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B1 Preliminary for Schools
TEACHER’S RESOURCE BOOK
2ND EDITION
2ND EDITION
B1 Preliminary for Schools
TEACHER’S RESOURCE BOOK
CONTENTS
2ND EDITION
B1
Introduction4 Overview of the assessment package
4
Test format
5
Tests7 Diagnostic Test Unit Tests
7 17
Review Tests
109
End of Year Test
137
Tests answer key
153
Writing and Speaking: mark schemes
173
Tests audioscripts
175
Photocopiable activities Photocopiable activities: Teacher’s notes
182 209
3
INTRODUCTION
2ND EDITION
B1
OVERVIEW OF THE ASSESSMENT PACKAGE The Gold Experience Assessment Package provides a wide range of tests which can be used at different points in the course. Each level has:
Assessment for dyslexic students
• A and B Diagnostic Test
One of the most effective ways of checking classroom work and the teaching programme is through testing. Tests can show which learning materials work best for individual students, so teachers need to be able to select the most appropriate tests for their students. The two most important aspects of a test concern a) validity: whether or not the test measures what it is supposed to measure and b) reliability: whether it would produce similar results when used with a similar group under the same conditions at a different time.
• 9 x A and B Unit Tests • 3 x A and B Review Tests • A and B End of Year Test
Assessment of learning or Assessment for learning? Any test can be used either as assessment for learning or assessment of learning. Assessment of learning usually takes place after the learning has happened and provides information about what the student is achieving. The student is usually given a mark or a grade. You can also use the tests as assessment for learning by using the tests to provide information on how well students have understood new language or skills, and then providing them with specific feedback and suggestions for improvement as part of the continual learning process. A combination of both types of assessment can provide powerful tools for helping your students’ progress.
Teacher’s Resources site In addition to the tests in this Teacher’s Resource Book, the tests are also provided on the Teacher’s Resources site in both PDF and Word format. We recommend using them in the PDF version, as they are. However, if you do need to edit the tests, this should be possible in the Word version. The audio files accompanying the listening exercises in the Skills and End of Year tests can also be found on the Teacher’s Resources site. The access code for the Teacher’s Resources site is in the front of your Teacher’s Book.
Versions of tests Most tests have two versions: A and B. Versions A and B are designed to be at exactly the same level of difficulty and feature the same task types, however, the test items in each are different. For listening tests, the tasks are different but the audio is the same in both A and B versions, making it easy to administer. You can use the A/B tests in two ways: • give half of the class A versions and half of the class B versions - this helps to deter cheating. • give all students the A test and then use the B test either for students who missed the test or as a re-test or remedial work for students whose score shows they need a little more work on the unit objectives. On the Teacher’s Resources site, there is also a version of the tests adapted for students with dyslexia. See the next section for more information.
4
When we consider validity, it is evident that tests written to measure reading comprehension, vocabulary, grammar or communication, will fail to obtain valid test results for dyslexic students. The type of reading difficulties dyslexic students experience in processing print affects all language skills and consequently will not provide valid information about their actual knowledge or skills. The same problem affects the reliability of a test. Obviously, if the same written test is used with dyslexic students and non-dyslexic students from the same class, the results will be significantly different for the two groups. The Gold Experience Assessment Package offers alternative versions of tests for dyslexic learners. While the language content and linguistic level of the material tested is the same as in the main tests, a number of changes make it easier for dyslexic students to process. For example, these tests have a larger point size with increased spacing between the lines, and tasks which require multi-tasking have been reduced in complexity. See the introduction to the adapted tests for more detail.
Exam preparation As your students are going to be working towards a final highstakes exam, the tests also provide regular opportunities for them to try exam-style tasks in a low-stakes test environment, which should help them feel more confident going into the final exam. We would recommend using past papers or practice papers in addition as you get close to the date of the exam. There is one full practice test in Unit 10 of the Workbook, and two further complete practice exams are available in the Exam Practice booklet.
Expected outcomes We would expect all students who have completed the instructional material to score at least 50%, and the best students to score 90–100% on any given test. We have deliberately included more challenging questions in each test so as to help you identify students performing above the level.
INTRODUCTION
2ND EDITION
B1
TEST FORMAT
The Unit, Review and End of Year tests have several parts to them. This helps makes them flexible and allows you to assign only the parts you want to or have time to administer and mark. In addition to the tests in this Teacher’s Resource Book, the tests are also provided on the Teacher’s Resources site in both PDF and Word format. We recommend using them in the PDF version, as they are. However, if you do need to edit the tests, this should be possible in the Word version.
Assessment type
Quantity
Total marks
Timing
Diagnostic Test (A/B)
1 (at start of course)
100
45 mins
Language: Grammar and Vocabulary (A/B)
9 (after each main unit)
50
25–30 mins
Skills: Listening and Reading (A/B)
9 (after each main unit)
50
20–30 mins
Grammar and Vocabulary (A/B)
3 (after every three units)
50
30 mins
Writing
3 (after every three units)
25
30 mins
Speaking (A/B/Teacher)
3 (after every three units)
25
10–15 mins per pair
Listening and Reading (A/B)
1 (at end of course)
50
45 mins
Writing
1 (at end of course)
25
45 mins
Speaking (A/B/Teacher)
1 (at end of course)
25
10–15 mins per pair
Unit Tests
Review Tests
End of year Test
For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets.
Diagnostic Test
Unit Tests
The main purpose of the Diagnostic Test is to help you identify any general areas of strength or weakness across the class. This will help you tailor your lessons to your class and maximise your time with your students. The Diagnostic Test will also help to place students at the right level of the Gold Experience series. The test contains 100 multiple-choice questions and is designed to last for 45 minutes.
There are nine Unit Tests, which test the learning objectives from each main unit (after Unit 10, students would take the End of Year test). These should be administered after each respective unit check.
To help score and analyse the Diagnostic Test, groups of questions are labelled by language topic in the answer key. Mark your students’ test papers, and use the following guide to help you decide what to do next: • If students get fewer than 10% of the answers right, they may not have the basic language knowledge required for this level. Consider starting with the level below. • If students get 10–49% correct, assess their answers to check where remediation or extra help is required. Focus extra help on topics from questions 1–25. • If students score 50–74%, assess their scores and, if they score at the upper end of this, consider an additional oral interview to decide whether this is the most appropriate level for them, or whether they would gain more from the next level (perhaps with some additional help).
Each Unit Test has two parts: Language (Grammar and Vocabulary); and Skills (Listening and Reading). Both parts have A and B versions. There is also a version of the A tests for students with dyslexia. You can assign both or neither of these, depending on the time available. If you are including the Listening test, it is best to run the Listening audio first, and then students can do the other sections in their own time. The tests will take approximately: – Language: Grammar and Vocabulary: 25–30 minutes – Skills: Listening and Reading: 20–30 minutes The Unit Test as a whole is out of 100 marks. The parts of the test are split as follows: – Language: Grammar and Vocabulary: 50 marks – Skills: Listening and Reading: 50 marks
• If they get more than 75% of the answers right, consider starting them at the level above.
5
INTRODUCTION
2ND EDITION
Review Tests
End of Year Test
There are three Review Tests (one every three units). These are cumulative achievement tests, and so test the learning objectives from all units so far in the course, but with a heavier focus on the most recent units:
The End of Year Test provides a skills-based test covering learning objectives from the whole course.
• Review Test 1: Units 1–3 • Review Test 2: Units 4–6 • Review Test 3: Units 7–9 Depending on your school year, you may wish to do all of these or just some of them. Each test has three parts: Grammar and Vocabulary; Writing; Speaking. Grammar and Vocabulary papers have A and B versions, as well as a version of the A tests for students with dyslexia. There is only one version of the Writing task. Students do the Speaking tasks in pairs, and there are separate materials for students A and B, as well as a version for the teacher with questions. As with the Unit Tests, you can assign all or none of the parts of the test, depending on the time available. The tests will take approximately: – Grammar and Vocabulary: 30 minutes – Writing: 30 minutes – Speaking: 10–15 minutes per pair of students The Review Tests as a whole are out of 100 marks. The parts of the test are split as follows: – Grammar and Vocabulary: 50 marks – Writing: 25 marks – Speaking: 25 marks
B1
The test has three parts: Listening and Reading; Writing; Speaking. Grammar and Vocabulary papers have A and B versions, as well as a version of the A tests for students with dyslexia. There is only one version of the Writing task. Students do the Speaking tasks in pairs, and there are separate materials for students A and B, as well as a version for the teacher with questions. You can assign all or none of the parts of the test, depending on the time available. The tests will take approximately: – Listening and Reading: 45 mins – Writing: 45 minutes – Speaking: 10–15 minutes per pair of students The End of Year Test as a whole is out of 100 marks. The parts of the test are split as follows: – Listening and Reading: 50 marks – Writing: 25 marks – Speaking: 25 marks
Marking the tests The Language test answer keys include references to specific Student’s Book pages for revision. Writing and Speaking tests have detailed mark schemes out of 25 (see pages 173–174), similar to the Cambridge mark schemes, to help you mark consistently, and to help you give students meaningful feedback. If you prefer to use the actual mark scheme for the exam your students will ultimately take, these are available online. Whichever mark scheme you use, it can be very useful to go through it with your students before they take the test so they know what they are going to be marked against. You can then refer back to these marking criteria and bands in your feedback.
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
DIAGNOSTIC TEST A For each question, choose the correct answer. . There are lots of new buildings.
1 My town is very
A modern B traditional C relaxed D quiet 2 I like
places with lots of music and lots of things to do.
A relaxed B lively C safe D quiet 3 Our village is very
. There is nothing to do.
A happy B modern C safe D dull 4 How
does this shirt cost?
A many B much C any D some 5 I don’t have
time to do my homework tonight.
A any B some C lot D few 6 John has a
of work to do before tomorrow.
A some B much C little D lot 7 I only have a
sweets, so I don’t want to share them.
A little B few C some D any 8 I don’t want
to eat. I’m not hungry.
A something B everything C nothing D anything 9 Have you seen the new film
?
A yet B just C ever D already 10 I’ve
been to Australia. I would love to go!
A ever B never C just D yet 11 We’ve lived in this house
2011.
A for B ever C since D when 12
John today yet?
A Did you see B Have you seen C Had you seen D Was you see 13 You should hand
your homework at the beginning of the lesson.
A around B in C up D down 14 The boys like to run
the playground at lunchtime.
A around B up C out D off My hat is so old. I should throw it 15
.
A down B up C off D out 16 My phone is
than your phone.
A best B better C the best D good 17 That was the
meal I’ve ever eaten!
A expensive B more expensive than C very expensive D most expensive 18 It is usually
in London than in Istanbul.
A more cold B cold C colder D coldest 19 I don’t want to eat that soup. It’s
cold.
A enough B too C more D as 20 I don’t have
money to buy a cinema ticket.
A enough B too C more D as
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7
2ND EDITION
B1
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST A 21 My brother is
tall as my father.
A enough 22 I often
B too B do
23 I didn’t get the answer A well
C fill
D make
C better
D good
C had
D was
C part
D play
C shy
D noisy
well in that singing competition!
A did
B went
25 Do you like to take
in sports at school?
A parts
B present
26 My brother is very
. He doesn’t like talking to people.
A confident
B funny
27 Nick is very
. He always knows the answers to the teacher’s questions.
A lazy
B clever
28 I need to be more
C calm
D serious
in class and answer more questions.
A confident 29 My dad
to that question. B right
24 You really
B lazy
C clever
D funny
C has cooking
D was cooked
C were playing
D was play
B studying
C have studied
D was studying
B on
C with
D about
C with
D about
C about
D for
the dinner when I arrived home.
A cooking
B was cooking
30 James and I
computer games all of last night.
A was played
B did play
31 At ten o’clock this morning, I A studied 32 I am afraid
.
spiders.
A of 33 My mum is fed up
her job.
A on
B at
34 Are you excited
the school trip?
A at
B on
35 I can’t come to the class tomorrow because I A go A will live
B am not going to go
38 Can you help me set
A up 40 Can you switch
D to go
C are to live
D go to live
C not going to go
D not be going
C off
D in
C on
D down
C on
D down
to his party.
A don’t go
39 Please turn
C am going
on other planets in the future? B are living
37 I don’t like Jim, so I
A up
to the dentist.
B will go
36 Do you think people
8
D as
time thinking about work and not doing it.
A waste
A up
C more
my new computer? B on
the music a bit! It’s very loud! B off the lights? I want to go to sleep. B off
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST A 41 If you help me with my art project, I A help
B helping
42 I drink a lot of water when it A will be hot
B is hot
A when
C am helping
D will help
C going to be hot
D was hot
C unless
D in case
C were you
D you
.
43 I’ll go to the beach tomorrow 44 If I
you with your maths.
it rains.
B if
, I would work harder.
A be you
B am you
45 Many actors feel nervous about going on A perform
for the first time.
B stage
46 When we went to the theatre, we sat in the front A exit A moon
D costume
C row
D audience
C storm
D wave
.
B stage
47 On a clear night, you can see the
C row
in the sky.
B sand
48 I love going in the sea, but not when I need to walk on A field
B earth
49 English
. C waves
D rocks
C is spoken
D is speaking
C had hit
D was hit
C seen
D be seen
in by many people all over the world.
A speaks 50 Jacob
B speaking by a bus yesterday, but he’s OK now.
A hit
B were hit
51 The new television show A was seen
by nearly six million people. B were seen
52 I’m not going to paint the room myself. I’m going to have it A done
B do
53 I loved that town
B who B who B who
56 I am going to the restaurant A which
58 Do you like our new car? We A must
C where
D what
C where
D what
has just opened in town.
B who B don’t have to
C where
D why
C mustn’t
D hasn’t to
save a lot of money to buy it. B did must
C need to
D had to
be able to swim if you want to go on the surfing course.
A can 60 At the weekends, I like to A chill
D why
go to the show tonight if you don’t want to.
A have to
59 You
C where
are friendly and happy.
A which
57 You
D doing
took my bag!
A when 55 I like people
C did
we visited with my parents.
A which 54 That’s the man
by a painter.
B must
C has to
D ought
C join
D crazy
out and watch TV. B mad
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9
2ND EDITION
B1
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST A 61 I love to
in with activities like singing and dancing.
A chill
B mad
62 I am really
C join
D sing
C mad
D into
B that
C what
D if
B what time it is
C when is the time
D is it what time
listening to rap music.
A join
B chill
63 We asked
he knew the way to the station.
A where 64 Can you tell me
?
A what time is it 65 Do you know
?
A how to play baseball
B how do you play baseball C how does basketball play D how basketball plays
66 My teacher told me that he A will give
B gives
67 I don’t like dealing
B of
68 I am looking forward A to 69 Your brother reminds me A to 70 When I was younger, I
D with
C about
D with
C about
D with
C used to play
D did play
C wasn’t finished
D hasn’t finished
C has lived
D had lived
C embarrass
D embarrassment
in the park every afternoon. B was playing
cooking the dinner by the time I arrived home.
A hadn’t finished
B didn’t finish
in the town for a year before I met him.
A am living
B have lived
73 I fell over in the street and I felt A embarrassing 74 Tom was
.
B embarrassed
because his friends were picked for the football team and he wasn’t.
A jealous
B guilty
75 We all thought that the film was A amazing 76 I can’t 77 Will you
B worth
C amaze
D amazement
C afford
D earn
C win
D lend
C earns
D worths
C running
D won’t run
C having
D am having
me your pen, please? B earn over a thousand dollars per week.
A costs
B wins
79 This programme doesn’t seem A run 80 I can’t imagine A have
D calm
a new car at the moment.
A borrow 78 My dad
C nervous .
B amazed
A cost
10
C about
Justin Bieber. B of
71 He
D given
seeing the concert. B of
A had played
C would give
lots of different tasks.
A to
72 I
us more homework.
on this computer.
B to run my hair coloured green! B to have
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST A 81 Will you promise
me back my jumper next week?
A give
B to give
82 It’s easy to worry about
D you give
C arguing
D when arguing
C each
D either
C and
D yet
with friends.
A argue 83 We can
C giving
B to argue meet at 7.00 p.m. or 7.30 p.m.
A nor
B neither
84 Neither John
Alan came to the meeting.
A nor
B or
85 I’ve been the post office
day this week, but my present still hasn’t arrived.
A each
B every
86 I don’t think we can fit
C all
the students in the class in this bus.
A each
B every
C all
87 Karl will take a long time choosing a new T-shirt. He’s very A in 88 It seems
B un
D both decisive.
C ir
D dis
logical to start writing the story before we’ve planned it.
A in
B il
89 What is that
C un
D dis
C im
D il
pleasant smell?
A dis 90
D both
B un
responsible people often are not careful with what they promise. A Un
B Ir
91 If I had known that Justin was going, I A would gone A would have missed 93 The conditional tense
B will reviewed
A for
B have been sent
98 We need to A establish 99 Scientists A predict 100 We should A establish
D wouldn’t have missed
C is reviewed
D will be reviewed
C is to sent
D be sent
C for
D with
C after
D to
C with
D by
Michael Faraday. B by
my great-grandfather. B about
97 Sandy always takes advantage A of
C not have missed
to the students.
95 Electricity was discovered 96 I was named
D had gone
in the next lesson.
94 All the exam results letters
A on
C would have gone
our flight.
B hadn’t been missing
A would have reviewed A been sent
D In
to the party.
B will have gone
92 If we had caught the earlier train, we
C Dis
my generosity.
B for
the cause of the problem with the computer system. B take
C experiment
D get
C investigate
D experiment
C predict
D analyse
that the planet will get hotter. B measure this data before we present it. B experiment
Total:
100
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11
2ND EDITION
B1
Preliminary for Schools
Name: Class:
DIAGNOSTIC TEST B For each question, choose the correct answer. places where there is not much noise and not many bars and discos.
1 I like
A relaxed B lively C safe D quiet 2 My town is very
.There are lots of old buildings and we celebrate festivals that are over 300 years old.
A modern B traditional C relaxed D quiet 3 I live in a very
place. Nothing exciting happens.
A happy B modern C safe D dull 4 I want
soup for lunch.
A any B some C lot D few 5 How
students are there in your class?
A many B much C any D some 6 I’d like a
sugar in my coffee, please.
A little B few C some D any 7 There are a
of people on the streets today.
A some B much C little D lot 8 Look at Peter. He’s got
on his face!
A something B everything C nothing D anything 9 Have you
been on an elephant?
A yet B just C ever D already 10 She’s worked there
twelve years.
A for B ever C since D when 11 Have you finished that work
?
A ever B never C just D yet 12 I
to India. I’d like to go.
A wasn’t going B don’t go C ‘ve never been D wouldn’t go 13 My little brother always runs
the house, shouting and singing.
A around B up C out D off The teacher told me 14
for speaking in class today.
A down B up C off D out Those shoes are so old! Throw them 15
.
A around B out C up D down 16 Juan is the
person in our class.
A intelligent B very intelligent C most intelligent D more intelligent 17 I’m ill and now I feel much
than I felt yesterday.
A bad B more bad C worse D worst 18 It is
in Morocco than in Iceland.
A more hot B hotter C hot D hottest 19 My new school is not
big as my old school.
A enough B too C more D as 20 I can’t drink that. It’s
hot!
A enough B too C more D as
12
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST B 21 I don’t think we have
time to go shopping today.
A enough
B too
C more
D as
B doing
C using
D making
B have
C be
D get
22 Don’t sit there and do nothing! You’re just A wasting 23 I hope you
better soon!
A try 24 Karl didn’t take
in the football match because he was ill.
A well
B game
25 You really
B went
26 Hannah is always very A lazy
D play
C had
D was
.She doesn’t smile or tell many jokes. B clever
27 I tried to do my work, but I was A confident
D serious
and I just watched TV. C clever
D funny
C shy
D noisy
C were singing
D was sing
C has leaving
D was left
C have watched
D was watching
C with
D about
C with
D about
C in
D for
C are to fly
D go to fly
.She always makes me laugh.
A confident
B funny
29 All the students in the school A was singed 30 The train
C calm
B lazy
28 My sister is very
in the show last night.
B did sing
the station when we arrived.
A leaving
B was leaving
31 At 8 p.m. yesterday, I
TV.
A watched
B watching
32 I am fed up
Ian. He is horrible to me.
A on
B at
33 I am frightened
big dogs.
A of
B on
34 I am really interested A at
mystery books and films. B on
35 Do you think cars
in the future?
A will fly
B are flying
36 I can’t come to the party tonight, I A go
to the cinema with Amy.
B ‘m going
C going to go
D be going
C going to have
D to have
C on
D down
C in
D down
C off
D in
our holiday in Australia this year.
A have 38 Can you turn
B will have the volume? I can’t hear it.
A up 39 Let’s switch
B off the TV and go to bed.
A up 40 I am going to turn A down
C part
well in your maths test.
A did
37 We’re
time!
B off the computer and stop working. B on
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13
B1
2ND EDITION
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST B 41 People get tired when they A not sleep
. B wouldn’t sleep
42 If the early train comes, we A will be get 43 If I
C were getting
D will get
C were you
D you
C unless
D in case
, I would buy the red shirt. B am you
44 The baby won’t go to sleep A when
you sing him a song. B if
45 We sat in the last
of the theatre and we had a bad view.
A perform
B stage
46 It was a great play. The
B row
47 I like going in the sea, but not when the A waves 48 I need to
49 Many mobile phones
B making
C fields
D waterfalls
C do
D colour
C are made
D are making
C had wrote
D was written
C won
D be won
C cutting
D to cut
200 years ago.
A wrote
B were written by the Brazilian athlete.
A was won
B were won
52 I think I should get my hair A cuts
. B cut
53 Do you know the man
works in the school dining room?
A which
B who
54 I liked that beach
B who
55 That was the street
D why
C where
D why
C where
D why
C where
D why
C has to
D ought
C mustn’t
D hasn’t to
my parents met.
A which
B who
56 That was the driver
C where
we saw the dolphins!
A which
hit my car.
A which
B who
57 That cough is terrible. You 58 You
D audience
in Korea.
A made
A can
C perform
my house painted. B have
51 The race
D costume
are big.
B earth
A go
50 That book
C row
loved it.
A stage
to go to the doctor. B must
talk when the teacher is talking.
A have to
B don’t have to
leave the party early last night because my mother wanted me to come home.
A must 60 I’m really A chill
14
D going to sleep
on it. B are get
A be you
59 I
C don’t sleep
B did must
C need to
D had to
about computer games. I play them all the time. B mad
C join
D into
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST B 61 I don’t do much at the weekends. I just A chill
B mad
62 I am really
C join
D sing
C mad
D into
B that
C what
D if
B how much this is
C much is it how
D is it how much
B where is my brother
C my brother where is
D where my brother
all kinds of sports.
A join
B chill
63 We asked
the town hall was.
A where 64 Can you tell me
?
A how much is it 65 Do you know
?
A where my brother is 66 My dad told me that he
me a bike for my next birthday.
A have buy
B buys
C would buy
D buying
C about
D with
B of
C about
D with
B of
C about
D with
C wasn’t arrived
D hasn’t arrived
67 Are you looking forward
Emma’s party?
A to
B of
68 I’m going to hang out
Adam tomorrow.
A to 69 She reminds me
you!
A to 70 We
at the airport by the time my uncle arrived.
A hadn’t arrived
B didn’t arrive
71 When I was six years old, I A had went 72 I
out.
to bed at 6 p.m. every night. B was going
C used to go
D did go
C has used
D had used
the computer twice before it broke.
A was using
B have used
73 I hate standing up and speaking in front of the class. It’s so A embarrassing
B embarrassed
74 I ate Jim’s sweets and I didn’t tell him. I feel so A jealous
B guilty
75 I loved the book, but the film was A disappointing A cost 77 Can I
C nervous
D calm
C disappoint
D disappointment
C afford
D earn
C win
D lend
C earns
D worth
C is
D won’t be
C living
D am living
.
your mobile phone please? B ear a lot of money.
A costs 79 The weather seems A be 80 I can’t imagine A live
D embarrassment
$100! B worth
A borrow 78 My mum
C embarrass
.
B disappointed
76 I don’t think that bike is
.
B wins changing. B to be in a big city. B to live
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15
B1
2ND EDITION
Name: Class:
Preliminary for Schools
DIAGNOSTIC TEST B 81 I normally avoid
to school by bus.
A go
B to go
82 I am thinking about
D you go
C joining
D when join
C yet
D either
the police force.
A join
B to join
83 We can
C going
have chips or salad with our fish.
A nor
B neither
84 Both my mum
my dad are coming to see me in the school play.
A nor
B or
C and
85 My brothers and I went to see my grandparents and we A each
B every
86 My class did so well in the test that we A each
got $10 as a present! C all
D both
C all
D both
passed.
B every
87 My dog is very
obedient. She never does what I tell her.
A in
B il
C un
88 It was dark and windy. It was quite an A dis
B un
A in
C im
B un
90 My little brother is so A un
D il
decisive.
C im
D dis
responsible. He often goes out and doesn’t tell us where he is going. B dis
91 If I had left five minutes earlier, I A would caught
D dis
pleasant time to be in the park.
89 It takes me a long time to choose a film to watch. I’m very
92 We
D yet
C in
D ir
C would have caught
D had caught
C have bought
D having been bought
C is finished
D will be finished
C is to given
D be given
C for
D with
C after
D to
C with
D by
that train.
B will have caught
the game if the shop hadn’t run out of them.
A would have bought
B had been buying
93 The road works
in about two weeks.
A would finish
B will finish
94 The results
to your parents.
A been given
B have been given
95 The Hunger Games was written A on
B by
96 This road is named
a famous politician.
A for
B about
97 Never take advantage A of 98 We can
a change in opinions about family structures over the last twenty years. B observe
99 It is difficult to 100 We can A establish
people who try to help you. B for
A establish A observe
Suzanne Collins.
C experiment
D predict
opinions and feelings like happiness. We all feel them differently. B measure
C establish
D experiment
C predict
D analyse
that the cost of living will rise. B experiment
Total:
16
100
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 1: LANGUAGE TEST A
GRAMMAR Task 1 Complete the sentences with the present simple or present continuous form of the verbs in the brackets. 1 I normally live in New York, but I 2 Raul
(play) guitar, piano and saxophone. He
3 Dani and Sam 4 My brother 5 I
(stay) with my aunt in Miami at the moment. (learn) the drums too!
(study) for an exam that they have tomorrow. They always (learn) French at school now. We (save) to buy a Bruno Mars concert ticket because I
(study) a lot.
(go) to France every year. (like) him a lot. 9
Task 2 Rewrite the sentences with the words in brackets. 6 Tom goes to bed early. (usually) 7 Jamie and Rupesh are so lazy! (always) 8 Keirah finishes her homework on time. (rarely) 9 I am late for school. (never) 8
Task 3 Put the words in the correct order to make sentences. 10 cinema / once / We / to the / a month / go / . 11 school / I / every / go / to / day / . 12 now / our grandparents / visit / then / and / We / . 13 basketball / play / three / week / I / a / times / . 8
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17
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 1: LANGUAGE TEST A
VOCABULARY Task 1 Complete the sentences with these words. bossy clever funny lazy rude shy sporty 14 Selina doesn’t like talking in front of big groups of people. She is 15 I think Abdul is very
. He always gets good grades in his tests.
16 Polly was very
today at lunchtime. She said she didn’t want to sit with me.
17 Philippe plays tennis, football and basketball. He’s 18 Ana is
.
.
. She tells everybody what to do!
19 My brother is
. He never works hard.
20 Paul’s dad is very
. He makes me laugh.
21 Our neighbours are nice, but sometimes
. They play loud music in the evenings. 8
Task 2 Complete the sentences with one word. 22 I’m bored
this TV show.
23 My brother is really bad 24 I’m excited 25 I am frightened
cooking. going on holiday tomorrow. the dark.
26 My dad is really interested 27 I’m fed up 28 Tom is brilliant
old cars. this weather. tennis. 7
Task 3 Choose the correct words to complete the text.
I started a new school last week. In my old school, I had lots of friends from the same (29) behaviour / background. I was a confident student and good (30) at / with lots of things, but I felt really (31) stressed / pleased before I arrived at school. I wasn’t keen (32) about / on being with people I didn’t know. I didn’t sleep well and I didn’t know if the other students were (33) active / friendly. When I arrived, I (34) fed up / hung out with three other students. They were really nice. We like (35) similar / same things like computer games and sports. I think I will like this school and now I feel much more (36) active / relaxed! Now, I’m not afraid (37) with / of meeting new people. In fact, I now have new friends and I can (38) stay / keep my old friends too! 10 Total:
18
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 1: LANGUAGE TEST B
GRAMMAR Task 1 Complete the sentences with the present simple or present continuous form of the verbs in the brackets. (learn) the violin at the moment, and he often listens to classical violin
1 My brother music at home. 2 I
(save) for a trip to Sydney at the moment because my uncle (live) there.
3 I normally at home this summer.
(go) to school in Chicago, but I
4 Eva Arabic at the moment too! 5 My parents
(speak) Spanish, Greek and English. She
(study) (learn)
(travel) to visit my grandad at the moment. They always (go) and see him on a Sunday. 9
Task 2 Rewrite the sentences with the words in brackets. 6 Jim wakes up early. (never) 7 I go shopping at the weekends. (usually) 8 Sarah and Julie are late for school. (always) 9 The school is open on a weekend. (rarely) 8
Task 3 Put the words in the correct order to make sentences. 10 every / shower / have / day / a / I / . 11 We / our grandparents / month / visit / a / once / . 12 swimming / Jacob / three / week / goes / a / times / . 13 homework / have / days / I / most / . 8
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19
B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 1: LANGUAGE TEST B
VOCABULARY Task 1 Complete sentences with a word from the box. confident funny lazy rude serious shy sporty 14 Lee is happy to speak in front of the class. He is so 15 Michelle is
.
. She goes surfing and is also on the basketball team!
16 Callum always looks very
. I never see him smile or laugh.
17 Emma never does her homework. She’s so
.
18 Lucas always tells jokes and makes people laugh. He’s so
.
19 My friend is quite
– she is usually quiet around people she doesn’t know.
20 My mother is very
– she is always telling me what to do.
21 Don’t say bad things about other people – it’s very
. 8
Task 2 Complete the sentences with one word. cooking.
22 My mum is not very good 23 I’m really interested 24 I am not afraid
motorbikes. anything!
25 My little sister is so annoying. I am really fed up 26 My brother is keen
her. learning languages.
27 I’m fed up
being ill.
28 I’m bored
this film. Can we watch something else? 7
Task 3 Choose the correct words to complete the text.
I started a new school last week. Before I started, I felt really (29) stressed / pleased because I am quite (30) calm / shy and I don’t like people looking at me. Generally, I am terrible (31) at / with meeting new people. But I didn’t need to worry. The class was great! Now I feel really (32) active / happy in my new class because the other students are very (33) rude / friendly. Lots of the students are (34) different / similar to me; we like the (35) same / matching things like hip hop music and rollerblading! I really like my new school. I am excited (36) on / about my new friends and I can’t wait to hang out (37) with / for them tomorrow. I want to (38) stay / follow here for a long time! 10 Total:
20
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 1: SKILLS TEST A
DICTATION
3 You will hear two friends talking about the city they are studying in. What do they both like about the city?
You are going to listen to a recording about a holiday. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
A the nice weather B the number of shops C the cost of living 4 You will hear two friends talking about a recent trip. What was the problem with the second hotel?
A The staff were rude.
B They didn’t have enough rooms.
C It wasn’t in a good place.
5 You will hear a grandfather talking about a town. What was the town like when he was young?
A the people were friendly
B the people were lazy C the town was crowded
6 You will hear two friends talking about going to university. How does the boy feel about moving to a new city?
A He is excited about new experiences.
B He is nervous about making friends.
C He is worried about his decision. 18
10
LISTENING Task 1 You are going to listen to six conversations. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 You will hear two friends planning a trip. What do they want from their holiday?
Task 2 You are going to listen to the first four conversations again. Answer the questions in your own words. 7 Which cities has the woman been to? 8 Which types of transport does the man use? 2
A to go to a place they know well B to go to a very warm place C to go somewhere new with good weather 2 You will hear a father talk to his son about his journey to work. How many forms of transport does he take? A one B two C three
Photocopiable © Pearson Education Limited 2019
21
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 1: SKILLS TEST A
READING Task 1 Five young people all want to do something fun in their free time. Read the article and decide which activity would be the most suitable for each person. Match the descriptions of activities (A–H) with the people (9–13). 9 Oliver is interested in meeting people and he is trying to learn German and Arabic. He would like to travel to lots of different countries when he’s older. 10 Artur is a lively teenager who likes performing and wants to be on stage when he is older. He loves the music of Lady Gaga and Ariana Grande. 11 Sandra is very sporty and loves team activities. She plays in lots of school sports teams and also loves any sports that involve competition. 12 Abdul loves being outside and is a really good swimmer. He takes part in all the sports activities in his school, but he particularly loves being in the water. 13 Diana isn’t keen on sport. She likes movies and reading. She’s a big fan of horror and sci-fi and makes stories up when she has free time. 15
Task 2 Read the article again. Decide which activity (A–H) mentions the following. 14 eating things from different places. 15 an evening activity. 16 learning about music. 17 taking place more than once a week. 18 free food. 5 Total:
22
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 1: SKILLS TEST A
Fun finder! Activities for teenagers in the local area. A
E
Every week we’ll show the latest films. We’ll show them in the park and have discussions afterwards. There will be a barbecue, and you don’t have to pay!
Are you good at sports? Beach basketball is a new sport. The ball is lighter, so you can play on the beach. Come along every Wednesday! F
B Every Friday at 6pm there will be a running club. We will go out into the streets and countryside, running for 5–10 kilometres. You need to be fit!
Do you play an instrument? Every Monday night you can relax and listen to new classical music from around the world and then we will study how to play it. G
C Do you like singing? Come along and sing your favourite tunes at Karaoke Time! Every Saturday afternoon, we will be in the local karaoke studio and you can come too!
Do you like learning languages? Come to language club. This takes place twice a week and you can meet people from other countries and learn how to say things in other languages.
D
H
Are you interested in kayaking? Spend time with us in the sea learning how to do it! We have double kayaks, so come with a friend or we will match you with someone.
Are you interested in food? This is your club! Learn to make foods from countries around the world, like curry and tacos. We will give you a list of ingredients to bring with you.
Photocopiable © Pearson Education Limited 2019
23
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 1: SKILLS TEST B
DICTATION
3 You will hear two friends talking about the city they are studying in. What is the problem with the shops?
You are going to listen to a recording about a holiday. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
A There aren’t enough. B They are too expensive. C They aren’t very interesting. 4 You will hear two friends talking about a recent trip. What was the problem?
A The hotel made a mistake.
B The man didn’t want to stay in the city centre.
C The man forgot to book a hotel.
5 You will hear a grandfather talking about a town. What is the town like now?
A There aren’t enough shops.
B There aren’t many people. C Some people are rude.
6 You will hear two friends talking about going to university. What does the boy think about Glasgow?
A He thinks it has the best university.
B He is worried about the weather.
C He doesn’t know much about it. 18
10
LISTENING Task 1 You are going to listen to six conversations. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 You will hear two friends talking about their next holiday. What do they both like in a holiday? A going shopping
Task 2 Listen to the first two conversations again and answer these questions. 7 Which city has the man been to? 8 Which types of transport does the man not use? 2
B cold weather C places they have already visited 2 You will hear a father talk to his son about his journey to work. Why doesn’t he take the car? A It’s too expensive. B It’s too unhealthy. C It’s too slow.
24
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 1: SKILLS TEST B
READING Task 1 Five young people all want to do something fun in their free time. Read the article and decide which activity would be the most suitable for each person. Match the descriptions of activities (A–H) with the people (9–13). 9 Julia is an active girl who loves sports but is frightened of the water. She likes spending time with other people. 10 Raul doesn’t have many hobbies and isn’t keen on sports. At home, he usually reads or listens to music. 11 Sandra loves playing her computer and enjoys competitions. She isn’t keen on outdoor sports and doesn’t like group activities. 12 Natasha loves cycling and being outdoors. She likes finding out how to do things by herself. 13 Kim loves trying new things. She likes puzzles and working in teams. She likes being with other people and isn’t interested in spending time with computers. 15
Task 2 Read the article again. Decide which activity (A–H) mentions the following. 14 doing something connected with school. 15 dancing with friends. 16 being outside in warm weather. 17 how old you have to be. 18 playing all day. 5 Total:
50
Photocopiable © Pearson Education Limited 2019
25
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 1: SKILLS TEST B
Fun finder! Activities for teenagers in the local area. A
F
Come and move to your favourite music every Wednesday night. Spend time with your friends and get on the disco floor!
Do you need help with your homework? Come and join us every evening. We can help you with reading or maths or languages. What’s more, we’ll make it fun!
B Come along and bring your favourite book. You can share it with other people and talk about what you are reading now! C Do you love adventure? Work in teams of 4–6 to find a way out of the room. You need to solve mysteries. It helps if you are good at thinking and numbers. D Are you interested in learning to surf? Spend time with us in the sea learning how to ride the waves! You must be over 13 years old to come.
G Do you like all kinds of games? Online or offline, we have all types of games. Race cars against your friends on the Xbox or play the hundreds of board games we have. This will be a big day full of lots of your favourite types of games. H Do you like to spend time along in the countryside? Do you own a bike? This could be for you! Take one of our maps and follow the bike routes. We’ve got seven different bike routes and you can see lots of nature.
E Are you good at sports? Beach volleyball is a perfect activity. Enjoy the beach, get a suntan and play volleyball with the others!
26
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 2: LANGUAGE TEST A
GRAMMAR Task 1 Complete the sentences with the past simple or past continuous form of the verbs in brackets. 1 We
(travel) to the train station yesterday morning when we (see) an accident!
2 I
(buy) a new dress yesterday while we
3 We 4 I
(shop).
(watch) the film when my brother (hate) coffee when I
5 Yani
(fall) asleep! (be) younger, but now I love it.
(fall) over while he
(play) football this morning. 10
Task 2 Can the verbs in bold be used in the continuous? Decide if the sentences (C) correct or (I) incorrect. 6 I was thinking about my maths homework yesterday. 7 I was knowing how to get to the new theatre. 8 I was having dinner at 8 p.m. yesterday. 9 I was doing yoga yesterday at 6 a.m. 10 I was hearing a strange noise outside my window last night. 5
Task 3 Put the words in the correct order to make sentences. Change the verbs if necessary. 11 for / good / your / walk / health / . 12 John / fed up / get up / early / with / . 13 relaxing / yoga / do / is / . 14 time / like / spend / family / I / with / my / . 15 birthday / I ‘m / plan / have / on / party / a / . 10
Photocopiable © Pearson Education Limited 2019
27
B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 2: LANGUAGE TEST A
VOCABULARY Task 1 Complete the sentences with these words. awful bad funny furious hilarious 16 I didn’t think that joke was very
, sorry.
17 My mum is
with me because I didn’t clean my room.
18 Did you do that test yesterday? It was
. I didn’t get one question right!
19 Did you watch that comedy film last night? I laughed so much! It was absolutely 20 I had a very
.
headache last night, so I went to bed early. 5
Task 2 Choose the correct words to complete the sentences. 21 I always listen / hear to the radio in the mornings. 22 I will now explain the homework about / to you. 23 I don’t know what you can speak / say to him to help with his problem. 24 You need to tell / talk your parents if you want to go out later. 25 My brother is going to speak about / with our school on the TV! 26 How do you tell / say ‘thank you’ in French? 27 How do you pronounce / understand the name Lloyd? 28 I didn’t really understand / translate what he said. 29 What does ‘collocation’ explain / mean? 30 I’m sorry, could you speak / repeat that please? I didn’t hear you. 10
Task 3 Complete the words in the conversation. A: Do you (31) r (32) a l
l what time it is? We will be late for the film! The cinema doesn’t people to go inside after the film starts.
B: Don’t worry. There is one at 6.15 and one at 7.30. We can (33) c
s
the later time.
A: Phew! I didn’t know there were two times! B: Yes, you don’t need to (34) p
n
!
A: Haha! Well, I think this film will be good. My brother (35) r
c
s it! 10 Total:
28
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 2: LANGUAGE TEST B
GRAMMAR Task 1 Complete the sentences with the past simple or past continuous form of the verbs in brackets. (fall) asleep yesterday while we
1 My little sister in the car. 2 My mum the park.
(called) me while I
(play) with my friends in
3 We
(have) dinner last night when my friend
4 We (see) an accident!
(drive) to the airport yesterday morning when we
5 After our TV
(travel)
(break), my dad
(arrive).
(buy) a new one. 10
Task 2 Can the verbs in bold be used in the continuous? Decide if the sentences (C) correct or (I) incorrect. 6 I was doing my homework last night. 7 I was hating that film on TV yesterday. 8 I was thinking about you last week. 9 I was knowing the answer to all the teacher’s questions this morning. 10 I was having a shower at 7 a.m. yesterday. 5
Task 3 Put the words in the correct order to make sentences. Change the verbs if necessary. 11 am / think / go / I / shopping / tomorrow / about / . 12 make / happier / play / can / sports / you / . 13 relaxing / TV / watch / is / . 14 fed / live / I / up / in / a / country / with / cold / am / . 15 good / play / the / I / at / guitar / the /am / . 10
Photocopiable © Pearson Education Limited 2019
29
B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 2: LANGUAGE TEST B
VOCABULARY Task 1 Complete the sentences with these words. big disgusting fantastic good huge 16 This food looks absolutely
. I don’t want to eat it.
17 My new jumper is very
. I don’t think it will fit me.
18 I have a very
grade in my maths exam. I got an A!
19 I went on holiday to Jamaica. I had an absolutely
time.
20 The cake was absolutely
. I loved it, but I couldn’t finish it all! 5
Task 2 Choose the correct words to complete the sentences. 21 I always listen to / for what my mum says. 22 You need to tell / talk your teacher if you don’t understand the homework. 23 Today, I am going to speak about / with my home town. 24 Can you repeat that? I can’t listen / hear you. 25 I don’t know how to use this TV. Can you explain it to / about me? 26 Can you translate / pronounce ‘hello’ into Italian? 27 I don’t explain / understand the homework. 28 What does ‘phrasal verb’ mean / say? 29 Can you tell / repeat the question please? 30 I am going to talk / say about my hobbies. 10
Task 3 Complete the words in the conversation. A: Do you know where Carlos has gone? B: No. He was here before, but then he just (31) d A: Hmm … well I don’t think his parents (32) a B: Yes, maybe they will (33) p
d. w him to stay out very late and it is nearly 9 p.m.
c if he is out late.
A: Actually, I saw him. He (34) r B: Well, I think we’ve (35) c
s
l l
d the time and went home. d the end of the school year enough. Let’s go home! 10 Total:
30
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 2: SKILLS TEST A
DICTATION
LISTENING
You are going to listen to a recording about a photo. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
Listen to Calum talking about a music competition. Write one or two words or a number or a date.
Music competition
Rules:
• people must be 10–16 years old
• groups of between 3– (1)
• all songs need to be created on a computer.
Their song:
They had drum, guitar and sounds. Katie was (2) the singer.
10
They applied on Monday and finished making . their song on (3) Their song was called Red River and their band . was called (4) The winner will have the most online votes. The most popular song has votes now. (5) The top prize is tickets to a concert and second . prize is a (6) 18
Task 2 Are the sentences true (T) or false (F)? 7 Calum entered the competition in a group of three people. 8 Around 600 people have listened to their song. 2
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31
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 2: SKILLS TEST A
READING Task 1 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 9 In the first paragraph, what does the writer say about English? A It isn’t really an international language. B Its aim is to be international. C More people learn it than any other language. D People can’t learn it just through films. 10 Why did LL Zamenhof design Esperanto? A Because he didn’t like his first language. B Because he thought most languages were too hard to learn. C Because he didn’t like the language of his country. D Because he wanted an international language. 11 Why was Esperanto difficult to learn? A There were no speakers. B There were no places to learn. C Nobody was interested. D The books were bad. 12 What reason does the writer give for having Esperanto as a first language? A The parents cannot speak another language. B The parents enjoy learning new languages. C It becomes the only shared family language. D The family think it will bring new chances. 13 How many languages can Vito’s mother speak? A two B three C four D five 14 Where does Zito meet other Esperanto speakers? A on the internet B in his own country C through his family D at meetings 18
Task 2 Read the article again and answer the questions in your own words. 15 How many people can speak Esperanto?
16 Where are Esperanto speakers from?
2 Total:
32
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 2: SKILLS TEST A
What about Esperanto? When you think about an international language, what language do you think of? Maybe English? Certainly, lots of popular films and music are in English, and English is the most popular second language to learn, but there was a language invented to be even more international. That language is Esperanto. In 1887, a man called LL Zamenhof wanted to design a language that didn’t come from any country and that was completely international. He came up with Esperanto. When he designed the language, he made it easy to learn but it wasn’t always easy to find books or teachers in the past. You couldn’t learn it at school either. But now, with the internet, it is much easier to find ways to learn Esperanto, like apps or programs. In fact, there are over a million speakers of Esperanto around the world. The most interesting thing is that you don’t know where they might be – they aren’t from a specific country! You have to join Esperanto groups to find other speakers.
This is what happened to Vito. Vito is 17 years old. His father is from New Zealand and his mother is from Spain. ‘When my parents met, they couldn’t communicate very well. My mother speaks spoke the language of her home area and also Spanish, and my father only spoke English. He then learnt a little Spanish to help them talk to each other. When I was born, they didn’t want me to have a favourite; English or Spanish. So, we all learnt Esperanto! It was the first language I knew. I then went to school in New Zealand and learned more English there.’ Vito also says, ‘It’s really great having Esperanto as a first language. It’s like having a secret code that only some people know. And there are great Esperanto groups online. They are full of people all around the world. We sometimes meet up. There is a group where you can find, and go and stay with, another Esperanto speaker in a different country. So, I can speak Esperanto and learn about a whole new place!’
There are also a small number of people who have Esperanto as their first language. You might think this is impossible, but it can happen when parents don’t have the same language. They learn a completely different one to communicate with at home.
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33
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 2: SKILLS TEST B
DICTATION
LISTENING
You are going to listen to a recording about a photo. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
Listen to Calum talking about a music competition. Write one or two words or a number or a date.
Music competition
Rules:
• people must be 10–16 years old
• groups of between 3–6
• all songs need to be created on a (1)
Their song:
They had drums, guitar and keyboard sounds. The band’s (2) was Katie.
10
They applied for the competition on and finished (3) their song on Thursday. Their song was called (4) band was called The Message
and their
The winner will have the most online votes. They have (5) votes now. The top prize is to see a (6)
in Rome. 18
Task 2 Are the sentences true (T) or false (F)? 7 Katie wanted the others to enter the competition. 8 Katie felt nervous about singing. 2
34
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 2: SKILLS TEST B
READING Task 1 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 9 In the first paragraph, what is true about English? A It’s not an international language. B It’s the only international language. C Business people use it. D It is easy to learn. 10 Why is Esperanto becoming more popular? A It doesn’t have a large vocabulary. B It’s has always been an easy language to learn. C It’s not taught in schools. D People can learn online. 11 Where are Esperanto speakers from? A two or three countries B one country C all the countries of the world D most countries 12 How did Katarina feel about speaking Esperanto when she was young? A fine B strange C confused D bored 13 How many languages does Katarina speak? A two B three C four D five 14 Why does Katarina think Esperanto will grow? A Because of communication on the internet. B Because people travel more nowadays. C Because more writing is in Esperanto. D Because it is very popular now. 18
Task 2 Read the article again and answer the questions in your own words. 15 How many people know some Esperanto?
16 How did Esperanto help Katarina?
2 Total:
50
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35
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 2: SKILLS TEST B
Esperanto – an unusual language When you think of an international language you might think of English. Schools teach English all over the world and it is often the language of international business. But there is another international language – Esperanto! Esperanto is not a language from any country, it is an invented international language. A man called LL Zamenhof wanted to design a language that didn’t belong to one country, and in 1887, he designed Esperanto. Over 1 million people can speak Esperanto and over 2 million can understand some Esperanto words. The popularity of Esperanto is also growing. This is most likely because it is easier to learn than it was in the past. Now, you can find courses online, but in the past there weren’t many books on Esperanto, and it was not taught in many schools. The interesting thing about Esperanto speakers is that they are not from just one place. There are speakers in nearly every country, with speakers in over 120 countries. The highest numbers of speakers are in China, Europe and the United States.
‘From when I was born to when I was four years old, I only spoke Esperanto at home. My father is from Croatia and my mother is from India. They decided that we should all learn Esperanto and speak it at home. Many kids find languages boring, but I thought it was fun, especially because nobody else could understand us, and they were confused! When I was older, they also started teaching me some English, and I can speak a little bit of my parents’ first languages too. I think learning Esperanto made it easier to learn other languages.’ Katerina also says, ‘When I’m older, I want to be a journalist, and travel to different countries, but I want to write my articles in English and Esperanto. I think it will be more and more popular in future. Now there are many people from different countries who communicate online. Why not in Esperanto?’
There are also some people who have Esperanto as their first language. This may seem unusual, but it can happen when children are raised in families with parents from different countries. This is because the parents want all the family to have a shared language. This is what happened to 16-yearold Katarina.
36
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 3: LANGUAGE TEST A
GRAMMAR Task 1 Choose the correct answer (A, B or C). sunburn.
1 It‘s so hot. I think I
A get B am going to get C will 2 I think we
on other planets in the future.
A live B will live C are living 3 I
to the doctors this afternoon. I’ve got an appointment at 4.45.
A am going B going to C will 4 The plane
from gate 17B.
A is going to B departing C departs 5 Ahmed
his bike and get a new one. His is too small.
A is going to sell B sells C selling 5
Task 2 Complete the conversation with the correct form of the words in brackets. a new one. (ought / get)
A: My phone is terrible. I (6) B: Well, I need to go to the shops. (7)
go together? (why / we)
A: Yes, good idea. You (8) B: Yes! (9)
me some advice! (could / give) tomorrow? (shall / go)
A: Good idea. I’ll come and get you in the car. (10)
at 6 p.m.? Is that OK? (how / meet)
B: That’s perfect! 10
Task 3 Put the words in the correct order to make sentences. 11 having / tomorrow / are / we / an exam / . 12 snow / it / going / is / to / ? 13 camping/ going/ you / are / on the / trip / ? 14 help / I / choose / present / will / a / . 15 are / party / going / they / to the / not / . 10
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37
B1
2ND EDITION
Preliminary for Schools
Name: Class:
UNIT 3: LANGUAGE TEST A
VOCABULARY Task 1 Look at the pictures and complete the words. The first letter of each word is given. 18 w m
16 c m
17 f f
-
20 m
19 k
10
Task 2 Complete each sentence with a phrasal verb. Use the meanings in brackets to help you. 21
your phone all the time isn’t good for the battery. (connect equipment to electricity)
22 Can you
on the light? I can’t see. (start a light)
23 Can you sound louder)
the TV
24 Please 25 The electricity
? I can’t hear it. (make the
the computer when you have finished using it. (close a computer) at 7 p.m. last night. Maybe it was because of the storm. (stop working) 10
Task 3 Choose the correct words to complete the conversation. A: Arggh! I can’t do it! B: What’s wrong? A: I’m trying to set up the smart TV, but it’s so hard. Why do they make (26) machines / robots so complex?! B: What do you want to do? A: I want to (27) connect / download some apps from the store and I can’t find them. B: OK, don’t (28) give up / turn down. Just change the settings on your phone. A: How do I do that? B: Just (29) install / tap on Settings and allow more content. A: Thank you! I hope one day (30) robots / batteries can set up all our gadgets! 5 Total: 38
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 3: LANGUAGE TEST B
GRAMMAR Task 1 Choose the correct answer (A, B or C). in the future.
1 I think cars
A are flying B going to fly C will fly 2 I
Lily for dinner at 7 p.m. tonight.
A meet B am meeting C to meet 3 The bus
the station at 6.45 a.m.
A leaving B leave C leaves 4 Katie
a phone soon. She doesn’t like the one she has.
A is going to buy B is to buy C buys 5 It’s so cold. I think it
.
A will snowing B is going to snow C snows 5
Task 2 Complete the dialogue with the correct form of the words in brackets. (ought / buy) a new one.
A: My computer is so slow. I really (6) B: Well, (7)
(how / look) on the internet for one? There are some really good prices.
A: Yes, good idea. B: But you (8) A: (9)
(should / be) careful. Use a website that you know well. (why / you) help me? You know lots about buying things online.
B: OK! (10)
(shall / look) together later? 10
Task 3 Put the words in the correct order to make sentences. 11 help / I / with / your / will / homework / . 12 are / school / going / they / on the / not / trip / . 13 having / tonight / are / we / a party / . 14 rain/ it / going / is / to / ? 15 cinema / going/ you / are / to the / ? 10
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39
B1
2ND EDITION
Preliminary for Schools
Name: Class:
UNIT 3: LANGUAGE TEST B
VOCABULARY Task 1 Look at the pictures and complete the words. The first letter of each word is given. 16 k
18 s T
20 d
17 r c
19 m
10
Task 2 Complete each sentence with a phrasal verb. Use the meanings in brackets to help you. . (stop working)
21 There is a problem with the electricity at home – it’s always 22 I 23
the washing machine, but it doesn’t work! (connect equipment to electricity) the music
! It’s much too loud!
(make the sound quieter) 24 Can you 25 I
the light? I want to go to sleep. (stop a light working) some software on my computer. (make something ready to use) 10
Task 3 Choose the correct words to complete the conversation. A: Oh no! B: What’s wrong? A: I was just (26) downloading / connecting this program from the internet and my computer has stopped working. B: The TV isn’t working too. I think the (27) machine / electricity has gone off. A: Maybe. Let’s try and get it working again and I’ll try to (28) install / connect it to the internet. B: Can’t you use your computer just with the (29) file / battery? A: No. It’s empty. B: OK. Give me a minute and I’ll try and get you back (30) online / upload. 5 Total:
40
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 3: SKILLS TEST A
DICTATION
3 What does the girl’s dad collect?
You are going to listen to a recording about music. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly. A
B
C
B
C
4 What is broken?
A
5 What belongs to the boy’s brother?
A
B
C
B
C
6 What is the girl reading?
10
LISTENING
A
7 What app is the boy going to try later?
Task 1 For questions 1–7, choose the answer (A, B or C) which fits best according to what you hear. 1 Where did the boy read the story? A
B
C 14
A
B
C
Task 2 Are the sentences true (T) or false (F)?
2 What was the girl’s birthday present?
8 In conversation 1, the boy has a new laptop. 9 In conversation 2, the girl puts photos on her wall. 10 In conversation 3, the girl isn’t keen on jazz music. 11 In conversation 4, the girl has a new tablet.
A
B
C
12 In conversation 5, the music player belongs to the girl. 13 In conversation 6, the boy doesn’t like novels. 6
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41
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 3: SKILLS TEST A
READING Task 1 Read the article. Choose from the sentences (A–G) the one which fits each gap (14–18). There are two extra sentences which you do not need to use. A The way we read is very different now, compared to the past. B We spend more time on the internet than watching TV or listening to music. C Many people use social media networks like Facebook and Twitter. D Apps like Snapchat make messages that we can only see for a short time. E People often don’t talk to people face-to-face and prefer talking in messages. F However, the way we read in the future will probably become more active. G But this also means that we often see photos of people eating their dinner and taking photos of themselves. 15
Task 2 Read the article again and answer the questions in your own words. 19 What is bad about sharing?
20 How does the internet make us think about the size of the planet?
21 Will we answer messages more slowly or more quickly in the future?
22 How long were newspaper articles in the past?
23 How will we use screens in the future?
5 Total:
42
50
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 3: SKILLS TEST A
The way we communicate Over thirty-three percent of the world’s population is on the internet and this means the way we communicate is very different These now than in the past. (14) sites are all about sharing with other people. They can tell us news about our friends and Maybe some people others. (15) share too much, and it’s better to keep some things to ourselves. But sharing is just one part of communication that is different because of the internet. The internet is also very international. We can share our lives with people all around the world. But what does this mean for communication? Well, we can find out about places we want to visit and what other cultures are like. This can make us think about different ways of living. It also makes the world feel smaller.
We also now spend more time texting and instant messaging. In this way, we have more time to think about replies, compared to in spoken conversations. But will this This change in the future? (16) means that we need to reply quicker. These apps will probably be more popular in the future, and they create a more life-like way to communicate. The internet also makes us do certain things Back then, more quickly. (17) people bought newspapers and read articles with thousands of words. Now, online news stories are shorter and many readers get bored if articles have too many words. People will use their screens to (18) search and look at information on the internet now, but in just a few years’ time, screens will probably be different. Like in the film Iron Man 2, we might just move our head and arms to find things on a screen in the air!
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43
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 3: SKILLS TEST B
DICTATION
3 What does the girl collect?
You are going to listen to a recording about music. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly. A
B
C
4 What does the girl want to buy?
A
B
C
B
C
5 What can play music?
A
6 What was the girl looking at?
10
LISTENING
A
B
C
B
C
7 What did the boy uninstall?
Task 1 For questions 1–7, choose the answer (A, B or C) which fits best according to what you hear. 1 What doesn’t the boy have? A
14
A
B
C
2 What does the girl want for a present?
Task 2 Are the sentences true (T) or false (F)? 8 In conversation 2, the girl doesn’t like music. 9 In conversation 3, the girl likes jazz music. 10 In conversation 4, the girl’s watch is broken. 11 In conversation 5, the hat belongs to the boy’s brother.
A
B
C
12 In conversation 6, the girl doesn’t like reading on a tablet. 13 In conversation 7, the boy has a new video chat app. 6
44
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 3: SKILLS TEST B
READING Task 1 Read the article. Choose from the sentences (A–G) the one which fits each gap (14–18). There are two extra sentences which you do not need to use. A This can make us compare the way we live to how other societies live. B Reading newspapers and websites is essential to understand the world around us. C We can use them to see news about our friends and other people. D The internet is a very international tool. E This means that we need to act more quickly in order to see and reply to them. F Also, people are more lonely than they were in the past. G In fact, some people get bored if articles go on for too long. 15
Task 2 Read the article again and answer the questions in your own words. 19 What do people use social networks for?
20 How does the internet help if we want to visit other places?
21 Why isn’t communication as personal as it was?
22 Does the article say we read more or less than in the past?
23 How will we get our news in the future?
5 Total:
50
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45
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 3: SKILLS TEST B
Communication – now and tomorrow More and more of us are using the internet and this means the way we communicate is very different now than in the past. Many people use social media networks nowadays. But this is just one example (14) of how the way we communicate is different because of the internet. We can share our lives with (15) people all around the world. But what does this mean for communication? Well, we can find out about places we want to visit and what other cultures are like. (16) But it can also make the world feel smaller.
There are some apps, such as Snapchat, which can use to make messages that disappear after These apps may a short time. (17) become more popular in the future. Another big difference is in the way we read. In the past, people regularly read newspaper articles which had thousands of words. Now, online news stories are a lot shorter. It’s possible that in the future (18) we will get most of our news from video reports, rather than articles, meaning that we won’t have to read anything!
One other change is that communication isn’t as personal as it used to be. We used to spend time in face-to-face conversations where we had to answer immediately. Now, we spend more time texting and instant messaging. This does mean that we have time to think about our replies before we send them. If we don’t want to reply to something immediately, we can leave it until later. But will this change in the future?
46
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 4: LANGUAGE TEST A
GRAMMAR Task 1 Complete the verb forms.
past
past participle
1 see
2 win
3 cut
4 have
5 swim
10
Task 2 Complete the conversation with the present perfect form of the words in the box. get hurt play (x2) win A: You’re really good at football. (6) B: Yes, I (7) (8)
you ever
in a team?
in lots of teams. I play for one team now, but we never a match!
A: Really? Why not? B: We’re a new team and our best player (9)
his arm! He can’t play.
A: Oh no! B: It’s not all bad. We (10) really good. I hope we can win some of our next matches!
just
a new player and she’s 10
Task 3 Complete the sentences with the past simple or present perfect form of the verbs in brackets. 11 When I was a child, I 12 My dad 13 We 14 I 15 Jose 16 I 17 My brother 18 I love swimming. I 19 Our team 20 I
(play) basketball in the school team. (start) skiing lessons earlier this year. (win) the swimming competition on Saturday. (see) lots of films recently. (not trained) enough for tomorrow’s race. I don’t think he’ll do well! (see) the match last week. (score) the winning goal in the match yesterday. (compete) in over 20 competitions. (collect) around 16 prizes and we hope to win more in the future. (not / win) a competition in my life! 10
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47
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 4: LANGUAGE TEST A
VOCABULARY Task 1 Complete the sentences with these words. changing rooms coach compete court locker match prize race track train 21 The
was angry because we lost the last match.
22 There are men’s and women’s
you can use to get ready for swimming.
23 Shall we try the new indoor tennis 24 I put my bag in a 25 I try to run around the 26 I need to
next week? , but I can’t remember which one it is! in the park every day. very hard, because we have an important game next week.
27 I don’t like sports where I have to 28 I won first
against another team or player. in the swimming competition.
29 A marathon is a type of
that lasts for 42 km.
30 Who do you think will win the football
tonight? 10
Task 2 Complete the text with verbs in the correct form. The first letter of each word is given.
Our last football match was so exciting! We were doing badly until the last five minutes of the game. In fact, . Then, Freddie (32) k I thought we might (31) l the side of the goal and then went in! the ball towards the goal. The ball (33) h another goal. So, we It was great! A minute after that, we (34) s 3–2! (35) w 5
Task 3 Choose the correct words to complete the sentences. 36 I practise swimming every day so that / except I can take part in national competitions. 37 I want to become a professional runner because / as soon as I leave school. 38 In my family, we all love to go skiing except / although for my little sister, who hates the cold. 39 I’d love to be a professional footballer as soon as / although it’s very difficult to be one. 40 I will either / because play football or tennis at the weekend. 5 Total:
48
50
Photocopiable © Pearson Education Limited 2019
B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 4: LANGUAGE TEST B
GRAMMAR Task 1 Complete the verb forms.
past
past participle
1 buy
2 do
3 find
4 be
5 run
10
Task 2 Complete the conversation with the present perfect form of the words in the box. beat enter promise try win A: You’re really fast. (6) a running competition? B: Yes, I (7) never
you ever
entering
lots of competitions, but I (8) any of them.
A: Really? But you’re really good! B: Yes, but Mia is better. She (9)
me in every competition.
A: Oh no! B: But it’s OK, she (10)
to help me run even faster! 10
Task 3 Complete the sentences with the past simple or present perfect form of the verbs in brackets. 11 Rafa Nadal 12 I 13 When I was little, I 14 My mum 15 Ana 16 I 17 My basketball team 18 My sister and I 19 We 20 I
(lose) the men’s tennis final yesterday. (swim) in the Atlantic and Pacific Oceans (do) gymnastics in the school team. (start) playing golf last year. (not practise) enough for this competition. I don’t think she’ll win! (play) in the school football match last week. (win) lots of matches so far this year! (enjoy) playing tennis recently. (lost) the match last week. (train) a lot for this competition and I am going to win! 10
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49
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 4: LANGUAGE TEST B
VOCABULARY Task 1 Complete the sentences with these words. coach compete court locker match prize score race track train 21 I watched the football
with my parents last night.
22 I won first
in the sports competition.
23 Let’s play tennis tomorrow morning. I’ll book the
.
24 The
was 1–1 until the final minute.
25 The
was close, but Emily beat Mia by two seconds.
26 We run around the
every day before we start playing.
27 Put your clothes and bag in the
and come into the sports hall.
28 I don’t like sports where you have to
against other people.
29 I want to be a professional swimmer and I 30 Our
every day at the local pool.
told us to run faster. 10
Task 2 Complete the text with verbs in the correct form. The first letter of each word is given.
I am so disappointed! I wanted to take part in the swimming competition. so much, but I don’t think I can I’ve (31) t . I’ve hurt my leg! I think I’m better than the others in the (32) c nearly all of the others in the last competition. competition. I (33) b a competition. But now, I definitely can’t In fact, I’ve never (34) l it. (35) w 5
Task 3 Choose the correct words to complete the sentences. 36 My parents want to take me to enter the competition as soon as / except I’m old enough. 37 I love playing tennis because / although I’m not very good at it. 38 Most of my family is really interested in sports except / so that my brother. 39 When I grow up I want to be a sports star playing as soon as / either football or basketball. 40 I often take my little sister to see the football with me so that / except she can see how fun it is! 5 Total:
50
50
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 4: SKILLS TEST A
DICTATION
LISTENING
You are going to listen to a recording about sports. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
You are going to listen to an interview with tennis player Pete Murphy. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 What got him interested in sports?
A He enjoyed his teacher’s lessons.
B His parents were interested in sports.
C He wanted to compete with his best friend.
2 How good was Pete when he first started playing tennis?
A better than the others in his school
B quite good but not brilliant
C really poor compared to his classmates 3 When did Pete start playing in national competitions?
A after practising for a year
B in his final school year
C when he moved towns
4 How well did Pete do in his first national competition?
A He came last. 10
B He won two games. C He came third. 5 How has becoming professional changed him? A He spends more time with friends. B He is more relaxed. C He has more time for fitness. 6 What does he say about the competition in Miami? A He is very nervous. B He will play at the highest level. C He thinks he can win it. 18
Task 2 Are the sentences true (T) or false (F)? 7 Pete thought he did well in his first national competition. 8 Pete is careful about what he eats. 2
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51
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 4: SKILLS TEST A
READING Task 1 Five young people all want to do something fun in their free time. Read the article and decide which activity would be the most suitable for each person. Match the descriptions of activities (A–H) with the people (9–13). There are three descriptions of activities which you do not need to use. 9 Aaron wants to learn something new and go to a class once a week. He enjoys activities where he can get fit and wants to learn how to protect himself. 10 Petra has never been to exercise classes. Only the ones in school! She doesn’t really like sports, and hates being outdoors, but she wants to spend time with her friends. 11 Gary likes activities which are sometimes dangerous. He wants to have an instructor and doesn’t want to be outside. 12 Sarah likes the water, but doesn’t like water sports much. She prefers just spending time relaxing. 13 Carmen has spent lots of holidays with her parents by the sea and enjoys being on the water. She would like to do an activity early in the day. 15
Task 2 Read the article again. Decide which activity (A–H) mentions the following. 14 an age you have to be. 15 a very old sport. 16 a sport with an animal. 17 an activity for people who don’t like sports, and don’t want to move. 18 something that feels like somewhere else. 5 Total:
52
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 4: SKILLS TEST A
New sports camp for all! A new sports camp is open in the summer holidays for all children and teenagers in the area. A
E
Have you ever wanted to try climbing? This is your chance! There is a wall over twenty metres high that you can try in our sports hall. You need to be over twelve years old, but there are teachers to keep you safe!
Are you interested in learning how to defend yourself and get fit? The ancient sport of karate may be for you! Have classes every Friday evening! F
B Do you want to be by the sea? Well, come to our huge swimming pool. It has waves, so you can feel like you’re at the beach. Yes, there is sand too! You can play or join the swimming classes. C Do you like dancing? There are classes every day with different styles of music. Some of our most popular classes are hip hop, pop and heavy metal. You can dance with your friends and get fit in a different way! D We have three horses and you can have lessons to ride them. The lessons are for beginners and they are every day from 3 p.m.
We don’t only do sports! Why not come to the reading club? This is every evening from 7 p.m. Just bring a book and you can choose to sit on your own or tell others about it. G If you like spending time alone outdoors, come to the cycling club. We meet on Saturdays and go to a different area in the town and explore it! Come with your friends or make friends at the club. H We have boats that you can take out to the lake. Be careful! You need to be strong! Rowing is hard work. There are also sail boats, and there are classes every Tuesday and Thursday mornings.
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53
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 4: SKILLS TEST B
DICTATION
LISTENING
You are going to listen to a recording about sports. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
You are going to listen to an interview with tennis player Pete Murphy. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 What type of sports did Pete like at school?
A sports that he could play with others
B sports that his best friend liked
C sports he could do alone
2 What does Pete say about being good at sports?
A You don’t need any talent.
B You need to train.
C You don’t need to work hard. 3 How did Pete feel in his first competition?
A He was worried about it.
B He didn’t enjoy it.
C He thought he did well.
4 When did he start playing professional tennis?
A nineteen years ago 10
B three years ago C two years ago 5 As well as training, what does he focus on every week? A the food that he eats B finding new work C socialising with friends 6 What is his aim for the international competition? A to reach the finals B to become more well-known C to gain more experience 18
Task 2 Are the sentences true (T) or false (F)? 7 Pete gained an interest in sports from his parents. 8 He doesn’t feel worried about his first international competition. 2
54
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 4: SKILLS TEST B
READING Task 1 Five young people all want to do something fun in their free time. Read the article and decide which activity would be the most suitable for each person. Match the descriptions of activities (A–H) with the people (9–13). There are three descriptions of activities which you do not need to use. 9 Fiona loves moving quickly. She wants to do an activity after 5 p.m. and wants to learn something new. 10 Simon isn’t very interested in doing sports. He enjoys being in the water and would like to spend time with his friends and relax. 11 Dan wants to do something in the afternoons because this is when he and his friends have spare time. He loves ball games. 12 Anna loves doing team sports and likes being outside. She wants to do a sport she can take her ten-year-old sister to. 13 Charlotte doesn’t really like sports, but she loves adventure. She has been camping with her family five times and loves being outdoors. 15
Task 2 Read the article again. Decide which activity (A–H) mentions the following. 14 an activity with boats? 15 classes for different levels? 16 learning how to keep warm outside? 17 needing to use your strength? 18 something you could do with your parents? 5 Total:
50
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UNIT 4: SKILLS TEST B
Great new summer activities! Shoreford has a new sports camp open in the summer holidays for all children and teenagers in the area. A
E
There is a great pool at Shoreford sports camp. Why is it so great? Well, it’s huge and also it has waves, and a beach! You can spend your time swimming or just playing with friends.
Do you like water? Try canoeing! These are small boats that you row along the rivers. You need to be strong and fit because it’s hard work!
B
F
Every day at 7 p.m., the beach has beach volleyball. Join one of the four teams and have fun! There are teams for the under-twelves and a team for the older children.
Squash is one of the fastest ball games you can play! Come along in the evenings from 7 p.m. on Tuesdays and Thursdays to learn squash with one of our instructors. You can have individual lessons to help improve your game!
C Do you want to come and spend time with your friends? From 2.30 p.m. to 5.30 p.m., there is table tennis in the hall. We can give you the equipment– just bring your friends and play together.
G It’s not all about sports. There are also walking trails. These are group events every Wednesday and Thursday. Go with the guide and learn about nature and how to make a fire!
D
H
Have you ever wanted to try climbing? There are classes every Monday and Wednesday morning for beginners on the small wall, and an advanced group Wednesday afternoons on the forty-metre wall!
Don’t enjoy physical activities? We also have board game days where the whole family can come. These are suitable for anyone over the age of six years old. Sit and play with your family or against other families!
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 5: LANGUAGE TEST A
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 If you add a comment to an online video, everyone would see / sees it. 2 I’ll get / I get a new video game this weekend if I have enough money. 3 A film usually makes a lot of money if it will have / has famous actors in it. 4 A lot of people would love to be famous if they can / could. 5 How will you be / will are you able to do all your homework if you go to the cinema tonight? 6 If Patrick meets / met his favourite musician, he’d ask his advice about becoming a better guitarist. 7 You won’t get into the concert if you don’t buy / wouldn’t buy the tickets now. 8 If the drama classes were / will be nearer my house, I would definitely go to them. 9 I would definitely go to the concert if my parents let / would let me. 9
Task 2 Put the words in the correct order to make sentences. 10 match / if / go / to / won’t / I / rains / football / the / it / . 11 usually / TV / Diana / time, / she / If / watches / has / . 12 would / if / rich / you / buy / very / you / What / were / ? 13 tonight / too / play / tired, / he’ll / If / tennis / isn’t / Max / . 8
Task 3 Complete the second sentence so that that is has a similar meaning to the first sentence using the word given. Do not change the word given. Use between three and five words, including the word given. 14 If you don’t leave soon, you’ll be late. UNLESS
You’ll be late
soon.
15 Take your phone so I can call you if I need. CASE
Take your phone
to call you.
16 I think it’s a good idea for you to go out.
WERE
I’d
you.
17 Only people who work very hard will succeed. NEVER
You will
you work hard. 8
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 5: LANGUAGE TEST A
VOCABULARY Task 1 Complete the text with these words. There are three extra words you do not need to use. attention back best due earn end last need right stress
Adverts with celebrities in are a good idea unless they do something wrong of course and receive . Some famous sports stars, for example, lots of negative (18) up with millions of dollars for appearing for just a few seconds in these (19) to perform well in adverts. However, this then places them under a lot of (20) their sports or they may lose this well-paid work. Some celebrities, and not just sports stars, have also lost this extra way of making money to their behaviour in daily life. The (22) (21) thing a celebrity needs is to appear on the front page of a newspaper doing something they shouldn’t be doing! If this happens, the company that uses them in their advertising turn their (23) on the celebrity and they soon lose public support too. After all, just because you’re famous, it doesn’t mean you to behave in any way you wish! have you the (24) 7
Task 2 Read the article and decide which answer (A, B, C or D) best fits each gap.
The job of a movie critic is to (25) all new movies that come out, which means giving his or her opinions people or not, saying how about the movie. This might include commenting on whether the story can (26) that the actors wear are, and suggesting what kind of (28) might enjoy seeing the movie. good the (27) To do this well, the movie critic doesn’t need to (29) the stars of the movie. They need to comment on how in the movie and how interesting the characters they play are. Many movie actors start well the actors (30) in theatres. But acting in a movie is very different to appearing in a (32) their careers working on (31) and not all actors are good at doing both. or written for newspapers and magazines, but more and Traditionally, a movie critic has worked on a TV (33) themselves talking about a movie and post these videos online. more people these days prefer to (34) 25 A book
B review
C record
D interview
26 A entertain
B film
C show
D review
27 A stages
B choirs
C albums
D costumes
28 A audience
B orchestra
C group
D choir
29 A clap
B book
C talk
D interview
30 A entertain
B play
C perform
D record
31 A album
B stage
C orchestra
D exit
32 A costume
B programme
C row
D play
33 A programme
B album
C record
D audience
34 A entertain
B film
C interview
D perform 10
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 5: LANGUAGE TEST A
Task 3 Match the types of TV show (1–8) with the definitions (A–H). 35 comedy 36 documentary 37 historical drama 38 horror 39 romance 40 science fiction 41 soap opera 42 thriller
A a film or show set in the past and the actors wear clothes from that time B a film or show which has a love story C a show that is on every week and follows the lives of different characters D a film or show that makes people laugh E an exciting film or show which often has a surprise at the end F a film or show which is very frightening G a film or show which gives information about something or someone that is real H a film or show often set in the future or on other planets 8 Total:
50
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59
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 5: LANGUAGE TEST B
GRAMMAR
Task 3 Complete the second sentence so that that is has a similar meaning to the first sentence using the word given. Do not change the word given. Use between three and five words, including the word given.
Task 1 Choose the correct words to complete the sentences. 1 If my cousins come to my house this weekend, we’ll watch / we watch a movie together.
14 I play my music quietly as people may not like it.
CASE
2 Tina would buy / buys her lunch at the café if she has time.
3 If Rafael had enough money, he will get / would get a new laptop.
I play my music quietly like it.
15 I think it’s a good idea for you to learn Spanish.
4 If Patrick sees / will see his best friend today, he’ll ask him if he wants to go to the cinema.
IF
5 How can / would you get better at playing the guitar if you don’t practise?
16 She only wanted to sing if her friend sang too.
6 If you could travel anywhere in the world, where would you / will you go?
7 You’ll / You would miss the concert if you don’t set off now.
17 It might rain today so take a coat to the festival.
8 If my brother will do / does really well at school, he wants to go to university.
JUST
I’d
you.
UNLESS
She didn’t sang too.
her friend
Take a coat to the festival rains today.
9 I wouldn’t want / won’t want to be famous even if I had the chance.
8 9
Task 2 Put the words in the correct order to make sentences. 10 watches / up / Vera / she / early, / If / listens / the radio / wakes / to / . 11 snowed / I / be / today / it / surprised / would / if / very / . 12 competition, / wins / David / he / the / prize / will / get / a / If / ? 13 go / had / if / singing / would / he / to / Tim / time / lessons / . 8
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 5: LANGUAGE TEST B
VOCABULARY Task 1 Complete the text with these words. There are three extra words you do not need to use. back best due have last need negative right under up
Celebrities who appear in adverts often end (18) for appearing for just a few seconds. But these celebrities are also (19) a lot of stress to behave well in public at all times. Any (20) from the media may mean they lose this well-paid work.
with millions of dollars attention
The last (21) a celebrity needs is to appear on the front page of a newspaper doing something they shouldn’t be doing! A few well-known celebrities have lost this extra way of making money (22) to their behaviour in daily life. After all, just being famous doesn’t mean you (23) the right to behave in any way you wish! The company that uses the celebrity in their advertising might turn their (24) on them and they soon lose public support as well. 7
Task 2 Read the article and decide which answer (A, B, C or D) best fits each gap.
There’s nothing more exciting than going to a concert! The sound of a thousand people (25) after each song by your favourite band is not to be missed! Or maybe you prefer to listen to a big (26) playing classical music or a professional (27) singing together on stage. Whatever you choose, it’s a great evening out. Here are some tips for making concerts an even better experience. Remember to (28) your tickets well before the concert – they often sell out quickly. Try to get a seat in a (29) that’s quite near the front. It can be really annoying if you’re sitting at the back near the (30) , watching people coming in and out of the concert hall all the way through! Knowing the music you’re going to hear at the concert can also help you enjoy it more, so why not buy the artist’s latest (31) and play it a few times before you go? And remember that you should never (32) the music at the concert on your phone – it’s usually against the law! Musicians work hard to (33) their audience, so sit back, relax, and enjoy the (34) ! 25 A performing
B reviewing
C recording
D clapping
26 A costume
B orchestra
C stage
D row
27 A audience
B choir
C album
D costume
28 A clap
B review
C record
D book
29 A row
B stage
C choir
D costume
30 A show
B album
C audience
D exit
31 A costume
B stage
C album
D choir
32 A interview
B book
C record
D review
33 A interview
B entertain
C perform
D clap
34 A show
B film
C interview
D exit 10
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 5: LANGUAGE TEST B
Task 3 Match the types of TV show (1–8) with the definitions (A–H). 35 horror 36 comedy 37 thriller 38 documentary 39 soap opera 40 historical drama 41 romance 42 science fiction
A a film or show which has a love story B a film or show that makes people laugh C a film or show often set in the future or on other planets D a film or show set in the past and the actors wear clothes from that time E a show that is on every week and follows the lives of different characters F a film or show which is very frightening G a film or show which gives information about something or someone that is real H an exciting film or show which often has a surprise at the end 8 Total:
62
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 5: SKILLS TEST A
DICTATION
3 You will hear a girl talking to her friend about an acting course she’s doing. How does the girl feel about it?
You are going to listen to a recording about a talent show. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
A pleased with her progress B worried about the other students C surprised by the activities they do 4 You will hear two friends talking about a music video they have both watched. The boy thinks that
A the video lasts too long.
B the sound quality is poor.
C the song is boring.
5 You will hear two friends talking about a film they’ve just seen. They agree that
A the action was exciting.
B the music was excellent. C the acting was very good.
6 You will hear two friends talking about their school play. The boy suggests that the girl should
A practise more at home.
B write her lines down to remember them.
C watch videos about how to act. 12
10
LISTENING Task 1 You are going to listen to six conversations. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 You will hear two friends talking about a talent show they saw on TV. They agree that A the quality of the acts was high. B there were too many singers on the show. C the decisions about the competitors were unfair.
Task 2 You are going to listen to the first four conversations again. Answer the questions in your own words. 7 What does the boy say about the judges on the TV show? 8 What does the boy say about his old teacher? 9 Why was the girl nervous about other people on the course? 10 What problem did the girl have with the video?
2 You will hear a boy talking to his friend about piano lessons. He thinks that his new teacher
8
A talks too much. B tells good stories. C explains things clearly.
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63
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 5: SKILLS TEST A
READING Task 1 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 11 In the first paragraph, the writer says that A it always takes a long time to become a celebrity. B some celebrities think fame will be better than it is. C some celebrities hate being famous. D there are too many celebrities these days. 12 Why did Kevin Jonas decide to leave his band? A He wanted to have children. B He wanted to try a different career. C He argued with the other members. D He disliked the music they were playing. 13 Freddie Prinze Junior developed his love of cooking A by working in a restaurant. B by reading a cook book. C by watching someone cook. D by seeing a famous chef on TV. 14 Vanilla Ice found out about buying and selling houses A when he was a teenager. B after he became famous. C in the last few years. D when his music career ended. 15 In the final paragraph, the writer says that the wish to be famous A is more powerful than the wish to be normal. B comes from wanting to be popular. C never makes you happy. D doesn’t affect all people in the same way. 16 What is the author of the article focusing on? A The stars who turn their backs on fame. B The negative side of being famous. C The difficult road to becoming a celebrity. D The people who end up being famous by accident. 12
Task 2 Read the article again and answer the questions in your own words. 17 List the achievements of each of the celebrities since they stopped doing the job that made them famous.
18 Explain what you think Kevin Jonas’s life is like now.
8 Total: 64
50
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 5: SKILLS TEST A
Becoming a celebrity Some people work for years to become a celebrity, only to find that fame wasn’t as great as they expected. It’s not that they dislike it exactly, they just realise that there is more to life than being famous. Formed in 2005, The Jonas Brothers quickly became world famous. Their albums sold in millions and they played to thousands of fans. But Kevin, one of three brothers in the band, suddenly decided he’d had enough. But why? Had he fought with his brothers? Or found something better? Actually, he felt the group were no longer making music he wanted to listen to, so he left. He created a restaurantsearching app called Yood shortly after quitting, and he’s a dad too these days. He’ll certainly have more time for his children now he’s not touring and recording!
When rapper Vanilla Ice released Ice Ice Baby in 1990, it became a huge hit. Although he still makes music, he’s never been able to repeat this success, at least musically. Ice bought his first house long before recording Ice Ice Baby. He was only seventeen, but even back then realised he could make money by buying and selling property. So that’s what he did after his musical success disappeared. He also started racing jet-skis (a small vehicle you sit on that travels fast across water), and became one of the best jet-skiers in the world. Research suggests that wanting to be famous comes from a basic human need to be part of a group. This makes us want other people to like us. As these celebrities perhaps demonstrate, achieving fame doesn’t always meet this need and looking for other things in life is actually more likely to give us what we want.
Freddie Prinze Junior became famous after appearing in well-known Hollywood films such as I Know What You Did Last Summer. Recently, however, he decided to stop acting to follow another of his passions: cooking. He grew up seeing his mum creating amazing dishes for the family – she’s worked in restaurants all her life – and has been trying to cook as well as her ever since. He hasn’t launched a career as a celebrity television chef yet, but he’s written a book containing seventy-five of his favourite recipes.
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65
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 5: SKILLS TEST B
DICTATION
3 You will hear a girl talking to her friend about an acting course she’s doing. How does the girl feel about it?
You are going to listen to a recording about a talent show. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
A amazed by the things they do in class B happy with how well she’s doing C disappointed with her classmates 4 You will hear two friends talking about a music video they have both watched. The girls thinks that
A there’s a problem with it which need fixing.
B the music should be more interesting.
C it should be much shorter.
5 You will hear two friends talking about a film they’ve just seen. They agree that
A the stars in the lead roles were great.
B there were many exciting scenes. C it had really good music.
6 You will hear two friends talking about their school play. The boy suggests that the girl should
A prepare by performing in her house.
B learn more about acting on the internet.
C note down what she needs to say a few times. 12
10
LISTENING Task 1 You are going to listen to six conversations. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 You will hear two friends talking about a talent show they saw on TV. They agree that A there weren’t enough good dancers. B The comments about the acts were cruel. C the competitors were all very good. 2 You will hear a boy talking to his friend about piano lessons. He thinks that his new teacher
Task 2 You are going to listen to the first four conversations again. Answer the questions in your own words. 7 What does the girl say about the dancers on the TV show last week? 8 What did the boy not like about his old lessons? 9 What did the girl think about her earlier acting lessons? 10 What does the boy think about the video? 8
A talks about interesting things. B doesn’t say a lot. C isn’t good at explaining things.
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 5: SKILLS TEST B
READING Task 1 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 11 In the first paragraph, the writer says that A some celebrities become famous quickly. B there are too many celebrities these days. C many celebrities strongly dislike being famous. D some people find fame disappointing 12 Why did Amanda Bynes decide to stop acting? A The roles she was offered were boring. B She wanted to study something. C It was difficult to continue her career. D Her family told her to. 13 Frankie Muniz’s motor racing career started after A being invited to drive in a motor race. B playing the part of a racing driver in a film. C watching a programme about a racing driver. D taking part in a race with a family member. 14 When did Mara Wilson first want to become a writer? A as soon as she stopped acting B since she was very young C while working for charity D after the success of Matilda. 15 In the final paragraph, the writer says that A a normal life is always more satisfying than fame B no one knows why people like being admired. C wanting to be famous is very common. D fame affects people in the same way. 16 What would be a good title for the article? A The stars who loved fame too much. B The celebrities who have had enough of fame. C The dangers of being a young celebrity. D The people who never wanted to be famous. 12
Task 2 Read the article again and answer the questions in your own words. 17 List the achievements of each of the celebrities since they stopped doing the job that made them famous.
18 Explain what you think Mara Wilson’s life is like now.
8 Total:
50
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 5: SKILLS TEST B
Becoming famous Many people would give almost anything to be famous. Some work for years to achieve their dream only to find that it wasn’t as great an experience as they’d hoped. It’s not that they hate being famous. They just realise that other things might make them happier. Amanda Bynes became famous as the young girl with the positive attitude in several TV series and then in films such as She’s The Man. Although the parts she was getting became increasingly interesting, working in the profession was becoming very hard to manage and, with the support of her parents, she decided to move into the fashion industry. She’s now a successful designer and has also completed a course at fashion school. Another child actor who decided on a sudden change of direction is Frankie Muniz. He’d had an interest in motor racing since watching it on TV as a child and announced, when he was at his most famous, that he was giving up his highly successful acting career to become a professional racing driver. Unlike many boys who start doing the sport after watching their mum or dad racing, Frankie had to wait until someone asked him to take part in a celebrity race while he was still acting before he took racing seriously. He was so good, he got a contract with a racing team soon after and the acting had to go. One of the few acting roles he’s played since was that of a racing driver.
68
Mara Wilson became a child star overnight after playing Matilda, a girl with magical superpowers, in the film of the same name. Despite the fame and admiration, for as long as she can remember, Mara had dreamt of following a different career. She decided to turn her back on fame to achieve her ambition of becoming a writer. Her first play was performed in 2013 and a book soon followed in 2016. Since quitting acting and taking up writing, she’s also become involved with several charity projects which support mental health. Studies suggest that trying to become wellknown comes from a powerful human desire in many of us to be accepted by others, especially strangers. However, as these former celebrities show, sometimes having fame doesn’t always give people the feeling they’re looking for.
Photocopiable © Pearson Education Limited 2019
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: LANGUAGE TEST A
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 Millions of tons of plastic throws / are thrown away every single day. 2 People throw / are thrown away too much rubbish. 3 Many stars are formed / were formed billions of years ago. 4 The world’s highest mountains find / are found in Asia. 5 Scientists believe / are believed that there will soon be more plastic than fish in the ocean. 6 The first plastic invented / was invented in 1907. 7 Many people waste / are wasted lots of electricity. 8 Too many trees cut / are cut down every year. 9 I stopped / was stopped by a police officer who wanted to ask me some questions. 9
Task 2 Complete the sentences with one word. 10 Sometimes, turtles 11 Many rare animals 12 In lots of countries, electricity
accidentally caught in fishermen’s nets. killed last year by hunters. produced using sunlight.
13 About eleven percent of land around the world 14 A long time ago, I
used to grow food. told that eating too much sugar can be unhealthy.
15 Although the government introduced new rules about the environment, they weren’t followed many companies. 6
Task 3 Use the prompts to write sentences with the correct form of have/get something done. 16 My sister / her hair / cut / yesterday / . 17 Helen / her car / repair / at the moment / . 18 My parents / their photo / take / with someone famous / last year / . 19 Gina / her photo / taken / last week / . 20 Where / you / going to / watch / fix / ? 10
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69
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: LANGUAGE TEST A
VOCABULARY
Task 2 Complete the sentences with these words. There are three extra words.
Task 1 Match the words (21–29) with the definitions (A–I).
cliffs clouds earth fog moon path snowfall star storm waterfall waves
21 tiny 22 sight
30 It looks like it’s going to rain – those are so dark!
23 explore 24 climate change
31 If you walk along this about ten minutes, you’ll arrive at the river.
25 pollution
for
32 Those plants need some water – the they’re in is really dry.
26 species 27 transport
33 Near where I live, there are some really high that go straight down into the sea.
28 carbon footprint 29 ancient
34 The should go surfing!
A the machines people use to travel B a serious change in the planet’s weather
are really big today – we
35 The in winter is so heavy, you sometimes need skis to get from place to place.
C a kind of animal or plant D the amount of CO2 that a person uses
36 It’s a beautiful night and the is really bright in the sky.
E very small F to look around somewhere new
37 It’s very difficult to drive or see anything when there’s .
G very old H something you can see
8
I things which make the air, water, etc. dirty 9
Task 3 Put the words in brackets in the correct order to complete the sentences. 38 From their hotel room, they could see the on the beach. (golden, lovely, sand) 39 There are lots of farm. (fields, green, huge)
around the
40 We went out from the dark house into the . (warm, sunshine, beautiful) 41 The was very difficult to drive along. (narrow, road, dangerous) 42 A river looks like a see it on a map. (blue, long, line) 43 She was a baby. (child, pretty, blue-eyed)
when you when she was a
44 They put all the food for the party on the . (brown, table, long) 45 Suddenly, a nowhere. (old, man, frightening)
appeared from 8 Total:
70
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: LANGUAGE TEST B
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 The Earth inhabits / is inhabited by billions of people. 2 The sun first appeared / was appeared in the sky 4.5 billion years ago. 3 The fight to save the last Western Black Rhino lost / was lost in 2011. 4 Many new products which help the environment make / are made in my country. 5 Leo Hendrik Baekeland created / was created the first plastic in 1907. 6 There are plenty of TV programmes which show / are shown the problems facing the environment. 7 Lots of gadgets that use less electricity introduced / were introduced in the early 21st century. 8 It’s really important that information about the environment teaches / is taught in all schools. 9 I asked / was asked by my teacher to write an essay about the environment. 9
Task 2 Complete the sentences with one word. 10 It
now known that humans are the cause of climate change.
11 Whales
often hit by boats.
12 Hundreds of empty plastic bottles
found last month in just one small area of the ocean.
13 Three scientists fell into the freezing sea but fortunately they
not hurt.
14 In 2015, a solar-powered plane was flown around the world fuel at all. 15 I
two Swiss men without using any
asked not to use my phone on the plane. 6
Task 3 Use the prompts to write sentences with the correct form of have/get something done. 16 My brother / is going to / some furniture / deliver / next month / . 17 Petra / her motorbike / mend / yesterday / . 18 Victoria / her car / wash / every week / . 19 I / my teeth / check / at the dentist’s / right now / . 20 Where / she / usually / her clothes / clean ? 10
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71
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: LANGUAGE TEST B
VOCABULARY
Task 2 Complete the sentences with these words. There are three extra words.
Task 1 Match the words (21–29) with the definitions (A–I).
field fog moon rocks sand sky stars storms sunshine waterfall wave
21 carbon footprint 22 loss
30 The river went straight down about fifty metres over the .
23 creature 24 rubbish
31 There was a clear blue day of my holiday so it was very sunny.
25 incredible
every
32 If there are no clouds tonight, we can go outside and look up at all the .
26 energy 27 planet
33 I couldn’t believe how warm the was on the beach – it was almost too hot to walk on.
28 survive 29 horrible
34 The beach was covered in huge .
A the things you throw away B amazing
35 There’s no at all in the winter at the very north of the Earth – it’s dark, even during the day.
C stay alive, perhaps in a difficult situation D an animal
36 There are quite often big in the summer, with lots of thunder and lightning.
E a huge round object in space, like the Earth F not nice
here
37 The farmers keeps cows or sheep in this .
G the amount of CO2 that a person uses H the power you need to do something
8
I when you can’t get something back 9
Task 3 Put the words in brackets in the correct order to complete the sentences. 38 From the aeroplane, you could see the below. (green, countryside, attractive) 39 There was a as you could see. (path, grey, long)
stretching as far
40 They watched as the slowly across the road. (grey, elephant, huge)
walked
41 They didn’t know how to cross the . (icy, wide, river) 42 The were completely covered in snow. (mountains, white, high) 43 There’s a really city. (old, interesting, museum)
museum in the
44 The they’d bought for the party wasn’t big enough. (pink, cake, small) 45 A very also lived at the house where they were staying. (friendly, cat, black) 8 Total:
72
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: SKILLS TEST A
DICTATION
LISTENING
You are going to listen to a recording about pollution. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
You are going to listen to an interview with Travis White, a teenager who has created an app to help reduce rubbish on the street. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 How did Travis become able to create apps?
A He attended classes.
B He checked in several books. C He watched short films on websites.
2 Who helped Travis get the idea for his app?
A his parents
B the teachers at his school
C people in cities who drop rubbish
3 According to Travis, why do people leave rubbish in the street?
A They don’t really notice it.
B They don’t think it’s their problem. C They don’t want cleaners to lose their jobs.
10
4 Travis says his app is well-liked because A both younger and older people find it interesting. B people in any city can use it. C it’s both enjoyable and benefits the environment. 5 Travis’s next app will help people to waste less A electricity. B water. C money on shopping. 6 What does Travis recommend doing to help people create good apps? A watch the news B travel to different parts of the world C talking other people 18
Task 2 Explain in your own words why some people find Travis White’s app enjoyable to use. 2
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73
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 6: SKILLS TEST A
READING Task 1 Read the article. Choose from the sentences (A–H) the one which fi ts each gap (7–11). There are three extra sentences which you do not need to use. A But the birds didn’t always reappear where the scientists who were studying them expected! B Fortunately, they are no longer a species which is in danger. C It also keeps their eggs safe from other animals that might eat them. D However, there are also reasons to be hopeful for the future of our planet. E More peregrines actually made their homes there than in their old nesting sites. F This meant that peregrines also swallowed this dangerous chemical. G This shows that their amazing speed isn’t always an advantage! H An adult bird can reach speeds of over 320 kph whilst doing this. 15
Task 2 Are the sentences true (T) or false (F)? 12 Peregrines live only in the USA. 13 Peregrines are faster than all other birds. 14 Farmers discovered the problems caused by DDT. 15 Peregrines ate DDT when they caught insects for food. 16 Peregrines live in cities and in the countryside these days. 5 Total:
74
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 6: SKILLS TEST A
Saving peregrine falcons: a success story Stories about the environment are rarely good news these days: climate change, species in One of these danger, and so on. (7) is the return of the peregrine falcon, a bird that almost died out completely. The peregrine falcon is the fastest-moving animal on the planet. To catch another animal, a peregrine climbs high into the sky and dives down on the unfortunate animal it want to eat. (8) Numbers of peregrines fell greatly during the second half of the 20th century, so by the 1970s in the USA for example, only around ten percent remained. They were in real danger of disappearing completely and no one could work out why.
DDT was banned soon after this problem was discovered and slowly the numbers of peregrines started to grow. (10) Peregrines usually build their homes (or nests) on high cliffs. The birds that peregrines eat fly much lower down, so a nest that’s high up allows peregrines to see their prey from above. (11) Some peregrines discovered that high-rise buildings in cities also gave them these benefits, so they made their homes there. There are now healthy populations of peregrines in cities such as New York, Paris and London as well as in their traditional homes in the countryside.
Then scientists discovered that a product called DDT, which was used by farmers to kill insects, was responsible. Small birds ate insects which were covered in DDT. Peregrines then caught and ate these smaller birds. The DDT caused the peregrines’ (9) eggs to have very thin, weak shells so most of the eggs broke, killing the baby peregrine inside.
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75
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: SKILLS TEST B
DICTATION
LISTENING
You are going to listen to a recording about pollution. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
You are going to listen to an interview with Travis White, a teenager who has created an app to help reduce rubbish on the street. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 Travis learnt how to write apps
A by reading a book.
B using online videos. C at school.
2 Travis had the idea for his app after
A seeing rubbish in the road.
B listening to a talk about rubbish.
C hearing people complaining about rubbish.
3 Travis thinks other people don’t pick up their rubbish because
A it’s someone else’s responsibility.
B it stops other people from doing their job.
C it doesn’t actually look that bad.
4 Why does Travis think his app is a success? A It includes game-playing as well as being useful.
10
B It can be used all around the world. C It attracts people of all ages. 5 What would Travis like to create an app for next? A choosing environmentally friendly products B saving electricity in the home C using less water 6 What advice does Travis give other young app designers? A Try to understand people from different countries. B Watch the news to get good ideas for apps. C Talk to other people who are making apps. 18
Task 2 Explain in your own words what Travis White’s app does. 2
76
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: SKILLS TEST B
READING Task 1 Read the article. Choose from the sentences (A–H) the one which fits each gap (7–11). There are three extra sentences which you do not need to use. A The sound of these whales has therefore become less common. B Surprisingly, perhaps, for the largest animal on the planet, they eat tiny creatures called krill. C However, people never wanted to hurt the whales. D However, it can be heard by other blue whales thousands of kilometres away. E Other species can grow much more quickly. F The blue whale is a good example as, at one point, there were only a few hundred left. G Before this hunting started, it is thought that there were over 200,000 whales worldwide. H Because of this, whales live close together in small family groups. 15
Task 2 Are the sentences true (T) or false (F)? 12 At one point, there were fewer than a thousand blue whales left on Earth. 13 Some blue whales are over 30 metres long. 14 People used to catch blue whales for food. 15 People walking near the sea can sometimes hear blue whales singing. 16 Blue whale numbers today are similar to before people started hunting them. 5 Total:
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 6: SKILLS TEST B
Saving blue whales: a success story Stories about the environment are rarely good news these days: climate change, species in danger, and so on. Occasionally, however, there is a real success story to celebrate. These days, however, their (7) numbers have thankfully risen to several thousand. Scientists believe that the blue whale is the largest animal ever to have lived on Earth. It grows to a length of thirty metres and can weigh up to two hundred tonnes. Whales need to consume a lot (8) of them, as they typically eat around 36,000 kilos of food each day! During the 19th and 20th centuries, blue whales were killed for their meat and oil. At its maximum, 30,000 blue (9) whales per year were being caught. A ban on whaling was finally introduced in the 1960s.
78
Since then, the number of blue whales has slowly increased. Scientists think their population in some areas is growing by as much as ten percent per year. (10) However, blue whales only have a baby once every three years. Though we can’t hear them on land, of course, blue whales are one of the loudest animals on the planet. Their unusual method of communication sounds a little like low, deep singing to us. (11) So although there’s a long way to go until the blue whale’s song is heard in as much of our oceans as it once was, there are highly positive signs that this species is heading in the right direction.
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 7: LANGUAGE TEST A
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 An airport is the place which / where most people’s holidays begin. 2 The pilot what / who flew our plane was very experienced. 3 The plane that / where we flew on was absolutely huge! 4 The man where / who was sitting next to me was very nice. 5 During the flight, the pilot told us all about the countries that / where we were flying over. 6 The film which / who was shown during the flight wasn’t very good. 7 The hotel which / where we were going to stay wasn’t far from the airport. 8 The bus who / which took us to our hotel was so comfortable. 9 The receptionist where / who greeted us at the hotel was very friendly. 9
Task 2 Use the prompts to write sentences with defining relative clauses. 10 New York / the most exciting city / I’ve been to / . 11 The woman / showed us around the museum knew a lot about history / . 12 The train / we were taking / very late / . 13 Captain Cook / a famous explorer / went to Australia / . 14 The animals / live / in Mexico / very different to the animals in my country / . 10
Task 3 Complete the sentences with the correct form of the words in brackets. Use negative forms if necessary. 15 Pilots 16 Adrian 17 Passengers 18 Mark 19 You 20 Steve
wear uniforms for most airlines or they get into trouble. (HAVE) leave his friend’s house quite soon – it’s getting late. (NEED) walk across the railway – it’s very dangerous! (MUST) buy a ticket when he got on the train – the ticket office was closed. (HAVE) buy a sandwich from the station café for me – I’m not hungry. (HAVE) buy a new ticket yesterday, because he lost his first one. (NEED) 6
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79
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 7: LANGUAGE TEST A
VOCABULARY
Task 2 Complete the phrasal verbs in the sentences with these verbs and prepositions.
Task 1 Complete the sentences with these words. There are three extra words.
check get off on signed stopped 30 The plane took
check-in delays destination foreign journey land locations passport tours traffic jams travel trips
31 Bikes are the easiest and quickest way to about in the city.
21 It was a long drive so when we arrived at our we were all very tired.
,
22 The from London to New York usually takes about eight hours by plane. 23 When we were in Tokyo, we went on two different organised of the city. 24 I had to show my
when I crossed the border.
25 Normally you need to arrive at the at the airport at least an hour before your plane leaves.
28 The very good.
32 You can jump you want. 33 I
and off the tour bus whenever off at the park for a few hours.
34 You need to without you.
on the train now or it’ll leave
35 Several of the shows that the holiday company had organised looked good so I up for them. 36 Please
in at desk number forty-three.
37 All those passengers travelling to the science museum should get at the next station.
26 The holiday company organised lots of day for tourists from the hotel. 27 I can’t believe how many these days – they’re always late!
on time at 8.15.
8
there are on trains
agent we booked the holiday with was
29 Be prepared to spend a long time driving through the city – there are always on all the main roads. 9
Task 3 Rearrange the letters to make words related to travel. 38 n l d a 39 s r o u n v e i 40 i h f t g l 41 d a b o r a 42 v e y o g a 43 t y o m w o r a 44 e g g i e s h i n t s 45 d u r g e n o n U d r 8 Total:
80
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 7: LANGUAGE TEST B
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 The taxi driver where / who took us to the hotel was very friendly. 2 The hotel that / where we had booked wasn’t far from the airport. 3 The road where / which we took to the hotel was very busy. 4 The area of the city where / who we were staying looked very nice. 5 The driver told us about the people who / where were in his taxi just before us. 6 The taxi went past a palace where / which was built two thousand years ago! 7 The taxi was big so there was plenty of room for all the bags where / which we had brought. 8 The staff who / where helped us carry the bags into the hotel were very kind. 9 The room which / where we were staying was nice, but it was a little bit small. 9
Task 2 Use the prompts to write sentences with defining relative clauses. 10 The waiter / served us in the restaurant last night / very nice / . 11 France is a country / many tourists visit / . 12 What / the name of the place / we bought those souvenirs / ? 13 The Alhambra / a famous place / you can see lots of beautiful buildings / . 14 Is there anyone / you’d really like go on holiday with / ? 10
Task 3 Complete the sentences with the correct form of the words in brackets. Use negative forms if necessary. 15 We
walk to school today because our parents’ car has broken down. (HAVE)
16 Grandad
walk five kilometres to school when he was a boy. (NEED)
17 All students who are late for the exam 18 You 19 I 20 Sam
see the head teacher tomorrow. (MUST)
get off the bus while it’s still moving – it’s very dangerous! (MUST) get up early to go to school this morning – it’s the weekend. (HAVE) study a lot – he’s got an exam tomorrow. (HAVE) 6
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81
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 7: LANGUAGE TEST B
VOCABULARY
Task 2 Complete the phrasal verbs in the sentences with these verbs and prepositions.
Task 1 Complete the sentences with these words. There are three extra words. abroad air travel borders flight lands locations metro motorways passport sightseeing takes off tours
, but I don’t
23 Don’t forget to take your you won’t be able to leave the country.
or
at the shop on my
32 If we off the bus here, the restaurant is then only three minutes’ walk away. 33 Shall we sign tour of the museum?
for the guided
34 Usually someone weighs your bags when you check at the airport.
24 On the in some countries there are no speed limits, so you can drive as fast as you want.
35 Be careful when you bus – there’s quite a big step up.
25 The longest I’ve ever been on was fourteen hours, from Bangkok to London. 26 The is the fastest way to travel around a city, but you can’t see much from the windows! 27 The country I live in has three other countries.
30 If you run, you’ll be able to get the next train, which leaves in three minutes. 31 I stopped way home.
21 I love the feeling when a plane and flies up into the air. 22 I’d quite like to live know which country I’d want to live in.
about get in jump off on took up
on the
36 I think walking is the best way to get in a city – you can see so much more that way. 37 We off three hours late because there was bad weather around the airport.
with
28 If you want to do some in a city, there are often open-topped buses you can take.
8
Task 3
29 I always get a bit scared when the aeroplane because of the noise it makes when it first hits the runway. 9
Rearrange the letters to make words related to travel. 38 r p i t 39 m y o a t w o r 40 u e j y n o r 41 f a c r t f i 42 a l d d y e e 43 o n v r i e s u 44 e v y a g o 45 e n o s d i a n i t t 8 Total:
82
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 7: SKILLS TEST A
DICTATION
LISTENING
You are going to listen to a recording about a journey. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
Listen to teenager Steve Wilkins telling a group of students about his round-the-world cycling trip. Write one or two words or a number or a date.
Round-the-world cycling trip
It took Steve (1) complete the trip.
days to
He used a (2) touch with family and friends.
to keep in
Steve made money for a charity called by doing the trip. (3)
Steve was inspired to do the trip after going on . a bike ride in the (4)
The most frightening moment was when Steve was followed by some . (5)
10
Steve wants to go to (6)
next. 18
Task 2 In your own words, give details about the money that Steve made for a charity and what the money is going to be used for. 2
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83
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 7: SKILLS TEST A
READING Task 1 Five young people all want to go away to a summer camp. Read the article and decide which summer camp would be the most suitable for each person. Match the descriptions of the summer camps (A–H) with the people (7–11). There are three descriptions of summer camps which you do not need to use. 7 Malik would like to study another language apart from English on the summer camp and go on day trips to nearby towns. He’d like to be able to take his phone with him. 8 Felicity is really into difficult or unusual sports. She only wants to go away for a week and wants to spend part of each day doing her own thing. 9 Hans wants somewhere he can do different things every day. He’d like a camp that’s near the sea and that doesn’t have too many people there. 10 Polly loves lots of different water sports. She’d like a camp where she can learn a musical instrument and also go on long walks which include overnight camping. 11 Joao would like to be able to go cycling every day and also learn how to cook. He wants to work on his acting skills at the camp. 15
Task 2 Read the article again. Decide which activity (A–H) mentions the following. 12 making friends at the summer camp 13 the staff who work at the summer camp 14 that the summer camp is near mountains 15 it’s unsuitable for lovers of extreme sports 16 the number of people who go there 5 Total:
84
50
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 7: SKILLS TEST A
The best summer camps A Camp Logan
E The Range
If you love variety, Camp Logan could be for you. Teenagers can take part in two- or threeday hikes carrying the tents you’ll sleep in as well as developing skills on the guitar, piano, drums, etc. Situated on the edge of a large lake far from any town, it’s also the perfect place for windsurfing, canoeing and swimming.
The Range is a great choice whether it’s daily sessions on the bike or in the kitchen you’re after. Whether you’re an expert or a beginner doesn’t matter as the teachers there will help at any level. Those doing the drama sessions provide some of the entertainment by regularly putting on plays for other students.
B Wild West
F Fell’s Summer Camp
Wild West is well-known for the three- and fourday hiking and camping trips it organises in the local mountains. You can learn other languages here too, with German, French and Italian on offer. Stays are from one to five weeks and they keep their groups small to make your experience extra special.
One of the few camps to allow phones, Fell’s also allows the hundreds of students who go there to develop their cycling ability on the mountainbike course, learn to play the guitar or swim and dive in the ocean, which is only 500m away. Choose how long you stay, from just four days up to four weeks.
C Fun Camp
G Camp Rock
You can do everything here from developing acting ability to extreme activities like rock climbing and diving. Although there are enough activities to allow you to do something different every day, you can also choose to spend time doing what you want to do. Stays last from five days up to six weeks – you choose!
Camp Rock offers teenagers a more relaxed atmosphere, allowing the free use of mobiles between activities. If you’re looking for dangerous activities or long camping trips, choose somewhere else! Here, students can learn several different languages or just spend part of the day reading. There are regular visits to the shops, cafés and museums of nearby Frankham and Lisbury.
D Camp Goliath With a minimum stay of ten days, you’re sure to get to know everyone well at Camp Goliath. Only 20km from the towns of Handown and Grandon, the camp organises daily excursions to both. There are also plenty of water-based activities to choose from and practical sessions like cookery. Like most camps, phones are not allowed!
H Trenton River Unlike most camps, which have up to 500 students at any one time, Trenton River allows just fifty. If the numbers are limited, the activities are not and even on a long stay you’d be able to choose something different daily. Some activities, such as surfing, take place at the beach, which is only a five-minute walk away.
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85
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 7: SKILLS TEST B
DICTATION
LISTENING
You are going to listen to a recording about a journey. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
Task 1
Listen to teenager Steve Wilkins telling a group of students about his round-the-world cycling trip. Write one or two words or a number or a date.
Round-the-world cycling trip
Steve cycled for around (1)
km on his journey.
He contacted his family and friends every . (2)
Steve made (3) £ charity by doing the trip.
for
Steve was inspired to do the trip after going on a . bike ride with his (4)
The most exciting moment was when Steve cycled next to some (5)
10
Steve wants to become a (6)
.
in the future. 18
Task 2 In your own words, explain what Steve’s life is like, now that he is at home. 2
86
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 7: SKILLS TEST B
READING Task 1 Five young people all want to go away to a summer camp. Read the article and decide which summer camp would be the most suitable for each person. Match the descriptions of the summer camps (A–H) with the people (7–11). There are three descriptions of summer camps which you do not need to use. 7 Helena would like a camp that is on a river. She wants to take part in sports competitions and be able to stay for eight weeks. 8 Kwame wants to go to a camp with his ten-year-old brother. He’d like to get a qualification during his stay and learn how to paint too. 9 Jing would like a camp she can attend only on weekdays. She likes fishing and wants to learn how to make things out of wood. 10 Nadir loves learning about IT and would like a camp where his parents can come and visit him. He’d like somewhere where he can party to music. 11 Colette wants to practise her song-writing skills and visit historical places while she’s at the camp. She loves having barbecues. 15
Task 2 Read the article again. Decide which activity (A–H) mentions the following. 12 the shortest length of stay of all the camps 13 what one of the staff at camp is an expert at 14 an age range that is the smallest 15 students can learn how to play music 16 parents taking part with their children 5 Total:
50
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87
2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 7: SKILLS TEST B
The best summer camps A Eastern Rock
E Camp Titan
Eastern Rock lies on the banks of the Griffin River, and so offers plenty of water-based activities such as fishing, swimming and canoeing. There are regular night-time barbecues and music and dancing on Friday and Saturday evenings. One member of staff is an artist, who will help you develop your drawing and painting skills.
Stays of between just two days and a month-anda-half are possible, including a weekend-only option. Based in a beautiful old house, Camp Titan has a good range of ways to attend. It offers places to anyone from eight to eighteen and activities include everything from designing chairs to computer programming. F Camp Yellow
B The Woods If extreme sports and competition are your thing, then perhaps The Woods is not for you. It has an artistic and cultural focus. They organise trips to nearby castles and old houses and students can learn a musical instrument or create and record the next big musical hit! Every evening ends with outdoor cooking and singing around a fire. C Sun Camp Offering a range of activities from painting to computing for periods of five days up to two months, Sun Camp is a popular choice. There are daily canoeing and swimming races, and why not finish the day with an outdoor meal and dance next to the slow-moving, wide river that flows past the camp? D Hillcrest Hillcrest focuses on young people’s development of useful practical skills. Many students try its popular furniture-making sessions. Everything’s produced from local trees! For those with busy family lives at weekends, there’s the possibility of attending Monday to Friday. There are plenty of large fish in the local river, which students can try to catch.
88
If art or music’s your thing, then this may be the camp for you. Sessions cover everything from creating great landscape pictures to writing the perfect pop song, and you get a certificate at the end of whichever course you choose. Anyone between the ages of nine and sixteen is welcome. G The View The View offers places to those between ten and fifteen years of age and, unusually, mums and dads are welcome to visit their children at weekends. The focus is mainly on sport and there are regular matches and competitions for students to test their skills. There are tasty barbecues every evening too. H The Slopes At the end of a hard day’s fishing or canoeing on the river, there’s nothing better than a dance, and The Slopes provides this three times a week, complete with their own DJ. Mums and dads can spend every Sunday doing activities with their kids. The best camp in the country for computer training.
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 8: LANGUAGE TEST A
GRAMMAR Task 1 Complete the second sentence so it means the same as the first sentence. 6 ‘Where do you go in the evening?’ Micah asked.
1 ‘I have to do lots of homework,’ he said.
He said he homework.
to do lots of
2 ‘I’m enjoying this film,’ she said.
She said she
Micah asked me where the evening.
in
7 ‘I’ll cook the dinner,’ said Ricardo. the film.
Ricardo said he
the dinner.
3 ‘Do you play a lot of video games, Mark?’ she asked.
8 ‘How often do you see your cousins?’ asked Paul.
She asked Mark video games.
a lot of
4 ‘They don’t like football,’ he said.
He said they
9 ‘I think you’ll hate doing drama,’ Molly told me. football.
5 ‘I can swim really well,’ said Berta.
Berta said she
Paul asked us how often cousins.
swim really well.
Molly told me that I doing drama.
10 ‘I’m going to try making jewellery,’ said Robin.
Robin said he
making jewellery. 10
Task 2 Change the short messages into reported statements and questions. 11 ‘I play cricket on Wednesday evenings.’
Tom said
12 ‘We need to speak to you!’
Kim and John told
13 ‘Are you doing anything on Tuesday?’
Melanie
14 ‘I can’t meet you on Friday.’
Helen said
15 ‘Where are you going?’
Carlos 10
Task 3 Choose the correct words to complete the questions. 16 Can you tell me where you live / where you do live? 17 Could you tell me you like volleyball / if you like volleyball? 18 Do you know if won she / she won the competition? 19 Would you mind telling how often go you / you go swimming? 20 Do you know if there is / is there a chess club at school? 5
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89
2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 8: LANGUAGE TEST A
VOCABULARY
Task 2 Complete the sentences with one word.
Task 1
31 I love keeping and swimming every day.
Match the words (21–30) with the definitions (A–J).
, so I go running
32 My favourite way to relax is listening music.
21 battery 22 cooking
33 I’m really that good at it.
23 drama 24 instrument
chess, but I’m not
34 My sister’s mad gaming – she plays all weekend!
25 coding
online
35 I really like chilling friends at the park.
26 paintbrush 27 patient
with my
36 My cousins like playing cricket and I sometimes in, but I don’t really understand the rules.
28 recipe 29 optimistic
37 There’s nothing I like better than photos with my camera.
30 ingredient A acting
7
B the instructions you follow to make food
Task 3
C you use this to add colour to pictures D describes someone who doesn’t mind waiting for things
Choose the correct words to complete the conversation.
E making food
A: What shall we do today?
F something you mix with other foods to create a dish G a small metal item that provided electricity
B: How (38) about / what going to the park for a game of football?
H describes someone who feels positively about things
A: I think I’d (39) rather / prefer playing basketball to football.
I writing programs for computers and phones
B: OK, I love basketball too. (40) So / Why don’t we take some snacks with us?
J something you play music on 10
A: (41) That’s / So a good idea. B: (42) Let’s / Shall we make a couple of sandwiches each? A: That (43) sounds / prefers good – I love sandwiches and I’m sure my mum wouldn’t mind. B: Have you got any chicken? That’s my favourite. A: I don’t (44) think / know so but we’ve got cheese. B: Oh, I don’t really like cheese. I think I’d (45) prefer / rather just have some crisps. A: OK, no problem – we’ve got plenty of those. 8 Total:
90
50
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
UNIT 8: LANGUAGE TEST B
GRAMMAR Task 1 Complete the second sentence so it means the same as the first sentence. 6 ‘What will you do at the weekend?’ Greg asked.
1 ‘I need to get a book from the library,’ he said.
He said he the library.
to get a book from
2 ‘I can’t see the TV,’ she said.
She said she
Greg asked me what weekend.
do at the
7 ‘I don’t want to try drama,’ said Ruth.
the TV.
Ruth said she
to try drama.
3 ‘Where do you have your coding class, Anna?’ he asked.
8 ‘Do you feel optimistic about the future?’ asked Pam.
He asked Anna where coding class.
her
4 ‘Does she like cooking?’ he asked.
He asked me Alan said he
optimistic about
9 ‘Why do you take so many photos?’ Meg asked me. cooking.
5 ‘I’m learning how to cook,’ said Alan.
Pam asked me the future.
Meg asked me
so many photos.
10 ‘I’m sure you’ll love painting,’ said Roland. how to cook.
Roland told me that I
painting. 10
Task 2 Change the short messages into reported statements and questions. 11 ‘Can you meet me?’
Tina asked
12 ‘I want to go to the cinema.’
Kelly told me
13 ‘Do you like horror films?’
Frannie
14 ‘I’m seeing Harry at the café.’
Oliver said
15 ‘I can’t come to school.’
Chas told 10
Task 3 Choose the correct words to complete the questions. 16 Do you know if there is / is there a bank near here? 17 Could you tell me what the time is / what is the time? 18 Can you tell me where Sam lives / where lives Sam? 19 Do you know if Anna is coming / Anna coming is today? 20 Would you mind telling me how often play you / you play tennis? 5
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Preliminary for Schools
UNIT 8: LANGUAGE TEST B
VOCABULARY
Task 3
Task 1
Choose the correct words to complete the conversation.
Match the words (21–30) with the definitions (A–J). 21 chess
B: Why (38) aren’t / don’t we go to the park for a game of basketball?
22 creative
A: That’s a good (39) idea / prefer.
23 passionate
B: (40) So / How about calling Gina and Patricia to see if they want to go too?
A: What shall we do tomorrow?
24 glue
A: OK, but (41) let’s / shall decide what time to meet first. I think 10.30 is good.
25 documentary 26 jewellery
B: (42) What / I’d prefer to make it a bit earlier so we have more time there.
27 sociable
A: I’m not (43) prefer / sure about that – I don’t want to get up too early!
28 collect 29 practise
B: OK, 10.30 then. It’s not going to rain tomorrow, is it?
30 online gaming
A: I don’t think (44) that / so, but I’ll check. B: (45) Let’s / Shall we bring something to eat? We could all take something.
A what you use to stick things together B items like rings and necklaces that people wear
A: OK, great idea.
C playing something on the internet
8
D a kind of film that tells a true story about something E describes someone who likes meeting and being with people F describes someone who loves doing something
Total:
50
G to get better at something by repeating it H a game played on a board with black and white squares I when you get and keep lots of the same kind of thing J describes someone who is very good at making things 10
Task 2 Complete the sentences with one word. 31 I’m mad lot on TV. 32 I often hang during holidays. 33 My mum paper flowers.
football – I watch it a with my cousins really into making
34 My brother likes chilling evenings. 35 I usually join start singing. 36 It’s good to keep or going to the gym. 37 I usually listen my phone.
in the when my friends by running, music on 7
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2ND EDITION
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Name: Class:
Preliminary for Schools
UNIT 8: SKILLS TEST A
DICTATION
3 What is the boy hoping to start collecting?
You are going to listen to a recording about someone’s hobbies. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly. A
B
C
4 How does the girl keep fit every day?
A
B
C
5 Where is the boy going now?
A
B
C
6 Who did the girl play tennis with?
10
LISTENING
A
B
C
7 When does the boy want to meet his friend?
Task 1 You are going to listen to seven conversations. For questions 1–7, choose the answer (A, B or C) which fits best according to what you hear. 1 What did the girl do in the talent show?
A
B
C 14
Task 2 A
B
C
2 Which sport would the boy like to try?
You are going to listen to the first three conversations again. Answer the questions in your own words. 8 Which magic trick did the girl particularly like?
9 When did John used to play hockey?
A
B
C
10 Why did the boy decide against collecting film posters?
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Name: Class:
UNIT 8: SKILLS TEST A
READING Task 1 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 11 What does the writer say about research into teenage sleep? A Any results are now out of date. B No one believed it to begin with. C The studies were badly organised. D People now think the conclusions are wrong. 12 The research results show that A older people sleep for fewer hours. B teenagers set their alarms later than adults. C children wake at similar times to 55-year-olds. D 20-year-olds wake at the same time as children. 13 In the third paragraph, the writer says that A using technology can make us feel less sleepy. B parents tell teenagers to go to bed too early. C hormones cause all changes to sleep patterns. D lifestyle changes mean people need less sleep. 14 What does the writer say about moving school starting and finishing times? A It affects parents too much. B Most schools are against it. C Teenagers take advantage of it. D It improves academic achievement. 15 What would a teenager be most likely to say about the results of the research? A I always knew there was a reason why I found getting up for school hard and was sure it wasn’t because I was lazy. B I hope my school changes to later start times so I can use the extra time in the morning to play on the computer. C I naturally need less sleep than when I was a child so I’m glad it says staying up late isn’t a problem. D I agree that more and more people realise how important sleep is for us so it’s good this research says that too. 15
Task 2 Are the sentences true (T) or false (F)? 16 More people believe the research results. 17 Teenagers set their alarms later than adults. 18 Children and adults don’t have hormones. 19 Some parents are less strict about children’s bedtimes than previously. 20 More schools are thinking of changing their hours. 5 Total:
94
50
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 8: SKILLS TEST A
Teenagers and sleep When reports of research into teenagers’ sleep patterns started to emerge, the results and recommendations were immediately doubted. They were so different to most people’s longheld beliefs that many questioned both the methods researchers had used and the suggestions they made based on the findings. However, there is a growing acceptance that the research was, indeed, correct.
Also, as people grow ever busier, the recognition of sleep as something that’s important for health is increasingly ignored. Freer access to electronic equipment such as computers and smartphones also has an effect. Staring at a screen not only helps to keep you awake biologically, but it also replaces some of the time that teenagers (and adults!) previously used for sleep.
For years, people assumed that teenagers’ unwillingness to go to bed and get up at reasonable times was due to laziness. However, recent research identified that humans’ need for sleep changes as we get older. When the teenage years begin, the times at which we naturally start feeling sleepy and are ready to wake up start getting later. This pattern continues until around twenty years of age, at which point, the times start getting earlier again. At the age of fifty-five, people naturally wake at about the time they did as a child. This is about two hours earlier than teenagers, so a 7.30 alarm actually feels like a 5.30 alarm to a teenager.
Some schools have already changed their hours to fit in with their students’ sleep patterns. Worries that students would use delayed start times to turn up even later have not happened. In fact, the opposite is true, and pass rates in key tests have also gone up. Many other schools are looking to do the same thing, once they’ve obtained the support of parents, who may have to alter their own work patterns to fit in. They may feel better about doing this once they learn about the impressive results obtained so far.
Part of the reason is due to chemicals in the body called hormones. The amounts of these grow during the teenage years and slowly reduce again during adulthood. However, there are other factors, including parents these days generally being more relaxed about children’s bedtimes.
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Preliminary for Schools
UNIT 8: SKILLS TEST B
DICTATION
3 What did the boy start collecting first?
You are going to listen to a recording about someone’s hobbies. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly. A
B
C
4 Where does the girl go at weekends?
A
B
C
5 Where has the boy just been?
A
B
C
6 Where did the girl meet her tennis partner?
10
LISTENING
A
B
C
7 When will the boy leave his house to meet his friend?
Task 1 You are going to listen to seven conversations. For questions 1–7, choose the answer (A, B or C) which fits best according to what you hear. 1 Who won the school talent show?
A
B
C 14
Task 2 A
B
C
2 Which sport has the boy just stopped doing?
You are going to listen to the first three conversations again. Answer the questions in your own words. 8 In what place did the girl finish in the talent show?
9 Why did John stop playing hockey?
A
B
C
10 How does the boy know a lot about collecting stamps?
6 96
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 8: SKILLS TEST B
READING Task 1 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 11 The writer start researching the teenage brain because A she was asked to write a book about it. B a colleague said she would be good at it. C she couldn’t find much information about the subject. D she wanted to understand her son’s behaviour. 12 Why do teenagers find keeping things tidy so difficult? A Their brains aren’t as big as adult’s brains. B They don’t allow themselves enough time. C Their mind is always on other things. D They are naturally lazy at that age. 13 Teenagers sometimes find putting their phones down difficult because A they want to annoy adults. B they like doing lots of things at the same time. C annoying adults is a source of entertainment. D they don’t know when to stop doing something. 14 How has doing the research changed the writer’s attitude towards teenagers? A It’s made him more patient with them. B It’s allowed him to control them more easily. C He now allows them to do anything they want. D He can predict what they’ll do more successfully. 15 What would a teenager be most likely to say about the writer’s research? A I’m not lazy but I can’t do tidying up, homework and social media all at the same time – it’s impossible! B I hope mum and dad understand one day that I don’t mean to be difficult – I just can’t seem to organise my time. C My parents understand me much better since they read a few books on changes in teenagers’ brains. D I agree that I really should do more to plan things better – I know I could it if I just tried harder. 15
Task 2 Are the sentences true (T) or false (F)? 16 The writer’s son asked if he could get new earrings. 17 Teenagers’ brains are different to adults’. 18 Teenagers don’t always want to be messy. 19 The writer never has problems with his children’s behaviour. 20 The writer thinks adults are fair with teens. 5 Total:
50
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UNIT 8: SKILLS TEST B
The teenage brain One day, someone I work with told me that her oldest boy, who was fifteen at the time, came home with three earrings. He hadn’t asked for permission and didn’t think he needed to. She couldn’t work out why he was being like this and went to look for books on the subject. Although there were plenty advising her about what to do, there were none explaining why he was behaving that way. So, with a grateful co-worker watching on, I decided to find out.
Adults often get angry when teenagers appear unable to leave their smartphones alone, even at mealtimes. Teenage brains are hungry for excitement but still find knowing when they’ve had enough of something hard to judge. The part of the brain that controls this is yet to be fully connected. Although research demonstrates that teenagers are better than adults at doing several things at once, they also find smartphones more attractive, as they offer the excitement they want.
One common complaint from parents is the mess that teenagers create. The teenage brain is not connected like an adult’s. As we grow, it takes time for the parts of the brain to connect to each other The last sections to join the network have an impact on planning, making teenagers less skillful at judging how long each task will take. As tidying is generally low on most teenagers’ lists of things to worry about, the few minutes it takes just aren’t planned for. So although it appears they’re messy because they can’t be bothered, this isn’t actually the case.
My own children are now teenagers and, thanks to my research, I’ve found that knowing what’s happening in their brains makes them easier to deal with. Of course, I still find some of their behaviour unacceptable, and tell them so, but I always wait for longer, to allow them to correct their mistakes before I comment or punish. However, guessing, or trying to change, what they might do is just as difficult as ever. Adults expect far too much of teenagers, and blame them more than they should. Their brains are still developing, and we shouldn’t forget that.
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Preliminary for Schools
UNIT 9: LANGUAGE TEST A
GRAMMAR Task 1 Choose the words to complete the text.
About three years ago, new neighbours (1) moved / had moved into the house next door to mine. I (2) already lived / had already lived in the street for a few years, so I (3) knew / had known everyone there pretty well. Anyway, the new family (4) spent / had spent the previous three years living in a country in South America, called Chile. They had a son called Danny, who (5) was / had been the same age as me – sixteen. We soon (6) became / had become friends. He (7) learnt / had learnt to speak Spanish while living in Chile and I (8) asked / had asked him to teach me Spanish too. He (9) enjoyed / had enjoyed his life in Chile and really missed his friends there. 9
Task 2 Complete the sentences with the verbs in brackets in the correct form. (arrive), I (11)
A My friend was late so by the time he (10) (already finish) eating. B I (12) the holiday.
(work) hard at school all year, so I really (13)
C I (14) (not meet) him before.
(see) your brother for the first time yesterday. I (15)
D I (16) holiday until the last day.
(not know) that my parents (17)
(want) to enjoy
(organise) a really special 8
Task 3 Rewrite the sentences so they have a similar meaning, using the correct form of used to. 18 I went to the cinema every week when I was a child. 19 Did you enjoy visiting relatives when you were younger? 20 I didn’t go swimming much before I moved here. 21 Martha bought a magazine every week if she had enough money. 8
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Preliminary for Schools
UNIT 9: LANGUAGE TEST A
VOCABULARY Task 1 Complete the sentences with these words. There are two extra words. amazing annoying boring calm depressed embarrassed excited flight frightening jealous relaxing satisfying worried 22 My best friend is always very 23 I got really
– she never gets angry or anxious about anything. when my dad started singing in front of all my friends. It was awful!
24 Graham watched a really
film and then couldn’t sleep because he was so scared.
25 Anita’s family is really rich and I get
when they go on loads of expensive holidays. I wish I could go.
26 Martin always gets very
just before an exam at school, but he’s OK after it’s over.
27 This pizza tastes
– it’s the nicest pizza I’ve ever had.
28 I’m a bit stressed these days. I’d like a nice,
holiday.
29 My little brother can be really 30 Claudia is really 31 This is such a
sometimes, especially when I’m trying to study. because it’s her birthday tomorrow and she’s having a party. film – shall we watch something else instead? 10
Task 2 Complete the sentences with the correct form of the words in brackets. (DISAPPOINT).
32 I didn’t enjoy the concert very much – it was a bit 33 I get so
(DEPRESS) watching the news – the stories are always really bad.
34 Sheena didn’t win the talent show, but she was 35 My friends 36 I’m so 37 I always feel so 38 It’s so
(SATISFY) with coming in second place.
(FRIGHTEN) me by pretending to be a monster. (BORE) of doing the housework but I like helping my mum and dad. (RELAX) after a long, hot shower. (EMBARRASS) looking at the clothes I used to wear in old photos.
39 I’m learning how to do deep-sea diving – I’ve never done anything more 40 Delphine gets very
(EXCITE) in my life.
(ANNOY) when someone wakes her up early at the weekend. 9
Task 3 Choose the correct words to complete the story.
My little brother and I had quite a dangerous experience on holiday recently. We were at the beach, playing in the little boat we have. We were just messing about and at (41) first / then everything was OK. But (42) suddenly / after a strong wind started blowing, and pushed us away from the beach. We called for help and my dad tried to swim out to us but we were already in deep water so he had to go back to the beach. So (43) then / after that, my mum phoned for help, but by (44) then / after we were moving further and further from the beach. Anyway, after half an hour out in the sea in our little boat, the help (45) first / eventually came – a lifeboat came out to rescue us. Twenty minutes later, we were (46) next / finally back on the beach. I’ve never been so happy to be on land! 6 Total:
100
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 9: LANGUAGE TEST B
GRAMMAR Task 1 Choose the words to complete the text.
About a year ago, a new girl (1) came / had come to my school. Earlier, I (2) moved / had moved schools a few times so I knew how difficult it would be for her to make new friends. I don’t know why, but I (3) felt / had felt like I (4) met / had met her before somewhere. On her first day there, I (5) introduced / had introduced myself and after we (6) talked / had talked for half an hour or so, I suddenly (7) remembered / had remembered where I (8) saw / had seen her before. We (9) stayed / had stayed in the same hotel when we were on holiday with our families the previous summer! 9
Task 2 Complete the sentences with the verbs in brackets in the correct form. A Anthea (10) at her house. B The show (12) about it before. C Caleb (14) it several times already. D Sammy (16) a good mark.
(cook) the dinner by the time her sister (11)
(arrive)
(sound) really exciting even though they (13)
(not hear)
(seem) really good at windsurfing because he (15)
(do)
(not prepare) for the exam so he (17)
(not get) 8
Task 3 Rewrite the sentences so they have a similar meaning, using the correct form of used to. 18 Paulo always visited his grandparents on holidays when he was younger. 19 Geraldine didn’t go skiing when she was a teenager. 20 When did you get homework when you were in primary school? 21 Jodie wrote to his penfriend every week until she was ten years old. 8
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UNIT 9: LANGUAGE TEST B
VOCABULARY Task 1 Complete the sentences with these words. There are two extra words. anxious bored boring calm depressing disappointed exciting frightening guilty jealous satisfying unhappy 22 I always get a bit
before a test because I think I might do badly.
23 Stella is such a
person – she doesn’t get nervous about anything.
24 Graham was very
with the concert – he expected it to be much better.
25 Katya could tell that her brother was very 26 Steve felt
when he came home – he was crying!
for not visiting his grandparents for several weeks.
27 This weather is really
– it’s cold and wet and very dark outside.
28 John was hoping that he got some really 29 I find it very 30 I’m 31 I had a
presents for his birthday. when a story or a film has a happy ending. I love it.
– I want to do something interesting! experience the other day – I nearly fell off my bike in the middle of a busy road! 10
Task 2 Complete the sentences with the correct form of the words in brackets. 32 Lola was 33 I find it a bit 34 Sally was rather 35 I love going for a 36 Polly was very 37 It’s really
(AMAZE) at how expensive the clothes in the shop were. (WORRY) that I won’t have time to do all my homework. (EMBARRASS) when she fell over at school yesterday. (RELAX) walk when I have time. (EXCITE) because she hadn’t been to a concert before. (ANNOY) when your phone runs out of battery.
38 I usually find historical dramas 39 David gets a bit
(BORE) but this one was actually quite good. (DEPRESS) when he has nothing to look forward to at the weekend.
40 My favourite football team’s scored have been a bit
(DISAPPOINT) this season. 9
Task 3 Choose the correct words to complete the story.
I had a good experience on holiday recently. I was on a boat with my family when we (41) first / suddenly saw a group of dolphins in the water. They disappeared for a while but when we saw them (42) after / next, they were much closer to the boat. We all wanted to swim with them, but (43) first / finally my dad went in to check they were friendly. They were, so we all jumped in too and played with them for about half an hour. They (44) eventually / after swam away but not before I’d taken lots of photos with my special underwater camera. When we (45) first / finally got back to our hotel, none of the people there believed us. They did (46) after / later I showed them all of my pictures, though! 6 Total:
102
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
UNIT 9: SKILLS TEST A
DICTATION
3 You will hear two friends talking about a concert hall. They think it would be better if A the stage was bigger.
You are going to listen to a recording about someone’s experiences. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
B there were more seats. C better bands performed there. 4 You will hear two friends talking about a music website. What does the boy say about the site?
A It’s easy to use.
B The reviews are useful.
C It has a wide range of music. 5 You will hear two friends talking about their perfect day. They agree that it would include
A playing a sport.
B eating outdoors.
C spending time with family.
6 You will hear two friends talking about a reality TV show. How does the girl feel about it?
A sad that the series is over
B satisfied the right person won
C surprised that the show has been so successful
12 10
Task 2
LISTENING
You are going to listen to the first four conversations again. Answer the questions in your own words.
Task 1
7 What does the girl say about the seats at the cinema?
You are going to listen to six conversations. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 You will hear two friends talking about a new cinema. What does the girl say about it? A The staff are friendly. B The seating is comfortable. C The food served there is good. 2 You will hear two friends talking about playing the drums. The girl wants the boy to A enter a competition with her.
8 What does the boy say helps you to improve at playing? 9 How often does the girl look to see what’s on at the concert hall? 10 What kind of music does the boy seem to like? 8
B play with her and her friends. C show her some new drumming techniques.
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UNIT 9: SKILLS TEST A
READING Task 1 Read the article. Choose from the sentences (A–H) the one which fits each gap (11–15). There are three extra sentences which you do not need to use. A I wasn’t very fit and was unhappy about that. B My teacher told me that I was doing really well and to continue. C I decided to do it because I wanted to help them more. D So Mum said to me that I had to promise that I wouldn’t stop. E At the beginning of this year, I made four of them. F Some people actually prefer to live life that way. G Then I could see how good that first resolution had been. H That meant I wasn’t actually very good at it. 15
Task 2 Are the sentences true (T) or false (F)? 16 A resolution is similar to a promise. 17 The writer has only been running or cycling four times in the last year. 18 The writer practises playing guitar for about three hours a week. 19 The writer’s performance at school improved after he made his resolutions. 20 The writer stopped washing up soon after he’d started doing it. 5 Total:
104
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
UNIT 9: SKILLS TEST A
My New Year Resolutions There’s a tradition in my country that every New Year, you make what are called ‘resolutions’. They’re like promises to yourself of the things you’re going to do (or stop doing!) during the following twelve months. (11) The first of these was about doing more That’s why I decided exercise. (12) to go either running or cycling at least four times a week. It’s now fifty-two weeks later and I’ve actually managed to do this every week of the past year. I feel very proud of myself! My second resolution was to get better at playing the guitar. I’d started playing a couple of years before, but I’d never really taken it So I started very seriously. (13) playing for an hour, three times a week, and soon I could see a real difference. I’m in a band now, and loving every minute of it!
The third resolution was about school. I was always one of those students who left everything to the last minute. (14) I’d had enough of it, though, so started doing homework on the day I was given it by the teacher. My marks went up straight away, which pleased my parents (and me, of course!). My final resolution was to help around the house a bit more. Mum and Dad didn’t give me a hard time to make me do this. So without being asked, (15) I started washing up every day after dinner and doing one or two other things as well. Mum and Dad couldn’t believe it, but were really happy of course, especially when I didn’t just give up after a couple of weeks. What a difference a year makes!
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UNIT 9: SKILLS TEST B
DICTATION
3 You will hear two friends talking about a concert hall. They think it would be better if A more people could sit down.
You are going to listen to a recording about someone’s experiences. Listen to the whole recording once. Then you will hear the recording again with pauses for you to write down what you hear. Make sure you spell the words correctly.
B more interesting groups played there. C there was more room for the musicians. 4 You will hear two friends talking about a music website. What does the boy say about the site?
A There’s information on many musical styles.
B It’s very well-designed.
C People’s views on music are interesting. 5 You will hear two friends talking about their perfect day. They agree that it would include
A spending time with friends.
B eating in a restaurant.
C watching a sport.
6 You will hear two friends talking about a reality TV show. How does the boy feel about it?
A pleased that the show has finished
B amazed by who won the show
C disappointed by the quality of the show
12 10
Task 2
LISTENING
You are going to listen to the first four conversations again. Answer the questions in your own words.
Task 1
7 What does the boy say about the food at the old cinema?
You are going to listen to six conversations. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. 1 You will hear two friends talking about a new cinema. What does the girl say about it? A There’s a variety of things to eat. B It has lovely people working there. C It’s easy to relax in the seats there. 2 You will hear two friends talking about playing the drums. The girl wants the boy to A join the band she’s in.
8 What was the girl talking about with her bandmates? 9 What does the boy say about the concert hall? 10 What kind of music does the girl seem to like? 8
B teach her how to improve. C help her to become famous.
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UNIT 9: SKILLS TEST B
READING Task 1 Read the article. Choose from the sentences (A–H) the one which fits each gap (11–15). There are three extra sentences which you do not need to use. A That’s why some people say they’ll help other people with jobs like cleaning. B Most of the time, we get on really well with each other. C They could understand why but didn’t agree with it. D Instead, I only chose things that were actually good for me. E So it made sense to try to do it more often. F Some people actually preferred to live life that way. G Many people start well with these, but soon give up. H This seems much easier than wasting a whole weekend doing it instead. 15
Task 2 Are the sentences true (T) or false (F)? 16 New Year’s resolutions are made throughout the year. 17 The writer didn’t fight with his brother very often. 18 The writer only occasionally spent time on the internet before making his resolutions. 19 The writer used to try and tidy his bedroom every weekend. 20 The writer now feels healthier than at the beginning of the year. 5
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UNIT 9: SKILLS TEST B
My New Year Resolutions Every New Year in my country, you decide to do, or stop doing, certain things throughout the following year. These are called ‘New Year’s At the start of Resolutions’. (11) this year, however, I decided I was going to be different and continue doing my resolutions all year.
My third resolution was about my bedroom. Although I actually hate living in a room that looks a bit like a rubbish dump, doing something about it seemed like such a big job. One weekend early in the year, I spent two whole days cleaning and tidying it. Now, I tidy as soon as mess appears. (14)
My first resolution was about being nicer to my little brother. (12) Occasionally, though, I find him so annoying that I end up fighting with him. He then feels bad because his big brother has been mean to him, and I do, too, because I love him really. It’s worked and we haven’t fought for months!
My final resolution was about food. I ate too much unhealthy stuff between meals and was always tired. I cut out the cakes, crisps and biscuits I’d snacked on for so long. I have fruit whenever I think (15) I want something sweet and feel so much better these days.
I also decided to go out more with my friends. I used to spend too much time online and not enough time with them. When we make the effort, we have so much fun together. I started seeing them two or (13) three times a week, and it didn’t take long for us to notice how much happier we felt, so we’re going to continue.
What a difference a year makes!
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 1–3): LANGUAGE TEST A
GRAMMAR Task 1 Complete the conversation with the correct form of the verbs in brackets. A: Hi Oliver. How are you? (do) my homework. I (2)
B: I’m fine thanks. I’m just (1) it’s really hard. And you? A: I’m (3) a Tuesday night.
(go) to singing class. I normally (4)
(have) it on
(do) your homework? It’s for tomorrow morning!
B: But did you (5) A: I (6)
(think)
(do) it in class, while the teacher wasn’t (7)
(look).
(spend) your time in class doing homework!
B: You shouldn’t (8)
(have) any spare time. I’m (10) A: I know, but I don’t (9) for a big singing competition and want to spend my time on that.
(practise) 10
Task 2 Choose the correct words to complete the sentences. 11 We are going to visit / visit our grandparents at the weekend. 12 I think in the future we living / will live on other planets. 13 The plane arrives / going to arrive at 6.30. 14 I hope Uruguay are winning / will win the next World Cup! 15 You can’t get to the station? I will take / am taking you in my car. 16 This film is so boring, I’m not going to finish / don’t finish it. 17 I can’t meet you later. I see / ’m seeing Anna tonight. 18 The film starts / starting at 7.15. We need to leave now! 19 I’m tired, so I think I do / will do my work later. 20 I am being / am going to be late tomorrow. I have a doctors appointment. 10
Task 3 Complete the conversation with these words. about never ought should usually A: I am so tired. I (21)
have enough sleep.
B: What time do you go to sleep? A: About 11 p.m. B: Well, you (22) A: I (23)
go to sleep earlier. go to bed at 9 p.m., but then I start reading when I’m in bed and I can’t stop.
B: How (24)
doing your reading before bed?
A: Yes, I (25) to bed.
to try something like that. Maybe I could read in the living room until 9.30 and then go 5
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109
B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 1–3): LANGUAGE TEST A
VOCABULARY Task 1 Complete the sentences with these words. awful bossy dishwasher electricity follow grow install lazy successful 26 That film was
. There was no story and it was really boring.
27 You can
me and I’ll show you where the bus stop is.
28 Ben is so
. He just watches the TV all day and he never does his homework.
29 I want to be a doctor when I
up.
30 Can you put the
on? All the plates and glasses are dirty.
31 Please
down the television. It’s much too loud!
32 My girlfriend is so
She always tells me what I should eat and when I should go to bed.
33 I think there is a problem with the 34 I want to
. The lights and the TV don’t work. an antivirus on my computer. Can you help?
35 Eva is really
. She started a business when she was 19 and now she’s rich! 10
Task 2 Choose the correct answer (A, B or C). maths. I find numbers difficult.
36 I am really bad A at
B with
37 You need to plug A up
38 My brother is still afraid A of 39 I am keen and hiking. A about 40 I am fed up A of
C in
the television before you can watch it.
B on B in
41 I love hanging out A of A off
B at
C on
C about
this website. It’s just people taking selfies. B about
45 Can you help me set A over
C at
learning other languages.
B of
44 I am so bored
my little sister. She’s so rude! B with
B about
A in A at
C with
at 6 a.m. every morning.
43 I’m very interested
C about
all outdoor activities. I really love camping
B on
42 My alarm goes
C in of the dark.
my friends at the weekends.
B up
C with my computer? C at
C at 10
Task 3 Choose the correct words to complete the sentences. 46 I am going to tell / explain the teacher that I don’t understand. 47 Can you explain / understand to me how the computer works? 48 I love to hear / listen to rap music. 49 My teacher told / said me to sit down. 50 Can you hear / pronounce the film clearly? 5 Total:
110
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 1–3): LANGUAGE TEST B
GRAMMAR Task 1 Complete the conversation with the correct form of the verbs in brackets. A: Hi Hannah. How are you? B: Fine, but I didn’t (1) to do it now.
(do) my homework last night, so I (2)
A: But the lesson is (3)
(start)!
B: I know. I usually (4) (5)
(want)
(complete) my homework for the lesson but I didn’t (feel) well last night.
A: Mr Caine (6)
(be) really nice. You should (7)
B: He (8) (know) that I wasn’t very well. My mum (9) this morning, but I can do it. I’m just (10) (finish) the last question.
(tell) him. (tell) him earlier 10
Task 2 Choose the correct words to complete the sentences. 11 You can’t find your bag? I will help / am helping you look. 12 The boat arrives / arriving at 9.10. 13 I hope Juventus are going to get / are get to the final this year. 14 We are going to see / will to see the new Avengers film at the weekend. 15 I think that robots are doing / will do all the work in the future. 16 This test is so easy. I think I’m going to pass / am passing. 17 The concert finishes / is finish at 10.15, so we can catch the last bus home. 18 I want to go to the cinema tomorrow night and I am going to ask / ask Jamie if he wants to come. 19 I am not being / am not going to be at school tomorrow. 20 I can’t see you tomorrow. I visit / ’m visiting my aunt. 10
Task 3 Complete the conversation with words from the box. always could never ought shall A: Yum! These chocolates are so nice. (21) B: I don’t know. We (22)
we have some more? just have one more.
A: Great! B: We really (23) A: I (24) B: Really? I (25)
to eat healthier things. eat fruit in the morning. I’m healthy! eat fruit, but I do eat a lot of vegetables. 5
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111
B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 1–3): LANGUAGE TEST B
VOCABULARY Task 1 Complete the sentences with these words. download funny furious intelligent machine microwave noisy predict shut trust 26 My dad was
because I didn’t clean my room.
27 I’ve finished my work so I think I’ll
down my computer.
28 Yolanda is trying to
a file from the internet but it’s taking a long time.
29 I think the most useful
is the computer.
30 It’s impossible to
the future, but I hope there will be flying cars.
31 Joaquin is so
in class. He never stops talking.
32 We’re never bored in class because our teacher is so 33 Can you put the soup in the
. She always makes us laugh! ? I want to warm it up.
34 Fiona is the most
student in our class. She always knows the answers
35 You can
the doctor to know what the problem is. 10
Task 2 Choose the correct answer (A, B or C). the lights and go home!
36 It’s time to switch A up
B out
C off
37 I’m very interested likes and dislikes. A in
other people. I like finding out their
B of
38 We are all excited school holidays. A with
C about tomorrow because it’s the start of the
40 I am really bad A at
big dogs.
A in
B of
42 I am fed up watch TV!
B about
C on my new computer.
B up
C at
history. I can’t remember the dates!
A of
B at
43 I think Ben is hanging out
B with
B on
44 I am keen
C with Noah right now. C with
most types of art, but I really love painting.
A about
B on
45 Can you turn A in
C about
going to bed early. I want to stay up late and
A of
39 I need some help setting A with
41 I am afraid
C at
the light? I can’t see. B on
C of
C in 10
Task 3 Choose the correct words to complete the sentences. 46 What did she tell / say to you? 47 Can you suggest / explain a good place to eat? 48 Who told / said him about the homework? 49 I don’t mean / understand what we need to do. 50 He explained / spoke the homework to me. 5 Total:
112
50
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
REVIEW (UNITS 1–3): SPEAKING STUDENT A
Task 1 Listen to the questions from your teacher and answer them.
Task 2 Look at the picture below. Describe what you see.
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113
2ND EDITION
B1
Preliminary for Schools
Name: Class:
REVIEW (UNITS 1–3): SPEAKING STUDENT B
Task 1 Listen to the questions from your teacher and answer them.
Task 2 Look at the picture below. Describe what you see:
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 1–3): SPEAKING TEACHER’S PAGE
Task 1 Say good morning/afternoon to both students and then follow the script below: (Student A) What’s your name? Thank you. (Student B) What’s your name? Thank you. (Student A) What’s your surname? How do you spell it? Thank you. (Student B) What’s your surname? How do you spell it? Thank you. (Student A) Where do you live? (Student B) How old are you? Ask three questions each to student from the list below: • What is your family like? • What do you enjoy doing in your free time? • What are you going to do at the weekend? • What kinds of technology do you use? Thank the students and move on to Task 2.
Task 2 Tell students that they need to speak for a minute and a half about their pictures. Start with Student A and say: (Student A) Here is a picture of two boys. Please tell me what you can see in the picture. Give student A the picture. Allow the student one minute to talk about the picture. Then say: Please tell me how the boys are feeling and what is going to happen next. Take back the picture. Then move on to Student B: (Student B) Here is a picture of two girls. Please tell me what you can see in the picture. Give Student B their picture. Allow the student a minute to talk about the picture. Then say: Please tell me how the girls are feeling and what is going to happen next.
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115
2ND EDITION
B1
Preliminary for Schools
Name: Class:
REVIEW (UNITS 1–3): WRITING Write 100 words in an appropriate style. Write your answer on a separate answer sheet. Read the email below from your English-speaking friend Sam, and the notes you have made.
From:
Sam
Subject:
English conversation club
Hi I’m thinking of starting up an English conversation club for anyone who wants to practise speaking English and I thought you might be interested. Great idea!
What do you think would be a good topic to talk about in the first session?
Suggest …
The club could meet at my house or in a local café – which do you think would be best? Tell Sam
Would you be able to help me get some other people interested in the club? Yes – explain how …
See you soon Sam
Write your email to Sam, using all the notes in about 100 words.
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 4–6): LANGUAGE TEST A
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 If you played basketball every day, you be / would be really good at it. 2 If the school had a pool, we will swim / would swim a lot. 3 If my team loses / lost this match, we will finish last in the division. 4 If you watch the Olympics, you can see / would see the fastest people in the world. 5 If you hit the ball outside the line, you lose / would lose a point. 5
Task 2 Rewrite the sentences in the passive. 6 You can locate most whales in colder waters. 7 You can find over eighty percent of plants and animals in forests. 8 They filmed the TV programme in the Arctic Ocean. 9 They saw the elephant in the jungle in India. 10 People use a lot of water in houses. 10
Task 3 Complete the conversation with the correct form of the verbs in brackets. A: Hi Tom! (11) B: No, I (12)
you
(watch) the tennis final yesterday?
(not see) a tennis match for years.
A: It was amazing. I think it’s on TV again tonight. If you (13) (14) (miss) a great match. B: If I (15) in the repair shop. A: Oh no! How long (17) B: It (18) Saturday. We (20)
(have) a TV, (16) it
(not watch) it, you (watch) it later, but our TV is broken and it’s (be) at the repair shop?
(break) on Friday evening and we (19) (spent) lots of time reading since then!
(take) it to the shop on 10
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117
B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 4–6): LANGUAGE TEST A
VOCABULARY
Task 2 Complete the sentences with the correct form of these words.
Task 1
beat clap collect compete explore interview lose perform practise recycle review
Choose the correct answer (A, B or C). 21 The
played all the music beautifully.
A audience
B orchestra
22 Juan put all his clothes in the A court
C choir before he went swimming.
B track
23 Our school won first A score
in the singing competition. B prize
24 There was a lot of A fog 25 I love looking at the
26 Our teacher makes us run around the before we play any sport. A track
B race
27 We sat in the back performance. A stage
A match 29 The
C sky
all
35 I always in the sports competitions in my school. I love sports!
C stars
36 I try to singing every day because I want to be a singer when I am older.
three times
37 Our school always has a play in the summer and they want me to the main part!
C practice
38 We try to things like glass and plastic because it’s good for the environment. 39
C row
basketball stickers is my favourite hobby.
was 3–0. B score
32 The audience loved the show and when the show finished.
34 Oh no! My team is playing very badly. I think we’re going to .
so it was difficult to see the B exit
28 The final
C hit
in the sky at night. B waves
the players after
33 When I am older, I want to the unusual places in the world.
in the air and we couldn’t see. B weather
A earth
C locker
31 The journalist the match.
40 My team finals! We’re the champions!
C beat
Real Madrid in the
was so strong that some buildings were damaged.
A sunlight
B ground
C storm
Task 3
30 I ran the 100 metres in eleven seconds and it was a new school . A record
B goal
10
Match the words (A–E) with the situations (41–45).
C result
A thriller 10
B horrible C huge D high E romance 41 The planets are big, but the sun is so much bigger. It’s over 100 times bigger than the Earth. 42 The film was really exciting. It was about a crime and I didn’t know who did it until the end. 43 We went to the top of the mountain and we could see a long distance. 44 It was a great film about two people who fell in love. 45 I hated the food. It tasted bad and looked all brown and old. 5 Total:
118
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 4–6): LANGUAGE TEST B
GRAMMAR Task 1 Choose the correct words to complete the sentences. 1 If you practised more often, you be / would be a really good tennis player. 2 If my team win / won this match, they will be in the finals. 3 If you enter the competition, you will easily win / would easily win a prize. 4 If you kick the ball in the net, you would score / score a goal. 5 If the school has / had a track, we would run a lot more. 5
Task 2 Rewrite the sentences in the passive. 6 They filmed the documentary in the Amazon rainforest. 7 They saw the dolphins in the sea in South Africa. 8 You can locate the world’s biggest desert in northern Africa. 9 People find lots of plastic bottles on beaches. 10 You can transport most things on ships. 10
Task 3 Complete the conversation with the correct form of the verbs in brackets. you
A: Hi Sam! (11) B: No, I (12) (watch) it?
(see) the new Avengers film yet? It’s amazing!
(not see) it. When (13)
you
A: Just two days ago. It’s great but if you (14) (15) (not understand) this one very well. B: To be honest, I (16) I (17)
(not see) the first one you
(not go) to the cinema for a long time. I think the last time (go) was a year ago!
A: Well, if you go and see this film, you (18) B: The problem is, if I go to the cinema, I (19)
(not be) disappointed! (fall) asleep. It happens every time.
A: Ha! Really? B: Yes, I think it’s because it is dark and warm. I (20)
(sleep) through all of Captain America. 10
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119
2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 4–6): LANGUAGE TEST B
VOCABULARY
Task 2 Complete the sentences with the correct form of these words.
Task 1 Choose the correct answer (A, B or C).
beat clap collect compete explore interview lose perform practise recycle
was beautiful when we were on holiday. I spent 21 The every day on the beach. A fog
B weather
22 We normally have football A track
C practice
B exit
B orchestra
25 My team got its best A record
all year yesterday – we won 4–1! C result
26 Helen felt very nervous before she went out on she was brilliant in the show! A court
B stage
27 We didn’t win a fourth. A score
in the competition because we came
28 I think that was the best tennis It was so exciting! A match 29 The
in races at my school but
37 The film year and won the Oscar. 38 Everybody finished. The concert was amazing.
all the others that when the music
39 I swimming every day because I want to swim in the Olympics.
I have ever watched.
40 A famous musician will in town tonight. I am so excited.
C court
were really big so we didn’t go in the sea.
A paths 30 The
C goal
B score
35 I I don’t often win.
the football match
36 You can often see sports presenters the best players after the game.
, but
C row
B prize
photos
34 My team yesterday. We played really badly.
C stage
B goal
new places that
33 When I was younger, I of my favourite actors.
C row
sat quietly while the film was on.
A audience
rubbish can take a lot of time. You have to remember to put glass and plastic in different places.
32 I love I haven’t been to.
because we wanted to leave early.
A stage 24 The
after school.
B race
23 We sat near the
31
C cloud
B waves
10
C stars
Task 3
was wet because it was raining.
A sunlight
B ground
C storm
Match the words (A–E) with the situations (41–45). 10
A dangerous B ancient C pretty D comedy E science fiction 41 I saw a film last night that was so funny. We laughed all the time. 42 The building was very old. Maybe 1,000 years old. 43 The mountain was very high and many people were hurt trying to climb it. 44 I love TV programmes and films about space, the planets and the future. 45 We went to a beautiful town by the sea. All the houses were painted different colours and the beach was sandy. 5 Total:
120
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2ND EDITION
B1
Preliminary for Schools
Name: Class:
REVIEW (UNITS 4–6): SPEAKING STUDENT A
Task 1 Listen to your teacher and do the task.
Task 2 Listen to your teacher and do the task.
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121
2ND EDITION
B1
Preliminary for Schools
Name: Class:
REVIEW (UNITS 4–6): SPEAKING STUDENT B
Task 1 Listen to your teacher and do the task.
Task 2 Listen to your teacher and do the task.
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 4–6): SPEAKING TEACHER’S PAGE
Task 1 Tell students they need to speak for a minute and a half about their pictures. Start with Student A and say: (Student A) Here is a picture. Please tell me what you can see in the picture. Give Student A the picture. Allow the student a minute to talk about the picture. Then say: Please tell me how the people are feeling and what is going to happen next. Retrieve the picture. Then move on to Student B: (Student B) Here is a picture. Please tell me what you can see in the picture. Give Student B the picture. Allow the student a minute to talk about the picture. Then say: Please tell me how the people are feeling and what is going to happen next. Thank you.
Task 2 Follow the script below. I am going to describe a situation to you. A teacher wants to take his students to the cinema to celebrate the last class of the year. Talk together about which types of films they could see and say which the students would find most enjoyable. Ask students to look at the pictures and then repeat the task above. All right? Talk together. Allow the students enough time to talk about the task without intervention. Prompt students if needed.
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123
2ND EDITION
B1
Preliminary for Schools
Name: Class:
REVIEW (UNITS 4–6): WRITING Write 100 words in an appropriate style. Write your answer on a separate answer sheet. You see this notice on an English-language website.
Articles wanted! Helping the environment If you were in charge of protecting the environment in your country, what would you ask companies to do? What would you ask people to do? How would you get more people interested in helping the environment? Tell us what you think! Write an article answering these questions and we will publish the best ones on our website.
Write your article in about 100 words.
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 7–9): LANGUAGE TEST A
GRAMMAR Task 1 Complete the text with one word in each gap.
Hi, I’m Marie and welcome to my blog! I (1)
going to tell you a bit about myself first.
I (2) had a fairly interesting life so far, even though I’m only forteen. By the time I was twelve, I (3) already lived in five different countries. My dad works for the government of my country, which means he (4) to move to different places to work every two or three years. I (5) to get annoyed every time he told us it (6) time for us to move again, but in the end, I actually found it quite exciting. I love the country (7) I live now, but if we actually stayed somewhere for more than three years, I (8) probably think that something was wrong! Anyway, write and tell me something about yourself. (9) you move around a lot when you were younger? What’s it like to live in the same place all your life? Write and tell me! 9
Task 2 Choose the correct words to complete the sentences. 10 I read / I’m reading a really good book at the moment. 11 A lot of pollution produced / is produced in factories and power stations. 12 Hans has played / played football since he was only four years old. 13 I hurt my foot while I ran / was running to catch a bus the other day. 14 My grandfather had to / must wear a uniform when he went to school. 15 The students asked the teacher what they will / would learn during the course. 6
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B1
2ND EDITION
Name: Class:
Preliminary for Schools
REVIEW (UNITS 7–9): LANGUAGE TEST A
Task 3 Complete the second sentence so that it has a similar meaning to the first sentence. Use no more than three words. 16 A Scottish scientist called John Logie Baird invented the television. The television
a Scottish scientist called John Logie Baird.
17 A man was walking past when I fell in the river and he helped me get out. A man who
past helped me get out of the river after I fell in.
18 ‘I come from the north of the country,’ said the woman. The woman said that
the north of the country.
19 I often went fishing with my dad when I was younger and loved it. I
love going fishing with my dad when I was younger.
20 It is against the rules to wear jeans to school. You
jeans to school. 5
Task 4 Complete the sentences with the correct form of the verbs in brackets. 21 If you don’t leave soon, you 22 The guests 23 Our teacher told us that we 24 My uncle 25 Ciara is excited because she
(arrive) at the airport late. (eat) all the food by the time we arrived at the party. (have to) write an essay for homework last week. (work) for the same company since he was eighteen. (play) tennis with her best friend this afternoon. 5
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 7–9): LANGUAGE TEST A
VOCABULARY Task 1 Match the words and expressions (26–35) with the definitions (A–J). 26 fed up with 27 microwave 28 kick 29 audience 30 species 31 delayed 32 optimistic 33 coding 34 miserable 35 annoying A the people who go to watch a show B writing programs for computers and apps C a machine that is used to heat up food and drinks D feel very sad and down about something E late, usually when on a journey somewhere F something or someone is this if they make you feel angry G bored and tired of something or someone H a certain type of animal or plant I feel positive and good about what will happen in the future J to hit a ball or something else with your foot 10
Task 2 Complete the sentences with these words and expressions. There are two extra words and expressions. disappointing disgusting ingredient moon passionate patient switch off takes off traffic jam 36 I don’t like eating fish – I think it tastes and smells absolutely 37 Don’t forget to 38 When the
the TV before you go out. is full, it looks so bright up in the night sky.
39 It’s so exciting when a plane
and flies up into the sky.
40 There are too many cars in the city, so there’s often a 41 Jamie is 42 Every
.
when I’m going to school.
about dancing – he practises all the time and enters lots of competitions. used in our food is fresh and comes from a local farm or producer. 7
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127
2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 7–9): LANGUAGE TEST A
Task 3 Read the article and decide which answer (A, B, C or D) best fits each gap.
My name’s Harriet, I’m fourteen years old and I’m really into (43) gaming. I get really with people who think this hobby is just for boys – girls can be good at it too, and (44) lots are. to play against other gamers. I (46) Anyway, I’m so into it that I’ve even been (45) part in competitions against some of the best gamers my age from around the world. at first by how many people go to these competitions – I thought that only a I was (47) few people joined in, but actually thousands take part. So as well as trying to win, we also everyone who has come to watch. have to (48) I’ve already won a couple of competitions. The prizes are cool – for winning one of them TV, which was pretty cool! I’m really (50) about my hobby and hope to I got a (49) be a professional gamer one day. 43 A line
B outline
C online
D on
44 A annoyed
B confident
C satisfied
D excited
45 A border
B about
C over
D abroad
46 A do
B take
C have
D make
47 A amazed
B relaxed
C upset
D guilty
48 A show
B play
C perform
D entertain
49 A clever
B smart
C fast
D quick
50 A lively
B bossy
C serious
D calm 8 Total:
128
50
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2ND EDITION
B1
Name: Class:
Preliminary for Schools
REVIEW (UNITS 7–9): LANGUAGE TEST B
GRAMMAR Task 1 Complete the text with one word in each gap.
Hi, I’m Max and welcome to my latest blog post! Firstly, thanks to anyone (1) post. I (2) days.
has contacted me about my previous try and contact each of you individually in the next few
live in a house, but in Today’s post is all about where I live. I (3) an apartment. It’s much bigger than the apartment I used (4) lived live in and in a nicer area. Before we moved here, I (5) looking for a new in quite a few different places. We (6) apartment for ages and then we found this place. I hope we (7) going to stay here because I love it! My bedroom is really big, so I spend lots of time I could make one change to the apartment, in there. (8) then I’d really like a balcony but you can’t have everything! Can you write and tell me the kind of place you live in? Is it better to live in a house or an (9) apartment? Write and tell me! 9
Task 2 Choose the correct words to complete the sentences. 10 My cousins visited / have visited us every summer since I was about five years old. 11 Our teacher told us that eating lots of junk food was / had been bad for us. 12 I stayed up late last night because I had to / must do a lot of homework. 13 I had seen / used to see Adrian every day but now he goes to a different school. 14 The students gave / were given a free book at the end of the school year. 15 After Rahul had finished / finished his dinner, he went out to meet some friends. 6
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Task 3 Complete the second sentence so that that is has a similar meaning to the first sentence. Use no more than three words. 16 I live in a big city and it’s called Manchester. The city
live is called Manchester.
17 ‘I go to a really good school,’ he said. He said that
a really good school.
18 Graham started at my school two years ago. Graham
at my school for two years.
19 It’s not necessary to buy a ticket at the station because you can get one on the train. You
to buy a ticket at the station because you can get one on the train.
20 William liked watching cartoons when he was a young child. William
like watching cartoons when he was a young child. 5
Task 4 Complete the sentences with the correct form of the verbs in brackets. 21 We were late, so Camilla 22 If you
(leave) the party by the time we arrived. (win) a lot of money, what would you spend it on? (be) going to be warm and sunny today.
23 The man giving the TV weather forecast said it 24 The man in this photograph 25 What time
(wear) some really old-fashioned clothes. (finish) your dance class last night? 5
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VOCABULARY Task 1 Match the words and expressions (26–35) with the definitions (A–J). 26 pronounce 27 install 28 locker 29 documentary 30 recycle 31 border 32 get about 33 battery 34 frightening 35 guilty A a safe place where you put clothes when playing a sport B to use rubbish again and make something new with it C something which stores and provides electricity D to put software onto a computer or phone E to travel around a place F something which makes you feel scared G a film that is about a real event or person H how you feel if you’ve done something wrong I the way you say something in a language J the place where two different countries meet 10
Task 2 Complete the sentences with these words and expressions. There are two extra words and expressions. clap coach court creative lazy passport recipe sociable worrying 36 Zara doesn’t like doing much – she’s very 37 There’s a new basketball 38 The people at a show or play usually 39 You need to show your 40 Lisa is a very 41 It’s always a good idea to follow the 42 It’s a bit
. at our school – it’s really good. at the end of the performance. at the airport before you can get on the plane. person – she loves spending time with other people. if you want what you’re making to taste nice.
that Harry is so late – he’s usually on time. 7 Photocopiable © Pearson Education Limited 2019
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Task 3 Read the article and decide which answer (A, B, C or D) best fits each gap.
My name’s Paulo, I’m fourteen years old and I’m really into cooking. I get really (43) that people still think that when people tell me that cooking is for girls. I’m actually (44) way. After all, a lot of the top chefs are men! on one myself. I do enter I love watching TV cookery shows and would love to (45) competitions though, just not ones that are on TV. Last week I took part in one in London. took ages! I did quite well, though – It’s quite a long way from where I live and the (46) , like in a theatre, I came second out of ten people. We all had to cook up on a big (47) in a play as well as and quite a lot of people came to watch us. I felt like I was (48) taking part in a cookery competition. to cook with and had to make something in less than We were all given the same (49) that I’d be able to make something good, and the judges an hour. I was quite (50) agreed because they thought it was delicious. 43 A passionate
B upset
C patient
D helpful
44 A jealous
B confident
C satisfied
D amazed
45 A appear
B arrive
C display
D achieve
46 A delay
B travel
C journey
D check-in
47 A exit
B row
C review
D stage
48 A performing
B showing
C recording
D entertaining
49 A prizes
B dramas
C paints
D ingredients
50 A jealous
B confident
C excited
D relaxed 8 Total:
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Task 1 Listen to your teacher and do the task.
Task 2 Listen to the questions from your teacher and answer them.
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Task 1 Listen to your teacher and do the task.
Task 2 Listen to the questions from your teacher and answer them.
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Task 1 Follow the script below. I am going to describe a situation to you. You want to plan a day out with a group of friends. Talk together about which activities you could do and say which you and your friends would find most enjoyable. Ask students to look at the pictures and then repeat the task above. All right? Talk together. Allow the students enough time to talk about the task without intervention. Prompt students if needed.
Task 2 Now we are going to discuss something together. I would like you to talk together and talk about where and how you travel, and what kind of travelling you like. Back-up prompts: • What places would you like to travel to? • Are there any things you find difficult about travelling? • What kinds of travelling are less enjoyable and why?
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REVIEW (UNITS 7–9): WRITING Write 100 words in an appropriate style. Write your answer on a separate answer sheet.
Your English teacher has asked you to write a story.
Your story must begin with this sentence:
I was so excited because my journey was about to begin. Write your story in about 100 words.
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END OF YEAR TEST A
LISTENING
Task 2
Task 1 You are going to listen to a woman called Ella talking about a project to help the environment. Complete the sentences. Write one or two words or a number or a date or a time.
You are going to listen to an interview with Gregory, a teenager who has already been to forty countries. For questions 7–12, choose the answer (A, B or C) which fits best according to what you hear. 7 When did Gregory’s family begin visiting other countries? A When the local school shut.
Collecting rubbish in the park
B After they received some money.
Ella helps to collect rubbish in the park a month. (1)
C When his mum and dad found new jobs. 8 Gregory thought that Japan
The most common type of rubbish they find is recycled . into (2)
A was a difficult country to travel in. B gave him important new feelings.
Ella is surprised they don’t find more rubbish from when they’re cleaning (3) parks.
C had fewer activities than his own country. 9 How did Gregory continue his education while he was travelling for a year?
The charity provides (4) so volunteers don’t need to bring them.
A His parents taught him. B He took school books with him.
After collecting rubbish, Ella’s team always go to . a (5) For more information, email (6)
C He used the internet and his experiences. 10 Gregory says that travelling has allowed him to A learn to be more careful.
@parkrubbish.com
B make lots of close friends. 6
C become more independent. 11 What kind of country does Gregory like visiting most? A One that has a friendly atmosphere. B One which has famous places to visit. C One where he can speak the language. 12 What advice does Gregory give teenage travellers? A Don’t be frightened of travelling. B Take plenty of things to do with you. C Try not to spend to too long in one place. 6
Task 3 Listen to the interview again. Are the sentences true (T) or false (F)? 13 Japanese people got annoyed when Gregory tried to speak their language. 14 Gregory says that he met lots of people while he was travelling. 15 Gregory says that he doesn’t move from place to place as quickly as before. 3
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END OF YEAR TEST A
LANGUAGE Task 1 Complete the text. Write one word in each gap.
A week without technology I recently spent a whole week without my phone or laptop! Guess what! It was actually OK! My dad booked getting ready to go, he came into our summer holiday ages ago. When we (16) be more my bedroom and told me that if I took my phone or laptop, it (17) or less useless because there was no Wi-Fi or network at the house he (18) rented. we were staying was in the middle of the countryside, so I got The place (19) I wanted to go ready for the most boring week of my life. My dad asked (20) for a walk with him. I said that there was nothing else to do so I went. We found this amazing little house in made of wood and it looked like someone lived in it. We also the forest. It (21) saw lots of wild animals and birds. The next day, we did the same thing and had a great time. And the next day, too. Since we got back home, I (22) it wasn’t that bad, I’m (23) books our next holiday!
used my phone quite a bit less. Even though to make sure I’m sitting next to my dad when he
8
Task 2 Read the blog post and decide which answer (A, B, C or D) best fits each gap.
My bedroom In today’s post, I want to tell you about my bedroom. A few months ago, I was bored (24) my bedroom – they were the same as when so I asked my parents if I could decorate it. The colours were (25) heating in our house so I decided to paint the I was a little girl and I really hated them. We have (26) . I also put up an radiator red. I painted the walls light blue and put up posters of my favourite rock (27) poster of my favourite actor – it’s like she’s actually in the room with me! I’m really into absolutely (28) so I’ve also got some of my pictures up – I think they look great. (29) The whole room looks fantastic and I’m not (30)
any more when my friends come into my bedroom.
24 A as B on C with D to 25 A terrible B huge C furious D delicious total C middle D central 26 A complete B stars C moons D planets 27 A suns B big C large D wide 28 A enormous B 29 A paintbrush B photography C chess D coding embarrassed C guilty D confident 30 A jealous B 7
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READING Task 1 Read the article. Choose from the sentences (A–H) the one which fits each gap (31–35). There are three extra sentences which you do not need to use. A Producing it costs a lot and is also bad for the environment. B It’s this climate change that is causing lots of problems in many places. C This plastic can get into seas a rivers and harm wildlife. D So I’ve actually recycled some of my own rubbish! E So the sun heats up these clouds and destroys them. F But the most important of these is that we can all do something about it. G This is why it’s better to only have chicken. H They also produce other types of pollution, which is bad for our health. 5
Task 2 Read the article and answer the questions in your own words. 36 Make a list of the ways in which Galia is helping the environment?
4 37 How did Galia travel to school before?
1
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Going greener My name’s Galia, and I’m studying all about the damage that people are doing to our planet at the moment. A lot of the things I’ve found out about are extremely interesting. So that’s why I wanted to (31) share with you some of the things I’ve started doing to help protect the environment a bit more. Maybe you can start doing some of these things too. The first thing I try to do is to use less electricity. When most electricity is made, it adds a harmful gas called carbon dioxide to the air. If we have too much carbon dioxide in the atmosphere, the Earth gets warmer. This makes the weather around the world different So now I switch off to before. (32) lights and electrical equipment when I’m not using it.
I also eat less meat than I did before. That’s because the animals we (34) use for meat need a lot of land and extra food, so it’s better to have one meat-free day and eat more fruit, vegetables and cereals like rice. I made a really nice jewellery box using some of the little plastic food pots that I usually It may just throw away. (35) sound funny, but with a bit of glue to stick them all together and some paint, it actually looks great! So come on everyone, it’s time to go greener!
Mum used to give me a lift to school. She had to drive a few extra kilometres to take me there because the school isn’t really on her way to work. Cars release lots of carbon dioxide. That’s why I’ve started cycling (33) there now.
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Task 3 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 38 Bridget first became interested in soap sculptures when she A read about it in a book. B saw a video on it on the internet. C watched a TV programme about it. D learnt about it from someone she knows. 39 How did Bridget feel about the first soap sculpture she made? A disappointed with the quality B unsure she’d chosen the right design C surprised by how easy it was to make D pleased by what other people said about it 40 Why does Bridget think her first exhibition was a success? A It was organised so long before the event. B The gallery was so good. C She had advertised it well. D Soap sculpture had become popular. 41 In the future, Bridget would like to A teach sculpture to others. B study sculpture at university. C make larger soap sculptures. D create sculptures in other materials. 42 What would Bridget’s best friend say about her? A Bridget never talks about her hobby much to me or her other friends. She really loves it though and wants to continue doing it. B I was amazed how good the sculptures were at Bridget’s little exhibition last year. Even the poster for it was beautiful. C I think Bridget’s starting to get bored of making things with soap, but she’s looking forward to using metal instead. D Now she’s got the right equipment, Bridget’s sculptures are actually really good. The first one was a bit of a disaster, though. 5 Total:
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My unusual hobby 16-year-old Bridget Peters writes about her hobby, making soap sculptures I have a slightly unusual hobby – you probably only use it to wash your face or hands, but I make small sculptures out of soap. I’m a bit of an expert these days, having read about it in many different books, and I’ve even managed to get several friends interested in doing it. I didn’t even know people made sculptures from soap until I found a short online film about it by accident and thought it was something I’d like to try. More people are becoming interested these days and a documentary has even been made about it.
After lots of practice, I became quite good and had my first exhibition when I was fifteen. It went extremely well, even though the place where it was held was rather small. I made some nice posters with photos of my designs on, and put them up wherever I could. So although very few people had heard of soap sculpture, they could see exactly what it was. The posters worked, because lots of people came. We’d only just finished putting the sculptures in place when the first people arrived.
It’s especially popular in a country called Thailand. They often make sculptures of flowers there so I decided to try that. Although I’ve seen sculptures of many other things since, like birds, flowers seemed like the best thing to start with. I wasn’t expecting my first sculpture to be brilliant, but I surprised myself with how good it was. I felt more confident about trying other things after my family told me how good it looked. It took quite a long time, and I didn’t really have the right tools, but I enjoyed making it.
Lots of people ask me why I don’t try making sculptures using stone or metal. It’s never really attracted me, though. I prefer learning by doing rather than going to classes, so I can’t see me ever doing a degree in sculpture but I’d love to show people how to create the kinds of things I make. Everything I do is small, because soap is hard to work with once it goes past a certain size. Whatever happens, I’m sure I’ll love my hobby for years to come.
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END OF YEAR TEST B
LISTENING
Task 2
Task 1 You are going to listen to a woman called Ella talking about a project to help the environment. Complete the sentences. Write one or two words or a number or a date or a time.
You are going to listen to an interview with Gregory, a teenager who has already been to forty countries. For questions 7–12, choose the answer (A, B or C) which fits best according to what you hear. 7 Gregory’s family started travelling after A their school closed down.
Collecting rubbish in the park
B the parents got jobs abroad.
Ella takes part in the rubbish collection every . (1)
C one of them won a competition. 8 How did Gregory feel when he was in Japan?
The most common type of rubbish they find is . (2)
A more excited than he’d ever been B disappointed by what he did there
Ella is surprised to find quite a few (3) left in parks.
C embarrassed by his poor Japanese 9 Gregory studied during his year abroad by A taking his course books from school with him.
Volunteers need to take (4) with them.
B learning more online about where he’d visited. C having lessons with his mum and dad.
After collecting rubbish, Ella’s team always go for . a (5) For more details, visit www. (6)
10 What does Gregory says is the biggest benefit of travelling? A learning to do fewer dangerous things.
.com
B being able to do more things for himself. 6
C having many more friends around the world. 11 Gregory especially likes visiting countries where A the sightseeing is very good. B the language is easy to learn. C the people are very welcoming. 12 Gregory recommends that teenage travellers should A move to new places regularly. B stop worrying about visiting new places. C make sure they take plenty of entertainment. 6
Task 3 Listen to the interview again. Are the sentences true (T) or false (F)? 13 Gregory says that he didn’t really enjoy school that much when he was younger. 14 Gregory enjoyed having his parents as teachers while they were all travelling. 15 Gregory says that he doesn’t really like sightseeing that much. 3
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LANGUAGE Task 1 Complete the text. Write one word in each gap.
A week without technology I recently spent a whole week without my phone or laptop! I (16) just got back all home and guess what! It was actually OK! I went on a summer camp (17) only allowed to take in books and traditional technology was banned – I (18) games. go to my grandparents’ house When I was younger, I always used (19) during the summer holidays. But because they now live in an apartment, I’ve gone away for a week go to a with my parents instead. Anyway, this year my mum said I (20) summer camp if I wanted. She didn’t tell me about the technology then, though. Anyway, we spent every day outside doing different activities like kayaking and rock climbing. I made some great friends and I meeting up with one of them next weekend. (21) So (22) summer camp, I (23)
I enjoy the experience overall? Well, yes, but even so, if I go to another probably choose one that I can at least take my phone to! 8
Task 2 Read the blog post and decide which answer (A, B, C or D) best fits each gap.
My bedroom In today’s post, I want to tell you about my bedroom. We moved to a new house a couple of weeks ago. it because I got my own bedroom and didn’t have to share with my brother any I was really excited (24) to have my own space at last. Now I can (26) the volume up more. I love my brother but it felt (25) playing my guitar. on my computer without anyone complaining! It also makes it easier for me to (27) opera every day instead of I don’t have to share a TV any more either so can watch my favourite (28) to Egypt. what my brother wants to watch. I’ve covered the walls with photos I took on a recent (29) when I changed things in our I love visiting other countries and taking pictures. I always felt a bit (30) bedroom before, like where the furniture was. I was worried my brother wouldn’t like it, but I don’t have to feel bad about that any more! 24 A for
B about
C with
D on
25 A huge
B wonderful
C furious
D hilarious
26 A turn
B switch
C plug
D shut
27 A perform
B entertain
C train
D practise
28 A comedy
B drama
C soap
D music
29 A trip
B travel
C sightsee
D delay
30 A jealous
B embarrassed
C guilty
D confident 7
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READING Task 1 Read the article. Choose from the sentences (A–H) the one which fits each gap (31–35). There are three extra sentences which you do not need to use. A This electronic equipment uses lots of electricity. B I found this hardest to do with my phone. C And I also only have one short shower a day. D Because it’s so cheap, everyone uses it. E Everyone can get involved in projects like these. F Now I just have one, which I wash and reuse every day. G So I’ve decided to try my best to be part of the solution now. H For example, I’m really into cycling and repair my own bike when I can. 5
Task 2 Read the article again and answer the questions in your own words. 36 Make a list of the ways in which Peter is helping the environment.
4 37 What does Peter suggest you do instead of buying bottled water?
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Going greener My name’s Peter, and I’m studying all about the damage that people are doing to our planet at the moment. I’ve realised that I’m actually a part of the problem because I don’t take this Maybe issue seriously enough. (31) you can start doing some of the following things too.
I don’t buy as much stuff these days. It all takes energy to make and to deliver to my house or for me to go out and buy, so instead I try to use what I’ve already got much more A great new and for longer. (34) model came out that I really wanted to get, but I stopped myself from buying it.
The first thing I try to do is to use less water. I never realised that it takes lots of energy to make the water clean enough for my home. So the less water I use, the less energy I use too (and the less it costs!). I now turn off the tap, except when I need it on, when I’m brushing my teeth. (32)
I also borrow things rather than buying them. My friends have got tools (35) I can use to do this, and I’ve got some that they occasionally need. So we share them rather than each buying new ones, which saves money and is fun too because we can do it together.
I used to buy lots of bottled water. The problems is, it always comes in plastic bottles which are only used once, take lots of energy to produce and create lots of rubbish. If you boil water from the tap (33) and then keep it in the fridge, it’s just as good as bottled water from the shop anyway.
So come on everyone, it’s time to go greener!
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Task 3 Read the article and choose the answer (A, B, C or D) which you think fits best according to the text. 38 Oliver first became interested in collecting The Hunger Games books after A he visited another country. B his parents took him to an exhibition. C his cousins gave him one of the novels. D he watched a film in another language.
39 Why does Oliver especially like the Japanese versions of the books? A Their covers are very unusual. B They are very rare and valuable. C He finds the writing very attractive. D The artwork in them is so beautiful.
40 What do Oliver’s parents think about his collection? A It has become too large. B It takes up a lot of his time. C It makes his bedroom look nice. D It’s more expensive than they’d like.
41 Oliver says the easiest way to find new books is A by using social media. B through a local book shop. C through an online book store. D by contacting different publishers.
42 What would Oliver’s best friend say about him? A He’s always online looking for new books. I can see why, because they look great, especially the Arabic ones, which he likes most too. B I don’t know why his parents buy so many books for him. Maybe he can sell them one day to pay the money back. C I prefer the books he collects to the films. He has so many The Hunger Games posters too so his bedroom looks great. D I can’t believe how many books he has in his bedroom. I’ve never known anyone to be so passionate about collecting things. 5 Total:
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My unusual hobby 16-year-old Oliver Patricks collects books in different languages I have a slightly unusual hobby! I’m sure most of you have heard of the The Hunger Games books and films. Well, I collect the novels in different languages. You might think it all started when I was on holiday abroad and saw the books there or watched one of the films in a foreign language. Actually, it was when I saw some special displays in a museum with my mum and dad. There were these really old books in Arabic and other languages. They were beautiful so I thought why not collect something similar, but with my favourite character in them! I’ve since had them sent by cousins in Spain and uncles in Brazil and I love them all. My favourites are the Japanese ones. It’s nice seeing the stories written in a language that’s so different to my own. The outsides of the books are actually reasonably similar to the English versions but the pictures inside are definitely different. They’re so attractive they should be in a gallery, not just in books! I have no idea if they’re worth anything but I don’t want to sell them anyway.
My mum and dad have helped me to add to my collection. They buy things for me on the internet as I don’t have a bank card, but I pay using pocket money or with money I get for doing jobs around the house. It’s not like some hobbies where you have to practise a lot, so I always have time for homework. My parents were worried about where I’d put them all, but I think they agree with me now that my room looks nicer with shelves full of books than the posters of rock stars you find in most teenagers’ rooms. To start with, I tried ordering foreign-language copies through the bookshop in town. They could only get things from ten countries, though, so I turned to online shops instead. They have problems of their own, as payments between countries are sometimes difficult, but there are groups of other collectors on Facebook which was a great way to search for what I wanted. Emailing publishers is also possible, but there are too many around the world to make it worth it. I love my unusual hobby!
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END OF YEAR TEST: WRITING TEST Write your answer in approximately 100 words in an appropriate style. Write your answer on a separate answer sheet.
Task 1 Read the email from your English-speaking friend Chris, and the notes you have made. From:
Chris
Subject:
Holiday job
Hi
Yes!
A film company is coming to make a movie in our town over the summer and they’re looking for local teenagers to help them. Would you be interested? They want people to serve food and drink to the actors or to play a part in a crowd scene in the film. Which would you prefer? If you’re interested, we need to email the film company, telling them about ourselves. What do you think we should include in the email?
Suggest
Explain
Give your opinion
Shall we meet somewhere to talk about this? When and where would be good for you? See you soon Chris
Write an email to Chris, using all the notes. Write your answer in approximately 100 words.
Task 2 You see this notice on an English-language website.
Articles wanted! What’s the most interesting trip you’ve ever made? Who did you go with and how did you travel there? What did you do there? Why was it so special? Tell us what you think! Write an article answering these questions and we will publish the best ones on our website. Write your article in approximately 100 words.
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END OF YEAR TEST: SPEAKING CANDIDATE A
Task 1 Look at these pictures and follow the instructions from your teacher.
Task 2 Look at the photo and answer the questions your teacher asks you about the photo.
Task 3 Your teacher will ask you some questions. Remember to give full answers.
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Task 1 Your teacher will ask you some questions. Remember to give full answers.
Task 2 Look at these pictures and follow the instructions from your teacher.
Task 3 Look at the photo and answer the questions your teacher asks you about the photo.
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END OF YEAR TEST: SPEAKING TEACHER’S PAGE
Task 1 Follow the script below. I am going to describe a situation to you. Your school wants to start a new club. Talk together about which type of clubs they could introduce and say which you and your friends would find most enjoyable. Ask students to look at the pictures and then repeat the task above. All right? Talk together. Allow the students enough time to talk about the task without intervention. Prompt students if needed.
Task 2 Tell students they need to speak for a minute and a half about their pictures. Start with Student A and say: (Student A), here is a picture. Please tell me what you can see in the picture. Give Student A the picture. Allow the student a minute to talk about the picture. Then say: Please tell me what things you like about that activity. Thank you. Retrieve the picture. Then move on to Student B: (Student B), here is a picture. Please tell me what you can see in the picture. Give Student B their picture. Allow the student a minute to talk about the picture. Then say: Please tell me what things you like about that activity. Thank you.
Task 3 Follow the script below. Now we are going to discuss something together. Please talk together and I will also speak. We have just looked at pictures of people doing exciting things. I would like you to talk together about what exciting activities you have done and what exciting things you would like to try in the future. Back-up prompts: • What kinds of things do you think are exciting? • Do you think trying new things can be dangerous? • Why do people like things that are sometimes scary?
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TEST ANSWER KEYS
2ND EDITION
B1
Diagnostic Test A No Key Language Area 1 A Vocabulary: adjectives 2 B Vocabulary: adjectives 3 D Vocabulary: adjectives 4 B Quantifiers 5 A Quantifiers 6 D Quantifiers 7 B Quantifiers 8 D Quantifiers 9 A Present perfect 10 B Present perfect 11 C Present perfect 12 B Present perfect 13 B Vocabulary: phrasal verbs 14 A Vocabulary: phrasal verbs 15 D Vocabulary: phrasal verbs 16 B Making comparisons 17 D Making comparisons 18 C Making comparisons 19 B Making comparisons 20 A Making comparisons 21 D Making comparisons 22 A Vocabulary: collocations 23 B Vocabulary: collocations 24 A Vocabulary: collocations 25 C Vocabulary: collocations 26 C Vocabulary: personality adjectives 27 B Vocabulary: personality adjectives 28 A Vocabulary: personality adjectives 29 B Talking about the past 30 C Talking about the past 31 D Talking about the past 32 A Prepositions 33 C Prepositions 34 C Prepositions 35 C Talking about the future 36 A Talking about the future 37 B Talking about the future 38 A Vocabulary: Phrasal verbs 39 D Vocabulary: Phrasal verbs 40 B Vocabulary: Phrasal verbs 41 D Zero, first and second conditionals 42 B Zero, first and second conditionals 43 C Zero, first and second conditionals 44 C Zero, first and second conditionals 45 B Vocabulary: entertainment 46 C Vocabulary: entertainment 47 A Vocabulary: the natural world 48 D Vocabulary: the natural world 49 C The passive 50 D The passive
51 A The passive 52 A have/get something done 53 A defining relative clauses 54 B defining relative clauses 55 B defining relative clauses 56 A defining relative clauses 57 B modals of obligation, prohibition and necessity 58 D modals of obligation, prohibition and necessity 59 B modals of obligation, prohibition and necessity 60 A Vocabulary: phrasal verbs 61 C Vocabulary: phrasal verbs 62 D Vocabulary: phrasal verbs 63 D Reported statements and questions 64 B Indirect questions 65 A Indirect questions 66 C Reported statements and questions 67 D Prepositions 68 A Prepositions 69 B Prepositions 70 C Past perfect and used to 71 A Past perfect and used to 72 D Past perfect and used to 73 B -ed and -ing adjectives 74 A Vocabulary: feelings 75 A -ed and -ing adjectives 76 C Vocabulary: cost, afford, borrow, lend 77 D Vocabulary: cost, afford, borrow, lend 78 C Vocabulary: cost, afford, borrow, lend 79 B Verb patterns 80 C Verb patterns 81 B Verb patterns 82 C Verb patterns 83 D Vocabulary: both, each, either, neither 84 A Vocabulary: both, each, either, neither 85 B Vocabulary: both, each, either, neither 86 C Vocabulary: both, each, either, neither 87 A Prefixes 88 B Prefixes 89 B Prefixes 90 B Prefixes 91 C Third conditional 92 D Third conditional 93 D The passive (future) 94 B The passive (perfect) 95 B The passive 96 C Prepositions 97 A Prepositions 98 A Vocabulary: academic verbs 99 A Vocabulary: academic verbs 100 D Vocabulary: academic verbs
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153
TEST ANSWER KEYS
2ND EDITION
B1
Diagnostic Test B No Key Language Area 1 D Vocabulary: adjectives 2 B Vocabulary: adjectives 3 D Vocabulary: adjectives 4 B Quantifiers 5 A Quantifiers 6 C Quantifiers 7 D Quantifiers 8 A Quantifiers 9 C Present perfect 10 A Present perfect 11 D Present perfect 12 C Present perfect 13 A Vocabulary: phrasal verbs 14 C Vocabulary: phrasal verbs 15 B Vocabulary: phrasal verbs 16 C Making comparisons 17 C Making comparisons 18 B Making comparisons 19 D Making comparisons 20 B Making comparisons 21 A Making comparisons 22 A Vocabulary: collocations 23 D Vocabulary: collocations 24 C Vocabulary: collocations 25 A Vocabulary: collocations 26 D Vocabulary: personality adjectives 27 B Vocabulary: personality adjectives 28 B Vocabulary: personality adjectives 29 C Talking about the past 30 B Talking about the past 31 D Talking about the past 32 C Prepositions 33 A Prepositions 34 C Prepositions 35 A Talking about the future 36 B Talking about the future 37 C Talking about the future 38 A Vocabulary: Phrasal verbs 39 B Vocabulary: Phrasal verbs 40 C Vocabulary: Phrasal verbs 41 C Zero, first and second conditionals 42 D Zero, first and second conditionals 43 C Zero, first and second conditionals 44 C Zero, first and second conditionals 45 C Vocabulary: entertainment 46 D Vocabulary: entertainment 47 A Vocabulary: the natural world 48 B have/get something done 49 C The passive 50 D The passive
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51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
A The passive B have/get something done B defining relative clauses C defining relative clauses C defining relative clauses B defining relative clauses B modals of obligation, prohibition and necessity C modals of obligation, prohibition and necessity D modals of obligation, prohibition and necessity B Vocabulary: phrasal verbs A Vocabulary: phrasal verbs D Vocabulary: phrasal verbs A Reported statements and questions B Indirect questions A Indirect questions C Reported statements and questions A Prepositions D Prepositions B Prepositions A Past perfect and used to C Past perfect and used to D Past perfect and used to A -ed and -ing adjectives B Vocabulary: feelings A -ed and -ing adjectives B Vocabulary: cost, afford, borrow, lend A Vocabulary: cost, afford, borrow, lend C Vocabulary: cost, afford, borrow, lend B Verb patterns C Verb patterns C Verb patterns C Verb patterns D Vocabulary: both, each, either, neither C Vocabulary: both, each, either, neither D Vocabulary: both, each, either, neither C Vocabulary: both, each, either, neither D Prefixes B Prefixes A Prefixes D Prefixes C Third conditional A Third conditional D The passive (future) B The passive (perfect) B The passive C Prepositions A Prepositions B Vocabulary: academic verbs B Vocabulary: academic verbs C Vocabulary: academic verbs
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TEST ANSWER KEYS
UNIT 1 LANGUAGE TEST A Grammar TASK 1 1 am staying 2 plays, is learning 3 are studying, study 4 is learning, go 5 am saving, like For revision, go to Student’s Book: p12
TASK 2 6 Tom usually goes to bed early. 7 Jamie and Rupesh are always so lazy! 8 Keirah rarely finishes her homework on time. 9 I am never late for school. For revision, go to Student’s Book: p14
TASK 3 10 We go to the cinema once a month. 11 I go to school every day. 12 We visit our grandparents now and then. 13 I play basketball three times a week. For revision, go to Student’s Book: p14
Vocabulary TASK 1 14 shy 15 clever 16 rude 17 sporty 18 bossy 19 lazy 20 funny 21 noisy For revision, go to Student’s Book: p13
TASK 2 22 with 23 at 24 about 25 of 26 in 27 with 28 at For revision, go to Student’s Book: p13
TASK 3 29 background 30 at 31 stressed 32 on 33 friendly 34 hung out 35 similar 36 relaxed 37 of 38 keep For revision, go to Student’s Book: p11, p13
2ND EDITION
B1
TASK 2 6 Jim never wakes up early. 7 I usually go shopping at the weekends. 8 Sarah and Julie are always late for school. 9 The school is rarely open on a weekend. For revision, go to Student’s Book: p14
TASK 3 10 I have a shower every day. 11 We visit our grandparents once a month. 12 Jacob goes swimming three times a week. 13 I have homework most days For revision, go to Student’s Book: p14
Vocabulary TASK 1 14 confident 15 sporty 16 serious 17 lazy 18 funny 19 shy 20 bossy 21 rude For revision, go to Student’s Book: p13
TASK 2 22 at 23 in 24 of 25 with 26 on 27 with 28 with For revision, go to Student’s Book: p13
TASK 3 29 stressed 30 shy 31 at 32 happy 33 friendly 34 similar 35 same 36 about 37 with 38 stay For revision, go to Student’s Book: p11, p13
SKILLS TEST A Dictation My parents are deciding where to go on holiday. My dad wants to go skiing, but my mum prefers a beach holiday. I hope we go skiing.
Listening TASK 1 1C 2B 3B 4C 5A 6C
LANGUAGE TEST B
TASK 2
Grammar
7 Istanbul and New York 8 bus and train
TASK 1
Reading
1 is learning 2 am saving, lives 3 go, am studying 4 speaks, is learning 5 are travelling, go For revision, go to Student’s Book: p12
TASK 1 9 G 10 C 11 E 12 D 13 A
TASK 2 14 H 15 B 16 F 17 G 18 A
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TEST ANSWER KEYS
2ND EDITION
SKILLS TEST B
Vocabulary
Dictation
TASK 1
My parents are deciding where to go on holiday. My dad wants to go skiing, but my mum prefers a beach holiday. I hope we go skiing.
Listening TASK 1 1A 2C 3B 4A 5C 6C
TASK 2 7 Istanbul 8 car and metro
Reading TASK 1 9 D 10 B 11 G 12 H 13 C
TASK 2 14 F 15 A 16 E 17 D 18 G
UNIT 2 LANGUAGE TEST A Grammar TASK 1 1 were travelling, saw 2 bought, were shopping 3 were watching, fell 4 hated, was 5 fell, was playing For revision, go to Student’s Book: p24
TASK 2 6 C 7 I 8 C 9 C 10 I For revision, go to Student’s Book: p24
16 funny 17 furious 18 awful 19 hilarious 20 bad For revision, go to Student’s Book: p29
TASK 2 21 listen 22 to 23 say 24 tell 25 about 26 say 27 pronounce 28 understand 29 mean 30 repeat For revision, go to Student’s Book: p25
TASK 3 31 realise 32 allow 33 choose 34 panic 35 recommends For revision, go to Student’s Book: p26, p28
LANGUAGE TEST B Grammar TASK 1 1 fell, were travelling 2 called, was playing 3 were having, arrived 4 were driving, saw 5 broke, bought For revision, go to Student’s Book: p24
TASK 2 6 C 7 I 8 C 9 I 10 C For revision, go to Student’s Book: p24
TASK 3 11 I am thinking about going shopping tomorrow. 12 Playing sports can make you happier. 13 Watching TV is relaxing. 14 I am fed up with living in a cold country. 15 I am good at playing the guitar. For revision, go to Student’s Book: p26
Vocabulary
TASK 3
TASK 1
11 Walking is good for your health. 12 John is fed up with getting up early. 13 Doing yoga is relaxing. 14 I like spending time with my family. 15 I’m planning on having a birthday party. For revision, go to Student’s Book: p26
16 disgusting 17 big 18 good 19 fantastic 20 huge For revision, go to Student’s Book: p29
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B1
TASK 2 21 to 22 tell 23 about 24 hear 25 to 26 translate 27 understand 28 mean 29 repeat 30 talk For revision, go to Student’s Book: p25
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TEST ANSWER KEYS
2ND EDITION
B1
TASK 3
TASK 2
31 disappeared 32 allow 33 panic 34 realised 35 celebrated For revision, go to Student’s Book: p26, p28
15 over 2 million 16 It became easier to learn other languages.
SKILLS TEST A
LANGUAGE TEST A
Dictation
Grammar
I’ve got an old photo of my family. I think it was taken in our garden about fifty years ago because my grandparents look very young. My grandmother is sitting at the front.
TASK 1
Listening TASK 1 1 6 / six 6 poster
2 keyboard 3 Thursday 4 The Message 5 1,030
UNIT 3
1B 2B 3A 4C 5A For revision, go to Student’s Book: p36
TASK 2 6 ought to get 7 Why don’t we 8 could give 9 Shall we go 10 How about meeting For revision, go to Student’s Book: p38
TASK 2
TASK 3
7T 8F
9 B 10 D 11 B 12 C 13 B 14 A
11 We are having an exam tomorrow. 12 Is it going to snow? 13 Are you going on the camping trip? 14 I will help choose a present. 15 They are not going to the party. For revision, go to Student’s Book: p36
TASK 2
Vocabulary
15 over a million 16 all over the world
TASK 1
SKILLS TEST B
16 coffee maker 17 fridge-freezer 18 washing machine 19 kettle 20 microwave For revision, go to Student’s Book: p37
Reading TASK 1
Dictation I’ve got an old photo of my family. I think it was taken in our garden about fifty years ago because my grandparents look very young. My grandmother is sitting at the front.
Listening TASK 1 1 computer 2 singer 3 Monday 4 Red Rivers 5 672 6 concert
TASK 2 7T 8T
Reading TASK 1 9 C 10 D 11 D 12 A 13 C 14 A
TASK 2 21 Plugging in 22 switch on 23 turn (the TV) up 24 shut down 25 went off For revision, go to Student’s Book: p37
TASK 3 26 machines 27 download 28 give up 29 tap 30 robots For revision, go to Student’s Book: p37
LANGUAGE TEST B Grammar TASK 1 1C 2B 3C 4A 5B For revision, go to Student’s Book: p36
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TEST ANSWER KEYS
2ND EDITION
TASK 2
TASK 2
6 ought to buy 7 how about looking 8 should be 9 Why don’t you 10 Shall we look For revision, go to Student’s Book: p38
19 Some people share too much. 20 It makes it feel smaller. 21 More quickly. 22 Thousands of words long. 23 We might move / use our arms and head.
TASK 3 11 I will help with your homework. 12 They are not going on the school trip. 13 We are having a party tonight. 14 Is it going to rain? 15 Are you going to the cinema? For revision, go to Student’s Book: p36
Vocabulary TASK 1 16 kettle 17 remote control 18 smart TV 19 microwave 20 dishwasher For revision, go to Student’s Book: p37
SKILLS TEST B Dictation In the past, most people listened to music on CD or on the radio. Now, listening to music online is very popular. People can listen to anything they like on their laptop, tablet or smartphone.
Listening TASK 1 1A 2A 3C 4C 5B 6B 7B
TASK 2
TASK 2
21 going off 22 plugged in 23 Turn (the music) down 24 switch off / turn off 25 set up For revision, go to Student’s Book: p37
8 F 9 T 10 F 11 T 12 T 13 F
TASK 3 26 downloading 27 electricity 28 connect 29 battery 30 online For revision, go to Student’s Book: p37
B1
Reading TASK 1 14 C 15 D 16 A 17 E 18 G
TASK 2
Dictation
19 To see news about our friends and other people. 20 We can find out what the places are like. 21 People spend less time in face-to-face conversations. 22 Less. 23 We might get our news from video reports, and not articles.
In the past, most people listened to music on CD or on the radio. Now, listening to music online is very popular. People can listen to anything they like on their laptop, tablet or smartphone.
UNIT 4
Listening
LANGUAGE TEST A
TASK 1
Grammar
1B 2B 3A 4A 5C 6B 7A
TASK 1
TASK 2
1 saw, seen 2 won, won 3 cut, cut 4 had, had 5 swam, swum For revision, go to Student’s Book: p48
SKILLS TEST A
8 F 9 T 10 F 11 F 12 F 13 T
Reading TASK 1 14 C 15 G 16 D 17 A 18 F
158
TASK 2 6 Have (you ever) played 7 have played 8 have (never) won 9 has hurt 10 have ( just) got For revision, go to Student’s Book: p48
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TEST ANSWER KEYS
2ND EDITION
B1
TASK 3
TASK 3
11 played 12 started 13 won 14 have seen 15 didn’t train 16 saw 17 scored 18 have competed 19 has collected 20 haven’t won For revision, go to Student’s Book: p50
36 as soon 37 although 38 except 39 either 40 so that For revision, go to Student’s Book: p52
Vocabulary TASK 1 21 coach 22 changing rooms 23 court 24 locker 25 track 26 train 27 compete 28 prize 29 race 30 match For revision, go to Student’s Book: p49
TASK 2
SKILLS TEST A Dictation I’ve never been very interested in watching sports, but last week my brother took me to a basketball game and it was really exciting. I think I just don’t like watching sports on TV.
Listening
31 lose 32 kicked 33 hit 34 scored 35 won For revision, go to Student’s Book: p49
TASK 1
TASK 3
TASK 2
36 so that 37 as soon as 38 except 39 although 40 either For revision, go to Student’s Book: p52
7F 8T
LANGUAGE TEST B
TASK 1
Grammar TASK 1 1 bought, bought 2 did, done 3 found, found 4 was/were, been 5 ran, run For revision, go to Student’s Book: p48
1A 2B 3B 4B 5C 6B
Reading 9 E 10 C 11 A 12 B 13 H
TASK 2 14 A 15 E 16 D 17 F 18 B
SKILLS TEST B
TASK 2
Dictation
6 Have (you ever) tried 7 have entered 8 have (never) won 9 has beaten 10 has promised For revision, go to Student’s Book: p48
I’ve never been very interested in watching sports, but last week my brother took me to a basketball game and it was really exciting. I think I just don’t like watching sports on TV.
TASK 3
Listening
11 lost 12 have swum 13 did 14 started 15 hasn’t practised 16 played 17 has won 18 have enjoyed 19 lost 20 have trained For revision, go to Student’s Book: p50
Vocabulary TASK 1 21 match 22 prize 23 court 24 score 25 race 26 track 27 locker 28 compete 29 train 30 coach For revision, go to Student’s Book: p49
TASK 1 1C 2B 3A 4B 5A 6C
TASK 2 7F 8T
Reading TASK 1 9 F 10 A 11 C 12 B 13 G
TASK 2
TASK 2
31 trained 32 compete 33 beat 34 lost 35 win For revision, go to Student’s Book: p49
14 E 15 D 16 G 17 E 18 H
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TEST ANSWER KEYS
UNIT 5 LANGUAGE TEST A Grammar TASK 1 1 sees 2 I’ll get 3 has 4 could 5 will you be 6 met 7 don’t buy 8 were 9 let For revision, go to Student’s Book: p60
TASK 2 10 I won’t go to the football match if it rains. 11 If she has time, Diana usually watches TV. / If Diana has time, she usually watches TV. 12 What would you buy if you were very rich? 13 If Max isn’t too tired, he’ll play tennis tonight. For revision, go to Student’s Book: p60
TASK 3 14 You’ll be late unless you leave soon. 15 Take your phone in case I need to call you. 16 I’d go out if I were you. 17 You will never succeed unless you work hard. For revision, go to Student’s Book: p62
Vocabulary
2ND EDITION
B1
TASK 2 10 If Vera wakes up early, she listens to the radio. 11 If it snowed today, I would be very surprised. 12 If David wins the competition, will he get a prize? 13 Tim would go to singing lessons if he had time. For revision, go to Student’s Book: p60
TASK 3 14 I play my music quietly in case people don’t like it. 15 I’d learn Spanish if I were you. 16 She didn’t want to sing unless her friend sang too. 17 Take a coat to the festival just in case it rains today. For revision, go to Student’s Book: p62
Vocabulary TASK 1 18 up 19 under 20 negative 21 thing 22 due 23 have 24 back For revision, go to Student’s Book: p59
TASK 2 25 D 26 B 27 B 28 D 29 A 30 D 31 C 32 C 33 B 34 A For revision, go to Student’s Book: p61
TASK 3
TASK 1
35 F 36 B 37 H 38 G 39 E 40 D 41 A 42 C For revision, go to Student’s Book: p64
18 attention 19 end 20 stress 21 due 22 last 23 back 24 right For revision, go to Student’s Book: p59
SKILLS TEST A
TASK 2
Dictation
25 B 26 A 27 D 28 A 29 D 30 C 31 B 32 D 33 A 34 B For revision, go to Student’s Book: p61
My sister has entered a talent show. She is a singer. She is going to perform two songs that she has written. If she wins, she will have the chance to record them in a studio.
TASK 3
Listening
35 D 36 G 37 A 38 F 39 B 40 H 41 C 42 E For revision, go to Student’s Book: p64
TASK 1
LANGUAGE TEST B
TASK 2
Grammar TASK 1 1 we’ll watch 2 buys 3 would get 4 sees 5 can 6 would you 7 You’ll 8 does 9 wouldn’t want For revision, go to Student’s Book: p60
160
1A 2C 3A 4A 5C 6B
7 They were kind to the performers this week. 8 She spent half the lesson telling him about her experiences as a musician. 9 She thought they would be a lot better than her. 10 She couldn’t hear it properly.
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TEST ANSWER KEYS
Reading TASK 1
2ND EDITION
UNIT 6
11 B 12 D 13 C 14 A 15 B 16 A
LANGUAGE TEST A
TASK 2
Grammar
17 Kevin Jonas – he’s created an app for finding restaurants; he has become a father Freddie Prinze Junior – he’s written a recipe book. Vanilla Ice – he’s become successful at buying and selling properties; he became the 6th-best jet-skier in the world. 18 He has plenty of time now to look after his children because he isn’t always playing shows and recording with his band. He’s also interested in food and technology, so probably goes to restaurants a lot and thinks of ideas for new apps.
TASK 1
SKILLS TEST B Dictation My sister has entered a talent show. She is a singer. She is going to perform two songs that she has written. If she wins, she will have the chance to record them in a studio.
Listening TASK 1
1 are thrown 2 throw 3 were formed 4 are found 5 believe 6 was invented 7 waste 8 are cut 9 was stopped For revision, go to Student’s Book: p72
TASK 2 10 are 11 were 12 is 13 is 14 was 15 by For revision, go to Student’s Book: p72
TASK 3 16 My sister had/got her hair cut yesterday. 17 Helen is having/getting her car repaired at the moment. 18 My parents had/got their photo taken with someone famous last year. 19 Gina had/got her photo taken last week. 20 Where are you going to have/get your watch fixed? For revision, go to Student’s Book: p74
Vocabulary
1C 2B 3B 4A 5A 6C
TASK 1
TASK 2
21 E 22 H 23 F 24 B 25 I 26 C 27 A 28 D 29 G For revision, go to Student’s Book: p70, p75
7 They were very funny. 8 He didn’t feel like he was learning much. 9 She never thought she was improving much. 10 It’s slow and goes on for ages.
Reading TASK 1 11 D 12 C 13 A 14 B 15 C 16 B
TASK 2 17 Amanda Bynes – She’s now a successful designer; she’s completed a course at fashion school Frankie Muniz – He was so good, he got a contract with a racing team Mara Wilson – Her first play was performed in 2013; She’s written a book 18 She spends most of her time writing, possibly another play or perhaps another book. She supports some mental health charities so perhaps tries to raise money for them or works in their offices.
B1
TASK 2 30 clouds 31 path 32 earth 33 cliffs 34 waves 35 snow 36 moon 37 fog For revision, go to Student’s Book: p73
TASK 3 38 lovely, golden sand 39 huge, green fields 40 beautiful, warm sunshine 41 dangerous, narrow road 42 long, blue line 43 pretty, blue-eyed child 44 long, brown table 45 frightening, old man For revision, go to Student’s Book: p73
LANGUAGE TEST B Grammar TASK 1 1 is inhabited 2 appeared 3 was lost 4 are made 5 created 6 show 7 were introduced 8 is taught 9 was asked For revision, go to Student’s Book: p72
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161
TEST ANSWER KEYS
2ND EDITION
TASK 2
Reading
10 is 11 are 12 were 13 were 14 by 15 was For revision, go to Student’s Book: p72
TASK 1
TASK 3 16 My brother is going to have/get some furniture delivered next month. 17 Petra had/got her motorbike mended yesterday. 18 Victoria has/gets her car washed every week. 19 I’m having/getting my teeth checked at the dentist’s right now. 20 Where does she usually have/get her clothes cleaned? For revision, go to Student’s Book: p74
Vocabulary TASK 1 21 G 22 I 23 D 24 A 25 B 26 H 27 E 28 C 29 F For revision, go to Student’s Book: p70, p75
7 D 8 H 9 F 10 B 11 C
TASK 2 12 F 13 T 14 F 15 F 16 T
SKILLS TEST B Dictation Hundreds of plastic bottles are found every week on the beach near where I live. The beautiful, white sand is covered with horrible rubbish. People should recycle more rather than throwing these things away.
Listening TASK 1
TASK 2
1B 2C 3A 4A 5C 6B
30 waterfall 31 sky 32 stars 33 sand 34 rocks 35 sunshine 36 storms 37 field For revision, go to Student’s Book: p73
TASK 2
TASK 3
It tells you where the nearest rubbish bin is and then gives you points, like in a game, if you reach the rubbish bin within a certain time.
38 attractive, green countryside 39 long, grey path 40 huge, grey elephant 41 wide, icy river 42 high, white mountains 43 interesting, old museum 44 small, pink cake 45 friendly, black cat For revision, go to Student’s Book: p73
Reading
SKILLS TEST A
12 T 13 F 14 T 15 F 16 F
Dictation
B1
TASK 1 7 F 8 B 9 G 10 E 11 D
TASK 2
UNIT 7
Hundreds of plastic bottles are found every week on the beach near where I live. The beautiful, white sand is covered with horrible rubbish. People should recycle more rather than throwing these things away.
LANGUAGE TEST A
Listening
TASK 1
Grammar
1C 2A 3B 4C 5B 6A
1 where 2 who 3 that 4 who 5 that 6 which 7 where 8 which 9 who For revision, go to Student’s Book: p84
TASK 2
TASK 2
It’s enjoyable because it’s a bit like a game. Users only have a certain time to reach the nearest rubbish bin and get points for getting there on time.
10 New York is the most exciting city that/which I’ve been to. 11 The woman that/who showed us around the museum knew a lot about history. 12 The train that/which we were taking was very late. 13 Captain Cook was a famous explorer that/who went to Australia. 14 The animals that/which live in Mexico are very different to the animals in my country. For revision, go to Student’s Book: p84
TASK 1
162
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TEST ANSWER KEYS
2ND EDITION
TASK 3
TASK 2
15 have to 16 needs to 17 mustn’t / must not 18 had to 19 don’t have to 20 needed to For revision, go to Student’s Book: p86
30 on 31 off 32 jump/get 33 up 34 in 35 jump/get 36 about 37 took For revision, go to Student’s Book: p83
Vocabulary
TASK 3
TASK 1
38 trip 39 motorway 40 journey 41 traffic 42 delayed 43 voyage 44 souvenir 45 destination For revision, go to Student’s Book: p91
21 destination 22 journey 23 tours 24 passport 25 check-in 26 trips 27 delays 28 travel 29 traffic jams For revision, go to Student’s Book: p85
TASK 2 30 off 31 get 32 on 33 got 34 get 35 signed 36 check 37 off For revision, go to Student’s Book: p83
TASK 3 38 land 39 souvenir 40 flight 41 abroad 42 voyage 43 motorway 44 sightseeing 45 Underground For revision, go to Student’s Book: p91
B1
SKILLS TEST A Dictation It is important to remember your passport or identity card because it will be checked at the border. You might also need it when you check in at the hotel.
Listening TASK 1
LANGUAGE TEST B
1 180 / one hundred (and) 80 / one hundred (and ) eighty 2 blog 3 HAGGERSTOW 4 mountains 5 dogs / animals 6 university
Grammar
TASK 2
TASK 1
Steve made £70,000 for the charity, which was much more than he expected. The charity will use this money for doing cancer research.
1 who 2 that 3 which 4 where 5 who 6 which 7 which 8 who 9 where For revision, go to Student’s Book: p84
Reading
TASK 2
TASK 1
10 The waiter who/that served us in the restaurant last night was very nice. 11 France is a country that/which many tourists visit. 12 What is/was the name of the place where we bought those souvenirs? 13 The Alhambra is a famous place where you can see lots of beautiful buildings. 14 Is there anyone who/that you’d really like to go on holiday with? For revision, go to Student’s Book: p84
7 G 8 C 9 H 10 A 11 E
TASK 3 15 had to 16 needed to 17 must 18 must not 19 didn’t have to 20 has to For revision, go to Student’s Book: p86
Vocabulary TASK 1 21 takes off 22 abroad 23 passport 24 motorways 25 flight 26 metro 27 borders 28 sightseeing 29 lands For revision, go to Student’s Book: p85
TASK 2 12 D 13 E 14 B 15 G 16 F/H
SKILLS TEST B Dictation It is important to remember your passport or identity card because it will be checked at the border. You might also need it when you check in at the hotel.
Listening TASK 1 1 29,000 / 29 thousand / twenty-nine thousand 2 week 3 70,000 / 70 thousand / seventy thousand 4 father / dad 5 kangaroos / animals 6 doctor
TASK 2 He is trying to live a normal life now he’s home. He’s waiting to go somewhere to study to become a doctor and is applying for courses at the moment.
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TEST ANSWER KEYS
2ND EDITION
Reading
LANGUAGE TEST B
TASK 1
Grammar
7 C 8 F 9 D 10 H 11 B
TASK 2 12 E 13 A 14 G 15 B 16 H
UNIT 8 LANGUAGE TEST A Grammar TASK 1 1 had 2 was enjoying 3 if he played 4 didn’t like 5 could 6 I went 7 would cook 8 we saw our 9 would hate 10 was going to try For revision, go to Student’s Book: p96
TASK 2 11 he played cricket on Wednesday evenings. 12 me (that) they needed to speak to me. 13 asked (me) if I was doing anything on Tuesday. 14 she couldn’t meet me on Friday. 15 asked (me) where I was going. For revision, go to Student’s Book: p96
TASK 3 16 where you live 17 if you like volleyball 18 she won 19 you go 20 there is For revision, go to Student’s Book: p98
Vocabulary TASK 1 21 G 22 E 23 A 24 J 25 I 26 C 27 D 28 B 29 H 30 F For revision, go to Student’s Book: p94, p97
TASK 2 31 fit 32 to 33 into 34 about 35 out 36 join 37 taking For revision, go to Student’s Book: p97
TASK 3 38 about 39 prefer 40 Why 41 That’s 42 Shall 43 sounds 44 think 45 rather For revision, go to Student’s Book: p99
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B1
TASK 1 1 needed 2 couldn’t see 3 she had 4 if she liked 5 he was learning 6 I would do 7 didn’t want 8 if I felt 9 why I took 10 would love For revision, go to Student’s Book: p96
TASK 2 11 (me) if I could meet her. 12 (that) she wanted to go to the cinema. 13 asked (me) if I liked horror films. 14 he was seeing Harry at the café. 15 me (that) he couldn’t come to school. For revision, go to Student’s Book: p96
TASK 3 16 there is 17 what the time is 18 where Sam lives 19 Anna is coming 20 you play For revision, go to Student’s Book: p98
Vocabulary TASK 1 21 H 22 J 23 F 24 A 25 D 26 B 27 E 28 I 29 G 30 C For revision, go to Student’s Book: p94, p97
TASK 2 31 about 32 out 33 is 34 out 35 in 36 fit 37 to For revision, go to Student’s Book: p97
TASK 3 38 don’t 39 idea 40 How 41 let’s 42 I’d 43 sure 44 so 45 Shall For revision, go to Student’s Book: p99
SKILLS TEST A Dictation When I asked some of my classmates what their hobbies were, most said that sport was number one. Only a few had a collection, with toys being the most popular item to find and keep.
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TEST ANSWER KEYS
Listening TASK 1
2ND EDITION
UNIT 9
1A 2C 3B 4A 5C 6A 7B
LANGUAGE TEST A
TASK 2
Grammar
8 the trick with the rabbit 9 on Tuesdays 10 He wanted to collect something he could use as well as look at.
TASK 1
Reading TASK 1 11 B 12 C 13 A 14 D 15 A
TASK 2 16 T 17 F 18 F 19 T 20 T
SKILLS TEST B Dictation When I asked some of my classmates what their hobbies were, most said that sport was number one. Only a few had a collection, with toys being the most popular item to find and keep.
Listening TASK 1
1 moved 2 had already lived 3 knew 4 had spent 5 was 6 became 7 had learnt 8 asked 9 had enjoyed For revision, go to Student’s Book: p108
TASK 2 10 arrived 11 had already finished 12 had worked 13 wanted 14 saw 15 hadn’t met 16 didn’t know 17 had organised For revision, go to Student’s Book: p108
TASK 3 18 I used to go to the cinema every week when I was a child. 19 Did you use to enjoy visiting relatives when you were younger? 20 I didn’t use to go swimming much before I moved here. 21 Martha used to buy a magazine every week if she had enough money. For revision, go to Student’s Book: p110
Vocabulary TASK 1
TASK 2
22 calm 23 embarrassed 24 frightening 25 jealous 26 worried 27 amazing 28 relaxing 29 annoying 30 excited 31 boring For revision, go to Student’s Book: p109
8 second / 2nd (place) 9 He wasn’t getting any better at it. 10 He’s collected them for years.
TASK 2
1C 2B 3A 4C 5B 6B 7A
Reading TASK 1 11 C 12 B 13 D 14 A 15 B
TASK 2 16 F 17 T 18 T 19 F 20 F
B1
32 disappointing 33 depressed 34 satisfied 35 frightened 36 bored 37 relaxed 38 embarrassing 39 exciting 40 annoyed For revision, go to Student’s Book: p109
TASK 3 41 first 42 suddenly 43 after 44 then 45 eventually 46 finally For revision, go to Student’s Book: p113
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165
TEST ANSWER KEYS
2ND EDITION
LANGUAGE TEST B
SKILLS TEST A
Grammar
Dictation
TASK 1
My grandad had already been to 13 countries by the time he was 20. He always says that the experience of travelling gives you more than saving the money or spending it on something else.
1 came 2 had moved 3 felt 4 had met 5 introduced 6 had talked 7 remembered 8 had seen 9 had stayed For revision, go to Student’s Book: p108
TASK 2 10 had cooked 11 arrived 12 sounded 13 hadn’t heard 14 seemed 15 had done 16 hadn’t prepared 17 didn’t get For revision, go to Student’s Book: p108
TASK 3 18 Paulo used to visit his grandparents on holiday when he was younger. 19 Geraldine didn’t use to go skiing when she was a teenager. 20 When did you use to get homework when you were in primary school? 21 Jodie used to write to his penfriend every week until she was ten years old. For revision, go to Student’s Book: p110
Listening TASK 1 1A 2B 3C 4B 5B 6A
TASK 2 7 They made her back hurt. 8 It’s practice that makes you a better player. 9 every month 10 classical
Reading TASK 1 11 E 12 A 13 H 14 F 15 C
Vocabulary
TASK 2
TASK 1
16 T 17 F 18 T 19 T 20 F
22 anxious 23 calm 24 disappointed 25 unhappy 26 guilty 27 depressing 28 exciting 29 satisfying 30 bored 31 frightening For revision, go to Student’s Book: p109
TASK 2 32 amazed 33 worrying 34 embarrassed 35 relaxing 36 excited 37 annoying 38 boring 39 depressed 40 disappointing For revision, go to Student’s Book: p109
B1
SKILLS TEST B Dictation My grandad had already been to 13 countries by the time he was 20. He always says that the experience of travelling gives you more than saving the money or spending it on something else.
Listening
TASK 3
TASK 1
41 suddenly 42 next 43 first 44 eventually 45 finally 46 after For revision, go to Student’s Book: p113
1B 2A 3B 4C 5A 6B
TASK 2 7 You couldn’t even get crisps there. 8 How to make their sound really different. / Having two drummers to make their sound different. 9 It’s great. 10 pop and rock
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TEST ANSWER KEYS
2ND EDITION
Reading
TASK 2
TASK 1
11 will help 12 arrives 13 are going to get 14 are going to see 15 will do 16 ‘m going to pass 17 finishes 18 am going to ask 19 am not going to be 20 ‘m visiting
11 G 12 B 13 E 14 H 15 D
TASK 2 16 F 17 T 18 F 19 F 20 T
REVIEW 1–3 LANGUAGE TEST A Grammar TASK 1 1 doing 2 think 3 going 4 have 5 do 6 did 7 looking 8 spend 9 have 10 practising
TASK 2 11 are going to visit 12 will live 13 arrives 14 will win 15 will take 16 ‘m not going to finish 17 ‘m seeing 18 starts 19 will do 20 am going to be
TASK 3 21 never 22 should 23 usually 24 about 25 ought
Vocabulary TASK 1 26 awful 27 follow 28 lazy 29 grow 30 dishwasher 31 turn 32 bossy 33 electricity 34 install 35 successful
TASK 2 36 A 37 C 38 A 39 C 40 B 41 C 42 A 43 A 44 C 45 B
TASK 3 46 tell 47 explain 48 listen 49 told 50 hear
LANGUAGE TEST B Grammar TASK 1 1 do 2 want 3 starting 4 complete 5 feel 6 is 7 tell 8 knows 9 told 10 finishing
B1
TASK 3 21 Could / Shall 22 could 23 ought 24 always 25 never
Vocabulary TASK 1 26 furious 27 shut 28 download 29 machine 30 predict 31 noisy 32 funny 33 microwave 34 intelligent 35 trust
TASK 2 36 C 37 A 38 B 39 B 40 A 41 B 42 C 43 C 44 B 45 B
TASK 3 46 say 47 suggest 48 told 49 understand 50 explained
SPEAKING Sample answers
TASK 1 What’s your name? My name is Carlos. What’s your surname? How do you spell it? Ramirez. R…A…M…I…R…E…Z Where do you live? I live in a city called Monterrey, in Mexico. How old are you? I am twenty years old. What is your family like? There are four people in my family. My mum, my dad and my younger brother. My dad is a mechanic and my mum works in a bank. My brother is fifteen years old. We go to the same school. What do you enjoy doing in your free time? In my free time, I like skateboarding. I often go to the park and skate with my friends. I also like listening to rock music. What are you going to do at the weekend? I am going to go shopping this weekend. I want to buy a new jacket and some sunglasses. I am also going to go to a party on Saturday. What kinds of technology do you use? I have a laptop, a tablet and a smartphone. I use my smartphone every day to send messages and photos to my friends. I play games on the tablet and laptop.
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167
TEST ANSWER KEYS
2ND EDITION
TASK 2
TASK 3
Student A I can see two boys. They are reading magazines or comics … I’m not sure. It looks like they are in a shop. One boy is tall with dark hair, the other boy is shorter with red hair and glasses. They are standing and reading. The boys look like they are bored. They are not smiling. Maybe they are thinking about the magazines. Next, they might buy one of the magazines. Student B I can see two girls. They are outside and they are riding their bikes. They are looking at different things. One girl is pointing. We can also see a big building in front of them. One of the girls has dark hair and the other girl has lighter hair. They look like teenagers. They look happy. They are smiling and look like they are on holiday. Next, they might go cycling more or they might stop and look at some places.
11 Did (you) watch / Were (you) watching 12 haven’t seen 13 don’t watch 14 will miss 15 had 16 would watch 17 has (it) been 18 broke 19 took 20 have spent
WRITING
Sample answer Hi Sam I think your idea of an English conversation club is a great idea – I’d really like to be part of it. Maybe the first session could be all about us. We could say who we are, talk about the things we like and don’t like and that kind of thing. I think it’s better to meet at the café. I don’t want you to be busy making drinks and food at your house. I want you to talk with everyone else! I can text some of my friends and put a post online about the club if you want – that will be a good way of getting lots of members. See you soon Mark
REVIEW 4–6 LANGUAGE TEST A Grammar TASK 1 1 would be 2 would swim 3 loses 4 can see 5 lose
TASK 2 6 Most whales can be located in colder waters. 7 Over eighty percent of plants and animals can be found in forests. 8 The TV programme was filmed in the Arctic Ocean. 9 The elephant was seen in the jungle in India. 10 A lot of water is used in houses.
B1
Vocabulary TASK 1 21 B 22 C 23 B 24 A 25 C 26 A 27 C 28 B 29 C 30 A
TASK 2 31 interviewed 32 clapped 33 explore 34 lose 35 compete 36 practise 37 perform 38 recycle 39 Collecting 40 beat
TASK 3 41 C 42 A 43 D 44 E 45 B
LANGUAGE TEST B Grammar TASK 1 1 would be 2 win 3 will easily win 4 score 5 had
TASK 2 6 The documentary was filmed in the Amazon rainforest. 7 Dolphins were seen in the see in South Africa. 8 The world’s biggest desert is located in northern Africa. 9 Lots of plastic bottles are found on beaches. 10 Most things can be transported on ships.
TASK 3 11 Have (you) seen 12 haven’t seen 13 did (you) watch 14 haven’t seen 15 won’t understand 16 haven’t been / haven’t gone 17 went 18 won’t be 19 fall 20 slept
Vocabulary TASK 1 21 B 22 C 23 B 24 A 25 C 26 B 27 B 28 A 29 B 30 B
TASK 2 31 Recycling 32 exploring 33 collected 34 lost 35 compete 36 interview / interviewing 37 beat 38 clapped 39 practise 40 perform
TASK 3 41 D 42 B 43 A 44 E 45 C
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TEST ANSWER KEYS
SPEAKING Sample answers
TASK 1 Student A In the photograph, I can see a girl. She’s sitting on part of a tree, and she’s watching elephants. She looks like she’s on a tour, maybe a safari. She’s wearing a hat. She might be in India or part of Africa. She’s watching a group of elephants that are washing themselves in a small lake. The elephants are in the background. There are also some trees and red flowers by the lake. I think the girl probably feels happy and peaceful, and maybe she’ll watch the elephants for a bit longer, and then continue on her tour. Student B In my photograph, I can see a very big waterfall. There is a woman in the photograph, and she’s looking up at the waterfall. I can also see some trees in the background and a big hill. Maybe it’s a mountain. The girl is walking towards the waterfall with a backpack on her back. She might be sightseeing. The sky is blue and it looks like a warm day. I think the girl is probably feeling excited about seeing the waterfall. I think next, she might take some photos and try swimming in the water.
TASK 2 A: Okay, well there are five types of films. This one is horror. I don’t think the horror one is a very good idea. B: I agree. A lot of the students won’t like horror films. They are too scary. A: So what other films are there? B: Well, this one looks like a space film. A: Hmm. I don’t know if that’s a good idea. We’ve also got an action film or a romance film. B: Yes, or an animated film. But I think that’s more for children. I don’t think that’s a good idea. Why don’t you think a space film is a good idea for the class? A: I think we need something that all of the class can enjoy and I think only some of the students will be interested in space. B: Yes, I agree. I don’t like space films very much. A: So, space, horror and the cartoon film are not good ideas for the teacher. What other types of film do we have? B: We’ve got action or romance. A: Hmm. I don’t think the boys will like romance. B: But the girls might not like action! A: I think girls like action films too! But maybe it is better to think of something else. B: Maybe then the animated film is best. Most people like them. A: Yes, maybe. They aren’t all for children. Lots of them are really good and my parents like them too!
2ND EDITION
B1
WRITING
Sample answer If I were in charge of looking after the environment, I would tell companies to use much less plastic in their products. A lot of foods and other things come with too much plastic that we just throw away when we have opened the product. I would also make it a law that people must buy cleaner cars that use electricity as well as petrol in their engines and that everyone must use less electricity at home. I would get more people interested in helping the environment by having lots of advertisements on TV and social media that show you how to do less damage to the environment.
REVIEW 7–9 LANGUAGE TEST A Grammar TASK 1 1 am 2 have 3 had 4 used / had 5 used 6 was 7 where 8 would 9 Did
TASK 2 10 I’m reading 11 is produced 12 has played 13 was running 14 had to 15 would
TASK 3 16 was invented by 17 was walking 18 she came from 19 used to 20 mustn’t / shouldn’t
TASK 4 21 will arrive 22 had eaten 23 had to 24 has worked / has been working 25 will play / is playing / is going to play
Vocabulary TASK 1 26 G 27 C 28 J 29 A 30 H 31 E 32 I 33 B 34 D 35 F
TASK 2 36 disgusting 37 switch off 38 moon 39 takes off 40 traffic jam 41 passionate 42 ingredient
TASK 3 43 C 44 A 45 D 46 B 47 A 48 D 49 B 50 C
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169
TEST ANSWER KEYS
2ND EDITION
B1
LANGUAGE TEST B
B: I like the beach volleyball and also the music concert.
Grammar
B: I agree. It’s just a bit boring. I think my friends would enjoy the music concert the most.
TASK 1 1 who/that 2 will/shall 3 don’t 4 to 5 had 6 were 7 are 8 If 9 about
TASK 2 10 have visited 11 was 12 had to 13 used to see 14 were given 15 had finished
TASK 3 16 where I 17 he went to 18 has been 19 don’t have 20 used to
TASK 4 21 had left 22 won 23 was 24 is wearing / was wearing 25 did you finish
Vocabulary TASK 1
A: Me too. I don’t like the hiking idea much.
A: Yes, I think so too. We all like the same type of music, and concerts are really exciting. This looks like it might be a music festival. B: Yes, my friends love music! I think it’s the best. Beach volleyball is good, but it’s not a long activity. For a whole day, beach volleyball is too much. A: I agree. So the music concert is the best!
TASK 2 A: I don’t travel very much. My normal travelling is just to school and back and to my grandparents’ house. Where do you travel? B: I have travelled a lot. Every summer we go to a different country and travel around. A: That’s amazing! B: Yes. And I also travel to school every day too, like you. I walk to school because the school is very near my house. How do you travel to school?
26 I 27 D 28 A 29 G 30 B 31 J 32 E 33 C 34 F 35 H
A: I get the bus. I don’t like it very much because there are usually too many people. I go to my grandparents’ house by car. My mum drives.
TASK 2
B: And do you travel a lot to different countries?
36 lazy 37 court 38 clap 39 passport 40 sociable 41 recipe 42 worrying
A: No, I’ve only been to one other country… India. We got a plane there. That was really exciting. I’ve only been on a plane for that trip. Where have you travelled to?
TASK 3
B: I think I’ve been to about 7 countries! We usually fly to a different country in the summer time and then spend two weeks travelling around by car.
43 B 44 D 45 A 46 C 47 D 48 A 49 D 50 B
SPEAKING
A: What was your favourite?
Sample answers
B: I think maybe Japan, because it is so different to where we live normally, and I loved the red trees there!
TASK 1
A: Wow! What kind of travelling is your favourite?
A: OK, so a day out with friends… Well I think all these activities look okay.
B: I think when I go on the summer holidays. My favourite way to travel is by car. I like that you can see all the countryside. I love going to different countries but I don’t like flying or going to the airport.
B: Yes, me too. A: I think probably going to a museum is not a very good idea. We go a lot with the school. B: Yes, we do too. I think that’s something to do with a class, not just with a group of friends. A: What about this one? In the sea? B: Snorkelling? A: Yes. B: That’s OK, but it’s not a great activity. Not all my friends can swim. A: I agree. It’s OK, but the other things are more fun. You can’t talk when you’re snorkelling!
A: Yes, I agree, the airport is horrible. There is lots of waiting. But I love flying! It’s so exciting to be in the air, above the clouds!
WRITING
Sample answer I was so excited because my journey was about to begin. I had waited to go on this holiday of a lifetime for so long. As the plane took off, I looked across at my two friends. I couldn’t believe we were going to Australia together. When we arrived there, we were taken to our hotel, which was right next to the beach. On the first day, we all got really good at surfing and the waves were fantastic. On our second day, we went diving together and saw lots of amazing fish and even a shark! It was the best experience of my life, and doing it with two good friends made it even more special.
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TEST ANSWER KEYS
END OF YEAR LANGUAGE TEST A Listening TASK 1 1 twice 2 carpets 3 takeaways / take aways 4 gloves 5 swimming pool 6 greville
2ND EDITION
B1
Language TASK 1 16 have 17 where 18 was 19 to 20 could 21 am 22 did 23 will
TASK 2 24 B 25 B 26 A 27 D 28 C 29 A 30 C
Reading
TASK 2
TASK 1
7 B 8 B 9 C 10 C 11 A 12 A
31 G 32 C 33 F 34 B 35 H
TASK 3
TASK 2
13 F 14 T 15 T
36 He tries to use less water by only having one short shower a day and turning off the tap. He tries to use less water and reuses his water bottle every day. He doesn’t buy as many things as before. He borrows things like bike tools instead of buying them. 37 Boil tap water and keep it in the fridge.
Language TASK 1 16 were 17 would 18 had 19 where 20 if / whether 21 was 22 have 23 going
TASK 2
TASK 3 38 B 39 D 40 C 41 A 42 D
24 C 25 A 26 D 27 B 28 A 29 B 30 B
Reading TASK 1 31 F 32 B 33 H 34 A 35 D
TASK 2 36 She uses less electricity by switching off lights and electronic equipment. She cycles to school. She eats less meat by having one meat-free day per week. She makes things out of old plastic pots, so recycles them. 37 Her mum used to give her a lift.
TASK 3
WRITING Sample answer
TASK 1 Hi Chris Wow! That’s sounds really exciting. Of course I’d like to be involved. I’d prefer to serve the actors with food and drink. The work is probably not as interesting as appearing in a crowd scene, but I think you would have more chance to talk to the actors if they are having a break and something to eat and drink. If we are part of the crowd in a scene, we might need to stand around doing nothing for a long time.
38 B 39 D 40 C 41 A 42 B
In the email, I think we should tell them how much we like watching films and drama classes at school.
LANGUAGE TEST B
Why don’t you come to my house tomorrow to talk about this? Bring any information you’ve got with you.
Listening
See you soon
TASK 1
Mark
1 two / 2 weeks 2 plastic bottles 3 clothes 4 water 5 swim 5 clayburgs
TASK 2 7 C 8 A 9 B 10 B 11 C 12 B
TASK 3 13 T 14 F 15 F
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171
TEST ANSWER KEYS Sample answer
TASK 2 The most amazing trip I’ve ever made was to an island in the Caribbean Sea called Aruba. I went there last year with my family and we went by aeroplane. The flight took nine hours but there were loads of films to watch and music to listen to so it was OK. While we were there, we went swimming a lot because the island has beautiful clear sea all around it and you can see lots of different fish when you are swimming. The hotel had a pool where we spent a lot of time too, and also a great restaurant.
2ND EDITION
B1
TASK 2 A: In this picture, I can see two people on a ride. They might be in an amusement park. They are really high up. It looks like they are in the sky. And they are looking down on a town beneath them. You can see houses in the town and also some trees, and then countryside. The houses look small because they are so high up. It looks like a nice day. There is blue sky. I also think they are near the sea as I think I can see the sea in the background. I don’t like the activity much. I like being able to see lots of things, but I am scared of being high up. I prefer to be on land.
SPEAKING
B: In my picture, I can see someone snorkelling. I think it is a boy but I can’t see his face. He has an orange snorkel on. His face is in the water. He might be looking at fish in the sea. There are rocks in the background and the day looks nice. I can see the sun on the rocks. I like this activity. I haven’t done it, but I like being in the water and I love looking at animals.
TASK 1
TASK 3
It was special because it was such a nice island and because we made some good friends there, some of them English like me and some of them Americans. I’d go back tomorrow if I could.
Sample answers
A: Okay, so what clubs are there? This is a cooking club… B: Yes, and this one looks like a singing club. This is horse riding…. A: And this one is games B: Computer games.. A: Yes, and this one is reading. A book club. B: Well, I don’t think singing or computer games are a good idea for a club. A: Why not? B: Well, they are just hobbies that people do in their free time. They don’t need to go to a club. A: Yes, I agree. You can sing and play computer games at home. B: What do you think about horse riding? A: I think it’s nice, but a lot of people don’t like riding horses. I don’t like horses. I think something more useful… like cooking. B: Yes, I think cooking club is a good idea. People can have fun and also learn something that is useful. A: Yes. Learning to cook is very useful. B: And the book club? A: I think a lot of people might like a book club, but I think it is boring.
A: I think one exciting activity I have done is ice skating. Have you done this? B: No, I haven’t. Did you like it? A: I did. At first, I thought it was very difficult, and a bit dangerous, but after 10 minutes I could stand up and skate. I went really fast and it was really exciting. What exciting things have you done? A: I went surfing. That was exciting! I learnt with my dad. It is really hard to stand up too. B: I also climbed the rocks near my town with a climbing group. It was really scary, but really exciting. A: Oh no, I wouldn’t like that. I am scared of heights. B: And it was very high! What activities would you like to try? A: I love activities with water, so maybe rafting or water skiing. I love going fast! What about you? B: I’d like to go to an amusement park and go on the rides. The ones that are fast and high! When I am older, I want to drive a fast car too! A: Wow yeah! I think an amusement park would be fun. I’ve never been to one. B: Not on the high rides though! A: No, not for me!
B: Me too! A: Not everyone likes reading and you can’t learn anything. B: Okay, so cooking club is the best one for the school. A: Yes! I think so!
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SPEAKING AND WRITING: MARK SCHEMES
B1
2ND EDITION
WRITING CRITERIA 25 score points in total. Responses are scored according to how well students perform against the following criteria:
MARKS
CONTENT
TASK ACHIEVEMENT
ORGANISATION AND STRUCTURE
RANGE
ACCURACY
5
All content points covered with exemplary depth and scope. The text would have a positive effect on the intended reader throughout due to good lexical and/or grammatical accuracy and/or sufficient control of register.
Control of language is clearly sufficient to respond to simple and more complex tasks. There is demonstrable achievement of all parts of the task, and perhaps even evidence of writing beyond the demands of the task.
Text organised and sequenced logically and effectively throughout. Linking between sentences throughout. Paragraphs used appropriately for the purpose and genre of the writing throughout the text.
Uses an excellent range of levelappropriate vocabulary and grammar structures with excellent accuracy, including some complex and compound sentences. May even use lexis and structure that is beyond the level.
Very occasional lexical and grammatical errors do not impede the communication of ideas in any way.
4
All content points covered with sufficient depth and scope. The text would largely have a positive effect on the intended reader due to good lexical and/or grammatical accuracy and/or sufficient control of register.
Control of language is clearly sufficient to respond to simple and more complex tasks. There is demonstrable achievement of all parts of the task.
Text organised and sequenced simply but logically throughout. Linking between sentences throughout. Paragraphs used appropriately for the purpose and genre of the writing throughout most of the text.
Uses a good range of level-appropriate vocabulary and grammar structures. Largely used accurately. Possibly some complex and/or compound sentences.
Occasional lexical and grammatical errors probably evident but not in sufficient quantity or severity to impede the communication of ideas.
3
All points may have been covered, but some in insufficient depth. Sections of the content would probably have a positive effect on the intended reader.
Control is sufficient to respond to all simple tasks and to complete some more complex ones. The majority of the response would achieve its intended purpose.
Text organised largely at sentence level. Some simple and logically sequenced sections with linking between sentences. There may be evidence of paragraphing, but this may not always be inappropriate.
Writing limited to fairly basic vocabulary, largely used accurately. Uses basic grammar structures, perhaps with a few errors. Possibly no complex, but compound sentences used.
A number of lexical and grammatical errors probably evident but not in sufficient quantity to greatly impede communication of ideas.
2
May omit one or two content points, or cover them in insufficient depth. Content would probably have a negative effect on the intended reader due to lexical and/or grammatical inaccuracies and/or poor control of register.
Lexical and grammatical inaccuracies impede task achievement. Control may be sufficient for very simple tasks but generally not more complex ones.
Little text organisation according to genre. Text organised partly at phrase level but with some sentencelevel language too. Occasional linking between sentences.
Uses only very basic vocabulary and grammar structures for the level, perhaps with a lot of errors. No complex but maybe one or two compound sentences.
Frequent lexical and grammatical errors, even in basic language, may impede the effective communication of ideas.
1
Two or three content points may be omitted completely, or covered in insufficient depth and/or scope. Content would have a negative effect on the intended reader due to lexical and/ or grammatical inaccuracies and/or poor control of register.
Lexical and grammatical inaccuracies impede task achievement, severely at times. Control may be sufficient for very simple tasks but not more complex ones. Stretches of text may be unintelligible or require a lot of effort by the reader to decode.
Little or no text organisation according to genre. Text organised largely at phrase level, perhaps with some complete sentences evident. Little or no linking between phrases or sentences.
Uses only very basic vocabulary and grammar structures with a lot of errors evident. No complex or compound sentences.
Many lexical and grammatical errors, even in basic language, which severely impede communication of ideas.
0
Award 0 marks only if there is no written response to assess or if what is written is unintelligible or is an obviously rehearsed response bearing little or no relation to the task. Photocopiable © Pearson Education Limited 2019
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SPEAKING AND WRITING: MARK SCHEMES
2ND EDITION
B1
SPEAKING CRITERIA Scoring 25 score points in total. Responses are scored according to how well students perform against the following criteria:
TASK ACHIEVEMENT
SPOKEN PRODUCTION AND FLUENCY
SPOKEN INTERACTION
RANGE
ACCURACY
Band 5
Very good attempt at the task. All elements of the task are communicated.
Conveys meaning for the task well. Constructs many longer (connected) utterances. Almost no hesitation.
Works well with the other candidate and offers appropriate support. Shows appropriate turn taking.
There is a very good range of structures and vocab for the tasks.
There are no mistakes at the level at which they are speaking. Where errors are made this is in reaching beyond level.
Band 4
Good attempt at the task. Nearly all elements of the task are communicated.
Mainly conveys meaning for the task well. Constructs some longer (connected) utterances. Little hesitation.
Works with the other candidate and offers support. Shows mainly appropriate turn taking.
There is a good range of structures and vocab for the tasks.
There are few mistakes at the level at which they are speaking. Errors are made in reaching beyond level.
Band 3
Satisfactory attempt at the task. Most elements of the task are communicated.
Generally conveys meaning for the task. Constructs occasional longer (connected) utterances. Some hesitation.
Works satisfactorily with the other candidate. Shows some appropriate turn taking.
There is an adequate range of structures and vocab for the tasks.
There are some mistakes at the level at which they are speaking.
Band 2
Inadequate attempt at the task. Only some elements of the task are communicated.
Conveys little meaning for the task. No longer (connected) utterances. A lot of hesitation.
Doesn’t work very well with the other candidate. Little appropriate turn taking.
There is an inadequate range of structures and vocab for the tasks.
There are many mistakes at the level at which they are speaking.
Band 1
Poor attempt at the task. Most elements of the task are not communicated.
Conveys almost no meaning for the task. Hesitation is very intrusive.
Almost no communication with the other candidate. Turn taking not appropriate.
There is almost no range of structures and vocab for the tasks.
There are so many mistakes at the level at which they are speaking that it is difficult to understand.
Band 0
Incomprehensible, silent or only speaking first language.
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TESTS AUDIOSCRIPTS
Unit 1 Skills Test Dictation My parents are deciding where to go on holiday. My dad wants to go skiing, but my mum prefers a beach holiday. I hope we go skiing.
B1
2ND EDITION
B: What a shame! But did you enjoy Sydney? A: It’s a nice city, but after all the problems I didn’t have a great time. N: Five. You will hear a grandfather talking about a town. A: Grandad. What was it like here when you were young?
Unit 1 Skills Test Listening
B: Well, it was a very different place. There weren’t many buildings and I knew all the people in the town!
N = Narrator N: One. You will hear two friends planning a trip.
A: Really? Everybody?
B: Istanbul was great, but we’ve been there. How about something new?
B: Yes, but there were only about a hundred people back then. Now there are about a thousand. Sometimes people seem very lazy these days. When I was young, everybody was nice to each other and worked hard. Now, people sometimes don’t even say hello. It’s just not nice.
A: OK, well, we love shopping. How about Dubai?
A: But have there been any good changes?
B: Isn’t it very hot? A: Not all year. Or New York?
B: Oh yes … it’s much easier nowadays to live here. There is a doctor and a dentist and more shops.
B: New York is nice and I know you haven’t been there, but I have. Maybe we could think about going to Dubai when it’s cooler.
N: Six. You will hear two friends talking about going to university. A: You’re going to university next month, aren’t you Alan?
A: OK, I’ll have a look at the weather!
B: Yes! I am off to Glasgow! I’ve never been there before.
N: Two. You will hear a father talk to his son about his journey to work.
A: Why did you choose a place you don’t know?
A: So, where shall we book our holiday this year? Istanbul again?
A: Dad, how long does it take you to get to work?
B: Well, the course is really good, and I thought it might be exciting to try something new. I’m not so sure now though.
B: It takes about an hour, Sam. It’s a long journey.
A: What do you mean?
A: Why don’t you drive?
B: Well, I’ve got some good friends who live there, so I’m not worried about knowing people, but I do feel a bit nervous. What if I don’t like the city?
B: It takes too long to drive. It’s much easier to catch a bus and then get on a train. A: Do you get the metro when you get off the train? B: I don’t need to. The office is next to the station. I’ll take you there one day. N: Three. You will hear two friends talking about the city they are studying in. A: I really like studying in Brighton. It’s great to be by the sea.
A: I’m sure you will. I went there about five years ago and I thought it was lovely, but it’s a bit cold sometimes! Make sure you bring your winter clothes!
Unit 2 Skills Test Dictation
B: I’m not sure about that. … For me, it’s far too windy by the sea. I’d prefer somewhere warmer and calmer.
I’ve got an old photo of my family. I think it was taken in our garden about fifty years ago because my grandparents look very young. My grandmother is sitting at the front.
A: But Brighton is great! There are lots of different shops and cafés.
Unit 2 Skills Test Listening
B: Definitely. I’m really keen on shopping and there is plenty of choice here. A: That’s true, but it was much cheaper in my home town. And being a student, I never have much money! B: Haha! I know what you mean! N: Four. You will hear two friends talking about a recent trip. A: I’ve just come back from a week in Sydney. It was terrible! B: Oh, no. Really? What happened? A: Well, our flight was delayed and then, when I got to the hotel, they didn’t have our reservation, and they didn’t have any rooms! They were quite rude about it all! B: What did you do? A: Well, my wife complained and we had to go to another hotel, but that one was very far from the centre, in quite a bad area.
Last week I entered a music competition with my friends Tom and Katie. We saw the competition online and it said that anybody from the ages of ten to sixteen could take part. But only groups of three to six people could enter. Katie asked me to enter with her and Tom. The special thing about the competition was that we had to make all the music using the computer. So, we didn’t use any instruments! It seems difficult, but it was a lot of fun. We used an app called Sound Maker. We had sounds of guitars, drums and the keyboard. It sounded great and we had a brilliant time making it. Katie was the singer too! She was scared of singing, but I think she was really good. We applied online on Monday and we made our song by Thursday. It was so much fun and much easier than we thought.
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TESTS AUDIOSCRIPTS We called our song Red Rivers and we called our band The Message. I got the idea for the song from India. I saw a river where the sun was so bright it looked red. Now over a thousand people have listened to the song! We will find out about the results this Friday. The song that gets the most online votes will win the competition. Now we have 672 votes, but the top song has 1,030 votes, so we need people to listen to it! The main prize is a trip to see a concert in Rome. She is Tom’s favourite singer! Second prize is a poster. We can choose what we want to show on it. I hope we win first prize though, because I love travelling.
2ND EDITION
B1
N: Five. A: Hey, do you like my new clothes? B: Yeah, they look great! I love the hat! A: Well, that’s actually my brother’s, but my hoodie and jeans are new. B: And those are new glasses, aren’t they? A: Yes, they’re amazing. I can connect them to my phone and play my songs through them! B: Wow! That’s amazing. N: Six. A: Hi Anna, what are you doing?
Unit 3 Skills Test Dictation
B: I’m just reading this novel. It’s really fun! Have you read it?
In the past, most people listened to music on CD or on the radio. Now, listening to music online is very popular. People can listen to anything they like on their laptop, tablet or smartphone.
B: Urgh. Not me! I’d rather read a novel. I tried to read one on my friend’s tablet, but it wasn’t the same. I love the feel of the paper.
Unit 3 Skills Test Listening
A: I don’t like novels. I prefer books that I can learn from.
N: Seven. A: Hey Sam, is that a new phone?
N: One.
B: Yeah it is. I’m trying out this new app. Look – I can record my voice
A: Do you want to read this story in my magazine?
A: That’s cool, but have you downloaded the video chat app.
B: No thanks, I don’t need to. I’ve already read it online.
B: No, not yet. Maybe I’ll download it later.
A: Oh yeah? I didn’t think it was online. Did you read it on your computer?
A: Yeah, do! It’s my favourite app. We can speak outside of school then.
B: No, on my tablet. My laptop is broken. I need to get a new one.
B: Sounds great. The phone came with a music player, but I didn’t like it at all. I deleted it yesterday so I’ve got lots of space for games and new apps.
N: Two. A: Wow! Is that camera new? B: No, I got it for my birthday last year. A: It’s really cool. B: Yeah, I print my photos out and put them on my wall. I love taking photos. A: Me too. B: But I’m interested in music too. I think for my next birthday I’ll ask for a musical instrument. N: Three. A: What do you like doing in your spare time? B: Lots of things! I love reading magazines and I also like music. A: What kind of music do you like? B: I love jazz music. In fact, my whole family loves jazz. My dad collects records and I have a big CD collection.
Unit 4 Skills Test Dictation I’ve never been very interested in watching sports, but last week my brother took me to a basketball game and it was really exciting. I think I just don’t like watching sports on TV.
Unit 4 Skills Test Listening N = Narrator, I = Interviewer, P = Pete N: You are going to listen to an interview with tennis player Pete Murphy. For each question, choose the correct answer. I: I’m here with Pete Murphy, who has played professional tennis for over three years and is going to take part in a major competition next week. Hi Pete. P: Hi.
N: Four.
I: So, tell me, how did you get interested in sports?
A: Hey Zoe, nice watch! Is it new?
P: Well, when I was younger, I wasn’t very keen on sports at all. My parents aren’t very sporty, and my sister hates sport. But then my opinions about sport changed with my first PE teacher, Mr Jenkins. He just made it so much fun. My best friend, Ben, was always the best at team games when we were in the first few years at school, like cricket and football. I played football, but I preferred sports where you didn’t have to work in a team, like running and … well ... tennis.
B: I bought it last week. It’s really useful because my phone isn’t working at the moment so I need something to tell the time. A: Oh no. Are you going to get a new phone? B: No, my sister has got an old one I can use. It’s not very good though, so I think I’ll get a tablet to play games on.
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TESTS AUDIOSCRIPTS I: Were you good at tennis from the beginning? P: I wasn’t bad. I wasn’t the best in my school at first, but I worked hard. I think that’s important if you want to be good at a sport. It’s not just about talent, you have to practise, too! By the last year of school, I was definitely better than all the others, and that’s when I started playing in national competitions. I: Tell us about your first big competition. P: It was in Bristol, and there were people from all over the UK. I felt really nervous, and I didn’t play very well, but it was good experience. My coach told me that the first time at a competition is really hard. At least I didn’t finish last! I won two matches and then lost the third and was out of the competition. I did get to meet some of my tennis heroes. That was really exciting! And it made me even more interested in playing. I: And what did you do next? P: I played two more competitions and I got better. I was working while playing, but only for two years. I became a professional when I was nineteen years old and I have been a professional player for three years now. I: Has this made a difference to how you play? P: Definitely. I can focus on sports now. Before, I could only practise three times a week, but now I train every day. I don’t just practise tennis, I run and go to the gym. And I follow a special diet. It’s important for me to be fit and healthy. I don’t see my friends as much. I try to go out and enjoy myself once a month, but it’s not very relaxing being a professional – it’s hard work! I: And you are now going to take part in your first international competition? P: That’s right. I won a national competition last year and because of that I am now in my first international competition. It’s taking place in Miami in two months’ time. I will be playing against the biggest tennis stars in the world … and on TV! It will be amazing! I don’t feel nervous, just excited. I know I probably won’t win the competition, but I will try my best. I think the most important thing I will get is real experience playing with the best in the world! I: Well, good luck! We’ll all be watching on our TVs at home and supporting you!
2ND EDITION
B1
B: It was unusual. There’s usually at least one performer who’s terrible, but not this time. Do you remember those dancers last week? I wish the judges had liked them – I wanted to see more. A: They were so funny! I’m looking forward to seeing the singer who won last night again, though. B: Me too! N: Two. You will hear a boy talking to his friend about piano lessons. A: How are your piano lessons going? B: Fine, thanks. My new teacher’s so much better than the one I had before. A: Why’s that? B: Well, my old one used to spend half the lesson telling me about her experiences of working as a professional musician. I wouldn’t mind, but I think she missed out all the interesting bits. I didn’t feel like I was learning much. A: Oh dear! B: The teacher I’ve got now though, hardly says anything apart from telling me what I have to do to get better, which she’s actually very good at. A: Sounds good! N: Three. You will hear a girl talking to her friend about an acting course she’s doing. A: I’m really enjoying my acting course. B: That’s good! You were nervous about what the other people on the course would be like, weren’t you? A: Yes, I thought they’d all be absolutely fantastic at acting and I’d be terrible, which isn’t the case. I’ve done lots of acting before, but I never felt like I was actually improving much. Now, I can already see how much better I’ve got thanks to these classes. B: So what do you do in them? A: Pretty much as you’d expect, I guess. We work on individual acting skills and we’re practising for a play too. B: Great! N: Four. You will hear two friends talking about a music video they have both watched. A: Have you seen the new Lisa Greenfield video yet?
Unit 5 Skills Test Dictation
B: I don’t think it’s as good as her last one. I prefer music that’s faster and this one’s really slow. It goes on for ages too.
My sister has entered a talent show. She is a singer. She is going to perform two songs that she has written. If she wins, she will have the chance to record them in a studio.
A: I must admit that I turned it off after a couple of minutes. It wasn’t that I found it dull like you did, I just couldn’t hear it properly. It sounded like it was recorded underwater!
Unit 5 Skills Test Listening
A: I played it on my dad’s one and it was the same. I think they need to upload a new version of the video.
N: One. You will hear two friends talking about a talent show they saw on TV.
N: Five. You will hear two friends talking about a film they’ve just seen.
A: Did you see World of Talent on TV last night?
A: I enjoyed that. The scenes like the car chase through the city were fantastic.
B: I did, but what the judges said about some of the performers wasn’t very nice.
B: It was probably just your computer.
A: I thought they were quite kind to them this week, actually. Maybe that’s because everyone on the show was excellent for a change.
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TESTS AUDIOSCRIPTS B: I thought the ones in the director’s other films were a lot better actually. I felt like I’d seen the ones in this film before. I’m glad they chose those two actors for the lead roles though. They were as good as I was expecting.
2ND EDITION
B1
A: Why has your app been so successful?
A: I honestly don’t think they could act badly even if they wanted to. I’m definitely going to buy the songs from the film – they’re available as a download.
B: It tells you where the nearest rubbish bin is and then gives you limited time to reach it. If you get there in time, you get points. Older people might find that a bit silly, but younger people love it. It’s ended up being popular as well as making people think about rubbish. I’m hoping it’ll work in cities worldwide soon.
B: I think I’d prefer to spend my money on something else.
A: What would you like to create an app for next?
N: Six. You will hear two friends talking about their school play.
B: There are plenty of apps already for shopping in an ecofriendly way and most electricity companies are installing special technology to help their customers use less power. I use water without thinking about how much I waste, though, so creating something that helps with that would be good.
A: I’m really nervous about appearing in the school play. B: Why? It’s not like you need to spend hours practising – you’re a really good actor. A: Thanks, but it’s such a big part and I have so many lines – I’m frightened of forgetting what to say. B: I read an interview with an actor once and she said that reading out what she had to say in front of a mirror in her bedroom wasn’t that effective, so she always copied it out several times, which helped her. Why not give it a try? A: OK.
Unit 6 Skills Test Dictation Hundreds of plastic bottles are found every week on the beach near where I live. The beautiful, white sand is covered with horrible rubbish. People should recycle more rather than throwing these things away.
Unit 6 Skills Test Listening N: You will hear an interview with a Travis White, a teenager who has created an app to help reduce rubbish on the street. A: With us today is Travis White, who recently created a successful anti-rubbish app called RubbishPick. Travis, how did you first learn to create apps? B: These days, most schools teach you a bit about it, and mine was no different, but what I wanted to do was quite complicated so I needed to learn more. I’m not patient enough to sit and look through textbooks so I searched on the internet and found loads of clips that showed me what to do. A: Where did the idea for your app come from? B: I’d like to say it was thanks to the presentations I’d seen at school about how bad rubbish is. But actually, I spent too many meal times listening to my mum and dad telling me how much less rubbish there was when they were young. We discussed ways of dealing with the problem, and making the rubbish people leave in city streets a thing of the past. A: Why do you think people drop rubbish? B: My guess is that most people who drop rubbish think it’s not actually their job to put it in a bin. No one can feel that rubbish actually makes a place look OK. Some people say that street cleaners wouldn’t have work if they didn’t drop rubbish, but I’m not sure anyone actually believes that.
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A: Do you have any advice for other young app designers? B: I think the best apps provide solutions to problems, so where better to help you dream up an original app than by watching the news. Every story’s about a problem! Some people find that going online, and chatting to other people is helpful, but then you might end up chatting to people who live in a completely different part of the world to you, with very different problems. And really, it’s sometimes better to focus on where you live. A: Thanks, Travis.
Unit 7 Skills Test Dictation It is important to remember your passport or identity card because it will be checked at the border. You might also need it when you check in at the hotel.
Unit 7 Skills Test Listening N: You will hear a teenager called Steve Wilkins telling a group of students about his round-the-world cycling trip. A: Hi everyone, my name’s Steve Wilkins, and I’m here to talk to you today about my round-the-world cycling trip. It’s 42,000 kilometres around the Earth and I cycled 29,000 of those on my trip. You can’t cycle across the ocean of course! I cycled for 180 days, so just six days more than the record for someone my age, which is 174 days. Of course I wanted to contact my friends and family while I was away, but didn’t have time to contact each person, one at a time. Instead, I posted a blog every week, which everyone could see. And they seemed to enjoy reading it. Apart from the adventure, I was doing the ride to make money for charity. I was hoping to make £10,000, but actually ended up getting around £70,000, which I gave to a charity called Haggerstow. I’ll spell that for you in case you’d like to give something – it’s H-A-double-G-E-R-S-T-O-W. The money will go towards cancer research. I decided to do the trip, not after going on a long bike ride in the countryside with my friends as you might expect, but after a two-week ride through the mountains in France with my father, who’s as keen on cycling as I am.
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TESTS AUDIOSCRIPTS I had some interesting experiences with animals during the trip. Perhaps the scariest was when some dogs chased me, but there was nothing more amazing than cycling alongside some kangaroos in Australia. Now I’m back, I suppose I need to get on with living a normal life, so there are no more trips to Africa or anywhere planned just yet. I’d like to start university soon, in fact. My parents wanted me to become a teacher like them, but I’d prefer to be a doctor, so I’m applying for courses now. I hope you enjoyed the talk. Any questions?
Unit 8 Skills Test Dictation
B1
2ND EDITION
N: Four A: Is that a new bike? B: It is, but I’ve just borrowed it from my brother, actually. He’s a keen cyclist and goes out into the countryside on it every day. He’s not using it this morning so I came out for a quick ride. Running’s more my thing, so I’ll be doing that in the park this evening, as I always do after a day at school. A: Do you run at weekends too? B: Yes, but I run to the sports centre. I do two dance sessions there every week. A: You must be so fit! N: Five
When I asked some of my classmates what their hobbies were, most said that sport was number one. Only a few had a collection, with toys being the most popular item to find and keep.
A: Hi Matthew. Are you on your way home?
Unit 8 Skills Test Listening
A: I’d love to, but I’ve actually got an art class at the college now. I’m just starting it today.
N: One A: So how did you do in the school talent show? B: I came second, so fairly well. I’d love to have won, of course, but the girl who came first was so good. I have no idea how she was so funny. She knows so many jokes! Everyone was laughing.
B: Oh hi! I’m not actually. I was supposed to go to my chess club today, but I’ve just heard it’s been cancelled. There was some problem with the hall where it’s held. I want to go to the museum instead. Do you want to come with me?
B: That’s strange because that’s what I’ve just finished doing. A: Oh, I didn’t know you liked painting. N: Six A: How was your tennis match? B: OK, thanks. I won!
A: You were worried about forgetting the words, weren’t you?
A: Well done! Who against?
B: I was, but in the end it was fine. I wish I was good enough to play the guitar at the same time as singing. A: You will be soon if you keep practising.
B: A girl called Erica. She was at our school, but only for a few weeks so you probably don’t remember her. I knew her already from my drama classes.
N: Two
A: Oh, does she have long dark hair and glasses?
A: Hi, John – are you just off to play hockey again?
B: You’re right about the glasses, but she’s blonde and her hair’s not long. It’s been short as long as I’ve known her anyway. She joined the tennis club a few months ago. She’s quite good actually.
B: I’m not, actually – I do that on Tuesdays, or at least I used to. A: Oh? B: I’d played it for so long and I wasn’t really getting any better so I decided to give it up and try something else instead. A: What did you choose? B: Windsurfing! A: Oh wow, that’s a bit different! B: Yes, but I’m really enjoying it. I don’t know why I didn’t try it years ago. I’m wondering whether to do skateboarding as well, if I have time.
N: Seven A: Are you still OK for going to the cinema tomorrow? B: Yes, we said we’d meet at nine forty-five, didn’t we? A: That’s when I said I’d be setting off, actually – there isn’t a bus into town before then. The film starts at ten forty-five so what we could do is see each other in the café next to the cinema at ten fifteen and have a coffee before it starts.
A: Why not?
B: If you’re sure you can get there by that time, it sounds good to me.
N: Three
A: Yes, the bus only takes twenty minutes.
Hi, I’m just calling about your collection, actually. I know you’ve got loads of model trains, so would you be able to give me some advice because I’m thinking of collecting the same thing as you. I know the best places to get stamps from because I’ve collected them for years, but I’ve got no idea about trains. I thought about starting a film poster collection. I wanted to collect something I could use as well as look at, though, so gave up on that idea. Anyway, call me back.
Unit 9 Skills Test Dictation My grandad had already been to thirteen countries by the time he was twenty. He always says that the experience of travelling gives you more than saving the money or spending it on something else.
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TESTS AUDIOSCRIPTS
Unit 9 Skills Test Listening N: One. You will hear two friends talking about a new cinema. A: Have you been to the new cinema in town yet? B: Yes, I went last week. They’ve spent so much money on making it look great. I wish they’d used a bit more of it on providing places to sit that don’t make your back hurt, though. A: At least this one’s got a café. You couldn’t even get crisps at the old one. B: True, although there isn’t much more choice at the new one and it’s all fairly unhealthy. The woman who served me was really nice. In fact everyone working there did everything they could to make customers feel welcome. N: Two. You will hear two friends talking about playing the drums. A: I’m really pleased with how well I’m doing now on the drums. It must be because of all that expert advice you gave me about different ways to play. B: Even if it was useful, it’s still practice that’s made you a better player. A: I’ve formed a group with some mates and we were discussing what we could do to make our sound really different. B: Oh yeah? A: All the acts you see in talent shows and even the ones who are already famous have only one drummer so we thought we’d have two and that you might be interested. N: Three. You will hear two friends talking about a concert hall. A: I went to a concert at The Music Hall last night. I’d never been there before. B: I’m surprised you found anyone playing there you actually wanted to go and see. I check every month in the hope there’ll be someone good, but there rarely is. A: I only went because my brother asked me – his friend couldn’t go. The place itself is great, though. B: Yes, not like those places with massive stages far away from the audience. A: Or where everyone’s forced to sit so you can’t dance. But they do need to change whoever it is that books the acts. N: Four. You will hear two friends talking about a music website. A: Is that a music website? B: Yes, but I’m not sure it’s the sort of thing you’d be into because it focuses on classical music, which you’re not that keen on, rather than rock or pop. A: But it must have other stuff on there. B: A bit, but it’s mainly used by people who are really into classical music which means you get some expert thoughts and opinions written about the latest albums and songs.
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2ND EDITION
B1
A: Sounds good. B: It’s not always that simple to find what you want, though. They seem to move the links to different parts of the site around quite a lot. N: Five. You will hear two friends talking about their perfect day. A: So what would your perfect day include? My guess is it’d be sitting in front of the TV watching football. B: Oh come on, I’m not that bad! Anyway, I prefer playing it to watching it, but I’d probably choose other things, like food! A: Yeah, me too. I’m sure some people would choose to take their families to a really expensive restaurant, but I wouldn’t fancy that. What I’d love is eating pizzas while sitting next to a river somewhere, with a load of my mates, so we can have fun together afterwards. B: Sounds like a perfect day to me. N: Six. You will hear two friends talking about a reality TV show. A: Did you see the last episode of Reality Island last night? B: Yes, Wednesday nights are never going to be the same now it’s finished. I’ll be a bit upset next week when there’s something else on instead. I nearly fell off my chair when they announced who’d got first prize, though. A: Really? I was kind of expecting him to do well. B: I thought he was the last person who deserved to win. It’s been the best series so far, I think. I’m not surprised so many people want to watch it. A: Me neither. I can’t believe it’s over.
End of Year Test Listening Task 1 N: You will hear a woman called Ella talking about a project to help the environment. A: Hi, I’m Ella and I’m here to tell you about a project I’m involved with that helps the environment by going round parks in the city and cleaning up any rubbish there. I started doing this two years ago, after seeing people collecting rubbish in my local park. Teams go out every week to the city’s parks, so four times a month, but I only have time to go twice a month, so every two weeks or so. We find all sorts of things, from drinks cans to sweet papers, but the most common thing is plastic bottles. We’re able to send these for recycling, in this case, into carpets, would you believe? The metal found in drinks cans is recycled into everything from aeroplane parts to bicycles. When I first started collecting rubbish, I thought there’d be lots of litter from takeaways, but we don’t actually find that much. It’s hard to believe how many old clothes people leave in the various parks around the city though. If you’re interested in joining the project, the charity that organises the collections gives you everything you need except water, so you’ll need to bring that. But the gloves we use, for example, are all provided.
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TESTS AUDIOSCRIPTS I’ve made some great friends since I started on the project. In fact, we all go out together after we’ve finished picking up litter. It’d be nice to go to a restaurant for a meal together, but we’re often quite dirty so we end up at the swimming pool instead and have a nice swim there to relax. If you’d like more information, you can contact the local organiser or visit the charity’s website. The organiser’s email is [email protected]. I’ll spell that for you, its G-RE-V-I-L-L-E at parkrubbish dot com. Or the website is www. clayburgs.com, that’s spelt C-L-A-Y-B-U-R-G-S dot com.
2ND EDITION
B1
A: Any advice for other teenage travellers? B: When we started travelling, I wanted to hurry from place to place so I could see lots of different things. I soon learnt it’s better to explore what one place has to offer before going anywhere else. Forget about how nervous you feel going somewhere new, and take the minimum with you – your phone and a few other things, and just enjoy the experience! A: Thanks, Gregory.
Does anyone have any questions?
End of Year Test Listening Task 2 N: You will hear an interview with Gregory, a teenager who has already been to forty countries. A: With us today is Gregory who has already visited forty countries, despite being only fifteen. Why did your family start travelling? B: Mum and Dad were always working too hard to travel and I was busy with school. School was OK, but some mornings I arrived there secretly hoping it had closed down! My Mum was really into TV quiz shows and entered one. She came first and got £30,000! My best friend had just moved to Japan after his parents found work there. I really wanted to visit him, so we used some of the money to do that. A: What was your first experience abroad like? B: Japan was good. I wanted to stay for longer because I only managed to do half the things I wanted. While I was there, I felt more alive than I’d ever been, like I’d really found what I wanted to do with my life – travel!. The Japanese were very patient with my attempts at speaking their language – they were just happy I tried. A: After Japan, you went away with your family for a year. How did you study? B: My parents thought about teaching me. They weren’t sure they’d be any good at it, though, so I just got into the habit of going to see things during the day then spending the evening finding out more about them on various websites. Taking a big pile of schoolbooks was never really an option. A: What benefits has travelling given you? B: Loads! I’ve met lots of amazing people, a few of whom I’ll probably stay in touch with, and I’ve learned how to do things without needing to be told what to do by my parents, which is what I’m most grateful for. I’ve also learned to worry less about the many dangers we all face in life. A: Which countries have you enjoyed visiting most? B: You’d think it would be those where there are loads of wellknown sights, but for me it’s how the people that live there make you feel that’s even more important. If they smile and clearly want you to be in their country, that says far more than you can in any language.
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181
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
1A PRESENT CHOICE I‘m not / I’m not being allowed to play video games at night.
I enjoy / I’m enjoying reading fantasy books.
I wear / I’m wearing my favourite T-shirt today.
Do you play / Are you playing video games at night? Which?
What do you enjoy / are you enjoying reading?
Do you wear / Are you wearing anything special today? Why?
I don’t like / I’m not liking doing the dishes every day.
I have / I’m having problems with my computer at the moment. It’s not working!
Is there anything you don’t like / are not liking doing every day? Why?
Once a month I watch / I’m watching a film at the cinema. How often do you go / are you going to the cinema?
Do you have / Are you having any problems with anything at the moment? Why?
I’m not sitting / I don’t sit
I often feel / I’m often feeling nervous before an important exam. How do you feel / are you feeling before an important exam? Why?
I usually take / I’m usually taking pictures of me with my friends.
at my usual place in the classroom today. Where are you sitting / do you sit today?
Who do you usually take / are you usually taking pictures with? Why?
I watch / I’m watching a new TV series now.
I chat / I’m chatting with my friends every day.
I have / I’m having a Maths class on Wednesdays.
Do you watch / Are you watching any TV series now? Which?
Who do you chat / are you chatting with every day? Why?
What subject(s) do you have / are you having tomorrow?
I don’t start / I’m not starting any new hobbies at the moment.
I never go / I’m never going home alone after school.
We learn / We are learning new things at school this week.
Do you do / Are you doing any activities at the moment? Which?
Do you ever go / are you ever going home alone after school? Why?
What do you learn / are you learning at school this week?
I usually sleep / I’m usually sleeping late at the weekend. What do you usually do / are you usually doing at the weekend?
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
1B GUESS MY PERSONALITY 3 My sister is annoying! She’s always telling me what to do. 2 5 letters
3 My friend is very relaxed and never gets nervous or upset about anything. 2 4 letters
1 B
1 C BOSSY
CALM
3 My cousin is very intelligent. He learns things very quickly. 2 6 letters
3 She’s always sure of her own ability to do things well. 2 9 letters
1 C
1 C CLEVER
CONFIDENT
3 My friend is always making people laugh with her jokes and comments. 2 5 letters
3 My brother never wants to help at home. Actually, he doesn’t like working at all! 2 4 letters
1 F
1 L FUNNY
LAZY
3 That child is very active, always full of energy! 2 6 letters
3 My best friend is always making loud sounds. He’s so annoying! 2 5 letters
1 L
1 N
LIVELY
NOISY
3 My friend never says ‘please’ or ‘thank you’, and is never polite. 2 4 letters
3 My brother never jokes or laughs about anything. 2 7 letters
1 R
1 S RUDE
SERIOUS
3 My friend feels nervous talking to people she doesn’t know. 2 3 letters
3 My best friend loves playing ball games and other outdoor activities. She’s also very good at them! 2 6 letters
1 S SHY
1 S SPORTY
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183
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
1C ABOUT MY FRIEND This is part of an email you received from a friend: Dear x My cousin is looking for someone their own age (14) in your country who they can write to. Is there anyone you know who would be interested? Please tell me about them. What are they like? What activities do they do? Why do you think they would be a good person to write to? Ben
Dear Ben,
It’s nice to hear from you, and I’m happy to answer your questions.
. He/She is
Your cousin should write to my friend in .
years old and lives
My friend’s a very special person. He/She’s usually quite
, and also very
. He/She enjoys .
As you can see, my friend will be perfect for your cousin to write to because he/she
.
Well, I have to go now. Let me know what you think of my suggestion!
Best wishes, (your name)
I’m a typical teenager, as you can see. I’ll be a great choice for your cousin!
Dear Ben,
I’m
184
. I’m sixteen and I live in
, but I was born in France.
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
2A FIND THE TENSE Student A sentences do dream grow up hate not hear not know learn realise not understand watch 6 I saw the film but I can you explain it to me?
1 I was born in Italy but I in Spain. 2 Nobody was there when I arrived so I I was an hour early! 3 I
this at school last year.
4 This morning, I about the holidays when my mum woke me up! 5 I
the ending,
7 I
it was your birthday, sorry!
8 I now I like it.
fruit when I was younger, but
9 I the phone because I was watching a film. 10 My friend came to see me while I
TV when you texted me.
my homework. Student B verbs 1
2
3
4
5
A
dreamt
grew up
did
were learning
were looking
B
didn’t understand
watched
looked
was realising
wasn’t understanding
C
was growing up
was doing
being
wasn’t knowing
didn’t know
D
was dreaming
realised
was watching
learnt
was
Student B sentences be do dream grow up not know look learn realise not understand watch 1 The teacher thought I but I wasn’t! 2 My mother liked dancing when she
rude,
. 3 When I got home, I my mobile at my friend’s home. 4 I
I had left
a movie with my sister at the
7 I before dinner.
my homework yesterday
8 I
that last class, but I do now!
9 I you were looking for me, sorry! 10 I didn’t know the meaning of a word so I
to surf last summer.
5 Last night I
6 I weekend.
I was flying!
it up.
Student A verbs 1
2
3
4
5
A
grew up
didn’t know
realised
didn’t understand
was doing
B
was watching
was hating
watched
was learning
wasn’t hearing
C
learnt
was growing up
didn’t hear
hated
dreamed
D
wasn’t knowing
wasn’t understanding
were realising
did
was dreaming
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185
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
2B SAY THE RIGHT WORD I don’t understand this topic. Can you
this to me, please?
A explain B say C speak D understand anything!
There’s too much noise, I can’t
A listen B hear C pronounce D mean I love
to this song!
A hearing B understanding C explaining D listening ?
What does that word
A translate B repeat C mean D say I don’t know how to
this word. It’s spelt t–h–r–o–u–g–h.
A pronounce B repeat C tell D understand it, please?
I’m sorry, I didn’t hear what you said. Can you A say B repeat C talk D tell
something to me? I wasn’t paying attention.
Did you
A speak B repeat C say D understand How many languages do you
?
A pronounce B tell C repeat D speak The line was engaged when I called you. Who were you
to?
A talking B telling C repeating D saying Did she
you what happened yesterday?
A pronounce B tell C talk D speak I don’t speak Italian. Can you
this for me?
A understand B pronounce C translate D mean I’m not sure I
this completely. I’ll read the explanation again.
A mean B explain C translate D understand
186
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
2C GET THE MEANING Something that is very bad
Something that is excellent, or something that is extremely clever
Something that has a very pleasant taste or smell
Something that is extremely unpleasant and makes you feel sick
Something that is extremely good, attractive, enjoyable, etc.
When you are very angry
Something that is extremely funny
Something very big
Something that is very bad
Something that makes you feel very happy
Someone who cares about other people and wants to help them
Something that can hurt or kill you
awful
brilliant
(extremely) dangerous
delicious
disgusting
fantastic
furious
hilarious
huge
(really) kind
terrible
wonderful
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187
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
3A FUTURE POSSIBILITIES 1 I think mobile phones
2 This weekend, I
(watch)
3 Don’t worry, the film
4 I don’t think I
… expensive. They usually are!
(start)
7 I need to take a break. I
… some TV.
(ask)
… my sister if she’s seen them.
… to the same type of music when I grow older.
(change)
(watch)
8 We have a test next week, so I
… connected to the internet.
(meet)
9 It seems soon, all devices at home
(be)
10 The new tablets look great, but they
188
… in the future.
(listen)
5 I can’t find my headphones. I
6 The band said they
… their music style sometime soon.
(disappear)
(be)
… at 10pm, so we still have some time.
… the latest superheroes film at the cinema.
… my classmates to study.
predictions (personal opinions)
immediate decisions
intentions or plans
predictions (based on information)
arrangements with other people
scheduled events
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
3B FIND THE WORD Student A
3
What do they all have in common?
8
6
T
10
S
I
M
T
O
U
C
T
G
H
E
C
O
C
O
N
P 4
7
N
9
F
O
R
F
R
N
N
F
I
T
D
R
11
12
D
E
U
O
E
M
T
W
M
A
D
N
A
R
K
T
H
R E
I
U
2
S W
L
Y
5
1
S
14
O 15
W
E
N
R
13
B1
G
O
E
L
16
T
V
Student B
1
2
What do they all have in common? 3
Y
4
5
8
S
E
T
6
U
S
W
I
T
7
K
E
T
T
L
C
H
O
F
F
E
9
P
10
11
D
I
S
H
W
A
S
H
E
12
R
13
14
M
15
W
A
S
H
I
N
G
M
A
C
H
I
N
E
I
C
R
O
W
A
16
T
G
V
E
U
R
O
O
F
N
U
P
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F
189
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
3C YOUR VIEWS ON TECHNOLOGY Everybody will have a robot at home.
Printed books will disappear and will be replaced by ebooks, tablets, etc.
It’s better to learn using apps and videos than using textbooks.
Soon, all devices will be ‘smart’ – that is, connected to the internet.
People won’t need to remember dates, events, etc. Our mobile phones will have all the information.
It’s dangerous to depend so much on technology.
All surfaces, like desks, walls, windows, etc., will also be interactive screens.
You will be able to buy anything at all online and it will be delivered immediately to where you are.
Many jobs will be replaced or done by robots.
Your parents should be able to track your phone to see where you are, at any time.
190
I think (that) …
What’s your view on … ?
I agree …
That’s right …
I can’t agree …
In my opinion …
That’s true (but) …
I disagree …
That’s a good point …
I’m not sure …
I’d say (that) …
I don’t think (that) …
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PHOTOCOPIABLE ACTIVITIES
B1
2ND EDITION
4A IN OTHER WORDS equipment
float
gymnastics
inflatable
juggle
keep going
knock down
net
running
take part
take place
take something seriously
things you need to do a sport
to stay or move on the surface of a liquid without sinking
acrobatic exercise
can be filled with air or gas
hit or push someone to the ground
the thing that players must hit the ball over in games such as tennis, for example
happen
believe that something is important
continuously throw into the air and catch
jogging
to continue
join in
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191
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
4B PERFECT TRANSFORMATIONS This is the first time that my cousin has skied. NEVER My cousin
before.
My friend has been a member of a rugby club for a year. AGO My friend joined a rugby club
(has never skied)
(a year ago)
I haven’t been to a football game for a long time. SINCE It’s a long time
The tennis match finished recently. JUST The tennis match
been to a football game.
I watched one competition this morning and one this afternoon. HAVE
I still have to pay for the tickets. YET I haven’t paid for
two competitions so far today.
I saw that match before. SEEN
Are you still training at the club? YET Haven’t you finished
that match.
?
(’ve/have already seen)
(training yet)
They sold their equipment some time before. SOLD
My friends went to the club earlier. ALREADY
They have
their equipment.
My friends have
to the club.
(already sold)
(already gone/been)
Is the football match over? YET
I started swimming five years ago. HAVE
Has the football match
?
I
a swimmer for five years.
(finished/ended yet)
(have been)
The game started a few minutes ago. HAS
Did you run a race before? EVER
The game
.
(has just started)
192
.
(the tickets yet)
(have watched)
I
.
(has just finished)
(since I’ve/have)
I
.
run a race? (Have you ever)
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
4C FIND THE WRONG WORD 1 After a difficult match, the school team was able to practise their rivals.
2 Students from all local schools won in the school olympics last month.
3 If you want to win this kick, you’ll have to run a lot every day.
4 To get points in baseball you have to train the ball with the bat as hard as you can.
5 Brazil’s won several World Cups, so it was a big surprise when they competed the first match.
6 We were able to score a goal with the last score of the match!
7 Do you only lost your opponent with your feet in kickboxing, or can you use your fists to hit as well?
8 Everybody cheered when our team managed to hit a goal in the final minute of the game.
9 The match was very boring and ended with a final practice of 0–0.
10 You need to beat all the time if you want to be the best.
11 She’s young, but she’s racing several competitions already.
12 With a little more race, you’ll be able to win the next game.
13 I know I will be kick against some of the school’s top athletes, but I’m just doing it for fun.
14 I know I should score every day, but I just don’t have enough time!
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193
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
5A IF THIS IS RIGHT… Correct? ✓ or ✗
Bid (offer)
1 When the next superhero movie is released, I’d watch it. (future)
2 If I saw something I like online, I share it with my friends. (always)
3 If we get the tickets, will you come to the theatre? (future)
4 I go to the festival if my favourite band was playing. (unlikely)
5 If I meet someone famous, I’d take a picture with them. (unlikely)
6 If I like the film, I write a positive review online. (future)
7 My friends and I will play online games when we finish classes. (always)
8 If I could afford it, I’d go to the festival. (unlikely)
9 If a mobile game is popular, I want to play it. (always)
10 If you can chose, would you watch a movie or a play this weekend? (unlikely)
11 If I like an actor/actress, I immediately will follow them on social media. (always)
12 If you don’t have any homework, what do you do after class? (always)
13 If I don’t meet with my friends after school, I chat with them on social media. (future)
14 If you are a celebrity, you wouldn’t have much private life. (unlikely)
15 If the band releases a new album, I download it to my mobile. (future)
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
5B ENTERTAINMENT HALVES It’s a very popular show, so you have to book
My favourite group has recorded
The audience clapped
The show is great for teenagers. It entertains
I read online they started filming
We were too late to book
If you could interview
Have you ever performed
The film’s main actors were interviewed
“We’ve just recorded
I like to read the web pages where they review
The museum was closed today. They were filming
the tickets in advance
a new album!
the actors at the end of the play. It was great!
but also educates.
the new season of my favourite series.
seats for the concert as they had all been sold
your favourite celebrity, what would you ask them?
in a school play?
in last night’s talk show.
a great song.” the band announced.
the latest films and series.
scenes from a thriller in some of the rooms.
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195
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
5C ARTICLES WANTED! Articles wanted! An evening of entertainment! Tell us about an evening of entertainment you have enjoyed. Maybe you went to see a film or a concert, or you stayed in and watched a TV show. What was good about it? Was there anything that wasn’t so good?
Great from the first episode!
Have you ever watched a show and you loved it immediately? Recently, I started watching and it became one of my favourite TV series. If you want the best story about
, definitely
start watching it now!
The best thing about it is the It’s full of
. The main characters . It’s perfect for
. .
. I think There are things that could be better. The main action seems a bit can be disappointing. I really hope they improve this in the next season.
So, start watching it now and see if you love it too!
Unfortunately, the ending seemed quite easy to predict. I knew they were going to right after the first fifteen minutes of the film.
,
The best thing about the music was listening to my favourite band perform all my favourite tracks, including their . The atmosphere was friendly and relaxed, and like the rest of the audience, I really big hit enjoyed the experience.
196
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
6A PASSIVE QUIZ Which birds
(find) mostly in Antarctica?
Which large mammals
Penguins
Whales
These animals live in the Arctic and
These animals
(threaten) by climate change.
Millions of these containers
(thrown) in the sea, and they pollute it.
Where
the longest range of mountains (locate)?
Water/plastic bottles
South America
(train)
to help blind people? Dogs
Which of these wild animals
(protect): tigers, gorillas or polar bears?
When
(divide) into how many oceans?
(recycle): plastic, glass or food? Plastic and glass
(form)?
The Amazon rainforest (locate) mainly in which country ? Brazil
Oil from a whale’s stomach
Five
Which of these
the Earth
About 4.5 billion years ago
All
The world’s water
(shoot) for their tusks. Elephants
Polar bears
Which animals that are often kept as pets
(hunt) at sea?
(use) to make what?
Perfumes
The Earth
(inhabit) by how many people? 7.6 billion
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197
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
6B ORDER THE ADJECTIVES
198
amazing
high
waterfalls
round
path
narrow
long
dark
scary
beautiful
green
dangerous
big
snow
clouds
sand
white
blue
huge
waves
white
surprising
beach
amazing
whale
ancient
forest
beautiful
thick
long
ancient
round
pretty
cliff
sunlight
fog
pretty
creature
black
dangerous
huge
strong
clear
path
narrow
rock
elephant
documentary
incredible
white
moon
horrible
intelligent
large
short
interesting
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
6C YOUR TURN TO HELP THE ENVIRONMENT Turn down or switch off the heating at home and put on a jumper if you are cold.
Turn off the tap when you brush your teeth.
Take shorter showers.
WHICH OF THESE COULD/DO YOU DO TO HELP THE ENVIRONMENT?
Turn off your computer, TV, console, etc., when you are not using it.
Use public transport or a bicycle whenever you can.
Don’t buy bottled water.
Do you agree?
What do you do?
What do you think?
Sorry, go on.
Why do you say that?
I agree with you.
That’s true.
Yes, you’re right.
Me too.
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199
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
7A GEOGRAPHY RELATIVE CLAUSES A
Aoshima is a Japanese island
A passport is an official document
The explorer Robert Peary was one of the first men
China is the country
Bangkok is one of the top ten cities
A tourist guide is a person
The river bus is a form of transport
A pilot is someone
South America is the continent
The AVE is a Spanish train
200
B
allows you to travel to another country.
can travel at 300 km/h.
flies a plane.
got to the North Pole.
show visitors places of interest.
has the largest population in the world.
the Andes are located.
there are more cats than people.
tourists go on holiday.
goes on water.
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
7B SCRAMBLED TRIP heckcni
adely
flthig
ojrynue
ldan
ektaffo
from Madrid to Rome was exhausting. It took us a day to get there!
3 I love all kinds of
, it doesn’t matter how long or short the distance.
4 The train is not leaving yet. There’s a
of about an hour.
5 My brother is planning to take a year off and 6 The plane was
across South America.
because of the bad weather.
7 We’ll have to take a
to get from London to New York.
8 The plane will leave at 7.30 a.m. and
in Madrid at 9 a.m.
9 I get really excited when flying, especially during
.
10 The airline said we had to be at the 11 The plane
at 6.30, two hours before our flight.
one hour late but then the rest of the flight was very nice.
12 I’ll take a short
to the mountains next week.
1 The first thing we did when we arrived at the airport was to 2 Our
our luggage.
from Madrid to Rome was exhausting. It took us a day to get there!
3 I love all kinds of
, it doesn’t matter how long or short the distance.
4 The train is not leaving yet. There’s a
of about an hour.
5 My brother is planning to take a year off and 6 The plane was
across South America.
because of the bad weather.
7 We’ll have to take a
to get from London to New York.
8 The plane will leave at 7.30 a.m. and
in Madrid at 9 a.m.
9 I get really excited when flying, especially during 10 The airline said we had to be at the 11 The plane 12 I’ll take a short
ript
our luggage.
1 The first thing we did when we arrived at the airport was to 2 Our
raetvl
. at 6.30, two hours before our flight.
one hour late but then the rest of the flight was very nice. to the mountains next week.
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201
PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
7C YOU HAVE TO CHOOSE You
have your passport ready if you want to travel abroad
A must B had to C mustn’t D don’t have to
We
ask for directions because we were lost.
see a map of the city you’re visiting, but it may help.
A must B don’t need to C have to D mustn’t
The play has been cancelled, so we to do something else.
A don’t need to B will have to C had to D didn’t have to
A must B had C don’t have D will have
The Pyramids are the oldest of the Seven Wonders, we visit them some day!
When you visit countries with completely different cultures, make sure you know what you can and do.
A must B had to C have D won’t have to
A had to B will have to C don’t have to D mustn’t
You
to say goodbye at the airport, but it’ll be great if you did.
A don’t need B have to C will have D mustn’t
I’m running out of battery so I charge my mobile soon. A mustn’t B had to C will have to D have
You
buy an Oyster card when you visit London, but it’s a good idea to do so.
A must B will have to C don’t have to D mustn’t
You
to get a better jacket when you go shopping tomorrow if you plan to go skiing. A must B had C will have D don’t need
202
You
We missed our flight so we to take a train to continue our journey. A must B had C don’t have D don’t need
You can’t take much on this trip, so you buy a large suitcase. A mustn’t B have to C had to D don’t need to
Do you
get a visa to travel to the USA?
A have to B had to C must D need
It was too hot and sunny at the beach so I to wear sunglasses and a hat. A must B had C have D need
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PHOTOCOPIABLE ACTIVITIES
B1
2ND EDITION
8A REPORTING OPTIONS Direct speech: ‘What’s your favourite hobby?’ asked Maria. Unscramble the reported speech: my / me / hobby / what / asked / Maria / was / favourite
Direct speech: ‘Do you prefer running in the morning or the afternoon?’ asked my friend. Find the mistake in the reported speech: My friend asked me if do I preferred running in the morning or in the afternoon.
Report the direct speech: ‘I think you spend too much time with your mobile phone,’ my mum said.
Choose the correct option to report the question: ‘What do we need to make the pizza?’ A My brother asked what we needed to make the pizza. B My brother asked what do we need to make the pizza. C My brother asked if we needed to make the pizza.
Direct speech: ‘Can I borrow your jacket?’ I asked my brother yesterday. Find the mistakes in the reported speech: My brother asked me yesterday if I could borrow my jacket.
Direct speech: ‘I love reading books,’ John said. Unscramble the reported speech: loved / John / reading / said / he / books
Report the direct speech: ‘I’ll call you when I finish my homework,’ said my friend.
What were the original words (direct speech) that Sue said? Sue said she could not go out now because she was rehearsing for the school play.
What were the original words (direct speech) the teacher said? The teacher asked me if I could play the guitar.
Choose the correct option to report the question: ‘Can you tell me what’s so good about swimming?’ A He asked her if she can tell him what was so good about swimming. B He asked her if she could tell him what was so good about swimming. C He asked if could she tell him what was so good about swimming.
Direct speech: ‘Do you know what’s the most popular café in the area?’ they asked. Unscramble the reported speech: the / the / café / knew / what / in / popular / asked / if / area / was / we / most / They / us
Direct speech: ‘Do you know what time the class starts?’ she asked. Find the mistakes in the reported speech: She asked if I knew what time did the class start.
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
8B INTO DOMINOES into photography
about keeping fit
out at home
out with my cousins
in the fun
about computer games
in the conversation
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hang
into collecting comics
be
be
about dancing
chill
be mad
out with friends
be mad
out with other music fans
chill
hang
in the dancing
be
join
hang
be mad
out at the skate park
join
into salsa dancing
join
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
8C THAT SOUNDS GREAT! Situation: A friend of yours wants to take up a new hobby, but she doesn’t know what to do. Here are some suggestions for what she could do. Talk together about the hobbies and say which one you would recommend for her to take up. • Learn a new language
• Take cooking classes
• Take a photography course
• Start a vlog • Learn how to dance salsa, hip-hop, tango, etc.
I don’t think so.
I’d rather choose …
Would you like to start … ?
I’m not sure about that.
Let’s look at the first/second/next suggestion …
That sounds great!
Shall we suggest … ?
What about suggesting … ?
That’s a good idea!
Why don’t we recommend … ?
I’d prefer to choose …
How about suggesting … ?
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PHOTOCOPIABLE ACTIVITIES
2ND EDITION
B1
9A PAST PERFECT RACE Group A 3 Find and fix the mistake:
4 Rewrite the verbs in the correct form:
Before my brother ran a half-marathon last weekend he trained for 12 weeks.
I (not know) what to expect of kitesurfing, as I (never hear) about it before.
6 Choose the correct options:
7 Make a sentence using the prompts:
Snorkelling was the most amazing activity I ever did / had ever done until I had tried / tried diving last year.
After / we / finish play / the board game / we / put / all the pieces / away.
8 Rewrite the verbs in the correct form: We were late, so the film (start, already) when we (arrive) at the cinema.
1 Choose the correct option:
2 Rewrite the verbs in the correct form:
When I arrived / had arrived at the festival I realised I left / had left my mobile at home
That time I
5 Find and fix the mistake: Once I’d done all my homework, I’d play some video games.
(be) the first (see) the film.
Group B’s answers 1 Yesterday, I started watching / to watch the series that my friend had recommended.
5 There were new pictures in the art gallery because they had been changed the night before.
2 I hadn’t talked to my friend in five years, but we chatted as if we had seen each other last week.
6 Before yesterday’s visit, she’d never been to the zoo. (correct word order)
3 Last night I watched a new TV series after I had done my homework.
7 After I’d left home I realised I had left the present on the table.
4 I had just finished eating when you called.
8 Once the match had finished, I went home.
Group B 1 Rewrite the verbs in the correct form: (start, Yesterday, I watch) the series that my friend (recommend). 5 Rewrite the verbs in the correct form: There (be) new pictures in the art gallery, as they (change) the night before.
2 Find and fix the mistake: I hadn’t talked to my friend in five years, but we chatted as if we saw each other last week.
3 Choose the correct options: Last night I had watched / watched a new TV series after I had done / did my homework.
4 Find and fix the mistake: I just finished eating when you called.
6 Put the words in the correct order: yesterday’s / the / been / she’d / Before / never / zoo. / visit, / to
7 Choose the correct options: After I’d left home I realised / had realised I left / had left the present on the table.
8 Rewrite the verbs in the correct form: Once the match (finish), I (go) home.
Group A’s answers 1 When I arrived at the festival I realised I had left my mobile at home.
5 Once I’d done all my homework, I’d played some video games.
2 That was the first time I had seen the film.
6 Snorkelling was the most amazing activity I had ever done until I tried diving last year.
3 Before my brother ran a half-marathon last weekend he had trained for 12 weeks. 4 I didn’t know what to expect of kitesurfing, as I had never heard about it before.
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7 After we had finished playing the board game, we put all the pieces away. (correct sentence) 8 We were late, so the film had already started when we arrived at the cinema.
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PHOTOCOPIABLE ACTIVITIES
B1
2ND EDITION
9B HOW DID YOU FEEL? Student A 1 My mum was
with me for not telling her I was going to be late. that she would win the game.
2 She knew she had been training hard and well, so she felt 3 Karen felt
that her friend didn’t attend her birthday even when he said he would.
4 I felt really
about forgetting to attend my friends’ concert. It was their first performance!
5 I was nervous at first because my team didn’t score much at the beginning of the match, but I was more in the second half because they were starting to get more points. 6 I felt red immediately!
when I made a mistake reading a speech in front of the whole class. My face turned
Bonus 7 He really likes attending comic conventions so he’s really
about the next one.
Student B’s words: A amazed B calm/relaxed C frightened/worried D jealous E worried/nervous/anxious F annoyed/upset/angry G bored
Student B A I was
to hear that I’d won first prize, as I wasn’t expecting it! and told me not to worry about it.
B I told my dad I’d lost the keys, but he seemed C I got really
when my mobile fell onto the floor, but fortunately nothing happened to it. of her!
D My friend got a better mark in the test. I know I shouldn’t but I feel
about it.
E He still didn’t know the results of his English test, so he was F John had had argument and he was clearly Bonus G After the first half ended 0–0, I got
about it. with the game and stopped watching.
Student A’s words: 1 annoyed/disappointed/upset 2 confident 3 disappointed/annoyed/sad/upset/angry 4 guilty/embarrassed/annoyed/upset 5 relaxed/confident 6 embarrassed 7 excited
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PHOTOCOPIABLE ACTIVITIES
B1
2ND EDITION
9C YOUR STORY Finally, the big day had arrived for Jean!
In the morning/afternoon …
Suddenly …
After that …
When we/they/(s)he had …
After a …
,
we/they/(s)he eventually …
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
1A Present choice
ANSWER KEY
AIM(S)
I‘m not allowed to play video games at night. Do you play video games at night?
To practise using present tenses and time expressions
I enjoy reading fantasy books. What do you enjoy reading?
ACTIVITY TYPE
I’m wearing my favourite T-shirt today. Are you wearing anything special today?
A speaking activity in which students identify the correct tenses to use in questions and then give answers also using the correct tense
CLASSROOM DYNAMICS Pairwork
TIME TAKEN
B1
2ND EDITION
I don’t like doing the dishes every day. Is there anything you don’t like doing every day? I’m having problems with my computer at the moment. Are you having any problems with anything at the moment? I often feel nervous before an important exam. How do you feel before an important exam?
10 minutes
Once a month I watch a film at the cinema. How often do you go to the cinema?
WHEN TO USE
I’m not sitting at my usual place in the classroom today. Where are you sitting today?
After Grammar: Talking about the present, Exercise 4, page 12
PREPARATION You will need one copy of the activity per pair, cut up into cards.
PROCEDURE 1 Divide the class into pairs or small groups and give each a set of cards. Students should place the cards face down in a pile in front of them. 2 Tell students they are going to take turns to read sentences and then ask and answer questions based on the sentences using the correct present tense. If necessary, remind them of the different tenses and their uses summarised in Explore grammar on page 12 of the Student Book. 3 Student A picks up the first card, looks at the sentence and decides which present tense (present simple or present continuous) they should use to complete it. They then read the first sentence to their partner. Student B has to decide if the tense used is correct.
I usually take pictures of me with my friends. Who do you usually take pictures with? I’m watching a new TV series now. Are you watching any TV series now? I chat with my friends every day. Who do you chat with every day? I have a Maths class on Wednesdays. What subject(s) do you have tomorrow? I’m not starting any new hobbies at the moment. Are you doing any activities at the moment? I never go home alone after school. Do you ever go home alone after school? We are learning new things at school this week. What are you learning at school this week? I usually sleep late at the weekend. What do you usually do at the weekend?
1B Guess my personality
4 Student A then repeats step 3, with the question, and asks it to Student B. He/She, in turn, has to answer the question using the correct tense.
AIM(S)
5 Student B now picks a card and reads it to Student A, repeating steps 3 and 4.
ACTIVITY TYPE
6 Students take turns picking and reading the cards, choosing the correct tenses to read out and answering the questions. Monitor the students’ conversations and provide help with vocabulary or error correction if necessary. 7 Feed back to the class on any common errors and good use of language you have noted in students’ answers.
ADAPTATION AND EXTENSION • The activity can be used with small groups. If students work in groups of three, Student A asks the question to Student B. He/She, in turn, reads the question to Student C, and so on. If students work in groups of four, Students AC work together to decide on the correct tenses, and read the cards to Students BD. • Fast finishers can find the time expressions in the sentences (e.g. ’often,’ ’once a month‘), identify their positions and write sentences of their own using them.
To review personality adjectives from the unit
A game in which students are given clues and have to identify the correct adjective
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 10 minutes
WHEN TO USE After Vocabulary: Personality adjectives, Exercise 1, page 13
PREPARATION You will need one copy of the activity per pair or group, cut up into cards.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
PROCEDURE
TIME TAKEN
1 Divide the class into pairs or groups of three and give each a set of cards. Students should place the cards face down in a pile in front of them.
12–15 minutes
2 Tell students they will take turns to try to identify adjectives from a set of clues that their partner will read to them. The adjectives are those they have studied in Exercise 1 of the Student Book (page 13).
After Writing: Exercise 5, page 17
3 Student A picks up the first card and reads only the sentence (‘3’) to Student B. Student B tries to guess the adjective that describes the person from the sentence. (The answer is given in bold at the bottom of the card.) 4 If Student B cannot guess the word, Student A reads the second clue (‘2’, number of letters), and if needed, the third clue (‘1’, first letter of the word). 5 If Student B guesses the adjective, he/she keeps the card and earns 3, 2 or 1 point(s) if the word was guessed with the first, second or third clue respectively. They can circle/ write the score on the card or write it down separately. 6 Student B then picks a new card and reads it to Student A, repeating steps 3–5. 7 Students take turns picking and reading the cards and guessing the answers. The student with the most points when time is up or all the cards have been used is the winner.
ADAPTATION AND EXTENSION • The activity can be made more competitive if students work in groups of three: Student A asks the questions to both Students B and C and the one who answers first correctly keeps the card, and so on. • Fast finishers can, individually or in pairs, choose four adjectives and write a definition for each. They then read them to their partner(s), who will try to guess the words.
ANSWER KEY See the activity sheet.
1C About my friend AIM(S) • To practise email writing skills, in particular responding to content points, related to Writing Part 1
B1
WHEN TO USE PREPARATION You will need one copy of the activity per student/pair of students, divided into the task (email fragment) and sections of the reply, which need to be cut out individually.
PROCEDURE 1 Give a set of cards to each student or divide the class into pairs and give each a set which they should place face down in front of them. 2 Hand out copies of the task (the email fragment at the top of the sheet) or copy it onto the board. Explain that students will need to select and order sections of text to create an email response to the task. Focus their attention on the Exam tip box on page 17 of the Student Book. Then tell students to carefully read the task and think about or discuss in their pairs what information the reply should include. Allow 1–2 minutes for them to do this. 3 Tell students to spread the cards face up in front of them. They need to choose the six correct sections that form the email reply and put them in the correct order. There are three extra sections that do not fit. Allow 3–4 minutes for this part of the activity. 4 Monitor students’ production and then correct with the whole class. Ask them to explain why they have discarded the extra sections. 5 Next, give students 3–4 minutes to complete the blanks with their own ideas. 6 Monitor students’ production and ask students to read/ exchange their emails with a partner or share them with the whole class if there is time.
ADAPTATION AND EXTENSION The task can be used on its own to provide extra practice planning and writing an email. Students are told to plan their replies in detail, following the questions asked in the task, and then write their email.
• To practise using personality adjectives from the unit
ANSWER KEY
EXAM LINK
The activity sheet shows the sentences in the correct order, with the three extra sections at the end.
Writing Part 1: Email
ACTIVITY TYPE A writing activity in which students have to choose and reorder parts of an email, and complete the blanks with their own ideas
CLASSROOM DYNAMICS Individuals or pairwork
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
B1
2ND EDITION
2A Find the tense
2B Say the right word
AIM(S)
AIM(S)
To practise using past tenses
• To review vocabulary about language and communication from the unit
ACTIVITY TYPE A gap-fill game in which students have to choose the correct verb and then locate and use the correct past tense
CLASSROOM DYNAMICS Pairwork
TIME TAKEN
• To provide four-option multiple-choice cloze completion skills practice related to Reading Part 5
EXAM LINK Reading Part 5: Four-option multiple-choice cloze
ACTIVITY TYPE
10–15 minutes
A gap-fill activity in which students chose the correct verbs to complete sentences
WHEN TO USE
CLASSROOM DYNAMICS
After Grammar: Talking about the past, Exercise 5, page 24
PREPARATION You will need one copy of the activity per pair of students, divided into Student A and Student B.
PROCEDURE 1 Divide the class into pairs and give each student one half of the activity sheet (Student A and Student B). 2 Explain that they are going to complete the sentences on their sheet by adding a verb in the correct form. Allow 1–2 minutes for students to read their sentences and think about which verb from the box at the top will complete each gap and in what form: past simple or past continuous. Explain that their partner has the correct form of the verb they need in their grids, and vice versa. The aim is to find all the correct forms they need to complete their sentences. 3 Student A then gives a set of coordinates ranging from A1 to D5 (e.g. ‘C3’) to Student B, who reads out the verb form in that place on their grid (Student A verbs) and crosses it out. Student A then decides if that verb in that form can be used to complete one of his/her sentences and, if so, writes it in the gap. Note that the verb must be in the correct tense, if it is not, then it cannot be used. (To help keep track of grid positions used, they can also make a note of the coordinates they have chosen.) 4 Student B then repeats step 3. 5 Students take turns to choose a box from their partner’s grid and decide if the verb and form will complete one of their sentences until all gaps have been filled, or time runs out. Set a time limit of 8 minutes. 6 Students then check their answers together. Monitor and answer questions as necessary. The winner is the student who got the most correct answers in each pair.
ADAPTATION AND EXTENSION For large classes, divide students into groups of four, two against two.
ANSWER KEY Student A: 1 grew up; 2 realised; 3 learnt; 4 was dreaming; 5 was watching; 6 didn’t understand; 7 didn’t know; 8 hated; 9 didn’t hear; 10 was doing Student B: 1 was being; 2 was growing up; 3 realised; 4 learnt; 5 dreamt; 6 watched; 7 did; 8 didn’t understand; 9 didn’t know; 10 looked
Pairwork
TIME TAKEN 10 minutes
WHEN TO USE After Vocabulary: Language and communication, Exercise 4, page 25
PREPARATION You will need one copy of the activity per pair of students, cut up into cards.
PROCEDURE 1 Divide the class into pairs and give each a set of cards. Students should place the cards face down in a pile in front of them. 2 Explain that students will take turns to read out a sentence with a gap and to choose the correct verb to complete the gap. 3 Student A picks up a card and reads out the gapped sentence (indicating where the gap occurs) and the four options for the gap (A–D), without showing the card to their partner. 4 Student B chooses one of the options to complete the sentence correctly. If Student B is right, he/she keeps the card, if not, the card is put aside. (The correct answers are printed in bold on the card.) 5 Student B now picks a card and reads it to Student A, who chooses an option, repeating steps 3 and 4. 6 Students take turns picking and reading the cards and choosing the answers. 7 The student with the most correct answers in each pair wins.
ADAPTATION AND EXTENSION • You can use this activity with groups of three students. Student A reads the sentence aloud and the first student (B or C) who says the correct answer keeps the card. • Higher level fast-finishers can write two or three gapped sentences of their own, with four multiple-choice options including the correct answer, and swap with a partner to complete them.
ANSWER KEY See the activity sheet.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B1
2C Get the meaning
3A Future possibilities
AIM(S)
AIM(S)
To review vocabulary from the unit: strong adjectives
To practise talking about the future
ACTIVITY TYPE
ACTIVITY TYPE
A memory game in which students remember the position of cards in order to match adjectives to their descriptions
A sentence-halves matching activity where students match each beginning of a sentence with a correct ending, and then complete them with a verb in the correct future form
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 10 minutes
WHEN TO USE After Writing: Exercise 8, page 28
PREPARATION You will need one copy of the sheet per pair of students, cut up into cards and divided into adjectives (grey) and descriptions (white).
PROCEDURE 1 Divide the class into pairs and give each a set of adjective cards and a set of description cards. Tell them to shuffle the two types of cards separately and spread them face down in two groups. One set (grey) contains adjectives, and the other (white) descriptions. 2 Explain to students they will take turns to find matching adjectives and descriptions. 3 Student A turns over a card from each set and reads out the description and the adjective to see if they match. If they do, Student A keeps them. If not, the cards are turned back over, keeping them in the same place. Both students try to remember the location of the adjective and description for next time. 4 Student B repeats step 3. 5 Students take turns picking and reading the cards until all the cards are picked and matched or time runs out. 6 Monitor and help if students do not agree on the correct descriptions. The student with the most correct answers in each pair wins.
ADAPTATION AND EXTENSION • To extend the activity (or for fast finishers), students can pick five adjectives and write sentences about themselves. They can then exchange their sentences with their partners for correction. • The activity can be adapted as a form of ‘snap’. The cards are kept in two sets, with each set shuffled well. They are placed face down in two piles and students take turns to turn over the top card in each pile. If the description matches the adjective, they get to keep the two cards. It is important that the remaining cards in both piles are shuffled after every two to three turns to avoid the same pairs of cards appearing together over again. For a more lively version, each student has one set of cards. The top cards of both piles are turned over simultaneously and if they match the first student to shout out ‘snap’ gets to keep the two cards.
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CLASSROOM DYNAMICS Pairwork
TIME TAKEN 15 minutes
WHEN TO USE After Grammar: Talking about the future, Exercise 4, page 36
PREPARATION You will need one copy of the activity per pair of students.
PROCEDURE 1 Divide the class into pairs and give each pair a copy of the activity sheet. 2 Explain that students are going to make complete sentences by matching two halves and putting the verb in the correct future form. Remind them of the different future forms and their uses presented in Explore grammar on page 36 of the Student Book, if necessary. 3 Tell students they need to match the first half of each sentence with the second half. Students should write the sentence beginning number (e.g. ‘1’) in the square next to the sentence ending half they want to join to it. Allow 5 minutes and check answers with the whole class. 4 Once the sentences are complete, students should write the verb in the correct future tense on the line before it. Allow 3 minutes for this. 5 Pairs should then decide if the future form for each sentence is used to make a prediction, plan, decision, etc., writing the sentence numbers next to the uses in the box at the bottom of the sheet. Allow 3 minutes for this part of the activity. 6 Check answers with the whole class.
ADAPTATION AND EXTENSION • Students write their own sentences, one per category (predictions, decisions, etc.), either individually or in pairs, depending on ability. See page 36 of the Student Book for the categories. • Higher level students could do this activity on their own, and then compare their answers with a partner. • Steps 4 and 5 can be combined as a whole class discussion, eliciting the type of use in each sentence and the form of the future used for each one.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
ANSWER KEY 1 I think mobile phones will disappear in the future. (prediction – personal opinion) 2 This weekend, I’m going to watch the latest superheroes film at the cinema. (plan) 3 Don’t worry, the film starts at 10pm, so we still have some time. (scheduled event) 4 I don’t think I will listen to the same type of music when I grow older. (prediction – personal opinion) 5 I can’t find my headphones. I’ll ask my sister if she’s seen them. (decision) 6 The band said they’re going to change their music style sometime soon. (plan) 7 I need to take a break. I’ll watch some TV. (decision) 8 We have a test next week, so I’m meeting my classmates to study. (arrangement) 9 It seems soon all devices at home are going to be connected to the internet. (prediction – information) 10 The new tablets look great, but they’re/are going to be / will be expensive. They usually are! (prediction – information/ prediction – personal opinion)
3B Find the word AIM(S) To review vocabulary, including phrasal verbs, from the unit related to technology in the home
ACTIVITY TYPE
2ND EDITION
4 Student A should try to guess the right answer based on the definition and the number of characters in the crossword grid. Students are only allowed two attempts at the correct answer per turn, but they may return to a word later. 5 Student B now chooses a missing word from his/her grid and asks Student A for a definition, repeating steps 3 and 4. 6 Students take turns asking for clues about their missing words and guessing the answers until both crosswords have been completed or time runs out (allow about 7 minutes). Allow students to check the answers (and spelling) by comparing each other’s grids. The student who correctly completes their crossword first, or has completed the most clues correctly when time is up, is the winner. 7 Bring the whole class’s attention to the question below the grid (‘What do they all have in common?’). Tell them they should work in their pairs to look at the greyed-out letters in both grids and reorder them to form the missing word. Allow about a minute for them to do this and then elicit the correct answer from the class.
ADAPTATION AND EXTENSION For a quieter activity, students write clues/definitions for the words that appear in their grid and then give them to their partner to solve their version of the crossword.
ANSWER KEY See the activity sheet. Missing word: ELECTRICITY
3C Your views on technology
A two-part crossword in which students have to find the missing words
AIM(S)
CLASSROOM DYNAMICS Pairwork
• To practise skills and vocabulary (asking for and giving opinions) related to Speaking Part 3 and Part 4
TIME TAKEN
EXAM LINK
• To practise speculating about the future
10 minutes
Speaking Part 3: Collaborative task and Part 4: Discussion
WHEN TO USE
ACTIVITY TYPE
After Vocabulary: Technology in the home, Exercise 3, page 37
PREPARATION You will need one copy of the activity per pair, divided into Student A and Student B sections.
A speaking activity in which cards are used as prompts for topics and for language to give or respond to opinions
CLASSROOM DYNAMICS Groups of three
PROCEDURE
TIME TAKEN
1 Divide the class into pairs and give each student in each pair a Student A or Student B version of the crossword. Students should not show their sheet to their partner.
WHEN TO USE
2 Draw students’ attention to the fact that their grid contains some words that have been filled in and some missing words. Explain that their partner has the answers to the missing words in their crossword grid and so they will need to ask their partner for clues in order to complete their version of the crossword. All the answers are vocabulary items from page 37 of the Student Book (Technology in the home).
B1
10–15 minutes
After Speaking: Exercise 5, page 39
PREPARATION You will need one copy of the activity sheet per group of students, cut up into two sets of individual cards: topics (white) and expressions (grey). Each group needs access to a clock or stopwatch for timing turns.
3 Student A chooses one of the missing words from his/ her grid and asks Student B for a definition, e.g. ‘What’s 4 across?’. Student B provides a definition, depending on the word (electronic equipment or phrasal verb), e.g. ‘It’s a machine that …’ or ‘It means to make …’ .
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B1
PROCEDURE
PROCEDURE
1 Divide the class into groups of three and give each a set of cards. Ask them to place the cards face down in two piles: one pile of white cards (topics) and one pile of grey cards (expressions).
1 Divide the class into pairs and give each a set of cards. Ask them to place the two sets, face down, spread out in front of them. They need to keep the two sets separate.
2 Explain to students that they are going to talk about the future using the cards as prompts for topics and for expressions to respond/agree/disagree/provide opinion, etc. 3 Student A begins by picking and reading a card from the first pile (topics) and turns it face up for Students B and C to see. Student A has 10 seconds to prepare and then must speak for at least 20 seconds about the topic (Student B takes responsibility for timing them). Student C monitors, checking that Student A is on topic. 4 Students B and C then each pick a card from the second pile (expressions) and respond/agree/disagree/provide further opinion, etc., using the expression on the card. Once all the expressions cards have been used, they can be shuffled and placed in a new pile to be used again. 4 Students take turns picking cards, giving their opinion on the topics and using the expressions until they have used all the cards or the time is up. 5 Walk around the class, monitoring and assisting with language where necessary. Make notes of good use of language and common errors to review with the class at the end of the activity. If there is time at the end, elicit which topic(s) gave rise to the strongest opinions and ask groups to volunteer to re-enact the discussion(s).
ADAPTATION AND EXTENSION The activity can be done with pairs instead of groups.
4A In other words
2 Explain that one set (white) contains words/phrases from the Reading spread on pages 46–47 of the Student Book, and the other (grey), their definitions or synonyms. Tell students they are going to take turns to find the matching cards. 3 Student A turns over a card from each set, reads them aloud and decides if they match. If Student B agrees that the white word/phrase matches the grey definition or synonym, Student A makes a sentence using the white word and keeps both cards. If not, they are turned face down again and both students try to remember their position for subsequent turns. 4 Student B now picks a card from each set, repeating step 3. 5 Students take turns turning over and reading the cards and making sentences. The student with the most cards at the end of the activity or when time runs out wins. 6 Monitor and help if students do not agree on whether cards match, and provide language support and correction if necessary when students make their own sentences.
ADAPTATION AND EXTENSION As an alternative, pairs spread a set of white cards face up in front of them and place the grey cards in a pile, face down. Student A picks a definition/synonym (grey) card and reads it to his/her partner. Student B identifies the matching vocabulary item from the set of white cards. Students take turns reading out the cards to their partners and selecting the correct words.
ANSWER KEY
AIM(S)
See the activity sheet.
• To review sport vocabulary from the unit
4B Perfect transformations
• To practise matching words/phrases with the same meaning for Reading Part 2
ACTIVITY TYPE A card-matching activity in which students have to match words to their definitions/similar expressions
EXAM LINK Reading Part 2: Multiple matching
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 8–10 minutes
WHEN TO USE
AIM(S) To practise using the present perfect and adverbs of time
ACTIVITY TYPE A speaking activity in which students make sentence transformations, focusing on verb tense and adverbs of time
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 10 minutes
WHEN TO USE
After Reading, Exercise 7, page 47
After Grammar: Present perfect with adverbs of time, Exercise 5, page 48
PREPARATION
PREPARATION
You will need one copy of the activity sheet per pair of students, cut up into sets of cards (white and grey).
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You will need one copy of the activity sheet per pair of students, cut up into cards.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
B1
2ND EDITION
PROCEDURE
WHEN TO USE
1 Divide the class into pairs and give each a set of cards. Students should place the cards face down in a pile in front of them.
After Vocabulary: Noun and verb forms, Exercise 4, page 49
2 Explain that students will hear a sentence read by their partner and be given a keyword. They will then hear a second sentence from which part is missing. They are going to complete the second sentence using the keyword. They should use no more than three words to fill the gap and should also remember that the sentences involve the present perfect tense and adverbs of time.
You will need one copy of the activity sheet for each student/pair.
3 Student A picks up a card and reads only the first sentence and the word in bold (the keyword) to their partner. Then Student A reads the second sentence, indicating where the gap occurs, but NOT the words inside the parenthesis at the bottom of the card. 4 Student B rephrases the first sentence by using the given keyword to fill the gap in the second sentence. Model an example on the board if necessary, taking the part of Student B while a member of the class acts as Student A. (When answering the questions, students can make written notes if this helps.) 5 Student A shows the card to Student B. If the latter was right, he/she keeps the card, if not, Student A keeps it. 6 Student B now picks a card and reads it to Student A, repeating steps 3–5. 7 Students take turns picking and reading the cards and giving the answers. The student with the most correct answers at the end of the activity wins. 8 Monitor language, noting common errors, and provide support where necessary. Remind students that the missing parts involve the present perfect tense and/or adverbs of time. If there is time at the end of the lesson, feed back to the class, drawing their attention to any common errors you noted.
ADAPTATION AND EXTENSION • To make the activity easier, the student reading the sentence to their partner can fold over the answer at the bottom to hide it and then allow the student answering the question to see the second sentence and keyword. • As an extension, students write sentences of their own using the adverbs of time on the cards. Higher level students can write their own transformation sentences, using adverbs of time, for their partners to solve.
ANSWER KEY
PREPARATION PROCEDURE 1 Set students to work individually or divide the class into pairs and give each student/pair a copy of the worksheet. 2 Explain to students they are going to identify incorrect words in sentences to do with sport and then find the right place for each word in another of the sentences. Draw their attention to the Explore language box on page 49 if necessary and remind them that some nouns are the same as or sound the same as the verb form. 3 First, tell students to read each sentence and find the one word that is wrong and underline it. Allow 2–3 minutes for this. 4 Once students have identified all the incorrect words, tell them to look again at the underlined word in the first sentence and decide in which of the other sentences it should be placed. When they have found the right place, they cross out the word in the first sentence and write it above the incorrect word in the new sentence. 5 Students repeat step 4 until all sentences have been corrected, i.e. all underlined words have been placed in the correct sentence. Allow 5–6 minutes for this part of the activity. 6 Check answers with the whole class, drawing their attention to the use of the same or similar verb and noun forms.
ADAPTATION AND EXTENSION • To adapt the activity, the sentences can be cut out as cards which students place in a pile in front of them. Student A picks the first card, and reads the sentence to Student B. He/She has to identify the mistake and fix it. Student B then picks a card and reads it to Student A, and so on. • Fast finishers can work individually or in pairs to write their own gap-fill sentences using the sport nouns and verbs and swap them with another student/pair to complete.
ANSWER KEY 1 After a difficult match, the school team was able to practisebeat their rivals. 2 Students from all local schools woncompeted in the school olympics last month. 3 If you want to win this kickrace, you’ll have to run a lot every day.
See the activity sheet.
4 To get points in baseball you have to trainhit the ball with the bat as hard as you can.
4C Find the wrong word
5 Brazil’s won several World Cups, so it was a big surprise when they competedlost the first match.
AIM(S)
6 We were able to score a goal with the last scorekick of the match!
To review sport vocabulary from the unit, including noun and verb forms
ACTIVITY TYPE An error-correction activity in which students have to identify and correct mistakes in sentences
CLASSROOM DYNAMICS Individuals or pairwork
7 Do you only lostkick your opponent with your feet in kickboxing, or can you use your fists to hit as well? 8 Everybody cheered when our team managed to hitscore a goal in the final minute of the game. 9 The match was very boring and ended with a final practicescore of 0–0. 10 You need to beattrain/practise all the time if you want to be the best.
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2ND EDITION
B1
11 She’s young, but she’s racingwon several competitions already.
ADAPTATION AND EXTENSION
12 With a little more racepractice, you’ll be able to win the next game.
As extension, students pick five sentences from the worksheet (representing a range of conditional forms) and write their own examples, using the first half of each sentence, e.g., ‘If I see something I like online … I mark it as a favourite’.
13 I know I will be kickracing against some of the school’s top athletes, but I’m just doing it for fun. 14 I know I should scorepractise/train every day, but I just don’t have enough time!
5A If this is right … AIM(S) To practise zero, first and second conditionals
ANSWER KEY 1 When the next superhero movie is released, I’dI’ll watch it. (future) 2 If I sawsee something I like online, I share it with my friends. (always) 3 (correct)
ACTIVITY TYPE
4 I would go to the festival if my favourite band was playing. (unlikely)
A competitive error-correction activity in which students place bids depending on how sure they are of the correct answer
5 If I meetmet someone famous, I’d take a picture with them. (unlikely)
CLASSROOM DYNAMICS
6 If I like the film, I’ll write a positive review online. (future)
Pairwork and whole class
7 My friends and I will play online games when we finish classes. (always)
TIME TAKEN
8 (correct)
15–20 minutes
9 (correct)
WHEN TO USE After Grammar: Zero, first and second conditionals, Exercise 5, page 60
PREPARATION You will need one copy of the worksheet per pair of students.
PROCEDURE 1 Divide the class into pairs and give each a copy of the worksheet. 2 Explain to students that they are going to decide if the sentences on the sheet use the correct conditional form according to the type of conditional given. If necessary review the different types of conditional and their uses presented in the Explore grammar box on page 60 of the Student Book. 3 Tell students that first they must work together in their pairs and decide if the sentences are correct or incorrect and mark each one with a ✓ or ✗. Tell them the mistakes are only in the conditional forms. Focus them on the type of conditional (always/0, future/1st, unlikely/3rd) to know what the correct conditional form should be. Give them 4 minutes to do this. 4 Pairs then correct the sentences they have identified as incorrect. Set a time limit of 6–7 minutes for this. 5 Tell pairs they must now ‘bid’, or offer, points on each sentence they have corrected, depending on how certain they are their answer is correct. The bid must be a number from one (1) to ten (10) (one if they do not know, and ten if they are certain). Pairs decide on their bids and write the amount in the column on the right. Give them 2–3 minutes to decide. 6 When the time is up, do a whole-class correction. If the students have correctly identified a sentence as correct or incorrect they get a point which they should mark on their sheet. If the students’ corrected sentences are right, they win the points they have bid. If not, they lose the amount and they should write a minus sign (‘-’) before it on the sheet (e.g. ‘-5’). Students should finally add up all their points (not forgetting to subtract the minus amounts) to get their final score. The pair with most points is the winner.
10 If you cancould choose, would you watch a movie or a play this weekend? (unlikely) 11 If I like an actor/actress, I immediately will follow them on social media. (always) 12 (correct) 13 If I don’t meet with my friends after school, I’ll chat with them on social media. (future) 14 If you arewere a celebrity, you wouldn’t have much private life. (unlikely) 15 If the band releases a new album, I’ll download it to my mobile. (future)
5B Entertainment halves AIM(S) To review vocabulary and collocations related to entertainment from the unit
ACTIVITY TYPE A sentence-halves matching activity with cards
CLASSROOM DYNAMICS Individuals or pairwork
TIME TAKEN 8–10 minutes
WHEN TO USE After Vocabulary: Entertainment, Exercise 5, page 61
PREPARATION You will need one copy of the activity sheet per pair of students, cut up into cards.
7 Ask for class feedback on any of the sentences and/or conditional forms they found difficult. 216
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B1
PROCEDURE
PROCEDURE
1 Set students to work individually or divide the class into pairs and give each student or pair a set of cards. Students should spread the cards face up in front of them.
1 Divide the class into pairs and give each a set of cards. (If appropriate, pair weaker students with a stronger partner.) Students should spread the cards face down in front of them.
2 Tell students to form sentences matching the halves (white card first, grey card second).
2 Hand out a copy of the instructions (Articles wanted) or copy it on the board. Give students a minute or so to read the instructions and then discuss with the class what information the article should include.
3 Ask students to read the first halves (white) and focus on the verbs related to entertainment (film, record, interview, etc.). Then ask students to read the grey cards and focus on the nouns the verbs can collocate with (tickets, album, scene, etc.). Warn students that some verbs are used twice and some verbs go with phrases rather than nouns. Allow about 5 minutes for this. 4 Check answers with the whole class.
ADAPTATION AND EXTENSION • For an element of competitiveness you can set the activity as a race, with the individual or pair who is the first to correctly match all the halves declared the winner(s). • For higher ability classes, using the white cards only, students take turns in pairs to pick a card, read the verb and then complete the sentence themselves using the correct verb–noun collocation or a phrase that goes with the verb. E.g., If the card reads ‘It’s a very popular show, so you have to book …’, the student reads ‘(to) book’ and adds a correct collocation (‘tickets / seats’) to complete the sentence (‘… tickets early to get a seat. / seats in advance.’).
ANSWER KEY See the activity sheet.
5C Articles wanted! AIM(S)
3 Tell pairs to turn the cards face up and to choose the five correct sections to form the article, in the correct order. There are two extra sections. Set a time limit of 3 minutes for them to do this. 4 Monitor students’ production and then check with the whole class. Ask them to explain why they have discarded the extra sections. 5 Then, tell pairs to complete the blanks with their own ideas. Set a time limit of 5 minutes for this. 6 Monitor students’ production and ask students to read/ exchange their articles with another pair. If time allows, ask some pairs to share their completed articles with the rest of the class.
ADAPTATION AND EXTENSION Higher ability students could do this activity individually.
ANSWER KEY See the activity sheet.
6A Passive quiz AIM(S) To practise using the present simple passive and past simple passive
• To practise article writing for Writing Part 2: An article
ACTIVITY TYPE
• To practise using vocabulary related to entertainment from the unit
A quiz about the natural world in which students have to use the passive voice to complete a general knowledge question or description
• To provide additional support in preparation for the Writing task on page 66.
EXAM LINK Writing Part 2: An article
ACTIVITY TYPE A writing activity in which students have to choose and reorder parts of an article, and then complete the blanks for themselves
CLASSROOM DYNAMICS Pairwork
TIME TAKEN
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 10 minutes
WHEN TO USE After Grammar: The passive: present simple and past simple, Exercise 7, page 72
PREPARATION You will need one copy of the activity per pair of students, with the cards cut out.
15 minutes
WHEN TO USE After Writing: Exercise 8, page 65
PREPARATION You will need a copy of the activity sheet per pair of students, cut up into the task (at the top of the sheet) and individual section/sentence cards.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
PROCEDURE 1 Divide the class into pairs and give each a set of cards. Students should place the cards face down in a pile in front of them. 2 Explain that the cards contain general knowledge questions about the natural world which students are going to ask each other. For the questions to be asked correctly, the verbs on the cards need to be put into the passive form. 3 Student A picks up a card and reads the sentence to their partner, using the verb given in brackets in the passive form. They should not read out the answer given at the bottom of the card. Student B decides if the passive form used is correct (if not, Student B must ask Student A to fix the mistake) and gives the correct answer to the question if they can.
2ND EDITION
6B Order the adjectives AIM(S) To practise adjective order and review vocabulary about the natural world
ACTIVITY TYPE A word-ordering activity in which students have to identify adjectives and a noun in the correct order
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 10 minutes
4 Student A shows the card to Student B. If the latter gave the right answer to the question, he/she keeps the card, if not, Student A keeps it.
WHEN TO USE
5 Student B now picks a card and reads it to Student A, repeating steps 3 and 4.
PREPARATION
6 Students take turns picking and reading the cards and giving the answers. The student with the most correct answers once all the cards have been used or time is up wins.
PROCEDURE
7 Monitor students’ production of the passive form, mediating any disputes over the correct form required, and provide error correction if necessary.
ADAPTATION AND EXTENSION Divide the class into teams of four to six, who compete against another team. Cards are shuffled and divided between Team A and Team B. Team members take it in turns to read the questions to the other team using the passive. They get a point if they get the passive form right. The other team gets a point if they answer the question correctly (they can confer). Team A reads a sentence to Team B, then it is Team B’s turn, and so on.
ANSWER KEY Which bird is found mostly in Antarctica? What large mammals are hunted at sea? These animals live in the Arctic and are threatened by climate change. These animals are shot for their tusks. Millions of these containers are thrown in the sea, and they pollute it. Where is the longest range of mountains located? Which animals, that are often kept as pets, are trained to help blind people? When was the Earth formed? Which of these wild animals are/is protected: tigers, gorillas or polar bears? The Amazon rainforest is located mainly in which country? The world’s water is divided into how many oceans? Oil from a whale’s stomach is used to make what? Which of these are/is recycled: plastic, glass or food?
B1
After Vocabulary: Adjective order, Exercise 5, page 73
You will need one copy of the activity per pair of students.
1 Divide the class into pairs and give each a copy of the worksheet. 2 Tell students they are going to form phrases joining two adjectives and a noun in the correct order (e.g. opinion + fact + noun). Refer them to Explore vocabulary: adjective order on page 73 of the Student Book if they are unsure. 3 Student A chooses a noun (in bold) and then identifies two adjectives that can describe it. They draw a continuous line starting from the first adjective, through the second, to the noun in the correct order. The three words must be in consecutive boxes, in either direction, horizontally or vertically (but not diagonally). If necessary, demonstrate with a phrase on the sheet (e.g. scary, dark clouds, which illustrates how the line can change direction). 4 Student B checks if the phrase makes sense and is correct, applying the rules that govern adjective order. They then form a new phrase, repeating step 3. 5 Students take turns ‘marking’ the phrases on their worksheet. Monitor and answer questions as necessary. Ask for examples at the end of the activity as a class round-up.
ADAPTATION AND EXTENSION • As an alternative, or extension, the sheet can be used for a class race where pairs put together as many correct combinations of any two of the adjectives in the grid with a noun as they can within a given time limit (2 to 3 minutes). The combinations must make sense. The pair with the most correct phrases wins the race. • The sheet can also be cut up so pairs of students can put the adjectives in order with the nouns in bold. • To extend the activity, pairs or individual students can be set a time limit to write a story in which they include as many of the descriptive phrases as they can. They then swap with another student or pair to check.
The Earth is inhabited by how many people? See the activity sheet for answers to the questions.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
B1
2ND EDITION
ANSWER KEY
ADAPTATION AND EXTENSION
Suggested answers:
To make the activity more competitive, cards are shuffled and divided equally between students. Students compete to see who can be first to use all their expressions correctly in the discussion.
amazing, high waterfalls; scary, dark clouds; beautiful, white sand; long, narrow path; dangerous, big waves; huge, blue whale; beautiful, white snow; surprising, thick fog; pretty, long beach; amazing, ancient creature; pretty, ancient forest; dangerous, huge cliff; incredible, strong sunlight; round, black rock; clear, white moon; horrible, narrow path; intelligent, large elephant; interesting, short documentary
6C Your turn to help the environment AIM(S)
7A Geography relative clauses AIM(S) To practise using defining relative clauses
ACTIVITY TYPE A sentence-halves matching activity in which students have to add a relative pronoun
To practise collaborative speaking and expressions for turn taking related to Speaking Part 3
CLASSROOM DYNAMICS
EXAM LINK
TIME TAKEN
Speaking Part 3: Collaborative task
ACTIVITY TYPE A collaborative speaking activity about helping the environment in which students use expressions on cards to invite turn taking
Pairwork
10 minutes
WHEN TO USE After Grammar: defining relative clauses, Exercise 7, page 84
PREPARATION
CLASSROOM DYNAMICS
You will need a copy of the activity for each pair of students.
Pairwork or groups of three
PROCEDURE
TIME TAKEN
1 Divide the class into pairs and give each a copy of the activity sheet.
10 minutes
WHEN TO USE After Speaking, Exercise 5, page 76
PREPARATION You will need one copy of the activity per group or pair of students, divided into the topic (at the top) and the cards at the bottom, individually cut out.
PROCEDURE 1 Divide the class into pairs or groups of three and give each a topic summary (the top part of the activity) and a set of cards. Students should shuffle and place the cards face down in a pile in front of them. 2 Explain to students that they are going to talk with each other about what they can do to help the environment. One student will start discussing an idea and the other(s) will then join in. 3 Student A picks a card, and chooses an idea from the topic summary to discuss (e.g. ’Take shorter showers‘). The group begins to discuss the topic and Student A tries to use the phrase on their card at the right moment in the discussion: asking for an opinion (e.g. ’What do you think?’), responding to an idea (e.g. ’That’s true.’), after interrupting (e.g. ‘Sorry, go on.’) or asking for more information (e.g. ’Why do you say that?’).
2 Explain to students they need to work with their partner to look carefully at the halves of sentences in each of the columns (A and B). They are going to match halves (one from A and one from B) that go together and will make sense as a whole sentence when/if a relative pronoun is added to join them. E.g., ‘A passport is an official document … allows you to travel to another country.’ 3 Allow pairs 5 minutes to decide which parts go together and draw a line from the A part to the B part. 4 Next, the pairs decide which relative pronoun is needed to join the halves to create a proper sentence (e.g. ‘… an island where there are …’). Allow 2 minutes for students to complete this part of the activity. 5 As a round-up, elicit the complete sentences from the class. If differences occur in putting the halves together, allow students to explain and/or discuss these. Provide the right answers where necessary.
ADAPTATION AND EXTENSION In pairs, students make up five or six of their own sentences containing a range of defining relative clauses. To add a competitive element, some of the sentences could contain false information, e.g. ’Brazil is the country where the 2016 Olympic Games were held.’ (True); ’Ed Sheeran is a singer who comes from the US.’ (False). Students then exchange sentences with another pair who guess if they are true or false.
5 Once the pair or group has finished discussing the first idea, Student B chooses another idea for discussion and picks a card with a phrase to use. Students take turns choosing an idea to discuss and picking and using a card. 6 Monitor and make notes of good use of language and any common errors for a class review if there is time at the end of the activity.
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B1
ANSWER KEY
ADAPTATION AND EXTENSION
Aoshima is a Japanese island where there are more cats than people.
Using the words in the box, fast-finishing pairs make their own gapped sentences and exchange them with another pair who fill the blanks with the correct word. Alternatively, pairs write sentences using the words incorrectly (e.g. ‘After a long flight, the plane took off.’). Another pair finds the mistake and corrects it (‘After a long flight, the plane took off landed.’).
A passport is an official document which/that allows you to travel to another country. The explorer Robert Peary was one of the first men who got to the North Pole. China is the country which/that has the largest population in the world. Bangkok is one of the top ten cities where tourists go on holiday. A tourist guide is a person who shows visitors places of interest.
ANSWER KEY 1 check in; 2 journey; 3 travel; 4 delay; 5 travel; 6 delayed; 7 flight; 8 land; 9 take-off; 10 check-in; 11 took off; 12 trip
7C You have to choose
The river bus is a form of transport which/that goes on water.
AIM(S)
A pilot is someone who flies a plane.
• To practise using modals of obligation, prohibition and necessity
South America is the continent where the Andes are located. The AVE is a Spanish train which/that can travel at 300 km/h.
7B Scrambled trip AIM(S) To review travel verb and noun forms from the unit
ACTIVITY TYPE A gap-fill activity in which students unscramble letters to make words and then complete sentences with them
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 8 minutes
WHEN TO USE
• To provide practice completing a Reading Part 5 type activity
ACTIVITY TYPE A multiple-choice gap-fill activity in which students hear a sentence with a modal missing and have to choose the correct modal to fill the gap
EXAM LINK Reading Part 5: Four-option multiple-choice cloze
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 10 minutes
WHEN TO USE After Listening, Exercise 6, page 86
After Vocabulary: Verb and noun forms, Exercise 5, page 85
PREPARATION
PREPARATION
You will need one copy of the activity per pair of students, cut up into cards.
You will need one copy of the activity sheet for each pair of students
PROCEDURE 1 Divide the class into pairs and give each a copy of the activity sheet. 2 Explain to students they will be working in their pairs to identify which of the travel verb and noun forms from the Student Book will complete the sentences. 3 Tell students to look at the groups of letters in the box at the top of the sheet first and unscramble them to make verbs and nouns to do with travel (all the words appear on page 85 of the Student Book). Give them 2–3 minutes to complete this part of the activity. 4 Pairs then read the sentences in the second box and decide which unscrambled word or phrase from the first box should go in each gap. Tell them they need to use some of the words more than once and that they may need to change the form of the word (e.g., from a verb to a noun). Verbs should be put into the correct tense. Set a time limit of 4–5 minutes for this. 5 Check the answers with the whole class, drawing their attention to the use of the verb or noun form of each word.
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PROCEDURE 1 Divide the class into pairs and give each a set of cards. Students should place the cards face down in a pile in front of them. 2 Explain that students will be reading sentences from which the modal has been removed to each other. They will need to identify the modal that fits from a choice of four options. 3 Student A picks up the first card and reads the sentence to Student B, indicating where the gap for the modal appears and without showing them the card. Student A then repeats the sentence and reads the options A–D. Student B has to decide which is the best modal form that fills the gap (they can ask student A to repeat the options if necessary). 4 Student A shows the card to Student B. If the latter was right, he/she keeps the card, if not, Student A keeps it. 5 Student B now picks a card and reads it to Student A, repeating steps 3 and 4. 6 Students take turns picking and reading the cards and guessing the answers. 7 The student with the most correct answers when all the cards have been used or when time runs out wins. 8 If time allows, round up with the whole class. Elicit which of the sentences and the use of the modals in them they found most difficult to get right. Photocopiable © Pearson Education Limited 2019
PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
2ND EDITION
B1
ADAPTATION AND EXTENSION
ADAPTATION AND EXTENSION
• Instead of reading all the options, the student reading out the sentence chooses and inserts one of the options into the sentence when they are reading it to their partner. Their partner decides if the modal they hear is correct or incorrect. They get a point for correctly identifying if the modal is correct or not and a bonus point for giving the correct modal if applicable.
The activity can be done with groups of four. Students AB pick a card and solve the task while students CD monitor their answer. If the answer is correct, Students AB keep the card. Students CD then pick a card and so on. The group with most correct answers wins.
• For higher level students, students hear the sentence with the gap but are not given the options and need to provide a correct modal themselves. Note that a number of modal forms may be correct, not just the correct option given on the card.
1 Maria asked me what my favourite hobby was.
• For larger groups (of 3–4 students), the first student reads the sentence to the person to their left. If they give the correct answer they get to keep the card and pick the next card to read. If they are wrong, the next person in a clockwise direction has the opportunity to give the correct answer, keep the card and pick the next card to read to the person to their left and so on.
ANSWER KEY See the activity sheet.
8A Reporting options AIM(S)
ANSWER KEY 2 My friend asked me if do I preferred running in the morning or in the afternoon. 3 My mum said (that) she thought I spent too much time with my mobile phone. 4 My brother asked what we needed to make the pizza. (Option A) 5 My brotherI asked memy brother yesterday if I could borrow myhis jacket. 6 John said he loved reading books. 7 My friend said he/she/they would call me when he/she/they finished his/her/their homework. 8 ‘I cannot/can’t go out now, (because) I’m rehearsing for the school play.’ 9 ‘Can you play the guitar?’ 10 He asked her if she could tell him what was so good about swimming. (Option B)
To review reported speech
11 They asked us if we knew what the most popular café in the area was.
ACTIVITY TYPE
12 She asked if I knew what time did the class started.
A review activity in which students have to complete different types of tasks working with reported speech
8B Into dominoes
CLASSROOM DYNAMICS
AIM(S)
Pairwork
TIME TAKEN
To practise vocabulary and collocations from the unit to talk about hobbies and interests
10 minutes
ACTIVITY TYPE
WHEN TO USE
A dominoes-type game where students match cards to make phrasal verb + noun collocations
After Grammar: Reported speech, Exercise 6, page 96
PREPARATION You will need one copy of the activity sheet per pair of students, cut up into cards.
PROCEDURE 1 Divide the class into pairs and give each a set of cards which they should place face down in a pile in front of them. 2 Tell the class that on the cards are different tasks to do with reported speech (e.g., unscramble the reported version of an example of direct speech, find a mistake in some reported speech, report some direct speech, and so on). 3 Student A picks up a card and shows it to their partner. Student A follows the instructions on the card and performs the task. Student B monitors and decides if Student A’s answer is correct.
CLASSROOM DYNAMICS Pairwork
TIME TAKEN 8 minutes
WHEN TO USE After Vocabulary: Talking about your hobbies and interests, Exercise 5, page 97
PREPARATION You will need one copy of the activity for each pair of students, cut up into dominoes.
4 Student B now picks a card and shows it to Student A, repeating step 3. 5 Students take turns picking the cards and completing the tasks until they run out of cards or time. 6 Monitor the activity to make notes on common errors and adjudicate on any disagreements. 7 At the end, hold an activity round-up to review some of the tasks that may have presented problems. Photocopiable © Pearson Education Limited 2019
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PROCEDURE
CLASSROOM DYNAMICS
1 Divide the class into pairs. Give each pair a set of domino cards in a pile face down in front of them. Each student takes four cards which they can look at but must not show to their partner.
Pairwork or groups of three or four
2 Tell students they are going to form phrasal verb + noun collocations, matching the verb on the white end of a domino card with the correct preposition on a grey end.
TIME TAKEN 10 minutes
WHEN TO USE After Speaking, Exercise 4, page 99
3 Student A places a domino face up in front of him/herself and then Student B places one of his/her dominoes at either end of the first domino, to form a correct phrasal verb + noun collocation. If a student cannot place a domino to form a correct collocation, he/she must take one from the pile.
PREPARATION
4 Students take turns to put down their dominoes at either end of the chain. If a student thinks his/her partner’s collocation is not correct, he/she can challenge the other student and, if they are right, the domino is taken back and the student misses his/her turn. If students cannot agree, they can ask for your help.
PROCEDURE
5 Set a time limit of 7–8 minutes. The game continues until one student has used up all his/her dominoes, or until neither can make a correct collocation. If time runs out, the student who has the fewest dominoes remaining wins.
ADAPTATION AND EXTENSION • Fast finishers, either in pairs or individually, can write sentences in their notebooks with the collocations. • To extend the activity and make it more communicative, students laying a domino card must make a sentence using the phrasal verb + noun collocation correctly.
ANSW ER KEY be | into collecting comics be mad | about dancing hang/chill | out with friends chill/hang | out with other music fans join | in the dancing chill/hang | out at the skate park be | into salsa dancing be | into photography be mad | about keeping fit hang/chill | out at home chill/hang | out with my cousins join | in the fun be mad | about computer games join in | the conversation
8C That sounds great! AIM(S) To practise making and responding to suggestions in preparation for Speaking Part 3
ACTIVITY TYPE A collaborative speaking activity in which students have to make and respond to suggestions using phrases and expressions given on cards
EXAM LINK
B1
You will need one copy of the activity sheet for each pair or group, cut up into the situation and individual phrase/ expression cards,. Each group will need access to a clock or watch to be able to time each part of the discussion.
1 Divide the class into pairs or groups of three or four and give each a copy of the situation and a set of phrase cards. Students should place the phrase cards face down in a pile in front of them. 2 Explain to students that they will be talking about and recommending hobbies, while trying to use the phrases and expressions on the cards in the right place in the discussion. Ask students to read the situation card with the hobbies they can choose from to discuss. Tell them that the discussion of each hobby should take about 45 seconds and that someone from the group should be nominated to keep an eye on the time. 3 Each student is dealt a card from the pile and the group begins the discussion by choosing a hobby to discuss (e.g., ‘Learning a new language’). They must each try to use the phrase on their card at the right moment during the discussion of that hobby: when making a suggestion/ comment or when responding to others in the group. If they don’t manage to use it by the time the discussion of that hobby comes to an end (or the 45-second time limit is up) they need to put the card back at the bottom of the pile. If they manage to use the phrase, they get to keep the card. Each group member is then dealt another card for the next part of the discussion. The ‘winner’ is the person with the most cards at the end of the activity. 4 If a group runs out of cards before the end of the activity, they should make a note of how many cards each student has ‘won’ up to that point (for reference when totalling scores at the end of the activity) and put those cards back into the pile for redistribution. 5 Monitor the discussions, making notes of good use of language and any common errors. At the end of the activity, hold a class review of good use of the language/ expressions.
ADAPTATION AND EXTENSION • For a more natural and continuous progression of the discussion, each student takes a card and tries to work their phrase/expression into the discussion at any point they are able to. When a student manages to use a phrase correctly, they get to keep that card and pick another from the pile, which they then aim to use at the first opportunity that presents itself. The winner is the person with the most used cards at the end. • If students are working in pairs, they can be given half the cards each. They should try to use each of their phrases naturally in the discussion as it progresses.
Speaking Part 3: Collaborative task
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PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES
9A Past perfect race AIM(S) To practise using the past perfect
ACTIVITY TYPE A turn-taking activity in which students have to complete different types of tasks working with the past perfect and past simple
CLASSROOM DYNAMICS Groups of four
TIME TAKEN 10 minutes
WHEN TO USE
B1
2ND EDITION
• The activity can be adapted as a race. Two groups (or a pair) can race against each other to see who can be first to complete their answers. They need to write their answers on the sheet. Once they have finished, they must put their sheet face down in front of them. You will need to note which of A/B in each set finishes first. The teams swap sheets for answers to be checked as a class. The first of Team A/B to complete the task in each set gets a point for winning the race and then each correct answer also gets a point. The team with the most points in the class is declared the overall winner. • Fast finishers can be given an A or B sheet to complete individually.
ANSWER KEY See the activity sheet.
After Grammar: Past perfect, Exercise 5, page 108
9B How did you feel?
PREPARATION
AIM(S)
You will need a copy of the activity for each group of students, divided into Team A and Team B sheets.
To practise using adjectives to describe feelings
PROCEDURE
A gap-fill game in which students have to choose the correct adjective
1 Divide the class into groups of four students, divided into Team A and Team B, and give each team a copy of their part of the activity sheet.
ACTIVITY TYPE
CLASSROOM DYNAMICS
2 Explain that each team has a set of eight questions and the answers to the other team’s questions. They are going to take turns to select a question for the other team to answer using the past perfect and past simple correctly.
Pairwork
3 Team A agrees on a question number (between 1 and 8) for Team B to answer. Team B finds the question on their sheet and discusses and agrees which answer to give between themselves. If they get it right, Team A ticks the number on the answer sheet and Team B gets the point. If Team B gives an incorrect answer, Team A tells them their answer is wrong but they do not give them the correct answer and the question is left open to be asked again later.
WHEN TO USE
4 Team B repeats the process and teams take turns until all the questions (including any that have been incorrectly answered previously) have been correctly answered or until time runs out. Monitor the use of past tenses in the answers and note any common errors. 5 The team to get all the correct answers to their questions first (or which has the most correct answers at the end of the time) is the winner. 6 If time allows, as whole-class feedback, elicit if teams found any of the questions and the use of the past tenses in them particularly difficult to answer. Give feedback on this and any common errors you noted.
ADAPTATION AND EXTENSION • Alternatively, for a shorter activity, if a team gets a correct answer they ‘win’ that square and both teams write the letter of the team who answered correctly on the square in both grids, and, subsequently, that square is ‘closed’ to the other team (i.e., if Team B answers question 3 correctly, they win square 3 and Team A loses the chance to answer question 3 on their grid). If the answer is wrong, that square is left open to be chosen in another turn.
TIME TAKEN 10 minutes
After Vocabulary: Feelings, Exercise 4, page 109
PREPARATION You will need one copy of the activity for each pair of students, cut into A and B sheets.
PROCEDURE 1 Divide the class into pairs and give each student one half of the activity sheet (A or B). 2 Explain that they are going to complete the sentences on their sheet by adding an adjective that describes a feeling from page 109 of the Student Book. If necessary, review the adjectives in Exercise 1 with the class. Allow one or two minutes for students to read their sentences and think about and write down an adjective that describes how the person was feeling in each situation. Explain that their partner has the correct words they need, and vice versa, and they are going to check their answers with them. The last sentence (number 7/G) in each set is a ‘bonus’ question which requires an adjective that is not presented in Exercise 1. 3 Student A chooses a sentence and says what he/she thinks the missing adjective is, e.g. ‘Is it “relaxed” in sentence 2?’. Student B checks in the box labelled ‘Student A’s words’ and tells them if they are correct (some sentences have more than one possible correct answer, though the adjectives in bold are those given in Exercise 1 of the Student Book). If the word is correct, Student A puts a ‘✓’ next to the sentence; if not, he/she leaves it to try again later. 4 Student B chooses a sentence from his/her set of sentences, repeating step 3.
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B1
6 The first student to complete the whole set or who has the most correct sentences when time runs out is the winner.
4 Students write their stories, filling in the gaps on the cards. Groups can dictate to one student to write, or different students can write the text for different sections. Allow 6–7 minutes for this part of the activity. Monitor students’ production and help with language if required.
7 If time allows, hold a whole-class feedback to discuss the different possible correct answers and to identify the most likely adjective to complete each sentence (usually the first in the key).
5 Next, tell pairs/groups to shuffle their story cards and exchange their stories with another pair/group. Groups have 2–3 minutes to read the cards and decide on the correct order to make the story.
ADAPTATION AND EXTENSION
6 If there is time, ask groups to share their stories with the class. How difficult or easy was it to put the completed stories in the correct order?
5 Monitor students’ use of adjectives and be prepared to arbitrate if a student uses one not listed in the possible answers.
Allow lower ability students to refer to the Student Book, or write the adjectives on the board for reference, while higher ability students should try to come up with the correct adjectives from memory, only referring to the Student Book if they need to.
ANSWER KEY See the activity sheet.
9C Your story
ADAPTATION AND EXTENSION • Students do the activity after they have written their own stories, i.e. after Exercise 12 on page 113 of the Student Book, to reinforce the importance of clearly ordering actions. • Higher level fast finishers can write their story individually and swap their complete story with another student to put in the correct order.
AIM(S) To practise writing and structuring a story in preparation for Writing Part 2.
EXAM LINK Writing Part 2: A story
ACTIVITY TYPE A writing activity in which students have to complete the blanks to write parts of a story
CLASSROOM DYNAMICS Pairs or small groups of three to four students
TIME TAKEN 15–20 minutes
WHEN TO USE After Writing, Exercise 10, page 113
PREPARATION You will need one copy of the activity per pair/group of students, with the sections cut out.
PROCEDURE 1 Divide the class into pairs or small groups and give each a set of cards. 2 Tell students they are going to work together in their pair or group to order some sections of a story and then fill the gaps in the sections to complete it. If necessary, review Exercise 9 on page 113 of the Student Book and the Explore language box: Ordering actions in a story. 3 First, tell students to spread the cards face up in front of them and refer the class to the sentence in italics: ‘Finally, the big day had arrived for Jean!’ (write it on the board if necessary). This is the first line of the story that they are going to continue. Elicit the function of the other words given on the section cards, ‘suddenly’, ‘after that’, ‘in the morning’, etc. (to order the events or actions in a story). Tell students to work in their pairs or groups to decide the topic, main event, ending, etc. of their story, using the section cards as prompts (they can decide in which order to use the cards). Give them 5 minutes to agree on and plan their story. 224
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Pearson Education Limited KAO TWO KAO Park Hockham Way, Harlow, Essex, CM17 9SR England and Associated Companies throughout the world. pearsonELT.com/goldexperience © Pearson Education Limited 2019 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale First published 2019 ISBN: 978-1-292-19461-5 Set in Camphor Pro Printed and bound by CPI, UK Acknowledgements The publishers would like to thank the following people for their contribution to this title: Target English, Mark Little, Fernando Scelzo and Cait Hawkins. Picture Credits The publisher would like to thank the following for their kind permission to reproduce their photographs: 123RF.com: 38, 38, 40, Andriy Popov 40, BlueOrange Studio 121, bond80 40, maridav 122; Getty Images: Artur Debat / Moment 151, mikulus1 / istock 150, piola666 / E+ 114; Pearson Education Ltd: Sophie Bluy 113; Shutterstock.com: Aga & Miko (arsat) 38, Maksym Bondarchuk 38, 40, Pro3DArtt 38, 40. Cover Image: Shutterstock.com: A_Lesik, diy13 Illustrated by: Daniel Limon (Beehive Illustration) pp 41, 44; Emma Nyari (Beehive Illustration) (in the style of Daniel Limon) pp 93, 96; Matt Ward (Beehive Illustration) (in the style of Simon Rumble) pp 121, 122,133, 134, 150, 151. All other images © Pearson Education Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.
2ND EDITION
B1 Preliminary for Schools
Engage and motivate students to build the language and skills they need in the classroom, exams and their lives beyond school. Educate students about the world around, and allow them to bring their own experience into learning English.
The B1 level, improved and updated for the second edition, works at an intermediate level of English, and prepares students for the 2020 version of the B1 Preliminary for Schools exam. • Extensive test package including: - Diagnostic start-of-course Test with A/B versions - Language and Skills Unit Tests with A/B versions - Review Tests every three units with A/B versions - End of Year Test with A/B versions • Full audioscripts and answer keys for all tests • Three photocopiable activities per unit, giving extra practice of grammar, vocabulary and exam skills • Full teaching notes and answer keys for photocopiable activities Download all Teacher’s Resource Book material, including test audio, editable versions of the tests, and versions for students with dyslexia, from the Teacher’s online resource materials at english.com/login. You can access this site using the code inside the Teacher’s Book front cover.
Preparing students for the Cambridge English Qualifications across eight levels: A1 A2 A2+ B1 B1+ B2 B2+ C1
Pre-Key for Schools Key for Schools Pre-Preliminary for Schools Preliminary for Schools Pre-First for Schools First for Schools Pre-Advanced Advanced
Other components • Student’s Book: thorough language skills and exam preparation, presented through fun and thought-provoking contexts • Student’s App: access to audio and video, plus extra vocabulary practice • Workbook: practice of grammar, vocabulary and all skills, plus vocabulary extension work • Online Practice: Workbook and Resources, with instant feedback and automatic grading to help students and teachers monitor progress • Teacher’s Book: teacher’s notes with an access code to all of the online resource materials
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