First buster

buster

PREPARATION COURSE FOR THE CAMBRIDGE ENGLISH: FIRST (FCE) FOR SCHOOLS

2015

SPECIFICATIONS

FIRST

Laura Clyde Lisa Kester Dodgson Dave Harwood

FIRST

2015

SPECIFICATIONS

Laura Clyde Lisa Kester Dodgson Dave Harwood

buster

First Buster is an intensive exam preparation course designed to challenge motivated students and to encourage them to become independent learners.

It features 20 units covering all First for schools topics, vocabulary, grammar and the skills needed for the four exam papers.

PREPARATION COURSE FOR THE CAMBRIDGE ENGLISH: FIRST (FCE) FOR SCHOOLS

First Buster is not only intended for those wishing to pass the exam, but also for those wanting a general language course at this level offering a wide range of topics on current affairs and culture.

Components: n n n n n

Student’s Book 3 Audio CDs Teacher’s Guide with Tests Answer Key Booklet Online Resources

STUDENT’S

BOOK

STUDENT’S BOOK

-8 R l. .r. TE 06 I s S -19 EL BU 536 T 8RS -8 FI 978 BN IS

www.elionline.com

WITH 3 PRACTICE TESTS

ONLINE RESOURCES

Contents map Topic UNIT

Part 2 Email

Part 2 Sentence completion

Part 1 Interview

2

Food and Nutrition

Part 6 Gapped text Part 2 Open cloze

Quantifiers Prefixes and Suffixes Food and Drink

Part 1 Essay

Part 3 Multiple matching

Part 3 Collaborative task

3

Sports Activities

Part 7 Multiple matching Part 3 Word formation

Comparatives and Superlatives Extreme Sports

Part 2 Article

Part 4 Multiple choice

4

Music and Technology

Part 1 Multiple choice Part 1 Multiple-choice cloze

the, a / an, zero article Music and the Internet

Part 2 Review Part 2 Story

Part 2 Sentence completion

Part 2 Long turn

5

Reading Genres

Part 7 Multiple matching Part 2 Open cloze

Conjunctions Narrative Tenses Books

Part 2 Email Part 2 Set text

Part 3 Multiple matching

Part 3 Collaborative task

6

Jobs and Professions

Part 5 Multiple choice Part 3 Word formation

Future Tenses Jobs

Part 2 Letter of application

Part 4 Multiple choice

7

Inventions

Part 6 Gapped text Part 4 Key word transformations

Passive Forms Phrasal Verbs

Part 2 Article

Part 2 Sentence completion

Parts 3-4 Discussion

8

Transport and Part 5 Travel Multiple choice Part 3 Word formation

Wh- questions Question Tags Holidays

Part 2 Email Part 2 Story

Part 1 Multiple choice

Parts 2 Long Tum

9

The Animal Kingdom

Part 6 Gapped text Part 1 Multiple-choice cloze

Determiners Animal Idioms

Part 2 Email

Part 4 Multiple choice

Parts 2 Long Tum Parts 3 Collaborative Task

10

Fashion and Trends

Part 7 Multiple matching Part 2 Open cloze

Emphatic structures with what Past Habits Phrasal Verbs Fashion and Clothes

Part 2 Report

Part 3 Multiple matching

Parts 3-4 Discussion

To Read or Not to Read 36 - 41

UNIT

Your Tomorrow 42 - 47

UNIT

Revolutionary Inventions 50 - 55

UNIT

On Holiday!

56 - 61

UNIT

The Animal World 64 - 69

UNIT

Fashion and Trends 70 - 75

2

Speaking

Phrasal Verbs Revision of Tenses Word Formation

Music: New Scenarios 28 - 33

UNIT

Listening

Part 5 Multiple choice Part 4 Key word transformations

Sports Champions 22 - 27

UNIT

Writing

Social Issues

Food for All! 14 - 19

UNIT

Grammar and Vocabulary

1

Society and Identity 8 - 13

UNIT

Reading and Use of English

Contents map Topic UNIT

Part 2 Story Part 2 Set text

Part 2 Sentence completion

Part 2 Long turn

12

Advertising

Part 6 Gapped text Part 5 Multiple choice Part 4 Key word transformations

Relative Pronouns and Clauses Advertising and the Media

Part 2 Letter of application

Part 2 Sentence completion

Part 2 Long turn

13

Entertainment

Part 5 Multiple choice Part 3 Word formation

Gerund and Infinitives Entertainment

Part 2 Review

Part 3 Multiple matching

Part 1 Interview

14

Education

Part 6 Gapped text Part 5 Multiple choice Part 4 Key word transformations

Modal Verbs Education

Part 2 Story

Part 4 Multiple choice

15

Sleep and Dreams

Part 6 Gapped text Part 2 Open cloze

Obligation, Necessity and Permission Dreams and Sleep

Part 2 Report

Part 2 Sentence completion

16

Music Musical instruments

Part 7 Multiple matching Part 4 Key word transformations

Phrasal Verbs Musical Instruments

Part 1 Essay

Part 1 Multiple choice

17

Money and Shopping

Part 5 Multiple choice Part 1 Multiple-choice cloze

Zero, First and Second Conditionals Money and Shopping

Part 1 Essay Part 2 Letter

Part 4 Multiple choice

Part 1 Interview

18

Places and People

Part 7 Multiple matching Part 2 Open cloze

Conditionals Places we live in

Part 2 Story

Part 3 Multiple matching

Part 3 Collaborative Task

19

Environment

Part 6 Gapped text Part 5 Multiple choice Part 3 Word formation

Wish, If only, I’d rather Natural Disasters and the Environment

Part 2 Email

Part 2 Sentence completion

Part 2 Long turn

20

Mysteries

Part 7 Multiple matching Part 1 Multiple-choice cloze

Say, tell, ask Myths and Legends

Part 2 Set text

Part 4 Multiple choice

Sleep Tight 106 - 111

UNIT

Make Mine Music 112 - 117 UNIT

Money, Money Everywhere 120 - 125 UNIT

Urban Life 126 - 131

UNIT

Our Natural Environment 132 - 137 UNIT

Speaking

Suffixes Personality Adjectives

Education 98 - 103

UNIT

Listening

Part 5 Multiple choice Part 1 Multiple-choice cloze

Free Time and Entertainment 92 - 97 UNIT

Writing

Feelings

The Language of Advertising 84 - 89 UNIT

Grammar and Vocabulary

11

Feelings and Personality 78 - 83 UNIT

Reading and Use of English

Myths and Legends 138 - 143

Writing Buster

Practice Tests Grammar Reference Useful expressions Phrasal verbs Audio Transcripts

Part 2 Long turn

(Informal letter 20-21; Article 34-35; Essay 48-49; Letter of application 62-63; Report 76-77; Story 90-91; Review 104-105; Set text 118-119) 144 - 220 221 - 234 235 - 237 238 - 239 240 - 256

3

Introduction

How First Buster works Reading and Use of English Step-by-step Practical Tips offer guidance with the strategies students need to use to pass all the Papers of the Cambridge English: First (FCE) for Schools Examination.

UNIT UNIT

11 Society and Identity

UNIT

WARM UP

1

What difficulties do you think a migrant or refugee might face in their journey to get to a new country?

And what difficulties could they face when they arrive? Discuss in pairs.

Now read the article about a family in France and a Syrian refugee. Are any of the things that you thought of mentioned?

Reading and Use of English Part 5 In Part 5 you are given a text with six four-option multiple choice questions. Part 5 tests detailed understanding of a text, including the opinions and attitudes expressed in it. Each correct answer receives 2 marks.

Practical Tips Do not assume that an option is correct simply because it contains a word that is also in the text.

Follow the order of the questions as they are in the same order as the information in the text.

When dealing with incomplete sentences, make sure that the whole sentence matches what is written in the text and not just the phrase in option A, B, C or D.

2

Migration stories

Each unit focuses on some parts of Paper 1 with attractive, authentic, up-to-date magazine and newspaper articles, as well as literary texts, which make the task more meaningful for the students.

The writer’s main point in the first paragraph is that A more people are leaving their home countries today than ever before and trying to get to Northern Europe.

B without much money, a migrant’s journey can be long and difficult.

C food and shelter are the most difficult things for a migrant to find on their journey to Northern Europe.

D although a migrants’ journey can be made even more difficult by the hostility of local people, this is not always the case.

2 Sayid was 20, a Syrian refugee who had left his home country and arrived in Calais in the summer of 2014, one of thousands who have come to this port town in northern France. He came, like them, to make for the UK just across the Channel.

A lot of migrants have come to Calais, a deprived town, over the past decade and it is not difficult to find anti-migrant feeling there. But there are also the volunteers who, like Linda, teach French in the school in the refugee camp, or, like Linda’s pharmacist husband Yves, provide first aid in the field hospital there. Few, however, have gone as

1

and, after applying for asylum, been put in a bed and breakfast, says Linda.

Sayid is now living with a friend in Wakefield, in Northern England. He feels disappointed because he arrived in the UK only to find that the brother he hadn’t seen since he was 16 had recently left for Canada. Speaking by telephone, Sayid says he applied for asylum but was refused and now gets no support from the British government.

Because he wasn’t sure of the procedure, he missed the deadline to appeal, and now has no idea what will happen to him.

He speaks about his adopted French family with affection. ‘They looked after me, they took me into their house – they were so kind,’ he says. ‘I feel like I owe them so much. I hope one day to be in a better situation so I can pay them back.’

Read the article again. For questions 1-6, choose the answer (A, B, C or D) which you think fits best according to the text.

1

In the biggest wave of migration for decades, thousands of people are leaving their home countries and setting off to try and get to the safety of Northern Europe. It is a long and difficult journey, often undertaken without much money, food or shelter. And, to make matters worse, not all places that migrating people pass through are welcoming. It can be a different story, however…

Sayid [not his real name] was hungry, thirsty and desperate when he started knocking on strangers’ doors in the town of Calais, in France.

The 20-year-old Syrian was living in very bad conditions and couldn’t remember the last time he’d had a shower. He wasn’t surprised when a lot of people shut the door in his face. Then he knocked on Linda Aubry’s door. The primary school teacher told him to wait, went back inside the house and made a sandwich and drink for him – and so an unlikely friendship began.

He said in English he was hungry. As Linda didn’t know him, she said, ‘Give me two minutes and I’ll make you something.’ She closed the door, because she was a little bit afraid. But she didn’t ask herself any questions, she just responded to his need.

It was the natural thing to do for her.

far as Linda and her family. After feeding Sayid for months, they finally invited him to live in their home.

Wasn’t that quite an extraordinary thing to do, to invite a complete stranger to share their lives?

Linda, a Catholic of Italian heritage, explains that her grandparents arrived in Paris from Italy in the 1930s, because they couldn’t find work.

‘We had that in mind,’ said her husband. ‘Our backgrounds aren’t so different.’ But they don’t really know why they did it. ‘Perhaps it was a sense of guilt, that we had this home, this life and we didn’t deserve it more or less than he did’, he added.

And then, one day, he was gone as unexpectedly as he had arrived. A few days before Christmas he left the house – and didn’t return. Two days later he called to let them know he had made it to the UK. He had been arrested, been sent to a sorting centre

When Linda first met Sayid, she A acted instinctively to his need for food.

B felt very scared, but helped him despite this.

C wanted to help him get to the UK. D wanted to show him that she was a kind person.

3

What is the attitude of people in Calais towards the migrants in their town?

A Linda and her husband Yves are the only people who help migrants in the town.

B Lots of people have taken migrants into their homes.

C There is a mixed reaction in the town towards migrants – not everyone is against them.

D With Calais being a deprived town, people don’t want so many migrants there.

8

4

Sayid went to live in the Aubry family house A on the first day that he met Linda.

B a month after he met Linda.

C after his first meal at their table.

D after the family decided together to invite him to stay.

5

Linda’s background as the granddaughter of migrants A influenced her and her husband in the way they treated Sayid.

B made her feel guilty about being in France.

C was the only reason why she invited Sayid to stay in her house.

D helped her understand what it was like to need a job.

6

In the UK, Sayid A was able to meet up with a member of his family.

B got help from the British government at the beginning, but doesn’t now.

C has been successful in his application for asylum.

D feels certain about his future.

9

VOCABULARY AND GRAMMAR The Reading part is followed by a section dedicated to Vocabulary and Grammar. The lexis relates to the topic or theme of the unit and the grammar is that required by the First Certificate in English syllabus. Several exam-style tasks are provided as well as opportunities to practise the Vocabulary and Grammar through various fun activities.

UNIT

8

UNIT

Holidays

3

Look at the pictures and complete the words connected with holidays. Then match them to the correct definition.

A s_____

Cg_____ t___

B c_____

D c______

Wh- questions

F s__________

Grammar Reference p. 226

whose How much

1 ................................................... (drive) to the party last night? You or her?

2 ................................................... (happen) to you?

You look terrible.

3 ................................................... (you get back) from the U.S.A.? On Monday?

4 ................................................... (you go) on the cruise with? Your husband?

5 ................................................... house ................... ................................ (you stay) at in France? Jane’s again?

6 ................................................... (be) the weather like on your holiday?

7 ................................................... (you go) on holiday last summer? Turkey again?

8 ................................................... country .................. .................... (you like) best – Spain, Italy or France?

9 ................................................... people .................... ............................... (go) on the trip last week? Lots?

10 ................................................... the holiday ............ ....................................... (cost) altogether?

1 When you stay in a tent on holiday.

2 A holiday where you stay and travel on a ship.

3 A holiday where you walk a long distance, usually through mountains or forests.

4 A holiday where you look at wild animals in their natural habitat.

5 Visiting places of interest, e.g. the main monuments in a place.

6 A visit to a place or an area, often with a guide.

4

1 No, we went to Slovenia, actually.

2 Terrible. Rained every day!

3 No, early this morning. I’m exhausted!

4 Yeah, that’s right. She’s so kind lending us her place whenever we want it.

5 I really couldn’t pick one in particular.

I love them all!

6 I’ve got terrible jet-lag. I’ve just arrived back from Australia. I just need to sleep.

7 Yeah, that’s right. It was like a second honeymoon!

8 I did. She was too tired.

9 No, not that many, really. A lot cancelled at the last moment.

10 I’d say about a thousand pounds in total.

Complete the questions with a word from the box, and use the correct form of the verb provided. where what (x 2) when which who (x 2) How many

Choose the correct word to complete the sentences about travel.

1 Last summer, we went on a ................ round the Caribbean on a friend’s yacht – it was wonderful.

A trek B cruise C drive 2 Since they started the roadworks on the motorway, the .............. to work takes me so long every morning.

A excursion B voyage C journey

Match the following answers to a question in exercise 5.

8

GRAMMAR Question Tags

7

Writing

Reading and Use of English Part 3

8

Read the recommendations below for a safe holiday. Use the words given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.

Before you go...

GRAMMAR

5 E t_______

6

3 I love ................ holidays – I really like just being able to pack up the accommodation when you feel like it, and move on to the next place.

A sightseeing B camping C fly and drive 4 The ................ of the castle was very interesting – the guide really knew what she was talking about.

A tour B trip C sightseeing 5 My parents are going to Africa on a ................ this summer – my mother’s always wanted to see lions in a natural setting, I mean, away from the zoo!

A trek B trip C safari 6 I’m going on a shopping ................ to New York at Christmas. Three days of nothing but shopping – I can’t wait!

A trek B trip C excursion 7 My children don’t much like ................ holidays in cities in summer – all that walking around hot streets looking at things makes them very badtempered!

A sightseeing B trekking C fly and drive 8 It’s good to ................ – to get away from everyday life and see something different.

A journey B travel C tour

VOCABULARY

Read lots of different 1 ..................... guides about the place or country you are going to, and take what you think is the best one with you.

Buy some good, 2 ..................... maps of the area you are going to.

Take as few clothes with you as possible.

If you need any more when you are away you can buy things at local markets. They will be cheap and 3 ................... of the place you are staying.

Take all your personal 45 ..................... and washing products with you, as well as any 5 ..................... you might need.

Take at least two pairs of good quality walking shoes – they should be lightweight and 6 ..................... .

Take a book to read while waiting for the next flight or train, and your own travel journal to write in.

Never put your money, passport or travel tickets together – put them 7 ..................... in different parts of your luggage. Even 8 ..................... , a money pouch or belt will keep important things safe.

TRAVELLING

DETAIL

CHARACTER HYGIENIC MEDICINE

COMFORT

SECURE GOOD

Each unit includes one of the tasks from Paper 2: Part 1: essay Part 2: various text types.

The tasks are linked thematically to the topic of the unit.

Grammar Reference p. 226

Complete the following sentences with the correct question tag.

1 You don’t like sightseeing very much, ...................... ............ ?

2 Camping in the UK in the summer can be very wet, .................................. ?

3 We’re not going to miss the flight, ........................... ....... ?

4 I’m not too late, .................................. ?

5 You wouldn’t be able to give me a lift to the station, .................................. ?

6 You weren’t in Mumbai during the terrorist attacks, .................................. ?

7 He didn’t cancel the holiday, .................................. ?

8 You won’t forget to phone me when you arrive, .................................. ?

Writing Part 2

9

Writing Buster p. 20

You have received the following email from your English penfriend.

From: Adam Subject: Travel plans Wow! I can’t believe you are going to travel around Europe for six months. Lucky you!

Where are you planning to visit? Where are you going to stay? Are you going to visit me here in London? Write back and give me details of your plans. Don’t forget to let me know if you are coming to the UK. It would be great to see you.

Write an email to your friend (around 140-190 words).

58

59

Listening 3

UNIT

Each unit focuses on a different Part of Paper 3.

Students are introduced to the topic and lexis dealt with in the listening activity via pre-listening tasks.

UNIT

Writing Part 2

1.8

Writing Buster p. 34

v l e

Sports Weekly - What is your favourite sport? Why do you like it?

- What are the benefits of doing physical activity?

- Do children do enough exercise today?

the best answer (A, B or C).

z o y

Send us your article and we will publish the best articles in the next issue.

Write your article in 140-190 words.

1

The centre of attention of the 2012 Games which were held in London was

2

Visitors were made to feel part of the Games

A East London B the Olympic Park C the new sport venues

B even if they were watching the games on the TV screen at home.

C whether or not they could make it across the site.

Practical Tips

3

2

The Olympic Park will

Read the questions only and underline the keywords.

A serve communities up until 2012.

Provide your own answers to the questions before consulting the options.

B last for over 150 years.

C improve services for the community long after the Olympic Games.

3

Don’t be fooled by words with negative meanings.

Take notes on the question paper while you listen.

4

which Olympic Games were held there.

The swimming and diving pools in the Aquatic Centre provide facilities A London is lacking.

Use the second listening to check your answers.

12 These two buildings have been the venues for two Olympic Games. Look at the photos and try to guess 1

1

A wherever they were in the park.

Listening Part 4 In Part 4 of the Listening Paper you hear an interview or exchange between two speakers which lasts 3 minutes. There are seven multiple-choice questions each with three options. Part 4 tests your ability to listen for the gist or detail of a longer text. Each correct answer receives 1 mark.

B London has no need for.

C the community isn’t able to pay for.

5

4

Spectators arrived at the park B by trains every ten minutes.

C every day by bus.

6

5

The athletes staying at the Olympic Village were able to reach their venue A in eight minutes.

B in twenty minutes.

C on foot.

7

Work in pairs and try to match each word to its meaning.

1 hub

2 3 4 5 6 7 8 9 10

26

4

footbridge walkway concourse waterway complex unveil foundations velodrome circuit

a a raised passage connecting different sections of a building or a wide path in a park or garden b a river, canal, or other route c uncover a monument or work of art in a public ceremony d the lowest part of a building, typically below ground level e the effective centre of an activity, region, or network f a cycle-racing track, typically with steeply banked curves g a track used for motor racing, horse racing, or athletics h large open area inside or in front of a public building i a group of similar buildings or facilities on the same site j a bridge designed to be used by pedestrians

The listening texts are made up of authentic adapted material and are of the same level and length as those found in the First Certificate in English Examination.

A in their thousands.

2

13 The words below are all included in the recording you are going to listen to about the Olympic Village.

1 3

14 You will hear a radio interview with the chairman of the Olympic Delivery Authority. For questions 1-7, choose

11 Our sports magazine is looking to publish short articles answering these questions.

6

Following renovation work, the Olympic Stadium will become A a public park area.

B a rugby stadium.

C home to a London football club.

7

15 Discuss the following questions in pairs.

1 How do you think the athletes felt in the run up towards the 2012 Olympic Games?

2 What do you think of the fact that a village was built for the athletes and officials?

3 In what ways is the Olympic Park benefiting the community, now that the Games are over?

27

Each listening task is followed by post-listening activities which give the students the opportunity to exchange opinions and ideas.

Introduction

Speaking Each unit covers a different part of Paper 4. Students are invited to describe photos or carry out problem-solving activities which are typically found in the First Certificate in English Examination.

UNIT

4

UNIT

5 Dr Townsend’s last client that day

Speaking Part 2

How often would you take it out for walks?

Who would be in control? You or the dog?

Would the scene be like the one shown in the first or second photograph?

6 Dr Townsend advises would-be animal

psychologists A to charge between £80 and £200.

B never to appear in court on their clients’ behalf.

C to get qualified veterinary training.

Produce more extended, coherent language by using comparatives and linking words.

7 He sums up saying that

1

A some people have a natural gift when it comes to animals.

B counselling takes a lot of energy.

C not all dog owners can consider themselves so privileged.

Practice talking for one minute so that you are aware of the amount of language you are expected to produce in the time available.

Be ready to answer the examiner’s questions about your partner’s photographs.

1.11

13 Imagine you’re the proud owner of a dog!

Compare the two photographs and say something which relates directly to them.

Practical Tips

9 1

Speaking Part 2

A was a distraught neighbour.

B couldn’t stop her dog from running round in circles.

C used to live in Germany.

In Speaking Part 2 the examiner gives you a pair of photographs to talk about on your own for about one minute. You also have to answer a short question about your partner’s photographs. Speaking Part 2 assesses your ability to compare, describe and express opinions.

17 Read the text below which compares these two photographs and fill the gaps with the missing words.

Then listen and check.

1.19

12 Can you recall what Dr Townsend did

2

yesterday? Read the text and fill the gaps with the missing words. Then listen and check.

Both photographs show people performing to music. In the first photo we can see two dancers dancing in what looks like part of a 1 .….................… .

It might be a tango, but I’m not sure. We can’t see the musician but I would imagine there’s a group of people playing 2 .….................… instruments or maybe just one person playing a violin somewhere in the background. The woman is dressed in 3 .….................… and is wearing black high-heeled shoes. Her jet black hair is tied in a bun at the back of her head. She’s very attractive and elegant. Her dancing partner is wearing a white shirt, black trousers, a tie and a 4 .….................… .

He has a serious expression on his 5 .….................…. Both dancers probably come from a Mediterranean country such as Spain or Italy or perhaps they’re Cuban or then again, maybe they’re from Argentina. In the background we can’t see anyone, but I imagine there are several people watching the dancers. Perhaps there are people sitting at 6 .….................… in the restaurant. They might be enjoying a romantic 7 .….................… as they watch the performers. In the background it is quite 8 .….................… so it’s difficult to see properly, but I think there are 9 .….................… or glasses on tables.

I lead a very busy life with an extremely tight schedule. Let’s take yesterday, for example. The first task of the day involved giving an inventor some feedback and advice on a prototype 1 .................... she has just developed and wanted me to try out.

She travelled all the way from 2 .................... , in Northern Ireland for the consultation and when she was leaving she thanked me and said it had been very useful and that I had inspired her to make some crucial 3 .................... . I was pleased to be of help.

Then I saw Max, a one year-old border collie who had been brought in by his worried owners concerned that his 4 .................... behaviour was starting to border on dangerous. Amid constant barking, I questioned Max’s owners to find out about his 5 .................... and then came to the conclusion that Max was simply 6 .................... and in need of firm guidance.

To confirm my assessment I then put a special 7 .................... on the dog and I took him outside for a walk. I introduced him to various stimuli along the way - from cows and chicken on the farm to other dogs - in an attempt to get a profile of the dog’s 8 .................... .

After the walk I returned to my office where I observed the dog’s reactions to 9 .................... and then I gave Max’s owners a 10 .................... session with suggestions on how to control their dog’s unruly behaviour.

After seeing Max, I saw two more dogs and then I had to rush over to Wentworth, a town nearby, to visit a 11 .................... client whose German shepherd wouldn’t stop 12 .................... its own tail!

The second photograph was probably 10 .….................… in an African country. We can see a group of people standing and sitting behind unusual looking musical instruments. The people most likely all belong to the same tribe as they are wearing similar brightly coloured 11 .….................… .

The man and woman in the foreground are doing a type of 12 .….................… . Behind them there are people sitting on the ground and it looks like they are playing a type of 13 .….................… . Behind the performers is a hut which looks like it’s made out of a mixture of cement and bricks. In the middle of the hut we can see a small 14 .….................… .

18 Now take it in turns to describe the photographs in your own words.

Speaking Part 3 In Speaking Part 3 the examiner gives you spoken instructions with written stimuli, which are used in discussion and decision-making tasks. This part tests your ability to sustain an interaction, exchange ideas, expressing and justifying opinions, agreeing and/or disagreeing and reaching a decision.

Practical Tips Initiate the discussion and invite your partner to speak.

Be careful to turn take. Don’t dominate the discussion and make sure your partner gets an equal opportunity to speak.

Make sure you follow all the instructions and describe all the situations depicted before making any decisions.

14 Have you ever considered working with dogs

either professionally or voluntarily? What would the advantages and disadvantages be?

What benefits does society get from pets?

Discuss your ideas with a partner.

69

33

WRITING BUSTER Each two units there is an extensive Writing Buster which offers guidance and examples of the type of writing tasks the students are expected to produce at First Certificate in English level: informal letter and email, article, essay, letter of application, report, story, review, set text.

Writing Buster

Writing Part 2

(Informal) letter/email

Active ActiveHolidays Holidays

Enjoy Enjoyananexciting excitingactivity activityholiday holiday designed designedwith withteenagers teenagersininmind. mind.

Our Ourpurpose purposebuilt builtcentre centreisislocated located ininthe themidst midstofofthe thePyrenees Pyrenees ininthe province the provinceofofHuesca, Huesca, ininnorthern northernSpain.

Spain.

Task You have recently seen this leaflet advertising a sports holiday. You would like to go with a friend and have made some notes about the holiday.

Read the leaflet and the notes. Write an email to a friend to see if they are interested in going with you.

We offer a range of different packages: We offer a range of different packages: • The Pyrenees Experience: including • The Pyrenees Experience: including mountaineering, white water rafting and abseiling. mountaineering, white water rafting and abseiling.

• Goal: a football coaching holiday. Qualified • Goal: a football coaching holiday. Qualified coaches will help you improve your all round coaches will help you improve your all round game. game.

• Picasso: an arts and crafts holiday that will • Picasso: an arts and crafts holiday that will liberate your creative spirit. liberate your creative spirit.

Write your letter in 140-190 words in an appropriate style.

1 Like to go?

Football?

2

Comfortable accommodation.

Comfortable accommodation.

Dates available 3rd rd- 10th thJuly, 12th th- 19th thJuly or Dates available 3 - 10 July, 12 - 19 July or 28th thJuly - 4th thAugust.

28 July - 4 August.

The price of £350 includes all meals, The price of £350 includes all meals, accommodation and activities as well as airport accommodation and activities as well as airport transfers and an outing to either a local theatre or transfers and an outing to either a local theatre or cinema. cinema.

Which date best?

Reasonable price?

You’ll You’llhave havethe thetime timeofofyour yourlife! life!

Answer the following questions.

Korsa Fun! Beginners?

Theatre or cinema?

7 days?

3 Hi Chris,

State why you are writing.

Sign off.

Great to hear from you. I’m glad to hear your exams are almost over - mine too!

I think we both deserve a fun holiday afterwards.

I saw this leaflet for a sports holiday and I was wondering if you would be interested in going with me. The Football holiday looked the most exciting to me.

It’d be a wonderful opportunity to get a little bit better. I think we both need it ;) I’m not very interested in theatre and I think it would be difficult to understand in Spanish, so the cinema visit would be best. How about you?

Any of those dates are fine with me. Which would suit you best? And what do you think of the cost? It seems quite good value to me.

Write back soon and let me know what you think.

All the best,

Beginning: • Thanks a lot for your last email / letter...

• Sorry I haven’t been in touch for so long • Lovely to hear from you (again).

• Sorry / Great to hear about...

Asking for opinions / Making suggestions: • What do you think of (+noun)... about (+gerund)?

• How about (+gerund)?

• Why don’t we (infinitive without “to”)... ?

Ending the letter: • Looking forward to hearing from you.

• Write back soon (and let me know how it goes / what you think).

• Can’t wait to see you again soon, • Say hello to... / Give my regards to... / All the best to...

Read the leaflet and the notes. Write an email to a friend to see if they are interested in going with you.

Write your answer in 140-190 words in an appropriate style.

Model answer

Each type of writing task is clearly presented and carefully explained, with the help of a model answer and follow-up activities of analysis and development.

Useful phrases

1 Has Dani included all the points mentioned in the question?

2 Is the letter written in the appropriate style (formal or informal)?

Find examples in the letter.

3 How does Dani begin and end the letter?

4 Does the letter have an appropriate greeting and ending?

5 How does Dani rephrase: a Like to go? b Improve your all round game c Which date best? d Reasonable price?

Underline the expressions in the model answer.

Make sure all points from the rubric are covered.

Interested?

Korsa Fun have been organising winter sports holidays for over 10 years.

We can offer a tailor made package to suit your needs exactly.

From beginner’s snow boarding and skiing instruction, to advanced techniques taught by our team of Olympic competitors.

Choose from 3 locations: France, Andorra or Northern Italy.

We offer 4 day mini breaks, as well as 7 day and 10 day programmes.

Accommodation in self catering cottages or 3* hotels.

Prices start from ?400 and include ski passes, rental of equipment, all instruction and airport pick-up service (breakfast and evening meal included in hotel option).

You have recently seen this leaflet advertising a leisure club.

There are lots of activities to choose from. Read the leaflet and the notes.

Write a letter to a friend in about 140-190 words to see if he/she is interested in going with you.

Andorra?

Self catering?

Useful phrases help students organise their writing and represent an efficient database of functional language.

Leisure club We offer a wide range of indoor and outdoor activities to choose from: • sport clubs including golf, horse riding, football, tennis.

Experienced coaches will teach and improve your skills.

• contemporary dance classes • drama activities • music lessons Dates available 5th June - 9th June or 12th June - 16th June Prices range from £25 for one week or £50 for two weeks.

Don’t sit at home in front of the TV! Come and learn new skills and meet new people!

Dani

Use appropriate closing formulas.

- Tennis?

20

- Guitar or the drums?

- Which dates best?

- Reasonable price?

21

FIRST (FCE) PRACTICE TESTS Practice Test 1

Practice Test 1

Reading and Use of English Part 3

Reading and Use of English Part 4

For questions 17-24, 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).

For questions 25-30, 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. Here is an example (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: Example:

0

S P I R I T UA L 0

Our neighbour took us into town.

TAKEN

The Pilgrimage to Santiago de Compostela

We ……………………………………….........................………… our neighbour.

The gap can be filled by the words ‘were taken into town by’, so you write

Every year, two hundred thousand pilgrims walk for hundreds of kilometres to the Sanctuary at Santiago de Compostela. The

Example:

0

WE R E

TAKEN

I NTO

T OWN

BY

journey they make is (0) ...................... , rich in tradition, and passes

SPIRIT

through (17) ...................... landscape.

PHENOMENON

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

The most (18) ...................... pilgrims’ route is the one which starts in

LEGEND

25

SPECTACLE

26

France, leaving from Roncevaux (Navarre) and arriving in Santiago.

That’s ……………………………………….........................………… I will ever go to that restaurant.

The oldest path is the northern route which follows the valleys, unique to this part of the world. To show the way, the path is (20) ...................... with pictures of yellow scallop shells on

I ……………………………………….........................………… my holidays to come.

27

In the past, pilgrims (21) ...................... to Santiago followed a route

WALK

marked by the Milky Way. These (22) ...................... pilgrims included

EARLY

I ……………………………………….........................………… such nasty things.

CONGREGATE

It was a mistake to invest in property that year.

SHOULD

of over half a million young people who had gathered there

John ……………………………………….........................………… in property that year.

from all over the world. Today, pilgrims who make the journey

29

receive a credencial, a certificate stating that they are making the

They are collecting money to build a children’s hospital.

BEING

AWARD

Money ……………………………………….........................………… to build a children’s hospital.

compostela, a certificate in Latin which declares that they have completed the pilgrimage. Just like passing an exam!

I regret saying such nasty things.

WISH

28

Saint Frances of Assisi (1182-1226), the Patron saint of Italy. In

pilgrimage. Once they reach Santiago they are (24) ...................... the

I’m really looking forward to my holidays.

WAIT

MARK

blue backgrounds which symbolise the pilgrims.

1989, Pope John Paul II went to Santiago to meet a (23) ......................

I’ll never go to that restaurant again.

LAST

It is 800 kilometres long and crosses the Pyrenees mountains.

(19) ...................... coast of Spain with its rias, or drowned river

Further practice of the First Certificate in English Examination is offered in the Practice Tests which are provided at the end of the book.

The recordings of the section Listening Paper are available on the CDs.

30

We repaired the roof to stop it from leaking.

SO We repaired the roof ……………………………………….........................………… leak.

148

149

5

First Certificate in English – Exam Overview There are four Papers in the Cambridge English: First (FCE) examination: Reading and Use of English, Writing, Listening, Speaking. The first part is worth 40% of the total marks; the other three parts carry 20% of the marks each.

PAPER 1

Format

Number of questions

1

Multiple-choice cloze Lexical / lexico-grammatical

A modified cloze test containing 8 gaps and followed by four-option multiple-choice items

8

2

Open cloze Grammatical / lexico-grammatical

A modified cloze text containing 8 gaps

8

Word formation Lexical / lexico-grammatical

A text containing 8 gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.

8

Six separate items, each with a lead-in sentence and a gapped second sentence to be completed in two to five words, one of which is a given ‘key word’.

6

Part

Task type and focus

3

Key word transformations Lexical and grammatical 4

Multiple choice.

Detail, opinion, attitude, tone, purpose, main idea, gist, meaning from context, implication, text organisation features (exemplification, reference).

A text followed by 6 four-option multiple-choice questions.

Gapped text Text structure, cohesion and coherence 6

A text from which sentences have been removed and placed in jumbled order after the text. Candidates must decide from where in the text the sentences have been removed.

6

7

Multiple matching A text or several short texts preceded Specific information, detail, opinion and implication by multiple-matching questions.

Candidates must match prompts to elements in the text.

10

PAPER 2

WRITING

80 minutes

5

Part

1

Task type and focus

2

Format

Question 1 Candidates are required to write an Writing an essay giving opinion and providing reasons essay giving their opinion on the for the opinion. essay title using the ideas given and providing an idea of their own. The essay title will be on a subject of general interest with no requirement of specialised knowledge.

Questions 2-4 Writing one from a number of possible text types based on a contextualised writing task.

6

1 hour 15 minutes

READING AND USE OF ENGLISH

Candidates have a choice of task.

In questions 2-4, the tasks provide candidates with a clear context, topic, purpose and target reader for their writing. The output text types are: article, email/letter, report, review.

6

Number of tasks and length 1 compulsory task 140-190 words

One task to be selected from a choice of three.

140-190 words

First Certificate in English – Exam Overview PAPER 3

LISTENING

40 minutes

Format

Number of questions

The focus in on genre, identifying speaker, feeling, attitude, opinion, purpose, agreement between speakers, gist and detail.

Eight short unrelated extracts, of approximately 30 seconds each, from monologues or exchanges between interacting speakers. There is one multiple-choice question per extract, each with three options.

8

Sentence completion Detail, specific information, stated opinion

A monologue lasting approximately 3-4 minutes. Candidates are required to complete the sentences with information heard on the recording.

10

3

Multiple matching General gist, detail, main points, purpose, attitude, opinion, feeling.

Five short related monologues, of approximately 30 seconds each. The five multiple-matching questions require selection of the correct option from a list of eight.

5

4

Multiple choice Opinion, attitude, detail, gist, main idea, specific information.

An interview or an exchange between two speakers lasting approximately 3-4 minutes.

There are seven multiple-choice questions, each with three options.

7

Part

1

Task type and focus

2

PAPER 4

Part

SPEAKING

Task type and format

14 minutes

Focus

1

A conversation between the interlocutor and each candidate (spoken questions).

General interactional and social language.

2

An individual ‘long turn’ for each candidate with a Organising a larger unit of brief response from the second candidate. In turn, the discourse; comparing, describing, candidates are given a pair of photographs to talk about. expressing opinions.

Timing 2 minutes 4 minutes

3

A two-way conversation between the candidates.

The candidates are given spoken instructions with written and visual stimuli, which are used in a decision-making task.

Sustaining an interaction, exchanging ideas, expressing and justifying opinions, agreeing and / or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.

4 minutes

4

A discussion on topics related to the collaborative task (spoken questions).

Expressing and justifying opinions, agreeing and / or disagreeing.

4 minutes

7

UNIT UNIT

11 Society and Identity

WARM UP

1

What difficulties do you think a migrant or refugee might face in their journey to get to a new country?

And what difficulties could they face when they arrive? Discuss in pairs.

Now read the article about a family in France and a Syrian refugee. Are any of the things that you thought of mentioned?

Reading and Use of English Part 5 In Part 5 you are given a text with six four-option multiple choice questions. Part 5 tests detailed understanding of a text, including the opinions and attitudes expressed in it. Each correct answer receives 2 marks.

Practical Tips Do not assume that an option is correct simply because it contains a word that is also in the text.

Follow the order of the questions as they are in the same order as the information in the text.

When dealing with incomplete sentences, make sure that the whole sentence matches what is written in the text and not just the phrase in option A, B, C or D.

Migration stories In the biggest wave of migration for decades, thousands of people are leaving their home countries and setting off to try and get to the safety of Northern Europe. It is a long and difficult journey, often undertaken without much money, food or shelter. And, to make matters worse, not all places that migrating people pass through are welcoming. It can be a different story, however…

Sayid [not his real name] was hungry, thirsty and desperate when he started knocking on strangers’ doors in the town of Calais, in France.

The 20-year-old Syrian was living in very bad conditions and couldn’t remember the last time he’d had a shower. He wasn’t surprised when a lot of people shut the door in his face. Then he knocked on Linda Aubry’s door. The primary school teacher told him to wait, went back inside the house and made a sandwich and drink for him – and so an unlikely friendship began.

He said in English he was hungry. As Linda didn’t know him, she said, ‘Give me two minutes and I’ll make you something.’ She closed the door, because she was a little bit afraid. But she didn’t ask herself any questions, she just responded to his need.

It was the natural thing to do for her.

8

Sayid was 20, a Syrian refugee who had left his home country and arrived in Calais in the summer of 2014, one of thousands who have come to this port town in northern France. He came, like them, to make for the UK just across the Channel.

A lot of migrants have come to Calais, a deprived town, over the past decade and it is not difficult to find anti-migrant feeling there. But there are also the volunteers who, like Linda, teach French in the school in the refugee camp, or, like Linda’s pharmacist husband Yves, provide first aid in the field hospital there. Few, however, have gone as

UNIT

far as Linda and her family. After feeding Sayid for months, they finally invited him to live in their home.

Wasn’t that quite an extraordinary thing to do, to invite a complete stranger to share their lives?

Linda, a Catholic of Italian heritage, explains that her grandparents arrived in Paris from Italy in the 1930s, because they couldn’t find work.

‘We had that in mind,’ said her husband. ‘Our backgrounds aren’t so different.’ But they don’t really know why they did it. ‘Perhaps it was a sense of guilt, that we had this home, this life and we didn’t deserve it more or less than he did’, he added.

And then, one day, he was gone as unexpectedly as he had arrived. A few days before Christmas he left the house – and didn’t return. Two days later he called to let them know he had made it to the UK. He had been arrested, been sent to a sorting centre

2

1

and, after applying for asylum, been put in a bed and breakfast, says Linda.

Sayid is now living with a friend in Wakefield, in Northern England. He feels disappointed because he arrived in the UK only to find that the brother he hadn’t seen since he was 16 had recently left for Canada. Speaking by telephone, Sayid says he applied for asylum but was refused and now gets no support from the British government.

Because he wasn’t sure of the procedure, he missed the deadline to appeal, and now has no idea what will happen to him.

He speaks about his adopted French family with affection. ‘They looked after me, they took me into their house – they were so kind,’ he says. ‘I feel like I owe them so much. I hope one day to be in a better situation so I can pay them back.’

Read the article again. For questions 1-6, choose the answer (A, B, C or D) which you think fits best according to the text.

1 The writer’s main point in the first paragraph

is that A more people are leaving their home countries today than ever before and trying to get to Northern Europe.

B without much money, a migrant’s journey can be long and difficult.

C food and shelter are the most difficult things for a migrant to find on their journey to Northern Europe.

D although a migrants’ journey can be made even more difficult by the hostility of local people, this is not always the case.

2 When Linda first met Sayid, she

A acted instinctively to his need for food.

B felt very scared, but helped him despite this.

C wanted to help him get to the UK. D wanted to show him that she was a kind person.

3 What is the attitude of people in Calais towards

the migrants in their town?

A Linda and her husband Yves are the only people who help migrants in the town.

B Lots of people have taken migrants into their homes.

C There is a mixed reaction in the town towards migrants – not everyone is against them.

D With Calais being a deprived town, people don’t want so many migrants there.

4 Sayid went to live in the Aubry family house A B C D

on the first day that he met Linda. a month after he met Linda. after his first meal at their table. after the family decided together to invite him to stay.

5 Linda’s background as the granddaughter of

migrants A influenced her and her husband in the way they treated Sayid.

B made her feel guilty about being in France.

C was the only reason why she invited Sayid to stay in her house.

D helped her understand what it was like to need a job.

6

In the UK, Sayid A was able to meet up with a member of his family.

B got help from the British government at the beginning, but doesn’t now.

C has been successful in his application for asylum.

D feels certain about his future.

9

UNIT

1 GRAMMAR

VOCABULARY Word Formation

Phrasal Verbs

3

5

verb

immigrate conflict tolerate negotiate integrate 22 1.2

4

Complete the table with the correct form of the word. noun 1 poverty harmony refuge 5 8 9 12 15 culture 20 emigration

person noun adjective poor 2 4 7 6 citizen 10 13 16 17 18 21 23 24

adverb

after

for into out over to

off up

off with up

3 1 leave in a hurry, usually to escape off make …...…...

2 transfer sth to sb so that they own it make sth …...…...… sb 3 pursue sb make …...…...… sb 4 move in the direction of make …...…...… sth/sb/sw 5 see, hear or understand with difficulty make sth/sb …...…...…

6 transform make sth …...…...… sth 7 invent make sth …...…...…

8 run away with sth make …...…...… sth 9 form a number or amount make …...…...… sth

11 14 19

Choose the correct word from the table in exercise 3 to complete what the speakers say about different social issues. Then listen and check.

Shirin I came to live in the UK in 2008, with my family. It can be integrate when difficult to a …......…....….... you move to a new country, because, at first, everything is so different, so unfamiliar to you.

Rachel I spent three months working at a health clinic in Uganda.

I saw people who have almost nothing – I mean, living in complete b …...…...….... .

You can really understand why people that c …...…...….... would want to d …...…...….... to another country – they’re looking for a better life for themselves and their children.

Mehmet I had to escape from my country because of the e …...…...….... there. It was too dangerous to stay.

Life is much better in the UK, but being an f …...…...….... in London is not always easy.

Sometimes, people are really very g …...…...….... .

10

Choose the correct particle/s to add to make to form a phrasal verb to match the definition.

sth = something sb = somebody sw = somewhere

6

Match the two halves of the sentences.

1 The speaking part of the exam is just as important as the other parts; 2 Julie’s boyfriend’s accent is so strong 3 He regretted asking for a divorce 4 They broke into the shop in the middle of the night 5 After the argument with her parents, 6 When my bag was stolen, a

b c d

e

f

when the judge ordered him to make the family home over to his ex-wife. it makes up 20% of the total score. she made off as quickly as she could. my friend made after the thief to try and get it back. and made off with thousands of pounds worth of electrical equipment. that I often can’t make out what he’s saying.

UNIT

Reading and Use of English Part 4

GRAMMAR Revision of Tenses

7 1 2 3 4 5 6 7 8 9 10

Grammar Reference p. 221

Match each sentence to its function.

I went there in 1994.

He believes in God. Have you ever been to London?

I’m writing a book, which has to be finished by Christmas!

I’ve been working all day – I’m exhausted!

I’ve had my cat for three years, now.

She lives in France.

Take this umbrella – it’s raining.

The last train leaves at 11pm.

There has been an earthquake in China.

a an experience in the past, without mentioning an exact time b something that happened a short time ago, e.g. a news item c something that happened at a specific time in the past d something that started in the past which continues up to now e something that started in the past and continues up to now, with the emphasis on the continuation of the activity and/or the result of the action f a permanent state g a stative verb (be, like, prefer, believe, know, hear, etc.) h a timetabled event i an action happening now j a temporary situation in progress now

8

1

In Part 4 there are six questions, each with a lead–in sentence, a keyword in bold, and a gapped sentence.

You have to complete the second sentence in two to five words, including the word given, so that it has a similar meaning to the lead–in sentence.

Do not change the form of the word given.

Practical Tips Try to deduce the meaning of the first sentence from its context.

Think of the transformation required in the second sentence; of the part of speech which is needed.

Complete the sentences with the correct verb form – A, B, or C.

1 Britain …...…...….... a multicultural society.

A was always B has always been C was always being 2 The class …...…...….... at 4pm. Don’t be late!

A starts B has started C started 3 She …...…...….... in the UK for a year, now.

A lived B lives C ‘s been living 4 My daughter …...…...….... Russian at the moment. Next term, it’s Chinese!

A is studying B studies C has studied 5 The government …...…...….... its plans to introduce identity cards.

A has been announcing B was announcing C has announced 6 …...…...….... really terrified? I mean, so scared you couldn’t move?

A Are you ever B Have you ever been C Are you 7 Wait a moment – I …...…...….... my emails.

A ‘ve checked B checked C ‘m just checking 8 How much …...…...….... about Britain?

A has she been knowing B does she know C is she knowing

9

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 The children are eager to listen to their mother reading them a story at bedtime.

LOOK The children …...…...............….... their mother reading them a story at bedtime.

2 There was so much noise that he had difficulty hearing what they were saying.

OUT There was so much noise that he …...…...............….... what they were saying.

3 I moved to this house a year ago.

LIVED I …...…...............….... in this house for a year.

4 Britain is composed of four countries - England, Scotland, Wales and Northern Ireland.

UP Britain is …...…...............….... four countries England, Scotland, Wales and Northern Ireland.

5 I started writing this report five hours ago and I’m still writing it now.

WRITING I …...…...............….... this report for five hours.

6 She was transformed into a celebrity, after winning a TV talent contest.

MADE She was …...…...............….... a celebrity, after winning a TV talent contest.

11

UNIT

1 Listening Part 2 In Part 2 of the Listening Paper you hear a monologue which lasts for about three/four minutes.

There are ten questions which take the form of notes with gaps in them, table completion or incomplete sentences. Part 2 tests your ability to listen for specific words or phrases and produce written answers in response to the sentences or note prompts. Each correct answer receives 1 mark.

Practical Tips Read the questions carefully, paying attention to the text both before and after the gap.

Make sure you complete the gap with the words you hear. Do not paraphrase.

Don’t get stuck on one gap! If you can’t fill it in, move on to the next and come back to it the second time you listen to the recording.

Pay attention to your spelling, especially words which are spelt out in the recording.

Go over your numbers, dates and times as they often correspond to the answers you are expected to fill in.

Write clearly and don’t leave any sentences incomplete.

1.3

organisation talking about a competition to promote equality and human rights.

For questions 1–10, complete the sentences.

THE ONE BIRMINGHAM COMPETITION According to Simon 1 .…..................… of the population will be made up of ethnic minorities by 2020.

He visited schools and youth clubs to find out about young people’s understanding of 2 .…..................… relationships.

He found out that the positive opinions some people appear to have on the 3 .…..................… are quite different when explored further afield.

One complaint was that Asylum seekers get whatever they want, while people born in the UK are obliged to go on a 4 .…..................… . One boy declared that if forced to, he would safeguard the area against 5 .…..................… .

The One Birmingham competition seeks to strengthen 6 .…..................… within the area.

The competitors have to come up with ideas to bring people from contrasting environments 7 .…..................… . They have to choose a 8 .…..................… to show their ideas with.

By medium, Simon means 9 .…..................… , photography, an article, or a film. The winning prize is £500, which can be used to 10 .…..................… the project they presented.

1.3

10 This photograph shows a group of friends

11 You will hear a man from a voluntary

12 Now listen again and match the figures in the

left-hand column to the facts in the right-hand column.

which come from different ethnic communities.

1 50 a 2 14-19 b 3 31 c 4 500 d

the prize money. the competition’s closing date. the age range of the competitors. the percentage of ethnic communities in the future.

Writing Part 2

Writing Buster p. 20

13 You have received this email from your English-speaking friend, Alice.

From: Alice

a Describe the people in the photograph and discuss the qualities you think people need in order to get on in a multicultural society. b Are you familiar with the term Asylum Seeker?

Do you think countries should provide these people with food and shelter? Does this provoke intolerance and resentment within the community?

What is the situation in your country? Share your opinions with your partner.

12

Subject: Voluntary work

I hear you did some work experience for an organisation that works with children from different ethnic backgrounds.

I’d love to hear about it. How did it go? How old were the children? What activities did you do?

Do tell me.

Love, Alice

Write your email in 140-190 words in an appropriate style.

UNIT

Speaking Part 1 In Speaking Part 1 the examiner asks you several questions and encourages you to give information about yourself, to talk about past experiences, present circumstances and future plans.

Speaking Part 1 assesses your ability to provide basic personal information and opinions on a range of topics.

Practical Tips Try to give complete, spontaneous answers to the questions.

Avoid rehearsing answers which will sound unnatural and might not be suitable for the questions asked.

Practise social language by role-playing social occasions where you meet people such as parties or sports centres.

Revise your past, present and future tenses in order to answer the questions accurately.

14 In pairs, work with a partner and ask each other the questions from each topic.

Homelife Candidate A • Do you live in the town or the country? What’s it like?

• Are there a lot of green areas where you live?

• Were you born in the town you live in?

• Do you get on well with your neighbours?

Candidate B • Would you rather live in a small country village or a large chaotic city? Why? • What facilities does your town provide for the public?

• Does your town ever become unbearable to live in?

When and why?

• If you could move house, where would you move to? Why? Personal Experiences Candidate A • Who has influenced you most in your life?

• Do you have a lot in common with your friends?

• What’s the most interesting place you’ve ever visited?

• Do you have any dreams for the future?

1

Candidate B • Who is the most important person in your life?

• What is your best friend like?

• What’s the most exciting thing that’s ever happened to you?

• What are your plans for the future?

Leisure and Entertainment Candidate A • What kind of books do you enjoy reading most?

• What do you enjoy watching on TV? • Where’s the best place to go in the evening in your town?

• Tell me about your favourite actor or actress.

Candidate B • Tell me about a book you’ve read recently.

• Where can you meet new people in your area?

• How expensive is it to go out in the evening where you live?

• How often do you go to the cinema?

Routines Candidate A • Do you have a favourite day of the week? Which one? Why? • Did you go anywhere interesting last weekend?

• How often do you go out in the evening?

• Do you have too much time on your hands or not enough?

Candidate B • Do you usually do the same things every day • What are you going to do this weekend?

• Who do you normally go out with at weekends?

• Do you have enough free time for a hobby?

Sport Candidate A • What sports do you enjoy watching? Why? • Do you prefer individual or team sports?

• What’s the most popular sport in your country?

Why is it so popular?

• Which sports are the most dangerous in your opinion?

Candidate B • Would you rather watch or play sport? Why? • Are there plenty of places to do sports in your town?

• If you could try a new sport, which would you choose? Why? • Do you think sportsmen earn too much? Why? Why not?

13

Practice Test 1 Paper 1 – Practical Tips Part 1, page 146 Multiple-choice cloze In Part One it is important to think about both the meaning and the grammar of the word as well as collocations, for example: 1 The word missing here must be one that can describe well the effect of this art.

3 The verb missing here must be a common collocation with planet and a verb which is not followed by any preposition.

Part 2, page 147 Open cloze In Part Two you need to think about the grammar of the sentence and look out for missing auxiliary verbs, prepositions, relative pronouns, linking words etc., for example: 11 This sentence presents a phrasal verb you should know.

12 This is a passive and continuous tense: which one?

13 The preposition is missing from this expression.

Part 3, page 148 Word formation In Part Three you should always identify the part of speech which is missing (is it a noun, an adjective, an adverb or a verb?). If it’s a noun, think about whether it should be in the singular or plural and if there is a negative form, which fits better than the positive. What prefix can you add? If it’s an adjective or adverb think if it should be positive or negative and which prefix you can add to make it negative. If it’s a verb think about the subject it agrees with; is it singular or plural? Think about what it follows; should it be a gerund or infinitive?

Finally what tense should it be in? For example: 18 This is an adjective; it’s describing the route. What is the adjective referred to the noun ‘legend’?

23 Here you need a noun.

24 This sentence is passive: which form of the verb do you need?

Part 4, page 149 Key word transformations The most important thing to remember in Part Four is to follow the instructions; do NOT change the word given and only use between 2 and 5 words. Try to keep the second sentence as similar as possible to the first one and be as consistent as possible with verb tenses. For example: 25 The first sentence is negative, how can you express a negative idea in the second sentence without using ‘not’? What linking word can you use instead of ‘again’?

26 What expression with ‘wait’ means the same as ‘look forward’?

27 What do you need to change when you use ‘wish’?

28 Does the second sentence need to be positive or negative?

29 Do you need to change the verb? What form of the verb do you need?

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Practice Test 1 Paper 1 – Practical Tips Part 5, pages 150-151 Multiple choice In Part Five you are being tested on your general understanding of the text and some of the specific detailed information it includes. You are also being tested on your skills of working out the meaning of words and phrases from the context as well as how well you understand referencing; that is using words like ‘it’ and ‘that’ to refer to people or things. With multiple-choice questions it is important to read the whole answer and not only look at individual words. Identify the part of the text which gives you the answer and underline it. Think about synonyms for words in the text and ways to explain the same information in different words.

Finally remember there are often distractor answers which may contain words from the text but incorrect information, for example, sometimes the answers say the opposite to the text but contain some of the same words.

31 What could be a synonym for ‘unheard by’?

33 What is the adjective in line 18 which underlines Emma’s feelings and reaction?

Part 6, pages 152-153 Gapped text In Part Six you are being tested on how well you understand the flow of a text and referencing; that is referring to people and things using words like ‘it’ and ‘they’. You need to look carefully at the sentences before and after the gap for clues as well as think about the sense of the whole paragraph. When you have chosen the sentence which you think best fits each space, always read through the whole paragraph to make sure it makes sense. For example: 37 Which could be the possible subject of the following sentence?

38 Which sentence continues to talk about their experiment and can be linked to the following one?

39 Here we should clearly have a female subject...

Part 7, pages 154-155 Multiple matching For Part Seven you need to use scanning skills. Read all the texts quickly to begin with so you know what each is about then read the questions and underline key words. To find the correct answer scan the texts for the information you have underlined in the questions. When you find the information underline it so you will be able to check it again easily. Look for synonyms and expressions which have a similar meaning to the words used in the question. Remember in this part the information is somewhere in the text; that is, it is not true or false or multiple choice, you simply have to find it. For example: 43 Look for a synonym of ‘stumbled by chance’.

44 Look for nouns of relatives.

45 The key words in this question are ‘contract’, ‘school’.

48 Look for the names of musical instruments and of famous bands.

52 Look for the word ‘Oscar’.

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Practice Test 1 Reading and Use of English Part 1

For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap.

There is an example at the beginning (0).

Mark your answers on the separate answer sheet.

Example: 0 0

A firstly

B greatly

C widely

D not mostly

A B C D

When Graffiti Becomes Art Banksy is (0) ............... believed to be one of the most exciting artists of our time. His art is funny, political and thought- (1) ............... . It is often made with cans of spray paint and stencils and can be found on the side of buildings in the streets of London, Bristol and (2) ............... the world.

Banksy’s work is about questioning authority, the status quo, consumerism and the way we (3) .............. our planet. Some of it is quite shocking, some looks simply funny and then stays with you, making you question your (4) ............... . In one short film Banksy is seen, his back to the camera, spray painting a message on a blank (5) ............... in London. The message says ‘The Joy of Not Being Sold Anything.’

Banksy works quickly, often in (6) ............... daylight, and often disguised as a council worker. He has even managed to smuggle some of his work into London’s top museums. Most (7) ............... a piece of ‘neolithic art’ painted on a stone with a hunter pushing a supermarket shopping trolley. This ‘neolithic art’ was (8) ............... signed by the artist ‘Banksyus Maximus’.

1

A evoking

B producing

C arousing

D provoking

2

A throughout

B through

C everywhere

D over

3

A treat

B deal

C handle

D manage

4

A reasons

B beliefs

C ideas

D dreams

5

A pamphlet

B leaflet

C billboard

D flyer

6

A bright

B broad

C wide

D complete

7

A lately

B early

C shortly

D recently

8

A even

B still

C yet

D ever

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Practice Test 1 Reading and Use of English Part 2

For questions 9-16, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example:

0

ON

Into the Dragon’s Den The Dragon’s Den is the name of a popular TV show on the BBC which is having an effect (0) ............... the wider business world and encouraging a whole new generation of entrepreneurs and inventors to follow their dreams.

The show is hosted by five of the UK’s top business people, all of (9) ............... are very successful, very rich and very scary. Dragons in human form! In order to get (10) ............... the show you have to submit your idea for a new business or your new invention to the BBC. The thousands of applications are then sorted (11) ............... and if you are lucky you will be chosen to present your idea on the show. Then comes the really terrifying bit. You have to stand up in front of the Dragons and sell them your idea while you are (12) ............... filmed for a national TV show with millions (13) ............... viewers. If the Dragons like your idea then they will invest some of (14) ............... own money in your business. Often the Dragons give the thumbs (15) ............... , but other times they are prepared to invest tens (16) ............... thousands of pounds.

The Dragon’s Den has inspired many people to follow their business dreams.

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Grammar Reference • the article a / an I’d like a stamp and an envelope, please.

• some (in plural affermative sentences and when making requests or offers) I need some eggs.

Can I have some spoons, please?

Would you like some cherries?

• any (in plural negative sentences and questions) There aren’t any pears left.

Has Peter got any brothers or sisters?

Other expressions we can use with uncountable nouns are a great / good deal (of) and a large / small amount (of). With countable nouns a large / small number of can be used.

I had to spend a great deal of money to buy this house.

The police have collected a large amount of information about the murderer.

When I was in hospital I was amazed to see such a large number of friends visiting me every day.

Uncountable Nouns

A few means ‘a small number, not many but enough’.

I only need to pack a few clothes. I’ll be away for three days.

These nouns can’t be counted. They usually refer to liquids (tea, wine, oil, milk, water, juice, etc.), food (bread, fish, meat, cheese, salt, jam, spaghetti, rice, etc.) and materials (paper, wood, gold, silver, iron, etc.). Common uncountable nouns in English are: money, hair, information, advice, furniture, news, scissors, weather, luggage, knowledge, accommodation, traffic.

A few / Few

Few means ‘almost none, hardly any’.

I’m going away for two weeks but I have few clothes. I’ll go and buy some.

A few / Few are both used with countable nouns.

Uncountable nouns:

A little / Little

• always take a singular verb Her hair is long and blonde.

Your information was useful.

The news is on.

• never take a / an I need advice about his behaviour. (not an advice...)

Are you going to buy new furniture? (not a new furniture.)

• use some for positive sentences and when making requests and offers There is some coffee left.

Could we have some money?

Do you want some chocolate?

• use any in negative sentences and questions She didn’t give him any useful advice.

Are you going to buy any rice?

A little means ‘a small amount, not much but enough’.

However busy he is, he always manages to find a little time for his friends.

Remember! Some nouns are uncountable with one meaning and countable with another: We need some wood (=material) for the fireplace.

There are lots of woods (=collection of trees) in this area.

Can I have some chocolate? (=food) Can I have two chocolates? (=two from a box of chocolates)

Comparative and Superlative

We never use many, how many, few, a few with uncountable nouns.

Quantifiers A lot of / Much / Many A lot of and lots of are used in positive sentences for both uncountable and countable nouns.

There were a lot of people at the cinema last night.

Don’t worry. I have got lots of juice in the fridge.

Much is used in questions or negative sentences for uncountable nouns.

Is there much paper in the printer?

‘Have you got any useful information?’ ‘Yes, but not much.’

Many is used in questions or negative sentences for countable nouns.

Did many students participate in the talent show at school?

We didn’t meet many new friends while we were on holiday. Only a Norwegian girl and a French boy.

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Little means ‘almost nothing, hardly any’.

Oh no! It’s already 7.25! There’s little hope of catching the 7.30 train now.

A little / Little are both used with uncountable nouns.

Remember: few and little are rather formal; in conversation we use not many and not much.

UNIT 3

The comparative form is used to compare only two elements (people, things, places, etc.)

• one-syllable adjectives add –er long – longer; cheap - cheaper • one-syllable adjectives that end in ‘e’ add only –r nice – nicer; large - larger • one-syllable adjectives ending in one vowel and one consonant double the final consonant before adding –er.

Today is hotter than yesterday.

• two syllable adjectives ending in –y change the ‘y’ to ‘i’ and add –er.

The story couldn’t have had a happier ending!

• two syllable adjectives not ending in –y form the comparative with more + adjective.

She is more fluent in French than in German.

Could you be more serious for a moment? It’s very important!

• three syllable or longer adjectives form the comparative with more + adjective.

Which hat is more expensive? The red or the blue one?

The superlative form is used to compare one element with others in the same group.

Grammar Reference • one-syllable adjectives add –est and the article the is put before the adjective long – the longest; cheap – the cheapest • one-syllable adjectives that end in ‘e’ add only -st nice – the nicest; large – the largest • one-syllable adjectives ending in one vowel and one consonant double the final consonant before adding -est This boat was the fastest in the regatta.

Which is the biggest city in the world?

• two-syllable adjectives ending in –y change the ‘y’ to ‘i’ and add –est.

This is the easiest Maths test I have ever done!

• two-syllable adjectives not ending in –y form the superlative with the most + adjective.

Despite her serious illness she was the most cheerful person I have ever met!

• three-syllable or longer adjectives form the superlative with the most + adjective.

‘Eastenders’ is one of the most popular soap operas in England.

Inge is the most entertaining person I have ever met!

Irregular Comparatives and Superlatives Adjective good / well bad old much / many far little

Comparative better worse older / elder more farther / further less

Superlative the best the worst the oldest / the eldest the most the farthest / the furthest the least

Other types of comparisons When two elements are similar, we use as + adjective + as (no matter how many syllables).

The film was as funny as the book.

Less + adjective + than can be used instead of more + adjective + than in the opposite meaning.

The gold ring I bought for Mary is less expensive than the one you were given.

The gold ring you were given is more expensive than the one I bought for Mary.

To modify comparatives, we can use far, much, a lot, a little, a bit.

She was given a far / much more important part in the play.

This room is a lot bigger than the one I had in my old house.

You should have been a little more energetic.

Do you mind if I drive a bit faster? We’re late.

Comparative and Superlative Adverbs To form comparative and superlative adverbs we use the same rules as for adjectives.

Regular adverbs

Irregular adverbs Adverb fast (drive fast) early late badly hard (study hard)

Comparative faster earlier later worse harder

Superlative the fastest the earliest the latest the worst the hardest

UNIT 4 Articles The definite article the is used: • for something definite or already mentioned Grandma has got a cat and a parrot. The cat is black and the parrot is green.

• for objects or things which are unique The Moon moves around the Earth.

The Colosseum is the most famous monument in Rome.

• before musical instruments Have you ever played the cello?

• before the names of seas, oceans, rivers, canals, groups of islands, mountain ranges, deserts The Adriatic Sea – The Atlantic Ocean – The Nile – The Panama Canal - The British Isles – The Alps – The Gobi Desert.

• before countries which end with kingdom, republic, states and a few others The United Kingdom – The Czech Republic – The United States of America - The Vatican City – The Netherlands – The Philippines The Lebanon - The Sudan.

• before the names of theatres, museums, galleries, newspapers, ships, organisations The Globe Theatre – The Science Museum – The National Gallery – The New York Times - The Queen Mary – The United Nations – The police.

• before places such as (to) the cinema, (in) the garden, (at) the seaside, (in) the mountains, (at) the supermarket, (to) the library.

• before buildings where people are visitors go to the hospital / to the prison (=to visit somebody); go to the school (=to talk to teachers), go to the church (=to visit it), the British Museum, the Empire State Building • before families and nationality words The Smiths – The Portuguese – The Irish – The Swiss – The Canadians.

• with superlatives This was the hardest task to carry out.

• with time expressions such as in the morning / afternoon / evening, in the past, in the future.

• with collective nouns the rich and the poor.

No article is used for:

Adverb loudly carefully

Comparative more / less loudly more / less carefully

Superlative the most / the least loudly the most / the least carefully

• uncountable nouns and plural countable nouns with a general meaning Go and get bread, butter and jam, please.

I love classical music.

Computers are getting more and more powerful.

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Useful expressions • I believe that...

• We could...

• It is a fact that, which means that...

• If we were to, it would...

• I suggest we… . We would then be able to...

• I feel strongly that we should...

• I trust you will give my proposal your full consideration.

Reviews

• X has much to recommend it.

• X is, at heart, a(n) love / spy / adventure story.

• It is based on a book by...

• It is set in the countryside / the future.

• The film has a quality cast.

• The film was directed by...

• The film score is enchanting / evocative / scary.

• The film captures the spirit of...

• The hero / heroine / villain is...

• I felt / thought it was…

• I was impressed by…

• What struck me most was...

• What I liked most / didn’t like was...

• The plot was gripping.

• The characters were very convincing / very well drawn.

• On reflection, I think it was...

• It struck me as being...

• What I didn’t understand was how...

• In spite of these few criticisms, I think...

• I would have no hesitation in recommending…

Expressing and supporting opinions • I believe / do not believe that... (because) ...

• Personally I feel that...

• Let me explain why.

• In my opinion, ...

• Just consider...

• As I see it, …

• The reason is...

• It seems to me that…

• This is because...

• I would argue that for the following reasons…

• I feel very strongly that...

• I am convinced that...

• I am of the opinion that...

• I am very much in favour of / against...

• I am completely opposed to...

• The reasons why I believe that... are as follows.

Opening phrases

• People (sometimes) claim that… but I feel that...

• It is often said / argued that... However, it seems to me that...

• It is a fact that...

• Over the past few months / years, it seems that…

• Recently, we have all become concerned that…

• Nowadays, we are all realising that...

• In the past, people used to…, but now...

• These days, it seems that…

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Making statements

• It is clear that...

• On the whole, it appears / seems that...

• We must take into account the fact that...

• It goes without saying that...

• It is important to remember that...

Explaining / Expanding ideas and giving examples • This means that...

• This is largely due to...

• For example / For instance, ...

• In other words, ...

• Take, for example, the situation in...

Listing arguments

• Firstly / In the first place / To begin with, …

• Secondly / A second area to consider is…

• Another point to remember is...

• Finally, ...

• In conclusion, …

• Last but not least, ...

Evaluating ideas, dismissing contrary arguments

• I think it is true that...

• I totally disagree / agree with the point that…

• It is questionable whether…

• I am sure / I doubt whether…

• It is true that... On the other hand, ...

• While nobody can deny that... , I would like to point out that…

• I agree that… However, ...

• Although it is true that, we must remember that...

• It could be argued that… However, I would like to point out that...

• Despite all the arguments, I still feel that...

• Notwithstanding the claim that... , I would argue that…

• It may be true that... , but all too often...

• In no way can I agree that...

• Surely it is completely unacceptable that...

Persuading

• I would urge you to consider…

• I am sure you will agree that…

• Surely you must agree that…

• I would urge you very strongly to...

• When you hear the arguments, I am sure you will agree that...

Evaluating

• I was extremely impressed by…

• I was rather disappointed by…

• The problem could easily be solved if...

• I would like to praise the...

• Another area for complaint is…

• My overall impression was that…

• I am sure that visitors / readers / holidaymakers will thoroughly enjoy...

• While some people will love... , others may feel less happy.

• A major problem is that...

• I was less happy with...

Useful expressions Making recommendations

Describing characters / personalities

Summarising

• He is crazy about... -ing.

• She loves... -ing.

• His greatest love is...

• What she loves most in life is...

• He spends all his time... -ing.

• I recommend that we...

• I propose that we...

• We should also...

• I believe that we should...

• We could...

• If we were to… , we could...

• I suggest we… We would then be able to...

• All in all, I think that...

• To sum up, I believe that...

• In conclusion, the facts suggest that...

• He tends to be...

• She can be...

• He is inclined to be...

• She appears / seems to be...

Hobbies and interests

Speaking

Giving personal information

• I’m speaking English for my own satisfaction / my job / in order to improve my employment prospects.

• I always loved (the sea).

• I’d love to visit places untouched by man.

• However, there’s no place like home.

• That’s a big question!

• I’m keen on...

• I haven’t given it much thought until now.

Describing pictures

• What strikes me about the first picture is the fact that...

• This picture reminds me of...

• Judging from the photograph, the children...

• The man appears to be...

• From what we can see here, he must...

• There are many similarities...

• Both pictures depict...

• Both pictures are quite similar in that they show...

• When you give it a closer look it reveals...

• The first picture... whereas the other picture...

• Another important difference is...

• Picture... doesn’t show... as clearly as...

• Picture... attempts to... but I think picture... does this more effectively...

• All the pictures are interesting, but... gives a stronger idea of...

• It’s difficult to tell from a photograph but this picture could have been taken in...

• I might be wrong, but I’d say that this picture...

• I would imagine / guess that this picture comes from...

• Picture... is by far the best to show because...

• To me, picture... is essential for this kind of publication.

• I’m surprised there is no picture showing...

• A picture of... would get the message across more effectively.

• The name for this escapes me at present, but it’s for / it’s like...

Sustaining an interaction • It’s my belief...

• For my part...

• As I see it...

• As I was saying...

• I forgot to mention...

• I’m of the opinion that...

• To my mind...

• To my way of thinking...

• I am convinced that...

• I am inclined to believe that...

• Don’t get me wrong but shouldn’t we... ?

• Judging by... they must be...

• ... is a separate issue.

• Moving on to...

• I couldn’t agree more.

• I agree up to a point.

• I think I see what you mean, but...

• I’m in two minds about it. / I’m ambivalent about...

• That’s true in a way, I suppose, but...

• I don’t feel convinced...

• That’s one way of looking at it. On the other hand...

• It brings us to the question / idea / problem of ...

• Perhaps we should put... first? What do you think?

• A strong point in favour of... is that...

• What do you think should go next?

• Are you happy with this order then?

• Do you go along with that?

Expressing and justifying opinions, agreeing and / or disagreeing

• Yes, I completely agree.

• Yes, that’s what I think too.

• Do you really think so?

• That’s an interesting idea, but…

• I’m not sure about that.

• Just following from what X was saying, I also feel...

• While generally agreeing with X, I must say that...

• Adding to what X has just said, I think...

• I can sympathise with what X said but...

• One thing X didn’t mention is...

• Perhaps it should be also emphasised that ... / it should be pointed out that...

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Phrasal verbs phrasal verb

meaning

example

break down

stop working or functioning

The telephone system broke down during the storm.

break in / into

enter a building by force

A gang of robbers broke into the golf club.

break out

a) start suddenly b) escape

A fire broke out while we were having lunch.

The prisoner broke out of prison two days ago.

break up

bring a relationship to an end

They broke up in 1999 and then she married Luke.

bring back

make somebody remember something

That song brought back a very painful day.

bring out

produce or publish something

The writer brought out his second novel.

bring up

care for and educate a child

Caroline brought up four children by herself.

call off

cancel

The match was called off because of heavy rain.

carry on

continue

Even though he was tired, he carried on studying.

come across

meet somebody by chance

I came across him while I was touring the USA.

come round / around

visit somebody for a short time

You really must come round and see us next year.

come up with

find a solution or have a brilliant idea

She came up with a great idea for the new ad.

do without

succeed in living without something

I can’t understand how they can do without TV!

drop out

quit school or a course

She dropped out of university after only a year.

fall out

quarrel with somebody

Lisa and Dave have fallen out again!

fill in

complete a form by writing information

To make an order fill in this form.

get off

a) leave a train, bus, plane b) start a journey

Can you tell me where I have to get off?

I think it’s better to get off early in the morning.

get on / along with

like each other and have a good relation

She gets on very well with her sister.

get over

overcome a problem and start feeling well I’m sure she will get over the shock she had.

get through to

contact somebody by telephone

I tried many times, but I couldn’t get through to him.

give in

admit you have been defeated

The police forced the rebels to give in.

give out

distribute

Why are you giving out these leaflets?

give up

stop doing or having something

You should give up working and relax a bit more.

go off

a) explode b) become bad (about food)

The bomb went off in the market square.

What a terrible smell! The milk must have gone off.

go on

continue

I don’t want to go on talking about the same things!

go out

stop burning

Suddenly the lights went out.

go out with

have a romantic relationship

Cindy is going out with an Italian boy.

go over

revise or examine carefully

Go over the test before you hand it in.

hold on

wait to talk to somebody (on the phone)

Can you hold on? Let me see if Tim is here.

keep away

avoid going near somebody or something Keep away from the pier! It’s dangerous.

keep in

restrain

Don’t keep your anger in!

keep on

continue

The snow kept on falling for three days.

keep up with

learn about the latest news or events

She always keeps up with the latest fashion trends.

live through

survive after an unpleasant situation

Mr Sword has lived through the Second World War.

look after

take care of

Laurie, can you look after my daughter tomorrow?

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Phrasal verbs phrasal verb

meaning

example

look forward to

wait for something pleasant

I’m looking forward to seeing her again.

look into

examine deeply and carefully

A special committee will look into the matter.

look out

be careful

Look out! A bee is flying around you.

look up

look for information in a reference book

I had to look these words up in the dictionary.

make into

change into something or somebody else

This poem was made into a song after many years.

make off

hurry away to escape

The pickpockets made off on foot.

make out

manage to see or hear clearly

She could make out a person in the darkness.

make up

invent a story

I often make up funny stories for my niece.

make up with

become friendly again after an argument

Don’t worry, he’ll make up with her by tonight.

pick up

go and collect someone in a car

I’ll pick you up at 8 p.m., OK?

put off

postpone

The match will be put off if it rains.

put on

a) gain (usually weight) b) wear clothes

I think he has put on about three kilos. It’s very cold.

Why don’t you put your coat on?

put out

stop something from burning

Excuse me, can you put your cigarette out, please?

put through

connect by telephone

Could you put me through to the headmaster, please?

put up

let somebody stay at your home

I’m sorry, but I can’t put you up for the night.

run across / into

meet somebody by chance

I’ve just run across Dave! He’s here for a few days.

run out of

finish a supply of something

The car stopped because it had run out of fuel.

run over

a) knock somebody down (with a vehicle) b) read something quickly

An old lady was run over by a truck yesterday.

You had better run over your notes again.

set off

begin a journey

What time are you going to set off for Madrid?

talk over

discuss a problem

You should talk your problem over with an expert.

take after

look like a member of your family

Your niece really takes after you.

take down

write something down

The secretary quickly took the message down.

take off

leave the ground and fly (plane)

The plane couldn’t take off due to thick fog.

take up

start doing something regularly

He decided to take up playing the guitar.

throw out / away

get rid of something you no longer need

Why don’t you throw out / away that old sweater?

try on

put on clothes to see how they fit

Try these trousers on before buying them.

turn down

refuse an offer or a proposal

I think he’ll turn your invitation down.

turn down / up

reduce / increase (volume or heating)

Can you turn the volume of the radio down / up?

turn on / off

start / stop a machine (pressing a button) He didn’t want to turn the TV on / off.

turn out

a) happen in a particular way b) prove to be

The party turned out very well.

The book turned out to be really exciting.

turn up

arrive

Your friends haven’t turned up yet.

work out

find a solution or an answer

The President is trying to work out a compromise.

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