Prepare Level 7 Teacher's Book

Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Table of Contents More Information

CONTENTS Introduction Student’s Book overview Component line-up The Prepare Exam Journey B2 First for Schools exam overview Student’s Book contents 1 Creative minds 2 Addicted to fashion CULTURE The British fashion scene 3 All in the mind 4 Take it easy LIFE SKILLS Learning to learn: Time management REVIEW 1 5 Past times 6 Totally emotional CULTURE Colours around the world 7 Telling stories 8 A great place to live LIFE SKILLS Creativity and innovation: Creative writing REVIEW 2 9 A bright future 10 Surprise!

CULTURE Perceptions of time 11 We are family 12 Making a difference LIFE SKILLS Collaboration: Volunteering REVIEW 3 13 Leading the way 14 Getting there CULTURE Gap years 15 The bigger picture 16 New and improved!

LIFE SKILLS Critical thinking: Assessing advertising REVIEW 4 17 Making headlines 18 Creative careers CULTURE Fan culture 19 Points of view 20 Speak up LIFE SKILLS Study skills: Preparing for exams REVIEW 5

4 6 8 10 11 12 17 25 33 37 45 53 57 61 69 77 81 89 97 101 105 113 121 125 133 141 145 149 157 165 169 177 185 189 193 201 209 213 221 229 233

Prepare for the exam (Student’s Book) Prepare for the exam: Teaching notes and answer key Extra activities (Student’s Book) Grammar reference and practice answer key Workbook answer key and audioscripts Student’s Book audioscripts

236 254 263 267 270 286

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Cambridge One Digital Pac

Cambridge One hosts all your teaching tools and gives learners access to grammar, vocabulary, exam practice and tests across a range of digital devices.

Digital Packs on Cambridge One: ■ Test & Train ■ Practice Extra ■ eBook ■ Presentation Plus ■ Teacher’s Resources ■ Class Audio Learn more about the Prepare digital packs 4 © in this web service Cambridge University Press

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ck

Digital resources all in one place All the resources you and your students need are in one place: audio, video, worksheets and more.

Practice Extra Practice Extra makes grammar and vocabulary practice more dynamic with games and exercises your students can use whenever and wherever they want.

Test & Train Exam Practice and Practice Test gets students ready for exam day.

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WELCOME TO PREPARE STUDENT’S BOOK OVERVIEW

15

Each unit begins with About you, where students can talk about themselves and their lives.

THE BIGGER PICTURE

MYPs @ UKYP 70

ABOUT YOU

The UK Youth Parliament is a youth organisation in the United Kingdom, (0) consisting of elected members between 11 and 18. There are currently aged hundreds of MYPs who meet with MPs and local politicians, organise (1) campaigns, make speeches, hold events, debates and (2) the views of young people are listened by decision-makers. A key (3) to of any MYP’s job is making certain they (4) people in their area. We talked to the views of the young Charity Mhende about the position she has (5) taken up as an MYP.

READING

12 Watch the video and answer the questions.

What national or global issues do you feel concerned about? Explain why you are concerned.

Do you think that young people should have a role in government? Why? / Why not?

1

Read the title of the text. What do you think MYP and UKYP could mean? Read the first two paragraphs of the text to find out.

Charity, your year as a Member of the Youth Parliament must have been a really interesting experience. Did it (6) up to your expectations?

It was absolutely amazing! I have grown so much and have been (7) so many incredible opportunities. I really believe now that you have to make the most of every opportunity that comes along, as it could be something that has a long-lasting (8) on your life.

PREPARE FOR THE EXAM Global issues: nouns and verbs

VOCABULARY

1 EP

Reading and Use of English Part 1

2

Match the sentence halves. Check the meaning of the verbs.

Cars should be banned The local council has been criticised You seem to think I don’t support It’s great that Ann’s been elected

3 a b c d e f

69

EP Vocabulary sets are

69

2

for not dealing with litter in the city. your views on animal rights. £100 for an antipoverty charity. with the state government. as leader of the school council. from busy city streets.

4

3

1 Unfortunately, between the two organisations hasn’t worked out.

2 Sometimes we organise a food for a local homeless hostel.

3 A on private cars would make a huge difference in the city centre.

4 There has been further of the local council for closing down leisure facilities in the area.

5 I’m a great of animal rights.

6 I’m so proud of her for winning the !

86

TALKING POINTS

THE HE BIGGER PICTURE

1 You must be very proud of that.

2 You can make links with people that could help you a great deal in the future.

3 The experience might have changed your approach to life.

4 Some situations must have been quite scary.

5 It can’t have been easy.

Talking points provides opportunities to personalise language and encourage students to say what they think about the topic of the unit.

1

guitar exam at last!

2 Within a few years, many people in the country can be living in poverty.

3 Our holiday was OK. It could be much worse than it was.

4 It could have been Mandy who left the window open – there’s no one else it could have been.

5 You must left the book at home if it isn’t in your bag.

EMPLOYMENT

Read the Prepare to write box and find the linking words in the essay.

CV

PREPARE TO WRITE

B

A

may couldn’t could can’t must might not might may not

2

Read the essay. Is it about employment, education or both?

C

D

U

I

B

5

This is a complex question, and conditions vary greatly around the world. In my own country, there are no job opportunities, or very few. Once teenagers leave school aged 16–18, they often find it very hard to get work. Youth unemployment is 50% higher than it was ten years ago. Employers these days are happy to take on young people, provided they already have some experience, but it can be difficult for young people to get experience in the first place. That’s why many young people accept unpaid jobs, just to learn more about the world

even though

3

Clear grammar presentation and practice is extended in the Grammar reference and practice section at the back of the book.

Choose the correct options.

1

1 Carla couldn’t have stuck / must have stuck that poster here. She’s trying to advertise her charity event.

2 There’s someone at the door. It must be / can’t be Dan; he’s not around today.

3 Jacob often does collections for this group, so he must be / couldn’t be a supporter of our ideas.

4 We’re waiting for an important document.

There was a postal strike last week, so that must delay / might have delayed it.

5 Kids from that school couldn’t damage / couldn’t have damaged the car. They are banned from entering the car park, and it’s always locked.

6 Their friends are away, so they mustn’t have / might not have anyone to talk to.

7 My brother usually keeps in touch, but we haven’t heard from him for ages. I’m not sure, but there can’t be / may be some sort of problem.

8 Tina has sent a few text messages of support, so she could lose / can’t have lost her phone.

EP

2

Charity Mhende used the phrase in return, meaning ‘in exchange’. Match the phrases to the meanings.

1 in the light of a happening or being done now b one after another 2 in general c considering the whole of something 3 in progress d to emphasise what is true or give information 4 in favour of e because of, considering 5 in actual fact f approving of a plan or idea 6 in turn

or

you look after it she had had relatively

Writing Part 1

6

Read the task. Add more information and your own idea to the notes.

‘Existing environmental problems will continue to cause harm if we don’t act to solve them.’

Do you agree?

Notes Write about: 1 population growth 2 pollution (your own idea) 3

In conclusion, even though the job market is difficult at the moment, today’s young people still have more opportunities than their parents and grandparents did.

different. splitting up the band. They 2 Josh and Liam are aren’t getting on any more. the bad weather, the match has been postponed 3 until next weekend. and then report any 4 Let’s speak to everyone criticism or positive comments back to the class. , so the library will remain closed 5 Building work is

7

until Friday.

6 Apart from your studies, how are things going for you ?

Write your essay.

• Write about all the ideas in the notes.

• Use linking words to make complex sentences.

• Check your grammar and spelling.

• Write 140–190 words.

In Prepare to speak, students learn useful words and phrases for effective communication.

Work in pairs. Turn to page 140.

3

THE BIGGER PICTURE

89

UNIT 15

88

SPEAKING LISTENING sentence.

4

w Future (1): revie

GRAMMAR

1

Prepare for the exam provides practice of every part of the B2 First for Schools exam.

provided

PREPARE FOR THE EXAM

Young people today have a lot more opportunity to travel now that there are lots of low-cost airlines and you can plan trips online. They say that travel broadens the mind, and it has never been easier to gain experience of other cultures.

Complete the sentences with the phrases in Exercise 1.

1 People thought the politician had suggested a ban on he’d said something quite advertising, but

once

now

more responsibility.

4 I’ll lend you my camera, properly.

5 She did really well, little experience.

On the other hand, the opportunities to learn are much greater than they used to be. It is possible to study a wider range of subjects today and it is much easier to get into university. My grandfather never had the chance to attend university, whereas a large percentage of today’s generation will do so.

Phrases with in

VOCABULARY

Complete the sentences with the linking words and phrases in the box.

1 The situation at school has been improving, that’s what we’ve been told.

2 Are you sure you want to leave? Remember that you’ve left. you can’t criticise the group that she’s got 3 She’s enjoying the position

of work.

GRAMMAR REFERENCE AND PRACTICE PAGE 162

Linking words (1)

We use linking words to join short sentences together to make complex sentences: I’ve got a car. I can visit you more often. ➞ I can visit you more often now that I’ve got a car.

You can use these linking words to join sentences: even though, now (that), once, or, provided (that).

work experience

interview

We use modal verb + infinitive to make guesses about the present and future.

We use modal verb + have + past participle to make guesses about the past.

We use for things we are certain are true. a for things we are or b certain are not true. for things or , c that are possible. for things that are or d unlikely.

4

training courses

job application

Complete the rules with the modal verbs in the box.

2

Choose the question that matches the essay in Exercise 2. a How has access to education and work changed over the past two generations? b What life skills can young people acquire today that their grandparents couldn’t? c Does society offer more or fewer opportunities for young people today?

3 travel 4 the environment

1 education 2 health

87

3

Look at the diagram about employment. Choose two more topics and create a diagram for each.

Look at the photos. In pairs, make guesses about the situations.

5

An essay (3)

WRITING

Correct the mistake in each sentence by replacing the bold words with one or two words.

1 You could not believe this, but it’s true – Andy’s passed his

4

Modals (3): deduction

Read the examples. Is each sentence about the past, the present or the future?

1

Useful tips in Prepare to write help students learn to prepare, plan and check their writing.

Do you think politicians represent the views of young people?

In what ways can young people help to improve their society?

UNIT 15

GRAMMAR

Common mistakes relevant to your students’ level are identified in grammar activities marked with the Cambridge Learner Corpus icon.

Some situations must have been quite scary, in that they were completely new for you. What advice would you give other teenagers in that position?

Well, it’s true that you might be put into unexpected situations, but you just need to be brave and do the best you can.

And don’t be afraid to ask questions!

Youth workers, staff and other MYPs will all be happy to help you. You will meet so many people and have loads of new challenges, but it will all be worth it in the end.

And what did you focus on as an MYP? I was elected as one of the Media Representatives for the West Midlands, where I live, so I was heavily involved in media work. And my year was when history was made – we were the first non-Members of Parliament to be allowed to debate in the House of Commons like real politicians. It was my role to make sure the press knew about it and that our work got recognised.

My biggest achievement was being on the national TV news and on the radio.

Complete the sentences with highlighted words and phrases from the text.

1 We need to strike a between good service and price.

2 What does Jon play in the organisation?

3 I’ll help you tidy up for help with this assignment.

4 Honesty is when you want people’s cooperation.

5 Suzy spends a of her time supporting worthy causes.

ban collection cooperation criticism election supporter

‘DON’T BE AFRAID TO ASK QUESTIONS !’

It can’t have been easy, though, doing this on top of your schoolwork and everything else that a normal 15-year-old likes to do! Did anything suffer?

For some people, being involved in the UKYP means they end up giving up their social lives, but it shouldn’t be like that. It’s all about getting a good work–life balance. At the same time, you always have to remember that you only get what you give.

If you put in the work, you will get loads back in return.

Read the whole interview. Choose the best summary of it (A–C).

Motivating, topicbased texts specifically chosen to engage and inform students.

You must be very proud of that.

It sounds like the experience might have changed your approach to life. Has it?

Yes! I have definitely grown in confidence and I have learned the art of socialising and negotiating, because communication is key if you want to get something done. In this role, you can make links with decision-makers and people that could help you a great deal in the future. You just need to take the opportunities that come your way.

‘YOU HAVE TO MAKE THE MOST OF EVERY OPPORTUNITY THAT COMES ALONG.’

A Charity talks about her personal experiences of being an MYP and gives a few examples of specific projects she has worked on.

B Charity mentions some of the things she achieved as an MYP and gives advice to readers who may wish to be elected as MYPs. C Charity describes the range of people you are likely to meet as an MYP and how to handle them.

Listen to six people using these nouns and verbs and check your answers to Exercise 1.

Complete the sentences with the noun form of the verbs in Exercise 1. Listen again and check.

EP

Read the first two paragraphs of the text again and decide which answer (A, B, C or D) best fits each gap.

A containing B consisting C involving D forming A act B run C set D lay A ensure B reassure C assure D secure A sense B influence C aspect D theme A demonstrate B represent C produce D regard A recently B shortly C freshly D newly A stay B keep C live D hold A presented B provided C supplied D given A consequence B impression C reaction D impact

0 1 2 3 4 5 6 7 8

Aid agencies are cooperating We’ve collected

1 2 3 4 5 6

informed by English Vocabulary Profile to ensure they are appropriate for the level.

All reading texts are recorded, giving the option to listen and read or listen and check answers where appropriate.

rules with complete the ples. Then Read the exam s. the verb form …

Koç University social life. t to start at 1 I’m abou l have a great there when city, so you’l going to settle 2 It’s a lively I’m ed dy decid 3 I’ve alrea to some very I’m older. sitting next find yourself 4 You may after mates. probably go stylish class season. I’ll tiful in every 5 It’s beau ’s rrow. on there – there lectures tomo going ys something 6 There’s alwa tomorrow. end. again next week an event there and I’m going fan real a 7 I’m may to (x2) going will be le be about to present simp nuous present conti

each mistake in do at uni?

Correct the you going to she is. decided what to see how 1 Have you my friend Anna in town.

2 I think I call ing. market to visit the every morn 3 We could exactly 8 am will leaves at chocolate. more some 4 The train shop and get 5 I go to the compare Then t you. sentences abou Complete the end, I … your answers.

4 This week … t to older, …

5 I’m abou 1 When I’m rsity.

2 I … unive done my 3 After I’ve I… homework,

PAGE 155

GRAMMAR REFE

2

. Do you lete the rules ples and comp age?

Read the exam in your langu verb forms r , you’ll neve use the same weeks there e spent a few 1 After you’v . . want to leave when I’m older to settle there 2 I’m going , we use after) , when about nctions (e.g. perfect to talk After time conju or simple the future.

3

Read the text

48

and choose

the

TE SKARK

ns. correct optio

do 1 / ’re going to what we do 3 talking about start / We’ve been school. I won’t 2 leave / leave because I’ve after we will immediately / g university 4 definitely do ’m not startin out, but I ’ll year a have after. decided to course the year by going to do a I’m fascinated ’m definitely n a subject yet. 5 ’m studying / I haven’t chose iour, so I human behav opology or social might study anthr6 make / am making I ’ll sciences, but / I 7 ’m talking later. on er. a decisi to a careers advis ’m about to talk n to / have spoke 8 After I will speak r idea. a cleare her, I’ll have

VOCABULARY

1 EP

PA

gh

as if / as thou

example. ing for each correct mean Choose the rain. it’s going to if / as though rain.

1 It feels as itely going to a It’s defin going to rain. b I think it’s have enough gh we won’t as if / as thou 2 It sounds y. enough mone money. we will have a I don’t think enough money. have b We may received though he’d ving as if / as 3 He was beha . . some bad news received some bad news have a He may bad news. t receive some to be late. b He migh the train’s going if / as though late.

4 It looks as might not be a The train be late. will probably b The train the rules. lete comp and ples again Read the exam t situations h to talk abou if and as thoug definitely true.

1 We use as ing / be true / are that seem to the same mean as though have 2 As if and ings. mean ent differ re. in the pictu the people nces about Make sente h. if / as thoug Use look + as cross the road fit r ing buy a pape keep like annoying s get some crisp ella see something umbr lamppost need a new walk into the shout to a friend annoying. seen something as though she’s 1 She looks

2

8

6

2

7

1

35

n r of the actio that the leade locally.

Anna says who works (1) r was group is a group leade ed that the .

Anna was pleas apply for a (2) them help to by able money friends raised different Anna and her and doing (3) arranging a had almost hs, the group .

After six mont £ target of (4) reached their involved in ent became A local resid the project. on (5) (6) ssed by the Anna was impre ite. webs one company’s a community was held at design the A (7) who would agree to meeting skate park. is the main that (8) Anna says BMX riders in a jump for material used ‘whale tail’. called the which the main (9) the Anna liked to look at. the group a designer gave land where was built on The skate park . once stood (10)

jobs.

hs. Look two photograp different to compare two . They show You are going ographs below points 1–3 and make at the phot e. Then read kinds of villag about: two the notes. Think een ences betw s and differ 1 similaritie s living in photograph vantages of s and disad 2 advantage villages from these s each village differ home town 3 how your the comparing a and Oleg questions.

Listen to Thalí an exam. Answer the in photographs between the ences differ arities and 1 What simil does Thalía mention? between s photograph does Oleg make graphs? comparisons es in the photo 2 How many and the villag ion?

St Petersburg do they ment of your ideas 3 How many to Thalía Then listen box. k spea re to Read the Prepa the phrases.

36 and Oleg using and Comparing TO SPEAK contrasting

PREPARE FOR Listening Part

PREPARE

ence is …

The main differ places are …

Both of these h… looks as thoug e is …

Neither place other villag whereas the has …, It looks …, photograph e in the first …

While the villag second photograph has the … the village in , I assume that hand On the other

2 34

3 34

THE EXAM

2

the , complete questions 1–10 phrase.

Listen. For a word or short sentences with your partner’s. answers with k.

Compare your chec again and Then listen

THE PREPARE FOR

EXAM PAGE 132

Speaking Part

4

THE EXAM

2

. s. Say what Work in pairs two photograph le living Compare the ges the peop Student A: and disadvanta es from the advantages . Use phras es may have in these villag box. d you woul speak Prepare to two villages Which of these Student B: in? Why? prefer to live lete the task.

138 and comp Turn to page

5

THE PREPARE FOR

3 5

Video interviews show real teens giving their opinion on the topic of the unit. Each video comes with a worksheet containing comprehension and discussion questions.

3

PREPARE FOR

3

4

1

A NEW

5

gements.

We use plans and arran continuous for events. a present timetabled for regular, made. b you’ve just for decisions c intentions. for plans and to make predictions. d are possible to and for things that e be going / might / could f e. happen in the futur are going to for events that g . very soon

TICE RENCE AND PRAC

1

g Asher talkin called Anna nces and a teenager You will hear Read the sente skate park. about a new you might hear. predict what

ographs (1) Comparing phot

EXAM PAGE 134

A GREAT PLACE

TO LIVE

49

UNIT 8

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Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Excerpt More Information

LIFE SKILLS CRITICAL THINKING There is a Life Skills or Culture lesson after every two units.

The Life Skills lessons help students develop important skills for their everyday lives.

Do you

ASSESSING ADVERTISING

77

LIFE SKILLS Assessing advertising Advertisers use many techniques and tricks to try to influence the way we think and feel, often on a subconscious level, in order to get us to buy or use their products and services.

It’s therefore important to be aware of advertising and have the necessary skills and tools to be able to assess ads properly and make well-informed decisions when it comes to spending our money.

1

Ask and answer the questions with

3

Listen to a media studies teacher giving a talk to a group of students about common advertising techniques. Number the techniques in the order she mentions them. the bandwagon effect association fear and embarrassment celebrity endorsements

76

5

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

1 In her introduction, the teacher says that adverts are A simply images of and information about products.

Read the first three paragraphs of the article on page 95 quickly. Which of these sentences is the best summary?

B designed to be eye-catching.

C designed to influence us without us realising.

2 The association technique is when advertisers A try to make people feel happy and attractive.

B use positive images in their ads.

C try to sell their products to people in different countries.

A We only look at the adverts we’re really interested in, and their influence on us is limited.

B Adverts come in a surprising variety of forms and it’s easy to see how they influence us.

C Most adverts today are found online and they aim to increase our desire for something.

Culture lessons highlight interesting aspects of culture in English-speaking countries.

4

a partner.

1 How many adverts do you think you see in a typical day? a 40 b 400 c 4,000 2 Do you have a favourite advert at the moment?

Why do you like it?

3 How do you think adverts try to make us buy or consume things?

2

76

3 The second technique mentioned might be used in an ad for A deodorant.

B a smartphone.

C washing-up liquid.

Read the whole article and answer the questions.

1 Why might the number of 4,000 ads not be precise?

2 What do ads try to do after they have been successful in getting you to look?

3 Why do adverts include people who are similar to you?

4 Is it hard to identify examples of product placement? Why? / Why not?

5 How can assessing advertising critically make you feel more confident about your choices?

6

4 What does the teacher point out about celebrity endorsements?

A Products promoted by celebrities tend to be more expensive.

B Celebrities often don’t really use the products they advertise.

C Brands create products imitating the style of clothes that celebrities wear.

5 The bandwagon effect is when advertisers try to make us feel that

PROJECT

4 Create a presentation to share your assessment.

Present your work to the class.

feel like

CULTURE

ASSESSING ADVERTISING

FAN CULTURE

4

1

Ask and answer the questions with a partner.

1 Are you a big fan of anything?

2 What do you think ‘fan culture’ means?

2

Read the article on page 107 quickly.

Which of the following are mentioned?

1 2 3 4 5 6

3

A critical assessment of an advert

1 Search for and choose a selection of adverts from print and digital sources.

2 Decide together on one advert that you’d like to work on.

3 Use the ideas from the article and the techniques from the talk to perform a critical analysis of the advert.

level. images with

people’s fear of having bad skin. to sell their

5 The aim of this advert is to make us

5

84

84

6

7

a brief history of spoilers in entertainmen t reasons why some people like to see spoilers what a spoiler is trying to keep the details of a film secret

FAN OR FANATIC? Did you know the word ‘fan’ is short for ‘fanatic’?

This is because in the past, many people held negative views about fans, confusing their passion with obsessive behaviour. But things have changed, and psychologists now talk about fans as ‘active participants in a culture or community’ .

This change in attitude has drawn our attention to ‘fandoms’, which is a subculture made up of people who are fans of the same thing, who share a common interest and who connect with other fans. The subject of their admiration could be a TV series, a band, a series of books, a movie franchise, a celebrity or any other form of culture or interest. Although supporters of a sports team or sportsperson can be said to be members of fandoms, the term isn’t usually used for sports fans. Popular fandoms include Potterheads (yes, you guessed it – for Harry Potter fans), Whovians (Doctor Who fans) and Swifties (Taylor Swift fans).

Members of fandoms often take part in activities like attending Comic Cons, which are conventions for fans of comic genres, or creating and sharing new ‘fan fiction’. This is when fans themselves write their own short stories using the characters from their favourite TV, book or film series, or even their favourite singers or actors. The term shipping is often used in fandoms and it comes from the word ‘relationship’. This is when fans would like to see real-life people or fictional characters form a romantic relationship. Fans create fan fiction or art of the imaginary relationship and often publish it on the internet.

Listen to the interview again and decide whether the statements are true (T), false (F) or not mentioned (NM).

1 The presenter doesn’t know what her guest is going to talk about.

2 People tell spoilers about books, films, TV shows, etc. because it makes them feel powerful.

3 Spoilers have only existed since the arrival of social media.

4 Filmmakers always avoid putting spoilers in trailers.

5 The social media campaign against spoilers by fans of Fantastic Beasts was a success.

6 In the study mentioned by the lecturer, spoilers made the story less enjoyable to readers.

Complete the sentences with the

words in the box.

admiration characters connection lose obsessive participants

In the videos found in each Culture lesson, students can watch interesting documentaries about the Culture topics.

Each video comes with a worksheet for students to complete as they watch.

85

FANTASTIC FANDOMS

Listen to an interview about spoilers.

Number the topics in the order you hear them.

A B C D

Read the article again and answer the questions.

1 Which group of fans are not normally considered to be members of a ‘fandom’?

2 How does ‘fan fiction’ differ from normal fiction?

3 How can feeling a connection with a character, celebrity or show help people?

4 How do members of fandoms help each other?

5 What are the signs of an obsessive fan?

95

Match the highlighted words and phrases in the article to the meanings.

1 a series of films that have the same or similar titles and are about the same characters 2 sharing the same opinions, ideas or interests 3 very likely 4 feeling that you are in the right place or group 5 when too much of something pleasant becomes unpleasant

the origins of the word fandom examples of fandoms things that participants in fandoms do searching for the right fandom for you how to start a fandom advantages and disadvantages of fandoms

Projects in the Life Skills and Culture lessons encourage students to work together to create something fun and expand their learning.

Work in groups of three or four to critically assess an advert. Use these steps to help you.

USEFUL LANGUAGE

LIFE SKILLS

continue!

There are some key lessons to learn here. When you want to buy a specific product or brand, ask yourself a few questions before you make a decision: What does it ‘mean’ to you to have this thing? Is the product attractive because of how it looks, feels or sounds? Or do you perhaps find it attractive because it’s associated with the celebrity, model or setting used to advertise it? Assessing advertising in this way will make you feel a lot more in control of your choices and spending decisions.

missing out

Assessing an advert critically 1 Advertisers try to influence us on a 2 Companies try to positive 3 4

Watch video to

Free shipping today!

No additional charges!

Buy one, get one free!

And it’s not just the discount obvious adverts which we need to assess critically. Product placement – when companies use media like TV shows, films or games to promote their brands and new products – has become the norm in the world of advertising.

Perhaps your favourite character is wearing a certain brand of clothing or enjoying a new drink.

Or a singer you like has the latest mobile in her new music video. Product placement can come in many forms, but it’s usually very difficult to spot the product because it is ‘hidden’.

However, you can be sure that your brain has ‘seen’ it on a subconscious level. Try spotting product placements and you’ll be amazed at how widespread it is!

Complete the sentences with the words and phrases in the box. associate endorsements subconscious targets

A we’re the first to try a product.

B we’re the only ones not using a product.

C we don’t have much time left to enjoy a product.

94

want to buy it?

Some studies estimate that we’re exposed to up to 4,000 adverts every day! That seems like a huge amount, so let’s have a think about how that could add up. First of all, it depends on our definition of an ad. Many people believe that this includes seeing a logo or a product’s packaging, as well as more obvious adverts in print, on TV and those popping up while we’re watching our favourite series, playing games or streaming music online.

In fact, when we’re on the internet or using apps, we’re constantly being bombarded by ads.

We’re also exposed to a huge number of ads on the way to and from school or when we’re out shopping. While the exact figure of 4,000 might be difficult to prove, what’s very clear is that we see a massive number of adverts in our daily lives.

A large amount of the advertising we see is designed to make us want something. Now, you might think that you don’t let adverts influence your opinion about things.

But in reality, that’s very difficult to demonstrate. Why is it that we really want one thing, but don’t want another because we ‘know’ that it’s not fashionable?

More often than not, it depends to a large extent on the adverts we’ve seen. Ads usually aim to grab our attention, affect us emotionally and encourage us to buy something.

Persuasive advertising doesn’t always send positive messages. Many adverts exploit our worries and make us feel less self-confident, more unattractive, or like we’re not part of a group because we don’t have the ‘right’ things. This is often done by using peer influence on social media, where people of a similar age to you are pictured with the product being advertised. From a psychological point of view, this works because it creates the idea that the brand or item will somehow ‘make’ you become ‘better’ than you are. We need to take a step back and look at adverts from an independent and critical perspective. Feeling confident and informed enables us to assess and control the influence adverts can have on us.

USEFUL LANGUAGE Talking about fans and fandoms 1 They are active in the Whovian fandom.

2 The subject of their is Taylor Swift.

3 She felt a strong with her favourite character.

4 Shipping is when fans want people or to form relationships.

5 Sometimes fans themselves in a character’s experience.

6 fans are often referred to as ‘stans’.

People become fans for many different reasons. But, undoubtedly, a big reason is to feel a strong connection with a favourite character, celebrity or show.

Their story or struggle can feel like our own, and fans experience being a part of something much bigger than themselves.

Some fans also find that they can let go of their own identity and ‘lose’ themselves in a character’s experiences.

They can step into Harry Potter’s shoes and empathise with his fears and triumphs. This can be beneficial, as it allows them to momentarily forget about the worries and problems in their own lives. In addition, studies have found that many fans contribute to the real world in positive ways. They participate in social activism and form networks with other fans where they can help each other with advice and support.

Human beings have an almost universal need to form and maintain some kind of interpersonal relationships with others.

Fandom participants can increase their sense of belonging by building large communities – spaces where fans can be enthusiastic about their passions – with like-minded people from all over the world. And many fans also get together in real life at conventions.

TAKING FANDOM TOO FAR? Fandoms are not without their negative side, though, and too much of a good thing can also lead to unwanted consequences.

Obsessive fans, often referred to as ‘stans’, can find it really hard to feel empathy for people in other groups, or towards anyone who doesn’t share their interest. Feeling frustrated and disliking or even hating non-fans is a sure sign that someone is experiencing the negative side of fandom.

While having interests and being part of a community are good for our psychological well-being, fans shouldn’t let their fandom become their whole world. It’s important to have a range of different interests and hobbies.

PROJECT

Researching a fandom

Work in groups of three or four to research a fandom. Use these steps to help you.

1 Search for and then agree on a fandom you all want to know more about.

2 Research information about the fandom. · What does it call itself? · Does it have conventions or fan meetings? · What do the fans wear?

3 Find some images or videos of the fans.

4 Create a presentation.

a new idea – Fandoms are not Century, in the late 19th k Holmes fans of Sherloc considered to what’s created . be the first fandom

Present your research to the class.

106 CULTURE 15 NOW WATCH THE CULTURE VIDEO

R THE S PREPART EFOFO R SCHOOL

EXAM

cloze Part 2 Open 2, Review 3, Review 4) Use of English iew plete Reading and Unit 16, Review 1, Rev ns and com exam instructio (Unit 5, Unit 11, Now read the

B2 FIRS

USE OF READING AND

3

e iple-choice cloz Part 1 Mult 2, Review 4, Review 5) Use of English Reading and Unit 15, Review 1, Review (Unit 2, Unit 6,

ATION EXAM INFORMof English Part 1

a representing Use gaps, each Reading and t text with eight read a shor for • You will e items, one or phrase. missing word four-option multiple-choic eight • There are gap. each fill to er each gap. correct answ ld choose the show you what to do.

• You shou to one example, • There is alternative ning. What general mea le quickly for le?

Read the artic artic the give the s. Why is A title could you ns are verb All four optio example (0).

Look at the . er? correct answ plete the task ns and com h exam instructio decide whic Now read the and site text oppo example at 1–8, read the There is an For questions or D) best fits each gap.

B, C answer (A, g (0). the beginnin

1

2

3

is missing word to see if the read the nd the gap have finished, words arou n. When you Look at the se or collocatio ers. part of a phra answ check your text again and ress D prog C move D track B widen C search 0 A rise D crowded B hunt C engaged 1 A aim D public B urban members d lations C 2 A occupied D low-price ts B popu modest 3 A inhabitan B affordable C D keep ties C make 4 A well-paid D opportuni es B get biliti C capa 5 A take D variable B chances rted asso sions C 6 A occa D benefit B separate C promote 7 A diverse B gain 8 A profit

EXAM TIPS

G CITY LIVIN T

lation world’s popu half of the oday, over entage is likely , and this perc e. live in cities in the futur significantly cities in to (0) rise moving to people are r life. more bette and a More ent and of employm (1) more (2) are becoming ’, which Their lives cities a , with ‘meg , emerging and less rural (3) n 10 millio have over globe. around the to are more (4) Some cities residents with others, but the most live in than er can (5) pow earning ide many , as cities prov ping shop of city living llent such as exce attractions, urants and , trendy resta What’s (6) re facilities. other leisu can take numerous lives in a city who ne more, anyo rally (7) of how cultu y advantage and how man enient it is, t. There it is, how conv are to mee people there in a interesting cts of living negative aspe are certainly and pollution, ding crow over greatly city, such as is that cities ral picture but the gene live there. those who (8)

1

and think text below 1–8, read the Use only For questions h best fits each gap. ple at the whic e is an exam of the word each gap. Ther one word in (0). g nnin begi

Use gaps.

Reading and t text with eight each gap. read a shor in • You will h word fits ld decide whic word for each gap.

• You shou one do. ld write only you what to • You shou ple, to show exam one • There is . Then ral meaning (noun, kly for gene it is quic text word Read the t kind of example. Wha ? look at the article, etc.) determiner, preposition, h gap the text. Whic the gaps in Now look at ire … (or gaps) requ of a phrase part • er n • a determin • a conjunctio infinitive • part of an • a verb form parative n com • a prepositio • part of a structure

EXAM TIPS

answers. re writing your spelling befo correctly. When you Check your be spelled and make le text again The words must read the who es sense. have finished, chosen mak ve you’ sure the word

2

LES

I CROCOD Not (0)

all

REVIEW 3

UNITS 9–12

metres, but they from dible seven and birds, stay away reach an incre also eat fish (2) als, too, rivers ies, salties they prefer larger anim tat includes rare. Like fresh . Their habi happy to hunt is actually of the ater’ name them altogether ern regions are more (8) . The ‘saltw content pools in north tures’ s and cattle are just as and natural fore the crea including horse giant reptiles fish are there these do, and use ies try, beca coun food. Fresh d. misleading, e swamps inlan animals l and s Choose the correct options. smal main sourc river of in of the phrases. ty living parts ume a varie Match the two we’ll be finishing / have however, cons

VOCABUL ARY

Reading and Use of English Part 2

1

1

1

1 2 3 4 5 see the ✤

✘✄

✂

✜ ✁

✂ ✚

a b c d e

✜

✣

✚

✜ ✙

✂ ☎

✆✜ ✙✜

✄

✝

✒✑

2

3 M

box

a compound Complete the conversations with of the underlined adjective that means the opposite words. Use the words in the box. badly

last

self

short

well

1 A: Is Martin the tall slim boy?

-built one.

B: No, he’s the in advance?

2 A: Did you plan your holiday well -minute decision.

B: No, it was a 3 A: Were the students good? behaved boys, but B: There were a few nothing serious.

4 A: Is your brother’s job abroad permanent?

-term contract.

B: No, it’s only a to be?

5 A: Is Louise still as shy as she used -confident now.

B: No, she’s much more

Review pages after every four units give further practice of language, skills and exam tasks.

4

1 By the end of the year, finished this book. car. He won’t 2 Maybe we could borrow my dad’s be using / have used it today. as I’ll have 3 I might be tired on Saturday evening, revised / have been revising all day. by the time we go 4 I will have been learning Spanish to Madrid. / for a year soon. have seen / seeing be I’ll key.

5 I can give Mike the him later. year. She’ll have 6 Emily’s going to university next then. finished / have been finishing school

goals best of something go at something best in people end to something

in the Complete the meanings with the words and a preposition.

the phrasal Rewrite the underlined phrases using necessary. verbs in the box. Make any other changes let down go off fall out take after stick together

look down on

Tom, but I’m 1 I feel terrible about disappointing just too tired to go out tonight. my family.

2 We always support each other in 3 My brother is a lot like our dad.

4 I’ve stopped enjoying chocolate. arguments, 5 My sister and I are constantly having but we always make up again. that I’m 6 It always feels as if Susanna is thinking less important than her.

PREPARE FOR THE EXAM

GRAMMAR

fault secret accident advance character it’s needed, you do 1 When you do something before . it normally wouldn’t you 2 When you do something . do, you act out it from others, 3 When you do something and hide . you do it that’s 4 When you’re responsible for something PREPARE . going wrong, you’re mean to do, 5 When you do something you didn’t . you do it

E FOR THE EXA 120 PREPAR

The Prepare for the exam section at the end of the Student’s Book contains useful tips and teaches techniques for the B2 First for Schools exam, as well as providing practice of exam tasks.

the task.

ATION EXAM INFORMof English Part 2

ENGLISH

FAN CULTURE 107

Choose the correct options. the shopping if 1 I shouldn’t / wouldn’t have done I’d known we were going out.

121arrangements in advance, so we made SallyEXA Mall the anything.

FOR2THE didn’t need to do / shouldn’t have done John down let have wouldn’t / 3 You shouldn’t yesterday. He needed your help.

I shouldn’t / 4 I’m glad I didn’t wear my jacket. wouldn’t have been comfortable.

Josie to come 5 I should / would have persuaded it. and see that film. She’d have loved ages learning 6 It was an easy history test. I spent dates, but I needn’t / wouldn’t have.

For questions 1–8, read the text below

that, which, Complete the sentences with who, the word in whose, where, when or why. Write brackets if you can leave it out.

Sam’s dad works.

1 This is the hospital eventually turned 2 We waited for Marcus, up 30 minutes late. mum you met.

3 Sam’s the girl you were reading?

4 Can I borrow the book we have to hand 5 Do you know the date in our essay? he left.

6 I don’t know the reason

4

Correct the mistake in each sentence. leave by 4.50 pm.

1 You mentioned that you have to been finished That’s not a problem, we will have by then. was 19.30, but 2 The time that the show should start

it started 45 minutes later. the Palace Hotel, 3 Your group has been booked into which address you will find in the leaflet. great, because 4 That time we spent together was are some of I made some good new friends, which my closest.

I had watched 5 I inspired to read the book after the film.

fits each gap. Use only one word in

each gap.

really liked them. That is until I have believed anyone who said they (2) I hate surprises, and I wouldn’t (0) carried out by neuroscientists in America, that (1) read about a fascinating experiment don’t. During the experiment, the appear to like surprises and others wanted to find out why some people had agreed to be involved. juice into the mouths of those who scientists poured either water (3) given, and sometimes they didn’t. to (4) going were they one which Sometimes the subjects knew like surprises, their brains told a didn’t they that stated some of the subjects had previously (5) brain activity was recorded was put into their mouths, the subjects’ the unexpected different story. As the water or juice brains responded more strongly to machines. Images showed that their expectation was (6) (7) have thought. This surprised the scientists, pleasures than the subjects might respond to any pleasurable substance. that the brain (8)

2

3

and think of the word which best

ISES WHY PEOPLE LIKE SURPR

Reading and Use of English Part 3

2

Use the word For questions 1–8, read the text below. fits in the gap. given in capitals to form a word that

ACTS OF

90 KINDNESS with ‘I had a great (0) friendship (FRIEND) Josie Taylor. my grandfather,’ says 17-year-old ‘He was kind, and made a big (1) simply by (DIFFERENT) to those around him, the age at away passed he When being friendly. kindness in his of 90, I decided to do 90 acts of (PRACTICE) person, memory. I’m a (2) so I thought I’d use my main (3) others happier.

(STRONG) – cooking – to make (ENCOURAGE) from my With (4) a neighbour. grandmother, I baked a cake for realised how He was thrilled! That was when I act can be. small one (EFFECT) (5) (VALUE) lesson from I learned a (6) word my acts: I noticed that even a kind (BENEFIT) in or smile can be (7) person who terms of well-being – for both the it. With all receives it and the one who gives 90 acts of do my schoolwork, finding time to (REAL) goal and kindness was an (8) time to say I couldn’t reach it. But I did make when they hello to neighbours and help people needed it!’

Reading and Use of English Part 4 sentence so For questions 1–6, complete the second first sentence, that it has a similar meaning to the the word using the word given. Do not change and five words, given. You must use between two including the word given. left and I don’t 0 Oh, no – you don’t have any chocolate have any either!

US left!

Oh, no – neither of us has any chocolate gave everyone in the 1 Because we did well, the teacher class a certificate.

WAS well. doing class the in Everyone so is that one!

2 This suitcase of mine is heavy and MY heavy.

Both across the lake.

3 Next December, I’m going to swim HAVE across the lake.

By the end of December, I go to the cinema?

4 Is Simon persuading you not to PERSUADED Simon not to go to the cinema?

Are you to invite Alex to my 5 It would have been a good idea party, but I didn’t.

SHOULD Alex to my party, but I didn’t.

I while the teacher 6 I could see my classmates laughing was telling me off.

BEING off by the teacher, I could see my While classmates laughing.

3

UNITS 9–12 74

75

REVIEW 3

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COMPONENT LINE-UP Student’s Book with eBook The Student’s Book combines teen-appeal topics with preparation for the B2 First for Schools exam. With twenty lively core units, Reviews, Culture and Life Skills sections, a Vocabulary list, and a Grammar reference and practice section, the Student’s Book has all the material you need to create interactive, personalised lessons. Full audio and extensive video to accompany the Student’s Book is available for teachers online.

20

STUDENT’S BOOK WITH EBOOK

SPEAK UP 89

☛ ✡✞☛ ✞✟✠

Discuss the questions.

3

ABOUT YOU

ice when you meet 1 What is the best way to break the new people? took your breath 2 Have you ever seen something that away? What? find difficult that you 3 Is there anything that your friends

What idioms do you know in your own language?

What idioms do you know in English?

VOCABULARY

1

think is a piece of cake? late because you’d lost 4 When was the last time you were track of time?

Idioms

Look at the list of idioms. Which meanings you think are the most likely? Why?

do

READING

EP

113. What might the Read the title of the article on page quickly and check article be about? Then read the article your ideas.

1

7

1

James Styring Nicholas Tims Helen Chilton

B2

Second Edition

2

88

break the ice a make people feel more relaxed in a social situation b explain why people feel a certain way

PREPARE FOR THE EXAM Reading and Use of English Part 3

2

break someone’s heart a make someone feel nervous b make someone feel extremely sad

3

take your breath away a make you feel anxious and impatient b make you feel surprise and admiration

4

be a piece of cake a be sweet and tasty b be very easy

5

cross your mind time a come into your thoughts for a short b make you change your mind

6

have an eye for something a want something very much b be good at noticing certain things

7

be a pain a be very sore b be annoying

8

lose track of time a not be aware of what time it is b not be able to find time for something

LEVEL 7

2

(EXPRESS) with Do you use some words or (0) family? Maybe you use your friends and other ones with your (COMPARE) with older very different language in (1) (CRITICISE) generations, or perhaps you receive (2) at school. language ‘wrong’ the using for from teachers (SPECIFY) to teenagers is common Slang that is (3) it from older in most languages, as are complaints about made by some adults people. However, in spite of the claims changes to fact in that teenagers are ‘ruining’ their language, nothing new, and aren’t, standard grammar and vocabulary are (REMARK). Since the therefore, particularly (4) always been plenty of time of the Ancient Greeks, there have language use. people’s young to (OBJECT) (5) to suit their Groups with similar interests adapt language (SPECIALISE) language purposes: think of the (6) (MEDICINE) worlds. used in the legal and (7) those who use them Known as ‘jargon’, these words mark out (NATURE), as belonging to a specific group. (8) social group they teenagers also want to make it clear which you use is a great way to belong to, and changing the language do this. is to language their change teenagers One way in which meaning of existing introduce new vocabulary or change the speak’ show how big words. Some recent examples of ‘teen young people, wicked these changes in meaning can be. For generations, but doesn’t mean very bad as it does for older has taken on the wonderful; bad can mean good, and sick always last for long. meaning of very cool. These uses don’t very quickly, and it can be Indeed, words come in and out of use hard to keep up.

One example of Young people also make changes to grammar. is the use among some a teen-led change to English grammar of isn’t it) as a substitute young people of innit (a shortened form innit? or You like this for all question tags, e.g. You texted me, this ‘simplification’ is a game, innit? It has been suggested that Although some by-product of texting and instant messaging. ‘text speak’ is people are concerned that this trend towards

3

paragraphs of For questions 1–8, read the first three capitals to form a the article. Use the word given in word that fits in the gap.

the questions.

Read the article again and answer on language change?

1 Why do teenagers have an influence of how English has 2 What examples does the text give changed lately? tags for these questions?

3 What are the standard question people use instead?

What question tag do some young ? a You texted me, ? b You like this game, differ from standard 4 How does the language of texting English?

5 How does texting affect texters? rolls on, nothing stays 6 How does the saying, ‘Everything still’ relate to languages?

4

article to the meanings.

Match the highlighted words in the person or thing 1 planned or controlled by a particular 2 the ability to read and write 3 hurting or damaging by people who belong 4 informal language that is only used

☞✌✍☛

Professor David harming the language, well-known linguist and many other Crystal doesn’t agree. According to Crystal speak, acronyms (LOL) linguists, the fact that teenagers use text the language. Says and emojis doesn’t mean the end of that has evolved as Crystal, ‘Texting is just a new type of English any impact on the had hasn’t It a result of internet technology. texting is somehow rest of the language. The big myth is that of that. All the harming the language. There is no evidence are recent research shows the best texters text, they more The spellers. best the actually the the better their literacy is, as it gives them practice in reading and writing they wouldn’t otherwise have.’ for ignoring linguistic Although teenagers are often criticised those keen on imposing rules and destroying the language by in mind that languages standard grammar rules, we should bear time, albeit at different aren’t fixed. All languages change over Vocabulary evolves as reasons. erent diff of lot a for and rates new concepts or consumer speakers need new words to describe without all those new goods, for example. Where would we be come into the have that e-reader and words such as app Grammar also language as a result of modern technologies? many present-day changes over time, which explains why 16th-century native English-speakers find Shakespeare’s changes naturally plays difficult to read. Our use of language pick up new words and as we go through life, too; we continually phrases and integrate them into our speech. teenagers speak to Some adults may not always like the way change is inevitable each other, but realising that language process might help older and that teenagers are integral to this have always complained generations feel better about it. People generation, but younger the that standards are declining among more than 2,500 as the Greek philosopher Heraclitus observed stays still.’ years ago, ‘Everything rolls on, nothing

innit

to a particular group 5 although

5

Listen and choose the correct meanings Exercise 1.

in

Discuss the questions. speaking to your friends?

1 Do you use slang when you are Give some examples. using the ‘wrong’ 2 Are you sometimes criticised for language? In what situations? and in your own English in words 3 Think of examples of language that a are borrowed from other languages. b are often shortened. c come from technological developments.

TALKING POINTS How have modern ways of communicating changed the way we use language?

SPEAK UP 113

112 UNIT 20

Second Edition WORKBOOK WITH DIGITAL PACK

Workbook with Digital Pack The Workbook gives additional practice of all the language from the Student’s Book. It also provides students with comprehensive skills development work and further exposure to exam tasks. The Workbook is suitable for use both in the classroom and for homework.

VOCABULARY

Expressing emotions

3

Match the words and phrases to the meanings.

1

optimistic pessimistic over the moon furious scared fed up relieved depressed content

late again. to go on the school trip 4 When my brother wasn’t allowed / bad-tempered he was really content / over the moon all day. and my little sister was 5 Our cousins have got a huge dog they visited us. scared / fed up / petrified of it when about failing 6 I was really down / cheerful / depressed

has a happy that something unpleasant not happened b very pleased about something c very angry future d unhappy and without hope for the e frightened are likely f always believing that bad things to happen that you g annoyed or bored by something have experienced for too long will happen h always believing that good things hoping not and situation your with i pleased for change or improvement

2

Complete the sentences with the Exercise 1.

two are correct.

Choose the correct words. Sometimes She’s always anxious / 1 Our new teacher is really good fun. depressed / cheerful. late last night, but 2 Mum was angry when I got home / concerned / down was she I know that it was because anxious about me. / content because I was 3 Jude was a bit irritated / relieved

my exams.

4

Find the odd word out.

1 down 2 irritated 3 fed up 4 content 5 furious

asking me. about 5 He’s feeling he passing his exams tomorrow because didn’t revise much. about 6 I’m feeling lots of passing my exams because I’ve done revision. about finding 7 I was our lost cat safe and well this morning. about 8 I sometimes get all the bad news I see on TV. is 9 She’s a very happy person who with her life.

cheerful furious optimistic concerned scared

pessimistic bad-tempered over the moon relieved anxious

READING PREPARE FOR THE EXAM Reading and Use of English Part 1

words in

of horror 1 I’m really films. with the person 2 I was who stole my bike. about winning 3 I was first prize in the essay competition. with my 4 I’m really brother for borrowing my laptop without

depressed concerned relieved cheerful petrified

1

the text and decide Read the first three paragraphs of each gap. which answer (A, B, C or D) best fits D with B around C for 0 A about D avoided C escaped B missed 1 A left D examination 2 A example B enquiry C experiment C throughout D around B about 3 A nearby D frame position C B shape 4 A state D spread B increase C climb 5 A grow D objects B reasons C points 6 A goals D aware informed C 7 A sensitive B alive D little C hardly 8 A slightly B almost

about being bored?

Have you ever complained (0) of boredom as Most of us have. Many people think , but being bored can something to be (1) actually lead to great things.

for you to try. Just do nothing for Here is an (2) Your brain isn’t doing a moment. Observe your thoughts. processing nothing, is it? It’s listening and watching, you, and it may seem quite busy. everything (3) , we act In this (4) mode.

Beta in is brain Your when (5) and get things done. Beta brainwaves They help us to focus we are learning, talking or excited. . and achieve (6) there and try not Now try being truly bored. Just sit may notice that to think of anything. Gradually, you You may become your thoughts become less busy. surround of the little sounds and events that (7) that had never crossed you. You may begin to think things think at all.

(8) might you Or before. mind your you are said to be in When your brain is this inactive, when we are very Alpha mode. Alpha waves happen slows. People who peaceful or relaxed. Our breathing more likely to daydream, spend more time in this state are more easily. They and tend to fall asleep and stay asleep might also get less stuff done! device to measure brain Scientists use a special electronic the brain is in Alpha or activity and they can tell whether activity changes all the Beta mode. Everyone’s brainwave doing or feeling. time, depending on what they are who co-founded Jobs, Steve Famous creative thinker development of Apple Computers and directed the

and ended up having some pretty

amazing ideas.

Are the sentences true or false, or

7

B2

text? is there no information given in the True

False

Second Edition

LEVEL 7

Not given

state.

The brain is more active in the Beta brain state.

Some people are always in the same he was in Alpha state.

Steve Jobs was less creative when ideas when he was at work.

Albert Einstein had some very good to sleep at work.

Google and Pixar encourage their employees bored.

People should always try to avoid being text to the meanings.

Match the highlighted words in the

1 2 3 4 5 6

to decide • If you don’t know the answer, try choose a which options do not fit the gap and different one. to check it • Read the whole text through again

3

1 the state of being bored you like or would like to happen 2 have pleasant thoughts about something something 3 the feeling of wanting to know about 4 watch something carefully purpose 5 piece of equipment used for a particular

TOTALLY EMOTIONAL 24

WORKBOOK WITH DIGITAL PACK

monotony of a quiet Scientist Albert Einstein said, ‘The Just imagine him life stimulates the creative mind.’ his thumbs and sitting there with nothing to do, twiddling Albert would have had daydreaming. Do you think young to his famous theories the flashes of inspiration which led with games on it computer or phone if he’d had a mobile been too busy trying to back in 1903? Or would he have game? reach the next stage in his favourite a valuable activity, You didn’t know daydreaming was like Google and Pixar did you? Many large companies, business advantage, Animation, see creativity as a major daydreamers for and they reward their most creative even have special coming up with original ideas. They complete with rooms for encouraging daydreaming, at these companies work that People comfortable sofas. into space sometimes, are encouraged to relax and stare what great ideas come because the companies can see Employees should be out of these daydreaming sessions. though. asleep fall actually don’t they careful that be bored. If you are lucky It can be hard to find the time to repetitive jobs to enough to have quiet time or simple, You might have an do, enjoy those moments of boredom. potatoes, or come inspiring thought while you are peeling a story while you’re up with the next brilliant idea for And that’s not watching the rain run down the window. boring at all, is it?

David McKeegan 2

EXAM TIPS

makes sense.

said, ‘Boredom allows iPads and other new tecÚology, of curiosity comes us to experience curiosity, and out hours being bored, everything.’ He spent many productive

McKeegan

1 2 3 4 5 6 7 8 9

Happily bored!

TOTALLY EMOTIONAL

6

25

UNIT 6

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Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Excerpt More Information

Teacher’s Book with Digital Pack The interleaved Teacher’s Book contains complete teaching notes for all of the Student’s Book tasks, in addition to answer keys and audioscripts.

With a wealth of lesson ideas, warmers, coolers and extension tasks, the Teacher’s Book helps you manage mixed-ability classes and work with fast finishers. Information panels include background information about themes, topics and cultural events. Prepare for the exam information boxes provide detailed descriptions of each task found in the B2 First for Schools exam, as well as useful tips on how to approach the tasks. Clear indications direct you to additional resources which support and extend learning.

TEACHER’S BOOK WITH DIGITAL PACK

The Teacher’s Book provides access to a wide range of printable worksheets for use in class, including: • Grammar worksheets (available at two levels of challenge: standard and plus)

B2

• Vocabulary worksheets (available at two levels of challenge: standard and plus) • Review Games

Rod Fricker

LEVEL 7

Second Edition

• Literature worksheets • Speaking worksheets • Writing worksheets

EDITION PREPARE SECOND 1

• Video worksheets

Choose the sentences.

LEVEL 7

to complete the correct endings (A or B)

1 Kerry has worked B A 2 Kerry has been working week. She’s back A in Paris for most of this tomorrow. fashion labels in the world.

B for three of the biggest 3 I’ve never worn 4 I haven’t been wearing been so sunny.

A a jumper lately as it’s life.

B high-heel shoes in my 5 I’ve always thought

2

6 I’ve been thinking when it comes to clothes.

A that blue is your colour coat I saw in the sales.

B all morning about that 7 Designers have come coming 8 Designers have been A to this show since 2000. their latest creations.

B here today to display table. the correct place in the Write these endings in don’t really like it. … a summer hat, but I 13. … Nike trainers since I was … presents all morning. a year. over for magazine this … year. … three pairs of jeans this … you a new skirt. Look.

I’ve bought ...

I’ve been buying ...

UNIT 2 GRAMMAR:

PREPARE SECOND EDITION LEVEL 7

STANDARD

1

3b Answer the question. are true for you?

4

if is correct or a cross () Put a tick () if the sentence the mistakes. it is incorrect. Underline house yet. X 1 Erin doesn’t sell her shoes all day.

2 I am wearing these silly people wear those why understood never 3 I’ve clothes. three mobile phones this 4 Lewis has been breaking year. years.

5 I study design for three seen her.

6 Where’s Jen? I haven’t a lot since I was change are tastes 7 My fashion a child. playing hockey.

8 I’m so tired. I’ve been or the present perfect simple Write questions in the with continuous present perfect read / this year 1 How many / books / read this year?

How many books have you

1

S E

L

2

F -

E

S

T

2

E

4

REVIEW GAME UNITS 13–16: LIST IT!

E M

List 5 … things parents often forbid children to do

Rewrite the second sentence so that it has a similar meaning to the first sentence using the correct form of phrasal verbs from Exercise 3. Use FOUR words.

1 She lied when she told me she had job at the bank.

She made it up when she told me she had job at the bank.

2 He founded this company

List 5 … reasons why people

company in 1998 and it now has 100 employees.

3 Please can you talk more loudly because I can’t hear you?

4

5

2 ever / go / the USA

PREPARE SECOND EDITION LEVEL 7

9 to talk in a louder voice so that people can hear better 10 to make a copy of information in a computer that is stored separately

Down 1 showing that you understand and care about other people’s problems 2 to do something in a right and reasonable way that treats people equally 3 someone who always tells others what to do 4 to feel uncertain or lack confidence about something

UNIT 13 VOCABULARY: PLUS

7 to move at the same speed as someone or something that is moving forward 8 to mistake someone or something for someone else

Complete the crossword puzzle.

Across 1 belief and confidence in your own ability 2 enthusiastic and determined to succeed 3 something that you intend to achieve 4 to be better than or different to other people or things

Which sentences

List 5 … things that are environmentally friendl

List 5 … things that are sponsored

y

List 5 …

4 3 3

List 5 … things people do during ad breaks

5

List 5 … products which were launched in the last two years

List 5 … foods included in a well-balanced diet

List 5 … things that footba ll supporters do

4

PREPARE SECOND EDITION

3 How long / learn / English

LEVEL 7

LITERATURE 5

6 This book wasn’t as good as I expected it would be.

This book my expectations.

UNIT 7 VIDEO List 5 …

things that are

STORIES 7 The teacher 05me at the end of class. approached Complete the text with appropriate words. The The teacher the end of class.

The book focuses on thefirst 1 Look at the list ofatgenres of stories and books and tick (✔) the ones you like. Compare your answer letter of each word is given. with a partner. adventures of the boys who Choose the correct action options. drama Answer the questions and compare your ideas. the Trail of People who achieve success ‘The followed thriller in their careers romance usually crime into Colorado, Badger’ fantasy A: Are you OK? They down are 1motivated horror 1 Do you enjoy being in the countryside? Why? / Why not? share a few characteristics. sci-fi 2 how shows people with clear career USA. comedy B: Yes, t The authorthat just a bit nervous. they want I’m giving my presentation adventureto mystery 2 What dangers might you find in the countryside? two healthy, the bank later. andenterprising hardworking Watch 2 do the to 05 surprise? film able and tick (✔) the items in the list in Exercise 1 that Christina and the students young men A: You’ll be fine. You are so 1motivated towere do their best and 3 Can you think of examples of a good surprise and a bad / bossy mention. of in the workwith fulfill their ambitions. They their sympathetic and your ideas really 2target / arelittle oftenpart self-confident brackets in strong? friendship a verbs makes with the 4 What do you think 3 05/ Work partner. Match the people from the film (A–D) with the statements reclamation. and desert conscientious the certainty they can do the Complete the sentences stand with out soa I’m (1–10). Then watch the film sure you’ll or the present perfect again and check your answers. be successful. it. They may not want to Plus, the presentation looks very in the present perfect simple 3 but they certainly want to succeed. beneficial A / professional / useful – when you continuous.

B your mind to / doubt / self-esteem something there’s present the question. aboutperfect think or the you read, text. Assimple theperfect have been studying Match the meanings to the phrasal verbs in the box.

1 I present in theRead no stopping you. Just remember to 5turn / What unexpected things happen to the narrator?

There are three extra meanings. years. continuous. make up so that everyone can hear you. (go) to a fashion (hear) the never 6 2 I B: OK, thanks.

I really want to come / set / live Jo: come up keep up show. this new venture, because I think it will 7make (build) model airplanes speak up turn up a big difference / the most / the best to people 3 I Nuria: Sidford F. Hamp everywhere. since I was a kid.

Jo: we of that 1 to start a new company or system (be) interested in Jump quick, or he’ll winners you!competition Behind theout!

It will, definitely. My only worry is whether we’ll be look out! Look “Frank,(announce) 4 I able to 8make / keep / come up with the demand!

2 to be as good as someone hopes get you!” fashion since I started school. (sit) in this room Christina 3 to arrive somewhere Nuria: It was a boy, a tall, thin, young fellow of 16, who shouted Owen 5 We end; the at a scream this warning, his voice rising almost to(not 4 toHe sayand or write receive) best of friends for, something for hours. thetrue were that is not glad to say, I, I am since. (not buy) any clothes 5 and it was another boy the warning was shouted at. The he seemed in some me,an thanafter 5 to become years older conscious twenty although again 6 I C D for one brief moment his whole boy looked behind him, and accident this month. to be as young as myself. Also, our relationship was right here in front of me. respects the email gotwith I’ve Jo: fear and his hair stood on end. I know ened (come) to this school body stiff and younger brother than of uncle of elder those 6 tolike move 30 more towards someone 7 We Nuria: exactly how he was feeling—for the boy was me! nephew. and for more than five years.

Jo: (wear) something I had good reason to be really scared because 30 feet below never As Uncle Tom didn’t let anyone disturb me during my 8 I bright up the rocks, his little wearing it.

PHOTOCOPIABLE © Cambridge LEVEL 7 books.

10 me, coming quickly and silently and Cambridge Assessment 2020 from my Press looked upUniversity studies, I naturally just because I saw a celebrity PREPARE SECOND EDITION LEVEL 7 PREPARE SECOND EDITION 2020 fixed on me, was an angry old cinnamon bear. This was eyes Assessment PHOTOCOPIABLE “Put them away,” said he. “You won’t need them for a month © Cambridge University University Press and Cambridge Press and Cambridge Assessment an animal which, though less dangerous than his big cousin, PHOTOCOPIABLE © Cambridge 35 or more.”

2020 the grizzly bear, is quite dangerous when he wants to be.

As it was the middle of the fall term this surprised me, and If it hadn’t been for my companion sounding the alarm, the as much in my face. showed I doubtless have Jenna would story my and me, Blake 15 bear would surely have caught ‘I’m leaving tomorrow night for Colorado.” come to an end at the very beginning of the first chapter.

1 These people like comedy stories.

“Are you?” I cried, rather taken aback by this sudden But I should go back a few steps in order to tell you not only you decide upon that?” did “When 2 This curious person the announcement. thinks about 40 you that tell the to main also but character there, be is to important how I came in a good story.

3 This person likes mystery and romance, preferably together in the “Today. I got a letter this afternoon from my friend, Sam incident that first brought me into contact with my future same story.

4 This person is more focused while watching films than reading books.

Warren.’

20 friend, Dick Stanley.

5 This person likes horror stories.

“So, you have decided to leave, have you?” I said.

It was in the last week of October, 1877, I was sitting one 6 This person spends a lot of time watching TV series and films. evening in my room in St. Louis, busily preparing my studies “Yes,” he replied. “I leave tomorrow evening—and you are 7 This person thinks that in a good story you need to be able to relate to the characters well. for the next day, when the door opened suddenly and in 45 coming with me.”

8 These people prefer watching films to reading books. walked my Uncle Tom. 9 This person likes a twist to a story.

10 This person finds watching films less confusing than reading books.

25 When I had been left an orphan at the age of seven, Uncle Tom had taken charge of me, and I had lived with him ever ABOUT YOU

List 5 … common targets people set themselves at the beginning of the year

5

3a

1

3

The Trail of the Badger

List 5 ... different ways to collect money for charity List 5 … things that are regularly updated List 5 … things schoolwork is criticised for

ABOUT YOU

GLOSSARY fellow stiffened grizzly bear sound the alarm orphan fall doubtless taken aback

4 5

man or boy (old-fashioned word) became less relaxed / stopped moving a very large, greyish-brown bear from North America make someone aware of danger a child whose parents are dead autumn (US English) Without doubt / certain very surprised

2020 PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment

Now turn to page 42 of the Student’s Book and answer the questions.

Ask and answer with a partner.

1 Who is the image of?

2 What genre of books does he appear in?

3 Are these books popular in your country?

4 Have you seen any films which are based on these books?

PREPARE SECOND EDITION LEVEL 7

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2020

PREPARE SECOND EDITION LEVEL 7

Learn more about the Prepare Digital Packs

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Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Excerpt More Information

THE PREPARE EXAM JOURNEY The Prepare Exam Journey combines teen-appeal topics with extensive preparation for Cambridge English Qualifications. Levels 6 and 7 of Prepare Second Edition take students on a two-year journey towards the B2 First for Schools exam. This approach builds confidence every step of the way from the first experiences of exam tasks to skills development; from language discovery to understanding how English works in the real world.

LEVEL 6 Prepare Level 6 gradually introduces authentic B2 First for Schools exam tasks, ensuring students become familiar with every part of the exam.

Exam tasks are discreetly labelled with the exam icon in Level 6 Student’s Book.

2

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 My brother isn’t like either of my parents.

TAKE either of my parents.

My brother 2 Lucy isn’t talking to her brother because he lost her phone.

FALLEN

LEVEL 7 Prepare Level 7 provides complete coverage of the B2 First for Schools exam, driving students to exam success.

Each exam task is highlighted clearly in the Prepare for the exam features in Level 7 Student’s Book.

PREPARE FOR THE EXAM Writing Part 1

6

Write your essay.

• Use your answers to the questions in Exercise 5.

• Organise your essay into the paragraph plan in the epare to write box.

• Use the expressions in Exercise 4.

• Check your spelling and grammar.

• Write 140–190 words. ✎✏

PREPARE FOR THE EXAM PAGE 130

The Prepare for the exam section at the end of Level 7 Student’s Book includes further guidance and support with practice tasks.

PREPARE FOR THE EXAM B2 FIRST FOR SCHOOLS Reading and Use of English Part 5 (Unit 7, Unit 12, Unit 18)

Multiple choice

EXAM INFORMATION • You will read a fiction or non-fiction text.

• There are six four-option multiple-choice questions.

• The questions are in the same order as the information in the text.

• You should read the text carefully and choose only one option per question.

Level 6 Workbook offers further exposure to each part of the exam.

1

1

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 My brother and I had an argument and now we’re not talking.

FELL my brother, I and now we’re not talking.

2 She never understood or shared the feelings of her older sister.

IDENTIFY her She couldn’t older sister.

Read the article on page 125 quickly. What is Southfields?

A A documentary about old skateboarding movies B A document about the award-winning skateboarder Stuart Laker C A documentary about skaters in an area of London

2 3

Read question 1 below. Then look at the highlighted part of the first paragraph, which confirms the answer.

Why are A, B and D wrong?

Now read the exam instructions and complete the task.

You are going to read an article about a film-maker called Stewart Laker and a skateboarding film he has made.

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

1 What made the writer want to watch the film Southfields?

A the fact that it was made for younger audiences B the reputation of the person who directed it C the location where the film is set D the publicity she had read about it

EXAM TIPS Read the relevant paragraph and underline where you think the answer is. Check that the other three options are wrong.

2 Stewart Laker tells the writer that his main aim in making Southfields was

Level 7 Workbook consolidates each exam task and includes Exam Tips.

PREPARE FOR THE EXAM Writing Part 1

5

Now complete the essay, using the plan and all your notes from Exercise 4, and give reasons for your point of view. Try to use the following expressions in your paragraphs: to sum up, in contrast. Write about 140–190 words.

EXAM TIPS • Make a plan for your essay before you write it.

• Give each paragraph a clear function – for example, an introduction with your opinion, ideas for the statement in the question, ideas against the statement and a conclusion.

• Be sure to address both prompts in the question and introduce your own idea.

• Use linking words to join your ideas.

Information about each part of the exam is included in Level 6 Teacher’s Book.

2 B2 First for Schools Reading and Use of English Part 4 In this part, there are six questions plus an example. In each question, there is a sentence, a key word and a second sentence in which only the beginning and ending are given.

Students have to complete the second sentence using two to five words, including the key word. They cannot change the form of the key word in any way. The task tests both grammatical and lexical items. There are two marks for each part, so the students can gain a mark even if a part of their answer is incorrect.

Level 7 Teacher’s Book details each part of the exam and suggests teaching tips for the classroom.

PREPARE FOR THE EXAM B2 FIRST FOR SCHOOLS Writing Part 1 In this part, students write an essay in response to a statement or question with prompts. This task is compulsory. The functions tested will include agreeing and disagreeing, giving opinions with reasons and examples, giving information and/or explanations, comparing and contrasting, and drawing conclusions.

Students must also add a third separate ‘own idea’, which should not overlap with the given prompts and must not be a conclusion. Students are expected to write 140–190 words in a neutral or formal register.

Tips Ask students to read the task carefully, underlining the key information. They should make a plan before they start writing and organise their essay into paragraphs as well as noting down useful vocabulary that they can use in their essay. When they have finished writing, they should check their work to make sure there are no obvious errors and that the essay is clear and easy to understand and answers the question.

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Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Excerpt More Information

B2 FIRST FOR SCHOOLS EXAM OVERVIEW PAPER / TIMING

PART

FORMAT AND FOCUS

Reading and Use of English

Part 1

A modified cloze test with eight gaps. The main focus is on vocabulary, e.g. idioms, collocation, phrasal verbs.

1 hour 15 minutes

Eight 4-option multiple-choice cloze questions (8 marks) Part 2 Eight open cloze questions (8 marks) Part 3 Eight word formation questions (8 marks) Part 4 Six key word transformation questions (12 marks) Part 5 Six 4-option multiple-choice questions (12 marks) Part 6 Six gapped text questions (12 marks) Part 7 Ten multiple matching questions (10 marks)

Writing

Part 1

1 hour 20 minutes

An essay (one compulsory task) 140–190 words

Part 2 Choice of four options 140–190 words

Listening

Part 1

40 minutes approximately

Eight 3-option multiple-choice questions

Part 2 Ten sentence completion questions

Part 3 Five multiple matching questions

Part 4 Seven 3-option multiple-choice questions Speaking

Part 1

14 minutes

A conversation between the interlocutor and each candidate

Part 1: 2 minutes Part 2: 4 minutes Part 3: 4 minutes Part 4: 4 minutes

Part 2 Individual ‘long turn’ Part 3 Discussion task followed by decision-making task Part 4 Discussion task

PRACTICE IN LEVEL 7 Student’s Book pages 14–15, 31, 36–37, 53, 86–87, 97, 119, 120 Workbook pages 8–9, 24–25, 60–61

A modified cloze test with eight gaps. The main focus is on awareness and control of grammar with some focus on vocabulary.

Student’s Book pages 31, 32–33, 53, 64–65, 75, 90–91, 97, 121

A text with eight gaps, each of which corresponds to a word. The stem of the missing word is given and must be changed to form the missing word. The main focus is on vocabulary.

Student’s Book pages 53, 56, 75, 98–99, 112–113, 119, 122

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. The focus is on grammar, vocabulary and collocation.

Student’s Book pages 26, 31, 60, 75, 82, 97, 119, 123

A text followed by six multiple-choice questions. The focus is on detail, opinion, attitude, tone, purpose, main idea, gist, meaning from context, implication and text organisation features.

Student’s Book pages 42–43, 68–69, 102–103, 124–125

A text from which sentences have been removed and placed in jumbled order after the text. Candidates must decide from which part of the text the sentences have been removed. The focus is on cohesion, coherence and text structure.

Student’s Book pages 20–21, 58–59, 108–109, 126–127

A text or several short texts, preceded by multiple-matching questions. Candidates must match a prompt to elements in the text. The focus is on detail, opinion, specific information and implication.

Student’s Book pages 10–11, 46–47, 76–77, 128–129

Candidates are required to deal with input of up to 120 words.

There is an opening rubric to set the scene, and then an essay question with two given prompts, plus a prompt requiring candidates to write about their own additional idea. The focus is on giving opinions, reasons, conclusions, etc.

Student’s Book pages 13, 57, 89, 111, 130

A situationally based writing task specified in no more than 70 words. Writing one of the following: an article, an email, a letter, a review or a story. Question 5 is always based on a set reading text and students should not attempt this unless they have read the set text.

Student’s Book pages 23, 35, 45, 67, 79, 101, 130

A series of short unrelated extracts from monologues or exchanges between speakers. There is one multiple-choice question per text. The focus is on genre, identifying speaker feeling, attitude, topic, opinion, purpose, agreement between speakers, gist and detail.

Student’s Book pages 39, 115, 131

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

The focus is on detail, identifying specific information and stated opinion.

Student’s Book pages 49, 71, 93, 132

Five short related monologues. There are five questions, which require the selection of the correct option from a list of eight.

The focus is on identifying speaker feeling, attitude, detail, gist and opinion.

Student’s Book pages 17, 27, 83, 132

An interview or exchange between two speakers lasting 3–4 minutes. The focus is on identifying opinion, attitude, detail, gist, main idea and specific information.

Student’s Book pages 61, 105, 133

Spoken questions. The focus is on general interactional and social language.

Student’s Book pages 17, 83, 134

In turn, the candidates are given a pair of photographs to talk about. The focus is on organising a larger unit of discourse; comparing, describing and expressing opinions.

Student’s Book pages 49/138, 115/141, 134–135

A two-way conversation between the candidates, who are given spoken instructions with written stimuli. The focus is on sustaining an interaction, reaching a decision, etc.

Student’s Book pages 71, 93, 136

A discussion on topics related to the previous collaborative task (spoken questions). The focus is on expressing and justifying opinions, agreeing and/or disagreeing and speculating.

Student’s Book pages 71, 93, 137

Workbook pages 20–21, 44–45, 64–65

Workbook page 38, 68–69, 80–81

Workbook pages 18, 42, 59

Workbook pages 28–29, 48–49, 72–73

Workbook pages 12–13, 40–41, 76–77

Workbook pages 4–5, 32–33, 52–53

Workbook pages 7, 39, 63, 79

Workbook page 15, 23, 31, 47, 55, 71

Workbook pages 27, 83

Workbook pages 35, 51, 67

Workbook pages 11, 19, 59

Workbook pages 43, 75

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Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Excerpt More Information

UNIT

VOCABULARY

READING

GRAMMAR

1 CREATIVE MINDS

Arts and media Creative jobs

The ones to watch Reading and Use of English Part 7

Simple, continuous or perfect

Personality: adjective + preposition Verb + preposition

The big question: Does fashion actually matter?

Reading and Use of English Part 1

Present perfect simple and continuous

Abstract nouns Phrasal verbs: learning and thinking

Humans: the smartest species?

Reading and Use of English Part 6

The grammar of phrasal verbs

Stress Phrasal verbs: health

Under pressure?

Modals (1): necessity, obligation, prohibition and advice Reading and Use of English Part 4

page 10

2 ADDICTED TO FASHION page 14

Culture The British fashion scene

3 ALL IN THE MIND page 20

4 TAKE IT EASY page 24

page 18

Life Skills Learning to learn: Time management page 28 Review 1 Units 1–4

page 30

Reading and Use of English Part 1, Part 2 and Part 4

5 PAST TIMES page 32

6 TOTALLY EMOTIONAL page 36

History Expressing frequency

We used to sleep twice a night …

Reading and Use of English Part 2

Present and past habits

Expressing emotions Adverbs: type and position

When fear becomes phobia Reading and Use of English Part 1

be/get used to

Culture Colours around the world

7 TELLING STORIES

page 40

Verbs of movement and sounds Time phrases

The Bruce-Partington Plans Reading and Use of English Part 5

Narrative tenses

page 42

8 A GREAT PLACE TO LIVE

Community as if / as though

University recommendations Reading and Use of English Part 7

Future (1): review

page 46 Life Skills Creativity and innovation: Creative writing Review 2 Units 5–8

page 50

page 52

Reading and Use of English Part 1, Part 2 and Part 3

9 A BRIGHT FUTURE page 54

10 SURPRISE! page 58

Culture Perceptions of time

Collocations Adjective and noun suffixes Reading and Use of English Part 3

2050: A glimpse into the future

Future (2): continuous and perfect

Phrases with in, out of, at, by Extended meanings of words

Flash mob fun Reading and Use of English Part 6

Modals (2): modals in the past Reading and Use of English Part 4

page 62

Key to symbols: B2 First for Schools exam task

Video

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Cambridge University Press 978-1-009-03249-0 — Prepare Level 7 Teacher's Book with Digital Pack Rod Fricker Excerpt More Information

LISTENING

SPEAKING

WRITING An essay (1) Writing Part 1

Five opinions about wearing a school uniform Listening Part 3

Talking about yourself Speaking Part 1

VIDEO Creative minds

Fashion

Influencers An informal letter or email Writing Part 2 Five opinions about stress Listening Part 3

Offering help

An article (1) Writing Part 2 Eight short conversations Listening Part 1

Generalising

The meaning of colours A story Writing Part 2

A talk about a new skate park Listening Part 2

Comparing photographs (1) Speaking Part 2

Stories

Where we live

An essay (2) Writing Part 1

A radio interview about a surprise Listening Part 4

Expressing surprise

Surprises!

Sensing language

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