Formula B2 Exam File (Pearson Education) [PDF]

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CONTENTS Exam boost These pages provide practice exercises for specific language and skills for each exam paper and part. You are referred to the exercise sections from the main lessons when you should complete them.

Ex m reference READING AND USE OF ENGLISH - Part 1 Multiple-choice doze READING AND USE OF ENGLISH - Part 2 Open doze READING AND USE OF ENGLISH - Part 3 Word formation - READING AND USE OF ENGLISH - Part 4 Key word transformations • READING AND USE OF ENGLISH - Part 5 Multiple choice -

READING AND USE OF ENGLISH - Part 6 Gapped text READING AND USE OF ENGLISH - Part 7 Multiple matching

- WRITING - Part 1 Essay - WRITING - Part 2 Article •

WRITING - Part 2 Email or letter WRITING - Part 2 Review WRITING - Part 2 Report WRITING - Part 2 Story LISTENING - Part 1 Multiple choice

- LISTENING - Part 2 Sentence completion

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II Ill Ill Ill

LISTENING - Part 3 Multiple matching LISTENING - Part 4 Multiple choice (long text) SPEAKING - Part 1 Interview SPEAKING - Part 2 Individual long turn SPEAKING - Part 3 Collaborative task SPEAKING - Part 4 Discussion Exam overview

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

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SECTION C

EXAM BOOST

SECTION A Phrases with prepositions The missing word may be dependent on the preposition that follows it or comes before it.

0 Choose the correct verbs. 1 2 3 4 5 6

Sam devotes/ spends all his time to his job.

1

think about

consider

deny threaten warn )

2

tell someone that something bad might happen say something is not true

This style of building doesn't appeal/ attract to me.

ask for something in an anxious/urgent way

What project are you doing/ working on?

5

say something was your fault

Who does this umbrella belong/ own to?

The course consists/ includes of eight modules.

1

Are you OK? You look like you're in p__________ . Jack's drawings are on d______ on our fridge! Tim was pleased - at I_______ he said he was. Students gave a talk in a_______ to their essay. What are you doing for the r __ . ____ of the day? This building's modern in c ____ to that one.

SECTION B Phrasal verbs The missing word may form part of a phrasal verb.

E) Complete the sentences with the correct form of these verbs.

(figure

get

live

mess

rely

think )

1

I hope I don't ______ ... the speech up.

2

We can't. _____________ away with being late to work.

3

My work never _______ up to my boss's standards.

4 5

I can't_--·-·-·-····· __ my boss out. I often rush work without _________ it through first. A good manager_·-_ .. _______ on their staff.

0 Complete the sentences with one word in each gap. 1 I've worked hard ______ . _ ___ learning English. 2 All our hard work has finally paid _____ . __ ... _ . _. 3 His apology made up _ .. ______ his mistake. 4 I never think my actions ____ 5 Films never seem to live up _______ my expectations.

6 The high salary made __ -···

_____ for the

heavy workload.

,.,

beg

3 4

We've just left/ moved to a new house.

2 3 4 5 6

7

8 Match these reporting verbs with definitions 1-6. (admit

f) Write the missing words. You are given the first letter.

6

Verb patterns You may be tested on reporting verbs. These follow different verb patterns.

I like to stand ___

from the crowd.

e 6

1 2 3 4

say you'll cause some harm/trouble

Complete the sentences with the correct form of the reporting verbs in Ex 5. Dan __________ me to get him a coffee. I'm __________ getting a coffee machine. I saw Ian take my coffee but he _ --· __. ______ it. My doctor ________ me not to drink too much coffee.

5

Our boss __________ to take away our coffee break if we didn't work faster!

6

Katy __________ spilling coffee on our sofa.

0 Is each verb in Ex 5 followed by a gerund or an infinitive? Which verbs need an object?

SECTION D Easily confused words You need to understand the precise meaning of words and select them according to their appropriacy.

0 Replace the inappropriate word in each sentence with one of these words. briefly damage lie sympathetic

1 2

declined

eventually

He rejected the environment conference invitation. I'm kind towards people who live without clean water.

3 The solar cooker wouldn't work at first but lastly it did. 4 Let's lay on the grass and look up at the trees. 5 We shortly discussed the issues. 6 The storm did a lot of harm to the area.

• You will read a short text with eight gaps. • You choose the word or phrase that best fits each gap from four multiple-choice options. • Only one of the options will fit each gap.

Short reading�

What is being tested? This part of the exam focuses on your knowledge of vocabulary and some grammar. The questions may test your knowledge of:

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collocations, e.g. She made a mistake.

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• fixed phrases, e.g. first of all • words or structures that follow verbs or nouns, e.g. The rain led to the cancellation of the match. • phrasal verbs, e.g. The talks broke down.

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• linking words, e.g. He went out although it was snowing.

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expressions, e.g. out of the blue

How do you do it?

_ BEFORETHETASK -------------

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

_ DURING THETASK -------------------------• Read the text again carefully, stopping at each gap.

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

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

-------­

Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?

• Make sure you have chosen an answer for each gap - there is no negative marking, so make a sensible guess.

Are you exam-ready? Did you ...

D D ... check your idea against the four options? ................................................................................................................. D ... cross out options that were definitely wrong if you weren't sure? .......................................................................... D ... choose the most likely answer if you still weren't sure? ........................................................................................... D ... answer every question? ................................................................................................................................................ D ... remember to read the text again at the end to make sure it made sense? ........................................................... D

... read the text through quickly so you knew what it was about? ............................................................................... ... stop at each gap and think about what word might be missing? ...........................................................................

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READING AND USE OF ENGLISH - Part 2 Open doze EXAM BOOST·

SECTION A Present tenses You will sometimes be required to add an auxiliary verb. Remember that this needs to be in the correct form, when appropriate.

0

Complete the sentences with the correct auxiliary verbs.

In the last five years, she -----· ___ __ _ been a teacher, an artist and a taxi driver. 2 Smart phones _________ _ _ definitely getting smarter and smarter! 3 We ___________ learned a lot about the way the brain works over the last century. 4 Where ___ _____ _ _ _ honeybees go during the winter? You can find the answer in this documentary. 5 Why ______ -·- ____ timing so important in the exam? The experts say that ... 6 The writer _______ ____-· been working on his new novel since the beginning of the year. 1

Other words related to present tenses are also frequently tested, although they may not necessarily be part of the verb form.

0

Complete the sentences with one word in each gap.

It's ___·-------- most expensive painting he has ever owned. 2 Although I've been all over Europe, I've ___ , ______ been to Rome. I would love to go one day. 3 There's been a museum in the town centre _ ____ _ ____. _ ages and I hope it stays. 4 We __________ ever watch TV these days as it's more convenient to stream films. worse 5 We have never had ____ summer as far as the weather is concerned. 6 The musician has lived in this area_______ he returned from Paris in 2008. 1

SECTION B Future forms You are sometimes tested on time expressions linked to verb forms.

E) Choose the correct alternatives. 1 2 3 4

4

I'll call you until/ after I've seen Mark. We'll wait outside the cinema when/ until you arrive. When/ Until they reply to your email, contact me immediately. Once I By the time we've finished the project, we'll go out to _celebrate.

Once/ By the time I've finished writing the report, it will be too late to go out. 6 They'll start serving food on the flight until/ as soon as the seatbelt sign goes off.

5

SECTION C Conditional forms There are alternatives to 'if' in a conditional sentence. These are sometimes tested in this exam task.

0 1

2 3

4 5 6 7

Complete the sentences with one word in each gap.

I'll go swimming at the beach that the water's warm. I have tech I get really frustrated______ problems on my laptop. Let's fill up with fuel in____ ___________the journey is longer than we think. lnever buy fish _______ .. __ it's freshly caught. As__________ as you agree, I'll post the contract tomorrow. If ____________ everyone understood me like you do! I'll accept the job on _____________ that they give me a decent holiday allowance.

SECTION D Relative clauses You may be tested on words that are part of clauses that add essential or additional information.

C, Complete the sentences with one word in each gap. 1

I heard recently that the old college is going to be pulled down, __________ _ is very sad. 2 Tom had a bad holiday experience. _ eating some fish that had gone off, he was ill for nearly a week. 3 We returned home from the shopping trip completely broke,_______ _ __ .. ________ spent all our money. 4 I remember my teacher's advice. Homework _ _ '__ . _____ in a hurry always needs to be checked carefully. 5 Everything was very well organised. _____ ______ . ___ arriving at the meeting we were given an introductory pack and a restaurant voucher for lunch. 6 I contacted the man dog went missing in the forest last weekend.

• You will read a short text with eight gaps. You have to think of the word that best fits each gap - there are no options to choose from. The answer is always a single word. • The word you write must be spelled correctly and must fit the grammar and meaning of the sentence. • Sometimes there may be more than one correct answer.

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This part of the exam focuses on your knowledge of grammar and your understanding of how a text is organised. The questions may test your knowledge of: articles and determiners, e.g. the, a, an, this, these • prepositions, e.g. in, at, on

• parts of verbs, e.g. have, been (think about verb forms too, e.g. is it a passive?)

• dependent prepositions, e.g. interested in

• phrasal verbs, e.g. work out

• pronouns, e.g. his, her, or relative pronouns e.g. when, who

• linking words and phrases, e.g. although, but

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• fixed phrases, e.g. apart from

How do you do it?

_ BEFORETHETASK

Read the title, and then read the whole text through quickly so you know what the text is about.

• Don't focus on the gaps at this stage.

_DURING THETASK _

_ _ _ _____________________

• Read the text again carefully, stopping at each gap.

• Think about what type of word is missing, e.g. is it a pronoun, a preposition, an article? • Read the whole sentence containing the gap. Is the missing word part of a verb, and is it singular or plural, passive or active, a modal verb? • Check the words before and after the gap. The missing word may be a dependent preposition or part of a fixed phrase. • Read the sentences before and after the one with the gap. The missing word may be linking two ideas in the same sentence or in different sentences.

_AFTERTHETASK _______________________

__

• Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?

• If you still don't know an answer, make a sensible guess - there is no negative marking, so don't leave any empty gaps.

Are you exam-ready? Did you ...

D ... stop at each gap and think about what type of word might be missing? .............................................................. D ... check the words before and after the gap carefully? ............................................................................................... D ... read the sentences before and after the gap if the missing word was a linking word? ....................................... D ... answer every question? ................................................................................................................................................ D ... remember to read the text again at the end to make sure it made sense? ........................................................... D . .. read the text through quickly so you knew what it was about? ...............................................................................

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READING AND USE OF ENGLISH - Part 3 Word formation

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SECTION C Adjective suffixes SECTION A Negative prefixes We can use prefixes to make an adjective negative. Common prefixes include: un-, im-, in-, dis- and ii-.

0 Complete the sentences with these adjectives.

Two common adjective endings are -ful and -less. When they are attached to the same root word, they are often but not always opposites so take care.

0 Complete the table with the adjectives made from these words.

delight doubt event hope pain peace point power price skill success tact thought use wonder worth

disallowed illegal illogical immature indecisive informal unfair unlucky 1

You needn't wear a suit because it's an event.

2

His response was completely··--·- _______ _ and didn't make sense at all.

3

People in his position can't be ______ They need to make quick choices.

4

The supporters were furious with the referee that the goal at the end of the match was

-ful

e

delightful

-less

I-

Complete the sentences with adjectives from Ex 4.

1

It was very _______ of him to use the last of the milk and leave nothing for us.

2

A lot of things happened on holiday which made it but not a time I'd like to remember.

3

It's a bit ________ trying to phone Jules his signal is unreliable and I don't think he could help anyway.

5

We were really__ _____ on holiday because it rained every single day.

6

It has been___ to use a handheld phone while driving for a long time now.

7

4

Playing silly jokes like that shows that the person is very _______ . ___ .

Jim has a bad ankle and it's he can play in the match tomorrow.

5

Don't worry about the injection because it's completely ________ -you won't feel a thing.

8

In my opinion it's _________ _ that young people can't learn to drive at an earlier age.

SECTION B

SECTION D Prefixes over and under

Noun suffixes Sometimes we can form a noun from another noun by adding -hood or -ship.

8 Add the correct endings to the nouns. 1

adult____

5

mother___

2

champion__

6

neighbour____

3

child____

7

partner___ _

4

friend

E) Complete the text with the nouns in Ex 2.

The person I remember most from my 1 ____ is a girl called Emily. She lived in my 2___ ··- __ and we formed a great 3___________ at primary school and did everything together, including sports. We were a wonderful 4_____________ in tennis and when we were ten we won the county 5___________ . We stayed close to each other as we went into 6_____ • We are both now on the verge of 7_____ ! I hope our children are friends too.

6

whether

Some verbs can take the prefix over to add the idea of 'too much'. Some of these verbs can also take the prefix under to add the idea of 'too little'.

Q Complete the sentences with the correct form of some of these words.

charge cook do eat estimate pay sleep think work

look

1

We _____________ the number of people and didn't provide enough food.

2

The meals here are never and don't taste dry.

3

My bedroom ___ .. ____ the garden and every morning I hear the birds singing.

4

My brother sometimes ___ ····- __________ his gym training and gets aching muscles.

5

You mustn't __ ------·-······- and miss the appointment.

6

Cut down on some of your projects - you're __________ and it isn't good for you.

• You will read a short text with eight gaps. • The base form of the missing words is at the end of the line containing the gap. You have to change the form of the word so it fits the gap.

What is being tested? This part of the exam focuses on your ability to form new words from a base form. The questions may test your knowledge of: • prefixes, e.g. happy - unhappy, advantage - disadvantage suffixes, e.g. happy - happiness, common - commonly

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other spelling changes, e.g. deep - depth, strong - strength compound words, e.g. note - notebook

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How do you do it? _ BEFORETHETASK--- - - - - - --------------- - ­ Read the title, and then read the whole text through quickly so you know what the text is about. Don't focus on the gaps at this stage.

_ DURING THE TASK___

_ _ _____ _ ______

Read the text again carefully, stopping at each gap.

____ _

Think about what type of word is missing. Is it a noun, a verb, an adjective or an adverb? Think about whether the missing word is singular or plural. Think about whether the meaning is positive or negative. Look at the base word. Think about how to change it to the form you need. Think about prefixes or suffixes you need to add. • Think about other spelling changes.

_AFTERTHETASK_

__

_ __ __

Read through the text again quickly with the words in place. Does it make sense? Can you spot any mistakes?

• Make sure you have completed all the gaps - there is no negative marking, so make a sensible guess if you are still not sure.

Are you exam-ready? Did you ...

D ... stop at each gap and think about what type of word might be missing? .............................................................. D ... look at the base word and think about how to change it? ....................................................................................... D ... remember to think about prefixes and suffixes? ....................................................................................................... D ... remember to think about other spelling changes? .................................................................................................. D ... answer every question? ................................................................................................................................................ D ... remember to read the text again at the end to make sure it made sense? ........................................................... D .. . rea·d the text through quickly so you knew what it was about? ...............................................................................

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READING AND USE OF ENGLISH - Part 4 Key word transformations SECTION C Comparative forms

SECTION A Past tenses You need to recognise patterns of language that have the same meaning.

0

Match each of sentences 1-6 with a sentence A-F which has the same or a similar meaning.

You need to understand different language that can be used to compare things.

8 1

Match each of sentences 1-6 with a sentence A-F which has the same meaning. Films are more enjoyable than books.

2

Films are less enjoyable than books.

3

Books are as enjoyable as films.

4

Books are much more enjoyable than films.

1

Carl's been playing football for ages.

2

Carl regularly played football at the weekends.

3

Last week's match was the first that Carl has missed.

4

Carl hasn't played football since he was 15.

5

Carl regularly played football with his dad.

A

Films and books provide the same level of enjoyment.

6

Carl had just left the field when his team scored.

B

I've never seen a film as enjoyable as this.

A

Carl began playing football a long time ago.

B

Carl stopped playing football as a teenager.

C

Carl had never missed a match until a few days ago.

D

Carl's team scored just after he left the field.

E

Carl would often play football with his father.

F

Carl often used to play football on Sundays.

SECTION B Reported speech You might need to report direct speech. This might mean changing a verb form, time expression and/or pronoun or changing the position in which a verb appears in a sentence.

f) Choose the correct option (A or B) to report the direct speech.

1

C

Books aren't as enjoyable as films.

D

Films aren't as enjoyable as books.

E

Films are far less enjoyable than books.

F

There are fewer enjoyable films than books.

SECTION D Passive forms You may need to produce the passive form.

0

B

the sea. Anna told us that she'd never seen dolphins in the sea.

'Did you see the moon last night?' Phillipe asked.

We'll have eaten this food by the end of the day. This food _______________________ by the end of the day.

2

Almost everyone enjoyed the food festival. The food festival almost everyone.

3

We have entered our cheese into the contest. Our cheese ----------- -·-into the contest.

4

The judges are tasting our cheese now. Our cheese ____ ·------ ________ _ _ _ the jl.l�ges now.

5

The judges might give two cheeses joint first place. Two cheeses ___________ joint first place.

6

The judges gave the biggest sculpture first prize. to the First prize___ biggest sculpture.

A Phillipe asked us if we'd seen the moon last night. B Phillipe asked us if we did see the moon last night. 4

'Do you know where the pink lake is?' Veronica said.

A Veronica asked me if I knew where is the pink lake. B Veronica asked me if I knew where the pink lake is. 5

'It's raining right now' said Davide.

A Davide said it had been raining at that time. B Davide said it was raining just then. 6

'Will you come to the dentist with me?' asked Kate.

A Kate asked me if I'd go to the dentist with her. B Kate asked me if I'll go to the dentist with her.

8

Complete the second sentence in each pair so that it has a similar meaning to the first. Use between two and five words in each gap.

1

'I've never seen dolphins in the sea,' said Anna.

A Anna told us that she's never seen dolphins in

3

This is the most enjoyable film I've ever seen. There are many more enjoyable books than films.

'Where are you going right now?' asked Ben.

A Ben asked me where I was going right then. B Ben asked me where am I going right then. 2

5 6

8

Correct one error in each sentence.

1

Flowers have been being carved out of fruit for centuries.

2

Thai meals often are accompanied by vegetable carvings.

3

Butter can to be used to create sculptures.

4

Butter sculptures will be damage by heat.

• You will read six pairs of sentences. The sentences in each pair have a similar meaning, but they are expressed in different ways. There is a gap in the second sentence which you have to complete. You must use between two and five words to fill the gap. Contractions (e.g. don't, couldn't, she'd, etc.) count as two words. You are given one of the words (called the key word). You must not make any changes to the key word.

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What is being tested?

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This part of the exam tests your knowledge of both grammar and vocabulary. You need to show that you can express a sentence in a different way, using different grammar patterns or different vocabulary, but without changing the meaning. The questions may test your knowledge of: changing sentences from active to passive

vocabulary such as phrasal verbs and collocations

changing from direct to reported speech

fixed phrases and linkers

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How do you do it?

_ BEFORETHETASK----------------Read the example to make sure that you know exactly what to do.

--------­

Read the instructions carefully and make sure you know how many words you must use to fill each gap.

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

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

-------­

Read through both sentences in each pair again to check that they have a similar meaning.

Check that you have used the correct number of words to complete each gap - remember that contractions count as two words.

Are you exam-ready? Did you ...

D ... think about structures that are used with the key word? .......................................................................................... D ... complete the second sentence using between two and five words? .................................................................... D ... leave the key word unchanged? ................................................................................................................................. D ... answer every question? ................................................................................................................................................ D ... read the two sentences again to check they had a similar meaning? .................................................................... D .. . read the first sentence and think about the meaning carefully? .............................................................................

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.. . ··- - .. - - - . _- --:- - - - --------:---- -

Are you ready for Reading and Use of English -�art 4? Identify a_n -�"!•� i'!'f>rove...

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READING AND USE OF ENGLISH - Part 5 Multiple choice EXAM BOOST

SECTION A Identifying attitude and opinion You may be asked about the writer's opinion, attitude or feeling. These questions often feature a range of adjectives in the stem or options. The adjective will not appear in !he text.

0 Match the adjectives in 1-6 with extracts A-F. Identify the phrases that helped you.

1 2 3 4 5 6

The writer was confused by ... The writer felt guilty that ... He was reassured by ... The writer was relieved that ... The writer was attracted to the idea of ... He was excited about ...

A

I knew I should have visited my cousins while I was in the area but I didn't really have a lot of time. Now I won't see them for another six months at least. B It was the chance of a lifetime and I was really looking forward to the experience. I'd never photographed a lightning storm before. C I'd been very worried about missing the plane, as the motorway traffic had been horrific, but we arrived just in time, thank goodness. D Someone at the shop drew me a map but when I searched online I found a completely different route. I had no idea which directions to take. E The job offers were interesting and I particularly liked the thought of working for a small company. F At one point I felt that I'd made a complete mistake but then I saw smoke from a chimney in the distance and I knew I hadn't got completely lost.

The questions often use a variety of different verbs to paraphrase information from the text.

f) Complete the sentences with these verbs. Use the information in brackets to help you.

accepts doubts hopes refuses regrets suspects 1 2 3

10

The writer _ ___________arranging such an early appointment. (It meant that he was tired for the whole day.) The writer _______________ that anyone will believe his story. (It sounds impossible.) The writer _______ that he has been given the wrong information. (He appears to be in the wrong location.)

4

...

The writer ______ that climate change will not damage this environment too badly in the future. (It's a possibility but he doesn't want this to happen.) 5 The writer _ _ to work for less than he'd been previously paid. (He will not agree to this.) 6 The writer is experienced and_____ _ the dangers of photographing on active volcanoes. (He understands the risks.)

SECTION B Deducing the meaning of unfamiliar vocabulary There will often be a question that tests the meaning of vocabulary you may not be familiar with.

E) Match the words in bold in the text with 1-7. Which parts of the text helped you decide?

1

two ways of saying that someone couldn't remember what to say _____________ ___

2

an expression that describes nervousness ----------------a way of walking _______ ___________ a way of referring to something mentioned previously

3 4 5 6 7

an expression that means a performance was appreciated ______________ a verb implying enjoyment of an activity a way of speaking quickly

The moments before the curtain goes up affect different actors in different ways. Some pad up and down in the corridor with butterflies in their stomachs, while others can't wait to get on stage. Paula belonged to the latter. She revelled in being in front of an audience, the bigger the better, whereas I would stand shaking at the slde of the stage. So, it was a surprise when on that first night, Paula was the one who dried on stage in the middle of act one. She'd been so confident, rattling off her lines long before anyone else had even started learning theirs. But it happens to the best of actors and it happened to Paula. She later described the moment that her mind went blank as one of the most horrific experiences of her life. However, in spite of the unexpected problem, the rest of the performance went extremely well and it brought the house down! The reviews were all very positive and the rest of the week was sold out.

• You will read a long text which is followed by six multiple-choice questions. Each question has four options to choose from. The questions come in the same order as the information in the text.

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• Some questions focus on a sentence or phrase in the text. Other questions ask about a longer section of text. • It is always clear which part of the text the question refers to. You should not bring information from other parts of the text into.your answers.

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What is being tested? In this part of the exam, the multiple-choice questions focus on different aspects of reading. They may ask about: the writer's attitude or opinion, or the writer's message your detailed understanding of one part of the text the writer's use of a particular expression or phrase, or its meaning in context

• the writer's purpose in part or all of the text something that is implied in the text rather than stated • some features of text organisation, such as reference or comparison

_ BEFORETHETASK --------------------------­ Read the context sentence as this tells you what type of text it is and what it's about. Read the title and the whole text quickly to get a general understanding of the content and how the text is organised. Identify the paragraph where the answer to each question will be. _ DURING THETASK ------------------------- ­ Read the options for each question. Underline key words that might help you identify the information you need. Take each question in turn and read the relevant paragraph. Mark where you think the answer is in the text, then choose the option that is closest to that. Remember that you may not see the same words in the text and the options, as they may be paraphrased. Check that the other options are definitely wrong. Some questions may ask about a particular word or phrase. In this case you will be given the line number where the word or phrase appears. Make sure that you read the lines before and after this line carefully as these will help you choose the correct answer. Don't just look at the given line. If you are not sure of an answer, leave it and move on - you can go back to it later. If you are still not sure, identify the options that are definitely wrong and choose from the others the one that seems most likely.

_AFTERTHETASK __ _______________________ _ _ Check your answers quickly to make sure you are happy with them. Make sure you have answered all the questions, even if you are not sure of the answers.

Are you exam-ready? Did you ...

D D ... underline key words in the questions to help you find the correct information? ................................................. D .. read the relevant paragraph carefully to find the information you needed? ........................................................ D ... choose the option that was closest to the meaning? ............................................................................................... D ... answer every question, even if you were unsure of the answer? ............................................................................ D ... read the text through quickly to get a general understanding? .............................................................................

... read the questions and identify the paragraph where each answer would be? ...................................................

.

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Are you ready for Reading and Use of English Part 5? Identify �n area to improve.

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How do you do it?

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11

READING AND USE OF ENGLISH - Part 6 Gapped text

E) Complete extracts 1-4 with the sentences A-D in Ex 2.

SECTION A

1

It took me a long time to become proficient at English. _____ Spending several months in the country probably helped.

2

To learn a language well you need to have a good teacher. __ ._It helps develop your vocabulary and understand the flow of the language.

3

My friend's mother is Australian and the family often spoke English at home. _____ He now works as an interpreter for the United Nations.

4

My English teacher is French, like me, but he speaks English brilliantly. _____ I think this helped him pick up a lot of idiomatic English and become really fluent.

Understanding reference devices You often have to identify different forms of reference, particularly how a sentence refers back to a previous sentence. Sometimes the second sentence starts with a phrase which introduces points that relate to the previous sentence.

0 Complete the second sentence in each pair with these words. addition 1

instead

result

said

spite

while

The teachers at the college give extra help when necessary. As a ____________ of this, the students progress very quickly.

2

When applying for the job I had to give details of my work experience. In __________ to this I had to describe my career goals.

3

It's said that good qualifications are necessary to get a good job. ___ ·----- this is true, I also think employers like people to have a lot of interests.

4 The weather forecast was for a hot, dry day.

____ of this we had showers all afternoon.

5

In my opinion, my town is a very good place to live and work. Having ___ ---·-·----- that, I wouldn't mind finding a job abroad for a year or so.

6 The meals on the restaurant menu were surprisingly expensive. In ________ of this, the quality of the food was not very good.

SECTION B Text structure and cohesion You need to look for clues in each option that show whether it is adding an idea, making a contrast or giving a reason or consequence.

0 Match these words and phrases with the words and phrases in bold in sentences A-D that they can replace. Also Because of this Besides this It's due to the fact that On the other hand The reason is that Therefore Unlike me A

As a result, he achieved a high level in the language very quickly.

B

However, my cousin only needed a year to learn English very well.

C

This is because he lived in London for ten years

D

As well as this, it's important to read widely.

12

when he was a child.

SECTION C Rephrasing, exemplifying and commenting You may need to look for an example or clarification of something mentioned in the previous sentence. This may not always be signalled by an introductory phrase, instead a link to the specific topic, problem, etc. may be mentioned.

0 Choose the correct sentence (A-C), which all include examples, to fit gaps 1-3. Then identify the link with the previous sentence.

Climate change is clearly affecting our weather significantly. Different areas suffer in different This is a general change ways. 1 which people need to adapt to. However, we are also seeing extreme events which are Properties are life-threatening. 2____ 3 at risk too. A

People's homes have been flooded by swollen rivers and got caught in forest fires.

B

Hotter countries are getting hotter, and colder countries are getting colder.

C

Flooq damage can make people homeless for month� on end and coastal erosion can mean abandoned and derelict houses.

• You will read a long text with six gaps where sentences have been removed. The sentences that fill these gaps are written below the text, in a jumbled order. There is also a seventh sentence which does not fit any of the gaps in the text. • You have to decide which of the seven sentences fits each of the six gaps.

A lang text with sixgap$

What is being tested? In this part of the exam, you need to understand the way a text is organised and how words are phrases are used to link earlier or later parts of the text to hold it together. These links may be: references to people or places, e.g. words such as these, those, that, there time references, e.g. after that, then pronouns, e.g. he, they

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vocabulary references (words with similar meanings) • grammatical links between paragraphs, e.g. time expressions

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logical links between the topic and the focus of a paragraph or sentence

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How do you do it? _ BEFORE THE TASK-------------------------­ Read the context sentence as this tells you what type of text it is and what it's about.

Read the title and whole text quickly, ignoring the gaps, to get a general understanding of the content and how the text is organised. Read the seven sentences.

__ DURING THE TASK------ - - -----• Read the long text again, stopping at each gap. Think about what kind of information might be missing. Look at the sentences and see if there are any topic or language links with anything in the long text. Look for references to people or places, time references, pronouns, etc. Think about the overall text and how it's structured. If necessary, go back and read the text again from the start. You need to think about the flow of the whole text as you do the task.

Choose the best sentence for each gap. Read the sentences before and after the gap again to confirm your choice. Check for any words in the sentence after the gap that refer back to the missing sentence - does the sentence you have chosen still fit? If you are not sure of an answer, then go on to the next gap. Make sure that you're thinking about the flow of the overall text as you do the task.

When you have filled all the gaps, check that the extra sentence does not fit into any gap.

_AFTERTHETASK ----------------------- - � Read the whole text again with the missing sentences in place. Make sure that it makes sense and the ideas follow each other in a logical way. If you have any doubts, check your answers again.

Make sure you choose an answer for each gap - there is no negative marking, so make a sensible guess if you are not sure.

Are you exam-ready? Did you ... .. . read the text through quickly to get a general understanding? ............................................................................. ... read the seven sentences carefully? ........................................................................................................................... ... focus on each gap and think about the flow of the text? ......................................................................................... ... choose the best sentence for each gap and check that it fitted with the sentences around the gap? .............. ... check that the extra sentence did not fit into any gap? ........................................................................................... ... check that the overall text made sense with the sentences in place? .................................................................... ... check you had not used any sentence more than once? .........................................................................................

I

Are you ready for Reading and Use of English Part 6? Identify an a� to improve.

D D D D D D D 13

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READING AND USE OF ENGLISH - Pa rt 7 Multiple matching

... A I love my current job and this is mainly down to the fact that I don't have time to get bored as I did in my last one. I was even given a higher position a month after starting, which surprised me! But I'm content with the workload I have now - just right. I get on well with the majority of my colleagues. This is probably a result of the company practice of sending employees away on team-building courses. These are both instructive and fun for everyone involved. My only complaint is the hot desk policy, where no one gets to have their own regular work space. It doesn't affect the quality of my work - well, no one has moaned about it yet - but it can be quite frustrating to have to move my things around all the time.

SECTION A Reading for specific information You need to identify a section of text which contains certain information. You first need to understand what you are looking for and then scan the text to find the equivalent information.

0 Read the questions and identify the words that will help you find the information.

Which paragraph mentions 1 a disagreement over how a classroom activity was conducted?

2

a reluctance to show her inadequacy at school?

3 4

a consideration for the feelings of classmates?

B My job involves a lot of commuting but I'm happy with that as I'm working for a company which appreciates my skills. Unlike my previous boss. who never praised anyone or gave them any support. We had an argument when a client objected to the way I dealt with her situation, and he didn't even ask for my side of the story. This company respects their staff. The organisation of our office space cleverly allows us privacy when necessary but also room for interaction. There are plenty of opportunities for advancement, something I didn't have before, and I find that motivating. In addition to this, they have a realistic programme for on-the-job training. This often focuses on how best to work in groups without taking us out of the office. I'm very glad I made the move.

a concern over ways her progress was assessed?

E) Read the text and match paragraphs A and B with

two of the questions from Ex 1. Which two questions are not answered?

A I enjoyed going to school when I was very young. There was less pressure than in later years and friendships made then were strong, some lasting throughout my whole education. I don't mean that there weren't any arguments, far from it. My best friend now and I were sworn enemies for a long time after practically fighting over our interpretation of a teacher's instructions in an art class! B At that time little things seemed to have great importance. For example, where you sat had huge implications as it showed others who you liked most. I hated offending anyone so when two girls asked me to sit next to them I avoided the issue completely and sat next to someone completely different. At least it showed I hadn't chosen one over the other.

SECTION B Understanding implication The questions will not use the same language as the texts. Therefore, it is necessary to look for what is implied but not stated. There may also be references which appear to relate to the question in more than one text.

0 Read texts A and B, which are about people's

attitudes to their work. For questions 1-4, choose from texts A and B. The texts may be chosen more than once.

Which writer mentions

1

an enthusiasm for external training days?

2

a desire for promotion?

3

a complaint about his work performance?

4

a dissatisfaction with his work environment?

14

SECTION C Paraphrasing in questions The questions will sometimes use a noun when in the text a phrase is used.

0 Match three of the nouns in phrases 1-6 with the extracts (A-F) they relate to and identify the paraphrases.

Which writer mentions

1 2

a defay in

4 a fear of

an increase in

5

a lack of

3

an example of

6

an enthusiasm for

A

We should definitely have been given more details about how to claim on the insurance.

B

The departure lounge was noticeably more crowded than in previous years.

C

I personally get a little worried on planes, but I'd never seen my son so excited before.

D

Through experience I'd learned to take a paper map with us in the car wherever we went.

E

In spite of repeated requests, our sandwiches never arrived. We were supposed to have taken off an hour before we did and as a result missed our coach to the resort.

F

• You will read one long text which is divided into different sections or up to six shorter texts all on the same topic. There are ten questions to answer.

• The ten questions state information or ideas taken from the text.

You have to match each question or statement with the correct section of the long text or the correct short text.

What is being tested?

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This part of the exam focuses on different aspects of what speakers say. The questions may ask about: a detail about a point they are making

the speaker's attitude or feeling (whether they are angry, annoyed, pleased, etc.)

• the gist or general meaning of what they are saying

their opinion (whether they like, dislike, approve, etc.)

• whether two speakers agree or both think the same

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their purpose or what they are doing (complaining, apologising, instructing, etc.)

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How do you do it? _ BEFORE THE TASK ------------------------- ­ Look at the context sentence for each question so you know what the situation is. Read the question to identify what you are listening for, underlining any key words, e.g. what the man likes most, or how the woman feels. Read the options and underline any key words. Remember that you won't hear the same words as you read in the question and options, you will hear a paraphrase. _ DURING THE TASK ---------------

---------­

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

Are you exam-ready? Did you ...

D D ... underline keywords in the options? ............................................................................................................................ D ... listen to everything the speakers said? ...................................................................................................................... D ... identify which options were definitely wrong? .......................................................................................................... D ... answer every question? ................................................................................................................................................ D . . . read the context sentences so that you knew what each situation was? ............................................................... ... read the question and identify what to listen for? ....................................................................................................

29

LISTENING - Part 2 Sentence completion �-

SECTION B Listening for specific details SECTION A

You need to be able to identify exactly the kind of information that you are listening for.

Listening for cues You need to listen for the speaker's attitude. Words a speaker uses can signal the answer is coming.

0

Match the speakers' attitudes 1-5 with the spoken cuesA-E.

1

Sara is convinced that .. .

2

Marc was confused about

3

Ella was unprepared for . ..

4

Ian is fascinated by . . .

5

Hannah is eager to . ..

A

'One thing I find really interesting is . . .'

B

'There were a few things that puzzled us.'

C

'I'd expected some issues but I wasn't ready for . . .'

D

'One thing I'm sure is going to happen is .. .'

E

'Something I'm really keen to do is to ...'

You will see a variety of verbs in the sentences you have to complete.

f) Match these words with definitions 1-6. argue

claim

point out

insist

object to

support

1

say firmly that something is true

2

say you oppose or disapprove of something

3

state something is true even if it's not been proven

4

say you agree with an idea, action, group, etc.

5

state an opinion with clear reasons

6

tell someone something they didn't know already

In all listening exam tasks, you need to understand fast speech.

E) (j) 2 1 EB Listen to part of Josh's talk again. Write the unstressed words you hear. Write one word in each gap.

So,,what exactly is pumpkin spice? Well, like many 1 2 ___ .. _ ..... _ •. _. • you, I knew ____________ 3 pumpkin spice describes ___ . ____ _ _ _ __ _ four main spices used 4________ _ pumpkin pie. That's cinnamon, ginger, nutmeg 5 cloves. What I didn't realise pumpkin spice products, 8 taste or smell tends 9 10 11 12

flavours instead.

13

in other ____ come not actual spices artificial

0

Decide if each sentence is missing an adjective, noun or verb. Can you guess what the word could be?

1

We get annoyed when something_

2

The length or _______ --···-· of an activity determines how annoying an activity is.

3

Our lack of is another factor.

4

How annoyed we get can depend on our current

5

Our annoyance levels_--··--- if we're feeling grumpy.

6 7

. _____ us.

over the situation

______ is a similar emotion to annoyance. When you can't achieve your·----··• __ you feel annoyed with yourself.

In this exam task, you need to identify the word in a paraphrased sentence.

e

Complete each sentence in Ex 4 with a word from its corresponding sentence below.

1

We might lose our temper when something or someone disturbs our peace and quiet.

2

Levels of annoyance can depend on how long an activity lasts as well as its frequency.

3

Our level of control can also affect how annoyed we feel.

4

The mood we're in right now can determine how annoyed we feel.

5

When we're in a bad temper, our feelings of annoyance increase.

6

Frustration is one emotion which bears some similarities to annoyance.

7

We feel annoyed when we fail to reach a goal we have.

In all listening exam tasks, you need to understand fast speec:_h :

0 (i)

6.1 EB Listen and complete what you hear. Write three or four words in each gap. If I had to, _____________ that annoys me, it's noisy eaters at the cinema. You know the ones. They bring packets of sweets and insist on 2_______ _ ______ ··----- ____ into the bag, pulling out a sweet and unwrapping it at the most inappropriate moment possible

in the film. Or worse, they bring crisps and 3_____ _____ ______ ______________ through them. I have no problem with people eating 4 _. _____ __________ .•.. _

I once saw someone literally take a picnic during a

30

film but I didn't hear a thing!

• You will hear one long monologue, which may be a presentation or a talk. • There are ten sentences about what the speaker says. These may focus on the speaker's opinion, how they feel or a detail about something they mention. There is one gap in each sentence, which you complete with a word or short phrase. You have time to read the questions before you listen to the recording and you hear the recording twice.

What is being tested?

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This part of the exam focuses on listening for specific information, detail and stated opinion.

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The sentences are paraphrases of what you hear on the recording. The sentences are in the same order as the information you hear and form a kind of summary of the talk. You mustn't change the form of the word(s) you write in the gap- you hear the exact word(s) you need. • The word(s) you write in each gap should be spelled correctly and must fit grammatically into the sentence.

How do you do it? _ BEFORE THE TASK ---------------- - - ------• Look at the context sentence. Think about the topic you are going to hear about and who the speaker is. Read all the sentences. This will give you an idea of how the talk is organised. • Think about any function words in the sentences. Is the speaker surprised, happy or annoyed about anything? This will prepare you to identify the kind of information to listen for. Think about the kind of word missing from each sentence. Is it a noun or an adjective? The structure of the sentence helps you to identify this, e.g. Alice is surprised that Alice uses the word

is the colour that most people prefer. (noun) to show how she feels about the experience. (adjective)

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

--------

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

_ AFTER THE TASK -----------------

--------

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

Are you exam-ready? Did you ...

D ... read each sentence and identify what kind of word(s) to listen for? ...................................................................... D ... remember to avoid including unnecessary information? ........................................................................................ D ... check your spelling and grammar? ............................................................................................................................ D ... answer every question? ................................................................................................................................................ D . . . read the context sentence so that you knew what the situation was? ....................................................................

31

LISTENING - Part 3 Multiple matching SECTION B Listening for gist

SECTION A

You may need to listen for the gist of what is being said.

Identifying attitude Speakers may use certain phrases to demonstrate different attitudes to a topic.

0

Complete the table with these headings. annoyed disappointed hopeful impressed pleased puzzled relieved surprised 1 I admire ...

I don't get why ...

It's impressive how ...

I don't quite understand ...

2

6

I feel positive about the future.

I couldn't believe it.

I'm sure that ... will ...

3 ________

It really gets on my nerves.

It's irritating that ...

7 It's a weight off my mind. It's a relief that ...

4 _______

8

It's not what I expected.

I'm so glad that ...

It's such a shame that .. .

It's fantastic that ..

f) Identify consonant-vowel linking in the sentences below. The first example is given.

The bridg�s an incredible example of engineering at its best ...

2

But I still don't get why the structure needed to be quite so vast.

3

The island has a population of 5,000 ..

4

Currently, a few thousand vehicles cross it every week ...

5

... I suppose the locals are happy that they can get on and off the island ...

E) (i) 3.1 EB Listen and check.

32

Underline the words in these sentences that communicate the general meaning.

1

I had some friends who retired to a remote part of the countryside.

2

The reality soon hit when the power kept going out, leaving me literally in the dark.

3

I quit my job, bought my own house and got a few treats for my friends and family.

4

So, I bought some equipment and started my own gaming channel.

5

It was hard to cope with reading people's negative opinions about me.

6

I soon realised that being your own boss meant long hours.

7

The responsibility sat heavily on my shoulders and I became a constant worrier.

8

I was constantly damaging the wheels and had to pay almost monthly to get them fixed.

It's astonishing how ...

In all listening exam tasks, you need to recognise connected speech. Speakers often connect words which end in a consonant sound with words which begin with a vowel sound.

1

0

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7.1 EB Listen and write down the key words that you hear.

() Work in pairs. Try to piece together what the speaker said from the key words. How much do they help you to understand the gen_eral meaning?

f) � 7.2EB Listen to the speaker several more times

and try to add in the unstressed words so that you have a full transcript of what the speaker says. Which words are particularly hard to hear in fast speech?

----------------- ·-·---

• You will hear five short monologues. Each one has a different speaker talking about the same topic, e.g. travel experiences. • There is a list of eight options relating to the topic. You match one of these options with one of the speakers. • There are three options you do not need to use and you can use an option only once. • You have time to read the questions before you listen to the recording. • You hear all five extracts first and then you hear them a second time.

----------

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The examiner stops your discussion after a minute.

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What is being tested? This part of the test focuses on your ability to maintain a discussion by exchanging ideas, making suggestions, agreeing and disagreeing, expressing and justifying opinions, etc. The examiners mark you all through the test in four areas.

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Grammar and vocabulary: Use a range of structures and words and don't worry about making mistakes. • Discourse management: Organise what you say clearly using linking words. Pronunciation: This includes individual sounds and word stress, but the important thing is that you can be understood easily. Interactive communication: In Part 3 you should respond and interact with your partner.

How do you do it? _ BEFORE THE TASK __

_______________________

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

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

Are you exam-ready? Did you ...

D D ... interact well with your partner? ................................................................................................................................... D ... use a range of structures and vocabulary? ................................................................................................................ D ... answer the decision question? .................................................................................................................................... D ... read the question and prompts carefully? .................................................................................................................

... talk about the prompts in depth? ...............................................................................................................................

41

--------SPEAKING - Part 4 Discussion

...

SECTION B SECTION A Giving full answers with examples and justifications You need to give an extended answer, not a brief one. Try to add points, give an example, either general, personal or both, and justify your opinion.

0 Complete the sentences to make useful phrases that allow you to extend your answers. addition instance

also experience give main only reason say

Adding ideas and developing a discussion The questions may be answered in three different ways. •

The question may be for one of you, or for both of you to discuss together.

•

The examiner may ask one of you the question and then ask for the other candidate's opinion.

•

If the question is directed to one of you, the other may be able to add their opinion after the original candidate has given a full answer.

e 1

Is it possible to have a good holiday without spending a lot of money? A: Actually, I think it is. A lot of people spend a lot on holidays far away and stay in hotels that are quite luxurious. That's great if you've got the money. But in my experience ... B: Can I come in here? I think it's easy to have a good cheap holiday, as long as ...

2

Which do you think is better for keeping healthy doing exercise or eating well? A: I think it's not an either or! Both are important. For example, we should all choose a good balanced diet and also get some exercise. It doesn't need to be a lot - like running five miles every day, but a little and often. If I had to choose, I think I'd say exercise. B: No, that's not right. What's the point in doing exercise if ...

3

Some people say that governments invest too much money in space research. What's your opinion? A: I'm afraid I don't understand the question. B: I think it's about whether we_ think governments should spend more money on problems we've got here on Earth than on sending rockets to other planets! A: Ah - thanks - I see. Well, in my view, I think it's good to develop rockets and things because ...

4

Do y�u think schools should give cookery lessons to thei'r students? A: That's an interesting question. My old school used to give cookery lessons but they stopped them. I think they're really important because it shows people that they don't have to spend a lot of money buying ready meals or fast food. They can cook instead! B: If I could add something here? You're absolutely right. Also, it teaches students about ...

Extending your answer 1

Global warming is affecting the weather. Not _____ ······-_ .... that, but it's raising sea levels too.

2

In my view, it's important to have a job you enjoy. In _______________ to that, there ought to be opportunities for promotion.

3

Obviously eating well is important. But we should ------- think about our fitness.

Giving an example 4

Tourists can cause problems in a town. For __________ , in my town in the summer, the litter problems are terrible.

5

Teachers influence their students a lot. Let me ____________ you an example. I had a brilliant maths teacher ...

6

I think it's a terrible idea. And I'm talking from here! I was once asked to ...

Justifying your opinion

7

Not many people shop in high streets now. for this is ... The

8

I think increasing public transport is really important. I___ this because ... Teenagers should all have the chance to go to university. The ______________ reason is that ...

9

Even if you have no opinions or thoughts about the question, you should still try to give a full response and say why.

8 (i) 4.2EB Listen to two candidates' responses to a question. Which is better? Why? Listen again and repeat the better response.

42

Look at the extracts from candidates' responses to some Part 4 questions. Is Speaker B's contribution good? Why?/ Why not?

about 4 minutes ln--1 • In this part of the exam, you answer questions from the examiner on the same general topic as you discussed in Part 3. These questions develop the topic into more abstract areas. The examiner may ask you and your partner individual questions or ask you to discuss a question together. You may be asked several questions or only one or two.

....,tcingt.lfcita� throughouttbe whole\lllt

• The examiner doesn't take part in the discussion, but starts it off by asking the questions. You and your partner then take over.

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What is being tested? This part of the test focuses on your ability to express and justify your opinions, agree and disagree and speculate on different aspects of the topic. The examiners mark you all through the test in four areas.

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Grammar and vocabulary: Use a range of structures and words and don't worry about making mistakes.

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Discourse management: Organise what you say clearly using linking words.

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Pronunciation: This includes individual sounds and word stress, but the important thing is that you can be understood easily. Interactive communication: In Part 4 you should respond and interact with your partner.

How do you do it? _ BEFORETHETASK -------------------------­ The questions you will be asked are related to the topic you have just discussed in Part 3. Be ready to express yourself and expand your answers. _ DURING THETASK -------------------------­ Listen carefully to the examiner's questions. If you don't understand, you can ask them to repeat it or ask your partner what they think. • If the examiner asks your partner a question, it is still important to listen to their answer. The examiner may ask you what you think about your partner's opinion. • You can agree or disagree with your partner at any time or add more details to something they have said. However, you shouldn't interrupt them. • Remember that the questions are only asking for your opinion and that there are no right answers. Express your opinions clearly and give reasons for what you think. Invite your partner to contribute to the discussion. • As this is the last part of the test, you can relax and really show what you can do! • Don't forget to thank the examiners at the end of the test.

Are you exam-ready? Did you ...

D D ... interact with your partner? ........................................................................................................................................... D ... use a range of structures and vocabulary? ................................................................................................................ D .. . listen to the questions carefully? .................................................................................................................................

... give detailed answers with reasons for your opinions? ...........................................................................................

43

EXAM OVERVIEW

.

'

The B2 First qualification is one of the Cambridge English Qualifications and tests all areas of language ability. It is made up of four papers, each testing a different area of ability in English. The Reading and Use of English paper carries 40 percent of the marks, while Writing, Listening, and Speaking each carry 20 percent of the marks. Candidates are awarded a score for each of the four skills and an overall score for the exam, plus a final grade (A, B or C).If a candidate's performance is below level B2, but is within level B 1, the candidate will receive a Cambridge English certificate stating that they demonstrated ability at B 1 level. Reading and Use of English Writing Listening Speaking

1 hour 15 minutes 1 hour 20 minutes 40 minutes (approximately) 14 minutes (for each pair of students)

All the examination questions are task-based. Rubrics (instructions) are important and should be read carefully. They set the context and give important information about the tasks. There is a separate answer sheet for recording answers for the Reading and Use of English and Listening papers.

Paper

Format

Task focus

Reading and Use of English

Part 1: Multiple-choice cloze

Choice of vocabulary and relationships

Choosing which word from a choice of four fits in each of eight

between words.

7 Parts

gaps in the text.

52 questions

Part 2: Open cloze

Grammar, vocabulary and knowledge of

Writing the missing word in each of eight gaps in the text.

expressions.

Part 3: Word formation

Grammatical accuracy and knowledge of vocabulary and expressions.

Choosing the form of the word given so that it fits into the gap in the text, with a total of eight gaps.

Part 4: Key word transformations

Grammatical accuracy and knowledge of

Using a key word to complete a new sentence which means the

vocabulary and sentence structure.

same as the one given, with a total of six pairs of sentences.

Part 5: Multiple choice Answering six four-option multiple-choice questions based on a text.

Reading for detailed understanding of the text.

Part 6: Gapped text

Reading to understand text structure.

Choosing sentences to fit into the gaps in a text, with a total of six sentences to place correctly.

Part 7: Multiple matching

Reading to locate specific information,

Deciding which of the short extracts or paragraphs contains given

detail, opinion and attitude.

information or ideas and matching these with ten prompts.

Writing

Part 1: Compulsory task (essay)

Focus on writing for an English teacher in

2 Parts

Using given information to write an essay of 140 to 190 words.

a formal style.

Part 2: Producing one piece of writing of 140 to 190 words from

Writing for a specific target reader, using appropriate layout and register.

a choice of the following: an article, an email or letter, a review, a report. In the For Schools exam, a story replaces the report.

Listening

Part 1: Multiple choice

Understanding gist, detail, function,

4 Parts

Eight short recordings, each with a three-option multiple-choice.

purpose, attitude, etc.

30 questions

Part 2: Sentence completion

Locating and recording specific

One long recording with ten sentence-completion questions.

information.

Part 3: Multiple matching

Understanding gist and main points.

Set of five short recordings on the same theme to match to 'one of eight prompts.

Part 4: Multiple-choice (long text)

Understanding attitude, opinion, gist,

One long recording with seven three-option multiple-choice

main ideas and specific information.

questions.

Speaking

Part 1: Interview

Giving personal information, using social

4 Parts

Conversation with the examiner.

language.

Part 2: Individual long turn

Organising discourse in a 'long turn',

Talking about two photographs for approximately 1 minute and answering a question on your partner's photos.

describing, comparing, giving opinions.

Part 3: Collaborative task

Sustaining an interaction, expressing,

A conversation with the other candidate based on some written

justifying and exchanging ideas, agreeing

prompts.

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and disagreeing, reaching a decision.

Part 4: Discussion

Expressing and justifying ideas, agreeing

Further discussion on topics related to Part 3.

and disagreeing.