relations
live nearby, too.
Examiner:
And you, Peter, where are you
from?
Peter:
Unit 1: Exercise 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?
Go through the phrases first as a class.
Ask students to think of two or three other
adjectives (and synonyms)that they can add to the
list. Round up ideas with the class and write
appropriate adjectives/synonyms on the board for
students to copy.
a
a large industrial city big / substantial
b
a relaxed atmosphere tranquil /
peaceful
c
a busy tourist resort
crowded /
bustling
d
in the middle of some great countryside a
rural setting
e
a pleasant residential district
a lovely
housing estate
f
an important business centre
influential business park
g
some impressive architecture incredible
buildings
h
a lot of historic buildings old
I
some pretty good shopping great shops
K
a busy city centre crowded
L
wonderful beaches nearby
beautiful/pretty/coastal area
Now students have to use some of the above
phrases and describe where they live, but when
they say an adjective say CHANGE (beautiful for
example) students to use another synonym of
that adjective. Do it quick Callan style.
Unit 1: Exercise 4:
Bremen, in northern Germany.

Which of the phrases (a l) can you use with;
Examiner:
And what do you like about
Bremen?
It is [a, c, d, e, f]
Peter:
It has [b, e, f, g, h, i, j, k, l]
My friends, the shops, the sports centre
Examiner:
Do you come from a large family?
Unit 1: Exercise 5:
Pronunciation accounts for approximately 25% of
the mark in the Speaking paper. The
pronunciation syllabus in this course covers

aspects of discourse including word stress,
sentence stress, intonation, pausing and grouping,
and linking.
PRINT OFF THE FOLLOWING SPEAKING PART

1 HANDOUT 2 - FOR STUDENTS TO PUT INTO
THEIR HANDOUT FOLDER
Unit 1: Pronunciation:
Word Stress
In the Speaking paper, you will get higher marks if
your pronunciation is clear. In words of more than
one syllable, one syllable is stressed more than the
others. If you stress the wrong syllable, the word
becomes difficult to understand. In dictionaries
the stressed syllable is marked like this: industrial.
1
Underline the stressed syllable in each of

these words and phrases.
industrial
atmosphere
business
attractive
relaxed
wonderful
important
impressive
historic
residential
CD1 Track 04
Listen and check
your answers.
When students are doing Exercise 6 Speaking if

they say like, but, because, think ask them to
change it and use another synonym above (do it
quick Callan style)
How can you extend your answers to these two
questions? Think about Irenes extended answers
you heard in (Speaking) Exercise 2, and use the
frameworks below to help you. Put the following
on the board:
Examiner:
Where are you from?
Student: Well, its , so ..., but and Also
Well, its a quiet village, so its peaceful but theres

a bar and a shop. Also its only a 20 minute drive
to the nearest beach.
Unit 1: Exercise 7:
Now ask students to read the complete phrases

from the list in Exercise 3 concentrating on correct
word stress.
Work in pairs. Do as a class. Take turns to ask and

answer the questions in Exercise 6. Use some of
the vocabulary from (Speaking) Exercise 3.
CD 1
Unit 1: Exercise 8:
Track 04
Its a large industrial city

It has quite a relaxed atmosphere
It has some wonderful beaches nearby
Its an important business centre
The city has some impressive architecture
Work in groups of 3 with one student taking the

role of the examiner and asking the questions in
turn to the other two students, using the
framework on the board from exercise 6. After 3
or 4 questions, they can change roles so that all
students have practice at answering. Go round
the groups and check pronunciation etc.
My town contains a lot of historic buildings
Read questions 1 8
Recently they have built several quite attractive

buildings
1
Do you come from a large family?
2
What do you like about being part of a
large/small family?
3
Who does the housework in your family?
4
What things do you enjoy doing with your
family?
5
Tell me about your friends.
6
What things do you enjoy doing with your
friends?
7
Which are more important to you: your
family or your friends?
8
Do you have similar interests to your
parents?
I live in a pleasant residential district of the city
Unit 1: Exercise 6:
Linking Words:
Before you continue with exercise 6 do the
following exercise for linking words, in order to
give extended answers in Speaking Part 2:
Write on the board the following: (elicit other ways
of saying the following linking words)(give an
example)
LIKE: fond of / keen on / love / interested in /
fancy / adore / relish
BUT: however / although / nevertheless / on the
other hand
BECAUSE: as / since / due to / being / in as much
as / in view of
THINK: I believe / I feel / In my opinion / From my
point of view / I gather / I imagine, presume,
conceive, expect
Unit 1: WRITING Part 1

An Essay
+ WHATS THE TIMING AND
PERCENTAGE FOR WRITING?
The timing for Writing is

1 hour and 20 minutes
and carries 20% of the
total marks
+ WHATS THE TASK TYPE FOR

PART 1 WRITING?
The task type for Part 1

Writing is to write an
essay
+ WHAT TYPES OF ESSAY

WILL YOU BE ASKED TO WRITE?
You will be asked to write

a for and against essay or
an opinion essay.
+ WHAT STYLE OF
LANGUAGE IS REQUIRED?
+ HOW MANY WORDS DO

YOU HAVE TO WRITE?

You have to prepare 4
The style of language
ARE REQUIRED IN A FOR AND
paragraphs in a FOR AND
required is formal,
AGAINST ESSAY?
AGAINST essay.
impersonal and you must
not use contractions.
PRINT OFF THE ATTACHED ESSAY HOMEWORK
ACTIVITY AND SUBSEQUENT HANDOUT 3 You have to write
FOR STUDENTS TO PUT IN THEIR HANDOUT
between 140 and 190
FOLDER
words.
PART 1 ESSAY HOMEWORK ACTIVITY
WRITING PART 1 ESSAY STUDENT HANDOUT
Paragraph 1:
An Introduction
(a grabber sentence which catches the
readers attention)
Paragraph 2:
Arguments in FAVOUR
Paragraph 3:
Arguments AGAINST
Paragraph 4:
Conclusion
Useful Language: To list / add points:

Another advantage is
Furthermore,
Moreover,
Finally,
First and most importantly,
To start / begin with,
Secondly,
In addition (to this)
What is more,
Another disadvantage is,
Besides this,
The greatest benefit is that
In my view,
To Show Contrast:
On the positive side,
On the negative side,
On the one hand,
However,
One disadvantage of
To Introduce a Conclusion:
All things considered,
To sum up,
In conclusion,
To conclude,
On balance,
On the whole,
All in all,
YOU MUST ANSWER ALL THE QUESTION POINTS

USE SUITABLE LINKING DEVICES (SEE ABOVE) TO
AVOID SHORT SENTENCES
ESSAY 1 : FOR AND AGAINST

ESSAY
Formal, impersonal style
Structure:
ESSAY 2 : OPINION ESSAY

Formal, impersonal style
Structure:
Paragraph 1:
An Introductory paragraph (in
which you state the topic and your

OPINION
Main Body:Which consists of two paragraphs, each
presenting the VIEWPOINT supported by
REASONS.
You also include a final paragraph
presenting the OPPOSING VIEWPOINT
and reason why you think it is an
unconvincing viewpoint.
Conclusion in which you RESTATE
YOUR OPINION using different wording.
Useful Expressions for Giving Opinions:

To my mind / To my way of thinking,
It is my (firm) belief / opinion / view / conviction
(that)
In my opinion / view
I (firmly) believe that
I am (not) convinced that
I (do not) agree that/with
It strikes me that
I am inclined to believe that
It seems / appears to me that
As far as I am concerned
As a warmer: Ask students: What is an essay?

Do you ever have to write essays in Spanish? (An
essay is a formal piece of academic writing where
you discuss a question or an issue, outline
information or research on the topic and argue
your point of view, supporting it with reasons and
examples)
Tell students they should practice writing an essay
in 40 minutes in order to be able to complete the
writing exam in the time given.
What sort of topics do you have to write

about?
What things do you find difficult about writing
an essay?
What do you learn from writing essays? (the
need to research, thing about the
question, form an opinion, structure an
answer and express the opinion
convincingly, the ability to support your
opinion with reasons, facts and
examples).
In Writing Part 1, you
Write an essay in which you discuss a

question or topic. After the essay title, there
are some notes which you must use.
Must also include your own ideas.
Must write between 140 and 190 words.
This part tests your ability to develop an argument

or discussion on a topic, express your opinion on
the topic clearly and support your ideas with
reasons and examples.
Unit 1: Exercise 1:
Read this writing task and underline the points you
must deal with.
Why is it important to underline the points you
must deal with? (because if you omit any
points, or parts of your answer are
irrelevant, you will lose marks)
In your English class, you have been talking about
how much teenagers and young people should
help with the housework.
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.
Using the board explain to the students about

using a MIND MAP to ensure the points have all
been included - include exercise 2 ( below)with
the MIND MAP.
Unit 1: Exercise 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.
Unit 1: Exercise 3:
Read Violettas answer to the task, ignoring the
gaps. Which of her ideas do you agree with and
which do you disagree with?
Do as a class and also ask: Does Violetta express
any ideas which did not come up in our class
discussion?
Teacher note: the answers in bold below are
the answers for exercise 6 do not read
them to the class
(1) Although it is fashionable to say that
everyone should share the housework equally in
many homes parents do most of it. (2) However,
I believe people of all ages should do their fair
share.
It is true that young people spend most of the day
at school or college and they also have large
amounts of homework to do when they come
home. (3) On the other hand, parents go out
to work and come home tired. In my view, family
life is more pleasant when everyone shares the
responsibility for cleaning and tidying because it
takes less time.
People often argue that parents do the cooking and
ironing better. (4) However, in my opinion, your
people should learn to do them as preparation for
the future.
Finally, housework is boring if you do it alone (5)
whereas when families do it together, it gives
parents and children a chance to talk to each other
about the things that matter to them. This greatly
improves family life and makes young people more
cooperative and responsible.
Essay Question:
For all these reasons, I think that family life is more

pleasant when everyone shares the chores.
Teenagers and young people should share

housework equally with their parents. Do you
agree?
Unit 1: Exercise 4:
Notes
Write about:
1.
2.
3.
who has more time for housework.

who does housework better.
. (your own idea).
Write your essay.
Ask students: Why is it important to write a plan?

Tell them that they will get higher marks if their
essay has a clear logical organisation and
structure and is divided clearly into paragraphs,
each of which deals with a separate aspect of the
subject.
Point out that the final paragraph of Violettas
essay is very short; the middle paragraphs, where
she discusses the topic, are where most of the

writing should take place.
be possible.
1
Adults tend to worry more about their

health, whereas young people are more
concerned about money.
Although I am happy to do some of the

cooking, I dont want to do it all.
My mum and dad have similar tastes.

However/On the other hand mine are
completely different.
Although my parents give me a lot of

freedom, I would prefer to have even more
independence.
Young people often spend many hours a

week on their social life. However/On
the other hand, older people are often
too busy.
I enjoy making beds. However/On the

other hand, Im not at all keen on doing
the ironing
Complete this plan for Violettas essay by matching

the notes (a e) with the paragraphs (1 5).
Para.
Para.
Para.
Para.
Para.
a
(4)
b
c
d
e
1: Intro: E
2: B
3: C
4: A
5: Conclusion: D
life more enjoyable doing things together

time: young people studying, parents
working, chores finished more quickly (2)
get practice you improve (3)
sharing work together better family life
(5)
parents do most of it + my opinion (1)
Unit 1: Exercise 5:
Ask your students: Why is it important to express
your opinions in an essay? (Answer: because if
you dont, you havent answered the question or
completed the task, which asks: Do you agree?)
It is important to express your opinions in an essay.
Find four paragraphs which Violetta uses to
introduce her personal opinions.
(Answers: I believe, In my view, in my
opinion, I think)
Unit 1: Exercise 6:
Elicit from students linking words to show contrast
write them on the board:
Although, even though, while, whereas, but,
however, despite, in spite of, on the one hand, on
the other hand.
Tell students that its important to be able to
express a balanced opinion, i.e. to be able to
express ideas that perhaps they dont agree with
and then contrast them with the ideas they do
agree with.
Ask them to look at how ideas are balanced and
contrasted using these phrases.
When you write an essay, you should try to present
contrasting points of view. Complete Violettas
essay by writing although, however, on the
other hand or whereas in each of the gaps 1-5.
Then check your answers by reading the language
reference (read this for homework).
Unit 1: Exercise 7:
Complete these sentences by writing although,
however, on the other hand or whereas in the
gaps. In some cases, more than one answer may
Unit 1: Exercise 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.
Set this writing task for HOMEWORK
Write your own answer to the writing task in
Exercise 1. Before you write, use the notes you
made in Exercise 2 to write a plan. Write between
140 and 190 words.
Use Violettas answer in Exercise 3 as a

model, but express your own ideas and the
ideas which came up during your discussion.
Look at page 200 Writing Reference for help.
END OF UNIT 1 : HOMEWORK = UNIT 1:

WORKBOOK PAGES 92, 93, 94, 95 (but
ignore the Listening Exercise) and 96
Tell students to correct their answers using
the answers in the back of their student
book, however, if they have any doubts, to
ask the teacher.
Ask students to work in pairs and look at the top

two photos. Ask them to think of (but not write)
several sentences about the photos using the
words given.
Leisure
and pleasure
Suggested Answers: In both photos, the young

people are with their friends. In the first photo,
theyre playing a sport outside, but in the second
photo, theyre sitting inside at home.
Round up ideas with the whole class and write
some sentences as examples on the board.
Unit 2: Exercise 1:
Unit Objectives

introduction to task type; training in skimming
and answering multiple-choice questions

introduction to task type; writing key word
transformations with comparative and
superlative structures
Writing Part 2: introduction to writing an

article; structuring an article; paragraphing;
writing compound and complex sentences;
using adjectives
Listening Part 2: introduction to task type;

identifying/predicting the type of information
required
Speaking Part 2: introduction to task type;

talking about free time and hobbies; giving a
structured answer using discourse markets
Pronunciation: sentence stress (1)
Vocabulary: types of leisure-time activity;

phrasal verbs and expressions, e.g. take up
sum up, have a go, etc.; adjectives describing
feelings, e.g. puzzled, motivating, etc
Grammar: making comparisons; adjectives

ending in ed and -ing
1
Which of the activities in the photos have
you done?
Unit 2: Exercise 2:
2
Which do you think is
A
B
C
D
E
F
G
people?
the
the
the
the
the
the
the
most enjoyable?
cheapest?
healthiest?
most relaxing?
least active?
best one to do with friends?
most popular amoung young
Unit 2: Exercise 3:
3
Which would you like to try? Why?
Unit 2: Listening
+ WHATS THE TASK TYPE
FOR LISTENING PART 2?
The task type for Listening

Part 2 is sentence
completion lasting about 3
to 4 minutes with 10
questions.
+ WHATS THE FORMAT OF

LISTENING PART 2?
The format is to complete

the sentences with
information from the
recording.
Unit 2: Starting Off

As a warmer: Ask students to work in pairs and
suggest names for each of the activities in the
photographs. Encourage students to give reasons
for their answers to question 2.
Suggested Answers: (top left) playing
football/soccer / a team sport; (top right) playing
computer/video games; (middle) racing/riding a
motorbike/motor-cross; (bottom left)
parachuting/skydiving; (bottom middle) (window)
shopping; (bottom right) exercising/going to the
gym.
Unit 2: Exercise 1:
Exam Information
In Listening Part 2, you hear a talk or lecture by
one speaker. You:
listen and complete ten sentences with

between one and three words.
write words you actually hear and try to spell

them correctly.
Extension Idea: On the board write:
In both photos
In the first photo but in the second photo
Part 2
hear the recording twice.
As a warmer: With books closed, generate a

class discussion by asking students:
Do you play video or computer games?
Some people think that video games are a

waste of time. Do you agree? Why? / Why
not?
Work in groups. You are going to hear a games

developer talking about his life and work. Before
you listen, complete the advantages and
disadvantages of video or computer games by
writing a word from the box in the gaps.
Tell students to think about which words are
followed by prepositions
concentrate (on)
contribute (to)
develop(normally used with skills)

distract (from)
encourage
make
(time/money/energy)
require waste
Advantages
1
They [encourage (verb)] people to be
more creative.
2
They can [distract (verb)] you from your
problems.
3
People learn to [concentrate (verb)] on
complicated tasks.
4
They [develop (verb)] many skills, such

as hand and eye coordination.
They teach people how to [solve (verb)]

problems.
Disadvantages:
6
People [require (verb)] little imagination
to play them.
7
They [make (verb)] people less sociable.
8
They [contribute (verb)] to violence in
society.
9
People [waste (verb)] time doing

something which is not very useful.
Unit 2: Exercise 2:
Which sentences do you agree with? Why? (10
minutes class discussion)
Unit 2: Exercise 3:
Listening Part 2 tests students understanding of

details, specific information and opinions. While
the incomplete sentences will be paraphrases of
what they hear, they need to complete them by
writing words exactly as they hear them in the
recording.
Tell students that they should make sure the
completed sentences make sense. Although small
spelling mistakes are permitted, they should try to
spell their answers correctly.
Tell them that in the exam, they will have 45
seconds to read the questions and that they
should use this time to identify the type of
information they need to complete each
sentence, this will help them to focus on what
they need to listen for.
To get them started, elicit with the whole class that
GAP 1 may be SOMETHING THAT YOU READ.
Continue with the other gaps and elicit what type
of information is required. REMEMBER dont read
out the answers in bold.
Work in pairs. Read this text. What type of
information do you need to complete each
sentence?
Games Developer
As a child, Mikes main interests were playing video
games and reading (1) (something you read)
SCIENCE FICTION
His original ambition was to become a (2) (a job)
COMPUTER PROGRAMMER, not a games
developer.
When he was at school he formed a games (3)
(something to do with games that he made with
other students) CREATION CLUB with other
students.
He worked in his summer holidays in order to get
(4) (something you gain from working)
EXPERIENCE
One thing he enjoys is doing (5) (something to
help solve problems) EXPERIMENTS to find
solutions for games.
He likes working with people who have both (6)
(something people have which is different to
something he has) SKILLS & INTERESTS that are
unlike his.
He thinks games developing is a (7) (not
something you do alone) SOCIAL ACTIVITY not
something to do alone.
He has worked on many successful games and one
is now a (8) (something one of his games has
become) FILM
Large games need (9) (expression of time)
SEVERAL YEARS to develop, so he prefers
working on smaller ones.
In the future, he intends to start a (10) (something

he intends to start) BUSINESS
it. I love working on the problems and I love

carrying out 5.experiments to work out
how to deal with those problems. Also, its a
very rich environment and one thing which
makes it so good is that I find myself
working with colleagues whose 6.skills and
interests are completely different from
mine. I think that it actually helps to have a
good diverse range of people in the team,
and we all learn from each other. In fact,
you probably have an image in your minds
of a games developer sitting alone in front of
a screen all day. In fact, its an extremely
7.social activity were always swapping
ideas, playing games together, even going
out to the cinema as a group and picking up
ideas there. While Im on the subject,
cinema is another of my passions, and one
of the biggest thrills for me was when one of
my games, The Snake Quest, was made into
a 8.film. Have any of you seen it? You
have? Great. I hope you liked it. Nowadays,
I prefer to work on smaller games than that
one, the reason being that those huge
complex games take 9.several years to
make, and I dont like to spend so much
time on things. I prefer a bit more variety.
Well, I hope Ive managed to inspire a few of
you here. Just to let you know that in the
next few months, Im planning to set up my
own 10.business developing games and I
ll certainly be looking out for new talent, so
if any of you are interested, drop me a line
heres my email address and Id be
pleased to hear from you. Thank you.
Unit 2: Exercise 4:
CD 1
Track 05
Now listen to the talk and complete the sentences

in Exercise 3 with a word or short phrase.
After listening, ask students to work in pairs and
read their completed sentences carefully to make
sure they are grammatically accurate and spelled
correctly.
CD 1
Track 05 Transcript
Mike: Good morning. Its great to be visiting this

school and talking to you. As you know, my
names Mike Selby and Im a games
developer. I thought Id tell you a bit about
my background and my job because for
many young people, its the sort of job they
dream of doing you know, turning your
hobby into a career, so to speak. Well, itll
be no surprise to you that when I was a kid, I
used to play video games and things like
that. I was also a huge fan of 1.science
fiction and I used to read whatever I could
get my hands on. I spent hours doing that,
even when my mum and dad thought I was
up in my room doing my homework.
Anyway, I never really expected to become a
games developer. My aims when I was at
school were a bit more realistic, I think and
my dream actually was to become a 2.
Computer programmer. I mean, I was
good at developing software and I thought
thatd be a much safer career where Id
make far more money than developing
games. But you know, games were a bit of a
passion of mine and while I was at school, I
got together with a few of my friends and we
set up something we called the games 3.
Creation club you know, wed go
through the process of having an idea,
planning, sitting down and developing
software and so on. At the time, it was just
about the most exciting thing in my life, and
I spent all my free time doing it. And then I
was given this opportunity which was even
better. Word got around that I was good at
writing software, and a local company
belonging to someones dad offered me a
summer job. Of course, I had planned to go
travelling with friends, but the chance to
gain 4.experience doing what I enjoyed
was just too good to miss. In the end, I
worked for the same people for two
summers. I worked much harder than I ever
worked at school and I loved every minute of
it. Games development is the most creative
thing you can imagine and you can go
wherever your imagination takes you. I love
Unit 2: Exercise 5:
Work in groups.
1
Which video games do you find

*
most entertaining?
* best for passing the time or taking a

break?
*
most educational or informative?
2
Are there any video games you would
recommend?
3
Mike talked about how he made his hobby into

his career. Is this something you would like
to? If so, what hobby would you like to make
into a career?
Unit 2: Grammar
Making
Comparisons
(Callan style)
With comparative forms of adjectives and
adverbs of ONE syllable / we use the
grammar form: ADJECTIVE/ADVERB + er +
than
+ WHATS THE GRAMMAR
FORM FOR COMPARATIVE
FORMS OF ONE SYLLABLE?
LISTENING PART 2?
Adjective/adverb + er +
than
The format is to complete
the sentences with
information from the
recording.
An example being: Tennis is cheaper than
golf.
+ GIVE ME AN EXAMPLE
PLEASE
Tennis is cheaper than

golf.
With superlative forms of ONE syllable/we

use the grammar form:
THE +
ADJECTIVE/ADVERB + est
+ WHATS THE GRAMMAR
FORM FOR SUPERLATIVE
FORMS OF ONE SYLLABLE?
Chess is one of the

cheapest hobbies.
With comparative forms with TWO syllables

or more, we use the grammar form: MORE +
adjective/adverb + THAN
+ WHATS THE GRAMMAR
FORM FOR COMPARATIVE
FORMS OF TWO SYLLABLES
OR MORE?
+ WHATS THE GRAMMAR

FORM FOR SUPERLATIVE
FORMS OF TWO SYLLABLES
OR MORE?
THE MOST +
adjective/adverb
An example being: Playing team sports is

THE MOST sociable free-time activity.
Window shopping is NOT

SO/AS enjoyable AS
clubbing.
To say that one thing is less than another in

the superlative form we use: THE LEAST +
adjective/adverb
+ WHATS THE GRAMMAR
FORM TO SAY ONE THING IS
LESS THAN ANOTHER IN
SUPERLATIVE FORM?
THE LEAST +
adjective/adverb
An example being: Window shopping is THE

LEAST interesting activity you can do.
Window shopping is THE
LEAST interesting activity
you can do.
The following adverbs form irregular

comparisons: well-better-best, badly-worseworst.
Golf is MORE expensive + TELL ME THE ADVERBS

WHICH FORM IRREGULAR
THAN tennis.
COMPARISONS?
With superlative forms with TWO syllables or

more, we use the grammar form: THE MOST
+ adjective/adverb
NOT SO/AS +
adjective/adverb + AS or
LESS + adjective/adverb +
THAN
An example being: Window shopping is NOT

SO/AS enjoyable AS clubbing.
MORE + adjective/adverb
PLEASE?
+ THAN
An example being: Golf is MORE expensive

THAN tennis.
PLEASE
+ WHATS THE GRAMMAR

FORM TO SAY ONE THING IS
LESS THAN ANOTHER?
THE + adjective/adverb + PLEASE?
est
An example being: Chess is one of the

cheapest hobbies.
PLEASE
adjective/adverb + AS or LESS +
adjective/adverb + THAN
Well-better-best; badlyworse-worst
These are some ways of expressing a large

difference with comparative form: much/far/a
lot/considerably+adjective/adverb+er /
more+adjective/adverb.
+ WHAT ARE SOME
WAYS OF EXPRESSING A
LARGE DIFFERENCE WITH
COMPARATIVE FORM?
much/far/a
lot/considerably+adjective/adv
erb+er /
An example being: Playing team sports is

Playing team sports is
THE MOST sociable free- MUCH RISKIER THAN many people imagine.
time activity.
Playing team sports is
PLEASE
MUCH RISKIER THAN
To say two things are the same, we use the
many people imagine.
grammar form: AS + adjective/adverb + AS
PLEASE
These are some ways of expressing a small

AS + adjective/adverb +
difference with comparative form: slightly/a
AS
bit/a little +adjective/adverb+er /
An example being: She finds tennis AS
+ WHAT ARE SOME WAYS OF
slightly/a bit/a little
interesting AS basketball.
EXPRESSING A SMALL
+adjective/adverb+er /
DIFFERENCE
WITH
She finds tennis AS
PLEASE
interesting AS basketball.COMPARATIVE FORM?
+ WHATS THE GRAMMAR
FORM TO SAY TWO THINGS
ARE THE SAME?
To say that one thing is less than another we

use the grammar form: NOT SO/AS +
An example being: People drive slightly

slower than they did in the past.
PLEASE
People drive slightly

slower than they did in
the past.
AS vs- LIKE
The difference between AS and LIKE is: LIKE
is used for similarities / whilst AS is used to
say what someone or something really is
(jobs or roles)
+ WHATS THE DIFFERENCE
BETWEEN AS AND LIKE
LIKE is used for

similarities, whilst AS is
used to say what
someone or something
really is (jobs or roles)
An example being: He works LIKE a mule

(he isnt a mule), and He works AS a
dentist(he is a dentist).
PLEASE?
He works LIKE a mule

and He works AS a
dentist.
We use LIKE after the words: FEEL, LOOK,

SMELL, SOUND+NOUN
+ WHEN DO WE USE LIKE?
PLEASE?
Another way to use AS is after the words:
ACCEPT, BE KNOWN, CLASS, DESCRIBE,
REFER TO, REGARD and USE
+ WHATS ANOTHER WAY TO
USE AS?
After the words ACCEPT,

BE KNOWN, CLASS,
DESCRIBE, REFER TO,
REGARD and USE
An example being: He is regarded as an

expert on computers.
PLEASE?
He is regarded as an
expert on computers.
Finally, we use AS in clauses of manner to

mean in the way that.
+ WHATS THE FINAL WAY TO
USE AS?
In clauses of manner to
mean in the way that.
An example being: We must write that essay

AS they have shown us.
PLEASE?
We must write the essay

AS they have shown us.
We use LIKE after the

words FEEL, LOOK, SMELL,
SOUND+NOUN
(END OF CALLAN)
An example being: She looks like her mother

and It smells like burnt toast.
TEACHER NOTE: PRINT THE FOLLOWING

COMPARISONS HANDOUT 4 - STUDENTS TO
PUT IT IN THEIR GRAMMARFILE
PLEASE?
She looks like her motherAnd

and It smells like burnt
toast.
PRINT OFF THE FOLLOWING AS and LIKE
and COMPARATIVES/ SUPERLATIVES

Another way to use LIKE is with NOUNS,
HOMEWORK ACTIVITY
PRONOUNS or the ing form, to express
similarity.
+ WHATS ANOTHER WAY TO
USE LIKE?
After NOUNS, PRONOUNS

or the ing form, to
express similarity.
An example being: Frogs legs are supposed

to taste just LIKE chicken.
PLEASE?
Frogs legs are supposed

to taste just LIKE chicken.
We use AS in certain expressions: AS USUAL,

AS adjective/adverb AS, AS MUCH, SUCH AS,
THE SAME AS
+ WHEN DO WE USE AS?
We use AS in certain
expressions: AS USUAL, AS
adjective/adverb AS,
MUCH, SUCH AS, THE
SAME AS
An example being: She was late as usual.

She was late as usual.
Making Comparisons
Student Handout
Comparative and Superlative forms of
adjectives and adverbs
Comparative
forms
adjective/adverb +
er + than
more +
adjective/adverb +
than
Superlative
forms
The +
adjective/adverb +
est
the most +
adjective/adverb
Tennis is cheaper Add er and

one-syllable adverbs, e.g. hard, fast,
than golf.
est with:
straight:
Marina works
My mum works harder than my dad.
harder than
Use more
two-syllable adverbs including adverbs
before.
and most
ending in ly:
Golf is more
with:
Maria read the text more quickly than
expensive than
Susana.
tennis.
She visits me more often than in the past
It rains more often
.
than in the past.
Chess is one of the
cheapest hobbies. These adverbs form irregular comparisons:
Playing team spots
is the most
sociable free-time
well better best
badly worse - worst
activity
To say two things are the same, use: as + adverb
+ as:
Comparison of Adjectives
Add er and
est with:
Use more
and most
with:
Comparison of Adverbs
Julia finished the exercise as quickly as Mark.

One-syllable adjectives:
(Julia and Mark finished the exercise equally
Fiona is fitter than last year.
quickly.)
Two syllable adjectives ending in y and ly,
e.g. happy, friendly:
To say that we do one thing differently from
My brothers the friendliest person in myanother, use:
family.
not so/as + adverb + as:
Adjectives of two syllables or more (except
two-syllable adjectives ending in y and ly):Sophie doesnt speak Spanish so/as well as
Biking is the most dangerous activity. Gordon.
These form irregular comparisons:

good better best
well better best
much more most
little less - least
bad worse worst

badly worse worst
many more most
far farther/further
farthest/furthest
To say two things are the same, use as + adjective

+ as: She finds doing aerobics as interesting
as playing team sports (this means she finds doing
aerobics and playing team sports equally
interesting).
To say that one thing is less than another use:
not so/as + adjective + as:
Window shopping is not so/as enjoyable as
clubbing.
less/least + adjective:
Playing chess is less healthy than playing team
sports.
Clubbing is the least healthy activity you can
do.
We can use words and phrases with comparative

forms to express large and small differences.
These are some ways of expressing a large
difference:
much / far / a lot / considerably + adjective/adverb
+ -er / more + adjective/adverb:
Playing team sports is much riskier than many
people imagine.
not nearly as + adjective/adverb + as:
Some mobile apps are not nearly as difficult to
use as normal computer programs.
These are some ways of expressing a small
difference:
slightly / a bit / a little + adjective/adverb + -er /
more + adjective/adverb:
People drive slightly slower than they did in the
past:
not quite as + adjective/adverb + as:
dont find running quite as enjoyable as
cycling.
Unit 2: Grammar
Making
Comparisons
7
Unit 2: Exercise 1:
Circle the correct phrase in italics in these extracts
from Listening Part 2. Then listen again to check
your answers.1
2
3
4
5
6
7
8
My aims when I was at school were a bit

more / some more realistic I think.
I thought that would be a more safer /
much safer career where Id make far
more / much money than developing
games.
At the time, it was the most / more
exciting thing in my life.
And then I had this opportunity which was
even best / better.
I worked much harder / more hardly than
I ever worked at school.
Games development is the more / most
creative thing you can imagine.
One of the very big / biggest thrills for me
was when one of my games, The Snake
Quest, was made into a film.
I dont want to spend as many / so much
time on things.
Unit 2: Exercise 2:
Tell students it is important to look out for and
avoid these mistakes when they are speaking and
writing. If they notice that they have made a
mistake, or they hear a classmate make a mistake,
they should correct it.
Spanish-speaking exam candidates often make
mistakes with comparisons. Correct the mistakes
in these sentences.
1
2
3
There are lots of ways to keep fit, but I

think the healthier (healthiest) of all is
Zumba.
Playing chess is more cheaper than playing
video games.
Team games are more sociable that than
biking because you meet and speak to a
lot of people.
When you play chess, you have to think
more hardly (harder) than when youre
playing video games.
I dont go window shopping as often than
(as) I used to.
For me, parachute jumping is the more

risky (riskiest / the most risky) of all
sports.
Speaking for myself, I find team sports the
less (the least) interesting.
Mountain biking is more good (better) for
getting exercise than most sports.
Extension idea: Students work in pairs. Ask

them to say which sentences they agree with and
which they disagree with, and why.
Unit 2: Exercise 3:
To get students started, elicit a sentence for the
first question from the class and write it on the
board.
When students have completed all the sentences,
ask them to compare their ideas in pairs or small
groups.
Complete these sentences with your own ideas.
1
Its becoming more and more difficult to
park in the city.
2
Learning to ride a bicycle is not as
difficult as it looks.
3
In team games, the more important
thing is to participate, not to win.
4
Im much better at skiing than skating.
5
My friends are far nicer than I am.
6
Computer games and not nearly as bad
for you as some people say.

of English Part 5
The task type for Part 5 / is Reading Multiple
Choice / with 6 questions.
The tas
with 6
The format is a text / followed by six 4-option

/ multiple-choice questions.
SUGGESTED HOMEWORK ACTIVITY FOR USE
OF ENGLISH PART 5 ON THE FOLLOWING
PAGE (WITH HINTS AND TIPS TO HELP
STUDENTS)
The fo
multip
As a warmer: Ask students to look at the photo

of Ewan McGregor and say what they know about
him (he has starred in many films including
Trainspotting, Star Wars, Down with Love,
Cassandras Dream, Moulin Rouge and
Amelia).
Ask how many of your class ride motorbikes and
how their families feel about them riding
motorbikes (this is a question you can also
perhaps ask to students who dont ride
motorbikes.)
Reading and Use of English Part 5 tests students
understanding of main ideas, details,
attitudes and opinions. They may also have to
deduce the meaning of a word or phrase and
to grasp implication from clues in the text.
Tell them that it is important to skim the text
before reading it more methodically to deal with
the multiple-choice questions which follow.
Skimming is reading quickly or superficially to get
a general idea of the content and structure of a
passage without trying to understand it in detail or
deal with difficult vocabulary or concepts. Tell
students that by skimming, they will be able to
locate the answers more quickly when they come
to the multiple-choice questions. Give them a
time limit of 3 minutes. When they have
finished, ask them to work in pairs and
summarise the reasons in their own words.
Exam Information:
In reading and Use of English Part 5, you:
Read a text of 550-650 words
Answer six questions about it by choosing A, B, C
or D
This part tests your ability to understand main
ideas and details, the writers opinion and purpose
and your ability to work out what something
means from the context.
Unit 2: Exercise 1:
You are going to read an extract from a book in
which actor Ewan McGregor explains how he first
became interested in motorbikes. Before you read,
work in pairs. What do you think people most
enjoy about riding motorcycles?
Unit 2: Exercise 2:
Read the extract quickly to find out how Ewan
McGregor became interested in motorbikes.
My First Bike
Film star, Ewan McGregor, recently rode round the
world on a motorbike. He talks about how he first
took up riding motorbikes.
My biking beginnings can be summed up in two
words: teenage love. My first girlfriend was small
with short, mousy blonde hair, and I was mad
about her. Our romance came to an abrupt end,
however, when she started going out with another
guy in my hometown, Crieff. He rode a 50cc road
bike first and then a 125. And whereas I had
always walked my girlfriend home, suddenly she
was going back with this guy.
I was nearly sixteen by then and already

heartbroken. Then one day, on the way back from
a shopping trip to Perth with my mum, we passed
Buchans, the local bike shop. I urged my mother
to stop the car. I got out, walked up the short hill
to the shop and pressed my nose to the window.
There was a light-blue 50cc bike on display right at
the front of the shop. I didnt know what make it
was or if it was any good (Q1.LINE 22). Such
trivialities where irrelevant were irrelevant to me.
All I knew was that I could get it in three or four
months time when I was sixteen and allowed
to ride it (Q2.LINE 24). Maybe I could even get
my girlfriend back.
Id ridden my first bike when I was about six. My
father got hold of a tiny red Honda 50 cc and we
headed off to a field that belonged to a family
friend. I clambered on and shot off. I went all over
the field. I thought it was just the best thing. I
loved the smell of it, the sound of it, the look of it,
the rush of it, the high-pitched screaming of the
engine. Best of all, there was a Land Rover parked
next to two large piles of straw with about a metre
and a half between them. I knew that from where
the adults were standing it looked as if there was
no distance between them. Just one large heap of
straw. I thought I would have a go. I came racing
towards the adults, and shot right through the gap
in the straw. I was thrilled to hear the adults
scream and elated that it had frightened
them (Q3. LINE 39). It was my first time on a
motorbike. It was exciting and I wanted more.
So when I looked through Buchans window in
Perth that day, it suddenly all made sense to me.
It was what had to happen. I cant remember
whether it was to win back my ex-girlfriends heart
or not, but more than anything else it meant that,
instead of having to walk everywhere, I could
ride my motorbike to school and the games
fields at the bottom of Crieff and went I went
out at weekends (Q4. LINE 46, 47, 48).
I started to fantasise about it. I spent all my
waking hours thinking about (Q5. LINE 49)
getting on and starting up the bike, putting on the
helmet and riding around Crieff.
I couldnt sleep. Driven to desperation by my
desire for a bike, I made a series of promises to my
mum: I wont leave town. Ill be very safe. I won
t take any risks. I wont do anything stupid. But,
in fact I was making the promises up I never
thought about keeping them.
At the time that I was begging for a bike, Id

already had an accident with a bike belonging to
George Carson, the school laboratory technician.
When I asked him if I could borrow it, he agreed,
not knowing that I didnt have a clue how to ride it.
The bike was in an alleyway up the side of the
school hall. I managed to start it and zoomed
down the alleyway until I crashed smack into a
wall, bending the wheel and snapping the
handlebars. Mr Carson came out to find me
looking very red-faced. The bill for the damage

cam to more than 80 pound, a fortune to a fifteenyear-old in those days and one that took me
months of working as a dish washer and
waiter at the Murray Park Hotel to pay back.
(Q6. LINE 67, 68, 69).
Adapted from Long Way Round by Ewan McGregor
and Charley Boorman.
Unit 2: Exercise 3 and 4:

Tell students that the best way to deal with
multiple-choice questions is to:
1
underline the key idea in the question, but

not at this stage read the options A-D
locate where the question is dealt with in
the text and read that section carefully,
underlining the words which answer the
question
then look at the options and choose the
answer which corresponds with the words
they have underlined.
A
B
C
D
thought about nothing else (answer)

spent more time with his mother
invented reasons for buying the bike
started behaving more carefully.
6. One result of Ewans accident was that he

A
B
C
D
was injured
was punished
had to get a job (answer)
lost interest in bikes.
For questions 1-6, choose the answer (A, B, C or D)

which you think fits best according to the text.
Unit 2: Exercise 5:
As a warmer: Ask students to brainstorm
reasons why teenagers often want a motorbike;
ask them to brainstorm reasons why parents often
dont want their children to have motorbikes.
Before they do the role play, ask them to work in
pairs and give them two or three minutes to
prepare roles for either Student A or Student B.
Then ask them to change partners and work with
someone who prepared the other role.
Point out that the answers occur in the text in the

same order as the questions, so students should
work through the questions and the text in the
same order. Ask them to work alone and then to
compare their answers in pairs before rounding up
with the whole class.
Student A
You are a teenager. You want to buy a motorbike
but you need your parents to lend you the money.
Think of reasons why you want a motorbike and
then try to persuade your father/mother to lend
you the money you need.
Read and underline the main idea in questions 1-6

but not in the options A-D.
1 What does Such Trivialities refer to in line 22?
Student B
You are one of Student As parents. You dont
want him/her to buy a motorbike. Think of reasons
why he/she shouldnt buy a motorbike and try to
persuade him/her not to do so.
A
his mothers attitude to the bike
B
the bikes size and colour
C
the bikes price
D
the bikes quality and its
manufacturer (answer)
2 Ewan did not buy the bike straightaway
because
A
B
C
D
he did not have enough money

he was too young to ride it (answer)
he was uncertain about its quality
he had to ask his girlfriend first.
3 The adults were frightened the first time Ewan

rode a motorbike because
A
the bike was making too much noise
B
he disappeared from view
C
they thought he was going to have an
accident (answer)
D
he seemed too small for the bike.
4 What was Ewans main reason for buying the
motorbike?
A
it would be exciting to ride
B
it would improve a friendship
C
it was good for his image
D
it was a useful means of transport
(answer)
5 In paragraph 5, Ewans desire for the bike
meant he
Unit 2: Vocabulary
Phrasal Verbs and Expressions
Unit 2: Exercise 1:
Tell students that in Reading and Use of English
Part 5, they must be able to guess the meanings of
words and phrases from the context. Ask students
to: Find the phrasal verbs and expressions in the
reading text before choosing the answers look at
the context in the text and match to the definition.
Copy the verbs and expressions into their
notebooks.
Alternative treatment Ask students not to look
at the definitions in the right-hand column. They
should work in pairs and discuss what each phrasal
verb or expression might mean by looking at the
context.
To get them started you can elicit clues which will
help them to guess the meaning of take up: first
and biking beginnings should bring them close
to the meaning.
Match these phrasal verbs and expressions from
the extract (1-8) with their definitions (a-h).
1 take up (line 4) d
(how he first took up
riding motorbikes)
a describe the important facts

or characteristics about
something or someone
2 sum up (line 6) a
(my biking beginnings
can be summed up in
two words..)
b do what you said you would

do
3 get hold of (line 27)

h
(My father got hold of
a tiny red Honda ..)
4 have a go (lines 3637) f

(I thought I would
have a go)
We use ED at the end of adjectives / to

indicate or describe emotions / for example /
how the person FEELS about something.
Indican or describen emociones
say or write something which + WHY DO WE USE -ED AT THE END OF ADJECTIVES?
is not true
An example of ED at the end of adjectives is :

She was terrified when she saw that Dracula
d start doing a particular job or film.
activity
+ GIVE ME AN EXAMPLE SENTENCE OF ED AT THE END OF AN
ADJECTIVE PLEASE?
5 take risks (line 54)

g
(Ill be very safe. I
wont take any
risks ..)
be completely unable to
guess, understand, or deal
with something
We use -ING at the end of adjectives / to

describe the person or thing / which
produces the feeling.
Indican o describen una caracteristica de
algo/aguien
6 make up (lines 5556) c

(in fact, I was making
the promises up)
try to do something
+ WHY DO WE USE -ING AT THE END OF ADJECTIVES?
7 keep a promise (line

56) b
(I never thought about
keeping them)
g do something even though

something bad might
happen because of it
8 not have a clue (line

60) e
(I didnt have a clue
how to ride it..)
To ind
the p
She
To d
the f
An example of -ING at the end of adjectives

is : The Dracula film was terrifying.
+ GIVE ME AN EXAMPLE SENTENCE OF ING AT THE END OF
AN ADJECTIVE PLEASE?
The D
Not all adjectives have both forms / an

example being / elated, elating / you cant
use elating
obtain something
Unit 2: Exercise 2:
Complete these sentences by writing a phrasal
verb or expression from Exercise 1 in the correct
form in the gaps.
1 Id never do something like sky-diving because I
dont enjoy (taking risks) .
2 How would you (sum up) her personality in
just a few words.
3 Hans let me (have a go) on his new bike, and
now I want to get one myself.
4 Sometimes when I arrive home late, I (make
up) an excuse to tell my parents why I am late.
5 Diego (didnt have a clue) how to answer the
questions in yesterdays exam because he
simply hadnt studied.
6 People wont trust you unless you can (keep a
promise) and do what you say youre going to
do.
7 I need to get more exercise, so Im thinking of
(taking up) jogging.
8 We could play football this afternoon if I can
(get hold of) a ball.
Extension idea: Students work in pairs and write
four sentences using phrasal verbs and
expressions from this section, but leaving a gap
where the phrasal verbs should be. They then test
another pair by giving them their sentences and
asking them to write the phrasal verb in the
correct form in the gap.
Unit 2: Grammar
Adjectives with ed and -ing
+ DO ALL ADJECTIVES HAVE BOTH FORMS?

PRINT OFF THE FOLLOWING ED or ING
STUDENT HANDOUT 5 - (TO PUT IN THEIR
HANDOUT FILE)
No, f
use
Spelling changes when

adding ed, -ing to words
with a vowel (-er, -ed, -ing, -ance, -ation,

etc): irritate irritating, fame famous
we do not drop the final e when the

suffix begins with a consonant: safe
safety, manage management
a final ybecomes i: industry industrial
We double the final consonant when we add ed,

-ing to words:
which are one syllable and end in a

consonant-vowel-consonant: stop
stopped, hit hitting
which have two or more syllables which

end in consonant-vowel-consonant and the
final syllable is stressed:
admit admitted, occur occurring
Note: in British English, we always double a final

lafter a single vowel:
travel travelling, cancel cancelled
We dont double the final consonant when:
there are two final consonants: send

sending
there are two vowels before the final

consonant:
appeal appealed
the word ends in a vowel: strike striking
for a verb, the stress is not on the final

syllable:
open opening
the word ends in w, -x or y:

slow slowing, relax relaxing, display
displayed
When adding ed, a final after a consonant

becomes i:
study studied
When adding ing, a final after a consonant does
not change:
study studying
Note: notice how the spelling of these words
changes:
lie lying lied; die dying died; lay laying
laid; try trying tried

adding prefixes and other
suffixes
We normally do not change the spelling of the base
word when we add a prefix or a suffix:
need unneeded, arrange - arrangement
However:
we drop the final e when there is a

consonant before it and the suffix begins
Adding Prefixes
When we add a syllable like un-, dis-, or in- before
the word to make it negative, we do not change
the spelling, e.g. with dis- and un-:
appoint disappoint, satisfied dissatisfied, like
unlike, necessary unnecessary
Note: before words beginning with r we use ir-:
irrelevant; before words beginning with m or p
we use im-: immature, impatient; before words
beginning with l we use il-, illogical, illiterate.
These words are frequently misspelled by exam

candidates:
The most common spelling errors by candidates
accommodation
advertisement
beautiful
because
beginning
believe
between
children
comfortable
communicate
convenient
country/countries
course
different
embarrassed/embarrassing
environment
excellent
experience
government
loose
necessary
nowadays
opinion
opportunity/opportunities
prefer
receive
recommend
restaurant
society
their
until
wealthy
which
Unit 2: Exercise 1:
Look at these sentences from the extract and
answer the questions below:
I was thrilled to hear the adults scream and elated
that it had frightened them. It was my first time on
a motorbike. It was exciting and I wanted more.
1 Which of the underlined words refer to how
Ewan felt? (thrilled, elated)
2 Which of the underlined words refers to what
made him feel like that? (exciting)
Ask students to brainstorm other adjectives they
know with ed and ing (bored, confused, amazed,
scared / amazing, fascinating, interesting, boring)
Unit 2: Exercise 2:
Tell students that they should look out for and
avoid these mistakes when they are speaking or
writing. Tell them they can also correct their
classmates if they hear them making a mistake.
adjectives with ed and adjectives with ing. Circle
the correct adjective in italics in these sentences:
1 When we went to Disneyland, I think we found it
more amused / amusing than our parents.
2 It can be very irritated / irritating when friends
arrive late for a film.
3 You will never get bored / boring at night in
Berlin because the nightlife is wonderful.
4 I am very confused / confusing about what you
are offering in your advertisement.
5 The situation was very embarrassed /
embarrassing for me and I felt uncomfortable.
6 I was really excited / exciting and wanted to
see as much of the city as possible.
Unit 2: Exercise 3:
This exercise practises similar skills to those
needed for Reading and Use of English Part 3
(word formation), where forming adjectives with
ed or ing may be tested. However, in the exam, a
continuous text is used rather than separate
sentences.
Make sure that students spell their answers
correctly. They may have difficulty with the in
worry. Check also that they drop the final eof
amuse when writing amusing. If you wish, go
through relevant parts of the section on spelling in
the Language reference section on page 190.
Use the word given in capitals at the end of these
sentences to form a word with -ed or -ing that fits
the gap.
1 Everyone watches Pietro at parties because he's

just an
..astonishing..... dancer.
ASTONISH
2 We were quite ........puzzled.......... by the
attitude of the other students. PUZZLE
3 It's very .....motivating.... to be able

to apply things we learn in the
classroom to our free-time
activities. MOTIVATE
4 An ita looked quite ...worried..... when
she left the police station. WORRY
5 The film was not particularly
......amusing..... A MUSE
6 We were pretty .....exhausted..... by
the time we got to the top of the
mountain. EXHAUST
Unit 2: Exercise 4:
Ask students to listen to the general gist of the
story, as the recording contains a number of
distractors. (Answer = g)
You will hear a girl talking about one of these
experiences (a-g). Listen and decide which
experience she is talking about.
a She rode a motorbike for the first time.
b She was punished for something she didn't do.
c She had to study a ll weekend for an exam.
d She broke a bone.
e She was trapped in a lift. f She won a
competition.
g She did a parachute jump.
CD 1 Track 06
Young woman: The whole experience was 1
amazing actually. I mean, I'd been working really
hard, studying, and so I was feeling pretty 2 tired
and nervous already, so when my boyfriend
suggested I went along with him, I was like, 3
shocked, like 'No way!' - I mean the thought of
breaking a bone or something even worse just
before an exam was 4 terrifying. But you know,
he just kept on at me, so for the sake of a bit of
peace, in the end I said yes. When we were up
there in the sky, I was just so 5 scared I can't tell
you. I just wanted to get out of the plane. I felt
trapped, but the only way to do that was to jump,
and in fact, the jump itself was really
6 thrilling. I'd love to do it again. And I didn't
break a thing!
Unit 2: Exercise 5:
Alternative treatment before playing the
recording again, ask students to work in pairs or
small groups and try to remember what adjectives
the girl used for each of these things. Students
then listen again to check their answers.
Listen again. Which adjectives did she use to
describe how she felt . ..
1 about the who le experience: ...amazing....
2 after studying: ....tired..... and .....nervous. .
3 about her boyfriend's suggestion: ...shocked......
4 about the thought of breaking a
bone: ..terrifying..
5 in the plane: ..scared... and ....trapped. .
6 about the jump itself: ..thrilling...
Unit 2: Exercise 6:
Encourage students to use adjectives with ed and
ing. If any students have problems, tell them
they can talk about someone they know or give a
fictional answer.
Work in pairs. Look at the experiences a-g in
Exercise 4. Have you done any of these or have
any of them happened to you? How did you feel
about them? Take turns to describe your
experience.

of English
class and write them on the board. Ask students to

check the same criteria (between two and five
words, key word unchanged, same meaning) and,
if students suggest more than one answer, ask
them to decide which answer is correct.
Ask them to do the rest of the exercise in pairs.
Tell them to use the Language reference section
on page 183 to help them.
Exam Information
In Reading and Use of English Part 4, you:
complete six sentences with between two and five
words so that they mean the same as the
sentences printed before them
use a word given in CAPITALS without changing it
in any way.
This part tests your ability to manage different
grammar, vocabulary and collocations.
The task type for Part 4 / is Key Word

Transformation / with 6 lead-in sentences.
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.
Part 4
The format is to complete the second

sentence / so that it has a similar meaning to
the first / using the word given
You must use between 2 and 5 words /

including the word given
+ HOW MANY WORDS MUST YOU USE?
You must NOT change the word given
+ WHAT MUST YOU NOT DO?
Reading and Use of English Part 4 tests students'
knowledge of grammar, lexis and structure and
their ability to express meaning using different
structures.
Since this is students' first encounter with a
complex exam task, go through the Exam
information box with them and tell them:
to concentrate on achieving the same meaning
that although the sentences here practise
comparison of adjectives and adverbs, questions in
the exam may test a wide range of grammar,
vocabulary and structures.
Go through the example (0). Point out that the
answer:
He doesn't enjoy running as much as cycling.

MORE
He likes ..cycling more than.running.
1 It is easier to learn the guitar than most other
musical instruments.
ONE
The guitar is one of the easiest... musical
instruments to learn.
2 Olivia finds watching TV more boring than
reading.
NOT
For Olivia, watching TV is .. not as/so
interesting as ... reading.
3 Maria's brothers are better tennis players than
her.
AS
Maria doesn't ..play tennis as well as... her
brothers.
4 No one in the class makes as much noise as
Peter.
PERSON
Peter .....is the noisiest person in.... the
class.
5 In general, cars are more expensive than
motorbikes.
NOT
In general, cars are ...not as/so cheap as...
motorbikes.
6 It took Janusz longer to finish the game than
Sarah.
MORE
Sarah finished the game more quickly than
Janusz.
(adjective)+as much as+(adjective) = (adj)+more than+
(adj)
Easier + (than most other) = one of the easiest
has between two and five words

uses the key word in capitals without changing it
in any way
means the same as the original sentence.
Elicit answers to the first question from the whole
More + (adjective) = not + as + (adjective) + as

Alternative treatment Write these answers to question
1 on the board and ask students why they are wrong:
one instrument which is easier than all other
(too many words: does not mean the same)
easier than most other (does not use the key
word)
one of the more difficult (does not mean the
same).
SUGGESTED HOMEWORK ACTIVITY FOR USE

OF ENGLISH PART 4 ON THE FOLLOWING
PAGE (WITH HINTS AND TIPS FOR STUDENTS)
Unit 2: Speaking Part 2

The task type for Speaking Part 2 / is an
individual long turn / for each candidate /
with a response from the second candidate/
In turn the candidates / are given a pair of
photographs / to talk about.
How can the people benefit from

spending their free time doing these
different activities?

The focus for Speaking Part 2 comparing /
describing / and expressing opinions.
Speaking Part 2 tests students' ability to organise
their ideas and express themselves coherently and
at length using suitable language.
As a warmer With books closed, ask students:
Do you think young people in your/this
country spend too much time studying?
What, for you, are the best ways of relaxing
in your free time?
With books open, go through the Exam information
box with them.
Tell students that the photos are a starting point
for them to speak.
In the exam, candidates will take it in turns to
speak for one minute about a different pair of
photographs. The candidate who is not speaking
will be asked a question at the end about their
partner's photographs.
Tell students they should compare the photos fairly
generally, focusing on the main idea or subject of
the photo, not the small details; they should move
on to use the photos to answer the printed
question.
At this stage, tell students they are not actually
doing the task, but thinking of ideas.
Exam Information
In Speaking Part 2, you and the other candidate
take turns to speak on your own for a minute
during which you:
compare two
.
answer a
answer a
partner's
photos which the examiner gives you

question connected with both photos.
question quite briefly about your
photos.
This part tests your ability to speak at length,

Work in pairs. Look at the examiner's instructions
and the question and photos below. Then discuss
what you can say to compare them .
Here are your photographs. They show people
doing different activities in their free time. I'd like
you to compare the photographs, and say
how you think the people can benefit from
spending their free time doing these different
activities.
Unit 2: Exercise 2:
Suggested Answers
Football: getting exercise, good for you, good for
health, helps you relax, having fun, laughing,
builds up social relationships and friendships,
breaks down social boundaries between boys and
girls.
Chatting in a caf: communicating, sharing
ideas and experiences, talk about problems, relax,
enjoy friendship.
Extension Idea: Ask students: Which of the
ideas Martyna expresses did you also think of?
Listen to an examiner giving this task to a
candidate called Martyna. According to Martyna,
how can people benefit from each activity?
CD 1 Track 07
Examiner: In this part of the test, I'm going to
give each of you two photographs. I'd like you to
talk about your photographs on your own for about
a minute, and also to answer a short question
about your partner's photographs.
Martyna, it's your turn first. Here are your
photographs. They show people doing different
activities in their free time. I'd like you to compare
the photographs, and say how you think the
people can benefit from spending their free time
doing these different activities. All right?
Martyna: Well, in the first photo, there's a group
,, /,,-!IV,
of children, both boys and girls, playing football
together in the park. They don't seem to be taking
the game too seriously and they seem to be
\11.
enjoying themselves. I think they benefit from this

in several ways. Firstly, they're getting some
exercise, which is always good for you because it's
great for your health and helps you to relax. At the
same time, they're having fun together, which is
important because it builds up their social
relationships and their friendships. Also, it's good
to see boys and girls doing a bit of sport together
instead of separately, because I think it helps
break down social boundaries between boys and
girls.
In the second photo, there are four girls chatting
together in a cafe and laughing. They aren't so
active as the children in the first photo because
they're not doing a sport, but they are probably
communicating more and sharing their ideas and
experiences. I think they also benefit because they
can talk about their problems, relax and also enjoy
their friendship. Mm, all in al l, I think they get a lot
frExaminer: Thank you.
Martyna: -om both activities.
because)
Which words/phrases introduce extra ideas
and help Martyna to structure her answer?
(Answers: Firstly, At the same time,
Also)
Which phrase introduces a short
conclusion? (Answer: all in all )
Work in pairs. Complete the sentences from

Martynas answer which begin with these words
and phrases.
1
I think they benefit from this in several
ways
2
Firstly, theyre getting some exercise
3
At the same time theyre having fun
together
4
Also, its good to see boys and girls
doing a bit of sport together
5
I think they also benefit because it breaks
down social barriers
Unit 2: Exercise 3:
Alternative Treatment Before students listen
again, ask them in pairs to discuss which of the
points on the checklist are good things to do in the
exam, which are not so good, and which are
Suggested
answers
neither
good nor bad.
1 neither good nor bad
2 not so good candidates are expected to make a broad
general comparison 3 neither good nor bad candidates can deal with each in turn or both
at
the same time
4 good - the photos are
intended to lead to the question 5 good this is clearly comparing
6 not so good answers should be relevant 7 good
./
./
./
./
./
6 talks about things not connected with the

question. Not so good
7 speaks until the examiner says 'Thank
you'. good
./
./
Unit 2: Exercise 4:
Tell students not to write their answers and that
they needn't remember Martyna's exact words.
Ask them:
Which words/phrases introduce an answer to

the question? (Answers: I think they
benefit; I think they also benefit
a introduce her answer to the examiner's

question? 1
b introduce the first point she wants to make? 2
c add additional points? 3, 4, 5
Unit 2: Exercise 6:
Which of these words/phrases could also be used
for b and c in Exercise 5?
Unit 2: Exercise 7:
Listen again and tick ./ this checklist.
5 refers to the first photo when talking

about the second photo. good
Which word(s)/phrase(s) (1-5) in Exercise 4 does

Martyna use to:
Besides (c) First of all (b) In addition (c) To start

with (b) What is more (c)
Alternative treatment Before students listen again,

ask them in pairs to discuss which of the points
on the checklist are good things to do in the exam,
which are not so good, and which are neither good
nor bad.
1 introduces her talk. Neither good nor

bad
2 describes each photo in detail. Not so
good
3 deals with each photo in turn. Neither
good nor bad
4 spends most of the time answering the
printed question. good
Unit 2: Exercise 5:

Remind students that stressing particular words in
a sentence involves taking longer to say them and
saying them more clearly. Good sentence stress is
essential to clear communication.
Point out that it is the speaker who chooses which
words to stress, i.e. there aren't words which must
be stressed, but that it depends on what the
speaker wants to communicate. Therefore, if
students choose different words from the ones
Martyna in fact stresses, this does not indicate
wrong pronunciation.
We stress the words in sentences that we
particularly want our listeners to hear, the words
which carry the most meaning. These are usually
Suggested answers
nouns, verbs or adjectives, not small grammar
1 neither
nor bad
2 not so good
words like
articlesgood
or prepositions.
1
candidates are expected to make a broad

Underline
the words you
think are
general comparison
3 neither
good nor bad
stressed in these sentences. Then listen
candidates
can deal with each in turn or
to-check
your answer.
both at
Firstly,
they'retime
getting some
exercise,
which
is
the same
4 good
- the
photos
are
intended to lead to the question 5 good -
always good for you.

It's great for your health and helps you to
relax.
3
At the same time, they're having fun
together . . .
4
.. . which is important because it builds up
their social relationships and their
friendships.
5
Also, it's good to see boys and girls doing a bit
of sport together instead of separately.
6
I think it helps break down social boundaries
between boys and girls.
2
CD 1 Track 08
2
Alternative treatment Ask students to take

turns to read the sentences, but the student
who is listening should chime in and say the
stressed word at the same time as the
student who is reading, e.g. Student 1: Firstly,
theyre getting some exercise, which is
always good for you. Student 2: Firstly
.. exercise
. good
Work in pairs. Take turns to read the

sentences aloud using the same sentence
stress.
3
Alternative treatment Ask students to do

the same alternative treatment as for
Pronunciation Exercise 2.
Work in pairs. Take turns to read these

extracts.
Firstly, they're getting some exercise, which is

always good for you because it's great for
your health and helps you to relax.
At the same time, they're having fun together,
which is important because it builds up their
social relationships and their friendships. Also,
it's good to see boys and girls doing a bit of
sport together instead of separately because I
think it helps to break down social boundaries
between boys and girls.
Unit 2: Exercise 8:
While students are doing the exercise, be strict
with timing: look at your watch when you tell them
to start and say 'Thank you' at the end of the
minute. You can tell students that in the exam, the
examiner will be strict with the timing to give all
candidates exactly the same opportunity to speak
and that an interruption from the examiner is not

an indication of their performance.
Give students time to feed back to their
partners. When they have finished, round up
with the whole class and discuss any issues
arising.
Extension idea Tell the student who is not
speaking not to interrupt and to listen careful ly. At
the end, ask them one of these two questions:
Which activity would you prefer to do?

Which of the activities do you think would be
easiest to do?
Change partners and take turns to do the

Speaking Part 2 task in (Speaking) Exercise
1.
Try to speak for a minute.
Try to use some of the words and phrases from
(Speaking) Exercise 4.
Use your own ideas and Martyna's ideas.
While you are listening to your partner, use the
check list in (Speaking) Exercise 3 and give
feedback when your partner has finished.
Unit 2: Exercise 9:
Tell students that this is an opportunity to put the
feedback they have given into practice
themselves.
Tell them to follow the same procedure as for
Exercise 8.
Extension idea You can use the same extension
idea as in Exercise 8.
Work in pairs and take turns to do this Speaking
Part 2 task.
The photographs show people doing different freetime activities.
Compare the photographs, and say what you think
the people enjoy about doing these different
activities.
PRINT OFF THE FOLLOWING SPEAKING PART
2 HANDOUT 6 - FOR STUDENTS TO PUT IN
Unit 2: Writing
Part 2
An Article
An Article is a piece of writing / for
publication in a magazine / newspaper /
brochure or leaflet etc.
+ WHAT IS AN ARTICLE?
The style of language required for an Article /
may be formal or informal / depending on its
intended readership.
+ WHAT STYLE OF LANGUAGE IS REQUIRED FOR AN
ARTICLE?
You can use contractions in an Article.
+ CAN YOU USE CONTRACTIONS IN AN ARTICLE?
Its purpose may be / to provide information /
describe a place, event, experience etc.
+ WHATS THE PURPOSE OF AN ARTICLE?
You must present an opinion or balanced
argument, offer advice, suggestions etc.
+ WHAT MUST YOU PRESENT IN AN ARTICLE?
A successful Article should consist of / an eye
catching TITLE or HEADLINE / which suggests
the topic of the Article.
+ WHAT SHOULD A SUCCESSFUL ARTICLE CONSIST OF?
An Article should have 4 paragraphs / a short
Introduction using a rhetorical question /
Paragraph 2 for one aspect / Paragraph 3 for
another aspect / Paragraph 4 Conclusion or
Recommendation.
MUST AN ARTICLE HAVE?
4 paragraphs. A short
introduction using a
rhetorical question,
paragraph 2 for one
aspect, paragraph 3 for
another aspect and
paragraph 4 conclusion
or recommendation.
Print off the Article Information Handout 7 (below) for the students
FCE WRITING PART 1 ARTICLE STUDENT

HELP PACK
Apart from that

In addition to this
You must write between 140 to 190 words.

Any less or any more you will lose points.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANSWER THE QUESTION

PLAN YOUR ARTICLE
GIVE A TITLE has to GRAB quote,
rhetorical question, proverb etc
AT
LEAST
4
PARAGRAPHS
INTRODUCTION. MAIN PART 1. MAIN

PART 2. CONCLUSION
Ask RHETORICAL QUESTIONS to grab
the readers attention
SPEAK DIRECTLY to your readers (e.g:
lets imagine .. )
AVOID one sentence Introduction and
Conclusion
GIVE A CONCLUSION AND SUMMARY in
the final paragraph (see handout
attached)
REVISE your article carefully and
check you have between 140 and 190
words
CHECK AND CORRECT ANY MISTAKES
(spelling, punctuation)
An article, in general, is a piece of writing for

publication in a magazine, newspaper, brochure,
leaflet, etc. It may be formal or informal in style,
depending on its intended readership. Its purpose
may be to provide information, describe a
place/event/experience etc, present an opinion or
balanced argument, offer advice/suggestions, etc.
A successful article should consist should be:
Informative and attractive
have an eye-catching TITLE or HEADLINE

which suggests the topic of the article that
follows
have an INTRODUCTION which clearly

outlines the topic(s) to be covered
a CONCLUSION which summarises the topic

and/or offers an opinion,
comments, recommendations, etc.
THE OPENING PARAGRAPH SHOULD NOT BE TOO
LONG.
EXPRESSIONS TO USE IN THE FCE ARTICLE
TASK
INTRODUCING YOUR FIRST POINT (INTRO)
Firstly
In the first place
First of all
The first thing to consider is
One thing to consider is
To begin with
MORE POINTS (MAIN POINT 2)
Secondly
Another consideration
Yet another consideration
Another thing to consider is
Added to that
ARTICLE SAMPLE QUESTION

You work for the student newspaper. You have
been asked to write an article about the Theatre
Group that is going to make a performance in your
town.
SAMPLE ANSWER
ALL IN ONE COME AND WATCH!
Intro
Have you ever been asked to make a d

many that you really like? I am sure y
would have happened if you had chos
something really special You do not
Main Part 1
There is a group of young people who

you can have all in one do you want
chance very soon.
Main Part 2
The Red Dragon Theatre Group is com

lot of humour, music, dance and anyth
on stage. Their main concern is to ma
above all to give you a great time. I b
Conclusion
To make a long story short you canno

perform in the The Globe Theatre and
expectations. I will most certainly be
miss this and miss out!
Unit 2: Exercise 1:
As a warmer Ask students: Have you ever
written an article? What was it about?
Where was it published? Do you enjoy
reading articles written by other students,
for example in college magazines? Why? /
Why not? What sort of articles are most
enjoyable?
Point out that it is important to identify who is
going to read the article this will determine what
they put in the article and the style they will use.
Look at this writing task and underline the points
you must write about.
(para 2 = how I continued) I found I really enjoyed

cooking and I was soon doing things which were
more complicated. Not everything I cooked was as
successful as my aunt's cooking. My younger
brother and sister complained about some of my
dishes, but they usually ate the food quite
happily.
(para 3 = why I enjoy it) When I went back to
school after the summer, I decided to do cookery
lessons and now I think I'm quite a competent
cook. When friends come round to my house, I
often cook them something because I find it really
satisfying and relaxing. I find creating new dishes
fascinating and it's wonderful to see my family and
friends enjoying a meal I've cooked.
You see this announcement i n an E nglish -lang

forit)teenagers.
(para uage
4 = whymagazine
Id recommend
I'd recommend it
A great way to spe nd your free time!
as a hobby because for me it's one of the most

creative and useful free-time activities that anyone
can do.
Tel l us about a leisure time activity you rea l l y enjoy.

How d i d you get sta rted?
Why do you enjoy i t so m u ch?
Unit 2: Exercise 4:
We wi l l pu bl i sh t he most interesting articles i n next mont h 's i ssue.
Write you r article.
You can write compound sentences by joining two
sentences with and , but and because. Which two
sentences are joined in these compound
sentences?
1
I found I really enjoyed cooking and I was soon

doing things which were more complicated.
My younger brother and sister complained

about some of my dishes, but they usually ate
the food quite happily.
Work in pairs. Tell your partner about one of your

free-time activities. While speaking, answer the
questions in the writing task above.
When friends come round to my house, I often

cook them something because I find it really
satisfying and relaxing.
Unit 2: Exercise 3:
I'd recommend it as a hobby because for me

it's one of the most creative and useful freetime activities that anyone can do.
When I went back to school after the summer,

I decided to do cookery lessons and now I
think I'm quite a competent cook.
Unit 2: Exercise 2:
Encourage students to speak for at least a minute.
Alternative treatment Ask students to read the

article quite quickly without looking at the
instructions for this exercise. Ask them: What is
wrong with the article? (Answer: Its not
divided into paragraphs). What effect does
this have on the reader? (Answer: It
becomes difficult to follow the argument
because it is not clearly structured).
Point out that some paragraphs, especially
introductory or concluding paragraphs, can be
quite short and may sometimes have just one
sentence. However, it is equally confusing when
every paragraph is just one sentence long.
Work in pairs. The article in the next column would
lose marks in the exam because it is not divided
into paragraphs.
1 Divide it into four paragraphs.
2 Say what the main idea is in each paragraph.
Cooking - it's creative and fun!
(para 1 = how I got started) I first got interested in
cookery one summer holiday when I was about 12.
I was staying with my aunt, who is a keen cook,
and I wanted to try cooking for myself. She started
by teaching me how to do fairly simple dishes at
first.
Suggested Answers:
1
I found I really enjoyed cooking; I was soon
doing things which were more complicated.
2
My younger brother and sister complained
about some of my dishes; they usually ate the
food quite happily.
3
When friends come round to my house I often
cook them something. I find it really
satisfying and relaxing.
4
Id recommend it as a hobby, for me, its one
of the most creative and useful free-time
activities that anyone can do.
5
When I went back to school after the summer,
I decided to do cookery lessons; now I think I
m quite a competent cook.
Unit 2: Exercise 5:
Write compound sentences by joining these
sentences with and, but and because. Use
pronouns ( he, she, it, etc.) to avoid repetition.
1 I'd like to learn to fly. I think learning to fly is too
expensive. I'd like to learn to fly, but I think its
too expensive.
2 I got interested in flying when I was about 14.
My father took me to an airshow. I got
interested in flying when I was about 14
because my father took me to an airshow.
3 My parents don't want me to fly. They think
flying is dangerous. My parents dont want me
to fly because they think it is dangerous.
4 One of my friends is learning to fly. My friend
has asked me to come with him. My friend
thinks I'd like flying. One of my friends is
learning to fly and hes asked me to come with
him because he thinks Id like it.
Unit 2: Exercise 6:
You can write complex sentences by joining two
sentences with words such as when, who, which
and that. Write these complex sentences as two
separate sentences.
1 I first got interested in cookery one summer
holiday when I was about 12. I first got
interested in cookery one summer holiday. I was
about 12.
2 I was staying with my aunt, who is a keen cook.
I was staying with my aunt. My aunt is a keen
cook.
3
I was soon doing things which were more

complicated. I was soon doing things. They /
The things were more complicated.
4 When I went back to school after the summer, I

decided to do cookery lessons. I went back to
school after the summer. I decided to do
cookery lessons.
5 When friends come round to my house, I often
cook them something. Friends come round to
my house. I often cook my friends/them
something.
Join these sentences using and, because, but,

when, which and who. Use pronouns ( he, she, it,
etc.) to avoid repetition.
1 I started windsurfing. I was 13. I was staying
with friends by the sea. I started windsurfing
when I was 13 and I was staying with friends
by the sea.
2 One of my friends is a keen windsurfer. She
encouraged me to start. She thought I would
enjoy it. One of my friends, who is a keen
windsurfer, encouraged me to start because
she thought I would enjoy it.
3 I kept falling into the sea to start with. It was a
fairly windy day. There were a lot of waves. I
kept falling into the sea to start with because it
was a fairly windy day and there were a lot of
waves.
4 I didnt enjoy it at first. I had to concentrate
quite hard. I carried on trying. I didnt enjoy it
at first because I had to concentrate quite
hard, but I carried on trying.
5 I started to windsurf quite fast. It was exciting.
I started to find it quite enjoyable. I started to
windsurf quite fast, which was exciting, so I
started to find it quite enjoyable.
Unit 2: Exercise 9:
Remind students that they will get marks for the
range and appropriateness of their vocabulary.
Find adjectives in the article which describe the
following:
1 the writers feelings about cooking:
Satisfying, relaxing,
fascinating,
wonderful
2 cooking as a leisure-time activity:
Creative, useful
3 the writers ability to cook: competent
6 For me, cooking is one of the most creative and

useful free-time activities that anyone can do.
For me, cooking is one of the most creative and
useful free-time activities. Anyone can cook/do
it.
Unit 2: Exercise 10:
Unit 2: Exercise 7:
Tell students to write F for feelings and T for type

at the top of the word in the book.
Join these sentences using when, who, which

and that.
Astonishing F / competitive T / delightful F /

demanding T / depressing F / dreadful F /
economical T / entertaining F / exhausting F /
incredible F / irritating F / popular T / superb F /
time-consuming T / tremendous F / unbelievable F
1 I was 13. I started running seriously. I was 13

when I started running seriously / I started
running seriously when I was 13.
2 My aunt encouraged me. My aunts a keen
athlete. My aunt, who is a keen athlete,
encouraged me.
3 I go running most days. Ive finished school
and done my homework. I go running most
days when Ive finished school and done my
homework.
4 Running is a sport. Running gets you really fit.
Running is a sport which/that gets you really
fit.
Unit 2: Exercise 8:
Complete the table below by writing these words

and phrases in the correct column.
Extension idea: Ask students to choose three

words which are new to them. Ask them to write a
sentence using each of them.
They should then compare their ideas with
examples from a learners dictionary.
Divide students into three teams and ask them to
take turns to read sentences they have written to
the whole class, who then discuss if the word has
been used correctly or not. You should act as
referee. If the word has been used correctly, the
team scores a point. The winning team is the one
which scores the most points.
Get it right
Spanish-speaking exam candidates
often confuse economical and economic.

If you want to take up an economical sport, try
jogging. You only need a pair of trainers. (the
adjective economical says that something saves
money or resources or is not wasteful of money or
resources)
The local sports centre has economic problems as
they have had to repair the swimming pool. (the
adjective economic refers to the economy,
finances or wealth)
(the adverb is economically and refers to both
e.g. the car runs economically AND
economically, the country is in good shape.
Unit 2: Exercise 11:

HOMEWORK ACTIVITY: Extension idea Ask
students:
What are the characteristics of a good

article? (it must be interesting, tell the
reader something they didnt know,
be enjoyable to read).
What would be a suitable style for this

article? Why? (As its for a magazine
for teenagers, a neutral or informal
style would be suitable).
Remind students to use some compound

sentences and write the article using between 140
and 190 words.
You see this announcement i n an E nglish -lang uag

A great way to spe nd your free time!
Tel l us about a leisure time activity you rea l l y enjoy.
How d i d you get sta rted?
Why do you enjoy i t so m u ch?
We wi l l pu bl i sh t he most interesting articles i n next mont h 's
Write you r article.
Speaking extra
Units 1 & 2
Objectives
Speaking Part 1: giving personal information;
further work on giving extended answers
Vocabulary: expect and hope
Spelling and sounds: words ending in -ture
The timing for the Speaking part of the exam
/ is 14 minutes / and carries 20% of the total
marks.
Remind students to look at parts of the sentences

that come before and after each gap, such as
prepositions (up, with, to, in) and other verbs (will,
plan to, think of, going to) to help them.
Play each sentence one-by-one for students to
check their answers.
Complete these sentences with verbs from the box
in the correct form. Then listen to check your
answers.
have
spend
hold
look forward
take part
meet
1 I think Ill meet up with my friends and go
to the city centre.

+ WHATS THE TIMING AND PERCENTAGE FOR LISTENING?2 Were planning to have a special family
lunch.
3 Im thinking of spending the weekend at
the beach.
+ HOW MANY PARTS ARE THERE IN TOTAL?
4 Im really looking forward to lazing in
the sun.
5 Im going to take part in the festival they
SPEAKING PART 1
re holding in my neighbourhood.
conversation between the examiner and each
CD1 Track 09
candidate.
The focus for Speaking Part 1 is general
interactional and social language.
Exercise 1:
As a warmer Ask students in pairs to look at the
photos at the top of the page and say which of the
activities in the photos they do at the weekend,
which ones they enjoy, and why.
Ask students: How important is it to relax and
have fun in your free time? Why?
Refer students to the two Speaking Part
1questions in the box. Ask them to note down
useful vocabulary to answer the questions, but not
to write complete sentences. Tell them they should
prepare for Speaking Part 1by learning vocabulary
relevant to their own personal information.
Speaker 1: I think Ill meet up with my friends

and go to the city centre. Theres much more to
do there than in my neighbourhood things such
as going to the cinema or going bowling.
Sometimes we go to a disco and then go home on
the night bus.
Speaker 2: Were planning to have a special
family lunch. Its my younger brothers birthday
on Saturday, so well all have a meal together. My
mums going to cook paella, because thats his
favourite dish. Ive got a big family were
expecting about twenty people to come to the
party!
Speaker 3: Im thinking of spending the weekend
at the beach. My parents have got an apartment
on the coast so I can stay there. Im really looking
forward to lazing in the sum and I hope Ill get a
suntan, but that depends on the weather, of
course.
Speaker 4: Im going to take part in the festival
theyre holding in my neighbourhood. Its a kind
of local event which we celebrate every year. Its
great fun! On the first evening people go to the
main square, theres a procession and dancing,
and later on a firework display. There will also be
lots of stalls selling food and drink.
Extension idea Ask the following questions in
relation to the listening:
Students then answer the questions in pairs.
Read these Speaking Part 1 questions and think

about how you might answer each of them.
What are you going to do this weekend?

Tell me about your plans for the summer.
Exercise 2:
What do they sometimes do in the city

centre? (go to a disco)
Do they get a taxi home? (no - night
bus)
How many people are they expecting to
come to the party 20
Exercise 3:
Remind students that they will get higher marks if
they use more complex structures, so they should
aim to use longer sentences, and often more
than one sentence, to answer questions. They can

do this by extending their answers with
reasons, examples and additional
information.
Play each candidate's answer one at a time to do
the task. Point out that some candidates don't give
all three things and some give more than one of
each item.
Many Spanish-speaking exam candidates give
answers which are too short. Listen again, How
does each speaker 1-4 extend their answer by
giving
a a reason?
b an example?
c additional information?
Answers:
Speaker 1
A reason: Theres much more to do there than in
my neighbourhood.
An example: things such as going to the cinema
or going bowling.
Additional Info: Sometimes we go to a disco and
then go home on the night bus.
Speaker 2
A reason: Its my younger brothers birthday on
Saturday, so well all have a meal together.
An example: none given.
Additional Info: My mums going to cook paella,
because thats his favourite dish. Ive got a big
family were expecting about twenty people to
come to the party!
Speaker 3
A reason: My parents have got an apartment on
the coast so I can stay there.
Additional Info: Im really looking forward to
lazing in the sun and I hope Ill get a suntan, but
that depends on the weather of course.
Speaker 4
A reason: Its great fun!
Additional Info: On the first evening people go
to the main square, theres a procession and
dancing, and later on a firework display. There will
also be lots of stalls selling food and drink.
Get it right Elicit the difference between expect
and hope in the two examples. (Answer:
in the first sentence, expect is used to
show the speaker THINKS something
will happen. Its a prediction about the
future.
In the second sentence, hope is used to
SHOW the speaker WANTS something to
happen in the future)
Be careful not to confuse expect and hope.
I expect Miguel will be late for the party as he isn

t usually very punctual (thinks he will be late)
I hope Miguel wont be late for the party as he isn
t usually very punctual (doesnt want him to
be late)
Exercise 4:
Ask students in pairs to read the sentences
carefully and discuss the meaning of expect and
hope in each one. Expect has more possible
meanings than hope, which simply expresses a
positive wish for the future.
expect and hope. Match the examples in these
sentences with their definitions .
1 I've got a big family so I expect that about 20
people will come tonight! (b)
2 They expect us to work hard at this school and
to get good results in our exams. (c)
3 I expect Alicia is doing her homework, so she
won't want to come skating with us. (d)
4 I can't go to the cinema because I'm expecting
a phone call from my girlfriend. (a)
5 I'm going to the beach next weekend so I hope
I'll get a suntan. (e)
a be waiting for someone or something to happen
b believe something will happen or someone will
do something
c think someone should behave in a particular
way or do something
d think something is likely to be true
e want something to happen or to be true
Exercise 5:
Tell students to look for indications in each
sentence of whether the speaker thinks
something is true or will happen, or wants
something to happen.
Complete each sentence with expect or hope.
1 Sue is a much better player, so I ....expect...
she'll win the match.
2 It's forecast to rain tomorrow, but I ....hope. it
won't, because we're planning a picnic in the
park.
3 I ..expect... you were disappointed by the film
after reading the novel, which I think is much
better.
4 I haven't had time to do much studying, so
I ...hope.... the test isn't too difficult.
5 I knew there was a lot of traffic, but I
didn't ...expect.... you to arrive this late!
6 I was really surprised; I find maths ve ry difficult
so I didn't expect to get such good grades.
Exercise 6:
With weaker or less confident students, ask
students to prepare their ideas before speaking.
Remind students of the meaning of career (a job
or series of jobs that you do in your working
life) so they dont confuse it with Spanish
carrera.
Work in pairs . Tell your partner about your future

plans using
expect and hope. Use the ideas below to help you.
family and friendships

study plans
travel and holidays
work and career
Exercise 7:
Ask students to read the questions and think about
how to give extended answers. Go through the
Speaking Tip below and remind students that
they must speak spontaneously.
Speaking Tip: Prepare for Speaking Part 1 by
thinking about your hopes and ambitions for
the future. However, make sure that you answer
the questions the examiner asks, and that you
speak spontaneously, not with memorised
answers.
the word stress. Point out to students how word

stress is indicated in a dictionary. If possible, use
the dictionary recording to show how a word is
pronounced. Ask students to repeat the word.
Words ending in ture
Look at these word s ending in -ture. Underline the
stressed syllable in each word .
1 culture
6 adventure
2 future
7 mixture
3 architecture 8 lecture
4 literature
9 picture
5 nature
10 furniture
Exercise 10:
Play the CD pausing for students to repeat each
word. CD1 Track 10
Is ture stressed or unstressed? (-ture is usually
unstressed) How do the speakers pronounce it?
Practice saying the words.
Read these Speaking Part 1 questions. Think about

how you could give extended answers with
reasons, examples or additional information.
Free-time activities:
Do you prefer watching films in the cinema or at
home? Why?
Have you done anything unusual at weekends
recently?
Do you watch much TV? (What sort of
programmes do you enjoy?)
How has the way you spend your free time
changed in recent years
Future Plans:
Where would you like to go on holiday next

year? (Why would you like to go there?)
How do you think English will help you in the

future?
What are your future study plans?
What sort of job would you like to do in the

future?
1 cu ltu re /'ktdtfa/ 2 f uture /'f ju:tfa/ 3 a rchitect u
re
/'a:kI,tektfa/ 4 l iterature/'l1trrtfa/ 5 nature /'ne1tfa/
6 adventu re /ad'ventfa/ 7 m ixtu re /'m1kstfa/ 8 lect
u re
/'lektfa/ 9 picture /'p1ktfa/ 10 f u rn it u re /'f3:mtfa/
Exercise 11:
This time, students hear sentences with words
ending in -ture. Play all four sentences before
checking answers.
Alternative treatment With weaker students,
play the sentences one at a time, checking
answers before going on to the next sentence.
Listen to four sentences. Which words ending in
ture from Exercise 9 do you hear? Lectures,
future, adventure, pictures
Exercise 8:
Work in pairs. Take turns to ask and answer the
Speaking Part 1 questions in Exercise 7.
Ask students to change partners for this exercise.
Remind them to take turns to answer each
question before going on to the next one.
Exercise 9:
Spelling and Sounds
Tell students that pronunciation will be assessed
according to the following criteria:
intelligible speech
appropriate intonation
correct sentence an word stress
clearly articulated individual sound.
Alternative treatment Students use a dictionary,

such as the Cambridge online dictionary, to check
CD 1
Track 11
1 I dont take many notes during lectures.

2 Paula hopes to get higher marks in future.
3 Skiing in the Sierra Nevada was a great
adventure.
4 We got some great pictures of our classmates
on the trip.
Extension idea Ask students in pairs to try to
remember each of the sentences they heard.
They should then repeat them with the same
pronunciation.
Exercise 12:
Ask students to look again at Exercise 9 and find
the six words that werent used in the sentences
they heard in Exercise 11. (culture,
architecture, literature, nature, mixture and
furniture).
Write your own sentences using the other words

from Exercise 9. Then work in pairs and take turns
to read your sentences aloud.
Exercise 13:
Students work in pairs to think of words ending in
ture that match the definitions. Ask them to use
a dictionary to check their answers before
rounding up with the whole class.
Alternative treatment If students are finding
the exercise difficult, write the answers, in random
order, on the board for them to match with the
definitions.
Complete these definitions with words ending in
ture. Then practise saying the ture words.
1 (Agriculture) is the science of the
cultivation of land.
2 If you (capture) someone, you take them
prisoner.
3 A (creature) is a living thing which can
move independently.
4 In an airport or a train station, you need to go

to (departures) not Arrivals.
5 If you break or crack a bone, you (fracture)
it.
6 The verb (manufacture) means make
and often refers to producing goods in a factory.
7 Grammar describes the (structure) of a
language; how words are organised.
8 The noun (signature) is the way you
always write your name to identify yourself.
NEXT IS THE GRAMMAR REVIEW FOR UNIT 1
AND UNIT 2 STUDENTS TO DO THIS FOR
HOMEWORK. TELL THE STUDENTS TO CHECK
THE ANSWERS AT THE BACK OF THEIR BOOK
IF THEY HAVE ANY DOUBTS TO ASK THE
TEACHER IN THE NEXT CLASS.
ALSO STUDENTS TO DO UNIT 1IN THE
WORKBOOK (Starts on Page 92 of the
Student Book) FOR HOMEWORK AGAIN
STUDENTS TO CORRECT THE EXERCISE USING
THE ANSWERS IN THE BACK OF THE
STUDENTS BOOK.
Happy
holidays?
Unit objectives
introduction to task type; word formation:
Answers:
forming adjectives from verbs and nouns
Types of
Holiday
Holiday
holiday
locations and
activities
introduction to task type; studying the
places to stay
A camping
At a campsite
Walking & climbing
questions before the text; locating information
holiday
Writing Part 2: introduction to writing a A beach
At a luxury
Meeting new people
hotel
report; brainstorming ideas; using a range of holiday
A sightseeing
On a cruise ship
Sunbathing
tenses; format and structure of a report
tour
Listening Part 3: introduction to task type A cruise
At a youth
Relaxing
hostel
Speaking Part 3: introduction to task type; Backpacking
In the city
Visiting monuments
dealing with all the prompts; making
centre
At the seaside
Seeing new places
suggestions and asking opinions; agreeing and
disagreeing; strategies for discussing and
deciding which option(s) to choose; phrases to Unit 3: Exercise 2:
involve partners in discussion
Extension idea Ask students to work in
Pronunciation: intonation
pairs and suggest and describe two more
Vocabulary: lexis connected with travel and photographs which could be added to the
holidays; confusion between travel, journey, trip set.
and way; adjective collocations with journey andNow look at the photos and answer these
questions using words and phrases from the table.
trip; phrases to talk about travel; adjective
suffixes
1 What type of holiday does each photo show?
Grammar: past simple, past continuous and (Photo 1: a camping holiday / photo 2: a
used to; spelling when adding -ed to past tense sightseeing holiday / photo 3: backpacking /
verbs; at, in or on in time phrases; past perfect photo 4: a beach holiday / photo 5: a cruise)
2 What do people do on these types of holidays?
simple and continuous
Camping: walk, climb, relax, see new places
Starting off
Alternative treatment Before doing the
task, students work in small groups and:
Sightseeing: see new places, visit monuments

Backpacking: meet new people, walk,
sightseeing
Beach: relax, sunbathe
Cruise: meet new people, see new places,
sightsee, sunbathe, relax
3 Why do people choose these types of holidays?
4 Which types of holidays would you enjoy most?
Which would you enjoy least? Why?
Cover the text in their books and look at the

photographs only.
Unit 3: Listening:
Brainstorm vocabulary they could use to

talk about each of the photographs, e.g. for
photo 1, camping, at a campsite, etc.
The task type for Listening Part 3 / a multiple

matching / with 5 short monologues / lasting
about 30 seconds each / with 5 questions.
Then check their ideas against the

vocabulary in the box before doing the task
in the book.
Unit 3: Exercise 1:
The format is to select a correct option from

a list of 8.
Work in pairs. Complete the table below by

writing the words and phrases from the box
in the most appropriate column.
Part 3
The tas
matchi
second
The
of 8.
Listening Part 3 tests students ability to

understand gist, detail, purpose, opinion, situation,
etc. from five short extracts.
about their holiday. Use the letters only once.

There are three extra letters which you do not
need to use.
Before doing the exercise, go through the Exam

Information box with students. Tell them that in
the exam, they will have 30 seconds to look at
the questions and that they should use this time to
underline the key ideas; this will help them to
focus on what need to listen for.
Exam Information
Francesca
Mike
day)
Sally
Paul
Kate
G 1 (Kenya dangerous, risky)

F 2 (Beach holiday, hung around in the
D 3 (Mountain holiday)
A 4 (Sightseeing holiday)
C 5 (Backpacking)
Check, teach the following phrases: hang around,

dull, fed-up, still in touch, nightlife, dumped our
parents, upside
Extension idea When students have listened
twice, ask them to compare their answers in pairs.
Exam Information
In Listening Part 3, you:
Listen to 5 different speakers talking about a
related subject. You must match each speaker
with one of eight statements A-H. There are
three extra statements you dont need.
Hear each speaker twice.
This part tests your ability to understand a variety
of things, including the general idea being
expressed, details, attitudes, opinions or purpose.
Unit 3: Listening: Exercise 1:

You are going to hear five people talking about the
holiday they took last year. Before you listen,
underline the main idea in each statement A-H.
A I didnt enjoy it much at first
B I didnt mind the discomfort
C I got to know lots of people
D Id done something similar before
E I wanted a low-cost holiday
F I didnt do much during the day
G I wasnt in as much danger as some people
imagined
H I went on the trip as a break from my parents
Tell students that they will not hear the answers
expressed using exactly the same words as in the
question.
To sensitise them to this point, carry out the
procedure below, but tell them they wont have
time to do this in the exam itself.
Ask them to work in pairs and paraphrase each
statement using their own words to predict how
the statements might be expressed in the
recording.
When they have finished, elicit suggestions for
each question from the whole class.
As a follow-up, do the extension idea in Exercise 2
after you have done Exercise 2.

Now listen and, for questions 1-5, choose from the
list (A-H) in Exercise 1 what each speaker says
Ask them to remember, approximately, the words

each speaker said which gave them the answers
and to compare these with the ideas they, the
students, had when doing the extension idea in
Exercise 1.
CD 1 Track 12
Presenter: One. Francesca.
Francesca: I went on one of those journeys
overland to Kenya. It was awesome to be able to
go off with a group of people my own age. I mean,
really, on family holidays we always used to go to
the same
campsite and lie on the same beach and things.
This was a whole new thing - seeing completely
different places and doing lots of things I'd never
done before. We did have a driver and a guide to
keep an eye on things, so 1 I don't think there was
anything particularly risky about it. even though
my mum and gran worried from the moment I left
to the moment I got back!
Presenter: Two. Mike.
Mike: It was the nightlife we went for really. I went
with a couple of my mates, you know, 2 we got up
late in the morning or even in the afternoon and
usually hung around by the pool till sunset chilling
out or we made a trip to the beach, which was only
about 20 minutes away by bus. Except of course
on days when it was cloudy. But at night, we were
down at the clubs, partying to the small hours,
getting back to the hotel at two or three in the
morning. And surprise, surprise, we managed to
get through all our cash!
Presenter: Three. Sally.
Sally: I went off with a couple of my friends in
March. We were out in the open air in these
amazing mountain landscapes and doing some
awesome climbing. We all complained about what
we cooked, though, and the weather caused a few
problems. We were on our way back down the
mountain when we got caught in this really big
storm, so that was a bit scary. 3 But I 'd done that
sort of thing quite a lot with my dad when I was a
kid - um, my dad used to be a climber when he
was younger - so I knew what I was doing.
Presenter: Four. Paul.
is: I visited Egypt last year.
Paul: Well, 4 it wasn't really my idea of a good

time at all. The meals were good, if you don't mind
sitting around with a lot of middle-aged adults in
smart hotels. It was just really dull. And Mum and
Dad dragged me round looking at paintings and
sculptures, which was just so boring! 4 Still, there
was an upside, because while we were going
round yet another museum, I got to meet this
Polish girl called Jolanta. She was about as fed up
as I was, so we just dumped our parents and went
off for the day together. 4 We had a really great
time and, actually, we're still in touch.
+ GIVE AN EXAMPLE OF AN ACTION OR EVENT IN THE PAST
I vis
An example for actions or events which

happened one after another is: I saw the
pyramids, then I went round the Cairo museum
and later I went to a traditional restaurant.
+ GIVE AN EXAMPLE OF AN
ACTION OR EVENT WHICH
HAPPENED ONE AFTER
ANOTHER
I saw the pyramids, then I

went round the Cairo
museum and later I went
to a traditional
restaurant .
Presenter: Five. Katie.

Katie: It was one of my first non-family holidays
too, except for a couple of summer camps when I
was younger. I went backpacking with some mates
round Europe, using the trains mainly, and we
stayed in youth hostels, which saved us a bit of
money. 5 There were hundreds of other people like
us from all over the world who were doing the
same sort of thing. It was good fun, a great
atmosphere. I really like that sort of mixing of
cultures - it's one of the best things about foreign
travel, so I'm hoping we'll do it again next year.

What do you like about holidays with your:
family?
Friends?
If your students have not had holidays with

friends, you can ask them: How does your
family decide what sort of holiday to have?
What do different members of your family
particularly enjoy doing on holiday?
Unit 3: Grammar
Past simple, past continuous and
used to
(CALLAN STYLE)
PAST SIMPLE
The grammar form for Past Simple is VERB +
ed or irregular verb form
+ WHATS THE GRAMMAR
FORM FOR PAST SIMPLE?
An example for things which happened for a

long time in the past is: She lived in Madrid for
10 years from 2003 to 2013.
+ GIVE AN EXAMPLE FOR THINGS WHICH HAPPENED FOR A
LONG TIME IN THE PAST
PAST CONTINUOUS
The grammar form for Past Continuous is
WAS/WERE + Present Verb + -ing.
+ WHATS THE GRAMMAR
WAS/WERE + Present
FORM FOR PRESENT
Verb + -ing
CONTINUOUS?
We use the Past Continuous to talk about an
activity which started before and continued
UNTIL an event in the past.
+ WHEN DO WE USE THE PAST
CONTINUOUS?
We use the Past

Continuous to talk about
an activity which started
before and continued
until an event in the
past.
An example for an activity which started

before and continued UNTIL an event in the
past is: He was riding to school WHEN his
motorbike broke down (= the activity of riding
was interrupted by the problem with the
motorbike).
+ GIVE AN EXAMPLE FOR AN
ACTIVITY WHICH STARTED
BEFORE AND CONTINUED UNTIL
AN EVENT IN THE PAST
He was riding to school

when his motorbike broke
down. (= the activity of
riding was interrupted by
the problem with the
motorbike)
The grammar rule for Past

Simple is VERB + ed or We also use the Past Continuous for an
activity which started before and continued
irregular verb form
AFTER an event in the past .
We use the Past Simple to talk about actions
+ GIVE ME ANOTHER WAY WE
We also use the Past
or events in the past / actions or events
USE THE PAST CONTINUOUS
Continuous for an activity
which happened one after another / and
which started before and
things which happened for a long time in the
continued AFTER an event
past.
in the past.
+ WHEN DO WE USE THE PAST We use the Past Simple to
An example for an activity which started
SIMPLE?
talk about actions or
before and continued AFTER an event in the
events in the past / actions
past is: I was watching television when the news
or events which happened
one after another / and was announced (= I continued watching TV
afterwards).
things which happened for
a long time in the past.
+ GIVE AN EXAMPLE FOR AN
I was watching television
ACTIVITY
WHICH
STARTED
when the news was
An example for actions or events in the past
She
201
BEFORE AND CONTINUED

AFTER AN EVENT IN THE PAST
announced (= I continued
DO WE USE THE D IN USED
to watch the TV
FOR QUESTIONS AND NEGATIVE
afterwards)
ANSWERS?
USED TO
We use USED TO to talk about situations or
states in the past / which are not true now /
and repeated activities or habits in the past /
which dont happen now.
No, we dont use din

interrogative and
negative responses
Some examples of used to using

interrogative and negative responses are:
Did you use to run in marathons? and No, I didn
t use to run in marathons.
+ GIVE ME SOME EXAMPLES OF Did you use to run in

INTERROGATIVE AND NEGATIVE
marathons? and No, I didn
RESPONSES USING USED TO
t use to run in
+ WHEN DO WE USE USED
To talk about situations or
PLEASE
marathons
TO?
states in the past which
are not true now, and We cant use USED TO in present and future
repeated activities or time used to is only used in the Past
habits in the past which
dont happen now
CAN WE USE USED TO IN
No, we only use USED TO
PRESENT AND FUTURE TIME?
in the PAST time.
Some examples of USED TO are: My maths
teacher used to be in the Army; and She used to
When we want to talk about habits in the
run in the London Marathon every year until she
present, we use the PRESENT SIMPLE with an
broke her leg.
adverb like USUALLY, EVERY DAY, etc.
+ GIVE ME SOME EXAMPLES OF
USED TO PLEASE
My maths teacher used to

+ WHAT FORM DO WE USE TO
We use the PRESENT
be in the Army; and SheTALK ABOUT HABITS IN THE
SIMPLE with an adverb
used to run in the London
PRESENT?
like USUALLY, EVERY DAY,
Marathon every year until
etc.
she broke her leg.
PRINT OFF THE FOLLOWING PAST TENSE
With interrogative and negative responses,
HOMEWORK ACTIVITY FOR STUDENTS +
we DONT use the Din USED
PRINT THE PAST TENSES AND USED TO
HANDOUT 8 - FOR STUDENTS TO PUT IN
Unit 3: Grammar: Exercise 1:

CD 1 Track 12
Complete these extracts from Listening Part 3 by
writing the verbs in brackets in the correct form in
the gaps. Then listen again to check your answers.
... on fami ly holidays we always (1)
...used to go... (go) to the same
campsite and lie on the same
beach ...
My dad (2) ....used to be..... (be) a climber
when he
(3) ......was..... (be) younger ...
St ill, there was an upside because while we
(4) ....were going... (go) round yet another
museum,
I (5) ....got...... (get) to meet this
Polish girl call ed Jolanta.
... so we just (6) ...dumped.... (dump) our
parents
and (7) ....went.... (go) off for the day
together.
We (8) ...had..... (have) a really great time
...
. .. we (9) ....stayed.... (stay) in youth
hostels,
which saved us a bit of money.
There were lots of other people like
us from al l over the world who
(10) .....were doing...... (do) the same thing.

Circle the correct form of the verb in italics in each
of these sentences.
1 When he walked / was walking home, he
found a wallet with a huge amount of money in
it!
2 When I was at primary school, I was doing /
used to do about one hour's homework a day.
3 As soon as Mandy was getting / got Simon's
text, she was jumping / jumped on her bike
and was riding / rode round to his house to
speak to him.
4 When I was younger, we used to spend /
were spending our holidays in my
grandparents' village.
5 Luckily, we walked / were walking past a
shopping centre when the storm began / was
beginning.
6 My mum used to visit / was visiting lots of
exotic places when she was / was being a tour
guide.

spelling mistakes when adding ed to past tense
verbs. Add ed to each of these words.
developed
enjoyed
mentioned
happened
occurred
planned
opened
stopped
preferred
studied
tried
travelled
PRINT OFF THE FOLLOWING -ed SPELLING

RULES HANDOUT 9 - AND TELL STUDENTS TO
USE IT WITH THE ABOVE EXERCISE (THIS
HANDOUT WAS GIVEN OUT IN UNIT 2 CHECK
WITH STUDENTS FIRST TO SEE IF THEY HAVE
A COPY IN THEIR HANDOUT FILE)

adding ed, -ing to words
with a vowel (-er, -ed, -ing, -ance, -ation,

etc): irritate irritating, fame famous
we do not drop the final ewhen the suffix

begins with a consonant: safe safety,
manage management
a final ybecomes i: industry industrial
We double the final consonant when we add ed,

-ing to words:
which are one syllable and end in a

consonant-vowel-consonant: stop
stopped, hit hitting
which have two or more syllables which

end in consonant-vowel-consonant and the
final syllable is stressed:
admit admitted, occur occurring
Note: in British English, we always double a final

lafter a single vowel:
travel travelling, cancel cancelled
We dont double the final consonant when:
there are two final consonants: send

sending
there are two vowels before the final

consonant:
appeal appealed
the word ends in a vowel: strike striking
for a verb, the stress is not on the final

syllable:
open opening
the word ends in w, -x or y:

slow slowing, relax relaxing, display
displayed
When adding ed, a final after a consonant

becomes i:
study studied
When adding ing, a final after a consonant does
not change:
study studying
Note: notice how the spelling of these words
changes:
lie lying lied; die dying died; lay laying
laid; try trying tried

adding prefixes and other
suffixes
We normally do not change the spelling of the base
word when we add a prefix or a suffix:
need unneeded, arrange - arrangement
However:
we drop the final ewhen there is a

consonant before it and the suffix begins
Adding Prefixes
When we add a syllable like un-, dis-, or in- before
the word to make it negative, we do not change
the spelling, e.g. with dis- and un-:
appoint disappoint, satisfied dissatisfied, like
unlike, necessary unnecessary
Note: before words beginning with r we use ir-:
irrelevant; before words beginning with m or p
we use im-: immature, impatient; before words
beginning with l we use il-, illogical, illiterate.
These words are frequently misspelled by exam

candidates:
The most common spelling errors by candidates
accommodation
advertisement
beautiful
because
beginning
believe
between
children
comfortable
communicate
convenient
country/countries
course
different
embarrassed/embarrassing
environment
excellent
experience
government
loose
necessary
nowadays
opinion
opportunity/opportunities
prefer
receive
recommend
restaurant
society
their
until
wealthy
which
Unit 3: Vocabulary: Exercise

1:
Travel, Journey, Trip and Way
I really like that sort of mixing of cultures

its one of the best things about foreign
travel.
(CALLAN STYLE)
TRIP
Travel, journey, trip or way
A trip is a journey in which you visit a place

for a short time and come back again.
+ WHATS A TRIP?
JOURNEY
A (1) ...trip.... is a journey in which you visit a

place for a short time and come back again.
B (2) .....way... .' refers only to the route that you
A journey in which you
take to get from one place to another.
visit a place for a short C The noun '(3) ....travel.. .' is a general word
time and come back
which means the activity of travelling .
again
D Use '(4) ....journey....' to talk about when you
travel from one place to another.
We use journeyto talk about when you

TRAVEL from one place to another.
+ WHEN DO WE USE
JOURNEY?
TRAVEL
To talk about when you

travel from one place to
Tell students that they should pay special attention
another
when using these words, as candidates often make
mistakes with them in the exam.
The noun travel is a general word which

means the ACTIVITY of travelling.
+ WHAT DOES THE NOUN
TRAVEL MEAN?
WAY
Circle the correct word in italics in each of these

sentences.
1 She met plenty of interesting people during her

Travel is a general word
weekend travel / trip to Montreal.
which means the activity
of travelling
2 We stopped at the supermarket on the way /
trip to the beach to pick up (coger) some cold
drinks.
Way refers only to the ROUTE that you take

to get from one place to another.
+ WHAT DOES WAY REFER
TO?

2:
3 My mum and dad have booked (reservar) a

journey / trip to Greece for our holidays this
August.
Way refers only to the

route that you take to get4 My mum is away on a business journey / trip
from one place to another so the house is really quiet at the moment.
No, we use JOURNEY to 5 People spend far more on foreign travel /

journeys than they did 50 years ago.
talk about when you
travel from one place to
6 The travel / journey to my village will take
another
about three hours.
+ IS TRAVEL A JOURNEY IN
No, TRIP is a journey in
WHICH YOU VISIT A PLACE FOR
which you visit a place for7 Have a good travel / trip to Budapest!
Thanks! See you next week when I get back!
A SHORT TIME AND COME
a short time and come
BACK AGAIN?
back again
8 You cant get to school by bicycle if the
journey / way is too long over 30 kilometres,
If your students all speak the same language you
for example.
can ask them how they would translate each of the
words in their language.
9 Excuse me, Im a bit lost. Can you tell me the
best journey / way to the bus station!
the following nouns: travel, journey, trip and way.
Look at these sentences from the recording script
in Listening Part 3 and complete the extract below
3:
by writing travel, journey, trip or way in the gaps.
+ DO WE USE TRIP TO TALK
ABOUT WHEN YOU TRAVEL
FROM ONE PLACE TO
ANOTHER?
I went on one of those journeys overland

to Kenya
we made a trip to the beach, which was

only about 20 minutes away by bus.
We were on our way back down the

mountain when we got caught in this really
big storm.
Ask students to underline any words in the list for

which they are unsure of the meaning. They
should then discuss in pairs what each of the
words they have underlined means.
Alternative treatment Ask students to cover
the list while they do the exercise. When they
have finished, they can uncover it to check their
answers.
Complete each of the sentences by writing an

adjective from the box. In some cases, more than
one answer may be possible.
Critical, industrial, innocent, unhelpful,

unbelievable, artistic
Ask students:
Homeward (de regreso) / outward (de salida) /

hard (duro) / dangerous journey / a business
(negocio) / sightseeing / shopping / day /
forthcoming (proximo) / round trip / pleasant /
successful / safe / extended / overnight journey /
trip
1 I hope you have a(n)
pleasant/safe/successful journey.
2 Im going an a(n) overnight trip to
Zurich, so I wont be back till tomorrow.
3 The outward journey wasnt nearly as
hard as the homeward one.
4 Theyve gone on a(n) shopping trip, so I
guess theyll come home with lots of new
clothes.
5 What are you going to do on your
forthcoming trip to New York? Is it for
business or pleasure?
6 Have a(n) safe/pleasant journey and don
t drive too fast!

4:
Work in groups. Imagine you are planning a trip
together this weekend. Decide:
Where to go
How to get there
What to do when you arrive
(Give the class 10 minutes for this discussion)

of English Part 3
The task type for Part 3 / is Word Formation.
The format is a text containing 8 gaps / with
a missing word beside the text / and must be
changed to form the missing word.
What type of word are all of these?

(adjectives)
Write a noun or verb for each of these
adjectives (critic (noun) / criticise
(verb); industry; innocence; believe;
art/artist) (give students 5 minutes
for this activity)
When students have finished, round up and check

spelling.
Ask
What ways of forming adjectives can you

see here? (adding al, -ful, -able, -ic
and changing ence to ent)
Can you think of any other ways of forming
adjectives?
You can point out that there are a number of ways

of changing nouns and verbs into adjectives, but
there is no general rule to say which way should
be used when.
With books open, draw students attention to
spelling changes which occur, e.g. dropping the
final ein nature natural; y becomes i
as in mystery mysterious.
Tell students that for this task, the word must be
spelled correctly. If you wish, refer them to the
spelling section in the Language reference on page
195.

1:
Form adjectives from these nouns and verbs by
adding a suffix.
natural
nature (n)
1
adventure (n) friend 2(n) memory (n ) mystery (n) risk (n + v)
3
crowd (n + v)
thrill (n + v) doubt 4
(n + v) success (n) remark (n + v)
5
access (n + v)
Reading and Use of English Part 3 tests students

ability to form words by adding affixes and, in
some cases, compounds to fit the context of a
short text. They may also need to make internal
changes to some words (e.g. high height).
Students therefore need to understand the text
and recognise what part of speech is required for
each gap, whether it has an affirmative or
negative meaning, is singular or plural, etc.
The best general preparation students can have
for this exam task is to read extensively to build
up their vocabulary.
As a warmer To sensitise students to some of the
changes that may be needed, with books closed,
write these adjectives on the board:
7
8
9
10
11
12
Answers:
2 adventurous / 3 friendly / 4 memorable / 5
mysterious / 6 risky / 7 crowded / 8 thrilled /
thrilling / 9 doubtful / 10 successful / 11
remarkable / 12 accessible

2:
In some cases, there is more than one correct
answer. Encourage students to think of as many
possibilities as they can. They will also suggest
negative adjectives, so it is worth pointing out that
these can sometimes be formed with the suffix
-less. You can elicit other ways of making them
negative (they have seen some in Unit 1), e.g.
adding prefixes: dis-, ir-, im-, in- and un-.
Form adjectives from the nouns and verbs in the
box. In some cases, more than one answer may be
possible . When you have finished, use your
dictionary to check your answers.
artist (artistic) caution (cautious) colour
(colourful / colourless) educate educational /
educated emotion emotional energy
energetic mass massive predict predict /
predictable reason reasonable respond
responsible storm stormy thought
thoughtful / thoughtless wealth wealthy
Exam information
In Reading and Use of English Part 3, you read a
text of 150-160 words with eight gaps and one
example (0). You write the correct form of the word
given in CAPITALS at the end of the line in each
gap.
This part tests your knowledge of vocabulary and
your ability to form words by adding prefixes and
suffixes and making other changes.
In the test, the words will be a mix of nouns,
adjectives, adverbs and verbs.
about.
In the exam, any type of word is possible noun,
verb, adverb, adjective but here only adjectives
are worked on.
A bus journey
Tasha climbed onto a (0) crowded bus which
was going to take her to a nearby village.
The
wooden seats looked quite (1) COMFORT =
UNCOMFORTABLE so she decided to stand,
even though a (2) THOUGHT =
THOUGHTFUL passenger offered her a seat.
As the bus moved through the countryside, it filled
with women dressed in bright, (3) COLOUR =
COLOURFUL clothes on their way to market to
do their weekly shopping. This is an (4) FORGET
UNFORGETTABLE experience thought Tash
who was beginning to feel (5) OPTIMIST
OPTIMISTIC about her journey.
More passengers climbed aboard laughing and
chatting, and the noise became (6) CONSIDER =
CONSIDERABLE . Gradually, the bus grew
hotter and Tasha began to feel a little (7)
ANXIETY = ANXIOUS that she might not get
to the door when the bus reached her stop.
Fortunately though a (8) SYMPATHY =
SYMPATHETIC passenger saw her problem and
shouted to the other passengers to let her pass
and suddenly everyone made room for her to get
off.

4:

3:
Get students started by eliciting one or two ideas,

e.g. missing your flight or your train; not having
the right ticket, etc.
Read the text on the right. Use the word given in

capitals at the end of some of the lines to form a
word that fits in the gap in the same line. When
you have finished, use your dictionary to check
your answers.
Ask students: Have any of these things ever

happened to you? Tell each other about it.
Tell students to read the text before and after the

gap and to check for any negative context, as the
word may need a prefix. It is also important to
understand the text and to identify what type of
word (noun / verb / adjective / adverb) is missing,
whether it has an affirmative or negative meaning,
etc. in order to answer the questions, so they
should read the title and the text fairly quickly
before they start to get a general idea of what it is
Class discussion. What things make you nervous

or anxious when youre travelling? (Ideas: fear of
flying, crowds, crashing etc)
HOMEWORK SUGGESTION STUDENTS TO
WRITE AN ESSAY - WHICH IS THE SAFEST
WAY TO TRAVEL, BY AIR, BY SEA OR BY
LAND? - STUDENTS TO WRITE AN OPINION
ESSAY 140 TO 190 WORDS
PRINT OFF THE FOLLOWING USE OF ENGLISH
PART 3 HOMEWORK ACTIVITY AND HANDOUT
TO PUT IN THEIR STUDENT FILES
Unit 3: Grammar
at, in or on in time phrases
Complete these sentences from Listening Part 3 by

writing at, in or on in the gaps.
1 We got up late ...in... the morning or even ..in..

the afternoon . . .
2 Except of course ...on... days when it was
cloudy.
3 But ..at.. night, we were down at the clubs,
partying to the small hours, getting back to the
hotel ..at... two or three in the morning.
We use AT with precise
4 I went off with a couple of my friends ...in...
points in time and
mealtimes, for example: at 3March.
oclock, at midday/midnight,
at dinnertime, at the
moment, at the weekend, at
Christmas and at night.
We use AT with precise points in time and

mealtimes, for example: at 3 oclock, at
midday/midnight, at dinnertime, at the
moment, at the weekend, at Christmas and
at night.
WHEN DO WE USE AT AND
GIVE EXAMPLES PLEASE?
We use IN with months, years, centuries and

long periods of time, for example: in May, in
summer, in 1990, in the
morning/afternoon/evening and in 6 weeks
time
WHEN DO WE USE IN AND GIVE EXAMPLES
PLEASE?
at, on, in
Tell students they should pay special attention
when using these prepositions in time phrases, as
candidates frequently make mistakes.
1 I would like to travel on in July because it is
We use INthe
with
months,
years,
and long periods of
perfect
time
to gocenturies
to the camp.
time, for
example:
in
May,
in
summer,
in
1990,
the on
2 In At the weekends, he only stays
atin
home
morning/afternoon/evening
andafternoon,
in 6 weeksbecause
time
Sunday on in the
in the
mornings he goes to see football games.

3 At weekends, everything opens in at 11:00 am.
4 I would advise you to come in summer
We use ON for days, particular dates and
because the weather is great and there
types of day, for example: on Sunday, on the
are many islands with great beaches.
th
6 of March, on Christmas day and on a
(GOOD)
sunny day.
5 She graduated from Cambridge University at in
2008.
WHEN DO WE USE ON AND
We use ON for days,
6 So I prefer shopping on weekdays unless I
GIVE EXAMPLES PLEASE?
particular dates and types am busy or have an appointment. (GOOD)
of day, for example: on 7 The traffic makes us nervous, particularly in at
Sunday, on the 6th of
certain times of the day when the roads are
March, on Christmas day
busy.
and on a sunny day.
8 We used to go to the beach at in the morning
in on a normal day, and clubbing every night.
CAN WE SAY WE CAN MEET
NO, we say Can we meet
ON BREAKFAST?
AT breakfast
Extension idea: Tell students to note down on a
CAN WE SAY IN SUMMER, I
SLEEP OUTSIDE IN THE NIGHT
?
CAN WE SAY IM GOING
SHOPPING ON THE MORNING?
CAN WE SAY MY BIRTHDAY IS
IN THE 6th OF MAY?
piece of paper 2 things they do regularly and 2

NO, we say In summer, I things they did, or which happened to them last
sleep outside AT night
year, but they shouldnt note down when they
do/did these things, e.g. I play football. I visited
NO, we say Im going
London.
shopping IN the morning
They then work in pairs (or as a class) and take
NO, we say My birthday turns to ask yes/no questions to find out when
is ON the 6th of May
their partners do/did the things they noted down,
e.g. Do you play football at weekends? Yes.
Do you play on Saturday afternoons? Yes.

at, on, in
PRINT OFF THE FOLLOWING AT, IN, ON

HANDOUT 10 - FOR STUDENTS TO PUT IN
THEIR HANDOUT FOLDERS
Unit 3: Reading & Use of

English
Part 7
The task type for Part 7 is Multiple
matching with 10 questions.
The format is a text / of several short texts /
with multiple matching questions / and the
texts may be chosen more than once.
PART 7?
details, opinions and attitudes expressed in the

questions. Students need to be able to distinguish
the correct section from other sections which may
contain information or opinions which appear
similar.
Point out to students that in this reading task, the
questions are printed before the text; they should
therefore take time to familiarise themselves with
the questions before they approach the text. If
they do this, they will know what information they
have to find and will recognise it more quickly
when they start reading.
Tell them that if they are familiar with the ten
questions, they may only need to read each
section once to find the answers.
The format is a text of

several short texts with
multiple matching
Which person
questions and the texts
may be chosen more than1 had to hide from danger? B
once.
2 found an employee intimidating? C
3 was not pleased to spend so long somewhere?
C
4 had visited the country on a previous occasion?
English: Exercise 1:
D
5 worried about how strong something was? B
As a warmer Tell students they are going to
6 missed speaking to people? D
read about holidays which went wrong. Tell them
7 had a painful experience? A
not to read yet, but to just look at the photos
8 travelled with an ex-criminal C
accompanying each section on page 37. In pairs or
9 was unaware of the danger in what they were
small groups, ask them:
doing? A
10 realised the holiday might be a mistake before
0 Where do you think each photo was taken?
arriving? D
0 What do you think might have gone wrong with
each holiday?
Before doing the exercise, go through the Exam
information box with students.
Alternative treatment To encourage
brainstorming, ask students to think of at least
eight things which can spoil people's holidays, e.g.
the weather, and note them down. Tell them that it
is a race and the group which completes a list of
eight things first is the winner.
When they have finished, ask groups to think of
examples for each of the things they have noted
down. Finally, ask groups to present their ideas to
the rest of the class.
Exam information
In Reading and Use of English Part 7, you will read
either one long text divided into four to six
sections, or four to six separate short texts. The
total length will be 500-600 words. There are ten
questions which you must match with the
different texts or sections .
This part tests your ability to understand specific
information, detail and opinion.
Work in groups. You are going to read about four
people's nightmare holidays. Before you read,
discuss what things sometimes spoil people's
holidays.

English: Exercise 2:
Reading and Use of English Part 7 tests students'
ability to locate which section of text contains

English: Ex. 3:
Tell students it is important to find evidence in the

text for their choices, so they should underline
words/ phrases/sentences which support their
choices.
Alternative treatment To make this a
communicative activity, you can follow this
procedure:
1 Ask students to work in pairs. Tell each pair to
read either sections A and C or sections B and
D. Tell them to find the questions which
correspond to their sections.
2 Give them seven minutes for this.
3 They then work with another pair and explain
which questions correspond to their extract and
why (they should quote the words in the extract
which support their answers).
4 Tell them to discuss any problems, e.g. two
students have chosen the same question, or
there is a question that no one has found an
extract for.
This activity will help students to read all the
questions carefully and find evidence in the text to
support their answers.
For questions 1-10, choose from the people (A-D).
Each person may be chosen more then once.
(see answers above)

English: Ex. 4:
Class discussion. Which of the holidays sounds the
worst to you? Take turns to tell each other about a

memorable holiday you have had. Then decide
which of you had the most interesting holiday.
To help students talk about memorable holidays,
you can write these questions on the board:
When did you have the holiday?
Who were you with?
What happened?
How did you feel?
Ask students to think and plan for a minute or two
before speaking.
PRINT OFF THE FOLLOWING READING PART 7
HOMEWORK ACTIVITY FOR STUDENTS
Past Perfect Simple and Continuous

The grammar rule for Past Perfect Simple is :
Subject + HAD plus PAST PARTICIPLE VERB
SIMPLE?
The g
SUBJE
The difference between the Past Perfect

Simple / and the Past Perfect Continuous /is
that the Past Perfect Simple emphasizes
COMPLETION (or the result of a completed
action) whilst the Past Perfect Continuous
emphasizes the DURATION (THE LENGTH OF
TIME) or activity of an action.
+ WHATS THE DIFFERENCE BETWEEN THE PRESENT
PERFECT SIMPLE AND THE PRESENT PERFECT CONTINUOUS?
The P
(or th
Perfec
(THE
We use the Past Perfect Simple to emphasize

that an action in the past finished BEFORE
another action in the past started.
PAST PERFECT SIMPLE?
We use the Past Perfect

Simple to emphasize that
an action in the past
finished BEFORE another
action in the past started.
An example being: John had never been to

London before we went there last year.
+ GIVE ME AN EXAMPLE OF THE PAST PERFECT SIMPLE
PLEASE?
John
there
Past Perfect Simple is also used in reported

speech, third conditional sentences, or to
show dissatisfaction with the past.
+ WHAT DO WE ALSO USE PAST PERFECT SIMPLE WITH?
Past Perf
third con
with the
The grammar rule for Past Perfect

Continuous is : SUBJECT + HAD + BEEN +
VERB (CONTINUOUS FORM ing)
+ WHATS THE GRAMMAR RULE FOR PAST PERFECT
CONTINUOUS?
SUBJE
FORM
We use the Past Perfect Continuous to talk

about actions or situations that were IN
PROGRESS BEFORE some other actions or
situations.
+ WHEN DO WE USE THE PAST
PERFECT CONTINUOUS?
Unit 3: Grammar
Tell
students to use their CALLAN
BOOK to work with in class
We use the Past Perfect

Continuous to talk about
actions or situations that
were IN PROGRESS
BEFORE some other
actions or situations.
An example being: Hed been playing for

Real Madrid for only two games when he
scored his first goal.
+ GIVE ME AN EXAMPLE OF THE PAST PERFECT SIMPLE
PLEASE?
He
gam
We also use the Past Perfect Continuous to

talk about the DURATION of a past action up
to a certain point in the past; showing cause
of an action or situation; with Third
Conditional sentences and with Reported
Speech.
+ WHAT CAN WE ALSO
USE THE PAST PERFECT
CONTINUOUS WITH?
We also use the Past

Perfect Continuous to
talk about the
DURATION of a past
action up to a certain
point in the past;
showing cause of an
action or situation; with
Third Conditional
sentences and with
Reported Speech
After this Callan exercise, use the board and write

the examples in the Callan activity on the board
and present a time line to give visual support to
understanding the Past Perfect Simple and Past
Perfect Continuous.
PAST PERFECT SIMPLE
For example: John had never been to London
BEFORE we went there last year:
_____x1_______x2__________________________________
_____
Past
Now
x1 = John had never been
x2 = we went there last year = John had never
been to London takes the Past Perfect simple form
as it happened before we went there last year.
The first part of the sentence is PAST PERFECT
SIMPLE and the second part of the sentence is
PAST TIME.
PAST PERFECT CONTINUOUS
For example: Hed been playing for Real Madrid
for only two games when he scored his first goal.
_____x1_______x2__________________________________
_____
Past
Now
x1 = Hed been playing for Real Madrid for only
two games = two games is the duration which
happened before
x2 = he scored his first goal
PRINT OFF THE FOLLOWING PAST PERFECT
SIMPLE & CONTINUOUS HANDOUT 11 - FOR
STUDENTS TO PUT IN THEIR HANDOUT FILE
Unit 3: Grammar: Past

Perfect Simple & Continuous:
Exercise 1:
Look at this sentence from Reading and Use of
English Part 7 (A Pauline Vernon) and answer the
questions below.

Exercise 2:
You can elicit why in question 3, both organised

and had organised are correct (Answer:
because the use of BEFORE makes the time
When my mum and I flew out to visit him for three frame
weeksclear).
, he had already organised our stay i n great detail.
A
1
A
B
2
Which of these actions happened first?

He had organised their stay. (correct)
They flew out to visit him.
Which verb form is used to indicate that
something happened before something else in
the past?
3 Compare the sentence above with the one
below. What does the sentence below suggest
about when the stay was organised?
When my mother and I flew out to visit him for
three
weeks, he organised our stay in great detail. (In
the first sentence, her father organised the
trip BEFORE they arrived; in the second
sentence, he organised it WHEN they were
ALREADY in the country).
page 193 Language reference: Verb tenses - past
perfect simple

Exercise 2:
Alternative treatment To encourage scanning
skills, give students 2 minutes to locate six
examples.
Work in pairs . Find six other examples of the
past perfect ( had been I had done) in Reading
and Use of English Part 7. Why is the past
perfect used in each case, i.e. what is the
event or situation in the past simple? e.g. A
Pauline Vernon: I discovered that two people had died
from jellyfish stings: that year - i.e. I discovered (this).
Answers
A Pauline Vernon: until that point, no one

had bothered to mention the sea-snakes The sting, on both legs, was agony, ...
B Sandy Henderson: we'd passed a small
cabin a little way back on the trail - we
made a dash for that
C Cat O'Donovan: what I had let myself in
for Twenty-three hours into an epic bus trip
across the States, I began to wonder; I
had been filled with romantic ideas Before boarding the first bus in LA; After
the guy next to me had finished talking
about his time in jail - I realised my
expectations were a bit off she had eaten
several
passengers - One unfriendly staff member
was so large I feared
Complete these sentences by writing the

verb in brackets in the correct form (past
simple or past perfect) in the gaps.
1
We were feeling hungry although we

....had eaten..... (eat) lunch only an hour
before.
I didn't know my way around the city

because I ...had never been.... (never be)
there before.
The party, which our hosts ....organised / had

organised.. .. ( organise) before we
arrived, was one of the most enjoyable
parts of our trip.
When I ....arrived.... (arrive) in Nairobi,1
wasn't allowed into the country because
I....had lost... (lose) my passport.
1 .....recognised...... (recognise) her from the

photograph, although I ...had never
spoken..... ( never speak ) to her before.
He helped to raise money to repair

homes which t he hurricane .....had
damaged..... (damage).

Exercise 4:
Look at sentences A and B below.
1 Which sentence focuses on the length of time
spent travelling? (A)
2 ls the underlined verb in the past perfect
simple or past perfect continuous? (A = Past
Perfect Continuous. B = Past Perfect
Simple)
A Paul was tired because he'd been travelling all
day.(Present Perfect Continuous because
all day = duration)
B Paul went to the information office because he'd
never travel led in the region before.
page 193 Language reference: Verb tenses - past
perfect continuous
After answering this question, go through the
explanation for the past perfect continuous in the
Language Reference section on page 193.

Exercise 5:
Complete these sentences by writing the verb in

brackets in the correct form (past perfect simple or
continuous) in the gaps.
1 The storm damaged the house where
she ...had been living..... (live) since she left
school. (since = PPC)
2 We ..had been walking.... ( walk) up the
mountain for about three hours when suddenly
it ...began.... (begin) to rain.
3 I ....had already finished.... (already finish)
the work when she ......offered.... (offer) to help
me.
4 1 .....had only been speaking.... (only speak )
for 30 seconds when he interrupted me with a
question.
5 I was tired and dirty when I ....got .. (get) home
because I ....had been walking... (walk) in the
country all afternoon.

Exercise 6:
mistakes with the past perfect simple and
continuous. Correct the mistakes in these
sentences.
1 I couldnt believe he have had done such a
thing.
2 I was hungry when I arrived because I didnt
have hadnt had anything to eat all day.
3 He didnt go hadnt been to London before
and he found it really exciting.
4 On one of my birthdays, my father had bought
me a bicycle because I had always wanted one.
5 She was 19 years old and she had just finished
school two weeks earlier.
6 I was tired because I have had been cleaning
the house the whole day.
PRINT OFF THE FOLLOWING PAST PERFECT
TENSE HOMEWORK ACTIVITY
Unit 3: Speaking
Part 3
In Speaking Part 3, candidates have to

first discuss various options as solutions
to a problem or as opportunities to do
something, and second, to decide which
option(s) to choose. This part tests
students' ability to interact over several
minutes in discussion, their ability to
exchange ideas and opinions, agree and
disagree, suggest, negotiate, etc.
Students need to listen carefully to each
other and react to the other student's
ideas, as well as come up with their own.
They should aim to have a balanced
discussion rather than trying to speak
more than their partner.
1 As a warmer With books closed, elicit
what reasons there are for organising
school trips. (Possible answers: To
give students wider experiences,
to learn a language or learn about
a culture, to form stronger
relationships with their fellow
students, to have some adventure,
to have a break from school, to
teach things in a practical setting,
etc.)
Put students in small groups. Ask them
to say what school trips they have
been on, which ones they enjoyed
most, and which ones they did not
enjoy so much.
With books open, go through the Exam
information box before moving to the
task and eliciting what each type of
trip involves, e.g. seeing the important
monuments, taking exercise and living
outdoors, etc.
Exam Information
In Speaking Part 3:
- you and the other candidate must discuss
a situation or problem together and reach
a decision.
- the examiner gives you a page with a task
consisting of a question and five different
word prompts.
- you have 15 seconds to read and think
about the task and then you have two
minutes to discuss your ideas.
- the examiner then asks you another
question (which is not written down) so
that you can summarise your thoughts.
You will have one minute to do this.
This part tests your ability to interact by
exchanging ideas, discussing opinions, suggesting,
agreeing, disagreeing, etc.
Unit 3: Speaking Part 3:

Exercise 1:
Id like you to imagine that your college has won

first prize in a competition a trip for all the
students. Here are some ideas for trips that
students could do and a question for your to
discuss. Talk to each other about how these
different trips could benefit the students.
(A visit to a museum or art gallery AND a
city sightseeing tour: (both activities have
more or less the same benefits)
Go through the benefits (see below) with the
students and elicit which activity they belong to.
Become more self-confident
more independent
Learn to work in a team
language
Be educational
from everyday lives
Get a real thrill
experiences
Appreciate other cultures
teamwork
Tough conditions
from their daily routine
become
cope in another
make a change
have new
learn
get away
Encourage interaction between the students e.g.

I dont /I agree with you on that, however .. /
why / why not / what do you think etc, etc.

Exercise 2:
Before they listen, ask students to predict what
benefits the two students will mention about the
first three options. They can then listen to check if
they were correct and take notes.
Listen to two candidates, Miguel and Antonia,
beginning this task. What benefits do they
mention for three of the options?
CD 1 TRACK 13
Answers:
A city sightseeing tour: you learn about
architecture and history, other cultures and visit
somewhere different.
A weekend camping trip in the mountains:
you have exciting experiences and adventures,
and learn to be independent, learn to work
together to solve problems, learn teamwork,
educational.
A beach activity day: you learn something from
doing different sports and activities.
CD 1 TRACK 13 (Transcript)
Miguel: Shall we start with this one?
Antonia:
OK.
Miguel: How do you think doing a sightseeing
tour of a city might be good for students?
Antonia:
I think you can learn a lot about
architecture and history and things like
that.
Miguel: Yes, and also you can visit somewhere
very different and learn about other
cultures.
Antonia:
Right. What about this sort of
activity holiday in the mountains? I think
it can give young people exciting
experiences and adventures, things they

dont get in their everyday lives.
Miguel: Yes, and they learn to be more
independent because theyre away from
home and their families, dont you think?
Antonia:
I think thats right. Also, they
learn to work together to solve problems,
so its good for learning teamwork.
Miguel: Thats an important point, because if the
schools organising the trip, it should be
educational, shouldnt it? I mean,
students have got to be learning
something. And the beach activity day;
what about that?
Antonia:
It sounds great, doesnt it? And I
think just by doing sports and activities
they dont normally do at school,
students learn something.
Miguel: I agree.

Exercise 3:
Point out that it is important to have a natural
conversation and to encourage partners to share
ideas with simple questions like these.
In Speaking Part 3, its important for candidates to
reach to each others ideas and suggestions. You
can do this by asking each other questions.
Complete the students questions below by writing
a word or phrase from the box in the gaps. The
listen again to check your answers.
Elicit the answers from students first before you
listen.
about that
think
this one
dont you
shall
what about
1 (Shall) we start with (this one)?

2 How do you (think doing) a sightseeing tour
of a city might be good for students?
3 (What about) this sort of activity holiday in
the mountains?
4 Yes, and they learn to be more independent
because theyre away from home and their
families, (dont you) think?
5 And the beach activity day: what (about
that)?

Exercise 4:
You can point out that intonation may indicate
many other things, such as how interested the
speaker is, surprise, certainty or uncertainty, and
that it forms an integral part of the speakers
message.
CD 1 TRACK 14
Pronunciation: intonation (1)
You can indicate that you have finished speaking,
or that you have more to say by making your voice
rise or fall. This is called intonation. A falling
intonation shows that you have finished speaking,
while a rising intonation often indicates that you
still have more to say. The speaker's voice falls or
rises most on words which are stressed.
Listen to these extracts from the conversation.

Decide if the speaker's voice rises or falls on the
underlined words.
1 How do you think a sightseeing tour might be
good for students? down
2 I think you can learn a lot about architecture up
and history up and things like that. down
3 Yes, and also you can visit somewhere very
different down and learn about other cultures.
down
4 What about this sort of activity up holiday in
the mountains? down
5 I think it can give young people exciting
experiences. up and adventures, up things
they don't get in their everyday lives. down
2. Work in pairs. Take turns to read sentences 1-5
aloud.
You can also ask them just to repeat the
underlined words.
Alternative treatment 3 When student are
ready to speak, tell them they should listen
carefully to their partners. If their intonation does
not fall, it indicates that they have not finished
speaking, so they should wait till they have
finished.
Write two sentences of your own, explaining the
benefits of two of the options in the speaking task.
Decide which words you should stress and whether
your voice should rise or fall on the stressed words.
When you are ready, work in pairs and
- take turns to read your sentences aloud
- react to what your partner says with your
own ideas.

Exercise 5:
Ask students to change partners for this exercise
so that they have a chance to talk to someone who
may have different ideas.
Work in pairs. Do the first part of the task
yourselves.
- Ask each other the questions from (Speaking)
Exercise 3.
- Talk about each of the options from the speaking
task in turn. Take two minutes to do this.
- Try to use the words and phrases from the box in
(Speaking) Exercise 1.

Exercise 6:
Tell students that thinking about what strategies
will produce the best results in this part will help
them to have a useful, constructive discussion and
help them to achieve a higher score in the exam.
Work in pairs. Look at the examiners instruction
for the second part of the task and the list of
strategies (1-6) which follow. Then:
decide together which strategies would be

good for this part of the task. Write Y
(yes) or N (no) next to each strategy.
give reasons for your answers.
Now you have a minute to decide which trip the

school should choose.
1 Talk about each of the options in turn again.
(no no time because you need to make a
decision in one minute)
2 Suggest which option you would choose, say
why, and ask your partner if he/she agrees.
(Yes starts the discussion and involves
your partner)
3 Agree with the first option your partner
suggests. (No prevents the flow of
conversation)
4 Disagree with the first option your partner
suggests, say why you disagree, then suggest
another option and say why. (Yes creates
more discussion)
5 Agree with the first option your partner
suggests, but then suggest an alternative and
say why. (Yes promotes further
discussion)
6 Disagree with everything your partner says in
order to make the discussion longer. (No its
not a natural discussion)

Exercise 7:
Play the recording twice if necessary.
Listen to two pairs of candidates, Miguel and
Antonia, and Irene and Nikolai, doing this part of
the task. Which of the strategies from Exercise 6
(1-6) does each speaker use?
Miguel: (2)
Irene: (5)
Antonia: (4)
Nikolai: (5)
CD 1 Track 15
Miguel and Antonia
Miguel: Well, Antonia, in my opinion, the best
choice for the trip is the camping and walking
activity in the mountains, because it wil l be an
adventure for everyone, and if it goes well,
everyone will enjoy it.
What do you think?
Antonia: Hmm, I think your suggestion would be
fine if the weather is good, but no one will enjoy it
if it rains all the time, and it's a lot of responsibility
for the teachers who are supervising the trip. I
think the beach-activities trip is a better option
because at least the kids will be staying in a hostel
if the weather turns bad.
Irene and Nikolai
Irene: OK, I think we should choose the theme
park because all teenagers enjoy the thrill of a
theme park, and it gives everyone plenty to talk
about and discuss before and after they go.
Nikolai: Yes, I think you're right, but I think we
should also consider the visit to the museum
because that might be more popular with the
teachers, and we have to take their preferences
into consideration as well.
Irene: Hmm, you might be right, but I think we
should put the students' tastes first because it is
their trip.
Nikolai: Maybe, but they can go to a theme park
in their own time.
Irene: Yes, of course they can, but sometimes it's
important to do these activities as a school group.
Irene: Yes, of course they can, but sometimes its
important to do these activities as a school group.

Exercise 8:
Match each of these phrases (1-7) with their
function (a-e). Some functions can be matched
with more than one phrase.
1 In my opinion, the best choice is ... because .
(a)
2 I think we should choose . . . because . (a)
3 What do you think? (b)
4 Yes, I think you're right, but . . . because ... (e)
5 You might be right, but I think we should also
consider
. .. because . . . (e)
6 I think . . . is a better option because .. (d)
7 I think your suggestion would be fine if . . ,
but ... (c)
a suggest an option and say why
b ask your partner if they agree
c disagree with a suggestion and say why
d suggest a different option
e agree with a suggestion, but suggest a different
option and say why

Exercise 9:
Although they only have a minute for this in the
exam, allow students a little longer on this
occasion, so they can practise the strategies they
chose. Round up with the whole class by asking
what strategies they used, which options they
decided on and why.
Now work in pairs and do the second part of the
task using phrases from Exercise 8.
SPEAKING REFERENCE PRINT OFF THE
FOLLOWING SPEAKING PART 3 HANDOUT 12 AND GO THROUGH IT WITH THE CLASS FOR 5
MINUTES.
Speaking Reference Part 3

In Part 3, you work with the other candidate
(interaction).
This part of the speaking paper is divided into two
parts.
In the first part, which takes 2 minutes:
The examiner gives you a page with a

question and five prompts.
You have 15 seconds to consider the
options before you start speaking.
You should discuss each of the options in
turn.
In the second part, the examiner asks you to

summarise your thoughts, for example by choosing
the options that is best and saying why. You have
1 minute for this.
You studied and practised Part 3 in Units 3, 7, 12
and 14.
1 Dont discuss each option again, but discuss

the options which seem most reasonable to
you.
2 Try to reach a decision, but remember that its
not essential to agree.
3 Remember you should discuss the question for
a minute, so if you agree with your partners
first idea, say so, but suggest discussing other
options (see Unit 3).
4 Continue your discussion until the examiner
says Thank you.
Example Task First Part

A modernart museum
A music
festival
How to do Part 3
For the first part:
How effective
might these ideas
be for attracting
tourists?
1 Listen carefully to the question, which is also

printed next to the options to help you. It will
be in a mind map with the question in the
middle of the page and the prompts around it.
2 You have 15 seconds to think about the task
before you start speaking:
Think about:
the options and how you can express them

in your own words and discuss their
relative merits in relation to the question
how you can start the discussion, perhaps
with a suggestion nd a reason for your
idea.
3 To start the conversation, you can give a brief

opinion about one of the options or make a
suggestion and ask your partner what he/she
thinks.
4 When you discuss, deal with each option in
turn.
5 When your partner says something, react to
his/her ideas. Listen carefully to what he/she is
saying. Try to make the discussion like a
natural conversation. Dont try to dominate
the conversation.
6 Keep the discussion moving by saying things
like What about this option? What do you
think? or Shall we move on to the next
option?.
7 Dont spend too long talking about one
particular option.
8 Continue your discussion until the examiner
says Thank you.
For the second part:
A Street
market
A theme
park
An athletics
festival
Example Task Second Part

Involving your partner
What do you think?
Do you agree?
What about (a music festival)?
I think .. What about you?
Keeping the discussion moving
What about (a theme park)? What do you

think?
Lets move on to the next option
Shall we move on to the next option?
Unit 3: Writing
Part 2 A
Report
With books open, ask: Have you ever had to write

a report in your own language about a school
excursion?
A Report is an informative, formal piece of

writing concerning a particular person, place
or situation. You cannot use contractions in a
report.
+ WHAT IS A REPORT?
A Report is an informative,
formal piece of writing
concerning a particular person,
place or situation. You cannot
use contractions in a report.
A Report should have a TITLE and 3 subtitle

sections; INTRODUCTION, MAIN BODY and
CONCLUSION or RECOMMENDATION.
+ HOW MANY
SECTIONS SHOULD A
REPORT HAVE AND WHAT
ARE THEY?
What do you like and dislike about school

excursions?
Tell students it is important to underline key ideas

in the question first to make sure they answer the
question completely.
Suggested underlining
one-day excursion, local place of interest, what you
did, why, the day, a success
A report is a factual description of events or a
situation . Read this writing task and underline the
things you must deal with in your report.
You recently made a one-day excursion with your class to a lo
A Report should have a TITLE

and 3 subtitle sections;
INTRODUCTION, MAIN BODY and
CONCLUSION or
RECOMMENDATION.
The Introduction should express the aims of

the Report.
Write your report.
Unit 3: Writing: Report:
+ WHAT SHOULD THE

The Introduction should express
Exercise 2
INTRODUCTION
the aims of the Report.
EXPRESS?
Ask students to make some notes while, or after,
The Main Body should express the positive
they discuss.
and negative features and linking devices
must be used.
Work in pairs. Discuss these questions about the
+ WHAT SHOULD THE
The Main Body should express writing task above, then decide which ideas you
would like to include in your answer.
MAIN BODY EXPRESS?
the positive and negative
features and linking devices
must be used.
Where did you go, and what was the

purpose of the excursion? (You may have
The Conclusion or Recommendation should
to invent these details. These could be a
summarise the information given and may
visit to a theatre, museum, a day in the
include an opinion, suggestion or
country, a visit to a sporting event, or
recommendation.
something else).
When did you go, and what did you do

+ WHAT SHOULD THE
The Conclusion or
and/or see?
CONCLUSION OR
Recommendation should
What reasons can you think of to explain

RECOMMENDATION
summarise the information
why the day was a success?
EXPRESS?
given and may include an
opinion, suggestion or
recommendation.
Its important to use formal language,
passive voice, not to include personal
opinion and bullet points may be used.
+ WHAT IS IT
IMPORTANT TO TRY AND
USE IN A REPORT?
Exercise 3
Tell students that they will score marks for using a

range of tenses and other grammar appropriately
in their writing.
Its important to use formal

language, passive voice, notSandra is studying English near London. Read the
to include personal opinion report she wrote on the right and circle the correct
and bullet points may be
form of the verb in italics.
used.
Excursion to London
Exercise 1:
As a warmer With books closed, tell students in
small groups to discuss:
Why do schools organise excursions for their
students?
Purposes of Trip
On 2nd April, our class (1) took / was taking a
break from normal lessons and (2) has gone /
went on a day trip to London. The purpose of our
visit (3) was / had been to ride on the London Eye
in the morning and then do a tour of the Globe
Theatre, which (4) was being / had been
Shakespeares theatre, in the afternoon.
What we did
We (5) rode / were riding for about half an hour on
the London Eye, which is a giant wheel.
Fortunately, the weather was good, so we (6)
were / have been able to see views across the
whole of London. After lunch and a walk along the
South Bank, we (7) took / have taken a guided
tour of Shakespeares Globe Theatre, where the
guide explained how the theatre (8) was operating
/ had operated in Shakespeares time and how
the theatre works nowadays.
Comments
The excursion (9) was / has been excellent
because the two activities (10) were / had been
extremely interesting and different, so everyone
(11) enjoyed / had enjoyed something. Also, we
(12) learned / have learned a lot. The day was
well planned, and we (13) had /have had plenty of
opportunities to practise our English outside the
classroom, which I think the class (14) found /
was finding very motivating.
Extension idea Ask students: Would you enjoy
an excursion like this one? Why? / Why not?

Exercise 4:
Tell students that:
reports should have a clear structure and

format
they should use a range of appropriate
grammar
they should answer all parts of the task.
Answers
1 Yes - Excursion to London
Three - Each has a heading: Purpose of trip,
What we did, Comments
Three - a break from normal lessons, to see
the London Eye and do a tour of the Globe
Theatre
4 The activities were interesting, different,
Read the report again and answer these questions.
1 Does the report have a title? (see answers
above)
2 How many sections does the report have? How
do we know what each section is about?
3 How many purposes of the excursion does
Sandra mention?
4 What reasons does Sandra give for the day
being a success?

Exercise 5:
Extension idea When students have finished,
ask them to change partners and compare their
plans and ideas with another student. If you wish,
round up afterwards with the whole class.
SET THIS AS HOMEWORK: Write a plan for the
writing task in Exercise 1. Decide:
what title you will give the report
how many sections you need
what section headings you want to use
what each section will contain.

You recently made a one-day excursion with your class
to a local place of interest. Now the director of your
college has asked you to write a report about it for senior
teachers to read. You should explain what you did and
say why you think the day was a success .
Write your report.

Exercise 6:
Tell students that this task should take them
about 40 minutes.
If you wish, this can be done for homework.
Tell them that when they write, they should follow
their plan carefully: good planning is key to
successful writing.
For more on writing reports, refer students to page
205 (Writing reference - Reports).
PRINT OFF THE FOLLOWING REPORT
HOMEWORK ACTIVITY AND REPORT HANDOUT
13 - FOR STUDENTS TO DO AND PUT THE
HANDOUT IN THEIR HANDOUT FILE

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(TEACHER NOTE: BEFORE YOU BEGIN THIS CLASS GIVE STUDENTS A COPY OF THIS

STUDENT HANDOUT REFERENCE

PRESENT SIMPLE & CONTINUOUS

Lesson 1: Exam Information

Cambridge English First is targeted at / Level

Parts 1 to 4 are Use of English tasks and

WHAT LEVEL IS THE EXAM?

+ WHATS THE TASK TYPE FOR PART 1?

FCE is an international exam / recognised by

The format is a cloze test / containing 8

WHO RECOGNISES THE EXAM?

+ WHATS THE FORMAT OF PART 1?

A pass mark of 140-159 / achieves Level B1.

PART 1: USE OF ENGLISH PRACTICE ACTIVITY

A pass mark of 173-179 / achieves Grade B

Copy and cut up the MIXED UP STORY on the

+ WHAT DOES A PASS MARK OF 173-179 ACHIEVE?

A pass mark of 180-190 / achieves Grade A

Introduce the activity by writing the following

+ WHAT DOES A PASS MARK OF 180-190 ACHIEVE?

Preparing for an interview is ..

Lesson 2: Reading and Use

After 20 minutes stop the activity and ask the class

There are 7 Parts and 52 Questions.

For smaller classes make 1 copy of the mixed-up

get together and check.

PART 2 READING AND USE OF ENGLISH

The task type for Part 2 is an Open Cloze with 8

The format is a cloze test containing 8 gaps.

The format is a cloze test containing 8 gaps.

PART 3 READING AND USE OF ENGLISH

Ask your class to decide which of the prefixes and

The format is a text containing 8 gaps / with

Divide the class into groups of 5.

+ WHATS THE FORMAT OF PART 3?

Give each group a copy of the playing board, a

PART 3 PRACTICE ACTIVITY

Tell each group to divide themselves into a

They must spell the word correctly. The Refere

A dice and 2 differently coloured counters per 5

Explain that each group must roll the dice and

If they land on a space which has already been

PART 4 READING AND USE OF ENGLISH

The format is to complete the second

Elicit students to complete the second sentence

You must use between 2 and 5 words /

They should not change the key word.

You must NOT change the word given

Give each pair a copy of the Jumbled

PART 5 READING AND USE OF ENGLISH

Pollution, poisonous gases, ozone layer, global

+ WHATS THE TASK TYPE FOR PART 5?

The format is a text / followed by six 4-option

Give each pair/student a copy of the text and

+ WHATS THE FORMAT OF PART 5?

PART 5 PRACTICE ACTIVITY

They should then take the letters in BOLD at the

IDENTIFY THE ORGANISATION

If their answers are correct, the letter they have

PART 6 READING AND USE OF ENGLISH

show anyone the answers. Explain that for each

The format is a text / with missing

PART 6 PRACTICE ACTIVITY FOLLOW ON