FCE (First) | englishcourse

Remember

FCE is based on British English.

Please pay attention to vocabulary and accent.

This page is intended for pre-FCE and FCE level students. Students will see that GRAMMAR and VOCABULARY are essential for this type of certification. The FCE certification is one of the most important and well known around the world.
Esta página esta dirigida a estudiantes con nivel pre-FCE y FCE. Los estudiantes se darán cuenta que la GRAMÁTICA y el VOCABULARIO son indispensables para sortear este tipo de exámenes.
FCE (Cambridge First Certificate in English)
Corresponde a un nivel preuniversitario. El FCE es sin duda uno de los certificados más conocidos de los exámenes Cambridge y es reconocido en la mayoría de los países abriendo todas las puertas tanto a nivel académico como profesional.

Good luck!

Información acerca del FIRST CERTICATE.

Cambridge First Certificate English FCE Speaking

Listen to these two students during their SPEAKING TEST of the FCE examination.

Content of a FCE examination

Reading paper

Writing paper

Use of English paper

Listening paper

Speaking paper

BOOST YOUR FCE VOCABULARY

VOCABULARY FOR FCE

CLICK ON THE FOLLOWING LINK: GRAMMAR AND VOCABULARY FOR FIRST CERTIFICATE

LISTENING PRACTICE

Exercises of preparation to the FCE

USE OF THE LANGUAGE

CLICK

COLLOCATIONS AND EXPRESSIONS. Do you know what a COLLOCATION is?

A) Complete the blanks with the verbs GO, COME, REACH, or GET.

1. _________ better. 2. _________ a decision. 3. _________ to terms with. 4. __________ pale. 5. _________ into trouble. 6. __________ dark. 7. _________ into power. 8. go/get to sleep. 9. _________ rid of. 10. ________ ready. 11. _________ the sack. 12. _________ in handy. 13. _________ revenge. 14. _________ red. 15. _________ an agreement. 16. _________ lost. 17. _________ the job. 18. go/come to sb's rescue. 19. _________ on sb's nerves. 20. __________ to a halt.

ANSWERS: 1.get-2.reach-3.come-4.go-5.get-6.get-7.come-8.go/get-9.get-10.get-11.get-12.come-13.get-14.go-15.reach-16.get-17.get-18.go/come-19.get-20.come.

B) Complete the sentences with the correct form of the following collocations / expressions: go over the top - come of age - go red - get off sb's back - get down to busisness - come to a halt - get the better of - get the sack - get even with - go brown.

1. After the short break it was time to get down to business again.

2. Peter ______________ because he was continuously late for work. Now he's looking for a new job.

3. The convoy of trucks _______________ when they reach the border.

4. Julissa is known to go over the top on occasions when she's really excited.

5. Betty was so surprised that she ________________ with embarrassment.

6. Stay cool, Amouna. You can get even with him when the time is right.

7. In many countries you are not allowed to buy alcohol unless you have __________________.

8. When exposed to the sun, the skin _______________ to protect itself from the sun's dangerous rays.

9. Come on Malika! Don't let the situation get the better of you. You'll be fine in no time at all.

10. Why don't you get off my back about the washing up? I'll do it when I'm ready.

MISSING ANSWERS: 2.got the sack- 3.came to halt- 5.went red- 7.come of age- 8.goes brown.

PREPOSITIONAL PHRASES. Do you know what a PREPOSITIONAL PHRASE is?

C) Complete the phrase with the prepositions in, on, or at.

1. _____ a farm. 2. ____ work. 3. ____ town. 4. on the pavement. 5. ____ the city. 6. at__ university. 7. _____ home. 8. _____ the country. 9. ____ the station. 10. on the spot. 11. ____ bus stop. 12. ____ the right/the left. 13. ____ bed. 14. ____ the floor. 15. _____ the North. 16. ____ 31 Walkley Road. 17. on the outskirts. 18. _on__ an island. 19. ____ church. 20. ____prision. 21. at/on the back of. 22. _____ the wall. 23. _____ the door. 24. _____ the mountains. 25. _____ the crossroads. 26. _____ a queue. 27. ____ school. 28. __in__ the suburbs. 29. _____ rows/a row. 30. _____ the beach. 31. at/in the office. 32. in/on Park Avenue.

ANSWERS: 1.on- 2.at- 3.in- 4.on- 5.in- 6.at- 7.at- 8.in-9.at- 10.on- 11.at- 12.on- 13.in. 14.on- 15.in- 16.at- 17.on- 18-on- 19.at/in- 20.in- 21.at/on- 22.on- 23.at- 24.in- 25.at- 26.in- 27.at-28.in- 29.in- 30.on- 31.at/in. 32.in/on.

D) Read the sentences and complete them with the PREPOSITIONS in, on or at.

Do you know what a PREPOSITION is?

1. The accident happened on/at the corner of Johnston and Hill Street.
2. The girl fell ____ the river and would have drowned if the boy hadn't saved her.
3. While in Paris. I was staying ____ a hotel near the Eiffel Tower.
4. Javier is working part-time ____ the hospital.
5. There's a TV set ____ the corner of the room.
6. James sits at the front of the class.
7. They went on a boat ride _____ the river.
8. It was raining all day long so we had to stay at/in the hotel.
9. Homeless people sleep _____ the streets of most major cities.
10. He had to stay in hospital for a week after his operation.
11. My girlfriend is waiting for me _____ the corner.
12. the robbers parked their car _____ front of the bank.

MISSING ANSWERS: 2.in- 3.at- 4.at- 5.in- 7.on- 9.in/on- 11.at/on. 12.in.

PHRASAL VERBS

E) Read the sentences on the left and match the PHRASAL VERBS with their definitions on the top by writing the correct number.

A. COME.

1. While cleaning the basement, I came across something I bought I had lost years ago. ____ Stop by, visit.

2. Bouarif came into a lot of money, which change his life completely. ____ Inherit.

3. Why doesn't Malika come round to our place anymore. ____ Face.

4. The scientists took months to come up with a solution to the problem. ____ Find by chance.

5. Richard came down with a bad cold the day before his exams. ____ Regain consciousness

6. The inexperienced architect came up against many unforseen problems during the construction of the building. _5__ Be taken ill.

7. It took the woman a few minutes to come round / to after she had fainted. _4__ Think of and suggest.

B. GO

1. They decided to go ahead with their trip despite the bad whether conditions. _____ Move / travel around.

2. Once you have finished cleaning, you can go on with your job. _____ Match.

3. The doctor wanted to go over the test results with his patient. _____ Accept / agree with.

4. That tie goes with your suit nicely. _____ Explode.

5. Luckily no-one was injured when the bomb went off. _____ Start doing.

6. While vsiting Rome, we went round all the major sites. _____ Continue doing.

7. The child went through a lot before recovering completely. __9__ Turn sour, start to decay.

8. After some initial disagreement, everybody eventually decided to go along with the proposal. __3__ Examine / discuss in detail.

9. The milk went off after only an hour in the scorching heat. __7__ Suffer.

10. What's going on in there? Open the door! _____ Happen.

C. BE.

1. What's on this week at the theater? _____ Leave

2. We were promised that the hard times would be over soon. _____ Support, favour.

3. I was about to leave home when some unexpected visitors arrived. __2__ End.

4. When he finishes that exercise, he'll be up to the final unit. __3__ Be ready to.

5. I'm usually up at seven o'clock every morning. _____ Awake and out of bed.

6. I'm for the mayor's plan to relocate the town hall. _____ Be shown and performed.

7. What are the boys up to? Don't tell me they are ruining the garden again! _____ Reach.

8. I must be off now. My parents are expecting me for dinner. __7__ Do (usually something wrong).

Words with prepositions

A. Complete the words with prepositions.

Adjectives

excellent __at__ experienced __in__ Happy __for_ sb. happy with / about sth. proud _____ qualified _____

respected _____ responsible _____ skillful _____ skilled _______

Nouns

an answer __to__ an expert __on/in/at__ an oportunity __for__ (take) pride _____ a reply to a report on

Verbs

account for sth associate _____ compensate sb for sth. concentrate _____ sth. congratulate sb on sth. cooperate with sb.

deal _____ finish ______ include in praise sb _____ sth. provide sth _____ sb. resign from retire ______

reward sb with sth. succeed _____ supply sb _____ sth. supply sth _____ sb.

Read the folowing sentences and complete them with prepositions.

1. Congratulations Annel! I'm so happy _____ you and your husband.

2. I would be more than happy to provide you ______ our company's catalogue.

3. We supply all major companies _______ our products.

4. Amouna takes great pride in her work. That's why she's the best in her field.

5. You will need to provide a lot of love and care _____ Jane during her recovery.

6. I'm really happy _____ Monica's work. I think she's qualified _____ this job.

7. One the scandal became public, the minister had no other option to resign from his post.

8. You shouldn't be proud of yourself. What you did was wrong!

9. The government supplied food and medicine _____ the victims of the hurricane.

10. The journalist was praised for his report on the starving children of Africa.

ANSWERS: 1.for- 2.with. 3.with- 4.in- 5.for- 6.with...for- 7.from- 8.of- 9.to- 10.for...on.

Grammar revision (Tenses)

Read the text below and complete each blank with one word. All the missing words are auxiiary verbs (is, was, were, have, has, had, do, does, did, etc.)

My life (1) has improve a lot since last year. You see, before that I (2) _______ been working in the same job for five years and I (3) was beginning to feel rather bored. I (4) ______ getting ready to apply for another job when one day my boss called me into her office. "Our company (5) ______ planning to expand overseas," she said. "We (6) ______ thinking of starting withSpain, therefore we will (7) be needing some of our best employees to support our new branch there. (8) ______ you think you would be interested in a transfer?" Naturally I accepted, although at the time I (9) ______ not know that they (10) were also going to promote me to assistant manager.

By yhe end of this month I will have (11) been living in Madrid for a year. You can't imagine how exciting my life (12) has become.

Put the verbs in brackets into the past simple, past progressive, present perfect simple or present perfect progressive and complete the boxes with the time words below. Use the time word only once.

Time words: for - while - yet - still - when - ago - already - since

1. While Mary was ______ (have) a bath yesterday evening, I was in the kitchen. I was cooking (cook) her favourite dish because I _____ (want) to surprise her. When she came (come) into the kitchen, she couldn't believe her eyes.

2. Betty's son: Mum, I have been looking (look) for my black belt ______ the past hour and I _______ __________ (not found) it. _______ you _______ (see) it anywhere?

Betty: No, but I think you ________ (lend) it to your brother about a week _______.

Betty's son: Oh, you're right. He hasn't given / didn't give (give) it back to me . I bet he _________________ (wear) it all week. Where's he now, mum?

Betty: I'm afraid Ricardo __________ already __________ (leave). He ______ (get) up about an hour before you ______ (do).

3. I __________________ (work) on this project _________ this morning but I _________________ (not finish) it yet. What am I going to tell my boss?

Go to the following site. You will find a complete course for level B2.

EXTRA PRACTICE- FCE B2. https://www.rubenvalero.com/learningenglish/b2-first-fce/extra-practice-fce-b2/

The following video is part of the page above

FCE practice test Listening part 1: https://www.youtube.com/watch?v=-D5J7AjUEok

16 April 2022
From my diary.
Today, I could finally understand the importance of paying attention and of studying every single element presented in the texts. What I am trying to say is
that every linguistic element needs to have the category of "essential" for our learning goals and I am sure that they will surely take us to superior stages of performance. So, for example, if in the video they talk about a holiday, we should have some knowledge about this "word". Of course, the "word" may take us to study it as a topic. I am not exaggerating if I state that the word should be taught or prepared before we face it within the texts. Good preparation of the contents of the "word" will give us substantial and better knowledge necessary to understand the linguistic activity involved in language learning.
So, guys put it into practice.
Hope this information helps learners and teachers.
Ruben Arellano T.

CLICK the visual below and LISTEN to the QUESTIONS and ANSWERS in this VIDEO.

A topic about FCE can be found in the page SPEAK UP.

Click on the words SPEAK UP.

Let's test YOUR KNOWLEDGE by answering some questions related to the FCE Grammar and vocabulary

KEY WORD TRANSFORMATION OPEN CLOZE PRACTICE

Now check and try the type of READINGS that are part of the FCE Exams.

Do you know which strategy to use in order to be more accurate and fast?

Reading

You are going to read an article about a woman who owns a circus. Seven sentences have been removed from the article. Choose from the sentences A–H the one which fits each gap (1-7). There is one extra sentence which you do not need to use.

A It was there that she learned the skill of haute école – making a horse perform on its back legs.

B The tent can only hold a maximum of 250 people, so the atmosphere is close and intimate.

C Entering the ring for the first time as a performer was a fantastic thrill.

D We feel we are putting something back into these communities that has been missing for some time.

E We always look for the best of new and traditional circus, but the problem is that many of the best acts go abroad.

F There were very few signs that this fairly traditional upbringing would lead a rather shy young girl to a career in the circus.

G But winter is also a busy time, and is in fact when Nell is at her most frantic, researching, designing and preparing the next show.

H There are no wild animals, but horses play a leading role in the performances, and Nell herself is an expert rider.

Life in the big top with Giffords Circus
Nell Gifford lives a childhood fantasy – as a ringmaster.

The drum rolls, the curtains open, and a horse rears into the spotlight. Nell Gifford, a statuesque 27-year-old, is riding the horse. The crowd cheers and, with a thumping heart, she begins: ‘Ladies and gentlemen, boys and girls welcome to Giffords Circus’. The ring mistress, Nell Gifford, is the only female circus owner in Europe. She and her husband Toti started the business just a few years ago. Since then, they have created one of the most successful shows in the country. Their performances are always sold out, and they recently so impressed their colleagues that they were awarded the prestigious Jerwood circus award.

If the word ‘circus’ conjures up images of aggressive clowns and sick-looking lions, think again. 1_____ The other acts are a mixture of theatre, dance and traditional circus skills such as juggling and acrobatics, all accompanied by a circus band.

The show is based on old circuses from the 1930s and much of its appeal comes from its size. 2_____ The ring is also fairly small, and the audience can almost reach out and touch the performers as they move around. This creates a real feeling of belonging; as Nell points out ‘There are no tricks, no hiding behind lights. It’s all pretty raw.’

From May to September, the circus travels around the countryside, stopping in small villages all over the south of England. ‘Villages today need live entertainment,’ says Nell ‘and a good circus in a village provides a focal point for everyone. 3_____ And we know from people’s reactions that villagers really appreciate what we are trying to do.'

Nell’s route into the business was an unusual one. She had an idyllic childhood in the English countryside, growing up with horses and ponies. Later she went to Oxford University, where she studied English Literature. 4_____

That all changed when she went to America at the age of 18 and joined Circus Flora, which was owned by a distant relative. ‘I went there for no other reason than the promise of adventure in the USA,’ says Nell ‘but from day one, there was no question that this was what I wanted to do. 5_____ It felt as if the rest of my life had just started.'

From then on she spent all her free time working in circuses, learning as much as she could about the business. When she was back in Europe, she joined the acclaimed Circus Roncalli to develop her riding skills even more. 6_____ Her fianceé Toti frequently visited and became entranced by the lifestyle, and it was then that they began to make plans to set up a circus of their own.

For Nell and Toti, the success of their circus is a dream come true, but it also involves a great deal of work. Summer is filled with the challenges of keeping the show on the road, moving every few days, keeping the performers happy, and managing the day-to-day aspects of the business. 7_____

There are no definite plans for the future, but why should there be, as life on the road is only just beginning? Giffords Circus is going from strength to strength, and promises many exciting summers for years to come.

Click on the following posts so that you can access the sites for practising some exercises.

Click on the post and take the practice test covering the different areas.

Good luck!

CAN DO STATEMENTS FOR LEVEL B2 OF ENGLISH / FACTORES DEL DESEMPEÑO PARA EL NIVEL B2 DE INGLÉS

SUPPORTING MATERIALS FOR THE COURSE

Forme. https://vk.com/doc12467836_439668535?hash=z8hXdIdHxWSEg3KEOdCzZss9zUeJPSyyZxxBspCsPBk

Student's book and Workbook. Download it / Descarga el libro. https://pdfcoffee.com/fce-result-2015-students-book-5-pdf-free.html

Cambridge Dictionary. https://dictionary.cambridge.org/es/diccionario/ingles/phonology?q=PHONOLOGY

Audio in the video for UNIT 1 of the Workbook. https://www.youtube.com/watch?v=NsQAjgatvqI

Audio in the video for UNIT 2 of the workbook. https://www.youtube.com/watch?v=axHqSv8cypM

Workbook. UNIT 3. Audio. https://www.youtube.com/watch?v=qRQrrLYpvY8

Workbook. UNIT 4. Audio. https://www.youtube.com/watch?v=ZAtjpMAPfHo

Workbook. UNIT 5. Audio. https://www.youtube.com/watch?v=xV87_aVPgFg&t=26s

Workbook. UNIT 6. Audio. https://www.youtube.com/watch?v=niJTeUkBDjk

Put the following image on a powerpoint and print it to work on vocabulary for this course.

FCE Result Revised Edition.

A course for Cambridge English.

The Cambridge English: First (FCE) exam corresponds to level three in the Cambridge ESOL five-level system.

The following exercises have been designed for learning and practicing.

To be successful at the FCE exam, it is essential to have efficient techniques and strategies to prepare effectively and to manage the different factors that influence the proceedings on exam day, such as time allocation, note-taking and prioritizing.

UNIT 1. THE CIRCLE OF LIFE. (Page 9).

VOCABULARY about.

1. Skin tone:

Albino. Noun.A person or animal with very pale skin, white hair or fur, and pink eyes caused by a medical condition that they were born with

Bloodless. Adjective. A bloodless face or skin is very pale

Bronzed. Adjective. Someone who is bronzed has attractive brown skin because they have spent a lot of time in the sun

Brown. Adjective. With darker skin than usual, after being in the sun a lot

Color. Noun. The color of someone’s skin as a sign of their race

Coloured. Adj. A Coloured person has one parent or grandparent who is white and one who is not

Complexion. Adj. The natural appearance of the skin on a person's face, especially its colour or quality

a dark/fair complexion

a healthy/clear/spotty complexion

Dark. Adj. If a white person is described as being dark, they have brown or black hair and sometimes skin that is not light in color

Fair. (of skin) pale, or (of hair) pale yellow or gold

She's got fair hair and blue eyes.

a fair complexion

My sister's dark and my brother's fair (= He has fair hair) .

He's fair -haired .

All my family are fair -skinned .

Spotty. Adj. UK describes a person with spots on their skin

I knew him when he was just a spotty youth.

Tanned Adjective or Suntan Noun. (Comes from the verb TAN). To become brown, or to make someone's body or skin, etc. brown, from being in the sun

Her skin tans very quickly in the summer.

I need to tan my legs before the holiday.

Tanned workmen were sitting around the dock.

2. Hair colour.

Black, fair, blonde, red.

3. Hairstyle

Curly, straight

4. Eye colour

Blue, green, hazel, brown.

5. Eyes brows

Bushy, thin.

6. Nose

Large, small, hooked, turn up.

7. Mouth

Full or thin lips.

OTHER ASPECTS

Dimple /ˈdɪm.pl ̩/ noun [ C ]

A small hollow place, especially one which appears on a person's face when they smile

Freddie was an angelic-looking child with blond curly hair, blue eyes and dimples.

Freckle /ˈfrek.l ̩/ noun [ C ]

A small pale brown spot on the skin, usually on the face, especially of a person with pale skin

He has red hair and freckles.

Mole /məʊl/ /moʊl/ noun [ C ] SPOT

A small dark spot or lump (= raised area) on a person's skin.

THE JIM TWINS

You take it for granted that you are a unique person, different from everybody else on Earth, and you understand that everybody else is also unique. Identical twins are fascinating because they challenge this notion: they are unique people, of course, but they’re also unnervingly similar to each other - and not only in terms of appearance. They often share opinions, mannerisms and personality traits.

Identical twins are rare, occurring in about three out of every 1,000 births. They seem to occur at random, regardless of the age or ethnic background of the mother (unlike non-identical twins which are, for example, far more common among Africans than Asians). Although there may be tiny differences in physical appearances between two identical twins, which allow family and close friends to tell them apart, they do have exactly the same DNA. This is because they develop from a single egg which divides in two during the very early stages of pregnancy.

For scientists, the non-physical similarities between identical twins are the most interesting: are they the result of growing up together in the same home, or are they the result of their identical DNA? By studying identical twins who have not grown up together, researchers can see which similarities remain and which disappear. In other words, they can learn which aspects of a person’s identity are determined by genes and which are influenced by the environment. The Minnesota Twin Study is probably the best-known twin study to date. The study provides information about how our environment and genes work together to influence everything from attitudes, talents and abilities, to job selection, to falling in love, to aging and health.

Identical twins Jim Lewis and Jim Springer were only four weeks old when they were separated; each infant was taken in by a different adoptive family. At age five, Lewis learned that he had a twin, but he said that the idea never truly ‘soaked in’ until he was 38 years old. Springer learned of his twin at age eight, but both he and his adoptive parents believed the brother had died. The two Jims were finally reunited at age 39.

The similarities the twins shared not only amazed one another, but also amazed researchers at the University of Minnesota. The very fact that both twins were given the same name was a big coincidence. But there’s more.
• As youngsters, each Jim had a dog named ‘Toy’.
• Each Jim had been married twice - the first wives were both called Linda and the second wives were both called Betty.
• One Jim had named his son James Allan and the other Jim had named his son James Alan.
• Each twin had driven his light-blue Chevrolet to the same beach in Florida for family vacations.
• Both Jims had at one time held part-time posts as sheriffs.
• Both were fingernail biters and suffered from migraine headaches.

While not as eerily similar as the Jim twins, many more instances of strange likenesses can be found among twins who were raised apart. For example, identical twins Tom Patterson and Steve Tazumi had very different upbringings. Raised in a Christian family by two janitors in rural Kansas, Tom still managed to choose the same career as his brother. Steve, who lives in Philadelphia, was raised in a Buddhist household. Both men own body-building gyms.

It’s obvious from these twins’ stories that genetics are a major factor in shaping who we are. In fact, research so far indicates that characteristics such as personality are mainly related to genes. This means that our character traits as adults are largely determined before we are born and there is very little that we, or anybody else, can do to change them.

QUESTIONS:

1. Scientists are particularly interested in identical twins who?

A. have been raised by different families.

B. are genetically exactly the same.

C. look and behave in very similar ways.

D. are not alike in terms of personality.

2. While they were growing up, twins Jim Lewis and Jim Springer

A. were in regular contact.

B. knew about their twin, but had no contact.

C. did not know they had ever had a twin.

D. were prevented from seeing each other by their adoptive families.

3. According to the text, you might find it difficult to change your personality because

A. only other people can change it.

B. it is determined mainly by how your parents treat you.

C. you can't control your surroundings.

D. you get your persnality from your parents.

ANSWERS: will appear in a video soon!

READING. Multiple choice.

Read the text opposite quickly. Do cases like the Jim twins' tell scientists a, b or c?

A. why some women give birth to identical twins

B. how much of our personality we inherit from our parents

C. which physical features we inherit from which parent

TIPS

Read the text quickly for genereal meaning.

Read only the questions first.

Underline the parts of the text that contain the information you need.

read the options and look again at the relevant part of the text.

If you caccot decide between 2 options, make an intelligent guess.

DICTIONARY

Unnerve /ʌnˈnɜːv/ /-ˈnɝːv/ verb [ T ]

To make someone feel less confident and slightly frightened

I think it unnerved me to be interviewed by so many people.

Unnerving /ʌnˈnɜː.vɪŋ/ /-ˈnɝː-/ adjective

Meeting a twin brother I didn't know I had was an unnerving experience.

Upbringing /ˈʌpˌbrɪŋ.ɪŋ/ noun [ C usually singular ]

The way in which someone is treated and educated when they are young, especially by their parents, especially in relation to the effect which this has on how they behave and make moral decisions

Is it right to say all the crimes he committed were simply the result of his upbringing?

Play the video to work on the activity 2 on the copy.

EXTRA VOCABULARY

Talking about the FUTURE.

WILL and GOING TO

We use WILL

1. to make impersonal, factual statements about the FUTURE:

Work on the new stadium WILL BEGIN next year.

2. to make oredictions are based own your own belief:

I'm sure you'll enjoy the play.

NOTE: We often use WILL after phrases like: I think, I don't think, I imagine, I reckon, I'm certain.

3. When you make an INSTANT DECISION about what to do next:

That soup smells delicious. I'll try some.

4. to talk about future events that are dependent on other events:

If we leave now, we'll be home before nightfall.

5. to make OFFERS and PROMISES:

Don't worry, I WON'T tell anyone your secret.

6. to add a question tag to an imperative or make a tag reply:

Don't tell anyone, WILL you?

A: Don't forget your passport. B: I WON'T.

We use GOING TO

1. to talk about things you have decided to do:

I'm GOING TO APPLY for a better job.

NOTE: We USUALLY AVOID USING GOING TO with the verb GO; we can use the PRESENT CONTINUOUS instead:

I'm GOING TO the theater tomorrow.

2. to make PREDICTIONS based on what IS HAPPENING NOW:

It looks like this match is GOING TO BE a draw.

THE PRESENT SIMPLE

Uses:

1. to talk about things that are due to happen as part of SCHEDULE:

The next train to Manchester LEAVES in half an hour.

2. after certain words and phrases, for example: when, as soon as, by the time, the moment provided, assuming, if:

I'll give Jason his present as soon as he arrives.

THE PRESENT CONTINUOUS

We use the present continuous with a future meaning to talk about ARRANGEMENTS that we have made for the FUTURE, usually with other PEOPLE:

I can't go out tomorrow night. I'm having dinner with my grandparents.

THE FUTURE CONTINUOUS

Uses:

1. to talk about an action that will be in PROGRESS at a specific point in the FUTURE.

At midday tomorrow, I'll be taking my exams.

2. to talk about planned events. Used like this, it's similar to the PRESENT CONTINUOUS for ARRANGEMENTS:

Next year, I'll be spending most of the summer abroad.

3. to ask POLITE and LESS DIRECT QUESTIONS about somebody's plans:

WILL you BE STAYING at the hotel for 2 nights or 3?

THE FUTURE PERFECT SIMPLE

We use it to talk about a COMPLETED ACTION or EVENT in the FUTURE:

By the time they get home, they'll have travelled more than 10,000 km.

THE FUTURE PERFECT CONTINUOUS

We normally use it to say HOW LONG an action or event will have been in progress at a specific point in the FUTURE:

By the time he takes part in the Olympics, he'll have been training for 4 years.

LISTENING TIPS

Take 1 minute to look at the questions.

Read as much as you can in that time.

As you listen for the first time, mark the options that you think are correct.

Use the 2nd listening to check your answers.

LISTENING. Page 14.

2. You will hear an excerpt from a radio programme about living forever.

Listen and choose the best answers for 1-5.

1. According to some scientists, technology that allows people to live for thousands of years

A. already exists

B. will definitely exist within 30 years

C. may exist within 30 years

2. According to the speaker, why are scientists closer to finding this technology?

A. They are beginning to understand why and how our bodies age.

B. Medical technology is improving quickly.

C. There are more old people in our societies.

3. According to some people, immortality would have a negative effect because

A. we would soon use up all the earth's natural resources.

B. everybody would stop caring about the environment.

C. the earth would become very overcrowded.

4. Some people say that immortality would be pointless because

A. only the rich would be able to afford it.

B. you wouldn't use your time carefully.

C. you would only remember a part of your life.

5. You might never fall in love if you were immortal because

A. the most powerful human feelings come from knowing that we will not be here forever.

B. you would get bored with everybody that you've met.

C. the technology would change the way in which your brain experiences emotions.

LISTENING

Page 15

Use the AUDIO in this video and take notes on your notebook so that you can do the exercises that the same video contains.

Use of English

Key word transformations.

TIP

Phrases like these usually appear in dictionaries under the NOUN rather than the VERB.

1. Match the underlined phrases in sentences a-f with 1-6.

a. More than 200 countries will take part in the Rio Olympic Games.

b. when preparing for a hike, it's important to take into account what the weather will be like.

c. At the age of one, a baby is just starting to make sense of the world around him.

d. Marianne agreed to be home by midnight because she didn't want to have a row with her parents.

e. It's arrogant to make fun of other people's achievements.

f. Several factors play a part in the success or failure of a film.

1. argue

2. consider

3. be a cause of

4. laugh at

5. join in

6. understand

WRITING

An informal letter

I. Read Megan's letter and say which of these activities she is planning to do during the summer holidays.

a. buy some new clothes

b. do nothing for a week

c. do some schoolwork

d. go abroad

e. hang out with friends

f. look for a job

II. Divide the LETTER in 4 paragraphs:

1. immediate future

2. a trip abroad

3. getting a job

4. questions for Chloe

III. Find a FORMAL WORD in each of the sentences below and replace them with a LESS FORMAL WORD.

a. All I have to do is assit with the housework while I am here.

b. I've even informed my friends that I don't want to go out that week!

c. You know, the one who resembles Penelope Cruz.

d. I need to earn some funds before the next school year begins.

IV. Match sentences a-d from 4 with each of the 4 paragraphs in MEGAN'S LETTER.

V. Make a LIST of activities, real or imaginary, that you plan to do this summer. Try to think of 3 for each of these topics:

a. Travel. Example: 1. Go to the USA. 2. Visit my aunt and uncle in Chicago. 3. Buy clothes in San Antonio, Texas.

b. Sports and hobbies

c. Work and study

d. Time with friends

Identify 8 words which are TOO INFORMAL and think of LESS FORMAL alternatives.

Dear Chloe

I ended my end-of-year examination on 14th June, and then I'm on holiday for eights week! I can't wait! I'll really need a good rest, therefore I'm going to spend the first week doing absolutely nothing! Later in the summer, I'll be visiting my uncle, who resides in Italy, for a couple of weeks. I haven't got sufficient money for the plane ticket, but luckily my uncle has offered me to purchase it for me. He is so generous! He'll be working while I'm there, so I'll have his house and (swimming pool) to myself! As soon as I get back from Italy, I'm going to look for employment. My brother will have left his job at the leisure centre to commence his university degree, so hopefully they'll be looking for somebody to replace him! Please write and tell me what your plans are for the summer. Are you going to visit that Spanish girl you encountered at Easter?

Lots of love,

Megan

VI. MAKE A PARAGRAPH PLAN using the most interesting of your own ideas for each topic in V.

REVIEW OF UNIT 1

1. Complete sentences a-f with the most appropriate adjective from 1-6.

1. bossy 2. loyal 3. sensible 4. argumentative 5. sensitive 6.easy-going.

a. Be carful what you say to Harry - he's quite _____ and gets upset very easily.

b. You're always telling me what to do. I wish you weren't so _____ !

c. Hannah is a very ____ friend - I know I can always rely on her to be there for me.

d. Kelly is so ____ that she never really gets angry or upset about anything.

e. Judy is very ____ - she'll ask somebody the time and then disagree with them.

f. Think carefully before you make a decision. I know that you will, you're very ____ .

2. Correct any mistake with the underlined verb forms in FIVE of these sentences.

a. Let's meet at the theatre tonight. The play is starting at 7.30.

b. I'll probably be exhausted by the time I reach Edinburgh because I'll have been driving all morning.

c. I can't go shopping with you tomorrow morning- I'll have my hair cut.

d. By the time the next World Cup comes around, some of our most talented footballers won't have played any longer.

e. I'll be estanding here until you apologise for what you just said.

f. Will you have been leaving by the time we get to the hotel?

3. Complete the sentences with the PRESENT or FUTURE SIMPLE of the verbs in brackets.

a. As soon as we _____ (arrive), we'll let you know.

b. It's impossible to be sure, but i don't think she _____ (lose) her job.

c. I _____ (be) amazed if Real Madrid don't win tonight's match.

d. The doctors are keeping me in hospital until they _____ (know) what the problem is.

e. The more money you spend now, the less you _____ (have) for your holiday next week.

f. Do you think your brother _____ (help) us with our homework, if we ask him nicely?

4. Complete the text with the missing verbs.

Our relationship with our friends 1______ an important part in our lives, and help us to 2_____ sense of the world. Megan has been a close friend of mine since primary school, and we're always together. In fact, some of our classmates 3______ fun of us, saying that we're identical twins. Occasionally, we 4_______ a row, but we never really fall out. The important thing is being able to 5_____ sorry, if you know you are in the wrong.

5. Rewrite the sentences a-d keeping the meaning the same. Use 2 to 5 words including the WORD GIVEN.

a. before we made a final decision, we considerd everybody's opinion.

account

We ________ before, making a final decision.

b. Will you promise me that you won't tell anybody?

word

Will you ________ that you won't tell anybody?

c. I contacted an old school friend after seeing his details on a website.

touch

Having seeing an old school friend's details on a website, I _________ him.

d. Only people who have participated in a triathlon can fully understand the excitement.

part

The only way to understand fully the excitiement of a triathlon is ___________ one.

UNIT 2

Activity 1.

Click on the IMAGE so that you can read extra information that may help ypu to DESCRIBE the PHOTOS in the activity 3 and 4.

Activity 2.

The VIDEO below can help you to get a general idea about LANDSCAPES. At least, you could get certain ideas to prepare your ACTIVITIES on the LEAD IN Section in the PAGE on the right.

Activity 3.

Play the video so that you can hear the listening activities on the image on the right.

READING

Multiple Matching.

1. You are going to read about 4 children who were raised by animals. Read the text quickly to find out

a. Where each child was found.

b. How each child was when they were found.

TIP: read the whole text once. If there are no section headings. It may help to add your own.

Read the questions. Answer any that you can immediately and underline the relevant parts of the text. You do not need to read these again.

Read each section of the text carefully, looking for answers to all the remaining questions.

2. Read the text again and for questions 1-15, choose from the children A-D. The children may be chosen more than one.

Which child

1. could run and jump very fast?

2. looked younger when captured than he really was?

3. claims a group of wild animals gave him food?

4. hardly ever stood upright?

5. eventually returned to live in his family home?

6. had unusual feet?

7. was not familiar with some common kinds of foot?

8. has been seen by many different experts?

9. did not go back to live with humans?

10. was very violent towards the people who captured him?

11. learned from animals how to look for things to eat?

12. was taken by a wild animal when very young?

13. only seemed to eat plants?

14. reacted like a wild animal to sudden sounds?

15. copied the social rules and body language of the animals he lived with?

3. Find Phrasal Verbs a-f in the text and use the context to match them with their meanings (1-6).

a. bring up 1. FIND

b. come upon 2. REMOVE

c. come up to 3. TAKE CARE OF

d. take away 4. RAISE (A CHILD)

e. keep up 5. APPROACH

f. look after 6. GO AT THE SAME SPEED

4. Use the ideas below to discuss what feral children might find difficult about rejoining society.

- eating and drinking

- games and playing

- family and friends

- school and education

LEARN a bit more of FERAL CHILDREN

Watch the following video.

BORN TO BE WILD

For centuries people have told stories about children who have been brought up by animals and became like animals themselves. So-called ‘feral children’. Tarzan of the apes and Jungle Book are two famous fictional accounts. There are many others accounts which claim to be true, although it is sometimes difficult to separate fact from the fantasy and folklore.

A).

One day in 1991, a Ugandan villager called Milly Sebba went further than usual in search of firewood and came upon a little boy with a pack of monkeys. She summoned help and the boy was captured and brought back to Milly’s village. A villager identified the boy as John Sesebunya, last seen in 1988 at the age of two or three. Later, John claimed that he had got lost in the forest, and that he remembered monkeys coming up to him after a few days and offering him roots and nuts. The pack of five monkeys taught him, he says, to search food and to climb trees. John has been studied by a host of scientists, who are convinced that he is a genuine feral child. When left with a group of monkeys he avoids eye contact and approaches them from the side with open palms, just as monkey do.

B).

Jean-Claude Auger, an anthropologist from the Basque country, was travelling alone across the Spanish Sahara in 1960 when he met some Nemadi nomads. They told him about a young boy who lived with a herd of gazelles. After searching for several days. Auger managed to find the herd and the boy. The boy was about 10 years old and walked on all fours, only standing occasionally. Whenever there was an unexpected noise, he twitched his nose and ears, just like the rest of the herd. One senior female seemed to act as his adoptive mother. He would eat roots with his teeth and appeared to be herbivorous. When Auger chased the boy in a jeep to see how fast he could run, he reached a speed of 50 kilometers per hour, with leaps of about four meters. Unlike most of the feral children of whom there are records, the gazelle boy was never taken away from his wild companions.

C).

A leopard-boy was reported by EC Stuart Baker in the journal of the Bombay natural History Society (July 1920). According to his report, the boy was stolen from his parents by a leopardess in the North Cachar Hills in India in about 1912, and three years later he was recovered and identified. At that time, the child, who was now five, could run on all fours so fast than an adult man could barely keep up. His knees had hard skin on them and his toes were bent upright. Almost at right angles to his feet. The palms of his hands and pads of his toes and thumbs were also covered with very tough skin. When he was first caught, he bit and fought with everyone. If he came across a chicken in the village, he caught it, tore it into pieces and ate it with astonishing speed, just like a wild animal.

D).

A feral child was caught in the Brasov region of Transylvania, Romania, in February 2002. Early one morning, shepherd Manolescu Ioan came upon a naked wild-eyed child living in a cardboard box and covered with a plastic sheet. Manolescu reported his find to the police, who later captured the boy. It was believed he had lived alone in the forest for years, but doctors thought that he must have had some protection; perhaps he had been looked after by some of the many wild dogs in the region. He was the size of a normal four-year-old, but his missing front milk teeth suggested an actual age of seven. He ate whatever he was given, but didn’t recognize fruit. About a week after his capture, he was identified as Traian Caldarar, lost three years earlier at the age of four. After being re-educated at an orphanage in Brasov, he was reunited with his mother, who lived in a remote village a few kilometers from where he had been found.

VOCABULARY

GRAMMAR

1. Read the first paragraph of the article opposit, which is about survival in the wilderness. underline all the examples of INFINITIVE (with and without TO) and -ing forms and circle the verbs that come immediately before them.

2. Put the verbs that you circled in 1 into GROUP A or B, depending on the verb pattern.

Group A: verb + -ing form. Enjoy

Croup B: verb + infinitive. Expect

3. Complete gaps 1-12 in the article with the infinitive or -ing form of the verbs in brackets.

4. For each of 1-4, decide which sentence, a or b, makes most sense in the gap.

1. ______ I'm sure he's very interesting.

a) I wish my neighbour would stop talking.

b) I wish my neighbour would stop to talk.

2. ______ He therefore had no way of getting in touch with her.

a) He didn't remember to write down the woman's number.

b) He didn't remember writing down the woman's number.

3. _____ However, the room still felt too hot.

a) He tried to open the window.

b) he tried opening the window.

4. William Faulkner began his career by writing short stories. ___

a) He went on to write novels.

b) He went on writing novels.

ANSWERS: 1.b, 2.a, 3.a, 4.b

5. Complete these sentences in 2 different ways, once with an INFINITIVE and once with an -ING FORM. Try to use a different verb each time.

a) When I leave school, I'll GO ON ...

b) I wish people would STOP ...

c) I think I should TRY ...

d) I'll always REMEMBER ...

SURVIVING IN THE WILDERNESS

Many people enjoy travelling through wild and deserted landscapes, but few expect to end up in a genuine survival situation. The unexpected occasionally happens, however, so you should be prepared. Imagine finding yourself in the middle of a wilderness with a broken-down jeep and hardly any food and water. What should your priorities be? Should you stay with your vehicle and hope to be rescued? Or should your search for civilisation and risk getting even more lost? Should you spend time searching for water or food first? Or should you postpone worrying about food and water until you have managed to find or build a shelter? If you are not sure, keep reading- This article could save your LIFE!

Priority 1: SHELTER

Do not put off 1______ (make) a shelter - it should be your first priority. Try 2_____ (enlarge) an existing natural shelter, such as a hole in the ground below a fallen tree. If you happen 3_____ (be) near a rocky coast, build a shelter and cover it with wood from the beach. If you are on the move, stop 4_____ (build) your shelter while it is still light.

Priority 2: WATER

If you fail 5 ____ (find) water, you will only survive for about three days (whereas you can survive for weeks without food). If there is no rain, try 6____ (walk) through vegetation early in the morning to collect moisture in clothing. Avoid 7_____ (drink) water that looks or smells bad.

Priority 3: FIRE

Fire has many uses. It maakes food more appetising If you can't face 8____ (eat) raw worms, boil them in water to make a nourishing soup! Fire protects against dangerous animals, since many will not dare 9_____ (approach) it. And you can also use it for signaling to rescuers - before they give up 10____ (look) for you!

Priority 4: FOOD

It's quite easy to get food in the wild, if you know where to look. Many survival books suggest 11_____ (eat) a small amount of unknown plants to test if they are poisonous. However, we do not recommend 12_____ (do) this, since some plants are so poisonous that even a very small amount can cause serious health problems.

GRAMMAR

VERB PATTERNS

Verb + -ing or infinitive

when we put 2 verbs together, the SECOND verb is usually in the INFINITIVE or -ING FORM. Which pattern we use depends on the FIRST verb.

1. Verb + infinitve:

agree, dare, decide, expect, fail, happen, hope, manage, mean, offer, prepare, pretend, promise, refuse, seem, want, etc.

2. Verb + -ing form:

avoid, can't face, can't help, can't stand, don't mind, enjoy, fancy, feel like, finish, give up, imagine, keep postpone, practise, put off, recommend, risk, spend time, suggest, etc

3. Verb + infinitive or -ing form (same meaning):

begin,continue, hate, like, love, prefer, start.

A few VERBS can take an INFINITIVE or -ING FORM but the meaning is DIFFERENT:

1. a) if you try doing something, you do it in order to see what happens.

He tries ringing the bell, but there was no answer.

b) If you try to do something, you attempt it, but do not necessarily achieve it.

He tried to reach the next branch, but it was too high.

2. a) if you stop doing something, you do not do it any longer.

They stopped talking when I walked into the room.

b) If you stop to do something, you come to a halt in order to do something.

She stopped to admire the flowers.

3. a) If you remember doing something, you have an image of doing it in your mind.

I remember going to the circus when I was a child.

b) If you remember to do something, you do something which is on your mental list of things to do.

Did you remember to feed the fish?

4. a) If you go on doing something, you continue doing it.

He went on talking for hours.

b) If you go on to do something, you move from one action to another.

The chairman welcomed the audience, then he went on to introduce the guest speakers.

See, watch, hear, feel, etc.) somebody do/doing something.

1. We can use see (watch, hear, feel, etc.) + Object + -ing form to talk about an action that is progress.

She saw two men crossing the river.

2. We can use see(watch, hear, feel, eyc.) + Object + infinitive without TO to talk about an action that is complete.

She saw two men cross the river.

VIDEO

Thanksgiving at RedCliff Ascent Wilderness Therapy Program

AUDIO for the activities above.

Listen to the audio in the video.

LISTENING

Audio for the activities of the book page on the left.

VOCABULARY

Collective Nouns

1. Put the verbs into the groups a-d according to their collective nouns.

NOUNS: bananas/birds/cards/dogs/cows/elephants/flowers/sheeps.

a. A flock of _______

b. A herd of _______

c. A pack of _______

d. A bunch of _____

VOCABULARY

Travel

Use your dictionary and decide which word in each of a-f does not belong.

a. Platform check-in departure lounge customs

b. Hand luggage baggage overhead locker suitcase

c. Sail wing cabin mast

d. Bus driver flight attendant ticket inspector propeller

e. Barge ferry hovercraft scooter

f. Passport ticket ticket office visa

USE OF ENGLISH

Part 1: Key Word Transformation

1. For each of a-f, decide which of 1-6 below can replace the words or phrases in bold.

a) Please leave your mobile number at reception so that we can contact you in an emergency.

b) I couldn’t remember if I’d left my key in the hotel room.

c) This room does not look as if it has been cleaned.

d) The café is open all day, while the main restaurant only opens at meal times.

e) We may as well have breakfast seeing that it’s included in the room rate.

f) The hotel has a gymnasium and a swimming pool.

as though
as well as
in order that
since
whereas
whether

Explanation:

While and whereas express contrast (but).

Seeing that and since express consequence (because).

Clauses that start with as if / as though describe an unreal or improbable situation if they are followed by an unreal tense (the past subjunctive or the past perfect subjunctive). Otherwise, they express that the statement is true.

ANSWERS:

Part 1: a-3, b-6, c-1, d-5, e-4, f-2.

2. Read the example. Then, for each of a-f, write a sentence with the same meaning. Replace the word in bold with a word or phrase with the opposite meaning, and make any other changes necessary.

Example: Her parents won’t buy her a car unless she passes her driving test.

Passes: fails (unless: if)

Her parents won’t buy her a car if she fails her driving test.

a). Passengers must not stand while the coach is moving.

b). Phone me if you know that your flight won’t be on time.

c). Travelling by bus is cheaper than travelling by taxi.

d). The more expensive sits are more comfortable.

e). When there’s a lot of traffic, the journey is slower.

f). The use of mobile phones is forbidden during the flight.

ANSWERS:

a). Passengers must sit (or remain seated) while the coach is moving.

b). Phone me if you know that your flight will be late.

c). Travelling by taxi is more expensive (or dearer) than travelling by bus. / Travelling by bus is not as expensive as travelling by taxi.

d). The cheaper sits are more uncomfortable.

e). When there is not much traffic, the journey is faster / quicker.

f). The use of mobile phones is not allowed (or permitted) during the flight.

3. Rewrite each sentence a-f keeping the meaning the same. Use two to five words, including the word given in parenthesis.

a. If the flight is on time, we should arrive at the hotel before 9pm. (provided).

We should get to the hotel by 9pm…late.

b. You might need to get a taxi, so take some money with you. (Case).

Take some money with you… to get a taxi.

c. This year’s holiday was less enjoyable than last year’s. (Fun).

Last year’s holiday… this year’s.

d. Travellers are not allowed to bring pets into the UK unless they have a ‘pet visa’. (Only).

Travellers can … into the UK if they have a ‘pet visa’.

e. The journey was better than I’d expected. (Bad).

The journey… as I’d expected.

f. That ferry seems to be leaning to one side. (Though).

That ferry looks … to one side.

ANSWERS:

a. We should get to the hotel by 9pm provided that the flight isn’t late.

b. Take some money with you in case you need to get a taxi.

c. Last year’s holiday was more fun than this year’s.

d. Travellers can only bring pets into the UK if they have a ‘pet visa’.

e. The journey wasn’t as bad as I’d expected.

f. That ferry looks as though it's leaning to one side.

VOCABULARY

Idioms with ‘come’ and ‘go’.

1. Choose the correct verb to complete the sentences a-h. Use a dictionary to become familiar with them.

a. I refused to pay the mechanic’s bill in full because the work didn’t come/go up to scratch.

b. She’s always loved Tom Cruise, so meeting him at the film première was a dream come/gone true.

c. As far as rooms come/go, it was OK, but it was nothing special.

d. When it comes/goes to sailing, I know almost nothing.

e. I can get by in French and Spanish, although languages don’t come/go easily to me.

f. My brother passed his driving test at the sixth attempt, which just comes/goes to show that you should never give up.

g. We had a flat tyre just after we set off, and after that, the journey went/came from bad to worse.

h. I tried to think of a clever reply, but nothing came/went to mind.

ANSWERS: come-come-goes-comes-come goes-went-came.

Explanation:

1. Not be/come up to scratch: to be good enough

Example Sentences:

Your work didn’t come/ is not up to scratch. You had better improve.

I fired that employee because his work didn’t come/ was not up to scratch.

2. Go to show

If an event or situation goes to show something, it proves that it is true (never in continuous tenses; usually + that).

Example: There are more women in parliament now than ever before. It just goes to show that things are changing.

REVIEW

1. Complete the sentences with the following words: bus driver visa ferry flight attendant ticket hand luggage overhead lockers scooter.

As well as a passport you’ll also need a _____ to enter many countries.
Cars are not allowed on the _____, but you can take a bicycle or _____.
Please try to give the _____ the correct money for your _____.
When we got on the plane, the _____ told us to store our _____ in the _____.

2. Choose the correct verb in sentences a-e.

Our minibus seemed to stop every two minutes to board/ pick up more passengers.
Is it a direct service, or do I need to change/ pick up trains in Boston?
Ignoring the crowd of journalists, the minister got into/ got onto his car and drove off.
It was impossible to leave New York by air that night; the snow meant that all flights had been cancelled/ changed.
Passengers must wait in the departure lounge until it is time to board/ get into the flight.

3. Complete gaps 1-6 in the text with this words and phrases.

As though as well as since in order that whereas whether

We were particularly keen to see leopards on our safari. Elephants are quite common in this part of Tanzania, (1) _____ zebra and antelope. (2) _____ leopards are comparatively rare. (3) ______ leopards are nocturnal; it was recommended that we go out in the jeep at night. We set off at dusk, and after two hours without luck, it really felt (4)_____ the excursion was going to be a waste of time. Then suddenly, we heard some movement in the bushes. The driver turned off the engine (5) _____ the noise wouldn’t frighten the animals away, and we waited to find out (6) _____ our dreams of seeing a leopard were finally going to come true. And then, with a low growl, a leopardess and her two cubs stepped into the cleaning.

4. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. You must use between two and five words, including the word given.

a. The hotel room really wasn’t satisfactory. (Come).

The hotel room really_____ scratch.

b. It was a bumpy flight, and things got even worse after we’d landed. (Bad).

It was a bumpy flight, and things ______ to worse after we’d landed.

c. When my parents asked what I wanted for my birthday, I couldn’t think of anything. (Came).

When my parents asked what I wanted for my birthday, _____ mind.

d. My sister is not bad at tennis, although she doesn’t find ball games easy. (Easily).

My sister is not bad at tennis, although ball games ____ to her.

REVIEW ANSWERS.

KEY 1.

a. Visa

b. Ferry., scooter

c. Bus driver, ticket.

d. Flight attendant, hand luggage, overhead lockers.

KEY 2.

a. Pick up

b. Change

c. Got into

d. Cancelled

e. Board

KEY 3.

As well as
Whereas
Since
As though
In order that
Whether

KEY 4.

a. The hotel room really didn’t come up to scratch.

b. It was a bumpy flight, and things went from bad to worse after we’d landed.

c. When my parents asked what I wanted for my birthday, nothing came to mind.

d. My sister is not bad at tennis, although ball games don’t come easily to her.

VOCABULARY

The verb ‘get’

TIP: Get is a very common verb especially in spoken English. It has a number of meanings is used with prepositions and particles to form many phrasal verbs.

1. Try to think of as many meanings of the verb ‘get’. Check a dictionary.

2. Match 1-7 below with the meaning of ‘get’ in sentences a-g.

a. I don’t get that joke.

b. In Iceland doesn’t get dark until about 11 or 12 o’clock in the summer.

c. I got a ‘B’ in my maths exam.

d. She always gets hay fever in the summer.

e. I can never get my younger daughter to eat any fruit.

f. What time did you get there?

g. We are getting a new washing machine next week.

Suffer from (an illness)
Understand
Make (someone do something)
Achieved
Become
Arrive
Buy

ANSWERS: a-2, b-5, c-4, d-1, e-3, f-6, g-7.

GRAMMAR

Passives

1. Read the newspaper article about mobile phone crime, then complete the text beneath it with active verbs instead of passives.

Passives

Verbs with 2 objects

1. With verbs that often have 2 objects (give, offer, owe, award, tell, send, teach, etc.) either object can become the subject of a passive sentence:

Gabriela was given the prize for best costume.

The prize for best costume was given to Gabriela.

NOTE: It's more common for the indIrect object (usually a person) to be the subject of the passive sentence.

2. If we included an agent, we usually put it at the end of the sentence:

Miss Vilcu was offered a new job in the company by her boss.

Passive with know, believe, think, etc.

1. Verbs like know, believe, and think are often used in PASSIVE constructions, especially in FORMAL language, and are followed by an INFINITIVE.

At that time, the world was thought to be flat.

2. If the sentence refers to a current belief about a past event, we use the PRESENT SIMPLE PASSIVE folowed by a PERFECT INFINITIVE (to have done something):

Beethoven is known to have suffered from lead poisoning. (But that wasn't known at the time).

3. We can also use an impersonal construction with it + passive:

A). At that time, it was thought that the world was flat.

B). It is known that Beethoven suffered from lead poisoning.

ANSWERS:

1. KEY

1. are carrying out. 2. believed. 3. think. 4. export. 5. can block. 6. replace. 7. will set up.

2. KEY

1. was arrested. 2. was caught. 3. were discovered. 5. is being held. 6. has been fined. 7. being convicted. 8. was syopped. 9. was found.

3. KEY

a. can / could be seen. b. musn't be worn. c. should be completed. d. should never have been allowed. e. might not have been killed. f. must have been posted.

5. KEY

a. It was reported that a coach collided with a lorry on the motorway last night.

A coach was reported to have collided with a lorry on the motorway last night.

b. It was though the politician was telling the truth.

The politician was thought to have been telling the truth.

c. It is believed the police have arrested the wrong man.

The police are believed to have arrested the wrong man.

The wrong man is believed to have been arrested by the police.

d. Mary is expected to pass all her exams.

It is expected that Mary will pass all her exams.

e. He is considered to be one of the finest writers alive.

It is considered that he is one of the finest writers alive.

f. It is believed that the woman was driving too fast when she crashed into the tree.

The woman is believed to have been driving too fast when she crashed into the tree.

6. KEY

a. Two. 'me' is the INDIRECT OBJECT. 50 punds is the DIRECT OBJECT.

b. The indirect object.

7. KEY

a. We are taught English by Mr Fielding.

b. I'll be sent a receipt in the post by the online store.

c. He has been given two days by the kidnappers to pay the ransom. OR He has been given two days to pay the ransome by the kidnappers.

d. The children were read a bedtime story by my wife.

e. She was brought two letters to sign by the secretary.

MORE ABOUT PASSIVES

LISTENING

Part 3: Multiple Matching

Activity 1: You will hear 5 people talking about misunderstandings. Match the speakers with misunderstandings A-F. There's one extra letter.

Speaker 1:

Speaker 2:

Speaker 3:

Speaker 4:

Speaker 5:

------------------------------------------------------------

A went to the wrong meeting place

B. gave someone the wrong information

C. misheard directions to a place

D. misunderstood some instructions

E. misunderstood an invitation

F. went to a meeting they weren't invited to

ANSWERS: SP 1.D, SP 2: A, SP 3: E, SP:4: C, SP 5: F.

Activity 2. Complete sentences A-F from the recording with the correct phrasal verb.

A. So we _______ off and I didn't bother to check where we were going in the map.

B. We got hopelessly lost because I'd __________ down the wrong road.

C. What was a problem was that Becky didn't ________ up.

D. It ________ out that they need to discuss what projects they were going to give me.

E. He said they usually _________ together with a set of old friends from university, but why didn't we ________ round for a drink.

F. There was a big sales conference _________ up.

LISTENING

Exercise 3

Listen to 2 students talking. Tick the questions the examiners ask.

a. Would you like to take a course at The Reagal Language School?

b. What are the advantages and disadvantages of studying English abroad?

c. What are the advantages and disadvantages of having an English teacher who cannot speak your own language?

d. Why do you think it's important to study a foreign language?

ANSWERS: The examiner asked questions a and b.

USE OF ENGLISH

1. Use a dictionary and rewrite the following sentences a-g replacing the underlined words with the following Phrasal Verbs.

GET AT - GET DOWN - GET IN - GET ON - GET OUT OF - GET THROUGH - GET UP TO

a. How did you avoid going to that dreadful party?

b. what page have you reached in the book you are reading?

c. We've used 6 litres of milk since your parents arrived.

d. Give me a break, will you? You're always critising me.

e. What really depresses me about winter is the long cold evenings.

f. What times does your flight arrive?

g. 'Grandad's getting very forgetful.' 'Well, he's growing older, isn't he?'

LISTENING

Listen to 5 people describing how to make a dish from their country. Wich countries you think the dishes are from?

Speaker 1:

Speaker 2:

Speaker 3:

Speaker 4:

speaker 5:

ANSWERS: S.1: Italy. S.2: Japan. S.3: Hungary. S.4: India. S.5: Spain.

LISTENING

5 People are talking about the problems they had when eating out. Match the speakers with the problems A-F. There's one extra letter.

Speaker 1:

Speaker 2:

Speaker 3:

Speaker 4:

Speaker 5:

------------------------------------------------------------------

A. ate in a diffirent restaurant from the one they'd booked.

B. had to wait a while for a table.

C. ended up cooking at home.

D. booked a table but couldn't find the restaurant.

F. ended up eating a takeaway.

G. had to wait a while for the food.

Answers: SP 1:C, SP 2: B, SP 3: F, SP 4: A, SP. 5: E

LISTENING

1. Read the information in the visual, then play the audio in the video.

Do the exercise without reading the answers or scripts unless you haven't been able to answer correctly.

ANSWERS and SCRIPTS

2. Read the information in the visual, then play the audio in the video.

Do the exercise without reading the answers or scripts unless you haven't been able to answer correctly.

ANSWERS AND SCRIPTS

Relative Clauses

GRAMMAR

RELATIVE CLAUSES

Relative Pronouns

1. Relative clauses usually begin with a relative pronoun (who, which, that, whose) or a relative adverb (when, where).

2. The relative pronoun whom can be used instead of who when it is the object of the verb in the relative clause. However, for many speakers of English, whom sounds very formal and who is preferred:

-The former headmaster, whom many parents disliked, resigned last year.

Whom is also used after preposition: who in this context is only used if we move the preposition at the end of the clause:

- She married the man with whom she's shared an office.

- She married the man (who) she'd shared an office with.

3. Defining Relative Clauses can also begin with what, meaning 'the thing which': -I did exactly what you asked.

DEFINING RELATIVE CLAUSES

1. They come after a noun and gives necessary information about the noun. They are not separated by commas:

- Did you get the job that you applied for?

- The factory where my dad works is closing down.

2. It is more common to use that than which, especially in spoken English. It's also possible to use that instead of who or whom:

I'd love to meet the person who wrote this song.

3. The relative pronoun can sometimes be omitted, but only when it is the object of the verb in the clause:

- Where's the pen that I bought this morning? = Where's the pen I bought this morning?

We cannot omit the relative pronoun in the following sentence: - I'm looking for a shop that sells skateboards.

The relative adverb when is often omitted: - I still remember the moment when I first saw Juliet. = I still remember the moment I first saw Juliet.

NON-DEFINING RELATIVE CLAUSES

1. They come after a noun and gives extra information about that noun. These types of relative clauses can be removed from the sentence without making the sentence meaningless. They are always separated by commas:

- We spent a few days in Windhoek, which is the capital off Namibia.

- Our neighbour, who used to be an actor, has started a drama society.

2. They cannot start with that.

3. The relative pronoun or adverb at the start of the non-defining relative clauses cannot be omitted.

4. Quantifiers and numbers with relative pronouns. We often use quantifiers and numbers with relative pronouns:

many of whom - most of whom - one of which - none of whom - some of which - lots of whom - two of which - etc.

We can use them as subject, object or object of a preposition.

- She has three brothers two of whom are in the army.

- I read three books last week, one of which I really enjoyed.

- There were some good programmes on the radio, none of which I listened to.

6. Using "which" to give more information

We often use the relative pronoun which to say something about a clause:

He was usually late, which always annoyed his father.

We’ve missed our train, which means we may be late.

REDUCED RELATIVE CLAUSES

1. They replace defining relative clauses. We use an -ing form or a past participle to replace the relative pronoun and verb.

2. The -ing form replaces an active verb of any tense; we use the past participle to replace a passive verb of any tense.

- She wears a necklace originally belonging to her grandmother. (=which originally belonged to...)

- The president visited several towns damaged by the flood. (= which were damaged)

3. We cannot use a reduced relative clause in place of a defining relative clause if the relative pronoun is the object of the of the verb in the original clause: - She wears a necklace that she made herself.

GRAMMAR (page 108).

Relative clauses

I. Read sentences 1-8 below then answer the questions a-g about them.

1. What was the name of the English explorer who walked to the South Pole in 1912?

2. In 1911, when he was 40 years old, Captain Robert Scott organized an expedition to the South Pole.

3. There were 33 people in Scott’s expedition, which set out on 1st June 1910.

4. The men who Scott took with him were mostly army or naval officers.

5. The Norwegian explorer Amundsen, whose party arrived at the South Pole a month earlier than Scott, returned home safely.

6. When Scott arrived at the South Pole, he found a tent and a letter, which Amundsen had left there for him.

7. Scott and his men all die before they could reach the supply depot, where they had left food and spare clothing.

8. Scott has taken horses instead of dogs with him, which most people agree was a big mistake.

Now, answer these questions related to the Relative Clauses 1-8. More than one can belong to the following letters. The letter ‘a’ is already answered.

A. In which sentences is the relative pronoun the subject of the verb in the relative clause? Numbers 1, 3.

B. In which sentences is the relative the object of the verb in the relative clause?

C. In which sentence can we leave out the relative pronoun?

D. In which sentences can we use that instead of who or which?

E. Which type of clauses has commas immediately before the relative pronoun?

F. In which sentence can we replace who with the more formal whom?

G. In which sentence does the relative refer to the whole of the main clause?

ANSWERS: a: 1, 3. b: 4, 6. c: 4. d: 1, 4. e: non-defining relative clause. f: 4. g: 8.

II. Join the pairs of sentences in A-E using who or which, adding commas where necessary and making any other changes.

Example: The plasma TV has broken. I only bought it last week.

The plasma TV, which I only bought last week, has broken.

A. That’s the man. He’s going to buy our house.

B. I gave my daughter 20 euros. She spent it immediately.

C. I live in a village called South Milton. It’s a mile from the sea.

D. Where are the sausages? Mum bought them on Saturday.

ANSWERS:

That’s the man who is going to buy our house.

I gave my daughter 20 euros, which she spent immediately.

I live in a village called South Milton, which is a mile from the sea.

Where are the sausages which mum bought on Saturday?

USE OF ENGLISH (Page 112).

1. Look at the completed key word transformations in 1-3 and say which of these language areas is being tested in each.

PASSIVES – PHRASAL VERBS – RELATIVES – COMPARATIVES – ADJECTIVES – MODAL VERBS.

1. We didn’t return to James’ house until 11 pm.

Got

we finally got back to James’ house at 11 pm.

Language area: ___________ .

2. they lost the box containing all the exam papers.

Which

They lost the box which contained all the papers.

Language area: _________ .

3. Is Jason taller than Michael?

Is Jason as tall as Jason?

Language area: ________ .

ANSWERS: 1. Phrasal verbs

2. Relatives

3. Comparatives

RELATIVE CLAUSES EXERCISES AND TESTS

1/1

VOCABULARY

Complete these activities without looking at the answers.

ANSWERS FOR EXERCISE 2.

a_ eye_ 3

b_arm_1

c_leg_5

d_foot_6

e-tongue_7

f-hand _4

g_face_8

h_brains 2

LISTENING

ANSWERS

Speaker 1:C

speaker 2:E

Speaker 3:A

Speaker 4:F

Speaker 5:D

Speaker1: make up

Speaker 2: work up

Speaker3.messing up

Speaker 4: came across

Speaker 5: going on

USE OF ENGLISH

COMPLETE THE GAPS IN THE TEXT.

1. believe ... noun

2. able ... noun

3. importance ... adjective

4. difference ... adjective

5. commit ... nooun

6. dedicate ... noun

7. achieve ... noun

8. great ... superlative form

9. high ... adverb

10. significance ... adjective

CHECK YOUR ANSWERS

1. belief

2. ability

3. important

4. diffirent

5. commitment

6. dedication

7. achievements

8. greatest

9. highly

10. significant

TESTS BY UNIT

Test your general ability to understand most of the FCE issues in a writing examination.

In this Galery presentation you'll see different tests.

Good luck!

ANSWERS

1/1

THE FOLLOWING GALLERY CONTAINS THE PAPERS OF THE PROGRESS TESTS. NOW YOU ARE READY TO ANSWER SOME MORE CHALLENGING TESTS. THE ANSWERS ARE AT THE END OF THE GALLERY.

GOOD LUCK!