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KEY LANGUAGE Speaking Part 1 Interview

Talking about the past
Work in pairs. Discuss the questions.
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Nouns in formal English

1 Over the last few years, has the way you
Changes spend your free time changed much?
2 Have you ever read a book or seen a
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PRONUNCIATION film that changed the way you felt about

something?
Consonant sounds: /ʧ/, /ʤ/, /ʃ/ and /ʒ/
3 Do you think it is possible to keep the same
friends for life, or do you think your social
EXAM PRACTICE circle will change?
4 Are you the kind of person who generally
Reading and Use of English Parts 1, 2 & 8 embraces or avoids change?
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Writing Part 2 5 If you could change one thing about your

Listening Parts 2 & 4 life, what would it be?
Speaking Parts 1, 3 & 4
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Listening Part 2 Sentence completion

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1 SPEAK Work in pairs. Look at the pictures that were all taken approximately 50 years
ago. Discuss the following questions.
1 What aspects of daily life do they represent?

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2 How have these aspects of life changed since then?

2 SPEAK Work in small groups. Discuss what kind of exhibits you would expect to see at
an institution called the Childhood Museum.

What to expect in the exam

• Part 2 is a monologue, for example, a presentation or talk. You listen and
complete a set of sentences using one word or a short phrase. You will hear the

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recording twice.
• There will be a pause before the recording starts to give you time to read the
questions and predict what type of information might be required for each gap.
• For some questions you will hear distractors: words which might at first seem
relevant, but which do not complete the sentence correctly.
FR
For question 1, for example, you will hear Lewis mention two abilities that a
volunteer might have, but only one of these abilities will impress the interviewer.

3 2.1 You will hear a student called Lewis Rowe giving a talk about volunteering
at a local museum, the Childhood Museum, and giving advice on how to become a
volunteer. For questions 1–8, complete the sentences with a word or short phrase.

VOLUNTEERING AT THE
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CHILDHOOD MUSEUM
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One of the activities Lewis does in the classroom is asking children to guess
what (1) applied to 19th century teachers.
Lewis found that many young visitors had never practised writing their own
(2) before.
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In Lewis’s experience, it’s the museum’s (3) that are most at

risk of damage.
Lewis warns that in the room where visitors can play (4) ,
earplugs are essential.
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Lewis says he learnt a lot about 1950s’ (5) from some of the
older volunteers.
Lewis says that volunteers demonstrating good (6) will
impress an interviewer.
Lewis believes that a real interest in (7) is more important
than previous experience.
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Lewis advises volunteers to look after the (8) provided by

the museum.

4 SPEAK If you had the opportunity to work in a museum, would you take it? What
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factors would influence your decision?

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Speaking Part 3 Collaborative task

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1 Before you do the speaking task, read the information and do the exercise in the
boxes below.

2 SPEAK Work in pairs. Here are some items which might represent our lives today in a
future museum exhibition. Talk with your partner about how well these items would How to go about it

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represent our lives today.
You should give
your own opinions
a magazine a phone and provide reasons

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to support them.
How well would these
It is important to
items represent our lives
cooperate with your
today? partner by asking
for their views and
a fast food menu paper money and coins responding to their
a TV comedy programme comments.
In both tasks, aim to

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demonstrate your
3 SPEAK Decide which item would most interest future visitors to the museum.
linguistic ability by
using a wide range
Useful language
of vocabulary and
structures.
Complete the sentences with a phrase from the box.
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are unlikely to ​would be intrigued to ​is a distinct possibility that
is a part of everyday life ​might conceivably be
would demonstrate very clearly ​would not be complete without

0 There is a distinct possibility that people in the future won’t ever have seen
coins or paper money.
1 The exhibition a few images of modern fashion.
2 Fast food , so something representing that would
be of interest.
3 Future generations see the various means of
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payment we use today.

4 The photos on a phone what people like to do in
their free time.
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5 Online newspapers obsolete soon.

6 People be using newspapers as a source of
information in 100 years’ time.
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Speaking Part 4 Further discussion What to expect in

the exam
In Part 4 of the Speaking test the examiner will ask you questions which are related to A particular
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the topic in Part 3. Discuss the following questions. question may be

• Some people believe that museums can teach us a lot about history. What is directed specifically
your opinion? at either you or
• How do you think that museums can continue to attract visitors in the future? your partner.
Alternatively, you
• How can teachers make history an interesting subject for their students?
may be required to
• Why do you think some people are keen to learn about their own family history? discuss the same
• To what extent do you agree with the idea that life in the past was harder than it is now?
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question separately
• In what ways might young people’s lives be different 100 years from now? or together.
In either case, you
are expected to give
full answers to the
questions asked,
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with reasons for

your opinions.

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TIMES CHANGE

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M
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1 2

Reading and Use of English Part 8 Multiple matching

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1 SPEAK Work in pairs. Look at photographs 1–4 and discuss the following questions.
1 When and why do you think photograph 1 was taken? How do you think the people in
the photograph feel?
2 Discuss how you think pictures 2, 3 and 4 show the development of photography over
the last 150 years.
FR
2 You are going to read an article about the role of photography in helping people
connect with the past. For questions 1–10, choose from the writers (A–D). The writers
may be chosen more than once.

How to go about it
• Skim through all four sections quickly to get an idea of their content.
• Read all the questions to see the kind of information you are looking for.
• Read section A, then look again at the questions, answering any that you can. Do
the same for the other three sections.
• If there are any questions you have not answered, scan the sections again, looking
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for the specific information you need.

• To help you, parts of two sections have been underlined. Match these parts to
questions 3 and 7. As you answer the other questions, underline the relevant
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parts of each section in the same way.

Which writer
mentions the challenge of making familiar scenes feel very personal? 1
believes that it is perfectly acceptable to enhance an image in a photograph? 2
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suggests that someone could form an inaccurate impression by looking at

certain photos? 3
acknowledges a change of opinion about everyone having the potential to
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take good photographs? 4

describes the emotional impact of not having access to family photographs? 5
admits to feeling overwhelmed when it comes to managing and evaluating
photographs? 6
regrets not using the opportunity to take more photographs when young? 7
wonders whether people would value their photographs more if they
possessed fewer? 8
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refers to the unique ability of photography to capture an exact point in time? 9

refers to a feeling of sadness brought on by viewing a particular series of
photographs? 10

3 SPEAK Which opinions, feelings or concerns expressed by the writers do you

relate to? For example, do you agree that few people are really good at taking photos?
FR

Do you ever worry that you might lose the digital photos you have taken?

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M
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3 4

THE POWER OF PHOTOGRAPHY:

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TIME, MORTALITY AND MEMORY
Writers explain the role of photography in helping us connect to the past

A BLAKE MORRISON
FR
C SEAN O’HAGAN
A stranger flicking through my childhood photos might deduce I remember a Kodak Instamatic that appeared every holiday
that we were perpetually on holiday in north Wales, and that or family gathering. The rest of the time it resided in a kitchen
my father never accompanied us. But he wasn’t absent, merely drawer. The idea it could be taken out, loaded up with film and
hiding behind the lens of his Nikon. Most of his snaps were used to record my everyday life never occurred to me. I wish it had
taken without us noticing. But a few were trick photos, such been otherwise. Now, I have thousands of digital photographs
as the one with my mother, sister and me arranged above stored on my hard disk, and none printed out. This fills me with
each other on a steep hill to look like acrobats standing on a vague anxiety. I shoot certain things repeatedly: landscapes
each other’s shoulders. Despite their playfulness, my chief whizzing by from moving trains; people dozing on the Tube;
feeling when I look at those photos is sorrow; that the times the tops of trees against the sky. I think photographs should be
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they commemorate can’t be retrieved. It’s sentimental, I know. simultaneously intimate and everyday. That’s a tall order, but the
Worse, though, would be to have none at all. My favourite best photographers pull it off. I once shot the interior of my father’s
photo is one of my mother in pigtails as a child, an image garden shed. The images feel like a portrait of his mind and all
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unknown to me until a few years ago, when a cousin sent it. the stuff he had collected. For me, they possess great meaning
The earliest image I had of her till then was a graduation photo. – something to do with time and mortality and memory, all the
I felt shut out from her past, and the lack of pictures was part of things photography seems to evoke like no other art form because
the reason. of its very nature – the split second already gone.
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B MARY MCCARTNEY D JEMIMA KISS

I have a vivid early memory of going to a darkroom with my Somewhere in my house is a collection of dusty, battered hard
mum, and seeing a blank page put into a chemical bath and drives. Hidden inside is an invaluable part of my family history – my
becoming a photograph. Incredible! Because I grew up around photos. There have been occasions where I have quickly glanced
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photography, I assumed anyone could take pictures. Now, I through a folder, and even printed a couple of pictures out, but the
realise not everyone has the eye. It’s hard to do a proper shoot, sheer volume has made it impossible even to begin to organise or
or go into depth; it takes time and attention. When I go on access this collection. It is insurmountable. But I suspect I am not
assignments, I might use my iPhone, my 35mm Leica, my digital unique in this respect. If we all had only 10 pictures in the world,
camera or my Polaroid. I upload with filters sometimes; I’m not would we be more careful with them? Would each be meticulously
that purist about it. In the past, you’d pick a certain type of film stored, labelled, backed up and printed out in beautiful frames? In
for a certain look, and today’s filters are a similar concept: the the past, family cameras were precious, hallowed objects. And the
modern version of choosing the right mood. Family pictures are relatively small number of photos in a family collection meant that
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the most precious and I have a set of prints I carry around in my many came to represent powerful, emotional links to our past. What
wallet of my kids, my husband and my parents. I look at those we need is software that identifies the 10 best photos we’ve taken
rather than writing a diary: they’re very evocative and textural. in a month, to avoid digital overload. There’s no point backing up
I replace them when they get worn out. 3,000 photos, just the ones you really treasure.
FR

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TIMES CHANGE

Language focus Talking about the past

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Review
1 Complete the sentences with an appropriate form of the verbs in brackets. Choose from
the past, past perfect or present perfect, in either the simple or continuous form. There
may be more than one possible answer. If so, explain any differences in meaning.

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1 I (never/use) my French until I
(attend) that conference.
2 That’s the third time I (have) to tell you to stop

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shouting!
3 It looks as if he (cry) again. His eyes are all red
and puffy.
4 I used to get so annoyed with him. He (always/lose)
things.
5 She (eat) a particularly large meal and she suddenly
started to feel sick.

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6 Ula (leave) work for the day when the email
(arrive).
7 You know that book you (tell) me about last week?
Well, I (buy) it. Look.
8 I hated that school. If I (not do) my homework, they
used to punish me. If I
it again.
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Further ways of talking about the past

2 Choose the correct alternatives in the following sentences. Either one, two or all three
alternatives may be possible.
1 When I was thirteen, I used to know / would know / knew the words to all their songs.
2 It’s years since I’ve ridden / I haven’t ridden / I rode a skateboard. I’m not sure if I
could do it now.
3 I’d like to have travelled / have liked to travel / have liked to have travelled more
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before settling into a full-time job.

4 I remember that concert. It was the first time I’ve seen / I’d seen / I was seeing the
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band play live.

5 I’d rather my parents didn’t make / wouldn’t have made / hadn’t made me go to
piano lessons when I was little.
6 She was going to work / thinking to work / to have worked in her mother’s business,
but decided instead to continue her studies.
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7 After he’d done / Having done / Being done it once, he was happy to give another
presentation.
8 It hasn’t rained once since I’ve been here / I got here / my arrival.
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3 Go to Ready for Grammar on page 216 to check your answers to Exercises 1 and 2,
and for further rules, explanations and practice.

4 Write three statements about yourself which are true, and two which are lies. Use the
phrases in bold in Exercise 2 together with an appropriate verb in the correct form.

5 SPEAK Read out each statement to your partner. Your partner has to ask questions
and then guess whether you are telling the truth or not.
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A: I’d rather my mum hadn’t made me dress the same as my sister and brother when I
was little. It was so embarrassing!
B: Seriously? What kind of clothes did you have to wear?
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Listening Part 4 Multiple matching

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1 2.2 You will hear five short extracts in which people are talking about a difficult
decision they had to make. To make your first Part 4 Listening easier, there are only six
options, not eight, to choose from in each task.

What to expect in the exam

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• For Part 4, you hear five short monologues on the same theme.
• You have to complete two tasks while you listen. Each task has eight options
(A–H). As you listen, you match one option from Task 1 and one option from Task 2

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to each speaker.
• In the exam, you have 45 seconds to read through the tasks before you listen.
• You hear all the monologues, then the whole recording is played again.

TASK ONE TASK TWO

For questions 1–5, choose from the list (A–F) what For questions 6–10, choose from the list (A–F) what

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led to the speaker making their difficult decision. advice the speaker gives about making difficult decisions.

While you listen you must complete both tasks.

A a desire to be healthier A follow your instincts

B the example of a
role model
C the wish to preserve a
Speaker 1

Speaker 2
1

2
FR B set yourself a deadline
C seek professional advice
if needed
Speaker 1

Speaker 2
6

7
relationship D obtain information from various
D a frustration with routine Speaker 3 3 sources Speaker 3 8
E the need to prove other E be objective rather than
people wrong Speaker 4 4
emotional Speaker 4 9

F a chance to fulfil an F consult someone who

Speaker 5 5 Speaker 5 10
ambition knows you well
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How to go about it
PL

• Read both tasks carefully before you start to listen.

• Underline the key words in the options and predict how they might be paraphrased.
Task One A a desire to be healthier – I wish/my ambition is to … get fitter/feel physically well
• The first time you hear the speakers, mark the options in both Task 1 and 2 that you think are correct. Note that
speakers may sometimes provide the answer to Task 2 before they provide the answer to Task 1.
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• Use the second time you listen to confirm or change the options you chose.

2 SPEAK Work in pairs. Talk to your partner about a time in your life when
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something changed. Mention some of the following in relation to the change:

• the reasons for it • other people’s attitudes
• how easy or difficult it was • the consequences of the change.
• your feelings before and afterwards
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Vocabulary Changes

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Verb + noun collocations
1 SPEAK Work in pairs. Discuss when or why might you change each of the items in the
box below.

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your doctor ​gear ​your name ​places ​sides
​the subject ​your tune ​a tyre ​your ways

You might change your doctor if you moved house or if you weren’t happy with the

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treatment you were receiving.

Adjective + noun collocations

2 The following adjectives can all be used with the noun change. Complete each of the
sentences 1–4 with a suitable group of adjectives (a–d). All of the adjectives in each
group must be appropriate for the sentence you choose.

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a economic/political/social
b dramatic/sudden/considerable
c pleasant/refreshing/welcome
d far-reaching/significant/sweeping

1 It made a/an change to see Alex in a suit. He looked very smart

for once. FR
2 The government has announced plans to make
system next year.
changes to the tax

3 The pace of change has been rather slow in this country recently.
4 The lottery win brought about a/an change in her circumstances,
which she is finding it difficult to cope with.

Other verbs of change

3 Decide which verb (a, b, c or d) best fits the gap in each pair of sentences. The
verb you choose must fit the gap in both sentences. The words in bold are typical
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collocates of the verb.

1 It took him a while to to being a parent.
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2 You can the height of the chair by pulling this lever here.
a switch b alter c vary d adjust
3 They are planning to the old windmill into a small guest house.
4 The bank has an app that will dollars into euros for you.
a transfer b transform c convert d adapt
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5 Prices according to the time of year you decide to travel.

6 We were advised to the children’s diet as much as possible.
a adapt b shift c vary d modify
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7 The group were asked to their behaviour or else leave the hotel.
8 We had to the design of the car to take account of the rough terrain.
a modify b amend c transfer d convert
9 Twelve European countries over to the euro on 1 January 2002.
10 I shifts with Brian so I could go to my sister’s wedding.
a shifted b switched c transformed d altered
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4 Write four sentences about you / your country / the world in general using any of the
vocabulary in Exercises 2–3. Compare your sentences with a partner.
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Reading and Use of English Part 2 Open cloze

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What to expect in the exam
• The open cloze is a short text with eight gaps, each of which requires one word.
• The main focus is on grammatical words, e.g. prepositions, relative pronouns and

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conjunctions.

1 Read the following text, ignoring the gaps for the moment. What can you find out
about Barbie®, GI Joe® and Harry Potter?

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2 Read the text again and think of the word which best fits each gap. Use only one word
in each gap. There is an example at the beginning (0).

TOY TRENDS

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The original lifelike figure designed specifically with boys (0) IN mind was GI Joe®. Its inventor, Stanley Weston, had
noted the demand amongst young girls (1) Barbie®, the first doll in the US to look like a woman (2)
than a baby. Weston hoped that a male figure dressed in military clothing would create just (3) much interest
amongst boys. Being careful (4) to use the term ‘doll’, he pitched his idea to toy company Hasbro as an outfitted
action figure. (5) having no backstory and no enemies to fight, GI Joe® was immediately popular when released in
1964. Other toy manufacturers were quick (6) follow Hasbro’s example, creating figures of screen and comic book
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heroes or villains, such as Batman or storm troopers from Star Wars. Since then, film companies have sometimes seen greater
profit from licensing action figures than from the corresponding movie, Harry Potter being (7)
However, a recent downturn in sales may suggest that action figures are no (8)
such example.
holding young consumers’
attention, perhaps as they shift their focus to video games.

3 SPEAK Work in pairs. Compare your answers with your partner. Point out words and
ideas in the text that provided you with clues.

4 SPEAK Work in pairs. What toys were your favourites when you were a child? Why did
you like them?
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Language focus Nouns in formal English

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1 Look at the underlined nouns in sentence A from Toy trends. Which words in
sentence B do they relate to?
A A recent downturn in sales may suggest that action figures are no longer holding
young consumers’ attention, perhaps as they shift their focus to video games.
B Sales have recently fallen, which may suggest that young consumers aren’t
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interested in action figures any more, perhaps because they’re focusing on video
games instead.

2 In what other ways is sentence B different from sentence A?

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3 Is the use of nouns generally more frequent in formal written English or

conversational English?

4 Go to Ready for Grammar on page 214 for rules, explanations and further practice.

5 SPEAK Work in pairs. Talk about some of the following situations with your partner:
• a time when you expressed your dissatisfaction with a service or product
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• a time when you had to conceal your disappointment about a gift you received
• a time when your failure to recognise someone or remember their name caused
embarrassment
• a time when you should have taken more responsibility for something
• a time when you noticed a big improvement in your English
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• a time when you started gaining independence.

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Writing Part 2 Review

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a 1 SPEAK Work in pairs. Discuss the following questions about the film or TV series in
photographs a–h.
1 What do you think each of these series or films (a–h) might be about? Have you
watched any of them?

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2 Which series or films would you be most likely to watch? And least likely? Why?

2 Read the following Part 2 task and the model answer on the series Stranger Things.
Is the review generally positive, negative or balanced?

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You see the following announcement in an online magazine called Moviesite.

Moviesite News  Reviews  More

History makes a comeback

The theme for next month’s reviews is television series that are set in the past.

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b
Send us a review of a television series you have watched that is set in the past.
What did you learn from watching it? How do you think the series could have been
better? Would you recommend it to others?

Write your review.

FR
REVIEW OF

STRANGER
c THINGS
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Posted August 23rd

PL

Stranger Things takes us back to the early 1980s. The narrative begins in 1983, in
a quiet Indiana community called Hawkins. A 12-year-old boy is cycling back to
his house at night, through the woods, and close to a secret government research
centre. When he never makes it home, his friends and family set out to find him.
Coinciding with his disappearance is the arrival of a young girl with unearthly
powers, and a monster constantly lurking in the shadows.
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The series is packed with references to the popular culture of the period. In
between scenes of horror, we see what fashions and hairstyles were current, and
what music and movies kids were into. We are offered an insight into the gender
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norms of the era: mothers made dinners, fathers went out to work. The fact that
everyone has to rely on faulty landlines in an emergency also makes you appreciate
d your smartphone that much more!
It is hard to say what the directors could have done to make Stranger Things a
better viewing experience. The show is genuinely creepy, and the acting of the
young cast is absolutely superb. The concept of the small-town cop trying to get to
the bottom of a mystery with no support from his department is hardly original, but
makes sense given he is facing a supernatural enemy.
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The series manages to brilliantly combine the elements of horror, complex

emotions, and nostalgia. If you want to be thoroughly entertained and terrified at
the same time, I would say this is the series for you.
FR

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3 What is the purpose of each paragraph? Are all the points in the task covered?

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4 Most of the review is written in the present simple. Why is this? e
5 Find an example of the present continuous, past simple, and a past modal form.
Why are these forms used?

6 Find three adverb–adjective pairs and three adverb–verb pairs in the review. What

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effect do the adverbs have?

7 Decide whether the adjectives below are positive or negative. Write + (positive) or
– (negative) next to each adjective.

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action-packed ​clichéd ​compelling ​credible ​entertaining ​gripping
implausible ​impressive ​moving ​overhyped ​predictable ​sentimental
stunning ​tedious

8 Complete the sentences with the correct form of a verb from the box.

advise ​appreciate ​discover ​face ​find ​follow ​gain ​give ​
f

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hire ​open ​overlook ​rely ​set ​take ​tell ​watch

1 The story with hero Vikesh fighting his arch-rival, Ajay. What
is a series of flashbacks that reveal the reason for their mutual hatred.
2 It was interesting to more about Aisha’s motives. As the story unfolds,
you begin to why she regarded everyone as a threat.
3 Unfortunately, the film

4
character development, so I would probably
FR
too heavily on special effects rather than
viewers to give it a miss.
through the eyes of a young soldier named Jamie, the story is
during the civil war.
5 Tom’s attempt at an Australian accent was laughable. It would have been far better to
a genuine Australian actor to on the lead role.
6 The show is definitely worth for the acting alone. Like most viewers,
you will probably yourself binge watching the whole series.
7 It is possible to a deeper understanding of what it was like to g
prejudice in those times.
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8 It is hard to the holes in the plot; if the writers had more

thought to story development, perhaps viewers would have been more convinced.
PL

9 Which sentences in Exercise 8 could be used to

a give an overview of plot or theme?
b say what you have learned?
c suggest what could have been better?
d show whether or not you would recommend the series?
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10 Now write your own answer to the task in Exercise 2 in 220–260 words.

How to go about it
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Plan your review:

• Choose and make notes about something you are very familiar with. In this case, it h
is a TV series, but for other reviews it may be a book, film, product or service.
• Check that your notes address all the questions in the task.
• For reviews of TV series, films and books, plan when you might use the present
simple and continuous, and when it would be better to use past forms.
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• Think about the tone of your review. Readers tend to pay more attention to reviews
that are balanced, or at least not too extreme.
Write your review:
• Set your review out in four paragraphs.
• Use an appropriate number of adverb–adjective and adverb–verb pairs.
FR

• Ensure you make your opinion clear. There is always an element of evaluation
in a review – your readers need to know whether a TV series/film/book is worth
seeing, or whether a product/service is worth using.
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REVIEW

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Reading and Use of English Part 1 Multiple-choice cloze

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How to go about it What to expect in the exam
Read the title and • Part 1 is a short text which has eight gaps (plus an example). Each gap represents
the text to get an a missing word or short phrase. Following the text are eight sets of four words or

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idea what the text phrases.
is about. • You choose the word or phrase from each set which fills the gap correctly.
Consider all the • Some questions test meaning at a phrasal level, and others test meaning at sentence
options (A–D) or paragraph level.
before deciding on
an answer. Look for
key words before 1 Read the text below quickly, ignoring the gaps. What are the main points the writer

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or after each gap to makes about Daylight Saving Time?
decide whether it
2 For questions 1–8, read the text and decide which answer (A, B, C or D) best fits each
is testing: gap. There is an example at the beginning (0).
- collocation

DAYLIGHT SAVING TIME

(common noun
and verb pairs)
- fixed expressions
- complementation
FR
The main purpose of Daylight Saving Time (DST) is to (0) A better use of daylight
(when words during summer. In many Northern Hemisphere countries, it is (1) practice to
are followed set clocks ahead one hour in late March, and back one hour in late September.
by a specific These ‘time shifts’ happen in (2) in Southern Hemisphere countries like
preposition or Australia and New Zealand.
the gerund/ The general idea of ‘daylight saving’ was, (3) to legend, conceived by
infinitive). US statesman Benjamin Franklin in 1784. However, it wasn’t until 1907 that
Englishman William Willet (4) the suggestion that adjusting clocks in summer
should be compulsory. Unfortunately, his proposal was largely (5) with
E

ridicule, and the British government rejected his campaign. It is still a (6) of
debate as to whether Germany or Canada adopted DST first, but Britain eventually
followed in 1916.
PL

Recently, the benefits of DST have been (7) into question. Some scientists
claim it leads to sleep deprivation and ill-health, and suggest we abandon it.
However, it seems that many people are still in (8) of retaining DST.
M
SA

0 A make B have C get D take

1 A regular B ordinary C familiar D common
2 A backwards B reverse C contrary D opposite
EE

3 A according B owing C belonging D referring

4 A set down B backed up C put forward D worked out
5 A observed B seen C approached D met
6 A matter B point C concern D problem
FR

7 A drawn B called C raised D brought

8 A preference B agreement C favour D approval

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REVIEW

Language focus Talking about the past

PL
Write one of the auxiliary verbs from the box in the first gap and an appropriate verb in
the correct form in the second gap. Use each auxiliary verb once only.

did ​
has ​
had ​
have ​
have been ​
having ​
was ​
were ​would

M
0 The phone rang just as we were leaving the house.
1 It was the first time I abroad.
2 his ambition, he promised to spend more time with his
family in the future.

SA
3 Since I’ve known him, he that suit only twice.
4 He was to in the final, but he was injured in a league match.
5 It has been two years since I last out to dinner by my
partner.
6 When we were little, my dad often us a story at bedtime.
7 I’d like to a second chance, but it wasn’t possible.

EE
8 I wasn’t allowed to see the film, but they me read the book.

Vocabulary Changes
1 Decide whether the meaning of the two verbs is more or less the same or if it is
different. Explain any differences in meaning.
0 transfer money / convert money
FR
Different. When you transfer money, you move it from one account to another. When
you convert money, you change it from one currency to another.
1 adjust to university life / adapt to university life
2 adjust a piece of clothing / alter a piece of clothing
3 convert the whole top floor into a studio flat / transform our old garage into a
lovely studio flat
4 change your ways / modify your behaviour
5 change your ways / change your tune
E

6 vary the menu / adapt the menu

7 change sides / switch sides
PL

8 switch to the euro / convert into euros

2 Match each of the verbs in the box with the group of words (1–5) which collocate
with it.

adjust ​convert ​modify ​switch ​vary
M

1 the menu / your routine / in size

2 to Islam / dollars into euros / the loft into a bedroom
3 your belt / the straps on a bag / the seat on a bike
SA

4 TV channels / university courses / from dictatorship to democracy

5 your language / your views / a piece of equipment

Writing Part 2 Proposal

A TV company is planning to produce a series called The People Who Made a Difference.
EE

They are asking viewers to send in proposals suggesting a historical figure from their
country to feature in the series. In your proposal, you should briefly describe the
historical figure you are suggesting, explain how they made a difference, and say why
you think other viewers might find them interesting.

Write your proposal.

FR

For more information on writing proposals, see page 196.

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Review

Pronunciation Consonant sounds: /ʧ/, /ʤ/, /ʃ/ and /ʒ/

PL
1 Match the generations (1–4) to the dates (a–d) they were born. Use the infographic
on the left to help you.
1 Gen X a 1946–1964

M
2 iGen/Gen Z b 1965–1980

SA
3 Millennials c 1981–1996

4 Baby boomers d 1997–2012

EE
2 Read these statements about the different generations and their buying habits, and
complete each gap with a word from the box. The first one has been done for you.

change ​ decisions ​
detached ​issues ​knowledge ​pleasure ​
range ​research ​shopping ​socialise ​suggestions ​usually

1 Most Baby boomers are

are
FR detached from social media. People in this age
very careful with money.
2 Generation X consumers are more open to from online sources and will
make buying only after doing some .
3 Millennials get most of their about products from social media. They
will with friends in a particular coffee bar because that is the place
to be seen, not because the coffee there gives them more than
elsewhere.
4 Gen Zs are completely at ease with online . They are very aware of
environmental such as climate and are influenced by
good causes in marketing campaigns.
E

3 2.3 Listen and check your answers to Exercise 2.

PL

4 Put the words from Exercise 2 into the correct column according to the sound they
include. Some words can go in two columns. The first one has been done for you.

/ʧ/ church /ʤ/ judge /ʃ/ share /ʒ/ television

detached
M

5 SPEAK Work in pairs. Take it in turns to read aloud the statements in Exercise 2.
How true do you think the statements are?
SA

6 Add the following words to the table in Exercise 4.

challenge ​cheeky ​generous ​impartial ​major ​occasionally
patience ​population ​pushchair ​Russian ​social ​special

7 SPEAK Work in pairs. Take it turns to read these tongue twisters aloud.
1 Which shirt should Churchill wear and should he change his shoes?
EE

2 Shaun pushed his cheeky children in their special pushchair.

3 The judge is occasionally generous, and she’s generally impartial and just.
4 The ageing population is a major social challenge.
5 Our Russian teacher Sasha shows no patience and she shouts.
FR

8 SPEAK Create your own tongue twister with some of the sounds in this section.
You can use words from Exercises 4 and 6, or your own.

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