COMPLETE FIRST

Student’s Book
without answers
Third edition

B2
Guy Brook-Hart,
Alice Copello,
Lucy Passmore
and Jishan Uddin
 5 Study time
Starting off
A
1 Work in groups. Discuss these questions.
• What different types of learning are shown in the
photos?
• What are the advantages and disadvantages of
learning in each of these ways?
• Which method would be the best way to learn:
- to pass an exam?
- to play a musical instrument?
- to write computer code?
B - to learn a language?

Listening Part 1

• Read the questions carefully, underlining the main

ideas in the question as you read. This helps you to
focus on what is being asked. In some cases, you may
have to underline the whole question.

• The words you hear will usually be different

from the words in the question; listen for the
meaning rather than actual words.
C

1 You are going to hear people talking in eight different

situations connected with studying. Before you listen,
match these words and phrases (1–9) with their
definitions (a–i).
1 tutor 6 pass (noun)
2 research (verb) 7 sit (an exam)
3 learner 8 course requirement
4 mark (verb) 9 job prospects
5 admission
a check a piece of work or an exam, highlighting mistakes
and giving a number or a letter to say how good it is
b someone who is acquiring knowledge or a new skill
c something that is needed or demanded for the
D completion of a course
d study a subject in detail in order to discover
new information about it
e a successful result in a test or course
f take a test
g the possibility of successfully finding work
h university teacher who teaches a small group of students
i when someone is given permission to become
52
a member of a club, university, etc.
 5
2 Read the questions and underline the main idea in each Vocabulary
question. Do not read options A, B or C yet.
Phrasal verbs
1 You hear two students talking about the assignment they
have to do. 1 Match these phrasal verbs with their
What does the woman say about it? definitions (a–h).
A It’s a waste of her time.
1 get over sth
B There’ll be enough time to finish it.
2 live up to sth
C She’s already written the first part of it.
3 hand (sth) back
2 You hear a student talking about the value of studying abroad. 4 get away with sth
What does he think the main benefit is? 5 point (sth) out
A It helps you to get a job. 6 put (sth) off
B It shows that you can live in another culture. 7 turn out
C It provides you with new contacts. 8 look back
3 You overhear two people discussing a new online course. a be as good as expected
What does the woman say students have to do? b decide or arrange to delay an event or
A work through all the learning materials activity until a later time or date
B do background research on their chosen subject c feel better after something or someone
C have meetings with the teachers online has made you unhappy, or get better after
an illness
4 You hear two students talking about an exam. d end or happen in a particular or
What are they both most worried about? surprising way
A not having enough time to revise e return something to the person who gave
it to you
B not being able to concentrate
f think about something that happened
C being asked unexpected questions
in the past
5 You hear a son talking to his mother about the new course g succeed in avoiding punishment for
he is applying for. something
Why hasn’t he made a final decision yet about which h tell someone some information, often
universities to apply for? because you believe they are not aware
A He wants to apply to places he is likely to be accepted. of it or have forgotten it
B He only wants to go to a well-known university.
2 Complete the sentences with a phrasal verb
C He would prefer not to go to an expensive university.
from Exercise 1 in the correct form.
6 You hear a chemistry teacher talking about her career. 1 Franz hates writing essays and tries to
Why did she become a teacher? writing them till the last
A She was keen to share her passion for science. moment.
B She wanted to make a difference to children’s lives. 2 I don’t know how Charo
C She was inspired by her own teachers at school. copying her essays from the internet, but
the teacher never seems to notice.
7 You overhear a student talking to her friend about the 3 Julia worked really hard for the test,
amount of homework she has to do. but when the teacher
Why is she unhappy about it? it she found she’d got a
A She hasn’t got enough time to do it. very low mark. I hope she
the disappointment soon because she’s
B She didn’t receive enough help from the teacher. looking really depressed.
C She doesn’t think it helps her improve as a student. 4 My mum puts quite a lot of pressure on
8 You hear two students talking about a lecture they have me and it’s difficult to
just attended. her expectations. I think when she
at her youth, she feels
What do they disagree about? she didn’t study hard enough herself.
A how useful the lecture was 5 The exam to be
B how knowledgeable the lecturer was easier than I expected and, just as you
C how well-behaved the students were , it was all things we’d
studied before.
3 Listen and choose the best answer (A, B or C).
18 Study time 53
5
find out, get to know, know, learn, teach and study; 5 Complete the sentences with the correct form of a word
attend, join, take part and assist from Exercise 3.
1 Dimitri needs to Spanish if he wants
3 Read the brochure below, which outlines the reasons to study in Seville next year.
for studying at a university abroad. Choose the correct 2 I’ve a lot of interesting people from
option in italics. different countries while doing this course.
3 Maria hopes to chemistry when she
goes to university.
4 While Karen was at summer camp, she
(1) Learn / Study at some of the best universities in how to windsurf.
the world. 5 The best way to the answer to this
(2) Get to know / Know people from all over the question is to look online.
world and make lasting friendships. 6 I’d like to ring Kevin, but I don’t his
phone number.
(3) Attend / Take part lectures and seminars
(4) learnt / taught in a variety of different languages.
7 I had a wonderful course tutor who
me to speak German really well.
(5) Join / Take part in extracurricular activities such 8 The university has an accommodation off icer who
as city tours and social events, as well as (6) assisting will students in finding somewhere
/ joining clubs and social groups. to live.
(7) Learn / Study how to live independently in 9 Kostas a youth club last year because
another country. he wanted to meet people.
Receive advice from specialist careers advisers who
10 It was the first time he had in a
marathon, so people were surprised when he won.
(8) get to know / know what skills international
employers are looking for.
Grammar
To (9) find out / assist more about the courses on offer, visit Zero, first and second conditionals
our website.
Page 168 Grammar reference
Zero, first and second conditionals

1 Read the sentences (1–6) below. Which ones ...

a refer to something which the speaker thinks is a
possible or likely outcome?
b refer to something which the speaker is imagining, or
thinks is unlikely or impossible?
c refer to something which is generally true?
1 If you speak a bit of the language, it’s much easier to
make friends.
2 If I gave up football, I’d have more time to study.
3 If you’re not sure when your event starts, check the
programme.
4 If I could drop some subjects, I’d have more time for
geography.
5 If there are any changes to the programme, the
teachers will let you know straight away.
6 I won’t be able to go to university unless I do well in my
exams at school.

4 Work in pairs. Try to agree on the two best things about

studying abroad. Give reasons for your answers.

54
 5
2 Match the beginnings and endings of these sentences. 4 Complete the second sentence so that it has a similar
1 I won’t mention your name meaning to the first sentence, using the word given. Do
2 I’d travel round the world not change the word given. You must use between two
and five words, including the word given.
3 We don’t allow people to do the course
4 I’ll have to buy the book 1 We will not be able to finish the project without
your help.
5 If I decide to study abroad,
ASSIST
6 If I see her,
Unless the
7 If I wasn’t so busy,
project, we will not be able to finish it.
8 If I went to study in Australia,
9 I’d take a taxi 2 You cannot use the swimming pool unless you become
a member of the sports club.
10 If students come to class regularly,
JOIN
a I won’t see my family for several months. You can only use the swimming pool
b they usually get good results. the sports club.
c I’d go to the cinema with you.
3 Amelia will not participate in the concert because she
d I probably wouldn’t come back. is feeling ill.
e I’ll tell her you called. PART
f if I had the time and the money. If Amelia was not feeling ill, she
g unless I can find it in the library. in the concert.
h unless you want me to.
4 It will be necessary for us to postpone the match if the
i if I could afford one. weather does not improve.
j unless they have the right qualifications. PUT
Unless the weather gets better, we
the match.
5 Your English improves because your teacher shows
you your mistakes.
UNLESS
Your English would not get
out your
mistakes.
6 I will only play in the basketball match if I recover from
my cold.
GET
Unless , I will not
play in the basketball match.

3 Exam candidates often make mistakes with first and 5 Work in pairs. Discuss the questions.
second conditionals. Complete the sentences with the • If you could study
correct form of the verbs in brackets. anywhere in the world,
where would you go?
1 If I (say) that technology does not
affect the way we study, I would be lying. • If you studied in a different
country, what do you think
2 If I (live) near the office, I would be your biggest
(cycle) to work, but unfortunately I difficulty?
live too far away to do that.
• If you could change one
3 It’s a shame we can’t study together. If we thing in your life, what
(do), we (be) able to would it be?
test each other at the same time.
• If, one day, you became
4 We can organise a class trip if we famous, what would you
(have) any free time during the term. most like to be famous for?
5 If you (have) any problems with your • How will you celebrate if
homework, always (ask) your teacher you pass all your exams
for advice. this year?
6 If everyone (stop) using plastic bags,
the oceans (be) less polluted. Study time 55
5
Reading and Use of English Part 7

• Before you read the sections, read the questions carefully,

underlining the main ideas.

• Read the first section and find which questions it answers.

• Deal with each section in turn in this way.

• If you have any time left at the end, go back

and check your answers carefully and fill in any
questions you missed

1 Work in pairs. You are going to read extracts from four reports
written by international university students. Read questions 1–10
and underline the main idea in each one.
Which person …
1 wanted to experience a specific way of learning?
2 chose a place that was easier to get to than
other locations?
3 felt that their choice of university was important
for their future career?
4 was pleasantly surprised by the approach to
teaching and learning?
5 has considered starting a career in their chosen location?
6 found it diff icult to adapt to their new environment?
7 had a different experience to the one they’d
originally expected?
8 got to know the local area before their studies began?
9 has been disappointed with aspects of their experience?
10 is pleased to be studying in a large city?

2 For questions 1–10, choose from the people (A–D). The people may be
chosen more than once.

3 You have received this email from your English-speaking friend Simi.
Write your email in response to Simi’s questions.

From: Simi
Subject: Studying abroad

Hi,
When you told me about your year studying abroad, I thought it
sounded amazing, and now I’m interested in going to university in
another country too! What are the benefits of studying abroad? Where
do you think I should go and why?
Thanks,
Simi

Write your email.

56
 5

At university abroad
Have you ever thought of studying abroad? Four students abroad relate
their experiences ...

A Jieni went to London, UK

You don’t think twice about going to study in London. Last September, I left home with a large
suitcase, and a few hours later I arrived at the place I now call home. I settled on London
because of the many famous old universities here, as well as the fact that it would undoubtedly
boost my job prospects back home. Before I arrived, I’d built up an image of life in the UK in
my mind, in large part due to what I’d seen on TV and in films, but I quickly realised that this
had been a misinterpretation. London is incredibly diverse and is home to people from all over
the world. If I wanted to enjoy something more typically British, I’d choose a smaller location,
but for a student my age, I definitely made the right choice.
B Mehedi went to Windsor, Canada
Last summer I started a new adventure in Canada. My course didn’t start until late September,
but I wanted to spend a month finding out more about my new surroundings. The university
is located in a small place called Windsor. I thought about going to study in a bigger city in
Canada, or even in the United States, but decided on this place instead. If I’d chosen to study
in a major North American city, I probably wouldn’t be having the same experience as I am
now. The locals are great with international students, and we all get on well with each other.
I wasn’t sure exactly what form the learning would take, but I haven’t been disappointed in that
regard. The course uses modern methodology, with lots of online group work and, overall, my
expectations have been met and exceeded. If you keep an open mind about it, you can really
benefit from this form of studying.
C Ratih went to Melbourne, Australia
I initially thought I’d go to the US or the UK to study for a degree, as I’ve heard lots of good
things about their universities and everybody knows how important English is as a language.
Then I thought about the journey home. If I studied in New York, it would probably take me at
least a whole day to return to Jakarta, so Australia seemed like a sensible choice. It wasn’t that
difficult to get a visa, and I can stay and get a job after I graduate. That’s a really big plus for
me. Although I’m enjoying living here, I seem to be spending all of my time studying, so I don’t
feel like I’ve immersed myself in the culture. Also, I know in some countries English support
classes are free for international students, but we have to pay for it here and I don’t think
that’s very fair.
D Sofiane went to Helsinki, Finland
I’d heard about Finland’s reputation as a global leader in education, but to say that I’d always
planned on coming to study here would be a lie. However, it's turned out to be one of the
best decisions I’ve ever made. I was blown away by the university’s facilities and how well they
looked after their students, not to mention the contemporary approach to learning, which was
exactly what I was hoping for. Admittedly, it was quite a culture shock and it took me a while to
get to grips with the Finnish language, though I’m very pleased with the progress I’m making.
Furthermore, the excellent transportation links mean that I can still enjoy all the aspects of city
life, while living in the peaceful surroundings of the university campus.

Study time 57
5
Reading and Use of English Part 3 • Read the text quickly to see what it is about.

• Read before and after the gap to decide:

1 Form nouns from these verbs.
– what meaning the word has
– what type of word you need (noun, verb, adjective or
verb noun adverb).

• Think about how you need to change the

qualify 1 qualification word in capitals to form the word you need.

• When you have finished, read the

intend 2
completed text to check it makes sense.

respond 3
3 Read the text below. Use the word given in capitals at
adjust 4 the end of some of the lines to form a word that fits
in the gap in the same line. There is an example at the
compare 5 beginning (0).

exist 6

demand 7
90%

develop 8
Mobile phones
behave 9
in the classroom
advise 10
The use of mobile phones in the classroom
has been a (0) controversial topic CONTROVERSY
appear 11
debated by teachers, parents and students
for years. In the UK, 98% of schools have
know 12
banned the use of mobile phones in the
classroom (1) . Anyone COMPLETE
2 Each of the nouns in the table has been formed from a caught using them would expect to face
verb. Write the verb next to the noun. some sort of (2) , from PUNISH
detention all the way up to suspension for
verb noun students who were repeat
(3) . This might sound OFFEND
1 agree agreement harsh, but studies have shown that when
students are (4) from COURAGE
2 assessment bringing their phones to school, they are
less distracted and perform much better
3 feeling in class.
Not all teachers agree with this ban,
4 involvement
however. There are many who are
demonstrating a (5) to WILLING
5 investigation
integrate phones into their lesson plans.
They argue that, under their
6 confusion
(6) , students are able GUIDE
to access a whole variety of different
7 preference
(7) resources that EDUCATE
can boost their learning and help them to
8 approval
develop such skills as collaboration,
(8) and media literacy. CREATE

58
 5
4 Work in two teams. Some people believe that mobile phones 2 Work in pairs. Discuss the questions.
should be banned in the classroom. Do you agree? 1 How many reasons does Nikolai give for his
Team A answer?
You support the ban on mobile phones in the classroom. Make a 2 How many situations does Martyna mention for
list of reasons why you think they should be banned using English?
Team B 3 Why is it good to combine ideas and reasons in
You don’t support the ban on mobile phones in the classroom. your answers?
Make a list of reasons why you think they shouldn’t be banned. 4 Why is it good to sound interested and
enthusiastic?
Now debate in your teams. When you have finished the
debates, have a class vote to see which side has the best 3 Think how you can answer these questions,
argument. combining your ideas and reasons for them. Then
work in pairs and take turns to ask and answer the
questions.
• What is/was your favourite subject at school?
Why?
• How do you think you’ll use English in the future?

4 Pronunciation: syllable stress

With some related words, the stress is different
depending on whether it is a noun, a verb or
an adjective.

4.1 Listen to these words. Which syllable

20
is stressed?
necessary necessity
4.2 Decide which syllable is stressed in each of these
words.
satisfying / satisfactory educate / education
Speaking Part 1 exam / examination explain / explanation
graduate / graduation possible / possibility
Page 204 Speaking bank prefer / preference refer / reference
Speaking Part 1 relative / relation institute / institution

Work in pairs. Complete this extract of two exam candidates 4.3 Now listen to check your answers. What do you
1
doing Speaking Part 1. Then listen to check your answers. 21
notice about where we stress words ending in
19
-tion and -ity?
Teacher: Nikolai, what is your favourite subject at school?
Nikolai: I find biology very interesting. That’s 4.4 Work in pairs. Take turns to read the words aloud.
(1) I enjoy all science subjects a
lot and (2) I can get good enough
marks in my final exams, I’ll study medicine 5 Think about how you can use three or four
(3) I go to university. Also, I’ve words from Exercise 4.2 in your answers to these
got a really excellent biology teacher, questions.
(4) makes the subject much
more fun. • What do you particularly like about the school
Teacher: And you, Martyna, how do you think you’ll use where you study?
English in the future? • What plans and ambitions do you have for your
Martyna: Well, I think English is an absolute necessity now education in the future?
and you just can’t get by without it. It’ll help me
to find a job, and (5) my work 6 Work in pairs. Take turns to ask and answer
involves travelling, it’ll be an essential skill. I’d like the questions above. While you listen to your
to work in business, (6) I think partner, pay attention to whether they stress the
English is a really big advantage for that too. words from Exercise 4.2 correctly. Correct them
Teacher: Thank you. Nikolai, can you ... where necessary.

Study time 59
5
2 Work alone and write a plan for your essay. Then
7 Work in pairs. Decide which of you will be Student A and
compare your plan with your partner’s.
which Student B. Take some time to think about how you
will answer your questions below. Then take turns to ask 3 Read Marina’s essay plan and then answer the
your partner the questions in their box. questions.
Questions for Student A 1 Has she repeated a lot of the language from the task
• Tell me about the school you go/went to? in her plan? Why? / Why not?
• What would you like to study in the future if you had 2 How long do you think it took her to write the plan?
the chance? (Why?) 3 Has she covered all the points in the task? Why is this
• How much homework do students in your country important?
generally do? (Do you think that’s too much?)
(Why?/Why not?)
• Can you tell me what you most enjoy about learning Para.1: Brief intro – present situation: more
English? (Why do you like that?) contact with other countries, more travel
• Tell me about the best teacher you’ve ever had. – my view: essential
Questions for Student B
Para.2: Necessary to get a job; useful for
• Do you prefer studying alone or with other people? (Why?)
international work
• Can you remember your first day at school?
(Tell me about it.) Para.3: Going abroad – speaking with local
• Would you like to study in a different country? people: more enjoyable + you learn more
(Why? / Why not?) Para.4: Using the internet – mainly in English:
• How important are exams in your country? (Why?) essential information for all aspects of
• How important is learning English to you? (Why?) life – give examples
Para.5: Conclusion – my opinion: people who
can’t speak foreign lang. have fewer
• Listen carefully to the questions and make
opportunities.
sure your answers are relevant.

• Where possible, give reasons for your

answer and/or add some extra information. 4 Work in groups. Read three students’ opening
paragraphs below (1–3).
• Which paragraph do you think is the best? Why?
Writing Part 1: An essay • What is wrong with the other two paragraphs?

Page 192 Writing bank 1 Although most young people spend many hours at
An essay
school learning a foreign language, usually English,
1 Work in pairs. Read the writing task and discuss the essay for most of them the result is that they do not learn to
speak it well and all this time is wasted. Instead, they
question. Make a note of all your ideas and opinions.
could be learning mathematics or computer science,
which are both really useful subjects. Is learning a
In your English class, you have been talking about what foreign language a useful school subject? I will give
subjects should be compulsory at secondary school. you my opinion at the end.
Now your English teacher has asked you to write an
in high society learnt to
essay. 2 In the past, only educated people
mainly because only they
speak foreign languages. This was
Write an essay using all the notes and give reasons for ever, as time has passed,
could afford an education. How
your point of view. to all children, and foreign-
education has become available
increasingly common. Why
All young people should study a foreign language as language learning has become
foreign languages, and how
part of their education. do young people have to study
That’s the question.
Do you agree? do they benefit from doing so?
Notes 3 In the modern world, we have to work and
Write about: communicate
with people from other countries. For this
1. working life reason, I
believe that learning a foreign language
is an essential
2. travel and holidays part of modern education.
3. (your own idea)
60
 5
5 Match the teacher’s comments (a–c) with the opening 8 Read this writing task and:
paragraphs in Exercise 4. • make a note of any useful points
a • A good opening paragraph. You’ve stated your point • write a plan for your essay.
of view clearly and directly and related it to the
present situation.
In your English class, you have been talking about
• It’s just two sentences, so plenty of space for the rest
studying abroad. Now your English teacher has
of the task!
asked you to write an essay.
b • The history of language learning is not relevant to
the task. Write an essay using all the notes and give
• Your question is not the question in the task, so also reasons for your point of view.
irrelevant. Stick carefully to the writing task.
All young people who have the opportunity
• Your intro is 63 words – you now have a maximum of should study in a foreign school or college for a
120 words for writing the rest of your essay. If you don’t year.
deal with the task exactly, you won’t pass the exam!
c • You’ve started the essay with an opinion, not an Do you agree?
introduction to the topic. Will your final opinion
be different? Notes
• The paragraph is too long. Write about:
• You don’t appear to have planned the essay – just 1. experiencing a different culture
started with the first idea that occurred to you. 2. personal development
Remember: you’ll lose marks if your essay is not well- 3. (your own idea)
planned and organised.

6 Now write your own opening paragraph for the exam task
in Exercise 1. 9 Write your essay, following your plan. Use your
plan and Marina’s essay in Exercise 7 as a model.
7 Complete Marina’s essay with the words and phrases in the Write 140–190 words.
box, which she uses to link her ideas together.

a further point is that also do so Make sure that you:

for all these reasons for example if it • read the question carefully and underline the
these opportunities with the result that key words to make sure that you know exactly
what to do
In the modern world, we have to work and communicate • answer the question exactly
with people from other countries. For this reason, I
believe that learning a foreign language is an essential • deal with all the points below the question
part of modern education. • include your own idea.
Nowadays, many jobs are international, Write a brief first paragraph which:
(1) people have to be able to
communicate in English. (2) , people are • states why the question is important
likely to work in different countries during their careers, • briefly indicates your point of view.
(3) when their companies send them
abroad to work. (4) will not arise for
people who cannot speak a foreign language.
In their free time, many people like to travel and,
(5) they can speak to local people, they
enjoy their holidays more and learn about the places they
visit. If they cannot speak a foreign language, they might
stay in their own country and miss seeing other places.
(6) we all use the internet for study and
work. (7) gives us information about
things which are interesting and useful to us, but a lot of
the content is in English and if we can’t understand the
language, it will be of much less benefit.
(8) it is essential for young people to
learn a foreign language. If they do not
(9) they will have fewer opportunities.
Study time 61
COMPLETE FIRST
Workbook
with answers
WITH AUDIO

Third edition

B2
Jacopo D’Andria Ursoleo
Kate Gralton
 5 Study time

Grammar Vocabulary
Zero, first and second conditionals Phrasal verbs
1 Complete the sentences with the correct form of 1 Replace the underlined words or phrases with the correct form
the verb in brackets. of the phrasal verbs in the box.
1 You would have more time to study if you
(not be) always on your phone. get away with get over hand back live up to
2 When I (go) to university, I’ll live look back at point out put off turn out
on campus.
3 He (need) to have a C1 level 1 When I think about the time I spent at school, I only have
of English if he wants to study at good memories.
Harvard University. 2 He managed to escape blame for breaking the
4 Meet me at the library as soon as you classroom window.
(finish) your lessons. 3 Lauren always delays doing her maths assignments to the
5 If you (choose) an apprenticeship, last minute.
you get on-the-job training. 4 When is the teacher returning our art projects? I want to
6 I can’t hand in the project until you show my parents mine.
(complete) your part of it. 5 I really try to be as good as my family’s expectations of me.
7 I (not do) any studying at home if I
had a wide screen TV like that. 6 After all that revision, it happened that the exam didn’t count
8 If you have problems doing the research, I as part of my final mark anyway.
(try) to help you with it. 7 The lab assistant showed us that we weren’t using the
9 Sit the exam again next semester if you equipment correctly.
(not pass) it the first time. 8 It took me a long time to recover from failing my piano exam.
10 If I (get) a football scholarship, I
wouldn’t have to pay tuition fees.
2 Correct the mistakes in the highlighted parts of
the sentences. Some of the sentences are correct.
1 I’m never able to concentrate on studying when
the temperature goes over 35 °C.
2 If I were you, I’ll spend more time practising
speaking French than studying the grammar.
3 She has trouble finding a job if she leaves
school at fifteen. But she’s determined to do it!
4 He always wakes up in a bad mood when he
studied too late the night before.
5 If I wanted to do engineering, will I need to take
an advanced maths course at school?
6 Come on! If we’re late handing this assignment
in, the teacher will fail us again.
7 As soon as I finish this course, I was going to
travel around the world.
8 If I lived in China for a year, do you think I’d be
able to speak Mandarin by the end of it?

20
 5
find out, get to know, know, learn, teach and study; attend, join, take part and assist

2 The sentences below contain incorrect words. Replace them with the correct form of the words from the box.

attend find out get to know join learn study take part in teach

1 We should unite the university rowing club – we can get extra credits and get fit, too.
2 I have known a lot of tips for passing the exam from my maths teacher.
3 Mark has decided to learn veterinary science if his marks are good enough.
4 I can’t assist all my lessons and continue working part time.
5 If you want me to take you to the train station, know what time the train leaves.
6 The work placement I did learned me a lot about the practical side of law.
7 Going to college social events is the best way to know a lot of people.
8 I really want to join the school play this year.

Study words
3 Complete the crossword puzzle. Use the clues to help you.
1 Across Down
2 3 2 I want to have a c in 1 Let’s do our r
journalism. Do you think I need for the project separately.
to go to university? I’ll go to the library, and
4
4 My sister did a d in marine you do it online.
biology and now she’s a science teacher 2 I thought history would
5 at a high school. be a really easy
5 My parents don’t think studying c , but I’m
6 at art school will give me good finding it difficult.
job p . 3 To gain a
7 I spend so much time studying to study medicine at
7
new material, I don’t have time university you have to do
to do r . well at school.
8 8 Why don’t you get a t to 6 I had four English
help you pass your chemistry exams? l a week
when I was at school. I
9 9 I can’t believe I only got 58% in that test!
think that was too much.
I usually get much better m .

Suffixes
4 Complete the table with the noun forms of the verbs in the box. 5 Complete the sentences with nouns from
Put six nouns in the ‘other’ column. Exercise 4.
1 I’m in complete with
advise adjust agree assess appear behave compare you – we should apologise to
confuse develop exist feel intend investigate him immediately.
involve prefer respond qualify 2 I’m tired of the constant
with my twin sister. The fact that we
look alike doesn’t mean we’re the same.
-tion -ence -ment -ance other 3 The government is starting an
into the widespread
cheating in state exams.
4 My brother loves maths but my
has always been history.
5 I sent an email a week ago but I still
haven’t had a .

Study time 21
5
Listening Part 1
In Listening Part 1, you will hear the
context-setting sentence for each
6 You will hear people talking in eight different situations. question. Use the time given to
For questions 1–8, choose the best answer (A, B or C). read the question and the options
1 You hear a father talking to his son about university. before you listen.
Why did the father leave university before he graduated?
A He wanted to get married.
5 You hear a girl leaving a phone message for a friend.
B He failed his first-year exams.
Why is she calling?
C He needed to start working.
A to borrow some books
2 You hear two students talking about the B to ask for advice
university library. C to discuss a talk she has given
How does the man feel about using the library?
6 You hear two students talking about using tablets
A He gets frustrated that it takes so long to get
at school.
the books.
The boy says that tablets
B He wishes it were easier to access the internet there.
A are more economical in the long run.
C He would go there more often if he had time.
B are nicer to handle than books.
3 You hear a student talking to a friend about his C are easier to store at school.
new school.
Why would he prefer to be at his old school? 7 You hear a man talking about a book.
A He doesn’t like being away from home. What does he say about it?
B He finds the classes at his new school too demanding. A It reminded him of his own life.
C He is missing out on opportunities. B Someone encouraged him to buy it.
C He had a feeling it would be good.
4 You hear a student talking to a friend about a history
report he has written. 8 You hear a boy talking to a friend about studying
Why does he want his friend to read it? after school.
A It’s a project they have done together. What does he say about it?
B He wants to know if it is well written. A He is easily put off by noise.
C He knows she is good at history. B He often needs help with it.
C He does very little schoolwork at home.

Reading and Use of English Part 3

 lways check to see if an
A
For questions 1–8, read the text below. Use the word given in answer needs to be in a
capitals at the end of some of the lines to form a word that fits in negative or a plural form.
the gap in the same line. There is an example at the beginning (0).

A unique approach to learning

The Programme for International Student Assessment (PISA) is a worldwide study which has been
measuring 15-year-old school pupils’ scholastic (0) performance in mathematics, science and reading PERFORM
since 2000. Finland has (1) performed highly on the PISA test and other nations are REPEAT
(2) in knowing why. There are some key (3) in how Finnish schools are run, INTEREST/DIFFER
starting with a high teacher-student ratio. To avoid having (4) and tired students, school MOTIVATE
doesn’t start until 9 am., and the day ends relatively early, in (5) with other countries, COMPARE
usually after only two or three lessons with 20-minute breaks between them.
The overall system is not there to force (6) into students, but to create an environment INFORM
of integrated learning which boosts collaboration and (7) . They have the least amount CREATE
of homework of any students in the world, spending an average of only half an hour a night on it.
Finnish students do nearly all of their study at school in a low-stress atmosphere that puts an equal
focus on acquiring (8) and growing as a human being. KNOW

22
 5
Writing Part 1
 ead the task carefully. The
R
An essay essay may have a direct
question or a statement
1 Read the exam question and the model answer. which you have to give
your opinion on.

Everyone should stay in full-time education until the age

of 18. Do you agree? 2 Match the underlined phrases in the essay to
Notes the functions.
Write about: Giving your opinion
1. preparing for working life
2. gaining knowledge
3. (your own idea)
Introducing other people’s opinions

In my country, young people only have to stay in education Introducing an argument

until the age of 16. Some people think that by this age
they have studied enough but, in my opinion, it should be
Expressing contrast
compulsory to study until you are 18.
There are several reasons for staying in full-time education.
Firstly, the job market is increasingly competitive and
so young people need all the advantages they can get. Putting your ideas in order
Furthermore, if you are not sure what career you would like
to follow, staying at school gives you the time to discover
what your passion is.
Introducing your conclusion
However, there are different types of education and
knowledge. Young people could stay at school and study
academic subjects such as maths and English but, on the 3 Which statements about Writing Part 1 are
other hand, they could do a training course where they True (T) and which are False (F)?
learn more practical skills, like those needed to become a 1 You don’t have to do the essay in Part 1.  T/F
plumber or an electrician. Both of these options would give 2 You don’t have to cover all three points
young people extra qualifications to put on their CV. in the question if you don’t want to.  T/F
To sum up, I believe that young people should stay in 3 Your essay must have headings.  T/F
education until they are 18, but they should be able to 4 It’s a good idea to use topic sentences
to start each paragraph.  T/F
choose what skills they want to learn.
5 You can express your personal opinions.  T/F
6 You should use a variety of structures
and vocabulary.  T/F
7 You should try to write as much
as possible.  T/F
8 You should spend around 40 minutes on
this part of the writing exam.  T/F

Study time 23
COMPLETE FIRST
Teacher’s Book
Third edition

B2
Deborah Hobbs
5 Study time
Select a student to read the exam advice
to the class. Remind them not to be
Unit objectives distracted by hearing words in the transcript
which appear in an incorrect option.
Topic: education
Reading and Use of English Part 7 (multiple
matching): exam techniques 2 Students work individually. Remind them to focus on the
context sentences and question stems only. Set a time
Reading and Use of English Part 3 (word formation):
limit of three minutes. Students compare their ideas
nominalisation
before you elicit the answers from the class.
Writing Part 1 (essay): writing opening paragraphs
Answers
Listening Part 1 (multiple choice): focusing on Suggested underlining
meaning 1 assignment, have to do, what does woman say
Speaking Part 1 (interview): giving reasons and 2 value, studying abroad, main benefit
3 new online course, students have to do
offering several possible ideas
4 exam, both most worried about
Pronunciation: syllable stress; shifting word stress 5 new course, hasn’t, made a final decision, apply for
6 chemistry teacher, career, why, become a teacher
Vocabulary: phrasal verbs connected with education 7 amount of homework, why, unhappy
and study, find out, get to know, know, learn, teach and 8 lecture, what, disagree about
study; attend, join, take part and assist
Grammar: zero, first and second conditionals 3 Play the recording twice. Students work individually.
Allow students time to check their answers using the
audioscript on page 223 before eliciting the answers from
Starting off SB page 52
the whole class.

Lead in Answers
Look at the photos with the students. Ask them which 1B 2C 3A 4C 5A 6B 7C 8C
learning situations they have experienced and elicit
one or two answers from the class. You might like to Track 18
briefly explore how students believe the ways we learn
Narrator: One. You hear two students talking about the
will change over the next five to ten years. assignment they have to do.
Man: Nicky, have you thought about this term’s final
assignment yet?
1 Encourage students to give and justify their opinions. As
Woman: I’ve looked at the instructions and read the text, but
an alternative, you could split the class before putting not much more than that so far. I think it’s related
them into groups, with half discussing the advantages to the homework we completed last Monday, so I’m
and the other half the disadvantages. At the end of the just waiting for our teacher to mark that and give me
exercise, elicit ideas from each group before the class the comments on it. I don’t want to have to change
decides which type of learning offers the most and least everything later as that wouldn’t be the best use of
my time. I know it’s due in very soon and you probably
advantages and why. think it’s a bit last-minute, but I’ll easily be able to
submit it on time.
Listening Part 1 SB page 52
Narrator: Two. You hear a student talking about the value of
studying abroad.
1 Students cover the definitions and discuss the meanings
Man: I’ve just come back from six months’ studying in the
of 1–9 while you monitor without interruption. This will Netherlands. The placement is available to all students
help you understand which words students already and there’s a wide variety of universities to choose
know. After students have completed the exercise and from. It’s one of the best experiences I’ve had. I think
you have elicited the correct answers, you may wish to it’ll be really useful to my future career, primarily due to
elicit from them those words which are both verbs and all the new friends I’ve made who are hoping to work
in international development, like me. I’m sure this
nouns (research, mark, pass) together with example will be useful when I’ve graduated and start looking for
sentences, e.g. I was thrilled when I passed the test. I was work. Studying abroad can also help to boost your job
reading an interesting piece of research last night about … prospects in other ways. Employers really appreciate

Answers
1h 2d 3b 4a 5i 6e 7f 8c 9g
Study time 45
5

people with experience of living overseas, especially if Narrator: Seven. You overhear a student talking to her friend
you’ve immersed yourself in the culture and learnt the about the amount of homework she has to do.
language along the way. Man: Have you finished that piece of homework due in on
Friday?
Narrator: Three. You overhear two people discussing a new online
course. Woman: Don’t remind me about that! I haven’t even started
it yet! I hate the fact that we have to do homework
Man: What’s the new course like, Mariam?
every day – there’s no flexibility at all. Why don’t they
Woman: Well, most of the teaching happens online via videos. understand that some learners do things differently?
A lot of research has gone into creating these types of I don’t think it teaches us the discipline needed to
courses, and it seems that students are finding it really study effectively if the teacher tells us what to do all
motivating. You need a lot of self-discipline – it’s a the time. I think teachers should coach us to be more
course requirement to watch and complete the whole independent as learners by setting longer-term study
list of videos and tasks supplied. You can also use the goals and allowing us to choose when we complete
library to read around your subject more generally if each step – as long as we meet the final deadline.
you have the time. The tutors and course organisers
train us to use the institution’s virtual learning Narrator: Eight. You hear two students talking about a lecture
environment. This is really important, as there are a lot they have just attended.
of educational resources available there to help you Man: That was a great lecture, wasn’t it?
develop, as well as the opportunity to ask questions via
Woman: Did you think so? I guess the presenter was very easy to
the interactive forum.
follow and he clearly knew what he was talking about.
Narrator: Four. You hear two students talking about an exam. Man: That’s hardly surprising, I suppose, given the fact he’s
Man: How are you feeling about the exam next week? been doing this for over thirty years. I was glad to see
that people weren’t constantly looking at their phones
Woman: OK, I guess. I’m quite concerned about how little time
or talking to each other.
we’ve had to prepare for it, though.
Woman: Actually, I did spot a few people doing that. You must
Man: I see what you’re saying, but don’t forget that it’s our
just have been more immersed in the talk than I was.
final exam, so we can dedicate all our time to preparing
Still, we did learn a lot of great stuff.
for it. I just hope that we’re not tested on topics we
haven’t covered during the course, like last year. Man: There’s no doubting that!
Woman: I couldn’t agree more! It also doesn’t help that they’re
doing some building work right next to the exam centre
all this week and next. Extension activity
In groups, students underline the part of the audioscript
Man: I’m sure they’ll be asked to stop during exam hours,
though. They can’t ask us to sit an exam with that going on pages 223 and 224 where they heard the correct
on – it would be too distracting. answer and discuss reasons why the other options are
Woman: I hope you’re right. If not, I’m going to demand that incorrect. For example, in question 1 the line I know
they lower the mark needed for a pass! it’s due in very soon and you probably think it’s a bit
last-minute, but I’ll easily be able to submit it on time
Narrator: Five. You hear a son talking to his mother about the new
course he is applying for. indicates the correct option, B. The distractor for option
A is that wouldn’t be the best use of my time: time in
Mother: Michael, have you made your final choices for university
yet? the audioscript is a word spot for waste of time in the
Son: Almost, Mum. I’ve chosen three, but I’m still trying to option, and she’s not saying the assignment itself is a
decide where else I could go. Applying for admission waste of time; for option C the distractor is in the line
to a highly-respected university might be a little I’ve looked at the instructions and read the text,…
overambitious, so I’m trying to be more realistic with the homework we completed last Monday: whilst the
my choices. I know you want me to go to a famous
reference in the option to already written has a similar
institution like you did, which is a lot to live up to. I just
don’t want to submit an application and get rejected meaning to I’ve looked at … and …we completed
– that’d be a wasted choice. I suppose I could go to a in the distractor, the speaker isn’t referring to the
university with lower fees, although you did say that the assignment.
cost isn’t that important.

Narrator: Six. You hear a chemistry teacher talking about her Vocabulary SB page 53
career.
Phrasal verbs
Woman: I can’t remember a time when I didn’t want to be a
teacher, to be honest. I always loved learning and,
according to my teachers and lecturers, I was very Lead in
creative and enthusiastic – two qualities that are vital
With books closed, tell students you are going to mime
in teaching. I love the fact that my lessons can have a
positive impact on my students and hopefully inspire five phrasal verbs for them to guess. Mime a number of
them to go on to bigger and better things. Admittedly, activities (e.g. stand up, tidy up, turn on the light, turn
I do have to try a bit harder as a science teacher, as my off the light). Alternatively, give students five commands
students aren’t always as passionate about the subject using phrasal verbs (e.g. stand up, sit down, put your
as I am.
46
 5

hand up …). You may wish to remind students of the 4 Allow students five minutes for this task. As an
structure of phrasal verbs (a verb plus a particle or two alternative, you could ask students to compare and
particles) and that some are separable (put down the contrast studying abroad with studying in their own
book, put the book down) but others are not (take care country. This would give them the opportunity to use
of the baby not take care the baby of ). If you choose the language from the exercise whilst recycling complex
to cover this aspect, point out that when a phrasal verb comparative language necessary for a higher score in
is separable and the noun is replaced with a pronoun, Speaking Part 2. You might also wish to encourage them
the pronoun must go between the verb and the to use language to give opinions or reach agreement,
particle (put it down not put down it). This latter point is required for Speaking Part 3.
an error that students often make.
5 Students work individually and compare their answers in
pairs.
1 Tell students to cover the descriptions and tell a partner
Answers
what they think the phrasal verbs mean before using the 1 learn 2 got to know 3 study 4 learnt 5 find out
descriptions to check their answers. During feedback, 6 know 7 taught 8 assist 9 joined 10 taken part
you may wish to elicit which are separable (hand (sth)
back, put (sth) off, point (sth) out) and which are not (get
over, live up to, get away with, turn out, look back). For Fast Finishers
those that are separable, asking students to replace the Students imagine the statements in Exercise 5 are
noun with a pronoun will help them practise avoiding answers to questions they have asked and write down
this common error (I handed the pen back, I handed it the question which the statement answered. (1 Dimitri,
back, I handed back the pen). Explain that some phrasal what do you need if you want to study in Seville next
verbs have multiple meanings and may be separable for year? 2 Have you got to know a lot of interesting people
one and inseparable for another, e.g. the plane took off while doing this course? 3 What do you hope to study
(meaning the plane left the ground – inseparable) and I next at university, Maria? 4 What did you learn at
took my coat off (meaning I removed my coat – separable). summer camp, Karen? 5 What’s the best way to find
Finally, point out that phrasal verbs with two particles out the answer to this question? 6 Why don’t you ring
(e.g. get away with) are always inseparable. Kevin, if you know his number? etc.). This exercise will
encourage students to recycle the language whilst
Answers practising question forms.
1c 2a 3e 4g 5h 6b 7d 8f

2 Students work in pairs before comparing their answers

Grammar
with a different partner. Elicit the answers and encourage Zero, first and second conditionals
students to practise the correct structure of separable
SB page 54
phrasal verbs by saying the sentences in a different way
(e.g. Q3 – What does ‘it’ refer to? The test: Julia’s teacher  Page 168 Grammar reference
handed the test back to Julia; Julia’s teacher handed back
Julia’s test). Lead in
Write the following question on the board: If you could
Answers
live anywhere in the world, where would you choose?
1 put off 2 gets away with 3 handed ... back; gets over
4 live up to; looks back 5 turned out; pointed out Elicit answers from the class, encouraging students to
give reasons for their answers.

find out, get to know, know, learn, teach

1 You could point out that the further the tense moves
and study; attend, join, take part and assist
from the present, the further it moves away from reality,
3 Point out that these are common errors made by exam i.e. zero conditional is present tense + present tense
candidates. After feedback, ask students to asterisk (*) (generally true), first conditional is present tense + will
the questions which they answered incorrectly and make (possible, probable) and second conditional is past
a note of them to review when revising for the exam. simple tense + would (imagining, improbable). Students
work on their own before comparing their answers
Answers
in pairs.
1 Study 2 Get to know 3 Attend 4 taught 5 Take part
6 joining 7 Learn 8 know 9 find out Answers
a 3, 5, 6 b 2, 4 c1

Study time 47
5

2 Students often make mistakes when using unless, so you asks and answers the questions with a new partner
(for another minute). This continues until students are
should check they understand its meaning before they
facing their original partner (and have spoken to half the
start the exercise. To do this, you could point out that
students in the class). If you choose this option, you could
unless is used instead of if and not, e.g. Unless you finish
allow students to read the questions from the Student’s
your homework, you can’t go out. = If you don’t finish
Book when speaking to their first two partners and
your homework, you can’t go out. Students complete
then ask the questions from memory for the remainder.
the exercise in pairs. Monitor and help weaker students
Monitor and write down examples of common errors
before eliciting the answers from the whole class.
with conditional structures (when students are not using
Answers their books) and elicit error correction in whole-class
1h 2f 3j 4g 5a 6e 7c 8d 9i 10 b feedback.

3 Students work individually. Ask them not to compare Reading and Use of English Part 7 SB page 56
answers before feedback so that the corpus-focused
follow-up is most effective. As exam candidates often
Lead in
make mistakes using conditional structures, you could
Look at the photos with the students. Ask students to
ask students to asterisk (*) the questions which they
name the cities or countries and elicit them from the
answered incorrectly. Then refer them to the Grammar
whole class (page 56: Helsinki, Finland; page 57: London,
reference section (page 168). Tell students to read the
UK; Windsor, Canada; Melbourne, Australia). Ask
advice and rules about the errors they made, making
students which cities they might consider studying in and
notes of the key points in their notebooks.
why. Encourage responses using conditional structures.
Answers (If I could, I would study in Helsinki because …)
1 said 2 lived; ’d/would cycle 3 did; ’d/would be
4 have 5 have; ask 6 stopped; would be
1 Set a time limit of three to five minutes. Elicit answers
from the class. As students have encountered this type
Extension activity of activity several times, after elicitation you might like
To practise language and skills for Speaking Parts 2 to ask them to think about (or discuss in pairs) how they
and 3, students discuss how far the ideas in Exercise would respond to the ideas in the questions and then
3 might be true for them in small groups. They should elicit one or two examples from stronger students. For
give an opinion, justify it and agree and disagree with example, the idea in Q1 is educational experience, so
the opinions of others. If students don’t have much students say what educational experience they would
to say, it may help if you first elicited the topic areas, be looking for, e.g. facilities, teaching methods, distance
e.g. in Q1 the effect technology has on studying, Q2 from campus to the city centre, transportation to and
cycling infrastructure in cities, Q3 the advantages and from campus. As we can see, several of these points are
disadvantages of studying with a friend. mentioned in the correct answer D. For Q2 you could ask
students Easier to get to from where? (home) and how?
(plane), and they may also add how long it might take
4 Read the rubric with the students. Draw students’
them to travel home for holidays, etc. Thinking about the
attention to the fact that this exercise is similar to
language and ideas they are likely to read in the text can
Reading and Use of English Part 3 before they complete
help students find the correct answers more quickly and
the task individually. Set a time limit of eight minutes. To
easily.
encourage peer correction, you could put the students
into groups to discuss and justify their answers before Answers
eliciting the correct answers in whole-class feedback. Suggested underlining
1 wanted, experience, specific way of learning
Answers 2 chose place, easier to get to
1 you assist (us) with 2 if you join 3 would take part 3 felt, choice, important for future career
4 will have to put off 5 better unless your teacher pointed 4 surprised, approach to teaching and learning
6 I get over my cold / I get better 5 considered, starting a career, chosen location
6 difficult, adapt, new environment
5 A s an alternative to pairwork, you could set this up as 7 different experience to, originally expected
8 got to know, local area before, studies began
a mingling activity where students form two lines, face 9 disappointed, aspects of their experience
a partner, and have one minute to ask and answer the 10 pleased, studying, large city
questions, before one line moves one place left and

48
 5

Read the exam advice with the students. (noun). Once they have done this, tell them to look for
Remind them to focus on one section at a time, patterns in prefixes and suffixes. As students will focus on
but not to spend too long on each section as nouns in this section, encourage them to focus on the
this may waste time. If they are unsure, they common suffixes for nouns: -ity, -ty -ance, -ence, -ism,
could write down (in the margin) the question -ist, -ment, -ness, -ship, -sion, -tion. For stronger students,
number(s) they think the section answers, you could ask pairs to brainstorm the suffixes for nouns
followed by a question mark (?) and return that they know before giving them the list of words.
to the section once they have matched
the other questions.
1 Students work individually before comparing their
answers in pairs. As an alternative, students could be
2 A s this is an exam task, set a time limit of fifteen minutes.
paired A/B. A closes their book while B says the verb
and asks A to tell them the noun. Students swap after
Allow students to discuss and justify their answers in
six. Elicit the answers. Alternatively, you could allow
small groups before eliciting in whole-class feedback.
students to look up any new words in the dictionary and
Answers encourage them to record them (preferably in the context
1D 2C 3A 4B 5C 6D 7A 8B 9C 10 A of a phrase, collocation or sentence) in their notebooks.

Answers
Extension activity 2 intention 3 response (responsibility) 4 adjustment
As the text includes examples of sentences using 5 comparison 6 existence 7 demand 8 development
conditional structures, you might like to ask students 9 behaviour 10 advice/advisor 11 appearance
12 knowledge
to find and underline them (e.g. If I wanted to enjoy
something more typically British, I’d choose a smaller
2 Students work individually before checking their answers
location). You could then put students in pairs and ask
by using an English to English dictionary. If dictionaries
them to identify which conditional it is (in the example
are not available, students could compare their answers
above it’s the second conditional) and say whether
with a different partner than in Exercise 1, before you
it refers to something which is generally true, possible,
elicit from the class.
imaginary or improbable. (Exercise 1 page 54).
Answers
2 assess 3 feel 4 involve 5 investigate 6 confuse
3 Encourage students to use the language from the unit so 7 prefer 8 approve
far in their response, with particular focus on conditional
structures (page 54 and Grammar reference page 168),
commonly confused words (ex 3 page 54) and phrasal Extension activity
verbs (page 53). Allow students ten minutes to look back Students could form adverbs and adjectives, where
through the unit and make notes before setting a time possible, from the words in Exercises 1 and 2. For
limit of 15 minutes for them to write the email. When they additional challenge they could form negatives (e.g.
have finished, ask students to swap emails and underline intentional, unintentional, intentionally, unintentionally)
examples of the target language. and then create sentences using different forms (I
intend to study abroad next year, it is my intention to
Reading and Use of English Part 3 SB page 58 study abroad next year, I have intentionally chosen to
study abroad next year because I’d like to learn about
a new culture …).
Lead in
Remind students of the importance of knowing different
forms of the same stem word for Reading and Use of
English Part 3. Put students in pairs and give each pair Read the exam advice with the students. You
a list of longer (3+ syllables) words (nouns work well but may wish to remind them that in addition to
so do adverbs and adjectives) and ask them to write prefixes and suffixes, internal changes to
down whether the word is a noun, adverb or adjective the word stem may be required, e.g. long
and then divide it into its prefix/affix, stem and suffix becomes length.
(e.g. irregularity – ir|regular|ity (noun), uncomfortable
– un|comfort|able (adjective), alteration – alter|ation
3 As this is an exam task, set a time limit of ten minutes.
Allow students to compare their answers before eliciting
them from the class. You may wish to point out that the
answer to question 4 is a negative form and elicit from a

Study time 49
5
stronger student who answered correctly, what, in the
Track 19
text, told them the negative form was required (the linker
Teacher: Nikolai, what is your favourite subject at school?
but, the preposition from rather than to after the gap, the
overall meaning of the sentence). Nikolai: I find biology very interesting. That’s because I enjoy
all science subjects a lot and if I can get good enough
Answers marks in my final exams, I’ll study medicine when I go
1 completely 2 punishment 3 offenders 4 discouraged to university. Also, I’ve got a really excellent biology
5 willingness 6 guidance 7 educational 8 creativity teacher, who makes the subject much more fun.
Teacher: And you, Martyna, how do you think you’ll use English in
4 Allow groups ten minutes to brainstorm their ideas. You the future?
may wish to provide them with a list of subtopics which Martyna: Well, I think English is an absolute necessity now and
you just can’t get by without it. It’ll help me to find a job,
will be debated, and tell them they must think of at and if my work involves travelling, it’ll be an essential
least one reason for each. This may help the flow of the skill. I’d like to work in business, and I think English is a
debate later on. Examples of sub-topics include: project really big advantage for that, too.
work, revision, collaboration, research, autonomy, time, Teacher: Thank you. Nikolai, can you ...
connectivity, cost, student inclusion, role of the teacher,
etc. Tell students that they should practise language to
2 You could let students listen a second time before
agree, disagree and give opinions and that they should
they answer the questions and allow them to check
look back through the Student’s Book (Units 3 and 4,
their answers by underlining the relevant parts of the
Speaking Parts 3 and 4) and/or Speaking bank pages
audioscript.
209–213 (Speaking Parts 3 and 4) to remind themselves
of key phrases (Yes, that’s true, I can see what you mean Suggested answers
but …, Would you agree that …?, I think there are some 1 two (he enjoys all science subjects; he has an excellent
advantages to …, etc.). During the debate, monitor and teacher)
note examples of common errors with key language. After 2 three
3 Candidates receive marks based on their ability to manage
the class vote, elicit error corrections from the class. grammar and longer units of discourse. Candidates also
achieve a higher score for longer, more complex sentences.
Speaking Part 1 SB page 59 4 It creates a good, positive impression.

 Page 204 Speaking bank 3 Although the first part of this task is similar to the Lead
in, the students focus on giving and justifying opinions
Lead in rather than comparing and contrasting. Monitor and
Put students into pairs and ask them to compare and listen for common errors for giving opinions and elicit
contrast their most and least favourite subject at school/ corrections during whole-class feedback.
when they were at school. Encourage them to use
complex language to make comparisons, e.g. by far
Extension activity
the most/least interesting subject is/was x. Do not tell
In pairs, students compare and contrast language
students to give reasons to support their ideas as this
teaching now with how language teaching might be
is covered in Exercise 3. As you typically monitor for
ten years in the future. If necessary, suggest subtopics
common errors, and students have practised complex
such as: the role of the teacher, English language
comparative structures several times, it may be
smart phone applications, online learning, translator
motivating to monitor for examples of correct language
applications, hearables (wireless in-ear accessory), the
use and feed them back after the task.
continued (or not) use of English as a lingua franca, etc.

1 As an alternative to pairwork, students could read the

/P/ Pronunciation: syllable stress
audioscript out loud, working in threes (each student
reading a different speaker). As they read, they must try 4.1 Students practise saying the words and underline which
and add in the missing word. This may encourage them syllable they think is stressed before they listen.
to more naturally complete the extract as they hear what
they are saying. As the part of the teacher has no gaps, you Answers
necessary, necessity
may prefer this speaker to be read by weaker or very strong
students who do not need the scaffolding.
Track 20
Answers
necessary necessity
1 because 2 if 3 when 4 who 5 if 6 and

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4.2 Encourage students to say the words out loud and hear 7 Set a time limit of five minutes for students to prepare
how the words sound when they move the stressed their answers. Whilst preparing, encourage students to
syllable, before underlining which syllable they think is use the Speaking bank (page 204) for language examples
stressed. and fluency ideas (e.g. Exercises 5 and 6: using contracted
forms to sound more fluent).
Answers
See Track 21 audioscript below.
Writing Part 1 (an essay) SB page 60
4.3 After completing this exercise, you may wish to point out  Page 192 Writing bank
that typically neither suffixes nor prefixes are stressed,
e.g. unnecessary. Lead in
Answers In pairs, students discuss the challenges of learning
The stress is always on the syllable before the suffix (-tion, English (or another foreign language). Encourage
-ity). them to give opinions and agree and disagree with
each other, as well as give reasons for their answers.
For example, they should not simply say the grammar
Track 21
is difficult, but rather give reasons why they believe this
satisfying/satisfactory possible/possibility
to be the case, e.g. by saying what structures they find
educate/education prefer/preference
the most challenging, comparing English grammatical
exam/examination refer/reference structures with their first language, and describing how
explain/explanation relative/relation these differences or similarities affect their use of English
graduate/graduation institute/institution (either positively or negatively).

4.4 Students work in pairs. One student says the word and 1 A s an alternative to a pair discussion, you could split the
the other claps when they hear the stressed syllable. class in half with half of the pairs discussing reasons why
This will encourage students to emphasise the stressed all young people should learn a foreign language and the
syllable. other reasons why they should not. They should focus
5 Allow students a few minutes to choose their words and on the two points in the exam task plus an additional
point they choose. Monitor and elicit one or two reasons
prepare their ideas.
from students who are struggling. After three minutes,
6 As an alternative to pairwork, you could put students into reorganise the pairs so that should and should not are
groups of four. Two students act as observers, listening to sat together. Students could then discuss the question
one student each. As the students speak, the observers in line with the rubric. At the end of five minutes, elicit
write down examples of correct and incorrect word stress. ideas from the class and write them on the board. When
After three minutes, ask the observers to give feedback to eliciting, include ideas for (your own idea).
the speakers before they swap roles. When giving feedback,
2 A sk students to cover Marina’s plan (Exercise 3) before
students should be encouraged to give examples of words
you do this task. Remind them of the importance of
they heard stressed correctly (at least two) as well as ones
planning (planned essays are typically more focused on
they think were incorrectly stressed. As it is probably more
the question and answer it more fully) and set a time
motivational and comfortable for students to provide both
limit of five minutes. You might wish to collect the plans
positive and critical feedback, you may wish to avoid them
and stick them to the board/walls so that students can
focusing only on incorrectly stressed words.
compare their own with other students’ plans. If you
do this, encourage students to point out plans which
Read the exam advice with the students. Point out they feel are comprehensive and cover each part of the
that they should give full answers to the questions, question fully, and to provide suggestions for improving
rather than yes, no, or very short answers. Say that plans which are weaker.
even if the examiner does not ask why? they should
3 Students work in pairs before you elicit answers from the
still give reasons. Finally, remind students that they
will not lose marks by asking the examiner to repeat class. When eliciting ideas for question 2, you may wish
a question as long as they ask for to ask students how long they think a plan should take.
repetition correctly (e.g. Could you say that Students often underestimate planning and tend to say
again, please? Did you mean …?). They one or two minutes. If they do, it may be worth pointing
should not say, e.g. What? Repeat please? out that they have around 40 minutes to write their essay
at this level. of between 140 to 190 words, which is around four words

Study time 51
5
per minute. Therefore, even if they spent ten minutes 8 A s this is exam practice and students have practised
planning and five minutes checking their completed
this type of activity before, tell them they should work
essay, it would still leave them twenty-five minutes
individually. Set a time limit of ten minutes for them to
to write their essay, which is around seven words per
read the question and write their plan. Do not elicit ideas
minute.
or encourage students to compare plans. Instead, move
Suggested answers straight on to Exercise 9.
1 No, because you need to show your knowledge of a range of
vocabulary and the ability to express your ideas in your own 9 Students continue to work on their own with a time limit
words. of 30 minutes to answer the question: 40 minutes less the
2 Students’ own answers ten minutes they had for writing their plan in Exercise 8.
3 Yes; candidates will lose marks if they don’t cover all the
(Note: exam candidates will have 80 minutes to answer
points in the task as they won’t have answered the question
completely. two writing questions in the exam so, although in the
exam they may take slightly longer on Writing Part 1 (the
4 A s one approach to the group work, you could put essay) than Writing Part 2, it is probably a good idea if
students into threes and ask them to read one opening students get into the habit of dividing the time equally).
paragraph each before discussing whether they think For this task, you could give students a five-minute
it is a good or bad example and why. As students read, warning after twenty-five minutes, perhaps encouraging
encourage them to look back at the essay question and any students who you notice have completed their essays
check their paragraph/the paragraphs for relevance. At and put their pens down to use the extra time to read
this stage avoid giving feedback to students as this will their essay and check for common errors.
be covered in Exercise 5.
Extension activity
5 Students work individually before comparing their
Students swap essays and, using the checklist in the
answers in pairs. You may wish to ask if students were Writing bank on page 203, provide feedback to their
surprised by any of the teacher’s comments. If so, they partner. As an alternative, or follow-up, you could
could highlight these and refer back to them when they photocopy the model answer and ask students, still
write their opening paragraph in the next exercise. working in pairs, to compare their essays against the
Answers sample answer. If you opt to do the latter, encourage
a3 b2 c1 students to write down three to five improvements
they could make to their essay, then allow them fifteen
6 A s students have already spent time planning and minutes to make the improvements, or if time is tight,
discussing this question, set a time limit of ten minutes. you could set making the improvements as a homework
task.
Extension activity
After completion, students swap opening paragraphs Model answer
and, taking the role of the teacher, write three pieces In the modern world, it is essential for young people to get
of feedback about their partner’s paragraph. Remind experience of other countries and other cultures, not only to
learn the language, but also to learn to live with people from
them to look at the essay question while they do this and
other parts of the world. For this reason, I believe it is a good
also refer to the feedback in Exercise 5 (although make idea to do an international exchange.
sure they do not simply copy what is written there). Young people who study abroad may have to study in the
language of the country they visit, with the result that they
gain extra language skills. They also learn to interact with
7 Tell students to read the essay quickly, ignoring the people from other countries and understand their interests
gaps, before they reread it and complete the task. and way of life.
Another major advantage of studying abroad is that young
Weaker students can work in pairs. Monitor and support
people learn independence, because many of them will be
weaker students. Make notes of common errors with any living away from home for the first time. This allows them to
phrases. Elicit the correct answers and teach or concept return home more mature and self-confident than they were
check the use of any phrases which students are unclear when they left.
about. Finally, I think it is important to build international
understanding, and this can be achieved when young people
Answers form friendships across borders.
1 with the result that 2 Also 3 for example For all these reasons, I am strongly in favour of giving people
4 These opportunities 5 if 6 A further point is that the chance to study abroad when they are young.
7 It 8 For all these reasons 9 do so

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Vocabulary If your friend accidently left their secret diary at your house
and you knew they’d written about you in it, would you hand it
Education back without reading it?
admission pass (noun) Would you advise a friend to put off doing something which
course requirement research (verb) they didn’t enjoy, even if you thought it was good for them?
job prospects sit (an exam)
learner tutor DIGITAL CLASSROOM
mark (verb)
Practice Extra Unit 5
Phrasal verbs
get away with sth look back Test Generator Unit 5 test
get over point out
hand (sth) back put (sth) off Test and Train Exam Practice
live up to sth turn out

Commonly confused words

find out, get to know, know, learn, teach, study
attend, join, take part, assist

Vocabulary activity 1
In groups, students create a poster, like the brochure idea in
Exercise 3 (page 54) which outlines the reasons why people
should study for the B2 First exam at your school. You could
encourage them to be creative, thinking up their own reasons
why learners might enjoy studying on their course, or you could
provide them with a format to follow. For example, the poster
should include:
Purpose of the course
Duration of the course
Expectations of students (attendance, contribution, etc.)
Teaching methods
Reasons to choose your school/course instead of another.

Vocabulary activity 2
This activity is a fun way of practising the 2nd conditional,
whilst at the same time recycling phrasal verbs from the unit.
You will see there are five example questions below, although
you may want to include your own, depending on the students’
context. If so, allow yourself time to prepare the questions
before class. Tell students you are going to give them questions
which involve some sort of moral dilemma. Either write the
questions on the board or ask students to write them down as
you dictate them. Put the students into groups and ask them to
discuss the questions, giving reasons for their responses. Point
out that there are no right or wrong answers.
Example questions:
If your friend had a new pair of trousers they loved and which
were the last ones in the shop, but you noticed there was a
small tear in them, would you point it out?
If you felt you couldn’t live up to the expectations of your
parents, would you tell them?

Study time 53