Open World B2 First Student's Book: Учебник английского

OPEN
D
L
R
O
W
B2
FIRST
STUDENT’S
BOOK WITH
ANSWERS
Anthony Cosgrove and Deborah Hobbs
with Online Practice
CONTENTS
Map of the book
4
How to use this book
6
Starter Let’s talk
8
Unit 1
Fighting fit
14
Unit 2
Keeping in touch
28
Progress check 1
40
Unit 3
Beyond the classroom
42
Unit 4
A trip to remember
56
Unit 5
Grab some culture
68
Progress check 2
80
Unit 6
Closer to nature
82
Unit 7
What’s in your food?
94
Unit 8
Living made easy
106
Progress check 3
118
Unit 9
120
The great outdoors
Unit 10 To the limit
132
Unit 11 Fact or fiction?
144
Progress check 4
158
Unit 12 Let’s celebrate
160
Unit 13 In fashion, on trend
172
Unit 14 Not just 9–5
184
Progress check 5
196
Communication activities
198
Grammar reference
204
Writing bank
234
Speaking bank
244
Phrasal verb bank
254
Exam information
255
Answer keys
256
3
UNIT TITLE
READING AND USE OF ENGLISH
LISTENING
WRITING
Starter
Let’s talk
A new way of communicating
A breakdown in communication
A story
Part 7 No age, no limit
Health habits
Understanding distractors
Part 1 An essay
Part 6 Social media and
friendship
Why we all need ‘frolleagues’
Part 4 A radio interview
Part 1 An essay
Part 5 A new learning age
Teaching young learners
Part 1 People talking about
education and study
Understanding how you’re assessed
in the B2 First Writing exam
Part 1 Shweeb
Staycations
Listening for detail
Verb and noun word stress
Part 2 An article
Part 4 Cinema, but not as we
know it
Part 3 People talking about music
Part 2 A review
6
Closer to nature
Part 2 Sea anemone
An influential environmentalist
Listening for attitudes and opinions
Part 2 A report
7
What’s in your food?
Part 3 You’re dying to eat me!
The history of ketchup
C1 Using adverbs as modifiers
Stress in adverbs
Part 2 A talk by a food scientist
Part 2 A letter / email
Part 6 Welcome to your smart
home of tomorrow
Unusual inventions
Part 3 People talking about
learning a language online
Formal and informal writing
9
The great outdoors
Part 2 Falling amphibians cause
confusion
Communication in plants
Listening for agreement and
disagreement
Part 1 An essay
10
To the limit
Listening for gist and detail
Part 2 An article
C1 Cleft sentences
p. 132
Part 5 The thrill of extreme sports
Who would want to be a match
official
11
Fact or Fiction?
Part 1 In defence of reality TV
Reality TV
Part 1 People talking about
television and the media
Developing your writing
C1 Cohesive phrases
Part 4 An interview with a festival
organiser
Part 2 A report
p. 160
Part 3 Snowbombing – The best
show on snow
London’s frost fairs
13
In fashion, on trend
Part 7 A career in fashion
The retail industry
Listening for context
Part 2 A review
Part 4 The perfect job
Part 2 A talk by a stunt performer
Part 2 A letter of application
p. 8
1
Fighting fit
p. 14
2
Keeping in touch
p. 28
Progress check 1 p. 40
3
Beyond the classroom
p. 42
4
A trip to remember
p. 56
5
Grab some culture
p. 68
Progress check 2 p. 80
p. 82
p. 94
8
Living made easy
p. 106
Progress check 3 p. 118
p. 120
p. 144
Progress check 4 p. 158
12
Let’s celebrate
p. 172
14
Not just 9–5
p. 184
Progress check 5 p. 196
4
SPEAKING
GRAMMAR
VOCABULARY
REAL WORLD
Getting to know your
classmates
Present perfect review
Comparatives and Superlatives
Adjectives to describe emotions
Part 2 Describing a pair
of photographs
Gerunds and Infinitives
Comparing and contrasting ideas with
linkers
C1 Understanding health
Health and fitness
Idioms for health and fitness
weak forms
Being active in Zurich
Speculating
The passive
Used to, be used to, get used to
C1 Hedging
Describing your family
Phrasal verbs for describing friends and
family
Stress in phrasal verbs
Making friends in Seoul
Parts 3 and 4
A collaborative task and
discussion
First and second conditionals
Giving advice
C1 Other conditional structures
Education and study
Idioms and phrasal verbs for education
and study
Consonant groups at the beginning of
words
Educating yourself in Toronto
Part 1 Talking about
yourself
Countable and uncountable nouns
Articles
C1 Nouns that are both countable and
uncountable
Holidays and travel
Compound adjectives
Travelling around Buenos
Aires
Reaching agreement
Past simple, past perfect simple and past
perfect continuous
Books and reading
Positive and negative adjectives
C1 Building your vocabulary
Connected speech
Making arrangements
in Bristol
Part 2 Describing a pair
of photographs
Prepositions
Relative clauses
C1 Complex prepositions
The natural world
Commonly confused words
Stress in compound nouns
Going into the wild in Florida
Describing a restaurant
experience
Wish clauses
Third and mixed conditionals
Describing food
Prefixes
Dining out in Athens
Part 1 Talking about
yourself
Short and long vowels
Direct and indirect objects
Modals of speculation and deduction
C1 Other ways of expressing speculation
and deduction
Technology
Idioms for science and technology
Getting to grips with
technology in Singapore
Parts 3 and 4
A collaborative task
and discussion
Adding emphasis
Future forms
Future perfect and future continuous
C1 Talking about the future
The weather
Phrases with far
Broadening your horizons
in Los Angeles
Part 1 Talking about
yourself
Causatives
–ed and –ing adjectives
Cohesive devices
Sport and leisure
Stress in word families 1
Going on an adventure in
the Brecon Beacons
Part 2 Describing a pair
of photographs
Reported speech
Reporting verbs
The media
Phrases to talk about the media
Intonation when giving an opinion
Having fun in Copenhagen
Short responses with so,
neither, either and too
Expressing obligation and permission
Expressing ability
C1 Expressing obligation and permission
in different tenses
Festivals and celebrations
Suffixes
Stress in word families 2
Having a great time in
Essaouira
Parts 3 and 4
A collaborative task
and discussion
Main stress in questions
C1 Disagreeing politely
Like vs. as
Past modals: shouldn’t have, didn’t have
to, needn’t have, didn’t need to
Going, Going, Gone!
The business of shopping
Going shopping in Milan
Evaluating the advantages
and disadvantages of
an idea
Adding emphasis and sentence fronting
Phrasal verbs with business
Jobs and careers
C1 Compound words with work
Auxiliary verb stress
Going for a job in Frankfurt
MAP OF THE BOOK
5
K
O
O
B
S
I
H
T
E
S
U
O
T
HOW
WELCOME TO OPEN WORLD
THE COURSE THAT TAKES YOU FURTHER
Learn about the features in your new Student’s Book
Large images at the start
of each unit introduce the
topic and get you talking
DID YOU KNOW?
Useful tips about the English language
GRAMMAR ON THE MOVE
Scan the QR codes to watch grammar
animations in your free time to learn
about each grammar point
‘Training’ exam tasks
provide guidance
and tips on each
part of the exam
PUSH YOURSELF
Learn and practise more challenging
language and skills that take you to
the next level
6
EXAM FOCUS
after every unit.
Read exam tips and facts and do
three complete practice exam tasks
REAL WORLD
pages take you outside the classroom
and into the real world
EXAM CHECKS
test what you remember
about the exam
PHRASES YOU MIGHT USE AND HEAR
Learn and practise phrases you might use and hear when
you are using English in the real world
Scan the QR codes to watch videos
of different locations around the
world on your mobile phone or tablet
LIFE COMPETENCIES
Develop important skills, knowledge and
attitudes that you can use in your daily life
Find extra grammar
practice, and extra
speaking and writing
exam practice at the
back of your book
HOW TO USE THIS BOOK
7
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
A
GETTING STARTED
B
1 Work with a partner. Look at photos
C
A–F and answer the questions.
1
2
Which scene would you most (or
least) like to be in yourself? Why?
Why have these people chosen to
travel in these ways?
VOCABULARY
D
HOLIDAYS AND TRAVEL
1 Which of the photos show the following?
•
•
•
•
•
steering wheel
departure lounge
commuters
runway
handlebars
•
•
•
•
cockpit
motorist
backpackers
rush hour
3 What kind of vehicle(s) might you be using if you were …
2 In groups, think of at least three ideas to add to
each group below.
1
Flying vehicles: jet
Environmentally-friendly ways to travel:
driving an electric car
Vehicles with four wheels: van
Parts of a car: engine
2
3
4
5
E
F
56
being welcomed on
board?
filling up with diesel?
stuck in a traffic jam?
being overtaken?
pedalling?
6
7
8
9
10
getting jet lag?
in a carriage full of
commuters?
taxiing on the runway?
listening to an announcement
from the cockpit?
wearing a helmet?
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
4 Complete the sentences with the words and
phrases in the box. You don’t need to change
the form of the words and phrases.
cockpit motorists
commuter
diesel
1
2
3
4
5
6
7
8
overtaking runway
jet lag
departure lounge
at Qamdo Bamda Airport in Tibet
The
is 5.5 kilometres long; it needs to be this length to
allow planes to accelerate enough to take off at
high altitude.
A
is the area of a plane where the
pilot and co-pilot sit, and is also known as the
flight deck.
It is estimated that there will be about 2 billion
in the world by 2035.
Research shows the average American
spends 142 hours every year stuck
in traffic.
Vehicles running on
are believed to
be more harmful to the environment and
members of the public than petrol vehicles.
Dangerous
is the most common cause
of car accidents worldwide.
feels worse if you are travelling by
plane from east to west.
The first ever beach
has been
planned in Barbados, where passengers can
check in, pick up their boarding passes and
relax until their flight.
5 Four of the sentences in Exercise 4 are
factually incorrect. Work in pairs and decide
which four sentences you think these are.
6 Work with a partner and answer the questions
about the sentences in Exercise 4.
1
2
3
4
Have you ever been in a cockpit? Why?
Do you think there are too many motorists and
too much traffic where you live?
What do you think are the most common causes
of traffic accidents?
Have you ever had jet lag? Why did you have
it? How did it make you feel?
LISTENING
LISTENING FOR DETAIL
1 Work with a partner and answer the questions.
1
2
Have you ever been to a theme park? What did you think of it?
What do you think makes a really good theme park?
2 Look at three experiences available at the Velocity Valley
Adventure Park. What do you think happens in each
experience?
3
027 You will hear an employee at Velocity Valley
Adventure Park talking about the three experiences (A–C).
What is each experience called? Write the names in the
brochure below.
4
027 Listen again and complete the notes (1–7) with a
word, phrase or number from the recording.
ATTRACTIONS
GETTING THERE
Leave the motorway and go along (1)
Valley Road.
Velocity Valley can provide transport if necessary.
A THE
A professionally trained (2)
takes you at 100kmph.
The course has some sharp bends.
B
Riders are raised (3)
metres in a harness.
Riders swing at speeds of up to (4)
km/hour.
C
This wind tunnel experience is described as a (5) ‘
There is a (6)
to stop people from getting
blown away.
Age and (7)
restrictions apply.
’.
5 Put the attractions in order from the most interesting (1)
to the least interesting (3). Then compare your answers
in groups.
UNIT 4
A TRIP TO REMEMBER
57
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
P
GRAMMAR
Some two-syllable words which have the same verb and
noun form (e.g. transport) have a different word stress
depending on the word form. When the word is a noun,
the stress is on the first syllable. When the word is a verb,
the stress is on the second syllable.
COUNTABLE AND UNCOUNTABLE NOUNS
028 Listen to the extract from the listening.
1 Find and correct the mistake in each sentence.
6
Circle the stressed syllable in each of the underlined
words. Which word is a noun and which one is a verb?
If you don’t have your own transport, we can pick you up,
as we have a complimentary shuttle service which
transports you between Rotorua CBD and Velocity Valley.
029 Decide if the underlined words are verbs or
7
nouns. Circle the stressed syllable. Then listen and
check your answers.
1
2
3
The travel agency has recently increased their prices.
Because of this increase, many people have decided to
book their holidays themselves.
Usain Bolt recorded a time of 9.58 seconds in the
100 metres sprint in 2009. This is still the world
record today.
The airport transfer costs 10€. It takes about an hour
to transfer you from the airport to the city centre.
8 Work in groups. You are going to design a ride for a
theme park. Each group will design one attraction.
Make notes as you plan your design then present
your ideas to the class. Think about:
•
•
•
•
The name of the attraction
How it works
Statistics (size, maximum speed, etc.)
What it feels like
GRAMMAR ON THE MOVE
Watch the video
1
2
3
4
5
6
7
8
My advice to travellers have always been to take out
comprehensive travel insurance.
The last time we went away, we left it too late to find a
self-catering accommodation.
We tried to find some subway station.
The latest news are that the travel company has gone
bankrupt.
I couldn’t believe it when the airline told us that they
had lost our luggages.
Our tour guide gave us an advice about the best
places to visit.
The travel has always been a passion for me.
There’s often some traffic jam in my neighbourhood.
GRAMMAR REFERENCE / Countable and uncountable
nouns: Page 212
2 Find the nouns in each sentence in Exercise 1. Decide
if they are countable or uncountable and write them
in the correct column. The first sentence has been
done for you.
UNCOUNTABLE
advice
travel insurance
COUNTABLE
travellers
3 Match the words with similar meanings. Which is
countable and which is uncountable?
DID YOU KNOW?
When reading the numbers after a decimal point out loud,
such as 9.58 in Exercise 7 above, we say each number
individually. For example:
9.58 seconds “nine point five eight seconds”
14.253 “fourteen point two five three”
58
advice
dollars
scenery
transport
backpack
luggage
suggestions
vehicle
congestion
money
traffic jam
view
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
4 Use the pairs of words in Exercise 3 to complete the
following sentences. Think about
• the words’ meanings (general or specific
meaning).
• the words’ grammar (countable or uncountable).
1
2
3
4
5
6
I’ve always said that Wales has really spectacular
In fact, I don’t think there’s a better
anywhere in the UK than the panorama
you get from the top of Mount Snowdon.
When I go travelling, I always take a few extra
with me just in case because I’m always
worried that I might run out of
.
affects many cities; in 2010, Beijing
Severe
experienced a
that lasted for 12 days and
covered a 100-kilometre stretch of road.
I usually hire a
when I go on holiday as I
don’t like to use local
.
I would give to first-time
One piece of
travellers is to read travel blogs. They often have a
lot of really good
for things to do and see.
I’ve always been a believer in taking as little
as possible when going away. I only ever
take what I can fit into a small
.
PUSH YOURSELF C1
NOUNS THAT ARE BOTH COUNTABLE AND
UNCOUNTABLE
1 Complete the sentences with the words in the box.
Add a / an if necessary. You may need to change the
form of the words.
business competition
paper
room
time
1
2
3
few
1
2
3
4
5
many
much
several
4
A
B
5
A
B
less
money at the
Even though I don’t have
moment, I still enjoy booking trips away.
The hotel’s in a great location and there are
restaurants nearby.
and
I’ve noted that there are
hotels offering all-inclusive holiday packages
these days.
Ever since they opened the new tram system, there is
congestion on the roads.
cafés around here.
There don’t seem to be
A
B
5 Complete the sentences with a word from the box.
Sometimes more than one word is possible. You
will need to change the form of one of the words.
A
B
A
B
6
A
B
noise
next week.
I am going to Berlin on
with my friend.
I am planning to start
available at the hotel.
We still have
left
Unfortunately, there isn’t much
at the hotel.
It’s difficult to sleep when there is so much
.
coming from the street.
I can hear
I think it’s a car alarm.
Due to the increased
, lots of hotels
are offering more deals
I won two round-the-world tickets in
last week.
He’s just written
on the importance of
green tourism.
I don’t have any
with me at the
moment. Can I borrow some?
Unfortunately, I don’t have any
to
meet you this week.
I’ve been to Croatia three
already
this year. I love it there.
2 Decide which word is countable and which word
is uncountable in each pair of sentences in
Exercise 1.
6 Think of a town or city you have visited. Write five
suggestions or pieces of advice and tell these to
your partner. Use one word from Exercise 3 in
each sentence.
You can avoid getting stuck in traffic jams by taking the
underground.
UNIT 4
A TRIP TO REMEMBER
59
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
READING
1 Look at the object in the picture. How would you
describe it? What do you think it is used for?
2 Quickly read the text Shweeb, ignoring the gaps.
Check your ideas in Exercise 1.
Shweeb
To celebrate Google’s 10th birthday in 2008, Google launched a competition which it called 10100.
(0)
of the public were asked to take part and (1)
suggestions for projects which they
wanted to bring to life in order to make the world a better place. One of the winning (2)
was from
a company in New Zealand called Shweeb. Their aim was to (3)
elements of the monorail together
with those of the bicycle, and to produce a clean and fast vehicle, which could reduce congestion. In the
end, Google (4)
$1 million in Shweeb’s research and development.
The world’s first Shweeb was built at the Velocity Valley Adventure Park in New Zealand. Riders sit in a
capsule suspended from a rail, and pedal as fast as they can for three laps around a 200-metre
(5)
. In the past, prizes were awarded to anyone who broke a speed (6)
, such as being
the fastest rider from their country. However, the adventure park has recently stopped these records after
upgrading the capsules to have electric assistance.
Shweeb has become a very popular visitor (7)
and time will tell if it may also be the (8)
of the future for commuters, business travellers and tourists.
3 Would you enjoy riding Shweeb? Why? / Why not?
READING AND USE OF ENGLISH PART 1
TRAINING
4 Read the first two sentences of the text more carefully and look at the example (0). Then look at sentences 1–8 in
Exercise 4 on page 57 again. Find the word from the list (A–D) below which is used with the phrase of the public.
0
A
Members
B
Aspects
C
Representatives
D
Elements
5 Match the sentence halves below. Then look at gap 1. Which word below has a similar meaning to the word
suggestions? Which verb is used before this word?
1
2
3
4
They’ve asked people to submit
I am going to apply
We want to encourage
I would like to approach
A
B
C
D
more people to cycle to work.
the company to ask for more money.
ideas for a new amusement park.
for a new job as a travel agent.
1
A
C
encourage
submit
B
apply
D
approach
6 Read the rest of the text. Choose the answer (A, B, C or D) which best fits gaps 2–8.
2
3
4
5
6
7
A
A
A
A
A
A
offers
associate
spent
lane
record
appeal
B
B
B
B
B
B
statements
improve
awarded
track
list
recreation
C
C
C
C
C
C
proposals
attach
invested
court
accomplishment
enjoyment
D
D
D
D
D
D
products
combine
provided
distance
statistic
attraction
8
A
movement
B
transport
C
carriage
D
motor
030 Now, listen and check your answers.
60
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
GRAMMAR
ARTICLES
GRAMMAR ON THE MOVE
Watch the video
1 Look at the underlined examples (1–7) from the Reading and Use of English Part 1 extracts.
Match the sentences with the correct rules (A–G).
1
2
3
4
5
6
7
… such as being the fastest rider from their country.
… Google launched a competition which it called 10100.
… in order to make the world a better place.
… after upgrading the capsules to have electric assistance.
… to produce a clean and fast vehicle …
… which could reduce congestion.
… In the past, prizes were awarded …
A
B
C
D
E
F
G
The is used when we know who or what we are referring to.
a / an is used with singular nouns mentioned for the first time.
No article is used when using singular, uncountable nouns.
the is used when there is only one of something.
No article is used when talking in general and in the plural.
the is used with superlative adjectives and adverbs.
a / an is used to say what kind of thing something is.
GRAMMAR REFERENCE / Articles: Page 213
2 Underline the correct options to complete the text.
Home
About
Search
BEST HOLIDAY EVER!
When I was 14 years old, my family and I went to Cappadocia,
which is (1) a/the/(–) historic region in central Turkey. Even though
it doesn’t have (2) a/the/(–) coastline, it is one of (3) a/the/(–) most
popular tourist destinations in (4) a/the/(–) country due to its
world-famous geological and cultural features. On our first night
there, we decided to go to (5) a/the/(–) local restaurant close to
our hotel. (6) A/The/(–) region is famous for Manti, a kind of
ravioli, which was delicious. They were also showing (7) a/the/(–)
football match, which was great as we love (8) a/the/(–) football.
The next day, we embarked upon (9) a/the/(–) trip that I will never
forget – a hot air balloon ride! I’m a little afraid of (10) a/the/(–)
heights, but my parents convinced me to go, and I’m so happy
they did. The views were stunning, as you can see from
(11) a/the/(–) enclosed photo. Our guide was extremely friendly,
always saying (12) a/the/(–) right thing to keep us feeling safe.
I would recommend it to anyone who loves (13) a/the/(–)
adventure holidays!
3 Would you like to visit Cappadocia? Why / Why not?
4 Complete the questions with a, an, the or no article (–).
1
2
3
4
best holiday you have ever been on?
What is
world, which
If you could go on a trip around
countries would you like to visit and why?
How much
luggage do you usually take with
you on holiday? What are your three essential items that
you always take?
Would you ever like to go on
cruise?
5
6
7
8
active or relaxing holidays?
Do you prefer
Where did you use to go on holiday when you were
child?
Some people think tourism is bad for
environment. Do you agree?
Is
pollution an issue where you live?
5 Work with a partner. Ask and answer the questions in Exercise 4.
UNIT 4
A TRIP TO REMEMBER
61
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
VOCABULARY
SPEAKING PART 1
COMPOUND ADJECTIVES
1
031 Listen to an extract of Olek and Anna doing
this part of the test. Which statements (A–D)
describe Olek? Which describe Anna?
1 Find the word(s) in the Best Holiday Ever! text on
page 61 that completes the following extract.
… due to its
Olek
Anna
geological and cultural features.
A
B
C
Compound adjectives
D
A compound adjective is a single adjective made up of more than
one word. For example:
The tour guide was very friendly and easy-going.
Compound adjectives are usually written with a hyphen (-).
column B to form compound adjectives.
COLUMN A
air
cut
duty
last
long
part
COLUMN B
minute
price
time
conditioned
distance
free
3 Now complete the sentences with the correct
compound adjective from Exercise 2.
1
2
3
4
5
6
so we were really
Our hotel room wasn’t
warm during the night.
I love going
shopping when I have free
time at an airport.
My parents booked a
holiday to Greece.
waiter during the summer
I work as a
holidays.
I don’t enjoy
travel as I always suffer from
jet lag.
My friend offered us
tickets for the trip.
They were really cheap!
speaks English accurately
uses a wide variety of vocabulary
answers the examiner’s questions, but
doesn’t develop the answers
answers the examiner’s questions, and
develops the answers with explanations
and extra details
031 Listen again and write down the examiner’s
2
2 Combine a word from column A with a word from
questions.
1
2
3
4
?
?
?
?
3 Work with a partner. Ask and answer the questions
in Exercise 2.
4 Write three questions for each of the categories
below. Work in groups and take turns to ask and
answer the questions. The first question for each
category has been done for you. Look at the
previous units to help you.
HOLIDAYS AND TRAVEL
1 What’s the most interesting
place you have ever visited?
2
3
HOME / DAILY LIFE
1 What do you most
enjoy doing at home?
2
3
SPEAKING PART 1
FRIENDS AND FAMILY
1 Can you tell me about
your family?
2
3
62
you from
Where are
What’s the best
What sort of
Did you
4 Write five questions using the compound adjectives
in Exercise 2. Then ask and answer your questions
with a partner.
TRAINING
EDUCATION AND STUDY
1 How long have you been
learning English?
2
3
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
WRITING PART 2: ARTICLE
TRAINING
1 Work in pairs. Read the following statements about writing an article in the B2 First exam.
Decide which statements you think are true.
1
2
3
4
5
6
The article must be interesting for the reader to read.
The information you provide in your article must be true.
You lose marks for each mistake you make in your article.
Your article will need to contain opinion as well as facts.
It is worth memorising some articles by heart, as you will be able to use one of them in the exam.
You should try to demonstrate that you can use a wide range of grammar and vocabulary.
2 Read the exam task below. Underline the questions you must answer.
You see this notice on an English language website.
Articles wanted!
Terrible holidays
Have you had a holiday where something went wrong?
What happened?
How can people avoid having a problem like this when they go on holiday?
We will publish the best articles on our website.
3 Think of a time when something went wrong on holiday. Make notes, using the questions you
underlined to help you. Then work with a partner and talk about your ideas.
4 Two students have written a plan for the exam question in Exercise 2. Which student has made
the best plan? Why? How could the other one be improved?
Alex’s plan
• my best ever holiday – trip to Spain last
year with four friends
• my worst ever holiday – boring family
holiday when I was 11
• different kinds of holiday – beach,
backpacking, city breaks
• conclusion
Georgina’s plan
• examples of holiday problems I’ve experience d
(horrible noisy hotel, badly selected destinati on)
• my main point – careful planning should stop
many problems from occurring
• conclusion – say how important it is for
holidays to be successful (rest from work,
family time together)
5 Match the beginnings of the sentences (1–4) with the endings of the sentences (A–D)
which could be used in the article.
1
2
3
4
All sorts of things can go wrong
It’s always worth doing thorough research before
Some of my holidays have been fantastic; others
It’s vital that you have the chance
A
B
C
D
you book a holiday.
have been a disaster.
to take a break from your work or studies.
when you’re on holiday.
6 Which sentence from Exercise 5 could go at the start of a paragraph which will …
1
2
3
4
introduce problems that can happen on holiday?
summarise the writer’s experience of good and bad holidays?
recommend what people should do before deciding where to go?
explain why it’s important that holidays are a success?
7 Write your own article for the exam question in Exercise 2. Use your ideas in Exercise 3 to help you.
UNIT 4
A TRIP TO REMEMBER
63
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
EXAM FOCUS
READING AND USE OF ENGLISH PART 1
EXAM FACTS
EXAM TIPS
• In Reading and Use of English Part 1, you read a text with
• Read the whole text, including the title, first to help you get
• You must choose the correct word (A, B, C or D) which
• Look at the words before and after each gap. The areas
eight gaps.
a better idea of what the text is about.
best fits each gap.
you will be tested on include collocations, fixed
expressions and commonly confused words.
Staycations
A staycation is a word sometimes used to refer to a (0) period of time when people stay in
their own country, instead of travelling abroad on holiday, and take part in leisure activities
close to their homes. The word is formed by (1)
the neologism staycation. It (2)
the word stay with vacation, forming
a popular choice for people wanting to spend their
time away from work or education, giving them the same (3)
of rest and relaxation
without the need to spend large amounts of money on flights and hotels overseas. It also
gives them a welcome opportunity to go and spend time at some of the tourist (4)
close to their home, something which they might not otherwise ever do.
That being said, a staycation isn’t necessarily the most (5)
everyone. For many people, the whole (6)
choice of holiday for
of a holiday is to visit towns and cities in
other countries. Critics also argue that people find it difficult to (7)
themselves from
their daily lives, particularly when they’re staying in their own homes. For example, it can be
(8)
to check work emails or even do the housework, things they wouldn’t
necessarily do while on holiday.
0
1
2
3
4
5
6
7
8
64
A
A
A
A
A
A
A
A
A
period
mixing
continues
impression
pleasures
appropriate
worth
distinguish
tempting
B
B
B
B
B
B
B
B
B
duration
securing
lasts
mood
attractions
capable
point
split
desirable
C
C
C
C
C
C
C
C
C
part
combining
remains
emotion
delights
effective
profit
separate
attractive
D
D
D
D
D
D
D
D
D
point
attaching
endures
feeling
interests
acceptable
aim
divide
compulsory
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
SPEAKING PART 1
EXAM FACTS
WRITING PART 2: ARTICLE
EXAM FACTS
• In this section of the exam, the examiner asks you
• You may be asked to write an article in Part 2 of the
• The questions are usually about your friends and family,
• You have to write between 140–190 words in the
questions about yourself.
interests, future plans, etc.
Writing exam at B2 First.
appropriate style.
• The Writing exam lasts 1 hour and 15 minutes.
EXAM TIPS
• Answer in complete sentences. Don’t give one or two
word answers. Ask yourself why you think something or
do something, and use the reason to extend your answer.
• You can ask the examiner to repeat a question if you don’t
understand something.
EXAM TIPS
• Create a plan for your article before you start writing.
• Think of ways to make your article interesting to the
reader. One way to achieve this is to use descriptive
adjectives and adverbs.
• Allow a few minutes to check your work before the
Work in pairs. Take turn asking and answering questions
from Part 1 of the B2 First speaking exam.
Hometown
Where are you from?
What do you like about living there? (Why?)
What changes have taken place in your town
recently? (Are these changes good or bad? Why?)
exam ends.
Write an answer to the question below. Write your
answer in 140–190 words in an appropriate style.
Articles wanted!
Your best holiday
We’re looking for articles about the best holidays.
Write an article telling us about your best holiday.
Travel and holidays
How often do you travel? (Is that a good way to
travel? Why?)
Is there a lot of traffic in your town? (Is it ever a
problem for you?)
Where would you really like to go on holiday in
the future? (Why would you like to go there?)
Where did you go?
What did you do and why was it was such
a good holiday?
We will publish the best articles in our magazine.
Write your article.
WRITING BANK / Pages 240–241
Free time
What’s your favourite way to spend your free
time? (How often do you do this?)
Did you do anything interesting last weekend?
(What did you do?)
What are the sports facilities like in your
hometown? (How often do you use them?)
SPEAKING BANK / Pages 244–245
UNIT 4
A TRIP TO REMEMBER
65
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
A
Palacio Barolo
TRAVELLING AROUND …
BUENOS AIRES
B
1 Work with a partner. Compare the photos, saying
what people might enjoy about visiting these places.
2 Read Maddie’s blog post about her and a friend’s visit
to these three places. Which of the places, A, B or C
1
2
3
4
5
6
seemed like a unique experience?
was difficult to find?
was quieter than expected?
provided a good opportunity to meet the locals?
is based on a piece of literature?
is close to a popular sports venue?
Caminito Street
C
BUENOS AIRES, DAY ONE …
I can’t believe we’re finally here! Today was our first day in Buenos Aires, and I’ve got to say that it was
AWESOME! Chantelle had read in her guidebook about this street called Caminito, close to where we’re
staying, with all these multi-coloured buildings. We did have a little trouble getting there, though, but
that’s only because we jumped on the wrong bus! It’s also near the world-famous Boca Juniors football
stadium. We managed to get tickets to a game and the atmosphere was incredible. Caminito is well
worth a visit and it’s popular with both tourists and locals.
Next on the list was Palacio Barolo. It’s something of a local landmark and when it was completed in
1923 it was the tallest building, not just in Argentina, but in the whole of South America. So arriving by
bus, it was hard to miss! We were prepared to queue for a long time behind hundreds of other visitors
but there were only a handful of people there. The architect who built it was inspired by Dante’s poem
‘The Divine Comedy’, and so different sections of the building are supposed to represent heaven and
hell. It was amazing!
We then took the metro, and four stops on an eastbound train got us to Plaza de Mayo to see Casa
Rosada, which is the president’s mansion. I’d never been into a building where a head of state works or
lives. In fact, there can’t be many other places anywhere in the world where you can do this, so this
was an opportunity we didn’t want to miss. We joined a tour – it was in Spanish, so we couldn’t
understand much, but we got chatting to a group of Buenos Aires residents who translated the main
things the guide said. I’m really glad we bumped into them, as we got to hear about some other places
to visit in the city, including several that weren’t in our guidebook.
66
Casa Rosada
S A M P L E PAG E S F R O M U N I T 4 ST U D E N T ’ S B O O K
3 Which of the places would you like to visit? Why?
7 Sometimes people use colloquial expressions at the
airport. Match the phrases people might use (1–6)
with the phrases (A–F) which have a similar meaning.
4 Replace the words in italics with the words Maddie
uses in her blog.
1
2
3
4
5
6
5
PHRASES YOU MIGHT HEAR / USE
We did have a little difficulty getting there …
… we got on the wrong bus!
So arriving by bus, it was easy to see.
… but there were only a few people there.
… but we started talking to a group of Buenos Aires
residents …
I’m really glad we met them …
032 Maddie has arrived at Buenos Aires
International airport and is about to fly to her next
destination. Look at Maddie’s boarding pass and
listen to four announcements. Decide if the
announcements are for Maddie or someone else.
If they’re for Maddie, what does she need to do?
Maddie /
someone else
Maddie needs
to …
I have a stopover in …
Are you travelling with any hold luggage?
Have you left your bags unattended at any point?
Please step aside.
Please place all electronical devices in a separate …
Where can I pay for excess baggage?
A
B
Could you just stand here?
I have too much luggage. Who do I need to
speak to?
I have to wait for my connecting flight in …
Did you leave your luggage somewhere you couldn’t
see it?
Are you taking any bags onto the flight?
Please put mobile phones, tablet and laptops in a
different …
C
D
E
F
8
Announcement
1
2
3
4
5
6
Watch the video about Buenos Aires. What do you
learn about these things? Make notes.
•
•
•
•
•
The city of Buenos Aires
9 de Julio Avenue
Teatro Colón
Palacio del Congreso
La Boca
1
2
WATCH
3
4
6
032 Listen to the announcements again. Replace
the words in italics with the words used in the
announcements.
1
2
3
4
We regret to say that this flight has now been
cancelled. Please go to the check-in desk for further
information.
This is an announcement for all people on flight …
Could passengers sitting in rows …
This is a particular announcement for passenger …
LIFE COMPETENCIES
ING
UNDERSTANDING CULTURES, PARTICIPAT
WITH CONFIDENCE
9 Go online and research other things to do in
Buenos Aires. Organise a three-day visit and
present it to your classmates. Decide who has
arranged the most interesting trip.
UNIT 4
A TRIP TO REMEMBER
67
4
S A M P L E PAG E S F R O M U N I T 4 WO R K B O O K
R
E
B
M
E
M
E
R
O
T
P
A TRI
VOCABULARY
2 Match words from column A and column B to make
collocations.
1 Complete the sentences with the words in
the box.
commuters cockpit
departure lounge
helmet jet lag motorists motorway
1
2
3
4
5
6
7
8
diesel
The train was cancelled, which annoyed a lot
of the
who were waiting for it.
I’ve just come back from a trip to New York
and now I’m suffering from
.
The plane was delayed on the runway so the
pilots let us sit in the
.
are considered to
Cars that run on
be more harmful to the environment than
those that run on petrol.
Although I’ve passed my driving test, I still get
really nervous about driving on the
.
I think it should be compulsory for all cyclists
to wear a
when cycling on roads.
when they
I was sitting in the
announced that our flight had been
cancelled.
They introduced a car sharing scheme in the
city to reduce the number of
on
the roads.
Column A
1 prepare for
2 run on
3 overtake
4 leave
5 hold
6 avoid
7 harm
8 taxi
3 Choose the correct word to complete the sentences.
1
2
3
4
5
6
7
8
9
20
Column B
A a gap
B landing
C the rush hour traffic
D the environment
E the handlebars
F diesel
G on the runway
H the car in front
We booked our hotel at the last / long minute so we got a
really good deal.
The room wasn’t air- / part-conditioned so we had difficulty
sleeping at night due to the heat.
I work cut / part time as a shop assistant during the
school holidays.
They asked us to apply / submit our ideas online.
Despite the jetlag, I quite enjoy far- / long-distance air travel.
The company really liked the proposal so they awarded /
invested money in it.
The company went bankrupt so they were offering
cut- / last-price deals on all their package holidays.
The visitor attraction / recreation proved to be a big success
with tourists.
The road was closed off to members / representatives of
the public.
S A M P L E PAG E S F R O M U N I T 4 WO R K B O O K
GRAMMAR
PUSH YOURSELF C1
1 Read this extract from a tour guide. Write a, an,
the or – (no article) in each gap.
Maldives is one of (2)
most
(1)
unique countries in the world. It is made up of 1,192
islands, spread over 90,000 square kilometres. The
capital, Malé, is unusual in that it is not (3)
tourist destination. It is less than six square miles, yet it
is home to over (4)
third of the country’s
population of about 430,000. Only 185 of the islands
are inhabited by local people. The others are dedicated
to (5)
agriculture and tourism. Tourism
accounts for (6)
most of the country’s
economy. The sun-drenched islands and coral reefs
teeming with tropical fish attract tourists all year round.
Sitting near (7)
equator, the islands enjoy
temperatures between 26 and 30 degrees centigrade
throughout the year. The Maldives is particularly
popular with couples looking for (8)
amazing place to get married. The sun, sand and sea
make these islands a paradise on (9)
earth.
The Maldives is not (10)
budget destination,
however. It has some of the most expensive and
luxurious hotels in the world.
For each pair of sentences, choose one word from the
‘Both’ column to complete both gaps. You may need to
make the word plural.
1
2
3
4
5
6
7
.
They say that cats have nine
is what you make it.
?
Did you remember to bring your sports
How many
does your bike have?
to finish my homework.
I haven’t got
I’ve been to Italy three
.
are finding it hard to survive.
Small
Sam studied
at university.
there for all my books?
Do you think there’ll be
We lived in a small flat when I was young – there were
only three
.
of opportunity!
They say this is a
.
Farmers grow crops and raise animals on their
Doing my homework when it’s sunny outside is a real
!
after he broke his leg skiing.
He was in a lot of
2 Put each noun into the correct column in the table.
things rice
pain
data cash
footprint stuff resort
scenery
virus
life
crash
business
voyage land
time chaos
COUNTABLE
UNCOUNTABLE
things
rice
room
gear
pedal
BOTH
pain
UNIT 4
A TRIP TO REMEMBER
21
S A M P L E PAG E S F R O M U N I T 4 WO R K B O O K
LISTENING PART 1
09 You will hear people talking in eight different situations. For questions 1–8,
choose the best answer (A, B or C).
1
2
3
4
5
6
7
8
22
You hear a man talking about a journey. How did he travel?
A by bus
B by plane
C by train
You hear two people talking about the local bus service. What do they say about it?
A The fares are too expensive.
B The seats are uncomfortable.
C The drivers are rude.
You hear two people talking about a place they have just visited. What kind of place is it?
A an art gallery
B a cinema
C a shop
You hear a travel agent talking to a man about a holiday. What does she advise him to do?
A purchase travel insurance
B book excursions in advance
C take warm clothing
You hear a man talking to a friend about a travel programme he has recently watched. What
does he say about the programme?
A It gave lots of useful advice.
B It was better than he had expected.
C It made him decide to visit a place.
You hear a woman talking about somewhere she has visited. What point is she making?
A It appeals more to children than adults.
B It reminded her of her childhood.
C It is similar to another place she has visited.
You hear a man phoning a hotel. What does he want to find out?
A how good the local transport services are
B whether the hotel is suitable for children
C when the restaurant opens in the evening
You hear a woman talking about a cruise she went on. What didn’t she like about it?
A the lack of variety
B the food on board
C the places they visited
S A M P L E PAG E S F R O M U N I T 4 WO R K B O O K
SPEAKING PART 1
10 Listen to four speakers answer a question in
1
Part 1 of the Speaking test. Match the speakers to
the questions they answer.
2
A
B
What do you do in the school holidays?
Can you tell me about the place you come from?
C
What type of holiday would you like to go on?
D
How do you usually get to school?
10 Listen again to the speakers. Complete the
sentences with the words they use.
3 This advice was given to a B2 First candidate before
the Speaking test. Tick the good advice.
1
2
3
4
5
6
7
Don’t speak too quickly or too slowly. Slow down for
important points and speed up a bit for less important
details.
Stay up all night watching English films the night
before the test.
Part 1 is just a practice so don’t bother giving full
answers.
You must speak only to the other candidate in Part 1.
Try to use a variety of vocabulary and grammar.
In Part 1 you might be asked Yes/No questions. You
will still need to explain your answers and give
examples and explanations.
Don’t take your water into the exam.
Speaker 1
little place, with just one shop, a school
1 It’s a
and not much else really.
2 There’s no water close by, no lakes or rivers, so many
people have swimming pools in their gardens because
it’s absolutely
in summer.
Speaker 2
3 I haven’t passed my driving test yet so I usually take
to school.
the bus or
, but
4 In summer I might walk if I’ve got the
that’s not very often!
Speaker 3
.
5 It depends on the
out at
6 During the winter holidays, we just
each other’s houses or go out for pizza or something
like that.
Speaker 4
7 I’d probably
a city break as I live in the
countryside and big cities are much more exciting.
8 I’d definitely want to stay right in the centre, where all
the
is.
UNIT 4
A TRIP TO REMEMBER
23
4
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
A TRIP TO REMEMBER
UNIT OBJECTIVES
Topic:
Grammar:
holidays and travel
articles; countable and uncountable
nouns
Vocabulary:
travel vocabulary; compound
adjectives
Listening:
Velocity Valley Adventure Park
Reading:
Part 1: multiple choice cloze
Speaking:
Part 1: conversation with the
interlocutor
Writing:
Part 2: article
Pronunciation:
stress in verb and noun forms
Push yourself to C1: nouns that are both countable and
uncountable
Exam focus:
Reading and Use of English Part 1;
Speaking Part 1; Writing Part 2
Real world:
Travelling around … Buenos Aires
Remind your students to watch the Grammar on the move
videos before each grammar lesson in this unit.
GETTING STARTED
SB P56
1 Ask students to open their books and look at the pictures.
Students discuss the two questions in pairs. Elicit
feedback from the class by asking a few students to give
their answers to 1. Invite others to say if they feel the
same way.
VOCABULARY
SB P56
HOLIDAYS AND TRAVEL
1 Students write the letter of a photo next to each word.
Allow them to use their phones to check meanings
if necessary.
steering wheel – photo C
departure lounge – photo A
commuters – photos A, D, F runway – photo A
handlebars – photo D cockpit – photo E
motorist –
photo C backpackers – photo B
rush hour – photos
C, F
Write the words on the board. Model the pronunciation of
each word and ask students to repeat it. Elicit and mark
the stress on the board. Listen to individual students to
ensure correct pronunciation. Mark on the board the way
the words ‘rush’ and ‘hour’ are linked: /ˈrʌʃˈaʊə/ (rushour).
52
2 Draw a grid on the board with one of the headings
in each box:
Flying vehicles
Environmentally-friendly
ways to travel
Vehicles with four wheels
Parts of a car
Ask students to copy the grid into their notebooks. Add the
examples to each box and give students five minutes to
write as many words as they can under each heading. Ask
them to come to the board and write their answers.
Remind them to check what has already been written to
avoid repetition. As a class, check spellings and whether
any words are in the wrong category.
3 Remind students that when they learn a new word, they
should also learn what words are most commonly used
with that word (collocations). Students should notice the
whole phrase used rather than just individual words.
Students complete the exercise in pairs. Conduct class
feedback.
Possible answers
1 aeroplane, train, boat 2 car, van 3 car, taxi,
van
4 bicycle, car, taxi, van 5 bicycle
6 airplane, jet
7 metro/subway/underground, train
8 aeroplane 9 aeroplane 10 bicycle, motorbike
4 Students add the correct word to each sentence. They
complete the exercise individually and check with a partner.
1 runway 2 cockpit
3 motorists
5 diesel
6 overtaking
7 jet lag
lounge
4 commuter
8 departure
5 Tell students not to use their phones for this exercise
because the main purpose is for them to discuss their
ideas. You could suggest that they use phrases to express
their ideas tentatively, e.g.:
I am not sure whether …
This one might be false.
I don’t think it can be correct that …
Tell students to reach agreement with their partner.
Once they have chosen the four sentences they think are
factually incorrect, write each pair’s answers on the board
(if you have a large class, do the activity in groups of four).
Tell the class which pairs or groups identified all four
incorrect sentences.
The incorrect sentences are 3, 4, 6 and 7.
3 – This is the predicted number of vehicles; the number
of motorists will be higher because of car sharing.
4 – 42 hours 6 – Distracted driving is said to be the
most common cause. 7 – It’s worse going from west
to east.
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
EXTENSION
Assign one of the incorrect sentences to each group.
Ask them to use their phones to find the correct
information and rewrite the sentences.
6 Encourage students to extend their answers as much as
possible as this is what is required in the speaking exam.
You could demonstrate a bad and good answer to one of
the questions, e.g.:
Bad answer
A: Have you ever been in a cockpit?
B: No.
Good answer
A: Have you ever been in a cockpit?
B: No, unfortunately not, but I would love to.
A: Why?
B: In the past, pilots used to invite children or anyone else
who was interested to come up to the cockpit, but now
that doesn’t usually happen for security reasons.
I would love to see what a pilot actually does during the
flight and also, I bet there’s a brilliant view from the
front of the plane.
EXTENSION
Have a whisper race, which is a kind of spelling game.
Divide students into equal groups and line them up facing
the board. Bring the students at the back of each line
together and whisper one of the words or phrases from the
lesson. They must whisper in to the person in front of them
all the way down to the student at the front, who must write
the word on the board with the correct spelling. A point is
given to the first team to have the word spelt correctly on
the board. Disqualify any group who shouts out the answer,
misses out a student or cheats in any other way. After
writing, that team member moves to the back of the line.
Words: cockpit, steering wheel, departure lounge,
backpackers, runway, handlebars, rush hour, motorists,
overtaking, jetlag, diesel, commuter
LISTENING
SB P57
LISTENING FOR DETAIL
CULTURAL NOTE
A theme park is different from a funfair as it is permanent
and based around one of more ‘themes’. Parks with just one
theme include Disneyland and Legoland. Typical themes in
general theme parks include the jungle, space, etc.
2 Students use the photos to predict the content of the
listening. Give them time to talk about each photo with a
partner, trying to describe what happens on each ride.
Encourage students to look up some words in a dictionary
if necessary.
3
027 Play the audio. During the first listening, students
check their ideas and write down the names of the
attractions in the brochure.
The Agrojet
Swoop
AUDIOSCRIPT
Freefall Xtreme
027
Jill: Hello, I’m Jill, and I’m a member of staff at the Velocity
Valley Adventure Park. We’re on the North Island of
New Zealand in the city of Rotorua. Actually, we’re just
outside the city, and the easiest way to find us if you’re
coming by car is to come off State Highway 5 and take
Paradise Valley Road. If you don’t have your own
transport, we can pick you up, as we have a
complimentary shuttle service which transports you
between Rotorua CBD and Velocity Valley.
One great experience we’ve got is called The Agrojet,
that’s A-G-R-O-J-E-T. I expect you’ve been on a nice
leisurely cruise before, but this is completely different. It’s
a boat ride at extreme speeds. You’ll be in the capable
hands of a fully trained driver who remains in control of
the boat as you accelerate up to 100 kilometres an hour
in a matter of seconds, and then takes you around the
course with some pretty sharp bends!
Extreme speed of course features in many of our rides;
Swoop, spelt S-W-O-O-P, is no exception. It’s essentially
a huge swing, which you and up to two friends are
strapped into wearing a harness. You are then lifted up
to a height of 40 metres. When you’re ready, you release
the cord, which sends you into a giant pendulum swing.
And when you think that the speed limit on New
Zealand’s fastest roads is one hundred and ten kilometres
an hour and yet you accelerate up to a hundred and
thirty on this after about four seconds, well, that just
shows how incredible this ride is!
Now, we also have Freefall Xtreme, spelt without the first
letter E on ‘extreme’. This doesn’t have you travelling fast,
although you do get the impression of extreme speed. It’s
essentially a flight, at least, that’s what we call it, rather
than a ride. It’s a wind tunnel; wind blasts at you with
such force that you are able to float in the air. People
often wonder if you can be blown away, which of course
you can’t, as there’s a net to keep flyers inside the wind
tunnel. Of course, there are age and height restrictions
on this and everything else in Velocity Valley to ensure
that it’s absolutely safe.
Check the names of the rides. Ask students if they were
able to predict what happens on each ride.
1 Students discuss the questions in pairs or groups. If they
do not have many ideas for 2, input some suggestions,
such as exciting themes, fast and high rides, good variety
of rides, different attractions for different age groups,
well managed, new rides added regularly, other facilities
such as shops and cafes, live actors dressed up as
characters, entertainment, etc.
UNIT 4
A TRIP TO REMEMBER
53
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
4
027 Ask students to look at the notes and think about
what kind of information is needed for gaps 1–7. Play the
audio again. Students complete the notes. Give them time
to check their answers, making sure the notes make sense.
1 Paradise 2 driver
6 net 7 height
3 40
4 130
5 flight
AUDIOSCRIPT
1
2
3
5 Encourage students to express the reasons for their order
and compare them with other members of their group.
Bring the class together and ask each group whether they
agreed on the order. What attracted them to certain rides
more than others?
P
SB P58
6
028 Write the word transport on the board. Point out
that it can be both a verb and a noun but with different
stress patterns. Ask how many syllables the word
transport has (2). Tell them to look at the sentence which
has the word transport used both as a verb and a noun.
Play the audio and tell students to mark the stress of
transport/transports.
If you don’t have your own transport (noun), we can
pick you up, as we have a complimentary shuttle service
which transports (verb) you between Rotorua CBD and
Velocity Valley.
AUDIOSCRIPT
028
Jill: If you don’t have your own transport, we can pick you
up, as we have a complimentary shuttle service which
transports you between Rotorua CBD and Velocity Valley.
Explain that there is a group of two-syllable words which
are the same in verb and noun form like transport. When
used as nouns, the first syllable is stressed, but when
used as verbs the second syllable is stressed.
7
029 Before playing the audio, ask students to decide if
the underlined words in sentences 1–3 are verbs or nouns.
Ask them to predict the word stress of each. They listen
and check.
1 The travel agency has recently increased (verb) their
prices. Because of this increase (noun), many people
have decided to book their holidays themselves.
2 Usain Bolt recorded (verb) a time of 9.58 seconds in
the 100 metres sprint in 2009. This is still the world
record (noun) today. 3 The airport transfer (noun)
costs 10€. It takes about an hour to transfer (verb) you
from the airport to the city centre.
54
029
The travel agency has recently increased their prices.
Because of this increase, many people have decided to
book their holidays themselves.
Usain Bolt recorded a time of 9.58 seconds in the 100
metres sprint in 2009. This is still the world record today.
The airport transfer costs 10€. It takes about an hour to
transfer you from the airport to the city centre.
8 Ask students to read the audioscript and find some words
and phrases that might be useful in doing the task, e.g.
accelerate up to…, extreme speeds, (age and height)
restrictions, sharp bends
The way you approach the task will depend on how much
time you have available. Ideally, give each group a sheet
of A3 or larger paper or card and some coloured pens, and
give them 20–30 minutes to work on their invention.
Presentations could be done as poster presentations:
their rides are displayed on the walls. Students take it in
turns to circulate around the class listening to other
groups talking about their rides/asking questions and
staying near their poster to explain their own ride. Once
they have seen all the posters, you could ask them to vote
on the best one.
Write the following number on the board:
17.145
Invite the students to read the number out, paying
particular attention to how the numbers after the decimal
points are pronounced (“fourteen point one four five”). Ask
the students to read the Did you know? box. Then write the
following numbers on the board and invite students to read
them out, correcting any errors where necessary.
10.56 seconds
6.25
17.923
EXTENSION
Students work in groups of 3–4. Ask them to tear up some
pieces of paper (4 or 5 each) and on each one write a
number with a decimal point in it. They put all the papers
face down in a pile. Students take turns to pick up a piece of
paper, show the group and say the number out loud. If it is
correct, he or she keeps the paper. If not, it goes to the
bottom of the pile. The winner is the student with the most
pieces of paper when the pile is gone.
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
GRAMMAR
SB P58
COUNTABLE AND UNCOUNTABLE NOUNS
WARMER
Write the words news, travel, station, and traffic jam on the
board. Elicit what part of speech the words are (nouns).
Tell students that two are countable and two are
uncountable. Ask them to decide which are which. Ask: Can
we say three travels? (No) Can we say three stations? (Yes) We
need to know if a noun is countable or uncountable because
it affects the grammar, e.g.: Give me some advice is correct.
Give me an advice is incorrect because advice is uncountable.
1 Tell students that each sentence contains an error caused
by confusing countable and uncountable nouns. Students
work in pairs to find and correct the errors. They may
refer to the Grammar reference on page 212 if necessary.
1 My advice to travellers have has always been to take
out comprehensive travel insurance.
2 The last time
we went away, we left it too late to find a self-catering
accommodation.
3 We tried to find some a / the
subway station. 4 The latest news are is that the
travel company has gone bankrupt. 5 I couldn’t
believe it when the airline told us that they had lost our
luggages luggage.
6 Our tour guide gave us an
some / – advice about the best places to visit.
7 The travel Travel has always been a passion for me.
8 There’s often some a traffic jam in my neighbourhood.
2 Write the headings Uncountable and Countable on the
board with the examples and ask students to copy them
down. Elicit the nouns from Exercise 1, sentence 2 (time,
accommodation) and which column they belong in
(Uncountable). Students add the nouns from the other
sentences to the columns in their books. Ask students to
come to the board to write them on the board. If any are
in the wrong column, say, Two words are in the wrong
column. Can anyone move them to the correct column? and
get students to make the corrections.
Uncountable: advice, travel insurance, accommodation,
news, luggage, travel
Countable: travellers, hotel, subway station, travel
company, airline, tour guide, traffic jam, places, passion,
neighbourhood
congestion (U) – traffic jam (C)
scenery (U) – view (C)
transport (U) – vehicle (C)
money (U) – dollars (C)
luggage (U) – backpack (C) advice (U) – suggestion (C)
Remind students that when learning a new word, knowing
if it is countable or uncountable is part of knowing the word
and should be recorded in their vocabulary notebook.
4 Point out that the uncountable nouns in Exercise 3 have
more general meanings, while the countable ones have
more specific meanings. To demonstrate, say money
could be any kind of money, but dollars is one type. Euros,
pounds, rupees, etc. are also countable. Remind students
to also use grammatical clues, for example in the first
sentence, there’s a better
. Elicit that a countable noun
will go in this gap because we have the article ‘a’.
Students do the exercise individually and check in pairs.
In case of any different answers, get them to explain what
clues helped them decide.
1 scenery, view 2 dollars, money 3 congestion,
traffic jam 4 vehicle, transport 5 advice, suggestions
6 luggage, backpack
5 Tell students that the words in the box can only be used
with either countable or uncountable nouns. Give some
examples, such as How many airlines fly to Paris from
Manchester? (airlines are countable) and How much
pollution is created by air traffic every year? (pollution is
uncountable). Students need to decide if the noun after
the gap is countable or uncountable before choosing the
best word.
1 much 2 several / many
4 less 5 many
3 fewer and fewer
6 Remind students that they need to use a word from
Exercise 3 in each sentence. Start with an example of your
own. Say: I recently went on holiday to Paris. Paris is very
congested but you can avoid getting stuck in traffic jams by
taking the underground. Ask students which town or city
they are going to write about. They work on their sentences
individually. Accuracy is important, so monitor as they are
writing. After they finish, they read out their sentences to a
partner or group, who should check their grammar and
refer any doubts to you. Conduct class feedback.
3 Remind students that at B2 level it is important to have a
wide range of vocabulary, which will be tested in all parts
of the First exam. Ask them to look at the wordpool and
find the example (congestion and traffic jam). Ask them
which is countable (traffic jam) and which is uncountable
(congestion). Give an example sentence such as There are
always traffic jams at the time schools finish. There is a lot
of congestion in the city centre. In an essay, for example, it
would be useful to know and use both words to avoid
repetition and demonstrate a good range of vocabulary.
Students work in pairs to match the synonyms and decide
which is countable and which is uncountable.
UNIT 4
A TRIP TO REMEMBER
55
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
PUSH YOURSELF
C1
SB P59
NOUNS THAT ARE BOTH COUNTABLE AND
UNCOUNTABLE
1 This exercise is probably useful for all students as it
introduces the idea of nouns that can be both countable
and uncountable. You could introduce the concept with
some more concrete examples, such as:
I made a cake for my brother’s birthday. (A whole cake)
Would you like some cake? / Cake is not very good for you.
(A piece of cake or cake in general)
Read through the instructions with the students,
emphasising that they may need to add ‘a/an’ and change
the form of the words (such as making them plural).
Students complete the exercise individually and check
with a partner. In case of different answers, encourage
them to explain their choices.
1 A business, B a business
2 A a room, B room
3 A noise, B a noise
4 A competition, B a competition
5 A a paper, B paper 6 A time, B times
2 Remind students that there are two ways to decide which
of the words in each pair is countable and which is
uncountable. They should decide which has a general
meaning and which is more specific and also look for
grammatical clues. Students agree on the answers in pairs.
1 A uncountable, B countable
2 A countable, B
uncountable
3 A uncountable, B countable
4 A uncountable, B countable
5 A countable, B
uncountable
6 A uncountable, B countable
READING
SB P60
1 Direct students’ attention to the picture of a Shweeb.
Students work in pairs to describe it to a partner. You
could suggest some useful language, such as:
•
•
•
•
It looks like a kind of…
This reminds me of …
It’s quite similar to …
I think it is for…ing.
2 Give students one minute to read the Shweeb text. Ask
them if their ideas matched those in the text.
3 Students discuss the question in groups. They report back
to the class, e.g. In our group, three said they would like to
ride Shweeb, but for different reasons. One said… while
another thought …
56
READING AND USE OF ENGLISH
PART 1 TRAINING
SB P60
EXAM INFORMATION
Part 1 is a multiple choice cloze. Candidates must choose
the correct word from four options to fill eight gaps in a
text. The main focus is on vocabulary, e.g. idioms,
collocations, fixed phrases, phrasal verbs and semantic
precision. The exercises in this section help to develop the
skills needed for this part of the text. They also raise
students’ awareness of the need to learn vocabulary in
chunks and phrases, rather than concentrating just on
individual words.
4 Remind students that in order to choose the correct word
for each gap, they need to read the whole sentence
carefully, in particular the words immediately before and
after the gap. The first gap tests the phrase members of
the public. If students don’t know the phrase, direct them
to sentence 5 in Exercise 4 of the vocabulary section on
page 57, where they will find the phrase. Point out that all
the options are the same part of speech (plural nouns).
This is typically the case in Part 1 because the exercise
focuses on vocabulary more than grammar.
A Members
5 Students differentiate between the four options by
putting all of them into sentences. They then focus in on
the correct answer by noticing the collocation submit
suggestions.
It might be useful to break this exercise down for the
students. They match the sentence halves and check
them. Then as a whole class ask for a word with a similar
meaning to suggestions and the verb that is used before it.
1C
2D
3A
4B
The word ideas has a similar meaning to suggestions.
The verb submit collocates with the word ideas.
6 Briefly remind students to read the whole sentence which
contains the gap carefully and decide which of the four
options best fits the words around the gap. Students
complete the exercise individually before checking with a
partner. Play the audio for them to check their answers.
2C
3D
4C
5B
6A
7D
8B
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
AUDIOSCRIPT
030
To celebrate Google’s 10th birthday in 2008, Google
launched a competition which it called 10100. Members of the
public were asked to take part and submit suggestions for
projects which they wanted to bring to life in order to make
the world a better place. One of the winning proposals was
from a company in New Zealand called Shweeb. Their aim
was to combine elements of the monorail together with those
of the bicycle, and to produce a clean and fast vehicle, which
could reduce congestion. In the end, Google invested $1
million in Shweeb’s research and development.
The world’s first Shweeb was built at the Velocity Valley
Adventure Park in New Zealand. Riders sit in a capsule
suspended from a rail, and pedal as fast as they can for three
laps around a 200-metre track. In the past, prizes were
awarded to anyone who broke a speed record, such as being
the fastest rider from their country. However, the adventure
park has recently stopped these records after upgrading the
capsules to have electric assistance.
Shweeb has become a very popular visitor attraction and
time will tell if it may also be the transport of the future for
commuters, business travellers and tourists.
SB P61
2a
9a
3 the
10 –
4 the
11 the
5a
6 The
7a
12 the 13 –
3 Tell students to answer the question in pairs, giving
reasons why they would or would not like to visit
Cappadocia. Tell them to pay particular attention to their
use of articles.
4 Remind students that if a word starts with a vowel sound,
it should be preceded by ‘an’ not ‘a’. Students get
confused with this point as it relates to the sound, not the
spelling, of the word.
Ask students to complete the sentences individually and
check with a partner. If they disagree, they can work
together to find which rule applies to the example.
ARTICLES
WARMER
Ask students if they know what articles are and if they have
ever learnt any rules about how to use them. Do students
feel they have difficulty with this area of grammar?
Are articles used differently in their first language? If you
have only one or two nationalities in your class, tailor your
approach to their first language(s) and allocate time for the
grammar point accordingly. In a multilingual class, try to
provide extra practice for those whose first languages are
very different from English in terms of articles.
1 Students work in pairs to match the examples to the
rules. Point out that as well as knowing when to use the
definite article (the) and the indefinite article (a/an), they
need to know when no article is used. This is sometimes
called the ‘zero article’.
2B
1a
8–
Examples
a university /ˌju:nɪˈvɜ:sətɪ/
an MC. /ˌemˈc:/
GRAMMAR
1F
2 Ask students to read the blog quickly. Ask a few
questions, e.g. Where did the writer go on holiday?, What
activities did the writer do?, Who is this holiday suitable for?
These questions are to encourage the habit of skimreading any text before doing any exercise based on it.
Remind students to refer to the rules from Exercise 1 and
the Grammar reference section before choosing a, the or
no article for each gap. Students complete the exercise
individually and check with a partner. Encourage students
to explain to their partner which rule applies in each case.
3D
4A
5G
6C
7E
Refer students to the Grammar reference section on
articles on page 213 for more information.
1 the
7 the
2 the
8–
3–
4a
5–
6a
5 Put students into pairs and tell them to ask and answer
the questions in Exercise 4. Monitor for their use of
articles and correct where necessary.
EXTENSION
Ask students to write a few paragraphs about the best
holiday they’ve ever been on. Check the use of articles in
their work. Ask students to make their own gap fill
exercises by blanking out the articles in their writing and
passing it to a partner to complete.
Example
best holiday I have ever had was the time I went to
United States. I went with
group of friends from school.
We took
overnight flight to New York, where we stayed in
lovely hotel.
UNIT 4
A TRIP TO REMEMBER
57
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
1 Tell students they are going to hear two First exam
candidates doing Part 1. Students match statements A–D
to the two students, Anna and Olek.
VOCABULARY
SB P62
COMPOUND ADJECTIVES
Olek – A, B, D
Anna – A, C
Both candidates perform well. However, Olek’s answers
are fully developed; Anna makes rather minimal
contributions, leading the examiner to ask: Why? in
order to encourage Anna to speak more.
1 Refer students back to the text on page 61 to locate the
compound adjective (line 5).
world-famous
Read through the notes on compound adjectives with the
class and answer any questions.
2 Students make compound adjectives by combining words
from column A with words from column B. Students
complete this individually before checking with a partner.
Get volunteers to feed back to the class.
air-conditioned
cut-price
long-distance part-time
duty-free
last-minute
3 Students check they have understood the meanings of the
compound adjectives by choosing the correct one for
each gap.
1 air-conditioned
2 duty-free
3 last-minute
4 part-time 5 long-distance 6 cut-price
4 Tell students to write questions using the compound
adjectives from the previous exercises. Tell them they
should be questions their partner could answer. Give an
example, e.g. Have you ever had a part-time job? Students
write their own questions and ask them to a partner.
STUDY SKILLS
Students review the compounds studied as well as others
they already know. In pairs, they take it in turns to say the
first part of a compound, which their partner has to
complete. You could ask them to give their partner five
seconds to come up with the second part of the word.
Students could add a section on compound adjectives to
their vocabulary books or digital records. Check they write
them with the hyphen. Can they think of any others?
Tell them to add any that they come across while reading.
SPEAKING PART 1 TRAINING
SB P62
EXAM INFORMATION
In the first part of the speaking exam, the interlocutor aims
to relax the candidates by asking some questions about
themselves. These are questions on familiar topics, such as
work, studies, hobbies, sport, travel and holidays.
Candidates should aim to expand their answers and use a
good range of language.
58
2
031 Play the audio again for students to complete
questions 2–4.
2 way to travel to and from work or college in your
home town
3 holidays do you enjoy most
4 use to
have enjoyable holidays when you were a child
Put the questions on the board for students to ensure
they have the exact words.
AUDIOSCRIPT
031
Examiner: Hello, my name is Sandra Howardson. And your
names are….?
Olek:
My name is Aleksander, but everyone just calls
me Olek.
Anna:
My name’s Anna Kapuch.
Examiner: Thank you. Can I have your mark sheets,
please? Thank you. Where are you from, Anna?
Anna:
I’m from Poland.
Examiner: And Olek, where are you from?
Olek:
I come from Poland as well, from a small town in
the centre of the country called Pabianice.
Examiner: First, we’d like to know something about you.
Olek, what’s the best way to travel to and from
work or college in your hometown?
Olek:
The best way of getting around is definitely by
tram. It’s far quicker than the bus because we
don’t have many bus lanes so buses tend to get
stuck in traffic jams. Trams run on their own
tracks alongside bus routes so they don’t have
this problem.
Examiner: Thank you. Anna, what sort of holidays do you
enjoy most?
Anna:
For me, just being on the beach is my favourite
kind of holiday.
Examiner: Why?
Anna:
Well, I work hard all year, so when I get some
time off, I just like to rest!
Examiner: Olek, did you use to have enjoyable holidays
when you were a child?
Olek:
I certainly did. My parents have always been
really into trekking in the mountains, so even
when I was a child, we’d spend time in the Tatra
Mountains whenever we could.
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
3 Remind students to expand their answers. You could ask
them to look at the audioscript and compare the answers
Olek and Anna gave to each question. Although Anna is
clearly a strong candidate, she needed more prompting,
so Olek is closer to the ‘ideal’ candidate.
Encourage students to give each other feedback on their
performance. Did they expand their answers
appropriately? Was their language accurate and did they
use a wide enough range?
4 Students can work with a partner to come up with two
other questions on each topic. Monitor and check the
questions are accurate and appropriate before students
ask them to other members of the group. Remind
students that each unit of this book has a topic which they
may be asked to discuss in the speaking test and presents
vocabulary which will help them to express their ideas on
the topic. If students find it difficult to come up with
questions, you could provide suggestions.
Suggested answers
Holidays and travel
What’s your favourite kind of holiday?
Have you ever been to….?
Do you like trying different types of food on holiday?
Home Daily life
What’s your favourite part of the day?
Can you tell me about your house or flat?
What household chores do you usually do?
Friends and family
What kind of things do you enjoy doing with your
friends?
Who are you closest to in your family? Why?
Where did you meet your best friend?
Education and study
What is/was your favourite subject at school?
What would you like to study in the future?
Can you tell me about your high school?
WRITING PART 2: ARTICLE TRAINING
SB P63
EXAM INFORMATION
The input for Part 2 tasks is less than the tasks in Part 1.
Each writing task in Part 2 has a context, a purpose for
writing and a target reader specified in no more than 70
words. An article is usually written for an English-language
magazine, newsletter or website, and the reader is
assumed to have similar interests to the writer. The main
purpose is to interest and engage the reader, so there
should be some opinion or comment.
1 Tell the students that one of the options in Part 2 is an
article. Elicit where they read articles (magazines,
newspapers, websites) and why they choose to read them
(interesting topic, well written, etc.). Students read
through the six statements in pairs and decide which they
think are true.
Do feedback as a class to ensure everyone is clear about
what is expected in the exam.
Suggested answers
Statements 1, 4 and 6 are true.
Remind students of the four criteria they will be marked
on in the writing paper (Content, Communicative
achievement, Organisation and Language). If it’s already
been covered with the class, turn back to page 46 of the
Student’s book to look again at how candidates are
assessed in the writing exam. Explain that for each
criterion they will be awarded the score for the
description that most closely matches their work.
2 Tell students that the task contains three questions they
should answer in their article. Students underline the
three questions. Question 1 is a Yes/No question, but
explain that this is where students will give the context of
the holiday, e.g. Last year I went to Turkey with a group of
friends. It was a beautiful resort near the beach. Everything
was going well until…
Terrible holidays
Have you had a holiday where something went wrong?
What happened?
How can people avoid having a problem like this when
they go on holiday?
We will publish the best articles on our
website.
3 Ask students to raise their hand if they can immediately
think of a real experience to write about. The majority
may not have had such an experience or can’t recall it at
that time. Reassure them that it doesn’t have to be true
but should be believable. They can also think about books
they have read or films they have seen for inspiration.
Brainstorm some of the things that might go wrong on
holiday, e.g. missed flight, lost baggage, dirty
accommodation, facilities not as advertised, poor food,
bad weather, etc. Give students time to make some notes
about a real or imagined experience. Students then
explain their ideas to a partner.
EXAM INFORMATION
Tell students that the time they have in the exam (1 hour 20
minutes) gives them time to make a brief plan for both
essays. Time spent writing a plan will help them get an
improved score, especially for organisation, but also for
communicative achievement and content.
UNIT 4
A TRIP TO REMEMBER
59
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
4 Tell students to read Alex and Georgina’s plans and
compare them with the task. Which one is better?
How could the other be improved?
Suggested answer
Georgina’s plan is better as it addresses the questions
more fully. Alex should rewrite his plan to ensure that he
addresses each of the questions in the exam task, rather
than just discussing and describing holidays in general
terms.
5 Students match the two parts to make sentences.
Tell students that this exercise provides some example
sentences that they could use in their articles. These
sentences demonstrate a good range of language.
1D
2A
3B
4C
6 Tell students that the four sentences from the previous
exercise would be suitable topic sentences, i.e. the first
sentence of a paragraph which sums up the main idea of
the paragraph. Students match sentences to the purpose
of the paragraph.
1 All sorts of things can go wrong when you’re on
holiday. 2 Some of my holidays have been fantastic;
others have been a disaster.
3 It’s always worth doing
thorough research before you book a holiday.
4 It’s vital that you have the chance to take a break from
your work or studies.
7 Students write their articles either in class or for
homework. They can use the introductory sentences from
Exercise 5 if they wish. Do self/peer feedback focusing on
the following questions:
Have they answered the three questions?
Have they stayed within the word limit?
Is the article interesting to read?
Is there a good range of vocabulary and sentence structure?
How accurate is the language?
Collect articles in to add your own feedback.
The following model essay can be used in different ways:
•
•
•
60
Give students a copy and ask them to use it to write the
plan the candidate worked from.
Ask students to highlight examples of the following:
impersonal ‘it’ (it is easy to, it is vital to), compound
adjective (long-awaited), adverbs showing attitude
(unfortunately, finally), modals in the past (could have)
and present (might say), time references (last year, for 3
days, 3 more days), different tenses (it is, booked, have
never bothered, will make sure), verb followed by ‘ing’
(end up) and infinitive (decided).
Ask students to highlight examples of B2 or higher level
vocabulary, including phrases and collocations, e.g.
underestimate, cruise, vital, the stresses of modern life,
unwind, long-awaited, holiday of a lifetime, baggage
handlers, go on strike, due to, bad timing,
compensation, bothered with, travel insurance, covered,
disaster strikes.
•
Copy and cut up the sentences for students to put into
order and decide how the article should be divided into
paragraphs (use the grid below). This activity focuses
their attention on the number of sentences (10), number
of paragraphs (3) and number of sentences per
paragraph (3 or 4). These numbers are not prescriptive,
but it gets students to see how an essay could be
structured within the word limit.
Model answer
It is easy to underestimate the importance of holidays.
Whether you can afford a Caribbean cruise or just a
camping holiday, it is vital to get away from the stresses
of modern life and unwind. When a long-awaited
holiday turns into a disaster, you can end up returning to
work or school more stressed than when you left.
Last year my family and I booked a ‘holiday of a lifetime’
to Australia. Unfortunately, the airport baggage handlers
decided to go on strike the very day we were due to
travel. We camped at the airport for 3 days and finally
had to take 4 different flights to get to Melbourne. It took
3 more days so we lost almost a week of our holiday.
You might say we were just unlucky and it was a case of
bad timing. There was nothing we could do to get back
that awful week but we could have got compensation to
pay for another trip. I have never bothered with travel
insurance but after that experience I will make sure I’m
covered in case disaster strikes.
(183 words)
It is easy to underestimate the importance of holidays.
Whether you can afford a Caribbean cruise or just a
camping holiday, it is vital to get away from the stresses
of modern life and unwind.
When a long-awaited holiday turns into a disaster, you
can end up returning to work or school more stressed
than when you left.
Last year my family and I booked a ‘holiday of a
lifetime’ to Australia.
Unfortunately, the airport baggage handlers decided to
go on strike the very day we were due to travel.
We camped at the airport for three days and finally
had to take four different flights to get to Melbourne.
It took three more days so we lost almost a week of our
holiday.
You might say we were just unlucky and it was a case
of bad timing.
There was nothing we could do to get back that awful
week but we could have got compensation to pay for
another trip.
I have never bothered with travel insurance but after
that experience I will make sure I’m covered in case
disaster strikes.
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
EXAM FOCUS
SB P64
READING AND USE OF ENGLISH
PART 1
Ask students if they can remember what they need to do in
Part 1 of the Reading and Use of English paper. Refer them to
the Exam facts and Exam tips. Ask students to read the
heading ‘Staycations’. What other word does it sound like?
What do they think it means? They read the first two lines and
check. Before they start, remind them to read the whole text
quickly before attempting the questions. Tell them not to get
distracted by unknown words that are not necessary in order
to fill the gaps. An example is the word ‘neologism’. Some
may not know the word but they don’t need to. Some students
might find it helpful to make a guess as to what goes in the gap
before checking the options. Remind them to think about how
each word is used in a sentence, for example which preposition
follows the word.
Students complete the exercise alone to check their own ability
in this task. Get them to mark their own answers. It might be
useful for you to make a note of each student’s marks so you can
monitor their progress as the course continues.
1C
2C
3D
4B
5A
6B
7C
8A
FAST FINISHERS
Write similar sentences using some of the other options,
e.g.: It continues to be a popular choice for people not
wanting to spend their time away…
SPEAKING PART 1
SB P65
Read through the Exam facts and Exam tips with the students.
Emphasise the importance of extending examples with reasons
and examples. You could get students to ask you one of the sets
of questions to model appropriately extended answers.
Students work in pairs to ask and answer the questions.
EXTENSION
Before starting, get students to write a few more sets of
questions on the topics from Units 1–3 (health and fitness,
family and friends, education and study). You can then get
them to stay with one partner for the three questions on a
topic, extending the time to five minutes.
Whichever way you approach this activity, encourage
students to reflect on their performance. Did they extend
their answers? Were they happy with their use of language?
How could they improve?
WRITING PART 2: ARTICLE
SB P65
Get students to do this exercise after they have received
feedback on their first article so that they can improve on their
previous effort. Read through the Exam facts and Exam tips
with the class. Draw their attention to the second tip and elicit
some descriptive adjectives and adverbs which could be used
to describe holidays. These should be B2 level words or higher
so replace nice with stunning, blue with turquoise, etc.
EXTENSION
Create a class mind map on the board. The centre says Great
holiday and the categories are Sea, Hotel, Food, Scenery and
People (or others suitable for describing holidays). Students
come to the board and add words and phrases which could
be used to describe each, using B1/B2 or above level words
where possible. The words should be positive in meaning.
Sample words:
Sea: azure, calm, smooth, jade green, wavy, sparkling
Hotel: luxurious, relaxing, five-star, world-class, amazing
facilities, perfectly-located
Food: delicious, tasty, mouth-watering, lovingly prepared,
prepared to order, locally-sourced, organic
Scenery: breathtaking, stunning, majestic, rolling hills,
snow-capped mountains
People: delightful, hospitable, welcoming, open-minded, helpful
ALTERNATIVE
Arrange the students in either two lines facing each other
or two circles with the inner circle facing out and the outer
circle facing in. In both formations, the idea is to allow
frequent quick changes of partner. Give a few minutes for
each question, giving both students the chance to ask and
answer. After two minutes, shout ‘Change!’ and one line or
circle moves one place to the left. If students are in lines,
the student at the end will have to walk down to the end of
the line. They ask and answer the second question with
their new partner.
SPEAKING BANK / pages 244–245
UNIT 4
A TRIP TO REMEMBER
61
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
Model answer
Last summer, my family and I broke with our usual tradition of
taking beach holidays to have a more cultural, city-based
vacation. We chose the Hungarian capital, Budapest, and it
turned out to be one of the best trips of my life.
Budapest is an absolutely stunning city, divided into two parts
by the majestic River Danube. The city is steeped in history,
crammed full of breathtakingly beautiful buildings in different
architectural styles. I was pleasantly surprised by how much
there was to do. We took a relaxing river trip to Margaret
Island, where we hired bicycles for a leisurely ride around.
We saw a couple of classical music concerts at the opera
house, which we loved.
What I enjoyed most about this holiday was that every day
was different. We went to the public spa baths to relax, went
sightseeing, visited art galleries, shopped and ate food from
all over the world. The people were friendly and helpful, and
our hotel was spectacular. All in all, it had all the elements
needed for a perfect getaway.
(177 words)
4 Remind students about the informal style of a blog.
The words in italics represent more neutral, less
colloquial ways of saying the same thing.
1 trouble 2 jumped
3 hard to miss
of
5 got chatting 6 bumped into
5
The model essay can be used for vocabulary building or in any
of the ways suggested earlier in the unit. Give feedback on
students’ essays, suggesting better vocabulary where
necessary.
032 Draw students’ attention to Maddie’s boarding
pass. Elicit the information that can be found on a
boarding pass (flight number, seat number, date, class,
gate, etc.). Tell students they will hear four
announcements at the airport. They must decide if they
are relevant to Maddie or not. If they are relevant to her,
what does she need to do? Play the audio and ask
students to complete the table.
Announcement Maddie /
someone else
Maddie
needs to …
1
someone else
–
2
Maddie
proceed to Gate
14.
3
someone else
–
4
Maddie
make herself
known to a
member of staff
as soon as
possible.
WRITING BANK / pages 240–241
REAL WORLD
6
SB P66
1 Ask if any students have visited Buenos Aires. What do
they know about it? Remind students they could use
language of speculation, such as It looks (like), people
might enjoy …, this could be a kind of… You could
brainstorm language to describe the photos, e.g.
colourful, multicoloured, views over, palace, towers,
balconies, arches, etc.
2 Ask students to read the blog. Ask questions about the
register of a blog. (It is quite informal and seems like
spoken English.) Find examples of informal language, e.g.
I can’t believe, I’ve got to say, awesome, jumped on, hard to
miss, a handful of, amazing, got chatting, bumped into.
This task is a multiple-matching task, similar to Part 7 of
the Reading and Use of English paper. Remind students
that they will need to look for synonyms and paraphrases
in the text rather than the exact words of the questions.
1 C (Casa Rosada)
3 A (Palacio Barolo)
5 A (Palacio Barolo)
2 B Caminito Street)
4 C (Casa Rosada)
6 B Caminito Street)
3 Students work in pairs to give a personal response to the
question. Remind them to give a reason for their answer.
62
032 Tell the students that the language of the
announcements is more formal than in sentences 1–4.
Play the audio again, telling students to listen for the
actual words used.
1 announce, make your way
3 seated 4 special
AUDIOSCRIPT
1
2
3
4
4 a handful
2 passengers
032
This is an announcement for passengers on flight
FA6590. We regret to announce that this flight has now
been cancelled. Please make your way to the check-in
desk for further information.
This is an announcement for all passengers on flight
FA6509 to Santiago. Please proceed to Gate 14.
Calling all passengers on flight FA6509 to Santiago.
We are pleased to announce that this flight is now ready
for boarding. Could passengers seated in rows 15–30
please come to the desk with your boarding passes and
passports open at the photo page.
This is a special announcement for passenger Maddie
Jones, travelling to Santiago on flight FA6509, that’s
Maddie Jones travelling to Santiago. Please make
yourself known to a member of staff as soon as possible.
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
7 Tell students that they might hear the phrases in 1–6 at an
airport. They should match them to phrases with the
same meaning in A–F.
1C
2E
3D
4A
5F
6B
FAST FINISHERS
Write the procedure of going through an airport when
departing or arriving, e.g. You check in for your flight online. If you have checked baggage, you go to the bag drop at
the check-in desk. They check your baggage is not too heavy.
You then go through immigration, where you show your
passport and pass through security, and where your bags are
checked. You can then browse the duty-free shops or have
something to eat in one of the restaurants in the terminal
building. You need to check the monitors and when your
departure gate is announced, you go to the departure
lounge. At the gate, your boarding pass and passport are
checked and you board the plane.
8
Briefly recap what students already know about
Buenos Aires. Tell them to write the five headings in their
notebooks with plenty of space for notes. They watch the
video and make notes. Remind students to write key
words rather than full sentences.
Suggested answers
The city of Buenos Aires: capital city of Argentina,
over 2 million tourists per year
9 de Julio Avenue: one of the widest streets in the world
Teatro Colón: famous for its classical music and opera
Palacio del Congreso: home to Argentina’s parliament,
dome weighs about 3,000 tonnes
La Boca: home to Caminito, famous for its bright,
colourful buildings and Boca Juniors football stadium
LIFE COMPETENCIES
SB P67
UNDERSTANDING CULTURES,
PARTICIPATING WITH CONFIDENCE
9 Ask students what makes a good trip to a city (balance of
activities, lots to do but time for relaxation too, meeting
locals, seeing the important sights but also seeing some
less commonly visited sights, a good place to stay, good
food, etc.). Students work in groups to plan a three-day
visit to Buenos Aires. Students can present their ideas
using PowerPoint or similar, if facilities allow. After the
presentations, students vote on the most interesting trip.
WORKBOOK / Unit 4, page 20
UNIT 4
A TRIP TO REMEMBER
63
S A M P L E PAG E S F R O M U N I T 4 T E AC H E R ’ S B O O K
3
4
5
6
don’t work
would learn
need
would quit
Exercise 3
1
2
3
4
5
6
7
8
will start / is going to start
finish / have finished
happens
doesn’t rain / isn’t raining
offered
does
won’t be able to / aren’t
going to be able to
would be / ’d be
PUSH YOURSELF TO C1
1
2
3
4
5
C
B
C
A
B
VOCABULARY
Exercise 1
1
2
3
4
5
6
7
8
experience
experiment
experimental
education/educator
educate
study
graduate/graduation
tutor
Exercise 2
1
2
3
4
5
6
experiments
graduation
tutorials
experience
studious
educate
Exercise 3
1
2
3
4
5
6
7
C
D
F
E
G
A
B
Exercise 4
1
2
3
4
5
6
7
8
won a scholarship
a study
to resit
campus
dissertation
graduation ceremony
cramming
lecture theatre
READING AND USE OF
ENGLISH PART 6
1
2
3
4
5
6
E
D
G
F
A
B
SPEAKING PART 3
Exercise 1
Agree – location, facilities
Disagree – reputation and
rankings, cost, job
opportunities
Exercise 2
1
2
3
4
5
6
7
8
B
C
A
B
D
A
C
D
Exercise 3
1
2
3
4
5
6
F
T
T
F
F
T
4
5
6
7
8
9
5
6
7
8
submit
longinvested
cutattraction
members
Exercise 3
Good advice: 1, 5, 6
GRAMMAR
UNIT 5
GRAMMAR
Exercise 1
1
2
3
4
5
6
7
8
9
10
The
the
a
a
–
–
the
an
–
a
Exercise 1
1
2
3
4
5
6
7
8
Exercise 2
Countable – virus, crash, pedal,
footprint, resort, voyage
Uncountable – data, cash, stuff,
scenery, chaos
Both – life, business, room,
land, time, gear
2
3
PUSH YOURSELF TO C1
1
4
UNIT 4
VOCABULARY
lives, Life
gear, gears
time, times
businesses, business
room, rooms
land, land
pain, pain
Exercise 1
LISTENING PART 1
6
7
commuters
jet lag
cockpit
diesel
motorway
helmet
departure lounge
motorists
1
2
3
4
B
F
H
A
E
C
D
G
Exercise 3
1
2
3
last
airpart
C
B
A
C
5
6
7
8
B
B
A
A
SPEAKING PART 1
Exercise 1
A
Exercise 2
1
2
3
4
5
6
7
8
had already been using
began
had forgotten
had only been playing
had completed
saw
had been thinking
had already eaten
Exercise 2
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
season
hang
choose
action
B
C
D
What do you do in the
school holidays? –
Speaker 3
Can you tell me about the
place you come from? –
Speaker 1
What type of holiday
would you like to go on?
– Speaker 4
How do you usually get to
school? – Speaker 2
Exercise 2
1
2
3
4
sleepy
boiling
tram
energy
5
8
I was tired last night
because I had been
studying in the library the
whole day.
Correct
We had already eaten a
big steak so I didn’t really
fancy eating desert.
We had been looking for
our cat, Joe, for three
hours before we found
him asleep under the bed.
I had just finished my
assignment when I
realised that I had written
about the wrong topic.
Correct
She asked if she could
borrow my tablet but
I had already lent it to
someone else.
Correct
VOCABULARY
Exercise 1
1
2
3
a real page-turner,
I couldn’t put it down,
she got me hooked
have me in stitches, bestselling author, bedtime
reading
confusing, heavy-going,
tedious
Exercise 2
1
2
3
4
5
6
set in
awful
deals with
dull
vital
gripping
WORKBOOK ANSWER KEY AND AUDIOSCRIPTS
189
6 Reasons to Choose Open World
Flipped classroom flexibility
Teachers and students can decide
how and when they want to watch
Grammar on the move videos and
Real world documentaries.
The perfect mix
Open World’s fresh topics fully cover the exam
needs and give learners the English abilities
they require to communicate effectively
in the open world.
4
2
Open World’s Exam Journey
Systematic route to exam success. Exam
Training tasks, tips and facts give them
the confidence to progress to full exam
task practice.
5
Real world experiences
Real World sections contain examples
of common expressions in contexts
which allow learners to develop English
and life skills needed in the open world.
3
Push yourself further
Push yourself sections extend students’
capability and confidence to work at an even
higher level. For example, in the B1 level
students can practise B2 language.
6
Cambridge One Digital Pack *
Cambridge One hosts all your teaching
tools and gives learners access to grammar,
vocabulary, exam practice and tests across
a range of digital devices.
1
try it now
SPECIAL OFFER FOR SCHOOLS AND TEACHERS
If a school adopts OPEN WORLD then every teacher will receive FREE access code
to online Teacher’s Resources:
• Downloadable Teacher’s Resource Pack
including
• Presentation Plus
at two difficulty levels
✔ Practice tests
✔ Speaking test videos
✔ Real World videos
✔ Grammar Animations
✔ Mock test
✔ Writing and Speaking Banks
✔ Test & Train Resources
✔ Audio and video integrated including audio-scripts
✔ Listening, reading and speaking worksheets
✔ Digital presentation tool includes Student’s Book,
Workbook, Teacher’s Book and interactive activities
• Test Generator
✔ Unit tests at two levels (standard and plus) – these
includes grammar, vocabulary and skills work
✔ End-of-term and end-of–year test at two levels
Contact your local representative or write to: [email protected]
Sign in and find out more: www.cambridgeone.org/openworld