Complete First for Schools

COMPLETE

FIRST for Schools

Student’s Book without answers

B2

WITH ONLINE PRACTICE

Guy Brook-Hart, Susan Hutchison, Lucy Passmore and Jishan Uddin

5 Study time

Work in groups. Discuss these questions.

• What are the people doing in the photos?

• Which of the activities are the most useful?

• Which are most fun?

Work in pairs. Discuss these questions.

• What’s your favourite subject? Why do you like it?

• Do you think you might like to study it at university in the future?

• Can you study it outside the classroom as well?

• Where could you go to learn more about it?

• Think of two or three activities a school could arrange to help you learn more about this subject.

You are going to hear people talking in eight different situations connected with studying. Before you listen, match these words and phrases (1–9) with their definitions (a–i).

1 tutor 6 pass (noun)

2 research (verb) 7 sit (an exam)

3 learner 8 course requirement

4 mark (verb) 9 job prospects

5 admission

a check a piece of work or an exam, showing mistakes and giving a number or a letter to say how good it is

b someone who is learning something

c something that is needed or demanded for a course

d study something in detail in order to discover new information

e successful result in a test or course

f take a test or exam

g the possibility of being successful at finding work

h university teacher who teaches a small group of students

i permission to study at college, university, etc.

Starting off

Listening Part 1

• Read the questions carefully and underline important words.

• Read all the options carefully. You won’t hear exactly the same words as the ones you read in the options.

• Sometimes information relating to all the options will be mentioned, so listen carefully to make sure that you understand exactly what is said. advice

Read the questions and underline the main idea in each question (but not in the options A, B or C). The first one has been done for you.

1 You hear a girl complaining about a problem she has had at school.

Why was the girl upset?

A She handed in an unfinished essay.

B Her essay may only receive a score of 40%.

C Her essay wasn't very good.

2 You hear a boy admitting he copied his friend’s work. Why did he do it?

A His friend asked him to copy her work.

B His teacher didn’t know about the subject.

C He did it because he wasn’t keen on the subject.

3 You hear a girl talking about her preference for coursework over exams.

What reason does she give for her answer?

A Exams do not always allow students to show their ability.

B Exams are diff icult for every student to do well in.

C Exams just test how well you know a subject.

4 You hear a boy talking about learning a new language. Why does he think that it’s a good idea?

A It’s a really challenging experience.

B There is a link between intelligence and language ability.

C It will help with future employment opportunities.

5 You hear a girl talking to her father about choosing a future course.

What advice does her father give her?

A just choose something she’s interested in

B find out more about the course

C stop taking the course if she doesn’t like it

6 You hear a boy talking to a friend about his favourite subject at school.

What does he like most about this subject?

A making shapes out of paper

B doing research

C finding solutions

7 You hear a girl talking about why students should have to do homework.

What reason does she give?

A Homework helps students to do better in their studies.

B Students learn more at home than in class.

C Teachers can tell students what they really think in the feedback.

8 You hear a boy talking about doing group projects at school.

What is his opinion about them?

A Group projects force all members to do an equal share of the work.

B Group projects can sometimes lead to some people doing more work than others.

C Group projects are really annoying.

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

Vocabulary

Phrasal verbs

1

Match these phrasal verbs from Listening Part 1 with their definitions (a–j).

1 drop out 6 put (sth) off

2 live up to sth 7 get through sth

3 hand (sth) back 8 get out of doing sth

4 get away with sth 9 take on

5 point out 10 catch up with sth

a be as good as something

b delay an event or activity until a later time

c do something you didn’t have time to do earlier

d manage to just pass or complete something

e succeed in avoiding punishment for something

f tell someone about some information, e.g. because they don’t know it or have forgotten it

g stop going to classes before you have finished the course

h avoid doing something you don’t want to do

i return something to the person who gave it to you

j accept (a challenge, job, responsibility)

Complete the sentences with a phrasal verb from Exercise 1 in the correct form.

1 Franz hates writing essays and tries to writing them till the last moment.

2 I don’t know how Charo copying her essays from the internet, but the teacher never seems to notice.

3 Julia worked hard for the test, but when the teacher it she was disappointed that she’d got a very low mark.

4 My mum is very ambitious for me and it’s difficult to her expectations.

5 The teacher that I hadn’t answered the second part of the question.

6 I tried to tidying my room by saying I had too much homework, but Dad didn’t believe me.

find out, get to know, know, learn, teach and study ; attend, join, take part and assist

Students often confuse the words above. Choose the correct option in italics.

1 I’m hoping to study / learn geography at university.

2 I only found out / knew my grade just now when my teacher handed my essay back to me.

3 I know it’s important to learn / study about lots of different things.

4 You’re expected to join / attend all your lessons.

5 I’m knowing / getting to know lots of local people.

6 They also organise lots of other things for us to assist / take part in after school.

7 There are clubs we can assist / join if we’re interested.

8 I’m doing a karate course learned / taught in Japanese.

Grammar

Zero, first and second conditionals

1

Read the sentences (1–6) below. Which ...

a refer to something which the speaker thinks is possible?

b refer to something which the speaker is imagining, or thinks is improbable or impossible?

c refer to something which is generally true?

1 If you speak a bit of the language, it’s much easier to make friends.

2 If I gave up football, I’d have more time to study.

3 If you’re not sure when your event starts, check the programme.

4 If I could drop some subjects, I’d have more time for geography.

5 If there are any changes to the programme, the teachers will tell you straight away.

6 I won’t be able to do that unless I do well in my exams at school.

Match the beginnings and endings of these sentences.

1 I won’t mention your name

2 If I travelled round the world,

3 We don’t allow people to do the course

4 I’ll have to buy the book

5 I’d get another chocolate bar,

6 If I see her,

7 If I wasn’t so busy,

8 If I went to study in Australia,

a I wouldn’t see my family for several months.

b I’d go to the cinema with you.

c maybe I would decide to live there permanently.

d I’ll tell her you called.

e unless I can find it in the library.

f unless you want me to.

g if I could afford it.

h unless they have the right qualifications.

Page 168 Grammar reference

Students often make mistakes with first and second conditionals. Complete the sentences with the correct form of the verbs in brackets.

1 If I (say) that technology does not affect the way we study, I would be lying.

2 If I (live) near enough, I (cycle) to my school, but unfortunately I live too far away to do that.

3 I agree with you about studying together. I’m sure we can! If we (do), we (be) able to test each other at the same time.

4 We can organise a class trip if we (have) any free time during the term.

5 If you (have) any problems with your homework, always (ask) your teacher for advice.

6 If everyone (stop) using plastic bags, it (be) good for the environment.

Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given.

1 We will not be able to finish the project without your help.

ASSIST

Unless the project, we will not be able to finish it.

2 You cannot use the swimming pool unless you become a member of the sports club.

JOIN

You can only use the swimming pool the sports club.

3 Stella will not participate in the concert because she is feeling ill.

PART

If Stella was not feeling ill, she the concert.

4 It will be necessary for us to postpone the match if the weather does not improve.

PUT

Unless the weather gets better, we the match.

5 My English will only improve if my teacher points out my mistakes.

UNLESS

My English my teacher points out my mistakes.

6 I will only play in the basketball match if I recover from my cold.

OVER

Unless I will not play in the basketball match.

Work in pairs. Discuss these questions.

• If you could study something at school that you don’t learn about at the moment, what would it be?

• If you could go on holiday anywhere in the world, where would you like to go?

• How will you celebrate if you pass all your exams this year?

• If you could change one thing in your life, what would it be?

• If, one day, you became famous, what do you think you would be famous for?

Work in pairs. You are going to read extracts from four reports by students about summer courses they attended. Before you read, discuss these questions.

• How do you think students benefit from attending a summer course?

• What benefits do each of the photos show?

• If you could learn something new over the summer, what would you learn?

• Before you read the sections, read the questions carefully, underlining the main ideas.

• Read the first section and find which questions it answers.

• Deal with each section in turn in this way.

• If you have any time left, go back and check what you have written and fill in any questions you missed.

Underline the main idea in each question. Which person

1 took part in a summer course organised by their school?

2 had the summer course recommended to them by a family member?

3 decided that they would like to work in this area in the future?

4 learned a lot from another student?

5 felt better prepared for an exam after the summer course?

6 had to work harder than they thought they would?

7 studied with students of the same gender?

8 received praise for their work on the course?

9 made a good friend on their course?

10 learned about different careers they could follow?

For questions 1–10 above, choose from the four people (A–D) on page 57. The people may be chosen more than once.

Work in groups. Look at this post on a student forum. Think about the experiences of the students you have just read about, and decide what Will should do.

Will

I’m 16 years old and would like to spend the summer doing something a bit different. I am applying to university next year and would like to do something that will look good on my application form. I would like to be a teacher in the future and am thinking of applying to study Spanish or History. Does anyone have any recommendations for summer courses which would be interesting for me and that would help me with my university application?

Making the most of your summer

Have you ever attended a summer course? Four students relate their experiences …

A Xia�� fro�� Sha����hai att��nde�� an E����lis�� Langua��e su������r ��ou��s�� i�� L����d����.

My teachers at school recommended that I study abroad during the summer to prepare for my fi nal exams. My sister had taken an English course in the UK a few years earlier and, on her advice, I signed up for the same one. When I arrived, I found that I was the only Chinese person on the course. There were a lot of Italian and Spanish students, but as I didn’t speak any of those languages, I had to try to communicate in English. I felt lonely at fi rst, but fortunately, I met a Polish girl called Magda, who was also the only person from her country. We became close friends, and because she had a high level of English, she helped me to improve my vocabulary. Overall, it was a great experience and I have now decided to apply to a British university.

B Jam��s ��r���� E��in��u��gh ����nt o�� a s������er ������ha����e wit�� an ��r��hestra t�� B��em���� i�� Ger��a��y.

Our school orchestra takes part in a summer exchange programme with a secondary school in Bremen. I decided to join last summer, as my older brother and several of my friends were going, and because I was taking a German exam and wanted to improve my level. I'd expected to spend a lot of time messing around, but our schedule was surprisingly tough. We had to start our rehearsals at 9.00 am every morning, and the music was more challenging than I had expected, so I had to spend a lot of time practising, which was annoying.

The German music students were a lot of fun, though, and had planned some great activities for us in the evenings. I'd hoped that we'd stay in touch, but we only chat online occasionally now. I didn't really improve my German either, as they all spoke perfect English.

C Cel������ ��ro�� A����g������ att����d��d a ��c��������e ca��p in Par����.

A university in Paris that organises summer schools for secondary school students came to our school and gave a presentation on their engineering courses. I had been considering a career in this field, so I convinced my parents to let me go. The course was specifically for girls who want to study science subjects at university. We were taught by lecturers and students from the university, who told us all about their subjects and possible jobs and professions that we could have in the future. It was a really rewarding experience, and I now feel much more confident about taking my physics exam next year.

D Juan ������m Mad����d attend���� a theatr�� su��m��r s����o��l i�� Du��l����.

When I told my parents that I wanted to work in a theatre when I leave school, they insisted that I get some experience fi rst. I found a summer school in Ireland which prepares young people for careers in the performing arts and I signed up for it straight away. We were trained by professionals working in di erent roles in the theatre. I was interested in the technical side of theatre, so I had the opportunity to work with a lighting technician for four weeks. He made me realise that lighting is a huge responsibility and that it is really hard work, but he was very encouraging and told me I was a natural technician. It was a rewarding experience, which confi rmed that a theatre technician is the right job for me.

• Read the text quickly to see what it is about.

• Read before and after the gap to decide:

– what meaning the word has

– what type of word you need (noun, verb, adjective or adverb).

• Think about how you need to change the word in capitals to form the word you need. Does it need to be negative?

• When you have finished, read the completed text to check that it makes sense.

Exam stress for teenagers

feelings

Teenagers who have exams may experience (0) of stress for a number of different reasons. Their future ambitions, such as what they will study at university, may be (1) on their exam results. They will probably feel afraid that their (2) will not be as strong as that of their friends and may feel worried about being (3) negatively to them. They may feel so overwhelmed by the amount of studying they will need to do to obtain a (4) result that they give up leisure activities which they would have previously found enjoyable and (5) , such as doing sports and listening to music. Teenagers suffering from exam stress may show a variety of symptoms, including (6) of appetite, being unable to sleep and a lack of (7) to study. It is important for teachers and parents to watch out for these signs and to be as supportive and (8) as possible.

Work in groups. What can teenagers who are suffering from exam stress do to help themselves relax?

Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.

• In Speaking Part 1, listen carefully to the question and make sure your answers are relevant.

• Where possible, give reasons for your answer and/or add some extra information. advice

Work in pairs. Complete this extract of two candidates doing Speaking Part 1. Then listen to check your answers.

Examiner: Nicola, what’s your favourite subject at school?

Nicola: I find physics fascinating. That’s

(1) I enjoy all science subjects a lot and (2) I can get high enough marks in my final exams, I’ll study engineering

(3) I go to university. Also, I’ve got three good friends in my class,

(4) I enjoy doing experiments with in the lab.

Examiner: And you, Alex, how do you think you’ll use English in the future?

Alex: Well, I think English is absolutely vital now, especially if you want to travel. You can get by without it, (5) it will be difficult to get a good job, even if you stay in your home country. I’m hoping to study at an American university in the future,

(6) I’ll definitely need to have a high level of English to do that.

Examiner: Thank you. Nicola, can you …

Work in pairs. Discuss these questions.

1 How many reasons does Nicola give for her answer?

2 How many situations does Alex mention for using English?

3 Why is it good to combine ideas and reasons in your answers?

4 Why is it good to sound interested and enthusiastic?

Think how you can answer these questions, combining your ideas and reasons for them. Then work in pairs and take turns to ask and answer the questions.

• What is/was your favourite subject at school? Why?

• How do you think you’ll use English in the future?

Pronunciation: word stress (2)

With some related words, the stress is different depending on whether it is a noun, a verb or an adjective.

Listen to these words. Which syllable is stressed?

necessary necessity

Decide which syllable is stressed in each of these words.

satisfying / satisfactory educate / education exam / examination explain / explanation possible / possibility prefer / preference

Now listen to check your answers. What do you notice about where we stress words ending in -tion and - ity?

Work in pairs. Take turns to read the words aloud.

Think about how you can answer these questions.

• What do you particularly like about the school where you study?

• What plans and ambitions do you have for your education in the future?

Work in pairs. Take turns to ask and answer the questions above. While you listen to your partner, pay attention to how they stress their words. Correct them where necessary.

Work in pairs. Decide which of you will be Student A and which Student B and take some time to think about how you will answer your questions below. Then take turns to ask your partner their questions.

Questions for Student A

• Can you describe the school you go to?

• What would you like to study in the future if you had the chance? Why?

• How much homework do students in your country generally do?

• Can you tell me what you most enjoy about learning English?

• Tell me about the best teacher you have ever had.

Questions for Student B

• Do you prefer studying alone or with other people? Why?

• Can you remember your first day at school? Tell me about it.

• Would you like to study in a different country? Why? / Why not?

• How important are exams in your country?

• How important is learning English to you?

Writing Part 2

set text

• The ‘set text’ is a book chosen by B2 First for Schools candidates to study with their teacher in class. The book changes every two years. In Writing Part 2, you have the option of answering a question about this set text. The question is often an essay question, but could be a review, an article or a letter instead.

• You might want to choose this question if you and your class have studied the set text together.

• You should not choose this question if you have not read the book or seen the film adaptation of the book.

• You should not write about another book instead. This is very important, because if you write about a different book, you will get a very low mark for this question, or possibly no marks at all. info

Read this writing task and look at the essay plan.

Which is the most interesting character in the book you have read? What part does this character play in the story, and why is this character interesting?

Introduction: say who the character is

Paragraph 2: brief description of the character’s role, giving examples from the story

Paragraph 3: reasons why the character is interesting, giving examples from the story

Conclusion: one or two sentences to sum up your essay

Work in groups. Read the two essays opposite.

• Which essay do you think is best? Why?

• What is wrong with the other essay?

ESSAY 1

The most interesting character in the book is de nitely John Grainger. Although several other characters, such as Emma and Harry, are important to the plot, John is the one with the most energy and charm.

John is the hero of the novel, and in the very rst chapter, we see how John can’t help getting involved in other people’s lives. For example, in the café, he tells Harry that he has spilt coffee on his jacket and this is how their unlikely friendship begins. John is always willing to help people, even in tense situations like the boat journey in the storm. As a result, people trust him and he ends up leading everyone to safety at the end of the story.

I nd his character interesting because he is so unsel sh. He always seems to consider other people’s needs and is never afraid of putting himself in danger. This is particularly true when he jumps into the sea and rescues Emma.

John may be just a character in a book, but for all the above reasons, I would love to meet him in real life. He is the kind of person who could teach us all a great deal.

Essay 2

Although there are a number of interesting characters in this book, there is one in particular who stands out, in my opinion, and that is the main character: John Grainger.

John defi nitely plays one of the most important roles in the book. All the other characters can see that he is a reliable person and that is why they are happy to take his advice and follow his example. Right from the start, he stands out compared to the others, and we know he is going to be the hero.

I fi nd him fascinating as a character because I have always been interested in unusual people. It is hard to defi ne what makes someone stand out from the crowd. It may be a certain attitude to life, or the way the person deals with a crisis that they face. I think people can always tell when someone special walks into a room, and if John walked in, everybody would realise they were in the presence of an amazing person.

All in all, John is defi nitely the most interesting character in the book. The decisions he makes reflect this and engage the reader.

Match the teacher’s comments (a and b) with the opening paragraphs of the two essays in Exercise 2.

a You start the essay well, identifying the character you have decided to focus on and mentioning other examples of characters in the book who are also central to the plot. You have justified your choice of character by briefly giving reasons why you think he is interesting. This makes your essay interesting and informative right from the start.

b You have said which character you are going to write about, which is good. You could improve your introduction by briefly giving a reason why you think the character is interesting, and possibly by mentioning one or two other main characters in the book to make a comparison.

Now, think of a book you have read and write your own opening paragraph for the task in Exercise 1.

Look at how these words and phrases were used in Essay 1 to link ideas together. Then complete the essay below with these words and phrases. In some cases, more than one answer is possible.

although as a result for all the above reasons for example like such as

My favourite character in the book is Lucy, because

(1) at first the reader is given the impression that she is shy and a little dull, she actually turns out to be far from boring.

(2) , when we first see her, sitting quietly and staring out of the window at the river, Mark and Jane don’t even notice that she is there.

(3) , she hears them talking about their plan to harm Kim, and then the reader realises that ‘little’ Lucy, as Gavin always calls her, is a brave and intelligent woman. Throughout the book, the reader is surprised by Lucy, (4) when she confronts Gavin about his behaviour towards his sister. Other characters in the book, (5) Kim and Mark, soon learn to respect her for her honesty and courage.

(6) , Lucy is the most interesting character in the book for me. I still think about her sometimes, even though she is just a fictional character and I read the book a long time ago.

5 Study time

Grammar

Zero, first and second conditionals

Complete each sentence with the correct tense of the verb in brackets.

Phrasal verbs

2

would go

Replace each underlined word or phrase with a phrasal verb from the box. Put it in the correct tense.

1 If his parents had the money, he (go) on the school trip.

2 If she (study) hard enough, she will do well in her exams.

3 Don’t enrol on the course unless you (have) the time to complete it.

4 If I pass all of my exams, my parents (buy) me a car.

5 You (not find) your homework diff icult if you listened more in class.

6 If we are absent from school, the teachers (want) to know why.

7 Her parents (be) much happier if she was better behaved at school.

8 If I can drop a subject, I (choose) history.

9 If my parents (allow) it, I would study abroad.

10 If I don’t study hard, I (not get) the qualifications I need.

Vocabulary

Words often confused

These sentences contain incorrect words. Use the words in the box below to help you correct them.

get over sort out run out turn out try out carry out find out

find out

Last week my school organised a work experience week, so we could all (1) discover what it would be like in the world of work. It was really interesting and we all (2) experienced different types of job depending on our interests. My experience was working in the off ice of a local graphic design company. At the beginning of the week I was really nervous, but luckily I soon (3) recover this feeling when I realised how friendly everyone was. I was only asked to (4) do basic tasks, such as make coffee or (5) organise the mail, but it was still enjoyable. On the last day, I went into town with the receptionist, as we had (6) used up all of the off ice supplies. Overall, I think the week (7) happened to be successful. It certainly made a change from being at school!

seem remind matter lend hope accept teach revise accepted

1 He excepted the fact that he wasn’t very good at studying languages.

2 She spent all day reviewing before the test.

3 I am always asking my classmates to borrow me a pen.

4 During his long career as a teacher, he had learnt many students.

5 My teacher always remembers me of someone on the television.

6 The teacher didn’t look to mind that we couldn’t finish everything.

7 I wish that I do well in my exams this summer.

8 My parents say it doesn’t mind how I do in tests, just as long as I do my best.

Complete the sentences below with the words from the box.

analyse fees capable qualifications assess research discipline theory terms compulsory terms

1 He didn’t understand some mathematical , so he had to use the dictionary.

2 In the UK, education is until you are sixteen.

3 State schools are free, but for private schools you have to pay .

4 The teacher often found it difficult to his students when they misbehaved.

5 He studied hard at school, in order to get good .

6 Students have to do a lot of for their final project.

7 In science we can test a by carrying out different experiments .

8 The students have to the results of the experiment to get a good mark.

9 Teachers use the test result to the ability of their students.

10 His teachers said he was a very student, when he tried.

Word formation – suffixes

Use the following suffixes to change the verbs in the box into nouns:

- ation, - ence, - ment, or - ance. Write them in the correct column.

prefer assist concentrate dominate encourage guide ignore tolerate equip hesitate refer involve require agree argue independent

Complete these sentences with the appropriate nouns from the table. A plural form might be needed.

1 In order to be accepted onto the course he needed to fulfil all the entry

2 In our class today we discussed the for and against being vegetarian.

3 We use a lot of during our PE lessons, which we must put away afterwards.

4 He often lacks during class and just looks out of the window.

5 The student denied any in the incident which took place.

6 Our school encourages an attitude of towards all people.

7 Arts or science – what’s your ?

8 The lab assistants can provide on how to use the science equipment.

Reading and Use of English Part 6

You are going to read an article about some of the most successful school systems around the world. Choose from the sentences A–G the one which fits each gap (1–6). There is one extra sentence which you do not need to use.

tudying around the world

Japan, Switzerland and Finland are just some of the education systems which have been ranked as the best in the world by a recent study. Although all three of these countries have produced some very effective results in education, interestingly, they are also very different in approach. In the following article we will look at just how these systems operate.

The Japanese education system is compulsory for nine years: students start their school life at six and are allowed to leave by the age of fteen, after completing both elementary and junior high school. 1 Most schools have three terms and the school year starts in April and nishes at the end of March. For junior high school pupils, the school day starts at 8.45 a.m. and nishes at 3.15 p.m., although most students also attend after-school clubs. Lunch is not served in a canteen but eaten in the classroom with the teacher. The number of students in one class is usually under forty. 2 As

When you have chosen a sentence for each gap, read the text before and after the gap again to check your answers.

well as studying the usual subjects, such as maths and science, pupils also learn the traditional arts, like ‘shodo’ and ‘haiku’. Shodo involves writing with a brush and ink, whereas haiku is a form of poetry developed in Japan about four hundred years ago. Generally, there is a high level of discipline in Japanese schools and students very rarely skip lessons or are disrespectful to teachers.

Switzerland also has a well-respected education system. In Switzerland most pupils attend state schools, which they start when they are either four or six. 3 Lessons are taught in different languages depending on the region the school is in; students are most commonly taught in either French, German or Italian. Aside from this, pupils are also required to learn one of the other of cial Swiss languages, as well as English. Swiss children start the day at 8.30 a.m. and then have a break at 11.30 a.m. until 1.30 p.m., when they resume until 4.00 p.m. Primary schools also usually have shorter days than secondary schools, and are closed one day or afternoon a week. After their compulsory education is complete, at the age of fteen or sixteen, Swiss students are given several options: they can either receive training in a particular job or profession or complete a preparation course for university. 4

Lastly, the Finnish school system is probably the most talked about education system in the world. 5 Finnish students only start school when they are seven and the school day starts between 8 and 9 a.m. and nishes between 1 and 2 p.m. During this time, there is a great deal of emphasis on free time and play and by law, teachers must give students a fteen-minute break for every forty- ve minutes of instruction. There is also little emphasis on pupils doing homework or being tested.

6 Pupils are not separated by ability and the average class size is about twenty. Finnish students are encouraged to feel a sense of belonging to their school, class and class teacher. For example, pupils address their teachers by their rst name and they eat lunch together.

A Most students choose the work-related route and gain experience in a company.

B This is because it provides first-rate results, as well as being very unusual.

C Therefore, the majority of students achieve good grades.

D In fact, students are only given one formal assessment in their entire school life.

Listening Part 3

E However, in the past this was much higher, due to the rapid growth in population.

F Surprisingly, only five per cent of students attend private schools.

G This is rarely the case however, and over 95 per cent of students choose to continue their education.

You will hear five short extracts in which British teenagers are talking about how they like to study. For questions 1–5, choose from the list (A–H). Use the letters only once. There are three extra letters which you do not need to use.

A I have parents who disapprove of my study method.

B I like the fact that my study method is very flexible.

C I study best when I am under pressure.

D I need to study all night in order to do well.

E I don’t always keep accurate notes.

F I study best using visual notes.

G I have only just discovered the best way to study.

H I always perform well in tests because I am mentally prepared.

Reading and Use of English Part 3

Speaker 1 1

Speaker 2 2

Speaker 3 3

Speaker 4 4

Speaker 5 5

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

Having a Mentor

When I first arrived at my new school they gave me a mentor, which my form tutor explained to me was a more (0) student who could give me help and (1) when I needed it. (2) , when we met I really liked him and felt (3) by the fact that I knew someone in the school, other than the teachers, who I could talk to. In the beginning, we used to meet at least once a week and (4) we would just chat about how I was feeling. During my first term I did experience a few (5) and he was really helpful and gave me the (6) I needed to overcome these problems. I don’t really see him much anymore, as I am into my third term and I feel quite settled now. (7) , I found having a mentor really (8) and I would definitely recommend it to other students.

When you have finished, always check that you have spelt your answers correctly.

COMPLETE

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Unit objectives

Listening Part 1: multiple choice. Identifying incorrect options

Reading and Use of English Part 7: multiple matching. Locating ideas in the texts

Reading and Use of English Part 3: word formation. Transforming verbs into nouns and nouns into verbs

Speaking Part 1: interview. Expanding and linking ideas

Writing Part 2: set text. Structuring the text and linking ideas

Vocabulary: easily confused phrasal verbs and education vocabulary

Grammar: zero, rst and second conditionals. Talking about hypotheses

Starting off

Lead in

The students play in groups of four. Student A chooses a picture on page 52 in secret and acts out what he/ she thinks the people in the picture are saying (for example “I hope I added enough flour!”). The other students must guess which picture Student A is acting out (in the example above, the students studying in the library). The student who guesses first wins a point and acts out the next picture. Elicit some examples from different groups during feedback and drill idiomatic expressions where possible.

1 The students work in groups of three. Encourage the students to answer the questions in groups following the Speaking Part 3 format, which they can review on page 35. You may want to ask each group to nominate a “grammar police off icer” who is in charge of correcting mistakes with the comparatives and superlatives.

2 The students work in pairs to ask and answer the questions. Encourage the students to expand their answers (minimum three sentences per answer) and to ask each other follow up questions (at least one per question). Alternatively, divide the class into groups of six students. Each student in the group is responsible for one of the discussion questions (one student

per group will have to come up with an additional question). The students within the group work in pairs and swap partners until they have asked their question to every group member, like in a survey. Elicit the survey results during feedback, together with the extra sixth questions each group came up with, and the answers.

Extension

Students work in groups of four or five and think of a subject not taught in their school, but which they think should be taught (for example, cooking, carpentry or how to run a business). The groups present their ideas, including A) what the subject is, B) how it could be taught in an interesting way and C) how the students would benefit from studying this subject (students can refer to page 35 in unit 3 to revise useful language for the last point). The class votes for the best new subject.

Listening Part 1

1 The students work in pairs to match the vocabulary with the definitions and then check their answers in pairs before whole class feedback. Challenge more confident students to cover the definitions and work in pairs to come up for a definition for each item of vocabulary before checking their ideas against the definitions in 1.

Fast finishers

Write a sentence or paragraph using as many of the words and phrases as possible. The student who uses the most wins. Elicit these paragraphs during feedback.

Exam advice

The students read the information. Then ask them to circle the words “read” (x2) and “listen” (x1) in the exam advice. Elicit that reading is very important in the listening test, because a candidate might understand everything he/she hears, but without reading the questions and options properly the task is very difficult.

2 Allow the students 40 seconds to read only the questions (and not the options) in 1-8 and underline the key points. The students close the books at the end of the 40 seconds and work in pairs to remember all the questions. The pair who remembers the most wins. Elicit the questions from the class and write them on the board. Encourage the students to work in pairs and ask each other similar questions and use the vocabulary in 1 to answer (for example: “Have you ever had a problem with an essay?”. “Yes, I couldn’t find a black pen at the time, so I wrote it in purple. The teacher marked my essay really strictly!”).

Answers

Suggested underlining

2 Why

3 What reason

4 Why; good idea

5 What advice; father

6 What does he like most

7 What reason

8 What is his opinion

3 The students listen to the recording and try to choose the correct option for each question. Encourage the students to take notes of the key words they hear next to the options. Allow the students to check in pairs before playing the recording again. Support the students who are struggling, by asking the stronger students to raise their hands during the second listening, when they hear the correct answer. Challenge the stronger students to listen for reasons why the incorrect options are incorrect and elicit their ideas during feedback. Answers

Audio script 17:

Narrator: One. You hear a girl complaining about a problem she has had at school.

Boy: Did you manage to hand in your essay on time?

Girl: Not quite. I know we needed to have everything finished by 9 o’clock this morning but I’m always bad at meeting deadlines. Last night, I went to bed just before I’d finished everything, and I thought I could wake up and complete all the tasks. Unfortunately, it took longer than I thought and I ended up being five minutes late. Apparently, my score might be capped at 40%, meaning that this would be the highest mark I could get even if my work was really good. I hope my tutor isn’t too strict about the time.

Narrator: Two. You hear a boy admitting he copied his friend’s work.

Girl: Have you ever copied another student’s work?

Boy: If I’m honest, I have. I’m not proud of it, and I didn’t get away with it, so I definitely wouldn’t recommend it. I wasn’t interested in the topic. I just wanted to do enough to get a pass and I kept on putting it off. A friend of mine helped me by showing me her work and I just thought I’d copy her. Big mistake – my teacher asked me a few questions about it after she handed it back to me and within a few minutes, it became obvious I hadn’t researched the topic and that this wasn’t my work.

Narrator: Three. You hear a girl talking about her preference for coursework over exams.

Teacher M: What’s more effective? Taking exams or doing coursework? Who’d like to answer?

Girl: For me, it has to be coursework. When you sit an exam, there are all sorts of other factors involved – not just how well you know the subject. Different learners respond differently to stressful situations and an exam is stressful. For them, it’s difficult to live up to their potential ability if they suffer from anxiety or can’t deal with pressure well. Coursework is fairer and allows students to demonstrate their talents. It’s not just a memory test.

Narrator: Four. You hear a boy talking about learning a new language.

Girl: Are you thinking of learning a new language?

Boy: Perhaps next year. I think it’s a really good way to improve your job prospects. If I could speak more than three languages, I’m sure I would be able to find a great job in the future. I always like taking on new challenges, no matter how difficult they are. Some experts have pointed out that there is a link between intelligence and ability to learn new languages. I’m not sure if I believe it, but I know it could be good for me to learn another language while I’m at school.

Narrator: Five. You hear a girl talking to her father about choosing a future course.

Girl: So, Dad – what course do you think I should study next year at college?

Dad: Well, that’s completely up to you. You should definitely choose something you’re interested in, but there are other things to consider.

Girl: Such as?

Dad: Look at the course requirements – what do you need to do to get admission onto the course, and what will you need to do when you’re on the actual course? The last thing you want is to drop out after just a few months and have to start again somewhere else.

Narrator: Six. You hear a boy talking to a friend about his favourite subject at school.

Girl: What’s your favourite subject at school?

Boy: I’d say it has to be science. I really enjoy it when we have to solve problems that the teacher gives us. Last week, we had to design something out of paper that could hold 10 kilograms. The key was to think about what shapes were the strongest. I’d researched this a lot the week before and I created tubes out of paper and these turned out to be the best structures to use for this exercise. Next week, we need to design something that stops an egg breaking when we drop it.

Narrator: Seven. You hear a girl talking about why students should have to do homework.

Teacher M: Should school children really have to do homework?

Girl: Well, it’s a good way to check students have understood what they were taught in class. You can catch up with anything you didn’t do in class, and you have a bit more time to really understand the main teaching points. Also, the feedback you get when your homework is handed back can be really valuable. It can help you to get through the course and end up with a higher mark than you would have got otherwise

Narrator: Eight. You hear a boy talking about doing group projects at school.

Girl: Do you like doing group projects?

Boy: In general, yes, but it does depend on who you’re working with. Group work allows you to learn from each other and share the workload evenly. It’s something I really enjoy doing most of the time, but sometimes people can try to get away with not putting in as much effort as other members of the group do. They try to get out of doing the tasks they have been allocated, or they just make excuses for why they haven’t done what was asked of them. That can be really annoying.

Extension

Give the students five minutes in groups of four or five to brainstorm all the techniques they know for cheating in an exam/assignment. Elicit the groups’ ideas and award a point for each original idea that only one group thought of. Alternatively, ask the students in groups of three to choose a cheating technique and organise a “workshop” where they will teach other students how to use the technique. One student in each group stays seated at his/her desk, waiting for members of the other groups to arrive to the workshop, while the other two walk around the room and take part in other workshops. The two students who moved around then have to report to the student who remained seated during the activity. Encourage some discussion of the negative aspects of cheating.

Vocabulary

Phrasal verbs.

Lead in

Hand out the transcript of the Listening Part 1 recording in the previous section. The students work in pairs. The first pair to circle all the vocabulary in 1 in the texts wins. Alternatively, read to the class the sections of the listening where the vocabulary is used, in random order, and ask the students to listen and number the vocabulary in the order they hear it.

1 The students work alone to match the phrasal verbs with the definitions. Encourage them to use the script to infer the meaning of the phrasal verbs from the context. Discourage the students from using translation software for this activity.

Fast finishers

Students test each other. Student A covers the phrasal verbs and student B covers the definitions. Alternatively, student A reads the first half of a phrasal verb and student B must complete it.

2 Students work alone to complete 1-6 and then check their answers in pairs, referring back to the script if necessary. Challenge the stronger students to not use the definitions in the previous exercise, and support the students who struggle by allowing them to use the definitions and encouraging to refer back to the script if possible.

Answers

1 put off

2 gets away with 3 handed (it) back 4 live up to 5 pointed out 6 get out of

Fast finishers

Students work in pairs and orally make sentences using the phrasal verbs. Instead of saying the phrasal verb, they say “beep”. Their partner has to guess the correct phrasal verb. Elicit some of these during feedback.

3 Write “find out”, “get to know”,” know”, “learn”, “teach”, “study”, “attend”, “join”, “take part” and “assist” on the board. The students in small groups discuss why a lot of exam candidates often make mistakes with these words. Elicit the students’ ideas and allow them five minutes in pairs to choose the correct options in 1-8.

Possible answers:

Some might be false friends (for example “assist” in English versus “assistere” in Italian)

Some might be translated with the same word in the students’ own language

Answers

1 study 2 found out

4 attend 5 getting to know

7 join 8 taught

3 learn

6 take part

Fast finishers

Students work in pairs and make oral sentences using the ten words in 3. Some sentences should be correct and others deliberately incorrect. Their partner must spot and correct the incorrect ones to win a point.

Grammar zero, first and second conditionals

Lead in

The students work in groups of four to make a list of as many university subjects as possible and discuss the real life applications of those subjects (for example “If you study mathematics you can become a software engineer.”). Elicit a few ideas from different groups.

1 The students work alone to match a-c to 1-6 and then check their answers with a partner. During feedback elicit the tenses required in each type of conditional.

Fast finishers

Work in pairs to transform the sentences, so that they use a different type of conditional (for example “I won’t mention your name unless you want me to. -> I wouldn’t mention your name unless you wanted me to”). They then discuss how the meaning changed (in the previous example, the speaker thinks it less likely that their interlocutor wants his/her name mentioned). Elicit their ideas during feedback.

3 The students work alone to complete 1-6 and then check with their partner. For an extra challenge, have the student work in pairs. Student A reads the sentence out loud, replacing the gap with a “beep”. Student B must repeat the sentence, completing it with the correct verb.

Answers

1 said 2 lived; would cycle 3 do; will be

4 have 5 have; ask 6 stopped; would be

4 Point out to the students that this activity is similar to Reading and Use of English part 4. The students work alone to complete the sentences in 1-6 and then check their answers in pairs. Support the students who struggle, by giving them the first word of each answer or the number of words required.

Fast finishers

Go to page 168 and read about the verb tenses necessary to use conditionals, getting ready to teach these to the other students.

Extension

Ask the students in groups of three to brainstorm more example sentences matching a, b and c. The sentences could be about sports teams, which is a topic that lends itself well to hypotheses (for example: “If England won the World Cup, I would be overjoyed.”). Ask the students to write them randomly on the board. The students in groups then have to match the other pairs’ sentences with a, b and c.

2 Using one of the examples in 1, elicit that the “if” clause can be placed both before or after the main clause and that the meaning does not change. The students work alone to match 1-8 to a-h. Support the students who are struggling by referring them to page 168 and by circling all the instances of “if and “unless” on the page.

Answers

1 you assist (us) with 2 if you join

3 would take part in 4 will have to put off

5 will not improve unless 6 I get over my cold

5 The students work in pairs to ask and answer the questions. Encourage three-sentence answers. Alternatively, the students work in groups of three. Students A and B ask and answer the first question and student C is a member of the “grammar police” in charge of interrupting the students when he/she hears a mistake with the conditionals. The students swap roles and continue to the next question.

Extension

The students work in pairs to script an interview with a famous young person (for example Daniel Radcliffe or a young local celebrity). The interview must contain a lot of “if” questions and answers. The pairs act out their interviews in front of the whole class and the class votes on the most interesting or funniest one. Challenge the stronger students to use a range of phrasal verbs, both from this unit and from pages 9 and 21. You may want to record/video the interviews for more detailed analysis outside of class.

Reading and Use of English Part 7

Lead in

The students work in groups of four or five and have 40 seconds to look at the potential benefits of school trips on page 35 again. The students close the books and have two minutes in their group to write down as many expressions from page 35 as they can remember. The group with the most correct phrases wins.

1 The students work in pairs to answer the questions. Encourage the students to use the phrases revised in the lead in and correct each other’s second conditional mistakes in the last question.

Exam advice

The students read the advice. Ask these questions to check their understanding:

1 What must you read first? (the questions, not the texts)

2 Should you read all the texts in one go? (no, students should read one text, find the answers and then move to the next text).

2 The students work alone to underline the key information in the questions. Elicit what they underlined and write only the underlined information on the board. The students close their books. Elicit the full questions using the information on the board as prompts. Point out to the students that it’s important for them to remember the questions, so they can locate the information in the texts more quickly.

Answers

Suggested underlining

1 took part in a summer course organised by their school?

2 had the summer course recommended to them by a family member?

3 decided that they would like to work in this area in the future?

4 learned a lot from another student?

5 felt better prepared for an exam after the summer course?

6 had to work harder than they thought they would?

7 studied with students of the same gender?

8 received praise for their work on the course?

9 made a good friend on their course?

10 learned about different careers they could follow?

3 Give the students one minute to read A on their own. Elicit the answers which can be found here (2,4 and 9) and ask the students to underline the answers in

the text and write the question number next to the underlined sentence or phrase. Explain that doing so will allow them, at the end of the task, to quickly guess where the answers they didn’t find might be (because they will probably be in a text with less underlining than the others).

Answers

4 The students work in groups to brainstorm ideas. Elicit and drill the sentence starter “If I were you, I’d…” to give advice. Each group nominates a student who will report on the group’s ideas to the class.

Possible answers

He could take a language summer course like Xiao in a Spanishspeaking country to improve his level in the language. He could do a summer course specialising in history. He could do something that involves working with children.

Extension

The students work in groups of three outside of class to design a summer course/camp for youngsters their age. The students should decide where the course is, how long it is, how many people usually go and how the course would benefit the students. During the following session, the students give a presentation to the rest of the class, pretending to be staff working on the course. The rest of the class is parents, who want to find more information about the different courses available for their children. Allow the groups to discuss each presentation and encourage them to write questions for each team. Elicit these during feedback and highlight useful vocabulary on the board.

Reading and Use of English Part 3

Lead in

Books closed. Tell the students you are going to read a few sentences and the first team to spot the mistakes wins. Read: “I’m 16 years old and would like to spend the summer doing something a bit different. I am application to university next year and would like to do something that will look good on my apply form”. Elicit that the mistakes are “application” and “apply” because they are the wrong parts of speech, and point out that exam candidates often make mistakes like these.

1 Allow the students to work in pairs to transform the verbs into nouns. If the students need support, feed them one word-ending at a time (-sion; -se; -ss; -ison; -ence; -ment; -ance; -ce; -ance; -ledge)

Answers

2 intend – intention

3 respond – response

4 lose – loss

5 compare – comparison

6 exist – existence

7 demand – demand

8 develop – development

9 perform – performance

10 advise – advice

11 appear – appearance

12 know – knowledge

Fast finishers

Think of alternative/additional forms of the verbs, for example “comparable”, “intentional” etc. Elicit these during feedback.

2 The students work in pairs to transform the nouns into verbs. Encourage the use of a good quality monolingual dictionary if the students struggle.

Answers

2 assess – assessment

3 feel – feeling

4 involve – involvement

5 investigate – investigation

6 confuse – confusion

7 prefer – preference

8 approve – approval

Fast finishers

Brainstorm more nouns with the same endings as the nouns provided in the exercise (for example: agreement, establishment, requirement) and write these on the board. After feedback, ask the class to transform these nouns into verbs for extra practice.

Exam advice

The students read the exam advice. Ask these questions to check their understanding:

1 How many times should you read the whole text? (twice, once before filling the gaps and once after)

2 Will you only need to change the grammar of the word? (no, sometimes also the meaning, for example by making the opposite).

3 Ask the students to cover the words in capitals to the right of the text Allow the students one minute to read the text quickly and check in pairs what they understood of the text. Then allow six minutes for the students to fill the gaps with the correct word on their own. The students then check their answers with their partner. For extra support, allow the students to check their answers using the internet. Searching the internet for “dependant” or “performent”, for example, will cause the search engine to ask “did you mean dependent?” or “did you mean performance?”. This is also a good strategy to check spelling and word formation for writing homework.

Answers

1 dependent (adjective)

2 performance (noun)

3 compared (verb)

4 successful (adjective)

5 relaxing (adjective)

6 loss (noun)

7 motivation (noun)

8 encouraging (adjective)

Fast finishers

Work together to brainstorm other possible transformations of the words in capital (for example “feel” - “feelings” - “feeling” - “felt” - “feels”)

4 The students work in groups of four to brainstorm at least five ideas. The groups write their ideas in a spider diagram similar to the ones provided in Speaking part 3 (see page 35 for an example). The groups then swap spider diagrams and perform a Speaking part 3 task using their classmates’ spider diagrams. Challenge the stronger students to use comparatives and superlatives, which they can revise on page 19.

Speaking Part 1

Lead in

Ask the students in pairs to brainstorm what they remember of the Speaking Part 1 task. (They can use page 15 to refresh their memory.). Elicit that in this part of the test, the candidates are asked questions about themselves and about familiar topics. Ask the students to brainstorm two questions about education that they might be asked in the exam (you may want to disallow the questions in exercise

3 below). Allow the students to mingle to ask and answer each other’s questions, encouraging threesentence answers.

Exam advice

The students read the exam advice. Ask the students to ask you what your favourite subject was in school. Answer :“I really like geography now”. Elicit that this answer is not relevant as it does not answer the question. Then answer “English”. Elicit that this answer is not good enough, because you don’t give any reasons. You may also want to draw the students’ attention to the fact that Part 1 questions are personal questions that touch on a wide range of topics. These topics are the ones covered in the book so for extra practice between activities, the students can go to the contents page at the beginning of the book and ask each other questions about the different topics found there.

1 The students work in pairs to fill the gaps in the script. Allow the students to check with another pair if they are not sure. For extra support, write the answers on the board in random order for the students to choose from (or ask the fast finishers to write them on the board for you). Play the recording to check the students’ answers.

Audio script 18:

Teacher: Nicola, what’s your favourite subject at school?

Nicola: I find physics fascinating. That’s because I enjoy all science subjects a lot and if I can get high enough marks in my final exams, I’ll study engineering when I go to university. Also, I’ve got three good friends in my class, who I enjoy doing experiments with in the lab.

Teacher: And you, Alex, how do you think you’ll use English in the future?

Alex: Well, I think English is absolutely vital now, especially if you want to travel. You can get by without it, but it will be difficult to get a good job, even if you stay in your home country. I’m hoping to study at an American university in the future, so I will definitely need to have a high level of English to do that.

Teacher: Thank you. Nicola, can you …

2 Allow the students two minutes in pairs to answers questions 1-4. During feedback, elicit the following guidelines on the board and encourage the students to write them down in their notebooks:

1 - give three examples or reasons

2 - combine your ideas and reasons

3 - sound interested and enthusiastic

Answers

1 three (She enjoys all science subjects, would like to study engineering at university, enjoys doing experiments with her friends.)

2 three (travel, getting a good job, studying abroad)

3 Candidates receive marks based on their ability to manage grammar and longer units of discourse. Candidates also achieve a higher score for longer, more complex sentences.

4 It creates a good, positive impression.

3 Give the students one minute to think about their answers to questions 1 and 2. Students then work in pairs to answer the questions. Ask the student who is listening to give feedback to his/her partner based on whether he/she followed the guidelines you wrote on the board in exercise 2.

4 Pronunciation

Lead in

The students work in teams of three. Write the words “a record” and “to record” on the board. Ask the students to check the correct pronunciation of the words using a dictionary or their phones if available (“a record” 0o ; “to record” o0). Elicit that the word stress is different because one word is a noun and the other is a verb.

4.1 The students work alone to decide which syllable is stressed and then check in pairs before listening to the recording. Play some background music without lyrics if possible, as this will make the students feel more comfortable reading the sentences out loud trying out different stress patterns.

Answers necessary – necessity

Audio script 19:

Speaker: necessary … necessity

4.2 / 4.3 The students work alone to decide which syllables are stressed, check their answers with their partner and listen to the recording. Alternatively, you may want to turn this activity into a game. The students play in groups of four or five. Give each group ten strips of blank paper. These are the team’s “chips”. Give the students ten seconds in their team to decide which syllables are stressed in the first pair of words. Elicit their answers and ask the teams to “bet” a number of strips of paper, depending on how confident they are with their answers (discourage them from

betting all of their chips). Play the recording of only the first pair and award each team who guessed correctly a number of chips equal to the number they bet. Continue with each pair of words. The team with the most chips at the end wins. At the end of the activity, elicit that when words end in -tion or -ity the stress falls on the last syllable before the suffix.

4.2 Answers satisfying / satisfactory / educate / education exam / examination explain / explanation possible / possibility / prefer / preference

Audio script 20:

Speaker: satisfying / satisfactory educate / education exam / examination explain / explanation possible / possibility prefer / preference

4.3 The students take turns to read the words out loud. In order to ensure the students practise without feeling self-conscious, you may want to play some music to create background noise.

5 Allow the students two minutes of thinking-time and encourage them to write down some useful vocabulary they will use and the stress of each word . If you spot a mistake with word stress, read the words as the student marked them and elicit that the stress doesn’t sound right.

6 The students work in pairs to answer the questions in 5. Encourage them to interrupt and correct each other when necessary and to give feedback to their partner using the guidelines from exercise 2.

7 You may want to extend this activity by asking the students in pairs to pretend they are famous book/ film characters who go to school (such as a magic school, for example). The students ask and answer each other’s questions, staying in character. Elicit a few characters and examples from the class during feedback. Then allow the students three minutes to think about their own real answers. The students work in pairs to answer the questions. Encourage the students to give feedback to their partner using the guidelines from exercise 2.

Writing Part 2

The set text

The set texts change every two years and can be found online on the Cambridge website. If the set texts are not part of your curriculum we recommend skipping this writing section so as to avoid the students thinking they can write about any books they have read.

Exam info

After the students read the exam information, ask them: “How can you get zero points in this task?” (by writing about a book other than the set text).

1 The students read the writing question and the essay plan. They then close the book and work in pairs to reconstruct the essay plan from memory.

2 Give the students six minutes to read both essays. The students discuss their answers in pairs. Elicit a few ideas and encourage full justifications from a few pairs in the class.

Suggested answer

The second essay is better than the first because the writer gives specific examples from the book justifying their opinion of the character. The first essay starts off quite well, but doesn’t give any specific examples about the character’s role in the story. The essay then becomes vague and moves away from the book almost entirely.

3 The students work in pairs. Student A reads the teacher’s comments A and student B the teacher’s comments B. The students summarise the comments to each other and decide together which essay to match them with.

Answers

a – essay 2 b – essay 1

4 Point out to the students that this activity is good practice for them, but that they must not forget that they will not be able to write about any book other than the set text in the exam. Give the students eight minutes to write their introduction. Collect the students’ texts, making sure that they are anonymous. Stick these to the walls of the classroom and ask the students to move around the class in pairs and discuss the introductions. Elicit a few pieces of positive feedback from the class, using some of the introductions as good examples.

5 The students work in pairs to fill the gaps in the essay. Encourage the students to use a good quality dictionary for support.

Answers

1 although 2 For example 3 As a result

4 like / for example 5 such as / like

6 For all the above reasons

Fast finishers

Work on brainstorming more phrases that could fit in the gaps (for example (1) “even though”). Elicit these during feedback.

6 Ask the students to hand in their essay plan as well as the essay itself. Challenge the stronger students to use some of the phrasal verbs on page 53 and a range of past tenses from Unit 1.

Vocabulary

Education tutor research (verb) learner mark (verb)

Phrasal verbs drop out live up to sth hand (sth) back get away with sth point out

admission pass (noun) sit (an exam)

course requirement job prospects

put (sth) off get through sth get out of doing sth take on catch up with sth

Vocabulary activity 1 - Education

Students prepare in pairs. Each pair must invent a story using all the vocabulary 1-9, or as much of it as possible. The students should memorise the story. Each pair then plays against another pair. Pair one tells their story, but replaces all the words 1-9 with the word “banana” (for example “I am going to BANANA an exam tomorrow and I really hope I BANANA it because it would be really good for my BANANA!”

-> “I am going to sit an exam tomorrow and I really hope I pass it because it would be really good for my job prospects!”). The pair listening must guess which phrases 1-9 should replace each banana. The pair who guesses the most “bananas” wins.

Vocabulary activity 2 - Phrasal Verbs

The students work in groups of four. Each group writes the phrasal verbs 1-11 on pieces of paper. Student A draws a piece of paper, keeps it secret and must talk for one full minute, about anything, and use the phrase on the piece of paper. The other students win a point if they guess which word student A had to use. Student A wins three points if nobody guesses correctly, so he/she must use it naturally and use as many other phrasal verbs from 1-11 as possible in order to mislead the other students.