PET BOOK STUDENTS' 2014 100% EDITABLE

CAMBRIDGE
Teacher's Book
Emma Heyderman and Peter May
with Rawdon Wyatt
,
CA].¡1BRIDGB
UNIVERSITY
PRESS
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Cambridge University Press
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© Cambridge.University Press 2010
Tbis publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may tak:e place without the written
permission of Cambridge University Press.
First published 2010
Reprinted 2010
Printed in the United Kingdom at the University Press, Cambridge
A catalogue recordf
ar this publication is available .from the British Library
ISBN 978-0-521-74137-8 Teacher's Book
ISBN 978-0-521-74648-9 Student's Book with CD-ROM
ISBN 978-0-521-74136-l Student's Book with answers and CD-ROM
ISBN 978-0-521-74138-5 Class Audio CDs (2)
ISBN 978-0-521-74141-5 Student's Book Pack
ISBN 978-0-521-74139-2 Workbook with Audio CD
ISBN 978-0-521-74140-8 Workbook with answers and Audio CD
Cambridge University Press has no responsibility far the persistence or
accuracy of URLs far externa! or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding prices, travel •
timetables and other factual information given in this work are correct at
the time of first printing but Cambridge University Press does not guarantee
the accurácy of such information thereafter.
Contents
lntroduction
4
1 Homes and habits
6
Photocopiable activity: The right words
12
Word list: Unit l
13
2 Student days
14
Photocopiable activity: It's ali in the past
20
Word list: Unit 2
21
3 Fun time
22
Photocopiable activity: What's my hobby?
28
Word list: Unit 3
29
Progress test units 1-3
30
4 Ourworld
33
Photocopiable activity: Absolutely wonderful !
39
Word list: Unit 4
40
5 Feelings
41
Photocopiable a c t i v i t y : What are you talking about?
48
Word li s t :
49
Unit 5
6 Leisure and fashion
so
Photocopiable activity: True or false?
57
Word list: Unit 6
58
Progress test u n i t s 4-6
59
7 Out and about
62
Photocopiable activity: Weak word crossword
69
Word list: Unit 7
71
8 This is me!
72
Photocopiable activity: Friends and family
80
Word list: Unit 8
81
9 Fit and healthy
82
Photocopiable activity: Relative clause sentence b u i l d i n g
89
Word list: Unit 9
90
Progress test units 7-9
91
10 A question of taste
94
Photocopiable activity: A perfect meal
101
Word list: Unit 10
102
1 1 Conserving nature
103
Photocopiable activity: Passive conneclions
•
111
Word list: Unit 11
112
12 What did you say?
113
Photocopiable activity: Reported speech dictation
121
Word list: Unit 12
122
Progress test units 10-12
123
Progress tests: Answers
126
Writing reference: Answers
127
Speaking reference: Answers
129
Authentic past PET paper from Cambridge ESOL: Answers
132
Autbentíc past PET paper from Cambridge ESOL: Recording script
135
Photocopiable recording scripts
139
Acknowledgements
Inside back cover
Contents
Q)
lntroduction
Each
•
exarn-style task
of c la s s room
the
is
work designed
strategi e s
a ran ge
integrated into
to give stu d ents
and techni ques to
<leal
exam
with
Who Complete PET is for
q uestions .
Complete Pet
is
an
enjoyable and
motivating
The tasks
•
topíc-based
c o u r s e designed
to
give thorough
the task involves
what
preparation for the
Common
Preliminary English Test
European Framework
(CEF)
(PET),
level B l .
suitable for teenagers
but can also
adults.
stimu l ating
Six
two - page
review sections
with
training in
exam
the
encountered in each
exam
explanations
of th e gramm a r
for students
to
fo llow
and
W r i ting
and
Speaking reference
many opportunities
for personalisation
a step-by-step approach to
models to
with
writing tasks with
work from and sample
areas tested
supported
in
the PET e x a m .
as
how
tasks i n the
and writing and speaking models
as
A complete, authentic PET Exam past paper
•
answers
These
made by PET
revealed
speakin g
approach writing a n d
exam,
by Cambridge E SOL .
supplied
A free CD-ROM
•
are
fur th er
by work on correcting common
g r a m m a r mistakes
Corpus
on
exam ples.
comprehensive coverage of ali major grammar
the exam
stu d ents
for improved exam performance
further speaking activities
•
sec ti ons
clear
to
•
in
uni t.
containing detailed advice to
•
covered
speaking tasks
•
outcomes
u n i t.
tasks
a systematic approach to
providing models
and
techniques needed
each
•
c o v e r i n gt h e gram m ar
A Grammar reference section g iving clear and
detailed
deal
af te r
providing
•
to
(one
It offers:
reading and li s t e n i n g tasks
strategies and
about how
be
vocabulary
•
ad v ice
It is
every two u n i t s ) ,
used with young
and
about
best to approach it.
•
particularly
are accompanied by inform a tion
intended
for self-study with
practi c e of reading ,
pronunciation ,
w r i t i n g,
l is t ening ,
and vocab ul a ry.
grammar
candidates in
by the Cambridge
L ear n e r
The Cambridge Learner Corpus
(see below)
(CLC)
•
vocabulary input,
partic u lar l y focusing
on
correcting common vocabular y mistakes
con f us i ons
made
as
by
revealed
an d
and
by PET candidates in the exarn,
th e C am b rid g e Learner C orpus.
The Cambr i dge
co ll ection
takin g
exam
C ambrid ge
wo rl d .
the
What the Student's Book contains
of
Learner Corpus (CLC)
It
scripts written
ESOL E ngl i s h
It
exams
forms
12
topic-based
topic areas
units
of
8 page s
each coverin g
fre que ntly encoun t er e d
in
the
PET
Ex am . ·
•
Each
a selection
of the
t h re e papers which
so ali
un i ts
of tas ks
comprise
contain work on
Sp e a k i n g and Writing.
Cambridge
They
from each
part
E SOL .
The
C LC
of the
an d
it has
University Press
and
currentl y co n tain s
from over:
85,000
•
100 different fi rst languages
•
180 different
students
the e x a m,
R ead i ng , Li stening ,
also
coverage of g r a m m a r
Complete PET
up by Cambridge
•
c ontain
and voca bu lar y .
countries
Exercises in t h e Student's Book which
the
0
b u ilt
scripts
unit covers
systematic
been
around
85,000 scripts
C ambrid ge International C orp us (CIC)
•
a large
by students
currently c o n t a i n s over
is growing ali t h e time.
and
is
CLC
are indicate d
by
t h is
icon:
are
@.
based
on
What the Teacher's Book contains
Other components of Complete
•
PET
Unir notes for the 12 units of the Student's Book
which:
•
2 audio CDs containing a wide range of exarn­
•
state the objectives of each unit
style listening materials, recordings for the
•
give step-by-step advice on how to treat each
authentic PET past Exam supplied by Cambridge
part of eacb Student's Book unit
ESOL and recordings of different parts of the
•
Speaking test to serve as models for students.
offer a wide range of ideas for extension
activities to follow up Student's
Book
The listening material is indicated by a different
activities
coloured icon in the Student's Book for each of
•
include a selection of 'alternative treatment'
the CDs.
ideas so activities can be adapted to suit
•
different types of learners
A Student's Workbook to accompany
the
Student's Book, with:
•
contaín comprehensive answer keys for each
•
activity and exercise
four pages of exercises for each unit. These
exercises practise the reading, writing and
•
contain complete recording scripts, The
listening skills needed for the PET exam. They
sections of text which provide the answers to
also give further practice in grammar and
listening tasks are underlined. There are also
vocabulary.
six pages of photocopiable recording scripts.
•
•
a twelve-page 'Vocabulary Extra' section
12 photocopiable activities, one for each unit,
(one for each unit}, containing a variety of
designed to provide enjoyable recycling of work
exercises to revise, extend and consolidate the
done in the Student's
vocabulary in the Student's Book.
Book unit, but without
a specific exarn-style focus. Ali photocopiable
•
an audio CD containing the listening material.
activities are accompanied by detailed teacher's
notes outlining:
The word lists
•
the objectives of the activity
•
a suggested procedure for handling the
In general you should give students the word lists
when they have finished, or are near
to finishing
activity in the classroom.
a unit as reinforcement of vocabulary encountered
•
4 photocopiable progress tests, one every
three
during the unit.
units, to test grammar and vocabulary taught in
With a weak or insecure class, you can give them
the units
the word lists in advance, but it is always useful to
train students to guess the meanings of unfamiliar
•
12 photocopiable word lists covering vocabulary
encountered in the Student's Book. The
vocabulary from the context before resorting to a
dictionary explanation. They can then use the word
vocabulary items are accompanied by definitions
lisis to check whether their deduction has been
supplied by corpus-inforrned Cambridge
correct.
dictionaries. These lisis can be given to students
If you wish, you can give out the word lisis before
for prívate study, reference or revision after they
students do the final writing task in the unit and ask
have completed
the unit, or for reference while
them to check through the list beforehand to see
if
they are working on the unit if you prefer. The
lisis are intended as an extra too! for extending
they can use any of the vocabulary in the task.
students' vocabulary.
See below for suggestions on how to use the word
lists.
lntroduction
Q)
Unit 1
H o m e s a n d habits
Unit objectives
1
•
Topics: house and home, daily life
•
Listening Part 4: identifying parallel expressions
do my homework there too, as you can see
from the pil e of textbooks. They should really
be on the bookshelf. but there just isn't any
space there.
1
read a
lot,
actually - lhat's why
•
Reacting Part 5: reading for gist and main points
•
Speaking Part 1: questions and answers
Also
•
Writing Part 1: identifying target structures,
no t very good yet my mum says l'm starting
writing an email
to get better! Then tnere's tne DVD player. 1
Grammar: prepositions of time, frequency
don't often use that. but when
adverbs, question forms, present s i m p l e / present
round, we so metim es watch a film or two.
•
there are so many books and magazines.
I
play the guitar a bit. and though l'm
I
have someone
continuous, state verbs, prepositions of place,
@) This provides practice in identifying parallel
quantifiers: a few, a little, many, much, a lot oi, lots
expressions (paraphrase). This is a useful Ianguage
of
sub-skill in itself, which will be helpful when tackling
Vocabulary: house and home, daily life, countable
•
exam task types including Listening Part 4, and
and uncountable nouns
Writing Part 1 (at the end of this unit).
Starting off
Answers
O This introduces the topics and sorne basic vocabulary.
2 e
3 a
4 f
S d
6 b
Encourage speculation on which might be her room,
possibly with prompts such as 'How old do you think
Extension idea Get groups to study an intermediate­
level text and think of parallel expressions foras many
Julia might be?', and focus on objects shown in the
pictures such as books, magazines, phone, computer
words and phrases in it as possible.
and guitar, plus the verbs play, put on, log on, etc.
e) () After they have heard the recording once or twice,
elicit the corree! room (B) and forms using the present
simple, e.g. spends rnuch of her time there, has her
Listening
Part 4
O Allow t i m e far the class toread the
and E x am
. things there, uses the PC for emailing, etc., laves
advice,
i
nstructions
and answ e r any q uestions they
ay have.
m
texting, does homework there, reads a lot, Iistens to
e) E x plain th a t the answer they hear is unlike ly to
music, plays the guitar.
be in
1
t
he same words as those they are reading ,
so they need to practise listening for expressions
�nswer
w
ith
m
e a n i n g s tha t are similar
or opposite
(i
ncorrect answer s) .
correct answer s ),
(
S
uggest they begin
by t h i n k i n g of sim il ar expressions to key words
Recording script
CDl Track 2
(plus their opposites ), and then listening out far
Julia:
_
•
Hi. My nerne 's Julia Davies and this is my room.
1
them.
spend most of my evenings there and part of
Exp
lain that the noun routine means the things
you do regularly, and how and when you do the 1n .
the weekend, though l'm out quite a lot then.
Suggested answers
lt's nota particularly big room. but l've got ali
1 doesn't shut late , lots
my favourite thing s there. There's my computer,
2 cost a lot
which I use rnainly for emailing, online chat and
looking around on the Internet, and my mobile -
of
3 sometimes
of
places s t a y open la t e
money, charge low prices
doesn't
feel
s
afe, is always very safe
1
4 get out of bed before, stay i n bed
lave texting people
l
onger
1
5 a sensible thing to do, not very clever
©
Unit 1
0 () Play the recording twice. Remind them always to
give an answer to every
Lucas:
later the next morning?
question, even if they are not
sure.
So do people in the south of Europe get up
Zoe:
Well, school starts justas early as in the north
of Europe so
I
don't thjnk thev stav in bed anv
Answers
later. And the school day is normally about the
1 No
2 Yes
3 Yes
4 No
5 Yes
same as here.
Photocopy the recording script on
Extension idea
Lucas:
And when there's no school?
Zoe:
They have lunch later, perhaps at two or three.
page 1 3 9 far students, who then match the underlined
expressions with the exact words in the text.
A proper meal, that is - not j u s t a sandwich.
Recording script
After that people sometimes have a quick
CD1 Track 3
sleep.
When you're travelling abroad, Zoe. do you
Lucas:
find that people do things at different times
Lucas:
of the day?
Well,
loe:
1
1
think that's sensible, if it's •iust for a few
minutes.
guess the first thing you notice is how
Zoe:
early people have dinner here in the UK,
l'd
like to do that, every day.
lt's certainly a good idea when it's hot. Maybe
the different routines in different parts of the
maybe at 6 o'clock. And often in the USA and
world are because of the weather there?
Canada, too. But in Spain or South America,
Lucas:
That's possible, yes.
for instance, they don't usually have their main
meal until late in the evening. and they often
Prepositions of time
go out after that. By then, in a town like th is,
0 0 Explain that 1-5 are actual mistakes made by
everythi ng 's closing, isn't it?
students taking the PET exam, and are particularly
Well,
Lucas:
1
don't think that's afways true.
common ones.
So rne places stav open very late these days,
particularly in the town centre.
1
Answers
2 in
3 on
4 at
5 in
1
But how do you get home here ? The buses
Zoe:
0 Elicit more, such as 'on my birthday', but point out
and trains ali stop running around eleven­
that other prepositions may be possible, e.g. 'during'
thirty.
(the holidays, 2009, the winter, etc.), or 'around'
Lucas:
There are usually taxis around after that. There
(two o'clock, etc.). Note also
always seem to be people getting into them, or
English, now sometimes used in the UK, too.
'on the weekend' in US
waiting for them.
Answers
Well. even if you can get one , they cost far too
Zoe:
muc h, in my opinion anyway.
AT half past two, bedtime; IN the morning,
summer, 2010, the holidays; ON April 24, Saturdays
You're right about that. That's why I never take
Lucas:
0 Ask whether there are any regional differences within
them. But I suppose you could walk home.
their own country, and if so why.
AII the way from the town centre? You must
Zoe:
be joking! And that's another thing. At night
in places like ltaly or Greece or the Middle
East, there are always lots of people around.
Families,
..
.
1
mean. So you don't worry about
Frequency adverbs; question forms
O Explain that 'main verb' excludes modals and
anything bad happening there, but when l'm
auxiliaries, such as don't in the second sentence.
here in vour town there are times when
feel.
Elicit as many frequency adverbs and e.xpressions as
silly, but it's
possible, perhaps writing them on the board prior to
well. notas safe.
1
know it seems
I
true.
Lucas:
Grammar
You may be right that older people go to bed
the next activity. Adverbs: always, frequently, hardly
ever, never. normal/y, often, ocmsionally, rarely,
regularly, se/dom, sometimes, usually; adverbial
early most nights. But doesn't that make it
expressions: every day, from time lo time, now and
more fun when you're out? Everyone you see
then, once a week, tunee a month, most weekends, etc.
is young!
loe:
That's true!
Answers
1 befare
2 they go after it
3 at the end
Homes and habits
0
f) Before they begin, point out that hardly ever (7)
6)
E
means almost never.
xplain that
Suggested answers
I
4
every
two
f
re qu entl y
Background informatlon
to
sometimes write letters to friends.
W
b
6 J'm sleepy in tbe morning almost every day.
c
on f used wo r ds ,
k
S
tudents
ay be interested
m
now that since this text was written, the Wraysbury
indm i ll has become a hotel, com p lete with four-poster
ed.
F
u rt her information
om: http://www.riverthames.
fr
co. u k / accommodat i on / 2 7 1 8 .ht m .
hardly ever go out on Monday nights.
8 I stay in bed late
nkin g words,
hrasal
hours.
5 I don't always have lunch at home.
7 1
li
p
pronouns, etc.
3 l'm never late for school.
·
art 5 mainly focuses on vo c a b u l a ry ,
but may also test prepositions, determiners,
verbs,
2 I check my email
P
most weekends.
Answers
2 ground
6) Students work individually. Point out that in most
7 as
3
8 in
t
hird
4 like
9 j ob
5 few
6 corners
10 electricity
cases they can use longer expressions like once a day
instead of words such as often, or vice versa,
O Background informatlon
but if
region of western
they do so they will have to change the word arder.
s
Extension idea
C
rkey,
Tu
a p pa d o c ia
fam
s an
i
o u s far the
h a p e d p illars and caves formed by
st
i
nland
rangely
he erosion of
t
Each student rewrites 1-8 so that
the soft volcan i c deposits ther e .
For
m
a n y centu ri es ,
it is true, in their opinion, for their partner. Then they
the local i n h a b i t a n t s h a v e b u i l t undergrou n d houses,
compare sentences to see whether they were right about
c h ur c h e s
a
nd monasteries to avoid
the extremes of
each other.
te rn p e rat u r e s there - and also
a
s h i d i n g p la c e s.
O If necessary, refer the class back to 'prepositions
Answers
of time' in Listening Part 4.
News report ; modern cave ho m es.
0 Point out the negative answers: 'No, 1 never chat
Suggested points:
online / send text messages.'
cave
0 You may want them to work with different partners
b
A
s the c li mate becomes hotter,
ornes are b eco rn ing more
very hot or cold in caves;
m
p
op u l a r ; it's never
od e rn
c
ave homes
re
a
pleasant places to live.
for this.
0
Reading
Part 5
R
evise prepositions of ti m e i f we ak nesses are
apparent, but leave a few / a uuie / a lot, etc.
u
ntil the
next section .
O The t h i r d picture shows the windmill described in the
text on the next page, but the class should not be told
s
Answer
this yet.
1 D
2 A
3 B
se
4A
6 B
7 B
8 D
1
Background information The first recorded uses of
ocus on any p oints that cause
windmills were in the Middle East and China, and they
Extension idea
are still in use in many parts of the world, most famously
pa rt ic u lar difficulty, such as riselraise, a/flevery, sincel
in Holland, central Spain and the Cyclades islands of
although and reflexive
Greece. The basic design is a number of rotating
F
p
ronouns.
'sai l s '
0
powered
y the wind. The energy these generate is
,----------------------
b
Suggested
traditionally used to g rind g rain or p u m p water. T h e i r
p
resent-day successors, calle d wind turbines. generate
R
answers
easons : the l ac k of natural
li
ght, the p ossi b ility
of darn p, claustrophobia, etc.
electricity.
Other places : tree houses, converted li g htho u ses,
f) Su
gg
est that in
R
eading P ar t
S
they begin by q u i c k l y
aeroplanes,
reading
th
Make'sure
that everyone understands
time li mit of 2 or 3 minutes
or
f
t
1-8,
d
an
et
s
Grammar
he rea d i n g .
Present simple and present continuous; state
raysbury, pronounced /rerzbri/,
verbs
Answers
rticle.
A
A
O Point out that
windmill built to be a home.
side, near the top of the w i n d rn i ll
the
oats, etc.
a
Point out that this windmill is in the village of
W
b
rough the text for gist, i g noring t he ga p s .
ower part oí the w i n d m i ll
l
text: 1, 3, 4, 6, 7
(
(
C.
O
n
one
sails ); around
balcony ) .
P
oints i n
Engli
verb tenses for the present - this
case in the students' first
of the present cont i nuous
Unit
1
l
ay not
m
anguage.
(
e the
b
cit the
Eli
orm
f
correct form of be + -ing
form of ma i n verb ) , the negative and interrogative,
and the contracted
©
sh regularly uses two different
orms of both tenses , i n cludin g
f
negatives. The use of the present continuous for future
0 Pairs compare completed sentences.
arrangements could be introduced now, or left until
Unit 7.
Answers
2 Do you prefer to gel up early or late?
Answers
l
b
2
d
3
3
a
4
c
Is anybody al your house watching TV at the
moment?
1
loday?
4 What colour clothes are you wearing
S Which things in your house belong to
Put sorne more examples on the board
Extension idea
you?
6 What do you sometimes forget to do in the
and ask the class which they illustrate; for example:
morning?
1
1 usually sleep about eight hours, except at weekends.
2 Paul is watching the match on the TV in his room.
3 This week
rm staying at my grandparents' house.
4 Our apartment has three bedrooms and two bathrooms.
Suggested answers
2 I prefer to get
up late.
3 No, nobody al my house
is watching TV at the moment.
blue and black clothes today.
@ Begin with sorne gist-reading practice, e.g. Where is
she?
What does stie want to do? How does she feel?
Go through each answer, asking why the continuous/
4 l'm wearing
5 The small bed, the
computer and the desk belong to me.
6 I sometimes forget to brush my teeth in the
morning.
simple is needed.
@ Encourage the use of both tenses, and if necessary
Answers
refer students back to the verbs they have practised in
2 am/'m sitting
6 stay
7 go
3 is
4 am/'m looking
8 is getting/'s getting
5 !ove
9 leave
earlier activities.
10 is
Altemative treatment
Each writes six sentences about
blowing
themselves based on the prompts in Exercise 5, but two
11
a m / ' rn having
12
don't think
contain false information. Their partner has to guess
which two are false. Examples: 1 prefer to gel up late -
@) Explain that many of these verbs describe thoughts,
true; My dad is watching TV at the moment - false.
possession and existence. Go through the answers,
possibly eliciting more, e.g. appeat, imagine, tecognise.
Vocabulary
suspect, wish.
House and home; countable and uncountable
Answers
nouns
Ali state verbs except: change, dream, fill, improve,
O Elicit other rooms or parts of homes, e.g. palio, study,
paint, relax
basement, cloakroom, cellar, conservatory, attic, spare
Extension idea
1
With a strong class. point out that
room, storeroom, shed, lift
certain verbs - particularly of senses and feelings,
e.g. think, see - are sometimes considered to be state
verbs but can be used
in the continuous when they
relate to actions: 'What are you thinking?', 'l'm seeing the
doctor', etc. Elicit examples of both uses with more verbs
@ Explain that sorne of these, e.g. cupboards, could be
found i n a number of rooms. Elicit more cornmon
items: freezer, wardrobe, bedside table, dining table,
desk, etc.
such as feel, taste, sme/1, be, weigh.
Suggested answers
Extension idea 2
For the next lesson, students go
back through their recent written work. and note down
the verbs they most often use incorrectly in the present
simple or continuous. They report back to groups,
who draw up a list of the 'top ten' common errors
involving these forms. Draw up a class 'hit list' of
Living room - sofa, cushions, armchair;
Bathroorn - bath, cupboards, mirror, taps, toilet,
towels, washbasin; Kitchen - cooker, cupboards,
dishwasher, microwave, sink, taps, washing
machine, fridge; Bedroom - blankets, cupboards,
rnirror, chest of drawers, pillow; Hall - bel!.
frequently misused present-tense verbs that can be
pinned up, or photocopied and handed out.
O This is a useful ice-breaking activity. Encourage use
8 0 Remind the class that countable nouns usually
have singular and plural forros, and are preceded by
oí state verbs, and explain they will need the a nswers
ajan or the in the singular. Uncountable nouns tend
for the next part, when their answers will be given to
to be things like qualities, topics and substances that
others.
only have one form and are not normally used with
ajan or tiie. Get the class to circle the correct answer
(fumiture), and then check with the dictionary entry.
Homes and habits
0
O [U) tells you the noun is uncountable; [C] is the
Speaking
Part 1
syrnbol for a countable noun. Tell them to look for
the [C)
or [U]
symbol whenever they want to check
whether a word is countable or uncountable.
O T h i s a c t i v i t y pr ovides practice usi ng a c t u al
q uestion s used i n PET S p e a k i n g Part l . Learners
wi ll need to use
these Iorrns acc u r at el y to role play
ex am i ne r/c a n d i da te . The answers e x tend t h e u s e s of
Grammar
preposirions of pl a ce from t h e Vocabulary section.
A few, a little, meny. much, a lot of a nd lots of;
Answers
prepositions of place
O Pairs study the exarnples in the text. Point out t h a t
we can use much/many in affirmalive sentences, but
usually only in more formal
situations, e.g. There is
2 How do you s p e ll it ?
d
3 W here do you li ve ?
a
4 W h a t d o you do ?
e
5 Do you enjoy s t ud y in g E n gli sh ?
c
much work lo be done.
f) E l i c i t m o r e expressions wit h each, e.g . at the station;
Answers
in a villa.ge, on a ttiountain.
1 a few, a few
2 a little, a liule
3 rnany, many, many
4 much, m u c h , much
5 a lot of / lots of, a
of / lots of, a lot, a lot
101
Answers
at
(school, etc.), in (a t own, etc .), on (the c oa s t, erc.)
--------------f) Remind the class to decide whether the noun
€) P airs role play e xa miner/c a nd i d a te . S t r ess the
(if there is one) that follows the gap is countable or
i m p ort a nce of kee pin g to the exact wordi ng of the
uncountable. This is also good practice for exarn
q uestions, thou g h the ' can dida te s' may an swe r as
tasks such as Reading Part 5.
t he
Answers
O Maria clearly has a good leve! of sp oken E ng li sh and
2 much / a lot of / lots oí, a few
a lot of, a lot of / lots of
a lot of / lots of
a lo t
y choose .
3 a few / lots of /
4 much / a lot of / lots of,
5 much / a Jot of / l ots of, a few,
makes no m i s t a k e s here. Draw attention to the fact
that she gives ful) answers to q uestio ns, not ju st one
or two
wor d s.
6 much / a lot of / l ots oí, man y / a lot of /
l ot s of
Answers
2 in
€) 0 Point
out th a t the wron g a lter na t iv es to 1-6 a re
arnong the most common errors made by candi da te s
3 do you
work
7 do you study
10 like
11 at
8 're s t ud yi n g
12 in
5 at
4 are you
6 in
9 do you enjoy
13 go out
14 in
15 at
w rit i n g about homes.
0 n Go throu g h the answers w it h the c l a s s .
Answers
2 in
3 in
4 on
5 on
6 on
Recording script
cm Track 4
1
O Encourage t h e use of a li language in t h i s section.
Point out that these need only be very rough sketches,
J ohn :
Maria, where do you come from?
Maria:
l'm from Vari. lt's a small town in Greece, near
Athens.
showin g the main items of fur n iture , etc.
Alternati11e treatment
Show the class photos or a
di a gr a m of your own house or flat, de s cr i b i n g the layout,
J o hn:
And do you work orare you a student?
l'm a student, fil a secondary school in the town.
Ma ria:
•
each room a nd its contents. Then get pairs or groups to
J oh n:
What subjects do you study?
Ma r ia:
-Ali the usual ones like maths and history, but this
draw pla ns of their own home s (or br ing in photos),
an d describe the m in the s a m e way.
Extension idea
month we're studying modern mu s ic, too.
Pairs i ma gin e their ideal house or
lt's really interesting.
flat, a nd describe the b u il d ing , the interior, the fitti n gs,
f u rn i t ur e , co l o urs, m ater ia l s, etc.
Jo h n:
Ah! What do you enjoy doing in yourfree time?
Maria:
Well, l like listening to mus ic at hom e, in my
room. And I sometimes go out with friends in the
even ing s, or at weekends.
0 E ncour ag e stud e nt s to work
wit h others t h a t they
don't know : this can be a good ice - bre a king activity.
@
Unit 1
Writing
Befare class
Part 1
M
O If any difficulties are apparent, e ic
l
each answer is correcr, e.g.
2 'sunlight' is
u
the reasons why
it
l 'on' with specific date,
nco u ntable.
a k e one copy of t h e activity far each group of
students in your c l a s s .
Cut
t
h e bouorn of t h e
sheet into si x 'sentence' cards.
and counters
(
a
tour
ctivity
ou w i ll a ls o need dice
Y
one die and two counters far
ea
ch group
of Iour students ) . Ideally, each s t u d e n l g r o u p sho u l d a l s o
Answers
have two pen s of different colour s .
3 'm waiting
2 a little
4 at
S oft en
e) l f n e c e s s a
ry, remind the c lass what each poi n t
c
In class
O
onsists of, e.g. 'frequency adverbs': usually,
every week.
ivide your class into grou p s of four, and as k each
D
g
rou p to divide into two t c a m s of two p la y c rs. Te l l
thern that they w il l
Answers
b 3
fi
nd it
u
se f u l
du
ring the
a
ctivity
if
each team u s es a pen with differen l- co l oured in k .
e l
d 2
e4
1
e) Give each group a copy of the activity grid, the
@) Tbey match
the items with the five grammar points
in 2. Do l as an example: the answer required is a
quaotifier, in this
a few.
case
cards , a set of instructions ,
sk them to look at
A
sho u ld not
w
3 b)
p
resent tenses
Eac
f
he sentences on
t
two
t he
counters,
cards
(
they
e co rnp let ed u s i u g
b
w
ords on the
grid.
2 e) pre p ositi oo s of place
4 a)
die and
r i te a n y t h i n g yet) and e x p la i n that these
sentences can a lJ
Answers
a
requency adverbs
S d)
q
h
s
pace needs j u s t one word.
uantifiers
@) Ask them to look al the i n s t r u c t i o n s . answer any
6 e) prepositions of place
questions they have, and then
(l) Stress the importance of correct
spelling.
pl
ay the
g
ame .
ey should either play u o t il their cards have b een
Th
cornpleted, or you can set a time
li
mit of 15 minutes.
Answers
2 aren't / are not at
4 ever
(¡) Review their answers.
3 is having / 's having
6 at the
5 a Uttle
c
hose,
team
Extension idea
he c lass
T
of the pa i r s of structure
s
dentify a n d
tha t chan g e in
m
t
that the s a m e
exam tasks of this
Far
G
ki
he two
o
a m m ar po in t s tend to
W
riting
P
art
2
r
ecur in
nd.
12
.
t
hemselves one point.
he winn i ng
T
s the team in each group w it h the most
i
p
o i nts.
Suggested answers
A I never/rarely go out in the evening because
I always/normally/usually have a lot of homework
to do.
a rnodel text, refer th e class back to
r a m m a r on page
t
gr
hey award
ake a note
entences of each item. e .g . aren't many I only a few.
Ex p lain
0
s
i
L
r each co rr ect word they
Fa
T
t
he e m a i l i n
he f o r m a tused here is sim il ar
, altho u gh study of the actual task
ype should be left u n til Un i t 2.
t
B There aren't many students in my Eoglish class,
and on Monday morning sometimes/normally/
usually it's just me a n d the teacher!
C My family usuaJly/normally/always eats our
evening mea! in the
Unit 1 photocopiable activity:
kitchen, but Lhere are a few
occasions (especially at the weekend) when we eat in
the dining room.
The right words
This
p
Time: 20 mins +
activ ity provides material far the
fi
rst lesson,
erhaps befare s t u dents have bought their books.
D Out school canteen is on the first floor, but I hardly
ever go there al lunchtime because there's
1 00
much
noise.
E My birthday is on 1st April and I usually/
Objectíves
normally/always/sometimes have a party a t a club,
•
To review target
l
ang u age
(f
requency adverbs/
but t h i s year
qu
1'111
staying at home and celebrating
a o tifiers/p r epos it ion s of time and place) frorn
w ith a few clase friends.
Un
it
1
F Our t r a i n leaves at h a l f s e v e n, but it's never/rarely
•
o encou ra ge student
T
p
art i ci p ation and
on time. I've got a little money, so why don't we have
cooperation
a coffee at that café over there while we wait ?
•
o allow free
p
n
activity)
T
(i
extension
ractice of target
l
anguage
Homes and habits
@
Unit 1 photocopiable activity
The right words
lnstructions
l ·Put your counters into the Tearn 1 or Team 2 space on the left and r i g h l o f the board.
2 Team 1 begins the game. Look al one
oí t h e cards and, with your partner, decide which words c a n be
used to complete the sentence. Look for these words on the grid.
3 Roll the die and move your counter towards the words you choose.
up ( t
), or down
( ,&. ) . You cannot cross the black
4 When you land on a word you want, tick it
You can move left
( +- ) , r i g h t ( ➔ ) ,
spaces.
(v), and write the word in the corree! space in t h e
sentence on the card. You cannot use a word that you have already ticked (but the other team can use
it i f they want).
5 You have two minutes to collect as many words as possible for your card. At the end oí two minutes,
you must stop. It is then Team 2's turn to look at a card and collect words.
6 Play the game until both teams have completad three cards, or u n t i l your teacher tells you to stop.
ever
at
many
much
sometimes
never
on
few
usually
Team 1
Team2
Start
Start
..
..
in
hele
here
al
al
in
rarely
lot
little
ID
always
on
few
>:g Cut a long the dotted lines to divide these into cards .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
: A
.
. .
. . . . . . .
1
go out
the
1
have a
of homework
·
.. . .. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
evening because
: B
class, and
·
. .
.. . . . . . . . . . . . . . . . . .
There aren't
to do.
·
.. .
. .
. . . .
students
. .
. . . . . . . . . . . . . . . . . .
my English
it 's
Monday morni ng
jusi me aod the teacher!
.
.
.
.
. . . . . . .
: C
,
.
,
,
My fa mil y
eats our evening mea!
: D
:
Our school canteen is
the first floor,
.
the kitchen, but there are a
occasions
but I hardly
go there
lunchtime
.
:
(especially
:
in the dining room.
.
the weekend) when we eat
because there's too
noise.
:
•
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . '
: E
My birthday is
1st April and 1 . . . . . . . .
: F
O u r train leaves
have a party a t a club, but t h i s ye a r l'm staying :
.
@
on time. I've g o t a
. . . . . . . . home and celebrating with a . . . . . . . .
don't we have a coffee
close friends.
there whi!e we wait?
. . . . . . . . . . . . . . . .. . . . .
.. . .. .
half seven, but it's
mo n e y
, so why !
t b a t café over
. . .. . .. . .. . . .. . . . . .. . . .. .. . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . '
Complete PET by Emma
.
Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
:
.
PHOl ílCOl'l1\lll l
,,.,Word list
�Unit 1
Note: the numbers show which page the word or phrase first appears on in the unit.
armchair
n (13) a comfortable chair with sides that
u (12) to gel better o r t o rnake something better
improve
support your arms
include
n (10) a small area joined to tbe wall outside a
balcony
room on a high leve! where you can stand or sil
bell
n (13 ) an electrical object that makes a ringing
v (12) to have sornething or someone as part of
something larger or more general, such as a group, price,
or process
u (12)
matter
to be lrnportant, o r l o affect what happens
sound when you press a switch
microwave
u (12) to feel happy and comfortable i n a place or
belong
n (13) an electric oven that uses waves of
energy to cook or heat food
with a group of peop le
mirror
n (13) a thick, warm cover that you sleep under
blanket
n (13) a piece of glass with a shiny metallic
material on one side w h i c h produces an image of
anything that is in front oí it
bulb
n (14) a glass object containing a wire which
produces light from electricity
cave
n (11) a large hale in the side of a cliff ( = straight,
high rock next to the sea), mountain, or under the
u (12) to have s o m e l h i n g that legally belongs to you
own
pillow
n (13) a soft object which you rest your head on in
bed
ground
v (12) to become happy and comfortable because
relax
chest
of drawers
n (13) a piece of furniture with
nothing is worrying you
drawers for keeping clothes in
remain
consist
more
(oO
u (12) to be formed or rnade from two or
things
v (11) If one thing contains another, it has it
contain
v (11) to continue to be in the same state; to
continue to exist when everything or everyone else has
gane
adv (12) exactly in a place or time
right
inside it.
sink
n (13) a piece of equipment used to cook food
cooker
corridor
n (13) a passage in a building or train with
rooms on one or both sides
cosy
adj (11) comfortable and warm
n (13) a bowl that is fixed to the wall in a kitchen or
bathroom that you wash dishes or your hands, etc. in
suppose
v (12) to think that something is likely to be
true
tap
n (13) the part at the end of a pipe which controls the
ílow of water
cottage
n (11) a small house, usually in the countryside
tldy
cushion
..
n (13) a cloth bag filled with somethíng soft
.
whích you sil on or lean against to make you comfortable
design
n ( 1 1 ) the way in which something is planned
upstairs
adv (11)
washbasin
on or to a higher leve! of a building
n (13) a bowl i n a bathroom that water can
flow into, used far washing your face or hands
and made
exist
u (10) to make a place tidy
u (12) to be real or present
windmill
n (10) a building with long parts at the top that
turn in the wind, used far producing power or crushing
fridge
n (13) a large container that uses electricity to
gra1n
keep food cold
guess
u (12) to give an answer or opinion about
something without having ali the facts
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
PI I O T O C O P I A IJ L [
Unit 2
Student days
Five.
Unit objectives
•
Topics: education, work
•
Listening Part
•
Reading Part 3: understanding important
I : t a k i n g notes
Bey:
Bye, Mum! [front door closing)
Mother:
Bye!
@) Students should extend their answers using fo!low-up
information
questions: When?/Why?, etc.
Reading Parl l: recognising what each rnessage
•
says
Reading
•
Speaking Part 4: turn-taking and active listeniog
•
Writing Part 2: t h a n k i n g , e x p l a i n i n g , apologising,
o
inviting and suggesting, opening and closing a
•
�--------------------,
Suggested answer
message
•
Part 3
The text is probably about the typical school day
Grammar: past simple, past continuous and
of Wayne, a Ié-year-old secondary school student
used to
in Beijing, China.
(ir)regular past tense forros, verb+
Vocabulary:
8
noun combinations
�-------------------�
Possible answers
Starting off
Wayne sets off for school after breakfast; he catches
the school bus near his house; when he gets to
º�-------------------,
school, the teacher takes the register; he has lunch
Answers
A
in the school canteen at 12.10.
alarm clock rings
B
e catch the school bus
set off for school
D teacher takes regíster
@) S e t a time limit to discourage students from t r y i n g to
understand every word.
E have lunch in the school canteen
0
,---------------------�
Suggested
answers
Answers
2 by car
2
E
3
0
4
C
S
3 punished,
ater than
l
.
7 20
B
S midday, none, home, lunch
4 sorne sports facilities
1
6 leaves , at 1 7. 2 0
Recording script
coi Track 5
One.
8
0
[alarrn clock ringing]
wo.
T
d
inner
n eve r sleeps, more than six hours
the
Tell
to the
(S
7 homework u n t i l ,
students to write the q uestion
words
number
ext
n
they have underlined in the text
entence 1 has
een done a s a n exam p le ) .
b
[Sound of scho ol canteen)
•.
T
·
eacher:
Suggested answers
ree.
To
[
taking register)
elly Ashby.
ry myself an egg for breakfast.
I
f
K
y sister buys
M
sornething from the market sta ll s
K
elly:
es, Ms Trumao.
Y
2
eacher:
T
M
ax:
Max Atkinson.
es,
Y
M
s Trumao.
l
normally go
1
cher:
G
emma Brown.
sc
hool
e m ma:
es, Ms Trumao.
Y
p
Four.
school bus]
[
lf
0 m i n u t e s befare lesso n s be g i n .
ou
y
Unit2
arriv e on t i m e ,
don't
(
the cloc k i n t h e
aragraph shows that lessons be g in at
4 didn't
e to have a football
us
p
.
7 40)
Ali
ex t
n
.
itch, basketball
courts o r a r u n n i n g t r a c kb u t n o w it does
S
@
owever,
2
ou can exp ect p unishment
G
H
o school by bicycle
a school rule.
y
y b us.
b
t
3 in school at least
It's
Tea
sometimes go to
of us eat in the sch o o l canteen
6 We finish school but we can't go home; we ha ve
Nadine:
Last year l lived in Chi le far six months as an
lived with a Chilean farnüy.
an exam after class
exchange student.
7 it takes me 30 minutes to eat a n d then I have to
1
do my hom ewor k
a uniform. In Canada I don't have to wear a
went to school every day and
uniform.
8 1 always wake up less t h a n six hours later
1
lt's
so uncool
I
had to wear
1
lnterviewer: Where did you stay?
Answers
2 B
Nadine:
3 A
4 A
S A
6 B
7 B
S A
1
stayed jn San Pedro de Atacama - high in
the Atacama desert. Unlike Toronto
there's no
1
disco, no shopping centre, no large cinemas
0 Alternative treatment Students could begin t h i s
with choice of films.
exercise by making the statements in Exercise 4 true
lnterviewer: How did you feel when you first arrjyed?
far them, e.g. My mum makes my breakfast, etc.
Nadine:
To tell you the truth,
1
was scared. San Pedro is
so different from my home
town.
Vocabulary
lnterviewer: Pid you speak Spanish before you went?
Ieke, sit, pass, fail, lose, miss, learn, teach and study
Nadine:
060
Yes.
1
did.
studied Soanish at school in Ganada
1
and I thought I was good at it. But when I got
to Chile I couldn't say anything. lt was awful.
Answers
2 sitting
3 taking
4 missing
5 study
6 learn
lnterviewer: What about school? What subjects did you
study?
7 teach
Nadine:
l .did. maths. chernistry biology, physics. history.
Spanish and art.
lnterviewer: Was i t a
good
exoerience?
Suggested questions
1 How many marks do yo u need to pass exarns
ar your school?
exam?
Nadine:
2 What happens if you fail an
My Spanish improved and
3 How often do you miss school?
4 Do you study every weekend?
Yes. it was. l'm really glad
dream in Spanish.
S Would you like
1
went there.
I
I
even began to
also stopped missing
expensive activities like going to the cinema
to learn something new? Wbat?
or the disco and began to realise that fun in
San Pedro was bein g with my new family and
friends.
Grammar
lnterviewer: Thank you, Nadine . . . an d if you'd like to know
Past simple
more about
As a
warmer Ask students if they ar anybody they know
being an exchange student.
contact our hotline number on 0800 444 . . .
nas been an exchange student. Invite a brief discussion
ábout what you could learn by being an exchange student.
@) Do not correct the questions; students listen again in
Exercise 4.
O Students should consider d a i l y life, language, family
and free-time activities.
Answers
f)
n Before listening, students should predict the
2 Where did you stay?
missíng lnformation.
you fi�st arrived?
you went?
Answers
of films)
3 (large) cinema(s)
4 Spanisb
4 Did you speak Spanish befare
5 What subjects did you study?
6 Was it a good
2 shopping centre
3 1-low did you feel when
experience?
(with choice
5 (being with) new Iarnily
O () lf necessary, play the recording twice; the first
time to ch eck the questions and then to listen far
and friends
Nadine's answers.
Recording script
coi Track s
Answers
b stayed
c was
d studied
e did
f was . . . went
lnterviewer.Today we have Nadine with us to talk about the
six months she spent in Chile. Helio, Nadine.
1
Nadine:
H.l.
lnterviewer: You're a normal 16-year-old school student.
Where did you go last year?
0
,----------------------,
Answers
Regular: a lived
b stayed
Irregular: e was
e did
d studied
f was, went
Student days
@
00
0
.----------------------�
Answers
Answers
2
pl11ied - played (vowel befare y)
3 pl11ned -
+ vowel + consonant)
planned (consonant
4 lraveled - travelled (British English always
2 past continuous
continuous
3 past simple
5 past continuous
4 past
6 past
simple
@ Pre-teach slippers.
doubles the 1, although this answer would be
correct in US English)
5 openried - opened (final
Ans wers
syllable is not stressed)
6 h11ppend - happened
2 looked
(add
-ed
to infinitive without to)
7 stt1dyed -
studied (consonant befare y, the y changes to i)
6 drove
9
3 was raining
7 changed
started
4 had
5 got
8 was putting
were
10
00
Answers
coi Track 9
Recording script
2
bt1yed - bought
4
felt - fell
3 ehoosed - chose
Tommy:
5
we11red - wore
This morning I woke up early to visit Ryukoku
6 ·,vrited - wrote
High School. l looked out of the window. lt was
Encourage the students to keep a list
E.xtension idea
raining. l hl!.d a quick breakfast and we gQt ready
of thei r common mistakes.
to go. We drove to school. At the school we
chang ed our shoes far slippers. As I was putting
on my slippers, my Japanese friend started
Past s i m p l e a n d p a s t continuous
looking at my feet. The slippers were too small 1
º,-----------------,
(!) Elicit questions to talk about these t h i n g s first, e.g.
Suggested answer
Haue you ever had an
The sun was shining and Nadine was walking to
happenedi If necessary, m o d e l a f ul! answer first.
unusual journey to school? What
schoo l. Suddenly she saw a group of dogs. She was
very frightened.
Listening
Part 1
O Point out that in the PET Listening Part 1 exam, there
Recording script
Nadine:
CDl Track 7
lt was in my second week. The sun was shining
and I was feeling good. 1 was walking to school
when
I
saw a group of dogs. I was frightened but
are seven questions.
Suggested answers
2 do toda y, 1 1 a rn
3
What, buy
4 weather, tornorrow
1 didn't know what to do.
@) {) E.xtension idea Students produce a comic strip to
º,--------------Suggested answers
illustrate this journey.
1
Recording script
CD1 Track 8
A
one fifty or ten to two
(a) quarter to two
past two
Nadine:
A a
2
B
one forty-five or
C two fifteen or (a) quarter
sports class
B
a (school) play/
Suddenly a woman appeared from nowhere and
performance
she started screaming at the dogs. The dogs ran
off. 1 said 'Gracias!' and went to school.
balls
4
A
,8
C a maths class
table tennis bats
sunny weather
3
A table tennis
C trainers
B cloudy
and rainy weather
C cloudy weather
0 .--....--------------,
Answers
1
Underline: appeared, started, ran off
@) {) Rernind students that they can write on the exam
paper in the PET exam.
No, the actions happened one after the other.
The dogs ran off last.
Suggested answers
2 Circle: was shining, was feeling
2
We don't know when the sun started s h i n i n g or
C 11.15
if it stopped s h i n i n g .
sorne
3
Circle: was walking; underline: saw
No, Nadine began walking to school and in the
middle of t h i s activity, she saw the dogs.
@
Unit2
A 1 1 tomorrow
4
B after break, finish 1 1. 1 5
3
A cheap
A
too much sun
dry but cloudy
e got
B lend brother's
B today
C
Internet,
Grammar
Recording script
CD1 Track 10
Used to
One. What time does John have to leave
As a warmerWith books closed, encourage a brief open
school today?
Mrs Drew:
Woodland High School. Mrs Drew speaking.
class discussion on the differences between going to
primary and to secondary school.
Mother :
Yes. This is John Fuller's mother. He's got another
doctor's appointment today at a quarter
past
º..--------------�
Answer
t.wo. Last week I picked him up at ten to two
u.sed to
but we got there late. Can I get him five minutes
earlier today - at a guarter to two?
6
Two. What are the students going to do today
�-------------------,
Suggested answers
l No (we can say 1/you/he, etc. used to go)
at 1 1 am?
Teacher:
There'II be sorne changes to your timetable
today. After break were going to see a play
performed by sorne Year-10 students.
That should finish by 1 1 .1 5 . We'II do maths men
1 know we norrnally do sport at 1 1 but we'll have
to do that tomorrow instead.
Three. What does Nathan have to buy?
Nathan:
l've justjoined the table-tennis tearn but lrn
not sure l've got enough rnoney to buy the
equiprnent.
Jacob :
2 There is no d at the end of use (we didn·t !L�C to
take exams)
3 The infinitive without to
'----------------------@) Extension idea Encourage stronger students to
include new information, e.g. about school uniform,
subjects, punishment, etc.
º--------------�
Suggested questíons
I Did you use to gel a lot of homework?
2
Did you use to play in a tearn?
3
How often did you use to rneet your friends?
Don't worry! Toe balls are really cheap and I can
4 Did you use to choose your own clothes?
lend you rny brother's bat He never uses it. You'II
5 What did you use to do in your free time?
have to get sorne good trainers. though.
l've already got sorne.
Nathan:
0 Extension idea
Students write an article for
Teen magazine about these changes.
Four. What will the weather be like tomorrow?
Are you ready for your school trip tornorrow,
Father:
Reading
Part 1
Beth? Youre goin g to those new outdoor
swimrning pools, arent you? Lucky you didn't go
Beth:
º.---------------�
today. lt hasn't stopped raining.
Answers
That's what l'rn worried about. Our teacher
1 B
2 C
3 C
4 B
S A
looked it up on the Internet and it says it'II be dry.
but cloudy. Let's hope it's right.
Yeah. that's better than too rnuch sun. 1 think.
Father:
0 {) Encourage the students to say why the other two
pictur es are incorrect. Point out that in the PET exam,
Vocabulary
Earn, have, make, spend and take
•
0 @ Highlight the difference between spend time doing
and take time to do.
students will listen to each individual recording twice
rather than listening to the whole recording twice.
Answers
2
make
3
take
4 spend
5 earn
Answers
1
B
2
B
3
A
4
C
e} Tell the students that there is no one correct answer.
Speaking
Part 4
O Alternative treatment With a weaker class,
start with Exercise 2 first.
Student days
@
Teachers complain that students who work dont
Marcelo:
do their homework well and they often do badly
Suggested answers
in tests. 1 think tnat students can work to eam
Linh, Vietnam:
sorne pocket money if they are good students.
No. Very few work. Parents don't allow them.
1
GQQd pQint! 1 haven·t gQt a jQb. l'm going to
Linh:
They have to study hard.
concentrate on my studies and look for a job
2
No.
3
No, but could be a goo d thing for sorne
when l'm older.
teenagers (learn about money and society).
Studying is the most important thing.
Answers
Marcelo, Colombia:
1
Yes. To earn extra spending money.
2
Yes, in father's office.
3
Yes, but with more r u l e s / limit on number of
1 think
2 so
6 Really
7
3 agree
say
Extension idea
4
no
5 part-tirne job
8 point
Photocopy
the
recording script
hours worked. Working can be good experience
on page 140 far the students to highlight useful
/ can work more in school holidays
expressions.
0 Extension idea
Recording script
Students change pairs two or three
CDl Track 11
times and do the same task.
Li
nh:
Do teenagers work in Colombia?
arcelo:
Yes, they do. Teenagers in my country work
M
to earn extra spending money. What about in
Vietnam?
Li
nh:
Well,
1
Writing
o
don't work and actually very few teenagers
Part 2
,---------------------,
Suggested answers
in Vietnam work. In my country, most parents
can't, sports practice, note, coach, apologise,
don't allow their children to have a part-time job.
explain, suggest another time
We have to go to school and study hard.
In my opinion. it's nota good idea for teenagers
to work and study at the same tim e. What do you
ª,---------------�
Answers
think?
elo:
Marc
Question 1: 1 email
2 English-speaking friend,
l'
m not so sure. 1 agree that teenagers need
Isabel
enough time to study and do their homework.
Question 2 : 1 note
lf they work too many hours, their marks will
3/4 apologise, explain, suggest
3/4 thank, tell, invite
2 coach, we don't know name
o down. However. working part-time can be a
g
good experience . , . don't you thin k so?
-Li
nh :
ª,-----------------,
1
aybe. For sorne teenagers. working could be a
Answers a 1
b 2
1
M
y to learn about money and society. However,
wa
we have to thi nk about the future. 1 think that
i
study ng
is
the
º,---------------�
Answers
ost importa nt thjng. Do you
m
invite: would you like to come; suggest: why don't
agree?
M
arcelo:
1 train . . . ; explain:
Yes and no. As I said befare. 1 think having a ¡iart­
(I . . . ) ; npologise:
(I won't be able . . . ) because
l'm sorry that . ..
me job can be a good ex¡ierience. However. we
ti
need more rules. For exam¡ile, teens shouldn't
ore than 1 5 hours a week and only two
Answers
or three days a week. like at the weekend. 1 think
1 an email
n work more hours during the school
ca
i
hol days
rcelo:
Ma
,---------------------,
work m
they
Linh:
0
him
4
2 Jason
3 to tell him you can't meet
apologise, explain, suggest
.
ave you g o t a ¡iart-time job?
H
0,---------------�
Model answer
eah. 1 sometimes work in my father's office.
Y
Hi Jason
1
have to deliver leners and documents around
the building. 1 eam a little bit of extra money.
L
inh:
Really?
That sounds interesting. What do your
l'm sorry that I can't meet you tomorrow.
lt's because I have exams next week and I have to
study hard. I'll finish my exams on Friday. Why
teachers say?
don't we meet then?
@
Yours
U n it 2
We could go to the cinema.
1
Vocabulary and grammar revieiu
Unit 2 photocopiable activity:
Unit 1
lt's ali in the past
Answers
Objectives
•
•
O 2 in
3 on
To review the past simple, the past continuous and
used to / didn't
Grammar
4 in
5 in
6 at
7 In
8 al
9 in
Time: 20-30 mins
use to
To practise question forms with what to ask about
10 at
the past
11 at
12 in
13 on
•
f) 2 a little
3 a lot
7 a little
@) 2 1 cal!
4 a little
5 time
exchange activity that practises speaking, listening
6 much
and writing skills
8 a few
l'm calling
standing
3 do you stand
Do you sleep e�·er
4
To involve the whole class in an inforrnation­
are you
Belore class
Do you ever sleep
Make one copy of the a c t i v i t y for each pair of students i n
5 l'm flever believing
I never believe
6 I make my
your class. Cut into two sections, Part I and Part 2.
own bed every day.
7 How often do you have a bath?
8 1 gel normally home
I n o r m a l l y get home
ln class
O Divide your class into pairs, and give each pair Part 1
of the activity.
Vocabulary
E) Across: 1 fridge
9 blanket
4 own
10 cave
Down: I f!oor
7 cooker
11
garage
2 rema i n
8 sofa
6 upstairs
7 cosy
8 sink
about past experiences. They w il l n e e d to find out
12 hall
3 tap
@ Explain that they are going to interview each othe r
what their partner did at the weekend, what they
5 tidy
were doing at eight o'clock last níght, what they used
9 bell
to do when they were younger that they don't do
now, and what they didn't use to do when they were
younger but do now. They should write their partner's
vocabulary and grammar tevieiu
answers as complete sentences on a separate sheet of
paper, following the example they are given. Allow
Unit 2
them about five to eight minutes for this.
Answers
@) Each student then reads out their sentences to the rest
of the class. The other students should listen and try
Vocabulary
O 2 study
to remember as much information as possible (they
should not take notes, but you might find it useful to
3 had
4 made
5 take
6 missed
7 sitting
take notes yourself, which you can refer to in Step 5
-
8 learn
below).
O Give each pair Part 2 of the activity. Explain that
Grammar
f) 2 pl!tning
they need to work together to fill in the tables with
numbers (in the second column of each table) and
planning
➔
3 payed -➔ paid
activitíes (in the fourth column of each table) that are
4 founded -➔ found
S baughl
+
bought
true about the other students in the class. They cannot
6 felt - ➔ fell
7 briflged -➔ brought
include information about themselves. Allow them
8 studing
-• studying
9 teaelted -➔ taught
about five to eight minutes for this. It doesn't matter if
10 p u t e d - ➔ p ut
they cannot fill in ali of the spaces in that time.
8 2 was shining, were singing
4 chose, was
cleaning
9 enjoyed
3 was having, rang
5 saw, was buying
7 thought, was
6 escaped, was
8 read, wrote
10 laughed , app ea red
0 Review their answers and award each pair two points
for each correctly completed box. The number in
the second column must be correct (for one poínt),
and the information in the fourth column must be
factually and grammatically correct (for one point).
0 Suggested answers
2
used to go home for lunch
3
didn't use to live near our school
4
d i d n ' t use to be a good student
:>
used to give us a lot
6
used to be very late for school
The w i n n i n g pair is the pair with the most points.
Studenl days
@
Unit 2 photocopiable activity
lt's a l l i n the past
Part 1
Ask your partner:
• What he/she did at the weekend.
• What he/she was doing at 8 o'clock last night.
• What he/she used to do when
he/she
was younger but doesn't do now .
• What he/she didn't use to do when he/she was younger but does do now.
Write his/her answers on a separate sheet of paper using complete sentences (for exarnple: Ac the weekend, Ah1ned
played football. Al eight o'clock last night, he was playing compuier games. When he was younger, he used to fi.ght with
bis sister.
When he was younger, he didn't use to eat fish.)
- x - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Part 2
Complete these tables with inforrnation that is true about the other students in your class. You cannot include your or
your partner's inforrnation in this part.
Example:
Nurnber
Rest of sentence w ith past
simple verb
Al the weekend,
studenl(s) in our class
we."ttt to tke. ci"tte.-111.0L
o
Nurnber
Rest of sentence w i t h p a s t
simple verb
Al the weekend,
student(s) in our class
Nurnber
Rest of sentence with past
continuous verb
At eight o'clock last night,
student(s) i n our class
Nurnber
Rest of sentence w it h used
to
When they were younger,
student(s) i n o u r class
o
Number
Rest of sentence with didn't
use to
When they were younger,
@
Complete PET by Emma
student(s) i n o u r class
Heyderman and Peter May with Rawdon Wyatt <O Cambridge University Press 2010
PI 1 1 J 1 1 JI :1 l P ! A ll l 1
Word list
Unit 2
Note: the numbers show which page the word or phrase
apologise 11 (23) to tell someone
first appears on in the unit.
that you are sorry about
school, uníversíty, etc.
something you have done
canteen
teach 11 (18) to give lessons in a particular subject at a
n (16) a restaurant in an office, factory, or
thank 11 (23) to tell sorneone that you are grateful for
something they have done or given you
school
earn a wage 11 (22) to get money for doing work
explain 11 (23)
to make something clear or easy
to
understand by giving reasons for it or details about it
fail an exam v (18) to not pass a test o r a n exam
have fun v (22) to enjoy yourself
invite 11 (23)
learn 11
to ask someone to come to a social event
(17) to get knowledge or skill in a new subject or
activity
lose 11 (18) to not be able to find someone or something
make friends 11 (22)
to begin to know and Iike someone
miss the bus 11 (18) to arrive too late to get
on a bus,
uain or aircraft
pass an exam
11
(18) to succeed at a test o r a n e x a m
ring 11 (16) If something rings, it makes the sound of a
bell, and if you ring a bell, you cause it to make a sound.
set off 11 (16) to start a journey
sit an exam v (18)
to take an exam
spend time doing something 11 (22) to use time doing
sometbing or being somewhere
•
study 11 (17)
to learn about a subject, usually at school or
university
..
su g g e s t 11 ( 2 3 ) to express
an idea or plan for someone to
consider
take an exam v (18) to do an official test
take time to do somethlng
11
(22) to do sornething
witbout hurrying
Complete PET by Emma Heyderman
and Peter May with Rawdon Wyatt © Cambridge University Press 2 0 1 0
l'HU
I
U C U l ' l , \ ll l t
Unit 3
Fun time
Extension idea Get t h e cl ass to study sorne old PET
Unit objectives
Li ste n in g Part 2 q uestio n s . Ask what k in d of information
•
Topics: hobbies and leisure, free time
•
Listening Part 2: identifying type of information
is needed in e a c h item, and wh at c lu es tell them, e. g .
'Why' in the q uest i on indicates a reason is r e quired.
needed
f) {) Draw attention to the Exam advice and e x plain
Reading Part 4: focusing on multiple-choice stems,
•
identifying the writer's purpose
•
the information in t h e recording. They will also
Speaking Part 2: making suggestions and replying
hear 'cues' th a t correspond Lo the language of the
politely to thern, word stress for new i n formation
q ues li ons, e.g. the s p eaker mentions safety aduice
Writing Part l : identifying words to change,
•
that the arder of the q uestions follows t h e order of
error correction, describing free-time activities
•
Grammar: verbs followed by to or -ing
•
Vocabulary: hobbies and leisure, free time,
befare givi ng the answer to Question 2 . Play the
recording twice, and check answers.
Answers
1 B
2 A
3 C
4 B
1
negative prefixes, phrasal verbs
Extension idea Go thro ugh the part of the
r e c o rding
script that relates to each i te m, e li c i t ing both the 'cue'
Starting off
an d the words that mean the s am e as the correct
O Focus on any new language prompted by the pictures.
answer. You can photocopy the script on page 1 4 1 .
The collocations can be done quickly, but check that
Recording script
coi Track 12
the differences between diuing, surfing (this meaning
may be new) and sailing are clear. This activity
Spencer:
Hi, l'm Spencer Watson and l'm here to tell you
previews the focus on -ing Iorms in the Grammar
about four unusual ways to have a great day out.
section. Get them to match the photos with six of
First, how ab out going back in time with a steam­
the activities, but leave any discussion of these until
traín joumey through the beautiful Scottish
Exercise 2. (The unusual collection is of rubbers.)
countryside? This is on the railway line made
famous by the Harry Potterfiln,s. Starting at Fort
Answers
William, near Britain's highest mountain, the train
b seeing
e going
f playing
g surfing
d flying
e collecting
h sending
j diving Pictures: 2 i
3 f
4 e
departs each morning at twenty past ten, getting
i keeping
5 c
into the lovely fishing village of Mall ai g at 12.25.
6 j
(The retum journey to Fort William starts at 14.1 O)
'
f) A count could be taken to establish the overall
and takes an hour an d fifty minutes(rhe tares are
favourite free-time activity of the six.
good value for money):ind it's a great experience
for steam-train fans of any age. lts very popular
Listening
Part 2
•
in summer, so�·s best to book ahead. J
For a really exciting day out, Go Wild adventure
O Tell the
class what they will hear in 2 : a r a d i o t al k
courses offer hours of fun in 17 different
by oae person, on a number of leisure activities . Then
locations(For a fair1y small admission fee,
explain that t h is part of the test consists of a longer
text, usually factual, and that the q u e stions n orma lly
focus on specific information and possibly o p inio n/
you can climb tall trees. go from tree-top to tree­
top on a high wire. cross waterfalls far below,
attitude. Stress that the four types of i nformation in
go through tunnels - and lots more) Befare you
a-d are examples on ly : there are many other kinds
start, though, they give you full safety advice.
(places, people, ernotions, etc. ). and in sorne cases it
To prevent accidents they put a belt round your
may onl y be possibl e to say 'detail '. Remind them to do
waist and the tops of your legs. and attach it to
this each time t h ey tackle L istening Part 2.
wires. And then youre off - completely on your
own ! To take part you have to be fit, over nine
Answers
a 2
b l
1
@
Unit3
c 4
d 3
¡
years old and at least 1 metre 40 tall, Opening
Answers
hours are usually 9.30 to 3.30 :'
un- fit/fair/healthy, in- correct/dependent/active,
/
lf the adventure course ísn't really your thing.
but you like seeing really big wildlife, you can't do
much better than dolph in and whale watching
in Wales. yoyages of Discovery organises
regular trips out to sea)Passing small islands
im- possible/polite/probable
E) Perhaps check first that ali the words given, e.g.
paiient, are understood. Also elicit/explain the
meaning of theme park: similar to a large fairground,
but based on one subject, e.g. a Western theme park.
with their enormous seabird populations and
then on to even deeper waters. And there, very
occasionally, you will see whales, while on almost
all the trips do!phins wiH appear. You may also
Answers
3 informal
4 unkind
5 untrue
6 impatient
8 Give more examples, such as 'go everywbere by car'.
see huge sharks, although they are quite rare
these days. The voyage isn't cheap, but most­
Suggested answers
people who've done it agree that it's well worth
2 stay in ali the ti me.
somewhere.
the money.
3 get up early to go
4 fly in balloon number 13.
such high admission fees.
6
1
5 charge
sometimes bave to
lf instead you'd like to be up in the sky. try a
run far the bus.
balloon
flight. from any of the hundreds of sites
across the country. lt usually begins early in the
morning when you meet the pilot, crew and other
Reading
Part 4
passengers, and the huge balloon slowly fills with
O Elicit vocabulary such as boat, sailing, voyage, sea,
hot air. lt ríses gently, and then you go whichever
Iand, ocean, waves, wind, storm, dangerous, sink and
way the wind is blowing. The actual flying time is
rescue. Explain that Michael Perham was just 14 then.
about an hour, and although I think it could last a
bit !onger, lt's certainly a wonderful experience.
lt's
also possible to book a flight just far two, far
At the end of Reading Part 4, you may want to add
that in 2009 he became the youngest person to sail
solo around the world.
any time of the year.
E) Befare they start, give examples such as 'to describe a
€) After the class have listened twice, they should be
real event', 'to tell an imaginary story', 'to tell readers
able to recall the collocations and fixed expressions.
how to do sornething',
Check understanding - retum journey and book
about different
ahead, far example, may need explaining.
to vísit the Caribbean', etc. Allow three minutes, then
ki n d s
'to
give safety advice, 'to talk
of boats', 'to encourage people
elicit answers. Do not give the correct answer yet.
Answers
2 bours
3 fee
4 value
5 journey
6 advice
Suggested answers
'tell the story of how a youn g person sailed alone
7 abead
across the Atlantic.'
0 Far the first part, allow time far them to give their
reasons, possibly using expressions from Exercise
3. Prompt,
if
€) When they have finished, give the answer.
necessary, for the second part with
suggestions such as a theme park or fairground
they've been to, and make sure they ask and answer
[ Answer
B
0 Tbese three questions are the stems of the multiple­
using the complete questions from Exercise 3.
choice items to follow, but the class do not need to
E.xtension idea
Pairs tell the class which of the four
be told this yet. The aim is to train
them to loo k for
activities they chose. Find out which is the most popular
their own answers in the text first, and only then to
overall, and why. Then do the same with their own
compare their understanding with the four options
suggestions far a day out.
provided. Point out that they only need to think of
approximate answers.
Vocabulary
Answers
Negative prefixes
1
O Point out that none of these forms hyphenated
'It
feels fantastic .. . out of a can!'(second half of
Paragraph 2)
2 · . . , he too would like to break the
words. You may want to practise distinguishing the
record' (Paragraph 3)
3 · .. . he hadn't felt afraid .. .
pronunciation between u.n/in/im.
never felt like giving up' (Paragraph 4)
Fun time
@
Alternati11e treatment With a strong class, ask them
f) 0 Remind the class that these are ali very common
to write down their own answer to each question.
errors.
This can be difficult if the question is quite broad in
Answers
scope , e.g. 'What does X say about . . .', but in those
cases they could note down two ar three different
• 2
decided catcb dec ided to catch
,enjoy being
answers.
�correct
0 Refer the class to the options, whicb are in the same
(7torrec
order as the questions in Exercise 4. You may want
3
enjoy to be
4 {orget to visit forget visiting
6 fancy to come fancy coming
t
8 finished to eat finished eating
9 forgot asking forgot to ask
'10
correct
to explain that 'distractors', i.e. the three incorrect
options, are intended to do just that: distract readers
@) Forget and
from a correct understanding of the text,
remember can be followed by both,
with a
which
change in meaning.
is why it is so importan! for them to ftnd the true
O
rneaning far themselves.
page 121 Grammar reference: Verbs followed byto or-ing
Extension idea With a strong class, elicit or present
Answers
l C
2 C
verbs that change meaning depending on whether
3 B
they are followed by -ing or the infinitive, e.g. stop, try,
1
regret (to do/ doing something), and ask far example
0.------------------,
sentences, such as 'While I was walking to school,
Answer
1
stopped to talk to a friend.'
Yes, and they always are in Reading Part 4
0 Remind them that where the infinitive is needed, it
questions on detail. Exam question 5, however,
must be the ful! to infinitive. Students should both
usually requires understanding of different parts,
ask and answer ali the questions about themselves.
or ali, of the text, as does Exarn question 1, which
normally focuses on the author's purpose in writing
Answers
the text.
2 listening to
4 going
5 to bring
6 to do
O Tell the class they can discuss any kind of record,
sporting or not.
3 to do
When they have finished, find out
0
from the class which are the rnost popular choices,
and consider this as a possible future classroom topic.
,--------------------�
Suggested answers
2 l'm learning to speak a third language.
3 I decided to stop spending too much last week.
Grammar
Verbs followed by
O Allow
4 I'm
to or -ing
,,
5 I want to st art learning to ride a motorbike.
6 I must rernember to phone
time for them to look back al the context in
tomorrow.
the Reading Part 4 text and check their answers.
Then they complete the table with the verbs below.
type. With a strong class, explain that lik.e/love/hate/
-ing tends to mean 'in general', whereas the
rny best friend
7 I'Il fi n i s h doing this exercise soon.
8 I shouldn't forget to watch that film on TV next
weeke nd.
Check these, possibly eliciting more verbs of each
prefer +
planning to go shopping on Saturday:
,
10
9 I always hate waiting Ior the bus.
I really love dancing to good music.
Extension idea They draw u p a three-column table
infinilive is used more for particular situations, e.g.
headed 'verbs followed by -ing', 'verbs followed by
I like singing / 1 like to sing in the shower.
infinitive' and 'verbs followed by either -ing or infinitive',
in their notebooks. They add more verbs during lessons,
Answers
and while reading/listening at home.
Ver IJ + -uu¡
Ve, IJ -'-
1
1
1
f
11
1
,
t
1
v
e
feel like, practise,
seem, afford, decide,
admit, avoid, fancy,
expect, hope, lea rn,
finish, mind, miss,
manage, promise,
suggest
want, would like
.
deny, dislike, can't
appear, attempt, intend,
help, imagine, mention,
offer, pretend , refuse
put off, can't stand
@
Unit3
Ava:
Vocabulary
Er, not really! That's why l'm going to put my
name down for lessons.
Phrasal verbs
Chris:
1
O Focus on the entry [rom the Cambridge Learner's
tried it once but I found it really difficult. After
three days
I
gaye up and went home!
Dictiotiary (CLD), explaining that sorne phrasa l ver bs
Well, the lessons go on until late in the evening,
Ava:
can have bot b an adverb and a pre p osition. Pairs fil)
every day, so
I
should improve quickly. Megan's
in the gaps wit h look aiter, work out and make up far
a good skier and
+ adverb
(which is a verb
lve
gol a
lot
to learn, but l'm
+ preposition ) .
sure
I
can catch up with her. l'm really looking
Point out that the three sentence s are also írorn the
forward to trying, anyway!
Cambridge Leatner's Dictionary: they ' re t he exarnples
in the entries
for
these three phrasal verbs. Explain
Yes, l'm sure you'II have a great time.
Chris:
that inconvenience rneans ' sorne th ing that cau s es
d i f fí c u l t y' .
0 J [ n e c e s s a r y ,give more prompts and point out that
in sorne cases, the suffix
-er/-or
is added for the
Answers
person. Cook is an obvious exception that can create
1 work ou t
2 make up for
3 loo k af ter
difficulties:
'rny
rnother is wonderful cooker', etc.
f) Let pairs study the R eading Part 4 text, then elicit the
Answers
answers. For the íollow-up questions, e x p l ain that
certain phrasal verbs can be separated,
for
hobby
example
p c rs o n
cquipmcnt
by an object or tim e expression, but do not go into the
chess
player
board, pieces
issue of separa bil ity in any d eta il at th i s leve!.
camping
camper
tent, backpack
collecting
collector
collection
cooking
cook
cooker, oven
cycling
cyclist
bike, helrnet,
music
musician
i nstrurnent
painting
painter
brush,
photograpby
photographer
carnera
Answers
2 looking forward to
4
set out en
3 turn (his drearn) into
5 giving up
6 go on
8 get on with. Three words:
7 deal with
2, 4, 8. Separated:
3 (his dream)
paint
@) Point out th a t there are other verbs i n s o rn e o[ the
sentences
but t he y have to identify the phrasal verbs.
Answers
f) T h e s e can be any relevant words or phrases, e.g.
2 took up - c
4 j o i ned i n - a
3 pul (rny name ) d own - b
5 go off
(it) - f
6 set off - d
O Explain that not ali the phrasal verbs in the preceding
activities are n e e de d , t b o ug h students will have to be
playing the guitar: guitarist, electric guitar, practise,
band, concert,
rock star.
Suggested answers
camping:
sleeping bag, put up, fire, carnpsite
careful with tenses.
collecting: album, co i ns , starnps, ob j ects, art,
v aluable
Answers
2 went off
6 go on
3 take up
4 put down
7 catcb up w it h
8 looking
5 gave up
cooking: recipe, saucepans, frying pan, bo il , roast,
forward to
bake
cycling: wheels, seat, pedals, cha i n , lock, ride
0 {) Play the recording through twice , if necessary.
musid: p ra c tise , performance, solo, notes, keys,
Recording script
Chris:
Ava:
coi Track 13
rnelody
Hi , Ava. Are you and Megan going away on
painting: portrait, landscape, frame, picture, oils
holiday soon?
photography: fl ash , focus, digital, zoom, close-up
Yes. on Saturday. We want to set off very earty
G) Suggest the speakers begin their descriptions with
in the morning.
more general points, e.g. where it takes place, what
C h ris :
Are you going to the coast?
you have to do, befare giving more direct clues and
Ava:
Chris:
No, we went off beach holidays last summer.
rnentioning words closely linked to the
There were too many people. We've decided to
The listeners should not interrupt unt il they are [airly
take up skiing instead. We're off to the Alps.
su re they know the ans w e r.
hobby.
Do you know how to ski?
Fun time
@
Speaking
Part 2
Answers
The strongest stress is on:
O () Make sure everyone knows what these
5 rock-climbing
l fishing
3 water sport
8 that (they give new information)
activities are, possibly eliciting the advantages and
disadvantages of each. Play the recording once
without pausing: this is essentially a gist-listening
coi Track 15
Recording script
.activity and students won't be expected to produce
Daniel:
OK then, how about going fishing?
language
Olivia:
Perhaps we cou ld try a water sport?
Olivia:
AII right.
Olivia:
Yes, let's go far tl:!8l one.
at this level in the speaking exam.
Answers
1 fishing
why don't we go rock-climbjog?
2 rock-clirnbing, canoeing, water-skiing,
mountain-biking
3 mountaín-bikíng
0 (1 Point out the irnportance of using a polite tone
Recording serípt
Olivia:
ce: Track 14
when rejecting a suggestion (and an enthusiastic one
There's never anything to do in this town,
when accepting). Play the recorded sentences and
is there? Let's choose a hobby, an outdoor one,
focus on tbis tone. To put
3 a n d 4 into their broader context, you may want to
far the weekends and holidays.
OK then, how about going fishing? We could go
Daniel:
the extracts from Exercises
to the river in the valley over there, or even down
play the recording from Exercise 1 a g a i n .
co, Track 18
Recording script
to the lakes.
Well,
Olivia:
Well.
Olivia:
1
1
think l'd prefer to do something a bit
think l'd prefer to do something a bit
more exciting.
more exciting. And anyway I' d feel sorry for the
poor fish ! Perhaps we could try a water sport?
Something like canoeiog. ar water-skiing, maybe.
Yes, but we can 't afford to hire a boat.
Daniel:
1
1
think we should do something cheaper.
Daniel:
1
think it'd be better to do something less
dangerous.
think we
should do something cheaper. Or better still. free!
Olivia:
Daniel:
0 The a i m here is to practise making suggestions and
Ali right, why don't we go rock-climbing?
responding to these
That's free, and it can be exciting, too.
Hmm. 1 think it'd be better to do something less
Daniel:
Olivia:
suggestions, as preparation for
the exam task in Exercise 6. Encourage the use oí
verbs
+ -ing/infinitive such as enjoy doing and don't
dangerous.
want to do. If necessary, prornpt with more hobbies,
OK, let me see . . . 1 know - what about
which could also be indoor activities.
mountain-biking? lt's outdoor, quite safe. fairly
0 Monitor pairs, making sure they are taking turns
cheap .. .
and reacting sensitively to each other's suggestions .
. . . Yes, we could hire a couple of bikes and see
Daniel:
if we like it So sha!1 we do that. then?
1 think it would be great. We could
Olivia:
rid e through
the hill s a.nd into the forest. So, yes, let's go for
Discourage thern from coming to a decision too
quickly, advising them to consider each idea ca reí u lly
and give reasons why they are in favour of ar against
it. Give feedback to pairs or to the class as a whole.
thatone.
@ O Give the m time to study 1-8. Play the recording,
Writing
Part 1
pausing if and where necessary. Check answers for
accuracy, as many of these are expressions they w i ll
O Tell the class not to try to write the answer yet, just
to concentrare on the two sentences. The aim of the
ne e d to use.
activity is to
Answérs
2 prefer
7 shall
ísolate
the words that candidates need
to change, and then avoid wrong answers. Elicit the
3 could
4 should
5 why
6 better
answer to Question 2.
8 let's
Answers
@) {) Play the sentences, possibly more than once.
Check everyone agrees which are tbe stressed words,
1 have enough money for
the
2/3 afford is followed by
to infinitive, so it rnust be afford to buy
then elicit the ki nd of information tbey convey.
Pairs practise stressing 'new information' words
@ Students could do tbese in pairs. Check answers,
in questions by asking about other activities, e.g.
the reasons why tbose given are wrong, and the
'How about going dancing?', 'How about going
words they have underlined. Point out that can 't wait
swimming'?
is another verb form followed by the infinitive.
@
Unit3
O Explain that the words make 1 1 h o b b i e s . S o rn e of
Answers
2 turned into / to: should be phrasal verb, is frozen
these hobbies use just one word from the board, but
now
sorne need two, or even three, words. Allow thern a
3 setting out: should be -ing not i n fi n i t i v e
after suggest, Let's leave the house
4 don't we:
minute or two to try to identiíy these hobbies.
auxiliary and pronoun should be inverted in
@ Ask one student to come to the front of the class and
question form, Jt'd be a good
idea to
S forward
give them the hobby card marked Student l . Tell that
to going: should be -ing not i n fi n i t i v e after looking
student to i magine that the hobby on the card is their
forward to, can't wait to go
favou rite hobby, but they should not tell the others in
8 This is a technique that students can apply whenever
they do transformation sentences. Make it clear that
they don't need to fill in the second
sentences al this
stage, and check their answers.
the class what it is.
8 Tell the other students that they must try to find out
what the hobby on the card is. They can do this by
askin g the stude n t with the card questions , but that
siudent can only answer with Yes or No. The class can
Answers
ask a m á x i m u m o f ten q uestion s .
2 staying in bed
5 have . . . Jessons
3 suggests going
4 start playing
6 too short
0 The students ask their ten questions. Make sure that
a handfu l of students do
0 Elicit the structures tested in each item: 1 verb
+ ing
1101
domínate this activity
(íor exarnple, you could tell them that they can only
+ inf 3 expression for making suggestion +
2 verb
ask a maximum of one or two questions each).
ing 4 phrasal verb 5 verb + inf 6 phrasal verb (and
0 When the ten q uestions have been asked, the stu d ent
too/enough)
at the front oí the class returns the card to you and
Answers
2 to get
sits down. The other student s then decide what the
3 about
going
4 up
S to learn to
6 on long
hobby was, and write t h eir answer on a separate sheet
of paper. They m ark their answer Student l .
0 Encourage the use of linking expressions, e .g. a/so,
Q) Repeat Steps 2-5 with the other cards. Again, try to
although, because, etc. to form the paragraph,
ensure that the act i vity is not d o m i n a t e d by the same
rather than a series oí disjointed sentences.
students.
Q) Allow plenty oí time for them to discuss each other's
O Give each student a copy of the crossword grid. Tell
w r i t i n g . Ask groups about the accuracy of use of verbs
them that un lik e othe r crosswords , there are no black
íollowed by -ing/infinitive, adjectives with negative
space s. They m us ! complete the grid with the hobbies
prefixes and phrasal verbs. Provide further practice
they identified. The numbers represen! the students
if any weaknesses are s t i ll apparent.
who answered the questions , and the arrows indicate
the direction 011 the grid that they must write their
Unit 3 photocopiable activity:
answers. They shou ld not leave blank spa c es between
words.
What's my hobby?
Time:
1 5 - 2 0 mins
@ The first to complete the grid correctly ' w i n s ' .
Objectives
Answers
•
To review hobbies and verbs from Unit 3
•
To practise asking yes/no questions
Across: 5 playing chess
10 m ou ntain
b iking
Down: 1 canoeing
Before class
Make
3 dancing
6ne copy of the activity for each student. Also
11
7 painting
horse ridin g
2 playing the guitar
4 rock climbi n g
8 k eepin g fil
6 sa il ing
9 fi shin g
make one copy only of the hobby cards al the bottorn oí
the sheet.
In class
Write these 18 words on the board.
(One of the words is
deliberately written twice.)
biking
fit
canoeing
guitar
playing
horse
playing
chess
climbing
keeping
riding
dancing
mountain
rock
sailing
fi.shing
poituitig
the
Fun time
@
Unit 3 photocopiable activity
What's my hobby?
Crossword grid
.
1
2!
1
3 1
4 1
5--+
6!
7--+
9!
8 1
1 0 --+
1 1 --+
.
-�- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -·- - - - - - - - - Hobby
>:g
cards
Cut
a long
the
dotted
lines
to
divide
these
into
cards .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . . . . . . . .. . . . . . .
:
Student
1
:
Student
,
.
j
2
St
d
:
t
3
:
You
en] oy
canoeing
in
your
free
:
You
en] oy
:
:
time.
•·
·
:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
:
Student
playing
the
guitar
in
your
.
free
lime.
:
u
:
You
en.
.
en¡oy
.
dancing
.
1n
your
free
time.
:
:
:
:
.
' '
4
1
Student
5
j
St
d
:
t
6
:
You
enjoy
:
time
.
rock
climbing
in
your
free
:
You
enjoy
:
time.
playing
chess
in
your
free
:
:
Y
u
ou
en.
·r
f
.
enjoy sai ing 1n your
ree
r
irne.
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
:
:
j
St
d
u
You
t
en.
j
Student
:
you
¡
time.
7
.
enjoy
.
paínting
.
.
1n
your
free
time.
8
·
eruoy
:
keeping
·
fi t 1n
·
free
your
Student
9
· You enjoy
·
fi sh m
' g 1·n
:
your
free
·
time.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
:
Student
10
:
You
enjoy
1
free
time.
mountain
biking
in
your
:
Student
:
You
:
time.
11
enjoy
horse
riding
in
your
free
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
···············································································································································································
@
Complete PET by Emma
Heyderman and Peter May wi th
Rawdon
Wyatt
© Cambridge University Press 2 0 1 0
P H I J l ( ll
i l i' l • \ 11 1 1
Word list
Unit 3
�ate: the numbers show which page the word or phrase first appears on in the unit.
n (27) the amount of money that you pay
admission fee
:.:i enter
music, for example a piano or drum
a place
(can) afford v
n (32) an object that is used for playing
instrument
join in
(30) to have enough money to huy
v (31) to become involved in an activity with other
people
something
art gallery n (27) a room or building that
saowing pa in ting s and other art to
s used for
i
book ahead v
27) to arrange to use or do
(
s
(28) to feel happy and excited
about
something that is going to happen
he pub lic
t
n (32) a bag that you carry on your back
backpack
look forward to v
omething at a
(30)
make up for v
mountain-biking
to reduce the bad effect of something
n (32) riding a bicycle with thick tyres,
originally made for people to ride on h i ll s and rough
::articular ti m e in the future
ground
catch up with v
(31) to reach someone or something in
.::ont of you, by going faster, working harder, etc. than
n (27) the times of the day when a place
opening hours
is open to the public
chess
n
(32)
a
gam
e t ha t two people play by movin g
.:Jierently sh aped pieces around a board of black and
..-rute squares
•eal with v
(29) to take a c tion
i
n arder to
n (26)
adj (28) having patience
pul someone's
n
hieve
ac
cmerhlng o r t o salve a problem
lhing
t
he
a
a piece of kitchen equipment with a door
wbich is used far cooking food
patient
n (32) someone who rides a bicycle
qclist
n (32)
oven
v (31) to write someone's
ame on a list or document
set out v
(28) to start a j ourney
ctivity or sport of j urnping into water
sightseeing
....
.th your a rm s and head g oin g in first
name down
re
a
interesti
n (27) the activity of vi s itin g p la ces which
ng b e cau s e
th
ey are hi s tor i ca l, famous, etc .
.
leel like v (29)
o
t
w
ant someth i ng , or
ant to do
w
n (26) the sport of r i din g on a wave on a s p ecia l
surfing
,o.-n
ething
board
b11,al adj (28)
sed about
u
clothes,
l
an g ua g e , and
v
take up
our tha t
especially
(29)
to continue
doíng
to
st
n (32 ) ,a st r u c ture made of metal pales and cloth
somethin g ,
work
¡¡ive up v "(29)
op doing s omethin g befare
you
s
which
i
co ver
o
it,
u
s u a lly because it is
have
., off v
(31)
to sto p
., on v
(29)
t
11
l
ast
c:althy adj (27)
ph
=r
o
l
a
p
s
trong and well, or
ood for
g
n
(32)
a
h
a rd
t that p rotec t s
ba
g
round with ropes
u
nder
o
c
t
and
u
sed as a
hange and become someone
r
o
y
our head
i ferent,
d f
o
r t o ma k e someone or so m ethin g
o thi s
d
value
n (27) how useful or important something is
water-skiing
be
h e a lt h
be!:,et
v (28)
som et hin g
articular period of t i me
ysically
o the
t
t
ikin g s omeone or something
or
f
oo dif fi c u l t
fixed
r to sleep
turn into
=:-rnpleted
doing a particu la r job or acti v ity
start
ar
tent
v
o
t
e s er ious and not friend l y or re l axed
.;ehavi
tet on with
(31)
hind
a
n {32) a sport in which someone is p u ll e d
boat while
work out v
(30)
s
tandin g on skis
to c al c u late an amount
Complete
PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
l ' l l l l ll ll
1 1 1 ' 1 • \t i l
f
J PROGRESS TEST
__
Un_ts
i .....
_
,
1
_
3
__,
�
O Look at this email, and put the verbs in italics into their correct form {present simple ,
present continuous, past simple
1)1/:1,t��i:!
Last night I (watch)
·o
or past continuous).
an interesting programme about South Africa.
H i John
Thank you for your text message. 1 (1) (get)
it earlier this morning while
1 (2) (go)
to work. How is Spain? I'm really glad you
(3) (have)
a nice holiday there a n d that the sun (4) (shine)
. . . . . . . . . . . . . .. . .. . . . . . . Unfortunately, right oow I (5) (sit)
at my computer
trying to do sorne work! I'rn bored and ti red and I (6) (want)
I (7) (not have)
much news at the moment. 1 (8) (see)
Amy las! weekend when I (9) (do)
We (10)
to go home!
(go)
.
my shopping in the supermarket.
for a coffee in that new café on the High Street.
Anyway, call me when
you get back home.
Harriet
6 Read the text below and choose the correct word.
I always .. . � - . . fun with my friends at the weekend.
O
@ have
A do
C take
D make
My narne's Charles. I'm 15 years old, and I live (1)
home with my motber , my father
and my younger sister. J like tbe area where I live because there are so (2)
cafés,
restaurants, sbops and cinemas. During the week I go to school. l'm working very hard at the
moment because we bave exams soon and I want to (3)
them. However, on Saturday
morning I have a part-time job. 1 wash cars for my neighbours. I don't (4)
much money
for this, but I usually have enou gb to spend on the t h i n g s I like doing. Last year 1 took
(5)
photography, so I spend most of rnv money on cameras and computer software.
1
Ain
B at
e on
D by
2
A many
B few
Cmuch
D lots
3
A sit
B take
e fail
D pass
4
A take
B spend
C have
D earn
s
A over
Bon
e up
D out
..
@
•
.
Complete PET by Emma
Heyderman
and
Peter May with Rawdon Wyatt © Cambridge University Press 2010
l' H { J l l l l: { i l ' l l\ i ,
I
PROGRESS TEST
Units 1 - 3
€) Here are sorne sentences about someone's free time. For each question, complete the
second sentence so that it means tbe same as the first, using no more than three words.
t .
(Contractions, e.g. he'll, count as two words: he will.)
O
How do you spend your free time?
do ;to1A do
Wh at
·
·
1
1n
your free ume:
0
1
I played football when I was younger, but
I
don't now.
When I was younger r
2
football.
1 really enjoyed football, but I stopped li k i n g it.
I really enjoyed football, but
3
off it.
These days, 1 don't play it very often and prefer to watch DVDs instead.
These days, I
4
it and prefer to watch DVDs instead.
There are 200 DVDs in my collection.
200 DVDs in my collection.
1
5
1 can't afford any more because they are very expensive.
1
can't afford any more because they
money.
O Read tbis interview and pul the words in italics in tbeir correct order to make
questions. Don't forget to begin eacb sentence with a capital letter.
you old how are?
o
-��
-��4.
P':r:�. (1�?
.
Mr Jones:
Hello, Tony. I'd like to ask you a few questions.
Tony:
Fine.
Mr Jones:
Good. surname is what your?
(1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . ?
Tony:
Buxton.
Mr Jones:
Thank you. spell you do that how?
(2)
?
•
Tony:
B-U-X-T-0-N.
Mr Jones:
Right, next question. school to you where godo?
(3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Tony:
In Cassington, a town near my home.
Mr Jones:
do school you to subjects like at study what?
(4 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Tony:
Lots of things, but history, maths and English are my favourite.
Mr Jones:
Great. Just one more question. enjoy your you what with [riends doing do?
(5)
Tony:
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
?
Going to the cinema, playing football and warchíng DVDs.
Complete PET by Emma Heyderman and Peter May with Rawdon Wyall © Cambridge University Press 2010
l ' H l ) l l 1 l
l 1 l ' l • \ fl •
r
TEST Units l_-3
0 Add prefixes to the
!
words in italics to make them negative.
O
lt's very . . �1\ . . healthy to sit in front of the television all day.
1
My brother never takes any exercise, so he's
2
My bedroom is so
3
My sis ter is sometimes very
4
My teacher gets so
5
Jenny was very
tidy it's
healthy.
fit and
possible to find anything.
polite, which makes her
patierü with me whenever
1
popular w ith other people.
correct.
give an answer that is
kind to me, which I thought was very
fair of her.
0 Rearrange the letters in italics to make words. The first letter of each word is in its
correct place.
o J'm lnnegiar . . .(�¡tr.1:t.i�. . . Japanese, but it's really difficult.
At home I pre fer to keep my bicycle
in the (1) gregaa . . . . . . . . . . • . . . . . , but my father
leave it outside in the (2) gndear
.
Our kitchen is very small, with a fridge, a cooker, a (3) movwicaer
(4) dliweishsra
prefers me to
and a
.
I have two hobbies: (5) cgleciolnt
unusual objects and (6) sinugfr
the
Internet.
My favourite subjects at school are (7) pssycih
I'm (9) lnnegiar
and (8) cetirmyhs
.
French at school a nd my brother's (10) sunyidgt
.
mathematics at Singapore university.
f) Decide if the verbs in italics should take an infinitive or -ing form.
·
O
I always enjoy see
1
Tonight, I'd like try
2
We decided meet
3
L
4
Th
5
1
6
When
7
t
8
Th
9
1
10
@
se,tl-i'l".
my friends
0
the new ltalian restaurant on Alamy
couldn't
you
to the beach for a picnic.
d
i f fi c ult and at first
afford fly
fi
to
nish tidy
l
ate, but we
P
1
ar í s , so
your
an admitted break
e bus was
r
felt
I
oom,
like
give up . . ,
took the
I
.
train.
want you to was h the car.
my new camera.
managed
get
to schoo l on time.
must remember phone
my mother tonight.
o you remember meet
that strange girl
D
Street.
our friend outside the cinema at 7 o'clock.
aurence suggested go
e computer course was
al the weekend.
at
the
party
l
ast week?
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 201 o
PHOTOCOPl1\BcE
O u r world
Unit 4
Unit objectives
•
Topics: travel and holidays,
•
Listening Part 3: reading the question notes,
buildings and places
Toby:
Do you like visiting museums?
Abi:
Um . . . lt's
Toby:
Did you buy anyth ing?
Abi:
Oh yes! You know l love buying souvenirs.
OK, but I prefer golng shopping.
focusing on the gaps
•
Reading Part 3: highlighting key words, reading
1 bought sorne clothes and jewellery.
staternents carefully
•
Speaking Part 3: listening to a model
Toby:
Which activity did you enjoy
doing most?
Abi:
Um . . . in the second week we stayed on the
answer,
using language
from model
to describe pictures
Writing Part 3:
(letter) answering the question,
north coast and I went snor kelling for the first
•
time. lt was fantastic.
use of language
•
(nor) as . . .
•
Toby:
Are there any activities you'd still like to try?
A b i:
Um
Crammar: comparative and superlative adjectives,
as . . . , g r a d a b l a
e n d non-gradable
. . . well,
!'ve never been snowboarding. l'd
adjectives, modifiers
love to try that. Ali my friends say it's the most
Vocabulary: holiday a c t i v i t i e s , travel, joumey, trip,
exciting winter sport. Have you tríed it?
buildings and places, adjectives used to describe
@) E ncourage the students to use
places
sorne of
Abi's
expressions in their a n swers .
Starting off
Reading
O St
u
dents should think about what each
re p resents
before loo k ing al
Part 3
hoto
p
the voc a bular y in the box.
O Use the photo s to pre-teach orang-utan, rainforest,
jungle, island, wildlife, sick, injured.
Answers
2
go
sn ow boarding
5 go tre kki n g
6 go sightseeing
Suggested answers
4 take photos
3 sunbathe
7 go
snor k elling
tr e kkin g , sn or k el li n g ,
si g htseeing, buying souvenirs
E) Encourage the students t o r e a d t h e sentences very
carefully by a s k i n g ge n eral
·
q uestions ,
e.g. Ooes
A.nswer
Sentence 1 say Borneo is the stnallest island in the
l snorke ll ing
2 snowboarding
world?
Extension idea Students listen to the recording ag a in
and write down
rn i ng s she
the
expressions Abi
likes do i ng
uses to
@)
�
tal k about
/ would like to do (in bold in the
Suggested answers
3 first part, sleep, city centre
recording script).
S outh C hina Sea
Recording serípt
CDl Track 17
S e pil o k, aU
Toby:
Where did you go on holiday, Abi?
.\Di:
Well,
last
year we went to Zanzibar.
orang-utan
tt's
an island
free
trip ,
4 water sports,
5 a i r p o r t, S u k au
sick or injured
6 animals,
7 impossible,
8 Orang-utans, onl y, meat
Mount K i n a b a l u
get ne a r ,
9 includes ,
10 b u y gi ft s , after,
sightsee ing tour
but
Tooy:
it be longs
to
Tan
ania, in
z
ast Africa.
E
You always do exciting things, don't you?
0 R emind the students that the statements follow the
Which activities did you do in Za nziba r?
arder of the text
Um. we stayed in Stone Town far a few days and
number in
a n d they should write the
q uestion
the text mar g i n.
went sightseeing.
Answers and suggested answers
Toby:
la
Ah I What did you see there?
There were palaces and markets and we visited
1 B Not quit e as b ig as ils
of
neighbour,
the isl and
New G uinea
the museums.
Our world
@
2 A Temperatures are generally
between 24º C and
f)
30º C all year round
1
3 A your comfortable accommodation in the heart of
Answers
2 4
4 3
this city
4 A on the shores of the South
China Sea where
you
can go swimming ar snorkelling in its clear blue
water
80
Answers
1 (the) noisiest
2 (the) biggest
3 (the) most
S B the only way to continue our journey to Sukau . . .
beautiful
is by bus
farthest or furthest
6 B young orang-utans whose paretits have died.
t b a t fi n i s h i n -e
Sorne of these animals arrive i n very bad condition
ad j ec t ive finishes i n v owe l- consonant
4
(the) best
5 (the) worst
7 add -r or
6 (the)
-st to adjectives
8 dou bl e t he final consonan! if the
9 use
more
or mase with ad j ectives with two or mor e syllables
7 B this extraordinary opportunity
these
to get clase to
creatures
00
8 B
collect the plants that are part of tiieir diec
9 B Far a small fee, book
our
day trip
to Mount
Answers
2 more q uiet - q uieter
Kinabalu
10 A And when the tour is over, it's a short ride
to the modern shopping centres, local stores or
nearest
3 wo r s e - worst
5 more b e tt e r - better
4 near�t -
6 hotes1 - hottest
0 Other ans w ers may be possible.
marke ts far sorne last-minute souvenirs
Suggested answers
0 Encourage the students to explain why each sentence
is correct or incorrect.
S lighter
0 Extension activity Appoint a spokesperson for each
group to report
3 the rnost dan g erous
back. Feed in sorne useful expressions,
6 the noisiest
8 the ta ll es !
11
colder
4 more inte ll i g ent
7 the slowest
9 the biggest
10 the deepest
12 larger
e.g. Our group talked about ... , We a/so decided ... , etc.
0 {) Check that students have spelt the comparative
or supe rl ative ad j ect i ve correctly.
Vocabulary
Alternatíve treatment Treat as a team game.
Travel, journey and trip
Groups score one point for every correctly written
O 0 Encourage the students to find examples of travel,
ans w er (focus on la n g ua g e ), one p oint for correct
journey and trtp noun in the text about Borneo. Point
information (focus on content ) and extra points if they
out that travel is used
as both a noun and a verb.
60
Recording script
Answers
2 trip
hear any more information on the recording.
3 travelled
·
4 trip
Fergus:
coi Track 1a
And here are the answers to this week's
S journey
general-knowledge quiz. Did you know that Asia
is bigger than Africa?
Extensíon idea In groups, students choose a holiday
Alyssa:
Yes, and more people live in Asia than any other
destination and write a short description for a brochure,
continent. Well, Russia is the largest country in
using tiip, travel and journey.
•
Fergus:
Grammar
Comparative and superlative adjectives;
the world.
And now for the animal facts. The most
dangerous animal on the planet is not the lion or
the shark but the tiny mosquito because it carries
(not) as . . . as . . .
diseases. In the list of the top ten most intelligent
As a warmerWith books closed, students brainstorm what
animals there are dolphins, orang-utans, sorne
they can remember about Borneo from the reading text.
types of elephant and whales - but definitely
O Students should explain why a sentence is false.
no dogs. The African elephant is the largest
and heaviest land animal, but the blue whale is
Answers
the heayiest living creature. On average, it can
1
False (New Guinea is bigger)
2
False (Kota
weigh around 150 tonnes - that's 150,000 kilos. 1
Kinabalu is the most importan! city)
4 True
@
Unit4
3 True
wouldn't like to share my home with a howler
monkey, They are the noisiest animals in the
Vocabulary
world. The slowest-moving fish is the sea horse.
B u i l d i n g s and places
lt would take this fish about an hour to move 1 5
As a warmer As k students to clase their eyes and imagine
metres. The tallest dog in the wortd is the Great
they are taking a group of visitors around their town. They
Dane and the smallest is the chihuahua. You"ve
should try to visualise ali the places they see.
got sorne answers about places, haven't you.
O Make sure the students can pronounce these words
Alyssa?
correctly.
Yes, 1 have. Did you know that Nagoya train
Alyssa :
station in Japan is the biggest in the world and
Answers
Shinjuku station in the same country is the
2 department store
3 youth club
busiest? lf you like diving, then you should go
5 port
7 bridge
6 fountain
4 market
8 town hall
to Belgium. Nemo 33 is the deepest pool in the
6 Revise frequency adverbs from Unit 1 befare students
world.
do this exercise.
And the last two answers. Antarctica is the
Fe rg u s :
coldest driest and windiest continent. And while
0 Change the pairs after a few minutes to encourage
we're talking about large places, the Arnaznn
peer teaching.
rainforest is larger than any other forest in the
board in a different arder.
lf
necessary, write the opposites on the
worl d.
Answers
o
2 wide
3 low
fashioned)
Answers
8 boring
2 Mount Everest is a bit / a little higher than K2.
3
4 old (also ancient or old­
5 clean
6 ugly
9 dangerous
12 shallow
13 near
7 dull/calm
10 cheap
11 quiet
14 flat
Arica is much / far / a lot drier (or dryer) than
Death Valley.
Grammar
4 Atlanta lnternational Airport is much / far / a lot
Big a n d enormous (gradable and non-gradable
busier than Heathrow Airport.
adjectives)
5 The sperm whale's brain is much / f a r / a l ot
o
heavier than a human adult's brain.
,---------------------,
Answers
(l)
1, 2 and 3 (in any arder): quite, very, really 4 and
�-------------------,
Answers
1 True
5 (in any arder): absolutely, really 6 and 7 (in any
2 True
3 False (the male is normally
arder): quite, very
twice the size of the female)
6
0
�
Suggested answers
Answers
1
2 small
as + adjective + as
2 not
3 no
3 hot
7 interesting
G Remind the students nol to use more than three
4 cold
5 bad
6 dirty
8 good
Extension idea Eli cit
more
non-graciable adjectives
for good (great, wondertut, delicious, etc.). bad (awful.
words.
•
horrible, disgusting, etc.) big (huge), etc.
Answers
2 large as
3 as straight as
more dangerous than
4 as dangerous as /
00
5 as intelligent as
·
Extension idea Each group chooses a tapie of interest,
A nsw e r
s
2 really
3 absolutely
4 quite
5 very
e.g. music, sport, etc., researches information about
record breakers and produces a poster display. As a
00n
follow-up, produce (or ask the students to produce) a
Alternative treatment Dictogloss. Students first
list of (in)correct statements (as in the PET Reading Part
listen to th e recording ali the way through (without
3) about ali the information on display.
stopping) to understand the general idea. Then play the
recording again, stopping after each line, and encourage
the students to write down the key words, e.g.
come,
Sweden, town. Do NOT give the students enough
time to write down every word. Students then have to
reconstruct the text using these key words.
Ourworld
�
�
Dave:
Suggested answers
1 1 hour from Stockholm, Sweden
crowded,
interesting sights, safe
Extremely low temperatures are frequent in
Oymyakon. with temperatures going below
2 not too
3 more nightlife
minus 45 degrees Celsius regularly. Winters are
(youth clubs / níght-clubs)
long and cold and often last at least nine months.
The summers are much warmer than the winters.
�ecording script
Selma:
Um . . .
1
coi Track 10
Temperatures can rise to 35 degrees Celsius
but then there is the problem of mosquitoes . . .
come from Sweden. l live in a town
about an hour away from the capital. Stockholm.
About 2,300 people live in Oymyakon. Life is
There are only about 4,000 people - it's really
very much the same as 100 years ago - apaa
tiny. lt's a very nice place to live in because
from television. For example. there are no
it never gets too crowded. There are severa!
indoor
interesting sights. including a castle.
of water from the tap. The valley used to be
Because it's a small town. it's extremely safe.
famous because sorne of the oldest people
Sometimes, 1 find living here quite boring.
in the country lived there. Rodar Amosow.
I' d like to live somewhere with a more lively
Oymyakon·s oldest-ever inhabitant died in 1967.
nightlife. There are no youth clubs or night­
He was 109. There are about 300 children in the
clubs and we often have to spend the evening
local school. Up until recently, there didn't use
outdoors, even when it's absolutely freezing.
to be any heating in the school. The children did
bathrooms and people use ice instead
their classes in their coats. These young oeople
Listening
dream of having mobile ohones. an Internet café
Part 3
and a disco with a CD player that worl<.s.
O Pre-teach 'Northern Pole of Cold'. Encourage
A local businessman, Alexander Krylov, wants to
the students to use the pictures to help answer the
bring tourists to the area. He has also built the
questions.
town's first hotel to attract these tourists. Each
of the ten rooms has hot and cold water. The
Suggested answers
1 Oymyakon is a village i n East Russia
most famous visitar until now is the Hollywood
(Siberia).
2 lowest temperature ( - 7 1. 2 º C); oldest man
actor Ewan McGregor, who visited this place - in
(109)
summer of course- on the back of a motorbike .
3 Ewan McGregor visited Oymyakon in 2004 on
his motorbike.
4 Life far young people there is
0 Encourage students to use sorne of the words and
prob ably quiet.
expressions from this unit.
6
-------------------�
Suggested answers
1 date
2 number
Speaking
3 noun
4 adjective
Part 3
5 noun
O Focus on the example and encourage students to use
6 noun
full sentences in their answers.
@) 0 0 () The students should try to write something
for each gap as they listen. If necessary, play the
Answers
recording for a third time, stopping after each answer
2 Marrakech, Morocco
is given.
3 Machu Picchu, Peru
4 The Great Wall, China
•
5 Hikkaduwa Beach, Sri Lanka
Answers
1 1926
2 9/nine
5 mobileís)
3 television
(phone) (s)
4 oldest
6 First revise the holiday activities from Starting off.
6 motorbike
Suggested answers
1 buy souvenirs, visit museums
Recording scrlpt
Presenter:
CDl Track 20
Oymyakon, in East Russia, is extremely cold
and people live there I The lowest temperature.
of minus 71.2 degrees. was recorded in 1926.
beating ali records. Dave Gunhill reports.
@
Unit4
go sightseeing
2 buy souvenirs,
3 go trekking, go camping
trekking, take photos
4 go
5 sunbathe, go snorkelling
@) {) Encourage students to predict
what they
think
Laura will describe. She describes all eight things.
'-'.--------------Answer
Yes (this is a model answer and would get full
coi Track 21
Reconling script
marks in the PET exam)
Laura:
In this photo I can see a lot of boats on water.
lt looks like a traffic jam. The water looks really
dirty. 1 think it's a market in the momi ng - it could
be somewhere in Asia. There seems to be a lot
of fruit and vegetables on the boats. There ar:e...
0 Brainstorm sorne alternatives to Kirsty's words and
expressions, e.g. Durban is one of the largest ciiies
in South Africa
= this city is (one of) the busiest
I noisiest I most beautiful, etc. city (cities) in my
country.
sorne ¡¡reen ye¡¡etables but
I
don't
know what
they are. On each boat, 1 can see a person . . .
Suggested answers
no . . .
As you know,
1
can see men and women. Sorne people
are wearing hats.
1
think they're selling things
lived in . . . so why don'! you
I've
write about . . . ? 11 's one of the . . . cities in . . . I n fact,
but there aren't any people buying . . . er . . . on
over
live there . . . is famous
one of the boats, there appears to be somebody
that
is on the east coast of . . . which are . . . they
are
for (verb
and
too. The weather is . . . because . . .
wearing a colourful shirt . Next to this boat,
there's another man but I can't see him very well.
for . . . Peo ple say
+ -ing). There are absolutely .. .
1
h o p ethis
is enough i n formation
1
think it's the mom ing . The weather is hot and
sunny. 1 don't think it will rain. Er ...
0 Make sure the srudents are using Kirsty's model and
help them with vocabulary.
f) lf classes are not used to peer correction, sorne
students may be overcritical. Peer correction will
Answers
2 looks like
3 looks
4 think, could be
7 appears to be
5 seems
to be
6 can see
8 don't think
We use
look like (it looks like a traffic iam) with a
need to be introduced gradually by firs t íocusíng on
very good work. For example, ask the students to use
the writing checklist to evaluate two of the very best
answers and say why they got such high marks.
noun and look (without like) with an adjective (the
water looks really dirty).
€) Check the students' work before you ask them to
0 Altemative treatment The listener draws what their
wri te a final copy.
partner describes.
Vocabulary and grammar revieiu
Writing
Part 3
Unit 3
O Point out that in PET Writing Part 3 students can
choose to write a letter o r a story.
Answers
Answers
1 a letter
2 about 100 words
3 the name of a city
in your country and more information about this
city
Vocabulary
O 2 unfit
3 unfair
6 informal
4 unpopular
7 irnpatient
5 unhealthy
8 unsafe
9 unnecessary
10 inactive
f) Refer students back to the list of adjectives in the
Vocabulary section.
-·
f) z e
3 a
4 h
S b
6 g
7 d
S f
.
@) Clear up any problems with vocabulary in Kirsty's
model.
Grammar
@) 2 to do
3 to get
7 to look for
11 to do
0 2 a
3 c
4 going
8 to see
5 to buy
9 spending
6 to have
10 to buy
12 being
4 a
S e
6 b
7b
Ourworld
@)
Vocabulary arui grammar revieiu
6 Divide your class into groups of three. Give one
s tud en t a copy of the sentences. They should not show
Unit4
these to t h e other students in their group. Give the
other two students a copy of the grid.
Answers
@) Explain that the s tudent with the sentences is going
to read these to the others
Vocabulary
in their group. T h ey
must listen carefully, and then replace the last two
O Suggested answers
words in eac h sentence with one strong adj e ctiv e .
.
2 fantastic/wonderful/great
5 lively/busy
3 coldest
6 enormous/huge
4 freezing
7 boring/dull
T h e s e ad j ect i ves will be those that were written
on the board. They can ask the st ud ent to re peat
t he sentences , but they shou l d only do t hi s us i ng
8 empty
appropriate expressions (for e xam p l e , Coul.d you
6 2 than
3 very
4 far
5 travel
6 shopping centres
repeat that, please? or l'tti sorry, could you say that
again?). Pre-teach these expression s if necessary.
Grammar
(i) They should write the words in the spaces (one letter
@) 2 more better ..., better
4 lh!lt
• than
for each space: in most cases, they w ill be left with
3 more S!lfe -+ safer
5 � -+ than
sorne empty s p ace s). Nurnber 1 has been done for
6 t h e n -+ t h a n
thern.
(i) 2 farther/further
3 most popular
4 better than
lf t h e y do t b i s correctly, they wi ll revea) a new word
by a d d i n g together the letters i n the shaded
5 the hottest
spaces.
This word can be used to comp lete the sentence at the
bottom of their sheet.
Unit 4 photocopiable activity:
0 The w i n n í n g group is the first group to identify this
word.
Absolutely wonderful! Time:
1s-2omins
Answers
Objectives
To review and practise non-gradable (strong)
•
1 wonderful
2 terrible
3 fascinating
5 enormous
6 boi li ng
7 filthy
4 fantastic
8 tiny
9 freezing
adjectives
•
To practise asking someone to repeat something
•
To identify a new non-gradable adjective not
The sentence can be cornpleted with the word
deafening.
featured in Unit 4
Before class
Make one copy of the activity for each group of three
students in your class. Cut into two sections.
In class
•
O On the board, write the following adjectives:
boiling
enormous
freezing
terrible
fatuastic
tiny
fascinating
filthy
wonderful
Review the meanings of these adjectives with your
students, asking thern to explain what each word
means, using synonyms (for example, boiling = very
hot).
Ask them to verbally
give exarnples of these
words in sentences of their own (or, alternatively,
ask st u dents to come to the board and write an
example far each one ). When you have done this,
erase th e words from the board.
@
U n it 4
•
r
Unit 4 photocopiable activity
Absolutely wonderful!
Sentences
l . 1 Rosanne's just had a baby girl. That's very good.
2
I didn't like the film. In fact, I thought it was very bad.
3
I'm interested in modero a r t. I think it's very incerescing.
4
We had great fun at the party, It was very good.
5
The cake my mother made for my birthday was very big.
6
Can you open
7
Don't swim in the river. It's very dirty.
8
The food in this restaurant is níce, but the portions are very small .
9
Clase
a window? The room's
very hot.
the window. The room's very cold.
- � - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Grid
Listen to the sentences you will hear, and change the last t\VO words in each one to a single strong adjective.
The first one has been done for you. You will not always need to write a letter in every space (in number 1, for
exarnple.
you are left with two empty spaces).
o
w
1
n
e
d
1
1
1
1
1
1
f
r
u
1
2
3
1
1
1
1
4
5
1
6
1
1
1
1
1
f
7
..
.
8
9
1
Use the letters in the shaded spaces to change the two words in bold in Sentence
1 below to a single, strotig
adjective in Sentence 2. You do not need to change the arder of the letters.
Sentence 1: 'The sound of the crowd cheering at the football match was very noisy.'
Sentence 2 : 'Th e sound of the crowd cheering at the football match was d
.'
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
PI IOTOCOPt,\GL [
Word list
Unit 4
Note: the nurnbers show which page the word or phrase first appears on in the unit.
boiling adj (38)
very hot
snorkel
n (34) a tube that you use to help you breathe if
you are swimming with your face under water
calm adj (38)
peaceful and quiet
snowboard n (34) a large board that you stand on to
crowded adj (38)
very ful! of people
move over snow
deep adj (36)
having a long distance frorn the top to the
souvenir
n (34) something which you buy or keep to
bottorn
remember a special event or holiday
department store
n (38) a large shop divided into
sunbathe v (34) to sit or líe in the sun so that your skin
severa! different parts which sell different types of t h i n g s
becomes brown
dull adj (38)
not interesting
take photos v (34)
empty adj (38)
to produce pictures using a camera
If something is empty, it does not contain
tiny adj (38) extremely small
any things or people.
tourist office
enormous adj (38)
n (38) a building where someone who
extremely large
visits a place for pleasure can get information
extremely
adv (38)
very, or much more than usual
town hall
filthy adj (38)
flat adj (38)
extremely dirty
smooth and leve!, with no curved, high, or
n (38) a large building where local government
is based
travel
n (36) the activity of travelling
hollow pa rts
travel v (36) to make a journey
fountain
n (38) a structure that forces water up into the
trek
n (34) a long, difficult journey that you make by
a i r a s a decoration
walking
freezing adj (38)
very
cold
trip
hi_lly adj (38)
journey
having a lot of bilis
n (36) when you travel from one place to another
n (34) a journey in which you v i s i t a place for a
short time and come back a g a i n
n (38) an organisation for young people who
youth club
want lo take part in a sport or social activíty together, or
lively adj (38)
full of energy and interest
the building they use for this
market n (35) a place where people go to buy or se ll
t h i n g s , often outside
narrow adj (38)
•
Narrow things measure a small distance
from ene side to che other.
noisy adj (36)
port
Noisy people or things make a lot of noise.
n (38) a town or an area of a town next to water
where ships arrive and leave from
shallow adj (38) not deep
shopping centre
n (35) a place where a lot of shops have
been built close together
@
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
f'H[) 1 1 JI:( J f' l /\ ll l L
Unit 5
Feelings
•
Topics:
personal feelings, opinions, experiences,
relations with others
•
Listening Part
4:
Reading
O Point out that they will hear the rest of this dialogue
in the exam task to follow.
identifying the language
Ask them to look
quickly
through this first part of the conversation and sum up
of opinions
•
Part 4
Listening
Unit objectives
the situation: two friends separated by one of them
5: identifying focus of individual
Part
items, using the context to guess missing words
going to liv e somewhere else. They keep in touch,
but one of them isn't happy about not seeing the
other. Elicit the language they use to express
•
Speaking
Parts
3
and
4: describing photos,
opinions, possibly getting students to underline the
describing personal experiences
actual words used. Then elicit more expressions.
•
Writing
Part 3: (lecter) cause
and effect links,
formal/informa I expressions
•
Grarnrnar:
A
n
s
w
e
r
s
1 I don't think, I'm a bit surprised, it seems to me,
modal verbs: ability and possibility;
for me
advice, obligation and prohibition
2 (Suggested answers) in my opinion,
I think, I believe, I'm sure
•
(that), I feel (that), as I
adjectives with -ed and -ing,
Vocabulary:
see it, if you ask me,
l'd
say, l ' m afraid, my view is
adjectives and prepositions, adjectives of emotion
t h a t ; the use of mighc/could/may for possibility.
and their opposites
e) () Play it t,vice \Vithout pausing, then check.
Starting off
'
Answers
O
heck that
th
re clear.
oint out that envy (adjective: envious) has
C
a
a
simil
e meanings of l-5, especia lly jealousy,
P
ar m eaning of ' wan ti ng so m ethin g that another
person has'. Jealousy can also mean being
ry
ang
I A
2 8
3 A
4 B
S A
6 8
Extension idea Give pairs or groups a copy of the
transcript on page 142, and get them to underline all
becau s e someone you leve seems far too interested in
the expressions used for expressing opinions,
somebody else !
e.g. I don't think.
Recording script
COl Track 22
Answers
2 happiness
3 sadness
4 anger
S fear
Erica:
So, Ben, how often do you and Liam actually get
together these days?
@ Tell the class to complete the answers to the quiz on
their own, before checking with the key. They give
themse l ves
a
Whenever
Ben:
mark for each answer, then look at what
their total says about them .
can. Erica. Usually about once every
I
two months.
Erica:
1
•
don't think that's enough, really. to keei;i a
friendsh ii;i going. Couldn't you visit him each
Answers
2 anger
3 fear
4 happiness
month, or ask him
S jealousy
Ben:
@) Allciw time for individuals to read the key and think
Answer
key
to
come here?
Well, it's a long way to go. More than 400
kilometres,
about what it says about them.
to
1
think.
Erica:
How long does it take?
Ben:
Over six hou rs, each way. So you spend half the
quiz
1 a 2, b O, e 1
2 a 1, b O, c 2
4 a 2, b 1, e O
S a O, b 1, e 2
weekend on the coach, going up and down the
3 a 1, b 2, c O
motorway. lt's so boring !
Erica:
Extension idea With sorne classes, you may feel it is
How about taking the train? Wouldn't that be
quicker?
appropriate for pairs to discuss the answers and/or get
Ben:
1
don't think
I
could afford it, The fares are really
them to repo rt back to the class.
higb.
Feelings
@
y
ric
E
don't
you get
ou tic e
would
Wh
a:
Y
r
k
mm.
e ca d
e a ot ch
e
t
t
b
rav
l
l
eap
r
6 0 Pa rs or small groups note d wn the
?
i
T
t'
i
coul
o
made in each case
r.
.
G
o throug
An
:
s
L am
e
om
es
tim
to see
get
d
com
ne too.
o
hen
,
e he e on
at
r
e
T
ird person s to modals
S
d
ur
e
correc
g
ons.
ti
e
.
g.
addin
. he mights), high
your
If
lig
g
ht
these
,
too.
ocus on
forrn
could
F
Q
uestion 4, e
li
citing th
e
q
uest on
i
und
n
S
ays
and further examples such as Where
uze,
ou.
y
d
1
n:
e.
ind of error
co
a d
ays
(
k
uld
h
can we
B
e
,
h
ri
th
a
t
d
E ca
h
students tend to m ke any other errors
ha s an idea.
H
Ben:
ts
s uden t
a
on't
thi
nk
e
h
en on
's
oing tha
ke
d
t.
ikes
He
l
and May we leaue?. You may also want
g
o
?
to rnention the ne ative question for
g
his new to
a o
wn
l
e wan
t.
H
to s
ts
there at
tay
can't we and
ro s
couldn't we, as in Why can't we stay longer!
weekends he says.
,
ric
E
e.
1
a:
se
o
u
S
o and s
yo
g
h
ee
ut h
im
.
b
n
e
Answers
e
ev
r
2 m!ly seems
c
--+
may seem - the main verb
es here.
om
following a modal is an infinitive without to so
B
en
ure
l'm
:
s
s
r
the
e.
cau
that'
an
lt's
be
se
i n
exc ti
g
there's so
t
n
own,
a
I
d
uch to do
m
know
e
h
it does not add ·s· i n the 3rd person (he/she/it)
ade
's
m
3 I'm
nds t e e. But we
new
fiie
h
r
we re not sudden
'
E
rica
o
N
:
,
no sayin
l'm
o re
t
t
in
m
g
i
d
h m
o
l
l
r end he s
f
i
i
ll
t
t
o
tell
yo .
m
th
u
a
li
He
B
well and
en
f ends.
b
i
g
ma
t
be
ids. And
k
u
l
i.
really
i
i h
g
t
e you need
i
how
a
g
befare modals; most modals fo.rm the negative by
adding not or a short form of it at the end
not
r
ealjse
i
l f
t
h
t
4 we eould
.. could we - the question form of
modals normally needs a change in word arder
an
import
e ch n es n his i e
th
I can't - forms of be are not used
yb
r
h m
➔
ri
en f iends s nce
a
a y wi
especi
top
hat a a
t
o
to s
g
th t youve
y u were itt e
a
goin
ly
n
get
can
1101
aL
ht
rig
of modal and subject and doesn't use the auxiliary
verb do
5 can doing- ➔ can do
-
now.
modals are not followed
-
by the -ing form of the verb
6
@) Point out that the first two of these expressions
are in the written part of the conversation in
for
m
7 l
t's
Adjectives followed by about will be covered in
+
mi g h t
s
ee --+ you might see
of most modals i
-
he same as the
s
the future
resent
t
p
form
Exercise 1, possibly using upset about as an example.
Vocabulary (adjectives
will
you
e
ou
l
d
be
lt could be
--+
-
for
s o
ro
f
be are not
used before modals
prepositions). This activity
8 e
could be done in pairs. Check answers.
th
ou
e i
l
met --➔ c uld meet
d
n fi
o
nitive with
o
-
modals a e
r
ollo
f
ut to, n o t a past form of
ed by
w
t
he verb
Answers
3 f
2 e
S b
4 a
@) E cit the rules. Point out that we sornetirnes use
li
6 d
could
1
for
Extension idea
ex
p
re
ssion
s,
El
h n
t
e
icit more ex
p
ai s ask qu
r
am
e
p es
l
s ion
t
i
w th
s,
e
.
g
he
six,
t
. When did
p
ast
(
with
genera
t
l)
ability
he senses
,
and in condi ional for
c
you last teel upset about something?, When do you get
e.
g
e.g
,
.
J could swim when I was
. l could hear them talking,
m
s
:
I could finish this job if I had
more rime.
together with your friends?
O
Answers
S
tudents m y ha e ex
a
v
p
erienced
or know about,
,
l can/could
frien sh ps that have had to ada
d
i
t to som on
p
e
e
o another town or country. If not, suggest they
t
discuss what ha
ens when a sibling or cousin moves
pp
away
:
o
h
w
does
it affect the relati
o
2 may/might/could
moving
nship?
O Get the class to read quickly through the text and say
who wrote it and why (it is a response by Kylie, the
person r e c e t v í n g the email in Exercise 3, suggesting
they leave seeing each for now, but talk on the phone
Grammar
Can, could, might and may (ability and possibility)
O Pairs study the three extracts. Elicit the answers,
including the contracted forms of cannot and could
not.
soon). Pairs then choose the correct alternatives.
Answers
2 might
3 couldn't
7 Cou Id
8 can't
4 can't
5 can't
6 can
0 Encourage them to say what they could, couldn't,
may or mightn't do. Remind them not to use auxiLiary
Answers
can, could, might (not); might not is negative; not
do wi th these.
goes after the modal verb (might); mighm't; can't
Attemetive treatment Pairs discuss the emails in
and couldn't
Exercises 3 and 4, asking and answering questions,
e.g. How mighl Kylie lee/ about the facl she cen't see her
@
Unit5
best friend? What cou/d she do on Thursday instead? Can
(i) Check everyone has tbe correct answers.
talking on the phone to a friend be as good as
seeing them?
Answers
b 3
c2
d i
Suggested answers
can't see my school fr i end s,
I
l
ate ; 1 can
late,
I
m
o out w i t h friends, l can
g
can
1
can't
1
s
ta y out very
st
ay
0 Remind tbe class to refer back to the meanings
ed
in
b
of these
lay computer games ali morn i n g,
modals. They will need to use one of them
p
ight go to the cinema ,
ay tennis, go
pl
da
twice. Go through the answers , askin g which of the
n cing
sentences could a l so be completed
needn't
with
(1 and 4).
Should, shoutan't. ought to, must, mustn't, have to,
Answers
and don't have to (obligation and prohibition)
2 must
OE
li
cit the m eanin g of ought to (should), and ex pl ain
that al th ough ouglun't is
p
4 don't have to
3 mustn't
6 must
oss i ble, we more often use
0
stiouldn't as the negative of both.
et a t w o - m i nute l i m i t for st u dents working alone
S
to do thís, then elicit the answer.
Answers
1 B
5 have to
u n dersta n d i ng the
2 A
pu
l.
em i nd them that
r p ose of a text is a reading
sub-skill that is tested
1
R
in
R
eading P art 4,
Q
uestion
heck comprehension of l an gu age i n the text,
C
@ Point out that any of these m oda l s can be used for
p
art i c u l ar l y
IT
e x p ress i ons such as site, online and
ther pi cture.
ei
page.
Suggested answers
A you ought to
nd
/
sho ul d get a ha i rcut , have a wash,
our trousers ,
g
ou shou l dn ' t go out
li
me
y
1
�nswer
et sorne new shoes ;
ke that , wear those c lothe s ,
y
@ () P l
have your hair like that
B You
re q uired.
shouldn't go to school tomorrow,
work , get too close to
see the doctor,
p
a y t h e record i n g once or twi c e ,
eople;
o any
d
I
pausing
f t i me allows, ask why each
if
nswer is
a
correct, and the alternatíve wro ng.
ou ou g h t t o / shou l d
y
o to bed, líe down , have hot drinks,
g
Answers
2 don't have to
take an as pi rin
5 must
3 have
6 shouldn't
to
4 doesn't have to
7 mustn't
Extension idea T hink of other situations in which
people need advice , e.g . so m eone r id ing a motorbike
Recording script
without a hel m et , not revising , spending too
on the
P
m
CDl Track 23
uch time
layStation®, and elicit sentences using shou/d /
Presenter.
Internet sites like MySpace, Bebo and Facebook
are a great way for young people to keep in
shouldn't I ought to.
touch with friends, but there are things you
€) Pairs d i scuss the pictures and sentences. Check their
answers,
th
senteoce.
Poi
s imil ar
(
to
quit
e different from each other: mustrü
volves p ro hibi ti o n
in
o b l tg ar í o n .
Fi
nall y,
p
I
and
don't haue to a lac k of
m
•
but this doesn't have to be your normal one you can use any address. You can write lots
of interesting things on your onl ine page, but
f necessar y, elicit or give more exampl es.
oint out that needn't has the sa m e
name for yourself. On most sites it's
a rule that you have to give an email address,
y the speaker,
b
a n 'e x ter na)' ob li ga t ion ), mustn't and d.on'c
have to are
so inventa
though not i dent i c al:
must involves ohligation imp osed
do to stay safe. On sorne sites you don't
have to use your real name if you don't want to,
nt out that whereas the meanings of
must and have to are
have
should
en focus attention on the modal in each
eaning
something you must never do is put your house
address or phone number. In fact, you shouldn 't
as don't have to.
give any information that could let strangers
know your identity, because on the Internet you
Answers
2 D
Must:
3 C
it's
necessary to do it
says so ); Mustn't:
Have to:
never know who is looking. Remember, too, that
4 E
it's
n
you're
(b
not all owe d to
ecessar y to do it
or l aw ); Doti't have to:
ecau s e the speaker
it's
(
o
d
because
not neces s ary
it's
i
your page, or you could put them in danger. So
t;
a
rule
o do
t
you mustn't put your friends' personal details on
the message is: have fun, but take care.
it.
Feelings
@
Possibly elicit
6 Explain that verbs ending in e dro p thi s to form the
any amusing ideas, e.g. things they ought to do but
adjective. Focus attention on the rewritten sentence
(l) Allow time for pairs to discuss these.
and elicit the -ed adjective. Point out this kind of
never find the time for.
change in structure may be tested
Suggested answers
l . Then ask for answers to the two final questions,
2 I rnustn't eat at my desk.
out early .
in W r i t i n g P art
3 I don't have to go
4 I must work harder.
S I shouldn't eat
cream cakes but I sometimes do!
6 I ought to tidy
my room but I probably won't.
rei nforcing the point that -ing adjectives describe
things (or events, people, e.g. a boring speaker, etc.),
whereas -ed adject ives tell us how people feel about
them. Finally, give and practise more examples using
adjectives from the previous section: frightened/
frightening, tired/tiring, etc.
Vocabulary
A dje c t i v e s and prepositions
Answer
O 0 Elicit the answers. Point out that here the
boring, it drops the final e to add -ing
prepositions all come immediately after the adjectives,
but that this is not always the case.
e�-------------�
Answer
Answers
l with
bored
2 of
3 about
º�--------------.
6
Answers
Answers
l of
boring, bored
2 with
3 about
0 It may be necessary to pre-teach sorne of these
@) Encourage groups to think of real sentences they have
heard, particularly those using the rnost common of
these
adjectives, such as embarrassing. Give the class plenty
of time to do this and go through the answers.
adjectives.
Answers
Suggested answers
of:
2 relaxed
confident (also coniidetu about), envious,
3 surprising
4 tired
6 ernbarrassing
7 amused
frightened, etc.; with: pleased, cross, fed up, etc.;
9 disappointed
10 interested
about: relaxed, excited, mad, etc.
12 excited
Extension idea Highlight sorne other adjective +
preposition combinations. They have already seen keen
S depressed
8 annoyed
11 amazed
0 Ensure that they write sentences using both forrns,
in each case.
on, but a common error is to say 'keen of. Others might
include interested in, sorry for, similar to, etc.
O Tell the class that once they have written in the
Suggested answers
1 I'm always excited when I meet new people.
It's always exciting to meet
new people.
corr ect prepositions this is a light-hearted activity,
2 Dancing for a long time is tiring. I get tired when
They don't have to think too deeply about their
I dance for a long time.
answers; in fact, they don't actually need to be true!
3 I was disappointed that he didn't phone. It was
disappointing that he didn't phone.
Answers
2 with
3 of
4 with
S oí/about
6 of/about
f) (\ Explain that they are going to hear four short
monologues about emotional experiences, and they
Adjectives with -ed and -ing
must identify those emotions. They w i ll have to do
this by noticing the speaker's tone. When they have
O Allow two minutes for this, explaining that they don't
need to fill in any of the gaps at this stage.
listened to the recording, possibly twice, check their
answers, These monologues also provide models for
students to follow in Exercise B.
Answers
He want ed to contact her (and needed her details /
phone number frorn them); They met again and got
married.
e
Unit 5
Answers
l
c
2
d
3
a
4
b
A far
co, Track 24
Recording script
B with
C about
D of
2 1 was feeling very ... so I went to sleep.
My brother took sorne CDs out of my room
Speaker 1 :
A relaxed
without asking. 1 wasn't happy about ít because
Speaker 2:
C tiring
O boring
3 On an aeroplane, people ... not smoke.
wanted to play one of them.
1
B excited
A need
must
B
C
might
D
ought
Usually my family all meet at our house on
4 Thank you, l'm very ... far your help.
December 31st, but this year my cousins can't
A helpful
B careful
C grateful
O successful
come. lt's a shame.
Answers
Speaker 3:
(bored tone) 1 dont want to go to that youth dub
a 3
b l
c 4
d 2
1 D
2 A
3 B
4 C
1
again. There's never anything to do there and
0 Students do the exam task on their
there's nobody to talk to.
own. Go through
the text and items when everyone has finished.
Speaker 4:
And then Jessica walked in. 1 couldn't believe it,
because I thought l'd never see her again.
Answers
1 B
2 A
9 A
10D
3 C
4 A
5 B
6 C
7 B
8 B
E!) If the students' culture makes it difficult far them
to talk about being personally ernbarrassed, far
instance, suggest they describe a scene in a film or
(i) This could begin with a class discussion, to generate
play in which sornebody suffers embarrassment.
ideas. Students then write down those they feel are
most important to them. Refer back to the content
Extension idea Ask far two or three volunteers to tell
their short story to the
rest of the class. As in Exercise
7,
they have to listen and identify the emotion.
Reading
of the text, encouraging them to try the technique
suggested in the final two paragraphs.
Vocabulary
Part 5
Adjectives and their opposites
O Give the class a minute to read and absorb the text,
then ask far answers. Keep the discussion fairly brief,
O Students can refer back to the Reading text to study
miserable and negatiue in context.
but try to reach a consensus.
e) Get pairs to talk about the pictures and then broaden
out the discussion. Tbe final question focuses on the
Answers
2 d
3 a
4 c
S b
theme of the Reading text to follow, so fair ly short
e) Ch e c k
tbeir answers and elicit example sentences
answers are fine here.
using sorne or ali of tbe adjectives and their
@) Give students no more than two minutes toread
opposites.
the text, and then ask far answers to tbe tbree gist
Answers
questions.
2 relaxed
3 positive
4 depressed
S mean
Suggested answers
l when something bad happens to us
time / every day
2 ali the
3 our lives will get mucb better /
understands these, as they will be referred to in
Exercises 4 and 5.
we'll become much happier
0 This exercise practises the tecbnique suggested in
the
@) Do this quickly, as a class. Check tbat everyone
Exam advice box. Allow time far tbern to look
Answers
Iunny/serious, strange/ordinary
through ali the items (but not tbe text) and note
down their answers. Check their answers.
0 Encourage pairs or individuals to imagine each
situation as they match it witb an adjective.
Answers
a 2, 5, 6
b 4, 8, 10
e l, 7, 9
d 3
1
Extension idea lf time
Answers
2 serious
allows, first practi se the
3 awful
4 ordinary
5 strange
6 fantastic
technique used in the exam task at sent ence level:
1 Look at questions 1-4 below. Which tests: a modal
0 In Speaking Part 4 they will be talking about' personal
verbs? b adjectives + preposition? e words with similar
experiences. Encourage them to describe more than
meanings? d adjectives ending with -ed or -ing?
one situation using each adjective. If necessary,
2 For each question, choose the correct answer,
A, B, C o r D.
explaín that behind your back rneans 'wíthout you
knowing',
1 Megan is proud ... what she did yesterday.
Feelings
@
Students work in pairs. One describes
Extension idea
Girt:
a situation they have experienced and the other has to
guess
Everyone clapped. 1 was delighted when 1
heard thatl
which adjective best sums it up (e.g. their phone
Picture B.
keeps on ringing but when they answer it there's never
Boy:
anyone there [annoying]).
1
was really excited about that concert, 1 just
had to see it, but thousands of other people
wanted tickets too. That's why the queue was
Speaking
Parts 3 and 4
so enormous.
O Encourage ihem to paraphrase if necessary. Suggest
Friend:
How long QiQ you have to wait?
Boy:
Six hours. 1 was so bored I But just befare I gol
they think of more than one adjective to describe how
they might have been feeling, and give reasons.
to the ticket office, it closed I They' d sold al! the
Also introduce the question 'What do you t h i n k was
tickets.
his/her reaction? ', as a form of this will appear in
Exercise 3.
Friend:
What � your reaction to that?
Boy:
1 was angry. A lot of people had bought ten or
Suggested answers
twenty tickets each, so they could sell them
A: I can see a girl. She looks like she's making a
later and make money.
speech at her school or colle ge. She seems nervous.
B: 1 can see a boy. It looks like he's in a long queue
0 Remind the class that Part 4 of the Speaking paper is
always linked to the theme of Part 3. Monitor pairs as
for an eve nt. He looks very bored.
they talk, and give feedback when they have finished.
@ {) P l a y the recording once, and again if necessary.
Writing
Answers
A: At the beginning, she felt nervous. After a few
O Emphasise the importance of re levance when replying
minutes she began to feel (more) relaxed. At the
end,
to a letter. Then ask far the answers - and for reasons
when everyone clapped, she was delighted.
B: He was excited about going to the
Part 3
why the others are irrelevant.
concer t.
After six hours in the queue he was very bored.
Answers
In the end he was angry because sorne people
1, 4, 5; include reasons why you like to relax in that
bought tickets to make money.
way.
€) () P l a y the dialogues again, pausing if more time is
f) Give the class time to read through the letter.
Ask what style it is written i n (informal), but leave
needed to fill i n th e rnissing words.
specific examples Cor Exercise 3.
Answers
Answers
l did, feel
2 happened, end
3 did, have
1 (Where) her own room
4 (When) weekends
4 was, reaction
5 (How) read an interesting book
'
Reasons (why): warm and cosy, she can listen to
Extension idea The class
practise these questions with
her favourile rnusic, nobody comes in, no phone
the same intonation as the spea kers on the recording.
calls
Play each of 1-4 again and chorus dril!.
Recording script
coi
Track 2s
€) Explain ·any expressions they may be unsure of.
Picture A.
Answers
Girl:
.
Friend:
Well, once
I
had to make a speech to nearly
Lots of !ove (E), Ali the best (E), Don't forget to
the whole school, in front of hundreds of other
wr ite soon (E), Dear George (B), Well, that's ali for
students.
now (E), Thanks for your letter (B), This is j u s t a
How did you feel?
qui c k letter to say (B), lt was great to hear from you
(B), Hi Lisa (B), Give my lave to everyone (E), Sorry
Girl:
At
first
I was really nervous and I eouldn't
remember what
I
I've taken so long to write back (B)
had to say. 1 needed to keep
looking at my notes. But after a few minutes
1 started to feel a bit rnore relaxed, and then 1
e
,----------------------,
Answers
just talked and talked.
Ffiefld·
Used in letter: Hi Nathan, Thanks for your letter,
What happened in the end?
it was great to hear frorn you, Write soon and Jet me
know, Ali the best
Unit 5
0 Aliow a minute for them to sean the letter for this.
In class
O Divide your class into pairs. There should be no more
Answer
than ten pairs in the class, so if you have more than
so (nobody comes in)
20 students ( o r a n uneven nurnber), sorne will need to
1
0 Point out that the word order in these cause/result
work in groups of three.
6 Give each pair one of the conversation prompt cards.
sentences sometimes has to change.
They should not show these to the other students in
Answers
the class. If you have fewer than ten pairs, you will
2 1 never gel tired of going to the cinema because
not need to use ali of the cards.
there are so many good fi l m s .
3 Since I don't
have much homework to do, I often go out in the
evenings.
4 I enjoy water skiing a lot because it's
really exciting.
5 l've gol sorne really good games,
so I'm on my PlayStation® every day.
0 They imagine they are having a conversation with
each other, and that one of them has just said the
sentence at the end of tbeir card. They are going to
continue the conversation, but they are not allowed to
use any of the words in bold.
fJ
They have five minutes to plan what they are going to
�-------------------�
say. They can make notes, or write a short script far
Sample answer
their conversation.
Dear Libby,
It's nice to hear from you. You ask about something
Copy the following onto the board:
exciting I do and the answer is easy: horse riding in
the mountains!
Adjectives: crazy
It's great because on a horse you can get to
impatient
beautiful places that are impossible to reach
or even by bike. Sometimes we're so high
by car,
up that
depressed
jealous
nervous
disappointed
proud
fond
satisfied
tired
Prepositions: about
of
with
in winter and spring everything is covered in snow
Phrases: . . . sports like motor racing.
. . . going to
and the views are fantastic!
my new school.
The paths
along the mountainsides are very
narrow, so it can be a bit frightening if you look
down, but you're completely safe because the
horses know the way - they've been there hundreds
. . . pe o p l ewho are rich.
. . . learning English.
. . . moving to a new city,
. . . my exam results.
. . . my parents.
. . . our team's football score.
always late.
. . . peo ple who are
. . . pizzas and burgers.
of t i m e s !
In your next letter tell me about the exciting things
0 A her five minutes, ask them to stop. Tell thern that
they are now goi ng to act out t heir conversation,
you do!
without using the words in bold on their card. The
Bye far now,
other pairs should listen to the conversation and
Keira
decide wbat the ' o p e n i n g ' sentence was. They then
reconstruct this, using the words and phrases on the
board.
Unit 5 photocopiable activity:
What are you talking about?
Time: 20 mins -
"
Each sentence should begin with I'm, followed by an
adjective, a preposition and a phrase, in that arder.
0 The pair with the Conversation 1 card begins
speaking. They have a m a x i m u m of one minute.
Objectives
•
After they have acted out their conversation, the otber
Tu.revíew and practise adjectives and their
dependent prepositions from Unit 5
pairs have about 30 seconds to construct the opening
sentence, which they write on a separate
sheet of
paper.
•
To Jet students act out mini role plays in a
serni-controlled task
•
To practise
paraphrasi ng
0 Repeat Step 5 w i t h the other pairs / conversation
cards until they have ali finished. Review their
answers. The pairs win one point for each correctly
constructed sentence. You can also award a point
Before class
to the 'speaking' pair each time their unspoken
Make one copy of the activity, and cut into ten cards.
'openíng' sentence is identified.
Answers
See the photocopiable cards on the next page.
Feelings
@
Unit 5 photocopiable activity
What are you t a l k i n g about?
Conversation prompts
>:g Cut along the dotted lines to divide these into cards.
;·········· ..··········-····
-
..·-···""
,...
..
·-·
..
.
.
. ..
..
·········-
..
""'
······-························;
; Conversation 1
!
Here is the first sentence of your conversation. Do not read this sentence out, and do not use the words in bold at
!
any time in your conversation. You have a maximum of one minute. 'I'rn satisfied with our team's football score.'
. . . . . . .. . .. . . . . . .. . .. . . . . .
····•·
.
.
·•·
·••
··•·
..
·•·
.....................................................................................
..
·•··
.
..
-
·-·
.
---
..
··-
..
--····
.
.
.
.
.. . . .
--
-
.....
···-····
..
.
....
...
.
..
..
.
...
. .
""
. .
...
..
..
..
..
..
""
.
.,,
j
Conversation 2
j
Here is the first sentence o( your conversation. Do not read this sentence out, and do not use the words in bold at
j
any time in your conversation. You have a maximum of one minute. 'I'm proud of my parents.'
. . . .. . . . . . .. . .. . . . . .. . .. . . . . . . . . . . . . . . . . . .
.
······-·
·•··
-······
..
-·······
··-····
·-··
.
·······-·
...
·-·
·····
·•··
.
······
·-·
..
-
•···
,
··•·
i
Conversation 3
j
Here is the first sentence of your conversation. Do not read this sentence out, and do not use the words in bold at
¡
any time in your conversation. You have a rnaximum of one minute. 'I'rn crazy about sports like motor racing.'
:., .. ,
,
•
.•
•...
..
·-···
-
_
··-
.••
.•••
.•.
•
•
..
..
.
.
•
•
.
:
.•.
••.
..
.•
.
..
•
•...
...
,
-···
. .•.
!
· · • • · · · · · - · - · · · · · · ·
¡
:
Conversation 4
;
j
Here is the first sentence of your conversation. Do not read t h i s sentence out, and do not use the words in bold at
j
any time in your conversation. You have a m a x i m u m of one minute. ' I ' rn nervous about going to my new school .'
..
:.........................................
..
; Conversation 5
i
Here is the first sentence of your conversation. Do not read this sentence out, and do not use tbe words in bold at
!
any time in your conversation. You have a maximum of one minute. 'J'm fond of pizzas and burgers.'
................................................................. ······-··
•······ . ··--··-· ····-····.
·•····
••·······--··-·•·
.
..
.
.
..
.
.
.
..
:
i
Conversation 6
i
Here is the first sentence of your conversation. Do not read this sentence out, and do not use the words in bold at
'
¡
:
any time in your conversation. You have a maximum of one minute. 'J'm tired of learning English.'
.
·····-···
,
·-·
:
-
j
Conversation 7
!
Here
-···
-··--
.
-·.
.'
.
.
.
.
·-·
.
is the first sentence of your conversation. Do not read this sentence out, and do not use the words in bold at
..
'
¡
..
..
..
any time in your conversation. You have a maximum of one m i n u t e . 'I'rn disappointedwith my exam results.'
..
.
.
"
·•·
•
·
,...
..,.
.
..
..
!
Conversation 8
!
Here is the first sentence of your conversation. Do not read this sentenée out, a n d d o not use the words in bold at
!
any
i
late.'
time in
:
your conversation. You have a rnaxímum of one minute. 'I'rn impatient with people who are always
!.'.
.
:c��;�¡��ti�n9····
· · · · · • · · ·
··········•·······••···•·••····•···········
· · · · · · -
······••·••·····•···-·•·····-•
··-·
--·
...
·•-•···
··-·--·······-···•····
j
Here is the first sentence oí your conversation. Do not read this sentence out, and do not use the words in bold at
i
any time i n you r conversation. You have a maximum of one minute. 'I'rn depressed about moving to a new city.'
:
•·····
. .
..
..
..
. ..
·-·
.
..
..
-···
·-
·•-
..
·•··
-·
··-·--•
.
..
¡
Conversation 10
!
Here is the first sentence oí your conversalion. Do not read this sentence out, and do not use the words in bold at
¡
any time in your conversation. You have a maximum of one minute. 'I'rn jealous
.
@
.
.
of people who are rich.'
.
·-·
.
........
..
··•··
.
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
..
............
r H O T íl l
l Jl ' l 1 1 l l l
1
.
r
•
Word list
t Unit 5
.
Note: the numbers show which page the word ar phrase first appears on in the unit.
amazed adj (48) extremely surprised
get on well with someone v (45)
to like and be friendly
to someone
amusing adj (48) making you laugh or smile
get together v (45) to rneet in arder to do somethíng ar
anger n (44) a strong feeling against someone who has
spend time togetber
behaved badly, making you want to shout at them
or hurt
them
grateful adj (49)
annoyed adj (48) slightly angry
habit n (49) something that you do regularly, almost
feeling ar showing thanks
without thinking about it
ashamed adj (47) feeling guilty or embarrassed about
n (44) jealous feelings
something you have done
jealousy
awful adj (49)
very bad, of low quality, or unpleasant
keen adj (45)
bored adj (47)
feeling tired and unhappy because
mean adj (49) A mean person does not like spendíng
something is not interesting or because you have nothing
wanting to do somethíng very much
money, especially on ot her people.
to do
miserable adj (49)
cheerful adj (49)
unhappy
happy
move away u (44) to go to a different place to live
crazy about adj (47) loving someone very much, or being
negativa adj (49)
a negative effect is bad and causes
very interested in sornething
damage to something; not having enthusiasm or positive
delighted adj (49)
very pleased
depressed adj (47) very
unhappy, often far a long time
opinions about something
ordinary adj (49) not special, different, ar u n u s u a l in any
way
disappointed adj (47) unhappy because someone ar
something was not as good as you hoped or expected, or
positive adj (49) something that is posítive makes you
.because something did not happen
feel better about a sítuation; feeling happy about your life
and your future
embarrassing adj (48) making you feel embarrassed
proud adj (47)
feeling very pleased about s o m e t h i n g you
emotional adj (44 ) showing strong Ieelings, ar making
have done, something you own, ar someone you know
people have strong feelings
relaxed adj (48)
exciting adj (48)
making you feel very happy and
feeling happy and comfortable because
•
nothing is worryíng you
enthusiastic
remind u (45)
to make someone remember something, ar
fantastic adj (49) very good
reme mber to do something
fear n (44)
a strong,
unpleasant feeling that you get
serious adj (49) A serious person is quiet and does not
when you think that something bad, dangerous, or
laugh often.
frightening might happen
upset adj (44)
unhappy ar worrle d because somerhlng
fond adj (47) expressing or causing happy feelings
unpleasant has happened
frightening adj {48) making you feel afraíd ar nervous
generous adj (49)
giving other people a lot of money,
presents, or time in a kind way
Complete PET by Emma Heyderman and Peter May with Rawdon
Wyatt © Cambri dge University Press 2 0 1 0
PI 1 ( ) T ( H '.OPI.·\[ e.E
Unit 6
Leisure a n d fashion
Unit objectives
Lucy:
Yes, but how much TV do you watch a day?
Ben:
l'm nol realy sure. h depends on whether
•
Topics: entertainrnent and media, clothes
•
Listening Part 1: focusing on differences between
1
three pictures
watch A/phabet Road.
Reading Part 2: introduction to task type,
•
Lucy:
Oh? 1 haven't heard of Alphabet Road What's lt
about?
understanding descriptions of people, key words
and distractors
•
•
Ben:
Oh. it's the story of sorne neighbours on a crazy
Speaking Part 4: expanding on a tapie and
street b'• on Thur:sdm and it always
eliciting views from your partner
m-•• me laugh. What's your
Writing Part 2: task cornpletion, focusing on
f8\IOurite programme?
question and content poínts, writing a short
1 don't watch much TV but l love The
Lucy:
rnessage to say thank you
•
Luke Robinson Show. He interviews all kinds of
Grammar: present perfect, already, jusl, yet, far,
peoole. including famous oeoole. Did you see his
since, present perfect or past simple?
interview with Tom Cruise?
Vocabulary: television programmes, going out,
•
have a lot of homework or not. 1 always
been/gone, meet, get to know,
know
Ben:
You're Joklngl I can't stand those kinds of
and fi n á out,
programmes. 1 prefer playing computer games
describing clothes
to watchlng that.
Lucy:
Really? Look, it's 9 pm. Why don't we switch
Starting off
over and watch the headlines? l like to know
O Point out that adven is short for advertisement. We can
also
say ad.
what's happening in the world.
Ben:
Answers
Good ideal Here's the remate control.
@) Encoura ge students to use sorne of the expressions
2 documentary
3 quiz show
S cornedy series
6 chat show
4 the news
Extension idea Draw a type of programme on the
from the recording in Exercise 2.
Part 2
Reading
board for students to guess what it is, e.g. a laughing face
O Altemative treatment Choose eight students to
= a comedy series.
represent the eight dif[erent events. They read the
en
appropriate event description. Divide the rest into
Answer
the ñve groups of people who should read their
They talk about: documentary, comedy series, chat
show, the news.
visit the event
representatives and decide wh i c h is the most suitable
Extension idea Play the recording again but stop just
añer.each expression
description. The groups of people
in bold
event for them.
in the recording script.
Answers
The students write down the expression they have
2 Kids Rock
just heard.
3 Found in Hong Kong
4 Best Frieruis
Recording SCript
CD1 Track 26
Lucy:
Ben, youre watching TV again I What's on?
Ben:
h's a programme about farmers in Kenya
who are trying to save elephants. Did you know
that the elephant population has fallen by 80%
there?
n
5 Prince of Mandavia
6 Univetsity Spolliglu
7 Lialu
8 Reggae Nights
Suggested answer
The
irnpor
t an t information has been
unde rlined.
0 Sorne students might be surprised that two girls are
going to see Fight Planet. Remind them that ali the
answers come frorn the text and not what the students
feel is correct.
º,----------------,
Suggested answers
1
Silvie and Kat are bese [rietuls (Best Friends is
the titl e of H); they saw their favourite band last
week (in C, 'Keith's Door' is everyone's favourite
Answers
band)
G (Fighl Planel) suggested words to underline:
'You haven't seen anything like this befare' (as they
would like to see something complete/y different)
Reasons why they do not choose the other options:
University Spotlight - it says book early; Kids Rock,
Prince of Mandavia, Liala, Found in Hong Kong and
Al and Ed are university students (A
3
mentions students severa! times, e.g. special
discounts for students)
4 Mai is mad aboul
animals (D rnentions no . . . animals here; the
musicians in E are dressed as strange animals)
S Lar a and her mum prefer . . . [uruty to serious
(H mentions a serious look)
Reggae Nights ali contain music and Silvie and Kat
(l) Each group should appoint a spokesperson to explain
don't want to hear more muste
their choice.
Best Friends - there is tiothing different about chis
story
Vocabulary
'-'..--------------Suggested answers
Going out
O E) Encourage the students to cover the words in
2 Teenagers visiting . . . with their parents, ali lave
Exercise 1 as they do Exercise 2.
science fiction, Martha and Artie love live music,
especially reggae, their parents want to see a
Answers
2 admission
musical
6 subritles
3 audience
7 interval
4 live
S review
8 venue
3 university students, want to have fun, can't afford
. . . much money, like listening . . . mu sic
e) {) Fight Planet
4 Lily (19)
...
K e n (18 )
. . . rnad about animals
five-year-old cousin, Mai
, wants Lo drive . . . doesn't
want to pay for parking
Recording script
Uam:
CDl Track 27
Yes. lt was brilliant! My uncle managed to get me
s Lara . . . rnurn prefer sornething funny to serious
a ticket for the early performance. When Monkey
drama, go to bed early, buy sorne presents befare
carne on stage. the audíence went wild. The
they leave
only thíng I didn't like was the venue. lt was too
crowded.
0 Encourage the studenls to cross off the options (e.g.
Fight Planet) as they work.
O Students might prefer to describe something else they
have seen.
Answers
2 B
3 F
4 C
Extenston idea Students produce an entertainment
S E
guíde far their area.
Suggested words to underline: 2 Set in the year 2306,
live musicians play, this show
. . . disco, Adrnission free
4
3 play tbeir records
monkey, elephant and
bear, free parking for every two adult tickets
Grammar
Present perfect
•
s def:initely good fun, not to be taken seriously, gift
shop open during interval
0.---_··--------------,
Suggested answer
O {) They decide to watch the film at home and have
pizza there.
Reconling SCript
CDl Track 28
Tom:
Would you like to see a show tonight?
Evan:
Yeahl Wtry not? We hsven't been out together
Martha and Artie are teenagers and are going out
with their parents. Their parents want to see a
for three months. What's on?
musical. Reggae Nights is a disco (not a musical)
and is for over-18s only. It is likely that Martha and
Tom:
seen ityet?
Artie are under 18. Also, there is no connection
with science fiction, which they ali like.
Well, there's that musical, Kids Rock. Have you
Evan:
'Fraid so. l saw
i
t
last week. 1 haven't seen the
circus show, Uala. �
Tom:
lve already seen Uala. My cousin took me on
Saturday.
Leisure and fashion
@
Evan:
How about Best Friends?
Tom:
Fantastic idea. l've just finished reading the play.
Suggested answers
2 HO\V long have you been at your school?
3 How long have you had your watch?
Evan:
Oh nol
Tom:
Let's stay in and watch a film on TV, then.
lt's
nota play, is it'?
1
don't
fancy thatl
4 How long has (name) been your English teacher?
S How long have you played (sport) /
the (instrument)?
We can't do that My dad's just taken the TV to
Evan:
be repaired. We couldn't go to your house and
watch the film, could we?
Present perfect ar past simple?
O Encourage the studenrs to look at the time adverbs in
Of course! Why don't we get a pizza on the way
Tom:
each sentence first and decide if the time is finished
to my house and we can watch the film and have
(past simple) or not finished (present perfect).
pizza?
Answers
Evan:
What a great idea!
2 Have
6 did
f) {) Check that the class know how to form the
read
go
4 haven't heard
3 saw
S won
7 have . . . taken
present perfect.
6
�
Suggested answers
Answers
l seen it yet
2 seen . . . yet
4 just finished. The present
3 already seen
perfect is used in ali
1 Why did he decide
to beco me a .. . ?
he begin his career?
3 Where did he first work?
4 How did he feel when
four extracts.
you think?
he first began working, do
S How long has he been
6 How many times has he
Answers
2 already
2 When did
\VOD
a .. . ?
a competition?
@) 0 Extension idea Students find out about another
3 yet
4/5 (in any order) already, just
interesting performer.
6 yet
0 Students should read the complete skeleton letter first
to understand the meaning.
Vocabulary
beenlgone, meet, get to know, know and find out
O Focus on the differences between the verbs.
Answers
2 My dad hasn't found a new job yet.
has started a course in computing.
3 But he's/
4 My mum's/
has jusi won a prize in a photography competition.
5 Have you see n the new Kung Fu film yet?
6 I've/have already seen it three times. lt's great!
Answers
I been, been
2 meet
5 getting to know
3 known
4 gone
6 find out
7 What about you? Have you finished your exams
@) Fast finishers can use these verbs to write more
yet?
questions.
Extensíon idea Students write a reply to Har ry's email.
0 0 Ahernative treatment Write Evan's sentence from
the recording: We haven't been out together for three
months and ask the students to rephrase this with since.
Listening
Part 1
O Make snre students find these items:
Elicit suggestions about the difference between far and
backpack, belt, blouse, boots, coat, dress, earring,
since.
glasses, glove, handbag, jeans, purse, pyjarnas,
sandals, shorts, skirt, socks, suit, sweater, sweatshirt,
Suggested answers
I 1998, etc.
birthday, etc.
etc.
2 three years, etc.
3 last year, my
4 (Name of teacher ) / four months,
swimming costurne, T-shirt, tie, tights, towel,
tracksuit, trainers, trousers, umbrella, wallet
5 (Name of s p o r t / the + instrument) / 2005,
last year, etc.
Answers
0 Encourage the students to answer with full sentences,
e.g. · I've lived here for two years:
2 be11t1tift1ls
a long white
a T-shirt
➔
4 f11shion
Unit6
• fashionable
6 a blue trouser
of blue trousers
®
3 a long llfld white _.
beautiful
➔
5 T-shirt
blue trousers / a pair
�
Yesl He's always losing things. We thought
Dad:
he'd
lost his socks but we've found those. Have
Suggested answers
you got his traíners?
Underline
1 Mark's sweater
2 Mary lost
What do they look like?
Girl:
3 John lost?
CDl Track 32
4 coat
Four. Which coat is Barbara talking about?
Differen ces
Barbara:
1 There are three coitan sweaters, A is plain with a
1
find it. She's going to be so angry with me.
v-neck, B is patterned with a V-neck and C is plain
We've got several coats. What does it look
Gir1:
with a round neck
2 A is
was wearing my sister's coat and now I cant
like?
a towel, B a p a i r o f earrings and C a purse
1
3 A are
trainers, B socks and C sandals
lts Quite long with five or sjx buttons do�n tbe
Barbara:
front.
4 There are three long coats, A has six buttons and
two pockets, B two buttons and no pockets and
Gir1:
Anything in the pockets?
C six buttons and no pockets
Barbara:
lt hasn't got any pockets.
(?) {) Students should listen to each recording rwice.
Remind them to take
notes as they listen. Students
0 Altemative treatment Student A telephones
Student B. the lost-property officer.
can then compare their answers in pairs using any
notes they have taken.
Speaking
Part 4
Answers
1
C
2
B
3
A
4
As a wanner In pairs, students take turns to describe one
C
of the photos .
Recording script
COI Track 29
O Remind the students that the Speaking Part 4 exam
question generally has two parts, e.g. things you like
One. Which is Mark's sweater?
Excuse me. l've lost my sweater. 1 left it by the
Mark:
to do at home aru1 things you like to do when you go
out.
pool. lt's a plain one - tbere's no pattem or
anythjng on it. Has anyone handed it in?
f) @ () Jon and Ivan do a model task, so these are also
correct answers for them.
Girl:
Let me see . . . . We've only got three sweaters
here, 1 think. Is it this one? lt's got a V-neck.
Sorry, no! Mine's gota round neck. Ohl
Mark:
Answers
2 V
3 Jt
4 V
s v
6 Jt
7 Jt
There it is! lt's that one therel Toe cotton one! lt
Note: 3:
Students should avoid changing the tapie
was very expensive.
completely and talking about something they have
.
Well, be more careful with it next time I Here you
Girl:
arel
S : Candidates
should look at the ir partner and not the examiner.
COI Track30
Mary:
already prepared, e.g. where I live.
6:
Students should try to take turns to speak and not
Two. What has Mary lost?
domínate the conversation.
Hi 1 1 was emptying my backpack in the sports
should always aim to speak for two to three minutes,
centre café because
I needed to pay for
something and I couldn't find my purse.
7:
Although students
if they run out of things to say, the examiner will ask
a pronipt question that is related to the tapie, e.g. talk
about whac you don't like.
How much money was in it?
Girl:
••
Mary:
Girl:
•
Oh . . . it's OK, 1 found that. but I had a pair
Recording scfipt
of earrings insjde my bag too . . . in a little kind
Examiner:
Now I' d like you to talk together about what you
pulled my towel out Has anyone brought them
like to do at home and what you like to do when
here?
yougoout
Sorry, no . . .
Jon:
Three. What has John lost?
Girl:
Your photographs showed people going out.
of pocket . . . a n d I t h i n
k they fell out when 1
So. lvan, what do you like to do at home?
Do you like watching TV?
CDl Track31
Dad:
COI Track 33
lvan:
Yes,
l love watching TV
. We normally switch on
We've come to pickup John and he's playing
the TV after dinner and watch a film, a football
tennis in his sandals.
match or a documentary. What about you? Do
Really?
Leisure and fashion
@
you like watching films?
Jon:
lvan:
Jon:
Suggested answers
Yes. but I prefer watching sports to
2 No,
documentarles. 1 find documentarles a little bit
playing cards or other games with my two brothers .
borlng. Did you see the basketball match last
On Sunday afternoons, we often stay in and play
night?
together,
No, 1 didn't, When l'm at home I also enjoy
3 The cinema is very expensive but I go with
play ing cards or other games with my two
parents once a month and they pay.
brothers. On Sunday aftemoons, we often stay
4 No, not yer. l like going to see shows with my
in and play together. Do you ever play cards at
farnily.
home?
musicals like Cars, \Ve Will Rock You! and the
No, not really. When
I
go out with my friends
we usually meet in the local shopping centre.
lt's
not much fun. 1 love going to the cinema,
but it's very expensive. Er, how often do you
I
didn't.
I don 't
When I'm at home
I
also enjoy
really like serious plays but
I
my
lave
Lion King.
5 I like sorne musicals but I think I prefer the
cinema. My sister reaJJy leves the ballet. I've been
once but r thought it was too long and slow.
I
think
it was Swan Lake.
go to the cinema?
lvan:
1
agree with you. The cinema is very expensive
but
I
go with my parents once a month and
they pay. Have you seen the new Batman film
Extension idea Photocopy the recording script on pag e
142. The students read and listen again and compare
their suggestions in Exercise 5 with Jon's and lvan's.
yet?
Jon:
No. not yet l like going to see shows with my
family. 1 don't really like serious
plays but l love
mus icals like Caes. We Will Rock You!and the
º,--------------Answer
The clothes you wear during the week and the
clothes you wear ar weekends.
Lion King. Do you like musicals?
lvan:
Er . . .
1
like sorne musicals but
I
think
I
prefer
0 Remind students that they won't have any preparation
time in the exam.
the cinema. My sister really laves the ballet.
l've
been once but
I
thought it was too long
Suggested answers
and slow. 1 think it was Swan Lake. Do you like
When we have sport.
What do you wear far
I wear a tracksuit.
sport?
classical music?
Jon:
Oh no I My brother .. . er . .. plays the vi ol ín an d
we went to a classical
I
music concert with him
last year. lt was awful! 1 wanted to wait outside
clothes when I get
but my mum said I had to sit there. lt was two
home from school.
What about you?
Two hou rs long ? Pooryoul
wearing fashionable
Do you like wearing
clothes.
sma rt clothes?
and both expand on the tapie without changing the
On Sundays,
I
often
subject completely.
have to wear smart
Answers
2 False
clothes?
At weekends I like
0 Point out that Ivan and Jan ask each other questions
l True
Do you chang e your
Why (not)?
hours and there was no interval.
lvan:
often change my
clothes,
Can you choose which
clothes you buy?
3 False
I like choosing my own
0 0 {). These are Jon and Ivan's answers but any full
clothes.
lf not, who chooses
your clothes?
answer which doesn't change the tapie completely is
1 don't like wearing
fine.
skirts very rnuch.
What clothes do you
filtl
0 Altemative treatment Record
like wearing?
each pair doing the task.
Play back each pair to the class, who listen and use the
checklist in Exercise 2 to see how successful each pair
IS.
@
Unit6
Writing
Part 2
Vocabulary and grammar revieiu
O Pre-teach
vase and
Unit 5
naughty.
Suggested answer
Answers
The cat broke the vase. lt knocked the vase off the
furniture. Water spilled on the floor.
Vocabulary
f) Point out that in the PET exam, the question is likely
to be more mundane, e.g. like the question in Exercise
O 2 of
9 of
3 with
4 on
5 of
6 abou t
7 about
8 about
10 of
5, which is a more accurate reflection of a real exam
f) amazing, interes t ing , embarrassed, frightened,
task.
am u se d
Suggested answers
aunt's cal, She . . . sent
money, an email to . . .
€) Across: 3 mean
Aunt Kath, thank, what
4 a fr aid
7 emotion
9 awful
buy, describe . . . cat did,
11
ought
12 lucky
13 lave
35-45 words
Down: 1 sad
8 O Point out that if a candidate does not include a li
8 negative
2 habit
S jealous
6 grateful
10 proud
three points, they cannot be awarded more than a 3.
Suggested answers
Although 1
(Bettina's answer) is very well written
(with no spelling mistakes and a very good use of
Grammar
O 2 can't
3 shou ld
4 C ou ld
S don't have to
6 m i gh t
7 have to
grammar), well organised and the message is clear,
she has not included the three content points (she
does not describe what the cat did). She can on ly be
given a maximum of 3 marks.
2 (Katia's answer) is less accurate (see corrected
Vocabulary and grammar revieiu
Unit 6
version below) but it is well organised and the
message is clear. She h as included ali three content
Answers
points and so her teacher could give her 5 rn arks .
Vocabulary
Suggested corrections
O 2 Audiences
3 live
4 reviews
5 performances
1 Thank you very much for sending me so rne
6 ad m ission
7 interval
money. As you know, 1 love science fiction fil ms
and so J think I'rn going to buy a new DVD. 1
E) 2 c
3 A
4 A
5 B
6 B
haven't seen al i the 'Star Wars' films yet. Your cat
broke
my mu m's flower vas e but don't worry. she
has another one.
2 Money is
Grammar
a great present - tha nk you very muc h.
€) 2 since three years sgo
➔
for three years / since 2007
I wi ll buy a new game fu!: my computer. The cat is
3 he's gone
he went / he's gane to D ubai (with no
➔
much worse than my little brot her. !'ve had a b.ad
t i me adverb)
headache
for a wee k!
J've already
ever
0,------------------,
Sanij:,le answer
Dear Dorota,
Thank s so much
4 gone
➔
been
S Already !'ve
..
•
6 1 looked
8 hss gi..-en
➔
gave
come
10 didn't decide
opened
➔
opened
-+
-+
I've looked
9 j ust esme
7 ne..-er
•
.. has j ust
haven't decided
11 hss
12 whst h tt p p e n e d -+ what h as
happened
for the money you sent me for my
birthday. You know how much I lave new clothes.
I' m g oing to buy thos e l ight black j eans I saw last
O 2 've/have never lived / 've/have not lived / haven't
lived
3 sin ce
4 've/have known
5 seen
week. Wh y don't you come with me next week to
buy them?
Yours
M a g da
Leisure and fasbion
@
0
Unit 6 photocopiable activity:
fter asking q u e s t í o n s , the studen t s then decid e in
A
their pairs whether the sentence
True or false? Time: 30mins +
They vote by hol d ing
s true
or false.
i
p one of their True/False
u
cards . They then win points as fo ll o w s :
Objectives
•
•
To review the present perfect (comparison with the
•
hey vote
'True',
ey win
th
lf the sentence is false and they vote
'F
alse ',
hey
t
win one point.
To practise asking questions to confirrn whether
sornething is true or false
•
L
one point .
. past simple)
•
If the sentence is true and
•
1
f the sentence is
student
To reach decisions about whether they believe
p
alse and they
ote
v
'T
rue', th e
air who read out the sentence win one
poin t. They also
something to be true ar false
f
win
one point if their s e n t e n ce is
true and the stude n ts vote ' F al se '.
(l) Steps 4 and 5 are repeated
Before class
Make one copy of the activity
for each pair of students in
your class. Cut into two sections along Lhe dotted line
and cut the bottorn section into True/False cards.
wíth
the s a me st u dent
p
air
t the front of the class readin g out one other s entence
a
on t h eir activity sheet.
f) Steps 4 and 5 are then repeated with the other s t ude nt
pairs coming up and reading out their sente n ces.
In class
The winn i ng pair is the pair at the end of the activity
O Divide your class into pairs (if you have an uneven
with the most points.
number of studenrs, sorne will have Lo work in a
group of three)
and give each pair the main part of
the activity. Do not give out the True/False cards yet.
6 Explain that they are each going to write four
sentences describing sorne of their experiences.
The categories are on their activity sheet, and each
student in the pair should choose four of these
categories. In the space underneath, tbey should take
it in turns to write complete sentences using eitber
t h e past simple or the present perfect.
However, not ali of their sentences need to be true:
they can make thern up, The only rule is tbat they
need to be beiievable (for example,
'l've
been to the
moon' would not be an acceptable sentence).
0
All
ow them about ten minutes far t h i s , the n ask
to stop w r i t i o g .
G
t
he m
i v e each pair a True and a False
card.
0
k one pair to come to the
As
their com p leted
s
entences.
ront of the
f
A
cl
ass with
sk one of them t o r e a d
out one of their sentences to the rest of the
other students , in their
sentence is true
or
fal
pairs,
c
s
tu d en t.
he
T
•
should decide
s e far that
lass.
irthe
ey can
Th
do t h i s by as k i n g the student sorne que s tions , which
should
t
@
e l li o g
help
t
he
Unit6
them to establish
truth,
w
hether he/she is
r whether he / she is l y ing.
a
Unit 6 photocopiable activity
True or false?
Work with your partner. Take il i n turns to write about things that you have done, or t h i n g s that have happened
to you, below. You should eacti choose four of the categories (in other words, you each write four sentences). You
should not choose the same categories as each other. Your sentences can be true or false, but they must be believable
(for exarnple, you cannot say something like 'l've been ro tiie moon'). Write complete sentences, using eitber the past
simple or the present perfect (for exarnple,
'f
went lo Japan last year;
'l've
been
lo
Ja pan').
If there are three students
in your group, two of you should choose three categories, and one of you should choose two categories.
(Don't forget that if you use the past simple, you must say 1vhen it bappened).
A film you have seen .
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A country you have visited .
. . . . . .
'
. . . . . . . . . . . . . . . '
.
'
A famous person you have met .
.. . . .
. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '
.
An unusual food you have eaten.
· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · • · · • · · - - · · · - · · · · · · · · · · · · · · ·
A concert, show or other live event you have attended .
. . . .
. . . . . . . . . . . . . -
.
Something that you have never done before. (You can only use the presetü perfect here.)
· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
Something funny that has bappened to you .
.. . . . . . . . . .
. . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . .
. . . . . .
. . . . . .
. .
. . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . . . . . . .. . . . . . . . . . . .
A strange, unusual or exciting experience you have had.
a,
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· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · • · · · · · · · · · · · · · · · · · · · · · · · · · • · · · · · · · · · · · · · · · · · · · · · · · - · · · · · · · · · · · · • · · · ·
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge
University Press 2010
PHOTOCOPIABLE
Word list
Unit 6
Note: the numbers show whicb page the word or phrase first appears on in t h e unit.
admission
n (53) the money that you pay to e n t e r a place
the news n (52) the announcernent of importan! events
on t el e v i s i ó n , radio, and i n newspapers
audience n (53) the people who sit and watch a
not rnodern
performance al a theatre, cinema, etc.
old-fashioned adj (57)
button n (57) a small, round object that you push
patterned adj (57) with a design o[ lines, sbapes,
through a hole to fasten clothing
colours, etc.
cartoon n (52) a film made using characters that a re
performance n (53) acting, singing, dancing, or playing
drawn and not real
music to entertain people
chat show n (52) a television or radio programme where
pocket n (57) a small bag that is sewn or fixed onto or
people are asked questions about themselves
into a piece o[ clothing, a bag, the back of a seat, etc.
comedy series
n (52) a group of funny television or
radio programmes that have the same rn a i n characters or
purse n (57) a small container for money, usually used
by a woman
deal with the same subject
quiz show n (52) a televisión or radio programme in
cotton n (57) cloth or thread that is produced from the
which you answer questions
cotton plan t
review n (53) a report in a newspaper, magazine, or
documentary n (52) a film or television programme that
programme that gíves a n opinion about a new book,
gives facts about a real situation or real people
fi I m, etc.
earring n (57) a piece of jewellery that you wear on or
round neck n (57) an opening for your neck on a piece
through your ear
of clothing which is i n the shape of a circle
fashionable adj (57) popular at a particular time
sleeve n (57) the part of a jacket, shirt, etc. that covers
your arm
find out v (56) to get information about something, o r t o
learn a fact for the first time
sleeveless adj (57) describes a piece of clothing with no
sleeves
get to know v (56) When you get to know someone, you
striped adj (57) with a pattern of stripes (a long, straight
learn more about them.
area of colour)
handbag n (57) a bag carried by a woman with her
money, keys, etc. inside
subtitles n' (SS) words shown at the bottom of a cinema
or television screen to explain what is being said
interval n (53) a short period of time between the parts
sweater n (57) a warm piece of clothing which covers
of a play; performance, etc.
the top of your body a n d is pulled on over your head
know v (56) to be familiar with a person, place, or thing
because you have met them, been there, used
it,
etc.
tight adj (57) fitting your body very closely
before
venue n (53) a place where a sports game, musical
live adj (SS) A live performance or recording of a
performance, or special event happens
performance is done with an audience.
V-neck n (57) a V-shaped opening for your neck on
meet v (56) to see and speak to someone [or the first
a piece of clothing, or a sweater, dress, etc. w i t h this
time
opening
@
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2 0 1 0
e l l l l : 1 11 : 1 1 1 ' 1 • 11 11 1
KlRESS TEST Units 4-6
O Complete the text with the correct comparative or superlative form of the word in
italics. Remember that sometimes you will
need to change the whole word and/or add
other words.
o
Lake Baikal is (deep) .. . . d�ii-p.4-r . .. . than 1,700 metres in places. In fact,
írs
the
(deep) . . . .4�.e,p11s.t . . . lake in the world.
I leve travelling and have spent much of rny life on the road. l've had lots of good
experiences, but sorne experiences have been (1) (good)
than others.
1 loved Switzerland, for exarnple, and last year l travelled around the country by bicycle.
Switzerland has sorne of the (2) (high)
mountains i n western Europe, so in
rnany ways it was (3) (difficult)
than cycling in my own country.
However, the countryside there is probably the (4) (beautiful)
you
w i ll s e e anywhere in the world, and the (5) (good)
way to see it is slowly,
either on Ioot or by bike. The cities are probably the (6) (safe)
in the world for
cycling, because there are special roads for cyclis ts. The (7) (bad)
experience
I had there was when I lost my passport. Fortunately, someone found it and handed it i n to
the police. On another occasion I decided to cycle from Geneva to Base! without stopping.
However, it was (8) (far)
than I thought, and the road between the two cities
was the (9) (busy)
wasn't
and (10)
i n the whole country, so it
(noisy)
a very pleasant experience!
f) Read the text below and choose the correct word for each space.
·
O
Th e water 1s
O
. . . . . .. .B
........
díirty, so don ' t sw1m
·
·
·
1n
11.
e most
@extremely
Amuch
lt's very cold today. I n íact, it's (1)
D absolutely
freezing. 1 hope it's better on Friday, because
our history class is going on a school (2)
on one of these (3)
to the countryside. I haven't been
, but everyone tells me they're great fun. We're going
to look for old objects that are buried under the ground. This is (4)
more
exciting than it sounds, because sorne of these things can be quite valuable. For example,
a boy I (5)
(6)
a t a party last year had found an ancient coin worth .ll,000! I was
that sornething so small could be so valuable. Unfortunately, it's not always
easy to find these things, because sorne of them can be (7)
underground and we (8)
deep as two rnetres
use special equipment to fiad them. lt would be great
to find something very valuable, like a box of Rornan gold, but we would probably be satisfied
(9)
an old plate or sornething like that. Of course, we (10)
anything, but at least we get a day off school !
•
B very
e so
D absolutely
A· t r i p
B travel
Cjourney
D voyage
3
A just
B already
e yet
Dnow
4
A little
B lot
Cmuch
Dmany
5
A
B met
C discovered
Dknew
6
A surpríse
B surprised
C surprising
D surprises
7
A very
B almost
e so
Das
8
A
B have
e should
D could
9
A of
B with
e for
D about
B could
C can
D might
1
A
2
10
A
too
found
must
should
not find
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
P I H I I C JI . O P l .\ 1 1 1 1
w
-
I.SI Unlts 4-6
1
8 Here are some seoteoces in which sorneone is talking about dolphins. For each question, complete the
second sentence so that it meaos
O
the same as the first, using no more than three words.
Dolphins can understand and follow simple instructions.
Dolphins are . p..Qg(l-_ .ti?. '.l-!1\Q(l-,r,.str.:':l.4. and
l
follow
simple instructions.
l was fascinated by dolphins when I was very young, and I still am.
I have been fascinated
2
l was very young.
Did you know that dolphins are more intelligent than dogs?
Did you know that dogs are
3
as dolphins?
Perhaps there are sorne people who don't realise how intelligent dolphins are.
Sorne people
4
how intelligent dolphins are.
ago I received an email inviting me to a lecture on dolphins.
A few minutes
an ernail inviting me to a lecture on dolphins.
I
5
If you want to come too,
ít's
not necessary to book
Lf you want to come too, you
tickets in advance.
to book
tickets in advance.
0 Read this conversation and use the words in italics to complete the seoteoces using the past simple or
the present perfect. In some cases, you must change the form of the verb. When you use the present
perfect, you should use short forms (I haue
- I'ue, she has
- she's, etc.), because this is an informal
conversatioo.
l c a n g o o u t with you tonight because O (I / already / do)
Angie:
Hi, Michael.
Michael:
Helio, Angie. How are things?
Aogie:
Fine.
My week (1)
.i'Y!!-:
my homework.
.�r.t?:�i .4'?�. . . . .
(be/ good)
so far, but
it's
only Wednesday. What about
you?
Michael:
Great, thanks.
Angíe:
Party? Which party?
Michael:
Rosanna's,
Angie:
No,
Michael:
Really?
Angie:
(4)
Michael:
Oh, me neitber. So,
Angíes
.
(3)
(2)
(I / not / go)
ell,
Why not?
L
Angie:
Y
Michael:
C
Angie:
W
I've
come
with
ucky you.
(7)
(S)
(I / never / see)
j
an
ome with you?
(8)
(I /
lots . Next week
ot two tic k ets , but unfortunate l y
g
me
c
a ll ed Rats.
I'm
going to see North Pacific.
(9)
(I /
ess to
already / ask)
J
.
Angie:
Why don't you call the theatre far a ticket?
well,
. .
sical
c
O
.
A mu
a musical befare.
see)
Michael:
. . . .
instead?
(what / you / do)
to a play at the theatre.
ou're
ell,
okin g!
•
me.
(I / go)
(6)
Michael:
I
last Saturday?
.
(She / not / invite)
W
h
the party
(you / enjoy)
never mind.
. . . . . . . . .
.
. . . . . . . . . . . . . .
erhaps they
P
(10)
(not / sell o ut / yet)
.
•
PHO r o c u u x e u
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
1
0 In these sentences, rearrange the letters in bold to make words.
When my mobile phone was stolen, I went to the olicep ottisna
. . . . . p�_l,i�.
1
�f:�t!'??! . . . . . to report the t heft.
There's a psnohigp neectr
near my house where you can buy
inexpensive clothes and electrical items.
2
If you want to send an email and have a coffee at the same time , there's an teintner éafc
. . . . . . . . . . . . . . .. . . . . . . . . . .. . in the town centre.
3
The rat leglyar
on George
Stree t has
sorne really interesting
exhibitions.
4
, where I meet my friends on Saturday morning, is
The oyuht ucbl
always very busy .
5
The rtoitus feoicf
is a good place to go for information about the
town and area.
0 Correct the mistakes in these sentences.
O
I'm a bit depressed for my exam results because I only got an average score oí 42 % .
. . . . . . . . .
4, p.�,ll:� . .
1
�t!r. :: .�p.r:e,$$H)_ �
.
learning English at school and I never get boring with my lessons because our teacher
I lave
is such fun.
. .
.
2
.
. . . . . . . . . . . . . . . . . . . . . . . . .
.
. . . . . .
.
Our football team won by 5 goals to I, which was a really surprised result.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
.
.
. . . . .
.
. . .
.
.
I'm quite a calm person, but I get really angry for people who drop litter in the street.
.
4
.
.
.
.
.
. .
.
. . .
.
. . . . . . . . . . . . . . . . . . . . . .
.
We were all looking forward to Peter's party, so we were all disappoint when he was ill and
had to can cel it.
.
S
. . .
.
.
.
.
.
. .
.
.
.
. . . . .
.
.
. .
.
. . .
.
. .
. .
.
. . . . . . . . . . . . . . . . . . . .
.
. . .
Caro! is a good friend: she's a wonderful person and !'ve always been very fond about her.
. .
.
.
. . .
. . .
.
.
. .
. .
. . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f) Complete these sentences with the correct form of these words or expressions. Use each
word/expression once only.
be
f:i.nd out
!�:1:-t
get to know
go
·
know
meet
Joann e at a party and we got marr ied two years la ter.
O
l
1
Ti m has
2
1
3
At first I didn't like Heidi, but when I
4
I
to the cinema, and I have no idea when he'll get back.
a bit of Japanese when I was younger, but I've forgotten most of it now.
was furious when I first
her better, I thought she was great.
that Jake had u sed my computer without asking
me.
5
I've only
Complete PET by Emma
to London once and I didn't Jike it very much.
Heyderman and Peter May with Rawdon Wyatt © Cambridge
University Press 201 O
l'HU I U C U l ' l , \ 6 L E
Unit 7
Out a n d a b o u t
Listening
Unit objectives
Part 2
•
Topics : weather, transport
•
Listening Parl 2: focusing on instructions and
information from the instructions and items befare
questions, analysing options
they listen. This provides a context for the dialogue
O Explain that the purpose is to practise obtaining
and should enable them to predict the gist of its
•
Reading Part 1: identifying text purpose
•
Speaking Part 2: giving and asking for reasons
content.
and preferences, weak forms
•
Answers
Writing Part 1: transformation dialogue,
1 a Ch loe
i d e n t i f y i n g parallel expressions
of extreme weather conditions
e taking photos
d the weather in
her country, when she began taking photos of bad
Grammar: future: will, going to, present
•
b an interviewer
weather, what she uses to pbotograph lightning,
continuous and present simple
where she takes photos during thunderstorms,
Vocabulary: adverbs oí degree,
•
too and enough,
what she most likes photographing in winter, what
prepositions oí movement, on foot, by car, etc.,
she photographs when it's windy
e the weather
compound words
in the speaker's country, bad weather, lightning,
thunderstorms, winter weather (ice/snow/frost),
Starting off
windy weather
O Students match the words with the correct píctures,
then discuss the pictures briefly. Possibly revise
6 O Refer the class to the Exam advice box, then play
the recording twice, in exam conditions. Then check
vocabulary such as impatient, bored, frightened, airaid,
their answers.
uncomfortable, sick.
Answers
6 Pairs or groups fil! in the words. Explain any new
terrns, or encourage them to use their dictionaries.
1 B
2 B
3 C
4 C
S A
6 B
1
Highlight weather collocations: higb (not hot)
temperature, wind blowing, strong (not hard) wínd,
Also mention 'raining heavily' (not strongly, hardly,
Recording script
e□, Track 34
lnterviewer: Tell me, Chloe, have you always been interested
etc.).
in the weather?
Chloe:
Oh yes. lt's really fascinating in this country
A.nswers
because it can be quite different in the north,
2 temperature, hot, degrees, centigrade
get wet
lightning
4 gale,
6
blowing
3 showers,
in the west and in the south, far instance, and
5 thunderstorrn,
it doesn't usually stay the same for long. lt can
freezing, frost, snowfall
be warm and sunny one moment: wet and cold
•
the next. In fact, you can sometimes have ali four
€) Check understanding oí extreme and its opposite, mild.
seasons in one dayl
Opinions on the conditions may vary: -SºC in winter
may seem quite rnild to students from northern Russia;
lnterviewer:
40°C not at ali extreme to those from parts of the
Middle East! Encourage pairs to use
So when did you first photograph storms and
things like that? Was that while you were at
more adjectives
university? Or in your first job?
of emotion (Unit 5) such as depressed, excited, etc.
Chloe:
Extension idea Pairs ask questions about various places
at the moment, e.g. 'What do you think the weather's like
in London?', 'I think it's probably cold and raining.'
No no, 1 was much younger than that. 1 was just
a kid. really. We were coming home from holiday
and we got caught in a thunderstorm. 1 took
sorne pictures and luckily they carne out really
well. Since then l've done lots of other kinds of
photography. especially when I was a student,
but I still love photographing lightning.
@
Unit7
lnterviewer:
That
must
be
quite
Alternative treatment Give
How do you get
difficult.
s
good
cript on
143 . They shou l d
page
ptions for each
Ch loe:
the
have t
o
l'ye
f the entire
copies
notice
th
o
at ali the
pictures?
o
Well.
pairs
first thing
be
had
is the
expensive,
mine for
right
camera.
or particul arly
many years
ones.
But the
main
thlng
is
are
de
alt with
avoid
s
ection of text. Point out that there
s
peech after each
-
using
ach
in
fairly short
a
where you
ite
so
m. Go through ali
the
o
p tions for
sed for the options
i
go
rne untested
is
tem, e l i c i t i n g the paraphrase
e
digital
item
doesn't
modern
I
- and
lt
u
y other reasons why they are r i g h t or w r o n g .
and
an
to take your pictures.
Answers
lnterviewer:
Which
are the
best places?
1 A it c an be qui te different in
Chloe:
Well,
sorne
bedroom
people take
windows,
photos from
but
l
live
in
B it doesn' t usually
their
can be warrn and
a flat where
there's no real view of the night sky and so I have
co
ld
t
he next
s
y the same far l o n g . lt
sta
unny one moment; wet a n d
C It can be
ne m o m ent ; wet and
o
to
go
out
Stand ing
a thunderstorm
into
the
start
is
in
rather
countryside,
taking
fields and
pictures.
on
hills during
dangerous.
park.
open
You're
so
the window
much
sometimes have ali
I drive
saterwith
and
2 A Or
metal
around
you,
like
on
a
fo
hat whil e you
So what
about
photography during
1
really
enjoy taking
winter
ld the next
. . .
you can
ur s e a s o ns in one day
. No no,
1
was
B I was jus t
a
kid
. .
much
C Was
re at university? . . . No no, I was
we
photos.
hat
t
the day?
3 A l avoid
Chloe:
arm and sunny
w
plane.
much y o u n g e r t han
lnterviewer:
co
y o u r fi r s t j o b?
younger th a n that
ali
t
that
in
he north
t
Y..-hen it's really
usin
g digi t al
be e x pe nsiv e
nes
B lt dcesn't have
o
to
C !'ve had mine for m a n y years
freezing.
4 A S t a n d i n g in fields and
lnterviewer:
h l oe :
Which
1
C
are
your
favourite? Snowy scenes?
thunderstorrn is
ke
used to like doing tnose, just after soowstorms.
ta
I live
se beautiful shapes fike
and
p
sometlmes tho
ather dangerous
in
Ilat w her e there's no real
a
C I d r ive into
op e n the window
wadays I prefer mountain scenes with lots
B sorne
r
ple
peo
h oto s from their bedroom win do ws, but
nig h t sky
flowers that you see on glass when it's frosty.
n hill s du r ing a
o
the
co
iew
v
f the
o
untryside. park.
nd s t a rt t a king p ict u re s
a
But no
ice. Especially when you have ',\'8ter flowing
of
5 A water
own valleys and ayer waterta!ts. and it gets so
w
r
u n n i n g fl o wing do wn valleys and over
aterfalls. and it gets so cold
hat it freezes
t
d
cold
salid
that it freezes salid.
t
B Snowy scene s ?
. . . I used to like doing
h o s e , ju s t after snowstorms
C those b e au t iful
lnterviewer: Mm. And during the rest of the year?
shapes like flowers
Chloe:
Um . . . storms. 1 think. You can get sorne great
pictures when
the
wind is really bk:Ming.
hat
t
you
see
on
g l ass when it 's
frosty
6 A Also forests
ly on the coast Whenever there·s a
particular
. . ! ' v e always
anted to try t h a t ,
w
B Whenever there·s a gale. I go down 10 the
too.
gale. 1 go down to the beach and take loads
.
beach an d take loads of photos of the waves
•
C I'd like
tos oft he waves. They can be amazing .
of pho
And l'd like to take pictures of clouds. though
0 Pairs di
sc
take p i ct ur e s
to
uss
he attraction
t
of
c
louds
r o t h e r wis e
o
f o b se rving
o
it's often too dark to photograph them when it's
- not
rmy. Also forests, with everything bending in
sto
the
@) All w tim
o
wind. l've always wanted to try that, too.
for them to s tudy the extract
he questi o ns . Point out th a t
t
lik e t his
one
, so
t
hat
t
e
ach
q
a
h ey know when
to
e
'c
xpect the
a i l , heatwaves,
he r eco r di ng and t h e i r effects,
et
to
rna d o es ,
c.
Vocabulary
O Y u may wan
o
The extract answers Qu e sti o n 3;
t
he e x pre ssions
t
to
p o in t out that 'quite' has the same
meaning as 'fai r ly'
graciable adjeclives,
good
n
ic t ures? ' show
o compl ete
he
t
i
nf o r m a ti o n
t
h at you need
'To photograph lig h tning, she uses .. . '
will soo n follow; A: 1 avoid using
B: 11 d oe sn 't have
o
t
for many y e ars: Yes,
be
t
d
ig i t a l
o
c
e.
w
hen u sed w i t h
g. 'he was quite tired',
ut w ith
b
on-gradable adjectives it mea ns 'completely'
r 'absolutely',
o
e.
g. 'he was q u i te e x h aus ted ' .
nes,
exp e nsi ve , C: !'ve had mine
hese are ali
nd 'rather'
a
'pho t ographing ligh t n i n g' an d 'H o w do you get
No,
he kinds of
Extreme/y, fairly, quite, rather, real/y and ve,y
Answers
t
t
ued'
an s wer.
p
t
-
plus ot h ers such as hurrícanes, typh o o ns,
nd di sc uss
u e s t i o n is
saril y ph oto gr a phing
weather m e n t i o n e d in
h
e
neces
lase to g ether ;
Answers
1 really
2 rather
3 qui t e
he arder Ch loe t a lks about them is not the
t
sam e arder as
t
he
ptions A, B and C.
o
Out and about
@
Extension idea
Point out that with comparative
adjectives only 'rather' can be used, e.g. 'I found it
where necessary. Check that everyone has the correct
answers.
rather easier this time', not 'quite easler': 'lt's rather
Answers
warmer today', not 'fairly warmer'; 'This is rather more
2 's going to rain
3
meeting
'm
4 leaves
interesting', not 'quite more interesting'. Elicit more
5 '11 take
examples.
E)·Encourage pairs to use adjectives from this page
E) Check their answers, then elicit and/or give more
and Starting off. Remind students of the difference
examples, if necessary going into more detail by
between gradable and non-gradable adjectives
referring to
the
Grammar reference, page 125.
(Unil 4) to avoid errors such as 'very freezing' or
Answers
'fairly boiling'.
b '11 take
Extension idea Pairs discuss
'the
ideal climate',
e
e it'll stop
's going
d 'm meeting
to rain
e.g. 'The sun shines most of the year. lt gets quite warm
Extension idea Point out that in sorne cases more than
in spring and the temperatures are fairly high in summer,
one verb form is possible. For instance, there may be no
but it never gets extremel y hot. In winter it rains fairly
difference in practice between a plan (going to) and an
often, making the countryside quite green. Sometimes
agreed arrangement (present continuous). e.g. 'We're
it snows, so the mountains are really good far skiing'.
going to ha ve dinner together tonight' / 'We're having
dinner together tonight'. In the case of wi/1 and going to,
Too and enough
either may be used if it is not clear whether a prediction
O Make sure they refer to the examples to answer all
is based on fact (going to) or opinion (wi/1): 'The bus
will / is going to be late again', 'They'll/they're going to
the questions. Elicit more examples, with and without
finish building the bridge soon. Elicit and/or give more
a following verb.
examples like these.
Answers
Recording script
2 befare, to i n fi n i ti v e
4 as much as
coi Track 35
3 uncountable, countable
5 befare, after, to in.finitive
getting a bit late, Owen.
Mia:
lt's
Owen:
Yes, but look at the rain! l'm hoping it'II stop
E) 0 Remind the class to think about aU the rules
soon , though I
don't
think
there's
much chance
above, including those relating to the meaning
ofthat
(3
is a common confusion of 'too' and 'very').
Go through 1-8, asking why each is right or \Vrong.
No. the weather forecast said it's a big storm,
Mia:
so it's gojng to rain for hours. What time do you
Answers
have to be at the station?
2 money for to buy -. money to buy
->
very much
4 for get
• to gel
expensive .... too expensive
5
3 too mueb
Owen:
too mueh
6 correct
l'm meeting Jason and Mark there at 8.30, in the
café near the main entrance. The train leayes at
7 rer­
8.45.
wearing-> to wear
8
enough warm .... warm enough
lt's quite a long walk to the station, ísnt it?
Mia:
Extension idea Extend practice of both too and enough
to their use with adverbs, beginning with simple forms
And it's 8.15 already. Look.
Owen:
1'11
take you in the car.
Thanksl
such as 'you're working too slowly' and 'this computer
doesn't run quickly enough'. Then introduce to infinitive
€) Remind them to use contracted forms far the answers
structures, e.g. 'I was writing too slowly to finish my
to most 'of these, as the y are typical of informa l
essay in time ', 'she didn't sing well enough to win
dialogue. Check for accuracy in the question forrns,
the cornpetition'; and the for + object + to- infinitive
and elicit sorne answers.
structure. e.g. 'it's raining too heavily far us to go out',
'he didn't speak loudly enough far others to hear him'.
Suggested answers
2
Grammar
When are you seeing your friends next week?
l'rn seeing them en Friday.
3 Where are you
goi ng to go this evening? I'm going to go to the
T h e future:
Wi/1, going to; present continuous and
present s i m p l e
O () Allo w time far the class to skim the text for
the overa ll context, but discourage them from
atternpting to fill in any of the gaps at this stage.
Play the recording once or twice, pausing if and
cinema.
4 What date do your holidays begin this
summer? They begin on July 5th.
think you will get a job?
years.
6
Unit7
get a job i n about eight
Do scientists say the E a r t h is going to get
hotter? Yes,
t hey
say it's goi ng to get a lot hotte r.
7 When will you next send a text message?
one right now !
@
1'11
5 When do you
1'11 send
C., Explain any differences in meaning resulting from a
0 Focus on the first question and elicit the answers,
change of verb form, making thern unlikely,
plus reasons.
e.g. l '1'11 buy' would indicate a spontaneous decision,
others wrong.
contradicting
'I've
already
Ask
why
option
A
is right and the
decided',
Answers
Suggested answers
2
.
1 l notice (near lift door, probably at an airport
'm going on Monday / 'm going to go on Monday.
3 '11 carry/take it far you.
glass of orange juice.
7
6
4 leaves
because of the reference to passport control)
5 '11 have a
2
'm meeting friends.
Jts purpose is to inform and advise (shown by the
common phrase 'out of
order'
and 'Please use')
's going to rain.
2 message; to inform
0 Pairs imagine they are with their partner in each
3
e.g.
'your
situations for their partners to respond
6
5
notice; to
email; to inform
and to suggest something
to,
sister has just written a letter and in a few
label; to give a warning
4
say what is (and is not) allowed
form. Once they have worked through 1-6, they could
i nv e n t new
Internet item description; to advertise something
for sale
sítuation, and tell them what they'd say using a future
and suggest something
C., Allow plenty of time for students to answer these on
minutes you will be walking past a letter box', 'you're
their 0\1\70. Tben check their answers and deal with
in a car in the city and suddenly ali the traffic lights
any queries.
stop working',
Answers
Suggested answers
2 B
2 1'11 help you / fix it (if you like).
takes off at 9.30 in the evening.
3 It leaves /
4 There's
going
3 B
S A
4 C
]
6 C
1
Extension idea Think of sorne common signs and
to be a storm. / The waves are going to get a lot
change key words so that they are clearly wrong.
bigger.
Put them on the board or on a worksheet and get the
5 1'11 cal! an ambulance.
6 l'm going
to
study medicine. / I don't know what I'm going to
class to spot the errors. Examples: 'Special offer - 2 for
study.
the price of 3', 'Dangerous items are allowed on this
aeroplane', 'You must travel without a valid ticket',
'Low ceiling. Don't mind your head.', 'Shoplifters will not
Reading
Part 1
be pro se cuted' , etc. Then ask the class to think of more,
O This follows up Reading Part 1 in Unit 2 (page 2 1 ) .
adding errors.
E li c i t the answers quickly.
Answers
2 email
possibly translating signs from their own country, then
Vocabulary
3 notice
4 announcement/information
Compound words
5 road sign
O Point out that these are mostly nouns, although there
f) Explain that the second step in a Reading Part 1 task
·is to decide why the text was w.ritten. lf necessary,
focus on the first sign, asking the class what kind of
idea 'no parking' expresses: a prohibition - in other
words, something you must not do (d). This activity
are also sorne adjectives and verbs. Check they have
formed ali the compounds correctly befare moving
on to the definitions. Explain any new words such
as hand/e or tracks. Once they have matched the ten
compounds with the definitions, elicit the answers.
can be done in pairs.
Answers
Answers
crossroads, guesthouse, guidebook, hitchhike,
b 3 ('strong winds ', 'take care')
c 5 ('wait'
imperative)
e
d
1
('no parking')
4
overnight, railroad, sightseeing, signpost, suitcase
('clases 30
1 guidebook
2 suitcase
3 crossroads
minutes befo re . . .')
Extension idea Th ey quickly explain the meanings
of texts 1 - 5 i n their own words. The aim here is to show
they understand the meanings of the texts, and practise
putting them into their own words. Remind them to do
this before they look at options A-C when they work on
the exam task.
4 hitchhike
5 railroad
6 backpack
8 overnight
9 guesthouse
7
signpost
10 sigbtseeing
f) Set gist questions, e.g. 'Which three different ways
E) @ Point out that these are very common errors.
will he/she travel?' (by aír, rail and road), 'Where
Give pairs a short amount of time to do these, then go
exactly does he/she want to g o ? ' (Ayers Rock in
through
the answers.
central Australia), and allow two minutes for reading.
Pairs fill in the answers using the ten compound
Answers
words they formed in Exercise l.
2 into
• on/onto
5 0ft - by
Background information Uluru (Ayer's Rock) is a huge
6 ti'
3 lit
on
4 0ft ..... in/into
7 by
on
8 into
-+
on/onto
sandstone rock formation in the centre of Australia.
Standing 348 metres in height, and measuring nearly
10 kilometres in circumference, it is a sacred
to the
Speaking
Part 2
place
local Aboriginal people. lt appears to change
O () Check understanding of these means of transport,
colour during the day, glowing a beautiful shade of
pointing out that the metro is also known as the
red at sunset. For more information, see http://www.
underground or tube (especially in London) and the
environment.gov.au/parks/uluru/index.html.
subway (in the USA). Play the recording once and
get them to tick those they hear. At the end ask them
Answers
which the speakers decide to use.
2 guidebook
3 sightseeing
4 railroad
5 guesthouse
6 hitchhike
7 backpack
9 crossroads
10 signpost
8 suitcase
Answers
1 Tick: bus, boat, metro, bike, tram
2 They decide
to use bike and boat.
Prepositions of movement
Recordin g script
O () Students skim the text and say what it's about:
CDl Track 37
So why are you keen on going by tram?
lngrid:
Toby explaining to a friend, Lean, how to get to his
lt'II be very crowded in the rush hour.
new house. Then allow a couple of minutes to fil! in
Well, because it always keeps moving.
Mikel:
the gaps before playing the recording once or twice.
Even when there's heavy traffic. So at least we'II
Answers
2 on
get there quite quickly.
3 on
4 off
5 on
6 in
7 out
8 of
1
Recording script
Toby:
lngrid:
1
think r d rather go on the metro. really.
Mikel:
1
dont
fancy that.
' . . .
COl Treck 38
lngrid:
Hi Leon: Toby here. l'm really pleased yo1J're
Why llilt?
,
Well, for one thing, it's summer, so it's going to be
Mikel:
coming to our new house next week.
The quickest way here is ti)'. train to the city
really hot down there. And for another, it gets too
centre, which takes an hour and is usually Qil
crowded.
time. Then you can get Q[} the number 64 bus to
lngrid :
So what about going on the bus, then?
Edge Hill, getting l2ff by the stadillTI. From there
1
know
it's slow, but ít's cheap.
it's about fifteen minutes on fool
Mikel:
Actually, what I' d most Ji.!s!¡ to do is sail down the
Or, if you don't feel like walkilg. you could jump
nver.
in a taxi and ask the driver to take you to the new
lngrid:
flats in Valley Road. When you get out of the taxi,
That's a good idea. We can ride to the harbour
•
you'II see the main entrance in front of you. See
on our bjkes, put them on the boat and be in the
other end of town in half an hour.
you soonl
·
M i ke l :
Right, that's sorted, then 1
f) Elicif other mea ns of transport and the prepositions
& ThPr� c: h n 11 l ri hP Pnn11sh ,-. J n o c hora fnr c-t,.,dontc
that normally go with
tt:\
them , e.g. on/off a scooter,
complete these. If not, ask which oí these words are
jetski and fairground ride; but into / out of a space
followed by en,
the infinitive with and without to,
rocket, carriage, cable car.
which verb can go with most, etc. They ignore the
boxes for now.
Answers
1 on, off
5 on
2 in, out of
3 get, ju mp
4 by, by, on
Answers
2 because
7 about
@
Unit7
3 rather
8 like
4 not
5 one
6 another
@) {) Play the recording and make sure everyone has
completely correct answers. Then get pairs to pul
them into the fuoctional categories by writing the
mea ns of transport might be the best solution.
Monitor pairs, ensuring they are giving and asking
for reasons and preferences. Give feedback.
correct letters in the boxes next to 1-8 in Exercise 2.
Point out that this is useful language for Speaking
Writing
Part 1
Part 2.
O {) The aims are to encourage the use of a wider
Answers
2 b
3 d
range of structures and to raise
4 a
S b
6b
7 c
8 d
kinds
1
awareness of the
of structures oíten tested in Writing Part
l.
Pairs study the text and write their answers for 1-7.
0 {) P l a yand pause where necessary, and get them
to repeat severa! times. The aim is to highlight and
practise the use of weak forros, i.e. the use of /:,/
Tell them they don't need to write more than four
words. Play the recording, pausing if necessary.
There rnay be alternative answers.
when certain words are not stressed. Poiot out that
Answers
this (together with the dropping of the final g) is
2 too awful
3 quite close/near to
4 so much
why the going to future is sometimes written in very
5
are goiog
6 going everywhere on foot
informal language, e.g. pop lyrics, young people's
7 l'd rather
dialogue, as
useful to
'gonna',
write
and
got to as 'gotta'. 1t may be
the phonemic script
en
the board:
l /-:1/, 2 Jf-:1/, etc.
Extension Idea Go ba ck through all the sentence
transformations that students have done previously
during the course. Get pairs to highlight the parallel
Answer
expressions they find, and note them down for future
The underlined words are ali weak forms.
reference. They could also write more examples of their
own, using both structures. This activity could be set as
Extension idea Replay the recording from an earlier
homework.
part of this course that has a transcript in the Student's
Book, sucn as the telephone message in Vocabulary
Recording SCript
CD1 Track 39
on the previous page. Students identify the words that
Do you think people in 2020 will still
Pat:
are pronounced with weak forms, and practise saying
go everywhere by car?
them. Point out that modal and auxiliary verbs are often
unstressed, and may be missed if learners are not
Kelly:
too awful for us to go anywhere.
expecting the weak form, for example, IW-:Jzl for 'was',
/w-a/ far 'were' and /k-ad/ for 'could',
No. 1 don't For one thing, the traffic will be
Actually, were guite close to that situation
Pat:
already.
Recording script
CDl Track 38
Kelly:
One.
lngrid:
Yes. 1 agree. And cars cause so much polluti on.
especially in cities. 1 think a lot of countries
why are you keen
are go jng to reduce the number of vehicles.
Two.
Pat:
Mikel:
So do you think most of us will end up
well, for on e thing
going everywhere on foot?
Three.
Kolly:
Veo, 1 thinl, wc probobly will, ond I wouldn't mind
it's going to be really hot
Mikel:
that at ali. In fact, /'d rather do that.
Four.
Mikel:
sail down the river
f) The aoswers should be checked after the exam
iterns have been completed in Exercise 3. In order to
Five.
practise the language presented in this unít, sorne of
lngrid:
• ·
we can ride to the harbour
the structures tested are similar to those in Exercise l.
Six.
lngrid:
half an hour
Answers
2 rise a lot
0 This
is practice for the exam task. lf the y don 't live
3 sunny
4 so . . . that
5 be . . . wet ter
6 the coldest
in a city, suggest they imagine they are going to cross
the capital of their country, or sornewhere like
@) Check the answers when individuals have finished.
Buenos Aires, New York or Beijing. Encourage pairs
to use the vocabulary and functional language on tbis
Answers
page, and to pay attention to the prununciation uf the
1
weak forms presented.
4 too warm
cool enough
l
muen mgner
5 will/'11 rain
j
wiu,
· 11
srnne
6 colder
0 Remind them that there is no right or wrong choice
here, and a comprornise involving more than one
Out and about
@
0 This continues the theme oí Exercise 3. Pairs compare
weak forms. You could
perhaps begin this by chora!
drilling the dialogues befare letting the students
their sentences.
practise on their own.
Suggested answers
You could
1 The areas
also explain that sorne other words in
around the coast will be badly affected,
their dialogues can also, at times, be weak forrns ,
because sea levels will rise and a lot of the land
depending on the speaker.
will be covered
In the dialogue for 3 across,
in water.
for exarnple, the letter i in the word in could be weak .
.
2 The dry part oí the country in the south-east will
(The words in bold show the weak forms.)
have even less rain, which will turn the area almost
i nto a desert.
Answers
3 In the parts of th e country where there are high
3 across
'It's so cold in here
'Well, put a coat
that I can see my
on and turn up the
ow n breath.'
heating.'
'What a nice day!
'Well, we could go
Wha t shall
for a picnic on the
mountains, there will be less snow, even in winter,
so it won't be possible to ski there any more.
4 In the green areas in the north and west of our
country it will rain much less, so there will be
5 across
fewer plants and trees, with a bigger danger oí fires
we do?'
beach.'
because everything will be much drier.
6 across
Unit 7 photocopiable activity:
Weak word crossword
T i m e : 20 n1ins
'Our train leaves
'OK, let's go to th e
from platform 5 al
café and gel sorne
nine fifteen, which
coffee.'
means we have
half
an hour to wait.'
Objectives
•
To identif
y words that have weak forms when
7 across
'How are we going
'Well, we ca n go by
to get to Paris?'
plane, but it's quite
spoken in sentences
expensive.'
•
To praclise speaking weak forros
8 across
Befare class
'Is it far from here
'Not really. Half an
to your house?'
hour if we take the
bus.'
Make one copy of Part 1 on page 69 and one copy of Part
2 on page 70 for each pair of students in your class.
1 down
In class
'How do you like
'Me? Playing
to spend
football and
your free
time?'
swimming.'
'It was rea lly windy
'l know! Sally and
on Monday, and
I went to the shops
rained ali day
and were reall y wet
O Divide your class into pairs, and give each pair
Part 1 of the activity. Ask them to read the
2 down
instructions, and allow them about five minutes to
idenlify the weak forms and practise
it
the dialogues.
Tuesday.'
when we got home.'
'Why are you keen
'Well, for a start,
on fishing?'
it's very relaxing.'
@ Tell them that you are now going to read the
4 down
dialogues to them. They are going to lis ten to each
dialogue twice and identify the weak forms,
which they should underline on their activity sheet.
@) Read each dialogue (see answers below), ensuring
•
that you use the weak íorms of the words in bold.
Read each dialogue twice, pausing for a few moments
between each one for the students to underline their
answers.
0 Give each student p a i r a copy of Part 2 of the activity.
Explain that the weak words they heard can go into
the crossword grid. There should be no gaps between
the words. 3 across has been done a s a n example.
0 Stop tbe activity when one pair has successfully filJed
in the crossword grid, and review their answers.
0 Allow the students to practise the dialogues again,
paying particular attention to pronunciation of the
@
Unit7
Unit 7 photocopiable activity
Weak word crossword
Part 1
I.ook-at these 8 short conversations between 2 people. Do noc worry about the nwnbers and the words 'across' and
1
'down'.
In your
pairs,
decide which words could have weak forms (=
words that have a weak vowel sound when spoken in a
sentence, as in the Speaking Part 2 section on page 68 oí your coursebook). The words you are looking for only have
1 syllable. Practise speaking the dialogues together.
Answers
3 across
'It's so cold in here that I can see my own breath.'
'Well, pul a coat on and turn up the heating.'
5 across
'What a nice day! What shall we do?'
'Well, we could go for a picnic on the beach.'
6 across
'Ou
r train leaves from platform 5 at nine
which m e a o s
7
e
w
ñ ft ee n ,
e h all an hour to waít.'
hav
'How are we going to get to Paris?'
across
'OK, let's go to the caf é and get sorne coffee.'
'Well,
we can
o by p l ane , but it's quite
g
expensive.'
s
across
1
d
'How
2
down
'lt was really windy on Monday, and
'I
own
it
do you
ke to spend your free ti m e ? '
down
'Why
re you keen on
a
'Me?
li
i
t
rained
ali
'I
kn
H
alf an hour if we ta ke
the
bus.'
aying football and swi m m ing.'
Pl
o w!
ally and
S
I
we nt to the shops and were
really wet when we got home.'
day Tuesday.'
4
'Not really.
far from here to your ho u se ? '
8
fi
shing ?'
'Well,
for a start,
it's
ry relaxing.'
ve
•
.
.
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
l'liU
I U C U l' l .' \ b L E
Unit 7 photocopiable activity (continued)
Weak word crossword
Part 2
Complete this crossword with the weak wo rd s from the conversations. Do not leave any gaps between the words.
3 dcross has been done far you (the weak words in the conversation are: that, can, a, and, che).
1
2
3t
h
a
t
e
a
4a
11
a
o
d
t
h
e
1
1
5
1
1
1
1
1
n
6
1
1
7
-
1
1
•
8
1
.
.
1
@
Complete PET by Emma Heyde rman and Peter May with Rawdon Wyatt © Cambr idge University Press 2010
PHOTOCOPI/\BLE
r--·
•
Word list
Unit 7
Note: the numbers show which page the word or phrase first appears on in tbe unit,
blow u (62) If the wind blows, it moves and rnakes
mild adj (62) When weather is mild, it is less cold than
currents of air.
you would expect.
board u (65) to get on a bus, boat, aircraft, etc.
on time prep (67) not early or late
check-in n (65)
ovemlght adv (67)
the place at an airport where you go to
for or during the night
say that you have arrived for your flight
path n (66) a long, narrow area of ground for people to
climate
n (69) the weather conditions that an area
walk along
usually has
pedestrian
n (67) a place where two roads cross each
crossroads
n (66) a person who is walking and not
travellíng in a vehicle
other
railroad
n (67) tbe metal tracks that trains travel on (US)
degree n (62) unit for measuring temperature
rider n (66)
ferry
n (65) a boat that regularly carries passengers and
someone
who rides a horse, bicycle or
motorcycle
veh icles across an area of water
scooter n (68)
fog
a small motorcycle
n (62) thick cloud just above the ground or sea that
season
n (64) one of the four periods of the year; winter,
makes it diffícult to see
spring, summer, or autumn
forecast n (62) a report
saying what is líkely to happen
shower n (62)
in
a short period of rain
the future
signpost
n (67) a sign by the side of the road that gives
frost n (62) a thin, white !ayer of ice that forms on
information about routes and distances
surfaces, especially al night, wben it is very cold
stormy adj (62)
lf it is stormy, the weatber is bad with a
get wet v (62) to be no longer dry
lot of wind and rain.
guesthouse
n (67) a small cheap hotel
suitcase n (65) a rectangular case with a handle that
guidebook
n (67) a book that gives visitors inforrnation
you use far carrying clothes when you are travelling
about a particular place
take off u (62)
lf an aircraft takes off, it begins to fly.
harbour n (68) an area of water near the coast wbere
temperature
n (62) how hot or cold something is
ships are kept and are sa fe from the sea
•
thunderstorm n (62) a storm that has thunder ( =
loud
head back u (68) to begin to return to a plac e
noise) and lightning
helicopter n (68) an aircraft which ílies usíng long, thin
vehicle n (66)
something sucb as a car or bus that takes
parts on top of it that turn round and round very fast
people from one place to another, especially using roads
hitchhike u (67) to get free rides in people's vehicles by
standi ng next to the road and waiting for someone to
pick
you up
icy adj (62)
covered in ice
lightning n (62)
a sudden flash of light in the sky during
a storm
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatl © Cambridge University Press 2010
P l lf l H ll ' ( ll ' l • \ I '. ,
1
Unit 8
This is m e !
Unit objectives
0�-------------Answers
•
Topics: people, personal identification
•
Listening Part 3: spelling high-frequency words
•
Reading Part 3: focusing on relevan! sections,
parallel expressions
Speaking Part 1 : focus on spelling, asking general
•
_ 2 B
6 o
7 o
s o
9 E
10 E
2 lncorrect - U n t i l now, life coaches have helped
adults . . . now
between content points, making a suggestion
it's
the turn of our young peo ple
3 Corree! - a former radio producer
Grammar: zero, first and second conditionals,
•
s e
1 Corree! - I get on very well with Irina
Writi,ng Part 2 : punctuation, ' s k i l f u l linking'
•
4 e
º�-------------�
Answers
questions
•
3 c
1
when. if, unless + present, future, so do 1 and
4 Incorrect - he has decided to take part in a
nor/neither do l
volunteer project i n central Africa first
Vocabulary: describí ng peo ple, phrasa I verbs,
5 lncorrect - This experience abroad will help him
prefixes and suffixes
grow up befare he goes to university here
6 Correct - Once she made up songs to learn by,
Starting off
she achieved 99 per cent in her tests
016
1
7
I?correct - Now she hopes to get into a top
uníversíty
1
Answers
1 A
2 A
3 C
4 A
5 B
8 lncorrect - She has even taken up exercise for
Extension idea
Students produce their own
'Ali
in the
the first time in years
family!' quiz.
9 Correct - Mo Ahmed has coached children as
1
Part 3
Reading
young as five years old
10 Correct - By joining the school basketball team
6 Encourage a discussion on what makes a good sports
Regina has made severa! new friends
(i) Point out these expressions have a similar rneaning
coach.
rather tban mean exaclly tlie same thing. Point out
1
Toni Nada!
Answer
words which have a different or opposite meaning
(S. 7, 8).
Suggested answer
Suggested answers
A life coach helps people to think about what they
3 used to _, former
want and how they are going to get it.
at universi'ty (befare and first have opposite
rneaningsJ
0
�-------------------�
u sed to work . . . radio
4 Jem . . . do a degree . . .
befare
A frica
5 Jem's parents . . . like . . . his
degree
another country
nearly perfect . . . science
university
8 t ri n a
fit
worked
9 Mo
10 Sorne
basketball
®
Unit8
do his degree _, study medicine/ goes
to university; in another country ➔ abroad (here has
the opposite meaning)
Suggestetl answers
3
5
4 do a degree -• got a place
6 singing . . . study . . .
7 lrina . . . happy . . . any
always . . . keeu un keeping
children younger than six
Regina's friends . . . new school play
6 used singing r- made up
songs; nearly perfect marks ➔ 99 per cent
7 would
be tiappy>« hopes (top has the opposite meaning
of any)
8 keeping fit .... exercise (far the first time
in years has the opposite m e a n i n g of always)
9 you,�111
10
tluui six
sorne .... severa/
➔
as young as
five
Vocabulary
school. You see, everyone says l'm quite
Phrasal verbs
good at acting.
o
,---------------------
Mo:
How old are you, Kristian?
Kristian:
That's the problem.
l'm only fifteen. 1'11 need
Ans wers
my parents' permission if I want to go to
bringing up, set up, sort out, grow up, found out,
drama school. They say I have to stay at
· made up, has .. . taken up
school until l'm eighteen.
But if I filfü! at
Suggested answers for meanings: bring up (a chíld)
- to look after
school until l'rn eighteen. it'II be too late.
a child and teach them until they
are old enough to look after themselves; find out
(something) - to gel information about something,
Mo:
Too late for what?
Kristian :
lf you want to be an actor. you have to start
o r t o learn a fact for the first time; get on wíth -
your training at an early age.
if two or more people gel on, they like each other
Maybe we should look at other ways of
Mo:
and are friendly to each other; grow up - ro become
getting training.
older o r a n adult; make up - to invent; set up
Have you thought about
going to acting classes after school?
(something) - to start a company or organisatíon:
Yes. but rd have to give up football if I went
Kristian :
sort out (something) - to successfully deal with
something, such as a problem or difficult situation;
to classes after school. That's why I think
take up (something) - to start doing a particular
drama school would be a good solution. lf
job or activity
1
1
studied at drama school, l'd have enough
time for everything.
f) Remind the students to be very careful with the
Have your parents seen you performing on
Mo:
position of the object, e.g. my graruimother broughc
stage?
me up. Refer students back to Unir 3, if necessary.
Kristian:
No, not for a long time.
Answers
1
wasn't in this year's
English play because none of my friends
2 brought me up
3 sort out
6 gel on (well) witb
7
4 set up
make up
8
5 take up
were in it
found out
Mo:
1 see.
@) O Remind the students again 10 be careíuJ wítb the
Let's think about ways you can get
sorne more acting experience.
verb and the object.
Have you
thought about being a film extra?
Kristian:
What'sthat?
Grammar
Zero, first and second conditionals
Answers
O f) f\ Limit the feedback on whether or not rhey
1 want
. think Kristian will become an ac tor to just one or two
went
2 stay, '11 be
3 want, have
4 'd have,
5 stud ied, 'd have
minutes.
o
Answe rs
I Kristian's dad says that Kristian isn't sure about
Answers
his future.
1 No. Josh doesn't want Kristian to join the drama
2 get training by going to acting
classes after school; get experience by being a film
club because the football team will lose its best
extra
player.
' 2 No
3 (6) is a real possibility but
(7) is not
Recording script
.
coi Track 40
.
Mo:
Hi, Kristian.
How are you?
Kristia n:
Er .. . OK [he doesn't sound very convinced]
0
Answers
_ b Type 1 :
Mo:
Your dad's got in contact with me because
e Type 2: 4, 5, 7
2, 6
1
he says you·re not very sure about your
Kristian:
future. tet's have a little chat about it What
Answers
are your favourite subjects?
Students should underline: b snows,
No. that's not the problem . . . l'm ver¡ sure
e snowed, would go
about my future.
Forms of the verb: Type O : if
I'
d really like to go to drama
Type 1 :
if
+
+
make;
present, present;
+ present, future; Type 2:
simple, would
'11
if
+ past
infinitive without to
This is me!
@
When, if. unless + present, future
º----------------,
Answer
We use a comma if the conditional sentence begins
with the
if clause.
º--------------�
Answers
We don't use a comma if the
A: t h i s teenager will definitely call her parents
sentence begins with the result.
(when she gets there); B: this teenager may not
call his parents (if he gets there too late); C: this
0·
,----------------------,
teenager may not call her parents (only if sbe needs
Answers
something)
1 The first
conditional has been used because
the
weather forecast says it will rain, so this is a real
@
�
possibility.
Answers
2 We would use the second conditional when
1 when
3 unless
2 if
1
rain is not likely (e.g. in the middle of a very dry
summer - If it rained, the plants would get sorne
@)
water.).
__,
Answers
2 if
3 unless
4 unless
5 unless
6 unless
(i) These answers wiU depend on individual
círcurnstances, e.g. Question 1 : sorne students never
lose anything whereas others will quite likely lose
Listening
Part 3
their mobi le phone.
O Pre-teach extra in this context.
Suggested answers
2 If I saw a friend cheating in an exarn, 1 wouldn't
Answer
tell the teacher.
They are in the crowd scenes / background.
/ If I see a friend cheating in an
exam, 1'11 tell the teacher.
@
__,
3 If I get good marks at school, l ' l l be very happy.
Answers
4 If l found a lot of money in a rubbish bin, I'd take
1 noun
2 noun
3 nurnber
4 noun
5 day
it to the police station.
6 name
5 lf I got lost in a foreign country, I'd ask someone
for directions. / If I get lost in a foreign country,
J'll ask someone for directions.
Answers
6 If I get a lot of homework, I won't go out
toníght
with my friends.
1 (a) rnarket(s)
2 website
3 18/eighteen
(years old)
4 face(s)
6 Kavanagh"
(• Spelling must be correct)
5 Sundayís)"
(D)
--------------------�
Suggested queslions
Recording script
CDl Track 41
1 What would you do if you lost your mobile
Vanessa:
What's an extra? An extra's an ordin ary person
phone? / If you lost your mobile phone, what would
- just like you or me - who's interested in TV or
you do?
2 What would you do if you saw a friend
cheating in an exam? / lf you saw . . . ?
movies and would like to be on TV or in a movie.
3 W h a tw iU
Extras aren't movie stars but they are people
you do if you get good marks at school? / If you get
good marks at school . . . ?
4 What would you do
•
who appear in the background as members
if you found a lot of money in a rubbish bin? /
of a crowd, or shoppers in a market or fans in
If you.found a lot of money . . . ?
a sports stadium.
5 What would you
do if you gol lost in a foreign country? / What will
Imagine the satisfaction of
pointing to the screen and saying That's me!'.
you do if you get lost in a foreign country? / If you
got lost . . . ?
6 What will you do if you get a lot
of homework from your teacher? / lf you gel . . . ?
Many people believe that films are only made
in major cities like Los /\ngele:s or New York,
But that's where most people are wrong.
Yes, movies arefilmed in Los Angeles and
New York City, but movie companies very often
travel round the world to find suitable locations.
Check our website regularly to see if something's
being filmed near you soon.
QV
Unit8
Rnding movie extra jobs is easy because it
Harry:
l've got this one here. He's got pale eyes: he's
doesn't matter what you look like ar how old
very attractive and everyone says he's honest
you are, although your parents wili need to give
and reliable.
their written perm ission if you aren·t yet eighteen
years old.
people.
Marti:
Let's get in touch with him, then.
Directors are looking far ali kinds of
At the moment our directors are looking
f) Check the students pronounce these words correctly.
far young people who look about sixteen years
Suggested answers
old, who are no more than 1.7 metres tali and
hair: curly, straight, wavy, long, short, bald,
of course who have ioteresting faces.
grey, blond(e), red, dark, fair; build: slim, broad
shoulders, medium height: skin: pale, dark; other:
Working as a movie extra isn't always exciting.
scar, beard, attractive, good-looking, moustache,
Be ready to get up at 6 am or earlier and work
beautiful, p l a i n
very long days - anything up to sbcteen hours but very rarely seven days a \Yeek.
Rlming may
8 The opposite oí smart could also be casual or scruffy
but these describe appearance.
begin on Monday, often wtth a break on Sunday.
This wili depend on the director.
Remembef to
Suggested answers
wear comfortable clothes and shoes as you may
2 stupid
have to stand far long hours.
6 nervous
Ali movies need movie extras. AU you llave to do
e
7 shy, nervous
S polite/pleasant
8 cold
,---------------------,
impatient
Give our agency a ring and ask
far Vanessa Kavanagh. that's K-A-Y-A-N-A-G-H
4 generous
Answers
is let these directors know you are wilfing and
available to work.
3 quiet
unpleasant
dishonest
unreliable
0 Check that students have spelt these new words
or visit our website: www.extrasextras.com.
correctly, e.g. -ful has one l.
Vocabulary
Answers
wonderful
beautiful
hopeful/hopeless
cheerful
Describing people
(also possible: cheerless)
O () Pre-teach scar. Encourage the studenrs to talk
No - hopcful
about the differences between each picture befare
(e.g. l'tti hopeful about my future) but hopeless
they listen.
1
= feeling posilive about ,1 futuro evcnr
= ver y bad (e.g. I'm hopeless at sport)
0
�nswer
�------------------A ns wers
Finnish
Recording script
coi Track �2
Marti:
Harry, is that you?
Harry:
Martil How's things?
selfislz
Turkish
British
Swedish
childish
foolish
babyislz
Extension idea
Scottish
Remind students we can also add -ish
to adjectives to say someone is quite tal!, short, young,
Greatl Great! Look, Danilus is looking for a
Marti:
etc.
He's more tal/ than short:
He's tallish.
•
teenager to play Dean Danick's son in his latest
00
movie. Have you got anyone?
Harry:.
.
Dean Darrick. eh? What should this teenager
look like?
Answers
b hair and cycs black .... black hair and eyes
e young handsome
Marti:
.... handsome young
d •,vhite
He should be mediu m height, look around
beautiful
➔
beautiful white
e black short
---+
sixteen with long, straight hair - although \NE!
short black
f green big ➔ big green
could change that if we had to. He should
probably be rather good-looking. too.
Harry:
Um . . . we've got this new young actor, but he's
got rather a iarge scar on his chin. Any good?
Marti:
Mm. Not really. He needs to look young and
fresh, preferably with no beard or moustache.
This is me!
@
Speaking
Ten.
Part 1
ddferent - Do you think working in TV is different
Man:
o@n
from working in radio?
1:
e
81
00
U:
A, H,
B, C,
F, L,
[, y
o
Q,
J, K
D, E,
M, N,
G,
S, X,
e1
a:
coi Track 45
Recording scrlpt
P,
u,
R
One.
w
Woman:
Two.
z
T, V
Man:
Recording script
because - B-E-C-A-U-S-E
there - T-H-E-R-E
coi Track 43
Toree.
Woman:
Man:
/e1/ - A. H. J, K
Woman:
/i:/ - B. C. D. E, G, P. T. V
Man:
/e/ - F. L, M. N . S . X, Z
which - W-H-1-C-H
Four.
Man:
two - T-W-0
Five.
Woman:
/a1/ - l. Y
Man:
/ oo / - 0
Woman:
/u:/ - Q, U, W
Man :
/a:/ - R
Woman:
where - W-H-E -R-E
Six.
to - T-0
Man:
Seven.
wear - W-E-A-R
Woman:
8 0 (\ 0 These are sorne of the most commonly
Eight.
misspelt words in the PET exam.
their - T-H-E-1-R
Man:
Nine.
Answers
1 because
6 to
2 there
7 wear
3 which
8 their
9 too
4 two
5 where
too - T-0-0
Woman:
1
Ten.
10 different
different - D-1-F-F-E-R-E-N-T
Man:
Recordlng script
CDl Track 44
0
Write down the correct spelling of the words you hear.
'
Woman:
Man:
Woman:
Answers
One.
Student A's words: 1 received
2 centre (US center)
because - lm going to bed because l'm tired.
3 and
6 comfortable
Two.
7 then
there - There isn't any milk in the fridge.
Student B's words: 1 interesting
Three.
3 restaurant
which - 1 did a maths test yesterday which was
7 thought
4 bcautiful
5 colour
4 recommend
2 together
5 believe
6 favourite
really easy.
Four.
Answers
Man:
two - l've lived here for :twQ years.
1 Brunner
F1Ve.
Woman :
where - She can't open the door.
4 Japan
She doeso't
2 Murakami
5 French
3 Switzerland
6 beautiful
8 yesterday evening
7 Iuture
9 free time
know where her keys are.
·
·
Man:
Six.
Recording script
CDl Track 46
to - Could you give this to your grandma. please?
One.
Seven.
Woman:
wear- Older people often wear hats at
Examiner:
What's your name?
Angela:
My name's Angela.
Examlner:
ThanKyou. What's yuur sun1¡¡111e?
Angela:
lt's 'Tedesco'.
Examiner:
How do you spell it?
Angela:
T-E-D-E-S-C-0
Examiner:
Thank you.
Angela:
l live in ltaly.
weddings in my country.
Eight.
Man:
their - Rob and Simon didn't do their homework.
Nine.
Woman:
too - 1 didn't get a part in the film. They said 1
was 1QQ young.
@
Unit8
Where do you live?
Examiner:
Examiner:
Do you study English?
Angela:
Yes, 1 do.
Examiner:
Do you like it?
Angela:
Yes. l love English because I like travelling and
free time?
1 study it at school.
Yuji:
Um . . . 1 really enjoy playing sports. Er, after
school, 1 play ping pong with a team and I also
like baseball.
meeting people from other countries.
Examiner:
Thank you. Yuji. What do you enjoy doing in your
1
also like reading books and
watching TV.
Thank you. Angela, do you think English will be
useful far you in the future?
Angela:
l'm not sure, but when l'm older l'd líke to be
an architect and I think 1'11 need toread a lot of
Suggested aoswers
1 Yes, they answer well because they use full
books in English.
answers with examples (Yuji: After school, I play
. . . ), reasons (Angela: I'll need toread . . . in English)
Two.
and opinions (Eduard: we saw a film. lt was very
Examiner:
Now, what's your name?
Eduard:
My name's Eduard.
nice).
2 Sorry, can you say that agaio?
Examiner:
Thank you. What's your surname?
3 No, he answers
Eduard:
My surname's 'Brunner'.
Examiner:
How do you spell it?
Eduard:
B-R-U-N-N-E-R
Examiner:
Thank you. Where do you come from?
Eduard:
1
question: Did you do aiiything . . . ?
Grammar
come from Switzer1and.
Do you study English?
Eduard:
Yes. 1 go to an English school twioe a v/Cek.
Examiner:
Do you like it?
Eduard:
Yes, l like English, but I prefer French because
Examiner:
So do / and nor/neither do I
O O After
Examiner:
it's
students have chosen their reply,
Recording script
CD1 Track 47
My narne's Ken.
Ken:
l'm 1 5 years old.
Ah. Thank you. Eduard. what did you do
l've got two brothers.
yesterday evening?
l live in Taipei.
Eduard:
Sorry, can you say that agaín?
Examiner:
Yes. Did you do anything yesterday evening?
Eduard:
Oh yes.
1 don't like football.
1 went to the cinema yesterday.
went to the cinema with my brother
and cousins and we SfN-/ a film.
the
focus on the form of these replies.
easy for me .
1
with a (slightly) different
1 havent been to París.
lt was very nice.
Three.
Examiner:
What's your name?
Yuji:
Vuji.
Examin ar:
Thank you. What's your sumame?
Yuji:
Murakami.
Recordlng script
CDl Track 48
My name's Zosia.
Zosia:
l'm from Krakow.
lt's a very beautiful city in
Poland .
l've got one sister.
Examiner:
How do you spell it?
•
1
get on very well with my sister.
Vuji:
M-U-R-A-K-A-M-1
Examiner:
Thank you. Where do you come from?
Vuji:
l'm from Jap an.
friend.
Examinar:
Do you study English?
1 don't like staying at home.
Vuji:
Yes, 1 have English lessons at school and I also
l love going to the cinema with my friends.
1
went to the cinema yesterday with my best
1 haven't travelled very much ...
do extra English at H & P English Schoo l.
. . . but l've been to Warsaw, the capital city
Examiner:
Do you like it?
of Poland.
Vuji:
Yes.
Examiner:
Why?
Yuji:
1 think Engli sh is useful far me and it's a beautiful
!anguage.
This is me!
@
Writing
Vocabulary and grammar review
Part 2
O For example: Spanish uses a capital letter far countries
Unit 7
but not far nationalities ar languages.
Answers
60
Grammar
Answers
1 I am keen on T-shirts (also t-shirt or tee shirts),
O 2 b ig enough
3 warm enough
4 thick enough
trousers and jackets.
5 too sleepy
2 1'11 send a present to Marina. 1 hope she likes it.
6 old enough
7 too cold
8 too
expensive
3 Say 'Hi' to your sister. See you soon, Gari
@ 2 'm meeting
3 '11 go
4 leaves
5 '11
6 are going
4 I can't come to your English lesson on Monday.
5 My blanket is like a penguin's skin. lt's black and
Vocabulary
white.
@) 2 f
3 a
4b
S e
6 e
0
0 Ac r oss: 6 s ail
7 metro
9 blow
1 1 dry
13 gale
3 wet
4 cloudy
5 cool
Suggested answers
14 mild
16 ferry
meet your cousin Myra, station, never met . . .
Down: 1 tram
b e f o r ean
,
email to Myra,
describe
2 board
yourself, ask
8 flight
9 bike
10 warm
12 ride
15 icy
Myra . . . describe herself, suggest . . . place to meet
. . . station, 35-45 words
(i) 0 Remind students that although the testing focus
of Writing Part 2 is on task achievement, they could
Vocabulary and grammar review
Unit 8
lose marks if their errors impede understanding.
(i)
Answers
Answers
Three points:
look like?
1 Im tallisb . . . cap
2 what do you
3 Lets meet outside the resturant wich
Vocabulary
02 B
3 A
4 C
5 O
6 B
7 A
8 C
9 D
10 C
is in the scation
Words to connect points (with correct spelling):
@ 2 beceuse -+ because
because, with, and, wbich
Spelling mistakes: 1 beceuse - because
and
sister's
5 italian
·>
ltalian
- wear
8 beli�·e
➔
believe
4 sisters
6 wich -> which
-+
7 were
2 an -
3 faverit-> favourite (UK) / favorite (US)
4 resterant -+ restaurant
What
4 Lets
->
Let's
Grammar
5 wich -+ which
Punctuatioti mistakes: 1 fm -> I'm
-+
3 did'nt -+ didn't
5 st!!.tien
2 i -> 1
➔
3 what
station
0
-------------------�
Suggested answers
2
someone broke my new skateboard.
3
l can't wake up in the morning.
4
I'd 'keep it.
1 am very happy because you are coming.
6
1'11 have my party
l'm tallish with short hair, blue eyes and I always
ali my exams.
Corrected letter
Hi Myra,
5 . . . I say something stupid.
in the
garden.
7 . .. I pass
8 . .. my parents get angry .
wear' my favourite (or favorite) blue cap. What do
you
look like?
Let's meet outside the restaurant
which is in the station.
Pablo
@
UnitB
0 2 has / has got /
travel
's got
3 so
4 unless
5 'd/would
0 Give your student groups the table from the second
Unit 8 photocopiable activity:
part of the activity. Tell them that you are going to
Friends and family
Time: 20-25 rnins
read the passage from Step 3 again. This time, they
should imagine that they are looking al a group
Objectives
photograph, and should put the pictures into the
•
To review adjectives used to describe physical
correct order in the table.
appearance and personality
0 Read the passage again, once only. Allow them a few
• · To rev iew prepositions of position
moments to put thei r cards into the table. They sbould
•
To practise Jistening for specific information and
write the na me of each perso n in the spac e under
making notes
each picture.
f) Review their answers. They should have the
Befare class
following:
Make one copy of the activity for each group of three
or
four students in your class. Cut into two sections and cut
Answers
the first section into 12 cards. Shufíle the cards.
From left to righ t: H (Ernie). K (Sue), D (Alan),
G (S amue l), L ( E mma ), B (Andrew), I (Brian)
In class
O Divide your class into groups of three or four, and give
each group a set of picture cards. Ask them to speod
a few minutes looking at the people on the cards and
d e s c r i b i n g their physical appearance.
f) Ask them to turn their cards over. On the board,
write the followiog names: Alan, Andrew, Btian,
Emma, Ernie, Samuel and Sue. Then explain that you
are going
to read them a description oí sorne of the
people on their cards. The names of tbese people are
on the board. While they are listening, they should
make notes about what the people look like.
8 Read the following passage twice, at normal speed,
pausing for a few seconds between each sentence.
Your students should not write down everything
you say: they should focus only on the names and
descriptions of the people and not where the people
are standing yel.
'Hi, I'm Samuel. I'rn the good-lockíng one with
wavy haír standing in the middle of the group.
The tall man with the moustache to my right
(that's your Jeft), at the end of the group, is my
father , Ernie. The woman next to him with the
shoulder-length curly hair is my mother, Sue.
The man standing between me and my murn is my
•
Uocle Alan. He's quite short, like my mot her , and
has a beard. He's also got a scar, whicb he got when
he was a boy. The beau tifu l, slim girl with long,
straight hair directly to my left (your right) is my
sister, Emma. The tall boy with the dark skin ar the
end
of the group on my left is my best friend, Brian.
The man with the bald bead and broad shoulders
standing between Emma and Brian is
my neighbour, Andrew.'
0 Now ask your students to turn their cards back over,
and match the names with the cards. There are five
cards that they do not need and they should discard
these.
This is me!
@
Unit 8 photocopiable activity
F r i e n d s a n d family
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Listen to the description and put the pictures in the correct boxes. Write the name of each person in the space below.
There are five pictures that you do not need.
(The names you need are: Alan, Andrew, Brian, Emma, Ernie, Samuel and Sue.)
•
.
@
.
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
PHOTOCüPl1\LJLL
Word list
Unit 8
Note: the numbers show which page the word or phrase first appears on in the unit,
apostrophe n (77) a mark (') used to show that letters or
plain adj (74)
A plain person is not attractive to look at.
numbers are absent
reliable adj (75) able to be trusted or believed
bald adj (74)
with little o r n o h a ir
rude adj (75)
b r i n g up v (71)
to look
after
a child and teach them until
behaving in a way which is not polite and
upsets other people
they are old enough to look after themselves
scar n (74) a permanent mark left on t h e body from a cut
n (74) wide shoulders
or other injury
capital letter n (77) a large letter of the alphabet used al
selfish adj (75)
the beginning of sentences and names
people
childish adj (75) Childish behaviour is silly, like that of a
set up v (71) to start a company or organisation
broad shoulders
c a r i n g only about yourself and not other
small child.
shy adj (75)
coach
n (70) someone whose job is to teach people to
not confident, especially about meeting or
talking to new people
improve at a sport, skill, or school subject
smart adj (75) intelligent
comma
n (73) a mark (,) used to separare parts of a
sort out v (72)
to successfully deal with something, such
sentence, o r t o separate the items in a list
as a problem or difficult situation
confident adj (71) certain about your ability to do things
stepmother n (70)
the woman who has married your
well
father but is not your mother
dishonest adj (75)
not honest and Hkely to lie or do
stepsister n (70)
not your parent's daughter but the
something illegal
daughter of the person your parent has married
full stop n (77)
a mark (.) used at the end of a sentence,
twin
n (70) one of two children who are born to the same
or to show that the letters befare it are an abb reviation
mother al the same time
grandfather
n (70) the father of your mother or father
uncle
grow up v (71) to become older o r a n adult
hard-working adj (75) doing a job seriously and with a
n (70) the brother oí your mother or father, or the
husband of your aunt
unreliable adj (75)
not able to be trusted or depended on
lot of effort
•
honest adj (75) sincere and telling the truth
hyphen
n -(77) a mark (-) used to join t\VO words
together, o r t o show that a word has been divided and
continues on the next line
lazy
adj (75) Someone who is lazy does not like workuig
or using any effort.
make up v (71) to say or write something that is not true
nephew n (70)
the son of your brother or sister, or the
son of your husband's or wife's brother or sister
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
PH l l l () C U P I A I \ L [
Unit 9
Fit and healthy
Recording script
Unit objectives
CD1 Track 49
•
Topics: health, medicine, exercise, sport
•
Listening Part 4: identifying agreement,
teenagers are unñt and unhealthy', and I just
disagreement and decision making
don't believe it.
Reading Parl 5: using the context to guess
•
•
missing
1 agree with you. There's ali this stuff about us not
Jason:
words
getting enough exercise because were watching
Speaking Parl 2 : agreeing, disagreeing and
TV or playing computer games ali the time, when
deciding
in fact, nowadays everyone is mad about sports.
Writing Part 3: (story) text organisation, narrative
•
They keep saying on TV things like 'todays
Kelly:
Well, l'm not sure about that. but certainly a lot
Kelly:
of young people are doing active things.
verb tenses
Perhaps more than older generations did.
Grammar: defining and non-defining relative
•
clauses, past perfect simple
•
•
e) Keep this brief, as these expressions will be dealt
Vocabulary: illnesses and accidents; sports
with in the Speaking section. Elicit answers, together
collocations
wíth their leve! of politeness. Point out that abruptly
Pronunciation: stressed words
saying '[ don't agree at ali', 'that's not true,' etc. may
be considered rude, so encourage the use of the more
polite expressions in an appropriate tone.
Starting off
Give examples of '! don't really agree', etc., usi ng a
O Students answer individually, although they can
discuss the language of the questions with their
polite tone, contrasting them with a ruder tone for
'that 's not true', etc.
partners. Explain that exhausted means 'very tired'.
Suggested answers
Alternative trestment Put students
in pairs.
Agreeing
Student A keeps their book closed while Student B asks
each question and gives options A-C. Student A has
to listen carefully befare choosing the option that best
I totally agree; J agree completely; (you're) right;
absolutely; that's true; yes,
1
think so (too) because
. . . ; yes, I d o t o o
; so d o ! ; neither do J
describes him/herself.
e) Allow time for everyone
Disagreeing politeiy
to read the interpretation
of their seores at the back of the Student's Book.
1
don't really agree; I don't think so because .. . ;
Then ask the class how they feel about what it says,
you may be right, but
and whether they think they should make any lifestyle
I think . . . ; 1 k n o w
, but
changes to become 'fítter and more active'.
(about that)
Extension idea As a non-classroom activity, students
; I don't know; actually,
; I'rn not (so) sure
Pisagreeing (showing strong disagreement)
•
find out more about keeping active and getting fit -
I don't agree with you (at ali); l (completely)
for example: how to live an active lifestyle, how to avoid
disagree; tbat's not true; 1 don't think so because
sports injuries. Suggest they look at this website:
. . . ; that 's not the way I see it
http://www.nhs.uk/livewell/fitness.
0 () Let them study the questions, then play the
recording twice. Students answer individually. Go
Listening
Part 4
O () Give them a minute to read
through the answers.
the transcript, then
Answers
play the recording of t h i s first part twice, Check
1 NO
2 YES
3 YES
4 NO
S NO
6 NO
answers for accuracy.
Answers
1 1 agree with you
E.xtension idea 1 Give the class a copy of the transcript
2 I'm not sure about that
on page 144. Pairs study the six correct/incorrect
statements and identify the expressions in the text with
@
U n it 9
similar meanings, ar that mean the opposite. Example:
Kelly:
Hmm.
people's diets now are /ess hea/thy than in the past: . . .
1
know about that
don't
I
think it's mostly
coughs and colds and sore throats; perhaps a
that doesn't mean that what they eat is worse for them . . .
headache or a stomach ache which lasts a day
Extension idea 2 The
class identify the expressions
or two. Usually nothing more serious than that
used by Kelly and Jasan to express agreement and
And teenagers have always had those kinds of
disagreement. Play the recording again: whenever they
illnesses.
In most
cases, 1 don't think their basic
· hear such an expression, they call out or put their hands
health is any different.
up. Stop the recording each time this happens, and give
them time to note down the words used. Later, they can
Well, that's not the way I see it. but I hope youre
Jason:
right!
use sorne of these expressions in Exercise 4.
Me too!
Kelly:
coi Track 50
Recording script
Jasan :
lt's true.
ísnt
Kelly. that
it,
eat
peop
le
more
th
ese
Vocabulary
days, so they're getting bigger and heavier?
lllnesses and accidents
Kelly:
Er. yes, 1 think so. Jasan.
lots of people are
But
vegetarían now, aren't they?
I think that kind
And
O ()
ay o
Pl
e or
nc
of the underli
of food is really good for you. So people might
n
twi
ce
,
hig
hli
g
ed expressions
hting the pr
Gel
.
o
nunciation
hem to repeat
t
these words: cough: /kof/; cold: /k;iuld/; so e: /
r
eat more nowadays but that doesn't mean that
s-:,:/; th oat: /0f\}(Jt/; headache: /hed rk/; stoma h: /
r
e
c
what they eat is worse for them.
stxmok/; a
Jasan :
No,
s ust differen
it'
j
But there's more to being
t
ch
e: /e1k/. En ourage them to expla n
c
ea h one (gesture a
c
heal
than ust
thy
mean
1
there's
,
nd there
e
lif
t dolit get
.
u
n
d; cold:
c
c
to
be
d
w
rk
the n
on
TV
,
o
e
right
e élJ1)
ar
eve
t d
on
ng
ayi
ppose
s
I
aD
i
f
the n
on
he Pl
n you
i
the
r
s
la
te
coughs and colds and sore throa s; perhaps
Kelly:
t
film
a headache ar a stomach ache
t ooti two in the
.
o e
S
here
are so ma
ny
n if people
e
ve
ma
nag
.
t m
ex
i
om ng,
they're
t
r
oo
ti
to
ed
ing.
Hmm
.
i
/1nd3;iri/ a
n
i
d wound /
ti
ons such as injury
u:nd/ (a wound
w
s
i
o
ften
u
p
aused by a weapo
n
)
.
do
P
an
ith any new express ons and their
i
c
on time the n
w
pronunciation, and d st nc
tun
get
t
o
stomacb.
r
co, Track 51
terne
.T
ayStation
things to do
r head;
o
e) Help
t
o
i
to
seems
.
Or
o
a
i
morning
Jasan:
thr at with a short
ommon illness that m kes y u sneeze
stomach ache: pa n
e
got school
they"ve
. 1 su
ay
r st
r
s
mor
that eYel)'Oí1e
n when
,
ex
a
i
and makes your no e produce liqu d; sore throat: p a i n
tha
people
ther
you're
lat
t on may be necessary):
ome out of you
Recording script
go
a
ou
wh
s ed b t
cough: make a i r
sou
.
transl
r
inside the throat; headache: pain inside y
e
ow
s
?
.
1 don't kn
tre
ther
p
ee
s
e
si'
much stress in eYef)'day
so
a
enough sl
t
eating.
nd
re a lot of people
A
Kelly:
a
exercise
j
i
ossib y expla n that an X- ay is a photo taken of the
l
i
r
yth
i
·Kelly:
m n
l'
ot
sure. These days. when they go
so
nside of the body, often to d agnose f a tures
i
Ensu e that everyone
a
schooL
lot
l
ow
t in
tha
.
Jasan:
A
h
q
it
,
s,
pollut on
fr
i
ctua l
A
es
om
i
cars
t
t
e
the
a
nd
h
Answe.rs
e you
accidents:
ire
anywher
c
p
i s
a r'
rea
lly
r
i
,
w
ou
they
s
ma
tarted
king
d
, sprain,
i
There's
a
ll
tha
t
treatments: med
improved
a bit
ici
ne
,
h
pl ster, pill, tablet, bandage,
a
spir n, X- ay, ope at on, in ecti
i
r
r
i
j
o
everyone pay to
d
rive
n, plaster cast
@) Sorne languages use t e definite ar
h
since
n
illnesseti: flu, disease, h gh temperature, earac e
bad
a
has
njury, cut, b u se
r
lorries.
sjtuation
i
f acture
isn'
in the cities.
ly
hink h
1
l y,
But
can
t it?
ealthy,
pec al
ay
Kelly:
u e h
t'
Hmm it might be.
nowad
just leave it
en
nd t a s
like
cities you
sorne
one cheap y and th
l
ticl
e with pa ts
r
of the body ('The foot hurts! '), so stress t
at
h
in
the ci
to
no
cen
ty
e.
tr
e's not
Ther
so
much
t
raffic
ormally use the
n
.
we use some
w
Jasan:
ou may be righ
Y
but
t,
n the mo
i
m
ing.
ill ma
it st
s me
ke
hich remin
W
ds
me:
th nk peo
e get sick more o en n
l'm
fi
i
pl
ft
dont
n
e.
a
n
d
l'm
r
su
e
you
are
e
i
n English. P int out that
o
ith the uncountable medicine. h111 n
t
We talk about having ar ca
you
flu - though somet mes
i
ad
ow
w
oss ssive
p
e
w
with coun ables such as tablet, disease, ar bandage.
cough
tc
h ng a cold, but we have
i
e m y
w
a
t
alk about hav ng the
i
ays?
[lu.
l
a ways
.
students are gojng b:t bike.
more
Especial y n
c
om letes the table.
r
to
r
too.
but
n a t c e
A
r
i
l
s a so possible
i
l
wi
th expressions such
e
w
as ' o have (an) earache', and must be used in
t
kno
w
don t
'
a lo of
t
e
w
eople whose hea
p
lth
is te
e
rribl
,
'to have a headache'.
?
Fit and healthy
®
8 They use their corrected
Suggested answers
1 My brother fractured his leg.
sprained my ankle.
2 I think I've
3 You've cut your finger.
4 She's bruised her leg.
a model. Ensure that everyone has the rules filled in
correctly, as they will be using them far reference.
S I've got a bad earache.
6 The patient has a serious wound.
a plaster cast on his broken arm.
· have an Xray,
answers from Exercise 1 as
7 A nurse put
8 You should
9 I don't like taking medicine.
10 You need to have an injection now.
Answers
2 who
3 that/which
6 where
4 which/lhat
S when
7 whose
The other relative pronouns which are the object
and could be left out are: 7 where and 8 that.
0 Encourage them to give a variety of syrnptoms.
Focus attention on (3) in the text above. Explain
that which refers back to the injuries, so it is the
Suggested answers
object of the verb cause (the subject is sport) -
'I had a bad cough, a sore throat and a terrible
headache', 'I had an X-ray, they put on a bandage
and I took sorne tablets far the pain',
in other words, 'Sport (subject) can sometimes
cause injuries (object)'. Then get the class to find
a similar structure: in 8, thai (referring to safety
advice) is the object of the verb receive.
Grammar
0 Allow a minute or t wo for th is initial gist-reading
Which, that, who, whose, when and where clauses
activity, then elicit answers.
(defining and n o n - d e fi n i n g )
Answers
O Explain any difficult vocabulary, but don't check their
answers yet.
I stress caused by busy living
2 find something
they enjoy doing every day
fJ () Play the recording once ar twice, then go through
the answers.
0 Give pairs a couple, of minutes to fill in the gaps
(reminding them that far people and things there are
al cerna ti ve answers). Don't give the answers yet.
Answers
2 who
7 where
3 which
4 whose
5 that
6 when
8 that
(i) () Play the recording - twice, if necessary. Go
through the answers.
Answers
Recording script
CDl Track 52
(Possible variations in brackets) 2 whose
Presenter:
Most people that do regular sport are health1er,
(that)
and often feel happier. than those wl1ll. do little
where
4 that (which)
S when
3 which
6 which (that)
7
ar no exercise. Care must be taken, though.
to avoid the injuries which sport can sometimes
Recording SCript
CDl Track 53
cause. People whose favourite sports are running
People wl1ll. work very hard, and individuals
Presenter:
ar jumping, far instance, may injure their ankles
whose lives are busy in other ways, may suffer
ar knees. Training tbat involves doing the same
from a kind of stress which can actually darnage
exercise again and again can do serious damage,
their health. One VJaY 1l:lat they can reduce stress
particularly to athletes in their early teens, when
levels is to find a time, every day. when they can
their bodies are still developing.
•
relax. They should find something tbfil they enjoy
lt is important not to do too much too soon.
doing, such as reading, in a place where they feel
Everyone should 'warrn up' befare they begin comfortable and unli kely to �e disturbed.
. .
if possible in the place where they are going to
exercise. lt is essential. too. to follow any safety
advice tbat they receive.
º�-----------------,
Answers
We could Jeave out: 4 whích
7 where
@
U n it 9
5 when
6 that
(l) Learners have to decide
which relative pronoun
(íf one is needed) to use , and where
Answers
in the sentence it
2 I am vis iting rny mother , who is ill.
goes. Check their answers, possibly also eliciting the
son, who is about my age.
reason for omission/non-omission in each case.
I read was The Lord of the Rings.
whose name is Daniel.
Answers
a beautiful country.
2 who/that swim
3 where accidents
4 not necessary / illness that
you.
5 whose tooth
6 not necessary / time when
Extension idea Take a section
4 The last book (that)
S I've met a guy
6 I'rn in Brazil, which is
7 That is ali
8 There are many places
beautiful.
3 He has a
(that) 1 can tell
that/which are very
9 1'11 tell everyone (who)
I know.
10 I have to go to the airport, which is quite far
from the city.
oí intermediate-level text,
possibly from a reading passage the class have already
studied, and delete sorne or ali of the relative pronouns,
using correction fluid. Make photocopies and get pairs
Vocabulary
Sports
to replace them. indicatlng where the omission of the
O Elicit the answers to the matching activity quickly,
relative pronoun makes no difference to the meaning.
then ask for opinions on each of the sports.
0 Encourage pairs to make a number of comp lete
sentences using each prompt.
Answers
I B
Suggested answers
2 l do rny homework / J listen to music
I really like
2 C
3 A
1
3 I hate /
4 I stay in bed l a t e / I go swímrning
always helps you / listens to you
6 This can be done quickly, as preparation for the next
5
exercise,
6 ticket wins a
prize / health is really good
Answers
do gymnastics, go paragliding, play basketball
a!) Check answers and elicit or give more examples
of non-defining relative clauses, using a range of
@) Pairs write the answers into t h e i r vocabulary
relative pronouns including one wíth the relative
notebooks, or on the page. Briefly explaí n - or
clause at the end of the sentence. Examples:
translate - any unfamiliar sports.
Mr Lomas, who is Canadian. studied cu AicGill
University in Montreal. This coffee, which is made in
Columbia, is my fauourite. I lose sorne money on the
way home, iuhidi was very annoying.
Answers
do
play
[Jo
1
gymnastics
paragliding
buokctball
boxing
cycling
ice hockey
athletics
surfing
volleyball
running
football
Answers
1 which
2 which is very healthy
from the rest of the sentence
3 separare it
4 yes
5 no
6 no
.
t» Explain they have to join the sentences
using a
.
swirnrrung
squash
climbing
tennis
skiing
golf
jogging
baseball
non-defining relative clause, and tbey must make
a small change to the second sentence.
Answers
2 a doctor, works in the hospital.
swim, was very cold.
friend.
3 I went for a
4 sister is a nurse, is my best
5 was 12, the sports centre opened.
6 reaHy enjoy, is popular in my country.
0 Patterns: go is usually used with outdoor sports over
long distances; play often
goes with sports that end
-ball and ball sports generally. We often use do with
sports that do not take go or play.
(Note: in informal
speech, do can be used with most activities [e.g. 'she
� 0 Explain that these sentences contain a range
does cycling in her free time'].)
.
of error types, including incorrect punctuation,
missing relative pronoun, etc. Perhaps go thr ou gh the
sentences, asking what the mistake is in each case.
Point out that 'which' is not possible in Question 7.
Fit and healthy
®
Extension idea Ask the class to guess the verbs that
•
go with sorne activities/sports that are popular in the
students' country/countries. Then get pairs or groups to
tell each other about other activities/sports, e.g. 'a lot
of people go sailing / diving / mountain biking', 'people
«i) Elicit the irregular past Iorrns of four of these verbs,
particularl y
'beat'
in the past simple, and give
examples:
' Austra li a
the
World
Rugby
beat Argentina 24-15, winning
Cup
again .'
Pairs
then com p lete the
exercise.
like to pla y rugby/ handball / table tennís', 'doing
.aerobics / taekwondo / weightlifting' is very popular'.
0 0 These focus mainly on sports that have not been
Answers
2 score
3
draw,
lose, win
1
introduced. If necessary, explain or translate them,
and encourage students to work out which verbs
collocate with them. For example, snowboarding
is similar to skiing (go), table tennis is like tennis
(play), aerobics has similarities with gymnastics (do),
Extension idea One student
a sporting
event he or she a tt ended , saying where it was pla y ed ,
how peop l e were dressed, what e q uipment was used
and what hap p ened
n ame
and windsurfing with surfing (go).
d escribes
-
but without mentioning the
of the sport. Their pa rt ner listens to the complete
d escription ,
then says what s p ort it is and how they
know.
Answers
2 make
➔
do
3 make __, go
S made
➔
did
6 played
➔
4 done
➔
played
went
Reading
0 If necessary, prompt with descriptions, e.g. a court
Part 5
O Elicit the sports shown (ice hockey, squash,
is usually rectangular with lines on the ground,
aerobics, scuba diving) and check understanding
but smaller than the area where football is played.
of ' indi vi dual ',
task,
using
'tearn',
etc.
Pairs
or groups do the
more than one ad j ec ti ve per sport where
Suggested answers
possible. They then t h i n k o f more sports in each
court: tennis, squash, basketball, volleyball, etc.
category.
gym: gymnastics, aerobics, martial arts, etc.
Answers
pitch: football, rugby, hockey, baseball, etc.
1 ice hockey: team, competitive
ring: boxíng, wrestling, kickboxing, etc.
i n d iv i dua l , competiti v e
stadium: football, rugby, baseball, etc.
non-competitive
track: athletícs, running, cyclíng, etc.
Extenslon Idea Giv e the names of other places where
sports are played, e.g. rink, course, piste, a/ley. circuit,
table, green. For homework, they use their dictionaries,
o r a search engine on their computer, to find out which
. sports are played there.
2 s q uash :
aerob i cs: indi v i d ual ,
3
4 scuba diving: individua l,
non-competitive
e) Allow a minute or two for this.
Altemative treatment lf you feel so rn e of the
class
ar e
not interested in sports, div i de them into sporting a n d
non - sporting groups. Ask those who don't li k e sports
to tell each other why, and what they do - or woul d li k e
O Also ask on which part of the body each item of
clothing is worn, and how the equiprnent is used.
Elicit other items associated with sports, e.g. sliorts,
clubs (golf).
to do - instead. Then get the different groups to put
forward their points of view to the class.
@) This could be done in pairs.
back to ear lier parts of t his
E ncourage
unít,
clauses ilnd sports collocat i ons.
them to refer
par t icularly relative
Don't
go through the
Answers
answers yet: the next stage is far them to compare
clothes: boots (football, rugby, skiing, etc.); gloves
with
the
options in the exam task.
(boxin g, football goalkeeper, ice hockey, skiin g,
etc.):' helmet (horse riding, motorcycling, baseball,
etc.); trainers (running, jogging, tennis, etc.).
0 Students do the exam task on their own. G o throu g h
the text and items when everyone has
fi nished.
Equipment: bat (baseba ll, cricket, table tennis,
®
etc.); board (surfing, windsurfing, snowboarding,
Answers
etc.); racket (table tennis, squash, badminton, etc.);
l A
2 D
net (tennís, table tennis,
9 B
1 0C
Unit9
volleyball,
etc.)
3 B
4 B
S A
6 D
7 D
se
Speaking
O () Play again and elicit the stressed words. Get them
Part 2
to underline these or note them down.
O () Play once or twice and check. Point out their
usefulness in PET Speaking. Revise any s i m i l a r
Answers
expressions that carne up al the beginning o f this
Stressed words are: good idea, that, agreed, That's,
unit.
both, that, best thin g , glad
Answers
(l) Suggest they look again at the
2 sure
3 totally
7 true
8 too
4 so
5 way
R
eading text to
6 all
consider which t y pe of spor t might s u it them best,
and that the y
u
from this unit.
coi Track 54
Recording script
a
2 l'm not really
tness vocabulary
emind the class th a t all choices
re e q ua !ly va!id.
s
i
sure about that.
3 Yes, 1 totally agree with you.
R
fi
onitor pairs, ensuring they are
M
reacting politely to suggestions and that
1 You may be right but isn't there another
possibility?
se health and
m
utually agreed.
e
Giv
fe
any
d
ecisio n
edback.
4 1 don't think
so because that might not work very 't\'ell.
Writing
Part 3
5 That's not the Y!1f!i. 1 see it 6 1 dori't agree at
OE
all.
7 That's true.
xpl
ain that these are similar to PET Part 3
8 1 think so tQQ.
instructions and remind the class that they will also
have the o p tion to wr i te a letter. Elicit the answers ,
@They could discuss these in pairs.
out that the alternatives
pointíng
Answers
Qu
est i o n s 2 and 3
are p oss i b il ities in the exam.
b disagree
a agree: 3, 7, 8
strongly: 5, 6
Answers
c disagree politely: 1, 2, 4
1 story
answers
cases two consecutive words are stressed.
Answers
6
2 really sure
3 totally agree
7 true
4 think
2 tit l e
story, titles ,
4
@) {) P l a y o n c e or twice again. Point out that in sorne
6 at ali
in
5 I
T
fi
rst
erson
p
rightening, experience, my
(which
uestion 3)
his activity focuses on text organisation. Point out
that this
8 I
Q
f
3
s quite a co mm on way of organising a short
i
story, but it is not a rnode l that they have to tollow in
every detail.
O () Chora! drill or tell them to practise in pairs.
Altemative treatment This could be do n e in greater
0 Pairs ñ ll i n the missing words.
depth , with pairs studying the text to loca te . far e xample.
he part that describes each
t
0 () Play the recording far them to check their
m
ai n event, words that set
the scene , and ide n ti f y exactly who, what, where and
answers.
when.
Answers
Answers
2 then
3 agreed
4 what
5 both
6 So
7 thi.ng
b
l
c 3
d 3
e 3
f l
8 glad
Past perfect
Recordlng script
•
cm Track 55
@)
Girt:
Boy:
·
·
F
ocus
n the whole sentence containing
o
Yes. that's a good idaa Let's du 11-. lhen.
asking the class when the snowi n g st a rte d:
Right. were agreed. 1hat's what we'I do.
writer reached the top.
Poínt
OK, we both like the idea. SQ shall we do dwt';"
in
the text.
W
Girt:
Yes, that's the best thlng to do. l'm 1111d we
t
(lu.1&..l
I
the
interrogative (had
(a
lso
'd,
he contracted
t
bu
need
nd three of the
the
to
uses
form
+
p
as t participle)
nd
a
+ subject + past participle:
Had she gane over the ed.ge?).
c o n fu s e
efare the
b
pa� l pa1 th.. lph:),
he negative (had not / hadn't
agreel
fi
hen they have done so, elicit
of thc pe at pc,fc..,l
extract,
out that they will
re cogni se the contracted form to
Boy:
the
ernind
R
them
orm of had with
f
t followed by an i n fi niti v e ,
not
that
e.g.
of
to
would
l said l'd tell
her).
Fil and healthy
®
Unit 9 photocopiable activity:
Answers
1 she had disappeared; had she gane; I'd gane;
she'd heard; she'd found
2 had
+ subject
past participle (Had she gane . . . ?)
3
'
d
Relative clause sentence
+
+ past
building
Ti,ne: 20 rnins
participle (l'd gane / she'd heard / she'd found)
Objectives
(,.This practises narrative tense use, alternating with
•
To re view
and
practise defining and non-defining
the past simple. Explain that the past continuous, for
relative clauses
background actions and situations, is also often used
with these tenses. Point out that the past perfect is
often used with
'already',
e.g.
The game had already
•
To loo k at
the irnportance of cornrnas in the
construction of non-defíning relative clauses
begun when I switched on the 1·v.
Before class
Answers
2 I had/'d walked ali the way home
3 arrived al
the stadium, the match had started
4 had/'d left
rny trainers al home, 1 couldn't run in the race
Make one copy of the activity for each pair in your class.
You will also need dice (one for each pair).
ln class
5 had/ 'd decided to get fit, I took up squash
O Divide your class into pairs. Explain that they are
0 Pairs apply the same questions from Exercise
going to play a game with their partner. They should
l to
decide who is Student 1 and who is Student 2.
the exam task. They should notice an irnportant
difference: th is time they must use a sentence to start
f) Give each pair a copy of the activity and a die. Tell
their story. Point out that this must not be changed i n
them that the sheet contains eight sentences. Each
any way.
sentence uses either a defining o r a non-defining
relative clause. However, the words are i n the wrong
Answers
1 story
arder, and each word has been placed into its own
2 the first line
3 first person
4 l (the
box. They are going to rearrange the words to make
answer to Question 3 ) , nervous, game, began
sentences. There is an exa mple at t he top of the sheet.
Allow Lhe111 about Il Vt' JIIÜ!Ult'S LO luok at the words
0 Students do this individually. Refer them back to the
text in Exercise 2 for organisation and style. Explain
and use them to write sentences on a separate sheet of
paper. They should make sure t h e i r partner does not
that sorne oí the features in a-f, such as who, what,
see these.
iuhete, etc., plus the main events and a clear ending,
are essential.
0 They then begin the activity, following the
instructions in the box.
Sample answer
1 felt nervous when the game began. Fifty thousand
people were watching me in the stadium, as well
as a television audience of millions. I had always
0 Stop them after about 10-15 minutes, then ask them to
stop. Review their answers. The student in each pair
with the most correctly placed words is the winner.
drearnt of playing Ior rny favourite team, and al last
Answers
I had my chance.
1 Saturday is t h e day when I go ou t with my
For the first hour everything went fine. We were
playing well and I had started to feel less nervous.
Then, suddenly, it all went horribly wrong: I made
a terrible mistake and the other team scored. I felt
awful:
2 París, which is the capital of France,
is rny {avourite city.
3 London is the city where I
was born and grew up.
4 Mexico, where I spent
my last holiday, is a f a s c i n a t i n g countrv,
5 People
who play sport are healthier than those who don't.
Then l thought back to what the coach had said to
6 Playing computer games is sornething that I really
me, about never giving up, and I knew that I simply
enjoy.
had to wi n the match far rny tearn. So, in the last
suffer from stress.
few minutes, 1 scored the two most importan! goals
family moved to Germany.
of rny liíe,
®
friends.
Unit9
7 People whose lives are very busy can
8 In 1966, when I was two, my
r
Unit 9 photocopiable activity
Relative clause sentence b u i l d i n g
Before you play the garne, spend about five minutes looking at the words. On a separate sheet of paper, wrile the
sentences that you think these words make. Pay particular attention to the commas: these will tell you if the relative
1
clause in each sentence is defining or non-defining. Also pay attention to capital letters - rernember that a sentence
must always begin with one of these - and [ull stops - whích rnust come at the end of the
sentence). Do not Jet your
partner see your answers!
lnstructions:
l
Student
begins the game. You should roll the die once.
1
2 You should
1
1
then rearrange the words to start making proper sentences and write these words i n 'your' spaces
below the original words. The number of words you can rearrange depends on the number on your die.
So, far example,
you roll a four on your die, you can rearrange four words. YOU CAN
íf
DO ANY OF THE WORDS
IN ANY OF THE SENTENCES, IN ANY ORDER.
3 When you have rearranged your words, it is Student 2's turn to roll the die. You can use a word Student 1 has
already used if you t h i n k that they are wrong and you are right. Write the words in 'your' spaces
I
I
.
4 Repe a tsteps 1-3 until your teacher tells you to stop.
Example:
whose
English
is
friend
Peter,
teacher,
my
best
father
Pctcr,
whose
father
Is
"'Y
ÚIQlish
tecle her,
IS
my
IS
my
best
fríen d.
1
IS
1
day
out
Saturday
friends.
go
the
when
my
with
2
is
my
IS
clty,
whlch
tavourtte
France,
capital
rarts.
of
the
3
city
IS
up.
I
grew
London
born
the
where
was
and
4
I
last
where
country.
holiday,
my
5
play
6
really
7
whose
8
when
.
don't.
healthier
something
are
was
who
games
busy
Germany.
who
en¡oy.
People
In
fascinating
than
that
stress.
my
Mexico,
sport
Playing
very
1
is
I
lives
to
those
1996,
spent
are
computer
from
family
suffer
two,
a
People
IS
can
moved
•
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
µ110 T U C O P I A B L E
Word list
Unit 9
Note: the numbers show which page the word or phrase
first appears on in the unit.
n (84) the sports which include running,
athletics
headache n (81)
pain inside your head
jurnping, and throwing
hurt v (82) If a part of your body hurts, it is painful.
n (81) a long piece of soft cloth that you tie
bandag_e
ice hockey n (84)
a game played on ice in which two
around an injured part oí the body
teams try to hit a small hard object into a goal using long
bat n (84) a piece of wood used to hit the ball in sorne
curved sticks
sports
injure v (81) to hurt a person, animal, or part of your
beat 11 (84)
to defeat someone in a competition
n (84) a flat piece of wood, plastic, etc. used far a
board
body
n (84) running slowly for exercise
jogging
particular purpose
medicine n (81) a substance used to cure an illness or
bruise n (81) a dark area on your skin where you have
mjury
been hurt
net
challenge n (85)
something tbat is difficult and that tests
material made of crossed threads with hales between
thern), far example
someone's ability or determination
cold
n (84) something rnade with a piece of net ( =
n (81) a common illness which makes you sneeze
nurse n (81) sorneone whose job is to care for ill and
and makes your nose produce liquid
injured people
competition n (SS)
operation
when someone is trying to win
something or be more
successful than someone else
n (81) an illness that makes you cough ( = action
cough
of making a i r come out of your throat with a short
for sports
n (81) when a doctor cuts someone's body to
remove or repair part of it
pill
n (81) a small, hard piece of medicine that you
S\ValiO\V
sound) a lot
pitch
court
n (84) an area of ground where a sport is played
n (84) an area far playing particular sports
n (84) a piece of equipment tbat you use to hit a
racket
disease n (81)
an illness caused by an infeclion or by a
ball in sports such as tennis
failure of health and not by an accident
score v (84)
earache
to get
points in a game or test
n (81) pain in your ear
sore throat
n (81) paín in the back pan of your mouth
•
energy
n (BO) the power and ability to be very active
and the passages inside your neck
without becoming tired
stadium
.
n (84) a large, open area with seats around it,
.
fit adj (80) healthy, especially because you exercise
used far playing and watching sports
regularly
stomach ache
flu n (81) an illness like a very bad cold, that makes you
n (81) pain in the organ inside your body
where food is digested
feel hot and weak
tablet
glove
n (84) a piece of clothing which covers your
n (81) a small, round object containing medicine
that you swallow
fingers and hand
track
gymnastics
n (84) a path, often circular, used for races
n (83) a sport in which you do phys ica l
wound
exercises
on the floor and on different
n (81) an injury, especially one that is made by a
pieces of
knife or bullet
equiprnent, often in competitions
@
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt
© Cambridge University Press 2010
l' l l( J I I I C: I J P I A I \L l
I ES I Üfl!l87-9
1
]
O Look at this text and put the verbs and any other words in bold into their correct
future form (present continuous, present simple, will or going to). Sometimes more
�
than one option is possible. Use sbort forms (I will
=
I'll, etc.).
O (make) . . . 'J.� -��l(A . . . you a sandwich.
Are you hungry? I
So, you want to know
you. Tomorrow, I (2)
my plans for the next few days?
Ali right, I (1)
(tell)
.
Alan and Rosie for lunch at
(meet)
that new Italian restaurant in the town centre. We originally wanted to go for a
picnic,
but according to the weather forecast, it (3)
all day. After lunch, we (4)
their place because they (S)
(10)
a d r i n k at
me the video
(show)
packing, because as you know, I (7)
so I think I (9)
.
(probably / bave)
(be)
they took on holiday. On Wednesday I (6)
Thursday. My flight (8)
(rain)
busy
(fly)
to New York on
early in the m o r n i n g ,
(leave)
(go)
to bed early on Wednesday and
(catch)
the first bus to the airport.
f) Read the text below and choose the correct word for each space.
People (O) . . . k . . . parents were very strict often treat their own children the same way.
O
A which
B their
@ whose
D have
I'm a very hard-working person, partly because r believe that (1)
you work
hard, you will never succeed in life. My sister is the same. As a result, I rarely relax durina
the week and (2)
does she. I think we are like this because of our parents, who
have big plans for our
future and make sure we work hard. Tbey probably think this is the
only way to bring (3)
we (4)
children, but perhaps if they were less demanding,
have more time to relax and take things slowly.
The situation is made more difficult by our teachers, In my opinion, they always gíve us too
(S)
homework, and we just don't get (6)
free time to en joy
ourselves. As a result, the weekends are the only time (7)
1ike. Then we can watch television, (8)
s wi m m i n g and meet our friends.
1 think that if I have chiJdren when I'm older , I (9)
because I think that children (10)
we can do what we
be a more relaxed parent,
are made to work too hard a re often stressed
and grow up to be very unhappy.
•
1
A as
B because
C unless
D if
2
A so
B either
e also
D neither
3
A out
B off
Cup
Don
4
A would
B will
C c an
D ba d
5
A much
Bmany
e Jittle
D íew
6
Amany
B enough
e sorne
D a
7
A w hich
Bwhen
C where
D that
8
Ado
B go
Cmake
D play
9
A would
B can
e can't
D will
10
A which
B what
C whose
Dwho
Complete
PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
l'HU I CH:UPl!lfll l
@) Here are sorne sentences in which someooe is talking about keeping fit. For each
question, complete the second seotence so that it means the same as the first, using no
more than. three words.
O
Mark likes keeping fit and 1 do as well.
S'?. &q
Mark likes keeping fit and
1
A good
way to keep fit is by walking to school instead of taking the bus.
A good way to keep
2
fit is by going to school
My friend Mark runs to school
My fr iend
3
l.
inste ad of taking the bus.
every day and is very fit.
Mark,
school every day, is very fit.
He's a great tennis player and he always beats me when we play together.
He's a great ten nis player and I always
4
I
play together.
like swimming in the sea, but the weather must be warm.
I only like swimming in the sea
5
is warm.
It's not warm enough to go swimming today.
It 's
go sw imming today.
0 In this text, replace the words in iialics with one word only. The first letter of each
word has been given to you.
The trains to the cíty had been cancelled because of repairs to the
on ( r Aítw�i
(O)
tracks that trains travel
).
Ali of the trains had been cancelled, so
I
standing next to the road ( h.
cross each other ( c.
) . It was a bus y (2) place where two roads meet and
), but nobody stopped forme. After two hours,
to find the (3) small, cheap hotel ( g
I decided
) in town that my (4) book that gives
information about places ( g
and until the morning (o
stood by the road and tried to (1) get a free ride by
) recommended and stay there (5) during the night
).
•
@
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
i
'
H
í
l
l
(
'
í
í l l ' l • \ l \ 1 1
0 In this conversation, replace the words in italics with words that have an opposite
meaning. In sorne cases, more than one answer is possible.
�y brother is very O fat
$1ir-r
.
Livia and Valerie are looking at a photograph of Valerie's farnily,
Livia:
Who's the boy with the (1) long
Valerie:
That's my brother William.
Livia:
He's really (3) plain
Valerie:
Yes, he looks just like my father. He takes
Livia:
Such as?
Valerie:
Well, they're
Livia:
, (2) straight
hair?
.
after
him in other ways too.
(5) mean
.
Is that your father next to William?
The one with the (6) fair
skin
and the (7) narrow
sh.oulders?
both (4) lazy
and
Valerie:
That's right.
Livia:
He looks really nice. And that woman must be your mum. She looks just like you.
Valerie:
Yes and like me she's (8) reliable
Livia:
Oh come en, Valerie. That's just not true! The only negative thing I could possibly
say about you is that
you can be a bit (10) confident
(i) Fill in each gap with a preposition
I usually go to work O
1
live (1)
and (9) patient
at times.
(by, in, off, on, out or to).
foot.
P:l:l
a town called Cassington, but work (2)
called Yarnton. I go to work (3)
get (6)
another town
train. It's usually (4)
but occasionally it 's late. As soon as the train gets (5)
1
.
time.
the station,
, find a seat and read the newspaper. There's a coffee machine
(7)
the train where you can get hot drinks, so I might have a coffee as we ll.
The journey (8)
(9)
Yarnton takes about 25 minutes. When the train arrives, I gel
and take a taxi to my of fice.
day really begins the moment I get (10)
The ride
takes about ten minutes. My working
of the taxi.
•
.
.
Complete PET by Emma Heyderman
and Peter May with Rawdon Wyatt e> Cambridge University Press 2010
Pt lU I U C U P I A l3 L E
Unit 1 0
A question of taste
3 try another cbaracter restaurant; tbis Tbursday;
Unit objectives
aren't keen on ñ s h : can't afford anywhere
food and drink, shopping and services
•
Topics:
•
Listening Part 1: analysing píctures, listening
expensive
4 special views; on Sunday; Jon . . . p r e f e r
. . . me a t
to the end of each recording
r athe r tha n fish or vegetarían
•
Reading Part 2: predicting paraphrases
•
Speaking Part 3: describing objects you don't
5 on Sundays; love foreign food; eat alone;
leaves Sweden
know the name of (material, shape, etc.)
Wr-iting Part 2: writing a short message, ways
•
to t h a n k someone, explain, invite, apologise ar
e ,----------------------,
Suggested answers
suggest, checking work using a checklist
l cheap / inexpensive / reasonable / not expensive
•
Grammar: commands, have something done
•
Vocabulary: food and drink, shops and services,
prívate room.
course, disii, food, meal and plate
Café, etc.
•
2 They could hire the whole restaurant or book
3 Chef Mickey Mouse / Cowboy
4 No, restaurants in these
places are
unlikely to bave windows with a view
Exam round-up
a
5 Sweden
(so they won't want to go to a Swedish restaurant)
Starting off
As a warmer Revise
o
0 Point out to students that a useful way to check
the pronunciation of the alphabet
answers to a multiple-option question is to think
letters (Unit 8). Students think of a type of food ar drink
about why the other options are incorrect (e.g.
which begins with each one (e.g. apple. banana, carrot,
Sara and her friends don't choose the Ninja Castle.
etc.).
Although it is a character restaurant and it does have
meat dishes, it is not cheap).
�--------------------,
Answers
Suggested answers
1 B
They have been organised according to colour.
2 F
3 A
4H
se
1
white: yoghurt, onion, cream; red: meat, pepper,
steak; yellow: rnustard, corn, oil, lemon; orange:
Extenslon idea Students work in small groups and
design their own unusual restaurant. Encourage the
peach, pumpkin, marmalade
students to think about a theme far their restaurant first.
6 Encourage the students to give more than one word
Each group should then produce a poster including both
text and pictures.
answers.
Grammar
Reading
Part 2
Commands
º�-------------�
Suggested answer
Students will probably have to match
O () Brainstorm two or three possible instruclions far
each restaurant, e.g. The Enormous
groups
so the waiter might say 'Don't touch the grill.'
of people with suitable restaurants.
Answers
6
1 0
�-------------------�
Suggested
answers
l teacher prefers . . . fish; interesting views; isn't too
expensive
2 summer wedding anniversary; next Tuesday;
hate being with other groups; normally orders
steak; Jack . . . something different
@
Unit 10
Steak has a grill,
1
2 A
3 H
Recording script
Listening
CD2 Track 2
One .
Waitress 1 :
Part 1
º�-------------Answers
Hi . How are you? Just befare I take you to your
table. put on these gloves and snow boots.
2 three
Children, dont touch the walls, pleasel OK.
correct box
follow me. Here's your table. 1'11 bring you sorne
3 short
4 twice
5 try to tick (v) the
6 Remind students that it is also important Lo focus
on
hot soup while you look at the menu.
the differences between pictures.
Two.
Here's the bill.
Waiter:
1
hope you enjoyed your mea!. sir.
Answers
2
And remember - bring your friends with you next
3 packet of biscuits
4
tin of
pineapple
- but, don·t tell your enernies where we are
time
loaf of bread
- it's a secret!
0 [) The aim here is Lo show students that they need to
listen to the whole recording. lf they jusi listen to the
Three.
first part, they will think that B is correct.
Go over to the butcher's table. Choose a steak.
Waitress 2:
Recording script
The butcher will weigh it for you. Take your steak
to the barbecue and tell the chef howyou'd like
CD2 Track 3
One.
our meat Don't touch the QriU or you'I bum
What did Jamie buy?
y
ourselfl
Jamie:
y
l'm back, Mum 1 1 got most of the shopping.
1
got
a tube of toothpaste a n d a loaf of bread, but 1
f} [) Remind students we add 'please' to rnake
don't think they had any tins of pineapple left.
instructions sound less like orders.
1
cooldn't see them anyway.
Answers
2 don't touch
3 bring
4 don't tell
5 Take
6 Don't toucb
_
Form of verb we use: a infinitive wíthout ro;
b don't
An swer
I
8
/""\
0 • • Point out the correct answer is now A.
+ infinitive without to
F
_
o
_
r
_
m
_
o
f
_
t
_
h
_
e
_
v
_
e
_
r
b
_
d
_
o
_
e
s
_
N
_
o
_
T
_
c
_
h
_
a
_
n
_
g
_
e
_
,
_
v
h
_
e
_
n
_
,
,
_
,e
_
r
_
a
_
k
l_
�
I
to more than one person
I
AAnswer
_
L..
e
,---------------------o
Suggested answers
1
1 Take off your coat and give it
10
your head.
4 Here's your food.
3 Sil down here.
Don't touch the plate, it's hot.
and fork.
me.
2 Mind
blindfold sorne
Mum:
Don't worry. What about the biscuits?
Jamie:
1
Mum:
classroom like a restaurant and
nd them at first because they've
couldn't fi
changed the packet. Is one packet enough?
5 Pick up your knif e
6 Enjoy your meal.
0 If practical , set up the
coa Track 4
Recording script
enty. Than ks, Jamie.
P1
ep the change!
Ke
(!)
---�----------------
'guests',
Su ggeste d answers
2 What will they take to the party? Listen to see
Vocabulary
if the y take cake, íce-crearn or soft drink and type
Course, dish, food, mea/ and p/ate
(e.g. chocolate, cola, lemonade, etc.).
O 6 0 Pre-teach cod. Students should read the whole
3
letter befare filling in the gaps.
the times: 4.10 pro, 4.45 pm and 6.30 pm, and
What time is the boy's appointment? Listen for
decide which ooe is the corree! time for the boy's
Answers
2
mea Is
appointment.
3
plate
4 courses
5 dish
4 What did the girl buy online?
We know that the girl buys one or two objects.
Extension idea Students
a
rite a reply to Alicia, talking
w
bout the food in their country usi ng course, dish, food,
mea! and plate.
Listen to see if sbe buys a T-shirt and a pair of
shoes, a 'l-shirt and a pair of pyjamas, o r a pair
of pyjamas only.
A questíon
of
laste
@
would be safe to buy a T-shirt from the web
5 What is the free gift today? Listen to see if the
but my mum bought one a month ago and it
free gift is a laptop, software or a mouse mal.
was just too tigh t
6 What is nearest to Rick's Diner?
You will need to listen to see which place, the
CD2 Track 8
bridge, station or roundabout, is the nearest to
·
Five. What is the free gift today?
Rick's Diner.
Announcer: Good aftemoon. shoppers. To celebrate the
7 Where has the mother been?
fifth year of our very successful electronic
You will need to liste n to see if she has been to the
department. we are offering great discounts
post office, fishmonger or hairdresser.
off ali software bought today. Computar expert,
Gene Reedy, will also be in the store today to
f) {) Students should listen to each recording twice.ln
give you free advice on how to improve your
the PET Listening Part 1 exarn, students will listen to
laptop's performance. And for today only,
both informal dialogues and monologues.
you won't have to pay anything for one of our
Answers
2 �
anniversary mouse mats - just pick one up from
3 A
4 C
s e
6 A
7 B
one oí our shop assistants.
1
Recording script
Now listen again.
CD2 Track 5
Two. What will they take to the party?
CD2 Track9
Boy:
Shall we take a chocolate cake to Johns party?
Girl:
Good idea, but l'm not going to make one and
Boy:
Six. What is nearest to Riek's Dinar?
Message:
This is Rick's Dinar. We're open Monday to
l'm sure they're expensive to buy. What about
Saturday from 12.30 to late and you wont find
sorne cans of soft drink?
better Moroccan food anywhere else outside
You·re right about the cake. John said he was
Moroccol lf you haven't visited us before, tum
going to buy
left at Links Roundabout into Trent Street and
sorne lemonade and sorne orange
iuice. Have we got enou gh to buy sorne
we're 100 metres on the right, just before West
•
Girl:
ice cream?
Bridge. And if youre coming by public transport.
Not really. but my mum·s got sorne in the freezer.
it's a five-minute walk from the station. See you
Lers take that.
soon !
Now listen again.
Now listen again.
CD2 Track 10
CD2 Track 6
Seven. Where has the mother been?
Three. What time is the boy's appointment?
Man:
Woman:
l'd like to make an appointment for my son to get
Boy:
Hi, Mum, did you collect my parce!?
his hair cut one afternoon this week. Could you
Mother:
There was a terrible traffic jam and you know
mana ge that on Thursday? 1 can bring him here
the post office clases at six. 1 had to get fish far
after school.
dinner. Hope you dont mind. 1 wanted to buy
Um, Thursday·s going to be busy . . . um . . . but
sorne sausages. but by the time I managed to
we could do that if you come at say . . . half past
•
six? Would that be okay? lf not, lve got free
.
.
appointments on Tuesday at ten past fou, u,
l'm having my hair cut tomorrow by undc:.r 9round
!;!..
Boy:
ouarter to five.
Man:
park the car, they were closed too!
Er, thanks. The earlier one that day would be best
1
think
1'11
go
!
Could you get my parce! then?
Now listen aga in.
for us.
Woman:
Fine!
.
Now listen again.
CD2 Track 7
Four. What did the girl buy online?
Vocabulary
Shops and services
As a warmer Play hangman as a class with the tille
'Shops and services' and then brainstorm a list of shops
and services onto the board.
Girl:
Shopping online? Everyone says shoes are my
mum and they were fine . You'd also think it
@
Unit 10
•
o
Callum:
Sorry, Vicki. lt was an accident
Vicki:
My rnum's going to go mad . We had this dress
.------------------------�
Answers
cleaned last week for this party and it wasn't
We use 's only with the place. (However, it is
possible to describe the place with or without
cheap ...
's -
tiairdresset:/hairdresser's.i
O·
.------------------------�
Suggested answers
l Layla should complain and get her money back
Answers
2 dentist
3 dry cleaner
6 butcher
7 post office
4 library
and then go to a better hairdresser.
S garage
2 Lewis should find a part-tirne job by looking in
8 travel agent
the newspaper, asking friends or family or asking
in shops and cafés. (He should also take better care
0
of bis scooter!)
Answers
1 (hairdresser's)
usual)
2 (dentist's)
3 (dry cleaner'sl
8 (travel agent's)
3 Callum should offer to pay for
the dry cleaning.
(possible but not
6 (butcher's)
(possible but not usual)
0 Tell students that 'book' an appointment is also
Grammar
Have something done
O Check the class has understood the meaning and
possible.
highlight the form have + something + done in the
Suggested answers
present simple, present continuous and past simple.
1 dentist('s), garage, hairdresser('s)
post office
3 library
2 butcher('s),
4 travel agent('s)
5 dentist('s), dry cleaner('s), garage
o
6 butcher('s).
1
dry cleaner('s). garage, hairdresser('s), travel
Answer
Vinnie
agent ('s)
0 Ask students to underline the verb form in the
0 f\ Encourage the students to give reasons for tbeir
sentences in Exercise 2.
answers.
Answers
Answers
1 has his meals cooked for him
l hairdresser('s)
2 garage
Recording script
CD2Track
3 dry cleaner('s)
11
nails done today
2 ·s having her
3 had his flat cleaned last year
0 Encourage the students to focus on the time adverbs
first.
One.
Madison:
What have you done to your hair, Layla?
Layla:
Oh, don't!
Answers
2 1
1
Gabrielle's but I wanted something different.
Madison:
had my bike repaired two weeks ago.
normally have rny hair cut at
3 John is
having
h i s bedroom painted now.
so I went to that new place on the High Street
4 We hav e our photo taken once a year.
Oh no! Was it very expensive?
S Our grandma has her h a i r coloured every three
weeks.
Two.
6 1
Andrew:
Are you coming to the party tonight, Lewis?
Lewis:
1
.
c a n ' f send
a n e m a i l because we are having our
computer mended at the momen t.
cant, rm not allowed to go out.
0 Allow students time to write down their questions
Andrew:
Why's that?
Lewis:
1 had a little accident on my scooter. My dad says
it was my fault
fi rst.
�
(1) Point out that students should underline examples of
have something done. and not phrases with haue, e.g.
Andrew:
What about your scooter? You only got it last
A boy o( 1 1
tias been told.
week for your birthday.
Lewis:
Vicki:
That's why my dad is so angry. We're hayjng it
Answers
repaired and l'm going to have to look for a job to
he had his hair cut; have his head decorated;
pay for it.
Jack has his head shaved; sorne of the teachers
Toree.
their hair coloured regularly; footballers have rheir
Oh no ! Callum! That's cola you·ve spilt down my
have
hair shaved
dress.
A question of taste
@
Speaking
and 1'11 gíve you your photograph in a moment
Part 3
So, Natalie, please tell us what you can see in
O () Do not tell the students the names of the ten
your photograph.
objects at t h i s stage. Play the recording again and
Natalie:
focus on the expressions each speaker uses to
Uh-huh. In this picture I can see a lot of peopl e in
a shopping centre. The shopping centre is verv
describe the object they do not know the name for.
big and guite crowded. lt looks very new. the
·
1
Answers
floor is black and white. 1 can see many shops
They ask for: B, I and G.
- for example: sorne clothes shops, a bag shop
and a shoe shop. On the ground floor there are
Recordlng script
Ekaterina:
CD2 Track 12
many people walking together and looking at
One.
the shops. 1 can see a woman who is wearing
l'm sorry but l've washed mv ha ir and I want a . . .
a blue shirt. Sne's also got a bag. On her head
um . . . it's something
she's wearing um . . . er . . . 1 can't remember the
for drying hair.
word. lt's something like a hat. There's a man
Oh. You mean a haird,yer. You can borrow mine.
Girl:
behind her. He's weaóng a white shirt black
trousers and um . . . a . . . it's made of cotton,
Two.
Mateas:
1
think. People often wear them for work. On the
want to eat thís orange. Can I have a . . . a . . . er
left I can see another man who is carrying a bag .
. . . it's made of metal and it's used for cutting.
He has got his mobile phone in his hand and be,
Do you mean a knife?
Man:
1
is ta!king to someone. On the second floor, 1 can
see more people. They are standing and looking
Three.
Ruben:
at the people on the ground floor.
Hi. Have you gota .. . a .. . it's something like
stairs.
0
A laddet? What do you need one of those for?
Woman:
r-------------------Answers
Students should tick (v): 1, 3, 4 and 5
fj When the students have finished the activity, tell
them the names of the objects.
Answers
Writing
A hammer
B hairdryer
(electrical)
E fork
H tin-opener
C iron
F frying pan
I knife
J
Part 2
D plug
O Alternative treatment With books closed, read out the
G ladder
incomplete sentences from the exam round-up box and
key
invite answers from the class.
0
Answers
Answers
2
l True
2 True
3 True
three
3
Connect
4 spelling
5 between
4 False (you don 't have
6 open and close
7 included
to talk about things 'outside' the photograph, e.g.
feelings, previous activities, etc.)
fj
5 False
(you should use sorne of the expressions from the
r--------------------
table in Exercise 2 in this section)
Suggested answers
1 have pizza with your class; celebrate .. . end
8 {) Point out that Natalie paraphrases headscarf and
. . . y e ar : forgotten to ask Ryan; email to Ryan;
apologise; invite; explain where . . . eat; 35-45 words
tie.
2 shopping centre; nearby clty; school holidays;
1
�nswer
1
email to . . . Paula; invite; explain why you want to
go; suggest .. . place . . . meet; 35-45 words
3
Recording script
Examiner:
CD2 Track 13
And now I' d like each of you to talk on your own
stayed at your cousin's; left something behind;
email to Alex; thank him; describe what you left;
suggest how . . . get .. . object back; 35-45 words
about something. lrn going to give each of you a
0 Students then decide if they could use these sentences
photograph of people shopping. So, Natalie, here
in any of the three exam questions in Exercise 2.
is your photograph. Please show it to Lidia, but
I' d like you to talk about it. Lidia, you just listen
Answers
2 because
®
Unit 10
3 to come
4 rneet
5 inviting
6 2 In summer, when the weat her is good, we play
0
�------------------�
ten ni s .
Suggested answers
thank someone: lt was very
k i n d of you to . . . ;
3 Stevie, whose team won, was the best player of a l i.
T h a n k you very much far . . . ; explain: That's why
·
... ;
because . . . ; invite: How about
like
; apologise: l'm very sorry that
; \Vould you
; I'rn so
4 In the city cen tre , where we live , there
is a lot of
po ll uti o n.
sorry far . . . ; suggest: Why don't \Ve . . . ; L e t ' s. . .
5 My brother, who had an accident, is feeling better
0 Remind students they are most likely to lose marks
far not including ali three poínts and writíng outside
the word limits.
DOW.
6 Volleyball, which is a team s p ort, is played on a
cour t. / Volleyball, which is played on a c our t,
is a team
(i)
spor t.
@) 2 had practise d
4 had/'d brought
3 felt
Model answers
5 had/'d pul
1
6 was
7 had/'d rained
8 didn't
Hi Ryan,
seem
l'm very sorry that I forgot to invite you beíore.
We're going out on Friday night. \Vould you like to
come too? We'll have a great time. We've decided
to go to the
new
pizza
9 was
10 had \eft
13 had/'d played
17 knew
14 was
1 1 started
12 realised
15 slipped
16 fell
18 had /' d twisted
hadn't broken
19 went
20 had not /
21 wore
restaurant. Let me know if
you can come.
Vocabulary
Yours,
0 2 sore
3 beat
4 nurse
5 have
6 bat
7 athletics
2 Dear Paula,
8 pill
9 bruise
10 rin g
J'm going to the shopping centre tomorrow,
Why don't you come too? I want to go there
because I want to have my hair cut ar Dani Brídell's
Vocabulary and grammar revieiu
new hairdresser's. Why don't \\-e meet outside the
Unit 10
station?
See you soon,
Answers
3 Hi Alex,
Thank you very much for inviting me to stay for
Vocabulary
the weekend. l had a lot of fun.
o ,---------------------,
I think I left my pencil case at your house.
It's made of blue plastic. Can I come to your house
Suggested answers
tomorrow to get
2 complain
it?
Lots of !ove,
3 book
4 borrow
5 repair
6 (Other answers are also possible)
interested
2 inleresting
on the c las sroo m walls. Prepare a reading task by
4 Chinese food
are is
S ki nd
writing (or ask th e student to write) a 'ñnd someone
7 chicken food
dishes
8 I think chicketi ttte is
who . . .' statement far ea ch piece of writing, e.g. Rnd
9 rny J tqink
someone who left their pyjamas al their cousin
3 resturants
restaurants
Extension idea Displ a y t h e final corrected versions
10 enjoy with
nice
6 ali kirtd:
kinds
enjoy your mea/
s house,
etc. Students walk a ro u nd the classroom and find the
Grammar
a n swe r s to the rea d i ng task.
@) 1
(Also possible: had i1 washed)
her hair / it cut
Vocabulary and grammar revieiu
2 is havin g / has
3 had it / one / a photo taken
4 have our w i ndows / them cleaned
it rep aired
5 had the car /
6 had the walls / thern painted
Utiit 9
0 2 P ut
3 didn't
4 had
5 1 wou l d /' d
Answers
Grammar
O 2 d that
3 f when
4 a who
5 b where
6 e whose
A question of laste
@
0 Explain that the students are now going to try to
Unit 1 O photocopiable activity:
get 'their' menus back. They will do this as
A perfect meal
Time: 20 ,nins
-1-
follow s:
0bjectives
• Each
•
To review food vocabulary from Unit 10
• . To practise explaining words and paraphrasing
•
To practise listening to other students for specific
student describes their mea] to the rest of the
class. They can refer to the duplicate inforrnation they
wrote down, but they are not allowed to use the words
from this, or the words they wrote on their menu sheet.
Jnstead, they should try to paraphrase by describing
information
colour, texture, laste, sbape, size, whether it's eaten
hot or cold, etc. The sentence you have written on
Before class
the board is an example of this for strawberries and
Make one copy of the activity for each student in your
ice crearn. If they cannot think of suitable words to
class. Cut each one along the dotted line to make two
describe, for exarnple,
parts (lnstructions / menu sheet a n d a n a m e card). You
by offering extra information (for example,
will also need sorne paper clips (one far each student).
are descri bing a soup, you could explain that it's a
taste and texture, help them
if they
liquid).
In class
O Before you begin the activity,
you might want to
explain that in many countries main meals are often
divided into three parts, or courses: a starter, a main:
course and a dessert. The concept should be familiar
in most cultures, but there are sorne where meals are
'structured' in a different way.
6 Give each student a copy of the main part of the
• While they are doing this, the other students look
at the menu sheet they have been given. If they think
the description by the speaking student matches the
information on their sheet, they write that student's
name on that sheet.
The students then return the menus to the students
who they thought wrote them.
activity, a name card an d a paper clip. Tell them
to read the instructions and to write down their
meals in the boxes. They will also need to copy this
information onto a separate sheet of paper. While they
are doing this, write the following sentence on the
board:
'This is a small, so{t, red summer fruit. I like to eat it
with something soft, sweet arui very cold. that is made
with milk or cream and which you keep in tlie ireezet.'
€) After about six to eight minutes, tell them to stop and
- to write their name on the name card. This should be
attached to their
completed menu sheet with the paper
clip. When they have done Ibis, they should pass the
menu sheet back to you.
(') Redistribute the menus around the class. The name
cards are for your reference only, so that you do not
return the menus to the students who wrote tbem
(remove these as you redistribute the menus, making
sure thdt the students you give the menus to do not
see them). ldeally, you sbould try to distribute the
menus to students who are not clase to the students
who wrote them and so are less likely to identify the
handwriting.
@
Unit 10
•
Unit 1 0 photocopiable activity
A perfect meal
�
Instructions
Imagine that you are going to plan your favourite mea], deciding on a starter, a main course a n d a dessert.
Write down the name of each course (either in English
or in your own language if it doesn't have an English­
language equivalent) in the boxes below, If the main ingredients o{ the dish are not obvious frorn its name, write
a short list of these. You have about six to eight minutes to do this. You should also copy the information onto a
separate sheet of paper. It is important that no one else can see what you have written.
Your menu
DO NOT LET ANYONE ELSE SEE THlS CARD
Your favourite starter
What is it called and/or what are its main ingredients?
(Example: Chicken: Caesar salad: lettuce, chicken, cheese, mayonnaise)
Your favourite main course
What is it called and/or what are its main ingredients?
(Example: Sukiyaki: beef, soy sauce, mushrooms, eggs)
Your favourite dessert
What is
ít
called and/or what are its main ingredients?
(Example: Ice cream and strawbemes)
•
-�--��-----------------------------------------------------------
Name card
Write your name below and attach this to your completed menu sheet with the paper clip.
Complete PET by Emma
Heydennan and Peter May wlth Rawdon Wyatt
© Cambr idge Uníversny Press 2010
Word list
Unit 1 0
Note: the numbers show which page the word or phrase
fírst appears on in the unit.
book v (88) to arrange to use or do something al a
library n (92) a room or b u i l d i n g that cont a i n s a
particular time in the future
collection of books and other written material t h at you
can read or borrow
borrow v (92) to use sornething that belongs to someone
else and give it back later
loaf n (91) bread that has been baked in one large piece
so that it can be cut into sma ll er pieces
butcher n (92) someone
who prepares and sells rneat
make an appoíntment v (92) to arrange to do somethin g
complain v (92) to say that something is wrong or that
at a particular ti m e
you are annoyed about something
mea! n (88) when you eat, or t b e food that you eat al that
course
n (89) a part of a mea!
time
dentist n (92) someone who examines and repairs teeth
metal n (94) a u s ually hard, shiny material such as
dish n (89) food that is prepared in a particular way as
iron, gold, or silver which heat and electricity c a n t r ave l
part of a mea!
through
dry cleaner n (92) a shop where clothes are cleaned with
packet
a special chemical and not water
the same thing
food
n (88) something that people and animals eat to
keep them alive
n (91) a sma ll container that contains severa! of
plastic n (94) a lig ht , arti fi cia l su b stance that can be
made into different shapes when it is soft an d is used in a
lot of different ways
fork n (92) a small object with three or four
points a n d a
handle, that you use to pick up food and eat with
plate n (90) a flat, round object which is used
for pu tt ing
food on
garage n (92) a business that repairs or sells cars, and
sometimes also sells fue!
post office
n (92) a place where you c an huy stamps a n d
send letters and parcels
glass
n (94) a hard, transparent substance that objects
such as windows
hairdresser
and bottles are made of
n (92)
repair v (92) to fix something that is broken
or damaged
taste n (88)
1 someone whose job is to wash, cut, colour, etc. people's
1 the ílavour of a particular food in your mouth
hair
2 the ab ilit y to j ud g e what is attracti v e or suitable,
2 t h e pla c e where you go to have your hair washed, cut,
especially i'n. things related to art, style, beauty, etc.
coloured, etc.
travel agent
hairdryér ·n (94) a piece of electrical equipment for
n (92) someone whose job is maki n g travel
arra ngements for people
drying your hair with hot air
tube
hammer n (94) a too) with a heavy, metal part at the top
n (91) a long, t h in container for a soft s ub sta nc e ,
that you press to get the substance out
that you use to hit nails into something
wood
n (94) the hard m aterial that trees are made of
knife n (94) a sharp tool or weapon for cutting, usually
with a metal blade and a handle
ladder n (94) a piece
of equipment which is used to
reach high places, cons i s t ing of short steps fixed between
two long sides
@
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
PI l f.l T O C O P I A B L E
Unit 1 1
Conserving nature
@) These could be q uestions abo u t any kind of a n i m a l s ,
Unit objectives
fish, e t c . , including pets . Exa m ples : butterflies
birds,
•
Topics: the natural world, the environment
taste with their feet (true}, penguins can jump nearly
•
Listening Part 2: h i g h li g b t i n g key words in stems
and
•
options
two metres in the air (true), all zebras have the same
markings (false - they're ali different).
Reading Part 4: matching options wíth relevant
Ahernative treatment Prior to the le sso n, set this
words in text
a h o m e w o rk task far g ro u p s. They research the
as
•
Speaking Part 4: giving examples
•
Writing Part
•
Grammar:
information and then quiz each other in the l esso n.
3: (letter) checking far mistakes
the passive
(present and past simple),
Vocabulary: noun suffixes
•
Pronunciation:
make statements such as Africa is the driest continent.
Amazon than any other river. (True - more than the next
five bigges t rivers
weak forms in
•
Exam
word stress
t ha t they
(False - it's An t a r c t i ca ), There is more water in the
cornparative and superlative adverbs
•
Extension idea Br oade n the qu est i o ns so
n the world co mbin ed ) .
i
with suffixes,
passives
Part 2
Listening
round-up
O Ask the class, prompting i f necessary
.
Starting off
Alternative treatment Prior to the l e s so n,
O Ask what conservitig in the tille meaos. and elicit
conservatioti.
e.g.
Explain ar translate any new words,
left-handed, ostriches. Allow time for discussion.
research
M
I
ndia
u
I
nternet or encyclopedias.
i t a project to find t he most interesting facts a bout
ake
the country, the
c l ass
si n g the
s t u de nt s
p
eo p l e
efare do in g
the
b
and
li
ts
i
wil
d lif e.
D
iscuss these
in
s t e nin g tasks.
Answers
Suggested answers
8 3
C 7
D 8
2 T
3 T
4 F Ostriches swallow small stones to
E l
F4
H l
G 6
help digest food, so they briefly have to put their
beads into the ground to pick up stones. Tbis is
where the
myth comes from.
they run - at over 60 kph.
are often
\Vhen
5 T
6 F In zoos, míce
theír trunks but
seen running clase to
the eleph a nts completely ignore
rnyth from fi lms l i k e Dumbo.
s m a ll
eyes but use them in
íríghtened
thern, Probably a
7 F Bats have very
daylíght to navígate,
particu l arly over long dis t ances.
S T
India: located in southern Asia - the world's bíggest
de m ocrac y and country with
the s econd - lar g est
population - independence in
- religions inc l ude
y
b
andhi
N
and
S ik hi sm - many languages are spoken b ut
H
induism ,
G
and
H
ehru
1947 led
indi is the o f fi cial language and
widely used
B
nglish
E
uddhism
q
uite
- nowadays has a rapidly g r owing
economy and is an emerging s u perpower
Biggest cities:
M
umba i ,
D
elhi
(both over
10
million
peoplq)
6 Point out that this excludes zoos, etc . •Allow t i m e far
Famous for:
fi
River
Gan g es , Taj
M
aha l ;
B
o ll ywood
lms
d í s c u ss í o n : sorne may (wrong]y) think there are tigers
in Africa, po l ar bears
the u s e of names of
in the
Antarcuc, etc. Eocourage
continents, countríes and regions,
correc t i ng pronu ncialion
where necessary,
Wildlife:
tígers,
many otber
6A
ll
elephants ,
monkey s, snakes
tropical rainfores t pla n ts
ow t i m e far discussion ,
and
nd ani m al s
a
referring back
o earlier
t
units i f necessary . Then elicit the answers, ensuring
Answers
everyone has the corr e e ! details .
1 tigers - Asia
3 kangaroos -
2 polar bears - the Arene
A us t ra li a
5 lions - Af rica / Asia
4 ostriches - Airica
6 elephants - Asia Aírica
7 bats - ali conti nents except Amarctica
Answers
2 one or two
S bears 7
S outh Am erica / N orth America
Europe
key
3 twice
8 si mil ar
4 six
9 own
5
three
6 k in d
10 second
As ia
Conserving nature
@
0 Remind the class that they are unlikely to hear
around, their branches were too high up. In
the same words as those used in the questions /
the end we got up on the roof of the vehjcle.
unfinished statements and options, but they will
then jumped on, and alter sorne preparations,
hear expressions that have related meanings.
we set off.
These may mean the same, e.g. wond.erful view
lt was great fun. and I found that an elephant can
/ the most amazing thing l've ever seen from the
go just about anywhere. Suddenly Ajay pointed .
. windoiv of a hotel, or the opposite: relax on, big soft /
'There,' he said, and less than ten metres away
uncomfortable and long way / actually itiside. Allow
was a magnificent 200-kilo male tiger.
time for them to underline the words in 2-6, but point
out that opinions may differ on what lhe key words
'Quite small,' he said (though it looked huge to
are.
me}. it was lying under the trees and at first
1 thought it was asleep. But then it raised its head
Suggested answers
sligh tly and looked, in a rather bored way, in our
2 guide, knew, tiger
A he, seen
B another,
direction. lt had obviously eaten recently. 1 was
watching
C a n i m a l s , noticed
rather glad it wasn't feeling hungry, but Ajay told
3 got on, elephant
A ladder
B tree
C car
us that in India people are ver¡ rarely eaten by
4 saw, tiger
A resting, mea!
B sleeping
tigers. That was good to knowl He also explained
C looking, food
5 safe, believed A never attack, humans
attack, elephant
6 allowed
that tigers don't mind being approached by
B not
elephants. so we were in no danger. As we went
C too old
A get out
B feed
slowly round the beautiful black. orange and
C photograph
white anima l, 1 realised that was true. I' d read that
0 () Play the recording twice, in exam conditions.
most attacks on humans are by old or injured
tigers, but this creature was young and fit.
Answers
1 B
2 C
3 C
4 A
5 B
There were no rules against taking pjctures
6 C
of tigers. so I took lots with my new camera;
Recording script
but then. sadly. we had to leave. We passed
coz Track 14
sorne monkeys in the trees soon after and Mel
lnterviewer: So tell us, Lucy, what happened when you got to
wanted to throw them sorne food but Ajay
the National Park?
stopped her. saying it wasn't good for them.
Lucy:
To be honest. l'd hada bad nigh t travelling.
Soon we reached the car and on ou r way back
The train wasn't ver¡ comfortable and I hadn't
we drove around a lake. lt was just wonderful
slept much. So I was happy to get to my hotel
there and I asked the guide if we could stop and
room and relax on the big soft bed there.
go for a short walk. But he said we had to stay in
Then I opened the curtains and there in the river,
the vehi cle at all times. Except to clim b onto an
only 50 metres away, were severa! elephants
elephant. of cou rse !
having a bath I lt was the most amazing thing
l've ever seen from the window of a hotel.
Vocabulary
As the advertisement said, it was actually inside
the park.
The next morning I set off by car with a guide
.
-ion, -etion, -ment
O Focus on the suffixes in the heading, then pairs
and two other tourists. Jeff and Mel. Two hours
answer the three questions. Give more examples
later, our guide had a radio message to say there
of verb-to-noun changes, e.g. organise/organisation.
were reports of a tiger in the north, so we drove
Point out lhe spelling change with -ation is usually
up that way. The guide that reported it said he
from -e (the fi n a l e i s dropped), but can also be from
.
had heard the monkeys warning each other of
There is no change if there is no final vowel: relax/
the tiger. their enes meant there was probably
relaxation. Also explain that the final e is dropped
one nearby. We reached the area and there 1
before the suffix -ion if the verb ends in a vowel,
saw our transport into the forest: an elephan t!
e.g. educate/education. Other changes can occur,
immediately clear how. There was no wooden
ladder, and although there were plenty of trees
Unit 1 1
-y (qualify/qualification the y changes to an i) .
dan ger. and although he hadn't actually seen
Ajay, the rider. told us to climb on, but it wasn't
s
Suffixes:
e.g. introduce/introduction, but leave those u n t il
Exercise 2.
0 Begin with gist questions that require the students to
Answers
1 advertise, prepare, direct
read the whole text, e.g. What do the scieniists want
2 (suffixes are
underlined) advertisement, preparations, dtrectíon:
people to do? (Contact them if tbey find the ducks).
preparaiions is the plural noun
Why do they think this will happen? (A rew ard
3 preparations
is
drops the final e from the verb [orm prepare;
offered). Tben they read more carefully and fill in
(because) tbe suffix begíns with a vowel
the gaps with the noun forms, ali of which they have
seen in Exercise 2. Do not go through the answers
e) Stress tbat what matters here is the suffix added,
yet.
not the noun ending, and that sorne need an extra
spelling change (dropping the final e befare -ion and
-ation). Go through the answers, pointing out that
0 () Play the recording and get lhem lo corr ect their
own work.
verbs such as apply, qualify and multiply forro nouns
Answers
by dropping the fi n a l y and adding -ication,
2 invention
3 direction
4 movement
e.g. application.
5 connection
8 disappointment
Answers
- ll l P. 11 1
6 translation
anon
1
-
7 invitation
9 attraction
10 celebration
··,
announcement
admiration
attraction
developmenl
confirmation
celebration
disappointrnent
examination
collection
Recording script
Presenter:
coa Track 15
NASA scientists are aiming to get useful
information about global wamiing from their
enjoyrnent
information
completion
latest invention: Arctic rubber ducks. They have
connection
entertainment
invitation
excitement
relaxation
creation
improvement
reservation
discussion
put 90 of the toys into holes in a Greenland
glacier, a huge mass of ice moving in the
direction of the sea. They hope that icebergs
movement
education
and pieces of ice with the ducks inside will melt
replacement
invendon
and then be found by local people. This will tell
pollution
the scientists a lot about the movement of th is
prevention
glacier, why this is faster in summer. and its
protection
connection with global warming. Each duck has
the words science experiment and reward on
translarion
it, with a translation into two other languages.
There is also an email address and an invitation
Extension idea Elicit more by prompting with the verb
form, e.g. communicatelcommunication, conserve/
to write to NASA. So far. to the disappointment
conservation, argue/argument, plus more irregular
of the scientists. nobody has ema iled. But they
ones such as describe/description, explainlexp/anation,
believe the attraction of a big reward will bring
registerlregistration, pronouncelpronunciation. Ask them
results. So, if you find a NASA rubbe r duck
to spell both, and check for correct word stress in the
on a beach near you, it could be a cause for
nouns.
celebratjon!
€) Encourage pairs to say these out aloud, noticing that
the stress normally falls on the syllable before the
(i) () Play the recording of the ten answers from
•
suffix, or on the a in the case of -ation suffixes.
Exercises 4 and S. Get them to repeat, ensuring
There are exceptions, e.g. ad!!filisement, g_rgument,
correct word stress.
but penultimate syllable stress is usual.
Answers
Answers
(Underlinings show word stress)
attraction, celebration, collection, comp!e_tion,
2 invention
confirmation, connection, creatíon, dezelopmem.
5 connection
disappointment, dis.c..us.sion, education, enjQyment,
8 disappointment
3 dirlliion
1 iníormgtion
4 movemenf
6 translation
7 invitation
9 attraction
10 celebration
enrenaínmem. examinatíou, excil_ement,
improvement, information, invention, invitation,
movement, pollutíon, prevention, protection,
relaxatíon, re¡¡lacement, reservatíon, translation
Conserving nature
@
Recording script
Presenter:
O () Play the record.ing more than once, pausing
CD2 Track 16
if necessary to re p eat the unstressed auxiliary verbs.
One.
M
Man:
lnformªtion
Presenter:
Two.
Woman:
lnvention
odel the 1�1 sound
this
p
i
f students have dif fi culty with
honeme: it may not exist
i
n their first language.
coz Track 17
Recording script
One.
Presenter:
Three.
Man:
Man:
Dir�ion
Presenter:
Four.
Woman:
Movement
These are known as the 'Sp ring
ardens'.
G
Two.
Woman:
e flowers were planted in March.
Th
ree.
Th
Man:
Presenter:
The grass was cut in Apri l and May.
Five.
0
Man:
Connection
Presenter:
Six.
S
tudents can do
hese indi v iduall y
t
r i n pairs.
a
Answers
2 Two giraffes were seen near the trees.
Woman:
Translation
Presenter:
Seven.
Man:
lnvitation
3 A
was written about this waterfal l. 4 Rice is
in
the east of the c ountry.
by one small c loud.
in the
Presenter:
Eight.
Woman:
Disappointment
Presenter:
Nine.
Man:
Attraction
N
6 Cars
a ti ona l Park.
destroyed by
fi
re.
5
he
T
moo
aren't
/
p
oe m
rown
g
n was hidden
are not allowed
7 The forest was partl y
8 We weren't
/
were
t told
no
bout the crocodiles in the river.
a
(¡) () After they hear the answers , make sure everyone
has the correct words,
v
Presenter:
Ten.
Woman:
Celebranon
erbs.
hen they
T
p
ey have written.
th
record i ng ,
p
ar t icularl y the a ux il i ar y
ractise saying the
ou
Y
a s si v e sentences
ay want to repeat the
m
r demonstrate the
a
p
p
ron u nciat ion
of the negative aux il ia r ies aren't and weren't, which
are not weak forms.
Grammar
The passive: present and past simple
Recording script
O Allow time for pairs to discuss the sentences,
then elicit the answers. These will be reinforced
coz Track 10
One .
Woman:
A lot of fish are caught here.
when they complete the usage rules in Exercise 2.
Two.
Man:
Two giraffes were seen nearthe trees.
Answers
1
A and C are active; B and O are passive
O describe an event in the past
3 B and O
ree.
To
2 C and
4 A:
Woman:
A poem was written about this waterfall.
subject - tigers; object - people. B: subject - people;
agent - tigers (using by}
object - tourists.
5 C: subject
- guides;
Four.
Man :
D: subject - tourists; no object
ice is grown in the east of the oountry.
R
•
Five.
6 information not in senteoce D: who allowed the
Wo ma n:
The moon was hidden by one small cloud.
tourists to take photos (the guides}
Six.
e) Pairs study sentences A-O again and decide on their
Man:
answers. Check answers and understanding of each
point.
Seven.
W
oman:
A
3
P
4
A
5
Man:
P
1
@) C
h
e tbe
c k
answers.
Answers
3 are seen
4 was chased
6 was not not i ced
@
Unit 1 1
The forest was partly destroyed by fire.
Eight
Answers
2
Cars are n'! allowed in the National Park.
5 are the crocodiles fed
e weren't told about the crocodi les in the river.
W
Reading
Part 4
Answers
3
A
O Answer questions on any expressions other than the
'the only way to preven! the situation getting
even worse'
eight in the task. Encourage the use of contextual
(it is not certain it will get worse -
there is one way to prevent it)
clues to work out the meanings and match them w í t h
B
'the a i r p o ll u t i o n that leads to global w a r m i n g '
the phrases given. Rernind the class that Reading
('leads to' meaos 'cause')
Part 4 requires identification of words with similar
C
meanings (parallel expressions).
Answers
b 4 vehicles used by everyone
- public
transport,
e 7 things that are thrown away
- rubbish,
d 3 u s i n g less electricity, gas, etc, -
energy conservation,
weather
empty
D
f 6 big container for
bottles - bottle bank,
'Ch i n e s e stude n t D i n g
Y ing h an' ;
'it
country
his own
-
is unfa i r to say t h at
c hang e';
'the
w a rmin g
comes
-
j ust
one
is ca u sing climate
air po ll utio n that leads to global
from many
air poll u ti o n
'the
e I changes in the Earth 's
- climate change,
that
p arts
oí the world '
leads to g l obal w a r m i n g
comes
from many p arts of the world,
poorer
countries'
i nc l uding
(poor countr i es a l so cause it)
g 8 power from the
4
sun - solar energy,
(correct answer)
A
'h er
a r t i c l e s have been published in her
h 5 using materials again l o cal newspaper ' (passive
-
somebody else
recycling
p u b l i s h e s them)
@students work individually. Give them no more
than
B
(correct answer)
a few minutes for this. The aim is to read quickly to
behave
establish the purpose of the
choices that are
text.
Elicit the answer,
C
Background information The lntemational Climate
in the way teenagers
'changes
are an important way of in fl uencin g
made
by
parents'
her, changes in the way teena gers behave
'For
Champions project is run by the British Council:
are an importan ! way'
http://www.britishcouncil.org/climatechange­
people to do things differently rather than
climatechampions.htm.
follow their parents' example)
D
' She ' s
against young peo p le ' s general lack of
interest in politics'
r=
b e c ome
@) Students try to answer Question 2 in their own words,
(she wan ts young
(she
thinks they should
interested in polit i cs)
Extension idea
For h omewor k ,
students study a n y
then they focus on A-D. Point out that the distractors
R eadin g
Part 4 texts
they have alrea dy done, either
always come from within the text, so for this kind of
from th is course
or other
PET
material pu b l i shed by
itern - unlike items 1 and 5 in Reading Part 4 - they
Ca mb rid g e
University Press. They
follow the same
can find evidence that each one is incorrect, or is not
procedu r e as here, m a tchi ng the relevant parts of the
relevant. They can also find evidence for the correct
text with the options for questions that focus on deta i l ,
answer. Elicit this and discuss the reaso as why the
o p i n i o n or attitu d e.
-dístractors are wrong.
0 Rernínd the class that t he information for Question 5
Answers
may be located in any part of the tex t.
I D (correct answer)
2 C (the word import tells
minutes
Ior
this,
A llow
se vera !
then check.
us that the oil and gas come from abroad, not from
under the sea)
3 A (the text says che opposite:
1
there is still no pollution)
�nswer.
4 B (text says they are
in danger - not that they have alread y disappeared)
Suggested answers
() Students now apply the technique from Exercise 3
A:
'I'm
the
011Jy
one
írom
our
country'
(Every
to the other two items that focus 011 specific parts
country h a s three champions:
of the text. To avoid u n d e rl i n i a g in the book,
i n v o l v e d selects three
they could note down the expressions and mark
C:
each one A/B/C/D, or penc il in A/B/C/D next to the
world ' (Not 'every country in the world',
relevant parts. Check, and elicit the answers to exam
only
quest ions
'm
3 (C) and 4 (B).
D:
' already
13:
'Each
country
teenagers')
three of us from every country in the
'At
pre s ent ,
13
countries are
involved';
ore countries are expected to join soon ')
'
Sorne of us are
tee n a g ers:
'three
t
'
teenagers'
Ali of them are
(
young people of school
ag e':
eenagers ' )
Conserving nature
§
Exam round-up Pairs discuss these questions.
Answers
ariverh
Answers
l yes
2 opinion and attitude
3 general meaning
comparnnvo
1
s u p e , lative
quietly
more quietly
(the) most quietly
carefully
more carefully
(the) rnost carefully
slowly
more slowly
(the) most slowly
· changed, encourage the use of expressions such as
easily
more easily
(the) most easily
recycling, public transpon and solar energy. They can
fast
fas ter
(the ) fastest
talk about changing the older generation's
badly
worse
(the) worst
hard
harder
(the) hardest
well
better
(the) best
4 the text
5 yes
6 usually in one paragraph
Q) For the discussion of specific attitudes that could be
to energy
attitude
conservation, although there will be
opportunities to discuss more ways of saving energy and water - in the Speaking section.
Extension idea Groups discuss how young people might
go about changing adults' opinions. lf necessary, prompt
them with ideas such as 'lead by example', 'embarrass
them', 'show them the evidence', 'tell them they are
harming their children's and grandchildren's future·. or
even 'point out the financia! benefits'.
E) Point out that most of the words in brackets are
adjectives, and need to be changed to adverbs.
Answers
2 hardest
cleanly
3 more cheaply
4 worst
5 more
6 more heavily
With sorne classes (and in certain cultures), you could
extend this to influencing older people's attitudes in
other areas, e.g. discrimination based on race, gender
0 Pairs discuss the points raised in Exercise 3, possibly
reporting back to the class.
or disability.
Extension idea Using
similar sentences. pairs continue
the discussion on climate change. Feed in more adverbs
Grammar
such as strongly, warmly, widely, violently and dangerously
Comparative and superlative adverbs
O Two of the examples are from the Reading text.
A!low a few minutes for pairs to do the task,
then check. Point out that one-syllable adverbs,
unlike adjectives, normally take more/most in the
comparative and superlative, although adverbs which
for the weather, and carefully, easily, sensibly, honestly
and efticiently for the suggested action. With a strong
class, encourage the use of passi ve forms using modals,
e.g. more can be done, money shou/d be spent. fuel
efficiency needs to be improved, ocean currents cou/d be
used, oil companies mustn't be allowed to.
are the same as the adjectives (e.g. fast, hard) do
not. Others, notably badly an d well are completely
Speaking
Part 4
irregular, while those ending in y usually change
this to i, e.g. more heauily, most noisily, etc .
The superlative sornetirnes takes the, as in she worked
Extension idea lf you want the class to practise
Part 3 befare they do Part 4, follow this procedure now.
Put them in pairs and tell them they are going to talk on
the hardest.
their own about a photograph of people doing jobs at
Answers
home. Each says what they can see in their photograph
l Students should underline - cornparative adverbs:
(A or B above Exercise 1), for about a minute.
more quickly, more efficiently, worse; superlative
Encourage them to paraphrase any objects they don't
adverb: most brightly
know the words for (refer the class back to Unit 1 O,
of the adverb
3 worse
2 by adding more in front
4 than
5 by adding most
page 94'if necessary). Limit the tapie to wha t is
shown in the picture and what people are doing:
in front of the adverb
the environmental impact and how to avoid it will be
@ Allow time to complete the table , then elicit the
answers. You may want
discussed in Part 4.
to get them to add other
adverbs such as strongly, frequently or quietly.
O This section uses the pictures for two speaking tasks:
practising giving examples in Exercises
2 and 3,
and the Part 4 exarn-type task in Exercise 4. The two
tapies of saving water and saving electricity should
therefore be kept separate. If necessary, make the
difference between 'use' and 'waste' (and possibly
also 'lose') clear.
@
Unit 11
Suggested answers
(') If necessary, prompt with suggestions, e.g. http://
A: They are wasting water by watering the lawn
www.carnbridgewater.co.uk/about_you/save_home.
with a sprinkler instead of leaving the grass to go
asp.
yellow / waiting for it to rain. They are watering
Possible answers
the pots with a hose pipe / with an irrigation
' I f you want a cold d r i n k ,
system instead of using a watering-can or using
better to keep a jug
of water in the fridge than run a tap until it gets
collected rainwater from the garden. They are
consuming unnecessary water by having a water
fountain and a swimming pool. They are using
ít's
a
lot of water to wash the car with a hose pipe and
instead could wash the car by hand.
cold'; 'Don't run the tap while you're brushing your
teeth - use a glass of water'; 'Don't wash fruit,
vegetables or salad under the tap - use a bowl':
'Water used for cooking can be re-used, when it's
cool, to water plants.'
B: They are wasting water by using a washing
machine and dishwasher instead ot washin g
Exam round-up Go through the answers with the class.
dishes and clothes by hand. They have leít the tap
running, instead of putting a glass oí water in the
fridge to cool
Answers
2 connected with
down.
of tenses
@ {) Play the recording once or twice and elicit the
6 listening to
for more details and their opinions
7 asking
8 give reasons
0 Before they begin the exam task, check understanding
Answers
I water plants later i n the day
a sponge to wash the car
or clothes
2 use a bucket and
3 wash small quantities
of the vocabulary in the 'Saving Energy' leaflet.
Monitor pairs and give feedbac k when they have
finished.
by hand
Recording script
Jake:
5 take turns
4 a range
and examples
answers.
of plates
3 keep to this topic
coz Track 19
Writing
Part 3
Well, there's lots you can do to SM! water at
home. In the garden, far mstance, 1t's best to
O The class read the instructions, then the model letter
for gist, ignoring the errors for now. Check answers.
water the plants later in the dí!y. Because íf you
Then they study the letter to find the three rnistakes,
water them at two o'clocK say, when it's hot.
ali of which involve language presented in LIJis u u i t .
the sun just dries everything out agair,.
Lily:
Right And if you really rrust wash the car.
Answers
there are better ways of dojng it th;J:t that
1 paragraph A: the wildlife in your country;
Wrth a bucket of water él)(i a spooge. foc
example. You' d waste much less Wcllef. and get
Are there many of them?
2 seer,
a bit of exercise, too.
lt's the same in the kitchen, ISn"t n? Al those
Jake:
paragraph B: favourite a n i m a l ; paragraph C:
are seen (present simple passive), better
best (superlative adverb), easyly
easily (spelling of
compara live adverb)
things k dishwashers and washing machileS
that do everything for you. They use a ruge
Lily:
.
6 0 This revises language points and introduces a
amount of water.
correction code. These should be done in pairs, then
1 suppose they save people a lol of hard work
discussed as a class.
when they're full. But íf you doót llave much to
Answers
wash. such as a few plates or sorne socks.
2 G, I really enjoy being here.
you can do them much more (JJIQk!y lb' hand.
about animals which is called The life of anirnals . . .
And avojd wasting ali that water.
4 S p , . .. a film with plenty of exciternent .. .
3 G, .. . a new film
.
5 WO, I don't
@) {) Play it again, as rnany times as you feel it is
is.
know what the name of the mountain
6 V, I hope I haven't made a lot of mistakes.
necessary and pausing if required. Go through che
answers, pointing out that for instance, for example
and say often precede or follow a pause, whereas such
as and
like are more likely to follow one.
Answers
2 say
3 for example
4 like
5 such as
Conserving nature
@
€) Exam round-up
In class
.
O Divide your class into groups oí three or íour, and give
Answers
each a set oí cards (including the large 'verb' card).
2 True
3 False
7 False
8 True
4 True
5 False
6 True
6 Explain that there are 1 6 sentences on their cards.
The first part of each sentence is on the right side
0 Students do this individually, referring back to Ana's
· letter for organisation. Don't collect in their completed
work yet, as the fi n a l stage is peer correction in
Exercise S.
of one card,
and the second part is on the leít side
of another card. Their task is to match the right and
left sides of the cards to make 16 complete sentences.
The first card has
'Start'
on
it,
and the last card has
'Finish'.
Sample answer
Hi Justin,
€) However, to make this more challenging, the rnain
It was greal to hear from you. We
love
pets here
verb in the second part of each sentence has been
and a l m o s t everyone has a dog, cat, bird, rabbit or
removed. They can find these verbs on their large
other a n i m a l.
card. They should pul the verbs into their appropriate
People keep pets for different reasons. Many people,
particularly those who live on their own, like to
have a pet for company. Others need an animal
at home
- for instance, a huge dog to protect the
house, or a cal to catch mice !
sentences, but they will need to change the íorm
oí each verb so that it is gramrnatically correct.
Ali of the
sentences use a passive construcríon
(present or past simple).
0 Stop the a c t i v i t y after ten minutes and review their
Hamsters are my favourite pet, They're friendly,
answers. Award the groups one point for each
cute and - because they're so t i n y - they don't take
sentence they correctly joined and one point for each
up mucb spacel Sometimes our hamster Frankie is
verb correctly used in those sentences (the form must
allowed out of his cage so that he can run round
be correct). The winner is the group with the most
more freely. He really enjoys that!
points, or you could extend the activity as follows:
Well, tbat's ali for now . 1 hope you can write again
Extension idea The verbs they have used can also
soon.
be made into nouns by adding a suffix (-ion, -etion
Best wishes,
or -ment) and, in sorne instances. by making other
changes to the end of the verb. Most of these appeared
Ana
in the vocabulary section of Unit 1 1 . In their groups,
0 Students highlight errors in each other's work, but
they change these verbs ínto nouns (they could also
leave the actual correction to the writer. Give advice
use these nouns in sentences of their own). Stop them
if it is not clear whether mistakes have actually been
after another ten minutes. For each noun they correctly
made, or what kind of errors they are. Give them
formed, groups get an extra point, which is added to
plenty of time to talk through the corrections they
their score from the original activity.
- have made. This activity provides useíul practice with
Answers
peer correction and could be done with alJ written
The cards are in their correct arder on the activity
work in future.
sheet. The words needed to complete them are
(in order): treated, replaced, discussed, protected,
Unit 1 1
photocopiable activity:
Passive connections
Time: 1 5 rnins +
enterlained, invenled, admired, permiited,
celebrated, destroyed, reserved, invited, informed,
completed, connected.
The noun forms are: admiraiion, celebration,
Objectives
.
•
'
To practise use of the passive (past and present)
completion, conneaion, destruction, discussion,
entertainment, information, inuetuion; inuiuuion;
•
To review key vocabulary from Unit l l
•
(In extension) To practise changing verbs to nouns
using suffixes
Before class
Make one copy of the
activity for each group of three or
four students in your class. Cut each into 17 cards along
the dotted lines (do not cut along the solid lines on the
small cards). Shuffle each set of cards well.
@
Unit 1 1
permission, protection, replacemeru, reservation,
treatment.
Unit 1 1
photocopiable activity
Passive connections
....
......
.....
"'
...
., .. ,
'"
..
..
..
.....
...
...
..
.....
..
..
.•.
..
.. . . • . .
!
admire
celebrate
invent
complete
invite
connect
permit
destroy
protect
discuss
replace
,
In the past, sorne animals
START�
'
!
,
1
reserve
·····. ·•··•'
·•············
.
.
entertain
treat
,. . ····•··•·· .
.
··•· ····•·······'
very badly.
.
.
•••••••••••••••"•••••••••••••••••••••••••••••••n••••••••••••••••••••••••••••••••••
··········
, that was kinder to the
.
our school was . . .
- - ..
with one
' ----·---··· ···•··•···•·--·•·······-········•···
.
'··-·· ···•·•
The old heati ng system at
n zoos \vere . . .
,
:
inform
••••••• ..••••••••••••••-••••••••••••••••••••••••••••••••••••••••••••••••
.•....
At the meeting, many
,
ideas \vere . . .
' could agree on anything.
..
, but nobody
··•··
·······-·· ..······-···
..-.
••••••--•••
·•·
i
A n i m a l s such as
crocodiles and pandas
!
¡
are . . .
environrnent.
;
¡
:
'
,
'. '
·······
···-·-···
_..,... _
.....................................................................................
by international
¡
.
I hate circuses because
:"...........................
.
by a n i m a Is.
¡
.
.
-····
·-·---··
!
Solar panels, which
!
¡
1 think
law.
i t's
,,·rong when
provide solar energy,
•
'
people are . . .
¡
................................................................................................
_
were . . .
···-····
..
r
in
1954.
.
_ _
..
.....
Sea creatures like dolphi ns
¡
and whales are . . .
.
......................
by man y people
¡
¡
.
..
···•·
.
We could touch sorne of
because they are beautiful
the a n i m a l s at the zoo,
and intelligent.
but we weren't . . .
!
¡
'
to feed them.
¡
Tbe 40th anníversary
of Friends of che Eartt: '"ªs
•
Somebody dropped a
'
match a n d a s a result half
the forest was . . .
by fire.
¡
Places on the narure trip
¡
around the bay were . . .
¡
i
for us by our
l've
teacher.
i
always been interested :
i n t h e environment
•
!
and last year l was . . .
1
1
i
.
.
1
.
!
to a major
¡
'conference on climate
We wanted to visit the
;
that it was
Work on the new Earth
nature park, but we
' c l o s e dto members of the
Environrnent Centre
¡
were
; change.
1. .•••
•
•
•·
:
' o f 2008.
...
public.
was . . .
.••
.
...
at the end
The trees in the forest
!
'
by bridges so
'
are . . .
,;
'
p e ople can see the wild li fe
,
in them more closely.
FINISH
¡
-•-••---•--••••--••••• ..h•"•--•----•--••,_.,,.,,
Complete PET by Emma Heyderman and Pe ter May with Rawdon Wyatt
©
,
.,.. ••••••
•••••• .. •••• ..•••• ..••••-- .. ••• .. •••••--
Cambridge University Press 201 o
•••--•••••
•••••••••••
PI l ( l l ( I C ( l P I A [J L [
•••••
.
Unit 1 1
Note: the nurnbers show which page the word or phrase first appears on in the unit.
advertisement n (99) a picture, short fi l m , song, etc.
improvement n (99)
which tries to persuade
you make it better
people to buy a product or
when something gets better or when
service
invention n (99) something that has been designed or
announcement n (99) something that someone says
created far the first
time
officially, giving information about something
n (99) when someone invites you to do
invitation
attraction n (99) something that makes people come to a
place
something a r g o somewhere
or want to do a particular thing
pet
bat
n (105) an animal that someone keeps in their home
n (98) a small animal like a mouse with wings that
petrol n (101)
a liquid fue! used i n cars
flies at night
pollution n (99) damage caused to water, air, etc. by
celebration
n (99) when you celebra te a specia I day or
harmful substances ar waste
event
preparation
n (99) the things that you do or the time
climate change n (101) the way the Earth's weather is
that you spend preparing for something
changing
protection
collection
n (99) keeping someone or something safe
n (99) a group of objects of the same type that
from harm
have been collected by one person or in one place
recycle u (101) to put used paper, glass, plastic, etc.
confirmation
n (99) an announcement ar prooí that
through a process so that it can be used again
something is true or certain
replacement
connection
n (99) the thing ar person
t hat replaces
n (99) a relationship between people or
something or someone
things
n (99) an arrangement that you make to
reservation
creature n (98) anything that lives but is not a plant
have a seat on an aircraft, a room in a hotel, etc.
crocodile n (100)
a big repule with a long mouth and
rubbish n (101)
things that you thro w away because you
sbarp teeth, that lives in lakes and rivers
do not want them
development n (99)
when someone ar something grows
save u (103)
to keep something to use in the future, to
or changes and becomes more advanced
stop something from being destroyed
discussion n (99) when people talk about sornethíng and
•
snake n (98)
a long, t h i n creature with no legs that slides
tell each other their ideas or opinions
along the ground
n (100) a bird with short legs that lives in ar near
duck
stand-by
n (104) something that is ready to be used i f
water
needed
energy conservation
n (101) when you are careful not to
translation
n (99) something which has been translated
waste fue!, etc.
from one language to another, ar the process oí
enjoyment n (99) when you enjoy something
translating
entertainment n (99)
waste u (104) to use too much oí something ar use
shows, films, television, ar other
performances or activities that entertain people
something badly when there is a Limited amount oí it
giraffe n (101) a large African animal with a very long
wildlife
neck and long, t h i n le g s
natural environment
@
Complete PET by Emma
n (98) anima Is, birds, and plants l i v i n g in lheir
Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
PI II J I I J C: i l P I «uu
v7
Unit 1 2
What d i d you say?
Unit objectives
•
Topics:
language
and
social
interaction
Suggested answers
•
Listening Part 3:
•
Reading Part 3:
•
Speaking Part 3:
•
Writing Part 3: (story)
following
ignoring
the
exam
irrelevant
advice
d i f fi c u l t
2
Young
a
. . .
fi rst
3 fi l m Shaolin Soccer,
words
4
describing
people
Teenagers
. . .
use
. . .
Zhao
the
organisation
and
with
past
tense
and
plural
Grammar:
reported
commands,
indirect
•
questions
and
(statements,
wr
it e
other
writing
changes),
Internet . . .
M a r t i a n;
Mei's
words,
prepositions
speak; talk, say, tell
. . .
Mars;
called
Mar
ti a n s ;
llin g progra1ns . . . h e lp
s e
6 Ms Li
date
computer
Martian
M art i an ;
u p to
and
.
Wan
in
slang
. .
g Haiyong
8
questions
Vocabulary:
ask Iot.
speech
comes
er
.. .
nev
. . .
read
forms
messages
•
Taiwan;
li n k i n g ,
. . .
mistakes
Wei
. . .
photo
5 S oftware companíes . . .
typical
Martian
a
u ses
. . .
ll ow s
;
10 B ei B ei
.. .
. . .
people's
other
students
9 Bei Bei S ong
;
7 When Mei s ta rt s
a
. . .
considers
pproves
k;
wor
ho
m ewor k
herse
lf
. . .
f Martian
o
of place
0
•
Exam round-up
Answer
Starting off
Sentence 2; No,
u don't
yo
need
to
un
derstand
spread.
O
Focus
on
the
understand
Martian
what
a
picture
Martian
to
make
sure
students
is .
0
f) Encourage the students to give
ful!
Answers
answers.
1 Corree! - 80%
19
and
Reading
O Geek
and
dude is
Part 3
dork
have
a
negative
connotation
whereas
positive.
2 dude
use
- 11 became popular
Correct
t
hree years
with
,
later
3 dork
the
same
slang
words.
In
a
students
should
whether
they have
different
languages.
be
slang
encouraged
for
the
same
each
u a g e w h en
2
it
oth
i
spread
lnco
is
kno
n
Taiwa
to
mai
as
a
M artian
teenagers
in
C h i n a enjoy
. . .
th
send
n in 2004
n l a nd C hin a
y a visit a r
wn
hey
t
er online
r e a ll
rrect - anyone who acts
4
from
strangel
y
Mars
there
e l a nguage whic h
creating
is
also
k now n
multilingual
as
group,
chat
lang
aged between 1 5
or
f) In a monolingual class, students c a n compare to see
they
is
use th
3 I ncorrect - Sh e isn't
1
if
C hina
teenagers
messages
and
Answers
1 geek
in
of
to
Martian
compare
words
in
5 C orr e ct - people
their
translate between
6 I ncorrect -
€)
�-------------------�
i
Mei's
from
she
fr en
are
bu
i
Ch nes
could
y in g spec i a l
so
ftware to
e and M a r ti a n
not
und
erstand
the
ema
ils
ds
Suggested answer
The
text
is
about
created
by
friends
o n li n e .
Martian.
Chinese
This
teenagers
to
language
talk
with
has
7
been
Corre
whic
their
h
e! - At first,
y
m
friends
I
j ust
have
copy
alread
words
from te x t s
y w r i t t en
n Martian
i
1
8
Incorrect
n
whe
t
- I refuse to mark
hey use t h i s
9 Corre c t - but
10
si
In
she
correct - she
lan
y students' work
m
guag e
doesn't
thinks
think
tha
t
she's
this
lan
old
- fashioned
g ua ge
is
lly
rea
lly
Wttat did you say?
@
Extension idea Encourage the students to comment
Answers
briefly on their reactions to the text.
Scott: disco; William: football ma t ch ;
º�----------------,
Gi n a:
non - un i form day
Suggested answers
l incorrect / false
3 text
2 words / information / details
Recording script
cnz Track 20
4 word / phrase / sentence
Vocabulary
Speak, talk, say, tell and ask far
O Altemative treatment Write the example sentences
Ruby:
Shh I Be qui et! Clo se the
Paul :
OK!
Ruby:
Thanks.
Tania:
Oh, is
it my tum to be secretary? OK.
Ruby:
Right.
As you know, we have to decide what
from the Cambridge Learner's Dictionary on the board
Er, Tania, can you take notes today?
event we're g oing to orga nise far the Schools
without the verbs. Invite the students to complete the
sentences with a suitable verb, e.g. She
door. Paul 1
for Al/ project. Er. any ideas? Yes, Scott?
.
Scott:
OK. La st year we orqanised a disco to collect
French.
money, We can orga ni se a similar event aqa i n.
60
Ruby:
Hmm . 1
party this year. Has
Answers
2 told
t h i n k Year 1 o are going to organise a
3 speak
4 say
5 told
ideas? William?
6 ask for
Wi ll iam :
@) With a weaker class,
anyone else got any other
Yeah.
write the suggested answers
we·ve thought about organising a football
match.
below on the board in a different order for the
Ruby:
students to copy
Another football match? There are matches
onto their mind rnap.
here
every Saturday.
Answers
W illia m :
l talk
2 speak
3 say
4 tell
5 ask
In my sister's schooi. the students are going to
6 ask for
play aqains t the teachers.
Ru b y:
But the
teache rs here wou ldn 't want to play
Suggested answers
football.
l (together) about a topíc, online
(about)
3 something to somebody,
you take someone's photo)
difference (between)
2 to someone
cheese (when
lt doesn't
have to be just teachers. Ellie's
dad
could play. He used to play football for United.
4 the t i m e , t he
5 someone to do something.
someone about something
Wi llia m :
Ruby:
But how are we going
to raise money?
W i l li a m :
The adu lts will have to pay to play.
R ub y:
Sounds good. Hmm . Er,
Gina:
Yes. Today we're
6 more food, someone's
opimon
0 Give the class a couple of example questions first.
anyone else? Gin a ?
ali wearing school unjform
Suggested questions
and we all look the sa me. Who hates wearing
1 How rnany languages can you speak well?
schoo l unifo rm?
2 Do you always say 'helio' to everyone when you
Ali:
Well . . . 1 really dont like . . .
walk into the classroom?
Gina:
So ou r idea is to
have a day when we don't
wear school uniform. We can wear what we
3 Are you good at telling jokes?
•
4 If you don't understand, do you ask queslions?
want to
schoo l.
Ruby:
And the money?
Gin a :
We'II pay to wear what we wa nt.
Ruby:
O h! Thanks. Right. Think about the
5 Do you talk to your íriends about your future
plans?
Grammar
suggestions. And don't forget the meeting
R e p o rt e dspeech and reported commands
tomorrow.
We'II take a vote then.
O Ask students if they have raised money for a project
(e.g. a trip) and how.
@ () After listening, invite a discussion on which event
the students would vote for.
e
Unit 12
$ 0 {) The students will listen to a different
0 For more information on other changes to adverbs,
recording to check their answers.
pronouns, etc. i n reported speech, refer the students
to the Grammar reference section.
Answers
1 had organised a disco to collect money
organise a similar event again
be just teachers
Answers
3 'd/had thought
about organising a football match
play against the teachers
2 could
2 the year befare
3 his/her
4 they/we
4 were going to
S (that) il didn't have to
O Make sure that the students make the appropriate
changes to the pronouns.
6 were ali wearing school uniform
7 would pay to wear
Answers
2 (that) someone had left / left their/his/her MP3
Reconling script
Nin a:
Tania :
CD2 Track 21
player in the kitchen after the party
havin g a great time there
3 (that) he
Hi, Tania. Sorry I didn't get to the meeting
was
4 (that)
he wanted
yesterday. What did you decide?
to sell his bike so he could buy a new one
Oh, hi, Nina. There's going to be another meeting
El) E ncourage t h e student s to write at least SO words for
today at 1 pm to take a vote. We have to th ink
each s it uation.
about the three suggestions.
Nina:
What three suggestions?
Tania:
Yeah!
Did anyone take notes?
0
.----------------------,
Answers
1
was the secretary. l've got them written
2 to c la se the door
3 to think about the
here. Let me see. 011 yes, Scott said that they
suggestions
4 to forget the meeting
had organised a disco to collect money the year
before and they could organise a similar
event agai n.
Answers
Nina:
But lsn't Year 10 going to organise a party?
Tania:
Er, yes, that's what Ruby said. Then William said
2 not to worry
4
not to forget to
3 not to touch anythin g
phone
they had thought about organising a football
match.
Listening
Nina:
Not ano ther football match.
Tania:
Well, not exactly . . . he said in his slster's school,
Part 3
O If t b e answer i s false, e o coura g e the students to
e x p l ain why.
the students were going to play against the
Nina:
teachers. He also said that it didn't have to be
Answers
just teachers. lt could be any adult - like Ellie's
1 True
dad who used to be a football player. William said
you don't need to understand to complete the no t e s)
the adults would have to pay to play.
3 Tr ue
4 True
to chec k
your
You said there were three suggestions,
you will not
didn'tyou?
Tania:
2 False (there is e x tra i n for rn ation whi c h
Yes, the third carne from Gina. She reminded us
S False (use the second li s t en i n g
answers)
lose
6 F a l se (rnake a guess -
marks far a wrong answer)
0 Ask the students if they have ever entered a
that we were all wearing school uniform that day
competilion which tests a skill,
and that she hated wearing school uniform.
short-story
e.g,
a
drawin g o r a
com p etit i on.
She suggested a day when we wouldn't have to
. .
wear school uniform. She said we would pay to
Suggested queslions
1 How old do I have to be to enter the co rn petition ?
wear what we wanted.
2 C a n I enter with a friend ?
Nina:
Oh . . . good idea!
topic oí my website?
I
0
3 Can I choose the
.----------------------,
write the website
4 What language shou l d
in?
5 When do I have to sen d
you my website?
Answers
2 past continuous
/ past simple
·going to
3 past perfect
S would + infinilive
4 past perfect
6 was/were
0 Encourage the students to predict the rnissing
infor rn ation in the notes.
7 could
What d id
you say?
@
(l) {) Encourage peer correction befare open class
feedback.
Reported questions
Answers
As a warmer Invite the students to recap on what they
1 coach
library
Grammar
2 19
3 (school) subject
5 Australia
4 (online)
6 November
know about the Web Challenge competition.
o
r---------------------.
Suggested questions
Recordin g script
C02 Track 22
What software can we use to design the website?;
H
ead:
Quietl! l'd like to introduce Gerry Tremain from
Does the tapie have to be very original?; How big
Web Challenge.
should the website be?
e's going to tell you abou t an
H
exciting website competition.
6 E) {)
erry:
Thank you.
G
H
R
emind st u d ents that
Ge
rry
might
not
answer
i, everyone l l'm goin g to talk
the questions.
ali
about the Web Challenge, which is an exciting
Altemative treatment Add a competitive elem en t by
competition for young people al! over the world
aw a r d ing
who are interested in designin g websites.
s
tudent s a p oin t if their follow-up ques t io n is
answered.
Although the website should be writte n in
English, we do encourage you to provide links
Answers
to translations into several other languages,
2 Jade
3 Julian
4 Hamad
s Haley
including your own.
Extension idea Students think of sensible answers for
Rrstly, you'II need to get your team together.
any unanswered questions.
AII teams need a coach. The coach shou ld be
a teacher, librarian or assistant working in a
school. In each team, there should be three
Recording script
H
ead:
to six members who are school students, in
CD2 Track 23
Thank you, Gerry. l'm sure sorne of you have got
questions . Yes. Nadie?
addition to the coach. The competition is open
adia:
Can I enter the competition o□ my own?
erry:
lnteresting question. No . . . the aim of the
N
to students who are in full-time education who
G
are no younger than nine and no older than
competition is to encourage
.lit There are three age groups: 19 and Under, 15
young people to
share ideas and work together.
and Under and 12 and Under.
He
ad:
ho's next? Yes, Jade?
W
Once youve got your team together, you'II have
ade:
s our coach have to work in our school?
J
Doe
Gerry:
N
to choose a tapie that interests you. Think about
a favourite school subjecl or thi ngs you like to do
o, not in your school, but this person does need
to be working in a schcol, for example it could be
in your free time. You're now ready to build your
the French assistant in Woods High
ebsite. Don't forget that your website will need
hool
Sc
w
to be uploaded to our server.
Prizes far competition winners include laptop
H
ead:
Jul
ian :
ounds brilliant. How do we register for the
S
ompetition?
c
computers, digital cameras and money for
our schoo l to spend on new technology.
es, Julian?
Y
erry:
G
lt's
y
winne rs in each age group will win a seven• · day trip to Australia where you'II take part in
He
ad:
Ham
G
ad :
erry:
orkshops, events and excursions.
hat do we do if we have technical probl ems?
W
ery good question. lf you read the rules on
V
our website, you'II see that if you are unable to
And finally a word about dates. Ali interested
upload your website because of problems with
our server, we'II do everything we can to help
ams need to register for the competition .m!­
ou.
the end of November. Your final website should
y
be on our server by April 14th . Now winners
He
will be announced on July l st. You can get
H
further information by contacting our hotline on
G
098764444 or by looking at our website:
www.webchallenge.com.
Unit 12
r think you're next, Hamad?
w
te
@
og on to our website and fill in the
L
application form online.
Every team that enters will have thejr site
published on our online Hbrary. First-prize
easy.
ad:
one else? Yes, Haley?
Any
aley:
lf we
erry:
O
n. what will we see in Australia?
wi
nce again. full details of the prízes are on our
website but I can tell you that it will be a trip you'II
ever forget!
n
o
@ () Encourage students to try to complete the
journalist's questions befare they listen again.
Answers
2 Does our coach have to work
in our school?
3 How do we register for the competition?
4 What do we do i f we have technical problems?
Answers
2 thought
3 you stayed
4 your hotel was
5 you visited
5 What will we see in Australia?
0�--------------
0
Answers
0
Answers
2 you t h i n k o f S y d n e y
b usually changes like in reported speech
4 your hotel
e never
Sydney
d isn't
e don't use
3 y o u stay i n Sydney
5 you visit in Australia
apart from
O The students look at the examples in Exercise 2.
�------------------�
Answers
Answers
2 she was
5
3 Do you want
4 they were going
2 stays the same
3 never
4
ísn't
5
sometimes
i f they had
0�-------------�
Answer
lndirect questions
In
on
reported questions the tense changes and we
never use a question mark. In indirect questions
the tense doesn't change and we sometimes use a
Suggested answer
Nadia says they took a boat trip around Sydney
harbour and that their hotel had views over the
harbour.
question mark.
Extension idea Invite the students to continue
the journalist's interview with Nadie. Provide sorne
information on Australia (e.g. www.australia.com).
Recording script
Journalist:
coz Track 24
Helio, Nadia. Congratulations on winning the
As a follow-up, students write an article far the school
newspaper.
prize! 1 was wondering if I could ask yoy sorne
questions about your tóp. It must have been
amazing l
Nadia:
Journalist:
Prepositions of place
Thanks. Yes. it was an amazing trip. We Sé1>N so
As a warmer Describe the location of an object in your
many thin gs.
house, e.g. a picture, flower vase, etc. and the students
l'm sure. So, your flight landed in Sydney. didn't
it? RrsUy l'd like to know what you thought of
Nadia:
Vocabulary
should draw a diagram of its location.
O @ () Pause the recording between each question.
Sydney.
Allow the students time to complete and compare
Well, befare we won the prize, 1 thought Sydney
their diagrams.
was the capital of Australia, but it isn't, Canberra
Recording script
coz Track 25
is the capital. Anywey, Sydney is enormous but
One. Where are Todd's keys?
the thing I noticed first was ali the water. On the
first day we took a boat trip around S,ydney
harbour.
Adam:
Todd:
•
Hi, Todd.
Hi. Adam. 1 was wondering if you could do me a
favour?
Joumalist:
I can't remember where you stayed in Sydney.
Could you tell me where your hotel was?
Nadia:
Yes, we stayed in a hotel with views oyer the
Adam:
Depends. What?
Todd:
Look, l've left my keys at home . Can you bring
them to school?
har bour.
Joumalist:
Tell me what you visited in Australia, apaa from
Sydney.
Nadia:
Adam:
Sure. Where are they?
Todd:
Right. Go into my bedroom. On my desk. next
Well, we went to . . .
to the lamp is a box. The keys shou ld be inside
the box.
Adam:
OK. In a box on your desk. 1'11 ring you back if
1 cent find them.
What did you say?
§
Two. Where's the sports shop?
Karyn:
Dayton Sports. Karyn speaking.
Kylie:
Hi. l'd like to know ifyou've got any football
Speaking
Part 3
O Ask the students to look at the two photos and predict
the examiner's question.
gloves, size B.
Karyn:
1'11 just have a look for you . . . hmm . . . yes. we do.
Kylie:
Great Could you tell me where your shop is?
Karyn:
Yes. Do you know where the central library is?
Kylie:
Er. yes.
Karyn:
Go oast the library. over the bridge. We're
ª�-------------�
Suggested answers
1 on your own / one minute
can see
2 describe what you
3 use one of the expressions from Unir 10
4 use a suitable preposition
@) Altemative treatment With a weaker class, model a
between a bookshoo and a hairdressers.
good description first.
opposite the oet shop.
Kylie:
Ah! 1 think I know where you are.
Writing
Part 3
Three. Where's Elen, lmogen's cousin?
O Alternative treatment Divide the students into smaller
Nick:
l've never met your cousin Elen. What does she
groups of four or five. Student 1 begins the story, using
look like?
think l've got a photo of her. Yes, here it is.
Imagen:
1
Nick:
Wow! Is that your family?
Imagen:
Yes. Can you see my aunt holding a baby?
Nick:
one of the sentences as the first line. When you shout
'Stop!', Student 2 continues until you shout 'Stop!' again.
Student 3 now continues and so on.
6
--------------------�
In front ot he r are my five little cousins.
Answers
Ah I They look lovely. Has your aunt really got six
1 A story
words
children?
2 Your English teacher
4 One provides the
first sentence of the
story and two gives you the title
Imagen:
3 About 100
5 No, you can
No I Three of them are my dad's brother's
choose between a story and a letter
children.
Nick:
Imagen:
Oh! So where's Elen?
Well. on the right is my un cl e. He's wearing
sunglasses.
e
�-------------------�
Answers
1 Question 1
2 The ringing phone belonged to the
teacher.
Nick:
Oh yes. Why didn't he take them off for the
photo?
Imagen:
1
don't know. My cousin Elen is sta ndin g behind
my uncle. She's starting at ou r high school in
September.
Nick:
º�---------------,
Answer
Ali the sentences are correct, so the story
is a good
answer.
She looks fun. 1 can't wait to meet her.
0 According to the Cambridge ESOL examiners' reports,
@) Demonstrate this activity on the board firsl.
'past tenses and plural forms, i n particular, need to be
checked by candidates, especially those with irregular
Suggested answers
forms.'
Picture 1: label the box on the desk, the lamp nea
•
to the box, the keys in/inside the box
Picture 2: write over above the bridge, label the
sports shop between bookshop and iiairdresset,
also label sports shop opposite pet shop
Picture 3: !abe! five little cousins in ironi of aunt,
uncle with sunglasses on the right, Elen behirui
uncle
O 0 Alternative treatment Set a five-minute time limit to
see which pair can complete their plans correctly within
the time set. Those who don't do the task in English or
look at their partner's plan have to stop speaking for five
seconds.
@
Unit 12
Answers
Types of mistake: past tenses and plural forms
1 believed
➔
3 sttident
• students
stopped
believe
2 forgol
-->
forgotten
4 ½eft -+ leave
5 stoped
..
0
,---------------------,
Model answers
Vocabulary
8 (More than one answer is sometimes possible)
I I reallsed that I hadn 't locked the door.
1 wa s at the bus sto p. 1 tele p honed my sister to ask
2 great/much
excitement
examination
5 celebrations often
3 a reservation
4 a quick
6 no information
her if she co u ld go ho me b ut she didn't an s wer her
(') Across: 1 giraffe
5 snake
6 bat
8 ostrich
phone. Then I dec i ded to telephone my mum to tell
11
save
12 recycle
her the t ruth . My m u m told me to go home . As I got
Down: 2 energy
3 rubbish
7 duck
10 waste
4 petrol
5 solar
to my street I saw a fire engioe outside my ho u se .
9 tiger
'Oh n o ! ' I though t. 1 saw a neighbo u r a nd asked
h im what h ad ha pp e n ed .
He sai d that a cat was in a
tree a n d couldn't get down. I was so happy. F i n a lly
I
Vocabulary aiui grammar review
got to my house and locked the door.
2 The message began,
'Congratulations! You've
Unit 12
won first prize ! '
1 cou l dn ' t believe i t ! I was the w inne r. Two months
Answers
befare, I had entered a drawing com p et i tio n in a
sho p.
I
t ele p honed my best frien d, who told me 10
p hone t h e shop. She a l so asked me what the prize
Vocabulary
O 2 infront oí
was but I said I didn't know. I decided to walk to
right
• in front of
4 next ➔ next to
3 At the rigbt
5 itt ➔ on
the sho p. I was so e xci ted . I went iota the shop and
7 ioside oí ..... inside
behind
➔
On the
6 behind of _,
8 on -> over
found a shop a s sistan t. I told her my name and
said t hat I bad received a message. She said,
8 2 told
3 said
4 ask far
5 asked
6 to tell / telling
7 tell
'Oh, y ou ' re the w in n er . C ong r atu J ations !
You've won a weekend in París.' I was delighted.
4 As I got on the train, I saw an empty seat next
Grammar
to my favourite actor.
() 2 w h a: t W!IS lhe tea:m ealled ...., what the team was
Davey Shaw was on the train. I couldn ' t believe ii!
I asked hi m if I could sit ne xt to him. I raid him th at
he was my favourite actor and I'd seen ali bis fil m s.
Davey asked me where I was going. I told him
I was going to meet my friends to go to tbe ci nema .
The j ourne y went really quickly and we were soon
in the cit y centre . When I found my íríends, I told
called
3 why didn't I go ..... why I didn't go / why I hadn't
gone
4 ·,,·by was
I erying ..... why I was crying
S v.·llat was l going lo do
6 where
should she go
7 -...·hell am I goin g
➔
_, what I was going to do
.. where
she should go
when I am going
thern that 1 had sat next to Davey Shaw on the train
0 2 she was not / wasn't very keen
but they thought I was tellin g líes agai n.
c o med i es
4 she hadn't g a n e / didn ' t go
j us t fi n i shed
Vocabulary atui grammar revieiu
3 she loved
6 she wou ld go to the
5 they had
cine m a t ha t day if
she cou l d
0 Suggested questions
Unit 1 1
2 'Are ypu keen on t h rillers ? '
3 'D o you lave c omedies ?'
Answers
4 'D id you go to the cinema last w eek ?'
5 'H ave you (j ust ) fi nishe d your e x a m s ?'
Grarnrnar
O 2 was b u i lt
6 'W he n w i ll you go to the ci n ema ?'
3 seems
4 r i ses
7 was cornpletely flooded
5 is washed
8 disappeared
6 reacbes
@ Suggested answers
9 is done
2 1 asked you if you were keen on th rillers.
10 know
1 1 were saved
12 was put up
3 I asked you if you loved come d ie s.
f) 2 more quic kly
5 harder
carefully
3 (the ) best
6 (the) worst
4 more frequenlly
7 more strongl y
8 more
4 I asked you if you went to the cinema l ast week.
5 I asked you if you had finished your exams.
6 I asked you when you would go to the c ine m a .
What did
you
say?
@
Unit 1 2 photocopiable activity:
0
Reported speech dictation
W
g
c
Time: 25 mins +
hen they h a ve
fi
nished, explain t ha t they are
oin g to use t h e information
omplete
G
ive
an
d
S
a
i
n t h eir notes
o
t
s i n g le piece of text us i ng reported s p eech.
tuden t s
1
and 2 the card
ive Students
g
and
3
4
arked 'text 2,
m
the c a rd
rna
rked Text l.
Objectives
Using
he notes they made, the y should tr y to
t
• · To practise use of reported speech
the gaps.
•
To listen far inforrnation and make notes
then
•
(In extension) To rnake a piece of narrative text
a
t them do this far about ten
Le
m
fill
in
in u t es,
sk them to stop and h a nd over th e ir c o mpleted
text to the other p ai r.
sound more natural
0
G
ive Students 1 and 2 the card marked Answers 1,
and give
S
tudents
and 4 the card marked
3
Answers 2. They shou l d compare the
Befare class
the
(
ords hi g h li ght e d i n bold)
w
w
a
ns wers
ith those t h a t the
Make one copy of the activity far each group of four
other pa i r w rote .
r each
Fa
ord
w
i
n the gapped
ext
t
students in your class. Cut each one into six cards along
that
matches
a word on their answer paper,
they
the dotted lines.
s
In class
hould award the other pair one point.
The
O Divide your class into groups of four students (if
m a x i m u m t hey can
s
core is 40 points .
So rn e a l ternat i ve a n s w ers are possible, so be
prepared to offer your opinion if necess a r y .
you have an uneven number of students, sorne will
need to work in groups of five, but try not to have
any groups of three). Ask them to divide into pairs:
0 The
w
inning p a i r is the
p
air in each group
wit
h the
ost points.
m
Students 1 and 2 and Students 3 and 4. Give Students
1 and 2 a copy
m
re very b a sic, with
limit
a
of the card rnarked Dialogue 1 and give Students 3
ed cohesion
ew c o nj un c t i o n s , far example).
f
and 4 a copy of the card marked Dialogue 2. They
ode l texts t h ey have
Extension idea The
I
een
b
gi
ven
ere are very
(th
n t h e i r pairs, they ca n
ewrite the texts to make t h e m sound more nat ur a l.
r
should make sure that the other pair <loes not see this.
Far exa m ple, Janice said that it was real/y hot, but Bi/1
Do not hand out tlie other cards yet.
disagreed and said lhat he thought it was ve¡y pleasant
@Tell them that they are going to read the conversations
because there was a coa/ wind blowing.
on their cards to the other pai r. They shou Id tell the
They c ou l d also do the sa m e with the conversations.
other pair their names(e . g. John, Alice) and
Far e x a m ple:
t h e conversation at normal speed
too
q
uickl y). They shou ld read it
other pair s hou l d
they
T
h
li
sten
a
ot
(n
hen read
t
oo slowly ar
t
ree times.
th
The
John: rm bored. /'m going to the cinema.
Atice: What? But you went to the cinema yesterday.
nd make notes about what
e a r on the second and
third
r
ead - throughs.
heir notes sh o uld be as de t a i led as possible.
A
llow
them about seven to eight minutes far th i s.
•
.
@
.
Unit 12
Unit 1 2 photocopiable activity
Reported speech dictation
:>cg C u t along the dotted lines to divide these into cards.
r
Dl�l�g�e l Students 1 and 2
Dialogue 2 Students 3 and 4
i
John: l'm going to the cinema.
Janice: It's really hot.
¡
Alice: You went to the
cinema
Bill: I think it's very pleasant. There's a cool wind
yesterday.
: John: I like films.
blowing,
; Alice: Can
Janice:
I
come with you?
l ' rn
hot and
going to sit in the shade for
l'm
¡
John: Of course you can.
a íew minutes.
¡
Atice: Can you wait five minutes?
Bill: l've had enough of the s u n . 1'11 join you.
i
John: Why?
Jan ice: I have an idea. We can get an ice cream.
1
Atice: I want to put on sorne
!
John: We'Il be sitting in a dark cinema. Nobody will see you.
Janice: 1'11 have an ice cream
¡
Alice:
d ri n k .
1
J o h n : Hurry up, because I don't want to miss the beginning
feel better when
I
look s m a r t.
and you can have a
Bill: That sounds like a great idea.
of the fi l m .
l
.
I
Bill: I hate ice cream. It makes my teeth ache.
make-up.
·······•··'"····•·····················
·-············-
-
,._,
···-
"
,...
..
'"
.
Text 1 For students 3 and 4 to complete.
Yesterday evening, John and Alice were sining rogether a1 home. John
.. .. .. .. .. . Al ice
h i m that he
10
. . .. . . .. . . films. Atice
John
her
she
that he
Alice
him
to put on sorne make-
that she
in a dark cinema and nobody
better when she
. . . . . . . . . . . . . . . . . . . . to
John
her that she
Atice
her that they
Alice
to the
the day
with him. John
.. . . . .. . . . . . .. .. .. .. ñ v e
up. John
th e
that he
the
smart. John
them.
her
up beca use he
oi the film ...
--·-•·•··· .. ··"•'·····•·······•"····•·······
,••.•••••.•••••••.••• ,. •·••
•···
··••·•• .. ··-···
Text 2 For Students 1 and 2 to complete.
¡
'
Last week, Janice and Bill were sitting on the beach. Janíce
it was very pleasant because there
her he
she
hot and she
and that be
Jan ice
she
.. . . .. .. .. that that
really
for a few
_
.
that
Bill
that he
she
i ce cream because it
..
an
:
his
_ _ . _ . an ice cream and he
like a great
Bill
blowing. Janice
her. Then Jan ice
an ice crearn. BilJ · · - · · - · - · - h e
they
that it
a cool
to si: in the
. .. .. . .. .. enough of the
1
ache.
a
Bill
.
__
Answers 1 For students 1 and 2 ro marlc S;ru:e•:.s 3 an á -rs compleced text.
Yesterday evening, John and Alice were sitríng rogether at home. John said that he was going to the cinema.
Alice told b i m t h a l he had gone/been
10
the cinema the dar before. Jqhn said that he liked films. Alice asked to go
with him. John told her that she could . .,tjice asked him lo waít five minutes. John asked her why. Atice said that
she wanted to pul on sorne make-up. John told ber
mai they would be sitting in a dark cinema and nobody would
see them, Alice said she felt better when she looked szaan. John told her to hurry up because he didn't want to
miss the beginning of the film.
-·-·······-·-····· .. ···
....
..
..•·
..
,
.
.
..
!
Answe rs 2 For Students 3 and 4 co marlc S:u.éc..::s 1 c...d l's compleced text.
Last week, Janice and Bill were sitting on :he be.:c:'1. Janíce said that it was really hot. Bill told her he thought it
was very pleasant because rhere was a cool wínd blo-aing. Janice
told him / said
that she was hot and she was
going to �it in t_he sbade for a Iew minutes. Bill .said thar he had had enough of the sun and that he would join her.
Then J a n i c e s a i d she h a d a n idea: they could get an ice creara . Bill said he hated ice cream because it made his
teeth ache. �anice told him she would have an
ice crean
and he could have a d r i n k . Bill told her that that sounded
like a great idea .
.
.
Compl ete PET by Emma Heyderman aod Pe:er Ma) -..
, Raloicorl \','ya."t
..
..
.
e Cambñdge University Press 2010
.
....
..
_
-
PI t íl T O C O r l 1 \ B L f
-
;
Word list
Unit 1 2
Note: the numbers show which page the word or phrase first appears on in the unit.
ask u (108)
to say something to someone as a question
raise money u (108)
to collect money from other people
which you want thern to answer
say u (108)
to speak words
ask for u (108) to say something to someone because you
slang
n (106) informal language, often language that is
want them to give you something
only used by people who belong to a particular group
behind prep (112)
at or to the back oí someone or
speak u (107) to say
something using your voice
something
story
n (108) a description of a series of real or
between prep (112) in the space that separates two
i m a g i n a r y events which is intended to entertain people
places, people, or things
talk u (108)
to say things to someone
by speaking, writing, moving your body, or using other
tell u (108)
to say something to sorneone, usually giving
signals
them information
communicate u (106)
communication
to share information with others
n (108) the act of communicating with
truth
n (108) the quality of being true
other people
wonder u ( 1 1 1 ) to want to kn ow something o r t o t ry to
dork n (106) a stupid or silly person
dude
understand the reason for something
n (106) a man
geek n (106) a man who is boring and not fashionable
graffiti
n (106) writing or pictures painted on walls and
public places, usually illegally
in front of prep (112)
inside prep (112)
close to the front part of something
in or into a room, building, container,
etc.
joke
n (108) something which someone says to make
people laugh, usually a short story with a funny ending
lie n (108) something that you say or write which you
•
know is not true
Martian
n (106) in stories, someone from the planet Mars
.
.
next to prep (112)
very close to something or someone,
with nothing in between
on the
right prep ( 1 1 2 ) on or towards the part of your
body that is to the east when you are facing nortb
opposite prep (112) in a position facing something or
someone but on the other side
over prep (112) above or higher than something
§
Complete PET by Emma
Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
i' r! U ! I H
'
I I P l • \ íll F
PROGRESS TEST Units
10-12
---------O Look at this text and put the verbs in bold into their correct passive form
(present or past simple). Don't forget to use the correct form of be in each case .
.
This
At
(O)
dress
school
we
have
whatever
we
want.
crimes
that
Jim
White
USA).
guns
at
One
one
money
(6)
(steal)
usually
of
spend
the
in
they
t e r r i fi e d
(a
gel
ments
(8)
rob the
to
ear
away,
lier.
they
When
ld lady. The
here they (9)
men
two
(4)
their
car
$10,000
they
(attack)
she
sta
rted
so
criminals
in
country. 1
the
a
book
fri
po
criminals
a bank
cash.
in
oí
called
the
hit
ti n g
were
robbing
when
they
left
them
liceman
of
love that
s
the
who
w
it h
peo
an
her
ple
they
the
an
ra
gry
old
by
rn
the
'crime
and
capital'
in,
oí
pointed
.
bank,
their
While
car
they
who
had
ll a ,
they
tried
thou
the
crowd
arrested
Harris
lady
umbre
to
about
newspapers
walked
the
g ht
they
severa
they
were
been
to
were
police
nearest
that
do
week
stories
Robert
bank.
who
n
last
(give)
they
g h t e n e d that
and
short
the
city,
(5)
They
by
from
t he
It's
storíes
crime
as
in
while
discovered
(7)
by
like
to
frorn
unlucky
outside
However,
were
dirty.
(allow)
(1)
we
really
already
(know)
(protect)
(tell)
u nl u ckiest
I
by a large crowd
o
w
t h a t time
it's
in California.
two
that
(chase)
but
storíes (3) (take)
demanded
a s s i s t a n t.
week,
reading.
friend
about
city
parked
and
a
th e
one
during
time
by
of
is
Detroil
a s s i s t a ru s
the
A li
last
and
the
book
favourite
lived
how
mo
they (10)
lunch
, which
away, but
help,
my
morning,
by
wondering
bank
and
who
the
to
for
have gone wrong.
websites
the
I
hour
a
and
the
an
(send)
(2)
I
\'{�$. P..�()-�4
(clean)
in
run
tryin
stat
ion
! p o li c e m e n .
for
Later,
probably
were
g
the
tory!
f) Read the text below and choose the correct word for each space.
After
o
ur starter
O
p
A
we
had
lates
two
B
the
hair
d re s ser
shopping for a new
(2)
w
dre
where
ss,
Then
i
ut
b
n
thing
s like
we
d
d
I
Ahad
.
rn e
with
th
at
r e s taurant was
the
coul
ever
am and
me
we
ad
h
ca
cre
(9)
about
see
was
Saturday
1)
my
uldn't find
my
took
(4)
,
hair
anything
friend
the
ood
f
eaten.
I
me
chip
s
a n d a
chocolate
e
h
t
hought
that
being
,
we
so
it
were
had
been
to
ab
a
ed
le
res
to
and
which
a
and
cu
t.
A
a
bit
t aurant ,
seafood
we
x.
re la
was
both
co
the
of
the
we
the
meal
and
l ect i on
s French,
but
I
thi
nk
(10)
t
i
was
the
rny
of
It a li a n ) .
kit
a
friend
(6)
.
f us likes
se
went
had
, not
fi n i s h e d
a
I
ing,
a
lly (7)
with
morn
that
rea
o
sitting
ft e r
where
ve l y pepper sauce . Neither
wa
o col a te s.
In
ck t a il ,
had
l o
we
ch
ls
washed
had
cook
coffee
mea
was
liked,
I
1
They
by
O
of different Italian meats. T hen
an
ice
it
(
co
For
delicious stea k s
ot too l n ü e ,
l
he e v e n i n g my
hada larg
e
(5)
n
I
because
t
onderful (3)
, followed
@courses
foods
It was my b i rthd a y l ast week and
I went to
C-
(O)
more
c h e n . lt
too
much
8)
(
.
chees
What
h a d a
,
I
e (my
friend
l i k e d b est
g lass
wa
ll,
so
•
cooked.
B made
Cwas
D did
.
2
A disappoint
B disappointed
C disap p oin t ment
D d i s a pp o i n t i n g
3
A course
B plate
e m
O food
4
A entrance
B dessert
e
beginning
5
A plate
B cup
e
pla
ce
O table
6
A best
B more
C m ost
O very
7
A well
B bes t
Cgood
O better
8
A salty
B sweet
e
i
D
sour
9
A said
B spoke
C talked
D
told
B opposite
e
O over
10 A n e x t
ea
!
b tter
between
O st ar ter
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge Uníversity Press 2010
P H CJ 1C J C: O P l 1 \ fl l f
l!
P
:!!
-tll
�
Dr
�
B
!!!
IIE
B
SS
!S
S
u
�
l í!S
i!l
w
lU
�
n
!!!l
its
L!
!H:
l0
::..!;
2
1�__
.. ]
8 For each question, complete the second sentence so that it means the same as the first,
using no more tium. three words.
·o
My father said 'I'rn going to cook dinner.'
My father said that
1
h!l-. ."Y�� .
to eat so much chocolate.
I prefer the laste of fresh fruit to chocolates and sweets.
I think fresh fruit tastes
3
dinner.
'Don't eat so much chocolate,' my mother said to me.
My mother
2
to cook
.o.i�í}-
0
chocolates and sweets.
We can't cook dinner at home right now because sorneone is painting the kitchen.
We can't cook dinner at home right now because we
4
In the restaurant, my brother sat on my left and my sister sat on my right.
In the restaurant, 1
5
kitchen painted.
brother and sister.
The waiter said 'Are you ready to order?'.
The waiter asked us
ready to order.
0 Complete these short conversations with noun forms oí the verbs in italics. In each case you should
add a suffix (-ion, -ation or -ment). Sometimes you will also need to add or remove another letter.
My town has several O (attract) . . . �t.tr¡,._c,fiQ�$ . . . , including an amusement park and theatre.
Claire:
Have you seen this (1) (advertise)
Rick:
No, what's it about?
Claire:
Well, there's going to be a talk at the town hall about (2)
Bob:
Anne and Rupert say they have an important (3)
Roland:
Really? About
what?
Bob:
I don't know.
Perhaps
Roland:
Well, that would certainl y be cause for (4)
Jane:
We can't go to your favourite restaurant tonigh t. 1 called to m a ke a (5)
in the paper?
(pollute)
.
to mak e .
(announce)
they 'r e going to get married.
(celebrate)
!
(reserve)
•
.. .. .. .. .. .. .. .. .. . .. .. .. .
Ryan:
Oh.
Laurence:
I
I
but they're fully boo ked.
was really looking forward to it. What a (6)
think that the best (7)
(disappoint)
.
(invent) . . . . . . . . . . • . . . . . . . . . . . . . . . oí the last few years is a car that uses
electricity i nstead of petrol.
Andy:
I agree . There have certainly been sorne ama z ing (8)
(develop) . . . . . . . • . . . . . . . . . . . . . . . . . . in
trans p ort technology recently.
Teacher:
l'm
af rai d t hat your work has not shown much (9)
Student:
I'rn
sorry, but !'v e had so rne problems at home.
Teacher:
Ali
right, but your (10)
you'll
@
Complete PET by Emma
(examine)
(improve)
recently.
is ne xt week, and I don't think
pass.
Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
TEST Units 10-12
0 Correct the mistakes
in these indirect questions. You will either need to remove a word, change a word
or move a word to another part of the sentence.
·
�':'-'.':'-.tf.�.f��.�.�1:1(.��.r,.�e:?
..
O
Can you tell me how old are you?
1
Could you tell me where do you live?
..
2
I can't rernember what is your name
.
3
I was wondering that I could ask you a few questions
4
I will Jike to know what your plans are for the weekend
..
5
Tell me about what you think about the new shopping centre
..
.
0 Look at this map and complete the sentences with the name of the shop or service and a preposition
of location. You can use sorne prepositions more than once.
You must complete both parts of each
sentence correctly for one point.
SI 11 a
· 1 11
ShopplJII fflll"!
llano! ag 111
.....
<I
he
,.. oaio,
Main
Street
Nortb Avenue
Peach Road
Garap
Brigbt
Docllllr'I
Drfdernr
Street
Park
�
D
111.tc••
Ul,Wf
Jlr•
O
If you feel unwell, you should go to the
1
You can have your teeth checked at the
2
Books can be borrowed from the
3
You can get your hair cut at the
4
You can book a holiday at the
5
If you want to send a letter, go to che
6
You can have
7
If you have a jacket that needs cleaning, go to the
�tl'r.'S
, which is • . . . 1\l}l(f. .t9
the dry cleaner.
, which is
the hairdresser.
, which is
the right side of Bright Street.
, wh.ich is
the garage and the butcher.
, which you will find
your car repaired at che
, which is
the shopping centre.
Peach Road.
, whích is
the hairdresser.
, which you will find
the corner
frorn the superrnarket. It's
the library.
of Bright Street and Peach Road.
8
The meat at the
is much better than the meat
9
To get from one part of the shopping centre to the other, use the
10
To re la x after
a busy morning in town , go to the
This is
, which goes
Main Street.
the hairdresser and the garage.
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt � Cambridge University Press 2010
PI IIJ 1 1 lt:I ) P I A l \1 1
@ 1 gane
2 knew
3 got to know
4 found out
5 been
Answer key
PROGRESS TEST Units 7-9
º
----
I 'll tell
2 'm m e e t i n g / 'm going
to rain
4 '11 probably have
6 '11 b e / 'm going to be
fly
Progress tests
8 leaves
to meet
5 're going
3 's going
10
show
7 'm fl ying / 'm goi ng to
9 '11 go
10 catch (The a u x íl i ar y verb
will should not be repeated here be c a u se it is used
with go ear l ier in the sentence. Do not pen al ise your
PROGRESS TEST Units 1-3
students i f they use will, but e x p la in to th e m why it is
O 1 gol
2 was going
3 are having / 're having
4 is s h i n i n g / 's s h i n i n g
6 want
E) I B
5 a ro sitting / 'm sitting
7 don't have / haven't (got)
9 was doing
2 A
not needed .)
E) 1 C
8 saw
10 wenl
3 D
€) 1 used lo play
2 (I) went
0 1 What is your surname?
2 How do you spell that?
0 1 short
5 What do you enjoy
doing w i t h y o u r friends?
4 impatient, incorrect
2 garden
3 microwave
5 collecting
6 surfing
9 learning
10 studying
@ 1 to try
2 to meet
6 tidyíng
_)/
8 chemistry
4 giving up
PROGRESS TEST Units
beautiíu l
farther
/\.'JE) l O
6 safest
9 b us i est
3 C
5 to fly
8 unre li abl e
'!-QE) 1 by dolphins since
·
might not rea li se
4-6
2 in
3 by
4 on
9 i mpa tie nt
5 to
1 are a llo wed
6 on
7 on
5 B
7 worst
4 is know n
8 to
7 O
2 C
3 C
4 D
9 B
(had been
7 were attacked
8 were
10 were told
5 A
6 C
7 A
8 8
9 D
10 B
2 better/nicer than
3 're/are having /
4 sat/was between my
5 if/whether we
were
8 further /
8 A
6 was stolen
9 were protected
g e tting the
4 most
3 are taken / were taken
5 were gi ven
0 1 advertisement
6 B
10 shy
-----
2 was sent
10 D
2 p o ll ution
3 ann o un c ement
4 celebration
5 reser v at i on
6 di s ap p ointm e n t
7 i n vent i on
8 development s
9 improvement
•
2 not as inte ll igent
3 may/
4 've/have j ust received
10 e x a m i n a t i o n
5 don't
0 1 C oul d you tell me where you live?
2 I can't-z
.
rernember what your name is.
� ') 0 1
5 generous/kind
10 out
€) 1 to ld me not
need / don't have
.
7 broad
stolen is also acceptable)
10 noisiest
4 C
3 handsome/gcod-lookíng
PROGRESS TEST Units 1 0 - 1 2
9 to phone
3 more difficult
5 best
2 A
2 curly/wavy
chased
2 highest
5 overnight
6 dark
E) 1 A
{ {)O 1 better
3 guesthouse
4 hard-workíng
9 off
º
_
4 if /whe n
4 dishwasher
10 meeting
-� ,
10 O
5 too cold to
8 to get
9 O
3 lose when we
be less common)
(l) 1 in
5 u n k i n d , unfair
7 physics
3 going
7 breaking
3 ímpolíte,
8 B
7 B
(you could al s o accept anractiue, a l t h o u g h t h i s wo uld
4 What subjects do
2 untidy, impossible
6 B
2 crossroads
4 guidebook
5 casi too much
you like to study at school?
(l) 1 garage
5 A
2 who runs to
0 1 hitchh ik e
3 rarely / seldom play
3 Where do you go to school?
unpopular
4 A
th e weather / if/when it
4 have / have got / 've got
0 1 unfit, unhealthy
3 C
€) 1 on foot
s e
4 0
2 O
's/has been good
2 Did you en j o y
3 I didn't go
5 what did you do
6 I went
3 I was w o nderin g
if/whether I could ask you a few q u es tion s.
1
4 She didn't invite
7 I've never seen
8 !'ve see n
9 J've alre ady asked
JO haven't sold out yet
(l) 1 boring =
3 angr y for
4 y outh club
bored
2 internet café
5 tou r ist office
2 surprised
= disappointed
wo u ld like to know w hat your p la n s are for the
weekend .
5 Tell me what you think a bo ut the new
(l) 1 dentist (' s) , o p po s ite
Complete PET
2 library, on
6 g ara g e , next t o / beside
=
8 butcher (' s ), opposite
fond of
b e h ind / near/o p pos it e
@
·
4 travel a g ent ( ' s), i n /
i n side / i n the middle of / with i n
= s urpr is ing
5 fond abou t
·
3 h ai rdresse r(' s), between
= angry w ith or angr y a b out
4 disappoint
1
shopping c e ntr e .
::; 0 1 sho p ping centre (or center)
3 art g allery
4
5 post office, on
7 dry clcancrf's}, on /a t
9 br i dg e, over
10 park,
Writing reference
Part 1
6
I'm so sorry for forgetting your birthday. I feel terrible.
7
Can you tell me how to get to your house, please?
Exercise 3
Sentence transformations
l
Dear
2
Helio,
, Best iuishes, All the best,
Yours
, Hi . . . , Love, Lots o{ /ove, See you soon
Exercise 1
Exercise 4
a
spelling mistake (first)
b
does not mean the same as the
first sentence
A
1
1
e
too many words
d
grammaticaJly wrong
X (The candidate
✓
4 spen t
2 as cold
as
X (The candidate doesn't
doesn't suggest
explain why they want
when he can pick
to borrow the carnera
up the camera.)
nor suggest when they
Exercise 2
1 any flights
e
B
can collect the camera
3 us to
so could only get a
5 the most
m a x i m u m of 2 marks.)
Exercise 3
1
2
✓
✓
✓
3
✓ (since and and)
✓ (but)
X
4
✓ (Dear . . . Love)
✓ (Dear . . . Lave)
✓ (Dear ... See you)
5
✓ (41 words )
X (This answer is a little
X (This answer is short
long at SO words. The
at 20 words and could
expressions How are you?
only get a m a x i m u rn of 2
preposition)
and / hope you're fine are
marks.)
never ... such an changes to
not necessary.)
any
+ change of verb fly to noun
{lights
2
comparative -er + than changes
to negative not as . . . as
3
direct to reported speech asked us
to
4
5
stayed ... for changes to speni (no
superlative the most . . . ever
Exercise 5
Part 2
Suggested answers:
A: Tbe answer is well written and organised within the word limit but it
Messages
could not get more t h a n 3 marks because it does not include one of the
content points.
Exercise 1
1
Your friend Eva; you want to
borrow her camera
content points a n d i t would probably be given 5 rn a r k s .
C : The message is easy to understand, but it does not include two of the
2
Informal
3
An email
4
Explain why, suggest when you
can collect
B : The answer is a Jittle long but it is a good answer which includes al! three
content points and it is sbort. It could only get a max imum of 2 marks.
it, say when you'II give
Exercise 6
Suggested words to underline:
it back
1 You are going to m i s s ( a n English-speaking friend's birthday) party
tomorrow
Exercise 2
Suggested answers (The useful
2 a note
3 (an Englísh-speaking friend) Ian
4 apologise,
explain why, suggest another day
expressions for explaining, thanking,
inviting, suggesting, apologising and
asking are underlined):
2
I'd like to borrow
your camera
because my camera (mine) is
broken.
3
Thank you ever so rnuch for the
two weeks I spent in your house.
4
1 know you've never visited my
country. Would you like to come
and stay in the summer?
5
Why don't we meet in front of the
cinema?
t\Jl>Wt:I
""Y
0
Exercise 7
Exercise 4
8: The candidate has included ali three content points
1
appropriately. The message is very clear.
(suggested answers)
A (six corrected mistakes are in bold)
1
am sorry but (wm1norrow) tomorrow
to your party (berome) because
I
I
good news good news
2 fur do to do
No
3
Yes
4
Yes
5
Informal. Short sentences. Vocabulary such as Hi,
Thanks, I can't believe. Short forms, e.g. thai's, ii's.
Punctuation: dash (-), exclarnation marks ( ! ) .
have my sister's
6
Yes . Which are the best places to visit? (second
paragraph); What can I d o there? (third paragraph)
take the train from Lyon and afterwards
the (plan) plane from Paris. Shall we meet next
4 you lo visil you visit
2
can't go
wedding a n d s he (twe) lives i n the USA. I must
(bring)
11
3 people whieh people who
Exercise 8
Helio,
I
7
Hi . . . , Thanks for your letter, Please write again soon,
Best wishes
weekeod? (Tuttks) Thanks.
8
because, as, because
C (changes in bold)
Hi lan, I'm sorry far not going to your party (yesterday)
Story
tomorrow. I (hdd) have a bad cold and my sister
(hdd) has had an accident.
l (weri:t) 've been to the
Exercise 1
hospital and the doctor (told) has told her that she
I
teactier, story, tuie, lose wallet,
2
title
3
about 100
100
words
(had) has a broken leg, so I (rou!dtt't) cau't be there.
(I will see you tomorrow)
How about meeting next
week? Yours,
Exercise 2
Part 3
Informal
letter
1
third person
2
crowded, busy, upset, angry, nervous, anxiously
3
a mystery
4
a was standing (past continuous), was stoleti (past
Exercise 1
simple passive), realised (past simple), had lost (past
1 lettet, [rietui, answering . . . questions, about 100
perfect)
b
Upset and angry (adjectives)
their fourteenth birthday; they were with their family
e
'I believe this is yours' + reporting verb
and enjoyed it a lot.
d
looked anxiously inside without saying yet what he
2 an English-speaking friend
3 They recently had
4 What happens when you have a
saw
birthday; What you do
Exercise 2
e
his card, but with someone else's photo
f
they had wanted to steal his idenlity
1 . What happens? He gets excited befare it; receives
2
presents from parents, cards and a birthday cake.
Exercise 3
What do you do? Goes out with friends; can do what
1
(English) teacher, story, begin, sentence,
he likes
2
Your English teacher
Thanks, lots, cool, till, geiting, nice, mum, dad, loads
3
When the phone rang, l knew immediately who was
Exclamation marks, short forms, e.g. isn't, there's,
it'll.
words
calling; at the beginning of the story
of, mates, Anyway, 've got to
3
100
Very short sentences: Thete's a cake, too; Write
4
phone, rang, I knew, who
5
fi rst person
soon. Expressions: take out (phrasal verb), the bese
Exercise 4
thing; that 's all, A ll the best
4
Example:
like
a concerl. Reasons: because it's my
a 2
b 3
e l
birthday, because I've gol to go out; Linking words:
like; because
Exercise 5
Exercise 3
Yes
2
Yes
3
will would (be announced), beleive believe, of in (the
1
letter, English-speaking [tiend, (about)
2
Your English-speaking friend
3
He or she is going to visit your country next month.
4
More about your country, in particular where to go
continuous: was caking part; Past perfect simple: had
and what to do there.
completed; Conditional: would perform; Conditional
100
words
1
world)
4
Suggested answers: Past simple: thought; Past
passive: (would) be announced; Present perfect: You've
@
Complete PET
won
S
immediately, Befare, when, A�er, in twa weeks, naw
6
Mainly formal. She uses the full form of verbs: l
had passed, I had campleted. The passive:
be annaunceq. Complex sentences.
Emilio:
Er . . . could you repeat the question, please?
Exarniner:
What subjects do you study?
Emilio:
Oh, um . . . maths, science, history,
(wauld)
No exclamation
geograpby . . . things like that. And English,
marks or dashes.
of course. 1 do that at the school, and I have
7
Al the beginning, she makes the reader wait by saying
lessons at home, too, with a teacher that
Beiore ansiuering, I thought back and then goes back
comes to my house.
in time, describing the events leading up to that
in
the second paragraph. She ends the second paragraph
by saying and now it was time, a n d starts the final
Do you enjoy studying English, Emilio?
Emilio:
Yes, 1 like learoing it a lot because so
paragraph with Nervously, I took che call . Using the
many of the Internet is in English, and also
natural pause between paragraphs to create interest
because most of the music I enjoy is too.
is similar to the way writers sometimes do t h i s at the
end of a chapter in an exciting
8
Examiner:
Examiner:
novel.
Do you think that English will be useful for
you in the future?
She hears this over the phone: 'You've won the
Emilio:
Yes, definitely. For ínstance. I'd really like to
Nalional Dance Canipetition.'
travel round Europe and North America, and
9
Nervously, amazed, couldn't. bel(ie) ve it, a dream come
far that l'll need to know
Englísh. Except in
true, the happiest person (in) the world
countries as Spain and Mexico, of course,
where 1'11 be able to speak in Spanish.
Speaking reference
Examiner:
OK, E m i l i o . What did you do last weekend?
Emilio:
Last weekend . . . Oh yes, I was at the
sports centre on Saturday. We were playing
Part 1
basketball against one of the best teams in
Santiago, and in the end we beat them. We
Exercise 1
2 g
3 f
ne ver did
4 e
S e
6 a
7 b
Examiner:
Exercise 2
five year
that befare!
Thank you.
Exercise 4
fifth year, at the school
of the Internet
at school, so mat1y
so much of the Internet, a-s Spain
Add more information: as well as tluü, also, and
like
sometimes
/ such as Spain, We never did
We'd never done / We've
never done
Ask someone to repeat
something: could you say that
again, please?, sorry, I didn't catch that, could you
repeat that, please?
Exercise 3
2 True
Give examples: [or instance, like, for example, such as
3 False
4 True
5 False
6 True
Exercise 5
Recording script CD2 Track 26
Examiner:
Now, what's your name?
Emilio:
My name's Emilio.
Examiner:
Thank you. And whars your surname?
Emilio:
Sánchez.
Examiner:
How do you spell it?
Emilio:
S-A-N-C-H-E-Z.
Sorry, I didn 't catch that, such as, also, like, {or example,
and sometimes
Recording script CD2 Track 27
Examiner: • What do you enjoy doing in your free time?
. .
Examiner:
Thank you. Now, where do you live?
Emilio:
In Santiago. In a district called
Isabel:
Er. sorry, I didn't catch that.
Examiner:
What do you enjoy doing in your free time?
Isabel:
My free time, right. Well, most of ali ! like
doing sports - lots of different ones such
'lndependéncia', whích is quite near of the
city centre.
Examiner:
Emilio:
Examiner:
as
running and swimming. r lave s w i m m i n g ,
especially in the sea. Also sports that you
play with a . . . er . . . racket, like ten nis and
And do you work or are you a student in
badminton. There's a really big sports centre
Santiago?
near my house, where you can do lots of
l'm a student. I'm in my five year at
different
secondary school.
really like that. And sometimes I play table
And what subjects do you study?
things. Gymnastics, for example. I
tennis there, too.
Answer key
@
Stella:
Part 2
And if we ask what is her . . . er . . . favourite
kind of film ü ' s n o t a surprise when we'll give
them to her.
The same problem with music.
Exercise 1
1
That a classmate is leaving and the rest of you in the
class want to get a present far him or her.
2
3
Lee:
Maybe MP3 player, then?
Stella:
Yes, then she can put any music she want.
From the Internet. But I t h i n k that's not the
. Discuss the possible presents shown in the picture;
choose one of them
better thing because she's got already an MP3
Six: (set of) books, (digital) camera, (set of) DVDs,
player. I'm sure I see her with one the other
mobile phone, (pair of) trainers, MP3 player
day, so not that.
Lee:
Uh-huh. Shoes the same.
Stella:
Tbe trainers! Yes, probably she has sorne and
Exercise 2
2 Yes
3 Yes
4 Yes
5 Yes , the mobile phone
I'm not so keen of them
anyway.
6 Stella. She deals with the task quite well, keeps the
Lee:
So whích of others we get?
Stella:
Well, she's going
conversation going with her partner and talks quite
fluently. Although she makes sorne mistakes, in general
she can make lots oí photos.
uses a good range of grammar and vocabulary. Her
pronunciation is influenced by her first language, but
Lee:
Or mobile phone. She can also photo with
she can be understood without much difficulty. Lee is
what
Stella
says
live in a new place, so
perhaps we should get her the carnera! Then
these don't prevent her communicating well and she
weaker on ali these points, although he replies to most
10
mobile phone.
of
Stella:
Yes. rhat's true. As well she could send the
and knows how to take turns.
pictures to us here and we can
see
what is
like her new life there.
Exercise 3
Expressions used: How about,
Lee:
Is very good idea, yes. S h a ll we do that then?
Stella:
Yes, let's buy her a phone. She'll like that, I'm
l'tti not really sure about
that, You may be right, but, because, J'm not so keen on,
sure.
Perhaps we should, Yes, that's true, Ttuu's a (very) good
Examiner:
idea, So shall we . . . , then?
Recording script CD2 Track 28
Examiner:
Thank you.
Part 3
1n the next p a r t , you're going to talk to each
Exercise 1
other . I'rn going to describe a situation to
you.
A school friend of yours is going to live
in another·country. Talk together about the
different
things the class cou Id buy him ar
her as a leaving present and decide which
one would be best. Here is a picture with
(Accept other sensible suggestions)
Phot o A: the place, weather, time of day, co!ours, clothes
and activities
Photo B: the place, weather, time of day, colours, clothes
and activities
sorne ideas to help you. 1'11 say that again.
A school friend of yours is going to Jive in
another country. Talk together about the
different things the class could buy him ar
her as a leaving present and decide which
one would be best. Ali right? Talk together.
Stella:
Exercise 2
Sofia talks about the place, the weather, the colours, the
clothes, tbe activities.
Tania talks about the place, the weather, the colours
(dark), the clothes, the activities.
OK, er, if I start?
Exercise 3
Lee:
·
·
Yes, please.
Sofía 1 ✓
Stella:
How about buying her the books? I know
she likes very much to read so maybe they
Lee:
Stella:
2 X There is sorne range: a sunny d.ay, trees,
moutuains
and there are, 1 can see, I think but this is ali
quite simple.
3 X
4 X (She says the boy � which
will be nice far her 10 have.
suggests she is pointing at the picture.)
I an1 no really sure. Ver y hea vy far .. . er .. .
quickly by saying That's all.)
carry on aeroplane. DVDs better,
simple and rather short.)
You may be right.
but is difficult to choose
for somebody that you .. . er . .. not really
know very well.
Tania l ✓
2 ✓
3 ✓
4 ✓
5 ✓
S X (She stops
6 X (Her answer is
6 ✓ (Tania describes
the photo well. She uses a wide range of vocabulary
and structure to do t h i s . Sh e describes the location
ratber than p o i n t s and speaks far about a minute.)
Lee:
@
Uh-huh.
Complete PET
Recording script CD2 Track 29
Exercise 3
Examiner:
Free-time activities
Now, I'd like each of you to talk on your
llOV\I
own about something. l'm going to give each
of you a photograph of people enjoying their
Agnes
I'd
the
futuro
meet friends
free time. Sofia, here is your photograph.
Please show it to Tania, but
111
1
go to the cinema
like you to
(very expensive)
talk about it. Tania , you just listen. I'll give
skiing (once)
go skiing again
you your photograph in a moment. Sofía,
playing tennis, beach
please tell us what you can see in your
Sofía:
photograph.
volleyball
Um .. . er .. . t h e r ea r e tour people in the
travelling
visit many places, e.g.
photograph.
listen to rnusic
China
dancing (used to do
dancing lessons
1
can see a bey, no I th i n k there
are two boys and two girls. They ali have
a .. . um .. . a .. . this. I t h i n k they are on
ballet)
holiday. lt's a sunny day and the weather
Marcos
it's
meet friends - have a
warm. One of the girls wears short
walk, talk
trousers and a red T-shirt. The boys wear .. .
er . .. er .. . the boy here wears a s h i r t . The
go lo the cine ma
skiing on the water
shirl is blue. They are looking at the trees,
playing tennis
(water-skiing)
mountains and
Examiner:
.. . that's ali.
(quite bad), skiing,
Thank you. Can I have the booklet, please?
snowboarding,
Now, Tania, here is your photograph. It
snorkelling (]ase year)
also shows people enjoying their free time.
learn
Please show
it
to play electric
to Sofía a nd tell us whal you
listen to music,
can see in .the photograph.
guitar
especially rock
Tania:
OK. In this picture, we can see lhree boys
dancing (quite bad)
and a girl. I think they could be friends . On
the right, we can see a boy wearing a shirt
and dark trousers. Next to this boy, there is
Exercise 4
his friend.
I ✓
He appears to be happy because
2 ✓
3 ✓
4 ✓
5 ✓
6 ✓ Agues and Marcos
he's smiling. The other bey is carrying a
are strong PET candidates. They do exactly what is
.. . a .. . - it's made oí wood
required in this part of the test.
and it's used far
skating. Er . . . be hi n d the gírl and boys, we
can see sorne buildings and the street so 1
t h i n k they're in a city, maybe New York or
Recording script CD2 Track 30
London. The weather looks nice and .. .
Examiner:
Examiner:
Your photos showed people enjoying their
Thank you.
free time. Now, l'd like you to talk together
about the things you enjoy doing i n your
free time and the things you would like
Part 4
to
try i n the future.
Agnes:
.
OK. At the weekends, um, I like meeting my
Exercise 1
friends.
Free-time activities you do now and free-time activities
you'd
líke-to
try in the future
Marcos:
Me too. We rneet
on Saturday afternoon in
the . .. the . .. town and have a walk or talk.
Sometimes we go to the cinema. What about
Exercise 2
you? Do you like going to the cinema?
Students' own answers
Agnes:
Yes, but it's very expensive. What about
sport? Do you play any sports?
Marcos:
Yeah, I agree the cinema is expensive. I
Jike piaying tennis but J'm quite bad. In the
winter we go skiing to the mountains. I !ove
it. This year !'ve tried snowboarding. It's
fantastic. Have you ever tried it?
.
Answer
key
@
Agnes:
No, well, I mean ... I once went skiing with
my uncle but that was two or three
ago.
I
years
would like to go sküng again but
the mountains are very far. Like you, urn,
Authentic past PET paper
from Cambridge ESOL
I also like playing tennis. especially in the
summer. We also
pl ay beach volleyball.
Paper 1 Reading and Writing
There is a place to play on the beach and we
have a good time. What things would you
like to try in the future?
Marcos:
Reading Part 1
I A
2 B
3 A
4 C
5 B
9 H
10 E
We always go to the islands in the summer.
Reading Part 2
Last year
I
went snorkeUing with my
cousins. It was so beautiful to see the fish
under the water. You should try it. I would
like to try skiing on the water. You know ,
you have skis and a boat takes you on the
6 A
7 G
8 D
Reading Part 3
11 B
12 A
19 A
20 B
13 B
14 A
15 A
24 A
25 B
29A
30B
16 A
17 B
18 B
3 1 C
ne
33A
water. Yes, I want to do tha t.
Reading Part 4
Oh, you mean water-skiing. !'ve never done
Agnes:
that. l'rn a little scared of the water . . . I
prefer doing things on the land. I reaUy like
travelling and when I'm older I would like
to visit many places. My dream is to visit
21
D
22 C
23 D
Reading Part 5
26D
27B
34 B
35 C
28C
China. We have studied so rnany things
about China and I would like to see it.
Would you like to travel when you're older?
Writing Part 1
l (see/watch) such an // (see/watch) a more
2 (about)
Marcos:
having to
Maybe. I haven't really thought about it. 1
3 gave / showed
don't really like cars and planes because 1
4 (much)
better than
feel . . . er . . . l feel not good.
5 end of // refe ree
ended/finished // final whistle of
Yeah, it's true and sometimes the journey
Agnes:
can be long and boring. Don't you think so?
Marcos:
Uh-huh. Something else. I would like to
learn to play the electric guitar.
Writing Part 2
There are 5 marks for Part
not expected to produce
2. Candidates at this leve! are
faultless English, but, to achieve
5 marks, a candidate should write a cohesive message
Really?
Agnes:
clearly communicating alJ three content points.
Yeah. My friend sings really well and
Marcos:
there is another friend who can play the
drums. We are
Task-specific Mark Scheme for Writing Part 2
thinking in making a group.
You see, we !oye ali kinds of music but
reason why candidate
has moved
especia)ly rock. Do you listen to music?
reference to what candidate likes about new home
Sometimes. Well, it depends. lf I have to
Agnes:
study then I can't listen to music or the TV
invitation to English
Iriend to vísit candidate
or nothing but when we have parties I like
listening to music. Do you like dancing?
Yeah.
Marcos:
I
love it but I'm guite bad. What about
you?
.
for Question 6 (Candidate A and Candidate B), followed
by the examiner's comments and the marks awarded far
.
Agnes:
When I was younger, I used to go to ballet
but I dídn't like it. Now l like dancing and I
would
like to have lessons maybe.
Examiner:
Thank you. That's the end of the test.
Both:
Thank you.
@
These are two examples of real PET candidates' answers
Complete PET
each.
Question 6
Writing Part 3
Candidate Ns answer
These are two examples af real PET candidates' answers
for Questian 7 (Candidate A and Candidate B), followed
DeaRJames
by the examiner's camments and the band awarded for
I have moved because my fatheR get anotheR job and
each.
my parents hated ouR old flat. I like the football fields
• and the fantastic tennis couRts.
to my new home to spend
I'd
like to invite you
the day together
Question 7
Candidate Ns answer
love
Dear John
Examiner's comments far Candidate A and mark awarded
How are you? I hope everything is O.K. with you and
Candidate A
your wife.
Points 1 & 3 are fine, point 2 is not clearly related
be worse in 20 years. Young people leave the town and
to the home, so the communication is successful
they never come back. The problem is there is no future
on the whole.
far thern here. The town is going to become really boring
1
feel my town is going to be the same or may
and quiet and only elder people will live here. I t h i n k 1'11
Mark4
stay here because my entire live is here and my family as
well. That's my place and I want to spend rest of my life
Question 6
here.
Candidate B's answer
Take care
Thanks very much four your letter. It was lovelly To hear
from you.
l'rn
glad you're enjoying your new job. but
That you like Bristol, it's nice The people al work are so
Examiner's comments far Candidate A and band awarded
friendly.
QUESTION 7
Candidate A
ATTEMPT:
Very good
were it's was a good party! although I dídn't get home
LANGUAGE/
Ambitious use of language with a
Till five in The morning so I spent most of sunday in
AMBITION:
wide range of structures,
we're ali missing you here in london! Bob and Hilary had
a party last weekend and everyone was asking bow you
bed.
e.g.
'I
feel my town
is going to be
I hope you To visit us again bere in londo To get much
the same or may be worse 1n lU
fun TogeThe. The weather is very nice. well no more
years.,
news for The moment, 1'11 write again soon.
'Young people leave the town and
•
they never come back.'
love
RANGE:
Examiner's camments for candidate B and mark awarded
ORGANISATION &
Well organised and coherent, with
COHESION:
appropriate conclusion
ACCURACY:
A few minor errors,
Candidate B
Despite the fluency, this is the wrong scenario and
so content points 1 & 2 are missing. Point 3 refers
•
e.g. 'rny entire live'
TARGET READER/
No effort required
to a repeat visit to the same place.
Mark 1
.
.
EFFORT:
CONTENT:
On task
BANDS
Answerkey
@
Question 7
These are twa examples af real PET candidates' answers
Candidate B's answer
far Questian 8 (Candidate A and Candidace 8), [olloiued
by the examiner's camments and the band awarded far
each.
Hi Gary
1 don't t h i n k my town will be like i n 20 years' time
Question 8
there are many changes just 20 years is too shot time
Candidate A's answer
íor' change
evrything. The cost is to highr. One che other
hand you never know what happen in future. Ali over
The best decision l'v ever made.
the word is still develompment. I don't think J'll alwas
live there, but at the moment I have to because
I living
When I want to lering any languag I must my self don't
clase to my children shool and work aswell near. I think
have any thing. the teacher start the decision in the class
maybe in future 1'11 live in country where is quiet live
nessary the student's who understand of me. There are
sorne student's don't asked teacher him what he want.
1 draice any bady if will aske teacher h i m instudent
Examiner's camments far Candidate B and band awarded
is understand che teacher what did he seyed in the
QUESTION 7
Candidate B
ATTEMPT:
Adequate
class I always ask my teacher about any thing I can't
understand oí me only because if I asked my teacher
any quation about any thing and I don't knew it that is
LANGUAGE/
AMBITION:
Ambitious but flawed,
Problem well carne. c b a n k you. nice t o r e a d you.
e.g. 'One the other hand you
Examiner's comments [or Candidate A and band awarded
never know what happen . . . ',
'Ali over the word is s t i ll
develompment.'
RANGE:
Adequate range of vocabulary
and structure,
QUESTION 8
Candidate A
ATIEMPT:
Poor
LANGUAGE/
Severely restricted command of
AMBITION:
language
e.g. 'I don't think 1'11 alwas live
RANGE:
there'
ORGANISATION &
ORGANISATION &
Evidence
COHESION:
sorne linking of sen tences ,
of organisation and
COHESION:
e.g. 'but', 'because'
ACCURACY:
Very poor control makes it
difficult to understand
ACCURACY:
A number of errors, mostly nonimpeding,
TARGET READER/
Requires excessive effort
EFFORT:
e.g. 'is too shot time for cbange
.
evrything'
TARGET READER/
CONTENT:
Requires sorne effort
BAND 1
EFFORT:
CONTENT:
On task
B AN D 3
'
§
.
Complete PET
•
Question 8
Paper 2
Listening
Candidate B's answer
Listening Part 1
The best decision !'ve ever made concerns my studies.
l A
2 C
3 A
4 C
S A
6 B
7 A
When I was 18, 1 passed the baccalaureat I was studying
in the city where
I
grew. I d i d n ' t know what to do,
to .continue or to begin to work . I was 18, 1 was very
young.
I
1
Listening Part 2
se
9 B
IOC
12C
l l A
13A
decided to continue and leave in an other city,
chose three cities for the exam that I would like to
Listening Part 3
do. Unfortunately ali the answers were negatives. l was
14 R/roof(s)
really disappointed. My mother told me to try another
15 (the) P/photo(-)graph(s)
city but I was not sure because it was rea lly far from rny
16 P/piano(s)
Iamily, Finally, l decided to send
my name
to t h i s school.
17 (in/the) G/garden(s)
When
I
received the answer
I
was happy because it was
18 September
yes!
19
(f)l3.SO(p)
Today I'rn really happy to have sent my name to this
school because
I
passed my exam.
I
can
begin
to work
I n P a r t 3 bracketed words do not have to appear in the
and to do what I Jike in my job.
answer.
Examiner's comments far Candidate B and band awarded
Listening Part 4
20 B
QUESTION 8
Candidate B
ATIEMPT:
Very good attempt
LANGUAGE/
Confident and ambitious use of
AMBITION:
language,
21 A
22 A
23 B
24 A
25 B
Recording script CD2 Track 31
This is the Cambridge
Prelimlnary English Test,
Number 076.
e.g. ' I ' rn r e all y happy to have
There are four parts to the test. You will hear each part
sent my name
twice. For each part of the test there will be time for you
to t h í s school'
to look through the questions and time for you to check
RANGE:
A
wide range of structures,
your answers.
e.g.
'I
didn't
know w h a t to
do', 'My mother told me to try
another city' and vocabulary,
Write your answers on t h P quesrion paper, You will
have six minutes at the end of the test to copy your
answers onto the answer sheet.
e.g. 'concerns my studies',
The recording w i ll n o w be stopped.
'really disappointed'
Please ask any questions now, because you must not
speak during the test.
_ORGANISATION &
Well organised and coherent
COHESION:
througb use of linking devices,
e.g. 'Unfortunately', 'When',
'but',
ACCURACY:
'Finally'
PART1
No w open your question paper and look al Part 1 .
Errors are minor but are non-
There are seven questions in this part. For each question
there are three pictures and a shorl recording. Choose
impedíng,
•
the correct picture and p u t a tick in the box below it.
e.g. 'lea ve in an other círy'
Befare we start, here is an example. Where is the girl's
TARGET READER/
Requires no effort by the
EFFORT:
CONTENT:
reader
hat?
Mum:
Where's your new hat, Sally?
1
hope you
haven't left it on the school bus.
On task
Sally:
BAND 5
Don't worry, M u m .
1
put it 1n my school bag
because I was too hot.
Mum:
Are you sure? l can't see it there. You probably
dropped il in the road somewhere.
Sally
:
Oh,
here it i
take it
this
s
-
h a n g i n g in the hal
l.
1
forgot to
morning.
Answer key
§
The first picture is correct, so there is a tick in box A.
Woman :
Now the island is easy to get to by p l a n e , a nd
Look at the three pictures far question l now.
when you get there, you'II find there is a local
Now we are ready to start. Listen carefully. You w i ll hear
bus s y stem , so you don' t have to hire a car,
each recording twice.
altho u gh they're available if you want. Sorn e
v is itors in past years have hired bícycles, which
One.
they enjoyed very much. They're cheaper than
Which band will the girl watch?
a car and they do mean you can gel to those
Girl:
I'rn going to hear my favourite
B oy:
Girl:
band play
parts of the island which are off the main bus
tonight - you know - The Arctic Blues.
routes. So, as lo ng as you can ride one sa fely, J'd
Oh, I know them. There are three of them,
say that's che b e st idea.
aren't there? 1 really like the drummer.
Now listen again.
Oh, he left - they don't have a drummer any
Five.
more. But the singer and the guitarist are still
What do both girls decide to wear to the d i s co?
the same. And they've got a keyboard player
Karen:
now.
What are you going to wear to the d i sc o
t on ight? I'm going in my green T-shirt. jea ns
Boy:
Oh, well, 1 might come along.
and white jacket.
Now listen aga in.
Lisa :
Oh, don't wear that T-shirt, it's the same as
Two.
mi n e. I'm going to wear that one, but w i t h a
Where does the boy feel pain now?
skirt. l'rn not taking a jacket, though, it'll be too
warm.
'
D octor:
Tell me wh at ha pp ened e x actly.
Boy:
Well, after I fell off the rock my bac k felt a bit
Karen:
It doesn't matter if we go in t he same c!othes.
[ haven't got anything else I want to wear
sore far a time , t b en it seemed to be ali right.
anyway.
But I woke up yesterday with this bad pain in
my left leg. and ít st i ll really h u rts.
Lisa:
Oh, ali right. 1 s uppose it's not i m p ortant. See
you later.
Doctor:
Boy:
l see. Have you had any other p a in, a headache
far exa mp le ?
Now listen again.
Well, I did have a bit of a headac he after I fell.
Six.
1 t h i n k I h i t my head on the rock. But it's fin e
Who gave the man the CD for his b i rthday?.
now.
Brother :
Now l isten agai n .
always wanted to read that b ook .
Three.
Si s ter:
for you?
1 didn ' t really want a computer in the house,
but my son does need one far hi s ho m ewor k .
B rother :
sai d no - it's far ali the family to use . Fi r st we
Sister:
tried it in the si t ti n g room. b ut there's not much
it
in the room
Yes! Great choice! How did he know I wanted
that one?
Of course, he wante d it in his bedroo m, but I
room in ther e, so then we put
That's OK. Hey - 1 went round to Dad 's
yesterday. Did you like the CD that he b ought
Where is the computer now?
Wo m an:
Thank s very rnuch for the birthday present. !'ve
I t h i n k he had sorne he lp from our little brother
- they went shop p ing together last weekend.
Now li st en again.
my hu sb and uses as an o ffi ce. But he wo uldn't
Seven.
let anyone else use it, so now jt ' s back where it
•
was befo re, and we·ve moved the sofa a bit.
What is the man going to arder?
Now listen aga i n.
Man:
Is that apple pie you've got? Mmm .. . I think l'Il
have sorne of that. I'll get you anot he r piece too,
Four.
if
you want.
How does the w oma n recommend travelling
aro u nd the island ?
Woman:
I'd l ave another piece, it's delicious. Only
l'm afraid
t la i .:,
vva.:,
Llu::
la.�l
uuc.
THcy
vt bUl
ch oc o l ate cake, though. Why don't you have
that?
Man:
Never m i n d . 1 just thought the apple pie looked.
good, t hat's a l !. 1' 11 get sorne coffee. anyway. I
need somethi n g befare the fi l m starts, Should 1
get you one?
@
Complete PET
Woman:
Oh, go on.
then. We've got time - the film
doesn't start far another
twenty minutes.
1 took off within minutes. My next destination
was a flying club in the north of England
and L
knew it would be in1possible to land there once
Now listen again.
the sun had gone down. But fortunately it was a
That is the end of Part l.
lovely sunny evening, and I arrived in good time.
1 left early again on Thursday for London. I Ielt
PART 2
CD2 Track 32
because it was my last day
nervous
of
flying.
Then, when I finally landed, 1 felt wonderful -
Now turn to Part 2, questions 8 to 13.
the long. difficult journey had been worth it. It
You w i ll hear che pilot, Kate Gingford, talking about the
was lovely seeing my fam ily who were ali there
last few days of her flight around the world in a sma 11
to meet
me. I promised I wouldn't make another
aeroplane.
long trip like that agaio.
Far each question, put a tick in the correct box.
Now listen again.
You now have 45 seconds to look at the questions for
That is the end of Part 2.
Parl
2.
Now we are ready to start. Listen carefully. You will hear
PART 3
the recording twice.
Kate:
So last week when 1 was talking about my flight
around the world, I'd got as far as Norway.
This
week 1'11 tell you about the last part back to
C D 2 Track 33
Now turn to Part 3, questions 14 to I 9.
You will hear a recorded message about a tourist
attraction called The Grand Palace.
London.
Far eacb question, fill in the missing information in the
When I landed in Norway, two friends were
there to meet me. We stayed
numbered space.
together in a hotel
You now
have 20 seconds to look
at Part 3.
and talked a lot about my trip and the route
I'd chosen. Next morning, we were given a
wonderful cooked breakfast and then my friends
helped me get into the suil I have to wear when
Now we are ready to start. Listen carefully. You will hear
the recording twice.
Tour guide:
This is the Grand Palace information service.
flying over water. It's really tight.
We are
I hadn't slept much, but I was excited and felt
Palace is now open again. The emergency
really wide awake on the fli ght to Denmark. My
repair work oo the roof is now complete, but
son. who is also
pleased to announce that the Grand
work is still in progress to repair the outside
a pilot. called me on the radio.
walls of the building, which were damaged
He was flying a p l a n e in Germany at the time
in storms Jast year. Visitors may Jike to
and we chalted for a few minutes. I was flying
look at an exhibition of photographs in the
across the sea in thick cloud, so I couldn't see
rnucb, but l arrived in Denmar:k safely on the
entrance hall, which show how this work is
Su nday evening.
done. The exhibition is near the gift shop,
where you can buy postcards of the Palace
On Monday I was worried about the plane. There
and slides of sorne oí the paintings.
was a problem with one of the front wheels. I
knew I could still take off and fly, without any
The Palace was built in the 18th century as
fear of an accident, but I knew that if I made a
a holiday home for the King and his family,
bad landing I could damage the plane and so
and decorated in the classical style. You can
not be able to continue. I called the airport in
Holland, my next destination, to arrange sorne
. r e p a í r s ,
and fortunately
I
managed to land there
•
admire the beautiful painted ceiling i n the
muste room, wbich contains the Queen's
�jano. Upstairs are the royal bedrooms,
containing 18th-century furniture. Visitors
without any problems.
can also walk through the palace kitcbens
That night 1 stayed with sorne friends on their
and into the dining room, where the table is
farm i n Holland. Next m o r n i n g i r was so foggy
laid lar 40 guests, w i t h silver dinner plates
that r couldn't fly, but it was good to have a
and beautiful glasses.
break. It was clifficult to sleep so r walked
around
the farm instead. I hadn't spent any time in the
If you want refreshments, home-made cakes,
countryside for months, and l'd for gotte n how
sandwiches, tea and coffee are serv ed i n
much I missed the sound of birds.
the Queen Anne tearoom. On fine days,
refreshments are also served in the garden.
When the fog lifted in the afternoon, I was
pleased
to learn they had repaired my plane, and
Answerkey
@
Tom
The tearoom is open every day from 3.00 to
:
I
R e a ll y !
ca
n t be
'
li
eve that. An e
5.00 prn, or 5.30 pm during July and August.
roun
The Palace itself is open every day, from
do you afford it? Have
10.00 am to 6.00 pm in the summer season,
J e rn ma
Not
:
that's June to Se¡¡tember, and from 10.00 am
to 5.00 pin from October to May.
here never co t
d
s
s
v
me more t
h
o t
g
u
an .l20.
ow
H
ou got a part - tirne job?
y
et. !'ve done a course at the local
y
s
w i m m i n g pool to get a certi
s
a v i n g . I had to pay far the cour e, but
fi
cate in life­
t means
s
There is an entrance charge of .lS.50 for
1 ca
adulrs or .l 3 . 5 0 for students and children
London. l'rn g o ng to work ea rly
under 14. There is also a special family
befare my classes start.
n
be a pool
I
i
ifeguard when I go back to
i
ticket available far ,(13.50. lt's for 2 adults
enin
i
n t
e morning
h
lt w on't be very e xc itin g, j u t si tt in ¡¡ watching
Tom
:
s
a n d 2 children, so you save .l?.00.
people sw imming up and do w n.
J f you would like further information, please
Jemma
Ma be not, but the mone 's good. That's the
:
y
call us on 01293 567488 during opening
y
m a i n thing
.
hours. Thank you.
Torn
Actually, !'ve got a job in a children's
:
olida
h
y
Now I isten aga i n .
camp near here for the su rn rne r. I'm goi
That is the end of Part 3.
organi e t heir spor in g activitie .
n
s
Jernrn a
s
Really? C a n you give me the p
:
one number
h
P erhap
PART 4
t
s
Now turn to Part 4, questions 20 to 25.
T m:
I can get a job there too, while I'm at
!
You re probably too late. I app
o
'
Look at the six sentences for this part.
li
ed
e months
fiv
ago, and I had to have an int e rv i e w and a
h ealth check. B ut
You w i ll hear a conversation between a boy, Tom, and a
girl, Jemma, who are studying in different
parts of the
Je
country.
m
ma :
Tom
Decide if each sentence is corree! or incorrect. If it is
ou can try,
y
Well, t here ' s n o t h i ng else f orme to do here
.
OK. 1'11 find the number.
:
Now listen agai
n
.
correct, p u t a tick in the box under A for YES. I f it is not
That i
s
the end oí Pa rt 4.
correct, put a tick in the box under B far NO.
You now have six minute
s
to chec
You now have 20 seconds to look al the questions for
a n swers on to the answer s
Part 4.
You have
one
more minute.
Now we are ready to start. Listen carefully. You w i ll hear
That is the end of the test.
the recording twice.
:
om
Hi,
Tom
:
T
were
I'
ho
To
li
o
rn:
Jemma
:
y
·
Yes
,
Lon
T
om:
in
a
:
T
he
fi
f
lm
y
@
s
ou
j
!
s vi
o
1n
th m
y
I
i
t
a
d
eve
n
g
t very nois
i
s
ome
thin
g
a
ay.
w
n
the
W
emas
h r
e
e
w th
i
I
v
Li
a li
t
e
h
i
n
e
c o r n e r.
filrns
ybody
e
l
se
reach
ha
s
o
forg
tten
.
u
su
n
don
a ll y
's
o
g
e
s
y
sford.
the
e
r
ondon.
L
•
s
d
m
fin
so
expensive.
o a club o r a r
t
fri nd . That can cost
Complete PET
h
.
of ci
ts
ti
e
L
he
c
i
h
trouble is,
d
K
ys
orne re
kil
t
you
age.
e here
a
t
tl
alwa
ust roun
By
thought
l.
ts f r t e
ou must
lik
m
o
r
,
n
Y
there's
20
it's
I
afford to stay in
n
weekends
wi
iti
ne
gs
y pare
?
don there are lo
about
e m rn
after l
ot
ince we left schoo
here?
rn
fe
N
s
doing
the cinema i
but
Lucky
K
li
but
ou
y
.
y
city
ening.
latest
J
,
Theres
J e m rn a :
you
couldn't
like
es
pp
i
1
ell
,
n versit
.
sy
ha
om:
y
e
t
and bu
W
T
days
a
home wi h
k
ou
D
r
hat
u
seen
haven't
w
at
m bac
:
I
,
Jernrna,
Jemma
?
CD2 Track 34
home
Jemma
g to
more
At
estaurant
than
.l30.
h
ee .
t
k
and cop
y
y
our
Unit 1 photocopiable recording script
CDl Track 3
Lucas:
When you're travelling abroad, Zoe, do you find that people do things at different times of the day?
Zoe:
Well, 1 guess the first thing you notice is how early people have dinner here in the UK. maybe at 6 o'clock. And
often in the USA and Ca nada, too. But in Spain ar South America. far instance, they don't usually have their main
meal until late in the evening, and they often go out after that. By then. in a town like this. everything's closing,
isn't it?
Lucas:
Well. 1 don't think that's always true. Sorne places stay open very late these days, particularly in the town centre.
Zoe:
But how do you get home here? The buses and trains ali stop running around eleven- thirty.
Lucas:
There are usually taxis around after that. There always seem to be people getting into them, ar waiting far them.
Zoe:
Well, even if you can get one, they cost far too much, in my opinion anyway.
Lucas:
You're right about that. That's why I never take them. But I suppose you could walk home.
Zoe:
Ali the way from the town centre? You must be joking ! And that's another thing. At night in places like ltaly ar
Greece ar the Middle East. there are always lots of people around. Families, 1 mean. So you don't worry about
anything bad happening there. but when l'm here in your town there are times when I feel, well. n o t a s safe. 1
know it seems
Lucas:
silly, but it's true.
You may be right that older people go to bed
early most nights. But doesn't that make it more fun when you're
out? Everyone you see is young !
Zoe:
That's true!
Lucas:
So do people in the south of Europe get up later the next morning?
Zoe:
Well. school starts j u s t a s ea rly as in the north of Europe so I don't think they stay in bed any later. And the school
day is normally about the same as her e.
Lucas:
And when there's no school ?
Zoe:
They have lunch later. perhaps at two or three . A prope r meal, that is - notjust a sandwich.
After that people sometimes have a quick sleep.
Lucas:
1 think that's sensible, if it's just for a few minutes. 1· d like to do that. every day.
Zoe:
lt's certainly a good idea when it's hot. Maybe the different routines in different parts of the world are because of
the weather there?
· Lucas:
That's possible, yes.
•
'
'
Complete PET by Emma Heyderman and Peter May with
Rawdon Wyall
© Cambridge University Press 2 0 1 0
l' H lJ I O ( ' () P I A f\ l [
Unit 2 photocopiable recording script
CDl Track 11
Linh:
Do teenagers work in Colombia?
Marcelo:
Yes. they do. Teenagers in my country work to eam extra spending money. What about in Vietnam?
Linh:
Well.
1
don't work and actually very few teenaoers in Vietnam work. In my country most parents dont allow their
children to have a part-time job. We have to go to school and study hard . In my opinion. it"s nota good idea for
teenagers to work and study at the same time. What do you think?
Marcelo:
l'm not so sure. 1 agree that teenagers need enough time to study and do their homework. lf they work too many
hours, their marks will go down. However. working part-time can be a good experience • . . don't you think so?
Linh:
Maybe. Far sorne teenagers. working could be a way to leam about money and society. However. we have to think
ab out the future. 1 think that studying is the most importan! thing. Do you agree?
Yes and no. As I said
Marcelo:
befare. 1 think having a part-time job can be a good expedence. However. we need more rules.
For example. teens shouldn't work more than 15 hours a week and only two or three days a week. like at the weekend.
1
think they can work more hours during the school holidays.
Linh:
Have you gota part-time iob?
Marcelo:
Yeah. 1 sometimes work in my father's office. 1 have to deliver letters and documents around the building. 1 earn a little
bit of extra money.
Linh:
Really? That sounds interesting. What do your teachers �
Marcelo:
Teachers complain that students who work don't do their hom ewor k well and they often do badly in tests.! think that
students can work
to eam sorne pocket money if they are good students.
Linh:
Good point! 1 haven't gota job.
l rn
going to concentrate on my studies and look for a job when
lrn
older.
•
.
e
1
·
1
.
1
1
1
1
1
11
l l f • l , \ P L [
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
Unit 3 photocopiable recording script
CDl Track 12
Spencer:
Hi, l'rn Spencer Watson and l'm here to tell you about four un usual ways to have a great day out. First, how about
going back in time with a stearn- train joumey through the beautiful Scottish countryside? This is on the railway line
made famous by the Harry Potterfilms. Starting at Fort William, near Britain's highest mountain, the train departs each
moming at twenty past ten, gettlng into the lovely fishing village of Mallaig at
starts at
14.10
12.25.
The return joumey to Fort William
and takes an hour and fifty minutes. Toe fares are good value far money and it's a great experience far
steam-train fans of any age. lt's very popular in summer. so it's best to book ahead.
Far a really exciting day out. Go Wild adventure courses offer hours of fun in 17 different locations. Far a fairly small
admiss ion fee. you can climb tall trees. go from tree-top to tree-top on a high wire. cross waterfalls far below,
go through
tunnels - and lots more. Before you start, though, they give you full safety advice. To prevent accidents
they puta belt round your waist and the tops of your legs, and attach it to wires. And then youre off - completely on
your own ! To take part you have to be fit, over nine years old and at least 1 metre 40 tall. Opening hours are usually
9.30 to 3.30.
lf the adventure course isnt really your thing, but you like seeing really big wildlife, you cent do much better than
dolphin and whale watching in Wales. Voyages of Oiscoveiyorganises regular trips out to sea, passing small islands
with their enonmous seabird populations and then on to even deeper waters. And there, very occasion ally , you will see
whales. while on almost all the trips dolphins will appear. You may also see huge shar ks. although they are quite rare
these days. The voyage lsn't cheap. but most people whove done it agree that it's well worth the money.
lf instead you'd like to be up in the sky, try a balloon
flight. from any ofthe hundreds of sites across the country. lt
usually begins early in the moming when you meet the pilot. crew and other passengers, and the huge balloon slowly
fills with hot air. lt rises gently. and then you go whichever way the wind is blowing. The actual flying time is about an
hour, and although
I
think it could lasta bit longer, it's certainly a wonde rful experience. lt's also possible to book a
flight just far two, far any time of the year.
Unit 4 photocopiable recording script
CDl Track 21
Laura:
In this photo I can see a lot of boats on water. lt looks like a traffic jam. The water looks really dirty. 1 think it's a market
in the moming - it could be somewhere in Asia. There seems to be a lot of fruit and vegeta bles on the boats. There are..
sorne green vegetables but I don't know \vhat they are. On each boat, 1 can see a person . . . no . . . 1 can see men and
women.
Sorne people are wearing hats. 1 think they're selling things but there aren't any people buying . . . er. . . on one
of the boats, there appears to be somebody wearing a colourful shirt. Next to this boat, there's another man but I can't
see him very well.
1 think ifs the moming. Toe weather is hot and sunny. 1 don't think it will rain.
Er ...
•
.
.
Complete PET by Emma Heyderman and Peter May with Rawdon Wyatt © Cambridge University Press 2010
8
Unit 5 photocopiable recording script
CDl Track 22
Erica:
So. Ben, how often do you and Liam actually get together these days?
Ben:
Whenever I can, Erica. Usually about once every two months.
Erica:
1 don't think that's enough, really, to keep a friendshio going. Couldn't you visit him each month, or ask him to come
here?
Ben:
Well. it's a long way to go. More than 400 kilometres, 1 think.
Erica:
How long does it take?
Ben:
Over six hours. each way. So you spend half the weekend on the coach, going up and down the motorway. lt's so
boring!
Erica:
How about taking the train? Wouldn't that be quicker?
Ben:
1 don't think I could afford it, The fares are really bigh.
Erica:
Why don't you get a student travel card? Your tickets would be a lot cheaper.
Ben:
Hmm. That's an idea.
Erica:
And Liam could get one, too. Then he could sometimes come here on Saturdays and Sundays to see you.
Ben:
1 don't think he's keen on doing that. He likes his new town a lot. He wants to stay there at weekends. he says.
Erica:
1 see. So you go and see him, but he never comes here.
Ben:
l'm sure that's because there's so much to do there. lt's an exciting town, and I know hes made new friends there. M
we get on really well and we're not suddenly going to stop being friends.
No. l'm not saying that at all. But maybe you need to remind him that youve been friends since you were little kids.
Erica:
And tell him how important a friend he is to you. He might not realise that, especially with all the changes in his life
right now.
Unit 6 photocopiable recording script
CDl Track 33
Examiner:
Your photographs showed people going out. Now, l'd like you to talk together about what you like to do at home
and what you like to do when you go out.
Jon:
So, lvan, what do you like to do al home? Do you like watching TV?
lvan:
Yes. l love watching TV. We normally switch on the TV after dinner and watch a film, a football match o r a
documentary.
Jan:
What about you? Do you like watching films?
Yes. but I prefer watching sports to documentaries. 1 find documentaries a little bit boring. Did you see the
basketball match last night?
lvan:
No. 1 didn't. When l'rn at home I also enjoy playing cards or other games with my two brothers. On Sunday
afternoons. we often stay in and play together. Do you ever play cards at home?
•
Jon:
No, not really. When I go out with my friends we usually meet in the local shopping centre. tt's not much fun.
lave going to the cinema, but it's very expensive. Er, how often do you go to the cinema?
lvan:
1 agree with you. The cinema is very expensive but I go with my parents once a month and they pay. Have you
seen the new Batman film yet?
Jon:
No. not yet. l like going to see shows with my family. 1 don't really like serious plays but l love musicals like Cats.
We Wi/1 Rock You! and the Uon King. Do you like musicals?
lvan:
Er . . . l like sorne musicals but I think I prefer the cinema. My sister really laves the ballet. lve been once but 1
thought it was too long and slow. 1 think it was Swan Lake. Do you like classical music?
Jon:
Oh no! My brother . . . er . . . plays the violin and we went to a classical music concert with him last year. lt was
awful ! 1 wanted to wait outside but my mum said I had to sit there. lt was two hours and there was no interval.
lvan:
@
Two hours long? Poor you!
P 1 1 u , ucur11\BL[
Complete PET by Emma Heyderman and Peter May wilh Rawdon Wyatt © Cambridge University Press 2010
Unit 7 photocopiable recording script
CDl Track 34
lnterviewer
:
Ch l o e :
Tell
me,
Chloe.
Oh
yes.
lt's
for
instance.
next.
lnterviewer:
In
in
the weather?
rea..
"y =css.c:..,g - ¡;� coontry because it can be quite different in the north.
fact
So when
íl2Ye PJ �-s Dea> 111erested
a"".O-: c ces- ; ,.;;;2 t S:itt the same for long.
)'OJ a,-, s.:..,-,:· e; nil\1l a
lt can
be
warm
and
sunny
one
in
the
west and
moment:
wet
in
and
the
cold
south,
the
four seasons in one day !
cio � '·i: ;;.�aor. szrms and things like that? Was that while you were at university? Or in your firsl
job?
C hloe :
no.
in
thundf"S"".'.)'T""
a
1
was 1T..:a--,':!'...�� :,ar- crzt. 1 ,vas justa k id. really. We were coming
No
�-
� e,,..�
"!le"
� ces snd
luckily
they
carne
out
really well.
photogra::>h)
eroe::e 1 "r,e,
lnterviewer:
That
must oe
�--=c."'",-,.
Chloe:
Well,
the "-� ;r� .s -;:-,:; · .,,-� ;:;a:-aa lt doesnt have to be expensive,
years - aoo
nterviewer:
l
l've
done
and
lots
we
got
caught
of other
kinds
of
t"'
¿y, G!l you get good
pictures?
ar
part icu larly
modern
-
l've
d mine for many
ha
ch are u.e res:-.;,�?
Whi
the coun:O"S'!&' CZ'"'like
, ,.:s ··!Jl• !helr bedroom
windows, but l live in a flat where there's no real view of the nighl
on
·-·•'="'
erstorm is ra ther dangerous, so I drive into
a
thund
:�Y,".'CQWand start taking pictures. voure much
afer with all that metal arou nd you,
s
a p!ars..
: So what soou¡ � 30:'
, o.nig me day?
C hloe:
l
then
holiday
.,azs a student. but I still love photographing lightning.
sky and so I h:2-.= ::: :;¡:; ::i...:. 5:=:-0."1Q <1 lields and on hills during
lnterviewer
Sin ce
from
aYOC .s � �
...a. ones. But the main thing is where you go to take your pictures.
Well. some oeeoe ;z�:,
Chloe:
·
home
1 really � ta.�
nt ervie wer :
.,,-..J? :n.:ms ,•,oen it'
s
lly free zing .
rea
ch are)'O<..,;:Z,a..-..e:>S-.o.t) seeoesz
Whi
1 u sed to l:ke � :"OS::' _ s. a'"
.= rnvstorms, and sometimes those beautiful shapes like flowers that you see on
Ch loe:
=---� �s
glass \vhen � s '· c:s:-
1
pre'er mounta in scenes with lots of ice. Especially when you have water flowing
Tre 1 ?31 r. gets so cold that it freezes salid.
down va"evs a'.'12 �
nterviewer: Mm. And d-.r a.ro :.-e -e;: e' :;";e)"?&?
l
Ch loe:
Um . . . storms,
:!"'"',
i :a: ;==. su-e great pictures when
Wheneyer too"/; s a s- ¡¡ �
re ik
l
e
win
d is really blowing. particul arly on the coast.
;;: e;'>\- :o :re beach and take loads of photos of the waves. They can be ama zin g. And
to texe oc:,lías � ;:xi. ili ;_,n..g� ns often too dark to photo graph
rything beoo;.--'!ó
eve
the
" ..; e " - .::
them
when
it's stormy. Also forests, with
,e a.�'S wanted to try that. too .
•
.
.
Complete PET by Emma Heyderman ano Peter f.\ay wilh Rawdon Wyatt © Cambridge University Press 201 O
P II O T O C O P I A íl L [
0
Unit 9 photocopiable recording script
C D l Track 50
Jason:
lt's true. ísn't it, Kelly, that people eat more these days. so theyre getting bigger and heavier?
Kelly:
Er. yes. 1 think so, Jason. But lots of people are vegetarían now. aren't they? And I think that kind of food is really good
for you. So people might eat more nowadays but that doesn·t mean that what they eat is worse for them .
Jason:
No. it's just differenL But there's more to being healthy than just exercise and eating, isn't there? 1 mean. there's so
much stress in everyday life. And there are a lot of people
Kelly:
1
kno
don't
whether peo
w
le a
p
the ' e got school or
or
y v
w
k
n
re
a
more stre
y
ed b t
e
ss
the next day
.
su
1
ppos
that don
ge
't
u're righ
,
u
yo
it's
a
t
t
he ate
li
l
n
t
e
t a
h
filrns
t
on
ou
gh
e
sl
v
e
.
ep
ne see
eryo
or sta
TV
.
o
rns
n
yi
t
o
g
ed
to
. e
b
late
n the Inter
g
o
n i
net
u
n
n
ve
o
t l
tw
whe
e
in
th
mormnq,
Jason:
r on the
la Station
O
rn
Kelly:
o
m
,
in so
e
ci
ties
Hmrn,
it
mig
A t
c
ll
ua
o
Y
u
y,
1
es
Th
e
a
nyth
a s
d
any f n
rn
y
,
u
ht
h y
when
t
a
e. But
b
e
he
air's
in
go
then
d
t
th
g
s to
o
d
.
So
e en if peo
v
e
pl
rna
n
e to g t
ag
e
up
b
y
bik
n
tim
.
s e i
o
e
e ne
th
xt
in g.
ou c n hire one cheap ly an
y
hn
t
i
k
not so
a
rn
often
o
s
really bad no
to s hoo
c
l
t leave
jus
da s es e
wa
a ot more st
l,
y
.
p
i
t
ci
n
ude
an
here
yw
ally n the
i
o
y
u
iti s
c
e
.
r
ts
a
in
e
go
e And
lik
h t'
.
There's
g
t
a
li
a
t
ha
ite
s
t
e
E
h
o
ion
lt
llut
o
c ally
ea h
qu
p
p
y,
n
w
it
ísn't
?
a s an
frorn
c
that
r
d
.
There's
Jason:
oo ti red to do
not so sure.
es
here are
T
t
l'rn
ni
.
"
Hrnrn.
lo
Kelly:
y
ing theyre
rn
Jason:
P
y
i
i
a
h tra
rnuc
e ri
b
the s tuat on h s
h
g
t.
ffic
ut
b
it
ro
irnp
d a
ve
t sin e the
bi
c
y
sta
ed
rt
rn
a
in
k
g
eve
ne
ryo
y to
pa
o
to t
in
he
city
en re.
c
t
.
st ll ma e
i
k
s
me cou
h n
g
i
e morn n
th
i
g
.
h
W
h remin s
ic
d
m
e
:
d o n ' t you
we know a lot of
don't know
olds and sore throats; perha
d
e
iv
n w
owa a s? l'm always fine, and l'm su e you are too, bu
n
r
d
y
r
t
eo
p
thin
k
le who
p
se
o
pe
e ge
s
is t
ible, don't
pl
hea lth
t
ick
ore
m
err
we?
Kelly:
H
mm,
1
he wh ch l s s
ac
i
a
t
a
bout that.
a
d
ay
1
th
ink it's mostly
s
Jason:
W
Kelly:
Metool
s
ell. tha 's not th
t
e
hs a d
ug
n
c
or two:Usually nothing more serious than th
at.
i lnesses. In mo t ca e , 1 don't thin
l
o
c
s
k
their
as
b
ic
health s
i
n
a
y
And teen
ers hav
ag
ps
e
a heada
alwa s
y
h
ch
ad
e ar a
diff rent.
e
i
•
.
9
.
P H ll T O C CJ P , , \ h l
1
Complete PET by Emma
Heyderman
and Peter May with Rawdon Wyatt
c
hose ki ds of
t
way I see t. but I hope youre r ght!
i
toma h
s
© Cambridge University Press 2010
n
Acknowledgements
The authors
would like to thank Annabel �ti..iol1 and
Jane Coates personally ior ali theír L-i.;:::,, eiñcie¡;()·
and good humour. Many thanks also .o Chris \\.ilfia:-::s
(Senior Production Coruroller..
Michelle Simpson (Perrníssíons Cowüllr�). Jobn Creen
(A udio
Producer), Tim \\'oolí
.\ocio
E.daOi • Kevín
Doherty and Marcus Fletcher [prooí-readers .
Emma would like 10 thank colleagues and sruderns ar
Lacunza - IH San Sebasriáa íor ,riafli::.¿; sezne o: the
material. She would also like :o �ar...: ia:.-.ily and friends
for ali their support and encouragernenr, \"err special
thanks to Mikel, Sara and :\lex fo� their paiíence and
understanding.
The authors and publishers are grateíul ;o the following
for reviewing the material dunng the ;i,'r:tL,g pzocess:
Jane Coates, UK; Caroline Cooke. Spain; 8Ien Darling.
ltaly; Stephanie Dirnond-Bayir, t.:K; Sarah Hellawell.
Spain; Joanna Kosta, UK: Pete, .\!cCla,'7.1, V.\E; Karen
Saxby, UK; Amanda Thomas, UK.
The authors and publíshers \li·on�.i also hke ,o rhank
Rawdon Wyatt for wr iting the progress tests and
photocopiable activities: Carnb:-!dge Uru'\·ers:�- Press for
the definitions in the Word '.is-:�.
l"seo � permissíon oí
Cambridge University Press.
Recordings produced by John
Green. TEFL :-a�. ed!:i?d
by Tim Woolf, recorded ar ID Audso,
Lo:::c-0�.
•
lllustration: Kveta, p. 80
Cover design by Wild Apple Design L;;:i
Designed and typeset by Wild Apple Design Jd.
CAMBRIDGE
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contemporary classroom practice with stimulating topics aimed at teenagers and young
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