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Teacher - Notes - and - Answer Key - Tests - 1 - and - 2

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Teacher’s Notes & Keys

Test 1 Reading Part 1

Exam task type: 6 Give students a few minutes to write some example
three-option multiple choice – reading five real-world texts sentences for two or three of the phrases listed. Ask them
(e.g. advertisements, emails, messages, notices, signs) to share their ideas with the class.

Training focus: 7 Tell the class that when they read a message, they should
identifying who has written a short text; informal and formal language think about the factual information the message provides.
in different types of notes and messages; leaving words out in signs Students can do the activity in pairs and then compare
and notices; using useful phrases to describe amounts; identifying answers as a class.
important information
Suggested answers: 1 written by a sports teacher, to tell students about
Training a cancelled practise session (quite formal) 2 written by a friend, to give
information about a game (informal) 3 written by a teacher, to give
1 Ask students to work in pairs and discuss who they think information about homework (quite informal) 4 written by someone
working at a leisure centre, to give information about a closed pool (formal)
has written each of the examples 1–5.

1 46% 2 €14.50 3 2.50 pm 4 four novels 5 eight cans of tuna

188 Teacher’s Notes Test 1 Reading Part 1

Teacher’s Notes & Keys
Test 1 Reading Part 2

Exam task type:

Exam Practice
matching – descriptions of five people and eight texts
Ask students to look at the people and read the descriptions
Training focus: of what they want. Look at Amal together, and encourage
identifying text types; understanding how things can be paraphrased students to underline the three requirements (have a day out
using the opposite kind of language; identifying what people require;
paraphrasing what people require
at a museum, see inside an old ship, somewhere for Amal’s
small brother to play).
Ask students to look through the eight texts and find ones
Training that could match the first of Amal’s requirements, have a day
out. Texts B (entertain for the whole day) and G (spend several
1 Tell students that in Part 2 of the test, they will read eight
hours) would both be suitable.
short texts which may be advertisements or reviews. Elicit
the differences between reviews and adverts (e.g. reviews can Ask students to do the same for the second requirement
mention things the writer liked about something they paid (see inside an old ship), which should lead them to B (18th-
for, as well as problems they had; advertisements are about century boat). They will also see other references to ships
selling something to someone, focusing mainly on positive in G (cruise ship captains) and H (in charge of a spaceship).
things). Ask students to read the examples of short texts to Point out that while G mentions ships, there is no reference
familiarise them with typical Part 2 text types. Discuss the
to seeing inside. H mentions the wrong kind of ship.
answers with the class.
Do the same for the final requirement (somewhere for Amal’s
A review (while the information might not be particularly easy for younger small brother to play). Point out that as text B has so far
children to follow …) B advertisement (we recently won a prize …) matched two of the three requirements, it might be a good
C review (Those hoping to find out lots of details about future space plans
idea to check this first. Here they will find garden where little
may find the information rather basic …)
ones can run around, giving them the answer.
2 Ask the class to look at sentence 1 and elicit that the
6B
sentence contains a negative structure. Ask them to find 7 A (Niall wants to watch a film about transport methods around the world and
the correct match (sentence c) and point out that this in A we learn that the exhibition includes videos about transport used in other
sentence contains a positive structure. Ask students to countries. He also wants to learn how transport might change, and A says that
complete the rest of the exercise individually and then the Next Steps exhibition tells us how we could be travelling in the years ahead.
check their answers in pairs. Finally, Niall would like to buy something to remind him of his trip. A describes
how the cards in the shop make fantastic souvenirs.)
1c 2e 3b 4a 5d 8 E (Kazue would like to find out about the history of trains. Text E has an
exhibition about the start of the rail industry. She also wants to know more about
3 Ask students to complete the underlining task the people who work on important transport projects. Text E has displays about
individually and compare answers with a partner. those who design, build and run international city transport centres, like airports
or ports. Finally, her family hope to have a picnic during the visit. E describes
tables outside if you’re bringing food.)
1 Ali hopes to do a writing course with other young people. He needs tips on
9 G (Dariusz wants to know about early space travel and in text G we can see
writing funny stories and wants to read some of his stories to the group to see
plans for the first space rockets. Text E mentions ‘space’, although it’s a different
what they think. 2 Jane would love to learn from a successful writer and to
use of the word. Dariusz wants to find out about working in the airline industry,
find out about how to add pictures to her stories. She’s interested in learning
which matches with Listen to interviews with people talking about transport-
how to put her stories online.
related jobs: everything from pilots … in G. Finally, his family don’t have a car so
need to visit a city centre museum, so being in a convenient location not far from
4 Ask students to look back at the people’s requirements the heart of the city makes G the correct option.)
in Exercise 3 and decide which words might appear in a 10 F (Esme and her dad want to go round a museum with a guide, which matches
text which matches what they want. They should then with go round with an expert. They both want to see some old racing cars, which
compare their ideas in pairs. fits with early record-breaking vehicles on display. Esme can experience what it’s
like to drive a train, as she can operate the controls of a real train.)
Suggested answers:
Ali: advice; comedy; for children and teenagers; get opinions; share your stories
Jane: advice; drawings and cartoons; publish on a website; well-known author

Extension
Ask students to think of more words and phrases that might
be found in a text that matches each person’s requirements.

Reading Part 2 Teacher’s Notes Test 1 189

Teacher’s Notes & Keys
Test 1 Reading Part 3
Exam task type: 4 Ask when we use -ed adjectives (e.g. exhausted) and when
four-option multiple choice – a long text and five questions we use -ing adjectives (e.g. confusing). Elicit that we use -ed
adjectives to say how something makes us feel and we use
Training focus: -ing adjectives to say how something else is. Ask students to
ordering events; using narrative tenses; using adjectives to describe match an adjective to an extract. They should discuss their
opinions and feelings; dealing with Question 15 choices with a partner.

Possible answers: 1 surprised / confusing / unexpected 2 amusing /

Training enjoyable 3 surprised / unexpected 4 efficient 5 exhausted
6 enjoyable 7 rude 8 afraid / anxious / nervous
1 Ask students if they can think of a young person from
their country who has done something interesting. 5 Ask students to read the extracts. Explain that they come
Discuss this person’s life and achievements and point out from different parts of the same long text. Students should
any past tenses that students use to tell their story. Elicit then decide which of the comments (A–D) is correct.
the idea of narrative tenses and revise their structures if
needed before completing the matching task. B is correct because this matches extract 1. This extract explains that
although Sam spends so long practising, his coach encourages him to have
a social life, and that when he sees his friends, he always plans special
1b 2d 3c 4a
activities.
Option A is incorrect because in 2, we discover that Sam does still play games
B1 Preliminary candidates sometimes use the past against his friends. Option C is incorrect because in 4, we read that Sam
doesn’t get nervous – he feels excited. Option D is incorrect because in 3, we
simple instead of the past continuous or past perfect.
learn that Sam’s parents were good at tennis, but not professional players, as
Explain that we use the past continuous to talk about they made time for tennis when they weren’t working.
things that weren’t finished, e.g. I was walking to the
shops (= I was on my way to the shops). We often use
the past perfect to give extra background information, Exam Practice
e.g. The shops were busy because everyone had come to
buy new clothes (= people had come before I got there). Read through question 11 and get students to look for the
answer in the first paragraph. Discuss the options as a class
2 Read through the first example with students to help
and ask students to underline the part of the text that gives
them understand the task.
the correct answer (I had accompanied a school friend).
Discuss why the other three options are wrong. Ask students
2 A friend recommended a sailing documentary. Juan watched the
documentary. Juan decided he wanted to sail around the world. to answer the remaining questions individually.
3 Emilie applied to go on the trip to Antarctica. She started her final year at
university. She finished her degree. She got on a plane to South America. She 11 D
caught a flight from Chile. She arrived in Antarctica. A is wrong because his teacher thought he was talented, but she hadn’t
4 Someone dropped a necklace in the sand. Gavin was walking along the recommended the club to him. B is wrong because Toby’s aunt had been
beach. He noticed something shiny. He stopped. He picked up the necklace. involved in a drama club, but she didn’t run it. C is wrong because Toby went
to watch plays when he was a child, but there is no mention of him watching
other children perform.
Extension
12 B (I was really calm during the whole thing though, which I hadn’t expected)
Students work in pairs to name the tenses used in A is wrong because the idea of a famous actor relates to someone who
famous at a later date. C is wrong because Toby didn’t have that much to do.
Exercise 2 and discuss why they have been used.
Option D is wrong because the idea of success relates to the success of other
Sally took climbing lessons. By the time she had her films, not the one Toby was in.
fifteenth birthday … (past simple: completed actions in 13 D (accept as much work as you can! Even two minutes on camera is useful.)
A is wrong because Toby says to ignore reviews and comments. B is wrong
the past). because the reference to directors simply says that lots of them are looking
… she had climbed three mountains (past perfect: action that for actors for new projects. C is wrong because Toby says that people think
who you know is important, but he doesn’t agree.
took place before another completed action in the past). 14 A (I’m taking advantage of a break to do some horse riding.)
3 Do the first sentence as a class. Students should discuss B is wrong because Toby didn’t get the part in the series. C is wrong because
he only mentions action films in relation to his CV. D is wrong because he
their answers with a partner. talks about being taught things, not teaching.
15 C (A while later, a film director saw me in one of the club’s plays and asked
Suggested answers: 1 I had never been close to an elephant before I did a me to be in her film. I said yes, and for me, that was the start of everything.)
safari. 2 I knew I had done enough training, but I was still worried about A is wrong because Toby isn’t upset about not getting a part. B is wrong
completing a long bike race. 3 Shelly was cycling in the mountains when because he finds comedy films hard to do and was pleased when the one he
she got a flat tyre. Luckily, her mum had packed a repair kit. worked on was completed. D is wrong because he signed up to the drama club
that same evening – he didn’t waste time deciding whether or not to do it.

190 Teacher’s Notes Test 1 Reading Part 3

Teacher’s Notes & Keys
Test 1 Reading Part 4
Exam task type: 4 Do the first one together. Remember that there are
A text from which five sentences have been taken out and jumbled different ways to join the ideas, so monitor as students
with three other sentences. The five missing sentences must be are doing the activity and give support where needed.
replaced in the text.
Possible answers: 1 There is a football pitch on the campsite. There is also a
Training focus: swimming pool. / There is a football pitch on the campsite. As well as that, there is
also a swimming pool. 2 We saw a huge range of animals on our trip. We saw
identifying how extra details can be given across sentences; identifying
lots of interesting buildings, too. / We saw a huge range of animals on our trip. As
paraphrases across sentences; using linkers of addition
well as that, we saw lots of interesting buildings. 3 The musicians played all
their hit songs. Apart from those, they played songs from their new album. / The
musicians played all their hit songs. In addition to that, they played songs from
Training their new album. 4 There are ski lessons available. There is also a place where
you can hire equipment. / There are ski lessons available. There is a place where
1 Ask students to match the pairs of sentences. Students you can hire equipment as well.
should underline the words and phrases which helped
them decide and discuss their ideas with a partner.
Exam Practice
1 c (it matches This creature; make a safe home … is an example of being Read the title of the article with students. What do they
clever) 2 d (they matches They; run incredibly fast extends the idea of know about bees? Ask students to quickly read through the
being fantastic swimmers) 3 e (they matches Students; look online or
text without looking at the options, to get an idea of what
go to the library … are different ways to find out) 4 f (they matches
Butterflies; fly over 1,000 km … is an example of amazing abilities) it’s about. Get them to share ideas with a partner.
5 a (it matches The route; very steep and takes ten hours … is an example of Ask students to read the first paragraph carefully, and then
being hard) 6 b (Getting to the top is an example of all sorts of challenges)
read through the options to find the correct gapped sentence
(E). Remind them that they need to read both the sentence
Extension before the gap and the one after the gap. As a class, talk
Students can write more sentences to follow on from about why E is the right answer. Point out the following
sentences a–f, taking care to match the pronouns and tenses. matches: scientists = they; experiments = results; the insects
= bees. Point out that also in the gapped sentence adds
2 Point out that in Reading Part 4, students should look for
additional information to the first sentence.
paraphrases of words or ideas that link the sentences that
come before or after a gapped sentence in the text. Students complete the remaining gaps individually and
compare their answers with a partner. Do they agree? If not,
Students complete the activity in Exercise 2, finding the ask them to look again at what they’ve chosen.
paraphrases in the sentences. They might want to use
different colours or underlining styles, as there will be 16 E
more than one paraphrase pair in each example. 17 B (In the other contrasts with One area in the sentence before. There is
also a contrast with the balls which were stuck and the ones which could be
moved. In the following sentence, there is reference to this second room and
1 The building = the home
allow ... into = lets in the balls the bees could move.)
light = the sun 18 H (The link here is that the bees were stopping to play with the wooden
room = The kitchen balls and there was no reason related to the food, as both ways led to
2 holidaymakers = tourists a reward. The following sentence refers to the decision – the reason for
very busy = no time for lying around the pool choosing one of the ways over the other.)
a problem = an issue 19 F (The option contains the idea of allowing time for the bees to explore, which
3 scientists = The experts is referred to in the preceding sentence. Also, there is repetition of the idea of the
experiments = further study bees and the balls being in the areas. The following sentence tells us the bees
fish = the creatures were put back again, which links to the fact that they were removed in F.)
different conditions = In warmer water 20 C (There is one difference mentioned in the preceding sentence and
another example in the following sentence, which links with the idea that this
is not the only difference seen.)
Extension
Ask students to find an article on something that interests Extension
them. It could be about a place, a person, etc. Ask them
Students can use a computer to make simple versions
to look at a short part of it and highlight the reference
of this type of task for other people in the class, using
words and how the same ideas are expressed in different
a short factual text from a website. This will help
words. Students can share what they found with the class.
them think about the way information is ordered in a
3 Ask students to note the linkers of addition in extracts 1 paragraph, and better understand how reference words
and 2 in Exercise 2. and linking expressions work across sentences.

1 also 2 Another thing is

Reading Part 4 Teacher’s Notes Test 1 191

Teacher’s Notes & Keys
Test 1 Reading Part 5
Exam task type: 3 B (opportunity means ‘have a good chance’ and it also collocates well with
four-option multiple-choice cloze with six spaces wonderful. A ability would refer to something the person possessed already,
rather than something that was being given to them. C reality describes
Training focus: something that exists or happens, so does not fit the context of a future
possibility.)
predicting what type of word is missing in each gap; making
verb–noun collocations; word beginnings and endings
Extension
Give students two or three short texts on an interesting
Training topic. The passages should be ones that stand alone and
1 Ask students to look at sentences 1–5 and work with a are easy to understand. They should contain a range of
partner to decide what type of word is needed and how collocations. Students can choose one and highlight the
they know, and to suggest a word for the gap. If needed, collocations. They can make their own sentences using
revise word types and give examples (e.g. nouns, verbs, these collocations to illustrate the meanings.
adjectives, adverbs, prepositions, articles).
Exam Practice
Possible answers: 1 found / discovered (verb) 2 very / extremely / Ask students to look at the photograph and the title. Talk
really (adverb) 3 wide / exciting (adjective) 4 ran / walked / crept about what they already know about octopuses. Ask them to
(verb) 5 useful / important / helpful (adjective)
quickly read the text (ignoring the gaps for now) and ask if it
2 On the board, write make mistakes. Elicit that this is a contains any information they already know.
verb-noun collocation (two or more words that commonly Ask students to read the first two sentences of the text and
go together). Tell students that there are lots of verb–noun look carefully at the four options and choose the correct
collocations in English. Students read through the two lists one for gap 21 (C). They check with a partner and discuss
and match verbs and nouns to make common collocations. why the other options are not correct (positions is wrong as
it describes where one item or object is, rather than where
Possible answers: accept a decision / a reason / an offer begin a the creatures are found around the world; situations is wrong
journey enter a competition give some help / a reason / a decision have as this word refers to things that are happening; locations is
a break / a reason make a decision / a mistake / an offer offer some help /
a reason regret a decision / a mistake tell the truth
correct because this word describes the different places where
things are found; directions is wrong as this word describes
3 Point out that in this part of the exam, each of the movement, not where something is found).
options (A–D) will be the same type of word (a noun, Ask students to complete gaps 22–26 individually. When they
a verb, an adjective, etc.). The words may have similar have finished, they compare answers with a partner and check
meanings, but only one can be correct in the gap. the options again if they disagree. Conduct class feedback.
Elicit which kind of words usually end in the suffix
22 C (Typically is the only adverb which describes a habit, which is what is
-tion (nouns) and which end in -ity (nouns). Elicit what needed here.)
the prefix un- does to a word (makes it negative). Ask 23 D (Achieving is the only verb which has the meaning of ‘managing to do’ or
students to think of examples of other adjectives that use ‘reaching’ which is needed here. Completing refers to a step-by-step task and
the prefix un-. If they need support, give them the word succeeding doesn’t fit grammatically, as it would need to be followed by an
-ing form. Aiming is used to talk about a goal or plan.)
unhappy and see how many more they can think of, e.g.
24 A (To prevent is to stop something happening, in this case, to prevent other
unkind, unpleasant, unfriendly, unfair, unlucky, untidy. animals from seeing the octopus. To avoid is to not go near something so this
does not fit the context. Escape describes what the octopus eventually does,
Ask students to read the text first before looking at the not the process of hiding in the ink. Because of the position of the gap in the
options and think about what kind of word is needed in sentence, protect would refer to other animals, not the octopus. It therefore
each gap. Then, they should choose the correct options can’t fit the context as the ink does not protect other animals.)
A–D. Students compare their answers with a partner. 25 C (This option collocates with both high and intelligence, whereas the
Ask them to check again if they disagree. other options do not. While we can say ‘high numbers’, we don’t use the
phrase ‘numbers of intelligence’. Values and quantities also do not collocate
with intelligence and would not be commonly used with high.)
1 D (ambition refers to a plan, which fits the meaning of the sentence. 26 A (This is part of the phrase in order to do something, whereas the other
A imagination refers to a characteristic someone has – we’d say ‘a good options are part of different phrases. In case is used to describe something we do
imagination’ for example, rather than using it to refer to a plan. B situation to prepare for a possible situation. In fact is used to give extra information, or to
refers to something that is happening at a particular time. C invention refers say that something is true. In full means without any part missing.)
to an object that someone has created, so doesn’t fit the meaning here.)
2 A (unlikely tells us what the writer thought about her low chances of
earning enough money for her trip. B unlucky doesn’t fit the context. If the Extension
option was ‘lucky’ then a sentence such as ‘I’d be very lucky to earn enough
Students can identify the type of word used in each set of
money …’ could work. C unusual doesn’t fit the rest of the sentence. It could
work if the sentence continued ‘… unusual for me to have enough money options and try to add one or two more to each, using a
available’. D unimportant doesn’t fit the meaning of the sentence.) thesaurus if necessary. Examples for Question 22 could
be the adverbs generally, totally, etc. The aim here is to
build lexical sets.
192 Teacher’s Notes Test 1 Reading Part 5
Teacher’s Notes & Keys
Test 1 Reading Part 6
Exam task type: 3 Point out that sometimes, the missing word is part of
reading a text with six gaps and filling each space with one word a short phrase. On the board, write: All of them were
wearing warm coats. Draw students’ attention to the
Training focus: phrase all of them. Ask students to work together to
reading further in the text; using pronouns and possessive adjectives; decide which words complete gaps 1–4 and underline the
identifying short phrases phrases. They then check with a partner. Elicit the phrase
that each gap is part of.

Training 1 my (one of my own) 2 one (one of the best) 3 myself (go by myself)
4 as (as soon as)
1 Demonstrate by writing the first part of sentence 1 on the
board: I never been on a boat ride … Ask students
Extension
what could come in the gap and elicit the auxiliary verbs
have or had. Next, write the second part of the sentence Students can make a list of useful short phrases and
on the board: … until my cousins came to stay. Discuss make a poster for the classroom wall. Alternatively, they
why the answer needs to be had. Tell students they can could write a short email to a partner, using some phrases
complete the gap with the contracted form ’d. they have learned recently. If the email has a request for
information, then partners can write replies.
Ask students to think about the gap for sentences 2–4
and discuss their choices as a class.
Exam Practice
1 had 2 gets (The first part of the sentence forces the present tense and
makes got incorrect.) 3 was (The second part of the sentence forces the Talk to students about going to the theatre. Have they ever
past tense and makes am incorrect.) 4 How (The question needs How, as it been? Why/Why not?
is answered with by car.)
Remind students that in this part of the test, they don’t have
Extension words to choose from, and they have to think of the words
by themselves. Ask students to read the title of the text and
Tell students to look again at sentence 3 in Exercise 1. establish that they’re going to read a review. Ask them to
Underline the different pronouns and possessive read the whole text first without filling in any gaps. Ask them
adjectives, and ask students to explain why the forms are to briefly talk with their partner about the text and say what
used. they remember from it. Ask them to work individually to
Before I was able to take the bus on my own, my mum complete the gaps.
made me practise a few times with my older sister.
27 one (completes the structure one of the + noun to describe one example of
I = subject pronoun used to refer to the person doing the a group)
action. 28 had / ’d (the auxiliary verb needed to complete a past perfect tense needed
here to talk about a time before the class trip event)
my = possessive adjective used to describe ownership or 29 of / over (both these prepositions can follow the noun view to describe
possession. In this example, this refers to possession of what could be seen from the seats)
‘own self’, ‘mum’ and ‘older sister’. 30 to (forms the phrase be able to)
31 we (needed to describe who was talking; the plural is the correct choice as
me = object pronoun, used to refer to the person affected it comes before all)
by an action, which in this example is the person being 32 a (this is used to refer to live performances in general, not a specific one)
‘made’ to practise.
2 Students complete Exercise 2 individually, then check
with a partner. Ask students to underline the words
which helped them decide, before conducting a class
feedback session.

1 our 2 us 3 We 4 They 5 it 6 them

Reading Part 6 Teacher’s Notes Test 1 193

Teacher’s Notes & Keys
Test 1 Writing Part 1
Exam task type: B1 Preliminary candidates often make verb choice
writing a reply to an email with notes errors with should for advice. Remind them that we
never use don’t before should to make it negative.
Training focus: 6 Explain that the email task in Writing Part 1 will often
understanding the task; using vocabulary related to the environment; ask candidates to make suggestions or recommendations.
understanding word building; making suggestions The exercise will help students practise language
commonly used to say whether something is a good
or bad idea. Point out the grammatical structure for
Training sentences 1–6 (should/shouldn’t + infinitive).
1 Focus students on the email on page 30. Give them a
minute or two to read it. Ask students to imagine they Suggested answers: 1 shouldn’t 2 should 3 shouldn’t 4 should
5 should 6 shouldn’t
have received the email from Jessie. Students should also
imagine that they have written the four notes in response
to Jessie’s email. Point out that students must base their Extension
reply on the notes. Pair students with people they don’t usually work with.
Ask them to discuss things they think we should and
Give students time to look at sentences 1–6 on page 28
shouldn’t do in order to protect the environment. Ask
and decide which ones are true.
groups to present their ideas to the class.
1F 2T 3F 4F 5T 6T

2 Ask students to match each note with two possible Exam Practice
responses. This could be done in pairs. Remind students to read the email carefully and pay particular
attention to the four notes. The notes tell students what
1 d, g 2 c, e 3 b, h 4 a, f
information they need to include in their reply email, which
they can address in any order. Point out that the notes will test a
3 Tell students they can make brief notes if they wish, but
range of functions. Ask students to look at each note on Jessie’s
as this is the ideas stage, they don’t need to write full
email and say what they have to do (Me too! – agree with Jessie;
sentences yet. They can do that when they start drafting
Tell Jessie – let Jessie know something; Yes, because … – give a
their emails for the Exam Practice task. Write down
reason for an opinion; Suggest … – make a suggestion).
some of their ideas so that students can see a range of
responses for each of the notes. Ask students to draft some ideas for the four notes using
their ideas from Exercise 3, then write a full response to
Possible answers (Me too!) I can’t wait, looking forward to (Tell Jessie) Jessie’s email. Remind students to use an appropriate email
How about, Why don’t we …? (Yes, because ...) it’s a great way to …, lots of format. This includes an appropriate greeting (e.g. Hi/Hello
people will see them (Suggest ...) Let’s go to …, We could always … Jessie), the message which covers the four notes, and then an
appropriate ending (e.g. Bye, See you soon), followed by the
4 Write the environment on the board and ask students what
student’s name in the final line of the email.
they think of when they see this word (e.g. the world around
us, the air we breathe, all the things that live and grow). Ask Sample answer
students to look at the matching task. Ask them to think of Hi Jessie
any vocabulary related to this topic and record their ideas. I can’t wait to go to this year’s Beach Clean. I went last year and couldn’t
Then ask students, in pairs, to match the vocabulary with the believe how much rubbish we collected in an afternoon!
How about we cycle there? It’s supposed to be nice weather, and it’ll only take
correct images. Quickly check answers.
about half an hour to get there.
I think we should post lots of photos on social media, so everyone can see
A litter B wildlife C recycling D the coast E pollution how much litter is left on the beach. Hopefully, our posts will encourage more
people to look after our beach so that everyone can enjoy it.
5 Ask students to complete the table in pairs or small My dad said he can make some sandwiches to take with us. Let me know
groups. Remind them that they should try to use a range what you think.
Bye
of vocabulary in the Writing exam, and word-building Dani
exercises can help them to remember words with a similar
Comment
meaning. Check everyone has the correct answers. This response contains appropriate functional language in reply to Jessie’s
email. Dani has included all four content points, and the word length is
1 environmental 2 pollution 3 to pollute 4 coastal 5 recycled suitable (110 words). This is a clear and well-written answer with a range of
6 to recycle 7 damage 8 damaged / damaging vocabulary and structures.

194 Teacher’s
Notes Test 1 Writing Part 1
Teacher’s Notes & Keys
Test 1 Writing Part 2
Exam task type: 5 Explain that students sometimes confuse during, for
writing an article or a story in about 100 words and since, which are prepositions related to time. Ask
students to complete the task. Have students compare
Training focus: their answers before checking as a whole class.
understanding the task, studying an example answer; linking ideas
together; using prepositions of time (during, for and since) 1 since 2 for 3 during 4 for 5 since 6 during

6 Ask students to complete the task and then go over the

Training answers.
1 Ask pairs to study the task and, if necessary, check that
1 since 2 for 3 during
they understand it. Students should focus on looking at
sentences 1–5 and deciding if they are true or false. They
do not actually write the article.
Exam Practice
1T 2T 3F 4T 5T Remind students that they get to choose whether they want
to write an article or a story. Look at the tasks as a class
2 Make sure students understand all the expressions in the and review the Advice box. Have students study the tasks to
box before they begin the exercise. Give pairs plenty of see which they would like to write. Encourage students to
time to decide which expressions belong in the sample choose the task they think would demonstrate their writing
answer. Tell students that three questions have more than skills most confidently.
one answer.
Question 2 Sample answer
1 Firstly 2 For example / For instance 3 Above all 4 For example / For It’s easy to be on social media for hours, so it’s important that I don’t waste
instance 5 especially 6 Another thing 7 In particular / Above all too much time on there. That’s why I only go on social media for a short time
after finishing everything I need to achieve, such as my homework.
3 Ask students to study the sample answer in Exercise 2 In my opinion, there are good and bad things about social media. For
instance, it’s an especially good way to keep in touch with people with similar
and then complete questions 1–4.
interests. I’ve made a lot of friends since I started using social media. However,
I really don’t like it when people post things just to get lots of followers.
1 yes (I’m not interested in wearing the latest trends; I always give my old
clothes to charity shops) 2 I love learning how to sew some of the things Comment
I wear; I recently made a long black dress 3 I’m not interested in; that This article is an appropriate length (100 words). The article is organised into
doesn’t mean I’m not into fashion; I love learning how to; I like knowing two paragraphs to include the two content points. It also uses expressions
that 4 yes (It’s just over 100 words long.) (such as, For instance, However) to link the main ideas together.

4 Explain to students that their writing will be stronger if

Question 3 Sample answer
they use linking expressions to connect their ideas across They jumped up and down with excitement when they heard the news. The
sentences. Ask students to decide which words and phrases friends had just won first prize at the science competition! To begin with, they
from Exercise 2 belong in each category. didn’t know what to enter when they heard about the competition. Then one
day, Brian took a really long shower and thought of an invention to help save
water. His friends loved his idea, and after months of hard work, they created
ordering information: firstly, another thing, finally
a smart device that measures how much water someone uses and makes a
stressing a point: in particular, above all, especially
warning sound when they’ve been in a shower for too long. The friends hope
giving an example: for instance, such as, for example
that one day everyone will have this invention in their homes.

Extension Comment
The story begins with the sentence provided to set the context and it is
Ask students to write an article for the Staying in 107 words, which is an appropriate length. The story has a good range of
fashion task in Exercise 1, using the linking expressions tenses (had just won, didn’t know, will have) and time phrases (To begin
in Exercise 4 in their article. Have students check each with, when, one day, after months) to explain the sequence of events. The
vocabulary and sentence structures are appropriate for the level.
other’s work and provide feedback on ways to improve
their articles.

Writing Part 2 Teacher’s Notes Test 1 195

Teacher’s Notes & Keys
Test 1 Listening Part 1
Exam task type: B1 Preliminary candidates often confuse used to with
three-option multiple choice with seven picture-based questions usually. Remind students that used to + infinitive is for
past habits, and never for things happening now.
Training focus: 4 The aim of this activity is to focus on different verb forms
vocabulary related to places and activities; time expressions and verb and whether they refer to the past, present or future. Point
forms out that questions in Listening Part 1 may ask about
whether something happened, is happening or is going to
happen, using a verb form and/or a time expression. Ask
Training students to underline the verb in each of the sentences
In this part of the test, candidates will hear recordings on a before they work in pairs to decide the answer.
variety of topics. They have to choose from three pictures.
They should aim to build their vocabulary on common 1 future 2 present 3 future 4 past 5 future 6 past
7 future 8 future
topics and also identify functions and grammar, including
time expressions and verb forms.
5 Before listening, ask students to look at the pictures
1 Focus on the five headings in the table and make sure and describe what each one shows. Write the important
students understand their meanings. Ask the whole vocabulary on the board. Pause after each question and
class to find a word from the box for the first category, discuss what verb form the speaker used in each case for
furniture. Students then complete the exercise in groups the action in each picture.
and discuss their answers. Explain any words the students
are not sure about. 1 future 2 past 3 present 4 present 5 future 6 past

6 The aim of this activity is to draw students’ attention

furniture clothes sport music buildings
cupboard coat diving band café
to other clues that help them identify the time of an
shelf glove fishing DJ cottage action. Play the recording, pausing after each part to give
sink scarf football keyboard railway station students time to write the answers and discuss any other
wardrobe tie surfing recording shopping centre language that helped them get the answer.

2 Focus students on sentence 1. Ask students what things 1 as soon as possible 2 won, scored 3 all morning 4 right now
they might see in a museum, on a farm or at a beach. 5 ’m looking forward to, at the end of term 6 nearly missed
Then, students do the exercise individually and check
their answers with a partner. Check answers as a class.
Check understanding of the incorrect options. Exam Practice
1 beach 2 fountain 3 earrings 4 record music Remind students that they will hear each of the seven
recordings twice. On the first listening, they should choose
Extension and answer. They should use the second listening to confirm
their answer, or to choose a different option if necessary.
Students can practise more vocabulary sets by playing the
game Stop. Students make a table like the one in Exercise 1 Remind students that the information which answers the
with five columns. Each column should have a heading for question correctly may be in any part of the recording: the
a topic area, either the ones in Exercise 1 or others such as beginning, the middle or at the end, so they shouldn’t make a
Food and drink, Jobs, Transport or Animals. Call out a letter decision until they have heard the complete dialogue.
of the alphabet. Students work in pairs to write a word
for each category that begins with that letter. The first pair Play the recording for students to complete the task.
that completes all the categories says ‘Stop’ and everyone Go through the answers, making sure that all students
stops writing. Check the words that each pair has written, understand why each answer is correct. If necessary, play
awarding a point for each correct word and five extra points each recording again, one question at a time, analysing the
for the first pair. Continue with other letters of the alphabet. language used.
At the end, add up all the points to find an overall winner.
3 Focus on the six pictures. Ask students to describe the 1 C 2 A 3 B 4 C 5 A 6 B 7 C
pictures, saying what they can see. Write the words that
they suggest on the board, e.g. cottage, microphone, Extension
recording. Play the recording, pausing after each item to
give students time to think. Ask students to focus on the incorrect options and
identify why they are wrong. Play the recording again and
1 F 2 D 3 E 4 B 5 A 6 C elicit feedback.

196 Teacher’s Notes Test 1 Listening Part 1

Teacher’s Notes & Keys
Test 1 Listening Part 2
Exam task type: 3 Explain that there are different ways of answering the
three-option multiple choice with six questions question Why? Write these sentence stems on the board:
1 The boy wore a helmet because …
Training focus:
2 The boy wore a helmet so that …
using adjectives; explaining why
3 The boy wore a helmet to …
4 The boy wore a helmet so …
Training Ask students to give you ideas for completing the
sentences. (Suggested ideas: 1 he was going to ride
In this part of the test candidates will hear six dialogues or his bike; 2 he could cycle safely; 3 protect his head;
short monologues on a variety of topics. The focus of the 4 his parents weren’t worried.)
task is understanding the gist of the situation, particularly
the speakers’ feelings, opinions, attitudes or reasons for Students do Exercise 3 in pairs. Check answers with the
doing something. whole class.

1 Write some adjectives on the board, e.g. exciting, lucky, 1 d 2 c 3 a 4 f 5 g 6 b 7 e

confident, noisy, old-fashioned, sweet. For each one, ask
students to give you examples of objects, people or things 4 The aim here is to raise awareness of the kind of dialogue
that these words could describe to check the meanings. students might hear in Part 2 and to identify why an
Ask students to do the same in pairs with the adjectives answer is correct or incorrect. Play the recording and ask
in sentences 1–6. Monitor any difficulties they might have students to explain why options A and B are incorrect.
and if necessary, explain the meaning of any unknown
words. Play the recording, pausing after each speaker to C (there was an important game and I had to be there for the team, so I
check the answer with the class. came back)
A is wrong because the boy says I was feeling fit.
B is wrong because the boy says I’d just finished all my exams.
1 anxious 2 cute 3 quick 4 tall 5 amusing 6 enormous

2 Explain that in Listening Part 2, the words in the

questions will not generally be exactly the same as the Exam Practice
words heard in the recording. Therefore, it is important to Tell students to read the questions and options carefully to
know different words with similar meanings (synonyms) predict who is speaking and what they are talking about.
and also words with the opposite meanings (antonyms). Remind students that they will hear the recordings twice. As
with Part 1, suggest that students choose an answer during
1 nervous 2 sweet 3 fast 4 high 5 funny 6 huge
the first listening and check that it is correct during the
second, adjusting their response if necessary.
Point out that fun means that something is enjoyable. Funny
means that something is amusing and makes you smile or Explain that the information required to answer the
laugh. Ask students to give you examples of situation or things questions correctly may be in any part of the text and may
that can be fun or funny to clarify the difference between them. come from several sections of the text. This is because Part 2
questions often test students’ understanding of overall gist.
Extension
Students complete the task. Go through the answers. Make
Ask students to prepare small pieces of paper, and to sure that students understand why each answer is correct.
write an adjective on each one. Put all the pieces of paper If necessary, play the recordings one at a time, or use the
together face down in two piles. Divide the class into two audioscript, analysing the language used.
teams. One person from each team comes to the front of
the class, takes a piece of paper and mimes its adjective. 8 C 9 A 10 A 11 B 12 C 13 B
As soon as the team guesses it, another person from the
team goes to the front and takes another adjective. Set a
time limit. The winning team is the one that guessed the
most words within that time.

Listening Part 2 Teacher’s Notes Test 1 197

Teacher’s Notes & Keys
Test 1 Listening Part 3
Exam task type: 3 The aim of this activity is to raise awareness of words
monologue with notes to complete that show a contrast in order to help students identify the
correct option when they hear more than one possibility.
Training focus: Explain that the words in the box are used to link two
predicting answers; understanding contrasting information ideas that show a contrast, but they can come in different
places in a sentence. Students complete the activity in
pairs. Point out how the words are used in each case, e.g.
Training note that However in sentence 1 begins a new sentence.
1 Explain that in Listening Part 3, students will listen to 1 However
one speaker talking about a topic and have to complete 2 actually
some sentences or notes with words they hear. They need 3 otherwise
to develop awareness of the language that they are likely 4 although
to hear using their knowledge of topic vocabulary and 5 instead
6 despite
prediction skills.

The aim of Exercise 1 is to help students think about 4 Tell students that often, they will hear more than one
the type of words they might read and hear according word that could logically fit a gap, so they need to listen
to the topic of the task. Focus students on sentence 1 to the context as well and not just write the first possible
and ask students what kind of word could go in the gap answer they hear. Students listen and check their answers
(e.g. a noun, a classroom object). Repeat for the other together.
questions. Students work in pairs to complete the task.
1 cinema
Students’ own answers. 2 backpack
3 go running
4 clean his bike
2 Tell students that they can complete the gaps with a word
5 £10
or a number. If they write a number as a figure, they are
less likely to make spelling mistakes. Check they know
how to write dates and times in figures (e.g. 24th).
Exam Practice
1 calculator Tell students to carefully read the rubric and the information
2 café
given about the recording before it starts. This will tell them
3 fourth (4th)
4 shop window who is speaking, what they are going to talk about and what
5 presentation kind of information they need to listen for. Ask students not
6 tired to write anything yet.
7 documentary
8 two (2) days Explain that the information is in the same order as in the
recording and there should be enough time to write answers
Extension while listening. Remind students they will hear the recording
twice, so they can check their answers and fill in any missing
Go through the Remember box and ask students how information during the second listening.
each number is spoken. Give students practice by saying
some different types of numbers (including times, dates, Draw students’ attention to the Tip box. Students read
monetary units and measurements) and asking students through the task and predict the kind of information that is
to write them down (in number form). Where possible, missing in pairs (e.g. the answer to Question 18 needs to be a
include the information to be written in a sentence. number). Students then listen and complete the task.

14 cousin
15 caves
16 sweater
17 sunny
18 15.50
19 hands

198 Teacher’s Notes Test 1 Listening Part 3

Teacher’s Notes & Keys
Test 1 Listening Part 4
Exam task type: 3 Ask students to read the question and underline the key
an interview with six multiple-choice questions words (main reason, decision, go to India). Point out that
the word main is very important as the other options may
Training focus: also be reasons, but not the most important ones. Play
identifying a speaker’s intention, opinion or attitude; identifying how the recording twice and ask students what helped them
information is paraphrased decide that B was the main reason.

B – (it was the chance to find out about the wildlife there that made up my
Training mind for me)

1 In Listening Part 4, students listen to a longer text,

which will be an interview. The texts are from a range of
contexts and are largely informational. The information
Exam Practice
required to answer the questions may be about places Tell students that they should read the introductory rubric
and events or people’s lives, interests and experiences. carefully before they listen. This will give them information
Students need to focus on detailed understanding of the about who is speaking and what that person is talking about.
meaning of the text. Remind students that this part of the test is an interview,
so they will hear one person asking questions and another
The aim of Exercise 1 is to help students understand the
answering them.
questions in Part 4. Encourage students to focus on the
meaning of each verb and the choose the one that fits the Explain that in the test, students will have time to read
meaning of each sentence best. through the questions before they hear the recording. Tell
them not to worry if they don’t understand some of the
1 explained 2 persuade 3 encouraged 4 think 5 promoting words: they should focus on the meanings of the questions
6 suggested 7 advised 8 warned
as whole, and the corresponding answers. This will help them
prepare for what they are about to hear.
Extension
Point out that the interview in the recording follows the same
Ask students to create their own short dialogues to order as the questions on the page, and that the interviewer’s
illustrate the sentences in Exercise 1. Point out the questions are often very similar to the students’ questions.
typical language they can use for suggesting (Shall we…? This will help students work out where they are in the tasks
Why don’t you …?), warning (you should be careful …), as whole as the recording plays.
encouraging (I’m sure you can do it!), etc.
Students listen to the interview and answer the questions.
2 Give students an example of information that is Check the answers and discuss with the students why the
paraphrased (expressed in a different way), e.g. I wouldn’t other options are incorrect.
like to go to the beach today is another way of expressing
I don’t fancy going to the beach today. Ask them if they 20 A 21 A 22 B 23 C 24 B 25 A
can think of other ways to express the same idea. Read
out sentence 1 and ask students to match it to a similar
phrase in a–f (f). Students match the other sentences. In
each case, ask students to identify the paraphrase that
helped them decide the answer.

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

Listening Part 4 Teacher’s Notes Test 1 199

Teacher’s Notes & Keys
Test 1 Speaking Part 1
Exam task type: Extension
conversation with interlocutor
Ask students to think of two more questions about
Training focus: their current interests and activities, past experiences
answering personal questions; understanding the interlocutor and future plans. They then give their answers to
the questions for their partner to work out what the
questions are. They then practise asking and answering
Training the questions together.

Explain that in Part 1 of the Speaking test, students will

talk about themselves in two phases. They will be asked Exam Practice
questions about their lives, which may include personal
Students read the Phase 1 questions. Then they take turns to
details, hobbies and school. Explain that students should try
ask and answer them with a partner. Encourage them to give
to practise talking about themselves before they take the test.
as much information as possible.
They could also ask a friend or family member to ask them
questions, to prepare in a more realistic way. Students then look at the Phase 2 questions. Ask different
students to answer them in turn. Remind them to avoid
Explain that in the test, one student is Candidate A and
giving one-word answers and to give extra details where
the other is Candidate B. Sometimes, there may be three
possible. For example:
candidates. If this is the case, the test will be a little longer,
but they will not have to say more individually because of How long do you spend on a mobile phone every day?
this.
Possible response: I use my mobile phone for about three hours,
1 During Phase 1 of Part 1, the interlocutor will ask each but I don’t use social media because I don’t like it. I use my
candidate two questions. These will be about where they phone to watch movies or look up information.
live and how old they are. In Exercise 1, students should
Tell us about your best friend.
answer the questions truthfully in the spaces provided.
Then they practise asking and answering the questions Possible response: I don’t really have one best friend. I have
with a partner. three friends who I’m really close to. One of them is called
Naoki. He’s really intelligent and funny, and he plays the
Students’ own answers. guitar really well. We often hang out together at the weekend.
How often do you listen to music?
2 During Phase 2, the interlocutor’s questions will widen to
include current interests and activities, past experiences Possible response: Not very often. I usually watch films or
and future plans. In Exercise 2, students match the read books instead. I’m not sure why because I do like music,
questions and answers before checking them with a especially pop and rock.
partner. Explain that during the test, students can ask the
interlocutor to repeat a question if they don’t understand it.
1 b 2 c 3 f 4 a 5 d 6 e The interlocutor may ask the question again using different
words to help. For example, the three questions above could
3 Students take turns to ask and answer the questions from
be rephrased as:
Exercise 2 in pairs.
Do you use your mobile phone every day? (Why? / Why not?)
4 Students listen and complete what was said. Ask them
to check their answers with a partner. Then play the Which friend do you really like? (Why?)
recording again for students to check their answers. Do you listen to music sometimes?

1 do you like doing in your free time

Now tell students that they are going to listen to other
2 often do you exercise students answering some Part 1 Phase 2 questions. Play
3 us about a teacher you like the recording. They should listen and compare their own
4 going to the cinema or watching a film at home answers with the responses they hear.
5 long have you studied English for
6 do you practise speaking English

5 Students ask and answer the questions in Exercise 4 with

a partner.

200 Teacher’s Notes Test 1 Speaking Part 1

Teacher’s Notes & Keys
Test 1 Speaking Part 2
Exam task type: 2 Students look at the words in the boxes. They work with
extended turn: talking about a photograph a partner to match the adjectives with the items. Explain
that they may be able to use the same adjective with more
Training focus: than one item.
describing people, things and places
Possible answers:
amusing conversation/joke, close relationship, comfortable clothes,
Training interesting conversation/joke, small kitchen/space, tasty meal, tidy kitchen/
space
In Part 2, students take turns to talk about photographs
they are shown. Tell the students that they will each have a Extension
different photograph to talk about. They should describe
Ask students to work with a partner. They should take it
what they can see in the photograph in as much detail as
in turns to say one sentence about the classroom they are
possible. Before the test, they should practise describing
in and the people in it. They should try to keep talking
people and what they are doing. They could also build a list
for about one minute.
of vocabulary for different situations, such as the home and
things in it, for example, furniture or appliances. 3 Explain to students that they will hear a candidate
describing the photograph they have just talked about.
B1 Preliminary candidates often use the present simple Ask them to listen for anything the candidate says about
instead of the present continuous when describing the photograph which was different from their own
things in progress around now. Remind students that descriptions.
we often use the present continuous to describe what
we can see in pictures (They are eating ... She is
wearing ..., etc.). Exam Practice
1 Students look at the photograph also on page C10 and
Students each talk about the photograph they are given for
think about what they can see. Give them two minutes
one minute, describing what they can see. (See pages C1
to write down as many of the objects in the photo as
and C2 for photographs. There are photographs for a third
they can. They then compare their ideas with a partner.
candidate on page C7 if required.)
Elicit the vocabulary and create a list on the board. Ask
whether there are any objects they don’t know the names Remind students that they should say as much as they can
for and ask them to think about how they could describe about the photograph, including what the people are like
them using other words. Draw their attention to the and what their relationships is, what they are doing, what
first Remember box. They could say, for example, There they are wearing, what the weather’s like and what else they
are some things behind the girl on the left, but I’m not can see.
sure what they’re called. They’re for putting things in and
Explain that they should also try to describe things they may
carrying them.
not know the words for, using the phrases they have learned.
Ask students to look at the people in the photograph. This will help them gain more points than ignoring an object
Ask questions about them: Where are they? Are they they don’t know the word for, especially if it is an important
family or friends? Do they have a good relationship? part of the photograph.
Are they having a good time? What do they look like? When they have finished, play the recordings relating to
What’s the girl on the left doing? What’s the girl on the photographs A, B and C so students can listen and compare
right doing? What are they wearing? Elicit answers from the candidates’ responses with what they said themselves.
students and encourage them to say anything else they
would like to about the people. Remind students to use
the present continuous to describe what the people are
doing or wearing.

Speaking
Part 2 Teacher’s Notes Test 1 201
Teacher’s Notes & Keys
Test 1 Speaking Part 3
Exam task type: her new baby. Ask students to give other possible ideas
discussion between candidates for presents and write their ideas on the board.

Training focus: Elicit some of the phrases students have learned for making
making suggestions, agreeing and disagreeing suggestions. Students then discuss the scenario with a
partner. Remind them to respond politely to what their
partner says and to offer reasons for their own answers.
Training Monitor as they are working and help if necessary.

In Part 3, students discuss a situation which the interlocutor

gives them. This is a hypothetical situation, which the Exam Practice
students will discuss with their partner. Explain that they will
Remind students that in Speaking Part 3, they will talk
be given a set of picture prompts to guide their conversation.
together with their partner and not with the interlocutor. The
Before the test, it is a good idea for students to learn and
interlocutor will read out the scenario that the candidates will
practise phrases for agreeing and disagreeing, asking for and
discuss and show them some pictures to aid the conversation.
making suggestions, and responding to their partner.
Candidates should look at each other as they speak.
Write three headings on the board: Suggestions, Agreeing
Students work in pairs. Read the scenario to them and ask
and Disagreeing. Ask students to come to the board in turn
them to talk together, using the pictures for Exam Practice
and write a phrase they know for suggesting, agreeing and
Speaking Part 3 (page C11 and below).
disagreeing. Prompt them where necessary, for example:
I don’t … (agree). Write the following steps on the board:
1 Students say what they can see in the pictures and guess 1 Talk about all the pictures first, saying why they would be
who these gifts might be for and why. good places for a group of friends to visit or not, and give
reasons.
They are for someone in hospital.
2 Decide together which would be the best place to visit.
2 Students read the scenario. Ask them to predict what
Students should talk together for two to three minutes, using
the students will say in the recording. Then play the
the phrases they have learned for making suggestions, agreeing
recording for them to listen and check which gift the
and disagreeing. Remind them to ask their partner for their
students think is best and why.
partner’s opinions and make sure to allow them time to speak.
They agree that the tablet would be the best gift because the person in When they have finished discussing the scenario, students
hospital can keep in touch with friends and family. listen to the sample conversation and compare it with their
own. Ask them whether the candidates they listened to did
3 Ask students to close their books. Play the recording anything better than they did themselves and why.
again and ask them to make a note of any phrases they
hear for making suggestions, agreeing and disagreeing.
Elicit the phrases and ask them to check whether they are
the same or different from the ones on the board.

Students open their books again and look at the list of

phrases in Exercise 3. Ask them to compare their notes
from Exercise 2 with the phrases they can see.
Students work with a partner to decide whether the phrases
are for making suggestions, agreeing or disagreeing.

1 D 2 S 3 A 4 A 5 D 6 S / D 7 S 8 S 9 A 10 S

4 Students decide individually which of the gifts they think

would be best for someone in hospital and why. They then
discuss this with a partner, giving reasons for their opinion.

5 Students read the scenario and look at the ideas for a

gift. Explain that they have to decide which of the ideas
they think will make the best present for their aunt and

202 Teacher’s
Notes Test 1 Speaking Part 3
Teacher’s Notes & Keys
Test 1 Speaking Part 4
Exam task type: 3 Go through the responses and check that students
discussion related to Part 3 understand how to use them. They then take turns
to read out the statements and select an appropriate
Training focus: response for each one. They could respond positively or
talking about likes, dislikes and preferences negatively.

Possible answers:
Training 1 Really? / Me neither! / I am! / Is that true?
2 So do I! / Really? / Exactly! / I don’t!
In Part 4, students discuss questions that the interlocutor 3 I don’t! / Really? / So do I!
will ask that are related to the topic in Part 3. Candidates 4 Really? / Me too! / I wouldn’t!
5 Me neither! / Really? / Is that true?
may be asked different questions, or they may be asked to 6 Exactly! / So do I! / Me too! / Is that true? / Really? / I don’t!
discuss their answers with their partner.
1 Elicit the kinds of gifts that students like to receive. Then
ask them to read through the conversation and think Exam Practice
about the words that might be missing from the gaps.
Next, play the recording for the students to listen and Ask students what the task and pictures in Part 3 were about
complete the conversation. Students check their answers (choosing a place to visit with friends). Get them to predict
with a partner. Play the recording again, if necessary, for what the Part 4 questions could be about (visiting new
them to check their ideas. places).
Divide students into groups of three. One student is the
Ask students to look at the completed phrases and ask
interlocutor and the other two are the candidates. The
them what kind of phrases they are (they express likes,
interlocutor asks some of the questions in the list to
dislikes and preferences).
individual students and other questions for both students
1 lovely 2 brilliant 3 would 4 too 5 What about you 6 really to discuss. Time the students as they are working and
7 like 8 love 9 favourite 10 prefer encourage them to keep going for at least three minutes.
Remind students that if they can’t think of anything to say,
2 Students work individually to read the conversation and they could ask their partner a question. This may give them
underline the relevant phrases. They then check their something new to talk about. Explain that the interlocutor
answers with a partner. will ask another question if they run out of things to say,
and that they should not worry if this happens.
Elicit any further phrases that the students may know for
expressing likes, dislikes and preferences, for example, Remind students that if they are asked a question to discuss
I hate … I prefer … . together, they should make sure that they give their partner
a chance to speak, and that the conversation should be as
Me too. Exactly. I think it’s good to … Right! I’d rather (not) … equal as possible.
I’m not so sure. I guess so. Right, but ...
After they have completed their conversations, ask students
to each think of two more questions they could ask on the
Extension
topic. For example, What is one place that you think everyone
Elicit different occasions when people give each other should visit in their lifetime? Do you think people like different
gifts (for example, a wedding, a birthday or passing an kinds of places at different ages? Why? Monitor as they are
important test) and write them on the board. Then elicit working and help if necessary. When they have written their
the kinds of gifts people might give on these occasions in questions, students then work with a new partner to take
their country. turns asking and answering them.
Students discuss the ideas on the board with a partner, When they have finished, play the recording and ask students
explaining what kind of gift they would give for the to assess the candidates’ performance and compare it to their
different occasions and why. Remind them to use phrases own.
for expressing likes, dislikes and preferences.

Speaking
Part 4 Teacher’s Notes Test 1 203
Teacher’s Notes & Keys
Test 2 Reading Part 1
Exam task type: B1 Preliminary candidates often make errors with the
three-option multiple choice – reading five real-world texts (e.g. signs, passive. Remind them of the form (be + past participle
notices, emails, messages, advertisements) verb). Also remind them that the passive is used when
we don’t know or are not interested in the person
Training focus:
doing the action – we are more interested in the action
understanding what you have to find in a short text; the passive in or instruction itself.
notices and signs; identifying examples
5 Remind students of the structure of active and passive
Training sentences by putting an example of each on the board,
e.g. (active) My friend gave me a present. (passive) I was
Students read the bullet points about this part of the test and given a present. Students should work in pairs to decide
answer the questions. They check their answers in pairs. which sentences are written using passive forms.
● how well you can understand a short text
● signs, notices, short personal messages (e.g. emails, texts, notes) 2 Cups must be returned to the kitchen.
4 Access is required at all times.
1 Ask students to work in pairs and to look at the texts 5 You will be taken to your seat.
and questions 1–4. Ask them to underline the important
words in the questions that tell them what they need to 6 Students work in pairs or small groups to change
look for. They do not answer the questions yet. sentences 1 and 3 using passive forms.
1 When will the shop shut today?
2 What transport problem has Nate had? 1 Books must/should be left on the shelf.
3 What are students not required to bring? 3 Tickets must be bought from reception.
4 Why is Sandra writing this text message?
7 Students complete the second of each pair of sentences
2 Check students understand the idea of paraphrasing, and with the correct word from the box. Explain that they
read through the example with them. Students look back should not use all the words in the box. Check answers as
at the short texts in Exercise 1 and in pairs, identify the a class, discussing the reasons for each choice.
words which give them the right information.
1 rain 2 ice cream 3 trainers 4 mountains
1 Shop closing early this afternoon at 2.30 due to staff illness
Usual closing time of 5 from tomorrow.
2 Hi Nate, Extension
I’m sorry, my bus was cancelled! I’ll get the next one, but I’ll be really late.
I’ll get there as soon as I can, but it won’t be before 3 at the earliest. Students could choose the extra words from the box and
3 Bring your coats as it will be cold on the river. You’ll also need a pen and make similar sentence pairs.
notebook, but don’t worry about snacks.
4 Don’t forget to bring the book to school tomorrow! I can’t wait to read it!
Sandra Exam Practice
3 Encourage students to use the information they found in
Elicit the different text types that students might see in this part.
Exercise 2 to answer the questions in Exercise 1.
Remind them that when they do the task, they should look for
1 at 2.30 2 His bus was cancelled. 3 snacks facts and details that will answer the question. Ask students to
4 to remind someone to bring a book tomorrow read the texts and choose the correct answer. Monitor how long
it takes until everyone has finished – they should be getting a
4 Ask students to look again at short text 4 in Exercise 1.
little faster each time they do a practice test.
Elicit that Sandra is writing to remind someone to do
something. Read through the information in Exercise 4 Students compare answers with a partner before you check
together, before asking students to match the phrases with answers as a class. They can also work together to discuss
the verbs. Point out that more than one answer might be why the other two options were incorrect.
possible. Go through students’ answers with the class.
1 B (We’ve tried booking tickets … the website isn’t working) 2 B (Use
Suggested answers: 2 apologising 3 admitting 4 warning 5 explaining hall lockers provided.) 3 C (I’d better collect you after school …)
6 suggesting 7 requesting 8 confirming 9 choosing 10 promising 4 A (Volunteers also required to run the event …) 5 C (Please come to
school in sports kit – no uniforms!)
Extension
Extension
Students can write more example sentences to illustrate
the verbs in Exercise 4 and add them to their vocabulary Students can discuss how formal each text is, and how
notebooks, or even use them to create a poster for the the language reflects this.
classroom wall.

204 Teacher’s
Notes Test 2 Reading Part 1
Teacher’s Notes & Keys
Test 2 Reading Part 2
Exam task type: Exam Practice
matching – descriptions of five people and eight texts
Ask students to talk about any festivals they know about
Training focus: – music, literature, drama, sport, etc. Highlight any new
predicting what might appear in the eight short texts; understanding vocabulary that comes from this discussion and pre-teach
requirements; conditional structures any vocabulary that you think will be helpful when students
come to do the task. Examples could include traditional,
century, consist of, decade, ancient, aimed at.
Training
Ask students to look at the people and the descriptions of
Students read the bullet points about this part of the test and what they want. Look at the first person together (Eleanor).
answer the questions. They then check their answers with a partner. Students should underline Eleanor’s three requirements
(learn about important historical people from the local area,
● You have to read five short descriptions of what people need and want,
and eight short texts on a particular topic.
discover how people entertained themselves, buy a history
● Each person is matched with one short text. book).
Ask students to look through the eight texts and find ones
1 Students can complete this exercise individually before that could match Eleanor’s first requirement. Text E has
checking their ideas in pairs. region … also produced people who changed the world; C
Possible answers:
mentions two important 14th-century families and H says
1 level of course (beginners/advanced), qualifications, length of course, powerful kings, so all might be suitable.
equipment hire
Now ask them to do the same for Eleanor’s second
2 topics covered, e.g. wildlife, people, landscapes; exhibitions and displays;
dates and times of courses requirement. This should lead them to E (games and puzzles
3 details about the course teacher; age of group of students; information they enjoyed) and D (imagine them having fun after school or
about different types of writing work).
4 where walks take place; length and difficulty of routes; facilities available
on the walks Do the same for her final requirement. Text E says to read at
home, there’s selection from various history experts on sale; F
2 Read through the descriptions with students and point mentions a local author; G has books and posters. However,
out that there is no single right answer – they have to think only E matches all three requirements.
of things that will match the requirements for the two
Ask students to complete the other questions in the task
people. Go through the example in the first gap as a class
individually. Remind them to underline the key information
and discuss other words that could go here (e.g. machines).
for the other four people before they begin.
Then ask students to discuss the remaining gaps in pairs.
Remind them that they shouldn’t use the same words 6E
as those which are underlined in Frank and Simone’s 7A
requirements. Get feedback from the whole class. Arjun wants information for a school project on old houses (discover
fascinating details about the past, including how the places people called
Possible answers: 2 open at 8 3 soup / pizza / fish and chips / cakes and home) and tips on making sure information he uses is accurate (Guides also
toasted sandwiches 4 quiet paths / routes with no cars 5 five people explain how using the internet helps check facts for your research). He’d like
6 deer / horses to learn about clothes in the past (Have fun working in groups to design an
18th-century costume).
3 Read through the sentence beginnings and elicit a 8G
Cassie is interested in food people ate hundreds of years ago (preparing
suitable ending for 1. Students can complete 2–4 in pairs centuries-old recipes) and wants to do a history quiz (Pay attention – there
and then discuss their suggestions with the group. will be questions). She’d love information about a local history group for
other young people (holds regular meetings for a club aimed at history-
Possible answers: 1 If you love watching films, then you’ll love Blue loving teens).
Monday. 2 If you’re the sort of person who likes exercise, then this holiday 9C
on the beach might not be the one for you! 3 This restaurant is perfect if Zander thinks hearing some traditional music would be fun (finish with a
you like spicy food. 4 The campsite is a good choice if you don’t want to concert) and he hopes to learn about jobs people used to have (try some
spend too much money. of the things people did for work). He’d also like to attend a history talk on
battles (Start with a lecture on a decades-long fight).
10 H
Extension Cindy loves art and hopes to see important old paintings (examining
valuable and rare pictures). She’d like to make something to take home
Students can extend their descriptions to form short (decorate a box to keep) and thinks watching a show about a historical
reviews in a range of scenarios. They could use websites period is a good way to learn (watching a play describing a 50-year-long
of holiday companies for ideas about different reviews to local 15th-century battle).
write. This will also help them increase their vocabulary.

Reading
Part 2 Teacher’s Notes Test 2 205
Teacher’s Notes & Keys
Test 2 Reading Part 3
Exam task type: 5 Ask students to compare their sentences with a partner.
four-option multiple choice – a long test and five questions
Possible answers: 2 I’m not too bad at remembering what notes to play on
Training focus: the piano, but my biggest problem is finding time to practise. 3 The centre
has a great swimming pool, but what I love most of all is the gym.
phrases that describe opinions and attitudes; expressing comparative
and superlative ideas; deciding why an option is wrong
6 Pre-teach any vocabulary, depending on your group, e.g.
nervous, persuade, worth it. Students then complete the
Training activity individually.

Students read the bullet points about this part of the test A (The region she would fly over was known for having wildlife that was
and answer the questions. They then check their answers almost impossible to get close to on the ground. She therefore realised this
with a partner. flight might give her the only opportunity to see it.)
B is wrong because Gemma’s friend was hard to persuade.
● One long text, often about or by a young person and their achievements or C is wrong because the company charged quite a bit.
experiences. D is wrong because Gemma had done previous helicopter trips.
● Question 15 focuses on how well you understand the whole text, not just a
part of it. The answer can be found anywhere in the text. 7 Explain that students now have to work out the question
from the paragraph.
1 Remind students that there will be some questions about
opinions or feelings in Reading Part 3, not just details. Suggested answer: What did the writer like best about the film?
Read through the instructions together and ask students
to underline the opinions in the text.
Exam Practice
Opinions (from most positive to most negative): absolutely fantastic – pretty
good – wasn’t too bad – really disappointed Ask students if they have a favourite band – what do they
like about them? What do they think it would be like to be in
2 Ask students to give you an example of something they find a band?
very difficult to do, and something they find very easy to do.
Then ask them to read through the list of expressions and Ask students to read through the whole text first and then
put them in order. Point out that some are very similar in summarise the key points they remember to a partner. If you
meaning. think students need support, ask them to read question 11,
and look for the answer in the first paragraph. Discuss which
very simple / pretty easy not too difficult quite hard option is correct (A), and then get students to underline the
extremely challenging almost impossible totally impossible part of the text that gives the answer (I messaged the drummer
and the keyboard player).
3 Ask students to write some sentences using two of the
expressions in each sentence. They can discuss these with Ask students to answer the remaining questions individually.
a partner before presenting them to the class. Go through the answers as a class.

11 A
Extension
(B – His music teacher knew Jacob wanted to be in band but didn’t suggest one.
Students can write expressions using three of the phrases. C – Jacob’s classmates didn’t like rock music, so this wasn’t how he found band
members. D – Jacob and the new band members only became friends later.)
4 Explain that the text might use a range of phrases to 12 C (being in front of an audience improves our performance)
indicate what someone likes the best/most/least. A is wrong because he says he still feels nervous before a concert. B is wrong
because he doesn’t mind that things go wrong. D is wrong because he says
1 At the leisure centre open day, I got to try different sports. The badminton the atmosphere’s incredible, with everyone videoing their favourite songs.
courts were pretty good and the gym was fantastic. Above all, it was the fact 13 A (And he’s put a link to us on his on his social media. More than
that the staff were so welcoming that made our visit worth it. (The phrase anything, that’s what’s got even more people talking about us.) The others
Above all is used to indicate the superlative idea.) are wrong because of the phrase More than anything … really changes
2 The lecture on how wind power will change the way we heat and light our things).
homes was better than I had expected. I also thought the film we saw on 14 B (Giving away tickets to shows is a good way to do this.)
new environmentally friendly methods of growing food was extraordinary. A is wrong because because there is no reference to websites. C is wrong because
But what has really changed how I think about the planet was watching a he says not to rush into getting a manager. D is wrong because he says it’s
documentary about ice levels in the Arctic. (The phrase But what has really important to develop your own style and be original.
changed … is used to indicate the superlative idea.) 15 D (And we’re very happy to be in photos and chat with people)
A is wrong because the band members have different roles. B is wrong
because the band play concerts at home when they tour. C is wrong because
the lead singer of The 45s didn’t sing the song with the band in the recording
studio.

206 Teacher’s
Notes Test 2 Reading Part 3
Teacher’s Notes & Keys
Test 2 Reading Part 4
Exam task type: 5 Remind students that in sentence 2 in Exercise 1,
A text from which five sentences have been taken out and jumbled scientists were referred to using the pronoun they.
with three other sentences. The five missing sentences must be
replaced in the text. They should first read through the text quickly to get an
idea of what it’s about. They should then read it again
Training focus: and decide which word goes in each gap. Point out to
linkers of contrast; identifying topic connections; pronouns and students that they can use words more than once. Check
determiners answers as a class, and as you do so, get students to
underline the words in the sentences before or after each
Training gap which helped them decide what words to use (see
underlined words in the answers below).
Students read the bullet points about this part of the test
and answer the questions. They then check their answers People go to the beach for windsurfing and sailing. (1) These sorts of activities
with a partner. have been popular for many years. Particularly in the summer months, there
are lots of visitors to the area. Local business owners are always very happy
to see (2) them. One of the most popular places (3) they stay in is the Grand
● One long text, about a particular topic.
Hotel. (4) Its central location is perfect for visiting all the major sites of the city
● five
and also the beaches. With (5) their beautiful sand and warm water, (6) they
/ these are very popular with hotel guests and easy to reach on foot.
1 Explain the idea of contrast, giving examples with linkers
of contrast as needed, e.g.
Extension
I thought the film would be terrible. However, I really
enjoyed it! Give students a selection of short texts – factual ones
The queue for the café was very long. Despite this, we work well – and ask them to underline any pronouns and
decided to wait. determiners (it, they, this, etc.) and what they refer to.
Although he had never surfed before, he managed to stand
up for ages on the board!
Read through the instructions and ask students to complete
Exam Practice
the task. Students can then discuss their choices as a group. Focus students on the title of the article and the photo.
What do they know about oceans? What do they think the
1c 2d 3a 4b
article will be about? Pre-teach any vocabulary as needed:
2 Students work in pairs to write a second sentence for each of kit, technology, waves, signal, etc.
the prompts using the linkers from Exercise 1, or any others Ask students to quickly read through the text (ignoring the
that they wish to use. Monitor and support as needed. gaps for now), to get an idea of what it’s about. Get them to
summarise the text in pairs.
Possible answers: 1 The weather forecast was for sun and showers.
However, it actually started snowing! 2 The friends thought they would If you think students would benefit from doing one question
never be able to climb the steep hill, although they managed without any together, ask them to read the first paragraph carefully and
problems. 3 We hardly had any time to work on our presentations. Despite then read through the options to find the correct gapped
this, the teacher was really pleased with what we did.
sentence (F). Remind them that they need to read both
the sentence before and the sentence after the gap to fully
3 Explain to students that they might see words of the same
understand what’s missing. As a class, discuss why F is the
topic in both the main text and the missing sentences, and in
correct answer. Students should underline the words that tell
Part 4, this will help them identify the right option for a gap.
them this is the right answer in the gapped sentence and the
hot and dry – no rain preceding and subsequent sentences.
results – scientists; they – do experiments
make a living – been successful; painting – artist 16 F (At the same time points to the fact that another point has been made,
competition – judges – second prize and the use of their refers back to children’s.)
17 C (items is repeated in These included. The following sentence has things
4 Ask students to work in teams to brainstorm vocabulary like these to refer to the photos and coins.)
18 D (Some believed … links with Others, however … . They also refers to
related to each topic area and build up the answers on the students and others in the preceding sentences.)
the board. 19 H (They refers to the students; these refers to the huge waves; but this
wasn’t what happened refers to the destruction of the boat.)
Possible answers: 20 A (It refers to the boat and Luckily, though, is a contrast linker referring to
animals: creatures, wildlife, bear, donkey, insects the badly damaged boat.)
education: learning, study, students, lessons
fitness: exercise, sport, healthy eating
the environment: climate change, global warming, pollution, rubbish

Reading
Part 4 Teacher’s Notes Test 2 207
Teacher’s Notes & Keys
Test 2 Reading Part 5
Exam task type: Extension
four-option multiple-choice cloze with six gaps For extra practice, write the following list of words and
their dependent preposition on the board. Nominate
Training focus:
students to choose a word + preposition and use it in an
phrasal verbs; fixed phrases; dependent prepositions
example sentence.
• adjectives: available to, brilliant at, famous for, similar to
Training • nouns: collection of, decrease in, information about,
interest in, reason for, solution to
Students read the bullet points about this part of the test • verbs: argue with, apologise for, consist of, depend on,
and answer the questions. inspired by, rely on
● One short text, with six words missing.
● Complete the text, choosing from four options for each missing word.
Exam Practice
1 Ask students for examples of phrasal verbs. Give them Ask students to look at the picture and the title. Talk about
some examples to help if needed, e.g. set up a business, set what they already know about this style of art. Is there
off on a journey. anything they’d like to know from the text?
Students should work in pairs to make phrasal verbs Ask them to quickly read the text and talk to each other
from the options. Point out that they will be able to make about what they can remember about it.
various phrasal verbs using combinations from the lists,
If you think students need support, ask them to look at just
but they should form ones that fit the sentences.
the first two sentences, and look carefully at the four options,
Remind them that the grammar of the sentence needs to before choosing the correct word for gap 21 (C – This is
be correct (e.g. they might need to change the form of the the only option that creates the fixed phrase it is perhaps no
main verb). surprise that …). Point out the none of the other options can
complete this fixed phrase.
1 run out 2 taken up 3 stay behind 4 thrown away
5 go for 6 broke up, based on 7 put off Ask students to complete gaps 22–26 individually. When
they have finished, they can check their answers with a
2 Point out to students that they might have to complete partner, checking the options again if they disagree.
part of a fixed phrase in Reading Part 5. Ask students
if they understand what a fixed phrase is. Write some 21 C
examples on the board to help: believe it or not, to begin 22 B (take is the only option that goes with up to describe starting an activity
with, etc. Students should then complete sentences 1–8 such as calligraphy)
23 D (accurate is the only option that collocates with completely to mean
using one word in each gap.
that a process is carried out correctly)
24 C (consisted is the only option which is found before the dependent
1 got 2 have 3 doubt 4 believe 5 miss 6 feel 7 changed 8 do preposition of)
25 A (range is part of the fixed phrase a wide range of)
26 C (cover is the only option that fits the meaning needed here, that the wall
Extension is completely painted)
Students can make posters of common phrasal verbs
and fixed phrases (with example sentences) to go on the Extension
classroom wall.
Students identify the types of words in each set of
3 Write this gapped sentence on the board: I am very options and try to add two or three more to each set.
similar my sister. Elicit the missing preposition (to). Doing this helps build their knowledge of lexical sets.
Explain that dependent prepositions (prepositions which
always go after a particular adjective, noun or verb) are
another area of language that they might be required to
know to complete a gap in Reading Part 5.
Students should complete the sentences in pairs. If
necessary, do the first sentence together.

1 of 2 about 3 between 4 about 5 of

208 Teacher’s
Notes Test 2 Reading Part 5
Teacher’s Notes & Keys
Test 2 Reading Part 6
Exam task type: 4 Students can do this activity individually or in small
reading a text with six gaps and filling each gap with one word groups before feeding back to the class. Remind them that
they also need to use indefinite articles in this activity.
Training focus:
auxiliary verbs; using definite and indefinite articles 1 a 2 the 3 the 4 the 5 a 6 the 7 the 8 the 9 The

Training Exam Practice

Students read the bullet points about this part of the test Talk to students about how they contact their friends.
and answer the questions. They then check their answers Do they use emails or texts? If they want to make an
with a partner. arrangement with a friend, how would they do it?
● One short text, with six words missing. Now ask students to look at the text, and establish that it’s
● Students have to think of the correct word to complete each gap. No options an email. Ask them to guess the relationship between the
are given. two people (e.g. they’re friends or classmates). Ask them to
read the whole text first without filling in any gaps, to get a
1 Ask students if they can explain what auxiliary verbs are, sense of what it’s about. Then, they should work individually
and give support as needed. Students can complete the to complete the gaps.
task individually before checking in pairs.
Monitor how long it takes until everyone has finished – they
1 Where do you live? 2 I didn’t see you at school yesterday. 3 They are
should be getting a little faster by now. Students check their
taking photos in the park. 4 She wasn’t waiting at the bus stop when I got answers in pairs. Do they agree? If not, they should check
there. 5 She has been my best friend for five years. 6 By the time we again and try to reach a decision before you conduct a class
arrived, the film had started. feedback session.

2 Read through the instruction with students and do 27 a (part of the phrase a few days ago)
the first sentence together. Students should then work 28 have / ’ve (auxiliary verb forming the present perfect)
individually to write sentences, before comparing with a 29 do (question word followed by the auxiliary do)
30 if (part of a conditional sentence)
partner and checking as a class activity.
31 As (part of the fixed phrase As you know)
32 the (referring to one specific thing)
Possible answers: 2 Are you applying for a summer job in the holidays?
3 She has visited many different countries. 4 Did you forget your
keys? 5 I wasn’t listening to what you said – sorry! 6 I wasn’t hungry as I Extension
had eaten a big lunch.
Give students further exam practice by giving them
sentences of your own, or sentences from a short text,
3 Ask for examples of definite and indefinite articles, and
and asking them to remove a grammar word from each
give a brief explanation if needed (e.g. the indefinite
one (e.g. an auxiliary verb or an article) or to remove one
articles a/an are used the first time you refer to
word from a fixed phrase. Then ask them to exchange
something; the definite article the is used to refer to an
their sentences, in pairs, for their partners to guess what
item a second time).
the missing words are.
Explain that this task focuses on the different uses of the
definite article. Ask students to discuss why the definite
article is used in each case and get feedback from the
class.

1 a noun that is repeated

2 part of the phrase one of the best / most expensive, etc.
3 names of oceans and used with superlatives
4 unique objects – the sky / the moon, etc.
5 used when a word is first mentioned but is immediately defined; used with
superlatives
6 nationalities as a group
7 only one of something in a particular context
8 talking about something as a general fact
9 used with services and systems like transport

Reading
Part 6 Teacher’s Notes Test 2 209
Teacher’s Notes & Keys
Test 2 Writing Part 1
Exam task type: 4 It is important that students identify the register in this
writing an email with notes part of the exam, as their reply should be in the same
style. In pairs, ask students to decide whether Ms Shipton
Training focus: uses formal or informal language in her email.
understanding the task; understanding the notes; studying a sample
answer; informal and formal style; gradable modifiers It’s more formal than informal: Dear Students, Kind regards, no contracted
forms are used.

Training 5 You could point out to students that Ms Shipton is a

Students read the bullet points about this part of the test and person that the writer is supposed to already know quite
answer the questions. They then check their answers with a well. For that reason, we wouldn’t expect to see Yours
partner. sincerely or Yours faithfully in an email to her.

● an email 2, 5
● You are given four notes, or instructions.
6 In pairs, ask students to identify which sentences would
1 Tell students to study the email carefully. Encourage them to
be appropriate for a formal email. If they need additional
always read the instructions, email and the four notes very
support, ask them to underline any informal language
carefully so they know who they need to write to and what
in the options (1 cool, 4 it’d be awesome, 5 amazing, don’t
register (formal or informal) their email should use.
you think?).
1 your English teacher Ms Shipton 2 helping a charity 3 four
4 around 100 words 2, 3, 6, 7, 8

2 Use this exercise to help students identify what the notes are 7 Tell students that most adjectives are gradable, and we can
asking them to do. Encourage students to think of ways to make them weaker and stronger with modifiers. They can
complete each sentence. Get feedback from the whole class. also add more variety to students’ writing. Ask students to
order the words in the list (1–4).
Suggested answers: 1 d – I think this idea is wonderful. 2 c – Perhaps
we should support one that helps young children who have health
problems. 3 a – Some kind of contest would be a good idea because that 1 a bit 2 fairly / pretty 3 really / very 4 extremely
would give people a reason to take part. 4 b – I’d be very happy to help
design posters and put them around the school.
Exam Practice
3 Studying this sample answer could be done in pairs or
small groups. Ask students to underline the information This email task helps students to identify when it is
in Kerry’s email that answers the questions. Ask students appropriate to write a formal email rather than an informal
to pay particular attention to question 3. Explain that one. Give time for students to read the email and the notes,
Kerry is responding incorrectly to one of the content and then encourage them to discuss what they should and
points. Instead of offering to do something, Kerry should not include when replying to Mr Anderson’s email.
suggests that Ms Shipton do something.
Sample answer
1 Only the first three points are covered: (Great!) a charity this term is a very Dear Mr Anderson,
good idea; (Tell Ms Shipton) we should support one that is extremely good I would really love to study abroad for six months as this would be an incredible
at helping animals; (Explain) having a disco is the best idea … opportunity. I have always wanted to visit Japan because I am a huge fan of
2 yes, 102 words Japanese films such as Princess Mononoke or My Neighbour Totoro.
3 Kerry suggests Ms Shipton could design some cool really posters to put I think it would be an amazing experience to learn about another culture by
around town. Instead, Kerry should offer to do this. living and studying there. As well, I am pretty good at learning new languages.
4 formal – Dear, Best wishes, no contracted forms are used Could you please let me know how much it will cost to study abroad? I would
also like to know when you will announce who is taking part in the programme.
All the best
Extension Sam

As a class, brainstorm different ideas to improve Kerry’s Comments

response to the fourth content point (Offer to …), e.g. I This task contains appropriate functional language in reply to Mr Anderson’s
could text everyone I know. / How about if I design some email. It is a correct length (106 words). Sam has included all four content
adverts to put around town? points in the reply email. The email has an appropriate beginning and ending
in the correct formal register. This is a clear, well-written answer that uses
various structures and a range of vocabulary.

210 Teacher’s
Notes Test 2 Writing Part 1
Teacher’s Notes & Keys
Test 2 Writing Part 2
Exam task type: 7 Ask students to refer to Exercise 6 to help them complete
writing an article or a story in about 100 words the task. Go over the answers as a class.

Training focus: 1 Despite 2 even though 3 in spite of 4 although

linking expressions; past tenses, contrasting ideas; understanding the
task; studying a sample answer 8 Ask students to underline the words or phrases in the
exam task to help them answer the questions.

Training 1F 2T 3F

Students read the bullet points about this part of the test and 9 Tell students that there is more than one answer for
answer the questions. They then check their answers with a each gap.
partner.
1 even though / although 2 despite / in spite of 3 although / even though
● one
● Students will have the choice of writing an article or a story. 10 Tell students to underline any time linkers and examples
of the past simple, past continuous and past perfect in
1 Ask students to complete the sentences. In some Exercise 9.
instances, there is more than one answer is possible.
1 First, the night before, By the next morning, When 2 past simple: decided,
1 as / because 2 so 3 As / Because 4 and / so 5 When began, enjoyed, was, danced, played, saw, smiled, asked past continuous:
wasn’t working past perfect: had (never) invented, had fixed, had achieved
2 Point out that two of the expressions have the same
function.
Exam Practice
1 when 2 and 3 as / because 4 so
Remind students that they must decide which question to
B1 Preliminary candidates often make mistakes with write about in Writing Part 2. Encourage them to choose the
past forms, using present forms instead. Encourage question that will best show their English writing ability.
students to check their work to make sure they haven’t
Question 2
used the present simple or present perfect when they Sample answer
should be using the past simple. I prefer learning about what is going on in the world on TV, but only on news
3 Go through the sentences in Exercise 1 as a class. Point channels that I really trust. I don’t like getting the news from social media,
even though that is what most people seem to do these days.
out that some sentences use more than one tense.
I believe it is extremely important to keep myself up-to-date with world events.
I want to understand what is going on and watching or reading the news has
1 was – past simple; hadn’t remembered – past perfect 2 didn’t have, often made me change my own actions. For instance, I saw on the news that
didn’t go – past simple 3 wanted, went – past simple 4 was starting Greta Thunberg has inspired millions of children to protect the environment
– past continuous; tried, didn’t work – past simple 5 got, realised – past and now I try to do the same too.
simple; had left – past perfect
Comment
4 Ask students to match the tenses with the correct This article is an acceptable length (106 words). The article is well-organised
functions. as it focuses on a different content point for each paragraph. It has no spelling
or grammar errors and includes a range of tenses and vocabulary.
1c 2a 3b
Question 3
5 This exercise could be done in pairs or small groups. Ask Sample answer
students to refer to Exercise 2 if they have problems. I was so excited when I arrived at the music festival. I had never been to one
before and was really happy when my parents bought me tickets! I arrived
early because I wanted to stand near the stage. I’m glad I did because I had an
1 suggested 2 was [still] working 3 finished 4 managed 5 had incredible view.
[never] made 6 took
When my favourite band was performing, they saw me singing along with
6 Explain to students that these words and phrases can their songs and invited me on stage. I couldn’t believe it! Although I was really
excited, I was nervous too. I’d never stood in front of a huge audience before.
appear at the beginning or middle of a sentence. Despite being with my favourite band, I didn’t know what to say!

1 b 2 a 3 a 4 b Comment
The story has a clear link to the opening sentence and is an appropriate length
(103 words). It is consistently written in the first person and shows a range of
tenses and vocabulary without any spelling or grammar mistakes.

Writing
Part 2 Teacher’s Notes Test 2 211
Teacher’s Notes & Keys
Test 2 Listening Part 1
Exam task type: 3 Ask students to describe what is happening in each of the
three-option multiple choice with seven picture-based questions pictures. Ask questions to elicit some of the vocabulary
associated with each activity. What is necessary for a
Training focus: sailing boat to move? What kind of sport is hockey? Do
vocabulary related to holidays and entertainment; expressing positive you play it alone? What do you use to play table tennis?
and negative ideas Do you play it alone? Point out that in this part of the
test, students will hear information related to all three
pictures. After playing the recording, ask students what
Training they heard that gave them the correct answer (What I
Students read the bullet points about this part of the test and really loved was …).
answer the questions. They then check their answers with a
partner. Point out that each dialogue is on a different topic, so A
if students don’t know the answer to one, they should move
on to the next when they hear the number. Remind them that 4 The aim of Exercise 4 is to encourage students to think
they will have time to look at all the pictures before they listen about how speakers can express negative ideas using
and that they should think about vocabulary they might hear negative verb forms, too / not enough, negative adjectives,
related to the pictures. etc. Look at question 1 with the whole class and ask
for suggestions for the answers. Students then complete
● seven short monologues the exercise in pairs. Check answers with the class and
● You have to choose the best matching picture, according to the question explain any words the students are not sure about.
you are being asked.
1 b, f 2 c, h 3 a, e 4 d, g
1 Write eating in a restaurant on the board. Ask students to
give you examples of what people might talk about when 5 Remind students of the pronouns anyone, anybody,
eating in a restaurant (e.g the type of food, the quality anything, anywhere (anywhere can also be an adverb)
of the food, the service, the atmosphere, the price of the and explain that they refer to people, things or places.
meal). Then ask them to look at Exercise 1 and tell you Students then complete the exercise in pairs. Check
which sentence matches question 1 (g). Students complete answers with the class and explain any words the students
the exercise in pairs. are not sure about.

1 g 2 e 3 b 4 c 5 d 6 h 7 f 8 a 1 none 2 don’t 3 anywhere 4 too 5 not 6 nobody

7 enough 8 didn’t
Extension
6 Ask students to tell you where the phone is in each
In groups, students could write their own sentences about picture and elicit the vocabulary they might hear. Play the
the different activities and then ‘test’ another group. They recording, stopping it for students to identify the reasons
read out their sentences and the other group has to guess for selecting or rejecting answers.
which activity they’re talking about.
2 Focus students on question 1. Ask students which words in B (It’s here under your pillow.!)
the sentence help them to choose the correct answer: score
(final minute, team, won). Students do the rest of the exercise
individually before checking answers with a partner. Exam Practice
1 score 2 cap 3 flight 4 shop 5 meal 6 keyboard 7 voice Students read the questions carefully, then listen and choose
8 soundtrack the correct pictures. Play the recording twice. Remind
students to check their answers during the second listening,
Extension even if they are sure they have the right answer. Discuss the
possible responses to the questions.
Encourage students to record vocabulary in topic areas
with possible collocations, e.g. 1 C 2 C 3 A 4 A 5 B 6 A 7 B
Sports:
score (verb) – score a goal / a point
score (noun) – The score was two–nil.
Cinema:
soundtrack (noun) – My favourite song was part of the
soundtrack for the movie.

212 Teacher’s
Notes Test 2 Listening Part 1
Teacher’s Notes & Keys
Test 2 Listening Part 2
Exam task type: Extension
three-option multiple-choice with six questions
Focus students on the Tip box. Write these sentences on
Training focus: the board: 1 I am ashamed I did it. 2 I don’t understand.
identifying how people feel; understanding the speaker’s intention Say the word Sorry? with rising intonation and ask
students to match this with sentence 1 or 2 (2). Then say
Sorry with falling intonation and ask them to do the
Training same (this matches sentence 1).
In class, make posters with lists of functional expressions
Students read the bullet points about this part of the test
that can be used to invite, offer, suggest, etc. As more
and answer the questions. They then check their answers
expressions come up in class, students can add them to
with a partner. Remind them that, as in Part 1, each question
the lists.
is a conversation on a different topic. Tell them that they
will hear references to all three options in the questions 4 Stop the recording after each question and ask students
so they should read the question carefully to decide what to decide the answer with a partner. Play the recording
information they are listening for. again and ask students how they think the speaker feels
in each case. You can also discuss the intonation used by
● six short dialogues the speakers.
● You have to choose the best option, according to the question you are
being asked.
1a 2d 3b 4g

1 Write the adjectives excited, exciting, shocked, shocking, 5 The aim here is to help students understand that it is
confused, confusing, disappointed, disappointing on the not only the words they hear but the way a speaker says
board and ask students to give you examples of when them that may help them to get the right answer. Play
they might use these words. the recording twice and ask students to explain why they
Students complete Exercise 1 in pairs. Check answers chose the answer they did. Ask students why the boy
with the class and explain any words that students are not said I’m sorry (he felt sorry for the girl because of her
sure about. situation, but he wasn’t apologising) and what expression
he used to give advice (You should try …).
1 sad, shocking 2 unreliable 3 exciting, fun 4 cross
5 ashamed, worried A (You should try to make more effort.)

2 Before listening, check students know the meanings of

the adjectives. Play the recording twice. The second time, Exam Practice
pause after each question for students to explain their
answers. Ask students to discuss when they usually decide which the
correct option is. Tell them they can write on the question paper
1 relieved 2 jealous 3 disappointed 4 exhausted 5 annoyed in the exam, for example using crosses for options that they’re
6 nervous 7 confused 8 proud fairly sure are wrong to then check in the second listening.
Play the recording twice. Students complete the task. Discuss the
Extension possible responses to the questions in the Advice boxes:
Students can create their own dialogue in pairs to illustrate 9 What was interesting about the experience for the boy?
one of these feelings. They can perform their dialogue in (making new friends) Do they say it was unusual for the
front of the class who should guess which feeling it might train to be delayed? (No, the trains are often late.) Who
be. thought the delay was dull? (the girl)
3 Tell students that in Listening Part 2, they are not simply
12 What stage of the competition did the girl get to? (the
listening for information. They need to interpret the
semi-finals) What did her trainer say? (She had definitely
reason why the speakers are giving the information. So
improved.) Did she always play perfectly? (No, she made
they need to understand the intention of the speaker,
some silly mistakes.)
such as giving advice or apologising. Read out sentence
1 and ask students to identify what the intention is (d Go through the answers and ask students to read the
– giving advice). Ask students to complete the exercise audioscript for each item that they answered incorrectly and
individually and compare answers with a partner. work out why they got the question wrong.

1 d 2 g 3 b 4 a 5 e 6 f 7 c 8 B 9 A 10 C 11 A 12 B 13 A

Listening
Part 2 Teacher’s Notes Test 2 213
Teacher’s Notes & Keys
Test 2 Listening Part 3
Exam task type: 4 Play the recording and pause after question 1. Ask
monologue with notes to complete students which of the three options from Exercise 3 they
heard (all of them). Ask questions to check what the
Training focus: correct answer is, e.g. What do the students do on Friday
topic vocabulary; identifying distractors evening? (other activities) What’s happening at the pool on
Saturday afternoon? (It’s closed). Repeat with the other
questions.
Training
1 Sunday morning
Students read the bullet points about this part of the test 2 in the countryside
and answer the questions. They then check their answers 3 in a car park
with a partner. Remind students that this monologue may be 4 Tall Trees
information about a person’s life and experiences, or it may
be information about a specific trip or event, e.g. a course,
trip or holiday activity. Exam Practice
● one long monologue Remind students that they should read the title and the
● You have to complete sentences or notes with words or numbers you hear. gapped sentences before listening and try to think of
possible words that could go in the gaps. Point out the rubric
1 This activity focuses on vocabulary for topics that may that says one or two words or a number or a date or a time
come in Listening Part 3. Pause the recording after and tell students that if they write more than two words,
Speaker 1 and ask students for suggestions for the answer they may be penalised in the test. They should also be aware
and to tell you what words they heard that helped them that although they may not hear the words written in the
identify the topic. Repeat for each speaker. question, they will hear the exact words to complete a gap.

Speaker 1 – a club (members, teams) Students then listen and complete the task. Discuss the
Speaker 2 – a trip (bus, set off from school, arrived) possible responses to the Advice box questions:
Speaker 3 – a website (upload, posting, social media)
Speaker 4 – a hobby (make models)
Gap 14: How many different ways can you say a date in
Speaker 5 – a competition (prize, winners) English, such as 22/6? Check that students know the different
ways of saying dates and also remind them that they can
2 This exercise gives students further practice in choosing write numbers in figures instead of words.
the correct option from two possibilities. Students
Gap 17: What did the students make last year? (T-shirts)
complete the exercise individually and then check answers
What will the organisers give everyone this year? (a backpack)
in pairs.
14 April 21st
1 80 15 recycling
2 8.00 16 Improve Earth
3 photography 17 backpack
4 6 18 secretary
5 sweatshirt 19 scarborough

3 Remind students that they can often predict the kind

of answer they might hear if they pay attention to the
context and read the question carefully. Look at the
first question with the whole class and ask: What kind
of word will you hear? Is it a name, a number, an object, a
date? Elicit suggestions. In pairs, students complete the
exercise.

1 c 2 b 3 d 4 a

214 Teacher’s
Notes Test 2 Listening Part 3
Teacher’s Notes & Keys
Test 2 Listening Part 4
Exam task type: 3 Explain that in English, different verb forms are used to
an interview, with six multiple-choice questions talk about the future, such as the present continuous and
be going to, as well as will + infinitive. Students need to
Training focus: listen carefully to the context to understand the time the
vocabulary related to technology; ways of talking about future plans speaker is referring to. Look at question 1 with the whole
class and ask students to tell you how they know that it
is about the present (it uses the present continuous and
Training doesn’t refer to a future time). Students continue in pairs,
then check answers as a class.
Students read the bullet points about this part of the test and
answer the questions. They then check their answers with a
1 present 2 future (next time) 3 future (at 6 o’clock) 4 future (I’m
partner. Remind them that in this task they will have to listen
going to) 5 present
for different kinds of information for each question, not only
details but also the speaker’s attitude, feeling, opinion or 4 Students listen to the recording and answer the question.
recommendation. Ask students to listen again for words or phrases that
show when Sam did / does / will do each of the activities
● an interview
● Choose the correct option to answer six questions.
in the options.

1 The aim of this activity is to review vocabulary related C (would be interesting to do something online, maybe write about my
travel experiences and tell people about all the cities I’ve been to)
to technology. If there are technological devices in the
classroom, ask students to name them and their different
components. Students complete the task and compare
their answers. Exam Practice
Ask students to work in pairs and underline the important
1 printer 2 screen 3 keyboard 4 mouse 5 mouse mat
6 microphone 7 headphones
words in question 20. Compare their ideas as a class. Then ask
them to continue with the other questions before they listen.
2 Before playing the recording, ask students to think of Remind students that the answers come in the same order
possible problems we can have with the devices from as the questions and that the interviewer will introduce each
Exercise 1. Write useful vocabulary that comes up on the one with a similar question. Students should listen for the
board. Play the recording. When checking the answers, information on the first listening and use the second listening
ask students to explain what the problem was in each to check their answers, focusing on details, attitudes or
case. opinions.

1 mouse 2 microphone 3 keyboard 4 screen Discuss the possible responses to the Advice box questions:
21 What did he do when he first started working in the studio?
Extension (He moved stuff around and got things people needed.)
And now? (He’s in charge of recording.) What word does
Encourage students to create mind maps with useful
he use to say something is really interesting? (amazing)
vocabulary and expressions. Demonstrate this with the
Does he often meet famous people? (No, they mostly work
topic of technology, grouping words into categories
with unknown bands.)
such as Equipment: laptop, printer etc.; People: blogger,
programmer etc.; Verbs: click, drag, record, etc.; Activities: 24 What does he say he’d like to try? (organising concerts)
games, social media etc. Does he want to play the drums as a job? (No, as a hobby.)

B1 Preliminary often use the present simple instead of 20 A 21 B 22 C 23 B 24 A 25 C

the present continuous to refer to the future. Point out
that we use the present continuous, often with a future
time reference, to refer to future arrangements (I’m
meeting my friend tomorrow). We can use the present
simple for the future if we are talking about timetabled
actions (The train leaves at 4.30).

Listening
Part 4 Teacher’s Notes Test 2 215
Teacher’s Notes & Keys
Test 2 Speaking Part 1
Exam task type: B1 Preliminary candidates often make mistakes with the
conversation with interlocutor present perfect. Remind students that we use the past
simple for completed past actions (I studied French for
Training focus: two years = I don’t study French now). We use the
common questions present perfect for actions that started in the past and
are still continuing (I’ve studied French for two years =
I started two years ago and I’m still studying it).
Training 5 Students ask and answer the questions in turn with a
Students read the bullet points about this part of the test and partner. Monitor as they are working and encourage
answer the questions. They then check their answers with a them to say as much as possible in answer to each
partner. question.

● the interlocutor Extension

● questions about yourself, including likes and dislikes, present
circumstances, past experiences and plans for the future
Ask students to choose one of the topics from the board.
They should write three more questions that have not
1 Ask students who will be in the room while they are already been mentioned in the exercises so far.
taking the Speaking test (themselves, another candidate Put the students into groups of three or four. They take
(or two), the interlocutor and the assessor). Then ask turns to ask each other questions. Ask them to listen
them to look at the three kinds of people in the test and carefully to each other’s replies and then assess who gave
match the person with their roles. the best answers and why. Remind them that it doesn’t
matter what information they give, but they should try to
1 b 2 c 3 a offer as much detail as they can.
2 Ask students what topics they will be asked about in
Part 1 Phase 2, e.g. their free time, their home, people Exam Practice
they know. Write these topics on the board and elicit
possible questions for each one. Keep the topic prompts Students read through the questions in Part 1. Remind them
on the board for the extension activity later. that the questions are always the same, so they can prepare
their answers to them and should practise them regularly.
Explain that they are going to hear a student answering Encourage them to use full sentences rather than one-word
some questions and that they should listen and complete answers.
the answers. Play the recording. Students then check their
answers with a partner. Play the recording again for them Students work in groups of three or four to role-play the
to check if necessary. Speaking test. One of the students is the interlocutor,
one is the assessor, and one (or two) is the candidate. The
1 large, gym, library 2 best, house, running 3 few, well, climbing interlocutor uses the script and the candidate answers the
4 hockey, drawing 5 studied, pronunciation 6 cooking, kitchen, food questions. The assessor should listen carefully and make
7 remember, party, special notes about what is good and what could be improved in
the candidate’s answers. Monitor as they are working and
3 Ask students to read the answers in Exercise 2 again. encourage the students to give as much information as they
They should discuss what questions they think the can.
student was asked and write them down. Compare ideas
across the class. Students then swap roles and repeat the activity until all
students have had a turn as the candidate answering the
4 Students listen and write the questions. Play the questions.
recording, pausing after each question to allow time for
students to write it down. Check the answers and play the Now tell students that they are going to listen to other
recording again if necessary. students answering some of Part 1 Phase 2 questions. They
should listen and compare their own answers with the
responses they hear.
1 Tell us about your school.
2 Where do you like to spend time with friends?
3 Tell us about a member of your family.
4 What do you do in your free time?
5 How long have you studied English for?
6 Which do you prefer, eating at home or eating at a café?
7 What did you do yesterday after school?

216 Teacher’s
Notes Test 2 Speaking Part 1
Teacher’s Notes & Keys
Test 2 Speaking Part 2
Exam task type: 3 Ask students to look at the details in photograph B. Ask
extended turn: asking about a photograph them to work with a partner and take turns to describe
other things in the photograph, using the prompts.
Training focus: Monitor as they are working and encourage them to
describing photographs; saying where things are say as much as possible about each of the details in
the photograph.

Training 4 Explain to the students that they are going to hear a

student describing photograph B. They should listen and
Students read the bullet points about this part of the test decide whether the student says the same things about the
and answer the questions. They then check their answers photograph that they said, or whether there was any new
with a partner. Elicit the things they should talk about and or different information. Play the recording. Students
any phrases they might use to do so. Write their ideas on the then compare their ideas.
board.
Hold a class discussion about how well the student
● a photo performed the task. What was good about it? Was there
● one minute anything that could be improved?

1 Ask students to look at photograph A (also on page C10 5 Ask students how they can fill in time if they don’t know
in colour) and the prompts. Elicit two or three example what to say next. Explain that it’s important not to
sentences about the photograph, using the prompts. For leave long silences if possible. Ask them to listen to the
example, There are three children in the photograph. They’re recording again and write down anything that the speaker
riding their bikes. There are some big trees. Students says or does to fill in the time.
then continue the exercise in pairs, taking turns to say
something about the photograph using the prompts. Why is it on the ground?
Well …
Monitor and encourage them to use a range of prompts What else can I say ...?
and avoid using the same ones all the time.
Extension
Suggested answer:
There are three children in the photograph. They’re riding their bikes. Ask students to find a photograph in a magazine or
They’re in the countryside and it looks like they’re riding through a field. book (or online if resources are available). They should
They’re wearing T-shirts, so I think it’s quite warm. It might be the evening, look up any useful words that are needed to describe the
because it looks like the sun is quite low, or it’s nearly sunset. They look like photograph and write them down.
they’re having fun because they’re smiling. I can see some big trees in the
background, and the children are riding on the grass. There are flowers or They then show their photograph to a partner and ask
something like that in the grass – I’m not sure what they are but they’re white them to describe it, using any new words if necessary.
and there are lots of them.
They should listen carefully to their partner and then
2 Ask questions about photograph A to elicit the position provide constructive feedback to each other.
of things in it. For example, Where are the children? Where
are the trees? Who is on the right of the photograph? Who Exam Practice
is on the left? What is in the background?
First, students listen to the recordings of students talking
Students look at the position prompts. Read out each about Photographs A, B and C.
one in turn and ask the students to point in the right
direction. Put students into pairs (or groups of three if necessary) and
give each of them one of the photograph A or B (and C if in
Focus students on photograph B (also on page C10 in a group or three).
colour) and the sentences. Ask them to complete the
sentences with some of the phrases. They should then Photograph A is from page C1, photograph B is from page
check their answers with a partner. C2 and photograph C is from page C7.
Allow students about 30 seconds to look at their photograph
1 In the foreground / At the front, there is a girl who is standing on her hand.
2 There is a school building in the background. There is a school building
and then give Student A one minute to talk about their
behind/beyond the dancers. photograph. Stop them at the end of the time limit and
3 The girls on the left / to the left of the photo are watching the girl at repeat for Student B (and again for Student C if necessary).
the front. Remind them to give positive feedback and advice for
improvement.

Speaking
Part 2 Teacher’s Notes Test 2 217
Teacher’s Notes & Keys
Test 2 Speaking Part 3
Exam task type: 3 Ask students to work with a partner to discuss which four
discussion between candidates options would be the most useful to take on a long car
journey. Remind them that they should encourage each
Training focus: other to speak and respond to what their partner says.
giving and asking for opinions They should say what they can, but not speak so much
that their partner doesn’t get a chance to say anything.

Training Explain that they should keep the conversation going

and try to reach an agreement. They should look at each
Students read the bullet points about this part of the test and other during the task, and not the interlocutor. Remind
answer the questions. They then check their answers with a them that it doesn’t matter if they don’t finish the task in
partner. Remind students that they need to respond to what the time given.
their partner says and keep the conversation going. If their
partner is quiet, they should encourage them to offer their
opinions by asking questions such as What do you think? Do Exam Practice
you agree?
The students read the situation and look at the pictures for
● with your partner Exam Practice Test 2, Speaking Part 3 (see page C12). Students
● give your opinions, agree or disagree with your partner, ask your partner then complete the task. Tell them that they have up to three
for their opinions minutes to complete the task and stop them when time is up.
This will give them an idea of how long this part of the test lasts.
1 Ask students to look at the words in the box and think
about how they can be used to create phrases and Ask them whether they found the task hard and why. What
questions for giving and asking for opinions. Elicit one or problems did they have? Do they have any feedback for their
two examples, such as I don’t agree, I’m not sure about that. partner? Discuss as a class how this part of the task could
be made easier. For example, they could ask each other
Students work in pairs to write down phrases and questions, they could fill in the time, they could provide
questions for giving opinions, asking for opinions, plenty of detail about their ideas.
agreeing and disagreeing. Monitor as they are working
When they have finished discussing the scenario, students
and check grammar where necessary.
listen to the sample conversation and compare it with their
Possible answers: own. Ask them whether the candidates they listened to did
Do you agree? I agree. I don’t agree. Do you agree? anything better and why.
Is … a good idea?
In my opinion … What’s your opinion?
I’d prefer (to) …
I’m not sure that …
I think (that) … What do you think?
What about you?
… would be good.

2 Ask students to close their books. Explain that the

students will listen to Anh and Mathilde doing Part 3 of
the Speaking test. Play the first line of the recording and
elicit the scenario (they must decide which thing would be
most useful for a walking trip in the mountains).

Play the rest of the recording for the students to listen

and write down the things that the students are discussing
(a map, a phone, a raincoat, walking boots, a torch).
Students open their books and read through the
conversation, predicting the answers. Play the recording again
for them to complete the conversation. Ask them to compare
the phrases and questions with their ideas in Exercise 1.

1 a great idea 2 Do you agree? 3 In my opinion 4 I’m not so sure

5 a good idea 6 I don’t think 7 What about 8 would be
9 I’d prefer to 10 What’s your opinion 11 I think so, too 12 I agree

218 Teacher’s
Notes Test 2 Speaking Part 3
Teacher’s Notes & Keys
Test 2 Speaking Part 4
Exam task type: 4 Tell students that are going to listen to two students
discussion related to Part 3 answering some of the questions in Exercise 3. Ask them
to read through the dialogue first and predict the missing
Training focus: words. Then play the recording for them to listen and
question forms complete the conversation. Ask them to compare their
answers with a partner and play the recording again if
necessary.
Training
1 because 2 It’s a good idea 3 So, personally
Students read the bullet points about this part of the test and 4 In my opinion 5 Well 6 I doubt
answer the questions. They then check their answers with a
partner. 5 Ask the class whether they thought the girl and boy
answered the questions well and to give reasons for
● with the interlocutor and your partner their opinions.
● The interlocutor will ask you questions on a topic related to the pictures in
Speaking Part 3.
Suggested answers:
Yes, they did. They gave detailed answers and offered reasons for their
1 Ask students to close their books. Elicit words that can
opinions.
begin questions (Who, What, Where, When, Why, Which,
How, How long, How often). Then elicit words connected
to health, e.g. diet, exercise, sleep, keep fit, disease, fresh Extension
food. Write some topics on the board, e.g. the weather, food and
drink, travel, study, hobbies. Students each choose one of
Students open their books and write three questions of the topics and write three questions about it. Students
their own for each topic, using the words on the board. then move around the class asking and answering
Monitor as they are working and help where necessary. questions, and giving reasons for their answers.
Possible answers:
Do you have a healthy diet?
Where do you go to eat healthy food? Exam Practice
What food do you think is good for you?
How often do you do exercise? Remind students that the questions they are asked in Part 4
What kind of exercise do you like doing? of the Speaking test are linked to the topic in Part 3 (in
When do you exercise? this case, learning languages). Elicit the task from Part 3
Which form of exercise do you enjoy most? (choosing the best ways to practise a language). Then ask
How long do you sleep each night?
students to read the questions in Part 4.
How important do you think sleep is?
Students work in groups of three or four, taking turns to be
2 Students work with a partner to ask and answer the the interlocutor, assessor and candidates. The interlocutor
questions. should ask each student individual questions and also ask
them to discuss some of the questions together.
3 Ask How much should you say when you are answering
a question? (as much as you can, giving reasons for Set a time limit of three minutes. This will help prepare
your answers). students for the real test. Encourage students to keep talking
and use some of the phrases they have learned.
Students look at the phrases in the box. Explain that
they should ask and answer questions 1–5 with a When they have finished, play the recording and ask students
partner, using some of the phrases to give reasons for to assess the candidates’ performance and compare it to
their answers. Encourage them to give their partner their own.
constructive feedback about how well they answered the
questions.

Speaking
Part 4 Teacher’s Notes Test 2 219

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Teacher - Notes - and - Answer Key - Tests - 1 - and - 2

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Teacher - Notes - and - Answer Key - Tests - 1 - and - 2

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Teacher’s Notes & Keys

Test 1 Reading Part 1

Suggested answers: 1 a sports coach (outdoor boots, game, stadium)

1 46% 2 €14.50 3 2.50 pm 4 four novels 5 eight cans of tuna

188 Teacher’s Notes Test 1 Reading Part 1

Exam task type:

Reading Part 2 Teacher’s Notes Test 1 189

Possible answers: 1 surprised / confusing / unexpected 2 amusing /

190 Teacher’s Notes Test 1 Reading Part 3

1 also 2 Another thing is

Reading Part 4 Teacher’s Notes Test 1 191

1 our 2 us 3 We 4 They 5 it 6 them

Reading Part 6 Teacher’s Notes Test 1 193

6 Ask students to complete the task and then go over the

4 Explain to students that their writing will be stronger if

Writing Part 2 Teacher’s Notes Test 1 195

6 The aim of this activity is to draw students’ attention

196 Teacher’s Notes Test 1 Listening Part 1

1 Write some adjectives on the board, e.g. exciting, lucky, 1 d 2 c 3 a 4 f 5 g 6 b 7 e

2 Explain that in Listening Part 2, the words in the

Listening Part 2 Teacher’s Notes Test 1 197

198 Teacher’s Notes Test 1 Listening Part 3

1 In Listening Part 4, students listen to a longer text,

Listening Part 4 Teacher’s Notes Test 1 199

Explain that in Part 1 of the Speaking test, students will

1 do you like doing in your free time

5 Students ask and answer the questions in Exercise 4 with

200 Teacher’s Notes Test 1 Speaking Part 1

In Part 3, students discuss a situation which the interlocutor

Students open their books again and look at the list of

4 Students decide individually which of the gifts they think

5 Students read the scenario and look at the ideas for a

1 of 2 about 3 between 4 about 5 of

Training Exam Practice

1 a noun that is repeated

Training 5 You could point out to students that Ms Shipton is a

As a class, brainstorm different ideas to improve Kerry’s Comments

Training focus: 1 Despite 2 even though 3 in spite of 4 although

1 g 2 e 3 b 4 c 5 d 6 h 7 f 8 a 1 none 2 don’t 3 anywhere 4 too 5 not 6 nobody

2 Before listening, check students know the meanings of

3 Remind students that they can often predict the kind

B1 Preliminary often use the present simple instead of 20 A 21 B 22 C 23 B 24 A 25 C

● the interlocutor Extension

Training 4 Explain to the students that they are going to hear a

Training Explain that they should keep the conversation going

2 Ask students to close their books. Explain that the

Play the rest of the recording for the students to listen

1 a great idea 2 Do you agree? 3 In my opinion 4 I’m not so sure

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188 Teacher’s Notes Test 1 Reading Part 1

Reading Part 2 Teacher’s Notes Test 1 189

190 Teacher’s Notes Test 1 Reading Part 3

Reading Part 4 Teacher’s Notes Test 1 191

Reading Part 6 Teacher’s Notes Test 1 193

Writing Part 2 Teacher’s Notes Test 1 195

196 Teacher’s Notes Test 1 Listening Part 1

Listening Part 2 Teacher’s Notes Test 1 197

198 Teacher’s Notes Test 1 Listening Part 3

Listening Part 4 Teacher’s Notes Test 1 199

200 Teacher’s Notes Test 1 Speaking Part 1