Formula B2 Exam File (Pearson Education)

CONTENTS
Exam boost
These pages provide practice exercises for specific language and skills for each exam paper and part.
You are referred to the exercise sections from the main lessons when you should complete them.
Ex m reference
READING AND USE OF ENGLISH - Part 1 Multiple-choice doze
READING AND USE OF ENGLISH - Part 2 Open doze
READING AND USE OF ENGLISH - Part 3 Word formation
- READING AND USE OF ENGLISH - Part 4 Key word transformations
• READING AND USE OF ENGLISH - Part 5 Multiple choice
READING AND USE OF ENGLISH - Part 6 Gapped text

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READING AND USE OF ENGLISH - Part 7 Multiple matching
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- WRITING - Part 1 Essay
- WRITING - Part 2 Article
• WRITING - Part 2 Email or letter
WRITING - Part 2 Review
WRITING - Part 2 Report
WRITING - Part 2 Story
LISTENING - Part 1 Multiple choice
- LISTENING - Part 2 Sentence completion
II LISTENING - Part 3 Multiple matching
, LISTENING - Part 4 Multiple choice (long text)
SPEAKING - Part 1 Interview
II SPEAKING - Part 2 Individual long turn
Ill SPEAKING - Part 3 Collaborative task
Ill SPEAKING - Part 4 Discussion
Ill Exam overview

READING AND USE OF ENGLISH - Part 1 Multiple-choice doze
...
SECTION C
EXAM BOOST
Verb patterns
SECTION A You may be tested on reporting verbs. These follow
different verb patterns.
Phrases with prepositions
The missing word may be dependent on the preposition
that follows it or comes before it.
8 Match these reporting verbs with definitions 1-6.
0 Choose the correct verbs. (admit beg consider deny threaten warn )
1 Sam devotes/ spends all his time to his job. 1 think about
2 We've just left/ moved to a new house. 2 tell someone that something bad might happen
3 Who does this umbrella belong/ own to? 3 say something is not true
4 This style of building doesn't appeal/ attract to me. 4 ask for something in an anxious/urgent way
5 What project are you doing/ working on? 5 say something was your fault
e
6 The course consists/ includes of eight modules. 6 say you'll cause some harm/trouble
f) Write the missing words. You are given the first letter. Complete the sentences with the correct form of the
reporting verbs in Ex 5.
1 Are you OK? You look like you're in p__________ .
2 Jack's drawings are on d______ on our fridge!
1 Dan __________ me to get him a coffee.
3 Tim was pleased - at I_______ he said he was.

2 I'm __________ getting a coffee machine.
4 Students gave a talk in a_______ to their essay. 3 I saw Ian take my coffee but he _ --· __. ______ it.
5 What are you doing for the r __ . ____ of the day?

4 My doctor ________ me not to drink too
much coffee.
6 This building's modern in c ____ to that one.
5 Our boss __________ to take away our coffee
break if we didn't work faster!
SECTION B
6 Katy __________ spilling coffee on our sofa.
0 Is each verb in Ex 5 followed by a gerund or an

Phrasal verbs
The missing word may form part of a phrasal verb.
infinitive? Which verbs need an object?
E) Complete the sentences with the correct form of
these verbs. SECTION D
Easily confused words
(figure get live mess rely think )
You need to understand the precise meaning of words
1 I hope I don't ______ ... the speech up. and select them according to their appropriacy.
2 We can't. _____________ away with being
late to work.
0 Replace the inappropriate word in each sentence
with one of these words.
3 My work never _______ up to my boss's
standards.
briefly damage declined eventually
4 I can't_--·-·-·-····· __ my boss out. lie sympathetic
5 I often rush work without _________
it through first. 1 He rejected the environment conference invitation.
6 A good manager_·-_ .. _______ on their staff. 2 I'm kind towards people who live without
0 Complete the sentences with one word in each gap. clean water.
3 The solar cooker wouldn't work at first but lastly it did.
1 I've worked hard ______ . _ ___ learning English. 4 Let's lay on the grass and look up at the trees.
2 All our hard work has finally paid _____ . __ ... _ . _. 5 We shortly discussed the issues.
3 His apology made up _ .. ______ his mistake. 6 The storm did a lot of harm to the area.
4 I never think my actions ____
5 Films never seem to live up _______
my expectations.
6 The high salary made __ -··· _____ for the
heavy workload.
7 I like to stand ___ from the crowd.
,.,
• You will read a short text with eight gaps.
• You choose the word or phrase that best fits each gap from four multiple-choice options.
• Only one of the options will fit each gap. Short reading�
What is being tested?

This part of the exam focuses on your knowledge of vocabulary and some grammar.
The questions may test your knowledge of: m
the correct meaning/use of a word, e.g. The rabbit hopped along the road.
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collocations, e.g. She made a mistake.
• fixed phrases, e.g. first of all :::c
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• words or structures that follow verbs or nouns, e.g. The rain led to the cancellation of the match. 'TI
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• phrasal verbs, e.g. The talks broke down. :::c
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• linking words, e.g. He went out although it was snowing. z
expressions, e.g. out of the blue
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How do you do it?

_ BEFORETHETASK ------------- ------- ---
Read the title, and then read the whole text through quickly, ignoring the gaps, so you know what the text is about.
Don't look at the options at this stage.
_ DURING THETASK --------------------------

• Read the text again carefully, stopping at each gap.
If you think you know the answer, check your idea against the four options and choose the one that is closest.
Check the words before and after each gap - you are looking for clues such as words that are followed by
a particular preposition or words that form part of a fixed phrase.
If the gap is close to a linking word, make sure you read all the sentences around the gap.
• If you're not sure of an answer, cross out the options that are definitely wrong.
• If you are still not sure, choose the one that seems the most likely answer. You should always put an answer,
as your guess may be right!
_AFTERTHETASK ----------------- -------

Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
• Make sure you have chosen an answer for each gap - there is no negative marking, so make a sensible guess.
Are you exam-ready?
Did you ...

... read the text through quickly so you knew what it was about? ............................................................................... D
... stop at each gap and think about what word might be missing? ........................................................................... D
... check your idea against the four options? ................................................................................................................. D
... cross out options that were definitely wrong if you weren't sure? .......................................................................... D
... choose the most likely answer if you still weren't sure? ........................................................................................... D
... answer every question? ................................................................................................................................................ D
... remember to read the text again at the end to make sure it made sense? ........................................................... D
3
READING AND USE OF ENGLISH - Part 2 Open doze
5 Once/ By the time I've finished writing the report,

EXAM BOOST· it will be too late to go out.
6 They'll start serving food on the flight until/
SECTION A as soon as the seatbelt sign goes off.
Present tenses
You will sometimes be required to add an auxiliary verb. SECTION C
Remember that this needs to be in the correct form, Conditional forms
when appropriate.
There are alternatives to 'if' in a conditional sentence.
0 Complete the sentences with the correct

These are sometimes tested in this exam task.
auxiliary verbs.
0 Complete the sentences with one word in each gap.
1 In the last five years, she -----· ___ __ _ been 1 I'll go swimming at the beach
a teacher, an artist and a taxi driver. that the water's warm.
2 Smart phones _________ _ _ definitely getting I have tech
2 I get really frustrated______
smarter and smarter! problems on my laptop.
3 We ___________ learned a lot about the way Let's fill up with fuel in____ ___________the journey
3
the brain works over the last century. is longer than we think.
4 Where ___ _____ _ _ _ honeybees go during the 4 lnever buy fish _______ .. __ it's freshly caught.
winter? You can find the answer in this documentary.
5 As__________ as you agree, I'll post the
5 Why ______ -·- ____ timing so important in the contract tomorrow.
exam? The experts say that ...
6 If ____________ everyone understood me like
6 The writer _______ ____-· been working on his you do!
new novel since the beginning of the year.
7 I'll accept the job on _____________ that they give
Other words related to present tenses are also frequently me a decent holiday allowance.
tested, although they may not necessarily be part of the
verb form. SECTION D
0 Complete the sentences with one word in each gap.
Relative clauses
You may be tested on words that are part of clauses that
1 It's ___·-------- most expensive painting he add essential or additional information.
has ever owned.
2 Although I've been all over Europe, I've C, Complete the sentences with one word in each gap.
___ , ______ been to Rome. I would love to
1 I heard recently that the old college is going to be
go one day.
pulled down, __________ _ is very sad.
3 There's been a museum in the town centre
2 Tom had a bad holiday experience.
_ ____ _ ____. _ ages and I hope it stays.
_ eating some fish that had
4 We __________ ever watch TV these days as gone off, he was ill for nearly a week.
it's more convenient to stream films.
3 We returned home from the shopping trip
5 We have never had ____ worse completely broke,_______ _ __ .. ________ spent all
summer as far as the weather is concerned. our money.
6 The musician has lived in this area_______ 4 I remember my teacher's advice. Homework
he returned from Paris in 2008. _ _ '__ . _____ in a hurry always needs to be
checked carefully.
SECTION B 5 Everything was very well organised.
Future forms _____ ______ . ___ arriving at the meeting we were
given an introductory pack and a restaurant voucher
You are sometimes tested on time expressions linked to
for lunch.
verb forms.
6 I contacted the man dog went
E) Choose the correct alternatives. missing in the forest last weekend.
1 I'll call you until/ after I've seen Mark.
2 We'll wait outside the cinema when/ until you arrive.
3 When/ Until they reply to your email, contact me
immediately.
4 Once I By the time we've finished the project,
we'll go out to _celebrate.
4
You have to think of the word that best fits each gap - there are no options to
choose from.
The answer is always a single word.
• The word you write must be spelled correctly and must fit the grammar
and meaning of the sentence.
• Sometimes there may be more than one correct answer.
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What is being tested? )>
This part of the exam focuses on your knowledge of grammar and your understanding of how a text is organised.
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The questions may test your knowledge of:
articles and determiners, e.g. the, a, an, this, these • parts of verbs, e.g. have, been (think about verb forms
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too, e.g. is it a passive?) m
• prepositions, e.g. in, at, on
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• dependent prepositions, e.g. interested in • phrasal verbs, e.g. work out
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• pronouns, e.g. his, her, or relative pronouns • linking words and phrases, e.g. although, but
e.g. when, who • fixed phrases, e.g. apart from
How do you do it?

_ BEFORETHETASK
Read the title, and then read the whole text through quickly so you know what the text is about.
• Don't focus on the gaps at this stage.
_DURING THETASK _ _ _ _
_____________________
• Read the text again carefully, stopping at each gap.
• Think about what type of word is missing, e.g. is it a pronoun, a preposition, an article?
• Read the whole sentence containing the gap. Is the missing word part of a verb, and is it singular or plural, passive
or active, a modal verb?
• Check the words before and after the gap. The missing word may be a dependent preposition or part of a fixed phrase.
• Read the sentences before and after the one with the gap. The missing word may be linking two ideas in the same
sentence or in different sentences.
_AFTERTHETASK _______________________ __
• Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
• If you still don't know an answer, make a sensible guess - there is no negative marking, so don't leave any empty gaps.
Are you exam-ready?
Did you ...

. .. read the text through quickly so you knew what it was about? ............................................................................... D
... stop at each gap and think about what type of word might be missing? .............................................................. D
... check the words before and after the gap carefully? ............................................................................................... D
... read the sentences before and after the gap if the missing word was a linking word? ....................................... D
5
READING AND USE OF ENGLISH - Part 3 Word formation
...
SECTION C
Adjective suffixes
SECTION A Two common adjective endings are -ful and -less.
When they are attached to the same root word, they are
Negative prefixes
often but not always opposites so take care.
We can use prefixes to make an adjective negative.
Common prefixes include: un-, im-, in-, dis- and ii-. 0 Complete the table with the adjectives made from
0 Complete the sentences with these adjectives. these words.
delight doubt event hope pain peace

disallowed illegal illogical immature point power price skill success tact
indecisive informal unfair unlucky thought use wonder worth
1 You needn't wear a suit because it's an

-ful -less
event.
delightful I-
e
2 His response was completely··--·- _______ _
and didn't make sense at all.
3 People in his position can't be ______ Complete the sentences with adjectives from Ex 4.
They need to make quick choices. 1 It was very _______ of him to use the last
4 The supporters were furious with the referee of the milk and leave nothing for us.
that the goal at the end of the match was 2 A lot of things happened on holiday which made it
but not a time I'd like to remember.
5 We were really__ _____ on holiday 3 It's a bit ________ trying to phone Jules -
because it rained every single day. his signal is unreliable and I don't think he could
6 It has been___ to use a handheld help anyway.
phone while driving for a long time now. 4 Jim has a bad ankle and it's whether
7 Playing silly jokes like that shows that the person he can play in the match tomorrow.
is very _______ . ___ . 5 Don't worry about the injection because it's
8 In my opinion it's _________ _ that young completely ________ -you won't feel a thing.
people can't learn to drive at an earlier age.
SECTION D
SECTION B Prefixes over and under
Noun suffixes Some verbs can take the prefix over to add the idea of
Sometimes we can form a noun from another noun by 'too much'. Some of these verbs can also take the prefix
adding -hood or -ship. under to add the idea of 'too little'.
8 Add the correct endings to the nouns. Q Complete the sentences with the correct form of
some of these words.
1 adult____ 5 mother___
2 champion__ 6 neighbour____
charge cook do eat estimate look
3 child____ 7 partner___ _ pay sleep think work
4 friend
1 We _____________ the number of people
E) Complete the text with the nouns in Ex 2. and didn't provide enough food.
The person I remember most from my 1 ____ 2 The meals here are never
is a girl called Emily. She lived in my 2___ ··- __ and don't taste dry.
and we formed a great 3___________ at primary 3 My bedroom ___ .. ____ the garden
school and did everything together, including and every morning I hear the birds singing.
sports. We were a wonderful 4_____________ in
4 My brother sometimes ___ ····- __________ his gym
tennis and when we were ten we won the county
5___________ . We stayed close to each other as training and gets aching muscles.
5 You mustn't __ ------·-······- and miss the
we went into 6_____ • We are both now on
appointment.
the verge of 7_____ ! I hope our children are
friends too. 6 Cut down on some of your projects - you're
__________ and it isn't good for you.
6
• The base form of the missing words is at the end of the line containing the gap.
You have to change the form of the word so it fits the gap.

This part of the exam focuses on your ability to form new words from a base form.
The questions may test your knowledge of:
• prefixes, e.g. happy - unhappy, advantage - disadvantage

suffixes, e.g. happy - happiness, common - commonly
other spelling changes, e.g. deep - depth, strong - strength �
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compound words, e.g. note - notebook -n
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How do you do it? z
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_ BEFORETHETASK--- - - - - - --------------- - m
Read the title, and then read the whole text through quickly so you know what the text is about.
Don't focus on the gaps at this stage.
_ DURING THE TASK___ _ _ _____ _ ______ ____ _

Read the text again carefully, stopping at each gap.
Think about what type of word is missing. Is it a noun, a verb, an adjective or an adverb?
Think about whether the missing word is singular or plural.
Think about whether the meaning is positive or negative.
Look at the base word. Think about how to change it to the form you need.
Think about prefixes or suffixes you need to add.
• Think about other spelling changes.
_AFTERTHETASK_ __ _ __ __
Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?
• Make sure you have completed all the gaps - there is no negative marking, so make a sensible guess if you are still
not sure.
Are you exam-ready?
Did you ...

.. . rea·d the text through quickly so you knew what it was about? ............................................................................... D
... stop at each gap and think about what type of word might be missing? .............................................................. D
... look at the base word and think about how to change it? ....................................................................................... D
... remember to think about prefixes and suffixes? ....................................................................................................... D
... remember to think about other spelling changes? .................................................................................................. D
7
READING AND USE OF ENGLISH - Part 4 Key word transformations
SECTION C
Comparative forms
SECTION A You need to understand different language that can be
used to compare things.
Past tenses
You need to recognise patterns of language that have the
same meaning.
8 Match each of sentences 1-6 with a sentence A-F
which has the same meaning.
0 Match each of sentences 1-6 with a sentence A-F 1

2
Films are more enjoyable than books.
Films are less enjoyable than books.
which has the same or a similar meaning.
3 Books are as enjoyable as films.
1 Carl's been playing football for ages.
4 Books are much more enjoyable than films.
2 Carl regularly played football at the weekends.
5 This is the most enjoyable film I've ever seen.
3 Last week's match was the first that Carl has missed.
6 There are many more enjoyable books than films.
4 Carl hasn't played football since he was 15.
5 Carl regularly played football with his dad. A Films and books provide the same level of enjoyment.
6 Carl had just left the field when his team scored. B I've never seen a film as enjoyable as this.
C Books aren't as enjoyable as films.
A Carl began playing football a long time ago.
D Films aren't as enjoyable as books.
B Carl stopped playing football as a teenager.
E Films are far less enjoyable than books.
C Carl had never missed a match until a few days ago.
F There are fewer enjoyable films than books.
D Carl's team scored just after he left the field.
E Carl would often play football with his father.
SECTION D
F Carl often used to play football on Sundays.
Passive forms
SECTION B You may need to produce the passive form.
Reported speech
You might need to report direct speech. This might mean
0 Complete the second sentence in each pair so that it
has a similar meaning to the first. Use between two
changing a verb form, time expression and/or pronoun and five words in each gap.
or changing the position in which a verb appears in
1 We'll have eaten this food by the end of the day.
a sentence.
This food _______________________
f) Choose the correct option (A or B) to report the by the end of the day.
direct speech. 2 Almost everyone enjoyed the food festival.
The food festival
1 'Where are you going right now?' asked Ben.
almost everyone.
A Ben asked me where I was going right then.
B Ben asked me where am I going right then. 3 We have entered our cheese into the contest.
Our cheese ----------- -·--
2 'I've never seen dolphins in the sea,' said Anna.
into the contest.
A Anna told us that she's never seen dolphins in
the sea. 4 The judges are tasting our cheese now.
B Anna told us that she'd never seen dolphins in Our cheese ____ ·------ ________ _ _ _
the sea. the jl.l�ges now.
3 'Did you see the moon last night?' Phillipe asked. 5 The judges might give two cheeses joint first place.
A Phillipe asked us if we'd seen the moon last night. Two cheeses ___________
B Phillipe asked us if we did see the moon last night. joint first place.
4 'Do you know where the pink lake is?' Veronica said. 6 The judges gave the biggest sculpture first prize.
A Veronica asked me if I knew where is the pink lake. First prize___ to the
B Veronica asked me if I knew where the pink lake is. biggest sculpture.
5 'It's raining right now' said Davide.
A Davide said it had been raining at that time.
8 Correct one error in each sentence.
B Davide said it was raining just then. 1 Flowers have been being carved out of fruit for
centuries.
6 'Will you come to the dentist with me?' asked Kate.
2 Thai meals often are accompanied by vegetable
A Kate asked me if I'd go to the dentist with her.
carvings.
B Kate asked me if I'll go to the dentist with her.
3 Butter can to be used to create sculptures.
4 Butter sculptures will be damage by heat.
8
• You will read six pairs of sentences.
The sentences in each pair have a similar meaning, but they are expressed in
different ways.
There is a gap in the second sentence which you have to complete.
You must use between two and five words to fill the gap.
Contractions (e.g. don't, couldn't, she'd, etc.) count as two words.
You are given one of the words (called the key word).
You must not make any changes to the key word. m
----- ----------------------------- X

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This part of the exam tests your knowledge of both grammar and vocabulary. You need to show that you can express -n
a sentence in a different way, using different grammar patterns or different vocabulary, but without changing the m
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meaning. The questions may test your knowledge of: m
z
changing sentences from active to passive vocabulary such as phrasal verbs and collocations n
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changing from direct to reported speech fixed phrases and linkers
How do you do it?

_ BEFORETHETASK----------------- --------
Read the example to make sure that you know exactly what to do.
Read the instructions carefully and make sure you know how many words you must use to fill each gap.
_ DURING THETASK-------------------------
Read each first sentence very carefully. Think about what it means.
Look at the key word. Is it a verb, noun or adjective?
Think about whether there is a particular structure that usually follows this key word, e.g. interested + in + -ing,
make+ someone+ do something.
Read the second sentence in each pair. Think about the information that is missing from the second sentence.
Think about how you can complete the second sentence using between two and five words, including the key word.
Remember, you can change other words from the first sentence and add different words, but you cannot change the
key word.
If you are not sure what the correct answer is, make a sensible guess using the key word - there is no negative marking.
_AFTERTHETASK ----------------- -------

Read through both sentences in each pair again to check that they have a similar meaning.
Check that you have used the correct number of words to complete each gap - remember that contractions count as
two words.
Are you exam-ready?
Did you ...

.. . read the first sentence and think about the meaning carefully? ............................................................................. D
... think about structures that are used with the key word? .......................................................................................... D
... complete the second sentence using between two and five words? .................................................................... D
... leave the key word unchanged? ................................................................................................................................. D
... read the two sentences again to check they had a similar meaning? .................................................................... D
•� . �--=-. - - .. . ··- - .. - - - . _- --:- - - - --------:---- -

Are you ready for Reading and Use of English -�art 4? Identify a_n -�"!•� i'!'f>rove... 9
READING AND USE OF ENGLISH - Part 5 Multiple choice
...
4 The writer ______ that climate change
EXAM BOOST will not damage this environment too badly in the
future. (It's a possibility but he doesn't want this
SECTION A to happen.)
Identifying attitude and opinion 5 The writer _ _ to work for less than
You may be asked about the writer's opinion, attitude he'd been previously paid. (He will not agree to this.)
or feeling. These questions often feature a range of 6 The writer is experienced and_____ _
adjectives in the stem or options. The adjective will not the dangers of photographing on active volcanoes.
appear in !he text. (He understands the risks.)
0 Match the adjectives in 1-6 with extracts A-F. SECTION B

Identify the phrases that helped you. Deducing the meaning of unfamiliar
1 The writer was confused by ... vocabulary
2 The writer felt guilty that ... There will often be a question that tests the meaning of
3 He was reassured by ... vocabulary you may not be familiar with.
4 The writer was relieved that ...
5 The writer was attracted to the idea of ... E) Match the words in bold in the text with 1-7. Which
parts of the text helped you decide?
6 He was excited about ...
1 two ways of saying that someone couldn't
A I knew I should have visited my cousins while I was remember what to say _____________ ___
in the area but I didn't really have a lot of time. Now I
won't see them for another six months at least. 2 an expression that describes nervousness
B It was the chance of a lifetime and I was really
-----------------
looking forward to the experience. I'd never
3 a way of walking _______ ___________
photographed a lightning storm before.
4 a way of referring to something mentioned previously
C I'd been very worried about missing the plane,
as the motorway traffic had been horrific, but we
arrived just in time, thank goodness. 5 an expression that means a performance was
D Someone at the shop drew me a map but when appreciated ______________
I searched online I found a completely different 6 a verb implying enjoyment of an activity
route. I had no idea which directions to take.
E The job offers were interesting and I particularly 7 a way of speaking quickly
liked the thought of working for a small company.
F At one point I felt that I'd made a complete mistake
but then I saw smoke from a chimney in the distance The moments before the curtain goes up affect
and I knew I hadn't got completely lost. different actors in different ways. Some pad
The questions often use a variety of different verbs to up and down in the corridor with butterflies in
paraphrase information from the text. their stomachs, while others can't wait to get
on stage. Paula belonged to the latter. She
f) Complete the sentences with these verbs. Use the revelled in being in front of an audience, the
information in brackets to help you. bigger the better, whereas I would stand shaking
at the slde of the stage. So, it was a surprise
accepts doubts hopes when on that first night, Paula was the one who
refuses regrets suspects
dried on stage in the middle of act one. She'd
1 The writer _ ___________arranging such an early been so confident, rattling off her lines long
appointment. (It meant that he was tired for the before anyone else had even started learning
whole day.) theirs. But it happens to the best of actors and
2 The writer _______________ that anyone will believe it happened to Paula. She later described the
his story. (It sounds impossible.) moment that her mind went blank as one of the
3 The writer _______ that he has been given most horrific experiences of her life. However, in
the wrong information. (He appears to be in the spite of the unexpected problem, the rest of the
wrong location.) performance went extremely well and it brought
the house down! The reviews were all very
positive and the rest of the week was sold out.
10
• You will read a long text which is followed by six multiple-choice questions.
Each question has four options to choose from.
Onelong1eict
The questions come in the same order as the information in the text.
• Some questions focus on a sentence or phrase in the text.
Other questions ask about a longer section of text.
• It is always clear which part of the text the question refers to. You should not bring
information from other parts of the text into.your answers.
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What is being tested? ►
In this part of the exam, the multiple-choice questions focus on different aspects of reading. They may ask about: :::0
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the writer's attitude or opinion, or the writer's message • the writer's purpose in part or all of the text 'T1
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your detailed understanding of one part of the text something that is implied in the text rather than stated :::0
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the writer's use of a particular expression or phrase, • some features of text organisation, such as reference z
or its meaning in context or comparison n
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How do you do it?
_ BEFORETHETASK --------------------------
Read the context sentence as this tells you what type of text it is and what it's about.
Read the title and the whole text quickly to get a general understanding of the content and how the text is organised.
Identify the paragraph where the answer to each question will be.
_ DURING THETASK -------------------------

Read the options for each question. Underline key words that might help you identify the information you need.
Take each question in turn and read the relevant paragraph. Mark where you think the answer is in the text,
then choose the option that is closest to that. Remember that you may not see the same words in the text and the
options, as they may be paraphrased.
Check that the other options are definitely wrong.
Some questions may ask about a particular word or phrase. In this case you will be given the line number where the
word or phrase appears. Make sure that you read the lines before and after this line carefully as these will help you
choose the correct answer. Don't just look at the given line.
If you are not sure of an answer, leave it and move on - you can go back to it later. If you are still not sure, identify the
options that are definitely wrong and choose from the others the one that seems most likely.
_AFTERTHETASK __ _______________________
_ _
Check your answers quickly to make sure you are happy with them.
Make sure you have answered all the questions, even if you are not sure of the answers.
Are you exam-ready?
Did you ...

... read the text through quickly to get a general understanding? ............................................................................. D
... read the questions and identify the paragraph where each answer would be? ................................................... D
... underline key words in the questions to help you find the correct information? ................................................. D
.. read the relevant paragraph carefully to find the information you needed? ........................................................ D
... choose the option that was closest to the meaning? ............................................................................................... D
... answer every question, even if you were unsure of the answer? ............................................................................ D
[1- . .
Are you ready for Reading and Use of English Part 5? Identify �n area to improve. 11
READING AND USE OF ENGLISH - Part 6 Gapped text
E) Complete extracts 1-4 with the sentences A-D

in Ex 2.
1 It took me a long time to become proficient at
SECTION A
English. _____ Spending several months in the
Understanding reference devices country probably helped.
You often have to identify different forms of reference, 2 To learn a language well you need to have a good
particularly how a sentence refers back to a previous teacher. __ ._It helps develop your vocabulary
sentence. Sometimes the second sentence starts with and understand the flow of the language.
a phrase which introduces points that relate to the 3 My friend's mother is Australian and the family often
previous sentence. spoke English at home. _____ He now works as an
0 Complete the second sentence in each pair with 4

interpreter for the United Nations.
My English teacher is French, like me, but he speaks
these words.
English brilliantly. _____ I think this helped him
pick up a lot of idiomatic English and become
addition instead result said spite while
really fluent.
1 The teachers at the college give extra help when

SECTION C
necessary. As a ____________ of this, the
students progress very quickly. Rephrasing, exemplifying and commenting
2 When applying for the job I had to give details of You may need to look for an example or clarification of
my work experience. In __________ to this something mentioned in the previous sentence.
I had to describe my career goals. This may not always be signalled by an introductory
3 It's said that good qualifications are necessary to get phrase, instead a link to the specific topic, problem, etc.
a good job. ___ ·----- this is true, I also think may be mentioned.
employers like people to have a lot of interests.
4 The weather forecast was for a hot, dry day. 0 Choose the correct sentence (A-C), which all include
____ of this we had showers all examples, to fit gaps 1-3. Then identify the link with
afternoon. the previous sentence.
5 In my opinion, my town is a very good place to live
and work. Having ___ ---·-·----- that, I wouldn't Climate change is clearly affecting our weather
mind finding a job abroad for a year or so. significantly. Different areas suffer in different
6 The meals on the restaurant menu were surprisingly ways. 1 This is a general change
expensive. In ________ of this, the quality of which people need to adapt to. However, we are
the food was not very good. also seeing extreme events which are
life-threatening. 2____ Properties are
SECTION B
at risk too. 3
Text structure and cohesion

You need to look for clues in each option that show A People's homes have been flooded by swollen
whether it is adding an idea, making a contrast or giving rivers and got caught in forest fires.
a reason or consequence. B Hotter countries are getting hotter, and colder
0 Match these words and phrases with the words C

countries are getting colder.
Flooq damage can make people homeless for
and phrases in bold in sentences A-D that they month� on end and coastal erosion can mean
can replace. abandoned and derelict houses.
Also Because of this Besides this

It's due to the fact that On the other hand
The reason is that Therefore Unlike me
A As a result, he achieved a high level in the language

very quickly.
B However, my cousin only needed a year to learn
English very well.
C This is because he lived in London for ten years
when he was a child.
D As well as this, it's important to read widely.
12
• You will read a long text with six gaps where sentences have been removed.
The sentences that fill these gaps are written below the text, in a jumbled order.
A lang text with
There is also a seventh sentence which does not fit any of the gaps in the text.
sixgap$
• You have to decide which of the seven sentences fits each of the six gaps.

In this part of the exam, you need to understand the way a text is organised and how
words are phrases are used to link earlier or later parts of the text to hold it together. These links may be: m
><
references to people or places, e.g. words such as vocabulary references (words with similar meanings) )>
these, those, that, there • grammatical links between paragraphs,
time references, e.g. after that, then e.g. time expressions ;a
m
pronouns, e.g. he, they logical links between the topic and the focus of 'T1
m
a paragraph or sentence ;a
m
How do you do it? z
n
m
_ BEFORE THE TASK-------------------------
Read the context sentence as this tells you what type of text it is and what it's about.
Read the title and whole text quickly, ignoring the gaps, to get a general understanding of the content and how
the text is organised.
Read the seven sentences.
__ DURING THE TASK------ - - ------

• Read the long text again, stopping at each gap. Choose the best sentence for each gap. Read the
Think about what kind of information might be missing. sentences before and after the gap again to confirm
Look at the sentences and see if there are any your choice. Check for any words in the sentence after
topic or language links with anything in the long the gap that refer back to the missing sentence - does
text. Look for references to people or places, time the sentence you have chosen still fit?
references, pronouns, etc. If you are not sure of an answer, then go on to the next
Think about the overall text and how it's structured. gap. Make sure that you're thinking about the flow of
If necessary, go back and read the text again from the the overall text as you do the task.
start. You need to think about the flow of the whole When you have filled all the gaps, check that the extra
text as you do the task. sentence does not fit into any gap.
_AFTERTHETASK ----------------------- - -
�
Read the whole text again with the missing sentences in place. Make sure that it makes sense and the ideas follow
each other in a logical way. If you have any doubts, check your answers again.
Make sure you choose an answer for each gap - there is no negative marking, so make a sensible guess if you are
not sure.
Are you exam-ready?
Did you ...

.. . read the text through quickly to get a general understanding? ............................................................................. D
... read the seven sentences carefully? ........................................................................................................................... D
... focus on each gap and think about the flow of the text? ......................................................................................... D
... choose the best sentence for each gap and check that it fitted with the sentences around the gap? .............. D
... check that the extra sentence did not fit into any gap? ........................................................................................... D
... check that the overall text made sense with the sentences in place? .................................................................... D
... check you had not used any sentence more than once? ......................................................................................... D
I 13
Are you ready for Reading and Use of English Part 6? Identify an a� to improve.
READING AND USE OF ENGLISH - Pa rt 7 Multiple matching
...
A I love my current job and this is mainly down to
the fact that I don't have time to get bored as I did
SECTION A in my last one. I was even given a higher position a
month after starting, which surprised me! But I'm
Reading for specific information content with the workload I have now - just right.
You need to identify a section of text which contains I get on well with the majority of my colleagues.
certain information. You first need to understand what This is probably a result of the company practice of
you are looking for and then scan the text to find the sending employees away on team-building courses.
equivalent information. These are both instructive and fun for everyone
0 Read the questions and identify the words that will involved. My only complaint is the hot desk policy,
where no one gets to have their own regular work
help you find the information. space. It doesn't affect the quality of my work - well,
no one has moaned about it yet - but it can be quite
Which paragraph mentions
frustrating to have to move my things around all
1 a disagreement over how a classroom activity the time.
was conducted?
B My job involves a lot of commuting but I'm happy
2 a reluctance to show her inadequacy at school? with that as I'm working for a company which
3 a concern over ways her progress was assessed? appreciates my skills. Unlike my previous boss. who
4 a consideration for the feelings of classmates? never praised anyone or gave them any support. We
had an argument when a client objected to the way
E) Read the text and match paragraphs A and B with I dealt with her situation, and he didn't even ask for
two of the questions from Ex 1. Which two questions my side of the story. This company respects their
are not answered? staff. The organisation of our office space cleverly
allows us privacy when necessary but also room
A I enjoyed going to school when I was very young. for interaction. There are plenty of opportunities
There was less pressure than in later years and for advancement, something I didn't have before,
friendships made then were strong, some lasting and I find that motivating. In addition to this, they
throughout my whole education. I don't mean that have a realistic programme for on-the-job training.
there weren't any arguments, far from it. My best This often focuses on how best to work in groups
friend now and I were sworn enemies for a long time without taking us out of the office. I'm very glad
after practically fighting over our interpretation of a I made the move.
teacher's instructions in an art class!
B At that time little things seemed to have great
importance. For example, where you sat had huge
SECTION C
implications as it showed others who you liked most. Paraphrasing in questions
I hated offending anyone so when two girls asked me The questions will sometimes use a noun when in the
to sit next to them I avoided the issue completely and text a phrase is used.
sat next to someone completely different. At least it
showed I hadn't chosen one over the other. 0 Match three of the nouns in phrases 1-6 with
the extracts (A-F) they relate to and identify
the paraphrases.
SECTION B
Which writer mentions
Understanding implication 1 a defay in 4 a fear of
The questions will not use the same language as the 2 an increase in 5 a lack of
texts. Therefore, it is necessary to look for what is implied
3 an example of 6 an enthusiasm for
but not stated. There may also be references which
appear to relate to the question in more than one text. A We should definitely have been given more details
0 Read texts A and B, which are about people's B

about how to claim on the insurance.
The departure lounge was noticeably more
attitudes to their work. For questions 1-4, choose crowded than in previous years.
from texts A and B. The texts may be chosen more
C I personally get a little worried on planes, but I'd
than once. never seen my son so excited before.
Which writer mentions D Through experience I'd learned to take a paper
1 an enthusiasm for external training days? map with us in the car wherever we went.
2
E In spite of repeated requests, our sandwiches
a desire for promotion?
never arrived.
3 a complaint about his work performance?
F We were supposed to have taken off an hour before
4 a dissatisfaction with his work environment? we did and as a result missed our coach to the resort.
14
• You will read one long text which is divided into different sections or up to six shorter
texts all on the same topic.
There are ten questions to answer.
• The ten questions state information or ideas taken from the text.
You have to match each question or statement with the correct section of the long text
or the correct short text.
What is being tested? m

This part of the exam tests your ability to skim or scan a text quickly to find the information you need. You need to: ><
lit
read quickly without worrying about the meaning of every word
• read carefully to match the exact meaning of the question or statement with the relevant part of the text :::0
m
• understand the detail, specific information, attitude or opinion in the question and find the part of the text 'TI
where those ideas are stated or implied m
:::0
m
recognise that there may be ideas in other sections which appear to be similar, but which don't match the
z
question accurately n
m
How do you do it?
_ BEFORETHETASK --------------------------
• Read the context sentence as this tells you what type of text it is and what it's about. It will also tell you the
overall topic if you are given several short texts.
You don't need to read the whole text first because you don't need to understand the whole text in order to
answer the questions.
Read all the questions before you look at the text. Think about what each one means and underline any key
words. You won't see these words in the text, they will be paraphrased, but identifying the key information you
need will help you.
_ DURING THETASK
Focus on each question in turn.
Scan the text and mark any sections where you think the answer to the question might be.
Skim or scan the part of the text where you think the answer is.
Once you have found the answer, check it carefully to make sure that it matches the question completely.
If you're not sure, keep looking.
You will find that the more times you scan the text, the easier it becomes to remember the information.
You will be familiar with the texts by the time you come to the last questions.
If you have difficulty with one of the questions, don't spend time worrying about it. Move on to another
question and then come back to it.
_ AFTER THETASK ----------------- -- -

-----
Quickly check your answers to make sure you are happy with them.
• Make sure you have answered all the questions - don't leave any question unanswered.
Are you exam-ready?
Did you ...

... read the context sentence to find out what type of text it was and what it was about? ....................................... D
... read the questions carefully? ....................................................................................................................................... D
... focus on each question in turn and skim or scan the text to find the information that matched? ...................... D
... read the relevant part of the text very carefully to make sure the meaning matched exactly? ........................... D
... check that you had answered all the questions? ...................................................................................................... D
-- - --- - -- - - - - - -- - -
Are yo11 �ady for Rea_ding and Use of English P�rt 7J Identify an" area ·to "improve:
-
. · 11 15
WRITING - Part 1 Essay
�-
0 Put the sentences in the correct order to create two
conclusions. Which conclusion goes with which
introduction in Ex 3?
SECTION A A The only way to do this is by working
Audience, structure and tone together globally.
It's important to structure your essay clearly and use an B To reduce these health issues, we must reduce
appropriate tone for an academic audience. air pollution.
0 Look at the essays on pages 12 and 113.

C The effect is health problems affecting our heart
and lungs.
Which structure has each writer used?
D As these are major organs, we must reduce
Structure 1 air pollution.
Introduction E To conclude, air pollution can cause health problems.
Topic 1 discussion (pros/cons)
F In summary, fossil fuels and transport cause
air pollution.
Conclusion+ writer's opinion
SECTION C
Structure 2 Connecting ideas in a paragraph
Introduction with opinion stated You can connect ideas in a paragraph using linkers.
8
Reason for opinion 1
Reason for opinion 2 Write these linkers in the correct categories.
Reason for opinion 3
Conclusion as a result as well because of furthermore
8 Replace the words and phrases in bold in the essay

in contrast in spite of (the fact that)
owing to (the fact that) the effect of this is that
extract with these words and phrases to make it
more formal. 1 Adding information:
allow us to become destress increases

2 Showing contrast:
in support of is not offer significantly
we are
3 Explaining the result:
One reason 1 for a holiday in the mountains is the
peace and quiet. They 2give us a place to 3chill and
4 Explaining the reason:
they 4let us breathe in fresh air. Unfortunately, the
number of people at the seaside 5goes up 6a lot
in the summer which means beaches 7get very
crowded and 8we're always surrounded by people.
Q Complete the sentences with words and phrases
from Ex 5. More than one answer might be possible
This 9isn't very relaxing.
and a linker might fit more than one sentence.
SECTION B 1 We should eat vegetables every day

·---------------- the vitamins they provide.
Writing introductions and conclusions
2 Fruit provides vitamins.... _____ _ . _____ , fast food
You need to write an introduction and a conclusion. offers carbohydrates.
0 Put the sentences in the correct order to create two

3 Fruit we eat provides us with vitamins.
___________ .. _, we get vital nutrition.
introductions for two different essays.
4 Fruit contains vitamins. It contains minerals
A Today, there are several key causes of poor air quality.
B Poor air quality is a fourth and must be addressed. 5 Fruit provides us with vitamins.
C This essay will discuss these causes and their impact. we get vital nutrition.
D Poverty, inequality and climate change are 6 _____________ fruit is healthy, fast food remains
three examples. more attractive to some.
E Air pollution has been an issue since the Industrial 7 Fruit provides vitamins. ________
Revolution. it provides minerals.
F There are many issues that affect our world.
16
WRITING - Part 1 Essay
This task is compulsory.

• An essay is usually written for a teacher and uses formal language.
• In the task, you are given a question or statement to discuss and two ideas to write
about. You should include both of these and also add a third idea of your own.
·�
�
fflllf.�matb
The essay should agree or disagree with the statement, give reasons, compare and
contrast ideas and reach a conclusion. on��
m
What is being tested? ><
The main purpose of an essay is to present an argument, analysing opinions and reaching a conclusion. There should )>
be a clear line of argument throughout. You are marked on a scale of 1-5 in four areas. �
::0
• Content: This must be relevant and use the ideas given • Organisation: Organise your ideas into clear m
"'T1
plus a third idea of your own that adds something new paragraphs including an introduction and a conclusion, m
to the argument. and use linking words to connect your ideas. :::0
m
Communicative achievement: Your essay must have Language: Use formal language in your essay. z
n
a clear structure leading to a logical conclusion. m
The reader must be able to understand the argument.
How do you do it?

_ BEFORETHETASK --------------------- - - - -
Read the instructions and the question carefully. Think about:
• the topic - what is your own opinion about it? what extra information you could include as your third
the information you have to include point - it should be different from the two given points,
not just an extension of them
_ DURING THE TASK-- -- ------- - - ----------

Before you start writing, spend time planning your essay - don't begin writing the final version too quickly because
it is difficult to reorganise your ideas later.
Decide on your conclusion. Note down any extra details or reasons you could
Think about how many paragraphs you need. include to support the three points.
• Divide the three points into your chosen paragraphs. Plan ways of linking your ideas and decide on the
formal language to use.
When you are happy with your plan, write your essay.
_AFTERTHETASK _____ _ _ ____ _ ______________ _

• Read your essay to check that it is coherent and logical and that there are no grammar or spelling mistakes.
Make sure you have included all the information from your plan and that you have written the right number of words.
Are you exam-ready?
Did you ...

... spend enough time planning? .................................................................................................................................... D
... include both the prompts? .......................................................................................................................................... D
... add a third idea of your own? ...................................................................................................................................... D
... write a general introduction and a logical conclusion? ........................................................................................... D
... use formal language? ................................................................................................................................................... D
... check for grammar and spelling mistakes? ............................................................................................................... D
... write the right number of words? ................................................................................................................................ D
17
WRITING - Part 2 Article
0 Match�- the more descriptive sentences A-H with

sentences 1-8.
You need to sound friendly with neutral or less 1 It has a pleasant smell.
formal language. 2 It has a unique taste.
0 Complete the sentences with these words. 3

4
The store's always crowded.
I was really excited.
also forever love perfect 5 It really annoyed me.

say seems way worth 6 It's my favourite thing to buy people.
7 I'm not very confident in my choice of gifts.
1 What I _______ about (giving gifts) is
I was very disappointed with what I got.
8
(seeing people's faces).
2 It's really ________ giving (a gift service) a try. A It's like nothing you've ever tried before.
3 A____ example of this was (my very B I'm always totally unsure about what to get people.
first bike). C It reminds me of breathing in air on a summer's day.
4 One _______ to (succeed) is to (start with D There's nothing I like better than getting my family
a plan). and friends ... .
5 It's not just about (the gift),it's _______ E I was buzzing with excitement.
about (how you present it).
F You usually have to fight your way through people.
6 Do that and you'll be ________ ... _(happy). G It was such a terrible let-down.
7 It ________ to me that (no one really enjoys
H It really got on my nerves.
shopping for gifts).
8 I'd---···------ that it's much more fun to In addition, you need to use a range of phrases to
(buy a gift than receive one). connect ideas.
You also need to engage the reader. You can do this with
questions and descriptive language.
0 Complete the sentences with these words and
phrases. More than one answer might be possible
f) Write the words in the correct order to make the and a phrase might fit more than one sentence.
beginning of questions you could use in an article. After all As well as that Having said that
1 ever I considered/you/have/...? However I mean In actual fact
2 try/you/ever I would/ ...? In other words That's why
3 do/when/do/what/you ...?
1 Giving a gift can make someone feel loved.
4 who I you I are I someone/... ? _______ ,the gift giver feels good too.
5 like/this/sound /does/ ...? 2 Buying gifts is fun. ___ ... _________ _, it can be
6 if/do/what/you/would/ ...? stressful too.
7 you I tried/ever I have I ...? 3 Buying gifts is awful for some people.
8 anyone/you/do/know/who/... ? ________ ,not everyone enjoys it.
4 We shouldn't spend much on gifts._-··-_----·
E) Complete five questions from Ex 2 with different the recipient doesn't always want them.
endings to make questions on the topic of gift giving.
5 I love, 9uying people gifts...__ ··- _ -··
I don't enjoy buying for my dad much.
6 Buying gifts people don't want is a waste.
___________ I don't bother!
7 I always think my friends want what I buy them.
, I want what I buy them!
8 Gift giving should be for children. ______
receiving gifts is not really an activity for adults.
18
WRITING - Part 2 Article
An article should inform and entertain the reader.

• It may be written for an English-language magazine or newspaper.
In the task, there is a context sentence telling you who' you are writing the article for
and why.
There are also ideas or questions to help you with what to write about.
You should write your article in an interesting and lively way.
m
What is being tested? X
An article should engage and entertain the reader. After reading it, the reader should understand your opinion and l>
your reasons. You are marked on a scale of 1-5 in four areas.
�
:::0
m
Content: This must all be relevant. You should engage • Organisation: Use clear paragraphs, including an 'TI
the reader and write in an interesting way, e.g. by introduction and a conclusion. Your article should be m
:::0
including anecdotes or amusing examples. easy to read and coherent.
z
m
Communicative achievement: Use a semi-formal or
informal style. The reader must be able to understand
Language: Use a variety of simple and complex
structures. In an article, you should include a range of
n
m
your main points. interesting vocabulary, and rhetorical questions.
How do you do it?

_ BEFORE THETASK _________________________
the topic - what information do you have to include or what questions do you have to answer?
what title you could give your article. This is a good way to interest the reader, but it also helps you think about the
main focus of your article.
_ DURING THE TASK ------------- -----------

Before you start writing, spend time planning your article.
• Note down what you think about the topic, including your own opinion.
Think about interesting information or details you can include. Are there amusing anecdotes you could write about?
Think about how many paragraphs you will need. The first paragraph should introduce the topic in a way that will
catch the reader's interest.
Think about ways of linking your ideas so that your article is easy to follow.
Think about the last paragraph. This could be a short summary of your article or something amusing.
When you are happy with your plan, write your article.
_ AFTERTHETASK _____________________________
• Read your article to check that it makes sense and is interesting, and that there are no grammar or spelling mistakes.
Make sure you have included all of the information from your plan and that you have written the right number of words.
Are you exam-ready?
Did you ...

. .. spend enough time planning? .................................................................................................................................... D
... include all the information required? ......................................................................................................................... D
... include an introduction and a conclusion? ................................................................................................................ D
... link your paragraphs clearly? ....................................................................................................................................... D
... use appropriate language and devices to interest the reader such as rhetorical questions? ............................ D
... check for grammar and spelling mistakes? ............................................................................................................... D
I 19
Are you ready for Writing Part 2 Article? Identify an area to improve.
.
WRITING - Part 2 Email or letter
.,.
EXAM BOOST
E) Read the formal email. What is its purpose?
You may be asked to write an informal or formal email J. From: [email protected]
or letter. Subject: trainers
0 Match the informal phrases (1-8) with the more Dear Sir/Madam,
formal equivalents (A-H).
_____ a pair of your trainers which
1 I'm writing about ... I purchased from your shop on 24 May.
2 Looking forward to seeing you. This was the first time that I had purchased this
3 Best wishes, particular brand. They came recommended by
4 I've got a great idea for you. one of your staff who said they were long-lasting.
2_ _ _______ • _ __ _ , after wearing them just three
5 One thing you could do is ...
times, the shoes can no longer be worn. A hole
6 I'm free any time you need me. has appeared in the toe of the right shoe which lets
7 Can I ask for ... ? water in. 3__ __ __ __ _ _ __ • , the bottom of the left
8 You should get in touch with ... shoe has started to come apart.
•.. ____ , I am very disappointed about
4
__ ---··
A I would like to put forward a suggestion.
this situation. At £79.00, the trainers were not
B I look forward to hearing from you in due course. particularly cheap and I would expect much better
C One possibility is ... quality for this price. 5 ____ ___ ____ __ , I would
D It would be a good idea to contact ... like to request a refund. Unfortunately, as I was
E I can be available for an interview at any time. only visiting the area when I bought the trainers,
I am unable to return the shoes directly to the shop.
F Yours faithfully,
I have included a photograph of the trainers and
G I would like to request ...
the receipt. 6_________ __ __ return them by post
H I am writing with regards to ... once I have your assurance that my money will be
refunded.
In an informal email, you need to communicate
different ideas.
8 Complete the table with these phrases.

0 Complete the email in Ex 3 with phrases A-G below.
because/as/since How about ... ? A I would be very happy to
I'd love to come! If I were you, I'd ... B However
I'm afraid I can't come. I'm really grateful that ... C I look forward to hearing from you in due course.
I'm so sorry about ... It was completely my fault.
D As you can imagine
One thing you could do is ...
Thanks so much for ... That's why ... E I am writing with regards to
You ought to ... F For this reason
G What is more
Giving advice I Making suggestions 8 Decide if phrases 1-8 would be used in a job
appli1;ation (J), an email of complaint (C) or an email
to a ne·wspaper editor (E).
1 I am writing to express my opinion on ...
2 I am writing with regards to the ... position
Giving reasons Apologising
advertised on ...
3 I strongly believe that I would benefit your company
for several reasons.
4 I attach a scanned copy of the receipt.
5 While I accept that ... , I still cannot agree with this
Thanking Accepting/Declining
point of view.
an invitation
6 I am sure you will agree that this is a fair request.
7 I completely support the view that ...
8 It is high time that something was done about it.
20
�an..-nalfor
letlilr in 140-190
words.
You write an email or letter in response to a given situation or in response to an email or
letter from another person.
• In the task, you are given the context telling you who you are writing the email or
letter to and why.
The style will depend on whether you are writing to a friend (informal) or whether the
situation is more formal (a potential employer, colleagues, a magazine editor, etc.). Half avallablemarks
on\1.Vri$1g�
• You should think about who your email or letter is for and aim to make it interesting
and engaging.
m
><
What is being tested? >
The main purpose of an email or letter is to respond to a given situation and to inform the reader. The email or letter
3:
::0
should be structured in paragraphs with suitable ideas grouped together. You are marked on a scale of 1-5 in four areas. m
'T1
Content: This must all be relevant. You should engage the reader, and write in an interesting way, e.g. by including m
::0
anecdotes or amusing examples, depending on formality. m
z
Communicative achievement: Use a formal, semi-formal or informal style, depending on the situation. Your email or
n
letter must have a clear structure and the reader must be able to understand all the information you have included m
and why.
Organisation: Start appropriately for the person you are writing to, have clear paragraphs including an introduction
and a conclusion, and finish using suitable phrases. You should link ideas using a variety of linking devices.
Your email or letter should be easy to read and coherent.
Language: Use a variety of vocabulary and structures (including complex structures) accurately. If your email or letter
is to a friend, you can use idioms and informal expressions.
How do you do it?

_ BEFORE THE TASK __________________________
who you are writing to. This will tell you the style of language to use.
• what information you have to include. Have you been given an email or letter to respond to? Do you have to answer
any questions?
_ DURING THE TASK _____ _ _______________ _ __

Before you start writing, spend time planning your email or letter.
Think about how many paragraphs you need.
Start with an appropriate greeting, include a paragraph introducing the topic and finish with a concluding paragraph.
Think about ways of linking your ideas and any language you can use.
When you are happy with your plan, write your email or letter.
_ AFTER THE TASK-----------------------------

• Read your email or letter to check that it is coherent and logical, and that there are no grammar or spelling mistakes.
Are you exam-ready?
Did you ...

... spend enough time planning? ................................ D ... link your paragraphs clearly? ................................... D
... started and ended using appropriate language? D ... check for grammar and spelling mistakes? ........... D
... include all the information required? ..................... D ... write the right number of words? ............................ D
... responded to any questions? .................................. D
21
WRITING - Part 2 Review
...
0 Replace the words in bold with a word from Ex 3.
More than one answer might be possible.
You need to make sure that ideas within each paragraph 1 I thought the concert was really not interesting
are logically connected. You can do this with a linking or exciting.
phrase or other organisational phrases. 2 The music was very impressive.
0 Ma,tch the sentences halves.

3
4
The first band was one I won't forget.
We'd expected the band to play for ages so it
1 I loved the whole concert. After all, was not as good as hoped when they didn't.
2 Would you love to spend a weekend with 5 We heard a local band play some very surprising
60,000 people? songs.
3 There were food vans offering all kinds of food, 6 Being in the middle of a huge crowd all singing
4 While the weather wasn't brilliant, together was really exciting.
5 There were loads of problems with the venue. 7 The sound at the back was terrible. We couldn't
6 The band performed brilliantly. Having said that, hear a thing.
7 The rain had turned the site into a mud bath. 8 The site was full of too many people.
Despite that,
A review will express opinions and contain a
8 The main stage was really crowded after dark,
recommendation.
although
A from burgers to quinoa salads.

8 Complete the sentences with these words.
Which express an opinion? Which express
B there were a few technical issues at first.
a recommendation?
C The main one was its size.
D not always during the day. concerned go loved make sure
E Then you should try the Sunshine Festival. recommend should view what
F it didn't rain.
1 I loved the whole event and so I'd definitely
G it's not every day you get to see your favourite _______ it.
band play live.
2 While there were issues, I'd suggest that everyone
H people still had smiles on their faces. give it a _________ _
f) Underline the words and phrases in Ex 1 which help 3 As far as I was _____ , this was the
to link and organise ideas. best thing about it.
4 _______ I didn't enjoy was the queue to
e
A review will outline positives and negatives. get in.
5 Anyone who loves dance music-·- --·-·--------
Complete the table with these adjectives. Which
go and see this DJ.
adjective can be positive or negative? Give an
example of its use in each case. 6 From my point of ______ _ . _______ ··-,they're a band
not to be missed.
astonishing bland breathtaking 7 . ___ ... ·····- ____ .. you check them out next time
convenient disappointing dreadful dull they tour.
entertaining memorable overcrowded 8 What I about the concert was
remarkable rubbish thrilling uninspiring the atmosphere.
Positive Negative
22
W.-a�ln
140-190worm;
A review should inform and interest the reader.
It may be written for an English-language magazine, newspaper or website.
In the task, there is a context sentence explaining who you are writing the review for and
some ideas or questions to help you.
• In a review, you describe something you have experienced and give your opinion about Half .... n'liilfcs'
it, e.g. a film, a holiday, something you bought, a website you used. onW!itingpeper
You should give the reader a clear idea of what the experience was like and why, your
opinion of it and whether you would recommend it to others.
m
><
l>
What is being tested? 3:
.,,m
::0
The reader should understand your opinion and reasons for it. They should be able to form their own opinion after m
reading your review. The review is marked on a scale of 1-5 in four areas.
::0
• Content: This must all be relevant. You should inform • Organisation: You should have clear paragraphs m
z
the reader and try to write in an interesting way,
e.g. by including examples and reasons.
including an introduction and a conclusion. Your
review should be easy to read and coherent. n
m
Communicative achievement: You should use a semi • Language: Use a variety of simple and complex
formal or informal style. The reader must understand structures. In a review, write in an interesting way
whether you recommend the experience or not. so that the reader can relate to your experience.
How do you do it?

_ BEFORE THE TASK-------------------------
the topic - what information do you have to include or what questions do you have to answer?
what your recommendation will be.
_ DURING THE TASK ------------------------

Before you start writing, spend time planning your review.
Note down what you think about the topic, including your own opinion.
• Think about interesting information and details you can include that have influenced your opinion.
• Think about how many paragraphs you will need. The first paragraph should introduce the topic in a way that will
catch the reader's interest.
• Think about ways of linking your ideas so that your review is easy to follow.
Think about the last paragraph. This should include your recommendation.
When you are happy with your plan, write your review.
_ AFTER THE TASK-------------------- - ---

• Read your review to check that it makes sense and is interesting, and that there are no grammar or spelling mistakes.
• Make sure you have included all the information from your plan and that you have written the right number of words.
Are you exam-ready?
Did you ...

... spend enough time planning? ................................. D D
... link your paragraphs clearly? ...................................
... include an introduction? ........................................... D D
... use appropriate language? ......................................
... include a conclusion with a recommendation? ..... D
reviewing clearly? ...................................................... D
... describe the experience you were
... check for grammar and spelling mistakes? ............ D
... explain how you felt about it? .................................. D ... write the right number of words? ............................ D
23
WRITING - Part 2 Report
4
...
The manager of the Oakfield Sports Centre has
EXAM BOOST asked you to write a report stating which of the
centre's facilities are most and least useful and why.
You need to inform the reader about a situation and be
able to give a recommendation with your reasons.
A Introduction, Current uses, Future use, Conclusion
and recommendations
0 Write the words in the correct order to make B Introduction, Advantages, Possible problems,
sentences. Conclusion and recommendations
1 support/to/a charity event/sum up,/will/people/. C Introduction, Most useful facilities, Least useful
facilities, Conclusion and recommendations
2 a large/interviewed/students/number of/ I/.
D Introduction, Current uses, Improvements,
3 would like/students/a sports event/overall,/
Conclusion and recommendations
to see I.
4 purpose/consider/the/of this/a charity event/ 0 Read the report. Which question in Ex 4 is it
the pros and cons of/report/is to/. answering? What title could the report have?
5 of I carried out/over 100 people/a survey/ I/.
6 report/outline/of this/how people/for charity/ Introduction
raise money/the aim/is to/. The aim of this report is for provide information
E) Decide if each sentence in Ex 1 can be used in about the most and least frequently used
facilities at the Oakfield Sports Centre.
a report introduction (I) or conclusion (C).
I interviewed ten members of staff and asked
E) Complete the sentences with these words. Underline fifty customers to complete a survey.
useful phrases in the sentences that you can use to
refer to your research.
Most useful facilities
Almost everyone I surveyed said that the
according few (x2) majority none of those pool is most useful facility. The key reason
is its size. It is possible for families and more
1 All ______________ I interviewed said that they serious swimmers to use it in the same time.
liked the idea of a charity event. The gym is also popular as it has a wide
2 The ______ ... __ ... of people I surveyed said range of high-quality equipments.
a music event is preferable.
3 A ______ of those I questioned criticised
Least useful facilities
the potential event. A very few people use the tennis court due to
4 _________ __ the people I talked to were the fact that the net is falling apart and there are
interested in a sports event. holes in the ground. The staff I spoke to believe
5 ______ to most students, a charity event it is too dangerous to use. In addition to the
is an excellent idea. tennis courts, few people use the dance studio
6 members of staff were interested as the centre offers few classes.
in participating in the event- just two.
Conclusion and recommendations
0 Match sub-headings A-D with exam questions 1-4. To sum up, the pool and gym are popular
1 Your college wants to host an international debate among customers but the tennis courts and
competition with 50 competitors from around the dance studio are not. I suggest the manager
world. Your principal has asked you to write a report. of the centre make the tennis courts safe and
Write about the benefits and challenges of hosting offers more dance classes in the studio.
this event.
2 The city council wants to improve a park in the area. Q Find six language errors in the report in Ex 5 and
The council leader has asked you to write a report correct them.
saying what people do in the park now and what
changes they would like to see.
3 A group of teachers from different countries are
going to visit your college next month to find out
how students use technology in their studies.
Your teacher has asked you to prepare a report
for them describing how students in your college
use technology now and how they'd like to use
technology in the future.
24
A report is usually written for a teacher or a member of a club or similar group.
It should inform the reader about a situation and make recommendations with reasons.
It uses formal language and headings.
In the task, there is a context sentence explaining who you are writing the review for.
You are given a situation to assess and make recommendations about, with reasons.
Half�fflllb
�Writingpape!'
From your report, the reader should understand the situation, what your
recommendations are and why you are making them.

The reader of your report should understand the situation, your recommendations and why you are making them.
They should have enough information to make an informed decision about the situation. Your report is marked on
a scale of 1-5 in four areas.
• Content: This must all be relevant. You should inform the reader, assess a situation and make recommendations.
Communicative achievement: You should use a semi-formal or formal style. The reader must understand the
situation, the reasons for your recommendations and be able to assess what to do.
Organisation: You should write clear paragraphs with appropriate headings. You might use bullet points,
e.g. for a list of recommendations. Your report should include a brief introduction and conclusion.
• Language: You should use a variety of structures (including complex structures) as accurately as you can,
but interesting adjectives and colourful language are not appropriate. In a report, your priority is to be clear.
How do you do it?

_ BEFORETHETASK
the topic - what do you have to write about? what information you have to include.
• the reader - who will read your report? how many recommendations you will make -
the purpose - why are you writing the report? is it clearer to use bullet points for them?
This will help you plan your conclusion.
_ DURING THETASK ______________________

Before you start writing, spend time planning your report.
• Think about how many paragraphs and headings you will need. The first paragraph should introduce the topic
of the report clearly and simply.
Write headings for each paragraph and note down ideas to include in them.
Think of recommendations and reasons to support them.
• Think about the last paragraph. This should summarise your opinion.
When you are happy with your plan, write your report.
_ AFTERTHETASK
• Read your report to check that it makes sense and is clear, and that there are no grammar or spelling mistakes.
Are you exam-ready?
Did you ...

... spend enough time planning? ................................ D ... make recommendations? ......................................... D
... include all the information required? ..................... D ... use formal language? ............................................... D
... use clear and suitable headings? ............................ D ... check for grammar and spelling mistakes? ........... D
... write an introduction and a conclusion? ................ D ... write the right number of words? ............................ D
... link your ideas clearly? ............................................. D
Are you ready for Writing Part 2 Report? Identify an area to improve. 25
WRITING - Part 2 Story
�-
5 I looked into the pond and saw a load of notes
____ on top of it.
You need to make the sequence of events clear using 6 A strange message__ _ _ __ _ __ ___ .. _ on my screen.
tenses and time expressions. 7 We . to the train station as fast
0
as we could.
Fill gaps 1-7 with the correct past form of the verbs 8 The coin dropped from my hands, _____
in brackets. Ignore gaps A-C for now. once on the floor and landed in the pool.
I put my hand into my pocket to take out my

0 Complete the sentences with synonyms of the words
in brackets. You have the first letter of each synonym.
wallet but was shocked to find it wasn't there.
I1 _ (look) around me but there was
1 I was a____ _ at how much money there
no sight of it. 'I've lost my wallet,' I said in a was. (very surprised)
panic to my friends. 'Yeah, sure you have,' they 2 Alex was i_______ when he had to work
joked. We 2 (have) lunch in a cafe. late. (annoyed and impatient)
We would need to pay A . • I sat back
3 We were all feeling o____________ about the
and tried to remember when I 3 (last / future.(positive)
see) it. I knew I'd had it when I left my house. 4 When he refused to help, I was f ______ __ .
Perhaps it 4 (fall out) on the metro. (very angry)
I logged into my bank account. No money 5 We were a______ ·-· __ . _ ... by the story of the
5
(take out) in the last 24 hours. missing false teeth! (smile at something funny)
Phew! 8 I was just about to call 6 We were all e____________ to start our day.
my bank and cancel my card, a friend request (keen)
6
(pop up) on my social media. 7 Molly wasn't telling the truth. The look on her face
I didn't know anyone called Sam but I accepted was s_________ ____ .(dishonest or wrong).
anyway. c , Sam sent a message 8 Mum looked at me in d ______ _____ when I said
saying he 7 (find) my wallet and was I'd lost my phone again. (a feeling of no hope)
close by. I was so relieved. Not only would I get
It is also a good idea to use direct speech in a story to
my card back, I'd also be able to pay for my food. bring the events to life.
8 Fill gaps A-C in Ex 1 with these time expressions.

8 Choose the correct alternatives. Notice the
punctuation used.
Just a few seconds later Just as very soon 1 'Why are you here?' he demanded/ exclaimed
loudly.
2 'Help!' she enquired/ shrieked.
You can also help the reader to imagine the events using
descriptive language such as more interesting verbs 3 'I know a secret,' Kate complained / revealed with
a smile.
and adjectives.
4 'Shall we leave?' he whispered/ yelled quietly
E) Complete the sentences with these verbs. so no one could hear.
5 'I've found some money,' she mumbled/ screamed
bounced crawled floating grabbed under her breath.
popped up rushed slid wandered 6 'Is this.anyone's money?' I asked/ argued to
the crowd.
1 I quickly ___ ____ my wallet and left
7 'That's not like you,' he criticised/ joked, knowing
the house.
it was exactly like me.
2 I _________ under the table on my hands
8 'I can return it for you,' I offered/ ordered.
and knees to pick up my wallet.
3 We ______ around the city without
a care in the world.
4 on the wet grass and landed
on my bottom!
26
A story is usually written for an English-language magazine or a website for teenagers.
It should entertain the reader using descriptive language and a clear narrative.
In the task, you are given the first line of a story to continue and two ideas to include.
Your story should link clearly and coherently to the first line, use the given ideas
successfully and have a good ending.

The main purpose of a story is to entertain the reader and to keep their interest. There should be a clear storyline, m
with interesting language. The story is marked on a scale of 1-5 in four areas. ><
:i,.
Content: This must be relevant and use the ideas given. The narrative must lead clearly to the ending.
Communicative achievement: Your story must have a clear structure and the reader must be able to understand ;;o
m
the narrative. "TI
m
Organisation: Have clear paragraphs including an introduction that follows clearly from the given first line and an ::0
m
interesting or dramatic ending. z
Language: Narrative tenses are important. Use sequencers to link parts of the story (e.g. suddenly, no sooner, n
m
after that) and a variety of interesting and colourful vocabulary (e.g. more interesting adjectives, adverbs and verbs).
How do you do it?

_ BEFORE THE TASK -------------------------
Read the instructions carefully. Think about:
• the given first line - what kind of story could it be?
• the two ideas or prompts - do you understand what they mean?
_ DURING THE TASK _________________________ _

Before you start writing, spend time planning your story.
• Think about the first line and the tenses you will use in the story.
• Think about the ending. How will events lead to it?
• Think about the two prompts. Where will you fit these into the story?
• How many paragraphs will you need?
Think about ways of sequencing your story in a clear but interesting way.
When you are happy with your plan, write your story.
_ AFTER THE TASK

• Read your story to check that is coherent and easy to follow, and that there are no grammar or spelling mistakes.
• Make sure you have included all of the information from your plan and that you have written the right number of words.
Are you exam-ready?
Did you ...

. .. spend enough time planning? .................................................................................................................................... D
... include both the prompts? .......................................................................................................................................... D
... continue the first line sensibly? ................................................................................................................................... D
... sequence the ideas in your story clearly? .................................................................................................................. D
... use the right tenses throughout? ................................................................................................................................ D
. I anguage . ............................................................................................................................................ □
... use .interesting ?
. .. check for grammar and spelling mistakes? ............................................................................................................... D

f Are you ready for Writing Part 2 Story? Identify an area to improve. ' 27
LISTENING - Part 1 Multiple choice
...
In all listening exam tasks, you need to recognise
EXAM BOOST sentence stress in fast speech.
SECTION A E) � 1.1 EB Identify the words below you think will

Listening for agreement NOT be stressed. Then, listen and check.
At least one question will ask you to identify what two A: An old friend from school turned up on my
people agree on. You need to recognise language that doorstep yesterday. No message, no phone call,
the speakers use to say the same thing. nothing. She said she wanted to surprise me.
0
B: Wow, a real bolt from the blue then.
Match each of sentences 1-8 with a sentence A-H
which communicates the same idea. Identify the SECTION B
words that tell you this.
Identifying a speaker's purpose
1 The food was a bit too mild for me. In this exam task, the multiple-choice options might
2 This is the most original art I've ever seen. include verbs of purpose or function.
3
4
It's irritating that the toilets are on the next floor.
I never expected Daniel to move to Austria. 0 Match the sentences with these purposes.
5 I'm not fluent in Spanish but I can get by.

apologise check complain
6 He's looking pale. He needs to get out more. invite persuade refuse
7 I get all my stuff online because it's cheaper.
8 These instructions are quite complex. 1 You should check out that new clothes shop.
You'd really love it.
A This is different from anything I've seen before. 2 I can't say how sorry I am. It was entirely my fault.
B It didn't even cross my mind that he would do that. 3 So, it'll be delivered here at the usual time, right?
C It's hard to follow what you have to do. 4 You can come too if you like.
D It's more economical to buy things there. 5 I'm afraid I can't tonight. I've got plans.
E I prefer things a bit spicier than that.
e
6 It's just not good enough. I expected better.
F I know enough words to function in most situations.
Choose the correct verbs.
G Not having them closer to us is a real pain.
H Some fresh air will put colour in his cheeks. 1 I'm grateful for your help. (apologise/ thank)
E) Decide if each speaker B agrees or disagrees with

2 You'd better not forget to buy bread! (advise/ warn)
3 Sorry, can I push in here? (request/ suggest)
speaker A.
4 I can pick up milk if you want. (accept/ offer)
1 A: It's not the most hi-tech equipment.
5 Come on, you can do it! (encourage/ persuade)
B: I've seen more sophisticated gadgets.
6 It was Dan's fault. (blame/ refuse)
2 A: We must protect endangered animals no matter.
B: There are more crucial things to spend our In all listening exam tasks, you need to recognise features
money on. of connected speech.
3 A: It's rare to find people who don't listen to
music online. () (j) S.1 EB Which of the /d/ and /t/ sounds at the
B: The sale of vinyl records is increasing. ends of words does the speaker NOT pronounce?
\
4 A: I thought the sequel was better than the original. Why do you think this is?
B: The first film was hard to beat but they I can't go to bed yet. This website's releasing a
managed it. hundred smart watches at midnight at a 30 percent
5 A: Maggie's got a heart of gold but she's so bossy! discount and I want one!
B: She's so kind but she loves to tell people what
to do.
6 A: School trips are just a fun day out for all.
B: They can be more educational than a textbook.
28
• You will hear eight short extracts. These may be dialogues or monologues and are
unrelated to each other.
There is one multiple-choice question for each extract; each with three options to
choose from.
Each question has a different focus.
You have time to read the questions before you listen to the recording and you hear
each extract twice.

X
This part of the exam focuses on different aspects of what speakers say. The questions may ask about:
>
the speaker's attitude or feeling (whether they are a detail about a point they are making s=
angry, annoyed, pleased, etc.) • the gist or general meaning of what they are saying
;o
m
their opinion (whether they like, dislike, approve, etc.) • whether two speakers agree or both think the same
�
m
their purpose or what they are doing (complaining, ;o
m
apologising, instructing, etc.) z
n
m
How do you do it?
_ BEFORE THE TASK -------------------------
Look at the context sentence for each question so you know what the situation is.
Read the question to identify what you are listening for, underlining any key words, e.g. what the man likes most,
or how the woman feels.
Read the options and underline any key words.
Remember that you won't hear the same words as you read in the question and options, you will hear a paraphrase.
_ DURING THE TASK --------------- ---------

The first time you listen, try to answer the question yourself. Put a small mark against the option you think is correct.
When you listen the second time, confirm your answer.
If the question asks about the speaker's feelings or attitude, listen for phrases to express these, e.g. I'm furious -
it's very annoying (anger); I was sorry about ... - I regretted ... (sadness).
Listen to everything the speakers say. Some questions test your understanding of their main point, which will not be
just one sentence or phrase.
Check that the other options are definitely wrong.
If you miss an answer, don't worry. Just choose an option and move on. There's no negative marking, so don't leave
any question unanswered.
_ AFTER THE TASK ___________________________

Quickly check through your answers to make sure you are happy with them.
• You have time at the end of the Listening paper to transfer your answers to the answer sheet.
Are you exam-ready?
Did you ...

. . . read the context sentences so that you knew what each situation was? ............................................................... D
... read the question and identify what to listen for? .................................................................................................... D
... underline keywords in the options? ............................................................................................................................ D
... listen to everything the speakers said? ...................................................................................................................... D
... identify which options were definitely wrong? .......................................................................................................... D
29
LISTENING - Part 2 Sentence completion
�-
SECTION B
Listening for specific details
SECTION A You need to be able to identify exactly the kind of
information that you are listening for.
Listening for cues
You need to listen for the speaker's attitude. Words a
speaker uses can signal the answer is coming.
0 Decide if each sentence is missing an adjective, noun
or verb. Can you guess what the word could be?
0 Match the speakers' attitudes 1-5 with the spoken 1

2
We get annoyed when something_ . _____ us.
The length or _______ --···-· of an activity
cuesA-E.
determines how annoying an activity is.
1 Sara is convinced that .. .
3 Our lack of over the situation
2 Marc was confused about
is another factor.
3 Ella was unprepared for . ..
4 How annoyed we get can depend on our current
4 Ian is fascinated by . . .
5 Hannah is eager to . .. 5 Our annoyance levels_--··--- if we're
feeling grumpy.
A 'One thing I find really interesting is . . .'
6 ______ is a similar emotion to annoyance.
B 'There were a few things that puzzled us.'
7 When you can't achieve your·----··• __
C 'I'd expected some issues but I wasn't ready for . . .'
you feel annoyed with yourself.
D 'One thing I'm sure is going to happen is .. .'
E 'Something I'm really keen to do is to ...' In this exam task, you need to identify the word in
e
a paraphrased sentence.
You will see a variety of verbs in the sentences you have
to complete. Complete each sentence in Ex 4 with a word from
its corresponding sentence below.
f) Match these words with definitions 1-6. 1 We might lose our temper when something or
someone disturbs our peace and quiet.
argue claim insist object to
2 Levels of annoyance can depend on how long an
point out support
activity lasts as well as its frequency.
1 say firmly that something is true 3 Our level of control can also affect how annoyed
we feel.
2 say you oppose or disapprove of something
4 The mood we're in right now can determine how
3 state something is true even if it's not been proven
annoyed we feel.
4 say you agree with an idea, action, group, etc.
5 When we're in a bad temper, our feelings of
5 state an opinion with clear reasons annoyance increase.
6 tell someone something they didn't know already 6 Frustration is one emotion which bears some
similarities to annoyance.
In all listening exam tasks, you need to understand
fast speech. 7 We feel annoyed when we fail to reach a goal we have.
E) (j) 2 1 EB Listen to part of Josh's talk again. Write In all listening exam tasks, you need to understand
fast speec:_h
the unstressed words you hear. Write one word in :
each gap.
So,,what exactly is pumpkin spice? Well, like many
0 (i) 6.1 EB Listen and complete what you hear.
Write three or four words in each gap.
1 2
___ .. _ ..... _ •. _. • you, I knew ____________ If I had to, _____________
3
pumpkin spice describes ___ . ____ _ _ _ __ _
that annoys me, it's noisy eaters at the cinema.
four main spices used 4________ _
You know the ones. They bring packets of sweets
pumpkin pie. That's cinnamon, ginger, nutmeg
5 and insist on 2_______ _ ______ ··----- ____
cloves. What I didn't realise
into the bag, pulling out a sweet and unwrapping
in other
it at the most inappropriate moment possible
pumpkin spice products, 8
in the film. Or worse, they bring crisps and
taste or smell tends 9 ____ come not 3_____ _____ ______ ______________
11 through
10
actual spices
13 them. I have no problem with people
12
artificial
eating 4 _. _____ __________ .•.. _
flavours instead.
I once saw someone literally take a picnic
during a
film but I didn't hear a thing!
30
• You will hear one long monologue, which may be a presentation or a talk.
• There are ten sentences about what the speaker says. These may focus on the speaker's
opinion, how they feel or a detail about something they mention.
There is one gap in each sentence, which you complete with a word or short phrase.
You have time to read the questions before you listen to the recording and you hear
the recording twice.

This part of the exam focuses on listening for specific information, detail and stated opinion. X
)>
The sentences are paraphrases of what you hear on the recording. �
::0
The sentences are in the same order as the information you hear and form a kind of summary of the talk. m
m
'T1
You mustn't change the form of the word(s) you write in the gap- you hear the exact word(s) you need.
::0
• The word(s) you write in each gap should be spelled correctly and must fit grammatically into the sentence. m
z
How do you do it? n
m
_ BEFORE THE TASK ---------------- - - -------
• Look at the context sentence. Think about the topic you are going to hear about and who the speaker is.
Read all the sentences. This will give you an idea of how the talk is organised.
• Think about any function words in the sentences. Is the speaker surprised, happy or annoyed about anything?
This will prepare you to identify the kind of information to listen for.
Think about the kind of word missing from each sentence. Is it a noun or an adjective? The structure of the sentence
helps you to identify this, e.g.
Alice is surprised that is the colour that most people prefer. (noun)
Alice uses the word to show how she feels about the experience. (adjective)
_ DURING THE TASK -------- - - ---- --------

• The first time you listen, write the word(s) you think is/are correct in pencil.
Don't write more than a word or short phrase.
Make sure you are not writing any unnecessary information that is already in the sentence.
If you miss an answer, don't worry- leave it for the second time you listen and move on to the next question.
The second time you listen, write any missing answers and confirm those you have already filled in.
_ AFTER THE TASK ----------------- --------

• Quickly read through each sentence to check that everything makes sense.
Check that the word(s) you have written are spelled correctly and fit grammatically.
You have time at the end of the Listening paper to transfer your answers to the answer sheet.
Are you exam-ready?
Did you ...

. . . read the context sentence so that you knew what the situation was? .................................................................... D
... read each sentence and identify what kind of word(s) to listen for? ...................................................................... D
... remember to avoid including unnecessary information? ........................................................................................ D
... check your spelling and grammar? ............................................................................................................................ D
31
LISTENING - Part 3 Multiple matching
SECTION B
Listening for gist
SECTION A You may need to listen for the gist of what is being said.
Identifying attitude
Speakers may use certain phrases to demonstrate
0 Underline the words in these sentences that
communicate the general meaning.
different attitudes to a topic.
1 I had some friends who retired to a remote part of
0 Complete the table with these headings.
2
the countryside.
The reality soon hit when the power kept going out,
annoyed disappointed hopeful impressed leaving me literally in the dark.
pleased puzzled relieved surprised 3 I quit my job, bought my own house and got a few
treats for my friends and family.
1 4 So, I bought some equipment and started my own

gaming channel.
I admire ... I don't get why ...
5 It was hard to cope with reading people's negative
It's impressive how ... I don't quite opinions about me.
understand ...
6 I soon realised that being your own boss meant
2 6 long hours.
I feel positive about I couldn't believe it. 7 The responsibility sat heavily on my shoulders and
the future. It's astonishing how ... I became a constant worrier.
I'm sure that ... will ... 8 I was constantly damaging the wheels and had to
e (j)
3 ________ 7 pay almost monthly to get them fixed.
It really gets on It's a weight off my mind. 7.1 EB Listen and write down the key words that
my nerves. It's a relief that ... you hear.
It's irritating that ...
4 _______ 8
It's not what I expected. I'm so glad that ...
It's such a shame that .. . It's fantastic that ..
In all listening exam tasks, you need to recognise

connected speech. Speakers often connect words which
end in a consonant sound with words which begin with () Work in pairs. Try to piece together what the
a vowel sound. speaker said from the key words. How much do they
help you to understand the gen_eral meaning?
f) Identify consonant-vowel linking in the sentences f) � 7.2EB Listen to the speaker several more times
below. The first example is given.
and try to add in the unstressed words so that you
1 The bridg�s an incredible example of engineering have a full transcript of what the speaker says. Which
at its best ... words are particularly hard to hear in fast speech?
2 But I still don't get why the structure needed to be

quite so vast. ----------------- ·-·---
3 The island has a population of 5,000 ..
4 Currently, a few thousand vehicles cross it

every week ...
5 ... I suppose the locals are happy that they can get
on and off the island ...
E) (i) 3.1 EB Listen and check.
32
• You will hear five short monologues. Each one has a different speaker talking about the
same topic, e.g. travel experiences.
• There is a list of eight options relating to the topic. You match one of these options with
one of the speakers.
• There are three options you do not need to use and you can use an option
only once.
• You have time to read the questions before you listen to the recording.
• You hear all five extracts first and then you hear them a second time.
---------- m
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What is being tested? ►
�
This part of the exam focuses on understanding the gist, or main point, of what each speaker is saying. :::0
• The options may focus on how the speakers feel or what they think. .,,
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m
• Different speakers may say similar things using similar vocabulary, but their main point will only match one of :::0
m
the options.
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• You need to be able to eliminate incorrect options. n
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• You need to listen to the whole extract to choose the correct option.
How do you do it?

_BEFORETHE TASK---------------- ---- - --
Look at the context sentence. This gives you the topic that all the speakers will talk about.
• Read all the options and think about what they mean. They may be about the speaker's feelings or their opinions.
Underline any function words in the options.
Make sure that you understand exactly what you are listening for.
_DURING THETASK - - ---- - - ------------ -

The first time you listen, concentrate on understanding the speaker's main idea.
Listen to everything the speaker says - don't worry if you don't understand every word.
Mark the option you think is closest to the speaker's main idea. If you're not sure, mark all those you think
are possible.
• The second time you listen, eliminate any incorrect possibilities and confirm your answers.
• Check that the three options you do not use are definitely wrong.
_AFTERTHETASK -------- - - ---------------

• Check that you have chosen an answer for every question.
• If you are still not sure, make a sensible guess.
• Make sure that you have not used an option more than once.
Are you exam-ready?
Did you .. .
. . . read the context sentence so that you knew what the speakers would talk about? ............................................. D
... read each option and think about what it meant? .................................................................................................... D
... underline any function words in the options? ........................................................................................................... D
... only use each option once? ......................................................................................................................................... D
... make sure the options you did not choose were definitely incorrect? .................................................................. D
... answer every answer? ................................................................................................................................................... D
33
LISTENING - Part 4 Multiple choice (long text)
...
SECTION B
Understanding opinions
SECTION A You need to identify and understand opinions. Listen to
the interview on p71 again.
Identifying the main idea
Speakers might use certain phrases to highlight a point. 0 (j) 8.1 EB Complete the sentences with the words
0
you hear that signify the opinion.
Complete the sentences with these words.
1 The seems to be
Then, underline the phrases which highlight
having mutual trust and respect.
the key points.
2 I'd _________ _ about the
fact that having friends like ourselves will lower the
fact happens important key
likelihood of arguments.
main much thing time
3 I'm glad _________ ___ _
1 Children play with any toys of interest up to the because it might make people look for a wider
age of three, but what________________ then is that variety of friends in future.
society starts to influence their choices. 4 My ___ -------------·--·- ___ was that our
2 Sometimes toys are in neutral colours but large brains were caused by our need to manage
most of the___________they're in more sophisticated relationships than other animals.
gender-specific colours. 5 I don't think
3 Some people might say boys and girls are when I say that people with good friendships tend
different but in actual ________________ ,their brains to live longer.
are exactly the same at a young age. 6 It's always______ ___________
4 that we tend to be friends with people who
My daughter likes dolls but she ______
prefers building bricks. have similar levels of immunity to us.
5 My son enjoys doing lots of things. One 7 Friendships can be negative too. It's
____ he does is make up stories and tell -----------------------------·-------- ___ .. managing
them to his soft toys. them can be pretty stressful at times.
6 In his book,Smith talks about colours and their 8 Making friends becomes harder as we get
characteristics but the_ . __________ __ topic is older as,
their influence in society. we fear rejection much more strongly.
7 While I have bought all sorts of toys for my When fluent speakers speak, they usually chunk phrases
e (j)
children in the past, these days I feel it's more together, separated by a tiny pause.
_________ ________ to make them.
8 The_ .. __________ _ thing is to give children 8.2 .6 Listen and notice where the speaker
a range of options to choose from. chunks phrases (marked by / ). This can help us to
follow the speaker.
Speakers might signal they are giving a reason (R), I find the concept of 'friends'/ really interesting,/
an example (E) or the cause/effect (C) of something. what with everyone having hundreds of friends on
f) Decide which category these phrases belong to. social media./ Are they really friends?/ I know lots of
people/ but I can count the number of real friends
on one hand/ and to be honest/ that's all I need -/
for example for instance like since such as
a few'-people to keep me sane in a crazy world./ -
thanks to that's why the main reason is that
people who'll make me laugh when I need it/
the result of ... is that this is because
or who'll discuss sport with me for hours on end./
what happens is that which leads to
It's definitely more about quality than quantity.
You need to be able to identify words in fast speech.

C, Predict where the speaker will chunk this language
and pause slightly.
E) (j) 4. 1 EB Listen to the recording several times and It's good to have friends that keep an eye out for
write down the words you hear. Start with the key you and check that you're OK from time to time.
words and then add in the words in between. We all need that. Take my friend Ruby,for instance.
She always buys me yellow flowers when I'm ill
or going through a bad time. I like yellow, but
that's not why they're special. It's because yellow
represents friendship apparently. Those flowers
make me appreciate how lucky I am to have her.
0 (j) 8.3EB Listen and check.

34
You will hear one long text. It is usually an interview or discussion between two people.
There are seven questions for you to answer, each with three options to choose from.
• Each question has a different focus, including what the speaker thinks or feels.
The questions come in the same order as the information you hear and each
question is introduced by the interviewer.
You have time to read the questions before you listen to the recording
and you hear the recording twice.
m
:?:>
This part of the exam focuses on your ability to show a detailed understanding of the interview. The questions may
ask about:
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the speaker's attitude or feeling (whether they're angry, annoyed, pleased, etc.) .,,
m
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their opinion (whether they like, dislike, approve of something, etc.) ::0
a detail about a point they are making
m
• the gist or general meaning of what they are saying n
m
How do you do it?
_ BEFORE THE TASK ----- --------------------
Read the context sentence. This will tell you what the interview or discussion will be about.
• Read the questions and options and identify what you are listening for.
Underline any key words in the questions and options, e.g. how does the woman feel? ... annoyed ... frustrated ...
� ... You won't hear the same words as you read in the question or options - you will hear a paraphrase.
_ DURING THE TASK ----------- -------------

Each question is introduced by a question from the interviewer so you know when to move on to the next one.
• The first time you listen, try to answer the question based on what you hear. Then check the options and choose
the one closest in meaning.
If the question asks about the speaker's feelings or attitude, listen for phrases that express these,
e.g. I'm furious - it's very annoying (anger).
Don't be distracted if you do hear the same word you see in an option - that may not be the answer.
• Check that the other options are definitely wrong. For example, they may be mentioned in the recording but not
answer the question.
• If you miss an answer, don't spend time thinking about it but move on to the next question - you will have
a chance to hear it again.
The second time you listen, confirm your ideas and answer any questions that you did not get the first time.
__ AFTER THE TASK--------------- ------------

• Quickly check through your answers to make sure you are happy with them.
If you missed an answer, make a sensible guess. There's no negative marking, so don't leave a question unanswered.
Are you exam-ready?
Did you ...

. .. read the context sentence so that you knew what the main topic was? ................................................................ D
... read the questions and options and identify what to listen for? ............................................................................. D
... underline the key words in the questions and options? .......................................................................................... D
... identify which options were definitely wrong? .......................................................................................................... D
. ................................................................................................................................................
... answer every quest.10n?. □
35
SPEAKING - Part 1 Interview
•
...
It 3 _______ • If the weather's good, I usually
go out for a walk or do some sport. But if the
weather's bad, I 4_. __ __ __ . -···- ··-· to stay in and
The first question you will be asked is 'Where are you
catch up on things indoors.
from?'
• I often
5
. finish work before seven
0 (j) 1.2EB Listen and complete the candidates' o'clock, so 6 _ __ __ ·-·· . the time I get home
there isn't much time to meet up with friends.
answers. Write one to four words in each gap.
• I'm definitely a night owl. I regularly work
1 I'm from Meudon. It's a small town
on projects at home 7_. _. __ . __ . __ _
Paris.
midnight. I often oversleep and miss my bus
In fact, it's 2____ 8
Paris and Versailles. I've lived there ______ .__ . ___ -·--·the mornings. My mum's an
3 early bird 9 ----------·. She's often done a lot
of cooking before the rest of the family gets up!
2 l'm 4____
from Italy but I've been living in Spain for B Likes and dislikes
5
I'm sure you've heard of Madrid, but favourite is love prefer
6_____ ·---------_about my really thing what
village, which is about five kilometres outside it.
3 I 7_______ _ _ _ • 1 ___________ I like about playing tennis
_____ in Denmark,
but my parents are both from Norway so 2_____________ that it helps me keep fit.
1s_ _ • I don't 3__________ enjoy watching sport
---·---------- I live in Oslo. on TV. I'd4_ _ _____ to go to a live event.
5
• My _ . __ ______ type of music is rock. I really
When answering the questions, try to extend your
6 bands like The Killers.
answers a little by adding a reason.
• The 7 ________ I love about living in the
E) Choose the correct alternatives to complete the countryside is the peace and quiet.
candidates' answers.
C Experiences
1 0: What sort of family celebrations do you
most enjoy?
(best never once remember )
A: Definitely big parties with a live band. I love
dancing, that's how/ why I like lots of good music. • The 1 _______ film I've seen recently is the
2 0: What are your plans for your next holiday? one about the guy who free climbs El Capitan.
A: I haven't made any plans yet. The reason/ • I 2__ ... ____ . ____ went to New York for a week
possibility is that I'm not sure whether to stay
and I had a great time.
in this country or go abroad.
• I can 3___ ·-------· reading 'Alice in
3 0: What sort of food do you like eating when
Wonderland' as a child and I thought it was brilliant.
you go out for a meal?
A: I live by the sea, because/ so when I go out
• I've 4_____________ eaten in a really top-class
I like eating fresh fish. restaurant. That's something I'd love to do.
4 0: Is there a sport you particularly enjoy?

D Making plans
A: I actually don't do much sport because
I'm basically/ nearly quite lazy! I prefer to de{j�ite going hoping include
stay home and play computer games. looking forward plans unlikely
The questions sometimes ask about topics A-D in Ex 3. • I'm 1 ____________ to study media at college and
8 Complete the candidates' answers with these words.

•
then go on to work in television.
2
I'm ________ _____ to try to relax this weekend
A Routines because I've had a hard week.
• My 3__ ---··· __ ---•·- ______ for tomorrow
by depends don't generally 4 _ ___ -
_ _ - ··_______ an hour at the gym. I'm not
in tend though times until very fit at the moment.
• 11
• I don't have anything 5___ .• _ _ _ ____ arranged
___ ·---. go on holiday with my family
2
but there are . _____ when I go away for
for this evening. I'll probably play a video game.
a weekend with friends. • I'm 6_ . ____ . __ to the summer because I'm
arranging a trip to Europe.
• It's 7____ __ _ __ _____ __ that I'll have a holiday this
year because I've recently bought a new car.
36
• There are two examiners. One speaks to you and the other one just listens.
You and your partner answer personal questions in turn from the examiner.
• These questions are on everyday topics such as your friends and family, leisure time,
work plans, etc.
• You shouldn't talk to your partner in this part. It is a chance for you to give personal
information and feel comfortable at the start of the test.
m
This part of the exam focuses on your ability to use social language and to give basic information about yourself. >
The examiners mark you all through the test in four areas. �
�
Grammar and vocabulary: Use a range of structures and words and don't worry about making mistakes. m
'TI
Discourse management: This means organising what you say clearly using linking words. m
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m
• Pronunciation: This includes individual sounds and word stress, but the important thing is that you can be
z
understood easily. n
m
• Interactive communication: This means responding to and interacting with another person. In Part 1, this means
interacting with the examiner and answering their questions appropriately.
How do you do it?

_ BEFORE THE TASK-------------------------
Prepare to answer questions about yourself and your interests, but don't learn full answers.
Practise using a range of vocabulary and structures.
• Think about reasons you can give to support your answers which will make what you say more interesting.
• When you enter the exam room, greet both examiners with a smile.
_ DURING THE TASK--------------------------

• Listen carefully to each question. If you don't understand, you can ask the examiner to repeat it. They can't explain
what a word means or rephrase a question, so if you really don't understand you should say so. They can ask you a
different question.
You should answer in the most natural way possible, giving relevant information.
• Listen to your partner's answers. Although you won't be asked if you agree with your partner, it's a good way to settle
down at the start of the test and feel confident.
• There's no 'right' answer to any question. For example, if you're asked about your favourite television programme
but you don't have one, you can say so and explain why.
• Don't worry about making mistakes - just say what you want to say.
• Don't be nervous. Speak clearly and confidently so that both examiners can hear you.
Are you exam-ready?
Did you ...

. . . listen to the examiner's question carefully? ............................................................................................................... D
... answer the question you were asked, giving reasons for what you said? ............................................................. D
... use a range of language? ............................................................................................................................................. D
... speak clearly and confidently? .................................................................................................................................... D
... feel confident about answering the questions? ........................................................................................................ D
37
SPEAKING - Part 2 Individual long turn
5
...
There's another chance/ possibility and that's that
he's on a ferry.
6 He could/ can be on his way to a festival or an
SECTION A open-air concert.
Comparing different but related situations 7 The young boy looks as if/ looks he's having a lot
You need to say what is similar about the photographs. of fun.
0 (j) 2.2EB Listen and complete what you hear.

0
8 They might have/ might be just finished a meal.
Write a follow-up sentence for each sentence in Ex 3

Write one word in each gap.
OK. The photographs, as you say, are of holiday to give a reason for your speculation or to extend
places and there are quite a lot of 1 ______ your speculation.
To begin with 2_____ _______ photographs
were taken outside, one on a beach and one in the SECTION C
countryside. The photographs 3_ .. __________ . Organising a long turn: dealing with
families on holiday together. They are all wearing
unfamiliar vocabulary
summer clothes. That's another 4_ _ __ ___ _ ..
There may sometimes be something in the photographs
In 5____________ photo the people are doing an
that you want to refer to but do not know the right
activity. In the first it's swimming and in the second
word(s) for.
it's hiking, I think. What is also 6_______ to
both photographs is that the people are enjoying
themselves. They're all smiling. However, it's very
0 (i.) 8.4EB Listen to extracts from some candidates'
long turns and complete the phrases they use when
cloudy in the first photograph and it might be quite
they are faced with unfamiliar vocabulary.
cold. The weather doesn't look very good in the
second photograph 7_ -·· ______ • I think it's A: The people have obviously just arrived at the airport
going to raih. But they still look happy! and they're standing at the ... oh, 1 ___ . __ ... _ · --·
-
the word? My mind's just gone 2______ ______ _.
You also need to say what is different. It's 3____ _ _ ___ ._you go to hand over your
8
luggage for a flight. It's ... yeah, I remember, they're
Choose the correct alternatives. at the check-in desk.
1 The most/ main difference between the B: These passengers are on the plane. I guess they're
photographs is ... in the middle of their flight and the ... oh - I do
know what she's 1 . She's the ...
2 In one photograph it's sunny. Although/ However,
sorry, it's 2__ ______ _ __ ••• the man or woman
in the other photograph it's raining.
who serves you on the plane.
3 Another difference between/ among the
C: The woman is talking to the flight attendant and
photographs is ...
the guy is getting something out of the ... you
4 The man is waiting for a bus, whereas I despite the 1 _ .. ____ .... __ ,the 2 ______ ----·--··_where
woman in the second photograph is waiting for a train. you put your cabin bags, it's above you. It's ... it's ...
5 The man in the first photograph looks calm. In no, it's not 3 ____ • ___ ___ _ . _ _ ••• anyway, it looks as
contrast I difference to this, the woman in the if he's getting a laptop or something. So, the main
second seems very impatient. difference between the two photos ...
D: I'm pretty sure it's summer time because the woman
SECTION B is wearing a T -shirt and on her feet she's got ...
1 _
Making speculations ___ ' • ___ ______do you call it ... they're the
___ __ ___ ___ . __ _ .. of shoes you wear in the summer,
2
When speculating about the photographs, use
they don't cover your whole foot - yes, sandals,
alternatives to 'think'.
that's 3_ ___ • ___ _ .•. she's wearing summer
0 Choose the correct alternatives to complete the

sandals.
E: The people in the right-hand photograph look
words and phrases for speculation.
happy and I think they're chatting about something
1 The man looks as if/ looks really worried good, whereas the couple in the left-hand one
about something. aren't happy. In fact, I think they must be ... oh,
2 I would/ will imagine that they're doing something I should know the word 1 .. . __ . ___ .. ______ .. this ...
very difficult. it's 2 people do when there's
3 My imagination/ guess is that they're celebrating been a problem, like when the meal in a restaurant
a birthday or something like that. wasn't good - they, yes, they're complaining!
3 _ could I forget that?
4 The older woman may sure/ well be the younger
man's boss.
38
llbout4�
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�--�
You have the chance to speak on your own for one minute.
The examiner gives you two photographs and reads out a question about them.
You have to compare the photographs and answer this question by speculating about it.
• This question is also written on the paper above the two photographs.
• Once you have finished speaking about your photographs, the examiner will ask your
partner a short follow-up question about them. thraughouth
wti614tttait
Your partner is then given their photographs to talk about and you are asked a short
follow-up question about these photographs when your partner has finished speaking.
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What is being tested? )>
This part of the test focuses on your ability to organise a longer piece of speech and to give your opinion about :::c
a question. The examiners mark you all through the test in four areas.
Grammar and vocabulary: Use a range of structures and words and don't worry about making mistakes.
.,,
m
m
:::c
m
• Discourse management: Organise what you say clearly using linking words.
z
Pronunciation: This includes individual sounds and word stress, but the important thing is that you can be n
m
understood easily.
Interactive communication: In Part 2 you should listen to your partner and be prepared to answer the
follow-up question.
How do you do it?

_ BEFORE THE TASK __
Listen carefully to what the examiner says as they will tell you what you will see in your photographs. This prepares
you for what you have to talk about.
• When the examiner gives you your photographs, you have to start speaking immediately.
_ DURING THE TASK -------------------------

Remember there are always two parts in the task - comparing the photographs and answering the question.
You should spend half the time speaking about each part.
Avoid simply describing what you can see in the photographs. You should compare and speculate.
When you compare the two photographs, try to use linking words, such as whereas. Think about things such as
where the people are, what the weather is like, what the people are doing, etc.
• Then answer the question, which asks about the people in the photographs, not about you. It is also written above
the photographs to remind you.
Make sure you listen to your partner when they describe their photographs, as you will have to answer a follow-up
question.
When you are asked the follow-up question about your partner's photographs, you can talk about your own preferences.
Are you exam-ready?
Did you ...

. .. listen to the examiner's question carefully? ............................................................................................................... D
... answer both parts of the task? ..................................................................................................................................... D
... use linking words to organise your talk? .................................................................................................................... D
... talk about the people in the photographs, not about you? .................................................................................... D
... answer the follow-up question? .................................................................................................................................. D
39
SPEAKING - Part 3 Collaborative task
�-
8 (i) 6.3EB Listen again and complete the phrases.
Write one word in each gap.
- j
-EXAM
._ BOOST
- __ �...__
SECTION A 1 So, we need to ____ about .. .

2 ______________ we start with this idea - ...
Asking for and giving opinions
3 Sorry to __ _ _ _ _ _ _, but ...
You need to interact with your partner. You should ask for
your partner's opinion and share your own. 4 ... I think we need to ____ on.
0 (j) 3.2EB Complete the phrases for asking for and

5 OK. Great. Why do you think_ _ ?
giving opinions. Write one word or a contraction in

6 I think maybe we're ________________
each gap. Then listen and check your answers.

.. __________ . the point a bit here.
7 Let's look at the-----····---- idea.
Asking for an opinion What do you think ____ __ _ ___ ...
1
8
2 ____
______ ____ your view?
0 Write the completed phrases from Ex 3 in the
_ ____ __ far do you agree? correct place in the table.
Start;ng the task

3 Have you got _
_ _________ ideas?
I
4 But _______ ____ you say that it's a problem?
5 But don't you _
_ _ __________there's a better way?
Giving an opinion
6 I would________________
that it's very difficult.
7 My _____________ issue is the cost.
8 _________ thing I'd say is that it might not be
easy to find.
Keeping to the point

9 It's important to__ _ ----···------ the consequences. -------
10 To be ______ , I'm not really sure. ,___
11 I'm in two _________ about this really.
Interrupting politely
SECTION B
Showing how far you agree or disagree
It is important to have a balanced conversation. Try not to
Excuse me, but ...
dominate by saying too much or to let your partner do all Good point, but I'd just like to add something
the talking.
here ...
E) (j) 6.2EB Listen to a Part 3 conversation and answer

the questions.
1
Encouraging your partner to talk
What's the topic of the discussion?
2 Which two points do the candidates discuss? That's a good idea. Can you give an example?
That's interesting. Have you got any experience
i
of t��t?
3 What three mistakes do they make in conducting

the discussion?
40
• This part of the exam has two parts. In both parts you discuss a given topic with
your partner.
The examiner reads a question aloud, then gives you the same question to read. There are
�,.
five ideas {called prompts) around the question as a mind map.
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You have 15 seconds to read the question and the prompts before you start speaking.
• The examiner stops your discussion after two minutes. You don't need to talk about all wholetast
the prompts.
The examiner asks you a second question about the topic. You have a minute to reach
m
a decision about this question. ><
The examiner stops your discussion after a minute. >
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=
m
What is being tested? 'TI
m
This part of the test focuses on your ability to maintain a discussion by exchanging ideas, making suggestions,
m
agreeing and disagreeing, expressing and justifying opinions, etc. The examiners mark you all through the test in z
four areas. n
m
Grammar and vocabulary: Use a range of structures and words and don't worry about making mistakes.
• Discourse management: Organise what you say clearly using linking words.
Pronunciation: This includes individual sounds and word stress, but the important thing is that you can be
understood easily.
Interactive communication: In Part 3 you should respond and interact with your partner.
How do you do it?

_ BEFORE THE TASK __ _______________________
Listen carefully to the examiner as they give you the task. You then have 15 seconds to read the question and
the prompts.
Use this time to make sure you understand the question - you can check with your partner if you're not sure.
• Read all the prompts and think about how they relate to the question and what you could say about them.
_ DURING THE TASK __________________________

• You don't have to talk about the prompts in any particular order. Start with the one you have most ideas about.
• Explore each prompt in detail before you move on. You don't need to discuss them all.
• Don't always give your opinion and wait for your partner to react - invite your partner to say what they think.
• Listen carefully to your partner's ideas and refer back to them.
• Try to give a reason for your opinion, but remember there are no right answers.
When you are given the second question, it doesn't matter if you and your partner can't make a decision.
There is no penalty if you don't agree.
Are you exam-ready?
Did you ...

... read the question and prompts carefully? ................................................................................................................. D
... talk about the prompts in depth? ............................................................................................................................... D
... interact well with your partner? ................................................................................................................................... D
... use a range of structures and vocabulary? ................................................................................................................ D
... answer the decision question? .................................................................................................................................... D
41
---------
SPEAKING - Part 4 Discussion
...
SECTION B
Adding ideas and developing a discussion
SECTION A The questions may be answered in three different ways.
Giving full answers with examples • The question may be for one of you, or for both of
and justifications you to discuss together.
You need to give an extended answer, not a brief one. • The examiner may ask one of you the question and
Try to add points, give an example, either general, then ask for the other candidate's opinion.
personal or both, and justify your opinion. • If the question is directed to one of you, the other
0 Complete the sentences to make useful phrases may be able to add their opinion after the original
e
candidate has given a full answer.
that allow you to extend your answers.
Look at the extracts from candidates' responses to
addition also experience give some Part 4 questions. Is Speaker B's contribution
instance main only reason say good? Why?/ Why not?
1 Is it possible to have a good holiday without
Extending your answer spending a lot of money?
A: Actually, I think it is. A lot of people spend a lot
1 Global warming is affecting the weather.
on holidays far away and stay in hotels that are
Not _____ ······-_ .... that, but it's raising
quite luxurious. That's great if you've got the
sea levels too.
money. But in my experience ...
2 In my view, it's important to have a job you enjoy. B: Can I come in here? I think it's easy to have
In _______________ to that, there ought to be a good cheap holiday, as long as ...
opportunities for promotion.
2 Which do you think is better for keeping healthy -
3 Obviously eating well is important. But we should doing exercise or eating well?
------- think about our fitness. A: I think it's not an either or! Both are important.
For example, we should all choose a good
Giving an example
balanced diet and also get some exercise.
4 Tourists can cause problems in a town. It doesn't need to be a lot - like running five
For __________ , in my town in the summer, miles every day, but a little and often. If I had
the litter problems are terrible. to choose, I think I'd say exercise.
5 Teachers influence their students a lot. Let me B: No, that's not right. What's the point in doing
____________ you an example. I had a brilliant exercise if ...
maths teacher ... 3 Some people say that governments invest too much
6 I think it's a terrible idea. And I'm talking from money in space research. What's your opinion?
here! I was once asked to ... A: I'm afraid I don't understand the question.
B: I think it's about whether we_ think governments
Justifying your opinion should spend more money on problems we've
got here on Earth than on sending rockets to
7 Not many people shop in high streets now.
other planets!
The for this is ...
A: Ah - thanks - I see. Well, in my view, I think it's
8 I think increasing public transport is really important. good to develop rockets and things because ...
I___ this because ...
4 Do y�u think schools should give cookery lessons
9 Teenagers should all have the chance to go to to thei'r students?
university. The ______________ reason is that ... A: That's an interesting question. My old school
used to give cookery lessons but they stopped
Even if you have no opinions or thoughts about the them. I think they're really important because
question, you should still try to give a full response and it shows people that they don't have to spend
say why. a lot of money buying ready meals or fast food.
8 (i) 4.2EB Listen to two candidates' responses to They can cook instead!
B: If I could add something here? You're absolutely
a question. Which is better? Why? Listen again right. Also, it teaches students about ...
and repeat the better response.
42
about 4 minutes
ln--1
• In this part of the exam, you answer questions from the examiner on the same
general topic as you discussed in Part 3. These questions develop the topic into
more abstract areas.
The examiner may ask you and your partner individual questions or ask you to discuss
a question together. ....,tcingt.lfcita�
throughouttbe
You may be asked several questions or only one or two. whole\lllt
• The examiner doesn't take part in the discussion, but starts it off by asking the questions.
You and your partner then take over.
m
><
What is being tested? s::::0
)>
This part of the test focuses on your ability to express and justify your opinions, agree and disagree and speculate m
on different aspects of the topic. The examiners mark you all through the test in four areas. "TI
m
Grammar and vocabulary: Use a range of structures and words and don't worry about making mistakes. :::0
m
z
Discourse management: Organise what you say clearly using linking words.
Pronunciation: This includes individual sounds and word stress, but the important thing is that you can be
n
m
understood easily.
Interactive communication: In Part 4 you should respond and interact with your partner.
How do you do it?

_ BEFORETHETASK -------------------------
The questions you will be asked are related to the topic you have just discussed in Part 3. Be ready to express
yourself and expand your answers.
_ DURING THETASK -------------------------

Listen carefully to the examiner's questions. If you don't understand, you can ask them to repeat it or ask your partner
what they think.
• If the examiner asks your partner a question, it is still important to listen to their answer. The examiner may ask you
what you think about your partner's opinion.
• You can agree or disagree with your partner at any time or add more details to something they have said.
However, you shouldn't interrupt them.
• Remember that the questions are only asking for your opinion and that there are no right answers. Express your
opinions clearly and give reasons for what you think. Invite your partner to contribute to the discussion.
• As this is the last part of the test, you can relax and really show what you can do!
• Don't forget to thank the examiners at the end of the test.
Are you exam-ready?
Did you ...

.. . listen to the questions carefully? ................................................................................................................................. D
... give detailed answers with reasons for your opinions? ........................................................................................... D
... interact with your partner? ........................................................................................................................................... D
... use a range of structures and vocabulary? ................................................................................................................ D
43
EXAM OVERVIEW
' .
The B2 First qualification is one of the Cambridge English Qualifications and tests all areas of language ability. It is made up of
four papers, each testing a different area of ability in English. The Reading and Use of English paper carries 40 percent of the
marks, while Writing, Listening, and Speaking each carry 20 percent of the marks. Candidates are awarded a score for each of
the four skills and an overall score for the exam, plus a final grade (A, B or C).If a candidate's performance is below level B2, but
is within level B 1, the candidate will receive a Cambridge English certificate stating that they demonstrated ability at B 1 level.
Reading and Use of English 1 hour 15 minutes
Writing 1 hour 20 minutes
Listening 40 minutes (approximately)
Speaking 14 minutes (for each pair of students)
All the examination questions are task-based. Rubrics (instructions) are important and should be read carefully. They set
the context and give important information about the tasks. There is a separate answer sheet for recording answers for the
Reading and Use of English and Listening papers.
Paper Format Task focus

Reading and Part 1: Multiple-choice cloze Choice of vocabulary and relationships
Use of English Choosing which word from a choice of four fits in each of eight between words.
7 Parts gaps in the text.
52 questions
Part 2: Open cloze Grammar, vocabulary and knowledge of
Writing the missing word in each of eight gaps in the text. expressions.
Part 3: Word formation Grammatical accuracy and knowledge of

Choosing the form of the word given so that it fits into the gap in vocabulary and expressions.
the text, with a total of eight gaps.
Part 4: Key word transformations Grammatical accuracy and knowledge of
Using a key word to complete a new sentence which means the vocabulary and sentence structure.
same as the one given, with a total of six pairs of sentences.
Part 5: Multiple choice Reading for detailed understanding of

Answering six four-option multiple-choice questions based on a text. the text.
Part 6: Gapped text Reading to understand text structure.

Choosing sentences to fit into the gaps in a text, with a total of six
sentences to place correctly.
Part 7: Multiple matching Reading to locate specific information,

Deciding which of the short extracts or paragraphs contains given detail, opinion and attitude.
information or ideas and matching these with ten prompts.
Writing Part 1: Compulsory task (essay) Focus on writing for an English teacher in
2 Parts Using given information to write an essay of 140 to 190 words. a formal style.
Part 2: Producing one piece of writing of 140 to 190 words from Writing for a specific target reader, using
a choice of the following: an article, an email or letter, a review, appropriate layout and register.
a report. In the For Schools exam, a story replaces the report.
Listening Part 1: Multiple choice Understanding gist, detail, function,
4 Parts Eight short recordings, each with a three-option multiple-choice. purpose, attitude, etc.
30 questions
Part 2: Sentence completion Locating and recording specific
One long recording with ten sentence-completion questions. information.
Part 3: Multiple matching Understanding gist and main points.

Set of five short recordings on the same theme to match to 'one of
eight prompts.
Part 4: Multiple-choice (long text) Understanding attitude, opinion, gist,

One long recording with seven three-option multiple-choice main ideas and specific information.
questions.
Speaking Part 1: Interview Giving personal information, using social

4 Parts Conversation with the examiner. language.
Part 2: Individual long turn Organising discourse in a 'long turn',

Talking about two photographs for approximately 1 minute and describing, comparing, giving opinions.
answering a question on your partner's photos.
Part 3: Collaborative task Sustaining an interaction, expressing,

A conversation with the other candidate based on some written justifying and exchanging ideas, agreeing
prompts. and disagreeing, reaching a decision.
Part 4: Discussion Expressing and justifying ideas, agreeing

Further discussion on topics related to Part 3. and disagreeing.
44

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CONTENTS

READING AND USE OF ENGLISH - Part 1 Multiple-choice doze

READING AND USE OF ENGLISH - Part 2 Open doze

READING AND USE OF ENGLISH - Part 3 Word formation

- READING AND USE OF ENGLISH - Part 4 Key word transformations

• READING AND USE OF ENGLISH - Part 5 Multiple choice

READING AND USE OF ENGLISH - Part 6 Gapped text

- WRITING - Part 2 Article

• WRITING - Part 2 Email or letter

WRITING - Part 2 Review

WRITING - Part 2 Report

WRITING - Part 2 Story

LISTENING - Part 1 Multiple choice

- LISTENING - Part 2 Sentence completion

II LISTENING - Part 3 Multiple matching

, LISTENING - Part 4 Multiple choice (long text)

SPEAKING - Part 1 Interview

II SPEAKING - Part 2 Individual long turn

Ill SPEAKING - Part 3 Collaborative task

Ill SPEAKING - Part 4 Discussion

Ill Exam overview

3 Tim was pleased - at I_______ he said he was.

5 What are you doing for the r __ . ____ of the day?

0 Is each verb in Ex 5 followed by a gerund or an

What is being tested?

How do you do it?

_ DURING THETASK --------------------------

_AFTERTHETASK ----------------- -------­

Are you exam-ready?

Did you ...

5 Once/ By the time I've finished writing the report,

0 Complete the sentences with the correct

What is being tested? )>

How do you do it?

Are you exam-ready?

Did you ...

delight doubt event hope pain peace

1 You needn't wear a suit because it's an

What is being tested?

• prefixes, e.g. happy - unhappy, advantage - disadvantage

_ DURING THE TASK___ _ _ _____ _ ______ ____ _

Are you exam-ready?

Did you ...

0 Match each of sentences 1-6 with a sentence A-F 1

What is being tested?

How do you do it?

_AFTERTHETASK ----------------- -------­

Are you exam-ready?

Did you ...

•� . �--=-. - - .. . ··- - .. - - - . _- --:- - - - --------:---- -

0 Match the adjectives in 1-6 with extracts A-F. SECTION B

_ DURING THETASK ------------------------- ­

Are you exam-ready?

Did you ...

E) Complete extracts 1-4 with the sentences A-D

0 Complete the second sentence in each pair with 4

1 The teachers at the college give extra help when

Text structure and cohesion

0 Match these words and phrases with the words C

Also Because of this Besides this

A As a result, he achieved a high level in the language

What is being tested?

__ DURING THE TASK------ - - ------

5 What are you doing for the r . __ of the day?

_AFTERTHETASK ----------------- -------

_ DURING THE TASK___ _ _ _____ _ __ _

_AFTERTHETASK ----------------- -------

_ DURING THETASK -------------------------

_ DURING THE TASK-- -- ------- - - ----------

_ DURING THE TASK ------------- -----------

_ DURING THE TASK ------------------------

_ DURING THE TASK --------------- ---------