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ACKNOWLEDGEMENTS

The publishers would hie to thank the following for their help with shaping the material:
Rosario Giräldez (Alianza), Dr Majid Safardaran (ICPNA), Jenny Rodriguez
(ICPNA), Sandra Corzo (CCBEU), Mönica Senhorini (Smart English), Maria Rute
Leal (Inter Americano), Vateria Andrade (Inter Americano)
Overview of the ECCE exam page 4

Course overview page 6

Unit 01 The human connection page 12

Unit 02 Where it's happening page 17

Unit 03 Technology and beyond page 22

Unit 04 Brainwaves page 28

Unit 05 Against the odds page 34

Unit 06 Crime and consequences page 40

Unit 07 Moving with the times page 45

Unit 08 Living with the world page 50

Unit 09 Aspects of society page 55

Unit 10 Welcome to the USA page 61

Unit tests page 67

Progress tests page 87

Unit tests key page 93

Progress tests key page 97

Vocabulary and Grammar Workbook key page 98

 Intfäductiori
Overview of the ECCE exam
The University of Michigan Examination for the Certificate of
Competency in English (ECCE) is an exam for learners who have
the ability to perform basic communicative tasks in four skill
areas: listening, reading, writing, and speaking. The exam itself is
divided into four tests:
• Listening
• Grammar, Vocabulary, and Reading
• Writing
• Speaking
As of May 2013, the exam will incorporate several important
changes in the testing of listening and reading skills.
• For Part 2 of the Listening, the extended interview is replaced
by four short talks. Each talk is delivered by a single speaker,
lasts about a minute and a half, and is followed by four, five,
or six questions.The questions are multiple choice with four
answer choices, and the questions are printed in the exam.
Part 1 of the Listening section is unchanged.
• In Part 1 of the Reading, a short reading task, followed by five
questions, is currently part of the exam; as of 2013, there are
two short tasks instead of one.The subsequent two tasks that
had formed Part 2 of the Reading — advertisements, followed
by questions; and the longer, related passages, followed by
questions — are replaced by a new task type.This new task
consists of four short, topic-related texts in various styles and
formats, followed by ten questions.There are two of these
new Part 2 tasks an the exam.
To succeed an the examination, candidates are expected
to have achieved at least an intermediate level of ability in
English-language use.This means that candidates will be able
to communicate successfully with a native speaker who is
willing to make allowances for the skill level of a non-native
speaker.The ECCE is not an academically oriented examination;
it is intended to test communicative skills. Standard American
English is used throughout the examination, but candidates
will never be tested an the differences between American and
British English.
To receive a passing score an the Listening, Grammar,
Vocabulary, and Reading sections of the examination, the
candidate must answer at least 65 percent of the items
correctly.The Writing and Speaking sections are graded an a
scale of A to E, with C or higher being a passing grade.
4 ` 7-- INTRODUCTION
A Listening (about 30 minutes)
The Listening section of the examination is split into two parts.
Na writing is involved during this section, but note taking is
allowed as an aid to memory an the second part of the exam.
You will hear the dialogs or texts only once.Then you will hear
the recorded questions. Answers for Part 1 are multiple choice
with three options: A, B, or C. Answers for Part 2 are multiple
choice with four options, A, B, C, or D — with both questions
and answer choices printed in the exam. On the examination,
answers are marked an the special answer sheet provided.
Listening Part 1
In this part, you will hear a total of about 30 short dialogs. The
answer choices for each question are three pictures, one of
which represents the correct answer to a question that you
will hear at the end of the dialog.The questions may focus an
identifying a particular item, deciding where the speakers might
be, or identifying an event or situation.
Strategies
Listen carefully to the dialog, but keep in mind that your
answer depends an the third speaker's question — so don't
choose your answer until you have heard the question.
Listening Part 2
In this part, you will hear four separate monologues, followed
by four to six questions each, for a total of twenty questions.The
four monologues are completely unrelated and may include
public speeches, radio broadcasts, classroom talks, and the like.
Again, you will hear each piece only once, but you are allowed
to take notes during the listening to help you answer the
questions.
Strategies
You should listen to the entire monologue, before
attempting to answer the questions, since the information
needed to answer the questions may not appear in the same
order as the questions themselves. Reviewing the printed
questions quickly before listening will give you a good idea
what information to listen for.
1-

B Grammar, Vocabulary, and Reading

The Reading test consists of three reading tasks, testing different
Reading (GVR) (80 minutes) types of reading skills.There are 30 questions in the Reading
This section includes Grammar, Vocabulary, and Reading items,
test, with between eight and twelve multiple-choice questions
in that order. These are all multiple-choice items with four
for each text.
options: A, B, C, or D. No writing is involved in this section. On
Reading Part 1 consists of two reading texts, followed by
the examination, answers are marked on the special answer
five multiple-choice questions for each. The texts may be a
sheet provided.
short factual article, a story, or a review.The questions might
Strategies be global — for example, asking about the writer's purpose
in writing the extract; they might focus on the meaning of a
You have a total of 80 minutes to complete a total of 100
vocabulary item; or they might test the reader's understanding
items, comprising Grammar, Vocabulary, and Reading. lt
of certain points in the extract.
might be a good idea to calculate roughly 45 minutes for
the Grammar and Vocabulary sections together, and another Strategies
45 minutes for the Reading section. If you find yourself with
Answer the questions one by one.They normally follow the
spare time at the end, go back and check any answers you
order of the text. If the question is a global one, make sure
were not sure about.
you have read to the end of the passage before you answer
it. Don't let your own knowledge of a particular subject affect
Grammar the way you answer a question. Your answers should be
based solely on what you read in the passage.
There are 35 items on this part of the exam.These items test
your knowledge of basic grammar in English and require the
Reading Part 2 consists of two reading tasks made up of four
selection of the vvord or phrase that produces a grammatically
sections each, followed by ten questions for each task. The four
correct sentence. ltems appear as either a single sentence, with
sections are related by topic and include a variety of text types,
a word or phrase removed; or a short (two-line) dialog, with a
such as e-mails, public notices, newspaper articles, and the like.
word or phrase removed from one of the sentences. All aspects
The questions are separated according to the section they refer
of grammar, including tenses, word order, prepositions, articles,
to, with two questions for each section.The last two questions
linking words, and so on, may be tested in this section.
relate to all of the sections, and ask you to identify information
that is common among them all.
Strategies
Do not spend too much time on an item. You will lose more Strategies
points in the end if you do not complete one of the sections
Always make sure you are referring to the correct section for
properly. If you are not sure of an answer, mark it, and move
each of the questions. To answer the questions that refer to
on.You may have time to go back and recheck answers at the
all sections, it is helpful to skim the texts again to make sure
end of the exam. The purpose of the section is to test your
the information is in the specific sections included in your
knowledge of English grammar as used by all speakers of
chosen answer.
English, as opposed to structures that are only used in either
American or British English.

Vocabulary
There are 35 items on this part of the exam.These items test
your knowledge of English vocabulary. Each item consists
of one sentence, with the relevant word or phrase removed.
Choosing the correct word among similar options, using
suffixes and prefixes, phrasal verbs, idiomatic expressions, verbs
and prepositions, and so on may be tested in this section.

Strategies
If you do not feel you have found a correct answer,
choose the most likely alternative. As with all parts of the
examination, every question should be answered.

INTRODUCTION 5
 C Writing (30 minutes)
The Writing test consists of a set situation — given in the form
of a letter or a short article — to which you have to write a
response, either a letter or a short essay.The letter will usually
take the form of advice; whereas the essay will usually be in a
form of a discussion about a certain topic, where you should be
able to give your own opinion. Remember that you only have to
answer one of the tasks.
Strategies
The letter: The letter is normally addressed to a magazine,
so it would be semi-formal in tone. lt is important to cover
all the points mentioned in the problem presented and give
appropriate advice.
The essay: Your opinion or argument should be presented
clearly and logically, so that the reader can easily follow your
line of reasoning. Be sure to answer all of the questions that
are included in the task.
Assessment
Candidates are assessed on whether they can communicate
their ideas clearly and logically, keeping to the topic they have
chosen; on their use of sentence and paragraph structure; and
on the correct and varied use of vocabulary.
D Speaking (15 minutes)
The Speaking test consists of four different stages. First, you
are asked to give personal information about yourself to the
oral examiner: hobbies, plans for the future, family, schooling,
etc. Second, you are shown a set of photographs relating to a
particular theme or topic; you are given a particular situation or
problem based on this theme, and you must ask the examiner
questions in order to reach a decision or make a choice.Third,
you must make your choice and justify lt by explaining to the
examiner how you reached your decision. Finally, you will be
asked further questions related to the topic you have been
dealing with.
Strategies
Make sure you know: 1) how to talk about yourself; 2) how
to compare photos about different topics, such as work,
crime, travel, entertainment, education, and the environment,
among others; and 3) how to ask questions to get
Information from the examiner.
When comparing the photos, don't worry if there is a
particular word you can't remember — use other words to
describe what you see. This is the best way to demonstrate
your knowledge of English and your ability to be flexible in
its use.
Assessment
Candidates are assessed on their ability to communicate
fluently and correctly, and their range of vocabulary, grammar,
and sentence structure.
6 `-% INTRODUCTION
Course overview
ECCE Result (revised edition 2012) provides students with
comprehensive preparation for the Cambridge Michigan
Examination for the Certificate of Competency in English, at the
Council of Europe B2 level. Covering all major language skills,
the course offers engaging texts carefully designed to mirror
the type of reading articles and listening recordings in the ECCE
test, and to stimulate interest and provide topics for discussion.
ECCE Result features a contemporary, attractive design with
unusual, eye-catching artwork.
The units are loosely organized by theme, but sections within
the unit cover a wide range of topics.This gives teachers
flexibility in planning lessons and provides variety for students.
There is an emphasis on grammar and vocabulary work
throughout the course, and the review sections after each unit
help students to check what they have learned.
As well as being encouraged to consolidate, improve, and
activate their knowledge of the English language, students are
given extensive training in all ECCE examination skills and task
types. The Tip boxes give additional helpful hints for individual
tasks.
The flexibility, organization, and additional components of the
course make it suitable for students studying several hours a
week throughout the academic year, or for those in shorter,
more intensive courses.
Student's Book pack
The Student's Book pack comes with access to an Online Skills
Practice (OSP) component and an Online ECCE Practice Test. For
more Information on the OSP or the Online Practice Test, see
the sections below.
Student% Book
The Student's Book consists of 10 units, each of which includes
the following sections:
The Reading sections cover comprehensively both of the
Reading task types on the revised exam, develop various
types of reading skills and strategies, and encourage good
exam techniques. Warm-up activities briefly introduce the unit
topic through photographs and questions, and are designed
to engage students with the unit theme. In the earlier units,
comprehension exercises include a training element in the
form of questions that help students identify where to find the
correct answers in the text, and how to identify misleading
answer choices.The training activities also develop other exam-
related reading skills.
The Vocabulary sections draw on and expand vocabulary
from the Reading section and encourage students to use the
vocabulary in context. As well as topic-related vocabulary, there
are functional phrases, useful expressions, collocations, easily
confused words, word formation tasks, and phrasal verbs.
The Grammar sections adopt a holistic approach to grammar,
covering grammatical structures by checking what students
already know, and then inviting them to practice newly
acquired structures.The sections are cross-referenced to the
Grammar reference at the back of the Student's Book.
The Listening sections, like the Reading sections, introduce
and practice useful exam skills and techniques.There are usually
warm-up activities and / or follow-up tasks to allow students
to talk about their personal experience of, or give their reaction
to, the themes focused on. In order to hone their listening skills,
students may be given the opportunity to check their answers
against the printed script, compare their answers with other
students, or note down key words or phrases.
The Speaking sections are intended to provide stimulus for
general discussion, as well as exam-specific listening activities,
discussion topics, photographs, lists of useful phrases, and tips
to help students succeed.Tasks that require students to both
ask and answer questions are a focus of these sections, since
a balanced two-way exchange is expected in the speaking
section of the ECCE exam.
The Writing sections deal comprehensively with both
possible exam tasks, the letter and the essay. Model answers
are provided for students to analyze, before they produce a
complete piece of writing on their own.These sections focus
on topic analysis, organization techniques, register, useful
vocabulary, and suitability of response.
The Review sections review the vocabulary and grammar
studied in the unit.They are presented in the same multiple-
choice format used in the ECCE exam.They are non-cumulative,
and provide a valuable progress check at regular intervals.
The Grammar reference provides comprehensive rules and
explanations for the usage of individual grammar points,
including tenses, irregular verbs, passive voice, causatives,
reported speech, articles, comparatives, gerunds, modals,
relative clauses, and other points covered in the units.
Grammar and Vocabulary
Workbook
The Grammar and Vocabulary Workbook for ECCE Result is
designed to be used with the Student's Book, either in class or
at home.
The aim of the Grammar and Vocabulary Workbook is to
support students preparing for the Michigan ECCE exam, and to
complement the work done in the Student's Book.
The Vocabulary and grammar practice exercises have been
designed to consolidate and complement the vocabulary and
grammar work done in the corresponding Student's Book units.
The Exam practice section towards the end of the Workbook
provides students with further practice of typical ECCE
vocabulary and grammatical areas. All questions are multiple
choice in format, to reflect those sections of the ECCE.
Teacher's Book
The Teacher's Book contains procedural notes consisting of
activity-specific guidance, suggested vocabulary to pre-teach,
and background or cultural information, where appropriate.
There is also a full answer key, including suggested answers, for
the activities in the Student's Book. In many cases, the answer
key explains why options are correct or incorrect. In addition,
the Teacher's Book contains the audioscripts for the listening
sections, and, for all sections, provides optional activities for
classroom use.
Below is a description of each section of a typical unit in the
Student's Book and teaching procedures for specific task types
that occur frequently. Many of the exercises can be done either
individually or in pairs, but speaking activities, in particular,
should be done with a partner. Speaking activities often
include the warm-up discussions about the topic, such as in
the Reading and Writing sections. If the class is large, or is of
mixed-ability, small groups of four or five students would also
be appropriate.
Section descriptions
Reading
This section begins with a series of photos related to the
unit topic. Responding to a visual prompt is a skill that is also
required on other parts of the exam and, therefore, needs to
be practiced frequently.The Teachers Book specifies whether
the activities in each Reading section help prepare students for
Reading Part 1 or Part 2. Sections that practice Part 1 contain a
single reading passage and those that practice Part 2 four short
passages, in each case accompanied by a series of multiple-
choice questions. These questions follow the order of the text(s).
Vocabulary
Each unit contains two pages of vocabulary exercises. These
begin with activities that focus on the meaning of words or
expressions from the reading texts. After this, vocabulary related
to the unit topic is practiced.
Grammar
Every unit includes two pages of grammar exercises, supported
by a grammar-reference section at the back of the book. A
common exercise type involves matching sentences to their
rules or uses.
Listening
The Teacher's Book specifies whether the activities in each
Listening section help prepare students for Listening Part 1 or
Part 2.Those sections that practice Part 1 contain several short
conversations each, followed by a question. Students listen to
each conversation and question once only, and choose the
correct answer from three picture choices. In the sections that
practice Part 2, students hear two talks. After listening to Talk
A, students answer some general questions and then listen
again to answer questions in more detail; the detailed questions
consist of four answer choices.The format for Talk Bis the same.
INTRODUCTION - 7
 Some of the Part 2 activities require students to complete
the questions themselves or match them with the correct
answer. While the questions generally follow the order of the
audioscript in the activities for both Part 1 and Part 2, this may
not be the case on the exam.
Speaking
The Teacher's Book specifies whether the activities of each
Speaking section are tailored towards Stage 1, 2, 3, or 4 of
the Speaking test. Each Speaking section includes an exam-
type task, discussion, and role-play activities, supported by a
Language guide that provides useful expressions and phrases.
Writing
This section usually begins with a series of questions related to
the unit topic, sometimes accompanied by photos. There is an
exam-style writing task accompanied by a text, and questions
about both the task and text. Students are asked to analyze a
sample answer before producing their own essays or letters.
Basic procedures
Reading
Ask students to describe the photos in as much detail as
they can, and encourage them to relate the photos to their
own experiences and opinions.Tell them to do this in pairs
or small groups and to make a note of any vocabulary they
might need, for later review with the class. Have students read
the texts quickly for general understanding.Then tell them
to read the texts again carefully in order to answer the more
detailed questions. For questions based on a single passage,
advise students to break the task down into paragraphs, and to
attempt a question once they have read each paragraph. Point
out that more than one question may apply to an individual
paragraph.
Vocabulary
In exercises that present words or expressions from the text,
teil students to locate these in the text and to read the entire
sentence in which they appear. Ask them to try to guess the
meaning of the word or expression from the context before
looking at the alternatives provided. Where students need to
match an expression in the text(s) to a given synonym, suggest
that they first identify the part of speech of the synonym and
look for words in the text that have the same grammatical
function, as well as meaning. In exercises that do not relate to
the text(s), have students attempt as many as they can before
you check answers with the class.
Grammar
In exercises matching sentences with uses or rules, check
understanding by eliciting further examples that relate to
students'own experiences. After completing an exercise,
encourage students to use the Grammar reference in the back
of the book independently to check their answers. Use the
Language boxes flexibly, depending on how familiar students
are with the grammar topic. Either elicit structures and use the
8 INTRODUCTION
Language boxes for extension and support, or read through the
structures in the boxes with the class. Ask students to turn to
the Grammar reference if further help is required.
Listening
For activities related to Listening Part 1, remind students that
each set of three pictures presents a different scenario, and
that they are not a sequence of actions. Advise them that they
need to understand what is happening very quickly in each of
the pictures.Tell them to focus on each set of three images for
thirty seconds before playing the relevant conversation and
question. Suggest that they note down key words to describe
each of the pictures, as this will be helpful when they listen
to the audioscript. Make sure students understand that they
have to choose the correct picture before they hear the next
dialog. When checking answers, ask students what clues in the
audioscript directed them to the correct answers.
For activities related to Listening Part 2, do not allow students
to read the detailed questions before they hear the audioscript.
Advise them that they will hear each talk twice. Ask them to
look through the general questions in the first activity, and
remind them that they should not expect to understand every
word they hear in the audioscript. Before playing the script a
second time, tell them to note down any expressions or phrases
that helped them find the correct answer from the four choices.
Note that although they will be able to read the questions
in Part 2 of the exam before listening to the audioscript, it is
good practice for them to listen in a focused way, particularly
because, on the exam, the questions may not follow the order
in which they hear the information.
Speaking
Read the task through with the students. Check that they
understand what they are required to do by asking concept
questions. Elicit other information that they might want to
give, or questions they might want to ask, in order to complete
the task as fully as possible.Tell students to read through the
list of phrases in the Language guide, either to check if their
suggestions are included or to learn the language they will
need. For Stage 1 activities, encourage students to sound
interested when asking questions and to expand their answers
where possible. Remind them that this is a useful strategy in
conversation, as well as an exam skill.
Writing
Remind students that the opening questions provide further
practice in linking the unit topic to their own experiences. Read
through the exam task and resolve any comprehension issues;
teil students that this task encourages them to analyze a piece
of writing. Ask students to think about the difference in style
between the article, letter, advertisement, etc. that is presented
and the letter or essay they are being asked to write.
Online Skills Practice
Using the Online Skills Practice
The Online Skills Practice is accessed via a unique"unlock"code.
This can be found on the card at the back of the Student's Book.
(The Online Skills Practice can also be purchased as a separate
component.) The exercises and tasks in the Online Skills Practice
allow students to continue to develop the skills and sub-skills
they need for the ECCE exam outside class time.
The Online Skills Practice can be:
• Teacher managed via a free Learning Management System
(follovv the instructions for Option 1 or Option 2 on the card
at the back of the Students Book);
• Used by individual students for seif study (refer students to
the instructions for Option 3 on the card at the back of the
Student's Book).
Teacher-managed Online Skills Practice
If teaching the Student's Book in dass, this Option is
recommended. Exercises and tasks can be assigned from the
Online Skills Practice and the Online Practice Test via the free
Learning Management System (LMS), where it's easy to:
• Manage the exercises and tasks students do and when they
do them;
• See students' results in an online grade book, allovving easy
identification of areas of class or individual weakness, and a
focus on what students really need to work on;
• Read, comment on, and grade students'extended vvriting
tasks online, with an Option to return work to students for
them to improve and resubmit it at a later point. A grading
guide and sample answer are provided.
• Listen to, comment on, and grade students'recorded
responses to speaking tasks online.
Teachers may choose whether to assign the exercises and tasks
in the Online Skills Practice"without help"(for assessment) or
"with help"(for supported learning). For exercises and tasks that
are assigned "with help," students are allowed to:
• Mark their answers, have another attempt at anything
they got wrong, and then see the correct answers with
explanatory feedback;
• Look up the meaning of words in questions and texts in the
integrated online Oxford Advanced American Dictionary. This
saves time and helps students improve their vocabulary;
• Read tips and strategies to help them prepare for the exam;
• See sample answers for the writing tasks and useful language
for the speaking tasks.
If exercises are assigned "without help,"these support features
will be disabled.
Teachers can choose the sections or exercises of the Online
Skills Practice they vvish students to do, and assign them first
"without help," i.e., with all support features disabled.This will
allow assessment of how well prepared students are at any
stage of the course. Any problematic exercises can then be
assigned again "with help," i.e., all support features enabled, so
that individual students can benefit from the learning support
features.The entire Online Skills Practice can be assigned either
in one go, a unit at a time, or with a selection of sections or
exercises.
For teachers choosing to use the LMS, the following instructions
are recommended for Option 1 on the card in the Student's
Book.Teachers preferring to register students themselves will
need to collect students'cards with unlock codes and follow the
instructions for Option 2.
Self-study Online Skills Practice
Teachers may prefer students to work through the material in
the Online Skills Practice and ECCE Practice Test at their own
pace, using the"self-study" option. Students will need an e-mail
address to register, and will need to follow the instructions for
Option 3 on the card in their books. For this option, students
will have access to all of the learning support features (see
below), but it will not be possible to track their progress, see
their results, or do any grading online.
Note!
lt is very important to teil students which access option will be
used. For more information, go to www.oxfordenglishtesting.com .
Online Skills Practice content
The ECCE Online Skills Practice is presented according to the
skills in the ECCE exam, namely Listening, Grammar, Vocabulary,
Reading, Speaking, and Writing. Fach skill area contains skills
training and exam-practice exercises.
The skills-training exercises help develop students'ability in
the different skill areas and reinforce what is covered in the
Student's Book, although it is not necessary to have completed
the Student's Book before doing these exercises.
Suggestions are included below for how to use the OSP with
the different skill areas in the Students Book:
A Listening
OSP Listening exercises may be assigned with the
corresponding units covering the respective part of the exam
(Part 1 or Part 2), or they may be assigned to cover specific
areas, such as gaps in comprehension of specific vocabulary.
For example, if students have trouble understanding numbers
or essential objects, you may wish to assign Exercises 1 and 2
in Part 1. Exam practice is divided into Parts 1 and 2, making it
logical to assign these exercises with Units 9 and 10.
INTRODUCTION T 9
Z.) e
 B Grammar, Vocabulary, and
Reading (GVR)
Grammar
OSP Grammar exercises often have clear correlations to units.
For example, Exercise 1 covers tenses, as do Units 1 and 2;
Exercise 2 includes have something done, covered in Unit 3; and
Exercise 3 includes gerunds and infinitives, covered in Unit 5.
However, a single OSP activity simultaneously reviews a range
of structures and, therefore, may be assigned in any order that
fits students'need for practice.
Vocabulary
Like Grammar, OSP Vocabulary exercises may be covered after
corresponding units, or tied to student need. For example,
Exercise 1 covers a range of phrasal verbs: in the Student's Book,
phrasal verbs with put are covered in Unit 1, with look in Unit 2,
get in Unit 3, and turn in Unit 4. Prefixes and suffixes (Exercise 2)
are covered in Units 1, 2, 3, 7, and 10, and collocations
(Exercise 3) are covered in Unit 6. Such links can be found quite
easily by referring to the Contents pages in the Student's Book.
Reading
OSP Reading exercises cover a wide range of skills going from
the global to the specific: from reading for gist, to working out
the meaning of words from context, to understanding reference
words. While you may wish to assign Part 1 and Part 2 exercises
with those units covering the respective part of the exam,
many of the exercises have clear thematic links and may also be
assigned after their corresponding unit; for example, for the Part
1 OSP exercises: Exercise 1 after Unit 1; Exercise 2 after Unit 8;
Exercise 3 after Unit 2; Exercise 4 after Unit 6; and Exercise 5 after
Unit 5. OSP Exam practice follows the multiple-choice format of
the test.
C Writing
OSP Writing exercises cover essential skills such as topic
sentences, cohesion, connectors, synonyms, and editing. You
may choose to assign them after units covering similar skills; for
example, Exercise 1 on topic sentences after Units 1 or 3, Which
cover topic sentences and paragraphs. Or you may choose
to look for thematic connections; for example, Exercise 1, like
Unit 8, deals with threats to our environment, Exercise 4, like
Unit 3, deals with the impact of technology, and Exercise 5, like
Unit 5, covers sports. The OSP Exam practice includes additional
authentic writing tasks.
D Speaking
The OSP activities are divided into the same Stages as the
exam.Therefore, Stage 1 activities, focusing on giving personal
information, can be done whenever there are Stage 1 activities
in the Student's Book (Units 1 and 4).The many OSP activities
10 173 INTRODUCTION
covering Stages 2 and 3 can be done in any order: Units 2, 3,
5, 6, 7, and 8 focus on these stages. Finally, the OSP activities
providing Exam practice may be done in two ways: All exercises
may be assigned cumulatively in conjunction with Units 9 and
10, or the Stage 1 practice may be assigned earlier, after the
relevant units focusing on this stage.
Learning-support features
These learning-support features are available to students for
assignments set"with help"or if students are using the self-
study option.
Feedback Students get answers and explanatory
feedback on questions, which are
automatically marked for them. If they
can understand why they answered a
question incorrectly, it will help them
to think more clearly about a similar
question the next time.
Dictionary look-up: This feature allows students to look up
Oxford Advanced the meaning of words in exercises and
American texts.
Dictionary
Tips Tips are available on how to answer
exam questions, and other general
language-learning tips are also provided.
Students need to click"Show tip" on the
left of their Online Skills Practice screen.
Audio scripts Students can read audio scripts in the
Listening and Speaking sections.They
can view these by clicking the"Audio
script" link at the bottom of their Online
Skills Practice screen.
Sample answers Students can see sample answers in the
Writing sections, and read comments
on them to see what is expected on the
exam. Students can then improve their
own answers.
Useful language Lists of useful language are provided
in the Speaking sections, accessed by
clicking the "Useful language" link at the
bottom of the screen.
Change your Students can click the "Change" button
answers and try to try an exercise or answer a question
again again. If students are using the self-
study Option or you have assigned the
exercise"with help,"they can change
their ansvvers as many times as they wish
before submitting their assignment.
Online ECCE Practice Test
The unlock code for the Online Skills Practice also includes
access to a complete oxfordenglishtesting.com ECCE Practice
Test. Teachers using the LMS Option can assign this test to
students as a whole test, or by part (such as Listening, GVR, or
Speaking) using Test mode ("without help") so that they can
assess how well-prepared students are, or in Practice mode
("with help") for practice and familiarization with the exam
task types.

iTools
ECCE Result iTools provides teachers with new material for use
on interactive whiteboards (IWBs). iTools aims to develop and
extend material in the Student's Book.

Content
Student's Book extension
Each unit in iTools corresponds to the topic and lexical /
grammatical content of the Student's Book, and provides four
or five new exercises to develop and expand on material in the
corresponding Student's Book unit.These include vocabulary
and grammar extension tasks, PowerPoint presentations of
grammar points, reading and listening tasks for additional exam
practice, photos for Speaking activities with additional tasks,
and video clips.
Please note that iTools is not the Student's Book on screen.

ECCE skills practice

This section provides further opportunities for students to
develop their Listening, Reading, Grammar, and Vocabulary
skills. lt contains:
• Two Reading skills worksheets — focusing on sub-skills for
Reading;
• Two interactive Listening tasks (one for each part of the ECCE
exam);
• Interactive Grammar tasks;
• Interactive Vocabulary tasks.

Teacher's Book
The Teachers Book is provided in PDF format for easy reference
during the lesson.

Additional resources
• Unitand Progress Tests
• Speaking videos and worksheets
• Student's Book audio and audioscripts
See the User Guide on the iTools disk for more detailed
information on the iTools.

INTRODUCTION - 11
 111111144\\

lan connection
5 For example, the Spanish question word ique becomes K?
Reading p4
in IM language.
1 6 ... most young people are using a simpler version of IM
language ...
OB
• The photos are related to the title because they show
people using technological devices to communicate with
Vocabulary p6
other people.
• Photos from left to right: 1
a woman happily talking or listening to someone on her
cell phone; 1b2a3a 4b 5a 6a
a person sending a text message;
someone using a laptop, possibly using social media or 2 Read the text at the bottom of the page. Ask students what
email to keep in touch online; part of speech the underlined words are (verbs) and elicit
a handwritten note. that all of the words have to da with speaking. You may wish
to pre-teach or elicit the different types of structures that
2 Ask students what Instant Messaging abbreviations they use follow the verbs in the text (preposition: talk + to, chat / gossip
in their own language and if they know any abbreviations + about; noun phrase: debate + this question, mention + our
that are used in other languages.You could da the first one, real thoughts, discuss + our deepest feelings; object pronoun:
great, as a dass exercise with books closed, before asking us). Point out that sayis used here intransitively, i.e., without
them to try to work out how to write tonight in IM. an object.Tell students to refer to this information as they
work through the exercise.
great QR8 what's up? 51,1P? by the way 57147 (32B
tonight 2 H tt-C I hear you IHW see you et,f 1 say 5 chat
easy EZ later L.87Z laughing out loud / WZ. 2 talk 6 gossip
lots of love 3 discuss 7 mention
4 tell
3 Give students a minute or two to look at the instructions and
items 1-4 in Exercise 3.Tell them that they should look at Optional activity
how these ideas are expressed in the text, rather than looking • After finishing Exercise 2, students work in small groups
to see if individual expressions are mentioned. and write a definition for each of the verbs.This is good
preparation for Exercise 7.
1T2T3F 4T 3 Tell students that in this exercise, some of the verbs are used
4 You may wish to pre-teach or elicit slang, preoccupation, and differently from Exercise 2. When checking the answers with
secrecy / secretive. Ask students to da this exercise individually the class, write the following an the board:
and compare their answers with a partner. say + clause
teil + object pronoun + clause
teil a joke/ story/ lie
1b2c3a4d5a6b

5 Ask students to work in pairs to da this exercise. lt is good 1 said 5 said

practice to get students to reflect an the text. After checking
the answers with the class, ask students for their reactions to
what they have read.
OB
1 Each generation has its own slang words
2 We need our own space, too.
3 ... it's happening at lightning speed.
4 Young people in every country have developed their own
lingo
2 tell 6 told
3 teils 7 tell
4 tell
4 Tell students that a prefix is a ward or series of letters that are
added to the beginning of a ward to change its meaning.
Give the following examples: impersonal, unequal, and
dissatisfied, and elicit their meanings. Ask them to look at the
words in the box and say what the prefixes are. Warn them
that not all words beginning with these letters contain a
prefix, e.g., intentional.

12 UNIT 01
 3
They give a negative or opposite meaning.

5 Tell students that negative prefixes must be learned 1 are you doing 8 are
individually, but that im- comes before the letter p. When 2 am packing 9 never take
learning a new adjective, it is a good idea für students to 3 does your flight leave 10 Do you remember
make a note of the negative form at the same time. 4 leaves 11 are always forgetting
5 Are you getting 12 am not
6 I'm not 13 am texting
1 im 2 dis 3 in 4 un 5 im 6 dis
7 am getting
6 Remind students that a phrasal verb is a verb + particle
4 Tell students to check their answers against uses a—f in
(preposition or adverb) whose meaning cannot usually be
Exercise 1.
guessed from its individual elements. Give the example look
up (a word in a dictionary) = "consult" (a dictionary to find agill
the meaning of a word).Tell them that Exercise 6 shows that 1b 2c 3 a4a 5d 6d
a single verb, put, can be used in a range of different phrasal
5 You might wish to elicit a definition and an example of a
verbs. Each phrasal verb has to be learned.
stative verb, with books closed.Then read through the stative
verbs box on page 9 with the class. Point out that some
1d 2a 3 c4b 5d 6b 7a 8b verbs change their meaning, depending on whether they
are used in the present simple or continuous, e.g., have a car
7 Ask students to do as many of the items as they can without
(possession / state: present simple) / have a great time (action:
looking at the previous exercise.Then check answers with the
present continuous).
class.

1 have 5 doesn't know

1 put (somebody) up 5 put (something) off
2 am having 6 Are you getting
2 put away 6 put (somebody) off
3 knows 7 don't get
3 put (something) up 7 put on
4 believe
4 put back 8 put up with
6 You may wish to elicit the names of the different past tenses
and write them on the board. If any are missing, add them
Grammar p8
to the list. Have students work through this exercise in pairs.
Teil them they can use the Grammar reference on page 127
if they need help. Point out that they will need to give two
1 b 2e 3f 4d 5a 6c tenses für items 2, 7, and 8.

2
1 h past simple
2 d past continuous / past simple
1 Third person verbs in the present simple end in -s (or —es, 3 f past simple
depending on the ending of the base verb). 4 b past continuous
2 In the present simple, we use the auxiliary verb do (Do/
5 e past continuous
Does ... ?). In the present continuous, we use be (Am / Is / 6 a past continuous
Are ... ?). 7 g past perfect / past simple
3 In the present simple, we make negatives with do / does + 8 c past perfect continuous / past simple
not (don't/doesn't). In the present continuous, we use am /
is/ are + not ('m not/ isn't/aren't). 7 Ask students to try to answer the questions by referring to
4 In the present simple, we give short answers as follows: Exercise 6. Check ansvvers with the class and refer to the
Affirmative: subject + do / does Grammar reference on page 127 für further examples.
Negative: subject + don't/doesn't
In the present continuous: 1 There is no difference.
Affirmative: subject + am / is/are 2 In the past simple, we use the auxiliary verb do (did).
Negative: subject + 'm not/ isn't/aren't In the past continuous, we use the auxiliary verb be (was/
were).
Optional activity
In the past perfect and past perfect continuous, we use the
• Put students in pairs and ask them to write a dialog that auxiliary verbs have and be (had been)
includes the forms mentioned in Exercise 2, i.e., a third-person 3 In the past simple, we give short answers as follows:
verb in the present simple; and a question, negative, and Affirmative: subject + did
short answer in both present simple and present continuous. Negative: subject + didn't

UNIT 01 13
 In the past continuous:
Affirmative: subject + was / were 2a 3c 4a 5b 6c 7b 8c
Negative: subject + wasn't/ weren't
Audioscript
In the past perfect and past perfect continuous:
2 Female When I have a problem, I always talk to my best friend
Affirmative: subject + had (full form only)
Negative: subject + hadn't about it. What about you, Pete?
Male I'd talk to my friends, but most of them aren't very good
In the past simple: subject + didn't + base form
In the past continuous: subject + wasn't /weren't + gerund listeners. I've talked to the school counselor a couple of times,
In the past perfect: subject + had ('d) + past participle too, but she wasn't really much help. You know, normally,
In the past perfect continuous: subject + had not (hadn't) I just talk to my parents.They're really understanding, and
been + gerund
they know me a lot better than my friends do.
Who does Pete usually talk to about his problems?
8 Remind students that they should read the entire sentence 3 Female What were you doing when I called this morning? I
for the context before deciding which past tense is needed. had to leave a message.
Male Well, I wasn't sleeping, if that's what you mean! Actually,
1 have had I went running. I needed to get some exercise before doing
2 9c, Did my homework.
3 d-reve was driving Female I thought it was something like that.
4 ie was What was Andrew doing when she called?
5 had completed completed 4 Male Hey, Cecily. It's me, Dan. How's your vacation going?
6 Eled-yeti-werrleieg Had you been working Female Oh, O.K. I'm not exactly sitting by the Pool enjoying
the sunshine, though.
9 Ask students to do this exercise individually and without Male What do you mean?
support. Check answers with the class, and use the Grammar Female It's pouring outside, so I'm sitting in my room looking
reference to explain any remaining difficulties. out the window. Im not about to go walking on the beach
during a storm like this.
1 started 6 were What is Cecily doing right now?
2 wanted 7 sat 5 Female Hey, Paul. How did your talk with Felicia go yesterday?
3 had always enjoyed 8 created Male Talk? lt was definitely more of an argument than a talk.
4 had tried 9 sold She was really angry with me, and kept yelling at me, telling
5 rejected 10 realized me how irresponsible I am. lt was no joke, let me teil you.
Which picture shows Paul and Felicia's conversation?
6 Male Had you managed to clean up your house by the time
Listening p.10 Steve and Katie got there? I know you were worried you
1 You may wish to pre-teach or elicit headset wouldn't have time.
Female Well, I triedi I mean, the place was in a terrible mess,
but I'd done about half of it when they turned up. lt certainly
wasn't as clean and tidy as I'd have liked.
Suggested key words: Which picture shows her when her guests arrived?
picture 1: woman, cell phone, driving; 7 Female How did you react when you found out you'd won
picture 2: woman, cell phone, sitting in car; the scholarship, David? I bet you burst into tears, didn't you?
picture 3: woman, cell phone headset, driving car. Male Tears? Me? Not likely. Na, for some reason, I started
2 Read the tip with the class before asking students to listen to laughing. I have no idea why. I was almost angry with myself
the dialog. afterwards — 1 mean, lt was such a stupid reaction — but at the
moment, lt just seemed hilarious.
Female Well, congratulations, anyway.
She pulls over and stops the car.
How did David react when he read the letter?
Audioscript 8 Male How did you and Flavio meet, anyway? Someone told
1 Male Do you talk on your cell phone while you're driving? me you got together an a beach in Brazil.
Female Not true! We went to Brazil together a long time after
Female Of course not. It's illegal! It's also very dangerous. A lot
of my friends wear headsets so they can talk on the phone, we met, to visit his family there. No, we ended up next to
but I always pull over and stop the car. I know I don't drive each other at our college graduation and started talking. The
well while I'm talking on the phone, even with a headset. funny thing is, we'd been invited to the same wedding just
What does she do when she has to use her cell phone in the car? a week before, but I couldn't go. So we could've met a week
sooner than we did!
3 Ask students to complete this exercise in the same way as Where did she and Flavio meet?
item 1.

14 UNIT 01
Speaking
p.11
This task helps prepare students for Stage 1 of the Speaking
test, which asks them to give personal information about
themselves. Refer students to the tip and focus especially on
the second sentence. Play the dialog once and ask them to
note down their impressions of the interviewee's answers,
for further discussion in Exercise 2. Play the dialog again and
have students answer individually.
1b2a3b4b5a6a7b
Audioscript
Male Where do you live, Helen?
Helen I live in Nea Makri. It's a suburb of Athens. Have you ever
been to Nea Makri?
Male No, never. Can you describe your town?
Helen Sure. It's by the waten lt has many hotels, fish restaurants,
and cafes overlooking the Aegean and the South of Eva
peninsula.
Male lt sounds really nice.Where is your house?
Helen It's on the sea front. A road separates lt from the beach.
And it's only 15 minutes from the center of town.
Male Great. Do you have your own room?
Helen Yes, I do. I love sports so my room is full of sports clothes
and gadgets. I have a small surfboard, a volleyball, and diving
equipment. I also love comic books, so you'll see a pile of them
next to my bed.
Male Now teil me about your family. Who do you live with?
Helen I live with my parents, Chris and Julia, and my brother
Alexis. My dad is an architect and my mom is a teacher.They
both work very near our house. My brother has just graduated,
so he's looking for a job now.
Male Do you go to the beach in your free time?
Helen That depends a lot on my daily activities. I usually swim.
Once a week I meet other comic-book collectors and exchange
magazines with them.
Male Who's the most important person in your life?
Helen My brother Alexis is very important to me. He's five years
older than me and he's very smart.
Yes. After answering the questions, she gives additional
Information that teils the interviewer more about her life
3 Do the first part of the exercise with the class. Point out that
items a—e all answer the relevant questions, but that some
answers are weaker because they give only the basic facts.
Have students do the second part of the exercise in pairs or
small groups.
eül
1c 2e 3a 4d 5b
Answers will vary for the second part of the exercise, but
those that could certainly be improved are the following:
d (much too basic, especially for a three-part question; needs
more personal opinions, experience, and observations);
c (answers to all parts of the question are given, but they lack
interest in the form of personal experience, etc.).
Optional activity
• In small groups, students look at the photo on page 11 and
use it to invent an answer to item 3 in Exercise 3. You could
bring in some other photos to distribute to the class for
greater variety. Pre-teach or elicit circus, walk on stilts, clown,
and juggle/-r.
4 Tell students that they can also create interest by varying
the structures they use to express themselves, rather than
by repeating phrases such as I'm (not) good at or (don't) like.
Read through the Language box on page 11 and point out
useful phrases, such as What I like about is, The place (my
town / neighborhood) is known for its , I'm (not) into ... , and
involved in ...
5
students' own answers
Writing p.12
1 Focus students'attention on the exam task in Exercise 2
by asking them what they think"keeping up with trends"
involves. You might ask how much, on average, they spend
on technology, music, or fashion each month.
2 Read through the exam task with the class. You might wish
to elicit that the letter is written in a semi-formal style and
point out that lt is good practice to reflect on the structure
of letters. (In this case: introduction, nature of the problem,
justification of own point of view, anticipation of response,
and sign-off)
1 letter
2 recap of his situation / opinions about young people's
attitudes to keeping up with the latest trends
3 semi-formal (because it features in a young people's
magazine)
4 as much as needed to make the situation clear
5 yes
3 Tell students to read the letter.You might wish to ask:
Does Andy agree with Don? (yes) Is Andy's response polite
or rude? (polite) How does he make his response less direct?
("I sympathize with your situation,""I hope this helps with
your problem," and the use of personal experience to justify
his view).
1332
1 He thinks that it's better to be true to yourself (and that
you shouldn't feel pressured by your friends to keep up
with the latest trends).
2 yes
3 yes
4 yes
UNIT 01 0, 15
 4 G rammar
2
1 to begin with 6 a third point to consider
2 for example 7 on the other hand
8 to sum up 1c 2a 3c 4a 5d 6a 7b 8c 9d 10 c
3 not only that
9 however 11 b 12b 13d 14a 15 c
4 second
5 in this way

1a 2b 3f 4a 5d 6a 7c 8e 9c

6 Tell students that there are two expressions for item 3.

1 second
2 for example
3 on the other hand, however
4 not only that
5 to sum up
6 a third point to consider
7 in this way
8 to begin with

7 Before talking about the topic, ask students to bear in mind

all the arguments that are discussed in favor of keeping up
with the latest trends.Tell them that their written response to
Dan's letter might not represent their own views completely,
but that it must do what the exam task asks. Remind them to
cover all of the points mentioned in Dan's letter.

Cill
Points to consider:
Following trends helps you fit in with your peers.
Keeping up with modern music, film, etc. gives you a better
understanding of culture.
Future education and career may be influenced by your
knowledge of the latest technology.
You can have friends show you how the latest gadgets work
instead of buying your own.
You can keep up by buying friends' used gadgets; you'll only
be one step behind.
Fashion can sometimes be important, too: future education
and career may be influenced by your appearance.
It's not necessary to spend a lot of money to look good.

students'own answers

Review 04

Vocabulary
1

1a 2c 3a 4d 5a 6b 7a 8c 9b 10 a
11 c 12a 13d 14c 15c

16 UNIT 01
 6
1 hilly 4 oily
2 rornantic 5 historic
1 have lived 5 built
3 friendly 6 lively
2 lived 6 have restored
3 became 7 joined
Grammar p20 4 climbed 8 have been

Listening p.22

1b2e3d 4f 5a 1 This exercise prepares students for Listening Part 2. Ask in

2 Go through the answers to Exercise 1 and read through the
Grammar reference an p.130 before asking students to da
this exercise in pairs. Check answers with the whole class.
1 How long have you been studying English?
2 I've known Antonio for a long time.
3 This is the first time I've watched thisTV show.
4 1 haven't done the assignment yet.
5 1 have done two activities so far.
6 She has been sleeping for hours!
7 She has been playing that song since seven in the morning!
8 I've been doing this project all morning and I need a break
before continuing.
9 The festival has finished. We can leave now.
3 Write the answers an the board and refer students to
Exercise 1.
IM
1 have been doing (use c)
2 have used (use b)
3 has tried (use a)
4 has been wearing (use c)
5 Have you had (use a)
6 haven't received (use b)
7 has already sent (use b)
Optional activity
Ask students to write four true sentences that illustrate uses c,
d, e, and f from Exercise 1.
4
1c2g3e4b5a 6f 7h 8d
Many students may be able to answer this question without
understanding what it means. After eliciting the correct
answer to question 1, ask students to explain what is meant
by"past and the present"(something that happens in the
past that has a link vvith the present, either in the speaker's
mind or an actual present result).
c 2a
what ways speakers giving a talk might show that they are
speaking in a formal setting or to people they know well
(using more formal greetings, e.g., Good evening rather than
Hi / Hello and addressing those attending according to
their status, e.g., Good evening, members of the Council and
members of the public rather than everybody).
Talk A
She is representing an organization / the Intercultural Trust.
She is talking about a proposal for a festival. lt is a formal
situation.
Audioscript
You will hear someone making a proposal at a public meeting.
Good evening, members of the City Council and members of
the public.Thanks for inviting me to speak this evening. My
name is Mary Dobson, and I'm representing the Intercultural
Trust. Dur organization helps promote cooperation and
understanding between people of different cultural
backgrounds. As I'm sure you know, our city is becoming
more and more culturally diverse, with nearly 10 percent of
the population having their roots in other parts of the world.
This includes Asia, the Middle East, India and Pakistan and,
of course, Latin America. Our organization believes that this
increase in cultural diversity is something to celebrate, and,
with that in mind, we'd like to recommend to the Council
that we set aside one weekend every year for a World Culture
Festival. We believe that a festival like this would make it easier
for newcomers to our city to meet and mingle with long-
time residents, and lt vvould also be a chance for us to learn
about other cultures and find out what the nevver members
of our community are all about.We are suggesting an annual
weekend of live performances, an arts and crafts sale, an
international food event, and various social events that will
help bring all of us together. I believe all of you have a printed
copy of our proposal, and I hope you will discuss the idea as
soon as possible and be ready to give us the go-ahead for the
first Centerville World Culture Festival, which hopefully we can
launch next summer.Thank you so much for your attention.
2 Tell students that there are three elements to this question.
Ask them to guess the questions in pairs, and then to vvork
individually to check their answers and choose the best
ansvver. Let them listen to the audio twice if necessary.

18 f"-j,
-(-- UNIT 02
1331
1 Where is the speaker? c
2 What does the speaker say about the city's population? b
1 b (... we are going to focus on cultural events ... the
3 What is the purpose of the speaker's organization? a
larger goal of seeing a place, meeting its people, and
4 What is the speaker proposing? d
learning about its culture )
5 What does the speaker hope her listeners will do? b
2 d (... I expect a lot of active participation in these
3 Ask students to complete the exercise individually, before seminars )
checking answers with the class. 3 c (... I'm especially exited about the group project ...
4 b (... the group project, which will involve creating a
arg website )
1 "Good evening, members of the City Council and members
5 a (... this should be a great exercise in real-world
of the public."
cooperation )
2" our City is becoming more and more culturally
diverse ... " Audioscript
3 "Our organization helps promote cooperation and
The audioscript for Exercise 5 is the same as for Exercise 4 with
understanding between people of different cultural
the addition of the following narrator questions:
backgrounds."
Number 1: What is the main focus of the seminar?
4 " we'd like to recommend to the Council that we set aside
Number 2: What does the speaker say his seminars involve?
one weekend every year for a World Culture Festival."/"We
Number 3: How does the speaker feel about the group project?
are suggesting an annual weekend of live performances."
Number 4: What does the group project involve?
5" I hope you will discuss the idea as soon as possible and
Number 5: What does the speaker mean when he says: "This should be a
be ready to give us the go-ahead for the first Centerville
great exercise in real-world cooperation"?
World Culture Festival ... "
4 You may wish to pre-teach the verb "to lure."
Speaking p23
Talk B
1 This exercise helps prepare students for Speaking Stage 2. As a
GIB warm-up to this task, put students in pairs and teil them to ask
He is a professor / teacher in a college. He is in a classroom. each other about the type of vacation they usually go on with
He's talking to students. His purpose is to explain what is their families, where they stay, what they do, and what they
involved in the class / seminar. pack. You might wish to do some extra work on question forms.
Audioscript arg
You will hear someone giving information about a dass. Photos from left to right:
Good morning, everyone. As I assume you know, this isTR408, a campsite; the Eifel Tower.
otherwise known as the seminar in cultural tourism. If you
2
happen to be in the wrong classroom, here's your chance
to head for the exits. No one? Good. So, this semester we arg
are going to focus on cultural events and how the tourism Destination Puerto de Mogän, in Gran Canaria, Spain
industry can help promote and increase the number of these Type of trip camping
events, and also how they can be combined into the larger Activities at the campsite: put up tent, cook food,
goal of seeing a place, meeting its people, and learning about build fires
its culture. This is not about hotels or museums, but about if it rains: local attractions, e.g., monastery
sporting, musical, and other cultural events. Now, if you haven't of caves
studied with me before, I'll warn you that I expect a lot of active Accommodation tents on Guantänamo campsite
participation in these seminars. In fact, this semester, you'll be Clothing & luggage swimsuit, comfortable clothes, jacket,
expected to complete both individual and group projects, and blankets, flashlight
most of your grade will be based on these two assignments. Price 300 euros
Im especially excited about the group project, which will
involve creating a website to lure visitors to the events and
Audioscript
other attractions of a particular country or area. For those of
Female What type of trip is shown in Picture 1?
you who aren't comfortable with the technical side of web
Male That's a camping holiday in Puerto de Mogän in Gran
creation, you're in luck.You'll be collaborating with a group of
Canaria, Spain.
web-development students who will deal with the technical
Female What does the trip involve?
side of things, while you supply the content of the site.This
Male Basically, you experience all the elements of a camping
should be a great exercise in real-world cooperation, and will
holiday from putting your own tent up and cooking your own
be a great experience to talk about in the future when you are
food to building fires at night. Daytime activities include diving,
interviewing for jobs. Now, for the individual project ...
going sailing, or climbing in the mountains.

UNIT 02 g 19
 Female What happens if it rains? What can we do? Student A How much does this trip cost?
Male There are many attractions in Gran Canaria which are very Student B Including the youth hostel, the Metro pass, and
close to the campsite, like the"Monastery of cavesnwith 298 entrance to the nnuseums, it's about 500 euros for the week.
caves.
5
Female Where do we stay?
• lt might be a good idea to practice language for expressing
Male There's a campsite called Guantänamo in Puerto Mogän.
preferences.
It's by the sea with the mountains in the background.There are
tents of different sizes available. Cri
Female What should we pack? students'own answers
Male You'll need your swimsuit and light comfortable clothes
6
that are easy to wash.The temperature is typically 22°C, or
about 70°F, and it's always sunny.You'll probably need a jacket
in case lt gets colder at night. You need to take your own students'own answers
blankets. A flashlight will be handy as well, if you can get one.
Female How much does this trip cost? Optional activity
Male Including food and excursions, the trip is about 300 euros • In pairs or groups, ask students to agree on a place they know
for the week. It's the cheapest alternative and it's fun. well and to describe what a trip there would involve, using
the headings in Exercise 2. Other pairs or groups should then
3 ask questions about the trip, with books closed.

1 What type of trip is shown in picture 1?

2 What does the trip involve?
Writing p.24

3 What happens ifit rains? What can we do? 1 Encourage students to think back to the Reading section, and
4 Where do we stay? ask them about events that they have heard about that they
5 What should we pack? would like to attend.
6 How much does this trip cost?
G1321
Audioscript students'own answers
The audioscript for Exercise 3 is the same as for Exercise 2.

4
1 an article
2 the reason for going, what the perfornnances and
Suggested answers
atmosphere were like, and a recommendation
Student A What type of trip is shown in picture 2?
3 not all, but some
Student B It's a sightseeing trip in Paris.
4 yes
Student A What does the trip involve?
5 mainly past tenses to describe the experience
Student B Basically, you get to see all the famous sights.
You have a tour of the City, see the Eiffel Tower, and then
Optional activity
have lunch in the tower itself.You'll visit the Arc de Triomphe
• Ask students to find opposites for words in the advertisement
and will have a chance to watch the local artists at work in
such as largest, masses, foreign, outdoor, outstanding, natural,
Painter's Square. You can also take a boat trip along the Seine,
beauty, respects, popular, and general.
followed by dinner near the Moulin Rouge.
Student A What happens if it rains? 3
Student B Well, there's the Louvre, of course, where you can
see Da Vinci's Mona Lisa, and the Pompidou Centre, which
1 from his cousins 4 1, 4, 3, 2
has lots of interesting modern art and design.
2 past tenses 5 He enjoyed it. Yes.
Student A Where do we stay?
3 informal
Student B That isn't a problem. You can stay of one of the
many inexpensive youth hostels. They cost 40-50 euros per 4
night if you share with one or two people.
Student A What should we pack? paragraph 2: location, getting there
Student B For the daytinne, you should pack T-shirts, jeans, paragraph 3: actual events at festival
a waterproof jacket, and sneakers. I'd pack evening clothes if paragraph 5: recommendation
you're intending to go to the theater later on. Remember to
bring your own toiletries and an alarm clock. Sunglasses will
be useful, too. And don't forget to pack silverware.

20 UNIT 02
5

To underline:
favorite, special, sunny, hot, great, amazing, pretty good,
enthusiastic, rowdy, overly-loud, exhausted, hungry, tun, special,
great, great
They are mostly positive.

6 Have students work in pairs and encourage them to do as

much as they can before consulting their dictionaries.

favorite - least favorite

special - normal, ordinary
sunny - cloudy
hot - cold
great - awful
amazing - horrible, terrible
pretty good - pretty bad
enthusiastic - bored, apathetic, uninterested
rowdy - quiet
overly-loud - quiet
exhausted - energetic
hungry - full
fun - boring
great - bad, terrible, etc.

7 Ask students what kind of style they expect to use. Remind

them to include Information from the advertisement in their
answer.

Possible ideas could include:

bad weather, difficulties getting there, bad performances
and sound system, rowdy and / or bored crowd, with perhaps
some personal problems among the people you went with.

Review p.26

Vocabulary
1

1d 2 b 3c 4d 5a 6a 7a 8d 9a 10c
11 c 12 c 13 b 14 d 15 a

Grammar
2

1c 2 b 3a 4a 5c 6 b 7c 8a 9c 10 b
11 c 12 c 13 c 14 b 15 d

UNIT 02 21
 lechriblogy and. eyond
6 b (She doesn't say she has actual experience. She says,
Reading p28
"My major is web technology" and "My goal now is to gain
experience.")
7 d (a community open house)
gal
• Photos from left to right: 8 d (intention, mission, aim, ambition, objective, etc.)
young people being trained on Computers;
a virtual conference where people can communicate
Vocabulary p30
without being present;
an image of data in cyberspace. 1 Remind students that the words in the text an the previous
• students'own answers to last question page are the same parts of speech (e.g., plural noun, infinitive,
etc.) as their synonyms in this exercise. Have students do this
Check that students understand the words intern / intemship
exercise in pairs before checking answers with the dass.
before they go on to discuss the other questions in this
exercise. You may wish to explain that the suffix -ship can
be added to certain nouns to describe a role or status, e.g., 1 enhance 5 major
citizenship, membership, or a quality such as ownership or 2 reasonable 6 invaluable
friendship. 3 realize 7 hard to miss
4 discounts 8 harness

• An internship offers advanced students or graduates a 2 Have students da this exercise individually or in pairs.
chance to gain practical work experience in a professional Encourage them to look first for the words whose meanings
field. they already know.This will help them avoid relying an
• students'own answers to remaining questions dictionaries.

Teil students that this section helps prepare them for Reading OMI
Part 2. You may wish to elicit and / or pre-teach the following 1 search 5 share
words and phrases from the texts: mentor, segment, software, 2 save 6 lose
comfort zone, course credits, straight-A student, and cutting- 3 load 7 leak
edge. Refer students to the tip, and remind them that it's 4 transfer 8 access
important for them to focus an the content of each text as
Optional activity
quickly as possible.
• Ask students which of the verbs in Exercise 2 can also be
used as nouns. Ask them to write definitions for the nouns.
1 W—ATech Design Then check answers with the class.
Casey Rider
web design for advertising, either online or on handheld 3 Tell students that they should first decide whether the
devices sentence is talking about information, or whether the verb is
used in another context.
4 Before students begin this exercise, refer them to the tip
again. Make sure that they understand the meaning of infer
and blend in, and check their understanding of CEO. 1 examine
2 not spend
3 put date onto a computer
1 c (Inferred. You might have to read the whole text to get 4 allow someone to use at the same time
the gist.) 5 be defeated
2 b (The bullet points are likely to give this information since 6 copy
details appear there.) 7 give secret information to the public
3 b (mission) 8 reach
4 b (under Qualifications)
5 a (She mentions websites, new forms of advertising, and Optional activity
advertising software."My ainn is to develop new forms of • Have students write sentences in small groups using the
advertising.") meanings of the verbs in Exercise 2 that are not covered in
Exercise 3. (These are: search ="to look for,"save = "to keep /
store,"load ="to fill," transfer = "to move from one place to

22"1-7- UNIT 03
 another,"share="to use something with others,"lose = "to not
save,"leak = "to allow liquid through a hole,"access = "to open
Grammar p32

a computer file.") 1 Have students do this exercise individually. Before going

4 Point out the double r in transferred in item 4 and ask
students to think of other verbs with a double r in the past
simple (in (er — inferred; refer — referred).
1b2b3a4b5a6b7b8a
5 Ask students to explain what the suffixes -able / -ible mean
("can be [done]"). Check that they understand the words in
the box by asking concept questions, such as Find a word that
means or Which word is used to describe ?
adjectives
6 Before doing this exercise, refer students to Exercise 5 and
ask what kinds of words -ab/eis added to (complete nouns
and verbs). After doing Exercise 6, point out that lt is possible
to guess the meaning of adjectives consisting of root + -ible.
Write accessible on the board as an example.Then add the
following words and elicit their meanings: flexible, permissible,
responsible, terrible.
through the answers, ask them what voice sentences 1 and
4 are in (active). Write the three passive forms in sentences
2, 3, and 5 on the board. Elicit a rule for forming the passive
(a form of the verb be + past participle). Have them read
through the Grammar reference on page 131, and then ask
them to name the passive forms (2 = past passive, 3 = modal
passive, 5 = present continuous passive).
2 .7 3 5
2 Give students a minute to read the exercise.Then go over the
answers with the class.
121351
1 active
2 passive
Optional activity
• Ask students to write sentences in pairs that illustrate each of
the uses of the active and passive in Exercise 2.Tell them to
use only the present or past passive for the uses in item 2.

3
l a 2b
Gärt
1 by (+ agent)
Optional activity
2 to infinitive
• Put students into teams and give them a time limit, e.g., three
minutes, to write as many adjectives as they can think of that 4 Refer students to the tip before they do this exercise, and
end in -able or -ible. review the pronunciation of past participle endings, as
needed. When going through the answers, you may wish to
7 Ask students to do this exercise individually. Then check
have students name the passive forms. (They are: 1 = past
answers with the class.
simple passive, 2 = present perfect passive, 3 = future passive,
4 = past passive, 5 = modal passive, and 6 = past perfect
1 comfortable 3 rechargeable passive.)
2 possible 4 fashionable

8 Have students complete this exercise in pairs or small groups. 1 was directed 4 was scared
Ask them to try to work out the meaning of any words that 2 has been changed 5 should be changed
they don't know. 3 will be allowed 6 had been sold

5 Remind students to make sure that the form of be agrees

1 manageable 4 adaptable with the subject, e.g., people were consulted; not people was
2 audible 5 visible consulted.
3 changeable
Irg
9 Ask students what phrasal verbs are and elicit further 1 is organized 6 is connected
examples, along with their meanings. 2 was created 7 are reflected
3 is / was designed 8 are taken
4 is placed 9 was selected
1 look after 4 look forward to
5 is taken 10 will be exhibited
2 look into 5 look for
3 look up to 6 look up 6 To avoid this being regarded as a mechanical transformation
exercise, point out that the active sentences are correct, but
1
that we can choose to use the passive voice for the reasons
12131 given in Exercise 2 item 2.
1 looking into 4 looking forward to
2 look up 5 looking after
3 looking for 6 look up to

UNIT 03 23
Ci';)
 13:111
1 Apple is known for ... Suggested answers:
2 Google was founded 1 I'd have my breakfast made.
3 A site has been designed 2 I'd have nrly homework done.
4 Volleyball was created 3 I'd have my room organized.
5 Millions of Harry Potter books have been sold. 4 I'd have my lunch cooked.
6 Interactive clothes will be worn 5 I'd have my clothes washed.
7 The new changes may be announced 6 I'd have my house cleaned.
8 This leaking ceiling has to be fixed!

Optional activity Listening p.34

Ask fast finishers to decide which of the uses given in Exercise
2 item 2 could be linked with sentences 1-8 in Exercise
6.There may be more than one possible answer for each
sentence.
Teil students that this section helps prepare them for
Listening Part 1. Ask students to focus an each of the
for the first question, one at a time. Ask questions suc
Who are the people in picture a? What have they been d
Who is the girl looking at in picture b? How is she feeling
the situation in picture c?

1 I did.
2 someone else a relationship

8 Ask students to look at Exercise 7 again, and go through
Exercise 8 with the class. Then refer students to the tip,
explaining that get something done is more informal than
have something done. Read through the Grammar reference
explanation on page 131 arid point out the different
structures involving get and have when "someone"is used.
Write an the board:
I had the shop assistant wrap the present. (subject + have +
"someone"+ base form)
I got the shop assistant to wrap the present. (subject + get +
"someone"+ infinitive)
12E41
l a 2b
9 Remind students that have (and get) can be used in different
tenses in the structure have (or get) something done.
2/ 3 4 7 8/
Optional activity
• After going through the answers with the class, ask students
to change sentences 1, 5, and 6 into ones using have
somet hing done.
1 I've had coffee made.
5 I'm having my hair done for tonight's party.
6 I'm having my house painted this weekend.
10
Play the first dialog, stopping just before the questio
shows her relationship with her new boyfriend?"Cor
answer.Then play the question and teil students to I
the dialog again. Ask them to note the clues in the c
that teil us which picture shows her relationship wit
boyfriend.
(He's an) online boyfriend.
We haven't (actually) met (face-to-face yet).
Audioscript
1 Male I hear you have a new boyfriend.What's he lik
Female Well, he's really an online boyfriend. I mean,
his pictures. He's very good-looking, and he seems
nice. We even like the same sports, like tennis. But
actually met face-to-face yet.
Which shows her relationship with her new boyfriend?
3 Go through the words in the box.Then ask studen
in pairs and look at the pictures in items 2-8. Point
one of the topics in the box applies to more than
pictures. Encourage them to describe the scene ir
the three pictures before deciding an the correct
monitor them as they work.
2 school rules 6 prices
3 places 7 social life
4 relationships 8 places
5 shopping

1 have ... faxed 4 having fixed 4 Play the audio for the remaining dialogs one at a
2 having redecorated 5 have ... checked check answers to Exercise 3.Tell students that ea(
3 having moved 6 have ... changed ends with a question, which they will answer aft€
have heard the dialog a second time. Make sure
11 Tell students that they can check the list of past participles an understand the question for each dialog.
page 129 if there are any they are unsure of.

24 UNIT 03

2a 3b 4b 5a 6a 7b 8c
Optional activity
• Ask students to make notes of key words or phrases that
indicate the correct picture as they listen.
gni
2 No, we don't leave them in the office. Our teachers just
make sure they're turned off during the lesson.
3 rrn going to work in my dad's office.
4 September 16th (to be exact).
5 1 want some apple juice (for a change). /Just plain apple,
please.
6 (No) the one 1 want is 189 dollars. (Here, I'll show you ...)
7 Not just Diana. Her brother and his girlfriend are coming,
too. 1 was hoping to, but 1 have to work.
(No) it's a technology and science museum. (Actually) there
was an exhibit about robots
Audioscript
2 Female Are you allowed to bring your cell phones to class?
ihear that some schools make you leave them in the office
when you go in.
Male No, we don't leave them in the office. Our teachers just
make sure they're turned off during the lesson, which is fair
enough. Just don't try to talk on your cell during a lesson!
Which shows the situation at his school regarding cell phones?
3 Male What are you planning to do this summer?
Female Well, I was hoping to go to France for a language
course, but it turned out to be too expensive.Then I thought
about just going there on my own and working in a vineyard,
but 1 really need to earn some real money.
Male So what have you decided?
Female Im going to work in my dad's office. It's boring, but lt
pays well.
What is she going to do in the summer?
4 Female You're getting married soon, aren't you? When's the
big day?
Male That's a good question!
Female What do you mean? It's next month, right?
Male lt is. September 16th, to be exact. First it was September
10th, but then some family couldn't come, so we changed lt
to the 21st, but there was a problem with that day, too.
Female Well, at least it's settled now.
Which date is he getting married on?
5 Male If you're going to the store, could you get me some juice?
Female You just bought some orange juice yesterday.
Male I know, but I drank it. Anyway, lwant some apple juice
for a change.
Female Apple or pineapple? You know I made a mistake the
last Urne.
Male Just plain apple, please.
What kind of juice does he want?
6 Male I've decided what I want for my birthday — a wireless
weather station! 1 know lt sounds geeky, but they're really
cool, and they only cost around 200 dollars.
Female Are you sure about that? lwas pricing them online
and I saw one for 250 dollars, and another for 300 dollars, but
I didn't see anything cheaper.
Male No, the one I want is 189 dollars. Here, I'll show you
How much is the device he wants?
Female So is Diana going to the concert tonight?
Male Not just Diana. Her brother and his girlfriend are
coming, too.
Female So there'll be four of you?
Male Butlthought you were coming too!
Female 1 was hoping to, butl have to work. Sorry.
Which shows the group going to the concert?
Female We went to this really cool science museum with our
class the other day.
Male Really? You mean with dinosaurs and stuff like that?
Female No, it's a technology and science museum. Actually,
there was an exhibit about robots that was really awesome.
Some of them can answer questions and everything. We
were supposed to go to the art museum originally, but that
got canceled so we did this instead.
Which museum did she visit with her dass?
Speaking p.35
1 Tell students that this section will help prepare them for
Speaking Stage 3.Then focus attention on the three photos.
Make sure students understand that the person in the
middle photo has the problem and that the arrows represent
alternative solutions.
Check understanding of"Internet addiction"by asking what
other things people can be addicted to. Pre-teach obsessed
with and obsession. After reading the rubric, tellstudents to
look back at the exam task in Exercise 1 and ask them where
the first part of the task ends. Play the audioscript once.Then
teil students to listen a second time to check their answers.
Who is the person? Jack, a student
What's the problem? He's obsessed with the Internet.
What are the admit his problem / move
possible solutions? computer / limit time on lt
Cut him off from the computer
completely.
Audioscript
Male Who is the person in the picture?
Female That's Jack. He's a college student from New York.
Male And what is his problem?
Female He spends most of his time surfing the Internet. He
checks his e-mail all the time and needs to know his inbox is
empty before he'll relax.
Male Has his obsession with the Internet affected his social life?
Female Jack relates quite well with people online, but if his
friends invited him out, he'd lie and say he's got other things
to do.
25
UNIT 03
c„, ))
 Male Does he use his computer at home?
Female Unfortunately, his computer is in his bedroom, which
doesn't help much. And when he's out, he's constantly surfing
an his phone.
Male What does Jack look like?
Female He doesn't care much about his personal appearance.
He looks pretty unhealthy and he doesn't eat much, either.
Male So are there any solutions to this problem?
Female Yes, there are. He should admit he has an Internet
addiction and share his problem with others, though this step
might take some time. lt would also be good to keep the
computer in a public area rather than in his room and limit how
lang he spends on it. If it's in a communal area of the house,
he'd lack the privacy he used to enjoy and would, hopefully,
turn to other more varied computer activities that involve other
people. His family and friends should also ask him for help
whenever they need to da something an the computer — this
would help make him feel useful.
Another way of fighting Internet addiction is to cut people off
from the computer altogether and encourage them to focus
an something else instead, for example, a sport.This might
be difficult at first and support from their friends is vital. Keep
them busy and away from situations where they would use
the Internet. Lots of contact with people and encouragement
should help keep addicts'minds off the computer and slowly
enable them to gain satisfaction from other activities.
3 Refer students to the tip, and then read through the text in
Exercise 3. Ask them how the speaker supports his or her
opinion (I read an article ...). Point out that students can
also include examples of situations they have experienced
themselves at home. Put students in pairs and ask them to
compare their experiences.They could also make notes as
preparation for Exercise 5.Then discuss as a class how these
experiences can be linked to the situation.
4 Tell students to look again at the text in Exercise 3. Ask them
to point out examples of language that make a statement
sound less direct (1 think, might be, it suggested you should).
Explain that lt is more polite to use less direct language.
Get students to da Exercise 4 individually, and then check
answers with the class. As a class, decide what aspects make
the advice more / less direct.
More polite:
1 Personally, I'd
2 If I were you, I'd
4 Why don't you try it?
5 Why don't you ...?
Less polite:
3 Use of imperative (Get off ...) and abruptness (You're
getting on my nerves!)
6 Use of negative vocabulary (You look skinny) and
unwelcome comparison with another person (I wish you
were like John, who's so fit.)
26 P :-
`"C7G UNIT 03
5 Refer students to the language box and point out thz
can also use language from Exercise 4. Have them wc
pairs, and monitor progress.
6 Read through the questions. Model answers to quest
1 and 2 with the class to ensure students understand
difference between How often? and How long?, and tc
practice adverbs of frequency.Then have students ex
their answers in pairs or small groups, e.g., I sometime
annoyed if I'm interrupted while online, especially when
middle of a conversation with a friend.
Writing p36
1 Elicit a list of portable devices and have students disc
questions in small groups.
Optional activity
Have the students conduct a class survey. Elect one g
from each group to collate the results of the group's
discussion and act as spokesperson.
2 Read the advertisement through with the class. Have
students brainstorm different kinds of problems that
occur with a device such as this.Then ask them to an
questions individually.
1 the connpany that sells the product
2 the problems you've had with the product
3 formal
yes — your dissatisfaction
3 Read through the letter and point out that the phras€
not (at all) satisfied with ... is used very commonly wh
making a complaint.
1 formal
2 four points: internet / battery / price / shipping
3 She has added Information about her exact experiE
and contacting a lawyer. Yes, this does improve the
Optional activity
• Refer students to Exercise 3 and ask them to work in r
give a list of examples for question 1.
form of address, i.e., Dear Sir/ Madam and the sign-ofl
frequent use of the passive; use of more formal vocab
e.g., satisfied, rather than happy; satisfactory, rather thh
good; informed, rather than told
4 Tell students to work in pairs.Then check answers wit
class.
arg
1 reason for writing
2 delivery problems
3 hardware problems
4 Internet connection problems
5 misleading price
6 action to be taken
5 Remind students that the structure of the letter is as
important as the content. Point out the way in which the
expressions are used to organize the writer's thoughts,
ülereby making the letter easier to read.

Fa-st of all,
addition to this,
Not only that,
A more serious problem
Worst of all,
Tne order is based on degree of dissatisfaction.

Itgives an impression of very strong dissatisfaction.

7 Ask students to read through the exam task on their own

and to decide what they will base the order of their points on
(degree of dissatisfaction).

students'own answers

8 Teil students that they can refer to the letter in Exercise 3,

but that they should use their own ideas as a basis for their
complaint.

students'own answers

Review p38

Vocabulary
1

lb 2d 3c 4a 5c 6d 7a 8b 9c 10 a
11 b 12d 13a 14c 15 b

Grammar
2

1b 2a 3d 4b sc 6d 7a sa 9a lOc
b 12 d 13 a 14 b 15 a

UNIT 03 .7:- 27
 Reading 1340
1 head 5 brain
1 Get students thinking about the topic by referring them to 2 brain 6 mind
the quote from the text an the left side of the page. ("The 3 mind 7 head
human brain has an amazing capacity for regeneration.") 4 head
Ask them what the quote means. Follow this with some
3
questions specifically about brain exercise, e.g., Do you think
lt is necessary for people to exercise their brains os well as their
bodies? Is lt something we should do from a Young age? Do you 1 over my head 5 speak your mind
think our brains need more exercise as we get older? 2 pick someone's brain 6 keep a cool heac
3 make up your mind 7 off the top of my
2
4 rack your brain
4 Explain that the three verbs in each box all have a 5.
1 a friend and an expert in brain science
meaning. Advise students to focus an the structur€
2 neurobics
with the verb, and ask them why rejected and denie
3 yes
not be used in question 1 (because these two verb
3 Tell students that this exercise helps prepare them for be followed by to). Point out that in some cases, hc
Reading Part 1. Point out that more than one question may the choice simply depends an the meaning of the
apply to an individual paragraph. Once you have checked them complete questions 2-12 in pairs or small gr(
their answers, ask them if they were surprised by any of the
techniques mentioned in the text. 7 forgotten
1 refused
2 rejected 8 lost
1 b 2c 3d 4a 5c 6c 7a 8b 3 denied 9 missed
4 mistaken 10 remind
4 This discussion leads an naturally from Exercise 3. For
5 confuse 11 memorize
question 3, encourage students to talk about strategies they
6 misunderstood 12 remember
use when reviewing for exams, as well as techniques for
remembering everyday things. 5 Tell students that it is usually not possible to guess
meaning of a phrasal verb from its parts (verb + pa
that the meaning has to be learned. Suggest that t
Vocabulary p.42
the sentences and try to guess the meaning of the
1 Read the tip, followed by the rubric for Exercise 1 and the verbs in italics before looking at the verbs and phrz
example answer. Refer students to lines 6 and 7 of the text box.
an page 41 and point out that What? helps to explain the
meaning of Huh? Advise them that a ward or phrase used 1 manage
to explain another one can often be found near the original 2 recover from
term. 3 finish
4 have a good relationship with
MCI
1 What? 6 essential 5 depress
2 in great shape 7 sniff 6 remove
3 making new connections 8 reversed 6 Explain to students that this exercise practices the
4 ability 9 close verbs that were used in Exercise 5. However, as mc
5 evident alternative particles can be used with get, it is not
2 You may wish to elicit or pre-teach Idiom. If students share a question of choosing a phrasal verb because they
language, you could give an example in their own language. it.They need to focus an the meaning.
Explain that the phrases in Exercise 2 work in a similar way,
and that their meanings have to be learned individually.Tell 1 along 4 down
students to da as many as they can an their own and then to 2 by 5 of
compare their answers in pairs. Check answers with the dass. 3 over 6 through

28 1--‘% UNI T 04
 Grammar
p.44
zsk two students to read the parts ofJerry and Ben in the
DOX. Then ask a different student to read the reported speech.
The dass then agrees an the changes that occur in the
second text. You may wish to elicit the headings that these
changes come under, and write them an the board, i.e.,
Pronouns,Tenses, Time references, and Questions.
MCI
nad seen was
the daybefore was
lt he had liked it
2 Put students in pairs. Give them five minutes to read the texts
11 in Exercise 1 again and to answer the questions in Exercise
2. Teil them they can refer to the Grammar reference an
page 132 for support if they need it. Write an the board the
headings Pronouns, Tenses, Time references, Questions, if you
have not done so already, and elicit the changes from the
dass.
1 They go back one tense in the past.
2 Pronouns: change so that they refer indirectly to the
person speaking, e.g., She said, "I ..."becomes She said
she . and that he was in bed now with stitches in his head.
Time expressions: put these into an earlier time frame, e.g.,
now becomes then and last year becomes the year before.
Questions: change the question word order so that lt is the
word order of an affirmative statement, e.g., She asked me,
"Where da you live?" becomes She asked me where I lived;
change the tense.
3 Ask students to list the reporting verbs that they have come
across so far (in Exercise 1: say, ask, and reply). Ask them if
they can think of any other common reporting verbs, but
don't write these an the board.This should be enough of a
hint for them not to choose said for question 4.Tell students
to da Exercise 3 individually and to compare their answers
with a partner. Before going over the answers, ask them to
stay in pairs and move an to Exercise 4 as a way of checking
their own answers. Go over the answers to both exercises
with the dass.
1 asked 3 what
2 if / whether 4 told
4
14 23 32 41
Optional activity
• Put students into small groups and get them to write three
sentences in direct speech.Tell them to include a question
(either a wh-question or a yes / no question), a command,
and a request, and to put the name of the person who
wrote each question in parentheses. Monitor and correct as
necessary. Once everyone has finished, groups exchange
sentences and rewrite them as reported speech, e.g., Don't
open the window. > Raül told me not to open the window.
5 Read through the explanation about reporting verbs and
refer students to the Grammar reference section at the top
of page 133.Tell them that while we can use the verbs say /
teil and ask to report most statements and questions, lt is a
good idea to use a variety of reporting verbs in order to avoid
repetition. However, to contain the scope of the task, ask
them to use say wherever they can in Exercise 5 and choose a
different reporting verb only where say is not possible (i.e., in
question 4).
1 Gina said she had to memorize long scripts in hours and
the brain workout was doing wonders.
2 Glen said he was really busy so he thought lt was a waste
of time to da the exercises, but he had changed his
mind. He said everyone should da them — they would be
surprised at the results.
3 George said that whenever he felt sleepy or clumsy, he did
the exercises and immediately felt more alert.
4 Mia suggested that we try the exercises for a week and
then send her an e-nnail.
5 Ted said that he had tried to da things with his eyes closed
6 Have students work in pairs or small groups. Read through
the first question and make sure they understand that each
question involves one person presenting a problem and
another person responding to that problem. Stress how
important the reporting verb is in conveying whether the
response is a warning, suggestion, offer, etc., and that this
is why say/ tell or askwould not be appropriate.Tell them
to pay particular attention to the structure that follows the
reporting verb.
1 advised me to make an appointment to see my doctor
2 suggested asking / that I (should) ask my father
3 warned Lara not to go on a crash diet
4 offered to send Tom an article.
5 promised to send Andy the website when she got home
that night
Have students work in pairs. When they have finished, ask
them which of the inaccurate predictions they found most
amazing.
1 (Did you know) that in 1943, Thomas Watson said /
predicted there was a world market for only five
computers?
2 Did you know that in 1977, Ken Olsen said that there was
na reason anyone would want a computer in their home?
3 Did you know that in the 1920s, David Sarnoff's associates
said the wireless music box had na imaginable commercial
value?
4 Did you know that Margaret Thatcher said lt would be
years before a woman became Prime Minister?
UNIT 04 .-77' 29
5 Did you know that in 1962, a Decca Recording studio
manager said they didn't like the Beatles' sound and that
guitar music was on the way out?
6 Did you know that Marechal Ferdinand Foch said that
airplanes were interesting toys, but of no military value?
8 See how many mistakes students can find individually.There
are twelve altogether.The key is given in Exercise 9.
9 Put students in pairs and have them note down why the
items were mistakes. Ask them to refer to the Grammar
reference on page 133 to check their answers. Finally, go
through the answers with the class.
a lady - a / an is used when something is first mentioned
from the Newcastle - no article before names of cities
had changed to a connbination of- a /an used when
something is first mentioned
Linda had been in e the hospital - the is used because the
hospital has been mentioned previously
following a serious illness - a / an is used when sonnething is
mentioned for the first time
the researchers believe - no article when expressing general
meaning
such an illness - use an, not a before words starting with a
vowel
with a foreign accent - use a, not an before words starting
with a consonant
and says the experience - use the when lt is clear which one
we are talking about
A Foreign Accent Syndrome - no article when expressing
general meaning
when a young woman - a/an is used when sonnething is first
mentioned
after an air raid - a / an is used when something is first
mentioned
Ta I k A
2
He is talking to an audience of supporters of an organi;
He introduces the president of the organization.
Audioscript
You will hear someone talking about an organization at an event.
Mayl have your attention, everyone? Im Brian Williamsor
Welcome to the annual Brain Foundation fundraiser. I'm
thrilled to see so many people here.I'm told this is the bic
turnout we've ever had. I'm sure many of you are long-tin
supporters, but I hope you won't expect me to remembe
you! You see, I have a traumatic brain injury, or TBI.1 was
serious auto accident when I was a college student, but,
immediately, the Foundation came to my aid. With the h(
of therapy I received there,lcan now function in everyda
And I'd like you to know that your contributions to the Br
Foundation have made it possible for me to continue thE
for far longer than my insurance would have allowed. I've
been a very willing subject of some of their research into
causes and treatment ofTBI. And this is just one of the ar
the Brain Foundation is involved in.The foundation also
out healthy brain research, funds brain health programs 1
elderly, and supports many other programs, including fir
the best ways to help soldiers who have returned from v ■
with brain injuries. And this year the Brain Foundation ha
expanded its reach, and is now helping to educate the g
public about brain-healthy lifestyles and the things all of
can do to strengthen our memories. And now, without fi
ado, I'd like to introduce the President of the Brain Founc
Geraldine ...
3 Tell students that this exercise will prepare them for th
Listening Part 2.

10
Student answers will vary.The actual questions are gh,
0111 below.
1 the 6 an 1 Who is the speaker? b
2 -; the 7a 2 How was the speaker injured? c
3 a; - 8 -; The 3 What overall feeling does the speaker express? a
4 the; the 9 The; the 4 What does the speaker mean when he says,"This ye
5 the 10 a Brain Foundation has expanded its reach?"b

Audioscript
Listening p.46 The audioscript for Exercise 3 is the same as for Exercise
the addition of the following narrator questions.
Number 1: How was the speaker injured?
Number 2: Who is the speaker?
• Photos from left to right:
Number 3: What overall feeling does the speaker express?
sonneone having his or her brain studied / brainwaves
Number 4: What does the speaker mean when he says,"This yeal
measured;
Brain Foundation has expanded its reach?"
a game of chess: an activity that challenges the brain.
• students'own answers to last question

UNIT 04

OB
itudents may underline part or all of the following sections
the script:
1 was in a serious auto accident when I was a college
student ...
[
... almost immediately, the Foundation came to my
aid. / ... your contributions to the Brain Foundation have
made it possible for me to continue therapy for far longer
than my insurance would have allowed.
With the help of therapy I received there, I can now
function in everyday life. / ... your contributions to the
Brain Foundation have made it possible for me to continue
therapy for far longer than my insurance would have
6 Tell students to read through each question and the three
answer choices given. Make sure they understand that the
missing answer is the correct answer. Although students will
see the questions and answer choices in Listening Part 2, and
will be given time to preview them, the skill of active listening
and predicting Information is a very useful one.
0311
1 a a radio announcer
2 c to deal with a sleep problem
3 d They are translated by a computer program.
4 a They are not like anyone else's.
Audioscript
The audioscript for Exercise 6 is the same as for Exercise 5, with

I allowed.
... the Brain Foundation ... is now helping to educate the
general public about brain-healthy lifestyles and the things
the addition of the following narrator questions:
Number 1: What is the speaker's job?
Number 2: Why did the speaker go to the clinic?
all of us can do to strengthen our memories. Number 3: How do brainwaves become music?
Number 4: What is true about a person's brainwaves?
ralk B
Although there are only three questions to answer in this
exercise, lt would be a good idea to let students know that
Speaking p.47

they will be required to predict Information in the exercise 1 Tell students that this section will help prepare them for
that follows.Therefore, students should listen as carefully Speaking Stage 1. Point out that in this exercise, it's important
as they can to the whole talk so that they have a good to take notes and to record accurately who said what.
enough understanding on which to make their predictions in
£132
Exercise 6.
Question Answer A Answer B
gaod af- sporf-5 partrct;Peate im scAcol prcjece,
I Laura Willis
good ad" kt-tc45 ic avtd ariN., ?Wes
! radio listeners / a radio audience
9ood frtafrui hand kvAlefrt plalivt9 spare,
I They both have to do with music.
exeromreed, cofrIfidevo`

Nudioscript good At dra purie good ikavaPttor

rou will hear someone talking about a unique experience. I dos-t9- ki-tokv! fake A ser'ePtce coorse
.3ood morning, everyone. This is Laura Willis with Radio AMP,
eur all-classical station.This is the request hour, but before
Audioscript
start taking your musical requests, I wanted to share an
1 Interviewer How would you describe yourself?
eqperience I had recently. I actually listened to the music made
A I don't know really, but I think I'm good at sports. 1 think Im a
e nny own brain! No, 1 didn't write some music and have good friend, too. Well, sometimes. Im O.K., I guess.
iorneone play lt for me. Sadly, I don't have that kind of talent.
B I'm enthusiastic about most things. I participate in school
What happened was this: I've had trouble sleeping for years so
projects and competitions. Im good at music and arts. I'm
went to a clinic for help. They suggested that I try brain music
not the best in sports, but I do my best when I have to play.
herapy.They recorded my brainwaves, and then a special
I'm extroverted and confident, though I lose my tem per too
:omputer program translated the brainwaves into sounds.
often sometimes.
fou're probably asking the same question I asked:"Why don't
2 Interviewer What makes you different to other people?
hey just make a brainwave recording that everyone can use?"
A Mmm I can't say really. Some people say Im good at
kt they explained that people's brainwaves are as different as
drawing, but I hardly ever practice.
heir fingerprints — the patterns of brainwaves are absolutely
B I'm quite an inventor. I have ideas for new things and then try
inique for each person.The musical sounds that come from
to make them work.
Nach person's waves are very different, as well. And, in a number
3 Interviewer What are your plans for the future?
istudies, researchers discovered that people respond to their
A I don't know. I don't like anything.
)wn brainwave music much better than they do to the music
B Science has always appealed to me. i'm starting a science
iorn other people's brains. Amazing, isn't it? I've been listening
course next month to get deeper into the subject and see if
o my own brain music every night for about a week now, and I
that's what I'd really like to do.
say that I'm having less trouble staying asleep. And before I
xit all of you to sleep, let's get to the first request, which is from
Iane in ...

UNIT 04 31
 2 5 Read through the phrases in the box with the class. Check
Optional activity
• Put students into pairs and ask them to make notes on how
they arrived of their answer to Exercise 2.
Speaker B gave more complete answers and spoke more
positively about himself / herself; Speaker B spoke about
what he or she participates in at school and what he or she is
good at. Speaker A gave answers such as,"I'm O.K., 1 guess,"l
can't say really,"and "I don't know. I don't like anything."
Remind students that they will need to prepare for the exam
by thinking about their lives: what they like doing and what
they are good at, etc.This exercise helps students to reflect
on their experiences. You may wish to elicit or pre-teach
achievement and accomplish. Go through the phrases in the
box for talking about yourself Then read questions 1-7 with
the class. Ask students to make brief notes for each of the
questions. Put students in pairs or small groups and monitor
the discussions, encouraging them to use the phrases in
the box.
Writing p.48
Suggested answer:
In the first picture, the person has a laptop open and is
reading a book. She seems to be working hard. In the second
picture, the person appears to have fallen asleep in the
middle of studying. He's holding an open book and there are
books in front of hinn, but his eyes are closed.
In Exercise 4 of the Reading section, students talked about
the strategies they use when reviewing for exams, i.e., the
techniques they use to remember information.This time, ask
students about their study habits, for example: Are you better
at leaming new things in the moming, aftemoon, or evening? Do
you find lt easier to study in a particular place? Are you able to
study with other people? If you listen to music while reviewing, is
lt the same type of music each time?
3 You may need to pre-teach verb conjugations. Ask students to
read the letter individually.Then check the answer with the
class.
Ben has trouble remembering things like facts, nunnbers, etc.
He is worried because he wants to go to a good college.
4 to music in that language. Play the songs again and ago
11511
1 informal
2 memory problems / study solutions
3 yes
32 UNIT 04
understanding of educators (can include teachers, but also
refers to experts in education theories and methods). Elicit
the fact that an essay should be more formal than a letter.
Have students da this exercise in pairs and ask them to
decide what makes the phrases more / less formal.
Essay Letter
A majority of students ... You definitely shouldn't ...
have found that
Most people find that ... lt might be better if you ...
Many educators I've had some success with ...
recommend that ... I think you should ...
Studies show that ... I've always had good luck with
The less formal letter contains more personal pronouns an,
examples of personal experience.The more formal essay is
more neutral and quotes the opinions or findings of other
people.
6 Tell students that they can take notes while listening
and use them to write down methods 1-6. Ask them to
work individually and to compare their answers with a
partner. After checking the answers with the class, discuss
their responses to the study methods they heard in the
audioscript.
1 listen to music — helps concentration
2 write Information on cards and take with you
3 work with a friend and repeat Information
4 take regular breaks and go outside
5 listen to songs in language you are learning
6 write things down
Audioscript
1 I always listen to music on my MP3 player while I study.
lt helps me concentrate because I can ignore outside
distractions.
2 When you want to remember something, I think it's a go
idea to write the information on cards and carry them wi
you.Then you can repeat lt to yourself while you're walki
somewhere or at the gym, and you can check the cards
see if you're right. lt really helps!
3 When you need to memorize something, 1 suggest work
with a friend.You can listen to each other repeat the ma
until you know it. It's fun, and lt works well, too.
4 When I'm studying, I take a break every hour or so. I
get up and move around, or even go outside for a few
minutes. I always feel a lot brighter afterwards. 1 definitel
recommend it!
5 When you're learning a language, you should always list
until you know all the words and can sing along. It's gre
pronunciation and for comprehension, too.
6 I think the best idea for learning something new is to w
down. The first time you can copy lt from the book, the
 from your own notes, and finally, try to do lt from memory.
Pretty soon you'll remember it all.

7 Ask what different kinds of styles might be used when writing

fetter (formal, semi-formal, informal), and how these styles
are recognized:
• formal: absence of personal pronouns and personal
experience, use of formal vocabulary, and the passive;
• semi-formal: use of personal pronouns and inclusion of
both personal experience and facts, combined with some
impersonal structures and neutral vocabulary;
• informal: use of personal pronouns and inclusion of
personal experience, written in a colloquial style, e.g., get
for understand.

dgl
1 semi-formal
2 yes
3 you should; You definitely shouldn't; Another good idea;
Another method I've found very useful; A lot of people find
It's better not to
4 don't listen to music or chat with friends / don't start
chatting; You definitely shouldn't / It's best not to
5 students'own answers

8 Do this exercise with the whole class. Refer students to the

tp before having them write their essays, either individually
class, or for homework.

gläri
1 essay
2 semi-formal
3 yes, but also include facts

Review p50

Vocabulary
1

1 b 2b 3c 4b 5d 6c 7b 8c 9b 10 b
11 c 12 c 13b 14a 15a

Grammar

1b 3c 3c 4c 5 b 6c 7a 8d 9d 10 b
11 c 12d 13a 14c 15 b

UNIT 04

Reading p52
1 You may wish to elicit or pre-teach paralympic athlete,
disabled, and wheelchair.
• The title,"Against the odds"suggests that something is
acconnplished in spite of difficulties.
• The photographs show people with physical disabilities
participating in Sports that they nnight not be expected to
succeed in, which links the title and the photographs. From
left to right:
athletes in wheelchairs playing basketball;
a skier with a prosthetic leg;
several runners with prosthetic legs during a race or
marathon;
several people at the starting line of a wheelchair race for
people with no legs.
2 Tell students that some of these expressions will appear
in the reading texts. Have them match as many verbs and
nouns as they know, in pairs, and try to guess the rest. Check
answers with the class.
1e2g3h4f5b6c7a 8d
3 Tell students that this section helps prepare them for Reading
Part 2. Suggest that they think about where each text is likely
to appear (e.g., on a web page, in a letter), as well as reading
the content.
1F 2T 3F 4T
4 Refer students to the tip and remind them that, this time,
they need to read each text carefully before answering the
questions. Ask them what they understand by the suffix
-athon in "ChalSports-athon"(Section C). You may wish to
pre-teach or elicit the following: infection, therapy/ counseling,
compete in track, specialized, volunteer (noun and verb),
physically challenged, an eye-opener, amateur, and donation.
1a 2c 3a 4c5d6b7a8b
Vocabulary p54
1 if time is short, teil students that the expressions are to be
found in Sections A, C, and D respectively.
1 adrenaline rush 3 focus
2 shoot 4 outshone
- UNIT 05
34 1.-
d
2 Tell students that this exercise is not about understar
unfamiliar vocabulary, but is about deciding the mea
of a pronoun from the context.This can be done as a
exercise. Advise them that, when writing, they shoulc
sure lt is clear which words any pronouns refer to.
1 young people with disabilities
2 record-breaking athletes
3 all people with disabilities
3 Introduce this exercise by saying that sports-related
vocabulary is often used in idioms. If you have a mor
class, you may wish to elicit examples in the student
language.
1a2c3b4h5e6g7d8f
Optional activity
• In pairs, students go through items 1-8 in Exercise 3
which sports these expressions come from, using dic
if necessary. Some expressions may belong to more 1
sport.
4 You may feel lt is necessary to elicit from students th
meaning of fired, and that sought is the past simple fc
seek (search for).
1 down for the count
2 bounced his idea off his son and friends
3 dived right into lt
4 clearing the first hurdle
5 got the ball rolling
6 hit the mark
7 carried the ball
8 handed the torch
5 Tell students that applying an unfamiliar word or phr
another context is a very good way to learn new voc
The two choices for each item in this exercise have a
meaning, which makes lt especially important that si
look carefully at the original sentence in the reading
the meaning in context and the structures used wiif
word.
Background
The title contains another sports-related idiom (against
which is connected with betting.To do something "aga
odds / against all (the) odds" means that you do lt desp
probability that you won't be successful.
 Adjective Comparative Superlative
beat 7 missed short short + -er the short + -est
won 8 foul big big + g + er the big + g + est
broke; set 9 fault nice nice + r the nice + st
coached 10 defeated funny > y funn + i + er the funn + i+ est
practices 11 failed Adverb
lost fast fast + er the fast + est
sadly more sadly the most sadly
Have students do this exercise in pairs.Tell them that the text
about baseball, tennis, and ice hockey, and advise them to 2 Tell students to look at the structures used with the adjective
artempt the paragraph on the Sport(s) they are more familiar in order to decide whether a comparative or a superlative
•teith first.This will make it easier to guess any words they form is needed. You may wish to elicit the fact that than is
don't know. Advise them to look for structures that might used after a comparative adjective. Also refer them to items
suggest that a specialized word follows, e.g., a device called a and e in Exercise 1. When checking the answers, elicit the
is used to ... structures in this exercise that support a superlative adjective
(of all time / in history / ever and in the world).
IM
bat 6 set (251
field 7 match 1 the greatest 6 more successful than
court 8 rink 2 as good as 7 better than
net 9 stick 3 the shortest; best 8 the worst
racket 10 puck 4 bigger than 9 higher; faster
5 the longest
Students should be familiar with the concept of phrasal verbs
by now. Remind them that they are used very frequently in 3 Even though students don't need to know these sports in
English, and make sure that they are keeping a record of any order to do this exercise, you may wish to set the context
new ones they come across. by asking them the following questions: What do you know
about sumo wrestling? How is American football different from
to reject 4 to attend soccer? Are rugby and American football vety similar?
to arrive 5 to renew
to become something 6 to become unfriendly 1 much heavier 3 much more aggressive
2 slightly shorter 4 much easier
Iptional activity
students to look again at sentences 1-6 in Exercise 7 and to 4 Make sure that students know that a gerund is the -ing form
2dde if they are used transitively or intransitively, i.e., whether of a verb and functions as a noun. Give students two minutes
ey are followed by an object or not. Then ask them to write
.
to do the exercise individually.Then read through more
examples in the Grammar reference on page 135.
rtences of their own, using each of the phrasal verbs from
ercise 7. 131B
1b 2c 3a 4d

irammar p56 Optional activity

students da this exercise in pairs. For item f, ask
students to use a regular adjective with three or more
syllables from items 1-8. For item g, ask them to write the
- ules for the adjectives short, big, nice, funny, and modern, and
.-he adverbs fast and sadly. When checking the answers, refer
-
szudents to the Grammar reference an page 134.
Ask students to work in pairs and write sentences about
an activity they like and don't like doing, using the gerund
as subject and object. For example: We don't like doing
homework; Doing homework is boring and it takes a lang time; 1
prefer playing football and Pedro likes cycling. Model an answer
with the class and remind students that this is useful practice
for the Speaking exam task.

2 (as as) /7 (are two of the most) 5 Read the sentences and elicit the correct answers. Point out
6 (slightly) that it is not necessary to repeat to in sentence 2.The same
4 (much) goes for sentence 1, which could be expanded as follows: It's
1 (better than) fun to go to the movies and have ice cream afterwards.
2 (is as challenging as) / 5 (The higher ... the more ...)
more / the most + adjective (more / the most challenging; 1 b 2a
more / the most expensive)
6 Read through the Language box and point out that the
number of verbs that change meaning when followed by a
gerund vs. an infinitive is quite small. See if students know

UNIT 05 35
 any of them, but do not confirm at this stage whether they
are correct. Once students have finished the exercise, refer
them to the Grammar reference on page 135.
1 to bring 5 to subscribe
2 talking 6 calling
3 to go 7 to explain
4 feeling 8 breaking
7 Use the example sentence to point out to students the
correct formation of a negative infinitive. Another common
error is Try to not . Mention that it is possible to form a
negative gerund in the same way, i.e., Trynotgoing . high school, and she helped me find this wonderful scho
1 Try to don'tTry not to be late.
3 ge going
4 Eat Eating
6 listen listening
7 a-s-kerg to ask
10 speaking to speak
Sentences 2, 5, 8 and 9 are correct.
Listening p.58
Talk A
As an introduction to the Listening topic, ask students to
describe the photos. You may wish to pre-teach or elicit
graduate / graduation, as well as Master's degree. Alternatively,
you could ask questions such as What is the event in the photo
an the left? Who are the people in the photo an the right? What
do the photos have in common?
1 a university student / graduate
2 other students / graduates
amazing ceremony
Audioscript
You will hear someone making a public speech.
Hello, everyone. I'm very proud to be addressing this year's
graduating class, and I'm even prouder to be receiving my
Master's degree at this amazing ceremony.
2 Without looking at the book, ask students to suggest
obstacles that might prevent someone from going to college
011il
Audioscript
You will hear someone making a public speech.
Hello, everyone. I'm very proud to be addressing this year's
graduating class, and I'm even prouder to be receiving my
Master's degree at this amazing ceremony. 1 know we've all
had challenges to overcome to get where we are today. Maybe
you've had trouble getting the money together to pay for your
studies, or you've had to work full time to support your family
while you worked on your degree. I had my own challenges,
36 C(.94 UNIT 05
and Im sure they weren't unique. No one in my family hac
gone to college before. Neither of my parents managed
finish high school, but they realized how important educz
is.They encouraged me to study, and they really wanted r
to go to a good college.They have their own business, an
they worked very hard to save money for my tuition so I c
concentrate on my studies. But then my dad came down
with a serious illness.The medical bills were huge, and mc
of the money they had saved for my college education w
to pay them. So after high school, I got a full-time job to I -
my parents out, and I had pretty much accepted that I wc
never go to college.Then I ran into one of my teachers frc
program that paid for most of my education. So 1thank h.
parents, and everyone who believed in me. My next step
the world of the high-school classroom as a teacher, whe
hope 1can encourage and inspire many young people to
good choices, pursue their dreams, and keep striving, no
what obstacles stand in their way.Thanks for listening, an
congratulations to all of you!
3 Remind students that, in Listening Part 2, they will be
given time to look at the questions before they hear th
audioscript, and will be able to take notes while they a
listening.This exercise helps prepare them to do that. 1-
students read through the questions and potential an
Check understanding of to honor and discourage. Ask
students to paraph rase They (his challenges) were overa
with financial help from his parents (item 2d).
1 c (1'm very proud to be addressing this year's gradua
dass, and 1'm even prouder to be receiving my Mast(
degree at this amazing ceremony.)
2 b (1 had my own challenges, and 1'm sure they werer
unique.)
3 d (Neither of my parents managed to finish high sch
4 a (But then nny dad came down with a serious illnes5
medical bills were huge, and nnost of the money the
saved for my college education went to pay them.)
5b( 1 hope 1 can encourage and inspire many your
people to make good choices, pursue their dreams,
keep strivin_g, no matter what obstacles stand in the
Audioscript
The audioscript for Exercise 3 is the same as for Exercise
the addition of the following narrator questions:
Number 1: At what occasion is the person speaking?
Number 2: What does the speaker say about his own educational
challenges?
Number 3: What is the speaker's parents' level of education?
Number 4: What happened to the money his parents had saved ß
education?
Number 5: What does the speaker hope to teach young people?
Talk B
4 Ask students about the first time they were away fronr
parents and elicit adjectives to describe their feelings.
Did you go an your own? Did you know the people you
 be staying with? Did you miss your parents? If any students
have been to summer camp, focus on their experiences and
irnpressions, both positive and negative. Do not get involved
a discussion yet about studying or working during their
simmer break, as this will be discussed in Exercise 7 of the
Speaking section (page 59).
own answers
Teil students that they will hear a teen counselor talking to a
group of young campers. Ask them: What do you think a teen
counselor does? What kind of things do you expect he or she will
talk to the campers about?You may wish to pre-teach or elicit
bunk bed and storage locker. Make sure students understand
the questions before playing the audio.
b. c, e, f, g
'will hear someone talking to a group of campers.
n I have your attention, please? Thanks, and welcome to
mp Stephens. My name is Stacey Carson, and Im one of your
ncounselors. I first came to the camp three years ago, when
as fourteen, and when I arrived, I was really, really nervous,
I can guess how a lot of you feel.This feeling comes from
rg away from home, maybe for the first time, and being
a lot of people you don't know. But I also think most of
eapprehension comes from not knowing what to expect.
ere will you sleep, what activities will you have to do, what
es will you have to follow? I'm sure a lot of you are wondering
Dut exactly these things, and that's the reason some of the
ter counselors and I have put together a handbook to answer
ir questions. Everyone has a copy, right? Good. Read it as
x-las you can. In the meantime, here are some basics.You'll
sleeping in six-person cabins, with three bunk beds in each
Each person has a storage locker for personal items, and
should keep it locked.There are three meals a day: the
bedule is in the guidebook, and you have to be at every meal.
most important rule to remember is that you shouldn't
ve the camp, under any circumstances, unless there's a
inselor with you. And make sure someone is with you or
DWS where you are at all times. We haven't lost a camper yet,
we don't plan to start now! And now, about the activities
Students can complete this exercise in pairs, using the
audio to check their answers. Remind them that, although
completing the questions or matching them with the
answer is not required in Listening Part 2 of the exam, doing
so reinforces question formation. When going through
the answers with the class, have students read out the full
question and answer, rather than simply giving the letters.
b, a 2 a, c 3 c, b 4 e, d 5 g, c
Audioscript
7-e audioscript for Exercise 6 is the same as for Exercise 5.
Speaking p.59
1 Tell students that this section helps prepare them for the
second stage of the Speaking exam. Make it clear that the
choice is based on the situation described at the start of the
task, not on students'own opinions.
Suggested answers:
1 does the camp 3 does it take place
2 the camp 4 the camp costs
Optional activity
To provide more practice in question formation, put students
into pairs and have them take turns asking and answering
questions related to a summer camp, such as the one in Talk
B (Exercises 5 and 6 on page 58). Questions could relate to
eating / sleeping arrangements, how campers keep their
things safe, whether they can leave the camp, etc.
3 Tel I students that their answers don't necessarily have to be
the same as in the audioscript; for example, in item 3, there
are other ways to express take place. However, the structure
should be correct. Check that students have used the indirect
question form in item 4.
Audioscript
Male What type of camp is shown in the picture on the left?
Female That picture shows an adventure camp.
Male I see ... What does that involve?
Female You can learn how to camp, improve your skills in
mountain biking, canoeing, rock climbing, and also get some
training in health and safety issues.
Male That sounds interesting. How would an adventure camp
help me in the future?
Female The experience will teach you to plan your day,
negotiate with others, and test your strengths and limitations in
different situations.
Male lt sounds challenging and really useful at this point in my
life, I mean, before going to college.
Female That's right. College camps are designed bearing that in
mind.
Male Where does the adventure camp take place?
Female This camp in the photo takes place in Hancock, New
Hampshire, two hours from Boston, but there are many
adventure camps around the world.
Male I'm sure there are adventure camps in my country as well.
Do you know how much the course costs?
Female Yes, from the information I have, the prices
vary according to how early or late you register, but it's
approximately $1,350.
Male I see ... how long does the course last?
Female This course lasts two weeks.
Male Thank you very much for the information.
UNIT 05 37
 4
canoeing, rock climbing Boston
and safety 1,350
negotiate 2 weeks
test
Audioscript
The audioscript for Exercise 4 is the same as for Exercise 3
Optional activity
• Give students a few minutes to analyze the style used in the
advertisement; i.e., the choice of vocabulary gives a positive,
persuasive tone (excellent, valuable, discover, experience, learn),
and the use of the present simple and imperative makes the
advertisement more dynamic.
5 Read through the Language guide with the class. Compare
the question, How much does ”x" cost? with the indirect
form in Exercise 2 item 4 introduced by Do you know how
much ?Students will have had a lot of practice in asking
questions by now, but make sure that they understand the
importance of conversational skills when responding to
information. On the Speaking exam, they will need to show
that they are able to interact with other people. Emphasize
the need to sound interested, and get different students
to read the Responding to Information phrases out loud,
correcting intonation and pitch where necessary.
students'own answers
6 Read the model answer and ask students what impression is
given by beginning with I think. Point out that the example
provides four reasons for the choice, but is succinct.Tell
students that they can use the structure as a model, and give
them a minute or two to think about their preferred camp.
students'own answers
This discussion is related to Exercise 4 in the Listening section
(page 58), where students discuss being away from their
parents for the first time. Have them talk about any period
of time that they have spent studying or working during the
summer, whether in their own country or abroad. Ask them
how they think it went, what they missed (or didn't miss)
about home, and whether the experience changed them in
any way. Encourage other students to ask questions.
ei51
students'own answers
Writing p.60
1 Refer students to the tip and point out that they must
get familiar with the text quickly by thinking about their
impressions right away.Tell them that the discussion in
Exercise 1 will be based on a single reading of the exam task.
38 f' UNIT 05
students'own answers
2 Teil students that Exercise 2 helps them break down tf
so that they are clear about what they have to cover ir
responses. Have students read the exam task through
and do Exercise 2 as a class exercise.
1 a friend
2 to inform them about the club and encourage therr
3 information about the club / why lt would suit therr
benefits
3 Refer students to item 3 in Exercise 2 and teil them th
having decided on the three main points to include, t
need to be clear exactly which information and bene .
should mention. Students will probably find it easy tc
which points are relevant. Teil them that categorizing
relevant points as personal qualities the club is lookin
and the benefits of joining encourages them to think
types of information rather than specific words, whicl
take time to find.
very reliable (personal)
good concentration (personal)
friendly (personal)
chance to compete (benefit)
• work well in a team (personal)
• chance to meet people (benefit)
played chess before (personal)
4 Have students do this exercise individually.Tell them
find the error that also has the wrong tone and ask tt
explain why it is inappropriate.
joined a table tennis team once, but the people wer
boring, so 1 quit. (wrong tone and content)
You're also one of the best basketball players I know.
(irrelevant)
... and you also have a lot of friends. (irrelevant)
lt might make you more confident too, which is a bic
(move to next paragraph - about benefits)
You might not be free on the days they meet, thougl
(irrelevant)
Optional activity
• Put students in pairs or small groups and ask them t
highlight strategies that the letter writer uses to mal
letter flow well, as well as examples of a personalizet
5
Paragraph 1: greeting, reason for writing
Paragraph 2: description of team
Paragraph 3: why it would suit him
Paragraph 4: benefits of joining club
 Point out that even if students are not interested in joinir
chess club, they must follow the requirements of the exa
task. Teil them to look again at the exam task in Exercise
and draw an their own qualities, experience, and motivai
when writing the list of points.

dents'own answers

rA sk students to decide what each paragraph of their lett ,

should include before they start writing.

g ients'own answers

Review p.62

i focabulary

111ä1
la 2b 3a 4d 5c 6b 7d 8b 9c loc
n a 12 a 13 b 14d 15 c

mar

b 2a 3a 4d 5a 6c 7b 8a 9c 10 c
d 12a 13a 14b 15d

UNIT 05 39
 0Reading ,64
Crime and consequences
1 d (a = 3, b = 4, c = 2) 5 d (a = 3, b = 1,c -=
1 After eliciting the answer, ask students: Do you think there are 2 a (b = 1, c = 2, d = 3) 6 b(a=1,c=1,d=
wo many crime or detective shows on TV?Why do you think they 3 c(a=4,b=4,d= 1) 7d
are so popular with the public? 4 d(a=3,b=2,c=2) 8 a (b -= 1, c = 1/3, d

crime shows Vocabulary p66

students'own answers to remaining questions
2 Make sure that students understand the words. Get them
to check the meaning of any they are unfamiliar with in a
dictionary. lt might be better to avoid mentioning murder
and crooks at this stage, as these words feature in Exercises 1
and 2 of the Vocabulary section.
• Types of crinnes and criminals:
murder (line 16)
bank robberies (line 57)
muggings (line 58)
terrorist plots (line 58)
stalking (line 58)
petty theft (line 72-73)
crooks (line 73)
• Types of law enforcement workers:
crime scene investigators (lines 22-23)
police officers (lines 36)
CSI's (line 42)
detectives (line 48)
cops (line 67)
Optional activity
• Put students in small groups and ask them to discuss crime in
the area where they live, and how effective law enforcement
is locally. Have a representative of each group summarize the
findings.
3 Tell students that this section will help prepare them for
Reading Part 2. Ask them if they know what we call the
different possible answers in a multiple-choice exercise
(distractors). Then refer them to the tip and read the four
descriptions of types of distractors.
4 You may wish to pre-teach or elicit game show, setting,
gadget, mature, down-to-earth, geeky, immune (to), and small-
time. Make sure students understand that for each wrong
distractor, they need to choose a number from Exercise 3 that
explains the reason, but that they can use the same number
twice if two different distractors fall into the same category.
1 Read the example with the class, and point out that t
questions in italics provide clues to the meaning of tf
as it is used in the text. Students should read these cl
carefully even if they think they know the word, beca
words often change their meaning according to the
This exercise reinforces how important context is. Ad
class that, when reading a text, they should consider
word they think they know may have another meani
they are not familiar with.
1 something very popular
2 something people are very interested in
3 taken apart
4 things that show how and by whom a crime was
committed
5 find out who someone is
6 disagreement
7 very attractive
8 try to prove a person is guilty
9 clever
10 criminals
2 Teil students to work in pairs and to read through th
episode descriptions. lt is likely that they will have d
with some of the vocabulary, e.g., gagged, ransom
fuel-soaked, bundle. Ask them to underline any probl
words or expressions and then have them try to wo
meaning from the context.
Episode 1: murder Episode 5: hacking
Episode 2: burglary Episode 6: arson
Episode 3: kidnapping Episode 7: smugglir
Episode 4: forgery Episode 8: blackmai
3 Tell students that they need to understand the meE:
the underlined words in order to do this exercise. A
them to read each of the cases (1-4) carefully and t
decide from the context what the underlined word
After going through the answers with the class, chE
understanding of the underlined words by asking c
questions such as: What happens if a person is convi(

40 tb UNIT 06
 a-g and teil the class to focus on the meaning of sentence f
the celebrity and the family (case 1: the celebrity is still before telling students that must can also express probability.
being investigated / case 4: the rest of the family was If any students are confused by the fact that item e is a
acquitted) question, take the opportunity to check awareness of tag
the man's associate, the hotel owner, and the lawyer's wife questions by asking what kind of question item e is.
(case 2: the man's associate was eventually charged ... and
arrested / case 3: the hotel owner was found guilty / case 4:
£1311
1 b can / could 5 f must
she was convicted)
2 g may / might 6 a can
the hotel owner and the lawyer's wife (case 3: the hotel
3 c have to 7 e don't need to
owner was found guilty and sentenced / case 4: she was
4 d should / ought to
convicted)
2
Teil students that it is good practice to make a note of the
prepositions that are used with verbs.This is a difficult area
for students, especially since some verbs can be used with 1a 2b3b4b5b6a
more than one preposition, with a change in meaning. Point 3 Tell students to read carefully the initial sentence for each
out that not all verbs are followed by a preposition and elicit item, as these contain clues to the correct modal verb. When
arrest and investigate as examples from cases 1-4. Highlight checking the answers, elicit the specific phrasing that points
innocent of, which does not feature in the cases. Elicit be to the right answer.
acquitted of as a synonym for be found innocent of.

1 may / might be (it's possible)

of 2 with 3 to 4 of 5 of
5 Advise students that they will need to consider which
prepositions (if any) are used with these expressions.
1 charged 3 found guilty; sentenced
2 acquitted; investigating 4 arrested; convicted
Have students do as many of the items as they can before
going over the answers.Tell them that some verbs used in
collocations can be applied to a particular category, e.g., da
+ activity: da your hair and do the dishes / the wash / yoga,
but that it is safer to learn each individually, as there are
many exceptions. Advise students that, as with verbs that
take prepositions, they should record collocations in their
notebooks.
2 nnay / might (is possibly)
3 has (forces him to)
4 can't (isn't able to)
5 has to (demands that)
6 should / ought to (recomnnends)
4 Ask students to read sentences 1-6 and to find the past
modals. Elicit the present form of each, e.g., could have > can,
would have > would and make sure that students realize that
was able to is the past of can (or am / is / are able to). Point out
that past modals are followed by the past participle rather
than the base form. Let students da the exercise and then
confirm that the two past forms of can have two different
meanings, i.e., was able to means"had the ability"and could
have means"had the chance:'

1d2f 3a 4c5e6b
lb 2b 3a 4b 5a 6a 7b 8b
5 Advise students to refer to Exercise 4 if they have difficulties
7 Before starting this exercise, refer students to Exercise 6.
with this exercise.
Remind them that da can mean "perform (an activity),"and
elicit the fact that make often has a meaning similar to OMI
"create."Tell them to complete as many items as they can in 1b2a 3b4b5a
Exercise 7, and to try to guess the correct verbs for the rest. 6
Warn them that for one of the items in Exercise 7, there are
two possible answers.
1 could have been 4 would have been
2 might have confessed 5 should have selected
1 does 4 give
3 must have been destroyed 6 must have been
2 make 5 take
3 do / take 6 do
Listening p.70

Grammar 1 Tell students that this section helps prepare them for
Listening Part 1.
1 Take the opportunity to elicit the ways in which modal verbs
differ from ordinary verbs in the present. Same students may
think that must only expresses obligation. Read sentences students'own answers

UNIT o6 41

students' own answers
Audioscript
1 Female So, can you teil me what you saw?
Male Yes, sure. I was just coming around the corner and I saw
this guy grab that woman's bag. I didn't see his face well, but
he was wearing a hoodie and jeans, and he looked pretty
young — maybe 19 or 20.There wasn't anybody else around.
lthought Ishould chase him, but he was going so fast that 1
realized I'd never catch up with him, so Icalled 911 instead.
What did he witness?
3
Suggested answers:
I saw this guy grab that woman's bag.
There wasn't anyone else around.
The answer isn't b because other people are visible. lt can't be
c because the picture shows a man chasing a woman.
Audioscript
The audioscript for Exercise 3 is the same as for Exercise 2.
4
(3321
students'own answers
Audioscript
2 Male Did you get a good look at your attacker, ma'am? lt
would really help us if you could describe him.
Female Oh» he was an older man, about fifty, fifty-five,
and he had lang gray hair and a short beard, a sort of a
goatee. He had very small eyes, I remember, and one of his
front teeth was missing. Oh, and he had a big male on his
chin — no, I mean on his cheek.
Which man attacked her?
3 Female What is your emergency?
Male Someone just drove off with my car! I was just driving
along, and there was this guy standing in the middle of the
road, so 1 stopped to see if I could help, and when I got out of
my car, he pushed me down, jumped in, and drove away. He's
going really fast. I'm afraid he's going to cause an accident or
something.
Which shows what happened to the man?
4 Male Can I help you?
Female I need to report a case of identity theft.You see, 1 lost
my bag the other day.lcanceled my credit cards right away,
so there hasn't been any activity on them, but then I realized
1 had my checkbook in there, so 1 called the bank and they
told me my account is overdrawn. I had my driver's license
in my pocket, and my passport's at home fortunately, thank
goodness.
What was stolen?
5 Female Your neighborhood is pretty safe, isn't it? Imean, is it
true you've pretty much solved the crime problem?
42 --4(77 UNIT 06
'
Male lt isn't bad. We used to have a lot of home break
robberies, but that's pretty much settled down now. \
a lot of car vandalism, too — broken windshields, slash
that kind of thing. Now the only real problem is graffi
had to repaint my fence Idon't know how many time
they still keep coming back.
Which type of crime is a problem in his neighborhood?
Male I can't believe you got a ticket for a traffic violati
What did you do, drive through a red light or someth
Female Not exactly. At first I thought I hadn't noticed
sign, but then I realized I was driving 40 miles an hau
school zone.The fine is huge! It's a lot more than wha
for going the wrong way on a one-way street.
What is her current traffic fine for?
Female 1 heard that your boss got arrested for fraud. 15
jail now or what?
Male Jail? Not likely. He's got the best lawyers in the c
so he was out of there in less than 24 hours. No, he's L
house arrest from what I hear, wearing one of those a
bracelets. His wife was so upset about the whole thin
she ended up in the hospitalt's kind of sad, really. H(
great job.
Where is his boss now?
Male Have you ever been in trouble with the law? So'
told me you got arrested at a demonstration once.
Female Almost. 1 got away in time, though. I got caug
trespassing once when 1 was a kid, and the police toc
mein —just to give me a scare, you know. I got accus ,
shoplifting once, too, but that was all a mistake — the
forgot to give me the receipt.
What kind of trouble has she been in with the law?
2c 3c 4a 5b 6b 7a 8a
Speaking p71
1 Tell students that this section helps prepare them for
3 of the Speaking test. Ask them: What kind of issues d
expect the exam task to be about? How are the photos rE
2 Check understanding of install by asking: What does h
someone installs central heating in a building?
vandalism
improve street lighting and install cameras / vandalisr
prevention
Audioscript
Im Jack Hopkins, your local council member, and Im
today to present our Young Minds Project which aims to
and prevent vandalism in our city streets.
We know that some neighborhoods are not safe thes
days. People are afraid to walk the streets, especially earl
the morning and in the evening. Criminal gangs find au
 ■IMIM■

tregulated town a perfect place for vandalism. They destroy 5 Follow an from the point made in Exercise 4 by referring
iblic property and public places. students to the Language guide.
We need to do something and we need to da lt now.
One Option is to improve street lighting and install cameras
students'own answers
the streets, both to try and discourage vandalism, but also to
tually help catch the people responsible if they do continue 6 Refer students to the tip. Emphasize the point that, while it's
imaging property. We would also ensure that bus stops are important to know how to agree and disagree politely, any
early sign-posted and lit. discussion of a topic should bring in a range of points such
Obviously everyone will benefit from living in a safer place, as other people's opinions, personal experience, published
rt there are implications of this option.Taxes will probably information, etc.
higher as more lights and cameras will have to be installed
eln
the city.We also wonder how people will feel about being students'own answers
eched and monitored more than before. On the other hand,
ese measures can be implemented in the short-term and are 7
o'en to be effective.
The other Option is to work an vandalism prevention. We students'own answers
int to engage young people, before they get into criminal
tivities, to channel young people's energies positively. Sports
minate boredom and boost self-confidence. Art-related Writing p.72
tivities, like painting murals, channel creativity and improve
tf-esteem.This Option would take time — we need to build the
as well as contact schools and professionals to set up
Dject s. Working on prevention may put an end to vandalism; students'own answers
Iwever, it's a long-term project and results will not be seen

Pre-teach eliminate, boost, channel, and monitor. Point out the students'own answers
spelling and pronunciation of raxis/ taxes, and make sure that
students understand both terms.
ark
1 a police drama

I
Cameras and better lighting: 2 description of programs, your opinions, suggestions for
AcIvantages Disadvantages parents
rs short-term and higher taxes; people will be 3 formal
effective. monitored
4
Sports and art-related activities:
Achrantages Disadvantages
They eliminate boredom, long-term project; results not 1 lt doesn't have to be a bad influence.
2 Children are used to it. /They know the difference between
boost self-confidence, seen immediately
reality and fiction. / Parents should talk to and monitor
channel creativity, and
their children.
&sie self-esteem.
3 yes

5 Explain that this exercise is an extension of those phrases

used in the Speaking section to express an opinion. After
audioscript for Exercise 3 is the same as for Exercise 2.
checking the answer, ask: How many times does the writer use
Point out that the use of phrasal verbs, while a less formal I think/ I don't think? What effect does this have? Refer students
Option than their single-word alternatives, does not to the tip.
necessarily make a statement sound less polite. When
checking answers, point out that very direct questions, such
Expressions of opinion:
as those in items 3 and 5, may sound sarcastic and are not a
I don't think (three times)
pofte way to express scepticism or a negative opinion.
I think (five times)
I also think
ggesiea answers: I do think
In not sure cameras are a good idea as they may The writer expresses his opinion throughout the essay using I
ircterfere with people's privacy. think and I don't think.
1 believe the cost of installing more lighting would
outweigh the benefits.

UNIT 06 43
{„;;i
 6 Tell students that not all these phrases are interchangeable.
While most of them introduce a clause (Ido believe that young
people should ...), the phrase I am (not) in favor of is usually
followed by a noun phrase or noun phrase + gerund ("I'm not
in favor of violent programs"/"1'm in favor of parents teaching
their children ..."). Also, to my mind is a self-contained
expression, generally followed by a comma, which replaces /
(don't) think that ("To my mind, they should watch their own
children's reactions ").

Suggested answers:
I don't believe (that) violence on television is a problem for
young people
lt seems evident that young people of all ages can teil the
difference between fantasy and reality
lt is also obvious that Young people realize that, while such
shows are exciting to watch, they
To sum up, to my mind, violence on TV is not harmful to
Young people

students'own answers

ein
students'own answers

Review p74

Vocabulary
1

1b 2c 3 c 4a 5c 6b 7a 8d 9d 10 d
11 b 12 c 13 c 14 b 15 b

Grammar
2

1a 2b 3c 4d 5c 6b 7d 8c 9b 10 d
11 c 12 b 13 a 14 b 15 a

44 UNIT o6

Moving with
ding p36
may wish to pre-teach or elicit cartoonjoke, and caption.
students to look at each cartoon before reading the
tion. Go through each one, having students describe each
ation. Ask which (if any) of the cartoons they find funny
ask them to explain the jokes.
ney have to do with new technology and education.
students' own answers
students'own answers
may be useful to pre-teach or elicit the words grant,
erade, hamess, lack, keep track of, workshop, infrastructure,
sluggish, as used in the context of texts A—D. Check
'derstanding of purpose. Make sure that students know the
to forms ad and advertisement.
modern technology / technology in education and daily life
Section A: a memo / e-mail
Section B: an advertisement
Section C: an essay
Section D: a newspaper article / column
Tell students that this section will help prepare them for
plmding Part 2. Check understanding of welfare. Ask students
ithey sometimes feel they know the answer to a question
before reading the four choices.Then refer them to the tip.
•
mes
2 Remind students that there are no rules for applying
the prefixes un-, in-, im- or dis-, which featured in Unit 1
Vocabulary as ways of negating a word's meaning. Point out
that mis- and re- do not necessarily change a word's meaning
to its opposite sense. Ask students to consider how these
prefixes do affect the meaning.
OMI
unlucky misunderstand reset
unstable misinterpret unexpected
misbehave refill retell
3 Tell students that some words can have more than one prefix,
such as unsatisfied (not having gotten what you'd hoped /
not having had enough of something) and dissatisfied (not
happy or satisfied with something). Similarly, disinformation
(false information that is given deliberately by a government
organization) and misinformation (wrong information). lt
is, therefore, important that students record how certain
prefixes change the meaning of a word.
1 a 2b 3b
4 Students may know some of these words and may write
the answer without reading the sentence.Tell them that lt
is often good practice to use their instincts, but that in this
exercise, they should only write their answers once they have
read the word in the context of the sentence. When going
through the answers with the class, check them against the
definitions in Exercise 3.

1 unlock 4 misinformed
question b, d 6 question h, d 2 misinterpret 5 resend
question c, c 7 question f, c 3 retype
question e, a 8 question i, a
question a, a 9 question d, d
5 Read the text and ask whether the underlined adjectives
question j, b 10 question g, a
are positive or negative. This may lead to a discussion about
whether being frank or arrogant can be considered positive.
Ask: What is the difference between being confident and being
abulary p38 arrogant?Tel I students to look for words that are expressed as
synonyms (e.g., happy and cheerful in item 4), which are either
Emphasize the correct pronunciation of innovative and
explaining or expanding upon an idea (e.g., one of a kind and
unimaginable.Tell students that when writing down
creative in item 2), or which are followed by an example (e.g.,
vocabulary that they find difficult to pronounce, they should
confident in item 1).
Lunderline the syllable that is stressed.

1 confident 5 frank
supportive 5 showcase
2 creative 6 easy-going
endless 6 vast
3 reliable 7 patient
innovative 7 real-time
4 cheerful
unimaginable 8 enrich

UNIT 07 45
1
 Optional activity 111111
• Put students in small groups and ask them to list other 1 isolated 7 high-rise building
personality adjectives. Write two columns on the board — 2 fields 8 cosmopolitan
"Positive"and "Negative"and ask students to categorize any 3 barns 9 commuters
4 barbed wire 10 Rush hour
adjectives they think of in the appropriate group.They can
use words that begin with a prefix, but the focus here is on 5 Harvest 11 congestion
the range of vocabulary, not the correct uses of prefixes. 6 crop

6 Point out that words that look similar may or may not
be pronounced in the same way. Refer students to the Grammar p80
pronunciation of breath / breathe. Ask students why each pair Before reading through the exercise, and with books
of words is easily confused, e.g., the words look similar, but
elicit from the class as many uses for the future as po
are different parts of speech, or the words have very similar
Write the heading "Uses"on the board and add stude
meanings. Teil them to create a definition for each word that suggestions. Don't go over the suggestions at this sta
will help them remember its meaning. Once students have finished Exercise 1, ask them to c
their books again and see how many more uses they
1 breath (noun form of breathe; means the air taken into the
lungs) 1c2a3b4d5e6g 7f
2 breathe (verb form of breath; meaning to take in and expel
air from the lungs) Optional activity
3 injured (injure = harm a person) • In small groups, students write an example sentence
4 damaged (damage = harm a building) of the uses (a—g) in Exercise 1. When one group reads
5 lack (noun meaning general absence of things or people) sentence, the rest of the class has to say which use (a.
6 shortages (noun meaning absence of essential things sentence is illustrating.
because they are not available)
7 effect (noun form of affect; means the result of an action)
8 affect (verb form of effect; nneans to cause a change)
9 preserve (verb meaning to keep something in good Suggested answers:
condition, e.g., food, a house) 1 an instant decision
10 conserve (verb meaning to prevent something from being 2 future plans; predictions based on evidence
changed or destroyed, e.g., wildlife, or to use very little of 3 arrangennents
something to make it last, e.g., energy, fuel) 4 an action that will be in progress in the future
7 Students should try to categorize the expressions before 5 an action that will be completed in the future
checking the answers in a dictionary. Make sure they note
down the part of speech for each item, in preparation for
Exercise 8. Optional activity
Put students into pairs and ask them to decide which
Urban Rural (a—g in Exercise 1) each of the sentences illustrates.
high-rise building isolated
urban sprawl crop 1 b (use c) 5 a (use f)
congestion harvest 2 a (use c) 6 a (use b)
multi-story parking structure fence 3 a (use e) 7 b (use d)
cosnnopolitan barbed wire 4 a (use f)
pollution fields
4 When checking the answers, clarify any points that ar
commuters wildlife
referring to the Grammar reference on page 137.
rush hour barns

8 Point out that there are five words or expressions from

1 will be giving 6 is going to take pat
Exercise 7 that will not be used, and that students will need
2 will find 7 will be able
to think about both meaning and the part of speech. Before
3 will have 8 will have finalized
reading the text, refer students to the vocabulary items in
4 will have received 9 begins
Exercise 7 and encourage them to think about words that
5 will be working 10 will be
might occur in the same sentence, e.g., crop and harvest.
5 With books closed, elicit the rule so + adjective / adv€
such + noun phrase. Check that students understand
meaning of so! such when used to mean "to a certair

46 r»-'
-j UNIT 07
 Then write too and enough in the middle of the board and
ask a student to write an adjective in the correct place for
both words. Elicit the meaning of both phrases; students
commonly use too to mean very. Then refer students to
the Grammar reference on page 138 and read the forms
and examples. Point out that too and enough can precede
or follow an adjective or adverb, and that enough can be
followed by a noun.
1 toe so
3 such so
4 so such
6 teerte-4 tau l enough
7 foom-ifryour-c-ar-errough enough room in your car
8 too fast fast enough
6 Female I thought for sure I'd be able to make it by two, and I
1 such 4 enough
2 so 5 too
3 so 6 enough
Optional activity
• In pairs, students look at the cartoon on page 81 and write
four sentences, using so ... that, such, wo, and not enough
7 Advise students to look at the part of speech that precedes
or follows the blank, as well as focusing on the meaning of
the sentences.Tell them to try to do the exercises without
referring to the Grammar reference.
Ciäl
lb 2a 3c 4d 5 b 6a 7b 8c
Listening p82
1 Tell students that this exercise prepares students for Listening
Part 1. Read through the tip with the class.
CBM
1a2b3b4a5c6a7b8a9c10a
Audioscri pt
1 Male You just joined UsWorld, didn't you? What does your
avatar look like?
Female Well, at first, I was a kind of super-hero character, with
really big robot hands, and really, ready tall.Then I decided
that was too scary, because nobody was talking to me, so I
changed to an avatar that looked a lot like me in real life. That
was so boring, though. Now I've gone back to the first one,
except the hands are normal size now.
What does her virtual avatar look like now?
2 Female We're going to the movies tonight, right? Should we
meet at the movie theater?
Male That should work. No, wait a second — I'm meeting
Tim beforehand for coffee, so can we just meet of the coffee
shop?
Female But I'm driving from the mall, and there's no place to
park around the coffee shop.
Male OK. III see you at the theater around nine.
Where do they decide to meet?
3 Male What are you doing in town? I thought you were going
to college in Florida.
Female I am. They're offering virtual classes now, so I can sit at
my computer in my bedroom and still attend the classes at
school. It's pretty amazing. It's just like having a private tutor
in some ways, except you can communicate with the other
students, too.
Which shows Trina doing her college work?
4 Male Hey, Katie.Where were you this afternoon? We arranged
to meet at the Blue Garden Cafe at two. I waited for you for
ages, and I kept watching the buses thinking you'd be on one
of them.
left home in plenty of time, but then there was an accident
and the bus got stuck for ages. By the time I decided to get
off and walk, it was already after two. Sorry!
Where was Katie at 2 o'clock?
5 Female So how did you and Jennifer meet, Ben? I heard you
guys actually met online at a virtual party.
Male Yeah, I heard that, too — but it's not true. The other story
going around is that we met at a real party, but that never
happened, either. Actually, my cousin David introduced us at
college, so there was no party involved at all!
Which shows Jennifer and Ben meeting?
6 Male You keep in touch with so many people, Jane. How do
you do it? You must spend half your day on the phone.
Female Not really. I send a lot of e-mails, though. I just keep
my laptop with me and whenever I have a chance, I sit
down and send messages to my friends. Not text messages,
though. It's way too hard trying to say anything that way.
How does she communicate with friends?
7 Male Why do you always wear such baggy clothes?
Female I don't always. Yesterday I wore a tight top.
Male Yeah, I guess. But your pants were baggy.
Female Baggy things are just more comfortable, that's all.
What did she wear yesterday?
8 Male Your hair looks different. Did you get it cut or
something?
Female Cut? lt isn't shorter, it's langer! I had extensions put
in. I got tired of having hair to my shoulders, so I decided to
make lt really long.
What does her hair look like now?
9 Female So did you go out for a nice dinner last night?
Male Hardly! My girlfriend had to work late, so I canceled the
reservation at the restaurant and made myself a sandwich. I
thought about having pizza delivered, but Im so sick of it!
Female Poor you.
What did he eat the night before?
10 Male Did you get the concert tickets?
Female Yeah, I did. They're really good seats, too.
Male You must've taken a long lunch to go all the way down
there and get them. Or did you buy them online?
UNIT 07 47
 Female I didn't go anywhere, and you know I never use my
work computer for personal stuff. I already had a copy of the
seating chart, so I bought them over the phone.
Male Oh, yeah. I forgot you could do that.
Which shows her buying the tickets?
Speaking p.83
Teil students that this section helps prepare them for Stage 2
of the Speaking test. Pre-teach campus and course. You may
also wish to pre-teach career and year (as in "I'm in my third
year at college"). Introduce the Speaking topic for this task by
asking students what the difference is between an ordinary
campus and a virtual one.
2 Point out the conversational link That's really interesting in
item 2, and remind students that this kind of device is vital in
successful interaction, both for the exam and in real life. Ask
them what they think the function of so is in item 3. You may
wish to pre-teach sign up for and give the synonym enroll.
1c 2a 3d 4b
3 Read through the instructions and the chart below them.
Check that students understand the meaning of an site
learning; some may confuse this with the word (web)site. Elicit
that peers means students in the same class as you, and ask
them to explain the term dass dynamics. Refer students to
the Language guide on advantages and disadvantages and
encourage Student A to use these expressions.
answers on page 124 of the Student's Book
5 Have students discuss the questions in pairs or small groups.
You may wish to add to this discussion the issue of whether
students think virtual campuses will replace traditional
classes, and ask who would benefit.
Writing p.84
1
ÜB
students' own answers
2 Before reading the letter, ask students what they think lt
means if someone wears hand-me-downs and why other
people might"make fun of" him or her for doing so.
3 Read the tip and remind students that this topic was covered
in Unit 2. Tell students to try to analyze what characteristics
of the writing make it formal, informal, or neutral. Teil them
to cover up Exercise 4, and encourage them to use their
instincts to assess the sentences.
11 2N 3F 4N 51 6F
48 UNIT 07
4
1F 21 31 4F 5F 61
Optional activity
Put students in pairs and ask them to find examples in
Exercise 3 of the characteristics listed in Exercise 4. Some
the words, phrases, or structures chosen may exemplify n
than one characteristic.
OB
passive voice: item 3 — itis believed
slang words or expressions: item 1 — cool; item 5 — it's tot-6
stupid! 'cause
contractions: item 5 — it's/ 'cause
multiple clauses: items 4 and 6 (whole sentence)
impersonal forms: item 2— itis believed
very personal statements: item 1 — So I think ; item 4 —
think you should
5 Have students look at items 2 and 4 in Exercise 3 and teil
them that a neutral style has some of the characteristics
of both more formal and less formal styles.Tell them tha
a neutral style uses pronouns, thereby giving a more
informal impression, but avoids slang words or expressic
which is a feature of very informal writing. Ask them to f
other examples by referring to the characteristics listed
Exercise 4.
Suggested answers:
1 In nny opinion, you should be able to wear what you
3 Many people think that appearance says something
your personality.
5 It's not a good idea to judge a person by his or her
appearance.
6 Because many people do judge others by their
appearance, it's often difficult to fight against.
6 Ask students to read the text and elicit the reason for tl
inverted commas around "right"on the second line. Eli(
meaning of outcast, shallow, out ward, be hard on (some
stuff, and inner.
lh
1 yes
2 students'own answers
3 be more confident / join a group activity
his friend who was a runner
7 Tell students that something written in the wrong styl
often stands out from the rest of the text. lt is not aiw
question of sounding too informal, but of writing in a
that is inappropriate for the piece of writing. This coul
writing in an overly formal way when the task require.
written in a semi-formal style.
"Ibis is just totally stupid. /This is not the case.
Don't be a show-off, though, cause that'll just make
everybody think you're an idiot and they'll be even harder
on you. / Don't boast or show-off, though, as this will only
make the situation worse.
les a fact that group stuff makes everybody look the same, so
it you're good enough, then the other guys'll forget about
everything else and think you're cool for being part of the
team./ Group activities are a good equalizer — once you've
proved yourself to be a good team member, everything
else will be forgotten.

The problem is that lt is well known that

Ilany people think that It's a fact that

Before getting students to read the exam task, refer them

again to the tip. Ask them to focus on the style, as well as on
covering the specifics of the task.

students' own answers

Review p.86

Vocabulary
1

la 2c 3d 4d 5a 6b 7a 8a 9c 10 c
11 b 12 a 13 b 14 b 15 d

Grammar
2

la 2 b 3d 4a 5 b 6c 7a 8a 9 b 10 d
H a 12a 13d 14c 15b

UNIT 07 49
 ivinäWith the xey'iorld
2 Remind students to make sure they know what part c
Reading p. speech should go in the blanks.This will reduce the n
1 Ask students why the unit title is not"Living in the world,"and of items to choose from in Exercise 1.
what difference that would make to the expected discussion.

11131 1 consumption 6 second natre

• "Living with the world" puts the focus on the way in which 2 persuasive 7 unthinkingly
we as humans interact with our environment, whereas 3 proportion 8 impact
"Living in the World" would suggest a discussion about our 4 flimsy 9 boon
everyday experiences. 5 shift 10 arsenal
• The photos reflect our failure to coexist with nature, and
3 Check students' pronunciation of these items, especia
illustrate the damage we are doing to it through our
and tube. They will probably know some of the words
lifestyle. From left to right:
not all.
the effects of deforestation;
City traffic;
a tree being planted; 1 tu be 6 box
lanes of traffic on a highway. 2 bag 7 loaf
• students'own answers to last question 3 bottle 8 can
4 tub 9 jar
2 Tell students that this section helps prepare them for Reading
5 bar
Part 1. Check that students understand the meaning of green
in this context. Ask them whether the title"Accidentally Optional activity
green" suggests that the article takes an approving or a
• Put students in pairs or small groups and ask them to
critical stance. all the materials that food containers are made out of.
have them go through their answers to Exercise 3 anc
1 young people 3 yes them to note down what material each item is likely t
2 lack of money made out of.

3 You may wish to pre-teach or elicit tucked in, zip around, stick 13351
to, and laundry. Before having students read the text, ask materials for food containers: metal, plastic, glass, carc
them to find a word that means the same as"accidentally." paper;
Elicit inadvertently and point out that in some cases, in- is materials for items in Exercise 3:
simply part of the word, and not a prefix. Refer students to 1 metal
the tip and, when checking their answers, point out that in 2 plastic
item 2, an answer choice includes the term environmental 3 plastic or glass
impact, which features in the text on line 11. However, this is 4 plastic
not the correct answer. 5 paper or plastic
6 cardboard
7 plastic or paper
1a 2c3d4a5b6c7c8a 9a
8 meta I
9 glass and metal (for the lid)
Vocabulary p.90 4 Ask students to explain what the words "the correct fc
1 mean in the instructions. Emphasize that not all of the
in Exercise 3 are used, and that some are used more th
once.
1 unthinkingly 6 boon
2 impact 7 arsenal 11§11
3 persuasive 8 shift 1 boxes 5 bar
4 proportion 9 second nature 2 tube 6 cans; bottle
5 flimsy 10 consumption 3 bottle 7 box
4 bag 8 jar

I 50
-, __ -
lb UNIT 08
 activity
t students in pairs and teil them that they are going to
pnize a picnic. Ask them to plan vvhat food and drink they
II need to buy for two adults, two teenagers, and a four
ar-old child.Their list must include the relevant containers
units of food and drink.
students that it is common in Eng lish to use two (or
letimes three) words together to form a compound
n or adjective. Sometimes these are written as separate
ds, or are separated by a hyphen. Advise students that
will need to read the entire sentence in order to find the
rmation that makes the correct answer clear, as in some
?.s both choices could form a compound with the key
d in the sentence. Read through the questions and check
lerstanding of funky in item 6.
2b 3 b 4a 5a 6b 7a 8b
lptional activity
small groups, students think of definitions for a compound
adjective or noun, e.g.,"Noun: you dry yourself with this after
you have a shower" (bath towel) or"Adjective: this describes
:an essay or article that has lots of mistakes in it" (badly written).
,Students should try not to use the target language in their
definitions, avoiding, for example, sentences like:"An adjective
›that means something has a good design" (well designed).
Tell students that most of these phrasal verbs have a literal
meaning, e.g. cut down a tree, cut out something from a
magazine with scissors, cut off a part of something, as well
as a meaning that can't be guessed from the verb + particle
elements.Tell them that that this is common with phrasal
verbs.
cut off 4 cut up
cut down 5 cut in
cut across 6 cut out
Dä2
la 2a 3a 4a 5 b 6a
rammar p.92
Eefore looking at the exercise, ask students to list the relative
pronouns that can be used in a relative clause. Then da
Lee exercise and check that the pronouns they suggested
are correct (when], which, that, when, where, whose, why).
.
Explain that all of the relative pronouns can be used with
either defining or non-defining relative clauses.
defining 2 non defining
-
Read the example sentences in Exercise 1, but before
referring to the shaded boxes, ask students for their
perceptions of the difference between a defining and a
non-defining relative clause.Then read the boxes to check if
their ideas were correct.
essential before and after
can can't
extra can
Draw students'attention to the second box in Exercise 2,
vvhich states that commas are used before and after non-
defining relative clauses.This will be key to identifying
defining / non-defining clauses in this exercise. Introduce
Exercise 3 by writing an the board: Person, Thing, Place, Time,
and asking students to place the following in each category:
who(m), that, where, when, and whose.
1a 2b 3c 4a 5b 6a 7a 8b 9c
defining: 1, 2, 4, 5, 7, 9
non-defining: 3, 6, 8
4 Tell students that they need to read the initial sentences
in this exercise carefully and decide whether there is any
information that is subordinate to the rest of the sentence
or that provides additional information. Draw their attention
to the example in item 1. If problems remain after doing this
exercise, refer students to the Grammar reference an page
139.
1 Eco-Smart Fire, which is an eco-friendly fireplace, can be
installed anywhere.
2 Peter, who loves to take long showers, devised the Smart
Sho wer to save waten
3 The Nature Nappy, which was invented by Charisma
after her daughter's birth, is disposable and 100 percent
biodegradable.
4 The Aptera is a new car that travels 200 miles on a single
battery charge.
5 The Biobin is a composting unit that can turn waste into
fertilizer.
6 Michael lived for a long time on a boat where he invented
the solar panel to power his fridge.
7 lan Edmonds, who is a retired professor from Australia,
invented the Channel Panel.
5 Check understanding of count / non-count by asking students
for an example of a noun that falls into each category. You
may need to check that students understand that count =
"uncountable" and that non-count ="countable'.' Refer
students to the Grammar reference section an Count nouns
an page 139, and ask them to paraphrase the meaning of the
example sentences there. Elicit the rule: some + affirmative
statements and requests and any + negative statements
and questions. Point out that much (uncountable) and
many (countable) can be used in affirmative and negative
statements, and in questions. Elicit the rule for a little
(+ non-count noun) and a few (+ count noun). Point out that
a lot of is very versatile, and can be used in both affirmative
and negative statements, and in questions as an alternative
to much / many.
UNIT 08 •
ei - 51

A count nouns B non-count nouns
6 Begin by discussing the difference between a job (count
noun) and work (non-count noun).Tell students that the key
to this exercise is to decide whether the required answer is
count or non-count, and that, therefore, they need to read
the entire sentence to work this out. Elicit the fact that news
is non-count. You may need to review the use of every / both
and none / either.
fäl
1 job 6 hours
2 every 7 newspapers
3 None 8 trips
4 meal 9 information
5 money
7 Tellstudents that this exercise largely tests students'
understanding of count / non-count nouns. However,
lt would be helpful to remind them that some is used in
requests, with the expectation of a "yes"answer, while any is
used in questions, with the expectation that the answer may
be"no:
1b 2a 3c 4c 5c 6a 7b 8c 9a
Listening p94
students' own answers
2 Tell students that this exercise helps prepare them for
Listening Part 2. You might wish to pre-teach up to the task in
Talk A, and a landfill (site) and wiring, both in Talk C.
Talk A
1a 2c 3 b 4c 5d
Talk B
6a 7c 8 b 9d 10 c
Talk C
11 d 12 c 13 b 14a 15 d
Audioscript
Talk A
You will hear someone speaking to a group of students.
Can I have your attention please? Many of you already know
me, but reintroduce myself. I'm Carol Simmons, your Student
Affairs Coordinator. For those of you who were here last year,
you'll see some changes an campus, and that's what 1'd like to
talk about this morning.We have been promoting green living
for years, but sadly our school building was not really up to
the task, and, in some areas, we just weren't doing everything
we could. So, we are calling this our Year of Green Living, and
here are some of the changes. First, you'll notice a change in
temperature, both in bot and cold weather. We have installed a
new computerized system that keeps temperatures steady and
comfortable while saving lots of energy.You'll also see recyclinc
bins in all classrooms and public areas, and we're asking you
to da your part by sorting your garbage according to the
labels.This now includes food waste, which will be turned into
compost or fertilizer. We're also using biodegradable plates and
cutlery in the cafeteria, so all the stuff we used to throw into a
landfill can now be turned into compost, too.We would like yoi
to make suggestions for ways we can have a greener school,
and your teachers will talk to you about how to da this. Now, fo
questions ...
Number 1: Who is the speaker?
Number 2: What does the speaker say about the school's past
environmental efforts?
Number 3: What might the students notice in the school building?
Number 4: Where will students find recycling bins?
Number 5: What will happen to used plates from the lunchroom?
Talk B
You will hear someone talking about a new television program.
We depend on Planet Earth for our survival, but can Planet
Earth survive our overuse and abuse of its resources? KST8 TV
is proud to present a brand new five-part documentary series
by award-winning director and producer, Tara Lawson.The nev
series,"This Planet: asks this very question, and answers lt in
ways that will shock, amaze, and inspire you. Ms. Lawson goes
to the root of our survival an earth, exploring the elements tha
sustain us — water, air, soll, plant life, and animal life — and how
our actions can decide our own fate and the fate of the planet
Each of these elements is looked at in depth in a separate
two-hour segment. KST8 has been the proud presenter of a
previous series byTara Lawson including "The Jungle Around
Us:"People of the Mountain:and "The President of Trees."If yot
have enjoyed and learned from her previous work,"This Planet
is something you definitely should not miss. The series premie
Thursday, July 15 at 9:00 p.m. an both KST8 and KSY8, and
the first episode will be followed by a live interview with Tara
Lawson herself, along with questions from several guest exper
who are both supporters and critics of Ms. Lawson's work.The
entire series will be available for purchase on DVD after the
airing of the final episode on August 12. To reserve your copy
now, visit our website or call 555-002-9962. And don't miss tht
remarkable new series.
Number 6: Who is speaking?
Number 7: What does the speaker say about the series,"This Planet"?
Number 8: What is true about Tara Lawson?
Number 9: Where and when will the series air?
Number 10: What will accompany the first night of the show?
Talk C
You will hear someone talking about a project she is starting.
Hi, everyone. It's me, Kristin, and this is my video blog, Living
the Color Green. Sorrylhaven't been on for a while, and sorry
my hause is such a mess, but it's been a busy summer. Anywa
todaylwant to talk about a new project, or a new goal, really
It's called a buy-nothing year, and it's just an attempt not to bi
anything new for an entire year. Sound easy?1 didn't think so.
A close friend of mine just finished her buy-nothing year, and
although she did pretty well, she did end up buying a couple

52 UNIT 08
 things, including a new dress - but it was designed by a
of hers, and she felt she had to buy it. Since I don't have
lesigner friends, 1 think I can avoid that problem. But the
rdifficulty my friend ran into is things going wrong in the
e Some of her electrical wiring needed to be replaced,
>Im can't exactly use second-hand wiring, right? And then
apne broke one of the toilets in her house. Sure, you can
'pick up a second-hand toilet, but - well, do you really
tto? But 1 guess lii cross those bridges when I come to
LAnyway, the advantages of doing this are obvious - smaller than things like reducing global warming, but the
rwg down on trash in the landfills, more money saved, and
efree time, since you don't have to spend all that time
iping for new clothes. OK, 1'm totally ready to buy nothing
at all for an entire year, and 1 will let you know how it goes.
wer 11: Where is Kristin?
wer 12: What is the main rule for a buy-nothing year?
13:What problem did Kristin's friend encounter?
14: What is Kristin's conclusion about a buy-nothing year?
15:What is the overall tone of the talk?
king p.95
students that the exercises in this section prepare them
Stage 3 of the Speaking exam.You may wish to elicit or
. teach apathy and campaign.
-
through the instructions and chart with the class.
students to the tip and remind them that variety of
ression, rather than simply repeating the same structures,
get points on the exam. Elicit other ways of asking
Why, and How ? e.g., Can you describe ?Could you
Gin ?In what way is/ does ... ?
on page 124 of the Student's Book
students which of the expressions in the considerably
nly range is the strongest and go through each of the
etures in the chart with them.
ng p.96
Encourage students to infer the meaning of any unfamiliar
vocabulary by listening to hear ifit is subsequently explained
or used in context.
F 2T 3 F 4T 5F 6F 7T 8F 9F 10T
lioscript
d So, what about this group you joined? 1 know it's an
ironmental group, but what do you do exactly? 1s it like
Jing letters to representatives and staging protests, that
1 of thing?
dy No, not at all. It's more down-to-earth than that. Actually,
group is called Down to Earth, and they promote getting
Aved in environmental stuff at a really basic level.
d For example?
Maddy Well, next week we're getting a group of people
together to clean up the nature park next to the lake. It's not
just picking up garbage, either.They're going to teach us how
to recognize invasive plants - you know, bad plants that are
taking over the park and killing the native plants - and we're
going to help get rid of them.
David That sounds like hard work!
Maddy lt probably is - but it's the kind of thing that's really
satisfying because you can see what you've done. It's a lot
impact is immediate - so lt really gives you a good feeling.
David So what kind of people belong to the group?
Maddy 1 only met them last week, but they seem great.They're
all really positive and energetic, and they're a lot of fun, too.
It's not like they're all really serious or depressed about the
environment - they just want to make a small difference.
David They sound nice.
Maddy So, why don't you join? I think you're just the right kind of
person for the group - and you have a pickup truck, which means
you could help with hauling things and all kinds of other stuff!
David 1 knew 1 should have sold that pickup! No, seriously, III
think about it. lt sounds like a great group.
2 Ask students what they think the expression hands on means.
-
Ask: What, or who, are environmental offenders? Advise them
that questions 1-5 are good examples of how to approach
this task.
1 in a newspa per or magazine
2 a letter; to describe the organization and persuade your
friends to join
3 informal; yes
4 an essay; to describe a person who would contribute to the
group and why those groups are important
5 semi formal; yes
3 Refer students to questions 2-4 in Exercise 2 to help them
decide the correct order for the paragraph plans. When they
have finished, teil them to check the paragraph plans for both
tasks against the questions in Exercise 2 again.
Qrg
Task A
paragraph 1: greeting, introduce topic
paragraph 2: describe organization
paragraph 3: give reasons why lt would suit your friend
paragraph 4: closing, wish to hear from recipient soon
Task B
paragraph 1: introduction, describe group
paragraph 2: characteristics of a person who would join the
group
paragraph 3: reasons why young people should join such
groups
paragraph 4: conclusion
4 Refer students to the tip. Advise them to follow the relevant
paragraph plan when organizing their ideas.
UNIT 08 53
 students' own answers

Review p98

Vocabulary
1

1d 2c 3d 4a 5a 6a 7b 8b 9c 10 b
11c 12c 13d 14c 15d

Grammar
2

1 b 2b 3 b 4c 5c 6a 7a 8b 9c ',Ob
11c 12 b 13a 14c 15c

54 UNIT 08
 spects of socie
sole purpose
ding poo
street criminals
students what kind of films they like to see, and elicit visual delight
names of the films in the photos. If they don't know the
4 After reading the instructions, refer students to the tip. Elicit
es of all the films, ask them what they think is happening
from them that it isn't a good idea to read both texts at once
e scenes pictured and to guess when the film is set.
because they will forget all of the details and will have to
start reading from the beginning again.Tell students to read
:os from left to right: through the questions and try to resolve any vocabulary
liator; difficulties themselves before checking the meaning.
2r Twist;
2 and Prejudice;
1b 2d 3c 4b 5d 6c 7d 8c 9a 10 d
Scarlet Letter;
e Runner.
ents'own answers to second question Vocabulary p.102

ind students that increasing their awareness of 1

cations is a good way to expand their vocabulary, and
lt is a good idea for them to note down any collocations
1 confront 5 orphan
are unfamiliar with.Tell them that this exercise prepares
2 rebellious 6 timeless
Ifor reading Texts A and B in Exercise 4.
3 influence 7 pressures
4 publicly 8 privilege
Istic appeal / genius / importance / significance
sic commentary / importance / opinion / question / 2 Check understanding of the words in the box by eliciting
eignificance synonyms for them or asking students to give a definition.
ou-office appeal / success Then have them do Exercise 2 individually.
sistrous evils / future

h otional appeal / commentary / importance / question / Positive Negative

-E
_
nificance
appeal / commentary / importance / opinion /
ificance
appeal / delight / commentary / importance /
impressive
outstanding
thought-provoking
disappointing
horrendous
pathetic
nonsensical
apinion / success ennbarrassing
rial appeal / commentary / evils / innportance / question /
significance 3 Tell students that each of the two texts contain positive
and negative adjectives. Remind them that the tone (and
ie appeal / commentary / importance / opinion / purpose
sometimes the meaning) of words can often be guessed
met criminals
when they are placed next to other words with a similar
sual appeal / delight / genius
meaning, e.g., a weak, pitiful character and with perversion and
students that this exercise helps prepare them for evil in Text A.The same is true when words and expressions
dinci Part 1. are paraphrased, explained, or exemplified, e.g.,"when a love
affair is discovered. She's forced to wear an "A"for adultery
c genius Do Text A with the class and have students do Text B in pairs.
question
Drnce success 1 impressive 5 embarrassing
trous future 2 horrendous 6 thought-provoking
tional appeal 3 outstanding 7 disappointing
importance 4 pathetic 8 nonsensical
ic opinion
11 commentary / evils / significance (The word social is
three tinnes.)

UNIT 09 G-3- 55
 Optional activity
• Put students in pairs or small groups and teil them to
choose five words from Exercise 1. Ask them to write a short
text in which they reveal the meaning of these words by
juxtaposition, paraphrase, or exemplification.
3 Go through each of the sentences in this exercise anc
from students the type of conditional used in each se
Remind them that the if-clause can come at the begir
or end of a sentence. Have students do the exercise a
check their answers by looking at the Grammar refere

4
1b2c3c4b5a6c7a8b9c
5 Advise students that the confusion between adjectives
ending in -ed and -ing is a common problem for people
learning English. Refer them to the tip and have them do
Exercise 5 in pairs.Tell them that you will ask them to explain
their answers.
1 bored 3 amazing
2 amusing 4 annoyed
Optional activity
• Elicit more adjectives that can end in -ed or -ing and write
these on the board. Put students into pairs and have them
write true sentences about each other or each other's
opinions.
6 Have students do this exercise individually and go over
answers with the class. Point out that while she's a charming
person, and exciting to be with is a further example of
expressing a similar meaning in two different ways, the
phrase she is inhibited and down-to-earth presents words with
different meanings. You may wish to pre-teach the latter, as
well as impulsive, mutual, and prying.
(2132
amazed amazing
ifttereet+rrg interested
exeited exciting
embarrassing embarrassed
toefeste confusing
Grammar 004
1 Point out that sentences 1-4 are linked to sentences a—d in
the same order. Have students read sentence 1 and then look
at sentence a.Tell them to focus on the way that the tenses
are used to express meaning. When checking answers, see if
students know what type of conditional is used in sentences
1-4, but do not confirm at this stage.
1 hadn't been 4 will ... rent
2 have been 5 would teach
3 had been 6 lend
4
1 hadn't broken down on the last lap, Fernando woul(
won the race.
2 been raining, the concert wouldn't have been cancE
3 hadn't blocked the main entrance, people could ha ■
the exhibition
4 energy if you remember to switch off the lights
5 had more time, she would put on more concerts in
6 have occurred in Indonesia last week if three rivers
overflowed
7 learns how to ride a horse, she will get a part in the
Hollywood blockbuster
8 your computer doesn't work, call Express Tech
5 Tell students that ifis not the only way of introducing
condition, and that all the highlighted expressions in E
5 express a condition. If students ask, point out that os
os and os soon os are not a comparative structure in th
way as (not) os big os, for example. Teil students that m
the expressions given in a—d are not exact substitutes
highlighted expressions; for example, in sentence 1, U
you call would need to be substituted by If you don'
and otherwise by if they don't
a unless, otherwise c in case
b as long as d as soon as
6 If necessary, refer students to the Grammar reference
before doing this exercise. Point out that, of the highlic
expressions in Exercise 5, only otherwise can be followE
will or would.
1a 2d3d4c5b6b
7 You might wish to practice the pronunciation of the tf
structures in this exercise with the class.

1c 2a 3b
la (T) 2b (T) 3c (F) 4d (T)
8
2 Have students work in pairs. Get them to try to answer
a—d and teil them to look back at Exercise 1 to check their
answers. 1 used to am used to 4 thive driving
2 rcading read 5 geing go
01321
a 1 zero conditional c 2 first conditional
b 4 third conditional d 3 second conditional

56 UNIT 09
 a ctivity
students in pairs and ask each student to write three
!sentences about or herself, using each of the three
ctures.Tell them to then exchange sentences and report
information about their partners to the class.
r students to the tip, and say that while this is certainly
of multiple-choice questions, they could waste time by
Igling to answer an open question and should return to
2b 3c 4c 5a
ning p.106
2nts that the activity in this unit will help prepare them
Parts 1 and 2 of the Listening test.
2b 3c 4b 5a 6c 7b 8b 9a 10 c
ncript
1 of the Listening section you will hear several short
ations. After each conversation, you will hear a question about
heard. Choose the picture that best shows the correct answer to
stion. You will hear each conversation once.
What do you think is the most important thing for
5s? I mean, do you have to be rich to succeed?
e Of course you don't! I think education is the real key
:ceeding in life. Some people say it's good looks that
intees success, but that's obviously not the answer either.
does she believe is the key to success?
rie Hi, David. I hear you're getting married soon. Are you
Kg a big wedding with lots of guests?
! Not likely!We're actually getting married at City hall, and
e only inviting two friends. After that we're going out to
ler with a group of six.We started planning a big wedding
iabout 150 guests, but it was so overwhelming we gave up.
simpler the better, I say.
hshows David's wedding ceremony?
How was your first term at the university? Have you
ed what subject to major in yet?
e You know, I really enjoyed it, but I think I was wrong
t my first choice of major. I'd decided an chemistry, but the
that really interested me are about ancient history and
ology. Math is fun too, but I can't imagine lt as a career. Na,
t to go out in the field and help discover ancient artifacts,
Idefinitely getting a degree in archeology.
shows her future career?
ie You guys have a lot of pets, don't you? What is it — two
three dogs and a bird?
No, na — we have three cats, two dogs and the bird.
ie Isn't the bird lonely all by itself?
Male Believe it or not, he plays with the other animals. It's so
cute to see him flying over the heads of the other five.
Which picture shows his pets?
5
Male What are you getting Sammy for his birthday? I don't have
a clue what to get him — is he too old for toys now?
Female I decided to play it safe and get him a set of books —
those are always nice to have. I thought about a $50 gift card
too, but
Male Okay,I'll da the gift card — then he can get whatever he
wants.
What gift is he going to buy?
6
Female My friends teil mel have terrible study habits, butl'm
just not comfortable at a desk.I spread everything out an the
floor in front of the IV —1 work much better that way.
Male I used to da the same thing, but my grades weren't very
good, so I figured 1 should try something different.ltried setting
up at a small desk in my room, but that wasn't very comfortable,
so now I go to the library every evening and work there. I can
really concentrate, and when 1 need a break I just watch the
other people.
How does he study now?
7
Male 1 haven't seen your daughter in years. She must have
changed a lot. Does she still have really short blond hair and
those funny little glasses?
Female Oh, she changes all the time — lang hair, short hair, big
glasses, small glasses. Right now she has very short dark hair
and she wears contact lenses, so the glasses are gone — for the
moment, anyway.
What does her daughter look like now?
8
Female Im going to the grocery store to get some milk. Da you
need anything?
Male Yeah, can you get me some toothpaste? I just ran out.
Female Toothpaste?There's a new tube in your bathroom
medicine cabinet.
Male Oh, great! Actually we da need some peanut butter. Amy
finished lt this morning.
Female O.K., get some. See you later.
What is she going to buy?
9
Male Are you sending your kids to camp this year? Mine are
going to Blue Lake Camp again.They love the swimming and
boating.
Female I don't know why, but both of them say they're tired
of the lake. Lily wants to go to a horse-riding camp, and Jake
wants to go to a tennis camp.
Male So you're sending them to different camps?
Female Nope.We decided the horse-riding camp was too
expensive, so it's tennis camp for both of them.
Which camp are her children going to?
10
Male I'm not sure how to da this home recycling thing. Da you
have to separate everything?
UNIT 09 57
 Female Na, not really. We just use two bins. One's for paper
products like newspapers and magazines, and one's for
everything else.
Male You mean you can mix glass, plastic, and metal all
together?
Female Yep. It's pretty easy.
Which shows her recycling bins?
Part 2
Refer students to the tip and point out that questions that
ask for detailed information always require an understanding
of how the information fits into the text.To replicate exam
conditions, give them thirty seconds to read through the exam
questions for Talk A. Remind them that they should take notes
as they listen. Follow the same procedure for Talks B, C, and D.
TalkA
1c 2b 3a 4d 5c
TalkB
6a 7c 8 b 9a 10 b
TalkC
11 c 12 b 13 b 14c 15a
TalkD
16c 17 b 18 b 19d 20a
Audioscript
In Part 2 of the Listening section, you will hear four short talks. After each
talk, you will hear some questions about it. Before each talk begins, you
will have time to look at the printed questions. Choose the best answer to
each question from the printed answer choices. If you want to, you may
take notes as you listen.
Talk A
Listen to someone talking about problems with education, but first look
at the questions.
Good morning, listeners. My name is David Harns, and this is
My Opinion. Nowadays, many people are pessimistic about
the future of our society.They talk about increased violence,
widespread unemployment, paar education, and spreading
poverty, among other issues. I won't even try to deny that these
problems exist — they da — but I will deny that they are reasons
for hopelessness. lt is by facing, and dealing with, big problems
that humans have grown and improved. Take the problem of
education, for example. Exam scores are going down instead of
going up, and the number of students in each class is increasing
every year because there are fewer teachers.This means that
teachers have less time to spend with individual students.This is
a depressing fact, sure, but there are positive ways to deal with
it.To my mind, one of the best ways is for people to volunteer
in the schools.There are many educated, unemployed adults
who could donate some of their time — if only a few hours
per week — to help students who aren't keeping up with their
classes.This would benefit the students, who'd be getting
the individual attention they need and the support and
encouragement of an adult — and benefit the adult volunteers,
who could create positive relationships with young people.
They would also learn new information and skills while they are
providing a vital service. All that's needed is a little publicity and
58 f".2- UNIT 09
a bit of organization, and thousands of lives would be im
It's simple, and it's good for everyone.This is David Harns
that was My Opinion.
Number 1: What does the speaker say about social problems?
Number 2: What does the speaker say about examination results?
Number 3: What does the speaker suggest is the biggest problem
students face?
Number 4: What solution to the problem in schools does the spea
suggest?
Number 5: How would adults benefit from the speaker's proposal
Talk B
Listen to someone talking about a university dass, but first look z
questions.
Good afternoon, everyone. Im Dr. Marjorie Griffin, and th
English 387, otherwise known as"Women in Film«This is
first time the English department has offered this course,
I'm very pleased that so many of you have enrolled.Ther ■
copy of the reading list and course requirements going z
the room. Please take one, and review lt carefully. You cal
find this and more information an the university website
exact address is at the bottom of the reading list, or just I
up EN387. Now I see a number of familiar faces, so evide
I haven't scared everyone off with my demanding course
requirements! For this dass, the reading list is quite short
four books — but you will be expected to watch a numbe
films, some assigned by me, and some of your choice.TI-
are three writing assignments for the course, and these
add up to 70 percent of your grade.There is also a mid-t(
viewing assignment, which means you'll be watching an
responding in writing to a film of my choosing. As many
already know, I'm very particular about attendance. I bell
that if a student signs up for a course, he or she should a
attend the course, so if you have more than three unexcl
absences, your grade will be reduced. If you miss five or
sessions, you will fail the course — unless, of course, therE
serious illness or family emergency involved. Now for the
part, of the course, be having a couple of guest spe
including ...
Number 6: Who is the speaker?
Number 7: What does the speaker suggest about her classes?
Number 8: What is included on the reading list?
Number 9: What is the mid-term assignment?
Number 10: What will happen to students who are absent from tl
five times?
Talk C
Listen to someone talking about a youth program, but first look
questions.
Hey, everyone. Im Danny Price, and I guess you all know
we're here to celebrate ten years of the Fenix Youth Prag
It's great that so many people are here. I know a lot of yc
volunteer at the shelter, or teach at the Fenix Day Schoo
there are a lot of others who donate money to the progi
and that is super-important, too. Everybody who's benef
from the program thanks all of you. I know I have to say
you, because the Fenix Youth Program pretty much save
life. I was fifteen when I left home because of a really bac
 ation, and I ended up an the street. I didn't know a thing
mit surviving an the streets, but I learned fast, and I got into
ible with the police quite a few times in the process. Finally,
gcalled up one of the counselors from Fenix, and she got
into the program. They found me a place to live, a part-
e Job, and helped me get my high-school diploma. Now
gärig to college and working part time. I work at the Fenix
her, where I meet kids in trouble who are a lot younger than
IS. So I see every day what your generosity does for homeless
th and for the community. So I just want to thank you again
I introduce the great lady who is behind all this, the founder
I president of the Fenix Youth Program, Madeleine Salter
ther 11: Who is the speaker talking to?
ther 12: Who is the speaker?
rber 13: How did the speaker first get involved with Fenix Youth?
*er 14: What is the speaker doing with his life now?
tier 15: What does the speaker feel about the program?
D
• to someone giving a guided tour, but first look at the questions.
888 could follow me, everyone that's right. OK. In this
liey and the next one, we have a special exhibition of
eteenth-century paintings. The show is called "The Only
Nem," and it is a collection of paintings that deal with social
blems of the nineteenth century in Europe and in the United
les.The nineteenth century was a time of amazingly fast-
ed growth, and a great deal of money was being made —
:not by most of the people. Hunger, lack of education,
d labor, changes in traditional farming methods, the lass
3rbd to industrial uses — all of these were affecting the
düng classes in terrible ways. At the same time, many people,
uding some artists, were beginning to notice that life wasn't
5 lt should be. Of course, there had always been painters
showed the rural poor living happily in ideal rose-covered
Lages, happy and well fed, but the reality was very different,
la few artists vvanted to show what they really saw.They
w and painted the paar in the country, in factories, in city
rts, and in workhouses, as you'll see. Same of them painted
rich alongside the paar, pointing up the huge contrast in
eles that existed in the same streets of the same cities.
these works show some terribly painful subjects, many
beautifully painted, and they are truly affecting works of art.
painting, for example, shows a young man ...
eber 16: Where is the talk taking place?
iber 17: According to the speaker, what happened in the nineteenth
18: In the past, how did artists usually show the rural poor?
19:Why did some of the painters include rich people in their
20: What does the speaker say about the paintings on view?
king p108
Teil students that these activities will prepare them for all
Stages of the Speaking test, beginning with Stage 1 in this
eercise. Put students into small groups and ask them to
discuss the answers to questions 1-3. For the remaining
questions 4-6, have them work in pairs and interview each
other. lt would be good practice for the exam task in Exercise
2 if students were to give reasons for their preferences.
2 Tell students that this exam-type exercise mainly practices
Stages 2 and 3 of the Speaking test, moving onto Stage 4
in the final sentence of the exam task. Before putting them
in pairs to da this exercise, ask the class to describe what is
in each of the photos.Tell students they should be used to
formulating impressions quickly from visual prompts by now.
5 Suggest that students should make an opportunity, if
possible, to reflect an their life experiences and speculate on
how these have shaped (or might shape) their plans for the
future.
students' own answers
Writing p109
Before beginning the task, refer students to the photos and
to the heading"Tell us about your country"and ask how they
think the writing task will fit in with the unit topic. When
reading through the exam task with the class, you might wish
to elicit or pre-teach profile in the first sentence under this
heading as a synonym for description. Elicit the fact that the
letter in Task A would be more formal than the description
written for a web page.
Suggested answers:
1 Both ask for a description: one is encouraging a friend to
write lt and the other is written by you.
2 young people; Details should appeal to them.
3 letter — yes; article — more factual
2 You might wish to elicit or pre-teach piece, meaning article.
Play the audioscript a second time to allow students to check
their answers.
manners
social interaction
interest in other cultures
involvement in the arts
political awareness
places of natural beauty
environmental involvement
Audioscript
Louisa Did you see this piece an the World Youth Exchange
Program web page?
Pablo No.What's lt about?
Louisa They're asking for descriptions of different countries
written by young people.They want to attract more exchange
students, and I guess they think young people will write about
the things other teenagers want to know.
Pablo So are you thinking about writing something for them?
UNIT 09 cji), 59
 Louisa No, not really. I think you should, though. I mean, you're Review p.111
from Costa Rica, and it's such an amazing place. I'm sure you
could write something good.
Vocabulary
Pablo But vvhat would I say?
Louisa Well, you could say how friendly and polite the people 1
are, for one thing. And how interested they are in people from
other countries. 1a 2c3b4d5a 6b7c8d9a10a
Pablo Yeah, that's true. And I could say how involved young 11 d
people are in music and the other arts.You see a lot more
involvement there than you do here.
Grammar
Louisa And I think that the Costa Ricans are a lot more politically
aware, too. I mean, a lot of young people here don't think much 2
about it, do they?
Pablo That's true. Do you think they want to knovv about tourist
1a 2b3c4d5d6a 7a8c9c
kind of stuff, too? I mean, the beaches, and the environment in
general?
Louisa Sure.That's a real attraction. Costa Rica's such a beautiful
place, after all. And the cool thing is that so many young people
are involved in protecting the environment.
Pablo You're right. I think I will write a piece, and then you can
look at it before I send it. How does that sound?
Louisa Great. I'd be glad to help.

3 Put students in small groups and ask them to discuss the

various aspects of their country (or countries) that they think
it would be interesting to mention. Teil them that they can
refer to the unchecked items in Exercise 2, but that they
should expand the discussion to topics not listed.

students'own answers

4 Tell students to reflect on the different ways in which an

essay and a letter are structured.

A
Paragraph 1: greeting, reason for writing
Paragraph 2: your experiences in her country and why it
impressed you
Paragraph 3: aspects your friend could include in his or her
essay
Paragraph 4: closing, wish to hear from recipient soon

Paragraph 1: introduction with name and general facts about

country
Paragraph 2: what is generally great about your country
Paragraph 3: what your country offers specifically to young
people
Paragraph 4: conclusion, restate recommendation of country

students'own answers

60 UNIT 09
 V---WelCoine to the USA
Reading p.112
1 fulfill 5 achieve
. students that this section will help prepare them for 6 evolve
2 grow
ing Part 2. Before getting students to read the passages, 7 sensitive
3 sensible
[ them what they think an outreach program might be, and 4 8 alone
lonely
t role it might have in a community of vulnerable people.
might wish to elicit or pre-teach the following items in the 5 Tell students that the suffixes -ful and -Iess are added to
: (A) put off meaning "defer" and the noun auction; (C) the nouns to form adjectives, but that it is not possible to do this
ns draft and crack; (D) the noun boost. with all nouns. Point out that nouns ending in consonant + -y
change the y to an i, e.g., beauty > beautiful, penny > penniless.
MIGI
1a 2d 3 b 4c 5 b 6c 7a 8d 9c 10a
with without

Vocabulary p114 6 Read the sentences through with the class and ask them
whether the context suggests an adjective with a -fu/or -Iess
1 lt would be a good idea at this stage of the book to elicit suffix.
from students the best way to match words to their
meanings, i.e., looking at the word in context, trying to
1 harmful 5 worthless
decide its meaning before looking at items 1-8, and taking
2 thankful 6 faithful
'nto consideration the part of speech.
3 painless 7 thoughtful
4 careful 8 fearless
1 premier 5 former
2 purchase 6 adjust Optional activity
3 cutbacks 7 unique Put students into pairs or small groups and have them list as
4 lifeblood 8 showcase many adjectives as possible (excluding those in Exercises 5 and
2 6) that are formed with noun + ful / less. Ask them to write
- -

sentences that illustrate the meaning of the words.

1 premier 4 former 7 Have students go through the sentences, without first having
2 adjust 5 unique looked at the phrases in the box, and then use the box to
3 purchase 6 lifeblood check their answers. Remind them that some phrasal verbs
have three parts, e.g., come up with in item 5.
Have students decide which tenses should be used for
items 1, 2, 5, and 6. When checking the answers with the
1 to find by chance
class, point out that I'm not sure I achieved has a different
2 to make public
meaning from I'm sure I didn't achieve. Suggest that students
3 to visit
nnake a note of verbs that are used with specific adjectives;
4 to have the intended effect or result
for example, we tend to use feel, be, or get with lonely. In
5 to find an answer
addition, teil them to note which prepositions (if any) follovv
6 to enter your mind
adjectives, e.g., sensitive to (or abour).
8 Refer students to the tip and teil them to cover up Exercise 7
1311
1 evolved 5 achieved when doing this exercise.
2 grew 6 fulfills
3 sensible 7 alone 1b 2c 3a 4b 5c 6a
4 sensitive 8 lonely

4 Tell students to try to do this exercise without looking at the
previous exercise, and to refer to Exercise 3 only to check
their answers.
Grammar p.116
1 Tell students that wish can be followed by that, but if only
never can. When checking the answers, point out that if only/
wish are never followed by a present tense. Mention that

UNIT 10 . 61
 when expressing dissatisfaction (use a), we can use was or
were as a past tense of be, e.g., I wish / If only I was/ were toller, 1 will he 4 didn't you
but that were is the preferred form in writing; and that uses 2 won't she 5 didn't you
a c can also have a negative verb.
- 3 doesn't he 6 wasn't it

121351 Optional activity

1a 2c3d4b
• Have students read through the dialog in Exercise 6 a(
2 Point out that, in the example, the sentence 1 wish I didn't live then put them in pairs, and ask them to decide which
in a small house would also be possible. the question tags are checking information or asking
confirmation of something we aren't sure about. Mak(
the class agrees an the purpose of each tag, before as
Suggested answers:
pairs of students to role play the dialog.
1 I had a bigger house / I didn't live in a small house
2 I hadn't lied to Mary / Mary was/were speaking to me 7 Point out that the word by is optional before a reflexiv
3 I were more sociable / I had more friends pronoun, e.g., I mode the meal (by) myself.
4 it wasn't raining / we could go sailing
5 would prepare a big birthday party
1 myself 5 itself
6 she had a new bike / she could afford a new bike
2 Yourself 6 ourselves
7 she hadn't gotten lost / she hadn't missed the concert
3 themselves 7 yourselves
3 Tell students to do this exercise individually, and to look 4 himself
at Exercise 1 or the Grammar reference only to check their
answers. Accept wasn't or weren't as an answer for item 4.
Listening 11118
Teil students that this section helps prepare them for Lisi
1 hadn't been 4 wasn't / weren't
Parts 1 and 2.
2 hadn't bought 5 would give
Part 1
3 had taken

4
1a 2 b 3a 4c 5c 6b 7c 8a 9b 1i

1 b 2c 3c 4b 5d 6d 7c 8b 9b 10 c
Optional activity
• Put students in pairs and ask them to write sentences based
• on their own experiences or their views of the world using if
only and wish. Tell them to cover up all four uses in Exercise
1 and to try to find any wishes that they have in common.
Students then report these to the class.
5 Have students do the exercise individually; then go through
the rules that apply to each of the question tags. Draw
students'attention to the use of the auxiliary da to replace
most verbs, as in items 4, 5, 7, and 11; also, that will is used in
a question tag following an imperative, as in item 8. For other
uses, refer students to the Grammar reference.
1 ere aren't 8 dee will
2 don't do 9 lee there
4 no didn't I 11 fie they
5 does. doesn't 12 atme shall
6 wasn't was
6 Point out that all learners of English can have problems
with the intonation used in question tags. Elicit the fact that
the intonation used in question tags conveys whether we
are checking Information that we know to be true (falling
intonation) or are seeking confirmation of something we
aren't sure about (rising intonation).
Audioscript
In Part 1 of the Listening section you will hear several short
conversations. After each conversation, you will hear a question
what you heard. Choose the picture that best shows the correct a
the question. You will hear each conversation once.
1
Male Where did you get that beautiful watch?
Female I bought it in an antique shop. I thought it looke(
with the necklace my grandmother gave me.
Male What about the ring?
Female My dad gave me that when I turned 18.
Which piece ofjewelry did her grandmother give her?
2
Female So what's your new hause like? 1 imagine you wa
a bigger garden - your old garden was gorgeous, but it
pretty small, and the house was, too.
Male Actually, 1 ended up getting a pretty big hause witi
garden. 1 just didn't want all the work any more. I looked
couple of smaller houses with small gardens, but 1 really
more room inside.
Which shows his new house?
3
Male So what's the plan? Are you driving us to the conc€
Female Sorry. 1 loaned my car to my sister. I guess we'll hz
go by bus.
Male No way. We can get a taxi and I'll pay for it.
Female Sounds great! I'm not arguing.
How are they getting to the concert?

62 UNIT 10

So what did the boss have to say to you?You didn't get
did you?
le Not exactly. He just told melhad to be more careful
king my work. More carefulll spent hours going over those
bers! I was so angry I was ready to burst into tears.
Did you?
ie Of course not.1 just smiled like I always do.
she look like during the talk with her boss?
le What's for dinner tonight? Not chicken again,lhope.
I thought about having steak, but then I forgot to take lt
ithe freezer solwent to the market and bought some fish.
e you don't mind.
le At least it's not chicken!
are they having for dinner?
What time did Maria show up for lunch?1 know she was
dy late when I left.
h She is unbelievablellasked her to come at a quarter
go, so we'd have time to talk and I could still get to my
intment. So lwaited and waited, and lt was a quarter after
and still no Maria.
So what time did she come?
le A quarter to three. We barely had time to eat and 1 had
täne did Maria arrive?
e You must've gotten drenched waiting for the bus. It's
pouring all day.
No, I had my umbrella with me. Anyway,lwent to the
top with a shelter. Even the umbrella doesn't help that
'when you're standing there for twenty minutes - you get
d anyway.
shows him waiting for the bus?
Any idea where I left my glasses?lcould have sworn 1 left
on top of the TV.
e Well, they're not there now. Did you check the dining-
table? You're always putting them down there.
I looked. Not there.
e Oh! Here they are. Honestly, Dale, you should be more
.11. I almost sat on them!
did he leave his glasses?
de How should 1 wear my hair to the dance? Im thinking I
ht do lt in little braids.
I don't know. You wear it like that all the time. How about
ring lt straight - that looks nice and simple.
k Or maybelshould do lt in big curls? No,Ithink you're
LI'll have lt done super straight. Simple is always betten
will she wear her hair?
10
Male So which cell phone did you get in the end? The most
expensive one, right?
Fernale Iwouldn't spend over 300 dollars on a cell phone!1
always lose them anyway. No, I went for the medium priced
one. It's good enough for me.
Male Why not get the cheapest one then?
Fernale No, I thought the one for $29.99 looked too cheap to be
any good.Idon't want lt to break after a few clays!
Which cell phone did she get?
Part 2
Refer students to the tip. lt would be a good opportunity
to remind them that they will be given 30 seconds or so to
familiarize themselves with the questions on the exam before
hearing the audioscript. You might wish to elicit or pre-teach
tease from Talk A; eligibility, renewal, authorize, and campus from
Talk B; and commuter, downtown, prime target, and streetcar from
Talk C.
Talk A
1 b 2d 3a 4c 5b
Talk B
6d 7a 8 b 9c 10 c
Talk C
11 b 12d 13d 14a 15c
Talk D
16 d 17 c 18 d 19 c 20 a
Audioscript
In Part 2 of the Listening section, you will hear four short talks. After each
talk, you will hear some questions about it. Before each talk begins, you
will have time to look at the printed questions. Choose the best answer to
each question from the printed answer choices. If you want to, you may
take notes as you listen.
Talk A
Listen to someone speaking at a college event, but first look at the
questions.
Uh - hello. My name is Pilar.lcame to the United States ten
years ago from Argentina with my family when my husband
was offered an excellent job in his profession. Our two children
were very young so at first,Istayed home with them.lreally
enjoyed being a mother and a homemaker, but most of the
people 1 met were Spanish speakers, solonly learned enough
English to do everyday things like shopping. This wasn't a
problem at all until my kids went to school, and I wanted
to go back to school, too. I had started nursing school in
Nicaragua, and I wanted to get my nursing degree so I could
work in a hospital and help people. Of course, with my pretty
basic English,lcouldn't go back to school at all.ltalked to a
friend of mine, and she recommended the ESL program here
at Mountain Community College. lt has been a wonderful
experience for me. I now feel confident speaking English -
and more confident, in genera1.1 have met people from many
different countries, and I have been accepted into nursing
school starting in the fall.lwould like to thank all the wonderful
teachers, volunteer tutors, and administrators for helping me
UNIT 10 63
 to become a part of American life and giving me the skills
and the confidence to follow my dream. I also want to thank
my husband, Pablo, for supporting me and my goals, and my
children, who still make fun of my English at times, but who
helped me in so many ways to get where I am now. And thank
you MCC for your wonderful ESL program!
Number 1: What does the speaker say about her early years in the HA?
Number 2: What does the speaker say about her education in Argentina?
Number 3: How did she hear about the program at Mountain Community
College?
Number 4: What was the speaker's goal in attending the English
program?
Number 5: Besides improving her English, what benefit of the program
does the speaker mention?
Talk B
Listen to someone giving information to a group of international
students, but first look at the questions.
Welcome, everyone.We've invited all of you here because you
are new to our university and to the United States, and we
want to make sure you have all the information you need to
make your life as a student here successful. We have brochures
available with lots of basic information.They are in a number
of different languages, and you can find them next to the main
door of the auditorium.There's also the same information on
our website under the International Students'tab.Tonight, we're
here to answer any questions you might have, but first I want to
pass on a few basic reminders.
• Keep your passport up to date, and keep it with you. If it's
close to expiring, contact your consulate or embassy and get
it renewed.
• Keep your Certificate of Eligibility up to date.This is the
paperwork that says you are here legally as a student. Apply
for renewal at least a month before it expires.
• Make sure you have a full-time schedule. That means 12
credit hours of class every semester you're here.
• Don't work more than 20 hours a week, and make sure your
Job is authorized by the university. Most foreign students can
only work on campus.To work off campus, you need special
permission from the International Student Advisor's office.
• Always come to us for help or with any questions. The
International Student Advisor's office is open every weekday
from 8:00 to 6:00, and we're happy to help you with all your
concerns, from housing problems, extra language help, and
whatever else you need. Now for questions. Yes, over there ...
Number 6: What is true about the brochures for international students?
Number 7: What does the speaker say about passports?
Number 8: What does a Certificate of Eligibility do?
Number 9: What is true about working off campus?
Number 10: What is the purpose of the talk?
Talk C
Listen to someone speaking to a group of new students, but first look at
the questions.
... that about covers all the information about university
student housing, so I'll move on to transportation.You've
probably noticed that there are several public transportation
options in our city.There are many buses that go all over the
64 n.9 . UNIT 10
city. On weekdays, most lines run on average every twe
minutes. Commuter trains run even more often — usuall
ten to fifteen minutes — and there are two lines that cor
the university campus.There's also the streetcar line,
from the campus through downtown, and into the hist,
old town. One thing you might not be aware of is the Fi
Transit Zone. There is a !arge area of downtown, includir
university district, where you don't have to pay fares to i
public transit — but this doesn't include buses — only tra
streetcars. Do keep in mind that the free zone ends just
of the university district, so if you're traveling in that dirE
you'll need to pay the fare. Oh, and monthly transit pass
are available to students at a 20 percent discount, so if
working or doing other activities outside of the free zor
that's a good option. Bike riding is very popular here, an
student housing offers free bicycle parking. But be awar
bicycles are a prime target for thieves, so ensure that yo
is securely locked wherever you park it. Of course, the v ■
here usually isn't ideal for bike riding — in fact, it's often j
opposite — but if you don't mind a bit of cold and wet, r
around on two wheels might be perfect for you. In fact,
you've been here a while, you won't even notice the raui
ride.
Number 11: How long would you normally have to wait for a con
train?
Number 12: What should you know about the Free Transit Zone?
Number 13: What is true about fares for public transportation?
Number 14: What does the university provide for students with I
Number 15: What does the speaker say about the climate of the
Talk D
Listen to a teacher speaking to a group of students, but first lool
questions.
Good morning, everyone. I've just been checking your (
grammar tests, and I have to say Im pretty pleased. Goc
We can discuss any problems next time. Now, before
on to the next unit, some of you have been asking me 2
summer work programs in the United States, offered by
companies. Actually, several of my former students havE
these programs, so I asked them what they thought an(
others should expect.The overwhelming response was
it's a great way to see the States, and all of them had a c
time ... BUT all of them said that it wasn't what they exf
and that you have to go with an open mind and be will
to do just about any kind of work. For example, one of r
students, Wes, went to Yellowstone National Park last su
He expected to be working outdoors in a campground
recreation area, but instead ended up washing dishes ir
for eight hours a day. He also told me that his group hac
promised weekly organized excursions to explore the p
but this only happened a couple of times during his sta
shouldn't expect to make a lot of money, either. In fact,
paying airfare and accommodation, Wes ended up sper
more than he made. But despite everything, he had a g
time, met some wonderful people, managed to see son
amazing sights, and wouldn't have missed it for the wor
just be aware — it's not the dream Job you might imagin
can be a great experience. OK, now for Unit 8 of the Im(
 16: How did the speaker find out about summer work programs?
17: According to the speaker, what is the general response to
work programs?
18: What kind of work did Wes expect to be doing at the park?
19:What was Wes's financial situation after the work experience?
20: Why is the speaker talking about this topic?
king p.120
students that these activities will prepare them for all
ages of the Speaking test, beginning with Stage 1 in this
ercise.You might wish to ask students to prepare their
nswers to questions 1-6, with the intention of giving
presentation to the class. Other students should be
ncouraged to ask follow-up questions, based an what the
xident says. For the remaining questions 7-8, have students
134-1( in pairs and interview each other, before reporting back
nhe class. If students have strong feelings about paying /
Dt paying for future education or training, encourage them
)discuss this topic.
ional activity
vide the dass into small groups and have students discuss
fn 7 with a view to conducting a class survey. A nominated
lvidual in each group notes down the plans of each
ident in the group and presents these to the class, ranked
order of popularity. List all possible plans an the board,
)ng with the number of people who have expressed an
erest in them.
students that this exam-type exercise mainly practices
)es 2 and 3 of the Speaking test, moving onto Stage 4 in
final sentence. Before putting students in pairs to da this
rcise, ask the class to describe each of the photos. Focus
Jents' attention an the individual in the middle; then ask
they think the problem might be.
rieft students that being asked about hobbies and interests
common way of getting to know someone, and that an
iahe exam they will be expected to talk about this aspect of
liremselves. Suggest that if they don't have a special hobby,
they should think back to when they were very young and
consider what kind of things fascinated them, such as the
!light sky, animals, plants, or the way mechanical things
'worked. Tel I them that this will generate further questions
about what happened to that interest, and whether it
affected their subject or career choice.
own answers
iting p.121
ßefore looking at the task, ask students if they know what the
Mayflower is, in terms of the history of the United States.You
imight wish to pre - teach settlers and the verb to dock. Make
Sure that students know the difference between to immigrate
and to emigrate.
Background
The Mayflower is famous in American history as a symbol of
early European colonization of the future United States of
America. lt was the name of the ship that took a group from
Plymouth, England in 1620 that wished to escape religious
persecution. lt carried 102 passengers, including children, and a
crew of 25-30.The journey took 66 days and claimed two lives.
After landing, the settlers lived an board the ship until spring,
when they went ashore and built huts. A number of the group
died of disease, but the individuals that survived went an to
form a colony.
1 a website for researching family history
2 access to resources and help
3 $59.99 for 6 months; $199 a year afterwards
4 a friend whose family has immigrated
5 what the site offers, the cost, what it's done for you
6 yes
7 opinion article
8 readers of the newspaper
9 yes
2 lt would be a good idea to pre-teach or elicit the nouns
scam and stuff, and to point out that to trace (someone Pack
to a place) is similar to to track (someone down), but that the
lauer suggests that the person being sought is still alive. After
completing the exercise, you might wish to focus attention
an the function of some of the linking devices, e.g., 111 say,
Really? a n d / guess.
1 great grandparents 6 track down
2 family history 7 family tree
3 research 8 connection
4 resources 9 related
5 traced 10 expensive
Audioscript
Dana Do you know anything about your family history, Tim?
Tim Well, yeah, a little bit. I mean, I know my great-grandparents
came here from Germany in about 1930, but that's about it
rea I ly. Why?
Dana Oh, I just joined this family history website and I've already
found out a lot of stuff I didn't know.
Tim Really? I thought all those genealogy websites were pretty
much a scam. I mean, I've heard of people paying a lot of
money and then the information they get is stuff they knew
already, or it doesn't have much to da with their actual family.
Dana Same of them are pretty bad, it's true. But this one's
different. Instead of doing a little bit of research for you, they
give you access to all kinds of online resources, so you can find
out as much as you want. It's pretty amazing stuff!
Tim Hmm. So what have you found out so far?
Dana Well, I traced my dad's family back to a village in Somerset,
England. They were farmers in the 17th century. In fact, there
are still people in the village with the same name, so maybe
we're related.
Tim What about your mom's family?
UNIT 10 —74L 65
 Dana They're a bit harder to track down. She's got German,
French, Italian, and Danish blood, so her family tree is pretty 1c2b3b4a5b6c7a8b9c
complicated.
Tim 1'11 say! Anyway, what's the point of tracing your family back
so far? It's not like you're actually influenced by people from so
far in the past. 1 mean, your ancestry doesn't really mean all that
much, does it?
Dana Oh,! don't know. 1 just think it's really fascinating. And lt
makes you feel like you actually have a real connection to other
parts of the world.
Tim 1 guess. I've always been a little curious about my mom's
family. There's a story they were related to the Russian Czars
somehow.
Dana Well, why don't you join the site and find out? lt isn't
expensive, and lt really is interesting.

3 Read through the notes with the class and elicit examples of
different styles, e.g., the intransitive phrasal verb wrap up and
its more formal equivalent involve; the informal use of kind
of and (feel) like; and the personalization seems ... to me and
I understand myself

students'own answers

121311
Task A
Paragraph 1: greeting and reason for writing
Paragraph 2: your experiences of the site and what you have
discovered
Paragraph 3: why your friend should join and what he or she
would gain
Paragraph 4: closing - wish to hear from recipient soon
Task B
Paragraph 1: introduction — state topic and general opinion
Paragraph 2: reasons why family history is (not) worth
investigating, and examples
Paragraph 3: further reasons why lt is (not) worth
investigating
Paragraph 4: summarize and restate opinion

students'own answers

Review p.123

Vocabulary

1212a
1c 2c 3d 4d 5b 6c 7a 8b 9a 10 b

Grammar
2

66 UNIT 10
 bulary
the correct alternative.
Today's world we e-mail, blog, and send instant
sages and, as a result, we can communicate
ry effectively. So why does face-to-face
rnmunication still matter to all of us? The truth
that when we ' talk / tell to people, we use body
iguage, eye contact, and tone of voice, which
ually teil more about our attitudes than actual
For example, my friends and I had agreed via e-mail
put together a teen magazine but, after about 100
e-rnails, we still couldn't agree on the topics and
inrrnat. So last week we all decided to get together
ir the school cafeteria and 2 discuss / argue things
taze-to-face.
Sheila, who is the creative mind, 3 said / mentioned
some possible ideas for topics such as education
and travel, and Linda suggested we could 4 gossip /
aebate about other people's personal affairs in a
column. Matt 5 said / told it was a good idea, but
you could teil from his expression that he thought
Ite opposite, so I suggested that it might offend
people. We 6 debated / talked whether it would be
cood to get an expert to write a column dealing with
big issues such as health and relationships, and
Matt 7 told / said us that his father, who's a doctor,
could write the column. At the end of an hour, we
rzad the first issue planned, and before going home,
had a snack in the cafeteria and 8 discussed /
c'etted about little things like plans for the
afternoon, homework, and so on. The amazing thing
was that communicating face-to-face was so much
more effective than everything else we'd tried!
Add the correct prefix to the underlined words
where necessary.
1 The results of the tests were so mktpredictable
that they puzzled both teachers and students.
2 My son was being attentive during the school
ceremony and didn't hear his name when the
principal called him to give him the diploma.
3 The location of the new post office is very
convenient. No matter where you live you can
get there in only five minutes by bus.
4 I'm not sure Jean can take care of the kids.
Although she's old enough, she's very mature.
5 All of our customers were satisfied and pleased
with our service.
1 saw many contented faces in the courtroom
after the judge acquitted the suspect. Most
people still believe he was guilty.
7 Two things sum up the poor quality of this
restaurant: qualified staff and a limited menu.
- :70C0PIABLE 0 OXFORD UNIVERSITY PRESS
8 Sophisticated dishes are never created by patient
people who want everything done fast, even at
the expense of quality.
9 Melissa's boss was very sympathetic with her.
He even gave her a free afternoon atter he heard
about her personal problems.
10 What she said must be true. My daughter is
capable of telling a lie, let alone when her loved
ones are involved.
11 The wind was blowing in the direction of our
house and brought the pleasant smells from the
big landfill nearby with it.
12 Advantageous negotiations between the two
bordering countries led to a long period of unrest
and riots.
3 Correct any mistakes in the sentences.
1 My daughter is thinking about traveling to the
States soon. 1 wonder if you could put her ef# at
your house for a week. z,f p
2 My kids never want to put away their sweaters
when they are playing outdoors, and they
normally end up catching colds.
3 1 tried rearranging the furniture in my living room,
but then put lt off to where it had been because
it looked much better originally.
4 I'm determined to talk to Josh. I can't put up his
behavior any longer. He keeps calling me silly
nicknames instead of using my real first name.
5 1 had made plans to go to an electronic music
festival, but the comments about the previous
one put me back so I cancelled my reservations.
6 Will you put on a notice informing travelers weil
be closed on the 25th December?
7 Kids don't usually put their things off, but when
it comes to ending the school day, they have
everything packed in their backpacks and ready
to go.
8 Janet had to put her wedding away because her
future husband was offered an excellent job in
Canada that he can't possibly refuse.
Grammar
1 Complete the text with the correct present or
past forms of the verbs in parentheses.
Have you ever wondered what it would be like to
talk to a robot and have it respond in an emotional,
human-like way? A company in the Netherlands
first ' (develop) emotionally intelligent
robots in the late 1990s, and iCat was just this
kind of robot. The purpose of this groundbreaking
development 2 (be) to create an
UNIT TESTS («^.411
 electronic "being" that could be responsive 2 The mayor his retirement th
to people. Although electronics companies evening at The Gardens restaurant.
3
(create) prototype domestic robots a celebrate c celebrates
for years, the iCat, Ami ambient intelligent robot was b is celebrate d celebrating
different because lt was sensitive, interactive, and 3 I a text message while 1 wa:
emotional. walking into town, so I tripped and hurt m
The way iCat works is quite complicated. lt a wrote c was writinc
4
(recognize) objects through a b writing d were writin
camera in its nose. Fach foot 5 4 the sun after so much rain?
(contain) a microphone that can identify sounds a Are you enjoy c You enjoyir
b Are you enjoying d You are enj
and recognize speech. lt 6 (sense)
touch through a sensor on its feet. lt also finds and 5 John Craig 3-2 in the final r
7
(communicate) Information from the and won the championship.
Internet. a beat c has beaten
b beaten d beated
During the initial stages of developing emotionally
6 what you are saying?
intelligent robots, researchers 8 (test)
a Are you really meaning
robots with no personality on children and adults,
b You do really mean
and several studies 9 (show) that
c Are you really mean
children preferred to play games with iCat rather
d Do you really mean
than with normal computers. Adding extroverted,
7 We didn't get on the tour bus until everyor
sociable personalities to domestic robots
(have) a significant and positive
a arrived c had arrived
effect on children and grown-ups alike. lnstead of b have arrived d has arrived
merely working in a one-sided way, people felt that
8 My friend the 7 o'clock trair
they were interacting with a creature that recognized
arrives on time every day.
them, responded to their wishes, and might actually
a catch c is catching
become a friend. b catches d catch
2 Choose the correct alternative.
9 I this movie a lot now — I do
1 Were you taking / Did you take the test when the
lt to end!
fire broke out?
a enjoy c am enjoyinc
2 Jonah had been talking / was talking on the
b enjoying d enjoyed
phone for an hour when his mother interrupted
hinn. 10 I'm sure my brother comput
3 My dad doesn't answer / isn't answering his cell games and I was watching TV, so neither c
phone until he finds out who has been making heard the noise.
threatening calls.
a was play c played
4 Morning light works / is working wonders on my
b were playing d was playing
mood. After a morning walk, I feel happy and
energetic. 11 I my sister to school every r
5 Adrian didn't pass / hadn't passed his driving while my parents are away.
test in spite of all the lessons he took during his a am taking c am take
summer break. b take d takes
6 Who makes / is making all that noise upstairs?
12 My brother in the same corr
Whoever lt is, it's getting on my nerves.
for several years before he got this wonde
7 I was going to meet the guests when I bumped /
was bumping into a flower arrangement and it a has been working c has worked
landed on the floor. b had been working d did worked
3 Choose the correct answer.
1 "Excuse me. Aren't banks usually open on
Fridays?"
"Yes, but they today because it's a
national holiday."
a not oben c aren't opening
b don't opening d not opening

68 UNIT TESTS PHOTOCOPIABLE OXFORD UNIVERST1

- - -
 bulary Rob: lt sounds like we already have all thE
information we need about our next
plete the text with the words in the box. 8 !
So when is the bes
go there?
breattaking ferry prehistoric trip
Julie: Probably just after Easter.
kg-plante spicy sunset tour
Rob: Thanks very much. 111 call back later to make
: Hi. Is that Azure Seas Travel? our reservations.
: Yes, it is. How can I help you? 2 Complete the sentences with the words in the
boxes.
: I'm interested in going to a Greek island this
spring. Can you recommend something? erupts floats flows blows melts pours scorches
: Our most popular Greek island is Santorini.
It's about 200 kilometers from the mainland of 1 Snow
Greece, and everyone loves it there. 2 The sun
: How can we get there? 3 A volcano
: You can take a ' from Piraeus 4 A ship
and arrive at the port of Skala. lt only takes a 5 Heavy rain
few hours. 6 The wind
: What's the island like? 7 A river
e: It's one of the most spectacular islands in 3 Complete the sentences with the verbs in 2 in
Greece. Houses are built on the edge of a the correct form.
volcano, and the views are 2 1 The wind so hard last night that our
: What places can we visit? tent collapsed on top of us.
je: You can 3 the island first, and 2 Heavy rain from a dark sky all day,
then visit the Thera Museum, where they have so we stayed inside the cabin and played board
lots of 4 exhibits. games.
b: What can I do with my friends? 3 The campground is very peaceful, with a shallow
Julie: There are lots of bars and restaurants on the river that gently through the trees.
island. There are chill-out bars by the shore, 4 As you look out over the harbor, you can see
and dance clubs as well. And don't forget many boats and small ships on the
to watch the 5 from one of the calm sea.
viewing spots in the town. Lots of couples 5 We actually saw a volcano when
just sit and watch as the sun sinks below the we went to Hawaii. lt was spectacular!
horizon. It's very 6
6 We'd thought it would be a good day for skiing,
Rob: Where can we eat? but when the hot sun came out, the snow
Julie: There are beach bars in Perissa, Kamari and and we had to stop for the day.
Perivolos. If you like 7 food, 7 In Death Valley in the summer, the sun is so hot
there are a couple of popular bars which that it the few plants that manage
create new flavors by mixing spices from to grow there.
different parts of the world.
Rob: Where can we stay?
Julie: There's a campsite at Perissa Beach. Or
there are plenty of rooms you can rent for
reasonable rates.

TOCOPIABLE © OXFORD UNIVERSITY PRESS UNIT TESTS 69

 Although Tarantino is best known for his
4 Complete the text using the correct form of the
behind the camera, he was also starring
words in the box.
his movies, for example, Reservoir Dogs
sun economy friend hour wit weight drama Dusk Till Dawn.
He is still very young and working on ma
If you're looking for a pleasurable vacation spot, try projects. One of which is Diary of the Da
filmed this in 2007 and, according to revi
one of the Caribbean islands. Flights leave major
yet another example of Tarantino's uniqu
U.S. cities ' during the peak season, style.
and if you have 2 concerns - in other
3 Choose the correct answer.
words, you want to save money - there are many
1 "Why didn't you call me last night?"
good deals to be found. When you arrive, you'll 1 your message until rE
discover that the weather is usually
3 1 wasn't able to call you until this mori
, the people are 4
a haven't gotten c have gotten
and helpful and everything is ready for you to have
b didn't get d got
a good time. Don't just stick to the tourist spots,
2 People in this village fo
however. Visit a local cafä, where the conversations
4,000 years, and it remains a very por
can be 5 , dealing with politics and
for people to move to.
crime, or 8 , full of jokes and laughter.
a lived c living
And don't miss the performances of local music and
b live d have lived
dances. These take place on the beaches by firelight,
3 I finished reading the book last night,
and the haunting music and long shadows of the
writing my essay on it y
dancers create a very 7 atmosphere.
a haven't even started c even have,
b don't even star d not even s
Grammar 4 Since he turned eighteen, Tomäs
1 Complete the sentences with the present six different countries. Will he ever de
perfect or present perfect continuous form of to settle down?
the verbs in parentheses. a lived c has been livin
Jason Martin ' (cycle) around the U.S. b lives d has lived
for the past six months, and he still 2 5 "Is Candy still writing?"
(not get) tired of being on a bicycle. That's because "She writing her novel I
the people in every town he 3 (ViSit) it hasn't been accepted by a publishe
greet him with cheers, good food, and plenty of a finished c did finish
money, too. Jason 4 (collect) donations b has finished d has been finis
for research on autism since he began the trip, 6 Even though we there r
and so far he 5 (collected) nearly fifty times, every time we visit Mexico, we
thousand dollars. Jason himself 5 (be) something new and exciting.
autistic all his life, but that 7 (not keep) a went c have been
him from traveling, meeting new people, and doing b go d have been go
good for others. "I 8 (enjoy) this trip 7 Jack has had some really memorable
since the beginning," he says. "And I plan to go on the one he for his fiftiet
enjoying it for another six months." was really unforgettable.
2 Correct any tense mistakes in the text. a threw c has thrown
Quentin Tarantino was recently included on the list of b throws d was throwing
the Top 100 Living Geniuses. He is born in Knoxville, 8 "Did you get to visit Taiwan last sprinc
Tennessee in 1963 and has written his first script at
"No, 1 still there, but l'rr
the age of 14. His first feature film is Reservoir Dogs
in 1992, which set the tone for his later movies. His go in September."
next movie, Pulp Fiction (1994), has earned seven a didn't go c don't go
Oscar nominations, one of which it won. He directed b haven't been d haven't been
and was writing other popular movies such as From
Dusk Till Dawn (1996) starring George Clooney and
Kill Bill (2003) with Uma Thurman. .

70 - UNIT TESTS PHOTOCOPIABLE ©OXFORD UNI'

bcabulary 2 Complete the sentences with the words in the
box.
Cernplete the text with the correct form of the
"Fords in the box. capable incredible forgivable
visible changeable feasible
look forward look into look for look up to
fashionable incredible search spend share access 1 Laura is a very manager. She
possesses the skills and qualities of a good
, Gaby: Hi. It's nice to meet you. What do you do?
leader.
I'm a cool hunter. 2 The weather is so that I wear three
Gaby: Really? What's that? layers of clothes to the office in the morning
Someone who tries to predict what will to ensure Im comfortable regardless of the
be ' in the coming months. temperature during the day.
I walk around the streets, observe 3 I'd like to know whether our project is really
what teenagers wear, and what they're in this time frame.
interested in, and I 2 new
4 The view from the top floor of that skyscraper is
trends. ! You can see all over the City.
Gaby: I think you've written a book on cool
5 Jackie's white lie was under the
hunting as well, haven't you? circumstances, so her parents decided to talk to
iionica: Yes, I have. I wanted to 3 my her rather than punish her for her dishonesty.
experience with younger cool hunters and from your bedroom
6 Is the road
designers. window?
Gaby: Is there anyone you 4 in the
3 Complete the sentences with the correct form of
world of cool hunting at the moment? the words in the box.
Monica: Mai-Li is a cool bunter I really admire.
save search share leak transfer lose access
She's just returned from Japan and I'm
really 5 to seeing the photos
1 My parents will finally travel back to their native
she took there. Also, she often mentions a the money for the trip
country after
style I've never heard of, so then I
for about five years.
6
lt and see what it's all
2 No one in this office would such
about.
sensitive information to the press. lt must have
Gaby: Other than traveling, how else do you
been an outsider.
research what's cool right now?
3 The children have been through the
Monica: The Internet is a really powerful tool.
magician's pockets hoping to find an explanation
I 7 the Net and visit
for his tricks.
sites that are popular with teenagers.
4 The team had been undefeated all year. No one
I can 8 hours online,
expected them to the final match.
visiting chat rooms and web groups to
5 VVith this program, it's very easy to
gather Information. Um lucky to have
files from one computer to another.
9
to state-of-the-art
technology and programs in my office. 6 You need to have a special pass in order to
that part of the building.
Gaby: Are you always hunting for trends, even
when you're not working? 7 Jemma is a very secretive person who doesn't
her private thoughts with even her
Monica: Sure. You find the most bizarre and
closest friends.
10
looks when you least
expect them.

3TOCOPIABLE © OXFORD UNIVERSITY PRESS UNIT TESTS (2.7e-- 71

 4 Match the meanings to the sentences in 3. 3 "I tried to fix the toilet and now it's le
a to examine 3 than ever."
b to give secret information to the public "You'd better before tt
c not to spend house is floodedl" (repair)
d to be defeated 4 "Your ankle is swollen."
e to enter "Yes, I sprained lt yesterday, and
f to move (examine) by a doctor.
g to allow others to use, see, etc.
5 "These jeans fit well but they're way
"You can for a couple
Grammar (shorten)
1 Rewrite the sentences using the passive voice 6 "All the publishers say my book is to
1 Divers have discovered a pirate ship full of "Why don't you by a g
treasures. editor?" (edit)
A ship full of treasures by divers. 7 "I thought you were staying home to
2 Experts believe lt is the ship of the notorious house today?"
British pirate, Captain Kidd. by professional clea
lt the ship of the notorious British very minute." (do)
pirate, Captain Kidd. 3 Choose the correct answer.
3 Treasure hunters have sought the ship for 1 The recipient of the scholarship
centuries. from over a hundred applicants.
The ship by treasure hunters for a selected c was selectec
centuries. b had selected d did select

4 Divers found the wreckage by accident near 2 "My car doesn't sound right, does lt
Santa Catalina Island, southeast of the Dominican "No, lt doesn't. 1 think you should
Republic. by a mechanic."
The wreckage by accident near a have lt checked c check lt
Santa Catalina Island. b have checked lt d checked lt
3 Participants a certific
5 People knew Captain Kidd as a ruthless and
of the program to show they have le
violent pirate.
essential survival skills.
Captain Kidd as a ruthless and
a are given c given
violent pirate.
b have given d are to give
6 Experts will examine the ship very carefully.
4 "Have you sent my tickets? I haven'
The ship very carefully by experts.
them yet."
7 They are convinced they can prove lt was Captain "They to your office tl
Kidd's ship. ago."
They are convinced lt to be Captain a were sending c have sent
Kidd's ship. b sent d were sent
2 Complete the sentences with the correct 5 "What happened with that tooth tha
causative form of the verbs in parentheses. bothering you?"
1 "I colored my hair myself and now lt looks green "Unfortunately, I had to
in the sunlight!" a have taken lt c take lt
"Why didn't you by a b have lt taken d took lt
professional?" (dye) 6 Please wear your best clothes on Fi
2 "We have this huge, empty garden and no idea class photos then.
what to do with it." a will taken c will taken
"You could by a landscape b will be taken d will have tal
architect." (design)

72 UNIT TESTS PHOTOCOPIABLE OXFORD U

 )uiary
lete the text with the words in the box.
any necessary changes.
lorget get you down remind get rid of
keep a cool head rack your brain remember
sense of smell is not only a tool of survival
allows us to recognize a gas leak or the smell
something burning. lt also brings memories of
st events to our minds. For example, the smell of
rAvnies baking in the oven ' me of
f childhood. always 2 the smell of
f grandma's kitchen when she was cooking. I will
ver 3 the scent of the first perfume
ot as a birthday present and which made me feel
e a grown-up for the first time in my life. What
ikes people run to the kitchen to check what's for
Ich when they are not even hungry? The smell of
less to say, not all scents transport you to good
s and pleasant memories. The odor coming from
doned or dirty places can 4
'n all your positive energy. People 5
d flowers or spoiled food because they smell
4 Could you memorize me to pay this bill in
the morning? I don't want them to cut off the
electricity.
5 I've missed three umbrellas in the past month. 1
wish 1 didn't keep leaving them places!
6 Because James didn't send in the application in
time, he forgot the chance to give a presentation
at the convention.
7 1'm sure Tom promised to help us, but now he
remembers having said anything of the kind.
8 Please don't mistake me. Im not criticizing you,
1'm just trying to tell you how I feel.
3 Rewrite the sentences using the correct phrasal
verb with get.
1 My mom and I had a very good relationship after 1
turned 18, but we had some difficult times before
that.
My mom and 1
2 Jason finished the work 1 gave him so quickly that
1 had to find him something else to do.
Jason
3 Gillian thinks she'll never recover from the break-
up with her boyfriend, but 1'm sure she'll be
dating again in a few weeks.
and
Gillian thinks
4 The kind of music you play really depresses me.

• And some smells, good or bad, can cause you Can't you play something more up-beat?
6
trying desperately to connect The kind of music you play

to some half-forgotten event that refuses

come back clearly. At such times, it's easy to 5 I could never manage on that little money! 1 don't
ome obsessed with trying to recover the lost know how Susan does it.
ory, but really it's better to 7 1 could never
, and remind yourself that it's really not that 6 Could you please remove all this stuff in the living
portant. As soon as you stop consciously trying to room? It's just taking up space.
ember, the memory will probably come back, and Could you please
'II feel as if you've filled in a blank in the canvas
your past life.
Correct any mistakes with the underlined words
in the sentences.
1 I'd never deny an invitation to travel to Africa. lt
must be very exciting.
2 1 think I need to exercise my mind. I can't remind
my lines in the play, and opening night is three
days away.
3 I almost never misunderstand people's faces, but
Gina and her sister are so much alike that I often
mix them up them from a distance.

:TOCOPIABLE © OXFORD UNIVERSITY PRESS UNIT TESTS - - 73

 Grammar 7 "I was told nothing about the plans to rob 1
bank," the suspect said.
1 Rewrite the following dialog in reported speech. The suspect claimed
Daniel: Why can't you open the door? 8 "I'm definitely the best singer in the group,
Sheila: My key won't work.
said.
Daniel: What are you doing?
Lydia boasted
Sheila: I'm checking to see if we can get through
the window. 3 Complete the sentences with articles whe
Daniel: Don't do that! Somebody might see you necessary.
and call the police. 1 I'd love to visit ffie Taj Majal in India. It's ol
Sheila: But it's my house. the most costly tombs in the world.
Daniel: 1 know, but it's dark and a neighbor might
2 I spoke to woman who lives
think you are a burglar.
door, but she hadn't seen our cat, either.
Sheila: What do you suggest?
Daniel: Let's go back to the party and wait there 3 Have you ever been to Haffl
for a couple of hours until your parents get heard it's really beautiful.
home.
4 I always sing song or recite
Sheila: My parents went to the beach for the
poem when 1'm nervous. lt E
weekend. They won't be back for two
days, actually. to calm me down for some reason.
Daniel: Use your phone and ask them what to do. 5 "Don't you ever drink water:
Sheila: My phone is dead. I've been using it for "Not very often. 1 prefer tast
the whole day and I forgot to recharge the coffee or tea."
battery.
6 Timmy didn't go to school
Daniel: Where did your parents go for the
weekend? yesterday because he didn't feel well, but
Sheila: To a beach about 50 miles from here. back in class today.
Daniel: I'll take you there. 7 The weather has been awful. I haven't see
Sheila: Thanks, Daniel. It'll be fun to see their sun in weeks, it seems!
faces when we arrive.
8 Evan is nice boy, but he isn'
Daniel asked why Sheila couldn't open the door,
fun to be around.
and she said that her key wouldn't work. Daniel then
asked....

2 Report the following sentences.

1 "Am 1 wasting my time applying for this Job?"
Katie asked.
Katie wondered
2 "If we don't leave immediately we're going to
miss the beginning of the play," Edward said.
Edward warned
3 "You should use Italian every day in order to learn
it well," our teacher said.
Our teacher advised
4 "Everyone will forget the scandal in a few weeks,"
the politician's advisor said.
The politician's advisor claimed
5 "The keys to success are hard work and good
luck," my father said.
My father asserted
6 "1 have no idea what I'm going to write until I've
written it," the author said.
The author joked

74 - UNIT TESTS PHOTOCOPIABLE © OXFORD UNIVERS

xabulary
Cornplete the text with the words in the box.
adrenaline rush shoot focus
hit the mark fall beat win lose
David: Joan, you've been swimming competitively
now for eight years and have won many
medals over that time. What is lt that
makes you want to compete?
Joan: Im not sure. It's not so much that 1 want to
1 other swimmers or
2
medals or anything. The
truth is that 1 love the 3
during a race. It's just such a thrill!
DErvid: How do you make sure you're at your best
before a big race?
Joan: Well, 1 swim every day, twice a day,
for about two hours each time. And I
also meditate, which I think gives me
an advantage. 1 find it improves my
4 so that I can really
,
concentrate and not get distracted by the
other swimmers.
David: So lt isn't only being physically fit that
counts?
Joan: Not at all. 1 think the best athletes have
a real feeling for the sport, that is more
important than any amount of physical
strength. I mean, think about basketball.
Every good player can the
ball, but only the best players can
6
almost every time,
because they have a feeling for what's
going to work best in any given situation.
David: How do you feel when you
a race? Is lt discouraging for you?
Joan: I think about it this way. Maybe 1 didn't
win, but 1 certainly didn't
8
, because every loss is a
chance to learn something new about the
sport and about yourself.
:TOCOPIABLE © OXFORD UNIVERSITY PRESS
2 Replace the underlined phrases with the spo
idioms in the box.
carry the ball get the ball rolling dive right into
clear the first hurdle bounce some ideas off hand the torch
1 When I'm not sure what to do next in my
business, I find that it helps to find out what
my colleagues think about some ideas before
planning my next move.
2 We can't just sit around discussing ideas for the
project all day. We need to start.
3 Poor Dave! He's so well-organized that every
time there's something to do, everyone expects
him to be in charge.
4 Instead of weighing the advantages and
1 get disadvantages of moving to a new team, Damon
decided to begin without thinking about it and
just see how lt worked out.
5 After coaching the team for 25 years, Mr. Andrews
decided to ciive the responsibility to one of the
younger assistants.
6 This job may sound scary, but once you aet over
the first obstacle lt should be really enjoyable for
you.
3 Complete the text with the correct phrasal verb
with turn.
Steve and his friends used to ' turn oetfor every
/ce Hawks hockey match. But as the behavior
of the team got worse, and the games 2 turned
out-and-out fights, Steve became
disenchanted and started to 3 turn the
team. He was an excellent hockey player himself,
but when the lce Hawks offered him a place on the
team, he 4 turned it because he didn't
want to be part of such a violent group. The manager
understood and said, "1 think you're right. Half of the
team 5 turns every season because the
players don't like the atmosphere and leave. That's
why we want people like you." Steve thought
about it over the summer, and then he
turned for the first practice of the
new season. The coach welcomed him and then
said, "Let's see if we can change the way this team
works."
4 Match the phrasal verbs in 3 with the meanings
a-f.
a to arrive h4rp% opft d to become
b to become unfriendly e to reject
c to attend f to renew
UNIT TESTS - - 75
 Grammar 3 Choose the correct answer.

1 Complete the sentences with the correct Paula Jane Radcliffe was born on December 17,
comparative or superlative form of the 1973 in Davenham, England. She's a long distance
adjectives in parentheses. runner and one of ' women in
1 My sister prefers baggy pants because she feels marathon history, with a total of 10 world records.
(comfortable) in them. In 2002 she was the BBC Sports Personality of
2 Do come in, please. It's much the Year, 2 her the first woman to be
(warm) inside the house. honored with this award. Paula thanked her husbar
3 Sheryl is (sociable) woman in our for 3 her in her career. Paula
neighborhood. She relates to everyone in town. had a daughter in 2006 and she decided
4
4 My room looks slightly (big) after I her world record that year and to

had lt painted a light peach color. train 5 the following year. And she
did. In 2007 she made her return at the New York
5 "Where did you finally go on Saturday?"
City Marathon and won the race. She admits her
"We went to the theater and saw
6
professional moment was the
(funny) comedy I've ever seen in my life."
European gold in 2002 — though she considers the
6 Which school is (good) — the one
birth of her beautiful daughter Isla
near our home or the one downtown? 8
achievement in life.
7 To explore Paris by foot is not
(exciting) as doing lt on a bicycle. 1 a quick c quickest
8 The weather was gorgeous and much b quicker d the quickest
(sunny) yesterday. We swam and 2 a make c making
sunbathed until late in the afternoon. b to make d make
3 a support c to support
2 Choose the correct alternative.
b supporting d to supporting
4 a not to defend c to not defend
Are you hopingl 7'2> becekvae becoming , b not defend d don't defend
a Sports star? Is 2 competing / compete 1.. «. 5 a hardest c the hardest
against others, and yourself, the most b more heard d harder
important part of your life? Maybe it's time 6 a most great c the greatest
3
starting / to start training with a b greatest d greater
professional coach. We promise 4 to match / 7 a being c be
match you with the best team of coaches
b to be d to being
for your skill level and personality, and we
encourage our clients trying / to try different 8 a biggest c bigger
coaches until they find the one who suits b the biggest d most big
their goals best. If you enjoy 6 playing / to play
traditional ball games, contact Tom Yard.
But if you are thinking of 7 experimenting / to
experiment with something new, e-mail Jerry
Woods, and he will introduce you to a wide
variety of exciting sports for those eager
8 to do / doing something different. Whether

you are an experienced player or a keen

beginner, we'd be pleased 9 to offer / offering
you a course tailor-made to your interests
and skills. We look forward to 10 hear/ hearing
from you soon. For more information about
our promotional programs and fees, visit our
website at www.sss.nnn.

76 UNIT TESTS PHOTOCOPIABLE OXFORD UNIVERSITY PRESS

L)
L.
 identify people who have broken into homes
Vocabulary in their neighborhoods. 4
1 Complete the text with the words in the box. Friday 15
Make any necessary changes. Museum Quality undercover reporters visit
preoccupation evidence conflicts antique dealers who are illegally importing
antiquities from other countries
gorgeous investigate make give 5

I had high hopes for the new prime-time TV show, Sunday 17

Crime Streets, but those hopes faded atter seeing Catch Me a man has been making and cashing
the first two episodes. The series is from a respected fake checks with no difficulty until an
producer and director, 'vor Jones, who normally employee at the bank discovers a flaw in his
1 a good Impression with his new
work and decides to fool the criminal
6
shows. But he missed the mark with this show. lt
is meant to be about crime, but there is more of a
2
with the relationships between the 3 Complete the text with to, for, of, with, or
cops and lawyers that makes the crimes themselves When John Cameron was arrested '
disappear into the background. 1 say "relationships," dangerous driving in 2007 the police discovered
but really there are only 3 between the he had a criminal record. They investigated
2
characters - none of these people get along, and I further and discovered that he had
don't know how they think they can 4 been accused 3 murder in 2005, but
a crime when all they do is argue with each other. In that before he was officially charged 4
both episodes, the cops lose important the crime he had disappeared.
5
that could have solved the case, After collecting all the available evidence, they took
then spend the rest of the show blaming each other Cameron to court. Cameron insisted that he would
for the mistake. As with most recent cop shows, all be found innocent 5 all charges and
the actors are 6 in fact, as the acting that he would be acquitted 6 . The jury
is pretty bad, I suspect they're really models just thought otherwise, though. After a month-long trial,
pretending to be actors. In conclusion, Im sorry to Cameron was finally found guilty 7
say I can't recommend this series. Ivor Jones should murder. The judge sentenced him 8 life
have ' some more thought to this in prison with no chance of parole.
project. This series really is a crime.
4 Complete the sentences with make, do, or take.
2 What crime is each "FV episode about? 1 I usually have my hair by a great
IN, hairdresser near my house.
Monday 12 2 After
I • research for many years of
Bad Fellows an accountant kills his
the University, one of my colleagues was granted
partner in cold blood 1
a fellowship at a prestigious university abroad.
Tuesday 13
Paparazzi an ambitious Journalist takes 3 Bob and Alan such a fuss about
photos of a star with his girlfriend and having to clean their house that I suggested they
demands money from them 2 get a cleaner.
Wednesday 14 4 It's encouraging to see that my youngest
The Portrait an ageing actress sets fire to a daughter an interest in art.
portrait of hers elf when she was younger and 5 You've been tolerating this for long enough; now
burns her house to the ground 3 it's time you some action.
Thursday 15 6 I need to the wash. I don't have
Catch the thieves! real witnesses help any clean clothes to wear.
© OXFORD UNIVERSITY PRESS UNIT TESTS 77
 Grammar 3 Choose the correct answer.
1 "1 don't understand why Tim didn't call last
1 Choose the correct alternative.
night."
Dear Celia. "He to call while you were havl
I think my brother might be involved in criminal
problems with your phone."
activities, but I don't have any real proof. Should I
teil our parents anyway? I don't know what to do. a would have tried c should tried
Can you help? b might have tried d must tried
Billy 2 Jason all the Chopin piano sor
by the time he was five.
Dear Billy, a could play c could played
You ' 14979 can be very confused. Anyone in your b can play d can have played
situation would be. 1 think you 2 could / should tell
3 "The police are looking for more witnesses tc
your parents about your suspicions - it's definitely
the right thing to do. But first you 3 have to / don't crime."
need to make a list of the things that have made you go to the station and teil the
suspect your brother, because lt will be necessary what I saw."
to have some evidence. Your parents 4 may not / a need c ought to
should not believe you at first. That's possible b have d ought
because they won't want to believe anything bad
about their own son. 1'm hoping you 5 can / should 4 "It's awful that the Wilsons' house was burgli
talk honestly and openly to your parents. 1f that's "1 know. lt be a terrible time fo
the case, just teil them everything you know and let of them."
them take it from there. After you have talked to your
a must c can
parents, 6 could / should you send me an update
on your situation? I'd like to know that everything b ought to d needs to
is O.K. In the mean time, you don't need to / may 5 "I was too stubborn to apologize to Louisa a
not worty. 1'm sure things will turn out right for your time, and now she won't speak to me."
family.
"You you were sorry as soon a
Celia
happened."
2 Complete the sentences with the correct past a should say c can say
modal form of the verbs in parentheses.
b must have said d should have said
1 "Why are you so sure the new local hairdresser
6 The star's manager the press
isn't good?" her plans because he didn't know about ther
"You (see) my hairstyle before 1 a shouldn't have told c wouldn't teil
washed my hair! Then you wouldn't be asking me b couldn't have told d didn't have told
that." 7 "Are you coming with us or not?"
2 Albert said his assistant (not read) "Sure, come. I finish this es
the files because she's never had access to his until next week anyway, so 1 can work on it
password. tomorrow."
3 Dennis (leave) in a hurry. He left the a don't need to b shouldn't
front door open and the lights on. c couldn't have d shouldn't have

4 My neighbor (water) my plants 8 "Are you a good swimmer?"

when I was on vacation. 1 forgot to ask her, but "Actually, I swim at all. I never
she is very thoughtful so I hope she did! learned how."
a don't have to c couldn't
5 "1 feel sick."
b can't d don't need to
"You (not eat) such a big meal
before going out for a run."
6 Ana (not hide) that letter from you,
but your mother asked her to for your own sake.

@ OXFORD UNIVERSITY
78 - UNIT TESTS
 bcabulary
1 Complete the text with the words in the box.
harm commuters effect affected confident patient
arrogant multi-story parking structure misinterpret breath
Stereotypes are everywhere: in advertising, on
TV shows and on the Internet. But do they
1 young people or have a negative
2
on their self-image and their view
of the world? We asked our readers to write in and
comment on some stereotypes that stand out the
most and how they are 3 by them.
• "In ads, you see successful young men portrayed
as 4 and sure of their decisions. They
can be 8 and pushy because they have
"win-win" personalities, and they are never wrong.
But the truth is that everyone has doubts and fears,
and I think it's better to show that side, too. I mean,
nny brother is a successful lawyer, but he refuses
to drive his car into a 8 because the
spaces there are so small he's afraid he won't be
able to get his car out again!"
Steven, Detroit
• "I hate the way mothers in ads are always so positive
and 7 no matter what goes wrong in the
house. They just take a deep 8 grab some
‚ residents to save water in every way they can.
cleaning products and fix everything in an instant. I
, think young women can easily 9 this
kind of image, and start to dislike themselves if they
ever lose their temper."
Delia, Toronto
• "In a lot of ads, the 1 ° on public
transportation never look tired. I take the bus to and
from school every day and, believe me, it isn't like
that!"
Jason, New York
2 Complete the text with the words in the box.
creative reliable selfish self-assured sensitive sociable
We all know how complex people's personalities
are, and how simplistic "types" can be. However, it's
sometimes useful to describe someone's personality
by comparing him or her to a stereotype. In this
issue, we present three personality types. Can you
see yourself in any of them?
HOTOCOPIABLE © OXFORD UNIVERSITY PRESS
"Entrepeneurs" are courageous and '
never feeling nervous in social or business situations.
They are good at knowing what other people want
and they take action to make it happen. They are
2
and innovative, always trying to find a
new or different angle.
"Rebels" are shut off from society and often listen
rather than talk. They are 3 and get
easily hurt by people's comments and aggressive
attitudes. For those who can nnake friends with them,
they are 4 people who can keep any
kind of secret and can always be counted on.
"Entertainers" are glannorous and magnetic. They
capture the minds and hearts of the people around
them. They are extroverted and 8
and love being around people. They are positive
and cheerful, and always quick to smile. Since
they are the "center of the universe," they are a bit
6
sometimes, finding it hard to accept
other people's piens and decisions.
3 Choose the correct alternative.
1 She had been running so fast that she was out of
breathe / breaffi.
2 The earthquake destroyed thousands of houses
and injured / damaged hundreds of people.
3 The City government is very concerned about
the water lack / shortage, and officials are asking
4 The effect / affect Paul's arrival had on the party
was remarkable. Suddenly everyone was talking
and laughing.
5 Citizens of the town are working hard to
conserve / preserve the old schoolhouse since it
is by far the oldest building in the area.
6 Because of her shortage / lack of experience,
Candace didn't get the job she wanted.
7 Bad weather doesn't really effect / affect my
moods. I'm cheerful almost all the time.
8 One of the best ways to preserve / conserve
energy is to use energy-saving appliances.
UNIT TESTS 79
4 Complete the sentences with the prefixes re-, 2 Correct any mistakes in the sentences.
un-, mis- where necessary. 1 lt is siee-4 warm in this classroom that 1 can
1 I must have understood your barely stay awake! so
directions because 1 am totally lost. 2 I'm not too tall to reach the top shelf. Can you
get that book down for me?
2 You don't have to paint the whole 3 Heidi made so a fuss about me forgetting her
wall. Just do the parts you missed the first time. birthday that I'll never do lt again!
3 Costas was really lucky to be 4 This restaurant is expensive enough for us. Weil
chosen for the team. They only take the very best have to go somewhere cheaper.
5 This new computer game is such cool! I've never
players.
played anything this exciting before.
4 Could you send that e-mail you 6 This passage is such difficult for me to translate
sent me this morning? 1 deleted it by accident. on my own. Can you help me?
5 Jane's excuse for being lote was totally 7 Why do you look enough pale today? Aren't you
feeling well?
believable. 1 think she made up the
8 There is too much work to do that 1'm afraid III
whole thing.
have to go to the office on Saturday as well.
6 Sharon's kids always behave when
1 babysit for them. They are really no trouble.
3 Choose the correct answer.
1 "What are your plans for summer vacation?"
7 If you buy a cup of coffee here, you can get a
"We a whole month in Madrid."
fill for only ten cents.
a spend c will have spent
8 Could you please lock the door b are going to spend d spending
when you leave? I don't want anyone to get into 2 There were few good jokes in that
the apartment while we're out. movie that 1 only laughed a couple of times.
a such c not enough
Grammar b such a d so
3 Carlos is nice man. He always
1 Complete the dialog with the correct future form
greets you with a smile and a friendly word.
of the verbs in parentheses.
a such a C SO
A: Have you decided whether to take part in the
b such d a too
open performance event in UsWorld next week?
4 "1 don't have enough money to pay for the repai
B: Yes, I have. 1 ' (perform) a music
to my car."
and dance piece. Alice 2 (come
"Don't worry. 1 you the money uni
over) this evening, and she 3 (help)
you get paid."
me put the piece together.
a am going to lend c lend
A: Do you think it 4 (be) ready in time? b am lending d will lend
Designing a virtual performance takes a lot of
5 "Have you lived in this house long?"
time. „we here for 16 years next April."
B: 1'm pretty sure 1 5 (finish) before the a are living c are going to live
deadline. 1 6 (use) some parts of b will have lived d live
another virtual performance I did, so it probably 6 The concert at seven, so make
7
(not take) more than a day or two. sure you get there in time.
A: What time 8 (the performances / a will start c starting
start)? b start d starb
B: According to the schedule, the event 7 Jason is to drive the most patient
9
(begin) at four in the afternoon. person crazy!
a so stubborn c stubborn enough
A: You 10 (have to) get up early! That's
b too stubborn d stubborn 1
six in the morning here.
8 "Are you coming to the meeting tonight?"
B: Anyway, 1'm not performing until later in the day,
"Yes, but 1 late, so start without
so I guess 1" (get up) of my usual
me."
time and miss some of the first performances.
a will probably c will probably be
b will probably have been d am probably

[NIT TESTS PHOTOCOPIABLE © OXFORD UNIVERSITY

 )cabulary
Complete the text with the words in the box.
Alake any necessary changes.
arsenal label bar low-fat
cut down loaf box bag tub cut out
It's become extremely complicated for consumers to
go shopping and buy the right food for their families.
Supermarkets offer an ' of natural
products, which certainly adds to the confusion.
Food 2 explain the ingredients,
calories, and fat percentages in such detail that we
end up questioning ourselves and our diets to the
point of complete madness. 3 products
flooded the supermarket shelves some years ago,
and we now feel guilty if we buy food with the normal
amount of fat or calories. of "old-
fashioned" margarine have disappeared from most
houses because of the artificial fat content and
have been replaced by healthier products. Realizing
that kids aren't going to choose products based on
their nutritional value, the food industry continues
to design colorful 5 of cereal featuring
their favorite cartoon characters and 6
of potato chips that include free gifts and stickers,
but the parent still has to read the labels to see if
they want their kids to eat what's inside. And lately
it's not only the food that you need to worry about
but also the packaging! Food companies have
7
on packaging to help the
environment, and consumers are expected to
consider this aspect, as well. Many of us have
8
meat, bread, or sweets from our diets
in the search for a longer, healthier life, but surely
a single 9 of chocolate won't destroy
your waistline, and a '° of good bakery
bread is healthier than artificial crackers. So maybe
relaxing a bit and finding a happy medium is the key
to living a healthy life, rather than worrying about
every single ingredient we put into our bodies.
HOTOCOPIABLE © OXFORD UNIVERSITY PRESS
2 Complete the sentences with the words in the
box.
vacation open empty disposable second whole
1 Im sorry I've come to your party
-handed, but I just got back from Canada an hour
ago.
2 Lorraine loves buying -hand
clothes. She likes the idea that someone famous
may have worn them before her.
3 My parents gave themselves a treat and
spent their second honeymoon in an amazing
resort in the Bahamas.
4 lt was a pleasure talking to your cousin. He's very
clever and -minded.
5 My mom always reminds me how lucky I
am to have become a mother in the age of
diapers. She used to spend hours
washing the old-fashioned cloth ones.
6 Do you like -grain bread? I find it a
bit dry and heavy sometimes.
3 Rewrite the sentences by replacing the
underlined words with the correct phrasal verb
with cut.
1 We are happy our dad has reduced the number
of chocolate bars he eats a day. We hope he
gives up sweets completely soon.
2 I always take the short route across the park to
get to school since lt saves a lot of time.
3 Why do you always interrupt when I'm trying to
explain something? Just let me talk!
4 Our electric service was interrupted because we
had forgotten to pay the bill, but they turned it
back on as soon as we paid it.
5 David takes his old bilis and cuts them to pieces
so that no one can steal his personal information.
6 Our car engine stopoed while we were driving
home, so we had to have the car towed to a
garage.
UNIT TESTS 81
Grammar 3 Choose the correct answer.
Darren Matthews, I met while
1 Complete the text with relative pronouns.
visiting New York, is coming to Seattle next
A team of neurologists has developed a technique
month.
1 can scan your brain and read a what c who
what your intentions are before you act! This b that d whose
groundbreaking discovery raises some ethical
2 "What would you like to eat with the chicken?"
questions over 2 this new technique
"I'd like rice and salad, please."
will be used in the future. The brain scan is part of a a few c few
a series of studies 3 aim at identifying b little d a little
intentions in criminals and violent people. The brain
3 A lot of people use public transportation here, s
scan could be used in interrogation rooms,
there aren't traffic jams.
4
reading the brain could save a many c much
interview time and produce more reliable information b few d a few
The brain scan could also be used to help disabled
4 The resort we stayed last SUMME
people 5 would be able to operate a
has been destroyed by a flood.
computer with their thoughts and teil it a that c where
6
they want to write, do, etc. Can b - d it
you imagine it would be like if your
5 The rap singer Delilah, real name
computer could understand your thoughts?
Jane Honniker, comes from my home town.
2 Choose the correct alternative. a who c which
1 1 have too much / many songs on my MP3 b whose d her
player. I need to delete some of them. "Does Kevin like living in the country?"
6
2 I haven't seen much / many publicity for the
"He does. He says there's way h4
upcoming electronic music festival. How are
people supposed to know about it? ever move back to the City."
3 I think you need to do a few / a little more a no c some
research before writing about climate change. b any d much
4 After a horrible interview, she realized she didn't 7 "The milk is almost gone."
have some / any chance of getting the job. "I'll buy when I go shopping this
5 I got rid of some / any furniture before moving.
afternoon."
6 There were only a little / a few suitcases left on a one c some
the conveyor belt, which nnade me think I was
b them d any
waiting for my bag in the wrong place.
7 Emma's new house has a lot of / much rooms 8 No one can understand the reason
and it's taking her a while to get used to the Soula quit her job so suddenly.
space. a that c where
8 Do you know of any / - place which sells organic b which d why
make-up?
9 London, is the city my mother gr
up in, is a fascinating place to visit.
a which c where
b it d that
10 "That boy looks really fanniliar. Who is he?"
"He's the boy father is the mang
of the local baseball team."
a his c who
b which d whose

IIT TESTS © OXFORD UNIVERSITY PR

 abulary 2 Choose the correct answer.

mplete the text with the words in the box. 1 Cindy's finding it hard to cope all
the homework at her new school.
rebellious influence privilege orphan pressures a with c for
embarrassing thought-provoking rely on bored amusing b about d at
2 I think you should congratulate Tom
view of the Week winning the poetry prize.
e latest novel by April Montrose, Eagerly Edward, a with c an
new take on the old prince-and-the-pauper b about d in
me. Edward is an ' whose parents 3 I don't know what you're complaining
d in a boating accident when he was only a few . You have a great life!
nths old. He is brought up by a wealthy aunt a an c with
uncle, both golf champions, who give him a life b about d at
, with expensive schools, fancy 4 Did Kayla succeed getting the
thes, and the best sports coaches money can scholarship she applied for?
But, from a very young age, Edward is different a in c of
11 those around them. He is 3
- b with d of
sports and careless of his appearance. When 5 I'm sure everyone would benefit
ed with the 4 to be more like those studying in another country for a year.
und him, he becomes 5 refusing
, a of c from
3ooperate with his relatives' plans for his future. b at d in
part of his rebellion, Edward makes friends with 6 Why do you insist waiting until the
oor boy, Denzel, who lives in a locol trailer park last minute to do your projects?
whose sole ambition in life is to become a a with c of
at golfer. The two come up with a hare-brained b in d an
lerne to trade places, giving Denzel the golf and 3 Choose the correct alternative.
nis lessons he wants while allowing Edward to 1 That film was so dull. I've never been so boring /
d, write, and paint in peace. Denzel does have bored in my life!
ood 6 on Edward, teaching him 2 Seeing a total eclipse of the sun was an
amazing / amazed experience.
[t no one should be judged on appearance alone,
3 That book about growing up in Africa is very
unfortunately, the depiction of their relationship
interesting / interested.
)retty 7 at times, since Montrose
4 Carl thinks he's so amusing / amused, but
asn't seem to have a clue of what 14-year-old actually his jokes aren't funny at all.
is are really like. I certainly blushed more than 5 It's so irritated / irritating when people's phones
while reading! Even so, this is a 8 ring in concerts and movie theaters.
■ ry of privilege and ambition that gives us the 6 I was so embarrassed / embarrassing when I
forgot my boss's wife's name at the reception.
ance to explore our own attitudes and ideas about
7 The kids are very excited / exciting about
-selves and others. You can always
spending a week on their uncle's farm.
introse to supply plenty of laughs as well, and
8 Im a bit confusing / confused about how to play
sure readers will find the scenes with Denzel this game. Can you explain it one more time?
ing to learn to deal with country-club life very
If you're looking for a great book,
3 isn't it, but it is a pretty good read.

COPIABLE © OXFORD UNIVERSITY PRESS UNIT TESTS(--Ze 83

Grammar 6 Sally says she'll clean her room
can go to the mall with her friends afterwards.
1 Complete the dialog with the correct form of the 7 1'm not really interested in going to the gallery
verb in parentheses.
you're coming with me.
Evan: Where were you yesterday, Kitty? 1 was
8 Take these pills with you you sta
standing outside that restaurant for more than
to feel sick on the boat.
an hour. If I ' (know) you weren't
coming, 1 wouldn't have waited.
3 Correct any mistakes in the text.
My grandpa's life has changed a lot since he retir
Kitty: Sorry, Evan! If my brother hadn't called me, 1 from his job as a postai carrier. He ' was used to
2
(not miss) our date. get up at 4 o'clock every morning, and he 2 used
to being out in all kinds of weather. Now, atter jus
Evan: What's going on with your brother? I hope it
six months, he has 3 been used to sleeping until
wasn't anything serious. eight o'clock, and when lt rains, he stays inside. 1
Kitty: Not really. If his car 8 (not break says he'll never 4 used to being alone so much of
down), I wouldn't have had to go and pick him time, though. When he was working, he 5 was ust
to chat with people all along his mail route, and h
up. 6 used to meeting all sorts of people throughout t

Evan: His car again? If he 4 (buy) a day. He's sure he'll ' used to the changes in time.
new car, he wouldn't have problems all the but for now, he just wants to go back to work an(
do all the things he 8 was used to do.
time. Anyway, if you had called me, I
5
(pick) both of you up. 4 Choose the correct answer.

Kitty: I tried to call. If your phone service 1 III send you an e-mail as the
6
(be) more reliable, I'd be able package arrives.
to get in touch with you. a as lang as c as soon
b unless d in case
Evan: Sorry about that. It's true that we
7 2 Same people say that if you arc
(not have) these problems if 1
London over the weekend, you won't hear an
changed my cell phone service. If you
English accent because everyone's a tourist.
8
(give) me the name of your cell
a walked c will walk
phone company, I'll go there tomorrow and set
b walk d walks
up a new service.
3 This town be much quieter sorr
Kitty: That's a great idea. If you do that, 1
years ago before urban sprawl changed lt intc
9
(take) you out to dinner as a
such a busy place.
reward!
a was used to c used to
Evan: No, I owe you one. How about this evening? b got used to d used
w 10
Kitty: If we go out this eveninge me a big discount
4 The retailer
(miss) our favorite TV shows. had paid cash and not with my credit card.
Evan: You're right. I'll pick up a pizza and bring it a would give c would have give
over to your place instead. b gave d would have given

Complete the sentences with unless, in case, as 5 Prosecutors will reveal the identity of the crim
soon as, as long as, or otherwise. their key witnesses get protecti
1 you call now, you'll never get from the government.
a as lang as c in case
decent seats for the concert.
b as soon d unless
2 Here, take some money you see
6 Josh never living an a small isk
something you want to buy.
He missed the buzz of the big city.
3 I'll call you my flight lands at LAX,
a is used to c was used to
just to let you know that I've arrived. b got used to d used to
4 people go on paying ridiculous 7 I'll give you this membership form
prices for tickets to sporting events, the prices you decide to join our association.
will just keep going up. a as lang as c in case
5 You'd better take a cell phone with you — b unless d otherwise
you won't be able to call for help if
something goes wrong.
gIT TESTS OXFORD UNIVERSITY F
 abulary 2 I wish Jane was more . All her
decisions are dictated by her heart rather than
riplete the text with the correct form of the logic or reasoning.
rds in the box.
3 I'm glad Henry managed to fame
grow adjust come across and fortune as a writer. He deserves it after all his
thankful lonely sensible fulfill hard work.
4 When I saw Marcus was , I thought
ile cleaning out my closet, I ' an old Jane must have missed her train.
and white photograph of my grandad standing 5 We couldn't find anyone who all the
a stool giving a speech to a group of peasants in requirements of the job, so we'll have to advertise
- th America in 1920. again.
was the son of an Italian Immigrant who came 6 How could you ever feel when you
\merica in search of a prosperous life. He had a are surrounded by such a big, wonderful family?
xl knowledge of the coal mining industry, so he
7 I love Rose's character in her latest movie. She's
up a small company. This gradually
and caring and puts all her passion
into a bigger business that made him
into whatever she does.
realthy man.
8 The new plants will never in this
Dok him a long time to 3 to the New
horrible weather. It's windy, rainy, and cold!
■ rld, so far away from Europe, his language, his
3toms, and his family; but he was determined to
3 Complete the sentences by adding the suffix
-less or ful to the words provided where
-

'neve the American dream. necessary.

hough he was happy with his business 1 Tommy is adventurous and totally
iievements, he felt 4 so he decided He loves exploring places that are full of all kinds
get married and settle down. The man in the of dangers. FEAR
otograph was the couple's first son and my
2 Breaking up with his girlfriend was a very
named Pedro. Pedro all
experience, but 1 think Steve is
parents' hopes and expectations. He was smart
getting over lt now. RAIN
d6 , always ready to make the
3 Everything Jeanette says lately is filled with
ht decisions to ensure the company continued to
She's always saying cruel things
Dw. He later started his own business and bought
to people just to hurt their feelings. SPITE
•nch and some cattle. In the photograph, he was
tually teaching the peasants how to work the land. 4 Don't worry, these headache pills are totally
was always to America for giving . They have no side effects at all.
; family the chance to shape their destiny. HARM

)mplete the sentences with the correct form of 5 Tom never puts much into the
e words in the box. gifts he buys, but at least he remembers to give
something to everyone. THOUGHT
alone lonely evolve grow
6 Doing that job for Mr. Jenkins was really a
fulfill achieve sensitive sensible
task. I never got a word of praise
during the whole project! THANK
I'm amazed to see how Maria's singing career
has . Once she sang in small clubs, 7 You need to have in your friends
and now she's the lead singer in a Broadway and believe that they are trying to help you. FAITH
musical. 8 If you continue to drive in such a
manner, you're almost sure to cause a serious
accident. CARE

OCOPIABLE O OXFORD UNIVERSITY PRESS UNIT TESTS 85

4 Complete the text with the correct phrasal verbs 2 Complete the sentences with the correct
with come. question tag.
Hi Gloria! 1 You didn't go to the concert on Saturday,
9
I just came ' your e-mail address so I
thought I'd get in touch. It's been a long time! We've 2 im cooking fish for dinner tonight. You like fish,
been trying to organize a Chilean-American culture 9

group, and it came 2 me that you'd 3 This shopping mall is too crowded. Let's go
be the perfect person to contact. Do you remember somewhere else,
Pablo? He's the one who came 3 4 I think im ready for the wedding, but my hairstyle
the idea, but he's not the best organizer in the '7
looks a bit strange,
world, and I know you are! What do you think? I've
5 Im sure we'll get funds for our project. Everybody
started writing a newsletter, and that should come
4
liked it, 9
in a few weeks, but what we really
6 Im clever, 9 Then why can't I solve
want to do is have some kind of Chilean cultural
this puzzle?
event for young people. If that came 5
7 Well all stay at the same hotel, 9
we'd be really proud! Anyway, why don't you come
6
one day next week if you're 8 Your daughter can't swim, 9

interested and we can talk about it? 3 Choose the correct answer.
Take care for now. 1 "Why are you wearing a bandage on your hand?"
Carla "I hurt while I was fixing a window."
a me c itself
Grammar b myself d my
2 Jonas would lend us some money if we asked
2 Complete the dialog with the correct form of the
verbs in parentheses. him, 9
a didn't he c wouldn't he
Susan: Happy New Year everybody! I wish Pete
1
b isn't he d aren't we
(be) here with us today,
3 Patrick wishes he down that job
but he's in Paris trying to make his biggest
offer. Now he can't find a decent position.
dream come true.
a hadn't turned c wasn't turning
Ted: Really? What's he hoping for? b hadn't turn d doesn't turn
Susan: He wishes someone 2 4 "What a lousy day for a school picnic!"
(discover) him and his paintings and ask "I know. I wish it
him to exhibit in one of the ad galleries a didn't rain c doesn't rain
there. Right now, he's selling them in the b isn't raining d wasn't raining
street, and he always calls me and says, 5 We couldn't think of anything to give each other
"lt only someone 3 (fall) in for our anniversary, so we bought
love with my art!" tickets for an Alaskan cruise.
Ted: I wish I 4 (have) Pete's talent a each c ourselves
and determination. What's your New Year's b ours d us
wish, Susan? 6 "I can't convince Jon to come skiing with us.
Susan: I'd like to wish for something that isn't "If only he so stubborn!"
possible. Last year, I was offered the a isn't c wouldn't be
leading role in a play, but I panicked and b hadn't been d weren't
turned down the offer. I wish 7 "Timmy's always humming that annoying tune!"
5
(accept) the role! Now I "I know. I wish he
wish the producers 6 (give) a stopped c would stop
me a second chance. b had stopped d stops

Ted: 1 wish I 7 (help) but I don't

think I can. Be positive and you never
know what might happen!

86 UNIT TESTS PHOTOCOPIABLE © OXFORD UNIVER

:abulary 6 In our class, we the question,
"Should everyone have an equal voice in
oose the correct alternative. government?"
ew weeks ago, my friend Pete 1 mentioned / a debated c chatted
cussed that he was thinking about going on b talked d mentioned
.;ation in Greece. "I'll go with your 1 said right

ay. I don't think he had expected such an 7 Whole villages were buried in ash when the
rithusiastic / enthusiasm response, but 1 had volcano
tays dreamed of taking a 3 trip / travel to the a exploded c erupted
aek islands and this seemed like the perfect
b disrupted d depicted
ance to go there, and to spend time with
neone I 4 look after / look up to and enjoy being 8 1 try not to eat foods because they
h, as well. Pete told me that he had some friends give me indigestion.
khens who could 5 put us away / put us up for
a oiled c ohl
veek or so, and then we could go on a 6 tour /
stination around some of the islands. 1 can't teil b oily d with oil
u how much I was 7 looking into / looking forward 9 Their cabin is beside a deep river which
this vacation. I 8 searched / loaded the Internet
days, making lists of the most interesting places gently through the valley.
visit, and 1 9 said / told all my friends about our a flows c floods
tns. You can imagine how disappointed I was b scorches d pours
len Pete called me up and told me we would
10 Most people were prepared when the storm
ve to 1 ° put lt off / put it on for a couple of months
cause he had just been offered a great new job. I because the meteorologists had
is very happy for him, of course, but it was hard to been predicting lt for days.
t all my dreams of Greece on hold.
a cracked c hit
ioose the correct answer. b blew d crashed
I hate talking to Lydia. All she does is 11 Paris is considered one of the most
about other people's relationships! cities in the world.
a discuss c gossip a romance c romanced
b mention d debate b romantic d romantically
There are toys all over the living room! Would you 12 Everyone was shocked when lt came out that
please put thenn 9 their top spy had been information
a off c in to the enemy.
b away d over a sharing c lending
He was too busy to go to lunch that day, so b leaking d loading

asked if we could lt off until the 13 Several people have complained about a problem
next week. with our website. Could you it,
a put c move please?
b take d delay a look up to c look up
b look atter d look into
Young children can become very
14 They had to have known my password in order to
when they have to wait in line for a long time.
a impatient c unsuitable nny e-mail account.
b incorrect d inappropriate a access c save
b exit d load
Would you nnind me the time? My
15 My company allows employees to
watch has stopped.
a saying c taking from one office to another, so 1 can live almost
b reporting d telling anywhere in the world 1 want to.
a flow c transfer
b send d voyage

-
OCOPIABLE OXFORD UNIVERSITY PRESS PROGRESS TESTS 87
 Gramm ar a
b
dances
danced
c has danced
d is dancing
1 Put the verbs in parentheses in the correct 6 James for a 5-kilometer run every
present or past tense.
day of the week.
1 Janna always (get up) very early a is going c going
because she (start) work of 6:30. b go d goes
2 I (go) to the U.K. many times, but 7 "Francis doesn't know where he lost his watch."
the last time I (go) was in 2005. "He it was gone till he arrived
3 (you / ever / send) a text message? home, so he could have lost it anywhere."
(not understand) how to do it and a noticed c hasn't noticed
(need) some help. b didn't notice d doesn't notice

4 We (live) in the same house for ten 8 "Have you been to the leisure center recently?"
"No, I haven't been there .13
years, but now we (think) about
a the ages c for ages
moving to a bigger one.
b ages ago d for many ages
5 Jon and Katherine (meet) in 1999
9 Unfortunately, we got to the
and they (get) married in 2001.
concert, all tickets had been sold.
6 When Carl Wilson (die) in 2007, he
a as soon as c since
(write) 12 books of poetry. b after d by the time
7 "What (you / do)? We need to leave 10 Trans fats by national restaurant
in 15 minutes." chains and snack bars in New York City becausi
(try) to finish my English they are harmful to people's health.
homework." a have banned c have been banned
8 When we (arrive) in New York b banned d had been banned
yesterday, it (snow), the wind 11 "Why didn't Clara want to talk to us after the show
(blow), and it (be) "She for almost three hours and
freezing cold. was totally exhausted."
9 (you / already hear) the news when a has sung c had been singing
Timothy (can) you last night? b was sung d had been sung

10 Charisse (lose) her job last month, 12 "Has Jill found a place to stay yet?"
so now she (look) for a new one. "No, she for a nice apartment at
reasonable price."
2 Choose the correct answer.
a still looks c is still looking
1 The victim down the mountain b has still looked d still looked
when the avalanche started.
13 "Did you do the street survey yesterday in spite
a skied c had skied
the heavy rain?"
b skis d was skiing
"Yes, we did. Mel the camera and
2 "1 hope I'm not interrupting by calling you now."
umbrella while I was interviewing passers by."
anything special." a was carried c was carrying
a wasn't doing c haven't been b had been carrying d had carried
b didn't da doing d don't da
14 After traveling for two months, Joel
3 "Did you have any trouble learning to windsurf?" India will be his last destination.
"I how difficult it was until I tried it!" a has thought c think
a haven't realized c don't realize b will think d thinks
b hadn't realized d wasn't realizing 15 "Why can't you help me make the birthday cake
4 A letter of congratulations by the after school?"
committee to all the prize winners. "You know I always tennis with
a sent c sends Margaret in the afternoon. "
b has sent d was sent a be playing c will play
5 "That girl is a very good dancer." b am playing d play
"Can you believe this is the first time she
in public?"

88 PROGRESS TESTS © OXFORD UNIVERSITY PRE

 abulary 7 Don't worry about the interview. Just keep a cool
and you'll be fine.
)ose the correct alternative. a head c brain
en Jeremy Severs was ' accused / charged of b mind d idea
tcking / forging into the school computer System,
8 A spectator at the hockey game was seriously
iid not 3 deny / refuse the accusation. Instead, he
■ lained that he had been trying to 4 make / da an injured when he was hit on the head with a
Iression on the school administration by showing that flew over the barrier.
rn how easy lt was to access the system. After a racket c bat
.ing to several school officials about the problem
b puck d rink
I getting no real response, he had made up his
?ad / mind to prove his point by 6 stealing 9 My dad says he plans to retire from the family
bbing some sensitive Information from the
business when he turns 65 and to
abase. He then thought he would meet with the
1°131 principal and hand over the Information, the next generation.
)Iaining that he had not looked at any of it. a hand the torch c hit the mark
ortunately, his simple idea turned ' over / into b carry the ball d clear the hurdle
ig problem when the police turned 8 out / up at
front door and threatened to arrest him. Jeremy 10 I don't know how our teann expects to
admits that, though he was trying to do the their opponents with such a
it thing, lt was his 9 foul / fault for getting into the
negative attitude.
;tem illegally. He has now gotten '° along with /
a defeat c fall
u. the shock of nearly being arrested, and is
lcentrating on preparing for college, where he will b win d turn
dy computer science. 11 I wish the sun would come out. Rainy weather
oose the correct answer. really
The police had found so few clues that they were a turns me down c turns me over
b gets me out d gets me down
not sure they could the crime.
a achieve c solve 12 Even though Evan made a terrible mistake at
b oben d make out work, he thinks they should him
The at the football game were very another Chance rather than fire him.
supportive of their local team. a give c take
a spectators c observers b make d allow
b audience d viewers 13 Do you your hair by yourself, or do
What can we do to help Stacy this you go to a stylist?
very difficult time? a make c take
a make up c take over b da d create
b get out d get through 14 Although Sharon had committed a serious crime,
The movie I worked on is all finished, but they the judge only her to three months
aren't going to it until December. in prison because lt was her first offense.
a reveal c release a gave c acquitted
b send d lease b sentenced d accused

Even though he was caught in the act, the thief 15 We need to sit down and
that he was innocent. decision about whether to buy that house or not.
a resisted c consisted a da c turn
b insisted d assisted b make d create

The critic claimed that lt was the most

book he had ever read.
a interested c interests
b interest d interesting

OCOPIABLE OXFORD UNIVERSITY PRESS PROGRESS TESTS 89

 Grammar 8 "1 can't understand why Simon didn't ansm
single question on the oral exam."
1 Correct any mistakes in the sentences. "He panicked."
1 Callie was very impressed when she saw a a must have c must
Statue of Liberty, as it was even more beautiful b should have d should
than she had expected.
2 I don't really enjoy run, but I do it several times a 9 "Are you coming to Ken's party this evening
week for my health. "Sorry. John asked me with
3 Stephen forgot sending us an invitation to the the movies."
reception, but he put our names on the list so we a if 1 can go c could I go
can go anyway.
b can 1 go d if 1 could go
4 I'm not the faster runner on the Triathlon team,
but I'm a stronger swimnner than anyone else. 10 1 think the HK Bay restaurant has
5 Our sociology teacher told us that she teaches Chinese food in the whole city.
in Africa for five years before moving back to the a better c best
U.S. b the best d the good
6 I think The Sound of Music is the more moving
film ever made. I cry every time I see it. 11 "We're going to camp out in Yellowstone fc
7 Move to a new house is a very stressful vacation."
experience, but once the hard work is over, it's a is not my idea of a relaxing
very rewarding one, too. vacation. I prefer a nice, comfortable hotel.
8 Jonah promised he will be here at ten o'clock, so a Camp c The camp
I don't know why he isn't here yet.
b To camping d Camping
2 Choose the correct answer.
12 "I'm afraid the Gardens in Spain tour is full
1 "Do you think Im ready for the exam?" booked."
"I think you study some more." „I you earlier to make a
a should c have reservation."
b must d ought a should have contacted
2 Victoria Falls in southern Africa is b should contact
place I have ever visited. c must have contacted
a more amazing c the most amazing d had contacted
b an amazing d the amazing 13 I don't remember the name of
3 "Celia was really hurt that you didn't invite her to where we stayed last year, but lt was very 1
the wedding." a - c an
"I know, and now I really regret b a d the
her." 14 "What did Timothy say when you mentionE
a not to invite c not being invited me?"
b not inviting d not invite "He said that he to see you
4 "So what's going on with Jill and Pedro?" sometime."
"She asked me to anyone about it." a liked c had liked
a not talking c not to talk b would like d will like
b 1 don't talk d not talk 15 "Are you meeting us at the movie theater?
5 After several months of intensive investigation, "Yes, I am, but I late, so don
the police managed the robber. for me outside."
a identifying c identified a must be c ought to be
b identify d to identify b may be d might have been
6 "Does Jane live in your neighborhood?"
"No, she lives north."
a farthest c more
b more far d farther
7 "Bill is taking acting lessons almost every day."
"I think he's obsessed a popular
star."
a to become c becoming
b with becoming d become

90 PROGRESS TESTS CD OXFORD UNIVERSI-

 cabulary 7 Susan didn't in getting a grant
to study at Monterrey Institute in California, but
Choose the correct alternative. she'll try again next year.
The mayor announced that he will have 1 billboards / a succeed c fulfill
commercials broadcast on local TV stations in b overcome d achieve
order to raise awareness of environmental 2 issues /
subjects. Although the population has been informed 8 When the votes were , it turned out
about the 3 effects / affects of climate change, only a that the Green Party had won by a landslide.
few seem to have changed their habits to 4 conserve / a calculated c marked
preserve the environment. The most unexpected /
b counted d measured
unacceptable reaction came from the 6 wholesale /
limitless shop owners, who offered to 7 distribute / 9 After learning about all the benefits, he decided
consume low-consumption light bulbs free of to apply a job with the post office.
charge to the whole population. The mayor thanked
a to c from
them for their 8 pricey / priceless contribution. The
government believes that the 9 consequence / b for d at
impact of street billboards and visual campaigns will 10 Susan was completely that she
also help 10 reduce / restore energy consumption
and waste. was running out of fuel and we were five miles
from the nearest gas station.
Choose the correct answer.
a unknown c unlucky
1 There is a very millionaire in our b unaware d unbelievable
town who gives half of his income to different building in
11 Linda lives in a
charities every year.
Manhattan; the view from the top floor is
a sensitive c possessive
awesome.
b stubborn d generaus
a high-rise c barbed-wire
2 If you don't on practicing, your b eco-friendly d low consumption
game will never improve. of a Danish sea captain who
12 I'm a
a keep c make
got lost, accidentally landed in South America,
b try d hold
and settled there.
3 I always enjoy being with people a ancestor c passenger
because they see the future in such a positive b Immigrant d descendant
light.
13 Our boss with the idea that we
a pessimistic c independent
could promote our electronic products on
b stubborn d optimistic
television.
4 Their car was seriously when a tree a put away c turned on
fell on it. b came up d got by
a injured c harmed
14 The new design for the toy stunt figure is really
b spoiled d damaged
. I can't think of a single child who
5 When they went to Mexico, they stayed in a
would find lt appealing.
that had a hotel, restaurants, and a disappointed c disappointing
several swimming pools. b discouraged d demanding
a resort c coast
15 We always the forest to get to the
b shore d reserve
lake faster. lt only takes five minutes, as opposed
6 Your encouraging words were for
to 20 minutes along the road.
Amy in times of trouble. She would have quit the a cut across c got through
tournament if lt wasn't for your support. b took up d got along
a worthless c priceless
b penniless d pointless

, 10TOCOPIABLE © OXFORD UNIVERSITY PRESS PROGRESS TESTS 91.

 Gramm ar 5 "Everyone is angry at me."
"Well, you explain the situation,
1 Complete the sentences with the correct future they will never understand your decision."
forms of the verbs in parentheses. a if only c unless
1 "1 need a conference room to hold a meeting this b if d provided
afternoon." 6 "We're planning to go to Paris this summer."
"You can use my office after 5 p.m. I "1'm sure you'll enjoy
(go) home by then." a you c yourself
2 "Did you hear about the robbery at the museum?" b yourselves d yours
"I did. 1 think as soon as criminal discovers the 7 "Is lt very far to the park?"
jewels are fake, he (probably / take) "Im pretty sure it's to walk to."
them back to the museunn." a close enough c enough close
b too close d nearly close
3 June has some plans for this summer vacation,
but she's not sure whether her teenage sons 8 If 1 their music before, 1 would ha
(travel) with her. bought tickets for their concert.
a was hearing c had heard
4 "Who (come) to the party with us in
b hear d am hearing
the end?"
9 "This is the worst dance club I've ever been to!'
"Only Pete and Harry have confirmed that they're
31

coming." "Let's try another place,

a will we? c shall we?
5 Nobody (find out) her true
b would we? d don't we?
intentions until they get to know what she is really
10 The exchange students at our school
like.
our customs, food, and fashion.
6 The documents (deliver) to your
a are getting used to c getting used to
office on Monday morning. b used to d are getting used
7 1 can't believe 1 (attend) classes at 11 Experts forecast that the wild tiger population
San Diego University at this time next year. shrink and will be seen except in
8 As far as 1 can see, your daughter heavily-protected reserves.
(be) exactly like you when she grows up. a not much c a little
2 Choose the correct answer. b very few d a few

1 "Didn't you realize that man was a crook?" 12 "Is this your dog?"
"If I , 1 wouldn't have loaned him "No, but it follows me I go."
a wherever c whoever
any money."
c were known b whatever d whichever
a know
b had known d would know 13 1 wish 1 the employees about the
2 "What do you know about the accident?" possible project. Now it's been canceled they'r
"Only I heard on the radio." all disappointed.
a that c those a would teil c hadn't told
b what d it b didn't tell d didn't told

3 They had good time in Hawaii that 14 "What did your coach say?"
they decided to go back the next year. "He said 1'11 never win 1 change n
a so c a game strategy."
b very d such a a only c even
b unless d otherwise
4 Don Murchison, my mother's
cousin, helped Stephen get a better job. 15 "I think III help Ana with her packing."
a who is c that is "I think she by now since she
b he is d who he is started getting things ready early this morning.'
a will finish c finishes
b is going to finish d will have finished

92 •-"»- PROGRESS TESTS PHOTOCOPIABLE © OXFORD UNIVERSITY P

 icey
Jnit test 1
2
1 Were you taking
2
3
4
5
had been talking
isn't answering
works
didn't pass
4
1 hourly
2 economic
3 sunny
4 friendly
5 weighty
6 is making 6 witty

bcabulary 7 bumped 7 dramatic

3
talk
1 c Grammar
2 c
discuss 1
3 c
mentioned 1 has been cycling
4 b
gossip 2 hasn't got
5 a
said 3 has visited
6 d
debated 4 has been collecting
7 c
told 5 has collected
8 b
chatted 6 has been
9 c
7 hasn't kept
10 d
8 have been enjoying
inattentive 11 a
- 12 b 2
immature is born-was born
.
-

discontented
Unit test 2 has written-wrote
is-was
unqualified Vocabulary has earned-earned
impatient was writing-wrote
1 was also starring-also starred
-
1 ferry
incapable has filmed-filmed
2 breathtaking
unpleasant 3
3 tour
disadvantageous 1 b
4 prehistoric
sunset 2 d
5
put on 6 romantic 3 a
put it back 7 spicy 4 d
put up with 8 trip 5 a
put me off 6 c
2
put up 7 a
1 melts
put their things away 8 b
2 scorches
put her wedding off
3
4
erupts
floats
Unit test 3
rammar 5 pours Vocabulary
6 blows
7 flows 1
developed
1 fashionable
t was 3
2 look for
II have been creating 1 was blowing
3 share
1 recognizes 2 poured
4 look up to
i contains 3 flows
5 looking forward
1 senses 4 floating
6 look into
r communicates 5 erupting
7 search
1 tested 6 melted
8 spend
showed 7 scorches
9 access
had
10 incredible

KEY 93
2 Unit test 4 2
1 capable 1 ... if / whether she was wasting her
2 changeable VO cabulary time applying for that job.
3 feasible 2 ... that if we / they didn't leave
1 immediately, we / they would miss
4 incredible
1 reminds beginning of the play.
5 forgivable
2 remember 3 ... us to use Italian every day in orc
6 visible to learn it well.
3 forget
3 4 get you down 4 ... that everyone would forget the
1 saving scandal in a few weeks.
5 get rid of
2 leak 5 ... that the keys to success were /
6 rack your brain
hard work and good luck.
3 searching 7 keep a cool head
6 ... that (s)he had no idea what (s)fir
4
5
lose
transfer
2 was going to write until (s)he had
1 refuse written it.
6 access 7 ... that he had been told nothing
2 memorize
7 share about the plans to rob the bank.
3 mistake
4 4 remind 8 ... that she was definitely the best
singer in the group.
2 5 lost
1 6 missed 3
4 7 denies 2 the
6 8 misunderstand 3 -

4 a, a
5
7
3 5 -, the
1 got along with each other ...
6 -
2 got through ...
Grammar 3 she'll never get over ...
7
8
the
a
4 really gets me down ...
1
5 get by ...
1
2
has been discovered
lt is believed to be
6 get rid of ... Unit test 5
3 has been sought Vocabulary
4 was found Grammar
1
5
6
was known
will be examined
1 1 beat
Daniel asked why Sheila couldn't open 2 win
7 can be proved / proven the door, and she said that her key 3 adrenaline rush
2 wouldn't work. Daniel then asked what
she was doing and she replied she was
4 focus
1 have it dyed 5 shoot
checking if she could get through the
2 have it designed window. Daniel wamed her not to do 6 hit the mark
3 have it repaired that because somebody might see her 7 lose
4 had it examined and call the police. Sheila answered lt 8 fail
5 have them shortened was her house, and Daniel said he knew
6 have it edited
that, but lt was dark and a neighbor 2
might think she was a burglar Sheila 1 bounce some ideas off
7 am having it done asked Daniel what he suggested, and 2 get the ball rolling
3 he suggested going back to the party
to wait for a couple of hours until her
3 carry the ball
1 4 dive right into
parents got home. But Sheila answered
2 that her parents had gone to the beach 5 hand the torch
3 for the weekend and that they wouldn't 6 clear the first hurdle
4 be back for two days. Daniel told Sheila
5 to use her phone and ask them what to 3
do. Sheila said her phone was dead. She 2 into
6
had been using lt for the whole day and 3 against
had forgotten to recharge the battery. 4 down
Daniel asked where her parents had gone
5 over
for the weekend and Sheila replied they
had gone to a beach 50 miles from there. 6 up
Daniel offered to take her there. Sheila
thanked him and said it'd be fun to see
her parents' faces when they arrived.

94 KEY
-n against
2
1 murder
Umt test 7
-n up 2 blacknnail Vocabulary
rn into 3 arson
1
rn down 4 burglary
1 harm
rn over 5 smuggling
2 effect
6 forgery
3 affected
Immar 3 4 confident
1 for 5 arrogant
2 - 6 multi-story parking structure
ore comfortable
3 of 7 patient
armer
4 with 8 breath
e most sociable of
5 9 misinterpret
gger
6 - 10 commuters
e funniest
7 of
?tter 2
8 to
; exciting 1 self-assured
innier
4 2 creative
1 done 3 sensitive
2 doing 4 reliable
)mpeting
3 made 5 sociable
start
4 takes 6 selfish
match
5 took
try 3
6 do
aying 2 injured
(perimenting 3 shortage
, do
Grammar 4 effect
■ offer 5 preserve
1
Daring 6 lack
2 should
7 affect
3 have to
8 conserve
4 may not
5 can 4
6 could 1 mis-
7 don't need to 2 re-
3-
2
4 re-
1 should have seen
5 un-
2 couldn't have read
6 -
3 must have left
7 re-
test 6
ilt
4
5
may / might have watered
shouldn't have eaten
8-
cabulary 6
3
wouldn't have hidden
Grammar
1 b 1
lakes 2 a 1 am going to perform
reoccupation 3 c 2 is coming over
onflicts 4 a 3 is going to help
tvestigate 5 d 4 will be
vidence 6 b 5 will finish
orgeous 7 a 6 am going to use
iven 8 b 7 won't take
8 are the performances going to start /
do the performances start
9 begins
10 will have to / are going to have to
11 will get up

KEY , 95
 2
2 I'm not tau l enough
Grammar 3
1 bored
3 such a fuss 1 2 amazing
4 is too expensive for us 1 that / which 3 interesting
5 so cool 2 how / where 4 amusing
6 too difficult for 3 which / that 5 irritating
7 so pale 4 where 6 embarrassed
8 so much work 5 who 7 excited
6 what 8 confused
3
7 what
b
2d 2 Grammar
3a 1 many
4d 2 much 1
3 a little 1 had known
5b
4 any 2 wouldn't have missed
6d
5 some 3 hadn't broken down
7c
6 a few 4 bought
8c
7 a lot of 5 would have picked
was / were
Unit test 8 8 any 6
7 wouldn't have
3
Vocabulary c
8 give
9 'II take
1 2d
10 'II miss
1 arsenal 3a
4c 2
2 labeis
5b 1 Unless
3 Low-fat
6a 2 in case
4 Tubs
7c 3 as soon as
5 boxes
8d 4 As long as
6 bags
9a 5 otherwise
7 cut down
10 d 6 as long as
8 cut out
7 unless
9 bar
10 loaf Unit test 9 8
3
in case

2
1 empty
Vocabulary 1 used to
2 was used to
2 second 1
3 got used to
3 vacation 1 orphan
4 get used to
4 open 2 privilege
5 used to
5 disposable 3 bored
6 was used to / used to meet
6 whole 4 pressures
7 get used to
5 rebellious
3 8 used to
6 influence
1 cut down
7 embarrassing 4
2 cut across
8 thought-provoking 1 c
3 cut in
9 rely on 2b
4 cut off
10 amusing 3c
5 cuts them up
4d
6 cut out 2
5a
l a
6b
2c
7c
3b
4a
5c
6d

96 KEY
 arrived, was snowing, was blowing,
Ina test 10 7
8
won't we
can she
8
was
spcabulary 3
9 Had you already heard, called
10 lost, is looking
1 b
i 2
I' came across 2 c
3 a 1 d
grew 2 a
4 d
adjust 3 b
5 c
lonely 4 d
6 d
fulfilled 5 c
7 c
sensible 6 d
thankful
Progress test 7
8
b
c
evolved Units 1-3 9 d
sensible c
achieve Vocabulary 10
11 c
alone 1 12 c
fulfilled 1 mentioned 13 c
lonely 2 enthusiastic 14 d
sensitive 3 trip 15 d
grow 4 look up to
5 put us up Progress test
fearless 6 tour
painful 7 looking forward to
Units 4-6
spite 8 searched VOCabUlary
harmless 9 told
thought 10 put it off 1
thankless 1 accused
2
faith 2 hacking
1 c
careless 3 deny
2b
4 make
3 a
5 mind
across 4 a
6 stealing
to 5 d
i 7 into
, up with 6 a
8 up
out 7 c
9 fault
off 8 b
10 over
over 9 a
, 2
i 10 c

„
rammar 11
12
b
b
1
2
c
a
13 d 3 d
was / were 14 a 4 c
would discover 15 c 5 b
would fall 6 d
had
had accepted
Grammar 7 a
8 b
would give 1 9 a
could help 1 gets up, starts 10 a
2 have been, went 11 d
did you 3 Have you ever sent, don't understand, 12 a
need 13 b
- don't you
4 have lived / have been living, are 14 b
3 shall we
thinking 15 b
doesn't it
5 met, got
didn't they
6 died, had written
aren't I
7 are you doing, am trying

KEY 97
G#
Grammar 11 a 2
12 d 1 let alone
1 13 b 2 Fortunately
1 the Statue 14 c 3 By the time
2 enjoy running 15 a 4 According to
3 forgot to send 5 because of that
4 fastest runner
that she had taught
Grammar 6 for instance
5
6 the most moving 1
1 burst into tears
7 Moving to a 1 will have gone
2 to keep me in the dark
8 he would be here 2 will probably take
3 pulls over
3 will travel
2 4 at lightning speed
4 is coming
1 a 5 figure out
5 will find out
2 c 6 turned up
6 will be delivered
3 b 7 Putting off
7 will be attending
4 c
8 will be
5 d
6 d 2 Grammar
7 b 1 b
1
8 a 2 b
1 went
9 d 3 d
2 is
10 b 4 a
3 has
11 d 5 c
4 was
12 a 6 b
5 exists
13 d 7 a
6 were destroyed
14 b 8 c
7 continue
15 b 9 c
8 left
10 a
9 had heard
Progress test 11 b
12 a
10 arrived
suggested
Units 7-10 13 c
11
12 were walking
VO cabulary 14 b
15 d
13 see
14 ran
1 15 had found
1 commercials
2
2
3
issues
effects
Vocabulary 1 By the time
2 currently
4
5
preserve
unexpected
anrammar
dG 3 last week

6 wholesale Workbook 4
5
while
all day
7 distribute
6 occasionally
8 priceless
9 impact
Unit 1 3
1 went
10
2
reduce
Vocabulary 2 is talking
1 3 had heard
1 d
2 equivalent 4 spends
2 a
3 generation 5 was howling
3 d
4 chat 6 is doing
4 d
5 gossip 7 were watching
5 a
privacy 8 had been working
6 c 6
7 a 7 bound to
8b 8 entire
9b
10 b

98 KEY
is always leaving / always leaves
Grammar 3
2 search
were hiking 1 3 lose
is staying 1 has been working 4 leak
traveled 2 started 5 transfer
am doing 3 has done 6 save
had been playing 4 has dealt 7 share
goes 5 has never had to 8 load
had just read 6 have grown up
finished
snows
7
8
was
died
Grammar
9 has already built 1
nit 2 10 has lived 1
2
was revealed
was taken
2
ocabulary 1 d 3
4
was placed
had been preserved
2 e
3 g 5 was moved
worth 6 was carried
4 c
trip 7 were passed
5 f
hills 8 was shown
6 a
peaks 9 was crowned
7 b
desert 10 was discovered
traveled 3
11 are being displayed
scenery
1 just
12 be seen
monasteries 2 recently
3 never 2
unique
4 already 1 The event was revived in 2002.
5 for ages 2 Many famous artists have been asked
to play at the festival.
6 since
3 A virtual award was introduced so ...
7 yet
4 'Return of the Isle of Wight Festival'
8 a week ago
T-shirts can be bought
5 Festival goers are forbidden to ... /
Unit 3 Festival goers are forbidden from
bringing
Vocabulary 6 The festival was sponsored between
2004 and 2006 by
1 7 The Best Major Festival Award was
hilly 1 leaks won by
lively 2 attic 3
ghostly 3 realized 1 Gwen needs to have her hair dyed
historic 4 share before her graduation ceremony.
energetic 5 achieve 2 Phil will have the package delivered
icy 6 additional to his brother.
7 renewable 3 Ms. Lima is having the flower
bouquets arranged for her book
8 enhance presentation.
2 4 Mr. Johnson wants to have an alarm
1 after installed in his house before
2 into 5 Mel had his old suit's lining changed /
3 up the lining of his old suit changed.
4 forward to 6 Dorothy had her computer checked.
5 up to
6 for

KEY T 99
 2 4
Unit 4 1 My sister asked me where I would 1 broadcast

Vocabulary 2
go ...
She warned me not to eat that
2
3
support
quitting
1 food ... subscribe
4
1 top-notch 3 Samuel asked / wondered if we could
5 overcome
recommend ...
2 injured 6 pursue
4 Susan thanked me for helping her ...
3 in shape
5 The tour guide asked the group of
4 smart
5 youth 6
tourists if they wanted to ....
My uncle from Canada told us to
Grammar
6 links visit ... 1
7 regenerate 7 She said she could play ... 2 harder
8 odd 8 She admitted she had been talking... 3 the best
9 essential 4 more important
3
2 Mercedes never thought she'd live to be 5 more tolerant
1 refused 100 years old. She's a straight-backed, 6 more likely
2 remind vibrantly healthy, and wise lady. She lives 7 easier
alone in an inmaculate white house in the 8 gentler / more gentle
3 mistook
suburbs of a big town. She's always lived
4 denied 9 as effective
in harmony with nature and loves pets.
5 memorizing She wakes up when the sun rises and 10 more intensely
6 lost goes to bed watching the moon. 11 more successful
She has outlived her husband and 12 worse
3
friends, but she always remembers that
1 down 2
she has a good reason to live when her
2 by great-grandchildren come for a visit. 1 the longest
3 rid of 2 the youngest
over 3 the biggest
4
5 along with
Unit 5 4 the least attractive
6 through Vocabulary 5 the worst

4 3
1 brain
1 1 b
1 champion 2 d
2 mind
2 rink 3 c
3 head
3 fireworks 4 b
4 head
4 league 5 a
5 head
5 hoop 6 b
6 brain
6 cheat 7 a
7 venture
Grammar 8 alley
8 c

2
1
1 Inspiration
Unit 6
1 Sarah agreed to talk to her mother.
2 Ralph invited Valerie to go to his
party
2
3
obstacles
clear the first hurdle
Vocabulary
Valerie accepted the Invitation / 4 turned his room into 1
agreed to go. 5 turns down 1 arson
3 George accused Matt of ... 6 turns up 2 acquitted
Matt denied having driven the car. 7 beat 3 did
4 The customer complained about 8 missed 4 kidnapped
The garage owner apologized 3 5 investigated
1 pursue 6 forger
2 overcome 7 charged
3 support 8 evidence
4 quit 9 made
5 broadcast 10 crooks
6 subscribe

100 "% KEY

 3 2
'or 1 b 1 such
pf 2 b 2 so
for 3 a 3 such
with 4 d 4 too
of 5 c 5 so
of 6 c 6 enough
for 7 d 3
8a 1 will be available
dull 2 small enough
gorgeous Unit 7 3 are performing / will be performing
admit 4 so severe
fake Vocabulary 5 will find a cure
short-term 6 such amazing
wealthy 1 7 too big
minor 1 b 8 will have finished his movie
convincing 2a
3b
4 b Unit 8
wealthy
5a
gorgeous
6b Vocabulary
admitted
7a 1
convincing
8b 1 global warming
minor
fake 2 2 emissions
short-term 1 unimaginable 3 pollution
dull 2 real-time 4 waste
3 endless 5 wind and sun power
4 critique 6 consumption
irrammar 5 enriches 7 solar panels
6 preserve 8 recycled material
3 9 organic food
You must be starving.
1 reuse 10 renewable fuels
You don't need to. I've already done
it. 2 mismanaged 2
We will if we find someone to ask the 3 unblock 1 She (unthinkingly) mixed two
way. 4 readjust ingredients by mistake when cooking
I think we should call an ambulance 5 a new recipe, (unthinkingly) creating a
rechargeable
first. new flavor.
6 reset
If we do, we'll have to start working 2 My boss inadvertently deleted a
7 undo computer file and since we didn't
on lt immediately.
8 misinderstand have any backup, we've had to start
Sorry, I can't write in English, but I'll
the investigation from scratch.
ask somebody else to do it.
.
,
Grammar 3 I thought the film was considerably
better than the reviewer said it was.1
must almost didn't go because he was so
.
1 negative and nowl'm gladldid.
would
1 will be putting A passer-by heard a boy crying inside
, couldn't 4
2 will be a building which was on fire and
, would
3 are not going to went in to get him. His brave action
i could
4 will have graduated (instantly) put him (instantly) on all the
1 should breaking news broadcasts.
5 are going to
' was able to 5 She wrote persuasively in order to
6 will send
1 may convince a big publisher to read her
1 shouldn't latest work.
1 should 6 He consciously chose to live a
"green" life in order to live in harmony
with the environment. He's ready to
enjoy the benefits and cope with the
disadvantages.

--
KEY 101
3 4 4 As long as the company pays n
1 d expenses Im prepared ...
1 cut in
2 b 5 Dr. Salvi carries his patients' m(
2 cut off
history everywhere with him in (
3 cut down 3 c
he has to ...
4 cut across 4 a
6 Suppose you could go to a mul
5 cut out 5 c festival in any part of the world,
6 cut up 6 b one would you choose?
7 Provided you stop dying your h
would look ...
Grammar Urin 9 •

3
1
2 This is the beach where we got
Vocabulary 1 ... I'm used to eating all kinds c
food.
married. 1 2 My father used to collect old cli
3 Parker Village, where they filnned 1 abroad and lamps ...
Terms of Agreement, is a popular 2 pathetic 3 ... so he's trying to get used to
tourist spot. / Parker Village, which is reading a new book every mon1
3 eager
a popular tourist spot, is where they now.
filmed Terms of Agreement. 4 encouraged
4 I know all this mess can be avo
This device, which is very cheap, 5 typical I get used to putting things awE
4
gives you extra room to store 6 income soon as I arrive home.
computer files. / This device, which 2 5 Im under the impression that p
gives you extra room to store used to be more tolerant in the
1 impressed
computer files, is very cheap. 6 My workmates are not used to
2 disapp ointing
5 Martin Davis is a science teacher who out for lunch, but I ...
won an award for ... / Martin Davis, 3 fascinated
who is a science teacher, won an 4 stunning
award for ... 5 embarrassed Unit 10
6 This new car, which gets extremely 6 engaging
good gas mileage, only has room for
two people. / This new car, which
7 amazing Vocabulary
8 charming
only has room for two people, gets 1
extremely good gas mileage. 3 1 ancestry
7 Autumn, when the trees are such 1 about 2 fulfill
amazing colors, is my favorite time of 2 on 3 adjust
year.
3 with 4 hardship
8 My new friends, two of whom are
4 ag ainst 5 supplies
from Paris, are coming to our party.
5 in 6 lonely
2 6 of 7 come up with
2 accommodation
3 work 2
4 clothing Grammar 1 powerless
5 money 2 peaceful
1 3 pointless
6 traffic
1 will arrange endless
7 cutlery 4
2 are 5 respectful
8 time
3 will enhance careless
9 food 6
4 hadn't been
10 luggage 7 tactful
5 wouldn't ask
11 furniture 3
6 had
12 publicity 1 came across
7 were
3 2 pick up
8 would you consider
1 cars 3 came out
2 4 laugh at
2 furniture
1 Unless you listen to your coach, you'll
3 time 5 come off
never ...
4 jobs 6 came to me
2 As soon as I listened to Doris
5 suitcases Lessing's interview, I went to the
6 publicity bookstore to ...
7 coins/bills 3 Work cooperatively with your
colleagues, otherwise you'll have
to ...

102 '-eb- KEY

 rammar Exam Practice Grammar
1 c
Vocabulary 2 d
would invent
1 c 3b
- had
2d 4d
would come up
3d 5c
could afford
4a 6a
- lived
5b 7c
could download
6c 8d
00
7d 9b
1 wish 1 hadn't jumped into the pool. 8 b 10 b
, If only she had eaten something for 9 a
lunch. 11 a
10 b 12 d
1 wish 1 weren't / wasn't so absent-
11 a 13 b
minded.
If only we had taken the map. 12 c 14 c
1 wish 1 could change a flat tire.
13 d 15 d
6 1 wish she wouldn't use the phone all 14 b 16 c
the time. 15 a 17 b
16 d 18 d
3
17 b 19 c
1 is it
18 c 20 c
2 do they
19a 21a
3 am I
20 d 22 a
4 have you
21d 23b
5 wasn't she
22 c 24 d
can't we
23 a 25 b
r don't you
24a 26c
25c 27b
1 was singing out loud to myself on 26 b
the ... 28 a
27 d 29 c
e After we dressed the kids for the
28 a 30 a
wedding, they looked at thennselves
, in the ... 29 d 31 b
Tania wishes she could scan the 30 a 32 d
photos herself, but she ... 31 b 33 c
4 Can you believe my dog opened the 32 b 34 b
front door himself, came in ... 33 a 35 c
5 Make yourself at home. 34 b 36 d
6 lt rained heavily the whole weekend, 35 d 37 c
so we amused ourselves with ... 36 b 38 a
37 b 39 d
38c 40b
39c 41c
40 b 42 d
41a 43a
42 c 44 a
43 a 45 c
44 b 46 b
45 b 47 d
46 a 48 a
47 c 49 d
48 d 50 c
49 a
50 b

KEY 103
C.))